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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
reporting and revision of end term exams |
|||||||
| 2 | 1 |
External Land Forming Processes
|
Introduction and Definition of Weathering
|
By the end of the
lesson, the learner
should be able to:
Define weathering as process of rock breakdown in situ Explain denudation as collective term for external processes Distinguish between weathering and other external processes Identify weathering agents: heat, water, dissolved substances, plants and animals |
Q/A session reviewing internal land forming processes from Form Two; Exposition of denudation concept and external processes; Definition of weathering and regolith formation; Discussion of weathering agents and their effects on rocks
|
Charts showing external vs internal processes, Rock samples showing weathering effects, Diagrams of weathering agents
|
Secondary Geography Form 3 Student's Book, Pages 41-42
|
|
| 2 | 2 |
External Land Forming Processes
|
Agents of Weathering
Factors Influencing Weathering |
By the end of the
lesson, the learner
should be able to:
Explain how heat acts as weathering agent through temperature fluctuations Describe water as weathering agent including dissociation into hydrogen and hydroxyl ions Identify role of dissolved substances in increasing weathering ability Analyze how plants and animals contribute to weathering processes |
Detailed discussion of heat effects on rock surfaces and permafrost formation; Explanation of water dissociation and carbonic acid formation; Study of dissolved substances: pollutants, sulphur dioxide, organic compounds; Analysis of plant root penetration and animal burrowing effects
|
Rock samples, Temperature demonstration materials, Water pH testing materials, Examples of plant root damage to rocks
Climate charts, Relief diagrams, Rock samples of different colors and compositions, Examples from highland and lowland areas |
Secondary Geography Form 3 Student's Book, Pages 42-44
|
|
| 2 | 3 |
External Land Forming Processes
|
Rock Structure, Texture and Physical Weathering Introduction
|
By the end of the
lesson, the learner
should be able to:
Explain rock structure as mode of jointing and planes of weakness Describe texture as crystal size and its weathering effects Define mechanical weathering as disintegration without chemical changes Identify areas where physical weathering is common |
Exposition of rock structure using Figures 3.1(a), (b) showing spheroidal weathering; Discussion of jointing patterns and resulting weathering types; Analysis of crystal size effects on weathering rates; Introduction to mechanical weathering in vegetation-free areas
|
Figures 3.1(a), (b), Rock samples showing different crystal sizes, Examples from Bunyore, Seme Hills, Sang'alo areas
|
Secondary Geography Form 3 Student's Book, Pages 45-47
|
|
| 2 | 4 |
External Land Forming Processes
|
Physical Weathering Processes - Block Disintegration and Exfoliation
|
By the end of the
lesson, the learner
should be able to:
Describe block disintegration through temperature changes and diurnal ranges Explain exfoliation as peeling off of rock surfaces Identify formation of exfoliation domes Analyze conditions leading to these weathering processes |
Detailed discussion of block disintegration using Figure 3.3; Analysis of desert temperature conditions and rock expansion/contraction; Study of exfoliation process using Figure 3.4; Examination of exfoliation dome formation using Figure 3.5
|
Figure 3.3 rock blocks, Figures 3.4 and 3.5 exfoliation examples, Temperature demonstration materials, Examples from desert regions
|
Secondary Geography Form 3 Student's Book, Pages 47-48
|
|
| 2 | 5 |
External Land Forming Processes
|
Physical Weathering - Granular Disintegration, Frost Action and Crystal Growth
Physical Weathering - Slaking and Pressure Release |
By the end of the
lesson, the learner
should be able to:
Explain granular disintegration in heterogeneous rocks Describe freezing and thawing effects in tundra and mountain regions Identify frost action results: congelifraction, scree, talus Analyze crystal growth in dry climates leading to alveoli and taffoni formation |
Exposition of granular disintegration using Figure 3.6; Detailed discussion of frost action using Figure 3.7; Analysis of congelifraction and angular fragment formation; Study of crystal growth and crystallisation processes; Examples from Mounts Kenya, Kilimanjaro, Rwenzori and Ol Njorowa Gorge
