Medium Term Plan: KENYA KS3 Geography

Lesson 1
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
What we know about Kenya? / To connect with the pupils’ prior learning about Kenya and pre-test their knowledge / Starter: Write the word Kenya on the board, in pairs write down 5 words/images the word suggests, after two minutes share your ideas with another pair and record your ideas on a sheet of A1 paper to be displayed around the room.
Main: in pairsconstruct mood boards of Kenyan images on A4 paper or in exercise books – can use internet images, magazines, holiday brochures etc. Annotate the mood board, explain why images have been chosen, what do they tell us about Kenya? Try to sort and classify images under themes e.g. tourism, urban/rural etc or use Philips atlases to construct concept maps about Kenya (see lesson plan).
Plenary: What have we discovered about Kenya, pupils to deliver plenary to summarise findings about variety of ‘faces’ Kenya presents to the world. Encourage pupils to question each other about their findings.
Homework: Find out information about the standard of living inKenya and Japan. (allow 1 week) / Establish what pupils pre-conceptions are about Kenya and activate existing knowledge.
Introducing the concepts of people and place / Resources:
Places pp 38-39
Atlases
Access to internet
Magazines
Newspapers
Holiday brochures

Lesson 2

Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
What are Kenya’s main physical features? / Know the location and main features of Kenya / Starter:Boardworks activity (if access to whiteboard is available). Use pictures/textbooks to look at different physical features of Kenya.
Main: Complete a map of Kenya showing physical features.
Plenary:Write a short paragraph of information about Kenya’s physical features for a tourists guide book. / Share and review pupil knowledge about Kenya
To locate main physical features of Kenya and complete a map
Consolidate new learning about Kenya / Resources:
Atlases
Places p40 – 41
Boardworks
What is Kenya like? Worksheet can be used to support revision

Enquiry Assessment

Lessons 4 and 5
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
To what extent is Kenya adeveloping country? / To understand how to test an hypothesis
To identify the levels of development in Kenya
To establish links between the units on Japan and Kenya / Starter: Share information from homework about features of the standard of living in Kenya and Japan – could use mini whiteboards for show me activity.
Main: Test the hypothesis through a mini development enquiry to establish whether Kenya is less developed than Japan.
Using data sheets students.
Plenary:
Homework: / To investigate levels of development in Kenya and Japan and compare and contrast levels of development
To complete an enquiry assessment. / Resources:
Lesson 3
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
Where do people live in Kenya? / Describe and explain population distribution and movement
Interprete population graphs
Understand the processes and patterns involved describing and explaining population change / Starter:Look at physical map of Kenya – If you were to live in Kenya where would you live and why or use boardworks slides.
Main: Complete a human map using map sheet: Kenya’s human features
Complete activities on pp82 -83 in Connections
Plenary:Discuss and annotate the concept cartoon on population growth / Complete a human map.
Identify reasons for population distribution
Be able to calculate the rate of population growth
Understand the relationship between patterns of population growth and the balance of resources / Resources:
Connections and Places textbooks
Worksheets: Kenya’s human features;
Population movement in Kenya;
Kenya’s population growth;
Concept cartoon
Boardworks slides
Lessons 6 and 7
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
How are the lives of the Maasai and Kikuyu different?
Lesson 7
Is the lifestyle of the Maasai changing? / To compare and contrast the lives of Maasai and Kikuyu
To understand the tribal differences that exist within Kenya and to understand the differences between the way of life and economic activity of the Kikuyu and Maasai. / Starter: Show pictures of Masai and Kikuyu – list differences
Main: Students are split into two groups, Masai and Kikuyu, research the lifestyle and tell the other group about your lifestyle.
Use prompt sheets to support less able.
Plenary: Feedback information
Starter: Write down 4 things you learned about Maasai and Kikuyu last lesson, use mini-whiteboards.
Activities:Give out scenario cards about the changes faced by the Maasai – decision making activity, are the changes described positive or negative – justify your choices
Plenary:Feedback and debrief / Identify the differences between the lifestyles of the Kikuyu and Masai
List the differences between their ways of life. / Resources:
Connections pages 78-81
Places pages 50-51
Scenario cards based on changes described on p51 of Places.
Lesson 8 and 9
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
Why does Kenya attract so many tourists?
What are the benefits and problems of tourism? / To identify and describe the factors that encourage tourism
To understand the conflicting demands on the environment resulting from tourism
To understand the conflicting views, values and attitudes that different people have about tourism in Kenya / Starter: In pairs examine pictures of Kenya, climate graphs and maps – make a list of the main attractions of Kenya, share the list with another pair – class feedback
Main: List the factors that encourage tourism in Kenya – use this to construct a cost/ benefit chart
Preparation of a debate on tourism. Worksheets 3.5a, 3.5b
Or a diary (Places p46)
Or a poster ( Places p45)
Plenary: Adapted to activity chosen from above – draw out new learning and summarise key points
Homework: Poster on tourism – costs v benefits / Identify and list the main attractions of Kenya
Construct cost/benefit chart
Understanding the conflicting views of tourism
Constructing a diary, poster or presentation / Resources:
Places textbook
Worksheets 3.5a. 3.5b
Possibly C4 video
Lessons 10 -11
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
Why do young people move to the city?
Case Study: Lugure Lalo’s story. / To develop pupils’ thinking skills in predicting, hypothesising and reasoning.
To show understanding of the reasons why many young Kenyans move to the city / Starter: Photo of street children from Global mag. to engage pupils’ interest. Brainstorm how the children might feel, what they may be thinking
Main: Use the story guide to tell the story of Lugure Lalo.
Work in pairs to predict the next part of the story.
Analyse reasons for predictions before moving on in the story.
Plenary: Focus on debriefing how the activity was done and the skills developed – transfer the learning into when and where the skills would be used again.
Homework: Annotate a photograph of young people in a city street with speech bubbles showing reasons why they move to the city. / Demonstrate understanding of the problems facing street children and the reasons why young people move to the city.
Develop thinking skills in predicting and reasoning / Resources:
Photos of street children
Lugare Lalo’s story and cards
Key Questions / Learning Objectives / Teaching and learning activities / Learning outcomes / Notes
Starter:
Main:
Plenary:
Homework: