For use with Certiﬁcate Geography - Oxford€¦ · For use with Certiﬁcate Geography ... Test Land reclamation and ... • Write the test • Questions and answers • Oral exposition

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Certificate Geography

153 NOT FOR SALE

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2

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K 1

WEE

K 2

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Age-sex pyramid • Definition

Statistical representation of age-sex pyramids using absolute value technique

• Statistical representation of age-sex pyramid using percentage technique

• Analysis and interpretation of age-sex pyramids

• Advantages and disadvantages of age-sex pyramids

• Definition of map

• Construction of a dot map

By the end of the lesson, the learner should be able to draw and define a simple age-sex pyramid using absolute value technique.

By the end of the lesson, the learner should be able to draw age-sex pyramid using percentage technique.

By the end of the lesson, the learner should be able to analyze and interpret age-sex pyramids.

By the end of the lesson, the learner should be able to discuss advantages and disadvantages of age-sex pyramids.

By the end of the lesson, the learner should be able to define and draw a dot map.

• Question and answer• Discussion• Drawing sketches

• Drawing sketches• Note taking

• Group discussion and presentation

• Interpreting graphs• Note taking

• Small group discussion and presentation

• Note taking

• Group discussion• Drawing sketches• Question and answer

• Chalkboard• Atlases• Statistical abstracts

• Kenya population census 1999, Vol 1

• Chalkboard

• Chalkboard• Statistical maps and

abstracts• Atlases

• Chalkboard

• Chalkboard• Sketch map

Certificate Geography • Student’s Book 4

pages 1–4• Teacher’s Book 4

pages 26–30



page 28



page 28


page 6• Teacher’s Book 4

page 28



pages 28–29

Geography Form Four Schemes of Work: Term One

Geography Form 4Schemes of Work

Term 1





155 NOT FOR SALE

WEE

K 3

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Test

Land reclamation and rehabilitation

• Interpretation and analysis of dot maps

• Advantages and disadvantages of dot maps

• Definition of choropleth map

• Construction of choropleth maps

• Analysis and interpretation of choropleth maps

• Advantages and disadvantages of choropleth maps

Topic covered

• Definition of land reclamation

• Land rehabilitation • Methods of land

reclamation • Irrigation• Draining of swamps

By the end of the lesson, the learner should be able to analyze and interpret dot maps.

By the end of the lesson, the learner should be able to analyze the advantages and disadvantages of dot maps.

By the end of the lesson, the learner should be able to define and draw choropleth map.

By the end of the lesson, the learner should be able to analyze a choropleth map and discuss its advantages and disadvantages.

By the end of the topic, the learner should be able to answer questions on topic covered.

By the end of the lesson, the learner should be able to define land reclamation, rehabilitation, and describe methods of land reclamation.

• Interpreting graphs• Note taking• Question and answer


• Note taking

• Dyadic discussion and presentation

• Drawing sketches


• Analyzing and interpreting graphs

• Note taking

• Write the test

• Questions and answers• Oral exposition• Note taking • Studying photographs • Group discussion

• Chalkboard• Sketch maps

• Chalkboard

• Chalkboard• Sketch maps

• Chalkboard• Statistical charts

• Test papers

• Chalkboard• The field • Photographs and

diagrams



pages 28–29



page 29



pages 29–30



pages 29–30



pages 31–36

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K 2

2

3

4

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2

3


Term 1

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K 4





• Tsetse fly control and clearing jungles

• Afforestation

Irrigation schemes in Kenya • Factors

influencing location of schemes

• Irrigation methods used at Mwea Tebere, crops grown

• Organization of the scheme

• Cultivation of paddy rice

• Marketing of rice

• Benefits• Problems and

solutions

By the end of the lesson, the learner should be able to describe methods of land reclamation.

By the end of the lesson, the learner should be able to explain the factors influencing location of the Mwea Tebere scheme.

By the end of the lesson, the learner should be able to describe the methods used in growing rice at the scheme.

By the end of the lesson, the learner should be able to outline the benefits and problems of the scheme and their possible solutions.

• Group discussion• Note taking • Studying photographs

• Question and answer• Note taking• Drawing maps and

sketches

• Group discussion• Note taking• Drawing


• Note taking

• Field• Photographs and

diagrams• Chalkboard

• Sketch maps • Diagrams • Chalkboard

• Diagrams • Sketch maps• Photographs• Models

• Chalkboard• Photography



page 32



page 33



page 33

Certificate Geography• Student’s Book 4


page 33

4

1

2

3

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K 3


Term 1





157 NOT FOR SALE

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page 33



pages 22–24



pages 33–34



page 34

4

1

2

3





Perkerra irrigation scheme • Objectives of

the scheme• Factors

influencing location of scheme

• Irrigation methods used and organization of the scheme

Cultivation and marketing• Achievements

of the scheme• Problems and

future plans for the scheme

• Significance of irrigation farming in Kenya

Methods of land reclamation

By the end of the lesson, the learner should be able to:• outline the objectives of

starting the scheme.• outline the factors

influencing its location and the organization of the scheme.

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

cultivation.• explain the scheme benefits.• state its problems and

solutions.

By the end of the lesson, the learner should be able to discuss the significance of irrigation farming in Kenya.

By the end of the lesson, the learner should be able to describe methods of land rehabilitation.

• Note taking• Group discussion• Map reading• Drawing sketch maps

• Group discussion• Note taking

• Group discussion• Note taking • Demonstrations


• Oral exposition• Note taking• Interpreting

photographs

• Atlases• Chalkboard• Sketch maps

• Chalkboard• Resource persons

• Chalkboard• Resource persons• The field

• Chalkboard • Photographs on

related methods

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K 4


Term 1

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4

1

2

3

4




Fishing

Fishing

• Land reclamation in the Netherlands

• Stages in land reclamation

Benefits of Zuider Zee Project and Delta Plan

Comparing land reclamation in Kenya and the Netherlands

• Definition of fishing

• FisheriesFactors influencing fishing • Physical factors

• Human factors

By the end of the lesson, the learner should be able to describe the stages in land reclamation in the Netherlands.

By the end of the lesson, the learner should be able to outline the benefits of Zuider Zee and Delta Plan projects in the Netherlands.

By the end of the lesson, the learner should be able to compare land reclamation in Kenya and the Netherlands.

By the end of the lesson, the learner should be able to define fishing and fishery and state the physical factors influencing fishing.

By the end of the lesson, the learner should be able to explain human factors that influence fishing.

• Oral exposition• Map reading• Drawing• Note taking


• Note taking


• Note taking

• Questions and answers• Oral exposition• Discussion• Note taking


• Drawing

• Sketch diagrams• Chalkboard• Atlases

• Chalkboard• Atlases

• Chalkboard• Charts

• Chalkboard• Atlases

• Chalkboard• Sketch diagrams



pages 34–35



page 35



page 35


pages 33–35• Teacher’s book 4

pages 36–42



page 37

WEE

K 5

Geograhy Form 4Schemes of Work

Term 1





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2

3

4

1

Fishing

Fishing

Fishing

Fishing

Fishing

Major fishing grounds of the World• Atlantic fishing

grounds• Pacific fishing

grounds

Types of fish and types of fishing

Methods of fishing• Traditional

methods

• Modern methods– Seining– Drifting

method– Trawling

method– Lining

method

• Fresh water fishing in East Africa

By the end of the lesson, the learner should be able to account for the location of the major fishing grounds of the world.

By the end of the lesson, the learner should be able to describe types of fish and types of fishing.

By the end of the lesson, the learner should be able to describe types and methods of fishing.

By the end of the lesson, the learner should be able to describe types and methods of fishing.

By the end of the lesson, the learner should be able to discuss fresh water fishing in East Africa.

• Identify areas from atlas• Drawing maps• Discussion and

presentation• Oral exposition• Note taking

• Discussion • Summary of the points

discussed

• Discussion• Note taking• Drawing sketches• Observing and

interpreting photographs

• Drawing sketches• Observing and

interpreting photographs

• Note taking

• Discussion• Drawing • Field visits

• World wall map• Atlases

• Photographs• Sketch diagrams

• Sketch diagrams• Photographs• The field


• Wall map of East Africa

• The field



page 38



pages 38–39



pages 38–39



pages 38–39



page 39

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K 8

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K 8

WEE

K 9

2

3

4

1

2

Fishing

Fishing

Fishing

Fishing

Fishing

• Marine fishing in East Africa

Characteristics of marine fisheries

Significance of fishing industry in Kenya

Problems facing the fishing industry in Kenya and their possible solutions

Related studies on fishing activities in Kenya and Japan• Factors

influencing fishing in both countries

Significance of fishing to the economy and conservation methods

By the end of the lesson, the learner should be able to discuss marine fisheries in East Africa.

By the end of the lesson, the learner should be able to assess the significance of the fishing industry in Kenya.

By the end of the lesson, the learner should be able to discuss the problems facing fishing industry and their solutions.

By the end of the lesson, the learner should be able to compare fishing activities in Kenya and Japan.

By the end of the lesson, the learner should be able to compare fishing in Kenya and Japan

• Discussion• Note taking

• Discussion• Making summary

• Dyadic discussions • Note taking• Interpreting

photographs

• Oral exposition • Small group discussion• Note taking

• Small group discussion• Presentation• Note taking

• Wall map of East Africa

• Atlases

• Chalkboard

• Chalkboard• Photographs

• Wall map• Atlases

• Wall map• Atlases



page 39



page 39



page 39



pages 39–40



pages 39–40


Term 1





161 NOT FOR SALE

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K 9

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K 1

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3

4

1

2

3

4

Fishing

Fishing

Test

Wildlife and tourism



• Problems facing fishing in Kenya and Japan

• Management and conservation of fisheries

• Management

measures

Definition of Wildlife and tourism

Game reserves, national parks and sanctuaries

• Problems facing wildlife in East Africa

• Management and observation of wildlife in East Africa

By the end of the lesson, the learner should be able to outline problems facing the fishing industry in Kenya and Japan.

By the end of the lesson, the learner should be able to define management and conservation and state ways of managing and conserving fresh water and marine fisheries.

By the end of the topic, the learner should be able to answer question on topics covered

By the end of the lesson, the learner should be able to define ‘wildlife’ and ‘tourism’ and explain factors influencing distribution of wildlife in East Africa.

By the end of the lesson, the learner should be able to:• distinguish between national

parks, game reserves and sanctuaries.

• discuss the significance of wildlife.

By the end of the lesson, the learner should be able to discuss problems facing wildlife in East Africa as well as management and conservation methods.

• Questions and answers• Discussion• Note taking


• Write test


• Note taking• Group discussion• Drawing maps • Interpreting

photographs

• Discussion• Note taking• Watching films, videos

and slides

• Chalkboard• Resource persons • The field

• Chalkboard• The field

• Test papers

• Chalkboard• Maps

• Charts• Photographs• Sketch diagrams

• Photographs• Films, slides and

video• Diagrams



pages 39–40



page 40



pages 42–50



page 44



pages 42–50


Term 1


Term 1

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• Definition of tourism

• Domestic International Eco-tourism

• Physical and human factors influencing tourism

• Tourist attractions in Kenya

• Significance of tourism in Kenya

• Problems facing tourism in Kenya

• Problems associated with tourism in Kenya

Tourism in Switzerland• Factors favouring

tourism in Switzerland

By the end of the lesson, the learner should be able to distinguish between domestic, international and eco-tourism and state the factors influencing tourism in Kenya.

By the end of the lesson, the learner should be able to discuss the significance of tourism in Kenya.

By the end of the lesson, the learner should be able to discuss the problems facing tourism in Kenya.

By the end of the lesson, the learner should be able to discuss problems associated with tourism in Kenya.

By the end of the lesson, the learner should be able to state the factors favouring tourism in Switzerland.

• Question and answers• Note taking• Viewing videotapes• Interpreting

photographs

• Group discussion• Studying photographs• Note making• Questions and answers

• Group discussion• Presentation• Note taking• Questions and answers

• Questions and answers• Note taking


• Photographs• Videotapes

• Photographs• Chalkboard• Films


• Chalk board• Photographs

• Chalkboard



pages 45–46



pages 46–47



page 47



page 47



pages 47–48





163 NOT FOR SALE

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3

4

1–2

3




Tourism

Energy

• Major tourist attractions

• Level of development of the industry

• Future prospects

• Effects of tourism in Switzerland

Comparison of tourism in Kenya and Switzerland

The future of tourism in Kenya

• Definition of energy

Types of energy

By the end of the lesson, the learner should be able to identify and discuss tourist attractions in Switzerland and the future prospects.

By the end of the lesson, the learner should be able to discuss the effects of tourism in Switzerland.

By the end of the lesson, the learner should be able to compare tourism in Kenya and Switzerland.

