ii

SENIOR FIVE GEOGRAPHY

A COMPREHENSIVE LEARNER’S
TEXTBOOK

PATRICK KIBUUKA

SMARTlearner Publishers
First Edition, 2025

i
Copyright © 2025 SMARTlearner Publishers
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or otherwise—without the prior
written permission of the publisher.
This book is published by:
SMARTlearner Publishers
Email: [email protected]
Tel: +256 772 338470/0773213997
Printed and distributed by SMARTlearner Publishers
Printed in Kampala, Uganda
First Edition, 2025

ii
Foreword
It is with heartfelt enthusiasm that I present this Senior Five Geography
Learner’s Textbook, a resource thoughtfully developed to meet the
standards of Uganda’s Advanced Level curriculum. This textbook offers
learners a solid grounding in geographical knowledge, while nurturing critical
thinking and analytical skills vital for interpreting the world around them.

Geography, as a subject, plays a significant role in developing informed,

responsible citizens. It helps learners understand how societies,
environments, and global systems evolve and interact. Through the pages
of this book, students will explore key geographical concepts and case
studies that not only enhance academic learning but also foster a deeper
appreciation of their environment and heritage.

I applaud the author, Kibuuka, for his commitment to producing such a well-
organized and engaging educational resource. I am confident that this
textbook will serve as a valuable guide for both learners and teachers as
they journey through the dynamic field of Geography.

Ntubiro Godfrey

iii
Acknowledgment

This textbook is the result of collaboration, dedication, and a shared vision

to support quality education in Uganda. I wish to express my sincere
gratitude to all individuals and institutions whose efforts made this work
possible.

First and foremost, I thank the Ministry of Education and Sports for its
continued commitment to improving education standards in Uganda. Your
leadership in promoting learner-centred and competency-based education
has laid the foundation for this resource.

My special thanks go to the National Curriculum Development Centre

(NCDC) for spearheading the development of the competency-based
curriculum, which prioritises practical learning, skill development, and
lifelong learning. This approach is crucial for equipping learners with relevant
knowledge and employable skills for the 21st century.

I am deeply grateful to the editorial and production team at SMARTlearner

Publishers for their tireless efforts in refining, editing, and shaping this
textbook. Your professionalism, attention to detail, and unwavering support
made the final product a reality.

To the educators, learners, and reviewers who provided valuable feedback

throughout the development process—your insights greatly enriched the
quality and relevance of this textbook.

Finally, I thank my family and friends for their patience, encouragement, and
support throughout this journey.

Kibuuka

iv
Preface
This Senior Five Geography Learner’s Textbook has been carefully
developed to align with Uganda’s Advanced Level curriculum and to
provide you with a practical, engaging, and learner-centred experience. The
textbook is structured around clearly defined topics drawn from both
Physical and Human Geography, with a strong focus on understanding
natural and human-made environments, spatial patterns, and sustainable
development.

Geography is more than just the study of places—it is the exploration of the
relationships between people and their environment, and the critical thinking
needed to respond to global and local challenges. This textbook adopts a
competency-based, inquiry-driven, and discovery-oriented approach to
learning. Through engaging case studies, fieldwork tasks, and real-life
examples, learners will develop analytical, interpretive, and problem-solving
skills that are relevant in the 21st century.

Each chapter includes practical activities, activities of integration, and

project work to promote experiential learning and assess learners’ ability
to apply geographical concepts in real-world settings. In line with the
curriculum’s emphasis on lifelong learning and holistic development, the
book also integrates generic skills, cross-cutting issues, and national
values, encouraging you to become responsible citizens who care about
their environment and community.

Inclusivity has been considered throughout the book, with suggested

strategies to support learners with Special Educational Needs (SEN).
Teachers are encouraged to adapt learning experiences using ICT, visual
aids, map work, role-play, and group activities to ensure that all learners
are actively involved in the learning process.

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With nine periods per week, this textbook offers a balanced coverage of
geographical knowledge and skills across topics such as The Structure of
the Earth, Continental Drift, World Development, Agriculture, Drainage
Systems, and Energy Production. These topics have been refined to
ensure progression from the Lower Secondary curriculum, reduce
redundancy, and emphasize current, relevant, and applicable content.

We hope this textbook becomes a valuable guide as you explore the

dynamic and fascinating world of Geography. Through active learning,
inquiry, and real-world application, you will be well-prepared to think
geographically, act responsibly, and contribute positively to sustainable
development in your community and beyond.
Happy exploring!

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 Introduction

Welcome to your Senior Five Geography textbook!

This learner’s book is designed to help you actively engage with the world
around you by exploring geographical concepts through creative thinking,
critical analysis, inquiry, and collaboration. Each chapter contains hands-on
activities that allow you to investigate, observe, and understand the physical
and human environments that shape our planet.
To strengthen your learning, each chapter includes Activities of Integration
to assess your knowledge, understanding, and practical skills in Geography.
You will also complete guided projects with step-by-step instructions that
encourage you to apply your learning creatively and confidently to real-world
situations—whether it's analysing climate patterns, exploring landforms, or
assessing population trends.
This textbook aligns with Uganda’s Advanced Secondary Geography
Curriculum, which emphasizes a competency-based, learner-centred, and
discovery-driven approach. The curriculum encourages hands-on
experiences such as fieldwork, case studies, map interpretation, data
analysis, and environmental observation to help you apply geographical
knowledge in meaningful ways.
You will have nine periods per week to explore eight topics throughout the
year, giving you ample time to develop essential geographical knowledge
and skills.
Our approach is rooted in competency-based learning, where the focus is
on understanding, application, and skill development, rather than
memorization. This book will help you build 21st-century skills such as:
• Critical thinking
• Problem-solving
• Decision-making
• Creativity
• Environmental awareness
• etc
Learning for Everyone
This textbook is designed to support all learners, including those who may
learn at different paces or in different ways. Whether you learn best through
reading, drawing, observing, discussing, or doing, this book includes a
variety of activities and tools to support your individual learning style.

