Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
First Term
Subject: Geography Class: VI
Content Page No. Total teaching weeks: 16
Scope & Sequence 02
Prescribed Textbooks:
Progression Grid 04
· Window to World Geography for class 6 by Marshall
General Instructions for Teachers 10
Cavendish Education
Introducing Geography 13
Physical Geography: Prescribed Notebooks:
Chapter 1: Structure of Earth and Types of Rocks 15 · APSACS Single - Lined Notebook (large):
Chapter 2: Mountains, Plateaus and Valleys 21
(1x notebook for whole year)
Chapter 3: Climatic Regions of the World 26

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: Geography
Total teaching weeks: 16 Class: VI
Week Chapter Topic
· What is Geography?
1. · Physical Geography
INTRODUCING GEOGRAPHY · Human Geography
· Environmental Geography
2.
· What do you need in the study of Geography?
· What is Geography?
3. · Interior of the Earth
· Pangaea and the Continental Drift Theory
· Crustal Plates
4. Physical Geography · Movement of Crustal Plates
· Crustal Plates in Pakistan
5. Chapter 1:
· Rock, Minerals, Elements
STRUCTURE OF EARTH AND TYPES OF
ROCKS · Types of Rocks
6.
· The Rock Cycle
· Types of Rocks in Pakistan
7. · Other Uses of Rocks
· Modern Techniques in Geography
· What are Mountains?
8.
· How are Different Types of Mountains Formed?
· Major Types of Mountains in Pakistan
9. Chapter 2: · Location and Importance of Himalayas. Karakoram and Hindu Kush
MOUNTAINS, PLATEAU AND VALLEYS Mountains
· Reasons for Frequent Earthquakes in Pakistan
10.
· How are Plateaus Different from Mountains?
· Different Types of Valleys
11.
· Some Famous Valleys of Pakistan

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 Army Public Schools & Colleges System
Scope and Sequence

· The Lifestyles of People Living in Mountains, Plateaus and Valleys

12.
· The Importance of Himalayas in the Geography of Pakistan
· Definition of Climate
13.
· Factors that Affect Climate
14. · Different Climatic Zones in the World
Chapter 3:
CLIMATIC REGIONS OF THE WORLD · Plants Found in Different Climatic Zones
15.
· Climatic Zones in Pakistan
· Project Work: Textbook page 67,68 (5 x Marks)
16.
Project work can be conducted during 14th week as well

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Class VI
· Define Geography and describe the
main features of modern techniques in
geography (GIS, GPS, Google Maps,
etc.)
· Describe the internal structure of
Earth.
· Explore the theory of tectonic plates.
· Identify different types of rocks.
· Discover the uses of rocks and identify
the most commonly found rocks in
Pakistan.
· Describe the importance of rocks in the
economy of the region.
· Identify different types of mountains.
· Explain the formation of different types
of mountains.
· Discover the major types of mountains
in Pakistan.
· Describe the importance of the
Himalayas, Karakoram, and Hindu
Kush mountains.
· Explain the reasons for frequent
earthquakes in Pakistan
· Differentiate between a plateau and a
mountain.
· Differentiate between V-shaped valleys
and U-shaped Valleys
· Describe rift valley and explore where it
is located.
· Identify some major valleys in Pakistan.
Progression Grid
Geography for class VI-VIII
Earth processes and patterns
Class VII
- -
· Describe the physical features of
plains.
· Differentiate plains from the other
landforms.
· Identify some major types of plains of
the world.
· Describe the river plain.
· Explore a river system.
· Describe the importance of the middle
course of the river.
· Discover why delta is found on the
lower course of the river.
· List different features of the middle and
lower course of a river.
· Explain how rivers are important in the
biodiversity and economy of the region.
· Find and state allocation using latitudes
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Class VIII
· Differentiate between seas and
oceans.
· Describe the location, total area, and
marine biodiversity of major oceans of
the world.
· Describe and differentiate 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.
· List down all possible threats the
oceans are facing nowadays.

· Compare the lifestyles of people living
in mountains, plateaus, and valleys.
· Identify how mountains in the
Himalayas are known to be still
growing.
· Describe the importance of the
Himalayas in the geography of
Pakistan.
· Identify factors that affect the climate of
a region
· Name and describe climatic zones of
the world.
· Identify plants that grow in different
climatic regions
· Describe climatic zones of Pakistan
Progression Grid
Geography for class VI-VIII
and longitudes.
· Use map conventions to understand
time zones and datelines.
· Gather information using maps, globes,
photographs, aerial photographs,
satellite images and graphs to inquire
about geographical changes.
Weather and Climate
· Recall the difference between climate
and weather.
· Define climate change.
· Explain the greenhouse effect.
· Identify changes caused
by the greenhouse effect.
· Describe the importance of the Ozone
layer.
· Identify global warming
and the greenhouse effect as the main
causes of climate change in the world.
· Explain the main causes of climate
change in the world and some
particular areas.
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· Investigate some examples of the
extreme weather on earth and its
reasons.
· Recall the main causes of climate
change.
· Identify the consequences of global
warming.
· Explore ways of preventing global
warming.
· Explain the relationship between
extreme weather and climate change.
· Discuss the main threats of climate
change.
· Identify ways in which climate change
affects life in general.
· Differentiate the climatic patterns of 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.

