Geography and

Environment

Senior 2

Teacher’s Guide
 © 2020 Rwanda Education Board
All rights reserved.
This book is the property of the Government of Rwanda. Credit must be provided to
REB when the content is quoted.
FOREWORD

Dear teacher,
Rwanda Education Board is honoured to present Senior two geography teacher`s
guide which serves as a guide to competence-based teaching and learning to ensure
consistency and coherence in the learning of the geography subject. The Rwandan
educational philosophy is to ensure that learners achieve full potential at every level
of education which will prepare them to be well integrated in society and exploit
employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda
emphasizes the importance of aligning teaching and learning materials with the
syllabus to facilitate their learning process. Many factors influence what they learn,
how well they learn and the competences they acquire. Those factors include the
relevance of the specific content, the quality of teachers’ pedagogical approaches,
the assessment strategies and the instructional materials available. We paid special
attention to the activities that facilitate the learning process in which learners can
develop ideas and make new discoveries during concrete activities carried out
individually or with peers. With the help of the teachers, learners will gain appropriate
skills and be able to apply what they have learnt in real life situations. Hence, they will
be able to develop certain values and attitudes allowing them to make a difference
not only to their own life but also to the nation.
This is in contrast to traditional learning theories which view learning mainly as a
process of acquiring knowledge from the more knowledgeable who is mostly the
teacher. In competence-based curriculum, learning is considered as a process of
active building and developing of knowledge and understanding, skills and values
and attitude by the learner where concepts are mainly introduced by an activity,
situation or scenario that helps the learner to construct knowledge, develop skills
and acquire positive attitudes and values.
In addition, such active learning engages learners in doing things and thinking about
the things they are doing and they are encouraged to bring their own real experiences
and knowledge into the learning processes. In view of this, your role is to:
• Plan your lessons and prepare appropriate teaching materials.
• Organize group discussions for learners considering the importance of social
constructivism suggesting that learning occurs more effectively when the learner
works collaboratively with more knowledgeable and experienced people.
• Engage learners through active learning methods such as inquiry methods, group
discussions, research, investigative activities and group and individual work
activities.

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• Provide supervised opportunities for learners to develop different competences by
giving tasks which enhance critical thinking, problem solving, research, creativity
and innovation, communication and cooperation.
• Support and facilitate the learning process by valuing learners’ contributions in the
class activities.
• Guide learners towards the harmonization of their findings.
• Encourage individual, peer and group evaluation of the work done in the classroom
and use appropriate competence-based assessment approaches and methods.
To facilitate you in your teaching activities, the content of this teacher`s guide is self-
explanatory so that you can easily use it. Even though this teacher`s guide contains
the answers for all activities given in the learner’s book, you are requested to work
through each question and activity before judging learner’s findings.
I wish to sincerely extend my appreciation to REB staff who organized the editing
process of this teacher`s guide. Special gratitude also goes to lecturers, teachers,
illustrators and designers who supported the exercise throughout. Any comment or
contribution would be welcome to the improvement of this textbook for the next
edition.

Dr. NDAYAMBAJE Irénée

Director General, REB

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ACKNOWLEDGEMENT
I wish to express my appreciation to all the people who played a major role in editing
process of this Geography teacher`s guide for Senior two. It would not have been
successful without their active participation.
Special thanks are given to those who gave their time to read and refine this textbook
to meet the needs of competence based curriculum. I owe gratitude to different
Universities and schools in Rwanda that allowed their staff to work with REB to edit
this book. I therefore, wish to extend my sincere gratitude to lecturers, teachers,
illustrators, designers and all other individuals whose efforts in one way or the other
contributed to the success of this edition.
Finally, my word of gratitude goes to the Rwanda Education Board staff particularly
those from Curriculum, Teaching and Learning Resources Department who were
involved in the whole process of editorial work.

Joan Murungi,
Head of CTLRD

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 Table of Content
FOREWARD..................................................................................... ......I
ACKNOWLEDGEMENT........................................................................III
PART 1

1.0 INTRODUCTION..............................................................................1
1.1 Background to the syllabus review...........................................................................1
1.2 Rationale of teaching and learning of Geography.................................................1
1.3 Generic competences.................................................................................................6

2.0 PEDAGOGICAL APPROACH..............................................................8

2.1 Role of the teacher......................................................................................................9
2.2 Special needs, education and inclusive approach.................................................10
2.3 Role of the learner....................................................................................................11

3.0 ASSESSMENT APPROACH..............................................................12

3.1 Item writing in summative assessment..................................................................12
3.2 Types of assessment............................................................................................ ....13
3.3 Reporting to parents.................................................................................................17

4.0 RESOURCES...................................................................................17
4.1 Learning and teaching materials.............................................................................17
4.2 Skills for the teacher of this subject........................................................................17

5.0 ORDINARY LEVEL GEOGRAPHY AND ENVIRONMENT

SYLLABUS UNITS...........................................................................18
5.1 Presentation of the structure of the syllabus........................................................18
5.2 Competences at the end of Senior Two.................................................................19
5.3 Teaching methods.....................................................................................................19

6.0 PLANNING TO TEACH ...................................................................22

6.1 Schemes of work.......................................................................................................22
6.2 Lesson plan................................................................................................................23

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UNIT 1: MAP WORK INTERPRETATION............................................... 29
1.1 Location of places and features on maps..................................................... 32
1.2 Direction and bearing...................................................................................... 33
1.3 Use of grid references..................................................................................... 34
1.4 Measuring distances and areas on a map..................................................... 35
1.5 Description of relief on a map....................................................................... 37

UNIT 2: TYPES OF PHOTOGRAPHS..................................................... 40

2.1 Definition of photographs.............................................................................. 41
2.2 Types and parts of photographs.................................................................... 44
2.3 Importance of photographs........................................................................... 45

UNIT 3: INTERPRETATION OF PHOTOGRAPHS AND VIDEO IMAGES.. . 47

3.1 Types and divisions of a photograph............................................................ 50
3.2 Identification of human and physical features on photographs and
video images..................................................................................................... 51
3.3 Relationships between different features
(human and physical aspects)........................................................................ 52
3.4 Drawing sketch diagrams of photographs and Reduction and enlargement of
photographs...................................................................................................... 53

UNIT 4: TECTONIC PROCESSES........................................................... 57

4.1 Introduction to internal landform processes................................................ 59
4.2 Folding............................................................................................................... 60
4.3 Faulting ............................................................................................................. 62
4.4 Warping............................................................................................................ . 63
4.5 Vulcanicity and volcanicity........................................................................... . 63
4.6 Earthquakes...................................................................................................... 64

UNIT 5: EXTERNAL LANDFORM PROCESSES ...................................... 66

5.1 External land forming processes .................................................................. 68
5.2 Soil erosion ...................................................................................................... 69
5.3 Weathering........................................................................................................ 70
5.4 Mass wasting .................................................................................................. . 71
5.5 Measures of controlling soil erosion and mass wasting ........................... . 71

UNIT 6: RELIEF IN RWANDA ............................................................... 74

6.1 General presentation of Rwanda .................................................................. 76
6.2 Location of Rwanda ....................................................................................... 76
6.3 The major forms of relief in Rwanda............................................................ 79
6.4 Advantages and disadvantages of relief features in Rwanda.................... 81

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 6.5 Relationship between relief and human activities/land
use in Rwanda................................................................................................... 83

UNIT 7: WEATHERING AND ROCKS .................................................... 86

7.1 Types of weathering and resultant features ................................................ 88
7.2 Factors influencing weathering ..................................................................... 89
7.3 Relationship between weathering and different rock types....................... 89

UNIT 8: SOILS IN RWANDA.................................................................. 91

8.1 Types of soils in Rwanda................................................................................ 92
8.2 Soil erosion and impoverishment in Rwanda ............................................ 95
8.3 Soil conservation methods in Rwanda.......................................................... 97

UNIT 9: CLIMATE AND CLIMATE CHANGE IN RWANDA ..................... 101

9.1 Climatic regions and seasons in Rwanda..................................................... 104
9.2 The concept of climate change..................................................................... 105
9.3 Causes of climate change in Rwanda .......................................................... 105
9.4 Effects of climate change in Rwanda............................................................ 106
9.5 Climate change adaptation and mitigation in Rwanda............................... 108

UNIT 10: VEGETATION IN RWANDA.................................................... 111

10.1 Types of natural vegetation in Rwanda........................................................ 113
10.2 Factors that influence vegetation distribution in Rwanda......................... 114
10.3 Importance of different vegetation types.................................................... 115
10.4 Impact of man’s activities on vegetation in Rwanda.................................. 116
10.5 Measures to conserve natural vegetation in Rwanda................................. 117

UNIT 11: DRAINAGE SYSTEM IN RWANDA ......................................... 120

11.1 Major rivers, swamps and lakes in Rwanda................................................. 123
11.2 Formation of lakes in Rwanda....................................................................... 124
11.3 Importance of water bodies in Rwanda ...................................................... 125
11.4 Challenges to obtaining sustainable and clean water in
Rwanda.............................................................................................................. 127
11.5 Conservation and management methods of water bodies in
Rwanda.............................................................................................................. 129

UNIT 12: ENVIRONMENTAL CONSERVATION IN RWANDA ................. 133

12.1 Definition of environmental resources and environmental
degradation....................................................................................................... 135
12.2 Types of environmental resources in Rwanda............................................ 136
12.3 Ways of exploiting environmental resources............................................... 136
12.4 Causes and consequences (effects) of over-exploitation of
environmental resources................................................................................. 138

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 12.5 Environmental conservation measures (ways of improving the
environment) ................................................................................................... 139

UNIT 13: POPULATION IN RWANDA.................................................... 143

13.1 Factors influencing population distribution and density
in Rwanda.......................................................................................................... 145
13.2 Population structure in Rwanda
(composition, age and sex)............................................................................. 146
13.3 Population movements/migration in Rwanda (causes and effects) ........ 147
13.4 Population growth and associated problems in Rwanda............................ 148
13.5 Possible solutions to population growth in Rwanda................................... 149
13.6 Impact of early sex, health risks, HIV and AIDS and
STDs in Rwanda and possible prevention measures.................................. 150
13.7 Possible prevention measures to the impact of early sex,
health risks, HIV and AIDS and STDs in Rwanda ...................................... 150
13.8 Demographic problems in Rwanda and their solutions............................. 151

UNIT 14: RURAL AND URBAN SETTLEMENT IN RWANDA .................. 153

14.1 Rural Settlement............................................................................................... 155
14.2 Urban settlement.............................................................................................. 158

UNIT 15: AGRICULTURAL SYSTEMS IN RWANDA ............................... 164

15.1 Types of agricultural systems in Rwanda ................................................... 167
15.2 Major crops produced in Rwanda ................................................................. 167
15.3 Livestock farming............................................................................................ 168
15.4 Problems and solutions of agriculture in Rwanda...................................... 170
15.5 Agriculture modernisation ............................................................................. 172
15.6 Impact of agriculture on sustainable development of Rwanda................ 172
15.7 The advantages and disadvantages of plantation farming
in Rwanda.......................................................................................................... 174

UNIT 16: FORESTRY IN RWANDA ....................................................... 179

16.1 Definitions of forest, forestry and silviculture............................................. 181
16.2 Types of forests and major forest areas in Rwanda.................................... 181
16.3 Importance of forests in Rwanda.................................................................. 182
16.4 The concept of deforestation: causes, effects and
control measures.............................................................................................. 183
16.5 Areas under the risk of deforestation in Rwanda........................................ 184

UNIT 17: FISHING AND FISH FARMING IN RWANDA .......................... 185

17.1 Major fishing and fish farming areas in Rwanda......................................... 187
17.2 Factors influencing fish farming in Rwanda................................................. 188

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 17.3 Methods of fishing used in Rwanda (traditional and modern).................. 188
17.4 Problems faced by fishing and fish farming in Rwanda and
possible solutions............................................................................................. 189
17.5 Fish preservation and conservation in Rwanda.......................................... 190

UNIT 18: MINING AND QUARRYING IN RWANDA ............................... 192

18.1 Meaning of mining and quarrying................................................................ 194
18.2 Minerals and mining areas in Rwanda.......................................................... 194
18.3 Methods of mining in Rwanda....................................................................... 195
18.4 Factors influencing mineral exploitation in Rwanda.................................. 195
18.5 Importance of mining and quarrying in Rwanda........................................ 196
18.6 Problems hindering mining and quarrying in Rwanda............................... 196
18.7 Effects of mining on the natural environment in Rwanda......................... 197
18.8 Future prospects of mining in Rwanda......................................................... 197

UNIT 19: POWER AND ENERGY IN RWANDA ...................................... 200

19.1 Energy resources in Rwanda.......................................................................... 202
19.2 Importance of power and energy resources in Rwanda............................ 202
19.3 Problems of power and energy production in Rwanda.............................. 203
19.4 Future prospects for power and energy in Rwanda.................................... 203
19.5 Efficient utilisation of power and energy resources in Rwanda................ 205

UNIT 20: INDUSTRY IN RWANDA........................................................ 207

20.1 Classification of industries.............................................................................. 208
20.2 Factors for location, growth and development of
industries in Rwanda....................................................................................... 209
20.3 Importance of industries in Rwanda............................................................. 211
20.4 Problems and effects of industrial development in Rwanda..................... 212

UNIT 21: TRANSPORT, COMMUNICATION AND TRADE IN RWANDA.. 213

21.1 Types of transport and communication in Rwanda................................... 217
21.2 Advantages and disadvantages of transport and communication
systems in Rwanda ......................................................................................... 218
21.3 Problems and solutions of transport and communication in Rwanda..... 220
21.4 Trade and types of trade in Rwanda............................................................. 222
21.5 Importance of trade in Rwanda..................................................................... 223
21.6 Problems affecting trade and possible solutions in Rwanda..................... 224
21.7 Regional and international trade partners with Rwanda............................ 226

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UNIT 22: TOURISM IN RWANDA ......................................................... 228
22.1 Definition of tourism....................................................................................... 230
22.2 Tourist sites in Rwanda (historical and natural sites) ................................. 231
22.3 Factors for tourism development in Rwanda............................................... 232
22.4 Importance of the tourism industry to the economy of Rwanda............. 233
22.5 Problems affecting tourism and possible solutions in Rwanda................. 234
22.6 Relationship between tourism in Rwanda and regional countries:
Kenya, Uganda and Tanzania......................................................................... 234

References ......................................................................................... 236

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 PART 1
1. INTRODUCTION
1.1 Background to the Syllabus review
Geography is part of Ordinary level curriculum. It is designed for learners who have
completed primary level and are pursuing the lower secondary school level. It also
lays a strong foundation for learners wishing to pursue Geography at upper secondary
level. The former curriculum was knowledge based and needed to be modified with
the skills of higher order thinking.
The lower secondary level curriculum has therefore been reviewed in 2014 to ensure
that it is active and competence based and prepares learners to become competent
with new skills, attitudes and values. This curriculum provides a platform for learners
to explore and discover the content where the teacher facilitates the learning. It
also develops other educational initiative skills on critical thinking, creativity and
innovation, research and problem solving, communication and co-operation, literacy
and numeracy.
Despite the fact that the former curriculum integrated environmental issues within
the Geography syllabus, this curriculum review was done with special focus on
environmental management. This is why the subject name was changed into
“Geography and Environment.”
1.2 Rationale of teaching and learning of Geography
Geography is the study of the earth including all the phenomena which make up the
physical and human environment. Geography and Environment helps the learners to
understand physical and social environment in order to build unity in diversity.
This teaching syllabus is intended to promote uniformity and continuity of content
coverage for ordinary level Geography.
Geography is one of the disciplines that are concerned with the real world in which
learners live and are capable of solving problems and developing knowledge, skills,
attitudes and values which are relevant to their present and future lives.
Geography competence based curriculum motivates learners to find out about the
real world and enables them to recognise the importance of sustainable development
for the future.
Geography competence based curriculum enables learners to develop generic
competence skills, literacy and numeracy skills to interpret human and physical
phenomena, maps, photographs and diagrams.

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1.2.1 Geography and society
Geography is a subject which allows people to understand the physical and social
environment in which they are growing up. It equips people with knowledge about
diverse places, resources, natural and human environments.
Geography provokes and answers questions about the society, using different
techniques of inquiry to view these societies from different perspectives. It develops
knowledge of places and the environment throughout the world. As such, it prepares
young people for adult life and employment.
Geography is a focus within the curriculum for understanding and resolving issues
about the environment and sustainable development. It is also an important link
between the natural and social sciences. Geographical studies help to acquire
knowledge and skills on different societies and cultures. This also helps to realise how
nations rely on each other. It can inspire the people to think about their own place in
the world, their attitudes, values, and their rights and responsibilities towards other
people and the environment.
1.2.2 Geography and learners
Geography and environment competence based curriculum is developed for the
purpose of extending the learners’ knowledge, sharpen their intellectual capacities,
strengthen their study skills and to incorporate the objectives of Rwanda government
education sector and the strategic development plans for Rwanda.
Geography and environment competence based curriculum will enable learners to
acquire a variety of functional and sustainable knowledge, skills, and experiences
which will help them to develop into citizens with positive attitudes, a sense of
curiosity, creativity, capacity and ability to fit in the local, national, and international
community.
Geography and environment competence based curriculum helps learners to
understand the physical and social environment in which they are growing up and
appreciate diversities/differences and similarities in their communities, country,
region, continent and the world.
This curriculum is also aimed at developing learners ‘critical thinking mind that will
enable them to participate in the development of their country and to face major
challenges like environmental degradation and overpopulation.
1.2.3 Geography and developing competences
A competence is the ability to perform a particular task successfully, resulting from
having gained an appropriate combination of knowledge, skills and attitudes. The
national policy documents, based on national aspirations, identify ‘Basic Competencies’
alongside the ‘Generic Competencies’ that will develop higher order thinking skills.
Basic competences are addressed in the stated broad subject competences and in
objectives highlighted year on year basis and in each of units of learning.
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Both the generic and basic competences that must be emphasised and reflected in
the learning process are briefly described below and teachers will ensure that learners
are exposed to tasks that help the learners acquire the skills.
a) Basic competences
Basic competences are addressed in the stated broad subject competences and in
objectives highlighted year on year basis and in each of units of learning. They include:
i) Literacy
• Reading a variety of texts accurately and quickly.
• Expressing ideas, messages and events through writing legible texts in good
hand-writing with correctly spelt words.
• Communicating ideas effectively through speaking using correct phonetics of
words.
• Listening carefully for understanding and seeking clarification when necessary
ii) Numeracy
• Computing accurately using the four mathematical operations.
• Manipulating numbers, mathematical symbols, quantities, shapes and figures to
accomplish a task involving calculations, measurements and estimations.
• Use numerical patterns and relationships to solve problems related to everyday
activities like commercial context and financial management.
• Interpreting basic statistical data using tables, diagrams, charts and graphs.
iii) ICT and digital competences
• Locating, extracting, recording and interpreting information from various
sources.
• Assessing, retrieving and exchanging information via Internet or cell phones.
• Using cell phones and Internet for leisure and for money transactions.
• Using computer keyboard and mouse to write and store information.
• Using information and communication technologies to enhance learning and
teaching( all subjects)
iv) Citizenship and national identity
• Relating the impact of historical events on past and present national and cultural
identity.
• Understanding the historical and cultural roots of Rwandan society and how the
local infrastructure functions in relation to the global environment.
• Demonstrating respect for cultural identities and expressing the role of the
national language in social and cultural context.
• Advocating for the historical, cultural and geographical heritage of the nation
within the global dimension.
• Showing national consciousness, a strong sense of belonging and patriotic spirit.

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• Advocating for a harmonious and cohesive society and working with people from
diverse cultural backgrounds.
v) Entrepreneurship and business development
• Applying entrepreneurial attitudes and approaches to challenges and
opportunities in school and in life.
• Understanding the obligations of the different parties involved in employment.
• Planning and managing micro projects and small and medium enterprises.
• Creation of employment and keeping proper books of accounts.
• Risk-taking in business ventures and in other initiatives.
• Evaluating resources needed for a business
vi) Science and technology
• Apply science and technology skills to solve practical problems encountered in
everyday life including efficient and effective performance of a given task.
• Develop a sense of curiosity, inquisitiveness and research to explain theories,
hypotheses and natural phenomena
• Reason deductively and inductively in a logical way.
• Use and experiment with a range of objects and tools of science and technology
and draw appropriate conclusions.
1.2.4 Cross-cutting issues to be infused during learning
These are emerging issues which need to be incorporated in the learning process.
Each of the cross-cutting issues has its own important programme of learning
reflecting key national priorities. This learning is integrated into the syllabuses of
subjects across the curriculum rather than each issue having a dedicated timetable
slot of its own. As a result of this integration, the learning activities in the units of
subjects across the curriculum incorporate all the learning associated with the cross-
cutting issues. The eight cross-cutting issues are:
a) Peace and Values Education
The need for Peace and Values Education in the curriculum is obvious. Peace is
clearly critical for society to flourish and for every individual to focus on personal
achievement and their contribution to the success of the nation. Values education
forms a key element of the strategy for ensuring young people recognize the
importance of contributing to society, working for peace and harmony and being
committed to avoiding conflict.
b) Financial Education
Financial education makes a strong contribution to the wider aims of education. It
makes learning relevant to real life situations. It aims at a comprehensive financial
education program as a precondition for achieving financial inclusion target and
improves the financial capability of Rwandans. Financial education has a key role of

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not only improving knowledge of personal but also transforming this knowledge into
action. It provides the tools for sound money management practices on earnings,
spending, saving, borrowing and investing. Financial education enables people to take
appropriate financial services both formal and informal that are available to them and
encourages financial behaviours that enhance their overall economic well-being.
c) Standardisation culture
Standardisation Culture develops learners’ understanding of the importance of
standards as a pillar of economic development and in the practices, activities and
lifestyle of the citizens. It is intended that the adoption of standardisation culture
should have an impact upon health improvement, economic growth, industrialisation,
trade and general welfare of the people. While education is the foundation and
strength of our nation, standards are one of the key pillars of sustainable economic
development.
d) Genocide studies
Genocide Studies provides young people with an understanding of the circumstances
leading to the genocide and the remarkable story of recovery and re-establishing
national unity. Genocide Studies helps learners to comprehend the role of every
individual in ensuring nothing of the sort ever happens again.
The intent of a cross-cutting curriculum around the topic of genocide is to fight against
genocide, genocide denial, and genocide ideology; and to equip students with a more
fundamental and comprehensive understanding of the genocide, thereby preventing
further human rights violations in the future and enabling Rwanda’s population of
young people to more competently and thoughtfully enter the workforce. So, it needs
to be emphasised.
e) Environment and sustainability
The growing awareness of the impact of the human race on the environment has led
to recognition of the need to ensure our young people understand the importance of
sustainability as they grow up and become responsible for the world around them.
Hence Environment and Sustainability is a very important cross-cutting issue. Learners
need basic knowledge from the natural sciences, social sciences and humanities
to understand and interpret principles of sustainability. They also need skills and
attitudes that will enable them in their everyday life to address the environment and
climate change issue and to have a sustainable livelihood.
f) Gender education
There is a strong moral imperative to afford every individual their basic human rights
and gender inequality results in women and girls being treated less favourably than
men. A strongly negative impact of unequal treatment, which affects the nation as
a whole, is the fact that it results in women being held back and their talents and
abilities not being fully realised.

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With a good understanding of the principles of Gender Equality, it is intended that
future generations will ensure that the potential of the whole population is realised.
g) Comprehensive sexuality education (HIV and AIDS, STI, Family
planning, Gender equality and reproductive health)
Comprehensive sexuality education, which is age appropriate, gender sensitive and
life skills based can provide young people with the knowledge and skills to make
informed decisions about their sexuality and life style. Preparing children and young
people for the transition to adulthood has been one of humanity’s greatest challenges
with human sexuality and relationships at its core. Few young people receive
adequate preparations for their sexual lives. This leaves them potentially vulnerable
to coercion, abuse and exploitation. Unintended pregnancy and sexually transmitted
infections (STIs) including HIV and AIDS. Many young people approach adulthood
faced with conflicting and confusing messages about sexuality and gender. This is
often exacerbated by embarrassment, silence, disapproval and open discussion of
sexual matters by adults (parents, teachers) at very time when it is most needed.
Comprehensive sexuality education supports a rights - based approach in which
values such as respect, acceptance tolerance, equality, empathy and reciprocity are
inextricably linked to universally agreed human rights. A clear message concerning
these dangers and how they can be avoided, from right across the curriculum, is the
best way to ensure that young people understand the risks and know how to stay
healthy.
h) Inclusive Education
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning difficulties and disabilities. The almost focus of inclusive
curriculum is on ensuring participation in education of learners with different
learning styles and other difficulties. To be successful, it entails a range of issues
including teacher’s positive attitudes, adapting the learning resources, differentiation
of teaching and learning methods and working together. Overall, the benefits of an
inclusive curriculum extend to all learners.
1.3 Generic competences
a) Critical and problem solving skills
The acquisition of such skills will help learners to think imaginatively, innovatively and
broadly to evaluate and find solutions to problems encountered in our surrounding.
b) Creativity and innovation
The acquisition of such skills will help learners to take initiatives and use imagination
beyond knowledge provided in classroom to generate new ideas and construct new
concepts.

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c) Research
This will help learners to find answers to questions based on existing information and
concepts and use it explain phenomena from gathered information.
d) Communication in official languages
Teachers, irrespective of being language teachers will ensure the proper use of the
language of instruction by learners. The teachers should communicate clearly
and confidently and convey ideas effectively through spoken and written by applying
appropriate language and relevant vocabulary.
e) Cooperation, inter personal management and life skills
This will help the learner to cooperate as a team in whatever task assigned and to
practice positive ethical moral values and while respecting rights, feelings and
views of others. Perform practical activities related to environmental conservation
and protection. Advocate for personal, family and community health, hygiene and
nutrition and responding creatively to a variety of challenges encountered in life.
f) Lifelong learning
The acquisition of such skills will help learners to update knowledge and skills with
minimum external support. The learners will be able to cope with evolution of
knowledge advances for personal fulfillment in areas that are relevant to
their improvement and development.
1.3.1 Broad Geography competences
During and at the end of learning process, the learner can:
a) Develop a strong interest in their own surroundings at a local, regional and global
level.
b) Appreciate the variety of physical and human aspects in the world and acquire a
commitment to sustainable development.
c) Appreciate the relationships between people and environments, and
appreciate the importance of geographical location to human activities.
d) Demonstrate an understanding of the physical and social environment in which
they live and appreciate diversities and similarities in their communities, country,
region, continent and the world.
e) Be aware of land use practices and resource utilisation and the consequences in
Rwanda and around the world.
f) Analyse the impact of various socio-economic activities on sustainable
development.
g) Develop a variety of other skills including those of critical thinking, research and
problem solving, creativity and innovation, communication and co-operation,
and how to present their conclusions in the most appropriate way.

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h) Demonstrate awareness and show concern for environmental conservation and
sustainability and act accordingly.
i) Be competent in a range of skills and techniques necessary to carry out
geographical research with data and interpret geographical phenomena;
j) Read and interpret geographical data from geographical sources like
maps, photographs, diagrams and field study.

1.3.2 Geography and developing competences

The national policy documents basing on national aspirations identify some ‘Basic
Competencies’ alongside the ‘Generic Competencies’ that will develop higher order
thinking skills and which will help subject learning and application of what has been
learnt in real life situations.
Through research using textbooks and other geographical documents, Internet,
observation, group discussions and presentations, the learners will develop critical
thinking, research and problem solving, creativity and innovation, communication
and cooperation skills in order to understand and harmonise the findings on physical
and human aspects and to make conclusions.

2. PEDAGOGICAL APPROACH
Learners understand best when they are actively involved in the learning process
through a high degree of participation, contribution and production. Each learner
is an individual with his/her own pace of learning, experience and ability. Teaching
strategies must therefore be varied and flexible with a well structured sequence of
lessons. Learner-centred education involves full participation of the learners under
the guidance of the teacher.
Since each learner is an individual with his/her own needs, pace of learning,
experiences and abilities, teaching strategies must be varied but flexible within well-
structured lesson sequences.
However, learner-centred education does not mean that the teacher no longer has
responsibility for seeing that learning takes place. Teachers will find useful suggestions
to implement the child centred and interactive learning approach in the activities and
methodology columns of this curriculum.
Language learning is a process. By the time they reach this level, a student is expected
to have achieved the English language basics. When they make errors, the teacher
should support them accordingly but also accept their attempts to use the language
correctly.
At this stage, students are also encouraged and expected to further develop the
culture of reading for both information and enjoyment.
Schools should provide a conducive environment for students to practise their English
by participating in different clubs such as debating, drama and music. This is essential

8
as students learn well when they are actively involved in the learning process through
a high degree of participation, contribution and production.
With strong language abilities at this level and continued teacher to student support,
learners will be able to read more fluently and write more accurately. Teachers must
also bear in mind that students learn in different ways and at different rates.
Teachers need to provide a variety of learning experiences to support all learners.
The classroom should be a safe and friendly place in which to learn and experiment
with the language. This can be achieved by:
• Ensuring constant access by students to the library and encouraging them
to read and write within and beyond the framework of the curriculum with
comprehension.
• Writing accurately for both functional and creative writing purposes.
• Integrating into other English speaking communities with sufficient command
of the English language characterised by adequate competences, knowledge
and attitudes.
2.1 Role of the teacher
The new geography curriculum will enable teachers to develop a variety of functional
knowledge, skills and experience which will help them to develop learners into citizens
with skills, positive attitudes and values in a particular sense of curiosity, creativity
and innovative, capacity and ability to fit in the local, national and international
community.
The competence-based curriculum will transform learning, ensuring that learning
is deep, active and enjoyable. The teacher shifts from the traditional method of
instruction and plays the role of a facilitator. The teacher identifies the needs of the
learners, the nature of the learning to be done, and the means to shape learning
experiences accordingly.
The teacher organises the learners in the classroom or outside and engages them
to participate and interact in the learning processes. The teacher guides learners to
work individually or in groups to explore or discover the content. This ensures that
the learning is personalized, active, participative and co-operative.
The teacher designs and introduces the tasks to the class for research, discussion
and group presentation. The teacher guides the learners in developing their own
knowledge, skills, attitudes and values.
The teacher selects and develops appropriate learning and teaching materials like
geographical documents, maps, atlases, local materials, teaching models, charts,
talking and tactile materials which learners use in their work.
In fieldwork studies, the teacher identifies the appropriate topic for study, the area of
study and outlines the methods to be used for study. He organizes the study,

9
accompanies and guides the learners during the real field study. After the field study,
the teacher guides learners in group discussions and presentation of the findings.
2.2 Special needs education and inclusive approach
All Rwandans have the right to access education regardless of their different needs.
The underpinnings of this provision would naturally hold that all citizens benefit from
the same menu of educational programs. The possibility of this assumption is the
focus of special needs education. The critical issue is that we have persons/learners
who are totally different in their ways of living and learning as opposed to the majority.
The difference can either be emotional, physical, sensory and intellectual learning
challenged traditionally known as mental retardation.
These learners equally have the right to benefit from the free and compulsory basic
education in nearby ordinary/mainstream schools. Therefore, the schools’ role is
to enroll them and also set strategies to provide relevant education for them. The
teacher therefore is requested to consider each learner’s needs during the teaching and
learning process. Assessment strategies and conditions should also be standardised
to the needs of these learners. Below is some guidance on how to cater for each
category of learners with special education needs:
(a) Learners with physical difficulties
In this group of learners, the affected areas are normally some body parts, especially
the limbs. There may be partial or total loss of use of the limbs. In case the legs are
affected, the learners will need assistance during activities that involve movement.
This could be during a nature walk and other activities that learners have to stand
for some reason. The teacher should organise for the learner’s ease of movement
around. The learner should also be given time to catch up with the others.
In case the hands are affected, the learners should be given more time to finish their
work. In both cases, the learners should not be pressurised to do things that can cause
injury or ridicule.
(b) Learners with visual difficulties
These learners normally have problems with their eyesight. They should sit in a
position where they are able to see the chalkboard without straining.
NOTE: The learner could be longsighted or short sighted.
The material to be observed should be brought closer to the learner and a magnifying
lens used where necessary. The teacher should use large diagrams, charts and labels.
In some cases, the learners can be allowed to touch and feel whatever they are looking
at. Other learners can assist by reading aloud. The lighting system in the classroom
can also be improved.
The teacher should read aloud most of the things he/she writes on the chalkboard.

10
(c) Learners with hearing difficulties
The affected part in this case is the ear. The learner should have hearing aids. The
teacher should use as many visual aids as possible. They should also project their
voice and always talk while facing the learners. Use of gestures and signs while talking
helps the learner figure out what the teacher is saying as well.
(d) Learners with speech difficulties
A common example in a normal class is the stammerer. They always speak with a lot
of difficulties. The teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises.
(e) Learners with mental difficulties
The teacher should try to identify the nature and level of the mental difficulty.
Learners with mental difficulties should then be given special assistance and attention
at an individual level. They can be given special tests or assessments. In general,
all the learners with difficulties should be reinforced promptly. This encourages and
motivates them. The teacher and the rest of the class should never ridicule learners
with any of the difficulties. Note that generally, people with any kind of disability can
be very sensitive to any kind of negative comments or criticism.
NOTE: Remind them that disability is not inability.
The teacher should avoid giving privileges where the learners do not deserve them.
Treat them fairly but not with undue favours. In extreme cases it can be recommended
for the learners to join a special school.
(f) Genocide traumatised learners
Studies have shown that learners from families that were affected by genocide suffer
post-traumatic stress disorder (PTSD). As such, they need to be treated as a special
case. As a teacher, you need to be careful when dealing with such learners. Also, the
teacher needs to be in control especially when the topic under discussion touches
on genocide issues. Any language that may elicit emotional reactions from learners
either by fellow learners or by the teacher him or herself should be avoided.
2.3 Role of the learner
The activities of the learner are indicated in each learning unit and reflect appropriate
engagement in the learning process.
Teaching and learning processes will be tailored towards creating a learner friendly
environment based on the learners’ capabilities, needs, experience and interests.
Learners use the textbooks, internet and other resource materials to research for and
make use of the findings to improve their knowledge, skills, attitude and values.
In fieldwork studies, the learners apply the knowledge and methods acquired
to observe, ask questions, interpret and write down the findings from study. After

11
the field study, the learners discuss in group and make written presentation on the
findings. Learning activities will be organised in a way that encourages learners to
construct their knowledge, either individually or in groups, in an active and engaging
way.
Learners will work on key competences in the form of concrete units with specific
learning outcomes broken down into knowledge, skills and attitudes.
In practical lessons learners will work in groups where the availability of the apparatus
will not permit working individually but they will be encouraged to do simple project
work individually.

3. ASSESSMENT APPROACH
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning
and to make a judgment about a learner’s achievements measured against defined
standards. Assessment is an integral part of the teaching learning processes. In the new
competence-based curriculum assessment must also be competence-based, whereby
a learner is given a complex situation related to his/her everyday life and asked to
try to overcome the situation by applying what he/she learned. Assessment will be
organised at the following levels: School-based assessment, District examinations,
National assessment (LARS) and National examinations.
3.1 Item writing in summative assessment
Before developing a question paper, a plan or specification of what is to be tested
or examined must be elaborated to show the units or topics to be tested on, the
number of questions in each level of Bloom’s taxonomy and the marks allocation
for each question. In a competence based curriculum, questions from higher levels
of Bloom’s taxonomy should be given more weight than those from knowledge and
comprehension level.
Before developing a question paper, the item writer must ensure that the test or
examination questions are tailored towards competence based assessment by doing
the following:
a) Identify topic areas to be tested on from the subject syllabus.
b) Outline subject-matter content to be considered as the basis for the test.
c) Identify learning outcomes to be measured by the test.
d) Prepare a table of specifications.
e) Ensure that the verbs used in the formulation of questions do not require
memorisation or recall answers only but testing broad competences as stated
in the syllabus.
3.1.1 Structure and format of the examination
There will be two papers in Geography Subject. Duration: 3 hours each.

12
Paper I: Physical Geography
Map Reading and Photographic Interpretation. General Physical Geography,
Physical Geography of Rwanda and Physical Geography of Africa.
Paper II: Human and Economic Geography
Human and Economic Geography of Rwanda, Human and Economic Geography of
Africa and Development case studies.
NOTE: On Development case studies, questions will be optional: Questions from two
of the three continents: Europe, America and Asia.
3.2 Types of assessment
3.2.1 Formative and continuous assessment (assessment for learning)
Continuous assessment involves formal and informal methods used by schools to
check whether learning is taking place. When a teacher is planning his/her lesson, he/
she should establish criteria for performance and behaviour changes at the beginning
of a unit. Then at the of end of every unit, the teacher should ensure that all the
learners have mastered the stated key unit competencesbasing on the criteria stated,
before going to the next unit. The teacher will assess how well each learner masters
both the subject and the generic competencesdescribed in the syllabus and from this,
the teacher will gain a picture of the all-round progress of the learner. The teacher
will use one or a combination of the following: (a) observation (b) pen and paper (c)
oral questioning.
3.2.2 Summative assessment (assessment of learning)
When assessment is used to record a judgment of a competence or performance of
the learner, it serves a summative purpose. Summative assessment gives a picture
of a learner’s competence or progress at any specific moment. The main purpose of
summative assessment is to evaluate whether
learning objectives have been achieved and to use the results for the ranking or
grading of learners, for deciding on progression, for selection into the next level of
education and for certification. This assessment should have an integrative aspect
whereby a student must be able to show mastery of all competencies.
It can be internal school based assessment or external assessment in the form
of national examinations. School based summative assessment should take place
once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the final
national examinations grade. School based assessment average grade will contribute
a certain percentage as teachers gain more experience and confidence in assessment
techniques and in the third year of the implementation of the new curriculum it will
contribute 10% of the final grade, but will be progressively increased. Districts will
be supported to continue their initiative to organise a common test per class for all
the schools to evaluate the performance and the achievement level of learners in

13
individual schools. External summative assessment will be done at the end of P6, S3
and S6.
3.2.3 Assessment requirements
The success of the competence curriculum will also depend to a great extent on
the quality and frequency of formative assessment which gauge learners’ progress
towards achievement of learning objectives. Formative assessment is used to identify
where students are having difficulty so that barriers to learning can be overcome and
so that teachers’ lesson planning can be adapted accordingly. Textbooks will therefore
need to include questions within units that teachers and learners can use formatively.
A key feature of assessment in this learner-centred curriculum is that students take
significant responsibility for their own learning so formative assessment strategies
should actively involve learners as well as teachers.
In this curriculum, assessment focuses upon the learning objectives within each unit:
i.e. the knowledge and understanding, skills, attitudes and values. Learners who are
successful in meeting these learning objectives in these three categories in a unit
will also achieve the subject competence (the key unit competence). Also assessed
within each unit are the basic and generic competences which are taught across the
curriculum and developed through learning activities in every subject.
Textbooks will need to be designed so that they develop all of these aspects of
learning, including a balance of the basic and generic competences. Teachers’ Guides
will have to offer practical guidance relating to how learning activities can address the
range of learning objectives and the competences.
The competence approach has implications for the tasks learners will be engaged
in; the questions asked of learners both in textbooks and orally by teachers; the way
teachers gauge learners’ progress and the way progress is recorded. The following
sections provide some detail on the implications under each of these headings.
Summative assessment is familiar to teachers and is used to check how well students
have met learning objectives at the end of an episode of learning. Traditionally many
of the assessment questions in textbooks have had a focus on knowledge rather than
what learners can do but with a competence curriculum this must change. Knowledge
is no less important in a competence curriculum but there must be assessment
questions which require learners to apply their knowledge.
3.2.4 Learner Tasks
As competences are at the heart of the new curriculum, assessments need to involve
tasks and tests that engage learners so they can actively demonstrate the full range
of their abilities, including what they can do rather than just recall of facts. Achieving
a competence requires a learner to have relevant knowledge, the skills to apply this
knowledge and the attitudes to bring the two together successfully. Tasks provided in
the textbooks and teachers’ guides should reflect the importance of all three of these
elements of competences.

14
Many tasks will involve learners in activities which focus on more than one competence
at a time. For example, a problem-solving task may also involve critical thinking,
creativity, communication and cooperation. It is therefore important that each task
in textbooks should clearly direct teachers and learners to the particular competence
that is being targeted so that there is an appropriate balance of all the competences
over time.
Tasks should also be designed so that learners progress in terms of competences
as they work through the curriculum. The level of challenge involved in each
competence is determined mainly by the knowledge component so progression in
terms of competences is largely built into syllabuses. Content providers do not have
to be constrained by the learning activities in the syllabuses and may wish to amend
them or add to them in order to improve learning opportunities. These tasks will often
be assessed through listening or observation, rather than through written answers.
Guidance in Teachers’ Guides on assessing competences through observation and
listening is essential.
3.2.5 Questioning skills
Questioning needs to reflect the importance of competences in the curriculum. A
successful textbook will include questions that target the achievement of competences
and the three components of competences: the knowledge and understanding, the
skills and the attitudes and values. A good Teachers’ Guide will provide guidance on
how questioning can engage learners and how they can target questions to develop
each of the competences and each of the components.
For the generic competences, questions in textbooks must require learners to
engage in problem solving, creativity and critical thinking so that they routinely use
higher order thinking and develop these important competences. They must also
require learners to work with others so that they improve their communication and
cooperation competences. Questions should also focus on developing and assessing
basic and subject competences.
Although there is a place for closed questions, most questions need to be open so
that they encourage learners to think for themselves, exploring possibilities, justifying
solutions and accepting that there is not always one single right answer.
Content providers should consider how they can provide answers to questions (where
there is a right answer) or provide guidance to approaches to questions (where there
is not). Teachers’ guides might include an answer section or this could be covered in
a different way.
3.2.6 Observation and Listening
Formative assessment of competences will often require teachers to use observation
and listening to gauge learners’ progress. For example, a teacher may observe group
work to see how well individuals are cooperating and communicating with each
other. In a problem-solving exercise, teachers may need to listen to group discussion

15
to gauge the quality of the contribution of different participants. These techniques
are unfamiliar to many teachers and guidance will be needed in Teachers’ Guides to
help them improve their skills.
3.2.7 Self and Peer Assessment
Many of the learning activities in the units involve group and paired work. Learners
can make a considerable contribution to their own progress and that of others if they
are actively engaged in formative assessment, particularly in relation to cooperation
and communication. Textbooks should provide opportunities for learners to self-
assess and to assess their peers. This is a key element of the drive to encourage
learners to understand assessment expectations and to take responsibility for their
own learning.
3.2.8 Grading of Competences
Assessing competences is clearly different from assessment of knowledge and this
should be reflected not only in the way assessment takes place but also in how it is
recorded. When engaged in regular, frequent formative assessment in lessons, it is
not appropriate for teachers to grade skills and competences against a numerical
scale. Instead learners should be recorded as having met, exceeded or failed to meet
expectation. Hence a RAG (red, amber, green) rating such as the one shown in the
table below is one possible method.
Student Literacy Numeracy ICT Communication Creativity Critical Research Cooperation
thinking and
problem
solving
A R A R A R G
B G G R G A A G
C A R G G R A
D G A A G G R R R

Teachers need to record students’ progress with the basic and generic competences
shown in the table and with the subject competences, which are the key unit
competences that are the focus of each unit. Learners’ exercise books and folders
of work could act as portfolios of evidence of their progress. Guidance in Teachers’
Guides on suggested approaches to grading formative assessment of competences
will be very helpful to teachers who are unfamiliar with these techniques.
Assessment of competences does not have implications for established approaches
to grading of knowledge using numerical scales.
3.2.9 Record Keeping
This is gathering facts and evidence from assessment instruments and using them
to judge the student’s performance by assigning an indicator against the set criteria
or standard. Whatever assessment procedures used shall generate data in the form
of scores which will be carefully be recorded and stored in a portfolio because they
16
will contribute for remedial actions, for alternative instructional strategy and feed
back to the learner and to the parents to check the learning progress and to advice
accordingly or to the final assessment of the students.
This portfolio is a folder (or binder or even a digital collection) containing the student’s
work as well as the student’s evaluation of the strengths and weaknesses of the work.
Portfolios reflect not only work produced (such as papers and assignments), but also
it is a record of the activities undertaken over time as part of student learning. The
portfolio output (formative assessment) will be considered only as enough for three
years of Advanced level. Besides, it will serve as a verification tool for each learner
that he/she attended the whole learning before he/she undergoes the summative
assessment for the subject. The results from the portfolio will contribute 50% on
summative assessment of each year.
3.3 Reporting to parents
The wider range of learning in the new curriculum means that it is necessary to
think again about how to share learners’ progress with parents. A single mark is not
sufficient to convey the different expectations of learning which are in the learning
objectives. The most helpful reporting is to share what students are doing well and
where they need to improve.

4. RESOURCES
4.1 Learning and teaching materials
a) Physical, human and economic wall maps of Rwanda, different continents and
the world.
b) Textbooks, reference books, newspapers, maps, atlas, charts and globes.
c) Software materials: computer, video clips, projector and Internet.
d) Photographs (ground, aerial and oblique).
e) Models from local environment (rocks, minerals, soils samples, …).
f) Ordinary survey maps (O.S.M).
g) Measuring instruments like rain gauge, thermometer, barometer,
hygrometer, wind vane, anemometer, compass, clinometers and GPS
h) Stationary like manila papers, flip charts, etc.
i) Adaptive materials like tactile and talking materials like talking globe,
tactile maps, tactile illustrations, brailed equipment and materials.

4.2 Skills for the teacher of this subject

For effective and efficient teaching of this geography syllabus, it is to be noted that:
a) Teachers should have at least a diploma in geography from a recognised
teaching Institution of Higher learning.

17
b) The teacher should have proven ability to use text books, teachers’ guide,
geographical magazines and other sources of geographical information that are
in line with this Ordinary Geography curriculum.
c) Teachers should be fluent in English which is the language of instruction.
d) Teachers should have some basics skills and knowledge in special needs
Education like Rwandan sign language, Braille reading and writing.
e) The teacher should be able to modify the methodology to accommodate the
needs of learners in class including those with special educational needs and
those who are gifted.
5. ORDINARY LEVEL GEOGRAPHY AND ENVIRONMENT
SYLLABUS UNITS
5.1 Presentation of the structure of the syllabus units
GEOGRAPHY subject is taught and learned in lower secondary education as a core
subject, i.e. in S1, S2 and S3 respectively. At every grade, the syllabus is structured
in Topic Areas, sub-topic Areas where applicable and then further broken down into
Units. The units have the following elements:
1. Unit is aligned with the Number of Lessons
2. Each Unit has a Key Unit Competence whose achievement is pursued by all
teaching and learning activities undertaken by both the teacher and the learners.
3. Each Unit Key Competence is broken into three types of Learning Objectives as
follows:
(a) Type I: Learning Objectives relating to Knowledge and Understanding
(Type I Learning Objectives are also known as Lower Order Thinking Skills
or LOTS)
(b) Type II and Type III: These Learning Objectives relate to acquisition of
skills, Attitudes and Values (Type II and Type III Learning Objectives are
also known as Higher Order Thinking Skills or HOTS)
These Learning Objectives are actually considered to be the ones targeted by the
present reviewed curriculum.
4. Each Unit has a Content which indicates the scope of coverage of what a teacher
should teach and learner should line in line with stated learning objectives.
5. Each Unit suggests Learning Activities that are expected to engage learners
in an interactive learning process as much as possible (learner-centered and
participatory approach).
6. Finally, each Unit is linked to Other Subjects, its Assessment Criteria and the
Materials (or Resources) that are expected to be used in teaching and learning
process.

