Geo Sow - Diff Inst (Final Word 2007) (y78)

8/14/2019 Geo Sow - Diff Inst (Final Word 2007) (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

• Datacollection andorganizing

• Labelling of bar graph

• Constructing a

bar graph

• Interpretation

i. Defining bar graph.

ii. Collecting andarrangingdata.

i ii . Identifying bar graphtitle.

iv. Identifyi

nglabelfor bar graphaxes.

v. Determiningthescalefor drawing a bar graph.

vi. Constr uctinga bar graph.

vii. Interpre

ting bar

graph.

• Teacher introduces theword graph by showingvarious graphs.

• Teacher defines bar graph by showingsimple drawing of bar graphs.

• Teacher showsstudents how to draw bar graph.

➢ Teacher groupsstudents into different

groups (such asaccording to birthmonths, favouritecolour, etc.)

➢ Teacher record s thenumber of students ineach group in a tableform ( named as Table A

). ➢ Teacher determines

the scale to draw thedata in the table into abar graph.

➢ Teacher draws the bar graphs.

➢ Teacher give title tothe bar graph drawn

➢ Teacher label theaxes.

• Teacher assistsstudents to draw the

• Teacher introduces theword graph by showingvarious graphs.

• Teacher defines bar graph by showingsimple drawing of bar graphs.

• Group Work ➢ Teacher groups

students into differentgroups (such asaccording to birth

months, favouritecolour, etc.)

➢ Teacher instructsstudents to record thenumber of students ineach group in a tableform (named as TableA).

➢ Students are asked todetermine the scale todraw the data in thetable into a bar graph.

➢ Teacher guides each

group to draw the bar graphs.

➢ Teacher asks studentto name the title of their bar graph.

➢ Teacher instructsstudents to identify andlabel the bar graph

• Teacher prompt students to giveexample of graphs by drawing or description.

• Teacher prompt students to define bar graph.

• Individual Work ➢ Teacher groups

students into differentgroups (such asaccording to birth

months, favouritecolour, etc.)

➢ Teacher instructsstudents to record thenumber of students ineach group in a tableform (named as TableA).

➢ Students are asked todetermine the scale todraw the data in thetable into a bar graph.

➢ Teacher guides

students to draw thebar graphs.

➢ Teacher asks studentto name the title of their bar graph.

➢ Teacher instructsstudents to identify andlabel the bar graph

4periods

1

YEAR 7




bar graph individually by providing simpledata.

• Teacher asks variousquestions based on thebar graph drawn to

enable students tointerpret it.

axes.

• Teacher asks variousquestions based on thebar graph drawn toenable students tointerpret it.

axes.

• Teacher guides and prompts students tointerpret the bar graph.

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

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



2. Dividedbar graph

• Definition –

dividedbar graph

• Calculatingpercentage

• Constructingdividedbar graph

• Interpretation

i. Definingdividedbar graph.

ii . Dif ferentiatingbar graphanddividedbar graph.

iii. Calculatingpercentage.

iv. Constructingdividedbar graph.

v. Interpretation of

• Teacher defines and showsexamples of divided bar graphs.

• Teacher prompts students toidentify 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 addan extra column to Table A whichthey have drawn earlier to insert

the percentage they havecalculated.

➢ Teacher assists students toconstruct divided bar graphindividually using the percentage.

➢ Teacher asks various questionsbase on the graph drawn.



• 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 theyhave drawn earlier to insert thepercentage they have calculated.

➢ Teacher instructs students toconstruct divided bar graphindividually using the percentage.

➢ Teacher asks various questionsbased on the graph drawn.



• Individual Work

➢ Teacher instructs students to

convert the earlier obtained

data in Table A into

percentage.

➢ Teacher guides students to add anextra column to Table A which theyhave drawn earlier to insert thepercentage they have calculated.

➢ Teacher instructs students toconstruct divided bar graphindividually using the percentage.

➢ Teacher prompt s students tointerpret the graph.

4periods

2

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

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




dividedbar graph.

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

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



3. Line graph

• Definition

• Usage

• Drawinglinegraph

• Interpretation

i. Defininglinegraph.

ii. Drawinglinegraph.

i ii . Interpretinglinegraph.

• Teacher defines and showsexamples of line graphs.

• Teacher explains the differencein usage of line graphscompared to bar graphs.

• Group Work➢ Teacher guides students to work in

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

➢ Teacher assists students toconstruct line graph using the giveninformation

➢ Based on the line graph draw n, teacher assists students tointerpret the graphs.

• Teacher defines and showsexamples of line graphs.


• Group Work➢ Teacher guides students to work in

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

➢ Teacher assists students toconstruct line graph using the giveninformation.

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

• Teacher prompt students toguess what is line graphs.

• Teacher prompt students todefine line graphs.


• Individual Work ➢ Teacher instructs students to do

the initial work in drawing a linegraph such as drawing the axesand the scales to be used

➢ Teacher instructs students to

construct line graph using the giveninformation.

➢ 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.

3






4. Pie chart

• Definition

• Findingangular segments

• Drawingpiechart

• Interpre

tation

i. Definingpiechart.

ii. Convertingpercentagesintoangular segments.

iii. Drawingpiechart.

iv. Interpret

ing piechart.

• Teacher defines and showsexamples of pie charts.

• Group Work

➢ Using the data in Table Aabove, each group changethe percentage into angular segments. (First, teacher shows an example on how todo the conversion).

➢ Students record the angular segments in the table byadding another column.

➢ Teacher show s studentshow to draw pie chart based on the above angular

segments by following thesesteps:

Draw the 12 o’clock radius. Draw largest sector first

using protractor. Add a key or labels. Add a title.

• Teacher defines and showsexamples of pie charts.

• Group Work

➢ Using the data in Table Aabove, each group change thepercentage into angular segments. (First, teacher shows an example on how todo the conversion).


➢ Students draw pie chart basedon the above angular segments by following these

steps: Draw the 12 o’clock radius. Draw largest sector first using

protractor. Add a key or labels. Add a title.

➢ Teacher gives some question

• Teacher shows examples of pie charts.

• 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 basedon the above angular segments by following these

steps:

Draw the 12 o’clock radius. Draw largest sector first using

protractor. Add a key or labels. Add a title.

➢ Teacher prompt s students to

4periods

4




➢ Teacher gives somequestion to enable studentsto interpret the pie chart.

to enable students to interpretthe pie chart.

interpret the pie chart that they produce.

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

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

TOPIC 2: WEATHER AND CLIMATE



1. Weather and climate

• Defining

and

different

iating

weather

and

climate

• Definingweather andclimate.

• Explainingdifferencesbetween

weather andclimate.

• Teacher defines and explainsweather and climate.

• Teacher lists out and explainsseveral conditions of weather and climate.

Example: It rained heavily this

morning.

Brunei Darussalam has an equatorial

type of climate.


• Teacher lists out and explainsseveral conditions of weather and climate.

Example: It rained heavily this

morning.

Brunei Darussalam has an equatorial

type of climate.


• Teacher asks students to list out several conditions of weather and climate.

• Teacher explains theoutcomes.

2

periods

SKILLS: Differentiating

5




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



2. Weather elements

• Namingweather elements

(i) Air

Temperature

What is air temperatur e?

Instrument – Six’sThermometer.

Readingandcalculatingair temperatur e (Daily,temperatur e rangeand meantemperatur

•

Namingweather elements.

➢ Air Temperatur e

➢ Rainf all

➢ Winds

• Defining air temperature.

• Naming theinstrument

•

Teacher introduces theweather elements

• Teacher defines and explainsair temperature.

• Teacher explains theinstrument used to measureair temperature.

• Teacher distributes diagramsof the instrument and guidesstudents to label its basicparts.

•




• Teacher distributesdiagrams of the instrumentand guides students tolabel the basic parts.

•




• Teacher distributes diagramsof the instrument and asksstudents to label the basic parts with reference to text

8

periods

6




e).usedtomeasure air temperature(Six’sThermo

meter)

• Labellingpartsof theinstrument.

• Explaininghowair

temperatureismeasured.

• Calculatingtemperaturerangeandmeantemperature.

• Teacher explains how air temperature is measured.

• Teacher explains and guides

students with resource sheetto work out the calculations of temperature range and meantemp.


• Teacher explains and

guides students withresource sheet to work outthe calculations of temperature range andmean temp.

books.


• Group work ➢

Teacher distributesresource sheet withtemperature reading toeach group and guid e sthem to work out thecalculations of temperaturerange and meantemperature with referenceto textbooks.

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

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

7






(ii) Rainfall

What israinfall?

Theformationof rainfall

Types of rainfalls

Instrument – Raingauge.

Calculatingrainfall(meanmonthlyandannualrainfall)

• Definingrainfall.