· Differentiate between natural
vegetation and agriculture.
· Explain the link between climate and
natural vegetation.
· Compare and contrast rainforests other
types of forests.
· Explore different shapes and functions
of the three layers of the rainforests.
· Describe the importance of the
Amazon rainforest.
· Evaluate how forests play an important
role in the economy of the region.
· Identify the four major types of forests
in Pakistan.
· Discover different types of trees in the
northern areas of Pakistan.
· Explore why the forests of the various
regions across Pakistan differ.
· Describe ways in which forests are
helping the environment of a place.
· Suggest ways to minimize
deforestation.
· Describe the impact of natural
disasters on human beings.
· Identify the primary and secondary
impacts of natural disasters.
· List down the reasons why developing
countries are particularly more
vulnerable to natural disasters.
· Explore how global warming (the rising
surface temperature of the Earth) can
Progression Grid
Geography for class VI-VIII
· Identify the major sources of water on
Earth and in Pakistan.
· Explain different types of precipitation
· Describe the process of water cycle in
maintaining water supply of the Earth
· Identify different uses of sewage waste
· Identify biogas as a source of energy
· Explore various water purification
methods before supplying it to cities
and villages
Human activities and changing landforms
· Explore the broader meaning and types ·
of agriculture.
· Recognize that Pakistan is an
agricultural country. · Compare and contrast the Economic
· Recognize the value of agriculture in
terms of Pakistan’s economy.
· Name main crops of Pakistan.
· Describe different methods of · Investigate the key Economic
agriculture.
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· Identify different forms of modern
transportation and their characteristics.
· Explain some of the reasons for the
development of transport systems in
urban and rural areas.
· Explain the dependence of
international trade on an effective
transport system.
· Explain the importance of the transport
system in the development of the
economic activity.
· Outline the role of the transportation
system in internal and international
trade
· Identify major modes of transportation
and trade routes in Pakistan.
· List some of the major exports and
imports transported through CPEC, Silk
Route, Chaman, Torkham, Port Qasim,
Karachi Port, and Gwadar Port
· Explain some of the strengths and
weaknesses of the transport
infrastructure in Pakistan.
Describe That Development Includes
the Social and Economic Welfare of
The People of a Region.
Development Indicators (EDI) From
Human Development Indicators (HDI)
of country
Indicators of Development and their
Importance.

change the frequency and intensity of
natural disasters.
· Explain the consequences of human
activities, e.g.,
deforestation, agriculture, urbanization,
etc. that result in natural disasters.
· Suggest ways that can help to deal
with natural disasters.
· Identify the most common natural
disaster in Pakistan.
· Sort out multiple ways to preserve
natural resources for future
generations, including the three Rs
(Reduce, recycle, reuse)
· Describe the processes of weathering
and erosion.
· Identify the types of erosion (wind and
water).
· Explain the four processes of coastal
erosion.
· Explain the effect of the processes of
coastal erosion on landforms.
· Explain erosion caused by human
activity on Earth.
Progression Grid
Geography for class VI-VIII
· Identify methods to evaluate
agricultural projects.
· Identify a few impacts of livestock
(cattle) farming on the environment.
· Describe that raw materials from
farming and fishery help generate
revenues.
· Relate export of raw materials from
farming and fishery to the global
economy.
Settlements
· Classify different types of settlements.
· Identify the functions of a settlement.
· Describe how towns are different from
cities
· Explain the conditions that are suitable
for a settlement.
· Compare two major types of
settlements.
· Identify the major types of settlements
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· Enlist a few human indicators that are
important for the development of the
country.
· Explain the role of inflation and
unemployment in the development of a
country.
· Evaluate the impacts of
technology on the development of a
country.
· Evaluate the current position
of Pakistan at EDI and HDI indicators.
· Explore the importance of health care
in the development of the country.
· Identify the role of the Organization for
Economic Co-operation and
Development (OECD) to support
development in developing countries.
· Explain the link between pollution and
climate change.
· Describe the harmful effects of water,
land, air, noise, and light pollution on
our environment.
· Compare and contrast the connections
between different types of pollutions
and suggest ways to reduce them.
· Suggest ways to reduce different types
 Progression Grid
Geography for class VI-VIII
in Pakistan.
· Identify the advantages and
disadvantages that people of rural
settlements face.
· Identify the advantages and
disadvantages that people of urban
settlements face.
· Describe the difference between
conurbations and megapolis.
· Name minerals found in Pakistan.
· Identify industries related to minerals
and power in Pakistan.
· Identify areas of Pakistan that are rich
in mineral resources.
· Name some rare minerals found in
Pakistan.
· Explore the use of fossil fuels (coal, oil,
and gas) to generate power in
Pakistan.
· Differentiate between bituminous and
lignite coal.
· Describe the procedures of long-wall
and surface mining.
· Realize the risk factors associated with
coal mining
· Explore alternate sources of energy
(solar, wind, and water) to generate
power.
· Describe the importance
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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 help reduce pollution.
· Identify the main industries of Pakistan.
· Indicate links between industrialization,
immigration, and urbanization.
· Highlight the important industrial
products of Pakistan.
· Explore the development of the textile
industry of Pakistan with its four
stages.
· Describe the significant role of the
cottage industry in the lives
of the people of Pakistan.
· Explain the importance for a country to
establish regulations for carrying import
and export smoothly
· Enlist the top four export and import
goods of Pakistan.
· Suggest ways which can help Pakistan
to earn more revenue from export.
· Suggest ways to reduce the imports of
Pakistan.
 Progression Grid
Geography for class VI-VIII
of alternative energy sources for the
environment.
· Describe the basic role of global
economic institutions. (World Bank)
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· 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.
 ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM

APSACS Scheme of Work

General Instructions for Teachers

1. APSACS Scheme of Work:

· The SOW is a road map to guide teachers to develop their daily lesson plan. SOW has suitable teaching strategies which is
based on SLOs. It allows teachers to be more flexible in choosing teaching methodologies, suggested learning activities and
AFL strategies. It is a living document that is easy, convenient and simple to use.
2. Scope and Sequence:
· Scope and sequence is a commonly used term in education when talking about a curriculum, books or courses. It is a list of the
concepts, topics and material that is covered in a book, course or the lesson plans of a particular curriculum. A scope refers to
the topics and areas of development within a curriculum and the sequence is the order in which those skills are taught.
3. Student Centered Activities:
· Student centered Activities are suggested in SOW, incorporate the activities in lessons or conduct your own activities related to
the Learning Outcomes. Use teaching aids to relate the topic to daily life. Vary teaching strategies – encourage students to ask
questions, enquire and develop critical thinking and decision-making skills. Have discussions related to the topic to help
students learn from the ideas and issues raised during the lesson. The discussion can create an interest and enhance students
learning and understanding. It also helps the teacher to assess students’ knowledge (AFL).
4. Assessment for Learning (AFL):
· Assessment for learning is an approach to teaching and learning designed to improve students’ performance and create
effective feedback. The main aim of AFL is to close the gap between the learners current learning and where they need to
be for their summative assessment.
· Below are some of the assessment strategies that can be used to get effective results.
Ø Application cards
Ø Muddiest Point
Ø Brainstorming
Ø Chain Notes
Ø Exit cards
Ø Gallery walks
Ø Hand Signals
5. Weblinks:
· Weblinks are divided into two parts namely digital resources and digital tools.
Ø Digital Resources: Digital learning resources are learning resources that aid students and teachers in the educational
process. Their intent is to increase student engagement, make curriculum development and accessibility easier and
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 accelerate student achievement. Digital resources include
· Educational videos
· Google Earth
· Graphing calculators
· Learning games
Ø Digital Tools:
· Digital tools are the softwares, programs or applications that provide readily available online assessment or content
creation opportunities to design quizzes as per the required complexity level. Digital tools not only enhance the teaching
quality by facilitating collaboration and evaluation but also provide prompt feedback. These tools help teachers, students
and parents in monitoring the learning progress.
6. Progression Grid
· Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of
proficiency. It enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in
learning, which are working towards expectation, meeting the expectation and exceeding the expectation.

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 Instructions for Geography Teachers

· The Text book, Window to World Geography by (Marshall Cavendish Education) (Based on National Curriculum 2022).
· The total number of periods required for a certain chapter are indicated in the Scope and Sequence. However, teachers are
expected to plan it day-wise choosing their methodologies, ideas and activities in the teaching practices where required.
· Teacher must go through the SLOs uploaded on https://snc.gov.pk/ to implement SNC in its true letter and spirit.
· The weekly SOW is a basic guideline to help the teacher. The teacher must use all the relevant material provided in the Textbook.
The illustrations, photographs and the maps in the Textbook are informative and must be focused on during lessons.
· Share and discuss the objectives ‘Learning Focus’ of every lesson with students before starting the lesson.
· Teacher should introduce the topic followed by a Warm-up Activity. Make them curious and inquisitive about what is going to
happen in the lesson.
· Introduce the KEYWORDS to trigger interest and read out these words clearly so as to make students learn the correct
pronunciation. Teachers may take help from talking dictionary for ensuring correct pronunciation of the geographical terms.
· White/ Black Board is the most effective and widely used teacher resource. Ensure its purposeful use. (refer to the guidelines
Syllabus Implementation Guide)
· All activities should be pre-planned and resource material must be made available at least one day prior to the lesson. Activities
must be conducted with the active participation of students leading to skill development.
· Geography MUST be taught with the help of Atlas/Globe/ Maps and A/V Aids.
· Teachers must acquaint themselves with the SURF I.T (web links) given in the textbook and SOW document.
· Interesting Facts, Check Point and Reflecting (given) at the end of each chapter are to be discussed thoroughly in the class and
carried out by the students independently. Teachers must develop & ensure that a conducive learning environment prevails in the
classroom, so that students feel comfortable to ask questions.
· Use of graphic organizer is recommended for lesson explanation and lesson recapitulation.
· Practice conceptual teaching and discourage rote learning by relating the taught concepts with real life situations.
· Planning of assessments with the subject coordinator during the Subject Coordination Meeting/s is recommended. The question
posed must encourage pupils to think critically and analytically.
· Any task that is to be given as C.W/ H.W must be thoroughly discussed with students.
· Teacher must follow the H.W policy. (Refer to Curriculum Implementation Guide). No new work or project work (model making)
should be given as H.W.
· Refer to Curriculum Implementation Guide for conducting Project Work.
· Arrange geography corners in classes (where possible) to display students’ work and information about the subject.

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Subject & Class: Geography - VI
Note: C.W/H.W to be decided by the teacher during subject coordination meeting as per the APSACS H.W Policy.
Content, SLOs & Skills
INTRODUCING GEOGRAPHY
· What is Geography?
· Physical Geography
· Human Geography
· Environmental Geography
· What do you need in the study of
Geography?
Students will be able to:
· define geography
· differentiate between physical,
human and environmental
geography
· look into ways to learn about the
geography of our planet
Skills:
· Collaborating
· Identifying
· Analyzing
· Critical thinking
· Sorting
· Classifying
· Map reading
First Term (2024-2025) No of periods per week: 2
APSACS SCHEME OF WORK
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Digital Tools Learning Strategies
Warm-up activity:
· Introduce the subject of Geography to the students and give them a fair
idea about the subject with the help of board. Write word ‘Geography’ on · Brainstorming
board and ask students to write, what they know about Geography on sticky session
notes and paste it on the board. Every student has to give an input. With the
help of their input generate a class discussion.
WHAT IS GEOGRAPHY?
· With the help of this open discussion students will know that geography is
the study of Planet Earth, its features, and different phenomena that takes
place on Earth.
· Make a flow chart on board about three branches of geography:
i. Physical Geography
ii. Human Geography
iii. Environmental Geography
· Draw a graphic organizer on the board or refer to At a Glance on textbook · Graphic organizer
pg 8 for the reinforcement of the concept.
PHYSICAL GEOGRAPHY
· Students will learn that physical geography is the study of the land, different
types of landforms and the natural environment of planet earth.
HUMAN GEOGRAPHY
· Students will know that human geography looks at human activities including
population, culture, and economic development.
ENVIRONMENTAL GEOGRAPHY
· Students will explore environmental geography aspects like pollution,
minerals, and the effects of human activities on the environment. Share
following digital link with the students for more information:
https://www.historyandgeography.org/geography-definition-branches
Activity 1: Students, in groups, will be given a set of pictures showing · Group work
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Subject & Class: Geography - VI First Term (2024-2025) No of periods per week: 2
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
different landscapes, like forest, settlements, noise pollution etc. Each
student group is tasked to identify the branch of geography for each picture
and explain reasons for grouping.
Activity 2: Students can create a mind map or concept map to illustrate the · Mind map by using
different branches of geography and their applications in the real world on students input
the board. Students will then draw same in their notebooks.
Activity 3: Students can research and present a specific aspect of
geography that interests them, such as climate, population, or transportation.
WHAT DO YOU NEED IN THE STUDY OF GEOGRAPHY?
· Students in groups will observe pictures given on TB pg. 6, and give · Think, Pair &
feedback what type of environment they could see. Stress the importance of Share
observation in geography. Generate class discussion on students’ · Class discussion.
responses.
· Students will learn geography helps us to explore and understand about
Earth, recognizing the great differences in cultures, political systems,
economies, landscapes and environments across the world, and exploring · Students’
the links between them. responses will be
· Activity 4: Students will do activity on pg. 7 individually and give oral assessed
responses on their turn. · Self- assessment
Students can utilize the following digital tool to test their geography knowledge
at school or at home:
https://study.com/academy/practice/quiz-worksheet-six-essential-elements-of-
geography.html

