Education Resource Centre Secondary Humanities Teaching Curriculum. SS 2 Geography Scheme of Work Federal – Schemeofwork
GEOGRAPHY SS2 FIRST TERM SCHEME OF WORK
| WEEK | TOPIC / CONTENT | ACTIVITIES |
| 1 | Action of Waves Definition and terms associated with waves. waves tide, currents, coast, swash etc and erosional processes (corrosion, attrition, solution and hydraulic action) Erosional features of waves cape, bay cliff, caves, stock, etcCoastal deposition (beaches, spit bar etc)Coastal deposition (beaches, spit, bar etc) | Teacher : Uses pictures, films and models to explain – Meaning and characteristics of waves, tides and currents – guide discussions of erosional processes and coastal landforms – help students identify and describe features of coastal erosion and deposition. – Guides and supervises students as they make annotated diagrams of landforms – Takes students on field work to observe features of wave erosion and deposition Students : Draw annotated diagrams of the landforms – Bring pictures of coastal landforms to school – Participate in guided tour to observe coastal landforms. Instructional Materials : Films, Pictures, Models, slides, Sketches and Annotated diagrams. |
| 2 | Climate 2 Climatic types (hot, temperate, cold, desert etcCharacteristics(temperature, rainfall, etc)Geographical distribution | Teacher : uses maps diagrams and sketches to help students identify major climatic types – Uses the globe, maps, diagrams and sketches to explain climatic factors and their influence on weather and climate – Guides class discussions on : – characteristics of major climatic types – their geographic distribution and influence of climatic types on human activities – classification of climate – Takes students on a study trip to a meteorological stations |
| 3 | Climatic Classification : Greek classification(torrid, temperate and frigid), geographical distributions merits and elements.Koppen classification (A, B, C, D, E and sub categories Af, Am, Aw, Bs, Bw, Cw, Cs, CF, DF, ET and EF )Advantage and disadvantages of Koppen classification | Students– Visit a meteorological station – Draw diagrams and sketches to show the effects of latitude, planetary winds, pressure, ocean currents, distance from the sea etc on climate. – Draw a map of the world showing the distribution of climatic types/ regions – Draw a map of the world showing Greek climatic classification system, and that, showing koppen’s classification Instructional Materials : Atlas, Maps, slides/power points, drawing paper, sketches and diagrams. Colour pencils , Tracing paper |
| 4 | Environmental Resources (Contd.) Meaning of environmental resources and types (atmospheric-sun, wind, rain, gases etc,)Water resources-meaning, types/examples and uses Vegetation resources ; meaning types example and uses | Teacher : Initiates and guides discussions on ; – Components of each type of environmental resources – Quality of human resources in relation to size, skilled and unskilled human resources, education and health etc, – uses and importance of environmental resources – Uses pictures, charts and maps to explain the meaning of environmental resources Students : Draw a table indicating the types of resources – Components of the resources, their sources and uses. Instructional Materials – illustrative diagrams and sketches – Documentaries – Maps – Video clips/tapes |
| 5 | Environmental Resources (Cont) Mineral resources; meaning, types, uses and the problem of mineral exploitation.Land resources; meaning, types soils, plateau, etc and their uses.Human resources: meaning, types human capital, population, technology etc), uses etc | |
| 6 | Renewable and Non-Renewable Resources : Meaning and types of renewable and non-renewable resourcesAdvantages of renewable and non-renewable resources Disadvantages of renewable and non-renewable resources | Teacher : uses pictures, charts and documentaries to explain renewable and non-renewable resources. – Initiates and guide students discussions on advantages and disadvantages of the types. – Takes students on field tour to identify renewable and non renewable resources in their community. Students : Participate in field work – Watch documentaries of renewable and non-renewable resources – Tabulate resources as renewable and non renewable resources. Instructional Materials : – illustrative diagrams and sketches – Documentaries – Maps – Video clips/tapes |
| 7 | Environmental Problems (HAZARDS) Meaning and types (drought, desert encroachment, pollution, deforestation, soil erosion; meaning, causes, effects and solutions. | |
| 8 | Environmental Problems (HAZARDS) Cont. Coastal Erosion: Meaning, areas affected, causes effects and solutionsFlooding; meaning, causes, effect and solutions.Deforestation; Meaning, area affected, causes, effects and solutions. | Teacher : – Uses pictures and documentaries to guide students discussion of ; – Environmental problems and their effect on human activities – Solution to the problems – Takes students on field work to observe environmental problems and their causes. Students : – Observe environmental problems in their community – Watch documentary films of environmental problems Instructional Materials : DocumentariesMaps PhotocopiesVideo clips/tapes |
| 9 | Environmental Problems (HAZARDS) Cont. Pollution : Meaning and types (land pollution)Water Pollution; meaning, causes, effects and solutions.Air and noise Pollution; Meaning, causes, effect and solutions. | |