|
Figure 3.6 granular disintegration, Figure 3.7 frost action, Figure 3.8 Ol Njorowa Gorge, Examples from East African mountains
Examples from coastal Kenya, Granitic rock samples, Areas experiencing pressure release, Activity 3.4 practical demonstration |
Secondary Geography Form 3 Student's Book, Pages 48-50
|
|
| 3 | 1 |
External Land Forming Processes
|
Chemical Weathering Processes - Solution and Hydrolysis
|
By the end of the
lesson, the learner
should be able to:
Define chemical weathering as actual decay involving chemical reactions Explain solution affecting rocks with soluble minerals Describe hydrolysis as major process in feldspar decay Analyze chemical equations and products of hydrolysis |
Exposition of chemical weathering in humid climates; Discussion of solution process and salt pan formation; Detailed analysis of hydrolysis chemical equation; Study of feldspar breakdown products: clay minerals, potassium carbonate, silica; Examples from North Eastern Kenya, Etosha Pan, Makgadikgadi
|
Chemical equation charts, Examples of salt pans, Rock samples containing feldspar, Areas showing hydrolysis: Wundanyi, Bunyore
|
Secondary Geography Form 3 Student's Book, Pages 51-53
|
|
| 3 | 2 |
External Land Forming Processes
|
Chemical Weathering - Oxidation, Carbonation and Hydration
|
By the end of the
lesson, the learner
should be able to:
Explain oxidation process in iron-containing rocks Describe carbonation affecting calcium carbonate rocks Analyze hydration as water absorption causing rock expansion Identify areas and examples of these weathering processes |
Study of oxidation chemical equation and ferric oxide formation; Analysis of carbonation process using chemical equation; Discussion of limestone dissolution and calcium bicarbonate formation; Explanation of hydration process and spheroidal weathering; Examples from coastal limestone areas: Kambe, Bamburi, Kilifi
|
Chemical equation demonstrations, Rock samples showing oxidation effects, Limestone samples, Examples of spheroidal weathering in basalt
|
Secondary Geography Form 3 Student's Book, Pages 53-56
|
|
| 3 | 3 |
External Land Forming Processes
|
Chemical Weathering Results and Biological Weathering
Biological Weathering - Human Activities and Significance of Weathering |
By the end of the
lesson, the learner
should be able to:
Identify formation of tors through deep weathering processes Explain biological weathering through plant action Describe animal contributions to weathering Analyze human activities causing weathering |
Analysis of tor formation using Figure 3.9; Study of examples: Bunyore, Maragoli, Amukura, Taita Hills, Lukenya, Mavoloni; Detailed discussion of tree root action using Figure 3.10; Examination of plant chemical contributions: algae, mosses, lichen; Analysis of animal effects: cattle pressure, burrowing, chemical excretions
|
Figure 3.9 tors examples, Figure 3.10 tree root action, Examples of biological weathering in local environment, Human activity examples
Figure 3.11 quarrying, Examples of industrial weathering, Acid rain demonstration materials, Local examples of human-induced weathering |
Secondary Geography Form 3 Student's Book, Pages 56-58
|
|
| 3 | 4 |
External Land Forming Processes
|
Significance of Weathering and Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain weathering importance in soil formation processes Describe weathering role in quarrying and construction industries Identify weathering creating tourist attractions Analyze economic products from weathering: bauxite, kaolite, clay |
Exposition of weathering as initial stage in soil formation; Discussion of quarrying importance for building and construction; Analysis of tourist attractions: Kit Mikayi, Crying Stone using Figure 3.12; Study of economic products: bauxite from hydrolysis, kaolite from granite rotting, clay for pottery and bricks
|
Figure 3.12 Crying Stone of Kakamega, Examples of weathering tourist sites, Economic product samples, Engineering consideration examples
|
Secondary Geography Form 3 Student's Book, Pages 60-61
|
|
| 3 | 5 |
Mass Wasting
|
Introduction, Definition and Factors Influencing Mass Wasting
|
By the end of the
lesson, the learner
should be able to:
