Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



Geography Grade 6


Unit 1. Structure of Earth, Types of Rocks

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Describe Earths processes and patterns and how landscapes have changed over time. (Continental drift theory)

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge: 

Students will be able to... 

  • Describe the internal structure of Earth.  

  • Differentiate between three layers of Earth.   

  • Explore the theory of tectonic plates. 

  • Identify different types of rocks. 

  • Explore the role of rock cycle in the formation of rocks. 

  • Discover the importance of rocks. 

  • Discover the uses of rocks in everyday life. 

  • Identify the most commonly found rocks in Pakistan.   

  • Determine the importance of rocks in the economy of region. 

Skills: 

Students will be able to... 

  • Use maps, Google maps, GIS to understand the stucture of Earth and rock formation.

  • Analyse the importance and uses of rocks.

  • Gather, organize, and interpret data to conclude the types of rocks found in Pakistan. 

  • Analyze surroundings to identify uses of rocks in everyday life. 

  • Discover the variety of marble found in Pakistan 


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 2. Mountains, Plateaus and Valleys

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Describe Earths processes and patterns and how landscapes have changed over time. ( formation of mountains)

  • Differentiate similarities and differences between the geographical places of the world. (differences & similarities between mountains & valleys)

  • Compare settlements to understand adaptation according to human needs. (people living in mountains and valleys)

  • Discover difference of lifestyles of two different settlements to appreciate and respect diversity. (living in mountains & valleys)

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge:

Students will...

  • Identify different types of mountains. 

  • Explain the formation of different types of mountains.

  • Differentiate Volcanic Mountains and Dome Mountains.   

  • Discover the types of mountains Pakistan has in abundance.    

  • Explain the reasons for frequent earthquakes in Pakistan.   

  • Differentiate between a plateau and a mountain.   

  • Differentiate between V valleys and U Valleys.   

  • Describe rift valley and explore where it is located. 

  • Identify how U Valleys are formed.   

  • Identify how V valleys are formed.   

  • Discover the importance of valleys. 

  • Identify some major valleys in Pakistan and their contributions.  

  • Identify how mountains in the Himalayas are known to be still growing.    

  • Describe the importance of the Himalayas in the geography of Pakistan. 

Skills:

Students will be able to...

  • Use maps, GIS, and google maps to identify mountains and valleys of the world.

  • Gather, organize, and interpret data to analyze the importance of valleys.  

  • Analyze information on mountains to conclude which types of mountains are found in abundance in Pakistan. 

  • Investigate the contribution of major valleys in Pakistan. 


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 3. Climatic Regions of the World

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Inquire Earths processes & patterns and how landscapes have changed over time.

  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world.

  • Inquire and describe the interaction between physical and human geography.

  • Investigate how and why our climate is changing.

  • Find ways to improve the quality of their own and global environment.

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge:

Students will...

  • Name climatic zones of the world.

  • Identify factors that affect climate of a region

  • Describe climatic zones of world

  • Identify plants that grow in different climatic regions

  • Describe climatic zones of Pakistan


Skills:

Students will be able to...

  • Use maps, Google maps, GIS to locate climatic zones of the world and Pakistan.

  • Use climate related vocabulary in context

  • Use Venn diagrams to compare features of different climatic zones of the world.

  • Make diagrams to show how changing winds that cause monsoons.

  • Show ocean currents on a map.

  • Compare and contrast climatic regions of the world.

  • Compare similarities and differences between climatic zones of the world.

  • Analyse factors that affect climate of a region.

  • Gather facts (monsoon, dust storms, floods, fog) related to the climate of Pakistan.

  • Analyse the effect of climatic zones of Pakistan on lifestyle and economy.

