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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 5 |
ACTION OF RIVERS
|
Definition of Terms Related to Rivers
River Erosion Processes |
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 |
KLB Secondary Geography Form 3, Pages 68-69
|
|
| 2 | 1 |
ACTION OF RIVERS
|
River Transportation and Deposition
|
By the end of the
lesson, the learner
should be able to:
Describe transportation processes: solution, suspension, saltation, traction. Explain deposition factors and conditions. |
Practical demonstration of transportation methods. Discussion of deposition conditions when river energy decreases. Group activity on load classification.
|
Containers, different sized particles, water, magnifying glasses
|
KLB Secondary Geography Form 3, Pages 72-73
|
|
| 2 | 2 |
ACTION OF RIVERS
|
Youthful Stage Features
Mature Stage Features |
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 |
KLB Secondary Geography Form 3, Pages 74-80
|
|
| 2 | 3 |
ACTION OF RIVERS
|
Old Stage Features - Alluvial Fans and Flood Plains
|
By the end of the
lesson, the learner
should be able to:
Describe alluvial fan formation at highland-plain transitions. Explain flood plain development through erosion and deposition. Give examples like Ombei Fan and Kano Plains. |
Drawing alluvial fan formation. Discussion of flood plain processes with Kenyan examples. Practical modeling of fan development.
|
Sand, water, modeling trays, maps showing flood plains, diagrams
|
KLB Secondary Geography Form 3, Pages 81-86
|
|
| 2 | 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
|
|
| 2 | 5 |
ACTION OF RIVERS
|
Delta Formation and Types
|
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
|
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 3 | 1 |
ACTION OF RIVERS
|
River Profile Summary
|
By the end of the
lesson, the learner
should be able to:
Summarize features along youthful, mature, and old stages. Compare dominant processes and resultant landforms at each stage. |
Creating comprehensive river profile diagrams. Consolidation exercise comparing all stages. Tabulation of features by river stage.
|
Large drawing paper, colored pencils, summary charts, profile diagrams
|
KLB Secondary Geography Form 3, Page 89
|
|
| 3 | 2 |
ACTION OF RIVERS
|
River Profile Summary
|
By the end of the
lesson, the learner
should be able to:
Summarize features along youthful, mature, and old stages. Compare dominant processes and resultant landforms at each stage. |
Creating comprehensive river profile diagrams. Consolidation exercise comparing all stages. Tabulation of features by river stage.
|
Large drawing paper, colored pencils, summary charts, profile diagrams
|
KLB Secondary Geography Form 3, Page 89
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
ACTION OF RIVERS
|
Drainage Patterns
|
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
|
KLB Secondary Geography Form 3, Pages 90-92
|
|
| 4 | 1 |
ACTION OF RIVERS
|
Drainage Systems
|
By the end of the
lesson, the learner
should be able to:
Distinguish accordant, discordant (antecedent, superimposed), and back-tilted drainage systems. Explain formation and give examples. |
Discussion of drainage development relative to geological structure. Analysis of Rift Valley antecedent drainage and Yatta Plateau back-tilting.
|
Geological maps, drainage system diagrams, cross-sections
|
KLB Secondary Geography Form 3, Pages 92-94
|
|
| 4 | 2 |
ACTION OF RIVERS
|
Drainage Systems
|
By the end of the
lesson, the learner
should be able to:
Distinguish accordant, discordant (antecedent, superimposed), and back-tilted drainage systems. Explain formation and give examples. |
Discussion of drainage development relative to geological structure. Analysis of Rift Valley antecedent drainage and Yatta Plateau back-tilting.
|
Geological maps, drainage system diagrams, cross-sections
|
KLB Secondary Geography Form 3, Pages 92-94
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
ACTION OF RIVERS
|
Significance of Rivers - Negative Effects and Water Conservation
|
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
|
KLB Secondary Geography Form 3, Pages 96-97
|
|
| 4 | 5 |
LAKES
|
Definition of a Lake
|
By the end of the
lesson, the learner
should be able to:
Define a lake as a large mass of water occupying a depression. Distinguish between fresh water and salt water lakes. Explain reasons for lake salinity including lack of outlets, high evaporation, and underground salt sources. |
Q/A to review hydrological cycle and water bodies. Discussion of lake characteristics with examples from Kenya. Listing fresh vs salt water lakes on chalkboard.
