Geography O Level Form I-IV

THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
GEOGRAPHY SYLLABUS FOR SECONDARY EDUCATION

FORM I – IV
2005
© Ministry of Education and Vocational Training, 2005
First Reprint 2010
Second Reprint 2012
Third Reprint 2016
ISBN 978 - 9976 - 61 - 290 - 5
Designed and prepared by:
Tanzania Institute of Education,

P. O. Box 35094,
Dar es Salaam.
TANZANIA
Tel. 022-2773005/2774420/2780891
Fax Na. 255-51-2774420
E-mail: director.general@tie.go.tz
All rights reserved. No part of this publication may be reproduced, reported, stored in
any retrieval system or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without the permission of the copyright owner.
ii
TABLE OF CONTENTS
pg
Introduction ...................................................................................................................................iv
Aims and Objectives of Education in Tanzania ............................................................................iv
Aims and Objectives of Secondary Education...............................................................................v
General Subject Competences .......................................................................................................v
General Subject Objectives ............................................................................................................v
Form One .......................................................................................................................................1
Form Two .....................................................................................................................................27
Form Three...................................................................................................................................63
Form Four ....................................................................................................................................95
iii
1.0 Introduction
This Geography syllabus is a revised version which has been prepared to replace that of 1996
which has phased out. The revision process focused on change in paradigm from that of
content based to competence based curriculum. Moreover, the revision was inevitable due to
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but particularly in Tanzanian society.
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Secondary Education Development Plan (SEDP). This syllabus has been introduced for
implementation from January 2005.
2.0 Aims and Objectives of Education in Tanzania

The general objectives of education in Tanzania are:
a) To guide and promote the development and improvement of the personalities of the
citizens of Tanzania, their human resources and effective utilization of those resources in
bringing about individual development.
b) 7RSURPRWHWKHDFTXLVLWLRQDQGDSSUHFLDWLRQRIWKHFXOWXUHFXVWRPVDQGWUDGLWLRQVRIWKH
people of Tanzania.
c) 7RSURPRWHWKHDFTXLVLWLRQDQGDSSURSULDWHXVHRIOLWHUDF\VRFLDOVFLHQWL¿FYRFDWLRQDO
WHFKQRORJLFDO SURIHVVLRQDO DQG RWKHU IRUPV RI NQRZOHGJH VNLOOV DQG DWWLWXGHV IRU WKH
development and improvement of the condition of man and society.
d) 7R GHYHORS DQG SURPRWH VHOIFRQ¿GHQFH DQG DQ LQTXLULQJ PLQG DQ XQGHUVWDQGLQJ
DQG UHVSHFW IRU KXPDQ GLJQLW\ DQG KXPDQ ULJKWV DQG UHDGLQHVV WR ZRUN KDUG IRU VHOI
advancement and national development.
e) 7R SURPRWH DQG H[SDQG WKH VFRSH RI DFTXLVLWLRQ LPSURYH DQG XSJUDGLQJ RI PHQWDO
SUDFWLFDOSURGXFWLYHDQGRWKHUVNLOOVQHHGHGWRPHHWWKHFKDQJLQJQHHGVRILQGXVWU\DQG
the economy.
f) To enable every citizen to understand and uphold the fundamentals of the National
constitution as well as the enshrined human and civic rights, obligations and
responsibilities.
g) 3URPRWHORYHIRU ZRUN VHOI DQGZDJH HPSOR\PHQWDQG LPSURYHGSHUIRUPDQFHLQ WKH
production and service sectors.
h) To inculcate principles of the national ethic and integrity, national and international
cooperation, peace through the study, understanding and adherence to the provision of
the National constitution and other basic charters.
i) To enable a rational use, management and conservation of the environment.
iv
3.0 Aims and Objectives of Secondary Education
In Tanzania, secondary education refers to post primary formal education offered to learners
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TXDOL¿FDWLRQV7KHDLPDQGREMHFWLYHVRIVHFRQGDU\HGXFDWLRQDUHWR
(a) &RQVROLGDWH DQG EURDGHQ WKH VFRSH RI EDVLF LGHDV NQRZOHGJH VNLOOV DQG DWWLWXGHV
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(b) Enhance the development and appreciation of national unity identity and ethic, personal
integrity, respects for human rights, cultural and moral values, customs, traditions and
civic responsibilities and obligation.
(c) 3URPRWHOLQJXLVWLFDELOLW\DQGHIIHFWLYHXVHRIFRPPXQLFDWLRQVNLOOVLQ.LVZDKLOL(QJOLVK
and other languages.
(d) 3UHSDUHRSSRUWXQLWLHVIRUWKHDFTXLVLWLRQRINQRZOHGJHVNLOOVDWWLWXGHVDQGXQGHUVWDQGLQJ
LQSUHVFULEHGRUVHOHFWHG¿HOGVRIVWXG\
(e) Prepare students for tertiary and higher education, vocational, technical and professional
training.
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IURQWLHUVRIVFLHQFHDQGWHFKQRORJ\DFDGHPLFDQGRFFXSDWLRQDONQRZOHGJHDQGVNLOOV
(g) 3UHSDUHWKHVWXGHQWVWRMRLQWKHZRUOGRIZRUN
4.0 General Subject Competences

General competences are expressions that describe what a secondary school student does as a
result of teaching and learning this subject. It is therefore expected that a Geography student
demonstrates the ability to:-
(a) Understand this country and value it as his/her heritage.
(b) Use natural resources sustainable to raise the standard of living.
(c) Use different ways to overcome day to day social and economic constraints.
(d) Show an understating of interactions between their country and other countries and draw
lessons to solve existing problems.
(e) Observe, record, analyse, interpret geographical phenomena and conducts research.
(f) 8WLOL]HVNLOOVDQGWDNHDSSURSULDWHPHDVXUHVWRPDQDJHWKHHQYLURQPHQW
(g) 8VH VRFLRHFRQRPLF VNLOOV WR VXFFHVVIXOO\ FRPSHWH LQ WKH ODERXU PDUNHW ZLWKLQ WKH
globalised world.
5.0 General Subject objectives

The student should be able to:
(a) Develop awareness of this country as his/her heritage.
(b) Develop awareness of the extent of their resources that can be developed to raise the
standard of living of people.
(c) To identify major world social and economic constraints and suggest ways of overcoming
them.
v
(d) Develop methods of observation, measuring, recording and Interpreting the phenomena.
(e) Identify and compare social and economic interactions between Tanzania and other
countries.
(f) $FTXLUHVNLOOVIRUHQYLURQPHQWDOFRQVHUYDWLRQDQGPDQDJHPHQW
(g) $FTXLUHVRFLDOHFRQRPLFVNLOOVIRUFRPSHWLQJLQWKHODERXUPDUNHWZLWKLQWKHJOREDOLVHG
world.
6.0 The Structure of the Syllabus

The syllabus consists of two main parts. Part one contains the introduction, objectives of
education in Tanzania, objectives of secondary education, general subject competences,
objectives of Geography, the structure and organization of the syllabus. Part two consists of
a table bearing the following information.
6.1 Class Level Competences

These are abilities that will be revealed by student after learning a topic. In this syllabus class
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6.2 Class Level Objectives

Class level objectives come immediately after the competences. They state what will be
achieved by the learner during the period when he or she will be studying the subject content.
6.3 Main Topic

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OHDUQW7KHVHWRSLFVDSSHDURQWKH¿UVWFROXPQRIWKHFRQWHQWPDWUL[
6.4 Sub-topics
6XEWRSLFVDUHVSHFL¿FXQLWFRQWHQWVGHULYHGIURPWKHPDLQWRSLFV7KH\DSSHDURQWKHVHFRQG
column of the content matrix.
6.5 6SHFL¿F2EMHFWLYHV
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DWWLWXGHVE\DOHDUQHUWKDWDUHGHYHORSHGRUDFTXLUHGGXULQJWKHSHULRGRIWHDFKLQJDQGOHDUQLQJ
DVSHFL¿FWRSLFDUHD7KHVHDUHIRXQGWKHWKLUGFROXPQRIWKHFRQWHQWPDWUL[
6.6 Teaching/Learning Strategies

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VSHFL¿F REMHFWLYH IURP D WRSLF LQ OHVVRQ 7KH\ ERWK DSSO\ WR WHDFKHU DQG OHDUQHUV 7KH
teacher is expected to apply series of active interactions which will eventually lead to active
learning students. These strategies form the fourth column in the content matrix.
vi
6.7 Teaching/Learning Materials
Teaching and learning materials are learning support materials that aid learning. A closer
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LQWHUWZLQHGZLWKWKHVWUDWHJLHVWRIDFLOLWDWHWKHWHDFKLQJDQGOHDUQLQJRIVSHFL¿FREMHFWLYHV
+RZHYHUWKHVXJJHVWHGWHDFKLQJDQGOHDUQLQJPDWHULDOVDUHIRXQGLQWKH¿IWKFROXPQRIWKH
content matrix.
6.8 Assessment
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to guide the teacher in assessing whether students have grasped and therefore achieved the
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sixth column of the content matrix.
6.9 Number of Periods

Number of periods is an estimated time to be used to teach a given topic/sub-topic. Each
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WRDGHTXDWHO\FRYHUWKHVXEWRSLF6RPHWRSLFVQHHGPRUHWLPHWKDQRWKHUVGHSHQGLQJQDWXUH
DQGZHLJKWRIWKHWRSLF7KHWHDFKHULVDGYLVHGWRPDNHPD[LPXPXVHRIWLPHDOORFDWHGLQ
classroom instruction. Lost instructional time should always be compensated for.
vii
DECLARATION
Ordinary level secondary education is a four year course which has been designed to prepare
students for the Advanced level or other tertiary education. A student will be recognised as a form
four graduate when he/she successfully completes and pass secondary education examinations
conducted by National Examination Council of Tanzania.
This document is hereby declared as the Syllabus of Geography for ordinary secondary education
course
………………………………….....................................
Commissioner for Education
Ministry of Education and Vocational Training
viii
FORM ONE
CLASS LEVEL COMPETENCES

Student should have the ability to:
1. Understanding the concept of geography and its areas of study.
2. Understanding the aspects related to solar system and the ability to plan day to day life
activities.
3. .QRZOHGJHRQSDUWVDQGSK\VLFDOFRPSRQHQWVRIWKHHDUWK
4. Ability to observe, record, analyse and interpret the elements of weather.
5. 7KHXVHRIVNLOOVRQZHDWKHUHOHPHQWVWRVROYHSUREOHPVDVVRFLDWHGZLWKZHDWKHU
6. The ability to relate climate to the environment to daily social and economic activities.
7. The ability to read, measure and interpret the information on simple maps.
CLASS LEVEL OBJECTIVES

By the end of Form One course, student should be able to:
(a). Interpret the concept of geography in the context of its major components.
(b). Explain the concepts of the Solar System and its related aspects.
(c). Illustrate and differentiate parts and physical components of the earth.
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manage their outcomes.
(e). Understand the relationship between the climate and the environment.
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1
TOPIC/SUB- SPECIFIC TEACHING AND TEACHING ASSESSMENT NUMBER OF
TOPICS OBJECTIVES LEARNING STRATEGIES AND LEARNING PERIODS
MATERIALS
1.0 CONCEPT OF The student should Teacher to guide students to i) Varied natural Is the student able
GEOGRAPHY be able to:- GH¿QHWKHWHUPJHRJUDSK\ phenomena WRGH¿QHWKHWHUP 8
1.1 Meaning of (a) 'H¿QHWKHWHUP in the geography?
Geography geography environment.
phenomena ii) Video cassettes
(b) Explain i) The teacher to guide Is the student able
and CDs.
the inter- students to debate to explain the
iii) Human
relationship in groups on what is inter-relationship
activities
between geographical phenomenon. between different
different ii) The teacher to guide geographical
geographical students in groups to phenomena?
phenomena. identify inter-relationships
between geographical
phenomena.
iii) The teacher to guide
students to verify the
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1.2 Importance of (a) Explain the i) Students to brainstorm on Is the student

Geography importance the importance of studying able to explain
of studying geography. the importance
geography ii) Teacher to clarify on the of studying
importance of studying geography?
geography.
2
MATERIALS
(b) Observe i) The teacher should guide Natural phenomena Is the student able
and record students to go out of the from the to observe and
geographical class and observe any environment. record geographical
phenomena geographical phenomena phenomena?
ii) Students should record all
geographical phenomena
seen and felt.
2.0 THE SOLAR The student should Teacher to guide students to Is the student able
SYSTEM be able to: brainstorm on the meaning of WRGH¿QHWKHVRODU 56
2.1 The concept of (a) 'H¿QHWKHVRODU the solar system. system
solar system. system.
(b) Name the i) Teacher to guide students to Chart of the solar Is the student
components of study the chart of the solar system able to name the
solar system. system components of the
ii) The teacher to guide solar system?
VWXGHQWVWKURXJKTXHVWLRQV
and answers to identify
components of the solar
system.
(c) Describe the Teacher to guide a discussion Chart of the solar Is the student able
importance of on the importance of each system to describe the
the components component of the solar system. importance of the
of solar system components of solar
system?
3
MATERIALS
2.2 The Sun The student should i) The teacher to guide Is the student
be able to: students to study the chart able to state the
(a) State the of the solar system and dimension of the
dimension of the identify sun’s position and sun in relation to
sun relative to dimensions relative to other other space bodies?
other space bodies space bodies/planets.
ii) Teacher to guide students
explain the dimensions of
the sun.
(b) Describe the By the use of the solar system Solar system chart. Is the student able
characteristics chart, teacher to guide students to describe the
of the sun to describe the characteristics characteristics of
of the sun. the sun?
2.3 Solar energy The student should The teacher to guide students Actual solar energy Is the student able
be able to: WKURXJKTXHVWLRQVDQGDQVZHUV HTXLSPHQW WRGH¿QHVRODU
D'H¿QHWKHWHUP WRGH¿QHVRODUHQHUJ\ energy?
solar energy.
(b) Suggest different i) Teacher to guide students i) Charts Is the student able
uses of solar to brainstorm on different depicting to suggest different
energy. uses of solar energy various uses of solar
using actual solar energy devices for energy?
HTXLSPHQW tapping solar
energy.
4
MATERIALS
ii) Teacher and students to ii) Actual solar
clarify on the different uses energy
of the solar energy. HTXLSPHQW
iii) Teacher to guide iii) Technological
students demonstrate use of devices i.e.
at least one technological ZDWFKFRRNHU
device using solar energy. and calculator.
iv) Solar panel
(c) Explain how Teacher to guide students Is the student able
the use of to discuss the relationship to explain how
solar energy between uses of solar the use of solar
promotes energy and environmental energy promotes
environmental conservation. environmental
conservation.
(d) Explain how By using diagrams showing Diagrams showing Is the student
solar energy different uses of solar energy different uses of able to explain
may contribute teacher to guide students solar energy. how solar energy
to emancipation discuss how solar energy may contribute to
of women. contributes to emancipation of emancipation of
women. women?
5
MATERIALS
2.4 The Planets The student should i) The teacher to guide Is the student able
be able to: students to list the names of to locate the planets
a) Locate the planets. in the solar system?
planets in the ii) By using charts or mode is
solar system. the teacher to guide students
to locate positions of all
planets in the solar system.
b) Show relative i) By using photographs of i) Chart on Is the student able