By the end of the lesson, the learner should be able to discuss the future of tourism in Kenya.

By the end of the lesson, the learner should be able to define energy and state the different sources of energy.

• Map reading• Drawing • Note taking • Studying photographs

• Group discussion • Note taking

• Discussion• Note making

• Dyadic discussion and presentation

• Oral exposition• Note taking

• Questions and answers• Note taking • Discussion• Presentations

• Wall map • Chalkboard• Photographs

• Chalkboard • Photographs


• Chalkboard • Resource persons

• Chalkboard• Local environment



pages 47–48



pages 47–48



pages 47–48



page 48



pages 51–55

WEE

K 1

3


Term 1

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4 Energy By the end of the lesson, the learner should be able to describe the sources of energy.

• Renewable sources of energy

– Sun

• Observing photographs• Note taking

• Chalkboard• Field• Photographs



page 52WEE

K 1

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Term 1





165 NOT FOR SALE

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K 2

1

2

3

4

1

Energy

Energy

Energy

Energy

Energy

• Renewable sources of energy– Water and

tides– Winds

– Geothermal– Steam– Biomass

– Water– Wood

– Animals

• Non-renewable sources of energy – Petroleum– Coal

By the end of the lesson, the learner should be able to describe the renewable sources of energy.




By the end of the lesson, the learner should be able to describe the non-renewable sources of energy.

• Note taking• Class discussion• Question and answer

• Note taking• Discussion

• Question and answer• Note taking

• Dyadic discussion• Note taking• Oral exposition

• Question and answer• Note taking

• Chalkboard• Diagrams

• Charts• Diagrams• Maps

• Chalkboard• Charts• Diagrams

• Photographs• Chalkboard

• Chalkboard• Samples of petroleum



page 52



page 53



page 52



page 52



page 52

Geography Form Four Schemes of Work: Term Two


Term 2

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K 3

2

3

4

1

2

Energy

Energy

Energy

Energy

Energy

– Natural gas– Thermal

electricity– Uranium

Hydroelectric power projects in Kenya and Uganda

• Factors favouring development of HEP

• Problems facing HEP projects

Geothermal power projects in Kenya

• Significance of energy

• Energy crisis

By the end of the lesson, the learner should be able to describe the non-renewable sources of energy.

By the end of the lesson, the learner should be able to identify the power plants in Kenya and Uganda, and in Africa.

By the end of the lesson, the learner should be able to discuss the factors favouring development of HEP and the problems facing HEP projects.

By the end of the lesson, the learner should be able to identify the geothermal projects in Kenya.

By the end of the lesson, the learner should be able to explain the significance of energy, energy crisis and its impact in the world.

• Note taking• Class discussion• making a simple digester

for gas production

• Map reading• Drawing

• Discussion• Note taking• Drawing• Question and answer

• Drawing • Map reading• Studying photographs

of geothermal power stations

• Question and answer• Note taking• Oral exposition

• Chalkboard• Local environment• Internet

• Atlases • Sketch maps

• Chalkboard• Resource persons • The field

• Photographs• Sketch diagrams• Atlases• Wall map

• Chalkboard • Internet• Newspapers



page 52



pages 52–53



page 52



page 53



page 53

WEE

K 2





167 NOT FOR SALE

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K 3

WEE

K 4

3

4

1

2

3

Energy

Industry

Industry

Industry

Industry

Management and conservation of energy

• Definition • Industrialization • Factors

influencing the location and development of industries

• Types of industries

• Distribution of industries in Kenya

• Market-oriented industries

• Proximity to raw materials

• Labour oriented industries

• Government policy

By the end of the lesson, the learner should be able to discuss ways of managing and conserving energy.

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

‘Industrialization’.• state factors influencing the

location of industries.

By the end of the lesson, the learner should be able to state the types of industries.

By the end of the lesson, the learner should be able to account for distribution of industries in Kenya.

By the end of the lesson, the learner should be able to account for distribution of industries in Kenya.

