for use with - yatmack incyatmackinc.weebly.com/uploads/1/0/2/2/10224235/geography_f2.pdf · •...

98

LESSON OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with Certificate Geography

NOT FOR SALE

Geography Form Two Schemes of Work: Term One

Internal land-forming processes





Earth movement

Types of earth movement• Horizontal

• Vertical

Causes of earth movements• Horizontal

• Vertical

By the end of the lesson, the learner should be able to define the term ‘earth movement’.

By the end of the lesson, the learner should be able to explain the horizontal ‘earth movement’.

By the end of the lesson, the learner should be able to explain the vertical earth movement.

By the end of the lesson, the learner should be able to explain the causes of horizontal earth movement.

By the end of the lesson, the learner should be able to explain the causes of vertical earth movement.

• Discussion• Note taking

• Discussion• Note taking• Drawing of sketches

• Discussion• Note taking• Drawing of sketches

• Demonstration• Discussion• Drawing of sketches• Note taking

• Demonstration• Discussion• Drawing of sketches• Note taking

Certificate Geography • Student’s Book 2

page 1 • Teacher’s Book 2

pages 22–28


pages 1–2• Teacher’s Book 2

page 23



page 23


page 2• Teacher’s Book 2

page 23



pages 23–24

1

2

3

1

2

WEE

K 1

WEE

K 2

• Charts• Chalkboard • Models



• Chalkboard • Models• Charts

• Chalkboard• Models• Charts


99 NOT FOR SALE

Geography Form 2Schemes of WorkTerm 1






• heory of continental drift

• heory of plate tectonics

Folding

• Types of folds• Resultant

feature.

• Fold mountains

By the end of the lesson, the learner should be able to explain the theory of continental drift.

By the end of the lesson, the learner should be able to explain the theory of plate tectonics.

By the end of the lesson, the learner should be able to define and explain the process of folding.

By the end of the lesson, the learner should be able to discuss the types and resultant features of folding.

By the end of the lesson, the learner should be able to explain the formation and distribution of fold mountains.

• Discussion• Note taking• Illustration

• Discussion• Illustration• Drawing of diagrams• Note taking

• Discussion• Demonstration• Drawing of diagrams

• Discussion• Drawing of diagrams

• Discussion• Drawing of diagrams



pages 23–24



pages 23–24



page 24


pages 11–15 • Teacher’s Book 2

pages 24–25



pages 24–25

3

1

2

3

1

WEE

K 3

WEE

K 4

• Chalkboard• Charts

• Chalkboard• Charts• Diagrams

• Models• Chalkboard• Charts• Diagrams

• Charts• Chalkboard• Pictures

• Chalkboard• Atlas• Models• Diagrams

WEE

K 2

100


NOT FOR SALE







By the end of the lesson, the learner should be able to explain the significance of folding to human activities.

By the end of the lesson, the learner should be able to define and explain the process of faulting.

By the end of the lesson, the learner should be able to state types of faults and describe the resultant features of faulting.

By the end of the lesson, the learner should be able to explain the formation of the Rift Valley and the distribution of rifts.

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


• Discussion• Demonstration• Drawing of diagrams

• Questions and answers• Discussion• Note taking• Modeling features

• Discussion• Drawing of sketch map• Field excursions • Note taking

• Discussion• Drawing of diagrams• Note taking



page 25



pages 25–26



page 26



page 26



pages 26–27

• Significance of folding

Faulting• Definition • Process

• Types of faults• Resultant

features

• he Great Rift Valley

• Significance of faulting

2

3

1

2

3

WEE

K 4

WEE

K 5

• Charts• Chalkboard• Pictures

• Chalkboard• Models• Charts• Diagrams

• Charts• Model Features• Chalkboard

• Chalkboard• Chart• Atlas

• Charts• Chalkboard• Diagrams


101 NOT FOR SALE


Vulcanicity and earthquakes





Vulcanicity • Meaning

• Types

Resultant features• Intrusive landforms

– Batholiths– Lopoliths– Dykes and

sills– Laccoliths

– Laccoliths– Phacoliths

• Extrusive land forms

– Domes – Volcanoes

By the end of the lesson, the learner should be able to define the term ‘Vulcanicity’.

