Conservation Education Teachers' Guide for Eburu Secondary Schools
Conservation Education Teachers’ Guide
for Eburu Secondary Schools
Published by Rhino Ark Charitable Trust
Copyright:
C
2013 Rhino Ark
This publication may be reproduced in whole or part for educational or non-profit
purposes, without prior permission from the copyright owner, provided all
acknowledgments of the source are made. Rhino Ark Charitable Trust would appreciate
copies of reproduced materials from this publication.
This book has been developed under a public/private partnership between Rhino Ark,
Ministry of Environment, Water and Natural Resources & Ministry of Education, Science
and Technology.
ISBN: 978-9966-1756-3-2
Project Consultant: Dr. Paul Orengoh
Curriculum content development committee members
John Ole Karia
- Mariba WRUA (Water Resource Users' Association)
Raymond K. Ruto
- Morop Primary School
Samuel Mbogo
- Cypress Primary School
John N. Wanderi
- Munanda Secondary School
Ali M. Chimwaga
- Kenya Wildlife Service
Patrick Kiita
- Eburu Forest Reserve
Willis Memo
- Water Resources Management Authority
Charles Nyabayo
- Ministry of Education, Science and Technology
Prof. Simon Ole Seno - Maasai Mara University
Teresa Wairimu
- Ndabibi Secondary School
Solomon Muraya
- Eburu Forest CFA
Joseph Mutongu
- Rhino Ark
Photographs by: (1) Eric Kihiu
(2) Bongo Surveillance Programme
Funding for this project
supported by:
FOUNDATION
Ministry of Environment,
Water and Natural Resources
Ministry of Education,
Science and Technology
All materials reproduced from this publication should not be for sale.
Page i
Conservation Education Teachers' Guide for Eburu Secondary Schools
Contents
Foreword
- ............................................................
iii
Acknowledgment - ............................................................
iv
Geography
- Form One
- Environment .......................................
Geography
- Form One
- Water Supply ......................................
Geography
Page ii
13
- Form Three
Ecology ...............................................
Geography
10
- Form Three
Agriculture .........................................
Biology
9
- Form Two
Forest and Forestry ............................
Geography
8
- Form Two
- Vegetation ..........................................
Geography
6
- Form Two
- Field Work ..........................................
Geography
4
- Form Two
- Weather and Climate ..........................
Geography
1
15
- Form Four
Energy ................................................
18
References
- ............................................................
20
Teaching Tools
- ............................................................
24
Rhino Ark Mau Eburu Fence ...................................................
26
Conservation Education Teachers' Guide for Eburu Secondary Schools
Foreword
Kenya's biodiversity hot spots have long remained important teaching and learning
sites, not just due to their unique settings but most importantly due to their
significance to life both human and wild. To this extent, they provide ecological
services whose value stretches beyond socio-economic benefits.
Thus, integrating Conservation Education into the formal education system is no
mean achievement on many fronts. This new approach will help the learners
appreciate the need to conserve, manage and prudently utilize natural resources
within their respective societies for posterity. Besides, it will encourage learners to
easily interact with nature as part of a new teaching tool called Learning by Doing,
fast becoming a global best practice in teaching environment related subjects.
To this end, my office commends Rhino Ark Charitable Trust for investing in this
unique Public Private Partnership, one of its kind in the District. The approach taken
by Rhino Ark to further bring on board all stakeholders in education as well as
conservation is laudable.
Young learners in both primary and secondary schools within the four locations
around Eburu Forest will no doubt boost conservation efforts currently being
undertaken by the various government agencies. The Ministry of Education,
Science and Technology as well as the Nakuru County Education Department
encourages such initiative that seeks to create environmental awareness and
conservation culture in our schools.
This syllabus developed for both primary and secondary schools will go a long way
in helping school based conservationists to discuss, internalize and act on specific
objectives geared towards sustainable management of Eburu ecosystem.
Pertinent topics such as Water, Soil, and Air among others have been included.
These in themselves are elements which are life sustaining that we cannot afford to
ignore.
As the Ministry of Education, Science and Technology prepares to roll out a similar
programme in all schools in the country in partnership with the Ministry of
Environment, Water and Natural Resources, I can only hope that the approaches,
processes, tools and methodologies developed under this initiative by Rhino Ark
Charitable Trust will inform part of the best practices to be adopted by the
government.
Charles Nyabayo
For District Education Officer
NAIVASHA DISTRICT
September 2013
Page iii
Conservation Education Teachers' Guide for Eburu Secondary Schools
Acknowledgment
As an organization, Rhino Ark is fully committed to the long term, sustainable
conservation of Kenya's water towers and areas of important biodiversity. The
Eburu ecosystem is one such important area. Its prime indigenous forests, diverse
wildlife and water catchment values are a natural heritage that should be
preserved for the benefit of present and future generations. By investing in the
process of conservation education for the youth, particularly schoolchildren, we
hope to catalyze positive change in prevailing attitudes and practices relating to
conservation of this highly threatened ecosystem.
