sow geography upper sec 3 yrs

8/14/2019 SOW Geography Upper Sec 3 Yrs

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GEOGRAPHY SCHEME OF WORK FOR YEARS 9, 10 AND 11 (3 YEAR PROGRAMME)

About the Scheme of Work for Years 9, 10 and 11 (3 Year Programme)

i

Following is the suggested number of period allocation for each topic. In

the Scheme of Work, this number of periods is further broken into smaller

allocations in accordance to the content coverage.

Teachers are advised to use this period breakdown as guidance only and

use their own discretion in determining the number of periods to be

allocated to each topic or each content teaching. However, it is strongly

advised that teachers carefully distribute the periods so that they are able to

cover all the given topics for each year.

Note:

1. It is estimated that there are 30 teaching weeks in a year. As for

Geography, 4 periods per week is allocated bringing the total number to 120

periods per year.

2. The Geography O Level syllabus also contain the content of Graph

Skills, Photograph Interpretation, Statistics and Sketch Map and

Diagrams. In the Scheme of Work, there are no specific period allocations

given to these topics as teachers are requested to integrate them while teaching

the other topics. This way, the teaching will be more natural and meaningful.

Teachers can refer to the Suggested Teaching and Learning Activities in theSyllabus under the Notes for Guidance as there are many suggested activities

where these skills can be applied.

3. In the Scheme of Work, the suggested teaching and learning activities

that are marked as *asterisk, italics and underlined(and also coloured blue) areoptional activities. These activities are given to enhance the students

understanding. Teachers are free to do these activities or exercises if time

permits.

Year Topic No. of Periods

9 Map Reading 8

9 Plate Tectonics 34

9 Rivers and Coasts 37

9 Weather, Climate & Natural Vegetation 41

Total for Year 9 120

10 Population 43

10 Farming 43

10 Settlement 34


11 Industry 28

11 Energy 40

11 Tourism 14

Revision

11 Map Reading 4

11 Plate Tectonics 6

11 Rivers and Coasts 6

11 Weather, Climate & Natural Vegetation 6

11 Population 4

11 Farming 4

11 Settlement 2


Total Periods for 3 Years 354


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ii


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CONTENTS

YEAR 9

YEAR 10

YEAR 11

THEME TOPIC PAGE

SKILLS Map Reading 1

A1 Plate Tectonics 7

A2 Rivers and Coasts 14

A3 Weather, Climate & Natural Vegetation 21

THEME TOPIC PAGE

B1 Population 29

B2 Farming 35

B3 Settlement 43

THEME TOPIC PAGE

C1 Industry 52

C2 Energy 59

C3 Tourism 65

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SKILLS

SKILL TYPE LEARNING OUTCOMES EXPLANATION / ILLUSTRATIONTIME

FRAME

Grid references Candidates should be able to find

features on a map using four or six figuregrid references.

They should be able to give the four or sixfigure grid references for named features.

Grid squares are drawn on a map to help locate features.

Four figure references show the square in which features arefound. e.g.

The letter A is in grid square 2136.

Six figure references show the exact location of a feature.

The letter b is at grid references 214367.The letter c is at grid references 217364.

2 periods

(continue withthe outcomeson next page)


FRAME

1


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Direction Candidates should be able to give thedirection of one map feature from anotherby using points of the compass or bybearings.

The direction of one point from another point can be describedby using the eight points of a compass.e.g.

B is northeast of A.A is southwest of B.

Directions can also be described as bearings. This shows the

degrees in a clockwise direction from grid north.e.g.

The bearing of B from A is 130

(continue fromprevious pageand to the next

page)


FRAME

2


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Distance Candidates should be able to measurestraight line distances and distancesalong roads, rivers or other featureswhich may not be straight.

They should be able to use the linearscale attached to maps.

Straight line distances can be measured by placing the side ofa piece of paper over the two points and marking the points onthe paper. The points on the paper can then be placed on thelinear scale to find out the distance in kilometres or metres.

Curved lines can be measured by pivoting a piece of paperalong the line and then using the linear scale.

(continue withthe previous

page)

Interpreting reliefand drainagefeatures

Candidates should be able to recogniseand describe the different shapes of ariver and its valleyas it progresses fromsource to mouth:

steep and gentle slopes;spurs, ridges, conical hills.

Candidates should be able to recognisewhich direction a slope faces.

Contours are drawn on maps to show the heightand shape of relief features.Spot heights give the exact height of a hill or any point on amap.

Drainage features such as rivers and streams, and lakes areshown in blue.

An absence of contours shows that the land is flat.Contours close together show a steep slope but contoursfurther apart show a gentle slope.In the diagram below, the steep slope faces south.

2 periods

Coastal features Candidates should be able to describethe characteristics of coastlines andidentify coastal features.

Coastlines are shown on maps and their appearance can bedescribed by recognising symbols which show coastal featuressuch as rocks, coral, swamps, sand and mud. The height of thecoastline and the area behind it can be described by studyingthe contour lines.


FRAME

3


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CommunicationsCandidates should be able to identify thedifferent types ofroutes shown on a mapby reference to the key.

Candidates should be able to describe

the route taken by a road or railway andexplain how it may have been influencedby relief and drainage features.

Symbols accompanying a map will indicate the types of roadand railways shown in the area of the map.

Lines of communication join up urban and rural settlements.Modern roads such as expressways or motorways may takemore direct routes than older roads. They often connect large

settlements and avoid or bypass smaller settlements. Modernengineering and building techniques mean that they can cutthrough higher land or be built on embankments over lowerland. This way their path has a gentle gradient and they reducedistances by keeping relatively straight.

Roads and railways cross different types of landscapes butthey are built to try to keep as level a gradient as possible andto avoid features such as steep slopes, highlands and areasliable to flood.e.g.

The road on the map below keeps between the 10 and 20metre contour lines so that the gradient is gentle. It avoids thesteep slope to the west and the flood plain and river to theeast.

To pass through highland areas roads will follow valleys andgaps between peaks.

To cross a flood plain they will look for a place where the floodplain is narrow to reduce the risk of flooding.

2 periods(continue withthe outcomeson next page)


FRAME

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Candidates should be able to describethe street patterns found in settlements.

Road networks are dense in urban areas and their pattern mayreflect the relief or the period when they were built.

Some patterns are grid shaped, in blocks, crossing at rightangles, some radial and others may be haphazard. Industrialestates may have straight roads whereas some residential

areas in New Towns may have a more irregular pattern.

(continue fromprevious pageand to the next

page)

Settlement Candidates should be able to describeand explain the site and situation of asettlement.

Candidates should be able to identifyand describe the appearance of asettlement, that is its shape ormorphology.

The site of a settlement is the land upon which it is built. Earlysettlements required a water supply, which may have been ariver or stream. For building purposes the land needed to beflat or gently sloping. The site may have needed to be easilydefended in the past on a site such as within a river meanderor on the top of a steep sided hill.

The situation of a settlement is its position in relation to

physical or human features which surround it. Where it is inrelation to hills, valleys, rivers, roads and railways.e.g.Settlements could be built in situations such as valleys, gapsthrough hills, coastal bays, or where routes converge.

Settlements may be arranged in a linear or nucleated(compact) form.

Some rural settlements are dispersed and can be identified byindividual buildings which are some distance apart.The street pattern could be in the form of a grid, which mayindicate it is old, or it could be irregular, which may indicate it ismore modern.

The area of the map covered by the settlement will indicate itssize.

Villages may contain a few buildings but small towns may takeup a larger part of a grid square. Large towns may take upmore than one grid square.

1 Period


FRAME

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Candidates should be able to recognisethe main functions of a settlement asshown by the names and symbols in thesettlement.

Candidates should be able to describe

and account for the general distributionof settlement.

Named factories or works or industrial estates will indicate thatindustry is a function.Town Halls, post offices and offices would indicate anadministrative function.Museums, cinemas, theatres, hotels named sports (e.g. golf

course) will indicate a tourism function.Universities, college and schools will indicate an educationalfunction.Mosques, temples or churches will, indicate a religiousfunction.Coastal towns with a tourism function may have features suchas hotels with a sandy beach, swimming pool, or golf course inclose proximity.Ports may have named docks or wharfs and named industries.There may be areas on a map with no or few settlements.These areas may be on flood plains, steep slopes, high

exposed land or forested areas.Some areas on a map may have settlements which are closetogether.These areas may have advantages such as fertile soil foragriculture or flat land with a water supply for building orevidence that industries are important in the area.

