SOW 24-25 (VII) - Geography.pdf FOR PLANNING
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Sep 17, 2024
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About This Presentation
Slide Content
SCHEME OF WORK
ACADEMIC SESSION: 2024-25
CLASS: VII
SUBJECT: GEOGRAPHY
FAZAIA TEACHERS’ TRAINING INSTITUTE
PAF COMPLEX, E-9, ISLAMABAD
APRIL, 2024
ACADEMIC SESSION: 2024-25
CLASS: VII
SUBJECT: GEOGRAPHY
FAZAIA TEACHERS’ TRAINING INSTITUTE
PAF COMPLEX, E-9, ISLAMABAD
APRIL, 2024
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 2 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 01
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Processes Responsible for Change in
Landscape of the Earth
TEXTBOOK PAGE(S) 5-6 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Describe the physical
features of plains
• Determine the
difference between
types of weathering.
• Identify erosion and its
effect on the landforms
Key vocabulary for Word
Wall:
Weathering, mechanical
weathering, chemical
weathering, mass wasting,
erosion,
Skills:
Use maps, GIS or Google Maps to identify different types of
plains and their features.
Learning Activities:*
The teacher will ask students:
• Explain the topics with pictures and questions
• What is the breaking down of rocks into smaller particles
such as sand and pebbles is?
• What they have understood about the plains?
Students will
• Draw a diagram to show the processes of the formation
of different types of plains.
Exercise: *
2
Question 3 part 1.
• Weathering of rocks which does involve the action of
chemicals is:
− chemical weathering
− physical weathering
− erosion
Students will be able to:
• Classify the physical
features of plains
• Understand the weather
changes responsible for
change in landscape
Concrete Resources:
Geographical Map of Pakistan
Pictures of mass wasting
Internet
Video link:
Weathering and erosion
https://www.youtube.com/watc
h?v=3OtEImDg61E
Page 2 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 01
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Processes Responsible for Change in
Landscape of the Earth
TEXTBOOK PAGE(S) 5-6 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Describe the physical
features of plains
• Determine the
difference between
types of weathering.
• Identify erosion and its
effect on the landforms
Key vocabulary for Word
Wall:
Weathering, mechanical
weathering, chemical
weathering, mass wasting,
erosion,
Skills:
Use maps, GIS or Google Maps to identify different types of
plains and their features.
Learning Activities:*
The teacher will ask students:
• Explain the topics with pictures and questions
• What is the breaking down of rocks into smaller particles
such as sand and pebbles is?
• What they have understood about the plains?
Students will
• Draw a diagram to show the processes of the formation
of different types of plains.
Exercise: *
2
Question 3 part 1.
• Weathering of rocks which does involve the action of
chemicals is:
− chemical weathering
− physical weathering
− erosion
Students will be able to:
• Classify the physical
features of plains
• Understand the weather
changes responsible for
change in landscape
Concrete Resources:
Geographical Map of Pakistan
Pictures of mass wasting
Internet
Video link:
Weathering and erosion
https://www.youtube.com/watc
h?v=3OtEImDg61E
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 3 of 28
• Weathering by abrasion occurs by agents such as:
− wind and water
− gravity
− tree roots
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Page 3 of 28
• Weathering by abrasion occurs by agents such as:
− wind and water
− gravity
− tree roots
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 4 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 02
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Major Landforms, Plains
TEXTBOOK PAGE(S) 7-8 OMITTED PAGE(S) -
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Differentiate plains from
the other landforms.
• Identify some major types
of plains of the world.
• Differentiate similarities
and differences between
the geographical places of
the Earth
Key vocabulary for Word Wall:
Mountains, Plains, Plateaus,
plains, erosional plains,
dispositional plains, river
plains, out wash/till plains,
loess plains, coastal plains,
structural plains
Skills:
Use maps, GIS or Google Maps to identify different types
of plains and their features.
Investigate reasons why Arctic plain is known as barren
plain
Learning Activities:*
The teacher will ask students
• What they have understood about the plains.
• To tell the names of some plains of Pakistan.
• To tell the difference between the mountain and
plains.
• To give at least two features of mountains,
plains, and deserts.
• To locate different landforms on a relief map, or
on Google Maps.
Students will
• Name various landforms.
• Draw a diagram to show different types of plains.
• Briefly write to explain the formation of rivers and
plains.
Exercise: *
2
• Question 2, part 1, 2, 3, 4.
• Question 3, part 2
Students will be able to:
• Develop a definition of
landforms that includes
some examples through
discussion.
• Identify and describe at
least four different types of
landforms
• Categorize the similarities
and differences between
the geographical places of
the Earth
Concrete Resources:
Pictures of different landforms
Google Earth
Video link:
Landforms
https://www.youtube.com/watc
h?v=QLhKCr_qTJU
Page 4 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 02
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Major Landforms, Plains
TEXTBOOK PAGE(S) 7-8 OMITTED PAGE(S) -
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Differentiate plains from
the other landforms.
• Identify some major types
of plains of the world.
• Differentiate similarities
and differences between
the geographical places of
the Earth
Key vocabulary for Word Wall:
Mountains, Plains, Plateaus,
plains, erosional plains,
dispositional plains, river
plains, out wash/till plains,
loess plains, coastal plains,
structural plains
Skills:
Use maps, GIS or Google Maps to identify different types
of plains and their features.
Investigate reasons why Arctic plain is known as barren
plain
Learning Activities:*
The teacher will ask students
• What they have understood about the plains.
• To tell the names of some plains of Pakistan.
• To tell the difference between the mountain and
plains.
• To give at least two features of mountains,
plains, and deserts.
• To locate different landforms on a relief map, or
on Google Maps.
Students will
• Name various landforms.
• Draw a diagram to show different types of plains.
• Briefly write to explain the formation of rivers and
plains.
Exercise: *
2
• Question 2, part 1, 2, 3, 4.
• Question 3, part 2
Students will be able to:
• Develop a definition of
landforms that includes
some examples through
discussion.
• Identify and describe at
least four different types of
landforms
• Categorize the similarities
and differences between
the geographical places of
the Earth
Concrete Resources:
Pictures of different landforms
Google Earth
Video link:
Landforms
https://www.youtube.com/watc
h?v=QLhKCr_qTJU
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 5 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 03
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Features of River Plains, The River System
TEXTBOOK PAGE(S) 8-10 OMITTED PAGE(S) -
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Differentiate similarities
and differences between
the features of river
plains
• Describe the river plain.
• Explore a river system.
Key vocabulary for Word
Wall:
River Braiding, Meanders,
Flood Plains, Levees,
watershed, Catchment area,
watershed, divider, tributary
Skills:
Inquire about the working of a river system.
Investigate the different river landforms
Learning Activities:*
Teacher will
• Show the pictures of river plains and ask the
questions
• Explain key features of river plains with simple
explanation with help of pictures and or video
• Explain the River system, show them videos and
ask questions to check the understanding
Exercise: *
2
• Question 2, part 1.
Q. What affects the flow of a river?
Students will be able to:
• Categorize similarities and
differences between the
features of river plains
• Explain the river plain.
• Identify a river system.
.
Concrete Resources:
Geographical Map of
Pakistan
Pictures of rivers and river
plains
Video link:
Features of River Plains
https://www.youtube.com/wat
ch?v=XJ_FNS8Z_ek
River system
https://www.youtube.com/wat
ch?v=DPqpsfaawKc
Page 5 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 03
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Features of River Plains, The River System
TEXTBOOK PAGE(S) 8-10 OMITTED PAGE(S) -
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Differentiate similarities
and differences between
the features of river
plains
• Describe the river plain.
• Explore a river system.
Key vocabulary for Word
Wall:
River Braiding, Meanders,
Flood Plains, Levees,
watershed, Catchment area,
watershed, divider, tributary
Skills:
Inquire about the working of a river system.
Investigate the different river landforms
Learning Activities:*
Teacher will
• Show the pictures of river plains and ask the
questions
• Explain key features of river plains with simple
explanation with help of pictures and or video
• Explain the River system, show them videos and
ask questions to check the understanding
Exercise: *
2
• Question 2, part 1.
Q. What affects the flow of a river?
Students will be able to:
• Categorize similarities and
differences between the
features of river plains
• Explain the river plain.
• Identify a river system.
.
Concrete Resources:
Geographical Map of
Pakistan
Pictures of rivers and river
plains
Video link:
Features of River Plains
https://www.youtube.com/wat
ch?v=XJ_FNS8Z_ek
River system
https://www.youtube.com/wat
ch?v=DPqpsfaawKc
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 6 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 04
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Stages of River Course, Importance of Rivers in
Biodiversity, and Economy
TEXTBOOK PAGE(S) 10-14 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• 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.
Key vocabulary for Word
Wall:
Upper course, middle course,
lower course, conserve,
wetland
Skills:
Gather, organize, and interpret data to analyze the
impact of rivers on the biodiversity of the region
Learning Activities:*
Begin the lesson by showing pupils photographs of
the River Indus.
Each photograph shows the river at different points
its course.
Ask these questions:
• What are the photographs showing?
• What does the landscape look like?
• What features can be seen?
• Is the surrounding land steep or flat?
• Is the river bed narrow or wide?
• How does the water change? Is the water
turbulent or calm?
• What is the evidence that these bodies of water
are rivers?
Reiterate that rivers can be divided into stages, the
upper course, middle course and lower course.
Exercise: *
2
Students will be able to:
• Explain the importance of the
middle course of the river.
• To understand that the
features of a river and the
surrounding landscape
change from source to mouth
• Describe how rivers are
important in the biodiversity
and economy of the region.
Concrete Resources:
Google Earth
https://www.google.co.uk/intl/en
_uk/earth/
River Course Factsheet
https://docs.google.com/docume
nt/d/1zajq4VbaKh-
RSANfo2DjU3iz4GVp53jU/edit?
usp=share_link&ouid=10817653
2265192984443&rtpof=true&sd
=true
River Course 3D model
https://docs.google.com/docume
nt/d/1BdpWoEgEIBHyN70MuKu
MVtls3RgiI5hT/edit?usp=share_l
ink&ouid=108176532265192984
443&rtpof=true&sd=true
Stages of river
https://docs.google.com/docume
nt/d/1ILq9Fl6aKK83muwKSTgS
1Xb4T5DqVXEB/edit?usp=shar
e_link&ouid=108176532265192
984443&rtpof=true&sd=true
Page 6 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 04
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 1 – Plains and Rivers SUB-TOPIC Stages of River Course, Importance of Rivers in
Biodiversity, and Economy
TEXTBOOK PAGE(S) 10-14 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• 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.
Key vocabulary for Word
Wall:
Upper course, middle course,
lower course, conserve,
wetland
Skills:
Gather, organize, and interpret data to analyze the
impact of rivers on the biodiversity of the region
Learning Activities:*
Begin the lesson by showing pupils photographs of
the River Indus.
Each photograph shows the river at different points
its course.
Ask these questions:
• What are the photographs showing?
• What does the landscape look like?
• What features can be seen?
• Is the surrounding land steep or flat?
• Is the river bed narrow or wide?
• How does the water change? Is the water
turbulent or calm?
• What is the evidence that these bodies of water
are rivers?
Reiterate that rivers can be divided into stages, the
upper course, middle course and lower course.
Exercise: *
2
Students will be able to:
• Explain the importance of the
middle course of the river.
• To understand that the
features of a river and the
surrounding landscape
change from source to mouth
• Describe how rivers are
important in the biodiversity
and economy of the region.
Concrete Resources:
Google Earth
https://www.google.co.uk/intl/en
_uk/earth/
River Course Factsheet
https://docs.google.com/docume
nt/d/1zajq4VbaKh-
RSANfo2DjU3iz4GVp53jU/edit?
usp=share_link&ouid=10817653
2265192984443&rtpof=true&sd
=true
River Course 3D model
https://docs.google.com/docume
nt/d/1BdpWoEgEIBHyN70MuKu
MVtls3RgiI5hT/edit?usp=share_l
ink&ouid=108176532265192984
443&rtpof=true&sd=true
Stages of river
https://docs.google.com/docume
nt/d/1ILq9Fl6aKK83muwKSTgS
1Xb4T5DqVXEB/edit?usp=shar
e_link&ouid=108176532265192
984443&rtpof=true&sd=true
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 7 of 28
Question 1 complete.
Question 2, part 5
Question 3, part 3
River stages and
features(handout)
https://docs.google.com/docume
nt/d/1n5VpbtI2KMsf0Xz9FW1U2
g08tJXoc8pm/edit?usp=share_li
nk&ouid=108176532265192984
443&rtpof=true&sd=true
Video link:
River course
https://www.youtube.com/watch
?v=FVttzQZ57yw
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Page 7 of 28
Question 1 complete.
Question 2, part 5
Question 3, part 3
River stages and
features(handout)
https://docs.google.com/docume
nt/d/1n5VpbtI2KMsf0Xz9FW1U2
g08tJXoc8pm/edit?usp=share_li
nk&ouid=108176532265192984
443&rtpof=true&sd=true
Video link:
River course
https://www.youtube.com/watch
?v=FVttzQZ57yw
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 8 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 05-08
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 2 – Water Sources and Management SUB-TOPIC Water sources, Reasons for Low Groundwater in
Pakistan, the scarcity of drinking water in cities, Types of
precipitation, water cycle, sewage waste, biogas, water
purification methods
TEXTBOOK PAGE(S) 15-30 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Identify the major
sources of the water on
Earth and in Pakistan
• Explain different types
of precipitation
• Describe the process of
the water cycle in
maintaining water
supply on earth
• Identify different uses of
sewages waste
• Identify biogas as a
source of energy
• Explore various water
purification methods
before supplying them
to cities and villages
Key vocabulary for Word
Wall:
Biogas, sewage,
precipitation, conduction,
Skills:
Gather, organize, and interpret data to analyze the
water sources and its appropriate management. Also,
conduct, record and draw conclusions from an
investigation about the water purification method.
Learning activities: *
• Water Sources Collage: Ask students to create
a collage of different water sources found in
Pakistan, such as rivers, lakes, and glaciers.
They can use magazines, newspapers, and other
materials to create their collage.
• Water Cycle Diagram: Direct the students to
draw and label a water cycle diagram. Then,
students will describe the water cycle and the
ways it helps to maintain the water supply on
Earth.
• Sewage Waste Discussion: Conduct a class
discussion on the uses of sewage waste and the
methods of sewage treatment. Have students
analyze the benefits and drawbacks of each
method.
The students will be able to:
• Create a labeled diagram of
the water cycle
• Analyze the reasons for the
scarcity of drinking water in
cities
• Devise ways to solve the
shortage of water in Pakistan
• Organize information about
water purification methods
into flow charts
• Conduct, record and draw
conclusions from an
investigation about the water
purification method
• Evaluate the reasons for low
groundwater in Pakistan
• Describe the process of the
water cycle in maintaining
water supply on Earth
• Explore various water
purification methods before
Concrete Resources:
Maps and diagrams, Pictures
and videos, Water cycle models,
Water testing kits,
Videos & Study Links:
https://www.nationalgeographic.
org/education/what-is-
geography/
https://blog.education.nationalge
ographic.org/2021/08/17/teachin
g-the-art-of-geography/
https://www.geoguessr.com/ma
prunner (Online game to explore
famous locations in the world)
https://earth.google.com/web
Page 8 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 05-08
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 2 – Water Sources and Management SUB-TOPIC Water sources, Reasons for Low Groundwater in
Pakistan, the scarcity of drinking water in cities, Types of
precipitation, water cycle, sewage waste, biogas, water
purification methods
TEXTBOOK PAGE(S) 15-30 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Identify the major
sources of the water on
Earth and in Pakistan
• Explain different types
of precipitation
• Describe the process of
the water cycle in
maintaining water
supply on earth
• Identify different uses of
sewages waste
• Identify biogas as a
source of energy
• Explore various water
purification methods
before supplying them
to cities and villages
Key vocabulary for Word
Wall:
Biogas, sewage,
precipitation, conduction,
Skills:
Gather, organize, and interpret data to analyze the
water sources and its appropriate management. Also,
conduct, record and draw conclusions from an
investigation about the water purification method.
Learning activities: *
• Water Sources Collage: Ask students to create
a collage of different water sources found in
Pakistan, such as rivers, lakes, and glaciers.
They can use magazines, newspapers, and other
materials to create their collage.
• Water Cycle Diagram: Direct the students to
draw and label a water cycle diagram. Then,
students will describe the water cycle and the
ways it helps to maintain the water supply on
Earth.
• Sewage Waste Discussion: Conduct a class
discussion on the uses of sewage waste and the
methods of sewage treatment. Have students
analyze the benefits and drawbacks of each
method.
The students will be able to:
• Create a labeled diagram of
the water cycle
• Analyze the reasons for the
scarcity of drinking water in
cities
• Devise ways to solve the
shortage of water in Pakistan
• Organize information about
water purification methods
into flow charts
• Conduct, record and draw
conclusions from an
investigation about the water
purification method
• Evaluate the reasons for low
groundwater in Pakistan
• Describe the process of the
water cycle in maintaining
water supply on Earth
• Explore various water
purification methods before
Concrete Resources:
Maps and diagrams, Pictures
and videos, Water cycle models,
Water testing kits,
Videos & Study Links:
https://www.nationalgeographic.
org/education/what-is-
geography/
https://blog.education.nationalge
ographic.org/2021/08/17/teachin
g-the-art-of-geography/
https://www.geoguessr.com/ma
prunner (Online game to explore
famous locations in the world)
https://earth.google.com/web
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 9 of 28
convection, condensation,
evaporation, filtration,
purification, distillation
• Water Purification Lab: Arrange a tour of
students to a water purification lab (if possible)
where students can experiment with different
purification methods such as distillation, reverse
osmosis, activated carbon, and ultraviolet
disinfection. Have them conduct, record, and
draw conclusions from an investigation about the
water purification method. In case the visit is not
possible, the teacher may arrange a
comprehensive video to show the process to the
students.
• Water Purification Experiment: Conduct a
simple experiment to demonstrate water
purification methods. For example, students can
use a coffee filter to remove sediment from dirty
water.
• Biogas Case Study: Assign students a case
study on the use of biogas as a source of energy
in Pakistan. Have them evaluate the benefits and
challenges of biogas and propose ways to
increase its usage.
• Water Shortage Solutions Debate: Divide the
class into two teams and have them debate
different solutions for the shortage of water in
Pakistan. One team can argue for solutions such
as building more dams or introducing water
conservation policies, while the other team can
argue against these solutions and propose
alternatives such as rainwater harvesting or
desalination.
Exercise and Textbook Activities: *
2
• Question 1, 2 & 3
• Activities on page(s) 17, 27, 28, 29
supplying them to cities and
villages
• Identify different uses of
sewage waste
• Identify biogas as a source of
energy
• Analyze methods of sewage
treatment
https://www.youtube.com/watch
?v=BREY83ZrGhA
https://www.youtube.com/watch
?v=DPY2k3ag6_8
https://www.youtube.com/watch
?v=1igsDoB-8o0
https://www.youtube.com/watch
?v=1wreQRWF1FM
https://www.youtube.com/watch
?v=Lw6AWVCdEtM
https://www.youtube.com/watch
?v=0_c0ZzZfC8c
https://www.youtube.com/watch
?v=ymCQWxwatuk
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Page 9 of 28
convection, condensation,
evaporation, filtration,
purification, distillation
• Water Purification Lab: Arrange a tour of
students to a water purification lab (if possible)
where students can experiment with different
purification methods such as distillation, reverse
osmosis, activated carbon, and ultraviolet
disinfection. Have them conduct, record, and
draw conclusions from an investigation about the
water purification method. In case the visit is not
possible, the teacher may arrange a
comprehensive video to show the process to the
students.
• Water Purification Experiment: Conduct a
simple experiment to demonstrate water
purification methods. For example, students can
use a coffee filter to remove sediment from dirty
water.
• Biogas Case Study: Assign students a case
study on the use of biogas as a source of energy
in Pakistan. Have them evaluate the benefits and
challenges of biogas and propose ways to
increase its usage.
• Water Shortage Solutions Debate: Divide the
class into two teams and have them debate
different solutions for the shortage of water in
Pakistan. One team can argue for solutions such
as building more dams or introducing water
conservation policies, while the other team can
argue against these solutions and propose
alternatives such as rainwater harvesting or
desalination.
