LAND RECLAMATION AND REHABILITATION

Introduction and Irrigation Schemes Overview

By the end of the lesson, the learner should be able to:
Define land reclamation and land rehabilitation; Distinguish between the two concepts; Identify major irrigation schemes in Kenya; Explain Kenya's irrigation potential and the role of NIB

Q/A on land use concepts; Teacher explanation of reclamation vs rehabilitation; Study of Kenya's 540,000 hectares potential; Examination of Table 2.1 showing 13 major schemes; Map work locating schemes

Chalkboard; Kenya map; Textbook; Notebook; Pen/pencil

KLB Secondary Geography Form 4, Pages 12-14

LAND RECLAMATION AND REHABILITATION

Mwea-Tebere Irrigation Scheme - Location and Development
Mwea-Tebere Scheme - Management and Cultivation

By the end of the lesson, the learner should be able to:
Describe Mwea-Tebere location and physical factors; Trace historical development from 1950s; Explain the role of emergency period; Analyze the four blocks development

Detailed study of Mwea location in Kirinyaga County; Analysis of Rivers Thiba, Nyamindi, and Murubara; Discussion on black cotton soils and gentle slopes; Historical account from colonial period to four blocks expansion

Chalkboard; Kenya map; Textbook; Exercise book; Pencil; Ruler
Chalkboard; Textbook; Calculator; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 14-16

LAND RECLAMATION AND REHABILITATION

Mwea-Tebere Benefits, Problems and Perkerra Scheme
Significance and Problems of Irrigation in Kenya
Methods - Drainage, Irrigation Types and Pest Control
Afforestation, Soil Conservation and ASAL Management
Kenya Case Studies - Lambwe Valley and Swamp Drainage
Netherlands Land Reclamation - Introduction and Methods

By the end of the lesson, the learner should be able to:
Identify benefits and success factors of Mwea; Analyze major problems facing the scheme; Compare with Perkerra irrigation scheme; Evaluate location factors and challenges
Distinguish between afforestation and reafforestation; Explain erosion control methods; Identify ASAL areas and their management; Describe drought-resistant crops and agroforestry

Analysis of seven major benefits and success factors; Study of 11 problems including diseases, pests, and management issues; Examination of Perkerra location in Baringo County; Discussion on contract farming and Kenya Seed Company role
Study of tree planting and forest replacement; Analysis of terracing, gabions, and contour farming; Examination of ASAL distribution across six provinces; Discussion on drought-resistant crops and ICRAF role

Chalkboard; Textbook; Kenya map; Exercise book; Pencil
Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; Water bucket; Small stones; Exercise book
Chalkboard; Kenya map; Textbook; Tree seedlings; Exercise book
Chalkboard; Kenya map; Textbook; Exercise book; Pencil
Chalkboard; World map; Textbook; Exercise book; Ruler

KLB Secondary Geography Form 4, Pages 18-22
KLB Secondary Geography Form 4, Pages 29-32

LAND RECLAMATION AND REHABILITATION

Zuyder Zee and Delta Plan Projects

By the end of the lesson, the learner should be able to:
Describe Zuyder Zee project development and benefits; Explain 1953 disaster and Delta Plan response; Analyze project outcomes and impacts; Evaluate flood prevention measures

Detailed study of 1927-1932 Zuyder Zee timeline; Analysis of Great Dyke construction and five polders; Study of 1953 disaster impact; Examination of Delta Plan objectives and four estuary closures

Chalkboard; World map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 40-44

LAND RECLAMATION AND REHABILITATION
FISHING

Comparison and Review
Introduction and Factors Influencing Fishing - Plankton and Ocean Currents

By the end of the lesson, the learner should be able to:
Compare Kenya and Netherlands reclamation methods; Identify similarities and differences; Evaluate success factors; Synthesize all concepts and prepare for assessment

Analysis of six similarities and five major differences; Comparative study of technology levels and approaches; Comprehensive review of all reclamation methods; Application of concepts to new scenarios and assessment preparation

Chalkboard; Textbook; Exercise book; Pen; Kenya and world maps
Chalkboard; Textbook; Kenya and Africa maps; Exercise book; Pen/pencil

