Geography Year 10 e Note British and Integrated

CALEB BRITISH INTERNATIONAL SCHOOL, ABIJO GRA
2023/2024 ACADEMIC SESSION

FIRST TERM LESSON NOTE
SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH
TERM: FIRST
WEEK: ONE
TOPIC: INTRODUCTION TO GEOGRAPHY
LESSON OBJECTIVES: STUDENTS SHOULD BE ABLE TO:
i. define Geography
ii. describe the scope of Geography
iii. state and discuss five values of Geography
CONTENT
DEFINITION OF GEOGRAPHY
GEOGRAPHY: is a science that deals with the description, distribution, and interaction of the diverse
physical, biological, and cultural features of the earth's surface
IN PLAIN ENGLISH
Geography is the study of the earth and everything on it.
THEMES OF GEOGRAPHY
The 5 Themes of Geography originated by the National Geographic Society to fulfill a need for geographers
(people who study the earth and everything on it) categorize everything they learn. These 5 places are easy to
remember. Just say the word ―PRILM‖.
PRILM is a mnemonic device that can be used to help remember what the 5 Themes of Geography are. Simply
put, take the first letter of each Theme to create the word PRILM. They are:
 Place
 Region
 Interaction (Human-Environment)
 Location
 Movement
Place –
 What makes a place different from other places? Differences might be defined in terms of climate,
physical features, or the people who live there and their traditions. What physical characteristics exist in
this city such as plant and animal life?
What cultural (human) characteristics are typical of this city?
Which ethnic, religious, or political groups live here?
 REGION
 Regions are areas that can be grouped together by a set of things special to that region. We have
countries, ruled by governments, areas speaking the same language, or having the same religion, and we
have areas served by a particular service, such as a school district.
The three types of area are: Defined by a government or physical characteristics
Defined by a function
Loosely defined
 Regions defined by a government or physical characteristics are regions that are strictly maintained,
such as countries or continents.
 Regions defined by a function are areas served by a particular service.

Take the example of the school district for Geek's Rule School. If Geek's Rule School closes down, then
the school district will no longer exist. Of course, it won't just disappear in a cloud of smoke, but it will
have to be named or described some other way.
 Loosely defined regions are regions that are grouped together in general terms.
These are things such as the North, or the Midlands or the Buddhist World, or even the Far East and
Middle East. They are the sort of definitions that people will argue about, and say that a certain place
should or shouldn't be included in the definition of that region.
 Regions are areas that can be grouped together by a set of things special to that region. We have
countries, ruled by governments, areas speaking the same language, or having the same religion, and we
have areas served by a particular service, such as a school district.
The three types of area are: Defined by a government or physical characteristics
Defined by a function
Loosely defined
 Regions defined by a government or physical characteristics are regions that are strictly maintained,
such as countries or continents.
 Regions defined by a function are areas served by a particular service.
Take the example of the school district for Geek's Rule School. If Geek's Rule School closes down, then
the school district will no longer exist. Of course, it won't just disappear in a cloud of smoke, but it will
have to be named or described some other way.
 Loosely defined regions are regions that are grouped together in general terms.
These are things such as the North, or the Midlands or the Buddhist World, or even the Far East and
Middle East. They are the sort of definitions that people will argue about, and say that a certain place
should or shouldn't be included in the definition of that region.
(Descriptions of regions can include information about the physical or cultural characteristics. Physical
refers to mountains, deserts, climates, etc. Cultural refers to history, religion, and language.)
HUMAN-ENVIRONMENTAL INTERACTIONS
 This is about the relationship between people and their environment, or how they work together. It
answers a lot of important questions: What effects have the people had on their environment? How has
the environment affected them, do they depend on it for anything? What changes have they made to
their environment to make it easier to live in?
 Human-environment interaction -- What are the relationships among people and places? How have
people changed the environment to better suit their needs?
HOW PEOPLE RELATE TO THEIR ENVIRONMENT
What commodities do people depend on from, and in this area?
How do people in Philadelphia adapt to their environment in terms of what they wear and how they build their
homes?
How do people in this city modify their environment to accommodate them? (e.g. building dams, changing
landscapes)
LOCATION
 This is divided into 2 parts: Specific location and General Location
 Specific location is shown by an address. The address can be any type of address that gives an exact
position. It is sometimes called absolute location
Here are some examples:
A Street Address:
1, Silly Street, Anywhere Town, Nowhere Place
A Map Address:
15o20' North, 20o15' West
 Both of these examples well tell you exactly where a place is.
 General location is shown by saying where something is in relation to somewhere or something else. It
is also known as relative location.
Here are some examples:

