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Assessment tasks for Senior 3 geography

Grade: S3 Subject: Geography Topic: Practical geographyUnit: 1: Map work interpretationStandard: Be able to accurately draw map sketches and interpret physical and human features on maps.

Task 1

The facilitator provides topographical maps to learners. Tasks the learners to study it and answer the questions that fall under the Activity 1:

Activity 1

i. Explain the meaning of topographical map. ii. Name and explain other types of maps used in Geography.iii. Identify various physical and human features on the map extract provided.iv. Establish the relationship between physical and human features on the map extract given

and make class presentation.

Assessment criteria: Learners are able to correctly draw map sketches and interpret physical and human features on maps

Evidence for the subject:

• By the end of the lesson, learners should be able to:

I. Identify various physical and human features on map extracts.II. Interpret the relationship between physical and human features on provided maps.

Cooperation and communication competences:

• Using geographical documents and discussion in groups.

• Through sharing ideas and class presentations.

Assessment Task unit 2

Grade: S3 Subject: Geography and Environment Topic: Physical geography Unit 2: Relief in Africa and in the worldStandard: Be able to properly describe the relief forms of Africa and the rest of the world.

Task 1 The facilitator/teacher with the assistance of learners prepares a field study around the school.

Activity 1

i. Learners conduct a field study on the relief that surrounds the school.ii. They record down the findings in their groups for class presentation.iii. In their groups, learners discuss and interpret the various forms of relief both observed

and those that are not found in their local environment.

Task 2. Given textbooks/maps/Internet, learners in groups observe the map showing various forms of landforms in Africa.

Activity 2

i. Identify the different landforms shown in the map.ii. Name any three landforms found in your areaiii. Draw a sketch map and locate the major relief forms you have observed.

Assessment criteria: Students are able to correctly compare different relief features in Africa and in the world and their impact on climate and human activities


Learners are able to:

Describe various forms of relief in Africa. Locate various forms of relief in Africa and draw a sketch map.

Evidence for Research and problem-solving competence:

Through conducting an investigative field study.

Evidence for communication:

Through sharing ideas, class presentations and asking questions.

Evidence for Critical thinking competence:

Through interpreting and describing the forms of relief in Africa

Evidence for Cooperation competence: Learners working in groups and make class presentation

ASSESSMENT TASK

Grade: S3 Subject: Geography Topic: Physical GeographyUnit 3: Soils in Africa and the worldStandard: Be able to efficiently explore the major soil types of Africa and the rest of the world and their properties.

Task 1

Guided by the teacher, learners go outside and observe and collect different types of soils. In groups, they discuss and share what they have observed.

Activity 1: - Carefully, go outside and observe individually different types of soils.

- Thereafter, in groups, discuss what you have observed.

- Using samples of soils, share with the class what you came up with

Task 2

Given text books, maps/Internet learners in groups locate and differentiate the major types of soils in Africa thereafter, each group will present their work to the class

The teacher uses the technique of carousel whereby while some groups of learners are working on locating the types of soils on maps, others are differentiating them. After 15 minutes, the groups will shift to work on the second activity.

Activity 2.

-Given text books/Internet, in groups differentiate the types of soils found in Africa; after 15 minutes, you will shift to work on locating the soils on the map

-Given the maps of Africa, in groups locate the types of soils found in Africa and draw a sketch map, after 15 minutes, you will shift to work on differentiating the types of soils.

-Name any 3 types of soils found in your area

Assessment criteria: Learners are able to clearly analyse the various soil types in Africa and other continents.


• Learners are able:

To differentiate the types of soils in Africa To locate the types of soils in Africa and draw a sketch map.

Evidence for Cooperation and communication competence:

Through the discussions and brainstorm.

Evidence for Critical thinking and innovation:

Identifying the various soils

Assessment Task Template

Grade: S3 Subject: Geography and Environment Topic: Physical geography Unit 4: Climate in Africa and the world: Standard: Be able to appropriately compare and contrast the climate of Africa to other continents and explore the impact of climate on human activities.

Task 1

Guided by the teacher, learners brainstorm different climatic regions of Rwanda.