• Naming theprocessesof rainfallformation.

• Listingtypes

of rainfall.

• Naming theinstrumentusedtomeasurerainfall(Rain

Gauge).

• Labelling itsparts.

• Calculating

• Teacher defines and explainsrainfall with slides.

• Teacher explains rain

formation with sketchdiagram.

• Teacher provides printeddiagram and guides studentsto label the processes of rainformation.

• Teacher provides diagram andguide students to identify thetype of rainfall.

• Teacher explains theinstrument used tomeasure rainfall.

• Teacher guides studentsto label the parts of theinstrument.

• Teacher gives somerainfall data and guidestudents to calculate meanmonthly and annual

rainfall.

• Teacher defines and explainsrainfall with slides.

• Teacher explains rain

formation with sketchdiagram.

• Teacher provides printeddiagram and guides studentsto label the processes of rainformation.

• Teacher provides diagram andguide students to identify thetype of rainfall.

• Teacher explains theinstrument used to measurerainfall.

• Teacher guides students tolabel the parts of theinstrument.

• Teacher gives some rainfalldata and guide students tocalculate mean monthly andannual rainfall.

• Teacher defines andexplains rainfall withslides.

•

Teacher discusses theformation of rainfall withsketch diagrams.

• Students will be asked todraw and labe l thediagram.

• Teacher provides diagramand guide students toidentify the type of rainfall.

• Teacher explains theinstrument used tomeasure rainfall.

• Teacher asks students todraw and label the parts of the instrument.

• Group work

➢ Teacher gives some rainfall

data and explains how tocalculate mean monthly and annual rainfall.

➢ In group s of 4 or 5 , studentswork out the given task.

➢ Students will present their work.

8

periods

8




meanmonthly andannualrainfall.

SKILLS: Calculating given data

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



(iii) Winds

What iswind?

Instruments –Anemometer andwind vane

The sitingof windvane andanemometer

• Definingwind.

• Naming theinstrumentsusedfor measuringwindspeedandwinddirecti

ons.

• Labelling itsparts.

• Explai

• Teacher defines and explainswind.

• Teacher explains theinstruments used to measurewind speed and wind direction.

• Teacher provide printeddiagram of the instrument andguides students to label theparts.

•

With flash slides, teacher explains the correct siting of wind vane and anemometer.

• Teacher demonstrates how



• Teacher provide printeddiagram of the instrument andguides students to label theparts.

•

With flash slides, teacher explains the correct siting of wind vane and anemometer.

• Teacher demonstrates how



• Teacher instructs the studentsto draw the instrument s and label the parts.

• With flash slides, teacher explains the correct siting of wind vane and anemometer.

• Teacher demonstrates howanemometer and wind vane

4periods

9




ningtheappropriatesitingof

windvaneandanemometer

• Explaininghowtheinstrumentswork.

• Stating winddirectionshownbywindvane.

anemometer and wind vaneworks.

• Teacher asks students to statethe wind directions shown byreferring to diagrams of wind

vane

anemometer and wind vaneworks.

• Teacher asks students to statethe wind directions shown byreferring to diagrams of wind

vane.

works.

• Group work

➢ Each group is asked to note downthe wind direction by looking at the wind vane in the school

weather station.➢ Each group’s observation is then

recorded on a worksheet.

SKILLS: Observation




10




3. Equatorial

climate

• Mainfeatur es of equat

orialclimate

• CaseStudy: Theequatorialclimate of BruneiDarussalam.

• Statingmainfeatures of equatorialclimate.

• Reading

andinterpretingthe rainfallandtemperatur e graph of BruneiDarussalam

• Teacher asks students to listout the main features of localclimate.

• Teacher provides resource

worksheets on the rainfall andtemperature graph of Brunei.

• Teacher guides students tocomplete the worksheet.


• Teacher provides resource

worksheets 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

• GlobalWarming-Increas

e of theearth’ssurfacetemperature

Causes :

➢ Forestclearance

• DefiningGlobalWar ming.

• Stati

• Teacher defines andexplains Global Warming.

• Teacher describes thecauses of global climaticchanges.

• Teacher defines andexplains Global Warming.

• Teacher describes thecauses of global climaticchanges.

• Teacher definesand explainsGlobal Warming.

• Group work oninternet survey on global

warming

➢ Teacher instructs thestudents to carry out inquiry learning activities on thecauses of world climatic changes

4

Periods

11




➢ Forestburning

➢ Industrialactivities

ngthecauses

for globalclimaticchanges.

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


TOPIC 3 : POPULATION



12




1. Population of

Brunei

Darussalam

• Definition

• Populationgrowth in

BruneiDarussalam

• Reasonsfor populationchanges

• Calculatingpopulationrates

• Reasonsfor highbirth rateand low

death rate

i.

ii.

iii.

iv.

v.

• Teacher asksstudents to define keyterms “population”,“birth rate”, “deathrate” and “naturalincrease”.

•Teacher providesstudents tables andbar graphs onpopulation facts andfigures in BruneiDarussalam todescribe thepopulation trend of the growth.

• Teacher promptsstudents to talk aboutthe reasons for population changes in

Brunei.

• Teacher explains howto calculate “BirthRate” and “DeathRate”.

• Teacher explains howto calculate thenatural increase.

• Group Work

➢ Teacher groupsstudents into 4 or 5.

➢ Teacher guides and prompts students todescribe the reasonsfor high birth rate and low death rate inBrunei Darussalam.



• Teacher promptsstudents to talk aboutthe reasons for population changes in

Brunei.



• Group Work


➢ Teacher asks them todiscuss the reasonsfor high birth rate andlow death rate inBrunei Darussalam.

➢ Teacher then askseach group to present their findings.



• Teacher promptsstudents to talk aboutthe reasons for

population changes inBrunei.



• Group Work


➢ Teacher asks them todiscuss the reasonsfor high birth rate andlow death rate inBrunei Darussalam.

➢ Teacher asks eachgroup to present their

4

Periods

13




findings using mind-mapping concept .

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



14




2. PopulationStructure inBD

• Definition

• Construction of

populationpyramid of BD

• Interpretation of populationpyramid of BD

• 3 groups inapopulationpyramid

i. Defining“populationstructure”and“populationpyramid”.

ii. Constructingpopulationpyramid of BruneiDarussalam.

iii. Interpretingpopulation of BruneiDarussalam.

iv. Identifyingthe 3population

groups 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 of Brunei 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 graphs

ADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 72-73; Interactive Geography 1, pg 120



15




3. PopulationDistributionand Densityin BruneiDarussalam

• Populationdistribution

• Populationdensity

i . Definingpopulationdistributionandpopulationdensity.

ii. Calculatingpopulationdensity.

iii.Givingreasons for thedifferences inpopulationdensity inBruneiDarussalam.

• Teacher defines key terms“population distribution” and“population density”.

•Teacher explains how to calculatepopulation density.

• Group Work

➢ Teacher asks students to identifydensely and sparsely populatedareas in Brunei Darussalam onmap of Brunei Darussalam.

➢ Teacher asks students to discussthe reasons for the differences inpopulation density in BruneiDarussalam.



• Pair Work





• Individual Work



2

Periods

SKILLS: Comparing and contrasting; Causal explanation

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



16




4. Rural-UrbanMigration

• Migration,rural-urbanmigration,push andpull factors

• Effects of rural-urbanmigration

i. Defining thekey terms“Migration”,“Rural-UrbanMigration”,“PushFactor” and“Pull Factor”.

ii. Listingreasons for the migrationby identifyingthe push andpull factors.

iii.Statingeffects of rural-urbanmigration toboth ruraland urbanareas.

• Teacher defines the key terms“Migration”, “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 of migrationto both rural and urban areas.


• 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 of migrationto both rural and urban areas, and present the outcome to the class

using mind-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 of migrationto both rural and urban areas, and present the outcome to the classusing mind-mapping concept or by using power-point.

4

Periods

SKILLS: Comparing and contrasting

TOPIC 4 : INDUSTRY


SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME17




SKILLS: Interpreting pictures; extracting information from article

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



2. Industry andthe

environment

• Pollution➢ Air ➢ Water ➢ Noise

• Ways toovercome

i.

ii.

iii.

iv.

• Teacher asks students todefine pollution.

• 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 to

study variety of photographand identify the 3 types of pollution caused byindustries.

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


• Research work


look for various methods to

reduce industrial pollution

from internet, newspaper,

library etc and instructs

students to do a scrapbook.


study variety of photographsand identify the 3 types of pollution caused byindustries.

➢ Teacher asks the students todiscuss the causes of the 3types of pollution.


• Research work

➢ Teacher asks students tolook for various methods toreduce industrial pollutionfrom internet, newspaper,library etc and instructsstudents to present their works.

➢ Teacher asks students tostudy variety of photographsand identify the 3 types of pollution caused byindustries.

