geography scheme of work army public school

Army Public Schools and Colleges System
Academic Session 2022-2023
First Term Plan
SOW Summary
Class: VI Subject: Geography
Prescribed Textbooks: Cover Page: i
 Window to World Geography for class 6 by Marshall SOW Summary: i
Cavendish Instructions (Anx - A): v
 Oxford School Atlas for Pakistan (5 th Edition) Cambridge Scheme of Work: 1 - 20
Resources:
 Syllabus Break-ups Session 2021-20212(Round 1 - 4)
Total Teaching Weeks: 16
Prescribed Notebooks:
 APSACS Single - lined interleaf English notebook (large): 1
Syllabus Content
Chapter No. & Title
Introducing Geography
No. of Periods
1
Note:
 Section Heads to ensure the availability of APSACS Policy
Booklets for Teachers:
 Academic Package
Physical Geography
Chapter 1: The Universe 8
 Syllabus Implementation Guide Chapter 2: Natural Spheres of the Earth 9
 Management & Facilitation Booklet
Human Geography
 The estimated number of periods is allocated for each
chapter. Any adjustment in the Teaching Periods must be
planned during the Teachers’ Subject Coordination Meeting.
Chapter 5: People and Places Around the
World- Norway
8
Chapter 6: World Population 6
i

Anx-A
ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM
APSACS Scheme of Work
Rationale & Instructions for Teachers
Rationale
After 16x years of APSACS Journey in the pursuit of Academic Excellence, the Academic Package has evolved to the next level of Curriculum
development. APSACS SOW has been developed to meet international scholastic standards. The elaborate details in previous Syllabus Break-
up format is to be used as a reference document as it is the bedrock and building block on which the current SOW has been developed. It is
prepared by breaking up the curriculum document into manageable, logical and progressive chunks.
 SOW:
- Is a living document that is easy, convenient and simple to use
- Increases the Teacher’s responsibility for students’ learning to select & sequence the teaching
- Is student centered and allows teachers room for maneuvering, creativity and productivity. Greater contact time between the teacher and
the student
- Gives greater latitude to teachers so as to tailor lessons according to individual class needs
-May include baseline, summative and formative assessment
The primary aim of SOW :
- Meet learning objectives
- Empower and strengthen collaboration amongst teachers
- Ensures effective and meaningful Coordination Meetings
- Leads to robust and meaningful INSET Program
Instructions for Teachers
A Scheme of Work based on International Standards is provided for each class and subject in place of the Syllabus Break up from Academic
i

Session 2022-2023. SOW based on SNC SLOs 2020, provides an outline for planning the curriculum content. It covers Term wise syllabus for
specific subjects. i.e., curriculum planned for a science class is prepared on APSACS SOW format which empowers teachers to plan lessons as
per individual class learning needs. During the Subject Coordination Meeting, Teachers may refer to the detailed Teaching Methodology given in
Syllabus Break-up (Round 1 – 4) for Academic Session 2021-2022.
Schools will need to adjust the Teaching Weeks, Periods and Holidays according to their Regions’ Academic Calendar.
SOW includes:
1. SOW Summary
Teachers must study and familiarize themselves with APSACS Policy Booklets i.e., Academic Package, Syllabus Implementation Guide and
Management and Facilitation Booklet. These documents will be available in the Section Heads’ Office and School Library.
The total Number of Teaching Weeks and Number of Teaching Periods required to complete the Unit and Chapter are also given in the
summary.
2. Unit, Chapter, Topic & Sub Topics and Skills
Relevant Unit wise information to be given under the appropriate headings e.g., Chapter 1 Numbers to 100, Lesson 1 Counting to 100,
Lesson 2 Comparing and Ordering Numbers.
The skills given in SOW are for the entire Unit / Chapter. Teachers must pick out and write the focused skills for their daily Lesson Plan.
3. Student Learning Outcomes and Success Criteria
The SLOs of the entire Unit/Chapter are given in simple and user-friendly language for the Teachers to share with the students. Success
Criteria for each Unit / Chapter are clearly identified for Teachers to share according to the lesson content and add any other relevant
Success Criteria.
4. Teaching Methodology, Learning Activities & AFL
A brief outline has been given to guide Teachers to develop and plan their daily lessons. Details of Interactive Activities that can be carried
out to help students understand the concept are also suggested. Strands and icons must be identified by the Teachers in their Lesson Plans.
AFL techniques such as Q & As, MCQs, On Spot Tests, Quizzes, Board / Seat Work, Presentations, Project Work etc are to be carried out
2

