Conservation Education Curriculum for Eburu Secondary Schools
Conservation Education Curriculum
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: 978-9966-1756-2-5
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 Curriculum for Eburu Secondary Schools
Contents
Foreword
- ............................................................
iii
Acknowledgment - ............................................................
iv
Geography
- Form One
- Environment .......................................
Geography
- Form Two
- Weather and Climate .........................
Geography
8
- Form Four
Wildlife and Tourism ..........................
Geography
7
- Form Four
Energy ................................................
Geography
5
- Form Three
Agriculture .........................................
Geography
4
- Form Two
- Forest and Forestry ............................
Geography
3
- Form Two
- Vegetation ..........................................
Geography
2
- Form Two
- Field Work ..........................................
Geography
1
9
- Form Four
Management and Conservation of
the Environment ................................
Biology
- Form Three
Ecology ..............................................
Agriculture
10
11
- Form One
Water Supply ......................................
12
References
- ............................................................
13
Teaching Tools
- ............................................................
16
Rhino Ark Mau Eburu Fence ...............................................
18
Page ii
Conservation Education Curriculum 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 Curriculum 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 school children, 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
Page iv
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM ONE
TOPIC: ENVIRONMENT
Specific Objectives:
By the end of the topic 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 Eburu ecosystem
iv) Explain the importance of studying the Eburu ecosystem
v) Identify environmental problems in the Eburu ecosystem
vi) Suggest possible intervention measures for environmental
problems in the Eburu ecosystem
Contents:
i) Meaning of environment
ii) Components of environment
iii) Interrelationship between the three components of
environment in the Eburu Forest
iv) Importance of environmental conservation in the Eburu
Forest
v) Environmental problems in the Eburu Forest and the
possible intervention measures
Suggested Activities:
i) Take a nature walk within the Eburu Forest
ii) Collecting newspaper cuttings on; illegal logging, charcoal
burning, farming, etc.
iii) Hold debates and symposiums on such topics as: “Eburu
forest should be cleared for human settlements”
iv) Taking/collecting photographs of illegal logging, charcoal
burning, etc. for exhibitions
v) Holding inter-school writing competitions on the
conservation of the Eburu Forest
vi) Inviting resource persons for an Environmental Conservation
talk from: NEMA, WCK, KFS, KEFRI, Rhino Ark, CFA, WTA,
KWS, etc.
vii) Mark World Environment Day in schools - Every 5th of June
Page 1
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: WEATHER AND CLIMATE
Specific Objectives:
By the end of the topic 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 Eburu Forest
iv) Interpret weather and climatic charts
v) Explain factors influencing climatic conditions in the Eburu
Forest
vi) Explain how climate affects human activities in the Eburu
Forest
vii) Define Aridity and desertification
viii) State causes of aridity and desertification in Eburu Forest
ix) Identify areas where aridity and desertification are a major
problem
x) State and explain ways of controlling aridity and
desertification in the Eburu Forest
Contents:
i) Weather: Meaning of weather, elements of weather and
their characteristics; Recording of weather conditions and
calculation of daily, monthly, annual rainfall and temperature
ii) Climate: Meaning of climate, factors influencing climate and
the effect of climate on human activities in the Eburu forest
iii) Meaning of aridity and desertification
iv) Causes, effects and possible solutions of aridity and
desertification
Suggested Activities:
i) Establish weather station
ii) Visit meteorological station
iii) Visit to ASAL areas
Page 2
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: FIELD WORK
Specific Objectives:
By the end of the topic 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 Eburu forest
Content:
i) Meaning and importance of field work
ii) Types of field work
iii) Field work procedures and problems likely to be encountered
during field study
iv) Field study on weather station within the Eburu Forest
v) Carry out a field study to identify energy sources
within Eburu Forest
vi) Carry out a field study on any aspect of degradation and
pollution in the Eburu Forest
Suggested Activities:
i) Environmental education tour to any biodiversity hot spot
such as a swamp within Eburu forest
ii) A visit to KFS station in the Eburu Forest
iii) Visit the school compound and profile different vegetation
types
iv) Study in detail any form of energy within the Eburu Forest
v) Participate in environmental conservation and management
activities
vi) Fill in questionnaires for submission to the subject teacher
Page 3
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: VEGETATION
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define vegetation
ii) Explain the factors influencing the distribution of vegetation
in Eburu Forest
iii) Explain the importance of various vegetation types in the
Eburu Forest
iv) Identify problems facing vegetation and possible
intervention measures in the Eburu Forest
Contents:
i) Meaning of vegetation
ii) Examples of vegetation in the Eburu Forest
iii) Identify different types of vegetation and their uses within
the local environment
iv) Factors influencing distribution of vegetation in the Eburu
Forest
v) Importance of vegetation in the Eburu Forest
vi) Problems associated with vegetation in the Eburu Forest and
their possible intervention measures
Suggested Activities:
i) Nature walk in the Eburu forest
ii) Labeling trees within the school compound with Eco codes
iii) Collecting and labeling of vegetation leaves
iv) Invitation of resource persons for a talk e.g. KFS, KEFRI,
NGO's, CFAs, Maasai Mara University, indigenous
conservation groups, etc.
