2022/2023 First Term Geography Scheme Of Work For SS2

Geography Scheme Of Work

UNIFIED SCHEME OF WORK FOR GEOGRAPHY

CLASS: SENIOR SECONDARY SCHOOL TWO

TERM: FIRST TERM SCHEME OF WORK

WEEK 1

Revision Of Last Term Class Work And General Cleaning

WEEK 2

TOPIC

Earthquake

CONTENT

(1) Origin/Focus

– Tremor

– Epicenter waves

– Shock waves

(2) Causes of Earthquakes

– Fault from the collision of tectonic plates

– Sudden release of stress

(3) Effect of earthquake

– Displacement of earth crust

– Raising and lowering of coastal rocks

– Landslide and cracks

(4) Region of earthquake occurrence

– Mid-Atlantic ridge

– Some Asian Countries

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) Define Earthquake

(2) Explain the origin and focus of an earthquake

(3) Discuss its causes

(4) Locate earthquake-prone regions on a world map

(5) Describe the effects of earthquakes on the environment

INSTRUCTIONAL MATERIALS

– World Map

– Diagrams and Sketches

– Drawing paper

– Tracing paper

– Documentary Video films

TEACHERS ACTIVITIES

(1) Uses diagram to explain the origin and causes of earthquake

(2) Uses documentary films to guide discussions on

– meaning of earthquake

– Origin of earthquake

– Causes of earthquake

– Earthquake regions

– Effect of earthquake

(3) Supervises and guides students to insert earthquake regions on a world map

(4) Summarizes the highlights of the lesson on the board

LEARNERS’ ACTIVITIES

(1) Listen attentively to teachers’ explanations.

(2) Ask questions from the teacher

(3) Answer questions from the teacher

(4) Participate in class discussion

(5) Draw and insert earthquake regions on a world map

(6) Watch documentary films on the occurrence and effect of earthquake

(7) Copy the board summary

WEEK 3

TOPIC

Vulcanicity

CONTENT

(1) Meaning of vulcanicity

(2) Processes of occurrence

– Crustal disturbance

– Intrusion

– Extrusion

-Eruption

– Emission etc

(3) Region of occurrence

(4) Characteristics features of landforms in the regions

(a) Intrusion features

– Sills

– Dyke

– Batholiths

– Laccoliths

– Lopoliths

– Phacolith

(b) Extrusion features

– Composite cone

– Lava domes or shield volcanoes

– Ash and cinder cones

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) Define vulcanicity

(2) Describe vulcanicity processes

(3) Locate volcanic regions on a world map

(4) State the characteristic features of landforms in the regions

INSTRUCTIONAL MATERIALS

– World map

– Diagrams and Sketches

– Drawing paper

– Tracing paper

– Stencil

– Documentary video films

TEACHERS ACTIVITIES

(1) uses sketches or documentary films to guide discussions on

– Vulcanicity processes

– Vulcanic regions of the world

– Intrusive features/landforms in volcanic regions

– Extrusive landforms in Vulcanic regions

– Effect of vulcanicity

(2) Supervises and guides students to insert volcanic regions on a world map

(3) Summarises the highlights of the lesson on the board

LEARNERS’ ACTIVITIES

(1) Listen attentively to the teacher’s explanations.

(2) Ask questions from the teacher

(3) Answer questions from the teacher

(4) Participate in class discussion

(5) Watch documentary films on processes of vulcanicity

(6) Draw and insert volcanic regions on a world map

(7) Copy the board summary

WEEK 4

TOPIC

Action Of Underground Water

CONTENT

(1) Meaning of underground water

(2) Behaviour of underground water about the nature of rocks

(3) The water table

(4) Zone of water level

(5) Major features of underground water

– Spring

– Wells

– Artesian Basin

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) Explain how water gets into the ground

(2) Describe the behavior of underground water

(3) Describe the features which result from the processes of underground water

INSTRUCTIONAL MATERIALS

– Diagram and sketches

– Pictures

– Drawing paper

– Documentary films

– Samples of types of rock

TEACHERS ACTIVITIES

(1) Uses sketches or documentary film to guide discussion on processes of underground water

(2) Uses simple experiment diagram and pictures to

– guide discussions on features of underground water: Well, Spring and Artesian well

– Describe the concept of the water table

LEARNERS’ ACTIVITIES

(1) Listen attentively to teacher’s explanation

(2) Ask questions from the teacher

(3) Answer questions from the teacher

(4) Participate in class discussion

(5) Draw annotated diagrams of the water table, groundwater, and spring

(6) Copy notes from the board

WEEK 5

TOPIC

Limestone Region Of Karst Topography

CONTENT

(1) Karst topography regions

(2) Characteristics of karst topography

– Solubility

– Absence of luxuriant vegetation cover

– the absence of drainage

– joint and rugged topography

– dry surface valley

(3) Features of the karst region

(a) Surface features: Grikes, clients, swallow holes, sink holes, doline uvula, poljes

(b) Underground features:

– Caves and caverns

-Limestone gorge

– Resurgent spring

– Stalactite,

– Stalagmite and Pillar

(4) Importance of karst topography

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) Identify the karst region in Nigeria and the world

(2) State the characteristic of karst topography

(3) identify and describe the surface and underground features of the karst region

(4) Discuss the importance of the karst region to man`

INSTRUCTIONAL MATERIALS

– Samples of limestone

– Diagrams and sketches

– Documentary films

– Pictures

– Maps

– Drawing paper

– Tracing paper

TEACHERS ACTIVITIES

(1) take students to field experience of the karst region (where possible)

(2) Uses simple experiments, pictures, maps diagrams, and documentaries to:

– explain the characteristics of karst topography

– help student locate the karst regions in Nigeria and another part of the world

– guide discussion on the surface and underground features of karst regions

– explain the importance of karst topography

(4) write notes on the board

LEARNERS’ ACTIVITIES

(1) Go on field experiments where possible

(2) Watch documentary films

(3) Watch teacher’s demonstrations during teaching

(4) Ask questions from the teacher

(5) Answer questions from the teacher

(6) Participate in class discussions

(7) Draw annotated diagrams of karst regions

(8) Copy notes from the board

WEEK 6

TOPIC

Denudation

CONTENT

(1) Meaning

(2) Type of denudational processes

(3) Factors affecting denudation

– relief

– climate

– human activities etc.

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) explain the concept of denudation

(2) Identify the denudational process

(3) Discuss the factors affecting denudation

INSTRUCTIONAL MATERIALS

– Diagrams and Sketches

– Models

– Pictures

– Films

– Quarry sites

TEACHERS ACTIVITIES

(1) uses diagrams pictures, films, and models to explain the meaning of denudation

(2) Takes students on fieldwork

(3) Guides class discussions on

– denudational processes

– factors affecting denudation

– guide students on fieldwork

– writes notes on the board

LEARNERS’ ACTIVITIES

(1) Listen to teacher’s explanation

(2) Watch films

(3) Ask questions from the teacher

(4) Answer the question from the teacher

(5) Participate in guide fieldwork

(6) Participate in class discussion

(7) Write a report on fieldwork

(8) Copy notes

WEEK 7

TOPIC

Weathering

CONTENT

(1) Major concepts

– disintegration

– decomposition

– weathered debris

(2) Types of weathering

(a) Physical (mechanical)

– Temperature changes

– Welting and drying

– Frost action etc.

(b) Chemical weathering

– Solution

– Oxidation

– Hydrolysis

– Hydration

– Carbonation

(c) Biological Weathering

– Plant and animals

– Borrowing

– Human Activities

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) define weathering

(2) identify types of weathering

(3) explain the process of each type

(4) discuss the effects of weathering on the environment

INSTRUCTIONAL MATERIALS

– Diagrams and sketches

– Documentary films

– Pictures

– Models

– Drawing paper

– Tracing paper

TEACHERS ACTIVITIES

(1) Take students on fieldwork to observe weathering effects

(2) uses pictures, film diagrams, and models to

– explain the meaning of weathering

– guide discussions on types of weathering and their processes

– identify the effects of weathering on the environment

(3) Guides and supervises students on fieldwork

(4) Writes notes on the board

LEARNERS’ ACTIVITIES

(1) Participate in fieldwork

(2) Watch documentary films

(3) Ask questions from the teacher

(4) Answer questions from the teacher

(5) Participate in class discussion

(6) Draw sketch diagrams showing the effects of weathering on landforms

(7) Copy notes

WEEK 8

TOPIC

Mass Movement

CONTENT

(1) Meaning of mass movement

(2) Types of mass movement

– slow e.g soil creep

– rapid e.g rock fall

(3) Mass movement processes

(a) Soil creep

– weathered materials

– gentle slope

– water lubricate

– heating and cooling

– wetting and drying

(b) Soil flow:

– rock fragment

– downslope

– freezing and thawing

(c) Landslides:

– Loose rock

– Steep slope

– Water lubricates

– Earthquakes

(d) Rock avalanche

– Rockfall

– Cliff etc.