By the end of the lesson, the learner should be able to discuss the types of vulcanicity.

By the end of the lesson, the learner should be able to describe the resultant features of vulcanicity.

By the end of the lesson, the learner should be able to describe the resultant features of vulcanicity.

By the end of the lesson, the learner should be able to explain the resultant features of vulcanicity.

• Discussion• Note taking• Explanation


• Discussion• Drawing• Illustrations

• Discussion• Drawing• Illustrations

• Explanations• Drawing of diagrams• Illustrations .



pages 29–34



page 31



page 31



page 31



page 32

1

2

3

1

2

WEE

K 6

WEE

K 7

• Chalkboard

• Models• Charts• Model

• Charts• Chalkboard• Models


• Charts• Pictures• Topographical maps• Altas

102


NOT FOR SALE




page 31



page 32



page 32



page 32



page 32






– Cones – Plugs – Plateaus

– Craters – Calderas – Hot springs – Geysers

• Types of vulcanoes

• Distribution of volcanoes and volcanic features

• Significance of vulcanicity.



By the end of the lesson, the learner should be able to discuss the different types of volcanoes according to level of activity.

By the end of the lesson, the learner should be able to describe the distribution of volcanic features in the world.

By the end of the lesson, the learner should be able to explain the significance of vulcanicity to human and physical environment.

• Explanations• Drawing of diagrams• Illustrations• Field excursions

• Discussion• Drawing of diagrams• Illustrations• Field excursions

• Discussion• Note taking• Illustrations.

• Identify the location of features in world map

• Discussion

• Discussion• Note taking• Illustrations

3

1

2

3

1

WEE

K 8

WEE

K 9

• Charts• Diagrams


• Pictures• Chalkboard• Diagrams• Charts

• Atlas• World maps• Charts• Chalkboard

• Chalkboard• World maps

WEE

K 7


103 NOT FOR SALE







Earthquakes• Definition

• Causes

• Earthquake waves

• Measurement of earthquakes

• Distribution of earthquake zones

By the end of the lesson, the learner should be able to define earthquake.

By the end of the lesson, the learner should be able to discuss the causes of earthquakes.

By the end of the lesson, the learner should be able to describe the types of earthquake waves.

By the end of the lesson, the learner should be able to describe how earthquakes are measured.

By the end of the lesson, the learner should be able to explain the distribution of major earthquake zones in the world.

• Narration of earthquake experiences


• Discussion• Explanation• Note taking

• Discussion• Drawing of diagrams• Note taking


• Drawing of maps• Discussion

Certificate Geography• Student’s Book 2


page 33



page 33



page 33



page 33



page 33

2

3

1

2

3

WEE

K 10

WEE

K 9

• Chalkboard

• Chalkboard• Charts


• Charts• Chalkboard

• World map• Chalkboard• Charts

104


NOT FOR SALE


1

2

3

1

2

3




Mapwork

Mapwork

Mapwork

• Effects of earthquakes on physical environment

• Effects of earthquakes on the human environment

Revision

Reviewing of the last topic of mapwork learnt in form one on the skill of reading and interpreting maps

• Direction and bearing

• Methods of showing direction – Traditional

By the end of the lesson, the learner should be able to explain the effects of earthquakes on the physical environment.

By the end of the lesson, the learner should be able to explain the effects of earthquakes on the human environment.

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

By the end of the lesson, the learner should be able to relate the last topic with the continuation of the mapwork topic.

By the end of the lesson, the learner should be able to differentiate between direction and bearing.

By the end of the lesson, the learner should be able to discuss the traditional method of showing direction.