➢ Teacher asks students todiscuss the causes of the 3types 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

18

http://www.bedb.com.bn/

http://www.water-pollution.org.uk/causes.html

http://www.bedb.com.bn/

http://www.water-pollution.org.uk/causes.html




TOPIC 5 : FARMING



1. Farming as a

primary

industry

i.Defining‘farming’

• Teacher introducesand defines the term

‘farming’ as a primaryindustry.





2

periods

2. Agricultural

system:

• FarmingSystem:

Inputs↓

Processes↓

Outputs

• Inputs:

➢ Natural➢ Human

• Processes:Farmingactivities

• Outputs:➢ Crops➢ Animals

i.Defining a“Far mingSystem”

ii.Defining‘inputs’ &

‘outputs’,’natur alinputs’and‘humaninputs’.

iii.Cre

atingacharttoshowthesystem.

• Teacher explains farmingsystem with the aid of diagrams.

• Teacher defines ‘inputs’,‘outputs’, ‘natural inputs’ &‘human inputs’.

• Teacher provides a web of the farming system andguides students to fill in thecontents.

• Group Work

➢ Teacher providesdiagrams of the processesto each group and asksstudents to arrange thediagrams in order and name each of the processes .



• Teacher provides a web of the farming system and asksstudents to fill in the contents.

• Pair Work

➢ Teacher providesdiagrams of the processesto each group and asksstudents to arrange thediagrams in order and name each of the processes .



• Teacher provides a web of the farming system and asksstudents to fill in the contents.

• Individual Work

➢ Teacher providesdiagrams of the processesto each student and asksstudents to arrange thediagrams in order and name each of the processes.

19




iv.Namingtheinputs,processes

andoutputsunder thecorrectcategories.

v.Namingthefarmingprocessesin thecorrectsequence.

SKILLS: Constructing a thinking web

ADDITIONAL RESOURCES: Geography Elective, pg 18 – 23; Geography of Brunei Darussalam Source Book For Upper Secondary, pg 52; Our World : A Closer Look

Elective, pg 20 – 23; Understanding Geography 4, pg 8



3. Main types of

farming:

i.Naming anddefining thevarious types

• Teacher introducesthe different types of farming with the aid



2

periods

20




• Definitions➢ Arable vs

Livestockvs Mixed

➢ Commercial vsSubsistence

➢ Intensive

vsExtensive

➢ SedentaryvsShifting /Nomadic

• Characteristics

➢ Intensive➢ extensive

of farming inbrief.

ii.Giving someexamples of the types of farming.

iii.Describingbriefly thecharacteristicsof intensiveand extensivefarming.

of diagrams.

• Teacher defines thedifferent types of farming and givesexamples of eachtype.

• Pair Work

➢ Teacher lists thecharacteristics of extensive andintensive farming onthe board and asksstudents to put themunder the correcttype of farming on agiven worksheet.

➢ Students do activity

by playing thefollowing game: Students to be

grouped in 3. Each group is given

a set of picture card. 1 student plays the

role of referee & 2 ascompetitors

The referee showsdiagrams of thevarious types /examples of farming.

the pair competes in

naming the type /example of farmingshown.

The referee talliesthe score &announces thewinning player.

of diagrams.


• Individual Work

➢ Teacher lists thecharacteristics of extensive andintensive farmingrandomly on theboard and asksstudents to put themunder the correctheading (intensive or extensive) on a givenworksheet.

➢ Students do activityby playing thefollowing game:

Students to begrouped in 3.

Each group is givena set of picture card.

1 student plays therole of referee & 2 ascompetitors


the pair competes innaming the type /example of farmingshown.

The referee talliesthe score &announces the

of diagrams.


• Individual Work

➢ Teacher lists thecharacteristics of extensive andintensive farmingrandomly on theboard and asksstudents to put themunder the correctheading (intensive or extensive) on a givenworksheet.

➢ Students do activityby playing thefollowing game:

Students to begrouped in 3.

Each group is givena set of picture card.

1 student plays therole of referee & 2 ascompetitors.


the pair competes innaming the type /example of farmingshown.

The referee talliesthe score &announces the

21




winning player. 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

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

22




4. Types of

farming in

Brunei

Darussalam:

A. Market

gardening in

Brunei-Muara

District

• Inputs

• Pr ocess:

➢ Soil-cultur e

➢ Soil

less cultu

i.Naming theinputs &outputs of marketgardening

ii.Describing

the process of farming (soilculture).

iii.Explainingbriefly what issoil-lessculture:➢ Hydrop

onics➢ Aeropo

nics

i.Listing the

characteristicsof marketgardening.

ii.Stating theproblems of marketgardening inBruneiDarussalam.

iii.Suggestingsolutions tothe problems.

icidesationquestionnaire)dening.

• Teacher explainsthe inputs andoutputs of marketgardening.

• Teacher explainsthe term soil

culture and soil-less culture andtheir differencesby givingexamples.

• Teacher lists thecharacteristics of market gardening .

• Teacher describesthe problemsinvolved in marketgardening.

• Pair Work

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

• Teacher explainsthe inputs andoutputs of marketgardening.

• Teacher explainsthe term soil culture

and soil-less cultureand their differencesby giving examples.

• Teacher guides

students to list thecharacteristics of market gardening.

• Teacher describesthe problemsinvolved in marketgardening.

• Individual Work

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

• Teacher explains theinputs and outputs of market gardening.

• Teacher explains theterm soil culture andsoil-less culture and their

differences by givingexamples.

• Teacher guides studentsto list the characteristicsof market gardening.

• Teacher describes theproblems involved inmarket gardening.

• Group Work ➢ Students are asked to

work in groups to find solutions for the

problems and present tothe class.

• Fieldtrip: ➢ Teacher takes the

students on a fieldtrip toa nearby market gardening area.

➢ Students are asked toobserve and note downthe points of the areawhich are related towhatever they havestudied about market

gardening. (Teachersare encouraged to provide questionnairesto facilitate the field trip).

➢ Students are asked towork in groups to write areport of their visit and present it to the class.

4

periods

23




r e

• Outputs

• Char acter istics

• Pr oblems:

➢ Inf er tile soil

➢ High

24




costof inputs

➢ Shor tage of lab

our

➢ Pests & diseases

• Solutio

25




ns:

➢ Applicationof fertilizers

➢ Government’s help

➢ Import

labour ➢ Application

of pesticides

SKILLS: Collection and Organisation of information

ADDITIONAL 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 (Special / Express / Normal / Academic), pg 69 – 76; Interactive Geography Activity Book 4 (Special / Express), pg 83 – 84; Our

World : A Closer Look Elective, 63 – 68, 15 – 17; Understanding Geography 1, pg 112 – 115; Understanding Geography 4, pg 108 – 111


SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME26

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






B. Wet rice

farming

a) in Brunei-

Muara District -Wasan

(Modern method)

b) in TemburongDistrict -Kg. Senukoh(Traditionalmethod)• Inputs• Process• Output• Problems:

➢ Inf er t

ile soil

➢ High costof inputs

➢ Shortageof labour

➢ Pests &diseases

➢ Cheaper imports

• Solutions:➢ Application

of fertilizers

➢ Government’s help

➢ Importlabour

➢ Application

of

pesticides.

i.Naming theinputs andoutputs ineach methodof farming.

ii.Describing

the process of farming inboth modernand traditionalmethods.

iii.Definingbriefly theterms ‘greenrevolution’ and‘irrigation’.

iv.Stating theproblems of wet ricecultivation inBruneiDarussalam.

v.Suggesting

solutions to

the problems.

• Teacher discusseswith the students onthe inputs andoutputs of both themethods of farming.

• Teacher defines the

terms ‘greenrevolution’ and‘irrigation’.

• Teacher describesthe processesinvolved in bothfarming methods.

• Teacher states the problems involved inwet rice farming.

• Pair work:

➢ Teacher lists thesolutions for the problems on theboard and asksstudents to matcheach solution to thecorrect problem.




• Teacher describesthe processesinvolved in bothfarming methods.

• Group Work

➢ Teacher groups thestudents and asksthem to discuss onthe problems faced

by the wet ricecultivation in Brunei.

➢ Teacher also askseach group tosuggest solutions for the problems andpresent them to theclass.




• Project Work

➢ Teacher will providequestionnaires for this project.

➢ Lesson venue: School Library.

➢ Aids: Internet, Newspaper and Reference books.

➢ Students are grouped tocollect information on bothmethods of rice farming.

➢ Students are asked to work ingroups to write a report ontheir findings and present it tothe class

• Group Work

➢ Teacher groups thestudents and asksthem to discuss onthe problems facedby the wet ricecultivation in Brunei.

➢ Teacher also askseach group tosuggest solutions for the problems andpresent them to theclass.

