69
i THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING GEOGRAPHY SYLLABUS FOR ADVANCED LEVEL SECONDARY EDUCATION FORM V - VI 2010
i
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
GEOGRAPHY SYLLABUS FOR ADVANCED LEVEL SECONDARY EDUCATION
FORM V - VI
2010
ii
© Ministry of Education and Vocational Training, 2008
ISBN: 978-9976-61-265-3
First Edition: 2009
Second Edition: 2010
Designed and prepared by:Tanzania Institute of EducationP. O. Box 35094 Dar es Salaam TanzaniaTel: +255 222 2773005Fax: +255 22 2774420E-mail: [email protected] website: www.tie.go.tz
All rights reserved. No part of this publication may be reproduced, reported, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright owner.
iii
TABLE OF CONTENTS
Page
1. 0 Introduction.............................................................................................................................. iv
2. 0 Rationale for the Review........................................................................................................... iv
3. 0 Aims of Education in Tanzania....................................................................................... iv
4. 0 The Aims and Objectives of Secondary Educations......................................................... v
5. 0 General Geography Competences.................................................................................. v
6. 0 General subject objectives ................................................................................................. v
7. 0 Organization of Subject Syllabus ............................................................................................ vi
8. 0 Instructional Time............................................................................................................... vii
9. 0 Assessment in the Subject ........................................................................................... vii
Form V ................................................................................................................ 1
Form VI ....................................................................................................................... 24
iv
1.0 Introduction
1.1 Background InformationGeography is a subject offered at Advance level Secondary Education in Tanzania. The subject promotes the understanding of the earth’s physical, cultural, quantitative and economic components at national, regional and global contexts.
Future graduates of this subject shall be expected to serve the community as geologists, planners, economists, environmentalists, miners, land surveyors and fishermen/women. They shall also, serve as foresters, researchers, demographers, water technician/engineers, meteorologists, agriculturalists and field extension officers.
Geographers are required to provide opportunities to the community for solving natural and human made disasters and catastrophies.
The subject too promotes an understanding of the living and non-living part of the earth, climate, hydrosphere and their inter-relationships.
The teaching of the subject takes the human being as central in these relationships. Therefore, the pre-occupation of the subject is to minimize the human impact on the environment. The learners of the subject are thus expected to be conversant with what actions to take with the same intentions of sustainably co-existing with the environment.
2.0 Rationale for the Review.The Geography curriculum review has been dictated by two major factors; Global changes which include technological, social and economic have also influenced education at curriculum and subject level to be adjusted. For example, there has risen the need to accommodate cross-cutting issues which include globalization; ICT; Gender; environment and others. The second factor that dictated the review of this subject is the early 2008 national research outcomes. A couple of recommendations were made. Some of these recommendations necessitated the need to reduce the content by way of dropping some topics from the syllabus, making further synchronization of the Ordinary Level Syllabus with this level in order to address issues of curriculum overload, irrelevance and out datedness.
Such changes include the shift of regional integration topic to be accommodated in the General Studies Subject and collapse of the topic on environmental issues. The topic is now integrated in all other topics especial on focal studies or contexts. Other minor improvements include changing of titles. Water pollution and Conservation now reads Water Management; four topics have been created in the topic of Population and Development Soil conservation now reads Soil Management; In the study of water, a topic on Wet lands has been added.
3.0 Aims of Education in TanzaniaThe general aims of education in Tanzania are to:
1. Guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of their resources in bringing about individual and national development.
2. Promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania.3. Promote the acquisition and appropriate use of literary, social, scientific, vocational, technological,
professional and other forms of knowledge, skills and understanding for the development and improvement of man and society.
4. Develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and a readiness to work hard for personal self advancement and national improvement.
5. Enable and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other life skills needed to meet the changing needs of industry and the economy.
6. Enable every citizens to understand the fundamentals of the national constitution as well as the enshrined human and civic rights, obligation and responsibilities.
v
7. Promote the love for work, self and wage employment and to improve performance in the production and service sectors.
8. Inculcate principles of national ethic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to the provision of the National Constitution and International basic charters.
9. Enable a rational use, management and conservation of our environment.
4.0 The Aims and Objectives of Secondary Educations are to:
1. Consolidate and broaden the scope of baseline ideas, knowledge, skills and principles acquired and developed at primary education levels;
2. Enhance further development and appreciation of national unity, identify and ethnic personal integrity, respect for and readiness to work , human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations.
3. Promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign languages.
4. Promote opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of study.
5. Prepare students to tertiary and higher education; vocational, technical and professional through training.6. Inculcate a sense and ability for self-study, self-reliance and self-advancement in new frontiers of science
and technology, academic and occupational knowledge and skills.7. Prepare the student to join the world of work.
5.0 General Geography CompetencesAt the end of A– Level geography course, students should have the ability to:-
1. Collect, organize and interpret information in numerical or statistical forms.
2. Use a range of instruments accurately and confidently in presenting geographical information or data.3. Show personal initiative and commitment in managing national resources and the environment.4. Establish the existence of interrelationships of different geographical phenomena.5. Analyse problems caused by natural and human factors and use appropriate technology in solving them.6. Participate effectively in harnessing resources and energy for mutual benefits.
7. Apply research skills to conduct research and use the outcome to solve social and economic problems.
6.0 The general subject objectives are:-1. Enable students develop awareness of planet earth as their heritage.2. Develop students awareness about the extent to which resources of their country can be developed to raise
the standard of living.3. Develop and apply methods of observation, measurement, recording and interpretation of phenomena as
geographers.
4. Develop a sense of critical analysis and understanding of social, economic and geographical constraints which hinder national development and suggest ways of overcoming them.
5. Enable students to understand the interrelationships and interdependence between countries and appreciate them.
6. Enable students acquire the skills for conserving the environment.
7. Enable students to develop a sense of commitment to preserve and utilize resources sustainably as a heritage for future generations.
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7.0 Organization of Subject SyllabusThe Advanced Level Geography Syllabus has been organized into two parts. Part one presents the preliminary information which include an introduction, subject description, rationale for review of subject syllabus, the objectives of Education in Tanzania, aims and objectives of Secondary Education, General competencies for subject and general objectives for the subject. The syllabus content basing on level competencies, level objectives, content, matrix, topics, sub-topics, specific objectives, teaching and learning strategies, teaching and learning resources, assessment and number of allocated time are also components of part one . Part two forms the academic description to be covered in form V and form VI. The details of these components are presented below.
7.1 Class CompetenciesSpecific competences, referred to as level competences that have been stated before form five and form six content matrix respectively. It is expected that once a sub-topic has been taught and learnt, the student when assessed or observed, should show specific learning outcomes or abilities referred to as competences. This syllabus has five major competences to demonstrate for form V and VI respectively.
7.2 Class ObjectivesThe objectives reflected here are referred to as level objectives. Specific objectives are derived from these objectives. These items are important because these are the instructional areas from which teaching/learning strategies and impromptu assessment indicated in the left column of the syllabus are drawn.
7.3 Content MatrixThe content matrix is a format that entails six items namely topic/sub-topics; specific objectives; teaching learning strategies; teaching learning resources, assessment and number of periods.
7.3.1 Topics/Sub-topicsThese are areas which represent the content to be covered at the specific level. These items are presented in the first column of each page of the syllabus. The A-Level Syllabus has total of twelve topics to be covered. Each topic is divided to several sub-topics.
7.3.2 Specific ObjectivesSpecific objectives have been stated into simple form in order to enable the teaching of each sub topic. These come after the topic/subtopic column. Specific objectives connote actions a student should be able to do. There are not less than two specific objectives per subtopic. Most of the outcome based instruction is assessed basing on these objectives.
7.3.3 Teaching and Learning StrategiesThe teaching and learning strategies are presented in a single column. These are both methods and techniques which are supposed to be used by either the teacher or students in order to achieve after teaching and learning of a specific objective. The techniques which are used form a link thus referred to as strategies. The actions proposed are of higher level skills and demand students’ active participation. The teacher is not confined to the proposed strategies if the environment is not conducive. Teachers are allowed to use other participatory strategies according to the demand of the topic and situation.
7.3.4 Teaching/Learning ResourcesThe teaching/learning resources are enabling aids which facilitate the teaching and learning processes. Any teaching/learning resources have been indicated in the strategy resource for illustration of how they are supposed to be used.
The common resources suggested include textual, web based resource, library resource; models; subject kits; weather stations, experts; the environment and other actual things from nature. The teacher is advised to use contextualized teaching/learning resources. It is emphasized all texts should be both in ordinary script and Braille.
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7.3.5 AssessmentEach respective specific objective has been provided with a clear statement which aims at guiding the teacher in assessing if each student has grasped and thereafter achieved intentions which are stipulated by specific objectives. Assessment area is indicated in the sixth column of the content matrix.
7.3.6 Number of PeriodsAn ideal instructional time has been shown on the seventh column of the content matrix. Instructional time show a total number of periods set per topic. The time has been carefully calculated to enable the teaching as well as carrying on assessment in form of monthly tests; midterm, terminal as well as annual examination.
There are 40 weeks devoted for teaching and learning practices. There are 194 days for teaching Geography with 400 periods per each class. The number of each period per week is 10 and each period has a total number of 40 minutes.
8.0 Instructional TimeEach topic in the syllabus has been allocated a number of periods which are considered adequate for its teaching.
9.0 Assessment in the subjectThe table below shows the type of assessment and the accompanied assessment measures to be used. The assessment measures listed in the table contributes to continuous and final assessments of the student achievement. The frequency for each assessment measure has been indicated with the weight in %. You are therefore strongly advised to apply a wide selection of assessment measures in order to develop students’ ability for the mastery of the subject matter during the teaching learning process.
1
FORM FIVE
Class Competences
At the end of Form five, students should have the ability to:
1. Manipulate statistical data and use geographical information accurately in addressing life challenges.2. Utilize acquired research skills to improve social and economic life for oneself and of the community.3. Analyse critically the physical changes on earth’s crust, resulting landforms and their impact on environment
and human life.4. Apply survey and map making skills to plan social and economic development activities.
5. Use knowledge from photographs and map work in understanding natural relationships and suggest ways to overcome identified social and economic problems.
Class Objectives
At the end of form 5 students should be able to:
a) Describe the nature, type and other statistical information and present them logically using proper methods.b) Conduct research, interpret and analyse collected data for social and economic use.
c) Understand and explain the movements of planet earth and their effects.
d) Relate the internal and external processes of the earth to emerging landforms.
e) Understand the importance of survey practices and their application in local and global contexts.
f) Actively participate in map work and photograph related activities such as observing, measuring, interpreting, recording and using the information obtained.
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2
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ING
STRA
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ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
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PE
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S
1.0
App
licat
ion
of st
atist
ics
in G
eogr
aphy
1.1
Nat
ure
of d
ata.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
pro
vide
the
mea
ning
of
data
.
The
teac
her t
o:i)
Gui
de st
uden
ts to
bra
inst
orm
to
defi
ne th
e te
rm d
ata.
ii) A
ssist
stud
ents
to sh
are
a fo
rmal
defi
nitio
n of
dat
a.
Is th
e st
uden
t abl
e to
de
fine
data
?61
b) d
escr
ibe
the
natu
re o
f da
ta.
i) U
sing
diffe
rent
writ
ten
docu
men
ts, t
he te
ache
r to
assig
n st
uden
ts in
gro
ups t
o re
ad a
bout
nat
ure
of d
ata.
ii) s
tude
nts t
o pr
esen
t the
ir fin
ding
s in
sum
mar
y (i.
e.
indi
vidu
al, d
iscre
te,c
ontin
ues
and
grou
ped
data
.
Text
s on
stat
istic
al d
ata.
Is th
e st
uden
t abl
e to
de
scrib
e th
e na
ture
of
data
?
1.2
Type
s of d
ata
varia
bles
.By
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to
diffe
rent
iate
the
varia
bles
of
data
.
i) Th
e te
ache
r to
assig
n st
uden
ts
to c
olle
ct d
iffer
ent t
ypes
of
data
.ii)
Usin
g co
llect
ed d
ata,
the
teac
her t
o as
sist s
tude
nts t
o di
ffere
ntia
te c
olle
cted
dat
a.iii
) Usin
g da
ta su
mm
ariz
ed in
ta
bles
and
cha
rts, t
he te
ache
r to
guid
e stu
dent
s to
diffe
rent
iate
a
depe
nden
t var
iabl
e fro
m
inde
pend
ent v
aria
ble.
• D
ocum
ente
d da
ta in
ch
arts
and
tabl
es.
• Ta
ctile
map
s.
Is th
e st
uden
t abl
e to
diff
eren
tiate
dat
a va
riabl
es?
1.3
Sour
ces o
f dat
a in
ge
ogra
phy.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:
a) h
ighl
ight
diff
eren
t sou
rces
of
dat
a in
geo
grap
hy.
i) Th
e te
ache
r to
guid
e st
uden
ts
to c
olle
ct d
ata
from
libr
ary
and
web
bas
ed so
urce
s.ii)
The
teac
her t
o as
sist l
earn
ers t
o or
gani
ze c
olle
cted
dat
aiii
) Com
pare
col
lect
ed d
ata
and
mak
e a
list o
f the
se d
ata.
• Li
brar
y doc
umen
ts•
Text
in B
raill
eIs
the
stud
ent a
ble
to:
- na
me
diffe
rent
so
urce
s of d
ata?
- re
late
dat
a to
soci
al
and
econ
omic
ac
tiviti
es?
3
TOPI
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) r
elat
e da
ta to
soci
al a
nd
econ
omic
act
iviti
es.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ex
plai
n th
e im
port
ance
of d
ata
in te
achi
ng/le
arni
ng p
roce
ss.
ii) U
sing
a gu
ide,
the
teac
her t
o as
sist s
tude
nts t
o de
velo
p a
proj
ect o
n ho
w to
use
dat
a to
im
prov
e so
cial
and
eco
nom
ic
activ
ities
.
Proj
ect g
uide
.Is
the
stud
ent a
ble
to re
late
dat
a to
so
cial
and
eco
nom
ic
deve
lopm
ent?
1.4
Stat
istic
al m
easu
res.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
ide
ntify
sim
ple
stat
istic
al
mea
sure
s.
Usin
g qu
estio
ns, t
he te
ache
r to
guid
e st
uden
ts to
exp
lain
sing
le
stat
istic
al m
easu
res.
Text
on
stat
istic
al
mea
sure
s.Is
the
stud
ent a
ble
to:
- id
entif
y sim
ple
stat
istic
al m
easu
res?
- ex
plai
n im
port
ance
of
stat
istic
al
mea
sure
s?b)
exp
lain
the
impo
rtan
ce o
f st
atist
ical
mea
sure
s.i)
Usin
g gu
idin
g qu
estio
ns, t
he
teac
her t
o gu
ide
stud
ents
to
expl
ain
thei
r app
licat
ion
in
lear
ning
pro
cess
.ii)
The
teac
her t
o as
sist l
earn
ers
to d
iscus
s the
adv
anta
ges a
nd
disa
dvan
tage
s of s
tatis
tical
da
ta in
soci
al a
nd e
cono
mic
pl
anni
ng
List
of qu
estio
ns.
c) c
ompu
te d
ata.
Usin
g gu
ided
exe
rcise
s, th
e te
ache
r to
ass
ist st
uden
ts to
cal
cula
te th
e st
atist
ical
mea
sure
s (i.e
. mea
n,
mod
e, m
edia
n, v
aria
nce
and
stan
dard
dev
iatio
n).
Prin
ted
and
data
in b
raill
e.Is
the
stud
ent a
ble
to
com
pute
dat
a?
4
TOPI
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
1.5
Met
hods
of p
rese
ntin
g da
ta.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
ide
ntify
met
hods
of
pres
entin
g da
ta.
The
teac
her t
o:i)
Ass
ign
stud
ents
to re
ad
in g
roup
s the
met
hod
of
pres
entin
g da
ta.
ii) G
uide
stud
ents
to p
rese
nt th
eir
findi
ngs (
i.e. a
ll ty
pes o
f lin
e,
bar,
circ
les,
char
ts, d
iagr
ams
and
statis
tical
map
s).
Prin
ted
data
on
stat
istic
al
data
pre
sent
ed in
var
ious
w
ays.
Is th
e st
uden
t abl
e to
id
entif
y m
etho
ds o
f da
ta p
rese
ntat
ion?
b) P
rese
nt d
ata
usin
g di
ffere
nt st
atist
ical
m
etho
ds.
i) Th
e te
ache
r to
dem
onst
rate
ho
w to
pre
sent
dat
a.ii)
Usin
g gu
ided
exe
rcise
s, th
e te
ache
r to
guid
e stu
dent
s to
use
each
met
hod
to p
rese
nt d
ata.
iii) T
he te
ache
r to
guid
e stu
dent
s to
inte
rpre
t the
out
com
es o
f the
ta
sks.
iv) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
the
mer
its a
nd d
emer
its
of e
ach
met
hod
for p
rese
ntin
g da
ta.
Gui
ded
exer
cise
s.Is
the
stud
ent a
ble
to
pres
ent d
ata
usin
g di
ffere
nt m
etho
ds?
c) e
xpla
in th
e im
port
ance
of
stat
istic
s to
the
com
mun
ity.
i) G
uide
stud
ents
to d
o a
rese
arch
on
the
appl
icat
ion
of st
atist
ical
m
easu
res i
n a
sele
cted
stud
y ar
eas;
i.e m
arke
t, ho
spita
l, tr
affic
and
hum
an p
opul
atio
n.ii)
The
teac
her t
o gu
ide
the
stude
nts t
o pr
esen
t the
ir fin
ding
s and
pre
pare
a
sum
mar
y of
the
sam
e.
Rese
arch
gui
de.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
port
ance
of
stat
istic
s to
the
com
mun
ity?
5
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
2.0
Fiel
d R
esea
rch
Stra
tegi
es2.
1. Im
porta
nce
of re
sear
ch.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e ty
pes o
f re
sear
ch.
i) U
sing
text
s, th
e te
ache
r to
guid
e st
uden
ts to
pro
vide
the
mea
ning
of r
esea
rch.
ii) S
tude
nts t
o su
mm
ariz
e di
ffere
nt ty
pes o
f res
earc
h.
Text
s on
rese
arch
type
s.Is
the
stud
ent a
ble
to:
defin
e re
sear
ch?
desc
ribe
type
of
rese
arch
?
25
b) e
xpla
in th
e im
port
ance
of
rese
arch
.i)
The
teac
her t
o gu
ide
stud
ents
to
disc
uss t
he im
port
ance
of
rese
arch
in li
fe.
ii) T
he te
ache
r to
guid
e stu
dent
s to
read
text
s in
grou
ps o
n im
porta
nce
of re
sear
ch.
iii) S
tude
nts t
o pr
esen
t and
mak
e su
mm
ary
on th
e im
porta
nce
of
rese
arch
in li
fe.
Text
s of r
esea
rch
repo
rt
and
findi
ngs i
n bo
th p
rint
and
Brai
lle.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
port
ance
of
rese
arch
?
2.2
Res
earc
h te
chni
ques
.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
a b
le
to:
a) d
escr
ibe
the
impo
rtan
ce o
f m
ajor
stag
es in
rese
arch
.
i) U
sing
a te
xt, t
he te
ache
r to
guid
e st
uden
ts to
exp
lain
th
e sig
nific
ance
of s
tage
s in
rese
arch
.ii)
Stu
dent
s to
pres
ent t
heir
wor
k at
ple
nary
sess
ion.
• Te
xts o
n st
ages
in
rese
arch
.•
Text
s in
Brai
lle.
Is th
e st
uden
t abl
e to
des
crib
e th
e im
port
ance
of m
ajor
st
ages
in re
sear
ch?
b) d
escr
ibe
the
orga
niza
tion
of fi
eld
rese
arch
.i)
Teac
her t
o gu
ide
stud
ents
to
disc
uss t
he im
port
ance
of
sele
ctin
g an
appr
opria
te
rese
arch
site
.ii)
The
teac
her t
o gu
ide
stude
nts t
o do
a li
brar
y re
adin
g to
iden
tify
rese
arch
tool
s and
met
hods
and
ex
plai
n th
e im
porta
nce
of e
ach.
iii) T
each
ers s
houl
d gu
ide
stude
nts
why
is it
impo
rtanc
e to
co
nsid
er w
elfa
re o
f res
earc
hers
du
ring
the
orga
niza
tion
of
rese
arch
.
• Re
sear
ch si
te.
• Re
sear
ch g
uide
.Is
the
stud
ent a
ble
to d
escr
ibe
the
orga
nisa
tion
a fie
ld
rese
arch
?
6
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) c
ondu
ct R
esea
rch
in
com
mun
ity.
i) Th
e te
ache
r to
guid
e st
uden
ts
to se
lect
rese
arch
pro
blem
aff
ectin
g th
e co
mm
unity
.ii)
With
gui
danc
e fro
m th
e te
ache
r, stu
dent
s to
deve
lop
rese
arch
tool
s.iii
) Tea
cher
and
stud
ents
to p
repa
re
rese
arch
requ
irem
ents.
iv) T
he te
ache
r to
guid
e stu
dent
s to
cond
uct fi
eld
rese
arch
.v)
Stu
dent
s to
anal
yze
and
pres
ent
data
usin
g sim
ple
statis
tical
m
easu
res.
vi) T
he te
ache
r to
guid
e stu
dent
s to
mak
e re
com
men
datio
ns o
n th
e us
e of
rese
arch
out
put.
