Contents

Scheme of Work........................................................ V
Internal Structure of the Earth................................... 1
Earth Alive................................................................. 2
Water Resources........................................................ 6
Land Supply............................................................... 8
Mineral and Energy Resources................................... 10
People and Resources................................................ 12
Settlements............................................................... 14
Pollution.................................................................... 16
Transport and Communications.................................. 18
Review Exercises
 International Lower Secondary Geography
Scheme of Work

Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 1: Students will be able to: Discussion Textbook pp,1-5 A good coverage of the Explaining
Internal 1. explain how scientists gather Jules Vernes’ internal structure of the Describing
Structure Of information about the interior of the Classroom “Journey To The earth can be found at this
The Earth demonstration Centre Of The site
earth Earth” view
2. describe the characteristics of the
earth’s crust and the earth’s mantle
3. explain heat distribution in the
mantle
4. describe the characteristics of the
core
Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 2: Students will be able to: Observing the Textbook pp, For a visual presentation Describing
Earth Alive 1. to describe the Earth’s internal rising and setting 6-30 of the movements of Explaining
structure of the sun the earth, the class can Observing
be shown this video. It
2. to define the concept of Plate Demonstration is accompanied by clear
Tectonics Video narration.
3. to explore the idea that plate view
tectonics helps to explain the
formation of earthquakes
4. to define the concept of folding
5. to describe the structure of a fold
6. to describe the ways the rock layers
bend
7. to define the concept of volcanism
8. to identify the types of volcanism
9. to talk about volcanoes in Pakistan
10. to understand the types of volcanoes
in Pakistan

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11. to understand the meaning of
intensity of an earthquake
12. to understand the factors that
determine the intensity of an
earthquake
13. to understand the causes of the 2005
Great Pakistan Earthquake

Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 3: Students will be able to: Discussion Textbook pp, This site shows the Identifying
Water 1. describe the distribution of the Video 31-42 distribution of water. Explaining
Resources world’s water resource Photo Study Where is water? Calculating
2. explain the factors that affect the Poster making water.usgs.gov/edu/ Describing
supply of water Survey earthwherewater.html Extracting
Field trip information
3. explain the rising demand for water
4. explain the methods that are used to
ensure water supply
5. explain the need and the various
ways to conserve water

Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 4: Students will be able to: Discussion Textbook 43-56 This site shows the coast Describing
Land Supply 1. describe the land surface on earth Role play line change of Dubai due to Explaining
2. describe the various uses of land Slide show land reclamation.
3. explain the rising demand for land https://vimeo.
4. explain how the supply of land can com/95408038
be increased
5. explain how land use can be
maximised
 Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 5: Students will be able to: Discussion Textbook pp, This site covers the many Describing
Mineral 1. to define these two terms: “mineral” 57-67 successful reclamation Explaining
and Energy and “mineral resource” Slide show stories in the USA.
Resources 2. to classify mineral resources into 3 Included are before and
main types after pictures to show the
differences reclamation has
3. to explain the 3 main types of made to the derelict land.
mineral resources View
4. to describe the two types of mineral
resource extraction
5. to classify energy resources into 2
main types
6. to explain the 2 main types of energy
resources
7. to make relationships between the
uses of energy resources and their
impact on the environment
8. to ask geographical questions

vii
viii
Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 6: Students will be able to:
People And 1. describe and explain the growth of
Resources world population over time
2. explain how the population of a
country grows
3. explain the factors that lead to high
birth rate in a country
4. explain the consequences of a high
birth rate
5. explain the concept of population
density
6. define low, moderate and high
population density
7. describe the composition of the
population using a population
pyramid
8. draw a population pyramid given the
relevant population data
9. explain the connection between
people and resources
Discussion Textbook pp, For teachers who want Describing
68-78 an in-depth write up of Explaining
Map work demographic transition, Defining
this is a good start.
Poster design view
This site gives a list of
countries arranged by
population size. Good for
making comparisons. view
For population pyramids
of various countries, visit
this site. A great site to
obtain population pyramids
of different shapes for the
purpose of comparison.
view
 Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 7: Students will be able to: Video/slide show Textbook pp, A variety of aerial Defining
Settlements 1. define settlement 79-86 photographs can be Explaining
2. distinguish between rural and urban Aerial photo study obtained at this site. The Identifying
settlement photos can be used for
3. explain how different factors attract Discussion class discussion or photo
study.
people to settle in a place view
4. identify settlement patterns on map
5. describe the three settlement
patterns
6. identify and describe the different
functional zones of an urban
settlement
7. explain the factors that affect the
characteristics of the zones
8. explain the changes that the
functional zones are undergoing

Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 8: Students will be able to: Discussion Textbook pp, 87- A good write up of water Defining
Pollution 1. define pollution 100 pollution is found at this Explaining
2. explain the causes of the different Video site. For teachers who need Describing
types of pollution more information about
3. describe the consequences of Survey water management and
water pollution, this site is
pollution a good one to visit.
4. explain the different ways and the view
different levels at which pollution can
be reduced For air pollution and links to
other useful sites, visit
view

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Suggested
Chapter/Topic Specific Instructional Objectives Book Resources Website Resources Target Skills
Activities

Chapter 9: Students will be able to: Discussion Textbook pp, Information on Describing
Transport And 1. describe the important role 101-113 transportation in Pakistan is Comparing
Communication transportation plays in the various Map study available at this site.
aspects of our life view
2. describe the different modes of Photo study A detailed study of
transportation can be found
transport Field trip at this site. This is part of
3. compare the advantages and the book, “The Geography
disadvantages of each mode of of Transport Systems”
transport view
4. define the concept of accessibility
5. define the concept of connectivity
6. define communication
7. explain globalisation
 01
Internal Structure of the Earth
Learning Objectives:
• Examine the characteristics of the internal structure of the earth.

Suggested Activities/ Strategies Resources

1.1 Interior of the Earth Textbook pp, 1-5
• Introduce class to Jules Vernes “Journey to the centre of the earth”.
Although very little about the interior of the earth was known then, there Jules Verne’s “Journey to
was tremendous interest to unravel the mystery. Discuss if it is possible to the centre of the earth”
travel to the centre of the earth and ask students for their opinions. If it
is not possible to travel into the earth, how do scientists know about the
interior of the earth?
• Explain how scientists, through the study of earthquakes, gather important
information about the interior of the earth.
• Explain how mining also contributes to the knowledge about the earth’s
interior.

1.2 Crust
• Show Fig 1.1. Point out the earth’s crust. Using Fig 1.2, show students the Fig 1.1
depth of the crust with respect to the other layers. Peel an orange/grapefruit Fig 1.2
to show that the earth’s crust is just a thin layer compared to the other Orange/grapefruit
layers. On the skin, you may like to draw lines to show that the crust is not a
continuous layer but broken into pieces. Describe the characteristics of the
crust.