ten minutes away by train

in front of the bank
 With these two examples you can only find what you want if you know from where you are starting. It's
useful, though, for describing things. If I just told you that New York was located at 40o North, 73o
West, you probably couldn't picture that in your head. If I told you that it was in the North-Eastern
United States, you could probably imagine it much better.
MOVEMENT
• Movement includes the movement of people, things, such as goods, as well as communications (the
movement of ideas).
• We can describe the type of communications a place has and the main forms of transportation, as well as
what goods are exported and imported. These all come under the heading of movement.
IMPORTANCE OF GEOGRAPHY
Geography is important because it makes us to:
 Understand the world and how it works

 Understand our place in the world
 Understand how different places are connected
 Understand how physical systems work
 Provide perspective on current events
 link the past to the present and the future
 relate with different disciplines
 have essential survival skills.
EVALUATION:
i.Define Geography
ii. Describe the scope of Geography
iii. State and discuss five values of Geography
iv. How is geography related to other disciplines
TERM: FIRST
WEEK: TWO
TOPIC: EARTH AND OTHER PLANETS
i. identify the components of the solar system
ii. describe the position of the in relation to the sun and other planets
iii. proof the shape of the earth
CONTENT
Understanding that Earth is part of a larger physical system called the solar system which helps us understand
how life on our planet is possible. Earth’s physical systems—air, landforms, and water—are affected by natural
forces such as earthquakes and volcanoes that can influence human activities on the planet.
PLANET EARTH
Physical processes shape Earth’s surface. As part of a larger system called the solar system, Earth has water,
land, and air that make the planet suitable for plant and animal life.
Physical processes shape Earth’s surface. The surface of the Earth has been shaped by the internal forces of
tectonic activity, as well as by the external forces of weathering and erosion.
Physical processes shape Earth’s surface. The water cycle keeps the amount of water on Earth, both
freshwater and salt water, fairly constant.
OUR SOLAR SYSTEM
Earth is part of a larger physical system that contains other planets, moons, and stars.
• At least eight planets exist, and each is in its own orbit around the sun:
– Mercury
– Venus
– Earth
– Mars
– Jupiter
– Saturn
– Uranus
– Neptune
• Ceres and Pluto are dwarf planets.
• All of the planets are grouped into two types—terrestrial and gas giant planets.
• Thousand of smaller objects—including asteroids, comets, and meteoroids—revolve around the sun.
• About 70% of the surface of the Earth is made up of water and is called the hydrosphere.
• About 30% of the surface of the Earth is land, including continents and islands.
• The air we breathe is part of the Earth’s atmosphere.

• The part of the Earth that supports life is the biosphere.
LANDFORMS
– Landforms and bodies of water are the natural features of the Earth’s surface.
– Underwater landforms are as diverse as those found on dry land.
– Seen from space, Earth’s most visible landforms are the seven continents.
EARTH’S HEIGHT AND DEPTH
– The highest point on Earth is Mount Everest, which is 29,035 feet above sea level.
– The lowest dry land point is the shore of the Dead Sea, which is 1,349 feet below sea level.
– Earth’s deepest known depression is the Mariana Trench, which is 35,827 feet deep.
PROOFS THAT THE EARTH IS SPERICAL
SUNRISE AND SUNSET:
The earth rotate from west to east. This means that places in the east experiences sunlight before places in the
west. If the earth were flat, all place will see the sun at the same time and there will be no darkness.
THE MOON OR LUNAR ECLIPSE