Additional Information:
· Teacher to share the following information with the students to stimulate
their interest in the subject of geography.
· Geography is the scientific study of the Earth’s surface, physical features,
divisions, products, population, etc. It has fundamental importance for
everyone. It helps people understand the world they live in and the impact of
their interaction with the physical world.
· Geography is best studied by observing, describing, and seeking
explanations about the physical and human worlds. As students gain
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Subject & Class: Geography - VI
Content, SLOs & Skills
Chapter 1:
STRUCTURE OF EARTH AND
TYPES OF ROCK
· What is Geography?
· Interior of the Earth
· Pangaea and the Continental Drift
Theory
· Crustal plates
· Movement of Crustal Plates
· Crustal Plates in Pakistan
· Rock, Minerals, Elements
· Types of Rocks
· The Rock Cycle
· Types of rocks in Pakistan
· Other Uses of Pakistan
· Modern Techniques in Geography
Students will be able to:
· define geography
· describe the internal structure of
earth.
· explore the theory of tectonic
plates.
First Term (2024-2025) No of periods per week: 2
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Digital Tools Learning Strategies
knowledge about the world, they can think more intelligently about the
challenges and issues (global warming, population growth, food security,
water and sanitation, migration, etc.), and hence can imagine new
possibilities for the future.
· Geography is an important field of study particularly for those who wish to
pursue careers in Earth and space sciences, town planning, cartography,
surveying, environmental engineering, agriculture, mining, tourism,
climatology, social anthropology, Geographical Information Systems (GIS),
Global Positioning System (GPS), etc.
Prior knowledge:
· Students were familiarized with the rationale of teaching of Geography for
past two weeks, so they must be aware of the branches of geography.
· To check students’ previous knowledge, write a few questions on the board
and ask them to complete the KWL chart by answering questions. · KWL chart
1.1 WHAT IS GEOGRAPHY?
· Write word ‘Geography’ on board and ask students to write down what they
know about Geography on sticky notes and paste it on the board. Sift though
students’ responses and define the term Geography.
· Students to read TB pg.11 and then participate in a brainstorming session · Brainstorming
by answering a few questions about their Geographical knowledge.
1.2 INTERIOR OF THE EARTH
Opening Activity:
· Show a semi-boiled egg (cut into half with shell still on) and make a
comparison between a semi-boiled egg and the layers of the earth. The
runny yolk relates to core of the Earth, white of the egg is like the mantle and
the shell represents the crust of the earth.
· Open ending
· The students will understand that the Earth's interior structure is complex
questions
and is extremely hot. Share the following link for more information on the
topic:
https://www.youtube.com/watch?v=2Kku4Ifcl7w
· After showing this video ask a few questions from students to gauge their
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Subject & Class: Geography - VI
Content, SLOs & Skills
· identify different types of rocks.
· explore the process of the rock
cycle in the formation of rocks.
· discover the uses of rocks
· identify the most commonly found
rocks in Pakistan.
· describe the importance of rocks in
the economy of the region.
· describe the main features of
modern techniques in geography
(GIS, GPS, google maps etc.)
Skills:
· Collaborating
· Identifying
· Analyzing
· Critical thinking
· Sorting
· Classifying
· Map reading
First Term (2024-2025) No of periods per week: 2
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Digital Tools Learning Strategies
level of understanding.
· Students will explore and find out that the earth is divided into three distinct
layers:
Ø The Crust
Ø The Mantle
Ø The Core
· After thorough understanding of the concepts, students will independently
label the three layers of the Earth and do Checkpoint on TB pg. 14 after
watching the video with the help of following weblink:
https://youtu.be/WjXSCumeqxo
· Students can utilize the following digital tool link to check their geography
knowledge at school or at home:
https://www.britannica.com/quiz/the-solid-earth-quiz
1.3 PANGAEA AND THE CONTINENTAL DRIFT THEORY
· The concept of Supercontinent to be discussed with students with the help
of fig.1.5 and 1.6.
· Students will learn about the Continental Drift Theory as breaking and
moving apart of super continent after reading Tb pg. 15-16 and watching
video links:
https://youtu.be/OGdPqpzYD4o
· Chain Notes
· Refer to fig 1.7(TB pg. 16) for conceptual clarity. Students will share chain
notes with each other and what they have understood about the topic, so
far.
1.4 CRUSTAL PLATES
· Students will read Tb pg. 16-17 and discuss with their peers the types and
location of crustal plates. They will further know that crustal plates are of
two types:
Ø Continental plates
Ø Oceanic plates · Collaboration
Activity I: (Tb pg. 17)
· Students will do activity 1 in group of four and will label the diagram on
textbook page 17.
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Subject & Class: Geography - VI First Term (2024-2025) No of periods per week: 2
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies

1.5 MOVEMENT OF CRUSTAL PLATES

· Students will discuss their experience of an earthquake and its causes.
Gather students’ responses.
· After reading Tb pg. 17-19 students will know that there are three types of
crustal plates movements:
a. Convergent plates movements.
b. Divergent plates movements.
c. Transform plate movements.
· Explain each plate movement with the help of fig.1.8, 1.9, 1.10,1.11,1.12 and
1.13.
· Use Surf I.T link given in the textbook page 20 for reference.
· Students will work in pairs and think and share in the class which plate · Think, Pair &
movement causes Share
Ø Earthquakes,
Ø Volcano eruption
Ø New mountains

