2022/2023 Second Term Geography Scheme Of Work For SS2

Geography Scheme Of Work

UNIFIED SCHEME OF WORK FOR GEOGRAPHY

CLASS: SENIOR SECONDARY SCHOOL TWO

TERM: SECOND TERM SCHEME OF WORK

WEEK 1

Revision Of Last Term Class Work And General Cleaning

WEEK 2

TOPIC

Revision Of Last Term’s Work/Soil

CONTENT

– Components of Soil

– Type of Soil

– Some important terms in Soil

– Properties of Soil

– Soil profile

– Factors of soil formation

– Soil formation regime

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) explain the functions of the following in soil formation

(i) parent materials

(ii) living organism (decomposition, mixing, disintegration, etc)

(iii) water (oxidation, dissolution, crumb formation, etc)

(2) describe the following processes

(i) decomposition

(ii) soil crumb formation

(iii) translocation 

INSTRUCTIONAL MATERIALS

– Soil put or road cutting and other visual illustrations

– Soil specimens, soil put depicting a profile, visual illustrations. Like photographs, diagrams, and sketches

TEACHERS ACTIVITIES

(1) take students on fieldwork to collect soil specimens

(2) initiate and guide discussions on;

– different types of soil horizon

– processes of soil formation

– the soil profile

– field observation and demonstration

(3) Summarizes the highlight of the lesson on the board

LEARNERS’ ACTIVITIES

(1) Participate in a guided tour to observe, collect and classify soil

(2) Participate in class discussion

(3) Prepare an album of the soil profiles in the locality

WEEK 3

TOPIC

World Vegetation

CONTENT

– Tropical Rainforest

– Monsoon forest

– Tropical Savanna

– Tropical Desert

– Mediterranea Vegetation

– Temperate Evergreen forest

– Cool Temperate

Deciduous Forest

– Coniferous forest

– Temperate Grassland

– Arctic Vegetation

BEHAVIORAL OBJECTIVE

Students should be able to:

Locate the areas and describe the characteristics of the vegetation of each vegetation type

INSTRUCTIONAL MATERIALS

– Maps, sketches, diagrams, film, etc

TEACHERS ACTIVITIES

(1) Initiate and guide discussions on;

– different types of vegetation

– distribution of

– field observation

– illustrating with world maps and diagrams

(3) Summarize the highlight of the lesson on the board

LEARNERS’ ACTIVITIES

(1)Participate in class discussion

– on a different type of vegetation

– distribution of vegetation types on the world map.

WEEK 4

TOPIC

Environmental Resources

CONTENT

(1) Meaning of environmental resources

(2) Types of environmental resources

– Atmospheric resources (e.g sun, wind, biomass, oxygen and other gases, ram, etc)

– Water resources e.g (waterfalls, plants, fishes and other water animals, etc.

– Vegetation (e.g timber, roofs, leaves, barks, latex, fruits, fibers, etc)

– Mineral resources

– Land resources

– Human resources

(3) Importance of environmental resources

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) define environmental resources

(2) discuss the different types of environmental resources;

(3) give examples of each type;

(4) relate human resource quality to size, education, health, etc

(5) explain the importance of each type of environmental resources

INSTRUCTIONAL MATERIALS

– Illustrative diagrams and sketches

– Documentaries

– Maps

– Video clips/tapes

TEACHERS ACTIVITIES

(1) uses pictures, chats, and maps to explain the meaning of environmental resources

(2) initiates and guides discussion on;

– types of resources;

– components of each type of environmental resources about size, skilled and unskilled human resources, education and health, etc.

– Uses and importance of environmental resources

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

LEARNERS’ ACTIVITIES

(1) Listen to the teachers, ask and answer questions, take down notes

(2) Participate in class discussion

(3) Draw a table indicating the types of resources, components of the resources, and their uses

WEEK 5

TOPIC

Environmental Conservation

CONTENT

(1) Meaning of environmental conservation methods;

– Afforestation and reforestation

– cover cropping

– improved farming techniques

– environmental education

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) explain environmental conservation;

(2) discuss the different methods of environmental conservation

(3) give examples of each type;

INSTRUCTIONAL MATERIALS

– Illustrative diagrams and sketches

– Documentaries

– Maps

– Video clips/tapes

TEACHERS ACTIVITIES

(1) uses pictures, chants, and maps to explain the meaning of environmental conservation

(2) initiatives and guides discussion on;

– types of environmental conservation

LEARNERS’ ACTIVITIES

(1) Listen to the teacher, ask and answer questions, take down notes

(2) Participate in class discussion

WEEK 6

TOPIC

Environmental Interaction

CONTENT

(1) Land ecosystem

(2) Environmental balance

(3) Intervention within the natural environment

BEHAVIORAL OBJECTIVE

Students should be able to:

(1) identify the components of the land ecosystem and describe their relationship

(2) explain the relationships and interdependencies among the components

– describe the nature of balance in the hydrological cycle, food chain, and mineral cycle using appropriate environmental variable

– explain how any change in the components of the ecosystem can affect its balance

INSTRUCTIONAL MATERIALS

Sketches and diagrams

TEACHERS ACTIVITIES

Uses of sketches and diagrams to describe the nature  of land ecosystem that initiate and  guide discussion on

– How many changes in one component could affect the others in the ecosystem

– Making use of knowledge acquired from integrated science and agricultural science

