Geo Sow - Diff Inst (Final Word 2003) y78

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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009

TOPIC 1: BASIC SKILLS IN GRAPHICAL REPRESENTATION (GRAPHS)

CONTENTLEARNINGOUTCOMES

SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO

1. Bar graph

Definition

Datacollectionandorganizing

Labelling ofbar graph

Constructinga bar graph

Interpretation

i. Defining bargraph.

ii. Collectingandarrangingdata.

iii. Identifyingbar graphtitle.

iv. Identifyinglabel for bargraph axes.

v. Determiningthe scale fordrawing a bargraph.

vi. Constructinga bar graph.

vii. Interpreting bar

graph.

Teacher introduces the word graphby showing various graphs.

Teacher defines bar graph byshowing simple drawing of bargraphs.

Teacher shows students how todraw bar graph.

Teacher groups students intodifferent groups (such asaccording to birth months,favourite colour, etc.)

Teacher records the number ofstudents in each group in a tableform (named as Table A).

Teacher determines the scale todraw the data in the table into abar graph.

Teacher draws the bar graphs.

Teacher give title to the bar graphdrawn

Teacher label the axes.

Teacher assists students to draw thebar graph individually by providing

simple data.

Teacher asks various questionsbased on the bar graph drawn toenable students to interpret it.

Teacher introduces the word graphby showing various graphs.

Teacher defines bar graph byshowing simple drawing of bargraphs.

Group Work


Teacher instructs students to

record the number of students ineach group in a table form (namedas Table A).

Students are asked to determinethe scale to draw the data in thetable into a bar graph.

Teacher guides each group todraw the bar graphs.

Teacher asks student to name thetitle of their bar graph.

Teacher instructs students toidentify and label the bar graph

axes. Teacher asks various questions

based on the bar graph drawn toenable students to interpret it.

Teacher prompt students to giveexample of graphs by drawing ordescription.

Teacher prompt students to definebar graph.

Individual Work



record the number of students ineach group in a table form (namedas Table A).

Students are asked to determinethe scale to draw the data in thetable into a bar graph.

Teacher guides students to drawthe bar graphs.

Teacher asks student to name thetitle of their bar graph.

Teacher instructs students toidentify and label the bar graph

axes. Teacher guides and prompts

students to interpret the bar graph.

4periods

SKILLS: Skills in drawing bar graph; Comparing data; Interpreting bar graph

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ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 6-7; http://cstl.syr.edu/ FIPSE/TabBar/ BUILDBAR.HTM



2. Divided

bar graph Definition

divided bargraph

Calculatingpercentage

Constructingdivided bargraph

Interpretation

i. Defining

divided bargraph.

ii. Differentiatingbar graphand dividedbar graph.

iii. Calculatingpercentage.

iv. Constructingdivided bargraph.

v. Interpretationof divided bargraph.

Teacher defines and shows

examples of divided bar graphs. Teacher prompts students to

identify the differences between abar graph and a divided bar graph.

Group Work

Teacher assists students to work

in groups to convert the earlier

obtained data in Table A into

percentage.

Teacher guides students to add

an extra column to Table A whichthey have drawn earlier to insertthe percentage they havecalculated.

Teacher assists students toconstruct divided bar graphindividually using thepercentage.

Teacher asks various questionsbase on the graph drawn.


examples of divided bar graphs. Teacher prompts students to identify

the differences between a bar graphand a divided bar graph.

Individual Work

Teacher assists students to

convert the earlier obtained data

in Table A into percentage.

Teacher guides students to add anextra column to Table A which

they have drawn earlier to insertthe percentage they havecalculated.

Teacher instructs students toconstruct divided bar graphindividually using the percentage.

Teacher asks various questionsbased on the graph drawn.


examples of divided bar graphs. Teacher prompts students to identify

the differences between a bar graphand a divided bar graph.

Individual Work


convert the earlier obtained data

in Table A into percentage.

Teacher guides students to add anextra column to Table A which

they have drawn earlier to insertthe percentage they havecalculated.

Teacher instructs students toconstruct divided bar graphindividually using the percentage.

Teacher prompts students tointerpret the graph.

4

periods

SKILLS: Calculating percentage; Comparing and contrasting; Graph skill in drawing divided bar graph; Interpreting.

ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 8-9

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http://cstl.syr.edu/%20FIPSE/TabBar/%20%20%20BUILDBAR.HTMhttp://cstl.syr.edu/%20FIPSE/TabBar/%20%20%20BUILDBAR.HTM


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3. Line graph

Definition

Usage

Drawing linegraph

Interpretation

i . Definingline graph.

ii. Drawingline graph.

iii. Interpretingline graph.


examples of line graphs. Teacher explains the difference in

usage of line graphs compared to bargraphs.

Group Work

Teacher guides students to workin groups to do the initial work indrawing a line graph such asdrawing the axes and the scales tobe used


construct line graph using thegiven information

Based on the line graph drawn,teacher assists students tointerpret the graphs.

Teacher defines and shows examples

of line graphs. Teacher explains the difference in

usage of line graphs compared to bargraphs.

Group Work

Teacher guides students to workin groups to do the initial work indrawing a line graph such asdrawing the axes and the scales tobe used


construct line graph using thegiven information.

Based on the line graph drawn,teacher asks students to interpretthe graphs.

Teacher prompt students to guess

what is line graphs. Teacher prompt students to define

line graphs.

Teacher explains the difference inusage of line graphs compared to bargraphs.

Individual Work

Teacher instructs students to dothe initial work in drawing a linegraph such as drawing the axesand the scales to be used

Teacher instructs students toconstruct line graph using thegiven information.

Based on the line graph drawn,teacher asks students to interpretthe graphs.

4periods

SKILLS: Comparing and contrasting; Skills in drawing line graph; Reading line graph; Interpreting line graph.

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4. Pie chart

Definition

Finding

angularsegments

Drawing piechart

Interpretation

i . Defining piechart.

ii. Converting

percentagesinto angularsegments.

iii. Drawing piechart.

iv. Interpretingpie chart.

Teacher defines and showsexamples of pie charts.

Group Work

Using the data in Table A above,each group change thepercentage into angularsegments. (First, teacher showsan example on how to do theconversion).

Students record the angularsegments in the table by addinganother column.

Teacher shows studentshow to draw pie chart based on

the above angular segments byfollowing these steps:

Draw the 12 oclock radius.

Draw largest sector firstusing protractor.

Add a key or labels.

Add a title.

Teacher gives some question toenable students to interpret thepie chart.

Teacher defines and showsexamples of pie charts.

Group Work

Using the data in Table A above,each group change thepercentage into angular segments.(First, teacher shows an exampleon how to do the conversion).


Students draw pie chart based onthe above angular segments byfollowing these steps:

Draw the 12 oclock radius. Draw largest sector first using

protractor.


Add a title.

Teacher gives some question toenable students to interpret thepie chart.

Teacher shows examples of piecharts.

Teacher prompts students to define

pie chart.

Individual Work

Using the data in Table Aabove, each students have tochange the percentage intoangular segments.


Students draw pie chart based onthe above angular segments by

following these steps:

Draw the 12 oclock radius.

Draw largest sector first usingprotractor.


Add a title.

Teacher prompts students tointerpret the pie chart that theyproduce.

4periods

SKILLS: Graph drawing skill; Reading pie chart; Manipulating and comparing data; Interpreting pie chart.

ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 14-15

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TOPIC 2: WEATHER AND CLIMATE



1. Weatherand climate

Defining and

differentiating

weather and

climate

Definingweatherand climate.

Explainingdifferencesbetweenweatherand climate.

Teacher defines and explainsweather and climate.

Teacher lists out and explainsseveral conditions of weather andclimate.

Example: It rained heavily this

morning.

Brunei Darussalam has an equatorial

type of climate.


Teacher lists out and explainsseveral conditions of weather andclimate.

Example: It rained heavily this

morning.

Brunei Darussalam has an equatorial

type of climate.


Teacher asks students to list outseveral conditions of weather andclimate.

Teacher explains the outcomes.

2

periods

SKILLS: Differentiating

ADDITIONAL RESOURCES: Explore 1 Geography; Inspiring Discovery in Geography 1D.

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2. Weather

elements

Namingweatherelements

(i) AirTemperature

What is airtemperature?

Instrument SixsThermometer.

Readingand calculatingair temperature

(Daily,temperaturerange andmeantemperature).

Namingweatherelements. Air

Temperature

Rainfall

Winds

Defining airtemperature.

Naming theinstrumentused tomeasure airtemperature

(SixsThermometer)

Labellingparts of theinstrument.

Explaininghow airtemperatureis measured.

Calculatingtemperature

range andmeantemperature.

Teacher introduces the weatherelements

Teacher defines and explains airtemperature.

Teacher explains the instrumentused to measure air temperature.

Teacher distributes diagrams of theinstrument and guides students tolabel its basic parts.

Teacher explains how airtemperature is measured.

Teacher explains and guidesstudents with resource sheet to

work out the calculations oftemperature range and mean temp.




Teacher distributes diagrams of theinstrument and guides students tolabel the basic parts.


Teacher explains and guidesstudents with resource sheet to

work out the calculations oftemperature range and mean temp.




Teacher distributes diagrams of theinstrument and asks students tolabel the basic parts with referenceto text books.


Group work

Teacher distributes resource

sheet with temperature reading toeach group and guides them towork out the calculations oftemperature range and meantemperature with reference totextbooks.

8

periods

SKILLS: Recording Temperature; sketching diagram; extracting information from resource sheet.

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ADDITIONAL RESOURCES:Explore 1 Geography ; Inspiring Discovery in Geography 1D



(ii) Rainfall

What is rainfall?

The formationof rainfall

Types ofrainfalls

Instrument Rain gauge.

Calculatingrainfall (meanmonthly andannual rainfall)

Definingrainfall.

Naming theprocessesof rainfallformation.

Listingtypes ofrainfall.

Naming theinstrument

used tomeasurerainfall(RainGauge).

Labelling itsparts.

Calculatingmeanmonthlyand annualrainfall.

Teacher defines and explainsrainfall with slides.

Teacher explains rain formation withsketch diagram.

Teacher provides printed diagramand guides students to label theprocesses of rain formation.

Teacher provides diagram andguide students to identify the type ofrainfall.

Teacher explains the instrumentused to measure rainfall.

Teacher guides students to labelthe parts of the instrument.

Teacher gives some rainfall dataand guide students to calculatemean monthly and annual rainfall.


Teacher explains rain formation withsketch diagram.

Teacher provides printed diagramand guides students to label theprocesses of rain formation.



Teacher guides students to labelthe parts of the instrument.

Teacher gives some rainfall dataand guide students to calculatemean monthly and annual rainfall.


Teacher discusses the formation ofrainfall with sketch diagrams.

Students will be asked to draw andlabel the diagram.



Teacher asks students to draw andlabel the parts of the instrument.

Group work

Teacher gives some rainfall dataand explains how to calculatemean monthly and annual rainfall.

In groups of 4 or 5, students workout the given task.

Students will present their work.

8

periods

SKILLS: Calculating given data

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ADDITIONAL RESOURCES:Explore 1 Geography; Inspiring Discovery in Geography 1D



(iii) Winds

What is wind?

Instruments Anemometerand wind vane

The siting ofwind vane andanemometer

Definingwind.

Naming theinstrumentsused formeasuringwind speedand winddirections.

Labelling itsparts.

Explainingtheappropriatesiting ofwind vaneandanemometer

Explaininghow theinstrumentswork.

Stating winddirectionshown bywind vane.

Teacher defines and explains wind.

Teacher explains the instrumentsused to measure wind speed andwind direction.

Teacher provide printed diagram ofthe instrument and guides students

to label the parts.

With flash slides, teacher explainsthe correct siting of wind vane andanemometer.

Teacher demonstrates howanemometer and wind vane works.

Teacher asks students to state thewind directions shown by referringto diagrams of wind vane



Teacher provide printed diagram ofthe instrument and guides students

to label the parts.

With flash slides, teacher explainsthe correct siting of wind vane andanemometer.


Teacher asks students to state thewind directions shown by referringto diagrams of wind vane.



Teacher instructs the students todraw the instruments and label theparts.

With flash slides, teacher explainsthe correct siting of wind vane and

anemometer.


Group work

Each group is asked to note downthe wind direction by looking atthe wind vane in the schoolweather station.

Each groups observation is thenrecorded on a worksheet.

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SKILLS: Observation




3. Equatorialclimate

Main features ofequatorialclimate

Case Study :The equatorialclimate ofBruneiDarussalam.

Statingmainfeatures ofequatorialclimate.

Readingandinterpretingthe rainfallandtemperaturegraph of

BruneiDarussalam

Teacher asks students to list out themain features of local climate.

Teacher provides resourceworksheets on the rainfall andtemperature graph of Brunei.

Teacher guides students tocomplete the worksheet.


Teacher provides resourceworksheets on the rainfall andtemperature graph of Brunei.

Teacher guides students tocomplete the worksheet.


Class Activity

Teacher distributes the climatic

graph and daily weather forecast

of Brunei for class discussion.

Students are asked to complete

the resource worksheets.

4

periods

SKILLS: Interpreting rainfall and temperature graph; extracting information


4. World

climatic

changes

Global Warming

-Increase of theearths surface

temperatureCauses :

Forestclearance

Forestburning

Industrialactivities

DefiningGlobalWarming.

Stating thecauses forglobal

climaticchanges.

Teacher defines and explainsGlobal Warming.

Teacher describes the causes ofglobal climatic changes.

Teacher defines and explainsGlobal Warming.

Teacher describes the causes ofglobal climatic changes.

Teacher defines and explains GlobalWarming.

Group work on internet survey onglobal warming

Teacher instructs the students to

carry out inquiry learningactivities on the causes of worldclimatic changes

4

Periods

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SKILLS: Extracting information from text/school library and developing thinking skills


TOPIC 3 : POPULATION


SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME

MUST DO SHOULD DO COULD DO

1. Population of

Brunei

Darussalam

Definition

Populationgrowth inBruneiDarussalam

Reasons forpopulationchanges

Calculatingpopulation rates

Reasons forhigh birth rateand low deathrate

i. Defining thetermsPopulation,Birth Rateand NaturalIncrease.

ii. Describingthepopulationgrowth in BD.

iii.Stating thereasons forpopulationchanges inBD.

iv.Calculating

Birth Rate,Death Rate,and NaturalIncrease.

v. Describingreasons forhigh birth rateand low deathrate in BD.

Teacher asks students to definekey terms population, birth rate,death rate and natural increase.

Teacher provides students tablesand bar graphs on population factsand figures in Brunei Darussalamto describe the population trend ofthe growth.