I would like to thank Dr. Paul Orengoh for his hard work and commitment in
facilitating the delivery of this curriculum. As a consultant engaged by Rhino Ark to
facilitate its development, he has played a most crucial role, and his experience and
technical expertise have enabled this process to move swiftly to provide the
required outputs.
A word of thank you also goes to the 12-person Technical Committee that worked
with us in developing the contents of this curriculum, including Patrick Kiita,
Forester-Eburu Forest Reserve, Willis Memo, Conservation Education and
Community Relations Officer at the Water Resources Management Authority and
Charles Nyabayo representing the Ministry of Education, Scence and Technology.
Special thanks also to our external friends and partners in education and
conservation, especially Prof. Simon Ole Seno of Maasai Mara University. Their allimportant skills and experience in curriculum development, conservation
education and natural resource management added great value to the curriculum.
This important initiative has been made possible by the funding support of MPESA
Foundation, and to them I wish to express my sincere thanks.
Christian Lambrechts
Executive Director
Rhino Ark Kenya Charitable Trust
Nairobi, Kenya
September, 2013
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM ONE
TOPIC: ENVIRONMENT
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define “Environment”
ii) Identify the three components of environment
iii) Describe the inter-relationship between the three
components of the environment in the Mau Eburu
ecosystem
iv) Explain the importance of studying the Mau Eburu
environment
v) Identify environmental problems in the Mau Eburu
ecosystem
vi) Suggest possible intervention measures for environmental
problems in the Mau Eburu ecosystem
Contents/Teacher's Notes:
i) Meaning of environment:
It is external conditions surrounding the living organisms
(Flora and Fauna)
ii) Components of environment:
 Physical
 Biological
 Human
iii) Interrelationship between the three components
biological
human
physical
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Conservation Education Teachers' Guide for Eburu Secondary Schools
iv)
v)
e.g: Physical is related to biological in the following ways:
 Plants manufacture their own food through the
process called photosynthesis
 Human, Biological and Physical depend on each
other for their survival in the Mau Eburu ecosystem
Importance of environmental conservation in the Mau
Eburu forest:
a) Socio-economic importance
 Source of food
 Source of income
 Tourism attraction
 Fishing-fish ponds construction
 Recreation activities
 Research
b) Biological importance
 Supports variety of wildlife species
 To attract rainfall
 Biodiversity conservation
c) Cultural values
 Shrines
 Source of herbal medicine
 Traditional ceremonies and rituals
Environmental problems in the Mau Eburu ecosystem
a) Human encroachment
b) Population pressure/growth
c) Legal and illegal logging
d) Charcoal burning/firewood collection
e) Over extraction of medicinal plants
f) Forest fires
g) Human-Wildlife conflicts
h) Incompatible land uses, cultivating along the river
banks, etc.
i) Improper mining
j) Pollution: Use of fertilizers and herbicides
Intervention Measures:
i)
Enforcement of laws to prevent illegal activities
ii) Policy formulation which governs forest management
iii) Awareness creation to the local community through:
workshops, seminars and schools outreach activities on
the importance of conserving Mau Eburu ecosystem
iv)
Page 2
Capacity building for local communities to manage the
forest through Community Forest Associations (CFAs),
water resources through WRUAs, among others
Conservation Education Teachers' Guide for Eburu Secondary Schools
Teaching /Learning Activities:
i)
Ask learners to define environment
ii) Ask learners to come up with charts listing environmental
problems in the Mau Eburu ecosystem and possible
intervention measures
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM ONE
TOPIC: WATER SUPPLY
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define water supply
ii) Describe the hydrological cycle
iii) Identify sources of water in the Mau Eburu ecosystem
iv) Describe methods of water harvesting and storage at homes,
schools and catchment areas
v) Identify causes of water pollution and how it can be controlled
vi) Describe methods and processes of water treatment
vii) State and explain causes of water conflicts and insecurity
around Mau Eburu forest
viii) State and explain the roles of various water resource
management institutions in Eburu forest; WRUAs, WRMA,
Ministries of Water, Agriculture, Forestry and Wildlife among
others
Contents/ Teachers Notes:
i) Define water supply:
 It is the provision of water for domestic and industrial use.