• Re
sear
ch si
te.
• Pr
inte
d re
sear
ch to
ols.
• Li
st o
f re
sear
ch
requ
irem
ents
.
Is th
e st
uden
t abl
e to
con
duct
an
actu
al
rese
arch
in th
e co
mm
unity
?
3.0
Posit
ion,
Beh
avio
urs a
nd
stru
ctur
e of
the
eart
h3.
1 A
tmos
pher
e.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e ch
arac
teris
tics o
f th
e ea
rth.
i) Th
e te
ache
r to
guid
e st
uden
t to
disc
uss t
he at
mos
pher
e an
d its
fe
atur
es th
roug
h ob
serv
ing
it.ii)
The
teac
her t
o or
gani
se fi
lm
show
s on
the
dim
ensio
n of
the
atm
osph
ere.
• N
atur
al p
heno
men
a.•
Elec
tron
ic d
evic
es.
• Sk
etch
es o
n th
e dim
ensio
n of
the a
tmos
pher
e.
Is th
e st
uden
t abl
e to
disc
uss t
he
char
acte
ristic
s of t
he
eart
h?
35
b) a
naly
ze th
e co
mpo
sitio
n of
the
atm
osph
ere.
The
teac
her t
o gu
ide
stud
ents
to
disc
uss t
he c
ompo
sitio
n of
the
atm
osph
ere.
• N
atur
al p
heno
men
a.•
Film
/Vid
eo a
nd
pict
ures
show
ing
atm
osph
ere
and
its
com
posit
ion.
Is th
e st
uden
t abl
e to
m
entio
n co
nstit
uent
s of
atm
osph
ere?
c) o
utlin
e th
e im
pact
of
atm
osph
ere
on li
fe.
i) Th
e te
ache
r to
guid
e di
scus
sion
on im
port
ance
of t
he
atm
osph
ere
in li
fe.
ii) T
each
er to
gui
de st
uden
ts
to d
iscus
s the
impa
ct o
f at
mos
pher
e on
life
.
Gui
de o
n st
udy
of
atm
osph
ere.
Is th
e st
uden
t abl
e to
disc
uss i
mpa
ct
and
impo
rtan
ce o
f at
mos
pher
e on
life
?
7
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
3.2
The
shap
e of
the
eart
h.By
the
end
of th
is su
b- to
pic,
th
e st
uden
ts sh
ould
be
able
to
desc
ribe
the
shap
e of
pla
net
eart
h an
d fa
ctor
s tha
t mig
ht
have
det
erm
ined
this
shap
e.
i) Te
ache
r to
guid
e di
scus
sion
on
the
shap
e of
the
eart
h.ii)
Stu
dent
s to
revi
ew te
xts o
n th
e fa
ctor
s tha
t cau
sed
the
shap
e of
the
earth
.
• Pl
anet
ariu
m.
• G
lobe
.•
Sketc
h of t
he sh
ape o
f the
pl
anet
eart
h.•
Vid
eo/fi
lm.
• Te
xts.
Is th
e st
uden
t abl
e to
de
scrib
e th
e sh
ape
of
the
plan
et e
arth
?.
3.3
Stru
ctur
e of
the
plan
et
e
arth
.By
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
the
char
acte
ristic
s of t
he
eart
h’s c
rust
.
Teac
her t
o gu
ide
stud
ents
to
disc
uss t
he d
etai
ls of
thes
e lay
ers
of u
sing
a gl
obe
and
Sket
ch o
f th
e sh
ape
of th
e pl
anet
ear
th
i.e c
once
ntric
laye
rs p
hysic
al
chem
ical
char
acte
ristic
s and
boun
darie
s.
• Sk
etch
and p
ictu
res o
n th
e lay
ers o
f the
plan
et ea
rth.
• G
lobe
show
ing
laye
rs
and
its b
ound
arie
s.
Is th
e st
uden
t abl
e to
:-
desc
ribe
eart
h’s
char
acte
ristic
s?-
expl
ain
the
impo
rtan
ce o
f gr
avity
?
b) to
exp
lain
the
role
of t
he
grav
ity in
the
stab
ility
an
d dy
nam
ic st
ate
of th
e pl
anet
ear
th.
i) To
gui
de st
uden
ts to
disc
uss
and
expl
ain
the
role
of t
he
eart
h’s g
ravi
ty in
det
erm
inin
g th
e st
abili
ty a
nd d
ynam
ic st
ate
of th
e pl
anet
ear
thii)
Tea
cher
to in
vite
ano
ther
te
ache
r fro
m th
e Ph
ysic
s de
mon
strat
e th
e be
havi
our o
f gr
avity
.
Mag
net b
ars.
Is th
e st
uden
t abl
e to
exp
lain
the
role
of
grav
ity in
nat
ure?
4.0
The
dyna
mic
ear
th a
nd
cons
eque
nce
4.1
Isos
tacy
.
By th
e en
d of
this
sub-
topi
c,
stud
ents
shou
ld b
e ab
le to
:a)
defi
ne th
e te
rm is
osta
cy.
i) Th
e te
ache
r to
guid
e st
uden
ts to
re
ad te
xts o
n va
rious
atte
mpt
s m
ade
on d
efini
ng th
e te
rm
isost
acy.
ii) B
rain
storm
on
the
mea
ning
of
isos
tacy
and
dev
elop
a fo
rmal
co
ncep
tual
mea
ning
of t
he
term
.
Text
s on
isost
acy.
Is th
e st
uden
t abl
e to
:de
fine
the
term
iso
stac
y?
8
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) e
xpla
in th
e th
eory
of
isost
acy.
i) Th
e st
uden
t to
read
text
s on
fact
ors t
hat m
aint
ain
isost
acy
with
in th
e ea
rth
crus
t, w
ith
focu
s on
elev
atio
n of
land
m
asse
s, de
nsity
of e
arth
m
ater
ials,
role
of d
enud
atio
n an
d im
pact
of t
empe
ratu
re o
f m
ater
ials
with
in th
e ea
rth.
ii) U
sing
film
s and
dia
gram
s, th
e te
ache
r to
dem
onstr
ate
how
va
rious
fact
ors c
ontri
bute
to
equa
l sta
ndin
g of
the
earth
cr
ust.
Text
s, fil
ms,
diag
ram
s on
isost
acy.
Is th
e st
uden
t abl
e to
ex
plai
n th
e th
eory
of
isost
acy?
4.2
Plat
e te
cton
ics a
nd d
riftin
g.By
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to:
a) d
efine
the
term
s pla
te
tect
onic
s and
con
tinen
tal
mov
emen
ts.
i) Th
e te
ache
r to
guid
e st
uden
ts to
br
ains
torm
on
the
mea
ning
of
plat
e te
cton
ic a
nd c
ontin
enta
l dr
ift.
ii) S
tude
nts t
o vi
ew a
film
on
cont
inen
tal d
rift a
nd n
ote
its
mai
n el
emen
ts.iii
) Stu
dent
to re
ad te
xt o
n te
cton
ic
theo
ry.
• Fi
lm o
n co
ntin
enta
l dr
ift.
• Te
xt o
f the
ory
of
cont
inen
tal d
rift.
Is th
e st
uden
t abl
e to
:-
defin
e th
e te
rms
plat
e te
cton
ics
and
cont
inen
ts
mov
emen
ts?
- de
scrib
e th
e co
nseq
uenc
es
of c
ontin
enta
l dr
iftin
g?
b) c
ontin
enta
l drift
ing.
i) St
uden
ts to
obs
erve
floa
ting
piec
es o
f woo
d (o
n w
ater
) re
pres
entin
g la
nd m
asse
s of
vary
ing
elev
atio
n.ii)
Stu
dent
to st
udy
diag
ram
s and
m
odel
s on
cont
inen
tal p
late
s, rif
t val
leys
, mid
con
tinen
tal
ridge
s; vo
lcan
ic fe
atur
es,
dive
rgen
ce a
nd c
onve
rgen
t po
ints.
• Ph
ysic
al m
aps,
stud
y sit
es.
• St
udy
diag
ram
s. •
Phys
ical
map
.•
Stud
y sit
e.
9
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) W
ith th
e us
e of
phy
sical
map
, th
e te
ache
r to
guid
e stu
dent
s to
visit
loca
l pla
ces w
here
feat
ures
re
sulti
ng fr
om c
ontin
enta
l dr
ift c
an b
e ob
serv
ed (i
.e. s
ea
plat
form
, rift
val
ley
floor
/ed
ges;
volc
anic
feat
ures
.
c) s
tate
the
impo
rtan
ce o
f co
ntin
enta
l drift
to li
fe o
n ea
rth.
i) St
uden
ts to
read
var
ious
text
s on
bot
h po
sitiv
e an
d ne
gativ
e im
pact
s of c
ontin
enta
l drift
.ii)
The
teac
her t
o gu
ide
a de
bate
an
d de
velo
p a
list o
f neg
ativ
e an
d po
sitiv
e im
pact
s of
cont
inen
tal d
rift.
iii) T
hrou
gh a
fiel
d stu
dy, s
tude
nts
to e
stabl
ish a
nd re
cord
in
form
atio
n/ d
ata
on im
pact
s of
cont
inen
tal d
rift i
n a
loca
l are
a an
d a
sum
mar
y fro
m fi
eld.
• Te
xts o
n eff
ect o
f co
ntin
enta
l drift
•
Stud
y site
.
Is th
e st
uden
t abl
e to
st
ate
the
impo
rtan
ce o
f co
ntin
enta
l drift
to li
fe
on e
arth
?
4.3
Mat
eria
ls of
Ear
ths’
crus
tBy
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
gene
ral m
ater
ials
and
rock
s of t
he e
arth
.
Thro
ugh
use
of p
hoto
grap
hs, fi
lms
and
actu
al sa
mpl
es, t
he te
ache
r to
guid
e st
uden
ts to
iden
tify
maj
or
type
s of m
ater
ials
and
rock
s of t
he
eart
h.
• Ph
otog
raph
s, fil
ms,
sam
ple
mat
eria
ls.Is
the
stud
ent a
ble
to:
- de
scrib
e m
ater
ials
of th
e ea
rth
and
thei
r ch
arac
teris
tics?
- de
scrib
e th
e ty
pes
of ro
cks a
ccor
ding
to
thei
r for
mat
ion?
30
b) s
tate
maj
or ch
arac
teris
tics
of ro
cks o
f the
ear
ths.
i) Te
ache
r to
guid
e st
uden
ts to
re
ad te
xts o
n de
finiti
on o
f th
e te
rms r
ocks
and
ear
th’s
mat
eria
ls.
Text
on
defin
ition
of r
ock.
Is th
e st
uden
t abl
e to
stat
e m
ajor
ch
arac
teris
tics o
f roc
ks
of th
e ea
rth?
10
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) S
tude
nts t
o di
scus
s the
maj
or
char
acte
ristic
s of r
ocks
of t
he
earth
.
c) d
escr
ibe
rock
form
atio
n an
d su
bseq
uent
rock
ty
pes.
Stud
ents
to d
iscus
s the
form
atio
n of
rock
s of t
he e
arth
s and
resu
ltant
as
soci
ated
form
s and
form
s fe
atur
es.
• Pi
ctur
es o
f diff
eren
t ty
pes o
f roc
ks.
• Te
xts o
f roc
k ty
pes.
Is th
e st
uden
t abl
e to
des
crib
e ro
ck
form
atio
n an
d ty
pes?
d) e
xpla
in th
e im
port
ance
of
mat
eria
ls an
d ro
cks o
f the
ea
rth.
The
teac
her t
o in
vite
an
expe
rt
from
a m
iner
al d
epar
tmen
t to
mak
e pr
esen
tatio
n on
type
s of
rock
s of T
anza
nia
basin
g on
whe
re
they
are
foun
d, th
eir a
ge,
and
how
they
con
trib
ute
to th
e ec
onom
y of
the
coun
try.
Expe
rtIs
the
stud
ent a
ble
to
expl
ain
the
impo
rtan
ce
of m
ater
ials
and
rock
s of
the
eart
h.
e) e
xpla
in th
e m
eani
ng o
f th
e te
rm G
eolo
gica
l Tim
e Sc
ale,
(GTS
).
i) Te
ache
r to
guid
e st
uden
ts to
co
llect
info
rmat
ion
abou
t the
co
ncep
t of G
eolo
gica
l Tim
e Sc
ale
(GTS
) and
the
even
ts
it re
pres
ents
from
avai
labl
e lit
erat
ure
and
inte
rnet
.ii)
Dra
w a
com
mon
defi
nitio
n of
a
Geo
logi
cal t
ime
scal
e.
Text
s of G
TSIs
the
stud
ent a
ble
to
expl
ain
the
impo
rtan
ce
of th
e G
TS?
f) d
escr
ibe
even
ts d
epic
ted
by a
Geo
logi
cal T
ime
Scal
e.
i) A
teac
her t
o gu
ide
stud
ents
to
read
text
s on
the
age
of ro
cks.
ii) S
tude
nts t
o m
ake
atte
mpt
s to
clas
sify
thes
e ro
cks a
ccor
ding
to
thei
r age
s.iii
) Tea
cher
to g
uide
stud
ents
to
iden
tify
rock
s sam
ples
in
Tanz
ania
.
Text
s on
GTS
site
s.Is
the
stud
ent a
ble
to:
- is
the
stud
ent a
ble
to cl
assif
y ro
ck?
- is
the
stud
ent a
ble
to id
entif
y ro
ck
type
s in
Tanz
ania
?
11
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
4.4
The
Impa
ct o
f Ear
thqu
ake.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
pre
sent
the
mea
ning
of
the
term
s of e
arth
quak
e,
epic
entr
e, fo
cus a
nd
eart
hqua
ke w
aves
.
i) Th
e te
ache
r to
orga
nize
a
libra
ry re
adin
g an
d in
tern
et
sear
ch b
y st
uden
ts o
n ea
rthq
uake
.ii)
Stu
dent
to w
ork
in g
roup
s to
pres
ent n
otes
on
the
mea
ning
of
ear
thqu
akes
, how
it is
de
term
ined
and
con
sequ
ence
s of
a st
rike
by a
n ea
rthqu
ake.
• Li
brar
y re
sour
ces.
• w
eb re
sour
ces.
Is th
e st
uden
t abl
e to
defi
ne te
rms o
f ea
rthq
uake
,ep
icen
tre,
focu
s and
eart
hqua
ke w
aves
?
b) c
ompi
le in
form
atio
n on
disa
ster
s cau
sed
by
eart
hqua
kes.
i) Th
e te
ache
r to
guid
e st
uden
ts
to v
isit a
nat
iona
l ear
thqu
ake
early
war
ning
cent
re a
nd co
llect
in
form
atio
n on
how
the
impa
ct
of e
arth
quak
e is
calc
ulat
ed.
ii) S
tude
nts t
o co
llect
info
rmat
ion
and
deve
lop
a re
port
on
impa
cts o
f ear
thqu
ake
in
Tanz
ania
.
• Na
tiona
l Ear
thqu
ake S
tudy
Ce
ntre
Uni
t.•
Geolo
gy D
epar
tmen
t of
UD
SM.
• M
eteo
rolo
gica
l D
epar
tmen
t in
region
s/dis
tricts
.
Is th
e st
uden
t abl
e to
co
mpi
le in
form
atio
n on
disa
ster
s?
c) p
ropo
se p
reca
utio
ns to
m
inim
ize
the
impa
cts
of d
isast
ers c
ause
d by
ea
rthq
uake
s.
i) D
raw
loca
l and
glo
bal e
xam
ples
of
impa
cts o
f str
ike
on
eart
hqua
ke e
vent
s.ii)
Stu
dent
s to
deve
lop
a str
ateg
y to
min
imiz
e th
e im
pact
s of
earth
quak
e in
the
com
mun
ity.
Reco
rds o
n ea
rth
quak
es
even
ts.
Is th
e st
uden
t abl
e to
pr
opos
e pr
ecau
tions
to
min
imiz
e th
e eff
ects
of
eart
hqua
ke d
isast
ers?
4.5
Vul
cani
smBy
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to:
a) i
dent
ify d
iffer
ent f
orm
s of
vulc
anism
.
i) Th
e te
ache
r to
guid
e a
disc
ussio
n on
the
mea
ning
and
fo
rms o
f vul
cani
sm.
ii) S
tude
nts t
o pr
epar
e no
tes o
n th
e m
eani
ng a
nd th
e fo
rms o
f vu
lcan
ism th
roug
h re
adin
g te
xts.
Text
on
vulc
anism
.Is
the
stud
ent a
ble
to:
- id
entif
y di
ffere
nt
form
s of v
ulca
nism
?-
desc
ribe
the
impa
ct o
f vol
cani
c m
ater
ials
and
form
s?
12
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
- gi
ve re
ason
s for
oc
curr
ence
s of
volc
anic
eru
ptio
n?-
poin
t of t
he
effec
ts o
f vol
cani
c ac
tiviti
es?
b) h
ighl
ight
the
impa
ct
of n
atur
e of
vol
cani
c m
ater
ials
on th
e re
sulta
nt
land
form
s.
i) St
uden
ts to
read
text
s to
iden
tify
volc
anic
mat
eria
ls ac
cord
ing
to th
eir p
hysic
al a
nd
chem
ical
pro
pert
ies.
ii) T
each
er to
gui
de st
uden
ts to
na
me
exam
ples
of v
olca
nic
feat
ures
.
Text
on
volc
anism
.
c) a
ccou
nt fo
r the
em
erge
nce
of v
olca
nic
activ
ity.
i) Te
ache
r to
guid
e di
scus
sion
of
the
fact
ors f
or o
ccur
renc
e of
vo
lcan
ic a
ctiv
ities
.ii)
Stu
dent
s to
colle
ct li
brar
y an
d W
eb b
ased
info
rmat
ion
on
rece
nt v
olca
nic
erup
tions
in
Tanz
ania
and
the
wor
ld.
• W
eb b
ased
reso
urce
s.•
Libr
ary.
d) p
oint
out
con
sequ
ence
s of
volc
anic
act
iviti
es.
i) St
uden
ts to
car
ry o
n a
rese
arch
re
gard
ing
peop
le’s v
iew
s on
volc
anic
haz
ards
in T
anza
nia.
ii) T
each
er to
invi
te a
n ex
pert
from
geo
logy
dep
artm
ent
to m
ake
pres
enta
tion
on th
e im
porta
nce
of v
olca
nic
feat
ures
in
Tan
zani
a.iii
) Tea
cher
to o
rgan
ize
a vi
sit to
a
volc
anic
sigh
t and
col
lect
in
form
atio
n on
use
s of s
uch
feat
ures
from
loca
l res
iden
ts.
• Re
sear
ch si
tes t
exts
on
ear
thqu
ake
cons
eque
nces
.•
Volc
anic
site
.
13
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S4.
6 D
enud
atio
n an
d de
posit
ion.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
det
erm
ine
the
mea
ning
of
den
udat
ion
and
depo
sitio
n.
i) Th
e te
ache
r to
orga
nize
br
ains
torm
ing
sess
ion
on th
e m
eani
ng o
f den
udat
ion
and
depo
sitio
n.ii)
Stu
dent
s to
disc
uss t
he
diffe
renc
e be
twee
n w
eath
erin
g an
d er
osio
n.
Text
s on
denu
datio
n.Is
the
stud
ent a
ble
to;
- d
eter
min
e th
e m
eani
ng o
f de
nuda
tion
and
depo
sitio
n?-
disc
us th
e di
ffere
nce
betw
een
the
wea
ther
ing
and
eros
ion?
b) p
oint
out
the
diffe
rent
pr
oces
ses i
nvol
ved
in
denu
datio
n.
i) St
uden
ts to
read
text
s on
the
diffe
rent
pro
cess
es in
volv
ed in
de
nuda
tion.
ii) S
tude
nts h
ighl
ight
s the
mai
n po
ints
of v
ario
us fo
rces
of
denu
datio
n.
Text
s on
denu
datio
n.Is
the
stud
ent a
ble
to
desc
ribe
proc
esse
s of
den
udat
ion
and
depo
sitio
n?
c) s
tate
fact
ors a
nd a
gent
s for
er
osio
n.i)
Stud
ents
to re
ad te
xts a
nd m
ake
sum
mar
y of
fact
ors a
nd a
gent
s of
ero
sion.
ii) T
each
er to
gui
de st
uden
ts to
vi
sit si
tes s
ubje
cted
to d
iffer
ent
fact
ors a
nd a
gent
s of e
rosio
n.iii
) Stu
dent
s to
exam
ine
diffe
rent
fo
rms o
f ero
sion.
iv) S
tude
nts t
o de
velo
p an
d im
plem
ent a
pro
ject
to c
ontro
l er
osio
n.
• Te
xts o
n er
osio
n (fa
ctor
s and
age
nts)
. •
Stud
y sit
es.
Is th
e st
uden
t abl
e to
de
scrib
e th
e fa
ctor
s an
d ag
ents
of e
rosio
n?
d) a
ccou
nt fo
r dep
ositi
on o
f we
ather
ed m
ateria
ls.i)
Stud
ents
to p
repa
re n
otes
on
stud
y sit
es a
nd th
e m
eani
ng o
f th
e de
posit
ion.
ii) T
he te
ache
r to
guid
e stu
dent
s to
a fi
eld
study
for c
olle
ctin
g da
ta o
n fa
ctor
s tha
t pro
mot
e de
posit
ion
of w
eath
ered
m
ater
ials.