During the eclipse of the moon that is when the earth comes between the sun and the moon, the earth shadow on
the moon shows a dark circle. If the earth were flat, the earth shadow will boot be circular.
SHIP VISIBILITY
If a ship still far away at sea, it is watched using a telescope, one will first see the smoke and then the funnel
which the smoke is coming out and this clearly suggest that the sea has a curved outline since it is part of a
sphere. If the earth were flat, the whole ship and the smoke will be seen at once.
ship visibility
CIRCUMNAVIGATION OF THE EARTH
The voyage of discovery by Ferdinand Magellan between 159 and 15222 proof that the earth is spherical. Today
it is still possible to start from one point and travel either east or west, north or south and at the end still come
back at the starting point because the earth is spherical.
AERIAL PHOTOGRAPHS
Photograph taken from space craft (rockets) clearly shows that the earth is spherical. This is the most
convincing and most updated proofs of the earth sphericity.
PLANETARY BODIES.
All observations from telescope reveal that other planetary bodies and their satellites e.g. the moon, the sun,
stars have circular outline therefore the sun, stars have circular outline therefore the earth cannot be an
exception..
DRIVING POLES ON LEVEL GROUNDS ON A CURVED EARTH
When engineers drive poles of equal length into level land at regular interval they don’t give a perfect
horizontal level. The central pole normally projects slightly along the pole because of the curvature of the earth.
If the earth were flat, the top off the pole would have be on the same line straight.
EVALUATION:
i. Identify the components of the solar system
ii.Describe the position of the in relation to the sun and other planets
iii.Explain three proofs that show that the Earth is spherical.
iv. What is circumnavigation of the Earth?
.
TERM: FIRST
WEEK: THREE AND FOUR
TOPIC: WORLD CLIMATES
i. define climate
ii. describe an equatorial climate
iii. describe equatorial climate ecosystem
iv. explain five factors that influence the characteristics of an equatorial climate
CONTENT
Equatorial or tropical rainforests are found near the equator. Places which experience an equatorial
climate include parts of:
 Central America, eg Costa Rica

 South America, eg Brazil
 Central Africa, eg Kenya
 South-East Asia, eg Borneo
DESCRIPTION OF THE EQUATORIAL CLIMATE
Igua in the Iguazu river on the border of Brazil and Argentina
Rainforests are located in the equatorial climate region. They are hot and wet all year round – this creates
a humid climate.
The annual rainfall is high as it rains almost every day. The temperatures are constant all year round – the
temperature range is usually only a few degrees. There are no seasons.
The climate graph shows average rainfall and temperatures in Manaus, located in the Amazon rainforest in
Brazil. The highest monthly rainfall is in March with over 300 mm and the lowest rainfall occurs in August with
under 50 mm.
Temperatures vary little throughout the year. The highest monthly temperature is 29°C which occurs in
September. The lowest monthly temperature is 26°C which occurs in December and January. The annual
temperature range is 2°C.
EQUATORIAL ECOSYSTEM
DESCRIPTION
Equatorial rainforests contain an enormous variety of plants and animals – approximately 90 per cent of all of
the world's species. Vegetation is dense and occurs in four main layers:
 The forest floor/shrub layer. This area is dark as trees block out most of the sunlight. The forest floor is
covered in a thick blanket of dead and decaying roots and leaves, known as humus. A little vegetation
can grow between the trees if it is able to trap sunlight. This area is prone to flooding during torrential
rainfall.
 The under canopy is the layer above the forest floor. This area is shady and cooler. As there is very
limited sunlight, seedlings lie dormant until larger plants and trees die. The gap that is left in
the canopy is quickly filled as new plants grow into it. Lianas, or vines, take root in the ground and
climb up trees to reach the sunlight.
 The canopy is the continuous layer of tree tops that is more sheltered. The trees are normally 20 to 40
metres tall. This leafy location with fruit all year round is the habitat for most wildlife including
insects, tree snakes, birds and some mammals, eg howler monkey, jaguar and sloth.
 The emergent layer consists of the tallest trees in the rainforest and they can grow up to 60 metres. They
are higher because they are able to trap more sunlight to help them make more food to grow.
Emergent trees are supported by buttress roots which prevent them from blowing over in high winds.
This diagram shows the four layers of rainforest vegetation and the amount of sunlight that each one receives:
WATER AND NUTRIENT CYCLES IN THE RAINFOREST ECOSYSTEM
The rainforest ecosystem has a distinctive water and nutrient cycle due to:
 high convectional rainfall