– field observation

LEARNERS’ ACTIVITIES

(1) Listen to the teacher ask and answer questions take down notes

(2) Participate in class discussion

(3) Participate in fieldwork

WEEK 7

TOPIC

Environmental Hazard/Problem

CONTENT

(1) types:

– Drought

– Desert Encroachment

– Flooding

– Erosion

(2) Cause of environmental problems:

Effect of environmental hazards/problems on human activities

BEHAVIOURAL OBJECTIVE

Students should be able to:

(1) describe each environmental problem and their causes

(2) explain their effects on human activities;

(3) Suggest solution to the problems

INSTRUCTIONAL MATERIALS

– Documentaries

– Maps

– Photographs

– Video Clips/tapes

TEACHERS ACTIVITIES

(1) Takes students on field work to observe environmental hazard/problems and their causes

LEARNERS’ ACTIVITIES

(1) Observe environmental problems in their community

(2) Watch documentary films of environmental problem/hazards

WEEK 8

TOPIC

World Population/

Migration

CONTENT

– Population density

– population growth

– population structure

– patterns of world population distribution

– population problems

– migration

– factors affecting population distribution e.g climate, relief, soil, water, mineral etc

BEHAVIOURAL OBJECTIVE

Students should be able to:

– describe the patterns of world’s population and movement

– explain the growth rates of world population over the years

– explain the factors responsible for the movement and distribution of population

– explain the problems of population growth

– describe population data and highlight the sources of population data

– suggest ways for checking world population growth rate

INSTRUCTIONAL MATERIALS

Visual illustrations based on statistical data

– Map of the world showing density, medium and sparsely population area.

– slides and photographs of densely populated area

– pictures and diagrams of places where population data can be collected

TEACHERS ACTIVITIES

(1) Guide students to observe population structure and distribution in each area

(2) Guide class discussion on;

– Population size, distribution and structure

– Population quality factors influencing the quality of world population

(3) write notes on the board for students to copy

LEARNERS’ ACTIVITIES

(1) Observe the distribution of world population

(2) collect world population data

(3) Participate in class discussion

(4) Identify and locate the following on the world map:

– highly populated area

– sparsely populated area

(5) Copy the board summary

WEEK 9

TOPIC

Settlement

CONTENT

(1) – classification of settlements

– dispersed settlement

– urban settlement

– rural settlement

– urbanization

– problems of urbanization

(2) Characteristics of urban and rural settlements

(3) factors of settlement location (soil, weather, etc) settlement patterns

BEHAVIOURAL OBJECTIVE

Students should able to:

(1) identify types of settlements;

(2) describe each settlement type in terms of population, economy administration etc

(3) explain the influence of soil, weather, etc on settlement location:

(4) identify and explain the major settlement patterns

(5) discuss the factors responsible for the development of each patterns

INSTRUCTIONAL MATERIALS

Topographical maps

– Aerial photographs of human settlements

– Satellite images

– Diagrams and sketches

– Drawing paper

– Tracing paper

TEACHERS ACTIVITIES

(1) Uses maps and sketches to help students indentify human settlements

(2) Takes students on field work to observe human settlement patterns in locality

(3) Guides students discussion of:

– settlement types

– characteristics of urban and rural settlements

– factors of settlements location

– settlement patterns and their developmental factors

(4) assesses students reports

(5) write notes on the board for students to copy

LEARNERS’ ACTIVITIES

(1) Read topographical maps and identify human settlement on the map

(2) Participate on field work and write reports

(3) Participate in class discussion

(4) Copy the brand summary

WEEK 10

TOPIC

Map Reading

– Conventional Symbols

CONTENT

(1) Conventional symbols – pictorial, areal, literal, points and line

BEHABIOURAL OBJECTIVE

Students should be able to:

(1) recognize and describe conventional symbols

(2) develop and apply conventional symbols to represent features on a maps e.g. classroom and school compound etc

(3) appreciate the importance of conventional symbols on maps

INSTRUCTIONAL MATERIALS

Models, blank-maps, topographical maps atlas etc.

TEACHERS ACTIVITIES

(1) uses maps and sketches to help students identify conventional signs and symbols

(2) guide students discussion on how to identify features on a map

LEARNERS’ ACTIVITIES

– Participate in class discussion;

– Representing features in a map using symbols and sign

WEEK 11

TOPIC

Map Reading (Interpretation Of Physical And Cultural Features)

CONTENT

(1) contour lines

(2) physical features

– ridges, spurs, valleys, hills, plateau, rivers etc

(3) cultural features

– roads, settlements, schools, communication lines, market etc

BEHABIOURAL OBJECTIVE

Student should be able to:

(1) define contour line

(2) identify and interpret physical features as represented on a map;

(3) identify and interpret cultural features on maps;

(4) explain the effects of physical and cultural features on human activities

INSTRUCTIONAL MATERIALS

– Maps

– Sketches

– Atlas

– Slides

TEACHERS ACTIVITIES

(1) uses maps to guide students to identify physical and cultural features

(2) Demonstrates to students how to identify and interpret cultural features on a map

(3) initiates and guide discussion on the relationship between physical and cultural features on human activities

(4) supervises and assess students practical work

(5) write notes on the board for students to copy

LEARNERS’ ACTIVITIES

(1) watch teacher’s demonstrations, ask and answer questions

(2) carry out practical work on map interpretation

(3) participate in class discussion

(4) write reports of practical work

(5) copy the board summary

WEEK 12 & 13

Revision and Examination

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