ii) Define the Term “Hydrological Cycle”:
 It is the endless circulation of water between the
atmosphere and the earth's surface
iii)
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Sources of water in Mau Eburu
a) Rain
b) Rivers
c) Streams
d) Springs
e) Boreholes / Wells
Conservation Education Teachers' Guide for Eburu Secondary Schools
iv)
Methods of water harvesting
a) Roof catchment
b) Rock catchment
c) Dams
d) Water pans
v) Identify causes of water pollution (point and non-point source)
a) Land use: spraying of crops, use of fertilizers, cultivating
along river banks
b) Industrial waste discharge to the water streams
c) Car wash in the water source
d) Human waste
e) Washing and bathing in the water body
f) Control of water pollution
g) Enforcement of legal guide lines on land use
h) Education and awareness creation
i) Industries should be encouraged to properly treat the
effluent before discharge
vi) Methods and processes of water treatment
a) Industrial water treatment
b) Boiling
c) Chlorination
d) Filtration
e) Sedimentation
vii) Causes of water conflicts and insecurity in the Mau Eburu
ecosystem
a) Inadequate water supply
b) Water pollution
c) Agricultural practice e.g. irrigation
d) Intercommunity competition for water
viii) Roles of various water resource management institutions
WRUAs, WRMA, Ministries of: Water Agriculture, Forestry and
Wildlife, etc. in water management.
a) River bank protection
b) River pegging
c) Awareness creation
d) Spring protection
e) Policy formulation
Teaching/ Learning Activities:
i) Guide the learners in drawing hydrological cycles
ii) Guide the learners in listing and explaining methods and
processes of water treatment (industrial processes)
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: WEATHER AND CLIMATE
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Distinguish between weather and climate
ii) State the main elements of weather
iii) Calculate the mean daily, monthly, annual rainfall and
temperatures in Mau Eburu
iv) Interpret weather and climatic charts
v) Explain factors influencing climatic conditions in the Mau
Eburu ecosystem
vi) Explain how climate affects human activities in the Mau Eburu
ecosystem
vii) Define aridity and desertification
viii) State ways in which aridity and desertification can be caused
in Mau Eburu forest
ix) Identify areas where aridity and desertification are a major
problem
x) State and explain ways of controlling encroachment of aridity
and desertification in the Mau Eburu ecosystem
Contents/ Teachers' Notes:
i) a) Weather It is an atmospheric condition of a place in a period of
24 hours
b) Climate It is an average weather condition of a place usually
over a long period of time, i.e. over 35 years
ii) Elements of weather
a) Rainfall
b) Sunshine
c) Temperature
d) Humidity
e) Cloud Cover
f) Atmospheric pressure
iii) Factors influencing climatic conditions in the Mau Eburu
ecosystem
a) Relief
b) Latitude
c) Vegetation
d) Air masses
e) Altitude
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Conservation Education Teachers' Guide for Eburu Secondary Schools
iv)
a) Aridity
 It is a condition of having a dry climate such as a desert
b) Desertification
 Encroachment of a desert like condition in a place
v) Ways in which aridity and desertification can be caused
a) Clearing of forest for farming
b) Overgrazing caused by overstocking
c) Human encroachment
d) Population pressure/growth
e) Illegal logging
f) Charcoal burning
vi) Areas where aridity and desertification are a major problem
a) Sahara
b) Kalahari
c) Chalbi
d) Namib
e) North eastern/Turkana
vii) Ways of controlling aridity and desertification in the Mau
Eburu ecosystem
a) Afforestation and re-afforestation
Teaching /Learning Activities:
i) Guide learners in calculating mean daily, monthly and annual
rainfall and temperatures in Mau Eburu
ii) Let students construct a simple structure of a weather station
iii) Guide the students to interpret and analyze data collected
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: FIELDWORK
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define and explain the importance of field work
ii) State different types of field work
iii) Explain the procedures to be followed during field work
iv) Identify possible problems in field work
v) Carry out field study within the Mau Forest Complex
Contents/Teachers' Notes:
i) Meaning of field work:
It is an academic activity conducted outside the classroom
ii) Types of Field work:
 Field study
 Field excursion
 Field research
iii) Field work procedures and problems
a) Procedures:
 Identification of the topic
 Seek permission from the relevant authority
 Conduct the reconnaissance study
 Assemble the necessary equipments required
 Come up with the time schedule
 Conduct the real field study
 Follow up activities
b) Problems:
 Impassable roads
 Tiredness
 Sickness
 Unwilling respondents
 Attacks from wild animals
 Mechanical break down
 Inadequate finance to conduct the field study
Teaching/ Learning Activities:
i) Assisting learners to come up with a field work schedule
ii) Explaining procedures to be followed during the field study
iii) Ask students to conduct a field study and report on the same
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: VEGETATION
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define vegetation
ii) Explain the factors influencing the distribution of vegetation in
the Mau Eburu Ecosystem
iii) Explain the importance of various vegetation types in the Mau
Eburu ecosystem
iv) Identify problems facing vegetation and possible intervention
measures in the Mau Eburu ecosystem
Contents/Teachers' Notes:
i) Define vegetation and give examples - any plant cover on the
earth's surface e.g. forest, grassland, woodland, scrubland,
among others
ii) Factors influencing the distribution of vegetation in Mau Eburu:
a) Soil
b) Climate
c) Altitude
d) Relief
e) Aspect
f) Latitude
iii) Importance of various vegetation types in the Mau Eburu Forest
 Sources of food, e.g. honey, wild fruits
 Sources of building materials
 Sources of medicinal herbs, e.g. Neem, Warbugia, among
others
 Air purification
 Adds aesthetic value
 Acts as a genetic store house
 Helps in reducing global warming
 Acts as wind breakers
 Helps in controlling soil erosion
 Acts as a water reservoir/ water catchment areas, e.g.