Is th
e st
uden
t abl
e to
de
scrib
e th
e re
ason
s fo
r dep
ositi
on o
f w
ethe
red
mat
eria
l?
14
TOPI
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
e) e
stab
lish
the
impo
rtan
ce
of d
epos
ited
mat
eria
ls to
hu
man
life
.
i) U
sing
soil
map
of T
anza
nia,
st
uden
ts to
iden
tify
sam
ple
area
s whe
re th
ere
are
depo
sits
in th
e co
untr
y.ii)
Stu
dent
s to
eval
uate
how
thes
e ar
eas a
re u
sed
for s
ocia
l and
ec
onom
ic a
ctiv
ities
.iii
) Eva
luat
e th
e le
vel o
f m
anag
emen
t of t
hese
are
as.
• St
udy
sites
.•
Soil
map
of T
anza
nia.
Is th
e st
uden
t abl
e to
:-
expl
ain
the
impo
rtan
ce o
f de
posit
ed m
ater
ials
to th
e co
mm
unity
?-
carr
y ou
t a so
il co
nser
vatio
n pr
ojec
t at s
choo
l an
d at
hom
e?
5.0
SIM
PLE
SUR
VEY
AN
D
MA
P M
AK
ING
5.1
Esse
ntia
l gea
r.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
maj
or v
aria
bles
us
ed in
the
proc
ess o
f su
rvey
ing.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s var
iabl
es in
surv
eyin
g (s
hape
, dist
ance
, hei
ght,
grad
ient
and
loca
tion)
.ii)
Tea
cher
to g
uide
stud
ents
to
disc
uss a
nd su
mm
ariz
e ho
w
thes
e va
riabl
es in
fluen
ce
surv
eyin
g.
Surv
ey S
ite.
Is th
e st
uden
t abl
e to
:-
expl
ain
maj
or
varia
bles
use
d in
the
proc
ess o
f sur
vey?
- de
scrib
e th
e m
ain
type
s of s
urve
y?
68
b) e
xpla
in th
e m
ain
type
s of
surv
ey.
i) Th
e te
ache
r to
guid
e st
uden
ts
to id
entif
y m
ain
type
s of s
urve
y (c
hain
, pris
mat
ic, p
lane
tabl
e an
d le
velin
g).
ii) T
he te
ache
r to
guid
e stu
dent
s to
des
crib
e ea
ch ty
pe o
f sur
vey.
iii) T
each
er to
gui
de st
uden
ts
to d
escr
ibe
maj
or su
rvey
in
strum
ents.
Surv
ey in
stru
men
ts.
c) e
xpla
in c
omm
on
tech
niqu
es o
f map
m
akin
g.
The
teac
her t
o:i)
guid
e st
uden
ts to
exp
lain
co
mm
on te
chni
ques
of m
ap
mak
ing
(i.e.
land
surv
eyin
g an
d us
e of
ver
tical
/aer
ial
phot
ogra
phs)
.
Surv
ey g
uide
.ex
plai
n th
e co
mm
on
tech
niqu
es o
f map
m
akin
g?
15
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) g
uide
stud
ents
to c
olle
ct
and
clas
sify
map
s bas
ed o
n te
chni
ques
use
d to
mak
e th
em.
iii) g
uide
stud
ents
to d
iscus
s the
im
porta
nce,
and
lim
itatio
n of
ea
ch m
ap m
akin
g pr
oces
s.
5.2
Cha
in su
rvey
ing.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e fe
atur
es a
nd
use
of ch
ain
surv
ey g
ear.
i) U
sing
illus
trat
ion
and
actu
al
equi
pmen
t, th
e te
ache
r to
guid
e st
uden
ts to
des
crib
e ch
ain
surv
ey a
nd e
xpla
in th
e us
e of
ea
ch e
quip
men
t.ii)
The
teac
her t
o gu
ide
stude
nts
to id
entif
y su
rvey
met
hods
and
th
e in
strum
ent u
sed.
Is th
e st
uden
t abl
e to
:de
scrib
e th
e m
ain
inst
rum
ents
use
d in
ch
ain
surv
ey?
16
b) s
how
the
mai
n ap
plic
atio
n of
chai
n su
rvey
.i)
Stud
ents
to d
escr
ibe
he
appl
icat
ion
of ch
ain
surv
ey.
ii) T
each
er to
org
aniz
e a
prac
tical
ex
erci
se fo
r app
lyin
g c
hain
su
rvey
.
dem
onst
rate
s the
skill
s in
chai
n su
rvey
?
c) d
escr
ibe
chai
n su
rvey
pr
oced
ures
(i.e.
layi
ng
offse
ts a
nd o
ver c
omin
g ob
stac
les)
.
i) Th
e te
ache
r to
guid
e st
uden
ts
in c
arry
ing
out fi
eld
surv
ey.
ii) S
tude
nts t
o ca
rry o
ut su
rvey
ex
erci
se a
dher
ing
to a
ll pr
oced
ures
.iii
) The
teac
her s
houl
d gu
ide
stude
nts t
o w
rite
com
mon
er
rors
enc
ount
ered
.iv
) Stu
dent
s to
book
surv
ey
info
rmat
ion
colle
cted
from
the
field
.v)
Stu
dent
s to
note
and
cor
rect
co
mm
on e
rrors
exp
erie
nced
in
the
field
.
• Su
rvey
are
a, su
rvey
bo
ok; s
urve
y in
stru
men
t.•
Surv
ey b
ook.
desc
ribe
chai
n su
rvey
pr
oced
ures
?
16
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
vi) U
sing
book
ed in
form
atio
n,
stude
nts t
o pl
ot a
sket
ch m
ap.
5.3
Prism
atic
Com
pass
surv
ey.
By th
e en
d of
this
sub-
topi
c,
the
stud
ents
shou
ld b
e ab
le
to:
a) e
xpla
in p
rism
atic
com
pass
su
rvey
and
the
Inst
rum
ent
used
in th
e fie
ld.
i) U
sing
rele
vant
illu
stra
tions
, pi
ctur
es a
nd in
stru
men
ts th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e pr
ismat
ic c
ompa
ss
surv
ey.
ii) T
each
er to
gui
de st
uden
ts
to p
rovi
de e
labo
ratio
n on
in
strum
ents
used
in th
is su
rvey
.
• Pr
ismat
ic su
rvey
in
stru
men
t.•
Text
s.•
Illus
trat
ion.
Is th
e st
uden
t abl
e to
expl
ain
wha
t is
unde
rsto
od b
y pr
ismat
ic c
ompa
ss
surv
ey a
nd it
s eq
uipm
ents
?
b) s
how
the
uses
and
im
port
ance
of p
rism
atic
co
mpa
ss su
rvey
(foc
us o
n re
adin
g th
e fo
rwar
d an
d ba
ck b
earin
g).
The
teac
her t
o gu
ide
i) St
uden
ts to
read
forw
ard
and
back
bea
ring.
ii) T
o gu
ide
stude
nts t
o di
scus
s th
e us
es a
nd im
porta
nce
of
prism
atic
surv
ey fo
r tak
ing
forw
ard
and
back
bea
ring.
expl
ain
the
uses
and
im
port
ance
pris
mat
ic
in re
adin
g co
mpa
ss
surv
ey b
earin
g?
c) c
arry
on
prism
atic
co
mpa
ss su
rvey
ing
exer
cise
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e th
e tr
aver
sing
met
hod
in p
rism
atic
surv
ey.
ii) T
he te
ache
r to
guid
e stu
dent
s to
iden
tify
surv
ey (e
rror o
f cl
osur
e) a
nd d
emon
strat
e ho
w
to c
orre
ct it
.iii
) Par
ticip
ate
in p
rism
atic
co
mpa
ss su
rvey
.iv
) The
teac
her t
o gu
ide
stude
nts t
o dr
aw a
sket
ch m
ap u
sing
field
in
form
atio
n.v)
Tea
cher
to g
uide
stud
ents
in
corre
ctin
g er
ror o
f clo
sure
.
part
icip
ate
in a
n ex
erci
se o
n pr
ismat
ic
com
pass
surv
ey?
17
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
5.4
Plan
e Ta
ble
Surv
eyBy
the
end
of th
is su
b- to
pic,
th
e st
uden
ts sh
ould
be
able
to
:a)
des
crib
e th
e pl
ane
tabl
e su
rvey
ing.
i) U
sing
plan
e ta
ble
surv
ey
inst
rum
ent,
the
teac
her t
o gu
ide
stud
ents
to d
iscus
s and
gi
ve th
e m
eani
ng o
f pla
ne ta
ble
surv
ey.
ii) T
he te
ache
rs to
gui
de st
uden
ts
to d
escr
ibe
instr
umen
ts us
ed in
th
is su
rvey
.
Plan
e ta
ble
surv
ey
inst
rum
ent.
Is th
e st
uden
ts a
ble
to:
- ex
plai
n pl
ane
tabl
e su
rvey
ing?
- po
int o
ut th
e pr
oced
ures
of
carr
ying
out
pla
ne
tabl
e su
rvey
?
b) p
oint
out
the
proc
edur
es
for c
arry
ing
out p
lane
ta
ble
surv
ey.
i) Th
e te
ache
r to
dem
onst
rate
th
e pr
oced
ures
of c
arry
ing
out
plan
e ta
ble
surv
ey.
ii) T
he te
ache
r to
guid
e stu
dent
s to
em
ploy
the
proc
edur
es a
nd
perfo
rm a
n ex
erci
se o
n pl
ane
tabl
e su
rvey
.
c) c
arry
out a
task
of p
lane
ta
ble
surv
ey.
i) Th
e te
ache
r to
guid
e st
uden
ts
to m
ap th
e ar
ea th
roug
h tr
aver
sing
proc
edur
es.
ii) T
he te
ache
r to
guid
e stu
dent
s to
dev
elop
a sk
etch
map
usin
g th
e in
form
atio
n co
llect
ed fr
om
field
.iii
) The
teac
her s
houl
d gu
ide
stude
nts t
o id
entif
y er
rors
(u
sing
trian
gle
of e
rror)
and
corre
ct th
em.
Plan
e ta
ble
surv
ey
inst
rum
ent.
Is th
e st
uden
t abl
e to
car
ryou
t a ta
sk o
f pl
ane
surv
ey?
5.5
Leve
ling
proc
edur
eBy
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
the
leve
ling
as a
su
rvey
pro
cedu
re.
i) Th
e te
ache
r to
guid
e st
uden
ts
to d
escr
ibe
leve
ling
proc
edur
e.ii)
The
teac
her t
o gu
ide
stude
nts
desc
ribe
the
equi
pmen
t use
d in
le
velin
g.
Leve
lling
inst
rum
ents
.Is
the
stud
ent a
ble
to:
- de
scrib
e the
leve
lling
pr
oced
ure?
- dr
aw a c
onto
ur
sket
ch m
ap?
18
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
the
purp
ose
of le
velin
g.iv
) The
teac
her s
houl
d gu
ide
stude
nts t
o m
ake
linka
ge
betw
een
leve
ling
and
cont
ourin
g.
b) c
arry
out l
evel
ing
exer
cise
.i)
The
teac
her t
o gu
ide
stud
ents
to
car
ryou
t lev
elin
g su
rvey
on
a se
lect
ed si
te.
ii) T
he te
ache
r to
guid
e stu
dent
s to
use
the
data
col
lect
ed in
le
velin
g ex
erci
se in
plo
tting
a
cont
our m
ap.
iii) S
tude
nts t
o ex
plai
n th
e im
porta
nce
of le
velin
g in
su
stain
able
agr
icul
ture
.
• Su
rvey
site
.•
Mat
eria
ls fo
r ske
tch.
m
apin
g.
Is th
e st
uden
t abl
e ca
rryo
ut le
velli
ng
surv
ey?
6.0
TOPO
GR
APH
IC M
AP
INT
ERPR
ETAT
ION
6.1
Type
s of m
aps.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
:a)
cat
egor
ise m
aps.
i) U
sing
map
sam
ples
, the
teac
her
to g
uide
stud
ents
to g
roup
m
aps i
n di
ffere
nt ty
pes.
ii) th
e te
ache
r to
assis
t stu
dent
s to
com
pare
thei
r wor
k.
• M
aps.
• Li
st o
f que
stio
ns.
Is th
e st
uden
t abl
e to
na
me
type
s of m
aps
acco
rdin
g to
thei
r qu
aliti
es?
53
b) d
iffer
entia
te th
e co
mm
on
type
s of m
aps i
n re
latio
n to
map
qua
litie
s.
i) Th
e te
ache
r to
assis
t stu
dent
s in
grou
ps to
iden
tify
the
com
mon
qu
aliti
es o
f map
s.ii)
The
teac
her t
o gu
ide
stude
nts
to p
rese
nt th
eir o
bser
vatio
ns in
su
mm
ariz
e.iii
) Usin
g qu
estio
ns, t
he te
ache
r to
ass
ist st
uden
ts to
rela
te a
nd
inte
rpre
t the
effe
cts o
f sca
le
on re
pres
ente
d in
form
atio
n on
m
aps.
• M
aps.
• Li
st o
f que
stio
ns.
Is th
e st
uden
t abl
e to
diff
eren
tiate
map
s ac
cord
ing
to th
eir
qual
ities
?
19
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iv) T
he te
ache
r to
assis
t stu
dent
s to
draw
line
ar sc
ales
gra
phic
ally
.
6.2
Det
erm
inin
g di
rect
ions
and
ar
eas.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) Th
e st
uden
ts sh
ould
be
abl
e to
exp
lain
the
impo
rtan
ce o
f dire
ctio
n in
m
ap in
terp
reta
tion.
i) Th
e te
ache
r to
assig
n st
uden
ts
to d
iscus
s the
sign
ifica
nce
of
dire
ctio
n (la
titud
es, l
ongi
tude
s, gr
ids)
in d
eter
min
ing
plac
es o
n m
aps.
ii) T
he te
ache
r to
guid
e stu
dent
s to
pre
sent
thei
r find
ings
.
Atla
ses,
topo
grap
hica
l m
aps.
Is th
e st
uden
t abl
e to
st
ate
the
impo
rtan
ce o
f di
rect
ion
on m
aps?
b) c
alcu
late
are
as o
f diff
eren
t pl
aces
on
map
s.i)
The
teac
her t
o gu
ide
stud
ents
to
calc
ulat
e th
e ar
ea o
f pro
vide
d to
pogr
aphi
cal m
aps a
nd a
cl
assr
oom
floo
r.ii)
Usin
g m
aps,
the
teac
her t
o gu
ide
stude
nts t
o ca
lcul
ate
area
s of i
rregu
lar p
lace
s on
map
s (i.e
. sw
amps
, lak
es,
fore
sted
parts
).
• To
pogr
aphi
cal m
aps.
• A
tlase
s .•
Mat
hem
atic
al se
ts.
• M
agne
tic c
ompa
ss.
Is th
e st
uden
t abl
e to
ca
lcul
ate
the
area
of
map
?
c) r
educ
e an
d en
larg
e m
aps.
The
teac
her t
oi)
dem
onst
rate
how
to re
duce
and
en
larg
e m
aps.
ii) to
gui
de st
uden
ts to
per
form
an
exe
rcise
on
redu
cing
and
en
larg
ing
map
s.iii
) gui
de st
uden
ts to
rela
te a
mou
nt
of in
form
atio
n on
redu
ced
map
s and
enl
arge
d m
aps.
Gad
get f
or re
duci
ngan
d en
larg
ing
map
s.Is
the
stud
ent a
ble
to
redu
ce a
nd e
nlar
ge
map
s?
20
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
6.3
Map
orie
ntat
ion.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
toa)
exp
lain
the
impo
rtan
ce
of p
ositi
on d
urin
g m
ap
orie
ntat
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts to
or
ient
map
s the
ir pl
aces
usin
g na
tura
l and
art
ifici
al fe
atur
es.
ii) T
he te
ache
r to
guid
e stu
dent
s to
use
mag
netic
com
pass
to
iden
tify
thei
r pos
ition
.iii
) The
teac
her t
o gu
ide
stude
nts
to d
iscus
s the
sign
ifica
nce
of
map
s orie
ntat
ion
at lo
cal a
nd
glob
al le
vel.
Com
pass
.Is
the
stud
ent a
ble
to:
- ex
plai
n th
e im
port
ance
of
posit
ion
on a
map
?-
calc
ulat
e be
arin
g of
ob
ject
s/fe
atur
es?
b) c
alcu
late
the
bear
ing.
The
teac
her t
o:i)
guid
e th
e st
uden
ts to
di
ffere
ntia
te ty
pes o
f nor
ths
ii) T
he te
ache
r to
guid
e stu
dent
s to
cal
cula
te th
e m
agne
tic
varia
tion,
mag
netic
nor
th a
nd
true
bear
ing
Diff
eren
t map
s with
nor
th
dire
ctio
n.
6.4
Und
ersta
ndin
g fe
atur
es o
n m
aps.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) i
dent
ify a
nd in
terp
ret
natu
ral a
rtifi
cial
feat
ures
on
map
s.
The
teac
her t
o:i)
guid
e st
uden
ts to
disc
uss
diffe
rent
way
s of r
epre
sent
ing
relie
f fea
ture
s on
map
s.ii)
gui
de st
uden
ts to
inte
rpre
t di
ffere
nt la
ndfo
rms o
n m
ap.
iii) g
uide
stud
ents
to a
naly
se a
nd
rela
te c
limat
e, v
eget
atio
n an
d ec
onom
ic a
ctiv
ities
on
map
s to
land
scap
e.
Envi
ronm
ent a
nd si
te.
Is th
e st
uden
t abl
e to
:id
entif
y fe
atur
es o
n m
aps?
b) r
ecog
nize
the
caus
es o
f ch
ange
s on
land
scap
e an
d su
gges
t mea
sure
s.
i) U
sing
topo
grap
hica
l map
s th
e te
ache
r to
guid
e st
uden
ts
to e
xam
ine
diffe
rent
land
use
pr
actic
es o
n va
rious
pla
ces.
• Fi
lms,
phot
ogra
phs.
• En
viro
nmen
t.Is
the
stud
ent a
ble
to :
des
crib
e ca
uses
for
chan
ges o
f la
ndsc
ape?
21
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) U
sing
film
s and
pho
togr
aphs
th
e te
ache
r to
guid
e stu
dent
s to
des
crib
e th
e m
ajor
cau
ses
of c
hang
es o
n la
ndsc
ape
and
high
light
pos
sible
mea
sure
s.
c) d
raw
relie
f sec
tions
and
in
terp
ret i
nter
visib
ility
.i)
The
teac
her t
o de
mon
stra
te o
n ho
w to
dra
w c
ross
sect
ions
of
sele
cted
pla
ces o
n m
aps.
ii) T
he te
ache
r to
assis
t stu
dent
s to
dra
w c
ross
sect
ions
and
in
terp
ret f
eatu
res r
epre
sent
ed.
iii) T
he te
ache
r to
guid
e stu
dent
s to
inte
rpre
t int
ervi
sibili
ty a
nd it
s im
plic
atio
n.
Mat
hem
atic
al to
ols.
Is th
e st
uden
ts a
ble
to:
- d
raw
relie
f se
ctio
ns
?-
inte
rpre
te th
e st
ate
of in
tens
ibili
ty?
6.5
Mod
el d
evel
opm
ent o
f la
ndsc
ape.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
toa)
con
stru
ct a
mod
el o
f la
ndsc
ape.
i) Th
e tea
cher
to gu
ide t
he st
uden
ts to
m
ould
mod
els o
f lan
dsca
pe.
ii) T
he te
ache
r to
guid
e th
e stu
dent
s to
cons
truct
a p
hysic
al
sket
ch m
ap.
• La
ndsc
ape
mou
lds.
Is th
e st
uden
t abl
e to
:-
cons
truc
t mod
el o
f a
land
scap
e?-
desc
ribe
the
signi
fican
ce o
f m
odel
of l
ands
cape
in
life
?b)
des
crib
e th
e sig
nific
ance
of
mod
el d
evel
opm
ent i
n lif
e sy
stem
s.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts to
thin
k an
d pa
ir to
out
line
the
signi
fican
ce o
f m
odel
of l
ands
cape
in li
fe.
ii) S
tude
nt c
arry
out
of p
lena
ry
pres
enta
tion
on si
gnifi
canc
e of
de
velo
ping
mod
el la
ndsc
ape.
• En
viro
nmen
t.
7.0
PH
OTO
GR
APH
IN
TER
PRET
AT IO
N7.
1 Ty
pes o
f pho
togr
aph
on
geog
raph
ical
phe
nom
ena.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
de
scrib
e th
e m
ajor
type
s of
phot
ogra
phs i
.e. g
roun
d, a
ir an
d sa
telli
te im
ager
ies.
Teac
her t
o gu
ide
stud
ents
to
iden
tify
diffe
renc
es b
etw
een
grou
nd a
nd a
ir ph
otog
raph
s.
Phot
ogra
phs.
Is th
e st
uden
t abl
e to
: de
scrib
e th
e ty
pes o
f ph
otoc
opy?
27
22
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
7.2
Com
pone
nts a
nd fe
atur
es
of p
hoto
grap
hs.
By th
e en
d of
this
sub-
topi
c,
the
stud
ent s
houl
d be
abl
e to
des
crib
e th
e po
sitio
n of
ob
ject
s on
the
phot
ogra
phs.
