Geography - Suggested Guidelines (Grade 6)

 

DRAFT

 

SNC - Geography

Suggested Guidelines - Grade 6

 

Additional SLOs are given in italics.

 

Unit 1. Structure of Earth and Types of Rocks                                                                       

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Describe Earth’s processes and patterns and how landscapes have changed over time.
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Introduce and uUse a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.

Knowledge: 

Students will be able to… 

  • Define Geography
  • Describe the internal structure of Earth.  
  • Differentiate between three layers of Earth. ? 
  • Explore the theory of tectonic plates. 
  • Identify different types of rocks. 
  • Explore the process of the rock cycle in the formation of rocks. 
  • Discover the importance of rocks. [1] 
  • Discover the uses of rocks in everyday life. 
  • Identify the most commonly found rocks in Pakistan.   
  • DescribeDetermine the importance of rocks in the economy of the region. 
  • Describe the main features of modern techniques in Geography (GIS, GPS, Google Maps etc.)

Skills: 

Students will be able to… 

  • Use maps, Google Maps, or GIS to understand the structure of Earth and rock formation.
  • Analyze the importance and uses of rocks.
  • Gather, organize, and interpret data to conclude the types of rocks found in Pakistan. 
  • Analyze surroundings to identify uses of rocks in everyday life. 

 

 

Additional

 

  • IdentifyDiscover the variety of marble found in Pakistan 

 

Assessments

Formative Assessments

The teacher will ask students to

  • name the three layers of Earth.
  • tell what they understand about the theory of Plate Tectonics.
  • give examples of different types of rocks.
  • tell what happens in each stage of the rock cycle.
  • talk about the uses of different types of rocks.

Summative Assessments

Students will

  • Label the internal structure of the Earth on a given diagram.
  • Write at least two features of each of the three layers of the Earth.
  • Write the role of Plate Tectonics in the formation of continents.
  • List different types of rocks and their importance.
  • Draw and label the different stages of the rock cycle in the formation of rocks.
  • List at least five types of rocks and their uses found in Pakistan.
  • Locate the places where rocks are found on the map of Pakistan. 
  • Write a paragraph about the economic activities related to rocks.
  • Write a report to tell how rocks can contribute to the economy of Pakistan.

Learning Activities

The teacher will

  • Use diagrams, videos, etc. to describe the internal structure of the Earth.
  • Show videos to explain the theory of Plate Tectonics.
  • Bring samples or photographs of different types of rocks in class. Ask students to identify the different types and give reasons for their answers.     
  • Divide the class into three groups to collect information about the features of rocks. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Show a video about the Rock cycle to explain the formation of rocks.
  • Organize a field trip to study rocks in the local area. Divide the students into groups. Instruct how to record observations in the form of photographs, videos, sketches, notes, etc. Each group to present its findings in the form of short videos (1-2 minutes).
  • Show a geological map of the world and Pakistan in an atlas or online: https://mrdata.usgs.gov/geology/world/map-us.html. Instruct students to gather, organize, and interpret data.
  • Engage students in independent as well as collaborative research and projects related to the importance of rocks for the economic development of a region. The teacher will provide extra reading material, books, or Internet links for research. 

Unit 2. Mountains, Plateaus and Valleys                                                                                          

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Describe Earth’s processes and patterns and how landscapes have changed over time. (formation of mountains)[2] 
  • Differentiate similarities and differences between the geographical places of the world. (differences & similarities between mountains & valleys)
  • Compare settlements to understand adaptation according to human needs. (people living in mountains and valleys)
  • Discover differences of lifestyles of two different settlements to appreciate and respect diversity. (living in mountains & valleys)
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Use a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.