1.3 Mantle
• Show Fig 1.1. Point out the mantle. Ask students what they think the mantle Fig 1.1
is like and the temperature of the mantle. Describe the characteristics. Show Fig 1.2
Fig 1.2. Point out the depth of the mantle, compared to the other layers. Fig 1.3
Explain how heat is distributed in the mantle using Fig 1.3.

1.4 The core

• Show Fig 1.1. Point out the core. Using Fig 1.3, compare the depth of the Figs 1.4, 1.5
core to the other layers. Ask students what is the core like and what kind
of temperature is expected in the core. Describe the characteristics of the
core. Refer students to Figs 1.4 and 1.5 for a view of what to expect as one
“travels” into the interior of the earth.
• Summarise the chapter using the graphic organiser.
• Complete the word search found in the textbook.

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 02
Earth Alive
Learning Objectives:
• Students will identify the three layers of the earth: core, mantle and crust.
• Students will learn and demonstrate the concept of tectonic plates and their movement.

Suggested Activities/ Strategies Resources

2.1 Earth’s Internal Structure Textbook pp, 6-30
Show a soft boiled egg (cut in half with the shell still on) and make a comparison
between a soft boiled egg and the layers of the earth. The yolk, which is a little Internet
“runny,” is the core of the earth. The white of the egg is like the mantle and the
shell represents the crust of the earth. Unlabelled diagram of
Ask students to draw the internal structure of the Earth and label it or provide Earth’s Internal Structure
them unlabelled diagram to label.

2.2 Plate Tectonics and Plate Movements

Discuss how the surface of the Earth is physically changing. We are able to observe
and measure mountains rising and eroding, oceans expanding and shrinking,
volcanoes erupting and earthquakes striking. Ask students for their ideas about
why it changes. Write the term plate tectonics on the board and ask if anyone
has heard of this theory. Record class comments on the board and save for later.
Describe the interior structure of the Earth and Earth’s crust as divided into
tectonic plates. Explain lithosphere and plate boundary.

Types of Crustal Plates

Discuss the types of Crustal Plates.

http://www.cotf.edu/ete/modules/msese/earthsysflr/plates4.html

This website gives a comprehensive explanation of the types of crustal plates and
the movements of the crustal plates. A tour of this website reinforces the various
ideas mentioned in the textbook.

2.3 Plate Tectonics in Pakistan

Discuss how earthquakes come about in Pakistan and to attempt to show that
there is a relationship between the concept of plate tectonics and earthquakes in
Pakistan. The purpose is for the students to practise their skills in communicating
and repeating the fact so that they remember the facts. Students are to come
up with a large show chart or a vanguard sheet showing the concept of plate
tectonics and earthquakes in Pakistan. In this chart, there are several diagrams
to show how the concept of plate tectonics is linked to earthquakes in Pakistan.
The students use this chart to explain why there are earthquakes occurring in
Pakistan.

http://www.see.leeds.ac.uk/structure/dynamicearth/himalayas/index.htm

This website gives a comprehensive explanation of the plate tectonics in Pakistan.

It has an animation of the way the Indo-Australian plate collides into the Eurasian
plate.

2.4 The Folding Process

Show the class a few pictures of mountains with exposed sides revealing the
folds within the mountains. Teacher encourages the students to talk about what
2 they see in the pictures.
Teacher tries to draw from the students the concept of folding by encouraging Plasticine or Play dough
the students to explain how the folds come about – through the two forces from
opposite directions acting on each other, folding the rock layers.
Teacher divides the class into small groups of 3 or 4 and gives them some plasticine
or play dough to form layers to represent layers of sedimentary rocks.
The students are to apply pressure on both sides of the layers of plasticine or
play dough to try to fold the layers. Students are to discuss what happens to their
plasticine.

2.5 Folds and Fold Mountains

Tell students that Fold mountains are mountain ranges that are formed when two
of the tectonic plates that make up the Earth’s crust push together at their border.
The extreme pressure forces the edges of the plates upwards into a series of folds.

The Himalaya Mountains are still growing as the Indian continental plate folds over
the Eurasian continental plate. The Pacific plate is being folded over the Australian
plate.

Most people think of the rugged, soaring heights of the Himalayas, Andes, and
Alps when they think of fold mountains. But some of the Earth’s smaller mountain
ranges were once soaring peaks, too. The Appalachian Mountains started forming
480 million years ago when the North American and Eurasian continental plates
collided. The Appalachians were once taller than the Himalayas. However, erosion
has taken its toll on the Appalachians. Today, some of its higher peaks are less than
a third of the height of Everest.

Fold mountains are the most common type of mountain on Earth. Other types
of mountains are volcanic mountains, erosional mountains, and fault-block
mountains. Volcanoes create volcanic mountains. Erosional mountains are created
as wind and water wear away soft portions of land and leave rocky hills. Fault-block
mountains are created where parts of continental crust are displaced.

http://www.bennett.karoo.net/topics/foldmountain.html

This website gives a concise understanding of what fold mountains are and how
these mountains are formed.

2.6 Volcanism
Teacher asks these questions to the class, “What is volcanism?”, “Is it about
volcanoes?”, “What is a volcano?”, “Have any of you climbed a volcano?”, and “Are
there underwater volcanoes?”. Teacher attempts to draw from the students the
concept of volcanism.
Teacher gives each group the task of finding out the types of volcanism through
surfing the Internet or through gathering information from books in the school
library. Through this activity the students will learn how to select relevant
information from either the internet or from resource books. Teacher asks students
to discuss their responses with their partners.
Divide students in small groups and help them to make their own volcano. Paper cup, cardboard,
Paste the bottom of a paper cup to a large, flat piece of cardboard. As a class, make waste paper or clay or
a papier-mâché or clay mountain around the cup, leaving an opening in the top. Plaster of Paris, water,
Colour the mountain. Pour some water into the cup, and mix in one tablespoon baking soda, vinegar and
of baking soda. To make your volcano bubble over with lava, quickly pour two poster colours.
tablespoons of vinegar into the baking soda mixture.

http://www.icelandviking.com/volcanoes/icelandic-volcanoes/

It makes interesting reading about underwater volcanoes.

