Access free Unified Geography Scheme of work SSS2. SS2 Geography Syllabus for Secondary School Lagos State –Schemeofwork.com
SSS2 Geography Scheme of Work First Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Earths External processes and Landform development (Action of running water) | By the end of the lesson, students should be able to: 1] describe water as an energy system; 2] identify the stages of rivers and their characteristics 3] explain the processes associated with each stage and 4] describe the features associated with each stage of the river and their benefits to man | Each students mentions concepts associated with rivers (river course, rivers course, river source, river regime etc) Students, in pairs, discuss how water as an energy system produces in small group identify the stages of river and their characteristics Students, as a class, explain the processes (erosion and transportation) associated with each stage of the river -students in small groups describe the features associated with each stage of the river and their benefits to man -students as a whole mould (with paper starch or clay) the entire course of a river showing the stages and their associated features | ] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Illustrate diagrams and sketches, models, films, pictures, satellite, imagery, charts of hydrological basins Web resources https://digitalsascourse.edu https: www.elcamine.edu-video link:https://youtubezkva5rq |
| 2 | Action of wind | By the end of the lesson, students should be able to: 1] mention examples , types and characteristics of deserts 2] explain the processes of wind erosion 3]describe the features of wind erosion and deposition, and 4] analyse man survival strategies in desert environment | -individual student mentions examples, types and characteristics of deserts -students in small groups explain the processes of wind erosion -students in pairs describe the features of wind erosion and deposition Students as a class analyse ways by which man has been able to cope with deserts challenges overtime -students in small groups, download pictures of features of desert erosion and deposition and paste or display them on cardboards | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development Digital literacy | -pictures, models, annotated, diagrams and sketches -loose soil (sandy soil) sample and fan Web resources https://courses/lumen learning.com video link https://youtube9.com . |
| 3 | Glacial Action | By the end of the lesson, students should be able to: 1] describe the characteristics of glacial landform and lowland areas 2] explain with examples the models of formation of these landform features and 3] examine the economic importance of glacial landform features to man | Students in groups, describe the characteristics of glacial landform features in highland and lowland areas -students in pairs explain with examples the modes of formation of these landform features -students as a whole, examine the economic importance of glacial landform features to man -students in pair download pictures of glacial features of highland and lowland areas and display them on cardboards | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development Digital literacy | -films, pictures, mode, sketches, and annotation diagrams -web resources https://www.mindat.org video link https://youtube/ovrxwz8yy |
| 4 | Action of waves | By the end of the lesson, students should be able to: I] mention concepts that are associated with coastland 2] explain the processes of wave erosion 3] outline the characteristics of features of coastal erosion and deposition; and 4] analyse the impacts of waves action on man and coastland | Individual student, mentions concepts that are associated with coastland (waves, tides, coast, currents etc) -students, in groups, explain the processes of waves erosion -students, in pairs outline the characteristics of features of coastal erosion and deposition Analyse the (positive and (negative) impacts of waves action on man and coastland -students, as a whole mould (with paper starch or crayon) on a flat board the features of waves erosion and deposition | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Films, pictures, mode, annolated diagrams and sketches Web resources https://www.bbc.com https://www.ck12.org video link https://youtube4rhifbc |
| 5 | Climate II | By the end of the lesson, students should be able to: I] identify factors affecting climate 2] Greek/Koppen’s classification of climate; 3]identify and explain the major and subcategories of Koppen’s classification system, and 4] enumerate the advantages and disadvantages of the classification types | Students, in groups, identify factors affecting climate -students in pairs describe the Greek/Koppen classification of climate –students, as a class identify and explain the major and subcategories of Koppen’s classification system -Students, as a whole enumerate the advantages and disadvantages of the classification types Students, as a whole draw map of the world and inset the climatic regions based on the Koppen’s classification | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Atlas, maps, sides/power points, drawing paper, sketches and diagrams, colour pencils Web Resources https://en.m.wikipediaa.orgHttps://www.nationalgeographic.org Video Link://youtube/bsol9fafo2w |
| 6 | Climate classification | By the end of the lesson, students should be able to: 1] identify major world’s climatic types 2]mention the location, areas and climatic characteristics of each climatic type; and 3]analyse the relevance of world’s climatic types to man | Students as a class identify major world’s climatic types -students, in pairs, mention the location, areas and climatic characteristics of each climatic type -students, as a whole, analyse the relevance of world’s climatic types to man -students in small groups , draw the map of the world and show major climatic types | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Atlas, maps, slides/powerpoints, drawing paper, sketches and diagrams, colour pencil/tracing paper Web Resources www.physicalgeography.net https://www.britannica.com video link https://youtube/7br0HtZACiU https://youtubezgbkkz79ndk |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | Mid Term Break | ||||