(4) Effect of mass movement

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) define the concept of mass movement

(2) identify types of mass movement

(3) describe the processes involved in the different types of mass movement

(4) discuss the effects of mass movement

INSTRUCTIONAL MATERIALS

– Diagram and sketches

– Documentary films

– Pictures

– Maps

– Drawing paper

– Tracing paper

TEACHERS ACTIVITIES

(1) Takes students on fieldwork (where possible) to observe the mass movement

(2) Show documentary films on mass movement

(3) Uses pictures, sketches, and documentaries to:

– explain types of mass movement

– guide discussions on mass movement processes

– explain the effect of mass movement on the environment and human activities

(4) write notes on the board

LEARNERS’ ACTIVITIES

(1) Go on fieldwork (where possible)

(2) watch documentary films

(3) Listen to teacher’s explanation

(4) Ask questions from the teacher

(5) Answer questions from the teacher

(6) Draw diagrams and sketches

(7) Copy notes from the board

WEEK 9

TOPIC

Climate: Effect Of Climatic Element

CONTENT

(1) Rainfall

– Convectional Rainfall

– Orographic Rainfall

– Cyclonic Rainfall

(2) Other forms of rainfall are snow, hall, dew, and fog

(3) Temperature

– effect of altitude on temperature

– lapse rate

– temperature inversion

(4) Wind

– factors affecting wind

– types of local wind (harmattan wind, land and sea breeze, typhoon

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) name and describe types of rainfall

(2) identify other forms of precipitation

(3) describe the processes of their formation

(4) describe the effect of temperature on the earth’s surface

(5) discuss the effect of temperature on human comfort

(6) describe the formation and types of clouds

(7) differentiate between land and sea breezes

(8) identify and locate high and low-pressure belts of the world on maps

INSTRUCTIONAL MATERIALS

– Diagrams and Sketches

– Documentary films

– Pictures

– Thermometric

– Maps

– Globe

TEACHERS ACTIVITIES

(1) Uses sketches and diagrams to explain

– types of rainfall

– pressure belts

– classification of cloud

– effect of temperature carry out

(2) Simple experiment on water vapor and condensation

(3) Write notes on the board

LEARNERS’ ACTIVITIES

(1) Listen to teacher’s explanation

(2) Ask questions from the teacher

(3) Answer questions from the teacher

(4) Study the atlases to locate pressure belts and planetary wind system

(5) Copy notes from the board.

WEEK 10

TOPIC

Climatic Classification

CONTENT

(1) Greek classification

– Tropical (Torrid)

– Temperature (mid-latitude)

– Polar (frigid)

(2) Koppens classification

A – Tropical rainy climate

B – Dry Climate

C – Warm Temperate Rainy Climate

D – Snowy and Cold Climate

E – Polar Climates (Ice)

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) describe the two climatic major classification system

(2) Identify and explain the major and subcategories of Koppen’s classification system

(3) State the advantages and disadvantages of the two classification system

INSTRUCTIONAL MATERIALS

– Sketches and Diagrams

– Atlas

– Maps

– Slides/Powerpoint

– Drawing Paper

– Tracing paper

TEACHERS ACTIVITIES

(1) Uses map, globe, sketches, and diagrams to guide students to identify and classify climatic regions using the Greek and Koppens classification system

(2) Guide discussion on Greek and Koppens classification system

(3) Summarize the highlights of the lesson

LEARNERS’ ACTIVITIES

(1) Listen to the teacher

(2) Ask questions from the teacher

(3) Answer questions from the teacher

(4) Participate in class discussion

(5) Draw a map of the world showing Greek climatic classification

(6) Draw a map of the world and insert the climatic regions based on Koppens classification.

WEEK 11

TOPIC

Types Of Climate

CONTENT

(1) Climatic types

– Hot

– Temperature

– Cold

– Desert

(2) Characteristics of

– Temperature

– Rainfall etc

(3) Geographical distribution

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) identify and explain the characteristics of major climatic types

(2) locate and describe the distribution of the climatic types

INSTRUCTIONAL MATERIALS

-Sketches and diagrams

– Atlas

– Maps

– Slides

– Drawing paper

– Tracing paper

TEACHERS ACTIVITIES

(1) Uses maps, diagrams, and sketches to help students identify major climatic types

(2) Guide class discussion on

– Characteristics of major climatic type

– their geographic distribution

– influence of climatic type on human activities

(3) Take students on a study trip to a meteorological station

LEARNERS’ ACTIVITIES

(1) Visit a meteorological station

(2) Listen to the teacher’s explanation

(3) Ask questions from the teacher

(4) Answer questions from the teacher

(5) Participate in class discussion

(6) Draw a map of the world showing the distribution of climatic type

(7) Copy the board summary

WEEK 12 & 13

Revision and Examination

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