For use with - Oxford · For use with Certiﬁcate Geography ... the earth The movement of the...

78

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Certificate Geography

NOT FOR SALE

Geography Form One Schemes of Work: Term One

Introduction to Geography




The earth and the solar system

Definition• Geography• Environment

Branches of geography• Physical • Human and• Economic• Practical

Geography

The relationship between Geography and other disciplines

Importance of studying geography

Definition of solar system and introduction in general about the solar system

By the end of the lesson, the learner should be able to:• define the terms geography and

environment.• explain the origin of the term

geography.

By the end of the lesson, the learner should be able toexplain the major areas covered under branches of Geography.

By the end of the lesson, the learner should be able toexplain the relationship between Geography and other disciplines.

By the end of the lesson, the learner should be able toexplain the importance of studying Geography.

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

• Discussion • Explanation • Note taking • Demonstration

• Define the terms• Discussion • Oral exposition • Note taking

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

• Class Discussion• Oral exposition• Note taking

• Oral exposition• Discussions• Note taking and note

making• Viewing photographs

Certificate Geography • Student’s Book 1

pages 1–2• Teacher’s Book 1

pages 17–18

Certificate Geography• Student’s Book 1


page 18


pages 3–5 • Teacher’s Book 1

page 18



page 18



page 22

1

2

3

1

2

WEE

K 5

WEE

K 6

• Field• Chalkboard• Environment

• Chalkboard• Atlas• Field

• Chalkboard

• Field or local environment

• Chalkboard

• Atlases• Geography

Dictionary • Photographs

OBJECTIVESLEARNING/TEACHING




79 NOT FOR SALE

LESSON

Geography Form 1Schemes of Work

Term 1






Members of the solar system• Sun• Planets

Other celestial bodies• Asteroids• Comets• Meteors• Meteorite• Moon

The origin of the earth and the solar system • Passing star

theory• Nebula cloud

theory

Size and shape of the earth

The movement of the earth Rotation of the earth and its effects

By the end of the lesson, the learner should be able to: • explain the characteristic of the

sun.• name planets and give their

characteristics.

By the end of the lesson, the learner should be able to explain the characteristics of other celestial bodies.

By the end of the lesson, the learner should be able to explain the origin of the earth and the solar system.

By the end of the lesson, the learner should be able to describe the shape and size of the earth.

By the end of the lesson, the learner should be able to explain the rotation of the earth and its effects.

• Drawing• Oral exposition• Discussion• Note taking and note

making

• Discussion• Questions and answers• Note taking• Viewing slides, models

and photographs.

• Oral exposition• Note taking• Questions and answers• Viewing videos and films

• Drawing• Oral exposition• Demonstration• Note taking

• Questions and answers• Discussion• Drawing• Observation• Oral exposition• Note taking• Demonstration

Certificate Geography • Student’s Book 1 pages 7–9• Teacher’s Book 1 page 22


page 10• Teacher’s Book 1

page 22



page 22



page 22



page 22

3

1

2

3

1

WEE

K 6

W

EEK

7

• Photographs• Sketch diagrams• Drawings• Chalkboard

• Chalkboard• Charts• Models of the earth’s

interior.• Photographs and

slides

• Chalkboard• Sketch diagrams• Video and movie

films

• Photographs• Local environment• Globe• Charts

• Globe• Photography• Chalkboard• Sketch diagrams

WEE

K 8

80





NOT FOR SALE


Term 1




Weather

Weather

By the end of the lesson, the learner should be able to explain how time is calculated and define the IDL and state its importance.

By the end of the lesson, the learner should be able to explain the revolution of the earth and its effects.

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

By the end of the lesson, the learner should be able to define ‘weather’ and state the elements of weather.

By the end of the lesson, the learner should be able to:• define weather station.• list its instruments.• explain importance of

Stevenson screen.