vii
If you face any challenges, remember that:
• You can take your time and learn at your own pace.
• Use maps, pictures, diagrams, and hands-on activities to help you
understand.
• Don’t be afraid to ask questions or seek help from a friend, teacher,
or family member.
• Share your ideas in ways that work best for you—through talking,
writing, sketching, or acting them out.
Learning Geography is like exploring the world step by step. Stay curious,
keep asking questions, and enjoy the journey of discovery.
Happy learning and exploring!

viii
Disclaimer:
While every effort has been made to ensure the accuracy of the information
in this book, the author and publisher assume no responsibility for errors or
omissions. The content is intended for educational purposes only and does
not constitute professional advice.

ix
Contents
Foreword ................................................................................................ iii
Preface ................................................................................................. v
Introduction .......................................................................................vii
CHAPTER 1: THE STRUCTURE OF THE EARTH .................................... 1
Subtopic1.1: The Structure of the Earth ................................................. 3
Activity 1.1: Exploring the External Structure of the Earth (2 Hours) ........ 3
Activity 1.2: Understanding the Internal Structure of the Earth (2 Hours) . 5
Activity 1.3: The Role of the Earth’s Internal Structure in Geomorphic
Processes 2 Hours.............................................................................. 7
Activity of Integration 1: Earthquake Preparedness and Community
Awareness Campaign ......................................................................... 8
Possible Project: “Mapping Our Shaking Earth: A Community-Based
Earthquake Preparedness Plan” ........................................................ 10
CHAPTER 2: THE ORIGIN OF CONTINENTS AND OCEAN BASINS ..... 14
Sub-topic 2.1: Understanding the Continental Drift Theory .................... 16
Activity 2.2: Identifying Continents and Ocean Basins (2 hours).......... 17
Activity 2.3: Understanding Continental Drift (2 hours) ........................ 19
Subtopic 2.2: Scientific Evidence for Continental Drift .......................... 21
Activity 2.4: Fossil and Rock Evidence (2 hours) .................................. 21
Activity 5: Climatic and Biological Evidence (2 hours) .......................... 23
Activity 2.6: Forces Behind Continental Drift (2 hours) ......................... 25
Sub-topic 2.3: Effects of Continental Drift on Relief and Landscape ........ 27
Activity 2.7: Analysing Landforms Created by Continental Drift (2 hours)
....................................................................................................... 28
Activity 2.8: The Formation of Rift Valleys and Ocean Ridges (2 hours) .. 30
Activity 2.9: Case Studies of Major Landforms (2 hours) ...................... 32
Subtopic 4.4: The Future of Continents and Impact on Human Life33
Activity 2.10: Predicting the Future of Continents (2 hours) .................. 34
Activity of Integration 2: The Future of a Coastal City at Risk ................ 36

x
 Possible project: Tracking the Drifting Earth: Investigating Continental
Movement and Its Effects on Our World ............................................. 38
CHAPTER 3: WORLD DEVELOPMENT ................................................. 41
Sub-topic 3.1: Understanding Development and Development Patterns (9
Periods) .............................................................................................. 44
Activity 3.1: Defining Development (2 Hours) ...................................... 45
Activity 3.3: Causes of Development Disparities (2 hours) ......... 51
Sub-topic 3.2: Understanding Sustainable Development........................ 54
Activity 3.4: What Is Sustainable Development? (2 hours) ................... 54
Activity 3.5: The Pillars of Sustainable Development (2 hours) ............. 55
Activity 3.6: Building a Sustainable Future (2 hours) ........................ 59
Activity of integration 3: Designing a Sustainable Development Strategy
....................................................................................................... 60
Possible Project: “My Country, My Future: Designing Uganda’s
Development Path” .......................................................................... 61
TERM 2 ................................................................................................. 65
Chapter 4: Agriculture and Development ................................................ 66
Sub-topic 4.1: The Role of Agriculture in Development (9 Periods) ........... 68
Activity 4.1: Meaning and Types of Agriculture (2 Hours) ...................... 68
Activity 4.2: Contribution of Agriculture to Development (2 Hours) ....... 69
Activity 4.3: Importance of Agriculture in Developing and Developed
Countries (2 Hours) .......................................................................... 70
Sub-topic 4.2: Subsistence Agriculture (9 Periods) ................................. 72
Activity 4.4: Understanding Subsistence Farming (2 Hours) ................. 72
Activity 4.5: Characteristics and Types of Subsistence Farming (2 Hours)
....................................................................................................... 73
Activity 4.6: Challenges Facing Subsistence Agriculture (2 Hours) ....... 74
Sub-topic 3: Commercial Agriculture (9 Periods).................................... 75
Activity 4.7: Characteristics and Types of Commercial Agriculture (2
Hours) ............................................................................................. 75
Sub-topic 4.4: Agricultural Modernisation (9 Periods) ............................. 79