Marmanet River
 Acts as habitat for wildlife
 Raw materials for industries e.g. paper manufacturing
iv) Problems associated with vegetation in the Mau Eburu Forest
 Deforestation
 Uncontrolled fires
 Legal and Illegal logging
 Charcoal burning
 Pests and diseases e.g. aphids, moths, stem borers, moles
 Prolonged drought
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Teaching and Learning Activities:
i) Labeling of trees in the school compound with eco-codes
ii) Draw sketch maps showing human activities within Mau Eburu
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: FOREST & FORESTRY
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define forest and forestry
ii) Name types of forests in Mau Eburu ecosystem
iii) State and explain factors influencing forest distribution within
the Mau Eburu ecosystem
iv) Explain the importance of forest resources within the Mau
Eburu ecosystem
v) State the causes of forest destruction in the Mau Eburu
ecosystem
vii) Highlight various efforts which have been undertaken to
conserve the Mau Eburu forest including fencing of the forest
by Rhino Ark
viii) List the government agencies and non-governmental
organizations that are involved in rehabilitation and
conservation of the Mau Eburu forest
ix) State the role of the community in the co-management of
forest resources
Contents/Teacher's Notes:
i) a) Forest
 Extensive tract of land covered by trees
b) Forestry
 It is the science of planting, conserving and managing
forest and forest products
ii) Types of forests in Mau Eburu
a) Natural
iii) Factors influencing forest distribution within Mau Eburu
a) Climate
b) Soil
c) Altitude
d) Latitude
e) Aspect
f) Relief
iv) Importance of forest resources in Mau Eburu
a) Source of energy (firewood)
b) Source of food
c) Source of building materials
d) Source of medicinal herbs
e) Air purification
f) Aesthetic value
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Conservation Education Teachers' Guide for Eburu Secondary Schools
g) Acts as a genetic store house
h) Helps in reducing global warming
i) Acts as wind breaks
j) Controls soil erosion
k) Acts as a water reservoir
l) Act as a habitat for wildlife
v) Causes of forest destruction in the Mau Eburu forest
a) Frequent fire outbreaks
b) Charcoal burning
c) High demand for timber
d) Population pressure
e) Industrialization
f) Overgrazing
vi) Efforts to conserve the Mau Eburu forest
a) Establishment of tree nurseries
b) Building of a fence along the forest boundary
c) Establishment of participatory management plans e.g.
Eburu FMP
d) Establishment of community forest associations to manage
the forest
e) Enforcement of laws and policies that govern the
management of forests
f) Education & Awareness Creation
g) Catchment Management Plans and other statutes
vii) List of government agencies, NGOs, and Non-state actors in
conservation of Mau Eburu:
a) State Agencies
 KFS
 KWS
 NEMA
 Government Ministries
 KEFRI
 ERC
 KenGen
 WRMA
b) Non-State Agencies
 Rhino Ark
 Green Belt
 M-PESA Foundation
 WCK
 Green Park
 Act!