• Calculation• Explanation• Note taking• Drawing

• Discussion• Demonstration• Note taking• Observation• Drawing

• Demonstration• Drawing• Discussion• Note taking

• Discussion• Oral exposition• Note taking • Observation outside the

class

• Observation• Discussion• Note taking• Drawing• Visiting a weather station

• Latitudes• Longitudes• Calculation

of time using longitudes

• The international date line (IDL)

Revolution of the earth and its effects

The structure of the earth • Atmosphere• Hydrosphere• The crust• The mantle• The core

Definition of weather and elements of weather

The weather station• Weather station

instruments• The Stevenson

screen

2

3

1

2

3

• Chalkboard• Globe

• Sketch diagrams• Globe• Chalkboard

• Egg, clay models • Sketch diagrams

• Chalkboard• Field

• Weather station• Weather reports


pages 15 –16• Teacher’s Book 1

pages 22–23



pages 22–23



pages 22–23



page 26



pages 26–27

WEE

K 9

WEE

K 8





81 NOT FOR SALE

LESSON


Term 1

Weather

Weather

Weather

Weather

Weather

Siting a weather station

Elements of weather • Sunshine • Measurement of

sunshine

Elements of weather• Temperature• Factors

influencing air temperature

• Latitude• Length of day• Altitude• Aspect

• Winds• Distance from

the sea• Ocean currents• Cloud cover

Measurement of temperature using • Minimum• Maximum• Six’s

thermometers

By the end of the lesson, the learner should be able to explain the factors to be considered when siting a weather station.

By the end of the lesson, the learner should be able to define sunshine and explain how sunshine duration is measured.

By the end of the lesson, the learner should be able to define temperature and discuss the factors influencing temperature.

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

By the end of the lesson, the learner should be able to explain how temperature is measured using thermometers.

• Discussion• Oral exposition• Note taking

• Observation• Note taking• Discussion• Observation and

recording weather data.

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


• Observation• Demonstration• Oral exposition• Drawing• Note taking



pages 26–27


pages 23, 48• Teacher’s Book 1

pages 26–27



pages 26–27



page 26



pages 26–27

1

2

3

1

2

• Weather station • Chalkboard

• Weather station• Chalkboard

• Outside environment• Chalkboard

• Chalkboard• Outside environment

• Thermometer• Sketch diagrams• Chalkboard

WEE

K 1

0W

EEK

11

82





NOT FOR SALE


Term 1



pages 26–27



pages 26–27



pages 26–27



pages 26–27


Weather

Weather

Weather

WeatherExam covered during the term

RevisionandExams

Temperature readings

Humidity• Definition • Factors

influencing humidity

Importance of moisture in the atmosphere

Measurements of humidity• Hygrometer

By the end of the lesson, the learner should be able to calculate mean daily temperature and daily temperature range.

By the end of the lesson, the learner should be able to define humidity and explain factors influencing humidity.

By the end of the lesson, the learner should be able to explain the importance of humidity in the atmosphere.

By the end of the lesson, the learner should be able to describe how humidity is measured using a hygrometer.

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

• Calculating• Demonstration• Note taking• Demonstration

• Observation• Discussion• Note taking• Demonstration

• Demonstration• Discussion• Oral exposition• Note taking

• Demonstration• Observations• Drawing• Explanation• Oral exposition• Note taking

• Revise the work covered• Write the test

3

1

2

3

WEE

K 1

1

• Recorded data• Newspapers• Journals• TV weather reports

• Local environment• Photographs• Charts

• Chalkboard• Newspapers• Journals

• Hygrometer• Sketch diagram• Chalkboard

• Exams papers

WEE

K 1

2W

EEK

13–

14





83 NOT FOR SALE

LESSON

Weather

Weather

Weather

Weather

Weather

Precipitation• Definition• Forms of

precipitation

Factors influencing rainfall

Measurement of rainfall and uses of the readings

Clouds types • Mist and fog• Types of fogs

Atmospheric pressure• Definition• Factors

influencing atmospheric pressure

By the end of the lesson, the learner should be able to define precipitation and explain the various forms of precipitation.

By the end of the lesson, the learner should be able to explain factors influencing rainfall.

By the end of the lesson, the learner should be able to describe how rainfall is measured and the uses of rainfall readings.

By the end of the lesson, the learner should be able to:• define clouds.• distinguish different types of

clouds.• describe how they are formed.

By the end of the lesson, the learner should be able to define atmospheric pressure and explain factors influencing it.