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 Activity 4.10: Evaluating Agricultural Policies in Uganda (2 Hours) ........ 79
Activity 4.11: Case Studies of Agricultural Modernisation in Other
Countries (2 Hours) .......................................................................... 80
Activity 4.12: The Role of Technology in Agricultural Modernisation (2
Hours) ............................................................................................. 81
Sub-topic 5: Agricultural Development Strategies (9 Periods) .................. 83
Activity 4.13: Strategies for Improving Subsistence Agriculture (2 Hours)
....................................................................................................... 83
Activity 4.14: Designing a Commercial Agriculture Development Plan (2
Hours) ............................................................................................. 84
Activity 15: The Role of Government and NGOs in Agricultural
Development (2 Hours) ..................................................................... 85
Sub-topic 6: Future of Agriculture and Sustainability (9 Periods) .............. 87
Activity 4.16: Sustainable Agricultural Practices (2 Hours) ................... 87
Activity 4.17: Climate Change and Its Impact on Agriculture (2 Hours) .. 88
Activity of Integration 4: Strengthening Uganda’s Agricultural Sector for
Sustainable Development ................................................................. 90
Possible project “Planting the Future: Designing an Agricultural
Development Plan for Uganda” ......................................................... 91
Chapter Summary ......................................................................... 94
Key Takeaways .............................................................................. 94
Chapter 5: Soil Development and Management ...................................... 95
Sub-topic 5.1: Components and Properties of Soil (9 Periods) ................. 97
Activity 5.1: Understanding Soil Composition (2 Hours) ....................... 97
Activity 5.2: Properties of Soil (2 Hours) .............................................. 98
Activity 5.3: Fieldwork on Soil Properties and Land Use (2 Hours) ....... 100
Sub-topic 2: Soil Formation (9 Periods) ................................................ 102
Activity 5.4: Exploring the Factors of Soil Formation (2 hours) ............ 102
Activity 5.5: Investigating Weathering in Soil Formation (2 Hours) ....... 103
Activity 5.6: Timeline of Soil Formation and Development (2 Hours) ... 105
Subtopic 5.3: Soil profile .................................................................... 107

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 Activity 5.7: Investigating Soil Profiles (2 Hours) ................................ 108
Activity 5.8: Understanding Soil Catena (2 Hours) ............................. 109
Activity5.9: Soil Profiles and Their Influence on Land Use (2 Hours) .... 111
Sub-topic 5.4: Soil Productivity (9 Periods) .......................................... 112
Activity 5.10: Understanding Soil Productivity (2 Hours ..................... 112
Activity 5.11: Factors Affecting Soil Productivity (2 Hours) ................. 113
Activity 5.12: Strategies for Enhancing Soil Productivity (2 Hours) ...... 114
Sub-topic 5.5: Soil Conservation and Sustainable Management (9
Periods) ............................................................................................ 115
Activity 5.13: Understanding Soil Degradation (2 Hours ..................... 115
Activity 5.14: Strategies for Soil Conservation (2 Hours) .................... 116
Activity 5.15: Developing a Soil Conservation Plan (2 Hours) ............. 116
Sub-topic 5.6: The Future of Soil Management (6 Periods) .................... 118
Activity 5.16: The Impact of Climate Change on Soil (2 Hours) ........... 118
Activity of Integration 5. Healing the Land: A Soil Conservation Strategy
for Uganda (2 Hours) ...................................................................... 119
Possible project: “Soil Under Our Feet: Building Uganda’s Future from the
Ground Up” ................................................................................... 120
Chapter 6: Population and Development .............................................. 124
Sub-topic 6.1: Population Distribution and Density (9 Periods) .............. 126
Activity 6.1: Understanding Population Distribution (2 Hours) ............ 126
Activity 6.2: Investigating Population Density (2 Hours) ..................... 128
Activity 6.3: Exploring the Relationship Between Population Distribution
and Density (2 Hours) ..................................................................... 129
.Sub-topic 6.2: Population Growth and Size (9 Periods) ........................ 131
Activity 6.4: Analysing Population Growth Trends (2 Hours) ............... 132
Activity 6.5: Population Control Strategies (2 Hours) ......................... 133
Activity 6.6: Proposing Sustainable Population Management Strategies (2
Hours) ........................................................................................... 133
Sub-topic 3: Population Structure (9 Periods) .......................................... 134

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 Activity 6.7: Understanding Population Pyramids (2 Hours) ................ 135
Sub-topic 4: Migration and Its Effects (9 Periods) .................................. 136
Activity 6.6: Causes and Effects of Migration (2 Hours) ...................... 136
Activity of Integration 6: Population Solutions for a Growing Uganda (2
Periods) ......................................................................................... 137
Possible Project “Planning for People: Investigating Population and
Sustainable Development” ........................................................... 138
Chapter 7: Drainage and the Role of Rivers in ...................................... 141
Shaping the Landscape ........................................................................ 141
Sub-topic 7.1: Uganda’s Drainage System (9 Periods) ........................... 143
Activity 7.1: Understanding Uganda’s Drainage System (2 Hours) ....... 143
Activity 7.2: Drainage Basins of Uganda (2 Hours) ............................. 144
Activity 7.3: Importance of Uganda’s Drainage Features (2 Hours) ...... 144
Sub-topic 2: Evolution of Uganda’s Drainage System (9 Periods)............ 145
Activity 7.4: Effects of Pleistocene Earth Movements (2 Hours) .......... 146
Activity 7.5: Changes in Drainage Patterns Over Time (2 Hours) .......... 147
Activity 7.6: Impact of Drainage Evolution on Land Use (2 Hours) ....... 148
Sub-topic 3: River Channel Processes and Landscape Formation (9
Periods) ............................................................................................ 149
Activity 7.7: Investigating River Channel Processes (2 Hours) ............. 149
Activity 7.8: Effects of Erosion, Transportation, and Deposition (2 Hours)
..................................................................................................... 150
Activity 7.9: Landforms Created by River Action (2 Hours) .................. 151
Sub-topic 4: Importance of Drainage Features in Development (3 Periods)
......................................................................................................... 153
Activity 7.10: The Role of Rivers and Lakes in Development (2 Hours) . 153
Activity of Integration 7 (80 minutes) ................................................ 154
Possible Project: "Shaping Uganda: Exploring the Power and Purpose of
Rivers" ........................................................................................... 156
Chapter 8: Energy Production ............................................................... 159

