Geography - Suggested Guidelines (Grade 8)

 

DRAFT

 

SNC - Geography

Suggested Guidelines (Grade 8)

Unit 1. Ocean and Seas                                                                                                                    

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Construct arguments and provide evidence for the understanding of Earth’s processes & patterns and how landscapes are changing constantly. (features & movements of oceans)  
  • Recall and describe some patterns of distribution of water. (oceans & seas of the world)
  • Construct arguments with evidence to describe the interaction between physical and human geography. (pollution in oceans & seas of the world)
  • Identify how places are interdependent on each other and how human activity in one place affects others. (water pollution in oceans)
  • Find ways to improve the quality of their own and global environment. (effects of rising of sea level)
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and economy related to them. 
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • [1] Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

Knowledge:[2] 

Students will…

  • 5-Explain the importance of oceans in our lives.
  • 6- Identify ways in which oceans act as a source of food for the world.
  • -3Describe and differentiate between different sea features such as island, peninsula, isthmus, gulf, bay, strait.
  • 4- Explain the movements of oceans and the role of ocean currents in it.
  • 1- Differentiate between seas and oceans.
  • 2- Describe the location, total area, -temperature, and marine biodiversity life of major oceans of the world.
  • 6- Identify the role of marine biodiversity on our environment.
  • 7- List down all possible threats the oceans are facing nowadays.

Skills:

Students will be able to…

  • Use maps, GIS and Google Maps to identify different seas and oceans of the world.
  • Inquire how climate change is affecting oceans. 
  • Gather, organize, and interpret data to investigate reasons for pollution in oceans. 
  • Examine the consequences of climate change Inquire and gather data about various seas and oceans around the world.
  • Discuss and formulate questions about the use of ocean water as a source of food. Evaluate some sustainable ways of that use.
  • Evaluate the consequences of the rising of sea level.
  • Compare the Indian Ocean with the Pacific Ocean.

 

Assessments

Formative Assessments

The teacher will

  • Bring a map of the world and ask students to locate the five oceans of the world
  • Ask students to tell at least 2 differences between oceans and seas
  • Bring photographs/diagrams of an island, peninsula, isthmus, gulf, bay, and strait and ask students to identify each sea feature
  • Ask students to tell the name of the sea and ocean located in the south of Pakistan
  • Give at least two reasons why oceans are important
  • Ask students to tell what they understand about movements of oceans and ocean currents
  • Ask students to give at least three examples of marine life of oceans
  • Ask students to give at least two factors that are causing marine pollution

 

Summative Assessments

Students will

  • Write in their notebooks about the importance of oceans in our lives.
  • Illustrate and label the different sea features e.g. island, peninsula, isthmus, gulf, bay, and strait on given diagrams.
  • Describe the features of an island, peninsula, isthmus, gulf, bay, and strait and give examples of each.
  • Explain the different types of movements of the ocean.
  • Describe the role of ocean currents in the movement of the oceans.
  • Compare the size, temperature, and marine life of different oceans of the world.
  • Evaluate the importance of marine biodiversity on the Earth’s environment.
  • Discuss the threats oceans are facing today and propose ways to minimize these threats.

 

Learning Activities

The teacher will

  • Help students prepare a debate about the reasons why oceans are important for the environment.
  • Engage students in independent as well as collaborative research and projects related to marine biodiversity in different oceans of the world. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Show a map online or in an atlas of the seas and oceans of the world. Instruct students to gather, organize, and interpret data about temperature, depth, total area, etc. of different seas and oceans in the form of tables, graphs, etc.
  • Engage students in independent as well as collaborative research and projects to explore how Sustainable Development Goals (SDG) are related to oceans and seas. The teacher will provide extra reading material, books, articles, or Internet links for research, e.g. https://sustainabledevelopment.un.org/topics/oceanandseas
  • Divide the class into groups. Instruct each group to read about different threats and solutions to oceans and rising sea levels from different sources, e.g. news articles, websites, etc: https://www.nationalgeographic.com/environment/article/ocean-threats

https://www.climate.gov/news-features/understanding-climate/climate-change-global-sea-level

Guide students how to interpret data from the given graphs, tables, etc. and prepare a report.

