Window to World

GEOGRAPHY
8

Teachers’ Guide
 CONTENTS

Physical Geography

Chapter 1 Oceans and Seas 2

Chapter 2 Living with the Climate 13

Environmental Geography

Chapter 3 Environmental Pollution 22

Human Geography

Chapter 4 Industrialisation and International Trade 28

Chapter 5 Transport and its Importance 35

Chapter 6 Social and Economic Development 42

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Chapter 1

OCEANS AND SEAS

Outline of chapter 1

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping concepts
• Differentiate between seas and • Photo study Page 2 to 23 • analysing relationships
oceans. • Mind between geographical
• Describe the location, total area mapping features of seas
and marine biodiversity of major • Classification • differentiating
oceans of the world. • Internet • studying diagrams
• Construct arguments and research and • describing
provide evidence for their creative • reading photographs
understanding of Earth’s writing
processes and patterns and how • Map
landscapes are changing Reading
constantly. (Earthquakes, river • Making a
system, water cycle, rock cycle, model
mineral resources) • Making an
• Describe and differentiate infographic
between different sea features,
such as island, peninsula,
isthmus, gulf, bay, strait.
• Explain the movements of
oceans and the role of ocean
currents in it.
• Explain the importance of oceans
in our lives.
• Identify ways in which oceans act
as a source of food for the world.
• Identify the role of marine
biodiversity on our environment.
• List down all possible threats the
oceans are facing nowadays.
Website Resources: https://www.youtube.com/watch?v=bfXJ18tthnY (Oceans)
https://www.youtube.com/watch?v=76fDhklLxMo (Marine
Biodiversity lecture 29 minutes) Can be used for report writing.
Key concepts and vocabulary: Oceans, seas, river system, hydrological cycle, ocean currents,
marine biodiversity, Coriolis Effect, island, peninsula, bay, gulf,
isthmus, strait, overfishing,
Formative Assessment: • Differentiate between oceans and seas.
• Explain the structure of different sea features.
• List the threats to the oceans.
• Explain biodiversity and its importance.
Differentiation: • Draw and label diagrams.
(Multiple paths to the learning • Make a model to show the features of seas.
outcomes) • Make a chart to explain rock cycle.
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 • Make a booklet on sea animals.
• Make a PowerPoint presentation on sea features.

Lesson Plan 1
1.1 Difference Between Oceans and Seas
1.2 The River System
1.3 The Hydrological Cycle
1.4 Importance of Oceans and Seas
Specific Objectives:

• Differentiate between seas and oceans.

• Describe the location, total area and marine biodiversity, of major oceans of the world.
• Explain the river system and define all the key terms.
• Explain water cycle and its importance.
• Explain the movements of oceans and the role of ocean currents in it.
• Explain the importance of oceans in our lives.
• Identify ways in which oceans act as a source of food for the world.
• Explain the movements of oceans and the role of ocean currents in it.
• Explain the importance of oceans in our lives.
• Identify ways in which oceans act as a source of food for the world.
• Identify the role of marine biodiversity on our environment.

Suggested Activities/Strategies Resources

Introduction:
Teacher will tell learners to look at figure 1.1 and name oceans and Figure 1.1 page 3
seas.
Teacher will list them in two different columns on the writing board.
Think – Pair – Share
Teacher will tell students to work is pairs and think of one difference
between seas and oceans by looking at the map.
Feedback is taken.
Activity I is assigned in pairs. Activity I on page 4
Feedback is taken on a large world map. A large empty world map
Jigsaw Reading
Step 1: Teacher will divide the class into 5 groups.
Step 2: Teacher will assign one ocean to each group. Learners will
read and make a web.
Step 3: After the reading step the teacher will rearrange the groups in
such a way that the new groups have members who read each of the
oceans. (Refer the diagram given below).

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 A A B B C C A B C A B C
A A B B C C D E D E Checkpoint page 5
D D E E Expert
D D E E Groups
A B C A B C
D E D E

Now each member will teach the other members what they read in 1.2 The River System page 5 and
the expert group with the help of their webs. 1.3 The Hydrological Cycle page
Teacher will assess their understanding using Checkpoint. 7
Silent Reading Resource 1
Teacher will assign 1.2 and 1.3 for silent reading
Teacher will review the River System and Hydrological Cycle using
tally chart and questions Resource 1. Figure 1.6 page 11
Teacher will ask: Activity II page 7
What is the importance of oceans and seas? Activity III page 10
A web will be developed on the writing board.
Teacher explains as and where needed.
Teacher also explains Ocean Currents with the help of figure 1.6
Homework:
Activity II and III

Lesson Plan 2
1.5 Features of the Sea
Specific Objectives:

• Construct arguments and provide evidence for their understanding of Earth’s processes and patterns
and how landscapes are changing constantly (earthquakes, river system, water cycle, rock cycle,
mineral resources).
• Describe and differentiate between different sea features, such as island, peninsula, isthmus, gulf, bay,
strait.

Suggested Activities/Strategies Resources

Introduction:
Teacher will show different landforms with playdough and a blue
paper plate.
Students will name each feature and teacher will explain the key
features of different sea landforms.
Jigsaw Reading:
Teacher will then divide students in groups and assign different
landforms to different export groups. 1.5 Features of the Sea page 12
Group 1  Island to 14
Group 2  Peninsula
Group 3  Bay
Group 4  Gulf
Group 5  Isthmus
Group 6  Strait

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 Groups will then be rearranged. Each group will have six members
one from every expert group.
Learners will then teach each other what they had learnt.
Feedback: Checkpoint page 16 and 17
Checkpoint
Groups will then read page 15 and do Activity IV together.
Review:
Teacher will invite different students to explain different features of
the sea.
Homework:
Make a model to show different sea features.

Lesson Plan 3
1.6 Threats of the Oceans
1.7 Earthquakes
1.8 The Rock Cycle
1.9 Mineral Resources and their Types
Specific Objectives:

• List down all possible threats the oceans are facing nowadays.

Suggested Activities/Strategies Resources

Threats to the Ocean 1.6 Threats to the Oceans on page 17
Introduction:
Teacher divides the class in five groups. They will
be assigned topic for presentations.
Group 1  Pollution
Group 2  Overfishing
Group 3  Climate change
Group 4  Oil and Gas drilling
Group 5  Mangrove deforestation
Groups give presentations after reading and
teacher summarises as needed.
Teacher explains earthquakes.
Teacher assigns Activity V in groups. After the Activity V page 19
activity they will be told to visit the websites in Surf I.T. on page 19
Surf I.T.
A discussion follows. Students share what they
learnt from the websites and the activity.
Students have already studied the Rock Cycle and
Mineral in the previous classes. Figure 1.25 page 21
Students will look at the diagram and explain in
their own words. Teacher summarises as needed. https://www.youtube.com/watch?v=DOTwBLKZCBI
Teacher also shows a video for review.
Teacher explains the mineral resources and types.

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Resource 1
Questions
1. Which place in a river is called the source? 13. Where is the river fastest?
2. What are the four different possible sources 14. In which part of the river can we find rapids
from where a river may start? and waterfalls?
3. Initially the river is a small stream. What adds 15. What is the name given to the deepest part of
to its flow? the river?
4. What are tributaries? 16. Where is the channel located?
5. What are two other names of the River 17. What are meanders and where are they found?
System? 18. What are deltas and where are they formed?
6. What is included in the watershed of a river? 19. What is an estuary? Where is it formed?
7. What does the River Indus begin from? 20. Which animals inhabit an estuary?
8. What feeds the River Indus? 21. What is another name for hydrological cycle?
9. Name some tributaries of River Indus. 22. What is a hydrological cycle?
10. What is Panjnad? 23. What are the different processes that take
11. What is the mouth of a river? place in a water cycle?
12. Where is the mouth of River Indus?
24. Define:
a. Evaporation b. Transpiration
c. Condensation d. Precipitation
e. Acquifers

Tally Chart

Member Member Member Member Member

A B C D E
Group
1
Group
2
Group
3
Group
4

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Resource 2
Label the following diagrams.

