| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Importance of research | The student should be able to: 1. Explain the meaning of research. 2. Assess the importance of research in daily life. | January | Week 3 | INTRODUCTI ON TO RESEARCH | Concept of Research | 3 | i) By using questions and answers to guide students in groups to brainstorm the meaning of research. ii) Using texts on research to guide students in group to read and discuss the importance of research in daily life. | Students in groups to discuss and present the importance of research in life and make summary. | Prepared questions on a paper. Texts on Research | a) Are students able to explain the meaning of research? b) Are students able to assess the importance of research in daily life? | Geography For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: To be able todescribe stages in conduct research | The student should be able to: Describe research stages in conducting a research | January | Week 4 | INTRODUCTI ON TO RESEARCH | States of Research Work | 3 | i) Using texts on research to guide students in groups to read and describe stages of research. ii) To guide each group to discuss and present stages of research and make summary. | Students in groups to discuss and present stages of research and make summary. | Texts on research | Are students able to describe stages of conducting research? | Geography For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: To conduct research | Student should be able to: a) Conduct research. b) Explain the use of research output and recommendations. | February | Week 1 | INTRODUCTI ON TO RESEARCH | States of Research Work | 3 | i) To guide students in each group to develop research tools (questionnaires, interviews, observation), discuss, pilot them and present for clarification. ii) The teacher to guide each group to conduct simple research (on project basis). iii) To guide the students to analyze (qualitative/ quantitatively) and present data using simple statistical methods (bar and line graphs). iv) To guide students to make recommendation s and summarize. v) Using answers from the research conducted, to guide the students in groups to discuss and explain the uses of research outputs and recommendation s. vi) To guide each group to discuss, present and make summary. | i) Students in each groups to develop research tools, discuss, pilot them and present for clarification. ii) Students in groups to conduct simple research on project basis. iii) students to analyze (qualitative/ quantitatively) and present data using simple statistical methods (bar and line graphs). iv) Students in groups to discuss, present and make summary. | Texts on Research | a) Are students able to conduct research? b) Are the students able to explain the use of research output and recommendations? | Geography For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: Able to describe major climatic types of the world and factors which influence. | The student should be able to: 1. Describe major climatic types of the world and their characteristics. 2. Explain how different geographical. factors influence climate, | February | Week 2 | CLIMATE AND NATURAL REGIONS | World climatic types and their chamcteristics | 2 | i) Using World Climatic Maps, to guide students in groups to discuss and identify major climatic types and their characteristics. ii) To guide each group to discuss and present the description of major climatic types and their characteristics and make summary. | i) Students in groups to discuss and identify major climatic types and their characteristics using world climatic map. | World climatic maps VIPP cards with geographical factors | a) Are students able to describe major climatic types of the world and their characteristics? | Geography For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: Able to relate climate and human activities and to propose ways of solving climatic problems. | The student should be able to: I. Identify different types of natural regions. | February | Week 3 | CLIMATE AND NATURAL REGIONS | Natural Regions of the World | 2 | i) Using a globe or world maps, to guide students in groups to use guiding questions to discuss and | i) Students in groups to discuss and identify the world natural regions using glob or world maps. ii) Students in groups to discuss and present the different types of natural regions and make summary. iii) Students individually to draw a world map and show different world natural regions. iv) Students in groups to discuss and relate human activities with climate using empty VIPP cares. | Globe, guiding questions. World maps Pictures and photographs showing different human activities. VIPP cards. Guiding questions on a paper. | a) Are students able
to identify different types
of natural regions? | Geography For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |