WINDOW TO WORLD GEOGRAPHY FOR CLASS 6 TEACHING GUIDE

WINDOW TO WORLD GEOGRAPHY FOR CLASS 6

TEACHING GUIDE

Author: Shirin Kavi

Window to World Geography for Class 6 Teaching Guide

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CONTENTS

PHYSICAL GEOGRAPHY

Chapter 1 The Universe ......................................................................................... 3

Chapter 2 Natural Spheres of the Earth ................................................................ 7

Chapter 3 Internal Structure of the Earth ............................................................... 11

Chapter 4 Rocks .................................................................................................... 13

HUMAN GEOGRAPHY

Chapter 5 People and Places Around the World — Norway ................................. 16

Chapter 6 World Population ................................................................................... 19

Chapter 7 Environmental Stress Due to Human Activities .................................... 23

MAPPING SKILLS

Chapter 8 Mapping Skills ....................................................................................... 26

ANSWER KEYS AND WORKSHEETS

Activities and Reflecting Answer Key .................................................................... 28

Worksheets ............................................................................................................ 40

Worksheet Answer Key ......................................................................................... 49


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Chapter 1 The Universe

Learning Objectives:

• Define universe, galaxies, stars and planets. • Explain the origin of the universe. • Define galaxy and its types. • Explain the concept of the solar system. • Explain the situation of Earth and how life is possible on Earth. • Describe the shape and size of Earth. • Understand Earth’s movements and their impact on Earth.

Suggested Activities/Strategies Resources

1.1 Origins of the Universe • Start the lesson by asking these questions: Where do we

live? Which city/country/continent? • Lead the students to discuss the concept that we all live on

planet Earth, which is part of the solar system. • Briefly explain that the solar system is part of the Milky Way

Galaxy. Our solar system consists of the Sun which is a star, the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and dwarf planet Pluto, moons, asteroids, comets and meteors.

• Add that there are other galaxies with their own stars and planets, similar to our solar system. All the galaxies make up the universe.

• Discuss how these galaxies might have come into being. Discuss the Big Bang theory briefly as given in the textbook. Galaxies

• Discuss that there are many galaxies in the universe and the galaxies are grouped according to their shapes — spiral, elliptical and irregular.

• Our Milky Way Galaxy is spiral in shape. 1.2 The Solar System

• Describe the solar system in detail. The solar system consists of the Sun, eight planets, some dwarf planets and other bodies like satellites, comets and asteroids. Satellites are bodies that go around another body. For example, the Moon is the satellite of our planet Earth. Planets and their temperatures

• Ask students to name the planets in our solar system in order from their distances to the Sun.

• Ask these questions: Which planet would have the highest temperature and why? Which planet would have the lowest temperature and why?

• Ask students to study Fig 1.3 and compare the time that each planet takes to complete one day and one year. Discuss why Neptune has the longest year and Mercury the shortest year.

Textbook page 11 Fig 1.1a Fig 1.1b Textbook pages 12-13 Fig 1.2 Fig 1.3


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Activity I • Ask students to present their models and talk about them in

class.

1.3 How Is Life Possible on Earth? • Ask these questions: What do human beings need to live?

Expected answers — air, food, water, clothes etc. Next, ask them whether we have these things on Earth.

• What would happen if we went to the planets Mercury or Neptune? Expected answer — it would be too hot or cold.

• Ask students to read pages 14 and 15 and lead a discussion in class about how the Earth has the right temperature for survival, making life possible here.

• Explain that the atmosphere is the mixture of gases that surround the Earth. This is made up of mostly nitrogen, oxygen, argon, carbon dioxide,water vapour and other gases.

• If possible, also discuss the importance of water and how we should take care not to waste water.

1.4 Shape and Size of the Earth • Show the globe and explain that the shape of the Earth is

an oblate spheroid. It is flat at the poles and bulges out at the centre.

1.5 Rotation of the Earth • Discuss the rising and setting of the Sun and ask students

whether it is the Sun that moves or whether it is the Earth that is moving. Students may have an idea that it is actually the Earth that moves around the Sun.

• Explain the term rotation. Rotation is the movement of an object around an imaginary line, which is called the axis. Our Earth spins on its axis and when it completes one spin, it completes one rotation, and this takes 24 hours. This rotation causes day and night. While rotating, the side of the Earth that faces the Sun experiences day, and the side away from the Sun experiences night. The Earth rotates from west to east. The Earth’s axis is tilted at 23.5 degrees. Because of this tilt, days and nights vary in length.

• Revisit Fig 1.3 and ask students to compare the duration of the day of each planet.

1.6 Revolution of the Earth

Duration of the Earth’s revolution • Explain the term revolution.

Revolution is the movement of any body around another body on a fixed path. This path is called the orbit. The Earth revolves around the Sun, and the Moon revolves around the Earth.

• The Earth revolves from west to east i.e. in an anticlockwise direction and completes one revolution around the Sun in 365.242 days, which is one year. Explain that the quarter day each year is kept aside and added to every fourth year,

Textbook page 14 Textbook pages 14-15 Fig 1.4 Textbook page 15 Fig 1.5 Textbook page 16 Fig 1.6 Fig 1.7 Textbook pages 17-19 Fig 1.8


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which becomes the leap year. • Revisit Fig 1.3 and ask students to compare the duration of

the year of each planet. • Ask why some places on Earth have different seasons

while some do not have seasons. • Explain that seasons are caused by the tilt of the Earth’s

axis. When the North Pole tilts towards the Sun, it is summer in the Northern Hemisphere and winter in the Southern Hemisphere. In the same manner, when the South Pole tilts towards the Sun, it is summer in the Southern Hemisphere and winter in the Northern Hemisphere.

• Discuss that Earth has seasons because its axis is tilted. If the axis were straight, we would not have seasons. Furthermore, the duration of day and night would be the same.

• Also explain briefly that places near the equator do not have seasons because they have about the same amount of daylight and darkness throughout the year, that is, twelve hours of day and twelve hours of night.

• Briefly explain that places further away from the equator have seasons. The hemispheres

• Explain that if we divide the Earth into two parts horizontally, it would have two equal halves — the two hemispheres, northern and southern.

• The equator is the imaginary line that divides the Earth into the two hemispheres.

• Add on that because of the tilt of the axis, at any given time, one hemisphere is tilted towards the Sun and the other hemisphere is tilted away from the Sun. The part that is tilted towards the Sun receives direct rays and experiences the summer season. Solstices and equinoxes

• Solstices — recap that the Earth’s axis is tilted. As a result, when the Earth orbits the Sun on one particular day each year, the axis is pointed directly towards or away from the Sun. On June 21, the northern hemisphere is tilted directly towards the Sun, so it is the summer solstice. This is the longest day of the year.

• In the same manner, on December 21, the northern hemisphere is tilted directly away from the Sun, so it is the winter solstice. This is the shortest day of the year.

• The opposite is true for the southern hemisphere. On June 21, it is the winter solstice and shortest day of the year, while on December 21, it is the summer solstice and longest day of the year.

• Places on or near the equator have equal hours of day and night.

• The day of the summer solstice is the longest day of the year, and the day of the winter solstice is the shortest day of the year.

• Explain the above with the help of Fig 1.10.

Fig 1.9a Fig 1.9b Fig 1.9c Fig 1.10


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• Equinoxes – the two days in a year when the Sun is exactly above the Equator. On these days, the day and night are of equal length. March 21 and September 23 are these days.

• The vernal equinox on March 21 signals the beginning of spring in the northern hemisphere. The autumnal equinox on September 23 signals the beginning of autumn in the northern hemisphere.

• Just like the solstice, the opposite is true for the southern hemisphere. The vernal equinox on September 23 signals the beginning of spring in the southern hemisphere. The autumnal equinox on June 21 signals the beginning of autumn in the southern hemisphere.

• Explain the above with the help of Fig 1.10. Activity II

• Ask the students to present their brochures and talk about them in class.

Extra activity

• Write to a pen pal in the southern region of Pakistan and discuss and compare the following:

o The difference in the seasons and duration of day and night at any given day in a year

o The food they eat o The clothes they wear o Fruits and vegetables that are grown there

Field trip

• Plan a field trip to any PIA Planetarium located in Karachi, Lahore or Peshawar.

Textbook page 19


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Chapter 2 Natural Spheres of the Earth


• Define the natural spheres of the Earth: atmosphere, lithosphere, hydrosphere and biosphere.