Source: https://study.com/learn/lesson/water-cycle-precipitation-condensation-evaporation.html

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Task – It is important that you recognise the following key features of a drainage basin. Conduct
some research to find out what each means and then label the appropriate place on the diagram
above.
Feature Description

1. The Watershed

2. Confluence

3. Tributary

4. Source of river

5. Mouth of river

6. Meander

7. Levee

8. Delta

9. Estuary

10. Channel

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Resource 3
Review Quiz
1. What per cent of the Earth is covered with water?
Seventy per cent of the Earth’s surface is covered with water.
2. Why is our planet called the Blue Planet?
Seventy per cent of the Earth’s surface is covered with water due to which it is called the Blue
Planet.
3. What are oceans?
Oceans, larger and deeper than seas, are enormous masses of saltwater between continents.
4. Define seas.
Seas, smaller in size than oceans, are where the oceans meet the land and comprise of saline water.
5. How many oceans are there? Name them.
There are five oceans in the world: The Pacific Ocean, The Atlantic Ocean, The Indian Ocean, The
Southern Ocean and The Arctic Ocean.
6. What do the oceans do for us? Mention any three uses.
Oceans and seas provide food, vitamins and medicines; they control the world climate and
generate most of the oxygen we need for breathing.
7. What is blue carbon?
Blue carbon is the carbon captured by the world’s oceans and coastal ecosystems, like mangroves,
seagrass beds, tidal marshes and other marine and coastal vegetation.
8. How are the coastal vegetations beneficial for us?
The coastal vegetations protect the coast from erosion, storms and sea level rise.
9. What two forces affect the ocean currents?
The ocean currents are affected by primary and secondary forces.
10. What are the primary forces that affect the ocean currents?
The primary forces are solar heat, wind, gravity and Coriolis effect.
11. What are the secondary forces that affect the ocean currents?
The secondary forces are temperature and density.
12. What is the Coriolis Effect?
Coriolis Effect states that because of the Earth’s rotation, circulating air and the surface gyres are
deflected towards the right in the Northern Hemisphere and towards the left in the Southern
Hemisphere.
13. How do the vertical movements occur in ocean water?
Difference in density affect the vertical movement of ocean water.
14. What is the importance of ocean currents?
Ocean currents are important in moderating the climate and carrying nutrients to organisms that
are permanently bound to one place.
15. What is an island?
An island is a body of land surrounded by water on all sides.

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16. What is a peninsula?
A peninsula is a piece of land surrounded by water on three sides and one side connects it to the
mainland.

17. What is a bay?

A bay is a waterbody surrounded by land from three sides and has a wider opening than the total
length.

18. What is a gulf?

A gulf is a deep inlet of the sea almost surrounded by land, with a narrow mouth.

19. What is an isthmus?

An isthmus is a naturally created narrow strip of land connecting two landmasses and separating
two water bodies.
20. What is a strait?
A strait is a narrow strip of waterbody that joins two large waterbodies.
21. What are oceans threatened by?
Oceans are threatened by pollution, overfishing, oil and gas drilling, mangrove deforestation and
climate change.
22. What is an earthquake?
An earthquake is the shaking of the earth resulting from release of stored up energy in the upper
mantle of the earth.
23. How are earthquakes caused?
Earthquakes are caused by the movement of tectonic plates. They slide against each other and
converge or diverge.
24. What is focus?
Focus is the point at which the earthquake emanates from. Focus can be deep inside the earth or
near the surface.
25. What is the epicentre?
It is the place right above the focus on the surface of the Earth.
26. Name the three types of rocks.
Igneous, metamorphic and sedimentary rocks.
27. What are the three main types of mineral resources?
Metallic, non-metallic and energy mineral resources
28. Give two examples of each type of mineral resources.
a. Metallic mineral resources: bauxite, iron, manganese
b. Non-metallic mineral resources: limestone, gypsum, mica
c. Energy mineral resources: coal, petroleum

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Resource 4

Worksheet 1

I. Tick () the correct answer.

1. This primary force heats the water near equator, it expands and becomes 8 inches higher near
the equator forming a slight slope:
a. Coriolis effect
b. Gravity
c. Solar heat
d. winds
2. The Earth’s surface is covered by:
a. 68% water
b. 71% water
c. 77% water
d. 80% water
3. These are enormous deep waterbodies of saltwater between the continents:
a. Bay
b. Gulf
c. Ocean
d. Sea
4. This is the largest ocean of the world.
a. The Arctic Ocean
b. The Atlantic Ocean
c. The Indian Ocean
d. The Pacific Ocean
5. The fourth largest ocean also called the Antarctic Ocean is:
a. The Arctic Ocean
b. The Atlantic Ocean
c. The Pacific Ocean
d. The Southern Ocean
6. When this happens, significant amount of blue carbon is released back in the atmosphere in the
form of carbon dioxide which is a greenhouse gas.
a. Climate change
b. Oil and gas drilling
c. Overfishing
d. Mangrove deforestation
7. The largest gulf of the world is the:
a. Gulf of Aden
b. Gulf of Mexico
c. Gulf of Oman
d. Gulf of Persia

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II. Match the definitions with the correct sea features.

Definitions Sea features Answers

a. A body of land surrounded by

water on all sides. a. ______
i. Bay
b. A deep inlet of the sea almost
surrounded by land with a
narrow mouth. b. ______
c. A narrow strip of waterbody ii. Island
that joins two large
waterbodies.
iii. Isthmus c. ______
d. A naturally created narrow strip
of land connecting two
landmasses and separating two
water bodies. iv. Gulf d. ______
e. A piece of land surrounded by
water on three sides and one
side is connected to the v. Peninsula e. ______
mainland.
f. A waterbody surrounded by
land from three sides having a f. ______
vi. Strait
wider opening than the total
length.

III. Give short answers.

i. List the primary forces that affect the ocean currents.
ii. List the secondary forces that affect the ocean currents.
iii. Identify the seas with the help of the following hints:
1. This lies to the south of Pakistan.
2. This sea touches the western border of Saudi Arabia.
3. This sea is surrounded by land on all sides.
4. This touches the north of Africa.
5. This sea is close to Japan.

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Chapter 2

LIVING WITH THE CLIMATE

Outline of chapter 2

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping/web
• Investigate some of the • Classification Page 24 to making
examples of the extreme • Internet 38 • analysing relationships
weather on Earth and its research and between climate and
reasons. creative population
• Recall the main causes of writing • differentiating
climate change. • Map Reading • studying diagrams
• Identify the consequences of and labelling • describing
global warming. • Taking notes • computer skills
• Explore ways of preventing • Presentations
global warming. • Making
• Explain the relationship between infographics
extreme weather and climate on computer
change. • PowerPoint
• Discuss the main threats of presentations
climate change.
• Identify ways in which climate
change affects life in general.
• Differentiate the climatic
patterns of a national and
international city.
• Describe ways in which the
climate of coastal areas and
river plains affect the lifestyles
of people living there.
• Compare and contrast the
lifestyle of people living in polar
regions with those living in
tropical regions.
Website Resources: https://www.youtube.com/watch?v=G4H1N_yXBiA (Climate
change)
https://www.youtube.com/watch?v=EuwMB1Dal-4 (Climate
Change)
Key concepts and vocabulary: Blue economy, ranching, cyclones, dust storms, droughts, floods,
tornados, extra-tropical cyclones, atmospheric rivers, infrastructure,
urbanisation, decarbonising, retrofitted
Formative Assessment: • Review quiz.
• Worksheet given at the end of the plan.
• Group presentations.
• Taking notes and writing a summary.