|
Chalkboard, textbooks, wall map of Kenya
|
KLB Secondary Geography Form 3, Pages 99-100
|
|
| 5 | 1 |
LAKES
|
Lakes Formed by Tectonic Movements - Rift Valley 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
|
KLB Secondary Geography Form 3, Pages 100-102
|
|
| 5 | 2 |
LAKES
|
Lakes Formed by Tectonic Movements - Downwarped Lakes
Lakes Formed by Volcanic Activity |
By the end of the
lesson, the learner
should be able to:
Explain formation through crustal warping and tilting. Describe Lakes Victoria and Kyoga formation during drainage evolution. Analyze back-tilted rivers (Kagera, Katonga, Kafa) contributing to lake formation. |
Drawing crustal warping diagrams on chalkboard. Discussion of drainage reversal and back-tilting. Students draw formation sequence in notebooks.
|
Chalkboard, chalk, exercise books, atlas
Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 102-103
|
|
| 5 | 3 |
LAKES
|
Lakes Formed by Glaciation
|
By the end of the
lesson, the learner
should be able to:
Describe cirque/tarn lake formation through glacial erosion. Explain moraine dammed lakes from glacial debris. Identify ribbon lakes in glacial valleys and kettle lakes from melted ice blocks. |
Drawing glacial lake formation processes on chalkboard. Discussion of Mt. Kenya tarns (Teleki, Hidden, Nanyuki). Students copy diagrams and list examples.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 106-107
|
|
| 5 | 4 |
LAKES
|
Lakes Formed by River and Wave Deposition
|
By the end of the
lesson, the learner
should be able to:
Explain ox-bow lake formation from cut-off meanders. Describe lagoon formation through longshore drift and delta processes. Give examples from Kenyan rivers (Tana, Yala, Nyando) and Lake Victoria shores. |
Simple demonstration of meander cut-off using clay/soil and water in basin. Drawing ox-bow lake formation sequence on chalkboard. Discussion of lagoon formation.
|
Basin, clay/soil, water, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 107-108
|
|
| 5 | 5 |
LAKES
|
Other Lake Types - Wind Erosion, Solution, and Human-made
Landslide and Meteorite Lakes |
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) |
KLB Secondary Geography Form 3, Pages 108-109
|
|
| 6 | 1 |
LAKES
|
Lake Classification Summary and Regional Examples
|
By the end of the
lesson, the learner
should be able to:
Consolidate all lake formation types. Compare characteristics of different lake types. Analyze distribution patterns of lakes in East Africa and beyond. |
Creating comprehensive classification table on chalkboard. Students copy into exercise books. Group discussions on different lake formation processes.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 100-109
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
LAKES
|
Negative Effects of Lakes
|
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
|
KLB Secondary Geography Form 3, Page 111
|
|
| 7 | 1 |
Map Work
|
Introduction and Precautions in Map Reading
|
By the end of the
lesson, the learner
should be able to:
Identify and describe physical features on topographical maps Identify and describe human activities on topographical maps Outline precautions observed when describing physical features and human activities Use appropriate phrases when reading maps |
Q/A session reviewing maps and mapwork from Forms 1 and 2; Exposition of precautions when describing physical and human features; Discussion on appropriate and inappropriate phrases; Practice using correct directional terms instead of "left", "right", "top", "bottom"
|
Topographical maps, Sample phrases worksheet, Compass directions chart
|
Secondary Geography Form 3 Student's Book, Pages 11-13
|
|
| 7 | 2 |
Map Work
|
Landforms - Dissected and Rolling Relief
|
By the end of the
lesson, the learner
should be able to:
Identify landforms using contours, conventional signs and names Describe dissected relief using crooked and irregular contours Identify rolling landform characteristics Interpret relief patterns from topographical maps |
Study the map before looking at the key; Exposition of dissected relief characteristics; Analysis of Figure 2.1 and Figure 2.2; Practice identifying crooked contours and undulating relief; Guided interpretation of landform patterns
|
Topographical maps showing different relief types, Figure 2.1 and 2.2 from textbook, Tracing paper
|
Secondary Geography Form 3 Student's Book, Pages 12-14
|
|
| 7 | 3 |
Map Work
|
Landforms - Dissected and Rolling Relief
|
By the end of the
lesson, the learner
should be able to:
Identify landforms using contours, conventional signs and names Describe dissected relief using crooked and irregular contours Identify rolling landform characteristics Interpret relief patterns from topographical maps |
Study the map before looking at the key; Exposition of dissected relief characteristics; Analysis of Figure 2.1 and Figure 2.2; Practice identifying crooked contours and undulating relief; Guided interpretation of landform patterns
|
Topographical maps showing different relief types, Figure 2.1 and 2.2 from textbook, Tracing paper
|
Secondary Geography Form 3 Student's Book, Pages 12-14