• Discussion• Note taking• Oral exposition


• Demonstration• Observation• Drawing• Note taking• Calculation

• Observation• Discussion• Note taking • Oral exposition

• Discussion• Oral exposition• Demonstration• Observation



pages 36–37



page 27



page 27



page 27



page 27

1

2

3

1

2

WEE

K 2

WEE

K 1

• Local environment• Newspapers• Journals• Weather reports

• Photographs• TV and radio• Weather reports

• Rain gauge• Photographs• Sketch diagrams• Weather reports,

records and instruments

• Local environment• Photographs and

slides• Video and movie

films.

• Charts• Sketch diagrams• Models• Photographs• Atlas/wall map

Geography Form One Schemes of Work: Term Two

84





NOT FOR SALE


Term 2

3

1

2

3

1

Weather

Weather

Weather

Weather

Weather

World distribution of pressure

The pressure systems • Cyclones • Depressions

• Tropical cyclones• Anticyclones

Measurement of pressure• Mercury

barometer• Aneroid

barometer

Weather elements • Wind• Definition• The planetary

wind system

By the end of the lesson, the learner should be able to describe the world distribution of pressure.

By the end of the lesson, the learner should be able to:• define air masses.• describe how depressions are

formed.• their effects on climate.

By the end of the lesson, the learner should be able to:• describe a tropical cyclone and

an anticyclone.• outline the differences between

cyclones and anticyclones and their effects on climate.

By the end of the lesson, the learner should be able to describe how pressure is measured using a barometer.

By the end of the lesson, the learner should be able to:• define wind.• list the main planetary wind

system and its effects on the climate.

• Drawing• Note taking • Explanation• Discussion• Observation

• Drawing• Oral exposition

• Discussion• Oral exposition• Note taking• Drawing• Observation

• Drawing• Oral exposition• Note taking• Demonstration• Observation

• Oral exposition• Note taking• Drawing

• Atlas• Sketch diagram• Weather reports

• World pressure Systems maps• Sketch diagrams• Atlas• Photographs

• Photographs• Sketch diagrams

• Instruments • Weather reports

• Sketch diagrams• Maps• Atlas• Globe

Certificate Geography• Student’s Book 1 pages 33–34• Teacher’s Book 1

page 28



page 28



page 28



pages 26–28



pages 26–28

WEE

K 3

WEE

K 4

WEE

K 2





85 NOT FOR SALE

LESSON


Term 2

2

3

1

2

3

Weather

Weather

Weather

Weather

Weather

• Monsoon winds• Local winds• Land and sea

breezes

• Katabatic winds• Anabatic winds• Harmattan

winds• Sirocco winds• Leveche winds• Chili winds• Khamsim winds• Berg winds• Föhn winds

Factors influencing wind direction• Measurement of

wind direction and speed

• Evaporation• Measurement

of the rate of evaporation

The atmosphere composition structure

By the end of the lesson, the learner should be able to define monsoon and local winds, and explain their effects on climate.

By the end of the lesson, the learner should be able to name the local winds and explain their effects on climate.

By the end of the lesson, the learner should be able to:• discuss the factors influencing

wind direction.• describe how wind direction

and speed are measured.

By the end of the lesson, the learner should be able to define evaporation and describe how the rate of evaporation is measured.

By the end of the lesson, the learner should be able to describe the composition and structure of the atmosphere.

• Drawing• Oral exposition• Note taking • Discussion

• Discussion• Questions and answers• Note taking• Drawing

• Observation• Drawing• Note taking• Discussion

• Observation• Drawing • Note taking • Explanation• Demonstration

• Discussion• Oral exposition• Note taking• Drawing

• Sketch diagrams• Wall maps

• Sketch diagrams • Wall maps

• Photographs• Sketch diagrams• Weather station

• Sketch diagrams• Weather station• Tank and piche

evaporimeters

• Charts • Sketches



page 29



page 29


pages 44–45, 49• Teacher’s Book 1

pages 26–30



pages 26–30

Certificate Geography• Student’s Book 1 pages 51 –54• Teacher’s Book 1 pages 26–30

WEE

K 4

WEE

K 5

86





NOT FOR SALE


Term 2

1

2

3

1

2

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Weather forecasting• Effects of

weather on human activities

Meaning of • Statistics• Statistical

methods• Statistical data• Significance of

statistics

• Types of statistical data

• Nature of statistical data

• Types of statistical data

• Nature of statistical data

• Sources of statistical data • Methods of data collection • Observation

– advantages – disadvantages

By the end of the lesson, the learner should be able to define weather forecasting and explain the effects of weather on human activities.

