certificate geography

120

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Certificate Geography

NOT FOR SALE

Geography Form Three Schemes of Work: Term One

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Compound bar graphs

Proportional circles• Square roots

• Diameter

Divided circles

Proportional divided circles

By the end of the lesson, the learner should be able to construct and interpret a compound bar graph.

By the end of the lesson, the learner should be able to construct proportional circles by use of square roots and interpret the circles.

By the end of the lesson, the learner should be able to:• draw proportional circles using

diameters proportional to absolute values.

• state the advantages and disadvantages of using proportional circles.

By the end of the lesson, the learner should be able to:• draw a simple pie chart.• analyze and interpret pie

charts.

By the end of the lesson, the learner should be able to:• construct proportional divided

circles.• interpret them and state the

advantages and disadvantages of using divided circles.

• Questions and answers• Note taking • Drawing• Counting and recording

• Questions and answers• Note taking• Drawing• Calculating• Measuring

• Drawing circles• Questions and answers• Note taking• Interpretation of graphs

• Drawing• Note taking• Analysing charts

• Drawing • Questions and answers• Note taking

Certificate Geography• Student’s Book 3

pages 1–4• Teacher’s Book 3

pages 24–25



pages 26–28



page 26



page 27



pages 27–28

1

2

3

4

1

WEE

K 1

WEE

K 2

• Chalkboard• Graphs• Statistical abstracts• Class registers

• Chalkboard• Economic survey

reports• Statistical abstracts• Assessment record

• Chalkboard• Economic survey

reports• Statistical abstracts

• Statistical abstracts• Economic survey

reports

• Statistical abstracts• Economic survey

reports• Chalkboard

OBJECTIVESLEARNING/TEACHING




121 NOT FOR SALE

LESSON

Geography Form 3Schemes of Work

Term 1

Mapwork

Mapwork

Mapwork

Mapwork

Mapwork

Identification of physical features on topographical maps • Relief features – slopes

– Valleys – Interlocking

spurs – Hills

– Ridges and cols

– Escarpments

– Plateaus – Plains• Other physical features

Vegetation

By the end of the lesson, the learner should be able to identify various types of slopes on topographical maps.

By the end of the lesson, the learner should be able to identify valleys, interlocking spurs and hills on topographical maps.

By the end of the lesson, the learner should be able to identify these features on topographical maps.

By the end of the lesson, the learner should be able to identify and interpret these relief features on topographical maps.

By the end of the lesson, the learner should be able to:• identify the various types of

vegetation on topographical maps.

• discuss the distribution of vegetation on topographical maps.

• Questions and answers• Drawing sketch diagrams• Reading and interpreting

topographical maps

• Questions and answers• Sketch drawing• Note taking• Map reading• Photograph

interpretation

• Sketch drawing• Questions and answers• Note taking• Map reading

• Sketch drawing• Questions and answers• Note taking

• Studying photographs• Studying maps• Questions and answers• Note taking



page 31


pages 19–21, 40• Teacher’s Book 3

page 31


pages 22–24, 41• Teacher’s Book 3

page 31



page 31



page 32

2

3

4

1

2

WEE

K 2

W

EEK

3

• Topographical maps

• Topographical maps• Photographs• Chalkboard• The field• Atlases

• Topographical maps• Photograph• Chalkboard

• Topographical maps• Chalkboard• Wall charts• The field

• Photographs• Topographical maps

122





NOT FOR SALE


Term 1

Mapwork

Mapwork

Mapwork

Mapwork

Mapwork

By the end of the lesson, the learner should be able to identify various drainage features on topographical maps.

By the end of the lesson, the learner should be able to identify various drainage patterns on topographical maps.

By the end of the lesson, the learner should be able to identify these economic activities.

By the end of the lesson, the learner should be able to explain factors influencing settlement and identify various settlement patterns on a map.

By the end of the lesson, the learner should be able to enlarge and reduce maps or sections of a map.

• Studying maps• Questions and answers• Note taking• Interpreting maps• Drawing and labelling

• Reading maps• Questions and answers• Sketch diagrams drawing• Map reading

• Reading maps• Questions and answers• Observation• Making notes

• Questions and answers• Discussion• Sketch drawing

• Note taking• Map enlargement and

reduction

Drainage features

Drainage patterns

Human and economic activities• Agriculture• Fishing• Trading• Tourism• Transport &

communication

Settlement

Enlargement and reduction of maps

3

4

1

2

3

• Topographical maps

• Topographical maps• Sketches

• Topographical maps• Chalkboard• Atlas• The field

• Topographical maps• Sketch diagrams• Chalkboard

• Topographical maps• Chalkboard• Charts



pages 32–33


pages 30, 47–48• Teacher’s Book 3

pages 32–33



pages 33


pages 34–37 • Teacher’s Book 3

page 33



pages 34–35

WEE

K 3

WEE

K 4





123 NOT FOR SALE

LESSON


Term 1

Mapwork

Mapwork

Mapwork

Externalland-forming processes

External land-forming processes

Cross-sections

Vertical exaggeration

Gradient

Weathering • Factors

influencing weathering

• Types and processes of weathering

• Mechanical weathering

By the end of the lesson, the learner should be able to state the two types of cross-section and draw an accurate cross-section.

By the end of the lesson, the learner should be able to calculate the vertical exaggeration of a cross-section.

By the end of the lesson, the learner should be able to calculate the gradient between two points and determine intervisibility between two points on a map.

By the end of the lesson, the learner should be able to:• define the terms ‘denudation’

and ‘weathering’.• discuss the factors influencing

weathering.