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 Differentiation: • Draw and label diagrams showing global warming and its impact
(Multiple paths to the learning • Make a web on actions that can be taken to combat climate
outcomes) change and global warming.
• Creating an infographic.

Lesson Plan 1
2.1 Climate and Lifestyles
Specific Objectives:

• Analyse the differences between the lifestyles of people living in different areas of the world.
• Compare and contrast the lifestyles of people living in polar regions with those living in tropical regions.
• Describe ways in which the climate of coastal areas and river plains affect the lifestyles of people living
there.

Suggested Activities/Strategies Resources

Introduction:
Teacher will assign activity I to students in pairs and hold a Activity I page 25
discussion after it.
Group Work:
Teacher will divide the class in four/eight groups.
Different topics will be assigned to different groups.
Topics:
Lifestyle of people living in coastal areas Lifestyle of people living in coastal areas
Lifestyle of people living in plains page 26
Lifestyle of people living in polar regions Lifestyle of people living in plains page 26
Lifestyle of people living in tropical regions Lifestyle of people living in polar regions
Groups will present what they have learnt in front of the page 28
class. They will also prepare 5 true and false items, 5 Lifestyle of people living in tropical
multiple choice items and 5 fill in the blanks related to their regions page 28
topic which they will ask orally after their presentations.
Teacher will assess the presentations using group Resource 1
presentation rubric. She will summarise each topic after the
presentations as needed.
Homework:
Use brown colour to mark the deserts of Pakistan. Also Resource 2
show the rivers of Pakistan on a blank map of Pakistan.

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Lesson Plan 2
2.2 Extreme Weather Events
2.3 Climate Change – Causes and Impacts
2.4 Impact of Climate Change in Pakistan
2.5 Preventing Global Warming and Climate Change
Specific Objectives:

• Investigate some of the examples of the extreme weather on Earth and its reasons.
• Recall the main causes and impact of climate change.
• Identify the consequences of global warming.
• Explore ways of preventing global warming.
• Explain the relationship between extreme weather and climate change.
• Discuss the main threats of climate change.
• Identify ways in which climate change affects life in general.
• Differentiate the climatic patterns of a national and international city.

Suggested Activities/Strategies Resources

Introduction: https://www.youtube.com/watch?v=G4H1N_yXBiA
To introduce the topic, teacher will show two short (Climate change)
videos. Learners will use resource 3 to take notes https://www.youtube.com/watch?v=EuwMB1Dal-
while watching. Teacher will ask questions and 4 (Climate Change)
invite different students to respond with the help Resource 3
of their notes.
Explanation:
Teacher explains 2.2 Extreme weather events. 2.2 Extreme Weather Events page 30
Pair Work:
Teacher will assign Activity II in pairs. Activity II page 30
Group Work:
Teacher will divide the class in groups and tell
them to read:
2.3 Climate change – causes and impacts and 2.3 Climate Change – Causes and Impacts page 31
2.4 Impact of Climate Change in Pakistan. to 33
They will add to their notes as required. Learners 2.4 Impact of Climate Change in Pakistan page 34
will then work together and develop an One computer per group
infographic with the help of their notes. After
writing by hand, they will compose them on
computer and share printouts with at least 10
different people in their neighbourhood. Resource 4
Teacher will elicit responses from students using
resource 4 and develop a web on the board.
Silent Reading: 2.5 Preventing Global Warming and Climate
Learners will then read 2.5 Preventing Global Change page 35
Warming and Climate Change. After reading they
take turns coming to the writing board and adding
one point at a time in the web.
Teacher summarises the topic.

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 Homework:
Activity III and IV Activity III page 34
Come prepared for a review quiz. Activity IV page 36

Resource 1
Assessment rubric for group presentation.

Criteria
Trait
1 2 3 4

Presentation had
Content Presentation had
Presentation had a an exceptional
Presentation moments where
Did the good amount of amount of
contained little to valuable material
presentation material and valuable material
no valuable was present but as
have valuable benefited the and was extremely
material. a whole content
material? class. beneficial to the
was lacking.
class.

Collaboration The teammates The teammates

The teammates
Did everyone The teammates worked from always worked
sometimes worked
contribute to never worked others’ ideas most from others’ ideas.
from others’ ideas.
the from others’ ideas. of the time. And it It was evident that
However, it seems
presentation? It seems as though seems like every all of the group
as though certain
Did everyone only a few people did some work, members
people did not do
seem well worked on the but some people contributed
as much work as
versed in the presentation. are carrying the equally to the
others.
material? presentation. presentation

The presentation
Organization
The presentation had organizing The presentation
Was the There were
lacked ideas but could was well
presentation minimal signs of
organization and have been much organized, well
well organized organization or
had little evidence stronger with prepared and easy
and easy to preparation.
of preparation. better to follow.
follow?
preparation.

Presentation
Presenters were Presenters were
Did the Presenters were all
not consistent occasionally
presenters Presenters were very confident in
with the level of confident with
Speak clearly? unconfident and delivery and they
confidence/ their presentation
Did the engage demonstrated did an excellent
preparedness they however the
the audience? little evidence of job of engaging
showed the presentation was
Was it obvious planning prior to the class.
classroom but had not as engaging as
the material had presentation. Preparation is very
some strong it could have been
been evident.
moments. for the class.
rehearsed?

Source: https://pbl101.weebly.com/uploads/3/1/3/1/31318861/group_presentation_rubric.pdf

16
Resource 2
Mark the deserts of Pakistan. Also identify the rivers.

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Resource 3
Watch the videos and take notes in the following template.
Topic: Climate Change Name: ________________________

Actions
Causes Consequences Personal
Big Actions
Actions

Resource 4
Questions
1. What causes climate change? 10. How are animals affected by global warming?
2. Name some human activities that cause global 11. What role do trees play in global warming?
warming. 12. How are elephants beneficial to forest
3. What is global warming? vegetation?
4. Name some extreme weather events. 13. How will climate change affect Nepal, Bhutan,
5. What are atmospheric rivers? Pakistan and India?
6. When is rain considered violent? 14. What causes the glaciers to melt faster?
7. What can be the effect of extreme rainfall? 15. How many glaciers are there in Pakistan?
8. Why are severe droughts caused? 16. What disease may spread after flood?
9. Why do wildfires occur? 17. If climate change affects the agriculture of
Pakistan, what will happen?

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Resource 5
Review Quiz
1. Name any five large cities that are built on coasts?
The world’s largest cities are built on coasts, such as New York, Boston, Shanghai, Mumbai and
Karachi.
2. What is the most common profession amongst people who live on plains?
Most people living on plains are involved in agriculture and ranching.
3. Do people live in the Arctic and Antarctica?
Millions of people live in the Arctic but Antarctica does not have any permanent inhabitants.
4. Why do research centres require strong communication system?
The research centres built in Antarctica have strong communication system to connect with the
outside world.
5. Which is the most populated region of the Earth?
One third of the world’s population lives on the tropical regions.
6. What is the area of the Amazon Basin?
The Amazon Basin is the oldest and the largest basin covering almost five million square
kilometres and nine countries.
7. What are extreme weather events?
Extreme weather events are unusual, unexpected, severe or unseasonal occurrences that are at
the extremes of the ranges of events that happened in the past in a certain region.
8. What is the climate change mostly attributed to?
The climate change is mostly attributed to human activities, like burning of fossil fuels which
produce greenhouse gases that trap more heat than is needed by the living organisms on Earth.
9. What causes wildfires?
Wildfires are caused when the increase in temperature reduces moisture in the vegetation and
make them vulnerable to fire.
10. What is affecting the biodiversity of the whole world?
Global warming is affecting the biodiversity of the whole world from the polar bears in the
Arctic to the marine turtles in Africa.
11. Why is it expected to have more floods in Pakistan in the coming years?
The glaciers in the Himalayas are constantly melting, therefore more floods are expected in
Pakistan in the coming years.
12. What can individuals do to protect the environment?
To protect the environment, individuals can save energy, use public transport, walk to cover
short distances, save food and avoid wastage, apply 3Rs (reduce, reuse and recycle) and use
renewable energy sources more.
13. What should nations do to combat global warming?
• Nations must use alternate sources to generate electricity and stop extracting fossil fuels.
• Rules and regulations must be made and strictly implemented to reduce global warming and
stop climate change.