1.6 CRUSTAL PLATES IN PAKISTAN

· Refer to fig.1.14 (TB Pg.20) and ask students to observe how many crustal
plates are going through Pakistan.
· Students will know that Pakistan lies at the boundary of two crustal plates;
Eurasian, Indian and Arabian Plate.
· Elaborate that Pakistan is split by Eurasian and Indian plates, the areas
which are at the boundary of these tectonic plates are more prone to the
earthquakes.
Activity II (TB pg 21):
· After clearing the concept students will conduct Activity II (TB pg 21) as a · Think, Pair &
group and will present it through group leaders. Square
· Refer to Interesting Facts! on TB pg 21 about the confluence of three
mountain ranges and two rivers. Make students feel proud that this unique
geographical phenomenon is present in Pakistan.

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1.7 ROCK, MINERALS, ELEMENTS
· Explain the difference between rocks, minerals and elements to the
students. Shown different types and sizes of stones, marbles, gemstones,
rock salt, lime stones, and ask them to identify them by applying their
previous knowledge. · Class discussion
· Generate an open class discussion by taking responses from the students.
· Explain rock is a natural substance composed of solid crystals of different
minerals that have been fused together into a solid lump whereas minerals · Think, Pair &
are formed in the earth through a natural process. Share
· Students will know that few metals and non-metals like gold, silver
carbon(coal) are also found on Earth.
1.8 TYPES OF ROCKS
· Students will go through the textbook content (Tb pg.22-26 ) and know about
different types of rocks and discuss with peers how to recognize different
types of rocks. There are mainly three types of rocks:
Ø Igneous rocks
Ø Sedimentary rocks
Ø Metamorphic rocks
· Students will discuss how different rocks are formed. Refer to fig.1.15, 1.16 · Class discussion
to 1.20 for their conceptual clarity and reinforcement.
Activity:
· Bring samples of different types of rocks in the class and ask students to
identify them working in pairs (or groups) and generate a few test questions · Think-Pair-Share
This approach gives students the opportunity to evaluate the course topics,
reflect on what they have understood.
Activity III: (TB pg 26)
· Activity III will be conducted in the class by students, individually.

1.9 THE ROCK CYCLE

· Refer to Fig 1.23 (TB pg. 27) and explain the rock cycle will the help of
textbook content. Explain that this cycle involves different processes to form
different types of rocks.
· Students’ concept will be cleared as they watch the video to understand the · Observation
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Content, SLOs & Skills
Digital Tools Learning Strategies
processes involved in rock cycle.
https://www.youtube.com/watch?v=L9j8N6WKprY
· Students will do Activity IV (TB pg. 28) independently in their geography
notebook after clarity of concept.
1.10 TYPES OF ROCKS IN PAKISTAN · Group Work
· Brief students about the fact that a great variety of rocks are found in · Think-Pair-Square
Pakistan. Students will discuss in groups, the wide variety of precious
stones found in the mountains of Swat, Chitral, Dir, etc. They will read the
textbook content and relate it with Fig 1.24 and 1.25.
1.10 OTHER USES OF ROCKS
· Update students about the availability of different rocks in Pakistan and what · A Minute Paper
they are used for. Ask students to write a minute paper about it after
reading the textbook content.
· Explain what role the export of these rocks plays in the economy of our
country.
1.12 MODERN TECHNIQUES IN GEOGRAPHY · Small Quiz
· Conduct a small quiz in the class by asking following questions from the
students:
Ø How do you think expert or geographers predict rainfall or snowfall in
different regions?
Ø How can you find direction of any specific market or hospital by using an
app on your mobile?
Ø How are messages sent and received on your mobile?
Ø How does the internet connection work?
Ø How we receive information from satellites in space? · Graphic organizer
· Collect student's responses and jot them on board simultaneously. (concept map)
· Students will learn about different tools and techniques used by geologists to
gather information(data) about the Earth. Refer to TB pg. 29-30 for further
clarity.
· A class discussion will be conducted on modern techniques used in
geography now a day, such as:
Ø Geographical Information System (GIS).
Ø Global Positioning System (GPS).
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Digital Tools Learning Strategies
Ø Google Maps · Group discussion
· Students will be guided how scientists gain important knowledge about the
world with the help of these tools to deal with global issues and can find new
solutions for the future challenges. · Brainstorming
· Students will discuss Geographic Information Systems, (GIS), Google session
Earth, Global Positioning System and Google Maps in the class in group
of four and then share their findings with their class fellows.
· Students will know about these modern techniques
used in Geography by using the video link on Surf I.T. on TB pg 29.
Activity V: TB pg. 30
· Activity on; How do you find your way around to be conducted as a group
activity.
· Recapitulate the main concepts by just taking hand signals from students · Thumbs up/down
only by announcing all subtopics. Its purpose is to gauge how many of them signals
have not understood the topic and which topic in particular.
· To conclude the lesson students will be asked to write one interesting
concept they have learnt in this chapter and one which they are still not clear · Exit card
about. They will write on sticky notes and paste it on the board before
leaving the class.
· Teacher to sift through the notes to gauge the level of students’
understanding.
Guidelines for Learning Activities
The teacher will
· Use diagrams, videos, etc. to describe the internal structure of the Earth.
· Show videos to explain the theory of Plate Tectonics.
· Bring samples or photographs of different types of rocks in class. Ask
students to identify the different types and give reasons for their answers.
· Divide the class into three groups to collect information about the features of
rocks. Students will present their findings to other groups. The teacher can
guide how to take notes while one group is presenting.
· Show a video about the Rock cycle to explain the formation of rocks.
· Organize a field trip to study rocks in the local area. Divide the
students into groups. Instruct how to record observations in the form of
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Content, SLOs & Skills
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photographs, videos, sketches, notes, etc. Each group to present its findings
in the form of short videos (1-2 minutes).
· Show a geological map of the world and Pakistan in an atlas or online:
https://mrdata.usgs.gov/geology/world/map-us.html.
· Instruct students to gather, organize, and interpret data.
· Engage students in independent as well as collaborative research and
projects related to the importance of rocks for the economic development of
a region. The teacher will provide extra reading material, books, or Internet
links for research

Written Work:
· Reflecting:1-12 to be done by the students independently in their notebooks
· Objective Worksheet to be developed by the teacher

Note for all chapters:

· Classwork or homework has to be decided during Subject Coordination Meeting as per APSACS Homework Policy.
· The questions given in the exercise have to be done as per the content covered.
· Thoroughly discuss homework in the class before assigning it.