By the end of the lesson, the learner should be able to define mechanical/physical weathering and explain its process.

• Note taking• Drawing• Map reading• Photograph

interpretation

• Note taking• Calculation of vertical

exaggeration

• Questions and answers• Calculation • Note taking• Map reading• Photographs

interpretation

• Discussion• Questions and answers• Note taking• Observation and

interpreting photographs

• Discussion• Studying photographs• Viewing videotapes• Note taking• Drawing sketches



page 35


page 45• Teacher’s Book 3

page 36



pages 36–37



page 40• Dictionary of

Geography pages 123, 443


pages 55–59• Teacher’s Book 3 pages 40–41

4

1

2

3

4

• Topographical maps• Chalkboard

• Topographical maps• Chalkboard

• Topographical maps• Charts

• Photographs• Chalkboard• The field

• Photographs• Films /videos• Sketch diagrams

WEE

K 5

WEE

K 4

124





NOT FOR SALE


Term 1



page 41



page 41



page 42



page 42



pages 42–43



Externalland-forming processes



• Chemical weathering

– Carbonation – Solution – Hydrolysis – Hydration – Oxidation

• Biological Weathering

– Action of plants– Action of animals– Action of people

• Significance of weathering

Mass wasting • Definition• Factors

influencing mass wasting

• Types and processes of mass wasting– Slow mass

wasting– Soil creep– Talus creep– Solifluction– Rock creep

By the end of the lesson, the learner should be able to state and explain the process of chemical weathering.

By the end of the lesson, the learner should be able to explain the causes of biological weathering.

By the end of the lesson, the learner should be able to explain the significance of weathering.

By the end of the lesson, the learner should be able to define ‘mass wasting’ and discuss factors influencing it.

By the end of the lesson, the learner should be able to describe the process of slow mass wasting.

• Questions and answers• Discussion• Studying photographs• Note taking

• Questions and answers• Discussion• Studying photographs• Note taking

• Discussion• Questions and answers• Note taking

• Questions and answers• Discussion• Note taking

• Viewing films• Studying photographs• Drawing • Note taking

1

2

3

4

1

WEE

K 6

• Photographs• Videotapes• Films and slides

• Photographs• Chalkboard

• Chalkboard• Charts

• Chalkboard• Photographs • Charts

• Photographs• Videos• Sketch diagrams

WEE

K 7





125 NOT FOR SALE

LESSON


Term 1



Tests

The hydrological cycle and the action of rivers


• Rapid mass wasting– Landslides– Down wash– Sheet wash– Gulleying

• Effects of mass wasting

Fieldwork

Process of the hydrological cycle• Significance of

hydrological cycle

Rivers • Introduction• Definition of

terms

By the end of the lesson, the learner should be able to:• Identify various types of

landslides and describe how they occur.

• Explain the process of down wash and the effects of mass wasting.

By the end of the lesson, the learner should be able to identify the occurrence of weathering and mass wasting in their locality.

By the end of the seventh week, the learner should be able to answer questions on topics covered.

By the end of the lesson, the learner should be able to define the main terms and explain the significance of hydrological cycle.

By the end of the lesson, the learner should be able to define the various terms used.

• Viewing videos• Studying photographs• Drawing • Note taking

• Carrying out study• Analyzing, interpreting

and presenting data

• Write the test

• Questions and answers• Drawing• Studying photographs• Note taking

• Questions and answers• Drawing• Note taking



pages 42–43



pages 43–44



page 46



page 46

2

3

4

1

2

WEE

K 8

• Videotapes• Photographs• Sketch diagrams

• Field• Resource persons• Necessary equipment

• Test papers

• Photographs• Diagrams• Chalkboard

• Diagrams• Chalkboard• Topographical maps

WEE

K 7

126





NOT FOR SALE


Term 1

3

4

1

2

3






• River erosion – Process – Types

Factors influencing rate of erosion• Resultant

features• Valleys• Gorges• Rapids

• Waterfalls• Interlocking

spurs– Potholes

River transport

River deposition

By the end of the lesson, the learner should be able to describe the process and types of river erosion.

By the end of the lesson, the learner should be able to explain the factors influencing the rate of river erosion and how valleys, gorges, interlocking spurs etc. are formed.

By the end of the lesson, the learner should be able to describe and explain various ways in which waterfalls and rapids form.

By the end of the lesson, the learner should be able to explain the process of river transport and the factors influencing river transport.

By the end of the lesson, the learner should be able to explain the factors influencing river deposition.

• Discussion• Drawing• Studying photographs• Note taking

• Discussion• Questions and answers• Drawing • Studying photographs

• Discussion• Studying photographs• Drawing • Note taking

• Questions and answers• Discussion• Note taking• Demonstration


• Photographs• Diagrams• Charts• Chalkboard

• Chalkboard• Charts • Photographs

• Photographs• Charts• Chalkboard


• Chalkboard• Photograph• Diagrams



page 76



pages 46–47



pages 46–47



page 47


pages 85–86• Teacher’s Book 3 page 47

WEE

K 8

WEE

K 9





127 NOT FOR SALE

LESSON


Term 1

4

1

2

3

4






Depositional features• Alluvial fans• Meanders• Flood plains

• Ox-bow lakes• River braids

• Natural levées• Deltas

• Types of deltas

River profile

By the end of the lesson, the learner should be able to describe and explain how depositional features are formed.

By the end of the lesson, the learner should be able to describe how ox-bow lakes and river braids are formed.

By the end of the lesson, the learner should be able to describe how natural levées and deltas are formed.