By the end of the lesson, the learner should be able to define statistics, statistical methods and statistical data and explain the significance of statistics.

By the end of the lesson, the learner should be able to list the types of statistical data and explain the nature of statistical data.

By the end of the lesson, the learner should be able to list the types of statistical data and explain the nature of statistical data.

By the end of the lesson, the learner should be able to identify sources of statistical data and discuss observation as a method of data collection.

• Class discussion• Presentation• Observation• Note taking

• Dyadic discussions• Presentation• Questions and answers• Note taking

• Discussion• Questions and answers

• Note taking• Oral exposition

• Group discussion• Presentation• Explanation• Note taking

• TV and radio weather reports

• Videos and films• Newspaper reports• Weather station

• Data on temperature and rainfall

• Chalkboard

• Chalkboard• Charts with data

• Data on exam results • Temperature register

• Chalkboard• Resource persons or

field research papers



pages 26–30



pages 32–35



page 32



page 32


pages 63, 96–97• Teacher’s Book 1

page 32

WEE

K 6

WEE

K 7





87 NOT FOR SALE

LESSON


Term 2

3

1

2

3

1

Statistical methods

Statistical methods

Statistical methods

Statistical methods

Maps and mapwork

• Interviewing – advantages – disadvantages

• Questionnaire – advantages – disadvantages

• Content analysis• Taking

measurements• Carrying out

experiments

• Counting• Photographing• Collecting

samples

Map scales • Definition of

scales• Types of scales

By the end of the lesson, the learner should be able to discuss observation and interviewing as methods of data collection.

By the end of the lesson, the learner should be able to discuss administering questionnaires as a method of data collection.

By the end of the lesson, the learner should be able to analyze content taking measurements and carry out experiments.

By the end of the lesson, the learner should be able to discuss counting, photographing and collecting samples as methods of data collection.

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

• Group discussions• Presentation• Note taking

• Note making• Group discussion• Oral exposition• Note taking

• Demonstration• Observation• Experiments• Measuring• Note taking

• Experimenting by counting

• Photographing• Collecting samples in

class• Note taking

• Discussion• Note taking• Observation

• Chalkboard • Fieldwork (market)• Market• Recorded interview

(tapes)

• Chalkboard• Fieldwork (school)

• Field (school laboratory)

• Newspapers• Journals • Research papers

• Camera• Field (road) counting

traffic

• Topographical maps

Certificate Geography• Student’s Book 1 pages 63, 97–98• Teacher’s Book 1 page 32


pages 63, 98• Teacher’s Book 1

page 32

Certificate Geography • Student’s Book 1 pages 63–64, 98–99• Teacher’s Book 1

page 32–34

Certificate Geography• Student’s Book 1 pages 64, 99• Teacher’s Book 1 pages 32–34



page 36

WEE

K 8

WEE

K 9

WEE

K 7

88





NOT FOR SALE


Term 2

2

3

1

2

3

Maps and mapwork

Maps and mapwork

Maps and mapwork

Maps and mapwork

Maps and mapwork

• Conversion of scales

Sizes of scales • Small scale

maps• Medium scale

maps• Large scale

maps

Uses of scales • Measurement of

distances on maps• Estimating

distances on maps

• Measuring distances along a straight line

Measuring distances along a curved /irregular line

Calculation of areas on maps • Regular shapes • Irregular shapes • Composite

By the end of the lesson, the learner should be able to describe how different scales are converted.

By the end of the lesson, the learner should be able to explain different types of scales.

By the end of the lesson, the learner should be able to estimate distances on a map and measure distances along a straight line.

By the end of the lesson, the learner should be able to measure distances along a curved line.

By the end of the lesson, the learner should be able to calculate areas of regular and irregular shapes on maps.

• Converting scales• Demonstration• Oral exposition• Note taking

• Note taking• Oral exposition• Discussion

• Measuring • Demonstration• Discussion• Note taking• Observation• Tabulating data

• Measuring• Demonstration• Note taking• Discussion

• Demonstration• Calculation• Discussion


Topographical maps• Atlas maps• Wall maps


• Topographical maps• Atlas

• Topographical maps• Chalkboard



page 36



page 36



page 36



page 36



page 36

WEE

K 1

0W

EEK

9





89 NOT FOR SALE

LESSON


Term 2

Revisions and Exams

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

• Revise the work• Write exams.