|
|
| 7 | 4 |
Map Work
|
Hilly/Mountainous Relief, Valleys and Slope Types
|
By the end of the
lesson, the learner
should be able to:
Identify hilly or mountainous relief characteristics Recognize V-shaped valleys and U-shaped contours Determine nature of slope using contour patterns, spacing and height Distinguish between even, convex and concave slopes |
Detailed discussion on hilly/mountainous relief using Figure 2.3(a); Study of valley formation using Figure 2.3(b); Explanation of slope types using Figures 2.4, 2.5, and 2.6; Practice identifying slope characteristics and intervisibility
|
Figures 2.3(a), (b), 2.4, 2.5, 2.6, Examples from Kisii Highlands, Sample topographical maps with various slopes
|
Secondary Geography Form 3 Student's Book, Pages 14-17
|
|
| 7 | 5 |
Map Work
|
Spurs, Passes, Saddles, Ridges and Major Landforms
|
By the end of the
lesson, the learner
should be able to:
Identify interlocking and truncated spurs using contour patterns Distinguish between passes and saddles using transport lines Recognize ridges, escarpments and plateaus Identify water-related features like peninsulas, bays and watersheds |
Exposition of spurs using Figures 2.7(a), (b); Analysis of passes and saddles using Figure 2.8; Study of ridges, escarpments and plateaus using Figures 2.9, 2.10, 2.11; Explanation of water features and watersheds using Figure 2.12
|
Figures 2.7-2.12, Examples of Marich Pass, Kikuyu Plateau, Uyoma Peninsula, Topographical maps showing landforms
|
Secondary Geography Form 3 Student's Book, Pages 17-22
|
|
| 8 |
Mid term break |
|||||||
| 9 | 1 |
Map Work
|
Vegetation and Natural Hydrographic Features
|
By the end of the
lesson, the learner
should be able to:
Identify vegetation types and symbols on topographical maps Distinguish between perennial, intermittent and disappearing rivers Recognize natural hydrographic features using appropriate symbols Describe vegetation distribution and suggest influencing factors |
Study of Figure 2.13 vegetation key and symbols; Analysis of Figure 2.14(a), (b), (c) showing different river types; Practice identifying vegetation distribution patterns; Discussion of factors causing different river types and vegetation patterns
|
Figure 2.13 vegetation key, Figures 2.14(a)-(c), Maps showing vegetation and rivers, Symbol identification charts
|
Secondary Geography Form 3 Student's Book, Pages 19-22
|
|
| 9 | 2 |
Map Work
|
Vegetation and Natural Hydrographic Features
|
By the end of the
lesson, the learner
should be able to:
Identify vegetation types and symbols on topographical maps Distinguish between perennial, intermittent and disappearing rivers Recognize natural hydrographic features using appropriate symbols Describe vegetation distribution and suggest influencing factors |
Study of Figure 2.13 vegetation key and symbols; Analysis of Figure 2.14(a), (b), (c) showing different river types; Practice identifying vegetation distribution patterns; Discussion of factors causing different river types and vegetation patterns
|
Figure 2.13 vegetation key, Figures 2.14(a)-(c), Maps showing vegetation and rivers, Symbol identification charts
|
Secondary Geography Form 3 Student's Book, Pages 19-22
|
|
| 9 | 3 |
Map Work
|
Drainage Patterns and Other Water Features
|
By the end of the
lesson, the learner
should be able to:
Identify all drainage patterns: dendritic, trellis, rectangular, radial, annular, centripetal and parallel Suggest geological conditions for each drainage pattern Recognize lakes, swamps, waterfalls and artificial hydrographic features Use water features to interpret climate and geological conditions |
Detailed discussion of all drainage patterns using Figures 2.15-2.21; Analysis of tributary junction angles and geological implications; Study of Figure 2.22 showing artificial features; Practice identifying patterns and making geological interpretations
|
Figures 2.15-2.22, Sample maps with different drainage patterns, Pattern identification worksheets, Artificial features examples
|
Secondary Geography Form 3 Student's Book, Pages 22-25
|
|
| 9 | 4 |
Map Work
|
Climate Interpretation and Economic Activities
|
By the end of the
lesson, the learner
should be able to:
Use drainage, vegetation and human activities evidence to interpret climate Identify agricultural activities through plantation symbols and processing facilities Recognize mining, forestry and fishing activities using appropriate evidence Distinguish between small scale and large scale farming indicators |
Discussion of climate interpretation using map evidence; Analysis of plantation farming symbols and estate names; Study of mining evidence: symbols, processing plants; Identification of forestry through saw-mills and forest reserves; Recognition of fishing through facilities and co-operatives
|
Climate interpretation guidelines, Maps showing agricultural and mining areas, Processing facility examples, Economic activity symbols chart
|
Secondary Geography Form 3 Student's Book, Pages 25-28
|
|
| 9 | 5 |
Map Work
|
Climate Interpretation and Economic Activities
|
By the end of the