Define mass wasting as downward movement of weathered material under gravity Distinguish between mass wasting and mass movement Explain factors influencing mass wasting: slope, material nature, climate, vegetation Analyze crustal forces and human activities effects |
Q/A session reviewing weathering from previous chapter; Exposition of mass wasting concept and gravity influence; Discussion of water's role in overcoming resistance; Brain storming on factors affecting movement: slope angle, rock types, climate effects, vegetation role, human activities
|
Charts showing gravity effects, Slope demonstrations, Rock samples, Climate charts, Examples of human activities
|
Secondary Geography Form 3 Student's Book, Pages 53-54
|
|
| 4 | 1 |
Mass Wasting
|
Slow Mass Wasting Processes
|
By the end of the
lesson, the learner
should be able to:
Define soil creep as slow movement involving fine soil particles Describe scree (talus) creep as angular waste rock movement on mountains Explain solifluction as gravitational flow of water-saturated materials Identify triggers, evidence and effects of slow mass wasting processes |
Exposition of soil creep using Figure 4.1 showing effects and evidence; Discussion of triggering factors and infrastructure impacts; Study of scree creep using Figure 4.2 from mountain examples; Analysis of solifluction using Figure 4.3 in cold climates; Examples from Mount Kenya, Kilimanjaro, and local areas
|
Figures 4.1, 4.2, 4.3, Examples from mountains, Soil movement demonstrations, Cold climate examples
|
Secondary Geography Form 3 Student's Book, Pages 54-56
|
|
| 4 | 2 |
Mass Wasting
|
Rapid Mass Wasting - Earthflows, Mudflows and Avalanches
Landslides - Types and Characteristics |
By the end of the
lesson, the learner
should be able to:
Describe earthflows in humid areas with shallow scars and terminal points Explain mudflows as super-saturated material with high water content Define avalanches as gravitational fall of ice and rock material Analyze factors influencing rapid movements and compare characteristics |
Study of earthflows using Figure 4.4; Analysis of mudflow formation, factors and examples from North Eastern Kenya; Discussion of avalanche characteristics in temperate regions; Comparison of movement speeds, water content and locations; Examples from volcanic slopes and arctic regions
|
Figure 4.4 earthflows, Mudflow examples, Avalanche examples from temperate regions, Factor comparison charts
Figures 4.5, 4.6 slump examples, Road cutting examples, Rock samples, Examples from Uganda and Kenya |
Secondary Geography Form 3 Student's Book, Pages 56-57
|
|
| 4 | 3 |
Mass Wasting
|
Effects of Mass Wasting on Physical and Human Environment
|
By the end of the
lesson, the learner
should be able to:
Explain positive effects: soil fertility enhancement, tourist attractions, lake creation Analyze negative effects: property damage, loss of life, soil erosion, permanent scars Identify research centers and environmental awareness benefits Study specific disaster examples and environmental conservation strategies |
Comprehensive analysis using Figure 4.9 summary of mass wasting types; Discussion of positive effects: Miwa, Chemelil-Muhoroni soil fertility from Nandi Hills; Study of negative effects using Figure 4.10 Murang'a landslide; Analysis of major disasters: Kiina College 1968, Nyeri 1985, Murang'a 2000-2018; Environmental conservation strategies and research opportunities
|
Figures 4.9, 4.10, Soil fertility examples, Disaster case studies, Environmental conservation examples
|
Secondary Geography Form 3 Student's Book, Pages 60-61
|
|
| 4 | 4 |
The Hydrological Cycle
|
Introduction and Definition
|
By the end of the
lesson, the learner
should be able to:
Define hydrological cycle as endless circulation of water from oceans to atmosphere to land Explain role of sun as energy source driving the cycle Identify components: inputs, outputs, transfers and storages Describe hydrological cycle as complete balanced system |
Q/A session using questions about water disappearance and return; Discussion of water circulation from sky to land to ocean; Exposition of hydrological cycle definition; Analysis of Figure 5.1 showing complete cycle; Study of system components and energy source
|
Figure 5.1 hydrological cycle diagram, Water circulation demonstrations, System component charts
|
Secondary Geography Form 3 Student's Book, Pages 63
|
|
| 4 | 5 |
The Hydrological Cycle