 

 

 

Unit 2. Living with the Climate                                                                                                                  

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

Student Learning Outcomes:

  • Study the distribution of climate in the world.
  • Investigate how and why our climate is changing. (extreme weather)
  • Find ways to improve the quality of their own and global environment (global warming & climate Change)
  • Discover differences in lifestyles of two different settlements to appreciate and respect diversity. (people living in any two different climatic zones)     
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and economy related to them. 
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

 

 

Knowledge:

Students will… 

  • Investigate some examples of the extreme weather on earth and its reasons. 
  • Recall the main causes of climate change. 
  • Identify the consequences of global warming. 
  • Explore ways of preventing global warming. 
  • Explain the relationship between extreme weather and climate change. 
  • Discuss the main threats of climate change. 
  • Identify ways in which climate change affects life in general.  
  • Differentiate the climatic patterns of -an national and international city. Karachi and New York. 
  • Describe ways in which the climate of coastal areas and river plains affect the lifestyles of people living there.
  • Compare and contrast the lifestyle of people living in Polar Regions with those living in tropical regions

Skills:

Students will be able to…

  • Use physical maps or GIS/ Google Maps to identify different climatic regions of the world.
  • Inquire how climate change is affecting human life in terms of food supply and farms..  
  • Gather, organize, and interpret data to investigate reasons for climate change and global warming. 
  • Examine the consequences of climate change in developing countries. 
  • Explore how people adapt to various climatic conditions drawing examples from Pakistan.  
  • Examine ways in which?climate change?is affecting farms and our food supply.[3] 

 

Assessments

Formative Assessments

The teacher will ask students to

  • give at least two examples of extreme weather on Earth
  • give at least two reasons for climate change
  • give at least two consequences of global warming and climate change, respectively
  • give at least two threats to the people and Earth by climate change

Summative Assessments

Students will

  • Explain the elements of weather drawing examples from Pakistan.
  • Locate and label the climatic zones of the world on a given map.
  • Describe the climate of each climatic zone and name at least three countries located in each climatic zone.
  • Write about any two examples of extreme weather in the world and describe the factors causing extreme weather.
  • Discuss the relationship between global warming and climate change.
  • Explain the effect of climate change on the lives of people, e.g. agriculture, food supply, etc.
  • Compare the climate of Karachi and New York. Write the similarities and differences between the two cities.
  • Compare the climate of plains and coastal areas.
  • Compare the lifestyles of people living in the plains with those living in the coastal areas, using examples from Pakistan.
  • Compare the lifestyles of people living in Polar Regions with those living in the Tropical regions.
  • Suggest ways for adapting to climate change.

Learning Activities

The teacher will

  • Show an online map of different climatic zones of the world. Students will identify the countries in the same climatic zone and note the latitudes of each climatic zone.
  • Engage students in independent as well as collaborative research and projects related to the impact of climate change in developing countries. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Divide the class into groups. Provide books, articles, website links, etc. related to global warming in Pakistan. Instruct each group to read about global warming from different sources and predict the consequences of global warming on Pakistan in terms of agriculture, melting of glaciers, etc. Guide students on how to interpret data and prepare a report.
  • Provide links to documentaries about the lifestyles of people living in different climatic regions of the world. Students will draw comparisons and create their presentations about any two climatic regions of their choice.