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In all, the Syllabus of GEOGRAPHY for ordinary level has got 3 Topic Areas (Practical
Geography, Physical Geography and Human and Economic Geography). As for units,
they are 13 in S1, 22 in S2 and 18 in S3.
5.2 Competences at the end of Senior Two
a) Demonstrate an understanding of the earth and the elements of physical
geography
b) Explain the relationship between physical geography and human activities
c) Apply knowledge and understanding of physical and human geography theory
d) Read and identify the elements of a map and interpret them.
5.3 Teaching methods
The particular technique that a teacher may choose to use is influenced by several
factors such as:
• The particular group of learners in the class
• The skills, attitudes and knowledge to be learned
• Learning and teaching aids available
• The local environment
• The teacher’s personal preference
• The prevailing weather
• The requirements of the Science syllabus
There is a variety of possible ways in which a teacher can help the learners to learn.
These include:
(a) Question and answer
(b) Discovery or practical activity
(c) Group, class or pair discussion
(d) Project method
(e) Educational visit/field trips
(f) Demonstration
(g) Experimentation
Each of these teaching methods is explained below:
(a) Question and answer
This is the traditional way of teaching whereby the teacher explains something while
the learners listen. After the teacher has finished, the learners may ask questions.
However, remember that in competence-based curriculum, this technique should be
used very minimally.
(b) Guided discovery
In this technique, the teacher encourages learners to find out answers to problems by
themselves. The teacher does this by:

19
• Giving learners specific tasks to do
• Giving learners materials to work with
• Asking structured or guided questions that lead learners to the desired outcome
Sometimes learners are given a problem to solve and then left to work in an open-
ended manner until they find out for themselves.
With the introduction of the new curriculum, this is the preferred method of teaching.
(c) Group or class discussion or pair work
In this technique, the teacher and learners interact through question and answer
sessions most of the time. The teacher carefully selects his questions so that learners
are prompted to think and express their ideas freely, but along a desired line of
thought. Discussion method should take learners from known to unknown in a logical
sequence; and works well with small groups of learners. The disadvantage of this
method is that some learners maybe shy or afraid to air their opinions freely in front
of the teacher or their peers. This may give them more confident learners a chance
to dominate the others. However, the method should be embraced as it intends
to eliminate the lack of confidence in learners. Further, it is hoped that it will help
improve interpersonal and communication skills in learners.

(d) Project method

In this approach, the teacher organises and guides a group of learners or the whole
class to undertake a comprehensive study of something in real life over a period of
time such as a week or several weeks.
Learners using the project method of studying encounter real life problems which
cannot be realistically brought into a normal classroom situation. A project captures
learners’ enthusiasm, stimulates their initiative and encourages independent enquiry.
The teacher, using the project method, must ensure that the learners understand
the problem to be solved and then provides them with the necessary materials and
guidance to enable them carry out the study. In upper primary, a teacher can use the

20
project method for topics, which cannot be adequately studied during the normal
time-tabled school lessons.
The main disadvantages of the project method is that if a project is not closely
supervised, learners easily get distracted and therefore lose track of the main objective
of their study. Studying by the project method does not work well with learners who
have little or no initiative.
(e) Educational visits and trips/nature walks
This is a lesson conducted outside the school compound during which a teacher and
the learners visit a place relevant to their topic of study. An educational visit/nature
walk enables learners to view their surroundings with a broader outlook that cannot
be acquired in a classroom setting. It also allows them to learn practically through
first-hand experience. In all “educational visit/nature walk lessons”, learners are
likely to be highly motivated and the teacher should exploit this in ensuring effective
learning. However, educational visits are time consuming and require a lot of prior
preparation for them to succeed. They can also be expensive to undertake especially
when learners have to travel far from the school.
(f) Demonstration lessons
In a demonstration, the teacher shows the learners an experiment, an activity or a
procedure to be followed when investigating or explaining a particular problem. The
learners gather around the teacher where each learner can observe what the teacher
is doing. It is necessary to involve the learners in a demonstration, for example by:
• Asking a few learners to assist you in setting up the apparatus.
• Requesting them to make observations
• Asking them questions as you progress with the demonstration.

This will help to prevent the demonstration from becoming too teacher-centred.
A teacher may have to use a demonstration, for example when:
• The experiment/procedure is too advanced for learners to perform.
• The experiment/procedure is dangerous
• The apparatus and materials involved are delicate for learners to handle.
• Apparatus and equipment are too few

21
6. PLANNING TO TEACH
The two most important documents in planning to teach are the schemes of work
and the lesson plan.
6.1 Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from the
syllabus and organised into lessons week by week for every term. It is also a forecast
or plan that shows details under these subheadings:
• Week
• Key unit competency
• Lesson
• Learning objectives
• Learning resources and reference materials
• Teaching methods and techniques
• Observations/self evaluation
• Comments from school director (DOS)
In addition, the schemes of work shows the day when a specific lesson will be taught
and how long it is intended to take.
Week: Refers to the week in the term e.g. 1,2,3, etc.
Key unit competency: Gives the competence learners are expected to achieve at the
end of the unit.
Lesson: Refers to the lesson being taught in that week e.g. lesson 1,2,3 and 4, etc. This
shows which is a single and which is a double lesson.
Date: The day when the lesson will be taught.
Sub-topic: A subset of the topic which is a smaller component of the unit e.g. under
the topic plants, one could have ‘parts of a plant’ as a sub-topic.
Objective: What pupils are expected to achieve at the end of the lesson.
Learning resources: Any materials that will be used by the pupil and the teacher for
learning and teaching.
References: Books or other materials that will be consulted or used in the teaching
process. Books that pupils will use should also be shown here; indicating the actual
pages.

22
Observations/self evaluation: This should be a brief report on the progress of the
lesson planned in the scheme of work. Such reports could include: Taught as planned;
‘Not taught due to abrupt visit by Country Director of Education; Children did not follow
the lesson or It will be repeated on... (specific date).
Comments from director of school – Space left for comments by the school director.
A sample scheme of work is provided on page 36 for your farmiliarisation.
6.2 Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specific
lesson.
Important sub-headings of a Lesson Plan
1. Administrative details: These include:
Date…….… Subject………. Class………….
Time…………. Number of Students…….......
2. Topic area: Broad area that is to be studied, taken from the syllabus.
3. Sub-topic area: A smaller topic of the topic about which a lesson will be
taught.
4. Key unit competence: This is/are the competence(s) that the learner is
expected to achieve at the end of the unit.
5. Learning Objectives: These represent what the teacher anticipates pupils to
achieve by the end of the lesson. Objectives should be clear and specific. They
should also be stated in behavioural terms, that is, in a way that the outcome
can be seen, displayed or measured. In science, one should distinguish between
knowledge, skill and attitude objectives.
6. Learning/teaching resources: Any materials and apparatus that the pupils
and the teacher will use during the lesson.
7. References: Any resources consulted or used by the teacher to prepare the
lesson as well as any books that the pupils will use during the lesson.
8. Introduction: This is the start of the lesson. The teacher should motivate
the learners by creating learning situations that interest learners e.g. posing a
problem, telling an amusing but relevant story or episode, showing an object or
picture that arouse their interest. The introduction should link what the learners
have already learnt with what they are going to learn.
9. Presentation/lesson development: This should mainly include the activities
that pupils and the teacher will perform in order to achieve the stated
objectives,.as well as the questions that learners will answer as they do the
various activities. It is convenient to distinguish between the learners’ and
teacher’s activities under two columns.
23
10. Summary/conclusion (Consolidation): This is the step in which the lesson
activities are tied up or consolidated to emphasise the main points, summarise
the lessons or make conclusions. The summary should correspond to the
objectives stated for that lesson.
11. Comments/self-evaluation: Teacher should write remarks on whether the
objectives were achieved or not and what he or she intends to do to improve
on the weak points noted during the lesson.

24
 Template of a Competence-based Geography Lesson Plan
School Name: Teacher’s name: ………………………………………………………
Term Date Subject Class Unit No Lesson No Duration Class size
20/02/ 2017 Geography S2 3 3 of 3 40 minutes 38 learners
Type of Special Educational Needs to be catered for in this lesson and 1 learner with visual impairment, 1 leaner with hearing difficulty
number of learners in each category
Unit title Interpretation of photographs and video images
Key Unit Competence: By the end of the lesson, the learner should be able to interpret the relationship between physical and human
features on photographs and draw sketch diagrams of a photograph
Title of the lesson Reduction and enlargement of photographs
Instructional Objective Given a photograph showing a place or an image of an object, the learner should be able to:
• Draw a sketch diagram of a photograph on a scale of 1:2 (or enlarge a photograph to twice its original
size) correctly
• Draw a sketch diagram of a photograph on a scale of 1:0.5 (or reduce a photograph by half of its
original size) correctly
Plan for this Class (location: in / In class
outside)
Learning Materials (for ALL Learner’s Book
learners) A variety of photographs
Rulers
Plain papers (A4 size)
References Mastering Photograph Work by Winfred Williams (2006), Longhorn Publishers; Senior Secondary Geography
Book 6 by Safari S. Et Al (2012), MK Publishers; Map Reading for East Africa, D. N. McMaster (2000),
Edinburgh, Longman; Geography by Jane Dove Et Al (2008), Edinburgh, Pearson Education Limited

Timing for Description of teaching and learning activity Generic competences and cross cutting
each step Teacher’s activities: Guiding learners through stages followed in the drawing of issues to be addressed + a short
sketches of enlarged and reduced photographs. explanation
Learners’ activities: Drawing sketches of enlarged and reduced photographs
following the procedure given in the Learner’s Book under your guidance.
Teacher activities Learner activities
Introduction Guide learners in a brainstorming session In pairs, practically drawing sketches of Inclusive Education: This requires that
5 min using question and answer the previous selected photographs following the learners, irrespective of their physical
lesson on drawing of sketch diagrams from procedure discussed in the previous shortcomings, participate in the learning
photographs lesson. process meaningfully so as to achieve their
potential.
Development Ask learners to work in pairs to draw a 1. Working in pairs to draw a Critical thinking: This is the ability of the
of the lesson sketch of the photograph you’ll have given sketch of a photograph provided learner to think imaginatively and evaluate
25 minutes them. using the procedure given in the ideas in a meaningful way. Foster this

25
 Leaner’s Book on Reduction of competence by guiding their work without

26
Photographs. necessarily informing them of what they
Guide their presentation while correcting 2. Working in pairs to draw a need to achieve. Let them discover the
their language and pronunciation to sketch of a photograph provided concepts by themselves.
promote good communication skills using the procedure given in the
Leaner’s Book on Enlargement Cooperation: This is the ability to work
of Photographs. together in pairs to achieve the set goal.
Ensure that learners of different abilities are
Each pair, using a different type paired up to ensure that learning actually
of photograph, should takes place.
demonstrate how their sketch
complies to the standards of a Research skills: This is looking for
good sketch. information from various sources to explain
the concepts being learnt about. Guide the
3. Allow for class presentation the acquisition of this competence as they look
explanation of how they arrived for the information from their Learner’s
at each of the two sketches they Book and other reference books
will have come up with.

Conclusion: Display two sketches of a reduced and Select some learners to summarise the Communication skills and critical
- Summary enlarged photograph with a brief procedure procedure to be followed in enlarging thinking: These are developed when
- Assessment of how each is developed at the learning and reducing photographs. Let them learners summarise the procedure followed
corner of the class for later reference and write in point form on the board as in enlarging and reducing maps. Observe
revision. others copy in their notebooks. this competence as they present their work
to the entire class. Correct their vocabulary,
Assign learners the activity in the pronunciation as well as body language as
Learner’s Book as homework. presentations go on.

Teacher self- Lesson well covered. To proceed to the next topic in the next lesson.
evaluation Learners with special needs require further exercises to fully understand the concept of sketching and presenting their final sketches.
This teacher’s book has been written to help you guide learners to learn Geography
in the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Go through the expected learning outcomes – this should help guide the manner
of teaching.
• Read through the unit for the lesson in advance to get an overview of the content
required.
• Form a mental picture of the teaching situation and the ways in which you will
interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like - the experiment failing to work during the lesson.
Remember: The suggested teaching activities in this book are just a guide. You
may not need to follow them to the letter! Feel free to incorporate other innovative
teaching methods that will help in delivering the intended content optimally.

27
 1
20

27

40 PART 2
61
74
85
93
103
116 TOPIC AREA: PRACTICAL GEOGRAPHY
126
138
SUB-TOPIC AREA: MAP READING AND
PHOTOGRAPHIC INTERPRETATION
UNIT 1: MAP WORK INTERPRETATION

153 UNIT 2: TPES OF PHOTOGRAPHS

167 UNIT 3: INTERPRETATION OF PHOTOGRAPHS
181 AND VIDEO IMAGES
195
208
218
232
241
250
268
279
281

28
Unit
1 MAP WORK INTERPRETATION

Key unit competence

At the end of the three periods, the learner should be able to demonstrate how to
measure distance and area on a map.

Introduction
Map work involves map reading and map interpretation. Map reading refers to
identifying, interpreting and analysing geographical information on maps.
The kind of maps used in map reading are known as topographical maps. These
maps indicate both the physical and human features in an area. A good map should
have a title, a key, a compass direction, a frame and scale. A number of colours and
symbols are used to show different features on the map extract.
In this unit, we will study how to interpret information contained on topographic
maps by studying the following sub-topics:
(i) Location of places and features on maps
(ii) Direction and bearing
(iii) Use of grid references
(iv) Measuring distances and areas on a map
(v) Description of relief on a map (Use of contours, use of colours, use of
trigonometric stations and spot heights)

Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills and
attitudes summarised in the table below.

Knowledge Skills Attitudes

• Identify places and • Locate places and features • Appreciate the importance
features on a map. on a map using grid of measuring distances and
references. calculating areas on actual
ground using a map

• State the bearings and • Demonstrate how to • Appreciate the importance

directions of places and determine bearings and of measuring bearings and
features on a map. directions on topographic directions to locate places and
maps features on a map

29
• Use different scales to • Measure the distances and
measure distance and calculate areas on the map
calculate areas from in relation to the actual
topographical maps distance on the surface
ground area
• State different ways of • Describe the relief of
representing relief on the area shown on a
maps topographic map

Information to the teacher

Geography is the study of the earth as a home of man. This means that the subject
explores various components of the one or a combination of the following
environment to explain concepts that generic competences:
at first may be abstract. This being the a) Critical thinking: This is the
first unit for Senior 2 Geography class, it ability of the learner to think
is important that the teacher captivates imaginatively and evaluate ideas
the learners’ interest in the subject in a meaningful way before
at this stage. This can be done by arriving at a conclusion. It is also
emphasising the importance of map the ability to make appropriate
work interpretation. Learners should decisions based on experience
be made to realise that Geography and relevant learning.
enables us to understand the natural
b) Creativity and innovation:
and human systems that affect our
everday life. This means the subject This is thinking beyond what is
helps us understand our surroundings provided in order to generate new
- the environment and how to make ideas to enrich learning. It also
use of it without destroying it. Since includes generating new ideas
we cannot always be going out of class and applying them in learning
to study various topics in Geography, situations.
maps have been used as an alternative c) Problem solving: In some cases,
because they condense information the learner will be required to be
on the ground. This is the reason why resourceful by finding answers
maps are an integral part in the study to questions and solutions to
of Geography. problems. This competence is
also achieved when a learner is
Links to other subjects able to explain phenomena based
While teaching this unit, ensure you on findings from information
draw a link to Mathematics, specifically gathered or provided.
in Bearing, Direction and Distance. d) Communication skills: This
involves under standing t he
Generic competences language through listening and
In this unit, ensure that you achieve reading, using oral and written

30
 language in discussing, arguing in learning processes.
and debating a variety of themes in As learners work together in groups,
a logical manner and exchanging they will achieve cooperation
ideas confidently and effectively. amongst themselves as well as
e) Lifelong skills: This is described saving on cost that will have seen you
as coping with evolution of acquire maps for use by each of the
knowledge and technology learner. This will promote financial
advances for personal fulfillment. It education or awareness, especially
is also exploiting all opportunities if mentioned to the learner on the
available to improve on knowledge need to share the resources you’ll
and skills. have given them (in this case being
f) Research skills: This is being topographical maps).
resourceful in finding answers At the same time, help the learners
to questions and solutions to appreciate that Geography is a
problems as well as producing career subject. Both male and female
new knowledge based on research learners can benefit from the study
of existing information and of Geography. In this unit, encourage
concepts and sound judgment in them to develop an interest
developing viable solutions. because it can enable them become
g) Cooperation: Adapting to cartographers or even land surveyors.
different situations including the Remote sensing and professions such
world of work and practicing as being pilots or navigators also
respect for rights, views and depend on the knowledge gained
feelings of others. from the study of this unit. Through
its applicability and practicability, it
Cross-cutting issues fosters career development in more
Geog raphy is all about the than one way.
environment. It is important that Assessment criteria
as you introduce Geography to the By the end of this unit, the learner
Senior 2 learners, you ensure that should be able to correctly measure
they understand and appreciate that distances and calculate areas and
they need to cooperate by working bearings on maps.
together in solving classroom
challenges, such as reading and End of unit notes
interpreting information on maps. Emphasize key skills, values and attitudes
This will help them work together to be attained at the end of each section.
regardless of each of their capabilities. Also, sensitise the learners on the cross
This way, they will appreciate each cutting issues that can be linked to this
other’s contribution in the learning unit.
process, thereby fostering inclusivity

31
1.1 LOCATION OF PLACES Teaching and learning resources
AND FEATURES ON a) Learner’s Book
MAPS b) Topographic maps
c) Rulers
Learning outcome
d) Pencils
By the end of this section, the learners
e) Chalkboard
should be able to identify places and
features on a map. f) Tactile displays for learners with
visual impairments
Additional information for the
teacher
Before starting this unit, ensure Interactive learning and multi-
that learners have relevant learning ability learning
materials such as notebooks, pencils, Using Activity 1.1 as your introductory
rulers, rubbers and pens. If they have point for this type of learning, group
access to colours, ask them to obtain the learners into five. You must involve
them early enough for Activity 1.1. slow learners and ensure that groups
are made up of learners of different
This activity will remind learners of the
abilities.
qualities of a good map they learnt in
Senior One as they draw the sketch of
Let them draw the sketch maps under
their school.
your supervision.
Before the actual drawing, ask them to While discussing their findings, use
list all the features they see in the school question and answer and discussion
compound which they intent to include methods ensuring that all learners
on the sketch. You can ask them to participate. This will promote
think of the symbols they intent to use cooperation among the learners.
to represent the features on the sketch
map drawn. Activity 1.2 should be done in pairs
Use this activity to explain how to as part of their assignment for class
locate places and features on maps. discussion. Let them present their
findings to the class. This activity is
Preparation for teaching aimed at promoting creativity and
Acquaint yourself with the environment innovativeness as they learn new
around the school and make notes of knowledge about maps as well as
the Geographical features that you cooperation as they work together in
expect the learners to be able to identify. pairs.
Ensure that the preparation you make
will enable learners to acknowledge For both activities, guide the learner
that there is need to study map work. into learning correct information by
giving summarised explanation as per
the expected learning outcomes.

32
Teaching and learning methods b) Demonstrate how to determine
• Discussion method bearing and direction on a map.
• Demonstration
• Question and answer Additional information for the
• Guided discovery teacher
Teaching and learning activities Introduce this lesson by reviewing
a) Drawing the sketch map of the briefly what the class learnt during the
school compound last lesson.
b) Observing the school environment
Proceed to explain the meaning of the
to identify features to be drawn
terms ‘direction’ and ‘bearing’ as stated
c) Using available reference materials
to search for information about map in the Learner’s Book. You can ask two
work learners to read out in class loudly the
meaning of each term, after which you
d) Asking and answering questions
explain them in detail.
and taking notes
Take the learners through the steps
Extension/Remedial Activities
followed when finding direction on a
As other learners will be doing map.
class activities in the Learner’s
Book, the following activities are Appoint one of the fast learners to
recommended for fast and slow guide the class through question 1 of
learners respectively: Activity 1.3. On their own, let them
Fast learners attempt question 2 of the same activity.
Ask them to draw the sketch of their
Discuss the answers they will have
compounds at home. Ensure they
given, correcting those that are wrong,
include all the qualities of a good
even as you reinforce correct responses.
map on the sketch.
While the presentation will be going
Slow learners on the first question of this activity,
Let them list, with examples, the ensure that the presenter pays attention
qualities of a good map using the to communication skills and public
sketch maps drawn in Activity 1.1. speaking abilities.

Preparation for teaching

1.2 DIRECTION AND Make comprehensive notes on
BEARING Direction and Bearing using different
reference materials. The notes should
Learning outcomes be simplified, though with emphasis on
By the end of this section, the learners the direction and bearing.
should be able to: Organise the class so that they can be
a) State the bearings and directions of able to tackle Activity 1.3 and 1.4.
places and features on a map.

33
Ask them to individually attempt classrooms
Activity 1.5. Collect their notebooks (b) The gate from the staffroom
for marking. A team leader from each group should
present the findings in class.
Teaching and learning resources
a) Learner’s Books 1.3 USE OF GRID
b) Chalkboard REFERENCES
c) Topographic maps Learning outcome
d) Rulers and protractors
By the end of this section, the learner
e) Pencils
should be able to locate places and
Ensure use of appropriate materials for features on a map using grid references.
learners with special needs.
Additional information for the
Interactive and multi-ability teacher
learning Make a brief review of what the class
As they tackle Activity 1.5, ensure that learnt during the last lesson through
both slow and fast learners are actively question and answer method. Comment
involved. Ensure that learners with on the learners’ assignment (Activity
special needs are always catered for. 1.5), correcting those who did not get
the concept of Direction and Bearing
Extension/Remedial Activity
right.
a) Guided discovery
Introduce the topic of grid references
b) Discussion
by grouping the learners into five.
c) Demonstration
Let each group attempt Activity
d) Question and answer method
1.6. However, start by explaining
the definition and application of the
Attitudes and values to be
attained at the end of the lesson knowledge on grid references. Take
them through Activity 1.6, while
The learner should appreciate the
relating vertical lines to eastings and
importance of measuring bearings and
horizontal lines to northings. Explain
directions to locate places and features
why each category of lines is referred
on maps.
to by the name they are given.
Further activities
Allow for class presentation from
Organise the learners into groups of
each group. As they present, correct
five. Let each group use one of the
the information being provided, while
sketch maps they drew in Activity 1.1
allowing the rest of the class to take
to give direction and bearing of major
notes on what you confirm as correct.
features from each other in the school
By doing this, you will be promoting
compound. For example:
cooperation and communication.
(a) The playing ground from

34
Preparation for teaching Mark the assignment as you correct
As you prepare, take into account those who will not have understood
learners with special needs. Ensure that how grid referencing is done.
learners have access to the material In some cases, you can ask bright
they will require for Activity 1.6. This learners to stand in front of the class to
will include: explain to the rest how they managed
a) Graph paper to give correct grid references. You can
b) Red and blue marker pens introduce as many points on the grid as
c) Ruler possible, asking them to state the grid
references over and over again until
Teaching and learning resources when they will all grasp the concept.
a) Topographic map
Extension/Remedial Activities
b) Chalk board
Use the sketch map you drew in
Activity 1.1 (of your school).
Interactive or multi-ability
learning Number the vertical lines and
horizontal lines, on the squared piece
Ensure the groups are made of fast
of paper on which you drew the
and slow learners. Guide the activity
sketch. Indicate the flag post using
of drawing the grid to be used in this
a point/dot. Give the four figure grid
lesson. Let all learners be part of a
reference of the point where the flag
group which has all the materials
is.
necessary for the activity.

Teaching and learning methods 1.4 MEASURING DISTANCES

AND AREAS ON A MAP
a) Guided discovery
b) Guided discussions Learning outcomes
c) Question and answer By the end of this section, the learners
d) Demonstration should be able to:
e) Discovery or practical work a) Use different scales to measure
Learning activities distance and calculate areas on
topographic maps.
Using Activities 1.7 and 1.8, explain
how to give both the four figure and six b) Measure distances and calculate
figure grid reference. areas on the map in relation to
the actual distance on the surface
As an assignment, let them try to give ground area.
the grid reference of all the other c) Appreciate the importance of
points given in the grids provided in the measuring the actual distances and
Learner’s Book. calculating areas on maps.

35
Additional information for the Distance along curved features
teacher Note: You will require a metre rule,
Start the lesson by explaining that a borrowed from the Physics or Mathematics
scale is one of the five elements of a teacher for this lesson.
good map. Brainstorm with the learners
Measuring of distance along curved
what the other elements of a good map
lines is usually done using a non-elastic
are. Remind them of what they learnt
thread or straight edge of a paper.
in Senior One about Elements of a
good map in Unit 2. Ask one of them To demonstrate how this is done, draw a
to explain what a scale is. You can pick river on the chalk board, ensuring that it
another learner to give examples of has convenient curves to be measured.
scales used on topographic maps. Do Ask a learner, probably one known to
this with the help of Activity 1.9 in the you as a fast learner, to explain to the
Learner’s Book. rest of the class how measurement
At random, let learners speculate on along such a feature can be done using
the importance of measuring distances a string. Ensure the metre rule is readily
of various features on the map. provided for the measurement to be
taken.
Preparation for teaching
Afterwards, ask the learners to work
Distance along straight edges in pairs and attempt to measure the
Ensure that learners have the following distance along the river given on the
requirements for this lesson: map between points A and B. Using the
• Topographical map scale provided, guide them to convert
• A pair of dividers the map distance to the ground distance.
• A straight edge of a piece of paper They can first measure using a string,
• A ruler then a straight edge of a paper. Let
• A non-elastic cotton thread them practice applying the knowledge
gained working on Activity 1.10.
Guide the lear ner s through the
processes of measuring distances Measuring areas on a map
along straight lines on the map, using i) Areas of regular shapes
a pair of dividers, a straight edge of a Take them through Activity 1.11 by
paper, a ruler and a non-elastic cotton giving them figures to determine their
thread. The Learner’s Book has this areas such as squares, rectangles,
information. Explain each step, while trapezium and a circle. Ensure
demonstrating how it is done. that they grasp the appropriate
On the topographic map provided in mathematical formulae for this. Some
the Learner’s Book, let them measure of these formulas are:
the straight lines marked XY and MN. • Square (S x S)
• Rectangle (L x W)
• Triangle (1/2B x H)

36
• Trapezium (1/2(a + b) x H) Teaching and learning methods
• Circle (πr2) i. Guided discovery
ii) Areas of irregular shapes ii. Discussion
Natural features such as lakes and iii. Demonstration
forests appear as irregular shapes on iv. Question and answer method
topographic maps.
To find areas of such features, we count Extension/Remedial Activities
the number of full squares then assume Organise the learners into groups
that all other incomplete squares are of three. Let each group use one of
half squares. The total of full squares topographic map you will give them
plus half the number of incomplete to measure the distances between
squares give the area of the feature places along curved lines you will
represented on the map in km2. mark for them.
Remember, the squares that appear on Ensure you check their books before
topographic maps are usually 1km2. the next lesson. Have fast learners
help the slow learners to understand
After this explanation, learners should
how this measurements are done
attempt Activity 1.12 individually.
before moving to the next lesson.
Assist slow learners in calculation as
fast learners take on Activity 1.13.

Choose one of the learners who has 1.5 DESCRIPTION OF

fully understood to explain the findings RELIEF ON A MAP
of Activity 1.13.
Learning outcomes
Teaching and learning resources By the end of this section, the learners
i) Learner’s Books should be able to:
ii) Chalkboard a) State different ways of representing
iii) Topographic maps relief on maps
iv) Rulers b) Describe the relief of an area shown
v) Non-elastic cotton thread on a topographical map.
vi) Pencils Additional information for the
Interactive and multi-ability teacher
learning Build on the knowledge learners have
As they tackle Activity 1.13, ensure from the study of the representation of
that both slow and fast learners are relief on maps in Senior One (Unit 2).
actively involved. Ensure that learners Let them mention some of the relief
with special needs are always catered features that topographical maps show.
for. This should come out clearly through
Activity 1.14. Allow those who can
have access to Senior One Leaner’s

37
Book to cross reference and give Teaching and learning resources
answers to this activity. • Map extract in the Learner’s Book
For question 1(b) of this activity, they • Chalkboard
can use topographical maps you have • Topographic maps
provided together with the atlases they
have to explain how colour is used to Interactive and multi-ability
represent relief on maps. Let them learning
give examples of features that are As they tackle Activity 1.14, ensure
represented by certain colours. Mention that both slow and fast learners are
that mountains are represented by actively involved. Ensure that learners
purple, hills and uplands by brown and with special needs are always catered
mountain tops by white. for.

Before attempting question 2 of this Teaching and learning methods

activity, brainstorm on the difference • Question and answer
between trigonometric stations and • Discussion
spot heights as indicators of relief on • Demonstration
topographic maps. Make it simpler
• Question and answer method
and enjoyable for them by ensuring
that they understand the symbols • Guided discovery
that accompany each representation
of relief respectively. Using the map Extension/Remedial Activities
provided in the Learner’s Book, let 1. Give learners another map extract
them mention the stations they can with a key for certain features such
see. Before explaining the meaning of as a school, church or market for
the numbers besides each station, ask them to give their six figure grid
them to mention these figures, as one reference.
of them lists them on the chalkboard. 2. Give the End unit assessment as
Fast learners are likely to understand an assignment. Ensure you go
the meaning of this figures. Therefore, through the answers they have
ensure they participate in the discussion provided before the next lesson.
by allowing them to attempt to explain
what the numbers are meant for. Guide
the discussion so that there are no
unnecessary deviations from what
should be learnt.
Proceed to the last aspect of the lesson:
Use of contours on a topographical
map to calculate vertical interval. Use
the third question of this activity to
summarise the lesson.

38
Answers to End unit assessment b) Contours: Lines that join
1. - Join points G and F with a places of the same height
straight line. above sea level on a
topographical map
- At point G, draw a compass
point, with an elongated c) Contour interval: The
difference between
north to south line.
two successive interal lines on
- Place a protractor on point a topographic map.
G, and read the angle in d) Trigonometric station:
a clockwise direction from A point represented on a
the North-South line, to map by an inverted triangle
where the line joining G and or circle with a dot at its
F is. centre, to show the height
- Remember to state the angle of an elevated area on a
in three digits. topographic map, with the
altitude written besides it.
2. Grid references are the 4. Spot heights assist a map
numbers given to the lines reader to tell the altitude (that
that form the grid squares on a is height above sea level) of
topographic map. the places where they are
positioned on topographic
3. a) Relief: The nature of the maps. Other indicators of relief
slope of land include contours, colours and
trigonometric stations.

39
 Unit
TYPES OF PHOTOGRAPHS
2

Key unit competence

At the end of the three periods, the learner should be able to interpret different
types of photographs.

able to interpret different types of photographs.

Introduction
In Senior One, we learnt about the differences between maps and aerial photographs.
This year, we will learn more about photographs by studying the following:
(i) Definition of photographs
(ii) Types and parts of photographs
(iii) Importance of photographs

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes and values
• Name different types of • Observe and interpret • Appreciate the
photographs photographs of the local importance of
• State different parts of a environment. photographs in their
photograph • Explain how different types environment.
of photographs are taken • Show respect for the
• Identify the importance of
• Describe the different parts study of photographs
photographs.
of photographs. in the subject of
• Evaluate the importance of Geography.
photographs

Information to the teacher read loudly from their dictionaries the

meanings of the two terms. Help the
Introduce the unit by revisiting what
learners to compare the definitions
they learnt in Unit 2 of Senior One
given in the dictionaries.
about the differences between a map
and a photograph. Ensure that you are
Ensure that you give the learners the
equipped with a dictionary to support
expected definition, which can read as
your definition. Ask the learners to
follows:

40
A map is a representation of part or on reducing in size (the further they
the whole of the earth’s surface on a flat are from the camera), ground close-
sheet of paper or board. A photograph ups where a single object is the major
is a picture made using a camera. centre of focus and ground oblique
where the camera is higher than the
Ensure that you carry examples of object captured.
each (that is, a map and a photograph)
to display as you explain. Group learners for Activity 2.5 and
thereafter, explain the three parts of
Narrow your discussion to the topic a photograph so that they are able to
of study by pairing learners up for tackle Activity 2.6. Group learners for
Activity 2.1. After their work in this Activity 2.7 and guide the discussion
activity, ensure that each of them is well in a question and answer approach.
conversant with the correct answers
about this particular work. Links to other subjects
While teaching this unit, remember to
For the types and parts of photographs,
link it with optics in Physics.
let learners identify the main images
in each photograph A and photograph Generic competences
B as indicated in Activity 2.2. After In this unit, ensure that you achieve
this activity, go ahead and explain one or a combination of the following
how photographs can be categorised generic competences:
and how the types of photographs are
taken. That is basing on the position a) Critical thinking: This is the
and location of the camera. ability of the learner to think
imaginatively and evaluate ideas in
Let all learners realise that it is a meaningful way before arriving
photographs in Activity 2.2 that at a conclusion. It is also the ability
will be used even for Activity 2.3. to make appropriate decisions
Furthermore, after Activity 2.3, make based on experience and relevant
sure that learners are again given learning.
more explanation on sub-divisions of b) Creativity and innovation: This
ground photograph namely; ground is thinking beyond what is provided
general, ground close-ups and ground in order to generate new ideas to
oblique. enrich learning. It also includes
generating new ideas and applying
The explanation to learners is required them in learning situations.
after Activity 2.4 and this should be
c) Problem solving: In some cases,
directed at how three sub-divisions
the learner will be required to be
of ground photographs differ from
resourceful by finding answers to
each other. Explain that in ground
questions and solutions to problems.
general photographs, the objects keep

41
 This competence is also achieved photographs for example are shared
when a learner is able to explain among learner groups formed.
phenomena based on findings from Assessment criteria
information gathered or provided.
By the end of this unit, the learner should
d) Communication skills: This be able to properly differentiate types
involves comprehending language and parts of photographs and evaluate
through listening and reading, the importance of photographs.
using oral and written language to
discuss, argue and debate a variety End of unit notes
of themes in a logical manner and Emphasize key skills, values and
exchanging ideas confidently and attitudes to be attained at the end
effectively. of each section. Also, sensitise the
e) Lifelong skills: This is described learners on the cross cutting issues
as coping with evolution of that can be linked to this unit such as
knowledge and technology financial education or awareness and
advances for personal fulfillment. It inclusivity in learning process.
is also exploiting all opportunities
available to improve on knowledge 2.1 DEFINITION OF
and skills. PHOTOGRAPHS
f) Research skills: This is being Learning outcome
resourceful in finding answers
By the end of this section, the learners
to questions and solutions to
should be able to define a photograph.
problems as well as producing new
knowledge based on research of Additional information for the
existing information and concepts teacher
and sound judgment in developing Before starting this unit, ensure
viable solutions. that learners have relevant learning
g) Cooperation: Adapting to different materials such as Senior 2 Learner’s
situations including the world of Book so that they have access to the
work and practicing respect for photograph which has to be used to
rights, views and feelings of others. tackle Activity 2.1, notebooks and a
pen.
Cross-cutting issues Use this section to explain to the
Since this unit involves a lot of activities
learners the images in the photograph
with photos, there is need for learners to
such as those of people, caterpillar
appreciate why they have to cooperate
truck and human settlements. This
in working together. This inculcates
activity will even remind learners about
in them the sense of togetherness
the types of economic activities studied
hence inclusivity in learning processes
in Senior 1 Learner’s Book, Unit 13.
and financial awareness just because a

42
Preparation for teaching Endeavour to see that all learners are
involved in the discussion to find out the
Before the time for this lesson, avail
images of features in the photograph
yourself with the learner book that
so that no one is left behind, be it fast
contains the photograph for Activity
learners or slow learners.
2.1 so that you are well versed with the
images in it. This will help you to even For this activity, guide the pairs of
ease planning for Unit 3 which also learners into coming up with the correct
involves parts of a photograph. When information from the photograph.
you critically observe the photograph Teaching and learning methods
before the time for you to be in class,
• Discussion method
you will easily solve any question a
learner may raise. A learner should also • Demonstration
be informed the use of knowing the • Question and answer
definition of a photograph. • Discovery or practical activity
Teaching and learning activities
Teaching and learning resources
a) Listing down the things in the
• Learner’s Book
photograph.
• Samples of photographs
b) Stating the activity taking place in
• Pens the photograph.
• Chalkboard c) Estimating the time of the day when
the photograph was taken.
Interactive learning and multi-
ability learning Extension/Remedial Activities
Using Activity 2.1 as your introductory As average learners will be carrying
point for this section, organise learners class activities in the Learner’s
into pairs so that photographs are Book, the following activities are
enough to all of them. It is more recommended for fast and slow
advisable you pair a slow learner with learners respectively:
a fast learner such that all categories
are involved in learning process. In this Fast learners
case the fast learner is helping the slow Ask them to list down the importance
learner to grasp what they are looking of the activity carried out in the
for as regards what the question is photograph. And try to give the
asking for. difference in the photographs shown
Let them list all images they see in the in Activity 2.2.
photograph under your supervision,
state the activity taking place in the Slow learners
photograph and estimate the time Let them count and write down the
of the day when the photograph was number of people in the photograph
taken. and what would be their use in this
activity.

43
2.2 TYPES AND PARTS OF explanation concerning the types of
PHOTOGRAPHS aerial photographs.

Guide learners to make groups and start

Learning outcomes on Activity 2.5. When the reading is
By the end of this section, the learners going on, ensure that the presenter
should be able to: pays attention to communication skills
a) Name dif ferent parts of the and public speaking abilities.
photographs
b) State different parts of a photograph Involve learners in explaining parts
c) Observe and interpret photographs of a photograph by asking them some
of the local environment questions. After this use the first diagram
d) Explain how different types of for Activity 2.6 to demonstrate these
photographs are taken parts of a photograph. This skill will
e) Describe the different parts of guide them in attempting Activity 2.6.
photographs
After that, discuss the answers they will
have given, correcting those that are
Additional information for the wrong, even as you reinforce correct
teacher responses. Answer the questions
Introduce this lesson by reviewing they might raise from activities they
briefly what the class leant during the attempted and from the explanation
last lesson. you made.
Preparation for teaching
Proceed to explain that photographs Equip yourself with all solutions for
can be categorised depending on the Activity 2.2 and all Learner’s Books
view point. It is from here that the two should be made available in time
types of photographs are obtained. so that activities are well done with
Let the learners work on Activity photographs to which questions refer.
2.2. You can have Activity 2.3 done Organise the class so that all the
alongside. activities in this section are done.

Attend to learners individually to Teaching and learning resources

observe their progress with Activity a) Learner’s Books
2.3 as they attempt o classify photo b) Chalkboard
A and photo B. Avail them with the
photographs for Activity 2.4. Interactive and multi-ability
learning
Appoint one of the fast learners to
read the definition for each of the Much emphasis should be put on
three types of ground photographs slow learners and those who have
so that they are all able to classify disabilities.
them. After this activity, make your Even in groups ensure that slow

44
learners are mixed with fast learners in the previous lesson on an individual
and still make a follow up on how they basis.
are participating and picking up the After brainstorming, each group gets
theme. one learner to present its work in front
of others. Thereafter, you summarise
Ensure that learners with special this exercise in a question and answer
needs are catered for. method. In this summary, use the
Teaching and learning methods Learner’s Book to correct them.
• Guided discovery Preparation for teaching
• Discussion As you prepare, take into account
• Demonstration learners with special needs. Ensure that
• Question and answer learners have access to the material
they will require for Activity 2.7.
Further activities
This will include note books, pens and
To encourage learners to read ahead the chalkboard.
of the teacher, ask them to find out the Teaching and learning resources
importance of photographs.
a) Geographical documents
b) Chalk board
2.3 IMPORTANCE OF
PHOTOGRAPHS Interactive or multi-ability
learning
Learning outcomes Ensure the groups are made of fast
By the end of this section, the learner and slow learners. Guide them in
should be able to: brainstorming and even orient those
1. Identify the importance of presenting group work to be confident
photographs and emphasise communication skills.
2. Evaluate the importance of
photographs Teaching and learning methods
Additional information for the a) Guided discussions
teacher b) Question and answer
Make a brief review of the parts of a c) Demonstration
paragraph and use the photograph on d) Guided discovery
Activity 2.6 on how features in it were
placed in its three different parts. For
Activity 2.7, make groups considering
mixing slow learners and fast learners
and let these groups brain storm the
importance of photographs. Remember
this was given to them as an assignment

45
 Extension/Remedial Activities
Provide learners with different types
of photographs, that is:
(i) Ground general view photograph
(ii) Ground close-ups photograph
(iii) Ground oblique photograph
(iv) Actual oblique photograph
(v) Vertical aerial photograph

With reasons, let them classify each

photo into its appropriate category
correctly. Guide their participation in
this activity.

46
 Unit INTERPRETATION OF PHOTOGRAPHS
3 AND VIDEO IMAGES

Key unit competence

At the end of the three periods, the learner should be able to interpret the
relationships between physical and human features on photographs and draw
sketch diagrams of a photograph.

Introduction
In Unit 2, we learnt about the types of photographs. In this unit, we will learn more
about photographs and their divisions by covering the following sections:
i) Types and divisions of a photograph
ii) Identification of human and physical features on photographs and video
images.
iii) Relationships between different features (human and physical aspects)
iv) Drawing sketch diagrams of photographs
v) Reduction and enlargement of photographs
Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.

Knowledge Skills Attitudes

• Identify sections of a • Locate different sections of • Appreciate the use of a
photograph. a photograph. photograph to interpret
• Identify physical and • Differentiate human and physical and human
human features on a physical features in a features
photograph or video photograph with the help of • Develop the ability to
image. a key associate human and
• Inter-relate human and • Interpret the relationship physical phenomena using
physical features in a between human and photographs
photograph or video physical features in a • Appreciate the importance
image. photograph or video image of reducing and enlarging
• Draw a sketch diagram of • Apply knowledge to draw a photographs
a photographs sketch of a photograph
• State ways to reduce and • Apply knowledge to reduce
enlarge photographs and enlarge photographs.

47
Information to the teacher For Activity 3.5, you can use any
Start this section with a reference to possible means to play a video showing
Unit 2 since both units are related. milk processing. Even phones may
Remember in unit 2, we defined serve the purpose. Ensure all learners
photographs, identified different view the video. This is because without
types of photographs and pointed this, tackling this activity is impossible.
out different parts of a photograph. In 3.6, explain to them how to observe
Also in this unit, other divisions of a critically in order to come up with the
photograph are tackled. Check on the rightful physical features. Like you did
previous assignment left with them and for Activity 3.5, still improvise for
base on their findings to come with the question 2 of Activity 3.6.
right answers they should have come
Proceed to explain for them examples
up with.
of relief features that can be found in
Organise learners into groups so that photographs. Organise your learners
they are able to handle Activity 3.1. into groups and let them work out
Ensure that they have pencils, rulers, Activity 3.6. continue and explain
dictionaries or Internet and pens to physical aspects of the land. At this
successfully workout this activity. After time learners have ability to handle
this go ahead to explain types and Activity 3.7 with little monitoring.
divisions of photographs.
Guide learners in Activity 3.2 so Explain to them how sketch maps
as they observe carefully the set of are drawn after activity 3.7 because
photographs in order to categorise they need this will be needed to
them and give reasons for every tamper with Activity 3.8. From here,
individual’s categorisation. Continue to explain thoroughly how reduction and
diagram with divisions of photographs enlargement of photographs is done.
and explain the importance of these
nine parts of a photograph. This will Links to other subjects
help them to handle Activity 3.3 since This unit links with physics as far as
they will have known the use of sub- convective and radioactive currents,
dividing the photograph (to precisely forces of pressure and heat are
state or locate the position of objects) concerned. Keep this in mind when
Explain how photographs and video dealing with this unit.
images differ from each other. Remind Generic competences
them about Unit 13 of Leaner’s Book 1. In this unit, ensure that you achieve
You can refresh their minds by asking one or a combination of the following
oral questions about the types of generic competences:
economic activities and the examples
that belong to each type. This will a) Critical thinking: This is the
enable them solve questions for ability of the learner to think
Activity 3.4. imaginatively and evaluate ideas in

48
 a meaningful way before arriving g) Cooperation: Adapting to different
at a conclusion. It is also the ability situations including the world of
to make appropriate decisions work and practicing respect for
based on experience and relevant rights, views and feelings of others.
learning.
b) Creativity and innovation: This Cross-cutting issues
is thinking beyond what is provided Since this unit involves a lot of activities
in order to generate new ideas to with photos, there is need for learners
enrich learning. It also includes to appreciate why they have to team up
generating new ideas and applying in groups in order to use few copies of
them in learning situations. photographs. This trains them how to
save hence bringing financial education
c) Problem solving: In some cases, or awareness into practice. The groups
the learner will be required to be formed to tackle activities in this unit
resourceful by finding answers to have to involve both girls and boys in
questions and solutions to problems. case of mixed Schools and this instils
This competence is also achieved in learners’ minds the aspect of gender
when a learner is able to explain and comprehensiveness. When learners
phenomena based on findings from master the procedures for enlargement
information gathered or provided. and deduction of photographs, they
d) Communication skills: This capture standardisation culture or
involves comprehending language quality principles to shape responsible
through listening and reading, using and straight forward society.
oral and written language to discuss,
argue and debate a variety of themes Assessment criteria
in a logical manner and exchanging By the end of this unit, learners
ideas confidently and effectively. should be able to draw sketches from
photographs and critically analyse
e) Lifelong skills: This is described
photographic interpretation.
as coping with evolution of
knowledge and technolog y
advances for personal fulfillment. It End of unit notes
is also exploiting all opportunities Emphasise key skills, values and
available to improve on knowledge attitudes to be attained at the end
and skills. of each section. Also, sensitise the
learners on the cross cutting issues
f) Research skills: This is being
that can be linked to this unit such
resourceful in finding answers
as financial education or awareness,
to questions and solutions to
inclusivity in learning process and
problems as well as producing new
standardization culture or quality
knowledge based on research of
principles to shape responsible and
existing information and concepts
straight forward society.
and sound judgment in developing
viable solutions.

49
 divisions of a photograph to easily
3.1 TYPES AND DIVISIONS demonstrate it on a chalk board.
OF A PHOTOGRAPH
Teaching and learning resources
Learning outcomes i) Learner’s Book
By the end of this section, learners ii) Samples of different types of
should be able to: photographs
a) Identify the sections of a photograph iii) Pens
b) Locate different sections of a iv) Chalkboard
photograph v) Pencils
Additional information for the vi) Rulers
teacher Interactive learning and multi-
Before starting this unit, ensure ability learning
that learners have relevant learning
Using Activity 3.1 as your introductory
materials such as Learners’’ Book
point for this section, organise learners
Senior 2 so that they have access to
into groups so that all learners
the photograph which has to be used
understand the theme of the section.
to tackle Activity 3.1, notebooks,
pencils, rulers, pens, internet if possible
Guide learners in Activity 3.2 and
and access to the library. Explain types
Activity 3.3. Remember to assist them
of photographs to the learners properly
in case the photograph for Activity 3.3
and endeavour to use as simple English
may not be easily accessed by some
as you can.
of them. Slow learners here should be
Go through photographs for the various closely monitored to ensure they are
activities so that by the time work moving together with other learners.
presented from learners arrive to your
table, you already know what and how to Teaching and learning methods
guide them. Make enough explanation • Guided discovery
on divisions of a photograph and • Discussion method
assist them to refer to a photograph of • Demonstration
Activity 2.6 so that Activity 3.3 is • Question and answer
done with much ease.
Teaching and learning activities
Preparation for teaching a) Brainstorming on the differences
As you organise yourself for this between photographs and video
unit, revise the Learner’s book on images
this particular section so that your b) Observing and writing reasons
explanation on types and divisions for the way photographs are
of photographs flows like water. You categorised
should be able to memorise the c) Explaining the missing category of
photographs.

