Geography Scheme of Work SSS3 Lagos State

Access Lagos State Free Geography Scheme of work SSS3. SS3 Geography Curriculum for Secondary School –Schemeofwork.com

Table of Contents

SSS3 Geography Scheme of Work First Term Geography Scheme of Work SSS3 Second Term

SSS3 Geography Scheme of Work First Term

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Volcanicity	By the end of the lesson, students should be able to: 1] explain the meaning and processes of volcanicity 2] identify regions of volcanic occurrences and explain why such regions are associated with earthquake 3] describe the characteristics and forms of intrusive and extrusive features of volcaniicity 4] analyse the effects of volcanicity on man and his environment	Students as a class brainstorm the meaning and processes of volcanicity, identify regions of volcanic occurrences and explain why such regions are associated with earthquakes Students in small groups identify the features of land forms of intrusive (-sill dykel laccolith etc) and extrusive features Ecomposite conel ash and cinder conel etc) of colcanicity K Students in pair analyse the effects of volcanicity on man and his environment and draw intrusive and extrusive features of volcanicityon cardboards	Critical thinking and problem solving 2] communication and collaboration 3] Creativity and imagination 4]Leadership and personal development	World Map Web Resources https://www.examrace.com ii] https://link.cpringer.com https://www.pmfias.com video link https://youtube/610gytcvgo

Karst (Limestone) Topography

By the end of the lesson, students should be able to:
1] explain the meaning of Karst/Limestone topography and identify Karst regions in Nigeria and the world:
State the characteristics of Karst topography;
3] describe the surface and underground features of Karst regions
4] dissect the importance of Karst regions to man

Whole class brainstorm Karst/Limestone topography and identify Karst regions in Nigeria and the world Students, in small group, outline the characteristics of Karst topography Students; in pairs mention and describe the surface and underground features of karst regions Students in groups analyse the importance of Karst regions to man Individual student, draw the diagrams of surface and underground features of Karst regions

1] Critical thinking and problem solving
2] communication and collaboration 3] creativity and imagination
4] leadership and personal development

Pictures Maps Drawing Tracing paper Samples of limestone Web resources https://geology.com https://www.bas.ac.uk video link https: //youtube.be/rxncu.dapxq

3	Denudation processes	By the end of the lesson, students should be able to:	Students as a class discuss denudation and the factors affecting it,	1] critical thinking and problem solving 2] communication	Documentary films Pictures Models
WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		1] explain denudation and the factors affecting it 2] identify denudational processes 3] explain the sequences of denudation; and 4] appraise the impacts of denudation on man and his environment	Students, in small groups identify denudational processes and explain the sequence of denudation Students in small groups, describe the impacts of denudation on man and his environments Individual students, draw on cardboard to illustrate the sequences of denudation	And collaboration 3] creativity and imagination 4] leadership and personal development	Diagrams and excursion to Web resources https://www.sience.com https://en.m.wikipeia video link https://youtube/mcgy

Weathering

By the end of the lesson, students should be able to: 1] explain weathering and mention its types; 2] explain the processes of weathering 3]discuss the effects of weathering on soil formation and farming

Students as a class; describe weathering and mention its types -students in small groups, discuss the processes of weathering (temperature changes, alternate wetting and drying, frost action etc) highlighting the effects of weathering on soil formation and farming -students, in small groups project evidences of weathering in highland areas on cardboards

Critical thinking and problem solving
2] communication and collaboration 3] creativity and imagination
4] leadership and personal development 5] digital literacy

Pictures Models Diagrams and drawing paper Web Resources https://www.nationgraphic https://digital video link:https://youtubebsgawto

Mass movement

By the end of the lesson, students should be able to: 1] explain the concept of mass movements, 2] identify types of mass movements 3] describe the processes involved in the different types of mass movements 4] analyse the effects of mass movements on man

-students as a whole discuss the concept of mass movements and identifies types of mass movements Students, in small groups describe the processes involved in the different types of mass movements -students, in pairs, analyse the effects of mass movements on man

1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination
4] leadership and personal development

Documentary pictures Drawing paper Tracing paper Web resources https://en.m.wikipeida https://opengeology vidieo link https://youtube.ce/c4dxcw

Climatic change

By the end of the lesson, students should be able to: 1] explain climatic change and its causes 2] discuss the

-students, as a class, brainstorm on the meaning and causes of climatic change -students, in small groups, discuss the consequences of climatic

1] critical thinking and problem solving 2] communication and collaboration
3] creativity and imagination 4]leadership and

Posters Documentary film Photographs Models Government e.g. environmental protection laws

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Consequences of climatic change 3] examine the measures taken by the Nigerian government to minimize the impacts of climatic change	Change and examine the measures taken by the Nigerian government to minimize the impacts of climatic change Individual students download and paste on cardboards, pictures showing the effects of climatic change	Personal development 5] digital literacy	Web resources www.solarimpulse.com https://sojinks.gov. video link https://youtube.be/c4hinyxbia

7	Mid Term Break
8	ECOWAS	By the end of the lesson, students should be able to: 1] state the meaning of the acronym ECOWAS and identify her member states 2]explain the purpose for which ECOWAS was formed 3] discuss the advantages and disadvantages of ECOWAS 4] suggest solutions to ECOWAS problems	Students as a class discuss ECOWAS and identify her member states -students in small groups describe purpose/mandate for which ECOWAS was formed and state the advantages/benefits and disadvantages /problems of ECOWAS -Students, in pairs suggest solutions to ECOWAS problems	Critical thinking and problem solving 2] communication and collaboration 3] creativity and imagination 4] leadership and personal development	Maps Diagrams and sketches -drawing paper -tracing paper Web Resources https://nigerianinfopedia.com https://www.itf.si-video.link https://youtubeef60zqkjed0 https://youtube/ovlewhksv8

World Trade

By the end of the lesson, students should be able to: 1] explain trade and state the reasons for world trade 2] account for the high volume of trade between Nigeria and developed countries with reference to world major shipping routes 3] discuss the factors limiting world trade; 4] analyse the impacts of world trade on the development of Nigerian economy

-students in small groups, examine trade and highlight the reasons for world trade Students in pairs, account for the high volume of trade between Nigeria and developed countries with reference to world major shipping routes -students as a class, brainstorm on the factors limiting world trade and dissect the impacts of world trade on the development of Nigerian economy

1] critical thinking and problem solving
2] communication and collaboration
3] creativity and imagination
4] leadership and personal development 5] digital literacy

World maps Markets Pictures of sea and air ports World shipping routes Charts Web resources I] https://www.wto.org https://quizlet.com video link https://youtuberees5j3qutq https://youtube/itc3zstz3q

Tourism

By the end of the Lesson, students should be able to: 1] explain the concept of tourism 2] identify and locate tourist centers in Nigeria 3] highlight the importance of tourism in Nigeria 4] analyse the limitations of tourism in Nigeria and suggest possible solution to the problems

Students, as a class Discuss the concept of tourism, identify and locate tourist centres in Nigeria -Students, in small groups, describe the importance of jourism in Nigeria and analyse the limitations /problems/challenges of tourism in Nigeria and suggest possible solutions to them -students as a class go on tour to tourist centre e.g. museum

1] Critical thinking And problem solving 2] communication and collaboration 3] creativity and imagination
4] leadership and personal development 6]digital literacy

Maps Documentary film Diagrams Pictures etc Web resources https://en.m. Wikipedia https://www. Video link https://youtube/ija,

11	Satellite remote sensing	By the end of the lesson, students should be able to: 1] explain the following concepts remote sensing 2] discuss the relationship between remote sensing and GIS 3] examine applications of satellite remote sensing	Students as a whole discuss satellite explaining the following concepts; remote sensing satellite and satellite remote sensing -students, in small groups, discuss the relationship between remote sensing and GIS, examine the applications of satellite remote sensing and present a 2-page term paper on areas of application of satellite remote sensing	1] critical thinking and problem solving 2] communication and collaboration 3] creativity and imagination 4] leadership and personal development	Slides Satellite image Multimedia C satellite Posters etc Web resources https://www. https://www.gecworld.ng video link https://
12	Revision
13	Examination

Geography Scheme of Work SSS3 Second Term

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Welcome Test/GIS application	By the end of the lesson, students should be able to: 1] explain the various applications of GIS 2] examine the problems militating against GIS implementation in Nigeria	Students, as a class discuss GIS and various applications of GLS -students, in small groups, examine the problems militating against GIS implementation in Nigeria -Students, in pairs, present a 2-oage term paper on successful GIS implementation in Nigeria	1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development	Slide Satellite images Multimedia CD, GIS published materials Web Resources I] https://grindgis Ii www.esri.com https://gisgeography.com video link:https://youtub. Nndxl6ifps