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Resource 6
Worksheet 1

1. Tick () the correct answer.

i. Which of the following cities are built on coasts?
a. Boston
b. Mumbai
c. Shanghai
d. All of the above
ii. This region is at the centre of the Earth and one third of the world population lives here.
a. Coastal areas
b. Plains
c. Polar regions
d. Tropical regions
iii. These may be caused due to lack of rain accompanied with heatwaves.
a. Cyclones
b. Droughts
c. Dust storms
d. Floods
iv. In less than 50 years, the percentage of all mammal, fish, bird, reptile and amphibian population
lost is:
a. 59
b. 69
c. 89
d. 96
v. Some long-term effects of climate change are:
a. Drought and forest fires
b. Floods and storms
c. Landslides
d. None of the above
vi. We can reduce the use of electricity generated by fossil fuels by using LED lights, lowering the
heating and cooling and washing clothes in cold water.
a. Agriculture
b. Food
c. Fossil fuels
d. Renewable energy resources
vii. People need to wear at least seven layers of clothes in this region.
a. Coastal areas
b. Plains
c. Polar regions
d. Tropical regions

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2. Give short answers.
i. Which two professions are most common in people living on plains?
ii. Define the following:
a. Atmospheric rivers
b. Global warming
iii. Write three impacts of climate change in Pakistan.
iv. What is the effect of rising sea level of Arabian Sea?
v. List five extreme weather events.
vi. What was the main target of Paris Agreement signed by several countries in 2015?

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Chapter 3

ENVIRONMENTAL POLLUTION
Outline of chapter 3

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping concepts
• Explain the link between • Photo study Page 40 to • analysing relationships
pollution and climate change. • Mind 55 between geographical
• Describe the harmful effects of mapping features
water, land, air, noise and light • Classification • differentiating
pollution on our environment. • Internet • studying diagrams
• Compare and contrast the research and • describing
connections between different creative • reading photographs
types of pollutions and suggest writing • reading graphs
ways to reduce them. • Map
• Suggest ways to reduce different Reading and
types of pollutions. labelling
• Describe the effects of • Making
greenhouse gases on our planet models
and relate them to global
warming.
• Suggest ways to prevent the
further thinning of the ozone
layer.
• Explore the short-term and long-
term effects of global warming
on our planet and suggest
measures to reduce them.
• Classify the health consequences
of air and water pollution on the
biodiversity on Earth.
• Explore alternate energy sources
that can reduce pollution.
Website Resources: https://www.youtube.com/watch?v=Tds3k97aAzo (Air Pollution)
https://www.youtube.com/watch?v=wHcY-iFSYZM (Soil Pollution)
https://www.youtube.com/watch?v=w8s6BundSRI (Water
Pollution)
https://www.youtube.com/watch?v=onpott7jpCE (Noise Pollution)
https://www.youtube.com/watch?v=V_A78zDBwYE (Light
Pollution)
Key concepts and vocabulary: Pollution, pollutants, air pollution, deforestation, combustion,
water pollution, land pollution, irrigation, salinisation, noise
pollution, light pollution, ozone, carbon footprint
Formative Assessment: • Define pollution and its types.
• Enlist the causes of different types of pollution.
• Explain the consequences of different types of pollution.

22
 • State steps that can be taken by individuals and nations locally
and internationally to combat pollution.
• Study pictures and draw conclusions.
Differentiation: • Draw and label diagrams.
(Multiple paths to the learning • Make a model to show different types of pollution.
outcomes) • Make a chart to explain the effects of pollution.
• Create an infographic to enlist the possible steps to combat
pollution.
• Study photographs.

Lesson Plan 1
3.1 Pollution
3.2 Different Types of Pollution
Specific Objectives:

• Explain what is pollution.

• Describe different types of pollution and their causes.
• Compare and contrast the connections between different types of pollutions.

Suggested Activities/Strategies Resources

Introduction:
Teacher will distribute resource 1 and ask: Resource 1
What do you see in each of the given pictures?
What is happening?
Who is responsible?
What can be the consequences?
Can you make a chain of impacts (cause and
effect) and see how it affects people, environment
etc?
Does it have any connection with global warming
and climate change?
Teacher defines pollution and what it means. This
activity will activate students’ schemata related to
pollution. One computer for each group with internet facility.
Group Activity: https://www.youtube.com/watch?v=Tds3k97aAzo
Teacher will divide the class into five groups and (Air Pollution)
assign: https://www.youtube.com/watch?v=wHcY-iFSYZM
Group 1  Air Pollution page 42 (Soil Pollution)
Group 2  Water Pollution page 43 https://www.youtube.com/watch?v=w8s6BundSRI
Group 3  Land Pollution page 45 (Water Pollution)
Group 4  Noise Pollution page 47 https://www.youtube.com/watch?v=onpott7jpCE
Group 5  Light Pollution page 47 (Noise Pollution)
The groups will also watch videos on the specified https://www.youtube.com/watch?v=V_A78zDBwYE
topics. (Light Pollution)

The groups will read and watch the video. They

will take notes and develop a chart from their Chapter 2 Resource 1
notes.
23
 Group Presentation:
After the activity, each group will present in front
of the class with the help of their charts.
Teacher will assess with the help of a rubric.

Lesson Plan 2
3.3 Harmful Effects of Pollution
3.4 Ways to Overcome Pollution
Specific Objectives:

• Explain the link between pollution and climate change.

• Describe the harmful effects of water, land, air, noise and light pollution on our environment.
• Suggest ways to reduce different types of pollutions.
• Describe the effects of greenhouse gases on our planet and relate them to global warming.
• Suggest ways to prevent the further thinning of the ozone layer.
• Explore the short-term and long-term effects of global warming on our planet and suggest measures to
reduce them.
• Classify the health consequences of air and water pollution on the biodiversity on Earth.
• Explore alternate energy sources that can reduce pollution.

Suggested Activities/Strategies Resources

Introduction:
Harmful Effects of Pollution 3.3 Harmful Effects of Pollution page 47
Teacher will divide the board in four sections and explain:
• how pollution affects living organisms,
• how it impacts health of living organisms,
• how it is related to global warming and climate change
and
• how it causes shortage of water.
Group Work:
Teacher will divide the class into groups of four to five 3.4 Ways to Overcome Pollution and
members. Learners will read 3.4 Ways to Overcome Pollution complete page 50
and complete Activity II and III together.
Teacher will take feedback of both activities to assess.
Teacher will summarise the topic.
Homework:
Come prepared for a review quiz.

24
Resource 1
Discuss
What is happening in each of the following figures?
Figure 1 Figure 2

Source: https://www.nrdc.org/stories/air-pollution-everything-you-need-know Source: https://www.britannica.com/science/land-pollution

Figure 3 Figure 4

Source: https://www.nrdc.org/stories/water-pollution-everything-you-need-know Source: https://en.wikipedia.org/wiki/Noise_pollution

Figure 5

Reference: https://www.reuters.com/lifestyle/science/skyglow-grows-study-documents-glaring-global-light-pollution-2023-01-19/

Resource 2
Review Quiz

1. What is pollution?
Pollution is the introduction of substances into the environment that have damaging effects on
living things.
2. Can we smell pollutants and can we see them?
Pollutants can be odourless and colourless, or they can have colour and odour.
3. What is the main source of air pollution?
Industries and motorised vehicles are the main contributors of air pollution.
4. How do the motorised vehicles pollute the air?
The motorised vehicles emit gases, such as carbon monoxide, nitrogen oxides and sulphur oxides
that pollute the air.

25
5. Why are trees called the green lungs of the Earth?
Trees are called the green lungs of the Earth because they store carbon absorbed from the
atmosphere.
6. List some sources of water pollution?
Water pollution is caused by untreated sewage, poor farming practices, soil erosion and oil spills.
7. What is the effect of deforestation?
When forests are cleared, the absence of tree roots leaves soil exposed and the soil is easily
washed away by rain and end up in waterbodies polluting them.
8. How is land pollution caused?
Land pollution occurs when waste or rubbish is not disposed of properly.
Land pollution also occurs when the waste materials are left behind on a mining site after the
valuable minerals have been extracted.
Irrigation on farms often results in salinisation of soil which is a type of land pollution.
9. How is salinisation caused?
Irrigation on farms often results in salinisation of soil which is a type of land pollution.
10. What is noise pollution?
Noise pollution is any sound that is undesirable, disturbing and harmful to the human senses or
wild life.
11. Which sounds are audible to humans?
Human ears can hear sounds that range between zero and 140 decibels.
12. When does sound cause pain?
Sounds between 120 to 140 decibels cause pain.
13. What causes light pollution?
Poor and excessive use of artificial light sources at night cause light pollution which is detrimental
for the health of human beings as well as animals and their behaviour.
14. When is greenhouse effect enhanced?
The greenhouse effect is enhanced when too much carbon dioxide released in the atmosphere
traps heat at an unusually high rate than required.
15. What is the function of ozone layer and where is it found?
The ozone layer is present in the stratosphere. It protects the living organisms from the harmful
ultraviolet rays from the sun.
16. What happens when humans and animals are exposed to the ultraviolet rays of the sun?
Exposure to the ultra violet rays causes diseases like cancer, cataract and quick aging. It also
weakens the immune system both in humans and animals.
17. What happened in Karachi in May 2015?
In May 2015, Karachi experienced the deadliest heatwave Pakistan had not seen in over 50 years.
18. What should we do to reduce pollution?
We must try to reduce our carbon footprint to reduce pollution and adopt the 3Rs.
19. What should our government do to reduce pollution?
Our government should impose strict laws to control pollution and educate the citizens and
children so that they reduce pollution.

26
Resource 3

1. Tick () the correct answer.

i. Smog is the result of this kind of pollution.
a. Air Pollution
b. Land Pollution
c. Noise Pollution
d. Water Pollution
ii. This type of pollution disrupts the sleep patterns and the internal 24-hour body clock.
a. Air Pollution
b. Land Pollution
c. Light Pollution
d. Noise Pollution
iii. The sound between these decibels cause pain to the human ear.
a. 120 and 140 decibels
b. 110 and 150 decibels
c. Zero and 40 decibels
d. Zero and 140 decibels
iv. Salinisation of soil occurs at places where:
a. Rainfall is low and the evaporation rate is high
b. Rainfall is high and evaporation is low
c. Soil is already salinised
d. Soil is unsuitable for farming
v. Constant and prolonged exposure to loud noise may cause damage to:
a. Ears
b. Eyes
c. Skin
d. Hair
vi. When loud sounds are emitted by ships, oil drills and naval sonar devices the marine animals
cannot perform
a. Echolocation
b. Feeding activity
c. Locomotion
d. Respiration
vii. To reduce pollution, we must use:
a. Fluorescent light
b. Halogen lights
c. Plastic material
d. Smart phone
2. Give short answers.
i. Define pollution and pollutants.
ii. Give examples of two marine animals that rely on echolocation.
iii. What is the good effect of natural greenhouse effect?

27
Chapter 4

INDUSTRIALISATION AND INTERNATIONAL TRADE

Outline of chapter 4

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping concepts
• Identify the main industries of • Photo study Page 57 to • analysing relationship
Pakistan. • Mind 69 between industries and
• Indicate links between mapping economic development
industrialisation, immigration • Classification • differentiating
and urbanisation. • Internet • studying diagrams
• Highlight the important research and • describing
industrial products of Pakistan. creative • reading photographs
• Explore the development of the writing • collecting data
textile industry of Pakistan with • Map • interpreting data
its four stages. Reading
• Describe the significant role of
the cottage industry in the lives
of the people of Pakistan.
• Explain the importance for a
country to establish regulations
for carrying import and export
smoothly.
• Enlist the top four export and
import goods of Pakistan.
• Suggest ways which can help
Pakistan to earn more revenue
from export.
• Suggest ways to reduce the
imports of Pakistan.
• Suggest some ways Pakistan can
adopt to compete with its
international trade counterparts.
• Explain how bilateral trade
between Pakistan and China can
contribute to sound economic
development for both countries.
• Explore how development in
science and technology can help
to develop the industrial boom in
Pakistan.
• Justify how Pakistan can succeed
in industrial development if
import needs are reduced.
• Justify how economic stability
can help a nation to encounter
different foreign challenges.
28
 Website Resources: https://www.youtube.com/watch?v=vizSn5_uZNg (Industrial
Revolution in England)
https://www.youtube.com/watch?v=azJZNIrMlcU (Industrial
growth in Pakistan)
https://www.youtube.com/watch?v=8RZlpTJW1LU (Industries of
Pakistan)
https://www.youtube.com/watch?v=lTUdl4JffnY (CPEC)
Key concepts and vocabulary: Industrialisation, urbanisation, rural-urban migration, push factors,
pull factors, exports, GDP, international trade, bilateral
Formative Assessment: • Name the main industries of Pakistan.
• Define urbanisation, immigration and industrialisation.
• List reasons for immigration and urbanisation.
• Name different types of industries of Pakistan with their
location.
• Explain the importance of industries in the economic
development of Pakistan.
• List some exports and imports of Pakistan.
• Explain the meaning of bilateral trade.
• Write a note on CPEC.
• Explain the importance of regulations for international trade.
Differentiation: • Draw and label diagrams.
(Multiple paths to the learning • Prepare a debate in groups on the reasons of less exports of
outcomes) Pakistan as compared to other South Asian countries.
• Make a chart to show different industries of Pakistan.
• Study graphs and photographs.

Lesson Plan 1
4.1 Industrialisation
Specific Objectives:

• Indicate links between industrialisation, immigration and urbanisation.

• Delineate positive and negative impacts of industrialisation.
• Enlist the push and pull factors of rural-urban migration.

Suggested Activities/Strategies Resources

Introduction:
Teacher will explain industrialisation and its positive
and negative impacts.
Teacher will show a video about industrial
revolution. https://www.youtube.com/watch?v=vizSn5_uZNg
After watching the video students will be given Industrial revolution in England
resource 1 and students will write a summary on Resource 1
industrial revolution.
Teacher will explain urbanisation and its causes. She
will further explain rural-urban migration.
Teacher will tell learners to study the table of push
and pull factors and summarise orally after studying.

29
 Teacher will explain natural increase in urban
population.
Class assignment
Activity II and checkpoint Activity II page 60
Homework Checkpoint page 61
Activity I Activity I page 58
Surf I.T page 58 and 59 Surf I.T page 58 and 59

Lesson Plan 2
4.2 Utilising and Conserving Resources
4.3 Main Industries of Pakistan
4.4 Major Imports and Exports of Pakistan
4.5 Bilateral Trade between Pakistan and China
Specific Objectives:

• Identify the main industries of Pakistan.