lesson, the learner
should be able to:
Use drainage, vegetation and human activities evidence to interpret climate Identify agricultural activities through plantation symbols and processing facilities Recognize mining, forestry and fishing activities using appropriate evidence Distinguish between small scale and large scale farming indicators |
Discussion of climate interpretation using map evidence; Analysis of plantation farming symbols and estate names; Study of mining evidence: symbols, processing plants; Identification of forestry through saw-mills and forest reserves; Recognition of fishing through facilities and co-operatives
|
Climate interpretation guidelines, Maps showing agricultural and mining areas, Processing facility examples, Economic activity symbols chart
|
Secondary Geography Form 3 Student's Book, Pages 25-28
|
|
| 10 | 1 |
Map Work
|
Manufacturing, Services, Transport and Settlement Factors
|
By the end of the
lesson, the learner
should be able to:
Identify manufacturing through processing plants and factories Recognize service activities and tourism facilities Identify transport modes: land, air and water transport Analyze factors influencing settlement: water, defence, health, soils, drainage, transport, relief |
Study of manufacturing indicators: mills, ginneries, factories; Analysis of service evidence: shops, markets, communication facilities; Recognition of transport evidence: roads, railways, airstrips; Detailed discussion of settlement factors using Figures 2.23(a), (b) and 2.24
|
Manufacturing symbols, Service facility examples, Transport mode indicators, Figures 2.23(a), (b), 2.24, Settlement factor analysis worksheets
|
Secondary Geography Form 3 Student's Book, Pages 28-31
|
|
| 10 | 2 |
Map Work
|
Settlement Patterns and Map Enlargement/Reduction
|
By the end of the
lesson, the learner
should be able to:
Identify nucleated, linear and dispersed settlement patterns Distinguish between site and position of settlements Enlarge maps using squares method and determine new dimensions Reduce maps following same procedures with appropriate scale changes |
Analysis of settlement patterns using Figures 2.25(b)-(d); Discussion of settlement site vs position concepts; Demonstration of enlargement procedures using Table 2.1 and Figures 2.26(a), (b); Practice calculating new frame sizes and plotting features accurately
|
Figures 2.25(b)-(d), Table 2.1, Figures 2.26(a), (b), Graph paper, Rulers, Sample maps for enlargement practice
|
Secondary Geography Form 3 Student's Book, Pages 29-34
|
|
| 10 | 3 |
Map Work
|
Drawing Cross-Sections and Profiles
|
By the end of the
lesson, the learner
should be able to:
Draw cross-sections using proper steps and procedures Calculate amplitude of relief and determine vertical scales Plot heights accurately and draw smooth curves Annotate cross-sections with appropriate labels using downward facing arrows |
Step-by-step demonstration of cross-section construction using Figure 2.29; Practice calculating amplitude and selecting appropriate scales; Guided construction of cross-sections with proper plotting techniques; Training on annotation methods with downward arrows only
|
Figure 2.29 cross-section example, Graph paper, Strip paper for plotting, Rulers and pencils, Sample topographical maps for practice
|
Secondary Geography Form 3 Student's Book, Pages 34-36
|
|
| 10 | 4 |
Map Work
|
Drawing Cross-Sections and Profiles
|
By the end of the
lesson, the learner
should be able to:
Draw cross-sections using proper steps and procedures Calculate amplitude of relief and determine vertical scales Plot heights accurately and draw smooth curves Annotate cross-sections with appropriate labels using downward facing arrows |
Step-by-step demonstration of cross-section construction using Figure 2.29; Practice calculating amplitude and selecting appropriate scales; Guided construction of cross-sections with proper plotting techniques; Training on annotation methods with downward arrows only
|
Figure 2.29 cross-section example, Graph paper, Strip paper for plotting, Rulers and pencils, Sample topographical maps for practice
|
Secondary Geography Form 3 Student's Book, Pages 34-36
|
|
| 10 | 5 |
Map Work
|
Vertical Exaggeration, Gradient and Intervisibility
|
By the end of the
lesson, the learner
should be able to:
Calculate vertical exaggeration as ratio of horizontal to vertical scale Determine appropriate exaggeration using relief amplitude guidelines Calculate gradient using normal and trigonometric ratios Determine intervisibility by drawing cross-sections and calculating gradients |
Exposition of vertical exaggeration calculation using Table 2.2 guidelines; Demonstration of gradient calculation using Figure 2.30 with both methods; Analysis of intervisibility using Figure 2.31; Practice calculating line of sight and identifying dead ground areas
|
Table 2.2 interpretation guide, Figure 2.30 gradient example, Figure 2.31 intervisibility, Calculators, Logarithm tables
|
Secondary Geography Form 3 Student's Book, Pages 36-39
|
|
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