3
 2.7 Volcanoes in Pakistan
A mini question and answer session. Teacher divides the class into 2 groups. The
first group is the expert group. This is a smaller group. The group brainstorms on
the possible questions their classmates would ask about this topic: Volcanism
in Pakistan. They must prepare answers to the possible questions, e.g. “Is there
volcanism in Pakistan?”, “Is Pakistan at the margin of destructive plate boundary?”,
“What are the types of volcanism experienced in Pakistan?”. The first group could
get help from the teacher. Each student in the second group crafts a question to
ask the first group. In the second part of the activity, students in the first group sit
in a row in the front of the class. They look like experts in volcanism in Pakistan.
Students in the second group field questions to the first group. Students in the first
group attempt to answer the questions posed. The teacher is the arbitrator. He
awards points for each relevant question posed by the second group and points
for each relevant answer for the first group. Marks are totalled at the end of the
session. The group with the higher scores wins.

http://www.defence.pk/forums/members-club/15825-mud-volcanoes-
balochistan.html

It makes interesting reading and has stunning photographs of the mud volcanoes
at Hingol River areas.

2.8 Relationship between Volcanoes and Humans

Teacher gives each pair of students the task of exploring the risks and benefits of
volcanic eruptions to people who live near to active volcanoes. Students have to ask
geographical questions and to make relationships between the plate tectonics and
earthquakes in Pakistan. Teacher gives students time to think out their individual
responses. Teacher asks students to discuss their responses with their partners.
Teacher asks a few students to share their responses with the whole class.

2.9 What are Earthquakes?

Teacher shows and discusses with the students newspaper articles about
earthquakes in various parts of the world. In the course of discussing earthquakes,
teacher tries to get the students to define what an earthquake is. Teacher tries
to elicit from the students the meaning of focus and epicentre through asking a
series of questions such as “What do you call the place where an earthquake takes
place?” or “Does an earthquake happen on the surface of the Earth or deep inside
the Earth?”. Teacher shows the students a diagram showing where the focus and
epicentre of an earthquake are.
Exposition – Teacher explains the instrument used to measure earthquakes and the
meaning of magnitude of an earthquake.

2.10 Earthquake Zones in the World

Teacher provides a world map to show the plate margins on the board. Teacher
asks the students the relationship between plate margins and earthquakes e.g. “Is
there a link between plate margins and earthquake occurrences?” and asks the
students to identify the areas of frequent earthquake occurrence.
Teacher uses an OHP to project on the board a list of the more recent earthquake
occurrences in the world. The list could be obtained from this website:

http://earthquake.usgs.gov/earthquakes/egarchives/year/egstats.php .

Teacher asks student to show where they are on the world map. Do they see a link
between plate margins and occurrences of earthquakes?

4
2.11 Earthquakes
Teacher gets students to discuss the meaning of intensity of an earthquake as Fig 4.6
opposed to the magnitude of an earthquake by writing on the board this question,
“What is intensity of an earthquake?”, “Is intensity of an earthquake the same
as magnitude of an earthquake?” Teacher tries to elicit from the students the
meaning of intensity and magnitude.
Teacher gives each group of students the task of finding out the factors that
determine the intensity of an earthquake. They could surf the Internet or get
information from the school library. Each group reports on the factors that
determine the intensity of an earthquake. Teacher asks “Are there ways in which
people can influence or change the factors?.” Teacher asks the students for their
responses and discusses their responses with the whole class. [Basically, people can
only influence one factor only – the building materials used to construct buildings.
The other factors are more or less beyond the control of people.]

2.12 Earthquakes in Pakistan

Teacher gives students the task of finding out how the 2005 Great Pakistan
Earthquake happened. They could surf the Internet or get information from the
school library. Each group reports on the location of the earthquake, the extent
of damage and the reasons for the extent of damage. Each group reports on how
people can be more prepared for earthquakes or the steps people have to take
to prepare themselves in the event of an earthquake occurring. Teacher asks the
students for their responses and discusses their responses with the whole class.

5
 03
Water Resources
Learning Outcome:
• Understand the scarcity of water on earth.
• Explain the factors that affect the supply of water.
• Discuss ways to conserve water resources.

Suggested Activities/ Strategies Resources

Introduction
• Show students photographs on the scarcity of water – e.g. Lake, river drying Photographs
up, people carrying buckets of water in dry areas.

3.1 Water Supply

• Use Fig 3.1 to show why there is scarcity of water when the planet is 75% Fig 3.1
water.

3.2 Factors Affecting Water Supply

• Use Fig 3.2 to show the annual distribution of precipitation. Name the areas Fig 3.2
where precipitation is low (e.g. Africa, Central America, Asia, Australia).
• Show Fig 3.3 and point out the countries facing water scarcity. Ask students Fig 3.3
to name these countries. Ask students if they see a relationship between
water scarcity and annual precipitation (Fig 3.1 and 3.2). Students will be
able to see that precipitation affects water supply.
• Have students look at Fig 3.2. Ask them where the places with high Fig 3.2
precipitation are – nearer the equator or further away. Ask them what the
climate nearer the equator is like. Places that have high temperatures also
have high rainfall.
• Show students articles about climate change. Ask them how temperature Articles on climate change
will change with climate change. Explain that higher temperatures will mean
more rainfall. This is already shown earlier on places nearer the equator
are hot and also have higher rainfall. What does climate change do to the
amount of rainfall received in places that are hot?
• Show students pictures of water pollution. Ask students what pollution can Photographs of water
do to water and hence the supply of water. pollution
• Ask students what will happen to the ground after a forest is cleared.
Where will the water run off to and will the water be clean or full of soil and
sediments? Ask them if they have seen water in the canal after a downpour
and what colour is the water. Explain that the sediments caused the brown
colour and in this way water is polluted too.
• Have students compare where water will flow to on a concrete surface and a
grassy surface. Ask them if the ground is paved, where the water will flow to.
What will happen to groundwater? Explain that by paving ground surfaces,
groundwater is not replaced. Groundwater supply will gradually become
less.

3.3 Reasons for the Rising Demand for Water

• Ask students to read carefully the reasons for the rising demand for water.
Discuss how the increase in population has lowered the resources of clean
drinking water. Ask students to work in pairs and come up with a list of “how
can water be saved”. When done ask each student to share his ideas with
the class or give presentation in morning assembly.
• Discuss the importance of clean water for farming. Ask students if we use Photographs
dirty or polluted water for agriculture what would happen?
• Discuss underground water system by showing students images of Tube
6 Wells. The modern ways of water conservation for agriculture can also be
discussed in a class or ask pupil to research about the Dripping System.
 • Tell students that each and everything in the universe is connected to
each other, where the rise of Industrial Revolution has made lot of people
unemployed it has also affected the resources of water and electricity. Ask
students to jot down points suggesting ways to save electricity in order to save
water and ‘uses of water in industries’.