By the end of the lesson, the learner should be able to:• explain how arcuate, bird’s

foot and estuarine deltas are formed.

• cite examples of deltas in Kenya and the rest of the world.

By the end of the lesson, the learner should be able to describe the various stages in the longitudinal profile and draw the long profile of a river.

• Studying photographs• Questions and answers• Drawing diagrams• Note taking

• Drawing • Diagrams• Studying photographs• Demonstration

• Drawing • Studying photographs• Demonstration• Note taking

• Drawing• Studying photographs• Demonstration• Note taking

• Drawing • Studying photographs• Note taking

• Photographs • Topographical maps• Charts• Chalkboard

• Charts• Photographs• Models

• Photographs• Charts• Models

• Charts• Photographs• Models• World map

• Charts• Photographs• Chalkboard



page 47



page 47



page 47



page 47



page 47

WEE

K 1

0W

EEK

9

128





NOT FOR SALE


Term 1

1

2

3

4

1






• River capture

• River rejuvenation

Features formed by river rejuvenation• Knick points• River terraces• Meanders• Gorges

Drainage patterns• Radial

• Accordant• Discordant• Back-tilted

By the end of the lesson, the learner should be able to define ‘river capture’ and explain the process of its formation.

By the end of the lesson, the learner should be able to define ‘river rejuvenation’ and explain its causes.

By the end of the lesson, the learner should be able to identify and explain how various rejuvenation features are formed.

By the end of the lesson, the learner should be able to:• state the factors influencing

drainage patterns.• describe various drainage

patterns.• cite examples of the patterns in

Kenya and the rest of the world.

By the end of the lesson, the learner should be able to explain how the drainage systems are formed.

• Drawing• Note taking• Discussion

• Note taking• Discussion• Questions and answers• Studying photographs

• Drawing • Studying• Photographs• Note taking

• Drawing• Discussion• Studying photographs• Field trip

• Discussion• Drawing• Studying photographs


• Charts• Chalkboard• Photographs

• Charts• Photographs• Chalkboard

• Charts• Topographical maps• Photographs• The field

• Charts• Photographs



pages 47–48



pages 47–48• Dictionary of

Geography page 357



pages 47–48



page 48



pages 47–48

WEE

K 1

1W

EEK

12





129 NOT FOR SALE

LESSON


Term 1

2

3

4

1

2


Oceans, seas and their coasts




Significance of rivers

Nature of ocean water• Introduction

Movement of the water • Horizontal

• Vertical

Tides• Definition • Causes

By the end of the lesson, the learner should be able to explain the significance of rivers.

By the end of the lesson, the learner should be able to:• define ‘ocean’ and ‘sea’.• identify the oceans and seas of

the world.• describe the characteristics of

ocean water.

By the end of the lesson, the learner should be able to describe horizontal movement of ocean water and state the factors that lead to development of ocean water.

By the end of the lesson, the learner should be able to describe the vertical movement of the of the ocean water and explain the causes of this movement.

By the end of the lesson, the learner should be able to define tides and explain their causes.

• Discussion • Note taking

• Questions and answers• Note taking• Studying and analysing

photographs

• Discussion• Demonstration• Viewing videos• Note taking

• Discussion• Note taking• Drawing

• Questions and answers• Demonstration• Note taking

• Chalkboard• Atlases• Charts• Sandpits

• Chalkboard• World map

• Videotapes• Chalkboard• Pictures

• Maps• Chalkboard• Wall maps• Diagrams

• Models



page 48



page 51• World map Atlas



page 52



page 52



page 52

WEE

K 1

2W

EEK

13

130





NOT FOR SALE


Term 1

3

4

1

2

3






Types of tides

Coastal land forms• Introduction • Definition of

terms• Wave formation• Types of waves

Wave erosion

Features formed by wave erosion• Cliffs• Wave-cut

platforms• Bays and

headlands

• Caves• Blowholes• Geos• Arches • Stacks• Stumps

By the end of the lesson, the learner should be able to describe the various types of tides.

By the end of the lesson, the learner should be able to:• define various terms used in

coastal landforms. • describe how a wave is formed

and name types of waves.

By the end of the lesson, the learner should be able to describe the process of wave erosion.

By the end of the lesson, the learner should be able to describe how cliffs, wave-cut platforms, bays and headlands are formed.

By the end of the lesson, the learner should be able to describe and explain how these features are formed as well as explain the process of long shore drift.

• Discussion• Questions and answers• Note taking• Drawing

• Question and answer• Demonstration • Video viewing• Note taking• Drawing

• Studying photographs• Discussion• Note taking• Interpreting maps• Modelling

• Drawing• Studying photographs• Note taking• Video viewing• Field trip

• Question and answer• Drawing• Note taking• Video viewing• Modelling features


• Chalkboard• Video/films• Charts• Atlases• Sandpits

• Photographs• Chalkboard• Wall maps• Models

• Charts• Photographs• Video films• The field• Sketches

• Charts• Photographs• Videotapes• Diagrams• Models



page 52



pages 52–53



pages 52–53



page 53



page 53

WEE

K 1

3W

EEK

14





131 NOT FOR SALE

LESSON


Term 1

4 Tests Exams

• Work covered By the end of the term, the learner should be able to answer questions on work covered.

• Write the test • Test papers

WEE

K 1

4

132





NOT FOR SALE

1

2

3

4

1






Wave transport

Features resulting from wave deposition• Beaches• Spits

• Bay bars• Offshore bars• Tombolo• Spate foreland

• Mudflats• Salt marshes • Dune belts

Types of coasts • Submerged

coast• Submerged

highland coasts• Ria coast• Fiord coast

By the end of the lesson, the learner should be able to describe and explain how these erosion features are formed and explain the process of long shore drift.