v) A visit to a forest station; Londiani Forest college, KFS field
stations
vi) Organizing video shows on vegetation
Page 4
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM TWO
TOPIC: FOREST AND FORESTRY
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define forest and forestry
ii) Name types of forests around Eburu
iii) State and explain factors influencing forest distribution
within the Eburu ecosystem
iv) Explain the importance of forest resources within the Eburu
ecosystem
v) State the causes of forest destruction in Eburu
vi) Highlight various efforts which have been undertaken to
conserve the Eburu forest including the fencing of the forest
by Rhino Ark
vii) State the role of government agencies, non- governmental
organizations and other actors that are involved in
conservation of the Eburu Forest
viii) State the role of various community groups in the comanagement of the Eburu forest
Contents:
i) Meaning of forest and forestry
ii) Types of forests around Eburu
iii) Factors influencing forest distribution in the Eburu
ecosystem
iv) Importance of Eburu forest resources
v) Causes of forest destruction in the Eburu ecosystem
vi) Efforts by various actors to conserve forests in the Eburu
ecosystem
vii) Role of government agencies, non- governmental
organizations and other actors involved in conservation work
around Eburu
viii) Role of various community groups in the management of
the Eburu forest e.g. women groups, youth groups, CBOs,
elders councils and many more
Page 5
Conservation Education Curriculum for Eburu Secondary Schools
Suggested Activities:
i) Establishment of tree nurseries and woodlots in the
school
ii) Visit to Eburu Forest station
iii) Visit to Tim Sales in Elburgon or any other commercial
logger
iv) Participate in school tree planting days or in the World
Forest Day
v) Holding inter- schools clubs competition on Forestry i.e.
drama, poems, Arts, topical songs and many more
vi) Inviting resource persons from; KFS, Rhino Ark, KEFRI,
CFAs, NGOs, Maasai Mara University, among others to
give talks on topical subjects
Page 6
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM: THREE
TOPIC: AGRICULTURE
Specific Objectives:
By the end of the topic, the learner should be able to:
i) Define agriculture
ii) Note that there is no farming permitted within natural
(indigenous forest) which is intact
iii) Define land reclamation and rehabilitation
iv) Identify some rehabilitation activities that the government of
Kenya and non-governmental organizations have undertaken
around Eburu forest
v) Identify problems facing agricultural activities in the Eburu
area and their intervention measures
Content:
i) Meaning of agriculture
ii) Types of agricultural activities in the Eburu area, e.g.
farming, agro-forestry, poultry, bee keeping
iii) Factors influencing agricultural activities in the area
iv) Land reclamation and rehabilitation
v) Rehabilitation so far undertaken by the government of Kenya
to restore the Eburu forest reserve
vi) Problems associated with agricultural activities in the Eburu
forest and their possible interventions.
Suggested Activities:
i) A visit to a model farm within the Eburu ecosystem
ii) Developing a kitchen garden in school
iii) A visit to rehabilitated areas of Eburu forest
Page 7
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM FOUR
TOPIC: ENERGY
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define energy
ii) Identify and discuss sources and forms of energy within the
Eburu forest
iii) Explain the importance of energy within the Eburu forest
iv) Define energy crisis within the Eburu forest
v) Identify causes of the energy crisis within the Eburu forest
and possible solutions
Contents:
i) Meaning of energy
ii) Sources and forms (renewable and non-renewable) of
energy
iii) Importance of energy
iv) energy crisis
v) Causes of energy crisis
vi) Management and conservation of energy
Suggested Activities:
i) A visit to an energy production centre or institution e.g.