(continue fromprevious page)

Land use Candidates should be able to identifydifferent types of land use and describetheirdistribution.

The symbols on a map will show the types of land use such asgrassland, cultivation, orchard or woodland. Sometimes theseare named plantation crops. Land use also includes use formanmade features including quarries, mines, reservoirs

(dams), airports, etc.Describe the distribution of types of land use by stating wherethey are on the map, e.g. in the northeast, by giving gridsquares in which they are found or by stating any commonrelief features on which they may be located, e.g. steep slopesor flat land.In addition it is useful to describe if they are close together orspread apart.

1 Period

TOTAL8 Periods

THEME A The Natural World

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A1 PLATE TECTONICS

A1.1 Plate boundariesLEARNING

OUTCOMESSUGGESTED TEACHING & LEARNING

ACTIVITIESKEY WORDS RESOURCES SKILLS TIME

FRAME

Understand themeaning of theterms plate and plateboundary.

Brief discussion on structure of earth.Explain that the crust is divided into plates.Provide world map showing names of platesand boundaries (no types shown).Complete world map by using a key to draw ondifferent types of boundaries and show directionof movement of plates near boundaries.

Coremantlecrustconvergentdivergenttransform(conservative)

Section through earthshowing layers.Outline world mapshowing plateboundaries (all same).World map of differentplate boundaries, namesof plates and movementat plates.http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml

InterpretingdiagramInterpreting mapDescribing mapCompletingworld map

2 periods

Explain themovement of plates

Provide diagram showing mantle andconvection currents.Draw cross section of part of crust and mantleto show convection currents and movement.Explain link between movement and plateboundaries.

Convectioncurrentsoceanic crustcontinental crust

Block diagram of mantleand convection currents.Block diagram showingmantle and plateboundaries.

InterpretdiagramExplain diagramDrawing crosssections

2 periods

Describe thedifferent types ofplate boundaries(convergent,divergent, transform)and their associatedfeatures.

For each type of boundary - convergent,divergent, transform (conservative):provide block diagram showing movement inmantle and crust and features found on eachboundary;draw cross section of movement and features.Describe the features found at each boundaryand the process of sea floor spreading.

Mid-oceanic ridgesea floor spreadingocean trenchsubduction zonefold mountainsvolcanic islandarc.

Block diagram of eachtype of boundaryshowing features foundon each boundary.

Interpret/analysedescribediagrams

4 periods

A1.2 VolcanoesLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

7
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.htmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlhttp://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml


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OUTCOMES ACTIVITIES FRAME

Explain where andwhy volcanoes form.

Describe the distribution of volcanoes from worldmap.Students to plot volcanoes reported over a givenperiod of time, e.g. a year or a school term.Compare map of volcano distribution with map

showing types of plate boundaries.Discuss which types of plate boundaries havemost volcanic activity.Explain distribution by link to map of plateboundaries.From map of Pacific Ring of Fire describelocation *and intensityof volcanoes.*Discuss activity at different types of plateboundaries.*Provide diagrams, photographs, DVDs oferupting volcanoes showing lava flows and asherupting.

Students to explain how plate movement leads toa sequence of events which cause volcaniceruptions and volcanic cones.

Pacific Ring ofFiremagma, lava,ash, pressure

World map of volcanoes.World map of plateboundaries.Blank world map.Map of Pacific Ring of

Fire.Web site giving details ofvolcanoes over a periodof time.Diagrams, photographs,Animated pictures ofvolcanic activity fromDVD

Plotting featureson map.Comparingmaps.Analysing maps.

ICT to collect,record andpresentInformationInterpretation ofphotographsand diagrams.

3periods

Describe and explainthe shape andstructure of differenttypes of volcanoes(shield, acid andcomposite).

Discuss type of material of which volcanoes arecomposed.Students to draw sketches of types of volcanoes

shield (basic), acid (dome), composite(stratovolcanoes) - showing differences in shapeand structure.Composite volcano to show main features of thestructure of a volcano.Students to produce chart to show differenceswith a column for each of shield, acid andcomposite volcanoes.Characteristics to compare in rows could includegeneral shape, height, width, steepness of slope,type of lava/ash, viscosity of lava, silica content,temperature of lava, violence of eruption,example.

Acid lava,basic lava,viscosity,ash,shield volcano,dome volcano,compositevolcano, eruptionmagma chamber,vent (pipe)secondary cone,crater.

Diagrams of differenttypes of volcanoes.Diagram to showstructure of compositeconeDetails of characteristicsof volcanoes.Examples of types ofvolcanoes.http://www.umich.edu/~gs265/society/volcanoes.htm

Drawing crosssections ofvolcanoes.Analysingdiagrams andwritteninformation.

3 periods

A1.3 Impact of volcanoes on people and the environmentLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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Understand thefactors affecting theimpact of volcanoes.

Collect photographs, newspaper articles,websitedetails on volcanic eruptions.Discuss the different nature of eruptions andblasts and their causes. Stress importance of

location regarding type of plate boundary andproximity to settlement/population.*Students research different types of volcanicmaterials, e.g. pyroclastic flows, ashes, gases,type of lava.Consider how people and technology canreduce the impact.Make notes on why volcanoes impact in avariety of ways on people and the environmentas well as whether it is in an MEDC or LEDC.*Make notes on why volcanoes impact in avariety of ways on people and the environment.

Consider how people and technology canreduce the negative impact, e.g. by havingexclusion zones from high risk areas,monitoring, early warning systems andevacuation plans.Students research effects of a volcanic eruption.e.g. Mt St Helens, Mt Pinatubo, Mt Merapi.

Eruptions,ash, lava,volcanic bombs,pyroclastic flows,mudslides (lahars),

monitoringearly warning,evacuation.

Photographs, writtenaccounts of volcaniceruptions.World map showinglocations of volcanoes in

relation to plateboundaries.Details/textbooks/websitesof volcanic materials.

Interpretation ofphotographsand writtenmaterials.

4 periods

Appreciate thatvolcanic activity mayhave positive as wellas negative impacts

Give students information or references intextbooks/websites regarding positive effects ofvolcanic activity. Students make notes undergiven headings: soils, minerals (includingprecious minerals), geothermal power, domesticheating, tourism, health spas.

Basic lava,fertile soils,mineral veins,geothermalgeysers,hot springs.

Web site and/or textreferences foradvantages gained fromvolcanic activity, e.g.http://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmly.

Internetresearch

2 periods

A1.4 EarthquakesLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

9
http://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmlyhttp://library.thinkquest.org/C003603/english/volcanoes/theadvantages.shtmly


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Explain whereand whyearthquakes

occur.

Describe distribution of earthquake belts fromworld map.Plot earthquakes occurring over a given periodof time, e.g. a school term/year.Link the distribution with types of plate

boundaries.*Research into which type of plate boundaryhas the greatest frequency and or magnitude ofearthquakes from web sites.ORPlot major earthquakes over the last centuryResearch/ discuss what is happening on thethree types of plate boundaries.Describe the sequence of events which causean earthquake.Define key terms such as focus, epicentre,tremorand shock waves.

Use one or two examples of earthquakes andstudents plot fault lines and earthquakeepicentres.E.g. San Andreas Fault in California.

Distribution,frequency,magnitude,Richter Scalefault,

focus,epicentre, tremor,shock waves

Blank world map.World map showingdistribution andmagnitude ofearthquakes.

World map showingtypes of plateboundaries.Websites with recentearthquakes andmagnitude.http://earthquake.usgs.gov/eqcenter/index.phphttp://earthquakes.tafoni.net/http://www.geography.learnontheinternet.co.uk/to

pics/earthquakes_impact_response.html#deveDiagrams showingactivity on each type ofplate boundary. /Map(s) showing plateboundaries/faults withdirection of platemovement and locationof epicentres ofearthquakes.

Plotting featureson map.Comparison ofmaps.Research on the

internet.Description ofdiagrams.Plotting featuresor drawingsketch map.

