7-Geography-Overview Sheet - First Term

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 1 | T E A C H First Term Topic/Unit Orientation Duration 1 week No of Lessons 2 Lessons Text Book Pages none PBL Title (if any) Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment By the end of this orientation week students will be able to; • recognize each other • communicate and bond with each other • realize the importance of coordination and cooperation • break the ice between teachers and fellow students • engage in different activities Play a global game of treasure hunt: Teacher will make slips of country names and right its latitude and longitude under that name. Students will be given 2 min each to pick one chit and locate it on the map. The one who finds the most locations will win. Brain Break activity (Reach your house): Teacher will show the map and give 30 seconds to look at it. Students will be asked to reach their homes by looking at the mirror image (without picking up the pencil). The name game: Teacher will ask the students to tell a country name starting with their name’s last letter and second will name other country with the last letter of the 1st country and so on. For example: Pakistan, New Zealand, Denmark, Etc. Approximate the boundaries: Teacher will show them a map for 1 minute and then give them a map without boundaries to let them recall and draw the boundaries. Map your school: Teacher will have a few play card style pins to pin on the platform with school’s blue print style map. Students will be asked to pick all the pins and place them all on the board in 1 minute by recalling it from their memory. For example: 7A, 8B, principal office, library Etc. This will enhance their skills of observing the infrastructure along with mapping the exact locations. Brain Break activity (CTMW-PAN): Teacher will ask the students to Teaching resource/s: A map with pin board pins and slips of country names with latitude/longitude locations. Mirror, a road map, pencils A map with boundaries, and same map without boundaries. Stop watch (to note time) A wooden board as a platform with school blue print style sketch and chits on pins Students will be assessed through their ability to achieve objectives by Performances in different activities.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 2 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment separate a paper into columns with the titles: Country, Town, Mountain, Water, Plant, Animal, Name. Then the teacher recites the alphabet in his/her mind and the students say stop. The teacher says the letter he/she arrived at when the students said stop. Then they start writing on the paper names of the respective with that letter. For example, teacher arrived at the letter M they should write stuff starting with M: Morocco, Multan, Mont blanc, Mediterranean Sea, Musk, Monkey, Mariam. When someone finishes, they would say stop to the others. The student with most points will get a stamp as a reward. (This will encourage them to have a hobby of stamp collection and know other countries as well). Identify the country: Teacher will ask the students to have a puzzle quiz and students will guess the country. For example: Donald trump, FBI, 50 states, capital city Washington D.C., land boarders with Canada and Mexico. Brain Break - Blink: Students will try to blink one eye while snapping on the opposite side's hand 15 times in a row. Alternate eyes. (In other words, blink left eye while simultaneously snapping with right hand and then blinking right eye while snapping with left hand.) Challenge: Hopping with the opposite foot can be substituted for snapping or ADDED for an additional challenge. Geographical ABCD: Teacher will ask the students to tell a term they study in geography and clap after each word and say the next letter and clap again. For example; A (clap) Antarctic ocean (clap), B (clap) boundaries (clap), C (clap) climate (clap), D (clap) dams, and so on. (The clapping time will give them some time to think of a term). The one who Postage Stamps of different countries, blank sheets, extra pens, internet access to confirm the answers. A list of facts about different countries. ICT Integration - Virtual tour on Google Earth Tablet/ laptop, screen (optional), active internet connection, google earth application (https://play.google.com/st ore/apps/details?id=com.g oogle.earth&hl=en) or website (https://earth.google.com/ web/@33.09143719,- 63.33098743,9849.111758 39a,63160148.82894516d, 35y,304.09199162h,0t,0r)

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 3 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment says more words in 1 min will win. (Repetition of word won’t be allowed). ICT Integration - Virtual tour on Google Earth: Teacher will allow students to travel anywhere in the world on “Google Earth” on a tablet or laptop and let them have a visual experience of the geographical features of the earth. (Optional: The device can be linked with a bigger screen to let everyone see where one is visiting and exploring). Teacher will ask a few questions: • Why did you choose “that” place? • What did you find more interesting in “that” place? • Would you like to travel there in real life? Find school in Google Earth map: Teacher will give the students a printout of step by step procedure to locate their school on google earth. Students will be asked to find one more coordinate without looking at the written steps from the list of coordinates. 22 57 6 S 43 12 37 W ---- Rio de Janeiro, Brazil 27 59 16 N 86 55 31 E ---- Mount Everest, China-Nepal Border 25 20 42 S 131 01 57 E ---- Uluru, Australia 48 51 29 N 2 17 40 E ---- The Eiffel Tower Etc. Brain Break - Would You Rather: This is a great “get to know you”, or pre-test of content Everyone starts standing. Students can decide (or teacher chooses) how or where students will move after each question. Student or teacher asks a question, usually silly, and designates a spot in the room for each option. (Ex. Would you rather be superhero or be a villain? Superhero stands by the door, villain stands by the windows.) Printout of step-by-step procedure of locating school, coordinates of school’s location. List of coordinates of a few famous places of the world. Video Watch - Audio Visual Learning – Natural Disaster (https://www.youtube.co m/watch?v=HaEmIakO7f 4). Resources for Teacher: To understand how google earth works • https://www.googl e.com/earth/educa tion/ • https://storage.goo gleapis.com/gwebearth/education/p df/ClassroomActivi ty_GetStartedEarth _EN.pdf

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 4 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Video Watch - Audio Visual Learning – Natural Disaster: A room will be designated and pre-setup for the theater (to save time), with multimedia projector. A short-animated movie on natural disasters (22 minutes, 3 min for each disaster) will be played. Students will learn through fun and remember it for a longer span of time. Recommendation- Virtual Learning Environment: Teachers shall share all student’s ICT Integrated students work on Virtual Learning Environment (VLE) platform to share it with parents. Parents to be invited in school to share students work. Whiteboard Capture – Using a smartphone, take photographs of the whiteboard at the end of the day and post them to VLE (labeled by date) for easy student/parent reference. Virtual Learning Environment Teaching resource/s Virtual Learning Environment (VLE) https://classroom.google.c om/ Resource for teachers Google Classroom video tutorials www.youtube.com/teacho nlinepk

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 5 | T E A C H First Term Topic/Unit Chapter 1: Internal structure of the earth Duration 1 week No of Lessons 2 Lessons Text Book Pages 1 to 5 PBL Title (if any) Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment By the end of this lesson students will be able to: • explain how scientists gather information about the internal structure of the earth • characterize the crust and mantle of the earth • explain heat distribution in the mantle • explain the characteristics of the core • have a deeper understanding of the planet they live Unit 1.1: Interior of the Earth. Brainstorming: Teacher will ask the following questions: 1. Who has seen and eaten a boiled egg, raise your hands? 2. What does an unpeeled boiled egg look like? 3. (Teacher will peel a hard-boiled egg in front of class then cut 1/4th of the egg slice vertically) Can you see the layers inside the egg, which were hidden before? Teacher will take responses and then announce the topic, relating the egg as the layers of earth. Video Watch – Layers of Earth: Teacher will play a few minutes YouTube video on the multimedia projector and then ask students to summarize their understanding in their own words.[1] Presentation (peer coordination): Teacher will give a review make small groups and provide handouts, to students to read and make a 3-minute presentation on the given topic. For example: Laboratory Experiments on Rocks and Minerals Measuring Seismic Waves Magnetic and Gravitational Evidence, etc. from the given Link [2] Power Point Presentation: Teacher will introduce class to Jules Vernes “Journey to the center of the earth” with the help of power point Teaching resource/s: Video Watch – Layers of Earth Multimedia projector https://www.youtube.com /watch?v=WjXSCumeqxo or https://www.youtube.com /watch?v=faXNNHcyXXk Power Point Presentation with setup to display Students will be assessed through their ability to achieve objectives through • verbal response • Individual performances • Pair work • Group work • Whole class activity response. • Creative skills • Verbal presentation skills. • Power point presentation. • ICT Work • Role play

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 6 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment on presentation slides. Although very little about the interior of the earth was known then, there was tremendous interest to unravel the mystery. Discuss if it is possible to travel to the center of the earth and ask students for their opinions. • If it is not possible to travel into the earth, how do scientists know about the interior of the earth? • Explain how scientists, through the study of earthquakes, gather important information about the interior of the earth. • Explain how mining also contributes to the knowledge about the earth’s interior. Brain break - Pen Flipping: Teacher will ask students to take a pen and flip it ONE REVOLUTION with their dominant hand. If they master that, try the other hand. Got that down? Ask them to try two pens at once. ICT Integrated - Research Work: Teacher will provide a set of links with relevant information and students will investigate how scientists gather information about the internal structure of the earth. They will further identify the temperature of interior of the earth. Learners will research about the following: • Why do we need to study the internal structure of the earth? • How do scientists gather information about the Earth's interior? • How do scientists look inside the Earth and figure out what it is made up of? • How miners identify how deep they can dig? • Why is the interior of the Earth considered to be very hot? Students will present their work. Play dough, butter knife to cut it 1/4th and a rolling object to make smooth layers. To be shared in google classroom as homework https://courses.lumenlear ning.com/geophysical/cha pter/the-composition-andstructure-of-earth/ Dynamic Earth Interactive https://www.learner.org/s eries/interactive-dynamicearth/ performances • Written responses.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 7 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Brain break activity- Mental Math: Teacher will assign values to certain points, for example: Nose =1, Ear = 2, Eye = 3. In pairs, have students “create” math problems by touching a series of points while the other person mentally adds (or subtracts) the numbers given. For example, if I touch my nose, then my ear, then my nose again, my partner would give an answer of 4. Playdough Earth Project-Let’s build Earth: Teacher will ask the students if they ever wondered what was beneath their earth surface. Teacher will be gathering the responses and make a cloud map on the board. Now the teacher will ask them, why should they know about the internal structure of the earth? Teacher will divide the class into pairs and give them play dough. Teacher will take out the same-coloured play dough and demonstrate how to make a small yellow ball, then cover it with an orange layer of outer core layer, then red layer for mantle and brown layer for crust. On the outside layer teacher will add some random green and blue patches to show green land and oceans. Ball will be big enough to be visible from the backbenches. Teacher will demonstrate them that this is the earth we live on then cut a 1/4th portion of her ball and show them how it looks from inside. Teacher will one by one ask question from each student about particular layer, rest of the class with just raise thumbs up or thumbs down on correct or wrong responses respectively. Teacher will facilitate the process of learning Reading Activity: Teacher will number the class in 1 2 1 2 format and ask all odd numbered students to read one paragraph each and all the Video Watch - The Earth's crust: tectonic plate movement, volcanoes, tsunami, earthquakes https://www.youtube.com /watch?v=kAWEA0TAz6c KWL chart, bulletin board Video Watch - How does Earthquake happens? https://www.youtube.com /watch?v=RqqqSnaTfQo Volcano https://www.youtube.com /watch?v=lAmqsMQG3RM

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 8 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment even numbers will explain it. Until all the students have participated in it. Teacher will display a chart of the layers of the earth in the center (as shown on page 2, fig 1.1) and information of layers in the side clouds (ref: fig 1.2). Teacher will now ask the each pair to come on board and even numbers will read one cloud each and odd numbers will explain them. This will boost their confidence, bring them closer and also decrease the stage fear along with enhancing the explanation skills. Classwork: Teacher will ask the students to label Q1 in workbook (page 1) and answer the following questions: • Why do we need to study the internal structure of the earth? • How do scientists gather information about the Earth's interior? • How do scientists look inside the Earth and figure out what it is made up of? • How miners identify how deep they can dig? • Why is the interior of the Earth considered to be very hot? Homework - Research based assignment: Teacher will ask the students to search online to find why must some professionals need to know the internal structure of earth for their routine works? (for example, miners, geologist, volcanologists, metallurgist, etc.). They will choose one profession and prepare a role play for next class. Like, “I am a Chemical metallurgist. I focus on the extraction of metals. Metals are found in Earth’s crust. I conduct tests on ores and figure out the best method of extraction. I also test metals for signs of corrosion.” Etc. Brain Break - Brain Toss Across: Teacher will have students split into 1-3 Video Watch - Metamorphic Rocks - Inside our earth https://www.youtube.com /watch?v=g_RxRXnWd9o&l ist=PLwkByH6ZbLwJkVNpsu KwjG9rQNThr39ga&index= 10 Video Watch – What’s under the earth crust? https://www.youtube.com /watch?v=bRKkuqSn9nI ICT Integration - Quizlet https://quizlet.com/latest

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 9 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment groups (depending on size of class). Students will stand in a circle and toss a ball back and forth to other members of the circle. Ask content questions. The person receiving the ball must answer the question. Flipped classroom method: Teacher will share a description link [3] in google classroom for next class’s topic and ask them to read the content and watch the video and prepare a chart presentation for the next class. DIY Project: Teacher will ask the students to search for ideas and make earth’s internal structure by reusing recycled/old stuff. Also prepare a short presentation of 3 min to explain what happens in each layer. Flask, red food color, hot water, vinegar, a bowl with bigger base than the flask. Printouts/worksheets Physical models of earth’s mantle Dart board and pins Box and cards with information about different layers of Earth. An orange /grape fruit

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 10 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 1.2 Crust: Brain Storming: Teacher will ask the students the following questions: • Who likes fruits? • Why do some fruits have outer surface which we peel off like mangoes or bananas? • Teacher will show an orange/grapefruit and ask, will it affect the inside of fruit if I make some scratches on the skin? • When you hear the word “crust,” what do you think about? Pizza crust? Pie crust? Crust of bread? Well, did you know that the planet Earth has a crust too? That’s right! Peeling the Fruit Activity: Teacher will take responses of the students (after each question) then teacher will peel the fruit to show that the earth’s crust is just a thin layer compared to the other layers. Teacher will demonstrate that the crust is not a continuous layer but broken into pieces by drawing a few lines on the skin. Then he/she will describe the characteristics of the crust. Teacher will encourage interaction and facilitate the process of learning throughout the activity. Brain Break - Mime Yourself: Teacher will have students get into pairs and without talking, mirror each other’s actions. Specify who will be the leader to start, and tell students that without talking they should switch back and forth as to who has the lead. Pie Chart Activity: Teacher will ask the students to draw what they think is on the crust. After responding to their drawings, teacher will display a chart as mentioned in link in resource column (both the pictures on it). Teacher will brief about the types of crust and ask the students if they could read the pie chart. Teacher will ask a few students to explain what Flash cards Handouts (1 page info about one topic in each handout) for think pair share activity. EQ graphic organizer: http://e3t.org/e3t-lessondesign/big-ideasessentialquestion/ Volcanic eruption: https://youtu.be/9b_gltKtE RY

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 11 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment they understand by looking at the chart. Teacher will demonstrate the pie chart with the help of a paper plate and same lines drew on it. Teacher will encourage interaction and facilitate the process of learning throughout the activity. Video Watch - The Earth's crust: tectonic plate movement, volcanoes, tsunami, earthquakes: Teacher will play the video [5] in the classroom and after responding to their queries, teacher will ask them a few quick questions to check their understanding. For example: • How many types of crust are there? • How mountains are formed? • What are tectonic plates? • What is the continental drift theory? • Why volcanoes erupt? • How earthquakes come? • What causes a tsunami in the sea? Etc. Teacher will encourage interaction and facilitate the process of learning throughout the activity. Brain Break- Take a Thumb and Pinkie: Teacher will as the students to take their left hand and have their fingers in and thumb up. Then take their right hand and put all the fingers in except the pinkie. So, in other words, their left thumb will be up and right pinkie will be out. Teacher will ask them to switch the roles of their hands and try doing it faster. ICT Integration – Dynamic Earth Interactive: Teacher will use link and change the pages to demonstrate the topic. They will be given 10 Video Watch - What would a journey to the earth core like? https://www.youtube.com /watch?v=3FoSAHk7DMA Cinema tickets/ projector and screen Resources for Teacher Teacher can find details https://sciencing.com/thre e-between-upper-lowermantle-8516951.html