| 10 | Environmental Conservation Meaning and types/methods, afforestation/re-afforestation,, cover cropping improved farming techniques, environmental education, recyclingMethods of environmental conservation, improved farming methods. | Teacher : – Uses pictures, charts and maps to explain the meaning of environmental conservation – Initiates and guides discussions on ; – Types of environmental conservation – Needs and importance of environmental conservation Students : Listen to teacher and participate in discussion |
| 11 | Environmental Conservation Cont. Environmental education : Recycling Importance of environmental education | Students : illustrative diagrams and sketches – Documentaries – Maps – Video clips/tapes |
| 12 | Revision | Revision |
| 13-14 | Examination | Examination |
GEOGRAPHY SS2 SECOND TERM SCHEME OF WORK
| WEEK | TOPIC / CONTENT | ACTIVITIES | |
| 1 | AGRICULTURE IN NIGERIA Meaning and types of agricultural practice (subsistence, mechanized, pastoral farming, crop rotation, mixed farming, shifting cultivation) – Mechanized Agriculture – Pastoral farming | Teacher : – Takes students on field work to observe agricultural practices. – Uses maps, pictures, films, slides etc to guide discussions on ; – Types of agricultural practices – Nigeria’s major food and cash crops – Importance of Agriculture – Problems of Agriculture – Guides and supervises students as they draw map of Nigeria and locate major agricultural produce on map. Students : – Participate in outdoor activities and make records and report of observations – Identify and classify agricultural practices in Nigeria – Draw a map of Nigeria and insert the country’s major cash and food crops on map. Instructional Materials – Maps , Illustrative diagrams and sketches, farms in the locality, pictures, slides etc – Documentaries, Drawing paper and Tracing paper. : | |
| 2 | Types of Agriculture in Nigeria: Crop rotationMixed farmingShifting Cultivation | ||
| 3 | Agriculture in Nigeria Cont. Food and cash crops (locate the areas on the map)Importance of agriculture in Nigeria and their solutions | ||
4 | Transportation in Nigeria : Meaning and types/modes of transportation (road, rail, water, air, pipeline, aerial rope ways, human and animal porterage)- road transport; meaning-types merits, demerits problems and solutionsRail transport and pipeline, meaning, types, merits, demerits, problems and solutions.Water transport; meaning types, merits, demerits, problems and their solutions. | Teacher : – Helps students identify and describe major modes of transportation in Nigeria – Guides students discussion on: – Advantages and disadvantages of various modes of transportation. – Transportation problems in Nigeria – Influence of transportation on human activities. Students : – Draw maps of Nigeria showing the road and rail transportation system – Participate in class discussions Instructional Materials : Atlas, Maps, Documentary, films/slides, Diagrams and sketches. Drawing and tracing paper | |
| 5 | Transport and Communication in Nigeria Problems of transportation and their solutionsCommunication: meaning and types of communication networks (telecommunications, telephones services, cellular phones, voice mails etc; postal services, radio, television, newspapers internet, face book etc)Telecommunication and postal services meaning, merits and demerits | Teacher: Guides students to draw maps of road and rail transportation systems in Nigeria | |
6 | Communication in Nigeria Types of communication network. Radio and television( merits and demerits)Newspapers and magazines meaning, types, merits and demeritsInternet, face book etc; meaning, merits and demerits. | Teacher : – Helps students identify and describe major communication elements in Nigeria through use of pictures, films etc – Takes students to visit communication industries in the community – Guides students discussions on ; advantages and disadvantages of communication system, – Problems of communication – Influence on human activities Students : – Visit communication companies/industries in locality – Watch documentaries and films – Participate in discussions Instructional Materials : Documentary, film/slides, posters, pictures | |
| 7 | Communication in Nigeria Cont. Importance of communicationProblems of communicationSolutions | ||
| 8 | Manufacturing Industry in Nigeria Definition and types of industry; primary, secondary, tertiary and quaternary Major industrial zones in Nigeria; types of industry within each zones and their products. Factors affecting locations of industries | Teacher : – Takes students on tour of manufacturing industries in the locality. – Uses of pictures, films maps etc to guide the discussions on industries. Students : – Draw sketches maps of Nigeria showing major industrial zones – Carry out field work and write reports on field work Instructional Materials : Map of Nigeria showing industrial zones | |
| 9 | Industry in Nigeria Cont. Local craft in NigeriaImportance of manufacturing industries.Problems of manufacturing industries and their solutions. | Teacher : guide discussions on: type of manufacturing industries – Major industrial zones – factors affecting location of manufacturing industries – Problems and solutions. | |
10 | Commercial Activities in Nigeria Meaning and major commercial activities (trade, transportation and commercialization)Trade and major commercial area in NigeriaImportance of commercial activities | Teacher : – Takes students on field work to identify commercial activities in the locality – Use pictures, films, documentaries, maps etc to guide class discussions on ; – Nigeria’s trade, stock exchange, capital market – Major commercial zones – Importance of commercial activities Students : – Draw sketch-maps of Nigeria showing commercial cities – Carry out field work Instructional Materials: – Map of Nigeria showing commercial cities – pictures , films showing trading on stock exchange | |