4 periods

A1.5 Impact of earthquakes and tsunami on people and the environment

10
http://earthquake.usgs.gov/eqcenter/index.phphttp://earthquake.usgs.gov/eqcenter/index.phphttp://earthquakes.tafoni.net/http://earthquakes.tafoni.net/http://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://earthquake.usgs.gov/eqcenter/index.phphttp://earthquake.usgs.gov/eqcenter/index.phphttp://earthquakes.tafoni.net/http://earthquakes.tafoni.net/http://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#devehttp://www.geography.learnontheinternet.co.uk/topics/earthquakes_impact_response.html#deve


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LEARNINGOUTCOMES

SUGGESTED TEACHING & LEARNINGACTIVITIES

KEY WORDS RESOURCES SKILLS TIMEFRAME

Describe the impactof earthquakes andtsunami on peopleand the

environment.

Analyse information about year, magnitude,death toll and damage caused by a selection ofearthquakes. Assess variation in death toll anddamage in relation to magnitude.

Discuss information/photographs regardingdamage from earthquakes in LEDCs andMEDCs. Use examples to illustrate effect indifferent parts of the world, e.g. Japancompared to Pakistan.Students make written comparison of impactbetween either LEDCs and MEDCs or twocontrasting examples.Students make a study of longer term impactson health, jobs, infrastructure and psychologicaleffect on people.Discuss and write account of effect of a tsunami.

e.g. 2004 Indian Ocean tsunami.

Magnitude,death toll,primary effects,secondary effects,

health,infrastructure,psychologicaleffect,tsunami.

Information chart ordetails from websites ondamage and death tollfrom earthquakes.

Details/photographs/statisticsof earthquake damage inLEDCs and MEDCs.Fact sheets or websitesgiving details of twocontrasting earthquakes.Account/diagrams/photographs of effects oftsunami.

Comparinginformation indifferent forms.Making an

assessmentbased oninformationprovided.Research fromwebsites (ICT)and writtenaccounts

4 periods

A1.6 Strategies to reduce the impact of earthquakesLEARNING



FRAME

Describe and assessthe effectiveness ofstrategies aimed atreducing the impactof earthquakes(building design,

infrastructure,monitoring, warningsystems, educationand drills).

Provide photographs, diagrams and sketches ofbuildings designed to withstand the effects ofearthquakes.Write notes with annotated sketches/diagramsto describe and explain the structure ofearthquake proof buildings.

Provide photographs, sketches diagrams toshow how infrastructure such as roads andbridges can be modified to withstandearthquakes.Make notes on infrastructure modifications.Discuss ways in which education might helpreduce the impact of earthquakes.Make list of ways in education can help reduceimpact of earthquakes.

Strategiessteel framesshock absorbersfireproof materialsautomatic shut offvalves

drillspostersseismometerseismographplanningeffectivenessmonitoringwarning, intensity,damage

Photographs, diagrams,sketches of buildings,roads and bridges.Notes/details on howabove work.http://www.reidsteel.com

/hurricane-and-earthquakeresistantstructures/howwemake.htmGraph showing evidenceof earthquake onseismograph e.g.http://www.fema.gov/kids/p_eq.htm

Photograph, anddiagramanalysis anddescription.Annotatingsketches.

Drawing graphGraph analysis.Chart analysis

6 periods(together withthe following

activity on nextpage)

LEARNINGOUTCOMES



11
http://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.fema.gov/kids/p_eq.htmhttp://www.fema.gov/kids/p_eq.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.reidsteel.com/hurricane-and-%20%20%20%20%0D%20earthquakeresistantstructures/howwemake.htmhttp://www.fema.gov/kids/p_eq.htmhttp://www.fema.gov/kids/p_eq.htm


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Provide graph produced by seismometer duringearthquake. Discuss how monitoring andwarnings might reduce impact. Make chart ofadvantages and problems.Provide details in form of notes and statistics ondamage to buildings and deaths of earthquakes

in areas where strategies have been used toreduce impact of earthquakes.e.g. 1994 Northridge earthquake in USA,2008 Sichuan earthquake in China.Note the strategies used and comment on howdeath and damage was influenced bystrategies.Study chart showing measures and commentson effectiveness.Write comments on effectiveness of eachmeasure.Produce graph comparing intensity of

earthquakes with amount of damage/deaths(include details of twentieth century earthquakesto show impact before strategies available).Analyse/comment on graph.

Statistics/photographs/comments aboutdamage and deathscaused by earthquakes.Websites on specificearthquakes.

Statistics on earthquakeintensity anddamage/deaths

(together withthe above

activity andoutcome)

34 periods

Appreciate thatstrategies used toreduce the impact ofearthquakes may beless effective inLEDCs thanMEDCs.

Use photographs/sketches/diagrams and writtenmaterial to compare typical features andpractices in LEDCs and MEDCse.g. buildings and building materials,infrastructure, (including roads, electricity,water) education, monitoring and warningsystems.

Draw chart with two columns headed LEDCsand MEDCs and compare each of the abovefeatures.Compare statistics/ photographs showingexamples of impact of earthquakes in LEDCSand MEDCsDiscuss what can be done to reduce impact ofearthquakes in LEDCS.Write up/make notes on discussion.

As above +practices,impact,warning sysyems,

Photographs/sketchesWritten details offeatures/practiceshttp://www.fema.gov/kids/p_eq.htm

Comparingphotographs,diagrams,charts,Statistics.

Total

Case Study

12
http://www.fema.gov/kids/p_eq.htmhttp://www.fema.gov/kids/p_eq.htmhttp://www.fema.gov/kids/p_eq.htmhttp://www.fema.gov/kids/p_eq.htm


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The impact of an earthquake in an area in which adaptations to buildings and infrastructure have been made and whereeducation, monitoring and warnings are in evidence would provide material for a case study.Websites will provide information for the case study e.g.Noto Peninsula (Japan) Earthquake of March 25, 2007 on webSitehttp://www.eeri.org/lfe/pdf/japan_noto_eeri_preliminary_report.pdfThe case study could include:Location of the earthquake + sketch map

Strength and duration of the earthquakePreparations / modifications to reduce impactDamage caused by the earthquakeAssessment of effectiveness of preparations and modifications


13
http://www.eeri.org/lfe/pdf/japan_noto_eeri_preliminary_report.pdfhttp://www.eeri.org/lfe/pdf/japan_noto_eeri_preliminary_report.pdfhttp://www.eeri.org/lfe/pdf/japan_noto_eeri_preliminary_report.pdf


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A2 RIVERS AND COASTS

A2.1 River processesLEARNING



FRAME

Describe and explainthe processes ofrivererosion(hydraulic action,corrasion, corrosion,attrition)transport(traction, saltation,suspension,solution) anddeposition.

Define the processes of river erosion, transportand deposition.*Explain the link between energy and the

process which dominates at any one point in ariver.Study photographs of rivers to illustrate energypossessed by riverExplain how the energy of a river is affected byspeed and volume.ErosionNote the difference between vertical and lateralerosion.

Name and explain how each of the processes oferosion works - hydraulic action, corrasion, (thisshould include how potholes are formed),corrosion and attrition.Students produce a chart/table with the headingsof type of erosion, main agent of erosion, effecton river bed and banks.TransportName and explain each of the four methods oftransport - traction, saltation, suspension andsolution.Students consider the influence of the size of the

load as well as energy on the type of transport.Students draw sketch to illustrate the types oftransport.DepositionExplain why deposition occurs. Students list thefactors which cause deposition to occur.Students note where on a rivers coursedeposition might occur.*Analyse graph showing how speed of flow and

particle size influence the river process.

Erosion, transport,deposition,energy,speed(velocity)volume, vertical,lateral,hydraulic action,corrasion,corrosion, attrition,potholes,traction, saltation,suspension,

solution

Textbook or informationsheet giving details ofthe three processes.Chart showing size ofloadLinked to process oftransport.Diagram showingmethods of transport.Photograph and/orsketch to show potholes.Graph to show effect of

speed of flow andparticle size on riverprocess.

Understandingof the namedprocesses.Interpretation ofphotographsShowing energylevels.Interpretation ofdiagram anddrawingdiagram.Description of

photograph ofpotholes.Analysis ofgraph.

5 periods

A2. 2 Features resulting from river processes

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LEARNINGOUTCOMES



Describe theappearance andexplain the formationof waterfalls, gorges,

meanders, oxbowlakes, leves,floodplains anddeltas.