KLB Secondary Geography Form 4, Pages 45-46, Review Pages 12-46

FISHING

Factors Influencing Fishing - Coastline, Capital, Technology and Market
Major World Fishing Grounds - Atlantic Ocean
Major World Fishing Grounds - Pacific Ocean and Comparison

By the end of the lesson, the learner should be able to:
Explain how coastline nature affects fishing; Analyze the role of capital in fishing development; Evaluate the importance of technology in fishing; Assess the influence of large markets and transport on fishing

Study of continental shelf importance and shallow waters; Analysis of sheltered coastlines and coral reef barriers; Discussion on capital requirements for commercial fishing; Examination of technology differences between developed and developing countries; Study of market and transport needs

Chalkboard; Textbook; World map; Exercise book; Pencil
Chalkboard; World map; Textbook; Exercise book; Ruler
Chalkboard; World map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 33-34

FISHING

Fishing Grounds in Africa - Marine and Inland Fisheries
Types and Methods of Fishing
Traditional Fishing Methods
Modern Fishing Methods
Fisheries in East Africa - Kenya Marine and Inland

By the end of the lesson, the learner should be able to:
Identify major fishing grounds in Africa; Explain why Africa is not a major fish producer; Describe marine fishing countries and their advantages; Analyze inland fisheries and their characteristics
Identify traditional fishing methods; Explain harpooning, baskets, and traps techniques; Describe barriers, gill nets, and herbs methods; Analyze hand lines and their effectiveness

Study of Africa's limited fish production (less than 8%); Analysis of warm ocean waters and coral reef limitations; Examination of major marine fishing countries (South Africa, Namibia, Morocco); Discussion on inland fishing in lakes and rivers using traditional methods
Detailed study of harpooning using spears and arrows; Examination of basket placement in shallow waters; Analysis of trap construction using reeds and cones; Discussion on seasonal barrier methods and gill net effectiveness; Study of herb use and hand line techniques

Chalkboard; Africa map; Textbook; Exercise book; Pencil
Chalkboard; Textbook; Fishing net sample; Exercise book; Pen
Chalkboard; Textbook; Basket sample; Exercise book; Pencil
Chalkboard; Textbook; Exercise book; Pen; Small rope sample
Chalkboard; Kenya map; Textbook; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 39-42
KLB Secondary Geography Form 4, Pages 44-47

FISHING

Fish Farming in Kenya and Fishing in Tanzania/Uganda

By the end of the lesson, the learner should be able to:
Explain fish farming establishment and management; Describe fish pond construction and fish feeding; Compare fishing in Tanzania and Uganda; Analyze East African fishing patterns

Study of fish pond construction on impervious soils; Analysis of fingerling sources and fish feeding methods; Examination of tilapia, trout, and mudfish farming; Comparison of Tanzania's Lake Victoria and Tanganyika fishing; Study of Uganda's landlocked fishing advantages

Chalkboard; Kenya map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 53-56

FISHING

Significance and Problems of Fishing Industry in Kenya

By the end of the lesson, the learner should be able to:
Identify economic and social significance of fishing; Analyze employment and development benefits; Examine major problems facing fishing industry; Suggest solutions to fishing problems

Study of fishing as income source and employment creator; Analysis of tourist attraction and protein source benefits; Examination of transport development and port growth; Detailed study of problems (over-fishing, pollution, inadequate capital, transport, new species, weeds, dangerous animals, limited market, accidents, few cooperatives)

Chalkboard; Textbook; Exercise book; Pen; Kenya map

KLB Secondary Geography Form 4, Pages 56-60

FISHING

Fishing in Japan - Factors and Development
Management and Conservation of Fisheries

By the end of the lesson, the learner should be able to:
Explain factors making Japan a leading fishing nation; Analyze Japan's fishing advantages; Describe Japanese fishing technology and methods; Compare Japanese and Kenyan fishing

Study of Japan's rugged terrain and island nature; Analysis of extensive continental shelf and current convergence; Examination of advanced technology and ship building; Discussion on lucrative markets and large population; Comparison of similarities and differences with Kenya

Chalkboard; World map; Textbook; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen; World map

KLB Secondary Geography Form 4, Pages 60-64

WILDLIFE AND TOURISM

Definition of Wildlife and Factors Influencing Distribution
Factors Influencing Wildlife Distribution - Climate, Soils and Human Activities
Game Parks - Types and Distinctions
Distribution of Parks and Significance of Wildlife
Problems Facing Wildlife in East Africa

