Belvedere Technical Teachers’ College
Detailed Lesson Plan
Student Name : Nosenga Osibisa
Candidate Number : 719/24
School Name : Christ High
Subject : Geography
Class : Form 1 Green
Class Size : 15
Gender : Mixed
Date : 6 February 2025
Time : 0945-1020 hours
Lesson Duration : 35 minutes
Lesson Topic : Benefits of landforms.
Lesson Objectives: To enable learners to:
State at least three benefits of landforms at community level.
Describe at least two different types of landforms and benefits associated with it.
Explain the processes that shape the landform.
Assumed knowledge: The learners might have learnt about landforms in previous lessons and
classes.
Source of material:
Geography National Syllabus Form 1-4, 2024 to 2030.
School Syllabus
Ngwazikazana P.S . (2018). Focus on Geography Book1.
Media: Whiteboard for writing, chart with examples of different landforms
LESSON DEVELOPMENT
Stages Teacher activities Learner activities
Introduction The teacher to have a recap The learners to listen to the
and introduce the topic. teacher's introduction and take
(5 min) notes on benefits of
landforms.
Lesson Body The facilitator to make The learners to
use question and respond to the
Stage 1
answer techniques in questions.
(10 min) terms grouping the
befits for example
socio-economic on
national scale.
Stage 2
The teacher to divide
(10 min)
students into small Discuss the benefits of
groups. Assign each
landforms on different
group a specific task to
discuss. scales.
The teacher to allow
The learners give
Stage 3 learners to give their
feedbacks and jot
(5 min) feedback to the class.
down the notes.
Conclusion Ask any two learners Any two learners to
to summarize on summarise what they
(5min)
benefits of landforms. have learnt.
Lesson Notes
Lesson Title: Benefits of Landforms
Class: Form 1
Identify and describe major regional and world landforms.
Differentiate between various types of landforms such as mountains, plateaus, valleys, and
plains. Understand the factors that shape landforms. Relate specific landforms to their benefits.
Discuss benefits associated with regional landforms for examples, castle kopjes in Matobo hills,
the balancing rocks in the granite regions of Zimbabwe, the Great Rift Valley (Africa) and the
Andes Mountains (South America).
Evaluation
The lesson started by a quiz session, the teacher asking learners about benefits of different
landforms which are found in different parts of the world. The group discussions followed,
feedback process and lastly the conclusion, in which learners said what they have learnt. All the
stages were followed from introduction to conclusion. The lesson objectives were achieved.
During the interactive activity, observe student participation and accuracy in identifying
landforms.
Strengths
Majority of the learners provided immediate feedback during the interactive session and the
teacher was guiding learners towards correct understanding. The group activity encourages
collaboration and peer learning. A combination of visual aids, teacher explanation, and group
work enhanced different learning styles. Learners were actively engaged in matching landform
and its benefit, which reinforced learning.
Weaknesses
The learners were slow during the discussions, so some did not manage to produce the stipulated
points during the discussions.
Suggestions
The must encourage the learners to discuss quickly and not waste much time, to make the lesson
more effective.
Belvedere Technical Teachers’ College
Test Lesson Plan
Student Name : Nosenga Osibisa
Candidate Number : 719/24
School Name : Christ High
Subject : Geography
Class : Form 2 Green
Date : 6 February 2025
Time : 0910-0945 hours
Lesson Duration : 35 minutes
Lesson Topic : Revision test on landforms.
Lesson Objectives: To enable learners to:
Identity at least two types of weathering.
Explain the factors that influence the rate and type of weathering.
Draw at least one diagram to describe the type of weathering.
Assumed knowledge: The learners have learnt about weathering in previous lessons.
Source of material:
Geography National Syllabus Form 1-4, 2024 to 2030.
School Syllabus
Ngwazikazana P.S . (2018). Focus on Geography Book1.
Media: Whiteboard for writing.
