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. 51 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment there is another problem: almost all of the stars move throughout the night. Only the North Star is fixed. Using a North Star is a good start to determining your location because you can always find the direction North. However, you can see the North star from anywhere in the Northern hemisphere, so you have actually only narrowed your location down to one half of the Earth! Before modern technology, people did navigate using the stars but it was not all easy. This is why maps are important, and to know and understand the mapping skills, we need to learn further about it. Video Watch - Meridians | Lines of Longitude: Teacher plays a video to get a better understanding of the topic. Explains the video after the students watch it. Discuss it with all others. Explaining using the Map: The teacher shares and explain the information with the class by pasting or showing them a rectangular map with the lines of latitudes and longitudes. The surface of the Earth has been flattened and stretched at the top and bottom so that it is rectangular in the map for us to read and understand easily. Video Watch - Longitude and Latitude song: Teacher plays a video song – Longitude and Latitude Song for the students. Will ask the students to sing the song along with the video and then practice and learn it. Reading Activity: Teacher will ask students to read and explain the text from the handbook with the help of the figure 3.3: Lines of longitude, the prime Meridian and the International Date Line, 3.4: Flam steed House, Greenwich London. The Prime Meridian is marked by a metal strip in the courtyard. If you stand on the strip, you are in both the Eastern and Western Hemisphere at the same time, 3.5: The Prime
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. 52 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Meridian at the Greenwich Observatory in London. and 3.6: The International Date Line. Whole Class Discussion - Measuring Latitude and Longitude: The teacher explains this with the help of a map on the board. Longitude: Just like a circle, any longitude line (on ring) on the earth is separated into 360 degrees. It is easiest to visualize along the equator. Looking at the longitude map, there are 24 sections, 12 each for the west and east sides. Taking 360 degrees and dividing 24, we know that each section is 15 degrees across. The reference point (or zero degrees) is from prime meridian, which is located at Greenwich, England. From here you can measure 180 degrees to the west, 0 to -180 degrees. You can also measure 180 degrees to the east, 0 to 180 degrees. Western degrees are always negative, and eastern degrees are always positive. Latitude: Starting from the equator, you can measure 90 degrees northward and 90 degrees southward. The distance covered by a single degree is too large for practical use, so the system of minutes and seconds was developed. A degree is divided into 60 mins. For even more detailed use, a minute is divided into 60 secs. One second of Latitude corresponds to about 30 meters on the surface of the earth. 1 degree = 60 mins 1 minutes=60 seconds 1 degree= 3600 seconds (60 minutes x 60 seconds) ICT Integration – Time Travelling: Teacher will ask students to research and find out if we can travel time in any way practically? Teacher will take responses of the students of how it can be done and raise discussion.
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. 53 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Is Time Travel Possible: Teacher starts the activity by asking a few questions: • Do you think it’s possible to go back in time? • How’d you like to be able to go back to yesterday? Or maybe go ahead tomorrow? We might need a time machine to go back or forward for the whole day but… Unfortunately, they don’t exist! You can actually go back to yesterday or forward to tomorrow- but only for about short time and only if you are in the right place on Earth! Let’s find out where our days start and end. • Teacher introduces the new term “The International Date Line”. • In the middle of the Pacific Ocean is an imaginary line that is called the “International Date Line”. • It runs from the North Pole to the South Pole and is almost directly on the opposite side of Earth from the Prime Meridian which is 0 degrees longitude. • Remember, longitude lines are imaginary lines that run from north to south and divide the earth into 360 parts. They can help tell you where you are in the Eastern or Western Hemisphere of the Earth. • The International Date Line was drawn over 130 years ago and is officially a line that separates two different days on the calendar… So, on one side of the line its Tuesday and on the other side of the line, its Wednesday. • If you stood on one side and the hopped over to the other, you
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. 54 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment could say you are sort of time travelling. • When you move to the west, from the International Date line, the date becomes one day later. Actually, it is impossible to jump back and forth across the line because its in the middle of the ocean and it’s an imaginary line, so it’s not really there! ICT Integration- Quizlet: The teacher asks the students to find the answers for the following questions: • How will you get home after school? (possible answers: Walk, bus etc.) • What form of navigation do you use to arrive at your house? (hopefully they will be aware that they will use landmark navigation- navigation through places and things that they recognize, even if it is just to know when to get off the bus). • Do you know if your house is north, south, east or west from the school? How could you figure it out? (possible answers: look at a city map, landmark they can see from the school and their houses). • Do you think that your house has a latitude or a longitude? (answer: yes) because you know and recognize landmarks in your neighborhood, you do not need a grid and coordinates to find your house, but what about other people? Often people need a long list of directions to find a house, but every house has a specific latitude and longitude, which is all you need if you have a good map. Brain Break – The Atom Game: There are many variations of this game.
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. 55 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment One way to play this game is to call out different names for students to move around the room. Tell them to move around like cats, dinosaurs, space aliens, very fancy people, very old people… you get the idea!! Then, call out a number with the word “atom” (e.g. atom three). Students must then quickly join up into groups of three. Think of it like musical chairs. Any stray atoms are out of the game, until there are two players left. Classwork: Teacher will ask students to do the following questions in the exercise copies; • Explain Greenwich Meridian. • What is International Date Line? Home work: Teacher will ask the students to do their research and find the list of countries that lie on the Prime Meridian. The students can do their research and then share the list with the class next day.