during the lessons. Sample questions have also been given to help teachers prepare their own AFL Question Bank. Teachers should prepare
their own Qs. Whatever AFL technique is used it must be mentioned in the Lesson Plan.
5. Teaching Resources & Web Links
Textbook/Workbook/Activity book/Teaching Guides/Suggested Resource Material along with their page numbers, AV Aids, real life objects, IT
equipment, digital resources and web links have been indicated. Teachers can add alternative resources according to activities planned.
Ensure the Digital Resource Content and Images are age-appropriate and do not contain any anti Islam, Pakistan or Armed Forces material.
Teachers must check the given web links and utilize the content judiciously. The videos must be linked with the lesson through related
questioning to gauge and enhance student understanding. This needs to be planned in the Coordination Meeting and reflected in the Lesson
Plan.
6. CW, HW & Online Assignments
CW, HW and Online Assignments have been identified in the SOW. APSACS provides a number of tasks for seat work; Teachers must
judiciously select the relevant task for each day.
Teachers must follow APSACS H.W schedule. Online Assignments are an essential component to keep students and teachers engaged in
the process of digital learning and the practice must be continued.
3

Instructions for Teachers Geography Class VI
 Introduce the new Geography textbook ‘ Window to World Geography 6’ , and discuss its features and characteristics highlighting its
importance as a separate discipline.
 Familiarize students with the glossary given at the end of the book, with basic geographical terminologies.
 Discuss the chapters and contents to be taught in the 1st Term, in general.
 From Session 2022 -23 the allocated periods for Geography will be 2 in both terms.
 Periods allocated to the chapter will be divided among different sections. Teachers are instructed to plan the break-up period-wise during
the Weekly Co-ordination Meeting.
1. Window to World Geography for Class 6 (Marshall Cavendish) Paramount Publishers is accompanied by:
a. SOW Summary
b. SOW (Support material provided by the Sectt)
2. The teacher must use all the relevant material provided in the Textbook. The illustrations, photographs and the maps in the Textbook are
very informative and must be focused on during lessons.
3. The SOW is designed on total weeks required to complete each Chapter, teachers are expected to plan it day–wise choosing their
methodologies, ideas and activities in the teaching practices where required.
4. The weekly syllabus is a basic guideline to help the teacher. The teacher must do other related activities to supplement each topic and make
it interesting.
5. Ensure that students participate in discussion activities and formulate answers in their own words to the Reflecting part of the chapter.
Teachers should facilitate but never spoon feed the students.
6. Assessments should be planned with the subject-coordinator.
7. Geography should always be taught with the help of Atlas/Globe/ Maps and A/V Aids.
8. There are four Projects given in Window to World Geography Textbook. Two projects to be assigned in a Term.
4

9. All the questions specified for written work in the Geography chapters should be done in notebooks.
10. Textbook questions given in the Reflecting part, at the end of each chapter are to be discussed thoroughly in the class and done by the
students independently. Teachers must develop & ensure that a conducive learning environment prevails in the classroom, so that students
feel comfortable to ask questions about any concept.
11. Teacher should introduce critical thinking questions during discussions in the class.
12. Teacher must customize herself with the Web links given in the textbook for the research work and then help students to enhance their
digital literacy.
5

APSACS SCHEME OF WORK
ACADEMIC SESSION 2022-23
FIRST TERM
Class: VI Subject: Geography
 Teachers to refer to:
No. of Periods per Week: 2
- Rationale and Instructions for Scheme of Work (SOW) att. as Anx A
- Syllabus Break-ups (Round 1 - 4) Academic Session 2021-22 to be used for detailed Teaching Methodology.
 Teachers to identify relevant Strands & Icons in the daily lesson Plans as per requirement
Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching Methodology, Learning Activities, AFL & Web Links
Teaching
Resources
Introducing
Geography Students will be able
to:
 define the term
Geography
 observe the
characteristics of
physical, human
and
environmental
geography
through pictures
 understand and
identify the
difference
between
geography and
other subjects
 describe the
physical and
human
environments
Note: Teacher to read and explain the content for introduction
to the new subject Geography. No written work of ‘Introducing
Geography’ will be done.
What is Geography?
 Ask pupils to define what Geography is in their own words.
Ensure whole class participation for the warm up brainstorming
session.
 Write their responses on the board. Broadly place the responses
into groups on the board (for e.g., those who say mountains,
rivers, volcanoes etc. will be in one group and those who say
people from different countries, places etc. will be in another
group). Volunteers can be asked to do the grouping. Refer and
draw the flow chart given on pg. 8 to explain the topics covered in
three branches of Geography.
 Elicit how geography is different from other subjects and why it is
important to study geography
1. Physical Geography Textbook Pg. 3
 Check students’ previous understanding of physical regions.
 Discuss the broad classification of Physical Geography.
It is important that the pupils are able to see that Physical
Geography is more than just rivers and volcanoes.
 WWG Textbook
6
 pages 2 -8
 Globe / world
 map
 Internet
 Pictures showing
 geographical
 features
 Oxford School
 Atlas for
Pakistan Pgs. 7,
44,45,46,47
 shorturl.at/alwSY
Restricted Page 1 of 20