xiv
Sub-topic 8.1: Energy Resources and Distribution (9 Periods) ............... 161
Activity 8.1: Understanding Major Energy Resources (2 Hours) .......... 161
Activity 8.2: Spatial Distribution of Energy Resources (2 Hours) ......... 162
Activity 8.3: Factors Influencing Energy Resource Distribution (2 Hours)
..................................................................................................... 163
Sub-topic 8.2: Energy Production and Consumption (9 Periods) ............ 164
Activity 8.4: Trends in Energy Production and Consumption (2 Hours) 165
Activity 8.5: Challenges in Energy Development (2 Hours) ................. 165
Activity 8.6: Promoting Equitable and Sustainable Energy Use (2 Hours)
..................................................................................................... 166
Sub-topic 3: Environmental and Economic Impact of Energy Development
(9 Periods) ......................................................................................... 167
Activity 8.7: Assessing the Environmental Impacts of Energy Production
(2 Hours) ....................................................................................... 168
Activity 8.8: Economic Factors Influencing Energy Production (2 Hours)
..................................................................................................... 169
Activity 8.9: Social and Cultural Impact of Energy Development (2 Hours)
..................................................................................................... 170
Sub-topic 4: Sustainable Energy Strategies and Policies (9 Periods) ...... 171
Activity 8.10: Evaluating Policies and Strategies for Sustainable Energy (2
Hours) ........................................................................................... 171
Activity 8.11: Future Energy Innovations and Technologies (2 Hours) .. 172
Activity 8.12: The Debate on Renewable vs. Non-Renewable Energy (2
Hours) ........................................................................................... 173
Activity of Integration 8: Activity of Integration (80 minutes) ............... 174
Possible Project: "Powering Uganda’s Future: Designing a Sustainable
Energy Plan" .................................................................................. 175
About the Author ............................................................................... 178

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CHAPTER 1: THE STRUCTURE OF THE
EARTH
12 periods

1
Introduction

Welcome to this exciting journey of discovering the Earth! Have you ever
wondered what lies beneath your feet? The Earth is a dynamic and complex
planet made up of different layers, each with unique properties that influence
natural processes such as earthquakes, volcanic eruptions, and the
formation of natural resources like minerals (gold, copper, and iron ore),
fossil fuels (oil, coal, and natural gas), and water bodies (lakes, rivers, and
underground aquifers).

By exploring these layers, you will gain a deeper understanding of how

geomorphic processes shape the physical environment and impact human
activities. In this chapter, you will analyse how the Earth's structure
influences the formation of landforms and natural resources, such as fertile
soils, forests, and mineral deposits. You will engage in discussions, hands-
on activities, and research tasks to help you make connections between
scientific knowledge and real-world applications. Understanding the Earth’s
structure will enable you to make informed decisions about land use,
disaster management, and the sustainable exploitation of natural resources,
ensuring that resources like freshwater, timber, and arable land are
preserved for future generations.

Competency Statement
You will demonstrate appreciation of the structure of the Earth and its
influence on geomorphic processes and the formation of some natural
resources by examining the properties of each of its layers to better
understand the geologic foundation of human development.

Learning Outcomes

By the end of this chapter, you should be able to:

1. Analyse the Earth by examining its nature, shape, and external

features as a basis for exploring its internal structure.

2. Assess the significance of the internal properties of the Earth in

understanding the evolution of tectonic landforms and some natural
resources.

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Subtopic1.1: The Structure of the Earth

Activity 1.1: Exploring the External Structure of the Earth (2 Hours)

The external layers of the Earth—Lithosphere, Hydrosphere, Atmosphere,
and Biosphere—work together to sustain life and influence climate and
ecosystems. Understanding these layers helps us appreciate how the Earth
functions as an interconnected system.
Think of the Earth like an orange:

• The peel of the orange represents the Earth’s surface, which

includes the land (continents), water bodies (oceans, lakes, rivers),
and the atmosphere (the layer of air around the Earth).
• Just as the peel protects the juicy inside of an orange, the Earth’s
surface supports all living things—people, animals, and plants.
• The weather, climate, and even soil are all part of the Earth’s
external environment.

• Unlike the internal layers that are hidden, the external part is what we
can see, touch, and live on every day.

3
 • Lithosphere – land, where human
activities occur (settlements,
agriculture).
• Hydrosphere – water bodies that
support aquatic life and influence
weather.
• Atmosphere – air, essential for
breathing and climate regulation.
• Biosphere – the zone of life,
linking all living organisms with land,
water, and air.