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. 56 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.4: Putting Latitudes and Longitudes Together Eliciting: Teacher starts the class by asking few questions about keywords like latitude, longitude, equator, prime meridian. Classroom Activity: Teacher will start the activity. Teacher will; • Distribute two wooden sticks to every student and have them glue or tape them together, creating a plus sign. • Ask the students to hold up their sticks so that one is parallel to the classroom walls and the other is parallel to the floor. • Write “top” in small letters at the part of the stick closest to the ceiling. • Ask which of the two sticks measures latitude and which measures longitude. • Establish that the vertical represent longitude and have the students write longitude on that stick, starting with the ‘l’ at the top and moving down the stick. • Then establish that the horizontal stick represents latitude and have students write latitude across that stick. • Tell students to use their sticks as a reminder as they might get confused over the meanings of latitude or longitude. • Use a spherical globe and demonstrate that the globe is bisected north to south between the poles by an imaginary line called the prime meridian, and east to west through its center by the equator. • Put a thin piece of colored tape around the globe at both the prime meridian and the equator and pass it around for 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. 57 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment to see. • Tell students to imagine the entire globe with a series of vertical and horizontal lines that form a grid by which any point on the earth’s surface can be specified. • Divide students into pairs and give each pair a copy of the Atlantic Ocean map and a latitude and longitude worksheet. Have them plot the cities for which latitude and longitude are given, and write in the longitude and latitude for the four final cities. • Have students exchange their worksheet and map with another pair of students to check each other’s result. If they find differences, have the pair works together to find the right answer. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break – Plates: Give each student a paper plate. Students must walk around the room balancing the plates on their heads. If a student drops his or her plate, the student must freeze until another student picks it up and places it back on the student’s head (while keeping his or her own plate on its place). Mapping - Pair work: Teacher starts the activity by dividing students into pairs. Then follow these steps: • Give each pair an outline map of the world and an outline map of the United States. • Have students circle familiar characteristics and underline or list
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. 58 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment unfamiliar characteristics. • Have a whole class discussion about what they already know and notice about the maps. • Students may recognize the shapes of countries, they may point out their state or region, or they may identify familiar bodies of water. • Have students look at the U.S map and find the lines running across and up and down the page. • Tell students that the lines running up and down the page are lines of longitude. And the lines running across the page are lines of latitudes. • Latitude runs 0-90 degrees north and south. Longitude runs 0- 180 degrees east and west. • Have students write those labels on the map. Ask students why they think these lines might have drawn on the map. • Make sure that they understand that they are not real lines, they were added to the map to help people locate places on the map more easily. • Now, have students find the approximate location of their town and mark it with a dot. • Ask students to think about what to do if the location is not on a line but in between lines. • Model for students how to figure out the town’s latitude and longitude. • Next draw two more dots in other areas of the country and have
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. 59 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment students work independently or in pairs to figure out the approximate latitude and longitude of those places. • Finally have students figure out what city is at approximately 30 degrees North, 90 degrees west (New Orleans Louisiana) and what city is approximately 40 degrees North, 105 degrees west (Denver, Colorado). • Assign each student or pair one of the three locations – home, New Orleans or Denver. Instruct each pair to find two landmarks, such as cities or physical features with the same latitude as their location. Then have pairs find two landmarks with the same longitude as their location. Teacher will encourage interaction and facilitate the process of learning throughout. Activity- Linking News with latitude and Longitude: Teacher will divide the class into cooperative groups of three students each. Provide each group with the latitude and longitude coordinates of a place where a recent current event has taken place. Have each group use the coordinates to pinpoint the location of the news event on the world map. Then instruct the group to look through the newspaper and find a news article whose setting matches the provided coordinates. Have each group share a summary of the news event and its coordinate setting with the rest of the class. Latitude: ________, Longitude: ___________, Location: ________ 5 Ws: Who, What, Where, When, Why and summary of news article. Teacher will encourage interaction and facilitate the process of learning
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. 60 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment throughout. Brain Break- Human Knot: Divide students into groups of about eight students. Have students each grab right hands with someone who is not directly next to them. Then do the same with left hands. The challenge is to untangle and become a circle without releasing hands. Class Activity- Around the World: Teacher will mount a political map of the world on a wall. Challenge students to collect newspaper articles featuring as many different countries as possible. As a student reports on a country, place a colored pin on that country. Students receive bonus points for being the first to find an article about a country not previously identified. The more obscure the country, the higher the number of points awarded. For example, more points are earned for an article about Finland or China. Teacher will encourage interaction and facilitate the process of learning throughout. Pass Pass Synthesize - Quiz on PowerPoint Presentation: Teacher will use ‘Pass Pass Synthesize’ strategy introduce a PowerPoint presentation based on all the knowledge that has been shared before for better understanding of the topic. Later will discuss all the key points as a whole class discussion. Teacher may conduct a short quiz to know how much the students have learnt. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integrated- Project Work/ Design a Country: Teacher will challenge students to dream up their own countries and to create maps of those countries. The maps should show natural (rivers, mountains) and manmade (highways, major cities) features. Students should name their countries, decide which products will provide the economic basis of
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. 61 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment their country, and include any significant landmarks or tourist attractions. Be sure they include a key for the map. Name of country, Natural features, Man-Made features, Climate, Exports, Tourist Attractions etc. 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 do you use latitudes and longitudes to help you find a place? Explain. Homework- Give Reasons: Teacher asks the students to find answers or reasons for the following questions and share their answers with all the other classmates the next day. The questions are: • Why latitude and longitude are helpful map tools? • Explain how latitude and longitude can help them to identify specific locations? • How easy or difficult would it be to pinpoint a location on a globe without using a coordinate system?
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. 62 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.5: Time Zones Video Watch - Why do we have different time zones? Teacher plays a video to introduce the topic and to have the better understanding of the topic. After watching the video, teacher will have a class discussion on the video and know how much of the knowledge the students have gained. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Six Spots: Number six spots around your room from 1-6. Have students each to go at a spot of their choice. Choose a student to roll a dice (if you can a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot, and the dice is rolled again. Continue until only a few students are left. Video Watch – Time Zone Explained: Teacher plays a video to explain the topic. Asks the students to focus and then explain themselves after watching the video. Share their own understandings with all the other classmates. Teacher will encourage interaction and facilitate the process of learning throughout. Classroom Activity- Finding Time Zones: Show students an illustration, model or video of the sun shining on Earth. Ask students the following questions and let them think and have a class discussion over their answers. The questions are: • Why might it be light in the United States and dark in Japan? A day and night map can be used to test student’s hypothesis of where it currently might be light and dark. • As a bonus, discuss seasons. Why is it winter during the
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. 63 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment northern hemisphere during the December- February months but summer during the June-August months? Teacher will encourage interaction and facilitate the process of learning throughout. Group Activity-Comparing Time Zones: Teacher divides the class into groups of 4. Then ask them to find the answers for the following questions, then share it with all the other classmates. The questions are: • How many hours are there between London and Moscow? If it is 6 pm in Moscow, what time is it in London? • How many hours are there between Manila and Bombay? If it is 11 pm in Bombay, what time is it in Manila? • How many hours are there between Paris and Tokyo? If it is 1 pm in Paris, what time is it in Tokyo? • How many hours are there between Washington D.C and Dallas, Texas? If it is 12:15 am in Washington D.C, what time is it in Dallas, Texas? Teacher will encourage interaction and facilitate the process of learning throughout. Reading: Teacher asks the students to read the text from the handbook and share the key points one by one with their classmates. The teacher explains the figure 3.9: Time Zone map to the students along with the text. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integrated – Research Work: Have the students research the history of Time Zones. One way to do is that assign the groups to key words like
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. 64 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment dates, people etc. Ask the groups to represent their research work the next day. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Famous Foreheads: All players sit in a circle. Give each student a post it notes and a pencil. Each player writes down a name of a famous person and passes the note face down to the player on the left. Each player sticks the note on his/her forehead and everyone takes turns asking “Yes” or “No” questions to find out who they are. The first player to guess the name on his forehead is the winner. But encourage students to keep on asking questions until they find out the famous person on their forehead. Teacher will encourage interaction and facilitate the process of learning throughout. Class Activity- Time Zone Quiz: Teacher takes a quiz in the class on the multimedia projector and asks the students to follow the instructions. • If you think the correct answer is “a” or “1”, raise your right hand. • If you think the correct answer is “b” or “2”, stand up. • If you think the correct answer is “c” or “3”, place both of your hands on your head. 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; • Why on one Earth, different cities experience different local time? Explain. Teacher will encourage interaction and facilitate the process of learning
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. 65 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment throughout. Homework- Changing Times: Teacher asks the students to find the answers for the following questions related to the changing Time Zones: • A plane leaves Chicago at 1:12 pm, for New York. The flight lasts One hour and 52 minutes. If the plane arrives on time, at what time should the passenger set his watch when the plane lands? • A plane leaves from Philadelphia at 5:35 am. It arrives at its destination in Kansas City two hours and fourteen minutes later. What time is it in Kansas City when the plane arrives? • A plane leaves Tucson at 5:32 pm and arrives in San Diego at 5:30 pm. How long was the plane actually in flight?