distances of planets, charts or models model to show to show relative
planets from the the teacher to guide the relative distances of planets
earth. students identify relative position of from the earth?
position of each planet each planet.
from the earth. ii) Photographs
ii) Students to arrange the of earth and
planets in accordance with planets.
their distance from the iii) Tactical charts
earth. for visually
impaired
students
6
MATERIALS
2.5 Other bodies in The student should i) The teacher to guide Is the student able
the solar system be able to: students to discuss on other to describe the
a) Describe the bodies in the solar system characteristics of
characteristics of i. e. comets, asteroids, comets, asteroids,
comets, asteroids, meteors and satellites. meteors and
meteors and ii) By using photographs the satellites?
satellites. teacher to guide students
to describe other bodies in
the solar system: comets,
asteroids and satellites.
b) Narrate local i) Teacher should explain List of incidents Is the student able
LQFLGHQWVOLQNHGWR VRPHORFDOLQFLGHQWVOLQNHG WKDWDUHOLQNHGZLWK to narrate local
meteorites. to meteorites by sighting meteorites LQFLGHQWVOLQNHGWR
VSHFL¿FH[DPSOHVLQ meteorites?
Tanzania.
ii) Students should describe
ORFDOLQFLGHQWVOLQNHGWR
meteorites.
2.6 Shape of the The student should i) With the aid of the globe, i) Table of Is the student able
Earth be able to describe picture of solar system relative shapes to:
the shape of the earth teacher to guide students and distances describe the shape ft
and its evidences. to discuss the shape of the of space the earth?
earth. bodies. prove that the earth
ii) The student to debate on the ii) The globe is round?
evidences of the shape of the iii) Picture of
earth. solar system.
7
MATERIALS
2.7 Earth’s (a) The student i) The teacher should guide Globe Is the student able
Movement should be able students to discuss the types to describe the
to describe the of earth’s movements. types of earth’s
types of earth’s ii) With the aid of a globe movements?
movements. students to practice earth
movements.
(b) Describe the term i) Teacher to guide students i) Torch Is the student able
rotation. brainstorm on the term ii) Lamp and globe to describe the term
rotation. rotation?
ii) Using the lamp, torch and
globe, the teacher to guide
students to describe the term
rotation
(c) Give evidence i) The teacher to guide i) Texts on earth Is the student able
to prove that the students to read the texts rotation to give the evidence
earth rotates. on earth rotation. ii) Texts in Braille to prove that the
ii) The teacher to guide for visually earth rotates?
students to dramatize on impaired
earth rotation. students
iii) Students to draw diagrams
to illustrate that the earth
rotates
(d) Explain the Using globe and torch the i) Globe Is the student able
VLJQL¿FDQFHRI teacher to guide students to ii) Torch to explain the
earth’s rotation. GLVFXVWKHVLJQL¿FDQFHRI VLJQL¿FDQFHRI
earth’s rotation. earth’s rotation.
8
MATERIALS
(e) 'H¿QHWKHWHUP i) Using a globe and source i) Globe Is the student
revolution. of light the teacher ii) Any source of DEOHWRGH¿QH
to demonstrate how light. revolution?
revolution occurs by
moving the globe round the
source of light.
ii) After the demonstration
VWXGHQWVVKRXOGGH¿QH
revolution.
(f) Explain the i) The teacher to guide Is the student
process of students to dramatize on able to explain
revolution. earth’s revolution. the process of
ii) Students to draw diagrams revolution?
to illustrate the earth’s
revolution.
(g) Describe the i) The teacher to guide Diagrams of Is the student
results of students to discuss the Eclipses and able to explain
the Earth’s results of the earth’s seasons. the results of
revolution revolution by using revolution?
around the sun diagrams.
ii) Students to draw diagrams
to show the results of the
revolution of the earth.
9
MATERIALS
2.8 The importance D'H¿QHWKH i) By using texts on latitudes i) Texts on latitude Is the student
of the parallels parallels and and longitudes the teacher and longitudes. DEOHWRGH¿QH
and meridians. meridians WRDVVLJQVWXGHQWVWRGH¿QH ii) Globe the parallels and
parallels and meridians. iii) Physical map meridians?
ii) By using globe and physical
map the teacher to guide
VWXGHQWVWRGH¿QHSDUDOOHOV
and meridians.
(b) Describe how i) Using a globe teacher to Is the student
latitudes and guide students to show able to describe
longitudes are how horizontal and vertical how latitudes and
determined. planes of a sphere are used longitudes are
to determine parallels and determined?
meridians.
ii) Teacher to guide students
in groups to show how
horizontal and vertical
planes are used to determine
parallels and meridian.
(c) Explain the i) By using a globe teacher to i) Globe Is the student able
importance of a guide students identify the ii) Clay soil to describe the
great circle formation of a great circle. iii) Water VLJQL¿FDQFHRID
ii) Teacher to guide students iv) Colour great circle?
in groups to discuss the
VLJQL¿FDQWIHDWXUHVDQG
uses of great circle.
10
MATERIALS
iii) Teacher to guide students
SUHVHQWWKHVLJQL¿FDQFHRI
a great circle.
iv) Using clay soil, water and
colours teacher to guide
students to build two
globes to illustrate the
circles.
(d) Discuss the i) The teacher to show students Atlas maps Is the student
importance of how parallels are drawn able to discuss
parallels and from the zero point of the the importance
meridians. HTXDWRUDQGPHULGLDQV of parallels and
from the meridians of meridians?
Greenwich.
ii) Students to study Atlas
maps and identify the
tropics and meridian 90o
and 180 o east and west.
iii) Teacher o guide students
in a plenary discussion on
importance of parallels and
meridians.
(e) Calculate local The teacher to guide students to Maps of the world Is the student able
time. calculate local time when given with parallels and to calculate local
two lines of longitude and time meridians. time?
of one of the longitude.
11
MATERIALS
I'H¿QHWLPHDQG i) The teacher to guide World map for Is the student able
time zone. VWXGHQWVWRGH¿QHWLPHDQG Time zones. to:
time zone. LGH¿QHWLPHDQG
ii) Using a world map, teacher time zone.
to guide students record ii) differentiate
differences in time from between standard
different radio stations at time and time
different time zones. zones?
iii) Teacher to guide students
to study the world map for
time zones and differentiate
between time zones and
standard time.
(g) Explain the The teacher to guide students Texts on time and Is the student able
essence of time to read texts on time and time time zones to explain the
and time zones. zones and explain the essence essence of time and
of time and time zones. time zones?
(h) Explain i) Teacher to guide students iv) World map Is the student able
variation of to explain the relationship v) Tactile map for to explain variation
standard time in a between large stretches of visually impaired of standard time in
single country. land and the time zone. students a single country?
ii) Using a world map,
students and the teacher to
examine the standard times
and time zones of the USA
and Russia as examples.
12
MATERIALS
L'H¿QH i) The teacher to guide Texts on Is the student able
International students to read texts to International Date to:
Date Line. GH¿QH,QWHUQDWLRQDO'DWH Line LGH¿QHWKH
Line. International Date
ii) The teacher to guide Line?
students to describe how ii). describe the use
the International Date Line of IDL?
is used.
(j) Locate i) Using a world map and i) World map Is the student able
International globe, the teacher to guide ii) Globe to:
Date Line. students to locate th4e 1. Show
International Date Line. International
ii) Teacher to guide students dateline on the
draw maps showing the globe or world
position of the International map?
Date Line. 2. Draw a map and
show the position of
the IDL?
3.0 MAJOR The student should Using a globe teacher to guide i) World map Is the student
FEATURES OF be able to: students to explain the meaning ii) globe able to explain 32
THE EARTH’S a) Explain the of a continent. the meaning of a
SURFACE meaning of a continent?
continent.
3.1 Continents
b) Describe the i) Teacher to guide students World map Is the student able
distribution and to show the distribution of to describe the
size of continents. continents using the world distribution and size
map. of continents?
13
MATERIALS
ii) The teacher to guide
students describe the sizes
of continents.
c) Identify the major i) Using a physical map Relief map of the Is the student able
features of the teacher to guide students to world to:
continents. identify the major features 1. Identify major
of the continents. features of the
ii) Teacher to guide students continents in the
to draw a relief map of world?
continents and locate the 2. Locate the
major features. continents on the
world map?
3.2 Water bodies The student should Teacher to use a physical map Is the student able
be able to: of the world to guide students WRGH¿QHDZDWHU
D'H¿QHDZDWHU GH¿QHDZDWHUERG\ body?
body.
(b) Identify the With the aid of the world - Physical map of Is the student able
oceans and other physical map, teacher to guide the world. to identify the
water bodies. students identify oceans. oceans and other
water bodies?
(c) Describe the i) The teacher to guide i) Physical map of Is the student able
features of the students in groups to the world. to:
RFHDQÀRRU discuss and describe ii) Texts on oceans. Describe the
IHDWXUHVRIWKHRFHDQVÀRRU iii) Diagram features of the
ii) The teacher to guide showing ocean RFHDQÀRRU"
students to present features ÀRRU
RIWKHRFHDQÀRRU
14
MATERIALS
iii) Using texts and diagrams Draw diagrams
the teacher to guide showing features of
students to draw diagrams WKHRFHDQÀRRRU"
showing features of the
RFHDQÀRRU
(d) Draw a map The teacher to guide students World relief map Is the student
to show the to draw maps of the world able to draw a
distribution of and show the distribution of map and show
continents and continents and water bodies. the distribution
water bodies. of continents and
water bodies?
4. 0 WEATHER The student should i) The teacher to guide Is the student able
be able to: students to feel and observe WRGH¿QHZHDWKHU" 20
4.1 Concept of D'H¿QHZHDWKHU weather.
weather ii) In groups, the students
WRSUHSDUHGH¿QLWLRQVRI
weather.
iii) During a short plenary,
students to present their
GH¿QLWLRQV
iv) The teacher to guide
students to state the
appropriate concept of
weather.
15
MATERIALS
b) Describe the L7KHWHDFKHUWRWDNH i) Environment Is the student able
importance of students outside the ii) Human to:
weather. classroom to observe the Activities. describe the impact
impact of weather on the of weather on the
environment. environment?
ii) Students to record these
impacts. describe the
iii) The teacher to lead importance of
a discussion on the weather?
importance of weather.
students to preparer
a summary on the
importance of weather.
c) Show the i) Through a study tour, the i) Human Is the student
relationship teacher to guide students activities. able to show
between weather to record different socio ii) Environment. the relationship
and human economic activities as iii) Weather between human
occupations. responses to weather records. occupations and
changes. weather?
students to explain the need
to adjust human activities to
changing weather.
16
MATERIALS
4.2 Elements of The student should The teacher to guide students i) Environment. Is the student
weather be able to: to read literature on elements of ii) Texts on able to name
(a) Name elements weather. weather the elements of
of weather. weather?
(b) Explain the i) The teacher to guide students Is the student
importance of to discuss the importance able to explain the
each element. of each weather element. importance of each
ii) Teacher to guide student weather element?
summarize the importance
of each weather element.
4.3 Weather station D'H¿QHZHDWKHU i) Students to read a text on Is the student able
station. weather station. WRGH¿QHZHDWKHU
ii) Teacher to guide students station?
IRUPXODWHDGH¿QLWLRQRID
weather station after reading
the text.
(b) Explain how to i) Using a list of procedures i) Weather Is the student able
establish weather a teacher to guide students station and its to explain how to
station. discuss strategy for components. establish weather
establishing weather station. ii) Texts on station?
ii) The teacher to involve a weather
meteorologist to present
new developments regarding
these instruments.
17
MATERIALS
(c) Describe i) The teacher to guide The Stevenson Is the student able
characteristics students to visits a weather Screen and its to describe the
of a Stevenson station. contents location, functions
screen. ii) Students to describe the and the mounting
Stevenson Screen in respect of Stevenson
RILWVTXDOLWLHVORFDWLRQDQG Screen and other
mounting. screens for weather
iii) Students to draw the stations?
diagram to illustrate the
Stevenson Screen.
iv) Using photographs the
teacher to guide students to
explain different types of
Screens for weather stations.
d) Describe the i) The teacher to guide Instruments for Is the student able
characteristics students to read the text on measuring weather. to describe the
and functions instruments for measuring characteristics
of instruments weather. and functions of
used to measure LL7KHVWXGHQWVWRPDNHD instruments for
the element of summary on the text. measuring elements
weather. iii) The teacher to involve a of weather?
meteorologist to present
new developments regarding
these instruments.
18
MATERIALS
e) Measure and The teacher to guide students i) Weather Is the student able
record elements to: instruments. to measure and
of weather. i) Demonstrate measuring and ii) Materials for record weather
recording of elements of recording statistics correctly?
weather. weather
ii) Explain the materials used statistics.
for recording weather.
iii) Explain important
conditions for recording
weather.
iv) Measure and record weather
statistics.
v) Explain the use of these
records.
(f) Describe i) The teacher to invite a Environment. Is the student able
the meaning meteorologist to guide to describe how
of weather a discussion on weather weather forecasting
forecasting and forecasting and its is done?
how it is done. importance.
students to prepare a
summary on weather
forecasting and its
importance.
19
MATERIALS
iii) The teacher to invite
DORFDONQRZOHGJHDEOH
person to lead a discussion
on how the community
forecasts weather and the
reasons for the practice.
students prepare notes from
the discussion on weather.
5.0 CLIMATE The student should i) The teacher to guide i) Environment Is the student
be able to: students to identify main ii) Climatic map DEOHWRGH¿QHWKH 14
5.1 Concept of D'H¿QHWKH variables which form concept of climate?
Climate concept of climate climate.
ii) The students to read a text
on the concept of climate.
iii) Through a discussion, the
teacher to guide students
WRGHYHORSDGH¿QLWLRQRI
climate
5.2 Weather and The student L7KHVWXGHQWVWRPDNHD i) Environment. Is the student able
Climate should be able to chart showing differences ii) Weather chart to draw difference
differentiate between between weather and and maps. between weather
weather and climate. climate. iii) Climatic charts and climate?
ii) The teacher to guide and maps.
students use the
environment to illustrate
the difference between
weather and climate.
20
MATERIALS
iii) The teacher to use climatic
charts and maps to
illustrate the differences
between weather and
climate.
students to state different
factors for weather and for
climate.
5.3 Impact of Relate climate to i) By using an economic map Economic map Is the student able
Climate human activities. teacher to guide students to relate climatic
to describe how human conditions to human
activities are related to DFWLYLWLHVWDNLQJ
climate. SODFHLQVSHFL¿F
ii) By the use of both climatic locations?
economics maps the teacher
to guide students to explain
how each type of climate
determines human activities.
iii) The teacher to guide a
discussion on the effects of
climate change.
1.0 MAP WORK The students should i) The teacher to distribute 1. Map Is the student able
1.1 The concept of EHDEOHWRGH¿QHD texts on concept and 2. Text on map WRGH¿QHDPDS" 26
a map map. essentials of a map. ZRUN
ii) The students to read the text
and draw points on the map.
21
MATERIALS
1.2 Components of The student should i) Using maps the teacher to Simple Is the student able
a map be able to: guide students to identify topographical to list components
a) List all the WKLQJVZKLFKPDNHDPDS maps. of a map?
components of a ii) Teacher to guide students to
map. prepare a summary of things
ZKLFKPDNHDPDS
E'H¿QHDVFDOH i) Using topographical maps; i) Topographical Is the student able
c) Identify different the teacher to guide students maps. to:
ways used in to identify a scale. ii) Texts on map GH¿QHVFDOH"
representing ii) By using texts on map ZRUN Identify
scale. ZRUNVWXGHQWVWRGLVFXVVWKH different ways of
concept of a scale. representing a scale
iii) Using illustrations of of map?
the representations of the
scale in topographical
map the teacher to guide
students to identify ways of
representing scale.
d) Distinguish signs i) Using topographical maps Topographical Is the student able
from symbols. the teacher to guide students maps. to distinguish
to distinguish signs from between signs and
symbols in maps. symbols of maps?
ii) Students to translate
symbols into the natural
DQGDUWL¿FLDOREMHFWVWKH\
represent.
22
MATERIALS
1.3 Quantitative The student should i) Using measuring i) Topographical Is the student able
information on be able to: instruments i. e. rulers and maps. to:
maps a) Measure the threads; the teacher to guide ii) Rulers Measure map
distance on the students to measure map iii) Thread/tape distances?
map and convert distances. measures Convert map
to the actual ii) The teacher to guide distances into actual
ground by using students to Converting map ground distances?
scale. distances on actual ground
distances by using scale.
b) Calculate areas i) The teacher to guide The drawing of Is the student able
of regular and students to calculate areas UHJXODU¿JXUHV in to:
LUUHJXODU¿JXUHV of regular and irregular teaching and Calculate areas of
shapes on maps by using learning material regular and irregular
different methods. shapes by using
ii) The teacher to guide different methods?
students to calculate areas
of various shapes by using
different methods.
c) Identify location i) Using a topographical map i) Topographical Is the student able
of positions. the teacher to guide students map. to identify and
WRGH¿QH ii) Mathematical locate positions on
(a) Position set the map and in the
(b) Orientation iii) Environment environment?
(c) Alignment
(d) The Grid reference system.
23
MATERIALS
ii) The teacher to demonstrate
how to locate positions by
using bearing, orientation
and alignment.
iii) the teacher to guide
students to demonstrate
to how to use different
instruments and natural
phenomena in locating
position.
iv) Students to locate various
positions on the world map
d) Find direction i) Using a magnetic compass i) Magnetic Is the student able
and bearing the teacher to guide students compass WR¿QGGLUHFWLRQV
of objects on to describe its parts. ii) Physical and bearing of
maps and in the ii) The teacher to guide environment objects on maps and
environment students to set the compass iii) Chart on in the environment?
and determine bearing. magnetic
iii) The teacher to guide compass.
students to study points of
WKHFRPSDVVLQWKHWH[WERRN
and describe direction and
bearing of different features
in the school locality from a
¿[HGSRLQW
24
MATERIALS
1.4 Uses of maps The student should i) The teacher to distribute Maps on different Is the student able
be able to describe different maps to different purposes. to describe the
different uses of groups of students. different uses of
maps. ii) Teacher to guide students to maps?
study the maps and identify
their uses.
iii) The teacher to collect view
from the groups and guide
WKHPWRSUHVHQWDQGPDNH
summary of proper uses of
maps.
25
FORM TWO