| 8 | Vegetation | By the end of the lesson, students should be able to: 1] identify major world’s vegetation types; 2] describe the distribution and characteristics of world’s vegetation types 3] discuss the factors affecting their distribution/plant communities and 4] examine the economic importance of vegetation as an environmental resources | Students, in pairs identify major world’s vegetation types -students, in small groups, describe the distribution and characteristics of world’s vegetation types -students as a whole discuss the factors affecting their distribution/plant communities -students as a class, examine the economic importance of vegetation as an environmental resources Students in groups draw the map of the world and show major vegetation types | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Atlas, maps, slides/power point, drawing paper and diagrams, pencil/tracing Plant samples Web resources Video link https:youtube2vsb8 https://youtubezAal4 |
| 9 | Environmental Resources | By the end of the lesson, students should be able to: 1] define environmental resources 2]identify the different types of environmental resources 3] Mention examples of each type of environmental resources and 4]discuss the importance of each type of environmental resources to man | -each student explains environmental resources -students in pairs, identifies the different types of environmental resources -students, in groups mention examples of each type of environmental resource Students as a whole discuss the importance of each type of environmental resources to man -students, in pairs, download pictures of environmental resources and display them on cardboards | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5]Digital Literacy | Illustrative diagram sketches Documentaries Video clip/tapes Web resources https://passnow.com https://www. https://www.en.m..com https://youtubedka4 |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Renewable and non-renewable recourse | By the end of the lesson, students should be able to: 1] differentiate the concepts of renewable resources 2] mention examples of renewable and non-renewable resources and 3] highlight the advantages and disadvantages of renewable and non-renewable resources | -students, in groups differentiate the concepts of renewable and non-renewable resources -students as a class mention examples of renewable and non-renewable resources -students as a whole, highlight the as advantages and disadvantages of renewable and non-renewable resources -students, in pairs download pictures of renewable and non-renewable resources and display them on cardboards | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5]Digital Literacy | Illustrative diagrams and sketches documentaries maps, phograps/video clips and tapes Web resources https://ww.investopedia.com https//examples.youtubegnary.com video link https://youtubeqwyiudoa4 |
| 11 | Environmental problems | By the end of the lesson, students should be able to: I] explain environmental problem 2]identify types of environmental problems 3] state the causes of each environmental problem and 4] discuss the effects of environmental problems and their remedies | -each students explains environmental problems -students as a class identify types of environmental problems -students in groups state the causes of each environmental problem -students, as a whole discuss the effects of environmental problems and their remedies -students, in pairs cut and paste pictures of environmental problems on cardboard | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | -documentaries maps, photographs, video clips and tapes Web resources https://www.environtech.online.com https://unity edu video link https://youubeaob1gw8sms |
| 12 | Revision | ||||
| 13 | Examination |
Geography Scheme of Work SSS2 Second Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/environmental conservation | By the end of the lesson, students should be able to: 1] explain environmental conservation; 2]discuss the different methods of environmental conservation; and 3]examine the nee/importance of environmental conservation to man; | Individual students explains environmental conservation -students in group, discuss the different methods of environmental conservation -students, in pairs, examine the need/importance of environmental conservation to man | 1] group work 2] think, pair and share 3] collaboration and critical thinking 4] communication and leadership skills | Illustrative and sketch document, maps, video and tapes Web resources https:society https://www.net https: video link:https://gwyidgi |
| 2 | Transportation in Nigeria | By the end of the lesson, students should be able to: 1] discuss the contributions of transportation to the economic development of Nigeria 2] examine the problems of transportation in Nigeria and 3] suggest solutions to transportation problems | Students as a class, discuss the contributions of transportation to the economic development of Nigeria Students, as a whole, examine the problems of transportation in Nigeria Individual students suggests solutions to transportation problems | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Atlas maps Pictures Web resources https://www.ne.com https://www. Video link https:youtubesupohig |
