78
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form One Schemes of Work: Term One
Introduction to Geography
Introduction to Geography
Introduction to Geography
Introduction to Geography
The earth and the solar system
Definition• Geography• Environment
Branches of geography• Physical • Human and• Economic• Practical
Geography
The relationship between Geography and other disciplines
Importance of studying geography
Definition of solar system and introduction in general about the solar system
By the end of the lesson, the learner should be able to:• define the terms geography and
environment.• explain the origin of the term
geography.
By the end of the lesson, the learner should be able toexplain the major areas covered under branches of Geography.
By the end of the lesson, the learner should be able toexplain the relationship between Geography and other disciplines.
By the end of the lesson, the learner should be able toexplain the importance of studying Geography.
By the end of the lesson, the learner should be able to define the solar system.
• Discussion • Explanation • Note taking • Demonstration
• Define the terms• Discussion • Oral exposition • Note taking
• Discussion • Oral exposition• Note taking• Question and answer
• Class Discussion• Oral exposition• Note taking
• Oral exposition• Discussions• Note taking and note
making• Viewing photographs
Certificate Geography • Student’s Book 1
pages 1–2• Teacher’s Book 1
pages 17–18
Certificate Geography• Student’s Book 1
pages 2–3• Teacher’s Book 1
page 18
Certificate Geography • Student’s Book 1
pages 3–5 • Teacher’s Book 1
page 18
Certificate Geography • Student’s Book 1
pages 5–6• Teacher’s Book 1
page 18
Certificate Geography • Student’s Book 1
pages 7–9• Teacher’s Book 1
page 22
1
2
3
1
2
WEE
K 5
WEE
K 6
• Field• Chalkboard• Environment
• Chalkboard• Atlas• Field
• Chalkboard
• Field or local environment
• Chalkboard
• Atlases• Geography
Dictionary • Photographs
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
79 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 1
The earth and the solar system
The earth and the solar system
The earth and the solar system
The earth and the solar system
The earth and the solar system
Members of the solar system• Sun• Planets
Other celestial bodies• Asteroids• Comets• Meteors• Meteorite• Moon
The origin of the earth and the solar system • Passing star
theory• Nebula cloud
theory
Size and shape of the earth
The movement of the earth Rotation of the earth and its effects
By the end of the lesson, the learner should be able to: • explain the characteristic of the
sun.• name planets and give their
characteristics.
By the end of the lesson, the learner should be able to explain the characteristics of other celestial bodies.
By the end of the lesson, the learner should be able to explain the origin of the earth and the solar system.
By the end of the lesson, the learner should be able to describe the shape and size of the earth.
By the end of the lesson, the learner should be able to explain the rotation of the earth and its effects.
• Drawing• Oral exposition• Discussion• Note taking and note
making
• Discussion• Questions and answers• Note taking• Viewing slides, models
and photographs.
• Oral exposition• Note taking• Questions and answers• Viewing videos and films
• Drawing• Oral exposition• Demonstration• Note taking
• Questions and answers• Discussion• Drawing• Observation• Oral exposition• Note taking• Demonstration
Certificate Geography • Student’s Book 1 pages 7–9• Teacher’s Book 1 page 22
Certificate Geography • Student’s Book 1
page 10• Teacher’s Book 1
page 22
Certificate Geography • Student’s Book 1
pages 10–11• Teacher’s Book 1
page 22
Certificate Geography • Student’s Book 1
pages 11–13• Teacher’s Book 1
page 22
Certificate Geography • Student’s Book 1
pages 13–15• Teacher’s Book 1
page 22
3
1
2
3
1
WEE
K 6
W
EEK
7
• Photographs• Sketch diagrams• Drawings• Chalkboard
• Chalkboard• Charts• Models of the earth’s
interior.• Photographs and
slides
• Chalkboard• Sketch diagrams• Video and movie
films
• Photographs• Local environment• Globe• Charts
• Globe• Photography• Chalkboard• Sketch diagrams
WEE
K 8
80
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 1
The earth and the solar system
The earth and the solar system
The earth and the solar system
Weather
Weather
By the end of the lesson, the learner should be able to explain how time is calculated and define the IDL and state its importance.
By the end of the lesson, the learner should be able to explain the revolution of the earth and its effects.
By the end of the lesson, the learner should be able to describe the structure of the earth.