The student demonstrates:
1. 7KHNQRZOHGJHRIW\SHVFKDUDFWHULVWLFVLPSRUWDQFHSUREOHPVDQGDELOLW\WRDSSO\IDUPLQJ
VNLOOVWRPHHWFHUWDLQKXPDQQHHGV
2. An understanding of the importance of natural resources and the ability to use and conserve
natural resources to improve the standard of life.
3. 7KHNQRZOHGJHRQW\SHVIDFWRUVIRUORFDWLRQDQGLPSRUWDQFHRIPDQXIDFWXULQJLQGXVWULHV
DQGDELOLW\WRXVHFRQVHUYDWLRQVNLOOVWRSURWHFWWKHHQYLURQPHQWIURPLQGXVWULDOKD]DUGV
4. 7KHNQRZOHGJHRQW\SHVORFDWLRQDQGH[LVWLQJSUREOHPVRISRZHUDQGHQHUJ\UHVRXUFHV
5. The ability to manage and use power and energy resources sustainable.
7KHNQRZOHGJHRQLPSRUWDQFHDQGGLIIHUHQWW\SHVRIWUDQVSRUWLQ(DVW$IULFD

By the end of Form Two course, the student should be able to show an understanding of:
D 7\SHVFKDUDFWHULVWLFVLPSRUWDQFHDQGSUREOHPVRIFURSIDUPLQJDQGDQLPDONHHSLQJ
E 7KHLPSRUWDQFHRIZDWHUIRUHVWU\ZLOGOLIHPLQHUDOUHVRXUFHVSUREOHPVOLQNHGWRWKHPDQG
their necessary management practices.
(c). The types, factors for location, importance and management of hazards of manufacturing
industries.
(d). The types, location, sustainable use, accruing problems, the management of power and
energy resources.
(e). The types, importance and problems of transport in East Africa.
27
TOPIC/SUB-TOPIC SPECIFIC TEACHING AND LEARNING TEACHING ASSESSMENT NUMBER
OBJECTIVES STRATEGIES AND LEARNING OF
RESOURCES PERIODS
1. 0 HUMAN a) The student i) The teacher to guide students in i) Statistical maps Is the student
ACTIVITIES should be brainstorming the meaning of human ii) Photographs of able to give 3
1.2 Concept of able to give activities. various human the meaning of
human activities the meaning ii) Using statistical maps, photographs activities human activities?
of human depicting various activities and iii) Audio visual
activities. audiovisual facilities, teacher to facilities.
guide students identify types of
human activities.
b) Identify major i) By using photographs the teacher to i) Photographs Is the student
types of human guide students in groups to identify ii) Real able to identify
activities. different human activities. environment major types of
ii) The teacher to guide each group to human activities?
SUHVHQWDQGPDNHDVXPPDU\
2.0 AGRICULTURE The student should i) Using agricultural maps and i) Agricultural Is the student
2.1 Small Scale be able to: photographs on small scale Map of Tanzania able to 13
Agriculture a) Describe the farming in Tanzania, teacher to ii) Photographs describe the
characteristics guide students to describe the on small scale characteristics
of small scale characteristics of small scale Agriculture. of small scale
agriculture at agriculture. agriculture at
subsistence ii) Students to name crops grown under subsistence
level. small scale agriculture. level?
b) Explain the i) Teacher to guide students to discuss Is the student
effects of rapid effects of population pressure on able to explain
population small scale agriculture. the effects of
growth on ii) Teacher to organize visits to study rapid population
small scale how rapid population growth affects growth on small
agriculture. small scale agriculture. scale agriculture?
28
RESOURCES PERIODS
c) Describe i) The teacher to guide students to Is the student
advantages and brainstorm on the advantages and able to
disadvantages disadvantages of small scale. describe the
of small scale ii) Teacher to guide students to explain advantages and
agriculture. the advantages and disadvantages of disadvantages
small scale agriculture. of small scale
iii) Teacher to guide students to agriculture?
summarize the advantages and
disadvantages of small scale
agriculture.
d) Explain ways i) Teacher to guide students to Photographs and Is the student
of improving brainstorm on ways of improving pictures of farm able to explain
small scale small scale agriculture. implements. ways of
agriculture. ii) By using photographs or pictures Farm sites under improving small
and farm sites under small scale small scale scale agriculture?
agriculture teacher to guide agriculture.
students, discuss various methods of
improving small scale agriculture.
2.2 Large scale The student should i) 7HDFKHUWRJXLGHVWXGHQWVWRGH¿QH World map of Is the student
Agriculture be able to: large scale agriculture. agriculture. able to name
a) Name types ii) Teacher to guide students to name types of large
of large scale type of large scale agriculture in the scale agriculture
agriculture in world. in the world?
the world.
29
RESOURCES PERIODS
b) List the major i) Using a world map and a site visit, i) World map of Is the student
crops grown students to list major crops which are agriculture able to list the
in each type grown in plantation agriculture. ii) A site where major crops
of large scale ii) Teacher to organize a visit to a large scale grown in each
agriculture. nearby large scale agriculture to agriculture is type of large
learn how it is practiced. practiced. scale agriculture?
c) Describe Using, photographs the teacher to guide Photographs of Is the student
characteristics students to describe characteristics of various large scale able to
of large scale large scale agriculture. agriculture. describe the
agriculture. characteristics
of large scale
agriculture?
d) Describe the i) Teacher to guide students to discuss i) Charts of Is the student
UHTXLUHPHQWVIRU WKHUHTXLUHPHQWVIRUJURZWKRI crop growing able to describe
growth, farm these crops. UHTXLUHPHQWV WKHUHTXLUHPHQWV
preparation, ii) Using charts, pictures, photographs ii) Pictures, for crop
planting, care, teacher to guide students to explain photographs production
how preparation, planting and care
harvesting, of crops and in these
of crops, harvest, processing and
processing, transport are done. agricultural plantations?
storage and iii) Teacher and students to summarize machines.
transport. WKHUHTXLUHPHQWVIRUJURZWKRI
crops.
30
RESOURCES PERIODS
e) Identify and Using a World map on agriculture World map on Is the student
locate major teacher to guide students to identify Agriculture able to identify,
producing and locate producing countries for locate and name
countries for respective crops. major producing
respective countries?
crops in the
world.
f) Describe i) Using agricultural data teacher Is the student
contribution of to guide students to discuss able to describe
produced crops the contribution of commercial the contribution
to the economy agriculture to producing countries. of large scale
of USA and agriculture to the
Tanzania. ii) Drawing examples from Local economy of USA
commercial agriculture, the teacher and Tanzania?
to guide students to discuss the
contribution of this activity to the
economy of Tanzania.
g) Drawing i) Referring to relevant literature Literature on large Is the student
examples from students to discuss problems scale agriculture able to:
Tanzania and facing large scale agriculture in i) explain
USA explain Tanzania and USA. problems
problems ii) Teacher to guide students to facing
facing discuss problems facing large scale large scale
large scale agriculture. agriculture
agriculture. in USA and
Tanzania?
31
RESOURCES PERIODS
iii) Using experiences from USA, the ii) explain ways
teacher to guide students to discuss of improving
on how to improve large scale large scale
agriculture in Tanzania. agriculture in
Tanzania?
/LYHVWRFNNHHSLQJ The student should i) Teacher to guide students to i) Photographs Is the student
be able to: H[SODLQKRZOLYHVWRFNNHHSLQJDUH RQOLYHVWRFN able to describe
a) Describe how practiced. NHHSLQJ how pastoralism,
pastoralism, ii) Using photographs and texts on ii) Texts on sedentary and
sedentary and OLYHVWRFNNHHSLQJWKHWHDFKHUWR OLYHVWRFN commercial
commercial guide students to discuss in groups NHHSLQJ OLYHVWRFNNHHSLQJ
OLYHVWRFN GLIIHUHQWW\SHVRIOLYHVWRFNNHHSLQJ are practiced?
NHHSLQJDUH iii) Teacher to guide each group to
practiced. present and summarize.
b) explain the i) The students should explain Is the student
EHQH¿WVDQG EHQH¿WVRIPHWKRGVRIOLYHVWRFN able to:
constraints NHHSLQJ i) explain the
RIOLYHVWRFN advantages
NHHSLQJ ii) Teacher to guide students to and
practices. brainstorm on constraints facing disadvantages
OLYHVWRFNNHHSLQJ RIOLYHVWRFN
iii) Drawing examples from Local NHHSLQJ"
Commercial farms students to
GLVFXVVZD\VRIKRZWRWDFNOHWKHVH ii) discuss ways
problems. RIWDFNOLQJ
large scale
agriculture?
32
RESOURCES PERIODS
c) Compare i) 8VLQJWH[WVRQOLYHVWRFNNHHSLQJ i) Photographs Is the student
OLYHVWRFN and a map of Australia and Tanzania RQOLYHVWRFN able to:
NHHSLQJ the teacher to guide students to NHHSLQJ i) compare
between GLVFXVVOLYHVWRFNNHHSLQJEHWZHHQ ii) Texts on OLYHVWRFN
Australia and Australia and Tanzania. OLYHVWRFN NHHSLQJ
Tanzania. ii) 8VLQJWKHSKRWRJUDSKVRIOLYHVWRFN NHHSLQJ between
NHHSLQJWHDFKHUWRJXLGHVWXGHQWVWR iii) Map of Australia and
explain the economic importance of Australia and Tanzania?
OLYHVWRFNNHHSLQJLQHDFKFRXQWU\ Tanzania on ii) Explain the
OLYHVWRFN economic
importance
RIOLYHVWRFN
NHHSLQJLQ
each country.
d) Describe i) Teacher to guide students in groups Is the student
OLYHVWRFN WRGLVFXVVKRZOLYHVWRFNNHHSLQJ able to describe
NHHSLQJDV is practices in their communities in KRZOLYHVWRFN
practiced Tanzania. NHHSLQJLV
in different ii) The teacher to guide each group to practiced in
communities in present. communities in
Tanzania. iii) Teacher to guide students Tanzania?
VXPPDUL]HRQKRZOLYHVWRFN
NHHSLQJLVGRQHLQGLIIHUHQW
communities of Tanzania.
33
RESOURCES PERIODS
3. 0 WATER The student should i) Using charts/pictures and i) Charts and Is the student
MANAGEMENT be able to: photographs the teacher to guide pictures on the able to explain 30
FOR ECONOMIC a) explain uses students to discuss the importance of uses of water. the uses and
DEVELOPMENT and economic water. ii) Different sites economic
3.1 Importance of importance of ii) Using a role play, students to on water use. importance of
water water. demonstrate the various uses of water?
water.
iii) The teacher to guide students to visit
sites showing different uses of water.
b) Describe the i) The teacher to guide students to Environment and Is the student
relationship explain the relationship between water sites able to relate
between family family size, water supply, water use TXDOLW\RIOLIHWR
size, water DQGWKHTXDOLW\RIOLIH water supply?
supply and ii) The teacher to guide students
TXDOLW\RIOLIH to carry out a research in the
FRPPXQLW\RQZDWHUTXDOLW\DQG
VXSSO\DQGWKHLUFRQVHTXHQFHV
iii) The teacher to guide students to
PDNHDVXPPDU\RIWKHUHVHDUFK
and draw lessons.
c) Explain the i) The teacher to guide students to Sites of catchment Is the student
relationship visit sites or use photographs of areas or able to explain
between catchment areas to observe the photographs of the relationship
vegetation and relationship between vegetation catchment area. between water
water supply. and water availability. availability
ii) The teacher to guide students to
and vegetation
discuss in groups the relationship
between vegetation and variation of growth?
water.
34
RESOURCES PERIODS
iii) The teacher to guide students
to draw conclusions on the
response of vegetation when water
availability varies.
d) Explain how i) The teacher to guide students to Is the student
distance to explain where they get water. able to show that
water source ii) Students to explain why long distance to water
from household distances to water source is a source affects the
affects the girl disadvantage to the girl child. girl child?
child.
3.2 River Basin The student should i) The teacher to assign and lead Texts on river Is the student
Development be able to: students to read texts on river development able to state
a) State the development and describe WKHEHQH¿WVRI
EHQH¿WVRI the conditions for river basin developing river
developing development. basin?
river basins. ii) The teacher to guide students to
GLVFXVVLQJURXSVWKHEHQH¿WVRI
river basin development.
iii) The teacher to guide each group to
b) Explain the i) With the help of maps, the teacher Maps of the Is the student
organization, to guide students to locate the ORFDWLRQRI5X¿ML able to explain
EHQH¿W 5X¿MLDQG7HQQHVVHH5LYHU%DVLQ River Basin Project problems and
problems faces Projects. and the Tennessee prospects of
and prospects ii) The teacher to guide students to Valley Authority. 5X¿MLDQG
RI5X¿ML%DVLQ discuss in groups the organizations, Tennessee River
Development EHQH¿WVSUREOHPVDQGSURVSHFWVRI Basin Projects?
Authority river projects.
35
RESOURCES PERIODS
(RUBADA) and iii) The teacher to guide each group to
Tennessee present.
River Valley iv) The teacher to guide students in
Authority. DSOHQDU\GLVFXVVLRQDQGPDNH
summary.
3.3 Land Reclamation The student should i) The teacher to guide students Photographs of Is the student
be able to: WRSUHSDUHDGH¿QLWLRQRIODQG reclaimed areas. able to explain
a) Explain the reclamation. the aims of land
major aims ii) Using examples from the USA the reclamation?
for land teacher to guide students to describe
reclamation. the major aims of land reclamation
(refer to Tennessee area).
b) Describe the i) The teacher to guide students i) Photographs Is the student
WHFKQLTXHV in groups to read texts on on Land able to describe
used in land land reclamation and identify Reclamation land reclamation
reclamation. GLIIHUHQWWHFKQLTXHVXVHGLQODQG in Tanzania, WHFKQLTXHV"
reclamation. USA and the
Netherlands.
ii) Teacher to guide students to
ii) Texts on land
present for clarity. reclamation.
iii) Texts in Braille
for visual
impaired
students.
36
RESOURCES PERIODS
c) Explain land i) Using a map of Tanzania the Map of Tanzania Is the student
reclamation teacher to guide students to discuss showing potential able to explain
process in and identify land conditions which areas for Land the process of
Tanzania UHTXLUHUHFODPDWLRQLQ7DQ]DQLD Reclamation. land reclamation
ii) The teacher to invite the in Tanzania?
NQRZOHGJHDEOHDJULFXOWXUDORI¿FHU
to discuss on how land reclamation
is done in Tanzania.
iii) Teacher to guide students to write a
summary of the discussion.
3.4 Sustainable The student should i) Using texts on underground water the i) Map of Tanzania Is the student
use of water be able to: teacher to guide students to read Drainage able to explain:
resources. a) explain the and identify types of underground ii) Texts on i). Types of
types of water. underground underground
underground ii) Using a map of Tanzania, the teacher water. water?
water and to guide students to describe areas ii). How
how it can be which are more viable for tapping underground
tapped for use of underground water. water can be
at local and iii) Teacher to invite a resource person tapped?
national level to explain ways of tapping
in Tanzania. underground water.
iv) Teacher to guide students to write
a summary on types and ways of
tapping underground water.
37
RESOURCES PERIODS
b) Differentiate i) The teacher to guide students to i) Water resources Is the student
different read geography texts and maps map able to
resources that on different water resources and ii) Texts on water differentiate
are obtained identify them. resources. resources found
from water. ii) Using water resource map the in water?
teacher to guide students to
differentiate recourses found in
water.
c) Describe i) The teacher to guide students Water project site Is the student
methods used in groups to discuss methods of able to describe
for extracting extracting resources found in the methods used for
resources from water. extracting water
water. ii) The teacher to organize study resources?
visit to water project sites for
students to observe the ways water
resources are extracted.
discuss what they have observed
DQGPDNHDVXPPDU\
d) Explain the i) Through study visit and analysis i) Photographs on Is the student
problems of photographs, the teacher to extraction of able to:
caused by guide students to discuss and water resources. i). Explain the
extraction identify problems caused by water ii) Project Site problems caused
of water resources extraction. by extraction of
resources. ii) Drawing examples from Tanzania, water resources?
the teacher to guide a discussion ii). Describe
on problems arising from
extracting water resources.
38
RESOURCES PERIODS
iii) Students to discuss in groups ways to control
and explain ways of controlling problems caused
problems which are caused by by extracting
extraction of water resources. water resources?
iv) The teacher to guide each group
to present and describe ways of
controlling problems caused by
extraction of water resources.
3.5 Water pollution The student should i) The teacher to guide students in i) Photographs on Is the student
be able to: the discussion on the concept of water pollution able to:
a) 'H¿QHSROOXWLRQ water pollution. ii) Actual site L'H¿QH
b) Differentiate the ii) By using photographs the teacher pollution?
main sources of to guide students to discuss the ii) Differentiate
water pollution main sources of water pollution ie the main
domestic water, industrial waste, sources of water
HIÀXHQWVDQGPDVVLYHFRQVWUXFWLRQ pollution?
iii) Through study visit or photograph
analysis teacher to guide students
t identity main sources of water
pollution.
c) Describe i) Through study of various i) Film on Is the student
various ways photographs, the teacher to conservation of able to describe
of conserving JXLGHVWXGHQWVWRGH¿QHZDWHU water. the various ways
water resources. conservation. ii) Actual site of conserving
ii) 8VLQJD¿OPRQFRQVHUYDWLRQWHDFKHU of water water resources?
to guide students to discuss and conservation
explain ways of conserving water project.
resources.
39
RESOURCES PERIODS
iii) The teacher guide students in a
study tour to a water conservation
project for further study.
iv) Through discussion teacher to
guide students to summarize the
DFTXLUHGNQRZOHGJHRQZD\VRI
conserving water resources.
4.0 SUSTAINABLE The student should i) Using photographs of different Pictures and Is the student
USE OF FOREST be able to: types of forests the teacher to guide photographs able to identify 10
RESOURCES a) Identify types students to discuss in groups on the depicting different different types of
4.1 Types of forestry of forests different types of forests. types of forests. forests?
resources ii) The teacher to guide each group to
present and summarize information
on different types of forests.
b) Locate the i) Using a vegetation map of the Vegetation map of Is the student
distribution of world and of Tanzania the teacher the world. able to locate the
forests by type. to guide students to locate the Vegetation map of distribution of
major forested areas of the world Tanzania. major forested
on a map. areas of the
ii) The teacher to guide students to world?
locate forested areas on a map of
Tanzania.
iii) Teacher to guide students to show
the relationship between the major
forested areas of the world and
those of Tanzania.
40
RESOURCES PERIODS
c) Explain factors i) By using photographs and maps Photographs of Is the student
for distribution the teacher to guide students to forests able to explain
of forests. discuss in groups on factors for Maps the major factors
distribution of forests. for distribution
ii) The teacher to guide students of forests?
to explain the major conditions
which determine the distribution of
forests.
iii) Teacher to guide students to
RIIDFWRUVZKLFKLQÀXHQFHWKH
distribution of forests.
4.2 Importance of The student should i) By use of pictures showing types of i) Forest reserve Is the student
forestry resources. be able to: forests the teacher to guide students ii) Pictures able to describe
a) Describe the discuss in groups the importance of showing types the importance
importance and forests. of forests. and values of
values of forests ii) Teacher to guide students to explain forests in social
in social and the importance and value of forests. and economic
economic life. iii) The teacher to arrange for a study life?
visit to a nearby forest reserve or a
controlled area for more exposure of
students.
41
RESOURCES PERIODS
b) Explain the i) With the use of photographs Photographs of Is the student
importance of the teacher to guide students to forests able to explain
forests in discuss in groups the importance of the importance
ecological and forests in maintaining balance and of forests in
environmental relationship in the environment. maintaining
balance. ii) 7KHWHDFKHUWRLQYLWHDJXHVWVSHDNHU balance and
from the Department of Forestry relationship in
to discuss on the role of forest in the environment?
maintaining environmental balance.
describe the importance of forests in
environmental balance.
4.3 Important The student should i) With the aid of a map, the teacher i) Wall map and Is the student
areas of forest be able: to guide students to identify on Atlas maps able to:
products, their a) Identify countries which are important in showing forest 1. Identify
transport and use important timber and other forest products. resources countries
in the world countries ii) By using texts on forest products the and timber important for
in timber teacher to guide students in groups processing. production of
production. to discuss on products of forests and ii) Texts on timber?
PDNHSUHVHQWDWLRQ forests. 2. Describe
other forest
products?
42
RESOURCES PERIODS
b) Explain i) By using texts on forestry and i) Texts on forests Is the student
the means photographs the teacher to ii) Photograph able to:
of transport guide students to discuss in showing i) Explain
and problems groups different types of timber transportation how timber is
of timber transportation in the world. of logs. transported in the
transportation in ii) The teacher to guide the students to iii) Tactical maps world?
the world. SUHVHQWWKHLU¿QGLQJV for visual ii) Identify
iii) Teacher to guide students impaired problems facing
to identify problems facing the students transportation
transportation of timbre in the world of timber in the
DQGPDNHVXPPDU\ world?
4.4 Problems The student should i) With concrete examples the teacher i) Maps Is the student
associated with be able to: to guide students to discuss on ii) Photographs able to describe
forestry resources a) Describe the various problems associated with iii) Video show problems facing
harvesting. problems facing harvesting of forest resources. the harvesting
forestry resources of forestry
harvesting. resources?
ii) By using maps, photographs and

video shows the teacher to guide
students to discuss in groups
problems which face forestry
resources harvesting in Tanzania.
iii) The teacher to guide each
group to present and summarize.
43
RESOURCES PERIODS
b) Describe ways i) The teacher to guide students to List of problems Is the student
to address brainstorm on different ways of facing forests in the able to discuss
problems facing addressing problems facing forests. world. ways of
forests in the ii) Bys using maps, photographs addressing
world. and video show the teacher to problems facing
guide students to discuss ways of forests, in the
addressing problems facing forestry world?
of the world.
explain how Tanzania is addressing
problems facing its forestry.
1.0 SUSTAINABLE The student should i) Using photographs showing Photographs Is the student
MINING be able to: mining centres the teacher to guide showing different able to name 22
1.1 Types of mining Name different students to discuss types of mining mining centers. different mining
industry types of mining industries. industries?
industries. ii) Teacher to guide students to
prepare a summary of the
discussion on the types of mining
industries.
1.2 Types and The student should i) Through reading texts on minerals Maps of world Is the student
distribution of be able to: the teacher to guide students to minerals able to explain
mining regions a) Explain discuss on major minerals found in Texts on minerals major types of
in the world. major types of the world. Samples of minerals found
minerals found ii) Teacher to guide students to identify minerals in the world?
in the world. the types of the minerals found in
the world.
44
RESOURCES PERIODS
iii) By the use of world minerals maps
and samples of different minerals the
teacher to guide students to identify
minerals found in the world.
b) Locate mining i) By using world maps the teacher to World map on Is the student
regions in the guide students to locate the world mineral distribution able to:
world map mining regions. i) Locate mining
and the type ii) The teacher to guide students to regions in the
of minerals discuss important minerals found in world map?
extracted. each mining region. ii) Name
important
minerals in each
mining region?
1.3 Methods of The student should i) Teacher to guide students in Is the student
mining be able to: groups to brainstorm on different able to categorize
a) Categorize ways of mining. different major
various ways of ii) Teacher to guide students to methods of
mining. discuss various ways of mining. mining?
categorize various ways of mining
DQGPDNHDVXPPDU\
b)Explain ways i) 7KHWHDFKHUWRRUJDQL]H¿HOG i) An actual Is the student
of processing visit to a mining area or using mining area able to explain
different types of a video on mining or pictures ii) Video on ways of
minerals. of mining centre and guide mining processing
students to observe different ways iii) Pictures of different types of
of processing different types of Mining centre minerals?
minerals.
45
RESOURCES PERIODS
ii) Teacher to guide students to i) Pictures showing
discuss how processing of different the processing
types of minerals is done. of minerals.
describe the processing of different
PLQHUDOVDQGPDNHVXPPDU\
1.4 Contribution of The student should i) By using a map the teacher to i) Real jewels. Is the student
mining industry be able to: guide students in groups to study data ii) Pictures showing able to explain
to the economy 1. Explain the showing the production of different jewels and gem. the economic
of Tanzania. economic PLQHUDOVLQ7DQ]DQLDDQGPDNH iii) Map of importance of
importance of presentations. economic activities. mining to the
mining to the ii) Teacher to provide real jewels or economy of
economy of pictures of jewels and gem and guide Tanzania?
Tanzania. students to study them and explain their
importance to the economy of Tanzania.
1.5 The effects The student should i) Teacher to organize a visit to the i) Charts and Is the student
of the mining be able to: nearest mining area for students to pictures depicting able to describe
industry in the a) Describe the observe the effects of mining activities environmental the effects of
environment. effects of mining to the environment. degradation caused mining to the
to the environment. ii) Teacher to guide students to name by mining. environment?
different areas in Tanzania which are ii) Mining site.
affected by the mining activities.
46
RESOURCES PERIODS
b) Propose ways of Teacher to guide students to propose Is the student
minimizing effects ways of minimizing effects of mining to able to propose
of mining to the the environment. ways of
environment. minimizing
the effects of
mining to the
environment?
1.6 Focal Studies The student should i) The teacher to guide students i) Map of Is the student
- Oil production be able to describe to discuss the advantages and Tanzania able to
in the middle advantages of disadvantages of Oil production in showing describe the
East. oil production in Middle East and gas production in Natural Gas advantages and
- Natural gas the Middle East Tanzania. Production. disadvantages
production in and Natural gas ii) Teacher to guide students to discuss ii) Map of of Oil in Middle
Tanzania production in lessons which Tanzania can learn Middle East East, Natural gas
Tanzania. from these case studies. showing oil production in
production. Tanzania itself?
6.0 TOURISM The student should 8VLQJTXHVWLRQDQGDQVZHUZULWWHQ i) Pictures showing Is the student
6.1 Concept of EHDEOHWRGH¿QH literature and pictures, the teacher to tourist sites. DEOHWRGH¿QH 17
tourism tourism. JXLGHVWXGHQWVWRGH¿QHWRXULVP ii) Written tourism?
6.2 Factors for the document
development and
growth of the
tourist industry
in the world.
47
RESOURCES PERIODS
The student should i) By using pictures/photographs Picture/ Is the student
be able to describe showing tourist sites, teacher to photographs able to describe
factors which have guide students in groups to describe showing tourist factors which
contributed to the factors which contributed to the sites. contributed to
development and growth and development of tourism the growth and
growth of tourism industry in the world. development of
in the world. ii) Students in groups to discuss and tourism in the
present factors contributing to the world?
development and growth of tourism
LQGXVWU\LQWKHZRUOGDQGPDNHD
summary.
6.3 Importance of The student should i) Teacher to guide students to read the i) Written texts on Is the student
Tourism in the be able to: WH[WVGLVFXVVLQJURXSVDQGPDNH tourism able to explain
world. a) Explain the presentation on the importance of ii) Texts on the importance
importance of tourism in the world. tourisim in of tourism in the
tourism in the ii) Teacher to guide students to prepare Braile for world?
world. a summary on the importance of visual impaired
tourism in the world. students
b) Identify impact i) The teacher to guide students to Is the student
of tourism in the discuss in groups the impact of able to identify
world. tourism in the world. impacts of
ii) Students to discuss and present the tourism in the
impact of tourism in the world. world?
summarize the impact of tourism
citing examples from Tanzania.
48
RESOURCES PERIODS
c) State ways of i) By role play students to Is the student
addressing the demonstrate the negative impact able to state
negative impact of tourism. ways of
of tourism. ii) The teacher to guide students addressing the
to discuss and present ways of negative impact
addressing the negative impact of of tourism?
tourism.
prepare a summary of negative
impact after discussion.
iv) Teacher to guide students to
suggest other ways of addressing
negative impact of tourism.
6.4 Focal studies on The student should i) Using maps of Switzerland, i) Maps of Is the student
tourism industry be able to: Namibia and Tanzania and Namibia, able to describe
a) Describe photographs the teacher to guide Switzerland factors for the
factors for the students to discuss in groups and Tanzania development
development factors which promote growth of on tourism. of tourism in
of tourism in tourism industry in these countries. ii) Photographs Switzerland,
Switzerland, ii) The teacher to guide students to depicting Namibia and
Namibia and discuss how tourism in conducted tourist Tanzania?
Tanzania. in the focal countries. activities.
iii) Teacher to guide students in
discussing factors for development
of tourism in Switzerland, Namibia
and Tanzania.
49
RESOURCES PERIODS
b) Explain the i) Using written texts the teacher i) Statistics of Is the student
importance to guide students to discuss the tourism able to explain
of tourism in importance of tourism in these ii) Written texts on importance
Switzerland, countries. tourism. of tourism
Namibia and ii) Using the tourist statistics students in Namibia,
Tanzania. to discuss the contribution of Switzerland and
tourism industry to the economy Tanzania?
of Tanzania, Switzerland and
Namibia.
c) Identify i) The teacher to organize a visit Tourist site/ Is the student
problems facing to a tourist site/use photographs photographs of able to identify
tourism industry and guide students to observe tourist sites problems facing
in Tanzania and identify problems facing the tourism industry
industry. in Tanzania?
GLVFXVVDQGPDNHVXPPDU\RIWKH
problems facing tourism industry
in Tanzania.
d) Explain i) %\XVLQJTXHVWLRQVDQGDQVZHUV i) Maps of Is the
methods used to teacher to guide students to Tanzania, student able to
to increase discuss in groups on how income Switzerland and explain how
the income is raised through tourism industry Namibia. income is raised
of tourism in Tanzania, Switzerland and ii) /LVWRITXHVWLRQV through tourism
industry in Namibia. industry in
Tanzania. ii) Teacher to guide students in Tanzania?
groups to identify different
methods used to increase income.
50
RESOURCES PERIODS
iii) Teacher to guide students to compare
the methods from local countries
and Tanzania’s experience and
PDNHVXPPDU\RILW
e) Discuss the i) Using promotional materials and i) Promotional Is the student
lessons that can LQIRUPDWLRQIURPWKHLGHQWL¿HG materials and able to discuss
be drawn to importance and methods of information lessons that
promote tourism increasing the income teacher from the can be learnt
industry in to guide students to discuss how Tanzania Tourist for promoting
Tanzania. to promote tourism industry in Board and other tourism industry
Tanzania. sources. in Tanzania?
ii) Tourist sites.
ii) The teacher to organize a visit to
one tourist area and guide students
WRUHFRUGZKDWWDNHVSODFHLQWKH
industry.
summarize lessons drawn from
local countries.
7.0MANUFACTURING The student should Using texts on manufacturing industries Texts on Is the student
INDUSTRY be able to: WKHWHDFKHUWRJXLGHVWXGHQWVWRGH¿QH manufacturing DEOHWRGH¿QH 25
7.1 Concept and D'H¿QH manufacturing industries. industries. manufacturing
importance of manufacturing industry?
manufacturing industry.
industries.
51
RESOURCES PERIODS
b) Explain the i) Using various photographs and i) Photographs Is the student
importance of actual industrial products, the of industrial able to explain
manufacturing teacher to guide students to explain products. the importance
industry. the importance of manufacturing ii) Actual industrial of manufacturing
industry. products. industry?
GLVFXVVDQGSUHVHQWKRZWKH\EHQH¿W
from manufacturing industry and
PDNHDVXPPDU\
7.2 Types of The student should i) By using texts on manufacturing Texts on Is the student
manufacturing be able to: industries the teacher to guide manufacturing able to describe
industries. a) Describe students to discuss in groups industries. the types of
the types of on the types of manufacturing manufacturing
manufacturing industries. industries with
industries in reference to East
East Africa. Africa?
ii) Teacher to guide students to
explain the different types of
manufacturing industries.
PDNHVXPPDU\RQWKHW\SHVRI
b) Identify i) The teacher to guide students to Different industrial Is the student
products of develop a list of products from products. able to identify
each type of each type of manufacturing products from
manufacturing industry. each type of
industry. ii) The teacher to guide students manufacturing
to collect different industrial
industry?
products for discussion of types of
52
RESOURCES PERIODS
iii) The teacher to guide students in
groups to identify products from
different types of manufacturing
LQGXVWU\DQGPDNHVXPPDU\RILW
7.3 Factors for The student should Using photographs the teacher to guide Photographs of Is the student
location of be able to: students to discuss and identify factors manufacturing able to name
industries. a) Name factors for location of industries. industries. factors
necessary for responsible for
location of the location of
industries. manufacturing
industries?
b) Explain how i) By using texts on manufacturing Texts of Is the student
these factors industries the teacher to guide manufacturing able to explain
determine the students to discuss in groups industries. how each factor
location of factors that determine location of determine the
industries. industries. location of
ii) Teacher to guide each group to industries?
present the factors for industry
location.
iii) Teacher to guide student to
PDNHDVXPPDU\RQKRZHDFK
factor determine the location of
industries.
53
RESOURCES PERIODS
7.4 Pollutants from The student should i) The teacher to guide students by i) Text on Is the student
manufacturing be able to: using texts on industrial pollutants industrial able to identify
industry. a) Identify types of to discuss on the concept of Pollutants. the types of
pollutants from pollutants. ii) Physical pollutants from
manufacturing ii) Teacher to guide students to visit an industrial manufacturing
industries. industrial area and record types of plants industry?
pollutants seen. iii) Industrial
iii) The teacher to guide students to areas.
identify types of pollutants from
b) Explain how i) The teacher to guide students to Texts on Is the student