By the end of the lesson, the learner should be able to explain the factors influencing wave transport and wave deposition.

By the end of the lesson, the learner should be able to describe and explain how these features are formed.

By the end of the lesson, the learner should be able to describe and explain how these features are formed.

By the end of the lesson, the learner should be able to describe and explain how the features are formed, and the factors influencing types of coasts.

• Discussion• Questions and answers• Note taking

• Studying photographs• Drawing• Note taking

• Discussion• Drawing• Note taking• Studying photographs


• Studying photographs• Demonstration• Drawing• Questions and answers• Note taking

• Chalkboard• Atlases• Photographs• Diagrams

• Photographs• Charts

• Charts• Photographs

• Photographs

• Models• Photographs• Charts



page 53



pages 52–53 Certificate Geography• Student’s Book 3


pages 52–53



pages 52–53



page 54

WEE

K 1

WEE

K 2

Geography Form Three Schemes of Work: Term Two





133 NOT FOR SALE

LESSON


Term 2

2

3

4

1

2

Oceans, Seas and their Coasts





• Longitudinal coasts

• Submerged lowland coast

• Emerged coasts• Highland • Lowland

• Coral coasts• Types of coral

coasts • Fringing reef

• Barrier reef• Atolls

Theories on formation of barrier reefs and atolls

By the end of the lesson, the learner should be able to describe how longitudinal coasts are formed and the characteristics of submerged lowland coasts.

By the end of the lesson, the learner should be able to state the causes of emergence and the characteristic features of emerged highland and lowland coasts.

By the end of the lesson, the learner should be able to state the conditions necessary for growth of coral polyps and describe how a fringing reef is formed.

By the end of the lesson, the learner should be able to describe and explain how barrier reefs and atolls are formed.

By the end of the lesson, the learner should be able to discuss various theories on the formation of barrier reefs and atolls.

• Studying photographs• Drawing• Questions and answers• Note taking

• Studying photographs• Drawing• Questions and answers• Note taking• Viewing

• Demonstration• Drawing• Note taking

• Demonstration• Studying photographs• Viewing• Questions and answers• Drawing

• Discussion• Questions and answers• Note taking• Drawing

• Photographs• Charts• Diagrams• Video shows and

films

• Photographs• Charts• Videotapes• Atlases• Sandpits

• Models • Charts• Diagrams• Pictures

• Models• Photographs• Diagrams• Atlases

• Charts• Maps• Diagrams



page 54



page 54



page 54



page 54



page 54

WEE

K 2

WEE

K 3

134





NOT FOR SALE


Term 2

3

4

1

2

3


Action of wind and water in arid areas




• Significance of oceans, coasts and coastal features

• Introduction • Wind erosion

Features formed by wind erosion• Rock pedestals• Mushroom

blocks• Zeugen

• Yardangs• Deflation

hollows and oasis

• Ventifacts

Wind transportation

By the end of the lesson, the learner should be able to explain the significance of oceans, coasts and coastal features.

By the end of the lesson, the learner should be able to describe the process of wind erosion in arid areas.

By the end of the lesson, the learner should be able to describe how these features are formed, cite areas in Kenya, and the rest of the world where they are found.

By the end of the lesson, the learner should be able to describe how these erosion features are formed and cite areas where they are found.

By the end of the lesson, the learner should be able to state the factors that influence wind transport and describe the process of wind transportation.


• Questions and answers• Studying photographs• Drawing• Watching videos

• Discussion• Question and answer• Drawing• Demonstration• Note taking

• Question and answer• Demonstration• Drawing• Note taking

• Discussion• Question and answer• Note taking• Viewing videos

• Chalkboard• Diagrams• Atlases

• Photographs• Charts• Videos

• Charts• Models• Chalkboard• Atlases

• Models • Charts• Chalkboard

• Videotapes• Atlases• Wall maps



page 54



page 57



page 58



page 58



page 58

WEE

K 4

WEE

K 3





135 NOT FOR SALE

LESSON


Term 2

4

1

2

3

4






Wind deposition• Resultant

features• Sand dunes• Barchans

• Seif dunes• Tranverse

dunes• Drass• Loess

Features that result from the action of water • Inselbergs• Mesas and

buttes

• Gorges• Wadis• Alluvial fans

and bajadas

• Pediments• Pediplains• Playas

By the end of the lesson, the learner should be able to state factors influencing wind deposition and describe how sand dunes are formed.

By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.


By the end of the lesson, the learner should be able to describe how these features are formed.


• Questions and answers• Demonstration • Studying photographs• Drawing

• Questions and answers• Drawing • Viewing videos

• Discussion• Studying photograph• Demonstration• Modelling

• Question and answer• Drawing

• Question and answer• Drawing • Studying photographs• Note taking

• Charts • Models• Photographs

• Charts• Video tapes• Atlases

• Photographs• Models• Videos and films

• Photographs• Charts• Wall maps• Atlases

• Photographs• Sketches• Atlases



page 58



page 58



page 59



page 59



page 59

WEE

K 5

WEE

K 4

136





NOT FOR SALE


Term 2

1

2

3

4

1


Action of water in limestone areas




Significance of desert features

• Sources of underground water

• Factors influencing existence of underground water

• Water table

Features associated with underground water• Springs• Wells and

boreholes

• Artesian basins

By the end of the lesson, the learner should be able to explain the significance of desert features.

By the end of the lesson, the learner should be able to state the sources of underground water and the factors influencing existence of underground water.