Steps:

1. Think-Pair-Share (30 minutes)

a. Recall what you already know about the Earth's shape and
structure from lower secondary studies.

b. Discuss with your classmates and share your ideas about the
Earth’s external features.

2. Group Work (30 minutes)

a. Study a globe or a 3D model of the Earth (physical model or

online resources).

b. Identify and describe the external structure of the Earth.

3. Class Discussion and Concept Mapping (30 minutes)

a. Work as a class to define the Lithosphere, Hydrosphere,

Atmosphere, and Biosphere.
b. Create a concept map linking these external layers to their
characteristics and functions.
4. Presentation and Reflection (30 minutes)
a. Present findings to the class.

4
 b. Discuss how human activities impact different layers of the
Earth.

Activity 1.2: Understanding the Internal Structure of the Earth (2

Hours)
The Earth has four main internal layers:

a. Crust – the outermost solid layer where we live.

b. Mantle – the thick layer beneath the crust.

c. Outer core – a liquid layer made mostly of iron and nickel.

d. Inner core – a solid centre, also made of iron and nickel.

The Earth’s internal layers are often compared to an avocado—it’s a

simple and fun way to help you visualize the structure. Here's the analogy:
a. Avocado skin = Earth’s crust (thin outer layer)

b. Fleshy part (green) = Mantle (thickest layer)

c. Avocado seed (pit) = Core

• Outer part of the seed = Outer core

5
 • Inner centre of the seed = Inner core
These internal layers of the Earth play a very important role in shaping the
surface of our planet. The intense heat from the inner and outer core causes
the mantle to move in slow, flowing currents. These movements push and
pull on the Earth's crust, which is broken into large pieces called tectonic
plates. As these plates shift, they can collide, pull apart, or slide past each
other. These actions lead to earthquakes, the formation of mountains, and
volcanic eruptions. So, the energy and movement deep inside the Earth are
the driving forces behind many of the powerful natural events we experience
on the surface.

Steps:

1. Class Brainstorming (30 minutes)

a. Discuss how scientists study the inside of the Earth.

b. Consider why direct exploration is impossible and the
methods used to understand the Earth’s interior.

2. Research and Investigation (30 minutes)

a. Study texts, maps, or videos about seismic waves,
earthquakes, and volcanic eruptions.
b. Identify how these phenomena provide clues about the
Earth’s layers.

3. Practical Demonstration (30 minutes)

a. Use a cross-section of an avocado or pear to compare with
the internal structure of the Earth.
b. Draw diagrams and describe the properties of each internal
layer.
4. Presentation and Summary (30 minutes)

a. Share findings through group presentations.

b. Discuss how the internal structure influences tectonic

activities and natural resource formation.

6
Activity 1.3: The Role of the Earth’s Internal Structure in
Geomorphic Processes 2 Hours

The Earth is not as still as it may seem.

Deep inside, it is full of energy and heat
that constantly changes the shape of the
land we live on. This heat drives powerful
processes like volcanicity, faulting, and
folding—creating landforms such as
mountains, valleys, and volcanic islands.

To help you understand this better, let us

think of an interesting comparison.

Understand it this way: The Earth as a Cooking Pot with Bubbling

Stew

Imagine the Earth as a giant cooking pot on a stove, filled with a thick,
bubbling stew.

The stove's heat represents the internal heat of the Earth’s core.

As the stew heats up, bubbles rise, steam builds, and pressure
increases—just like magma rising, tectonic pressure building, and energy
being released inside the Earth.
Sometimes, the bubbling stew erupts through the pot’s lid—just like
volcanoes erupting through the Earth's crust, creating volcanic mountains
and islands.

In other places, the intense heat causes the stew to crack the pot slightly or
make the lid bulge and bend. This represents faulting (cracking) and
folding (bending), forming mountains, valleys, and rift zones.
Just like the pot of stew is constantly changing shape due to the heat
below, the Earth’s surface is always being reshaped by the powerful heat
from deep within!

In this activity, you explore how the Earth’s internal heat drives key
geomorphic processes such as volcanicity, faulting, and folding. Through the

7
creative analogy of a cooking pot filled with bubbling stew, you gain a deeper
understanding of how internal forces shape the Earth’s surface. By
connecting this everyday image to real-world landforms like volcanic
mountains, rift valleys, and fold mountains, you are encouraged to think
critically, discuss, draw, and reflect on the dynamic nature of our planet.
Steps:

1. Think and Talk (15 mins)

Discuss the cooking pot analogy with a partner. What part of the
Earth does each part of the pot represent? How does this help you
understand volcanoes, faulting, and folding?

2. Explore and Discover (30 mins)

Use your atlas or map to locate the following landforms:

a. Mount Kilimanjaro (Volcanicity – Tanzania)

b. East African Rift Valley (Faulting)

c. Rwenzori Mountains (Folding – Uganda)

3. Draw and Label (30 mins)
Draw a simple diagram of a pot of bubbling stew on a stove. Label
each part to match the Earth's internal structure and the processes it
causes (core, mantle, magma, crust, volcano, faults, folds, etc.).

4. Present and Share (15 mins)

Present your drawing to your class or group. Explain how your
drawing shows the movement and changes happening inside the
Earth.
5. Reflect (15 mins)
a. What causes volcanoes, faulting, and folding?

b. How does the Earth’s heat affect landforms?

c. How does the cooking pot analogy help you understand

these changes?