• Explain the composition and structure of the atmosphere: temperature, air pressure, global wind system and atmospheric moisture.

• Describe the global wind system: planetary winds, seasonal winds and local winds. • Describe the types of moisture present in the atmosphere.


2.1 Natural Spheres of the Earth • Start the lesson by recapping that we all live on Earth,

which is the third planet from the Sun. This is the only planet on which life is possible.

• Ask these questions to recap further: What are the elements that make life possible on Earth? Expected answers — air, food, water, correct temperature, land.

• Explain that all these can be categorized into spheres and all these elements are interconnected. The four spheres are:

1. Atmosphere — atmo for air 2. Lithosphere — litho for land 3. Hydrosphere — hydro for water 4. Biosphere — bio for living things • Ask students to read the text and discuss Fig 2.1.

Atmosphere

• Explain that the atmosphere is made up of all the air that is above the surface of the Earth. This air is comprised of gases — 78% nitrogen, about 21% oxygen and a small amount of carbon dioxide and other gases.

• Add on that the atmosphere protects living things on Earth from the harmful effects of the Sun's ultraviolet radiation.

• The air is always moving around the planet and this causes local breezes, winds, tornados and tropical cyclones. When air temperature in the lower portion of the sphere changes, different weather conditions occur. Lithosphere

• Ask the students to name some landforms. Expected answers — mountains, hills, plateaus, plains.

• Explain that these are all part of the lithosphere. • The lithosphere includes the Earth's crust and the upper

part of the mantle. • All landforms, rocks, soil, sand, minerals and the sea floor

are part of the lithosphere. • Ask students to look at Fig 2.2. Discuss the internal

structure of the Earth with reference to the size of each layer.

• Ask them to notice that the surface of the lithosphere is very uneven, as there are high mountain ranges, plains or flat land areas, deep valleys and ocean floors.

• At this point you can ask students to name some

Textbook pages 23-25 Fig 2.1 Fig 2.2


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mountains, hills, plateaus, plains and valleys. • Tectonic plates are huge slabs of solid rocks in both the

continental and oceanic lithospheres. These plates are like jigsaw pieces and are resting on top of the hot mantle layer. (Refer to Fig 2.2). The heat from below causes these plates to move and this movement is called a tectonic shift. As a result of tectonic shifts, earthquakes and volcanic eruptions take place.

Hydrosphere

• Ask students to name some water bodies. List them under three columns — rivers, oceans, lakes.

• Explain that the hydrosphere includes all the water on our planet — the oceans, lakes, rivers, groundwater, rain, clouds, glaciers and ice caps. It includes all solid, liquid and gaseous states of water.

• About 70% of the surface of the Earth is covered with water and only a small percentage of this is fresh water.

• The hydrosphere is about 10-20 kilometers in thickness including upwards in the atmosphere and downwards in the lithosphere.

• Ask students to study the water cycle in Fig 2.3. Explain that the water in the atmosphere, which is in gaseous form, rises and condenses to form clouds, which fall back on the Earth as rain or snow.

• Add on that water is at different temperatures at different places on the Earth. Because it is very cold at the North and South poles, the water over there is frozen and in a solid state, like polar icecaps, glaciers or icebergs. Whereas at places like the equator or deserts where the temperature is high, water is very warm and in liquid or gaseous state.

• Add on that just like the tectonic plates and gases, water is also always in motion.

Biosphere

• Ask the students to name the living things they see around them. List these on the board.

• Explain that the part of the Earth where these exist is called the biosphere. The biosphere includes all of the animals, plants, microorganisms as well as human beings on the Earth.

• The biosphere includes all living organisms, wherever they may be living. Whether they live in the deep oceans, under the soil or on the trees on Earth. Even the bacteria, plants and the smallest creatures alive are a part of the biosphere.

• Discuss the food web in Fig 2.4.

2.2 Composition and Structure of the Atmosphere • Explain that just like the lithosphere, the atmosphere is also

made up of several layers. • Divide the class in five groups. Ask them to study Fig 2.6

and write short notes on each layer of the atmosphere. They can also conduct research on the Internet to add on more points. Then ask each group to present their notes on any one

Fig 2.3 Fig 2.4 Textbook pages 26-29 Fig 2.5 Fig 2.6


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layer of the atmosphere. Make sure that all layers are covered.

• Discuss if life would be possible on Mars. Temperature

• Ask students what they understand by the word “temperature” and how can they find out what the temperature of a place is at any given time.

• Expected answers — temperature is the degree of hotness or coldness of a place, and it can be found out using the thermometer, mobile applications, news forecasts, weather reports on television or newspapers etc.

• Ask students if the temperature in all cities in Pakistan is the same at any given time. They will say that it is not. Ask them to give reasons for their answer.

• Ask students to read the text on page 27 to answer the above questions. They can name the cities or places that have high or low temperatures.

• Solar radiation — explain that solar radiation is the energy from the Sun. It provides light and heat to the Earth. This radiant energy is necessary for life on Earth.

• Discuss Fig 2.7 and explain the cooling and heating of the Earth during the day and night. Air pressure

• Ask the students what they understand by the term “pressure”. They may answer that pressure is force. Explain that pressure is the force exerted on any object or thing.

• Explain that air is constantly moving. Air pressure is the weight of air pressing down on the Earth. Air pressure can be measured using a barometer.

• If there is high pressure, the temperature is cool and we will have good weather.

• If there is low pressure, we may have warm weather, storms and rain.

• Air pressure decreases as we go higher up. • Explain with the help of Fig 2.8.

Atmospheric moisture

• Explain the terms “moisture”, “evaporation” and “transpiration” and discuss Table 2.1 from the textbook. Recap the water cycle with help of Fig 2.3.

Activity I • Ask students to discuss and present their answers in class.

They can share their experience of visiting a Meteorology Department.

2.3 Global Wind System • Recap that air is always moving and that it moves from

areas of high pressure to areas of low pressure. • Ask students to study Fig 2.9. Explain that the horizontal

blue lines are the latitudes. The line marked 0° is the equator.

• The red arrows show the direction in which the wind or air

Fig 2.7 Fig 2.8 Table 2.1 Textbook page 29 Textbook pages 30-32 Fig 2.9 Fig 2.10 Fig 2.11 Fig 2.12


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blows in that area. • This global wind system is created because of the uneven

heating of the Earth’s surface. • Divide the class into groups. Prepare these labels:

Planetary winds, Seasonal winds, Local winds. Give one topic to each team.

• Ask students to read pages 30-32 and prepare a presentation on their given wind.

• Some questions that they can consider when preparing are —examples of these winds, factors that cause these winds, and what changes happen when these winds blow.

2.4 How Is Moisture Present in the Atmosphere Clouds

• Explain that clouds are masses of water droplets or ice crystals that are suspended in the atmosphere. Clouds form when water condenses in the sky. There are different types of clouds.

• Ask students to look at Figs 2.13, 2.14. 2.15 and 2.16 and read the definition of these clouds.

• As an extra activity, show students different pictures of clouds and ask them to name them.

Precipitation

• Explain that precipitation occurs when the atmosphere becomes saturated with water vapour that condenses and falls back onto the Earth as drizzle, rain, snow or hail.

• Precipitation is a part of the water cycle and it is because of this process that we get fresh water on Earth.

Activity II

• Ask students to present their findings about the different types of rainfall to the class.

Textbook pages 33-34 Fig 2.13 Fig 2.14 Fig 2.15 Fig 2.16 Fig 2.17 Fig 2.18 Textbook page 34


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Chapter 3 Internal Structure of the Earth


• Recognize the layered structure of the Earth with specific depth and temperature. • Understand the concept of Pangaea and the Continental Drift Theory. • Define crustal plates. • Identify the movement of crustal plates. • Understand the concept of plate tectonics in Pakistan.

Suggested Activities/Strategies Resources 3.1 Interior of the Earth • Start the lesson by asking these questions: If we cut open

the Earth, what layers would you see? Would it be hot or cold deep down in the Earth?

• Help students to answer these questions by reading page 39 with them.

• Explain Fig 3.1. • Divide the students into three groups. Prepare these labels

— “the crust”, “the mantle” and “the core”. Give one label to each group.

• Ask the students to prepare points on these three layers of the Earth and present the information to the rest of the class.

• They will need to talk about these points: Where is this layer situated? How thick is it? What is the temperature of this layer? What is it made up of? Any other interesting facts?