Bush fallowing in west Africa

By the end of the lesson, students should be able to: 1] effectively carry out bush fallowing 2] explain bush fallowing and the farmable conditions necessary for it 3] state the characteristics of bush fallowing 4]describe the types and tools used 5] examine advantages and disadvantages and current trends in bush fallowing

-students as a whole, visit the school or nearby farms to learn the meaning , characteristics, types and tools used for bush fallowing -students as a class brainstorm on bush fallowing and the famable conditions necessary for it -students in small groups, highlight the characteristics of bush fallowing -students in pairs examine the advantages and current trends in bush fallowing

1] critical thinking and problem solving
2] communication and collaboration 3]creativity and imagination
4] leadership and personal development

Maps of West Africa showing population distribution, pictures and slide of people in their community -visit to school or web resources https://www.cabi.org https:/passnownw.com video link https://youtube?yzvbyaaqc

Mining in Africa (Copper Gold and petroleum

By the end of the lesson, students should be able to: I] identify major mining areas of copper, gold and petroleum in Africa and

-students as a class discuss mining industry highlighting major mining areas of copper, gold and petroleum in Africa and explain the methods of mining them

1] critical thinking and problem solving
2] communication and collaboration 3]creativity and imagination
4] leadership and personal development

Maps of Africa showing areas of copper, gold and petroleum mining -drawing paper Tracing paper Web resources

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Mining areas of copper, gold and petroleum in Africa and explain the methods of mining them 2]explain transportation and marketing of the minerals 3] highlight the economic importance of gold, copper and petroleum 4] analyses the problems of mining copper gold and petroleum in Africa and suggest solutions to them	Copper, gold and petroleum in Africa and explain the methods of mining them 2] students, in small groups, discuss how these minerals are transported and marketed in producing countries Students, in small groups, assess the economic importance of gold, copper and petroleum to the development of producing countries -students, in pairs evaluate the problems of mining copper, gold and petroleum in Africa and suggest solutions to them	3] creativity and imagination 4] leadership and personal development	Drawing Tracing Web resources

Principles of Elementary surveying

By the end of the lesson, students should be able to: 1] Explain surveying terms and describe surveying instruments 2] state the uses of chain and prismatic compass in surveying 3] mention the procedures for plotting traverse 4] discuss ways of avoiding obstacles in the field

Students, as a class, discuss surveying, terms used in surveying (trangulation, traversing, etc) and describe surveying instruments (ranging pole, measuring tape, field notebook, etc) Students, in small groups, highlight the uses of chain and prismatic compass in surveying and identify the procedures for plotting traverse -Students, in small groups, discuss ways of avoiding obstacles in the field -individual students produce simple maps of small areas like classroom, play ground and dining hall using appropriate instruments

1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination
4] leadership and personal development

Surveying instruments, ranging, Measuring gunter Notebook Maps Papers Pencils Web resources https:www.pro.com https://www.nsw.gov

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5	Representation of relief Forms	By the end of the lesson, students should be able to: I] identify relief features shown on maps; and 2]describe the methods of representing relief features on maps	Students, in small groups -identify relief features shown on maps Describe the methods of representing relief features (valley, spur, pass, etc) on maps Individual students draws the various relief features using different methods	1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development	Maps, aaltas, models, rulers, colours, pens of various sizes, sand, ashes, trays Web resources https://catalogue.anspear.com https://sciencing.co, video Link https://youtube/3b3ygololay https:youtube/9wkoodmizc

6	Map Reading	By the end of the lesson, students should be able to: 1] calculate the gradients and vertical) exaggeration 2]explain the procedures for drawing cross section /profile; and 3] interpret cross section/profile to determine indivisibility of places on topographical maps	Students in small groups -calculate the gradients and vertical exaggeration -describe the procedures for drawing cross section/profile -interpret cross section/profile to determine indivisibility of places on topographical maps -individual students, draws a cross section/profile of any two points on a topographical map	1] critical thinking and problem solving 2] communication and collaboration 3]creativity and imagination 4] leadership and personal development	Topographical maps Graph sheet Tracing paper Rule, pencils Web resources https://catagogue.anspear.com https://sciening.com video link https://youtube/3b3ygololay https:youtube/9wkoodmzc
7	Mid Term Break
8 – 13	Revision