Project Work: Project work on TB pg. 33 is optional.

Chapter 2: Warm-up Activity:

MOUNTAINS, PLATEAU AND
VALLEYS
· What are Mountains?
· How are different Types of
Mountains Formed?
· Major Types of Mountains in
Pakistan
· Location and Importance of
Himalayas. Karakoram and Hindu
Kush Mountains
· Arrange an interactive session in the class and ask a few simple questions · Brainstorming
from students to judge their level of understanding about earth’s landforms. session
a. Is the earth's entire surface same?
b. What type of landform you are living on?
c. Have you ever seen a mountain? · Small Quiz
d. Have you ever seen a sea?
e. What is your favourite landform?
· All responses must be accepted from students, and they must be
encouraged to share their thoughts, openly.
· To add to students’ knowledge, show some photographs, videos of different
types of mountains and valleys and ask them to identify the specific types of
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Subject & Class: Geography - VI
Content, SLOs & Skills
· Reasons for Frequent Earthquakes
in Pakistan
· How are Plateaus Different from
Mountains?
· Different Types of Valleys
· Some Famous Valleys of Pakistan
· The Lifestyles of People Living in
Mountains, Plateaus and Valleys.
· The Importance of Himalayas in
the Geography of Pakistan
Students will be able to:
· identify different types of
mountains.
· explain the formation of different
types of mountains.
· discover the major types of
mountains in Pakistan.
· describe the importance of the
Himalayas, Karakoram, and Hindu
Kush mountains.
· explain the reasons for frequent
earthquakes in Pakistan.
· differentiate between a plateau and
a mountain.
· differentiate between v-shaped
valleys and u-shaped valleys and
their formation.
· describe rift valley and explore
where it is located.
· identify some major valleys in
Pakistan.
First Term (2024-2025) No of periods per week: 2
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mountains and valleys and give reasons for their answers.
· Students will know that the Earth's surface contains a variety of landforms
and there are many natural land formation processes that result in various
landscapes. · Class discussion
· Show them video on diverse landforms of the earth with the help of following
weblink:
https://www.youtube.com/watch?v=5Cb7kc1eED4
· Utilize the following digital tool to test their geographical knowledge.
https://quizizz.com/admin/quiz/5d8a0bdeffb372001aec818c/landforms-of-
the-world · Self-assessment
2,1 WHAT ARE MOUNTAINS?
· Students will read Tb pg. 36-39 and learn about mountains as a type of
landform with steep, sloping sides, sharp or rounded ridges, and a high point
called a peak.
2.2 HOW ARE DIFFERENT TYPES OF MOUNTAINS FORMED?
· Explain to the students that type of mountain is determine and classified how
they are formed. Major types of mountains on earth are:
Ø Fold mountains
Ø Block mountains
Ø Residual mountains
Ø Volcanic mountains
Students will observe the TB pictures and other pictures of different mountain
ranges found in Pakistan and discuss how they are different from each other by · Graphic organizer
drawing a graphic organizer.
Activity:
Provide a set of pictures of different types of mountains to the students, group
wise and ask them to identify the type of mountain. They have to give a 2- · 2 –minute
minute brief presentation in the class, explaining how different types of presentation (TPS)
mountains are formed. Refer to the figures, pictures and maps given in the
textbook (pg. 36-40).
2.3 MAJOR TYPES OF MOUNTAINS IN PAKISTAN
On a physical map of Pakistan students will come to know that there are two
types of mountains found in Pakistan:
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· compare the lifestyles of people Ø Fold mountains
living in mountains, plateaus, and Ø Volcanic Mountains
valleys. · Students to locate the two types of mountains found in Pakistan (Q3. TB pg.
· identify how mountains in the 51) on a map of Pakistan. · Map Study
Himalayas are known to be still 2.4 Location and Importance of Himalayas, Karakoram and Hindu Kush
growing. Mountains
· describe the importance of the · Students will learn the importance of these mountain ranges in Pakistan
Himalayas in the geography of after reading textbook content (pg. 41).
Pakistan. · Conduct Activity I (Textbook pg.41) in groups. · Group Work
2.5 REASONS FOR FREQUENT EARTHQUAKES IN PAKISTAN
· Explain to the students that Pakistan lies at the boundary of two crustal
Skills: plates; the Indian Plate and the Eurasian Plate. While observing location of
· Collaborating Pakistan on a world map students will discuss the reasons for frequent · Peer discussions
· Identifying earthquakes in Pakistan with their peers. Refer to the textbook content (Tb
· Analyzing pg 41,42) and ask students to share their findings with the class.
· Critical thinking · Refer to the map of Pakistan given on textbook page 20 for further clarity. · Reflection on
· Sorting · Engage students in independent as well as collaborative research and learning
· Classifying projects related to the occurrence of earthquakes in Pakistan. The teacher
will provide extra reading material, books, or Internet links for research.
2.6 HOW ARE PLATEAUS DIFFERENT FROM MOUNTAINS?
· Ask students to go through textbook content (pg 43,44) independently. Then
ask them to work in pairs and define the physical features of a Plateau in the · Think -Pair -
class. Square
· Elaborate the features of a plateau by drawing it on board and discuss that a
plateau is different form a mountain as it has miles and miles of flat land at
the top. Explain the concept of a table land to the students and clear their
concept that a plateau is highland but not a mountain.
· Students will discuss the two major plateaus found in Pakistan:
o The Potohar Plateau
o Baluchistan Plateau
· Refer to the map of Pakistan (TB pg. 45) and help them to locate these two
plateaus on it.
· Refer to Interesting Facts! given on Textbook page 45 and add extra
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information to students’ knowledge.
2.7 DIFFERENT TYPES OF VALLEYS
· Explain the main features of a valley to the students and make them · Graphic organizer
understand the difference between a valley and a mountain and give input to (T-map)
draw a T-map on board for clarity of concept. · T-map
· Define with the help of textbook content that valley is a lower part of the land
between two higher parts of hills or mountains.
· Students will read Tb pg. 46-48 independently and will identify the types of
valleys
i. V-shaped
ii. U-shaped valley
iii. Rift Valley
· Students will be able to learn the formation of these valleys with the help of
Fig 2.17a and 2.17b, illustrated on T.B. page 47.
· Students will work in pairs to review TB page 48, describe the valleys as V- · Review of
shaped, or U-shaped valleys, and record their findings in their notebook. Pair work