|
Input and Output Processes
Internal Transfer Processes |
By the end of the
lesson, the learner
should be able to:
Identify precipitation as main input in various forms: dew, rainfall, mist, snow, fog Explain evaporation as physical process of moisture loss to atmosphere Describe transpiration as biological process of water loss from plants Analyze factors affecting evaporation and transpiration rates |
Exposition of precipitation forms and conditions for occurrence; Detailed discussion of evaporation process and factors: humidity, temperature, wind, sunshine hours, water characteristics; Analysis of transpiration through stomata and lenticles; Study of evapotranspiration as combined process
|
Precipitation examples, Evaporation demonstration materials, Plant samples showing stomata, Factor analysis charts
Vegetation interception examples, Runoff demonstration materials, Soil infiltration samples, Percolation process diagrams |
Secondary Geography Form 3 Student's Book, Pages 63-65
|
|
| 5 | 1 |
The Hydrological Cycle
|
Storage Processes and Significance
|
By the end of the
lesson, the learner
should be able to:
Identify surface water storage: seas, oceans, lakes, swamps Describe ground water storage above impermeable rocks creating water table Explain cryosphere as water stored in ice-covered regions Analyze significance of hydrological cycle in ecological balance and distribution |
Discussion of surface water storage through rivers to seas and lakes; Analysis of ground water formation through percolation and infiltration; Study of cryosphere as fresh water store; Examination of cycle significance: ecological balance, rainfall formation, atmospheric unity, oxygen-carbon cycle, water distribution
|
Water storage examples, Ground water table diagrams, Ice storage examples, Significance analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 66-67
|
|
| 5 | 2 |
ACTION OF RIVERS
|
Definition of Terms Related to Rivers
River Erosion Processes River Transportation and Deposition |
By the end of the
lesson, the learner
should be able to:
Define rivers, source, mouth, tributaries, confluence, drainage basin, watershed, interfluves. Identify components of river systems on maps. |
Q/A to review hydrological cycle. Explanation of river terminology with Kenyan examples. Drawing and labeling river system diagrams.
|
Maps of Kenya, river system charts, textbooks
Water containers, sand, rock samples, demonstration materials Containers, different sized particles, water, magnifying glasses |
KLB Secondary Geography Form 3, Pages 68-69
|
|
| 5 | 3 |
ACTION OF RIVERS
|
Youthful Stage Features
Mature Stage Features Old Stage Features - Alluvial Fans and Flood Plains |
By the end of the
lesson, the learner
should be able to:
Identify V-shaped valleys, waterfalls, rapids, gorges, potholes, interlocking spurs. Explain formation through vertical erosion dominance. |
Drawing youthful stage features. Discussion of waterfall types with Kenyan examples (Thomson's Falls, Torok Falls). Modeling with clay.
|
Clay/plasticine, topographical maps, pictures of waterfalls, drawing materials
Comparison charts, cross-section diagrams, colored pencils Sand, water, modeling trays, maps showing flood plains, diagrams |
KLB Secondary Geography Form 3, Pages 74-80
|
|
| 5 | 4 |
ACTION OF RIVERS
|
Old Stage Features - Meanders and Ox-bow Lakes
Old Stage Features - Levees, Braided Channels, and Deferred Tributaries |
By the end of the
lesson, the learner
should be able to:
Explain meander formation through lateral erosion on concave banks. Describe ox-bow lake development from cut-off meanders. |
Practical demonstration of meander formation using stream tables. Drawing meander development sequence leading to ox-bow lakes. Discussion of Kenyan examples.
|
Stream tables, sand, water, sequential diagrams, pictures of ox-bow lakes
Cross-section diagrams, aerial photographs, flood plain maps |
KLB Secondary Geography Form 3, Pages 82-84
|
|
| 5 | 5 |
ACTION OF RIVERS
|
Delta Formation and Types
River Profile Summary |
By the end of the
lesson, the learner
should be able to:
Explain delta formation when rivers enter seas/lakes. Describe arcuate, estuarine, and bird's foot delta types with examples (Tana, Rufiji, Lake Victoria deltas). |
Drawing different delta types. Detailed discussion of Tana Delta distributaries. Analysis of delta formation conditions.