By the end of the lesson, the learner should be able to define ‘water table’ and name the zones of underground water.

By the end of the lesson, the learner should be able to define a spring and describe various ways in which springs, wells and boreholes are formed.

By the end of the lesson, the learner should be able to:• define ‘artesian basin’.• give the ideal conditions for

the formation of artesian wells.• explain the problems

associated with them.

• Question and answer• Note taking

• Question and answer• Discussion• Stating sources• Watching films

• Drawing • Question and answer• Note taking• Naming zones

• Question and answer• Discussion• Drawing• Modelling

• Drawing • Questions and answers• Note taking

• Chalkboard• Diagram• Atlases

• Chalkboard• Photograph• Maps• Atlases• Videos and films

• Sketches• Chalkboard• Wall maps• Atlases

• Charts• Sketch diagrams• Atlases• Models

• Chalkboard• Sketches• Atlases• Maps



page 59



page 61



page 62



page 62



page 62

WEE

K 6

W

EEK

7





137 NOT FOR SALE

LESSON


Term 2

2

3

4

1




Glaciation

• Significance of ground water

• Karst scenery

Surface features in limestone areas• Clints and

grikes• Swallow-holes• Dry valleys• Poljes• Dolines • Uvalas

Underground features in limestone areas• Caves and

caverns• Stalagmites and

stalactites• Pillars

• Introduction • Definition of

terms

By the end of the lesson, the learner should be able to explain the significance of ground water and the factors influencing the development of karst scenery.


By the end of the lesson, the learner should be able to describe how these features are formed and explain the significance of limestone features.

By the end of the lesson, the learner should be able to define terms associated with glaciation.

• Questions and answers• Note taking• Studying photographs• Observing films

• Discussion• Drawing• Studying photographs• Demonstration• Note taking• Modelling

• Drawing• Demonstration• Studying photographs• Questions and answers• Note taking

• Question and answer• Discussion• Studying photographs• Note taking

• Chalkboard• Photograph and

slides• Videos and films

• Charts• Models• Photographs

• Models• Charts• Photographs• Diagrams

• Chalkboard• Photographs• Dictionary of Geography



page 62



page 62





page 64

WEE

K 7

WEE

K 8

138





NOT FOR SALE


Term 2

2

3

4

1

2

Glaciation

Glaciation

Glaciation

Glaciation

Glaciation

• Ice movement

• Glacial erosion

• Glacial transport

• Glacial deposition

• Features in glaciated highlands

– Cirques – Arêtes – Pyramid/

peaks

By the end of the lesson, the learner should be able to explain the mechanism through which ice moves and the factors influencing ice movement.

By the end of the lesson, the learner should be able to explain the process of glacial erosion and state the factors influencing it.

By the end of the lesson, the learner should be able to describe, with the aid of a diagram, the types of moraine carried by a glacier.

By the end of the lesson, the learner should be able to identify the categories of glacial deposition.


• Demonstration• Discussion• Questions and answers

• Question and answer• Discussion• Note taking• Viewing videos

• Drawing • Question and answer• Note taking

• Discussion• Question and answer• Studying photographs• Note taking

• Viewing videotapes• Studying photographs• Drawing

• Models• Charts• Maps

• Videotapes and films

• Sketch diagrams• Chalkboard• Atlases

• Chalkboard• Photographs and

slides

• Videotapes Photographs

• Sketches• Chalkboard



page 65



page 65



page 65



page 66



page 66

WEE

K 8

W

EEK

9





139 NOT FOR SALE

LESSON


Term 2



page 66



page 66



page 66



page 66



page 66

• Photographs• Videotapes • Sketches

• Photographs and slides

• Charts• Diagrams

• Photographs and slides

• Video films• Models

• Video films• Photographs and

slides• Sketches

• Chalkboard• Drawings

• Studying photographs• Viewing videotapes• Drawing

• Studying photographs • Drawing • Note taking

• Viewing videos• Studying photographs• Drawing• Modelling

• Viewing videos• Studying photographs• Drawing




By the end of the lesson, the learner should be able to identify these features and describe how they are formed.

By the end of the lesson, the learner should be able to identify the features and describe how they are formed.

By the end of the lesson, the learner should be able to explain the significance of glaciation.

– Hanging valleys and glacial troughs

– Fiords– Rock basins

• Features in glaciated lowlands,

• Erosion features– Ice-eroded

plains– Roche

moutonnées– Crag and tail

• Depositional features in glaciated lowlands– Erratics– Boulder trains– Tills– Drumlins

– Eskers– Kame– Outwash

plains– Terminal

moraine

Significance of glaciation

Glaciation

Glaciation

Glaciation

Glaciation

Glaciation

3

4

1

2

3

WEE

K 1

0W

EEK

9

140





NOT FOR SALE


Term 2

4

1

2

3

4

Lakes

Lakes

Lakes

Lakes

Lakes

• Definition• Fresh and salty

water lakes

Formation and classification of lakes • Lakes formed

due to earth movements

• Lakes formed by erosion

• Lakes formed by deposition

• Lakes formed due to human activities

• Significance of lakes

By the end of the lesson, the learner should be able to:• define ‘lake’.• identify fresh water and salty

lakes in Kenya.• explain why they are fresh or

salty.By the end of the lesson, the learner should be able to identify the various earth movements that result in lakes formation and give examples of such lakes.

By the end of the lesson, the learner should be able to identify various erosion processes by which lakes form and give examples of such lakes.

By the end of the lesson, the learner should be able to explain how various lakes are formed by deposition and cite examples of such lakes.