Teacher prompts students to talkabout the reasons for population

changes in Brunei.

Teacher explains how to calculateBirth Rate and Death Rate.

Teacher explains how to calculatethe natural increase.

Group Work

Teacher groups students into 4or 5.

Teacher guides and promptsstudents to describe the reasons

for high birth rate and low deathrate in Brunei Darussalam.



Teacher prompts students to talkabout the reasons for population

changes in Brunei.



Group Work


Teacher asks them to discuss thereasons for high birth rate and

low death rate in BruneiDarussalam.

Teacher then asks each group topresent their findings.



Teacher prompts students to talkabout the reasons for populationchanges in Brunei.



Group Work


Teacher asks them to discuss thereasons for high birth rate and

low death rate in BruneiDarussalam.

Teacher asks each group topresent their findings using mind-mapping concept.

4

Periods

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SKILLS: Analysing maps and graphs; Comparing and contrasting; Predicting population trends; Causal explanation

ADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 71; Interactive Geography 1, pg 110-113; Geography Stimulated Examination Papers, pg 95;Secondary 1 Express Revision Geography, pg 68-69 ; Explore 2 Geography; Inspiring Discovery in Geography 2A




2. PopulationStructure inBD

Definition

Construction of

populationpyramid of BD

Interpretation ofpopulationpyramid of BD

3 groups in apopulationpyramid

i. Definingpopulationstructureandpopulationpyramid.

ii. Constructingpopulationpyramid ofBruneiDarussalam.

iii. Interpretingpopulation ofBruneiDarussalam.

iv. Identifyingthe 3populationgroups in apopulationpyramid.

.Teacher defines populationstructure and populationpyramid.

Teacher asks students to constructa population pyramid using a givenpopulation data on BruneiDarussalam.

Teacher guides students tointerpret the population pyramid ofBrunei Darussalam.

Teacher guides students to identifythe 3 population groups in apopulation pyramid.

Teacher defines populationstructure and populationpyramid.


Teacher asks students to interpretthe population pyramid of BruneiDarussalam.

Teacher asks students to identifythe 3 population groups in apopulation pyramid.

Teacher defines populationstructure and populationpyramid.


Teacher asks students to interpretthe population pyramid of BruneiDarussalam.

Teacher asks students to identifythe 3 population groups in apopulation pyramid.

4

Periods

SKILLS: Analyzing and interpreting tables and graphsADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 72-73; Interactive Geography 1, pg 120

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CONTENT LEARNINGOUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO

3. PopulationDistributionand Densityin BruneiDarussalam

Populationdistribution

Populationdensity

i . Definingpopulationdistributionandpopulationdensity.

ii. Calculatingpopulationdensity.

iii.Givingreasons forthedifferences inpopulationdensity inBruneiDarussalam.

Teacher defines key termspopulation distribution andpopulation density.

Teacher explains how to calculatepopulation density.

Group Work

Teacher asks students toidentify densely and sparselypopulated areas in BruneiDarussalam on map of BruneiDarussalam.

Teacher asks students todiscuss the reasons for thedifferences in population densityin Brunei Darussalam.



Pair Work

Teacher asks students toidentify densely and sparselypopulated areas in BruneiDarussalam on map of BruneiDarussalam.

Teacher asks students todiscuss the reasons for thedifferences in population densityin Brunei Darussalam.



Individual Work

Teacher asksstudents to identify densely andsparsely populated areas inBrunei Darussalam on map ofBrunei Darussalam.

Teacher asksstudents to discuss the reasonsfor the differences in populationdensity in Brunei Darussalam.

2

Periods

SKILLS: Comparing and contrasting; Causal explanation

ADDITIONAL RESOURCES: Illustrated Source Book for Geography 1, pg 74-75; Interactive Geography 1, pg 120

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4. Rural-UrbanMigration

Migration, rural-urbanmigration, pushand pull factors

Effects of rural-urban migration

i. Defining thekey termsMigration,Rural-UrbanMigration,PushFactor andPull Factor.

ii. Listingreasons forthe migrationby identifyingthe push andpull factors.

iii.Statingeffects ofrural-urbanmigration toboth ruraland urbanareas.

Teacher defines the key termsMigration, Rural-UrbanMigration, Push Factor and PullFactor.

Teacher guides students todiscuss the push and pull factorsof rural-urban migration in groups.

Group Work

Students are formed into groupsto discuss the effects ofmigration to both rural and urbanareas.


Teacher asks students to discussthe push and pull factors of rural-urban migration in pairs.

Group Work

Students are formed intogroups to discuss the effects ofmigration to both rural andurban areas, and present theoutcome to the class usingmind-mapping concept.


Teacher asks students to discussthe push and pull factors of rural-urban migration in pairs.

Group Work

Students are formed into groupsto discuss the effects ofmigration to both rural andurban areas, and present theoutcome to the class usingmind-mapping concept or byusing power-point.

4

Periods

SKILLS: Comparing and contrasting

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TOPIC 4 : INDUSTRY

CONTENT

LEARNING

OUTCOMES

SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

FRAMEMUST DO SHOULD DO COULD DO

1. Industry

Types

Factors affectinglocation.

Case Study:

Sungai LiangIndustrialPark

i. Defining thedifferenttypes ofindustries(primaryindustry,secondaryindustry andtertiaryindustry).

ii. Listingexamples ofeach type ofindustries.

iii.Listing andexplainingthe factorsaffectingindustriallocation.

iv.Listing factor

affecting thelocation ofSungai LiangIndustrialPark.

Teacher defines the term industry.

Teacher defines and explains thedifferent types of industries andgive examples.

Class Activity

Teacher asks students to identifythe different types of industry withthe aid of pictures.

Teacher lists and explains thefactors affecting industrial location.

Teacher lists and explain thefactors affecting the location ofSungai Liang Industrial Park using

given aerial map

Teacher defines the term industry.

Teacher defines and explains thedifferent types of industries andgive examples

Class Activity


Teacher lists and explains thefactors affecting industrial location.

Research work

Teacher asks students to list out

some factors affecting the location

of Sungai Liang Industrial Park withthe help of articles from internet or

newspaper.

Teacher asks students to brieflydefine the term industry.

Teacher defines and explains thedifferent types of industries and askstudent to give examples.

Class Activity


Teacher asks students to work ingroups to list and explain thefactors affecting industrial location.

Research work

Teacher asks students to list outsome factors affecting thelocation of Sungai LiangIndustrial Park with the help ofarticles from internet ornewspaper.

Teacher asks students topresent their work e.g.PowerPoint presentation

6Periods

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SKILLS:Interpreting pictures; extracting information from article

ADDITIONAL RESOURCES:Understanding Geography Bk 4, pg 150-153; http://www.bedb.com.bnCONTENT

LEARNINGOUTCOMES


2. Industry andthe

environment

Pollution

Air

Water

Noise

Ways to

overcome

i . Defining thepollution

ii. Identifying the3 types ofpollution

iii. Listing anddiscussing thecauses of the3 types ofpollution

iv. Identifying andlistingstrategies forindustries touse to reducethe impact totheenvironment.

Teacher asks students to definepollution.

Research work

Teacher list the various

methods to reduce industrial

pollution from the internet,

newspaper, library, etc and

instructs students to do a

scrapbook.

Teacher asks students tostudy variety of photograph and

identify the 3 types of pollutioncaused by industries.