  • Suggest ways to improve the quality of global weather.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 4. Forests of the World

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

Student Learning Outcomes:

  • Describe Earths processes and patterns and how landscapes have changed over time. (major types of forests of world)

  • Investigate how climate is important for different vegetation. (vegetation of different climatic zones)

  • Understand economic activities related to natural, capital and human resources. (forestry)

  • Find ways to improve the quality of their own and global environment. (deforestation, global warming)

  • Analyse the scarcity of resources compel people to wisely use resources. (deforestation)

  • Explore ways forests of world and Pakistan contribute to the economy of the region they belong.

  • Understand that exports generate revenue for a country which is necessary for a country to operate and progress. (Goods made from the raw material provided by forests)

  • Analyse the interdependence of resources within global economy. (benefits of forests)

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge:

Students will...

  • Explain how natural vegetation is different than agriculture.

  • Explain how the climate is connected to the natural vegetation.

  • Compare and contrast how deciduous forests is different from coniferous.

  • Compare rainforest from other forests.

  • Explore different shapes and functions of the three layers of the Rainforests.

  • Describe 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 type of trees we have in the northern areas of Pakistan.

  • Explore causes why the forests of Southern region in Pakistan are different from the Northern region.

  • Describe ways in which forests are helping the environment of a place.

  • Suggest ways to control deforestation.

Skills:

Students will be able to...

  • Use maps, GIS and google map to identify different forests of the world.

  • Inquire how climate change is affecting human life.

  • Gather, organize, and interpret data to investigate reasons for deforestation is linked with climate change.

  • Find the reasons behind the fast disappearance of Amazon rainforest and suggest ways to save it.

  • Inquire the effect of climate change on the growth of forests.

  • Investigate reasons why urban forests are becoming so common in major cities of the world.

  • Explore Changa Mangas contribution towards the environment of the region.

  • Inquire reasons for Coniferous forest to be found in some parts of Pakistan, even though Pakistan is not in the cold climatic zone.

  • Evaluate why the planted forests are not good in the long run.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 5. Natural Disasters

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Construct arguments and provide evidences for their understanding of Earths processes & patterns and how landscapes are changing constantly. (Natural disasters)

  • Investigate how and why our climate is changing. (climate change and natural disasters)

  • Examine how weather and climate affects processes of the Earth. (impacts of natural disasters)

  • Identify how places are interdependent on each other and how human activity in one place affects other. (global warming and climate change)

  • Inquire the impact of overusing natural and other resources on environment. (human activities contributing to natural disasters)

  • Understand and describe the effects of excess land use.

  • Find ways to improve the quality of their own and global environment. (reducing greenhouse gases & carbon footprint)

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge:

Students will...


  • 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 the rising surface temperature of the Earth can change the frequency and intensity of natural disasters.

  • Explain the consequences of human activities that result in natural disasters.

  • Suggest ways that can help to deal with the natural disasters.

  • Identify the most common natural disaster in Pakistan.

  • Sort out multiple ways to preserve natural resources for future generations.

  • Suggest three Rs in everyday life to tackle climate change

Skills:

Students will be able to...


  • Collect and interpret data related to the various natural disasters suffered by Pakistan.

  • Apply their understanding related to developing countries and how they are susceptible to more natural disasters on Pakistan.

  • Pose questions about how rising temperatures can have a domino effect.

  • Reflect on the various activities they may be doing that can cause pollution and subsequently climate change.

  • Inquire about the possible alternatives that may counter pollution.

  • Analyze how technology can help in mitigating the effects of natural disasters.

  • Evaluate the main goals of sustainable development with examples.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline



Unit 6: Changing Earth and Human Population

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Inquire Earths processes & patterns and how landscapes have changed over time.)

  • Inquire and describe the interaction between physical and human geography. (urbanisation, agriculture, deforestation)

  • Inquire why landforms are changing due to human activity. (desertification)

  • Understand and describe the effects of excess land use. (effects of population increase, excessive urbanisation and agriculture)

  • Find ways to improve the quality of their own and global environment. (Afforestation, recycling & reusing)

  • Use appropriate vocabulary to describe physical, human and environmental geography and economy related to them.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support conclusions.