By u
se o
f var
ious
pho
togr
aphs
, th
e te
ache
r to
guid
e st
uden
ts
in id
entifi
catio
n of
obj
ects
(on
phot
ogra
phs)
with
focu
s on
fore
,m
iddl
e an
d ba
ckgr
ound
or r
ight
, m
iddl
e an
d le
ft ha
ndsid
e.
Phot
ogra
phs.
expl
ain
the
posit
ion
of o
bjec
ts o
n th
e ph
otog
raph
s?
7.3
Impo
rtanc
e an
d us
e of
ph
otog
raph
s.By
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to
give
an
acco
unt o
f the
use
of
phot
ogra
phs.
i) By
use
of v
ario
us p
hoto
grap
hs
the
teac
her t
o gu
ide
stud
ents
in
iden
tifyi
ng lo
catio
n of
obj
ects
(o
n ph
otog
raph
s).
ii) T
each
er to
ela
bora
te th
e pr
oces
s of r
eadi
ng, a
naly
zing
an
d in
terp
retin
g ph
otog
raph
s.iii
) Int
erpr
et th
e ph
otog
raph
and
ac
coun
t of t
he c
once
pts o
f sc
ale,
size
, dist
ance
and
shap
e of
any
obj
ect.
iv) S
tude
nts t
o de
scrib
e sh
adow
s, to
ne, g
rada
tion,
size
of
phot
ogra
phed
are
a; p
atte
rn
of la
nd u
se a
nd te
xtur
e of
ph
otog
raph
.
Phot
ogra
phs.
Is th
e st
uden
t abl
e to
ac
coun
t for
the
uses
of
pho
togr
aphs
in
soci
al a
nd e
cono
mic
ac
tiviti
es?
7.4
Type
of i
nfor
mat
ion
from
th
e ph
otog
raph
s.By
the
end
of th
is su
b- to
pic,
th
e st
uden
t sho
uld
be a
ble
to :
a) s
tate
how
the
scal
e of
ph
otog
raph
is d
eter
min
ed.
Teac
her t
o gu
ide
stud
ents
to
desc
ribe
the
basic
of s
tere
osco
pic
exam
inat
ions
of p
hoto
grap
hs, i
.e.
over
lapp
ing
prin
cipa
l poi
nts a
nd
the
dire
ctio
n of
spac
e ve
ssel
that
phot
ogra
phed
the
area
(air
craft
or
sate
llite
).
ster
eosc
ope (
ref U
nive
rsity
of
Dar
es S
alaa
m.
Is th
e st
uden
t abl
e to
St
ate
how
the
scal
e of
pho
togr
aphs
is
dete
rmin
ed?
23
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) e
xtra
ct th
e ty
pes o
f in
form
atio
n in
the
fore
, m
iddl
e an
d ba
ckgr
ound
an
d rig
ht, m
iddl
e an
d le
ft ha
ndsid
e of
the
phot
ogra
ph.
i) U
sing
phot
ogra
phs o
n ge
ogra
phic
al p
heno
men
a, th
e te
ache
r to
guid
e st
uden
ts in
ex
trac
ting
rele
vant
info
rmat
ion.
ii) S
tude
nts t
o lin
k th
e ex
tract
ed
info
rmat
ion
to th
e re
al
situa
tion/
phen
omen
a on
the
grou
nd.
iii) S
tude
nts t
o di
scus
s pro
blem
s as
soci
ated
with
ext
ract
ing
info
rmat
ion
from
pho
togr
aphs
.iv
) Tea
cher
to g
uide
a d
iscus
sion
on th
e us
e of
ext
ract
ed
info
rmat
ion.
Phot
ogra
phs.
Is th
e st
uden
t abl
e to
:-
extr
act a
nd
inte
rpre
t in
form
atio
n re
pres
ent i
n th
e ph
otog
raph
s?-
desc
ribe
the
use
of th
e in
form
atio
n ex
trac
ted
from
m
aps?
24
FORM VI
Class CompetencesAt the end of form six, students should have the ability to:
1. Use local, regional and global resources sustainably according to local conditions.
2. Participate actively in activities which reduce the impact of adverse effects of weather and climate on environment.
3. Take actions which enhance economic productivity of the local human population.
Class ObjectivesAt the end of studying the subject at form six students should be able to:
a) Explain the sustainable use of resources such as water, soil, forestry, minerals energy and livestock.
b) Describe natural and human impacts on weather and climate.
c) Describe population dynamics and their impacts on economic development.
d) Draw relevant experiences from other countries to understand the effective ways of using natural resources in Tanzania.
e) Demonstrate different ways of sustainable use of our environment.
24
25
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
1.0
Wat
er M
asse
s1.
1 G
roun
d W
ater
.By
the
end
of th
is su
b-to
pic,
st
uden
ts sh
ould
be
able
to:
a) d
escr
ibe
feat
ures
of
unde
rgro
und
wat
er
The
teac
her t
o:i)
guid
e st
uden
ts to
bra
inst
orm
wha
t is
grou
nd w
ater
and
how
is fo
rmed
.ii)
org
aniz
e a
visit
to n
earb
y gr
ound
w
ater
and
allo
w st
uden
ts to
ana
lyze
th
e fe
atur
e th
ey o
bser
ve.
iii) g
uide
stud
ents
to su
mm
ariz
e th
e fe
atur
es th
ey h
ave
obse
rved
.
• Sk
etch
dia
gram
s on
unde
rgro
und
wat
er.
• Pi
ctur
es o
f und
ergr
ound
.
Is th
e st
uden
t abl
e to
:de
scrib
e fe
atur
es o
fun
derg
roun
d w
ater
an
d ka
rst s
cene
ry?
40
b) id
entif
y ty
pes o
f un
derg
roun
d w
ater
.Th
e te
ache
r to:
i) gu
ide
stud
ents
to id
entif
y un
derg
roun
d w
ater
in th
eir v
icin
ity.
ii) g
uide
stud
ents
to c
lass
ify ty
pes
base
d on
orig
in a
nd lo
catio
n.iii
) sho
uld
diffe
rent
iate
type
s and
su
mm
ariz
e w
ith e
xam
ples
.
Pict
ure
of u
nder
grou
nd w
ater
em
anat
es fr
om th
e gr
ound
.is
the
stud
ent a
ble
to id
entif
y ty
pes o
f un
derg
roun
d w
ater
?
c) d
escr
ibe
hydr
olog
ical
cy
cle
and
its li
nk to
un
derg
roun
d w
ater
.
The
teac
her t
o:i)
guid
e st
uden
ts to
des
crib
e fe
atur
es
that
form
the
cycl
e.ii)
gui
de st
uden
ts di
agra
mm
atic
ally
to
idea
lize
the
wat
er c
ycle
in re
al li
fe
and
rela
te to
und
ergr
ound
wat
er.
iii) d
raw
and
sum
mar
ize
the
hydr
olog
ical
cyc
le.
Pict
ure
of h
ydro
logi
cal c
ycle
.Is
the
stud
ent a
ble
to:
desc
ribe
hydr
olog
ical
cycl
e an
d lin
k to
unde
rgro
und
wat
er?
d) is
cuss
the
impo
rtan
ce
of u
nder
grou
nd w
ater
in
life
.
The
teac
her t
o:i)
guid
e st
uden
ts to
disc
uss p
oten
tial
thre
ats t
o un
derg
roun
d w
ater
in
term
s of u
se a
nd p
ollu
tion
and
how
to
man
age.
ii) g
uide
stud
ents
to id
ealiz
e ho
w li
fe o
n ea
rth w
ould
be
with
out u
nder
grou
nd
wat
er.
Is th
e st
uden
t abl
e to
:di
scus
s the
im
port
ance
of
unde
rgro
und
wat
er
with
exam
ples
from
arid
regi
ons?
26
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) g
uide
stud
ents
to h
ighl
ight
the
impo
rtanc
e of
und
ergr
ound
wat
er
in li
fe d
raw
ing
exam
ples
from
arid
ar
eas.
1.2
Inla
nd D
rain
age.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to a) d
efine
dra
inag
e sy
stem
s, in
land
dra
inag
e sy
stem
s an
d dr
aina
ge b
asin
.
The
teac
her t
oi)
guid
e st
uden
ts to
und
erta
ke fi
eld
stud
y of
loca
l str
eam
and
elab
orat
e th
e co
ncep
ts.
ii) g
uide
stud
ents
to d
iffer
entia
te
drai
nage
syste
ms,
inla
nd d
rain
age
syste
ms a
nd d
rain
age
basin
s bas
ed
on fi
eld
study
.iii
) gui
de st
uden
ts to
car
ry o
ut fi
eld
study
writ
e th
e su
mm
ary
of d
rain
age
syste
ms,
basin
s and
inla
nd d
rain
age
syste
ms.
• D
iagr
ams o
n dr
aina
ge b
asin
s, riv
er o
rder
, riv
er b
asin
s. •
Topo
grap
hic
al m
aps.
Is th
e st
uden
t abl
e to
defi
ne d
rain
age
syst
ems,
inla
nd
drai
nage
syst
ems
and
drai
nage
ba
sins?
b) d
iffer
entia
te d
rain
age
basin
s.i)
The
teac
her t
o gu
ide
stud
ents
to
brai
nsto
rm a
nd d
iffer
entia
te b
etw
een
basin
s, ca
tchm
ents
, disc
harg
e,
regi
mes
, cap
ture
and
reju
vena
tion.
ii) T
he te
ache
r to
guid
e stu
dent
s to
desc
ribe
and
diffe
rent
iate
term
s ba
sing
on te
xts a
nd m
aps.
iii) T
he te
ache
r to
guid
e stu
dent
s to
sum
mar
ize
the
diffe
renc
es a
nd m
ake
plen
ary
pres
enta
tions
.
Topo
grap
hic
al m
aps
show
ing
basin
s and
pat
tern
s.Is
the
stud
ent a
ble
to d
iffer
entia
te
drai
nage
bas
ins?
c) d
escr
ibe
com
mon
rive
r pa
ttern
s.Th
e te
ache
r to:
i) gu
ide
stud
ents
to d
iscus
s riv
er
patte
rns.
• D
iagr
ams o
n dr
aina
ge b
asin
s, riv
er o
rder
, riv
er b
asin
s, riv
er
regi
mes
and
reju
vena
tion.
•
Topo
grap
hic
al m
aps
show
ing
basin
s and
pat
tern
s.
Is th
e st
uden
t abl
e to
:-
desc
ribe
com
mon
rive
r pa
ttern
?
27
TOPI
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) u
sing
topo
grap
hica
l map
s, to
gui
de
stud
ents
to id
entif
y riv
er p
atte
rn a
nd
rela
te to
thei
r rel
ief o
r top
ogra
phy.
iii) g
uide
stud
ents
dete
rmin
e ho
w to
m
easu
re ri
ver w
idth
, vol
ume,
leng
th
and
dept
h an
d le
t the
m e
xpla
in th
e im
porta
nce
of su
ch a
ctiv
ity.
- id
entif
y an
d in
terp
ret r
iver
pa
ttern
s in
topo
grap
hica
l m
aps?
d) d
iffer
ent t
ypes
of l
akes
an
d th
eir m
ode
of
form
atio
n an
d ty
pes.
The
teac
her t
oi)
guid
e st
uden
ts to
sear
ch th
e m
eani
ng
of la
kes.
ii) g
uide
stud
ents
to d
iffer
entia
te
betw
een
a la
ke a
nd sw
amps
.iii
) gui
de st
uden
ts to
cla
ssify
type
s of
lake
s.iv
) gui
de st
uden
ts to
des
crib
e ho
w la
kes
are
form
ed.
Is th
e st
uden
t abl
e to
:-
diffe
rent
iate
ty
pes o
f la
kes?
- de
scrib
e th
e m
ode
of
form
atio
n ac
cord
ing
to
type
s?
e) e
xpla
in th
e im
port
ance
of
inla
nd d
rain
age,
su
rfac
e w
ater
flow
, ru
n off
and
pro
cess
of
per
cola
tion
in th
e en
viro
nmen
t.
The
teac
her t
o:i)
guid
e st
uden
ts to
des
crib
e th
e in
land
dr
aina
ge, s
urfa
ce w
ater
flow
, run
off
and
perc
olat
ion.
ii) T
he te
ache
r to
guid
e stu
dent
s to
desc
ribe
wha
t infl
uenc
es th
e pr
oces
s.iii
) The
teac
her t
o gu
ide
stude
nts t
o ex
plai
n th
e im
porta
nce
of e
ach
proc
ess t
o th
e en
viro
nmen
t.
Is th
e st
uden
t ab
le to
exp
lain
th
e im
port
ance
of
inla
nd d
rain
age,
su
rfac
e w
ater
flo
w, ru
n off
and
pe
rcol
atio
n pr
oces
s?
28
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
f) e
valu
ate
econ
omic
im
port
ance
of r
iver
ba
sin in
Tan
zani
a an
d C
hina
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
use
Ta
nzan
ia m
aps t
o id
entif
y riv
er b
asin
in
Tan
zani
a an
d C
hina
.ii)
The
teac
her t
o gu
ide
stude
nts t
o de
scrib
e so
cial
and
eco
nom
ic
activ
ities
taki
ng p
lace
in th
ose
basin
s.iii
) Stu
dent
s sho
uld
sum
mar
ize
the
impo
rtanc
e of
rive
r bas
ins t
o th
e ec
onom
ic d
evel
opm
ent o
f Chi
na a
nd
Tanz
ania
.
Topo
grap
hica
l map
s of T
anza
nia
and
Chi
na.
Is th
e st
uden
t ab
le to
eva
luat
e th
e ec
onom
ic
impo
rtan
ce o
f riv
er
basin
s?
1.3
Wet
land
s and
Sw
amps
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
wet
land
s an
d sw
amps
and
di
ffere
ntia
te th
em.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s wet
land
s and
swam
ps.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss w
hy w
etla
nds a
re so
met
imes
ca
lled
wes
t lan
ds.
iii) T
he te
ache
r to
guid
e stu
dent
s to
diffe
rent
iate
bet
wee
n w
etla
nds a
nd
swam
ps.
Topo
grap
hica
l map
s.Is
the
stud
ent a
ble
to:
- de
scrib
e w
etla
nds?
- di
ffere
ntia
te
wet
land
s fro
m
swam
ps?
b) id
entif
y ty
pes o
f w
etla
nds.
i) Th
e te
ache
r to
guid
e st
uden
ts to
cl
assif
y w
etla
nds b
ased
on
loca
tion.
ii) T
he te
ache
r to
guid
e stu
dent
s to
dis
cuss
the
basis
of s
uch
clas
sific
atio
n (s
ize,
dep
th, a
rea)
.iii
) Stu
dent
s sho
uld
be a
ble
to
sum
mar
ize
the
type
s of w
etla
nds
basin
g on
agr
eed
crite
rion.
Pict
ure
of w
etla
nds a
nd w
etla
nd
reso
urce
s.Is
the
stud
ent a
ble
to id
entif
y ty
pes o
f w
etla
nds?
c) e
xam
ine
the
func
tions
an
d im
port
ance
of
wet
land
s/sw
amps
to th
e en
viro
nmen
t and
in li
fe.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e ho
w w
etla
nds w
orks
(the
y ar
e ki
dney
s of t
he w
orld
).
Pict
ure
of w
etla
nd p
rodu
cts l
ike
cat fi
sh, r
eeds
.Is
the
stud
ent a
ble
to:
29
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) T
he te
ache
r to
orga
nize
a v
isit t
o a
near
by w
etla
nd a
nd d
escr
ibe
soci
al
and
econ
omic
act
iviti
es ta
king
pla
ce
in th
e ar
ea.
iii) T
he te
ache
r to
guid
e stu
dent
s to
dedu
ce o
ther
func
tion
of w
etla
nd a
nd
swam
ps b
ased
on
wha
t the
y ha
ve
obse
rved
. iv
) Stu
dent
s to
sum
mar
ize
the
func
tions
of
wet
land
s/sw
amps
in li
fe.
v) S
tude
nts t
o su
mm
ariz
e th
e im
porta
nce
of w
etla
nds/s
wam
ps in
lif
e.
- ex
amin
e th
e fu
nctio
ns o
f w
etla
nds a
nd
swam
ps in
the
envi
ronm
ent a
nd
in li
fe?
- ex
amin
e th
e im
port
ance
of
wet
land
s and
sw
amps
to th
e en
viro
nmen
t and
in
life
?
1.4
Oce
ans a
nd S
eas.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to a) d
escr
ibe
ocea
ns a
nd
seas
and
diff
eren
tiate
them
fr
om la
kes.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
nat
ure
of o
cean
and
seas
.ii)
The
teac
her t
o gu
ide
stude
nts t
o di
ffere
ntia
te o
cean
s/sea
s and
lake
s on
the
basis
of s
ize.
iii) T
he te
ache
r to
guid
e stu
dent
s to
cate
goriz
e oc
eans
.
• W
orld
map
s sho
win
g di
strib
utio
n of
oce
ans a
nd
seas
.•
Wor
ld m
aps s
how
ing
ocea
ns.
• P
ictu
res/
phot
ogr a
phs.
show
ing
diffe
rent
mar
ine
reso
urce
s.
Is th
e st
uden
t abl
e to
:-
desc
ribe
ocea
ns
and
seas
?-
diffe
rent
iate
oc
ean
and
seas
fr
om la
kes?
b) d
escr
ibe
maj
or g
roup
s of
oce
ans b
asin
s ac
cord
ing
to th
eir d
epth
, siz
e an
d bo
unda
ries.
The
teac
her t
o gu
ide
stud
ents
to
desc
ribe
the
maj
or g
roup
s of o
cean
ba
sis a
ccor
ding
to th
eir s
ize,
dept
h an
d bo
unda
ries.
Is th
e st
uden
t abl
e to
des
crib
e m
ajor
gr
oups
of
ocea
n ba
sins
acco
rdin
g to
dept
h, si
ze a
ndbo
unda
ries?
30
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) d
eter
min
e th
e ch
emic
al
com
posit
ion
of th
e oc
eans
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e ch
emic
al c
ompo
sitio
n of
the
ocea
ns.
ii) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
the
sour
ces o
f che
mic
als i
n th
e oc
eans
.iii
) Org
aniz
e stu
dy v
isits
to m
arin
e sit
es
to id
entif
y m
iner
als o
f the
oce
ans,
biol
ogic
al d
iver
sity
and
othe
r re
sour
ces.
iv) S
tude
nts t
o se
arch
from
text
s and
ot
her s
ourc
es to
exp
lain
the
type
of
mar
ine
reso
urce
s and
thei
r use
s.
• Te
xts.
• Pi
ctur
es o
f mar
ine
reso
urce
s.•
Web
bas
ed re
sour
ces.
Is th
e st
uden
t abl
e to
det
erm
ine
the
chem
ical
com
posit
ion
of th
eoc
eans
?
d) a
naly
ze th
e di
strib
utio
n of
wat
er in
per
cent
age
by v
olum
e.
i) Th
e te
ache
r to
guid
e st
uden
ts to
an
alys
e th
e di
strib
utio
n of
oce
an
wat
er b
asin
g on
per
cent
ages
(u
nder
grou
nd, s
urfa
ce fr
esh
and
salin
e (la
kes,
swam
ps, s
eas,
ocea
ns,
river
s) a
quife
rs (i
cebe
rgs)
.
Is th
e st
uden
t abl
e to
ana
lyze
the
dist
ribut
ion
of
wat
er in
per
cent
age
volu
me?
e) e
xam
ine
the
type
of
ocea
n m
ovem
ents
.i)
The
teac
her t
o gu
ide
stud
ents
to
anal
yze
the
type
of o
cean
mov
emen
ts
(the
ir ca
uses
and
effe
cts.
ii) T
he te
ache
r to
guid
e stu
dent
s to
desc
ribe
the
impo
rtanc
e of
oce
an
mov
emen
ts to
life
in th
e oc
eans
.
Map
s sho
win
g oc
ean
curr
ents
.Is
the
stud
ent a
ble
to:
- ex
amin
e th
e ty
pes o
f oce
an
mov
emen
ts?
- ex
amin
e th
e ca
uses
of o
cean
m
ovem
ents
?-
exam
ine
the
influ
ence
of
ocea
n cu
rren
ts?
31
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
1.5
Cor
al C
oast.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in ty
pes o
f cor
al
reef
s and
how
they
are
fo
rmed
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
se
arch
and
exp
lain
type
s of c
oral
s.ii)
The
teac
her t
o gu
ide
stude
nts t
o de
scrib
e ho
w c
oral
s ree
fs a
re fo
rmed
iii) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
the
role
of p
olyp
s in
build
ing
up c
oral
reef
s
Pict
ure
of c
oral
s.Is
the
stud
ent a
ble
to:
- ex
plai
n ty
pes o
f th
e co
ral r
eefs
?-
expl
ain
how
co
rals
are
reef
s fo
rmed
?
b) e
xam
ine
the
cond
ition
fo
r cor
al g
row
th a
nd it
s im
port
ance
to h
uman
an
d ot
her l
ife fo
rms.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ex
plai
n w
here
to fi
nd c
oral
s.ii)
Org
aniz
e a
study
visi
ts to
a c
oasta
l ar
ea to
stud
y co
ral f
eatu
res.
iii) U
sing
text
s and
oth
er so
urce
s of
liter
atur
e, th
e te
ache
r to
guid
e stu
dent
s to
desc
ribe
the
cond
ition
for
cora
l gro
wth
.iv
) The
teac
her t
o gu
ide
stude
nts t
o de
bate
whe
ther
cor
als r
eefs
hav
e an
y im
porta
nce
to h
uman
and
mar
ine
life.