Knowledge:

Students will…

  • Identify different types of mountains. 
  • Explain the formation of different types of mountains.
  • Differentiate[3]  between Volcanic Mountains and Dome Mountains.   
  • Discover the major types of mountains in Pakistan.
  • Describe the importance of the Himalayas, Karakoram, and Hindu Kush mountains.
  • Explain the reasons for frequent earthquakes in Pakistan.. ? 
  • Differentiate between a plateau and a mountain.  ??
  • Differentiate between V-shaped valleys and U-shaped Valleys and their formation. ? 
  • Describe rift valley and explore where it is located. 
  • Identify[4]  how U-shaped Valleys are formed. ? 
  • Identify how V-shaped valleys are formed.
  • Identify some major valleys in Pakistan.
  • Compare the lifestyles of people living in mountains, plateaus, and valleys.
  • Identify how mountains in the Himalayas are known to be still growing.  ? [5] 
  • Describe the importance of the Himalayas in the geography of Pakistan. 

 

Skills:

Students will be able to…

  • Use maps, GIS, or Google Maps to identify mountains, plateaus, and valleys of the world.
  • Gather, organize, and interpret data to analyze the importance of valleys.  
  • Analyze information on mountains to conclude which types of mountains are found in abundance in Pakistan. 
  • Investigate the importance of major valleys in Pakistan. 

 

Assessments

Formative Assessments

The teacher will ask students to

  • name at least two types of mountains
  • tell the difference between the physical features of mountains, valleys, and plateaus
  • name the famous mountains of Pakistan
  • give reasons for the frequent occurrence of earthquakes in Pakistan
  • tell the difference between a mountain and a plateau
  • name at least two types of valleys

 

 

Summative Assessments

Students will

  • Write in their notebooks about the formation of at least two types of mountains.
  • Draw and label dome and volcanic mountains. Draw a comparison between both types of mountains.
  • Write a report about the mountains of Pakistan. Include information about their geographical location, elevation, weather, lifestyles, etc.
  • Draw and label U-shaped and V-shaped valleys. Draw a comparison between both types of valleys.
  • Describe how a rift valley is formed. Name some rift valleys in the world.
  • Write a paragraph on a famous valley in Pakistan. Include its prominent features, geographical location, weather, lifestyles, etc.

Learning Activities

The teacher will

  • Bring photographs, show videos of different types of mountains and valleys. Students will identify the respective types of mountains and valleys and give reasons for their answers.
  • Organize a field trip to a nearby mountain, valley, or plateau. Divide the students into groups. Instruct how to record observations about the physical features, the lifestyle of people, etc. of that area in the form of photographs, videos, sketches, notes, etc. Each group to present its findings in the form of short videos (1-2 minutes).
  • Divide the class into groups. They will collect information about mountains, plateaus, and valleys of Pakistan in the form of pictures, videos, reviews from the Internet, etc. They will organize the data to create PowerPoint Presentations or travel brochures to attract tourists to Pakistan. Students to present their work in class.
  • Instruct students to write a report on the importance of mountains, plateaus, and valleys towards the economic development of Pakistan. Students may choose to write about tourism, mining, the building of dams, etc.
  • Show a map of the physical features of Pakistan. Instruct students to locate mountains, plateaus, and valleys and write the name of the province in which these are located.
  • Engage students in independent as well as collaborative research and projects related to the occurrence of earthquakes in Pakistan. The teacher will provide extra reading material, books, or Internet links for research.

 

 

Unit 3. Climatic Regions of the World                                                                                                                          

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Inquire Earth’s processes & patterns and how landscapes have changed over time.
  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world.
  • Inquire and describe the interaction between physical and human geography.
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Use a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.
  • Find ways to improve the quality of their own and global environment.