| 3 | Manufacturing industries in Nigeria | By the end of the lesson, students should be able to: 1] explain and classify industries in Nigeria; | Students, in groups, explain and classify (primary, | 1] critical thinking and problem solving | Map of Nigeria showing zones, pictures Diagrams |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 2] describe the major industrial zones in Nigeria and their associated industries 3]explain the factors affecting Nigeria and 4]analyse the problems of manufacturing industries and suggest solutions to them | Secondary tertiary and quaternary) manufacturing industries in Nigeria -Students , in pairs draw the map of Nigeria and locate the major industries -students as a whole, explain the factors affecting the location of industries in Nigeria -students, as a class, analyse the problems of manufacturing industries and suggest solutions to them | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Manufacturing industries -slides films and documentaries on industries in Nigeria Drawing paper, tracing paper Excursion to a manufacturing industry in Lagos Web Resources https://www.legit.mg https://kpakpa.com video link https://youtube/hibyga4.AYA |
| 4 | Commercial activities in Nigeria | By the end of the lesson, students should be able to: I] identify major commercial areas in Nigeria 2] describe the commercial activities that are associated with these areas 3] highlight the contributions of commercial activities to the economy of Nigeria; and 4] Appraise the influence of foreign exchange markets on the growth of businesses in Nigeria | Individual student indentified major commercial areas in Nigeria -Students, in small group, describe the commercial activities that are associated with these areas -students as a whole highlight the contributions of commercial activities to | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Map of Nigeria showing commercial cities, pictures showing trading on the stock exchange Slides, films and documentaries on commercial activities in Nigeria Drawing paper Tracing paper Web Resources https://www.lawindier.com https://www.freshooks.com video link :https://youtubepkRe-wai9E4 |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| The economy of Nigeria -students as a class, appraise the influence of foreign exchange markets (stock exchange market, capital market and foreign exchange market) on the growth of businesses in Nigeria | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development |
| 5 | World population | By the end of the lesson, students should be able to: 1] describe world’s population in terms of size and density: 2] explain the structure and distribution patterns of words population; and 3]examine the factors affecting population distribution | Students, as a class, describe world’s population in terms of size and density -students, in small group, explain the structure and distribution patterns of world’s patterns world’s population -students, as a whole, examine the factors affecting population, (climate, relief, soil, water, mineral resources etc) -students, in pairs draw the map of the world distribution of world’s population pattern on cardboard | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5] digital literacy | Population Sketches diagrams GIS maps distribution photography document etc Web Resources https://www.eters info https://www.com https://worldonview video link https://youtuberqygve |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 6 | World population (cont) | By the end of the lesson, students should be able to: 1] analyse factors of production growth; 2] explain reasons for rapid population growth 3] examine the problems of high population density in the world and 4]discuss ways of solving world’s population problems | Students, in small groups analysis factors of population growth -students, in pairs explain reasons for rapid population density in the world Students, as a class, discuss ways of solving world’s population problems | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5] digital literacy | Population MAPS sketches and diagrams Gis maps on population distribution photographs documentary films, etc web resources https://population.org https://www.nationsonline.org video link https://youtubehkdckbcoge |
| 7 | Mid Term Break | ||||
| 8 | Settlements | By the end of the lesson, students should be able to: 1]explain settlement; 2] identify types of settlements 3]describe characteristics and urban and rural settlements and 4] examine factors influencing locations of settlements | Each students, explains settlement groups identify types of settlements (urban and rural) Students, in pairs, describe characteristics of urban and rural settlements -students, as a whole, examine factors influencing location of settlements -students in small group, download pictures of settlement and arrange them on cardboards according to types size, functions and patterns | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5] digital literacy | Topographical maps, aerial photographs of human settlement satellite image Diagrams and sketches -Drawing paper/ Tracing paper Web Resources https://en.m.wikipedia.org https://steemit.com video link https://youtube/acz?einjlii |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Settlements (Contd.) | By the end of the lesson, students should be able to: 1] explain the major settlement patterns 2] identify types of settlements interactions 3] analyse settlements pattern interaction with respect to migration and 4]discuss urbanization problems | Students, as a class, explain the major settlement patterns -students in small group identify types of settlements interactions -students, in pairs, analyse settlements pattern interaction with respect to migration (urban-urban, rural etc) Students as a class discuss urbanization problems and ways of solving them Students, in pairs design various settlement pattern on a flat board using cardboards | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Maps, Diagrams Sketches Paper, tracing Web resources https://www.share.net wwwbchr video link https://youtube n42Hasq |