3.4 Ensuring Water Supply

Water Catchment Area

Ask students to write down everything they can think of that would affect a stream
or river. Students might write soil, industrial waste, weather, plant life, animal life
humans etc. All the things listed and discussed affect are water sources. These are
factors that can determine whether a source of water is clean enough for us to use
for bathing or drinking. Toss several questions on students Have you ever looked
carefully at the water in a stream or river? Did it look clean or muddy? How can we
tell if the water is clean?
There are many things that can affect the water you see in a river or stream.
Sometimes the water looks really clean, but it really is not because of invisible
pollutants or tiny bugs that live in the water.
In this phase students would figure out from where this water comes and how
it gets to a specific stream or river. The whole area from where stream or river
water begins to where it finally reaches you is called a Water Catchment Area.
Ask students what measures should be taken to ensure that there are less chances
of pollution in the water catchment area? And, how more water can be collected in
the catchment area and prevented to be wasted?

Desalination
With the help of the given link on pg 38. Ask students to research about desalination
and write a note on it. Also ask students to find out if this modern way can be
worked in Pakistan? Explain your answer with a reason.

Reclaiming Water
Ask students to read Reclaiming Water and answer the following questions:
- What is reclaiming of water?
- Can we use reclaimed water for drinking?
- Can we start reclamation at our own home on a smaller scale? Suggest ways to
reclaim water at home.

3.5 Water Conservation

Research ways through which we can reserve water. Make a poster with the theme
“Each Drop Counts” and display on the soft board of the class. Prepare a dialogue
between two students on the water conservation and present it in a morning
assembly.
• Summarise the lesson using a graphic organiser.
• Find out about the water supply in your home country/city.
• Write a poem on/about water. Try to bring out the importance of water in the
poem.

7
 04
Land Supply
Learning Objectives:
• Explain why land is a scarce resource.
• Explain the factors that affect the demand for land.
• Explain the different methods to increase land supply.

Suggested Activities/ Strategies Resources

Introduction
• Divide the class into six groups, each group represents one of the following: Textbook pp, 43-56
−−government officials
−−entrepreneurs/industrialists
−−farmers
−−real estate developers
−−environmentalists
−−tour organisers
A piece of good rural land is to be developed. Different groups of people are
interested in developing the land. The different groups are those given above.
Each group will discuss how they want to make use of the piece of land and why
they should be given the land.
Each group will have a representative/spokesperson to present their case.
This exercise aims to bring out the idea of competition for land.

4.1 Land Supply?

Discuss the land surface of the earth. Ask students to find out why only 10% of Fig 4.1
land is habitable? What factors make a land habitable? Can we make too dry, too Fig 4.2
cold and too mountainous places habitable?

4.2 What is the Land Used For?

Refer students to Fig 4.2 showing the different uses for land. Bring in Fig 4.1 to
show that land is limited and there is intense competition for its use. Show Fig
4.3, the competition for land.

4.3 Reasons for the Rising Demand for Land

Ask students what people need for survival and for livelihood. Discuss how as Figs 4.10, 4.11 and 4.12
the population grows, more land is needed for food, water, houses, industries,
roads etc.
• Show students Figs 4.9 and 4.10. Ask the following questions:
−−What do you see on the land?
−−What has happened to the land?
−−What is responsible for the state of the land?
• Explain how land becomes damaged and unusable. This reduces the amount
of land that is available for use, especially for farming.
• Show class pictures of biofuel plants and/or articles on biofuel. Ask if they Pictures of biofuel plants.
have an idea of what biofuel is or where it comes from. Explain that biofuel Articles on biofuel
is from plants and they compete with food crops for land.
• Refer them to Figs 4.11 and 4.12.

4.4 Ways to Increase Supply of Land

• Show Fig 4.13. Ask them what is happening to the forest. Why is that
happening? Discuss why forests have to be cleared so that more land is
8 available for use.
 • Show students Fig 4.16. Have them identify the place. Since it is a famous
landmark, students will know something about it. Ask them what is so special
about The Palm Islands, how it is made possible. Explain land reclamation.
Refer to Figs 4.14, 4.15, 4.17 and 4.18.
• Have students look at Figs 4.19, 4.20 and 4.21. Ask them what has happened
to the water and the land. What can be done to make the land good for use?
Discuss what is being done to restore the damaged mining land using Fig 4.19.
Discuss what the restored land can be used for.
• Show class Fig 4.22 and 4.23. Ask class what is being carried out. Explain how
irrigation helps to increase land supply.

4.5 Maximising Available Land

• Using Figs 4.24 and 4.25, ask students the following questions:
−−What do you see in the pictures?
−−Why are the buildings so tall?
−−Why the buildings built so close to one another?
−−Explain how building upwards and increasing the density of buildings help
to economise on land.
• Show Figs 4.26. Ask students to identify features. Why is farming carried out
on hill slopes? Explain how terracing maximises land use.
• Show Fig 4.27. Ask students to describe what they see and what the activity is.
Introduce hydroponics and how soil less farming can help to ease the demand
for land.
• Summarise the chapter using the graphic organiser.
• Complete the activity “Increasing land supply in your country” found in the
textbook.

• Enrichment activity 1
Do a class project on methods used to increase land supply in the home
country. Refer to the textbook under “Extension of the activity.”
• Enrichment activity 2
Search the internet to find out how other countries increase their land supply.
Countries such as Hong Kong, the Netherlands, Singapore, Japan and Dubai
have successfully extended their land supply. Find out more, collect pictures
and information. Organise the information and pictures for the class bulletin
board. For those more perceptive, they can even make a slide show for the
class!

9
 05
Mineral and Energy Resources
Learning Objectives:
• Students will learn about minerals and its types.
• Students will identify energy resources and its types.
• Understand the uses of mineral and energy resources on the environment.

Suggested Activities/ Strategies Resources

5.1 Minerals
Teacher writes mineral on the board and asks the students to define this term. Textbook pp. 55-67
Refer them to the pg. 58, 1st paragraph.