Teacher discusses withstudents the causes of the 3types of pollution.


Research work

Teacher asks

students to look for various

methods to reduce industrial

pollution from internet,

newspaper, library etc and

instructs students to do a

scrapbook.

Teacher asksstudents to study variety ofphotographs and identify the 3types of pollution caused byindustries.

Teacher asks thestudents to discuss the causesof the 3 types of pollution.


Research work

Teacher asksstudents to look for variousmethods to reduce industrialpollut ion from internet,newspaper, library etc andinstructs students to presenttheir works.

Teacher asksstudents to study variety ofphotographs and identify the 3types of pollution caused byindustries.

Teacher asksstudents to discuss the causesof the 3 types of pollution.

2Periods

SKILLS: Description and analysis of photographs, diagrams, statistics; understanding of causes of different types of industrial pollution

ADDITIONAL RESOURCES: Air burning different fossil fuels, type of gasses from industries and transport used in industry leading to the formation of smog and acidrain.Water industrial waste into water, oil spills, dumping from ships , acid rain, radioactive waste, etc.Noise construction, generators, machinery, transport etc.http://www.water-pollution.org.uk/causes.html

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http://www.bedb.com.bn/http://www.water-pollution.org.uk/causes.htmlhttp://www.bedb.com.bn/http://www.water-pollution.org.uk/causes.html


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TOPIC 5 : FARMING




1. Farming as a

primary

industry

i. Definingfarming

Teacher introduces and definesthe term farming as a primaryindustry.



2

periods

2. Agricultural

system:

Farming

System:Inputs

ProcessesOutputs

Inputs:

Natural

Human

Processes:

Farmingactivities

Outputs:

Crops

Animals

i. Defining aFarmingSystem

ii. Defining inputs& outputs,natural inputs

and humaninputs.

iii. Creating a chartto show thesystem.

iv. Naming theinputs,processes andoutputs underthe correctcategories.

v. Naming thefarmingprocesses inthe correctsequence.

Teacher explains farming systemwith the aid of diagrams.

Teacher defines inputs, outputs,natural inputs & human inputs.

Teacher provides a web of thefarming system and guidesstudents to fill in the contents.

Group Work

Teacher providesdiagrams of the processes toeach group and asks studentsto arrange the diagrams inorder and name each of theprocesses.



Teacher provides a web of thefarming system and asks studentsto fill in the contents.

Pair Work

Teacher providesdiagrams of the processes toeach group and asks studentsto arrange the diagrams inorder and name each of theprocesses.



Teacher provides a web of thefarming system and asks studentsto fill in the contents.

Individual Work

Teacher providesdiagrams of the processes toeach student and asksstudents to arrange thediagrams in order and nameeach of the processes.

SKILLS:Constructing a thinking web

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ADDITIONAL RESOURCES: Geography Elective, pg 18 23; Geography of Brunei Darussalam Source Book For Upper Secondary, pg 52; Our World : A Closer LookElective, pg 20 23; Understanding Geography 4, pg 8




3. Main types of

farming:

Definitions

Arable vsLivestock vsMixed

CommercialvsSubsistence

Intensive vsExtensive

Sedentary vs

Shifting /Nomadic

Characteristics

Intensive

extensive

i. Naming anddefining thevarious types offarming in brief.

ii. Giving someexamples of thetypes offarming.

iii. Describingbriefly thecharacteristicsof intensive andextensivefarming.

Teacher introduces the differenttypes of farming with the aid ofdiagrams.

Teacher defines the different typesof farming and gives examples ofeach type.

Pair Work

Teacher lists thecharacteristics of extensive and

intensive farming on the boardand asks students to put themunder the correct type offarming on a given worksheet.

Students do activityby playing the following game:

Students to begrouped in 3.

Each group is givena set of picture card.

1 student plays therole of referee & 2 as

competitors The referee shows

diagrams of the varioustypes / examples of farming.

the pair competes innaming the type / example offarming shown.



Individual Work

Teacher lists thecharacteristics of extensive and

intensive farming randomly onthe board and asks students toput them under the correctheading (intensive or extensive)on a given worksheet.

Students do activityby playing the following game:

Students to be grouped in 3.

Each group is given a set ofpicture card.

1 student plays the role ofreferee & 2 as competitors

The referee shows diagramsof the various types /examples of farming.

the pair competes in namingthe type / example of farmingshown.

The referee tallies the score &



Individual Work

Teacher lists the characteristics ofextensive and intensive farming

randomly on the board and asksstudents to put them under thecorrect heading (intensive orextensive) on a given worksheet.

Students do activity by playing thefollowing game:

Students to be grouped in 3.

Each group is given a set ofpicture card.

1 student plays the role ofreferee & 2 as competitors.

The referee shows diagrams of

the various types / examples offarming.

the pair competes in namingthe type / example of farmingshown.

The referee tallies the score &announces the winning player.

2

periods

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The referee talliesthe score & announces thewinning player.

announces the winning player.

SKILLS:Comparing

ADDITIONAL RESOURCES: Discovering Geography 1, pg 190 202; Earth : Our Home, pg 166 185; Excel in Geography Secondary 1, pg 139; EYE for GeographyElective, pg 174; Geography Elective, pg 8; Interactive Geography 4 (Special / Express/Normal / Academic), pg 80 81; Our World : ACloser Look Elective, pg 24 26, 28; Understanding Geography 1, pg 116 120; Understanding Geography 4, pg 82




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4. Types of

farming in

Brunei

Darussalam:

A. Market

gardening inBrunei-Muara

District

Inputs

Process:

Soil-culture

Soilless culture

Outputs

C

haracteristics

Problems:

Infertile soil

High cost ofinputs

Shortage oflabour

Pests &diseases

Solutions:

Application offertilizers

Governmentshelp

Import labour

Application ofpesticides

i. Naming theinputs &outputs ofmarketgardening

ii. Describing the

process offarming (soilculture).

iii. Explainingbriefly what issoil-lessculture:

Hydroponics

Aeroponics

iv. Listing thecharacteristics

of marketgardening.

v. Stating theproblems ofmarketgardening inBruneiDarussalam.

vi. Suggestingsolutions to theproblems.

Teacher explains the inputs andoutputs of market gardening.

Teacher explains the term soilculture and soil-less culture andtheir differences by givingexamples.

Teacher lists the characteristicsof market gardening.

Teacher describes the problemsinvolved in market gardening.

Pair Work

Teacher lists the solutions forthe problems of marketgardening in Brunei on theboard and asks students tomatch each solution to thecorrect problem.


Teacher explains the term soilculture and soil-less culture andtheir differences by givingexamples.

Teacher guides students to listthe characteristics of marketgardening.


Individual Work

Teacher lists the solutions for theproblems of market gardening inBrunei on the board and asks thestudents to match each solutionto the correct problem.


Teacher explains the term soil cultureand soil-less culture and theirdifferences by giving examples.

Teacher guides students to list thecharacteristics of market gardening.


Group Work

Students are asked to work ingroups to find solutions for theproblems and present to the class.

Fieldtrip:

Teacher takes the students on afieldtrip to a nearby market

gardening area.Students are asked to observe and

note down the points of the areawhich are related to whatever theyhave studied about marketgardening. (Teachers areencouraged to providequestionnaires to facilitate the fieldtrip).

Students are asked to work ingroups to write a report of their visitand present it to the class.