Exercise and Textbook Activities: *
2
• Question 1, 2 & 3
• Activities on page(s) 17, 27, 28, 29
supplying them to cities and
villages
• Identify different uses of
sewage waste
• Identify biogas as a source of
energy
• Analyze methods of sewage
treatment
https://www.youtube.com/watch
?v=BREY83ZrGhA
https://www.youtube.com/watch
?v=DPY2k3ag6_8
https://www.youtube.com/watch
?v=1igsDoB-8o0
https://www.youtube.com/watch
?v=1wreQRWF1FM
https://www.youtube.com/watch
?v=Lw6AWVCdEtM
https://www.youtube.com/watch
?v=0_c0ZzZfC8c
https://www.youtube.com/watch
?v=ymCQWxwatuk
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 10 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 09-16
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 3 – Settlement and Land Use SUB-TOPIC Settlements, its types and conditions,
TEXTBOOK PAGE(S) 31-37 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Classify different types
of settlements
• Identify the function of a
settlement
• Describe how towns are
different from cities
• Explain the conditions
that are suitable for a
settlement
• Identify the major types
of settlement in
Pakistan
Key vocabulary for Word
Wall:
Settlement, location,
environment Factors, food,
water, shelter, defense,
economic activities, pattern,
nucleated, dispersed
Linear, rural, urban,
migration quality of life,
growth, development,
culture, society, map
conventions, longitude,
Skills:
i. Use maps, GIS or google maps to identify different types
of settlements in the world.
ii. Gather, organize, and interpret data to investigate the
different patterns of settlements and their impact on the
lifestyle of the people living in them.
iii. In quire how commercial land use is different from
residential land use.
iv. Use maps to identify the international Date line.
v. Find the time zones of major cities in each continent on
a map.
vi. Predict that there will be no land left on Earth if
settlements keep growing at the current pace.
Learning Activities: *
• Settling in a New World: In groups, students will
imagine they are settlers who have just arrived in a new
world. They will research the conditions necessary for a
successful settlement and present their findings to the
class through a creative storytelling activity
• Building a Model Settlement: Students will work
together to create a model settlement that includes
suitable conditions such as food and water supply,
shelter and defence and economic activities. They will
present their models to the class and explain how they
met the conditions for a successful settlement
The students will be able to:
• Identify the key factors that
influence the selection of a
settlement location,
including food and water
supply, shelter and defense
and economic activities
• Analyze the impact of
environmental factors on
settlement patterns and
explain why some
settlements are more
successful than others
• Compare and contrast
different types of
settlements and explain
their characteristics and
functions
• Differentiate between
nucleated, dispersed and
linear settlements and
identify examples of each
• Analyze the advantages and
disadvantages of each
settlement pattern and
explain why some patterns
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
What are settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv
Types of settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#zr4rcmn2
Online quiz
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#z32nydm4
Time zones
https://education.nationalg
eographic.org/search/reso
urces/?q=time%20zone&p
age[number]=1&page[size
Page 10 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 09-16
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 3 – Settlement and Land Use SUB-TOPIC Settlements, its types and conditions,
TEXTBOOK PAGE(S) 31-37 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Classify different types
of settlements
• Identify the function of a
settlement
• Describe how towns are
different from cities
• Explain the conditions
that are suitable for a
settlement
• Identify the major types
of settlement in
Pakistan
Key vocabulary for Word
Wall:
Settlement, location,
environment Factors, food,
water, shelter, defense,
economic activities, pattern,
nucleated, dispersed
Linear, rural, urban,
migration quality of life,
growth, development,
culture, society, map
conventions, longitude,
Skills:
i. Use maps, GIS or google maps to identify different types
of settlements in the world.
ii. Gather, organize, and interpret data to investigate the
different patterns of settlements and their impact on the
lifestyle of the people living in them.
iii. In quire how commercial land use is different from
residential land use.
iv. Use maps to identify the international Date line.
v. Find the time zones of major cities in each continent on
a map.
vi. Predict that there will be no land left on Earth if
settlements keep growing at the current pace.
Learning Activities: *
• Settling in a New World: In groups, students will
imagine they are settlers who have just arrived in a new
world. They will research the conditions necessary for a
successful settlement and present their findings to the
class through a creative storytelling activity
• Building a Model Settlement: Students will work
together to create a model settlement that includes
suitable conditions such as food and water supply,
shelter and defence and economic activities. They will
present their models to the class and explain how they
met the conditions for a successful settlement
The students will be able to:
• Identify the key factors that
influence the selection of a
settlement location,
including food and water
supply, shelter and defense
and economic activities
• Analyze the impact of
environmental factors on
settlement patterns and
explain why some
settlements are more
successful than others
• Compare and contrast
different types of
settlements and explain
their characteristics and
functions
• Differentiate between
nucleated, dispersed and
linear settlements and
identify examples of each
• Analyze the advantages and
disadvantages of each
settlement pattern and
explain why some patterns
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
What are settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv
Types of settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#zr4rcmn2
Online quiz
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#z32nydm4
Time zones
https://education.nationalg
eographic.org/search/reso
urces/?q=time%20zone&p
age[number]=1&page[size
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 11 of 28
latitude, time zones,
International Date Line
• Settlement Mapping: Students will use maps and
satellite imagery to identify different patterns of
settlements in a specific region. They will analyse the
factors that may have influenced the settlement patterns
and present their findings to the class
• Debate on Settlement Patterns: In groups, students
will debate the advantages and disadvantages of
different settlement patterns such as nucleated,
dispersed, and linear settlements. They will present their
arguments to the class and engage in a discussion to
reach a conclusion.
• Rural vs Urban Settlements: Students will compare
and contrast rural and urban settlements by creating a
Venn diagram. They will identify the characteristics,
advantages, and disadvantages of each type of
settlement
• Future of Settlements: Students will work in groups to
research and discuss the future of settlements,
considering factors such as population growth, climate
change, and technological advancements. They will
present their findings through a creative format such as
a video or a podcast
are more suitable for certain
environments or economic
activities than others
• Identify the characteristics
of rural and ur ban
settlements and explain the
factors that influence their
growth and development
• Differentiate between
different types of urban
settlements, including
towns, cities, conurbations
and megalopolises and
explain their functions and
characteristics
• Analyze the impact of
urbanization on the
environment and the
economy and find solutions
to minimize its negative
effects
]=25&filter[subjects]=Geog
raphy&filter[subjects]=Geo
graphic%20Information%2
0Systems%20(GIS)&filter[
subjects]=Human%20Geo
graphy&filter[subjects]=Ph
ysical%20Geography&filte
r[grades]=6
Weather Instruments
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/weather-and-
climate/weather-
instruments.htm
Ecosystem
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/index.html
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Page 11 of 28
latitude, time zones,
International Date Line
• Settlement Mapping: Students will use maps and
satellite imagery to identify different patterns of
settlements in a specific region. They will analyse the
factors that may have influenced the settlement patterns
and present their findings to the class
• Debate on Settlement Patterns: In groups, students
will debate the advantages and disadvantages of
different settlement patterns such as nucleated,
dispersed, and linear settlements. They will present their
arguments to the class and engage in a discussion to
reach a conclusion.
• Rural vs Urban Settlements: Students will compare
and contrast rural and urban settlements by creating a
Venn diagram. They will identify the characteristics,
advantages, and disadvantages of each type of
settlement
• Future of Settlements: Students will work in groups to
research and discuss the future of settlements,
considering factors such as population growth, climate
change, and technological advancements. They will
present their findings through a creative format such as
a video or a podcast
are more suitable for certain
environments or economic
activities than others
• Identify the characteristics
of rural and ur ban
settlements and explain the
factors that influence their
growth and development
• Differentiate between
different types of urban
settlements, including
towns, cities, conurbations
and megalopolises and
explain their functions and
characteristics
• Analyze the impact of
urbanization on the
environment and the
economy and find solutions
to minimize its negative
effects
]=25&filter[subjects]=Geog
raphy&filter[subjects]=Geo
graphic%20Information%2
0Systems%20(GIS)&filter[
subjects]=Human%20Geo
graphy&filter[subjects]=Ph
ysical%20Geography&filte
r[grades]=6
Weather Instruments
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/weather-and-
climate/weather-
instruments.htm
Ecosystem
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/index.html
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 12 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 12-16
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 3 – Settlement and Land Use SUB-TOPIC Settlements, its types and conditions,
TEXTBOOK PAGE(S) 38-44 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Identify the major types
of settlement in
Pakistan
• Identify the advantages
and disadvantages that
people of rural
settlements face
• Describe the difference
between conurbation
and megapolis
Key vocabulary for Word
Wall:
Settlement, location,
environment
Factors, food, water, shelter,
defense, economic
activities, pattern, nucleated,
dispersed Linear, rural,
urban, migration quality of
life, growth, development,
culture, society, map
conventions, longitude,
Skills:
i. Use maps, GIS or google maps to identify different types of
settlements in the world.
ii. Gather, organize, and interpret data to investigate the
different patterns of settlements and their impact on the
lifestyle of the people living in them.
iii. In quire how commercial land use is different from
residential land use.
iv. Use maps to identify the international Date line.
v. Find the time zones of major cities in each continent on a
map.
vi. Predict that there will be no land left on Earth if settlements
keep growing at the current pace.
Learning Activities:*
• Advantages and disadvantages of settlements :
Students will work in groups to identify and discuss the
advantages and disadvantages of living in rural or urban
settlements. They will present their findings to the class and
engage in a debate to explore different perspectives
• Settlement Sustainability: Students will research and
analyse the impact of settlements on the environment and
the economy. They will present their findings and propose
The students will be able
to:
• Evaluate the advantages
and disadvantages of
living in a rural or urban
settlement and compare
and contrast the quality
of life in each
• Analyze the impact of
rural-urban migration on
the economy, the
environment, and society
and propose solutions to
address its challenges
• Apply critical thinking
skills to analyze case
studies of successful
rural or urban
settlements and propose
strategies for improving
the quality of life in similar
settlements.