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 understand the
importance of
acquiring
geographical
knowledge and
skills
 Explain the term ‘relief’ to the students and what it means in the
context of Physical Geography.
2. Human Geography Textbook Pg. 4
 Refer pupils to the flow chart made on the board. Explain which
information/areas are covered in human geography e.g. people,
culture, houses, places etc. Summarize by showing pictures of
the different components of Human Geography. (Sorting and
classifying)
3. Environmental Geography Textbook Pg. 5
 Show pupils pictures of pollution, logging, soil erosion, housing
development, road building etc. Ask pupils what they see and
identify what is happening in the picture in the Textbook page 5.
 Ask them to identify who is responsible for what they see in the
picture. Discuss human activities and their effects on the
environment.
 Elicit threats to environment as well when the importance of
environmental geography is being deliberated.
What Do You Need in the Study of Geography? (pg. 6)
 Discuss pictures on page 6 of the Textbook in detail and
understand that there is so much to learn about this wonderful
world.
 Discuss a definition of geography
 Ask students to identity how geography is different from other
subjects elicit their views and generate a class discussion.
Learning Activities:
1. A set of pictures showing the different physical landscapes may
be prepared for a group of about 5 pupils to work on. The group
is tasked with grouping the pictures and explaining why they
group them in a certain way.
2. Get pupils to complete the Activity on page 7. Let students
come up with questions in groups. Teacher to guide and the
students on how to form a most pertinent question.
3. In order to complete this activity successfully, discuss each and
every photograph of the chapter with the students at length. Ask

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Skills
 Collaborating
 Identifying
 Analyzing
 Critical
thinking
 Sorting
 Classifying
 Graphical
interpretation
(picture
comprehension)
Success Criteria
 identify, describe
and understand
Physical, Human
and
Environmental
Geography
 actively
participate in all
class discussions
and activities
 look at the
pictures and
separate them
according to
different branches
of Geography.
students to describe what they can see about the landscape, the
signs of human settlement. Stress the importance of observation
in geography.
H.W:
Read and study the pictures given in’ Introducing Geography for
developing an insight about the subject.
Chapter 1:
The Universe
Students will be
able to:
 define universe,
 galaxies, stars
and planets
 explain the origin
of the universe.
 define galaxy and
its types
 understand the
concept of
solar system
 describe the
situation of
1.1: Origins of the Universe TB Pg 11:
 Introduce the topic on the board by making a mind map to check
students’ previous knowledge about the vastness of the universe
and the placement of earth in the universe.
 Ask the following questions from students.
 Why can we see during the day?
 Where is the sun present?
 Ask students to write their address: street, city, province, country,
continent and Earth and going further out to the Solar System
and so on.
Galaxies:
 Recap the understanding of facts related to big bang, galaxy,
milky way, elliptical etc.
 Explain to the students that there are three categories of galaxies
as per their shapes.
a. Spiral
 WWG Textbook
6 pages 10 -21
 Globe
 Oxford School
Atlas for
Pakistan pgs. 4
& 5

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Earth and how life
is possible on
Earth
 describe the
shape and
size of Earth
 understand
Earth’s
movements and
their impact on
Earth
b. Elliptical
c. Irregular
 The Milky Way is a spiral shaped galaxy that was formed five
billion years ago. Refer to fig 1.1a and 1.1b (TB pg. 11). Refer to
Surf I.T box given on (TB pg. 11) as these links
provide a lot of information related to topic.
1.2: The Solar System: (TB Pg 12)
 To introduce the Solar System to the students, recall their
previous knowledge.
 Read and discuss the table 1.3 in detail to understand Planets
and their temperature. (comparing diameter, distance, temp, day,
year)
1.3: How is Life Possible on Earth?
 Ask students if they know where the sun rises and sets. Ask what
causes the change in the position of the sun. Refer to the figure
1.4 (Textbook Pg 14) and explain the concept of rising and
setting of sun. Explain in detail that actually it happens due to the
movement of earth around the sun and around its own axis. This
causes day and night and changes in the seasons as well.
 Explain that life on earth is possible due to suitable temperature
and availability of water. These features distinguish planet Earth
from all other planets.
1.4: Shape and Size of the Earth:
 Refer to fig 1.5 (Textbook page 15) and explain the shape of
planet Earth on white board. Highlight its impact on change of
seasons. Explain the difference in distance between North Pole
to South Pole (vertical) and the breadth of Earth at equator
(horizontal).
1.5: Rotation of the Earth TB Pg16:
 Explain to the students that we feel that sun in changing its
position from morning to evening but actually it is the earth that is
on continuously moving and rotating on its axis. Explain the