*Explain how to describe physical features fromdifferent resources.*Students draw a labelled diagram of eachfeature and describe how it can be easily

recognised.*From a different set of resources, includingtopographical maps, students write descriptionsof each feature.*Revise the river processes.*From resources in above section studentsattempt to link processes with each stage in theformation of each feature.Students research to find a located example ofeach feature.Waterfalls and gorgesDraw series of labelled diagrams to show river

flowing over rocks of different resistance leadingto formation of plunge pool, overhang, collapseof rock, and retreat to form a gorge. Explaindifferential erosion. Students complete writtenexplanation from diagrams.Meanders and oxbow lakesDraw series of diagrams of changing course andcross section of the river as a meander develops.Show direction of strongest current and explainpart played by erosion and deposition.Extend diagrams to show the development ofmeander loop, narrow neck of land, cutting off of

meander from river and build up of sediment toseal off oxbow lake.Leves and floodplainsDraw series of diagrams to show deposition onriver bed during normal flow, deposition on banksand plain during flood, repeat of process to leavelevees and floodplain. Explain variation in size ofsediment with distance from river. Explain partplayed by migration of meanders in developing afloodplain.

Waterfall,plunge pool,resistant and lessresistant

rock,undercutting,overhang,collapse of rock,plunge pool,retreat of waterfall,differential erosiongorge,meander, concaveslope(outer bank),convex slope(inner bank)friction,

sediments, slip-offslope (riverbeach),sediments, rivercliff,meander loop,oxbow lake, cut-off,neck of land,migration ofmeanders, flood,coarse sediment,

fine sediment,leves,floodplain,alluvium,delta,distributaries,sedimentation,lagoons, spits,marsh.

Set of photographs/sketches/ labelleddiagrams of all featureslisted.

Recommendations onhow to describe physicalfeatures.Topographical mapsshowing selection ofriver features.Diagrams produced bystudents in abovesection.Series of diagramsshowing stages in theformation of each

feature.

Describingphysicalfeatures fromresources.

Drawing labelleddiagrams.Interpreting anddescribingfeatures ontopographicalmaps.Understandingthe part playedby river processin the formationof river features.

Explaining theprocesses froma series ofdiagrams.Research fromtextbooks andwebsites to findexamples.ICT


activity on next

page)

LEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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DeltasUse diagram(s) to explain process of depositionbuilding up sediments, formation of distributariesand other features such as lagoons and spits,and extension and build up of delta.

(together withthe aboveactivity)

A2.3 River systemsLEARNING



FRAME

Describe the shapeand features ofrivers and theirvalleys in the upper,middle and lower

courses.

Show photographs and/or sketches of riversand their valleys along their course from sourceto mouth.*Sketch photograph of upper or middle course.Students suggest ways to describe a river and a

valley.*Apply above suggestions to the photographs inthe different stages.Identify the three stages in the course, i.e.upper, middle, lower.Students decide on the characteristics of theriver and valley in each of the three stages.*Study large scale topographical map showingriver(s) and valley(s).Describe rivers in different parts of their course.Use contours to describe the shape of thevalleys. Explain how steep sides are shown by

contours close together. Explain how to workout direction of flow of a river and steepness ofits gradient.

Source,mouth,upper course,middle course,lower course,

interlocking spurs,width of river,gradient of river,straight course ormeandering,depth of valley,steep/gentle sides.

Photographs andsketches of rivers andvalleys.Diagrams of each stage.Topographical maps.

Interpretationand descriptionof photographsand sketches.Draw and label

sketch fromphotograph.Draw labelledblock diagrams.Interprettopographicalmaps.

4 periods

A2.4 Coastal processesLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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Describe and explainthe processes ofcoastal erosion(hydraulic action,corrasion, corrosion

attrition), transport(including longshoredrift) and deposition.Understand thecharacteristics andwork of bothconstructive anddestructive waves.

Erosion: revise processes of erosion covered insection on rivers.Show photographs/video of waves and studentsattempt description of a wave.*Explain what influences the size of a wave.

Link erosion to destructive waves and describethe characteristics of destructive waves.Students draw labelled sketch of destructivewave.*Explain how a wave breaks with details of theswash and backwash. Describe the effect ofstorm waves.Transportation: students draw series ofdiagrams to explain the movement of beachmaterials by longshore drift. Deposition:describe characteristics of a constructive waveand students draw labelled diagram. Explain the

link between low energy waves and build-up ofbeach material.

Hydraulic action,corrasion(abrasion),corrosion(solution)attrition,

fetch,destructive wave,wave breaking,swash, backwash,longshore drift, zig-zag movement,constructive wave,beach.

Students, notes onprocesses of rivererosion.Photographs of differentwaves approaching the

coast.Diagrams of destructiveand constructive waves.Map/diagram to showinfluence of fetch.Diagram to showlongshore drift.Textbook to give detailsof above.

Descriptionsfromphotographs.Understandingof wave action.

Interpretation ofdiagrams.Drawing labelleddiagrams.

6 periods

A2.5 Features resulting from coastal processesLEARNING



FRAME

Describe theappearance andexplain the formationof headlands andbays, cliffs, arches

and stacks, wave-cutplatforms, beaches,spits and bars.

Briefly describe headlands and bays, cliffs,caves, arches and stacks, wave-cut platforms(shore platforms), beaches,spits and bars.*Explain how to describe physical features from

different resources.Students draw a labelled diagram or sketch ofeach feature and describe how it can be easilyrecognised.From a different set of resources, includingtopographical maps students write descriptionsof each feature.

Headlands, bays,cliffs,caves,arches, stacks,wave-cut platform,

resistant andless resistant rock,differential erosion,alignment of rocks,weak rock or fault,wave-cut notch,collapse of roof.undercutting,

Set ofphotographs/sketches/labelled diagrams of allfeatures listed.Revision on how to

describe physicalfeatures.

Describingphysicalfeatures fromresources.Drawing labelled

diagrams.Interpreting anddescribingfeatures ontopographicalmaps.



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*For students living in coastal areas they couldproduce a set of photographs and field sketchesof some coastal features.*Revise the coastal processes of erosion,transportation and deposition. Students attemptto identify the dominant process(es) in the

formation of each feature.Headlands and baysDraw labelled diagrams to show how differentresistance of rocks and wave action form baysin softer rocks and headlands in harder rocks.(Note alignment of rocks at right angles to thecoast) *Give examples of rocks of differentresistance.Cliffs, caves, arches, and stacksDraw a labelled sketch or a series of labelledsketches to show how a cave eventuallydevelops into a stack.

Wave-cut platformsDraw a labelled diagram or series of diagramsto show formation of wave-cut notch,undercutting, collapse of cliff and retreat of cliff.Include high and low tide levels. *Show

photograph to show the gentle gradient andexposed rocks at low tide.BeachesRevise beaches have different gradients andmay be composed of different types of material.Explain part played by constructive waves andshelter (bays) in formation of beaches.

Spits and barsStudents draw series of labelled diagrams orlabeldiagrams or sketch maps provided to showdevelopment of a spit and how it might extendto become a bar.

collapse, high andlow tide,retreat.beach, spit,bar, field sketch,beach gradient,shelter, pebbles,

shingle, sand.longshore drift,storm waves,angle of thecoastline.

Topographical mapsshowing selection ofcoastal features.Local coastline.Diagrams, sketchesshowing development of

features.Textbook(s) forexplanations.

Drawing fieldsketchesUnderstandingformation offeatures.Drawing

diagrams.Drawing sketchmaps.

.


A2.6 River & coastal floodingLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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Explain the causesof river and coastalflooding.

Students encouraged to collect information onfloods during their course of study.River floodingStudents suggest possible causes.Expand on circumstances when excessive rain

may fall.*Give details of other physical factors including,river sedimentation, snowmelt, flat land near orbelow level of river.Coastal floodingExplain how a storm surge may occur, linked totyphoons or heavy storms. Discuss the relief ofcoastal areas and the lack of sea defences.

Flooding,monsoon rain,sedimentation,typhoons,snow melt,

urbanisation,deforestation,runoff,sea level,storm surge.

Statistics, maps of areaswith heavy monsoonrainfall.Diagram to show low,flat, broad floodplain.

Diagram to show howhuman factors canincrease the chances offlooding.(possibly in India orBangladesh)Details from websites ornewspaper articles onrecent flood to use asexample.Map of flooded coastalarea, showing height of

land and possible trackof storms.