Activity 1: Individually, think of one climatic region of Rwanda and share it with the class

Task 2. Using the map of Africa, learners link the administrative regions to the types of climate in Africa

Activity 2

In groups of 5, use the map of Africa to identify the countries where each climatic region is found. Share your findings with the class

From the same map, which type of climate is experienced in your country?

Task 3.

Using textbooks/internet, learners describe different types of climate in Africa.

Activity 3:

In pairs, use the textbooks/Internet to describe different types of climate in Africa From the description above, describe the climate of your country.

Assessment criteria: Learners are able to accurately describe and explain the climate of Africa and other continents and its impact on human activities



Describe the types of climate in Africa Link the types of climate/climatic regions with the administrative divisions in Africa

Evidence for Research and problem-solving competence

Evidence for communication:

III. Through sharing ideas, class presentations and asking questions.


IV. Through linking different types of climate to the climatic regions of Africa

Evidence for Cooperation competence:

V. Learners working in groups and make class presentation

Assessment Task for Unit 5

Grade: S3 Subject: Geography Topic: Physical GeographyUnit 5: Vegetation in Africa and the world Standard: Be able to clearly describe various types of vegetation in Africa and rest of the World.

Task 1 Learners brainstorm the types of vegetation they know (the teacher asks random learners)

Activity 1

Given text books/internet, learners study the photograph provided to answer the questions related to vegetation.

Activity 1:

I. In pairs, study the photographs above and use it to answer the questions that follow:II. Name the type of vegetation shown in the picture above

III. Use textbooks/internet to differentiate the types of vegetation.IV. Write down your answers and present them to the class.

Task 2

Given text books/internet, learners study the map provided to answer the questions related to forests

Activity 2.

i. In pairs, use the maps of Africa in your atlas/text books/internet to answer the questions that follow.

ii. Identify the major vegetation regions in Africaiii. Classify the vegetation into either natural or artificial. iv. Draw a sketch map of Africa and on it, indicate any three vegetation zones.v. By rotating, exchange your work with your nearest pair for peer learning and giving

feedback, each other Exchange your works for peer learning and feedback.vi. By gallery work, move around other groups to see and check their work. One member

from the group will stay at the station to support members from other groups.

Assessment criteria: Learners are able to clearly differentiate the vegetation types in Africa and other continents


• Learners will be able:

To locate and name major types of vegetation found in Africa To discuss the reasons for vegetation distribution and their characteristics.


• Communication during group work.

• Research and problem solving

• Critical thinking when discussing the reasons for vegetation distribution.

ASSESSMENT TASK

Grade: S3 Subject: Geography Topic: Physical GeographyUnit 6: Drainage in AfricaStandard: Be able to clearly describe the physical features of water bodies and wetlands in Africa and appropriately evaluate their importance.

Task 1 Using the technique of Think/ Pair/Share, learners list the names of rivers and lakes they know

Activity 1:

I. Individually, think about the rivers and lakes that you knowII. Pair with your partner and share what you came up with

III. Share with the whole class the names of rivers and lakes you shared in your pair

Task 2

Given text books, maps/Internet learners in groups will search and locate and draw the major rivers and lakes found in Africa.

Thereafter, by gallery work, learners will move in other groups to check their work for peer learning.

Activity 2

I. Given text books/map/internet, in groups, search and locate the major rivers and lakes found in Africa

II. Name any five rivers or lakes found in your countryIII. In the same groups, draw the sketch map of Africa and locate at least 3 rivers and 3 lakes. IV. By gallery work, move around other groups to see and check their work. One member from

the group will stay at the station to support members from other groups.

Assessment criteria: Learners are able to explain the importance of water bodies and wetlands in Africa



• To locate and name major rivers and lakes found in Africa• To draw the sketch map of Africa and locate at least 3 major rivers and 3 lakes.

Evidence for Cooperation and communication competence

• Through discussion and brainstorming.

Part A1: TASKS FOR GRADE 3

Grade: S3 Subject: Geography Topic: Physical geographyUnit: 7: Environmental conservationStandard: Be able to clearly describe the physical features of water bodies and wetlands in Africa and appropriately evaluate their importance.

Task 1

The facilitator together with learners will make a field trip around school.

Activity.