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

Suggested Activities/Strategies Resources

Introduction:
Teacher will ask:
• What are natural resources?
• How do they benefit us?
• How do we waste or misuse the natural
resources?
• Why is it necessary to save/conserve natural
resources?
Teacher will explain with the help of learners’ Textile industry and its types page 62
responses. Sugar and cement industries page 64
Group Work: Automobile and ghee industry page 65
Group 1  Textile industry and its types Fertiliser industry and fisheries page 65
Group 2  Sugar and cement industries The Importance of cottage industry page 66

30
Group 3  Automobile and ghee industry
Group 4  Fertiliser industry and fisheries
Group 5  The Importance of cottage industry https://www.youtube.com/watch?v=8RZlpTJW1LU
Each group will read and prepare a PowerPoint (Industries of Pakistan)
presentation of 3 to 7 slides https://www.youtube.com/watch?v=azJZNIrMlcU
Teacher will show two videos. Students will note (Industrial growth in Pakistan)
down points that they will add in their Chapter 2 Resource 1
presentations. 4.4 Major Imports and Exports of Pakistan page 67
Each group will give a presentation.
Teacher will assess using a rubric.

Major Imports and Exports of Pakistan

Teacher will explain the topic in detail. https://www.youtube.com/watch?v=lTUdl4JffnY
Students will be told to read the topic from the 4.5 Bilateral Trade between Pakistan and China
book silently and make a web on the topic. page 68
Bilateral Trade between Pakistan and China
Teacher shows a video related to CPEC.
After watching the video learners will read 4.5
silently.
Teacher will invite different students to present the Surf I.T. page 68
summary of what they have learnt.
Homework
Surf I.T.

31
Resource 1 Look at the illustrations and write a summary on Industrial Revolution.
Before Industrial Revolution After Industrial Revolution
Working Conditions

Living Space

Transportation Methods

Source: https://www.storyboardthat.com/storyboards/matt-campbell/the-industrial-revolution--before-and-after

32
Resource 2
Review Quiz
1. What is industrialisation?
Industrialisation is the process of development from an agricultural economy to the one based on
manufacturing economy.
2. How is human capital lost?
Human capital is lost when highly trained, skilled and educated population immigrates to more
industrialised and developed countries in search of better economic opportunities.
3. What is urbanisation?
Urbanisation is the increase in the proportion of the population living in towns (urban areas) due to
rural—urban migration or a natural increase in population.
4. Name the main industries of Pakistan.
The main industries of Pakistan are textile, cement, automobile, vegetable ghee and cooking oil,
fertiliser and cottage industries.
5. What is the import substitution industrialisation theory?
Import substitution industrialisation is a theory that suggests that a developing nation replaces its
imports with domestic production according to the needs of the citizens.
6. What is economic stability?
Economic stability means that people have the necessary resources to live a healthy life.
Economic stability creates confidence and certainty for investors.
7. State one key difference between science and technology.
Science creates new knowledge based on evidences whereas technology is the application of
knowledge for practical purposes and innovation.
8. What is bilateral trade?
Bilateral trade is the exchange of goods between two countries that promotes trade and
investment.

33
Resource 3

1. Tick () the correct answer.

i. It is the process of development from an agricultural economy to the one based on
manufacturing economy.
a. Economic development
b. Industrialization
c. Migration
d. Urbanisation
ii. This makes it possible to deliver a large quantity and a variety of goods leading to low price.
a. Economic stability
b. International trade
c. Mass production
d. Urbanisation
iii. Abundant availability of gypsum and limestone in Pakistan make it possible to have 24:
a. Automobile industries
b. Cement industries
c. Fertilizer industries
d. Sugar industries
iv. These are small-scale industries usually owned by an individual or a family.
a. Automobile industries
b. Cottage industries
c. Textile industries
d. Sugar industries
v. In 2015, Pakistan and China signed an agreement called:
a. CPEC b. CPFTA c. EPH d. PTA

vi. This factor refers to changes in government policies or laws that encourage or prohibit certain
economic activities.
a. High inflation
b. Legal factor
c. Political rift
d. Technological advancement
vii. One of the major problems that affect industries adversely is:
a. Lack of labour
b. Pollution
c. Power outage
d. Sophisticated technology
2. Give short answers.
a. Define the following:
• Pull factors • Push factors • Industrialisation
3. Write detailed answers.
a. How will Pakistan’s economy benefit from reducing import needs?
b. List the factors that help achieve economic stability.
c. Explain economic stability and its benefits.
34
Chapter 5

TRANSPORT AND ITS IMPORTANCE

Outline of chapter 5

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping concepts
• Identify different forms of • Photo study Page 70 to • analysing relationships
modern transportation and their • Mind 89 between geographical
characteristics. mapping features
• Explain some of the reasons for • Classification • differentiating
the development of transport • Internet • studying diagrams
systems in urban and rural areas. research and • describing
• Explain the dependence of creative • reading photographs
international trade on an writing
effective transport system. • Map
• Explain the importance of the Reading
transport system in the
development of the economic
activity.
• Outline the role of
transportation system in internal
and international trade.
• Identify major modes of
transportation and trade routes
in Pakistan.
• List some of the major exports
and imports transported through
CPEC, silk route, Chaman,
Torkham, Port Qasim, Karachi
Port and Gwadar Port.
• Explain some of the strengths
and weaknesses of the transport
infrastructure in Pakistan.
Website Resources: https://www.adb.org/news/videos/connecting-places-people-and-
profits-pakistan

Key concepts and vocabulary: Transportation, freight, containerisation, intermodal, global

positioning system, motorways, accessibility, communication,
connectivity
Formative Assessment: • Explain the types of transport.
• Name important roads of Pakistan.
• Name important cities on the route of CPEC.
• Write a note on mass transit.
• List exports and imports of Pakistan
• Define accessibility, communication and connectivity.
• Explain globalisation.

35
 Differentiation: • Draw and label diagrams.
(Multiple paths to the learning • Make a timeline showing the development of transport from
outcomes) the 18th century to the 20th century.
• Locate the border crossing points on the map of Pakistan.
• Make a model showing the types of transport.
• Present information read in the chapter.

Lesson Plan 1
5.1 Making Connections
5.2 Types of Transport
5.3 Modes of Transport in Pakistan
Specific Objectives:

• Identify different forms of modern transportation and their characteristics.

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

Suggested Activities/Strategies Resources

Introduction:
Teacher will ask:
• How do you come to school?
• What other means of transport have you used?
Teacher will assign Activity I to students in pairs. Activity I page 71
Teacher will ask different pairs to share what they listed.
Teacher will explain the importance of transport in detail.
Group Work
Teacher will divide the class in eight groups. 5.2 Types of Transport page 72
Group 1 and 2  Road Road page 72 and 73
Group 3 and 4  Rail Rail page 74
Group 5 and 6  Waterways Waterways page 75 and 76
Group 7 and 8  Air Air page 76
Each group studies the assigned part and gives a presentation
after reading. Teacher summarises as needed.
5.3 Modes of Transport in Pakistan
Jigsaw Reading
Students will work in the same groups and study:
Group 1 and 2  Roads Roads page 77
Group 3 and 4  Motorways Motorways page 78
Group 5 and 6  CPEC CPEC page 80
Group 7 and 8  Rail and Mass Transit Rail and Mass Transit page 80 and 82

36
 Groups will be rearranged in such a way that each new group
has members from all topics. The group members will teach
others what they read in the expert group.
Feedback
Teacher will invite different students by picking name cards
and tell them to explain one topic at a time.
Classwork: Activity II, page 80, Activity III, page 81
Activity II, III and IV will be assigned as classwork. Activity IV, page 82

Lesson Plan 2
5.3 Modes of Transport in Pakistan
5.4 Accessibility
5.5 Communication
5.6 Connectivity
5.7 A Shrinking World and Globalization
Specific Objectives:

• List some of the major exports and imports transported through CPEC, silk route, Chaman, Torkham,
Port Qasim, Karachi Port and Gwadar Port.
• Explain some of the strengths and weaknesses of the transport infrastructure in Pakistan.