By the end of the lesson, the learner should be able to identify various human activities that may lead to lake formation and explain the significance of lakes.

• Questions and answers• Discussion

• Discussion• Question and answer• Demonstration• Drawing

• Discussion• Question and answer• Studying photographs

• Question and answer• Discussion• Studying photographs• Drawing

• Discussion• Questions and answers• Studying photograph• Note taking• Modelling

• Chalkboard• Video and films

• Models • Chalkboard• Charts• Diagrams

• Chalkboard• Photographs

• Photographs• Sandpits• Diagrams

• Chalkboard• Photograph• Models

Certificate Geography

• Student’s Book 3 page 177

• Teacher’s Book 3 page 68



page 69





page 69



page 69

WEE

K 1

1W

EEK

10





141 NOT FOR SALE

LESSON


Term 2



page 71



page 71


pages 188–189 • Teacher’s Book 3 page 71


• Student’s Book 3 pages 189–192




pages 74–75

• Chalkboard• Photograph• Videos and films

• Chalkboard• Photographs• Sandpits

• Chalkboard • Photographs• Sandpits

• Relevant books • Equipment • Resource persons

• Soil samples• Chalkboard

• Question and answer• Photographs • Note taking• Watching films

• Question and answer• Studying• Photographs• Note taking

• Question and answer• Studying photographs

• Stating objectives and hypothesis

• Making preparations for field study

• Carrying out the fieldwork

• Recording data• Follow-up action

• Question and answer• Discussion

By the end of the lesson, the learner should be able to list the types of mountains and describe how they are formed, giving examples.

By the end of the lesson, the learner should be able to list types of plateaus and plains and describe how they are formed.

By the end of the lesson, the learner should be able to list the types of valleys and basins and describe how they are formed.

By the end of the lesson, the learner should be able to carry out fieldwork study.

By the end of the lesson, the learner should be able to define ‘soil’ and state the constituents of soil.

Mountains

Plateaus and plains

Valleys and basins

Fieldwork in any topic on internal and external land forming processes

• Definition • Composition of

soil

Classification of landformsand fieldwork

Classification of landforms and fieldwork



Soils

1

2

3

4

1

WEE

K 1

2W

EEK

13

142





NOT FOR SALE


Term 2

2

3

4

Soils

Soils

Soils

Revision and Exams

Formation of soil • Process

Factors influencing soil formation

Properties and characteristics of soil• Texture• Structure

Exams

By the end of the lesson, the learner should be able to describe the process of soil formation.

By the end of the lesson, the learner should be able to state the factors influencing soil formation.

By the end of the lesson, the learner should be able to define ‘soil texture’ and ‘structure’ and state the various types of soil texture and structure.

By the end of the two terms, the learner should be able to answer questions in the exams on all work covered.


• Discussion• Question and answer

• Question and answer• Samples • Drawing

• Reading• Writing

• Chalkboard• Films

• Chalkboard• Videos and films

• Soil samples• Charts• Photographs

• Exam papers• Maps• Diagrams



page 75



page 75



page 75


pages 1–200• Test papers

WEE

K 1

3W

EEK

14





143 NOT FOR SALE

LESSON

Geography Form Three Schemes of Work: Term Three



page 75



page 75



pages 75–76



page 75



page 76

• Soil samples • Chalkboard• Charts

• Soil samples• Chalkboard• Diagrams

• Charts• Films and slides

• Chalkboard• Videos and films

• Diagrams• Chalkboard

• Discussion• Question and answer• Note taking

• Discussion• Testing of soils for

acidity or alkalinity• Drawing

• Drawing• Question and answer• Note taking


• Drawing• Discussion• Note taking

By the end of the lesson, the learner should be able to describe the different characteristics of soil.

By the end of the lesson, the learner should be able to describe the different characteristics of soil.

By the end of the lesson, the learner should be able to define ‘soil profile’ and draw a mature soil profile.

By the end of the lesson, the learner should be able to state and explain the processes affecting the formation of soil profile.

By the end of the lesson, the learner should be able to define ‘soil catena’ and state the factors influencing its development.

Properties and characteristics of soil• Thickness• Colour• Water and air

• Porosity• Temperature• Lime content

Soil profile

Processes affecting the formation of soil profile

Soil catena

Soils

Soils

Soils

Soils

Soils

1

2

3

4

1

WEE

K 2

WEE

K 1

144





NOT FOR SALE


Term 3

2

3

4

1

2

Soils

Soils

Soils

Soils

Soils

Soil degeneration• Types

Soil erosion• Causes• Effects

Soil classification • Zonal• Intrazonal• Azonal

Significance of soils

Soil management

By the end of the lesson, the learner should be able to define ‘soil degeneration’ and state the types of soil degeneration.

By the end of the lesson, the learner should be able to define ‘soil erosion’ and state its causes and effects.

By the end of the lesson, the learner should be able to classify soils by order and give examples of soils in each order.

By the end of the lesson, the learner should be able to explain the significance of soils.

By the end of the lesson, the learner should be able to define the process of soil management and explain the measures that can be taken to manage soils.

• Question and answer• Discussion• Viewing slides• Watching photographs

• Discussion• Questions and answers• Viewing videos• Note taking• Studying photographs

• Drawing soil tables• Question and answer• Note taking


• Question and answer• Discussion• Viewing of videotapes

on soil management• Note taking


slides

• Photographs• Videotapes

• Soil samples• Chalkboard• Tables

• Table• Chalkboard• Charts

• Videotapes• Chalkboard



page 76



page 76



pages 76–77



page 77



page 77

WEE

K 3

WEE

K 2





145 NOT FOR SALE

LESSON


Term 3

3

4

1

2

3

Soils

Soils

Agriculture 1:Introduction to agriculture



Soil conservation

Fieldwork

DefinitionFactors influencing agriculture• Physical• Human

Types of agriculture• Subsistence

farming

• Commercial farming

• Plantation agriculture

By the end of the lesson, the learner should be able to define soil conservation and explain the measures of soil conservation.