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. 66 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.6: Photographs Eliciting: Teacher starts the class by asking a few questions from the students: • How do you know about the Great Wall of China? • How do you know about the Sahara Dessert? • How does these places look like? Did you visit these places? • How did you get an impression of these places? Teacher will talk about the fact that different answers are possible. Most of the time, the impression that we have or the idea of how a place looks like is based on photographs of the place. Photographs are an important part of our life. They are an important part of almost everything like magazines, advertisements, textbooks, newspaper, the internet etc. It captures the features of the place and environment. There are even types of photographs that the geographers use. Such as: Landscape, aerial and satellite photographs. Group Activity- Be a Geography Detective: Select a landscape photograph from any source. Paste it on the board or use a projector. Allow the students time to view the landscape. Turn off the projector and asks the students to describe or note down what they saw. Ask students to draw a picture of the landscape or create a mental map of the scene based upon their recollection of the visual image. Once they have completed, explain that they are going to become geography detectives and learn more about this landscape by investigating essential geography questions. Explain to students that one aspect of geography is understanding land, and what its uses are. Write the names of the six essential elements of geography on the board: the
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. 67 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment world in spatial terms (location), places and regions, physical systems, human systems, environment and society, and uses of geography. Teacher will explain that these elements help us understand more about our land and our relationship with it. Teacher will ask students what they meant by each of the element. Write their responses under each element. After they have shared their thoughts, offer the following guided questions to clarify the elements: • Location: Where might this place be located? • Places and Regions: What is special about this place? Wat makes it different from other places? How is this place like others near or around it? • Physical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like? • Human Systems: How might people, goods and ideas travel into and out of this place? • Environment and Society: How have people affected this environment? How might this environment affect people? • Uses of Geography: How do physical and human features influence historical, current or future events? Teacher will divide the class into 6 groups. Teacher will assign each group one of the six essential elements of geography. Teacher will display the landscape picture again. Teacher will give each group 5 minutes to brainstorm answers to the related questions about the landscape and record/write their ideas. When time is up, teacher will allow the group to share some of their finding.
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. 68 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • How did this information compare with the original observation? • How would they enhance their sketches and mental maps to incorporate what they learned through their geography detective work? At the end, discuss the advantages of the six essential elements. Class Activity- Observing Physical/Cultural Landscape: Teachers draw a Chart on the board. Add the left column head “Physical or natural features” and the right column head “Cultural or human features”. Shuffle and then tape each of the index cards you prepared ahead of time to the board, to the left or right of the chart, to serve as a word bank. Ask students to do a word sort by moving the words into correct columns. Then discuss the completed chart. Ask these questions: • How did you know which words were physical, natural or landscape features? • How did you know which words were cultural, human or landscape features? Tell students that they will use their understanding of physical and human landscape features to make observations in photographs. Class Activity- Make Observations: Write the following questions on the board: • Does this photo look like Europe to you? Why or why not? • Where do you think this is located? What clues in the photo helped you determine the location? • What else can you see in this photo?
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. 69 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • What is happening? How can you tell? Distribute the copy of the worksheet Make Observations: Multiple countries or regions to each student. Project the Europe photo gallery so all students can view it. Be sure to cover the captions, which include location information with a sheet of paper. Make sure that the students understand that the gallery includes images from different countries and regions of Europe. Provide students with enough time to take notes about their observations. Provide support where needed. Have students share their observations they made and note the differences and similarities between observations. Video Watch – How do Satellite work? Teacher plays the video for students to get a better understanding about the topic. Asks them to focus on the video and observe. Teacher may ask questions or can have a class discussion for better understanding. Reading: Teacher asks the students to read the text from the handbook and observe the figure: 3.10: Angkor Wat in Cambodia. And the figure: 3.11: A natural environment. Share their observations and understandings with their class. Video Watch - Tiny satellites that photograph the entire planet, every day: Teacher plays the video for students to get better understanding of the topic. Asks the students to note down the new points or information they see and then later on share it with their classmates. ICT Integrated- Quizlet: Have students to apply their geographic detective skills to any landscape image they like. Challenge students to recall the six essential elements of geography and find the answers for the location, Places and regions, Physical systems, Human systems,
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. 70 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Environment and Society and uses of geography. Ask them to share their answers with everyone else the next day. Brain Break- Freeze Dance: Play some music and ask the students to dance, stop the music at different intervals and the students must freeze and hold the position they are until the music begins again. Video Watch - Aerial Photographs: Teacher introduces a new term and new type of photography by the help of a video. Teacher explains it along with the video and ask questions in between by pausing the video to give the better understanding of the topic to the students. Video Watch - Aerial Photographs and Types of Photographs: Teacher plays a video to have the better understanding of the topic. Ask the students turn by turn to explain what they watched and observed in the video. Asks them to discuss the important points from the video, meanwhile the teacher notes down the important ones on the board so that all the information is gathered on the board for everyone. Brain Break- Quiet Game/Birthday Lineup: Asks the students to line up according to their birthdays. Students must silently lineup in the order of their birthdays. They can use gestures and hold up their fingers to denote numbers but cannot say a word. It’s awesome to see ingenuity students use to achieve this. At the end, walk down the line and have each student say their birthday aloud to see if they were successful. Reading: Teacher asks the students to read the text from the handbook and observe the figures 3.12, 3.13,3.14 to have the better understanding of Aerial Photography and how it looks. Teacher will explain all the written text to the students. ICT- Integration- Video and Quizlet: Teacher plays a video and asks the
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. 71 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment students to focus. Once the video ends, the teacher will ask the students to answer the questions related to the video. Few questions to be given to the students to find their answers and share it with everyone the next day. Class Activity- How to interpret a Satellite Image: Teacher will share few tips and strategies to teach how to interpret a satellite image. Satellite images are like maps, they have full information. They can show how much a city has changed, how well our crops are growing, where a fire is burning, or when a storm is coming. To unlock the rich information in a satellite image, you need to: • Look for a scale • Look for patterns, shapes and textures. • Define the colors (including shadows) • Find North • Consider your prior knowledge. These tips come from the Earth observatory’s writers and visualizers, who use them to interpret images daily. They will help you get oriented enough to pull valuable information out of satellite images. (Note: Follow the link mentioned in resources for this activity). Reading: The teacher will read the text from the handbook and explain the figures 3.15, 3.16, 3.17, 3.18, 3.19 and 3.20. Classwork: Teacher will ask students to complete the following task in the exercise copies. Teacher will provide map to students and decide a place to ask them to identify the following; • Location: Where might this place be located?