By the end of the lesson, the learner should be able to:
Define wildlife and identify main types in East Africa; Explain factors influencing wildlife distribution; Analyze the role of vegetation cover in wildlife distribution; Evaluate the influence of water presence on wildlife habitats
Locate major National Parks and Reserves in Kenya, Uganda, and Tanzania; Identify marine parks in the region; Explain economic significance of wildlife; Analyze benefits of wildlife conservation

Q/A on previous knowledge of animals and plants; Teacher explanation of wildlife concept and examples; Study of birds, insects, and animals in East Africa; Discussion on vegetation types and their influence on different wildlife species; Analysis of water bodies and their wildlife inhabitants
Map work locating parks using Figure 4.1; Study of Kenya's parks (Tsavo, Mt Kenya, Nairobi, Amboseli), Uganda's parks (Bwindi, Murchison Falls), Tanzania's parks (Serengeti, Kilimanjaro); Analysis of wildlife benefits: foreign exchange, employment, education, infrastructure development

Chalkboard; Textbook; Kenya map; Exercise book; Pen/pencil
Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; East Africa map; Exercise book; Pencil
Chalkboard; East Africa map; Textbook; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen; Wildlife photos

KLB Secondary Geography Form 4, Pages 60-61
KLB Secondary Geography Form 4, Pages 64-66

WILDLIFE AND TOURISM

Wildlife Management and Conservation
Tourism - Definitions and Types
Factors Influencing Tourism in Kenya

By the end of the lesson, the learner should be able to:
Explain wildlife management and conservation strategies; Analyze measures taken to protect wildlife; Evaluate the effectiveness of conservation programs; Describe international cooperation in wildlife protection

Study of hunting bans and anti-poaching measures; Analysis of game park establishment and protection agencies; Discussion on animal translocation programs and public education; Examination of individual wildlife farms and domestic tourism promotion; Study of CITES convention

Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; Exercise book; Pen; World map

KLB Secondary Geography Form 4, Pages 69-71

WILDLIFE AND TOURISM

Tourist Attractions in Kenya
Significance and Problems of Tourism in Kenya

By the end of the lesson, the learner should be able to:
Identify major tourist attractions in Kenya; Describe wildlife attractions and their significance; Explain scenic attractions including mountains and lakes; Analyze coastal attractions and their appeal to tourists

Study of game parks as main attractions with visitor statistics; Analysis of Mount Kenya, Rift Valley, and scenic waterfalls; Examination of prehistoric sites like Kariandusi and Olorgesailie; Discussion on coastal beaches, marine parks, and cultural activities; Study of conferences and sports tourism

Chalkboard; Textbook; Kenya map; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen; Calculator

KLB Secondary Geography Form 4, Pages 76-80

WILDLIFE AND TOURISM

Tourism in Switzerland and Comparison with Kenya

By the end of the lesson, the learner should be able to:
Describe tourism development in Switzerland; Explain factors influencing Swiss tourism; Compare similarities and differences between Kenya and Switzerland tourism; Evaluate future prospects of tourism in Kenya

Study of Switzerland's Alpine scenery and climate attractions; Analysis of infrastructure, neutrality policy, and language diversity; Comparison of tourism features, attractions, and development levels; Discussion on Kenya's tourism future: security improvements, aggressive promotion, tariff adjustments

Chalkboard; World map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 84-87

ENERGY

Definition and Types of Energy Sources
Renewable Energy Sources - Solar, Wind, Tidal and Wave
Renewable Energy Sources - Hydro, Geothermal and Biomass

By the end of the lesson, the learner should be able to:
Define energy in geographical context; Distinguish between renewable and non-renewable energy sources; Identify examples of renewable energy sources; Explain the characteristics of renewable energy

Q/A on previous knowledge of power and fuel; Teacher explanation of energy definition and importance in production; Study of renewable vs non-renewable classification; Examination of renewable sources: solar, wind, tidal, wave, hydro, geothermal, biomass; Discussion on recycling ability of renewable sources