50
d) Positioning features in different c) Appreciate the use of a photograph
divisions of the photograph to interpret physical and human
features
Extension/Remedial Activities
Additional information for the
Average and slow learners will draw
the table in their notes books while teacher
fast learners are searching the internet This section will be commenced with
or checking in the dictionary for the an explanation for the difference
difference between photographs and between the photograph and a video
video images. image. Ensure that the classroom is set
for Activity 3.4 and all learners have
Fast learners access to the photographs the activity
Ask them to discuss their findings requires.
with normal and slow learners and Ensure you have all the necessary
then copy the table into their note materials for Activity 3.5 as well. If to
books. For Activity 3.2, they try to improvise is a necessity, then do it prior
raise reasons why photographs are to the lesson time.
categorised in the way they are.
Do not limit yourself to the photographs
Slow learners given in the Learner’s Book only. Have
These write down the findings of other photographs relevant to the topic
fast learners and listens to their of study. Before the lesson, you can
explanation. Join the fast learners in ask learners to obtain photographs
positioning features in nine divisions from newspapers that may have
of the photograph as required by almost similar qualities as those in the
Activity 3.3. Learner’s Book.
Teaching/learning resources
3.2 IDENTIFICATION • Learner’s Books
OF HUMAN AND • Selected photographs
PHYSICAL FEATURES • Video clips
ON PHOTOGRAPHS AND • Class discussions
VIDEO IMAGES
Interactive and multi-ability
Learning outcomes learning
By the end of this section, the learners Display the photographs in class for all
should be able to: learners to see. Have several of them,
a) Identify physical and human but a selected few for instructional
features on a photograph or video purposes.
image This should supplement what is in the
b) Differentiate human and physical Learner’s Book.
features in a photograph with the
help of a key

51
Use question and answer method 3.3 RELATIONSHIP
ensuring that you involve both slow BETWEEN DIFFERENT
and fast learners. Organise the learners
FEATURES (HUMAN
in groups to work on activities for class
discussion. AND PHYSICAL
ASPECTS)
Ensure that learners with special needs
are catered for. For example, the short Learning outcomes
sighted learners should be made to sit By the end of this section, the learners
in front of the class so that they can should be able to:
watch the video clips with ease. a) Interrelate human and physical
features on a photograph or video
In case you have a difficult obtaining image
suggested video clips, use your smart b) Interpret the relationship between
phone to replay some of the videos that human and physical features on a
may illustrate what you need to teach. photograph or video images
c) Develop the ability to associate
Teaching/learning methods human and physical phenomena
• Guided discovery using photographs
• Photograph and video analysis
Additional information for the
• Class discussion
teacher
• Demonstration
• Question and answer methods Make a brief review of what the class
leant during the last lesson through
question and answer method.
Further activities Check the learners’ assignment to
Ask the learners to tackle question 2 of ensure it is completed.
Activity 3.5 and question 2 of Activity
Introduce the topic by dividing the
3.6 in groups. Remember, group work
learners into groups. To each group,
promotes interpersonal relationships and
assign two photographs given in the
cooperation among learners.
Learner’s Book.
Guide them on what to look out for, Guide their discussion by pointing
by mentioning that relief features that out what to look out for when trying
can be shown by photographs include to establish a relationship between
mountains, hills, slopes, valleys, different features and human/physical
plateaus and plains. aspects.
This may include influence of relief on:
• Agricultural activities, such as crop
farming and livestock keeping
• Infrastructural development
• Settlement

52
• Fishing Teaching/learning methods
• Tourism • Presentations from the learners
• Power generation • Guided discovery
• Trade • Class discussion
• Soil conservation and utilisation • Interpretation and identification of
After the discussion, let them prepare information on newspaper cutting
their findings for class presentation. • Question and answer method
During the presentation, guide their
speech, correcting their grammar and Suggested learning activities
reinforcing public speaking skills. i) Studying and analysing and
Listen carefully to their assertions, interpreting each photograph
and give additional information provided.
where necessary. Ensure incorrect ii) Working in groups on activities.
assumptions are corrected immediately. Extension/Remedial activities
Ask learners to have newspaper
Teaching/learning resources cuttings and photographs that shows
a) Photographs given in the Learner’s the relationship between different
Books features (both human and physical
aspect). This will help you tell whether
b) Information from other reference
they understood this area of study.
books
c) Newspaper cuttings
3.4 & 3.5: DRAWING
Interactive/multi-ability SKETCH DIAGRAMS
learning OF PHOTOGRAPHS
For the learners who will be AND REDUCTION AND
participating in the class presentation,
ensure all learners of different abilities
ENLARGEMENT OF
are catered for. Gender balance is also PHOTOGRAPHS
to be considered when teaching a class a) Drawing sketch diagrams of
with both sexes. photographs
As presentations are ongoing, Make a brief review of what the class
emphasise on the points the learners leant during the last lesson through
need to learn, as you guide them in question and answer method. Follow
taking notes. up to find out if the further activity
Summarise the lesson by explaining the given in the previous lesson was done.
information given in the Learner’s Book, Ensure you guide learners who did not
explaining how relief dictates land use understand the concept before starting
and natural resource distribution. this lesson. Just like the previous lesson,
this session will require photograph
analysis, but with a different intention.

53
Take them through the process Note: Use the photographs given in the
of drawing sketch diagrams using Learner’s Book for this activity.
Activity 3.7. First, ask them to identify Summarise the lesson by informing the
the main features in the photographs learners that reduction or enlargement
provided to them in the Learner’s Book. of photographs can be done to any
After learning this, let them attempt given ratio, for example:
Activity 3.8 during their remedial • 1:0.25
learning. • 1:0.5
• 1:0.75
b) Reduction and enlargement of
• 1:1.25
photographs
• 1:1.50
For practicality purposes, its suggested
• 1:1.75
that you teach one aspect of resizing
• 1:2
photographs then let learners to try to
Ask them to use the ratios above to
work on their own on the second aspect
resize the photographs you will give
on their own.
them. Help them understand that the
Reduction of photographs first four rations are for reduction while
the last four are for enlargement.
a) Draw a smaller frame than that of
As an assignment, let them calculate
the original photograph.
the percentage of reduction and
b) Identify the main features to be
enlargement respectively.
shown on the sketch.
Preparation for teaching
c) While paying attention to how they
As you prepare, remember to cater for
are positioned on the original photo,
the learners with special needs. Collect
sketch them within the frame you
relevant photographs and newspaper
will have drawn.
cuttings from both rural and urban
d) Ensure your sketch has a title and a
settlements, prepare comprehensive
key.
notes and guiding questions. Ensure
Enlargement of photographs you are familiar with the activities in
a) Draw a larger frame than that of the the section and the possible answers to
original photograph. the same.
b) Identify the main features to be
shown on the sketch. Teaching/learning resources
c) While paying attention to how they a) Photographs taken from different
are positioned on the original photo, places, both rural and urban settings
sketch them within the frame you b) Learner’s Textbook
will have drawn. c) Pencils and rulers
d) Ensure your sketch has a title and a d) Learner’s notebooks
key.

54
Interactive/multi-ability
learning
Use question and answer and discussion
methods on each mode of resizing -
whether enlarging or reducing.

Organise the learners into groups

ensuring that fast and slow learners are
in each of the groups. Ensure learners
with special needs are allocated to
groups.

Teaching/learning methods
a) Demonstration
b) Guided discovery
c) Discussion
d) Photograph interpretation
e) Question and answer

Suggested learning activities

Working in groups on activities in the
section.
Extension/Remedial Activities
Ask learners to state with a reason the
best type of photograph to use for this
activity. This activity will also serve
to remind the learner of the types of
photographs they learnt before.

In groups, ask learners to resize the

photographs you will give them
according to the rations provided
above.

55
 TOPIC AREA: PHYSICAL GEOGRAPHY
SUB-TOPIC AREA: UNDERSTANDING THE
EARTH

UNIT 4: TECTONIC PROCESSES

UNIT 5: THE EXTERNAL LAND FORM PROCESSES

UNIT 6: RELIEF IN RWANDA

UNIT 7: WEATHERING AND ROCKS

UNIT 8: SOILS IN RWANDA

UNIT 9: CLIMATE AND CLIMATE CHANGE IN
RWANDA
UNIT 10: VEGETATION IN RWANDA

UNIT 11: DRAINAGE IN RWANDA

UNIT 12: ENVIRONMENTAL CONSERVATION IN

RWANDA

56
 Unit
TECTONIC PROCESSES
4

Key unit competence

At the end of the ten periods, the learner should be able to explain the tectonic
theory that has shaped the landscape that we see.

Introduction
The theory of plate tectonics attempts to explain to us how the earth was formed.
The theory also explain some of the earth movements we still experience today.
In this unit, we will study the following sub-topics:
Internal land forming processes (Tectonic movements)
i) Folding (causes of folding, resultant features, examples of areas of folding and
effects of folding)
ii) Faulting (causes of faulting, types of faults, landforms and examples of areas of
faulting and effects of faulting)
iii) Warping (definition and landforms resulting from warping)
iv) Vulcanicity and volcanicity (definition of vulcanicity and volcanicity, landforms
resulting from vulcanicity, distribution and types of volcanoes, types and causes
of volcanic eruptions and effects of vulcanicity)
v) Earthquakes (definition, instruments for measurement, distribution, causes and
consequences of earthquakes)
Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.
Knowledge Skills Attitudes
• Explain the internal • Infer landforms in their • Demonstrate an
landform processes in environments. understanding of the internal
the Earth’s crust. • Evaluate causes and structure of the earth
• Differentiate between consequences of faulting, • Show concern for the effects
faulting, folding and folding and warping. of internal processes on
warping. • Describe the types of landform evolution
• Locate areas of folding, volcanoes.
faulting and warping in
Africa.

57
• Outline the causes and • Examine the types • Show concern for the
effects of vulcanism and and causes of volcanic causes of natural disasters
earthquakes eruptions. and the need to put in place
• Name the major • Locate the major protection measures.
world regions affected world regions affected • Appreciate the importance
by vulcanism and by vulcanism and of volcanic features on the
earthquakes. earthquakes. landscape

Information to the teacher to make appropriate decisions

Internal land-forming processes (or based on experience and relevant
tectonic processes) are those processes learning.
operating inside the earth. These b) Creativity and innovation: This
processes result in the formation of is thinking beyond what is provided
features on the surface of the earth. in order to generate new ideas to
They are caused by tectonic forces. enrich learning. It also includes
This results into tectonic movements, generating new ideas and applying
also called earth movements. them in learning situations.
Tectonic movements can be horizontal c) Problem solving: In some cases,
(lateral) or vertical. They cause the the learner will be required to be
following processes to occur within the resourceful by finding answers to
earth, namely: questions and solutions to problems.
(i) Folding This competence is also achieved
(ii) Faulting when a learner is able to explain
(iii) Warping phenomena based on findings from
(iv) Vulcanicity information gathered or provided.
(v) Earthquakes d) Communication skills: This
Links to other subjects involves comprehending language
through listening and reading,
While teaching this unit, ensure
using oral and written language to
you draw a link to convective and
discuss, argue and debate a variety
radioactive currents, forces of pressure
of themes in a logical manner and
and heat in physics.
exchanging ideas confidently and
Generic competences effectively.
In this unit, ensure that you achieve e) Lifelong skills: This is described
one or a combination of the following as coping with evolution of
generic competences: knowledge and technology
a) Critical thinking: This is the advances for personal fulfillment.
ability of the learner to think
imaginatively and evaluate ideas in It is also exploiting all opportunities
a meaningful way before arriving available to improve on knowledge
at a conclusion. It is also the ability and skills.

58
f) Research skills: This is being tectonic theory that has shaped the
resourceful in finding answers landscape that we see.
to questions and solutions to End of unit notes
problems as well as producing new Emphasise key skills, values and
knowledge based on research of attitudes to be attained at the end
existing information and concepts of each section. Also, sensitise the
and sound judgment in developing learners on the cross cutting issues
viable solutions. that can be linked to this unit.
g) Cooperation: Adapting to different
situations including the world of
work and practicing respect for 4.1 INTRODUCTION TO
rights, views and feelings of others. INTERNAL LAND FORM
PROCESSES
Cross-cutting issues
Geography is all about the environment. Learning outcomes
It is important that as you introduce By the end of this lesson, the learner
Geography to the Senior 2 learners, should be able to:
you ensure that they understand • Identify various physical features
and appreciate that they need to • Describe tectonic movements
work together in solving classroom
challenges, such as reading and Additional information for the
interpreting information on maps. This
teacher
will help them work together regardless
Before starting this unit, ensure that
of each of their capabilities. This
learners have relevant learning materials
way, they will appreciate each other’s
such as notebooks, pencil, ruler, rubber
contribution in the learning process,
and pen. Before introducing learners to
thereby fostering inclusivity in learning
tectonic movements, take them through
processes.
a review of physical features they know
As learners work together in groups, of using Activity 4.1.
you will achieve cooperation amongst
the learners as well as saving on cost Help learners distinguish between the
that will have seen you acquire maps different types of tectonic movements
for use by each of the learner. This as in Activity 4.2.
will promote financial education or
awareness, especially if mentioned to Preparation for teaching
the learner on the need to share the Acquaint yourself with the environment
resources you’ll have given them (in around the school and make notes of
this case being topographical maps). the Geographical features that you
Assessment criteria
By the end of this unit, the learner
should be able to correctly explain the

59
expect the learners to be able to identify. Teaching and learning methods
Ensure that the preparation you make • Guided discovery
will enable learners to acknowledge
• Discussion
that there is need to study this unit.
• Observation
• Question and answer
Teaching and learning resources
Teaching and learning activities
Learner’s Book, photographs, rulers,
pencils, chalkboard and tactile displays a) Drawing the sketch map of the
for learners with visual impairments. school compound
b) Observing the school environment
to identify features to be drawn
Interactive learning and multi-
c) Using available reference materials
ability learning to search for information about map
Using Activity 4.1 as your introductory work
point for this type of learning, group d) Asking and answering questions
the learners into five. You must involve and taking notes
slow learners and ensure that groups
are made up of learners of different
abilities. Let them identify various 4.2 FOLDING
physical features under you supervision. Learning outcomes
By the end of this section, the learners
While discussing their findings, use should be able to:
question and answer and discussion • Explain the causes of folding
methods ensuring that all learners • Describe the resultant features of
participate. This will promote folding
cooperation among the learners.
• Discuss the effects of folding
Activity 4.2 should be done in pairs Additional information for the
as part of their assignment for class teacher
discussion. Let them present their Introduce this lesson by reviewing the
findings to the class. This activity is meaning of folding. Use Activity 4.5
aimed at promoting creativity and to help learners understand the concept
innovativeness as they learn new of folding better. Having explained the
knowledge about maps as well as concept of folding, let learners explain
cooperation as they work together in what is represented by the paper as in
pairs. Activity 4.3. This activity will help
learners understand the causes of
For both activities, guide the learner folding.
into learning correct information by The process of folding causes sizeable
giving summarised explanation as per features that can be seen on the surface
the expected learning outcomes. of the earth. The most common
features resulting from folding are

60
fold mountains. They form the world’s catchment area and are therefore
highest mountains. You will then group a source of rivers whose water can
them and let them carry out Activity be utilised in various ways in the
4.4 through discovery method. Let surrounding areas and far places.
learners use their Atlases to give a list of (h) The scenery created by fold
fold mountains. Let them do Activity mountains is unique and attractive
4.5. to look at. Therefore fold mountain
Guide learners to discuss the effects of areas are a tourist attraction.
folding in groups.
Preparation for teaching
(a) Severe folding distorts the land Make comprehensive notes on folding
turning it into a rugged landscape using different reference materials. The
that is unsuitable for farming and notes should be simplified, though with
settlement. emphasis on the process of folding and
(b) During folding, valuable minerals its significance.
could be brought closer to the
surface, making their mining easier. Organise learners to identify the zones
However, some valuable minerals of folding on continents from their
could also end up being buried deep atlases and other geographical sources.
and therefore inaccessible.
(c) The process of folding weakens Teaching and learning resources
the crustal rocks causing them a) Learner’s Books
to develop cracks. These provide b) Chalkboard
weak areas through which molten c) Atlases
magma can escape from the interior d) Pieces of paper
of the earth thus triggering volcanic e) Ensure use of appropriate materials
activity. for learners with special needs.
(d) Fold mountains form a barrier to
transport and communication. Interactive and multi-ability
(e) The mountains, especially in the learning
olden days, form a protective barrier As they find out the zones of folding,
against enemies on the other side of ensure that both slow and fast learners
the mountain. are actively involved.
(f) The mountains for med from
Ensure that learners with special needs
folding modify the climate of the
are always catered for.
area where they exist. Some areas
receive abundant rain while others Teaching and learning methods
receive less. Higher areas are cooler
a) Guided discovery
than lower areas.
b) Discussion
(g) Mountains are a good water

61
c) Demonstration faults and provide illustrations for how
d) Question and answer they are formed. Let learners discuss
this in detail as in Activity 4.7. Provide
Attitudes and values to be learners with a map to show the extent
attained at the end of the lesson of the Great Rift Valley. Pair learners up
The learner should appreciate the and guide them in the discussion about
features formed from folding and their the effects of faulting. Activity 4.9 will
significance. facilitate this exercise.

Using Activity 4.10, let learners

Extension/Remedial Activities
identify the areas of faulting in Africa.
Organise the learners into groups of
five. Let each group draw the map of Allow for class presentation from
Africa showing the areas of folding. A each group. As they present, correct
team leader from each group should the information being provided,
present the findings in class. while allowing the rest of the class
to take notes on what you confirm
as correct. By doing this, you will be
4.3 FAULTING promoting cooperation, promoting
Learning outcomes communication.
By the end of this section, the learner Preparation for teaching
should be able to: As you prepare, take into account
• Explain the causes of faulting learners with special needs. Ensure that
• Describe the resultant features of learners have access to the material
faulting they will require for Activity 4.6. This
• Discuss the effects of faulting will include:
a) Moulding clay
b) Ruler
Additional information for the
teacher Teaching and learning resources
Demonstrate the process of faulting a) Photographs
to the learners as given in Activity b) Chalk board
4.6. This activity will help learners c) Moulding clay
understand faulting by compression. d) Rulers
Organise learners into groups and e) Atlases
let them carry out Activity 4.6. This f) Charts
activity will help learners understand
faulting by tensional forces. Interactive or multi-ability
learning
Guide learners through the types of Ensure the groups are made of fast
and slow learners. Guide the activity

62
of drawing making plasticine ribbons Teaching/learning resources
to used in this lesson. Let all learners
be part of a group which has all the • Atlases
materials necessary for the activity. • Pencils
• Note books
Teaching and learning methods • Charts
a) Guided discussions
b) Question and answer
Interactive and multi-ability
learning
c) Demonstration
As they tackle Activity 4.15, ensure
Extension/Remedial Activities that both slow and fast learners are
While you explain the extent of the actively involved. Ensure that learners
Great Rift Valley to the slow learners, with special needs are always catered
let the fast learners draw the map of for.
Africa showing the Great Rift Valley Teaching and learning methods
in their note books.
i. Teacher exposition
ii. Discussion
4.4 WARPING iii. Demonstration
Learning outcomes iv. Question and answer method
By the end of this section, the learners Extension/Remedial Activities
should be able to: Provide learners with a chart showing
• Define warping areas of warping in Africa. Let the
• Identify areas of warping in Africa fast learners draw the map as the
slow learners understand these areas
Additional information for the deeper.
teacher
Start the lesson by reviewing the
meaning of warping. Pair learners and 4.5 VULCANICITY AND
let them identify the areas of warping VOLCANICITY
in Africa. Use Activity 4.10 for this
exercise. Learning outcomes
By the end of this section, the learners
Preparation for teaching should be able to:
Read widely about faulting from a) State different ways of representing
geographical sources. Ensure you have relief on maps
a chart with a map showing the areas b) Describe the relief of an area shown
of warping in Africa to be provided to on a topographical map
learners at the end of the lesson.

63
Additional information for the Teaching and learning methods
teacher • Guided discovery
Review the meaning of volcanicity • Discussion
and vulcanicity with the learners. Let • Demonstration
learners draw difference between the • Question and answer
two terms.
4.6 EARTHQUAKES
Group learners and guide them to
understand the types of volcanic Learning outcomes
eruptions. Activity 4.12 will facilitate By the end of this section, the learners
this exercise. should be able to:
• Account for the causes of
Use an illustration of the features of earthquakes
vulcanicity. Let learners identify the • Discuss the consequences of
intrusive landforms on the diagram in earthquakes
Fig 4.13. • Identify earthquake zones of the
world
Guide learners through Activity 4.14
and 4.15 to help them understand Additional information for the
the difference between a crater and a teacher
caldera. Let learners find out about the
formation of craters and calderas and Review the meaning of an earthquake
give examples. Take learners through with the learners. Let learners find
the types of volcanoes. Let them do out the meanings of the terminologies
Activity 4.16. given in Activity 4.18. Explain the
causes of earthquakes to the learners.
Using Activity 4.17 let learners Introduce learners to the measurement
discuss the effects of vulcanicity. of earthquakes. Group them and
Let learners identify the volcanic let them do Activity 4.19. Having
features in the world. understood magnitude and intensity
of earthquakes, let learners discus the
Teaching and learning resources effects of earthquakes.
• Atlases (a) The effect of earthquakes in densely
• Chalkboard populated areas can be disastrous.
• Charts Loss of human life and destruction
of property are common effects of
Interactive and multi-ability
earthquakes.
learning
(b) Some powerful earthquakes cause
As they identify the volcanic features, development of violent motions in
ensure that both slow and fast learners the earth making the surface look
are actively involved. Ensure that like a series of waves.
learners with special needs are always
catered for.

64
(c) Violent earthquakes can set off the
processes of folding, faulting and Extension/Remedial Activities
even vulcanicity. It should be noted Give the learners an assignment.
however, that these processes also Let them draw the map of the
cause earthquakes. world showing the distribution of
(d) When a massive earthquake occurs earthquake zones.
on the sea bed, it rocks the sea floor
resulting in development of a very
unusually very powerful wave called
a tsunami. These are common in
Japan and surrounding ocean.
(e) Earthquakes are known to cause
vertical or lateral displacement of
parts of the land. Parts of the sea
floor can be raised or lowered as
well.
(f) Landslides are common effects after
occurrence of strong earthquakes.
Teaching and learning resources
• Atlases • Chalkboard
• Charts • Notebooks
• Dictionaries

Interactive and multi-ability

learning
As they tackle Activity 4.19, ensure
that both slow and fast learners are
actively involved. Ensure that learners
with special needs are always catered
for.
Teaching and learning methods
• Guided discovery
• Discussion
• Demonstration
• Question and answer

65
 Unit
THE EXTERNAL LAND FORM
5 PROCESSES

Key unit competence

At the end of the six lessons, the learners should be able to investigate how
erosion and weathering have shaped the landscape.

Introduction
In this unit, we will study the following sub-topics:
External land forming processes: (erosion, weathering and mass wasting)
i) Erosion (Agents of Erosion: running water, wind, glaciers, man, animals and
gravity. Types of Erosion: gulley, rill, splash and sheet. Causes and effects of
erosion on landscape (landforms)
ii) Weathering (definition, forms, causes and impact of weathering on landscape)
iii) Mass wasting (Forms of mass wasting, Causes and effects of mass wasting)
iv) Measures of controlling erosion and mass wasting

Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills and
attitudes summarised in the table below.

Knowledge Skills Attitudes

• Identify the agents of • Differentiate among the • Advocate for the awareness
erosion agents of erosion concerning the need to
• Identify different forms of • Analyse different forms of protect the landscape
weathering, causes and weathering, causes and against erosion.
effects. their effects. • Show concern for the effects
• State the forms of mass • Explain the forms of of human activities on soil
wasting, causes and mass wasting, causes erosion and mass wasting.
effects. and effects. • Show continual desire to
• State the measures of • Analyse the measures mitigate soil erosion and
controlling erosion and used to control erosion mass wasting
mass wasting and mass wasting

66
Information to the teacher c) Problem solving: In some cases,
Internal and external processes of the the learner will be required to be
earth are responsible for the continuous resourceful by finding answers to
physical changes that are taking place questions and solutions to problems.
on the Earth’s surface from time This competence is also achieved
immemorial. External land forming when a learner is able to explain
processes are forces that operate on the phenomena based on findings from
surface of the earth. information gathered or provided.
d) Communication skills: This
External land forming processes involves comprehending language
include: through listening and reading,
(i) Erosion using oral and written language to
(ii) Weathering discuss, argue and debate a variety
(iii) Mass wasting of themes in a logical manner and
exchanging ideas confidently and
Links to other subjects effectively.
While teaching this unit, ensure you e) Lifelong skills: This is described
draw a link to acceleration, speed as coping with evolution of
and gravity in physics and chemical knowledge and technology
reactions in chemistry. advances for personal fulfillment. It
is also exploiting all opportunities
Generic competences available to improve on knowledge
In this unit, ensure that you achieve and skills.
one or a combination of the following f) Research skills: This is being
generic competences: resourceful in finding answers
a) Critical thinking: This is the to questions and solutions to
ability of the learner to think problems as well as producing new
imaginatively and evaluate ideas in knowledge based on research of
a meaningful way before arriving existing information and concepts
at a conclusion. It is also the ability and sound judgment in developing
to make appropriate decisions viable solutions.
based on experience and relevant g) Cooperation: Adapting to different
learning. situations including the world of
b) Creativity and innovation: This work and practicing respect for
is thinking beyond what is provided rights, views and feelings of others.
in order to generate new ideas to
enrich learning. It also includes Cross-cutting issues
generating new ideas and applying Ensure that learners understand
them in learning situations. and appreciate that they need to
work together in solving classroom

67
challenges, such as reading and Additional information for the
interpreting information on maps. This teacher
will help them work together regardless
Before starting this unit, ensure that
of each of their capabilities. This
learners have relevant learning materials
way, they will appreciate each other’s
such as notebooks, pencil, ruler, rubber
contribution in the learning process,
and pen. Before introducing learners
thereby fostering inclusivity in learning
to external land forming processes, let
processes.
them do Activity 5.1 in order for them
Environmental conservation will be an to understand various terminologies
important issue raised in this unit. that will be used.
Let learners appreciate the need for
environmental care as they discuss Preparation for teaching
erosion. Acquaint yourself with the environment
around the school and make notes of
Assessment criteria the external landforming processes
By the end of this unit, the learner that you expect the learners to be able
should be able investigate how erosion to identify. Ensure that the preparation
and weathering have shaped the you make will enable learners to
landscape. acknowledge that there is need to study
this unit.
End of unit notes
Emphasise key skills, values and at- Teaching and learning resources
titudes to be attained at the end of Learner’s Book, photographs, rulers,
each section. Also, sensitise the learn- pencils, chalkboard and tactile displays
ers on the cross cutting issues that for learners with visual impairments.
can be linked to this unit.
Interactive learning and multi-
5.1 EXTERNAL ability learning
LANDFORMING Using Activity 5.1 as your introductory
point for this type of learning, group
PROCESSES the learners into five. You must involve
Learning outcomes slow learners and ensure that groups
By the end of this lesson, the learner are made up of learners of different
should be able to: abilities. Let them identify various
• Identify various forms of external physical features under you supervision.
land forming processes
While discussing their findings, use
• Describe each process
question and answer and discussion
methods ensuring that all learners
participate. This will promote
cooperation among the learners.
Activity 5.1 should be done in pairs

68
as part of their assignment for class soil erosion, assign learners question
discussion. Let them present their Activity 5.2 (b). Give room for class
findings to the class. This activity is presentations.
aimed at promoting creativity and Use photographs to introduce learners
innovativeness as they learn new to types of soil erosion. The local
knowledge about maps as well as environment will also be of help to
cooperation as they work together in the learners for better understanding.
pairs. Assign Activity 5.2 (c) to learners for
For both activities, guide the learner them to discuss about the causes of soil
into learning correct information by erosion, effects and possible ways of
giving summarised explanation as per curbing soil erosion,
the expected learning outcomes. Preparation for teaching
Teaching and learning methods Make comprehensive notes on
• Guided discovery agents of soil erosion using different
• Discussion reference materials. The notes should
• Observation be simplified, though with emphasis on
the soil erosion and its effects.
• Question and answer
Teaching and learning resources
Extension/Remedial Activities
a) Learner’s Books
Learners should find out the various
forms of soil erosion. b) Chalkboard
c) Ensure use of appropriate materials
for learners with special needs.
5.2 SOIL EROSION
Interactive and multi-ability
Learning outcomes learning
By the end of this section, the learner As they discuss the effects of soil
should be able to: erosion, ensure that both slow and fast
learners are actively involved. Ensure
• Identify the agents of soil erosion
that learners with special needs are
• Describe types of soil erosion always catered for.
• Explain the causes of soil erosion
• Discuss the effects of soil erosion Teaching and learning methods
a) Exposition
Additional information for the
b) Discussion
teacher
c) Demonstration
Introduce this lesson by reviewing d) Question and answer
the meaning of soil erosion. Use
Activity 5.2 (a) to help learners
understand the agents of soil erosion
through supervised group discussions.
To further understand the agents of

69
Attitudes and values to be to take notes on what you confirm
attained at the end of the lesson as correct. By doing this, you will be
The learner should thoroughly explain promoting cooperation, promoting
soil erosion and its effects. communication.

Extension/Remedial Activities Preparation for teaching

Organise the learners into groups of As you prepare, take into account
five. Let each group draw the map of learners with special needs. Read
Africa showing the areas of folding. A exhaustively about the processes of
team leader from each group should weathering and make summarised
present the findings in class. notes for easier content delivery.
Teaching and learning resources
5.3 WEATHERING a) Photographs
b) Chalk board
Learning outcomes c) Charts
By the end of this section, the learner
should be able to: Interactive or multi-ability
• Identify forms of weathering learning
• Explain causes of weathering Ensure the groups are made of
• Evaluate the impact of weathering fast and slow learners. Guide and
supervise learners during group
Additional information for the discussions. Let all learners be part
teacher of a group which has all the materials
Review Activity 5.1 to let learners necessary for the activity.
understand weathering. Let learners
do Activity 5.3 in groups. This will Teaching and learning methods
help them to differentiate between soil a) Guided discovery
erosion and weathering.
b) Guided discussions
Introduce learners to the different forms
c) Question and answer
of weathering. This will help learners to
know the causes of weathering through d) Demonstration
guided discussions.
Extension/Remedial Activities
Engage learners in a question and As an assignment, let learners go and
answer session when talking about the make notes on the different forms of
effects of weathering. weathering.

Allow for class presentation from

each group. As they present, correct
the information being provided,
while allowing the rest of the class

70
5.4 MASS WASTING Teaching/learning resources
Learning outcomes • Pencils
• Note books
By the end of this section, the learner
should be able to: • Charts
• Identify forms of mass wasting Interactive and multi-ability
• Explain causes of mass wasting learning
• Evaluate the impact of mass As they tackle Activity 5.6, ensure that
wasting both slow and fast learners are actively
Additional information for the involved. Ensure that learners with
special needs are always catered for.
teacher
Teaching and learning methods
Start the lesson by reviewing the
meaning of mass wasting. i. Guided discovery
ii. Discussion
Review Activity 5.1 to let learners
iii. Demonstration
understand mass wasting. Explain
iv. Question and answer
to learners about the types of mass
wasting. In a guided discussion,
assign learners Activity 5.4 for them Extension/Remedial Activities
to discover possible causes of mass Provide learners with a chart showing
wasting. forms of mass wasting. Let the fast
learners draw the map as the slow
In Activity 5.5, let the learners identify
learners understand these areas
the various effects of mass wasting,
deeper.
classifying them as either negative or
positive.
Allow for class presentation from 5.5 MEASURES OF
each group. As they present, correct CONTROLLING SOIL
the information being provided, EROSION AND MASS
while allowing the rest of the class WASTING
to take notes on what you confirm
as correct. By doing this, you will be Learning outcomes
promoting cooperation, promoting By the end of this section, the learner
communication should be able to discuss ways of
controlling soil erosion and mass
Preparation for teaching wasting.
As you prepare, take into account
learners with special needs. Read Additional information for the
exhaustively about the processes of teacher
mass wasting and make summarised In a question and answer session,
notes for easier content delivery. review the effects of soil erosion and
mass wasting.

71
Let learners discuss ways of controlling
soil erosion and mass wasting. Activity
5.4 will facilitate this exercise.
Teaching and learning resources
• Local environment
• Chalkboard
• Photographs

Interactive and multi-ability

learning
As they tackle Activity 5.6, ensure that
both slow and fast learners are actively
involved. Ensure that learners with
special needs are always catered for.

Teaching and learning methods

• Guided discovery
• Discussion
• Demonstration
• Question and answer

Extension/Remedial Activities
Give the learners an assignment. Let
them carry out a field visit with the
objective of observing measures put
in place to mitigate soil erosion and
mass wasting.

72
TOPIC AREA: PHYSICAL GEOGRAPHY
SUB-TOPIC AREA: RELIEF
UNIT 6: RELIEF IN RWANDA

73
 Unit
RELIEF IN RWANDA
6

Key unit competence

At the end of the four lessons, learners should be able to distinguish different
forms of relief features of Rwanda and their relationship with human activities.

Introduction
Rwanda is referred to as ‘a land of a thousand hills’. This is because of the fascinating
relief of Rwanda, that is beautifully rugged, especially on the western part. The
ruggedness eases as one moves towards the eastward part of the country.
In your local environment, you will realise that there are different landform such
as mountains, hills, plains or valleys. These landforms determine the terrain of a
given area. In addition, they influence the human activities in these areas.
Thus, this unit, we will explore the following key sections to help the learner
understand the different forms of relief in Rwanda:
i) General presentation of Rwanda: Location, size, administrative sub-divisions,
population)
ii) Land locked: Definition, disadvantages and possible solutions
iii) The major forms of relief in Rwanda – Relief map of Rwanda
iv) Advantages and disadvantages of relief features in Rwanda
v) Relationship between relief and human activities/Land use in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.
Knowledge Skills Attitudes
• Give the coordinates • Locate Rwanda on • Appreciate the size and
and size of Rwanda the map of Africa and location of Rwanda
• Compare the different give its geographical • Appreciate the importance
forms of relief in coordinates. of relief to Rwanda
Rwanda • Draw sketch diagrams of • Show respect for proper use
• Give the relationship different forms of relief in and management of relief
between relief and Rwanda features in Rwanda
human activities in • Evaluate the advantages • Appreciate the relationship
Rwanda and disadvantages of existing between relief and
relief features. human activities

74
Links to other subjects e) Lifelong skills: This is described
as coping with evolution of
The unit is related to coordinates and
knowledge and technolog y
algebra in Mathematics.
advances for personal fulfillment. It
Generic competencies is also exploiting all opportunities
available to improve on knowledge
a) Critical thinking: This is the
and skills.
ability of the learner to think
imaginatively and evaluate ideas in f) Research skills: This is being
a meaningful way before arriving resourceful in finding answers
at a conclusion. It is also the ability to questions and solutions to
to make appropriate decisions problems as well as producing new
based on experience and relevant knowledge based on research of
learning. existing information and concepts
and sound judgment in developing
b) Creativity and innovation: This viable solutions.
is thinking beyond what is provided g) Cooperation: Adapting to different
in order to generate new ideas to situations including the world of
enrich learning. It also includes work and practicing respect for
generating new ideas and applying rights, views and feelings of others.
them in learning situations.
Cross-cutting issues
c) Problem solving: In some cases,
Relief determines the various ways
the learner will be required to be
in which people utilise the land. As
resourceful by finding answers to
you teach this unit, emphasise on
questions and solutions to problems.
the need for sustainable land use.
This competence is also achieved
For example, contour ploughing on
when a learner is able to explain
slopes and avoiding crop cultivation
phenomena based on findings from
near river banks. By doing so, you will
information gathered or provided.
enable the leaner appreciate the need
d) Communication skills: This
for environmental conservation and
involves comprehending language
sustainability.
through listening and reading,
using oral and written language to In your explanation, mention that it is
discuss, argue and debate a variety our collective responsibility to conserve
of themes in a logical manner and the environment regardless of gender.
exchanging ideas confidently and Assessment criteria
effectively. Learners to be able to correctly
differentiate the forms of relief in
Rwanda and analyse their relationship
with human activities.

75
 End of unit notes Let them trace the map of Africa on
Emphasise key skills, values and the graph paper, and proceed to trace
attitudes to be attained at the end Rwanda as well, with her neighbours:
of each section. Also, sensitise the Uganda, Tanzania, DRC and Burundi.
learners on the cross cutting issues of Supervise this activity so that they
environment and sustainability and accurately draw the maps, with
Inclusive Education. correctly placed maps of Rwanda and
her neighbours.

6.1 & 6.2 GENERAL Using the lines on the graph paper, let
PRESENTATION OF them estimate the position of latitudes
RWANDA: LOCATION, and longitudes between which Rwanda
SIZE, ADMINISTRATIVE is found. Check the maps drawn to
verify the accuracy of what they have.
SUB-UNITS, The country should be found between
POPULATION 10 04’ and 20 51’ of latitude south of
Learning outcomes the equator and between 280 53’ and
300 53’ east of the Greenwich Meridian.
By the end of this lesson, the learner
Give a sneak preview of what they
should be able to:
will learn later about land lockedness
i) Give the coordinates and size of of Rwanda. Let learners identify other
Rwanda countries that neighbour Rwanda that
ii) Locate Rwanda on the map of are landlocked.
Africa and give its geographical
coordinates As an assignment and a way of
encouraging them to read ahead, let
Additional information for the them discuss question three of Activity
teacher 6.1.
This unit is a continuation of what b) Size of Rwanda
learners learnt in Senior One in Unit 5 Ask one learner to stand before the
(Forms of relief). Relate the information class and read the information in
to what they already know, in a way that the Learner’s Book about the size of
will enable you move from the known Rwanda.
to unknown in a seamless way. For Activity 6.2, emphasise what they
a) Location of Rwanda need to learn from this, which includes:
Start the lesson with Activity 6.1. • Size of Rwanda ≈ 26,338 km2
Ensure learners are prepared for the • Size of Burundi ≈ 27,830 km2
lesson by having atlases, pencils, • Size of Tanzania ≈ 945,203 km²
graph papers and notebooks. In their
• Size of DRC ≈ 2,345,000 km²
atlases, let them locate Rwanda on the
• Size of Uganda ≈ 236,040 km²
administrative map of Africa.
Use this statistics to tackle exhaustively
Activity 6.2.

76
c) Administrative sub-divisions of Disadvantages of being landlocked
Rwanda Explain the following points to the
Introduce the sub-topic by use of learner as obtained from the passage in
Activity 6.3. the Learner’s Book.
Let learners work in groups in this Being land locked has the following
activity. Ensure you group the learners disadvantages:
while keeping in mind their abilities. • It cuts off a country from important
Slow learners and fast learners should sea resources such as fishing
be mixed to ensure uniformity in
• It prevents direct access to seaborne
learning.
trade.
Encourage the use of research using • Landlocked countries have higher
the internet and other geographical costs of international cargo
materials for this Activity, especially transportation as compared to
question 2. coastal countries.
Check the table drawn by learners • They depend on neighbouring
for question 3 and correct any wrong transit countries for their external
responses. The use of local names to trade and suffer from high trade
refer to the administrative sub-divisions transaction costs.
in Rwanda is important because it help • Huge transport costs, inadequate
them relate easily with what they may infrastructure and bottlenecks
already know. associated with importation and
d) Population of Rwanda exportation requirements can be
Using the 2012 population census a serious stumbling block to their
report, guide the learners through integration into the global economy,
Activity 6.4. impairing export competitiveness
Explain to the learners what is required or the inflow of foreign investment.
of them in question (b). Differentiate Possible solutions of being landlocked
between population in terms of sex
• Rwanda has made agreements
and age. For question (c), relate it to
on getting subsidised transport
the topic of study - influence of relief
levies for goods through neighbour
features on human activities, including
countries.
settlement.
e) Rwanda, a landlocked country • The United Nations Convention
In Activity 6.1, learners were on the Law of the Sea gives a
introduced to the fact that Rwanda is a landlocked country a right of access
land locked country. Leverage on this to and from the sea without taxation
by brainstorming on the meaning of the of traffic through transit states.
term ‘landlocked’. This is part of the United Nations’
programme of action to assist
Summarise learning under this section landlocked developing countries.
using Activity 6.5. Ensure you look at
learners’ work before the next lesson.

77
• Rwanda has a comprehensive Carry out research beforehand on the
policy on improving the quality of population of Rwanda. You can as
roads and expanding and upgrading well do comparisons using statistics
railways. This part of Vision 2020, from the 2002 and 2012 population
whose results are already realised. census to establish population trends
In partnership with neighbouring in Rwanda. When you know more than
countries, Rwanda is expected to what is ordinarily required in class, you
directly benefit from the Northern will have more confidence and a better
Corridor, which is the busiest and command of the class.
most important transport route in Encourage learners to ask questions
East and Central Africa. This route on areas that seem unclear. Always link
provides a gateway through Kenya learning to other sections, units or even
to the landlocked economies of subjects for clarity purposes.
Uganda, Rwanda, Burundi and
Eastern DR Congo. It also serves Suggested learning resources/
Southern Sudan since it broke away materials
from Khartoum. a) Wall map showing the map of
• Improving energy supply and Rwanda and her neighbours
Internet access to harmonising b) Atlas
legal frameworks. c) Pencils
• Reducing travel time along main d) Learner’s Books
corridors to enable transit cargo to
Interactive learning
move between 300km and 400km
in a 24-hour period. i) Discussing the activities in the
• Landlocked countries depend Learner’s Book
on strong political relations with ii) Tracing the map of Rwanda and her
transit countries. If a landlocked neighbours
country and its transit neighbour iii) Drawing the map of Rwanda
are in conflict, either military or with administrative sub-divisions
diplomatic, the transit neighbour (districts)
can easily block borders or adopt iv) Learners writing the meaning of the
regulatory impediments to trade. term map in their notebooks
Even when there is no direct v) Comparing findings from the
conflict, landlocked countries are various activities in the Learner’s
extremely vulnerable to the political Book
vagaries of their neighbours.
Teaching and learning methods
Preparation for teaching • Question and answer
Ensure that learners have access to an • Group discussions
atlas, wall charts showing Rwanda’s • Brainstorming
neighbouring countries and pencils for • Observation
drawing of the maps.
• Teacher exposition

78
Values and attitudes to be Extension/Remedial Activities
attained at the end of the lesson Let the learners summarise the
Learners should appreciate the size and information learnt in this section
location of Rwanda. about Rwanda in the following table:

Location Size Neighbouring Administrative Population

countries sub-divisions

6.3 THE MAJOR FORMS OF highest point is the Kalisimbi peak

RELIEF IN RWANDA which is at 4,507 metres above sea level.
To the east is a plateau landscape that
Learning outcomes rises between 1,000 metres and 1,500
metres above sea level.
By the end of this section, the learner
should be able to: Rwanda shares part of the Great
a) Compare the different forms of African Rift valley. The branch runs
relief in Rwanda from north to south along Rwanda’s
western border with part of it occupied
b) Draw sketch diagrams of different
by Lake Kivu. The lowest point in
forms of relief in Rwanda.
Rwanda is Bugarama plain at 900
metres above sea level. The eastern
c) Appreciate the importance of relief border region consists of lowlands
to Rwanda that are characterised by swamps.
In general, there are five major forms
Additional information for the of relief that can be shown on the relief
teacher map of Rwanda.
Relief is the general appearance or the These are:
nature of the landscape. a) Volcanic region
The east is a plateau landscape that b) Plateau region
rises between 1000m and 1500m c) Plains region
The Rwandan relief is hilly and d) The Rift Valley region
mountainous with an altitude varying e) The Congo-Nile peak region
between 900 metres and 4,507 metres
above sea level. For instance, the central For Activity 6.7, let the learners work
and western parts are dominated by in pairs or groups as you:
mountains. The highest mountains lie 1. Guide them in to list all the relief
in the west and north western areas. features in Rwanda.
These are part of the Birunga volcanic 2. Make sure they draw a map of
mountain chain that rises to slightly Rwanda showing the relief regions.
over 4,500 metres above sea level. The 3. Ensure that all maps drawn by the
learners have the good qualities of
a map.

79
Remember, by asking them to work in Extension/Remedial Activities
pairs, they will be learn the value of
cooperation. As an additional activity, let each
learner attempt answering the
Activity 6.8 requires that the learners following questions:
have access to the map of Rwanda (a) Explain why some areas in
showing the administrative boundaries Rwanda are densely populated
(specifically provinces). With the than others.
help of this map, let them identify the (b) Discuss reasons why some areas
provinces that each relief feature in in Rwanda do not have many
Rwanda is found. roads as compared to others.
(c) Discuss reasons why some areas
Learning resources and on Rwanda support dairy farming
materials while others support pastoralism
i. Administrative map of Rwanda or wildlife conservation.
ii. Learner’s Books
iii. Internet (if available) Information obtained from this activity
is important because it forms a basis
iv. Pencils for drawing the maps
upon which learning in the next lesson
Interactive and multi-ability will start from.
learning
i. Listing in their note books the Encourage learners to read ahead of
various relief features in Rwanda what is scheduled for class work for
ii. Drawing the map of Rwanda them to have a better understanding
showing the relief features, while as they progress. This also helps them
paying attention to the qualities of understand with ease concepts they
a good map may find abstract at first.
iii. Identifying specific areas where
relief features in Rwanda are found. Knowledge and skills to be
attained
Teaching and learning methods
Learners are expected to have
a) Question and answer knowledge of how to compare the
b) Class discussions different forms of relief in Rwanda.
c) Guided discovery
Teaching and learning activities Skills to be acquired from the study of
this section will include how to draw
i) Discussing the various relief sketch diagrams of different forms of
features of Rwanda relief in Rwanda
ii) Studying the relief map of Rwanda
to appreciate the general outlook of
land in Rwanda
iii) Drawing maps showing relief
regions of Rwanda

80
6.4 ADVANTAGES AND in Kiyovu, Nyarutarama, Rebero
DISADVANTAGES OF and Kacyiru. Settlement on hilltops
RELIEF FEATURES IN is partly because such areas are
relatively secure.
RWANDA
• Communication masts are
Teaching and learning outcomes constr ucted on hilltops and
By the end of this section, the learner summits. For example, Rwanda
should be able to: Telecommunication Services have
i) Evaluate the advantages and built these masts on many hills
disadvantages of relief features and highland areas such as Mt
ii) Show respect for proper use and Karisimbi and Kagarama Hills in
management of relief features in Kigali.
Rwanda
• For ease of distribution of water
Additional information for the using natural gravity, water tanks
teacher have been built on hilltops.
Relief features may hinder or encourage • Gentle slopes attract a wide
certain human activities in an area. range of activities, including road
The following information summarised construction. An example is the
from the Learner’s Book will be found central plateau. Airports are also
helpful: built on plains, including the Kigali
Advantages of relief features in Rwanda International Airport.
• Plains are easier to cultivate. Disadvantages of relief features in
Areas such as Nyabarongo have Rwanda
deep, fertile soils that support crop • Building roads, railways, electricity
cultivation. lines, data cables and coming up
• Farming in highland areas is done with different forms of infrastructure
carefully, for example by employing on sloping land is expensive. This
the use of terraces, specifically is because the land needs to be
bench terraces. This is a common flattened before construction.
practice in all the highland areas of Roads constructed on steep slopes
are winding in nature.
Rwanda.
• Mining takes place on the sand • Inappropriate farming methods on
beaches on Lake Kivu in Western hillsides and mountain slopes can
Rwanda that has alluvial minerals trigger soil erosion, causing loss
in clay and sand. of the fertile top soil. Landslides
and are also a potential risk in slopy
• Human settlement is clearly visible areas.
on gentle slopes, for example in
Kigali. Affluent settlement and • Thick vegetation on the sides
housing for the rich is witnessed of some hilly and mountainous

81
 areas discourages settlement. • Guided discovery
For instance, there is no human • Class discussions
settlement on the slopes of mounts • Group work
Sabyinyo, Karisimbi, Bisoke,
Gahinga and Muhabura. Teaching and learning activities
• The low temperatures experienced Organise a short drama from
on some of the mountains such information given in Activity
as Sabyinyo, Karisimbi, Bisoke, 6.9. Identify the advantages and
Gahinga and Muhabura make disadvantages of relief in Rwanda from
human habitation impossible. On what the learners in the Activity will
the other hand, the leeward sides have reported.
of the mountains are unsuitable
for crop farming. These areas Make the session as interesting as
experience low temperatures and possible, by asking learners to pick
rainfall respectively. a character they will pretend to be.
Tonal variation, facial expression and
Preparation for teaching gestures can effectively be used to
You can have photographs, video dramatise the session.
images or newspaper cuttings showing
various activities that take place in During this activity, pay attention to
different parts of the country, but pronunciations of words and encourage
dictated by relief. fluency in the reading.
Mention the need for environmental Use this session to promote public
conservation as a cross-cutting issue. speaking skills and building confidence
in the learners who will volunteer to
Teaching and learning resources participate.
• Photographs showing land use As a further activity, ask learners to
• Newspaper cuttings work in pairs and pick from the points
• Video images you summarised that brings out the
• Local environment advantages of relief features in Rwanda.
They also have those that brings out
Interactive and multi-ability the disadvantages of relief features in
learning Rwanda.
For the learners who will be involved Apart from this, ensure they are familiar
in the dramatisation of the passage in with examples across the country, from
Activity 6.9, ensure learners of all the activity as well as other additional
abilities are represented. areas they will participate in pointing
out.
Teaching and learning methods
• Question and answer

82
Attitudes and values to be Where natural forests have been
attained cleared, for example in Gishwati forest,
The students should appreciate the more trees have been planted as a form
importance of relief to Rwanda. of environmental conservation.
Extensive agriculture on the plateaus
Extension/Remedial Activities is possible because these areas
Using relief maps and geographical are flat and are easy to cultivate.
documents, ask learners to locate the Examples of such places are
major relief features of Rwanda and Nyagatare and Kayonza in Eastern
write down their characteristics and Rwanda. For instance, Rwanda is the
importance. third largest producer of pyrethrum
in the world. Other crops grown in
Rwanda on a large scale are barley
6.5 RELATIONSHIP and oats. On the other hand, farming
BETWEEN RELIEF AND takes place on broad valleys such
HUMAN ACTIVITIES/ as Nyabugogo (where rice is grown),
Nyacyonya (sugarcane), Nyagasambu
LAND USE IN RWANDA and Nyabisindu (cattle rearing) and
Learning outcomes Akanyaru in Huye and generally in
By the end of the section, the learner Kigali where vegetables and rice are
should be able to: grown.
i) Give the relationship relief and In most cases, people avoid land
human activities in Rwanda that has steep slopes because it is not
ii) Describe the influence of relief on suitable to establish settlements, farms
human activities and show how or roads and railways. Steep land is
land use affects relief only used if people have no other areas
iii) Appreciate the relationship existing to make use of. For instance, in some
between relief and human activities parts of Rwanda, people have farms
that are on hillsides because the land is
hilly. They farm using contour method
Additional information for the
to avoid soil erosion. Crops like tea is
teacher grown on sloping land where soil is well
Start the lesson by explaining that relief drained. Tea is grown on 11 estates. A
determines the way people make use of total area of approximately 12,500 ha is
that land. planted in Gicumbi, Rusizi, Rubavu and
Mountain slopes and hillsides are set Karongi.
aside for forestry and for conservation
of wildlife. Examples are the Volcanoes Teaching and learning resources
National Park and Birunga National • Photographs showing various
Parks. This promotes tourism. economic activities in different

83
 places Answers to Unit Revision Exercise
• Newspaper cuttings highlighting 1. Relief refers to the general
dif ferent activities in Rwanda appearance or the nature of
dictated by relief the landscape.
• The local environment 2. i) Mountains
ii) Plateaus
Interactive learning
iii) Plains
i. Discussing in groups the relationship
iv) The rift valley region
between relief and human activities
3. - Slopes of mountains
ii. Comparing the infor mation
- Reason: To prevent soil
contained on the photographs and
erosion
newspaper cuttings
- Examples of such areas
Suggested teaching and learning include Karongi, Rutsiro,
methods Nyamagabe and Ngororero.
• Field discussions
• Pair work
• Guided discovery Extension/Remedial Activities
For this activity, ensure that learners
• Photograph interpretation
with different learning abilities are put
in well represented in all groups. This
Suggested teaching and learning will ensure quick understanding of
activities concepts across the class.
a) Working in pairs for selected Organise a field study in the nearby
learners especially those with school environment where learners
physical disability will observe and record the relief
b) Analysing the information contained features around the school or local
on the photographs and newspaper environment. Working in pairs,
cuttings let them discuss the relationship
between relief and human activities.
Attitudes and values be attained This should be followed by a class
The learners should appreciate the presentation, supported by question
relationship existing between relief and and answer method.
human activities.

