ACTION OF RIVERS

Definition of Terms Related to Rivers

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

KLB Secondary Geography Form 3, Pages 68-69

ACTION OF RIVERS

River Erosion Processes
River Transportation and Deposition

By the end of the lesson, the learner should be able to:
Explain hydraulic action, corrasion, attrition, and solution processes. Describe factors affecting erosion rate including stream volume, gradient, and bedrock nature.

Demonstration of erosion processes using water and materials. Discussion of factors affecting erosion with practical examples. Students observe erosion effects.

Water containers, sand, rock samples, demonstration materials
Containers, different sized particles, water, magnifying glasses

KLB Secondary Geography Form 3, Pages 69-72

ACTION OF RIVERS

Youthful Stage Features
Mature Stage Features
Old Stage Features - Alluvial Fans and Flood Plains
Old Stage Features - Meanders and Ox-bow Lakes

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.
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 youthful stage features. Discussion of waterfall types with Kenyan examples (Thomson's Falls, Torok Falls). Modeling with clay.
Drawing alluvial fan formation. Discussion of flood plain processes with Kenyan examples. Practical modeling of fan development.

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
Stream tables, sand, water, sequential diagrams, pictures of ox-bow lakes

KLB Secondary Geography Form 3, Pages 74-80
KLB Secondary Geography Form 3, Pages 81-86

ACTION OF RIVERS

Old Stage Features - Levees, Braided Channels, and Deferred Tributaries
Delta Formation and Types

By the end of the lesson, the learner should be able to:
Describe natural levee formation during floods. Explain braided channel development and deferred tributary formation.

Drawing levee cross-sections. Discussion of raised river beds and flooding problems. Analysis of braided patterns during dry seasons.

Cross-section diagrams, aerial photographs, flood plain maps
Maps of river deltas, diagrams of delta types, aerial photographs

KLB Secondary Geography Form 3, Pages 84-85

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

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

ACTION OF RIVERS

River Rejuvenation
Drainage Patterns

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.
Identify and describe dendritic, radial, centripetal, parallel, fault-guided, and trellis drainage patterns. Explain formation conditions and give Kenyan examples.

Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.
Drawing different drainage patterns. Analysis of Mt. Kenya radial drainage and Rift Valley centripetal patterns. Pattern recognition exercises.

Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya
Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils

KLB Secondary Geography Form 3, Pages 86-89
KLB Secondary Geography Form 3, Pages 90-92

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

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

ACTION OF RIVERS
LAKES
LAKES

Significance of Rivers - Negative Effects and Water Conservation
Definition of a Lake
Lakes Formed by Tectonic Movements - Rift Valley Lakes

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
Chalkboard, chalk, exercise books, wall map of East Africa

KLB Secondary Geography Form 3, Pages 96-97

LAKES

Lakes Formed by Tectonic Movements - Downwarped 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:
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.
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 crustal warping diagrams on chalkboard. Discussion of drainage reversal and back-tilting. Students draw formation sequence in notebooks.
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
Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, atlas
Basin, clay/soil, water, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 102-103
KLB Secondary Geography Form 3, Pages 106-107

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

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

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

LAKES
OCEANS, SEAS AND THEIR COASTS

Significance of Lakes - Social and Environmental Benefits
Negative Effects of Lakes
Distinction Between Oceans and Seas
Nature of Ocean Water - Salinity and Temperature

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.
Distinguish between oceans and seas based on size, location, and connection. Identify the four major oceans and their characteristics. Compare similarities and differences between oceans and seas.

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).
Q/A to review water bodies from previous chapters. Discussion of ocean vs sea characteristics using world map. Students list major oceans and seas in exercise books.

Chalkboard, chalk, textbooks, exercise books
Chalkboard, world map, atlas, exercise books
Chalkboard, chalk, exercise books, thermometer for demonstration

KLB Secondary Geography Form 3, Page 111
KLB Secondary Geography Form 3, Pages 113-114

OCEANS, SEAS AND THEIR COASTS

Nature of Ocean Water - Ocean Life and Topography
Islands and Ocean Pollution

By the end of the lesson, the learner should be able to:
Describe ocean life including plankton, nekton, and benthos. Explain ocean topography features: continental shelf, slope, abyssal plain, ridges, and trenches.

Discussion of marine organisms and their habitats. Drawing ocean floor profile on chalkboard showing topographical features. Students sketch ocean life zones.

Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, atlas

KLB Secondary Geography Form 3, Pages 117-119

OCEANS, SEAS AND THEIR COASTS

Water Movement - Vertical Movement
Water Movement - 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

KLB Secondary Geography Form 3, Pages 120-122

OCEANS, SEAS AND THEIR COASTS

Major Ocean Currents
Tides - Formation and Causes

By the end of the lesson, the learner should be able to:
Identify characteristics and distribution of major world ocean currents. Give examples: Gulf Stream, Labrador, Kuroshio, California currents. Analyze current patterns in different ocean basins.

Discussion of major ocean currents with world map reference. Students create table of warm and cold currents. Analysis of current circulation patterns.

World map, atlas, chalkboard, exercise books
Chalkboard, chalk, exercise books, stones for demonstration

KLB Secondary Geography Form 3, Pages 124-125

OCEANS, SEAS AND THEIR COASTS

Types of Tides
Wave Formation and Types
Wave Erosion Processes and Features

By the end of the lesson, the learner should be able to:
Distinguish between perigean, apogean, spring, and neap tides. Explain semi-diurnal, mixed, and diurnal tide patterns. Describe tidal significance for coastal activities.
Explain wave formation through wind friction on water surface. Describe wave components: crest, trough, wavelength, height. Distinguish between constructive and destructive waves.

Drawing different tide type diagrams on chalkboard. Discussion of tidal patterns with examples. Students create tidal cycle charts in notebooks.
Simple demonstration of wave formation using water basin and fan/breath. Drawing wave diagrams showing crest and trough. Discussion of wave breaking processes.

Chalkboard, chalk, exercise books, textbooks
Water basin, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, pictures from textbook

KLB Secondary Geography Form 3, Pages 127-128
KLB Secondary Geography Form 3, Pages 128-130

OCEANS, SEAS AND THEIR COASTS

Wave Transportation and Deposition

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

KLB Secondary Geography Form 3, Pages 134-135

OCEANS, SEAS AND THEIR COASTS

Coastal Depositional Features - Beaches and Spits

By the end of the lesson, the learner should be able to:
Describe beach formation and characteristics. Explain spit formation at coastline direction changes. Identify beach features: ridges, cusps, berms, beach rock.

Discussion of beach formation conditions and processes. Drawing spit formation diagrams showing longshore drift effects. Students identify local beach examples.

Chalkboard, chalk, exercise books, sand for demonstration

KLB Secondary Geography Form 3, Pages 135-137

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

OCEANS, SEAS AND THEIR COASTS

Types of Coasts - Concordant and Discordant
Submerged Coasts - Highland and Lowland

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.
Explain submerged coast formation through base level changes. Describe rias, fjords, and Dalmatian coasts in highland areas. Identify fjards in lowland submergence.

Discussion of coast types with Kenya examples (Malindi-Lamu vs Mombasa). Analysis of factors affecting coastal development. Students identify coast types on maps.
Drawing submerged coast formation diagrams on chalkboard. Discussion of East African rias (Kilindini, Lamu). Students analyze submergence causes.

Atlas, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, maps of Kenya coast

KLB Secondary Geography Form 3, Pages 139-140
KLB Secondary Geography Form 3, Pages 140-142

OCEANS, SEAS AND THEIR COASTS

Emerged Coasts

By the end of the lesson, the learner should be able to:
Describe emerged coast formation through sea level fall. Identify upland features: raised beaches, notches, wave-cut platforms. Explain lowland features: fall-lines, gentle coastal plains.

Discussion of emergence processes and resultant features. Analysis of Kenya coast examples (Mama Ngina Drive, Oceanic Hotel). Students draw emerged coast profiles.

Chalkboard, chalk, exercise books, local examples

KLB Secondary Geography Form 3, Pages 142-143

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

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.

Chalkboard, chalk, exercise books, atlas

KLB Secondary Geography Form 3, Pages 144-146

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.
Explain ocean significance for climate modification, fishing, transport, and mineral extraction. Describe HEP generation from tides and tourism benefits.

Discussion of different coral formation theories with diagrams. Comparison of theory strengths and limitations. Students create theory comparison charts.
Discussion of ocean economic activities and benefits. Analysis of global fishing grounds and shipping routes. Students list ocean economic uses.

Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, world map

KLB Secondary Geography Form 3, Pages 146-148
KLB Secondary Geography Form 3, Pages 148-149

OCEANS, SEAS AND THEIR COASTS

Significance of Coasts and Coastal Features
Unit Assessment

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
Assessment papers, atlas, exercise books, maps

KLB Secondary Geography Form 3, Pages 149-150

ACTION OF WIND AND WATER IN ARID AREAS

Definition of Terms and Types of Deserts
Wind Erosion Processes

By the end of the lesson, the learner should be able to:
Define arid lands and aridity as areas receiving less than 250mm annual rainfall. Classify deserts: hot continental interior, coastal, mid-latitude, and ice/snow deserts. Identify examples globally and in Kenya (ASAL areas, Chalbi, Kaisut, Karoli).

Q/A to review climate and aridity concepts from Form 2. Discussion of world desert distribution using atlas. Students list desert types and examples in exercise books.

Chalkboard, world map, atlas, exercise books
Sand, small container, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 151-152

ACTION OF WIND AND WATER IN ARID AREAS

Wind Erosion Features - Small Scale
Wind Erosion Features - Large Scale

By the end of the lesson, the learner should be able to:
Describe formation of "millet seed" sand grains, rock pedestals (gours), and ventifacts. Explain undercutting and abrasion effects up to 2 meters above ground. Include dreinkanter formation.

Drawing formation diagrams of small-scale erosional features on chalkboard. Discussion of differential erosion on hard and soft rocks. Students sketch feature formation stages.