 

Knowledge:

Students will…

  • Identify factors that affect the climate of a region
  • Name and describe climatic zones of the world.
  • Identify plants that grow in different climatic regions
  • Describe climatic zones of Pakistan

 

Skills:

Students will be able to…

  • Use physical maps, or Google Maps/ GIS to locate climatic zones of the world and Pakistan. 
  • Use climate-related vocabulary in context
  • Analyze factors that affect the climate of a region.
  • Use Venn diagrams to compare features of different climatic zones of the world.
  • Make diagrams to show how changing winds cause monsoons.
  • Compare[6]  and contrast climatic regions of the world.
  • Gather facts (monsoon, dust storms, floods, fog) related to the climate of Pakistan.
  • Analyze the effect of climatic zones of Pakistan on lifestyle and economy.
  • Suggest ways to improve the quality of global weather.

Additional

Show ocean currents on the map.[7] 

Assessments

Formative Assessments

The teacher will ask students to

  • name at least three factors that affect the climate of a place.
  • name the climatic zone of the place where they live.
  • give at least two features of each of the different climatic zones of the world.
  • name at least two types of plants that grow in each of the climatic zones of the world.
  • talk about the climatic zone of Pakistan and give examples of the types of plants that grow here

 

Summative Assessments

Students will

  • Analyze the factors that affect the climate of a place.
  • Label a given diagram of the climatic zones of the world.
  • Write a paragraph on each of the climatic zones of the world.
  • Draw and label the plants that grow in each climatic zone of the world.
  • Write a report about the effect of climatic zone of Pakistan on the economy, agriculture, people’s lifestyles, etc.
  • Discuss the factors that are affecting global weather. Suggest ways to improve the quality of global weather.

Learning Activities

The teacher will

  • Bring photographs, show videos, etc. about the climatic zones of the world. Instruct students to draw Venn diagrams and make notes about different features of each of climatic zones for comparison.
  • Divide the class into groups to collect information about the different climatic zones of the world. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Show the map of climatic zones of the world in an atlas or online. Guide students to locate countries in different climatic zones. Instruct students to gather, organize, and interpret data about the variation in temperatures, longitudes, and latitudes of their selected countries in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to the climatic zone of Pakistan. Ask students to find out the average temperatures, rainfall, crops, the lifestyle of people, etc. to write a report. The teacher will provide extra reading material, books, or Internet links for research. 

 

 

Unit 4. Forests of the World                                                                                                            

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Describe Earth’s processes and patterns and how landscapes have changed over time. (major types of forests of world)
  • Investigate how climate is important for different vegetation. (vegetation of different climatic zones)
  • Explore economic activities related to natural, capital, and human resources. (forestry)
  • Find ways to improve the quality of their own and global environment. (deforestation, global warming)
  • Analyze how scarcity of resources compels people to wisely use resources. (deforestation)
  • Explore ways in which forests of the world and Pakistan contribute to the economy of the region they belong to.
  • Understand that exports generate revenue for a country which is necessary for a country to operate and progress. (Goods made from the raw material provided by forests)
  • Analyze the interdependence of resources within the global economy. (benefits of forests)
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Use a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.

Knowledge:

Students will…

  • Differentiate between natural vegetation and agriculture.
  • Explain the link between climate and natural vegetation.
  • Compare and contrast deciduous and coniferous forests.
  • Compare and contrast rainforests with and other types of forests.
  • Explore different shapes and functions of the three layers of the rainforests.
  • Describe the importance of the Amazon rainforest.
  • Evaluate how forests play an important role in the economy of the region.
  • Identify the four major types of forests in Pakistan.
  • Discover different types of trees in the northern areas of Pakistan.
  • Explore why the forests of the various regions across Pakistan differ. the Southern region are different from the Northern region in Pakistan.
  • Describe ways in which forests are helping the environment of a place.
  • Suggest ways to minimize control deforestation.

Skills:

Students will be able to…

  • Use maps, GIS, and Google Maps to identify different forests of the world. 
  • Find the reasons behind the fast disappearance of the Amazon rainforest and suggest ways to save it.
  • Investigate reasons why urban forests are becoming so common in major cities of the world.
  • Explore Changa Manga’s contribution to the environment of the region.