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Skills
 Comparing
 Collaborating
 Identifying
 Analyzing
 Critical
thinking
Success Criteria:
 draw diagram on
inter-leaf pages of
notebook
 analyze pictures
and diagrams
given on different
pages of the
Textbook
 participate in
group and class
activities
 present written
work in clear and
legible
handwriting
 write answers to
questions in your
own words,
independently
 carefully look for
the information
given in the
Textbook before
answering the
questions and
 consult Oxford
School Atlas for
Pakistan
wherever required
concept of day and night with the help of fig 1.6 and 1.7 (TB
pg16).
 Explain Earth & its rotation on its axis and the tilt of the earth
rotation using fig 1.6 (Textbook pg. 16). Explain the effects of
direct and indirect rays of sunlight on the surface of the earth with
the help of fig 1.9aand 1.9b (Textbook pg. 18).
 Explain to the students that the Earth rotates on its axis from
west to east in twenty-four hours. The side of the earth facing the
sun experiences the day and the side away from the sun has the
night. Refer to fig 1.7(Textbook Pg 16) for further clarity. Teacher
to collect relevant information from the internet for further
guidance.
1.6 Revolution of the Earth
 Explain with the help of fig 1.8 (TB pg. 17) all significant changes
that occur during four seasons.
 Talk about the blessings of Allah Almighty that Pakistan is
blessed with all four seasons due to which we have variety in our
flora and fauna.
 Discuss the duration of Earth’s revolution around the Sun and on
its own axis and what changes occur on Earth due to this
duration.
 Explain how earth is divided into northern and southern
hemispheres.
 Explain the concepts of winter and summer solstices to show that
summer and winter solstices occur concurrently, but in different
hemispheres.
 Explain the rotation and revolution of the Earth with the help of fig
1.9c (TB pg. 18) and fig 1.10 (TB pg. 19).
 Discuss the ‘Interesting Fact’ given on Textbook pg 19 to the
students for further clarity of topic.
 Explain the concept of solstices and equinoxes (TB pg-18- 19).

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
At a Glance TB Pg 21:
 Summarize the chapter with the help of a graphic organizer given
on TB Pg 21(At a Glance) before starting the written work.
AFL:
• Why is there no life on the planets closer and farther to the Sun?
 Why is there no life on any other planet?
 Ask students what the impact on earth would be if there is no
rotation or revolution of Earth?
 Ask pupils why there is day and night and why it is so
that when Pakistan has day America has night?
 Why should we not look at the sun directly?
1. What does the solar system look like?
Explain Activity 1 (Textbook Page 14) to the students and
coordinate with the computer teacher to open up the given links
for further clarity of the concepts.
2. Carry out an activity to explain how day and night occurs with the
help of a globe and a torch. Explain to the students that the sun
is stationery but actually the earth moves. Tell them by keeping
the torch on one place and moving the globe from one side to
another.
3. Create a brochure to inform your friends about how solstices can
affect on the temperature of a place. (Peer work)
CLASS WORK:
Reflecting TB Pg 20:
Note: Discuss all questions, 1-6 given on TB Page 20 with the
students before starting the written work in notebooks.
 Q 1-4, 6

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
H.W:
 Ask students to complete the table given with Q 5 on an interleaf
page of the notebook.
 Draw and label figures 1.9a, 1.9b (TB pg. 18) and 1. 10(TB pg.
19) on an inter-leaf page of the notebook.
Online Assignment:
 Ask students to gather more information about Solstices and
equinoxes with the help of internet. Explain how these affect the
temperature. Ask them to submit their findings online.
Chapter 2:
Natural Spheres
of the Earth
Students will be
able to:
 define the natural
spheres of the
earth: lithosphere,
hydrosphere and
biosphere
 explain the
composition and
structure of the
atmosphere.:
temperature, air
pressure, global
wind system and
atmospheric
moisture
 understand the
global wind
system & different
types of winds
 understand the
types of moisture
present in the
2.1 Natural Spheres of the Earth
 Refer to Chapter 1, section 1.3 (pg. 14) ‘How is life possible on
Earth’?
 Explain to the students that these four spheres are further divided
into many categories.
 Atmosphere refers to the mixture of different gasses that are
encircling the Earth. It keeps the earth safe from the harmful rays
of sun.
 Lithosphere is related to the solid part of the Earth and includes
mantle and the crust. Refer to fig 2.2 and Surf I.T (TB pg. 24).
 Hydrosphere is based on the availability of water that is available
on the surface and inside the Earth in the form of ice, water
vapours etc. Refer to fig 2.3 (TB pg. 25)
 Biosphere is related to the parts of Earth where life exists. Refer
to fig 2.4 and Surf I.T (TB pg. 25)
 Revise these concepts with the help of links given in Surf I.T box
(TB pg. 24 & 25).
2.2 Composition and Structure of the Atmosphere
 Explain that Earth’s atmosphere consists of nitrogen, oxygen,
carbon dioxide and water vapour.
 WWG Textbook
6
 Textbook, pg.
22 –37
 Oxford School
Atlas for
Pakistan
 A jar of boiling
water
 Ice cubes
 Internet
 Laptop, mobile
 Pictures in the
textbook
 Board, marker