Chalkboard, chalk, exercise books, small stones for demonstration
Chalkboard, chalk, exercise books, atlas

KLB Secondary Geography Form 3, Pages 153-155

ACTION OF WIND AND WATER IN ARID AREAS

Wind Transportation and Deposition
Sand Dunes - Barchans and Seif Dunes
Other Dune Types, Draas, and Loess
Water Action in Arid Areas - Wadis and Inselbergs

By the end of the lesson, the learner should be able to:
Explain wind transportation methods: suspension, saltation, surface creep. Describe factors influencing transportation: wind speed, load nature, obstacles, particle state. Explain deposition conditions.
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.

Demonstration of particle movement using sand and fan/breath. Discussion of transportation distances for different particle sizes. Students create transportation process diagrams.
Discussion of various dune types and their wind conditions. Analysis of global loess distribution and agricultural importance. Students compare different depositional features.

Sand, fan or strong breath, chalkboard, chalk, exercise books
Sand, small obstacles, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, world map
Chalkboard, chalk, exercise books, pictures from textbook

KLB Secondary Geography Form 3, Pages 156-157
KLB Secondary Geography Form 3, Pages 159-160

ACTION OF WIND AND WATER IN ARID AREAS

Pediments, Pediplains, and Plateau Features
Water Deposition Features and Dry Valleys

By the end of the lesson, the learner should be able to:
Explain pediment formation as gently sloping rock surfaces through lateral planation or slope retreat. Describe pediplain development through coalescence of pediments. Explain mesa and butte formation from resistant-capped plateaus.

Drawing pediment and pediplain formation sequences on chalkboard. Discussion of differential erosion on sedimentary rocks. Students analyze plateau evolution stages.

Chalkboard, chalk, exercise books, textbooks
Maps of Kenya, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 161-163

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

Action of Water in Limestone Areas

Surface and Underground Water

By the end of the lesson, the learner should be able to:
Describe processes leading to surface and underground water. Distinguish between surface and underground water types. Identify sources of underground water including rain, snow melt, lake/sea water, and magmatic water. Define water table, aquifer and aquifuge. Explain factors affecting occurrence of underground water.

Q/A to review hydrological cycle processes. Exposition on underground water as "body of water derived from percolation and contained in soil, sub-soil and underlying rocks above impermeable layer". Discussion on surface water types and saltiness from weathering. Detailed explanation of water infiltration through permeable rocks and joints/faults. Discussion on factors affecting occurrence including precipitation, evaporation, porosity, permeability, slope, vegetation, saturation levels, evapotranspiration.

Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers

KLB Secondary Geography Form 3, Pages 166-170

Action of Water in Limestone Areas

Features Resulting from Underground Water
Importance of Underground Water

By the end of the lesson, the learner should be able to:
Identify features resulting from underground water: springs, wells, artesian basins and wells. Describe spring formation in well-jointed limestone, at scarp slopes, and spring-lines. Explain well construction and distinguish permanent, intermittent and dry wells. Define artesian basin structure and conditions for artesian well location.
Explain ways underground water is important to humankind and countries. Give specific examples of underground water significance including settlement, irrigation, domestic/industrial supply, geothermal energy, mineral deposits.

Exposition on springs as "natural outflow of water from rocks" with formation methods in limestone areas. Discussion on bournes as intermittent streams in chalk areas. Explanation of wells as "holes sunk into permeable rock to reach water table" using textbook diagrams. Detailed discussion on artesian basin structure and examples including London Basin, Great Australian Basin, Sahara, Kalahari.
Brain storming on underground water uses. Detailed discussion on importance aspects including settlement sites like spring-line settlements, irrigation in dry areas like Sahara oases, domestic/industrial water like Mzima Springs supplying Mombasa, river sources in Kenyan Highlands, geothermal power like Olkaria near Naivasha, mineral deposits like salt at Homa Hills, underground streams keeping lakes fresh like Lake Naivasha.

Topographical maps, Geological cross-sections, Textbook diagrams, 3D models, World maps
Photographs of key sites, Maps of Kenya, Case study materials, Charts showing applications

KLB Secondary Geography Form 3, Pages 170-172
KLB Secondary Geography Form 3, Pages 172-173

Action of Water in Limestone Areas

Action of Water in Limestone Areas and Resultant Features
Significance of Resultant Features

By the end of the lesson, the learner should be able to:
Define karst as area with limestone, chalk or dolomite. Explain chemical processes forming carbonic acid and calcium bicarbonate. Identify conditions for karst development. Describe surface features: grikes/clints, swallow holes, dolines, uvalas, poljes, gorges. Describe underground features: caves, underground rivers, stalactites, stalagmites, limestone pillars.

Q/A to review limestone characteristics from Form 1. Exposition on karst origin and chemical equations. Discussion on development conditions including jointed rocks, humid climate, deep water table. Progressive explanation of surface features using textbook diagrams and formation table. Exposition on underground features with stalactite/stalagmite formation processes. Examples from various countries including Kenya's Marafa Cave.

Limestone samples, Weak acids, Sequential diagrams, Clay for modeling, Salt solution setup, Cave photographs, Safety equipment
Economic charts, Photographs of industries, Tourism materials, Infrastructure maps, Assessment worksheets

KLB Secondary Geography Form 3, Pages 172-178