• Discussion• Illustrations• Note taking

• Discussion• Giving examples • Note taking

• CAT

• Oral questions

• Discussion• Demonstration• Questions and answers

• Questions and answers• Demonstration

• Chalkboard• Photographs

• Chalkboard• Photographs

• Diagrams• Pictures

• Wall maps• Chalkboard• Charts

• Wall maps• Chalkboard• Charts

• Field



page 33



page 33

• Test papers

• Previous notes



pages 33–37



page 37

WEE

K 11

WEE

K 12


105 NOT FOR SALE


Exam Work covered during the term

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

• Diagrams• Pictures

• Revise the test• Write the test


WEE

K 13

–14

106

LESSON OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REMARKSTOPIC REFERENCESSUB–TOPICFor use with Certificate Geography

NOT FOR SALE

Geography Form Two Schemes of Work: Term Two

Revision

Mapwork

Mapwork

Mapwork

Mapwork

Mapwork

Methods of showing direction• Modern

Bearing• Types• Calculating

bearing

Locating places

• Latitudes and longitudes

• Grid references

By the end of the week, the learner should be able to remember and understand previous topics.

By the end of the lesson, the learner should be able to identify modern methods of showing direction.

By the end of the lesson, the learner should be able to discuss types of bearings and calculate bearing.

By the end of the lesson, the learner should be able to locate places using direction, bearing and distance.

By the end of the lesson, the learner should be able to locate places using latitudes and longitudes.

By the end of the lesson, the learner should be able to locate places and features using grid references.


• Practising• Calculation of bearings• Demonstrations

• Locating places using the given methods

• Drawing and measuring

• Locating places using latitudes and longitudes.

• Demonstrations

• Locating places and features using grid references.

• Demonstration• Note taking

CertificateGeography • Student’s Book 2• Teacher’s Book 2

CertificateGeography • Student’s Book 2


page 37


pages 65–68• Teacher’s Book 2 pages 37–38


page 68• Teacher’s Book 2 page 38




pages 68–70• Teacher’s Book 2 page 38

1 – 3

1

2

3

1

2

WEE

K 2

WEE

K 3

WEE

K 1 • Exam papers

• Notes

• Compass

• Topographical maps• Chalkboard• Diagrams

• Topographical maps• Chalkboard• Altases

• Topographical maps• Chalkboard• Diagrams

• Topographical maps• Chalkboard• Atlases


107 NOT FOR SALE


Mapwork

Mapwork

Mapwork

Mapwork

Assessment

Methods of representing relief on topographical maps• Spot heights• Trigonometrical

stations

• Contours• Form lines

• Pictorials• Hachures

• Hill shading• Layer tinting

By the end of the lesson, the learner should be able to describe the different methods used to represent relief.

By the end of the lesson, the learner should be able to describe relief using contours and form lines.

By the end of the lesson, the learner should be able to describe relief using pictorials and hachures.

By the end of the lesson, the learner should be able to describe relief using hill shades and layer tinting.

By the end of the topic, the learner should be able to understand the topographical maps.

• Discussion• Explanation• Interpretation of maps• Drawing and measuring

• Reading and interpreting maps

• Recording findings





• Answering test questions.




page 71• Teacher’s Book 2 pages 38–39





3

1

2

3

1

WEE

K 4

WEE

K 5

• Topographical maps• Chalkboard• Atlases

• Topographical maps• Chalkboard



• Topographical maps• Test papers

WEE

K 3

108


NOT FOR SALE


Photograph work

Photograph work

Photograph work

Photograph work

Photograph work

By the end of the lesson, the learner should be able to describe the different types of photographs.

By the end of the lesson, the learner should be able to describe the parts of a photograph.

By the end of the lesson, the learner should be able to explain the uses of photographs.

By the end of the lesson, the learner should be able to estimate sizes of features appearing in photographs.

By the end of the lesson, the learner should be able to sketch a diagram from a photograph.