 

 

 

Unit 3. Environmental Pollution                                                                                                                

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Construct arguments with evidence to describe the interaction between physical and human geography. [4] [5] 
  • Investigate how and why our climate is changing. (pollution and global warming)
  • Examine how weather and climate affect the processes of the Earth. (global warming and climate change)
  • Identify how places are interdependent on each other and how human activity in one place affects others. (pollution & climate change)
  • Inquire about the impact of overusing natural and other resources on the environment. (global warming and its effects)[6]  
  • Describe the effects of excess land use. (global warming and its effects)
  • Find ways to improve the quality of their own and global environment. (reducing greenhouse gases & carbon footprint)
  • Find ways to utilize and conserve resources. (reducing greenhouse gases & carbon footprint)
  • Analyze how the scarcity of resources compels people to use resources wisely. (reuse & recycle)
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and the economy related to them. 
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

Knowledge:

Students will…

  • Explain the link between pollution and climate change.
  • Describe the harmful effects of water, land, air, noise, and light pollution on our environment.
  • Compare and contrast the connections between different types of pollutions and suggest ways to reduce them.
  • Suggest ways to reduce different types of pollutions.
  • Describe the effects of greenhouse gases on our planet and relate them to global warming.
  • Suggest ways to prevent the further thinning of the ozone layer.
  • Explore the short-term and long-term effects of global warming on our planet and suggest measures to reduce them.
  • Classify the health consequences of air and water pollution on the biodiversity on Earth.

 

Additional

  • Explore alternate energy sources that can help reduce pollution.

Skills:

Students will be able to…

  • Gather and then interpret some local data related to pollution and climate change.
  • Evaluate and discuss how different forms of pollution have affected students’ personal lives. Subsequently, draw conclusions.
  • Gather and organize data about local campaigns in their respective cities for countering climate change and pollution. 

Assessments

Formative Assessments

The teacher will ask students to

  • Give at least one reason how pollution has an impact on climate change.
  • Give at least two harmful effects due to each type of pollution: water, land, air, noise, and light pollution on our environment.
  • Give at least two ways of reducing pollution
  • Recall the meaning of the term ‘greenhouse effect’
  • Give at least two ways of preventing the thinning of the Ozone layer.
  • Talk about the health consequences of air and water pollution
  • Give at least one short-term and one long-term effect of global warming on planet Earth.

Summative Assessments

Students will

  • Write in their notebooks how pollution is linked with climate change.
  • Analyze the harmful effects of different types of pollution on our environment.
  • Explain how greenhouses gases cause global warming. Suggest ways to reduce greenhouse gases.
  • Analyze the consequences of thinning of the Ozone layer.
  • Predict the short and long terms effect of global warming on Planet Earth.

Learning Activities

The teacher will

  • Engage students in independent as well as collaborative research and projects related to pollution and climate change. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Divide the class into groups. Instruct each group to read about different types of pollution and predict what might happen if pollution is not reduced now. Guide students on how to interpret data and prepare a report.
  • Provide links to documentaries about how global warming and climate change is affecting the lifestyles of people living in different parts of the world.
  • Help students explore ways of reducing pollution. Students can research from the Internet about the initiatives taken by developed countries to reduce pollution. Using their research, students will draw a plan for the implementation of similar initiatives in Pakistan.

 

 

 

 

Unit 4. Industrialization and International Trade

                                                                  

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Study a selected infrastructure to understand adaptation according to human needs. (Industrialisation)
  • Investigate economic development activities related to natural, capital, and human resources. (textile and cotton industry of Pakistan)
  • Describe that the economic progress of a region relies upon the specialization of resources through education, scientific research, and technology. (exports of Pakistan)
  • Analyze that high revenues can be generated by exporting finished goods through technological advancements, marketing trends, and professional ethics. (exports of Pakistan)
  • Identify how places are interdependent and how human activity in one place affects others. (Industrialization)    
  • Describe the basic role of global economic institutions and activities. (International Trade Organizations)
  • Analyze and describe the basics of global economic systems and interdependence of a selected region. (international trade)
  • Analyze how the scarcity of resources compels people to use resources wisely.
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and the economy related to them.  (
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

Knowledge:

Students will…

  • Identify the main industries of Pakistan.
  • Indicate links between industrialization, immigration, and urbanization.
  • Highlight the important industrial products of Pakistan.
  • Explore the development of the textile industry of Pakistan with its four stages.
  • Describe the significant role of the cottage industry in the lives of the people of Pakistan.
  • Explain the importance for a country to establish regulations for carrying import and export smoothly
  • Enlist the top four export and import goods of Pakistan.
  • Suggest ways which can help Pakistan to earn more revenue from export.
  • Suggest ways to reduce the imports of Pakistan.
  • Suggest some ways Pakistan can adopt to compete with its international trade counterparts.
  • Explain how bilateral trade between Pakistan and China can contribute to sound economic development for both countries.
  • Explore how development in science and technology can help to develop the industrial boom in Pakistan.
  • Justify how Pakistan can succeed in industrial development if import needs are reduced.
  • Justify how economic stability can help a nation to encounter different foreign challenges.