Activity of Integration 1: Earthquake Preparedness and

Community Awareness Campaign

8
Scenario:

Your country has experienced an increase in seismic activity, and scientists

predict that a moderate earthquake could occur soon. Many people are
unaware of how the Earth's internal structure influences these natural
disasters. Poor urban planning, weak building structures, and limited public
awareness put many lives at risk. Additionally, many buildings in your area
do not follow earthquake-resistant construction guidelines, increasing the
risk of collapse. The local government is seeking ways to improve
earthquake preparedness and educate communities on disaster risk
reduction.

Task:

Develop an earthquake awareness campaign document that educates the

public.

Document Format:

Your awareness document should include:

1. Introduction: Explain why earthquakes happen and their link to the

Earth’s internal structure.

2. Impacts of Earthquakes: Describe how earthquakes affect buildings,

infrastructure, and human lives.

3. Safety Measures: Provide guidelines on what to do before, during,

and after an earthquake.

4. Preparedness Plan: Suggest how communities and authorities can

reduce earthquake risks.

5. Conclusion: Summarize key points and encourage proactive

disaster preparedness.

Expected Outcome:

By the end of this activity, you will:

• Apply your knowledge of the Earth’s structure to solve a real-world

problem
• Develop problem-solving and critical-thinking skills.
• Strengthen your ability to communicate scientific knowledge to
different audiences.
• Promote community safety and environmental awareness.

9
Assessment & Reflection Questions

1. How do scientists gather information about the internal structure of

the Earth?

2. Why is understanding the Earth's layers important for disaster

management?

3. How do tectonic activities influence the formation of natural

resources?

4. What impact does the Earth's structure have on human settlements

and economic activities?

Possible Project: “Mapping Our Shaking Earth: A Community-

Based Earthquake Preparedness Plan”
Project Title:

Mapping Our Shaking Earth: Understanding Earth's Structure and

Building Community Resilience

Project Duration:

Term 1 to Term 3 (Flexible implementation: can be conducted as a long-

term project, spread over terms, or intensively executed in a single term
depending on school schedule)

Project Description:

In this project, you will explore the internal and external structure of the
Earth, with a special focus on how tectonic processes influence your local
environment. You will work in groups to research seismic risks in Uganda
or the East African region, create an awareness plan, map vulnerable
areas, and design educational materials to share with your community or
school. The project aims to promote informed disaster preparedness and
sustainable land-use planning.

Project Objectives (Linked to Learning Outcomes):

By the end of the project, you will be able to:

1. Analyse the structure of the Earth and relate it to natural
phenomena such as earthquakes and volcanic eruptions.
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 2. Investigate how geomorphic processes influence human settlement,
infrastructure, and resource distribution.

3. Apply geographical knowledge to assess local earthquake

vulnerability and propose realistic preparedness strategies.

4. Communicate scientific concepts clearly to raise public awareness

and promote safety.

5. Demonstrate creativity, critical thinking, collaboration, and problem-

solving skills through presentations, posters, and action plans.

Project Tasks & Timeline:

Term/Month Activities Expected Output

- Research the structure of the - Written report/notes

Term 1 Earth (Crust, Mantle, Core, explaining Earth’s structure
etc.) and tectonic movement

- Explore case studies of

- Summary sheets and
earthquakes in East Africa
presentations
(e.g., DRC, Rwanda, Tanzania)

- Conduct a simple vulnerability - Sketch maps highlighting

Term 2 assessment of your school or areas at risk and building
nearby area types

- Interview local leaders or

- Data collection sheets /
teachers about disaster
Interview transcripts
preparedness

- Create a public awareness

- Earthquake safety posters
Term 3 campaign (posters, leaflets,
and brochures
digital presentations)

- Present your project at a

- Presentation slides or
school exhibition or community
drama/skit
dialogue

- Reflect on your project

- Final reflection journal or
experience and what you have
essay
learned

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Tools and Resources Required:

• Atlases, maps, diagrams

• Internet or library access (if possible)

• Drawing materials (markers, manila paper, coloured pens)

• Phones/tablets (for photo or video documentation, optional)

• Interview guides (developed with teacher support)

Assessment Criteria:

The teacher will assess your work based on:

• Depth of research and understanding of Earth's structure and
geomorphic processes

• Quality and accuracy of maps, diagrams, and awareness materials

• Teamwork and participation throughout the project stages

• Creativity and clarity in communicating geographical concepts

• Reflection on learning and personal growth

Optional Extension:

Organise an Earthquake Safety Day at your school, where groups present

drama performances, recite poems, or act out scenarios of earthquake
response to engage the entire school community.

Chapter Summary

This chapter has explored the structure of the Earth, focusing on both its
external and internal layers and how they shape the planet. You have
learned about the Lithosphere, Hydrosphere, Atmosphere, and
Biosphere, and how these layers interact to sustain life, regulate climate,
and influence human activities such as agriculture, settlement, and
industrialization.

Additionally, you examined the Crust, Mantle, Outer Core, and Inner Core,
understanding how these internal layers drive geological processes such as
volcanic eruptions, earthquakes, and mountain formation. The movement of
tectonic plates, powered by heat from the Earth's interior, plays a major role

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in shaping landforms and the distribution of natural resources like minerals
and geothermal energy.

Furthermore, you explored how understanding the Earth's structure helps in

predicting natural disasters, guiding resource exploration, and making
informed land-use decisions. You also considered the importance of
sustainable development in using Earth's resources efficiently while
minimizing environmental risks.

Key Takeaways:
• The Earth is made up of external and internal layers that influence
geomorphic processes and resource distribution.
• The external layers (Lithosphere, Hydrosphere, Biosphere,
Atmosphere) support life and environmental processes.