|
Maps of river deltas, diagrams of delta types, aerial photographs
Large drawing paper, colored pencils, summary charts, profile diagrams |
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 6 | 1 |
ACTION OF RIVERS
|
River Capture
|
By the end of the
lesson, the learner
should be able to:
Define river capture, pirate river, misfit river, elbow of capture, wind gap. Describe capture process and conditions. Explain Kenyan examples: Tiva-Galana and Sondu-Miriu captures. |
Drawing river capture process step-by-step. Detailed case study of Kenyan river captures. Map analysis of capture sites and resultant features.
|
Maps of Kenya, capture process diagrams, case study materials
|
KLB Secondary Geography Form 3, Pages 85-86
|
|
| 6 | 2 |
ACTION OF RIVERS
|
River Rejuvenation
|
By the end of the
lesson, the learner
should be able to:
Define river rejuvenation and distinguish dynamic vs static rejuvenation. Describe resultant features: river terraces, incised meanders, rejuvenation gorges, knick points. |
Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.
|
Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya
|
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 6 | 3 |
ACTION OF RIVERS
|
Drainage Patterns
Drainage Systems |
By the end of the
lesson, the learner
should be able to:
Identify and describe dendritic, radial, centripetal, parallel, fault-guided, and trellis drainage patterns. Explain formation conditions and give Kenyan examples. |
Drawing different drainage patterns. Analysis of Mt. Kenya radial drainage and Rift Valley centripetal patterns. Pattern recognition exercises.
|
Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils
Geological maps, drainage system diagrams, cross-sections |
KLB Secondary Geography Form 3, Pages 90-92
|
|
| 6 | 4 |
ACTION OF RIVERS
|
Significance of Rivers - Positive Effects
|
By the end of the
lesson, the learner
should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism. |
Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.
|
Maps of water systems, pictures of dams and ports, economic activity charts
|
KLB Secondary Geography Form 3, Pages 94-96
|
|
| 6 | 5 |
ACTION OF RIVERS
LAKES |
Significance of Rivers - Negative Effects and Water Conservation
Definition of a Lake |
By the end of the
lesson, the learner
should be able to:
Describe flooding problems, communication barriers, waterborne diseases. Explain Water Act provisions for conservation and access. |
Discussion of flood disasters and health issues. Analysis of communication problems caused by rivers. Review of water resource management principles.
|
Pictures of floods, case study materials, Water Act summary
Chalkboard, textbooks, wall map of Kenya |
KLB Secondary Geography Form 3, Pages 96-97
|
|
| 7 | 1 |
LAKES
|
Lakes Formed by Tectonic Movements - Rift Valley Lakes
Lakes Formed by Tectonic Movements - Downwarped Lakes |
By the end of the
lesson, the learner
should be able to:
Describe formation of faulted/rift valley lakes through earth movements. Explain characteristics: narrow, steep-sided, alkaline, long, deep. Give examples from Kenya (Turkana, Baringo, Nakuru, Naivasha) and other African rift valleys. |
Drawing rift valley formation diagrams on chalkboard. Discussion of Kenyan Rift Valley lakes with their characteristics. Students copy diagrams in exercise books.
|
Chalkboard, chalk, exercise books, wall map of East Africa
Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Pages 100-102
|
|
| 7 | 2 |
LAKES
|
Lakes Formed by Volcanic Activity
Lakes Formed by Glaciation Lakes Formed by River and Wave Deposition |
By the end of the
lesson, the learner
should be able to:
Describe crater lake formation in volcanic craters. Explain lava dammed lake formation when lava blocks river courses. Give examples: crater lakes (Simbi, Paradise, Chala) and lava dammed lakes (Bunyonyi, Kivu, Tana). |
Drawing crater lake formation on chalkboard. Discussion of lava dam formation across rivers. Students sketch volcanic lake types in exercise books.
|
Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, atlas Basin, clay/soil, water, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 103-106
|
|
| 7 | 3 |
LAKES
|
Other Lake Types - Wind Erosion, Solution, and Human-made
Landslide and Meteorite Lakes Lake Classification Summary and Regional Examples |
By the end of the
lesson, the learner
should be able to:
Describe wind erosion lakes through deflation to water table. Explain solution lakes in limestone areas (sink holes). Identify human-made lakes behind dams (Masinga, Volta, Kariba, Nasser). |
Discussion of oasis formation through wind erosion. Explanation of solution processes in limestone using chalk demonstration. Review of major African dams and their lakes.