each pollutant carry out research about the effects manufacturing able to explain
affects the of industrial pollution on the industries. the effect of
environment, environment, industrial employees each industrial
industrial and people in the communities pollutants on
employees around the plant. employees, the
and the ii) Using research information environment and
communities and relevant literature on the neighboring
around the manufacturing industries, the community?
plant. teacher to guide students to prepare
a summary of how each pollutant
affects the environment, industrial
employees and neighboring
communities.
54
RESOURCES PERIODS
7.5 Focal Studies The student should Using photographs the teacher to guide i) Photographs Is the student
be able to: students in discussing the production on production able to explain
a) Explain the of: of cars the process of
production of (i) Cars in Japan in Japan, production of
cars in Japan, (ii) (OHFWURQLF(TXLSPHQWLQ6RXWK electronic cars in Japan,
electronic .RUHD HTXLSPHQWLQ electronic
HTXLSPHQWLQ (iii) Textiles in Tanzania 6RXWK.RUHD HTXLSPHQWLQ
6RXWK.RUHD and textile in 6RXWK.RUHD
and textiles in Tanzania. and textile
Tanzania. ii) Texts on in Tanzania
industrial respectively?
activities.
b) Identify lessons The teacher to guide students to read Is the student
from Japan and relevant texts on the industries in the able to identify
6RXWK.RUHDQ focal countries and draw lessons for lessons Tanzania
industries for Tanzania to view of successes and can draw from
Tanzania. problems being realized. Japan and
6RXWK.RUHDQ
industries?
8.0 SUSTAINABLE The student should The teacher to guide students Is the student
USE OF EHDEOHWRGH¿QH EUDLQVWRUPWKHGH¿QLWLRQRISRZHUDQG DEOHWRGH¿QH 25
POWER AND power and energy. energy. power and
ENERGY energy?
RESOURCES
'H¿QH3RZHU
and Energy
55
RESOURCES PERIODS
8.2 Major sources of The student should i) Using different photographs of i) Photographs Is the student
power. be able to: energy and power sources the showing able to identify
a) Identify the teacher to guide students to describe different types major sources
major sources major sources of power and energy. of power and of power and
of power and ii) Teacher to guide students to present energy. energy?
energy. in the class the major sources of ii) Real power
power and energy (e.g Power from VRXUFHVOLNH
oil, biogas, wood, natural gas, Hydro ¿UHZRRG
Electric Power, solar power, wind charcoal, gas.
power, nuclear power geothermal
power).
iii)Teacher to guide students to
summarize on the major sources of
power and energy.
b) Describe Using texts on energy and power Texts on Energy Is the student
the origin of resources the teacher to guide students and power sources. able to describe
different types to describe the origin of different types of energy
of energy and energy and power sources. and power
power sources. sources?
c) Identify the Using texts the teacher to guide Is the student
types of energy students to identify different types of describe the
and power energy and power sources. origin of
sources. different types
of energy and
power sources?
56
RESOURCES PERIODS
8.3 Methods of The student should i) 7KHWHDFKHUWRDUUDQJHD¿OHGYLVLW i) Map of the Is the student
DFTXLULQJ be able to explain or use maps and picture showing world showing able to explain
extracting power the methods area where energy/power is areas where the methods
and energy. RIDFTXLULQJ produced and then guide students energy and RIDFTXLULQJ
extracting power WRLGHQWLI\WKHHTXLSPHQWXVHGWR power are extracting power
and energy. extract energy and power. produced. and energy?
ii) Teacher to guide students to discuss ii) Pictures showing
on various methods used to extract various methods/
power and energy. HTXLSPHQW
iii) By citing one/two examples (ie IRUDFTXLULQJ
water (HEP) and solar power) extracting the
teacher to discuss in groups the resources.
sources of power and how they are
extracted.
iv) The teacher to guide each group to
SUHVHQWDQGPDNHVXPPDU\
8.4 Importance and The student i) The teacher to guide students to i) Pictures and Is the student
uses of power should be able to discuss on the uses of power and photographs able to explain
and energy explain the uses energy resources at family level. ii) Actual samples the uses and
resources and importance ii) By using pictures and photographs RIFRRNHUV importance of
of these types of showing how power and energy is calculators. power resources?
power resources. uses, teacher to guide students in
groups to discuss the importance of
power resources.
iii) Teacher to guide students in groups
to present and summarize the uses
and importance of all types of
energy and power resources.
57
RESOURCES PERIODS
8.5 Problems The student should i) Teacher to organize visits to i) Pictures of Is the student
facing power be able to: various energy/power producing energy/power able to discuss
and energy a) Discuss the centers. production the problems
production problems facing ii) Using pictures, photographs or centres facing the
the process ¿HOGYLVLWVWKHWHDFKHUWRJXLGH ii) Photographs process of power
of power students to identify problems iii) Maps showing and energy
and energy facing the harnessing process of different harnessing?
harnessing. power and energy. power or
iii) The teacher to guide each group energy centres.
to clarify on common problems of
energy and power harnessing and
summarize.
b) Suggest ways The teacher to guide: Is the student
of addressing i) Students to propose ways of able to suggest
power and addressing the problems of ways of
energy harnessing energy and power. addressing the
harnessing. ii) Students to summarize ways of SUREOHPVOLQNHG
addressing the problems. to harnessing of
power?
8.6 Focal Studies: The student should i) Using texts on power and energy the Texts on power and Is the student
Solar and be able to: teacher to guide students to discuss energy able to evaluate
Wind power a) Evaluate the the importance of energy and power the importance
in USA. H.E.P importance resources in focal countries. of power and
and Biogas in of power ii) The teacher to guide students to energy resources
Tanzania and energy evaluate the importance of power in focal
resources in the and energy resources in Tanzania. countries?
focal countries.
58
RESOURCES PERIODS
b) Summarize i) The teacher to guide students to i) Text on power Is the student
problems discuss in groups the problems and energy able to
facing power facing power and energy harnessing sources summarize
and energy in focal countries. harnessing. the problems
harnessing in ii) The teacher to guide each group t ii) Photographs on facing power
focal countries. present and summarize problems wind and solar and energy
facing power and energy harnessing power harnessing in
in focal countries. harnessing in focal countries?
USA and Biogas
in Tanzania.
59
RESOURCES PERIODS
c) Propose i) The teacher to guide students to Is the student
solutions to these explain the methods on how these able to propose
problems. problems are addressed in focal solutions to
countries. problems arising
ii) Teacher to guide a plenary from power
discussion for students to propose and energy
and discuss solutions to problems harnessing in
arising from power and energy focal countries?
harnessing.
d) Draw successful The teacher to guide: Texts on power and Is the student
lessons from i) Students to read the texts on energy resources. able to draw
countries for successful processes of harnessing lessons from
better harnessing of power and energy in different other focal
of power and countries. countries for
energy resources ii) To discuss and summarize successful better harnessing
in Tanzania. lessons drawn from other focal of power and
countries which will promote energy in
harnessing of power and energy Tanzania?
resources in Tanzania.
9.0 TRANSPORT The student should i) Teacher to guide students to Maps showing Is the student
9.1 Main types of be able to describe EUDLQVWRUPWKHGH¿QLWLRQRI transport system in able to describe 12
transport the main types of transport and main types of East Africa and in the main types
transport system transport in the world. the world. and patterns of
at global and East ii) With the aid of transportation transport system
African level. maps the teacher to guide students in
to discuss on the main types of (a) East Africa?
transport system in East Africa. (b) The world?
60
RESOURCES PERIODS
iii) By using the map of East Africa
the teacher to guide students to
e explain the pattern of major
transport systems in the region.
9.2 Importance of The student should i) Teacher to guide students in Is the student
transport be able to explain groups to discuss the importance able to explain
the importance of transport in Tanzania and East the importance
of transport in Africa. of transport in
Tanzania and East ii) The teacher to guide each group to Tanzania and
Africa. present for clarity the importance East Africa?
of transportation system in
Tanzania and East Africa.
9.3 Problems facing The student should i) Using maps of the region, teacher Maps of relief Is the student
transport industry be able to: to guide students to discuss the features of East able to identify
a) Identify problems facing transportation in Africa. problems facing
problems facing East Africa. transportation
transportation in ii) Teacher to guide students sector in East
East Africa. to suggest problems facing Africa?
transportation in their areas and
PDNHVXPPDU\
b) Explain the Teacher to guide students to discuss A site of modern Is the student
measures WKHVROXWLRQVWDNHQLQDGGUHVVLQJWKH transport systems. able to explain
to address problems facing transportation in solutions to the
transportation Tanzania. problems facing
problems in transportation in
Tanzania. Tanzania?
61
FORM THREE

1. .QRZOHGJHRQWKHFRPSRVLWLRQRIWKHHDUWKJHRORJLFDOWLPHVFDOHDQGIRUFHVWKDWDIIHFW
the structure of the earth.
2. Ability to utilize resources resulting from geological processes.
3. 7KHXQGHUVWDQGLQJRIWKHNQRZOHGJHRQWKHIRUPDWLRQFRPSRVLWLRQDQGFKDUDFWHULVWLFVRI
soil.
4. Ability to classify and conserve soil.
5. .QRZOHGJHRQVXUYH\LQJWHFKQLTXHVDQGDELOLW\WRXVHVXUYH\HTXLSPHQWIRUSURSHUODQG
use planning.
6. .QRZOHGJHRQSKRWRJUDSKVDQGPDSZRUNWRUHDGLGHQWLI\PHDVXUHDQGLQWHUSUHW
information for use in social and economic activities.
7. .QRZOHGJHRQWKHFRQFHSWVW\SHVDQGLPSRUWDQFHRIVWDWLVWLFV
8. The application of simple statistical measures to present and use data for various
purposes.