Stud
y vi
sits.
Is th
e st
uden
t abl
e to
:-
exam
ine
the
cond
ition
for
grow
th o
f cor
al?
- ex
plai
n th
e im
port
ance
of
cora
ls-
for h
uman
and
in
life
?
c)
diffe
rent
iate
type
s of
cora
ls an
d lo
cate
the
dist
ribut
ion
of c
oral
re
efs g
loba
lly.
i) Th
e te
ache
r to
guid
e st
uden
ts to
lo
cate
diff
eren
t cor
als o
n th
e m
ap.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he sh
ape
of c
oral
s as s
een
on m
aps.
iii) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
why
cor
als a
re d
istrib
uted
w
orld
wid
e.
Map
s of t
he w
orld
show
ing
the
dist
ribut
ion
of c
oral
s in
the
wor
ld.
Is th
e st
uden
t abl
e to
:-
diffe
rent
iate
type
of
cor
als?
- lo
cate
the
- di
strib
utio
n of
cor
als r
eefs
gl
obal
ly?
d) e
valu
ate
the
thre
ats t
o co
ral r
eefs
and
how
to
man
age
thos
e th
reat
s.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ev
alua
te h
ow so
me
hum
an a
ctiv
ities
aff
ects
cor
als.
• Te
xts.
• W
eb b
ased
reso
urce
s.Is
the
stud
ent a
ble
to:
- ev
alua
te th
e th
reat
s to
cora
l re
efs?
32
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e stu
dent
s to
iden
tify
prac
tices
that
thre
aten
s the
cor
als a
nd
thei
r act
iviti
es.
iii) T
he te
ache
r to
guid
e stu
dent
s to
prop
ose
som
e co
rrect
ive
mea
sure
s to
man
age
cora
ls.
- m
anag
e co
ral
thre
ats?
1.6
Wat
er U
se a
nd
Man
agem
ent.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
how
wat
er u
se
influ
ence
s life
on
eart
h.
i) Th
e te
ache
r to
guid
e st
uden
ts to
m
ake
a se
arch
libr
ary
liter
atur
e an
d w
eb re
sour
ces t
o co
me
up w
ith
a su
mm
ary
on h
ow p
eopl
e us
e w
ater
reso
urce
s i.e
irrig
atio
n, h
ydro
el
ectr
icity
, nav
igat
ion,
fish
ing.
etc
ii) T
he te
ache
r to
invi
te a
n ex
pert
form
m
anag
emen
t ins
titut
ion
to ta
lk o
n m
isuse
of w
ater
in th
e co
mm
unity
.iii
) The
teac
her t
o gu
ide
stude
nts t
o de
bate
on
resp
onse
s to
situa
tions
w
here
ther
e ar
e no
wat
er o
n ea
rth.
• Li
brar
y.•
Web
reso
urce
s.•
Reso
urce
per
son.
Is th
e st
uden
t abl
e to
des
crib
e ho
w
wat
er u
se in
fluen
ces
life
on e
arth
?
8
b) e
xam
ine
how
wat
er
use
can
resu
lt in
use
r co
nflic
t.
i) U
sing
exam
ple
from
foca
l cou
ntrie
s, th
e te
ache
r to
guid
e st
uden
ts to
poi
nt
out s
ome
proj
ects
dev
elop
ed a
long
th
e w
ater
bod
ies.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he im
pact
of d
evel
opin
g nu
mer
ous p
roje
cts o
n sa
me
wat
er
bodi
es to
oth
er u
sers
.iii
) Usi
ng q
uesti
ons a
nd a
nsw
ers,
the
teac
her t
o gu
ide
stude
nts t
o hi
ghlig
ht
poss
ible
con
flict
s lik
ely
to a
rise
from
w
ater
use
s and
sugg
est s
usta
inab
le
way
s of m
anag
ing
confl
icts.
Que
stio
ns a
nd a
nsw
ers.
Is th
e st
uden
t abl
e to
exa
min
e ho
w
wat
er u
se c
an re
sult
in u
ser c
onfli
cts?
33
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) e
valu
ate
the
impa
ct o
f po
llutio
n on
wat
er u
se
and
man
agem
ent.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e st
uden
ts to
exa
min
e ho
w w
ater
is p
ollu
ted.
ii) U
sing
libr
ary
sear
ch a
nd w
eb
reso
urce
s, th
e te
ache
r to
guid
e stu
dent
s to
esta
blish
the
mag
nitu
de
of w
ater
pol
lutio
n in
Tan
zani
a an
d th
e w
orld
.iii
) The
teac
her t
o gu
ide
stude
nts t
o as
sess
the
impa
ct o
f wat
er p
ollu
tion
to so
cial
and
eco
nom
ic d
evel
opm
ent
of th
e co
mm
unity
.iv
) Usi
ng w
ater
qua
lity
kit,
stude
nts
to e
stabl
ish th
e de
gree
of w
ater
po
llutio
n fo
rm lo
cal s
ourc
es.
v) T
he te
ache
r to
guid
e stu
dent
s on
a di
scus
sion
on lo
cal,
natio
nal a
nd
inte
rnat
iona
l lev
els,
the
mea
sure
s to
cont
ain
wat
er p
ollu
tion.
• Te
xts.
• Li
brar
y se
arch
.•
Web
reso
urce
s.•
Wat
er q
ualit
y ki
t.
Is th
e st
uden
t abl
e to
:-
eval
uate
the
impa
ct o
f po
llutio
n on
w
ater
use
?-
man
age
the
impa
ct o
f po
llutio
n on
w
ater
use
?
d) e
xam
ine
the
prac
tice
of
wat
er h
arve
stin
g an
d w
ise u
se o
f wat
er.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
driv
ing
forc
es fo
r wat
er
harv
estin
g.ii)
The
teac
her t
o or
gani
ze a
site
visi
t to
are
as w
here
wat
er h
arve
sting
pr
actic
es is
car
ried
out.
iii) U
sing
que
stion
s and
ans
wer
s, th
e te
ache
r to
guid
e stu
dent
s to
exam
ine
how
wat
er c
an b
e us
ed w
isely
and
ra
tiona
lly fo
r soc
ial a
nd e
cono
mic
de
velo
pmen
t.
• Si
te v
isits
.•
Que
stio
n an
d an
swer
s.Is
the
stud
ent a
ble
to:
- ex
amin
e th
e pr
actic
e of
wat
er
harv
estin
g?-
use
wat
er w
isely
?
34
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iv) T
he te
ache
rs to
gui
de st
uden
ts to
ex
amin
e pr
oble
ms e
xper
ienc
ed in
w
ater
har
vesti
ng a
nd su
gges
t way
s of
ove
rcom
ing
them
.
2.0
Stud
y of S
oils
2.1
Con
cept
s of S
oils
and
Soi
l pr
ofile
.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
the
term
s soi
ls an
d so
il pr
ofile
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
read
te
xts a
nd w
eb re
sour
ces t
o dr
aw th
e m
eani
ng o
f soi
l and
of s
oil p
rofil
e.ii)
The
teac
her t
o or
gani
ze a
deb
ate
on
the
dive
rgen
t vie
ws o
f con
cept
s of
soils
and
rock
s.iii
) The
stud
ents
to p
repa
re a
stat
emen
t to
refle
ct o
n th
e m
eani
ng o
f soi
ls an
d ro
ck.
• Te
xts.
• W
eb R
esou
rces
.Is
the
stud
ent a
ble
to d
escr
ibe
term
s so
ils a
nd so
il pr
ofile
?
60
b) r
elat
e so
ils a
nd ro
cks.
i) St
uden
ts to
show
the
dire
ctio
n of
soil
cons
olid
atio
n.ii)
Pre
pare
not
es to
poi
nt o
ut th
e re
latio
nshi
p be
twee
n ro
cks a
nd so
ils.
iii) T
he te
ache
r to
guid
e stu
dent
s to
diffe
rent
iate
soils
from
rock
s.
Is th
e st
uden
t abl
e to
rela
te so
ils a
nd
rock
s?
2.2
Soil
Form
atio
n.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
sum
mar
ize
fact
ors f
or
soil
form
atio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts in
the
proc
ess o
f des
crib
ing
soils
form
atio
n th
roug
h us
e of
soil
tria
ngle
.ii)
Stu
dent
s to
read
text
s and
poi
nt o
ut
fact
ors f
or so
il fo
rmat
ion.
iii) U
sing
soil
map
of T
anza
nia,
th
e te
ache
r to
guid
e stu
dent
s to
sum
mar
ize
fact
ors f
or so
il fo
rmat
ion
in d
iffer
ent e
colo
gica
l zon
es o
f the
co
untry
.
• So
il m
ap o
f Ta
nzan
ia.
• Te
xts.
Is th
e st
uden
t abl
e to
sum
mar
ize
the
fact
ors f
or so
il fo
rmat
ion?
35
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) d
escr
ibe
soil
char
acte
ristic
s.i)
Whi
le in
the
field
, the
teac
her t
o gu
ide
stud
ents
to o
bser
ve a
nd
desc
ribe
soil
char
acte
ristic
s.ii)
The
cla
ss to
mak
e lin
ks b
etw
een
soil
char
acte
ristic
and
par
ent r
ocks
.
Fiel
d st
udy.
Is th
e st
uden
t abl
e to
des
crib
e so
il ch
arac
teris
tics?
2.3
Soil
Cla
ssifi
catio
n.By
the
end
of th
is Su
b-to
pic
the
stud
ent s
houl
d be
ab
le to
:a)
cla
ssify
soils
.
i) St
uden
ts to
gat
her i
nfor
mat
ion
on
the
mea
ning
of s
oil c
lass
ifica
tion.
ii) U
sing
libr
ary
and
web
reso
urce
s in
form
atio
n, th
e te
ache
r and
stud
ents
to
disc
uss v
aria
bles
that
gui
de th
e pr
oces
s of s
oil c
lass
ifica
tion.
iii) T
he te
ache
r to
guid
e stu
dent
s to
diffe
rent
are
as to
brin
g so
il sa
mpl
es
and
com
pare
thei
r qua
litie
s.iv
) Stu
dent
s to
atte
mpt
a c
lass
ifica
tion
of so
ils a
ccor
ding
to th
e va
riabl
es
abov
e.
Is th
e st
uden
t abl
e to
clas
sify
soils
?
b) a
naly
ze p
robl
ems
expe
rienc
ed in
soil
clas
sifica
tion.
i) St
uden
ts to
find
out
info
rmat
ion
abou
t com
mon
pro
blem
s ex
perie
nced
dur
ing
soil
clas
sifica
tion.
ii) T
he te
ache
r to
invi
te fi
eld
soil
expe
rt to
lead
a d
iscus
sion
on p
robl
ems
face
d w
hen
clas
sifyi
ng so
ils.
Gue
st sp
eake
r.Is
the
stud
ent a
ble
to a
naly
ze p
robl
ems
expe
rienc
ed in
soil
clas
sifica
tion?
c) e
xam
ine
soil
profi
le.
i) Th
roug
h a
field
stud
y th
e te
ache
r to
wor
k w
ith st
uden
ts in
obs
ervi
ng
a cu
tting
thro
ugh
the
eart
h (r
oad
cutti
ng o
f gul
ly o
r dug
out
pit)
.ii)
The
team
to o
bser
ve th
e di
ffere
nt
parts
of t
he p
rofil
e an
d re
cord
wha
t th
ey n
ote
per d
iffer
ent d
epth
.
Fiel
d st
udy.
Is th
e st
uden
t abl
e to
exa
min
e so
il pr
ofile
?
36
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) T
he te
am to
exa
min
e th
e vi
sual
pr
oces
ses o
f diff
eren
t sta
ges o
f soi
l co
nsol
idat
ion.
d) s
tudy
soil
type
s in
the
filed
.i)
The
teac
her t
o gu
ide
a br
ains
torm
ing
sess
ion
on th
e fa
ctor
s tha
t det
erm
ine
soil
type
s.ii)
Stu
dent
s to
link
soil
type
s to
the
dete
rmin
ant f
acto
rs.
iii) T
he te
ache
r to
prep
are
a ha
nds o
n ac
tiviti
es fo
r stu
dent
s to
com
e up
w
ith d
iffer
ent t
ypes
of s
oils.
Is th
e st
uden
t abl
e to
stud
y so
il ty
pes
in th
e fie
ld?
2.4
Soil
Ferti
lity.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) e
xam
ine
the
mea
ning
of
soil
fert
ility
.
i) St
uden
ts to
hol
d a
deba
te o
n so
il fe
rtili
ty.
ii) S
tude
nts t
o re
ad o
n w
hat a
term
wha
t in
ferti
le so
ils m
eans
.
Is th
e st
uden
t abl
e to
exa
min
e th
e m
eani
ng o
f soi
l fe
rtili
ty?
b) e
xplo
re th
e fa
ctor
s for
so
il fe
rtili
ty.
i) Th
e te
ache
r to
team
teac
h an
d gu
ide
stud
ents
in a
naly
zing
var
iabl
es o
f so
il fe
rtili
ty(i.
e. ac
idity
, dra
inag
e, so
il st
ruct
ure,
alka
linity
, org
anic
con
tent
an
d pr
esen
ce o
f life
).ii)
Stu
dent
s to
deve
lop
repo
rt on
the
fact
ors o
f soi
l fer
tility
.
Is th
e st
uden
t ab
le to
exp
lore
th
e fa
ctor
s for
soil
fert
ility
?
c) e
xam
ine
the
indi
cato
rs
of so
il fe
rtili
ty.
i) St
uden
ts to
read
abo
ut in
dica
tors
of
soil
fert
ility
from
text
s and
elec
tron
ic
reso
urce
s.ii)
The
teac
her t
o gu
ide
stude
nt to
a
filed
stud
y to
obs
erve
the
impa
cts
of fe
rtile
soils
and
infe
rtile
soils
on
flora
.
• So
ils sa
mpl
es.
• So
il ki
t.Is
the
stud
ent a
ble
to e
xam
ine
the
indi
cato
rs o
f soi
l fe
rtili
ty?
37
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) S
tude
nts t
o an
alyz
e so
il sa
mpl
es to
id
entif
y th
e le
vels
of fe
rtilit
y.iv
) Usi
ng a
soil
kit,
stude
nts t
o pe
rform
ex
perim
ents
to d
eter
min
e in
dica
tors
of
soil
ferti
lity.
2.5
Loss
of S
oil F
ertil
ity.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) i
dent
ify in
dica
tors
of
loss
of f
ertil
ity.
i) Th
e te
ache
r to
orga
nize
a d
iscus
sion
to id
entif
y in
dica
tors
of s
oil
infe
rtili
ty.
ii) T
he te
ache
r to
orga
nize
a fi
eld
study
to
seve
ral s
tudy
site
s to
obse
rve
the
proc
ess f
or so
il fe
rtilit
y lo
ss.
Fiel
d sit
e.Is
the
stud
ent
able
to id
entif
y in
dica
tors
of l
oss o
f fe
rtili
ty?
b) e
xam
ine
fact
ors f
or so
il de
grad
atio
n.i)
Stud
ents
to re
view
lite
ratu
re a
nd
pict
ure/
phot
ogra
phs t
o an
alyz
e ca
uses
of s
oil d
egra
datio
n.ii)
The
teac
her t
o pr
ovid
e gu
ides
for
stude
nts t
o ob
serv
e th
e de
grad
ed
soils
in th
e fil
ed.
iii) S
tude
nts t
o ca
tego
rize
the
caus
es/
fact
ors o
f soi
l deg
rada
tion
acco
rdin
g to
loca
tion
and
leve
ls of
impa
ct o
n so
ils.
Text
s.Is
the
stud
ent a
ble
to e
xam
ine
fact
ors
for s
oil d
egra
datio
n?
c) d
escr
ibe
the
cons
eque
nces
of s
oil
degr
adat
ion.
i) Th
e te
ache
r to
orga
nize
stud
ent i
n gr
oup
disc
ussio
n an
d pr
esen
tatio
n on
the
cons
eque
nces
of s
oil
degr
adat
ion.
ii) T
he te
ache
r to
invi
te la
nd
man
agem
ent e
xper
t to
guid
e a
field
vi
sits f
or o
bser
ving
con
sequ
ence
s of
soil
degr
adat
ion.
• G
uest
spea
ker .
• So
il re
sour
ce fi
lm.
Is th
e st
uden
t abl
e to
des
crib
e th
e co
nseq
uenc
es o
f soi
l de
grad
atio
n?
38
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) T
hrou
gh w
atch
ing
soil
reso
urce
film
, st
uden
ts to
exp
lain
the
cons
eque
nces
of
soil
degr
adat
ion
in T
anza
nia.
iv) T
hrou
gh d
evel
opin
g fu
ture
’s w
heel
, th
e te
ache
r to
guid
e stu
dent
s to
obse
rve
the
vario
us fo
rces
and
ef
fect
s of s
oil d
egra
datio
n.
2.6
Soil
Con
serv
atio
n an
d M
anag
emen
t.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
diff
eren
tiate
bet
wee
n so
il co
nser
vatio
n an
d m
anag
emen
t.
i) Th
e te
ache
r to
orga
nize
a
brai
nsto
rmin
g se
ssio
n fo
r dra
win
g di
ffere
nces
bet
wee
n so
il co
nser
vatio
n an
d so
il m
anag
emen
t.ii)
Stu
dent
s to
exem
plify
resp
ectiv
e so
il co
nser
vatio
n an
d m
anag
emen
t pr
actic
es.
Is th
e st
uden
t abl
e to
: diff
eren
tiate
be
twee
n so
il co
nser
vatio
n an
d m
anag
emen
t?
b) id
entif
y ro
les o
f in
stitu
tions
in
cons
ervi
ng a
nd
man
agin
g so
ils.
i) Th
e te
ache
r to
invi
te so
il ex
pert
fr
om e
nviro
nmen
tal m
anag
emen
t in
stitu
tions
(i.e.
NEM
C a
nd
Dist
rict E
nviro
nmen
tal U
nit)
to
mak
e pr
esen
tatio
n on
inst
itutio
nal
polic
ies a
nd ro
les i
n m
anag
ing
and
cons
ervi
ng so
ils in
Tan
zani
a.ii)
Esta
blish
scho
ol so
il m
anag
emen
t po
licy
and
us it
in im
plem
entin
g th
e so
il co
nser
vatio
n pr
ojec
ts.
Gue
st sp
eake
r.Is
the
stud
ent a
ble
to id
entif
y ro
les
of in
stitu
tions
in
cons
ervi
ng a
nd
man
agin
g so
ils?
c) d
emon
stra
te m
etho
ds
for s
oil c
onse
rvat
ion.
i) Th
e te
ache
r to
invi
te a
n ex
pert
(o
n so
il m
anag
emen
t) to
mak
e a
pres
enta
tion
on th
e pr
oces
s of s
oil
man
agem
ent d
raw
ing
loca
l and
na
tiona
l exa
mpl
es.
• G
uest
spea
ker.
• Fi
eld
stud
y Pr
ojec
ts.
Is th
e st
uden
t abl
e to
dem
onst
rate
m
etho
ds fo
r soi
l co
nser
vatio
n?
39
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) T
he te
ache
r to
orga
nize
a fi
eld
study
to
pla
ces w
here
soil
cons
erva
tion
prac
tices
can
be
obse
rved
focu
sing
on b
oth
tradi
tiona
l and
con
vent
iona
l.iii
) Stu
dent
s to
deve
lop
and
impl
emen
t so
il co
nser
vatio
n pr
ojec
t at t
he
scho
ol.
3.0
Spac
e D
ynam
ic3.
1 W
eath
er a
nd C
limat
e.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
.a)
dist
ingu
ish b
etw
een
wea
ther
and
clim
ate.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s how
clim
ate
and
wea
ther
is
dete
rmin
ed u
sing
text
s and
stat
istic
al
wea
ther
.ii)
The
teac
her t
o as
sist s
tude
nts t
o co
llect
clim
ate
data
for d
iffer
ent
perio
d of
tim
es fr
om th
e lib
rary
.
• Te
xts.
• w
eath
er st
atist
ics a
nd
wea
ther
map
s.
Is th
e st
uden
t abl
e to
dist
ingu
ish
betw
een
wea
ther
an
d cl
imat
e?
77
b) a
naly
ze th
e m
ajor
el
emen
ts o
f wea
ther
and
fa
ctor
s affe
ctin
g cl
imat
e.
i) Th
e te
ache
rs to
org
aniz
e st
uden
ts in
gr
oups
to w
alk
arou
nd th
e sc
hool
en
viro
nmen
t to
obse
rve
and
reco
rd
elem
ents
of w
eath
er o
bser
ved
from
th
e at
mos
pher
e.ii)
The
teac
her t
o as
sist s
tude
nts t
o de
scrib
e th
e im
pact
of c
limat
e ch
ange
to so
cial
and
eco
nom
ic
activ
ities
.
Nat
ural
phe
nom
ena.
Is th
e st
uden
t abl
e to
ana
lyze
the
maj
or
elem
ents
of w
eath
er
and
fact
ors a
ffect
ing
clim
ate?
c) a
ccou
nt fo
r ins
tabi
lity
in
the
atm
osph
ere.