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. 72 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • Places and Regions: What is special about this place? Wat makes it different from other places? How is this place like others near or around it? • Physical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like? • Human Systems: How might people, goods and ideas travel into and out of this place? • Environment and Society: How have people affected this environment? How might this environment affect people? • Uses of Geography: How do physical and human features influence historical, current or future events? Homework: Teacher will ask the students to go through the table in 3.20 and do their own research on the given information.
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. 73 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 3.7: Graphs Brainstorming: To introduce the topic, teacher asks the students few questions for brainstorming the idea of the topic. The teacher asks: How would you show the amount of rainfall received in a year in a city? (different answers from students). Whole Class Discussion: Then teacher adds up to the explanation that you can make use of a table to show the amount of rainfall received in a year in a city. (as given in the textbook). Teacher explains that although it is a good way to show the rainfall but the data in the table is not presented in a visual manner which means no picture/photograph of the rain because it is not at all easy to get a picture of the variation throughout the year. So, to get a better picture, graphs are commonly used. There are two types of graphs used often in geography- the bar graph and the line graph. Video Watch – Using Graphs: Teacher plays a video to show or explain the use of graphs in geography. Asks the students to focus so that later on can easily participate in class discussion. Brain Break- Like or Dislike: Can someone identify you by what you completely love or despise? Each student writes down their likes and dislikes. Next, the teacher collects everyone’s answer. After reading everyone’s answer aloud, can you identify who it is? Video Watch - Bar Graph: Teacher will introduce the type of Bar Graph and explain the role of Bar Graph in geography with the help of the video that she will play in the class. Ask the students to follow the video and concentrate. Later the students will practice or share the points that are explained in the video.
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. 74 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Video Watch - Line Graph: Teacher introduces the second type of graph that is used in geography, Line Graph. Teachers explains along with the video and asks the students to focus so that they can practice it by themselves later on. Reading: Teacher will read the text from the handbook while explaining the figures 3.21 and 3.22 one at a time. Starting with the bar graph and then line graph to explain the difference between both the graphs and how they are constructed. Brain Break- No Subtitles: Have you ever watched a movie with no volume and pretended to be them? How about in another Language? It can quite be challenge keeping up with the flapping lips. First turn any English movie on mute with no subtitles. In groups of two, have your students reenact the voices like voice over actors. The purpose of this speaking activity is to get people speaking. ICT Integrated- Quizlet: Teacher will give few questions related to the topic “Graphs” and ask the students to do their research and find the answers for the following questions: • Which type of graph would show change over time? • Which type of graph would show frequencies? • Which type of graph combines two sets of data? • Which type of graph is used frequently? • In geography, which 2 types of graphs are used? Class Activity- Construct a Bar Graph: The teacher will follow the activity in the handbook and guide the students to do this activity in pairs so that everyone gets help from each other. Teacher will help the
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. 75 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment students wherever needed for this activity. Classwork: Teacher will ask students to do the following question in the exercise copies; • What is the difference between a bar graph and a line graph? Homework: Teacher will ask the students search examples of bar graph and line graph related to the activities they have done in the class. Then explain as a presentation with the class the next day. 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. com/ Resource for teachers Google Classroom video tutorials www.youtube.com/teach onlinepk
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. 76 | T E A C H First Term Topic/Unit Chapter 4- Water Resources Duration 3 weeks No of Lessons 6 Lessons Text Book Pages 32-43 PBL Title (if any) Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment By the end of the unit, the students will be able to: • Explain the factors that affect the supply of water. • Describe the distribution of the world’s water resources. • Explain the rising demand for water. • Explain the methods that are used to ensure water supply. • Explain the need and the various ways to conserve water. Unit 4.1: Water Supply Brainstorming: Teacher starts the class by brainstorming. Teacher will ask the students some random questions regarding the distribution of water on earth. Teacher asks: • What is Earth made of? • What do you think what percent of Earth’s surface is covered by land? • What percent of the Earth’s surface is covered by Water? • Have you seen the globe or any picture of the world? What does the blue part indicate? How about the green/brown part? • Can we drink the water directly available from oceans? (if the students answer no, ask to give reason). Teacher will then have an informal discussion about the answers to all these questions. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break – Invisible Pictures: Have a student draw a picture in the air while their partner guesses what it is. You can give them categories such as fruits and vegetables or their favorite food etc. or any other things to narrow the guessing. Video watch – Distribution of Earth’s Water: Teacher will start the class Teaching resource/s: Whiteboard (board activity) Two medium sized plastic containers Water Blue food coloring Clay Pushpins 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. 77 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment • Understand the scarcity of water on earth. • Explain the factors that affect the supply of water. by playing a video. In this video students will get an idea of the exact distribution of water and land in the world which will help them understand further in this unit. Teacher will ask questions after the video and will have an informal discussion with the students for better understanding. Teacher will encourage interaction and facilitate the process of learning throughout. Reading: Teacher will read the text from the handbook and will have a discussion with the class. Teacher will refer to the figure 4.1: Distribution of world’s water and explain it to the students. Teacher will encourage interaction and facilitate the process of learning throughout. Video Watch – The Earth’s Water: Teacher plays a video for the students and ask them to concentrate as after the video the teacher will have a question answer session with the students. The questions will be asked from the video. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integrated Activity: The teacher will ask the students to do their research and find reasons for the following questions individually and then later on will discuss it as a whole class the next day. The questions are: • Why is water treated as something so precious when there is plenty of it around? • Why can’t we use the ocean water or salt water for agricultural purposes? Give reasons. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break – Rock Scissors Paper Math: While playing this, after A glass or beaker Tap water Celery or cabbage Food color A knife Ice cubes Papers/sheets for labelling group names. Markers and paints
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. 78 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment players say “rock, paper, scissors” the last callout is “Math”. With that layout, students lay out one, two, or four in the palm of their hand. The first player who says the correct sum of both players fingers wins the game. Classwork: Teacher will ask the students to do the following question in copies: • Why is saltwater not used in agriculture or for drinking? Explain. • What percent of water is fresh water? Teacher will encourage interaction and facilitate the process of learning throughout. Homework: Teacher will ask the students to do their research and make a list of rivers found in Pakistan. The students can then share their list with the rest of the class the next day. Colored Pasta Printed photographs from the internet or any resource available. Word cards