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Skills
 Collaborating
 Identifying
 Analyzing
 Critical
thinking
 Sorting
 Classifying
atmosphere e.g.,
rain, hail, snow
fall, fog, clouds
etc.
 identify the major
types of clouds
 explain the
relationship
between air
pressure and
temperature
 distinguish the
effects of drought
and flooding
Success Criteria
 identify
differences
between different
types of clouds
 correctly identify
effects of drought
and flooding
the information
given in the
textbook to
answers the
questions
 consult Oxford
School Atlas for
Pakistan,
 Explain the concept with the help of fig 2.5 and 2.6 (TB pg. 26)
that talks about the distribution of gases available in the
atmosphere and five layers of atmosphere with their
measurement.
 Explain that out of all five layers of the atmosphere we all live in
the troposphere because most of the gases are found there.
 Discuss Interesting Facts given on (TB pg. 26).
Temperature:
 Define temperature and explain how temperature is measured.
 Discuss with students what do they observe about the
temperature throughout a day – temperature usually increases
with the day.
 Discuss students’ observations of the temperature during a year.
 Explain that temperature changes within a day and throughout
the year.
 Explain the phenomenon of solar radiation with the help of fig.2.7
(TB pg. 27) and reinforce the concept by telling students that 55
% or sun’s radiations are reflected back and only 45 % are
absorbed.
 Explain the factors that affect the temperature of a place,
including altitude, distance from the sun and placement of place
on equator, or poles etc.
Air pressure:
 Introduce “air pressure”. Explain the relationship between air
temperature and air pressure. Explain the relationship between
air pressure and its impact on weather conditions.
 Explain to the students that difference in air pressure affects the
global wind system.
 Explain fig 2.8 (TB pg. 28) to the students step by step.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
wherever
required.
 actively
participate in all
class activities
Atmospheric moisture:
 Place a large jug of ice cold water/ water with ice in front of the
class. Ask students to observe the jar/jug after 10–15 minutes
(there will be water droplets on the outside of the jug). Ask the
class to explain what they observed. Introduce “atmospheric
moisture”.
 Explain the concept of evaporation that more temperature means
more evaporation with the help of simple activity, boiling water:
the more heat the more evaporation.
2.3 Global Wind System:
 Explain the concept of different types of winds with the help of fig
2.9 (TB pg. 30). and ask students to draw fig 2.9 on interleaf
page of their notebook.
Planetary winds:
 Explain to the students that planetary wind blows throughout the
year from high pressure areas to the low-pressure areas.
 Describe that the wind system is due to the uneven distribution of
temperature of the Earth.
 The wind that blows towards the equator is known as Trade wind.
Refer to Interesting Facts given on textbook page 31. that
explains the rationale why trade winds got this name.
 Explain the global circulation cells with the help of fig 2.10 (TB
pg. 31).
 Explain the concept of westerlies and polar easterlies. Discuss
that planetary winds help to transfer heat from the equator to the
poles to regulate the temperature of the Earth.
Seasonal winds:
 The movements of air that bring along seasonal changes are
called seasonal winds. The most common seasonal winds are
known as monsoon winds.
Explain the concept of monsoon winds with the help of fig 2.11
(TB pg. 32).