84
TOPIC AREA: PHYSICAL GEOGRAPHY

SUB-TOPIC AREA: ROCKS, WEATHERING

AND SOILS
UNIT 7: WEATHERING AND ROCKS

85
 Unit
WEATHERING AND ROCKS
7

Key unit competence

Key competence: At the end of the three lessons, the learners should be able
to distinguish between different types of weathering and their relationship with
rocks.

Introduction
In this unit, we will study the following sub-topics:
i) Definition of weathering
ii) Types of weathering (physical, chemical and biological)
iii) Factors influencing weathering (climate, rock types, vegetation, relief)
iv) Relationship between weathering and different rock types
Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.
Knowledge Skills Attitudes

• State and define different • Describe the different • Appreciate the relationship
types of weathering types and processes of that exists between
• Explain the difference that weathering weathering and rock types.
exists between different • Explain the main factors • Appreciate the factors
types of weathering influencing the type and influencing type and
• State the factors character of weathering. character of weathering in
influencing weathering • Analyse the relationship rock and soil formation.
• State the relationship between weathering and
that exists between rock types.
weathering and rock
types.

Information to the teacher surface. The rocks break or disintegrate

One of the natural processes that in situ (that is, the particles do not move
cause changes in the environment is from their original position). This is
weathering. This is because weathering the reason why Sonia’s uncle said they
is the process in which rocks break rocks were thought to be sinking.
down or decompose near the earth’s

86
This is because after weathering, the d) Communication skills: This
rock materials accumulate around the involves comprehending language
rock they break from. through listening and reading,
using oral and written language to
The process of weathering may be discuss, argue and debate a variety
caused by the exposure of rocks to of themes in a logical manner and
elements such as temperature changes, exchanging ideas confidently and
rain or human activities. effectively.
e) Lifelong skills: This is described
Links to other subjects as coping with evolution of
While teaching this unit, ensure you knowledge and technology
draw a link to chemical elements in advances for personal fulfillment. It
Chemistry, pressure release and forces is also exploiting all opportunities
of compression in Physics. available to improve on knowledge
and skills.
Generic competences f) Research skills: This is being
In this unit, ensure that you achieve resourceful in finding answers
one or a combination of the following to questions and solutions to
generic competences: problems as well as producing new
a) Critical thinking: This is the knowledge based on research of
ability of the learner to think existing information and concepts
imaginatively and evaluate ideas in and sound judgment in developing
a meaningful way before arriving viable solutions.
at a conclusion. It is also the ability g) Cooperation: Adapting to different
to make appropriate decisions situations including the world of
based on experience and relevant work and practicing respect for
learning. rights, views and feelings of others.
b) Creativity and innovation: This
is thinking beyond what is provided Cross-cutting issues
in order to generate new ideas to
Ensure that learners understand
enrich learning. It also includes
and appreciate that they need to
generating new ideas and applying
work together in solving classroom
them in learning situations.
challenges, such as reading and
c) Problem solving: In some cases, interpreting information on maps. This
the learner will be required to be will help them work together regardless
resourceful by finding answers to of each of their capabilities. This
questions and solutions to problems. way, they will appreciate each other’s
This competence is also achieved contribution in the learning process,
when a learner is able to explain thereby fostering inclusivity in learning
phenomena based on findings from processes.
information gathered or provided.

87
Environmental conservation will be an Preparation for teaching
important issue raised in this unit. Acquaint yourself with the environment
Let learners appreciate the need for around the school and make notes of the
environmental care as they discuss changes that occur in the environment
erosion. that you expect the learners to be able
Assessment criteria to identify. Ensure that the preparation
By the end of this unit, the learner you make will enable learners to
should be able to distinguish between acknowledge that there is need to study
different types of weathering and their this unit.
relationship with rocks.
Teaching and learning resources
End of unit notes • Learner’s Book
Emphasise key skills, values and • Photographs
attitudes to be attained at the end of • Rulers
each section. Also, sensitise the learners • Pencils
on the cross cutting issues that can be • Chalkboard
linked to this unit. • Tactile displays for learners with
visual impairments.

7.1 TYPES OF WEATHERING Interactive learning and multi-

ability learning
Learning outcomes Using Activity 7.1 as your introductory
By the end of this lesson, the learner point, you must involve slow learners
should be able to: and ensure that groups are made up of
• Define weathering learners of different abilities.
• Describe types of weathering
Group learners and assign them
Activity 7.2. This will introduce them
Additional information for the to the agents of weathering.
teacher
Before starting this unit, ensure Guide learners through types of
that learners have relevant learning weathering. Use photographs where
materials such as notebooks, pencil, possible for better understanding.
ruler, rubber and pen. Before There are three types of weathering.
introducing learners the unit, read the
These are:
story in Activity 7.1 with the class.
• Physical weathering
This will help learners understand how
the physical environment changes. • Chemical weathering
At this stage, help learners define the • Biological weathering
process of weathering.

88
PHYSICAL WEATHERING CHEMICAL WEATHERING BIOLOGICAL WEATHERING
• Exfoliation • Hydrolysis • Plants
• Block disintegration • Oxidation
• Animals
• Granular disintegration • Solution
• Pressure release • Carbonation
• Frost action • Hydration
• Rainwater action

Use Activity 7.3 and Activity 7.4 to • Question and answer

help learners the types of weathering
better as explained. Extension/Remedial Activities
Learners should find out the various
While discussing their findings, use changes that take place in the
question and answer and discussion environment.
methods ensuring that all learners
participate. This will promote
cooperation among the learners. 7.2 & 7.3 FACTORS
INFLUENCING
Activity 7.4 should be done in pairs WEATHERING AND
as part of their assignment for class THE RELATIONSHIP
discussion. Let them present their
findings to the class.
BETWEEN WEATHERING
AND ROCK TYPES
This activity is aimed at promoting Learning outcomes
creativity and innovativeness as
By the end of this section, the learners
they learn new knowledge about maps
should be able to:
as well as cooperation as they work
• Describe factors that influence
together in pairs.
weathering
Teaching and learning materials • Explain the relationship between
• Photographs weathering and rock types
• Local environment
• Learner’s Book
• Rulers Additional information for the
• Pencils teacher
• Chalkboard Introduce this lesson by reviewing the
• Tactile displays for learners with agents of weathering. Guide learners
visual impairments through Activity 7.5 to help them
Teaching and learning methods understand the factors that facilitate
the processes of weathering. These
• Discussion method
factors include:
• Observation

89
• Climate Interactive and multi-ability
• Rock types learning
• Vegetation As they discuss the factors that influence
• Relief weathering, ensure that both slow and
fast learners are actively involved.
Use photographs to introduce learners Ensure that learners with special needs
to types of rocks. The local environment are always catered for.
will also be of help to the learners for
better understanding. Teaching and learning methods
a) Guided discovery
Different rock types have different
structures. It is these structures that b) Discussion
determine the rate of weathering. The c) Demonstration
structure can be explained in terms of: d) Question and answer
i) Rock permeability Attitudes and values to be
ii) Mineral composition attained at the end of the lesson
iii) Joints in the rock The learner should thoroughly explain
iv) Rock pH soil erosion and its effects.
v) Colour of the rock
Extension/Remedial Activities
Organise the learners into groups
Preparation for teaching of five. Let each group conduct a
Make comprehensive notes on the research on types of rocks. A team
factors that influence weathering and leader from each group should
the relationship between weathering present the findings in class.
and different rock types using different
reference materials. The notes should
be simplified, though with emphasis on
the soil erosion and its effects.

Teaching and learning resources

a) Learner’s Books
b) Chalkboard
c) Ensure use of appropriate materials
for learners with special needs.
d) Photographs
e) Local environment

90
 Unit
SOILS IN RWANDA
8

Key unit competence

At the end of the five lessons, the leaner should be able to apply appropriate
measures of soil conservation and soil erosion control in Rwanda.

Introduction
The earth supports livelihoods by providing what is needed for human survival.
Soil grows food and fibre, regulates water flow and quality, stores water, provides
minerals and raw materials; it is a platform for the landscape and all human
development, holds much of our cultural heritage and is where the majority of the
earth’s living organisms live. However, increased pressure on existing agricultural
areas, mono-cropping, overstocking and ploughing of the marginal lands
unsuitable for cultivation are some of the factors causing rapid soil degradation in
Rwanda. For this reason, the Government of Rwanda emphasises the use of land
in a productive way; to protect it from erosion, safeguard its fertility and
ensuring its production in a sustainable way. This Unit is therefore designed
to enhance the basic knowledge and understanding of soils.
The topics covered under this Unit include:
i) Types of soils in Rwanda
ii) Importance and characteristics of different types of soils in Rwanda
iii) Soil erosion and impoverishment (reduced soil productivity) in Rwanda, causes
and effects
iv) Causes and effects of soil erosion in Rwanda
v) Soil conservation methods in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes

• State the different types of • Classify different types of • Appreciate the importance
soils in Rwanda. soils in Rwanda of conserving soils in
• State the importance of • Evaluate the importance Rwanda
soils in Rwanda. of soils in Rwanda

91
• Locate areas of poor and • Distinguish between poor
fertile soils. and fertile soils and their
• Identify the causes and characteristics
• Show concern for the
effects of soil erosion in • Observe areas at risk of effects and causes
Rwanda. soil erosion and describe of soil erosion and
• State different soil attempts to maintain, impoverishment and
conservation methods in conserve or improve the suggest measures for soil
Rwanda quality of the soils conservation in Rwanda
• Carry out a research • Show concern for soil
in a local environment conservation and its
to understand the soil impact on agriculture as an
conservation methods in important economic activity
Rwanda

Additional information for the a) State the different types of soils in

teacher Rwanda
Soil is the top layer of loose materials b) Classify different types of soils in
that is found on the surface of the earth. Rwanda
It is a natural resource that is essential
for production of food, industrial raw Additional information for the
materials as well as for generation of teacher
energy resources. It is also a natural Generally, soil consists of a combination
value, which is protected as natural of solid particles, water and air.
heritage. It is unique for development However, different types of soils differ
and survival of humans.
in colour, size of grain particles, the
Soil is an important part of the pore spaces and amount of water the
landscape and determines how the soil can hold. All these are referred o
natural vegetation, crops and human as soil characteristics. It is from these
settlements are distributed in Rwanda. characteristics that we derive different
types of soils.
The preservation of this natural
resource from physical destruction and
pollution as well as the management, Ensure you read widely on the following
preservation of balance between it and types of soils and their distinguishing
other parts of the ecosystem represents characteristics:
one of the significant activities in a) Kaolisols
Rwanda. b) Valley soils
c) Highland/inceptisols
8.1 TYPES OF SOILS IN
d) Loamy soils
RWANDA
Learning outcomes Ask learners to work in groups and
obtain different soil samples. Supervise
By the end of this section, the learner
the collection o soils so that you end up
should be able to:
with different types of soils.

92
During this lesson, let them compare • Class discussions while comparing
the characteristics of soil basing on the types of soils
characteristics stated above, that is:
Suggested teaching and learning
colour, size of grain particles, the pore
spaces and amount of water the soil an
methods
hold. • Field study
Using the procedure given in Activity • Class discussions
8.1 of the Learner’s Book, ensure they • Group work
fill the table which is also provided in • Guided discovery
the Learner’s Book.
Having gathered information about Suggested teaching and learning
different types of soils, expound of the activities
characteristic of each type of soil, while a) Discussing the types of soils
ensuring that you link this exposition to b) Studying the soil samples
the findings after the field study. Listen c) Sharing information on soils as
to each point from those mentioned by obtained from the field study
the learners and clarify where possible.
d) Reading the flash cards/chalkboard
To help you in this task, use Activity
on different characteristics of soil
8.2.
e) Identifying different types of soils
Preparation for teaching
Plan to use one lesson on the field study. Extension/Remedial Activities
Discuss the objectives of the study the
Integrate the knowledge gained by
time frame and class presentations.
displaying one soil sample to clearly
Ensure you have a collection relevant
show the visible elements of soil.
soil samples to be further analysed in
This can be done by putting the
class.
sample in a transparent container/
Suggested learning resources/ bag. The sample should be placed in
materials the learning area/corner/space.
i. Learner’s Books
ii. Internet sources
Key skills
iii. Flash cards with key characteristics
of soil • Data analysis
iv. Local environment • Field research
v. Soil samples • Creative thinking

Interactive learning Cross-cutting issue(s)

• Comparing elements that make up associated with the lesson
soil Soil is a natural resource. Stress the
• Examining different types of soil value of responsibility in protecting
samples

93
and preserving the soil for future d) Exploring items made of soil
generations. e) Essay writing on importance of soil
Importance of soil in rwanda
Soil is essential for human life and Suggested teaching and learning
the main contributing factor to method(s)
development. Rwanda has a wide range • Question and answer
of soils resulting from the difference in • Class discussions
geology (parent material), relief and • Group work
climate. Soil resources in Rwanda vary
• Brainstorming on the importance
from sandy to clayey, shallow to very
of soils
deep and low to high fertility. Soils are
effectively a non-renewable resource
Suggested teaching/learning
because erosion occurs at rates that
outpace soil formation. activities
• Discussion on importance of soils
Preparation for teaching • Teacher exposition
Ensure you have a collection of • Learners taking notes from the
relevant photographs and real items explanation of the teacher
from soil. You may need to consider the
materials/resources that you will need
Suggest further activities if
for the learners with special needs.
appropriate
Using the various resources you Guide learners to develop a journal
will have collected, brainstorm with on importance of soil and why soil
learners the importance of soil. They should be conserved. Use a range
are aware of how soil is useful, though of geographical documents and the
they may not have a way of expressing Internet to get information for the
the importance. journal.

Suggested learning resources/ Attitudes and values to be

materials attained
i. Approved textbooks and other Learners should be able to appreciate
references the importance of conserving soils in
ii. Real items from soil Rwanda.
iii. Photographs on importance of soil
iv. Local environment Cross-cutting issue(s)
Interactive learning associated with the lesson
Soil has economic and cultural
a) Working in groups
value. Healthy and fertile soils are
b) Answering questions
the cornerstones of food security,
c) Discussion on importance of soil key environmental services, national

94
cohesion and the economy of Rwanda. Note: Help learners to establish the
However, the failure to use soil difference between soil erosion and soil
sustainably has led to desertification, impoverishment.
famine, civil unrest and economic You can ask them to make a table
inconsistency. In teaching this section, to differentiate between the two
reinforce and deepen the learner’s phrases, that is, soil erosion and soil
knowledge of the cultural importance impoverishment.
of soil and how civil war in Rwanda
was disruptive in conserving and Additional information for the
management of soil hence disrupting teacher
national cohesion and the economy
Soil erosion is the process by which
of the country. Further emphasise the
loose soil is carried away by wind, water
importance of peace in conserving
or waves and deposited somewhere
natural resources like soil.
else. The hilly landscape, poor land
use and intensive rainy seasons make
8.2 SOIL EROSION AND the erosion problem difficult and
IMPOVERISHMENT IN widespread in Rwanda. Other causes
RWANDA of erosion include:
• Overstocking
Learning outcomes • Deforestation
• Poor methods of farming such as
By the end of this section, the learner
monocropping and ploughing along
should be able to:
the contours
a) Locate areas of poor and fertile soil
• Mining/quarrying
b) Distinguish between poor and fertile
soils and their characteristics
Explain the following predisposing
Preparation for teaching factors of erosion:
Activity 8.3 should be your starting a) Soil texture: Soils with small grains
point. Explore with learners the and open structures are more likely
difference between these phrases by to get eroded than those with larger
defining each of them. grain and closed structures.

Plan to teach the causes then the b) Ground slope: Steeper slopes gets
effects of soil erosion. Ensure you have eroded faster than the ground
a collection of relevant photographs having mild slope due to increased
showing soil erosion and its effects. You speed of run off than infiltration.
may need to use photographs showing c) Intensity and amount of rainfall:
different types of erosion. Consider the More the intensity of rainfall more
materials/resources that you will need will be the soil erosion.
for the learners with special needs.

95
d) Mismanaged utilisation of soil Suggested learning resources/
resources: The soil erosion is materials
enhanced by improper surface
a) Approved textbooks and other
drainage, removal of forest litter,
references
overgrazing etc.
b) Newspaper cutting highlighting
e) Distribution of rainfall and cases of soil erosion in Rwanda
landscape: If the ground surface is c) Charts summarising causes of soil
such that rainfall distributes evenly, erosion in Rwanda
there is not plenty rainfall, the d) Photographs showing soil erosion
erosion will be less. in Rwanda
f) Deforestation: It is one of the major
factors responsible for soil erosion. Suggested teaching and learning
Removal of forest cover which method(s)
function as a binder of the top layer • Question and answer
of the soil with increasing land
• Guided discovery
demand have resulted in enhancing
extent of soil erosion. • Class discussions
• Group work
The purpose of this section is
to help the learner gain in-depth Suggested teaching and learning
understanding of the causes of soil activities
erosion and impoverishment (reduced a) Discussing the causes of soil
soil productivity) in Rwanda. erosion
b) Studying photographs and
Extension/Remedial Activities newspaper extracts showing soil
erosion
1. To the slow learners, give them
c) Analysing newspaper articles
Activity 8.4 as an assignment to
highlighting effects of soil erosion
the learners.
2. To the fast learners, give them the Key skills
task of finding out causes of soil • Distinguish between poor and fertile
impoverishment and measures soils and their characteristics
that can be taken to reverse this. • Observe areas at risk of soil erosion

Ask both categories of learners to Attitudes and values to be

research widely and prepare their attained
presentations to be done in the next The learners should show concern for
lesson. the effects and causes of soil erosion
and impoverishment.
The cross-cutting issue(s)
associated with the lesson learnt
Soil is a natural resource.

96
There should be emphasis on the value such as land use planning, which aims
of responsibility to protect and preserve at using land in ways that prevent and
the soil for future generations. Bring out or reduce the risk of erosion occurring.
clearly the need for environmental The purpose of this section is to
conservation and sustainability. acquaint the learner with conservation
and management measures. It is
To show concern for soil erosion we envisaged that the content will also help
need to advocate for positive cultural the learner to evaluate the country’s
practices and good morals. need to utilise the land resources
efficiently while protecting its natural
Remember: ‘‘The Earth provides enough environment.
to satisfy every man’s needs, but not every
man’s greed.”– Mahatma Gandhi Preparation for teaching
Teach the soil conservation and
8.3 SOIL CONSERVATION management as independent periods.
METHODS IN RWANDA Ensure you have a collection of relevant
photographs showing methods of soil
Learning outcomes conservation in Rwanda. You may
By the end of this section, the learner need to use the resources used in the
should be able to: previous lesson on soil erosion. Video
Clips on soil conservation are preferred.
a) State different soil conservation
Consider the materials/resources that
methods in Rwanda
you will need for the learners with
b) Attempt to maintain, conserve or special needs.
improve the quality of the soils
c) Suggest measures for soil Suggested learning resources/
conservation in Rwanda materials
d) Show concern for soil conservation i) Approved textbooks and other
and its impact on agriculture as an references
important economic activity
ii) Popular version of Rwanda Vision
2020
Additional information for the iii) Excerpt on soil conservation
teacher iv) Timeline chart on soil erosion in
Soil erosion control involves measures Rwanda
which aim at stopping or slowing down v) Map of Rwanda showing the
erosion processes. Rwanda Vision distribution of soil
2020 states that “in order to ensure vi) Photographs on soil conservation
sustainable development, Rwanda will Interactive learning
implement adequate land and water i) Discussion on soil erosion
management techniques, coupled with a ii) Answering in-text questions
sound biodiversity policy”. This includes iii) Analysis and synthesising
both direct andindirect erosion control, information provided in the learners

97
 book to create a new communication 4. The nature of message (right choice
on soil conservation of words) that will net change
iv) Display the picture showing soil in attitude make the message
conservation memorable and lead to action!
5. The message should be gender
Suggested teaching and learning responsive
methods The most appropriate time to air and
• Question and answer format that will provide a vehicle for
• Class discussions releasing important information
• Group work
Key skills
Suggest improvisations/ • Creative and critical thinking skills
alternative locally available • Application of information to real
materials. life situations
Make improvised materials for use by
special needs learners. Values and attitudes to be
attained at the end of the lesson
Suggested teaching and learning Appreciate the importance of soil
activities conservation in Rwanda
i. Discussing soil erosion
ii. Answering in-text questions
The cross-cutting issue(s) to
iii. Analysing information provided in
be learnt
the learners book In teaching this topic, give emphasis
iv. Interpreting pictures showing soil to: The 1994 Genocide against the
conservation Tutsi and displacement of people.
The migration to the forests, increase
v. Listening to the reading of the
in pressure on land and consequent
script
degradation and decreased yields
Extension/Remedial Activities .Underscore the importance of peace
Assign group work on writing a Radio and careful use of the soil. Remember:
Script on soil conservation for class “A nation that destroys its soils destroys
presentation. Guide learners on the itself.”– Theodore Roosevelt
following:
1. Writing a concise aim of the Answers to the Exercise
communication 1. Soil is the name for the loose
2. Understanding the target audience material above the parent rock. Soil
has four constituents namely:
3. The audio message which should
seize the listeners’ attention • Mineral matter from
weathering of the parent rock
• Organic matter or

98
 humus formed from the crops over a long period of
decomposition of plant time
remains or organisms in the iii) Lack of crop rotation
soil iv) Inability to control soil
• Air and water erosion on the farm
2. Soil impoverishment refers v) Using the same methods
to removal of nutrients and of farming that breaks
nitrogen from the soil which down the soil making it
results to the poor quality of unable to retail water for
soil. This in turn affects its long
productiveness because of
being exhausted in its fertility. b) - Apply fertiliser
Impoverishment may result from - Practice crop rotation
poor farming methods such as - Control soil erosion
monocropping or even heavy - Use modern methods of
rains. farming that promote
Heavy rains cause impoveri- the structure of the soil
shment by:
• Causing soil erosion, which is 4. Benefits of soil conservation
the loss of the top, fertile soils • Improved food production
• Causing leaching, which is • Sustainable land use
downward movement of • Increased vegetation cover
minerals to levels where plant • Increased soil fertility
roots cannot reach • Better pastures for the
• Causing water logging in soils, livestock
which alters the pH of the • Increased value of land
soil, making the soil unable to • Increased land for settlement
support plant growth • Reduced costs of dealing with
• Causes deposition of poor poor soils
soils transported from other • Reduced emphasis on use of
areas that are unsuitable for fertilisers which protects soil
plant growth structure
3. a) i) Lack of application of
fertiliser
ii) Planting the same type of

99
 TOPIC AREA: PHYSICAL GEOGRAPHY

SUB-TOPIC AREA: WEATHER AND CLIMATE

UNIT 9: CLIMATE AND CLIMATE CHANGE IN
RWANDA

100
 Unit CLIMATE AND CLIMATE CHANGE IN
9 RWANDA

Key unit competence

At the end of the five periods, the learner should be able to analyse the climate of
Rwanda and how climate change has impacted on it. Compare and contrast the
impacts on Rwanda with other countries.

Introduction
In Senior One, we learnt about weather and climate in Unit 8. In this unit, we shall
expound on that work by covering the following key sections:
(i) Types of climate and seasons in Rwanda
(ii) The concept of climate change: Causes of climate change in Rwanda
(iii) Effects of climate change in Rwanda
(iv) Climate change adaption and mitigation in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills,
attitudes and values in the table below:

Knowledge Skills Attitudes

• Describe the climate of • Observe the climate map • Show concern for the
Rwanda and the concept of Rwanda and examine effects of climate change
of climate change. the climatic regions of in Rwanda and the need
• Identify the indicators for Rwanda. for mitigation measures.
climate change in Rwanda • Explain the factors • Appreciate the importance
• State the causes and influencing climate change of climate change and
effects of climate change in Rwanda. mitigation measures in
in Rwanda. • Analyse the effects Rwanda.
• Outline the adaptation and of climate change in • Show concern for man’s
mitigation measures for Rwanda. misuse of the environment
climate change in Rwanda • Carry out research on and show continual
adaptation and mitigation desire to mitigate climate
measures for climate change.
change in Rwanda.

101
Information for the teacher
To be able to understand facts about Handle the concept of climatic change
climate, one must be knowledgeable as you prepare for Activity 9.4 where
about weather. This was covered in unit learners will be grouped and provided
8 of Learner’s book 1. Weather keeps with geog raphical docum ents
changing every moment. One moment and internet if conditions allow. In class
it is hot then suddenly it cools. The presentation, remember gender
elements that make up the weather are sensitivity as you choose learners to
the ones that are consistently recorded represent group findings.
over a long period; the average of
each element is worked out to derive Continue and explain what causes
the climatic conditions of a place. The climatic change as you throw light on
period has to be as long enough, about how human activities enhance this
30 years because within that time the change. Thereafter, let learners attempt
place will have experienced all types Activity 9.5. Here they will be assisted
of weather some of the conditions by the teacher’s explanation.
repeated a number of times such as Effects of climatic change in Rwanda
extremes in rainfall, temperatures are due to changing weather patterns
humidity and all types of changes of all over time. You let learners understand
the elements of weather. this after you have explained sufficiently
and then Activity 9.6 comes in. at this
Before this unit, read well Learner’s time assess your learners by simply
book 2 so that you have enough telling them to group themselves and
examples concerning types of climate see if they consider the issue of gender
and other related sections. In Activity and disability. If not help them and
9.1, ensure that learners have access to remind them that it is very necessary.
necessary materials such as dictionary
and internet if you can. Guide learners Explain the effects of drought and
for Activity 9.3 on the map by ensuring continue to landslides, floods, aridity
that they are all at the right page of this and desertification. In Activity 9.7,
activity. a dictionary is necessary before the
lesson begins. Don’t be caught offside
Explain for the learners the four climatic without their location. Number three
zones in Rwanda, Learners book 2 on this activity demands for you to
will be of great help here. Proceed to be so innovative if access to internet
types of seasons in Rwanda and don’t is impossible. Opt for cell phones of
forget they are two. In Activity 9.3, other documents that may have the
remember that Unit 13 of Learner’s information they are looking for.
book 1 is linked to number 2 of this
activity. As you wind up this unit, explain climate
change adaptation and mitigation in
Rwanda and cite on major sections of

102
the unit in general and ask for questions exchanging ideas confidently and
where learners may not have captured effectively.
what is necessary. e) Lifelong skills: This is described
as coping with evolution of
Links to other subjects knowledge and technology
While teaching this unit, ensure to draw advances for personal fulfillment. It
a link to environmental adaptation and is also exploiting all opportunities
determinism which are all found in available to improve on knowledge
biology. and skills.
f) Research skills: This is being
Generic competences resourceful in finding answers
In this unit, ensure that you achieve to questions and solutions to
one or a combination of the following problems as well as producing new
generic competences: knowledge based on research of
a) Critical thinking: This is the existing information and concepts
ability of the learner to think and sound judgment in developing
imaginatively and evaluate ideas in viable solutions.
a meaningful way before arriving g) Cooperation: Adapting to different
at a conclusion. It is also the ability situations including the world of
to make appropriate decisions work and practicing respect for
based on experience and relevant rights, views and feelings of others.
learning.
b) Creativity and innovation: This Cross cutting issues
is thinking beyond what is provided In this topic learners will appreciate
in order to generate new ideas to the importance of environmental
enrich learning. It also includes conservation and sustainability as it will
generating new ideas and applying be evident especially as you teach
them in learning situations. about the effects of climate change
c) Problem solving: In some cases, in Rwanda. In addition, the topic will
the learner will be required to be endow learners with the knowledge of
resourceful by finding answers to how human misuse is a disadvantage
questions and solutions to problems. to the country there by enhancing
This competence is also achieved standardisation culture or quality
when a learner is able to explain principles to shape responsible and straight
phenomena based on findings from forward society. Sometime very heavy
information gathered or provided. rainfall occurs while other times the dry
d) Communication skills: This seasons extend longer than expected.
involves comprehending language This can be attributed to global climate
through listening and reading, change or global warming. Therefore
using oral and written language to you cannot ignore climate change and
discuss, argue and debate a variety sustainability as you teach this unit.
of themes in a logical manner and

103
You also need to help learners relate Additional information for the
financial education to the processes teacher
involved in the efforts being put in Introduce the unit to the learners
place to ensure how human activities by giving them the background
are controlled to avoid contributing to information using a climatic map of
climatic change which may be costly Rwanda. This will enable the Learners
and even lead to global warming. to have a generalised view of climate in
Rwanda and the general climatic zones
Assessment criteria of Rwanda.
By the end of this unit, learners
Using this knowledge it will be easier
should be able to draw sketches from
for the learners to understand types of
photographs and critically analyse
climate in Rwanda.
photographic interpretation.
Engage the learners in analysing the
End of unit notes difference between climate and seasons
Emphasise key skills, values and as Activity 9.1 demands. Be as close
attitudes to be attained at the end of as possible for Activity 9.2 such that
each section. Also, sensitise the learners any arising question from a learner is
on the cross cutting issues that can be immediately responded to.
linked to this. You also need to help
learners relate financial education to Explain four major Rwandan zones
the processes involved in the efforts of climate and trace out two types of
being put in place to ensure how seasons in Rwanda. Give an explanation
human activities are controlled to avoid here and guide learners in Activity
contributing to climatic change which 9.3.
may be costly and even lead to global Preparation for teaching
warming.
Ensure that you have appropriate
notes and guiding question to tune
9.1 CLIMATIC REGIONS the learners on. Avail climatic maps
AND SEASONS IN of Rwanda. Use the climate map of
Rwanda and knowledge from local
RWANDA environment to find out more about the
Learning outcomes location of different climatic zones of
By the end of this section, the learners Rwanda. Ensure you have details about
should be able to: the characteristics of the climatic zone
where your school is located. Avail
a) Identify types of climate and
climatic data of the different zones in
seasons in Rwanda
Rwanda.
b) Observe the climate map of Rwanda
Acquaint yourself with the activities
and examine the climatic regions of
within this section in the learners’ book
Rwanda

104
so that you plan on how much time c) Listing in their notebooks periods
the learners will take to answer the when Rwanda experience dry and
questions and discuss them in class. wet seasons

Teaching and learning resources Extension/Remedial Activities

a) Learner’s Book Learners should be asked to read
b) Climate maps of Rwanda through the section of the topic,
c) Climate maps and apply the knowledge to local
conditions draw the relevant maps
d) Local environment
and make notes. Ask fast learners
e) Pens to discuss their findings with the
f) Chalkboard medium and slow learners such that
g) Pencils they all benefit from this section.
h) Rulers

Interactive and multi-ability 9.2 & 9.3 THE CONCEPT OF

learning CLIMATE CHANGE AND
Ensure that each learner has worked CAUSES OF CLIMATE
on the activities. At this point, involve CHANNGE IN RWANDA
the class in discussions ensuring that all
members participate. Ensure that slow Learning outcomes
learners and those with special needs By the end of this lesson, the learners
also participate in any way possible. should be able to:
Fast learners may guide slow learners a) State the causes of climate change
on matters concerning the map of in Rwanda
Rwanda showing climatic zones. b) Explain the factors influencing
climate change in Rwanda
Teaching and learning methods
• Guided discovery
Additional information for the
teacher
• Discussion
The learners will need to go outside
• Map and data analysis
to view the environment around the
• Question and answer school and take note and discuss the
Teaching and learning activities possible factors that are responsible
a) Checking the dictionary or internet for the climate of the region where the
or any other material to get a school is located.
difference between climate and
seasons They should note the relief features
b) Analysing the maps and data on that are visible from the school, large
climate asking and answering water bodies, forests, and if possible
questions the direction of the prevailing winds.

105
For Activity 9.4, will need to organiSe f) Pens
the class in groups, avail geographical g) pencils
documents and internet for them to
research about the concept of climate in Interactive and multi-ability
Rwanda and write down their findings. learning
Proceed and explain causes of climate Ensure that each group has done
change in Rwanda. Your explanation the research and let them make
will make it easy for them to handle presentations. Involve the class in
Activity 9.5. Cite out as many local discussions ensuring that all members
examples as you can. participate. Ensure that fast learners
exhaust research such that they can
Ensure that learners have given their easily guide slow and medium
presentations and all class members learners and those with special needs.
have participated in the discussions on
each presentation.
Teaching and learning methods
(i) Guided discovery
Preparation for teaching (ii) Group presentations
Ensure that you have appropriate notes (iii) Class discussions
and guiding question to kick off this (iv) Question and answer
section. Set the learners off.
Extension/Remedial Activities
Identify a suitable place where learners
will visit to be able to identify the factors Learners should be asked to continue
that influence the climate in the local with the research and find out more
area and the zone in general. causes and relevant local examples on
causes of climate change in Rwanda
Avail the relevant resource materials and the likely effects of such a change
for learners to use to carry out this to the economic performance of the
research. country. If this is done, then the next
section will be a walk over both for
Ensure you have details about the
you and for the learners.
factors to be able to guide the learners
on the field.
9.4 EFFECTS OF CLIMATE
Teaching and learning resources CHANGE IN RWANDA
a) Learner’s Book
Learning outcomes
b) Relevant climate maps of Rwanda
By the end of this lesson, the learners
c) Relevant resource materials on
should be able to:
climate of different zones in Rwanda
a) State the effects of climate change
d) Local environment
in Rwanda
e) Chalk board
b) Analyse the effects of climate
change in Rwanda

106
c) Show concern for the effects of Read through all activities in this section
climate change in Rwanda and the and think of what other materials you
need for mitigation measures may need to handle it properly. This
may depend on where you are and the
Additional information for the resources you can and cannot access.
teacher
The learners will need to be involved You can also arrange learners in pairs
in discussing the weather patterns and avail them with reference materials
over time and its big effect on various such that they can work out Activities
human activities in Rwanda. This will 9.9, 9.10 and 9.11.
awaken them and pick skills needed
for Activity 9.6. Organise learners Teaching and learning resources
into groups so that they can effectively
discuss the factors in Activity 9.6 a) Learner’s Book
exhaustively. b) Relevant climatic data and maps of
Rwanda and other relevant resource
After this activity, explain these factors materials on climate
to the learners such that they can c) Climate photographs
correct challenges they met in their
d) Local environment
discussion for solutions. Check in time
if the required materials to facilitate Interactive and multi-ability
Activity 9.7 are available. Then pair learning
learners a girl and a boy as much as Use question and answer method
possible and let them work out the to ensure all learners are involved
activity. in class discussions. Allow the slow
and medium learners and those
Preparation for teaching with special needs sufficient time
Avail climatic data for different climatic to participate. You may reach them
zones of the country, graphs and during activities and further simply the
maps for different parts of Rwanda for language for them.
analysis and discussion.
Any other relevant resource materials Teaching and learning methods
for learners to use for comparison (i) Guided discovery
will help in widening knowledge on (ii) Class discussions
climatic effects on Rwanda. Read about (iii) Photograph analysis
effects of climate not only in Rwanda (iv) Question and answer method
but even in other regions of the world.
You may need this data to expand your
explanation as you try to compare
Rwanda climatic effects with those of
other regions.

107
 Extension/Remedial Activities Then explain to them showing that
all effects of climate change can be
Learners should be asked to continue transformed into a situation where
and research more about effects of Rwandans and other people living
climate change in Rwanda and how in the country can still manage the
can this situation be mitigated such environment. Refer to Learner’s Book 2
that climate remains friendly to man for such ways of a possibility.
as a major beneficiary.
Preparation for teaching
Organise yourself well by making
9.5 CLIMATE CHANGE enough research discuss the relationship
between climate and human activities.
ADAPTATION AND
Explain the impact of climate change
MITIGATION IN on agricultural activities in Rwanda.
RWANDA Prepare notes and guiding questions
to assist in the learners to acquire a full
Learning outcomes glimpse of this section. Avail climatic
By the end of this lesson, the learners data for different climatic zones of
should be able to: the country for them to relate to the
a) Outline the adaptation and human activities in different parts of
mitigation measures for climate the country.
change in Rwanda
Teaching and learning resources
b) Carry out research on adaptation
and mitigation measures for climate a) Learner’s Book
change in Rwanda b) Relevant climatic photographs and
maps of Rwanda and other relevant
c) Appreciate the importance of resource materials on climatic data
climate change and mitigation
c) Chalk board
measures in Rwanda
d) Dictionaries
d) Show concern for man’s misuse e) Pens
of the environment and show
continual desire to mitigate climate
change
Additional information for the
teacher
The learners will need to recap on
the effects of climate in Rwanda
because this will be a base for them
to comprehend how such effects can
be transformed into human friendly
situation. After this, pair the learners
and let them handle Activity 9.12.

108
 Interactive and multi-ability
learning
Organise the class into pairs, slow
and medium learners may handle
questions 1 and 2 of the End unit
assessment and they check in
the dictionary for the meaning of
mitigation.
Fast learners should handle
questions 3 and 4 of the End Unit
assessment while those with special
needs may be distributed between
these teams. There after a class
discussion should be conducted to
harmonise the outcome from both
teams.

Teaching and learning methods

(i) Guided discovery
(ii) Research work
(iii) Group presentations
(iv) Discussions
(v) Question and answer

Extension/Remedial Activities
Learners should be asked to continue
with research work on other effects
of climate change in Rwanda and
in other countries such that they
can make comparison and try out
strategies to mitigate its effects.
Ask them to research about types of
vegetation both within and outside
the school compound. Remember
this links them to Unit 10.

109
 TOPIC AREA: PHYSICAL GEOGRAPHY

SUB-TOPIC AREA: VEGETATION

UNIT 10: VEGETATION IN RWANDA

110
 Unit
VEGETATION IN RWANDA
10

Key unit competence

At the end of the four lessons, the learner should be able to explain the
importance of different types of vegetation in Rwanda.

Introduction
In this unit, the main sub-topics to be covered are:
(i) Types of natural vegetation in Rwanda
(ii) Factors that influence vegetation distribution in Rwanda
(iii) Importance of different vegetation types
(iv) Impacts of man’s activities on vegetation in Rwanda
(v) Measures to conserve natural vegetation in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes and values
• Locate the major • Classify the different types • Appreciate the
vegetation types in of natural vegetation in importance of different
Rwanda. Rwanda. types of natural
• State the factors that • Explain the factors vegetation in Rwanda.
influence distribution in influencing vegetation • Show concern for
Rwanda. distribution in Rwanda. the impacts of man’s
• State the impacts of • Discuss the impact of human misuse of vegetation
man’s activities on activities on vegetation and control measures.
vegetation in Rwanda. and suggest conservation • Appreciate the
• Outline the measures measures. importance of
of conserving natural conserving vegetation.
vegetation in Rwanda.

Information for the teacher then make them show concern for the
One of the aims of teaching this topic is impacts of man’s misuse of vegetation
to enable the learner to appreciate the and the control measures that have
importance of different types of natural been or should be put in place. Learners
vegetation in Rwanda. This should should also appreciate the importance
of conserving vegetation.

111
In this unit, you are expected to To humans, forests are useful sources
emphasise the importance of different of building and construction material,
types of vegetation in Rwanda. As wood fuel, herbal medicine and honey.
you teach each section, ensure that Trees absolve carbon dioxide and
the learners appreciate the value of produce oxygen that all living things
vegetation and display concern for the cannot survive without. To wild animals,
mismanagement of vegetation. forest provide shelter and food. To the
environment, forests protect soils from
Generally, vegetation is like the outer agents of erosion. They also make the
garment of the earth. Like we care environment appealing to the eye.
for garments that we use to cover our
bodies, in the same way, we should Grasslands are also important in that
care for the earth’s covering garment. both wild and domestic animals feed
This will then keep the earth protected on grass. Grass is also used as thatch
from natural phenomena like rain sand for houses. Some grasses such as reeds
floods, strong winds and misuse by are used as raw materials for making
humans. mats and baskets. Grass is also a cover
that protects soils from agents of
There are different types of vegetation erosion. There are many other uses of
in Rwanda and each has its importance vegetation and as such, vegetation is a
thus requiring proper use, conservation resource we cannot afford to care for.
and management to avoid depletion.
Rwanda has experienced extensive Link to other subjects
depletion of forests leaving only a small
When teaching this unit, ensure you
percentage of the country under forest
draw a link to Biology.
cover. This has been as a result of
rapid population growth creating a high
demand for forest products. The natural Generic competences
forests reserves are under government • Lifelong skills
management and conservation. There • Research skills
has been campaigns to plant as many • Problem solving
tress as possible to replace the depleted • Critical thinking
areas and to increase the area under
forest cover. The campaigns have Cross-cutting issues
yielded positive results. Many areas Vegetation is a natural resource. There
have planted forests which are in form should be emphasis on the value and
of plantations. responsibility to protect, manage and
conserve vegetation to sustain the
Rwanda has a large area under supply of the products as we protect
woodlands in the eastern parts of the the environment. Thus environmental
country. Here the trees are under threat conservation and sustainability is a key
due to demand for charcoal in the issue to be emphasised in this unit.
nearby towns.

112
Failure to conserve vegetation could Different types of vegetation in Rwanda
easily lead to desertification. Also are:
important in this unit is to emphasise i) Forests which include natural
on financial education/awareness. As forests found in the forest reserves,
you are aware, depletion of vegetation riverine forests and planted forests;
is directly related to financial needs. ii) Woodlands mainly found in parts of
For instance, burning of charcoal to eastern and southern areas of the
sell and raise income and cutting of country;
reeds to make baskets for sale. Genocide iii) Grasslands that occur in the areas
studies cannot be ignored in this unit as that receive low seasonal rainfall;
we are aware that the 1994 genocide iv) Swamp vegetation that include
against the Tutsi had adverse effects on reeds, papyrus and water weeds.
forests in Rwanda especially when the
refugees returned to the country. Preparation for teaching
Read widely about vegetation and
10.1 TYPES OF NATURAL make comprehensive notes for
VEGETATION IN reference as you teach. Write the key
RWANDA words related to vegetation that require
definitions. You may draw an enlarged
Learning outcome map of Rwanda’s vegetation for use as
By the end of this section, the learner you discuss the distribution of different
should be able to classify the different types of vegetation. Prepare the
types of natural vegetation in Rwanda. answers to the activities in the section
for reference.
Additional information for the
teacher Safety
Begin the lesson by finding out how As the learners walk out of class to view
much the learners know about different the vegetation, ensure you avoid steep
types of vegetation. Let the learners areas that may not be safe to walk.
carry out Activity 10.1 on page 116 Have in mind the learners with physical
and ensure that they make correct disability.
interpretation of the questions. Ensure Teaching and learning resources
they also discuss the differences and
a) Approved text books and other
similarities between the types of
references
vegetation. Follow this by guiding
b) Atlases
them to study the map of Rwanda on
vegetation and ensure they copy the c) Local environment
map in their note books correctly. This
should enable them to locate and name
the different areas in Rwanda and the
corresponding type of vegetation.

113
Interactive and multi-ability 10.2 FACTORS THAT
learning INFLUENCE
Ensure that you initiate discussions and VEGETATION
question and answer sessions where DISTRIBUTION IN
all members of the class participate.
RWANDA
Encourage the slow learners to
participate while also catering for Learning outcome
the learners with special needs. Ask By the end of this section, the learner
learners to work on Activity 10.2. should be able to explain the factors
influencing vegetation distribution in
Rwanda.
Teaching and learning methods
a) Question and answer Additional information for the
b) Discussions teacher
c) Viewing of local environment Review briefly what the class learnt
Teaching and learning activities during the last section. Let the
learners give the key points learnt.
a) Studying the vegetation in the local
Build on the ideas so that you relate
environment
the current section to the last one for
b) Discussing the local vegetation flow. Let learners work on Activity
types 10.4. Ensure you engage the learners
c) Drawing of map showing vegetation to give suggestions of the factors that
d) Asking/answering questions influence vegetation distribution. They
e) Taking notes could look at the photographs in the
unit to get ideas of some of the factors.
For instance the forests that are next to
Extension/Remedial Activities a river should give a clue of the related
Let the learners work on Activity factors.
10.3 and complete making notes
and drawing the map. Ensure they Preparation teaching
complete the answers to the activities Teaching of this section should start
in the section for discussion. You from the familiar factors so that
may also give an assignment for learners can be able to comprehend
the learners to research on specific when they learn about any new factors.
characteristics of different types of It is important to make a list of the
vegetation giving specific examples factors to be discussed relating to each
of areas where they occur. type of vegetation. This will enable
learners understand why different
areas in Rwanda have different types of
vegetation. Prepare leading questions
that guide the flow of the lesson and

114
have the key points noted. • Asking and answering questions
Acquaint yourself with the activities in • Class presentation
the section to be prepared for the way • Note taking
to handle the questions. This will also
help you to judge how much time you
require for the activities.
Extension/Remedial Activities
Learners to finalise the report writing
Safety and notes on the section. Ask learners
As you plan for any lesson, it is to work on Activity 10.6.
important to always ensure that the
learning environment is safe for the
learners whether inside the class or 10.3 IMPORTANCE
outside. More so if you have learners OF DIFFERENT
who are physically challenged.
VEGETATION TYPES
Teaching and learning resources Learning outcome
• Approved text books and other By the end of this section the learner
references should be able to explain the importance
• Atlases of each type of vegetation in Rwanda.
• Map of Rwanda showing
distribution of vegetation Additional information for the
teacher
Interactive and multi-ability You must ensure that the learners are
learning clear about the characteristics of each
Ensure that each group has done its type of vegetation and its location in
research on the factors that influence Rwanda as this will enable them to
the vegetation around the school. Let comprehend and relate the importance
them make their presentations for of each type to the environment
discussion. Involve all the learners in where it is found. Let learners work on
the discussion ensuring that the slow Activity 10.7.
ones also participate. Group learners to
work on Activity 10.5. Learners should give their own ideas of
the importance of the different types
Teaching/learning methods of vegetation while giving specific
• Research examples from their own experiences.
• Group discussion At this juncture, you should guide
• Map interpretation them to reasons why conservation of
• Question and answer each type of vegetation is necessary.
Also, consider the effects of failure to
Teaching/learning activities conserve the vegetation.
• Research work

115
Preparation for teaching Extension/Remedial Activities
Ensure you have appropriate notes Learners to finalise the report writing
on each of the types of vegetation. and notes on the section. They should
In addition you should have guiding also read more on the importance of
question that will help the flow of vegetation to individuals and to the
ideas. Obtain relevant photographs government. Ask learners to work on
that will help in enabling the learners to Activity 10.8
understand the concepts. Prepare a map
of the different types of vegetation for
display as reference during the lesson.
Organise the class into groups to work 10.4 IMPACT OF MAN’S
on the activity. ACTIVITIES ON
Teaching/learning resources VEGETATION IN
• Approved text books and other
RWANDA
references Learning outcome
• Map of Rwanda By the end of this section, the learner
• Relevant photographs should be able to discuss the impact
Interactive and multi-ability of human activities on vegetation and
learning suggest conservation measures.
Ensure that each group has done its
research on the importance of each Additional information for the
type of vegetation in Rwanda. Let them teacher
make their presentations for discussion. Let learners work on Activity 10.9.
Use question and answer method to There are many examples of areas
involve all the learners. Also involve all where different measures are being
the learners in the discussion ensuring taken to conserve vegetation in
that the slow ones and those with Rwanda. For example there is a focus
special needs are fully involved. to increase the areas under forest cover
by planting trees where forests had
Teaching/learning methods been cleared and gazetting some forest
reserves.
• Research
• Group discussion In addition the government has
• Map interpretation question measures in place to fight fires that
• Question and answers destroy forests, woodlands and
Teaching/learning activities grasslands especially during the wet
Research work, asking and answering, seasons. It is only through conservation
class presentation and note taking. of vegetation that we can guarantee
sustainability of the vegetation.
You must ensure that the learners

116
are clear about what is being done in Teaching/learning methods
different parts of the country and more • Photograph analysis
so the local environment which you
• Discussion
could arrange to visit for study. Let
• Question and answer
them give suggestions on what they
are familiar with and later research Teaching/learning activities
further on the same. This will give • Photograph reading
them awareness and appreciation of • Asking and answering questions
the impact of human activities on • Note taking
vegetation and the care that should be
taken to ensure sustainability. Extension/Remedial Activities
Learners to do further reading on
Preparation for teaching the impact of human activities on
Prepare comprehensive notes to guide vegetation in Rwanda and make
you as you take the learners through the notes. Let them research on the
section. Obtain relevant photographs precautions taken to control the
and together with what is in the learner’s misuse of vegetation in Rwanda.
book, you could prepare questions to
help them interpret the activities in the
photographs. In addition you need to 10.5 MEASURES TO
be ready with the possible answers to CONSERVE NATURAL
the activities to elaborate during the VEGETATION IN
discussions in class. RWANDA
Teaching/learning resources Learning outcome
• Approved text books and other By the end of this section the learner
references, should be able to explain the measures
• Map of Rwanda being taken to conserve natural
• Relevant photographs vegetation in Rwanda.
• Local environment Additional information for the
teacher
Interactive and multi-ability
learning Let learners present their findings on
Activity 10.10. Rwanda has a lot of
As you interpret the photographs, ensure
examples of areas where different types
that each learner is fully involved in
of vegetation have been carelessly
answering the questions. Use question
exploited and the impact on the people
and answer method to involve all the
and on the environment is very clear.
learners. Also involve all the learners
You must ensure that the learners are
in the discussion ensuring that the slow
clear about possible impact of human
learners are not left behind.
activities on vegetation if care is not
taken to ensure sustainability.

117
Let learners give their own ideas of the Interactive and multi-ability
importance of conserving the different learning
types of vegetation and where they Ensure that each learner is fully involved
have specific evidence, let that be as you interpret the photographs. Use
emphasised. question and answer method to involve
all the learners. Also involve all the
Preparation for teacing learners in the discussion.
Obtain relevant photographs to add
Teaching/learning methods
to the one in the learner’s book so as
to help in enabling the learners to • Photograph analysis
understand the concepts. Ensure you • Discussion
have appropriate notes on the impact of • Question and answer
misuse of each of types of vegetation. Teaching/learning activities
In addition you should have guiding
question that will help the flow of ideas. • Photograph reading
Acquaint yourself with the photographs • Discussion
and prepare guiding questions to help • Asking and answering questions
the progression of the section. • Note taking
Extension/Remedial Activities
Safety
Learners to do further reading on
If you plan to take the learners out
the topic and write a paragraph on
for outdoor learning, take safety
an area they are familiar with where
precaution such as avoiding areas that
vegetation is under conservation. This
may be dangerous. Very steep slopes
should be presented for discussion in
and bushes should be avoided as much
class. Ask learners to work on End of
as possible. The learning environment
unit assessment.
should always be safe for the learners
whether inside the class or outside.

Teaching/learning resources
• Approved text books and other
references
• Local environment
• Map of Rwanda
• Relevant photographs

118
TOPIC AREA: PHYSICAL GEOGRAPHY

SUB-TOPIC AREA: DRAINAGE

UNIT 11: DRAINAGE IN RWANDA

119
 Unit
11 DRAINAGE IN RWANDA

Key unit competence

At the end of the five periods, learners should be able to investigate the
importance of drainage and the challenges of obtaining sustainable and clean
water in Rwanda.

Introduction

In this unit the main sub-topics to be covered are:

(i) Major types of rivers in Rwanda
(ii) Major rivers, swamps and lakes in Rwanda
(iii) Mode of formation of lakes in Rwanda
(iv) Importance of water bodies in Rwanda
(v) Challenges to obtaining sustainable and clean water in Rwanda
(vi) Conservation and management methods of water bodies in Rwanda

Learning objectives:
As you teach this unit, you should ensure that learners acquire the following skills,
values and attitudes.
Knowledge Skills Attitudes and values
• Identify the major rivers, • Draw a sketch map of • Appreciate the
swamps and lakes of Rwanda to show the importance of water
Rwanda. major rivers, swamps and resources in Rwanda.
• State the mode of lakes. • Show concern for proper
formation of lakes in • Explain the mode of use and management
Rwanda. formation of different of water resources in
• Suggest the importance types of lakes in Rwanda. Rwanda
of drainage in Rwanda. • Evaluate the importance
• Explain the challenges of of water bodies.
obtaining sustainable and • Carryout a research
clean water in Rwanda. to find out the ways of
• State methods of purifying water.
conserving water • Apply different
resources. conservation methods in
protecting water bodies.
• Apply different
conservation methods in
protecting water bodies.

120
Information to the teacher The natural drainage systems in Rwanda
Drainage can be defined as the removal contribute significantly towards the
of surface and sub-surface water from economy of the country benefiting
an area either naturally or using artificial individuals as well as the nation.
means. Drainage system on the other Drainage system is the main source of
hand refers to the pattern that is formed water for domestic and industrial use.
by the streams, rivers, and lakes in a The water is also used for agricultural
particular drainage basin. The streams, activities such as irrigation and watering
rivers and lakes in one basin have some the livestock. The lakes and swamps
interconnection in that the stream may are major sources of Fish. In addition,
be tributaries of the main river or may swamps provide ideal environment for
be independent small rivers. The rivers growing some of the traditional crops
may all be flowing into the lakes but that require large amounts of water in
also, the lakes could be the sources of the soil.
the rivers. The common denominator is Links to other subjects
that all these water features are found While you teach this unit, ensure you
in one drainage basin. draw a link to water purification and
On the surface of the earth we have treatment in Chemistry.
many large rivers, lakes, seas and
oceans. The rivers get water from rain, Generic competences
snow melt, lakes or from springs and In this unit, ensure that you achieve
swamps. The rivers flow into lakes, seas one or a combination of the following
oceans. This pattern is replicated in generic competences:
Rwanda where we have many large and a) Critical thinking: This is the ability
small rivers with numerous tributaries, of the learner to think imaginatively
springs, swamps and lakes. and evaluate ideas in a meaningful
way before arriving at a conclusion. It
Lake Kivu is one of the Great Lakes is also the ability to make appropriate
in Eastern Africa within the western decisions based on experience and
branch of the rift valley. It lies on the relevant learning.
border between the DRC Congo and
Rwanda. Lake Kivu is the source of b) Creativity and innovation: This
River Rusizi, which flows southwards is thinking beyond what is provided
into Lake Tanganyika. The word in order to generate new ideas to
“Kivu” is a Bantu name for“lake.” The enrich learning. It also includes
lake covers a total surface area of some generating new ideas and applying
2,700 km2 (1,040 sq mi) and stands at a them in learning situations.
height of 1,460 metres (4,790 ft) above c) Problem solving: In some cases,
sea level. Some 1 370 km2 or 58% of the learner will be required to be
the lake’s waters lie within the borders resourceful by finding answers to
of DRC. questions and solutions to problems.

121
 This competence is also achieved Cross-cutting issues
when a learner is able to explain The study of drainage is basically
phenomena based on findings from a study of a major environmental
information gathered or provided. component. If we misuse our sources
d) Communication skills: This of water, life on earth will cease to
involves comprehending language exist. As such, this study will to a large
through listening and reading, extent include environment conservation
using oral and written language to and sustainability in general and
discuss, argue and debate a variety conservation of water in particular. In
of themes in a logical manner and addition, learners will appreciate this
exchanging ideas confidently and unit as preparation for career in the
effectively. field of Hydrology. As such the study
touches on Inclusive education in that all
e) Lifelong skills: This is described
categories of learners can opt to pursue
as coping with evolution of
this field.
knowledge and technology
advances for personal fulfillment. It
The unit will touch on financial
is also exploiting all opportunities
education in that we shall cover issues
available to improve on knowledge
such as building of dams, harvesting
and skills.
rain water, irrigation all which have
f) Research skills: This is being financial implications.
resourceful in finding answers
to questions and solutions to
problems as well as producing new Introduction to drainage in
knowledge based on research of rwanda
existing information and concepts
and sound judgment in developing Learning outcome
viable solutions. By the end of this lesson, the learner
g) Cooperation: Adapting to different should be able to identify the major
situations including the world of rivers and drainage basins in Rwanda.
work and practicing respect for
rights, views and feelings of others. Additional information for the
teacher
Introduce the unit to the learners by
Assessment criteria building on the knowledge on study
At the end of the lesson the learners done in the lower classes. At this stage
should be able to correctly locate the learners have knowledge about
the major water bodies of Rwanda, what drainage entails but have to study
investigate the importance of drainage in details as they apply the concept to
and challenges of obtaining sustainable the Rwandan situation.
clean water in Rwanda. Give the learners the task to define
drainage and drainage basin. They can

122
use a dictionary or other source of could appoint one student to lead the
information to get the meaning. discussion for the activity and ensure
that slow learners and those with other
Ask the learners to work on Activity challenges may be appointed to lead.
11.1 and ask them to make class
presentation on the same. Ensure
Teaching/learning methods
as many of them as possible have
given their presentations and all class Guided discover y, discussions,
members have participated in the photograph and map analysis and
discussions on each presentation. question and answer.

Preparation for teaching Teaching/learning activities

Ensure that you have appropriate maps Using the Atlas, rivers, lakes and
of the countries that you wish to use s wa m p s, s t u d y i n g p h o t og r a p h s,
to compare with Rwanda in terms asking/answering questions, class
of drainage systems found. You also presentations, discussions, drawing
need to have comprehensive notes and maps and taking notes.
questions to use as you introduce the
topic to the class. Extension/Remedial Activities
Learners should be asked draw a map
Prepare a sketch map of Rwanda similar of Rwanda showing rivers, lakes and
to the one that you will ask the learners swamps. In addition, they should read
to draw to show the major drainage through the sections of the topic so
systems in the country. far covered and if possible read ahead
in preparation for the next lesson.
Acquaint yourself with the activities
within this section in the learners’ book
so that you plan on how much time
the learners will take to answer the 11.1 MAJOR RIVERS,
questions and discuss them in class. SWAMPS AND LAKES
IN RWANDA
Teaching/learning resources
Learning outcome
Learners book, wall maps, sketch map
of Rwanda, photographs and Atlases. By the end of this lesson, the learners
should be able to identify and the major
rivers, swamps and lakes in Rwanda.
Interactive and multi-ability
learning
Ensure that each learner has worked
on the activities. At this point, involve
the class in discussions ensuring
that all members participate. You

123
Additional information for the Teaching/learning resources
teacher Learners Book, wall maps, sketch map
Review briefly what the class learnt of Rwanda, photographs and Atlases.
during the last lesson and let the Interactive and multi- ability
learners give some of the key points learning
they learnt. The learners should be Ensure that each learner has worked
engaged in naming the rivers, swamps on the activities. You should involve
and lakes in Rwanda and where possible the class in discussions ensuring that
their sources of water. They should all members participate. Let members
draw and study table given in Activity of each group present their findings on
11.2 in the learner’s book which shows the activities and allow class discussion
the rivers and their mode of formation. on each groups work. Ensure that slow
They should then identify and name the learners and those with other challenges
lakes, rivers and swamps in their Atlases participate in the discussions.
as instructed on their sketchy maps.
Teaching/ learning methods
In Rwanda swamps are found in the G uided discover y, discussion
highland areas such as Kamiranzovu, method, photograph and map analysis
Gishoma and Mushaka. They are and question and answer.
present in the Central Plateau and the
river basins of major rivers such as
Teaching/learning activities
Identifying lakes in the Atlas, studying
Ngenda, Mugesera and Sake. They are
photog raphs, asking/answering
also found at the edges of Lake Kivu.
questions, and class presentations,
Preparation for teaching discussions, drawing maps and taking
notes.
Ensure that you have appropriate maps
of Rwanda showing the major lakes, Extension/Remedial Activities
rivers and swamps. You could also Learners should be asked to work
collect aerial photographs of the lakes. on Activity 11.3. In addition, they
You also need to have comprehensive should reading and researching on
notes and questions to use as you mode of formation of lakes.
introduce the topic to the class. Read
widely on formation of lakes to be able
to notes for use in class. 11.2 FORMATION OF LAKES
IN RWANDA
Acquaint yourself with the activities in
Learning outcome
this section in the learners’ book so that
you plan on how much time the learners By the end of this lesson, the learners
will take to answer the questions and should be able to state the mode of
discuss them in class. formation of lakes in Rwanda.

124
Additional information for the Ensure that slow learners and those
teacher with other challenges participate in the
Review briefly what the class leant discussions and asking and answering
during the last lesson and let the questions.
learners give some the key points they Teaching/learning methods
learnt. Let the class give names of the G u i d e d d i s c ov e r y, d i s c u s s i o n
lakesthat they know other than the method, photograph and map analysis
major ones given in the unit. For each and question and answer.
lake named, they should explain how
the lakes were formed. Ask them to Teaching/learning activities
work on Activity 11.3. Identifying lakes in the Atlas, studying
photog raphs, asking/answering
Preparation for teaching questions, and discussions, drawing
maps and taking notes.
Ensure that you have appropriate
maps of Rwanda showing where the
major lakes are found. You could also Extension/Remedial Activities
collect aerial photographs of the lakes Learners should read through
and where they are found. You also the section and find out more
need to have comprehensive notes information on lakes in other parts of
and questions to use as you introduce the world from the internet or other
the topic to the class. Read widely on geographical sources.
lakes including those in other parts of
Eastern Africa for comparison. Ask learners to work on Activity
11.5. Ensure that you check their
Acquaint yourself with the activities in work before the next lesson.
this section in the learners’ book so that
you plan on how much time the learners
will take to answer the questions and 11.3 IMPORTANCE OF
discuss them in class.
WATER BODIES IN
Teaching/learning resources RWANDA
Learners Book, wall maps, sketch map Learning outcome
of Rwanda, photographs and Atlases. By the end of this lesson, the learners
should be able suggest the importance
Interactive and multi-ability of drainage in Rwanda.
learning
Additional information for the
Ensure that each learner has worked teacher
on the activities. Involve the class in
question and answer and discussions Rwanda government recognises the
to ensure that all members are actively value water bodies as a resource that
involved in the learning process. is important especially for a developing

125
economy. The management and vi. Swamps provide an important
conservation of Gikondo swamp function of water treatment and
was as a result of this recognition. purification and serve as sources of
Gikondo swamp represents the best water for lakes. They connect rivers
example of conservation of a swamp in the country such as Kamiranzovu
that has yielded good returns for local in Nyungwe and Rugenzi in Bulera.
population. The swamps also help in ground
Briefly review what the class leant on water recharge.
water bodies during the last lesson. vii. Water bodies form major inland
Ask the learners to give some the key fresh water fisheries which is a
points they learnt. Let the class give source of food, and income for
names of the major lakes, swamps families and communities.
and the rivers. Ask them to give the viii. Some lakes are sources of minerals.
economic activities carried out in these For example, methane gas is mined
water bodies. Ask learners to work on from Lake Kivu which is a source of
Activity 11.6. energy.
From the class discussion it is evident ix. Sand and clay scooped around the
that water bodies such as lakes, rivers water bodies is used in building and
and swamps are of significance to construction.
Rwandans as follows:
i. Water is important for good health. Preparation for teaching
Our body needs about 8 glasses of Ensure that you have appropriate maps
clean and safe water every day and aerial photographs you used in the
ii. Rwanda gets water for domestic and previous lesson on the major water
industrial use such as irrigation and bodies in Rwanda. You also need to have
hydro-electric power production comprehensive notes and questions on
iii. Water bodies are natural habitats for a the importance of water bodies to use
variety of unique plants and animals. as you introduce the topic to the class.
They form tourist attraction sites for Ensure you have information on how
recreation. Sport fishing, and boat other countries use their water bodies
racing are also practiced. The picture so that you can compare themwith
below shows a chain of hotels at the Rwanda.
shores of Lake Kivu. Acquaint yourself with the activities
iv. Lake Kivu modifies the climatic in this section and ensure you plan on
conditions of the adjacent areas. how much time the learners will take to
Sea breezes and convectional answer the questions and discuss them
rainfall are common. in class.
v. The water bodies provide natural
route ways to transport goods and
peoples and linking Rwanda to the Teaching/learning resources
neighbouring countries. Learners book, wall maps, sketch map
of Rwanda, photographs and Atlases.

126
Interactive and multi- ability Additional information for the
learning teacher
Involve the class in question and Rwanda government has water
answer and discussions to ensure that bodies awareness through policy
all members are actively involved in implementations, in collaboration with
the learning process. Ensure that slow the public by educating people on the
learners and those with special needs values and functions of water bodies.
participate in the discussions and However, economic development
asking and answering questions. has outweighed water bodies benefits
thus leading to their utilisation and
Teaching/learning methods exploitation. This has led to the over
Question and answer, g u i ded utilisation of these resources resulting
di sc ov e r y, disc u s sion method, in water bodies loss and degradation.
photograph and map analysis.
Make a review of what the class leant
on the importance of water bodies
Teaching/learning activities
during the last lesson. Ask the learners
Asking/answering questions identifying to give some the key points they learnt.
water bodies in the Atlas, studying Let the class give some of the uses of
photographs, discussions and taking water bodies and ask them how such
notes. uses could lead to destruction of the
water bodies.
Extension/Remedial Activities Ask learners to work on Activity 11.7.
Learners should read through the Although Rwanda possesses abundant
section and find out more information water resources nevertheless, there
on the uses of water bodies in other are challenges to obtaining sustainable
parts of the world from the internet clean water. Some of the challenges
or other geographical sources. are:
i. People lack comprehensive
11.4 CHALLENGES information and awareness on the
importance of careful use of water
TO OBTAINING
resources. They also lack adequate
SUSTAINABLE AND infrastructure to harvest and store
CLEAN WATER IN water.
RWANDA ii. Climate change has contributed to
degradation of water bodies with
Learning outcome
a decrease in amount and quality
By the end of this lesson, the learners of water. For example, the quality
should be able to explain the challenges of water deteriorates during floods
of obtaining sustainable and clean and drought occurrences.
water in Rwanda.
iii. The change of wetlands to

127
 a g r i c u l t u r a l p ro d u c t i o n h a s out if they have any water bodies that
increased rapidly due the acute have dried up and why so that you can
scarcity of agricultural land. This compare with Rwandan situation.
has led to enormous pressure on
the wetlands as sustainable sources Teaching/learning resources
of water. Learner’s Book, wall maps, sketch map
iv. With agricultural intensification, of Rwanda, photographs and Atlases
excessive fertilisers run into lakes and other geographical sources.
and rivers. This encourages the
rapid growth of thick mats of Interactive and multi- ability
aquatic plants or water hyacinth learning
on water surfaces. This is not only
Involve the class in question and
threatening to the lifespan of lakes
answer and discussions to ensure that
and rivers in but also has detrimental
all members are actively involved in the
effects on water quality.
learning process. Let the groups discuss
v. The discharge of untreated waste the activity and present their findings to
(both domestic and industrial) is the class. Ensure that slow learners and
directly deposited or ends up in those with special needs participate
water resources causing water in the discussions and asking and
pollution. This has rendered water answering questions.
unsuitable for direct consumption
and increased the cost of treatment
before utilisation. Teaching/learning methods
vi. Increased housing developments Guided discovery, question and answer,
associated with urbanisation, discussion, photograph and map and
directly affects the soils’ physical document analysis.
characteristics thus lowering water
infiltration and increasing runoff Teaching/learning activities
and soil erosion with increased Asking/answering questions identifying
potential for floods. This has uses of water bodies by studying
happened in Kigali and to a lesser photographs, discussions and taking
extent in other provincial towns notes.
across the country.
Extension/Remedial Activities
Preparation for teaching Learners should read through the
Ensure that you have appropriate notes section and find out more information
and photographs of water bodies that on the challenges facing water bodies
have been destroyed. You also need in other parts of the world from
to have questions on the misuse of the Internet or other geographical
water bodies to use as you introduce sources.
the topic to the class. Ensure you have
read widely on other countries to find

128
11.5 CONSERVATION the process of cleaning water.
AND MANAGEMENT Treatment makes the water safe for
people to use Treatment includes
METHODS OF WATER
disinfection with chlorine or other
BODIES IN RWANDA chemicals to kill any germs in the
Learning outcome water.
By the end of this lesson, the learners iii. Removing invasive plants: Physical
should be able to describe methods removal of the alien plants is a low-
of conserving and managing water cost measure to improve an area’s
resources. water quality.

Additional information for the iv. Promoting community empowerment

teacher initiatives through high value
economic activities such as fishing,
How can water bodies be sustained?
beekeeping as well as value addition
Remember they have a very delicate
so that communities are motivated
ecosystem yet they are on demand for
to protect the water catchment
use to sustain people’s livelihood. This
areas
is true for Rwanda and may other parts
of the world. v. Protecting water catchment areas/
Make a review of what the class leant water towers, river banks and
on the importance of water bodies water bodies from destruction and
during the last lesson and for each use, contamination
let the learners discuss challenges to
the water body. Let the class discuss Preparation for teaching
the best way to use the water bodies Ensure that you have appropriate notes
without destroying them. on how wetlands in other parts of the
world are conserved or rehabilitated.
Ask learners to work on Activity 11.9 You also need to have more information
and guide through it. on how the misused water bodies can
Water can be conserved through: be rehabilitated. Collect photographs
showing people using waterbodies. Use
i. Recycling/re-use: Utilising wastewater these as you introduce the topic to the
from one process to another where class. Ensure you have read widely on
lower-quality water is acceptable other countries on this area.
as a way to reduce the amount
of wastewater, pollution and all Teaching/learning resources
together increase water supplies Learners book, wall maps, sketch map
of Rwanda, photographs and Atlases
ii. Treating or disinfecting community
and other geographical sources.
wells and boreholes during drought
and floods events to maintain
water quality. Water treatmentis

129
Interactive and multi-ability
learning 4.
Involve the class in question and • Water is important for good
answer and discussions to ensure that health. Our body needs about
all members are actively involved in 8 glasses of clean and safe
the learning process. Ensure that slow water every day
learners and those with special needs • Rwanda gets water for
participate in the discussions and domestic and industrial use
asking and answering questions. such as irrigation and hydro-
Teaching/learning methods electric power production
• Water bodies are natural
Question and answer, expository
habitats for a variety of unique
approach, discussion method,
plants and animals. They form
photograph and map and document
tourist attraction sites for
analysis.
recreation. Sport fishing, and
boat racing are also practised.
Teaching/learning activities
• Lake Kivu modifies the
Asking/answering questions identifying climatic conditions of the
water bodies in the Atlas, studying adjacent areas. Sea breezes
photographs, discussions, and taking and convectional rainfall are
notes. common.
Extension/Remedial Activities • The water bodies provide
Learners should read widely on natural route ways to
conservation of water bodies in transport goods and peoples
Rwanda and in other parts of the and linking Rwanda to the
world from the internet or other neighbouring countries.
geographical sources. • Swamps provide an important
Assign lear ner s End unit function of water treatment
assessment as homework. Ensure and purification and serve as
that you check the learners work sources of water for lakes.
before the next lesson. They connect rivers in the
country such as Kamiranzovu
Answers to End unit assessment in Nyungwe and Rugezi in
1. Rivers, lakes and swamps Burera. The swamps also help
2. • Permanent rivers in ground water recharge.
• Temporary rivers • Water bodies form major
• Intermittent rivers inland fresh water fisheries
3. Drainage map of Rwanda which is a source of food,
and income for families and
communities.
• Some lakes are sources of

130
 minerals. For example, methane harvesting at household level.
gas is mined from Lake Kivu • Organising focused awareness
which is a source of energy. campaign that simplifies the
• Sand and clay scooped around need for sustainable use of water
the water bodies is used in resources, in a language that is
building and construction. clearer to people particularly
5. those in rural areas.
• Developing and maintaining • Involving water users including
strategic boreholes, traditional gender groups, administrators
dug wells, water pans and supply and non-governmental
lines to improve access to water. organisations in water resource
• Increasing capture and management.
storage of rainwater to ensure • Enforcing laws against
availability of water during the destruction of water resources.
dry season, particularly roof 6.
Activity Water management Water Conservation
Using water from the Kitchen to
grow Vegetables
Training people on careful use of y
water
Storing water for use during the y
dry season
Protecting water catchment areas y
Digging wells y
Disinfecting water y

131
 TOPIC AREA: PHYSICAL GEOGRAPHY

SUB-TOPIC AREA: MAN AND HIS

ENVIRONMENT
UNIT 12: ENVIRONMENTAL CONSERVATION IN
RWANDA

132
 Unit ENVIRONMENTAL CONSERVATION IN
12 RWANDA

Key unit competence

At the end of the4 lessons, the learners should be able to investigate the factors
responsible for environmental degradation and consequences of excessive use
(over-exploitation) of environmental resources

Introduction
In this unit, the main sub-topics to be covered are:
(i) Definition of environmental resources and environmental degradation
(ii) Types of environmental resources in Rwanda
(iii) Ways of exploiting environmental resources
(iv) Causes and consequences (effects) of overexploitation of environmental
resources
(v) Environmental conservation measures (ways of upgrading the environment)

Teaching objectives
As you teach this unit, you should ensure that learners acquire the following skills,
values and attitudes.
Knowledge Skills Attitudes and values
• Explain the meaning of • Suggest proper ways of • Appreciate the
environmental resources exploiting environmental importance of various
and environmental resources to protect environmental resources
degradation. their school and home • Show concern for
• Identify the various ways environments overexploitation of
of environmental resource • Analyse the causes and environmental resources
exploitation effects of overexploitation and its effects
• Explain the causes of environmental • Show respect for
and consequences resources environmental measures
of overexploitation of • Analyse measures (ways of upgrading the
environmental resources taken for environmental environment)
• State the measures conservation
of environmental
conservation

133
Information for the teacher Cross cutting issues
Environmental conservation and This topic has touched on what
sustainability involves making happened to the environment
decisions and taking actions that when refugees returned to Rwanda.
are in the interests of protecting the However, it is worth noting that
environment. This is emphasised in research carried out by some scholars
the key competences that the learner is show a link between unsustainability of
expected to acquire. the environment and the conflict. Their
findings indicate that during the years
The main emphasis is on preserving the before the conflict, the population
capacity of the environment to support pressure was so high that the cultivated
life. Environmental sustainability is land could not produce sufficient food
therefore about making responsible to feed the people. Many people had
decisions that will reduce the negative invaded the hills and forested areas
impact that human activities have on as the only other available land for
the environment. cultivation. They applied poor methods
of cultivation leading to extreme soil
Human activities are responsible erosion. Increased poverty due to
for reducing the capacity of the unproductive land created tension
environment to support life. This among the people. They only needed
happens when: an excuse to turn onto one another.
• Forests and woodlands are cleared
The effect during the conflict was
through logging and setting up
that there was no one to protect
agricultural land.
environmental resources, especially
• There is pollution and over-fishing
forests. People descended on it clearing
of oceans, rivers, lakes and wetlands
large areas of the former forest land.
• The atmosphere is polluted through It has taken the combined effort of
the burning of fossil fuels. the government, non-governmental
• There are use unsustainable farming environment biased organisations
practices which damage even the and local communities to bring the
prime agricultural land. Rwandan environment to where it is
today.
The government, organisations
The other issue is about the population
and local communities have to take
pressure that has led to widespread
deliberate initiatives to ensure the
land degradation. As a result, the
environment is cared for not only for
ministry of Education has been
the current population but also for
petitioned to include Family Planning
future generations.
and Reproductive Health education
in the school teaching curriculum, to
help educate the public on run-away
population.

134
12.1 DEFINITION OF documents with summarised
ENVIRONMENTAL definitions. Ensure they understand
this definitions because the information
RESOURCES AND
will form an important part in the
ENVIRONMENTAL understanding of the entire topic.
DEGRADATION
Summarise the lesson by organising
Learning outcome
the class in pairs to work on Activity
By the end of this section, the learner 12.1. Ask them to prepare class
should be able to explain the meaning presentations, to be done in the next
of environmental resources and lesson.
environmental degradation.
Safety
Additional information for the
In case you need to use the local
teacher
environment to for the class to see the
This is an area that requires use of resources such as vegetation and water
the local environment for learners to bodies in their natural environment, it
identify whether there is sufficient is important to ensure that care is taken
protection, preservation and proper as the learners walk to areas within or
utilisation of natural resources that away from the school compound. Steep
make up the environment. In addition, slopes should be avoided.
learners will be able to identify
the renewable and non-renewable
resources in their local environment. Suggested teaching/learning
This is the starting point and reference resources
will be made when teaching the rest of • Learner’s Book
the unit. Thus, the using the principle • Maps showing locations of
of teaching/learning from known to resources to be used as examples
unknown. (such as drainage map of Rwanda,
mineral distribution in Rwanda,
Preparation for teaching tourism or even physical features
Start the lesson by asking learners to such as mountains)
find out the meaning of the following • Photographs of some of the
terms: resources
• Environment
• Environmental resources Interactive learning
• Renewable resources Ensure you pair learners of different
• Non-renewable resources abilities as they work on the activities.
• Environmental degradation During class presentations, all learners
should make contributions.
Ensure you summarise what learners
will have obtained from the dictionary,
Learner’s Book and other geographical

135
Suggested teaching/learning Additional information for the
methods teacher
(i) Guided discovery This section is quite wide and every
(ii) Question and answer specific way of exploiting each resource
(iii) Researching must be taught individually using local
(iv) Class presentations and discussions examples. It requires that learner
get to fully understand why natural
Suggested teaching/learning resources especially those in their local
activities environment must be exploited. This
a) Locating areas on maps can be supported by Activity 12.3,
b) Identifying samples of the resources which should be done by learners
displayed in class or those learners individually. Choose learners at random
have seen in their local environment. to present their findings.
c) Discussing the meaning of key As indicated in the Learner’s Book,
terms and phrases unless resources whether renewable or
d) Taking notes not are used sustainably, they will get
depleted and people will suffer. Some
Extension/Remedial Activities of the resources like water and air are
Reading further from available so crucial that no living organism can
documents and researching from survive without them yet they are either
internet about what is being studied. polluted or mismanaged. Resources
Let them find out more on the must be exploited with a lot of care for
specific human activities that cause sustainability. The various ways that
environmental degradation. have been suggested in the Learner’s
Book may not be exhaustive and so
learners must be engaged to make
12.2 & 12.3 TYPES OF suggestions and to research for more.
ENVIRONMENTAL This will enable them focus on what
RESOURCES IN can be done in Rwanda to ensure the
RWANDA AND WAYS OF resources are well utilised.
EXPLOITING THEM Preparation for teaching
Specific learning outcomes Types of environmental
By the end of this section, the learner resources in Rwanda
should be able to: Remind the learners the various types
• Identify various ways of environ- of resources. Let them group them
mental resource exploitation either as living or non-living. (Living:
• Suggest proper ways of exploiting Vegetation and animals: Non-living:
environmental resources to protect Land, soil, minerals and air)
their school and home environments
Ensure you have samples that you used
• Appreciate the importance of
in Section 1and identify areas within the
various environmental resources.

136
local environment that are suitable for 3. Ve g e t a t i o n - Fo r e s t s h av e
teaching/learning this section. Make been conserved to preserve the
appropriate notes to guide the learners environment, national parks have
during class discussions. been set up in protected areas with
different types of vegetation, grass
Emphasise on the importance of these
provides pasture, trees provide
resources. Let them appreciate the
timber and other building materials.
need to utilise them sustainably, while
paying attention to conservation. 4. Wildlife - National heritage as
they tourist attractions, are bais for
Ensure learners with different learning setting up national reserves, provide
abilities are in the groups that you will food to people and animals.
help learners form in order to tackle 5. Water resources - Provide water
Activities 12.4, 12.5 and 12.6. for human and animal use, used
in agricultural activities, used as
Safety industrial coolants, used as fishing
It is important to ensure that care is grounds, generates HEP.
taken as the learners walk to areas
away from the school compound. Avoid Suggested teaching/learning
steep areas where accidents could resources
easily occur.
• Local environment
Ways of exploiting environ- • Maps showing various economic
mental resources activities
The following are some of the ways the • Photographs
environment resources are exploited. • Learner’s Book
Ask learners to come up with a table Interactive learning
with the type of resource in one column Ensure you pair learners of different
and its exploitation in the other column. abilities as they work on the activities.
The following analysis will help you During class presentations, all learners
score their responses. Remember, the should make contributions.
list is not exhaustive, and therefore
learners are likely to come up with more Suggested teaching/learning methods
information that you should verify. • Guided discovery
1. Land - Has national forest reserves, • Question and answer
wildlife conservation parks, • Researching
protected water catchment areas, • Class discussions and presentations
national wetlands and areas of • Cross-reference with other sources
urban settlement. of geographical information
2. Soil - Farming (crop farming
and l iv e s t o c k ke e p i n g ) ,
mining, settlement, industrial
establishments.

137
Improvisation environment. This is because the causes
Ensure you have improvised learning and consequences may vary from one
materials and appropriate learning area to another. The ones outlined in
environment for use by learners with the Learner’s Book are very general
special needs to do their research. and may not apply to all the districts or
local areas.
Suggested teaching/learning
activities It is advisable to find out and include
• Locating areas on maps the consequences that affect the local
• Drawing of maps area and add them for learners to note.
• Identifying samples You could use an officer working with
• Class presentations, and discussions the relevant ministry or department
• Note taking as a resource person to get more
information on this part of the unit.

Extension/Remedial Activities Preparation for teaching

Attempting Activities 12.7, 12.8 If you are able to get a resource
and 12.9. Learners’ responses person for this section, organise this
should be checked and corrected arrangement early enough and prepare
where necessary. the questions you need answered.
Organise the class into groups to work
12.4 CAUSES AND on Activity12.10. Make appropriate
notes to guide the learners during class
CONSEQUENCES
discussions after the activity.
(EFFECTS) OF OVER-
EXPLOITATION OF Safety
ENVIRONMENTAL In case you wish to take the learners for
RESOURCES outdoor learning, ensure they are well
guarded during any outdoor learning
Learning outcomes sessions. Avoid steep areas and any
By the end of this sub-topic, the learner other areas where accidents could
should be able to: easily occur.
a) Show concern for over-exploitation
of environmental resources and its Suggested teaching/learning
effects resources
b) E xpl a i n the c a use s and • Local environment
consequences of over-exploitation
• Resource person
of environmental resources
• Atlas maps
Additional information for the • Photographs
teacher • Learner’s Book
This is yet another part of the unit that
can be taught effectively using the local

138
Interactive learning Extension/Remedial Activities
Learners of different abilities should be Further reading from available
included in each group as they work on relevant documents and researching
Activity 12.2. from Internet and other available
relevant materials.
All learners should take part during Ask all learners to prepare a table
class presentations and any other similar to the one show below and fill
activities. it with appropriate information from
the knowledge gained during the
Suggested teaching/learning study of this section.
methods
Resource Cause of exploitation Consequences of
• Photograph analysis of areas where over-exploitation

consequences of overexploitation
can clearly be seen, for example, Ensure you check learners work
derelicted land after mining before the next lesson. Guide those
• Guided discovery who will not have grasped the
• Question and answer concepts clearly.
• Map analysis (Using maps showing
areas such as Gishwati Forest
before and after exploitation, and 12.5 ENVIRONMENTAL
after reafforestation efforts) CONSERVATION
• Local environment MEASURES (WAYS
• Class discussions and presentations OF UPGRADING THE
• Note taking ENVIRONMENT)
Improvisation Learning outcomes
Ensure you have improvised learning By the end of this sub-topic, the learner
materials and appropriate learning should be able to:
environment for use by learners with a) State the measures of environmental
special needs to do their research. conservation
b) Analyse measures taken for
Suggested teaching/learning environmental conservation
activities c) Show respect for environmental
Teacher exposition, question and conservation
answer, researching to identifying
challenges of conservation, class Information for the teacher
presentations, and discussions, note Introduce this section with Activity
taking. 12.13. Group learners into four, with
each group identifying one of them to

139
present their findings before the class. c) Wildlife
Make sure that all the five aspects of Have the map of Rwanda showing
the Activity are conclusively handled, wildlife conservation areas. Let
which are: learners mention the benefits of
(i) Importance of conserving forests wildlife conservation, by explaining
and water resources the benefits people get from
(ii) The need for preparing tree engaging in wildlife conservation.
nurseries and tree planting Let them have the benefits the
(iii) Importance of preventing forest government gets and those that
fires people derive from it.
(iv) Dangers of illegal tree cutting Improvisation
(v) Importance of agroforestry Ensure you have improvised learning
Read widely about environment materials and appropriate learning
conservation measures for resources environment for use by learners with
such as: special needs to do their research.

a) Land and minerals Suggested teaching/learning

You can identify appropriate areas activities
within the local environment • Study of areas within the local
where learners can visit to learn environment
practically about soil conservation • Identifying methods of conservation
and minerals if available. Make • Class presentations and discussions
appropriate notes to guide the • Note taking.
learners during class discussions
after the field activity. Extension/Remedial Activities
Divide learners into study groups
b) Water and aquatic resources after learning this section. Assign
Ensure you identify appropriate each group Activities 12.14, 12.15
water resources within the local and 12.16.
environment where learners can Summarise the unit by asking learners
visit to learn practically about water to tackle the End unit assessment.
conservation and aquatic life. Make
appropriate notes to guide the
learners during class discussions
after the field activity. Come up
with any other relevant practical
activities that you can engage
learners in.

140
Answers to End unit assessment

1. a) Environmental resources:
This is what exists in the
environment that can be
exploited for use by human
beings. Examples: Soil, minerals,
wildlife, air, water, physical
features
b) Environmental degradation:
This is the reduction in the
usefulness of the environment
due to misuse or careless use
of the environment leading to
deterioration of the quality of
the environment

2. - Contour ploughing
- Terracing
- Planting cover crops
- Crop rotation
- Use of organic fertilisers
3. i) Population increase
ii) Demand for wood fuel
iii) Need for building materials
iv) Need for raw materials for
furniture
4. a) Avoiding discharge of
industrial and domestic
wastes into water resources
b) Protecting and increasing
the vegetation around water
sources
c) Avoiding wastage of water
d) Water harvesting during the
rainy season for later use
e) Controlling soil erosion
f) Building dams to hold storm
waters

141
 TOPIC AREA: HUMAN AND ECONOMIC
GEOGRAPHY

SUB-TOPIC AREA: POPULATION,

SETTLEMENT AND
URBANISATION
UNIT 13: POPULATION IN RWANDA

UNIT 14: RURAL AND URBAN SETTLEMENT IN

RWANDA

142
 Unit
POPULATION IN RWANDA
13

Key unit competence

At the end of the seven lessons, the leaner should be able to discuss the
demographic problems and possible solutions in Rwanda.

Introduction
In this unit, the following key areas of population in Rwanda will be covered:
(i) Factors influencing population distribution and density in Rwanda
(ii) Population structure in Rwanda (composition, age, and sex)
(iii) Population movements/migration in Rwanda (causes and effects)
(iv) Population growth and associated problems in Rwanda
(v) Measures for population control in Rwanda (discouraging early sex,
encouraging small families, abstinence, encourage monogamy, delayed
marriage, discourage prostitution
(vi) Impact of early sex, health risks, HIV and Aids, STDs in Rwanda and possible
prevention measures
(vii) Demographic problems in Rwanda and their solutions

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes and values
• Outline the factors • Analyse the factors • Show concern for the
influencing population influencing population effects of population
distribution and density in distribution in Rwanda. growth and the reasons
Rwanda. • Describe the population for population control in
• Identify the reasons for structure of Rwanda. Rwanda.
the type of population • Explain factors for • Appreciate the importance
structure of Rwanda. population movements in of population control
• Identify the causes and Rwanda. measures in Rwanda
effects of migration/ • Evaluate the possible • Show respect for early
population movements in solutions to the problems sex education and
Rwanda. related to population delayed marriage in
• State the reasons for growth in Rwanda. Rwanda
rapid population growth
and its effects in Rwanda.

143
 • State the different types of • Apply knowledge on • Show concern for
family planning methods. control of rapid population the consequences of
• Outline the causes, growth in Rwanda. migration and desire
effects and possible • Analyse the impact of to control population
control measures for early early sex, health risks, movements in Rwanda.
Sex, health risks, HIV and HIV and Aids, STDs and
Aids and STDs. propose different ways
of their prevention in
Rwanda.
• Analyse demographic
problems in Rwanda and
suggest solutions.

Information for the teacher resources may lead to inability to meet

The study of population involves the expectations if the population
learning about the total number of growth rate is too high. The terms
people living in a given area. In this unit overpopulation, under population
it is about the population of Rwanda. and moderate population are used to
Different characteristics of the describe population in different areas.
population which include composition, Population studies is all about the
growth, migration and distribution society. Learners have to be made
among others are studied. This gives a to appreciate social issues such as
picture of the human environment that avoidance and protection against
a government is tasked to care about. diseases that are transmitted from one
The study enables us to understand and person to the next. It is not possible
appreciate the challenges that a country for the government to reach every
is likely to experience while catering individual to provide protection. People
for its population. A government is must exercise individual responsibility
expected to have proper plans to be to keep healthy.
able to provide adequate healthcare,
education, employment opportunities When teaching aspects of population
and food security for its people. In such as migrations in Rwanda it
the developing nations like Rwanda, will be important to emphasiSe the
countries face numerous challenges movements that have been experienced
related to population because in many periodically due to civil strife in the
cases, the population growth rate country. These are movements that
outweighs the available resources. We have retarded the economic growth of
must remember that it is possible to the country. It takes more financial and
keep population growth controlled material resources to recover after civil
if people change their attitude and strife and this should be avoided at all
embrace family planning positively. cost. Also important to lay emphasis
Governments may have good plans on is the need to live in peace with
in place but shortage of financial neighbours to avoid conflicts. Other

144
forms of migrations such as tourism 13.1 FACTORS INFLUENCING
may be for economic reasons and POPULATION
could be encouraged in order for the
DISTRIBUTION AND
government and individuals to generate
revenue. DENSITY IN RWANDA
Learning outcome
In this unit, learners should be able
to show concern for the effects of By the end of this section the learner
population growth and the reasons for should be able to analyse the factors
population control in Rwanda. They influencing population distribution in
Rwanda.
should also appreciate the importance
of population control measures that are Additional information for the
being promoted in Rwanda. teacher
Population distribution refers to the way
Generic competences
people are spread out over a given area.
a) Co-operation There is no country where the spread
b) Research skills of population is uniform. In Rwanda,
c) Critical thinking some areas are very densely populated
d) Lifelong learning while in other areas people are widely
scattered. Towns have clusters of
Cross-cutting issues population which reduces in density as
As discussed earlier, population one moves away from the town.
studies is about the society and its Let the learners study the map in the
dynamics. In this unit, genocide studies Learner’s Book Activity 13.2 and
as human related disaster that has identify and name the areas that have
been experienced in Rwanda will be large population as well as those with
discussed. In addition, peace gender and low population. After identifying the
value of education will be applicable areas, let them use their knowledge of
in that to avoid civil strife we must the country to give reasons for sparse
learn live peacefully with one another. and dense population in different
Financial education is applicable in areas. The reasons that they identify
this unit because individuals have to can then be stated as factors. You will
engage in income generating activities then elaborate on these factors while
for survival while the government has also adding whatever others that the
to raise revenue to be able to provide learners may have failed to name. It
for the population. is also important that they draw the
Comprehensive sexual education cannot distribution map in their note books.
be left out in this unit because it is all to Ensure that the maps are labeled.
do with human behaviour. In addition, Preparation for teaching
a mention on environment and climate Make comprehensive notes on
change which are directly influenced by population distribution and have a
human activities cannot be ignored in map ready for use as you discuss the
this unit. factors and the specific areas where

145
each factor applies. You need prepare 13.2 POPULATION
to have the class stand outside to view STRUCTURE
the countryside and identify the area
of their school in relation to population
IN RWANDA
distribution zones. Familiarise yourself (COMPOSITION, AGE
with Activity 13.1 so that you will AND SEX)
be able to guide the learners as they
answer the questions. Learning outcome
By the end of this section, the
Teaching/learning resources
learner should be able to describe the
Population map of Rwanda, atlas,
population structure of Rwanda.
recommended text books, appropriate
learning resources for learners with Additional information for the
special needs. teacher
Interactive and multi-ability Ask learners to work on Activity
learning 13.4. Population structure refers to
Let all the learners be involved in the the characteristics of population in
discussion and question answering. terms of different ages of the people
Allow time for the slow learners to who make up the population and
participate to avoid the fast learners to their gender. The structure is usually
dominate. identified after a census has been taken
Teaching/learning methods where each individual’s characteristics
Guided discovery, discussion, map are recorded. This information
analysis, question and answer method. is represented using graphs called
population pyramid or age/sex graphs.
Teaching learning activities Each population cohort is represented
Map reading and drawing, text book
using a bar that shows the total
referencing, note taking answering and
number of people within the group or
asking questions.
a percentage of the total population
Extension/Remedial Activities that falls within that age group. The
bars are drawn horizontally with bars
Ask the learners to work on Activity
representing females drawn to the right
13.3.
while those for males are to the left. The
central part of the graph is a vertical
column that has age groups beginning
from zero years.

Begin the topic by reviewing to find

out how much the learners know
about population structure. You could
draw a sketch pyramid to represent
the population of your school if it is

146
mixed. If not mixed use an example of Extension/Remedial Activities
a school that learners are familiar with.
This will enable the learners to grasp Ask the learners to ensure they
the concept of the pyramid before you complete the activities in the section.
come specific pyramid for Rwanda. Give then statistics to use for drawing
You will need to go over each bar and of population pyramid for practice.
what it specifically stands for in terms
of age, gender and numbers. You must 13.3 POPULATION
remember to stress on the effect of MOVEMENTS/
high birth rate and high death rate on MIGRATION IN
the shape of the pyramid. RWANDA (CAUSES AND
Preparation for the teacher EFFECTS)
Ensure you have sketches of pyramids Learning outcome
to use as you discuss the concept of By the end of this section, the learner
population structure. Prepare questions should be able to explain factors for
that will guide the flow of the lesson. Population movements in Rwanda.
Prepare your answers for the activities
in the section in readiness for discussion. Additional information for the
teacher
Teaching/learning resources Population migration is the movement
Population g raphs of Rwanda, of people from one place to another
population statistics, recommended either permanently or temporarily. The
text books, appropriate learning movement can be within the country
resources for learners with special or outside the country. It can also
needs. involve local citizens or people from
Interactive and multi-ability other countries. It can be voluntary
learning or forced movement. Migration can
Let all the learners be involved in the involve individuals, families or entire
discussion and question answering. community.
Allow time for the slow learners to Population migration can be as a result
participate. of political social or economic factors.
Make a review of what the class has so
Teaching/learning methods
far learnt on population then move on to
Guided discovery, discussion, analysis
the migration aspect. You may introduce
of statistics and graphs, question and
by talking about the movement of
answer method.
learners to and from school, movement
of workers every day to and from
Teaching learning activities
work and then migrations caused by
Pyramid drawing, text book referencing, political conflicts. Ensure you classify
discussion, note taking answering and the different types such as international
asking questions. and local migrations, then temporary

147
and permanent ones. Let learners work methods.
on Activity 13.5.
Teaching/learning activities
Preparation for teaching Migration route map drawing, text book
Ensure you have studied the history referencing, discussion, note taking
of the migration and settlement of answering and asking questions.
the early settlers in Rwanda with their
origin, routes and where they settled in Extension/Remedial Activities
Rwanda. You may collect information Ask the learners to work on Activity
from the internet and any other relevant 13.7. They should research further
sources to subsidise information given for more information on the section.
in the recommended text books.

Collect relevant data on population

13.4 POPULATION GROWTH
migrations in Rwanda and prepare AND ASSOCIATED
question to guide the flow of the lesson. PROBLEMS IN RWANDA
Ensure you have comprehensive notes
Learning outcome
on reasons why people migrate from
one place to another and why they By the end of this section the learner,
settle or prefer certain areas as their should be able to state the reasons for
destinations. rapid population growth and its effects
in Rwanda
Teaching/learning resources Additional information for the
Maps on Population mig ration, teacher
population mig ration statistics,
Rwanda is one of the countries in
recommended text books, appropriate
Africa with a rapid population growth.
learning resources for learners with
Most of the families are large with
special needs.
many children. A rapidly growing
Interactive and multi-ability population creates challenges not
learning only to individual families but also to
Involved all the learners in the the government which is expected to
discussions and question answering provide social amenities for the people.
sessions. Allow time for the slow The government has to provide health
learners to participate and ensure and education facilities and ensure food
learners with special needs are also security for the citizens. This becomes
actively involved. In groups, ask a challenge if the rate of population
learners to work on Activity 13.6. growth outweighs the growth of the
economy.
Teaching/learning methods Introduce the topic by asking the
Guided discovery, discussion, analysis learners to discuss family sizes in
of maps and migration statistics, group the villages where they come from.
discussions, question and answer

148
They can also discuss the challenges Teaching/learning methods
that individual families that have Guided discovery, discussion, analysis
many children face. Make a review of graphs, group discussions, question
of what the class has so far learnt on and answer methods.
population then link to the growth and
associated problems. The problems Teaching /learning activities
can be grouped into categories such as Drawing and analysing graphs, text
social and economic related types. Let book referencing, discussion, note
learners work on Activity 13.8. taking answering and asking questions.

Preparation for teaching Extension/Remedial Activities

Ensure you have relevant statistics on Ask the learners to research further
population growth for Rwanda and on the consequences of rapid
various other countries for purpose population growth. Ensure they draw
of comparison. Make notes that will the graph on the activity and give a
guide to have logical flow of the topic. description of the trend.
You may collect information from the
internet and any other relevant sources 13.5 POSSIBLE SOLUTIONS
to subsidise information given in the TO POPULATION
recommended text books. Prepare GROWTH IN RWANDA
guiding questions to ensure learners
are involved in the teaching/learning Learning outcome
process. You must also ensure you have
answers to the graph activity to guide By the end of this section, the learner
you as you discuss. should be able to evaluate the possible
solutions to the problems related to
Teaching/learning resources population growth in Rwanda.
Statistical data on population growth, Additional information for the
recommended text books, appropriate
teacher
learning resources for learners with
special needs. Ask learners to work on Activity
13.10. There are different measures
Interactive and multi-ability that are taken in different countries
learning to control rapid population growth.
Involved all the learners in the Countries such as china and India used
discussions and question answering painful measures such as passing laws
sessions. Allow time for the slow to govern the number of children that
learners to participate and ensure a family should have. Since Rwanda is
learners with special needs are also such a small country, if the population is
actively involved. In groups, ask allowed to continue growing so rapidly
learners to work on Activity 13.9. there will be more serious consequences
than has been experienced. It is for that
reason that Rwanda has used some of

149
the measures such introducing aspects answering sessions. Ensure slow
of sex education in the curriculum to learners not intimidated and freely
enable learners to gain knowledge participate in the discussions.
on the possible consequences of
Teaching/learning methods
irresponsible sexual behaviour.
Guided discovery, discussion, group
Introduce the topic by asking the discussions, question and answer
learners to discuss family sizes in the methods.
villages where they come from. They Teaching learning activities
can also discuss the challenges that
Text book referencing, discussion,
individual families that have many
note taking andasking and answering
children face. Let them suggest what
questions.
can be done to control the rapid
population growth in Rwanda.
Extension/Remedial Activities
Preparation for teaching Further reading on the topic. Ask the
Prepare comprehensive notes learners to complete the activities
capturing the various measures that and making notes.
different countries have used to
control high population growth rates.
13.6 & 13.7 IMPACT OF
In your notes you have to make a list EARLY SEX, HEALTH
of the effects of such things as delayed RISKS, HIV/AIDS,
marriages, abstinence, monogamy
STDS IN RWANDA AND
and discouraging prostitution. Invite
a health worker to give a talk and ask POSSIBLE PREVENTION
learners to work on Activity 13.11. MEASURES
Let them make presentations in class. Learning outcome
Prepare guiding questions that you By the end of this section the learner
will use to facilitate class participation
should be able to analyse the impact of
during the lesson. Ensure you have
early sex, health risks, HIV and Aids,
answers to the activities in the section.
STDs and propose different ways of
their prevention in Rwanda.
Teaching/learning resources
Recommended text books, relevant Additional information for the
resource materials such as internet and teacher
government documents, appropriate
Ask learners to present their findings
learning resources for learners with
on Activity 13.11. The impact
special needs.
of early sexual activities include
Interactive and multi-ability risking ones health and life as well as
learning getting unplanned pregnancies which
Ensure all the learners participate contribute to rapid population growth.
in class discussions and question HIV and AIDs and other sexually

150
transmitted diseases can only be avoided Interactive and multi-ability
if the right behaviour is observed by learning
individuals. The government has also Ensure all the learners participate
a role to play in educating the citizens in class discussions and question
and where possible by passing and answering sessions. Ensure slow
enforcing laws that could hinder the learners not intimidated and freely
negative social behaviour among the participate in the discussions. Let
citizens. In Rwanda the rate of HIV learners work on Activity 13.12.
infection is worrying and the young
people have to avoid this disease by Teaching/learning methods
keeping off the irresponsible behaviour Guided discovery, discussion, group
that puts them at risk. discussions, question and answer
methods.
Briefly discuss this issue with the class
to establish their level of understanding Teaching/learning activities
based on what they may have witnessed Text book referencing, discussion,
in the local communities. Pose the note taking and answering and asking
question of the challenges that the questions.
infected people are facing. They should
also give suggestions of what they think
the young generation should do to keep Extension/Remedial Activities
off the infections of such diseases. What Ask the learners to research further
challenges is the government facing in on the measures that are being taken
the fight against these diseases? This is to prevent the spread of STDs in the
a wide area for class discussion. country. They also should complete
the activities and make notes.
Preparation for teaching
Prepare comprehensive notes and 13.8 DEMOGRAPHIC
guiding questions capturing the various PROBLEMS IN
measures that the Rwanda government
RWANDA AND THEIR
and countries have used to control the
spread of sexually transmitted diseases SOLUTIONS
and unplanned pregnancies. Learning outcome
By the end of this section, the learner
Prepare discussion points for the
should be able to analyse demographic
activity in the section.
problems in Rwanda and suggest their
Teaching/learning resources solutions.
Recommended text books, relevant
resource materials such as internet and Additional information for the
government documents, appropriate teacher
learning resources for learners with There are many types of demographic
special needs. problems in Rwanda. Some of these
problems cannot be solved within

151
a short term. They require time for Teaching/learning resources
planning and putting structures in Recommended text books, relevant
place. Problems such as high fertility resource materials such as internet
rates and high birth rates lead to large and relevant government documents,
families, high dependency rates and appropriate learning resources for
high poverty levels. learners with special needs.

The government has given set aside Interactive and multi-ability

resources in an effort to address learning
different types of demographic Ensure all the learners participate
problems in Rwanda. It will take time in class discussions and question
to change the attitude of a large section answering sessions. Ensure slow
of the society to accept radical changes learners freely participate in the
that will yield fruits in solving some of discussions.
the problems. For instance, high birth
rates and spread of diseases require Teaching/learning methods
attitude change.
Guided discovery, discussion, group
discussions, question and answer
Briefly discuss the problems with the
methods.
class and for each, let the learners
give suggestions of what part the Teaching learning activities
government should play and what Text book referencing, discussion, note
the role of individuals should be. The taking answering and asking questions.
problems can be classified as per
those that can be solved immediately,
medium term and long term solutions. Further activities
Ask the learners to research further on
Preparation for the teacher the demographic problems and how
Ensure you carry out a comprehensive different countries solve them. Are
research on the demographic problems these solutions applicable in Rwanda?
affecting Rwanda. Find out what is They should answer the questions in
being done in other countries since the activity in the section.
these are not unique to Rwanda.
Prepare comprehensive notes and
guiding questions capturing each of the
demographic problems and possible
solutions.

152
 Unit RURAL AND URBAN SETTLEMENT IN
14 RWANDA

Key unit competence

At the end of the five lessons, the learner should be able to explain the impact
of rural and urban settlement on the sustainable development of Rwanda

Introduction
The sections covered under this unit include:

Rural settlement
a) Rural settlement (grouped, nucleated, linear, isolated and planned settlements
b) Characteristics of rural settlements
c) Problems affecting rural settlements and their solutions
d) Advantages and disadvantages of rural settlement schemes (Imidugudu)

Urban settlement
e) Major urban centres in Rwanda
f) Major characteristics of urban settlements
g) Functions of urban centres in Rwanda
h) Factors influencing the growth of urban centres in Rwanda
i) Problems faced by urban centres and their possible solutions
j) The environmental protection measures in urban centres in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge and
Skills Attitudes and Values
Understanding
• Identify the different • Categorise various • Appreciate the importance
settlement patterns in settlement patterns of settlement patterns in
Rwanda and outline their Rwanda.
• Investigate the problems
characteristics
affecting rural settlements • Show concern for the
• State the problems and their solutions advantages of planned
affecting rural settlements settlements in Rwanda
• Explain advantages and
• State the advantages and disadvantages of rural • Show concern for the
disadvantages of planned settlements effects of urbanisation
settlements (Imidugudu) on the sustainable
development of Rwanda

153
 • Identify the major urban • Evaluate the impact • Appreciate the functions
centres of Rwanda and of urbanisation on of urban centres
outline their functions sustainable development
• Show concern for the
of Rwanda and suggest
• State the factors which problems or challenges
possible solutions
favour the growth and experienced in urban
development of urban • Analyse the factors which centres of Rwanda and
centres have favoured the growth show desire for proper
and development of urban urban planning
• List the problems of urban
centres in Rwanda
centres in Rwanda and • Appreciate the importance
suggest possible solutions • Evaluate the problems of environmental
faced by urban dwellers protection in urban areas
• Outline the environmental
and possible remedies
protection measures
applied in urban centres • Explain the environmental
protection measures
applied in urban centres

Information for the teacher Urban settlement implies towns. These

Human settlement means the built are settlements that are predominantly
up environment. It refers to villages, commercial centres where trade,
towns and other places where human
industry and office activities are
activities take place. It is human
dominant. These settlements consist
habitation. There are two types of
a large built up area with few empty
settlements, rural and urban types.
spaces. Apart from the many buildings
Rural settlements are built up area in the
that are close to each other, there are
rural settings which are predominantly
based on agricultural activities. The many people and a large number of
settlements may be a few clustered vehicles. Towns grow up for different
homes or scattered homesteads. reasons. Among some of the reasons,
Other rural settlements include fishing some grow as religious centres, others
villages which are usually found along as administrative centres, and others
rivers or shores of lakes. Such villages grow as a result of manufacturing
may have some farming alongside the activities. Some urban centres have
fishing activities. For instance, there very large population. For instance,
are fishing villages along the shores population estimates of selected towns
of Lake Kivu. Rural settlements are is as follows: London: 8.63 million,
the oldest forms of settlements. In Lagos: 15.12 million, Nairobi: 4 million
prehistoric time people lived in caves and Kigali: 1.13 million people.
but as evolution of economic activities
continued to change, people started Generic competences
building temporary shelters next to (i) Research skills
where they were tilling the land. With
time they began to build permanent (ii) Problem solving
shelters as the tilling of land became (iii) Critical thinking
more permanent. (iv) Creativity

154
(v) Co-operation Links to other subjects
(vi) Lifelong learning This topic links with statistics in
Mathematics and Population in
Cross cutting issues Economics.
The study of settlement is equal to
studying one form of the ways that 14.1 RURAL SETTLEMENT
people interact with the environment.
This interaction more often leads to 14.1.1 & 14.1.2 TYPES AND
degradation. Thus conservation of the CHARACTERISTICS OF
environment becomes a necessity. In RURAL SETTLEMENT
addition, the study of settlement is
all about people striving to generate Learning outcomes
income in different ways. This study By the end of this section, the learners
will help the learners to acquire should be able to:
knowledge on financial education as (i) Identify the different settlement
they study about settlement. Some patterns in Rwanda and outline the
urban settlements in Rwanda changed characteristics of rural settlements
their names after the 1994 genocide (ii) Categorise various settlement
against the Tutsi and many villages patterns
were destroyed or abandoned. Thus (iii) Appreciate the importance of
Genocide studies is an integral part of settlement patterns in Rwanda
this unit.
The recent trend where urban centres Additional information for the
have been expanding poses a challenge teacher
to the institutions concerned with Many of the learners are familiar with
reproductive health, as well as family rural settlements in Rwanda. Some
planning, HIV and AIDS awareness as come from such environments while
well as other STI’s. This unit provides others must have travelled to the rural
a teacher with an opportunity to deal areas and seen these settlements. Build
with this cross-cutting issue. on this knowledge as you introduce
the topic to the class. At this stage,
As you teach this unit, you are not introduce to them the following types
limited to the above cross cutting of settlements:
issues alone. It is therefore important to
• Grouped settlements
keep in mind other cross cutting issues
that you may bring out in your diverse • Nucleated settlements
teaching methods and techniques as • Linear settlements
opportunity may arise. These include: • Isolated settlements
a) Peace and values education • Planned settlements
b) Financial education
c) Standardisation culture It is important that at this stage you give
d) Inclusive education the learners the task to differentiate

155
between rural and urban settlement. When giving their responses, involve
They can use a dictionary or other the class in discussions ensuring
sources of information. that all members participate. You
could appoint one learner to lead the
Referring to the map of Rwanda, let discussion for each activity and ensure
them discuss the possible reasons why that slow learners and those with other
certain villages and towns are located challenges may be appointed to lead.
at the given sites. Let them describe
the distribution of the rural settlements Teaching/learning methods
and the patterns they form. • Group discussions
• Photograph analysis and question
As the learners work on the activities in and answer
groups and make class presentation on • Viewing local environment
the same. Ensure as many of them as Teaching/learning activities
possible have given their presentations • Viewing the local environment
and all class members have participated • Studying photographs
in the discussions on each presentation.
• Asking/answering questions
Preparation for teaching • Class presentations
Activity 14.2 should start your • Discussions and taking notes
discussion on types of rural settlements.
Ensure that you have appropriate
answers to set off the lesson and notes Extension/Remedial Activities
on the section. Organise the class into Learners should be asked to read
groups to work on this activity and through the sections of the topic so
make presentations. Acquaint yourself far covered.
with the local rural settlement within Ask them to work on Activity 14.6
the vicinity of the school to use as during their remedial learning and
examples as you teach this unit. present their findings in the next
lesson.
Teaching/learning resources
• Learner’s Book 14.1.3 & 14.1.4 PROBLEMS
• Sketch diagrams of settlements AFFECTING RURAL
• Local environment SETTLEMENTS AND
• Photographs THEIR SOLUTIONS
Learning outcomes
Interactive and multi-ability By the end of this lesson, the learners
learning
As you take learners through this should be able to:
section, ensure you conclusively handle (i) State the problems affecting rural
Activities 14.3, 14.4 and 14.5. settlements
Give the activities to the learners as (ii) Investigate the problems affecting
assignment after taking them through rural settlements and their
this section. solutions

156
Additional information for the • Local environment
teacher • Photographs
Rural settlements in Rwanda face many
challenges. Many of the learners are Interactive and multi-ability
familiar with these challenges. Some learning
come from such settlements and have Ensure that learners have worked on
experienced these challenges. Others the activities. At this point, involve
must have interacted with people the class in discussions ensuring that
from rural areas or have read from all members participate. Encourage
newspapers about the problems faced the slow learners to participate in the
in rural areas. discussion.
Give the learners the task to discuss the
problems faced in rural settlements and Teaching/learning methods
how people overcome them. What is • Guided discovery
the government doing to help people in • Discussion
the rural areas? • Photograph analysis
As the learners work on the activities • Question and answer
in groups and make class presentation • Viewing local environment
on the same. Ensure they given their
presentations and all class members Teaching/learning activities
have participated in the discussions on (i) Viewing the local environment
the presentation. (ii)Studying photographs
(iii)
Asking/answering questions
Preparation for teaching
Using Activity 14.7, develop (iv)Class presentations and
comprehensive notes on problems, discussions
solutions and government policy on (v) Taking notes
rural settlement in Rwanda. Organise
materials for learners to use as they Extension/Remedial Activities
research on the government policy Learners should be asked to read as
towards rural settlement. Make sure they research on government policy
you have the possible answers to the on rural settlement (particularly
activities in the section. Acquaint on rural settlement schemes or
yourself with the problems faced in Imidugudus).
the local rural settlements within the
vicinity of the school to use as examples
as you teach the section.

Teaching/learning resources
• Learner’s Book
• Reference materials
• Sketch diagrams of settlements

157
14.2 URBAN SETTLEMENT with specific examples. As the learners
work on the activities in groups and
14.2.1 & 14.2.2 MAJOR make class presentation on the same.
URBAN CENTRES IN Ensure they give their presentations
RWANDA AND THEIR and all class members have participated
CHARACTERISTICS in the discussions on the presentation.
Learning outcomes Preparation for teaching
By the end of this lesson, the learners Ensure that you have specific examples
should be able to: of towns that you will use as case
a) Identify the major urban centres of studies. Those that the learners are
Rwanda and outline their functions familiar with would be the best to use as
b) Evaluate the impact of they understand them better. Prepare
urbanisation on sustainable notes and questions to use during the
development of Rwanda and lesson. Avail newspaper articles, maps
suggest possible solutions and photographs of the towns to be
c) Show concern for the effects of studied. The photos should depict some
urbanisation on the sustainable of the characteristics to be discussed. If
development of Rwanda you have a town near the school, you
could organise a visit for learners to
learn through observation.
Additional information for the
Use the map in Activity 14.8 to identify
teacher the major urban areas in Rwanda.
Urbanisation means the growth and
spread of towns. How fast are urban With the help of Activity 14.9, have a
centre in Rwanda growing? There are class discussion on the characteristics
many towns in Rwanda and each has its of urban settlements.
unique characteristics although there
Teaching/learning resources
are other characteristics which they
have in common. For example, urban • Learner’s Book
centres have the characteristic of being • Newspaper articles
congested, they have entertainment • Photographs
facilities among other common • Maps
characteristics. • Local environment

Many of the learners are familiar with

Interactive and multi-ability
urban settlements in Rwanda. They learning
may not have visited all of them but Involve the class in discussions ensuring
they are familiar with some of the that all members participate. Encourage
characteristics. the slow learners to participate in the
discussion.
Give the learners the task to discuss the
characteristics of urban settlements

158
Teaching/learning methods b) State the factors which favour the
a) Learner expository growth and development of urban
b) Discussion centres
c) Newspaper article analysis c) Analyse the factors which
d) Viewing local environment have favoured the growth and
development of urban centres in
Teaching/learning activities Rwanda
• Viewing the local environment
Additional information for the
• Studying photographs
teacher
• Asking/answering questions
• Taking notes Different urban centres have grown
due to different reasons. There are
Extension/Remedial Activities some common factors for different
Learners should be asked to read urban centres but there some unique
further and work on the activities that factors that apply to specific centres.
they may not have completed in the Some urban centres develop as
section. trading centres, others as recreation
centres, administrative centres among
Ask learners to summarise the
others. After a town has started, there
information to be studied in the next
are other factors that cause them to
section about Functions of urban
expand. Trading activities are general
centres in Rwanda. Let them know
to all. Then some towns expand due to
that you will choose any of them at
unique reasons.
random to present to the class their
findings. This will encourage learners
Ask the learners to discuss the two
to remain focused on this topic of
types of factors that lead to growth and
study.
expansion of urban settlements with
specific examples. Ask the learners
14.2.3 & 14.2.4 FUNCTIONS OF work on the activities and make class
URBAN CENTRES AND presentation on the same. Ensure all
FACTORS INFLUENCING class members have participated in the
THE GROWTH OF discussions on the presentations.
URBAN CENTRES IN
Preparation for teaching
RWANDA
Review the previous lesson before
Learning outcomes starting introducing this section.
By the end of this lesson, the learners
should be able to: Having given the learners an assignment
a) State the functions of urban in relation to this section, choose at
centres in Rwanda least three learners at random to do
their presentations. As they will be
presenting, guide their explanations,

159
emphasising on what you intent the • Class presentations
learners to understand. Correct any • Discussions
wrong information, as you encourage • Taking notes
other learners to add even more points
to what they already have if what is Extension/Remedial Activities
being discussed is new. Ensure wrong Learners should be asked to read
responses are effectively corrected. further and work on the activities in
Ensure that you have specific examples the section.
of towns that you will use as case
studies. Prepare notes questions to use 14.2.5 PROBLEMS FACING
before this lesson. Ensure you have URBAN CENTRES IN
maps and photographs of the towns
RWANDA AND THEIR
to be studied and that you are able to
generalise the information you have
POSSIBLE SOLUTIONS
collected to apply to other towns. Learning outcomes
By the end of this lesson, the learners
Teaching/learning resources
should be able to:
• Learner’s Book
a) List the problems of urban centres
• Photographs in Rwanda and suggest possible
• Maps solutions
• Local environment b) Evaluate the problems faced
by urban dwellers and possible
Interactive and multi-ability remedies
learning c) Show concern for the problems or
Involve the class in discussions ensuring challenges experienced in urban
that all members participate. Encourage centres of Rwanda and show
the slow learners to participate in the desire for proper urban planning
discussion.
Additional information for the
Teaching/learning methods teacher
a) Class presentations Although towns attract so many
people, they have a myriad of problems
b) Guided discovery
which affect the town dwellers. For
c) Discussion example, not all the people who
d) Photograph review migrate to towns to seek employment
e) Question and answer get employed. As a result, some turn
f) Viewing local environment to crime. Many unemployed cannot
afford to live in decent houses and
Teaching/learning activities this leads to development of informal
• Viewing the local environment settlement. Other problems include
• Studying photographs traffic congestion, shortage of social
• Asking/answering questions amenities among others. The problem

160
of slum development is common in the Learner’s Book, which summarises
many towns but the magnitude depends the problems facing urban centres in
on the size of the town and availability Rwanda and their solutions.
of employment opportunities.
Teaching/learning methods
As you discuss the problems (i) Guided discovery
experienced in towns, you will need (ii) Discussion
to research on the details as applies to (iii) Question and answer
the various towns. Ask the learners to
(iv) Reviewing reference materials
research on problems in specific towns.
Ask them to work on the activities Teaching/learning activities
and make class presentation on the a) Asking/answering questions
same. Ensure all class members have b) Class presentations
participated in the discussions on the c) Discussions
presentations. d) Taking notes

Preparation for teaching

Ensure that you avail reference Extension/Remedial Activities
materials for research by the learners. Learners should be asked to research
Ensure you have comprehensive notes further on each of the towns in
on each of the problems that applies to question. They should also answer
the questions in the revision exercise.
Prepare questions to use during the
lesson. You need also to work on the
answers to Activity 14.9 in the section. 14.2.6 ENVIRONMENTAL
This Activity should be the basis of the PROTECTION
group discussion by learners, where you MEASURES IN URBAN
should ensure that they are grouped CENTRES IN RWANDA
appropriately. Let each group choose
one of them to present the findings of Learning outcomes
Activity 14.9. By the end of this lesson, the learners
should be able to:
Teaching/learning resources (i) Outline the environmental
• Learner’s Book protection measures applied in
• Relevant reference materials urban centres
Interactive and multi-ability (ii) Explain the environmental
protection measures applied in
learning
urban centres
Involve the class in discussions ensuring
that all members participate. Encourage (iii) Appreciate the importance of
the slow learners to participate in the environmental protection in urban
discussion. areas

All learners should copy the table in

161
Additional information for the You also have worked on the answers
teacher to the activities in the section.
Due to the many problems facing
the urban centres highlighted in the Teaching/learning resources
previous section, it is necessary to • Learners book
seek for solutions to each of them. • Relevant reference materials
Environmental sustainability is one of • The Internet
the many reasons we need to care for
our surrounding, to the benefit of the Interactive and multi-ability
current generation and for the future. learning
Refer learners to the previous section Using Activity 14.10, involve the
where problems in urban areas were class in discussions ensuring that all
categorised into four: members participate. Encourage the
• Economic problems slow learners to participate in the
• Social problems discussion.
• Environmental problems Teaching/learning methods
• Land use problems • Guided discovery
Let them single out the environmental
• Discussion method
problems and explain further, while
• Question and answer
giving examples in cases they can
easily recall. • Reviewing reference materials

Teaching/learning activities
Preparation for teaching
(i) Asking/answering questions
Ensure that you are prepared for this
lesson by collecting teaching and (ii) Class presentations
learning materials from a wide range (iii) Group discussions
as suggested in Activity 14.10. This (iv) Taking notes
will help you instruct the learners
better, as you will have an expanded Extension/Remedial Activities
understanding to summarise the Learners should be asked to research
information required better. further on each of the towns in
Using the Learner’s Book, discuss the question. They should also answer
specific environmental protection the questions in the End unit
measures taken by at least two towns assessment
in Rwanda, including Kigali to ensure
urban centres are comfortable to stay in. Emphasise key skills, values and
Ensure you have comprehensive notes attitudes to be attained at the end
on each of the protection measure as of each lesson. Also, sensitise the
applies to different towns. Prepare learners on the cross cutting issue of
questions to use during the lesson. environmental conservation.

162
TOPIC AREA: HUMAN AND ECONOMIC
GEOGRAPHY

SUB-TOPIC AREA: ECONOMIC ACTIVITIES

AND DEVELOPMENT STUDIES

UNIT 15: AGRICULTURAL SYSTEMS IN RWANDA

UNIT 16: FORESTRY IN RWANDA

UNIT 17: FISHING AND FISH FARMING IN RWANDA

UNIT 18: MINING AND QUARRYING IN RWANDA

UNIT 19: POWER AND ENERGY IN RWANDA

UNIT 20: INDUSTRY IN RWANDA

UNIT 21: TRANSPORT, COMMUNICATION AND

TRADE IN RWANDA

UNIT 22: TOURISM IN RWANDA

163
 Unit
AGRICULTURAL SYSTEMS IN RWANDA
15

Key unit competence

At the end of the 28 lessons, the learner should be able to investigate the impact
of various agricultural activities on sustainable development in Rwanda.

Introduction
In this unit the main sub-topics to be covered are:
i) Definition of agriculture
ii) Types of agriculture
iii) Agricultural systems in Rwanda (subsistence, commercial, irrigation
farming)
iv) Major crops grown in Rwanda (food crops and cash crops)
v) Livestock farming (traditional and modern)
vi) Problems and solutions of agriculture in Rwanda
vii) Agriculture modernisation: factors favouring its implementation, advantages
and disadvantages
viii) Impact of agriculture on sustainable development of Rwanda
ix) The advantages and disadvantages of plantation farming in Rwanda
Learning objectives
As you teach this unit, you should ensure that learners acquire the following skills,
values and attitudes.
Knowledge Skills Attitudes and values
• List the different • Classify different agricultural • Show respect for the
agricultural systems systems in Rwanda. solutions to the problems
in Rwanda. • Draw a map of Rwanda affecting livestock farming
• State the major crops showing the major crops in Rwanda.
grown in Rwanda. grown in the country. • Show concern for the
• Identify the problems • Explain the problems faced by challenges affecting
facing livestock livestock farming and suggest the development of
farming in Rwanda. possible solutions. agricultural sector of
Rwanda and the need to
• State the problems
modernise agriculture.
affecting agriculture
and solutions.

164
• Outline the reasons • Explain the factors hindering • Show concern for the
for agricultural the agricultural modernisation impact of agriculture on
modernisation in and suggest possible development of Rwanda.
Rwanda. solutions. • Appreciate the
• State the advantages • Carry out a research to advantages and
and disadvantages of find out the reasons for disadvantages of
plantation farming agricultural modernisation plantation farming in
and modern methods of Rwanda
agriculture in Rwanda.
• Analyse the advantages and
disadvantages of plantation
farming in Rwanda

Information for the teacher is widespread since most people do the

Guide learners through Activity 15.1 work manually since they cannot afford
to help learners understand land uses. agricultural machinery. In addition,
Agriculture is one way in which land is there are areas where the population is
used. so high that there is not enough land for
large-scale farms to be set up.
Agriculture is one of the most ancient
human activities. However, long time Agriculture in Rwanda contributes
ago, people practised gathering of about 35% of the country’s gross
fruits and roots from plants that grew in domestic income. It is also the mainstay
the wild. They also hunted wild animals for the rural population. About 90% of
for meat. As time went by, population the food consumed in the country is
increased and people had to start locally produced. It has contributed
growing crops because the wild food to agricultural-based industries which
was becoming scarce. With time the employ a large labour force. It is
type of crops grown and the methods of described as the backbone of the
production slowly improved. With the country’s economy.
discovery of steam engines, machinery
used in farming were introduced. Links to other subjects
These allowed cultivation of large While teaching this unit, ensure you
tracts of land. The types of agricultural draw a link to production in Economics,
machinery continue improving such statistics in Mathematic and crop and
that in the developed countries, very animal husbandry in Agriculture.
few farm activities are done manually.
Generic competences
Both livestock rearing and crop In this unit, ensure that you achieve
production are nowadays carried out in one or a combination of the following
both small and large-scale farms. Where generic competences:
there is surplus, some of it is sold in a) Critical thinking: This is the
local or international markets. In most ability of the learner to think
African countries, small-scale farming imaginatively and evaluate ideas in

165
 a meaningful way before arriving g) Cooperation: Adapting to different
at a conclusion. It is also the ability situations including the world of
to make appropriate decisions work and practicing respect for
based on experience and relevant rights, views and feelings of others.
learning.
Cross cutting issues
b) Creativity and innovation: This
In this unit, learners will appreciate
is thinking beyond what is provided
the importance of environmental
in order to generate new ideas to
conservation as it will be evident
enrich learning. It also includes
especially as you teach about the
generating new ideas and applying
effect of the deep gullies that have
them in learning situations.
come about on the slopes of the hills
c) Problem solving: In some cases, as result of soil erosion whose main
the learner will be required to be cause is poor method of cultivation
resourceful by finding answers to and deforestation. Farmers practice
questions and solutions to problems. terracing, contour farming and planting
This competence is also achieved of cover crops on the steep hill slopes.
when a learner is able to explain In addition, you must ensure that
phenomena based on findings from learners appreciate Genocide studies
information gathered or provided. as you discuss the effect of the 1994
d) Communication skills: This Genocide against the Tutsi as it affected
involves comprehending language agriculture in that people abandoned
through listening and reading, their farm as they ran away to safe
using oral and written language to places.
discuss, argue and debate a variety
of themes in a logical manner and You also will need to help learners relate
exchanging ideas confidently and financial education to all the processes
effectively. involved in the agriculture since most
e) Lifelong skills: This is described people depend on it for food and for
as coping with evolution of income. The farmers and government
knowledge and technolog y also earns revenue from sale of farm
advances for personal fulfillment. It products. It also spends about 10% of
is also exploiting all opportunities its revenue on agriculture.
available to improve on knowledge Anybody can train to become a
and skills. farmer, both male and female. This
f) Research skills: This is being unit therefore encompasses inclusive
resourceful in finding answers education.
to questions and solutions to
problems as well as producing new Assessment criteria
knowledge based on research of By the end of this unit, the learner
existing information and concepts should be able to investigate the impact
and sound judgment in developing of various agricultural activities on
viable solutions. sustainable development in Rwanda.

166
End of unit notes assumed to be insignificant for study.
Emphasise key skills, values and attitudes Having defined agriculture at the
to be attained at the end of each beginning of this topic, Let learners
lesson. Also, sensitise the learners on do Activity 15.2 at desk level. Ensure
the cross cutting issue of environmental to check the findings written in their
conservation. notebooks. This will help learners
distinguish between cash crops and
15.1 & 15.2 TYPES OF food crops.
AGRICULTURAL
Introduce learners to the agricultural
SYSTEMS AND MAJOR systems in Rwanda namely subsistence,
CROPS PRODUCED IN irrigation and commercial agriculture.
RWANDA Activity 15.3 will introduce learners
to irrigation farming. In Activity 15.4,
Learning outcomes let them draw a table showing the cash
By the end of this lesson, the learner crops and food crops grown in Rwanda.
should be able to: Rwanda has favorable climatic
a) Define agriculture conditions and the generally fertile
b) Identify the types of agricultural soils that allow cultivation of a wide
systems in Rwanda range of crops. Main food crops include
maize, beans, rice, banana (cooking,
Additional information for the beer and fruit), Irish potato, sweet
teacher potato, cassava, groundnuts, sorghum
Agriculture as also termed as farming. and beans. Vegetables such as onions,
It is the practice of growing crops and cabbages and eggplants are also widely
rearing livestock. This includes keeping grown. Rwanda’s other main high-
of small animals. quality crop is coffee. Together, tea
and coffee make up nearly four-fifths
In Rwanda, most people are small-
of the country’s agricultural exports.
scale farmers producing mainly food
Barley for beer and green beans are
crops. The farms are small because the
also grown as cash crops; two-thirds
population is high and many parts of
of Rwanda’s farmers grow beans. In
the country are hilly. However there are the marshier areas, rice is becoming
some plantations in a few areas as we important.
shall study in this unit.
Preparation for teaching
The environment around the school Acquaint yourself with the environment
must be having areas where subsistence around the school and make note of the
agriculture that the learners can use as agricultural activities that you expect
examples. Ensure that the preparation the learners to be able to identify.
you make will enable learners to Ensure that the preparation you make
acknowledge that there is need to study will enable learners to acknowledge
subsistence farming as this can be that there is need to study agricultural
systems in Rwanda.

167
Safety 15.3 LIVESTOCK FARMING
It is important to ensure that if you have
to take learners out of class you take Learning outcomes
the learners to a place where there is By the end of this lesson, the learners
minimum or no risks at all. Steep slopes should be able to:
should be avoided. Learners should be • Identify the modern and traditional
guarded as much as possible during methods of livestock farming
outdoor activities. • State the types of livestock reared in
Rwanda
Always have in mind the learners who
• State the problems facing livestock
are challenged in one way or another as
farming in Rwanda
you plan for outdoor activities.
Teaching/learning resources Additional information for the
Learner’s Books, local environment, teacher
Atlases. Livestock faming is the keeping of
Interactive learning and multi- animals on large or small scale for sale
ability learning or home use. There are two types of
Use question and answer and livestock farming namely: Traditional
discussion methods ensuring that all or subsistence livestock farming in
pupils participate. You must involve the which farmers keep the livestock
slow learners and ensure that groups primarily for family consumption such
are made up of learners of different as eggs ,milk, meat, honey among
abilities. others. Commercial livestock farming
is practiced mainly for monetary gains.
Teaching/learning methods Livestock farming is further divided
Guided discovery, discussion, local into ranching and dairy farming.
environment studies and question and
answer. Guide learners through Activity 15.5.
This will introduce the learner to
Teaching/learning activities
types of livestock farming with their
Studying the local environment, identify
characteristics.
asking/answering questions and taking
notes. Using Activity 15.6, group learners
and let them discuss factors that hold
Extension/Remedial Activities back development of dairy farming in
Learners to research on the Rwanda. In Activity 15.7, learners will
characteristics of commercial discuss ways of improving livestock
agriculture in Rwanda and make farming in Rwanda.
notes. Factors that hinder the development of
dairy farming in Rwanda are:
i) Frequent droughts, which reduce

168
 pasture and water for the cattle
ii) Animals are at times attacked and The factors affecting the keeping of
killed by Nagana which is carried by smaller animals include the following:
tsetse flies. a) Favourable climate: Livestock such
iii) The exotic breeds reared are as goats, hens, pigs and rabbits
expensive keep particularly during are favoured by the wide range of
the dry season. weather conditions. For example,
hens live in all conditions.
iv) Ranching requires skilled labourers
that are in short supply. b) Relief: Areas of high relief such as
Northern and Western regions have
In Activity 15.7 let learners identify favoured the rearing of animals such
the small animals kept in Rwanda. as pigs and bee keeping. Lowlands
This should be done at desk level. with bushes attract bee keeping.
Small animals that are commonly kept c) Government policy: Through its
in homes include pigs, goats, sheep, dif ferent programs aiming at
rabbits, chicken, rats and bees. The agricultural modernization the
government has introduced these small government supports the keeping
animals to most families who have of small animals.
benefited from it. d) Traditional factors: Originally
For each small animal identified, let the Rwandans had small animals in
learners give the economic benefits of their homes so they have a wide
keeping those particular animals. This experience on how look after them.
will be the case for Activity 15.7. e) Land: population increase in
Rwanda is high and this goes with
Rabbits are reared for their meat which high demand for land. This has
generally called white meat, white meat forced people to resort to keep
is more delicious and more nutritious small animals.
than chicken. Rabbit skin is also used to f) Presence of pastures: Most areas
make carpets, jackets, carpets and rugs have enough natural pasture
plus High graded furs have a place in and supplementary feeds for the
the international market. animals
Bee keeping plays a major role in Further, guide learners through the
the livelihoods of the rural communities factors that affect livestock farming on
for its medicinal value, nutritive as well a general scope as in Activity 15.18.
as lucrative income-generating activity, Supervise learners as they discuss
and in some communities, for brewing this activity in groups. For a long time
local beer. Rwanda has experienced problems of
Guide learners through Activity hunger, food insecurity and poverty.
15.5. This activity will help them to The problems became serious after
understand how various factors affect the 1994 genocide against the Tusti.
the keeping of small animals.

169
Improved agriculture is not only a in pairs to work on activities for class
source of livelihood to a large number discussion. Ensure that learners with
of people but also men and women special needs are always catered for.
farmers get surplus crop and livestock
yields for sale. This has significantly Teaching/learning methods
increased their income thus reducing Guided discover y, discussion,
poverty. demonstration and question and
answer.
Agriculture is a major source of
government revenue through the sale Extension/Remedial Activities
of agricultural commodities in the
Ask the learners to continue finding
internal market. It is also a source of
out and make notes on factors that
foreign exchange when the crops and
influence farming.
animal products are exported. The
table below shows the Agricultural 15.4 PROBLEMS AND
exports of Rwanda.
Agriculture is a source of raw materials
SOLUTIONS OF
to processing and manufacturing AGRICULTURE IN
industries, particularly those dealing RWANDA
with food processing, agricultural
Learning outcomes
machinery.
By the end of this lesson the learner
Agriculture has led to the roads and should be able to:
communication system. In turn this has • Identify problems facing agriculture
led to the growth of urban centres such in Rwanda
as Kigali and Kibuye. • Describe possible solutions to these
problems.
Preparation for teaching
Research on the factors and specific Additional information for the
examples of areas where they apply. teacher
Make comprehensive notes on the Activity 15.10 presents learners to the
relationship between the livestock problems facing agriculture in Rwanda.
keeping and the factors. In a class discussion, talk about these
problems in detail.
Teaching/learning resources Group learners and let them come
Learners’ books, local environment, up with possible solutions for each
other relevant books such as agriculture problem discussed.
books.
Interactive and multi-ability
learning
Use question and answer method
ensuring that you involve both slow
and fast learners. Organise the learners

170
 Solutions
Practicing irrigation and planting suitable crop for the given area

Harvesting and storing water for use during the dry season
• Encouraging the use of organic and chemical fertilisers such as phosphates potash and
nitrates
• Encouraging mixed farming so that the organic materials from crops and dung from ani-
mals can be used to maintain soil fertility
• Practicing crop rotation
Spraying and, dipping the animals to control pests. Using insecticides, pesticides and fungicides
on crops

Extending credit facilities and aids to farmers

Changing the system land tenure to combine parcels of land into high productive units
Adding value to the products to fetch higher earnings from other countries in the region
Improving and expanding transport and communication networks

Preparation for teaching Learning activities

Read widely on the problems facing Asking and answering questions,
agriculture in Rwanda. Prepare notes discussion, photograph interpretation.
and questions. You may require
photographs to show the extent of some Extension/Remedial Activities
of these problems. As you prepare, take Working on the activities revision
account of learners with special needs exercise can be given as an assignment
that will be marked in the section.
Teaching/learning resources
Local environment, Atlases, text books,,
photographs, materials for learners
with special needs.

Interactive/multi-ability
learning
Use question and answer and discussion
methods on each source of information.
Involve all the learners ensuring that
fast and slow learners participate.

Teaching/learning methods
Guided discovery, identification
of information from photographs,
discussion and question and answer.

171
15.5 & 15.6 AGRICULTURE labour. Machines improve the
MODERNISATION efficiency of labour.
AND IMPACT OF iii. Planting certified seeds, cuttings
and plant tissues that are high
AGRICULTURE yielding varieties.
ON SUSTAINABLE iv. Planting varieties of crops that are
DEVELOPMENT OF suitable to the climatic zones.
RWANDA v. Engaging in commercial farming as
Learning outcomes opposed to subsistence farming.
By the end of this lesson the learner vi. Using better soil management
should be able to: methods such as adding manure or
chemical fertilisers to conserve soil
• Outline the reasons for agricultural
nutrients.
modernisation in Rwanda.
vii. Using natural means, pesticides,
• Explain the impact of agriculture
on sustainable development of and fungicides to control crop and
Rwanda animal diseases.
• E xpl a i n fa c tor s favour i ng viii. I m p r o v i n g t r a n s p o r t a n d
modernisation of agriculture communication to help people get
• Advantages and disadvantages of information on agriculture and
modernisation. marketing of commodities.
ix. Reducing reliance on rain-fed
Additional information for the
agriculture to farm in all seasons.
teacher
To help learners understand the concept This is by storing water in dams and
of modernisation, let them work on harvesting rain water for use during
Activity 15.11. This will help them the dry season.
separate modern tools of agriculture x. Increasing credit facilities and
from the traditional tools. At this financial services to the farmers.
point explain to them the concept of Let learners compare and contrast
modernisation of agriculture. Further, traditional and modern agriculture.
help learners understand factors that This way they will be able to state
have facilitated the modernisation of the advantages and disadvantages
agriculture in Rwanda. of modernisation of agriculture as in
The government has put in place several Activity 15.11.
measures of modernising agriculture:
Advantages of modernised
i. Combining and reorganising the
fragmented pieces of land into
agriculture
productive units. The advantages of moder nised
ii. Use of modern machinery and agriculture are:
equipment during land preparation • Communities grow crops, rear
and other seasonal farm activities animal and engage in business to
to reduce dependence on human build better lives.

172
• The high yields from different types • The use of certified seeds and new
of farming leads to the desired animal breeds may in the long
degree of food security. run cause the loss of the original
• There is expansion employment (genetic) plants and animal species
opportunities especially in the rural • A lot of funds are required to
areas. support modern agriculture
• Women and the young people make • Intensive commercial farming and
up a high percentage of population monoculture in large plantations
in rural areas. They supply a causes impoverishment of soil
significant part of agricultural
labour. Modern agriculture has Teaching/learning resource
created commercial opportunities Local environment, photographs, maps
for them. By earning income, of Rwanda, text books, materials for
poverty is reduced. learners with special needs.
• Modern agriculture contributes Interactive/multi-ability
raw materials for the growth of learning
industries. Use question and answer and discussion
• Modern transport and storage methods and involve all learners
facilities helps to reduce wastage. ensuring that fast and slow learners
• The country earn foreign exchage participate. Ensure groups have
from the sale of agricultural learners of all abilities. Learners with
commodities. special needs must also be assigned
groups.
There are several disadvantages of
modernised agriculture which include: Teaching/learning methods
• The use of chemical fertiliser has Guided discovery, identification of
negatively affected the environment. information from photographs, field
For instance, the fertilisers washed visit, discussion and question and
down from farmlands enrich water answer.
bodies such as lakes. Consequently,
weeds grow forming a green mat. It Learning activities
also causes the pollution of ground Asking/answering questions,
water sources discussion, photograph map
• The use of pesticides kills some interpretation.
useful insects
• Modern farming requires a lot of Extension/Remedial Activities
water particularly to irrigate the Reading from reference books,
land. This causes lessening of water writing the field reports, working on
resources the activities.

173
15.7 ADVANTAGES AND Like tea, sugarcane is grown in
DISADVANTAGES OF small and large farms in Rwanda.
Nyabarongo river valleys and Akanyaru
PLANTATION FARMING
are examples of areas where sugarcane
IN RWANDA is grown on large scale.
Learning outcomes Having explained the concept of
By the end of this lesson, learners plantation agriculture, help learners
should be able to: through Activity 15.13. They should
• Describe the advantages of come up with the advantages and
plantation farming disadvantages of plantation farming in
• Discuss the disadvantages of groups.
plantation farming
Advantages of plantation
Additional information for the agriculture
There are several advantages of
teacher
plantation agriculture. Some of the
Let learners give examples of crops advantages are:
grown on plantations in Rwanda, giving i. With the high level of mechanisation,
examples of specific areas. the productivity is high.
Activity 15.12 will facilitate this
ii. The specialisation in the production
exercise done at desk level.
process leads to high quality
Plantation farming involves growing
products.
of a single crop on a large scale farm.
Large farms are set up in areas where iii. Plantations grow cash crops which
land is available, the terrain is ideal and provide the much needed export
there is sufficient capital. One cannot earnings
set up a plantation in a place where iv. A large number of labourers
individuals own plots of land unless such both skilled and semi-skilled are
people are allocated land elsewhere employed
and compensated for disturbance. This v. Industries that process the
explains why the densely populated agricultural raw materials and
hilly parts of Rwanda do not have agricultural machinery have grown
plantation farms. vi. On some plantations infrastructure
such as roads water supply and
The major plantation crops in Rwanda electricity is developed. Plantation
are tea and sugarcane. Tea is grown in owners may also provide schools,
cool and wet parts of the country both houses and hospitals for the
in small and large scale. Large farms workers.
are found in places such as Cyohoha, vii. Some plantations are research and
Gisakura, Rubaya, Mukamira among demonstration centres for a wide
others. range of crops.

174
Disadvantages plantation for commercial use and being able
agriculture to process the crop where within the
• Plantation agriculture requires growing area.
heavy investment to grow process
Introduce the topic by talking about
and transport the crop to the
what the learners are familiar with,
market. Therefore, it is expensive
particularly what they may have
to start and maintain.
witnessed in the local areas. Make a
• The cash crops use up land that
brief review of what the class leant on
could grow food for the local
small scale farming so that they will
population.
make comparisons with large scale
• Natural disasters drought, floods
farming.
pests and crop diseases may affect
the crops leading to heavy looses.
Preparation for teaching
• Monoculture exhausts the soil if it
Read widely on plantation farming
is not well managed
in Rwanda and in other countries like
• Plantations are often affected by
Uganda and Kenya and a developed
fluctuation of prices on the world
country for comparison.
market.
Prepare comprehensive notes and find
To set up these farms, large amounts
out other reference books that you
of capital in form of finances and
will recommend for learners to use.
machinery was required for land
Identify a plantation farm which you
acquisition and preparation, acquisition
will use as a specific example and make
of the machinery and seedlings,
arrangements for field visit for the
fertilisers and to pay the labourers.
learners. For the visit, prepare guiding
Some of the factors that favour
questionnaires for the learner to use as
plantation agriculture in Rwanda include
they conduct interviews. Organise the
availability of cheap labour force from
learners into groups for the field visit.
the local community. Rwanda being a
country with high population growth Avail photographs on plantations of
rate has enough labour both skilled and any other farms unlikely to visit where
unskilled, presence of market both local other crops are grown and discuss them
and foreign and government policy to in class.
produce crops on a large scale in order
to have food security and surplus for Teaching/learning resources
export. The modified equatorial climate Learners’ books, resource person, map
provides ideal conditions for growing of Rwanda, farm owner reports, internet,
of tea and sugarcane. photographs local environment and
atlases.
Plantation farming is characterised by
features such as growing only one crop
in the farm, applying scientific methods
of farming, producing a crop mainly

175
Interactive and multi-ability 3. Contributions of livestock
learning farming in Rwanda
• Animals reared are imported
Use question and answer and discussion
breeds of dairy and beef cattle.
methods ensuring that you involve
both slow and fast learners. Ensure • Animals are kept for profit-
that learners in each group contribute making purposes. Products such
to the final report for the group. Avoid as meat, milk, hides and skins
a situation where fast learners could are sold.
dominate or intimidate the rest of the • They depend on natural pasture
group members. for extensive grazing. The
pastureland is often fenced and
Teaching/learning methods divided into paddocks according
Guided discovery, research activity, to the number and movement of
photograph interpretation discussion, animals. The ranches have piped
observation, interviews and question water and cattle dip.
and answer. • Artificial insemination and
crossbreeding is done to
Extension/Remedial Activities improve the numbers and
Ask the learners to write a report on their quality animals.
findings on the research undertaken. • Farmers care for natural
Organise class presentations and pastures, fodder crops and use
discussions on the project. appropriate supplements such as
vitamins for animals.
• There is spraying, dipping and
Answers to End unit proper vaccination of animals
assessment against diseases and pests like
1. Commercial livestock ticks, tsetse flies; East coast
farming is the rearing of fever, foot and mouth disease
animals mainly for monetary among others.
gains. • Research and experiments on
diseases, new breeds and food
2. Reasons for the keeping of supplements is practised.
small animals at home
• There is proper marketing
• They are a source of food like and record keeping ensuring
meat, eggs and milk. profitability.
• They are a source of manure.
• They give hides and skins. 4. Characteristics of dairy
• Bees are a source of honey farming in Rwanda
which is used to make brews and • Animals are kept mainly for
medicine prodution of milk.
• They can be sold for money • It can be carried out in small or
large scale.

176
 5. Problems affecting cattle keepers in Rwanda and possible solutions
1. Crop failure or low yields due to frequent Practicing irrigation and planting suitable crop
droughts. for the given area.

Harvesting and storing water for use during the dry

season.
2. Soil erosion which leads to soil exhaustion • Encouraging the use of organic and chemical
and poor harvests. fertilisers such as phosphates potash and
nitrates.
• Encouraging mixed farming so that the
organic materials from crops and dung from
animals can be used to maintain soil fertility.
• Practicing crop rotation.
3. Occurrence of pests and diseases which Spraying and, dipping the animals to control pests.
affects farmers, crops and animals. Using insecticides, pesticides and fungicides on
crops.
4. lack of money to buy essential farm inputs Extending credit facilities and aids to farmers.
such as certified seeds, fertilisers and quality
breeds.
5. Land fragmentation or subdivision into small Changing the system land tenure to combine
scattered plots lowering farm productivity. parcels of land into high productive units.
6. Variation of commodity prices which is at Adding value to the products to fetch higher
times low and demoralises farmers. earnings from other countries in the region.
7. Poor transport networks that hinder delivery Improving and expanding transport and
of inputs to the farms and produce to the communication networks.
market.
8. Crop failure or low yields due to frequent
droughts.

• Most small scale dairy farmers

practice zero grazing where
animals are kept in an enclosure
and provided with feeds and
water.
• Large scale dairy farming
involves keeping animals in
open grazing fields divided into
paddocks.
• The main dairy cattle breeds
kept are Friesian, Jersey,
Ayrshire and Guernsey.
• Dairy farming is carried out in
areas that have good transport
facilities and ready market for
milk.

177
 • Farmers grow fodder crops and • A lot of funds are required to
also use manufactured feeds to support modern agriculture
boost milk production. • Intensive commercial
• Reproduction is facilitated farming and monoculture
through artificial insemination. in large plantations causes
• Animals are well cared for to impoverishment of soil
avoid attacks by parasites and
disease.
6. Agriculture modernisation
is the process of transforming
the agricultural sector into one
that is dynamic, technologically
advanced and competitive, yet
centered on human resource
development, guided by the
sound principles of social
justice.
7. Ways of transforming
agricultural practices in
Rwanda
• Avoiding the use of chemical
fertiliser, which has negatively
affected the environment. For
instance, fertilisers washed
down from farmlands pollute
water bodies such as lakes and
also causes weeds (such as the
water hyacinth) to grow.
• The use of pesticides kills some
useful insects
• Modern farming requires a lot
of water particularly to irrigate
the land. This causes lessening
of water resources
• The use of certified seeds and
new animal breeds may in the
long run cause the loss of the
original (genetic) plants and
animal species

178
 Unit
FORESTRY IN RWANDA
16

Key unit competence

At the end of the four lessons, the learner should be able to investigate the
impact of various forestry activities on sustainable development of Rwanda.

Introduction
In this unit, the main sub-topics to be covered are:
(i) Definitions of forest, forestry and silviculture
(ii) Types of forests and major forest areas in Rwanda
(iii) Importance of forests in Rwanda
(iv) The concept of deforestation: causes, effects and control measures
(v) Areas under the risk of deforestation in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:

Knowledge Skills Attitudes and values

• Define forest and forestry. • Apply knowledge of forest- • Appreciate the importance
• Name the major forest ry to promote afforestation of forests and forest con-
types and locate them in and reforestation. servation in Rwanda.
Rwanda. • Explain the importance of • Show concern for the
• State the importance of forests in Rwanda. effects of deforestation and
forests to the economic • Carry out an investigation continual desire to protect
development of Rwanda. on causes, effects and forests in Rwanda.
• Identify the causes of solutions of deforestation. • Show resilience for the
deforestation and its • Explain the effects of areas faced with serious
solutions in Rwanda. forestry on the sustainable deforestation in Rwanda.
• Give examples of areas development in Rwanda. • Show respect for the con-
that are under risk of trol measures on forestry
deforestation in Rwanda. for sustainable develop-
• List the effects of ment in Rwanda.
forestry on sustainable
development in Rwanda.

179
Information for the teacher This is because forest products are of
After taking the learners through economic use as well as very useful for
this unit, it is expected that they will protection of the natural environment.
appreciate the importance of forests
and forest conservation and show The areas under natural forests in
concern for the effects of deforestation Rwanda has been decreasing over the
and continual desire to protect forests years as a result of widespread human
in Rwanda. They should also show activities that lead to clearing of forests.
resilience for the areas faced with It is for this reason that it has been found
serious deforestation in the country necessary to organise tree planting
and develop respect for the control programmes and to encourage people
measures on forestry for sustainable to plant trees whenever possible.
development in Rwanda.
Forestry is an economic activity that
In this unit, the first task is to ensure can be undertaken in natural forests
that the learners are able to differentiate as well as in planted forests. It involves
between forest and forestry. They should planting, caring, protecting and
also be able to classify the different carrying out organised tree harvesting
types of forests. Also important is to be for sustainability of the forest.
able to locate areas in Rwanda where
The study of forestry enables the
different types of forests are found and
learner to understand and appreciate
why the difference.
the importance of proper management
A forest is a type of vegetation consisting of forests so as to sustain the supply of
of trees that grow continuously in a the forest products.
large area. They could occur naturally
as a natural forest or they could have Generic competences
been planted. Planted and natural a) Critical thinking
forests differ in characteristic as the
b) Creativity and innovation
planted forest normally has one type of
a tree, of the same age and little or no c) Problem solving
undergrowth. The trees may be planted d) Co-operation
in rows which makes it easy to harvest. e) Research skills
Natural forests on the other hand
have a mixture of tree species with
Cross-cutting issues
different tree sizes and may have thick
undergrowth. Exploitation of a natural Learning about forestry enables a
forest is difficult in that the type of tree learner to appreciate the importance
one wishes to cut may be scattered of conserving forests. This is an aspect
among the rest of the vegetation. of environmental conservation. When we
conserve forests, we are participating
Forests are very important resources in fight against global warming and
that human beings cannot do without. ultimately climate change. Forestry

180
is an income generating activity for Preparation for teaching
individuals and for the government. Ensure you have a map of Rwanda
Hence this study enables a learner to be showing the distribution of forests.
informed to some degree on financial Since the learners will eventually draw
education. the map in their note books, you could
16.1 & 16.2 DEFINITIONS OF have a simplified one that you can draw
on the board for them to copy. You
FOREST, FORESTRY
also need to prepare notes and guiding
AND SILVICULTURE, questions to ensure the flow of ideas is
TYPES OF FORESTS logical.
AND MAJOR FOREST Acquaint yourself with the activity in
AREAS IN RWANDA the section to ensure you have points
that can be discussed.
Learning outcome
By the end of this section, the learner Safety
should be able to name the major forest In case you wish to take the class for
types and locate them in Rwanda. outdoor learning, ensure you take
precaution by avoiding such areas as
Additional information for the steep slopes and other areas where
teacher learners may get injured.
This section requires the use of a map
of Rwanda that shows the distribution Teaching/learning resources
of forests. On identifying and noting Recommended learner’s books, wall
that the forest areas are so small, map/atlas photographs.
learners will appreciate that there is
need to increase the areas under forest
in Rwanda for sustainability of supplies Interactive and multi-ability
of forest products in future. You may learning
need to compare the forest areas in Ensure that the learners have worked
Rwanda and those in the neighbouring on the activities so that they are all
countries. fully involved in class discussion and
answering questions. Ask learners to
Since forestr y entails proper work on Activity 16.3.
management of forests, learners should
appreciate and have a desire to protect Teaching/learning methods
the existing forests as they see need to Teacher exposition, map reading,
have more areas under forests. discussion and question and answer
methods.
Introduce the unit by asking learners to
work on Activity 16.1. Begin by giving Teaching/learning activities
the learners the task to find out what Map analysis, note taking, map drawing
forestry is and how the term differs
from or is related to vegetation. Ask
learners to work on Activity 16.2.
181
and photograph analysis. ensure you have a map of Rwanda
showing the distribution of forests. You
Extension/Remedial Activities also need to prepare notes and guiding
Learners to read through the section questions to ensure the flow of ideas is
on their own and ensure the drawing logical. Prepare yourself with points as
and making of notes is completed. answers to the activity in the section to
Ask learners to work on Activity ensure you guide the discussion on the
16.4. same.

Teaching/learning resources
16.3 IMPORTANCE OF
Relevant photographs, recommended
FORESTS IN RWANDA
learner’s books and maps.
Learning outcome
By the end of this section, the learner Interactive and multi-ability
should be able to explain the importance learning
of forests in Rwanda.
Ensure that all the learners participate
in the discussions and in answering
Additional information for the questions. Encourage slow learners to
teacher participate. In groups, let learners work
Forest products are always on high on Ask learners to work on Activity
demand in Rwanda and this is one of 16.6.
the reasons why forests have been
declining in Rwanda. For this reason
Teaching/learning methods
among others, natural forests in Rwanda
Teacher exposition, photograph
are only patches which have been put
analysis, map reading, discussion and
under protection as reserves so that
question and answer methods.
further deforestation is controlled.
Make a review of what the learners Teaching/learning activities
know so far so that you connect that Note taking and photograph analysis.
knowledge to what is to be learnt in
this section. Let the learners name the Extension/Remedial Activities
areas that are forested and suggest the Learners to carry out further research
usefulness of such areas to individuals, and read through the section on their
government and the environment. Let own and make notes.
learners work on Ask learners to work
on Activity 16.5.

Preparation for teaching

Plan on how you will group the class
to work on the activity in the section.
Prepare relevant photographs and

182
16.4 THE CONCEPT OF examples. Ensure you have a map
DEFORESTATION of Rwanda showing the location of
the forests in the past and the current
(CAUSES, EFFECTS AND
forested areas. Also you need to prepare
CONTROL MEASURES) notes and guiding questions to ensure
Learning outcome the flow of ideas is logical.
By the end of this section, the learner Teaching/learning resources
should be able to carry out an Local environment, recommended
investigation on causes, effects and learner’s books, map of the past and
solutions of deforestation. present forest areas.
Additional information for the Interactive and multi-ability
teacher learning
Population pressure that leads to a high Group the learners and ensure each
demand for land for agriculture and group member participates in the group
settlement and that for forest products and class discussions and in answering
are the main reasons why there is so questions. Let learners work on Ask
much clearing of forests in Rwanda. By learners to work on Activity 16.8.
looking at the spread of forests in the
1960s and today in Rwanda on can see Teaching/learning methods
the effect of deforestation. So much of Teacher exposition, researching,
forest has been cleared leaving only a observation map drawing, discussion
small areas still under natural forests and question and answer methods.
with the largest one being the Nyungwe
forest. Former areas such as Gishwati
Teaching/learning activities
Research activity, note taking, map
forest no longer exist except where tree
analysis, drawing.
planting has been done.

Make a review of what the learners Extension/Remedial Activities

know so far so on deforestation in Learners to complete their report on
Rwanda and build on that knowledge the research and read through the
as you take the learners through this section on their own and make notes.
section. Ask learners to work on Ask Ask learners to work on Ask learners
learners to work on Activity 16.7. to work on Activity 16.9.
Preparation for teaching
Plan on how you will group the class
to work on the research activity in the
section. Prepare comprehensive notes
which should include the causes and
effects of deforestation with specific

183
16.5 AREAS UNDER Interactive and multi-ability
THE RISK OF learning
DEFORESTATION IN Ensure that all the learners are in groups
RWANDA and participate in the group discussions
and in answering questions.
Learning outcome
By the end of this section, the learner Teaching/learning methods
should be able to Give examples of Teacher exposition, researching,
areas that are under risk of deforestation observation map drawing, discussion
in Rwanda. and question and answer methods.

Preparation for teaching Teaching/learning activities

Plan on how you will group the class Research activity, note taking, map
to work on the research activity in the analysis and drawing.
section. Prepare comprehensive notes
and photographs and ensure you have
a map of Rwanda showing the location Extension/Remedial Activities
of the forests that the learners will Learners to complete their report on the
research and read through the section
research on. You also need to prepare
on their own and make notes.
notes and guiding questions to ensure
the flow of ideas is logical.

Let learners work on Ask learners to

work on Activity 16.10.

Safety
This section requires that learners carry
out a research on the deforestation of a
forest area in Rwanda. If they have to
go out for the study, it is important to
ensure their safety by avoiding areas
such as bushes or steep slopes that may
not be safe for them.

Teaching/learning resources
Local environment, relevant
photographs, recommended learner’s
books, map of the forest area to be
studied.

184
 Unit FISHING AND FISH FARMING
17 IN RWANDA

Key unit competence

At the end of the four lessons, the learner should be able to investigate the
impact of fishing and fish farming activities on sustainable development of
Rwanda.

Introduction
In this unit, the main sub-topics to be covered are:
(i) Major fishing and Fish farming areas in Rwanda
(ii) Factors influencing fish farming in Rwanda
(iii) Methods of fishing used in Rwanda (traditional and modern)
(iv) Problems faced by fishing and fish farming in Rwanda and possible
solutions
(v) Fish preservation and conservation in Rwanda
Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes and values
• Identify the major fish • Analyse the role of • Appreciate the importance
species caught and major pisciculture in the of fishing and fish farming
fishing areas of Rwanda. development of fishing in Rwanda.
• State the factors industry. • Appreciate the importance
influencing the • Analyse the factors of conserving fish in
development of fishing responsible for the growth Rwanda.
and fish farming in of fishing industry in • Show concern for low
Rwanda. Rwanda. levels of fish harvesting in
• Name the methods of • Examine the fishing Rwanda and the desire to
fishing used in Rwanda. methods used in fishing increase fish production
• Outline the problems sector in Rwanda.
affecting fishing and fish • Explain the problems of
farming in Rwanda. fishing in Rwanda.
• State fish preservation • Describe the fish
and Conservation preservation and
methods used in Rwanda conservation methods
used in Rwanda.

185
Information for the teacher to depletion and can take a long time
Fish provides the human body with for recovery of the fisheries unless a
protein that helps build the tissues of deliberate effort is made to restock the
the body. We also get fish oil which has fishery.
medicinal value to the body. It is used
as food supplement. Fish bones fish Going over this unit should enable the
and other leftovers are used to make learners to appreciate the importance
animal feeds. of fishing and fish farming and the
importance of conserving fish in
Fishing in Rwanda is carried out in Rwanda. This should then lead them
different water bodies which include to show concern for low levels of fish
lakes which are more than twenty in harvesting in Rwanda and develop a
number, rivers and wetlands. Since desire to increase fish production.
these water bodies are found in almost
all parts of the country, many people As you teach this unit you have to
are able to access the bodies to catch emphasise the appropriate fishing
fish. While in some of the fisheries the methods which is key in sustainability
methods used are modern, some people in fishing.
catch fish using traditional methods Generic competences
such as use of traps which enable them
• Critical thinking
to catch one fish at a time. Fish farming
is also increasingly being developed • Creativity and innovation
and this gives the farmers opportunity • Problem solving
to carry out controlled fishing with • Cooperation
relatively higher yields. • Research skills
Cross-cutting issues
In this unit, the first task is to ensure
In this unit the issue of standardisation
that the learners are able to explain
of culture is promoted in that people
the impact of fishing and fish farming
from different parts of the country are
activities on sustainable development
involved in catching and using fish for
of Rwanda. For sustainability to be
food. This is mainly because the people
achieved in fishing, the activity has
who live far from natural fisheries
to be carried out in such a way that
have been introduced to fish eating
fish continue breeding for continued
culture through fish farming. Financial
exploitation.
education will be promoted as you teach
this unit in that fishing is an economic
It is sad to note that some fisheries in
activity from many people earn their
Rwanda have been depleted because
income. Fish conservation is an aspect
people use fishing methods that do
of environmental conservation.
not discriminate the young and mature
fish. When young fish are removed the
breeding cycle is cut off. This leads

186
17.1 MAJOR FISHING AND the activity in the section to ensure you
FISH FARMING AREAS have points that can be discussed.
IN RWANDA
Ask learners to work on Ask learners to
Learning outcome work on Activity 17.1.
By the end of this section, the learner
should be able to analyse the role of Teaching/learning resources
pisciculture in the development of - Learner’s Book
fishing industry.
- Wall map/atlas photographs of fish
types
Additional information for the
teacher
Fish farming is the rearing of fish Interactive and multi-ability
in enclosures called fish farms. learning
This practice is also referred to as Ensure that the learners have worked
pisciculture. At the start of this unit, on the activities so that they are all
you need to have a large map of Rwanda fully involved in class discussion and
showing the fisheries. This will help answering questions. Let learners work
learners appreciate how widespread on Ask learners to work on Activity
the fishing activity is in the country. 17.2.
Introduce the unit by building on
the learners ‘previous knowledge on Teaching/learning methods
fishing. Begin by giving the learners the (i) Guided discovery
task to find out the definition of fishing, (ii) Map reading
the types of fish found in the fisheries (iii) Discussion
in Rwanda and the different methods (iv) Question and answer
used to catch fish. Learners who may
have experience in fishing can asked to
Teaching/learning activities
give an account of their experience.
a) Map analysis
Preparation for teaching b) Note taking
Ensure you have a map of Rwanda c) Map drawing
showing the distribution fisheries. Since d) Photograph analysis
the learners will eventually draw the
map in their note books, you could have Extension/Remedial Activities
a simplified one that you can draw on
Learners to read through the section
the board for them to copy.
on their own and ensure the drawing
and making of notes is completed.
You also need to prepare notes and
guiding questions to ensure the flow of
ideas is logical. Acquaint yourself with

187
17.2 FACTORS Interactive and multi-ability
INFLUENCING FISH learning
FARMING IN RWANDA Ensure that the learners are all fully
involved in class discussion and
Learning outcome answering questions. In groups let
By the end of this section, the learner learners work on Activity 17.3.
should be able to analyse the factors
responsible for the growth of fishing Teaching/learning methods
industry in Rwanda. (i) Teacher exposition
(ii) Map reading
Additional information for the (iii) Discussion
teacher (iv) Question and answer
This section requires that the factors Teaching/learning activities
that influence fishing in Rwanda are • Map analysis
identified and analysed to establish why • Note taking
different areas differ from others. For
• Map analysis
instance the presence of water bodies
is one of the factors but the type of
water body determines whether fishing Extension/Remedial Activities
is commercial or subsistence. When Learners to read through the section
we compare fishing in Lake Kivu and on their own and research further on
fishing in the swamps we find there is a the section.
contrast between the two environments.
You will also need to elaborate on the
commercial fishing versus subsistence 17.3 METHODS OF FISHING
fishing. USED IN RWANDA
(TRADITIONAL AND
Preparation for teaching MODERN)
Ensure you have comprehensive notes Learning outcome
on the factors influencing fishing as By the end of this section, the learner
well as appropriate questions to guide should be able to examine the fishing
the lesson. methods used in fishing sector in
Rwanda.
Teaching/learning resources
Recommended learner’s books, map Additional information for the
showing fisheries in Rwanda, relevant teacher
reference materials for learners with This section requires that the fishing
special needs. methods used in Rwanda are identified
and each described so that the learners
understand how each works. It is
important to use photographs and

188
where real objects are available you Extension/Remedial Activities
should bring them along to class. As
you discuss the methods, ensure you Learners to research further on the
give specific examples of the fisheries section and make notes.
where the method is used. What the key
difference between the traditional and 17.4 PROBLEMS FACED BY
modern fishing methods? Ask learners FISHING AND FISH
to work on Activity 17.4. FARMING IN RWANDA
Preparation for teaching AND POSSIBLE
Ensure you have relevant photographs SOLUTIONS
o f d i f f e r e n t f i s h i n g m e t h o d s, Learning outcome
comprehensive notes on the fishing
By the end of this section, the learner
methods as well as appropriate
should be able to explain the problems
questions to guide the lesson.
of fishing in Rwanda.

Teaching/learning resources
Additional information for the
Real objects, photog raphs, teacher
recommended learner’s books,
This section requires that the various
map showing fisheries in Rwanda,
problems that are experience in open
photographs relevant reference
water and confined fishing areas are
materials for learners with special
discussed. You may ask the learners to
needs.
research on the problems then present
their findings foe discussion. You could
Interactive and multi-ability also gather information from local
learning fishing cooperatives to add to enrich
Ensure that the learners are all fully your notes.
involved in class discussion and
answering questions. As you discuss the problems, ensure you
give specific examples of the fisheries
Teaching/learning methods where the problem is more prevalent
and why it is so common. Ask learners
(i) Guided discovery
to work on Activity 17.5.
(ii) Photograph reading
(iii) Discussion Preparation for teaching
(iv) Question and answer Prepare comprehensive notes using
resources from fishing cooperatives or
government fishing department. Also
Teaching/learning activities
prepare appropriate questions to guide
• Photograph analysis the lesson. Plan for organising the class
• Note taking into groups to work on the activity in
• Map analysis the section.

189
Teaching/learning resources Additional information for the
a) Photographs teacher
b) Recommended Learner’s Books This section requires that the learners
c) Map showing fisheries in Rwanda are able to differentiate between
conservation and preservation of fish.
d) Relevant reference materials for
learners with special needs.
You may ask the learners to research
on the methods used to preserve fish by
Interactive and multi-ability large scale and small scale fishermen
learning and why there is a difference and
Ensure that the learners are all fully present their findings for discussion.
involved in group and class discussions
As you discuss the conservation
and in answering questions. In groups
methods ensure you give specific
ask learners to carry out Activity 17.6.
examples of the fisheries where given
conservation measures are used.
Teaching/learning methods
(i) Guided discovery Preparation for teaching
(ii) Group discussion Ensure you have a collection of
(iii) Question and answer photographs showing the different
methods used to preserve fish in
Rwanda.
Teaching/learning activities
• Class presentations Prepare comprehensive notes on
• Document analysis both conservation of fishing resources
• Note taking and preservation of fish. Also prepare
appropriate questions to guide the
Extension/Remedial Activities lesson. Plan for organising the class
into groups to work on the activity in
Learners to read more from the section.
documents from the fisheries
department and from cooperatives. Teaching/learning resources
a) Photographs
17.5 FISH PRESERVATION b) Recommended learner’s books
AND CONSERVATION c) Map showing fisheries in Rwanda
IN RWANDA d) Relevant reference materials for
learners with special needs.
Learning outcome
By the end of this section, the learner Interactive and multi-ability
should be able to describe the fish learning
preservation and conservation methods
Ensure that the learners are all fully
used in Rwanda.
involved in group and class discussions

190
and in answering questions. In groups
ask learners to carry out Activity 17.6.

Teaching/learning methods
• Teacher exposition
• Group discussion
• Question and answer

Teaching/learning activities
• Class presentations
• Document analysis
• Note taking

Extension/Remedial Activities
Ask learners to read and research on
conservation and preservation of fish
and make notes for class discussion

191
 Unit
MINING AND QUARRYING IN RWANDA
18

Key unit competence

To be able to investigate the impact of mining and quarrying activities on
sustainable development of Rwanda.

Introduction
In this unit, we will study the following sub-topics:
i) Definitions (mining and quarrying)
ii) Minerals and mining areas in Rwanda (mineral map) Quarrying: sand, clay,
rocks and limestone
iii) Methods of mining in Rwanda
iv) Factors influencing mineral exploitation in Rwanda
v) Importance of mining and quarrying in Rwanda
vi) Problems hindering mining and quarrying in Rwanda. Examples of areas
affected by over exploitation of mineral resources
vii) Effects of mining on the natural environment in Rwanda
viii) Future prospects of mining and solutions to the problems affecting mining
in Rwanda
Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.
Knowledge Skills Attitudes
• Define mining and • Analyse the effects • Appreciate the usefulness
quarrying. of mining on the of mining and quarrying in
• Name the major quarrying environment. Rwanda.
and mining places of • Draw a map of Rwanda
Rwanda. showing Minerals and • Show concern for areas
• Explain the factors mining areas in Rwanda under the risk of over
that influence mineral • Analyse the factors exploitation of rock
exploitation in Rwanda. influencing mineral materials and the desire to
• State the problems exploitation in Rwanda protect the mining areas
resulting from mining and and relate them with relief
of the country. • Show respect for
quarrying in Rwanda.
• Explain the future developing awareness on
• Outline the future the problems caused by
prospects for mineral prospects of mining and
exploitation in Rwanda. solutions to the problems quarrying and mining in
affecting miming in Rwanda
Rwanda

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Information for the teacher b) Creativity and innovation: This
The mineral industries consist of min- is thinking beyond what is provided
ing and quarries. A mineral is a natu- in order to generate new ideas to
rally occurring solid substance found in enrich learning. It also includes
rocks of the earth. Minerals are part of generating new ideas and applying
natural resources in Rwanda. They are them in learning situations.
found in many parts of Rwanda espe- c) Problem solving: In some cases,
cially areas of volcanic rocks. Minerals the learner will be required to be
differ in appearance and chemical com- resourceful by finding answers to
position. They make second largest ex- questions and solutions to problems.
port in the Rwandan economy and are This competence is also achieved
grouped into: when a learner is able to explain
phenomena based on findings from
• Precious minerals such as Gold information gathered or provided.
• Mineral fuels such as Methane Gas d) Communication skills: This
• Non–metallic minerals involves comprehending language
• Gemstones including Beryl, through listening and reading,
Wolfram, Tin, Limestone and using oral and written language to
Colombite discuss, argue and debate a variety
More minerals are yet to be exploited of themes in a logical manner and
following extensive explorations. exchanging ideas confidently and
effectively.
Links to other subjects
e) Lifelong skills: This is described
While teaching this unit, ensure you as coping with evolution of
draw a link to mineral elements/ores in knowledge and technolog y
Chemistry. advances for personal fulfillment. It
is also exploiting all opportunities
Generic competences available to improve on knowledge
and skills.
In this unit, ensure that you achieve
one or a combination of the following f) Research skills: This is being
generic competences: resourceful in finding answers
to questions and solutions to
a) Critical thinking: This is the
problems as well as producing new
ability of the learner to think
knowledge based on research of
imaginatively and evaluate ideas in
existing information and concepts
a meaningful way before arriving
and sound judgment in developing
at a conclusion. It is also the ability
viable solutions.
to make appropriate decisions
based on experience and relevant g) Cooperation: Adapting to different
learning. situations including the world of
work and practicing respect for
rights, views and feelings of others.

193
Cross-cutting issues Additional information for the
Ensure that learners understand teacher
and appreciate that they need to Introduce learners to the topic by
work together in solving classroom defining the meaning of mining and
challenges, such as reading and quarrying.
interpreting information on maps. This
will help them work together regardless Rwanda has a variety of minerals
of each of their capabilities. This based on the type and distribution of
way, they will appreciate each other’s ore bearing rocks. Rwanda’s mineral
contribution in the learning process, industry includes mining and quarrying.
thereby fostering inclusivity in learning Minerals may be found at or near the
processes. surface. Others lie at great depths in
Environmental conservation will be an the earth’s surface. The place where
important issue raised in this unit. the minerals are dug out or drilled is
Let learners appreciate the need for referred as a mine. The process of
environmental care as they discuss obtaining the mineral is referred to as
mining and quarrying. mining. The excavation of building
stones, gravel, sand and clay from the
Assessment criteria ground is quarrying for the production
By the end of this unit, the learner of building materials; it also includes
should be able to investigate the impact extraction and processing of semi-
of mining and quarrying activities on precious stones.
sustainable development of Rwanda.
Group learners and let them find out the
End of unit notes minerals mined in Rwanda using their
Emphasise key skills, values and atti- atlases. Also, provide them with a chart
tudes to be attained at the end of each which has the map of Rwanda showing
section. Also, sensitise the learners on the distribution of minerals. Activity
the cross cutting issues that can be 18.1 will facilitate this exercise.
linked to this unit.
Preparation for teaching
18.1 & 18.2 DEFINITIONS Acquaint yourself with the environment
around the school and make notes of
AND MINING AREAS IN
the areas where quarrying can take
RWANDA place. Prepare a chart with the map
of Rwanda showing the distribution of
Learning outcomes
minerals. Ensure that the preparation
By the end of this lesson, the learner
you make will enable learners to
should be able to:
acknowledge that there is need to study
• Define mining and quarrying
this unit.
• Identify areas with minerals in
Rwanda

194
Teaching and learning resources Teaching and learning methods
• Learner’s Book • Guided discovery
• Photographs • Discussion method
• Rulers • Observation
• Pencils • Question and answer
• Chalkboard
• Tactile displays for learners with
Further activities for slow and
visual impairments fast learners
Learners should find out the minerals
• Atlases
mined in Rwanda.
• Charts

Interactive learning and multi- 18.3 & 18.4 METHODS OF

ability learning MINING AND FACTORS
Using Activity 18.1 as your INFLUENCING MINERAL
introductory point for this type of EXPLOITATION IN
learning, group the learners into five. RWANDA
You must involve slow learners and
ensure that groups are made up of Learning outcomes
learners of different abilities. By the end of this section, the learners
Let them identify minerals found in should be able to:
Rwanda. • Name the major quarrying and
mining areas in Rwanda
While discussing their findings, use • Explain the factors that influence
question and answer and discussion mineral exploitation in Rwanda
methods ensuring that all learners
participate. This will promote Additional information for the
cooperation among the learners. teacher
Activity 18.1 should be done in
Introduce this lesson by reviewing the
groups as part of their assignment for
meaning of mining and quarrying.
class discussion. Let them present their
Assign learners Activity 18.3. This
findings to the class. This activity is
activity will serve as an eye opener
aimed at promoting creativity and
into the methods of mining in Rwanda.
innovativeness as they learn new
Explain to learners the major methods
knowledge about maps as well as
of mining through a class discussion.
cooperation as they work together in
Photographs and illustrations may be
pairs.
used.
For both activities, guide the learner Methods of mining include:
into learning correct information by • Opencast mining
giving summarised explanation as per • Placer method
the expected learning outcomes.
• Drifting method

195
• Under ground mining. Teaching and learning methods
Group learners and assign them a) Guided discovery
Activity 18.4. b) Discussion
c) Demonstration
Various factors influence the way
in which minerals are mined. Using d) Question and answer
Activity 18.6, let learners explain how Attitudes and values to be attained
each factor influences mining. at the end of the lesson

The learner should thoroughly explain

The factors which influence mineral
methods of mining and factors that
exploitation in Rwanda include:
influence mineral exploitation in
• Government Plans
Rwanda.
• Grade of the ore
• Value of the mineral Extension/Remedial Activities
• The size of the deposit Let the learners draw the map of
• Mining method used Rwanda showing the distribution of
• Mining Costs minerals in their notebooks.
• Transport costs
• Labour
Preparation for teaching 18.5 & 18.6 IMPORTANCE OF
Make comprehensive notes on
MINING IN RWANDA
methods of mining as well as factors AND PROBLEMS
which influence mineral exploitation in HINDERING MINING
Rwanda. The notes should be simplified. AND QUARRIES IN
RWANDA
Teaching and learning resources
a) Learner’s Books Learning outcomes
b) Chalkboard By the end of this section, the learner
c) Ensure use of appropriate materials should be able to:
for learners with special needs • Explain the importance of mining
d) Charts in Rwanda
• Describe problems hindering
Interactive and multi-ability mining and quarrying in Rwanda
learning
As they discuss the factors influencing Additional information for the
mineral exploitation, ensure that both teacher
slow and fast learners are actively Assign learners Activity 18.7. Let
involved. Ensure that learners with them discuss the importance of mining
special needs are always catered for. to the economy of Rwanda.

196
Engage learners in a question and Preparation for teaching
answer session when talking about the As you prepare, take into account
importance of mining. Let learners learners with special needs. Read
write an essay as in Activity 18.8. exhaustively about the benefits of
mining make summarised notes for
In a class discussion, brainstorm with easier content delivery.
learners on the problems facing the
Teaching and learning resources
mining industry in Rwanda. These
include: a) Photographs
a) Some minerals are found in small b) Chalk board
deposits or the grade of the ore is c) charts
low such that it is not economical to Interactive or multi-ability
mine. learning
b) The country lacks sufficient funds Ensure the groups are made of fast
to explore and carry out mining. and slow learners. Guide and supervise
c) Some valuable minerals are found learners during group discussions.. Let
in remote areas which are not easily all learners be part of a group which
accessible. has all the materials necessary for the
d) There is shortage of qualified activity.
personnel to work in the mining
Teaching and learning methods
industry.
e) The minerals may be found near a) Guided discovery
built-up areas which if mined may b) Guided discussions
be harmful to the health of the c) Question and answer
people. d) Demonstration
f) Some corrupt people smuggle
minerals out of Rwanda Extension/Remedial Activities
As an assignment, let learners go and
Group learners and let them come do Activity 18.5.
up with a list of areas that have been
affected by mining activities. This will
be facilitated by Activity 18.9. Let 18.7 & 18.8 EFFECTS OF
learners present their findings. MINING ON THE
Allow for class presentation from
each group. As they present, correct
ENVIRONMENT AND
the information being provided, FUTURE PROSPECTS
while allowing the rest of the class OF MINING
to take notes on what you confirm Learning outcomes
as correct. By doing this, you will be By the end of this section, the learners
promoting cooperation, promoting should be able to explain the effects of
communication. mining on the environment

197
Additional information for the Extension/Remedial Activities
teacher Let learners write an essay on the
Start the lesson by reviewing the prospects of the future of mining
problems associated with mining. Most in Rwanda. Let them explain the
of these problems translate into the measures that the Government of
negative effects of mining. Rwanda has put in place in relation to
this.
Let learners discuss these as in Activity
18.10.
Answers to End of unit
assessment
In a class discussion, brainstorm with
learners on the future prospects of 1. Precious minerals mined in
mining and quarrying in Rwanda. Rwanda
a) Silver,
Preparation for teaching
b) Platinum and
As you prepare, take into account
c) Gold
learners with special needs.
Read exhaustively about the effects of
mining and make summarised notes for
easier content delivery.
Teaching/learning resources
• Pencils
• Note books
• Charts
Interactive and multi-ability
learning
As they tackle Activity 18.10, ensure
that both slow and fast learners are
actively involved.

Ensure that learners with special needs

are always catered for.

Teaching and learning methods

i. Guided discovery
ii. Discussion
iii. Demonstration
iv. Question and answer

198
2. Complete the table below with the correct answers
Mineral Method of mining used Use of the mineral
Clay Open-cast Modelling
Salt Open cast Preservative
Methane Underground Production of biogas and electricity

Negative effects of this type of open cast mining on the environment.

• It leads to dereliction of land
• It makes land look ugly
• Derelict land leads to accidents if not filled up.
b) Solutions to the effects of open cast mining
• Mines should be filled up after mining activities are over
• To conserve the environment, trees may be planted on the derelict lands
• Derelict land should be rehabilitated and put into better use, for example
irrigation farming.
3. Key things learnt from the study of the unit.
a) Mining activities pollute the environment during the removal and
processing of minerals. Smoke and dust particles are released into the
air while poisonous industrial wastes are discharged. Some poisonous
substances from mining also seep into water sources such as lakes,
rivers or wetlands. All these poisonous substances cause air, water, land
and noise pollution which are harmful to human health. The pollution
may cause respiratory and skin diseases. For example, in quarrying of
sand and limestone a lot of dust and noise is emitted. The landscape
also becomes ugly from the pits left behind.
b) To control pollution, the Government is enforcing laws to make
mining all companies to abide fully with the set standards of a clean
environment and also restore the damaged land .This is the way we can
use our environment sustainably.

199
 Unit
POWER AND ENERGY IN RWANDA
19

Key unit competence

To be able to investigate the impact of power and energy production on
sustainable development of Rwanda.

Introduction
In this unit, we will study the following sub-topics:
i) Renewable and non-renewable energy resources (Definition: energy
resources, renewable and non-renewable energy resources)
ii) Importance of power and energy resources in Rwanda
iii) Problems and future prospects for power and energy production in
Rwanda
iv) Efficient utilisation of power and energy resources in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire knowledge, skills
and attitudes summarised in the table below.
Knowledge Skills Attitudes
• State the various • Differentiate between • Appreciate the importance
categories of renewable renewable and non- of renewable and non-
and non-renewable energy renewable energy renewable energy
sources. resources. resources in Rwanda
• Explain the major sources • Explain the reasons for • Appreciate the importance
of energy and power increased power and of power and energy for
available in Rwanda. energy production in sustainable development
Rwanda. of Rwanda.
• Draw a map showing • Show concern for the
energy resources of problems affecting power
Rwanda. and energy production
and desire to develop
alternative sources of
power in Rwanda.

200
• Outline the future • Analyse the problems • Show perseverance for
prospects for mineral hindering effective the power shortages
exploitation in Rwanda. exploitation and utilization and its effects to the
• Outline problems and of power and energy in development of industries.
future prospects for power Rwanda. • Show concern for
and energy production in • Explain ways of efficient appropriate utilisation
Rwanda. utilisation of power and of power and energy
energy resources in resources in Rwanda
Rwanda

Information to the teacher Generic competences

People depend on energy in order In this unit, ensure that you achieve
to change materials into a variety of one or a combination of the following
products. Almost all products and generic competences:
devices in homes from furniture, a) Critical thinking: This is the ability
clothes, and automobiles are made of the learner to think imaginatively
through the use of energy. Additionally, and evaluate ideas in a meaningful
the development of any country is way before arriving at a conclusion. It
dependent on the availability and use is also the ability to make appropriate
of energy resources. Energy is the decisions based on experience and
power required to do work. It is derived relevant learning.
from wind, water, petroleum, coal b) Creativity and innovation: This
and natural gas among other sources, is thinking beyond what is provided
mainly to provide light and heat or to in order to generate new ideas to
drive machines. enrich learning. It also includes
generating new ideas and applying
The Government of Rwanda recognises them in learning situations.
that availability of efficient and reliable
c) Problem solving: In some cases,
energy supply is a requirement for
the learner will be required to be
social, economic and political growth.
resourceful by finding answers to
For this reason, the government works
questions and solutions to problems.
closely with development partners
This competence is also achieved
and private organization to help in
when a learner is able to explain
the generation, transmission and
phenomena based on findings from
distribution of energy. Effort is also
information gathered or provided.
made to ensure the sustainability of
d) Communication skills: This
energy sources for future generations.
involves comprehending language
through listening and reading,
Links to other subjects using oral and written language to
While teaching this unit, ensure you discuss, argue and debate a variety
draw a link to Power and mechanical of themes in a logical manner and
energy sources in Physics. exchanging ideas confidently and
effectively.

201
e) Lifelong skills: This is described as 19.1, 19.2 & 19.3 ENERGY
coping with evolution of knowledge RESOURCES AND
and technology advances for
IMPORTANCE OF
personal fulfillment. It is also
exploiting all opportunities available ENERGY IN RWANDA
to improve on knowledge and skills. Learning outcomes
f) Research skills: This is being By the end of this lesson, the learner
resourceful in finding answers should be able to:
to questions and solutions to • Define renewable and non-
problems as well as producing new renewable energy
knowledge based on research of • Evaluate the importance of energy
existing information and concepts
and sound judgment in developing Additional information for the
viable solutions. teacher
g) Cooperation: Adapting to different
Introduce learners to the topic by
situations including the world of
defining the meaning of energy as well
work and practicing respect for
as renewable and no renewable sources
rights, views and feelings of others.
of energy. Assign learners Activity
Cross-cutting issues 19.1, which should be done in pairs.
Ensure that learners understand Once learners have classified energy
and appreciate that they need to sources as either renewable or non
work together in solving classroom renewable sources of energy, learners
challenges, such as reading and should carry out a research on the types
interpreting information on maps. This of energy that were used in the past.
will help them work together regardless Let learners discuss the importance of
of each of their capabilities. This energy in groups using the head points
way, they will appreciate each other’s on Activity 19.2, which are as follows:
contribution in the learning process, i. The energy sector creates direct job
thereby fostering inclusivity in learning opportunities for those in construction
processes. of the dams, production and supply of
the energy. Indirectly, there are those
Environmental conservation will be an employed in energy related industries
important issue raised in this unit. that supply equipment, provide repair
Let learners appreciate the need for works transport and communication
environmental care as they discuss among other opportunities, this raises
mining and quarrying. people’s standard of living.
Assessment criteria ii. Power is a source of revenue
By the end of this unit, the learner to the government of Rwanda
should be able to investigate the impact through taxes generated from those
of power and energy production on employed directly or indirectly.
sustainable development of Rwanda. The Government also gains

202
 through energy pricing and direct While discussing their findings, use
investments in industries. question and answer and discussion
iii. Development in the energy leads to methods ensuring that all learners
the growth of urban centres as well participate. This will promote
as trade and commerce. cooperation among the learners.

iv. Production of power in Rwanda Let them present their findings to the
reduces the dependence of imported class. This activity is aimed at promoting
fuel such as petroleum. The country creativity and innovativeness as
is able to focus low carbon energy they learn new knowledge about maps
for a cleaner future. as well as cooperation as they work
together in pairs.
Preparation for teaching Guide the learner into learning correct
Acquaint yourself with the environment information by giving summarised
around the school and make notes of explanation as per the expected
the forms of energy used in Rwanda. learning outcomes.
Make detailed notes on the importance
of energy. Ensure that the preparation Teaching and learning methods
you make will enable learners to • Guided discovery
acknowledge that there is need to study • Discussion
this unit. • Observation
• Question and answer
Teaching and learning resources
Extension/Remedial Activities
• Learner’s Book
Learners should find out the renewable
• Photographs and non renewable sources of energy
• Rulers used in Rwanda.
• Pencils
• Chalkboard 19.4 & 19.5 PROBLEMS
• Tactile displays for learners with AND FUTURE
visual impairments
PROSPECTS OF
• Atlases
• Charts
ENERGY IN RWANDA
Learning outcomes
Interactive learning and multi- By the end of this section, the learners
ability learning should be able to:
Using Activity 19.1 as your • Describe problems facing energy
introductory point for this type of production in Rwanda
learning, group the learners into five. • Outline future prospects for power
You must involve slow learners and and energy production in Rwanda.
ensure that groups are made up of
learners of different abilities.

203
Additional information for the Eastern Africa to expand the shared
teacher hydropower projects.
Introduce this lesson by reviewing the c) Working with Banks and Private
forms of energy available in Rwanda. agencies to supplement funds for
Assign learners Activity 19.4. This diversifying energy sources.
activity will serve as an eye opener into d) Strengthening education and
the costs of energy in Rwanda. Explain training to gradually get more
to learners the cost implications of skilled personnel required in the
energy to the economy of Rwanda. energy sector.
e) Lowering the energy pricing to
This activity will help learners to levels that are affordable by most
understand the problems facing energy people.
production in Rwanda. These problems f) Giving subsides to those wishing to
include: produce energy.
• Insufficient capital: Production of g) Diversifying sources of alternative
power requires heavy capital outlay. energy such as wind, methane gas
Rwanda has limited capital to invest and solar so that most people can
in power generation. afford and reduce the reliance on
• Shortage of skills: Rwanda has few wood fuel.
engineers for the Energy Sector. h) Expanding and setting up isolated
• High cost of power: Many Rwandans micro-hydro power stations to
cannot afford to buy power which remote rural areas.
limits power production. Preparation for teaching
Make comprehensive notes on
Brainstorm with learners on the possible
problems facing energy production
solutions to the problems facing energy
as well as future prospects of energy
production. These solutions offer a
production in Rwanda. The notes
leeway into the future prospects for
should be simplified.
energy production in Rwanda.
Using Activity 19.5, let learners discuss
the measures that the Government
Teaching and learning resources
of Rwanda has put in place in order a) Learner’s Book
to ensure that production of energy b) Chalkboard
improves. c) Ensure use of appropriate materials
The Government of Rwanda has put in for learners with special needs
place plans for improving the future of d) Charts
power and energy. The measures taken Interactive and multi-ability
include: learning
a) Increasing households access to
electricity services with particular As they discuss the problems facing
energy production, ensure that both
emphasis on remote and rural areas
slow and fast learners are actively
b) Intensifying regional cooperation in

204
involved. Ensure that learners with and in their school. Let them work on
special needs are always catered for. Activity 19.6 in groups.

Teaching and learning methods Let learners tackle Activity 19.7 on

a) Teacher exposition the concept of “green energy”. This
b) Discussion will help learners come up with a list of
ways of saving energy. These include:
c) Demonstration
a) Introduction of motivations such
d) Question and answer
cash power.
b) Development of alternative energy
Attitudes and values to be
sources such as solar, geothermal,
attained at the end of the lesson
wind, methane gas, biomass to
The learner should thoroughly explain supplement the available non-
problems facing energy production renewable power sources.
as well as future prospects of energy c) Use of efficient (energy saving
production in Rwanda. stoves or cookers to limit the use
of fuel wood for industrial and
Extension/Remedial Activities domestic purposes. Appropriate
Let the learners draw the map of technology is applied in the
Rwanda showing location of hydro- construction of the cookers so that
electric power station in the country. they are non-polluting cheap and
Organise a field trip to one of the simple to use.
hydro electric power stations within d) Promotion of effective energy
your Province, if any. programmes such as low power
consumption bulbs.
19.6 EFFICIENT e) Switching off lights when not in use.
UTILISATION OF f) Encouraging the use of well-
POWER AND ENERGY maintained vehicles with low fuel
RESOURCES IN consumption.
RWANDA g) Educating people on energy making,
conservation and management.
Learning outcome
By the end of this section, the learner Preparation for teaching
should be able to explain ways of As you prepare, take into account
efficient utilisation of power and energy. learners with special needs. Read
exhaustively about methods of
Additional information for the conser ving energ y and make
teacher summarised notes for easier content
Introduce learners to the concept of delivery.
saving energy. Let them identify ways
in which energy is saved at their homes

205
Teaching and learning resources in Rwanda mainly use wood
a) Photographs fuel
b) Chalk board i) Wood fuel is cheap.
c) charts ii) It is readily available.
iii) The by-products from
Interactive or multi-ability burning wood fuel (such
learning as ash)has numerous other
Ensure the groups are made of fast uses such as being used as a
and slow learners. Guide and supervise preservative
learners during group discussions. Let iv) Wood fuel can be found
all learners be part of a group which and used in many forms,
has all the materials necessary for the including firewood, charcoal
activity. and sawdust.
Teaching and learning methods 3. Communities can use wood
a) Guided discovery fuel effectively by investing in
b) Guided discussions energy saving cooking stoves.
c) Question and answer
d) Demonstration 4. Problems that Rwanda experi-
ences in the production of
Extension/Remedial Activities hydro-electric power:
Let learners give a step by step • Insufficient capital: Production
account about the production of of power requires heavy
biogas. capital outlay. Rwanda has
limited capital to invest in
power generation.
Answers to End unit assessment
• Shortage of skills: Rwanda has
1. a) Why water is a renewable
few engineers for the Energy
source of energy
Sector.
Water can be used without
• High cost of power: Many
reducing the quantity available
Rwandans cannot afford
for the future
to buy power which limits
power production.
b) Examples of non-
• Weather changes: Changes
renewable energy sources
in climatic conditions may
Petroleum, coal, natural gas and
cause flooding or reduction
uranium
in water supply during dry
2. Reasons why most people seasons. This affects hydro-
electric power production.

206
 Unit
INDUSTRY IN RWANDA
20

Key unit competence

At the end of the four lessons, the learner should be able to investigate the
impact of industrial growth on sustainable development of Rwanda.