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. 79 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 4.2: Factors Affecting Water Supply Brainstorming: Teacher starts the class by having an informal discussion and generally asks a few questions from the students: • How can human play a role to save water? • Do you think climate change is affecting water resources? (If the answer is yes, ask them to give reason). • Does pollution affect water resources? This brainstorming activity will let the students think deeply about the water resources and the factors that are affecting it. Teacher will encourage interaction and facilitate the process of learning throughout. Brainstorming- Class Activity: The teacher will write the term “Precipitation” on the board and asks the students to think about it and explain what do they understand from this term? The Teacher can give them hints like “remember we know about the different steps of water cycle”. Teacher will give the opportunity to each child to speak and share their point of you or their understanding about the word “Precipitation”. Teacher will note down the answers on the board. Then have a class discussion on what precipitation is and how it works. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- The Deep Dive Breathe: Have students inhale for four counts, hold for four and exhale for four counts. You can increase the holding of breath by a few seconds once the students find the rhythm of the exercise. Reading: Teacher will read the text from the book and explain it as well. Then will refer to the figure 4.2: Mean Global Annual Precipitation and Video watch- Distribution of Earth’s Water: https://www.youtube.co m/watch?v=W-TPG72FSgI Video Watch - The Earth’s Water: https://www.youtube.co m/watch?v=TBN3JeTD5V8 Video WatchPrecipitation https://www.youtube.co m/watch?v=jsmtRgiaZPU
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. 80 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment explain it. After this Teacher will refer to the figure 4.3: Amount of Fresh Water available per person in different regions of the world. Teacher will explain the figure 4.3 and discuss it with the students. Teacher will encourage interaction and facilitate the process of learning throughout. Video Watch - Precipitation: Teacher plays a video for the students to get a deeper understanding of what precipitation is how it works? Teacher will then have an informal class discussion to know how much the students have got the concept. Teacher may ask concept checking questions by the end of the video and discussion. Teacher will encourage interaction and facilitate the process of learning throughout. ICT Integration- Research Work: Teacher will ask the students to do their research or think about what they have learnt so far from the lesson and answer the following questions individually: • Do the regions that receive low precipitation also experience water scarcity? • Can you draw any conclusion regarding the level of precipitation and the availability of freshwater? Teacher will then collect the answers after the students have completed and discuss it with the whole class for better understanding. Teacher will encourage interaction and facilitate the process of learning throughout. Video Watch - Climate change: Teacher will play a video related to the topic for the students. Then after the video ask the students one by one to explain any one point from the video they have just watched. Whatever points the students explain, teacher will write those on the board so that all the information is gathered at one place. Teacher will Video Watch- Climate Change https://www.youtube.co m/watch?v=IJoAcD0oUw w Experiment link- Simulate melting polar ice caps https://www.nationalgeog raphic.org/media/whymelting-glaciers-mattercoasts/ Video Watch- Introduction to Pollution https://www.youtube.co m/watch?v=L5B-JMnBIyQ
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. 81 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment encourage interaction and facilitate the process of learning throughout. Reading: Teacher will read the text from the book under the heading climate change and explain the topic to the students with reference to the video they have already watched. Brain Break – Opposite sides: Movement is critical to learning. Have students stand and blink with the right eye while snapping the fingers of their left hand. Repeat this with the left eye and right hand. Students could also face one another and tap the right foot once, left foot twice and right foot three times, building speed they can alternate toe tapping with their partner. Class Activity- Experiment; Simulate melting polar ice caps and Ice bergs: Teacher will perform an experiment along with the students which demonstrates how melting land ice raises sea levels and deteriorates coasts while melting sea ice has a much lesser effect. Before starting the experiment and watching the video ask the students few questions to predict what they think happens when large amounts of natural ice melts. • Do they imagine there would be a difference between melting land and sea ice? Why or why not? • How do they think melting ice may someday affect the area they live in or not? After they have watched the video or performed the experiment and to check their understanding challenge your students to use their reasoning skills to explain why the two outcomes were so different. Ask them one by one and note down the reasons or answers on the board then discuss as a whole class. Teacher will encourage interaction and Link for the activityModelling Pollution https://www.kidsecologyc orps.org/kidpower/activities/whenyou-use-water-you-useeverything-in-it Video WatchEvaporationTranspiration: https://www.youtube.co m/watch?v=LJcN-IKff10 Video Watch- The rising Demand of Water https://www.futurelearn.c om/info/courses/globalwatersecurity/0/steps/54105
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. 82 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment facilitate the process of learning throughout. Video Watch – Introduction to pollution: Teacher plays a video related to the topic pollution. Then let the students watch the video. After they have watched the video, the teacher will ask the students to share whatever they have learnt from the video or any information that was shown in the video. Have a class discussion later. The students can explain the video through other examples as well. Teacher will encourage them to share any such act that causes pollution in the environment. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Doodle Time: There are a lot of students who are constantly doodling on their pages. Give them time to do so. At the end of the class, give your students 5-10 mins to draw out something that they have learned in the classroom. A lot of students are visual learners and this can be a great way to reinforce comprehension. Class Activity- Modelling Pollution Uptake by Plants: Pollution can end up in our food chains which can have a negative impact on our health. This activity involves creating a simple model that demonstrates how pollution can be drawn up into plants. To do this activity place a piece of celery or cabbage leaf in a jar or beaker of diluted food dye. Over time, the food dye moves up the celery or cabbage and remains there. Here, the food dye represents pollution and the celery or cabbage can represent any number of plants that are used for food. This activity needs 24-48 hours to appear the color on the celery or cabbage. Ask the students to explain what has happened and how did the color go up the celery or cabbage. Teacher will encourage interaction and facilitate the Video Watch- Water Supply and Demand https://www.youtube.co m/watch?v=p6WolcfIG2k Video Watch- Are we running out of clean water? https://www.youtube.co m/watch?v=OCzYdNSJF-k Video Watch- What is a catchment area and watershed https://www.youtube.co m/watch?v=eAf3VjQTV44
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. 83 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment process of learning throughout. Role Play- Modelling the Movement of Pollution through Ecosystems: By performing this activity students will be able to describe the environmental impact of pollution on all living things and how pollution is transferred through ecosystems. For the role play, the teacher will explain the activity to the students and then ask them to do their research on it and then they will perform the activity the next day based on their research and ideas. The teacher will divide the class into five groups representing as humans, plants, fish, plant eating animals, and fish-eating animals. The game takes place in a large circle which has been divided into two halves. The two halves represent land and sea. You will use colored pasta to represent pollutants as exhaust, oil, garbage and pesticides. The game proceeds with a series of interactions that demonstrate how pollution can be passed through the food chain and affect many species. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Plates: Give each student a paper plate. Students must walk around the room balancing the plates on their heads. If a student drops his or her plate, the student must freeze until another student picks it up and places it back on the student’s head while keeping his or her plate on his head. Classwork- Reading: The teacher will read the text from the book under the heading Change in the use of land. The teacher will ask the students to explain what the teacher has just read in their own words. After student’s participation, the teacher will explain the text by herself. Video Watch – Evaporation Transpiration: The teacher will play a video Video Watch- What does desalination mean? https://www.youtube.co m/watch?v=mUtYUTTC_B g Video Link- How does we meet the growing need for water? https://www.calacademy. org/educators/how-dowe-meet-the-growingneed-for-water Video Watch- How to conserve water? https://www.youtube.co m/watch?v=oW-iuvCZnNA