 Self Help Africa
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Conservation Education Teachers' Guide for Eburu Secondary Schools
viii) Role of CFAs & WRUAs
a) Establishment of tree nurseries
b) Creation of awareness and community sensitization
c) Protection of forest resources and other water catchment
areas, among others
Teaching/Learning Activities:
i)
Let students participate in tree planting days
ii) Encourage students to establish tree nurseries and wood lots in
schools
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM THREE
TOPIC: AGRICULTURE
Specific Objectives:
By the end of the lesson, the learner should be able to:
i)
Define “Agriculture”
ii) Explain the types of agricultural activities around the Mau
Eburu forest
iii) Explain the factors influencing agricultural activities within
Mau Eburu area
iv) Define land reclamation and rehabilitation
v) Identify some activities that the government of Kenya and nongovernmental organizations have undertaken to conserve the
Mau Eburu forest
vi) Identify problems facing agricultural activities in the Mau
Eburu ecosystem and their intervention measures
Contents/Teachers' Notes:
i)
Definition of Agriculture
 Agriculture is the art and science of crop and livestock
production
ii) Types of agricultural activities in Mau Eburu
a) Crop farming
b) Livestock farming
c) Agro forestry
d) Poultry keeping
e) Bee keeping
iii) Factors influencing agricultural activities in Mau Eburu area
a) Biotic factors e.g. soil micro-organisms like bacteria
b) Human factors e.g. economy, land use, health
c) Climatic factors e.g. rainfall, temperature, light, humidity
d) Edaphic factors e.g. soil types
iv) Definitions:
a) Land Reclamation:
 A process of returning disturbed land into an improved
state
b) Land Rehabilitation:
 A process of returning the land in a given area to some
degree of its former state of productivity
v) Conservation efforts done by the government of Kenya and
NGOs, among others
a) Re-afforestation
b) Afforestation
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Conservation Education Teachers' Guide for Eburu Secondary Schools
vi)
c) Reclaiming land from illegal settlers
d) Establishment of tree nurseries
e) Awareness creation and community sensitization
f) Conflict management & resolution
Problems facing agricultural activities in Mau Eburu and the
intervention measures
a) Problems:
 Overstocking leading to soil erosion
 Poor rainfall patterns
 Unsustainable land use practices
 Pests and diseases
 Lack of capital to start up farming activities
 Expensive farm inputs e.g. fertilizers
 Poor storage facilities
 Poor soil
 Poor methods of farming
b) Intervention measures:
 Provision of extension services e.g. field days, shows,
etc.
 Subsidization of farm inputs
 Good crop and animal husbandry
 Building of storage facilities e.g. milk cooling plants
Teaching /Learning Activities:
i)
Encourage learners to develop kitchen gardens in schools
ii) Organize field excursions to expose learners to good and bad
agricultural practices
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Biology
FORM THREE
TOPIC: ECOLOGY
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define the concepts of Ecology
ii) Identify abiotic and biotic factors in the Mau Eburu
ecosystem
iii) Describe the energy flow in the Mau Eburu ecosystem
iv) Explain different methods used in determining the population
of wildlife within Mau Eburu ecosystem and its environs
Contents/Teachers' Notes:
i)
Define concepts of ecology
a) Niche- this is the position that is occupied by an organism
in a habitat
b) Habitat- this is a specific locality with a particular set of
conditions where an organism lives
c) Ecosystem-is a natural unit composed of abiotic and biotic
factors whose interactions lead to a self-sustaining system
d) Population- refers to all members of a given species in a
particular habitat at a particular time
e) Biomass- this is the total dry weight of living organisms at
a particular trophic level
f) Community- refers to all organisms belonging to different
species that interact in the same habitat
ii) Identify biotic and abiotic factors in Mau Eburu ecosystem
a) Abiotic factors
 Light
 Wind
 Humidity
 Rainfall
 Temperature
 Soil
 Salinity
b) Biotic factors
 Predation
 Competition
 Parasitism
 Saprophytism
 Comensalism
 Symbiosis
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Conservation Education Teachers' Guide for Eburu Secondary Schools
c) Energy flow in the Mau Eburu ecosystem
Sun- green plants- herbivores- carnivores
(Producers e.g. grass)
Sun
Decomposers
Primary consumers
Respiration,
Excretion,
Secondary consumers
Defecation
Heat/energy loss
Energy Loss
Producers
Tertiary consumers
iii) Methods used in determining population of wildlife in Mau
Eburu and its environment
a) Guess estimates
b) Ground count
c) Sampling methods
 Quadrant method
 Line transect
 Belt transect
 Capture-recapture
 Dung counts
 Foot prints
Learning/Teaching Activities:
i) Construction of food chains, food webs and energy flow
diagrams, pyramid of numbers and biomass
ii) Making of observations during field studies
iii) Making measurements in the field and recording of data