|
Pieces of chalk, water container, chalkboard, atlas
Sand tray, small stones, chalkboard, internet access (if available) Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Pages 108-109
|
|
| 7 | 4 |
LAKES
|
Significance of Lakes - Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain lakes as sources of fish, water supply, and irrigation. Describe hydroelectric power generation from lakes. Analyze transport and navigation benefits. Discuss mineral extraction (soda ash, salt) from lakes. |
Discussion of Lake Victoria fisheries and water supply to cities. Analysis of Owen Falls and Seven Forks power generation. Case study of Lake Magadi salt and soda ash mining using textbook examples.
|
Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Pages 109-111
|
|
| 7 | 5 |
LAKES
|
Significance of Lakes - Social and Environmental Benefits
|
By the end of the
lesson, the learner
should be able to:
Describe lakes as tourist attractions and recreational facilities. Explain climate modification effects of large water bodies. Analyze lakes as sources of rivers and building materials. |
Discussion of Lake Nakuru National Park and flamingo tourism. Analysis of Lake Victoria's influence on regional climate. Review of recreational activities (boating, sport fishing).
|
Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Page 111
|
|
| 8 |
midterm break |
|||||||
| 9 | 1 |
LAKES
OCEANS, SEAS AND THEIR COASTS |
Negative Effects of Lakes
Distinction Between Oceans and Seas |
By the end of the
lesson, the learner
should be able to:
Identify disease vectors (mosquitoes, snails) around lakes causing malaria and bilharzia. Describe dangerous wildlife habitats (crocodiles, hippos). Explain displacement issues from human-made lakes. |
Discussion of health challenges in lake regions. Analysis of human-wildlife conflict around lakes. Case study of resettlement during dam construction projects using textbook examples.
|
Chalkboard, chalk, textbooks, exercise books
Chalkboard, world map, atlas, exercise books |
KLB Secondary Geography Form 3, Page 111
|
|
| 9 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Nature of Ocean Water - Salinity and Temperature
Nature of Ocean Water - Ocean Life and Topography Islands and Ocean Pollution |
By the end of the
lesson, the learner
should be able to:
Explain ocean water salinity and factors affecting it. Describe temperature variations in ocean water with depth and latitude. Identify salt content composition in oceans. |
Discussion of ocean water composition and salinity measurement. Drawing temperature variation diagrams on chalkboard. Students copy salt content percentages in notebooks.
|
Chalkboard, chalk, exercise books, thermometer for demonstration
Chalkboard, chalk, exercise books, textbooks Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Pages 114-117
|
|
| 9 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Water Movement - Vertical Movement
Water Movement - Ocean Currents Major Ocean Currents |
By the end of the
lesson, the learner
should be able to:
Explain vertical water movement through upwelling and downwelling. Describe causes: density differences and converging currents. Analyze significance for marine life and fishing. |
Discussion of density differences in ocean water. Simple demonstration using warm and cold water in containers. Analysis of upwelling areas and fishing grounds.
|
Containers, warm and cold water, chalkboard, atlas
Chalkboard, chalk, globe, world map, exercise books World map, atlas, chalkboard, exercise books |
KLB Secondary Geography Form 3, Pages 120-122
|
|
| 9 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Tides - Formation and Causes
Types of Tides |
By the end of the
lesson, the learner
should be able to:
Explain tide formation through gravitational pull of moon and sun. Describe earth's rotation effects on tidal patterns. Define tidal range and lunar day concepts. |
Discussion of gravitational forces using simple demonstrations. Drawing tidal formation diagrams on chalkboard. Students observe local tidal patterns if applicable.
|
Chalkboard, chalk, exercise books, stones for demonstration
Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 125-127
|
|
| 9 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Formation and Types
|
By the end of the
lesson, the learner
should be able to:
Explain wave formation through wind friction on water surface. Describe wave components: crest, trough, wavelength, height. Distinguish between constructive and destructive waves. |
Simple demonstration of wave formation using water basin and fan/breath. Drawing wave diagrams showing crest and trough. Discussion of wave breaking processes.