• Identify the major types
of rural and urban
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
What are settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv
Types of settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#zr4rcmn2
Online quiz
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#z32nydm4
Time zones
https://education.nationalg
eographic.org/search/reso
Page 12 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 12-16
CLASS VII BOOK Model Textbook of Geography (NBF) – 7
UNIT/ TOPIC Unit 3 – Settlement and Land Use SUB-TOPIC Settlements, its types and conditions,
TEXTBOOK PAGE(S) 38-44 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Identify the major types
of settlement in
Pakistan
• Identify the advantages
and disadvantages that
people of rural
settlements face
• Describe the difference
between conurbation
and megapolis
Key vocabulary for Word
Wall:
Settlement, location,
environment
Factors, food, water, shelter,
defense, economic
activities, pattern, nucleated,
dispersed Linear, rural,
urban, migration quality of
life, growth, development,
culture, society, map
conventions, longitude,
Skills:
i. Use maps, GIS or google maps to identify different types of
settlements in the world.
ii. Gather, organize, and interpret data to investigate the
different patterns of settlements and their impact on the
lifestyle of the people living in them.
iii. In quire how commercial land use is different from
residential land use.
iv. Use maps to identify the international Date line.
v. Find the time zones of major cities in each continent on a
map.
vi. Predict that there will be no land left on Earth if settlements
keep growing at the current pace.
Learning Activities:*
• Advantages and disadvantages of settlements :
Students will work in groups to identify and discuss the
advantages and disadvantages of living in rural or urban
settlements. They will present their findings to the class and
engage in a debate to explore different perspectives
• Settlement Sustainability: Students will research and
analyse the impact of settlements on the environment and
the economy. They will present their findings and propose
The students will be able
to:
• Evaluate the advantages
and disadvantages of
living in a rural or urban
settlement and compare
and contrast the quality
of life in each
• Analyze the impact of
rural-urban migration on
the economy, the
environment, and society
and propose solutions to
address its challenges
• Apply critical thinking
skills to analyze case
studies of successful
rural or urban
settlements and propose
strategies for improving
the quality of life in similar
settlements.
• Identify the major types
of rural and urban
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
What are settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv
Types of settlements
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#zr4rcmn2
Online quiz
https://www.bbc.co.uk/bite
size/topics/zx72pv4/article
s/zrbvjhv#z32nydm4
Time zones
https://education.nationalg
eographic.org/search/reso
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 13 of 28
latitude, time zones,
International Date Line
solutions for sustainable settlements that balance the
needs of people and the planet
• Settlement Mapping in Pakistan: Students will use maps
and satellite imagery to identify and map major rural and
urban settlements in Pakistan. They will analyse the factors
that influenced their growth and present their findings to the
class
• Cultural Diversity in Settlements: Students will research
and discuss the cultural diversity of settlements in Pakistan.
They will explore the unique characteristics and traditions
of different settlements and present their findings through a
creative format such as a poster or a slideshow
• World Time Zone Map: Students will use an interactive
world time zone map to identify different time zones and
their differences. They will practice converting time
between different time zones and present their findings to
the class
• Time Zone Role-Play: Students will role-play different
scenarios that involve time zone differences such as
scheduling a meeting with someone in a different time zone.
They will practice calculating time differences and
communicating effectively across different time zones
International Date Line
• The Longest Day: Students will learn about the concept of
the International Date Line and how it affects the length of
a day. With teacher’s guidance, they will research and
analyse the different dates across the line and present their
findings to the class
• Crossing the Date Line: Students will role-play a scenario
where they cross the International Date Line and
experience the changes in time and date. They will practice
converting time between different time zones and
calculating time differences.
• Date Line Debate: In groups, students will debate the
advantages and disadvantages of the International Date
Line. They will consider its impact on global communication,
trade, and travel and present their arguments to the class
settlements in Pakistan
and explain their
characteristics and
functions
• Analyze the impact of
cultural, social, and
economic factors on the
development and growth
of settlements in
Pakistan
• Compare and contrast
the major settlements in
Pakistan with settlements
in other regions of the
world and evaluate their
strengths and
weaknesses
• Analyze the use of
longitude and latitude
coordinates and explain
their significance in
navigation and
timekeeping
• Explain the concept of
time zones and calculate
time differences between
different time zones
• Evaluate the advantages
and disadvantages of the
International Date Line
and propose solutions to
address its challenges
urces/?q=time%20zone&p
age[number]=1&page[size
]=25&filter[subjects]=Geog
raphy&filter[subjects]=Geo
graphic%20Information%2
0Systems%20(GIS)&filter[
subjects]=Human%20Geo
graphy&filter[subjects]=Ph
ysical%20Geography&filte
r[grades]=6
Weather Instruments
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/weather-and-
climate/weather-
instruments.htm
Ecosystem
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/index.html
Page 13 of 28
latitude, time zones,
International Date Line
solutions for sustainable settlements that balance the
needs of people and the planet
• Settlement Mapping in Pakistan: Students will use maps
and satellite imagery to identify and map major rural and
urban settlements in Pakistan. They will analyse the factors
that influenced their growth and present their findings to the
class
• Cultural Diversity in Settlements: Students will research
and discuss the cultural diversity of settlements in Pakistan.
They will explore the unique characteristics and traditions
of different settlements and present their findings through a
creative format such as a poster or a slideshow
• World Time Zone Map: Students will use an interactive
world time zone map to identify different time zones and
their differences. They will practice converting time
between different time zones and present their findings to
the class
• Time Zone Role-Play: Students will role-play different
scenarios that involve time zone differences such as
scheduling a meeting with someone in a different time zone.
They will practice calculating time differences and
communicating effectively across different time zones
International Date Line
• The Longest Day: Students will learn about the concept of
the International Date Line and how it affects the length of
a day. With teacher’s guidance, they will research and
analyse the different dates across the line and present their
findings to the class
• Crossing the Date Line: Students will role-play a scenario
where they cross the International Date Line and
experience the changes in time and date. They will practice
converting time between different time zones and
calculating time differences.
• Date Line Debate: In groups, students will debate the
advantages and disadvantages of the International Date
Line. They will consider its impact on global communication,
trade, and travel and present their arguments to the class
settlements in Pakistan
and explain their
characteristics and
functions
• Analyze the impact of
cultural, social, and
economic factors on the
development and growth
of settlements in
Pakistan
• Compare and contrast
the major settlements in
Pakistan with settlements
in other regions of the
world and evaluate their
strengths and
weaknesses
• Analyze the use of
longitude and latitude
coordinates and explain
their significance in
navigation and
timekeeping
• Explain the concept of
time zones and calculate
time differences between
different time zones
• Evaluate the advantages
and disadvantages of the
International Date Line
and propose solutions to
address its challenges
urces/?q=time%20zone&p
age[number]=1&page[size
]=25&filter[subjects]=Geog
raphy&filter[subjects]=Geo
graphic%20Information%2
0Systems%20(GIS)&filter[
subjects]=Human%20Geo
graphy&filter[subjects]=Ph
ysical%20Geography&filte
r[grades]=6
Weather Instruments
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/weather-and-
climate/weather-
instruments.htm
Ecosystem
https://studyjams.scholasti
c.com/studyjams/jams/scie
nce/index.html
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 14 of 28
• Longitude Treasure Hunt: Students will use a map and
longitude coordinates to search for hidden treasures. They
will practice calculating longitude and latitude coordinates
and work in teams to find the treasures.
• Time Zone Calculation Practice: Students will practice
calculating time differences between different time zones.
They will use a world time zone map to identify different
time zones and practice converting time between them
• Time Zone Quiz Show: Students will participate in a quiz
show format that tests their knowledge of time zones and
time difference calculations. They will work in teams to
answer questions and earn points for correct answers
• Time Conversion Challenge: Students will be given a
series of time conversion challenges and race against each
other to complete them in the shortest amount of time. They
will practice converting time between different units such as
hours, minutes, and seconds
• Time in Real Life: Students will explore the use of time in
everyday life and its importance in various fields such as
transportation, communication, and entertainment. They
will present their findings to the class and engage in a
discussion on the significance of time in different contexts
• Time Management Skills: Students will learn about the
importance of time management and practice techniques
such as setting priorities, creating schedules, and avoiding
procrastination. They will reflect on their own time
management skills and create a personal plan for improving
them.
Exercise and Textbook Activities:
*2
• Question 1, 2 & 3
• Activities on page(s) 38, 40, 42 & 43
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Page 14 of 28
• Longitude Treasure Hunt: Students will use a map and
longitude coordinates to search for hidden treasures. They
will practice calculating longitude and latitude coordinates
and work in teams to find the treasures.
• Time Zone Calculation Practice: Students will practice
calculating time differences between different time zones.
They will use a world time zone map to identify different
time zones and practice converting time between them
• Time Zone Quiz Show: Students will participate in a quiz
show format that tests their knowledge of time zones and
time difference calculations. They will work in teams to
answer questions and earn points for correct answers
• Time Conversion Challenge: Students will be given a
series of time conversion challenges and race against each
other to complete them in the shortest amount of time. They
will practice converting time between different units such as
hours, minutes, and seconds
• Time in Real Life: Students will explore the use of time in
everyday life and its importance in various fields such as
transportation, communication, and entertainment. They
will present their findings to the class and engage in a
discussion on the significance of time in different contexts
• Time Management Skills: Students will learn about the
importance of time management and practice techniques
such as setting priorities, creating schedules, and avoiding
procrastination. They will reflect on their own time
management skills and create a personal plan for improving
them.
Exercise and Textbook Activities:
*2
• Question 1, 2 & 3
• Activities on page(s) 38, 40, 42 & 43
Note:
* Teachers may use any additional activities apart from those suggested.
*
2
At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 15 of 28
Page 15 of 28
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 16 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 21 - 25
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 4 – Agriculture SUB-TOPIC Types & methods of agriculture, main crops of
Pakistan, livestock, farming, raw material, fishery
and farming, cash and staple crops, 3R concept,
impact on economy,
TEXTBOOK PAGE(S) 46-60 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Explore the broader
meaning and types of
agriculture
• Recognize that
Pakistan is an agricultural
country
• Recognize the value
of agriculture in terms of
Pakistan’s economy
• Name main crops of
Pakistan
• Describe different
methods of agriculture
• Identify the role of
international institutions in
agriculture development
• Identify a few
impacts of livestock (cattle)
farming on the environment
• Describe that raw
materials from farming and
Skills:
• 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
• Analyze the factors (challenges) related to livestock
farming in Pakistan
• Predict changes in the structure of agricultural
production in the future
• Evaluate the impact of agriculture on the 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 Pakistan’s economy
• Suggest ways for agricultural improvements in Pakistan
The students will be able
to:
• Define agriculture
and identify its various
types
• Describe why
Pakistan is considered an
agricultural country
• Explain how
agriculture contributes to
Pakistan's economy
• List the main crops
cultivated in Pakistan and
their significance.