 high levels of humidity
 abundant vegetation
 nutrient-rich but shallow soil
RAINFOREST WATER CYCLE
The roots of trees, plants and shrubs take up water from the soil. The rain is intercepted by trees as it falls. As
the temperature in the rainforest increases during the day, it causes the water to evaporate into the atmosphere.
This water vapour cools, condenses and forms clouds to make the next day's rain. This is known as convectional
rainfall. The whole process is repeated daily and the cycle continues.
RAINFOREST NUTRIENT CYCLE
The warm, damp conditions on the forest floor and the abundance of insects enables the rapid breakdown of
dead leaves and plant material. This humus provides nutrients that are easily absorbed by plant roots. Because
of the abundance of rainforest vegetation, nutrients are used up quickly.
This cycle is continuous as long as deforestation does not occur. Unfortunately, if the protective canopy
(umbrella) of vegetation is removed, the soil quickly becomes infertile as nutrients are leached out of the soil,
and the top soil is easily washed away into rivers by heavy rainfall.
EFFECTS OF DEGRADATION IN THE RAINFOREST

PEOPLE
 Loss of land for indigenous people or those who have lived in the area for generations.
 Loss of the traditional way of life.
 Amerindians influenced by new technologies, eg guns and radios.
 Land reserved for indigenous people often lacks legal protection and faces intrusion and aggression from
developers and loggers.
 Amerindians dying of 'Western' diseases, eg flu and measles because of a lack of immunity.
 Farming systems being altered as there is less land to 'shift' to different plots to practise shifting
cultivation.
 People who make a living from the rainforest lose their income.
ENVIRONMENT
Large scale deforestation to make way for a new dam in the Amazon
 Land clearance for farming, transportation and mining causes deforestation. Hardwood trees take many
years to grow - they are difficult to replace.
 Clearing the rainforest threatens the survival of many rare plant, bird and animal species and could lead
to their extinction as their habitat is destroyed.
 Fertile but fragile soils that make farming possible are quickly washed away when the trees are cleared.
 If soil is washed into rivers it can lead to flooding.
 Loss of vital ingredients for life-saving medicines, many of which still remain undiscovered.
 Increased global warming and climate change because there are fewer trees to remove carbon dioxide
from the atmosphere.
 Higher world temperatures cause sea levels to rise, flooding low-lying places, eg the Maldives and the
Netherlands.
 Rainforest areas turning to desert caused by a devastating break in both the water and nutrient cycles.
MANAGEMENT
STRATEGIES TO MINIMISE IMPACT/EFFECTS
Many developing countries like Brazil need to exploit their rainforest resources to help them become more
developed. To ensure the rainforest is conserved for future generations, sustainable development is absolutely
crucial for its survival.
This means that people can satisfy their basic needs now, while making sure that future generations can also
look forward to the same quality of life.
Management strategies include:
parks – areas of rainforest can be protected from any commercial developments by passing
 National
laws which ensure they are conserved.
 Agro-forestry -growing trees and crops at the same time allows farmers' crops to benefit both from the
shelter provided by the trees and from the nutrients provided by the dead leaves. It also prevents soil
erosion as the tree roots hold the soil in place.
 SustainableForestry Schemes – in each area of rainforest, experts can work out how many trees can be
cut down without causing irreparable damage to the environment; these trees can then be cut down, as
long as the same numbers of trees are replanted.
 Selective logging - trees
are only cut down when they reach a certain height. This gives young trees an
assured life span and allows the area of rainforest to regain full maturity after approximately 30-50
years.
 Education – making sure that the companies and people involved in the exploitation and management of
the rainforest realise the consequences of their actions.
 Afforestation – planting more trees to maintain the canopy.
 Monitoring - using satellites
to take aerial photographs of areas of rainforest to check that any activities
taking place are authorised and sustainable.
THE FOLLOWING ARE THE CONDITIONS LEADING TO THE EQUATORIAL CLIMATE
 Influence of trade winds, especially the southeast trade winds which blow over the Indian Ocean
causing the intertropical convergence zone leading to heavy rainfall, high humidity along the equator.
 Distance from the sea: areas near water bodies e.g. Lake Victoria and Kyoga receive heavy rains due to
on-shore and off-shore breezes hence equatorial climate.
 Latitudinal location: Areas along with the equator experience hot and wet conditions due to inter-
tropical convergence zone (ITCZ) formed when winds converge at the equator blowing from different
areas, especially over the Indian Ocean.
 Ocean currents especially the warm Mozambique currents that bring heavy rainfall along the equatorial
belt of East Africa.
 Mans activities through afforestation & re-afforestation programs lead to the creation of green belts
of vegetation leading to heavy rainfall along the equator.
 Influence of vegetation: Thick forests e.g. Mabira lead to rainfall formation through evapotranspiration.
EVALUATION:
i. Define climate
ii. What is Equatorial climate?
iii. Explain five factors that influence the characteristics of an equatorial climate
iv. Describe the Ecosystem of a tropical rainforest
TERM: FIRST
WEEK: FIVE AND EIGHT
TOPIC: HOT DESERT CLIMATE
i. define climate
ii. describe a hot desert climate
iii. describe a hot desert climate ecosystem
iv. explain the causes of desertification