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Conservation Education Teachers' Guide for Eburu Secondary Schools
iv) Visiting national parks, game reserves and forests within
Mau Eburu and other conservancies
v) Taking learners to field trips to collect specimens
vi) Practical work on population measurement techniques
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Conservation Education Teachers' Guide for Eburu Secondary Schools
Geography
FORM FOUR
TOPIC: ENERGY
Specific Objectives:
By the end of the lesson, the learner should be able to:
i) Define the term energy
ii) Identify and explain sources and types of energy within the
Mau Eburu ecosystem
iii) Explain the development of hydroelectric power projects in the
Mau Forests complex, to which Eburu is part, e.g. Sondu
Miriu HEP
iv) Identify and locate HEP projects within the Mau Forests
Complex
v) Explain the significance of energy within Mau Eburu forest
vi) Define energy crisis in respect to Mau Eburu forest
vii) Explain the impact of energy crisis within Mau Eburu forest
viii) Identify causes of energy crisis within the Mau Eburu forest
and their possible solutions
Contents/Teachers' Notes:
i) Energy is power
ii) Sources of energy and forms:
a) Renewable sources of energy
 Solar energy from the sun
 Wind energy derived from air motion
 Hydroelectric and geothermal power energy derived
from flowing and steam water
 Wood fuel burning of wood to produce fuel
b) Non- renewable sources of energy
 Petroleum
 Coal
iii) Importance of energy
a) Some factories e.g. tea factories use fuel to dry the tea
b) Used in running machines (HEP)
c) Sources of light
d) Sources of heat
e) Geothermal power
f) Industrial Use
iv) Energy crisis
This is a situation where the energy demand exceeds the
supply in the market
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Conservation Education Teachers' Guide for Eburu Secondary Schools
v)
Causes of energy crisis within the Mau Eburu area
 Higher demand for power than supply
 High population growth rate
 High cost of non-renewable fuel e.g. kerosene
 Global political instability
 Inadequate laws and regulation in the management of
energy
vi) Management and conservation of energy
 Use of energy-saving stoves
 Use of renewable energy e.g. solar, biogas and windmill
 Encourage tree planting
 Building local capacity in management of energy
Teaching/Learning Activities:
i) Guide the class in identifying types of energy within Mau
Eburu
ii) A visit to a power plant e.g. Eburu geothermal, Tenwek
(H.E.P)
iii) Construct energy saving jikos, briquettes and biogas in
schools
iv) Holding symposiums/field days in schools on energy saving
technology within the Mau Eburu community
v) Encourage participatory learning such as essay writings,
composition, debates, etc.
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Conservation Education Teachers' Guide for Eburu Secondary Schools
References
S. NO. PUBLISHER
1.
Oxford University Press
2.
Kenya Literature Bureau
3.
Longhorn (K) Ltd
4.
5.
Focus Publications
East African Educational
Publishers
Moran (EA) Publishers
6.
FORM ONE GEOGRAPHY
TITLE
AUTHOR (S)
Certificate Geography Pupils
Book 1
Secondary Geography Form 1 - 3rd Edition
Teacher's Guide
Robert Karuga, Paul Kibuka
Comprehensive Secondary Geography
Form 1 Teachers Guide
Focus on Geography 1 Teacher's Guide
School Certificate Geography 1
Teachers Guide
Moran Secondary Geography Teacher’s
Guide
Napoleon K. Wasyombwii, Tom, Odhiambo
Mboya, Nancy Kihwaga, Philip Lumwamu,
Maurice Saka, Simon K. Wambugu
Phyllis Akivaga, Fred Omwoyo
Timothy Mandila, Dinda Jakanyakwaka
Monicah N. Kimei, Lynette Khabongo
Ferdinanda Gachangi
FORM TWO GEOGRAPHY
1.
Oxford University Press
Certificate Geography Form 2
Teacher's Guide
Secondary Geography Form 2
Book - 3rd Edition
2.
Kenya Literature Bureau
3.
Moran (EA) Publishers
4.
5.
Longman (K) Ltd
Longhorn Kenya Publishers
6.
Focus Publishers
1.
Oxford University Press
2.
Moran (EA) Publishers
3.
Longhorn (K) Ltd
4.
5.
Focus Publishers
Kenya Literature Bureau
6.
East African Educational
Publishers
School Certificate Geography 3
Guide
1.
Oxford University Press
Certificate Geography 4
Teacher's Guide
Moran Secondary Geography Form 2
Teacher’s Guide
Explore Geography Form 2 Teacher’s Guide
Comprehensive Secondary Geography 2
Teacher’s Guide
Focus on Geography 2 Teacher’s Guide
Robert Karuga, Paul Kibuuka
Napoleon Wasyombwii, Tom Odhiambo,
Nancy Kihwaga, Phillip Lumwamu, Maurice
Saka, Simon K. Wambugu
Cecillia Kairu, Ferdinanda Gachangi
Leonard Kisovi, John K. Musingi
Phylis Akivaga, Fred Omwoyo
Timothy Mandila, Dinda Janyakwaka
FORM THREE GEOGRAPHY
Certificate Geography Book 3
Teacher’s Guide
Moran Geography Book 3
Comprehensive Secondary Geography 3
Teacher’s Guide
Focus on Geography 3 Teacher's Guide
Secondary Geography Book 3
Teacher’s Guide
Paul Kibuka, Robert Karuga
Stephen Wambugu, Nancy Kihwaga,
Ferdomamda Gacjamgo
Winfred Williams, Julia Mumu
Timothy Mandila, Dinda Jakanyakwaka
Enos Oyaya, Michael Ogagul, Philip
Lumwamu, Maurice Saka, Tom Odhiambo,
Napoleon K. Wasyombwii
Monicah N. Kimei, Lynett Khabongo
FORM FOUR GEOGRAPHY
Paul Kibuuka, Robert Karuga
Page 21
Conservation Education Teachers' Guide for Eburu Secondary Schools
FORM FOUR GEOGRAPHY
S. NO. PUBLISHER
TITLE
AUTHOR (S)
2.