LESSON DEVELOPMENT
Stages Teacher activities Learner activities
Introduction The teacher to have a recap The learners respond and
and let the learners say what contribute their ideas about
(5 min) they have learnt concerning landforms.
landforms and landscape
processes.
Lesson Body The facilitator to write The learners to take
Stage 1 the work on the their books and start
whiteboard and tell the writing.
(10 min)
learners to write.
The teacher to move
Stage 2 The learners write their
around monitoring the
proceedings of the work individually.
(10 min)
lesson.
The learners to polish
The teacher to
up and handover the
encourage learners to
Stage 3 books for marking.
quickly finish up and
(5 min) submit the books for
marking.
Conclusion Ask any two learners Any two learners to
to summarize on summarise what they
(5min)
regional and world have learnt.
landforms.
Homework: Read ahead on agriculture and land reform.
Evaluation
The lesson started by a ball game, the teacher asking learners about landforms which are found
in different parts of the world. The group discussions followed, feedback process and lastly the
conclusion, in which learners said what they have learnt. All the stages were followed from
introduction to conclusion. The lesson objectives were achieved. During the interactive activity,
observe student participation and accuracy in identifying landforms.
Strengths
Majority of the learners provided immediate feedback during the interactive session and the
teacher was guiding learners towards correct understanding. The group activity encourages
collaboration and peer learning. A combination of visual aids, teacher explanation, and group
work enhanced different learning styles. Learners were actively engaged in matching landform
descriptions, which reinforced learning.
Weaknesses
The use of electronic media to show pictures of different landforms was affected by power cuts
which reduced the effectiveness of the lesson.
Suggestions
The must find alternative ways of accessing information such as pictures, so as to rectify the
challenges of power cuts, through the provision of hard copies to make the lesson more relatable.
Belvedere Technical Teachers’ College
Test Lesson Plan
Student Name : Nosenga Osibisa
Candidate Number : 719/24
School Name : Christ High
Subject : Geography
Class : Form 3 Green
Date : 7 February 2025
Time : 10-1115 hours
Lesson Duration : 35 minutes
Lesson Topic : Revision test on landforms.
Lesson Objectives: To enable learners to:
Identity at least two causes of earthquakes and volcanoes.
Explain the process of plate tectonic.
Draw at least one diagram to show plate boundary.
Assumed knowledge: The learners have learnt about weathering in previous lessons.
Source of material:
Geography National Syllabus Form 1-4, 2024 to 2030.
School Syllabus
Ngwazikazana P.S . (2018). Focus on Geography Book1.
Media: Whiteboard for writing.
LESSON DEVELOPMENT
Stages Teacher activities Learner activities
Introduction The teacher to have a recap The learners respond and
and let the learners say what contribute their ideas about
(5 min) they have learnt concerning landforms.
landforms and landscape
processes.
Lesson Body The facilitator to write The learners to take
Stage 1 the work on the their books and start
whiteboard and tell the writing.
(10 min)
learners to write.
The teacher to move
Stage 2 The learners write their
around monitoring the
proceedings of the work individually.
(10 min)
lesson.
The learners to polish
The teacher to
up and handover the
encourage learners to
Stage 3 books for marking.
quickly finish up and
(5 min) submit the books for
marking.
Conclusion Ask any two learners Any two learners to
to summarize on summarise what they
(5min)
regional and world have learnt.
landforms.
Homework: Research on the effects of volcanoes and earthquakes.
Evaluation
The test lesson on landforms and landscapes was not done due the prefect inauguration
ceremony. The test will be rescheduled to a later date to ensure the learners have enough time to
study on that.
Strengths
The missed lesson was crucial for the learners to assess progress.
Weaknesses
The missed lesson could increase load for both the teacher and the learners.
Suggestions
The must prepare a stage where learners work in pairs to project presentations. The will
communicate with the learners on next schedule to keep them informed.
Belvedere Technical Teachers’ College
Detailed Lesson Plan
Student Name : Nosenga Osibisa
Candidate Number : 719/24
School Name : Christ High
Subject : Geography
Class : Form 3 Green
Class Size : 15
Gender : Mixed
Date : 5 February 2025
Time : 0835-0910hours
Lesson Duration : 35 minutes
Lesson Topic : Limestone landforms.