2.8 Some Famous Valleys Of Pakistan

· Activity II (Textbook pg 49)
· Students to complete grid after conducting research (in groups) on famous · Collaboration
valleys in Pakistan. They will list down a few facts about their location and
paste photographs in their document.
· Ask students to think and name any valley in Pakistan, which they have
visited in summer holidays.
2.9 The Lifestyles of People Living in Mountains, Plateaus and Valleys.
· After thorough understanding of the concept students will be able to know
how people live on various landforms. They will compare and contrast the
climate facilities and infrastructure available in mountains, plateaus, and
valleys and find out the difference.
Activity III: Textbook page 49
· Students will do Activity III in groups. For more information students can
explore the given digital resource link:
https://www.britannica.com/science/plateau-landform#ref49677
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2.10 The Importance of Himalayas in the Geography of Pakistan · Collaboration
· Students will discuss the geographical importance of Himalayas for Pakistan
after reading the topic from TB pg 50.
· Ask students to work in groups and write points on the importance of
Himalayas for Pakistan on post its.
· Ask them to paste their chit on the board. Sift through the responses
and summarise the concept.
· To recap the main points of the lesson, make a flow chart on the board by · Flow chart and Q/A
asking questions to assess their understanding. session
Optional Activities: · ICT
NOTE: Teacher can pick and choose any activity as per the content and time
slot available.
· Divide the class into groups. They will collect information about mountains,
plateaus, and valleys of Pakistan in the form of pictures, videos, reviews
from the Internet, etc. They will organize the data to create PowerPoint
Presentations or travel brochures to attract tourists to Pakistan. Students to
present their work in class.
· Show a map of the physical features of Pakistan. Instruct students to locate
mountains, plateaus, and valleys and write the name of the province in
which these are located.
· Organize a field trip to a nearby mountain, valley, or plateau. Divide the
students into groups. Instruct how to record observations about the physical
features, the lifestyle of people, etc. of that area in the form of photographs,
videos, sketches, notes, etc. Each group to present its findings in the form of
short videos (1-2 minutes).
· Instruct students to write a report on the importance of mountains, plateaus,
and valleys towards the economic development of Pakistan. Students may
choose to write about tourism, mining, the building of dams, etc.

· Discuss all questions with the students before starting the written work in notebooks.
Written Work:
· Reflecting: 1-6 to be done by the students independently in their notebooks.
· Objective Worksheet to be developed by the teacher
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Online Assignment:
· Do research on famous valleys in Pakistan a few facts (information about their location and photographs) in their document. Students will send
their assignment online or through WhatsApp.
Project Work: (Optional):
· Create a model of different types of mountains using a play dough or recycled material.

Chapter 3: · Initiate a brainstorming session to check students’ understanding of

CLIMATIC REGIONS OF THE climate by answering the following questions: · Brain storming
WORLD a. What is weather like today? session
· Definition of Climate b. How is weather different from climate?
· Factors that Affect Climate c. Do different parts of Pakistan have the same weather?
· Different Climatic Zones in the · Motivate students to participate in questioning session and keep on writing
World prompts on the board, simultaneously.
· Plants Found in Different Climatic
Zones 3.1 Definition of Climate · Class discussion
· Climatic Zones in Pakistan · Refer to Fig.3.1 (TB Pg 54) and relate it with the topic for the conceptual
clarity of students about weather and climate.
Students will be able to: · Help students to understand that climate is the long-term pattern of weather
· identify factors that affect the in a particular area, whereas weather can change from hour-to-hour, day-to-
climate of a region day or month-to-month.
· name and describe climatic zones · Divide the Class into two groups, with one discussing characteristics of · Group Work
of the world. weather and the other explaining how it differs from climate. With the help of · Compare and
· identify plants that grow in different the students, a table will be created on board and students will make it in Contrast
climatic regions their notebooks for further clarity. It can be made in the form of a table as
· describe climatic zones of Pakistan well.
3.2 FACTORS THAT AFFECT CLIMATE
Skills: · Explain the factors that affect the climate of a place and determine its main
· Collaborating characteristics. Students will learn different regions climate differs due to
· Identifying following factors:
· Analyzing i. Latitude
· Critical thinking ii. Land and sea breezes
iii. Distance from the sea
· Map Study
iv. Ocean currents
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v. Prevailing winds
· Students will read the topic on TB pg. 54—57 and discuss with their peers · Think, Pair &
the effects of each factor on the climate. Share
· Students will use climate-related vocabulary in context and analyze factors
that affect the climate of a region.
· Students will be facilitated through class discussion on how these factors
influence the climate of different regions around the world.
Activity III: (TB pg. 58)
· Conduct Activity III in groups. Divide the class into 5 groups and assign
one factor to each group for thorough study. Gather their input through
group presentations. · Group Work
· Ask students to observe and study figs. 3.3,3.4 and 3.5 thoroughly and
note down the main points in their notebooks.
· Students to make diagrams in their notebooks to show how changing winds · Observation
cause monsoons. Ask them together facts (monsoon, dust storms, floods,
fog) related to the climate of Pakistan.

