MWENGE CATHOLIC UNIVERSITY

(MWECAU)

DEPARTMENT OF AGRICULTURE, EARTH AND ENVIRONMENTAL SCIENCE.

COURS TITLE: GEOGRAPHY TEACHING METHODS

COURSE CODE: GEO 214

COURSE INSTRUCTOR: MR. YESSAYA

WORK TYPE: GROUP WORK

GROUP MEMBERS:

S/N NAME REGISTRATION NUMBER SIGNATURE

1. ABIGAELI .A. LUSUBILO T/DEG/2021/0620
2. AMIDA .S. MOHAMMED T/DEG/2021/1069
3. ANERIA .E. MSANI T/DEG/2021/1191
4. FREDY CHIGANGA MALIMA T/DEG/2021/1281
5. GRACE .J. KISIBO T/DEG/2021/0391
6. JOSEPH NGUVUMALI AIDAN T/DEG/2021/1429
7. KELVIN .G. NDOSI T/DEG/2021/0137
8. ODITHA .I. NAMJOGOH T/DEG/2021/0588
9. PASCAL .P. LYAKURWA T/DEG/2021/1278
10. SALOME .P. MWAKALINGA T/DEG/2021/1243
ORGANIZATION PARAMETER:

The organization parameter is spiral due repetition of some topics in a certain class level
with another, or repetition of some related contents in different class levels. For example Map
work, and Weather and Climate of form one are repeated in form three as Map Reading and
Interpretation, also Features of the earth’s surface in form one is repeated as Structure of
the earth in form three.

TOPIC TEACHING APPROPRIATENESS INAPPROPRIATENESS

MATERIALS
AGRICULTURE 1. Photographs of i) Materials like farm a) Materials like
small scale sites under small scale photographs, maps
agriculture Agriculture are easily and pictures are
2. Charts of accessible since they very expensive to
Agricultural tools are practiced in our afford
and machines locality, such that the
3. Farm sites under teacher and students can
both small and easily visit with little or
large scale no cost.
Agriculture ii) Materials promote
4. Agriculture critical thinking among
related maps of students when they
Tanzania interact with them. For
5. Texts on example, Photographs
livestock keeping showing small scale
and crop Agriculture can be used
production by students to examine
information like
characteristics,
advantages and
disadvantages of the
 Agricultural practice.
iii) Materials like
actual farm sites enable
students to learn by
doing
iv) Most of the
materials like
photographs, picture
and maps are
comprehensible, that
they can be used very
often.
WATER 1. Charts and i) Most of the a) Most of the
MANAGEMENT pictures showing materials like charts, materials are very
the uses of water photographs, picture expensive to
2. Sites of water and maps are not access. For
bodies exhaustible, that they example,
3. Photographs of can be used very often photographs and
catchment area more than once. maps
4. Maps of ii) Materials like water b) Some materials
Tanzania drainage catchment areas and that require a visit
system sites of water bodies are time
5. Water project enable students to learn consuming like,
sites practically and visually water project sites
6. Texts of land since they mostly and sites of water
reclamation and require students to visit bodies
water resources different sites during
7. Film on water the learning process.
conservation iii) Materials like
8. Photographs photographs, maps and
showing water charts promote critical
 pollution thinking among
students as they interact
with them in order to
examine different
information like water
pollution, purification
and conservation
MINING 1. Photographs i) Material like mining a) Materials like
showing different sites that require being photographs, maps
mining centers visited enable the and charts are very
2. Maps of development of expensive to afford
Tanzania and problem solving skills for the sake of
World mineral since suggestions are effective learning
deposits developed in order to process
3. An actual mining solve the problems b) Some materials
site caused by mining that require a visit
4. Pictures showing ii) They allow are time
jewels and interaction between consuming. For
gemstones students and materials, example, actual
5. Charts and enabling the mining sites and
photographs development of critical centers.
depicting the thinking and innovation c) Material like maps,
environmental during the learning charts and
degradation caused process. For example, photographs may
by mining pictures, photographs lead to
and charts of different misconceptions
mining activities due to different
iii) They enable interpretations
students to develop among students
knowledge on how
natural gas can be
 produced
FOREST 1. Pictures and i) Pictures and a) They are not easily
photographs photographs of forests affordable in terms
depicting different allow easy delivery of of cost, like
types of forests knowledge to the pictures,
2. Maps of students during the photographs and
vegetation of learning process, maps
Tanzania and the through interactive b) The photographs,
whole world activities charts and maps
3. Texts related to ii) Maps allow may lead to
forests development of critical misconceptions
4. Real forest site thinking among the among students
5. Tactical maps students especially due to difference in
for visual impaired during group interpretation
students discussions among students
6. Photographs iii) They can be used
showing more than one time,
transportation of hence are not
logs exhaustible
TOURISM 1. Pictures showing i) They allow a) Materials like
different tourist interaction between the maps and
attractions like teacher and students photographs are
Wild animals, ii) Materials are not very expensive to
Rivers, Lakes and exhaustible, hence can afford in the
Mountains be used several times. learning process
2. Actual tourism For example picture, b) Maps require
centers like game photographs and maps higher skills
reserves, game iii) Materials promote inorder to make
parks and zoos critical thinking among clear
3. Maps of the students through interpretations and
Tanzania related to maps and photographs analysis, hence
 Tourism attraction that provide several may lead to miss
4. Texts related to information on forests conceptions among
tourism like text like economic activities students
books taking place, nature of
climate and rock
structure

TOPIC COMPETENCE ACTIVITY

AGRICULTURE - Applying agricultural - Guiding students to form
skill so as to meet groups
certain domestic needs. - To prepare one farm project
like small gardens or poultry
farming.
- Daily intervention and
follow up for the betterment of
the selected farm projects.
WATER MANAGEMENT - Preparing clean and - Organizing students to form
safe water so as to groups
avoid eruption diseases - Boiling water in order to kill
like Typhoid and the germs
Cholera. - Filtering the water in order
to remove dirt and other
foreign bodies
MINING - Using power and - Teacher displays a picture
energy resources showing areas affected by
sustainably. mining
- Guiding students to
identify the negative impacts
 and suggest the possible
solutions to the negative
effects of mining

FOREST - Conserving forest - Guiding the students to

resources for form groups
sustainable - Planting different tree
development. species within and outside the
school compound
TOURISM - Promoting Tourism - Guiding students to form
and conserving the group
natural resources for - Paying visits to different
the economic tourist attractions within their
development of the locality and country at large
country. like gameparks, game reserves
and zoos, so as to promote
domestic tourism