• The internal layers (Crust, Mantle, Core) are responsible for

geological activities such as earthquakes, volcanism, and mountain
formation.

• Understanding the Earth's structure helps in resource exploration

and disaster preparedness.

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 CHAPTER 2: THE ORIGIN OF
CONTINENTS AND OCEAN BASINS
34 Periods

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Introduction

Have you ever wondered why the continents seem to fit together like
puzzle pieces? Why do earthquakes and volcanoes occur in specific
places? The Earth's surface has not always looked the way it does today.
Scientists believe that continents were once joined together and have
slowly moved apart over millions of years. This chapter will help you
explore the Continental Drift Theory, its scientific evidence, and its
impact on landscapes and human activities.

Competency Statement

The learner demonstrates an understanding of the role of theories in

exploring geomorphic concepts by critically evaluating the Continental
Drift Theory based on scientific evidence to inform further geographical
inquiry and acquire problem-solving skills.

Learning Outcomes

By the end of this chapter, the learner should be able to:

• Evaluate the Continental Drift Theory using scientific evidence.

• Predict how continents may continue to change in the future.

• Appreciate the role of scientific inquiry in understanding the Earth's

processes.

This chapter will be covered in four Sub-topics, with each Sub-topic

containing structured activities.

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Sub-topic 2.1: Understanding the Continental Drift Theory

The Earth's surface is made up of

both land and water, forming a
diverse and ever-changing
landscape. Continents are vast
landmasses that rise above sea
level, covering about 30% of the
Earth's surface. They are home
to a variety of ecosystems,
human civilizations, and natural
resources. The seven
continents—Africa, Antarctica,
Asia, Europe, North America,
Australia, and South America—each have unique geographical features,
climates, and histories shaped by natural processes over millions of years.
On the other hand, ocean basins are massive depressions in the Earth's
crust that hold the world’s oceans, covering about 70% of the planet's
surface. The five major oceans—the Pacific, Atlantic, Indian, Southern, and
Arctic Oceans—fill these basins, forming an interconnected system of water
bodies. These ocean basins are shaped by geological forces such as plate
tectonics, volcanic activity, and erosion, leading to the formation of undersea
mountains, deep trenches, mid-ocean ridges, and abyssal plains.

Understanding continents and ocean basins is crucial in studying the Earth's

history, climate patterns, and the movement of tectonic plates. This
knowledge helps explain how the planet has evolved over time and
continues to change due to natural forces. In this section, you will explore
the characteristics of continents and ocean basins, their formation, and their
significance in shaping the physical environment.

Understand it this way: The Earth's Surface is Like a Giant Puzzle on a

Floating Table

Imagine the Earth’s surface as a giant wooden puzzle placed on a table

covered in water. Each puzzle piece represents a continent, and the water
around and between them represents the ocean basins.

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Now, instead of being fixed in place, these puzzle pieces are slowly floating
and bumping into each other because the table underneath isn’t solid—it’s
slowly moving, like jelly. This movement is
caused by powerful forces below the
surface (like heat and pressure from
inside the Earth). Over millions of years,
these puzzle pieces (continents) have
moved apart, crashed together, or slid
past each other, creating mountains,
valleys, ridges, and ocean trenches.
Just like puzzle pieces that once fit
together and were moved around, some
continents we see today—like Africa and
South America—once fit tightly together before drifting apart.

Activity 2.2: Identifying Continents and Ocean Basins (2 hours)

1. Observation & Mapping (30 minutes)

a. Study a world map or an atlas to locate and label the seven

continents and five major ocean basins on a blank outline
map.

b. Identify and mark significant geographical features (e.g., the

largest continent, the deepest ocean trench).
2. Pair Discussion & Definitions (20 minutes)

a. Work in pairs to define what continents and ocean basins

are, using real-world examples.

b. Discuss differences between continents and ocean basins

(e.g., elevation, composition, how they were formed).
3. Research & Critical Thinking (30 minutes)

a. Research how continents and ocean basins have

changed over time (continental drift, plate tectonics).

b. Compare the historical Pangaea supercontinent with the

current continents.
4. Group Presentation & Writing Task (40 minutes)
a. Each pair presents their findings to the class.

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b. Individually, write a one-page explanation summarizing key
points learned, including why understanding continents and
ocean basins is important in geography and earth sciences.

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Activity 2.3: Understanding Continental Drift (2 hours)
We will explore how continents were once connected and how they have
moved over time.

Understand it this way: The Cracked Chapati

Imagine the Earth’s surface was

once like a big, warm chapati—
round, soft, and whole. As it cooled
and dried, it began to crack into
pieces. These broken pieces
represent the continents, and the
plate or pan beneath the chapati
represents the Earth’s outer shell
(called the lithosphere). As the pan
is moved or tilted slightly, the
chapati pieces slide apart slowly—
just like continents drifting over
millions of years.

Steps:

1. Continental Puzzle Challenge (40 minutes)

a. Cut out a world map along the continental boundaries and try to fit the
continents together like puzzle pieces.
b. Compare your arrangement to Pangaea, the supercontinent that
existed about 300 million years ago.
c. Discuss in pairs:

• What patterns do you notice?

• Which continents seem to fit together best?

• What might explain the gaps and mismatches?

Chapati Connection:
Just like fitting broken chapati pieces back together, some parts match
well—like the east coast of South America and the west coast of Africa.
Other pieces may have crumbled or stretched, just like land erodes or
ocean basins form.