Interpretation ofstatistics.Interpretation ofmaps.Understanding

that combinationof factors maylead to flooding.

2 period

Appreciate theimpact of river andcoastal flooding onpeople and theenvironment.

Students collect information about a recent ormajor flood,- photographs, personal accounts/stories, maps,data about injured/ damaged etc.*Explain that there are similar impacts frommost floods.*Students produce account of impacts offlooding.Discuss the different impact on MEDCs and

LEDCs.Consider any different impacts on riverfloodplains and coastal areas.Are there any advantages gained from floods?

Death,property,damage,infrastructure,disease,occupations,food supply,crops, animals,alluvium

Make availableresources or how toaccess resources onrecent or major floods.To include map of area,photographs, data ondeaths/damage/injuries.Provide accounts offloods

To illustrate differencesbetween MEDCs andLEDCs.Ensure accounts/detailsavailable of both riverand coastal floods.

Analysis anddescriptionsfromphotographs,statistics andmaps.Comparison ofimpacts onMEDCs and

LEDCs.

3 periods

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Be aware thatvarious humanactivities may resultin river flooding

Consider how human activities may add to orcause the problem e.g. deforestation, lowbridges, modifications to the river because ofurbanisation or tourism, more built-up areasencourage more runoff.Use example(s) to illustrate above factors, with

maps and rainfall statistics.

Deforestation,urbanisation

Maps and rainfallstatistics of chosenexample, media articles.

Graph and mapinterpretation.

3 period

Assess theeffectiveness ofmeasures taken tocope with riverflooding

Students brainstorm the questionCan flooding be completely prevented?Students discuss ways in which river water canbe retained within the river channel how canthe channel banks, bed, course be modified.Provide examples of where river leves havebeen built, channels deepened, coursesstraightened.Consider the affect of building a dam on theamount of water in a river at any one time.What modifications might be made to the

catchment area, e.g. planting trees on slopes,controlling amount of hard/concrete surfaces,Drainage channels and overflow areas.Discuss what can be gained from measuressuch as education, predictions and earlywarnings, preparations such as evacuationplans shelters on higher ground, etc.Consider effectiveness of each measure givingexact detail rather than merely effective of noteffective.Students produce table/chart with headingsmeasures, effective, weakness.

River channel,artificial leves,banks, bed,dredging,straightening,dams,reforestation,catchment area,hard surfaces,drainage channels,overflow areas,

education, earlywarning,preparations,evacuation plans,shelters.

Maps to showstraightening of rivers,drainage channels andoverflow areas.Cross section of river toshow effect of leveesand dredging.Map of river with damsand details ofadvantages of dams incontrolling water levels.

Sketch of slopes to showhow planting trees canreduce risk of flooding.Textbook / fact sheet onother measures withAssessment ofeffectiveness.

Assessment ofmeasures.Analysis ofphotographs,diagrams,sketches andmaps.Descriptionsfrom aboveresources.

Total

3 periods

37periods

Case StudyA study of a river could make a useful topic for a case study.Textbooks and websites may give useful information e.g. The Yellow River in Chinahttp://pid.adb.org:8040/pid/LoanView.htm?projNo=33165&seqNo=01&typeCd=3The case study could include:Location of the riverSpecific features on the riverCauses and timing of floodsEffectiveness of strategies to prevent flooding


20
http://pid.adb.org:8040/pid/LoanView.htm?projNo=33165&seqNo=01&typeCd=3http://pid.adb.org:8040/pid/LoanView.htm?projNo=33165&seqNo=01&typeCd=3


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A3 WEATHER, CLIMATE AND NATURAL VEGETATION

A3.1 Distinction between weather and climateLEARNING



FRAME

Understand the

differences betweenweather and climate

Students listen to or watch a local weather

forecast and then list the elements of the weatherincluded in the forecast.Briefly discuss the elements of the weather toinclude temperature, precipitation, cloud cover,wind, relative humidity and pressure.Students interpret the weather from givenforecasts with commonly used symbols.Discuss and analyse climatic figures to includerainfall, temperature and relative humidity. Forma definition of weather.Form a definition of climate, with specialreference to time and generalisations.

Make comparison of weather and climate

Weather,

climate,temperature,precipitation,relative humidity,pressure,forecastselements of theweather.

Local radio/ TV weather

forecasts.Examples of weatherforecasts with commonlyused symbols.Rainfall, temperature andrelative humiditystatistics/graphs.

Analysis of

weatherforecasts.Analysis ofclimaticstatistics.Makingcomparison.

2 period

A3.2 Distribution, characteristics and factors affecting tropical equatorial and tropical monsoon climatesLEARNING



FRAME

Understand wheretropical equatorialand tropicalmonsoon climatesoccur.

Students plot and describe the distribution ofeach type of climate on a world map and a mapof Monsoon Asia.

Distribution,tropical,equatorial,monsoon.

Outline maps of the worldand Monsoon Asia.Maps showing distributionof both climates.Atlas.

Plotting featureson maps.Describingmaps.Use of atlas.

1 period

Describe thecharacteristics oftropical equatorialand tropicalmonsoon climates.

Discuss the aspects of temperature, and rainfallwhich can be described, e.g. mean annual, meanmaximum and mean minimum monthly, annualrange of temperature; total, seasonal distribution/range of rainfall.Explain the technique of analysing climaticgraphs and figures.Describe each type of climate from graphs and orstatistics.

Characteristics,seasonal,mean annualtemperature,maximum andminimumtemperatures,

Climate graphs andstatistics.Template (advice) fordescription of climaticdata.Maps of areas showingseasonal variations inaspects of climate.

Analysis anddescription ofclimatic graphsand statistics.Description ofclimatic maps

2 periods(continue withthe next page)

LEARNINGOUTCOMES



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*Question if any other aspects of the climate areworthy of note, e.g. relative humidity, wind,

pressure, sunshine.

Discuss and students make notes on seasonalvariations in temperature and rainfall based onmaps showing seasonal variations. Areas could

be chosen from India, China, Singapore.

annual range oftemperature,

distribution ofrainfall.


Compare andcontrast thecharacteristics of thetwo types of climate.

Briefly go over characteristics of each climate.Discuss which aspects can be compared andprovide headings to be used for comparisons,e.g. maximum and minimum temperaturesrange of temperature, ( seasonal variations),total rainfall, seasonal variation in rainfall, others.Explain how to compare sets of climatic data andgive examples of use of words e.g. whereas,but, however, higher, lower, similar. Highlightsimilarities and differences.

Compare,comparativewords/ phrases.

Climatic graphs andstatistics.Template (advice) forhow to compare data.

Comparison ofclimatic data.

3 periods

Explain thecharacteristics of thetwo types of climate.

Discuss the factors which will influence theclimate of an area, e.g. latitude, altitude, cloudcover, pressure and winds.Note the latitude of tropical equatorial areas andexplain how it affects their temperature andrainfall characteristics. Note the importance ofthe overhead sun and convectional rainfall.Explain the influence of low pressure on rainfalland cloud cover.Note the different latitude of tropical monsoonclimates. Explain how temperature affectspressure which influences the wind direction.

Discuss the influence of wind direction and thesurface over which the wind blows on theseasonal rainfall. Consider the influence ofaltitude on rainfall totals such as the WesternGhats in India.Plot areas of high and low pressure anddirections of winds on map of Monsoon Asia forsouthwest and northeast monsoon seasons.

Latitude,altitude,cloud cover,pressure, winds,convectionalrainfall.

Diagrams showinginfluence of latitude,altitude, cloud cover.Map showing distributionof the two types ofclimate.Maps showing seasonalpressure systems andwinds in Monsoon Asia.Outline map of MonsoonAsia.

Interpretation ofclimaticdiagrams.Analysis ofclimatic maps.Plotting climaticfeatures onmaps.

4 periods

LEARNINGOUTCOMES



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Describe and explainthe features of theclimate of Brunei inrelation totemperature, rainfall,winds, cloud cover

and relativehumidity.