 

Skills:

Students will be able to…

  • Evaluate the impact of industrialization on the economy of Pakistan.
  • Collect data related to technological advancements, industrialization, urbanization, and immigration and their impact on Pakistan.
  • Evaluate the major challenges to the textile industry of Pakistan.
  • Interpret data related to various industries in Pakistan and suggest relationships and patterns.
  • Apply the understanding of exports and imports by giving a relatable, everyday example.
  • Analyze the use of alternate energy for the development of the industrial sector of Pakistan.
  • Analyze the role of geopolitical decisions in the development of a region.

 

Assessments

Formative Assessments

The teacher will ask students to

 

  • Name the main industries of Pakistan
  • Recall the meaning of immigration and urbanization
  • Give at least one reason of immigration to urbanized areas
  • Name at least two industrial products of Pakistan
  • Tell the names of at least two cities where textile industries are located
  • Give at least two examples of cottage industries in Pakistan
  • Name at least three exports and three imports of Pakistan
  • Tell the meaning of bilateral trade
  • Name at least two main trading partner countries of Pakistan

 

 

Summative Assessments

Students will

 

  • Analyze the interconnection of industrialization, immigration, and urbanization by drawing an example from Pakistan.
  • List five industrial products of Pakistan and describe their importance for the economy of Pakistan.
  • Trace the development of the industrial industry in Pakistan.
  • Illustrate the four stages of the textile manufacturing process.
  • Write a report about the significance of the cottage industry in the lives of the people and the economy of Pakistan.
  • Write a paragraph about the importance of regulations in a country for international trading.
  • Explain why China is an important trading partner for bilateral trade.
  • Evaluate the need for technological advancement in developing the industries of Pakistan.

Learning Activities

The teacher will

  • Debate the reasons why Pakistan’s exports are less as compared to other South Asian countries.
  • Divide the class into groups to collect information in the form of pictures, videos, etc. about the processes of textile manufacturing. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Engage students in independent as well as collaborative research and projects related to industrialization, immigration, and urbanization. Instruct students to study these patterns and predict what may happen if this trend continues in Pakistan. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Show an online map or in an atlas about the industries/cottage industries of Pakistan. Guide students to locate these industries in different cities. Instruct students to gather, organize, and interpret data about industries in their selected cities in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to Pakistan’s challenges in increasing its exports. Instruct students to draw conclusions from their research and suggest how to improve revenue from export. Students to suggest some ways Pakistan can adopt to compete with its international trade counterparts. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Organize online interviews with people engaged in international trading. Divide the class into groups. Guide each group to think of questions for the interview, e.g. Which products do they import/export? Which countries do they trade with? What challenges do they face in exporting/importing products?
  • Show a documentary about China-Pakistan bilateral trade relations. Divide the students into groups. Instruct them how to take notes. Each group to present its findings in the form of short videos (1-2 minutes).
  • Provide the website link of Pakistan Bureau of Statistics: https://www.pbs.gov.pk/trade-tables to students. Divide the class into groups. Instruct each group to select two industries/categories and compare their imports/exports over the past few years. Guide students to create graphs/pie charts/ to represent data.