The
teac
her t
o or
gani
ze v
ideo
show
on
wea
ther
and
clim
ate
chan
ges.
With
focu
s on
trop
ical
cyc
lone
(the
hu
rric
ane,
typh
oons
, wily
will
ies,
Tsun
ami a
nd d
epre
ssio
ns) a
nd
subt
ropi
cal c
yclo
ne su
ch a
s the
to
rnad
oes.
Vid
eo sh
ow.
Is th
e st
uden
t abl
e to
acc
ount
for
inst
abili
ty in
the
atm
osph
ere.
40
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
d) a
naly
ze th
e ve
rtic
al
stru
ctur
e, co
mpo
sitio
n an
d be
havi
our o
f the
at
mos
pher
e.
The
teac
her t
o gu
ide
stud
ents
to u
se
text
s and
pho
togr
aphs
to a
naly
ze
stru
ctur
e an
d be
havi
our o
f the
at
mos
pher
e.
• Te
sts.
• Ph
otog
raph
s and
glo
be.
Is th
e st
uden
t abl
e to
ana
lyze
the
vert
ical
stru
ctur
e,
com
posit
ion
and
beha
viou
r of t
heat
mos
pher
e?
3.2
Wea
ther
Cha
nges
.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
use
inst
rum
ents
to
mea
sure
hum
idity
, ra
infa
ll, te
mpe
ratu
re e
tc.
The
teac
her t
o or
gani
ze st
udy
tour
to
visit
wea
ther
stat
ion
whe
re st
uden
ts
will
be
guid
ed to
use
inst
rum
ents
at th
e st
atio
n.
Stud
y to
ur in
act
ual w
eath
er
stat
ions
and
inst
rum
ents
.Is
the
stud
ent a
ble
to u
se in
stru
men
ts
to m
easu
re
hum
idity
, rai
nfal
l, te
mpe
ratu
re?
b) r
ead,
reco
rd a
nd a
naly
ze
the
daily
, mon
thly
and
an
nual
wea
ther
dat
a.
The
teac
her t
o gu
ide
stud
ents
to d
esig
n w
eath
er in
stru
men
ts u
sing
loca
l re
sour
ces l
ike
funn
el, c
ompa
ss a
nd ra
in
gaug
e.
Usin
g lo
cal r
esou
rces
.Is
the
stud
ent a
ble
to re
ad, r
ecor
d an
d an
alyz
e th
e da
ily,
mon
thly
and
ann
ual
wea
ther
dat
a?
c) c
alcu
late
hum
idity
, co
effici
ent (
refe
r to
use
of h
ygro
met
er.
The
teac
her t
o gu
ide
stud
ents
to re
ad,
reco
rd a
nd a
naly
ze d
aily,
mon
thly
and
an
nual
wea
ther
dat
a.
• G
raph
s•
Wea
ther
inst
rum
ents
.Is
the
stud
ent
able
to: c
alcu
late
hu
mid
ity,
coeffi
cien
t?
d) e
xpla
in th
e di
ffere
nce
betw
een
heat
and
te
mpe
ratu
re .
i) U
sing
diffe
rent
map
s and
pic
ture
s th
e te
ache
r to
guid
e st
uden
t to
disc
uss t
he a
ssoc
iatio
ns th
at e
xist
ing
betw
een
pres
sure
, tem
pera
ture
s and
w
inds
.ii)
Usi
ng e
xam
ple,
the
teac
her t
o gu
ide
stude
nts t
o di
ffere
ntia
te b
etw
een
norm
al e
nviro
nmen
tal l
apse
rate
and
ad
iaba
tic c
oolin
g.
Use
of p
ictu
res a
nd m
aps.
Is th
e st
uden
t abl
e to
:-
expl
ain
the
diffe
renc
e be
twee
n he
at a
nd
tem
pera
ture
?
41
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) T
he te
ache
r to
guid
e stu
dent
s to
rela
te th
e sit
uatio
n to
real
life
sit
uatio
n.
- di
ffere
ntia
te
betw
een
norm
al
envi
ronm
enta
l la
pse
rate
and
ad
iaba
tic
e) e
xpla
in h
ow w
eath
er
fore
cast
in g
is d
one
and
its im
port
anc
e to
hu
man
act
iviti
es.
i) Th
e te
ache
r to
orga
nize
a si
te v
isit
to a
wea
ther
fore
cast
ing
stat
ion
and
asse
ss h
ow fo
reca
stin
g is
done
.ii)
Usi
ng li
brar
y lit
erat
ure,
the
stude
nts
to id
entif
y in
strum
ents
used
in
wea
ther
fore
casti
ng.
iii) T
he te
ache
r to
guid
e stu
dent
s to
expl
ain
the
impo
rtanc
e of
wea
ther
fo
reca
sting
for h
uman
dev
elop
men
t an
d su
rviv
al.
• Si
te v
isit.
• Li
brar
y.Is
the
stud
ent a
ble
to:
- ex
plai
n ho
w
wea
ther
fo
reca
stin
g is
done
?-
expl
ain
its
impo
rtan
ce to
hu
man
act
iviti
es?
3.3
Clim
ate
Cha
nge.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
efine
clim
ate
chan
ge.
The
teac
her t
o gu
ide
stud
ents
to d
iscus
s ab
out c
limat
e ch
ange
s sin
ce 1
850s
by
usin
g pi
ctur
es a
nd d
ata
on cl
imat
e ch
ange
.
Cur
rent
and
pas
t dat
a on
cl
imat
e.Is
the
stud
ent a
ble
to d
efine
clim
ate
chan
ge?
b) d
escr
ibe
the
chan
ging
pa
ttern
s of w
eath
er a
nd
clim
atic
fluc
tuat
ion
since
185
0s.
The
teac
her t
o di
scus
s with
stud
ents
the
impa
ct o
f clim
ate
chan
ge o
n ea
rth
by
usin
g di
ffere
nt p
ictu
res s
how
ing
effec
ts
of ic
e an
d sn
ow m
eltin
g in
oce
ans,
hydr
olog
ical
cyc
les,
settl
emen
t,ag
ricul
ture
and
eco
nom
ic.
Pict
ures
show
ing
even
ts a
nd
case
s of i
mpa
ct o
f clim
ate
chan
ges.
Is th
e st
uden
t abl
e to
des
crib
e th
e ch
angi
ng p
atte
rns
of w
eath
er a
nd
clim
atic
fluc
tuat
ion
since
185
0s?
42
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) o
utlin
e th
e m
ajor
cau
ses
of cl
imat
e ch
ange
on
eart
h.
i) Th
e te
ache
r to
disc
uss w
ith
stud
ents
on
the
maj
or c
ause
s of
clim
ate
chan
ge o
n ea
rth
by u
sing
geog
raph
ical
mag
azin
es, v
ideo
s and
pi
ctur
es (t
he ro
le o
f chl
orof
orm
ca
rbon
s wat
er v
apou
r, ca
rbon
di
oxid
e, m
etha
ne a
nd n
itrou
s oxi
de
(CFC
s), g
reen
hou
se g
ases
, ozo
ne
laye
r dep
letio
n, a
cid
rain
.ii)
The
teac
her t
o gu
ide
stude
nts t
o re
ad
text
s abo
ut c
limat
e ch
ange
attr
ibut
ed
to g
reen
hou
se g
ases
, ozo
ne la
yer
depl
etio
n an
d ac
id ra
in.
iii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he im
pact
of c
limat
e ch
ange
to h
uman
, soc
ial l
ife a
nd th
e en
viro
nmen
t.
• D
iscov
ery
mag
azin
es.
• V
ideo
s and
pic
ture
s.Is
the
stud
ent a
ble
to o
utlin
e th
e m
ajor
ca
uses
of c
limat
e ch
ange
on
eart
h?
d) d
escr
ibe
the
impa
ct o
f cl
imat
e ch
ange
on
eart
h.i)
The
teac
her t
o or
gani
ze a
nd in
vite
vi
sitor
/exp
ert o
n th
e im
pact
of
clim
ate
chan
ging
and
focu
s on
ice
and
snow
, oce
an a
nd c
oast
, ec
osys
tem
s, hy
drol
ogic
al c
ycle
, wat
er
reso
urce
s, fo
od a
nd a
gric
ultu
re,
settl
emen
ts a
nd e
cono
mic
act
iviti
es
to d
iscus
s with
stud
ents
on
how
to
sust
ain
and
redu
ce th
e eff
ects
of
clim
ate
chan
ge at
loca
l and
in
tern
atio
nal l
evel
.ii)
The
teac
her t
o gu
ide
stude
nts t
o w
ork
on p
roje
ct fo
cusin
g on
the
role
of h
uman
act
iviti
es a
nd h
ow to
pr
otec
t the
env
ironm
ent.
Expe
rt fr
om m
etro
logi
cal
stat
ions
.Is
the
stud
ent a
ble
to d
escr
ibe
the
impa
ct o
f clim
ate
chan
ge o
n ea
rth?
43
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
e) d
ebat
e on
how
to
sust
ain
clim
ate
and
redu
ce it
s im
pact
s at
loca
l and
inte
rnat
iona
l le
vel.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s how
can
they
sust
ain
clim
atic
va
riatio
n an
d re
duce
the
impa
ct to
th
eir a
ctiv
ities
.ii)
Usi
ng te
xt a
nd w
eb re
sour
ces,
the
teac
her t
o gu
ide
stude
nts t
o id
entif
y na
tiona
l and
inte
rnat
iona
l effo
rts in
m
anag
ing
and
cont
rolli
ng c
limat
e.iii
) The
teac
her t
o gu
ide
stude
nts t
o as
sess
the
appl
icab
ility
of s
uch
effo
rts in
man
agin
g cl
imat
e in
Ta
nzan
ia.
• Te
xt.
• W
eb re
sour
ces.
Is th
e st
uden
t abl
e to
deb
ate
on h
ow
to su
stai
n cl
imat
e an
d re
duce
its
impa
cts a
t loc
al a
nd
inte
rnat
iona
l lev
el?
3.4
Clim
atol
ogy.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in cl
imat
olog
y an
d de
scrib
e th
e ty
pica
l ch
arac
teris
tics o
f cl
imat
ic re
gion
s of
the
wor
ld.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e th
e ty
pica
l cha
ract
erist
ics o
f th
e cl
imat
ic re
gion
s of t
he w
orld
by
usin
g w
orld
clim
atic
map
s.ii)
The
teac
her t
o gu
ide
stude
nts t
o dr
aw c
limat
ic re
gion
s of t
he w
orld
.
• W
orld
Clim
atic
.•
Map
s.Is
the
stud
ent a
ble
to:
- ex
plai
n cl
imat
olog
y?-
desc
ribe
the
typi
cal
char
acte
ristic
s of
clim
atic
regi
ons
of th
e w
orld
?
21
b) u
se d
ata
from
wea
ther
st
atio
ns. p
lotti
ng
grap
hs/m
aps.
i) Th
e te
ache
r to
orga
nize
stud
y to
ur to
visi
t wea
ther
stat
ions
and
m
etro
logi
cal l
ibra
ries t
o co
llect
dat
a fo
r plo
tting
isoh
yets
, iso
ther
m a
nd
isoba
rs.
ii) T
he te
ache
r to
guid
e stu
dent
s to
plot
th
ese
lines
.
Clim
atic
stat
istic
s i.e.
rain
fall,
te
mpe
ratu
res,
pres
sure
.Is
the
stud
ent a
ble
to u
se d
ata
from
w
eath
er st
atio
ns
in p
lotti
ng g
raph
s/m
aps?
44
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) e
xpla
in th
e ap
proa
ches
/pr
inci
pl e
s use
d in
cl
assif
ying
clim
ate.
i) Th
e te
ache
r to
assis
t stu
dent
s to
disc
uss a
ppro
ache
s use
d in
cl
assif
ying
clim
ate.
ii) G
uide
stud
ents
to id
entif
y ad
vant
ages
and
lim
itatio
ns o
f eac
h cl
assifi
catio
n sy
stem
s.
Gra
phs,
map
s and
char
ts.
Is th
e st
uden
t ab
le to
: exp
lain
th
e ap
proa
ches
/pr
inci
ples
use
d in
cl
assif
ying
clim
ate?
d) d
escr
ibe
the
maj
or ty
pes
of cl
imat
es o
f the
wor
ld.
The
teac
her t
o gu
ide
the
stud
ent t
o di
scus
s the
maj
or ty
pes o
f clim
ate
of th
e w
orld
.
Wor
ld cl
imat
e m
ap.
Is th
e st
uden
t abl
e to
: de
scrib
e th
e m
ajor
ty
pes
of cl
imat
es o
f the
w
orld
?
4.0
Popu
latio
n an
d D
evel
opm
ent
4.1
Con
cept
s of p
opul
atio
n an
d de
velo
pmen
t.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
the
term
po
pula
tion
and
deve
lopm
ent.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e th
e te
rm p
opul
atio
n an
d de
velo
pmen
t.ii)
Bas
ed o
n re
adin
g an
d di
scus
sion,
stu
dent
s to
sum
mar
ize
the
desc
riptio
n of
pop
ulat
ion
and
deve
lopm
ent.
• Te
xts.
• W
eb re
sour
ces.
Is th
e st
uden
t abl
e to
: des
crib
e th
e te
rm p
opul
atio
n an
d de
velo
pmen
t?
35
b) e
xpla
in th
e re
latio
nshi
p of
pop
ulat
ion
to
deve
lopm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts
to d
iscus
s the
indi
cato
rs o
f de
velo
pmen
t.ii)
Usi
ng q
uesti
ons a
nd a
nsw
ers,
the
teac
her t
o gu
ide
stude
nts t
o co
mpa
re
popu
latio
n an
d de
velo
pmen
t in
rura
l an
d ur
ban
area
s.
Que
stio
ns a
nd a
nsw
ers.
Is th
e st
uden
t ab
le to
exp
lain
th
e re
latio
nshi
p of
pop
ulat
ion
to
deve
lopm
ent?
45
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
4.2
Popu
latio
n St
ruct
ure.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e ch
arac
teris
tics o
f po
pula
tion.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
assig
n st
uden
ts to
des
crib
e th
e ch
arac
teris
tics o
f pop
ulat
ion.
ii) T
he te
ache
r to
guid
e stu
dent
s usin
g po
pula
tion
age,
size
, sex
and
den
sity
to d
escr
ibe
the
mai
n ch
arac
teris
tics
of p
opul
atio
n.
• Te
xts o
n po
pula
tion.
• Po
pula
tion
data
of f
ocal
co
untr
ies.
• po
pula
tion
pyra
mid
gra
phs.
• A
tlas.
Is th
e st
uden
t abl
e to
Exp
lain
the
char
acte
ristic
s of
popu
latio
n?
b) c
ompa
re th
e po
pula
tion
stru
ctur
e of
Nor
way
, C
hina
and
Tan
zani
a.
i) U
sing
popu
latio
n da
ta o
f foc
al
coun
trie
s, th
e te
ache
r to
guid
e st
uden
ts to
dra
w th
e po
pula
tion
pyra
mid
and
com
pare
them
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he im
plic
atio
n of
pop
ulat
ion
pyra
mid
for f
ocal
cou
ntrie
s.
Is th
e st
uden
t ab
le to
com
pare
th
e po
pula
tion
stru
ctur
e of
N
orw
ay, C
hina
and
Ta
nzan
ia?
c) a
naly
ze th
e im
pact
of
popu
latio
n st
ruct
ure
in fo
cal c
ount
ries o
n so
cial
and
eco
nom
ic
deve
lopm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts d
iscus
s th
e im
pact
s of p
opul
atio
n st
ruct
ure
in fo
cal c
ount
ries o
n so
cial
and
ec
onom
ic d
evel
opm
ent.
ii) T
he te
ache
r to
guid
e stu
dent
s ca
rry o
n a
deba
te o
n th
e im
pact
of
popu
latio
n gr
owth
on
reso
urce
use
, em
ploy
men
t and
settl
emen
t.
Is th
e st
uden
t ab
le to
ana
lyze
th
e im
pact
of
popu
latio
n st
ruct
ure
in fo
cal
coun
trie
s on
soci
al
and
econ
omic
de
velo
pmen
t?
4.3
Popu
latio
n dy
nam
ics a
nd
qual
ity o
f life
.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e bi
rth,
dea
th
and
mig
ratio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m in
gro
ups o
n th
e m
eani
ng o
f ter
ms b
irth
, dea
th a
nd
mig
ratio
n dr
awin
g ex
ampl
es fr
om
foca
l cou
ntrie
s.ii)
Usi
ng te
xts a
nd w
eb re
sour
ces,
the
teac
her t
o gu
ide
stude
nts d
escr
ibe
the
caus
es o
f hig
h bi
rth ra
te, h
igh
deat
h ra
te a
nd m
igra
tion
in fo
cal c
ount
ries.
• Te
xts.
• W
eb re
sour
ces.
Is th
e st
uden
t ab
le to
des
crib
e bi
rth,
dea
th a
nd
mig
ratio
n?
46
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) a
naly
ze th
e eff
ects
of
popu
latio
n ch
ange
in
coun
try’s
’ dev
elop
men
t.
i) U
sing
ques
tions
and
ans
wer
s, th
e te
ache
r to
guid
e st
uden
ts to
ana
lyse
th
e eff
ects
of p
opul
atio
n dy
nam
ics
on so
cial
and
eco
nom
ic d
evel
opm
ent
of fo
cal c
ount
ries.
ii) U
sing
pop
ulat
ion
cens
us d
ata
of
Tanz
ania
, the
teac
her t
o gu
ide
stude
nts t
o ex
amin
e th
e im
pact
of
popu
latio
n m
igra
tion
in T
anza
nia
focu
sing
on ru
ral u
rban
mig
ratio
n an
d re
fuge
es o
n so
cial
serv
ices
.iii
) The
teac
her t
o gu
ide
stude
nts t
o di
scus
s the
tech
niqu
es th
at c
an
be u
sed
to re
duce
the
impa
ct o
f po
pula
tion
dyna
mic
s soc
iety
.
• Q
uest
ions
and
ans
wer
s. •
Popu
latio
n ce
nsus
dat
a.Is
the
stud
ent a
ble
to a
naly
ze th
e eff
ects
of p
opul
atio
n ch
ange
in c
ount
ry’s’
de
velo
pmen
t?
4.4
Popu
latio
n gr
owth
and
its
soci
al a
nd e
cono
mic
pl
anni
ng.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) c
ompa
re li
fe e
xpec
tanc
y in
dev
elop
ed a
nd
deve
lopi
ng c
ount
ries
and
its im
pact
s.
i) U
sing
ques
tions
and
ans
wer
s, th
e te
ache
r to
guid
e st
uden
ts to
disc
uss
and
give
mea
ning
of l
ife e
xpec
tanc
y.ii)
Usi
ng te
xts a
nd w
eb re
sour
ces,
the
teac
her t
o gu
ide
stude
nts t
o ex
amin
e th
e re
latio
nshi
p of
life
exp
ecta
ncy
to
soci
al a
nd e
cono
mic
dev
elop
men
t.
• Q
uest
ions
and
ans
wer
s.•
Text
s.•
Web
reso
urce
s.
Is th
e st
uden
t abl
e to
:-
com
pare
life
ex
pect
ancy
in
deve
lope
d an
d de
velo
ping
co
untr
ies?
- co
mpa
re th
e im
pact
of l
ife
expe
ctan
cy in
de
velo
ped
and
deve
lopi
ng
coun
trie
s?
47
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
b) a
sses
s the
con
trib
utio
n of
pop
ulat
ion
polic
y on
pop
ulat
ion
man
agem
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ca
rry
on a
deb
ate
on so
cial
eco
nom
ic
impa
cts o
f usin
g fa
mily
pla
nnin
g m
etho
ds.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he im
pact
s of f
amily
pl
anni
ng m
etho
ds in
Chi
na a
nd
Tanz
ania
.iii
) The
teac
her t
o gu
ide
stude
nts
to d
iscus
s the
pro
blem
s of
impl
emen
ting
popu
latio
n po
licy
in
Tanz
ania
.iv
) The
teac
her t
o gu
ide
stude
nts t
o ex
amin
e th
e ro
le o
f pop
ulat
ion
plan
ning
for s
ocia
l and
eco
nom
ic
deve
lopm
ent.
Is th
e st
uden
t ab
le to
ass
ess t
he
cont
ribut
ion
of
popu
latio
n po
licy
on p
opul
atio
n m
anag
emen
t?
c) e
xam
ine
the
rela
tions
hip
betw
een
popu
latio
n gr
owth
and
en
viro
nmen
t.
i) U
sing
popu
latio
n an
d di
strib
utio
n m
aps,
the
teac
her t
o gu
ide
stud
ents
to
ana
lyze
the
rela
tions
hip
of
popu
latio
n siz
e and
the e
nviro
nmen
t.ii)
The
teac
her t
o gu
ide
stude
nts
to d
iscus
s diff
eren
t mea
sure
for
man
agin
g an
d co
nser
ving
the
envi
ronm
ent i
n po
pula
ted
area
s.
Map
s.Is
the
stud
ent
able
to e
xam
ine
the
rela
tions
hip
betw
een
popu
latio
n gr
owth
and
en
viro
nmen
t?
5.0
Reg
iona
l Foc
al S
tudi
es5.