  • Gather information using maps and globe to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and the world to reach and support conclusions.

Knowledge:

Students will...

  • Understand the processes of weathering and erosion.

  • Know 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 large population on Earth.


Skills:

Students will be able to...

  • Use maps, Google maps, GIS to understand the process of weathering and soil erosion.

  • Gather, organize, and interpret data to conclude the how humans use land.

  • Differentiate between weathering and erosion.

  • Analyse factors that cause rock weathering.

  • Analyse weathering and erosion as constructive or destructive processes.

  • Analyse the effects of excessive land use to accommodate the growing population.

  • Evaluate the impact of land clearing to grow agriculture.

  • Evaluate land as a scarce resource.

  • Investigate human activities that change land forms.

  • Analyze human activities like infrastructure, housing responsible for scarcity of land.

  • Evaluate if Land use in Pakistan is sustainable or not.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline






Geography Grade 7

Unit 1. Plains and Rivers

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

Student Learning Outcomes:

  • Describe Earths processes and patterns and how landscapes have changed over time. (types of plains, features of river)

  • Differentiate similarities and differences between the geographical places of the world. (differences & similarities between plains & rivers)

  • Compare settlements to understand adaptation according to human needs. (people living near rivers and on plains)

  • Discover difference of lifestyles of two different settlements to appreciate and respect diversity. (people living near rivers and on plains)

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...

  • Explain what a Plain is and why some areas of the world have the largest plains. 

  • Differentiate plains from the other landforms.     

  • Identify some major types of plains.  

  • Describe the river plain. 

  • Explore what is a river system.  

  • Identify major features of the upper course of the river.  

  • Describe the importance of the middle course of the river. 

  • Discover why delta is found on the lower course of the river.  

  • List the difference between the middle and lower course of a river. 

  • Explain how rivers are important in the biodiversity of the region.  

  • Explain how rivers are important in the economy of the region. 

Skills:

Students will be able to...

  • Use maps, GIS and google map to identify different types of plains and their features. 

  • Inquire the working of a river system.  

  • Investigate reasons why Artic plain is known as barren plain. 

  • Investigate if it is difficult to live in a Desert or the Arctic Tundra Plain. 

  • Gather, organize, and interpret data to analyze the impact of rivers on biodiversity of the region.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use



Unit 2: Water Supply

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Inquire and describe the interaction between physical and human geography.

  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world.

  • Inquire why landforms are changing due to human activity.

  • Analyse the scarcity of resources compel people to wisely use and modify resources. Suggest ways to utilize resources and to conserve them.

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...


  • Identify the major sources of water on Earth

  • Identify the major source of water supply of Pakistan (ground and surface)

  • Explain different types of precipitation  

  • Understand role of the Water Cycle in the Water Supply of the Earth

  • Describe the stages of the Water Cycle in detail.    

  • Know ways to turns sewage into a useful gas

  • identify different uses of sewage waste 

  • identify biogas as a source of energy

  • Understand water purification method before supplying it to cities and villages.

Skills:

Students will be able to...


  • Draw and label Water Cycle

  • Evaluate the reasons of low groundwater in Pakistan

  • Devise ways to solve shortage of water  in  Pakistan

  • Evaluate ways of using waste water

  • Analyse methods of sewage treatment       

  • Organize information about water purification methods into flow charts.

  • Analyse the reasons of scarcity of drinking in the cities

  • Conducted, recorded and drew conclusions from an investigation about water purification


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use




Unit 3. Settlements and Land use

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world. (feasibility of human settlement)

  • Inquire and describe the interaction between physical and human geography. (types of settlements)

  • Understand that the economic progress of a region relies upon the advancement in science and technology. (modern infrastructure, transport etc.)

  • Understand and describe the effects of excess land use. (effects of excessive agriculture)

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...

  • Classify different types of settlements. 

  • Identify the functions of a settlement. 