By the end of the lesson, the learner should be able to define ‘weather’ and state the elements of weather.
By the end of the lesson, the learner should be able to:• define weather station.• list its instruments.• explain importance of
Stevenson screen.
• Calculation• Explanation• Note taking• Drawing
• Discussion• Demonstration• Note taking• Observation• Drawing
• Demonstration• Drawing• Discussion• Note taking
• Discussion• Oral exposition• Note taking • Observation outside the
class
• Observation• Discussion• Note taking• Drawing• Visiting a weather station
• Latitudes• Longitudes• Calculation
of time using longitudes
• The international date line (IDL)
Revolution of the earth and its effects
The structure of the earth • Atmosphere• Hydrosphere• The crust• The mantle• The core
Definition of weather and elements of weather
The weather station• Weather station
instruments• The Stevenson
screen
2
3
1
2
3
• Chalkboard• Globe
• Sketch diagrams• Globe• Chalkboard
• Egg, clay models • Sketch diagrams
• Chalkboard• Field
• Weather station• Weather reports
Certificate Geography • Student’s Book 1
pages 15 –16• Teacher’s Book 1
pages 22–23
Certificate Geography • Student’s Book 1
pages 16 –17• Teacher’s Book 1
pages 22–23
Certificate Geography • Student’s Book 1
pages 18–20• Teacher’s Book 1
pages 22–23
Certificate Geography • Student’s Book 1
page 21• Teacher’s Book 1
page 26
Certificate Geography • Student’s Book 1
pages 21–22• Teacher’s Book 1
pages 26–27
WEE
K 9
WEE
K 8
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
81 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 1
Weather
Weather
Weather
Weather
Weather
Siting a weather station
Elements of weather • Sunshine • Measurement of
sunshine
Elements of weather• Temperature• Factors
influencing air temperature
• Latitude• Length of day• Altitude• Aspect
• Winds• Distance from
the sea• Ocean currents• Cloud cover
Measurement of temperature using • Minimum• Maximum• Six’s
thermometers
By the end of the lesson, the learner should be able to explain the factors to be considered when siting a weather station.
By the end of the lesson, the learner should be able to define sunshine and explain how sunshine duration is measured.
By the end of the lesson, the learner should be able to define temperature and discuss the factors influencing temperature.
By the end of the lesson, the learner should be able to discuss the factors influencing air temperature.
By the end of the lesson, the learner should be able to explain how temperature is measured using thermometers.
• Discussion• Oral exposition• Note taking
• Observation• Note taking• Discussion• Observation and
recording weather data.
• Discussion• Oral exposition• Note taking • Questions and answers
• Discussion• Oral exposition• Note taking
• Observation• Demonstration• Oral exposition• Drawing• Note taking
Certificate Geography • Student’s Book 1
pages 22–23• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
pages 23, 48• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
pages 23–25• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
pages 25–26• Teacher’s Book 1
page 26
Certificate Geography • Student’s Book 1
pages 45–46• Teacher’s Book 1
pages 26–27
1
2
3
1
2
• Weather station • Chalkboard
• Weather station• Chalkboard
• Outside environment• Chalkboard
• Chalkboard• Outside environment
• Thermometer• Sketch diagrams• Chalkboard
WEE
K 1
0W
EEK
11
82
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 1
Certificate Geography • Student’s Book 1
page 46• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
pages 26–27• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
page 27• Teacher’s Book 1
pages 26–27
Certificate Geography • Student’s Book 1
page 48• Teacher’s Book 1
pages 26–27
Certificate Geography• Student’s Book 1
Weather
Weather
Weather
WeatherExam covered during the term
RevisionandExams
Temperature readings
Humidity• Definition • Factors
influencing humidity
Importance of moisture in the atmosphere
Measurements of humidity• Hygrometer
By the end of the lesson, the learner should be able to calculate mean daily temperature and daily temperature range.
By the end of the lesson, the learner should be able to define humidity and explain factors influencing humidity.
By the end of the lesson, the learner should be able to explain the importance of humidity in the atmosphere.
By the end of the lesson, the learner should be able to describe how humidity is measured using a hygrometer.
By the end of the term, the learner should be able to answer questions based on the work covered.