• Explain traditional
and modern methods of
agriculture and their
benefits.
• Recognize key
international institutions
Concrete
Resources:
Maps and
diagrams, Pictures
and videos,
Models and
diagrams, Field
trips,
Study Links:
Collection of
resources
https://www.eduto
pia.org/discussion/
my-top-5-
resources-
teaching-
geography-skills
Page 16 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 21 - 25
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 4 – Agriculture SUB-TOPIC Types & methods of agriculture, main crops of
Pakistan, livestock, farming, raw material, fishery
and farming, cash and staple crops, 3R concept,
impact on economy,
TEXTBOOK PAGE(S) 46-60 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Explore the broader
meaning and types of
agriculture
• Recognize that
Pakistan is an agricultural
country
• Recognize the value
of agriculture in terms of
Pakistan’s economy
• Name main crops of
Pakistan
• Describe different
methods of agriculture
• Identify the role of
international institutions in
agriculture development
• Identify a few
impacts of livestock (cattle)
farming on the environment
• Describe that raw
materials from farming and
Skills:
• 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
• Analyze the factors (challenges) related to livestock
farming in Pakistan
• Predict changes in the structure of agricultural
production in the future
• Evaluate the impact of agriculture on the 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 Pakistan’s economy
• Suggest ways for agricultural improvements in Pakistan
The students will be able
to:
• Define agriculture
and identify its various
types
• Describe why
Pakistan is considered an
agricultural country
• Explain how
agriculture contributes to
Pakistan's economy
• List the main crops
cultivated in Pakistan and
their significance.
• Explain traditional
and modern methods of
agriculture and their
benefits.
• Recognize key
international institutions
Concrete
Resources:
Maps and
diagrams, Pictures
and videos,
Models and
diagrams, Field
trips,
Study Links:
Collection of
resources
https://www.eduto
pia.org/discussion/
my-top-5-
resources-
teaching-
geography-skills
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 17 of 28
fishery help generate
revenues
• Related export of
raw materials from farming
and fishery to the global
economy
Key vocabulary for Word
Wall:
Types & methods of
agriculture, main crops of
Pakistan, livestock,
farming, raw material,
fishery and farming, cash
and staple crops, 3R
concept, impact on
economy, excessive land
use, commercial,
subsistence,
• Conduct surveys and interviews to gather data about the
agricultural products and their utilization
LEARNING ACTIVITIES
Commercial vs. Subsistence Agriculture Comparison
• Divide the class into two groups: one for commercial
agriculture and one for subsistence agriculture.
• Each group lists characteristics and examples of their
assigned type.
• Compare and discuss the lists as a class to understand
the differences and similarities between commercial and
subsistence agriculture.
Agriculture Role-Play
• Assign students roles representing commercial and
subsistence farmers.
• Students act out a typical day for their assigned farmer
type, showcasing activities and challenges.
• After the role-play, discuss the unique aspects of each
type of farming, promoting understanding of their differences.
Crop Seasons Matching Game
• Create pairs of cards with pictures of crops on one card
and the corresponding season (Kharif or Rabi) on another.
• Shuffle the cards and place them face down on the
table.
• Students take turns flipping over two cards, trying to
match the crop with the correct season.
• If a student makes a correct match, they keep the pair of
cards. If not, the cards are turned back face down.
• Continue until all matches are found and discuss the
significance of each season's crops as a class.
Livestock Farming Impact Carousel
involved in agriculture
development.
• Explain the role of
these institutions in
supporting agriculture
development.
• Discuss
environmental impacts of
livestock farming and
propose solutions.
• Explain how raw
materials from farming and
fishery contribute to
revenue generation.
• Describe how raw
material exports from
farming and fishery impact
the global economy.
• Discuss the benefits
and challenges of
integrating with the global
market.
What is
agriculture
https://www.twinkl.
com.pk/teaching-
wiki/agriculture
20 Amazing
Agricultural
Activities for
Middle School
https://www.teachi
ngexpertise.com/cl
assroom-
ideas/agricultural-
activities-for-
middle-school/
3D video tours for
agriculture
https://agclassroo
m.org/student/virtu
al/
Agriculture in
Pakistan
https://kids.kiddle.
co/Agriculture_in_
Pakistan
Challenges to
Agriculture
Page 17 of 28
fishery help generate
revenues
• Related export of
raw materials from farming
and fishery to the global
economy
Key vocabulary for Word
Wall:
Types & methods of
agriculture, main crops of
Pakistan, livestock,
farming, raw material,
fishery and farming, cash
and staple crops, 3R
concept, impact on
economy, excessive land
use, commercial,
subsistence,
• Conduct surveys and interviews to gather data about the
agricultural products and their utilization
LEARNING ACTIVITIES
Commercial vs. Subsistence Agriculture Comparison
• Divide the class into two groups: one for commercial
agriculture and one for subsistence agriculture.
• Each group lists characteristics and examples of their
assigned type.
• Compare and discuss the lists as a class to understand
the differences and similarities between commercial and
subsistence agriculture.
Agriculture Role-Play
• Assign students roles representing commercial and
subsistence farmers.
• Students act out a typical day for their assigned farmer
type, showcasing activities and challenges.
• After the role-play, discuss the unique aspects of each
type of farming, promoting understanding of their differences.
Crop Seasons Matching Game
• Create pairs of cards with pictures of crops on one card
and the corresponding season (Kharif or Rabi) on another.
• Shuffle the cards and place them face down on the
table.
• Students take turns flipping over two cards, trying to
match the crop with the correct season.
• If a student makes a correct match, they keep the pair of
cards. If not, the cards are turned back face down.
• Continue until all matches are found and discuss the
significance of each season's crops as a class.
Livestock Farming Impact Carousel
involved in agriculture
development.
• Explain the role of
these institutions in
supporting agriculture
development.
• Discuss
environmental impacts of
livestock farming and
propose solutions.
• Explain how raw
materials from farming and
fishery contribute to
revenue generation.
• Describe how raw
material exports from
farming and fishery impact
the global economy.
• Discuss the benefits
and challenges of
integrating with the global
market.
What is
agriculture
https://www.twinkl.
com.pk/teaching-
wiki/agriculture
20 Amazing
Agricultural
Activities for
Middle School
https://www.teachi
ngexpertise.com/cl
assroom-
ideas/agricultural-
activities-for-
middle-school/
3D video tours for
agriculture
https://agclassroo
m.org/student/virtu
al/
Agriculture in
Pakistan
https://kids.kiddle.
co/Agriculture_in_
Pakistan
Challenges to
Agriculture
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 18 of 28
• Set up stations around the room, each focusing on a
different impact of livestock farming on the environment.
• Examples of station topics could include deforestation
for grazing land, greenhouse gas emissions from livestock,
water pollution from waste runoff, and habitat loss due to feed
production.
• Divide students into small groups and assign each
group to start at a specific station.
• Rotate groups clockwise to the next station after a set
time. At each station, students discuss and note key points
about the impact.
• After rotations, discuss findings as a class, emphasizing
the importance of sustainable practices and their role as
informed consumers.
Raw Materials Business Challenge
• Divide the class into small groups.
• Assign each group one category of raw materials from
fishery (Animal Feed, Oil, Food Industry/Cosmetics).
• Explain that each group is a "business" and their task is
to create a product using the assigned raw material and
present its benefits.
• In their groups, brainstorm and design a product using
their raw material category (e.g., a fish-based animal feed, fish
oil supplement, or cosmetics).
• Provide time for each group to prepare a short
presentation (1-2 minutes) that includes the product's name,
purpose, and advantages.
• Have each group present their product to the class.
• After all presentations, engage in a class discussion
about the variety of products that can be created from fishery
raw materials and their economic significance.
• Facilitate a conversation about sustainability and
responsible resource use in fishing and farming industries.
https://www.synge
nta.com/en/innova
tion-
agriculture/challen
ges-modern-
agriculture
Kids Gardening
https://kidsgardeni
ng.org/
Geography
Games
https://www.ordna
ncesurvey.co.uk/m
apzone/games
Australian Geo
Teachers
Association
https://www.geogs
pace.net.au/Core
%20units/Years%
207-
8/Understandings/
y7-8-
understandings-
y7-illus2.php
Google Lit Trip
https://www.googl
elittrips.org/litTripLi
Page 18 of 28
• Set up stations around the room, each focusing on a
different impact of livestock farming on the environment.
• Examples of station topics could include deforestation
for grazing land, greenhouse gas emissions from livestock,
water pollution from waste runoff, and habitat loss due to feed
production.
• Divide students into small groups and assign each
group to start at a specific station.
• Rotate groups clockwise to the next station after a set
time. At each station, students discuss and note key points
about the impact.
• After rotations, discuss findings as a class, emphasizing
the importance of sustainable practices and their role as
informed consumers.
Raw Materials Business Challenge
• Divide the class into small groups.
• Assign each group one category of raw materials from
fishery (Animal Feed, Oil, Food Industry/Cosmetics).
• Explain that each group is a "business" and their task is
to create a product using the assigned raw material and
present its benefits.
• In their groups, brainstorm and design a product using
their raw material category (e.g., a fish-based animal feed, fish
oil supplement, or cosmetics).
• Provide time for each group to prepare a short
presentation (1-2 minutes) that includes the product's name,
purpose, and advantages.
• Have each group present their product to the class.
• After all presentations, engage in a class discussion
about the variety of products that can be created from fishery
raw materials and their economic significance.
• Facilitate a conversation about sustainability and
responsible resource use in fishing and farming industries.
https://www.synge
nta.com/en/innova
tion-
agriculture/challen
ges-modern-
agriculture
Kids Gardening
https://kidsgardeni
ng.org/
Geography
Games
https://www.ordna
ncesurvey.co.uk/m
apzone/games
Australian Geo
Teachers
Association
https://www.geogs
pace.net.au/Core
%20units/Years%
207-
8/Understandings/
y7-8-
understandings-
y7-illus2.php
Google Lit Trip
https://www.googl
elittrips.org/litTripLi
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 19 of 28
Cash vs. Staple Crops Sorting
• Prepare cards with the names of various crops, some
classified as cash crops and others as staple crops.
• Divide the class into small groups and provide each
group with a set of crop cards.