  • Describe how towns are different than cities 

  • Explain the conditions that are suitable for a settlement. 

  • Compare two major types of settlements.   

  • Identify the major types of settlements in Pakistan.  

  • Identify the advantages and disadvantages that people of rural settlement face. 

  • Describe the difference between conurbations and megapolis.  

Skills:

Students will be able to...

  • Use maps, GIS and google map to identify different types of settlements of the world.  

  • Gather, organize, and interpret data to investigate different pattern of settlements and its impact on lifestyle of people living in them.  

  • Investigate how the pattern of the settlement determine the lifestyle of the people living in it.  

  • Inquire how commercial land use is different than residential land use. 

  • Reflect why few cities in Pakistan are growing bigger every year. 

  • Predict that there will be no land left on Earth if settlements will keep growing at the current pace. 


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 4: Agriculture

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world. (Pakistan as an agricultural country)

  • Inquire and describe the interaction between physical and human geography. (types of agriculture)

  • Understand that the economic progress of a region relies upon the advancement in science and technology. (modern methods of farming)

  • Understand that high revenues can be generated by exporting finished goods as per current demand. (raw materials from farming and fishery to other countries)

  • Understand basic role of global economic system and interdependence within global economy. (raw materials from farming and fishery to other countries)

  • Understand and describe the effects of excess land use. (effects of excessive agriculture)

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...


  • Know the broader meaning and types of agriculture.

  • Identify Pakistan as an agricultural country.

  • Know the value of agriculture in terms of Pakistans economy and social uplift.

  • Name main crops of Pakistan.

  • Describe different methods of agriculture.

  • Understand evaluation in agriculture.

  • Know methods to evaluate agricultural projects.

  • How loans from International sources can benefit the primary sector of agriculture?

  • Identify few impacts of livestock (cattle) farming on environment.

  • Understand that raw materials from farming and fishery help generate revenues.

  • Relate export of raw materials from farming and fishery to global economy.

  • Understand the effects of excessive agriculture and land use.

Skills:

Students will be able to...

  • Compare and contrast different methods of farming.

  • Differentiate between cash and staple crops.

  • Use maps to locate agricultural areas and products.

  • Develop links between population growth and agricultural automation.

  • Differentiate between subsistence and livestock farming.

  • Analyse the factors (challenges) that affect agricultural yield.

  • Analyse challenges related to livestock farming in Pakistan.

  • Predict changes in the structure of agricultural production in the future.

  • Evaluate the impact of agriculture on environment.

  • Evaluate the effectiveness of the concept of 3R (reuse, recycle and reduce) for farmers.

  • Evaluate the importance of agriculture for Pakistan in terms of information and technology.

  • Evaluate the importance of agriculture for Pakistan in terms of Pakistans economy.

  • Suggest ways for agricultural improvements in Pakistan.

  • Conduct surveys and interviews to gather data about the agricultural products and their utilization.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 5: Climate Change

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Construct arguments with evidences to describe the interaction between physical and human geography.

  • Investigate how and why our climate is changing.

  • Inquire why landforms are changing due to human activity.

  • Find ways to improve the quality of their own and global environment.

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...


  • Know the difference between climate and weather.

  • Define climate change.

  • Understand greenhouses effect.

  • Identify changes caused by greenhouse effect.

  • Identify global warming and 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.

  • Know the importance of ozone layer.



Skills:

Students will be able to...

  • Investigate how human activity is causing climate change.

  • Investigate the effects of global warming on Polar Regions.

  • Analyse the effect of climatic change on flora and fauna.

  • Analyse the effect of climatic change on people, life style and economy.

  • Analyse the effects of climate change on the earth.

  • Evaluate the health and environmental effects of ozone layer.

  • Investigate and suggest ways to reduce greenhouse effect.




Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 6: Minerals and Power

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world.

  • Describe economic activities related to natural, capital and human resources.