Students consider any seasonal variations inBrunei and any variations in climate in differentparts of Brunei.Analyse annual temperature and rainfall graphsofBandar Seri Begawan or local town/area if

available.Discuss the winds affecting Brunei and howmonsoon winds affect the monthly distribution ofrainfall.Study map of relief of Brunei and map of annualrainfall throughout the country.Describe how rainfall varies throughout thecountry and how it is influenced by relief.Students draw diagram to explain relief rainfall.Discuss how relative humidity varies from seasonto season and the part played by cloud cover inexplaining the temperature and rainfall

characteristics of Brunei.

Seasonsmonsoon windsSouthwest andNortheastmonsoons,cloud cover,

relief,relief rainfall

Temperature and rainfallgraphs of Bandar SeriBegawan and or localarea.Wind rose for Brunei ifavailable.

Maps of Brunei showingrainfall distribution, reliefand monsoon winds.Monthly relative humidityfigures or graphs.Diagram to show howcloud cover can affecttemperatures.

Graph/statisticalanalysis.Comparison ofmaps anddrawingconclusions

from comparingmaps.Drawing labelleddiagrams.

3 periods

A3.3 The nature of typhoons and their impact on people and the environmentLEARNING



FRAME

Understand thecauses of typhoons.

Consider what is meant by a low pressure area.Describe characteristics of low pressure area.Study diagram showing cross section of atyphoon (tropical cyclone or hurricane) to includevertical and horizontal air movement.Draw simplified diagram to show air movement ina typhoonExamine and describe satellite photograph of atyphoon. Relate this image to the cross section.Discuss and describe the conditions needed forthe formation of typhoons.

Low pressurearea,vertical airmovements,satellitephotographs,cross section,eye

Map of low pressurearea. E.g. over IndianOcean.Cross section of typhoon.Satelliteimage/photograph oftyphoon. E.g.http://www.fotosearch.com/photos-images/typhoon.html3d diagram of typhoon toaid understanding.

Interpretation ofdiagram/crosssection/satelliteimage.ICT.Compare toresources.Drawing labelleddiagram.

2 periods

LEARNINGOUTCOMES



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Describe thesequence of weatherassociated withtyphoons.

Read newspaper articles / websites describingthe weather during a recent typhoon.*Plot the path of the typhoon and others on amap of Monsoon Asia.Study cross section giving details of wind,rainfall, pressure and cloud cover in different

parts of a typhoon.Describe how the weather changes as a typhoonmoves over an area.

Heavy rain,strong winds,eye,approach,tail-end.

Newspaper articles/websites giving details ofweather during passageof typhoon.Map of Monsoon Asia.Cross section showing

details of weather indifferent parts of atyphoon.

Comprehensionof account oftyphoon.Analysis ofcross section.Description of

weather fromdiagram.

1 period

Be aware of theimpact of typhoonson people and theenvironment

Students consider the possible effects of strongwinds and torrential rain. Use as base the effectsof strongest winds they have experienced.Research newspaper articles/web sites/TV tofind out effects of typhoons on peoples, lives,homes, jobs, transport, infrastructure, watersupply, food supply, health and the vegetation.Complete notes on above.Compare effect on coast with areas further

inland.

Flooding,storm surge,structuraldamage,property,casualtiesdestruction,deforestation.

Students experience.Newspaper articles/websites/ TV programs.Details in textbooks.Photographs.Textbook.Map of affected area.

Descriptionbased on anumber ofresources.Interpretation ofresources.Comparison oftwo differenttype of areas.

2 periods

A3.4 Distribution and characteristics of the natural vegetation of tropical rainforests and mangrovesLEARNING



FRAME

Understand wheretropical rainforestand mangrovesoccur.

Plot areas covered by tropical rainforest andmangroves on world map and more detailed mapof Monsoon Asia.Describe the distribution on world scale and in

Monsoon Asia.Describe where mangroves are found in Bruneiand or East Malaysia*Draw sketch map of one of river estuaries inBrunei to show location of mangroves.

Tropicalrainforest,mangrove,distribution,

Outline maps of the worldand Monsoon Asia.Atlas.Maps showing distribution

of natural vegetation inthe world, monsoon Asia,and Brunei and EastMalaysia. e.g.http://www.mongabay.com/borneo.html

Plotting featureson maps.Interpreting anddescribing maps

Drawing sketchmap.

3 periods

LEARNINGOUTCOMES



Describe the Brief ly explain natural vegetation. Structure, layers, Photographs and Photograph

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characteristics of thetwo types of naturalvegetation.

Study photographs and sketches of tropicalrainforests. Describe appearance of forest.Students pick out the layers or structure of therainforest and link to height. Describecharacteristics such as epiphytes, lianas,undergrowth, species, leaves, flowers, fruits,bark, branches and roots.

Study photographs, sketches, sections ofmangroves. Describe the structure to include thecoastal, middle and inland zones.Describe the characteristics to include species,height, density, leaves, flowers, fruits and roots.Draw sections of both types of naturalvegetation.

density, species,leaves,roots, buttressroots, flowersbark, branches.storey,

emergents,lianas, epiphytes,undergrowth,canopy, shrub,understorey

sketches of rainforestsand mangroves to includeroot systems andstructure.This may be a topic whichcould be studied in the

field using the rainforestand mangroves as aresource. Field sketchescould be drawn of bothtypes of naturalvegetation.

analysis anddescription.Analysis anddescriptions ofsketches andsections

Drawingsections andsketches in thefield.

3 periods

Understand that thecharacteristics ofnatural vegetationare influenced by the

climate and soils ofthe area in whichthey are found.

Revise the main features of tropical equatorialclimate to include sunshine and humidity.Two approaches possible. Either examine thetopic from a climate point of view or a vegetation

point of view. Explain the influences from onepoint of view and students describe the links fromthe opposite point of view.From vegetation point of view look at featuresand explore link to climate or soil. E.gEmergents grow tall to reach sunlight.High density of plants due to high temperatureand rainfall.Large diversity of plants due to temperatures andrainfall being high all year round.Little undergrowth because little sunlight reachesthe lower levels of the forest.Rich and abundant vegetation helped by soil richin nutrients from decay of leaves etc.From climate point of view look at climatic factorand explore link to natural vegetation. E.g.Large amount of sunshine encouragesemergents to grow tall and lianas to climbsearching for sun etc.

Adaptation,environment,nutrients,sunlight,

abundant,

Statistics/graphs oftropicalequatorial climate.Details from previous

work on characteristics ofrainforest.

Associating /linking climatewith a feature ofnatural

vegetation.Explaining links.



LEARNINGOUTCOMES



Similar approach with mangroves. Explain Salt water, Climate details as above. Explaining links. (together with

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adaptation to salt water regarding leaves androots. Students research how different types ofroot systems are adapted to the environment.Explain characteristics of the fruit and link toenvironment.Students pick out similarities with how rainforest

is influenced by climate and soils, e.g. leaves,density, abundant growth, canopy, undergrowth.

drip tips, secretesalt,buoyant,sharp tips,aerial roots,prop roots,kneed roots

(knee-like)

Photographs of featuresof mangroves and similarfeatures of rainforest.

Identifying anddescribingcommonfeatures.

the aboveactivity)

A3.5 The tropical rainforest as a resourceLEARNING



FRAME

Be aware of thevalue of the tropicalrainforest as aresource for timber,

food, medicines andtourism.

Students list uses of trees/ forests underheadings such as timber, food, medicines, andtourism. Identify who benefits from each use.Students research / discuss other ways in

which the trees / forest is of value.

Resourcetimber

Details from textbook orinformation sheet of usesof trees and forests.

Research oftextbooks,informationsheets, web

sites(ICT).

1 period

Understand thecauses ofdeforestation.

Explain the meaning of deforestation.*Study maps of areas on different scales toshow area of forest in the past and today ormap showing forest loss.*Students describe the differences notingareas of major change.Study graphs / statistics showing change inarea covered with forest in the world andpart(s) of Monsoon Asia.Students describe and compare graphs.Students suggest why deforestation is takingplace at a rapid rate. Students decide onnumber of causes / headings and makedetailed notes on the main causes.Students consider the question In which waysis the forest important as a resources? Thenlist the ways in which it is important.

Deforestation,shifting agriculture,plantation crops,ranching,urbanisation,settlements,population pressure,transport,industry,mining, HEP,fires, illegalactivities.

Definition ofdeforestation.World and more localmaps giving forestcoverage past andpresent or forest loss.e.g.http://www.kap.zcu.cz/opory/mv1_2/deforestace%20a%20desertifikace.pdfGraphs/statistics showingchanges in area of forestover past20/30 years.Websites/ textbook givingcauses of deforestation.