CONTENT
HOT DESERTS
Hot deserts are an important ecosystem with distinct characteristics and adaptations. They provide opportunities
for development but also cause challenges such as desertification.
CHARACTERISTICS OF HOT DESERT ECOSYSTEMS
Hot deserts are found near the tropics of Cancer and Capricorn. The largest hot desert is the Sahara in Africa
which spans the whole width of the continent.
Hot deserts have an extreme climate and challenging environment. There is very little biodiversity in hot deserts
because of the harsh climate. Few species are specialised enough to survive there. Plants and animals which do
survive there have adapted to difficult conditions.The biotic or living components and the abiotic or non-living
components of the hot desert rely on one another - a change in one will lead to a change in the other.
CLIMATE
 The climate is
very hot. Summer day time temperatures can exceed 40°C. However, at night the
temperature can drop below 0°C.
 The climate is very dry with less than 250 mm of rainfall a year.
 Hotdeserts have two distinct seasons: summer, when the temperature ranges between 35-40°C,
and winter, when the temperature ranges between 20-30°C.
SOIL
 Desert soils are thin, sandy, rocky and generally grey in colour.
 Desert soils are very dry. When it does rain they soak up the water very quickly.
 The surface ofthe soil may appear crusty. This is due to the lack of rainfall. As it is so hot water is
drawn up to the surface of the soil by evaporation. As the water evaporates, salts are left behind on the
surface of the soil.
PLANTS AND ANIMALS
Hot deserts have distinct characteristics that allow certain species to thrive in such an extreme environment.
Plants and animals have developed adaptations which allow them to survive in hot and dry conditions.
PLANT ADAPTATIONS - XEROPHYTIC

Plants with adaptations which allow them to live in hot and dry conditions are called xerophytic. The
following adaptations allow plants to survive in the hot desert environment:
 Smallleaves - these ensure that less water is lost from the plant by transpiration because the leaf has a
smaller surface area.
 Tap roots - these are long roots (7-10 metres long) that reach deep under the ground to access water
supplies. The tap roots are much longer and bigger than the plant which is visible at the surface.
 Spines - some plants have spines instead of leaves, eg cactuses. Spines lose less water than leaves so are
very efficient in a hot climate. Spines also prevent animals from eating the plant.
 Waxy skin - some leaves have a thick, waxy skin on their surface. This reduces water loss by
transpiration.
 Water storage - some plants, known as succulents, store water in their stems, leaves, roots or even
fruits. Plants which store water in their leaves and stems also have a thick waxy skin so that they lose
less water by transpiration.
CASE STUDY - THE THAR DESERT, RAJASTHAN, INDIA
The Thar Desert is located in northwest India. It is one of the major hot deserts of the world with the
highest population density. Many people living in this desert are subsistence farmers but with increasing
development opportunities, the human population is also growing. Due to population pressures this environment
is increasingly under threat.
DEVELOPMENT OPPORTUNITIES
Despite having an extreme climate, the Thar Desert can provide development opportunities. These include:
 Mining - the desert has valuable reserves of minerals such