4

periods

SKILLS:Collection and Organisation of informationADDITIONAL RESOURCES: www.gov.sg/mnd/mmd/ppd; Earth :Our Home, pg 182 185; Geography Elective, pg 26 37; Geography of Brunei Darussalam Source Book

for Upper Secondary, pg 58, 63 64, 67 69; Illustrated Source Book in Geography for Secondary 1, pg 148 149; Interactive Geography 4

19
http://www.gov.sg/mnd/mmd/ppdhttp://www.gov.sg/mnd/mmd/ppdhttp://www.gov.sg/mnd/mmd/ppd


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(Special / Express / Normal / Academic), pg 69 76; Interactive Geography Activity Book 4 (Special / Express), pg 83 84; Our World : ACloser Look Elective, 63 68, 15 17; Understanding Geography 1, pg 112 115; Understanding Geography 4, pg 108 111



B. Wet rice

farming

a) in Brunei-

Muara District -Wasan

(Modern method)

b) in TemburongDistrict -Kg. Senukoh(Traditionalmethod)

Inputs

Process

Output

Problems: Infertile soil

High cost ofinputs

Shortage oflabour

Pests &diseases

Cheaperimports

Solutions:

Application offertilizers

Governmentshelp

Import labour

Application of

pesticides.

i. Naming theinputs and

outputs in eachmethod offarming.

ii. Describing theprocess offarming in bothmodern andtraditionalmethods.

iii. Definingbriefly the termsgreenrevolution andirrigation.

iv. Stating theproblems of wetrice cultivationin BruneiDarussalam.

v. Suggesting

solutions to the

problems.

Teacher discusses with thestudents on the inputs and outputs

of both the methods of farming.

Teacher defines the terms greenrevolution and irrigation.

Teacher describes the processesinvolved in both farming methods.

Teacher states the problemsinvolved in wet rice farming.

Pair work:

Teacher lists the solutions forthe problems on the board andasks students to match eachsolution to the correct problem.




Teacher describes the processesinvolved in both farming methods.

Group Work

Teacher groups the studentsand asks them to discuss on theproblems faced by the wet ricecultivation in Brunei.

Teacher also asks each groupto suggest solutions for theproblems and present them tothe class.




Project Work

Teacher will providequestionnaires for this project.

Lesson venue: School Library.

Aids: Internet, Newspaper andReference books.

Students are grouped to collectinformation on both methods ofrice farming.

Students are asked to work ingroups to write a report on theirfindings and present it to theclass

Group Work

Teacher groups the students andasks them to discuss on theproblems faced by the wet ricecultivation in Brunei.

Teacher also asks each group to

suggest solutions for theproblems and present them tothe class.

4 Periods

SKILLS: Collection of information. Research work. Public speaking

ADDITIONAL RESOURCES: www.asiarice.org,www.riceweb.org,www.econ.upm.edu.my/~fatimah/t3.htm,www.icid.org/cp malaysia.htmlDiscovering Geography 1 pg 192-19; Earth: Our Home pg 170-177; Earth: Our Home Workbook (Special/ Express) pg115-116; Geography Elective pg 40-47, 53, Geography of

20
http://www.asiarice.org/http://www.asiarice.org/http://www.riceweb.org/http://www.riceweb.org/http://www.riceweb.org/http://www.econ.upm.edu.my/~fatimah/t3.htmhttp://www.econ.upm.edu.my/~fatimah/t3.htmhttp://www.econ.upm.edu.my/~fatimah/t3.htmhttp://www.icid.org/cp_malaysia.htmlhttp://www.icid.org/cp_malaysia.htmlhttp://www.asiarice.org/http://www.riceweb.org/http://www.econ.upm.edu.my/~fatimah/t3.htmhttp://www.icid.org/cp_malaysia.html


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BD Source Book For Upper Secondary pg 58, 64-65, 70-74; Illustrated Source Book in Geography for Sec 1 pg 101-102; Interactive Geography (Special / Express / Normal[Academic] 1 pg 144-145, 158-159; Interactive Geography 4 (Special / Express / Normal (Academic) pg 92, 95, 96-106; Our World: A Closer Look Elective pg 40 47,Singapore: Interactive Geography Activity Book 4 (Special / Express) pp 58 61; UG 1 pg 124-125; UG 4 pg 98-103

TOPIC 6 : FORESTS: TROPICAL RAINFORESTS AND MANGROVES



1. Worldtropicalrainforestsandmangroves.

Generaldistribution

Tropicalrainforest(Latitude 0to 10 N andS of theequator)

Mangrove(in swampycoastal areasof tropicalregions)

Major tropicalrainforest areas

Identifying thegeneraldistribution oftropicalrainforests andmangroves.

Identifying thelocation anddistribution ofthe majortropical

rainforestareas-Amazon, Zaire,Southeast Asia

Teacher provides blank outlinemap of the world.

Teacher guides students to locatethe regions of tropical rainforest inthe world using the textbook.

Teacher asks students to shadeand guides them to name themajor tropical rainforest areas.


Teacher guides students tolocate the regions of tropicalrainforest in the world using thetextbook.

Teacher asks students to shadeand guides them to name themajor tropical rainforest areas.


Teacher asks students to locatethe regions of tropical rainforest inthe world using the textbook.

Research work

Students are asked to carry outinternet survey on majortropical rainforest areas.

Students are instructed to dosimple report.

Students are asked to shadeand name the major tropicalrainforest areas.

4

periods

SKILLS: Extracting information; Shading and labelling map

ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D ; www.rainforestweb,org.

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2. Characteristicsof the tropical

rainforest

Evergreen

Tall and straight

Buttress roots

5 layers:

emergentlayer

canopy layer

understoreylayer

shrub layer

ground layer

Describingcharacteristicsof TropicalRain forest.

Naming thefive layers oftropicalrainforest.

Teacher explains main features ofthe forest with slides.

Teacher provides diagrams andguides students to name the fivelayers of the forest.

Teacher explains main featuresof the forest with slides.

Teacher provides diagrams andguides students to name the fivelayers of the forest.

Teacher explains main features ofthe forest with slides.

Teacher provides diagrams andasks students to name the fivelayers of the forest.

4

periods

3. Characteristics of themangroveforest

Evergreen

Uniform height -no distinctvertical layers

Grow denselytogether

Types of roots

Describingcharacteristicsof mangroveforest

Namingdifferent typesof roots prop, buttressand breathing

roots

Teacher explains main features ofthe forest with diagrams.

Teacher provides a diagram andguides the students to name thedifferent types of roots.

Teacher explains main featuresof the forest with diagrams.

Teacher provides a diagram andguides the students to name thedifferent types of roots.

Teacher explains main features ofthe forest with diagrams.

Teacher provides a diagram andasks the students to name thedifferent type sof roots.

SKILLS: Extracting information; Shading and labelling map

ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D; www.rainforestweb,org.

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4. Typesof trees and

benefits offorests

Differentspecies of trees

Hard

medium

lighthardwood

Benefits offorests

Identifying andnaming the

differentspecies of treesin tropicalrainforest.

Stating thebenefits offorest to theenvironmentand people.

Teacher guides students to classifythe species of hard, medium andlight hardwood trees.

Teacher describes the benefits offorest to the environment andpeople.

Teacher guides students to listforest products in groups.


Teacher describes the benefits offorest to the environment andpeople

Teacher guides students to listforest products in groups.


Group work

Students are set in group andask to discuss the benefits offorests to the environment andpeople.