Analysis ofmaps andgraphs/Statistics.Descriptions ofmaps andgraphs /statistics.Comparison ofmaps/graphs/Statistics.Understandingandexplanation ofdeforestation.

3 periods

LEARNINGOUTCOMES



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Appreciate theproblems caused bydeforestation.

Consider how deforestation would affect eachimportance listed. To help with this studydiagrams / photographs / information about thefood chain, animals and plants, the nutrientcycle, soils, flooding, quality of water, airpollution, the oxygen carbon dioxide balance

and recreation.Students write up how each of above isaffected by deforestation.

Resource, foodchain, biomass,species, extinctionof species,biodiversity, nutrientcycle, droughts,

floods,sedimentation,air pollution, globalwarming, enhancedgreenhouse effect.

Details of forests as aresources from textbook,websites or informationsheet.Photographs of animals,plants, flooding, bare soil.

Diagrams of nutrientcycle, and food chain.Information fromtextbooks, websites,information sheets on allproblems.

Interpretation ofphotographsand diagrams.Understandingand explainingproblems.

Interpretation ofdiagrams.

3 periods

Understand the needfor conservation andsustainablemanagement ofrainforests.

Revise the problems caused by deforestationand the value of rainforests to understand theneed to conserve.Students consider which groups of people areharmed or disadvantaged by deforestation andtherefore appreciate the need to conserve.

Define conservation and sustainablemanagement.*Students research ways in which the forestmight be managed in order to maintain it as asustainable resource.Students write brief explanations ofreforestation, selective logging, controlledlogging, forest reserves, national parks, naturereserves, fire control, ecotourism, education,community involvement. Study map of an areain Monsoon Asia showing types of forestreserves.

Conservation,sustainablemanagement,sustainableresource,monitoring,

reforestation,selective andcontrolled logging,national parks,forest reserves,nature reserves,ecotourism,education,community.

Definition of conservationand sustainablemanagement.Textbooks, informationsheets, websites onconservation methods.

Map showing types offorest reserves in EastMalaysia or a local area.

Understandingandexplanation ofconservationmethods.Map analysis

3 periods

Evaluate thesuccess of strategiesused to conserveand managerainforests.

Students produce chart / table with threeheadings strategy, success, problems.Research each strategy and then comment onsuccess and problems associated with eachstrategy.

Effectiveness,incentives,illegal felling/logging,monitoring,remoteness,traditional farmingmethods demandfrom MEDCs.

Textbooks withcomments oneffectiveness ofstrategies.

Interpretation ofwrittenaccounts.Drawingconclusionsabout successof measures.

Total

1 period

40 periods

Case StudyThe study of a rainforest would make a valuable topic for a case study.

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Textbooks and websites may provide useful information e.g.http://www.rainforestweb.org/Rainforest_Regions/Asia/Indonesia/The case study could include:Location of the rainforestCharacteristics of the flora and faunaResources from the rainforestThreats, including deforestation, to the rainforest

Effectiveness of strategies used to conserve the rainforest

THEME B People, food and settlement

28
http://www.rainforestweb.org/Rainforest_Regions/Asia/Indonesia/http://www.rainforestweb.org/Rainforest_Regions/Asia/Indonesia/


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B1 POPULATION AND QUALITY OF LIFE

B1. 1 Growth of world populationLEARNING



FRAME

Describe the growthof the worldpopulation.

Students plot and describe line graph showinggrowth of world population from 1800 to presentday, and showing predictions for next 20 years.Examine other resources such as graphsshowing growth in MEDCs compared withLEDCs and graphs of individual countries

showing different rates of growth. Study worldmap showing increase in population of recentyears and describe distribution of areas withdifferent growth rates.

Predictions,MEDCs,LEDCs,rate of growth,distribution,

Statistics or graph ofworld population growthfrom 1800.http://www.geography.learnontheinternet.co.uk/activities/popn.htmlGraph of populationgrowth in MEDCs andLEDCs. Graphs ongrowth in selectedcountries.World map of

population growth overrecent period

Plotting graph.Interpretationand descriptionof graphs andmaps.

3 periods

Understand thereasons fordifferent birth rates,death rates(including theimpact ofHIV/AIDS) andmigration rates,and explainhow these factorsaffect population

growth.

From studies above students will be aware thatbirth and death rates vary in different parts ofthe world.Students suggest and consider social,economic, environmental and governmentalfactors affecting birth and death rates andmigration rates, e.g.Birth ratesBirth control education, availability andaffordability - , traditions and religious beliefs,government policies and influences,opportunities for women availability of highereducation and careers, later /earlier marriages,infant mortality rates, etc.

Birth ratedeath ratenatural increasebirth control,tradition, religions,government policies,opportunities forwomen highereducation, careers,infant mortality,health, water,sanitation, diet,natural disasters,fitness/health living,life expectancy,HIV/AIDSimmigrationemigration.

List of factors affectingbirth and death rates.Statistics on HIV/AIDSfrom selected countries.Brief details ofproblems relating toHIV/AIDS and lifeexpectancy.

Understandingof factorsaffecting birthand death rates.Interpretation ofstatistics.



LEARNINGOUTCOMES



29
http://www.geography.learnontheinternet.co.uk/activities/popn.htmlhttp://www.geography.learnontheinternet.co.uk/activities/popn.htmlhttp://www.geography.learnontheinternet.co.uk/activities/popn.htmlhttp://www.geography.learnontheinternet.co.uk/activities/popn.htmlhttp://www.geography.learnontheinternet.co.uk/activities/popn.htmlhttp://www.geography.learnontheinternet.co.uk/activities/popn.html


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Death ratesHealth and medical provision, standard of watersupply and sanitation, food availability, quality ofdiet, natural disasters, wars, care of elderly,level of fitness, etc.Students identify which factors or aspect of

factors will give high or low birth or death rates.Give details of affect of HIV/AIDS on death rateand life expectancy of selected countriesincluding examples from southern Africa.Briefly explain the problems associated withHIV/AIDS.Migration ratesDiscuss how migration rates can affectpopulation growth.


Describe andevaluate strategiesused to control the

rate of populationgrowth.

Revise the factors affecting birth and deathrates.Discuss why countries need to control their

population growth.Study examples of strategies used by countriesto increase and decrease the birth rate. e.g.One child policy in China and Three or more inSingapore. Give details of strategies used bygovernments when applying policies.*Examine figures on birth rates afterimplementation of policies to assess success.Discuss reasons for success or failure. E.g.reluctance to get married,having children later in life, desire to have malechild, traditions, reluctance to use birth control,

etc.

One child policy,Three or more,incentives,

penalties,

Details of strategiesused to encouragehigher and lower birth

rates.Recent birth ratefigures and effect onpopulation growth.Comments on successand problemsassociated withstrategies.

Understandstrategies.Attempt

judgement oversuccess ofpolicies.Understandreasons forsuccess orfailure ofstrategies.

6 periods

LEARNINGOUTCOMES



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Understand theconsequences ofoverpopulation andunderpopulation.

Give definitions of overpopulation andunderpopulation.Stress difference between overpopulation andhigh density of population.Students consider the consequences of over-population.

Examine issues such as poverty, poor health,inadequate infrastructure and services, low lifeexpectancy, shanty settlements, extremes ofpoverty and wealth, poor quality of life and lackof ability to take advantage of physical andhuman resources.Students consider the consequences ofunderpopulation.Examine issues such as shortage of workers,closure of some facilities, dependence onimported food and manufactured products,shortage of people in the armed forces, etc.

Overpopulation,underpopulation,skill base,primary, secondaryand tertiary sectors,Infrastructure,

health andeducation,resources,imported products,armed forces.

Definitions ofoverpopulation andunderpopulation.Details ofconsequences of overand underpopulation.

Understandingof terms.Understandingof the idea ofconsequences.

5 periods

Understand thedifferent types ofpopulation migration,both internal andinternational.

Define forced and voluntary migration. Defineinternal and international migration. Studentssuggest examples of each of above.Students examine the different types ofpopulation movement, e.g. international, rural-urban, rural-rural, urban-urban, and urban-rural.Students discuss reasons for people wanting tomigrate in above examples. Give specialconsideration to push-pull factors in rural-urbanmigration. Produce cartoon/diagram illustratingpush-pull factors.