By the end of Form Three course, the student should be able to:
(a). Show an understanding of the composition of the earth, geological time scale, structure
and forces that affect the earth and their economic importance.
(b). Show an understanding of formation, composition, importance, characteristics, simple
FODVVL¿FDWLRQDQGFRQVHUYDWLRQRIVRLO
F 'HYHORSDQXQGHUVWDQGLQJRIWKHPHDQLQJW\SHVHTXLSPHQWDQGDSSOLFDWLRQRIVLPSOH
survey.
G 'HYHORSVNLOOVWRUHDGLGHQWLI\PHDVXUHDQGLQWHUSUHWWRSRJUDSKLFDOPDSVDQG
photographs.
(e). Develop an understanding of the concept, types of statistics, presentation of data, simple
statistical measures and their use.
63
TOPIC/SUB-TOPIC SPECIFIC TEACHING AND TEACHING ASSESSMENT NUMBER
OBJECTIVES LEARNING STRATEGIES AND LEARNING OF
RESOURCES PERIODS
1. 0 STRUCTURE OF The student should i) By using a model of i) Models of inner Is the student able
THE EARTH be able to: internal structure of structure of the to: 16
1.1 The earth’s crust, a) Identify the earth/diagrams, earth. i) Identify
the mantle, the core concentric zones the teacher to guide ii) Diagrams showing concentric zones
and their respective of the earth. students in groups to concentric zones of the earth?
characteristics. observe and identify of the earth. ii) Draw diagrams
the zones (the crust, the illustrating the
mantle and the core) of core, mantle and
the earth. crust?
students to clarify on
the concentric zones of
the earth.
the students to draw
and label the concentric
zones of the earth.
b) Account for i) The teacher to assign Written materials on Is the student able
the variation students to read written structure of the earth. to account for the
in density and materials on structure variation in:
WKLFNQHVVRIWKH of the earth and collect i) Density of the
concentric zones information for variation concentric zones?
of the earth’s RIGHQVLW\DQGWKLFNQHVV LL7KHWKLFNQHVV
crust. of zones. of the concentric
ii) The teacher to guide zones?
students to summarize the
variation of density and
WKLFNQHVVRIFRQFHQWULF
zones.
64
RESOURCES PERIODS
c) Describe the i) Using diagrams/models i) Diagrams of Is the student able
characteristics of of inner structure of concentric zones to describe the
the earth’s crust, the earth, the teacher to of the earth. characteristics of
the mantle and guide students to discuss ii) Models of inner the crust, mantle
the core. and describe in groups structure of the and the core?
the characteristics of earth.
concentric zones of the
earth.
ii) The teacher to guide each
group to discuss and
present the characteristics
of concentric zones and
PDNHDVXPPDU\
7\SHVRIURFNVRIWKH The student should i) 8VLQJVDPSOHVRIURFNV 6DPSOHVRIURFNV Is the student able
earth’s crust. be able to: the teacher to guide to identify types
a) Identify types students in groups to RIURFNVRIWKH
RIURFNVRIWKH discuss and identify the earth’s crust?
earth’s crust. PDMRUW\SHVRIURFNV
each group to present
and describe the
characteristics of the
PDMRUW\SHVRIURFNVDQG
write a summary.
65
RESOURCES PERIODS
b) Explain the mode i) 8VLQJVDPSOHVRIURFNV Is the student able
of formation the teacher to guide to explain:
for each type students in groups to i) The mode of
RIURFNVDQG brainstorm on mode formation for
their economic of formation and the each type of a
economic importance of
importance. URFN"
HDFKURFNW\SH
ii) The teacher to guide ii) The economic
each group to discuss, importance of
SUHVHQWDQGPDNH each type of
summary of mode of URFN"
formation and economic
LPSRUWDQFHRIURFNV
6LPSOL¿HGJHRORJLFDO The student should Using a Geological Time Chart of simple Is the student able
Time Scale be able to describe Scale Chart the teacher to geological Time to describe the
the geological time guide students in groups Scale geological time
scale. to discuss and describe the scale?
geological time scale and
PDNHDVXPPDU\
2.0 FORCES THAT The student i) The teacher to guide Diagrams showing Is the student
AFFECT THE should be able to the students in groups movements of the able to explain 50
EARTH explain the forces to brainstorm the origin earth. the forces which
2.1 Forces causing earth which cause earth and causes of earth cause earth
movements. movements and their movements. movements and
origin. ii) Using the three their origin?
dimensional diagrams the
teacher to demonstrate
and elaborate the
process.
66
RESOURCES PERIODS
group to demonstrate,
discuss and summarise
the origin and causes of
earth movements.
2.2 Internal forces The student should i) Using models/diagrams/ i) Diagrams Is the student
i) Radial/ Vertical be able to: video showing vertical ii) Models/video able to describe
movement. a) Describe the movement the teacher iii) Three the vertical/radial
vertical/radial to demonstrate the dimensional movements?
movement. upward and downward diagrams and
movement of the earth. maps
ii) Using models the
in groups to discuss,
demonstrate and describe
the vertical movement of
the earth.
each group to discuss,
describe, present and
PDNHVXPPDU\RIWKH
vertical movements of
the earth.
67
RESOURCES PERIODS
b) Identify the i) Using written documents i) Written Is the student able
resulting features the teacher to guide documents to identify the
from the vertical students in groups to ii) Wall maps resulting features
movement. discuss and identify from the vertical/
the resulting features radial earth
from vertical/radial
movement?
movements.
ii) By the use of wall maps,
the teacher to guide
students to locate the
VSHFL¿FDUHDVDIIHFWHGDV
a result of this process.
DQGPDNHVXPPDU\
2.3 Lateral or horizontal The student should i) Using written texts on Written texts on the Is the student
movement be able to: earth movements the lateral/horizontal able to explain
a) Explain how teacher to guide students movements. how horizontal
horizontal in groups to discuss and PRYHPHQWVWDNH
PRYHPHQWVWDNH explain how horizontal place?
place. PRYHPHQWVWDNHSODFH
students to present in
the class what they have
gathered.
students to summarize
how horizontal
PRYHPHQWVWDNHSODFH
68
RESOURCES PERIODS
b) Identify different i) Using written texts on Is the student
features produced earth movements the able to identify
by horizontal teacher to guide students features produced
forces. in groups to discuss and by horizontal
identify features produced forces?
by horizontal movements.
each group to discuss
the effects of the
features produced on
the environment such
as changes in relief,
moderation of climate,
mineral exploitation, soil
pH.
students to present and
summarize.
2.4 Vulcanicity The student should i) Using written documents Written documents Is the student able
be able to: on volcanism the teacher on volcanism. to differentiate
a) Differentiate to guide students in vulcanicity from
vulcanicity from groups to discuss the volcanicity?
volcanicity. differences between
vulcanicity and
volcanicity.
students to clarify on the
differences.
69
RESOURCES PERIODS
b) Explain causes i) Using different texts on Texts on vulcanicity Is the student able
of vulcanicity, vulcanicity the teacher to to explain:
volcanicity and guide students in groups i) The causes of
the resulting to discuss and explain vulcanicity and
features. the causes of vulcanicity, volcanicity?
volcanicity and the ii) The resulting
resulting features. features of
ii) The teacher to guide each volcanicity?
group to discuss, present
DQGPDNHVXPPDU\
c) Classify features i) Using different texts written Written text on Is the student able
resulting from on vulcanicity, the teacher to FODVVL¿FDWLRQRI to classify features
the processes of guide students in groups to volcanic features resulting from
vulcanicity. discuss and classify features the process of
resulting from the processes vulcanicity?
of vulcanicity and volcanicity.
each group to present the
FODVVL¿FDWLRQRIIHDWXUHV
resulting from the processes
DQGPDNHVXPPDU\
d) Locate the Using world maps the teacher World Maps Is the student
distribution of to guide students to draw able to locate the
major volcanic and locate the distribution of distribution of
zones in the major volcanic zones in the major volcanic
world. world. zones in the
world?
70
RESOURCES PERIODS
e). Assess the Using written documents Written documents Is the student
economic on volcanoes the teacher to on volcanoes able to assess
importance of assign students in groups to the economic
volcanoes. assess the value of volcanoes importance of
to human beings. volcanoes?
The teacher to guide each
WKH¿QGLQJVDQGPDNHD
summary.
2.5 (DUWKTXDNHV The student should i) The teacher to guide 7H[WVRQHDUWKTXDNHV Is the student able
be able to: students to read different WRGH¿QH
D'H¿QH WH[WVRQHDUWKTXDNH L(DUWKTXDNH"
HDUWKTXDNH IRUWKHGH¿QLWLRQVRI ii) Epicenter?
epicenter and HDUWKTXDNHHSLFHQWHUDQG iii) Focus?
focus. focus.
ii) The teacher to guide the
students to clarity on
GH¿QLWLRQVRIHDUWKTXDNH
epicenter and focus.
71
RESOURCES PERIODS
b) Describe how i) Using pictures of i) Pictures of a Is the student able
HDUWKTXDNHFDQEH seismograph, the seismograph to describe how
detected. teacher to demonstrate ii) Seismograph HDUWKTXDNHFDQEH
KRZHDUWKTXDNHFDQEH detected?
detected.
ii) Using pictures of
seismograph, the teacher
to guide students in
groups to describe
KRZHDUWKTXDNHFDQEH
GHWHFWHGDQGPDNHD
summary.
c) Explain the causes i) Using pictures showing i) Pictures showing Is the student able
and effects of HIIHFWVRIHDUWKTXDNHV HDUWKTXDNHV to explain:
HDUWKTXDNH diagrams/video the ii) Video i) Causes of
teacher to guide the iii) Written texts HDUWKTXDNH"
students to discuss and ii) Effects of
explain in groups the HDUWKTXDNH"
causes and effects of
HDUWKTXDNHV
the causes and effects of
HDUWKTXDNHV
72
RESOURCES PERIODS
iii) Using written documents
students to identify
precautionary measures
WREHWDNHQDJDLQVW
HDUWKTXDNH
iv) The teacher to guide the
students to summarise on
the causes, effects and
precautionary measures to
EHWDNHQ
d) Locate the Using world map the teacher World maps Is the student able
possible areas to assign students to draw to locate areas
ZKHUHHDUWKTXDNH world map and locate areas ZKHUHHDUWKTXDNH
LVOLNHO\WRRFFXU ZKHUHHDUWKTXDNHLVOLNHWR LVOLNHO\WRRFFXU
on world map. occur. on world map?
2.6 External forces The student should i) The teacher to assign Texts on mass Is the student able
i) Mass wasting be able to: students individually to wasting. WRGH¿QHPDVV
a) 'H¿QHPDVV VHDUFKIRUWKHGH¿QLWLRQ wasting?
wasting. of a mass wasting from
texts on mass wasting.
students summarise on
WKHGH¿QLWLRQRIPDVV
wasting.
73
RESOURCES PERIODS
b) Identify i) Using texts on mass Texts on mass Is the student able
types of mass wasting the teacher to wasting to identify types
wasting. guide students in groups of mass wasting?
to discuss, identify and
present types of mass
wasting.
WKHVWXGHQWVWRPDNH
summary of different
types of mass wasting.
c) Describe the i) Using texts, the teacher to Is the student
factors which guide students in groups able to describe
cause mass to discuss and describe the factors which
wasting. the factors which cause cause mass
mass wasting. wasting?
present the factors which
cause mass wasting and
PDNHVXPPDU\
74
RESOURCES PERIODS
d) Assess the i) Using written documents i) Written documents Is the student
effects of mass the teacher to assign ii) Photographs/ able to assess the
wasting to the students individually to pictures showing effects of mass
environment. search for information effects of mass wasting to the
on the effects of wasting. environment?
mass wasting to the
environment.
ii) Using photographs and
pictures the teacher to
guide students in groups
to discuss and present the
assessment of the effects
of mass wasting to the
HQYLURQPHQWDQGPDNH
summary.
ii) Weathering The student should i) The teacher to guide Texts on weathering Is the student
be able to: students in groups to DEOHWRGH¿QH
D'H¿QHWKHWHUP VHDUFKIRUGH¿QLWLRQRI weathering?
weathering. weathering from texts.
students clarify on the
meaning of weathering.
75
RESOURCES PERIODS
b) Identify types of i) Using texts on weathering Texts on weathering Is the student
weathering. the teacher to guide DEOHWRGH¿QH
students to identify weathering?
different types of
weathering from the
immediate environment.
students in groups
WRSUHVHQWDQGPDNH
summary of different
types of weathering
(physical, chemical and
biological).
c) Differentiate With the aid of diagrams Diagrams showing Is the student able
weathering showing types of weathering types of weathering. to differentiate
processes. the teacher to guide students weathering
in groups to discuss and processes?
present the different
weathering processes and
PDNHVXPPDU\
76
RESOURCES PERIODS
d) Assess the i) Using written Written documents Is the student
VLJQL¿FDQFHRI documents the teacher able to assess the
weathering. to assign students in VLJQL¿FDQFHRI
groups to search for and weathering?
PDNHDQDVVHVVPHQW
RQWKHVLJQL¿FDQFHRI
weathering.
each group to discuss,
SUHVHQWDQGPDNH
summary.
iii) Teacher to organize
a study visit to an
affected area for
students to assess
WKHVLJQL¿FDQFHRI
weathering.
iii) Erosion and The student should 8VLQJTXHVWLRQVDQGDQVZHUV Is the student
Deposition by running be able to: the teacher to guide students DEOHWRGH¿QHWKH
water, ice, wind and D'H¿QHWKHFRQFHSW LQJURXSWRGH¿QHHURVLRQDQG concept of:
wave action. of erosion and deposition. 1. Erosion?
deposition. 2. Deposition?
77
RESOURCES PERIODS
b) Examine how i) The teacher to guide Texts on erosion and Is the student able
agents of erosion students in groups to read deposition. to:
and deposition different texts on erosion i) Examine how
operate on the and deposition to examine agents of erosion
landscape. how running water, ice operate on the
action, wind action and landscape?
wave action operate on ii) examine
the landscape. how agents of
ii) The teacher to guide deposition operate
students in groups to on the landscape?
present how each of the
agents operate.
students to write the
summary of erosional and
depositional process for
each agent.
c) Examine i) Using diagrams/ i) Diagrams Is the student able
erosional and photographs the teacher to ii) Photographs, a to:
depositional guide students in groups visit site. i) examine
features for each to differentiate between erosional features
agent. erosional and depositional for each agent?
features produced by each ii) examine
agent. depositional
ii) The teacher to guide features for each
individual students to agent?
draw erosional features
produced by each agent.
78
RESOURCES PERIODS
iii) The teacher to organize
a visit for students to
observe erosional or
depositional features to
FRQFUHWL]HWKHNQRZOHGJH
d) Assess the i) Using photographs, i) Photographs Is the student able
importance of pictures/video the teacher ii) Pictures to:
erosional and to guide students in iii) Video i) assess the
depositional groups to discuss and importance of
features to human present the importance of erosional features
beings. erosional and depoisitonal to human beings?
features to human beings. ii) assess the
ii) The teacher to guide importance of
students summarize the depositonal
importance of erosional features to human
and depositional features beings?
to human beings.
2.7 $UWL¿FLDOIRUFHV The student should i) Using written documents Written documents Is the student
be able to: the teacher to guide the able to explain
a) Explain the students to explain on the meaning of
meaning of WKHPHDQLQJRIDUWL¿FLDO DUWL¿FLDOIRUFHV
DUWL¿FLDOIRUFHV forces. which cause earth
which cause earth ii) The teacher to guide movements?
movements. students to clarify on
WKHPHDQLQJRIDUWL¿FLDO
forces.
79
RESOURCES PERIODS
b) Describe causes i) The teacher to distribute i) Literature on Is the student able
and effects of SKRWRJUDSKVRIDUWL¿FLDO DUWL¿FLDOIRUFHV to describe:
DUWL¿FLDOIRUFHV forces to groups of ii) Photographs of i) Cause of
VWXGHQWVIRULGHQWL¿FDWLRQ DUWL¿FLDOIRUFHV DUWL¿FLDOIRUFHV"
of different types of ii) Effects of
DUWL¿FLDOIRUFHV DUWL¿FLDOIRUFHV"
ii) The teacher to assign
students in groups to read
OLWHUDWXUHRQDUWL¿FLDO
forces and search
information on the causes
RIDUWL¿FLDOIRUFHV
group to discuss present
DQGPDNHVXPPDU\
3.0 SOIL The student should i) Using texts on soil the i) Texts on soil Is the student able
3.1 Soil formation be able to: teacher to guide students ii) Text in Braille WRGH¿QHVRLO" 20
D'H¿QHVRLO LQJURXSVWRGH¿QHVRLO
GH¿QLWLRQRIVRLO
b) Describe factors i) Using guiding Is the student able
for soil formation TXHVWLRQVWKHWHDFKHU to describe factors
to assign students for soil formation?
in groups to search
for factors of soil
formation.
80
RESOURCES PERIODS
and summarize the factors
for soil formation.
c) Assess the i) Using written documents Written documents Is the student
importance of the teacher to assign able to assess the
soil. students in groups to importance of
PDNHDVVHVVPHQWRQWKH soil?
importance of soil.
and summarize the
importance of soil.
3.2 Soil composition and The student should i) Using written documents i) Written documents Is the student able
properties. be able to illustrate the teacher to assign ii) Soil samples to illustrate soil:
soil composition and students in groups to 1. composition?
properties. search for information on 2. properties?
soil composition.
individual students to
draw diagrams showing
soil composition.
iii) The teacher to assign
students to collect soil
VDPSOHVIRULGHQWL¿FDWLRQ
of soil properties
(physical and chemical).
81
RESOURCES PERIODS
iv) using soil samples the
in groups to test soil
texture and observe its
colour, properties and
PDNHVXPPDU\
6RLOSUR¿OHDQG The student should i) Using written documents Written documents Is the student
characteristics be able to: the teacher to guide DEOHWRGH¿QHVRLO
D'H¿QHVRLOSUR¿OH VWXGHQWVWRGH¿QHVRLO SUR¿OH"
SUR¿OH
GH¿QLWLRQRIVRLOSUR¿OH
b) Illustrate soil i) The teacher to organize a i) Field site Is the student able
SUR¿OHDQGLWV ¿HOGVWXG\WRDVLWHIRUWKH ii) Diagrams and to :
characteristics. students to observe soil photographs i) Illustrate soil
SUR¿OH showing soil SUR¿OH"
ii) The teacher to guide SUR¿OH ii) Illustrate
students in groups to VRLOSUR¿OH
discuss the characteristics characteristics?
RIVRLOSUR¿OH
iii) Using diagrams and
photos showing soil
SUR¿OHWKHWHDFKHUWR
guide students to draw
and label the diagram of
VRLOSUR¿OH
82
RESOURCES PERIODS
3.4 Simple soil The student should Using samples of soil the Soil samples Is the student
FODVVL¿FDWLRQ be able to classify teacher to guide students to able to classify
soil according to classify soil according to their soil according to
textural groups. texture. textual groups?
3.5 Soil erosion The student should i) Using photographs and Photographs and Is the student
be able to: posters showing areas posters showing DEOHWRGH¿QHVRLO
D'H¿QHVRLO where soil erosion has eroded areas. erosion?
erosion. WDNHQSODFHWKHWHDFKHU
to guide the students in
groups to explain soil
erosion.
students clarify the
meaning of soil erosion.
b) Examine how i) Using written documents Written documents Is the student able
agents of soil the teacher to guide the to examine how
HURVLRQZRUN students to discuss and agents of soil
examine different agents HURVLRQZRUN"
of soil erosion.
ii) Using written documents
students in groups, to
GLVFXVVSUHVHQWDQGPDNH
summary on how agents
RIVRLOHURVLRQZRUN
83
RESOURCES PERIODS
c) Describe types i) The teacher to organize a i) Site area Is the student able
and effects of soil visit to an eroded area use ii) Pictures/ to describe:
erosion to social pictures or photographs photographs of types of soil
and economic of eroded sites for the eroded sites. erosion?
activities. students to observe types effects of soil
and effects of soil erosion erosion to human
to human life. life?
students in groups to
discuss on what was
REVHUYHGLQWKH¿HOG
summarise types and
effects of soil erosion to
human life.
d) Relate population i) Using a library research Different texts on soil Is the student
growth and rate the teacher to assign erosion. able to relate
of soil erosion on students in groups to do population growth
WKHTXDOLW\RIOLIH DSURMHFWZRUNWR¿QGRXW and rate of soil
the relationship between erosion on the
population growth and the TXDOLW\RIOLIH"
rate of soil erosion on the
TXDOLW\RIOLIH
DQGPDNHDVXPPDU\
84
RESOURCES PERIODS
e) Demonstrate i) Using pictures and Pictures and Is the student able
ways of photographs on photographs on to demonstrate:
controlling soil various methods of soil various methods of i) Ways of
erosion through conservation the teacher soil conservation. controlling soil
the application to guide individual erosion?
of various students to identify LL7HFKQLTXHVIRU
conservation GLIIHUHQWWHFKQLTXHVRI soil conservation?
WHFKQLTXHV controlling soil erosion.
ii) At school level, the
to practice how to control
soil erosion by mulching,
planning trees and
grasses, planting cover
crops and terracing.
iii) 7KHWHDFKHUWRPDNH
DIROORZXSDQGNHHS
records.
4. 0 ELEMENTARY The student should Using written documents the Written documents Is the student able
SURVEY AND MAP be able to: teacher to guide students in to explain the 16
4.1 Meaning and types a) explain the groups to read and explain the meaning of simple
of survey. meaning of meaning of land surveys land survey?
simple land
surveys.
b) Explain the types The teacher to guide students Is the student able
of simple and in groups to discuss and to explain types of
survey explain the types of simple land surveying?
land survey.
85
RESOURCES PERIODS
4.2 Chain survey The student should i) 8VLQJJXLGLQJTXHVWLRQV *XLGLQJTXHVWLRQV Is the student able
be able to: the teacher to guide the to describe chain/
a) Describe chain/ students in groups to tape survey?
tape survey. discuss and describe
chain/tape survey.
DQGPDNHVXPPDU\
b) Explain different i) Using surveying i) Tape measure Is the student
types of HTXLSPHQWWKHWHDFKHU ii) Chain able to explain
HTXLSPHQWXVHG to guide the students in iii) Arrows different types of
in chain/tape groups to discuss and iv) Ranging poles HTXLSPHQWXVHG
surveying. explain different types of v) Pegs in chain/tape
HTXLSPHQWXVHGLQFKDLQ vi) Compass surveying?
surveying.
group to demonstrate how
FKLQVXUYH\HTXLSPHQWLV
used.
c) Practise chain/ 8VLQJVXUYH\LQJHTXLSPHQW Is the student able
tape surveying the teacher to guide the to:
activities at students in groups to i) Use chain/
school level. practice chain/tape surveying tape surveying
activities. HTXLSPHQW"
ii) Practice chain/
tape surveying
activities?
86
RESOURCES PERIODS
d) Explain the i) Using written documents Written documents Is the student
importance of the teacher to guide able to explain
survey. students in groups to the importance of
search for information on survey?
the importance of survey
in social and economic
activities.
explain the importance
of survey in social and
economic activities and
PDNHVXPPDU\
5. 0 MAP READING The student should 8VLQJTXHVWLRQVDQGDQVZHUV Is the student able
AND MAP be able to: teacher to guide the students to explain: 20
INTERPRETATION a) Explain the in groups to brainstorm on the the concept of
5.1 Concept of map concept of map meaning of map reading and map reading?
reading. reading and its its importance. the importance of
importance to map reading?
social economic
activities.
b) Identify 8VLQJJXLGLQJTXHVWLRQVWKH *XLGLQJTXHVWLRQV Is the student
essentials of a teacher to guide students in able to identify
map. groups to identify essentials essentials of a
of a map. map?
87
RESOURCES PERIODS
5.2 Reading and The student should Using maps and guiding Topographical maps Is the student
interpreting be able to: TXHVWLRQVWKHWHDFKHUWR (map extracts). able to recognize
topographical maps. a) Recognize guide students in groups to features on a map?
features on a map recognize features on a map.
b) Generate Using topographical maps Topographical maps Is the student
information from DQGJXLGLQJTXHVWLRQVWKH able to generate
maps. teacher to guide students in information from
groups to discuss and generate maps?
information from maps.
c) Interpret 1. The teacher to demonstrate *XLGLQJTXHVWLRQV Is the student
information in how to interpret information able to interpret
relation to daily from maps. information from
activities. 2. 8VLQJJXLGLQJTXHVWLRQVWKH maps?
teacher to assign students
in groups to discuss and
interpret information from
maps in relation to daily
activities.
6. 0 PHOTOGRAPH The student should i) Using written documents i) Written documents Is the student able
READING AND be able to:- the teacher to guide ii) Types photographs to identify types 14
INTERPRETATION a) identify types of students in groups of photographs?
6.1 Types of photographs photographs. to identify types of
photographs.
and summarize the types
of photographs.
88
RESOURCES PERIODS
b) Differentiate i) Using texts and i) Ground, vertical Is the student able
between photographs, the teacher DQGREOLTXH to differentiate
ground, vertical to guide students in photographs. ground, vertical
DQGREOLTXH groups to differentiate ii) Texts on photo DQGREOLTXH
photographs. EHWZHHQJURXQGREOLTXH graphs. photographs?
and vertical photographs.
DQGPDNHDVXPPDU\
6.2 Reading and The student should i) The teacher to i) Photographs Is the student able
interpreting be able to:- demonstrate how to read showing variety of to read features
photographs a) Read features features on photographs. features. presented on
presented on ii) 8VLQJJXLGLQJTXHVWLRQV ii) Guiding photographs?
photographs. and photographs the TXHVWLRQV
in groups to read features
on photographs.
b) Identify natural Using written documents, i) Different types of Is the student able
and man made JXLGLQJTXHVWLRQVDQG photographs. to:
features in the different types of photographs ii) Guiding Identify natural
fore, middle and the teacher to guide students TXHVWLRQV DQGPDQPDNH
EDFNJURXQGRIWKH in groups to sort out images features in the
photograph. as regards to fore, middle fore, middle and
DQGEDFNJURXQGRIWKH EDFNJURXQGRIWKH
photographs. photography?
89
RESOURCES PERIODS
c) Interpret features 8VLQJJXLGLQJTXHVWLRQVWKH Is the student
presented on the teacher to assign students in able to interpret
photograph. groups to interpret features features
presented on the given presented on the
photographs. photograph?
7. 0 APPLICATION The student should Using written documents the Written documents Is the student
OF SIMPLE be able to: teacher to guide students in able to explain
STATSTICS a) Explain the groups to discuss and explain the concept of
7.1Concept of statistics concept of the concept of statistics. statistics?
statistics.
b) Differentiate i) Using texts on statistics i) Tables showing Is the student able
types of statistical the teacher to guide different statistics to differentiate
data. students in groups to ii) Texts on statistics types of statistical
discuss and differentiate data?
types of statistical data.
ii) The teacher to assign each
group to collect different
iii) Using tables showing
different statistics, the
to summarise different
c) Present data i) The teacher to Different statistical Is the student able
graphically demonstrate how to data to present data
present data graphically. graphically?
90
RESOURCES PERIODS
ii) Using different statistical
data, the teacher to guide
the students in groups to
discuss and draw line and
bar graphs on presenting
data.
d) Explain the i) 8VLQJJXLGLQJTXHVWLRQV i) Texts on statistics. Is the student
importance of the teacher to assign LL*XLGLQJTXHVWLRQV able to explain
statistics to the students in groups to the importance
user. discuss the importance of of statistics to the
statistics to the user. user?
each group to present the
importance of statistics
WRWKHXVHUDQGPDNH
summary.
e) Describe how i) The teacher to assign i) Statistical data Is the student able
massive data can the students in groups ii) Diagrams. to describe how
be summarized to read texts on how to massive data can
summarise massive data. be summarized?
WKH¿QGLQJVDQGPDNHD
summary.
iii) Using different statistical
data and diagrams the
to summarize massive
data.
91
RESOURCES PERIODS
b) Simple statistical The student should i) Using written documents Statistical data. Is the student
measures and be able to:- the teacher to guide able to describe
interpretation. a) Describe methods the students in groups methods of
of presenting to discuss methods of presenting simple
simple and mixed presenting mixed data. and mixed data?
data. ii) The teacher to guide each
group to present and
summarize methods of
presenting mixed data.
iii) Using statistical data the
present simple and mixed
data.
b) Calculate the i) Using texts on statistics i) Tables and data Is the student able
mean, mode and the teacher to guide for calculation. to calculate the:
median. students in groups to ii) Texts on statistics. i) Mean?
explain the meaning of ii) Mode
mean, mode and median. iii) Median?
ii) 8VLQJJXLGLQJTXHVWLRQV
the teacher to guide each
group to calculate the
mean, mode and median.
c) Explain the 8VLQJTXHVWLRQVDQGDQVZHUV Is the student