• Identifying and describing various types of photographs

• Discussion• Illustration• Demonstration

• Note taking• Studying photographs.• Discussions

• Estimating height or length of features from photographs

• Discussions• Photographing

• Drawing of sketches• Making notes• Collecting photographs



pages 41–46









Types of photographs

Parts of a photograph

Uses of photographs

Interpretation of photographs • Estimating actual

size• Features

Interpretation of photographs• Sketching

diagrams from photographs

2

3

1

2

3

WEE

K 6

• Photographs from Newspapers• Calendars

• Photographs• Chalkboard

• Photography• Chalkboard• Mathematical sets

• Photography• Chalkboard• Camera• Atlases

• Photography• Video• Films and slides

WEE

K 5


109 NOT FOR SALE


Photograph work

Assessment of the topic

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Interpretation of maps• Studying physical

and human activities in photographs

Exercises

Review of statistical methods learnt in Form one

Statistical presentation using comparative line graph construction

Analysis of the diagram • Comparative line

graph

• Comparative bar graphs construction

By the end of the lesson, the learner should be able to identify and interpret features in photographs.

By the end of the lesson, the learner should be able to answer the questions from the topic.

By the end of the lesson, the learner should be able to relate the content of the topic with Form One work.

By the end of the lesson, the learner should be able to construct a comparative line graph.

By the end of the lesson, the learner should be able to analyze and interpret the data in a graph.

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

• Identifying and interpreting features in photographs.

• Discussions• Notes making and taking

• Doing the exercises

• Question and answer

• Note taking• Counting and calculating• Drawing of graphs• Illustrations • Discussions

• Analyzing and interpreting graphs• Discussions

• Note taking• Drawing graphs



• Own notes







1

2

3

1

2

3

WEE

K 7

WEE

K 8

• Photography• Atlases• Films and slides

• Test papers• Survey reports• Diagrams

• Chalkboard

• Illustrations• Chalkboard• Statistical abstracts• Graphs

• Survey reports• Chalkboard

• Statistical abstracts• Chalkboard

110


NOT FOR SALE






Certificate Geography• Student’s book






Statistical methods

Statistical methods

Statistical methods

Statistical methods

Climate 1: Introduction and Kenya’s climatic region

Analysis of comparative bar graphs

Divided bars or rectangles• Construction

Analysis and interpretation of the divided rectangle

Advantages and disadvantages of each method

• Definition • Weather and

climate

By the end of the lesson, the learner should be able to analyze and interpret the data in comparative bar graphs.

By the end of the lesson, the learner should be able to construct divided bars or rectangles.

By the end of the lesson, the learner should be able to analyze and interpret the data in a divided bar.

By the end of the lesson, the learner should be able to state the advantages and disadvantages of each method of data presentation.

By the end of the lesson, the learner should be able to distinguish between weather and climate.

• Analyzing and interpreting graphs

• Class discussions

• Note taking • Drawing of the diagram

• Analyzing and interpreting graphs

• Oral exposition

• Questions and answers• Note taking

• Questions and answers

1

2

3

1

2

WEE

K 9

WEE

K 10

• Survey reports• Chalkboard

• Statistical abstracts• Chalkboard• Charts

• Chalkboard• Statistical abstracts• Economic survey

reports

• Chalkboard• Diagrams• Charts

• Chalkboard• Charts• Wall map


111 NOT FOR SALE


3

1

2

3

Introduction and Kenya’s climatic regions

Introduction and Kenya’s climatic regions

Climate 2: World climatic regions

World climatic regions

Revisionand Exam

• Factors influencing climate

• Distribution and characteristics of climatic regions of Kenya

• Distribution and characteristics of climatic regions of the world

• Factors used to classify them

• Koppen and Miller

• Hot climate• Equatorial • Equatorial monsoon• Tropical monsoon

Work covered during the two terms

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

By the end of the lesson, the learner should be able to describe the distribution and characteristics of climatic regions in Kenya.

By the end of the lesson, the learner should be able to explain the factors used to classify the different climatic types.