Chalkboard; Textbook; Exercise book; Pen/pencil; Sample solar panel if available
Chalkboard; Textbook; Exercise book; Pen; World map; Wind direction indicator if available
Chalkboard; Textbook; Exercise book; Pen; Kenya map; Charcoal sample

KLB Secondary Geography Form 4, Pages 87-88

ENERGY

Non-renewable Energy Sources
Hydro-Electric Power Stations in Kenya
HEP Projects in Uganda and Africa

By the end of the lesson, the learner should be able to:
Identify non-renewable energy sources; Explain petroleum formation and uses; Describe coal characteristics and applications; Analyze nuclear energy production and risks

Study of non-renewable energy characteristics and exhaustion potential; Analysis of petroleum as hydrocarbon from sedimentary rocks; Examination of coal formation and Industrial Revolution role; Discussion on nuclear energy production, benefits, and dangers (Chernobyl example); Study of energy consumption patterns in Kenya

Chalkboard; Textbook; Exercise book; Pen; Energy consumption tables
Chalkboard; Kenya map; Textbook; Exercise book; Pen; HEP station photos if available
Chalkboard; Africa map; Textbook; Exercise book; Pen; Comparative charts

KLB Secondary Geography Form 4, Pages 95-97

ENERGY
INDUSTRY

Significance of Energy and Energy Crisis
Management and Conservation of Energy
Introduction and Factors Influencing Industrial Location

By the end of the lesson, the learner should be able to:
Analyze significance of energy in different sectors; Explain causes of energy crisis; Evaluate impact of oil crisis on Kenya; Assess effects on various economic sectors
Define industry and industrialisation. Distinguish between industrialised and less industrialised countries. Explain the role of capital and skilled manpower in industrial development. Account for the importance of raw materials and markets in industrial location.

Study of energy use in domestic, industrial, transport, and agricultural sectors; Analysis of energy crisis causes: over-reliance on petroleum, OPEC price controls, political sanctions; Examination of 1971-1974 and 1990 Gulf crises; Discussion on Kenya's impacts: inflation, reduced tourism, agricultural decline, foreign exchange depletion
Q/A on economic activities. Teacher explains industry concepts using Kenya vs South Africa examples. Discussion on capital and skilled manpower factors. Analysis of raw material proximity and market location with local examples.

Chalkboard; Textbook; Exercise book; Pen; Calculator; Economic impact charts
Chalkboard; Textbook; Exercise book; Pen; Energy-saving bulb if available; Conservation posters
Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 103-106
KLB Secondary Geography Form 4, Pages 107-112

INDUSTRY

Factors Influencing Industrial Location
Types of Industries - Primary, Secondary and Tertiary

By the end of the lesson, the learner should be able to:
Explain the role of transport, communication, electricity and water in industrial location. Describe government policies affecting industrial location. Define industrial inertia. Give examples of personal factors in industrial location.

Teacher exposition on infrastructure factors. Case study of Thika's industrial growth. Discussion on government policies and EPZs. Analysis of industrial inertia and personal decision factors.

Chalkboard, textbook, map of Kenya, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 110-113

INDUSTRY

Classification and Distribution of Industries in Kenya

By the end of the lesson, the learner should be able to:
Classify industries as heavy or light industries. Identify agricultural food processing industries in Kenya. Explain the location of tea, coffee, milk and sugar processing. Account for grain milling and beverage industries distribution.

Discussion on heavy vs light industry classification. Analysis of agricultural food processing locations. Study of tea, coffee, milk and sugar processing distribution patterns. Examination of grain milling and beverage industries.

Chalkboard, textbook, map of Kenya, exercise books

KLB Secondary Geography Form 4, Pages 119-123

INDUSTRY

Distribution of Industries in Kenya (continued)

By the end of the lesson, the learner should be able to:
Describe meat processing and non-food agricultural industries. Explain cotton, sisal, tobacco and pyrethrum processing. Account for timber and paper processing. Identify non-agricultural manufacturing industries.

Teacher explains meat processing and agricultural non-food industries. Discussion on cotton processing from ginneries to textiles. Analysis of sisal, tobacco and pyrethrum processing locations. Study of timber and paper processing industries.