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 Relate it with the monsoon wind system that touches Pakistan in
summer and in winter season.
Local winds:
 Explain the concept of local winds that occur over a small area.
The most common local winds are sea breeze and land breeze.
Refer to fig 2.12 (TB pg. 32) for further clarity of the concept and
to explain the difference between the sea breeze and land breeze.
 Discuss how land and sea breezes affect the temperature of a
place near the sea.
2.4 How is Moisture Present in the Atmosphere?
Clouds:
 Introduce the terms evaporation, cooling and condensation.
 This explanation will help them to understand cloud formation
and precipitation. Explain the relationship between air
temperature and humidity.
 Ask the students for any differences in the appearance of the
clouds with the help of fig 2.13, 2.14, 2.15 and 2.16 (TB pg 33).
 Explain to the students why the clouds move and which thing
helps them to move. Ask them to identify the difference between
normal clouds and the rain clouds.
 Show the students pictures of major types of clouds at
https://rb.gy/jtxlpp
 Discuss the video showing that clouds can be of various heights
and structure and what each type of cloud tells about the
impending weather.
 Explain the difference between fog and clouds.
Precipitation:
 Recall the three major processes involved in precipitation –
evaporation, cooling and condensation.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 Explain that evaporation starts off with heating, followed by rising
of the air mass, cooling and condensation.
 Explain the three situations in which the air mass is caused to
rise and how the hail is formed. Refer to fig 2.18 (TB pg. 34).
AFL:
 Why is there always a difference in temperature of the same
place at daytime and night time specially, in deserts?
 Is it cooler to live by the sea or further inland? Give a reason for
your answer.
Learning Activity:
 TB Pg 29: Plan a field trip to a meteorological station so that
students can learn about the instruments that are found in the
station, proper ways in which they are placed and how a weather
forecast is carried out.
 Ask students to do this activity with the help of some elder person
helping them in the kitchen. Put one cup of water in a pan and
put it on a stove. Bring it to boil. Let it boil for five minutes. After
five minutes put the stove off. Let the water cool down a little then
pour it in the same cup. Now observe the change in the amount
of water. Is the amount of water same, less, or more? If less,
then where the rest of the water has gone?
 TB. Pg. 34: Research on how different types of rainfall is formed.
 Refer to Oxford School Atlas for Pakistan pgs. 14,15,16,17
At a Glance:
on TB Pg 37 (At a Glance). This flow chart to be done carefully in
notebooks to sum up the lesson before starting the written work.
Reflecting:
 Discuss questions 1-6 given on TB Pgs. 35 and 36 with the
students before starting the written work in notebooks.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 Discuss and ask students to observe fig 2.19 (TB pg. 35) for
rainfall distribution in detail before answering the questions.
HW:
 Discuss HW in the class before assigning the work and follow up
should be done on a regular basis.
 Draw & label fig 2.9 (TB pg. 30) on inter-leaf page of the
notebook.
 Evaporation Activity to be done at Home.
Project Work: Pg 36
 Guide students to do this Project Work as soon as the explanation
of this chapter is over.
 Divide class into four equal groups and assign them area of their
responsibility as per requirements.
Chapter: 5
People and
Places Around
the World:
Norway
(The land of
Midnight sun)
Students will be
able to:
 locate Norway on
the world map
and find out the
interesting
geographical facts
about Norway
 learn about its
population
structure, density
and Norway’s
culture
 understand the
phenomenon of
aurora borealis
Textbook, pg. 63- 80
 Initiate discussion with the students that Allah has made this
universe with all its uniqueness, in that our Earth is the most
inhabited and blessed planet because life survives on it and it is
full of diversity and uniqueness.
 There are seven continents in the world and Pakistan is located
in the continent of Asia.
 Explain to the students that this world is turning into a global
village due to rapid progress in the field of communication.
 Relate it with the present chapter, ‘People and Places Around
the World’ – Norway.
5.1 Location of Norway:
 Discuss the location of Norway with the help of fig.5.1 and 5.2
(TB Pg. 64)
 Explain further with the help of grid reference that it is located at
60.5o N and 8.47o E. It is actually situated in Northern Europe.
 WWG Textbook
6 pg.63 –80
 Oxford School
Atlas for
Pakistan
 Internet
 Laptop, mobile
 Pictures in the
textbook
 Board, marker