Introduction
In this unit, the following key areas of population in Rwanda will be covered:
(i) Classification of industries
(ii) Factors for location growth and development of industries in Rwanda
(iii) Importance of industries in Rwanda
(iv) Problems and effects of industrial development in Rwanda

Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:

Knowledge Skills Attitudes

• Outline the major types of • Examine factors • Advocate for increased
industries in Rwanda. influencing the location, industrial location and
• Identify factors for growth and development development with special
location, growth and of industry in Rwanda. focus on environmental
development of industries • Describe the importance protection
in Rwanda. of industrial development • Appreciate the importance
• State the importance of to the economy of of industrial growth in
industries to the economy Rwanda. Rwanda.
of Rwanda. • Research on the effects of • Show concern for other
• Identify the problems Industrial development in perspectives related
and effects of industrial Rwanda. to industrialisation
growth and development in comparison to
in Rwanda. development of other
economic activities in an
area

207
Information for the teacher from countries such as Germany United
Mining, agriculture, fishing and forestry Kingdom and Japan.
make up the primary industries.
These activities involve extracting Generic competences
raw materials at the initial or primary • Co-operation
stage. The value of primary goods • Problem solving
is normally so low that those who • Research skills
depend on them in most cases do not • Critical thinking
make much income. The value of these • Lifelong learning
products is increased when they are Crosscutting issues
processed. At this stage we have the Industrial development if not well
secondary industries also known planned can bring about water, air and
as manufacturing industries. The two general environmental pollution. For
types of industries are supported by this reason, as the learners are taken
service industries such as transport, through this unit, they will appreciate
communication, trade banking and the measures that are taken to ensure
insurance. environmental conservation as industries
In this unit we are concerned with are developed.
the secondary industries. This is an Pollution of air by industries that emit
important sector of the economy in fumes into the atmosphere is a major
that it provides market for primary raw cause of global warming and ultimately
materials, employment opportunities, climate change. This is an important
goods for consumption and for trading aspect of industrial development that
with among other contributions to the investors have to put into consideration
economy. to ensure they avoid as they run their
Rwanda is a developing country. This industries. The main aim of setting up
implies that the country is not highly an industries is to make profits. Thus
industrialised like the developing the knowledge of financial education is
countries. However, the industrial one of the areas to mention in this unit.
sector is important in that it contributes
significantly to the economy of the
20.1 CLASSIFICATION OF
country. Most of the industries in INDUSTRIES
Rwanda are agricultural based. This
means that they use agricultural raw Learning outcome
materials such as sugarcane, cotton, By the end of this section the learner
milk, tea and coffee. These are classified should be able to outline the major
as light industries. Rwanda does not types of industries in Rwanda.
have heavy industries and has to import
goods produced in heavy industries.
Such goods as the machinery and
vehicles found in Rwanda are imported

208
Additional information for the Teaching/learning resources
teacher a) Recommended text books
Rwanda’s economy is agricultural b) A m ap showing location of
based. The level of industrialization is at industries
c) Photographs of certain industries
a basic stage with most of the industries
being those that use agricultural raw
material. The industrial products are Interactive and multi-ability
mainly for local consumption. This learning
places the country in disadvantageous Use question and answer to introduce
situation as far as completion in the class discussion and ensure all learners
regional or world market is concerned. are actively involved. Ensure that slow
learners are not left out. Let learners
However, with limited resources, the work on Activity 20.2.
country is making some positive strides
in the development of industries. The Teaching/learning methods
sector is a key player in the generation • Guided discovery
of revenue for the government and in • Discussion
creation of employment opportunities. • Question and answer
Teaching and learning activities
At this level in school, learners have
• Locating industrial sites on a map
knowledge about industries and
• Studying photographs
industrial products. Introduce this unit
by asking them to name some of the • Taking notes
industries that they know while also Extension/Remedial Activities
naming the products that are made in
Ask the learners to draw a map of
each. They can give examples from
Rwanda showing the location of the
Rwanda and from other parts of the
major industries. Ask learners to
world. You may also ask them to give
work on Activity 20.3 and present
reasons for absence of some industries
their findings befoxre the next lesson.
in Rwanda. In pairs, ask learners to
work on Activity 20.1.
20.2 FACTORS FOR
Preparation for the teacher LOCATION, GROWTH
Ensure to prepare comprehensive AND DEVELOPMENT
notes and guiding questions to enable OF INDUSTRIES IN
logical flow of the lesson. In addition,
RWANDA
you need to prepare a map showing
the location of the major industries so Learning outcome
that as each type is being discussed, By the end of this section the learner
the specific location where it is found should be able to explain the factors
is identified. influencing the location, growth and
development of industry in Rwanda.

209
Additional information for the Prepare comprehensive notes and
teacher questions to guide class discussion.
Ensure you have read through the
This section has three terms to be section and are familiar with the factors
considered as you take the learners outlined. Ensure in your notes you
through. These are location, growth and not only have the general factors that
development of industries. Ensure you influence location of industries but also
distinguish each term from the rest so specific factors for given industries in
that learners are able to relate each to Rwanda.
industries in Rwanda.
Teaching/learning resources
Many factors come into play in Recommended text books, a map
determining the best place to locate showing location of industries,
an industry and whether the industry photographs of certain industries and
will grow or develop with time. Certain also photographs of some raw materials
locations are determined by demands and finished products.
or market for a given product while
others may be due to availability of Interactive and multi-ability
raw materials. However, the level of learning
profitability of an industry plays a Use question and answer to introduce
key role to justify the location growth class discussion and ensure all learners
and development. For instance, a are actively involved. Ensure that slow
milk processing factory may start as a learners are actively participating.
small factory buying milk from a few
Teaching/learning methods
farmers. As time goes, more farmers
(i) Guided discovery
ask to deliver milk for processing. The
investor will be forced to buy more (ii) Discussion
equipment and employ more people to (iii) Question and answer
meet the demand.
Teaching and learning activities
• Locating industrial sites on a map
Let the learners name the industries they • Studying photographs
are familiar with and then give reasons
• Taking notes
why they think each was located where
it is found. Ensure each factor given is Extension/Remedial Activities
discussed to form part of the notes to Ask the learners to complete the
be taken. Ensure capital, market, raw activity in the section in groups for
material and all other relevant factors discussion. Ask learners to work on
are included. Ask learners to work on Activity 20.5.
Activity 20.4.
Preparation for teaching
Plan to divide the class into groups
to work on the activity in the section.

210
20.3 IMPORTANCE OF ground for the employees who benefit
INDUSTRIES IN by learning new skills. There are
many other reasons that industries are
RWANDA
important to a country.
Learning outcome Preparation for teaching
By the end of this section, the Plan to divide the class into groups
learner should be able to describe the to work on the research activity
importance of industrial development on the Bralirwa breweries. Prepare
to the economy of Rwanda. comprehensive notes and questions
to guide class discussion. Ensure you
Additional information for the have read through the section and are
teacher familiar with the benefits of industries
Begin by engaging the learners in to a country. Ensure you have worked
discussing the role that industries play notes on specific industries to avoid
in Rwanda. How do individuals, the generalising the benefits since some
government and the society as a whole are very specific to a given industry.
benefit from industries in Rwanda? Organise a field trip as indicated on
As they answer the questions, all the Activity 20.6.
points raised are put down to be used
to compile notes. Let learners work on Teaching/learning resources
Activity 20.6. Recommended text books, a map
showing location of industries,
When a country has many industries, it photographs of certain industries and
is a sign of a high level of development. also photographs of some raw materials
Industries play a great role in creating and finished products.
wealth for a country through taxation
and sale of the finished products. Interactive and multi-ability
Individuals also benefit by getting learning
employment thus improving their living Use question and answer to introduce
standards. Other benefits are indirect. class discussion and encourage the
They include attracting developments learners to have group discussions.
like infrastructure such as roads water Ensure all learners are actively involved.
and electricity supplies. They also are
a way of diversifying the economy so Teaching/learning methods
that a country is not dependant only on
• Guided discovery
primary activities.
• Discussion
For agricultural based industries, • Question and answer
farmers benefit in that they get market Teaching and learning activities
for their produce which serve as
raw materials as well as benefiting if • Locating industries on a map
they supply foodstuff to the factory • Studying photographs
employees. Industries are a training • Taking notes

211
 Extension/Remedial Activities as they are set up or as they expand.
Ask the learners to complete the Preparation for teaching
research activity in the section in Ensure you have possible answers to the
groups for discussion. research question to be able to guide the
class as the activity is discussed. Prepare
comprehensive notes and questions
20.4 PROBLEMS AND to guide class discussion. In addition,
EFFECTS OF read widely on the problems so that
INDUSTRIAL you exhaust all the possible problems
DEVELOPMENT IN and effects of industries. Ensure you
RWANDA have worked notes on specific industries
to avoid generalizing on some of the
Learning outcome problems since some are very specific
By the end of this section the learner to a given industry.
should be able to carry out a Research Teaching/learning resources
on the effects of industrial development Recommended text books, photographs
in Rwanda. of certain industries and associated
Additional information for the problems. Materials for learners with
special needs.
teacher
Begin by asking learners to work Interactive and multi-ability
on Activity 20.7. Engage learners learning
in discussing the problems and Use question and answer and class
effects that industries have on the discussion and encourage the learners
local environment and on the local to have group discussions. Ensure all
communities. Although industries learners participate in the discussions.
form an important sector of the
economy, the problems resulting from Teaching/learning methods
their development cannot be ignored (i) Guided discovery
because they affect the environment, (ii) Discussion
individuals and a country in general. (iii) Question and answer
Thus the problems can be classified as
environmental, social and economic. Teaching and learning activities
Industries can also lead to political • Locating industries on a map
problems if in one way or another they • Studying photographs
are set under political influence. • Taking notes
Although the level of industrial
Extension/Remedial Activities
development in Rwanda is still low, the
few industries that exist have a role to Learners to research further on the
play in problems such as environmental topic and complete the activity in the
pollution, overexploitation of natural section.
resources and displacement of people

212
 Unit TRANSPORT, COMMUNICATION AND
21 TRADE IN RWANDA

Key unit competence

At the end of the four periods, the learner should be able to investigate the
impact of transport, communication and trade on sustainable development of
Rwanda.

Introduction
In this unit the main sections, to be covered are:
A. Transport and communications
(i) Types of transport and communication in Rwanda
(ii) Advantages and disadvantages of transport and communication systems
in Rwanda
(iii) Problems and solutions of transport and communication in Rwanda

B. Trade in Rwanda
(i) Types of trade
(ii) Importance of trade in Rwanda
(iii) Problems affecting trade and possible solutions in Rwanda
(iv) Regional and international trade partners in Rwanda
Learning objectives
As you teach this unit, you should ensure that learners acquire the knowledge,
skills and attitudes outlined in the following table:
Knowledge Skills Attitudes
• Name types of transport • Describe the different • Appreciate the importance
and communication. types of transport and of transport and
• State the importance communication systems in communication in the
of the various types Rwanda. development of trade.
of transport and • Explain the advantages • Show concern of the
communication in and disadvantages of land lockedness of
Rwanda. various types of transport Rwanda and a desire to
• State the problems and and communication in develop transport and
solutions of transport and Rwanda. communication networks.
communication. • Examine the problems • Appreciate the importance
• Identify the types and resulting from land of trade to the economic
importance of trade in lockedness and suggest development of Rwanda.
Rwanda. possible solutions.

213
 • State the problems • Describe the trade • Appreciate the role
associated with trade in structure in Rwanda. played by regional
Rwanda and possible • Analyse the problems and international trade
solutions. of trade and possible partners in development of
• Identify regional and solutions to trade. trade in Rwanda.
international trade
partners of Rwanda.

Information for the teacher to comfortable handle Activity 21.1.

Transport, communication and trade Pick learner responses at random who
are three interrelated service industries. will tell you what they see from the
Together they contribute greatly to photograph provided in this activity.
economic development of a country.
For activities 21.2 and 21.3, make
If they are underdeveloped, they slow
enough research ahead of learners
down the development processes of a
for you to understand broadly about
country.
communication systems in Rwanda.
to be so sure on how to guide them
Transport is the physical process of
with their research. You have to group
carrying goods and passengers from
learners for Activity 21.4 and appoint
one place to another. Communication
a group representative who will present
is passing information from one person
the group work.
to another. These two are greatly
needed for any country to develop.
Activity 21.5 is meant to weigh the
Trade is the buying and selling of
advantages against disadvantages
goods and services.
of transport and communication
systems in Rwanda. Make explanation
For all sections of this unit, read more
for communication systems in Rwanda
geographical materials concerning
as you ensure that learners are actively
transport and communication in
involved.
Rwanda and any other sources you
can access such as TV shows, radio
This activity is meant to invoke
information, articles or even approach
imaginative thinking of the learners
resourceful persons. This will equip you
as each will need to assume being
with sufficient information needed to
the Minister of infrastructure. As the
tackle this unit and respond to learners’
minister, they will have to make a
questions easily.
list of types of transport they would
wish to develop in different parts of
Go ahead to explain types of transport.
the country. For each type, one is
Here, the Learner’s Book will be found
supposed to advocate for or against its
very useful. You can start by noting
development in particular areas.
that they require knowledge gained in
Activity 21.6 is about problems
unit 3 about photograph interpretation
and solutions of transport and

214
communication in Rwanda. One of if learners will acquire skill you want
the major hindrances to transport them to obtain. Thereafter, you can take
between Rwanda and her neighbours is them out for field study. Advice them
because it is landlocked. A discussion on how to politely acquire information
about landlockedness was initiated in they want from market dwellers.
Unit 6 under the general presentation
Therefore, use this background to Organise learners into groups for
advance the discussion on how activity 21.10. Ensure gender
landlockedness poses a disadvantage sensitivity for the groups formed is
to doing of business in Rwanda. respected. Explain why international
trade is important in Rwandan
economy. Introduce problems affecting
Explain satisfactorily the table showing trade and possible solutions in Rwanda.
types of transport/communication, Avail learners with any material they
advantages and disadvantages. From may need for this activity. Complete
here proceed to problems and solutions your explanation for the trade problems
of transport and communication in and likely solutions.
Rwanda. You may start this section with
description of Rwandan relief since it is In Activity 21.12, provide relevant
linked to these problems. Ensure that reference materials if access to the
learners have access to atlases which Internet is not available. Alternatively,
are a necessity in this work. With the you can search for the materials
help of Activity 21.7, explore the on the Internet and discuss them
possible solutions to the problems of with the learners. Conclude the
transport and communication. unit by explaining other country
partners Rwanda trades with. These
Guide learners on Activity 21.8. For include members of the East African
their research you can refer them to Community, COMESA member
internet, library or resourceful people countries and others such as China,
like other teachers, parents or learners Thailand, USA, Japan, Britain among
in upper classes. Explain possible others.
solutions to the problems and then
tackle trade. Explain the way trade may Links to other subjects
be on a small scale (done between few While teaching this unit, ensure to draw
people) regional or even international. a link to Economics as far as trade is
This Activity requires that you help concerned and Entrepreneurship
learners prepare for the field study, education.
because it is a form of study not yet Generic competences
taught. each them the basics required
In this unit, ensure that you achieve
for field study. These skills are still
one or a combination of the following
necessary for Activity 21.9. Note that
generic competences:
it may be necessary for you to first carry
out the pilot study in a market to see

215
a) Critical thinking: This is the existing information and concepts
ability of the learner to think and sound judgment in developing
imaginatively and evaluate ideas in viable solutions.
a meaningful way before arriving g) Cooperation: Adapting to different
at a conclusion. It is also the ability situations including the world of
to make appropriate decisions work and practicing respect for
based on experience and relevant rights, views and feelings of others.
learning.
Cross cutting issues
b) Creativity and innovation: This
This unit will touch on financial education
is thinking beyond what is provided
because transport, communication
in order to generate new ideas to
and trade have everything to do with
enrich learning. It also includes
finance. Developing the three sectors
generating new ideas and applying
requires financial planning and involves
them in learning situations.
large sums of money. In trade, goods
c) Problem solving: In some cases,
and services are exchanged mainly for
the learner will be required to be
money.
resourceful by finding answers to
questions and solutions to problems.
The unit also mentions Genocide studies
This competence is also achieved
in that transport, communication and
when a learner is able to explain
trade came to a halt during the war. This
phenomena based on findings from
was because the country was insecure
information gathered or provided.
and production of goods had stopped.
d) Communication skills: This Through the study of this unit, learners
involves comprehending language will understands and appreciates the
through listening and reading, measures that are being taken to protect
using oral and written language to the environment against contamination
discuss, argue and debate a variety by use of inefficient vehicles that
of themes in a logical manner and produce excessive exhaust fumes. In
exchanging ideas confidently and addition, the word environment is
effectively. endangered by careless disposal of
e) Lifelong skills: This is described waste products. This is causing concern
as coping with evolution of worldwide.
knowledge and technolog y
advances for personal fulfillment. It As you teach this unit, you are not
is also exploiting all opportunities limited to the above cross cutting
available to improve on knowledge issues alone. It is therefore important to
and skills. keep in mind other cross cutting issues
f) Research skills: This is being that you may bring out in your diverse
resourceful in finding answers teaching methods and techniques as
to questions and solutions to opportunity may arise and tackle cross
problems as well as producing new cutting issues such as:
knowledge based on research of

216
(i) Comprehensive sexuality As the learners work in groups on
education, reproductive health, questions 1 and 3 of Activity 21.1.
family planning, HIV and AIDS and Ensure that they as much as possible
STIs. share their findings with others after
(ii) Peace and values education discussions in a class presentation. The
(iii) Standardisation culture second question of this activity should
(iv) Inclusive education be given as further activity.
R e m e m b e r, g r o u p w o r k a n d
21.1 TYPES OF TRANSPORT discussion promotes cooperation
while presentation develops
AND COMMUNICATION
communication skills.
IN RWANDA
Learning outcomes b) Types of communication in Rwanda
By the end of this section, the learners Before teaching this section, first mention
should be able to: different forms of communication in
a) Name types of transport and Rwanda: first the traditional forms then
communication the modern forms.
b) Describe different types of transport
and communication systems in Working in groups, let learners explore
Rwanda the different systems of communication
c) Appreciate the importance of as required in Activity 21.2.
transport and communication in
development of trade Divide the class into two. The first group
should discuss Activity 21.3 and the
Additional information for the second group to discuss Activity 21.4.
teacher Each group should pick their team
Give the learners the task to define leader.
transport and communication and even
to brainstorm types of transport they The task of each group leader will be
know. They can use a dictionary or to coordinate research on the items of
other sources of information. study in each activity. Allow them time
a) Types of transport in Rwanda to discuss their findings.
Referring to the map of Rwanda in
Learner’s Book, let them identify the However, before they present their
major transport lines in the country. findings, access their research
Ask them to identify the towns linked findings, guide them before the lesson
by various major roads. They should commences. This will only allow
also identify towns that have airports correct responses to be communicated.
and lake ports. You could compare the As presentations will be going on,
Rwandan transport lines with one of other learners should be taking notes.
the countries of Eastern African. Encourage questions from the rest of
the class, which should be correctly be
answered.
217
Remember, research promotes research Teaching and learning activities
skills while discussions promote tolerance, • Drawing maps
peaceful coexistence and cooperation.
• Using the atlas locate major roads
• Studying photographs
Preparation for teaching
• Question and answer
Ensure that you have an appropriate
• Class presentations
map of country that you wish to use
• Discussion
to compare with Rwanda in terms of
distribution of transport lines found. • Taking notes
You also need to have comprehensive
notes and questions to use as you Extension/Remedial Activities
introduce the topic to the class. Prepare Learners should work on question
a sketch map of Rwanda similar to the 2 of Activity 21.3 in groups and
one that you will ask the learners to present their findings in the next
draw to show the network of major lesson. However, check their books
roads in the country. Acquaint yourself before the lesson, picking out those
with the activities within this section in with correct responses. Identify at
the Learner’s Book. least two of them to present their
Teaching and learning resources answers before the class.
a) Learner’s Book
b) Wall maps 21.2 ADVANTAGES AND
c) Sketch map of Rwanda DISADVANTAGES OF
d) Photographs and Atlases TRANSPORT AND
Interactive and multi-ability COMMUNICATION
learning SYSTEMS IN RWANDA
Ensure that each learner has worked
Learning outcome
on the activities. At this point, involve
By the end of this section, the learners
the class in discussions ensuring
should be able to explain the advantages
that all members participate. You
and disadvantages of various types
could appoint one student to lead the
of transport and communication in
discussion for the activity and ensure
Rwanda.
that slow learners and those with other
challenges may be appointed to lead.
Additional information for the
Teaching and learning methods teacher
• Guided discovery Engage the learners in reviewing what
• Group discussion has been learnt so far by asking them
• Photograph and map analysis guiding questions. This should include
• Question and answer the review of Activities 21.3 and
21.4.

218
In groups, let them quickly come up Interactive and multi-ability
with their responses to Activity 21.5. learning
Remember, a class presentation here Use guiding question to initiate a
after will be favourable. During the class discussion. Involve the class in
presentation, ensure you reinforce the discussions ensuring that all members
attainment of communication skills. participate. Let the learners discuss
Each type of transport and the activities in groups and make
communication system has advantages presentations in class for further
and disadvantages and each plays a discussion. Ensure that slow learners
major role in development. Learners and those with special needs participate
have to take each type of transport in answering questions and in the
and discuss its advantages and discussions.
disadvantages giving comparisons Teaching and learning methods
among them. a) Guided discovery
Comparing their findings develops b) Class discussion
their critical thinking. Comparison c) Group work
of communication systems should be
d) Photograph analysis and
done by the learners in an out of class
interpretations
assignment - for example, a library
e) Map analysis
research assignment. However, take
them through the guiding notes given f) Question and answer
in a table format in the Learner’s Book. Teaching and learning activities
Preparation teaching • Analysing photographs
Ensure that you have made notes • Question and answer
by reading from different sources of • Class presentations
information. Prepare questions to ask • Discussions
learners at the beginning of the lesson. • Taking notes
Ensure you have the answers to the
activities in the section. Collect relevant
photographs for the lesson. Have the Extension/Remedial Activities
answers to the activity questions. Ask learners to summarise the
advantages and disadvantages of:
Teaching and learning resources
1. Transport systems in Rwanda
(i) Learner’s Book 2. Communication systems in
(ii) Sketch map of Rwanda Rwanda
(iii) Photographs of different forms of Let them compare the results for
transport better understanding.
(iv) Other relevant resource materials
(v) Atlases

219
21.3 PROBLEMS AND communication has disadvantages and
SOLUTIONS OF each plays a major role in development.
TRANSPORT AND Learners have to take each mode
COMMUNICATION IN and discuss the problems and giving
RWANDA comparisons among each of them.
On the other hand, dif ferent
Learning outcomes forms of transport are affected by
By the end of this lesson, the learners different challenges in development,
should be able to: maintenance and in use. Countries
a) State the problems and solutions of have different ways of dealing with
transport and communication in challenges. In Rwanda, development
Rwanda. of road transport is very expensive
b) Examine the problems resulting because of rugged relief. Capital
from land lockedness and suggest required to construct roads, pipelines
possible solutions. and airports is limited. In addition,
c) Show concern for land lockedness Rwanda is landlocked and sea ports are
of Rwanda and desire to develop very far. This affects transportation of
transport and communication imports and exports by sea. These are
networks. just a few of the problems that Rwanda
faces. It is important to discuss all the
Additional information for the problems exhaustively.
teacher Summarise the lesson with Activity
a) Problems of transport and com- 21.6. Guide the learners on the
munication in Rwanda responses expected from them and
allow them to work in groups to come
Review the previous lesson briefly
up with the answers. This activity will
brainstorming with the learners about
be found helpful as it will provoke
the advantages and disadvantages of
imaginative thinking in the learners and
transport and communication.
cooperation when working together in
Remember that some people in groups.
Rwanda cannot afford to buy items You could get some information from
such as televisions and computers due the ministry of transport regarding
to poverty. Thus, there is a proportion transport in Rwanda. Read widely from
of the population that has access to different resources so that you make
modern communication equipment. comprehensive notes on the problems
However some of the gadgets such as that affect transport in Rwanda and in
mobile phones are currently affordable other countries so that you will make
and are now widespread in the country. comparisons. Prepare questions that
Engage the learners in reviewing you will be able to guide the learners to
what has been learnt so far by asking be able to compare Rwanda and other
them guiding questions. Each type of countries. For instance: What practice

220
can Rwanda borrow from the other East • Local environment
African countries? Ensure you have the • Other relevant resource materials
answers to the activities in the section. • Atlases

b) Possible solutions of transport Interactive and multi-ability

and communication in Rwanda learning
One of the solutions to transport Begin the lesson by asking guiding
problems is getting loans to finance questions that will motivate a
construction of roads and other forms discussion on solutions and prospects
of transport. Borrowing loans has its for transport in Rwanda. Use the
own challenges like a country having guiding question to introduce a class
too much debt to pay. For every solution discussion.
to the problems, there is a negative
side. These should be explored so that Ensure that all members participate
the appropriate future prospects are while ensuring that slow learners and
suggested. those with special needs participate
in answering questions and in the
Ensure that you have made notes discussions. Do not let the slow learners
by reading from different sources of be overshadowed by the fast learners.
information. Prepare questions that the
learners can answer at the beginning Interactive and multi-ability
of the lesson. Prepare the answers to learning
the activities. In your notes, you should Let the learners discuss the questions
have a list of all possible solutions in the activities. Use guiding question
and future prospects for transport in to introduce class discussion. Ensure
Rwanda. Where possible acquire some that all members participate. Ensure
government documents to get the plans that slow learners and those with
that the government has put in place special needs participate in answering
regarding transport in Rwanda questions and in the discussions.
Teaching and learning methods
Use Activity 21.7 to test the
• Guided discovery
understanding of the learners. Ensure
you look at the way they will have • Class discussion
handled the research and correct wrong • Question and answer
approaches even as you reinforce Teaching and learning activities
correct answers.
a) Question and answer
Teaching and learning resources b) Class presentations
• Learner’s Book c) Discussions and taking notes
• Sketch maps
• Photographs
• Government documented laws

221
 Extension/Remedial Activities these are the vehicles that facilitate
All learners to draw two tables, trade. Give the learners the task to
one for transport and the other for define trade and discuss how transport
communication. Each table should and communication facilitates trade.
have two columns: one showing They can use a dictionary or other
the problem facing either transport sources of information.
or communication and the other
showing the possible solution to each. Research beforehand and help
Fast learners can identify problems learners list the countries that trade
with short-time solutions and those with Rwanda. Let them make a list of
that require long term strategies to different items exported and imported
resolve. Ensure you check the work from these countries.
before the next lesson.
Preparation for teaching
21.4 TRADE AND TYPES OF Ensure that you have appropriate
TRADE IN RWANDA comprehensive notes and questions
to use as you introduce the topic to
Learning outcomes
the class. Your notes should include
By the end of this lesson, the learners categories of trade, which are:
should be able to: • Domestic (or internal) trade
1. Identify the types of trade in • International trade
Rwanda
Explain the meaning of each, then ask
2. Describe the trade structure in learners to give examples of trade in
Rwanda each category. If time does not allow,
you can give them this task as an
Additional information for the assignment.
teacher When discussing international trade,
Trade is an essential part of every mention the exports and imports for
country’s economy. It contributes Rwanda and the trading partners for
towards development and increase in the country. You should also have notes
national wealth. There is no country on internal trade goods. Ensure
that can survive without trade because you have definitions of terms such as
none is self-sufficient with all its needs. bilateral and multilateral trade.
Developing countries like Rwanda Acquaint yourself with Activity 21.8
export mainly raw materials and in this section so that you allocate
imports mainly manufactured goods. appropriate time for the field study.

Introduce the unit to the learners by

building on the knowledge on study of
transport and communication because

222
Teaching and learning resources 21.5 IMPORTANCE OF
• Learner’s Book TRADE IN RWANDA
• Photographs of items of trade
Learning outcomes
• Atlas maps
• Data collection tools By the end of this lesson, the learners
should be able to:

Interactive and multi-ability a) State the importance of trade in

Rwanda.
learning
Ensure that learners discuss all the b) Appreciate the importance of trade
types of trade in this section. Involve to the economic development of
the class in discussions ensuring that Rwanda
all members participate. Ensure that Additional information for the
slow learners and those with other
teacher
challenges participate in the discussion.
During the field study, ensure all Start by class presentations on Activity
learners are catered for to ensure that 21.9. In groups, let learners discuss
active participation and learning takes the importance of trade in Rwanda
place. from their findings and make class
presentations.
Teaching and learning methods
• Guided discovery Remember that trade promotes local
• Discussion production. Internal trade is important
• Photographs and real object in that it encourages the producers
displays and analysis to increase production since they are
• Question and answer assured of market. People who are
engaged in agriculture are encouraged
Teaching and learning activities to improve their methods of production
to increase their yields so as to earn
a) Carrying out a field study more when they sell their produce.
b) Studying photographs
c) Observing real objects Trade generates income for individuals
d) Asking/answering questions and for the country. Internal trade has
e) Discussions and taking notes an impact in generating income and
improving the standards of living of
individuals in a country.
Extension/Remedial Activities
To encourage learners to read ahead Involve the learners to discuss the
of normal class learning, ask them to importance of both internal and
work on Activity 21.9 in groups and external trade in the development of
write a report. the country.

223
Explain the points given in the Learner’s Teaching and learning activities
Book, by asking different learners to (i) Question and answer
read out the points as you explain.
(ii) Class presentations
Preparation for teaching (iii) Discussions
Acquaint yourself with as much (iv) Taking notes
information as possible by reading from
other sources of information. Ensure
that you have appropriate questions to Values and attitudes to be
use to arouse the learners’ interest in the attained
lesson at the start. Prepare summarised The learner should appreciate the
points from those in the Learner’s Book importance of trade in Rwanda.
and from other reference materials for
class discussion. Extension/Remedial Activities
In groups, let learners discuss how as
Teaching and learning resources individuals they benefit from external
• Learner’s Book trade. Group work promotes
• R e f e r e n c e m a t e r i a l s f ro m cooperation while presenting
Entrepreneurship and Economics their findings enhances their
communication skills. They should
• Photographs
research more using other sources of
• Maps
information.
Interactive and multi-ability
learning 21.6 PROBLEMS AFFECTING
Use guiding question to initiate a class TRADE IN RWANDA
discussion. At this point, involve the AND THEIR POSSIBLE
class in discussions ensuring that all SOLUTIONS
members participate. Let the learners
discuss the guiding questions you will Learning outcomes
give them and make presentations. By the end of this lesson, the learners
Ensure that slow learners and those should be able to:
with special needs participate in the a) State the problems associated with
discussions and in answering questions. trade in Rwanda and their possible
solutions
Teaching and learning b) Analyse the problems of trade and
methods possible solutions to trade
a) Guided discovery
b) Class discussion Additional information for the
c) Group work teacher
d) Question and answer Briefly review the previous lesson.
Let learners form groups of four and

224
discuss the problems affecting trade Preparation for teaching
and their possible solutions. Allow Ensure that you have read on problem
learners to present their findings and of trade from different reference
compare them. books ensuring that you have done
Discussion and group work promotes comparisons between Rwanda and other
cooperation, pr esentation de velops countries and you have comprehensive
their c o m m unication skil l s a nd notes. Make a table showing problems
comparing their findings enhance their and possible solutions. Ensure you
critical thinking. have the answers to the activities in
Trade is affected by many factors. the section. Remember that Rwanda is
In developing countries, factors currently a member of the East African
such as inadequate capital, poverty Community. How will this help in her
and production of primary goods trade?
are some of the factors. In Rwanda,
being land locked is a major factor Also ensure that you have appropriate
affecting external trade. Transport and notes on factors affecting trade in
communication are vital in promoting Rwanda. Prepare guiding questions to
trade. use at the start of the lesson to bring the
Remember Rwanda as a developing learners to the attention of the lesson.
country faces many challenges in the Prepare a list of factors that you
sector of trade. A major challenge as intend to discuss ensuring that you
discussed earlier in this unit is land include specific examples in relation
locked position that makes external to trade in Rwanda. It is important to
trade with overseas nations very give comparisons with other countries
expensive. for learners to appreciate whether the
factors are specific or general.
Other problems include poor transport
network especially in the rural areas,
Teaching and learning resources
produces almost similar goods with her
trading partners within the East African a) Learner’s Book
region and lack of a common currency b) Atlas maps
between Rwanda and her trading c) Other sources of information
partners which forces the country to Interactive and multi-ability
use expensive international currencies learning
From the information above it is clear
that Rwanda has numerous challenges Learners should discuss the answers
in trade regardless of which she is still to Activity 21.10 for the problems
able to participate in trade. affecting trade and in Rwanda. Use
Engage the learners in reviewing what guiding question to introduce class
has been learnt so far by asking them discussion. At this point, involve the
guiding questions. Let them discuss the class in discussions ensuring that all
problems of trade in Rwanda and for members participate. Ensure that slow
each, suggest possible solution. learners and those with other challenges

225
participate in the discussion and in 21.7 REGIONAL AND
answering questions. Reinforce the INTERNATIONAL
knowledge gained by taking learners
TRADE PARTNERS
through the notes given in the Learner’s
Book. Explain the points that may seem WITH RWANDA
difficult to be understood. Learning outcomes
Assign them an activity of finding By the end of this lesson, the learners
solutions to each of the problems should be able to:
affecting trade in Rwanda as discussed 1. Identify regional and international
above. Worth noting is the need to give trade partners in Rwanda
them background information that will
form the basis of their thinking and 2. Appreciate the role played by regional
knowledge and make this activity easier and international trade partners in
and enjoyable. Refer them to different development of trade in Rwanda
sources of geographical information as
well as the Internet where possible.
Additional information for the
Teaching and learning methods teacher
(i) Guided discovery Let learners work on Activity 21.11
(ii) Class discussion and present their findings.
(iii) Map analysis
Rwanda’s expor ts are mainly
(iv) Question and answer agricultural products such as tea and
Teaching and learning activities coffee. The others are minerals mainly
tin, wolfram and cassiterite which are
• Studying maps
produced in small quantities compared
• Question and answer to other producing countries. Some of
• Class discussions the developed countries where Rwanda
• Taking notes exports the goods to are Germany,
China, and United States of America.
Extension/Remedial Activities
The country then imports items such
Learners should be asked to read
as machinery, construction equipment,
through the sections of the topic so
petroleum products, fertiliser and
far. They should complete answering
foodstuff among others. Rwanda buys
the questions in the activities and
her imports mainly from Germany,
make notes.
Belgium, Uganda and Kenya. From
the information above it is clear that
Rwanda spends more money importing
goods than she earns from her exports.
Engage the learners in reviewing what
has been learnt so far by asking them
guiding questions. Let them discuss the

226
items of trade both imports and exports Teaching and learning activities
and the earnings for Rwanda
a) Analysing photographs
Preparation for teaching b) Question and answer
Ensure that you have read on balance c) Class presentations
of trade from different reference d) Discussions and taking notes
books and made notes. Make a table
with types of exports and imports for Values and attitudes to be
Rwanda for comparison. Ensure you attained
have the answers to the activities in the
The learner should show continual desire
section. Collect relevant photographs
to acquire entrepreneurial skills in trade
for the lesson. Have the answers to the
for the development of Rwanda.
activity questions.

Teaching and learning resources Extension/Remedial Activities

• Learner’s Book Let learners work on the End of
Unit Revision Exercise. Encourage
• Photographs of items of trade learners to read further on this topic
Other relevant resource materials area. Guide them to the relevant
reference books for further reading
Interactive and multi-ability and making notes.
learning
Use guiding question (such as ‘What
is balance of trade?’) to introduce
a class discussion. Involve the class in
discussions ensuring that all members
participate. Let the learners discuss
the activities and make presentations
in class for further discussion. Ensure
that slow learners and those with
special needs participate in answering
questions and in the discussions.

Teaching and learning methods

(i) Guided discovery
(ii) Class discussion
(iii) Photograph analysis
(iv) Question and answer

227
 Unit
TOURISM IN RWANDA
22

Key unit competence

To be able to investigate the impact of tourism on sustainable development of
Rwanda.

Introduction
In this unit the main sections to be covered are:
(i) Definition of tourism
(ii) Tourist sites in Rwanda (historical and natural sites)
(iii) Factors for tourism development in Rwanda
(iv) Importance of tourism industry to the economy of Rwanda
(v) Problems affecting tourism and possible solutions in Rwanda
(vi) Relationship between tourism in Rwanda and regional countries: Kenya,
Uganda and Tanzania

Learning objectives: As you teach this unit, you should ensure that learners
acquire the following skills, values and attitudes.
Knowledge Skills Attitudes
• Identify the different tourist • Compare the various • Appreciate the importance
attractions in Rwanda. tourist potentials in of tourism to the economic
Identify the importance of Rwanda with those other development of Rwanda.
tourism to the economy of countries. • Appreciate the reasons
Rwanda. • Evaluate the importance advanced in favour of
• Explain the problems and of tourism in Rwanda. conservation of tourism
future prospects of tourism • Analyse the problems potentials in Rwanda.
in Rwanda. affecting tourism and • Propose the solutions
• Identify the relationship suggest possible to problem of tourism in
between tourism in solutions. Rwanda.
Rwanda with regional • Analyse the relationship • Relate development of
countries: Kenya, Uganda, between tourism in tourism in Rwanda with
Tanzania. Rwanda with regional regional countries.
countries.

228
Information for the teacher c) Problem solving: In some cases,
Tourism is one of the many economic the learner will be required to be
activities carried out in Rwanda. It resourceful by finding answers to
involves people travelling within a questions and solutions to problems.
countries or visiting other countries This competence is also achieved
simply for relaxation or adventure. It is when a learner is able to explain
an important economic activity in that phenomena based on findings from
foreign tourists are a source of foreign information gathered or provided.
exchange for the country visited.
These tourists come with their money d) Communication skills: This
to buy goods and pay for services in involves comprehending language
the country they visit. Without foreign through listening and reading,
exchange a country would not be able using oral and written language to
to buy imports since they are not paid discuss, argue and debate a variety
for using local currency. Local tourists of themes in a logical manner and
are charged fees as they visit tourist exchanging ideas confidently and
sites and the government gets part of effectively.
the money through taxes.
e) Lifelong skills: This is described
Links to other subjects as coping with evolution of
While you teach this unit, ensure you knowledge and technolog y
draw a link to trade in Economics and advances for personal fulfillment. It
Entrepreneurship. is also exploiting all opportunities
available to improve on knowledge
Generic competences and skills.
In this unit, ensure that you achieve
one or a combination of the following f) Research skills: This is being
generic competences: resourceful in finding answers
to questions and solutions to
a) Critical thinking: This is the ability problems as well as producing new
of the learner to think imaginatively knowledge based on research of
and evaluate ideas in a meaningful existing information and concepts
way before arriving at a conclusion. and sound judgment in developing
It is also the ability to make viable solutions.
appropriate decisions based on
experience and relevant learning. g) Cooperation: Adapting to different
situations including the world of
b) Creativity and innovation: This work and practicing respect for
is thinking beyond what is provided rights, views and feelings of others.
in order to generate new ideas to
enrich learning. It also includes Cross cutting issues
generating new ideas and applying The study of tourism is basically a study
them in learning situations. of a major environmental component.

229
If we misuse our forests, wild animals End of unit notes
and beautiful tourist attractions Emphasise key skills, values and attitudes
life on earth will cease to exist. As to be attained at the end of each section.
such, this study will to a large extent Also, sensitise the learners on the cross cut-
include environment conservation and ting issues that can be linked to this unit.
sustainability in general and conservation
of tourist attraction sites in particular. In 22.1 DEFINITION OF
addition, learners will appreciate this TOURISM
unit as preparation for career in the Learning outcomes
field of Tourism. As such the study By the end of this sub-topic the learner
touches on Inclusive education in that all should be able to:
categories of learners can opt to pursue • Define tourism
this field. • Identify tourist attractions in
Rwanda
The unit will touch on financial education
in that we shall cover issues such as Additional information for the
conservation of tourist attraction sites teacher
and importance of tourism to the This is an area that requires use of
economy of Rwanda all which have the local environment for learners to
financial implications. identify different tourist sites. This is
the starting point on reference which
As you teach this unit, you are not will be made when teaching the rest
limited to the above cross cutting of the unit. Thus, using the principle
issues alone. It is therefore important to of teaching/learning from known to
keep in mind other cross cutting issues unknown.
that you may bring out in your diverse
teaching methods and techniques as Ask learners to work on Activity 22.1
opportunity may arise: and ask them to make class presentation
on the same. Ensure as many of them as
a) Genocide studies
possible have given their presentations
b) Comprehensive sexuality educa-
and all class members have participated
tion, reproductive health, family
in the discussions on each presentation.
planning, HIV and AIDS and STIs.
c) Peace and values education Tourism is travelling to visit a place
for relaxation, recreation and leisure
d) Standardisation culture
usually for a short period of time.
e) Inclusive education
When people travel as tourists within
their own country, this is referred to as
Assessment criteria
domestic tourism. Travelling to another
By the end of this unit, the learner
country as tourists is referred to as
should be able investigate the impact
international tourism. Rwanda’s tourist
of tourism on sustainable development
sites are visited by both domestic and
of Rwanda.
international tourists.

230
Preparation for teaching • Discussions
Ensure that you have appropriate maps
of the countries that you wish to use Extension/Remedial Activities
to compare with Rwanda in terms Learners should be asked draw a
of tourism. You also need to have map of Rwanda showing major
comprehensive notes and questions to tourist attraction sites in Rwanda. Ask
use as you introduce the topic to the learners to read further from available
class. Prepare a sketch map of Rwanda documents and researching from the
similar to the one that you will ask the Internet.
learners to draw to show the major
tourist attractions sites in the country.
22.2 TOURIST SITES
Acquaint yourself with the activities IN R WA N DA
within this section in the learners’ book (HISTORICAL AND
so that you plan on how much time
NATURAL SITES)
the learners will take to answer the
questions and discuss them in class. Learning outcome
By the end of this sub-topic the learner
Safety should be able to identify the different
In case you need to use the local tourist attraction sites in Rwanda.
environment to for the class to see
Additional information for the
the resources in their natural state it is
teacher
important to ensure that care is taken
Review the previous lesson by asking
as the learners walk to areas away from
learners to define tourism. Let them
the school compound. Steep slopes
brainstorm on major tourist attraction
should be avoided.
sites in Rwanda.
Rwanda has different types of tourist
Teaching/learning resources attractions which attract both local and
Maps showing locations of tourist foreign tourists. Some of the sites are
attraction sites, text books, photographs historical in that they were developed
and teachers’ guide. way in the past and have been in
existence for many years. Others
Interactive learning are natural features which include
Ensure you pair learners of different landforms and wildlife.
abilities as they work on the activities. Let learners use their atlases to locate
During class presentations, all learners these sites.
should make contributions.
Teaching/learning methods Preparation for teaching
• Guided discovery Ensure that you have appropriate maps
• Question and answer of the countries that you wish to use
• Researching to compare with Rwanda in terms
• Class presentations

231
of tourism. You also need to have Extension/Remedial Activities
comprehensive notes and questions to Ask learners to work on Activity
use as you introduce the lesson to the 22.2.
class. Prepare a sketch map of Rwanda Reading further from available
similar to the one that you will ask the documents and researching from
learners to draw to show the major internet and other available relevant
tourist attractions sites in the country. materials.
Acquaint yourself with the activities
within this section in the learners’ book 22.3 FACTORS FOR
so that you plan on how much time TOURISM
the learners will take to answer the DEVELOPMENT IN
questions and discuss them in class.
RWANDA
Safety
It is important to ensure that care is Learning outcome
taken as the learners walk to areas By the end of this lesson, the learners
away from the school compound. Avoid should be able to explain factors for
steep areas where accidents could tourism development in Rwanda.
easily occur.
Additional information for the
Teaching/learning resources teacher
(i) Local environment Review the previous lesson by asking
(ii) Atlas maps learners to name the tourist attraction
(iii) Photographs sites in Rwanda.
(iv) Local environment
Ask learners to work on Activity 22.3.
(v) Text books Allow them to present their findings.

Interactive and multi-ability Preparation for teaching

learning Ensure you identify appropriate areas
Ensure you pair learners of different within the local environment where
abilities as they work on the activities. learners can visit to learn practically.
During class presentations, all learners Make appropriate notes to guide the
should make contributions. learners during class discussions.

Teaching/learning methods Safety

• Guided discovery It is important to ensure that care is
• Question and answer taken as the learners walk to areas
• Researching away from the school compound. Avoid
steep areas where accidents could
• Class discussions
easily occur.
• Presentations

232
Teaching/learning resources Additional information for the
• Local environment teacher
• Atlases Organise a field trip to the nearest
• Maps museum to study the role of tourism in
• Photographs of the various tourist the economy of Rwanda. Ask learners
attraction sites to work on Activity 22.5.
• Learner’s Book
Preparation for teaching
Interactive learning Ensure you make preparations for a visit
Ensure all the learners of different to the nearest museum. Put in place the
abilities take part during class necessary logistics with your school’s
presentations, all learners should make administration as well as the museum’s
contributions while at sites outside the management.
classroom.
Safety
Suggested teaching/learning Ensure learners are well guarded during
methods any outdoor learning session. Avoid
• Teacher exposition steep areas and any other areas where
accidents could easily occur.
• Question and answer
• Researching from local environment Teaching/learning resources
• Class discussions and presentations • Local environment
• Note taking • Atlas maps
• Photographs
Extension/Remedial Activities • Text books
Let learners engage in further reading
Interactive learning
from available relevant documents
Ensure all the learners of different
and researching from internet and
abilities take part during class
other available relevant materials.
presentations, all learners should
make contributions while at sites
22.4 IMPORTANCE OF outside the classroom and during class
TOURISM INDUSTRY presentations.
TO THE ECONOMY OF
Teaching/learning methods
RWANDA
• Teacher exposition
Learning outcome • Question and answer
By the end of this lesson, the learners • Researching from local environment
should be able to explain the importance • Class discussions and presentations
of tourism to the economy of Rwanda. • Note taking

233
 Extension/Remedial Activities Teaching/learning resources
Let learners engage in further reading • Local environment
from available relevant documents • Atlas
and researching from internet and • Maps
other available relevant materials. • Photographs
• Text books
22.5 PROBLEMS AFFECTING
TOURISM AND Interactive learning
POSSIBLE SOLUTIONS Ensure all the learners of different
abilities take part during class
IN RWANDA
presentations, all learners should make
Learning outcome contributions while at sites outside the
By the end of this lesson, the learners classroom.
should be able to explain the prob-
lems and future prospects of tourism in Teaching/learning methods
Rwanda. a) Guided discovery
b) Question and answer
Additional information for the c) Researching from local environment
teacher d) Class discussions and presentations
Review the previous lesson by asking e) Note taking
learners to explain the importance of
tourism in Rwanda. Ask learners to Extension/Remedial Activities
discuss in groups the problems affecting Let learners engage in further reading
tourism in Rwanda and their possible from available relevant documents
solutions. and researching from internet and
Preparation for teaching other available relevant materials.
Ensure that you have appropriate maps.
You also need to have comprehensive 22.6 RELATIONSHIP
notes and questions to use as you
introduce the lesson to the class.
BETWEEN TOURISM
IN RWANDA AND
Acquaint yourself with the activities REGIONAL COUNTRIES
within this section in the learners’ book
(KENYA, UGANDA AND
so that you plan on how much time
the learners will take to answer the TANZANIA)
questions and discuss them in class. Learning outcome
By the end of this lesson, the
Safety
learners should be able to evaluate
Ensure learners are well guarded during
the relationship between tourism in
any outdoor learning session. Avoid
Rwanda with regional countries: Kenya,
steep areas and any other areas where
Uganda and Tanzania.
accidents could easily occur.

234
Additional information for the • Map drawing
teacher • Researching from local environment
Use Activity 22.7 to teach this lesson. • Class discussions and presentations
Ask learners to learners to work in • Note taking
groups and guide them. Allow learners
to present their work. Extension/Remedial Activities
Let learners engage in further reading
Preparation for teaching from available relevant documents
Make appropriate notes to guide the and researching from internet and
learners during class discussions. Apart other available relevant materials
from the suggested activity, you are Ask learners to work on the End of
advised to come up with any other unit exercise.
relevant practical activities that you can
engage learners in.

Safety
Ensure learners are well guarded during
any outdoor learning sessions. Avoid
steep areas and any other areas where
accidents could easily occur.

Teaching/learning resources
• Local environment including areas
where forests are planted or farms
that have proper soil care
• Atlas maps
• Photographs of the various aquatic
living organisms
• Text books

Interactive and multi-ability

learning
Ensure all the learners of different
abilities take par t during class
presentations on Activity 22.7 and
any other activity, all learners should
make contributions while at sites
outside the classroom.

Teaching/learning methods
• Guided discovery
• Question and answer

235
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