  • Understand that the economic progress of a region relies upon the specialisation of resources through education, scientific research and technology.

  • Understand that high revenues can be generated by exporting finished goods as per current demand.

  • Understand basic role of global economic system and interdependence within global economy.

  • Suggest ways to utilize resources and to conserve them.

  • Exceeding use of vocabulary to describe physical, human and environmental geography and economy related to them.

  • Gather information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Use a range of multiple sources as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to develop and support conclusions.

Knowledge:

Students will...


  • Name minerals are found in Pakistan.

  • Identify industries related to the minerals found in Pakistan.

  • Identify areas of Pakistan are rich in mineral resources.

  • Name some rare minerals are found in Pakistan.

  • Know the importance of coal as the fossil fuel.

  • Know the uses of coal in Pakistan.

  • Know the difference between bituminous and lignite coal.

  • Understand the procedures of long-wall and surface mining.

  • Understand the risk factors associated with coal mining


Skills:

Students will be able to...

  • Locate areas of Pakistan are rich in mineral resources on maps.

  • Categorize mineral found in Pakistan according to their use and importance

  • Analyze factors that make gemstone mining difficult in Pakistan.

  • Analyse the reasons that hamper the yield of gemstone mining in Pakistan.

  • Suggest practical ways of getting high income revenue from Pakistans gemstones resources.

  • Investigate and suggest measure for improving mining industry.

  • Suggest measures to ensure the safety and health of the coal miners in Pakistan.

  • Draw and label the procedures of long-wall and surface mining.

  • Analyse coal usage in Pakistan.

  • Evaluate the usefulness of coal against the risk factors associated with it.

  • Write an essay on the important of modernizing Pakistans coal mining industry.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use




Geography Grade 8

Unit 1. Ocean and Seas

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Construct arguments and provide evidences for the understanding of Earths processes & patterns and how landscapes are changing constantly. (features & movements of oceans)

  • Recall and describe some patterns of distribution of water. (oceans & seas of the world)

  • Construct arguments with evidences to describe the interaction between physical and human geography. (pollution in oceans & seas of the world)

  • Identify how places are interdependent on each other and how human activity in one place affects other. (water pollution in oceans)

  • Find ways to improve the quality of their own and global environment. (effects of rise in sea level)

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...

  • Explain the importance of oceans in our lives.

  • Identify ways in which ocean acts as a source of food for the world.

  • Describe and differentiate between different sea features such as peninsula, isthmas, gulf, bay, strait.

  • Explain the moments of ocean and the role of ocean currents in it.

  • Differentiate between seas and oceans.

  • Describe the location, total area, temperature and marine life of major oceans of the world.

  • Identify the role of marine biodiversity on our environment.

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

Skills:

Students will be able to...


  • Use maps, GIS and Google map to identify different seas and oceans of the world.

  • Inquire how climate change is affecting oceans.

  • Gather, organize, and interpret data to investigate reasons for pollution in oceans.

  • Examine the consequences of climate change Inquire and gather data about various seas and oceans around the world.

  • Discuss and formulate questions about the use of ocean water as a source of food. Evaluate some sustainable ways of that use.

  • Evaluate the consequences of rising of the sea level.

  • Compare the Indian Ocean with the Pacific Ocean.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 2. Living with the Climate

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography

Student Learning Outcomes:

  • Describe the differences between weather and climate.

  • Study the distribution of climate in the world.

  • Investigate how and why our climate is changing. (extreme weather)

  • Find ways to improve the quality of their own and global environment (global warming & climate Change)

  • Discover difference of lifestyles of two different settlements to appreciate and respect diversity. (people living in any two different climatic zones)

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...

  • Differentiate between climate and weather. 

  • Explain the elements of weather. 

  • Identify major climate types.  

  • Compare and contrast two climate types. 

  • Explain the division of the Earth into climatic zones and name these climatic zones.  

  • Identify the climatic zone of Pakistan and list a few other countries that fall in the same zone.  

  • Describe some of the extreme weather on earth and its reasons. 

  • Identify some of the causes of climate change. 

  • Identify the consequences of global warming. 

  • Explore ways in which we can prevent 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.  

  • Discuss reasons which make places near the equator hotter than others

  • Differentiate the climatic patterns of Karachi and New York. 

  • 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 region. 

Skills:

Students will be able to...

  • Use maps, GIS and google map to identify different climatic regions of the world.

  • Inquire how climate change is affecting human life.  

  • Gather, organize, and interpret data to investigate reasons for climate change and global warming. 

  • Examine the consequences of climate change in developing countries. 

  • Explore with the help of examples how people in Pakistan adapt to various climatic conditions.  

  • Examine ways in which climate change is affecting farms and our food supply.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use


Unit 3. Environmental Pollution

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Construct arguments with evidences to describe the interaction between physical and human geography.

  • Investigate how and why our climate is changing. (pollution and global warming)

  • Examine how weather and climate affects processes of the Earth. (global warming and climate change)

  • Identify how places are interdependent on each other and how human activity in one place affects other. (pollution & climate change)

  • Inquire the impact of overusing natural and other resources on environment. (global warming and its effects)

  • Understand and describe the effects of excess land use. (global warming and its effects)

  • Find ways to improve the quality of their own and global environment. (reducing greenhouse gases & carbon footprint)

  • Find ways to utilize resources and to conserve them. (reducing greenhouse gases & carbon footprint)

  • Analyse how the scarcity of resources compel people to use resources wisely. (reuse & recycle)

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...

  • Explain the link between the climate change and pollution.

  • 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 different sources and the possible ways to reduce different types of pollutions.

  • Understand 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 and long term effects of global warming on our planet of global warming and suggest measures to reduce them.

  • Classify the health consequences of air and water pollution on the biodiversity on Earth.

Skills:

Students will be able to...


  • Gather and then interpret some local data related to climate change and pollution.

  • Evaluate and discuss how different forms of pollution has affected their personal lives. Subsequently draw conclusions.

  • Gather and organize data about local campaigns in their respective cities for countering climate change and pollution.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use



Unit 4. Industrialization and International Trade

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Study a selected infrastructure to understand adaptation according to human needs. (Industrialisation)

  • Investigate economic activities related to natural, capital and human resources. (textile and cotton industry of Pakistan)

  • Describe that the economic progress of a region relies upon the specialisation of resources through education, scientific research and technology. (exports of Pakistan)

  • Analyse that high revenues can be generated by exporting finished goods through technological advancements, marketing trends and professional ethics. (exports of Pakistan)

  • Identify how places are interdependent on each other and how human activity in one place affects other. (Industrialisation)

  • Describe basic role of global economic institutions and activities. (International Trade Organisations)

  • Analyse and describe basics of global economic systems and interdependence of a selected region. (international trade)

  • Analyse how the scarcity of resources compel people to use resources wisely.

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...

  • Describe how the technological advancements made the Industrial Revolution possible.

  • 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 people of Pakistan.

  • Explain the importance for a country to establish regulations for carrying import and export smoothly

  • Enlist the top four exports goods of Pakistan.

  • Suggest ways which can help Pakistan to earn more revenue from export.

  • 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 industrial boom in Pakistan.

  • Justify that Pakistan can succeed in industrial development if import needs are reduced.

  • Justify that economic stability can help a nation to encounter different foreign challenges.

Skills:

Students will be able to...

  • Evaluate the impacts of industrialization on the economy of Pakistan.

  • Collect data related to technological advancements, industrialization, urbanization and immigration and their impact on Pakistan.

  • Evaluate the major challenges to textile industry of Pakistan.

  • Interpret data related to various industries in Pakistan and suggest relationships and patterns.

  • Apply the understanding of exports and imports by giving a relatable, everyday example.

  • Analyze the use of alternate energy for the development of industrial sector of Pakistan.