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2. Class Discussion: How Were Continents Connected? (20 minutes)

a. Examine coastline similarities, such as how South America’s east

coast aligns with Africa’s west coast.
b. Discuss what forces could have caused the continents to drift apart
(e.g., plate tectonics, seafloor spreading).

Chapati Connection:
Imagine your cracked chapati is sitting on a hot pan. If the pan shifts
slightly, the pieces on top can move slowly. This is like the Earth’s crust
moving on top of a softer, flowing layer underneath—the asthenosphere.

3. Documentary & Key Takeaways (30 minutes)

a. Watch a short documentary or animation explaining the Continental
Drift Theory (e.g., Alfred Wegener’s hypothesis, evidence like
fossils and mountain ranges, and criticisms of the idea).
b. Take notes on three key points from the documentary.

Chapati Connection:
Think of Wegener as the person who first noticed that the pieces of chapati
(continents) must have once been connected. He saw the clues—like
matching fossils on different pieces—as proof that the chapati was once
whole.

4. Written Reflection (30 minutes)

Write a short paragraph summarizing what you learned, including:

a. The idea of Pangaea and why scientists believe continents moved.

b. A real-world example of continental drift still happening today (e.g.,

the East African Rift).
c. Your thoughts on how this knowledge helps us understand Earth’s
history.

Optional Prompt:
“If Earth’s continents were once like a large chapati that cracked and
moved apart, how does that picture help you understand continental drift?”

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Subtopic 2.2: Scientific Evidence for Continental Drift
In 1912, Alfred Wegener, a German
meteorologist and geophysicist,
proposed the Continental Drift
Theory, suggesting that continents
were once part of a single
supercontinent called Pangaea
before drifting apart over millions of
years. His theory was revolutionary
because it challenged the long-
standing belief that continents had
always been fixed in place.
Wegener’s theory was based on
multiple lines of scientific evidence,
including:

• Fossil evidence – Identical fossils of plants and animals were found

on continents that are now separated by vast oceans.
• Geological evidence – Rock formations and mountain ranges on
different continents appeared to match, suggesting they were once
part of a connected landmass.

• Climatic evidence – Traces of ancient glaciers in present-day warm

regions, such as Africa and India, indicated that these continents
were once in colder locations.
At the time, Wegener’s ideas were met with doubt because he could not
explain the mechanism behind continental movement. However, later
discoveries in plate tectonics and mantle convection provided the missing
explanation, proving that the Earth's crust is divided into moving plates.
In this section, you will examine different types of evidence supporting
continental drift and explore the forces responsible for the movement of
continents.

Activity 2.4: Fossil and Rock Evidence (2 hours)

You will analyse fossil distribution and geological formations to support the
Continental Drift Theory.

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Understand it this way: The Torn Storybook Shared Across Homes

Imagine there was once a big, beautiful storybook filled with colourful
pictures and writing. One day, the book was torn into pieces, and each piece
was taken to a different home. Years later, children in those homes discover
their story pages and begin to notice that the drawings and words match at
the edges. Even though the homes are far apart, the pages clearly show that
they were once part of the same book.

In the same way, scientists found matching fossils and rock formations on
different continents. These are like the “pictures and paragraphs” that tell the
story of the Earth—proving that the continents were once joined together.

1. Observing Fossil Distribution (40 minutes)

a. Study world maps showing where fossils of extinct species were found,
such as:

• Mesosaurus (a freshwater reptile found in South America and

Africa)

• Glossopteris (a fern plant found in Antarctica, Africa, India, and

Australia)

b. Discuss in pairs or small groups:

• Why would the same species be found on continents that are now
far apart?

• How does this support the idea that continents were once
connected?

Storybook Connection:
These fossils are like matching drawings in torn pages. If the same
image appears on two different pages, it means those pages must have
once been together—just like South America and Africa.

2. Comparing Rock Formations (40 minutes)

a. Examine maps and diagrams of mountain ranges and rock layers

across continents.
b. Look for similarities between:
• The Appalachian Mountains (North America) and the Caledonian
Mountains (Scotland and Norway)
• Rock layers in South America and Africa

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 c. Discuss:

• How can identical rocks and mountains be found on different

continents?

• What does this tell us about the way Earth looked in the past?

Storybook Connection:
These rock formations are like matching paragraphs and page numbers in
the torn book. If the rocks line up and match in age and type, then the
continents must have been together when those rocks were formed.

3. Group Discussion & Presentation (40 minutes)

a. In small groups, summarise your findings.

b. Prepare a short presentation explaining how fossils and rock
formations give evidence for continental drift.
c. You may include the storybook analogy in your explanation.
Prompt for groups:
“If each continent is like a home with part of a torn storybook, what do the
matching pages (fossils and rocks) tell us about where the book
(supercontinent) came from?”

Activity 5: Climatic and Biological Evidence (2 hours)

You will investigate past climate changes and species distribution to
understand continental movement and support the theory of Continental
Drift.
Introductory Story: Shifting Mats in the Sunshine

One morning, a grandmother laid out several large grass mats (emikeeka)
side by side on the floor inside her house. The mats felt cool and clean
underfoot. They all shared the same space, the same shade, and the same
air.

But as time passed, the grandmother decided to move the mats to

different places around the compound.

• One mat was placed outside in the hot sunshine.

• Another was left under a tree, where it stayed cool and damp.

• A third one went near the kitchen, where it soaked up smoke and
warmth.

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