Individual work

Students are asked to list downthe forest products found inschool and at home and presentthe finding to the class.

2

periods

5. Case study:Forestry inBruneiDarussalam

Forest reservesand Stateland

forests

Stagesoflogging

Defining theword forestreserves andstatelandforests.

Locating andnaming the

ForestReserves.

Describing thestages oflogging

Teacher defines the word forestreserve and stateland forest.

Teacher provides forest reservesmap of Brunei and asks students toname the forest reserve areas.

Teacher explains the stages of

logging with slides.

Teacher provides diagrams andguides the students to complete thestages of logging.


Teacher provides forest reservesmap of Brunei and asks studentsto name the forest reserve areas.

Teacher asks students to work in

groups to make flash cards on thelogging stages based on thepictures collected by them.

Students will arrange the picturesin the correct order and the leaderwill present it to the whole class.


Teacher provides outline map ofBrunei and ask students to locateand name the forest reserve areas.

Fieldtrip

Study trip to the sawmills in Tutongor Belait districts. Teacher provides

questionnaires and the students

are expected to answer the

questions and write a report on the

trip.

4

periods

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SKILLS: Classifying; Picture interpretation

ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei, Environmental excursion 2000



6. Reasons fordeforestation

Agriculture

Firewood

Settlement

Mining

Roads

Defining theworddeforestation

Listing downthe reasonsfordeforestation

Teacher defines and explainsdeforestation with pictures.

Teacher describes several reasonsfor deforestation and guides them tocomplete the given resource tasks.


Teacher describes several reasonsfor deforestation and guides themto complete the given resourcetasks.


Group work

Teacher instructs students todiscuss in groups the reasonspeople cut down forests andpresent to class.

4

periods

7. Problems ofdeforestation

Soil erosion

Flood

Extinction ofplants andanimals

Less oxygenand rainfall

Stating theproblems ofdeforestation

Defining theterm soilerosion.

Teacher explains the link betweendeforestation and soil erosion,flood, extinction of plants and

animals. Teacher introduces and defines the

term soil erosion.

Teacher explains the link betweendeforestation and soil erosion,flood, extinction of plants and

animals. Teacher introduces and defines the

term soil erosion.

Internet survey

Teacher instructs students tocarry out research on theproblems of deforestation andcomplete the given tasks.

Teacher introduces and defines theterm soil erosion.

8. Forestconservation

Definition

Conservation

Reforestation

Afforestation Selective

logging

Creating forestreserves andnational parks

Heavy fines for

Defining thetermsconservation,reforestation,afforestation

and selectivelogging.

Stating thedifferent wayson how forestcan be

Teacher defines the terms.

Teacher explains how forests canbe protected with the aid of slides.


Teacher explains how forests canbe protected with the aid of slides.


Teacher asks students to discuss onthe values of forests and what canbe done to protect them.

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illegal logging protected.

SKILLS: Picture interpretation; Reasoning, Generating possibilities and Investigating

ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei

TOPIC 7 : MINING : OIL AND GAS INDUSTRY IN BRUNEI DARUSSALAM

CONTENT LEARNINGOUTCOMESSUGGESTED TEACHING & LEARNING ACTIVITIES TIME


1. Types ofResources

Definition of

Resource,Renewable,Non-Renewable

Examples of

resource

i . Definingresource,renewableresourceand non-renewableresource.

ii. Listingexamples of

renewableand non-renewableresource.

Teacher defines the termresource, renewable resourceand non-renewable resource.

Teacher guides students to listexamples of renewable resourcesand non-renewable resources.


Teacher asks students to listexamples of renewable resourcesand non-renewable resources.


Teacher asks students to listexamples of renewable resourcesand non-renewable resources.

2

Periods

SKILLS: Reasoning; collecting information

ADDITIONAL RESOURCES: Understanding Geography Bk 2; pg 2-9

2. Mining : Oiland GasIndustry inBruneiDarussalam

Major Oil Fieldsin BruneiDarussalam

Formation of Oil

and Gas.

Method of

i. Identifyingand locatingthe major oilfields inBruneiDarussalam.

ii. Labeling anddescribingthe formationof oil andgas.

Teacher locates and names themajor oil fields in BruneiDarussalam on a map.

Teacher guides students to label

the diagram on the formation of oiland gas. With the diagramteacher briefly describes theformation of oil and gas.

Teacher guides students to namethe method of exploration of oiland gas with the aid of diagrams.

Teacher asks students to locateand name the major oil fields inBrunei Darussalam on a map.

Teacher guides students to label

the diagram on the formation of oiland gas. With the diagramsteacher briefly describes theformation of oil and gas.

Teacher guides students to namethe methods of exploration of oil

Teacher asks students to locateand name the major oil fields inBrunei Darussalam on a map.

Teacher describes the formation

of oil and gas with the aid ofdiagrams and asks students tolabel the diagram.

Teacher asks students to namethe methods of exploration of oiland gas with the aid of diagrams.

10

Periods

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exploration andextraction of Oil andGas.

(Cont)

iii.Naming themethod ofexploration ofoil and gas.

Teacher describes briefly themethod of extracting of oil andgas.

and gas with the aid of diagrams.

Teacher describes briefly themethod of extracting of oil and gas.

Teacher describes briefly themethod of extracting of oil andgas.

CONTENT

LEARNING

OUTCOMES

SUGGESTED TEACHING & LEARNING ACTIVITIES TIME


(.cont.)

Processing of Oiland Gas

Oil Refining

Liquefactionof Gas

Oil Products.

Importance of Oil

and Gas Industry

iv.Describingthe methodof extractingof oil andgas.

v. Naming,labeling anddescribing

briefly themethods ofoil refining

vi. Listing theproducts ofoil refining.

vii. Describingbriefly themethods ofliquefactionof oil

viii.Stating theimportance ofoil and gasindustry toBruneiDarussalam.

Teacher describes briefly theprocesses of oil refining. Teacherguides students to name and labelthe diagram of oil refining.

Teacher provides diagrams onproducts of oil refining and guidesstudents to name those products.

Teacher guides students to thinkabout other products of oil refiningand list them down.

Teacher describes briefly theprocesses of liquefaction of gaswith the aid of diagrams.

Teacher guides students to statethe importance of oil and gasindustry to Brunei Darussalam.

Teacher describes briefly theprocesses of oil refining. Teacherasks the students to name andlabel the diagram of oil refining.

Teacher provides diagrams onproducts of oil refining and guidesstudents to name those products.

Teacher asks students to thinkabout other products of oil refiningand list them down.


Teacher discusses with thestudents on the importance of oiland gas industry to BruneiDarussalam.

Teacher describes briefly theprocesses of oil refining. Teacherasks the students to name andlabel the diagram of oil refining.

Teacher provides diagrams onproducts of oil refining and asksstudents to name those products.

Teacher asks students to thinkabout other products of oil refiningand list them down.


Teacher asks students to work ingroups to discuss the importanceof oil and gas industry to BruneiDarussalam and share theirfinding to the class.

SKILLS: Interpreting diagrams

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ADDITIONAL RESOURCES: Geography of Brunei Darussalam Source Book for Upper Secondary, pg 102-132

TOPIC 1 : FISHING



1. Fishing inBruneiDarussalam

Importance offishing

Factors

encouragingfishing

Fishing areas

Types of fishcaught

i. Explainingtheimportanceof fishing.

ii. Stating thefactors

encouragingfishing inBruneiDarussalam.

iii. Identifyingand locatingthe mainfishing areasin BruneiDarussalam.

iv. Listing anddescribingthe differenttypes andmethods offishing inBruneiDarussalam.