|
Water basin, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 128-130
|
|
| 10 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Erosion Processes and Features
|
By the end of the
lesson, the learner
should be able to:
Describe wave erosion processes: corrasion, hydraulic action, attrition, solution. Identify erosional features: cliffs, wave-cut platforms, caves, arches, stacks, stumps. |
Discussion of erosion processes with practical examples. Drawing formation sequence of coastal erosional features on chalkboard. Students sketch feature formation stages.
|
Chalkboard, chalk, exercise books, pictures from textbook
|
KLB Secondary Geography Form 3, Pages 130-134
|
|
| 10 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Transportation and Deposition
Coastal Depositional Features - Beaches and Spits |
By the end of the
lesson, the learner
should be able to:
Explain longshore drift process and material transportation. Describe factors influencing coastal deposition. Identify transportation mechanisms along coasts. |
Simple demonstration of longshore drift using sand and water. Discussion of sediment sorting and deposition patterns. Students draw longshore drift diagrams.
|
Sand, water container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, sand for demonstration |
KLB Secondary Geography Form 3, Pages 134-135
|
|
| 10 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Bars and Other Features
|
By the end of the
lesson, the learner
should be able to:
Explain bar formation: bay bars and offshore bars. Describe tombolo, cuspate foreland, mudflats, salt marshes, and dune belts formation. |
Drawing different bar formation types on chalkboard. Discussion of lagoon formation behind bars. Students sketch various depositional features.
|
Chalkboard, chalk, exercise books, textbooks
|
KLB Secondary Geography Form 3, Pages 137-139
|
|
| 10 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Coasts - Concordant and Discordant
|
By the end of the
lesson, the learner
should be able to:
Distinguish between concordant and discordant coasts. Explain factors determining coast types: wave action, tidal currents, rock nature, alignment. |
Discussion of coast types with Kenya examples (Malindi-Lamu vs Mombasa). Analysis of factors affecting coastal development. Students identify coast types on maps.
|
Atlas, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 139-140
|
|
| 10 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Submerged Coasts - Highland and Lowland
Emerged Coasts |
By the end of the
lesson, the learner
should be able to:
Explain submerged coast formation through base level changes. Describe rias, fjords, and Dalmatian coasts in highland areas. Identify fjards in lowland submergence. |
Drawing submerged coast formation diagrams on chalkboard. Discussion of East African rias (Kilindini, Lamu). Students analyze submergence causes.
|
Chalkboard, chalk, exercise books, maps of Kenya coast
Chalkboard, chalk, exercise books, local examples |
KLB Secondary Geography Form 3, Pages 140-142
|
|
| 11 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Coasts and Reef Formation
|
By the end of the
lesson, the learner
should be able to:
Explain coral polyp requirements for growth: temperature, clean water, shallow depth, salinity. Describe conditions favoring coral development. |
Discussion of coral growth conditions and requirements. Analysis of tropical coral distribution patterns. Students list coral growth requirements.
|
Chalkboard, chalk, exercise books, world map
|
KLB Secondary Geography Form 3, Pages 143-144
|
|
| 11 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Coral Reefs
|
By the end of the
lesson, the learner
should be able to:
Distinguish between fringing reefs, barrier reefs, and atolls. Explain formation processes and characteristics of each reef type. Give examples from East Africa and globally. |
Drawing coral reef formation diagrams on chalkboard. Discussion of Great Barrier Reef and local examples. Students sketch reef formation sequences.