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 12 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment minutes to review the topic and later on after answering the queries, teacher will give them time to answer the aforementioned questions on the computers. (Test is already prepared in “test skills” in the same link and results can be printed as well). KWL CHART: Teacher will divide students in small groups and let them brainstorm; • “What do you know (and wonder) about earthquakes and volcanoes and their causes?” Teacher will have students print ideas on large papers for ease of sharing and posting on the bulletin board. Ideas will be shared with the whole class and recorded in a large KWL chart on the bulletin board. (The “L” column will be used later). • What would it be like to be in an earthquake? Look like? Sound like? Feel like? Video Watch - How does Earthquake happens? And Volcano: Teacher will show videos then have students create a journal entry comparing conditions after an earthquake and volcanic eruption. Teacher will encourage interaction and facilitate the process of learning throughout the activity. Brain Break- Laugh off the Tension: Teacher will tell the students to start by simply saying, “Ha, ha, ha.” and keep repeating it, until they are really laughing. A few minutes of a good belly laugh help to get rid of tension, relax a lot of involuntary muscles and increase blood circulation. Field Trip to Mountains: Teacher will take students on a field trip to mountains where they can collect different types of rocks and soils. This How to Guide – Think – Pair – Share http://www.readingrocket s.org/strategies/think-pairshare For playdough fun activity https://www.pinterest.co m/pin/1454522629414541 91/ For cloud diagram chart https://www.edrawsoft.co m/templates/pdf/clouddiagram.pdf

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 13 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment will give them a clear understanding that metals/minerals present in the soil gives them different colors. Teacher will tell them how these mountains would have emerged on the surface of earth’s crust. Students will be asked to make a word bank of things they observe on the surface of the earth. Their observations will be reasoned later, like plateau is plane, sea is below etc. (This can be given in home assignment to make “wordle” out of the word bank they made). Teacher will encourage interaction and facilitate the process of learning throughout the activity. Homework - Wordle: Teacher will ask students to think of the things found on the earth crust and create a word bank and organize them in a wordle. Classwork: Teacher will ask students to answer the following questions in the exercise copies: • Explain the cause of Earth quake? • Describe the characteristics of crust. • How thick is the earth’s crust? • State the continental drift theory. • Differentiate between continental plate and ocean plate. Mineral percentage by Mass https://www.researchgate. net/figure/Mineralpercentage-by-mass-inthe-Earthscrust_fig4_317649708 And https://www.researchgate. net/figure/The-layers-ofthe-Earth-include-therigid-crust-of-thelithosphere-which-isconstantly_fig1_31764970 8 on the chart and pie chart on paper plate as well.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 14 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 1.3: Mantle Brain Storming: Teacher will ask the students; 1. What will happen if we start digging the earth? Will I reach the other side of the earth? 2. Have you ever heard about volcanic eruption? 3. What are the layers of the earth? After getting the responses from the students. Teacher will announce the topic. Activity OOBLECK: Teacher will have a demonstration of how mantle of the earth feels like. Teacher will make an OOBLECK (a mixture of ½ cup corn starch, 1 cup water and red food color). Teacher will tell them about non-Newtonian fluids and let them have some fun with the OOBLECK. Video Watch - Metamorphic Rocks - Inside our earth: Teacher will share video and raise discussion about Metamorphic Rocks. Teacher will encourage interaction and facilitate the process of learning throughout. Video Watch – What’s under the earth crust? Teacher will share video and raise discussion about what’s under the earth crust? Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integration – Quizlet: Teacher will be making a quiz on quizlet and will be sharing with students to fill and later responses will be discussed to facilitate learning. Teacher Exposition: Teacher will show Fig 1.1 and point out the mantle. Teacher will ask students what they think the mantle is like and the temperature of the mantle. Teacher will describe the characteristics and show Fig 1.2. Teacher will point out the depth of the mantle, compared Fun facts https://www.coolstudentf acts.com/earths-crustfacts-for-students/ How to Guide - Wordle: https://www.youtube.com /watch?v=kSqcRAZ3ts&t=268s How to make OOBLECK https://www.dailymotion.c om/video/x3dp9il

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 15 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment to the other layers. Teacher will explain how heat is distributed in the mantle using Fig 1.3. ICT Integration - Modelling - Layers of Earth: Teacher will ask students to create physical or digital models of the Earth’s mantle and crust to describe mechanisms of heat transfer (with a specific focus on convection) and their role in plate motion. Brainstorming: Before starting this lesson arc, students should be introduced to the Essential Question (EQ) “how do Earth’s plates move?” A brainstorming session should occur to expose students’ prior knowledge and ideas about plate tectonics. The teacher should also introduce the EQ graphic organizer page at this point - this is where students will collect evidence. Each activity is previewed below and detailed in subsequent pages. Brain Break activity: Dart board game: Teacher will hang a dart board (it has circles in it like in the layers of the earth). Teacher will ask the students to hit the particular layer they are asked for. Puzzle/Riddle Game Activity: Teacher will divide the class into small groups. Each group will have a box having clues of information about the layers of earth and they can only exchange one time with the other group. The group who gathers more points 1st will win. It will be an open book assessment/game. Chits will have • Size of the layers of earth • Hottest or coldest etc • 2900 km thick. • It is solid on the upper part liquid on the bottom. For worksheet/assessment: https://www.helpteaching. com/questions/Earths_Lay ers/Grade_7

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 16 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment This treasure hunting will make them read the information with more focus/concentration. Brain Break Activity: Teacher will ask one student at a time and ask them to act like teacher him/herself, (or act like someone famous, and rest of the class will guess it). This will bring laughs and students are the best judges, so teacher will get a chance to bond with students more. EXPERIMENTAL DEMONSTRATION (Visual learning of pressure buildup): Teacher will demonstrate the volcanic eruption by adding baking soda, liquid red food color (hot water+ red color) and vinegar in a transparent flask [9]. (A bigger bowl to collect the over flow-placed under the flask to avoid mess in the classroom). Teacher will ask students to come and pour a little amount of vinegar and tell them that when the pressure and heat inside mantle increases it comes out of the earth’s crust. Teacher will tell them more about mantle and its characteristics. Brain Break - Walk and Talk: Break students into groups of 2 or 3, and assign a topic related to a current lesson plan that students need to discuss while taking a 5-minute walk. They should report their discussion back to the class. Classwork: Teacher will explain EXERCISE 2 of the workbook on page number 2. • Teacher will supply them some facts about mantle and ask them to write main points in bullet points in their notebooks. • Teacher will ask them to make a KWL chart about the mantle and its characteristics in their notebooks/ or provide a printout of chart for them to fill in.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 17 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Homework: Teacher will explain the following homework; • Teacher will ask them to search for the reasons of the past volcanic eruptions in old newspapers or online and submit their responses in google classroom. Video to be referred from resource column. • Teacher will ask them to write a note on “The importance of convection currents formed in mantle”. • Teacher will ask them to make a power point presentation of mantle and what is going on inside the Earth.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 18 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 1.4 The Core Brainstorming: Teacher will ask the students; 1. What is crust? 2. What is mantle? 3. What is left to be explored? Fruit Activity: Teacher will repeat the fruit activity and peel an orange and tell them if the peel was crust, the orange pieces was mantle and the wick left inside the orange is core of the Earth. And if core gets destroyed the whole orange will crumble down. Teacher will now introduce the topic. “The core of the Earth and its characteristics” Picture demonstration: Teacher will show Fig 1.1. Point out the core. Using Fig 1.3, compare the depth of the core to the other layers. Ask students what is the core like and what kind of temperature is expected in the core. Describe the characteristics of the core. Refer students to Figs 1.4 and 1.5 for a view of what to expect as one “travels” into the interior of the earth. Brain Break activity - Secret Handshake: Challenge your students to create secret handshakes with a partner. Give them five minutes to rehearse and memorize their handshake. You can have them demonstrate for the class randomly throughout your time to create smaller breaks. Flash cards: Teacher will show them flash cards with pictures and information about those pictures in bullet key points. Teacher will make small groups and distribute one flash card in each group. They will explain it after discussing among their groups. This will make students to