• In their groups, have students sort the crop cards into
two categories: cash crops and staple crops.
• After sorting, have each group present their categorized
crop lists to the class.
• As a class, discuss the characteristics of each type of
crop and why certain crops are classified as cash crops or
staple crops.
3R Strategies for Farming
• Explain the concept of 3R (Reuse, Recycle, Reduce) to
the class, emphasizing its importance in sustainable farming
practices.
• Divide students into small groups and assign each
group one aspect of the 3R concept (Reuse, Recycle, or
Reduce).
• In their groups, students brainstorm and discuss how
their assigned aspect can be applied to farming practices to
promote sustainability.
• Each group prepares a short presentation highlighting
examples and strategies for their assigned aspect.
• Have each group present their findings to the class,
showcasing how farmers can implement the 3R concept on
their farms.
• After all presentations, facilitate a discussion on the
potential benefits, challenges, and real-world impacts of
applying the 3R concept to farming.
Global Economic Institution Role Play
brary/grades6-
8.php
How to use GLT
https://www.youtu
be.com/watch?v=f
0UxmoKNvCk&t=3
21s
National Geo Edu
Blog
https://blog.educati
on.nationalgeogra
phic.org/2021/08/1
7/teaching-the-art-
of-geography/
Page 19 of 28
Cash vs. Staple Crops Sorting
• Prepare cards with the names of various crops, some
classified as cash crops and others as staple crops.
• Divide the class into small groups and provide each
group with a set of crop cards.
• In their groups, have students sort the crop cards into
two categories: cash crops and staple crops.
• After sorting, have each group present their categorized
crop lists to the class.
• As a class, discuss the characteristics of each type of
crop and why certain crops are classified as cash crops or
staple crops.
3R Strategies for Farming
• Explain the concept of 3R (Reuse, Recycle, Reduce) to
the class, emphasizing its importance in sustainable farming
practices.
• Divide students into small groups and assign each
group one aspect of the 3R concept (Reuse, Recycle, or
Reduce).
• In their groups, students brainstorm and discuss how
their assigned aspect can be applied to farming practices to
promote sustainability.
• Each group prepares a short presentation highlighting
examples and strategies for their assigned aspect.
• Have each group present their findings to the class,
showcasing how farmers can implement the 3R concept on
their farms.
• After all presentations, facilitate a discussion on the
potential benefits, challenges, and real-world impacts of
applying the 3R concept to farming.
Global Economic Institution Role Play
brary/grades6-
8.php
How to use GLT
https://www.youtu
be.com/watch?v=f
0UxmoKNvCk&t=3
21s
National Geo Edu
Blog
https://blog.educati
on.nationalgeogra
phic.org/2021/08/1
7/teaching-the-art-
of-geography/
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 20 of 28
• Introduce the concepts of global economic institutions,
focusing on the World Bank and the International Monetary
Fund (IMF).
• Divide the class into two groups, with one group
representing the World Bank and the other representing the
IMF.
• In their groups, students research and discuss the roles
and functions of their assigned institution in the global
economy.
• Each group prepares a short role play in which they
present the key responsibilities and activities of their institution.
• Have each group perform their role-play for the class,
explaining how the World Bank and IMF contribute to economic
stability, development, and cooperation.
• After the performances, facilitate a class discussion
about the importance of these institutions and their impact on
the global economy.
Exercise and Textbook Activities:
• Question 1, 2 & 3
• Activities on page(s) 46, 49,52, 53 & 60
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
Page 20 of 28
• Introduce the concepts of global economic institutions,
focusing on the World Bank and the International Monetary
Fund (IMF).
• Divide the class into two groups, with one group
representing the World Bank and the other representing the
IMF.
• In their groups, students research and discuss the roles
and functions of their assigned institution in the global
economy.
• Each group prepares a short role play in which they
present the key responsibilities and activities of their institution.
• Have each group perform their role-play for the class,
explaining how the World Bank and IMF contribute to economic
stability, development, and cooperation.
• After the performances, facilitate a class discussion
about the importance of these institutions and their impact on
the global economy.
Exercise and Textbook Activities:
• Question 1, 2 & 3
• Activities on page(s) 46, 49,52, 53 & 60
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 21 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 26 - 30
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 5 – Climate Change SUB-TOPIC Climate change, global warming, Ozone layer,
greenhouse effect
TEXTBOOK PAGE(S) 60 -70 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Recall the difference
between climate and
weather
• Define climate
change
• Explain 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 main causes
of climate change in the
world and some particular
areas
Skills:
Students will be able to:
• Investigate how human activity is causing climate
change
• Investigate the effects of global warming on polar
regions.
• Analyze the effects of climatic change on flora and
fauna.
• Analyze the effect of climatic change on people,
lifestyle, and economy.
• Analyze the effects of climate change on the Earth.
• Evaluate the health and environmental effects of the
Ozone layer.
• Investigate and suggest ways to reduce the
greenhouse effect.
LEARNING ACTIVITIES
"Climate in a Box"
Students create miniature dioramas depicting both weather and
climate scenarios. For weather, they design a scene showing a
specific day's conditions (sunny, rainy, etc.). For climate, they
build a scene representing a region's long-term weather
The students will be able to:
• Distinguish between
climate and weather in both
verbal and written
explanations.
• Apply the concept of
climate and weather to
analyze and interpret local
weather patterns.
• Accurately define
climate change using
appropriate terminology.
• Elaborate on the
concept of climate change in
a comprehensive and clear
manner.
• Articulate the
greenhouse effect, including
its causes and
consequences.
• Create a visual
representation or diagram
illustrating the greenhouse
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
https://www.nasa.gov/m
ission_pages/noaa-
n/climate/cli
mate_weather.html
https://www.unicef.org/
parenting/talking-your-
child-about-climate-
change?gclid=CjwKCAj
w3oqoBhAjEiwA_UaLtv
NjUc4hbF-
zOuMuY5gGhIZ4t7wn
MOrzqzLyHanfLjywdlW
w0mRqYxoCxcQQAvD
_BwE
Page 21 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 26 - 30
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 5 – Climate Change SUB-TOPIC Climate change, global warming, Ozone layer,
greenhouse effect
TEXTBOOK PAGE(S) 60 -70 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• Recall the difference
between climate and
weather
• Define climate
change
• Explain 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 main causes
of climate change in the
world and some particular
areas
Skills:
Students will be able to:
• Investigate how human activity is causing climate
change
• Investigate the effects of global warming on polar
regions.
• Analyze the effects of climatic change on flora and
fauna.
• Analyze the effect of climatic change on people,
lifestyle, and economy.
• Analyze the effects of climate change on the Earth.
• Evaluate the health and environmental effects of the
Ozone layer.
• Investigate and suggest ways to reduce the
greenhouse effect.
LEARNING ACTIVITIES
"Climate in a Box"
Students create miniature dioramas depicting both weather and
climate scenarios. For weather, they design a scene showing a
specific day's conditions (sunny, rainy, etc.). For climate, they
build a scene representing a region's long-term weather
The students will be able to:
• Distinguish between
climate and weather in both
verbal and written
explanations.
• Apply the concept of
climate and weather to
analyze and interpret local
weather patterns.
• Accurately define
climate change using
appropriate terminology.
• Elaborate on the
concept of climate change in
a comprehensive and clear
manner.
• Articulate the
greenhouse effect, including
its causes and
consequences.
• Create a visual
representation or diagram
illustrating the greenhouse
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
https://www.nasa.gov/m
ission_pages/noaa-
n/climate/cli
mate_weather.html
https://www.unicef.org/
parenting/talking-your-
child-about-climate-
change?gclid=CjwKCAj
w3oqoBhAjEiwA_UaLtv
NjUc4hbF-
zOuMuY5gGhIZ4t7wn
MOrzqzLyHanfLjywdlW
w0mRqYxoCxcQQAvD
_BwE
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 22 of 28
Key vocabulary for Word
Wall:
Types & methods of
agriculture, main crops of
Pakistan, livestock, farming,
raw material, fishery and
farming, cash and staple
crops, 3R concept, impact on
economy, excessive land use,
commercial, subsistence,
patterns. This hands-on activity helps students grasp the
difference between weather's short-term fluctuations and
climate's long-term averages.
"Climate Change Symposium"
Students participate in a role-play scenario where they assume
the roles of climate scientists, policymakers, and concerned
citizens. They discuss and debate climate change causes,
consequences, and possible solutions. This activity fosters
critical thinking and encourages students to view climate change
from various perspectives.
Greenhouse Effect Experiment
In this experiment, students create miniature "greenhouses"
using clear jars, water, and temperature sensors. They
investigate the greenhouse effect by comparing the temperature
changes inside and outside the jars when exposed to sunlight.
This hands-on approach helps them understand how
greenhouse gases trap heat, leading to global warming.
Greenhouse Gases Gallery Walk
Students work in groups to research and create visual displays
showcasing different greenhouse gases (e.g., CO2, methane,
water vapor). They present the characteristics, sources, and
impacts of each gas. Then, they conduct a gallery walk where
they analyze and discuss their peers' exhibits. This activity
promotes collaborative learning and deepens understanding of
greenhouse gases' effects on global warming.
"Ozone Guardian Challenge"
Students engage in a pledge activity where they commit to
protecting the ozone layer. They brainstorm and create personal
or group pledges on how they can reduce activities that harm
the ozone layer, such as using fewer aerosols. This activity
effect to facilitate
understanding.
• Recognize and list
observable changes in the
environment caused by the
greenhouse effect.
• Describe specific
case studies or real-world
examples of changes
induced by the greenhouse
effect.
• Explain the critical
role of the Ozone layer in
protecting life on Earth.
• Discuss the potential
consequences of Ozone
layer depletion on human
health and the environment.
• Identify global
warming and the
greenhouse effect as the
main causes of climate
change in the world.
• Connect global
warming and the
greenhouse effect as
primary drivers of climate
change on a global scale.
• Analyze scientific
evidence and data to support
the link between global
warming, the greenhouse
effect, and climate change.