• Explain Fig 3.2. 3.2 Pangaea and the Continental Drift Theory

• Recap the notion that the plates are the pieces of the Earth’s crust, and they move because of convection currents.

• Ask students to look at Fig 3.3 and name the continents and countries on it.

• Ask them to notice the shape of each continent. • Discuss Alfred Wegener’s theory, which states that about

300 million years ago, Earth was one big piece of land called Pangaea, and was surrounded by an ocean called Panthalassa.

• Over many years, because of the movement of the Earth’s mantle, this big piece of land started breaking up and drifting apart. As a result, the continents as we know them today, were formed. This is known as the Continental Drift Theory.

• Ask students if they have seen a jigsaw puzzle, and how the different pieces of a puzzle fit together to complete a picture.

• Ask them to notice the shape of the continents. Just like a jigsaw puzzle, the continents fit with one another.

• Explain the above with reference to Fig 3.4 and 3.5.

3.3 Crustal Plates • Discuss the continental and oceanic plates as mentioned in

Textbook pages 39-41 Fig 3.1 Fig 3.2 Textbook pages 41-42 Fig 3.3 Fig 3.4 Fig 3.5 Textbook page 43


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the textbook.

Activity I • Go through the major continental and oceanic plates with

students.

3.4 Movement of Crustal Plates • Explain that plates move away from each other, move

towards each other or slide past each other. These are called convergent plate movement, divergent plate movement and transform plate movement respectively.

• Ask students to study Fig 3.6, 3.7. 3.8, 3.9, 3.10 and 3.11. • Then explain the plate movements with help of the given

text. • These movements can be explained with the help of thick

chart paper or cloth. Compress, pull apart or slide pieces of paper against each other to show the concept of the formation of fold mountains and ridges.

3.5 Plate Movements in Pakistan

• Show the world map and ask students to locate Pakistan. Revisit Activity I on page 43 and point out the two crustal plates mentioned in the text — the Indian Plate and the Eurasian Plate.

• Show pictures of the Himalayas and explain that these are fold mountains that were formed as a result of plate movements.

• Ask students if they have experienced earthquakes or read about them. Add on that earthquakes also happen due to plate movements.

• Ask students to work in groups and list the names and locations of fold mountains.

Extra activity

• Show videos of plate movements on YouTube to further explain this concept to students.

Textbook pages 44-46 Fig 3.6 Fig 3.7 Fig 3.8 Fig 3.9 Fig 3.10 Fig 3.11 Textbook pages 47-48 Fig 3.12


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Chapter 4 Rocks


• Describe what rocks are made of. • Identify what the main types of rocks are and how they are formed. • Explain how rocks change in the rock cycle. • Identify rocks found in Pakistan. • Describe the importance of gemstones in Pakistan.


4.1 Rocks, Minerals, Elements • Start the lesson by asking these questions: Have you seen a

rock? Can you describe what it looked like? Expected answers — hard, smooth, rough, compact, dull, glossy etc.

• Next, ask them: Do you think any one rock is made up of the same matter or is it a mixture of different materials?

• Go on to explain that rocks can be a combination of one or more minerals or elements.

• Next, ask these questions: What are minerals? What are elements?

• Ask students to read the definition of minerals and elements in their textbook. Extra activity

• Get students to name some minerals. Then, ask: Are they present in things that we use daily?

• Discuss some uses of rocks. For example, copper is used to make wires, coins, electrical appliances etc. Talc is found in talcum powder, paint and paper. Graphite is found in pencils, bricks, etc.

• Ask students to search for the names of other minerals and their uses.

• Ask them to also list some elements and classify them as metals and non-metals.

4.2 Types of Rocks

• Recap what rocks are and explain that they are classified on the basis of their composition and the way they are formed. The three main types of rocks are igneous rock, sedimentary rock and metamorphic rock

• Divide the class into three groups. Prepare these labels — “Igneous rock”, “Sedimentary rock” and “Metamorphic rock”.

• Give one label to each group. Ask the students to prepare a presentation on their given type of rock, ensuring that they address the following points:

o Examples of the rock and its uses o How it is formed o Where it is found

• They can gather information from the textbook and also from the Internet. Ask them to share their findings with the rest of the class.

• Based on their findings, ask all students to complete this table:

Textbook page 52 Fig 4.1 Textbook pages 52-57 Fig 4.2a Fig 4.2b Fig 4.3 Fig 4.4a Fig 4.4b Fig 4.5 Fig 4.6 Fig 4.7 Fig 4.8


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Igneous rocks

Sedimentary rocks

Metamorphic rocks

Examples

Uses

How are they formed?

Where are they found?

Activity II

• Put up students’ completed work on the class’s soft board. 4.3 The Rock Cycle

• First recap the three types of rocks — igneous rocks, sedimentary rocks, metamorphic rocks.

• Then explain that the rock cycle is a process whereby these rocks change form and are recycled. This happens due to plate tectonics, weathering, erosion and different weather conditions.

• Explain Fig 4.9 and ask students to read page 57. • Add that the rock cycle happens over a number of years. • Explain the terms below in the context of the rock cycle. Use

the given definitions to help students better understand the terms.

1. Extrusive — relating to or denoting rock that has been extruded at the earth's surface as lava or other volcanic deposits

2. Intrusive — relating to or formed by intrusion 3. Weather — be worn away or changed by exposure to

the atmosphere 4. Erosion — be gradually worn away by natural agents

Activity III

• Put up students’ completed work on the class’s soft board.

4.4 Types of Rocks in Pakistan • Discuss the rocks that are found in Pakistan and their uses. • Illustrate the importance of the Khewra salt mine and discuss

how it is beneficial for tourism. • Ask students to research and find out more about the rocks

found in Pakistan and their uses. • Ask them to share their findings in class.

4.5 Other Uses of Rocks • Discuss that the gems they see in jewellery are actually

rocks. Some precious stones or rocks are ruby, emerald, diamond, garnet, opal, turquoise etc.

• Ask students to name other uses of rocks. • Some expected answers — making cement, starting fires,

writing, building material, powder, making statues etc.

Textbook page 57 Textbook page 57-58 Fig 4.9 Textbook page 58 Textbook page 58 Fig 4.10 Textbook page 59 Fig 4.11a Fig 4.11b


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Extra activity • Ask students to select any one room in their house and list

all the materials they see there. • Next get them to classify what they have listed into two

groups — made of rocks, not made of rocks. • Ask them to share their lists with the rest of the class.


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Chapter 5 People and Places Around the World — Norway


• Identify the physical location of Norway. • Describe interesting geographical facts about Norway. • Describe Norway’s population structure and density. • Describe Norway’s culture.


5.1 Location of Norway • Start the lesson by asking these questions: Which country

do we live in? Name our neighbouring countries. What is the location of Pakistan? Where is it situated?

• Expected answers — Pakistan; Neighbouring countries are India on the east, Afghanistan on the northwest, Iran on the west and China on the northeast of Pakistan; Pakistan is located at latitude 30.4° N and longitude 69.4° E, meaning that Pakistan is in the northern and eastern hemispheres.

• Then ask students if they have heard of a country named Norway and if they know where it is located.

• Briefly explain that Norway is a country in Northwestern Europe. Sweden, Finland and Russia are the neighbouring countries. These are the land boundaries.

• There are water borders too. These are the Skagerrak strait to the south, with Denmark on the other side, the North Sea on the southwest, the North Atlantic Ocean (Norwegian Sea) on the west and the Barents Sea, which is north of Norway. Explain the above with the help of Fig 5.1 and 5.2. Extra activity

• Using Fig 5.2, ask students to select any one country and name all its neighbouring land and water boundaries

• Ask them to share their work in class. 5.2 Interesting Geographical Facts About Norway

Norway’s terrain • First, ask students to look up the meanings of these words

— “terrain”, “peninsula”, “glacier” and “fjord”. Ask them to prepare labels of these words and their meanings, and put them up on the class’s soft board, under the headings “Geographical terms” and “Definitions”. They can continue adding more words and their definitions to the board during the course of their studies.

• With the help of the definition of these words, explain Norway’s terrain with reference to pages 65-66 and Fig 5.3, 5.4 and 5.5.

Norway’s geology

• Explain that geology is the study of the Earth, the rocks of which it is made up, their formation processes and the way this might have changed over the years.

• Briefly revise the previous concepts covered under the topics of tectonic plates and rock formation.