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 19 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment think outside the box and express their understandings as well. Think Pair Share in groups: Teacher will have think pair share activity in the class. Teacher will provide each group with some handouts about the topic, each student will get a different page in the group but all the groups have same handouts. They will think about it then share with their partner then share with the other groups by verbal presentations. Brain Break Activity- Would You Rather: Pose questions to the class and have them move to different locations in the room based on their answer. If you’d prefer spaghetti, stand here. If you’d rather have tacos, over here. This is a great way to get blood flowing and get to know your students in a light-hearted way! Cinematic experience: Teacher will arrange a theater for the students to watch a PG-13 movie “THE CORE (2013)”. This can be done inside the school premises as well with the help of projector and big screens. Or they can have a trip to cinema as well. The movie will help them to have a deep understanding of how scientists research and what could be the consequences. Video demonstration- HYBRID learning: Teacher will play a brain storming video of 10 minutes before starting/stating her views. [10]. Teacher will ask the students to have a reading activity and each student will explain one sentence. This will be repeated until the last students has contributed. Teacher will write all the views in a cloud map on the board. Teacher will share her views and review the whole after taking all the responses. Brain Break Activity-The Classic: Teacher will have everyone stand up and rub their head while patting their belly. For your younger students,

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 20 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment this will be a true challenge. For your older ones, a chance to get in a good laugh and get out some silly energy. Classwork: Teacher will ask them to solve the crosswords on page 5 in book and exercise 1, Question 1 and Question 2 from workbook. Teacher will ask them to make graphic organizer of the characteristics of THE CORE. For example. The core, temperature rises 3,000 to 5,000 Kelvin, inner core and outer core, inner core is solid, outer core is hot liquid, Etc. Homework: Teacher will ask students to watch the video shared in google classroom. Students will be asked to watch it and answer the following questions: • How was the Earth like 4.6 billion years ago? • How many parts of the core are there under the earth’s surface? • Why inner core is solid when the layers above it can melt any metal? • Why scientists think that movements of metal, like currents in the oceans, create the magnetic field that surrounds the Earth? • Since the core is thousands of kilometers beneath our feet, how can scientists know anything about it?

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 21 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Recommendation- Virtual Learning Environment: Teachers shall share all student’s ICT Integrated students work on Virtual Learning Environment (VLE) platform to share it with parents. Parents to be invited in school to share students work. Whiteboard Capture – Using a smartphone, take photographs of the whiteboard at the end of the day and post them to VLE (labeled by date) for easy student/parent reference. Virtual Learning Environment Teaching resource/s Virtual Learning Environment (VLE) https://classroom.google.c om/ Resource for teachers Google Classroom video tutorials www.youtube.com/teacho nlinepk

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 22 | T E A C H First Term Topic/Unit Chapter 2: The Earth’s Movement Duration 2 weeks No of Lessons 4 Lessons Text Book Pages 6 to 13 PBL Title (if any) Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment By the end of the lesson, students will be able to: • Develop understanding of how the Earth rotates and how this planet is in continuous motion. • Identify how long the Earth takes to rotates and how the sun rises in the east and sets in the west. Why the sun shifts its position in the sky. • Explore how the Earth completes its spin once a day or the earth’s rotation Unit 2.1: Watching the Sky Brainstorming: The teacher will start the lesson by doing an activity by placing a floor lamp in the middle where its visible to every student and turn it on. Teacher will ask what is it? Teacher will ask the students to imagine and share. After a few minutes the students will start sharing their answers. Some of them might come up with the idea of “sun” as this lamp as the sun shines bright in the same way. If not, the teacher can share the answer herself. Then the teacher will add that the sun acts like a Sun here and the Sun is always on and always shining Stop Light Discussion – Whole Class Discussion - What other things around us looks, shine and lightens up like this lamp? The teacher will use ‘Stop Light Discussion’ Strategy and ask a few questions: • But then why do we say that the Sun ‘rises’ or the Sun ‘sets’? • Does this happen like the way we say it? • Does the Sun really rise? Or does it really move across the sky and then sets? • Does the sun stay in the same place the whole day or does it move in the sky within the day? Yes, the sun moves in the sky and shifts its position in the sky within a day. Teaching Resources Floor lamp Torch/ Flashlight Globe Multimedia Projector Laminated pictures/flashcards for the activity. Map or printed weather forecast table. Students will be assessed through their ability to achieve objectives through • verbal response • Individual performances • Pair work • Group work • Whole class activity response. • Power point presentation. • ICT Work • Role play performances • Written responses.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 23 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment on its axis. • Explain what causes a leap year and why there is day and night. • Articulate how seasons change. • The Earth is tilted on its axis. • Identify the relation of earth’s Hemisphere in relation to the sun are which results in different seasons. Brainstorming Activity: Teacher will start an activity using a torch/flashlight and a globe. The globe will be placed on a designated spot from where its easily seen. Then the teacher will position the flashlight towards the globe and show it to the students. Ask them what are of the globe is under light or what area is covered under this flashlight and which area is not covered. Then explain about how the front position has light and indicates the daytime. The other side has no light and the flashlight/torch light cannot be reached at the back; hence it indicates the night time. The teacher will explain this is how the sun acts and the globe which is the earth revolves and results in day and night time accordingly. Teacher will give a chance to the students to participate and try it themselves. Video Watch -Movement of the sun in the sky-Science: Teacher will play a short video for the students on a multimedia projector and then ask the students to explain the video in their own words. (Can play the video twice for better understanding). Presentation (Peer Coordination): Teacher will divide the class into small groups and ask them to prepare a small presentation in their own words with the information shared in this video using all the other resources available. The students are free to prepare a PPT (Power Point slides) or using materials in written to explain while presenting. Think Pair Share in Groups: Teacher will share handouts with different information related to the topic on every handout. Teacher will divide the class into small groups, then will distribute the handouts and ask each group to read and focus on the information that their handout have. Once done, each group will share their information with all the Power point with setup to display Chart paper/ markers etc. for the presentation. Fidget spinner Foam ball String Yarn Foam ball

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 24 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment other groups to have a better understanding. Quiz related to Think Pair Share activity: Teacher will conduct a surprise quiz on power point (PPT) verbally after the Think Pair Share activity. The quiz consists of questions related to the handouts and information that were shared with the students earlier. The students have already read it thoroughly and shared it with each other hence they will easily attempt the quiz as a whole class which will eventually help them to learn and memorize all the important points. Brain Break- True or False: Students stand as the teacher reads several statements. If students think the statement is true, they do a jumping jack. If the students think the statement is false, they jog in place. Role Play Activity – Weather Forecast: Print, laminate and display pictures, map or tables that a weather forecaster needs as a “Weather Forecast Time” to tell the weather along with one column that has seasons mentioned on it. Select a different child each day to act as a weather forecaster. Discuss the day’s weather every day. Ask the students to collect different objects that corresponds to the different seasons and ask the children to name the season they belong to. Ask questions about each characteristics of seasons like temperature, sports and activities we can enjoy or play, nature and means of transportation, clothes we can wear. ICT Integrated - Research Work: Teacher will ask the students to gather relevant information and will investigate how scientists gather information about the day and night. They will further identify the reasons behind it. Learners will research about the following: • How does the sun rise? Marker Flashlight Two pushpins for each group. Apple Big Ball as Sun Globe

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 25 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • How does the sun set happen? • How the sun changes its position during the day? • How does seasons change? Brain Break- Walking Worksheets: Tape worksheets to your classroom walls related to your topic. Ask the students to go through each worksheet. Students skip to different worksheets to work on the question. Classwork: Teacher asks the students to make a list of things related to different seasons. The list may include: expected temperatures, clothes we can wear, sports and activities that can be played, nature. Share the lists with all the fellow classmates the next day. Homework- Research based assignment: Teacher will ask the students to do their research about this lesson, which is about seasons, position of the sun, sun rise and sun set based on the questions they have in mind. Make an assignment explaining all these things and then share that information with their classmates the next day. Fan Ball Tire/tube Balls paints Disc Cardboard