I. The facilitator asks learners to research using geographical documents to define environmental conservation.

II. In groups, learners are tasked to classify types of environmental resources.III. Learners are asked to discuss causes and effects of environmental degradation.IV. Learners are asked to suggest various methods of environmental conservation.

Assessment criteria: Learners are able to properly evaluate the methods for environmental conservation


By the end of the lesson, learners should be able to:

I. Categorize environmental resources.II. Explain effects of environmental degradation and suggest conservation measures.




Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 8: Population in AfricaStandard: Be able to appropriately analyze the problem of population growth in Africa in comparison to the rest of the world and suggesting alternative solution.

Task 1

The facilitator puts learners in groups and provide to them population maps of Africa.

Activity 1

I. Learners are asked to define population distribution and population density.II. Learners are tasked to identify areas with high and low population on the map given.

III. Through group discussion, learners discuss factors responsible for population distribution and present their findings in class.

Assessment criteria: Learners are able to fully analyze the population problems and solutions in Africa and the rest of the world.



• Identify areas with high and low population• Analyse factors influencing population distribution.


• Sharing and using geographical documents and discussion in groups.


Grade: S3 Subject: Geography and Environment Topic: Human and Economic GeographyUnit 9: Urban settlement in Africa Standard: Be able to carefully explore possibilities and consider consequences to predict the impact of urban settlement on sustainable development in Africa

Task 1

The facilitator provides the learners the photograph and tasks them to analyze it and use it to answer the questions that follow:

Activity 1:

In pairs, study the photograph above and use it to answer the questions that follow: Write down your answers and present them to the class.

i. Describe the nature of the settlement in this photograph.ii. Suggest where this photography could have been taken from in Africa?iii. Examine the challenges you would face if you were staying such area represented in

photography above.

Assessment criteria: Learners are able to fully analyse the impact of urban settlement on development in Africa and other continents



Locate the major urban centres in Africa Discuss the characteristics of urban centres in Africa Distinguish the functions of different urban centres in Africa

Evidence for communication: Through sharing ideas, class presentations and asking questions.


• Through distinguishing the functions of urban centres in Africa

ASSESSMENT TASK unit 12

Grade: S3 Subject: Geography Topic: Human and Economic GeographyUnit 12: Fishing in Africa Standard: Identify types of fish and major fishing methods in Africa and explain the impact of fishing on sustainable development in Africa.

Task 1 Using think/Pair/Share technique, learners using internet and geographical documents, list the major fishing areas in Africa.

Activity 1

i. Research on the types of fish caught in Africaii. Draw a sketch map of Africa showing the major fishing grounds.iii. Using the past studies, text books and internet learners prepare notes on methods of

fishing in Africa.

Assessment criteria Learners are able to explain the impact of fishing on sustainable development in Africa.



To locate and name various Fishing areas found in Africa.



• Research and problem solving

ASSESSMENT TASK UNIT 13

Grade: S3 Subject: Geography Topic: Human and Economic GeographyUnit 13: Mining in Africa: Standard: Locate various minerals in Africa, explain the factors influencing mineral resource exploitation, and identify the problems and solutions of mining in Africa.

Task 1

Using think/Pair/Share technique, learners list the types of minerals they know and where they are extracted in Rwanda.

Activity 1

I. Basing on research activity using test books and internet, individually, think about the types of minerals that you know and where they are extracted in Africa. Share the findings with the rest of the class.

ii. Discuss the factors favouring the exploitation of minerals in Africa.

Assessment criteria: Learners are able to correctly locate various minerals in Africa, explain the factors influencing mineral resource exploitation and identify the problems and solutions of mining in Africa.



To locate and name various types of minerals found in Africa To locate and name major mining areas in Africa Explain the factors favouring mining in Africa.

Evidence for Cooperation and communication competence during group work

Critical thinking when listing the types of minerals.

Assessment Task Template

Grade: S3 Subject: Geography and Environment Topic: Human and Economic GeographyUnit 14: Power and energy in Africa Standard: Explain the impact of power and energy production on sustainable development in Africa

Task 1:

The teacher writes flash cards on which are written different sources of energy and other irrelevant terms. Learners are required to select those representing the sources of energy.