Longhorn Kenya Publishers
Comprehensive Secondary Geography 4
Winfred Williams, Julia Mumu
3.
Jomo Kenyatta Foundations
Foundation Geography 4
4.
5.
Kenya Literature Bureau
Moran (EA) Publishers
Secondary Geography 4 Teacher’s Guide
Moran Secondary Geography 4
Teachers Guide
Napoleon K Wasyombwii, Maurice
W. Saka, Tom O. Mboya
Fred Omwoyo, Leonard Kisovi
Stephen Wambugu, Nancy Kihwaga,
Ferdinanda Gachangi
1.
Oxford University Press
2.
Kenya Literature Bureau
Comprehensive Secondary Biology Book 3
Teacher's Guide
Secondary Biology Book 3
3.
Longhorn (K) Ltd
4.
5.
Longman (K) Ltd
East African Educational
Publishers
Jomo Kenyatta Foundation
BIOLOGY FORM THREE
6.
Anastasia Maina, Joy kelemba
James M. Ikinya, James Kiura, Shadrack
Mungania, Rosebella Jerotich, Onyango
Tumbo, Basil Lihanda, Gladys B. Okumu
Harun Mwaura, Dr C.N. Njoroge, J. Akatsa
Longhorn Secondary Biology 3
Teacher’s Guide
Longman Explore Biology 3 Teacher’s Guide Josephine Kadasia, James Ngulu
Certificate Biology 3 Teacher’s Guide
Lina Sequeira
Foundation Biology 3 Teacher’s Guide
Stephen Luseno, Margaret Ndwiga
AGRICULTURE FORM ONE
1.
2.
East African Educational
Publishers
Kenya Literature Bureau
3.
Phoenix Publishers
4.
Longhorn Kenya Publishers
5.
Jomo Kenyatta Foundation
6.
Moran (EA) Publishers
Publishers
1.
Jomo Kenyatta Foundation
2.
Kenya Literature Bureau
3.
Longman (K) Ltd
Certificate Agriculture Book 1
Teacher’s Guide
Secondary Agriculture Form 1, 3rd Edition
Teacher’s Guide
MK Secondary Agriculture Form 1
Teacher’s Guide
Longhorn Secondary Agriculture
Teacher’s Guide
Foundation Agriculture 1
Teacher’s Guide
Moran Secondary Agriculture 1
Teacher’s Guide
Jacob O. K'onyango, Aggrey Nyanjom
Raphael Kahuria, Mical Otieno, Anne Wachira,
Daniel G. Njagi, Charles Muggah, S.M. Mwariri
Kintu Kenneth, Arinaanye Moses, Muwanga
Lwanga Charles, Amolo Charles Omoding,
Kikomeko Richard
Daniel Cheruiyot, Joseph Gachangua
Bennard Ndalalu, Patrick Waithaka,
Patrick Munyao, Julius Mumina
Anne Wachira, Albert Munane, Charles Mugga
AGRICULTURE FORM THREE
Page 22
Foundation Agriculture Book3
Teacher's Guide
Secondary Agriculture book 3
Teacher's Guide
Explore Agriculture Form 3
Teacher’s Guide
Patrick Munyao, Benard Ndalalu,
Patrick Waithaka, Julius Mumina
Anne Wachira, Daniel G Njagi, Charles Mugah,
James K. Imonye, Mical Otieno
Njogu J. Kamau, Ruth Oyoko,
Solomon M. Mwangi
Conservation Education Teachers' Guide for Eburu Secondary Schools
AGRICULTURE FORM THREE
S. NO. PUBLISHER
4.
5.
East African Educational
Publishers
Longhorn Kenya Publishers
6.
Moran (ES) Kenya Publishers
1.
Longhorn Kenya Publishers
2.
Moran (EA) Publishers
3.
Longman Kenya
4.
East African Educational
5.
Jomo Kenyatta Foundation
6.