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. 84 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment and ask the students to watch it with concentration. The teacher will play the video twice for the students to have better understanding. Then after the video, teacher will ask the students to explain what happened in the video. Later the teacher will explain herself. ICT Integration - Homework: Teacher asks the students to do their research about the following as their homework. Share their answers the next day with the teacher and their classmates as well. The questions are: • What significant impact does the climate change has on water resources? • What will happen if the temperature increases? Video Watch- Water conservation https://www.youtube.co m/watch?v=GOLf2RbxmzE Teacher Resources Picture Links- facts and Opinion https://www.toppr.com/g uides/essays/waterscarcity-essay/ https://news.un.org/en/st ory/2019/08/1045051
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. 85 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment 4.3: Reasons for the Rising demand for Water Warm-up Activity: The teacher will divide the class into small groups or pairs and challenge them to find solutions to the following questions in 10 mins. They should come up with the best 5-8 solutions. The questions are: • How can you heat up a bowl without a stove or a microwave? • How can you move water up the hill? • How can you open a jar without touching it with your hands? Teacher will ask them to find as many solutions as they can no matter how effective they are. After ten minutes the students will share their solutions group wise. Then have a discussion with the class. Brain Break- Physical Challenges: Challenge students to do something physically difficult, such as standing on one foot with arms extended. Or grab your nose with left hand and grab your left ear lobe with your right hand. And then quickly switch so that your right hand is on your nose and your left hand is grabbing your right ear lobe. Reading: The teacher will read the text from the handbook and ask the students about what do they understand from it. Then discuss and explain it by herself. The teacher can prepare a few questions before the activity that she can ask randomly in an informal questioning session after the reading and explaining time. Video Watch – Rising demand of water: The teacher plays a video for the students to explain the rising demand for water and their factors. The teacher will play the video twice for deeper understanding of the children. Teacher can then ask some concept check questions to get the understanding of the class.
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. 86 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment ICT Integration- Quizlet: Teacher will ask the students few questions to answer individually and up to their understanding. Teacher will give the following questions to answer: • Do you try to save water at home? If so, how? • What can we as an individual do to save water? • How can we encourage other people to save water? Share your ideas. Video Watch – Water Supply and Demand: The teacher plays the video for the children and ask them to concentrate. After the video each student will have to explain at least two point form the video. The teacher can note down the points in bullet form on the board for the quick review later on. Brain Break- Keep it Up! Students must keep a ball from hitting the ground. Add two or three balls to make it more fun. Students will pass on the balls to each other without letting it hit the ground. Classwork: Teacher will ask students to do the following questions in exercise copies; • What can we as an individual do to save water? • How can we encourage other people to save water? Share your ideas. Homework: Teacher will ask the students to prepare a table having two columns each of supply of water and demand of water. The students will have to fill the table with at least 2-3 points in each column. The students will have to share their answers next day with the whole class.
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. 87 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment 4.4. Ensuring Water Supply Brainstorming- Fact and Opinion: Teacher will put a picture on the board and ask the students to think over it. Divide their thoughts about the photo into what they know for certain and what they have assumed. Ask them to write it down in their notebooks. Once done then share their thoughts with the classroom. Video Watch – Are we running out of clean water? Teacher plays the video twice for the students to have a deeper understanding of the topic. Then ask them to note down whatever they have watched and observed in the video. Teacher will discuss the points from the video with the class as a whole class discussion. Brainstorming Activity- Put Yourself in the Picture: Teacher will put a picture on the board and ask the students to imagine themselves as the subject of the photograph. They can imagine what they are feeling. Will they be happy for their photo to be used in the way this one is? Ask the students to think about it and note down the answers in their notebooks. Then share their thoughts with the classroom. Brain break- Trading places: have students stand behind their chairs. Call out a trait, and everyone who has that trait must change places with someone else. Example: Every one with curly hair or black hair, everyone who ate bread in breakfast etc. The students who do not have the same trait, remains at their position. Video Watch - What is a catchment area and watershed: Teacher plays a video for the students to explain the difference between watershed and Water catchment area. Teacher will ask the students to watch the video with concentration. After the video the teacher can have a whole
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. 88 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment class discussion to explain further the difference between the two. Reading: The teacher will read the text from the textbook and explain it in her own words. Then ask the children to explain it one by one whatever understanding they have developed. Teacher may prepare few questions before the class to be asked from the students informally after the reading and explanation. Class Activity- Story: Teacher will choose few photographs from the internet related to water scarcity, watershed, water catchment area etc. and put those pictures on the board during this activity. Ask the students to choose any 1 photograph from the given 4-5 options on the board. Then brainstorm themselves and write a story about what is happening in the picture they have chosen. They can think about the stereotypes that could be associated with the picture and try to challenge these in their story. Class Activity- Task: Teacher will ask the students to imagine what it is like to live in a place where water is not necessarily clean or readily accessible, and how this may influence your life in positive and negative ways. Students are given a list of tasks that represent different aspects of daily life. All children have the same tasks. Explain the children that they will be pretending that they live in another place where water is not available and they have to go to a specific place to collect water while answering the questions and completing the task. Also, they only have two containers to bring water and have only 45 minutes to bring enough water for all these tasks. The tasks include: • Collect drinking water • Prepare food: Wash potatoes and place them in a large cooking
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. 89 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment pot. • Gardening: bring water and water the garden. • What measures can be taken to improve this situation? Brain Break- 5-4-3-2-1: In this activity, the students stand up and the teacher has them do five different movements in descending order. Example: The teacher would say “Do five jumping hacks, spin around four times, hop on one foot three times, walk all the way around the classroom two times, give your neighbor one high five. Audio-Visual learning- Video Watch: Teacher will play a video on desalination. In this video the process is explained and this way the students will have a deeper understanding of the term desalination. Ask the students to watch the video twice for better understanding. After the video, ask the students to write any two points about the advantages of desalination. ICT Integrated- Research: Teacher will ask the students to do their research on reclaiming water. Why is it important? What role does this play in saving water. Ask the students to answer these questions by doing their own research. Homework: Teacher will ask the students to do homework on the difference between the water catchment area and watershed. Ask the students to at least write 2 points for each. They can use the internet or their textbooks for help.