5.2 Main Types of Mineral Resources

Bring cookies (chocolate chip, peanut butter chip) to the class. Tell students
that rocks are like cookies and chocolate chip or peanut butter chip are mineral
resources. Show the students photographs of various types of mineral resources
and ask this question, “Is this a mineral resource?” and finally, “What are the
main types of mineral resources?”. Teacher guides the students to come up with
the 3 main types of mineral resources and writes these on the board.
Teacher gives each group of students the task of sourcing for information Internet and resource
concerning one type of mineral resource. They could surf the Internet or get books
information from the school library. Students are to report their findings to their
group. For those groups which used the Internet, they are to write down the
URLs that they have visited for accountability and the sort of information they
have found. A spokesperson from each group is to share verbally one main type
of mineral resource to the whole class. In sharing, they are to tell the class the
web links so that other groups can read to verify or to gather information to add
to what they have heard from the other groups. Teacher appoints a spokesperson
in this first instance. On subsequent occasions, the students are to appoint their
own spokesperson or they have to rotate the appointment so that more students
are able to get the opportunity to be the spokesperson for the groups.
Each group of students could explain one main type of mineral resource on a
display board. The display should include descriptions and examples of one
main type of mineral resource, e.g. metallic mineral resource – iron or copper.
Photographs of the mineral resource should be included to make the display
board more attractive. Teacher asks the class to judge the display boards made
by the students. The group which has the best display board wins.

5.3 Mineral Resources Extraction

Teacher asks the students, “How do people extract mineral resource from the
inside of the Earth?”, “How many types of mineral resource extractions are
there?”, “Is the job of extracting mineral resource from the ground dangerous?”.
Show the following video to the class. It is highly recommended as it would create
interest in students and it would be easy for them to comprehend the process of
quarry.

http://vimeo.com/68902089

Ask the students if they would like to do the job of mining underground for coal.
Teacher gives each pair of students the task of sourcing for information concerning
one type of mineral resource extraction. They could surf the Internet or get
information from the school library. Students are to report their findings to their
partners. For those students who used the Internet, they are to write down the
10 URLs that they have visited for accountability and the sort of information they
have found.
A spokesperson from each pair is to share verbally one type of mineral resource
extraction to the whole class. In sharing, they are to tell the class the web links so
that other groups can gather information for the different aspects of the topic.

5.4 Main Types of Energy Resources

Teacher shows the students photographs of the sun, volcanic eruptions, waves
breaking onto the coast and asks the students these questions, “Is the sun able
to provide energy for people?”, “Is a volcanic eruption able to provide energy
for people?”, “Are the waves breaking onto the coast able to provide energy for
people?”. Get the students to think about getting energy from these sources.
Teacher asks “What then is an energy resource?”. Teacher gets the students to
discuss the various energy sources. Teacher asks “What are the main types of
energy resources?”. Teacher guides the students to come up with the 2 main types
of energy resources and writes these on the board.
Teacher gives each group of students the task of sourcing for information concerning
one type of energy resource. They could surf the Internet or get information from the
school library. Students are to report their findings to their group. For those groups
which used the Internet, they are to write down the URLs that they have visited for
accountability and the sort of information they have found. A spokesperson from
each group is to share verbally one main type of energy resource to the whole class.
In sharing, they are to tell the class the web links so that other groups can read
to verify or to gather information to add to what they have heard from the other
groups.
Each group of students could explain one main type of energy resource on a
display board. The display should include descriptions and examples of one main
type of energy resource, e.g. non-renewable energy resource – coal or petroleum.
Photographs of the mineral resource should be included to make the display board
more attractive. Teacher asks the class to judge the display boards made by the
students. The group which has the best display board wins.
Written work (in Pairs) – Teacher asks the students to discuss with their partners
the various examples of the 2 main types of energy resources and to draw up a
table to show the advantages and disadvantages of each example of the 2 main
types of energy resources. Students in pairs compare their answers with other pairs
of students. Teacher asks a few students to share their work with the whole class.

5.5 Use of Energy Resources and their impact on the environment

Teacher gives each pair of students the task of exploring the negative impact on
the environment with the various uses of energy resources. Students have to ask
geographical questions and make links between uses of energy resources and the
environment. Teacher gives students time to think out their individual responses.
Teacher asks students to discuss their responses with their partners. Teacher asks a
few students to share their responses with the whole class.
Ask students to work in pairs and find out which energy resources have been used Table 5.1
by the following consumers and how.
1. agriculture
2. transport
3. industry
4. domestic
5. commercial

11
 06
People and Resources
Learning Objectives:
• Examine the growth of the world’s population through time.
• Understand how a population grows.
• Examine the factors that cause high birth rates.
• Understand the consequences of high birth rates.
• Describe the population density and the distribution of world population.

Suggested Activities/ Strategies Resources

6.1 World Population Growth
• Show students Fig 6.1. Ask students the following: Textbook pp.68-78
−−the period of slow growth;
−−the period when fast growth began. Fig 6.1

6.2 Factors Affecting World Population Growth Rate

• In the introduction students identify the period of fast growth. Ask them Fig 6.2
under what circumstances will a population grow. Refer them to Fig 6.2.
Look at the three situations where the numbers of births are compared to
the number of deaths.
• Introduce the concepts of birth rate and death rate in affecting population
growth.

6.3 High Birth Rate

• Ask students if children will enjoy a longer life if there is medicine and health Table in section 6.3
care. Explain how health care can result in more children living beyond 5
years of age. Explain why sons are favoured.

6.4 Consequences of High Birth Rate?

• Explain that more people mean more jobs, houses, schools and resources Table in section 6.4
are needed.

6.5 Population Distribution

• Show students Fig 6.3. Ask them to name the continents that have few Fig 6.3
people and continents that have most people.
• Refer students to Fig 6.4. Define population density. Ask students which Fig 6.4
country A or B, has a higher population density. Explain that density is just
to give a general idea of distribution and not where exactly the people are Fig 6.5
concentrated. Discuss low, moderate and high population density. Refer to
Fig 6.5. Name countries with low, moderate and high population density.
Discuss the possible reasons/factors that affect the different densities – soil,
climate, relief etc.

6.6 Population Pyramid

Explain the students about Population Pyramid. Refer students to Fig 6.6 and ask
them to find out who has the lager population male or female (30-34), why the
people of 80 years are least in number?
Ask students to draw a same table on their notebooks with respect to their school.
Keep the ages on the vertical axis and number of students on the horizontal axis.
Use two different colours to distinguish girls and boys. What have you find out?
Ask students to share their answers with the class.

12
6.7 Population and Resources
Ask students to read 6.7 and find out which continent has the largest number of
population. Explain them the connection between population and resources. Tell
students that if we will not plant trees, our future generation would have lack of
trees; consequently, less oxygen, more pollution, no wood for paper and furniture.
After giving this example extract from the students what are other resources which
can be scarce if we misuse them.
Ask students to suggest few ways which can help us to save our natural resources.
• Summarise using a graphic organiser.
• Students to work on activity on birth and death rates in the textbook.

13
 07
Settlements
Learning Objectives:
• Compare the characteristics of rural and urban settlement.
• Identify the patterns of settlement on a topographic map.
• Explain the factors that attract people to settle in a place.
• Identify the different functional zones of an urban settlement.
• Compare the characteristics of the different functional zones of an urban settlement.