VLJQL¿FDQFHRI the teacher to guide students able to explain
mean, mode and in groups to discuss on the WKHVLJQL¿FDQFHRI
median. VLJQL¿FDQFHRIWKHPHDQ mean, mode and
mode and median in daily life. median?
92
RESOURCES PERIODS
d) Interpret data i) The teacher to provide Table of data for Is the student
using simple different data (population interpretation. able to interpret
statistical GDWDWUDI¿FGDWD data using
measures. agricultural data, etc) simple statistical
and assign students measures?
in groups to discuss
how to interpret data
using simple statistical
measures.
group to interpret data
using simple statistical
measures.
93
FORM FOUR

1. 7KHDELOLW\WRXWLOL]HEDVLFUHVHDUFKVNLOOVDQGUHVHDUFKRXWSXW
2. 7KHNQRZOHGJHRQPDMRUFOLPDWLFW\SHVDQGDELOLW\WRUHODWHFOLPDWHDQGQDWXUDOUHJLRQVVR
as to plan and manage daily life activities.
3. .QRZOHGJHRQWKHFRQFHSWVRIVHWWOHPHQWDQGKXPDQSRSXODWLRQFKDQJHGLVWULEXWLRQDQG
DVVRFLDWHGSUREOHPVDQGXVHDSSURSULDWHVNLOOVWRPDQaJHWKHP
4. $ELOLW\WRFULWLFDOO\H[DPLQHHQYLURQPHQWDOSUREOHPVDQGWDNHDSSURSULDWHPHDVXUHVWR
solve them.