• Calculating• Demonstration• Note taking• Demonstration
• Observation• Discussion• Note taking• Demonstration
• Demonstration• Discussion• Oral exposition• Note taking
• Demonstration• Observations• Drawing• Explanation• Oral exposition• Note taking
• Revise the work covered• Write the test
3
1
2
3
WEE
K 1
1
• Recorded data• Newspapers• Journals• TV weather reports
• Local environment• Photographs• Charts
• Chalkboard• Newspapers• Journals
• Hygrometer• Sketch diagram• Chalkboard
• Exams papers
WEE
K 1
2W
EEK
13–
14
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
83 NOT FOR SALE
LESSON
Weather
Weather
Weather
Weather
Weather
Precipitation• Definition• Forms of
precipitation
Factors influencing rainfall
Measurement of rainfall and uses of the readings
Clouds types • Mist and fog• Types of fogs
Atmospheric pressure• Definition• Factors
influencing atmospheric pressure
By the end of the lesson, the learner should be able to define precipitation and explain the various forms of precipitation.
By the end of the lesson, the learner should be able to explain factors influencing rainfall.
By the end of the lesson, the learner should be able to describe how rainfall is measured and the uses of rainfall readings.
By the end of the lesson, the learner should be able to:• define clouds.• distinguish different types of
clouds.• describe how they are formed.
By the end of the lesson, the learner should be able to define atmospheric pressure and explain factors influencing it.
• Discussion• Note taking• Oral exposition
• Discussion• Oral exposition• Note taking
• Demonstration• Observation• Drawing• Note taking• Calculation
• Observation• Discussion• Note taking • Oral exposition
• Discussion• Oral exposition• Demonstration• Observation
Certificate Geography • Student’s Book 1
pages 29–30• Teacher’s Book 1
pages 36–37
Certificate Geography • Student’s Book 1
pages 30–31• Teacher’s Book 1
page 27
Certificate Geography • Student’s Book 1
pages 27–28• Teacher’s Book 1
page 27
Certificate Geography • Student’s Book 1
page 28• Teacher’s Book 1
page 27
Certificate Geography • Student’s Book 1
pages 31–33• Teacher’s Book 1
page 27
1
2
3
1
2
WEE
K 2
WEE
K 1
• Local environment• Newspapers• Journals• Weather reports
• Photographs• TV and radio• Weather reports
• Rain gauge• Photographs• Sketch diagrams• Weather reports,
records and instruments
• Local environment• Photographs and
slides• Video and movie
films.
• Charts• Sketch diagrams• Models• Photographs• Atlas/wall map
Geography Form One Schemes of Work: Term Two
84
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 2
3
1
2
3
1
Weather
Weather
Weather
Weather
Weather
World distribution of pressure
The pressure systems • Cyclones • Depressions
• Tropical cyclones• Anticyclones
Measurement of pressure• Mercury
barometer• Aneroid
barometer
Weather elements • Wind• Definition• The planetary
wind system
By the end of the lesson, the learner should be able to describe the world distribution of pressure.
By the end of the lesson, the learner should be able to:• define air masses.• describe how depressions are
formed.• their effects on climate.
By the end of the lesson, the learner should be able to:• describe a tropical cyclone and
an anticyclone.• outline the differences between
cyclones and anticyclones and their effects on climate.
By the end of the lesson, the learner should be able to describe how pressure is measured using a barometer.
By the end of the lesson, the learner should be able to:• define wind.• list the main planetary wind
system and its effects on the climate.
• Drawing• Note taking • Explanation• Discussion• Observation
• Drawing• Oral exposition
• Discussion• Oral exposition• Note taking• Drawing• Observation
• Drawing• Oral exposition• Note taking• Demonstration• Observation
• Oral exposition• Note taking• Drawing
• Atlas• Sketch diagram• Weather reports
• World pressure Systems maps• Sketch diagrams• Atlas• Photographs
• Photographs• Sketch diagrams
• Instruments • Weather reports
• Sketch diagrams• Maps• Atlas• Globe
Certificate Geography• Student’s Book 1 pages 33–34• Teacher’s Book 1
page 28
Certificate Geography • Student’s Book 1
pages 36–37• Teacher’s Book 1
page 28
Certificate Geography • Student’s Book 1
pages 37–40• Teacher’s Book 1
page 28
Certificate Geography • Student’s Book 1
pages 50–51• Teacher’s Book 1
pages 26–28
Certificate Geography • Student’s Book 1
pages 40–41• Teacher’s Book 1
pages 26–28
WEE
K 3
WEE
K 4
WEE
K 2
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
85 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 2
2
3
1
2
3
Weather
Weather
Weather
Weather
Weather
• Monsoon winds• Local winds• Land and sea
breezes
• Katabatic winds• Anabatic winds• Harmattan
winds• Sirocco winds• Leveche winds• Chili winds• Khamsim winds• Berg winds• Föhn winds
Factors influencing wind direction• Measurement of
wind direction and speed
• Evaporation• Measurement
of the rate of evaporation
The atmosphere composition structure
By the end of the lesson, the learner should be able to define monsoon and local winds, and explain their effects on climate.