 

 

Unit 5. Transport and its Importance                                                                                              

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Study a selected infrastructure to understand adaptation according to human needs. (development in transport)
  • Study reasons for selecting a place to develop settlements. (transport in and around Pakistan, international routes of Pakistan)
  • Investigate economic activities related to natural, capital, and human resources. (transport in and around Pakistan, international routes of Pakistan)
  • Describe that the economic progress of a region relies upon the specialization of resources through education, scientific research, and technology. (developments in transport and information technology)
  •  Identify how places are interdependent on each other and how human activity in one place affects others. (development in transport and its benefits)
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and economy related to them. 
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

Knowledge:

Students will…

 

  • Identify different forms of modern transportation and their characteristics.
  • Explain some of the reasons for the development of transport systems in urban and rural areas.
  • Explain the dependence of international trade on an effective transport system.
  • Explain the importance of the transport system in the development of the economic activity.
  • Outline the role of the transportation system in internal and international trade
  • Identify major modes of transportation and trade routes in Pakistan.
  • List some of the major exports and imports transported through CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, and Gwadar Port
  • Explain some of the strengths and weaknesses of the transport infrastructure in Pakistan.

Skills:

Students will be able to…

 

  • Use Google Maps to observe some major transport routes of the world.
  • Formulate questions related to how various means of transportation affects their lives.
  • Investigate the differences in transport in rural and urban areas.
  • Contrast the usage of different forms of modern transportation.
  • Evaluate the importance of transportation for exports and imports.
  • Inquire and analyze data based on major exports and imports through CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, and Gwadar Port
  • Inquire the role of CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, and Gwadar Port in development of economic activity in Pakistan.
  • Analyze the transportation infrastructure in Pakistan.

Assessments

Formative Assessments

The teacher will ask students to

  • Name at least four modern types of transportation
  • Give at least two reasons why transport systems should be developed in urban and rural areas of Pakistan
  • Name at least two economic activities that depend on transport
  • Tell what they know about CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, and Gwadar Port
  • Name at least three major exports and imports transported through the silk route and CPEC
  • Give examples to show at least two strengths and two weaknesses about the transport infrastructure of Pakistan

 

 

Summative Assessments

Students will

  • Write in their notebooks about the characteristics of modern means of transportation used in Pakistan.
  • Write about the issues due to lack transport facilities and propose the reasons for its development in rural and urban areas.
  • Write a report about the importance of transport in economic activities, by drawing examples from Pakistan.
  • Use an atlas to locate the major transport routes of Pakistan including CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, and Gwadar Port.
  • Locate important cities on the route of CPEC using a map.

 

Learning Activities

The teacher will

  • Guide the students to prepare a debate about the strengths and weaknesses of the transport system of Pakistan.
  • Divide the class into groups to collect information in the form of pictures, videos, etc. about the transport infrastructure of Pakistan. Students will present their findings to other groups. The teacher can guide how to take notes while one group is presenting.
  • Engage students in independent as well as collaborative research and projects related to trade and transport. Instruct students to explore future plans of transport infrastructure by the government of Pakistan. Students to assess the sustainability of these plans in terms of their impact on the environment and the lives of the people. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Show a map online or in an atlas about the transport routes of Pakistan. Guide students to locate at least 5 cities on each major route. Instruct students to gather, organize, and interpret data about transport routes in the form of a report.
  • Engage students in independent as well as collaborative research and projects related to CPEC. Instruct students to find out the benefits of CPEC and how it will create jobs and business opportunities for the local people. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Organize online interviews with people engaged in transport business/activities. Divide the class into groups. Guide each group to think of questions for the interview, e.g. What is the nature of their transport business/job? What are the challenges they face in terms of transport routes? Do they have suggestions for improvement in the existing transport infrastructure of Pakistan?
  • Show a documentary about CPEC, silk route, Chaman, Torkham, Port Qasim, Karachi Port, or Gwadar Port. Divide the students into groups. Instruct them how to take notes about the importance of these routes in the economic development of Pakistan. Each group to present its findings in the form of short videos (1-2 minutes).
  • Provide the National transport Policy of Pakistan 2018: https://www.pc.gov.pk/uploads/downloads/policy.pdf to students. Divide the class into groups. Instruct each group to read about the policy. Students to give their feedback (advantages and drawbacks) in the form of a report. Guide students how to represent data in the form of graphs, tables, pie charts, flow charts, etc.