Activity 1:

Individually, select among different flash cards the ones representing the sources of energy and show it to the class.

Task 2.

Using Text books/internet, learners find out the major sources of power and energy and factors favouring power end energy production in Africa

Activity 2

i. In pairs, discuss the sources of energy.ii. Classify the sources of energy as either renewable or non-renewableiii. Which of the sources described above are found in Africa? In groups, describe the

factors favouring power and energy in Africa. (groups can work on particular factors for class presentation)

Assessment criteria: Learners are able to correctly analyse the impact of power and energy production on sustainable development in Africa



Describe the types and sources of power and energy in Africa Analyse the factors favouring power and energy in Africa

Evidence for Research and problem-solving competence

Evidence for communication: Through sharing ideas, class presentations and asking questions.

Evidence for Critical thinking competence: Through analyzing the factors favouring power and energy in Africa

ASSESSMENT TASK

Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 15: Industrial development in Africa.Standard: Examine the impact of Industrialisation on sustainable development in Africa.

Task 1

Learners are asked to research using geographical documents and internet on industrial development in Africa.

Activity.

I. Learners in group are asked to classify the types of industries and major industrial areas found in Africa.

II. The facilitator tasks learners to Discuss factors favouring industrialisation in Africa.III. In groups learners discuss on the contribution of industries to the sustainable development

of Africa.

Assessment criteria: Learners are able to explain the impact of Industrialisation on sustainable development in Africa



VI. Classify types of industries in Africa.

VII. Locate the major industrial areas in Africa.VIII. Explain the factors favouring industrialization in Africa.

IX. To show the importance of industries to the economies of Africa.



ASSESSMENT TASK

Grade: S3 Subject: Geography Topic: Human and Economic Geography Unit 16: Transport, communication and trade in Africa Standard: Examine the impact of transport, communication and trade on sustainable development in Africa.

Task 1

Using the technique of “Odd three out”, the teacher writes different terms on flash cards. He/She mixes the flash cards on which are written the types of means of transport and other irrelevant terms. Learners are required to sort them out choosing those with means of transport.

Activity 1

In groups, read the terms written on the flash cards and select the ones related to types of means of transport.

Each group presents your findings to the class

Task 2

Given text books, maps/Internet learners in groups explain one major type of means of transport used in Africa and the factors influencing their development

Thereafter, each group will present their work to the class

Activity 2.

In groups, explain one major type of means of transport, write your findings on a paper and present it to the class.

Assessment criteria: Learners are able to correctly analyse the impact of transport, communication and trade on sustainable development in Africa.


• Learners are able:

To discuss at least two major means of transport in Africa. To explain at least three factors influencing the development of transport in Africa



• Research and problem solving.

Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 17: Tourism in Africa.Standard: Explain the impact of tourism on sustainable development in Africa.

Task 1

Learners are asked to research using geographical documents and internet on tourism in Africa.

Activity.

I. Learners are asked to identify the major tourist areas in Africa.II. In groups learners are asked to discuss the factors favouring tourism in Africa.

III. In groups Learners are asked to analyse the contribution of tourism on the development of Africa and make presentation of their findings in class.

Assessment criteria: Learners are able to explain the impact of tourism on sustainable development in Africa.



Identify major tourist areas in Africa. Explain factors favouring tourism in Africa. Analyze the contribution of tourism on the development of Africa.

Research and problem-solving competences

Using geographical documents and Internet


Through group discussions and presentation in class.

Critical thinking competence.

Through analysis of contribution of tourism in Africa.

ASSESSMENT TASK UNIT 18.1.1

Grade: S3 Subject: Geography Topic: Human and Economic GeographyUnit 18.1.1: Agriculture on polder-lands in Netherlands. Standard: Explain the role of Polder Lands to the economic transformation of the Netherlands.

Task 1

Given text books, internet map and photograph, learners identify the location, size and population of Netherlands.

Activity 1:

In pairs, identify location, size and population of Netherlands. Using gallery work learners move around the room to see others work and add comment.

Task 2

Given text books, internet and photograph learners describe the agriculture practices on polder-lands in Netherlands and explain how polder-lands were created.

Activity 2.