By the end of the lesson, the learner should be able to name the local winds and explain their effects on climate.
By the end of the lesson, the learner should be able to:• discuss the factors influencing
wind direction.• describe how wind direction
and speed are measured.
By the end of the lesson, the learner should be able to define evaporation and describe how the rate of evaporation is measured.
By the end of the lesson, the learner should be able to describe the composition and structure of the atmosphere.
• Drawing• Oral exposition• Note taking • Discussion
• Discussion• Questions and answers• Note taking• Drawing
• Observation• Drawing• Note taking• Discussion
• Observation• Drawing • Note taking • Explanation• Demonstration
• Discussion• Oral exposition• Note taking• Drawing
• Sketch diagrams• Wall maps
• Sketch diagrams • Wall maps
• Photographs• Sketch diagrams• Weather station
• Sketch diagrams• Weather station• Tank and piche
evaporimeters
• Charts • Sketches
Certificate Geography • Student’s Book 1
pages 42–43• Teacher’s Book 1
page 29
Certificate Geography • Student’s Book 1
pages 43–44• Teacher’s Book 1
page 29
Certificate Geography • Student’s Book 1
pages 44–45, 49• Teacher’s Book 1
pages 26–30
Certificate Geography • Student’s Book 1
page 51• Teacher’s Book 1
pages 26–30
Certificate Geography• Student’s Book 1 pages 51 –54• Teacher’s Book 1 pages 26–30
WEE
K 4
WEE
K 5
86
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 2
1
2
3
1
2
Statistical methods
Statistical methods
Statistical methods
Statistical methods
Statistical methods
Weather forecasting• Effects of
weather on human activities
Meaning of • Statistics• Statistical
methods• Statistical data• Significance of
statistics
• Types of statistical data
• Nature of statistical data
• Types of statistical data
• Nature of statistical data
• Sources of statistical data • Methods of data collection • Observation
– advantages – disadvantages
By the end of the lesson, the learner should be able to define weather forecasting and explain the effects of weather on human activities.
By the end of the lesson, the learner should be able to define statistics, statistical methods and statistical data and explain the significance of statistics.
By the end of the lesson, the learner should be able to list the types of statistical data and explain the nature of statistical data.
By the end of the lesson, the learner should be able to list the types of statistical data and explain the nature of statistical data.
By the end of the lesson, the learner should be able to identify sources of statistical data and discuss observation as a method of data collection.
• Class discussion• Presentation• Observation• Note taking
• Dyadic discussions• Presentation• Questions and answers• Note taking
• Discussion• Questions and answers
• Note taking• Oral exposition
• Group discussion• Presentation• Explanation• Note taking
• TV and radio weather reports
• Videos and films• Newspaper reports• Weather station
• Data on temperature and rainfall
• Chalkboard
• Chalkboard• Charts with data
• Data on exam results • Temperature register
• Chalkboard• Resource persons or
field research papers
Certificate Geography • Student’s Book 1
pages 54–59• Teacher’s Book 1
pages 26–30
Certificate Geography • Student’s Book 1
pages 61–62• Teacher’s Book 1
pages 32–35
Certificate Geography • Student’s Book 1
pages 62–63• Teacher’s Book 1
page 32
Certificate Geography • Student’s Book 1
pages 62 –63• Teacher’s Book 1
page 32
Certificate Geography• Student’s Book 1
pages 63, 96–97• Teacher’s Book 1
page 32
WEE
K 6
WEE
K 7
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
87 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 2
3
1
2
3
1
Statistical methods
Statistical methods
Statistical methods
Statistical methods
Maps and mapwork
• Interviewing – advantages – disadvantages
• Questionnaire – advantages – disadvantages
• Content analysis• Taking
measurements• Carrying out
experiments
• Counting• Photographing• Collecting
samples
Map scales • Definition of
scales• Types of scales
By the end of the lesson, the learner should be able to discuss observation and interviewing as methods of data collection.