as feldspar, phospherite, gypsum and kaolin. These minerals are used to produce a range of things
from cement to fertilisers and are therefore valuable. Limestone and marble are also quarried in the
area. Limestone is used for building and producing cement, and marble is used in construction.
 Energy generation - energy is produced in the Thar Desert using solar panels. This energy is used to
clean water supplies contaminated with salt (desalination). Wind energy is also used to generate
electricity. A wind farm consisting of 75 wind turbines has the capacity to produce 60 megawatts
(MW) of electricity.
 Farming - irrigation in the Thar Desert has made commercial arable farming viable. Producing crops
such as wheat and cotton has created many jobs and generated income for the local economy.
 Tourism - the Thar Desert National Park attracts many visitors who want to see some of the 120 species
found there. Tourists explore the desert with local guides on camels. Tourism is an important source
of income and creates many jobs for local people. The multiplier effect of tourism creates many
development opportunities.
CHALLENGES OF DEVELOPMENT
Development in the Thar Desert includes many challenges such as:
 Extreme temperatures - temperatures in the Thar Desert can exceed 50°C in the summer months. It is
hard for people to farm, work in mines or as tourist guides during these months as it is simply too hot.
This makes development difficult.
 Water supply - the supply of water to the Thar Desert is precious and limited. With only 120-240 mm
of rain falling per year in the desert, water must be used sensibly and sustainably. Without water the
development of mining, farming and tourism and therefore the economy would not be possible. Some
parts of the desert have experienced over-irrigation, which has caused waterlogging of the ground.
Here the excess water has evaporated, leaving a layer of salt on the surface making it difficult to grow
crops.
 Inaccessibility - the desert covers a huge area of 200,000 sq km. Most of the desert is inaccessible due
to the extreme environmental conditions and poor infrastructure. Beyond the city of Jaisalmer,
development is limited. This has created a honeypot site for tourists in Jaisalmer but not beyond.
Inaccessibility to many parts of the desert has led to greater differences between rich and poor.
DESERTIFICATION - CAUSES AND PREVENTION STRATEGIES
Desertification is the process of land turning into desert as the quality of the soil declines over time. The main
causes of desertification include:
 Population growth - the population in some desert areas is increasing. In places where there are
developments in mining and tourism, people are attracted by jobs. An increased population is putting
greater pressure on the environment for resources such as wood and water.
 Removal of wood - in developing countries, people use wood for cooking. As the population in desert
areas increases, there is a greater need for fuel wood. When the land is cleared of trees, the roots of
the trees no longer hold the soil together so it is more vulnerable to soil erosion.
 Overgrazing - an increasing population results in larger desert areas being farmed. Sheep, cattle and
goats are overgrazing the vegetation. This leaves the soil exposed to erosion.
 Soilerosion - this is made worse by overgrazing and the removal of wood. Population growth is the
primary cause of soil erosion.
 Climate change - the global climate is getting warmer. In desert regions conditions are not only getting
warmer but drier too. On average there is less rain now in desert regions than there was 50 years ago.
STRATEGIES TO REDUCE DESERTIFICATION
Desertification can be reduced by adopting the following strategies:
 Planting more trees - the roots of trees hold the soil together and help to reduce soil erosion from wind
and rain.
 Improving the quality of the soil - this can be managed by encouraging people to reduce the number of
grazing animals they have and grow crops instead. The animal manure can be used to fertilise the
crops grown. Growing crops in this way can improve the quality of the soil as it is held together by
the roots of plants and protected from erosion. This type of farming is more sustainable.
 Water management - water can be stored in earth dams in the wet season and used to irrigate crops
during the dry season. This is an example of using appropriate technology to manage water supplies
in the desert environment.
EVALUATION:
i. Define climate
ii. Describe a hot desert climate
iii. Describe a hot desert climate ecosystem
iv. Explain the causes of desertification