By the end of Form Four course, student should be able to:
(a). Develop an understanding of the objectives, tools, instruments and importance of research
output.
(b). Show an understanding of the major climatic types and their relationship to natural
regions.
(c). Develop an understanding of the concepts of human population and settlement, factors
for their distribution and change, relevant policies, associated problems and possible
solutions.
(d). Develop an understanding of the problems facing environment, their causes and solutions
at national and global contexts.
95
RESOURCES PERIODS
1. 0 INTRODUCTION The student should be 8VLQJTXHVWLRQVDQGDQVZHUV 3UHSDUHGTXHVWLRQV Is the student
TO RESEARCH able to: the teacher to guide students on a paper. able to explain 20
a) Explain the in groups to brainstorm the the meaning of
1.1Concept of Research meaning of meaning of research. research?
research.
b) Assess the i) Using texts on research the Texts on Research Is the student
importance of teacher to guide students in able to assess the
research in daily group to read and discuss importance of
life. the importance of research research in daily
in daily life. life?
present the importance of
UHVHDUFKLQOLIHDQGPDNH
summary.
1.2 States of Research The student should be i) Using texts on research the Texts on research Is the student able
:RUN able to: teacher to guide students in to describe stages
a) Describe groups to read and describe of conducting
research stages stages of research. research?
in conducting a ii) The teacher to guide each
research. group to discuss and
present stages of research
(e.g. formation of topics,
development of research
tools, piloting the research
tools, collecting and
analyzing data, presentation
96
RESOURCES PERIODS
RIGDWDPDNLQJ
recommendations) and
PDNHVXPPDU\
b) Conduct research i) The teacher to guide i) List of research Is the student
students in groups to choose topics. able to conduct
topics for research within ii) List of research research?
the school premises, discuss tools.
and present them in the class
(eg. topic on performance,
attendance, discipline).
group to develop research
WRROVTXHVWLRQQDLUHV
interviews, observation),
discuss, pilot them and
SUHVHQWIRUFODUL¿FDWLRQ
group to conduct simple
research (on project basis).
the students to analyze
TXDOLWDWLYHTXDQWLWDWLYHO\
and present data using
simple statistical methods
(bar and line graphs).
v) The teacher to guide students
WRPDNHUHFRPPHQGDWLRQV
and summarize.
97
RESOURCES PERIODS
c) Explain the i) Using answers from Research reports Is the student
use of research the research conducted, able to explain
output and the teacher to guide the uses of research
recommendations. students in groups to output and
discuss and explain the recommendations?
uses of research outputs
and recommendations.
DQGPDNHVXPPDU\
2.0 CLIMATE The student should be i) Using World Climatic World Climatic Is the student able
AND NATURAL able to:- Maps, the teacher to guide Maps. to describe major 40
REGIONS a) Describe major students in groups to climatic types of
2.1 World climatic climatic types of discuss and identify major the world and their
types and their the world and their climatic types and their characteristics?
characteristics characteristics. characteristics.
present the description of
major climatic types and
their characteristics and
PDNHVXPPDU\
98
RESOURCES PERIODS
b) Explain how i) Using the Visualised in VIPP cards with Is the student
different Participatory Programmes geographical able to explain
geographical (VIPP) cards with factors. how different
IDFWRUVLQÀXHQFH geographical factors, the geographical
climate. teacher to assign students IDFWRUVLQÀXHQFH
in groups to discuss climate?
and identify different
geographical factors that
LQÀXHQFHFOLPDWH
group to discuss and present
HDFKIDFWRUZKLFKLQÀXHQFH
climate and summarize.
2.2 Natural Regions of The student should be i) Using a globe or world maps, i) Globe, guiding Is the student able
the World able to: the teacher to guide students TXHVWLRQV to:
a) Identify different in groups to use guiding ii) World maps i). Identify
types of natural TXHVWLRQVWRGLVFXVVDQG different types of
regions. identify the world natural natural regions?
b) Draw a world map regions. ii). Draw a world
showing different ii) The teacher to guide each map and show
natural regions. group to discuss and present different natural
the different types of natural regions?
UHJLRQVDQGPDNHVXPPDU\
individual students to draw
a world map and show
different world natural
regions.
99
RESOURCES PERIODS
c) Explain the i) Using pictures and i) Pictures and Is the student
relationship photographs showing photographs able to explain
between human human activities the teacher showing the relationship
activities and to guide students in groups different human between human
climate. to identify different human activities. activities and
activities. ii) VIPP cards climate?
ii) Using empty VIPP cares the
teacher to guide each group
to discuss and relate human
activities with climate.
each group to discuss and
present the relationship
between human activities
DQGFOLPDWHDQGPDNHD
summary.
d) Propose ways of i) 8VLQJJXLGLQJTXHVWLRQV *XLGLQJTXHVWLRQV Is the student able
solving climatic the teacher to organize on a paper. to propose ways
problems. a plenary discussion for of solving climatic
students to propose ways of problems?
solving climatic problems in
Tanzania.
ways of solving climatic
problems.
100
RESOURCES PERIODS
3.0 HUMAN The student should be 8VLQJTXHVWLRQVDQGDQVZHUV Pre-pared Is the student able
POPULATION able to:- the teacher to guide students TXHVWLRQVRQD WRGH¿QHWKHWHUP 30
D'H¿QHWKHWHUP in groups to brainstorm the paper population?
3.1 Concept of population. meaning of population.
population
b) Describe i) Using population charts Population Is the student
characteristics of and graphs, teacher to charts and able to describe
human population. guide students in groups graphs. characteristics of
to discuss and explain the human population?
characteristics of human
population focusing on size,
structure, composition, sex
ratio and dependency ratio.
the characteristics of human
SRSXODWLRQDQGPDNH
summary.
c) Explain the L8VLQJTXHVWLRQVDQGDQVZHUV Is the student
importance the teacher to guide students able to explain
of studying in groups to discuss the the importance
population importance of studying of studying
population. population?
VWXGHQWVWRFODULI\DQGPDNH
a summary.
101
RESOURCES PERIODS
3.2 Population The student should L8VLQJJXLGLQJTXHVWLRQVWKH i) Written Is the student able
distribution be able to describe teacher to guide students documents on to describe factors
factors governing in groups to read written population government human
human population documents and discuss ii) Guiding population?
distribution. factors government human TXHVWLRQV
population distribution.
JURXSWRSUHVHQWDQGPDNH
summary.
3.3Population change The student should be The teacher to guide students Is the student
able to: to brainstorm the meaning of DEOHWRGH¿QH
D'H¿QH3RSXODWLRQ population change. population
change change?
b) Explain factors i) Using information/data on Data/information Is the student able
ZKLFKLQÀXHQFH birth rate, death rate and on birth rate, death to explain factors
population change. migration, the teacher to rate and migration. ZKLFKLQÀXHQFH
guide students in groups population
to discuss and explain the change?
IDFWRUVZKLFKLQÀXHQFH
population change.
DQGPDNHVXPPDU\
102
RESOURCES PERIODS
c) Analyse the effects L8VLQJJXLGLQJTXHVWLRQV i) Texts on Is the student able
of population the teacher to assign the population to analyze effects
change to an students in groups to ii) Guiding of population
individual and a read texts on population TXHVWLRQVRQD change to an
nation to search for and discuss paper. individual and a
the effects of population nation?
change to an individual and
a nation.
JURXSWRPDNHSUHVHQWDWLRQ
and summary.
3.4 Population data The student should be i) Using texts on population the i) Population data Is the student able
able to: teacher to guide students in ii) Texts on to explain sources
a) Explain the groups to read and identify population of population data?
sources of sources of population data.
population data. ii) Using different population
data, the teacher go
JXLGHVWXGHQWVWRPDNH
FODUL¿FDWLRQRQVRXUFHVRI
population data.
b) Interpret i) Using population census data Population census Is the student
population data the teacher to demonstrate data able to interpret
how to interpret population population data?
data.
interpret population data.
103
RESOURCES PERIODS
c) Explain the uses of i) Using the information from Information from Is the student able
population data data presentation, the data presentation to explain the
teacher to guide students use of different
to discuss in groups population data?
and present how to use
information to solve
problems.
students to clarify the uses
of population data.
3.5 Population problems The student should be L8VLQJJXLGLQJTXHVWLRQVWKH *XLGLQJTXHVWLRQV Is the student
able to: teacher to guide students in able to analyse
a) Analyse population JURXSVWRGH¿QHDQGDQDO\]H population
problems. population problems. problems?
population problems and
PDNHVXPPDU\
b) Analyse the i) Using written documents i) Written Is the student able
effects of the teacher to guide the documents to:
population change students to read the effects ii) Flip charts i) Analyse
on economic of population change on iii) Manila cards the effects of
growth, labour, economic growth, labour, LY0DUNHUSHQV population change
human needs and human needs and investment on economic
investment, and and suggest possible
suggest possible solutions.
solutions.
104
RESOURCES PERIODS
LL8VLQJJDOOHU\ZDONPHWKRG growth, labour,
the teacher to guide each human needs and
group to discuss and present investment?
a given factor/situation ii) Suggest
affected by population possible solutions
FKDQJHDQGPDNHVXPPDU\ to population
iii) Teacher to guide students in problems?
plenary discussion to suggest
solutions to population
problems.
3.6 Population policy a) Explain the 8VLQJJXLGLQJTXHVWLRQVWKH Is the student
meaning of teacher to guide students in able to explain
population policy. groups to discuss and explain the meaning of
the meaning of population population policy
policy.
b) Compare i) The teacher to guide students Written Texts on Is the student
the national in groups to read written family planning. able to compare
population policy texts/literature on population population policy
on family planning policy about family planning on family planning
strategies in in Nigeria, china, German strategies in
Tanzania to the and Tanzania or any other Tanzania with the
population policies highly populated country. population policies
in other countries. ii) The teacher to guide each in other countries?
group to discuss, compare
and contrast the population
policies between the said
countries and Tanzania.
105
RESOURCES PERIODS
summarize the strategies
used to control population
SUREOHPVDQGPDNH
summary.
4. 0 SETTLEMENTS The student should be L8VLQJJXLGLQJTXHVWLRQVWKH i) Maps showing Is the student
able to: teacher to guide students settlement DEOHWRGH¿QH 16
4.1 Concepts of D'H¿QHVHWWOHPHQW to explain the meaning of patterns. settlement?
settlement settlement. ii) Guiding
ii) Using maps showing TXHVWLRQVRQD
settlements, the teacher to paper
JXLGHVWXGHQWVWRGH¿QH
settlement.
b) Explain categories, i) Using map extracts, i) Map extracts, Is the student able
types and diagrams and photographs, diagrams and to explain:
characteristics of the teacher go guide students photographs. categories of
settlements in groups to discuss and settlements?
explain categories, types and types of
characteristics of settlements. settlements?
ii) The teacher to guide each characteristics of
group to discuss and present settlements?
the catetories, types and
characteristics of settlements
DQGPDNHVXPPDU\
106
RESOURCES PERIODS
c) Explain the i) Using map extracts diagrams i) Maps showing Is the student able
functions of and photographs the teacher the functions of to explain:
settlements and to guide the students in settlement. i) The functions of
their importance. groups to discuss the ii) Map extracts settlements?
functions of settlements diagrams and ii) The importance
(agricultural collecting photographs. of settlements?
centers, communication
FHQWHUVPDUNHWFHQWHUV
administrative centers,
mining centers, port
¿VKLQJFHQWHUVDQGWKHLU
importance.
the functions and importance
RIVHWWOHPHQWVDQGPDNH
summary.
4.2 Growth of The student should be i) Using written documents Written documents Is the student
settlements. able to: on settlements, the teacher on settlements. able to analyse
a) Analyse factors to guide students in groups factors which
which lead to discuss the factors lead to growth of
to growth of which lead to growth of settlements?
settlements. settlements.
group to discuss, present and
PDNHVXPPDU\
107
RESOURCES PERIODS
b) Assess social i) Using written documents the Texts on problem Is the student able
and economic teacher to guide students of urban growth to assess the social
problems in groups to search for and economic
associated with information on social problems
urban growth. and economic problems associated with
associated with urban urban growth?
growth.

each group in plenary for
discussion, presentation and
FODUL¿FDWLRQ
c) Suggest ways of i) The teacher to guide i) Maps showing Is the student able
solving existing students in groups to different towns to suggest ways of
problems related discuss and suggest ways of ii) List of urban solving existing
to urban growth. solving existing problems, problems problems related to
drawing experiences from urban growth?
rural settlements and
urban settlements such
as Johannesburg, Lagos,
%RPED\3HNLQJDQG'DUHV
Salaam.
students in plenary and
summarize.
108
RESOURCES PERIODS
5. 0 (a) The student i) The teacher to guide Texts on Is the student
ENVIRONMENTAL should be able students in groups to environment able to explain 50
ISSUES AND to explain the read different texts on the meaning of
MANAGEMENT meaning of environment and discuss the environment?
5.1The concept of environment meaning of environment.
environment. ii) The teacher to guide
meaning of environment.
5.2 Importance of The student should i) Citing real examples from Real examples Is the student
environment be able to explain the environment, the teacher from environment able to explain
the importance of to guide students in groups the importance of
environment. to discuss the importance of environment?
environment.
present the importance of
HQYLURQPHQWDQGPDNH
summary.
5.3 Environmental The student should be i) Using the actual i) Actual Are students
problems able to: environment, photographs environment able to identify
a) Identify and pictures the teacher to ii) Photographs environmental
environmental guide students to discuss iii) Pictures problems?
problems. in groups and identify the
environmental problems.
the environmental problems
DQGPDNHVXPPDU\
109
RESOURCES PERIODS
b) Analyse the i) Using written texts on Written texts on Is the student able
causes, extent and environment the teacher to to:
effects of the loss guide students in groups i). explain the
of biodiversity. to discuss and explain the meaning of bio-
meaning of bio-diversity diversity and loss
and loss of bio-diversity. of bio-diversity?
LL8VLQJJXLGLQJTXHVWLRQV ii). analyse the
the teacher to guide each causes, extent and
group to use pictures and effects of loss of
photographs to discuss bio-diversity?
and analyze the causes,
extent and effects of loss of
bio-diversity in plants and
animals in the ecosystem.
each group to discuss
and present the meaning,
causes, extent and effects
of loss of bio-diversity and
PDNHVXPPDU\
c) Analyse the i) 8VLQJTXHVWLRQVDQG i) Dumping site Is the student able
causes, extent and answers, the teacher to ii) Pictures to:
effects of pollution guide students to brainstorm iii) Photographs explain the
and waste on the meaning of pollution meaning of
mismanagement. and waste mismanagement. pollution and
waste
110
RESOURCES PERIODS
ii) The teacher to organize mismanagement?
a trip to a dumping analyse the cause,
site or use pictures and extent and effects
photographs showing of pollution
waste mismanagement for and waste
the students to observe mismanagement?
the causes and effect
of pollution and waste
mismanagement.
iii) 8VLQJJXLGLQJTXHVWLRQVWKH
in groups to discuss and
SUHVHQWWKHLU¿QGLQJVIRU
FODUL¿FDWLRQDQGVXPPDU\
d) Explain the causes,

extent, effects
of fast rate of
population and
urban growth on
environment.
111
RESOURCES PERIODS
e) Examine causes, i) 8VLQJTXHVWLRQVDQGDQVZHUV i) Photographs of Is the student able
extent and impacts the teacher to guide students cleared areas to:
RIGHVHUWL¿FDWLRQ in groups to brainstorm the ii) Video examine the causes
PHDQLQJRIGHVHUWL¿FDWLRQ iii) List of RIGHVHUWL¿FDWLRQ
ii) Using photographs of TXHVWLRQV on environment?
cleared areas/live examples/ examine the
video the teacher to guide extent and impacts
each group to discuss the RIGHVHUWL¿FDWLRQ"
causes, extent and impact
RIGHVHUWL¿FDWLRQRQ
environment.
the meaning, causes, extent
DQGLPSDFWRIGHVHUWL¿FDWLRQ
RQHQYLURQPHQWDQGPDNH
summary.
f) Explain the impact i) 8VLQJJXLGLQJTXHVWLRQVWKH Texts on Is the student able
of poverty on teacher to guide students environment to explain
environment in groups to read texts on i) the meaning of
environment to explain poverty?
the meaning and discuss ii) the impact
the impact of poverty on of poverty on
environment. environment?
112
RESOURCES PERIODS
students to debate on
the impact of poverty on
environment.
iii) The teacher to clarify

the impact of poverty on
environment and guide
students to summarize.
g) Analyse causes i) The teacher to invite a Resource person Is the student able
DQGFRQVHTXHQFHV NQRZOHGJHDEOHSHUVRQ to:
of global climatic on environmental issues Explain the
change on to explain the causes and meaning of global
environment. FRQVHTXHQFHVRIJOREDO climatic change?
climatic change on the Analyse the
environment. causes of global
climatic change on
ii) 8VLQJJXLGLQJTXHVWLRQV environment?
the teacher to guide Analyse the
students to discuss in FRQVHTXHQFHVRI
groups the meaning, causes global climatic
DQGFRQVHTXHQFHVRI change on the
global climatic change on environment?
HQYLURQPHQWDQGPDNHD
summary.
113
RESOURCES PERIODS
5.4 Environmental The student should be i) The teacher to guide the Photographs Is the student
conservation able to: students to brainstorm in showing reclaimed DEOHWRGH¿QH
D'H¿QH groups the meaning of areas. environmental
environmental environmental conservation. conservation?
conservation. ii) Using different photographs
and pictures showing
conservation practices e.g.
reclamation of land, tree
planting, the teacher to
guide students to clarity the
GH¿QLWLRQRIHQYLURQPHQWDO
conservation.
b) Analyse i) Using written documents i) Photographs Is the student
various ways on land reclamation and showing able to analyse
of conserving photographs showing reclaimed areas. various ways of
environment. reclaimed areas, the teacher ii) Written environmental
to guide students in groups documents. conservation?
to discuss and explain the
YDULRXVWHFKQLTXHVXVHGLQ
environment conservation.
group to discuss and analyse
various ways of conserving
HQYLURQPHQWDQGPDNH
summary.
114
RESOURCES PERIODS
c) Practice i) Using different ways/ i) Grasses Is the student
environmental WHFKQLTXHVRIFRQVHUYLQJ ii) Seedlings able to practice
conservation and the environment the teacher iii) Dustbins environmental
management at to guide students in groups iv) Brooms conservation and
school level. to practice environmental management at
conservation by planting school level?
WUHHVJUDVVHVÀRZHUV
collecting garbage and
cleaning the school
compound.
ii) 7KHWHDFKHUWRPDNHD
IROORZXSDQGNHHSUHFRUGV
115

Geography O Level Form I-IV

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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

GEOGRAPHY SYLLABUS FOR SECONDARY EDUCATION

ISBN 978 - 9976 - 61 - 290 - 5

Designed and prepared by:

Tanzania Institute of Education,

2.0 Aims and Objectives of Education in Tanzania

4.0 General Subject Competences

5.0 General Subject objectives

6.0 The Structure of the Syllabus

6.1 Class Level Competences

6.2 Class Level Objectives

6.3 Main Topic

6.6 Teaching/Learning Strategies

6.9 Number of Periods

CLASS LEVEL COMPETENCES

CLASS LEVEL OBJECTIVES

1.2 Importance of (a) Explain the i) Students to brainstorm on Is the student

b) Show relative i) By using photographs of i) Chart on Is the student able

CLASS LEVEL COMPETENCES

CLASS LEVEL OBJECTIVES

ii) By using maps, photographs and

b) Explain how i) The teacher to guide students to Texts on Is the student

CLASS LEVEL COMPETENCES

CLASS LEVEL OBJECTIVES

c) Explain the 8VLQJTXHVWLRQVDQGDQVZHUV Is the student

CLASS LEVEL COMPETENCES

CLASS LEVEL OBJECTIVES

ii) The teacher to guide

d) Explain the causes,

iii) The teacher to clarify

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