  Additional

  • Inquire[8]  reasons for Coniferous forest to be found in some parts of Pakistan, even though Pakistan is not in the cold climatic zone.
  • Debate whether planted forests are sustainable in the long run or not.

Assessments

Formative Assessments

The teacher will ask students to

  • Tell the difference between natural vegetation and agriculture
  • Give two differences between coniferous and deciduous forests
  • Tell the difference between rainforest and other forests
  • Name the layers of rainforest
  • Tell in which continent is Amazon rainforest located
  • Name any two types of forests in Pakistan
  • Give any two benefits of forests for the environment
  • Tell the meaning of deforestation
  • Suggest at least two ways to control deforestation

 

Summative Assessments

Students will

  • Write a paragraph on the impact of climate on natural vegetation
  • Draw and label coniferous and deciduous forests. Compare the features of both types of forests.
  • Draw and label the layers of a rainforest.
  • Write a paragraph about the functions of each layer of a rainforest.
  • Write a report about the importance of the Amazon rainforest. Watch documentaries, news, etc. About its fast disappearance and suggest ways to save it.
  • Explain the importance of forests/rainforests in the economy of a region.
  • Locate the four types of forests on a given map of Pakistan. Write about their unique features in paragraphs.
  • Find out from books and the Internet about the factors due to which the mountains in the northern and southern parts of Pakistan are different from each other.
  • Write a report about the importance of forests for the environment.
  • Develop a list of actions to control deforestation.

 

Learning Activities

The teacher will

  • Bring photographs, show videos, etc. of natural vegetation and agriculture to explain the difference between the two.
  • Bring photographs, show videos, etc. about different types of forests/rainforests in the world. Guide students on how to take notes of the different features and types of forests.
  • Divide the class into groups to collect information about the different types of forests in the world. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Show the map of forests/vegetation of the world in an atlas or online. Guide students to locate countries that have rainforests, coniferous forests, deciduous forests, mangroves, etc. Instruct students to gather, organize, and interpret data about the types of forests in their selected countries in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to the importance of forests for the economy of a region. The teacher will provide extra reading material, books, or Internet links for research. 
  • Organize online interviews with people that are engaged in planting urban forests. Divide the class into groups. Guide each group to think of questions for the interview, e.g. How many trees have been planted in the past six months? What challenges were faced while planting trees? What type of trees are grown? How many years does it normally take to grow an urban forest? How will the urban forest help the environment of the surrounding areas?
  • Organize a field trip to a local forest/urban forest. Divide the students into groups. Instruct how to record observations about the forest in the form of photographs, videos, sketches, notes, etc. Instruct students to note if deforestation or planting of new forests in that area has taken place and record their observations. Each group to presents its findings in the form of short videos (1-2 minutes).
  • Organize a debate in class on ‘Planted forests are not sustainable in the long run.’ Divide the class into two groups; one group will speak in favor while the other group will speak against this statement. 

 

 

 

 

Unit 5. Natural Disasters                                                                                                                 

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Construct arguments and provide evidence for their understanding of Earth’s processes & patterns and how landscapes are changing constantly. (Natural disasters)  
  • Investigate how and why our climate is changing. (global warming and natural disasters)
  • Examine how weather and climate affect the processes of the Earth. (impacts of natural disasters)
  • Identify how places are interdependent on each other and how human activity in one place affects other. (global warming)
  • Inquire about the impact of overusing natural and other resources on the environment (human activities)
  • Describe the effects of excess land use, etc. agriculture, deforestation, urbanization, etc.
  • Find ways to improve the quality of their own and global environment. (reducing greenhouse gases & carbon footprint)
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Use a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of physical, human, and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.