Consider the different types of movement inLEDCs compared with MEDCs.Study the consequences of movement on areasfrom where migrants leave and to which theyenter.What problems do migrants face?Students make study of examples of urban-ruraland international migration in Monsoon Asia.

Forced, voluntary,internal,international,rural, urban,push-pull factors,

Definitions of terms.Check list of reasonsfor different types ofmovement from whichstudents can expand.Details of urban-ruralmovement in MEDCs.Fact sheet/textbookdetailing consequencesand problems related tomigration.

Understandingof terms andreasons fordifferent types ofmigration.Producing chart.Comparison ofMEDCs andLEDCs.

4 periods

B1.2 Population structureLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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Recognise andexplain the differenttypes of populationstructure illustratedby population

pyramids(age/sexpyramids).

Explain population structure and populationpyramid.Stress that while each population pyramid isdifferent it is possible to pick out three or fourtypes. It is more important to be able to give the

overall shape and describe and explain thestructure than identify a type.Students work out the three age groups, youngdependent, independent (working population)and old dependent. Use examples to show howrelative percentage of each age group mayvary. Point out that it is important to describe themale/female similarities and differences.Use a number of pyramids so that students canmake comparisons.The percentage in each age group can be usedto explain the structure.

Students work out the link between thepercentage in the under 15 group and the birthrate; the percentage in the over 60 group andthe life expectancy/death rate.

Population structure,population pyramid,dependent,independent,birth rate,

death rate,life expectancy.

A number of populationpyramids with differentshapes and structures.Some websites areuseful, e.g.

http://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#types

Analysis anddescription ofpopulationpyramids.Comparison of

populationpyramids.Explanation ofpopulationpyramids.

6 periods

Describe how thepopulation structurechanges as acountry progressesthrough stages ofdevelopment.

Consider the stages of development, as shownin the demographic transition model.Match a population pyramid to each of thestages of development.Describe the characteristics of each pyramid.

Population structure,young dependents,independent(working population),old dependents

Graph showing thestages of development.Population pyramids foreach stage.

Analysis anddescription of agraph andmatching todescriptions ofpopulation

Pyramids.

3 periods

B1. 3 Quality of lifeLEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME

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http://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#typeshttp://www.mepa.org.mt/census/Pyr%20Archive/popdesc.htm#types


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Be aware of thevariety of indicesused to measureeconomicdevelopment and

quality of life.

Use two different indices on world maps to showdistribution of areas with high, moderate and low qualityof life. Describe the patterns shown.Describe how the HDI (Human DevelopmentIndex) can be used as a compound indicator of

quality of life.Use a selection of photographs, sketches andstatistics to illustrate aspects of quality of life.E.g. % attending secondary school, adultliteracy, life expectancy, number of people perdoctor, quality of water and sanitation, housing,transport, food supply, diet and calorie intake,employment structure etc.

HDIAdult literacy,Water quality,Sanitation,Housing,

Transport,Calorie intake,Employmentstructure,Fair trade,

World maps showing twodevelopment indices. E.g.http://www.bbc.co.uk/schools/gcsebitesize/geography/development/de

velopmentqualityrev2.shtmlSelection ofphotographs andsketches on issuessuch as housing,transport, healthfacilities, water supply.Selection of statisticson quality of life(indices).

Descriptions ofphotographs andsketches.Analysis ofstatistics.

3 periods

Understand andexplain thedifferences inthe quality oflife in LEDCsand MEDCs.

From above students describe and comparethe quality of life in LEDCs and MEDCs.Example could be used to illustrate thedifferences.

Students attempt to draw up list of reasons fordifferences.Provide details of reasons such as historical,economic and social, political, climate, relief andsoils, water supply and raw materials.Develop in brief, issues such as:

Consequences of colonisation by MEDCs

Exploitation by MEDCs regarding trade ,cheap food and raw materials

Corrupt and inefficient forms of governmentand leadership

Differences in % in tertiary, secondary andprimary occupations

Raw materials,Colonisation,Corrupt,Climate, soils,Drought,Quality of watersupply,Traditional beliefs,Hi-tech living,Drought.

Above details on twocontrasting countries.Textbooks / factsheets /websites giving detailsand examples ofreasons for differencesbetween LEDCs andMEDCs.

Comparison ofMEDC andLEDC.Understandingof reasons fordifferencesbetweenMEDCs andLEDCs.

3 periods

LEARNINGOUTCOMES



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http://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/geography/development/developmentqualityrev2.shtml


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Lack of skills and education

Traditional beliefs and ways of life opposedto hi-tech living

Effects of low rainfall, drought and poor soilson areas such as the Sahel.

Why the quality and quantity of water supply

is different

(continue fromthe above)

Evaluate thestrategies beingused to improve thequality of life inLEDCs.

Students suggest how improvements might bemade, e.g.How would they spend a given sum of money toimprove any one aspect of quality of life in anLEDC?Study and note the Millennium Goals.Develop ideas on how a selection ofdevelopment goals might be achieved and whatproblems are faced in trying to achieve thegoals.

Study example of a project in an LEDC linked toone or more of the goals.Look at the rate of progress being made toachieve the goals from the latest data.Briefly consider and make students aware of thepart played by other organisations in trying toimprove the quality of life in LEDCs.e.g. World Bank, Asian Development Bank,individual countries, charities.

Millennium goals,World bank,Asian developmentBank,Aid, charities.Poverty, hunger,gender equality,Child mortality,Maternal healthDiseases,

environmentalSustainability,Global partnership

Details of MillenniumGoals and progressreports on abovehttp://www.mdgmonitor.org/ andhttp://www.un.org/millenniumgoals/docs/MDGafrica07.pdfBrief details fromwebsites of World bank

and Asian DevelopmentBank initiatives.Access to examples ofprojects for students.http://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asp

Knowledge ofstrategies.Evaluation ofprogress

judgementof success ofstrategies.

Total

5 periods

43 periods

Case Study

A study of the quality of life in an LEDC could make a useful topic for a case studyTextbooks and websites could provide useful information e.g. Bangladeshhttp://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_BGD.htmlThe study could include:Statistics related to the quality of life compared to BruneiHealth and education provision in the countryStrategies aimed at improving the quality of life with details of one strategy

Effectiveness of strategies used to improve the quality of life

THEME B People, food and settlement

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http://www.mdgmonitor.org/http://www.mdgmonitor.org/http://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_BGD.htmlhttp://www.mdgmonitor.org/http://www.mdgmonitor.org/http://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.un.org/millenniumgoals/docs/MDGafrica07.pdfhttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://www.dfid.gov.uk/casestudies/files/africa/ghana-malaria.asphttp://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_BGD.html


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B2 FARMING, FOOD CONSUMPTION AND PRODUCTION

B2.1 Factors affecting food productionLEARNING



FRAME

Explain how

physical, social, andeconomic andpolitical factors caninfluence foodproduction.

Explain and break down the factors.

Physical: relief, soils and climate. Explain howfactors such as steepness of slope, height, typeand depth of soil, temperature, rainfall, sunshineand length of growing season can influence thetype of farming practiced and its chance ofproducing food.Social: traditions such as land fragmentation,land tenurefamily size and population pressure which canaffect the type and method of food production.Economic: demand and capital available tointroduce new developments such as the Green

Revolution.Political: government policy and ability toinfluence farming methods, training andresearch.

Relief, soils,

climate, social.economic, political,land fragmentation,land tenure,family size,populationpressure,demand, capital,Green Revolution,government policy.

Textbook or fact sheets

giving details andexplanatory diagrams offactors.

Understand that

food productionis influenced bya number offactors.Be aware thatnot all factorsare under theinfluence of thefarmer.

3 periods

Describe and explainhow intensivefarming methods canincrease foodproduction.

*Explain intensive farming to include capital andlabour intensive. Brief comparison withextensive farming.Examine the characteristics of intensive farmingand the part played by capital, labour,machinery and technology, high yielding seedtypes, fertilisers and irrigation.Examples of yields achieved by intensivemethods.Use examples to illustrate how intensive farminghas increased yield in different parts of theworld.e.g. high-tech farming in Singapore includinghydroponics and aeroponics; rice farm

sow geography upper sec 3 yrs

Documents