Eburu Geothermal
ii) Construct energy-saving jikos, briquettes and biogas in
schools
iii) Holding symposiums/ field days in schools on energysaving technology within the Eburu community
Page 8
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM FOUR
TOPIC: WILDLIFE AND TOURISM
Specific Objectives:
By the end of the topic the learners should be able to:
i) Define Wildlife and Tourism
ii) Identify tourist attraction sites within or dependent on the
Eburu forest
iii) Explain the importance of tourism and wildlife industry in
Eburu ecosystem
iv) State and explain problems associated with Wildlife and
Tourism within Mau Eburu
v) Explain possible intervention measures to curb problems
associated with wildlife and tourism industry
Contents:
i)
ii)
iii)
iv)
v)
Meaning of wildlife and tourism
Tourism attraction sites
Importance of tourism and wildlife
Problems associated with tourism and wildlife
Possible interventions to problems
Suggested Activities:
i) A visit to Lake Naivasha, Hell’s Gate, Mt. Longonot, and
conservancies around Eburu
ii) Invite Resource Persons from WCK, KWS, MMU, WWF,
among others
iii) Organize inter-school/clubs competitions on tourism and
wildlife
iv) Organize students' awareness activities and events on wildlife
activities such as KWS wheelbarrow races at the school level
Page 9
Conservation Education Curriculum for Eburu Secondary Schools
Geography
FORM: FOUR
TOPIC: MANAGEMENT AND CONSERVATION OF THE
ENVIRONMENT
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define environmental conservation and management
ii) Explain the importance of conservation and management of
the environment around Eburu
iii) Identify environmental hazards and mitigation in the Eburu
forest
iv) Identify and explain the roles played by government
agencies, non-governmental organizations and other actors
in environmental conservation and management around
Eburu
Contents:
i) Meaning of Environmental conservation and Management
ii) Importance of Environment conservation and Management
in Eburu
iii) Environmental hazards in the Eburu forest and mitigation
measures
iv) Role of government agencies, non-governmental
organizations and other actors in environmental conservation
and management
Suggested Activities:
i) Organize clean-up activities in schools and
neighborhoods
ii) Organize debates, drama, symposium, rallies, among
others on environmental conservation and management
iii) Organize visits to places that are well/poorly managed and
conserved such as quarry sites, national parks, botanical
gardens
iv) Invite resource persons from relevant state and non-state
actors to talk about environmental conservation and
management such as KFS, KWS, NEMA, Indigenous
conservation groups
v) Have demonstration activities on management and
conservation of the environment such as construction of
gabions or terraces in school demonstration farms
vi) Mark World Environment Day in schools - Every 5th of
June
Page 10
Conservation Education Curriculum for Eburu Secondary Schools
Biology
FORM: THREE
TOPIC: ECOLOGY
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define the concepts of Ecology
ii) Identify abiotic and biotic factors in the Eburu ecosystem
iii) Describe energy flow in the Eburu ecosystem
iv) Explain different methods used in determining population of
wildlife within Eburu Forest and its environs
v) Identify and explain causes of human-wildlife conflicts
vi) Explain possible interventions to curb human-wildlife
conflicts
Contents:
i) Concepts of ecology: habitat, niche, population, community,
biomass, and ecosystem, among others
ii) Factors in Eburu ecosystem: abiotic and biotic
iii) Energy flow in Eburu ecosystem
iv) Population estimation methods in Eburu and its environs
v) Causes of human-wildlife conflicts
vi) Possible interventions to curb human-wildlife conflicts
Suggested Activities:
i) Organize role play in food chain
ii) Drawing of a food chain, food webs and food pyramids
iii) Visit to a national park or reserve or a community
adjacent to these areas to learn more about humanwildlife conflict such as wildlife feeding habits, humanwildlife conflict causes and interventions including Rhino
Ark's fencing project
Page 11
Conservation Education Curriculum for Eburu Secondary Schools
Agriculture
FORM ONE
TOPIC: WATER SUPPLY
Specific Objectives:
By the end of the topic the learner should be able to:
i) Define water supply
ii) Describe the hydrological cycle
iii) Identify sources of water in Eburu
iv) Describe methods of water harvesting and storage at
catchment level, homes and in schools
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 in
Eburu
viii) State and explain the roles of various water resource
management institutions in the Eburu ecosystem: WRUAs,
WRMA, among others
Contents:
i) Meaning of water supply
ii) Hydrological cycle
iii) Sources of water in Eburu - river, rain water, springs, roof
catchment
iv) Harvesting and storage of water
v) Causes of water pollution and control
vi) Methods and processes of water treatment
vii) Conflict on water supply and insecurity
viii) Water resources management efforts by various actors
including WRUAs, CFAs, etc.
ix) State the roles of various water resource management
institutions in the Eburu: WRUAs and WRMA
Suggested Activities:
i) A visit to a water treatment plant
ii) A visit to a farm cultivated along a river bank
iii) Organize debate, drama, etc., on water conservation
nd
iv) Mark World Water Day in schools which is on every 22
March
v) Invite resource persons on water conservation e.g. WRUA,
WRMA,NEMA among others
vi) Invite resource persons on water resource conflicts
resolutions and management
Page 12
Conservation Education Curriculum 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 13
Conservation Education Curriculum 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 Foundation
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
FORM THREE BIOLOGY
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
FORM ONE AGRICULTURE
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
FORM THREE AGRICULTURE
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
Page 14
Conservation Education Curriculum for Eburu Secondary Schools
FORM THREE AGRICULTURE
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
FORM FOUR AGRICULTURE
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 Nyanom
Bernard Ndalalu, Patrick Waithaka,
Patrick Munyao, Julius Mumina
Anne Wachira, Daniel G Njagi, Charles Mugga,
James Imonye, Mical Otieno
Page 15
Conservation Education Curriculum 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
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
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Conservation Education Curriculum 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 17
Conservation Education Curriculum for Eburu Secondary Schools
RHINO ARK MAU EBURU FENCE
Fence will be 50 Km long when completed
Funding for this project
supported by:
FOUNDATION
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