Knowledge:

Students will…

 

  • Describe the impact of natural disasters on human beings.
  • Identify the primary and secondary impacts of natural disasters.
  • List down the reasons why developing countries are particularly more vulnerable to natural disasters.
  • Explore how global warming (the rising surface temperature of the Earth) can change the frequency and intensity of natural disasters.
  • Explain the consequences of human activities, e.g. deforestation, agriculture, urbanization, etc. that result in natural disasters.
  • Suggest ways that can help to deal with natural disasters.
  • Identify the most common natural disaster in Pakistan.
  • Sort out multiple ways to preserve natural resources for future generations, including the three Rs (Reduce, recycle, reuse)

 

Skills:

Students will be able to…

 

  • Collect and interpret data related to the various natural disasters suffered by Pakistan.
  • Apply their knowledge about developing countries, e.g. Pakistan to deduce why they are more susceptible to natural disasters.
  • Pose questions about how rising temperatures can have a domino effect.
  • Reflect on the various activities they may be doing that can cause pollution.
  • Inquire about the possible alternatives that may counter pollution.
  • Analyze how technology can help in mitigating the effects of natural disasters.
  • Evaluate the main goals of sustainable development with examples.

Assessments

Formative Assessments

The teacher will ask students to

  • Tell what they understand about the word natural disasters
  • Talk about how natural disasters affect people
  • Name at least three human activities that can cause natural disasters
  • Suggest at least three ways to deal with natural disasters
  • Name at least three natural resources of the world
  • Give reasons for preserving natural resources
  • Tell what they understand by the three Rs: reduce, recycle, reuse

 

Summative Assessments

Students will

  • Write in their notebooks about the impact of natural disasters (floods, earthquakes, tsunamis, volcanoes, etc.) on human beings.
  • List at least three primary and three secondary impacts of natural disasters.
  • Write a report about why developing countries are particularly more vulnerable to natural disasters. Give examples of developing countries that have recently faced natural disasters.
  • Explain the relationship between the rising temperature of the Earth and the occurrence of natural disasters.
  • Write a detailed note about the human activities that may lead to natural disasters.
  • Write a set of instructions to deal with natural disasters (earthquakes, floods, etc.)
  • List the most common disaster in Pakistan. Also, write about the damage caused by each of these natural disasters.
  • Write a report about ways of preserving natural resources for future generations. 
  • Develop a plan to incorporate the three Rs: reduce, recycle, and reuse in their daily lives to preserve natural resources.

Learning Activities

The teacher will

  • Bring photographs, show videos, etc. of natural disasters and how they cause damage to life and property.
  • Bring photographs, show videos, etc. about ways to deal with natural disasters. Guide students to take notes of the different methods of protection from natural disasters.
  • Divide the class into groups to collect information about human activities that can cause natural disasters. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Show the map of natural disasters of the world in an atlas or online. Guide students to locate countries that face frequent earthquakes, floods, tsunamis, volcano eruptions, cyclones, etc. Instruct students to gather, organize, and interpret data about natural disasters in their selected countries in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to the importance of preserving natural resources for future generations. The teacher will provide extra reading material, books, or Internet links for research.
  • Organize online interviews with people that have faced a natural disaster. Divide the class into groups. Guide each group to think of questions for the interview, e.g. When did this natural disaster occur? Were people, animals, or property were affected? What precautions do they take before/after the natural disaster?
  • Show a documentary about a natural disaster in Pakistan. Divide the students into groups. Instruct how to take notes. Each group to present its findings in the form of short videos (1-2 minutes).
  • Organize a class discussion on Sustainable Development Goals. Divide the class into 8 groups and assign two goals to each group. Provide reference materials, website links, books, etc. Students to prepare for the discussion and the teacher will moderate the session.

 

 

 

 

 

 

 

 

 

Unit 6: Changing Earth and Human Activity Population                                                                                                                     

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Inquire Earth’s processes & patterns and how landscapes have changed over time.)
  • Inquire and describe the interaction between physical and human geography. (urbanization, migration, agriculture, deforestation)
  • Inquire why landforms are changing due to human activity. (desertification)
  • Describe the effects of excess land use.  (effects of population increase, excessive urbanization, and agriculture)
  • Find ways to improve the quality of their own and global environment. (Afforestation, recycling & reusing)
  • Use appropriate vocabulary to describe physical, human, and environmental geography and the economy related to them. 
  • Use a range of multiple sources such as Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to reach and support conclusions.
  • Gather information using maps and the globe to inquire about geographical changes of a selected region or a landform.