3.3 DIFFERENT CLIMATIC ZONES IN THE WORLD

· Refer to Fig 3.3 (TB pg. 55) and ask students to investigate how the amount
of solar radiation is received on different latitudes.
· Students will explore how the altitude of a place affects its temperature. · Class discussion
Students will be asked to think critically why highland areas are always
colder than the sea-level areas. · Critical Thinking
· After reading TB pg 58-61 students will learn that world is divided into three
climatic zones or regions, on the basis of climatic conditions:
a) The Tropical climate
b) The Temperature climate
c) The Polar climate
Activity IV: TB pg.58
· Students will work in groups and gather information about different climatic
zone in the world. Details of Activity IV are given in TB pg.58, then draw a
Venn diagram to compare how similar or different are these climatic zones. · A Venn diagram
· Students will examine the climate zone chart or figure 3.6 on TB pg 59 and · Graphic Organizer
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identify different climatic zones in tropical regions, temperate climate zones,
and polar climate zones.
· Show documentary with the help of following weblink for conceptual clarity
of students, about different temperature zones around the world.
https://youtu.be/7yiqkOH1GTQ
· Students will watch the video on climate zones and take notes in their rough
books. Then they will work in pairs and answer Check point questions · Think, Pair &
given on TB pg 61. Share
Activity V: (TB Pg. 62)
· After thorough reading (TB Pgs. 58- 62) and conceptual clarity each student
will label diagram given on TB 62, independently.
3.4 Plants Found in Different Climatic Zones
· Students will be asked to think critically whether the plants and trees · Critical Thinking
found in hilly areas are the same as those found in deserts, and if not, why
not?
· Explain to the students that the natural vegetation of any location depends
on the local climate, sunlight exposure, and rainfall.
· Refer to fig 3.13 (Tb pg. 64) for further clarity. Ask students to read the map
thoroughly with the help given legend / key.
3.5 CLIMATIC ZONES IN PAKISTAN
· Students will discover that Pakistan is in the temperate zone and is divided
into five climatic regions or zones.
· After reading TB pages 65 and 66, students will discuss the four seasons · Think-pair-share
and variety of flora and fauna that is present in each region.
· Working in pairs, students will identify plants found in different climate
zones of Pakistan. They will also provide evidences in the form of pictures
or videos.
· Students will observe the map of Pakistan (TB pg. 65) with their peers, · Map Study
identifying the five climate zones, the weather in each zone, and the cities
included in each zone and their characteristics. Relate fig 3.14 (TB pg. 65)
with Table 3.1 (TB pg. 66)
Activity VI: Climatic Zones of Pakistan:
· Students will be engaged in collaborative research projects related to the
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Content, SLOs & Skills
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climatic zones of Pakistan. Each group to find out the average temperatures,
rainfall, crops, the lifestyle of people, of specific zone to write a report. Extra
reading material; books, or Internet links for research may be used for the
activity. Each group will present their findings on chart paper for gallery
display. Students will gather information during gallery walk. Conduct · Gallery Walk
Checkpoint (TB pg. 66) after conceptual clarity.
Project Work: (Textbook page 67.68)
· Imagine that your friend who lives overseas would like to migrate to
Pakistan. This friend would like to understand the climate before making the
move. Work with your group to prepare a slide-show for your friend. The
presentation should include the following details:
Ø Weather conditions across Pakistan Multimedia
Ø Three recommended cities in Pakistan that your friend should move Presentations
to, with justifications.
Ø A list of items your friend should prepare for this person’s first month
in Pakistan.
· Refer to all the instructions provided in the textbook for smooth completion of
the Project Work.
· Students’ work will be observed and marked as per the guidelines provided.
· Students can learn more about the world's climate zones by visiting the
following digital resource:
https://www.funkidslive.com/learn/marina-ventura/climate-explorers/major-
climate-zones-world
· Summarize the chapter with the help of a graphic organizer given on TB Pg
69 (At a Glance) before starting the written work.
· Go through all subtopics one by one and ask students to give you hands · Hands signal
signals, if they have understood the concept, they will show thumbs up and (hands-up / hands
if there is any ambiguity, they will show hands down signal. down)
· For the reinforcement of concept students can utilize the following digital
tool to test their geography knowledge at school or at home.
https://www.britannica.com/quiz/facts-you-should-know-weather-quiz

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Optional Activities:
NOTE: Teacher can pick and choose any activity as per the content and
time slot available
· Bring photographs, show videos, etc. about the climatic zones of the world.
Instruct students to draw Venn diagrams and make notes about different
features of each of climatic zones for comparison.
· Divide the class into groups to collect information about the different climatic
zones of the world. Students will present their findings to other groups.
The teacher can guide how to take notes while one group is presenting.
· Show the map of climatic zones of the world in an atlas or online. Guide
students to locate countries in different climatic zones. Instruct students to
gather, organize, and interpret data about the variation in temperatures,
longitudes, and latitudes of their selected countries in the form of a report.
· Engage students in independent as well as collaborative research and
projects related to the climatic zone of Pakistan. Ask students to find out the
average temperatures, rainfall, crops, the lifestyle of people, etc. to write a
report. The teacher will provide extra reading material, books, or Internet
links for research.
· Use physical maps, or Google Maps/ GIS to locate climatic zones of the
world and Pakistan.
· Use Venn diagrams to compare features of different climatic zones of the
world.
· Analyze the effect of climatic zones of Pakistan on lifestyle and economy.
· Suggest ways to improve the quality of global weather.
Written Work:
· Reflecting:1- 5 to be done by the students independently, in their notebooks
· Objective Worksheet to be developed by the teacher
· Discuss all questions with the students before starting the written work.

PROJECT WORK:
· After thorough reading, discussion and clearing the concepts, divide the class into four groups and assign them research areas.
· Students to prepare multimedia presentations. All the done work to be put on gallery display. Arrange a gallery walk and ask students to take
notes on their notepads.
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· Refer to guidelines provided for Project Work in Curriculum Implementation Guide.
· Arrange presentations in the computer/ activity room where projector or SMART Board is available.
· Allocate 5 marks for this project.

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