| 10 | Soil | By the end of the lesson, students should be able to: 1] explain soil; 2] classify and describe types of soil 3] describe various stages of soil; and 4] examine the benefits of soil to man | Each student, explains soil Students in small group, classify and describe types of soil -students, in pairs, describe various stages (profile) of soil, -students, as a whole, examine the benefits of soil to man Students in small group collect soil samples in plastic bottles and label them | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Maps of soil samples Illustrate soil pattern Web Resources https:www.net.com https://www.com video https://youtubeontls |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | Geo-political issues (land reclamation) | By the end of the lesson, students should be able to: 1] explain land reclamation; 2] explain the various methods of land reclamation; and 3] examine the importance of land reclamation to man | -individual students, explains land reclamation -students in small group explain the various methods of land reclamation -students, as a whole, examine the importance of land reclamation to man -students, in pairs, compare and contrast downloaded pictures of degraded areas before and after reclamation | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development 5] digital literacy | Photographs, documentary films, diagrams and sketches Web Resources https://www.ladcdresging.com https://www.enclyclopedia.com video links https://youtubejajcx3xx84 https://youtube/ffszibflzc https://youtube/1vchg6vey8 https://youtube/ejr3wi5cf?u |
| Revision | |||||
| Examination |
Geography Scheme of Work SSS2 Third Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/Geographic information system (GIS) | By the end of the lesson, students should be able to: I] identify sources of data in GIS and 2] collect data for GIS | -each students identified sources of data in GIS -students, in small group collect samples of data for GIS, Students, in pairs visit the nearest weather station to collect climatic data (temperature and rainfall | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | GPS satellite Maps Web resources https:Wikipedia.com video https://7sjsh.com |
| 2 | Location, size Position and political division Africa | By the end of the lesson, students should be able to: 1] describe the location and position of Africa 2]describe the size and political divisions of Africa and associated Islands and 3] identify he countries of Africa and their capitals | -students in small group, describe the location of Africa, Students, in pairs, describe the size and political divisions of Africa and associated Islands -each students, identified the countries of Africa and their capitals -students, in small, group are to mould with paper and starch the outline map of Africa | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Map of Nigeria showing division Illustrate diagram Web Resources https://wikipedia.com https:// video https://ogyeb |
| 3 | Africa Relief and Drainage | By the end of the lesson, students should be able to: 1] identify and describe highlands and lowlands areas of Africa 2] state the advantages and disavanatages of highlands and lowlands in Africa 3]Describe the drainage pattern of Africa and 4] highlight the main characteristics of rivers and lakes in Africa and their importance to man | -students, in small group, identify and describe highlands and lowlands areas of Africa -Students, in pairs, state the advantages of highlands and lowlands in Africa -students, as a class describe the drainage pattern of Africa -students, as a whole highlight the main characteristics of rivers and lakes in Africa and their importance to man -students in small group, draw an outline map of Africa on cardboard and show relief (highlight and lowland) and drainage (rivers, and lakes) in Africa | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Maps of Africa showing relief and drainage Illustrate diagrams drawing paper, colour penciles, Web Resources https://web ccsu.ed https://elearningrebnw video link Https://youtubejydvip4Gam |
| 4 | Africa climate and vegetation | By the end of the lesson, students should be able to: 1] explain factors affecting climate in Africa 2] describe types and characteristics of climate in Africa 3] Discuss types, characteristics and factors affecting vegetation distribution in Africa, and 4] Analyse the economic importance of climate and vegetation to the people of Africa | Students, in small group explain factors affecting climate in Africa -students in pairs describe types and characteristics of climate in Africa -students in small group, discuss | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Maps of Africa showing climate regions Map of Africa showing vegetation -illustrative diagrams, drawing paper, colour pencils Web Resources https://brainly in https:bylus.com video link |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Types, characteristics and factors affecting vegetation distribution in Africa -students as a class analyse the economic of climate and vegetation to the people of Africa -students, in small group are to draw the map of Africa on cardboards and show climate zones and vegetation belts | |||||