• Discussion• Presentation• Oral exposition• Question and answer• Note taking

• Group discussion• Presentation• Oral exposition• Note taking

• Oral exposition • Note taking• Drawing maps• Map reading

• Drawing maps• Note taking• Group discussion

• Group discussion• Note taking• Oral exposition

• Journals • Newspapers• Field

• The field• Resource persons• Journals

• Atlas • Sketch maps• Wall map

• Atlases• Wall map

• Atlases • Wall map



page 54



pages 55–59



page 57



page 52



page 57


Term 2

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K 4

WEE

K 5

4

1

2

3

4

Industry

Industry

Industry

Industry

Industry

Cottage industry in Kenya

• Significance of industrialization in Kenya

Problems of industrialization

Cottage industry in India

Iron & steel industry in Ruhr region of Germany

By the end of the lesson, the learner should be able to describe the cottage industry in Kenya.

By the end of the lesson, the learner should be able to explain the significance of industrialization in Kenya.

By the end of the lesson, the learner should be able to discuss the problems of industrialization.

By the end of the lesson, the learner should be able to compare the cottage industry in Kenya and India.

By the end of the lesson, the learner should be able to discuss industries in Ruhr, Germany and compare aspects of industrialization in selected countries.

• Discussion• Note taking• Interview

• Discussion• Note taking• Oral exposition

• Dyadic discussion • Note taking• Viewing videotapes

• Discussion• Note taking• Oral exposition• Drawing map of India

• Drawing map of Ruhr region

• Map reading• Note taking

• Studying photographs

• Resource persons• Chalkboard• The field

• Charts• Resource persons• Field• Chalkboard

• Charts • Videotapes

• World wall map • Chalkboard• Sketch diagrams

• Wall map• Sketch map• Atlases



page 58



pages 57–58



page 58



page 58



page 58


Term 2





169 NOT FOR SALE

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K 7

1

2

3

4

1

Industry

Transport and communi-cation




Car manufacture and electronics in Japan • Factors

contributing to its development

• Definitions• Modes of

transport – Land

transport– Human and

animal

– Road transport

– Railway transport

– Pipeline transport

– Water transport

By the end of the lesson, the learner should be able to outline the factors contributing to the development of car manufacture and electronics in Japan and compare aspects of industrialization in selected countries.

By the end of the lesson, the learner should be able to define ‘transport’ and ‘communication’ and identify modes of transport.

By the end of the lesson, the learner should be able to discuss road transport.

By the end of the lesson, the learner should be able to discuss railway and pipeline transport.

By the end of the lesson, the learner should be able to discuss water transport.

• Map drawing• Oral exposition• Note taking• Map reading

• Discussion• Note taking• Observation• Oral exposition

• Oral exposition• Discussion• Note taking

• Discussion• Note taking• Studying photographs• Map drawing

• Discussion• Note taking• Map drawing

• Wall map• Sketch map• Chalkboard

• Photographs• Chalkboard• Local environment

• Chalkboard• Photographs• Realia

• Photographs• Atlases

• Sketch map • Wall map• Chalkboard



page 59



page 61–62



page 61



page 61



pages 61–62

WEE

K 6


Term 2

170





NOT FOR SALE

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K 7

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K 8

2

3

4

1

2





Trade

– Air transport

• Types of communication

• Role of transport and communi-cation in Africa

Problems facing transport and communication in Africa

The great St. Lawrence Seaway and its role in the economies of USA and Canada

• Definition of trade

• Types of trade

By the end of the lesson, the learner should be able to discuss air transport.

By the end of the lesson, the learner should be able to identify the types of communication and outline the role of transport and communication in Africa.

By the end of the lesson, the learner should be able to discuss problems facing transport and communication in Africa.

By the end of the lesson, the learner should be able to explain the role of the great St. Lawrence Seaway in the economies of USA and Canada.

By the end of the lesson, the learner should be able to identify types of trade.

• Dyadic discussion• Note taking• Watching films and

slides

• Oral exposition• Note taking• Demonstration• Observation of various

phones


• Drawing the map of St Lawrence Seaway


• Discussion• Note taking• Watching video, films

and slides

• Chalkboard• Films and slides• Realia

• Field excursion• Phone types• Wall map• Atlases

• Charts• Resource persons

• Wall map• USA and Canada

maps• Atlases

• Chalkboard• Resource persons• Video, films and

slides



page 62



pages 62–63



page 63



pages 63–64



pages 65–66


Term 2





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4

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2

3

Trade

Trade

Trade

Trade

Trade

Factors influencing trade

Major exports and imports of Kenya

Significance of trade in Kenya• Problems facing

trade in Kenya

The future of international trade in Kenya• EAC

The role of regional trading blocs in the economies of their respective countries• COMESA• SADC

By the end of the lesson, the learner should be able to discuss the factors influencing trade.