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 get acquainted
with the people
and places in the
world
5.2 Location of Norway:
Norway’s Terrain
 Explain the term terrain to the students that it is related to the
natural land features of a particular place.
 Share with students that Norway is situated in Scandinavian
Peninsula that is towards the North pole. Explain to the students
that the term Scandinavia covers the three kingdoms of
Denmark, Norway, and Sweden.
 Explain to the students that Norway shares its borders with
Sweden. The Scandinavian Mountain range marks the border
between these two countries. Refer to figs. 5.3 and 5.4 (TB Pg.
65).
 Explain the presence of glaciers on the land of Norway and how
fjords are formed due to the cut in these glaciers.
 Explain how the land is flooded with sea water when these
glaciers are melted. Refer to figs. 5.5 (TB Pg. 66).
Norway’s Geology:
 Explain the term geology to the students and talk about that
Norway is divided into three geological areas.
a. Southwestern Gneiss Province
b. Oslo Rift
c. Scandinavian Caledonides
 Explain the map with the help of the key by referring to fig. 5.6
(TB Pg. 67) for further clarity of the concept.
Norway’s Main Rivers:
 Refer to map of Norway, figs. 5.8 (TB Pg. 68) and explain the
location of rivers flowing in the country.
 Explain to the students that many rivers that flow in Norway flow
in the neighbouring countries like Finland and Sweden as well,
but Golmma and Numedalslagen Rivers run entirely in Norway.
These are approximately three hundred to six hundred km long.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Skills:
 Getting
familiar with
diversity
 Cause and
effect
 Identifying
 Observing
 Compare and
Contrast
Success Criteria
 accurately locate
Norway on the
world map
the information
given in the
textbook to
answers the
questions
 consult Oxford
School Atlas for
Pakistan,
wherever
required.
 actively
participate in all
class activities
Norway’s Climate
 Explain to the students that Norway generally has cold climate
the coastal areas get warm current known as the Gulf Stream
that keep the coastal areas a little warm even during winter
season. Due to the Gulf Stream, there is a lot of difference in
climate of coastal areas and inland.
 The capital city Oslo experiences a continental climate. The
hottest month is July and coldest month is January.
 Discuss the line graph referring to fig 5.9 (TB pg. 69) that
explains this concept very clearly. It shows three main cities of
Norway situated at different locations.
i. Bergen is located in coastal area thus it experiences the
temperate oceanic climate.
ii. Oslo is located inland and experiences continental climate
iii. Tromsø is located above the Arctic circle, towards the
North pole and experiences the phenomenon of longer
nights in winters and longer days in summer that is why it
is called the Land of Midnight Sun and Polar Night.
 Ask students to observe the difference in rainfall of these cities
given by observing fig 5.11 (TB pg. 70).
 Refer to ‘Interesting Facts’ given on page TB pg.70.
 Refer to Oxford Atlas for Pakistan pgs. 64,65,66,68 to find out
the location of Norway and its surrounding areas, seas and
countries etc.
5.3 Population Structure and Density of Norway:
 Discuss Norway’s population growth in 2019 as compared to
2018.
Population Structure of Norway:
 Refer to figs 5.14 and 5.15 (TB pg. 70) and explain the population
structure of Norway. It is easy to understand with the help of pie
charts given on textbook page 72. Highlight the aspect that
population of Norway is mostly based on elderly people.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Population Density of Norway:
 Compare the population density of Norway with Pakistan on
white board with 16.6 persons per square kilometer and 246
persons per square kilometer. Compare both with the population
density of Monaco that is the most densely populated country in
the world. It has 26,523 persons per square kilometer.
 Refer to Surf I.T. given on TB pg. 72 for further clarity of the
concept.
5.4 Cultural Life of Norway:
 Explain to the students that culture is the term that distinguishes
a community or nation from other groups. It is what a community
or nation has acquired through its ethics and social behavior.
 Culture refers to the distinct features of a country like; languages,
ethnic groups, religion, rituals, cuisine and the way they conduct
themselves in public and private lives.
 Explain the role of 20 % immigrants responsible to bring a
cultural change in the lifestyle of Norway and changing it to a
multicultural country.
Religion:
 Explain the division of Norway’s religious groups with the help of
pie chart given as fig 5.16 (TB pg. 73). According to this 78 % of
Norwegians are following Christianity. And about 17 % do not
follow any religion at all and there is a small group of people who
follow Islam, Judaism, Buddhism, Hinduism and Sikhism.
Ethnic Groups:
 Explain to the students that Norway’s ethnic composition is
influenced by Denmark and Sweden as previously it was a union
with these countries.
 Explain the composition of Norway’s ethnic groups with the help
of pie chart, fig 5.17 (TB pg. 74).

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Languages:
 Explain the division of different languages spoken in Norway by
highlighting that 95 % of people speak Norwegian. Sami
language is an official language in nine municipalities in the
northern region of Troms, Finnmark and Nordland.
Lifestyle:
 Explain the lifestyle of most of the Norwegians. They work hard
during weekdays but when they get free time, they do physical
activities like skiing and many other sports.
 Explain that though Norway is a small country however it stood
first at the medal table in 2018 Winter Olympic Games by winning
368 medals.
Food:
 Elaborate Norwegian’s food habits and their cuisine in detail.
During their outdoor activities they hunt for meat as well. For this
they hunt moose, duck, fowl and fish. They like to eat meat and
mutton stew is considered to be their national dish which is
served in a big pot served with potatoes, refer to fig 5.20 (TB pg.
76).
 Elaborate that smoked salmon is also their traditional dish. Refer
to fig. 5.21 (TB pg. 76). Other than these Norwegians love to eat
bread and all kind of cheese in their daily routine and drink
coffee.
 Refer to figs 5.22 and 5.23 (TB pg. 77) wherever required.
 Refer to Oxford Atlas for Pakistan pgs. 64,65,66,68 to find out the
location of Norway and its surrounding areas, seas and countries
etc.
AFL:
 Do Q1 Pg. 78.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
1. TB Pg 68: Find out the main cities and the capital city of Norway
with the help of map given on Textbook page 68 (fig 5.8.
2. TB Pg 71: Ask students to find out more about the phenomenon
of aurora borealis with the help of internet. (Fig 5.8).
3. TB Pg 74: Ask students to take help from the internet to complete
this activity. It can be coordinated with the computer teacher
during coordination meeting.
At a Glance:
on TB Pg 80.
Reflecting: Textbook page 78
 Discuss questions 2-6 with the students before starting the
written work in notebooks.
Project Work: Textbook page 79
 Guide student to do this Project Work as soon as the explanation
of this chapter is over.
 Divide class into three groups and assign them area of their
responsibility as per requirements.
H.W:
 Search more to know about Norway on internet.
 Conduct research on aurora Borealis. (TB pg. 71)
 Discuss HW in the class before assigning it.
Chapter : 6
World
Population
Students will be
able to:
 define population
Textbook, pg. 81- 96
6.1 What is Population?
 Elicit from student what is population.
 Discuss that population typically refers to the number of people
in a single area, whether it be a city or town, region, country,
continent, or the world.
 WWG Textbook
6 pg.81 –96
 Oxford School
Atlas for
Pakistan
 Internet