• Exam papers Certificate Geography • Student’s Book 1

WEE

K 1

1– 1

2

90





NOT FOR SALE

1

2

3

1

2

Maps and mapwork

Maps and mapwork

Maps and mapwork

Fieldwork

Fieldwork

Methods • Graph paper

method• Grid square

system

• Definition of fieldwork

• Types of fieldwork

• Importance of fieldwork

Fieldwork procedure • Deciding theme• Identifying area

of study• Statement of

objectives

• Formulation of hypothesis

• Preparation for the study

• Permission • Pre-visits

Preparation of questionnaire• Division into

groups• Preparation of

documents• Reading relevant

books

By the end of the lesson, the learner should be able to calculate areas of shapes using graph and grid square systems.

By the end of the lesson, the learner should be able to:• define fieldwork.• state the different types and

explain the importance of fieldwork.

By the end of the lesson, the learner should be able to explain the procedure to be followed during fieldwork.

By the end of the lesson, the learner should be able to:• formulate hypothesis.• define reconnaissance and

give its importance.

By the end of the lesson, the learner should be able to explain the preparations for fieldwork.

• Demonstration• Calculation• Discussion• Note taking


• Oral exposition• Discussion• Note taking


• Discussion• Explanation• Note making

• Topographical maps• Chalkboard

• Chalkboard• Local environment

• Chalkboard

• Resource persons • Chalkboard

• Chalkboard• Samples of

questionnaires for field research



page 36



pages 40–44



page 41



page 41



page 41

WEE

K 1

WEE

K 2

Geography Form One Schemes of Work: Term Three





91 NOT FOR SALE

LESSON


Term 3

3

1

2

3

1

Fieldwork

Fieldwork

Fieldwork

Fieldwork

Fieldwork

• Preparation of a work schedule

• Selection of important tools

• Carrying out the fieldwork study.

Methods of data collection • Digging • Tasting or

smelling• Sampling • Random• Systematic

• Transecting• Use of quadrats

• Methods of data analysis

• Methods of data presentation

Problemsencountered in the field

By the end of the lesson, the learner should be able to explain the importance of work schedule in fieldwork.

By the end of the lesson, the learner should be able to describe methods of data collection.

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

By the end of the lesson, the learner should be able to describe and explain methods of data analysis and data presentation.

By the end of the lesson, the learner should be able to identify problems during fieldwork.

• Note taking• Oral exposition• Drawing of a schedule

• Discussion• Oral exposition• Demonstration• Note taking

• Demonstration• Discussion• Note taking • Counting

• Discussion• Note taking


• Samples of work schedule

• Chalkboard

• Field (local environment)

• Papers and a bowl /bucket

• Class list

• Field (local environment)

• Field• Class (students)• Resource persons• Chalkboard

• Resource persons• Chalkboard• Research papers



page 41



page 41



page 41



page 41



page 41

WEE

K 3

WEE

K 2

WEE

K 4

92





NOT FOR SALE


Term 3

2

3

1

2

3

Minerals and rocks

Minerals and rocks

Minerals and rocks

Minerals and rocks

Minerals and rocks

Definition andcharacteristics of minerals

Classification of rocks • Igneous rocks

and their characteristics

• Intrusive rocks

• Extrusive rocks and their characteristics

• Sedimentary rocks

• Mechanically formed.

• Organically formed sedimentary rocks

• Chemically formed sedimentary rocks

• Metamorphic rocks

• Age of rocks

By the end of the lesson, the learner should be able to define rocks and minerals and state the characteristics of minerals.

By the end of the lesson, the learner should be able to classify rocks according to mode of formation.

By the end of the lesson, the learner should be able to explain the formation of extrusive rocks and mechanically formed sedimentary rocks.

By the end of the lesson, the learner should be able to explain the formation of organical and chemical sedimentary rocks.

By the end of the lesson, the learner should be able to explain the formation of metamorphic rocks and identify age of rocks.

• Discussion• Oral exposition• Note taking• Observation

• Oral exposition• Note taking• Discussion• Observation

• Drawing tables• Note taking• Observation• Discussion

• Discussion• Drawing• Note taking• Observation• Oral exposition

• Discussion• Oral exposition• Observation• Note taking• Drawing tables

• Rock samples • Fieldwork

• Rock samples • Photographs

• Rock samples• Field• Photographs• Sketch diagrams

• Tables • Photographs• Chalkboard

• Photographs• Chalkboard• Rock samples


pages 105–106 • Teachers Book 1

pages 44–48



pages 48–49



pages 48–49



pages 48–49



pages 48–49

WEE

K 4

WEE

K 5





93 NOT FOR SALE

LESSON


Term 3

1

2

3

1

2

Minerals and rocks

Mining

Mining

Mining

Mining

• Distribution of major rocks in Kenya

• Significance of rocks

Definition Occurrence of minerals

Factors affecting exploration of minerals

Methods of mining• Underground• Open-case• Alluvial• Submarine

Types of minerals• Metallic• Non-metalic• Fossil fuels and

energy minerals

By the end of the lesson, the learner should be able to explain the distribution of major rock types in Kenya and their significance.

By the end of the lesson, the learner should be able to define ‘mining’ and explain the occurrence of minerals.

By the end of the lesson, the learner should be able to explain the factors affecting exploration of minerals.

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

By the end of the lesson, the learner should be able to classify minerals .

• Discussion• Observation • Note taking

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


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

• Discussion• Oral exposition• Observation • Note taking

• Fieldwork• Photographs

• Chalkboard• Charts

• Chalkboard• Field

• Chalkboard• Photographs• Sketch diagrams

• Chalkboard• Photographs



pages 48–49



pages 48–49

Certificate Geography • Student’s Book 1 pages 118–119• Teacher’s Book 1

pages 48–49



pages 48–49



pages 48–49

WEE

K 6

WEE

K 7

94





NOT FOR SALE


Term 3

3

1

2

3

1

Mining

Mining

Mining

Mining

Mining

Major minerals in East Africa

• Trona in Kenya• Diamonds in

Tanzania• Copper in

Uganda

Mineral potential in East Africa Minerals in other regions of the world• Oil in Libya• Gold and

diamonds in South Africa

Petroleum in the Middle East

Significance of minerals in Kenya

Problems of mining in Kenya

By the end of the lesson, the learner should be able to locate major minerals on the map of East Africa.

By the end of the lesson, the learner should be able to describe the occurrence of specific minerals and their exploitation in selected countries.

By the end of the lesson, the learner should be able to describe the occurrence of petroleum and its exploitation in the Middle East.

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

By the end of the lesson, the learner should be able to account for the problems facing the mining industry in Kenya.

• Drawing• Note taking• Discussion• Observation

• Drawing• Note taking• Discussion• Explanation• Drawing

• Drawing• Note taking• Oral exposition

• Group discussion • Presentation• Oral exposition• Note taking

• Dyadic discussion• Presentations• Explanations• Note taking• Observation

• Photographs• Field• Chalkboard• Sketch maps• Atlas

• Chalkboard• Wall map• Sketch diagrams

• Map• Chalkboard or chart

• Field• Resource persons

• Local environment • Resource persons• Photographs• Field



pages 48–49



pages 48–49



pages 48–49



pages 48–49



pages 48–49

WEE

K 7

WEE

K 8

WEE

K 9





95 NOT FOR SALE

LESSON


Term 3

2

3

Revisionand Exam

Mining

Mining

Work covered during the year

Effects of mining • Pollution• Dereliction

Controlling dereliction and pollution• Reclamation• Registration

By the end of the lesson, the learner should be able to explain the effects of mining.

By the end of the lesson, the learner should be able to explain how dereliction and pollution can be controlled.

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

• Observation• Viewing• Oral exposition• Note taking• Discussions

• Observation• Viewing• Note taking• Discussion

• Revise the exam • Write the exam



pages 48–49



pages 49–52

Certificate Geography Student’s Book 1

• Field• Photographs

• Photographs• Field film or video

tapes

• Exam papers

WEE

K 9

WEE

K 1

0

For use with - Oxford · For use with Certiﬁcate Geography ... the earth The movement of the...

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