By the end of the lesson, the learner should be able to analyze different types of soil within the school environment.

By the end of the lesson, the learner should be able to define the term ‘agriculture’ and explain the physical and human factors influencing agriculture.

By the end of the lesson, the learner should be able to state the characteristics of shifting cultivation and intensive subsistence farming.

By the end of the lesson, the learner should be able to state the characteristics of plantation farming and its problems.

• Question and answer• Studying photographs• Viewing videotapes• Note taking


• Making preparations for the study

• Carrying out field study• Recording data • Follow-up activities

• Question and answer• Discussion• Note taking



• Photographs• Videotapes

• Necessary equipment• The field

• Chalkboard• Atlases• Wall maps

• Chalkboard• Pictures• Sketches

• Photographs• Chalkboard• Wall maps



page 77



page 77



pages 79–81



page 82



page 82

WEE

K 3

WEE

K 4

146





NOT FOR SALE


Term 3

4

1

2

3

4

Agriculture 2: Crop farming





• Tea farming– Physical

requirements– Human

requirements

Tea cultivation to processing

• Marketing• Problems

• Sugar cane farming– Physical


requirements

• Cultivation• Marketing

By the end of the lesson, the learner should be able to give the physical and human requirements for growing tea and identify tea-growing areas in Kenya.

By the end of the lesson, the learner should be able to describe stages involved in tea production from planting to processing.

By the end of the lesson, the learner should be able to explain the marketing of tea in Kenya and the problems facing tea farming.

By the end of the lesson, the learner should be able to give the physical and human requirements for sugar cane growing and identify areas where sugar cane is grown in Kenya.

By the end of the lesson, the learner should be able to describe sugar cane farming from plantation to marketing.

• Discussion• Question and answer• Drawing maps• Studying photographs

• Questions and answers• Photographs• Visit to tea farms and

factory• Viewing videotapes• Note taking


• Questions and answers• Discussion• Map drawing• View specimens of sugar

cane

• Viewing videotapes a or visits to sugar cane farm or factory

• Studying photograph • Question and answer

• Map• Photographs• Tea specimens

• The field• Videostapes• Diagrams

• Chalkboard• Pictures• Wall maps

• Map• Chalkboard• Specimens of sugar

cane• Diagrams

• Videotapes• The field• Photographs• Resource persons



pages 82–83



pages 82–83



pages 82–83



pages 82–83



pages 82–83

WEE

K 4

WEE

K 5





147 NOT FOR SALE

LESSON

1

2

3

4

1






• Importance of sugar to the economy

• Problems

• Maize farming in Kenya – Physical


requirements

• Maize cultivation from planting to processing

• Distribution of maize farming areas

• Marketing• Importance • Problems

• Cocoa farming in Ghana– Conditions of

farming – Growth of

cocoa

By the end of the lesson, the learner should be able to explain the importance of sugar to Kenya’s economy and the problems facing sugar cane farming in Kenya.

By the end of the lesson, the learner should be able to state the physical and human requirements for maize growing.

By the end of the lesson, the learner should be able to describe maize farming from planting to processing and account for the distribution of maize farming in Kenya.

By the end of the lesson, the learner should be able to:• describe the marketing of maize.• explain its importance to

Kenya’s economy.• the problems facing maize

farming in Kenya.

By the end of the lesson, the learner should be able to state the physical and human requirements of cocoa growing.

• Question and answer• Discussion• Note taking• Viewing pictures


• Question and answer• Discussion• Visit to a maize farm




pictures

• Chalkboard• Wall maps• Sketches

• The field• Resource persons• Videos, films and

slides

• Chalkboard• Statistical abstracts

• Photographs• Wall maps• Diagrams



pages 82–83



pages 82–83



pages 82–83



pages 82–83



pages 82–83WEE

K 7


Term 3W

EEK

6

148





NOT FOR SALE


Term 3

2

3

4

1

2





Agriculture 3:Related studies on coffee, wheat and horticultural farming

• Cocoa– Cultivatio– Distribution

of cocoa growing areas

• Marketing• Importance• Problems

• Oil palm in Nigeria– Conditions– Cultivation

• Oil palm– Distribution– Marketing– Importance– Problems

• Coffee in Kenya and Brazil

• Conditions favouring growth

• Methods of production

By the end of the lesson, the learner should be able to describe the cultivation of cocoa from planting to harvesting and identify the cocoa growing areas in Ghana.

By the end of the lesson, the learner should be able to explain the marketing and importance of cocoa farming to Ghana’s economy and list the problems facing cocoa farming in Ghana.

By the end of the lesson, the learner should be able to state the physical and human requirements of oil palm farming and describe the production of the crop from planting to processing.

By the end of the lesson, the learner should be able to:• draw a sketch map of Nigeria,

identifying the oil palm growing areas.

• explain the marketing, importance of oil palm in Nigeria and the problems facing oil palm farming.

By the end of the lesson, the learner should be able to state the conditions favouring coffee growing in Kenya and Brazil and the methods of production.