4

Periods

27




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.html

Discovering 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, Geographyof 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 0º to10º Nand S of theequator)

➢ Mangrove(inswampycoastalareas of tropicalregions)

• Major tropicalrainforest areas

•

I

•

I

• Teacher provides blankoutline map of the world.

• Teacher guidesstudents tolocate theregions of

tropicalrainforest in theworld using thetextbook.

• Teacher asksstudents toshade andguides them toname the major tropicalrainforest

areas.


• Teacher guidesstudents tolocate the

regions of tropicalrainforest inthe worldusing thetextbook.

• Teacher asksstudents toshade andguides them toname themajor tropicalrainforestareas.


• Teacher asksstudents tolocate theregions of

tropical rainforest in theworld using thetextbook.

• Research work

➢ Students are asked to carry out internet survey on major tropical rainforest areas.

➢ Students are instructed to dosimple report .

➢ Students are asked to shade

and name the major tropical rainforest areas.

4

periods

SKILLS: Extracting information; Shading and labelling map

28

http://www.asiarice.org/


http://www.riceweb.org/



http://www.econ.upm.edu.my/~fatimah/t3.htm



http://www.icid.org/cp_malaysia.html









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



2. Characteristics of the

tropicalrainforest

• Ever gr een

• Tallandst

raight

• Buttr essro

• De

scribingchar ac

teristicso

• Teacher explainsmain features of the

forest with slides.

• Teacher providesdiagrams and guidesstudents to name thefive layers of theforest.

• Teacher explains

mainfeatures of the forestwithslides.

• Teacher providesdiagrams andguides students toname the five layersof the forest.

• Teacher explainsmain features of the

forest with slides.

• Teacher provides diagramsand asks students to namethe five layers of the forest.

4

periods

29

http://opt/scribd/conversion/tmp/scratch2333/http://www.rainforestweb,org






ots

• 5layer s:

➢ e

mer gentlayer

➢ canopylay

er ➢ under stor eylayer

➢ shr ubla

yer

➢ gr oundlay

f Tr opic

alRainf or est.

• N

amingthefivela

yer sof tr o

30




er picalr a

inf or est.

2. Characteristics of themangrove

forest• Evergree

n

• Uniformheight -no distinctverticallayers

• Growdenselytogether

• Types of roots

• Des

cribingchar act

eristicsof

• Teacher explainsmain features of theforest with diagrams.

• Teacher provides adiagram and guidesthe students to namethe different types of roots.


• Teacher provides adiagram and guidesthe students toname the differenttypes of roots.


• Teacher provides adiagram and asks thestudents to name thedifferent type s of roots.

31




mangr ov

ef or est

• Nami

ngdif f er enttyp

esof r oot

32




s –pr op,

buttr essandbr e

athingr oots

SKILLS: Extracting information; Shading and labelling map

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



33







3. Typesof trees andbenefits of forests

• Differentspeciesof trees

➢ Hard➢ medium➢ light

hardwood

• Benefitsof forests

• Identif ying

andnamingthediff er

entspeciesof tr eesintr opicalrain

• Teacher guides students toclassify the species of hard,medium and light hardwood trees.

•Teacher describes the benefits of forest to the environment andpeople.

• Teacher guides students to listforest products in groups.

• Teacher guidesstudents to classifythe species of hard,medium and lighthardwood trees.

• Teacher describes the benefitsof forest to the environment andpeople

• Teacher guides students to listforest products in groups.

• Teacher guidesstudents to classifythe species of hard,medium and lighthardwood trees.

• Group work

➢ Students are set in groupand ask to discuss thebenefits of forests to theenvironment and people.

• Individual work

➢ Students are asked t o list down the forest productsfound in school and at home and present the

finding to the class.

2

periods

34




forest.

• Statingthebenef itsof fore

sttotheenvironmenta

ndpeople.

35




5. Case study:Forestry inBrunei Darussalam

• ForestreservesandStatelandforests

• Stages of logging

• Definingthew

or dfor estreservesandstat

elandfor ests.

• Locatingandna

mingtheForestR

• Teacher defines the word forestreserve and stateland forest.

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

• Teacher explains the stages

of logging with slides.

• Teacher provides diagramsand guide s the students t ocomplete the stages of logging.

• Teacher defines the wordforest reserve andstateland forest.

• Teacher provides forest reservesmap of Brunei and asks studentsto name the forest reserveareas.

• Teacher asks students towork in groups to makeflash cards on the logging stages based on the pictures collected by them.

• Students will arrange the pictures in the correct order and the leader will present it to the wholeclass.

• Teacher defines the word forestreserve and stateland forest.

• Teacher provides outline map of Brunei and ask students to locateand name the forest reserveareas.

• FieldtripStudy trip to the sawmills in Tutong

or Belait districts. Teacher provides

questionnaires and the students

are expected to answer the

questions and write a report on the

trip.

4

periods

36




eser ves.

• Describingthestagesof logging

SKILLS: Classifying; Picture interpretation

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



6.Reasons for deforestation

• Agricultur e

• Firewood

• Settlement

• Mining

• Roads

• Definingthe word“deforestation”

• Listingdown

thereasonsfor deforestation

• Teacher defines and explains“deforestation” with pictures.

• Teacher describes severalreasons for deforestation andguides them to complete the givenresource tasks.


• Teacher describesseveral reasons for deforestation andguides them to

complete the givenresource tasks.


• Group work

➢ Teacher instructs studentsto discuss in groups thereasons people cut downforests and present to class .

4

periods

6.Problems of • Stating the • Teacher explains the link between • Teacher explains the link between • Internet survey

37




deforestation

• Soil erosion

• Flood

• Extinction of plants and

animals• Less oxygen

and rainfall

problems of deforestation

• Defining theterm “soilerosion”.

deforestation and soil erosion,flood, extinction of plants andanimals.

• Teacher introduces and definesthe term “soil erosion”.

deforestation and soil erosion,flood, extinction of plants andanimals.


➢Teacher instructs students tocarry out research on the problems of deforestation and complete the given tasks.


6.Forestconservation

• Definition➢ Conservation➢ Reforestation➢ Afforestation➢ Selective

logging

• Creating forestreserves and

national parks

• Heavy fines for illegal logging

• Defining theterms“conservation”,“reforestation”,“afforestation” and“selective

logging”.• Stating the

differentways onhow forestcan beprotected.

• 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 discusson the values of forest s and what can be done to protect them.

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 LEARNINGOUTCOMES


1. Types of Resources

• Definitionof

i . Defining“resource”,“renewableresource”and “non-

• Teacher defines the term“resource”, “renewable resource”and “non-renewable resource”.

• Teacher guides students to list


• Teacher asks students to list


• Teacher asks students to list

2

Periods

38




‘Resource’,‘Renewable’, ‘Non-Renewable’

• Examplesof

resource

renewableresource”.

ii. Listingexamples of renewableand non-renewableresource.

examples of renewable resourcesand non-renewable resources.



SKILLS: Reasoning; collecting information

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

2. Mining : Oiland GasIndustry inBruneiDarussalam

• Major Oil Fieldsin Brunei

Darussalam

• Formation of Oiland Gas.

• Method of exploration andextraction of Oiland Gas.

(Cont…)

i. Identifyingand locatingthe major oilfields inBruneiDarussalam.

ii. Labeling anddescribingthe formationof oil andgas.

iii.Naming themethod of exploration of oil and gas.

• Teacher locates and names themajor oil fields in Brunei Darussalam on a map.

• Teacher guides students to labelthe diagram on the formation of oiland gas. With the diagramteacher briefly describes the

formation of oil and gas.

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

• Teacher describes briefly themethod of extracting of oil andgas.

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

• Teacher guides students to labelthe diagram on the formation of oiland gas. With the diagramsteacher briefly describes the

formation of oil and gas.

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

• Teacher describes briefly themethod of extracting of oil and gas.

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

• Teacher describes the formationof oil and gas with the aid of diagrams and asks students tolabel the diagram.

• Teacher asks students to namethe methods of exploration of oil and gas with the aid of diagrams.

• Teacher describes briefly themethod of extracting of oil andgas.

10

Periods



(….cont.)

• Processing of Oiland Gas

➢ OilRefining

➢ Liquefaction of

iv.Describingthe methodof extractingof oil andgas.

• Teacher describes briefly theprocesses of oil refining. Teacher guides students to name and label the diagram of oil refining.

• Teacher provides diagrams on

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


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


39




Gas

• Oil Products.

• Importance of Oiland Gas Industry

v. Naming,labeling anddescribingbriefly themethods of oil refining

vi. Listing theproducts of oil refining.

vii. Describingbriefly themethods of liquefactionof oil

viii.Stating theimportance of oil and gasindustry toBrunei

Darussalam.

products of oil refining and guidesstudents to name those products.