 

 

 

 

 

Unit 6. Social and Economic Development                                                                                                                   

 

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

 

Student Learning Outcomes:

  • Inquire and describe some local, regional, and global patterns of distribution and consumption of resources. (measuring development)
  • Investigate economic activities related to natural, capital, and human resources. (economic indicators)
  • Describe that the economic progress of a region relies upon the specialization of resources through education, scientific research, and technology. (economic and human indicators of development)
  • Analyze that high revenues can be generated by exporting finished goods through technological advancements, marketing trends, and professional ethics.
  • Study a selected infrastructure to understand adaptation according to human needs. (comparison of the development of one developed country and Pakistan)
  • Use sophisticated and appropriate vocabulary to describe growing issues connected to physical, human, and environmental geography and economy related to them. 
  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.
  • 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 personal conclusions and critique with credibility.

Knowledge:

Students will…

  • Describe that development includes the social and economic welfare of the people of a region.
  • Compare and contrast the Economic Development Indicators (EDI) from Human Development Indicators (HDI) of a country
  • Investigate the key economic indicators of development and their importance.
  • Enlist a few human indicators that are important for the development of the country.
  • Explain the role of inflation and unemployment in the development of a country.
  • Evaluate the impacts of technology on the development of a country.
  • Evaluate the current position of Pakistan at EDI and HDI indicators. 
  • Explore the importance of health care in the development of the country.
  • Identify the role of the Organization for Economic Co-operation and Development (OECD) to support development in developing countries.

Skills:

Students will be able to…

  • Demonstrate a sound understanding of development.
  • Initiate discussions that pose multiple questions about the various aspects of development and to what extent it serves humanity.
  • Apply knowledge about EDI and HDI to the Pakistani context.
  • Gather and interpret data related to inflation and unemployment rates in Pakistan. Investigate its possible causes.
  • Inquire about the inefficacy/need for improvement of the Pakistani healthcare system.

Assessments

Formative Assessments

The teacher will ask students to

  • Tell what they understand by the terms social and economic welfare
  • Give at least two economic development indicators and human development indicators
  • Recall the meaning of inflation
  • Give at least two factors that affect the development of a country
  • Give at least two reasons for the need of technology for the development of the economy of a country
  • Tell why healthcare is an important factor for the development of a country.

Summative Assessments

Students will

  • Write in their notebooks that the importance of social and economic welfare in measuring the development of a country.
  • Draw a comparison between economic development and human development indicators.
  • Write a list of key economic development indicators and explain their importance for the development of a country.
  • Write a list of key Human Development Indicators and explain their importance for the development of a country.
  • Analyze how unemployment and inflation affect the development of a country.
  • Write a report on how technology can aid in the development of a country.
  • Write a paragraph on the need for an affordable healthcare system for the development of a country.

 

 

 

Learning Activities

The teacher will

  • Debate the reasons why social and economic welfare is crucial for the development of a country.
  • Engage students in independent as well as collaborative research and projects related to economic and social development. Instruct students to explore future plans of the government of Pakistan to improve economic and social development. The teacher will provide extra reading material, books, articles, or Internet links for research.
  • Show a map online or in an atlas about global economic development. Guide students to locate developing and developed countries of the world. Instruct students to gather, organize, and interpret data about economic development in the form of tables, graphs, etc.
  • Engage students in independent as well as collaborative research and projects to explore how Sustainable Development Goals (SDGs) are related to human development. The teacher will provide extra reading material, books, articles, or Internet links for research, e.g. http://hdr.undp.org/en/content/human-development-and-sdgs.
  • Provide the monthly economic updates published by the Ministry of Finance, Government of Pakistan: https://www.finance.gov.pk/updates.html to students. Divide the class into groups. Instruct each group to read about different sections of the updates. Students to note the key points related to inflation, unemployment, economic indicators, etc. Guide students on how to interpret data from the given graphs, tables, etc., and prepare a report.

 


repetition

Sequencing and merging is done

Exclude this as this point is combined with point 2.

irrelevant slo

discard it

discard it please