• Explain the three geographical areas of Norway as given in

Textbook page 64 Fig 5.1 Fig 5.2 Textbook pages 65-66 Fig 5.3 Fig 5.4 Fig 5.5 Textbook page 67 Fig 5.6 Fig 5.7


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the textbook with the help of Fig 5.6 and 5.7. • Next, ask students to read the text again and list all the

rocks and their types. Norway’s main rivers

• Ask students to study Fig 5.8 and locate Glomma River and Numedalslågen River.

Activity I

• Ask students to study Fig 5.8 and list the cities of Norway. • Tell them that Oslo is the capital of Norway.

Norway’s climate

• Ask students what they think the climate of Norway is like, given that it is near the North Pole. They may say that it would be very cold.

• Explain that because of various factors, different cities in Norway experience different climates.

• Add on that there is a difference between the climates of cities that are along the coast and cities that are inland.

• Ask students to look at Fig 5.9 and answer these questions: Which city has the lowest average temperature from December to February? Which city has the highest average temperature?

• Ask them to locate Bergen, Oslo and Tromsø on the map of Norway. Ask them to complete the table with the help of the text on pages 69-70 and Fig 5.9.

Oslo Tromsø Bergen

Location Inland in southern part

On the coast

Type of climate

Temperate oceanic

Coldest month

January

Hottest month

August

Approximate rainfall each year

Activity II

• Ask students to present their research about the aurora borealis in class.

5.3 Population Structure and Density of Norway Population Structure of Norway • Ask these questions: What do you understand by the term

“population”? Why is it important to know the population of

Textbook page 68 Fig 5.8 Textbook pages 69-70 Fig 5.9 Fig 5.10 Fig 5.11 Fig 5.12 Textbook page 71 Fig 5.13 Textbook pages 72 Fig 5.14 Fig 5.15


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any place? • Explain that in geography, the term “population” refers to the

number of people living in a country or any region. • Two important measures of a population are:

1. Population size: the number of individuals in a particular area.

2. Population density: the number of individuals per unit area.

• Ask students to look at Fig 5.14 and 5.15. Explain that the population of Norway is shown for two years 1999 and 2019.

• These graphs show the number of people of a certain age group and the increase or decrease in number of that particular group.

• Ask students to study the figures and say what they analyze from the data. Population Density of Norway

• Read and discuss the comparison of population data between Norway and Pakistan.

5.4 Cultural Life of Norway • Ask the students what makes up the culture of any place or

country. Expected answers — our clothes, language, food, religion, language etc.

• Ask students if they have visited any other city or country. If so, ask them to share what the culture of that city/country was like. What did they like about that culture? How did they interact with the locals there?

• Divide the students into six groups. Give one cultural aspect to each group – Religions, Ethnic groups, Languages, Lifestyle and Food.

• Ask students to prepare a presentation using information from pages 73 to 77. They can also use the Internet to search for additional information.

• Ask students to compare and contrast Norwegian culture with Pakistani culture.

• Ask the groups to present their work in class. Extra activity

Write to a pen pal in Norway and discuss and compare his/her culture with Pakistani culture.

Textbook pages 73-77 Fig 5.16 Fig 5.17 Fig 5.18 Fig 5.19 Fig 5.20 Fig 5.21 Fig 5.22 Fig 5.23


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Chapter 6 World Population


• Define population. • Describe the world’s population growth. • Calculate the population density of an area. • Describe the population distribution and density of the world and Pakistan. • Describe Pakistan’s population growth. • Describe the population structure of developed and developing countries with the

help of population pyramids

Suggested Activities/Strategies Resources 6.1 What is population?

• Recap what students learnt about population in the previous chapter.

• Ask these questions again: What do you understand by the term “population”? Why is it important to know the population of any place?

• Recap that population means the number of people living in a country or any region.

• Two important measures of a population are: 1. Population size: the number of individuals in a particular

area. 2. Population density: the number of individuals per unit

area. 6.2 World Population Growth

Growth of world population in the past • Discuss that the population in the world is increasing. • The reason is due to the birth of more and more babies. • You can ask students to share if there were any babies born

in their family within the past year. • While collecting data about population, there are many

factors that are taken into consideration. For example, number of males and females, age group, area or location, ethnicity etc.

• Ask students to study Fig 6.1 and discuss the data presented.

• Discuss how the graph starts off as a horizontal line, before rising steeply towards the end.

• The steep rise shows the rapid increase in world population after the year 1700. Growth of world population in the future

• With reference to Fig 6.2 and 6.3, discuss how the proportion of population growth in different areas will increase, decrease or remain constant.

• Ask students to list these areas in three columns.

Population will increase

Population will decrease

Population will remain constant

Textbook page 82 Textbook pages 82-83 Fig 6.1 Fig 6.2 Fig 6.3


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6.3 Measuring the Distribution of Population • Ask students to study Fig 6.4. Explain how to read this

population distribution map. • Also discuss with students the fact that population will not

be the same everywhere, with Fig 6.4 showing this very clearly.

• Draw their attention to the map key and find areas with the lowest and highest populations.

• Next, explain that population density is calculated by dividing the number of people by the area occupied.

• Ask them why certain areas are densely populated while some are sparsely populated.

• Some possible reasons include: o Increase in birth rate o Longer life due to good medical facilities o Improvements in health care and hygiene o Good weather and climate o Major cities have higher population o Job opportunities o People migrate to better places o Geographically the place is better suited for living.

For example, mountains, deserts and forests have less people living there.

Activity I

• Ask students to conduct research and complete this activity. Population density

• Add on to the explanation of population density with the help of Fig 6.5. Also explain the concept of sparse, moderate and dense populations.

6.4 Distribution of Population in the World and in Pakistan How is population distributed in the world?

• Ask students to look at Fig 6.7 and compare it with Fig 6.4. Draw their attention to the fact that Fig 6.4 shows population distribution and Fig 6.7 shows population density. The only difference is the map key.

• The ten most densely populated countries are as follows: 1. Macao 2. Monaco 3. Singapore 4. Hong Kong SAR, China 5. Gibraltar 6. Bahrain 7. Maldives 8. Malta 9. Bermuda 10. Bangladesh

• The ten most sparsely populated countries are as follows: 1. Greenland 2. Mongolia 3. Namibia 4. Australia 5. Iceland

Textbook pages 84-86 Fig 6.4 Textbook page 84 Fig 6.5 Textbook page 87 Fig 6.7


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6. Suriname 7. Libya 8. Guyana 9. Canada 10. Botswana

• Pakistan is the 34th most densely populated country. • Ask students to read page 87 and locate Asia, Europe and

Oceania on the world map. They can also locate the above listed countries on the map.

• Reasons for uneven population distribution have already been discussed in the previous lesson. Recap the learning points with students.

How is population distributed in Pakistan? • Refer to Fig 6.8 and explain that this shows the population

density of Pakistan. • Ask students why there is such an uneven distribution of

population. Expected answers — the population is higher in cities and flat lands, and lower in mountainous areas.

6.5 Trends in Pakistan’s Population Growth • Discuss Pakistan’s population growth during the past years

with reference to Fig 6.9. • Then discuss Pakistan’s predicted population growth with

reference to Fig 6.10. • Explain the terms emigration and immigration. • Ask students why population growth in Pakistan is expected

to slow down. Some reasons that can be discussed are — decreased birth rate, people moving out of the country, less people coming into the country, etc.

6.6 Population Pyramids

How do you read a population pyramid? • Recap that while collecting data about population, there are

many factors that are taken into consideration. For example, number of males and females, age group, area or location, ethnicity etc.

• These facts are shown through a country’s population pyramid.

• Ask students why it is important to know these facts. • Discuss Fig 6.11 and explain how to read the given data.

Types of population pyramids

• Discuss that a country’s population depends on the development of that country. Other factors that determine the shape of the country’s population pyramid are birth and death rates, emigration and immigration, access to quality healthcare and level of education.

• Explain the terms “expansive”, “constrictive” and “stationary” with reference to population pyramids.

• Expansive population pyramids have a wide base and a narrow top. This means that there are more people in the younger age group.

• Constrictive population pyramids have a narrow base and a

Textbook page 88 Fig 6.8 Textbook page 89 Fig 6.9 Fig 6.10 Textbook pages 90-91 Fig 6.11 Fig 6.12 Textbook pages 92-94 Fig 6.13 Fig 6.14 Fig 6.15 Fig 6.16 Fig 6.17


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wider top. This means that there are more people in the older age group.