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 26 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 2.2: Rotation of the Earth Brainstorming- Model with objects: Teacher will start with an activity. Divide the class in to small groups. Teacher will use a fidget spinner as a rotating tool. Provide each group with a fidget spinner and give them few minutes to play with it. Teacher may ask the following questions: • What kind of movement do you see? • Can you identify the center of the movement? Teacher will encourage interaction and facilitate the process of learning throughout. Hot Seating - Whole Class Discussion: Teacher will have a foam ball attached to a string prior the class timings. Teacher will provide each group with a 2-3-inch diameter foam ball and about 24 inches of yarn. Students can use a pencil or anything that will help him make a hole through the center of the foam ball. Then pass the yarn through the hole and tie against the ball to secure. They should have a loose end of yarn available at the end to hold it. Teacher will have students to take turns in holding the end of the string and moving their hand in a way that causes the foam ball to move in a circle around their hand. The teacher will have to demonstrate all this before guiding the students. After this activity, teacher will use ‘Hot Seating’ strategy to raise discussion. Questions for Discussions: • What kind of movement do you see? • Can you identify the center of the movement? Video Watch -Movement of the sun in the skyScience https://www.youtube.com /watch?v=GXoNwiU2ojM Video watch – Day and Night https://www.youtube.com /watch?v=Wr-CRKsTYGs https://www.youtube.com /watch?v=cDed5eXmngE

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 27 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • How is this different from the movement you saw with the fidget spinner? Teacher will ask the students to think about these questions after doing both the activities, discuss it within their groups and note down their answers. Share the responses later with all the other groups. Teacher will encourage interaction and facilitate the process of learning throughout. Affinity Mapping - Whole Class Discussion - Define Rotate & Revolve: After these activities with real life objects that demonstrate rotate and revolve, teacher will help students define their observation with all the other classmates. Teacher will use ‘Affinity Mapping’ strategy to raise discussion. Teacher will ask the students to draw a 2 by 2 table in their notebooks to have enough space in them to write the one-line definition of each basic term. Write and explain them the words that you will be defining And then give them time to discuss what they think the words mean. Guide them as they write the definition in their notebook. • Rotate: To spin around a center. • Axis: An imaginary line that an object rotates around. • Revolve: To move around another object. • Orbit: The path that an object takes as it goes around another object. Teacher will ask the students to think about these definitions and match these with the activities they have just performed to have a better understanding. Sing a Longs with videos https://www.youtube.com /watch?v=9WwRSdX8g_s https://www.youtube.com /watch?v=64Rdd9270yI&t= 89s Video watch – Rotation and Revolution of Earth https://www.youtube.com /watch?v=QKiFxHbQiHw

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 28 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Video watch – Rotation and Revolution of Earth: Teacher will play a video on the multi media projector and then ask the students to note down their understandings. Later have the discussion with all the other classmates. Teacher will encourage interaction and facilitate the process of learning throughout. Class Activity-Body Modelling: Body modelling helps the students to visualize concepts in the science classroom. For this activity, partner students in groups of two and assign one student to be Earth and the other to be the Sun. To experience the rotation, ask both the students to spin slowly in a clockwise direction/motion. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Open Your Chest: Teacher will have students stand tall. Reach both hands behind and touch the middle of back. Push shoulders back and down. Count to 10 while breathing in and out slowly. Repeat this till the students are relaxed. Sing a-longs with videos: Teacher will have students to participate in science sing a-longs. These two songs from you tube can be played. They also have the lyrics in written so the teacher can provide the students with handout. Once done, teacher asks the students to note down the points and definitions that they got and understood through these songs individually and then share it with all other classmates. Teacher will encourage interaction and facilitate the process of learning throughout. Classroom Activity- Explaining Basic Concepts: Teacher asks the following questions to help ascertain what the students think about how the seasons occur. Note down the student’s responses in a chart paper. Video watch – Equator and the Hemisphere https://www.youtube.com /watch?v=BUB_61MC7bM Quiz https://quizizz.com/admin/ quiz/56c721ac08af0bea550 d94e6/earth-s-rotationrevolution ICT integration-Leap Year https://www.youtube.com /watch?v=p3e7yhz-akk https://www.youtube.com /watch?v=56zlm9qhVGc

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 29 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Save it to revise later and compare. • What are seasons like? • What are seasons like in other parts of the world? • What do you think causes the seasons? After this activity, ask the students another question. • If you are earth as you orbited the sun, were you always in the same relation to the sun? (The answer is no, but if the students did not recognize this then ask any 2-3 students to perform the activity. Have the “earth student” stop at various places and ask if she is facing the sun the same way.) This exercise should help the students visualize that the axis is always pointed in the same direction. It is not exactly analogous to earth orbiting the sun. However, because it doesn’t directly demonstrate how earth’s axis, in conjunction with the annual orbit, changes earth’s relation to the sun. For instance, it is important for students to understand that the Northern Hemisphere leans towards the sun during part of the year resulting in more intense sunlight in that area of earth. During another part of the year, it leans away, resulting in less intense sunlight and cooler weather. Teacher will encourage interaction and facilitate the process of learning throughout. Classroom Activity: To find the Axis- Tilt the Apple: Teacher explains through this exercise visually the “tilt” of earth and how different areas receive more intense sunlight through the year. Put a large ball on the desk. Hold up an apple, stem facing up and draw the equator with a marker explaining as you go along. Now poke a pencil all the way through the apple from top to bottom and explain that the top (where Homework- Video Review https://www.youtube.com /watch?v=l64YwNl1wr0 Project Resource https://www.youtube.com /watch?v=_CwLxImhY9M

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 30 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment the stem comes out) is in the area of Northern Hemisphere. Teacher asks the students: • If the earth is tilted on its axis how should I tilt the earth (apple)? Now with the earth (apple) tilted properly, make sure that the pencil is pointed in the same direction as the teacher starts to walk it (orbit) around the bigger ball (sun). It is easiest to keep the pencil facing towards the same wall. Do one full orbit and then another orbit, and stop at when the Northern Hemisphere is leaning towards the sun. Teacher asks the following questions: • Where is the Northern Hemisphere pointed? (It is pointed towards the sun) • Do you think the Northern Hemisphere is warmer during this time of the year? (Yes, because the sunlight is hitting directly) Now, keep orbiting until the Northern Hemisphere is pointed away from the sun and then teacher asks the following questions: • When the Northern Hemisphere points away from the sun, then what happens? (the Northern Hemisphere gets cooler) • Why does the Northern Hemisphere get cooler? (the sunlight that is falling is less intense hence cooler) • What about the Southern Hemisphere? (the Southern Hemisphere receives direct rays and is now warmer than it usually is) Students at this point should understand that sunlight falls more intensely on different parts of the earth throughout the year. Give them Resources for Teacher How to Guide – Think – Pair – Share http://www.readingrocket s.org/strategies/think-pairshare How to Guide – Stop Light Discussion https://lindsayannlearning. com/student-leddiscussion-strategies/ How to Guide – Hot Seating https://www.cultofpedago gy.com/speaking-listeningtechniques/