By the end of the lesson, the learner should be able to discuss administering questionnaires as a method of data collection.
By the end of the lesson, the learner should be able to analyze content taking measurements and carry out experiments.
By the end of the lesson, the learner should be able to discuss counting, photographing and collecting samples as methods of data collection.
By the end of the lesson, the learner should be able to define a scale and identify types of scales.
• Group discussions• Presentation• Note taking
• Note making• Group discussion• Oral exposition• Note taking
• Demonstration• Observation• Experiments• Measuring• Note taking
• Experimenting by counting
• Photographing• Collecting samples in
class• Note taking
• Discussion• Note taking• Observation
• Chalkboard • Fieldwork (market)• Market• Recorded interview
(tapes)
• Chalkboard• Fieldwork (school)
• Field (school laboratory)
• Newspapers• Journals • Research papers
• Camera• Field (road) counting
traffic
• Topographical maps
Certificate Geography• Student’s Book 1 pages 63, 97–98• Teacher’s Book 1 page 32
Certificate Geography • Student’s Book 1
pages 63, 98• Teacher’s Book 1
page 32
Certificate Geography • Student’s Book 1 pages 63–64, 98–99• Teacher’s Book 1
page 32–34
Certificate Geography• Student’s Book 1 pages 64, 99• Teacher’s Book 1 pages 32–34
Certificate Geography • Student’s Book 1
pages 81–82• Teacher’s Book 1
page 36
WEE
K 8
WEE
K 9
WEE
K 7
88
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 2
2
3
1
2
3
Maps and mapwork
Maps and mapwork
Maps and mapwork
Maps and mapwork
Maps and mapwork
• Conversion of scales
Sizes of scales • Small scale
maps• Medium scale
maps• Large scale
maps
Uses of scales • Measurement of
distances on maps• Estimating
distances on maps
• Measuring distances along a straight line
Measuring distances along a curved /irregular line
Calculation of areas on maps • Regular shapes • Irregular shapes • Composite
By the end of the lesson, the learner should be able to describe how different scales are converted.
By the end of the lesson, the learner should be able to explain different types of scales.
By the end of the lesson, the learner should be able to estimate distances on a map and measure distances along a straight line.
By the end of the lesson, the learner should be able to measure distances along a curved line.
By the end of the lesson, the learner should be able to calculate areas of regular and irregular shapes on maps.
• Converting scales• Demonstration• Oral exposition• Note taking
• Note taking• Oral exposition• Discussion
• Measuring • Demonstration• Discussion• Note taking• Observation• Tabulating data
• Measuring• Demonstration• Note taking• Discussion
• Demonstration• Calculation• Discussion
• Topographical maps
Topographical maps• Atlas maps• Wall maps
• Topographical maps
• Topographical maps• Atlas
• Topographical maps• Chalkboard
Certificate Geography • Student’s Book 1
pages 82–83• Teacher’s Book 1
page 36
Certificate Geography • Student’s Book 1
pages 83–84• Teacher’s Book 1
page 36
Certificate Geography • Student’s Book 1
page 84• Teacher’s Book 1
page 36
Certificate Geography • Student’s Book 1
page 85• Teacher’s Book 1
page 36
Certificate Geography • Student’s Book 1
pages 86–88• Teacher’s Book 1
page 36
WEE
K 1
0W
EEK
9
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
89 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 2
Revisions and Exams
By the end of the two terms, the learner should be able to answer questions on work done.
• Revise the work• Write exams.
• Exam papers Certificate Geography • Student’s Book 1
WEE
K 1
1– 1
2
90
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
1
2
3
1
2
Maps and mapwork
Maps and mapwork
Maps and mapwork
Fieldwork
Fieldwork
Methods • Graph paper
method• Grid square
system
• Definition of fieldwork
• Types of fieldwork
• Importance of fieldwork
Fieldwork procedure • Deciding theme• Identifying area
of study• Statement of
objectives
• Formulation of hypothesis
• Preparation for the study
• Permission • Pre-visits
Preparation of questionnaire• Division into
groups• Preparation of
documents• Reading relevant
books
By the end of the lesson, the learner should be able to calculate areas of shapes using graph and grid square systems.