• Stationary population pyramids have a somewhat equal proportion of population in each age group. The population is neither increasing nor decreasing. The shape of a population pyramid can reveal a lot about that country. A pyramid with a wide base and narrow top means that the birth rate is high. A pyramid with a narrow base means that the country has a large ageing population and low birth rate.


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Chapter 7 Environmental Stress Due to Human Activities


• Define environment and identify its different types. • Describe how the population of a country can cause stress on the environment. • Identify the main issues related to environmental stress: greenhouse effect,

deforestation and global warming.

Suggested Activities/Strategies Resources 7.1 Types of Environments

• Start the lesson by asking this question: What is the environment?

• Explain that everything around us is the environment. All living and non-living things make up the environment.

• Briefly explain that we constantly interact with our environment and are affecting it. Some harmful effects of human interaction with the environment are air pollution, deforestation, acid rain, etc.

• Refer to Fig 7.1 and tell them that within the physical environment we have the:

o Environmental ecosystems o Forest ecosystems o Freshwater ecosystems o Marine ecosystems

• Lead students to discuss the positive and negative effects of humans interacting with the environment.

How do humans interact with the physical environment?

• Explain the terms “dependence”, “adaptation” and “modification” with examples. Dependence — using the river to get water. Adaptation — wearing appropriate cloths according to the climate and weather. Modification — cutting through mountains to make roads and tunnels.

• Ask students to give more examples. • Discuss how these interactions cause pollution and what

can be done to minimize it.

7.2 How Does the Population of a Country Create Stress on the Environment?

• Recap the concept of human population studied in the previous chapter.

• Ask students what the effects of human interaction on the environment would be in a densely populated country and a sparsely populated country.

• Read and discuss the points given in this section. 7.3 Main Issues Related to Environmental Stress

Enhanced greenhouse effect • Recap how human beings interact with the environment and

use resources. • Ask students what they understand by the “enhanced

Textbook pages 98-99 Fig 7.1 Textbook page 99 Textbook page 100 Fig 7.2


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greenhouse effect”, “global warming” and how human beings are bringing about a change in climate.

• Explain that the greenhouse effect refers to the warming of the Earth’s surface and this is caused by the presence of water vapour, carbon dioxide, methane and other gases in the air.

• Next ask: What causes the enhanced greenhouse effect? Explain that this is caused by human activities that cause the worsening of the greenhouse effect — burning of fossil fuels, deforestation, increase in population, production of too much waste material, etc.

• Explain Fig 7.2.

Deforestation and its consequences • Start the lesson by asking this question: What is

deforestation? What are the causes and effects of deforestation?

• Explain that as population increases, humans need more land, and this is one of the reasons for deforestation.

• Explain that deforestation is the cutting down of trees to use that land for other purposes such as agriculture, building houses, etc. In addition, the wood is needed for fuel or as construction material.

• Add on that other than human activities, fires also cause deforestation.

• Next, discuss the effects of deforestation — loss of various species of plants and animals, animals lose their homes, changes in weather and climate, production of greenhouse gases, global warming, etc.

• Ask students to suggest solutions to address these effects.

Droughts • Explain that droughts are periods of dry weather without

water, rain and precipitation. Effects of droughts — damage to crops, trees, plants; shortage of water; famine; less food supply for plants, animals and human beings; streams and rivers dry up; land dries up; less income and work for people, etc.

• Recap deforestation and add on that deforestation is one of the causes of droughts.

• Explain further with reference to the text and Fig 7.4

Floods • Explain that floods happen when there is excessive water. • Floods occur due to several reasons — too much rainfall,

overflowing of rivers or lakes, etc. • Add on that deforestation is also one of the causes of

flooding, as detailed in the textbook. What happens when forests are destroyed? • Discuss how forests are very important for human beings,

animals, plants and also for the ecological balance of weather and climate.

• Discuss what happens when forests are cut down. Explain with the help of details given in the textbook and Fig 7.6.

Textbook page 101 Fig 7.3 Textbook page 102 Fig 7.4 Textbook page 103 Fig 7.5 Textbook page 104 Fig 7.6


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Global warming • Over time, the Earth’s climate and weather have been

gradually changing. The average temperature on Earth has increased, and this is called global warming.

• Ask students if they can list the factors that cause global warming. Some expected answers — increase of carbon dioxide and pollution in the air; deforestation; burning of fossil fuels in cars, buildings and factories, etc.

• Explain further with the help of Fig 7.7 and the given text. Activity I

• Ask students to present their charts and talk about them in class.

Extra activity — Group work

• Prepare these labels — Floods, Droughts. • Divide the class into groups and give one label to each

group. • Ask students to conduct research and prepare a

presentation on their given topic. • Some points that could be addressed:

o Definition of floods/droughts o Causes and effects o Areas or places where these occurred with dates

and consequences o Relief measures? o Some human aid stories about how communities or

organizations helped during these times

Textbook page 105 Fig 7.7 Textbook page 106


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Chapter 8 Mapping Skills


• Understand what maps are. • Define different types of maps. • Identify the different types of symbols used in maps.


8.1 What Are Maps? • Start the lesson by asking these questions: What are

maps? How are they useful? What information can we get from them?

• Briefly explain that maps are symbolic representations of an area. They give details of the area they represent.

• Explain that there are many uses of maps depending on the information that they give, and provide the following examples:

o They give us details of what is present in that area. o They help us to locate places. o They help us to know what roads and landmarks are

present in that area. o They help us to calculate distance between two

places. • Tell students that there is a lot of information that we can

get from maps, and this will be discussed in the next few pages of the textbook.

• Ask students to look at Fig 8.1 and discuss what information is provided in this map. Help them to understand the given key.

8.2 Types of Maps

• Explain the different types of maps and the information they provide with the help of Fig 8.2, 8.3, 8.4, 8.5, 8.6 and 8.7.

• Pay special emphasis to explain the different map keys, scales and the direction arrow given in each map.

• Show an atlas and explain further the different types of maps.

• Add on that nowadays, we have interactive maps, for example, Google Maps. Students may already be aware of this and may have used it when travelling from one place to another.

Activity I

• Ask students to share their work in class. 8.3 Parts of a Map

• Read and explain Fig 8.8. • Ask students to select any one map that they have printed

for Activity I. Next, ask them to find all the parts they have learnt about on their map.

• They can share their observations with other students in the class.

Textbook page 110 Fig 8.1 Textbook pages 111-116 Fig 8.2 Fig 8.3 Fig 8.4 Fig 8.5 Fig 8.6 Fig 8.7 Textbook page 117 Textbook page 117 Fig 8.8


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8.4 Symbols Used in Maps • Explain that there are many details that are given in maps,

and symbols are used to represent these physical and human features.

• Read and explain the symbols given on page 118. • Ask students to select any one map they have and pick out

these symbols.

Extra activity — Field trip • Plan a field trip to any museum that displays large-sized

maps. • Alternatively, invite a cartographer to the school to explain

the map-making process.

Textbook page 118


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Activities and Reflecting

Answer Key


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Reflecting

1. A galaxy is a community of stars. The solar system is made up of the Sun, the eight planets and other smaller bodies such as asteroids, meteoroids and comets.

2. If a planet is too close to the Sun, the temperature might be too high for it to sustain life. However, if a planet is too far from the Sun, it may not get the sufficient sunlight and heat required for the survival of life. For a place like Earth, its distance from the Sun allows it to get the right amount of sunlight that makes it suitable for life to survive.

3. In March and September, both the northern and southern hemispheres receive similar amounts of sunlight. At these times of the year, England experiences a climate that is similar to a country like Australia in the southern hemisphere. In June, because England is in the northern hemisphere and faces the sun, it receives a large amount of sunlight, has higher temperatures and experiences summer. In December, because England is in the northern hemisphere and faces away from the sun, it does not receive much sunlight, has lower temperatures and experiences winter.

4.

Compare Contrast Both rotation and revolution occur at fast speeds.

One rotation of the Earth around its axis takes 24 hours to complete, whereas one revolution of the Earth around the Sun takes 365 ¼ days to complete.

Both rotation and revolution affect the amount of sunlight and temperature of a place.

Rotation occurs on the Earth’s axis whereas revolution occurs around the Sun.

Rotation affects the amount of sunlight and temperature within a day whereas revolution affects the amount of sunlight and temperature within a year.