By the end of the lesson, the learner should be able to describe the characteristics of each climatic type.

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

• Demonstration• Discussion• Note taking




• Revise for the exam• Write the test










• Statistical data• Chalkboard

• Map of Kenya• Statistical data

• World map• Chart• Chalkboard

• Chalkboard• World map

• Test papers

WEE

K 10

WEE

K 11

WEE

K 12

–14

112


NOT FOR SALE

Geography Form Two Schemes of Work: Term Three

Revision





• Tropical marine• Tropical

continental• Tropical desert

• Warm climate• Warm temperate

western margin• Warm temperate

continental • Warm temperate

eastern margin

• Cool climate • Cool temperate

western margin• Cool temperate

continental• Cool temperate

eastern margin

• Cold climates • Cold temperate

western margin• Cold temperate

continental• Cold temperate

eastern margin

By the end of the week, the learner should be able to answer the previous exam questions.





• Discussion• Correcting

• Discussion• Note taking• Drawing diagrams, maps

and graphs

• Discussion• Note taking• Observation of pictures

and photographs

• Discussion• Note taking• Explanations

• Discussion• Note taking• Observation of pictures

and photographs



pages 118–120 • Teacher’s Book 2 pages 55–56


pages 120–123 • Teacher’s Book 2 pages 55–56





1 – 3

1

2

3

1

WEE

K 1

WEE

K 2

WEE

K 3

• Exam papers• Notes• Test papers

• Wall maps• Charts• Chalkboard

• Wall maps• Charts• Photography• Pictures

• World wall map• Charts• Chalkboard• he globe

• Wall maps• Charts• Atlases


113 NOT FOR SALE




Climate 3:Aridity desertification and climate change.

Climate 3:Aridity desertification and climate change.

Climate 3Aridity desertification and climate change.

• Artic climates• Tundra climate• Polar climate• Mountain climate

Local climates• Definition

• Aridity and desertification

• Causes

• Effects • Possible

solutions

Climate change • Causes• Natural


By the end of the lesson, the learner should be able to define and give examples of local climate.

By the end of the lesson, the learner should be able to account for causes of aridity and desertification.

By the end of the lesson, the learner should be able to state the effects and possible solutions to aridity and desertification.

By the end of the lesson, the learner should be able to discuss the natural causes of climatic change.

• Discussion• Note taking• Drawing charts, maps,

e.t.c

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

• Discussion• Note taking• Drawing charts, maps,

graphs.

• Discussion • Field excursions• Note taking• Studying photographs• Drawing diagrams

• Discussion• Note taking• Demonstrations











2

3

1

2

3

WEE

K 3

WEE

K 4

• Wall maps• Charts• Atlases• Video and films

• Chalkboard• Atlases• Wall maps

• Chalkboard• Charts• Photographs

• Pictures and photograph

• Chalkboard• Cameras• Resource persons

• Diagrams• Video and films• he field

114


NOT FOR SALE




Assessment of the topic

Vegetation 1:Introduction and Kenyan’s vegetation zones



By the end of the lesson, the learner should be able to discuss the human causes of climatic change.

By the end of the lesson, the learner should be able to discuss the impact of climate change.

By the end of the lesson, the learner should be able to answer the questions from the topic.

By the end of the lesson, the learner should be able to define vegetation and identify the types of vegetation.

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

By the end of the lesson, the learner should be able to identify and describe the characteristics of major vegetation regions in Kenya.

