Term 1 Form Two Geography

Term 1 Form Two Geography

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Internal

land-forming

processes

Earth movement

By the end of the lesson, the

learner should be able to deﬁne

the term ‘earth movement’.

· Discussion

· Note taking

· Charts

· Chalkboard

· Models

Certiﬁcate

Geography

· Student’s Book 2

page 1

· Teacher’s Book 2

pages 22–28

Internal Types of earth

land-forming movement

processes · Horizontal

By the end of the lesson, the

learner should be able to explain

the horizontal ‘earth movement’.

· Discussion

· Note taking

· Drawing of sketches

· Charts

· Chalkboard

· Models

Certiﬁcate

Geography

· Student’s Book 2

pages 1–2

· Teacher’s Book 2

page 23

Internal

land-forming

processes

· Vertical

By the end of the lesson, the

learner should be able to explain

the vertical earth movement.

· Discussion

· Note taking

· Drawing of sketches

· Charts

· Chalkboard

· Models

Certiﬁcate

Geography

· Student’s Book 2

pages 2–3

· Teacher’s Book 2

page 23

Internal Causes of earth

land-forming movements

processes · Horizontal

By the end of the lesson, the

learner should be able to explain

the causes of horizontal earth

movement.

· Demonstration

· Discussion

· Drawing of sketches

· Note taking

· Chalkboard

· Models

· Charts

Certiﬁcate

Geography

· Student’s Book 2

page 2

· Teacher’s Book 2

page 23

Internal

land-forming

processes

· Vertical

By the end of the lesson, the

learner should be able to explain

the causes of vertical earth

movement.

· Demonstration

· Discussion

· Drawing of sketches

· Note taking

· Chalkboard

· Models

· Charts

Certiﬁcate

Geography

· Student’s Book 2

pages 6–7

· Teacher’s Book 2

pages 23–24

NOT FOR SALE

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Internal

land-forming

processes

Internal

land-forming

processes

· Theory of

continental drift

· Theory of plate

tectonics

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.

· Discussion

· Note taking

· Illustration

· Discussion

· Illustration

· Drawing of diagrams

· Note taking

· Chalkboard

· Charts

· Chalkboard

· Charts

· Diagrams

Certiﬁcate

Geography

· Student’s Book 2

pages 6–8

· Teacher’s Book 2

pages 23–24

Certiﬁcate

Geography

· Student’s Book 2

pages 8–9

· Teacher’s Book 2

pages 23–24

Internal

land-forming

processes

Folding

By the end of the lesson, the · Discussion

learner should be able to deﬁne · Demonstration

and explain the process of folding. · Drawing of diagrams

· Models

· Chalkboard

· Charts

· Diagrams

Certiﬁcate

Geography

· Student’s Book 2

page 10

· Teacher’s Book 2

page 24

Internal · Types of folds

land-forming · Resultant

processes feature.

By the end of the lesson, the

learner should be able to discuss

the types and resultant features of

folding.

· Discussion

· Drawing of diagrams

· Charts

· Chalkboard

· Pictures

Certiﬁcate

Geography

· Student’s Book 2

pages 11–15

· Teacher’s Book 2

pages 24–25

Internal

land-forming

processes

· Fold mountains

By the end of the lesson, the

learner should be able to explain

the formation and distribution of

fold mountains.

· Discussion

· Drawing of diagrams

· Chalkboard

· Atlas

· Models

· Diagrams

Certiﬁcate

Geography

· Student’s Book 2

pages 15–16

· Teacher’s Book 2

pages 24–25

NOT FOR SAL

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Internal

land-forming

processes

· Signiﬁcance of

folding

By the end of the lesson, the

learner should be able to explain

the signiﬁcance of folding to

human activities.

· Discussion

· Note taking

· Charts

· Chalkboard

· Pictures

Certiﬁcate

Geography

· Student’s Book 2

page 17

· Teacher’s Book 2

page 25

Internal Faulting

land-forming · Deﬁnition

processes · Process

Internal · Types of faults

land-forming · Resultant

processes features

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.