Suggested Activities/Strategies Resources

Introduction:
Teacher will ask:
Think of all the things that you use at home. Are they all
made in Pakistan?
Pakistan imports all these things. What does Pakistan export
to other countries?
Explanation:
Teacher will explain the imports and exports of Pakistan.
Teacher will tell students to study tables 5.3 and 5.4 and Table 5.3 and 5.4 page 83
identify the items that are exported and those that are
imported. Resource 1 World Map
Teacher will also tell them to mark the mentioned places on a
world map.
Teacher introduces Silk Route with the help of figure 5.8. Figure 5.8, page 84
Teacher then explains the terms:
• Accessibility Accessibility page 85
• Communication and Communication page 86
• Connectivity Connectivity page 86
Teacher will explain globalisation and its impact on the world.
Class Work:
Activity V will be assigned as classwork in groups. Activity V page 84
Homework:
Activity VI Activity VI page 88
Prepare for a review quiz. Resource 2 will be used for the quiz.

37
Resource 1
i. Mark the countries from which Pakistan imports goods in red.
ii. Mark the countries to which Pakistan exports goods in green.

38
Resource 2 Review Quiz
1. What is the meaning of transportation?
Transportation means the moving of people and goods from one place to another.
2. What is the Silk Route?
The Silk Road/Route, a network of routes across the Asian continent, links Asia with Northeast
Africa and Europe.
3. Which two countries are linked by the Karakoram Highway?
The Karakoram Highway links Pakistan with China across the Karakoram range through the
Khunjerab Pass.
4. What are the different types of transports?
Different types of transports are road, rail, sea and air.
5. Which means of transport is the cheapest?
Road transport is relatively cheap due to the low cost of trucks, buses or cars as compared to the
cost of trains or ships.
6. How much cargo can a freight train carry?
A freight train can carry as much as 600 trucks and a double-stack unit train can carry between 200
and 300 containers at a time.
7. What are maritime routes?
Sea transport is based on regular itineraries known as maritime routes.
8. What is containerisation?
Containerisation is a system of transport that uses standard containers that are intermodal, which
means that the standard containers can be loaded onto ships, planes and trucks.
9. Why do ships require a smaller crew these days?
Because of the technological advancements, such as computer assisted navigation and global
positioning system (GPS) a smaller crew is needed to operate a large ship.
10. What does CPEC stand for?
CPEC stands for China Pakistan Economic Corridor which connects the Northern areas of Pakistan to
Gwadar and Karachi seaports.
11. Define:
a. Accessibility b. Connectivity c. Communication

Accessibility refers to how Connectivity refers to how Communication refers to the

easy it is to reach a place. well linked or connected a transmitting and receiving of
place is to other places. ideas, information and
messages.

12. What per centage of trade by volume occurs through sea?

Over 90 percent of Pakistan's trade by volume occurs through the sea.
13. Name three important seaports of Pakistan.
Some of the important ports of Pakistan are Karachi port, Muhammad Bin Qasim port, and the
Gwadar Port.

39
14. In which cities are the metrobus and green line projects working?
The metrobus and the Green Line projects have been successful in Lahore, Islamabad and Multan
and the projects will be implemented in Karachi as well to ensure smooth mass transit.
15. What is the orange line and where is it operative?
The orange line rapid transit in Lahore, the first driverless metro, spans 27.1 km and serves 26
stations and can transport 250,000 passengers daily.

Resource 3
Worksheet 1

1. Tick () the correct answer.

i. The railway became the fastest and most popular land transport for both passengers and
cargoes in the year?
a. 1825
b. 1869
c. 1885
d. 1903
ii. The Silk Road links:
a. Africa and Europe
b. Asia and Africa
c. Asia, Australia and America
d. Asia, North Africa and Europe
iii. The French train Tres Grande Vitesse (TGV) and the bullet train in Japan have a speed of about:
a. 250 kilometres per hour
b. 300 kilometres per hour
c. 350 kilometres per hour
d. 400 kilometres per hour
iv. GPS means:
a. Game providing Service
b. Global Positioning Service
c. Google Providing Service
d. Grand Positioning Service
v. Aeroplanes can travel at an average speed of:
a. 800 kilometres per hour
b. 850 kilometres per hour
c. 900 kilometres per hour
d. 1000 kilometres per hour
vi. The border between Pakistan and Iran at Nokundi is called:
a. Chaman
b. Karakoram
c. Taftan
d. Wagha

40
vii. This is the busiest port of Pakistan and is considered the economic hub of Pakistan:
a. Karachi Port
b. Muhammad Bin Qasim Port
c. Gwadar Port
d. Ormara Port

2. Give short answers.

a. Name four highways of Pakistan.
b. What is containerisation?
c. Name two countries to which Pakistan exports:
i. Cotton
ii. Rice
iii. Leather and leather products

3. Write detailed answers.

a. Write a note on the seaports of Pakistan.

41
Chapter 6

SOCIAL AND ECONOMIC DEVELOPMENT

Outline of chapter 6

Book
Student Learning Outcomes Suggested Activities Target Skills
Resources
Students will be able to: • Discussion Textbook: • Mind mapping
• Describe that development includes the • Photo study Page 90 to concepts
social and economic welfare of the people • Mind 99 • analysing
of a region. mapping relationships
• Compare and contrast the Economic • Classification between
Development Indicators (EDI) and Human • Internet geographical
Development Indicators (HDI) of a country. research and features
• Investigate the key economic indicators of creative • differentiating
development and their importance. writing • studying
• Enlist a few human indicators that are • Map Reading diagrams
important for the development of a country. • Making tree • describing
• Explain the role of inflation and charts • reading
unemployment in the development of a photographs
country.
• Evaluate the impact of technology on the
development of a country.
• Evaluate the current position of Pakistan at
EDI and HDI indicators.
• Explore the importance of health care in the
development of the country.
• Identify the role of the Organisation for
Economic Cooperation and Development
(OECD) to support development in
developing countries.
Website Resources: https://www.youtube.com/watch?v=HwgZQ1DqG3w
(development)
https://www.youtube.com/watch?v=IElJbtTYtuM (HDI)
Key concepts and vocabulary: Development, gross domestic product, PPP, inflation,
unemployment.
Formative Assessment: • The worksheet given at the end of the plan.
• Define development, inflation, unemployment, HDI
and EDI.
• Review Quiz
• Explain EDI and HDI with the help of a tree chart.
• Study graphs.
Differentiation: • Differentiate between the types of inflation using a
(Multiple paths to the learning outcomes) T-chart
• Study graphs and photographs.
• Take pictures to show the state of development in
their area.
• Make V-log to indicate the state of development in
their area.
42
Lesson Plan 1
6.1 What is Development?
6.2 Economic Development Indicators
6.3 Human Development Indicators
Specific Objectives:

• Describe that development includes the social and economic welfare of the people of a region.
• Compare and contrast the EDI and HDI of a country.
• Investigate the key economic indicators of development and their importance.
• Enlist a few human indicators that are important for the development of a country.
• Explain the role of inflation and unemployment in the development of a country.
• Evaluate the current position of Pakistan at EDI and HDI indicators.
• Explore the importance of health care in the development of the country.