1 A
gric
ultu
ral d
evel
opm
ent.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) p
rese
nt th
e m
eani
ng
of a
gric
ultu
re, o
rgan
ic
farm
ing
and
lives
tock
ke
epin
g.
i) Th
e te
ache
r to
invi
te a
n ex
pert
to
faci
litat
e a d
iscus
sion
on th
e mea
ning
of
agr
icul
ture
, org
anic
farm
ing
and
lives
tock
kee
ping
.
• Te
xts.
• Ph
otog
raph
s.•
Gue
st sp
eake
r.
Is th
e st
uden
t ab
le to
pre
sent
th
e m
eani
ng o
f ag
ricul
ture
, org
anic
fa
rmin
g an
d liv
esto
ck fa
rmin
g?
135
48
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) U
sing
text
s and
pho
togr
aphs
, stu
dent
s to
form
ulat
e sta
tem
ents
w
hich
con
note
the
mea
ning
of
agric
ultu
re, o
rgan
ic fa
min
g an
d liv
esto
ck fa
rmin
g.
b) h
ighl
ight
the
cont
ribut
ion
of
agric
ultu
re to
soci
al
econ
omic
dev
elop
men
t dr
awin
g ex
ampl
es fr
om:
i) fr
uit f
arm
ing
in S
outh
A
fric
a.
i) Th
e te
ache
r to
guid
e st
uden
ts to
read
te
xts o
n fr
uit f
arm
ing
in S
outh
Afr
ica
and
poin
t out
its c
ontr
ibut
ion
to th
e So
uth
Afr
ica’s
eco
nom
y.ii)
The
teac
her a
nd st
uden
ts to
car
ry o
n stu
dy to
illu
strat
e ho
w fr
uit f
arm
ing
can
raise
the
stand
ard
of li
ving
of
thei
r com
mun
ity.
Text
s.Is
the
stud
ent
able
to h
ighl
ight
th
e co
ntrib
utio
n of
agr
icul
ture
to
soci
al e
cono
mic
de
velo
pmen
t dr
awin
g ex
ampl
es
from
foca
l co
untr
ies?
ii) c
erea
l pro
duct
ion
in U
nite
d St
ates
of
Am
eric
a.
i) Th
e te
ache
r to
guid
e st
uden
ts to
vie
w
a fil
m, p
hoto
grap
hs a
nd p
ictu
res o
r re
ad fr
om th
e w
eb re
sour
ces o
n th
e co
ntrib
utio
n of
cer
eal (
corn
/whe
at/
barle
y) p
rodu
ctio
n in
Uni
ted
Stat
es.
ii) T
he te
ache
r to
guid
e stu
dent
s to
study
stat
istic
s of c
erea
l pro
duct
ion
of T
anza
nia
and
show
how
they
hel
p pe
ople
eco
nom
ical
ly.
iii) T
he te
ache
r to
guid
e stu
dent
s to
orga
nize
a p
rese
ntat
ion
by lo
cal
farm
er o
n ho
w c
erea
l cro
p (w
heat
, m
aize
, sor
ghum
, pad
dy) c
ontri
bute
to
the
livel
ihoo
d of
the
loca
l co
mm
unity
.
• Fi
lms.
• Ph
otog
raph
s Pic
ture
s.•
Web
Res
ourc
es.
49
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
Siii
) tre
e cr
op fa
min
g in
N
iger
ia.
i) U
sing
rele
vant
text
s on
Nig
eria
, st
uden
ts to
dra
w e
xam
ple
on
how
tree
cro
ps (c
ocoa
, rub
ber,
oil
palm
, coc
onut
) are
pro
mot
ing
the
econ
omic
gro
wth
of N
iger
ia.
ii) U
sing
map
on
tree
crop
farm
ing
and
com
mer
cial
stat
istic
s, stu
dent
s to
dra
w le
sson
s on
how
thes
e cr
ops
cont
ribut
e to
soci
al a
nd e
cono
mic
lif
e of
peo
ple
of T
anza
nia.
• Te
xts.
• Pi
ctur
es o
f tre
e cro
ps.
iv) p
rodu
ctio
n of
tube
rs in
Ta
nzan
ia.
i) Th
e te
ache
r to
guid
e st
uden
ts
to st
udy
the
agric
ultu
ral m
ap o
f Ta
nzan
ia to
iden
tify
the
area
s whe
re
tube
r roo
t cro
ps a
re p
rodu
ced
in
Tanz
ania
.ii)
Thr
ough
the
use
of e
-rese
arch
and
m
arke
t sta
tistic
s, stu
dent
s to
estim
ate
the
mag
nitu
de o
f tub
ers/r
oots
pr
oduc
ed in
Tan
zani
a.iii
) The
teac
her t
o or
gani
ze a
stud
y vi
sit
to lo
cal m
arke
t on
the
use
of th
e tu
bers
/root
s by
loca
l com
mun
ity.
• A
gric
ultu
ral m
ap.
• E-
rese
arch
. •
Site
visi
ts.
c) e
xplo
re th
e pr
actic
e of
org
anic
farm
ing
in
Tanz
ania
.
i) Th
e te
ache
r to
invi
te a
reso
urce
pe
rson
to p
rese
nt o
n th
e pr
actic
e of
or
gani
c fa
rmin
g dr
awin
g ex
ampl
e fr
om T
anza
nia
and
loca
l cas
es.
ii) U
sing
text
and
web
reso
urce
, stu
dent
s to
read
on
the
adva
ntag
es
of o
rgan
ic fa
rmin
g as
opp
osed
to
farm
ing
that
use
s che
mic
al fe
rtiliz
eriii
) The
teac
her t
o sta
rt ga
rden
ing/
farm
ing
on w
hich
they
use
con
ditio
n of
org
anic
farm
ing.
• Re
sour
ce p
erso
n.•
Text
s.•
Web
reso
urce
s.
Is th
e st
uden
t ab
le to
exp
lore
th
e pr
actic
e of
or
gani
c fa
rmin
g in
Ta
nzan
ia?
50
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
d) a
sses
s the
use
of
rang
elan
ds /
mar
gina
l la
nds f
or a
gric
ultu
ral
prod
uctio
n.
i) U
sing
a so
il m
ap o
f Tan
zani
a,
stud
ents
to id
entif
y ar
eas c
ateg
oriz
ed
as m
argi
nal o
r ran
gela
nds w
ith fo
cus
on sp
ecifi
c ca
uses
.ii)
Usi
ng th
e in
form
atio
n ob
tain
ed fr
om
the
task
s abo
ve, s
tude
nts t
o as
sess
ho
w th
ese
land
s are
bei
ng u
sed
for a
gric
ultu
ral p
rodu
ctio
n (c
rop/
lives
tock
).iii
) The
teac
her t
o in
vite
an
expe
rt on
fra
gile
land
are
as in
Tan
zani
a to
m
ake
a pr
esen
tatio
n on
how
to u
se
and
man
age
mar
gina
l/ran
gela
nds.
• So
il m
ap o
f Tan
zani
a.•
Gue
st sp
eake
r.Is
the
stud
ent a
ble
to a
sses
s the
use
of
rang
elan
ds /
mar
gina
l lan
ds
for a
gric
ultu
ral
prod
uctio
n?
5.2
Live
stock
Kee
ping
and
M
anag
emen
t.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e di
ffere
nt ty
pes
of li
vest
ock
keep
ing.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e th
e ty
pes o
f liv
esto
ck
keep
ing
in th
e w
orld
.ii)
The
teac
her t
o gu
ide
stude
nts t
o re
late
the
type
of l
ives
tock
kee
ping
to
car
ryin
g ca
paci
ty.
• Tt
xts.
• Ph
otog
raph
s.Is
the
stud
ent a
ble
to d
escr
ibe
diffe
rent
ty
pes o
f liv
esto
ck
keep
ing?
b) a
sses
s the
mod
e of
kee
ping
: She
ep
in A
ustr
alia
Bee
f ca
ttle
in U
SA a
nd
Arg
entin
a, D
iary
cat
tle
in N
ethe
rland
s and
D
enm
ark,
pas
tora
lism
an
d no
mad
ism in
Wes
t an
d Ea
st A
fric
a.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ex
plai
n ho
w e
ach
coun
try
man
ages
liv
esto
ck in
line
with
oth
er e
cono
mic
ac
tiviti
es.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he b
enefi
ts of
ani
mal
pr
oduc
ts an
d an
imal
kee
ping
pr
actic
es in
resp
ectiv
e co
untri
es.
iii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he p
robl
ems a
ssoc
iate
d w
ith
lives
tock
kee
ping
in fo
cal c
ount
ries.
Text
s.Is
the
stud
ent a
ble
to a
sses
s the
mod
e of
live
stoc
k ke
epin
g in
foca
l cou
ntrie
s?
51
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) e
xam
ine
the
prob
lem
s an
d co
ntrib
utio
n of
an
imal
kee
ping
to
econ
omic
dev
elop
men
t an
d th
e en
viro
nmen
t.
i) Th
e te
ache
r to
orga
nize
and
faci
litat
e st
uden
ts to
hav
e st
udy
visit
s to
a ne
arby
live
stoc
k ke
epin
g an
d ob
serv
e th
e su
cces
ses a
nd p
robl
ems.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he o
bser
ved
succ
ess a
nd
prob
lem
s.iii
) Gui
de st
uden
ts to
hig
hlig
ht th
e po
ssib
le im
prov
emen
t tec
hniq
ues.
Stud
y vi
sits s
ched
ule.
Is th
e st
uden
t abl
e to
:-
exam
ine
the
prob
lem
s of
anim
al k
eepi
ng
to e
cono
mic
de
velo
pmen
t and
th
e env
ironm
ent?
- ex
amin
e th
e co
ntrib
utio
n of
an
imal
kee
ping
to
eco
nom
ic
deve
lopm
ent a
nd
the e
nviro
nmen
t?
d) a
naly
ze th
e im
pact
of
lives
tock
kee
ping
on
the
envi
ronm
ent i
n Ta
nzan
ia a
nd su
gges
t ap
prop
riate
tech
niqu
es
for e
nviro
nmen
tal
man
agem
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s on
the
rela
tions
hip
betw
een
lives
tock
kee
ping
and
env
ironm
enta
l de
grad
atio
n in
Tan
zani
a.ii)
The
teac
her t
o gu
ide
stude
nts
to a
naly
ze th
e ro
le o
f ind
ivid
ual
pasto
ralis
t, ve
rtena
ry o
ffice
rs a
nd th
e go
vern
men
t in
impr
ovin
g th
is se
ctor
an
d m
anag
ing
the
envi
ronm
ent.
Is th
e st
uden
t abl
e to
:
- an
alyz
e th
e im
pact
of
lives
tock
ke
epin
g on
the
envi
ronm
ent i
n Ta
nzan
ia?
- su
gges
t ap
prop
riate
te
chni
ques
for
envi
ronm
enta
l-
man
agem
ent?
52
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
5.3
Susta
inab
le u
se o
f Fue
l an
d Po
wer
.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e ro
le o
f fue
l po
wer
in in
dust
rial
deve
lopm
ent o
f the
w
orld
.
i) Th
e te
ache
r to
assig
n st
uden
ts to
m
entio
n di
ffere
nt so
urce
s of p
ower
lik
e fo
ssil
fuel
, nuc
lear
, sol
ar, w
aves
, ge
othe
rmal
and
win
ds.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he ro
le o
f fos
sil fu
el a
nd
othe
r pow
er so
urce
s in
indu
stria
l de
velo
pmen
t.iii
) The
teac
her t
o gu
ide
stude
nts t
o de
scrib
e th
e su
stain
able
use
of p
ower
fo
r eco
nom
ic d
evel
opm
ent.
• Pe
trol
eum
pro
duct
s lik
e pe
trol
, die
sel,
para
ffin,
oil
and
char
coal
.•
Diff
eren
t mac
hine
s and
eq
uipm
ent s
how
ing
diffe
rent
po
wer
like
coo
king
stov
es,
gene
rato
rs a
nd m
otor
cycl
es.
Is th
e st
uden
t ab
le to
des
crib
e th
e ro
le o
f fue
l po
wer
in in
dust
rial
deve
lopm
ent o
f the
w
orld
?
b) o
utlin
e th
e da
nger
s of
nuc
lear
pow
er
prod
uctio
n w
ith
refe
renc
e fr
om Ja
pan
and
Russ
ia/A
mer
ica.
i) Th
e te
ache
r to
guid
e st
uden
ts u
sing
vide
o sh
ows a
nd c
asse
ttes t
o di
scus
s th
e us
e of
nuc
lear
pow
er d
raw
ing
exam
ples
from
Japa
n an
d Ru
ssia
.ii)
The
teac
her t
o gu
ide
stude
nts t
o ou
tline
dan
gers
of u
sing
nucl
ear
pow
er in
Japa
n an
d R
ussia
.
Pict
ures
and
vid
eo c
asse
ttes.
Is th
e st
uden
t ab
le to
out
line
the
dang
ers o
f nuc
lear
po
wer
pro
duct
ion?
c) d
escr
ibe
the
impo
rtan
ce
of p
etro
leum
in th
e w
orld
eco
nom
y an
d Ta
nzan
ia.
i) Th
e te
ache
r to
guid
e st
uden
ts to
de
scrib
e th
e im
port
ance
of f
ossil
fu
el in
the
wor
ld e
cono
my
and
of
Tanz
ania
.ii)
The
teac
her t
o gu
ide
stude
nts t
o dr
aw a
wor
ld m
ap to
indi
cate
pla
ces
whe
re fo
ssil
fuel
and
nuc
lear
are
ge
nera
ted.
Wor
ld m
ap/A
tlas.
Is th
e st
uden
t abl
e to
des
crib
e th
e im
port
ance
of
petr
oleu
m in
the
wor
ld e
cono
my
and
Tanz
ania
?
d) id
entif
y th
e pl
ace
of
coal
pro
duct
ion
for
indu
stria
l use
with
focu
s on
Sou
th A
fric
a an
d C
hina
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
id
entif
y pl
aces
of c
oal p
rodu
ctio
n in
So
uth
Afr
ica
and
Chi
na.
An
Atla
s, M
ap a
nd a
min
eral
m
ap.
Is th
e st
uden
t abl
e to
iden
tify
the
plac
e of
coa
l pro
duct
ion
for i
ndus
tria
l use
w
ith fo
cus o
n So
uth
Afr
ica
and
Chi
na?
53
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) T
he te
ache
r to
guid
e stu
dent
s to
draw
a m
ap o
f Chi
na a
nd S
outh
A
frica
to in
dica
te a
reas
for c
oal
prod
uctio
n.
iii) T
he te
ache
r to
guid
e stu
dent
s in
disc
ussio
n on
the
prob
lem
s fac
ing
coal
min
ing
indu
strie
s in
Chi
na
and
Sout
h A
frica
and
rela
te th
em to
Ta
nzan
ia.
e) e
xplo
re th
e al
tern
ativ
e so
urce
s of e
nerg
y.i)
Usin
g ph
otog
raph
to g
uide
stud
ents
to
des
crib
e an
alte
rnat
ive
sour
ce o
f po
wer
for i
ndus
tria
l dev
elop
men
t lik
e bi
ogas
, sol
ar a
nd w
aves
.ii)
The
teac
her t
o in
vite
gue
st sp
eake
r to
pre
sent
abo
ut a
ltern
ativ
e so
urce
s of
pow
er li
ke T
PDC
and
Min
istry
.iii
) The
teac
her t
o gu
ide
stude
nts t
o ou
tline
the
impo
rtanc
e of
usin
g al
tern
ativ
e so
urce
s of p
ower
.
• G
uest
spea
ker.
• Ph
otog
raph
s on
biog
as so
lar
and
wav
e en
ergy
pro
duct
ion.
Is th
e st
uden
t abl
e to
exp
lore
the
alte
rnat
ive
sour
ces
of e
nerg
y?
f) i
dent
ify p
robl
ems
caus
ed b
y po
wer
and
fu
el p
rodu
ctio
n on
the
envi
ronm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
pro
blem
s exp
erie
nced
fr
om th
e pr
oduc
tion
of fo
ssil
fuel
to
the
envi
ronm
ent.
ii) B
y th
e he
lp fr
om th
e sk
etch
map
s an
d pi
ctur
es, t
he te
ache
r to
guid
e th
e di
scus
sion
on th
e ef
fect
s of f
ossil
fu
el p
rodu
ctio
n to
the
envi
ronm
ent.
iii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he su
stain
able
way
s of u
sing
pow
er w
ith fo
cus o
n pr
eser
ving
the
envi
ronm
ent.
• Te
xts.
• G
eogr
aphi
cal m
agaz
ines
.•
Sket
ch m
aps.
Is th
e st
uden
t ab
le to
iden
tify
prob
lem
s cau
sed
by p
ower
and
fuel
pr
oduc
tion
on th
e en
viro
nmen
t?
54
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
5.4
Susta
inab
le M
inin
g.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
eva
luat
e th
e co
ntrib
utio
n of
min
ing
to th
e ec
onom
ic
deve
lopm
ent i
n Ta
nzan
ia.
i) Fo
cusin
g on
stat
istic
s in
min
eral
pr
oduc
tion
in T
anza
nia,
the
teac
her
to g
uide
stud
ents
to o
utlin
e th
e co
ntrib
utio
n of
min
ing
to th
e ec
onom
ic d
evel
opm
ent i
n Ta
nzan
ia.
ii) T
he te
ache
r to
guid
e stu
dent
s to
high
light
the
chal
leng
es fa
cing
m
inin
g in
Tan
zani
a.iii
) The
teac
her t
o gu
ide
stude
nts t
o co
mpa
re th
e pr
oble
ms f
acin
g m
inin
g in
Tan
zani
a in
rela
tion
to o
ther
foca
l co
untri
es.
• St
atist
ics f
or m
iner
al
prod
uctio
n in
Tan
zani
a.•
Sale
s/ex
port
dat
a.
Is th
e st
uden
t ab
le to
eva
luat
e th
e co
ntrib
utio
n of
min
ing
to
the
econ
omic
de
velo
pmen
t in
Tanz
ania
?
b) il
lust
rate
met
hods
of
min
eral
ext
ract
ion
draw
ing
exam
ples
on
petr
oleu
m p
rodu
ctio
n in
Nig
eria
, pho
spha
tes,
cem
ent,
gold
and
tile
s in
Tan
zani
a; c
oppe
r in
Zam
bia;
coa
l in
Chi
na
and
stee
l in
Uni
ted
Stat
es o
f Am
eric
a.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
met
hods
use
d in
min
eral
ex
trac
tion
draw
ing
exam
ples
from
fo
cal c
ount
ries.
ii) G
uide
stud
ents
to e
xam
ine
if th
e ex
tract
ion
proc
ess i
s env
ironm
enta
l fri
endl
y an
d su
gges
t way
s to
impr
ove.
iii) G
uide
stud
ents
to e
xam
ine
if th
e ex
tract
ion
proc
ess h
as h
ighe
st
effic
ienc
y an
d pr
oduc
es h
ighe
st
retu
rns t
o th
e fo
cal c
ount
ries.
Is th
e st
uden
t ab
le to
illu
stra
te
way
s of m
iner
al
extr
actio
n dr
awin
g ex
ampl
es fr
om fo
cal
coun
trie
s?
5.5
Susta
inab
le u
se o
f Fo
restr
y.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
nam
e th
e m
ain
fore
st
prod
ucts
and
des
crib
e th
eir s
usta
inab
le u
se.
i) U
sing
text
s, th
e te
ache
r to
guid
e st
uden
ts to
nam
e m
ain
fore
st
prod
ucts
they
hav
e ex
perie
nced
in
life.
• Pi
ctur
es o
f for
estr
y pr
oduc
ts.
• Te
xts.
• W
eb R
esou
rces
.•
Map
of T
anza
nia.
Is th
e st
uden
t abl
e to
:-
nam
e th
e m
ain
fore
st p
rodu
cts?
- de
scrib
e th
e su
stai
nabl
e us
e of
th
e m
ain
fore
st
prod
ucts
?
55
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) B
y us
ing
pict
ures
of h
arve
sted
fore
stry
prod
ucts,
the
teac
her
to g
uide
stud
ents
to d
iscus
s the
su
stain
able
use
of f
ores
t res
ourc
es
and
how
to m
anag
e th
ese
reso
urce
s.iii
) Usi
ng te
xts a
nd w
eb re
sour
ces,
the
teac
her t
o gu
ide
stude
nts t
o di
scus
s th
e ef
fect
s of d
efor
esta
tion
to o
ur
lives
.iv
) Usi
ng T
anza
nian
map
, the
teac
her
to g
uide
stud
ents
to id
entif
y ar
eas
affe
cted
mos
t by
defo
resta
tion
and
the
asso
ciat
ed e
ffect
s.
b) lo
cate
are
as e
ndow
ed
with
var
ious
type
s of
fore
stry
reso
urce
s in
the
wor
ld w
ith e
mph
asis
to
Suda
n, C
anad
a, G
abon
, Br
azil
and
Tanz
ania
.
i) U
sing
wor
ld m
ap, t
he te
ache
r to
guid
e st
uden
ts to
iden
tify
coun
trie
s en
dow
ed w
ith v
ario
us fo
rest
ry
reso
urce
s.ii)
Usin
g te
xts a
nd st
atist
ical
in
form
atio
n, th
e te
ache
r to
guid
e a
disc
ussio
n on
the
signi
fican
ce o
f tim
ber t
o in
dustr
ial,
com
mer
cial
and
do
mes
tic se
ctor
.
• W
orld
map
.•
Stat
istic
al in
form
atio
n.