• Explain main causes
of climate change in the
https://news.un.org/en/s
tory/2022/01/1109322?
gclid=CjwKCAjw3oqoB
hAjEiwA_UaLtnzYdRm-
ufOMfz91JHiXG2XOFD
dRzbnQAvvCwdYcrwxb
6EhWUA2xKRoCKQQ
QAvD_BwE
https://www.epa.gov/oz
one-layer-
protection/basic-ozone-
layer-
science#:~:text=The%2
0ozone%20layer%20in
%20the,that%20has%2
0several%20harmful%2
0effects.
https://www.amnesty.or
g/en/what-we-
do/climate-
change/?utm_source=g
oogle&utm_medium=cp
c&gclid=CjwKCAjw3oq
oBhAjEiwA_UaLtm9ZA
but56ZThfQ4KMovHN
Q36AMcsScKINsSBfnZ
mMu7QINFoBJpcBoCZ
gsQAvD_BwE
https://reliefweb.int/repo
rt/pakistan/climate-
crisis-pakistan-voices-
ground
Page 22 of 28
Key vocabulary for Word
Wall:
Types & methods of
agriculture, main crops of
Pakistan, livestock, farming,
raw material, fishery and
farming, cash and staple
crops, 3R concept, impact on
economy, excessive land use,
commercial, subsistence,
patterns. This hands-on activity helps students grasp the
difference between weather's short-term fluctuations and
climate's long-term averages.
"Climate Change Symposium"
Students participate in a role-play scenario where they assume
the roles of climate scientists, policymakers, and concerned
citizens. They discuss and debate climate change causes,
consequences, and possible solutions. This activity fosters
critical thinking and encourages students to view climate change
from various perspectives.
Greenhouse Effect Experiment
In this experiment, students create miniature "greenhouses"
using clear jars, water, and temperature sensors. They
investigate the greenhouse effect by comparing the temperature
changes inside and outside the jars when exposed to sunlight.
This hands-on approach helps them understand how
greenhouse gases trap heat, leading to global warming.
Greenhouse Gases Gallery Walk
Students work in groups to research and create visual displays
showcasing different greenhouse gases (e.g., CO2, methane,
water vapor). They present the characteristics, sources, and
impacts of each gas. Then, they conduct a gallery walk where
they analyze and discuss their peers' exhibits. This activity
promotes collaborative learning and deepens understanding of
greenhouse gases' effects on global warming.
"Ozone Guardian Challenge"
Students engage in a pledge activity where they commit to
protecting the ozone layer. They brainstorm and create personal
or group pledges on how they can reduce activities that harm
the ozone layer, such as using fewer aerosols. This activity
effect to facilitate
understanding.
• Recognize and list
observable changes in the
environment caused by the
greenhouse effect.
• Describe specific
case studies or real-world
examples of changes
induced by the greenhouse
effect.
• Explain the critical
role of the Ozone layer in
protecting life on Earth.
• Discuss the potential
consequences of Ozone
layer depletion on human
health and the environment.
• Identify global
warming and the
greenhouse effect as the
main causes of climate
change in the world.
• Connect global
warming and the
greenhouse effect as
primary drivers of climate
change on a global scale.
• Analyze scientific
evidence and data to support
the link between global
warming, the greenhouse
effect, and climate change.
• Explain main causes
of climate change in the
https://news.un.org/en/s
tory/2022/01/1109322?
gclid=CjwKCAjw3oqoB
hAjEiwA_UaLtnzYdRm-
ufOMfz91JHiXG2XOFD
dRzbnQAvvCwdYcrwxb
6EhWUA2xKRoCKQQ
QAvD_BwE
https://www.epa.gov/oz
one-layer-
protection/basic-ozone-
layer-
science#:~:text=The%2
0ozone%20layer%20in
%20the,that%20has%2
0several%20harmful%2
0effects.
https://www.amnesty.or
g/en/what-we-
do/climate-
change/?utm_source=g
oogle&utm_medium=cp
c&gclid=CjwKCAjw3oq
oBhAjEiwA_UaLtm9ZA
but56ZThfQ4KMovHN
Q36AMcsScKINsSBfnZ
mMu7QINFoBJpcBoCZ
gsQAvD_BwE
https://reliefweb.int/repo
rt/pakistan/climate-
crisis-pakistan-voices-
ground
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 23 of 28
raises awareness about ozone layer importance and
encourages responsible actions.
"Changing Climate Chronicles"
Students work collaboratively to create a visual timeline
illustrating the main causes of climate change throughout
history. They include key events, inventions, and discoveries
that contributed to climate change. This activity enhances
historical awareness and connects past events to contemporary
climate challenges.
Climate Change Impacts Gallery
Students investigate the main effects of climate change on
ecosystems, communities, and the world. They create visual
displays with information and images depicting these impacts.
Afterward, they participate in a gallery walk to analyze and
discuss their peers' exhibits, fostering empathy and
understanding.
Climate Change and Pakistan Mapping
Students explore how climate change affects Pakistan by
creating interactive maps. They identify regions vulnerable to
climate impacts like floods, droughts, and heatwaves. This
activity promotes geographical awareness and helps students
visualize the local consequences of global climate change.
Climate Change Action Plan
Students collaborate to develop action plans on how to minimize
the impacts of climate change in their local community or school.
They consider strategies like tree planting, waste reduction, and
awareness campaigns. This activity empowers students to
become climate change advocates and take practical steps to
address the issue.
Exercise and Textbook Activities:
world and some particular
areas.
• Investigate and
present various global and
regional factors contributing
to climate change.
• Discuss the unique
challenges and causes of
climate change in specific
geographical regions,
emphasizing local impacts.
https://www.youtube.co
m/watch?v=vH298zSC
QzY
https://www.youtube.co
m/watch?v=d7Ci_Eoo
W-k
Page 23 of 28
raises awareness about ozone layer importance and
encourages responsible actions.
"Changing Climate Chronicles"
Students work collaboratively to create a visual timeline
illustrating the main causes of climate change throughout
history. They include key events, inventions, and discoveries
that contributed to climate change. This activity enhances
historical awareness and connects past events to contemporary
climate challenges.
Climate Change Impacts Gallery
Students investigate the main effects of climate change on
ecosystems, communities, and the world. They create visual
displays with information and images depicting these impacts.
Afterward, they participate in a gallery walk to analyze and
discuss their peers' exhibits, fostering empathy and
understanding.
Climate Change and Pakistan Mapping
Students explore how climate change affects Pakistan by
creating interactive maps. They identify regions vulnerable to
climate impacts like floods, droughts, and heatwaves. This
activity promotes geographical awareness and helps students
visualize the local consequences of global climate change.
Climate Change Action Plan
Students collaborate to develop action plans on how to minimize
the impacts of climate change in their local community or school.
They consider strategies like tree planting, waste reduction, and
awareness campaigns. This activity empowers students to
become climate change advocates and take practical steps to
address the issue.
Exercise and Textbook Activities:
world and some particular
areas.
• Investigate and
present various global and
regional factors contributing
to climate change.
• Discuss the unique
challenges and causes of
climate change in specific
geographical regions,
emphasizing local impacts.
https://www.youtube.co
m/watch?v=vH298zSC
QzY
https://www.youtube.co
m/watch?v=d7Ci_Eoo
W-k
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 24 of 28
• Question 1, 2 & 3
• Activities on page(s) 46, 49,52, 53 & 60
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
Page 24 of 28
• Question 1, 2 & 3
• Activities on page(s) 46, 49,52, 53 & 60
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 25 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 31 - 35
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 6 – Minerals and Power Resources SUB-TOPIC Minerals, gemstones, risk factors with coal mining,
energy resources, fossil fuels
TEXTBOOK PAGE(S) 71 - 86 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• 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.
• Realize the risk
factors associated with coal
mining.
• Explore alternate
sources of energy solar,
wind and water) to generate
power.
• Describe the
importance of alternative
Skills:
Students will be able to:
• Locate areas of Pakistan that are rich in mineral
resources on maps.
• Categorize the minerals found in Pakistan according
to their use and importance.
• Analyse factors that make gemstone mining difficult
in Pakistan.
• Suggest practical ways of getting high income
revenue from Pakistan’s gemstone resources.
• Investigate and suggest measures for improving the
mining industry.
• Suggest measure to ensure the safety and health of
the coal miners in Pakistan.
• Analyse coal usage in Pakistan.
• Evaluate the usefulness of coal against the risk
factors associated with it.
• Explore reasons for the scarcity of electricity and
gas in Pakistan during the recent years.
LEARNING ACTIVITIES
The students will be able to:
• List and identify at
least five minerals found in
Pakistan, such as salt,
gypsum, and limestone.
• Demonstrate their
knowledge by creating a
visual presentation
showcasing the variety of
minerals found in Pakistan,
including their uses and
geographical locations.
• Recognize and
classify industries related to
minerals and power,
including mining, cement
production, and energy
generation.
• Investigate and
present case studies of
specific industries in
Pakistan that heavily rely on
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
Minerals and its types
https://www.youtube.co
m/watch?v=xbkEITV7s
ok
https://www.youtube.co
m/watch?v=cjbzAJrC8-
Y
Minerals in Pakistan
https://www.youtube.co
m/watch?v=KwWvobX-
ms4&t=44s
Page 25 of 28
SCHEME OF WORK
ACADEMIC YEAR 2024 - 2025
SUBJECT Geography WEEK 31 - 35
CLASS VII BOOK Model Textbook of Geography (NBF) –7
UNIT/ TOPIC Unit 6 – Minerals and Power Resources SUB-TOPIC Minerals, gemstones, risk factors with coal mining,
energy resources, fossil fuels
TEXTBOOK PAGE(S) 71 - 86 OMITTED PAGE(S) -
LEARNING OBJECTIVES SKILLS AND LEARNING ACTIVITIES LEARNING OUTCOMES RESOURCES
• 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.
• Realize the risk
factors associated with coal
mining.
• Explore alternate
sources of energy solar,
wind and water) to generate
power.
• Describe the
importance of alternative
Skills:
Students will be able to:
• Locate areas of Pakistan that are rich in mineral
resources on maps.
• Categorize the minerals found in Pakistan according
to their use and importance.
• Analyse factors that make gemstone mining difficult
in Pakistan.
• Suggest practical ways of getting high income
revenue from Pakistan’s gemstone resources.
• Investigate and suggest measures for improving the
mining industry.
• Suggest measure to ensure the safety and health of
the coal miners in Pakistan.
• Analyse coal usage in Pakistan.
• Evaluate the usefulness of coal against the risk
factors associated with it.
• Explore reasons for the scarcity of electricity and
gas in Pakistan during the recent years.