TERM: FIRST
WEEK: NINE
TOPIC: EARTH ROTATION AND REVOLUTION
i. describe the phenomena of Earth’s rotation
ii. explain the effects of the Earth’s rotation
iii. highlight the major lines of latitude
CONTENT
Earth’s rotation or Earth’s spin is the rotation of planet Earth around its own axis, as well as changes in the
orientation of the rotation axis in space. Earth rotates eastward, in prograde motion. The North Pole, also
known as the Geographic North Pole or Terrestrial North Pole, is the point in the Northern Hemisphere where
Earth’s axis of rotation meets its surface. This point is distinct from Earth’s North Magnetic Pole.
This is due to the fact that Earth is not only rotating around its own axis but also revolving around the Sun. The
time it takes for Earth to complete one full rotation with respect to the Sun is called a solar day. . Scientists
reported that in 2020 Earth had started spinning faster, after consistently spinning slower than 86,400 seconds
per day in the decades before.
When the earth moves around the sun, it is often referred to as the Rotation of the earth. In this case, the earth
moves on its axis from the west to the east at an angle of 23A. the earth takes one full day to complete one
rotation.
1. DAY AND NIGHT
It is usually this rotation that causes the day and night. When the earth is exposed to more sun, it is said to be
day and when it is exposed to less sun, the night sets in. In this article, we will look at the effects of the rotation
of the earth.
As we earlier discussed, as the rotation of the earth takes place, only a part of the earth is usually exposed to
direct sunlight and this causes the exposed part to have light while the other side is in darkness.
The light gotten from the exposure of the earth to the sun is the Day while the sun rays which reflect on the
other part of the earth cause darkness with minimal light.
2. DAWN AND DUSK
When you hear of dawn, it is that brief period that comes in between sunrise and full daylight. And dusk is the
period between the sunset and complete darkness.
These two are a result of the rotation of the earth because, at some point, the earth receives diffused or reflected
sunlight, causing dawn or dusk to happen.
3. DIFFERENCES IN TIME ZONES
Have you noticed the countries which are in the eastern parts of the earth have a
different time zone than those that are in the western parts?
This is one of the effects is the rotation of the earth. The earth rotates through 360° every 24 hours. This means
that for every hour, the kit passes through 15°.
Because it moves from West to East, for every 15°, the East is always one hour ahead of the West. And the
West is one hour behind time.
4. DEFLECTION OF THE CURRENT OF THE WIND AND OCEAN
The rotation of the earth causes winds and ocean currents to be deflected to the right of the direction in which
they move in the Northern Hemisphere and, to the left of this direction in the Southern Hemisphere.
5. APPARENT SUNRISE AND SUNSET
During the rotation of the Earth, some part of the earth that emerges from the
darkness into the rays of the Sun experiences sunrise while the part that is moving away from the rays of the sun
to darkness will experience the sunset.
6. DAILY RISING AND FALLING OF THE TIDES
When the earth is rotating, it results in the rise and fall of water in the oceans and seas. Because of the rotation
of the earth, the forces that produce the tides cause oscillation on the surface of the water which in turn results
in the rising and falling in the level of water in the oceans and seas.
The earth’s rotation appears to be a major determinant of the seasons and times as its effect is felt all around
even the whole world.
EVALUATION:
i. Describe the phenomena of Earth’s rotation

ii. Explain four effects of the Earth’s rotation
iii. Highlight the major lines of latitude
iv. Why does all the parts of the Earth not experience sunlight at the same time?
TERM: FIRST
WEEK: TEN
TOPIC: EARTH ROTATION AND REVOLUTION CONTINUED
i. describe the phenomena of Earth’s revolution
ii. explain the effects of the Earth’s revolution
iii. describe the concept of equinox and solstice
CONTENT
Earth is a rocky body constantly moving around the sun in a path called an orbit. Earth and the moon follow a
slightly oval-shaped orbit around the sun every year.
Each journey around the sun, a trip of about 940 million kilometers (584 million miles), is called a revolution. A
year on Earth is the time it takes to complete one revolution, about 365.25 days. Earth orbits the sun at a speedy
rate of about 30 kilometers per second (18.5 miles per second).
At the same time that it revolves around the sun, Earth rotates on its own axis. Rotation is when an object, such
as a planet, turns around an invisible line running down its center. Earth’s axis is vertical, running from the
North Pole to the South Pole. Earth makes one complete rotation about every 24 hours. Earth rotates unevenly,
spinning faster at the Equator than at the poles. At the Equator, Earth rotates at about 1,670 kilometers per hour
(1,040 miles per hour), while at 45° north, for example, (the approximate latitude of Green Bay, Wisconsin,
United States) Earth rotates at 1,180 kilometers per hour (733 miles per hour).
In addition to Earth’s revolution and rotation periods, we experience light and darkness due to Earth’s axis not
being straight up-and-down. Earth’s axis of rotation is tilted 23.5°. This tilt influences temperature changes and
other weather patterns from season to season.
7 EFFECTSOF REVOLUTION OF THE EARTH
The Revolution of the earth is the movement of the Earth around the sun on its own orbit and it takes 362 ¼
days.
It can also take 366 days to make one complete revolution around the sun in every leap year. A leap year occurs
after every four years.
EFFECTS OF MOVEMENT OF THE EARTH ROUND THE SUN
 Causes the four seasons.