• Teacher guides students to think about other products of oil refining and list them down.

• Teacher describes briefly the

processes of liquefaction of gaswith the aid of diagrams.

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

products of oil refining and guidesstudents to name those products.

• Teacher asks students to think about other products of oil refining and list them down.



• Teacher discusses with thestudents on the importance of oil and gas industry to Brunei Darussalam .

products of oil refining and asksstudents to name those products .

• Teacher asks students to think about other products of oil refining and list them down.



• Teacher asks students to work ingroup s to discuss the importanceof oil and gas industry to Brunei Darussalam and share their finding to the clas s.

SKILLS: Interpreting diagrams

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

TOPIC 1 : FISHING



1. Fishing inBruneiDarussalam

i. Explainingtheimportance

• Teacher explains the importanceof fishing.

• Teacher explains the factors

• Teacher guides students to explainthe importance of fishing .


• Teacher asks student to explainthe importance of fishing.


8

Periods

40

YEAR 8




• Importance of fishing

• Factorsencouraging fishing

• Fishingareas

• Types of fish caught

(Cont…)

of fishing.

ii. Stating thefactorsencouragingfishing inBruneiDarussalam.

iii. Identifyingand locatingthe mainfishing areasin BruneiDarussalam.

iv. Listing anddescribingthe differenttypes andmethods of fishing in

BruneiDarussalam.

v. Listing thedifferenttypes of fishcaught inBruneiDarussalam.

encouraging fishing in BruneiDarussalam.

• Teacher guides students to locatethe main fishing areas in Brunei Darussalam with the aid of a map.

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

• Teacher shows the diagram onvarious methods of fishing and asks students to match thediagrams with the correct name.

• Teacher describes the mainmethods of fishing in BruneiDarussalam.

• Teacher asks students to list thedifferent types of fish caught in

Brunei Darussalam.


• Teacher asks students to locate themain fishing areas in BruneiDarussalam with the aid of a map.


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


• Teacher asks students to list thedifferent types of fish caught inBrunei Darussalam.


• Teacher asks students to locatethe main fishing areas in BruneiDarussalam with the aid of a map.


• Teacher asks students to doresearch on various methods of fishing and collect the pictures .


• Teacher asks students to list thedifferent types of fish caught inBrunei Darussalam.



(...cont.)

• Problemsof fishing

• Stepstaken bygovernment toovercome/i

i. Identifyingthe problemsof fishing inBruneiDarussalam.

ii. Stating the

• Teacher list and explains the problems of fishing in Brunei Darussalam .

• Teacher states the steps taken by

• Internet Activity

➢ Teacher guides students to find information on problems and solutions of fishing in Brunei Darussalam from internet and discuss the findings in the class.


➢ Teacher asks students to work ingroups to find solutions for the problems of fishing, as well as thesteps taken by the government and present the findings to the

41




mprovefishing

➢ Increasingaquacultur eareas

➢ Creatingmoreartificialreefs

➢ Encourageuseof GlobalPositioningSystem(GPS) andFishFinder

➢ Encouragingforeigncollaboration withlocalcompaniesfor fishprocessing

➢ Ensur esupply of

steps takenby thegovernment(theFisheriesDepartment)to improve

fishing inBruneiDarussalam.

the government (the FisheriesDepartment) to improve fishing inBrunei .

class.

42




goodqualityseedsfor shrimps,marine and

freshwater fish

➢ Providetechnicalsupportandtraining

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 of interest inBD

• Advantage

s anddisadvantages of tourism

• Ways topromotetourism inBD

i . Definingtourism.

ii. Listing placesof touristattractions inBruneiDarussalam.

iii.Stating theadvantagesanddisadvantagesof Tourism.

• Teacher defines tourism.

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

• Teacher lists the advantages and disadvantages of Tourism .

• 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 workin groups to list theadvantages anddisadvantages of Tourism with

• 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 ingroups to list the advantagesand disadvantages of tourismwith the help of pictures or

10

Periods

43




iv. Listing anddescribingways of promotingtourism inBruneiDarussalam.

• Teacher discusses with studentsways of promoting tourism inBrunei Darussalam.

the help of pictures or newspaper cuttings.

➢ Students present their findingsto the class.

• Teacher discusses with studentsways of promoting tourism in BruneiDarussalam.


➢ Teacher guides students to find information on how other ASEAN countries are promoting tourismfrom internet and instructsstudents to do a simple display using a manila card .

newspaper cuttings. ➢ Students present their

findings to the class.

• Teacher discusses with studentsways of promoting tourism inBrunei Darussalam.

•Internet Activity

➢ Teacher guides students to find information on how other ASEAN countries are promoting tourismfrom internet.

➢ Students will present their work tothe 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. Def inin

g r ur al

• Teacher defines ruraland urbansettlements.

• Teacher showspictures of rural andurban settlements

and asks students toidentify thesettlements.

• Teacher asksstudents to namesome of the rural andurban settlements in









2

periods

44




and ur b

an settlements

Brunei Darussalam. Brunei Darussalam. Brunei Darussalam.

2. Characteristicsof rural andurbansettlements

i.Listcharacteristics of ruraland urbansettlements

ii.Comparecharacteristics of ruraland urbansettlements

• Teacher explains thecharacteristics of rural and urbansett lements .

• Class Activity

➢ Teacher lists randomly thecharacteristics of rural andurban settlements on theboard.

➢ Teacher instructs students

to discuss in pairs thecharacteristics of rural andurban settlements and writetheir answers in aworksheet prepared by theteacher.

• Project Work

• Class Activity


➢ Teacher instructs studentsto discuss in pairs thecharacteristics of rural andurban settlements and writetheir answers in a

worksheet prepared by theteacher.

• Project Work

➢ Teacher asks students to collect

• Class Activity


➢ Teacher instructs studentsto list the characteristics of rural and urban settlementsin a worksheet prepared by the teacher.

• Project Work

➢ Teacher asks students to collect

1

period

45




➢ 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.

pictures of amenities found inboth types of settlement.


pictures of amenities found inboth types of settlement.


SKILLS: Collecting information; comparing

ADDITIONAL RESOURCES: Explore 2 Geography, Pg 31 - 35



3. Settlementpatterns

• Dispersed

• Linear

• Nucleated

i.Explainingthetypesof settlement

patterns.

ii.Identif yingsettlementpatterns ontopogr aphicalmaps

• Teacher illustrates the types of settlement patterns by showingdiagrams.

• Teacher asks students to list thetypes of settlement patterns and match them with the correct diagrams .

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


• Teacher asks students to matchthe types of settlement patternwith the correct description and diagrams .

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


• Teacher asks students to explainwith diagrams the 3 types of settlement 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. Landusepatterns of atown

i.Identif

y the 3

types

of

• Teacher briefly explains the 3types of zones.

• Teacher distributes pictures of the different zones and asks


• Teacher distributes pictures of thedifferent zones and asks students


• Teacher distributes some pictures

4

periods

46




• CBD

• ResidentialZone

• Industrial Zone

landus

e

pattern

s /

zones.

ii.Explai

ningthe

locatio

n of

each

zone.

iii.Stati

ng the

charact

eristics

of each

zone.

students to identify them.

• Teacher lists the characteristicsof the zones on the board randomly and asks the studentsto form groups to :

➢ discuss and list the

characteristics of each zoneunder the correct heading.

➢ each group to select a reporter and report to the class.

(Cont…)

to identify them.

• Teacher lists the characteristics of the zones on the board randomly and asks students to work in pairsto :

➢ discuss and list the characteristics

of each zone under the correctheading

➢ each group to select a reporter andreport to the class.

of each of the zones.

➢ Teacher then asks students todescribe the characteristics of each zone by referring to the pictures.



(...cont.)

• Project Work

➢ Teacher instructs studentsto build a simple 3 –D model of a town to show thelocation of the zones.

• Project Work

➢ Teacher groups students into 5’s

➢ Teacher asks each group to select a town and gather as muchinformation as possible about thetown.

➢ Students are asked to write about the town describing the location of each zone in the town.

➢ Students are encouraged to use astreet map of the town and collection of pictures while

• Fieldwork

➢ Teacher identifies a town and takes the students on a fieldwork to the chosen town.

➢ Students are asked to gather information and take pictures of the places/zones (Teacher prepares questionnaires).

➢ This will be followed by classroom presentation .

47




describing the zones.

SKILLS: Photographs Interpretation

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

5. Urban

problems

i. Identifyi

ngurban

proble

ms in

Brunei

Daruss

alam

and in

other

countri

es

ii. Describing

solution

s to the

proble

ms

• Teacher guides students to list

urban problems in Brunei Darussalam and in other countries .

• Teacher lists the varioussolutions to urban problems and instructs students to make ascrapbook on the problems and solutions.