Suggested Activities/ Strategies Resources

7.1 Settlements Textbook pp. 79-86
Ask students where they live. What are the activities that they can find in where
they live – banks, post offices, sundry shops or malls etc? What do most of the
people work as and where do they work – farms, offices, banks etc?

7.2 Factors Affecting a Settlement

Discuss with students how different factors affect the settlements. A fisherman
cannot live in an urban area and an industrialist cannot live in a rural area.
Fisherman would prefer to live near the river and industrialist would have a
preference on commercial area rather on a residential area. Man cannot live
in the coldest areas of the world because of the weather conditions. Similarly
the mountainous areas are not suitable for living. People tend to live on a place
where it is easy to build roads; houses etc so make the life easier. Toss a question
to the students what do you think why people live on mountains (KALAASH)?
How they make things work for them? What factors would you consider ifa you
are ask to build a house for yourself?

7.3 Types of Settlements Figs 7.1 and 7.4

Show students Fig 7.1. Discuss the characteristics of the buildings and the
dominant activities found there. Show Fig 7.4. Discuss the characteristics and
the dominant activities found there. Compare the differences in activities and
characteristics of the buildings and other features. Discuss how the places the
students live in compare to these two settlements shown. From here, draw up
the differences and define rural and urban settlements.
Discuss the suburban zone, a zone in between the inner city zone and the rural-
urban fringe.

7.4 Settlement patterns

Have students look at Figs 7.2, 7.6 and 7.8. Ask them to make a comparison of
the patterns of settlement. Introduce the different patterns. Refer them to Figs
7.5 and 7.9. Pictures of Linear
Show the class Fig 7.8. You may show pictures of other cities around the world. Ask Settlement (houses on Sea
students to list the characteristics of the buildings, the density of the buildings, View) and CBD (Shahra-
the transportation found there and the activities usually found in such places. Faisal).
Ask them why they think the buildings are tall and dense. Explain the high cost
of land in the CBD.
Show Fig 7.10 and 7.11. Ask students to list the characteristics of this place –
building height, density, activities, transportation network etc. Discuss the
differences. Explain who live in this zone and why.

14
7.5 The Changing Functional Zone
Show Figs 7.12 and 7.13. Compare these to Figs 7.10 and 7.11. Discuss the
differences and the reasons.
Ask students to look at Fig 7.13. Compare this to Fig 7.10 and 7.11. They are all
pictures of the inner city zone. Compare the differences. Discuss the reasons for
the differences and changes.
Ask students if they have seen a changing zone in their own city? What have you Graphic organiser
noticed? Aerial photograph
• Summarise the chapter using the graphic organiser.
• Allow students to apply their knowledge of settlement patterns by answering
the questions based on the aerial photograph in the textbook.

15
 08
Pollution
Learning Objectives:
• State what pollution is.
• Examine the causes and extent of pollution.

Suggested Activities/ Strategies Resources

8.1 What is Pollution? Textbook pp. 87-100
Show Figs 8.1, 8.2 and 8.3. Ask students the following questions:
−−What do you see in the pictures? Figs 8.1, 8.2, 8.3
−−What has happened to the air, land and water?
−−Who is responsible for what happened to the environment?
−−What are the types of pollution in the pictures? Fig 8.4
Introduce natural and man-made pollution. Define pollution and explain that
most pollution is caused by human activities. Using Fig 8.4, talk about the main
types of pollution that the chapter will cover.

8.2 Types of Pollution

Land Pollution
Ask students where they throw their household waste and where the waste ends
up. Explain that in many places around the world, there is no systematic rubbish
collection and it is simply thrown away into rivers, lakes or on the streets. Ask
them what will happen to the waste after a period. What will happen to plastic Fig 8.5
after a period? Explain that some wastes are degradable while others are not.
Show Fig 8.5. Examine the different types of solid waste.
Ask students what farmers use to get rid of pests and weeds. Explain how these
chemicals are washed, seep into the ground to pollute the ground.
Ask class where do farmers get water to water their crops. Explain irrigation and
why it is necessary in some places. Explain how irrigation causes salinisation of Fig 8.8
the soil.

Water Pollution
Show Fig 8.8. Ask class the following questions:
−−What do you see in the picture?
−−Where does the water come from?
−−Where is it flowing to?
−−Where does the wastewater in your homes flow to/end up?
−−Where does the wastewater from factories end up?
Introduce the word “sewage.” Explain where household wastewater end up and
what it contains. Explain how sewage causes water pollution.
Ask students what happens to the chemicals that farmers use when it rains. Fig 8.9
Explain how chemicals from farms cause water pollution in open waters and
ground water.
Show Fig 8.9. Ask students what they see in the water. Why is there so much
plant growth in the water? Explain how excess fertilizers cause eutrophication.
Ask students what happens rain falls on bare ground. Discuss how soil erosion
causes water pollution. Ask students what happens when oil is poured on water. Fig 8.10
What happens when a large amount of oil is poured into the canals, rivers or sea?
Explain that oil is spilled/ leaked from many daily activities, not just oil spills.
Show Fig 8.10. Ask students to comment on the water in the picture and what
causes it. Recall how mining activities cause land damage due to the toxic
16 chemicals used in mining.
Air Pollution
Show Fig 8.13. Ask students what causes the poor visibility. Explain how motorised Fig 8.13
vehicles cause air pollution. Discuss the effect of increased car ownership on air
pollution.
Show pictures of air pollution from factories. Ask how industries contribute to air Picture of air pollution by
pollution. factories
Ask students what they know about Chlorofluorocarbon (CFC) and where it is being
used. Explain how CFC causes air pollution.

8.3 Consequences of Pollution

Ask students how the living organisms are being affected by pollution? How the air
pollution is dangerous for health? Support your answer with examples. How the
Global Warming is affecting human life? What is the estimate of WHO about the
deaths in developing countries? How WHO came on this conclusion? Ask students
to share their ideas.

8.4 Measures Taken to Reduce Pollution

Ask students to brainstorm, what preventive measures can be taken to reduce
pollution. Record their answers on board and ask them to read 8.4 Individual pg.
97. Ask students what new things they have learnt through this paragraph and how
they are going to educate other people to save the earth.
Ask students to read National and International pg. 97-98 and find out what is
Copenhagen Accord. Do you think it worked? Google to find out what the countries,
which were the part of Copenhagen Accord, did after this meeting?
Find out if our government has taken any steps to reduce pollution.
• Summarise using the graphic organiser.
• Students to work on Activity 1 and 2 given in the textbook. pp. 98-99

17
 09
Transport and Communications
Learning Objectives:
• Trace the development of the major types of transportation.
• Examine the advantage and disadvantages of the major types of transportation.
• Examine accessibility, connectivity and transportation.