• Viewing films/videos• Question and answer• Drawing sketch maps

• Question and answer• Classification• Note taking

• Questions and answers• Studying photographs• Viewing films/videos• Note taking

• Drawing• Question and answer• Discussion• Note taking

• Drawing maps• Viewing specimens of

coffee• Studying photographs • Note taking

• Maps• Videotapes• Chalkboard

• Chalkboard

• Photographs• Videotapes• Chalkboard

• Map of Nigeria• Chalkboard• Diagrams

• Maps• Specimens• Photographs


• Student’s Book 3 pages 262–264

• Teacher’s Book 3 pages 82–83



pages 82–83



pages 82–83



pages 82–83



pages 83–86

WEE

K 8

WEE

K 7





149 NOT FOR SALE

LESSON

3

4

1

2





Marketing• Importance• Problems

• Wheat farming in Kenya and Canada

• Distribution• Production &

marketing• Problems

Horticulture in Kenya and the Netherlands• Factors

favouring horticulture

By the end of the lesson, the learner should be able to compare the marketing of coffee in Kenya and Brazil, and explain the importance of coffee to the economy of Kenya and Brazil.

By the end of the lesson, the learner should be able to explain the conditions favouring wheat farming in Kenya and Canada.

By the end of the lesson, the learner should be able to:• account for the distribution of

wheat growing areas.• compare the production,

marketing of wheat in Kenya and Canada.

• state the problems facing coffee farming in the two countries.

By the end of the lesson, the learner should be able to:• define ‘horticulture’.• state the characteristics of

horticultural farming and the factors favouring horticultural farming in Kenya and the Netherlands.

• Question and answer• Note taking• Discussion

• Question and answer• Discussion• Viewing specimens

• Map drawing• Question and answer• Note taking

• Question and answer• Discussion• Photographs

• Chalkboard• Statistical abstracts• Wall maps

• Chalkboard• Specimen of wheat

• Maps• Chalkboard

• Chalkboard• Photographs• Diagrams



page 86



page 86


pages 278, 280–283




page 83


Term 3W

EEK

8W

EEK

9

150





NOT FOR SALE

3

4

1

2

Agriculture 3:Related studies on coffee, wheat and horticultural

farmingAgriculture 3:Related studies on coffee, wheat and horticultural farming

Agriculture 4:Livestock farming


• Horticulture• Distribution• Cultivation

Marketing• Importance• Problems

• Pastoral farming in Kenya

– Factors influencing pastoralism

– Characteristics

• Marketing products

• Problems facing pastoralism and possible solutions

By the end of the lesson, the learner should be able to:• account for the distribution of

horticultural regions in Kenya and the Netherlands.

• compare the cultivation of horticultural crops in Kenya and the Netherlands.

By the end of the lesson, the learner should be able to:• compare marketing of

horticultural products in Kenya and the Netherlands.

• explain the importance of horticulture in the economies of Kenya and the Netherlands.

• explain the problems facing horticultural farming in the two countries.

By the end of the lesson, the learner should be able to:• define pastoralism.• state factors influencing

pastoral farming in Kenya.• state the characteristics of

pastoral farming.

By the end of the lesson, the learner should be able to:• describe how marketing of

pastoral products is done.• describe the problems facing

pastoralism in Kenya and the measures being taken to improve pastoral farming in the country.

• Drawing maps• Viewing films/video

tapes• Photographs• Note taking


• Studying photographs• Question and answer• Note taking


• Maps• Videotapes/films• Photographs

• Chalkboard• Diagrams• Films and slides

• Photographs• Chalkboard• Videotapes

• Chalkboard• Photographs• Maps• Atlases



pages 86–87



pages 86–87



page 87



page 88


Term 3W

EEK

9W

EEK

10





151 NOT FOR SALE

LESSON

3

4

1

2

3






• Dairy farming– Characteristics – Factors

favouring dairy farming in Kenya and Denmark

• Distribution• Marketing• Problems

• Beef farming in Kenya and Argentina

– Characteristics– Factors

favouring beef farming

• Distribution of beef farming areas

• Marketing

• Economic importance

• Problems

By the end of the lesson, the learner should be able to state the characteristics of dairy farming, and compare factors favouring dairy farming in both countries.

By the end of the lesson, the learner should be able to:• account for the distribution

of dairy farming in Kenya and Denmark.

• describe the marketing process in the two countries.

• state the problems facing diary farming in both countries.

By the end of the lesson, the learner should be able to:• state the characteristics of beef

farming.• compare factors favouring

beef farming in Kenya and Argentina.

By the end of the lesson, the learner should be able to identify areas of beef farming in Kenya and Argentina, and describe the marketing of beef products in the two countries.

By the end of the lesson, the learner should be able to explain the importance of beef farming in the economies of Kenya and Argentina and state the problems facing beef farmers in the two countries.

• Studying photographs• Discussion• Question and answer• Note taking

• Map drawing• Question and answer• Discussion• Note taking


• Drawing • Discussion• Note taking


• Photographs• Videotapes and

films

• Maps• Chalkboard• Diagrams


• Maps• Chalkboard

• Chalkboard• Videotapes



page 88



page 88



pages 88–89



page 89



page 89

WEE

K 1

0W

EEK

11


Term 3

152





NOT FOR SALE

WEE

K 1

1


Revision and Exams

Fieldwork on dairy farming

Exams

By the end of the lesson, the learner should be able to find out about dairy farming activities in farms near the school.

By the end of the year, the learner should be able to answer questions on the work covered throughout the year.


• Making preparations for the study

• Carrying out the study• Recording data• Follow-up activities

• Reading• Writing

• The field• Resource persons• Equipment• Exam papers• Diagrams• Maps



page 89

• Test papers

4

WEE

K 1

2


Term 3

certificate geography

Documents