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Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 144-146
|
|
| 11 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Reef Formation Theories
Significance of Oceans - Economic Importance |
By the end of the
lesson, the learner
should be able to:
Explain Darwin's, Daly's, and Murray's theories of coral reef formation. Compare different explanations for barrier reef and atoll development. |
Discussion of different coral formation theories with diagrams. Comparison of theory strengths and limitations. Students create theory comparison charts.
|
Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, world map |
KLB Secondary Geography Form 3, Pages 146-148
|
|
| 11 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Significance of Coasts and Coastal Features
|
By the end of the
lesson, the learner
should be able to:
Describe coastal benefits: ports, harbours, fishing grounds, tourism, building materials. Explain marine life habitats and transport challenges. |
Discussion of coastal economic activities with Kenya examples. Analysis of port development and coastal tourism. Students evaluate coastal significance.
|
Chalkboard, chalk, exercise books, maps of Kenya
|
KLB Secondary Geography Form 3, Pages 149-150
|
|
| 11 | 5 |
OCEANS, SEAS AND THEIR COASTS
ACTION OF WIND AND WATER IN ARID AREAS |
Unit Assessment
Definition of Terms and Types of Deserts |
By the end of the
lesson, the learner
should be able to:
Assess understanding of ocean characteristics, water movements, coastal processes, and significance. Evaluate achievement of all learning objectives. |
Written assessment covering all unit topics. Practical identification of coastal features from descriptions. Map work exercises using atlas.
|
Assessment papers, atlas, exercise books, maps
Chalkboard, world map, atlas, exercise books |
KLB Secondary Geography Form 3, Pages 113-150
|
|
| 12 | 1 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Erosion Processes
Wind Erosion Features - Small Scale |
By the end of the
lesson, the learner
should be able to:
Explain wind erosion processes: abrasion, attrition, and deflation. Describe factors favoring wind action in hot deserts: unconsolidated particles, scanty vegetation, tropical storms. |
Discussion of wind erosion mechanisms with practical examples. Simple demonstration using sand and breath/fan to show wind effect. Students draw erosion process diagrams.
|
Sand, small container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, small stones for demonstration |
KLB Secondary Geography Form 3, Pages 152-153
|
|
| 12 | 2 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Erosion Features - Large Scale
Wind Transportation and Deposition Sand Dunes - Barchans and Seif Dunes |
By the end of the
lesson, the learner
should be able to:
Explain formation of mushroom blocks, zeugens, yardangs, and deflation hollows. Describe large-scale erosional features with examples like Mukarob rock in Namibia and Qattara Depression in Egypt. |
Drawing large-scale erosional feature formation on chalkboard. Discussion of vertical vs horizontal rock structures. Analysis of feature distribution in world deserts.
|
Chalkboard, chalk, exercise books, atlas
Sand, fan or strong breath, chalkboard, chalk, exercise books Sand, small obstacles, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 155-157
|
|
| 12 | 3 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Other Dune Types, Draas, and Loess
Water Action in Arid Areas - Wadis and Inselbergs Pediments, Pediplains, and Plateau Features |
By the end of the
lesson, the learner
should be able to:
Explain transverse and wake dune formation. Describe draas as large dune features up to 200m high. Define loess as fine-grained wind-deposited soil with examples from Europe, China, and Americas. |
Discussion of various dune types and their wind conditions. Analysis of global loess distribution and agricultural importance. Students compare different depositional features.
|
Chalkboard, chalk, exercise books, world map
Chalkboard, chalk, exercise books, pictures from textbook Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 159-160
|
|
| 12 | 4 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Water Deposition Features and Dry Valleys
|
By the end of the
lesson, the learner
should be able to:
Describe alluvial fan and bajada formation at upland feet. Explain playa and salina development in basins. Identify dry river valleys (laghs/lagas) common in northern Kenya counties. |
Discussion of seasonal water flow and deposition patterns. Analysis of Kenya's northern dry valleys with county examples. Students map regional examples of water features.
|
Maps of Kenya, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 163-164
|
|
| 12 | 5 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Significance of Arid Features
|
By the end of the
lesson, the learner
should be able to:
Explain positive significance: solar energy potential, mineral resources, tourism attractions, unique ecosystems. Describe negative impacts: sand dune migration, agricultural threats, water scarcity challenges, settlement difficulties. |
Discussion of arid area opportunities and challenges with global and local examples. Analysis of Kenya's ASAL development potential and problems. Students evaluate significance balance.
|
Chalkboard, chalk, exercise books, pictures of solar panels
|
KLB Secondary Geography Form 3, Pages 164-165
|
|
| 13 |
end term exams and closing |
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