Suggested Activities/ Strategies Resources

9.1 Making connections
• Carry out the activity found in the textbook (at the start of this chapter). Textbook pp, 101-113
After the activity, ask the class how the objects that they have listed in their
tables reach them. Ask them why is transportation important. Discuss the
importance of transportation.

9.2 Types of transport

Road
• Ask students how people transport goods and people before cars were
invented. Discuss the limitations of transport then. Fig 9.1
• Ask class how people transport goods and people after the engine was
invented. Show Fig 9.1. Discuss how cars changed transportation and the
exchange of ideas, goods and services. Talk about the development of roads
with the invention of cars.
• Ask students if they know how fresh produce from farms far away reach the
supermarkets fresh. Discuss how new technology (refrigerated trucks, air
conditioned cars and buses) has changed transportation.
• Discuss the advantages and disadvantages of road transport.
Rail
• Ask class what rail transport is mainly used for. Explain why rail is mainly
used to transport bulky freight.
• Show pictures of fast speed rail Fig 9.4. Ask students to identify the objects Fig 9.4
in the picture. Allow them to provide information about the objects in the
picture (fast speed trains). Ask them why fast speed trains are found mainly
in cities.
• Discuss the advantages and disadvantages of rail transport.

Sea
• Show students pictures of sailing ships and modern cargo ships. Ask them for Pictures of sailing ships
the differences in terms of speed, capacity and how the ships are powered. and modern cargo ships
Discuss the advantages and disadvantages of the sea transport.
• Show Fig 9.5. Ask students to identify that objects in the pictures (containers). Fig 9.5
Discuss how containers are used and how flexible they are as they are multi-
mode.

Air
Ask class who are the people who often travel by air. Why do these people
choose air travel to other forms of transportation? Discuss the advantages and
disadvantages of air transport.
Show class advertisements of budget airlines and other airlines. Ask them what Advertisements of budget
they observe about the prices of the air tickets and why are the prices different. and ordinary airlines
Discuss the difference between budget and ordinary airlines.

18
9.3 and 9.4 Accessibility and Connectivity
Show class a picture of the Amazon rainforest. Ask class if it is easy to reach the
Amazon Forest. Students to work with a partner to brainstorm how they would be
able to reach the Amazon Forest easily. Present their ideas to the class.
Show an image of an island and ask student what could be the different modes of
accessibility? Show Fig 9.6 and 9.8. Ask class which transport is most suitable to
access these places. Define accessibility. Introduce the concept of connectivity.

9.5 Communications
Ask students what they are trying to do when they read their textbooks (getting
information). Introduce the word “communication.” Ask students what are the
other forms of communication.

9.6 A Shrinking World and Globalisation

• Ask students if they have sent out emails or used the MMS. How fast are the
messages delivered? How far can a message travel? How many people are able
to receive it? Discuss the new methods of communication, advantages and
disadvantages and how it has shrunk the world.
• Summarise the chapter using a graphic organiser.
• Complete the activity found in the textbook.
• Working in groups, students can be assigned to map out the connectivity of
their school/town/city. They can draw out a sketch map with the help of a road
map or Google map (if there is internet access). To show connectivity, draw in
the roads, rivers etc that connect the place to other places around.

19
 Review Exercises
Chapter 1
Multiple Choice Questions
1. Which of the following statements about the interior of the Earth is true?

(a) The interior of the Earth is semi-liquid as it is very hot.

(b) The temperature increases towards the Earth’s core.
(c) Of the different layers, the Earth’s mantle is the hottest.
(d) The Earth’s crust is one rigid piece that makes up the surface of the Earth.

2. The mantle of the Earth can be described as _______________.

(a) solid and hard, made up mainly of iron
(b) semi solid and hot
(c) rigid, made up of very dense rocks
(d) made up either the continental or oceanic plates

3. The convection currents in the mantle help in the following way:

(a) Distribute the denser rocks to areas of less dense rocks.
(b) Distribute the temperature in the core to the other parts of the Earth.
(c) Move the Earth’s crust during plate tectonics.
(d) Enable volcanoes to erupt.
Write a brief description of the following.
1. What is Continental Drift Theory?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What do you know about the Core of the Earth?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

20
 Chapter 2

Fill in the blanks with suitable answers.

1. The place where two crustal plates meet is called the _________.
2. _____ is the highest mountain of the world.
3. World’s highest volcanoes can be found in _____.
4. The sides of the fold, which occurs in sedimentary rock layers, are known as ________.
5. The ________ is used to calculate the magnitude of an earthquake.
6. Buildings built on ____ and _____ foundations withstand earthquake better.
7. The _____ region and the Himalayas in Asia are areas that experience high numbers of earthquakes.

Answer the following questions:

1. Pakistan lies at the boundary of two crustal plates, name them.

_____________________________________________________________________________________

_____________________________________________________________________________________

2. What is meant by plate boundary?

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Define the structure of the fold.

_____________________________________________________________________________________

_____________________________________________________________________________________

4. What is the relationship between volcanoes and humans? Write in your own words.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. What is meant by Seismic Shaking?

_____________________________________________________________________________________

_____________________________________________________________________________________ 21
 Chapter 3

Read the article below that shows the water situation in Beijing, China.

Price of water raised in Beijing

Beijing – Beijing will raise the price of water by about 20% in 2005.
This is to discourage residents from wasting water and ease the shortages in the city. It is hoped that
by paying more, people will become more aware of how valuable water is. High demand and low
supply and lack of public awareness are blamed for the shortages.

(a) What do you think could be the possible causes of high demand for water in Beijing?

____________________________________________________________________

____________________________________________________________________

(b) Suggest two ways in which the public can help to reduce water usage.

____________________________________________________________________

____________________________________________________________________

Fill in the blanks with suitable answers.

a ________ is a process in which trees release water into the atmosphere.

b _______ method is invented to increase the supply water in drier regions.
c To ensure the supply of water countries are investing in ______ method, in which salt is removed
from the sea water.
d The growth of industries began with the __________ in Britain.
e Desert region receive very little __________.

22
 Chapter 4

1. The picture below shows land reclamation in progress. Study the picture carefully before answering the
questions that follow.

(a) What is the main reason for land reclamation. (1m)

_________________________________________________________________________________

(b) Name one other way, as seen in the picture, that the country is trying to solve the problem of land.

_________________________________________________________________________________

(c) What are two other ways that the country can do to overcome the land problem?

_________________________________________________________________________________

_________________________________________________________________________________

23
 Chapter 5

Fill in the blanks with the suitable answers.