| 11 | Revision | Revision | |
| 12 | Examination | Examination | |
| 13 | Examination | Examination | |
GEOGRAPHY SS2 THIRD TERM SCHEME OF WORK
| WEEK | TOPIC / CONTENT | ACTIVITIES |
| 1 | Map Reading Direction and bearing: The major cardinal points(true/magnetic north and magnetic variations)Compass directionAngular bearings | Teacher : – Explains the use of angular bearings and compass bearings – Leads students to locate the major cardinal points – Guides students to solve problems using examples from topographical maps Students : – Draw diagrams showing major cardinal points and their bearings – Determine the directions and bearings from topographical maps Instructional Materials : Topographical maps, Atlas, Plans, Compass. |
| 2 | Representation of Relief Forms : Conventional signs and symbols.Physical features (relief); valleys, spur pass, knoll and hill.Physical features (relief); escarpment, plateau, dissected plateau, ridge, cliff etc | Teacher : – Uses maps, models, sketches on the board to help students to recognize relief features on maps – Uses sand trays and ashes to demonstrate formation of contour lines Students : – observe topographical maps to identify sets of physical features – Constant topographical maps by using contour lines to represent relief in their discrete forms Instructional Materials: Maps, atlas, models, Rulers, colours, sand, ashes, trays |
3 | Methods of representing Relief Contour and hills shading Relief colouring, spot heights, hachuresBench marks, boundary pillars, trigonometrical stations etc | Teacher : – Guide discussions on methods of representing relief features on maps. |
| 4 | World population Definition, size and distribution patternsDensity (meaning, calculation, merits and demerits of high and low population densities and world population structureFactors affecting population distribution (climate relief, water, minerals etc | Teacher : – Uses maps, diagrams, pictures, documentary films etc to guide students to discuss world population with respect to size, density structure and distributions patterns – Guide class discussions on influence of climate, relief, soil, water etc on population density and distribution – Leads students to make sketches of world population distribution on a map. Students : – Draw sketch maps showing distribution of world’s population – Watch films on population distribution. Resources; population maps, sketches and diagrams, GIS maps on population. |
| 5 | World Population Cont. Reason for rapid growth of world populationMigration; meaning and types of migrationFactors responsible for migration, merit and demerits of migration | |
| 6 | Settlement Meaning and types of settlement (urban and rural settlements; population, economy, administration etcFactors of settlement (soil, weather, topography etc) | Teacher : – Guide students discussion of ; – Settlement types – Characteristics of urban and rural settlements – Factors of settlement location – Settlement patterns and their developmental factors. – Uses maps and sketches to help students identify human settlements – Takes students on field work to observe human settlements patterns in the locality. Student : – Read topographical maps and identify human settlements on the map – Draw sketch diagrams showing settlement patterns in their locality – Participate in field work and write reports |
| 7 | Settlement Cont. Settlement patterns; dispersed, linear, isolated etcFactors that aid the development of each patternsClassification of settlement according to size | |
| 8 | Settlement cont. Classifications according to functionsDifferences between urban and rural settlementsSettlement interactions; types of interactions(commercial, cultural, administrative etc) | |
| 9 | Settlement cont. Interaction patterns within settlement urban-rural and rural-urbanUrban-urban and rural-rural etcFunctions of settlement | Instructional materials: Top-maps, Aerial photographs of human settlements, satellite images, diagrams and sketches. |
| 10 | Geo-Political issues (Land Reclamation) Meaning of land reclamation and methods: Afforestation, construction of barriers, erosion control etcMethods of land reclamation: Sand, fillings, constructions of drainage, erosion control etcImportance of land reclamation | Teacher : – Guide students discussions on; – Methods of Land reclamation – Importance of land reclamation – Uses photographs of reclamation sites to explain the concept of land reclamation – Take students on field work to land reclamation sites Students: – Participate in field work and write reports – Carry out community development project on land reclamation Instructional Materials : – Photographs, Documentary, films, Diagrams and sketches |
| 11 | Geographic Information System (GIS) Data Data sources: Land survey and remote sensingData sources; map digitalization and scanning Data sources: field investigation and tabler data etc | Teacher : – Explains GIS data sources – Takes students on field work to collect geographic data using various methods – Supervises students on field work Students : Participate in a guided field work Instructional Materials GPS, Satellite images, Maps |
| 12 | Revision and Examination |