· Discussion

· Demonstration

· Drawing of diagrams

· Questions and answers

· Discussion

· Note taking

· Modeling features

· Chalkboard

· Models

· Charts

· Diagrams

· Charts

· Model Features

· Chalkboard

Certiﬁcate

Geography

· Student’s Book 2

page 18

· Teacher’s Book 2

pages 25–26

Certiﬁcate

Geography

· Student’s Book 2

pages 18–24

· Teacher’s Book 2

page 26

Internal

land-forming

processes

Internal

land-forming

processes

· The Great Rift

Valley

· Signiﬁcance 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

· Drawing of sketch map

· Field excursions

· Note taking

· Discussion

· Drawing of diagrams

· Note taking

· Chalkboard

· Chart

· Atlas

· Charts

· Chalkboard

· Diagrams

Certiﬁcate

Geography

· Student’s Book 2

pages 24–25

· Teacher’s Book 2

page 26

Certiﬁcate

Geography

· Student’s Book 2

pages 27–29

· Teacher’s Book 2

pages 26–27

NOT FOR SALE

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

· Meaning

· Types

Resultant features

· Intrusive

landforms

– Batholiths

– Lopoliths

– Dykes and

sills

– 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

· Note taking

· Discussion

· Drawing

· Illustrations

· Discussion

· Drawing

· Illustrations

· Explanations

· Drawing of diagrams

· Illustrations .

· Chalkboard

· Models

· Charts

· Model

· Charts

· Chalkboard

· Models

· Charts

· Chalkboard

· Diagrams

· Charts

· Pictures

· Topographical maps

· Altas

Certiﬁcate

Geography

· Student’s Book 2

page 30

· Teacher’s Book 2

pages 29–34

Certiﬁcate

Geography

· Student’s Book 2

page 30

· Teacher’s Book 2

page 31

Certiﬁcate

Geography

· Student’s Book 2

pages 30–34

· Teacher’s Book 2

page 31

Certiﬁcate

Geography

· Student’s Book 2

pages 33–34

· Teacher’s Book 2

page 31

Certiﬁcate

Geography

· Student’s Book 2

pages 37–41

· Teacher’s Book 2

page 32

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

– 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

explain the resultant features of

vulcanicity.

By the end of the lesson, the

learner should be able to

explain the resultant features 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

· Note taking

· Illustrations

· Charts

· Diagrams

· Charts

· Chalkboard

· Diagrams

· Pictures

· Chalkboard

· Diagrams

· Charts

· Atlas

· World maps

· Charts

· Chalkboard

· World maps

Certiﬁcate

Geography

· Student’s Book 2

pages 37–41

· Teacher’s Book 2

page 31

Certiﬁcate

Geography

· Student’s Book 2

pages 43–50

· Teacher’s Book 2

page 32

Certiﬁcate

Geography

· Student’s Book 2

page 51

· Teacher’s Book 2

page 32

Certiﬁcate

Geography

· Student’s Book 2

page 51

· Teacher’s Book 2

page 32

Certiﬁcate

Geography

· Student’s Book 2

pages 52–54

· Teacher’s Book 2

page 32

NOT FOR SALE

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Earthquakes

· Deﬁnition

· Causes

· Earthquake

waves

· Measurement of

earthquakes

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.

· Narration of earthquake

experiences

· Discussion

· Note taking

· Discussion

· Explanation

· Note taking

· Discussion

· Drawing of diagrams

· Note taking

· Discussion

· Note taking

· Chalkboard

· Charts

· Chalkboard

· Diagrams

· Charts

· Chalkboard

Certiﬁcate

Geography

· Student’s Book 2

page 55

· Teacher’s Book 2

page 33

Certiﬁcate

Geography

· Student’s Book 2

pages 55–56

· Teacher’s Book 2

page 33

Certiﬁcate

Geography

· Student’s Book 2

pages 56–57

· Teacher’s Book 2

page 33

Certiﬁcate

Geography

· Student’s Book 2

page 57

· Teacher’s Book 2

page 33

Vulcanicity

and

earthquakes

· Distribution of By the end of the lesson, the

earthquake zones learner should be able to explain

the distribution of major

earthquake zones in the world.

· Drawing of maps

· Discussion

· World map

· Chalkboard

· Charts

Certiﬁcate

Geography

· Student’s Book 2

pages 57–59

· Teacher’s Book 2

page 33

OT FOR SAL

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

Vulcanicity

and

earthquakes

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

· Demonstration

· Chalkboard

· Photographs

· Chalkboard

· Photographs

· Diagrams

· Pictures

· Wall maps

· Chalkboard

· Charts

· Wall maps

· Chalkboard

· Charts

· Field

Certiﬁcate

Geography

· Student’s Book 2

page 59

· Teacher’s Book 2

page 33

Certiﬁcate

Geography

· Student’s Book 2

page 60

· Teacher’s Book 2

page 33

· Test papers

· Previous notes

Certiﬁcate

Geography

· Student’s Book 2

page 62

· Teacher’s Book 2

pages 33–37

Certiﬁcate

Geography

· Student’s Book 2

pages 62–63

· Teacher’s Book 2

page 37

NOT FOR SALE

Geography Form 2

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

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.

· Revise the test · Diagrams

· Pictures

· Student’s Book 2

NOT FOR SALE