Identify the agriculture activities in Netherlands. Describe characteristics of each type of agriculture practices on Netherlands. Explain how Polder-lands were created in Netherlands and their importance. Draw a sketch map of Netherlands on it locate areas of different agriculture practices.

Assessment criteria: Students are able to correctly evaluate the role of Polder-lands to the economic transformation of the Netherlands.


Learners will be able:

To identify the agriculture activities in Netherlands. To describe characteristics of each type of agriculture practices on Netherlands. To explain how Polder-lands were created in Netherlands and their importance.

Evidence for Cooperation and communication competence:

Through group work

Critical thinking:

Through describing characteristics of agriculture practice of Netherlands.

ASSESSMENT TASK

Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 18: 2.1: Industrial development in Germany.Standard: Examine the role played by Industrialisation in the economic transformation of Germany and make a distinctive comparison with that of Rwanda.

Task 1

Learners are asked to research using geographical documents and internet on industrial development in Germany.

Activity.

I. Learners are asked to identify the major industries in Germany.II. In groups learners are asked to examine the factors favouring The Ruhr industrial

development.III. In groups Learners are asked to analyse the importance of industrialisation in Germany and

make presentation of their findings in class.

Assessment criteria: Students are able to correctly analyze the role played by Industrialisation in the economic transformation of Germany and make a distinctive comparison with that of Rwanda.



Identify major industries in Germany Explain factors favouring the Ruhr industrial development. Analyze the importance of industrialization in Germany.






Through analysis of the importance of industrialisation in Germany.

Assessment unit 18:3

Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 18:3: Tourism in Switzerland.Standard: Explain the role played by the tourism industry in the economic transformation of Switzerland and make a distinctive comparison with that of Rwanda.

Task 1

Learners are asked to research using geographical documents and internet on Tourism in Switzerland.

Activity.

I. Learners are asked to identify the tourist attractions in Switzerland.II. In groups learners are asked to discuss the factors for the development of the tourism

industry in Switzerland.III. In groups Learners are asked to analyse the importance of tourism, problems affecting

tourism in Switzerland and suggest possible solutions and make presentation of their findings in class.

Assessment criteria: Learners are able to correctly analyse the role played by the tourism industry in the economic transformation of Switzerland and make a distinctive comparison with that of Rwanda

Evidence for the subject: • By the end of the lesson, learners should be able to:

Identify tourist attractions in Switzerland. Explain factors for the development of the tourism industry in Switzerland. Analyze the importance of tourism, problems affecting tourism in Switzerland and

suggest possible solutions.






Through analysis of the importance of tourism, problems affecting tourism in Switzerland and suggest possible solutions.

Assessment task Unit 18.4

Grade: S3 Subject: Geography Topic: Human and Economic GeographyUnit 18.4.: Population in China. Standard: Compare the population problems of China and the control measures taken in relation to Rwanda

Task 1

Given text books, internet and map; locate areas of high and low population in china, compare the population of China to the world population.

Activity 1:

In Groups locate areas of high and low population in China. Write down the findings for group discussion and give a presentation to the class.


Learners will be able:

To locate areas of high and low population in China. To compare the population of china to word population.

Evidence for Cooperation and communication competence: Through group work

Critical thinking: Through comparing the population of China to the world.

Assessment task unit 18.5

Grade: S3 Subject: Geography Topic: Human and economic geographyUnit: 18.5: Urbanisation in the USA.Standard: Explain the role played by Urbanisation in the economic development of the USA and make a distinctive comparison to that of Rwanda.

Task 1

Learners are asked to research using geographical documents and internet on urbanisation in the USA.

Activity

I. In groups learners are asked to identify major urban areas in the USA.II. In groups learners are asked to describe the characteristics of urban centers in the USA.

III. Learners are tasked to show functions of urban centers in the USA.IV. Learners are tasked to discuss the factors influencing urban growth in the USA.

Assessment criteria: Students are able to correctly analyze the role played by urbanization in the economic development of the USA and make a distinctive comparison to that of Rwanda.


By the end of this lesson, learners are able to:

Identify major urban areas in the USA. Describe the characteristics of urban centers in the USA. Discuss the factors influencing urban growth in the USA.




reb.rw st… · web viewgiven text books, internet and photograph learners describe the...

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