• Te
xts.
Is th
e st
uden
t abl
e to
loca
te a
reas
en
dow
ed w
ith
vario
us ty
pes o
f fo
rest
ry re
sour
ces i
n th
e w
orld
?
c) l
ocat
e tim
ber i
ndus
try
in re
latio
n to
mar
ket,
pow
er a
nd tr
ansp
ort i
n di
ffere
nt c
ount
ries.
i) U
sing
the
dist
ribut
ion
map
of t
he
wor
ld, t
he te
ache
r to
guid
e st
uden
ts
to lo
cate
tim
ber i
ndus
try
and
prov
ide
reas
ons f
or su
ch lo
catio
n.ii)
Usin
g ex
ampl
e fro
m fo
cal c
ount
ries,
the
teac
her t
o gu
ide
stude
nts t
o de
scrib
e th
e fa
ctor
s det
erm
inin
g th
e gr
owth
and
dist
ribut
ion
of ti
mbe
r in
dustr
y.
Wor
ld m
ap.
Is th
e st
uden
t abl
e to
loca
te ti
mbe
r in
dust
ry in
rela
tion
to m
arke
t, po
wer
an
d tr
ansp
ort i
n di
ffere
nt c
ount
ries?
56
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
d) e
xam
ine
prob
lem
s fa
cing
tim
ber i
ndus
try
and
desc
ribe
the
poss
ible
solu
tion
to th
eir
prob
lem
s.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
pro
blem
s fac
ing
timbe
r in
dust
ry in
foca
l cou
ntrie
s.ii)
Usi
ng te
xts a
nd e
xper
ienc
es fr
om
stude
nts,
the
teac
her t
o gu
ide
a di
scus
sion
on th
e be
st w
ay o
f m
anag
ing
susta
inab
le fo
restr
y re
sour
ces.
Text
s.Is
the
stud
ent a
ble
to:
- ex
amin
e pr
oble
ms f
acin
g tim
ber i
ndus
try?
- de
scrib
e th
e po
ssib
le
solu
tion
to th
eir
prob
lem
s?
5.6
Susta
inab
le F
ishin
g.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
app
raise
the
cont
ribut
ion
of fi
shin
g in
soci
al a
nd e
cono
mic
se
ctor
s.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e st
uden
ts to
sear
ch
on h
ow fi
shin
g pr
actic
es is
car
ried
out.
ii) T
he te
ache
r to
guid
e stu
dent
s to
asse
s the
con
tribu
tion
of fi
shin
g in
so
cial
and
eco
nom
ic d
evel
opm
ent o
f th
e co
untry
.
• Te
xts.
• W
eb R
esou
rces
.Is
the
stud
ent a
ble
to ap
prai
se th
e co
ntrib
utio
n of
fis
hing
in so
cial
and
ec
onom
ic se
ctor
s?
b) p
oint
out
sust
aina
ble
fishi
ng m
etho
ds.
i) U
sing
phot
ogra
phs t
he te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s th
e su
stai
nabl
e m
etho
ds o
f fish
ing.
ii) U
sing
ple
nary
sess
ion,
the
teac
her t
o gu
ide
stude
nts t
o m
ake
pres
enta
tions
an
d m
ake
sum
mar
ies.
Phot
ogra
phs o
n fis
hing
m
etho
ds.
Is th
e st
uden
t ab
le to
poi
nt o
ut
sust
aina
ble
fishi
ng
met
hods
?
c) r
evisi
t fish
pro
cess
ing
met
hods
.i)
The
teac
her t
o gu
ide
stud
ents
to
brai
nsto
rm o
n th
e m
etho
ds w
hich
ar
e us
ed in
fish
pro
cess
ing
and
thei
r pr
oble
ms
ii) T
he te
ache
r to
guid
e stu
dent
s to
anal
yze
the
impr
ovem
ent m
etho
ds in
fis
h pr
oces
sing.
Phot
ogra
phs o
n fis
h pr
oces
sing
met
hods
.Is
the
stud
ent
able
to re
visit
fis
h pr
oces
sing
met
hods
?
57
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
d) a
ppra
ise th
e pr
ogre
ss
mad
e in
the
fishi
ng
indu
stry
in T
anza
nia
and
Russ
ia.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e st
uden
ts to
sear
ch
the
prog
ress
on
fishi
ng in
Tan
zani
a an
d Ru
ssia
.ii)
The
teac
her t
o gu
ide
stude
nts t
o m
ake
plen
ary
pres
enta
tion
of th
eir
sear
ch fi
ndin
g fo
r foc
al c
ount
ries.
• Te
xts.
• W
eb R
esou
rces
.Is
the
stud
ent a
ble
to ap
prai
se th
e pr
ogre
ss m
ade
in
the
fishi
ng in
dust
ry
in T
anza
nia
and
Russ
ia?
e) h
ighl
ight
the
way
s to
con
tain
effe
cts o
f un
sust
aina
ble
fishi
ng o
n th
e en
viro
nmen
t.
i) U
sing
ques
tion
and
answ
ers,
the
teac
her t
o gu
ide
stud
ents
to d
iscus
s th
e un
frie
ndly
fish
ing
prac
tices
in
Tanz
ania
and
foca
l cou
ntrie
s.ii)
Usin
g te
xts a
nd e
xam
ple
of
unfri
endl
y fis
hing
pra
ctic
es, t
he
teac
her t
o gu
ide
stude
nts t
o id
entif
y th
ose
prac
tices
.iii
) The
teac
her t
o gu
ide
stude
nts t
o su
gges
t sus
tain
able
way
s of fi
shin
g w
ith fo
cus o
n en
viro
nmen
tal
cons
erva
tion.
• Te
xts.
• Li
st o
f que
stio
ns.
Is th
e st
uden
t ab
le to
hig
hlig
ht
the
way
s to
cont
ain
effec
ts
of u
nsus
tain
able
fis
hing
on
the
envi
ronm
ent?
f) s
ugge
st h
ow fi
sh
farm
ing
can
be
impl
emen
ted
in th
e co
mm
unity
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ex
plai
n th
e be
nefit
s of fi
sh fa
rmin
g in
th
e co
mm
unity
.ii)
Usin
g ph
ysic
al m
aps o
f Tan
zani
a,
the
teac
her t
o gu
ide
stude
nts t
o hi
ghlig
ht h
ow fi
sh fa
rmin
g ca
n be
im
plem
ente
d at
smal
l sca
le a
nd a
t na
tion
leve
l.
• A
tlas.
• Ph
ysic
al m
aps o
f Tan
zani
a.Is
the
stud
ent a
ble
to su
gges
t how
fish
fa
rmin
g ca
n be
im
plem
ente
d in
the
com
mun
ity?
5.7
Envi
ronm
enta
l Frie
ndly
To
urism
s.By
the
end
of th
is su
b-
topi
c th
e st
uden
t sho
uld
be
able
to:
a) e
xpla
in th
e co
ncep
t of
tour
isms.
i) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e st
uden
ts to
exp
lain
th
e co
ncep
t of t
ouris
m in
var
ious
ar
eas.
• To
urism
mag
azin
es.
• V
ideo
show
s. Is
the
stud
ent
able
to e
xpla
in
the
conc
ept o
f to
urism
s?
58
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) S
ight
ing
Tanz
ania
as e
xam
ple,
the
teac
her t
o gu
ide
stude
nts t
o id
entif
y th
e co
nditi
ons f
or th
e gr
owth
of
tour
ism
.iii
) Usi
ng v
ideo
as a
tool
the
teac
her
to a
ssist
stud
ents
to re
late
tour
ism
prac
ticed
in d
iffer
ent c
ount
ries t
o Ta
nzan
ia.
• St
atist
ics o
n To
urism
in
Tanz
ania
and
oth
er fo
cal
coun
trie
s.•
Site
visi
ts.
b) a
naly
ze th
e re
ason
s fo
r pro
mot
ing
envi
ronm
enta
l frie
ndly
to
urism
s.
i) Th
e te
ache
r to
guid
e st
uden
ts
usin
g te
xts a
nd w
eb re
sour
ces t
o an
alyz
e th
e re
ason
s for
pro
mot
ing
envi
ronm
enta
l frie
ndly
tour
isms.
ii) T
he te
ache
r to
guid
e stu
dent
s to
com
pare
the
cont
ribut
ion
of to
urism
in
dustr
y to
oth
er e
cono
mic
sect
or in
Ta
nzan
ia.
• Te
xts.
• W
eb R
esou
rces
.Is
the
stud
ent
able
to a
naly
ze
the
reas
ons
for p
rom
otin
g en
viro
nmen
tal
frie
ndly
tour
isms?
c) e
xam
ine
the
soci
o-ec
onom
ic si
gnifi
canc
e of
env
ironm
enta
l fr
iend
ly to
urism
s.
i) Th
e te
ache
r to
guid
e st
uden
ts
to e
xam
ine
the
signi
fican
ce o
f en
viro
nmen
tal f
riend
ly to
urism
ci
ting
exam
ples
from
foca
l cou
ntrie
s an
d re
late
them
to T
anza
nia.
ii) U
sing
mag
azin
e, v
ideo
show
s an
d to
urism
stat
istic
s, th
e te
ache
r to
gui
de st
uden
ts to
out
line
the
signi
fican
ce o
f env
ironm
enta
l fri
endl
y to
urism
to T
anza
nia.
• V
ideo
show
s .•
Web
reso
urce
s.Is
the
stud
ent a
ble
to e
xam
ine
the
soci
o- e
cono
mic
sig
nific
ance
of
envi
ronm
enta
l fr
iend
ly to
urism
s?
d) c
ompa
re th
e su
cces
s and
lim
itatio
ns o
f tou
rism
s in
Tan
zani
a, S
outh
A
fric
a an
d Sw
eden
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
co
mpa
re su
cces
s and
lim
itatio
ns o
f to
urism
in fo
cal c
ount
ries.
Is th
e st
uden
t ab
le to
com
pare
th
e su
cces
s and
lim
itatio
ns o
f to
urism
s in
Tanz
ania
, Sou
th
Afr
ica
and
Swed
en?
59
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
ii) T
he te
ache
r to
guid
e stu
dent
s to
ass
ess t
he e
xper
ienc
es o
f su
cces
sful
cou
ntrie
s in
tour
ism in
fo
cal c
ount
ries a
nd su
gges
t cop
ing
mec
hani
sms.
iii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss a
nd su
gges
t som
e so
lutio
ns
to th
e pr
oble
ms f
acin
g to
urism
in
dustr
y in
Tan
zani
a.
5.8
Man
ufac
turin
g In
dustr
ies.
By th
e en
d of
this
sub-
topi
c th
e st
uden
t sho
uld
be a
ble
to:
a) d
escr
ibe
type
s of
man
ufac
turin
g in
dust
ry.
The
teac
her t
o:i)
guid
e st
uden
ts to
disc
uss o
n th
e ty
pes o
f man
ufac
turin
g in
dust
ries.
ii) g
uide
stud
ents
to id
entif
y di
ffere
nt
man
ufac
turin
g in
dustr
ies i
n Ta
nzan
ia
and
draw
a sk
etch
map
to in
dica
te
thei
r loc
atio
n.
Sket
ch m
ap o
f man
ufac
turin
g in
dust
ries i
n Ta
nzan
ia.
Is th
e st
uden
t abl
e to
des
crib
e ty
pes
of m
anuf
actu
ring
indu
stry
in g
ener
al?
b) id
entif
y di
ffere
nt
indu
strie
s and
thei
r op
erat
ion
focu
sing
on;
Airc
raft
in U
SA; S
hip
build
ing
in Ja
pan;
Ste
el
rolli
ng in
Tan
zani
a,
Aut
omob
iles i
n G
erm
any,
Eart
h M
ovin
g an
d lo
adin
g m
achi
nes i
n G
erm
any
and
Text
ile in
C
hina
.
i) U
sing
indu
stria
l dist
ribut
ion
map
, th
e te
ache
r to
guid
e st
uden
ts
to d
escr
ibe
the
oper
atio
n of
m
anuf
actu
ring
indu
strie
s in
foca
l co
untr
ies.
ii) T
he te
ache
r to
guid
e stu
dent
s to
dete
rmin
e th
e fa
ctor
s for
indu
stria
l es
tabl
ishm
ent
iii) T
he te
ache
r to
guid
e stu
dent
s to
draw
a sk
etch
map
show
ing
the
distr
ibut
ion
of m
anuf
actu
ring
indu
strie
s in
Tanz
ania
.
Sket
ch m
ap.
Is th
e st
uden
t abl
e to
iden
tify
diffe
rent
m
anuf
actu
ring
indu
strie
s and
thei
r op
erat
ion?
60
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) o
utlin
e ne
cess
ary
fact
ors
that
hav
e in
fluen
ced
the
grow
th o
f suc
h in
dust
ries a
nd th
eir
adve
rse
effec
ts to
the
envi
ronm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
id
entif
y ne
cess
ary
fact
ors i
nflue
ncin
g th
e gr
owth
of s
uch
indu
strie
s lik
e te
chno
logy
, qua
lity
labo
ur, r
esou
rces
, m
arke
ts c
ompe
titio
n et
c.ii)
The
teac
her t
o gu
ide
stude
nts t
o br
ains
torm
on
the
prob
lem
s fac
ing
man
ufac
turin
g in
dustr
ies a
nd th
eir
pros
pect
s for
div
ersifi
catio
n.iii
) Gui
de st
uden
ts to
disc
uss t
he e
ffect
s of
man
ufac
turin
g in
dustr
ies t
o th
e en
viro
nmen
t and
how
to m
anag
e th
em.
Stat
istic
s for
pro
duct
ion,
sale
s an
d ex
port
s.Is
the
stud
ent a
ble
to:
- ou
tline
nec
essa
ry
fact
ors t
hat
have
influ
ence
d th
e gr
owth
of
man
ufac
turin
g in
dust
ries?
- ou
tline
the
adve
rse
effec
ts o
f m
anuf
actu
ring
indu
strie
s to
the
envi
ronm
ent?
d) a
sses
s the
con
trib
utio
n of
man
ufac
turin
g in
dust
ries t
o so
cio-
eco
nom
ic
and
tech
nolo
gica
l de
velo
pmen
t to
the
coun
trie
s.
i) U
sing
diffe
rent
stat
istic
s on
prod
uctio
n an
d sa
les,
the
teac
her
to g
uide
stud
ents
to d
iscus
s the
co
ntrib
utio
n of
man
ufac
turin
g in
dust
ries i
n th
e so
cio-
econ
omic
de
velo
pmen
t of t
he fo
cal c
ount
ries.
ii) T
he te
ache
r to
orga
nize
a st
udy
visit
an
d as
sess
the
varia
tion
and
avai
labl
e pr
ospe
cts f
or m
oder
nizi
ng in
dustr
ies.
Stud
y V
isits
.Is
the
stud
ent
able
to a
sses
s the
co
ntrib
utio
n of
m
anuf
actu
ring
indu
strie
s to
soci
o-ec
onom
ic
and
tech
nolo
gica
l de
velo
pmen
t?
e) a
sses
s the
chal
leng
es
faci
ng T
anza
nia
to m
oder
nize
its
man
ufac
turin
g in
dust
ry.
i) Th
e te
ache
r to
orga
nize
a si
te v
isit
to a
nea
rby
indu
stry
and
lear
n on
th
e m
ode
of p
rodu
ctio
n an
d w
aste
pr
oduc
ed.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he c
halle
nges
faci
ng th
e gr
owth
of m
anuf
actu
ring
indu
stry
in
Tanz
ania
.
• Si
te v
isits
.•
Text
s.•
Web
bas
ed R
esou
rces
.
Is th
e st
uden
t ab
le to
ass
ess
the
chal
leng
es
faci
ng T
anza
nia
to m
oder
nize
the
man
ufac
turin
g in
dust
ry?
61
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
iii) U
sing
text
s and
web
bas
ed
reso
urce
s, th
e te
ache
r to
guid
e stu
dent
s to
com
pare
and
con
trast
the
man
ufac
turin
g in
dustr
ies f
rom
foca
l co
untri
es.
5 9
Tran
spor
t and
C
omm
unic
ati o
n.By
the
end
of th
is su
b-to
pic
the
stud
ent s
houl
d be
abl
e to
:a)
diff
eren
tiate
bet
wee
n tr
ansp
ort a
nd
com
mun
icat
ion.
i) U
sing
text
s and
web
bas
ed re
sour
ces
the
teac
her t
o gu
ide
stud
ents
to
diff
eren
tiate
tran
spor
t and
co
mm
unic
atio
n.ii)
The
teac
her t
o gu
ide
stude
nts
in p
airs
to b
rain
storm
on
the
diffe
renc
es b
etw
een
trans
port
and
com
mun
icat
ion.
iii) T
he te
ache
r to
guid
e stu
dent
s to
pres
ent t
he d
iffer
ence
in tr
ansp
ort
and
com
mun
icat
ion
in p
lena
ry.
• Te
xts.
• W
eb b
ased
Res
ourc
es.
Is th
e st
uden
t abl
e to
diff
eren
tiate
be
twee
n tr
ansp
ort a
nd
com
mun
icat
ion?
b) d
escr
ibe
the
prom
inen
t fe
atur
es o
f tra
nspo
rt
and
com
mun
icat
ion
(Air
tran
spor
t in
USA
, M
arin
e tr
ansp
ort
in N
orw
ay, R
ailw
ay
in S
outh
Afr
ica,
Ro
ad T
rans
port
and
C
omm
unic
atio
n in
Ja
pan)
.
i) U
sing
text
s and
web
bas
ed re
sour
ces,
the
teac
her t
o gu
ide
stud
ents
disc
uss
tran
spor
t and
com
mun
icat
ion
syst
ems i
n fo
cal c
ount
ries.
ii) T
he te
ache
r to
guid
e stu
dent
s to
disc
uss t
he fa
ctor
s whi
ch p
rom
ote
the
deve
lopm
ent o
f tra
nspo
rt an
d co
mm
unic
atio
n.iii
) The
teac
her t
o gu
ide
stude
nts t
o an
alyz
e th
e ch
ange
s in
effic
ienc
y in
tran
spor
t and
com
mun
icat
ion
afte
r the
inno
vatio
n of
scie
nce
and
tech
nolo
gy in
resp
ectiv
e co
untri
es.
• A
tlas.
• W
all m
aps.
• Te
xts o
n Tr
ansp
ort a
nd
com
mun
icat
ion.
• Fi
lms.
Is th
e st
uden
t abl
e to
des
crib
e th
e pr
omin
ent f
eatu
res
of tr
ansp
ort a
nd
com
mun
icat
ion?
62
TOPI
C/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND L
EARN
ING
RESO
URCE
SAS
SESS
MEN
TNU
MBE
R OF
PE
RIOD
S
c) a
sses
s the
con
trib
utio
n of
tran
spor
t and
co
mm
unic
atio
n in
ec
onom
ic d
evel
opm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s the
impo
rtan
ce o
f tra
nspo
rt
and
com
mun
icat
ion
to a
cou
ntry
ii) U
sing
text
s and
web
reso
urce
s, th
e te
ache
r to
guid
e stu
dent
s to
anal
yze
the
role
of t
rans
port
and
com
mun
icat
ion
in e
nhan
cing
th
e so
cial
and
eco
nom
ic
inte
rrela
tions
hips
am
ong
wor
ld
peop
le.
• Te
xts.
• W
eb b
ased
Res
ourc
es.
Is th
e st
uden
t ab
le to
ass
ess t
he
cont
ribut
ion
of
tran
spor
t and
co
mm
unic
atio
n in
eco
nom
ic
deve
lopm
ent?
d) a
naly
ze th
e pr
oble
ms
faci
ng tr
ansp
ort a
nd
com
mun
icat
ion
sect
or
in T
anza
nia.
The
teac
her t
o:i)
orga
nize
a st
udy
visit
s to
vario
us
tran
spor
t and
com
mun
icat
ion
cent
res i
n Ta
nzan
ia o
n pr
oble
ms
faci
ng th
is se
ctor
ii) g
uide
stud
ents
to d
ebat
e on
pr
oble
ms f
acin
g th
e tra
nspo
rt an
d co
mm
unic
atio
n se
ctor
in T
anza
nia
in
rela
tion
to o
ther
cou
ntrie
s.iii
) gui
de st
uden
ts to
out
line
the
tech
niqu
es th
at c
an b
e us
ed to
solv
e th
e pr
oble
ms f
acin
g th
is se
ctor
. iv
) the
teac
her t
o gu
ide
stude
nts t
o di
scus
s on
the
rela
tions
hip
of
trans
port
and
com
mun
icat
ion
in
Tanz
ania
Stud
y vi
sits.
Is th
e st
uden
t abl
e to
ana
lyze
pro
blem
s fa
cing
tran
spor
t and
co
mm
unic
atio
n in
Ta
nzan
ia?
e) e
xam
ine
the
impa
ct
of tr
ansp
ort a
nd
com
mun
icat
ion
deve
lopm
ent o
n th
e en
viro
nmen
t.
The
teac
her t
o gu
ide
stud
ents
to d
ebat
e th
e en
viro
nmen
tal p
robl
ems c
ause
d by
tran
spor
t and
com
mun
icat
ion
in
Tanz
ania
.
Is th
e st
uden
t ab
le to
exa
min
e th
e im
pact
of
tran
spor
t and
co
mm
unic
atio
n on
th
e en
viro
nmen
t?