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. 90 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 4.5: Water Conservation Brainstorming: Teacher will write down a few questions on the board which the students will answer after they watch the video. Show students the video. After the video ask the students to jot down their answers to the questions on the board. You may play the video again for their better understanding. The questions are: • What kind of water issues were raised in the video? • Where can we find freshwater on earth? What are freshwater reservoirs? Where else is water stored? • Why is a growing population a concern for our water resources? • Who/What uses water? Who/What is the largest user of water? • In what ways is water wasted? Teacher will ask students to choose one of the water issues introduced in the video. And find a partner who chooses the same issue. Instruct students to work with their partners and figure out a way to express their topic like in the form of questions etc. After this the teacher can ask the students for solutions to the water issues they have chosen. This can be done as a whole class discussion as well. Teacher will encourage interaction and facilitate the process of learning throughout. Class Activity- Meeting -Water Conservation: Ask the students to make a circle and pretend to be the leaders who can find solutions to the water issues and come up with water conservation ideas. Plan ideas of how you can invite others to join your cause. In this activity the students will prepare a list of solutions that can help conserve and protect their water supply. Each student will stand and share their point of view or
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. 91 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment suggestion for how people might use less water, or protect the water supply in your areas. Teacher will note down each point on the board while the students are speaking. Later by the end of the session, the teacher can have an informal class discussion. Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- Story Starters: A student or teacher begins a story for one minute, either individually or with a partner. The students can then continue or complete it with a silly ending. Video Watch - What does desalination mean? The teacher plays a video for the students to watch. Then have a whole class discussion on what the video explains and is all about. Teacher will encourage interaction and facilitate the process of learning throughout. Class Activity- Global Connection Game: The teacher will prepare few cards before the activity that explains the impact of using water. The words should be: Bali, electricity, beef, swimming pool, fiji, rice, holiday, toxic waste, 15,000 L, salinity, Australia, 2,000 L. Now, the teacher will shuffle the cards and randomly to pairs of students. Ask them to move around the room and talk to other pairs. They should find three other cards that could be connected in a way that tells the story about the impacts of using water, and then stand in a group together. Teacher will encourage interaction and facilitate the process of learning throughout. Video Watch – How to conserve water? Teacher plays the video on water conservation. Teacher then explains how we can save so much water by making simple choices in our daily routine and save water individually. Teacher can play the video twice for deeper understanding of the students. Teacher will encourage interaction and facilitate the
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. 92 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment process of learning throughout. ICT Integration- Research Work: The teacher will ask the students to do their research and find the answers for the following questions: • How is water used in manufacturing T-shirts? • How is it used in growing food? • How about mining gold? • How is it used in tourists’ resorts? Teacher will encourage interaction and facilitate the process of learning throughout. Brain Break- The Junk: Pick few items from the classroom or from the students on a table. Then pick any object out of it and ask the students to come up with two ways this object could be reinvented for other uses. They can write or draw their responses. Example: shoe laces etc. Reading: The teacher will read the text from the handbook and explain the concept. Teacher will then ask the students to explain a little bit from the reading text in their own words from their understanding. Teacher will encourage interaction and facilitate the process of learning throughout. Classwork- Activity from the Textbook: The teacher will guide and help the students to complete the activities from the textbook. Activity 1 on page 42 and activity 2 on page 43. Homework: The teacher will ask the students to write about the important steps that can be taken to save water. How will the student himself save water? Ask the students to share their ideas the next day with all the other classmates.
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. 93 | 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. com/ Resource for teachers Google Classroom video tutorials www.youtube.com/teach onlinepk
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. 94 | T E A C H First Term Topic/Unit Chapter 5: Land Supply Duration 3 weeks No of Lessons 6 Lessons Text Book Pages 44-57 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: • Describe the land surface of the earth. • Describe the various uses of land. • Explain the rising demand for land. • Explain how the supply of land can be increased. • Explain how land use can be maximized. • Explain why land is a scarce source. • Explain the factors that affect the demand for land. • Explain the effects Unit 5.1: Land Supply Brainstorming: Teacher will start the class with brainstorming along with hands on activity for the students to respond. Teacher will start with the fractions and discuss informally as a whole class discussion that how we used to learn fractions. To divide an apple or pizza or something which could be divided into enough pieces to understand the concept of fractions. The teacher will then start the activity before introducing the topic and ask the students to follow the instructions and perform the activity with the teacher. Teacher will divide the class into groups so that easy to catch up with all. Then will take an apple and demonstrate. Will ask the students to cut the apple into two halves and then cut those 2 halves equally into 2 each which makes 4 pieces that is ¼ of the apple. Have students hold up the ¼ piece of the apple to show. Now introduce the topic by saying that consider this apple as the planet earth and then ask “what fractional portion of the planet does this represent?” the students will answer ¼ of the planet. The teacher will explain that this portion of the planet which is ¼ is the portion covered by land. Then show it on the globe. Then what does the other three portions represent? The other 3 sections represent the ¾ of the world covered by water that is oceans. The teacher will ask the students to use their paper plates now. Ask them to divide the plate into 4 portions as they Teaching resource/s: Apples Knives Paper plates Globe Markers Paper plate 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. 95 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment of overcultivation, irrigation and overgrazing. are going to make a circle graph. Demonstrate with holding up your plate and drawing it with a marker. First draw a line from one point on the circumference of the plate to the point on the opposite side and divide the plate in half. Draw a second diameter perpendicular to the first, to divide the plate into four parts. Model one way to label the circle graph. On the rim of the plate, label each of three fourths “ocean” and the remaining one portion as “Land”. Then allow the students some time to create their graphs. Write ¼ in the bracket with land portion. Brain Break- Chair Aerobics: Have students pull their chairs out of their desks. They should sit up straight, keeping their ankles together to do leg lifts. Extend legs to a 180-degree angle for 20 repetitions. Then have students stand behind the chair and while holding the back for balance, extend their right leg out to the side to a 45- degree angle for 20 repetitions then repeat with the left leg. Class Activity- Pieces of Land: The teacher can continue with the last activity or start this one another day to explain the concept of land which is subdivided further. The teacher will demonstrate and divide the ¼ of the land into two halves which will make 1/8 of the land. Then ask the students to do the same with their pieces. Ask them what fractional portion of planet does this represent? 1/8 portion. Teacher will explain that this portion of the land on earth is too dry, too wet, too cold, or too hot for people to live on. This is called uninhabitable land, such as many mountain tops, river basins, deserts etc. Show a few examples on the globe. Then ask them to divide the land in the paper plates as well. Demonstrate how to do it. Then hold up the remaining 1/8 piece of the land and ask the students what portion does this represent? It is 1/8. Green color marker or crayon Multimedia Projector Board Chart papers Handouts for assignment Chart papers for the presentation Quiz handouts Material needed for the project.