Chalkboard, textbook, map of Kenya, exercise books

KLB Secondary Geography Form 4, Pages 123-125

INDUSTRY

Manufacturing Industries and Cottage Industries
Jua Kali Industries and Significance of Industrialisation
Significance of Industrialisation (continued) and Problems

By the end of the lesson, the learner should be able to:
Describe cement production and oil refining in Kenya. Explain metal products and glass making industries. Define cottage industries and their characteristics. Identify types of cottage industries in Kenya.
Explain utilisation of natural resources and agricultural enhancement. Describe formation of trade unions and co-operatives. Identify major problems of industrialisation. Explain pollution and its environmental effects.

Study of cement production and oil refining locations. Discussion on metal products and glass making industries. Teacher explains cottage industries concept and characteristics. Analysis of pottery, wood carving and stone carving activities.
Discussion on resource utilisation and trade union formation. Analysis of industrialisation problems focusing on pollution. Study of environmental effects from various industries. Brain storming on pollution control measures.

Chalkboard, textbook, map of Kenya, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 125-128
KLB Secondary Geography Form 4, Pages 133-135

INDUSTRY

Problems of Industrialisation and Solutions

By the end of the lesson, the learner should be able to:
Explain neglect of agriculture and unemployment issues. Describe displacement of people and rural-urban migration. Account for competition from imports and capital inadequacy. Suggest practical solutions to industrialisation problems.

Analysis of major industrialisation problems including agriculture neglect and unemployment. Discussion on people displacement and rural-urban migration. Examination of import competition and capital shortage. Students suggest practical solutions to identified problems.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 135-142

INDUSTRY

Cottage Industry in India
Cottage Industry in India (continued) and Problems

By the end of the lesson, the learner should be able to:
Explain cottage industry development in India. Identify types and characteristics of Indian cottage industries. Describe factors favouring cottage industry development. Account for the significance of cottage industry to Indian economy.

Teacher explains Indian cottage industry development and types. Discussion on characteristics and major centres. Analysis of development factors including cheap labour and local materials. Study of significance to Indian economy.

Chalkboard, textbook, world map, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 142-144

INDUSTRY

Iron and Steel Industry in Ruhr Region of Germany

By the end of the lesson, the learner should be able to:
Locate the Ruhr Industrial Region and explain its importance. Describe factors favouring iron and steel industry development. Explain availability of raw materials (coal, iron ore, limestone). Account for geographical position and transport advantages.

Map work locating Ruhr Region and transport routes. Teacher explains factors favouring iron and steel industry. Discussion on raw materials availability and sources. Analysis of geographical position and transport advantages via rivers and canals.

Chalkboard, textbook, world map, exercise books

KLB Secondary Geography Form 4, Pages 146-148

INDUSTRY
INDUSTRY
TRANSPORT AND COMMUNICATION

Iron and Steel Industry in Ruhr Region and Car Manufacturing in Japan
Car Manufacturing and Electronics Industry in Japan
Definition of Transport and Communication

By the end of the lesson, the learner should be able to:
Explain significance of iron and steel industry in Ruhr Region. Identify problems facing the region. Describe Japan's physical features and their influence on industrialisation. Explain historical factors in Japanese industrial development.
Explain factors favouring car and electronics industries in Japan. Identify major industrial zones and car models. Describe significance of car and electronics industries to Japanese economy. Compare Japanese industrial development with other countries studied.

Analysis of Ruhr industry significance and problems. Map work on Japan's physical features. Discussion on mountainous terrain limiting agriculture. Study of Meiji Era influence on industrial development and post-war focus on manufacturing.
Analysis of factors favouring Japanese car and electronics industries. Discussion on major industrial zones and car models produced. Study of economic significance including foreign exchange and employment. Comparison of industrial development across Japan, Germany and India.

Chalkboard, textbook, world map, exercise books
Chalkboard, textbook, world map, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 148-153
KLB Secondary Geography Form 4, Pages 153-156

TRANSPORT AND COMMUNICATION

Road Transport

By the end of the lesson, the learner should be able to:
Explain the importance of road transport in Africa. Describe the development of road networks. State advantages of road transport. Identify disadvantages of road transport.

Teacher explains road transport development in Africa. Discussion on road networks and trans-continental highways. Analysis of advantages and disadvantages of road transport. Students identify local road transport examples.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 136-138

TRANSPORT AND COMMUNICATION

Railway Transport

By the end of the lesson, the learner should be able to:
Explain the development of railway transport in Africa. Describe railway construction in Kenya, Uganda and Tanzania. State advantages and disadvantages of railway transport. Account for problems facing railway development.