5.

Stage Summer solstice

Autumnal equinox

Winter solstice Spring equinox

Month June September December March Tilt of Earth towards the Sun North pole None of the poles South pole

None of the poles

Northern hemisphere; Season

Longer days; Summer

Equal amount of sunlight; Autumn

Longer nights; Winter

Equal amount of sunlight; Spring

Southern hemisphere; Season

Longer nights; Winter

Equal amount of sunlight; Spring

Longer days; Summer

Equal amount of sunlight; Autumn


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6. The rotation of the Earth is important because it is what allows the Earth to receive adequate amounts of warmth, sunlight as well as darkness to sustain life comfortably. The Earth’s rotation enables not only the environment such as plants and animals to obtain food and water, it also enables humans to have enough day and night time to go about their activities and have time set aside for rest as well.


Activity I

Temperature is measured using a maximum and minimum thermometer, which is normally placed in a Stevenson Screen.

Air pressure is measured using a barometer.

Atmospheric moisture is measured using a hygrometer.

Activity II

Convectional rain: When the ground is heated up by the sun, warm air rises in convection currents. As the air rises, it cools, reaching a point where water vapour condenses to form clouds. When the water droplets get too heavy, they fall as rain.

Relief rain: Warm, moist air is forced to rise when it meets the windward side of mountains. The rising air cools, causing water vapour to condense to form clouds. When the water droplets get too heavy, they fall as rain. The rain falls on the windward side of the mountain. The leeward side of the mountain remains dry.

Frontal rain: When a warm air mass meets a cold air mass, a front is formed. The warm air is forced to rise over the cold air mass. The rising air cools, causing water vapour to condense to form clouds. When the water droplets get too heavy, they fall as rain.


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Reflecting

1. Atmosphere The total amount of water on Earth that is stored on

its surface, underground and in the air

Biosphere The mixture of gases surrounding the Earth that is

held in place by Earth’s gravity

`Hydrosphere The solid, outer part of the Earth that includes the

upper portion of the mantle and the crust

Lithosphere Parts of Earth where life exists, including places like

the roots of trees, the bottom of the ocean and mountaintops

2. Fog, cumulus, cirrus

3. When the temperature is high, air heats up, expands and rises, forming a low-

pressure area. When the temperature is low, air cools down, contracts and sinks, forming a high-pressure area. The higher the temperature, the more atmospheric moisture the air can contain. The lower the temperature, the less atmospheric moisture the air can contain.

4. This rainfall distribution is a result of the southwest monsoon. During the summer from June to September, the Sun’s rays heat up Asia and its surrounding oceans. Since land heats up more quickly than water, land gets warmer than the oceans. A low-pressure area forms over land while a high-pressure area forms over the oceans. Since air moves from an area of high to low pressure, winds blow from the Indian Ocean and Bay of Bengal to the continental areas of Pakistan. These winds pick up large amounts of water vapour from the Indian Ocean and Bay of Bengal, which are then deposited as rain. Hence, continental areas that are located closer to these large water bodies, like Punjab, receive higher amounts of rainfall. On the other hand, more inland areas, such as Balochistan, receive lower amounts of rainfall.

5. The uneven heating of the Earth is what drives the global wind system. Uneven

heating causes a difference in air pressure across regions and localized areas. As air moves from areas of high pressure to areas of low pressure, winds emerge.

6. Location X: I prefer a consistently warm place with a slight breeze. Being located at 5ºS means that I am close to the equator and will be able to enjoy sunshine throughout the year. Since I am located next to the sea, I would also enjoy the light sea or land breeze.

Location Y: I prefer to live in cold places. Living on a hill means that I am living at a higher altitude where air is cooler. Being located at 75ºN means that I am close to the poles and can enjoy cold temperatures throughout the year.


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Location Z: I prefer more moderate temperatures. Being located at 45ºN means that I am able to enjoy cool temperatures. Since I am located next to the sea, the land and sea breezes will help to regulate temperatures, so that summers are not so hot and winters are not so cold.


Activity I

Activity II

Reflecting

1. The crust is the outermost layer of the Earth. The core is the very hot and dense centre of the Earth.

2. As the core heats the mantle, currents flow from the lower part of the mantle towards

the crust. As the currents reach the crust, they cool down, sink and flow along the bottom of the crust. When this happens, the currents pull along the crustal plates and cause the plates to move away from each other, resulting in divergent plate movement.

3. Oceanic plates are both dense. Because of their weight and density, folding will not occur, as it would in the case of continental plates colliding. Instead, the denser and


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heavier oceanic plate will subduct under the less dense and lighter plate. At the points of subduction, oceanic trenches are formed.

4.

5.

Internal structure Core Mantle Crust Thickness Outer core – 2250 km

Inner core – 1250 km 2000 km 5 to 60 km

Temperature Outer core - 4400°C Inner core - 5430°C

1000°C 500 °C to 1,000 °C

Rock composition Outer core – Liquid, very dense Inner core - Solid

Semi-solid, denser rocks than crust

Solid, less dense

6.

Convergent plate

movement Transform plate movement

Plate direction Plates move towards each other

Plate slide past each other in oppposite direction

Type of plate boundaries Destructive plate boundary Passive plate boundary (neither destructive nor constructive)

Occurence of subduction Density of plate determines which plate subducts

Density of plate does not result in subductions

Formation of landforms with plate movement

Landforms such as trenches, fold mountains and volcanoes mahy be formed

No landforms are formed

Yes No Beneficial because volcanoes have fertile soil that can be used for agriculture.

Earthquakes occur near plate boundaries and when that happens, many deaths may occur.

Beneficial because the natural landforms that form around plate boundaries may attract tourists, generating income for residents living near the area. Furthermore, since the volcanic materials are able to produce precious stones such as diamonds over time, lands near volcanoes can thus be transformed into mines for tourists, allowing the locals to receive economic returns.

Earthquakes and volcanic eruptions may occur and destroy property that is around the boundaries.

Beneficial for geothermal energy use since volcanoes are hot enough to generate energy for electricity.

Areas near volcanoes will experience high levels of pollution after an eruption. With an increased concentration of sulphuric gas, residents living in those areas may suffer from respiratory problems.


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Chapter 4 Rocks

Activity I

Igneous rock/Sedimentary rock Metamorphic rock Granite Gneiss Limestone Marble Gabbro Amphibolite Basalt Schist Sandstone Quartzite

Reflecting

1. Rocks are used as metal and precious stone sources. Rocks that have been eroded and weathered become soil that is used to grow food.

2. A mineral is a naturally occurring inorganic substance made up of an element or chemical compound that is normally crystalline.

An example of a mineral is gold/silver/mercury/graphite/diamond/quartz/clay/barite/gypsum/halite/fluorite.

3. Under great heat and pressure, limestone is turned into marble, a type of metamorphic rock.

4. Granite is a type of igneous rock formed through the cooling and solidification of

magma or lava.

Limestone is a type of sedimentary rock formed when erosion and weathering break down existing rocks into smaller fragments that get transported by gravity, wind and water over distances. Where they are eventually deposited, over time, the layers of sediments undergo compaction to form sedimentary rock.

Gneiss is a metamorphic rock. As the igneous or sedimentary rocks get pushed and buried kilometers under, heat and pressure alter their chemical composition, leading to the formation of metamorphic rock.

5. Metamorphic and igneous rock

Chapter 5 People and Places Around the World — NORWAY

Activity I

Capital city — Oslo.

Main cities — Batsfjord, Vardø, Vadsø, Kirkenes, Lakselv, Hammerfest, Alta, Tromsø, Lenvik, Harstad, Narvik, Bodø, Mo, Mosjoen, Sandnessjoen, Namsos, Steinkjer, Størdal, Trondheim, Molde, Andalsnes, Alesund, Floro, Hermansverk, Gudvagen, Ringsaker, Lillehammer, Bergen, Stord, Haugesund, Stavanger, Sandnes, Egersund, Kristiansand, Arendal, Larvik, Skien, Sandefjord, Fredrikstad, Drammen, Baerum, Skedsmo, Vesteralen


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Activity III

Reflecting

1.

2. Fjords are deep, long and narrow bodies of water that reach far inland. They are formed when a glacier cuts into coastal land to form a large U-shaped valley that is flooded by seawater when the glacier melts.

3. A response that compares any of these elements may be accepted — religion, ethnic groups, languages spoken, lifestyle and food. E.g. Although most people in Pakistan are Muslim, most people in Norway are Christian.