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 31 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment some time to think about these points. They should know now that it takes earth a year to orbit the sun, but they might not have thought about it in the context of seasonal changes. Teacher asks the following question which will help the students realize a complete picture of the seasons: • How many months do you think go by between when the Northern Hemisphere receives direct rays from the sun as opposed the Southern Hemisphere? (About six months. This should bring the idea that as the earth orbits, the season on different parts of the planet change. Teacher will encourage interaction and facilitate the process of learning throughout. Assignment- Homework: Teacher reviews the student’s original ideas about what causes the seasons which were noted in the beginning. Discuss how their thoughts might have changed. Depending on this comparison, teacher asks the students to make an assignment on these questions now as a homework. • Do you have the same ideas about why we have seasons? • If not, what is different? (students might have misconceptions) • Does this make you wonder if you have ideas about other things that might not be exactly right? (encourage students to feel comfortable with the fact that they may have wrong ideas about some things, and that they should never assume they are right). To know the student’s understanding of the seasons, ask them to prepare a presentation along with assignment using a drawing, poster How to Guide – Affinity Mapping https://www.cultofpedago gy.com/speaking-listeningtechniques/ How to Guide – Speed Date https://lindsayannlearning. com/student-leddiscussion-strategies/

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 32 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment or model on how and why the seasons change. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integration- How Sun affects Earth’s seasons: Teacher will have students know that the seasons are opposite for people on the top (north) of the Earth and on the bottom (south)of the Earth. Ask them to find or search answers for these questions: • When it is winter on the top (north) of the earth, what season is it on the bottom (south) of the earth? (summer) • When it is winter on the bottom (south) of the earth, what season is it on the top (north) of the earth? (summer) • How can we use angles to help others to understand seasons? (In the summer, the angle of the sun is more directly over us, and larger, providing more direct solar radiation and making it warmer. In the winter, the angle of the sun is smaller and we receive less direct solar radiation, so it is colder.) Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Syllable Clap: Students love chatting with friends so direct that with something educational yet fun to do. Have students turn and talk to each other but while chatting, they need to clap on the syllable of the word they say. This can also be done with spelling words. Reading: Teacher asks the students to read the text from the handbook. Refers to the figure:2.1 explaining the axis of the earth. Figure 2.2 explaining the Earth rotates from west to east. And then figure 2.3 explaining Day and night. Teacher will encourage interaction and facilitate the process of learning throughout.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 33 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Hands on Activity: Divide students in small groups of three. Provide each group with one foam ball, one marker, one flashlight and two push pins. Have students choose who will hold the foam ball that represents the earth and who will hold the flashlight that represents the sun. Teacher will ask the student holding the Earth to draw a circle around its middle to represent the equator and dots North Pole and South Pole. Teacher will have the third group member place a pushpin, representing a person midway between the equator and the North pole, and another between the equator and the South pole. Make sure the students place pushpins on the same side of the Earth. Tell students that the earth moves around the sun in an elliptical order and on its axis. Explain that as earth orbits the sun, it rotates on its axis, and the axis is always pointed in the same direction. Teacher will encourage interaction and facilitate the process of learning throughout. Classwork: Teacher will ask students to answer in their copies: • Do you think life is possible on other planets in the solar system? Give reasons.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 34 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 2.3: Revolution of the Earth Brainstorming: Teacher will ask the student to imagine a scenario while listening to the teacher and then respond. • Think of yourself being on an airplane where it is smoothly travelling at a constant speed and constant altitude, yet you can unbuckle your seat, go for a walk, still you do not feel the motion of the plane. What could be reason behind this? (note the responses that add your response to explain further) • The simple reason behind this is that you, the plane and everything inside the plane is travelling at the same speed. In order to pursue motion, you have to look through the window or overcome a sudden change in speed to feel the motion. Speed dating - Whole Class Discussion: Teacher will use ‘Speed Dating’ strategy and raise discussion that just like we cannot feel the motion of the plane, in the same manner the gigantic space ride of earth is also unperceived. The reason is that spinning and orbital speeds of the earth stay the same and constant with us. As a result, we do not feel any acceleration. Teacher will ask the following question; • But have you ever wondered if earth is revolving with such an enormous speed, why can’t we feel that speed? (wait for the responses and then explain it) Teacher will further talk about that simply, if earth rotates then we and all the other things on earth are rotating with it at the same speed and this is the reason we don’t feel any acceleration. The answer lies in the nature of the motion itself. We don’t feel constant motion. We only feel the motion when there is a change in speed or change in direction.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 35 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Video watch – Rotation and Revolution of Earth: Teacher plays a video to help the students have better understanding of the topic. Teacher will ask the students to discuss the video with their classmates for further understanding. Brain Break- Criss Cross Body Exercise: Have students stand tall and cross one leg in front of the other while pressing the outsides of their feet together. Now have them cross their arms over one another at their wrists. Clasp their hands and curl their arms into their chest. Take a few breathes, uncross and cross the opposite way for a few more breathes. Video watch – Equator and the Hemisphere: Teacher plays a video to help the students have better understanding about the terms they are going to study in this lesson. Teacher will ask the students to concentrate on the video and note down the important points so that everyone can share it with others. Class Activity- Build Background: Teacher uses a Globe and gesture to introduce the vocabulary terms tilt and axis, the imaginary lines between the North and South poles. Then explain few things like the Earth rotates on an axis that is tilted. In other words, our planet earth is always leaning to the side as it never stands upright. As the earth travels along its orbit, it sometimes leans towards the sun and sometimes away from the sun. Display the diagram of the seasons for students and point to the parts of the diagram and explain the following: • If you live in the Northern Hemisphere, you live on the part of the earth that is north of the equator. When the Northern Hemisphere is tilted towards the sun, you experience summer.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 36 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • When the Northern Hemisphere is tilted away from the sun, you experience winter. Teacher asks how would this change if you live in Southern Hemisphere? The opposite would happen. When the Earth’s axis is tilted towards the sun for the Northern Hemisphere, the people in the Northern hemisphere experience summer while at the same time the Southern Hemisphere is tilted away from the sun and the people experience winter. When the Northern Hemisphere experience winter, the Southern experience Summer. Brain Break- Simon Says: This is an old game but still holds a special place. This is going to be a great brain break for all the age groups. Students will need to pay attention as they attempt to do what Simon says. Class Activity- Difference between Rotation and Revolution: Teacher turns on the fan and ask the students few questions: • What is happening to the fan? • How would you describe the way it is moving? • What are some other things that move in the same way? (note the responses and save for later to discuss) Teacher moves a ball inside a tube or tire if available and asks the students: • How is the ball moving? • What are the similarities and differences between the movement of the fan and the ball? • Have you seen any other things that move in the similar way to

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 37 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment the ball around the tire? (note the responses and then compare the results) Teacher then explains that the fan moves on an axis and this sort of movement is called rotation. The ball on the other hand moves around an orbit and this type of movement is called revolution. Quiz- To Assess the Concepts: Teacher designs a simple quiz on Power point slides and assess the students to know the concepts are clear. To answer, the students will have to follow certain pattern: if the answer is A, stand up. If the answer is B, raise your hand. If the answer is C, put your hands on your head. If the answer is D, stand up and raise both of your hands in the air. No speaking allowed. (The link for the test is shared in resources, teacher can choose questions from there). ICT Integration – Leap Year: Teacher will share a link and ask the students to watch. They will be given 15 minutes to review the topic and later on after answering the queries, teacher will give them time to discuss further with all other classmates and answer the questions asked by the teacher as a class quiz. (can use the same link shared above) Homework- Video watch to Review: Teacher asks the students to watch the video as a homework to have a review about the lesson at home and note down the important points to share it with their classmates the other day. Project- Working Model of Earth’s Rotation and Revolution: Teacher divides the class into 3-4 groups and ask each group to follow the instructions in the video and design a working model in teams. Later every team or group will represent with further explanation.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 38 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Classwork: Teacher will ask students to do the following questions in the exercise copies; • How are seasons caused? • What is Earth’s revolution? • What is the path around the earth known as? • What are Hemispheres? Recommendation- Virtual Learning Environment: Teachers shall share all student’s ICT Integrated students work on Virtual Learning Environment (VLE) platform to share it with parents. Parents to be invited in school to share students work. Whiteboard Capture – Using a smartphone, take photographs of the whiteboard at the end of the day and post them to VLE (labeled by date) for easy student/parent reference. Virtual Learning Environment Teaching resource/s Virtual Learning Environment (VLE) https://classroom.google.c om/ Resource for teachers Google Classroom video tutorials www.youtube.com/teacho nlinepk