Teacher explains the importanceof fishing.

Teacher explains the factorsencouraging fishing in BruneiDarussalam.

Teacher guides students tolocate the main fishing areas inBrunei Darussalam with the aid ofa map.

Teacher explains the two types offishing in Brunei Darussalam(inshore and offshore fishing).

Teacher shows the diagram onvarious methods of fishing andasks students to match the

diagrams with the correct name.

Teacher describes the mainmethods of fishing in BruneiDarussalam.

Teacher asks students to listthe different types of fish caught in

Teacher guides students to explainthe importance of fishing.


Teacher asks students tolocate the main fishing areas inBrunei Darussalam with the aid of amap.


Teacher asks students to list thevarious methods of fishing with theaid of diagrams.


Teacher asks students to listthe different types of fish caught inBrunei Darussalam.

Teacher asks student to explainthe importance of fishing.


Teacher asks students tolocate the main fishing areas inBrunei Darussalam with the aid ofa map.


Teacher asks students to doresearch on various methods offishing and collect the pictures.


Teacher asks students to listthe different types of fish caught inBrunei Darussalam.

8

Periods

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(Cont)

v. Listing thedifferenttypes of fishcaught inBruneiDarussalam.

Brunei Darussalam.



(...cont.)

Problems offishing

Steps taken bygovernment toovercome/improve fishing

Increasingaquaculture

areas

Creating moreartificial reefs

Encourageuse of GlobalPositioningSystem (GPS)and FishFinder

Encouragingforeigncollaborationwith localcompanies for

fishprocessing

Ensure supplyof good qualityseeds forshrimps,marine andfreshwater fish

vi. Identifyingthe problemsof fishing inBruneiDarussalam.

vii. Statingthe steps

taken by thegovernment(theFisheriesDepartment)to improvefishing inBruneiDarussalam.

Teacher list and explains theproblems of fishing in BruneiDarussalam.

Teacher states the stepstaken by the government (the

Fisheries Department) to improvefishing in Brunei.

Internet Activity

Teacher guides students to findinformation on problems andsolutions of fishing in BruneiDarussalam from internet anddiscuss the findings in the class.

Internet Activity

Teacher asks students to work ingroups to find solutions for theproblems of fishing, as well asthe steps taken by thegovernment and present thefindings to the class.

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Providetechnicalsupport andtraining

SKILLS: Interpreting maps; Interpreting pictures; Collecting information

ADDITIONAL RESOURCES: Geography of Brunei Darussalam - Source Book for Upper Secondary, pg 77-101; Teaching Resources for Geography Level II, pg 87-90

TOPIC 2 : TOURISM IN BRUNEI DARUSSALAM



1. Tourism

Definition

Places ofinterest in BD

Advantagesanddisadvantagesof tourism

Ways topromotetourism in BD

i . Definingtourism.

ii. Listing placesof touristattractions inBrunei

Darussalam.

iii.Stating theadvantagesanddisadvantagesof Tourism.

iv. Listing anddescribingways ofpromotingtourism in

BruneiDarussalam.

Teacher defines tourism.

Teacher asks students to bringpictures of places of touristattractions in Brunei Darussalamand share the information in theclassroom.

Teacher lists the advantages anddisadvantages of Tourism.

Teacher discusses with studentsways of promoting tourism inBrunei Darussalam.

Teacher defines tourism.

Teacher asks students to bringpictures of places of touristattractions in Brunei Darussalamand share the information in theclassroom.

Group work

Teacher asks students to work ingroups to list the advantages anddisadvantages of Tourism withthe help of pictures or newspapercuttings.

Students present their findings tothe class.

Teacher discusses with students

ways of promoting tourism in BruneiDarussalam.

Internet Activity

Teacher guides students to findinformation on how other ASEANcountries are promoting tourism

Teacher asks students to definetourism.

Teacher asks students to bringpictures of places of touristattraction in Brunei Darussalamand share the information in the

classroom.

Group work

Teacher asks to work in groupsto list the advantages anddisadvantages of tourism withthe help of pictures ornewspaper cuttings.

Students present their findingsto the class.

Teacher discusses with students

ways of promoting tourism inBrunei Darussalam.

Internet Activity

Teacher guides students to findinformation on how otherASEAN countries are promoting

10

Periods

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from internet and instructsstudents to do a simple displayusing a manila card.

tourism from internet.

Students will present their workto the class.

SKILLS: Extracting information from pictures; Collecting information from internet

ADDITIONAL RESOURCES: Geography of Brunei Darussalam Source Book for Upper Secondary pg 149-174; Teaching Resources for Geography Level II pg 97-108

TOPIC 3 : SETTLEMENTS



1. Types of

Settlements

Rural

Urban

i. Defining ruraland urbansettlements

Teacher defines rural and urbansettlements.

Teacher shows pictures of rural andurban settlements and asksstudents to identify the settlements.

Teacher asks students to namesome of the rural and urbansettlements in Brunei Darussalam.


Teacher shows pictures of ruraland urban settlements and asksstudents to identify the settlements.



Teacher shows pictures of ruraland urban settlements and asksstudents to identify the settlements.


2

periods

2. Characteristicsof rural andurbansettlements

i. Listcharacteristicsof rural andurbansettlements

ii.Comparecharacteristicsof rural andurbansettlements

Teacher explains the characteristicsof rural and urban settlements.

Class Activity

Teacher lists randomly thecharacteristics of rural and urbansettlements on the board.

Teacher instructs students todiscuss in pairs thecharacteristics of rural and urbansettlements and write theiranswers in a worksheet preparedby the teacher.

Project Work

Class Activity


Teacher instructs students todiscuss in pairs thecharacteristics of rural and urban

settlements and write theiranswers in a worksheet preparedby the teacher.

Project Work

Class Activity


Teacher instructs students to listthe characteristics of rural andurban settlements in a

worksheet prepared by theteacher.

Project Work

1

period

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Teacher asks students to collectpictures of amenities found inboth types of settlement.

They are then asked to paste thepictures in their scrap booksunder the correct headings.





SKILLS: Collecting information; comparing

ADDITIONAL RESOURCES: Explore 2 Geography, Pg 31 - 35



3. Settlementpatterns

Dispersed

Linear

Nucleated

i. Explaining thetypes ofsettlementpatterns.

ii. Identifyingsettlement

patterns ontopographicalmaps

Teacher illustrates the types ofsettlement patterns by showingdiagrams.

Teacher asks students to list thetypes of settlement patterns andmatch them with the correctdiagrams.

Teacher gives students a mapreading exercise and asksstudents to identify the differentsettlement patterns on simpletopographical maps.


Teacher asks students to matchthe types of settlement pattern withthe correct description anddiagrams.

Teacher gives students a mapreading exercise and asks studentsto identify the different settlementpatterns on topographical maps.


Teacher asks students to explainwith diagrams the 3 types ofsettlement patterns.

Teacher gives students a mapreading exercise and asksstudents to identify the differentsettlement patterns ontopographical maps.

2

periods

SKILLS: Map Reading Skills in identifying types of settlement patterns

ADDITIONAL RESOURCES: Explore 2 Geography, pg 38 39

4. Landuse

patterns of atown

CBD

ResidentialZone

i. Identify the 3

types of

landuse

patterns /

zones.

ii. Explaining the

location of

Teacher briefly explains the 3types of zones.