  • Analyze the role of geo political decisions for the development of a region.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use



Unit 5. Transport and its Importance

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Study a selected infrastructure to understand adaptation according to human needs. (development in transport)

  • Study reasons of selecting a place to develop settlements. (transport in and around Pakistan, international routes of Pakistan)

  • Investigate economic activities related to natural, capital and human resources. (transport in and around Pakistan, international routes of Pakistan)

  • Describe that the economic progress of a region relies upon the specialisation of resources through education, scientific research and technology. (developments in transport and information technology)

  • Identify how places are interdependent on each other and how human activity in one place affects other. (development in transport and its benefits)

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...


  • Identify different forms of modern transportation and their characteristics.

  • Explain some of the reasons for development of transport systems in urban and rural areas.

  • Define exports and imports and their dependence on an effective transport system.

  • Explain the importance of transport system in development of economic activity.

  • Outline the role of transportation system in internal and international trade

  • Identify major modes of transportation and trade routes in Pakistan.

  • List some of the major exports and imports through CPEC and silk route.

  • Explain some of the strengths and weaknesses of the transport infrastructure in Pakistan.

Skills:

Students will be able to...


  • Use Google maps to observe some major transport routes of the world.

  • Formulate questions related to how various means of transportation affects their lives.

  • Investigate the differences in transport in rural and urban areas.

  • Contrast the usage of different forms of modern transportation.

  • Evaluate the importance of transportation for exports and imports.

  • Inquire and analyze data based on major exports and imports through CPEC and the Silk Route.

  • Inquire the role of Silk route and CPEC in development of economic activity in Pakistan.

  • Analyse the transportation infrastructure in Pakistan.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use




Unit 6. Social and economic Development

DOMAIN 1: Physical Geography

DOMAIN 2: Human Geography

DOMAIN 3: Environmental Geography


Student Learning Outcomes:

  • Inquire and describe some local, regional and global patterns of distribution and consumption of resources. (measuring development)

  • Investigate economic activities related to natural, capital and human resources. (economic indicators)

  • Describe that the economic progress of a region relies upon the specialisation of resources through education, scientific research and technology. (economic and human indicators of development)

  • Analyse that high revenues can be generated by exporting finished goods through technological advancements, marketing trends and professional ethics.

  • Study a selected infrastructure to understand adaptation according to human needs. (comparison of development of one developed country and Pakistan)

  • Sophisticated use of vocabulary to describe growing issues connected to physical, human and environmental geography and economy related to them.

  • Interpret required information using maps, globes, photographs, aerial photographs, satellite images and graphs to inquire geographical changes of a selected region or a landform.

  • Investigate geographical, climatic, political, cultural, and economic aspects of places using geographic representations and geospatial technologies.

  • Use a range of multiple sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps and field trips to derive information of physical, human and environmental geography of Pakistan and of world to reach and support personal conclusions and critique with credibility.

Knowledge:

Students will...

  • Describe that development includes the social and economic welfare of the people of a region.

  • Compare and contrast the Economic Development Indicators (EDI) from Human Development Indicators (HDI) of a country

  • Investigate the key economic indicators of development and their importance.

  • Enlist a few human indicators that are important for the development of the country.

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

  • Evaluate the impacts of technology in the development of a country.

  • Evaluate the current position of Pakistan at EDI and HDI indicators.

  • Explore the importance of health care in the development of the country.

  • Identify the role of Organization for Economic Co-operation and Development (OECD) to support development in developing countries.

Skills:

Students will be able to...

  • Demonstrate a sound understanding of development.

  • Initiate discussions that pose multiple questions about the various aspects of development and to what extent it serves humanity.

  • Apply knowledge about EDI and HDI onto the Pakistani context.

  • Gather and interpret data related to inflation and unemployment rates in Pakistan. Investigate its possible causes.

  • Inquire about the failures of Pakistani healthcare system.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use