Kenya Literature Bureau
TITLE
AUTHOR (S)
Certificate Agriculture 3
Teacher’s Guide
Longhorn Secondary Agriculture 3
Teacher’s Guide
Moran Secondary Agriculture 3
Teacher’s Guide
Jacob Konyango, Aggrey Nyanjom
Peter Sigei, Julius Mailu, Daniel Cheruiyot
Anne Wachira, Albert Munane, Charles Mugga
AGRICULTURE FORM FOUR
Longhorn Secondary Agriculture 4
Teacher’s Guide
Moran Secondary Agriculture 4
Teacher’s Guide
Longman Explore Agriculture 4
Teacher’s Guide
Certificate Agriculture 4
Teacher’s Guide
Foundation Agriculture 4
Teacher’s Guide
Secondary Agriculture 4
Teacher’s Guide
David Mwangi, Julius Mailu
Ann Wachira, Albert Munane, Charles Mugga
Ruth Oyoko, Solomon Mwangi, Kamau Njogu
Jacob Konyango, Aggrey Nyanjom
Bernard Ndalalu, Patrick Waithaka,
Patrick Munyao, Julius Mumina
Anne Wachira, Daniel G Njagi, Charles Mugga,
James Imonye, Mical Otieno
Page 23
Conservation Education Teachers' Guide for Eburu Secondary Schools
Teaching Tools
SUBJECT
TOPIC / SUB-TOPIC
QUALITATIVE DESCRIPTION
SOURCE
GEOGRAPHY
ENVIRONMENT
Brochure on Socio-Economic
Benefits of the Mau Forests Complex
Posters on Illegal Logging, Charcoal
Burning and Forest Fires/Encroachment
Water Towers Agency, Kenya Forest Service
Brochures on Environmental
Conservation
WEATHER & CLIMATE
CHANGE
FIELD WORK
VEGETATION
FOREST AND
FORESTRY
ENERGY
WILDLIFE & TOURISM
Various Weather and Climatic Charts
A chart on the Factors Affecting
Climatic Conditions
Poster on Effects of Climate Change
on Human Activities
Poster and Brochure on the
Vegetation Types in the Mau Forests
Complex
Booklet on the Importance of various
Vegetation Types
Brochure on Establishing a Tree Nursery
Poster on the Effects of Forest
Destruction
Posters on Energy-Saving jikos,
Briquettes and Biogas
Poster/Picture on Energy Production
Centre ie Hydro-Power Station
Poster on Bird-Feeding
Tables and Bird Baths
Brochure on Kenya’s Wildlife as a
Tourism Attraction Assets
MANAGEMENT AND
Poster on Management and
CONSERVATION OF THE Conservation of Environment
ENVIRONMENT
Page 24
Water Towers Agency, Kenya Forest Service,
World Wide Fund for Nature, Green Belt
Movement
National Environmental Management
Authority, Ministry of Environment, Water &
Natural Resources, Kenya Forest Service
Kenya Meteorological Department
Kenya Meteorological Department
Ministry of Environment, Water & Natural,
Climate Change Network
Nature Kenya
Nature Kenya
Kenya Forest Service, Kenya Forestry
Research Institute
Green Belt Movement, Ministry of
Environment, Water & Natural Resources
Kenya Forest Service, Kenya Forestry
Research Institute
KenGen, KPLC, Geothermal Power
Development Corporation, Tenwek Hospital
Power Project
Nature Kenya, Kenya Wildlife Service
Wildlife Clubs of Kenya,
Kenya Wildlife Service
National Environmental Management
Authority, Ministry of Environment, Water &
Natural Resources
Conservation Education Teachers' Guide for Eburu Secondary Schools
Teaching Tools
SUBJECT
TOPIC / SUB-TOPIC
AGRICULTURE WATER SUPPLY
FARMING
BIOLOGY
ECOLOGY
QUALITATIVE DESCRIPTION
SOURCE
Poster on Hydrological Cycle
Water Resources Management Authority,
National Environmental Management
Authority
Poster on Water Harvesting and Storage Water Resources Management Authority
Model
Brochure and Poster on Water
Water Resources Management Authority
Resources Management
Organizational Brochures of Water
Water Resources Management Authority
Resources Management Authority
and Water Resource Users Associations
within Eburu
Poster and Brochure on Causes and
World Vision, Water Resources Management
Effects of Water Conflicts & Insecurity
Authority
Poster and Brochure on Methods
Kenya Pipeline and Water Conservation
and Processes of Water Treatment
Corporation
Poster on a Model Farm, Commercial
Ministry of Agriculture & Livestock
and Small Scale
Poster on Human - Wildlife Conflict
Kenya Wildlife Service, World Wide Fund for
Nature, East African Wildlife Society
Page 25
Conservation Education Teachers' Guide for Eburu Secondary Schools
RHINO ARK MAU EBURU FENCE
Fence will be 50 Km long when completed
Funding for this project
supported by:
FOUNDATION
Page 26