E.g. Pakistan’s two main national languages are English and Urdu. However, Norway’s two main national languages are Bokmål and Nynorsk.

4. Any response that uses data from the provided graphs accurately may be accepted.

E.g. I would move to Bergen because I prefer a location with cooler summers and warmer winters. I don’t mind the rainy season.

Norwegian English Hva heter du? What is your name? Hvordan har du det? How are you? God morgen. Good morning. Unnskyld. Excuse me. Takk. Thank you. Beklager. I am sorry.


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E.g. I would move to Tromsø because I love to ski. The cold winters there would mean the area is likely to experience a lot of snowfall which would create good conditions for me to ski.

5. There may be a further decrease in the percentage of people aged 0 to 15 years. The percentages of people aged 16-66 years and 67+ years are likely to increase. This is because from 1999 to 2019, there was already a decreasing trend seen in the percentage of people aged 0 to 15 years, and an increasing trend for the other age groups. If there are no significant population policy changes, these trends are likely to continue.

6. A response that considers any of these elements with justification may be considered — religion, ethnic groups, languages spoken, lifestyle and food.

E.g. I think that Norway will have more fusion food as foreigners mix local ingredients with their cuisines, and Norwegians incorporate foreign influences into their local cuisine.

E.g. I think that more languages will be spoken, or that slang terms may emerge as foreigners mix Norwegian with their own languages, and Norwegians incorporate foreign words into their daily language use.


Activity I

Some countries may have more people because they have more job opportunities, more education opportunities and better infrastructure. Some countries may have fewer people because the climate is too cold to live in, the infrastructure is not as comprehensive and there are fewer job opportunities. Activity II

Town Population Land Area (km2)

Population Density

(people/km2) Classification

A 2,200 10 220 Densely populated

B 1,000 20 50 Moderately populated

C 200 40 5 Sparsely populated

D 300 50 6 Sparsely populated

E 1,200 60 20 Moderately populated

F 1,000 100 10 Moderately populated


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Activity III

Reflecting

1. 278 km2

2. A: Stationary, B: Expansive, C: Constrictive

3. Accept any logical reason with elaboration. Examples are: • Level of development: People move from less developed areas to more developed

areas in search of opportunities. • Culture: Countries like Nigeria whose people believe in having large families as a

status symbol have higher birth rates, making these countries more populated than others.

• Climate: Fewer people may want to live in colder areas near the poles, leading to these countries being more sparsely populated.

• Political: People are less likely to want to live in countries where there is high political unrest and corruption, so these places will tend to be more sparsely populated.

4. Accept any logical difference that can be observed from the figures. Examples are: • Europe has a higher proportion of working adults and elderly while Africa has a

higher proportion of children and youth. • Europe has a constrictive population pyramid while Africa has an expansive

population pyramid. • Europe has more deaths at older ages while Africa has an almost consistent number

of deaths for at each age group. • Both Europe and Africa have a similar male to female ratio.


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5. Population pyramids are useful Population pyramids are not that useful

A study of population pyramids over the years allows one to analyze past population trends and make useful projections about population trends in the future. For example, if the population is projected to increase rapidly, the government may want to implement more family planning policies.

More information is needed to interpret influences on population pyramids. For example, significant events like migration, conflict, famine or epidemics may result in dents or bulges in the population pyramid. These events need to be analyzed to determine whether they have temporary or permanent effects on the population, before other policies should be implemented. Sometimes, the population pyramid seen could even be a result of past policy decisions.

Population pyramids allow you to analyze the proportion of people in each age group and gender. For example, if the population has a high proportion of the elderly, the government may want to consider implementing more healthcare-related policies.

It may be difficult to project future trends using population pyramids alone. A line graph and information on birth, death and migration rates may be more helpful and more clearly read.

Chapter 7 Environmental Stress Due to Human Activities Reflecting

1. Dependence, adaptation, modification

2. Burning fossil fuels releases greenhouse gases such as carbon dioxide into the atmosphere. When there is a large amount of carbon dioxide in the atmosphere, more heat is trapped and therefore there is a higher global temperature. This creates the enhanced greenhouse effect.

3. Deforestation refers to the large-scale destruction of forests by humans. Trees

absorb rainfall and intercept the rain, slowing down the flow of water over the land before it enters streams or river channels. There is less surface runoff, which reduces the chances of flooding.

Trees also hold soil particles together, preventing sediment runoff. Without trees, when heavy rain falls, soil erosion and floods take place due to the inability of these particles to absorb water.

4. Agriculture requires vast areas of land, which means forests are cleared so that farming can take place. Increased meat consumption means more land is needed to rear animals such as cows, sheep and chickens, and hence leading to an increase in deforestation.

5. Floods destroy crops, homes, roads and buildings, and lives may be lost. Farmers

lose their crops and animals when their farms are flooded. People lose their homes and belongings as buildings go under water. Roads can also be washed away by the floodwater. A lot of resources are needed to clean up and repair all the damage caused by floods.


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Reflecting

1. A map is a drawing of a specific place, such as a city or a country, showing its landmarks and features as it would look if you viewed the place from above.

2. Road maps have different kinds of symbols that point out to where certain features on the map are located. If I am able to locate the feature on a map, I would be able to follow the roads or streets to get to wherever I want to go. By doing so, I would be able to find my way around easily.

3. Maps without the basic elements may not provide enough information to know what

the map is about. The elements are necessary in providing the map user with the information that will give the map meaning. Without the elements, one would not be able to understand what the map is about, what the symbols on the map mean and how big an area the map is referring to is.

4. Topographical map Political map

A topographical map shows you a detailed map of the physical and human features within an area

A political map shows you a map of national boundaries.

A topographical map shows you a specific area within a place.

A political map shows you different countries and areas.

5.

Symbol Area Line Point Height Represents Lakes,

cultivations Roads, paths, rivers

Buildings, monuments, schools

Places of similar heights

Symbol used Colours that are similar to the actual feature

Lines of different thickness

Points of different shapes

Contour lines

6.

Yes, symbols are useful. No, symbols are not useful. It allows for people to read a map easily and be able to make out different aspects of a map quickly.

It depends on the purpose of the map. If the map does not require the user to determine the height of landforms, a symbol like the contour lines, for example, would therefore not be very useful in that instance.


40

Worksheets


41


Group work

Instructions: Divide the students into groups. Ask them to study Fig 1.3 and discuss it.

Answer the following questions.

1. Arrange the planets in terms of size, starting from the smallest.

2. Which planet has the longest day?

3. Which planet has the shortest day?

4. Why does Neptune have the longest year?

5. Why does Mercury have the shortest year? __________________________________________________________________

__________________________________________________________________


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1. Study Figure 2.6 and complete this table.

Altitude Temperature Gases found Troposphere ---- Stratosphere ---- Mesosphere ----Thermosphere ----Exosphere ----

2. Name the gases found in the atmosphere and their corresponding percentages.

__________________________________________________________________

__________________________________________________________________

3. Match the terms on the left to their correct definitions on the right.

Temperature

The amount of water vapour in the atmosphere.

Air pressure

The degree of hotness or coldness of the air.


The force that is exerted on the Earth’s surface.

4. Write True or False for each statement.

a. Winds move from high pressure areas to low pressure areas. b. Trade winds, westerlies and polar easterlies are examples of seasonal winds. c. Planetary winds transfer heat from the equator to the poles. d. Monsoon winds bring wet and dry seasons to the tropical region. e. Land and sea breezes are examples of planetary winds.

5. Describe these types of clouds.

a. Cumulus clouds _____________________________________________________________

_____________________________________________________________

b. Cumulonimbus clouds _____________________________________________________________

_____________________________________________________________

c. Cirrus clouds _____________________________________________________________

_____________________________________________________________

d. Stratus clouds _____________________________________________________________

_____________________________________________________________


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1. Complete this table. Thickness Temperature Made up of Inner core Outer core Mantle Crust ------- --------

2. Explain the Continental Drift Theory. ________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Read the descriptions below and name the correct plate movement (convergent plate

movement, divergent plate movement or transform plate movement).

a. Two plates collide with each other. b. Plates move away from each other. c. No land is created or destroyed. d. Ridges like the Mid-Atlantic Ridge are formed on the ocean beds. e. Fold mountains like the Himalayas and the Andes are formed. f. Two plates slide past each other. g. Oceanic trenches are formed. h. Also known as constructive plate movement. i. Fault lines like the San Andreas Fault is formed.