LEARNING ACTIVITIES
The students will be able to:
• List and identify at
least five minerals found in
Pakistan, such as salt,
gypsum, and limestone.
• Demonstrate their
knowledge by creating a
visual presentation
showcasing the variety of
minerals found in Pakistan,
including their uses and
geographical locations.
• Recognize and
classify industries related to
minerals and power,
including mining, cement
production, and energy
generation.
• Investigate and
present case studies of
specific industries in
Pakistan that heavily rely on
Concrete Resources:
Maps and diagrams,
Pictures and videos,
Models and diagrams,
Field trips,
Study Links:
Minerals and its types
https://www.youtube.co
m/watch?v=xbkEITV7s
ok
https://www.youtube.co
m/watch?v=cjbzAJrC8-
Y
Minerals in Pakistan
https://www.youtube.co
m/watch?v=KwWvobX-
ms4&t=44s
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 26 of 28
energy sources for the
environment.
Key vocabulary for Word
Wall:
Minerals, gemstones, risk
factors with coal mining,
energy resources, fossil
fuels
Mineral Treasure Hunt
Organize a classroom treasure hunt where students are divided
into teams. Each team is given a list of metallic and non-metallic
minerals, and they have to search for examples of these
minerals within the classroom or provided samples.
Mineral Poster Creation
In this activity, students work individually or in pairs to create
posters showcasing examples of metallic and non-metallic
minerals. They need to research and gather images or draw
illustrations of minerals like copper, sulfur, gypsum and marble.
Mineral Trading Game
Simulate a mineral trading game in the classroom. Each
student represents a mineral trader and is given a specific
mineral (e.g., copper, bauxite, or salt) to trade with their
classmates. They have to negotiate trades and understand the
economic value of different minerals.
Mineral Quiz Show
Host a quiz show-style activity where students are divided into
teams. They take turns answering questions related to metallic
and non-metallic minerals. Questions can cover topics like the
uses, significance, locations and unique properties of these
minerals.
Industry Showcase
Divide the students into groups, with each group assigned one
of the industries related to minerals. In this activity, the students
must prepare a short presentation or poster about the iron and
steel industry. They should cover aspects such as the
production process, major players in Pakistan, and the
significance of this industry for the country's economy.
mineral resources for their
operations.
• Identify key regions in
Pakistan known for their
abundant mineral resources,
such as the Salt Range in
Punjab and the Thar Desert
in Sindh.
• Create maps
illustrating the distribution of
mineral-rich areas in
Pakistan, emphasizing the
economic importance of
these regions.
• Compile a list of rare
minerals found in Pakistan,
such as emerald, topaz, and
ruby.
• Explain the rarity of
these minerals and their
significance in the global
mineral market.
• Investigate and
outline the various ways in
which fossil fuels are utilized
to generate power in
Pakistan, including thermal
power plants and gas-fired
power stations.
• Analyze the
environmental and economic
implications of relying on
fossil fuels for power
generation in the country.
https://www.youtube.co
m/watch?v=vtbOBIgMO
n4
Pakistan’s Energy
Resources
https://www.youtube.co
m/watch?v=kc4SgA6Tx
Os
https://www.youtube.co
m/watch?v=HP-
SxuliHpQ
https://www.youtube.co
m/watch?v=NEMg1iyD
8zA
https://www.youtube.co
m/watch?v=1kUE0BZtT
Rc
Page 26 of 28
energy sources for the
environment.
Key vocabulary for Word
Wall:
Minerals, gemstones, risk
factors with coal mining,
energy resources, fossil
fuels
Mineral Treasure Hunt
Organize a classroom treasure hunt where students are divided
into teams. Each team is given a list of metallic and non-metallic
minerals, and they have to search for examples of these
minerals within the classroom or provided samples.
Mineral Poster Creation
In this activity, students work individually or in pairs to create
posters showcasing examples of metallic and non-metallic
minerals. They need to research and gather images or draw
illustrations of minerals like copper, sulfur, gypsum and marble.
Mineral Trading Game
Simulate a mineral trading game in the classroom. Each
student represents a mineral trader and is given a specific
mineral (e.g., copper, bauxite, or salt) to trade with their
classmates. They have to negotiate trades and understand the
economic value of different minerals.
Mineral Quiz Show
Host a quiz show-style activity where students are divided into
teams. They take turns answering questions related to metallic
and non-metallic minerals. Questions can cover topics like the
uses, significance, locations and unique properties of these
minerals.
Industry Showcase
Divide the students into groups, with each group assigned one
of the industries related to minerals. In this activity, the students
must prepare a short presentation or poster about the iron and
steel industry. They should cover aspects such as the
production process, major players in Pakistan, and the
significance of this industry for the country's economy.
mineral resources for their
operations.
• Identify key regions in
Pakistan known for their
abundant mineral resources,
such as the Salt Range in
Punjab and the Thar Desert
in Sindh.
• Create maps
illustrating the distribution of
mineral-rich areas in
Pakistan, emphasizing the
economic importance of
these regions.
• Compile a list of rare
minerals found in Pakistan,
such as emerald, topaz, and
ruby.
• Explain the rarity of
these minerals and their
significance in the global
mineral market.
• Investigate and
outline the various ways in
which fossil fuels are utilized
to generate power in
Pakistan, including thermal
power plants and gas-fired
power stations.
• Analyze the
environmental and economic
implications of relying on
fossil fuels for power
generation in the country.
https://www.youtube.co
m/watch?v=vtbOBIgMO
n4
Pakistan’s Energy
Resources
https://www.youtube.co
m/watch?v=kc4SgA6Tx
Os
https://www.youtube.co
m/watch?v=HP-
SxuliHpQ
https://www.youtube.co
m/watch?v=NEMg1iyD
8zA
https://www.youtube.co
m/watch?v=1kUE0BZtT
Rc
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 27 of 28
Fertilizer Factory Simulation
Create a simulation where students become employees in a
virtual fertilizer factory. They need to understand the process of
making fertilizer and manage different stages.
Aluminum Industry Case Study
Provide students with a case study on the aluminum industry in
Pakistan. They must analyze the factors influencing the
aluminum industry's growth, challenges it faces, and potential
future developments.
Energy Resource Roundtable
Organize a roundtable discussion where students are assigned
different roles related to energy resources, including petroleum,
natural gas, and coal. They must present key information about
their assigned resources such as extraction methods, usage,
and environmental impact.
Coal Mining Risk Analysis
In this hands-on activity, students simulate a coal mining
scenario, identifying potential risks and safety measures. They
explore the challenges and dangers associated with coal mining
and brainstorm strategies to mitigate these risks.
Energy Source Match-Up
Organize a matching game where students pair different
energy sources (e.g., coal, oil, gas) with their respective
advantages and disadvantages in generating power.
Scarcity Solutions Brainstorm
In a brainstorming session, students work in groups to propose
creative solutions to address the scarcity of electricity and gas
in Pakistan. They consider energy-efficient technologies,
conservation strategies, and alternative energy sources.
• Identify and describe
the potential risks and
challenges faced by coal
miners, such as safety
hazards and health issues.
• Propose safety
measures and
improvements for coal
mining operations in
Pakistan.
• Research and
present information on
alternative energy sources,
including solar panels, wind
turbines, and hydropower,
highlighting their benefits
and drawbacks.
• Engage in a group
activity to design a small-
scale model of an alternative
energy generation system,
such as a wind turbine or a
solar-powered device.
• Explain the
environmental benefits of
alternative energy sources,
emphasizing reduced
greenhouse gas emissions
and decreased reliance on
non-renewable resources.
• Participate in a class
debate or discussion on the
advantages of transitioning
to cleaner and sustainable
energy options in Pakistan.
Page 27 of 28
Fertilizer Factory Simulation
Create a simulation where students become employees in a
virtual fertilizer factory. They need to understand the process of
making fertilizer and manage different stages.
Aluminum Industry Case Study
Provide students with a case study on the aluminum industry in
Pakistan. They must analyze the factors influencing the
aluminum industry's growth, challenges it faces, and potential
future developments.
Energy Resource Roundtable
Organize a roundtable discussion where students are assigned
different roles related to energy resources, including petroleum,
natural gas, and coal. They must present key information about
their assigned resources such as extraction methods, usage,
and environmental impact.
Coal Mining Risk Analysis
In this hands-on activity, students simulate a coal mining
scenario, identifying potential risks and safety measures. They
explore the challenges and dangers associated with coal mining
and brainstorm strategies to mitigate these risks.
Energy Source Match-Up
Organize a matching game where students pair different
energy sources (e.g., coal, oil, gas) with their respective
advantages and disadvantages in generating power.
Scarcity Solutions Brainstorm
In a brainstorming session, students work in groups to propose
creative solutions to address the scarcity of electricity and gas
in Pakistan. They consider energy-efficient technologies,
conservation strategies, and alternative energy sources.
• Identify and describe
the potential risks and
challenges faced by coal
miners, such as safety
hazards and health issues.
• Propose safety
measures and
improvements for coal
mining operations in
Pakistan.
• Research and
present information on
alternative energy sources,
including solar panels, wind
turbines, and hydropower,
highlighting their benefits
and drawbacks.
• Engage in a group
activity to design a small-
scale model of an alternative
energy generation system,
such as a wind turbine or a
solar-powered device.
• Explain the
environmental benefits of
alternative energy sources,
emphasizing reduced
greenhouse gas emissions
and decreased reliance on
non-renewable resources.
• Participate in a class
debate or discussion on the
advantages of transitioning
to cleaner and sustainable
energy options in Pakistan.
Academic Planner for Session 2024 - 2025 : VII – Geography
Page 28 of 28
Energy Source Showcase
Assign each student or group a different alternative energy
source (solar, hydroelectric, wind, biogas). They create
presentations highlighting the benefits and importance of their
assigned energy source.
Exercise and Textbook Activities:
• Question 1, 2 & 3
• Activities given in the unit
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
Page 28 of 28
Energy Source Showcase
Assign each student or group a different alternative energy
source (solar, hydroelectric, wind, biogas). They create
presentations highlighting the benefits and importance of their
assigned energy source.
Exercise and Textbook Activities:
• Question 1, 2 & 3
• Activities given in the unit
Note:
• Teachers may use any additional activities apart from those suggested.
• At this stage, students should be able to answer unseen questions/exercises related to textbook-based material based on their conceptual
knowledge.
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