Lesson Objectives: To enable learners to:
Identify at least three earthquake-prone regions on a world map.
Describe the global distribution of earthquakes.
Explain the relationship between plate tectonics and the distribution of earthquakes.
Assumed knowledge: The learners might have learnt about plate tectonic in previous lessons and
classes.
Source of material:
Geography National Syllabus Form 1-4, 2024 to 2030.
School Syllabus
Ngwazikazana P.S . (2018). Focus on Geography Book1.
Media: Whiteboard for writing. laptop to show pictures
LESSON DEVELOPMENT
Stages Teacher activities Learner activities
The teacher to have a recap The learners respond to the
and introduce the topic. The question and contribute their
Introduction teacher to ask if they have ideas about earthquakes they
ever experienced an know and take down notes on
earthquake or know of any
(5 min) significant earthquakes (recent the definition of landforms.
earthquakes in certain
countries).
Lesson Body The facilitator to make The learners to
Stage 1 use question and respond to the
answer techniques. questions.
(10 min)
Discuss the main
The teacher to divide
students into small processes tectonic
Stage 2 groups. Assign each activities and global
group a specific region distribution of
(10 min) to discuss earthquake
earthquakes.
distribution.
The learners give
The teacher to open the
feedbacks and jot
Stage 3 floor for feedbacks
down the notes.
after discussions on
(5 min)
earthquake
distribution.
Conclusion Ask any learners to Any learner to
summarize on summarise on what
(5min)
earthquake distribution they have learnt.
Homework: Research a recent major earthquake and write a report discussing the impact and
location of the earthquake.
Lesson notes
Lesson Title: Earthquakes (Distribution)
Class: Form 3
Briefly explain what earthquakes are: the shaking of the ground caused by the movement of
tectonic plates or volcanic activity. State that the lesson will focus on the global distribution of
earthquakes and the reasons why certain areas are more prone to them.
Explanation of Earthquake Formation
Define Earthquakes: Explain that earthquakes occur due to the release of energy from the Earth's
crust when tectonic plates move along faults or when volcanic eruptions occur.
Tectonic Plate Movements: Introduce the three main types of plate boundaries where
earthquakes most commonly occur:
Convergent Boundaries: Plates move toward each other (e.g., the collision of the Indian and
Eurasian plates forming the Himalayas). Divergent Boundaries: Plates move away from each
other (e.g., mid-ocean ridges). Transform Boundaries: Plates slide past each other (e.g., the San
Andreas Fault in California).
Distribution of Earthquakes
Present a world map or globe and show the regions with the highest earthquake frequency, which
coincide with the boundaries of tectonic plates. Use a graph or diagram showing earthquake
hotspots like the Ring of Fire (which includes areas around the Pacific Ocean such as Japan,
Chile, and California) and the Himalayan Belt.
Earthquakes occur more frequently around plate boundaries and less so in areas away from them
(e.g., the interior of continents like the African or North American cratons).
Evaluation
The lesson started by a ball game, the teacher asking learners about landforms which are found
in different parts of the world. The group discussions followed, feedback process and lastly the
conclusion, in which learners said what they have learnt. All the stages were followed from
introduction to conclusion. The lesson objectives were achieved.
Strengths
Majority of the learners provided immediate feedback during the interactive session and the
teacher was guiding learners towards correct understanding. The group activity encouraged
collaboration and peer learning, During the interactive activity, observe student participation and
accuracy in identifying landforms. A combination of visual aids, teacher explanation, and group
work enhanced different learning styles. Learners were actively engaged in matching landform
descriptions, which reinforced learning.
Weaknesses
The lacked enough media to show distribution of earthquakes affected effectiveness of the lesson
delivery.
Suggestions
The must find a combination of media in case if one does not work the alternative will be used so
as to rectify the challenges, to make the lesson more relatable.