• Teacher guides students to

identify urban problems in Brunei Darussalam and in other countries .

• Teacher instructs students to doresearch on solutions to urbanproblems from internet,newspapers, library, etc. anddiscuss their findings for classpresentation.

• Teacher asks students to work in

groups to discuss and identify urban problems in Brunei Darussalam and in other countries .

• Teacher instructs students to doresearch on solutions to urbanproblems from internet,newspapers, library, etc. anddiscuss their findings for classpresentation.

4

periods

SKILLS: Research skills; communication skills

TOPIC 4 : MOUNTAIN LANDSCAPES


SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME

MUST DO SHOULD DO COULD DO

48

http://www.multimap.com/

http://www.earth.google.com/


http://www.multimap.com/





1. The earth’sinternalstructure

• Thr ee

main layer s of t

he ear th’s inter n

alstr uctur

i. Namingthe earth’sstructure.

ii. Identifyingthe stateof thethreelayers.

iii. Drawingandlabellingcorrectlycross-section of the earth.

• Teacher introduces andexplains the concept of earth’sstructure.

• Teacher guides students todraw a cross section of theearth.

•Teacher names the 3 layers of the earth’s internal structure.

• Teacher describes the state of the 3 layers.

• Group work

➢ Teacher guides students inmaking a model of the earth’sinternal structure using plasticine.

• Teacher introduces the concept of earth’s structure.

• Teacher guides students to drawa cross section of the earth.

• Teacher asks students to namethe 3 layers of the earth’s internal

structure. • Teacher asks students to identify

the state of the 3 layers.

• Group Work

➢ Teacher guidesstudents to make a papier mache globeusing balloon and newspapers .

• Teacher introduces theconcept of earth’s structure.

• Teacher asks students toidentify the 3 layers of theearth’s internal structure.

• Teacher instructs students to

draw and well-label led diagram of a cross section of the earth.

• Teacher asks students todescribe the state of the 3layers.

• Group Work

➢ Teacher asks studentsto make a papier mache globe using balloon and newspapers .

2

periods

49




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



50

http://www.enchantedlearning.com/





1. The EarthPlates

• Definitionof plates

• Themovementof earth’splates

• Types of movements:

➢ Awayfrom

eachother ➢ Toward

s eachother

➢ Slidepasteachother

i. Definingwhat areplates.

ii. Identifying andnamingsome of

theearth’smajor plates.

iii. Explaining plateboundaries.

iv. Describing the 3types of platemovements

v. Explaining brieflythereasonsfor theplatemovements

vi. Drawingsimplewell-labelleddiagramsto showthe threetypes of plate

• Teacher defines plates.

• Teacher guide students to findnames of the 7 major earth’splates.

• Teacher assists students tomake a simple model of plates

and plate boundaries .• Teacher explains the three

types of plate movements and discusses reason s for themovement .

• Teacher guides students todraw simple diagrams to showthe 3 types of platemovements.

• Teacher shows a s impledemonstration of platemovements by following these

steps:

➢ Add some flour in a beaker filled with water.

➢ Heat up and stir until itbecomes viscous.

➢ Put light materials (such asStyrofoam) to represent earthplates and watch their movements.

• Teacher guides students towrite the definition of plates.

• Teacher guide students to findnames of the 7 major earth’splates.

• Teacher guides students to

make simple model of platesand plate boundaries.

• Teacher prompts students tostate the three types of platemovements and the reason sfor the movements.

• Teacher guides students todraw simple diagrams to showthe 3 types of movement.

• Teacher guides students to doa s imple demonstrat ion of plate movement by following

these steps:




• Teacher prompts students towrite the definition of plates.

• Teacher asks students to findthe names of the 7 major earth’s plates.

• Teacher asks students to

make simple model of platesand plate boundaries.

• Teacher asks students to work in groups to identify the threetypes of plate movements and discuss on the possiblereason s for the platemovement.

• Teacher asks students to draw simple diagrams to show the 3types of movement.

• Teacher asks students to do a

s imple demonstration of platemovement by following thesesteps:




4

periods

51




movement

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.

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

52

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

http://www.enchantedlearning.com/subjects/dinosaurs/glossary/PlateTectonics.shtml

http://www.enchantedlearning.com/subjects/dinosaurs/glossary/PlateTectonics.shtml




CONTENTOUTCOMES FRAMEMUST DO SHOULD DO COULD DO

1. Naturallandformsandhazardsfound along

plateboundaries

i. Fold

mountains

➢ Processandformation

➢ Major foldmountainrange of the world

i. State theplatemovementwhichformed

foldmountains.

ii. Explainbriefly theformationof foldmountains.

iii. Namingandlocatingworld’smajor foldmountains.

• Teacher drawsdiagram to showformation of foldmountains.

• Teacher asks studentsto identify the type of plate movement thatcauses formation of fold mountains.

• Teacher assistsstudents to write abrief explanation of theformation of foldmountains.

• Group Competition

➢ Teacher puts up aworld map on theboard (a blank worldmap is preferred).

➢ Students are asked tolocate and name theworld’s major foldmountain ranges in theshortest time possible

using an atlas.

• Teacher asks studentsto draw diagram toshow formation of foldmountains.


• Teacher guidesstudents to write abrief explanation of theformation of foldmountains.



➢ Students are asked tolocate and name theworld’s major foldmountain ranges in theshortest time possibleusing an atlas.

• Teacher asks studentsto draw diagram toshow formation of foldmountains.


• Teacher asks studentsto write a brief explanation of theformation of fold mountains.



➢ Students are asked tolocate and name theworld ’s major fold mountain ranges inthe shortest time possible.

2

periods

SKILLS: Improved speed and skills in using atlas

ADDITIONAL RESOURCES: Understanding Geography Book 3, http://www.enchantedlearning.com

53








CONTENT

LEARNING

OUTCOMES

SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

FRAMEMUST DO SHOULD DO COULD DO

ii. Volcanoes

• Def inition

• C

r oss-section of v

olcano an

i. Definingwhat is avolcano.

ii. Drawing andlabellingparts of volcano.

iii. Definingactive,dormant and

extinctvolcano.

iv. Labellingdiagramshowingvolcaniceruption.

v. Describingvolcaniceruption.

vi. Locating

and namingsome of themajor volcanoes of the world.

vii. Listing thepositive and

• Teacher defines the termvolcano.

• Teacher guides students todraw a well-labelled diagramof a volcano.

• Teacher guides students tomatch the 3 stages of volcano: active, dormant and extinct with the correct description on a given

worksheet.• Teacher guides students to

use world map or an atlas tolocate and name some of the major volcanoes of theworld.

• Teacher describes thevolcanic eruption by showing some pictures and diagrams.

• Teacher provides pictures or explanations on the effects

of volcanic activities.S tudents are asked toclassify under the correct headings (the positive and negative effects of volcanic activities).

• Group work

• Teacher guides students to writethe definition of a volcano.

• Teacher guides students to drawa well-labelled cross-section of avolcano.

• Teacher guides students todescribe the 3 stages of volcano; active, dormant and extinct.

• Teacher guides students to use

world map or an atlas to locateand name some of the major volcanoes of the world.

• Teacher guides students to draw a well-label led diagram to show volcanic eruption and to writebrief description of volcanic eruption.

• Teacher guides students to writea list of positive and negativeeffects of volcanic activities.

•

Group work➢ Making a model of volcanic

eruption ( Vinegar Volcano) by

adding Vinegar and Baking Soda

(Sodium Bicarbonate) and with

the use of red food colouring,

their chemical reactions will

• Teacher asks students todefine a volcano.

• Teacher asks students todraw a well-label led cross-section of a volcano.

• Teacher asks students todescribe the 3 stages of volcano; active, dormant and extinct.

• Teacher asks students to

use world map or an atlas tolocate and name some of the major volcanoes of theworld.

• Teacher asks students todraw a well- labe lled diagramto show volcanic eruptionand to write brief descriptionof volcanic eruption.

• Teacher groups the studentsto discuss the positive and negative effects of volcanic

activities and present thefinding to the class.

• Group work

➢ Teacher asks students toconstruct a 3D cross-section models of a

8

periods

54





d par ts

• St

ages of volcano:Active,dor mantand

extinct

• v

negativeeffects of volcanicactivities.

➢ Drawing poster of a cross

section of a volcano.

create a red bubbly lave fizzes.

(Please visit

http://chemistry.about.c

om/od/chemicalvolcano

es/ss/volcano.htm for

further assistance on this).

volcano using colorful plasticine.

55


http://chemistry.about.com/od/chemicalvolcanoes/ss/volcano.htm









olcanic er

uptions

• Ma jor volcanoes of the wor

ld

• Ef f ect

56





s of volcan

ic actions

➢ Positi

ve ef f ects

➢ Negativ

e ef f ects

57





SKILLS: Experimenting skills.