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 39 | T E A C H First Term Topic/Unit Chapter 3 - Mapping Skills Duration 5 weeks No of Lessons 10 Lessons Text Book Pages 14 to 31 PBL Title (if any) Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment By the end of this lesson, students will be able to: • Recognize Latitudes and longitudes. • Find and state a location using latitude and longitude. • Explain why there are different time zones. • Describe geographical features and patterns based on photograph. • Describe geographical features and patterns in an aerial Unit 3.1: Finding a Location Brainstorming: Teacher will start brainstorming by asking a few questions from students to ponder over. For instance, • Imagine you were the captain of a ship and you encountered some trouble and now you need help desperately. What would you do? • What if you think to send a message to the rescue team and they wanted to know where in the ocean you are? • What would be your answer? • Will you be able to tell them your exact location in the vast ocean? Teacher will encourage interaction and facilitate the process of learning throughout. Finding the Location of your Classroom: Teacher will start this activity by asking questions related to the location of the classroom and how it affects them. Teacher will discuss the following: • Where is our classroom located in the school? • Is it close to the cafeteria or exit doors? • Does that make it noisy? • Is the classroom on the ground or second floor? Teaching Resources Large Chart paper Scissors Sticky notes Removable tape Cutout shapes to represent the large furniture, rugs and other permanent items in the classroom Students will be assessed through their ability to achieve objectives through • verbal response • Individual performances • Pair work • Group work • Whole class activity response. • Power point presentation. • ICT Work • Role play performances • Written responses.

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 40 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment photograph. • Recognize/read a satellite image. • Design /construct/read a bar graph and line graph. • What is our classroom like? • What happens in our classroom? • What subjects are taught? • What do you personally like about our classroom and why? • Who belongs to this class? • Why is each person important? • When our class leave for the day? • When do other classrooms leave for the day? • Is ours the first or last class to get dismissed because of its location? • How is our classroom arranged? • Is it large enough for the entire class? • How are desks and learning centers arranged? • How do we use the different spaces within the classroom? • How is it decorated? • Does everything work well in it? • Why is our classroom special? • What makes it different from other classrooms? Teacher will encourage interaction and facilitate the process of learning throughout. Let’s Locate - Location and Place in your School (Group and pair): As a class, teacher will brainstorm a list of descriptions about school. Teacher will take responses of students and write ideas on the board. Teacher will make sure the descriptions include: • The location of the school, such as what it is near and how far Sticky notes Markers Removable tape Masking tape Rectangular Map World Map Wooden sticks Glue

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 41 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment most students travel to get to it. • Information about the school itself, such as what its name is and what it looks like. Teacher will ask students if their responses are about the location of the school or place. Write an “L” next to descriptions of the location. Write a “P” next to those that describe place. Teacher will now divide students into pairs and provide each pair with the worksheet of your school which has a Geographic Perspective. Have pairs work together to complete the worksheet. Teacher will encourage interaction and facilitate the process of learning throughout. Class Activity - Location and Place, A Geographical Perspective: Teacher will start the activity by writing the words ‘location’ and ‘place on the board and ask the students: Teacher will ask students; • Have you ever travelled to a different location? If anyone has, ask him or her to describe it to the rest of the class. For each, write some of the describing words on the board. Then have a whole class discussion to explore the following questions: • Did the student describe it in terms of location? (where it is such as the city, state or country) • Did the student describe it in terms of place? (what it is like such as hot, cold, urban or country) Teacher will ask the students: • How are the experiences alike? How are they different? Teacher will encourage interaction and facilitate the process of learning throughout. Tape Spherical Globe Colored Tape Worksheets Colored pins Landscape photographs Board

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 42 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Brain Break- Trading Places: Have students stand on their places. Then call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). For instance, “Everyone with curly hair”, “Everyone who ate eggs for breakfast”, “Everyone who reached school before 8 am”. Group Dialogues - Whole Class Discussion - Globe Illustration: Teacher will use ‘Group Dialogues’ strategy and will be using a globe, pinpoint location to show students that location is where the place is on the Earth’s surface. Then show them photographs of neighborhood, city, town or state to illustrate that place describes what it is like there. Teacher will have students return to the descriptions in step one and decide if the original description was of the location or place and label them accordingly as ‘L’ or ‘P’. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integration- Find the Location: Teacher will list down a few places like parks, bus stops, markets etc. nearby the school and ask the students to search or know their location or place by describing and following the same pattern that they have practiced in class activity. Teacher will ask students to use Google earth for this activity. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Teach a new skill: Do you have a random skill that never seems to fit with your prescribed lessons or subject area? Are you a Science teacher with a cool Art technique you’ve been wanting to share with your students? For instance, any new writing style or anything to draw like doodle art etc. Taking time out for a brain break in the form of Index cards Vocabulary on cards Landscape Photographs ICT Integration- Find the Location https://www.google.com/ earth/ Video watch - major lines of Latitude https://www.youtube.co m/watch?v=8ojsJ9YOIWE

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 43 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment a mini lesson is a good idea. For instance, I know Sign Language and can teach fingerspelling, also can be used as a secret code language in public as well. The bonus is that the students are learning something new and important. Also, this is something you will be excited to share with the class and enjoy yourself. Teacher will encourage interaction and facilitate the process of learning throughout. Classwork: Teacher will ask students to do the following questions in the exercise copies; • How can you explain your house location to someone that has never been to your house? Explain the directions. Homework- Location and Place: Teacher will ask the students to make a list of parks, bus stops, restaurants etc. which they can find location or place of by themselves. Share the list with all the other classmates next day. Video Watch – parallel lines of latitude https://www.youtube.co m/watch?v=2FcPDYs19Oo Video Watch - Meridians | Lines of Longitude https://www.youtube.co m/watch?v=NtKzcHy2Ktk Video Watch - Longitude and Latitude song https://www.youtube.co m/watch?v=MjDqhLUzCpE

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 44 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.2: Latitudes Brainstorming: Teacher starts an activity to brainstorm the idea of a map or why are maps important. Mapping a Location: Teacher prepares few things before class. Draw the shape of the classroom on a large piece of paper, leaving an open space for the doors. Cut shapes out of another paper, or use anything that is already present in the classroom to represent the large furniture, rugs and other permanent items in the classroom, staying as true to the actual colors as possible. Write each student’s name on a sticky note. Have markers and removable tape ready to use in putting the map together with students. Describe location to the students by having a mini activity. Have students stand in a circle, arm’s length apart. Ask them to look to the students on either side of them. Have them describe their location as ‘next to’ their neighbor. Then help them practice concepts of near and far, by describing their neighbor as ‘near’ and the students across the circle as ‘far’. Next, pick two students who are not standing to each other, and ask who is ‘between’ them. Continue practicing this language using objects in the room. Tell students that they are using special words to describe the location of people and things in the classroom. Tell students they will use these words again when they create a map of their classroom. Graffiti wall - Whole Class Discussion – Why maps? Teacher will use ‘Graffiti wall’ strategy and will raise discussion about the purpose of a map. Teacher will Explain that a map shows where things are located. Usually, a map shows a place from above. Worksheet Activity link https://www.teachervisio n.com/map-0/latitudelongitude-worksheet Latitude and Longitude PPT Link https://nearpod.com/t/so cial-studies/3rdgrade/latitude-andlongitude-L2424580 Video Watch- Why do we have different time zones? https://www.youtube.co m/watch?v=AgINA9_IFiI