Knowledge:

Students will…

  • Describe the processes of weathering and erosion.
  • Identify the types of erosion (wind and water).
  • Explain the four processes of coastal erosion.
  • Explain the effect of the processes of coastal erosion on landforms.
  • Explain erosion caused by the human activity large population on Earth.

 

Skills:

Students will be able to…

  • Use maps, Google Maps, GIS to understand the process of weathering and soil erosion. 
  • Gather, organize, and interpret data to conclude how humans use land.
  • Differentiate between weathering and erosion.
  • Analyze factors that cause rock weathering.
  • Analyze weathering and erosion as constructive or destructive processes.
  • Analyze the effects of excessive land use to accommodate the growing population.
  • Evaluate the impact of land clearing to grow agriculture. 
  • Evaluate land as a scarce resource.
  • Investigate human activities that change landforms.
  • Analyze how human activities like infrastructure, housing contribute to land scarcity.
  • Evaluate if land use in Pakistan is sustainable or not.

Assessments

Formative Assessments

The teacher will ask students to

  • Tell the meaning of weathering and erosion
  • Tell the difference between weathering and erosion
  • Name the types of erosion
  • Tell what they understand by the term coastal erosion
  • Give at least two examples of how humans cause erosion on land
  • Tell what they understand by excessive land use

 

Summative Assessments

Students will

  • Write in their notebooks the definition of weathering and erosion with examples.
  • Describe the erosion by wind and water.
  • Explain the four processes of coastal erosion with the help of a flow chart.
  • Draw and label landforms caused by coastal erosion. Write a paragraph about the effects of coastal erosion on landforms.
  • Write a report on erosion caused by a large population. Include examples of a densely populated region.
  • Analyze the consequences of clearing land for housing, agriculture, building roads, etc.

Learning Activities

The teacher will

  • Bring photographs, show videos, etc. of landforms caused by wind and water erosion. Ask students to identify the type of erosion in the pictures/videos.
  • Divide the class into groups to collect information in the form of pictures, videos, etc. about the processes of coastal erosion. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Show an online map of water erosion vulnerability map of the world: https://www.nrcs.usda.gov/wps/portal/nrcs/detail/soils/use/maps/?cid=nrcs142p2_054006 . Guide students to locate countries whose coastlines are at risk of water erosion. Instruct students to gather, organize, and interpret data about coastal erosion in their selected countries in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to excessive land use in Pakistan. The teacher will provide extra reading material, books, or Internet links for research.
  • Organize a field trip to a beach, mountain, or an area eroded by wind, water, or a large population. Divide the students into groups. Instruct how to record observations about the eroded landforms in the form of photographs, videos, sketches, notes, etc. Each group to present its findings in the form of short videos (1-2 minutes).
  • Guide students to develop a plan for sustainable land use. Provide reference materials, articles, documentaries for students to learn how other countries have invested in sustainable development.

 

 

 

Note: The term ‘Student Learning Outcomes’ can be replaced by the term ‘Attainment Targets’.

The Knowledge and Skills should be taken as Student Learning Outcomes.


This is added below so no need here.

Instead of giving examples and specifications in brackets on every SLO, a note should be made at the beginning that specifications of every SLO are given in the Knowledge and Skills section.

This is.a repetition, being covered in the SLO below

Addressed in the previous SLO

Suggestion: This is high level and should be removed

This is a repetition, this is covered in venn diagram

This is not linked with suggested topic. may be done in class 8th in 'Oceans and Seas'

Repetition as third-last point in knowledge section covers this point