Geography Teacher’S Guide Senior One
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PROTOTYPE GEOGRAPHY TEACHER’S GUIDE SENIOR ONE LOWER SECONDARY CURRICULUM PROTOTYPE PROTOTYPE GEOGRAPHY TEACHER’S GUIDE SENIOR ONE LOWER SECONDARY CURRICULUM SENIOR ONE Published 2020 This material has been developed as a prototype for implementation of the revised Lower Secondary Curriculum and as a support for other textbook development interests. This document is restricted from being reproduced for any commercial gains. National Curriculum Development Centre P.O. Box 7002, Kampala- Uganda www.ncdc.co.ug TECHNOLOGY AND DESIGN PROTOTYPE Contents Preface ....................................................................................................................................... iv Acknowledgements ...................................................................................................................... v Chapter One: Introduction to Geography ....................................................................................... 1 Chapter Two: Showing the Local Area on a Map .............................................................................. 9 Chapter Three: Maps and Their Use .............................................................................................. 15 Chapter Four: Ways of Studying Geography .................................................................................. 36 Chapter Five: The Earth and its Movements .................................................................................. 51 Chapter Six: Weather and Climate................................................................................................ 59 Chapter Seven: Location, Size and Relief Regions of East Africa .................................................. 76 Chapter Eight: Formation of Major Landforms and Drainage in East Africa ..................................... 85 Chapter Nine: Climate and Natural Vegetation of East Africa ....................................................... 105 iii iii SENIOR ONE Preface This Teacher’s Guide has been designed to enable the teacher to interpret the revised curriculum and use the accompanying Learner’s Textbook effectively. The Teacher’s Guide provides guidance on what is required before, during and after the teaching and learning experiences. To ease the work of the teacher, all the activities and instructions in the Learner’s Textbook have been incorporated in this Guide but with additional information and possible responses to the activities. The guide has been designed bearing in mind the major aim of the revised curriculum which is to build in the learners the key competences that are required in the 21st century while promoting values and attitudes and effective learning and acquisition of skills, to prepare the learner for higher education and eventually the world of work. This book has been written in line with the Revised Lower Secondary School Curriculum. The book has incorporated knowledge and skills partly required to produce a learner who has the competences that are required in the 21st century; promoting values and attitudes; effective learning and acquisition of skills in order to reduce unemployment among school graduates. Associate Professor Betty Ezati Chairperson, NCDC Governing Council iv iv TECHNOLOGY AND DESIGN PROTOTYPE Preface Acknowledgements This Teacher’s Guide has been designed to enable the teacher to interpret the revised curriculum National Curriculum Development Centre (NCDC) would like to express its appreciation to all and use the accompanying Learner’s Textbook effectively. The Teacher’s Guide provides those who worked tirelessly towards the production of the Teacher’s Guide. guidance on what is required before, during and after the teaching and learning experiences. Our gratitude goes to the various institutions which provided staff who worked as a panel, the To ease the work of the teacher, all the activities and instructions in the Learner’s Textbook have Subject Specialist who initiated the work and the Production Unit at NCDC which ensured that been incorporated in this Guide but with additional information and possible responses to the activities. The guide has been designed bearing in mind the major aim of the revised curriculum the work produced meets the required standards. Our thanks go to Enabel which provided which is to build in the learners the key competences that are required in the 21st century while technical support in textbook development. promoting values and attitudes and effective learning and acquisition of skills, to prepare the The Centre is indebted to the learners and teachers who worked with the NCDC Specialist and learner for higher education and eventually the world of work. consultants from Cambridge Education and Curriculum Foundation to ensure the Guide meets This book has been written in line with the Revised Lower Secondary School Curriculum. The book has incorporated knowledge and skills partly required to produce a learner who has the the needs of the target group. competences that are required in the 21st century; promoting values and attitudes; effective Last but not least, NCDC would like to acknowled ge all those behind the scenes who formed part learning and acquisition of skills in order to reduce unemployment among school graduates. of the team that worked hard to finalise the work on this Learner’s Book. NCDC is strives at upholding the standards, ethics and values of publishing. In developing this material, several sources have been referred to which we might not fully acknowledge. Associate Professor Betty Ezati We welcome any suggestions for improvement to continue making our service delivery better. Chairperson, NCDC Governing Council Please get to us through P. O. Box 7002 Kampala or email us through [email protected]. Grace K. Baguma Director, National Curriculum Development Centre iv v v SENIOR ONE vi TECHNOLOGY AND DESIGN PROTOTYPE Chapter One: Introduction to Geography Overview In this topic, focus the learners to understand the meaning of geography, including its branches and the value of studying it. Encourage the learners to visit the local area to get firsthand information about their environment, how the lives of people are affected by the environment, how the activities of people affect the environment and how to conserve the environment. You are advised to use a number of interactive methods to enable learners to develop the skills listed under each activity. Ensure that all learners participate in class and group discussions. ICT has been integrated and where possible, make use of it to make the learning process interactive and interesting. In this topic, the learner should be able to: a) use fieldwork to observe, name and classify human and physical features. b) know the meaning of geography and environment. c) understand that the environment is all the things around us. d) realise that geography is the study of the relationship between people and their environment. e) appreciate that the study of geography helps us to understand how our lives are affected by the environment and how we can preserve the environment so it remains useful to us. f) appreciate that caring for and preserving resources in the local environment, community and country are signs of love for one’s country. What is Geography? Activity 1.1: Exploring our environment In groups, go outside the classroom and do the following: 1. Observe and draw a sketch diagram of the area and on it name all the things you can see. 2. Draw a table to divide the things you have written into natural things and those made by people. 3. Discuss the way you have classified the things in the table and make some changes where necessary. 4. As a class, display the field diagram you have drawn, the names of features in the area and the table you have made. Comment on each group’s work and ask each other questions. 5. Share your views on what you understand by environment. Resources to use: The local environment outside the classroom and recording tools Skills: Observation, recording information, analysing, interactive skill, reporting and critical thinking Teacher Instruction 1. Lead learners outside and guide them to do Activity 1.1 in the Learner’s Book. 2. Observe learners as they do the activity and assist them where they get challenges. 1 SENIOR ONE 3. In a discussion, ask learners to explain their classification of things in the environment as natural and human. 4. Emphasise that each group comes up with a write-up about the area of study. 5. Observe learners in groups as they discuss and review their work to ensure that interactive skills and critical thinking are developed. 6. Lead learners in a discussion to share their field sketches, findings and what they understand by environment as a class. 7. Wrap up the activity by pointing out that in geography we study about human beings and their environment. Hint: Emphasise that the environment is all the things around us, both natural and those made by people. Also emphasise that, plants such as trees, and water bodies such as lakes, can be natural or human-made depending on how they have come to be where they are. Possible Responses Encourage learners to give their different views in support of their ideas as a way of developing skills of communication, critical thinking and social interpersonal relationships, among others. 1. Field sketches will depend on the area where the school is found; should have both physical and built features. The features may include trees, buildings, roads, farms, a compound, a playground, grass, hills, bush, stream,