 Causes lunar eclipse.
 Causes the Varying lengths of day and night.
Changes in the position of the midday sun at different times of the year. This causes the following, Summer
solstice, winter solstice and equinoxes.
CHARACTERISTICS OF THE SUMMER SOLSTICE
 Day time is longer than night time at latitudes beyond the equator
 The hours of day time increase from the tropics towards the poles
 Occurs on 21st June when the sun is overhead at mid – day along the tropic of Cancer.
CHARACTERISTICS OF WINTER SOLSTICE
 Occurs 22nd December when the sun is midday along the Tropic of Capricorn.
 The sun is visible for only a few minutes when it appears above the southern horizon.
CHARACTERISTICS OF EQUINOX’S SOLSTICE
 Occurs on 21st March and 23rd September.

 The sun rises in the east and sets in the west.
 Equal hours of days and nights.
THE FOUR SEASONS
There are four main seasons namely:
 The spring
 Summer
 Autumn
 Winter
EVALUATION:
i. describe the phenomena of Earth’s revolution

ii. explain the effects of the Earth’s revolution
iii. describe the concept of equinox and solstice
iv. list the four seasons caused by the Earth’s revolution.

Geography Year 10 e Note British and Integrated

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Geography Year 10 e Note British and Integrated

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CALEB BRITISH INTERNATIONAL SCHOOL, ABIJO GRA

2023/2024 ACADEMIC SESSION

SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH

Geography is the study of the earth and everything on it.

What cultural (human) characteristics are typical of this city?

Which ethnic, religious, or political groups live here?

 Regions defined by a function are areas served by a particular service.

HOW PEOPLE RELATE TO THEIR ENVIRONMENT

What commodities do people depend on from, and in this area?

 This is divided into 2 parts: Specific location and General Location

Geography is important because it makes us to:

 Understand the world and how it works

iv. How is geography related to other disciplines

SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH

OUR SOLAR SYSTEM

• Ceres and Pluto are dwarf planets.

• The air we breathe is part of the Earth’s atmosphere.

• The part of the Earth that supports life is the biosphere.

– Underwater landforms are as diverse as those found on dry land.

EARTH’S HEIGHT AND DEPTH

PROOFS THAT THE EARTH IS SPERICAL

SUNRISE AND SUNSET:

THE MOON OR LUNAR ECLIPSE

CIRCUMNAVIGATION OF THE EARTH

DRIVING POLES ON LEVEL GROUNDS ON A CURVED EARTH

SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH

 Central America, eg Costa Rica

Igua in the Iguazu river on the border of Brazil and Argentina

WATER AND NUTRIENT CYCLES IN THE RAINFOREST ECOSYSTEM

 high convectional rainfall

RAINFOREST WATER CYCLE

RAINFOREST NUTRIENT CYCLE

EFFECTS OF DEGRADATION IN THE RAINFOREST

Management strategies include:

SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH

CHARACTERISTICS OF HOT DESERT ECOSYSTEMS

PLANT ADAPTATIONS - XEROPHYTIC

 Mining - the desert has valuable reserves of minerals such

Development in the Thar Desert includes many challenges such as:

DESERTIFICATION - CAUSES AND PREVENTION STRATEGIES

Desertification can be reduced by adopting the following strategies:

SUBJECT: GEOGRAPHY CLASS: YEAR 10 INTEGRATED/BRITISH

1. DAY AND NIGHT

2. DAWN AND DUSK

4. DEFLECTION OF THE CURRENT OF THE WIND AND OCEAN

5. APPARENT SUNRISE AND SUNSET

6. DAILY RISING AND FALLING OF THE TIDES

i. Describe the phenomena of Earth’s rotation

7 EFFECTSOF REVOLUTION OF THE EARTH

EFFECTS OF MOVEMENT OF THE EARTH ROUND THE SUN

 Causes the four seasons.

CHARACTERISTICS OF WINTER SOLSTICE

CHARACTERISTICS OF EQUINOX’S SOLSTICE

 Occurs on 21st March and 23rd September.

THE FOUR SEASONS

There are four main seasons namely:

i. describe the phenomena of Earth’s revolution

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