| 5 | Lumbering in Equatorial Africa: Zaire and Nigeria | By the end of the lesson, students should be able to: 1] explain lumbering and identify lumbering areas in Zaire and Nigeria 2] explain the favourable factors and methods of lumbering activities in the two countries and proffer solutions to them 4] compare and contrast lumbering activities in the two countries | -students, in groups, explain lumbering and identify lumbering areas in Zaire and Nigeria -Students, as a class, explain the favourable factors and methods of lumbering activities in the two countries -students as a whole, discuss the problems of lumbering in the two countries and proffer solutions to them -students in pairs compare and contrast lumbering activities in the two countries -students, in small group, draw the map of Africa and show areas of lumbering activities in Nigeria and Zaire | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Picture of lumbering Maps Excursion Saw Illustrative diagrams Web resources https:arning https// https:// video link https://s9sliu |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 6 | Irrigation agriculture in Nile Basic and the Niger Basin | By the end of the lesson, students should be able to: 1] explain factors that favour irrigations agriculture in Nile and Niger Basin 2] Discuss crop types and methods of irrigation agriculture in use, in both countries 3]explain contributions of irrigation schemes to economic development in the two countries; and 4] analyse the problems of irrigation agriculture and suggest solutions to them | -students in groups, explain factors that favour irrigation agriculture in Nile and Niger Basin -Students, as a class, discuss crop types and methods of irrigation agriculture in use, in both countries -students, as a whole, explain contributions of irrigations schemes to economic development in the two countries -students as a class, analyse the problems of irrigation agriculture and suggest solutions to them | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Pictures of irrigation areas Atlas Maps Web Resources https://link .springer.com https://www.reserachgate.net video link https://youtube/regxj5gfao |
| 7 | Mid Term Break | ||||
| 8 | Plantation Agriculture in west And East Africa | By the end of the lesson, students should be able to: 1] explain plantation agriculture in West and East Africa and state its characteristics. 2] Identify areas as of plantation agriculture in the two regions and explain factors that favour it 3] enumerate the importance of plantation agriculture in two regions; and 4] examine the problems of plantation agriculture in the two regions and suggest possible solutions | Students, in small group explain plantation agriculture in West and East Africa and state its characteristics -students, in pairs, identify areas of plantation agriculture in | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Pictures of plantation farms Atlas Web Resources https://www.studyrankersonline.com https://www.brainly.in https://www.youraclelibrary.com video link https://youtube/dntjwtpgu54 |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| The two regions and explain factors that favour it -students, as a class enumerate the importance of plantation agriculture in two regions -students, as a whole, examine the problems of plantation agriculture in the two regions and suggest possible solutions Students, in small group study areas of plantation agriculture in West and east Africa from their Atlas maps |
| 9 | Fruit Farming in the Mediterranean regions of Africa | By the end of the lesson, students should be able to: 1] explain fruit farming 2] identify areas of fruit farming and types of fruit produced; 3]explain factors favourable to fruit farming in Mediterranean regions of Africa 4] examine the importance and problems of fruit farming in Mediterranean regions of Africa | -students in small group are to explain fruit farming -students, in pairs identify areas of fruit farming and types of fruit produced -students as a whole , explain factors favourable to fruit farming in Mediterranean regions of Africa, -students, as a class, examine the importance and problems of fruit farming in Mediterranean regions of Africa Individual | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development | Pictures of Atlas map Mediterranean Africa Web Resources https: simple pedia.org https://passing.com https:///earticle.com video link https://youtubexscpghsw |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Students is to draw the map of Africa showing areas of fruit farming in the Mediterranean regions of Africa | |||||
| `10 | Hydrosphere (Ocean Basin) | By the end of the lesson, students should be able to: 1] identify and describe the major parts of the ocean basic; 2] explain ocean salinity and the factors that determine the salinity of the oceans 3] discuss the meaning, causes types and effects of ocean currents on the adjacent coastlands; and 4] examine the importance of the oceans to man | -students in small group, identify and describe the major pairs of the ocean basin -students as a class, explain ocean salinity and the factors that determine the salinity of the oceans -students, in pairs, discuss the meaning causes, type and effects of ocean currents on the adjacent coastlands -students, as a whole, examine the importance of the oceans to man -students in small group, draw the diagram of the relief of the ocean basic on a cardboard | 1] group work 2] think, pair and share 3] chunk and chew 4] collaboration and critical thinking 5] communication and leadership | Atlas World map Illustrate diagrams Documentary Web Resources https://www.britannica.com https://www.science.direct.com video link:https://youtube/wp380-lagos |
| 11 | Earthquakes | By the end of the lesson, students should be able to: 1] explain the meaning and causes of earthquakes 2] describe the features associated with earthquakes occurrence; and 4] analyse the effects of earthquakes on man and his environment | Students in groups, explain the meaning and causes of earthquake -students, as a whole, describe the features associated with earthquake Each | 1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal | World map Web Resources https://www.sciencedairly.com https://www.bbc.uk video link https://youtube/uaolkiopya |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Student identifies regions of earthquakes occurrences (Tonga Region, Chile-Argentina region, Fili Islands, Mid-Atlantic Ridge, some Asian countries) -students as a class analyse the effects of earthquakes on the man and his environment -students, in small group, download past records of earthquake occurrences (since year 2000 till date) and present a 2-page term paper | Development 5] Digital Literacy | ||||
| 12 | Revision | ||||
| 13 | Examination |