By the end of the lesson, the learner should be able to:• define fieldwork.• state the different types and
explain the importance of fieldwork.
By the end of the lesson, the learner should be able to explain the procedure to be followed during fieldwork.
By the end of the lesson, the learner should be able to:• formulate hypothesis.• define reconnaissance and
give its importance.
By the end of the lesson, the learner should be able to explain the preparations for fieldwork.
• Demonstration• Calculation• Discussion• Note taking
• Discussion• Oral exposition• Note taking
• Oral exposition• Discussion• Note taking
• Oral exposition• Discussion• Note taking
• Discussion• Explanation• Note making
• Topographical maps• Chalkboard
• Chalkboard• Local environment
• Chalkboard
• Resource persons • Chalkboard
• Chalkboard• Samples of
questionnaires for field research
Certificate Geography • Student’s Book 1
pages 89–90• Teacher’s Book 1
page 36
Certificate Geography • Student’s Book 1
pages 91–93• Teacher’s Book 1
pages 40–44
Certificate Geography • Student’s Book 1
pages 93–94• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
pages 94–95• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
pages 95–96• Teacher’s Book 1
page 41
WEE
K 1
WEE
K 2
Geography Form One Schemes of Work: Term Three
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
91 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 3
3
1
2
3
1
Fieldwork
Fieldwork
Fieldwork
Fieldwork
Fieldwork
• Preparation of a work schedule
• Selection of important tools
• Carrying out the fieldwork study.
Methods of data collection • Digging • Tasting or
smelling• Sampling • Random• Systematic
• Transecting• Use of quadrats
• Methods of data analysis
• Methods of data presentation
Problemsencountered in the field
By the end of the lesson, the learner should be able to explain the importance of work schedule in fieldwork.
By the end of the lesson, the learner should be able to describe methods of data collection.
By the end of the lesson, the learner should be able to describe methods of sampling.
By the end of the lesson, the learner should be able to describe and explain methods of data analysis and data presentation.
By the end of the lesson, the learner should be able to identify problems during fieldwork.
• Note taking• Oral exposition• Drawing of a schedule
• Discussion• Oral exposition• Demonstration• Note taking
• Demonstration• Discussion• Note taking • Counting
• Discussion• Note taking
• Discussion• Oral exposition• Note taking
• Samples of work schedule
• Chalkboard
• Field (local environment)
• Papers and a bowl /bucket
• Class list
• Field (local environment)
• Field• Class (students)• Resource persons• Chalkboard
• Resource persons• Chalkboard• Research papers
Certificate Geography • Student’s Book 1
page 96• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
pages 99–100• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
page 100• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
page 102• Teacher’s Book 1
page 41
Certificate Geography • Student’s Book 1
pages 102–103• Teacher’s Book 1
page 41
WEE
K 3
WEE
K 2
WEE
K 4
92
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 3
2
3
1
2
3
Minerals and rocks
Minerals and rocks
Minerals and rocks
Minerals and rocks
Minerals and rocks
Definition andcharacteristics of minerals
Classification of rocks • Igneous rocks
and their characteristics
• Intrusive rocks
• Extrusive rocks and their characteristics
• Sedimentary rocks
• Mechanically formed.
• Organically formed sedimentary rocks
• Chemically formed sedimentary rocks
• Metamorphic rocks
• Age of rocks
By the end of the lesson, the learner should be able to define rocks and minerals and state the characteristics of minerals.
By the end of the lesson, the learner should be able to classify rocks according to mode of formation.
By the end of the lesson, the learner should be able to explain the formation of extrusive rocks and mechanically formed sedimentary rocks.
By the end of the lesson, the learner should be able to explain the formation of organical and chemical sedimentary rocks.
By the end of the lesson, the learner should be able to explain the formation of metamorphic rocks and identify age of rocks.