By the end of the lesson, the learner should be able to identify the major imports and exports of Kenya.

By the end of the lesson, the learner should be able to assess the significance of trade to Kenya and the problems of trade in the country.

By the end of the lesson, the learner should be able to assess the future of international trade in Kenya.

By the end of the lesson, the learner should be able to discuss the role played by selected trading blocs in the economies of their respective countries.

• Discussion• Question and answer• Note taking• Oral exposition

• Note taking• Interpreting charts

• Note taking• Discussion• Oral exposition• Interpreting data

• Discussion• Note taking• Watching videos, films

and slides.

• Discussion• Oral exposition• Note taking

• Chalkboard• Resource persons

• Statistical abstracts• Newspapers• Magazines• Journals• Economic surveys

• Newspapers• Resource persons• Statistical abstracts

• Statistical charts• Videos, films and

slides.

• Chalkboard• Statistical abstracts• Wall map (Africa)



page 67



pages 67–68



page 68



page 68



page 52

WEE

K 8

WEE

K 9


Term 2

172





NOT FOR SALE

Trade

Population

Population

Population

Population

• ECOWAS• EU

• Definition• Population

distribution• Demography

• Factors influencing population distribution in East Africa

Population growth • Natural

population growth

• Numerical population growth

• Factors influencing population growth – Fertility– Mortality– Migration

By the end of the lesson, the learner should be able to outline the role played by selected trading blocs in the economies of their respective countries.

By the end of the lesson, the learner should be able to define ‘population’, ‘population distribution’ and ‘demography’.

By the end of the lesson, the learner should be able to list the factors influencing population distribution.

By the end of the lesson, the learner should be able to define and calculate population growth.

By the end of the lesson, the learner should be able to state the factors influencing population growth.

• Oral exposition• Note taking• Question and answer

• Discussion• Note taking• Interpreting population

data

• Oral exposition• Note taking• Question and answer• Discussion

• Demonstration• Calculation

• Oral exposition• Note taking• Discussion• Modelling

• Chalkboard• Wall map (Africa)

• Chalkboard• Journals• Population reports• Statistical abstracts

• Charts• Chalkboard• Economic surveys• Population reports

• Statistical tables • Chalkboard

• Chalkboard• Newspapers• Models



pages 68–69



pages 70–75



pages 71–72



pages 71–72



page 72

4

1

2

3

4

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K 1

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Term 2





173 NOT FOR SALE

• Newspapers• Journals• Charts• Magazine articles • Economic surveys

• Newspapers • Charts• Atlases• Diagrams

• Resource persons• Newspaper articles

• Newspaper articles• Resource persons• Field study

• Chalkboard• Statistical charts• Census reports



page 72



page 72



page 72



page 72



pages 72–73

• Dyadic discussion• Presentation• Note taking

• Small group discussion• Presentations• Note taking • Oral exposition• Demonstrations


• Class discussion• Note taking


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

By the end of the lesson, the learner should be able to discuss internal and external migration.

By the end of the lesson, the learner should be able to discuss the effects of migration.

By the end of the lesson, the learner should be able to state other factors influencing population growth.

By the end of the lesson, the learner should be able to describe population structure.

Causes of migration

Types of migration • Internal• External

Effects of migration • On place of

origin• On destination• On individual

• Other factors influencing population growth

Population structure

Population

Population

Population

Population

Population

1

2

3

4

1

WEE

K 1

1W

EEK

12


Term 2

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2

3

4

Population

Population

Population

Mock exam

Significance of population structure

Consequences of population growth and structure • Overpopulation

• Underpopulation

Work covered

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

By the end of the lesson, the learner should be able to discuss the consequences of overpopulation.

By the end of the lesson, the learner should be able to discuss the consequences of underpopulation.

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


• Discussion• Oral exposition• Note taking• Observation

• Observation • Note taking• Oral exposition

• Revision test• Write the test

• Chalkboard• Economic surveys

• Chalkboard• Videotapes• Photographs

• Chalkboard• Population reports• Newspaper• Journals and

magazines

• Test papers



pages 72–73



page 73



page 73

WEE

K 1

3 &

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K 1

2


Term 2





175 NOT FOR SALE

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2

3

4

1

Population

Settlements

Settlements

Settlements

Settlements

Related studies on population in Kenya and Sweden

• Definitions • Factors

influencing settlements

• Settlement patterns

Distribution of major urban centres in EA

Growth and functions of selected towns in Kenya• Thika• Kisumu• Eldoret

By the end of the lesson, the learner should be able to compare population trends in Kenya and Sweden.