1. The most common coal is _______.
a Copper is a good conductor of ____ and _____.
b ______ is composed of Calcium and Magnesium.
c ______ is used to extract petroleum or crude oil from the ground.
d Nuclear power is a _____ energy resource.
e Solar energy and wind energy are types of ________.
f Propane and butane are produced as by-products of_______.

Answer the following questions:

1. Write the methods of extracting mineral resources.

_________________________________________________________________________________

_________________________________________________________________________________

2. Write five uses of coal.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. List few consumers using petroleum as an energy resource.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

24
 Chapter 6

1. The diagrams below show the distribution of population in a square kilometre of land.

A B

Choose the statement that best describes A and B.

a) A will not have a shortage of resources as there are fewer people living there.
b) B is likely to see undernourishment and poverty as there are more people living there.
c) In A, the people are more spread out than in B.
d) A is underpopulated whereas B is close to overpopulation.

2. Study the population pyramid of Mexico for the questions that follow.

Population of Mexico (2000)

80+
Male 75-79 Female
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4

6 5 4 3 2 1 0 0 1 2 3 4 5 6
Population (in millions)

(a) Describe the shape of the population pyramid, paying attention to the base and the top of the pyramid.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

(b) What can one say about the number of male and female in the population?

________________________________________________________________________________

________________________________________________________________________________
25
 (c) Do you think Mexico has a young or old population?

________________________________________________________________________________

(d) What evidence can you see in the pyramid that supports your answer in (c) above?

________________________________________________________________________________

Fill in the blanks with the suitable words.

1. When the number of births is equal to the number of deaths, the population remains __________________.
2. ________________ shows how many people live in a square kilometre of land.
3. If a person is a ____________ he or she will not eat meat.
4. According to the __________ 1/3 of the world is well fed, 1/3 is under-fed and the other 1/3 is starving.
5. If the speed of the population growth remains unchanged, the population will reach ____ by the year
2050!

26
 Chapters 7, 8 and 9

Multiple Choice Questions

1. The following statements are true about a rural settlement except ________________.
A. the primary activities in a rural settlement are farming
B. the goods and services found in a rural settlement are simple
C. the population in a rural settlement is usually small
D. rural settlements are usually concentrated in a small area

2. For questions 2 and 3, refer to the diagram below.

building
forest
river
farms

The settlements found in the diagram above are due mainly to the following:

i. The river is a source of fresh water.

ii. The river can be useful for cultivation.
iii. Flooding helps to nourish the land.
iv. The river helps to connect the settlements to other places.
A. i, ii and iii
B. i, iii and iv
C. ii, iii and iv
D. i, ii and iv

3. In the above diagram, what is the most likely settlement pattern that will develop when the settlements
grow?
A. Linear pattern
B. Nucleated pattern
C. Dispersed pattern
D. Random pattern

4. Very few people live in the Arctic region. The main reason for the small population in the Arctic region is
_______________.
A. A soil
B. B climate
C. C lack of jobs
27
D. D absence of cities and towns
 5. The diagram below shows the different functional zones of a city.

Rural-ur baan fringe

Suburbs

CBD Inner city zone

In which zone will you build a factory that requires a large area of land and employs a large number of workers?
A. CBD
B. Inner city zone
C. Suburbs
D. Rural-urban fringe

6. Which one of the following is not a natural source of pollution?

A. Volcanic eruption
B. Forest fires resulting from lightning strike
C. Dust storms
D. Oil spill

7. Water pollution can be caused by all of the following except ________________.

A. chemical fertiliser being washed into rivers

B. irrigation that causes salinisation
C. pesticides seeping into groundwater
D. non-degradable chemicals in sewage

8. What are the main causes of air pollution in a city?

i. Cars
ii. Industries
iii. Forest fires
iv. Burning of fossil fuels
A. i, ii and iii
B. i, ii and iv
C. i, iii and iv
D. ii, iii and iv

9. What does the 3-Rs refer to in environmental studies?

A. Reduce, reuse and recycle

B. Reuse, recycle and renew
C. Recycle, renew and reclaim
28 D. Reclaim, review and reduce
10. Acid rain has all of the following effects except __________________.

A. makes water in lakes more acidic

B. destroys trees and forests
C. damages buildings
D. reduces the amount of acid in the atmosphere

11. Transportation is important because it ________________________.

A. promotes the building of roads and railways

B. enables the exchange of ideas and goods
C. makes good use of land in large countries
D. leads to the development of motor vehicles

12. Which one of the following statements about greenhouse gases is correct?

A. They absorb the heat from the Sun, preventing the earth from getting too warm.
B. They absorb heat that is emitted by the earth, preventing the earth from getting too cold.
C. They form a layer around the earth called the stratosphere.
D. They help to reflect heat from the Sun back to space.

13. Rail transport is considered environmentally friendly for the following reason:

A. Railways use very little land.

B. Trains can travel long distances on little fuel.
C. Trains can carry a large load using little fuel.
D. Trains can carry more passengers.

14. A businessman will choose to travel from New York to Japan by air. What do you think is the most likely
reason for choosing to fly?

A. Air travel is expensive but comfortable.

B. It is cheaper to travel by air than by cruise ship.
C. Air travel is safer and cheaper than other modes of transport.
D. Although air travel is expensive, it saves travel time.

15. Traffic jams are a daily occurrence in many cities around the world. Of the following measures, what do you
think will be most effective in reducing traffic jams in the city?

A. Encourage people to drive to work in the city at different times of the day.
B. Punish people who cause jams by imposing a fine.
C. Encourage people to ride public buses and trains to get to the city.
D. Build wider roads.

29
 Short Answer Questions (15m)

1. Study the diagram carefully and answer the questions that follow.

(a) What are two ways in which the farmer can contribute to pollution?

_________________________________________________________________________________

_________________________________________________________________________________
(b) Name two sources of water pollution as seen in the diagram.

_________________________________________________________________________________

_________________________________________________________________________________

(c) How does water pollution eventually harm the people living in the small town?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

30
 (d) Suggest how the farmer can reduce pollution on his farm.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. Refer to the map below to help you answer the following questions.

(a) What do you think are the two main reasons for building the East-west Railway in his place? (2m)

_________________________________________________________________________________

_________________________________________________________________________________

(b) What form of transportation is most likely used to transport the iron ore from the mine? (1m)

_________________________________________________________________________________

_________________________________________________________________________________

(c) What is the likely reason for the form of transportation used in (b)? (2m)

_________________________________________________________________________________

_________________________________________________________________________________

(d) Do you think the City is accessible? Give a reason for your answer. (2m)

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