ADDITIONAL RESOURCES: Understanding Geography Book 3,pg. 159-161; http://www.enchantedlearning.com



58







iii. Earthquake

• Definition

• Instrumenttomeasureearthquake

• Unit or scale of measurement

• Effects of earthquake

• Someexamplesof major earthquake aroundthe world

➢ location➢ date

➢ number of deaths

➢ Estimatedcost of destructions

i. Definingearthquake.

ii. Statingearthquake as anexample

of naturalhazard.

iii. Namingtheinstrumentused tomeasureearthquake.

iv. Identifyingthemeasurem

ent scaleof anearthquake.

v. Listing thenegativeeffects of earthquake:

➢ damage toproperty(dam,

bridge,road,tunnel,farmlandetc)

➢ injury anddeath

➢ damage tonatural

• Teacher definesearthquake and stating it as an example of natural hazard.

• Teacher states theinstrument used inmeasuring earthquake

and its measurement scale.

• Teacher provides articlesof an earthquake and helps students to scan for location, date and strength .

• Teacher provides picturesof the negative effects of earthquake and discusseswith the class.

• Teacher guides students towrite the definition of earthquake.

• Teacher explains theinstrument used to measureearthquake and the measuring scale.

• Group Work

i. Teacher guides students to find

the examples of earthquakes in

the internet.

ii. Students discuss on the negative

effects of earthquake and present

the ir findings to the class.

• Teacher asks students todefine earthquake.

• Teacher asks students toidentify the instrument used inmeasuring earthquake and itsscale.

•

Group work. i. Students are asked to work in

groups to find the examples of

earthquakes in the internet.

ii. Students discuss the negative

effects of earthquake and

present the ir findings to the

class.

4

periods

59





SKILLS: Internet search

ADDITIONAL RESOURCES: Understanding Geography Book 3 pg. 169-173; http://www.enchantedlearning.com

TOPIC 5 : RIVER LANDSCAPE



1. Water Cycle i.Explaining thewater cycle

ii.Namingtheprocesses in thewater cycle

• Teacher defines water cycleand explains the related termssuch as water cycle, water vapour, condensation, etc.

• Teacher distributes diagramsof water cycle and guides and prompt s students to name the processes in the water cycle .


• Teacher distribute s diagramsof water cycle and guidesstudents to name processes inthe water cycle .


• Teacher distribute s diagramsof water cycle and asksstudents to name the processes in the water cycle .

4periods

SKILLS: Understanding terms; Interpreting diagrams

ADDITIONAL RESOURCES: Understanding Geography 1 page 97; Explore 1 Geography page 101-131; Inspiring Discovery Geography 1C Page 38 – 49

2. Major Rivers

• InBrunei

• In theWorld

i.Namingmajor riversinBruneiand

theworld.

• Teacher guides students tolist and label major rivers inBrunei and in the world byreferring to the Atlas.

• Teacher guides students to listand label major rivers inBrunei and in the world byreferring to the Atlas.

• Teacher asks students to list and label major rivers inBrunei and in the world by referring to the Atlas .

4periods

SKILLS: Using Atlas

60







ADDITIONAL RESOURCES: School Atlas for Brunei Darussalam page 4, 8, and 9



3. Importance

Of Rivers

1.

i.Statingtheimportanceof

river s topeople.

• Teacher guides students to list down the importance of rivers.

• Teacher instructs students todiscuss in groups theimportance of rivers .

• Teacher asks the students todiscuss in pairs theimportance of rivers .

2periods

SKILLS: Identifying

4. DrainageBasin

i.Definingdrainagebasin.

ii.Drawingand labellinga drainagebasin.

• Teacher defines drainagebasin by referring to diagrams.

• Teacher guides students todraw and label drainage basin.


• Teacher guides students todraw and label drainage basin.


• Teacher ask s students to draw and label drainage basin .

2periods

SKILLS: Drawing and labelling

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 249; Understanding Geography 1 page 99 - 100

61





5. CrossSection Of ARiver

i. Identif yingandnaming thedifferentpartsin thecrosssection of ariver

• Teacher asks students to drawand label the cross section of a river.



2periods

SKILLS: Drawing and labelling

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 249; Understanding Geography 1 page 99 – 100



6. The Work Of

A River

• Erosion

• Transportation

• Deposition

i. Naming,understanding anddefining the3 works of a river:erosion,transportation anddeposition.

• Teacher lists and definesthe 3 works of a river: erosion, transportation and deposit ion .

• Teacher asks students to listand define the terms erosion,transportation and deposition.

• Teacher asks students to listand define the termserosion, transportation anddeposition.

2periods

SKILLS: Understanding Terms

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 261 – 267

7. River And Its i. Identifying • Teacher describes with the • Teacher guides students to • Teacher instruct s students 4

62





Valley

• Upper

• Middle

• Lower

the 3sections/courses of ariver.

ii. Identifyingand

naming thefeaturesfound inthe 3sections:

➢ Upper course :Waterfall, V-Shaped Valley.

➢ Middle Course :Meanders and U-Shaped Valley.

➢ Lower Course :

Floodplain, Ox-Bow Lake andDelta

aid of a diagram the threesections of a river and statesthe features found in eachsection by showing pictures .

• Teacher guides studentswith pictures of different river features and students areasked to match the pictureswith the correct river section/course in which they are found .

name the three sections on adiagram of a long profile of ariver and states the featuresfound in each section by showing pictures .

• Teacher provide s studentswith pictures of different river features and students areasked to match the pictureswith the correct river section/course in which they are found .

to name the three sectionson a diagram of a long profile of a river and statesthe features found in eachsection by showing pictures .

• Teacher instructs studentsto collect pictures of different river features and match the pictures with the correct river section/course in which they are found .

periods

SKILLS: Interpreting photographs

TOPIC 6: COASTAL LANDSCAPES



63





1. Name of

the oceans

of the

world.

i.Locatingandnamingthe fiveoceans of the world.

• Teacher provides students withan Atlas and a blank world map.

• Teacher guides studen ts tolocate and write down names of the oceans in the blank world map by referring to the atlas .

• Teacher provides studentswith an Atlas and asksstudents to learn the locationand name of the oceans of theworld.

• Teacher asks students to writedown the names of the oceans

in the blank world map.

• Teacher provides students withan Atlas and asks students tolearn the location and name of the oceans of the world.

• Teacher asks students to writedown the names of the oceansin the blank world map.

2

periods

SKILLS: How to use Atlas

ADDITIONAL RESOURCES: School Atlas for BD pg. 45

1. Theimportance of

oceans.

i. Explaining

the

importance

of oceans.

• Teacher discusses theimportance of oceans.

•

Teacher asks students to listdown three benefits of oceansand asks students to comparetheir list with other students.

• Students produce a scrap bookof pictures and descriptions onthe importance of oceans.

• Teacher discusses theimportance of oceans.

•

Teacher asks students to listdown five benefits of oceans.

• Students produce leaflets onthe importance of oceans.

• Group work

➢ Teacher divides the class into 4

or 5 groups.➢ Students are asked to discuss

the importance of oceans.

➢ Each group presents their findings.

➢ Students write an essay on theimportance of oceans.

4

periods

SKILLS: Listening skills; research skills; writing skills

ADDITIONAL RESOURCES: Understanding geography 3, Pg 271-272, Earth Our Home1, Pg. 114-117, www.factmonster.com/Ce6/sci/A0860103.html



64


http://www.factmonster.com/Ce6/sci/A0860103.html




3. The

structure of

the ocean.

i. Identif yingandnaming thestructuralfeatur es of theocean.

• Teacher distributes and explains adiagram showing the structure of theocean.

• Teacher helps students to label diagram of the structure of the ocean.

• Teacher asks students tostudy the diagram showing thestructure of the ocean.

• Teacher guides students todraw and label the features inthe given diagram.

• Teacher asks students to studythe diagram showing thestructure of the ocean.

• Teacher asks students to draw and label the features in thegiven diagram.

2

periods

SKILLS: Drawing skills; labelling skill

ADDITIONAL RESOURCES: www.factmonster.com/Ce6/sci/A0860103.html

4. Waves

• Definition

➢ Wave➢ Swash➢ Backwa

sh

(Cont…)

i. Defini

ng“waves”,

“swash” and

“backwash”.

ii. Statingthecause

for for mationof w

• Teacher introduces the termwaves and shows pictures of waves.

• Demonstration

➢ Teacher explains the cause of waveformation by showing the followingdemonstration.

➢ Teacher uses a small fan (usingdifferent speeds) to blow thesurface of water in a large container and points to the students the upand down movements of water represent waves.

➢ Students are prompted to state that

the cause of wave formation iswind.