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. 96 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment And explain that this portion represents the habitable land where people can live. Now hold up your plate and label this 1/8 portion as habitable land on the paper plate. Demonstrate how to divide the 1/8 pieces of the apple into 4 equal pieces. Cut the 1/8 section into 2 pieces and ask the students what fractional portion does this represent? 1/16. Still holding up the 1/16 piece of the apple and ask the students if we divide this into two halves what fractional portion does this represent? 1/32. Cut the 1/16 section into two equal pieces. Ask the students to do the same. Repeat with other 1/16 portion. Now explain that this small fractional piece represents all the farmable land that grows food for people as well as all the pasture and graze land that grows food for animals that then become food for people. Then demonstrate the paper plate by dividing the 1/8 portion representing the habitable land into 4 pieces and color the farmable land as green and label it as 1/32 farmable land. Reading: teacher will read the text from the handbook and explain to the students. The teacher will refer to the figure 5.1: The Land surface of the Earth and explain it in detail. The teacher can prepare few questions before the activity and ask the students at the end of the class. Power Point - Surprise Quiz as Concept Check Questionnaire: The teacher can prepare a quiz related to the topic on Power point and ask the students to follow the instructions. If they think the answer is option (a) they can raise your right hand, if they think the answer is option (b) they can just stand up on their places and if they think the answer is option (c) they should put both of their hands on their head while sitting. The Video Watch- Types of Land use https://www.youtube.co m/watch?v=vbP-o6-ETuA Guided link for the Role Play – The use of Piece of a Land https://www.maine.gov/d acf/mgs/education/lesson s/act02.pdf Guided link for the ICT integrated activity https://www.teachengine ering.org/activities/view/c ub_environ_lesson08_acti vity1
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. 97 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment teacher will count the answers based on their actions. ICT Integrated- Quizlet: The teacher will prepare a quiz and ask the students to answer their questions individually on their handout. The questions can be: • What fractional portion is habitable land? • Into how many portions is the habitable land divided into? • Why can’t we live on uninhabitable land? Explain with reasons. Brain Break- Calm Down: lead the students in stretches to help loosen up tension. Have students to hold each stretch for 15-20 seconds. The stretches can include reach for the sky, Touch toes, arm circles, neck circles and knee to chest etc. Classwork: Teacher can refer to the activities from the handbook and ask the students to work on it. Teacher can then help wherever needed. Teacher will encourage interaction and facilitate the process of learning throughout. Homework: The teacher will ask the students to draw a chart representing the world in which all the portions of land will be explained. This will be a homework task and the students will have to submit it the next day. Link for the PPT- Land Supply https://www.slideshare.n et/wajeehanisar/landsupply-38677408 Video watch- What is overgrazing? https://www.youtube.co m/watch?v=jznu-vBh2Rg Video WatchOvergrazing, a growing problem https://www.youtube.co m/watch?v=IrmasExj8v8
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. 98 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment Unit 5.2: Types of Land use Brainstorming: The teacher will start the class by asking them to imagine if someone would give you a huge piece of land to use for whatever you wanted, what would you do with it? (some would say a stadium, football ground, school, shopping malls, building etc.) Note down the answers of the students on the board. Then add would you like to build an amusement park? May be a huge mansion? How exactly would you like to use your land? Explain them they can use their land in different ways, may be something beneficial for themselves as well as the society and community. You can give an example of the school you are in, like the owner of this school used his land to build a school and now playing a huge role in educating students. Make it an informal discussion and add few more examples to let the students think deeply on how one can utilize their land in different ways. Video Watch – Types of Land use: The teacher plays a video for the students to watch. The video is about the uses of land in different ways. The teacher can play the video twice for deeper understanding of different uses of land. Presentation- Group Activity: The teacher will divide the students into groups and then start the activity. Teacher will write the topic on the board and ask the students to work as groups and make a table of different types of land uses. Then choose one from among them which you would like to use and work on if you have a huge piece of your own land to use. Also, give reason why you would like to use your land in this way and not others. The students are free to draw it or can explain via doodle art on the board or just by speaking. This is a group activity and Video Link - Why is deforestation good? https://www.youtube.co m/watch?v=ZoSW3V8J03E Video Watch - Deforestation, causes, effects and solutions https://www.youtube.co m/watch?v=- 01T9e6VDWU Video Watch- Land degradation documentary https://www.youtube.co m/watch?v=9TmZRZ-w1Y4
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. 99 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment every participant should participate. After this each group will present their presentation one by one and explain their idea and choice of using the land. Video Watch d– Use of lan: Teacher will play a video on the uses of land. Ask the students to watch it and then explain it in their own words one by one to the class. The teacher can have a whole class discussion at the end of the class. Reading: The teacher will read the text from the handbook and explain it to the students. Then will refer to the figure 5.2: The various uses of Land and further explain it. Similarly, will explain all the other figures 5.3, 5.4,5.5, 5.6, 5.7 and 5.8 to the students. Ask the students to share their point of view regarding the various uses of land. Brain Break- Forward and backward circles: Point your arms towards the ceiling. Keep your elbow straight and move your right arm forward creating a large circle. Continue making forward circles with this arm. Now do the same with your other arm except go backward. Continue with both arms moving at the same time. Make sure you have this pattern working before you continue. While both arms continue to move, lift your right foot off the ground and make a ninety-degree angle with your knee. Hold this for a few seconds. Now extend your right knee out to make your leg parallel to the ground. Hold for a few seconds. Repeat with left leg as well. Role Play- The Use of a Piece of a Land: In this activity, the teacher will engage the students in a practical exercise in land use planning. This to make the students aware of the positive and negative aspects of land use laws and local zoning ordinances through role playing. In this Video Watch- Journey 2050 Land use https://www.youtube.co m/watch?v=RMu7NtScdh U&t=68s Video link for the project3D model, terrace farming https://www.youtube.co m/watch?v=tAnPU3ubIWg
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. 100 | T E A C H Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment activity the teacher will divide the class into groups. The students represent groups interested in purchasing the same piece of land. Each group must research to devise a plan that is legal and attractive and present proposals to convince the current owners to sell the land to their group. The instructor or teacher is advised to use a real plot of land so that real land use laws can be researched. ICT Integrated- Research Work: Engineers plays big role in figuring out the best ways to develop a growing area or community without harming the existing community and natural environment. Architectural, civil and transportation engineers all focus on the safety, cost and design of new buildings, bridges, dams, roads and other structures. To work on new community projects, engineers must understand the land use that already exists in an area. With this information they can recommend the best place to build a structure that will have the least negative effect on the environment which means that will affect a smaller number of animals, plants and people living in that area and prevent them from pollution and loss of food or habitat. Then the teacher will say that the students will act as community planning engineers in our own community. The students will have to make a plan as an engineer for a designated piece of land near their school. Also, will have to answer the questions: • Can you think of an area where you can see community growth? • How about a new neighborhood or apartment building that is being built? • How does a community plan for this growth? Brain Break- Hand Slap Game: face your partner with hands out, palms