Suggested Activities/Strategies Resources

Introduction:
Teacher will ask:
What is development?
How is it measured?
Teacher distributes resource 1 and tells students Resource 1 (Three pictures to compare and contrast)
to identify as many differences between the
pictures as possible in 3 minutes.
Feedback is taken. https://www.youtube.com/watch?v=HwgZQ1DqG3w
Teacher will show two videos to introduce the (development)
above topics. https://www.youtube.com/watch?v=IElJbtTYtuM
Learners will the read 6.1, 6.2 and 6.3 silently. (HDI)
After reading teacher will ask questions. Resource 2
Activity:
Activity I and II will be done in pairs. Activity I page 93 and Activity II page 94
Resource 3 Resource 3 (Graph reading) Graph on page 91
Resource 4 chart 1 Resource 4 chart 1
Homework:
Surf I.T. Surf I.T. page 95
Checkpoint Checkpoint page 93
Project:
Prepare a photo report on the situation of
development in your area.

43
Lesson Plan 2
6.4 Inflation
6.5 Unemployment
6.6 Technology and Development
6.7 Organisation for Economic Cooperation and Development (OECD)
Specific Objectives:

• Explain the role of inflation and unemployment in the development of a country.

• Evaluate the impact of technology on the development of a country.
• Explore the importance of health care in the development of the country.
• Identify the role of the Organisation for Economic Cooperation and Development (OECD) to support
development in developing countries.

Suggested Activities/Strategies Resources

Introduction:
Teacher will ask:
• Have you ever heard your family members saying that
prices are constantly going up? or
• The size of biscuits, for example, is becoming smaller and
smaller. Or
• We used to buy it for much less amount a few years back
but now it has become so expensive.
With the help of students’ responses, teacher will explain
inflation and unemployment.
Pair Work:
Teacher will instruct learners to read 6.4 and 6.5 and find the 6.4 Inflation page 95
answers of the following which will be written on the writing 6.5 Unemployment page 96
board.
• What is the difference between demand-pull inflation and
cost-push inflation?
• How does inflation affect the citizens?
• What is the main cause of currency devaluation?
• Why are food items expensive in Pakistan?
• Who are unemployed?
• How can unemployment affect the unemployed
emotionally, economically and health-wise?
Silent Reading: 6.6 Technology and Development page
Students will individually read 6.6 and 6.7 silently. After 97
reading learners will work in groups to make webs on both 6.7 Organisation for Economic
topics. Cooperation and Development (OECD)
Homework: page 97
Worksheet 1 Resource 6
Project:
Make a V-log indicating the situation of development and
inflation in your area.

44
Resource 1
Observe the figures given below and identify as many differences as possible in pairs.

Source: https://africa.businessinsider.com/local/lifestyle/15-most-underdeveloped-countries-in-africa-based-on-uns-human-development-index/d3fznt5

Source: https://www.insidermonkey.com/blog/25-most-underdeveloped-countries-in-the-world-in-2018-651578/

Source: https://www.pexels.com/photo/city-skyline-during-night-time-3787839/

45
Resource 2
Questions related to 6.1, 6.2 and 6.3
1. Explain development.
2. To evaluate the economic development, which indicators are considered?
3. What does GDP stand for?
4. What is GDP?
5. What does PPP stand for?
6. How do we know about the economic condition of people living in a country?
7. Why is education important?
8. How do we determine the presence of good health facilities?
9. What is included in infrastructure?
10. Is industrialisation considered a positive indicator of development?
11. Why is political stability important?
12. What are some of the benefits drawn from wild life diversity?
13. What does HDI stand for?
14. Which three categories of development indicators are included in HDI?
15. What are the four indicators of human development index?
16. Why has the position of Pakistan dropped on HDI recently?

Resource 3
Look at the graph given on page 91 and answer the following questions.
i. Which two countries have the same PPP GDP?
ii. Which country has less PPP GDP than the above two countries?
iii. Which country has the highest PPP GDP in the graph?
iv. Which countries have the PPP GDP more than 5?
v. On which organisation’s estimates is the graph based on?

46
Resource 4

1. Complete the following tree charts.

Chart 1

Development Indicators

Economic Development Human Development

Indicators Indicators

Chart 2

Inflation

............ ............

47
Resource 5
Review Quiz
1. What is development?
Development is the improvement in people’s freedom to choose and expansion of their
capabilities.
2. Name the economic development indicators.
The economic development indicators include GDP, economic condition of the population,
education, health, trade, infrastructure, industrialisation, political development and wild life
diversity.
3. What does GDP stand for?
GDP stands for gross domestic product.
4. What does GDP mean?
GDP or gross domestic product is the total monetary or market value of all the finished goods and
services produced in a country during a specific time.
5. What indicates that a country has good health facilities?
Number of doctors per one thousand of the population shows that good health facilities are
available to the population or not.
6. What is the infrastructure of a country?
Infrastructure includes roads, railways and airports which indicate the development of a nation.
7. What socio-economic benefits does a country get from wild life diversity?
Wild life diversity provides several socio-economic benefits like pollinators, pest control, food
supply, material for medicines and genetic resources.
8. What is HDI and which organisation developed it?
The United Nations Development Programme has designed a tool called Human Development
Index (HDI) which is widely used for measuring development and comparing the progress of
different developing countries.
9. Which three categories of development indicators are measured for ranking countries on the basis
of their development?
The HDI uses three categories of development indicators: income, health and education to rank
countries on the basis of their development.
10. What is inflation?
The increase in the price of gas, petrol, commodities, food, services and other goods decreasing the
purchasing power of both consumers and businesses is called inflation.
11. What are the two main causes of inflation? Define them.
There are two main causes of inflation: demand-pull inflation and cost-push inflation.
• Demand-pull inflation occurs when the demand for goods is greater than the ability to
produce those goods by an economy.
• Cost-push inflation occurs when the cost of raw material rises resulting in the high prices of
final products.
12. Who are unemployed?
People who do not have a source of income are called unemployed.
13. State one benefit of using of technology efficiently.
Efficient use of technology increases productivity and enhance economic development of a nation.
48
14. What does OECD stand for?
OECD stands for Organisation for Economic Cooperation and Development.

15. When was OECD founded?

It was founded in 1961.
16. How many members does OECD have?
OECD has thirty-eight member nations.

Resource 6
Worksheet 1
1. Tick () the correct answer.
i. It is the improvement in people’s freedom to choose and the expansion of their capacities
a. Development
b. GDP
c. Infrastructure
d. Industrialisation
ii. When the rate of inflation is higher than the increase in wages, it is a sign of a
a. Developed economy
b. Flourishing economy
c. Smooth economy
d. Struggling economy
iii. What are the three dimensions of human development index?
a. Health, education and living standards
b. Industrialisation, health and infrastructure
c. GDP, living standards and political stability
d. Inflation, unemployment and industrialisation
iv. In order to provide adequate health facilities, WHO estimates that every 1,000 people require:
a. 2 medical staff
b. 2.5 medical staff
c. 3 medical staff
d. 3.5 medical staff
v. In Pakistan for every 1,000 people there are:
a. 1.12 medical staff
b. 1.21 medical staff
c. 1.3 medical staff
d. 2 medical staff
vi. What is the HDI rank of Pakistan according to the UN human development report 2012-2022?
a. 140
b. 145
c. 157
d. 161

49
vii. When did the industrial revolution begin?
a. 1700
b. 1800
c. 1900
d. 2000

2. Give short answers.

a. Define the two types of inflation.
b. Write any three economic development indicators.
c. When was OECD founded?
d. List the three categories of development studied to rank a nation on HDI index.
e. What do the following stand for?
i. GDP
ii. PPP
iii. EDI
iv. HDI
v. OECD

50