• Discussion• Oral exposition• Note taking• Observation
• Oral exposition• Note taking• Discussion• Observation
• Drawing tables• Note taking• Observation• Discussion
• Discussion• Drawing• Note taking• Observation• Oral exposition
• Discussion• Oral exposition• Observation• Note taking• Drawing tables
• Rock samples • Fieldwork
• Rock samples • Photographs
• Rock samples• Field• Photographs• Sketch diagrams
• Tables • Photographs• Chalkboard
• Photographs• Chalkboard• Rock samples
Certificate Geography • Student’s Book 1
pages 105–106 • Teachers Book 1
pages 44–48
Certificate Geography • Student’s Book 1
pages 106–107• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 107–109• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 109–110• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 111–112• Teacher’s Book 1
pages 48–49
WEE
K 4
WEE
K 5
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
93 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 3
1
2
3
1
2
Minerals and rocks
Mining
Mining
Mining
Mining
• Distribution of major rocks in Kenya
• Significance of rocks
Definition Occurrence of minerals
Factors affecting exploration of minerals
Methods of mining• Underground• Open-case• Alluvial• Submarine
Types of minerals• Metallic• Non-metalic• Fossil fuels and
energy minerals
By the end of the lesson, the learner should be able to explain the distribution of major rock types in Kenya and their significance.
By the end of the lesson, the learner should be able to define ‘mining’ and explain the occurrence of minerals.
By the end of the lesson, the learner should be able to explain the factors affecting exploration of minerals.
By the end of the lesson, the learner should be able to describe methods of mining.
By the end of the lesson, the learner should be able to classify minerals .
• Discussion• Observation • Note taking
• Questions and answers• Oral exposition• Discussion• Note taking
• Oral exposition• Discussion• Note taking
• Oral exposition• Questions and answers• Note taking• Observation
• Discussion• Oral exposition• Observation • Note taking
• Fieldwork• Photographs
• Chalkboard• Charts
• Chalkboard• Field
• Chalkboard• Photographs• Sketch diagrams
• Chalkboard• Photographs
Certificate Geography • Student’s Book 1
pages 112 –116• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
page 117• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1 pages 118–119• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 119–120• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 120–122• Teacher’s Book 1
pages 48–49
WEE
K 6
WEE
K 7
94
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 1Schemes of Work
Term 3
3
1
2
3
1
Mining
Mining
Mining
Mining
Mining
Major minerals in East Africa
• Trona in Kenya• Diamonds in
Tanzania• Copper in
Uganda
Mineral potential in East Africa Minerals in other regions of the world• Oil in Libya• Gold and
diamonds in South Africa
Petroleum in the Middle East
Significance of minerals in Kenya
Problems of mining in Kenya
By the end of the lesson, the learner should be able to locate major minerals on the map of East Africa.
By the end of the lesson, the learner should be able to describe the occurrence of specific minerals and their exploitation in selected countries.
By the end of the lesson, the learner should be able to describe the occurrence of petroleum and its exploitation in the Middle East.
By the end of the lesson, the learner should be able to explain the significance of minerals in Kenya.
By the end of the lesson, the learner should be able to account for the problems facing the mining industry in Kenya.
• Drawing• Note taking• Discussion• Observation
• Drawing• Note taking• Discussion• Explanation• Drawing
• Drawing• Note taking• Oral exposition
• Group discussion • Presentation• Oral exposition• Note taking
• Dyadic discussion• Presentations• Explanations• Note taking• Observation
• Photographs• Field• Chalkboard• Sketch maps• Atlas
• Chalkboard• Wall map• Sketch diagrams
• Map• Chalkboard or chart
• Field• Resource persons
• Local environment • Resource persons• Photographs• Field
Certificate Geography • Student’s Book 1
pages 122–126• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 126–128• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 129–132• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
page 133• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 133–134• Teacher’s Book 1
pages 48–49
WEE
K 7
WEE
K 8
WEE
K 9
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
95 NOT FOR SALE
LESSON
Geography Form 1Schemes of Work
Term 3
2
3
Revisionand Exam
Mining
Mining
Work covered during the year
Effects of mining • Pollution• Dereliction
Controlling dereliction and pollution• Reclamation• Registration
By the end of the lesson, the learner should be able to explain the effects of mining.
By the end of the lesson, the learner should be able to explain how dereliction and pollution can be controlled.
By the end of the year, the learner should able to answer questions based on the work covered during the year.
• Observation• Viewing• Oral exposition• Note taking• Discussions
• Observation• Viewing• Note taking• Discussion
• Revise the exam • Write the exam
Certificate Geography • Student’s Book 1
pages 134–135• Teacher’s Book 1
pages 48–49
Certificate Geography • Student’s Book 1
pages 136–137• Teacher’s Book 1
pages 49–52
Certificate Geography Student’s Book 1
• Field• Photographs
• Photographs• Field film or video
tapes
• Exam papers
WEE
K 9
WEE
K 1
0