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 45 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Mapping the classroom: Teacher will have students imagine they have wings like a butterfly, and they can fly up to the ceiling of the classroom. Teacher will now ask: • What do you see from up there? • What shapes do you see? Teacher will tell them that their map of the classroom will show what the room looks like from above. Teacher will make a map of the classroom. Show students the shape of the classroom drawn on the paper (which was prepared by the teacher before). Teacher will ask: • What do you think these lines are? (the walls) What are these openings? (the windows and doors). Ariel View: Teacher will show students one of the cutout shapes and decide together which item in the class it looks like. Teacher will remind students they are looking down from above. Teacher will use the language of location to talk about where it is located in the classroom and then place the shape in the correct location on the map. Teacher will emphasize that a simple map of a classroom is a small model that represents something that is really much larger. Say Something - Whole Class Discussion: Teacher will use ‘Say Something’ strategy and have students describe where things are in the classroom. Students will talk about other items in the classroom that can be included on the map such as desks, chairs, carpets, or bookshelves. Draw other features on the map. As you decide what to include on the map, use the words ‘next to’, ‘near’, ‘far’ and ‘between’ to describe the location of the object. Practice using the map, ask students to show how they move around in the classroom by walking their fingers on the map Video Watch - Time Zone explained https://www.youtube.co m/watch?v=-j-SWKtWEcU Link for the Quiz https://www.softschools.c om/quizzes/social_studies /time_zone/quiz805.html Video Watch- Check out the Satellites https://www.youtube.co m/watch?v=03pZdYVaca M

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 46 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment from one place to the other. Treasure Hunt: Teacher will use the map to have a treasure hunt activity. Teacher will have students cover their eyes while you hide a few objects such as marbles etc. in different locations in the classroom. Have students write five sentences describing where they found treasures using the map of their classroom. Provide a word bank on the board with the words ‘inside’, ‘next to’, ‘between’, near’ and far and places and furniture in the room as needed. Video Watch – Major lines of Latitude: Teacher plays a video to get a better understanding of the topic and to introduce something new that is “Latitude”. Explain and discuss the video with the class to make it easy for them to understand. Reading to connect: Teacher asks the students to read the text from the handbook. Refers to the figure 3.1 and explains about the lines of latitudes. How it is measured and how are they parallel to the equator. Teacher refers to the next figure 3.2 from the handbook and explains the figure which shows the Tropic of Cancer and the Tropic of Capricorn. Video Watch – Parallel Lines of latitude: Teacher plays a video to get a better understanding of the ‘Parallel lines of latitudes” on the globe/map. Then will discuss in the classroom as group discussion. Fish Bowl - Key Facts & Information: Teacher will divide students in pairs and share the cutouts of the facts mentioned below and ask students to discuss the same. • An equator is an imaginary line and it divides the planet into a Northern Hemisphere and a Southern Hemisphere. • The name equator comes from the Latin term for “even-maker”, Video Watch - Tiny satellites that photograph the entire planet, every day https://www.youtube.co m/watch?v=UHkEbembur s Video Watch -How do Satellites work? https://www.youtube.co m/watch?v=ror4P1UAv_g How to interpret a satellite image? https://earthobservatory. nasa.gov/features/ColorI mage

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 47 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • The Earth’s diameter at the equator is around 12,756 Kilometers (7,926 miles). At the poles, the diameter is around 12,714 Kilometers (7,900 miles). The Earth’s Equatorial Bulge is around 43 kilometers (27 miles). • The Earth’s diameter is also wider at the equator, creating a phenomenon called the equatorial bulge. • The Equatorial bulge is created by the Earth’s rotation. • The equator itself crosses the land or territorial waters of 14 countries. • If a person lives on the equator, they will experience the quickest rates of sunrise and sunset. • Some places also have twelve hours of day and night all through the year. • In its seasonal movement through the sky, the sun itself passes directly over the equator only twice each year. • Parts of the earth that lie on the equator mark both the area with the world’s greatest concentration of natural biodiversity and also human poverty. • Almost half of the rainforests are concentrated on the equator in just three countries: Brazil, Congo and Indonesia. • Latitude of the Earth’s equator is 0 degrees, while the Tropic of Cancer and the Tropic of Capricorn each lie at 23.5 degrees latitude. • There is a seafaring tradition known as “The Solemn Mysteries of the Ancient Order of the Deep”. Video Watch – Aerial Photographs https://www.youtube.co m/watch?v=1Lf-mTSG89c Video Watch – Aerial Photographs and Types of Photographs https://www.youtube.co m/watch?v=A7oVF0zCAsY Video Watch – Using Graphs https://www.youtube.co m/watch?v=BkkXo2s0sPw

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 48 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • Those who have never “crossed the line” are referred to as “Pollywogs”. • “Pollywogs” are then known as “trusty shellbacks”. Teacher will use ‘Fish Bowl’ strategy to raise discussion about the above mention facts and its details. Brain Break- Would You Rather: Have the class convene in a central area of the room and pose a few thought provoking “Would you rather” style questions. For instance, would you rather never have chocolate again or never have ice cream again? Would you rather have a super power of flight or invisibility? Students who choose option A moves to the one side of the room and the ones who choose option B will move to the other side if the room. Then, everyone would meet back in the middle for the next round. ICT Integration- Research Work/ Myths or facts: Teacher will give handouts of myths and facts mentioned on it. Students will have to do a research work to find out which one is a myth and which is the fact. The worksheet includes the following points: • The equator strip is 3 miles (5 Km) wide. The latitude varies in this area during the year according to the revolution of the Earth. (MYTH) • The Earth spins quite fast, so the greater centrifugal force at the equator weakens the gravitational pull. (FACT) • The phenomenon known as the Coriolis Effect refers to great air currents that are influenced by the revolution of the Earth. (MYTH) Video Watch- Bar Graph https://www.youtube.co m/watch?v=vL5JPwM2bq 4 Video Watch- Line Graph https://www.youtube.co m/watch?v=n2YkbdNORp 8 Video Watch - Animaniacs - When You're Traveling https://www.youtube.co m/watch?v=0WEdlSJKx9I

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 49 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • For the same gravitational reason: since gravity is weaker there, it’s easier to balance things. (FACT) Brain Break- Mingle-Mingle Group: In this game, students mill about the classroom saying, “mingle, mingle, mingle” in soft voices until the teacher says “Groups of 5”, at which point the students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. Classwork: Teacher will ask students to do the following questions in the exercise copies; • Difference between the Northern and Southern Hemisphere. • Explain the Tropic of Cancer. • Explain the Tropic of Capricorn. Homework: Teacher asks students to do their own research about all the facts they have learnt in the class about the equator and lines of latitudes. Share their experience and knowledge with the rest of the class next day. Resources for Teacher How to Guide – Group Dialogue https://teachingcenter.wu stl.edu/resources/activelearning/discussions/discu ssion-strategies/ How to Guide – Graffiti Wall https://lindsayannlearning .com/student-leddiscussion-strategies/ How to Guide – Say Something https://lindsayannlearning .com/student-leddiscussion-strategies/

Overview Sheet – Geography Class 7 – First Term ©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall be controlled with written permission from the Aspire Grammar School. Paramount guide has been incorporated for teachers support. 50 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.3 Longitudes Brainstorming: Teacher starts the class with some brainstorming to introduce the topic. Teacher asks: • How can we know where we are? (Possible answers: Because we can see we are in the school; we have map or we just know) Teacher will talk about the fact that it does not tell you where you are. In a classroom, there are many ways to feel comfortable just by knowing where you are in relation to the other places that you already know. (this is called Landmark Navigation). • What is you were in the middle of the ocean? All you can see is just water all the to the horizon in every direction. How do you know where you are now? (possible answers: maps or location) TEACH ok - Whole Class Discussion - What Map says? Teacher will use ‘TEACH Ok’ strategy and raise discussion about the board and will draw a box on the board and put a few waves in it. Teacher will ask the students: • Would this map be helpful to you? (Answer: No) • Is there anything around you that you can see and recognize? (If no students have answered it yet, mention stars to help determine where they are). Teacher will draw another box on the board and put a few stars in it. • How helpful is this type of map? (Listen to student’s suggestions). Teacher will discuss that even if you recognize patterns in the stars, How to Guide – Fish Bowl http://www.rhscontentlit eracies.org/speaking-andlistening/fishbowldiscussions How to Guide – Teach OK https://www.cultofpedag ogy.com/speakinglistening-techniques/ How to Guide – Pass Pass Synthesize https://lindsayannlearning .com/student-leddiscussion-strategies/