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 describe the
world’s population
growth
 calculate the
population density
of an area
 describe the
population
distribution and
density of the
world and
Pakistan
 describe
Pakistan’s
population growth
 describe the
population
structure of
developed and
developing
countries with the
help of population
pyramids
6.2 World population Growth:
 Talk about the population increase and population growth and
how it is on the increase every day.
Growth of the world population in the past:
 Discuss the rapid increase in population over the centuries.
 Explain the trends in population with ref to Fig 6.1 (TB Pg. 82).
Growth of world population in the future:
 Explain the term projected growth and how it is calculated. Refer
to Figs. 6.2 & 6.3 (TB Pg. 83) for projected proportion of world’s
population.
 Discuss the ‘Interesting Facts!’ box. TB pg. 83.
6.3 Measuring the Distribution of Population:
 Explain the map given in Fig. 6.4 TB pg. 84 showing world
population of countries.
Population density:
 Let students develop a definition of density.
 Further explain density and clarify the formula to calculate
density. Refer to Fig 6.5 pg. 85 for conceptual clarity.
How do we classify the population density of different places?
 Discuss the dynamics of density of different places and reasons
behind these variations.
 Talk about how classification of density is done.
6.4 Distribution of Population in the World and in Pakistan:
How is population distributed in the world?
 Explain how to read the map given in Fig. 6.7 pg. 87 to the
students about the population density of the world. Talk about
how every country has a different density which is specific to a
country’s underlying conditions.
 Laptop/ mobile
 Laptop, mobile
 Pictures in the
textbook
 Board, marker

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
 Explain government’s role in trying to control the circumstances
through implementation of different policies.
 Help them to make a comparison with population density in
Pakistan. Refer to Fig. 6.8 TB pg. 88.
6.5 Trends in Pakistan’s population Growth:
 Study the graphs given in Fig. 6.9 and 6.10 to understand
population in the past and projected population of Pakistan from
2025 – 2050.
6.6 Population Pyramids:
How do you read a population pyramid?
 Explain why it is important to know about the people who make
up the total population.
 Talk about the population pyramid to know about the proportion
of males and females. Fig 6.11 (TB pg. 90).
Types of population pyramids:
 Explain different types of pyramids and how these indicate
different aspects of population. Refer to Fig. 6.13, 6.14, 6.15,
6.16 and 6.17 for conceptual clarity.
 Show this video explaining different types of population pyramids.
https://rb.gy/l1enzc
 Discuss ‘Interesting Facts!’ TB pg. 94.
AFL:
 Why is there different population in different part of the world?
 Do 2 and 4 Pg. 95 as an AFL activity.
1. TB Pg 84: why do you think some countries have more people
than others? Discuss with a classmate and list as many reasons
as possible.

Unit, Chapter,
Topic
Student Learning
Outcomes (SLOs)
Teaching
Resources
Success Criteria:
 read maps,
graphs and
density pyramids
and explain it
the information
given in the
textbook to
answers the
questions
 consult Oxford
School Atlas for
Pakistan,
wherever
required.
 actively
participate in all
class activities
2. TB Pg 86: Calculate the densities of fictional towns. Classify
these towns as densely populated, moderately populated or
sparsely populated.
3. TB Pg 91: the given table shows the percentage of males and
females in Pakistan of each age group in 2019. Use this data to
construct a population pyramid of Pakistan in 2019.
At a Glance:
on TB Pg 96.
Reflecting: Textbook page 95
 Discuss 1,3, 5 with the students before starting the written work
in notebooks.
H.W:
 Search some interesting facts (at least 5) about the World
population and share it online.

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