By the end of the lesson, the learner should be able to define ‘settlement’ and ‘urbanization’ and state the factors influencing settlements.

By the end of the lesson, the learner should be able to describe the various settlement patterns.

By the end of the lesson, the learner should be able to account for the distribution of major urban centers in EA.

By the end of the lesson, the learner should be able to explain the growth and functions of selected towns in Kenya.

• Observation• Oral exposition• Note taking• Questions and answers

• Discussion• Note taking• Questions and answers• Observation

• Discussion• Oral exposition• Note taking• Observation

• Discussion• Drawing

• Observation• Note taking• Oral exposition• Questions and answers• Viewing videos, slides

and films

• Photographs• Charts• Sketch diagrams

• Photograph• Chalkboard

• Sketch diagrams• Topographical maps• Wall map

• Wall map• Atlas• Sketch diagrams

• Atlas maps• Photographs• Sketches• Field study• Videos, slides and

films



pages 73–79



pages 76–77



pages 76–77



page 77



page 77

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K 1

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K 2

Geography Form Four Schemes of Work: Term Three

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K 2

Settlements

Settlements

Settlements

Settlements

Settlements

Related studies of selected cities in the world • Nairobi and

New York

• Problems facing Nairobi & New York

Relates studies of selected ports in the world• Mombasa and

Rotterdam • Factors

influencing location of Mombasa and Rotterdam

Functions of Mombasa and Rotterdam

Effects of urbanization

By the end of the lesson, the learner should be able to compare Nairobi and New York.

By the end of the lesson, the learner should be able to discuss the problems facing Nairobi and New York.

By the end of the lesson, the learner should be able to explain the factors influencing location of Mombasa and Rotterdam ports.

By the end of the lesson, the learner should be able to state the functions of Mombasa and Rotterdam.

By the end of the lesson, the learner should be able to discuss the effects of urbanization.

• Drawing• Note taking• Discussion

• Question and answer• Note taking• Discussion

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

• Discussion • Observation• Interpretation• Note making• Oral exposition

• Small group discussion• Note taking• Observation

• Photographs• Sketches• Chalkboard• World map

• Photographs• Charts• Videotapes• Field


• Photographs• Sketches• Atlas

• Field study• Photographs



page 77



page 77



page 77



page 77



page 78

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Management and conservation of the environment





• Definition • Need for

environmental management and conservation

Environmental hazards• Floods• Lightning

• Windstorms• Pests and

diseases

Types of pollution• Water• Soil pollution

• Air pollution• Noise pollution

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

‘management’ and ‘conservation’.

• explain the need for management and conservation of the environment.

By the end of the lesson, the learner should be able to name environmental hazards and explain their causes and control.


By the end of the lesson, the learner should be able to name the environmental hazards and explain their causes and control.



• Observation• Note taking• Watching films • Discussion

• Discussion• Note taking• Oral exposition• Field trips

• Discussion • Oral exposition• Note taking• Observation• Studying photographs• Videos, films and slides

• Discussion• Questions and answers• Note taking

• Local environment• Geography

dictionary

• Photographs• The field• Realia• Films

• Newspapers• Photographs• Field study

• Photographs• Field study• Videos, films and

slides

• Photographs• Chalkboard• Charts• Newspapers



pages 80–81



pages 81–82



page 82



pages 82–83



pages 82–83

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Term 3

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• Measures of combating pollution

Environmental management and conservation in KenyaGlobal efforts towards pollution

By the end of the lesson, the learner should be able to suggest measures of combating pollution.

By the end of the lesson, the learner should be able to show responsibility in environment management and conservation.

• Studying photographs • Participating in

environmental management and conservation activities

• Note taking


• Photographs• Field study• Newspaper

• Journals• Internet • Newspapers



pages 82–83



page 83

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Term 3

For use with Certiﬁcate Geography - Oxford€¦ · For use with Certiﬁcate Geography ... Test Land reclamation and ... • Write the test • Questions and answers • Oral exposition

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