• Explanation • Discussion• Note taking• Drawing diagrams

• Discussion• Note taking• Question and answer

• Question and answer

• Discussion• Note taking• Modelling

• Discussion• Note taking• Charts• Diagrams

• Discussion• Drawing of maps• Note taking• Taking photographs



pages 57–58



pages 57–58



pages 60–65



page 62



page 62

• Human

Consequences of climate change

Exercises

• Definition • Types of

vegetation

Factors influencing the distribution of vegetation

Major vegetation regions of Kenya

1

2

3

1

2

3

WEE

K 6

WEE

K 5

• Chalkboard• he field• Charts and diagrams• Photographs and

slides

• Chalkboard• Video and films• he field• Charts and diagrams

• Test papers

• Chalkboard• Photographs of

different vegetation types

• Topographical and wall maps

• Chalkboard• Charts and diagrams

• Wall map (Kenya)• Cameras• Chalkboard• Photographs• Video, films and

slides


115 NOT FOR SALE


Vegetation 2:Major vegetation zones of the world.

Vegetation 2Major vegetation zones of the world.




Major vegetation regions of the world

Forests• Temperate

forests• Mixed forests• Mangrove forests• Mediterranean

forests

Grasslands• Tropical• Temperate

Desert vegetation

Mountain vegetation

By the end of the lesson, the learner should be able to identify and describe the major vegetation regions of the world.

By the end of the lesson, the learner should be able to identify and describe different types of forests.

By the end of the lesson, the learner should be able to identify and describe the major vegetation regions of the world.

By the end of the lesson, the learner should be able to identify and describe desert vegetation.

By the end of the lesson, the learner should be able to identify and describe the mountain vegetation.

• Discussion• Map reading• Drawing of maps• Watching videos, films

and slides

• Discussion• Map reading• Drawing of maps• Collecting plant

specimens

• Discussion• Map reading• Drawing of maps• Collecting plant

specimens

• Discussion• Map reading• Drawing of maps• Participating in

conservation of vegetation in local environmental

• Discussion• Note taking• Drawing of diagrams• Map reading.



pages 159–168



pages 62–63



pages 62–63



pages 62–63



pages 62–63

1

2

3

1

2

WEE

K 7

WEE

K 8

• World map• Chalkboard• Charts• he field

• World map• Chalkboard• Charts• Plant specimen

• Chalkboard• Charts• Maps• Realia

• Chalkboard• Charts• Plant specimen• he field

• Charts• Chalkboard• Wall map• Films and slides

116


NOT FOR SALE




page 63



pages 65–70



page 67



page 67



pages 67–68


Forestry

Forestry

Forestry

Forestry

Significance of vegetation

• Definitions • Types of forests

Factors influencing the distribution of forests

Importance of forests and forest products in Kenya

Problems facing forestry in Kenya

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

By the end of the lesson, the learner should be able to define forestry and discuss the types of forests.

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

By the end of the lesson, the learner should be able to discuss the importance of forests and forest products in Kenya.

By the end of the lesson, the learner should be able to identify and explain the problems facing forestry in Kenya.


• Discussion• Questions and answers• Studying photographs• Modelling• Taking photographs

• Discussion• Identification• Note taking

• Discussion • Note making• Mounting and labelling

the specimens• Collect plant specimens

• Questions and answers• Discussion• Note taking

3

1

2

3

1

WEE

K 8

WEE

K 9

• Chalkboard• Charts• Wall map

• Camera• Photographs• Chalkboard• Wall map• Films

• Wall map of the world

• Chalkboard• Chart• Wall map

• Chalkboard• Photographs• Slides a films

WEE

K 10


117 NOT FOR SALE


2

3

Forestry

Forestry

Revision and exams

Management and conservation of forests

Soft wood in Kenya and Canada

Work covered during the year

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

By the end of the lesson, the learner should be able to compare soft wood in Kenya and Canada.

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

• Discussion• Explanation• Note taking• Participating in forest

conservation

• Discussion• Field excursions • Note taking• Question and answer

• Revise for the exam• Write the test



page 68



pages 68–69


• he field• Plant specimen

• Chalkboard• Photographs• Diagrams

• Question papers• Maps• Diagrams

WEE

K 10

WEE

K 11

& 12

for use with - yatmack incyatmackinc.weebly.com/uploads/1/0/2/2/10224235/geography_f2.pdf · •...

Documents