• Demonstration

➢ Teacher explains the cause of wave formation by showing thefollowing demonstration.

➢ Teacher uses a small fan (usingdifferent speeds) to blow thesurface of water in a largecontainer and points to thestudents the up and downmovements of water representwaves.

➢Students are prompted to state thecause of wave formation is wind.


• Demonstration

➢ Teacher explains the cause of waveformation by showing the followingdemonstration.

➢ Teacher uses a small fan (usingdifferent speeds) to blow thesurface of water in a large container and points to the students the upand down movements of water arerepresent waves.

➢ Students are prompted to state

the cause of wave formation iswind.

65






aves.



(....Cont)

• Work of waves➢ w

aveerosion

➢ Wavetranspor tation➢ W

aveDeposition

i.Statingth

ethr eewor ksof

waves.

• Teacher states the three works of waves.

• Teacher guides students to write thedefinition of the terms “wave erosion”,“wave transportation” and “wavedeposition”.

• Teacher guides students to doresearch on the work of waves .

• Teacher asks students to writethe definition of the terms“wave erosion”, “wavetransportation” and “wave

deposition”.

• Teacher instructs students todo research on the work of waves .

• Teacher asks students to writethe definition of the terms “waveerosion”, “wave transportation”and “wave deposition”.

2

periods

66




SKILLS: Experimenting skills; Classifying

ADDITIONAL RESOURCES: Understanding Geography 3 pg. 254-261; Interactive Geography 3 pg. 335; Understanding Geography 3 pg. 249-253

5. Coastal

features

• Headland

• Bays• Beaches• Caves• Cliffs• Wave-cut

platforms• Spits• Arches• Stacks• Bars

i. Identifying

and

naming the

coastalfeatures.

• Teacher shows pictures of coastal features and guides students to namethem.

• Teacher produces flashcards using pictures of features. In pairs, onestudent shows the cardsand the other student names the features inthe cards and vice versa.

• Teacher shows pictures of coastal features and asks students toname them .

• Teacher distributessome pictures of coastalfeatures and asksstudents to classifythem into theappropriate works of waves forming them.

• Teacher gives pictures of coastal features and asks students to find thenames of the features from book s or internet.

• Teacher distributes somepictures of coastalfeatures and asksstudents to classify theminto the appropriateworks of waves formingthem.

4

periods

SKILLS: Interpreting photographs

ADDITIONAL RESOURCES: Understanding Geography 3 pg. 256- 265; http://www.fettes.com/shetland/coast.html

TOPIC: BASIC SKILLS IN MAP READING



MUST DO SHOULD DO COULD DO1. Introduction

• Types of map

• Commonfeatures

i. Classifyingdifferenttypes of maps,including

• Teacher showsdifferent types of maps.

• Teacher instructs


• Teacher instructsstudents to identify


• Teacher instructsstudents to identify

2periods

67


http://www.fettes.com/shetland/coast.html





of maps(Legend,symbols& title)

topographicalmaps.

ii . Identi fy ingcommonfeaturesof a map.

students toidentify commonfeatures on amap (legend,symbols & title).

common featureson a map (legend,symbols & title).

common featureson a map (legend,symbols & title).

SKILL: Map identification

ADDITIONAL RESOURCES: Explore Geography 1 page 25 – 35; Inspiring Discovery in Geography 1B pg 4

2. GridReferences

• Eastingandnorthing

• Four figuregridreference

• Six figuregridreference

i.

ii.

iii.

• Teacher defineswhat are gridand gridreferences byshowingdiagrams of grids.

• Teacher

introduces theword eastingand northing byshowing themon a map.

• Teacher givestasks tostudents topractice usingmap in locatingan area usingfour figure gridreferences.

• Teacher givestasks tostudents inidentifying thefeatures whichcan be found in

• Teacher defineswhat are grid andgrid references byshowing diagramsof grids.

• Teacher introduces theword easting and

northing byshowing them ona map.

• Teacher givestasks to studentsto practice usingmap in locating anarea using four figure gridreferences.

• Teacher givestasks to students

to practise using map in locating a point or placeusing six figuregrid references.

• Teacher defineswhat are grid andgrid references byshowing diagramsof grids.

• Teacher introducesthe word eastingand northing by

showing them on amap.

• Teacher givestasks to students topractice using mapin locating an areausing four figuregrid references.

• Teacher givestasks to students to practice using mapin locating a point

or place using six figure grid references.

4periods

68




iv.

the given sixfigure gridreferences.

SKILLS: Reading positions; Locating features & places on maps.

ADDITIONAL RESOURCES: Explore Geography 1 page 40-41



3. Direction

• Compass points

• Angular bearings

i.

ii.

• Teacher shows a diagram of acompass point (from 4, 8 & 16).

• Teacher instructs students todraw and label the 4, 8 and 16compass points.

• Class Work➢ Teacher distributes maps and

asks students to locatedirections of particular points or

• Teacher shows a diagram of acompass point (from 4, 8 &16).

• Teacher instructs students todraw the 4, 8 & 16 compasspoints.


asks students to locate

• Teacher shows a diagram of acompass point (from 4, 8 & 16).

• Teacher instructs students todraw the 4, 8 & 16 compasspoints.


asks students to locatedirections of particular points or

4periods

69




iii.

places using the compasspoints on the maps.

• Teacher distributes real compassesand asks students to have a feel of the compasses.

• Teacher guides students to find the4 compass points of their

classroom.• Teacher guides students on how to

use a protractor to find directionsusing bearing.

• The bearing is limi ted to only 180 o.

directions of particular pointsor places using the compasspoints on the maps.

• Group Work ➢ Teacher distributes real

compasses and asks studentsto find direction of variousplaces using the compasses.

• Teacher guides students on how touse a protractor to find directionsusing bearing.

places using the compasspoints on the maps.

• Individual Work ➢ Teacher distributes real

compasses and asks studentsto find direction of variousplaces using the compasses.

•Teacher guides students on how touse a protractor to find directionsusing bearing.

SKILLS: Drawing compass points; Using compass; Using bearing; Using protractor

ADDITIONAL RESOURCES: Explore Geography 1 page 44-45; Inspiring Discovery in Geography 1B pg 15; USGS Learning Web

4. Scale

• Scale

• Typesof scales

i.

ii.

• Teacher explains what a scale is

and its uses.

• Teacher lists and differentiates the3 types of scales.

• Teacher instructs students toidentify the 3 types of scale on map.


and its uses.


• Teacher instructs students toidentify the 3 types of scale onmap.


and its uses.


• Teacher instructs students toidentify the 3 types of scale on map.

2

periods

SKILLS: Contrasting the three types of scales

ADDITIONAL RESOURCES: Explore Geography 3 page 38-39; USGS Learning Web



MUST DO SHOULD DO COULD DO5. Distance

• Measuringdistances on amap

i. • Teacher defines map distanceand ground distance.

• Teacher differentiates grounddistance from map distanceby way of activity.

• Teacher defines map distanceand ground distance.

• Teacher differentiates grounddistance from map distance byway of activity.

• Teacher defines map distanceand ground distance.

• Teacher differentiates grounddistance from map distance byway of activity.

2periods

70




➢ Mapdistance

➢ Grounddistance

ii.

• Straightline

• Curvyline

• Teac her guides students tomeasure both the straight lineand curve distances between points or places on a givenmap.

• Teacher assists students tomeasure both the straight lineand curve distances between points or places on a givenmap.

• Teacher asks students tomeasure the straight line and curve distances between pointsor places on a given map.

SKILLS: Measuring skill; Reading scale.

ADDITIONAL RESOURCES: Explore Geography 1 page 42-43; Inspiring Discovery in Geography 1B pg 28.

6. Contour lines

• Definition

• Contour intervals

i. • Teacher defines and shows whatare contours and contour intervals.

• Teacher guides students to readheights of certain places on a mapusing contour lines (using maps

• Teacher defines and shows whatare contours and contour intervals.

• Teacher guides students to readheights of certain places on a mapusing contour lines (using mapswith a few numbers of contour

• Teacher defines and shows whatare contours and contour intervals.

• Teacher guides students to readheights of certain places on a mapusing contour lines (using maps

4periods

71




• Indicatingheightsusingcontour s

• Steepandgentle

slope

ii.

iii.

with a few numbers of contour lines only).

• Teacher asks students todifferentiate between steep andgentle slope by looking at thecontour lines.

lines only).


with m any number of contour lines ).


SKILLS: Visualizing various slopes; Pattern recognition; Interpreting contour lines

ADDITIONAL RESOURCES: Explore Geography 1 pg 48-49; Inspiring Discovery in Geography 1B pg 30 – 31; USGS Learning web.

72

Documents

Geo Sow - Diff Inst (Final Word 2007) (y78)