4. Fill in the blanks and complete the sentences.

a. ___________________ proposed the Continental Drift Theory.

b. A ___________________ is an underwater mountain range.

c. ___________________ plates are made up of light elements like feldspar,

oxygen and aluminum.

d. ___________________ plates are made up of heavy elements like basalt and

magnesium.

e. Pakistan lies at the boundary of two crustal plates — the

___________________ and the ___________________.


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Chapter 4 Rocks

1. Read the descriptions and identify the type of rock (igneous rock, sedimentary rock or metamorphic rock) being described.

a. Formed through the cooling and solidification of magma or lava b. Formed through the process of weathering and erosion c. Hard and compact d. May have alternate bands of light and dark minerals e. Limestone is an example of this type of rock f. Granite, gabbro and basalt are examples of this type g. Marble and gneiss are examples of this type h. Laid down in layers called beds or strata i. Formed through heat and pressure being applied to some types of rocks


a. ___________________ are substances found naturally in the Earth.

b. ___________________ are the simplest substance on Earth and they cannot

be broken down further.

c. The salt mines in Pakistan are located at ___________________.

d. The ___________________ industry in Pakistan is forecasted to expand and

prove economically beneficial for the country.

3. Name some rocks found in Pakistan.

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. Name two elements and two minerals. ________________________________________________________________

________________________________________________________________


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Chapter 5 People and Places Around the World Norway

1. Match the terms on the left to their correct definitions on the right. Terrain

Huge masses of ice

Peninsula

Study of rocks

Glacier

A long, narrow, deep inlet of sea between high cliffs

Fjord

Stretch of land and its natural features

Geology

Piece of land surrounded by water on the majority of its border while being connected to a mainland

2. You read about Norway in this chapter. Now select any other country. Conduct

research on it and fill in the table below. Country selected ____________________ Location

Capital city

Other cities in that country

Main rivers

Mountains

Climate

Population density

Religion

Language

Local food


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You calculated the population density of some fictional towns for Activity II (page 86 of your textbook).

Now select Pakistan and nine other countries. Conduct research and find out the population of these countries in 2019 and complete the table.

Country Population 2019

Land Area (km2)

Population Density

(people/ km2)

Classification

Pakistan


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1. Define environment and identify its different types. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. Describe how the rising population of any country creates stress on the environment.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. What are some human activities that cause the enhanced greenhouse effect? ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. Complete the table by listing two harmful effects of each environmental issue.

Deforestation

Droughts

Floods


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1. Complete the table below by stating what information each type of map provides.

Types of maps Information provided Political maps

Physical maps

Economic or resource maps

Thematic maps

Road maps

Topographical maps


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Worksheet Answer Key


50


1. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 2. Venus 3. Earth 4. Neptune has the longest year because it is furthest away from the Sun and has a

longer orbit. 5. Mercury has the shortest year because it is nearest to the Sun and has a shorter

orbit.


1. Study Figure 2.6 and complete this table.

Altitude Temperature Gases found Troposphere 0-15 km ---- Most

atmospheric gases

Stratosphere 15-40 km ---- Ozone gas Mesosphere 40-80 km -120*C ---- Thermosphere 80-200 km 1,500*C ---- Exosphere 200-400 km 2,200*C ----

2. Nitrogen 78%

Oxygen 21% Carbon dioxide, other gases and water vapour 1%

3. Match the terms on the left to their correct definitions on the right.

Temperature

The amount of water vapour in the atmosphere.

Air pressure

The degree of hotness or coldness of the air.


The force that is exerted on the Earth’s surface.

4. Write True or False for each statement.

a. True b. False c. True d. True e. False

5. Describe these types of clouds.

a. Cumulus clouds are white and fluffy, have flat bases and puff upwards. They form low in the sky and bring short, heavy showers.

b. Cumulonimbus clouds are caused by strong updrafts. These clouds grow tall and cause heavy rain accompanied by thunder, lightning and strong winds.

c. Cirrus clouds are thin, wispy clouds. They form at high altitudes where air is cold and strong winds blow.


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d. Stratus clouds are vast and shapeless and formed at low altitudes during calm weather. They often give long periods of rain.


1. Complete this table. Thickness Temperature Made up of Inner core 1250 km 5430*C Iron Outer core 2250 km 4400*C Nickel, iron and

alloy Mantle 2000 km 1000*C Semi-solid rocks Crust 5-60 km ------- --------

2. Millions of years ago the Earth was all formed together as one supercontinent known as Pangaea. Over time, Pangaea started breaking up and moving apart. This theory of Pangaea breaking up and moving apart is called the Continental Drift Theory.

3. Read the descriptions below and name the correct plate movement (convergent plate movement, divergent plate movement or transform plate movement).

a. Convergent plate movement b. Divergent plate movement c. Transform plate movement d. Divergent plate movement e. Convergent plate movement f. Transform plate movement g. Convergent plate movement h. Divergent plate movement i. Transform plate movement


a. Alfred Wegener proposed the Continental Drift Theory. b. A ridge is an underwater mountain range. c. Continental plates are made up of light elements like feldspar, oxygen and

aluminum. d. Oceanic plates are made up of heavy elements like basalt and magnesium. e. Pakistan lies at the boundary of two crustal plates — the Indian Plate and the

Eurasian Plate.

Chapter 4 Rocks

1. Read the description and identify the type of rock (igneous rock, sedimentary rock or metamorphic rock) being described.

a. Igneous rock b. Sedimentary rock c. Igneous rock d. Metamorphic rock e. Sedimentary rock f. Igneous rock g. Metamorphic rock h. Sedimentary rock


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i. Metamorphic rock

2. Fill in the blanks and complete the sentences. e. Minerals are substances found naturally in the Earth. f. Elements are the simplest substance on Earth and they cannot be broken

down further. g. The salt mines in Pakistan are located at Khewra. h. The mining industry in Pakistan is forecasted to expand and prove

economically beneficial for the country.

3. Gneiss, schist, slate, granite, gabbro

4. Elements – gold, silver, sulphur, carbon etc. Minerals – quartz, feldspar, mica, amphibole, olivine, calcite etc.

Chapter 5 People and Places Around the World — Norway

1. Match the terms on the left to their correct definitions on the right. Terrain

Huge masses of ice

Peninsula

Study of rocks

Glacier

A long, narrow, deep inlet of sea between high cliffs

Fjord

Stretch of land and its natural features

Geology

Piece of land surrounded by water on the majority of its border while being connected to a mainland

2. Students’ own research work and answers.


Students’ own research work and answers.


1. Everything that surrounds us is called the environment. All living and non-living things make up the environment. The different types of environments are the physical environment, human environment, cultural environment and social environment.

2. When the population of any country rises, this creates stress on the environment. Some of the reasons for this are listed below:

o Demand for natural resources like food, water, wood, etc. increases. o Natural resources get exhausted. o More energy is required for various uses like cooking, travelling,

construction, making or developing gadgets, applications, appliances, etc.

3. Some human activities that cause the enhanced greenhouse effect are the burning of fossil fuels, deforestation, increase in population, the production of too much waste material, etc.


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4. Complete the table by listing any two harmful effects of each environmental issue.

Deforestation Loss of various species of plants and animals

Animals lose their homes Changes in weather and climate Produces greenhouse gases Global warming

Droughts Damage to crops, trees, plants Shortage of water Famine Less food supply for plants, animals, human beings Streams and rivers dry up Land dries up Less income and work for people

Floods Destruction of crops, trees, plants, homes, roads and buildings Farmers lose their crops and animals Very costly to repair the damage afterwards


1. Complete the table below by stating what information each type of map provides. Types of maps Information provided

Political maps Individual continents National boundaries like states or countries Capital cities, major cities Oceans

Physical maps Physical features such as hills, mountains, rivers, valleys and plains Different landforms and their heights

Economic and resource maps

Different types of natural resources available in that area Economic activities

Thematic maps Information on specific themes, e.g. climatic maps give details of rainfall, temperature or atmospheric pressure

Road maps Roads, highways, railway tracks Other places of interest and landmarks

Topographical maps

Physical features of a place Shape and height of hills, mountains, plateaus, etc. Roads, buildings, farms, etc.

Documents

WINDOW TO WORLD GEOGRAPHY FOR CLASS 6 TEACHING GUIDE