Teacher distributes pictures ofthe different zones and asksstudents to identify them.

Teacher lists the characteristicsof the zones on the board

Teacher briefly explains the 3 typesof zones.

Teacher distributes pictures of thedifferent zones and asks studentsto identify them.

Teacher lists the characteristics ofthe zones on the board randomly

Teacher briefly explains the 3types of zones.

Teacher distributes some picturesof each of the zones.

Teacher then asks students todescribe the characteristics ofeach zone by referring to the

4

periods

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Industrial Zone each zone.

iii. Stating

the

characteristics

of each zone.

randomly and asks the studentsto form groups to:

discuss and list thecharacteristics of each zoneunder the correct heading.

each group to select a reporterand report to the class.

(Cont)

and asks students to work in pairsto:

discuss and list thecharacteristics of each zoneunder the correct heading

each group to select a reporterand report to the class.

pictures.



(...cont.)

Project Work

Teacher instructs students tobuild a simple 3 D model of atown to show the location of thezones.

Project Work

Teacher groups students into 5s

Teacher asks each group to

select a town and gather asmuch information as possibleabout the town.

Students are asked to writeabout the town describing thelocation of each zone in thetown.

Students are encouraged to usea street map of the town andcollection of pictures whiledescribing the zones.

Fieldwork

Teacher identifies a town andtakes the students on a fieldworkto the chosen town.

Students are asked to gatherinformation and take pictures ofthe places/zones (Teacherprepares questionnaires).

This will be followed byclassroom presentation.

SKILLS: Photographs Interpretation

ADDITIONAL RESOURCES: www.multimap.com ,www.earth.google.com

5. Urbanproblems

i. Identifying

urban

problems in

Brunei

Teacher guides students to listurban problems in BruneiDarussalam and in othercountries.

Teacher guides students to identifyurban problems in BruneiDarussalam and in other countries.

Teacher asks students to work ingroups to discuss and identify urbanproblems in Brunei Darussalam andin other countries.

4

periods

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Darussalam

and in other

countries

ii.Describing

solutions to

the problems

Teacher lists the various solutionsto urban problems and instructsstudents to make a scrapbook onthe problems and solutions.

Teacher instructs students to doresearch on solutions to urbanproblems from internet, newspapers,library, etc. and discuss their findingsfor class presentation.

Teacher instructs students to doresearch on solutions to urbanproblems from internet, newspapers,library, etc. and discuss their findingsfor class presentation.

SKILLS: Research skills; communication skills

TOPIC 4 : MOUNTAIN LANDSCAPES



1.The earthsinternalstructure

Three main

layers of theearths internalstructure.(core, mantleand crust)

Thecharacteristicsand state ofeach layer:

Thickness

Solid, liquidor molten

i. Naming theearthsstructure.

ii. Identifyingthe state ofthe threelayers.

iii. Drawingandlabellingcorrectlycross-section ofthe earth.

Teacher introduces and explainsthe concept of earths structure.

Teacher guides students to draw across section of the earth.

Teacher names the 3 layers of theearths internal structure.

Teacher describes the state of the 3layers.

Group work

Teacher guides students inmaking a model of the earthsinternal structure using plasticine.

Teacher introduces the concept ofearths structure.

Teacher guides students to draw across section of the earth.

Teacher asks students to name the3 layers of the earths internalstructure.

Teacher asks students to identifythe state of the 3 layers.

Group Work

Teacher guides students to makea papier mache globe usingballoon and newspapers.

Teacher introduces the concept ofearths structure.

Teacher asks students to identifythe 3 layers of the earths internalstructure.

Teacher instructs students to drawand well-labelled diagram of a crosssection of the earth.

Teacher asks students to describethe state of the 3 layers.

Group Work

Teacher asks students to make apapier mache globe usingballoon and newspapers.

2

periods

SKILLS: Drawing and labelling skills; model making

ADDITIONAL RESOURCES: Inspiring Discovery in Geography 1C pg. 8; Understanding Geography Book 3 pg. 140,http://www.enchantedlearning.com

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2.The EarthPlates

Definition ofplates

The movementof earths plates

Types ofmovements:

Away fromeach other

Towardseach other

Slide pasteach other

i. Definingwhat areplates.

ii. Identifyingand namingsome of the

earthsmajorplates.

iii. Explaining plateboundaries.

iv. Describing the 3types ofplatemovements

v. Explainingbriefly thereasons forthe platemovements

vi. Drawingsimple well-labelleddiagrams toshow thethree typesof plate

movement

Teacher defines plates.

Teacher guide students to findnames of the 7 major earths plates.

Teacher assists students to make asimple model of plates and plate

boundaries.

Teacher explains the three types ofplate movements and discussesreasons for the movement.

Teacher guides students to drawsimple diagrams to show the 3types of plate movements.

Teacher shows a simpledemonstration of plate movementsby following these steps:

Add some flour in a beakerfilled with water.

Heat up and stir until itbecomes viscous.

Put light materials (such asStyrofoam) to represent earthplates and watch theirmovements.

Teacher guides students to writethe definition of plates.

Teacher guide students to findnames of the 7 major earths plates.

Teacher guides students to make

simple model of plates and plateboundaries.

Teacher prompts students to statethe three types of plate movementsand the reasons for the movements.

Teacher guides students to drawsimple diagrams to show the 3types of movement.

Teacher guides students to do asimple demonstration of platemovement by following these steps:




Teacher prompts students to writethe definition of plates.

Teacher asks students to find thenames of the 7 major earths plates.

Teacher asks students to make

simple model of plates and plateboundaries.

Teacher asks students to work ingroups to identify the three types ofplate movements and discuss onthe possible reasons for the platemovement.

Teacher asks students to drawsimple diagrams to show the 3types of movement.

Teacher asks students to do a

simple demonstration of platemovement by following these steps:




4

periods

SKILLS: Sketching/ drawing; improved motor skills in making models

ADDITIONAL RESOURCES: http://www.enchantedlearning.com/subjects/dinosaurs/glossary/PlateTectonics.shtml; Understanding Geography Book 3 pg.

141-148.

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3.Naturallandformsand hazardsfound along

plateboundaries

i. Fold

mountains

Process andformation

Major fold

mountain rangeof the world

i. State theplatemovementwhich

formed foldmountains.

ii. Explainbriefly theformation offoldmountains.

iii. Namingandlocatingworldsmajor foldmountains.

Teacher draws diagram to showformation of fold mountains.

Teacher asks students to identifythe type of plate movement thatcauses formation of fold mountains.

Teacher assists students to write abrief explanation of the formation offold mountains.

Group Competition

Teacher puts up a world map onthe board (a blank world map ispreferred).

Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible using an atlas.

Teacher asks students to drawdiagram to show formation of foldmountains.

Teacher asks students to identify thetype of plate movement that causesformation of fold mountains.

Teacher guides students to write abrief explanation of the formation offold mountains.

Group Competition


Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible using an atlas.

Teacher asks students to drawdiagram to show formation of foldmountains.

Teacher asks students to identify thetype of plate movement that causesformation of fold mountains.

Teacher asks students to write abrief explanation of the formation offold mountains.

Group Competition


Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible.

2

periods

SKILLS: Improved speed and skills in using atlas

ADDITIONAL RESOURCES: Understanding Geography Boo

Documents

Geo Sow - Diff Inst (Final Word 2003) y78