Discussion on railway development in Africa since 19th century. Analysis of Kenya-Uganda Railway and TAZARA construction. Study of railway advantages and disadvantages. Examination of problems including gauge differences.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 138-140

TRANSPORT AND COMMUNICATION

Water Transport
Water Transport (continued) and Air Transport

By the end of the lesson, the learner should be able to:
Explain inland and marine water transport in Africa. Identify major waterways including lakes and rivers. Describe problems facing river transport. Account for the significance of marine transport.

Teacher explains inland and marine water transport. Discussion on major African waterways and ports. Analysis of river transport problems. Study of marine transport routes and significance.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 140-142

TRANSPORT AND COMMUNICATION

Pipelines, Lifts and Types of Communication
Types of Communication (continued)

By the end of the lesson, the learner should be able to:
Explain pipeline transport and its uses. Describe lifts and escalators as transport modes. Identify types of communication systems. Explain print media and electronic media.
Describe telephone services and their development. Explain postal and courier services. Define facsimile and internet communication. Account for communication development in Africa.

Discussion on pipeline transport for oil, gas and water. Study of lifts and escalators in buildings. Teacher explains communication types including print and electronic media. Analysis of communication development in Africa.
Analysis of telephone development and mobile technology. Discussion on postal services and African Postal Union. Study of facsimile and internet technology. Examination of communication challenges in Africa.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 144-146
KLB Secondary Geography Form 4, Pages 146-148

TRANSPORT AND COMMUNICATION

Distribution of Major Transport Lines in Africa
Role of Transport and Communication in Economic Development

By the end of the lesson, the learner should be able to:
Identify major road networks in Africa. Describe trans-continental highways. Explain railway distribution patterns. Account for airline networks and waterways.

Map work on African transport networks. Discussion on trans-continental highways and railway systems. Analysis of airline networks and major waterways. Study of transport connectivity patterns.

Chalkboard, textbook, map of Africa, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 148-151

TRANSPORT AND COMMUNICATION

Role of Transport and Communication (continued)

By the end of the lesson, the learner should be able to:
Explain revenue generation from transport and communication. Describe development of urban centres. Account for promotion of national image. Analyze overall economic impact.

Study of revenue generation from transport and communication. Analysis of urban development along transport routes. Discussion on national image promotion through airlines. Examination of overall economic impacts.

Chalkboard, textbook, map of Kenya, exercise books

KLB Secondary Geography Form 4, Pages 153-155

TRANSPORT AND COMMUNICATION

Problems Facing Transport and Communication in Africa

By the end of the lesson, the learner should be able to:
Explain difficult terrain as a barrier to transport development. Describe harsh environmental conditions. Account for non-navigable rivers. Identify inadequate communication facilities.

Analysis of terrain barriers including Great Rift Valley and escarpments. Discussion on harsh environments: deserts and forests. Study of river navigation problems. Examination of inadequate communication facilities.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 155-157

TRANSPORT AND COMMUNICATION

Problems Facing Transport and Communication (continued)
Great Lakes and St. Lawrence Seaway - Introduction
Great Lakes and St. Lawrence Seaway - Development
Role of Great Lakes and St. Lawrence Seaway

By the end of the lesson, the learner should be able to:
Explain the impact of civil wars on transport and communication. Describe other problems affecting development. Suggest solutions to transport and communication problems. Account for efforts being made to solve problems.
Describe construction developments of the seaway project. Explain by-pass canals and their functions. Account for dredging and dam construction. Identify locks and navigation improvements.

Discussion on civil wars affecting infrastructure development. Analysis of economic instability and mass destruction. Study of solutions including trans-continental highways and regional cooperation. Examination of efforts to improve transport and communication systems.
Study of seaway construction developments. Analysis of by-pass canals and their functions. Discussion on dredging operations and dam construction. Examination of locks and navigation improvements.

Chalkboard, textbook, exercise books, pen/pencil
Chalkboard, textbook, world map, exercise books

KLB Secondary Geography Form 4, Pages 157-159
KLB Secondary Geography Form 4, Pages 161-163