Geo Sow - Diff Inst (Final Word 2007) (Y78)

GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
YEAR 7
TOPIC 1: BASIC SKILLS IN GRAPHICAL REPRESENTATION (GRAPHS)
LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

CONTENT OUTCOMES FRAME
MUST DO SHOULD DO COULD DO
1. Bar graph i. Definin • Teacher introduces the • Teacher introduces the • Teacher prompt 4
g bar word graph by showing word graph by showing students to give periods
• Definitio graph.
n various graphs. various graphs. example of graphs by
ii. Collecti drawing or description.
• Data • Teacher defines bar • Teacher defines bar
ng and
collectio
arrangi
graph by showing graph by showing • Teacher prompt
n and
organizi ng simple drawing of bar simple drawing of bar students to define bar
ng data. graphs. graphs. graph.
• Labellin iii. Identifyi • Teacher shows • Group Work • Individual Work
g of bar ng bar students how to draw ➢ Teacher groups ➢ Teacher groups
graph graph bar graph. students into different students into different
• Constru title. ➢ Teacher groups groups (such as groups (such as
cting a students into different according to birth according to birth
bar iv. Identifyi
graph ng groups (such as months, favourite months, favourite
label according to birth colour, etc.) colour, etc.)
• Interpre for bar months, favourite ➢ Teacher instructs ➢ Teacher instructs
tation
graph colour, etc.) students to record the students to record the
axes. ➢ Teacher records the number of students in number of students in
v. Determ number of students in each group in a table each group in a table
ining each group in a table form (named as Table form (named as Table
the form (named as Table A). A).
scale A). ➢ Students are asked to ➢ Students are asked to
for ➢ Teacher determines determine the scale to determine the scale to
drawin the scale to draw the draw the data in the draw the data in the
g a bar data in the table into a table into a bar graph. table into a bar graph.
graph.
bar graph. ➢ Teacher guides each ➢ Teacher guides
vi. Constr ➢ Teacher draws the bar group to draw the bar students to draw the
ucting graphs. graphs. bar graphs.
a bar ➢ Teacher give title to ➢ Teacher asks student ➢ Teacher asks student
graph. the bar graph drawn to name the title of their to name the title of their
vii. Interpre ➢ Teacher label the bar graph. bar graph.
ting bar axes. ➢ Teacher instructs ➢ Teacher instructs
graph. students to identify and students to identify and
• Teacher assists
label the bar graph label the bar graph
students to draw the
1
axes. axes.
bar graph individually
by providing simple • Teacher asks various • Teacher guides and
data. questions based on the prompts students to
bar graph drawn to interpret the bar graph.
• Teacher asks various
enable students to
questions based on the
interpret it.
bar graph drawn to
enable students to
interpret it.
SKILLS: Skills in drawing bar graph; Comparing data; Interpreting bar graph
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 6-7; http://cstl.syr.edu/ FIPSE/TabBar/ BUILDBAR.HTM
2. Divided i. Defining • Teacher defines and shows • Teacher defines and shows • Teacher defines and shows 4
bar graph divided examples of divided bar graphs. examples of divided bar graphs. examples of divided bar graphs. periods
bar
• Definitio • Teacher prompts students to • Teacher prompts students to • Teacher prompts students to
n– graph.
divided
identify the differences between a identify the differences between a identify the differences between a
bar ii. Different bar graph and a divided bar bar graph and a divided bar graph. bar graph and a divided bar graph.
graph iating graph.
bar • Individual Work • Individual Work
• Calculat • Group Work
ing graph ➢ Teacher assists students to ➢ Teacher instructs students to
percent and ➢ Teacher assists students to convert the earlier obtained convert the earlier obtained
age divided work in groups to convert the data in Table A into data in Table A into
• Constru bar earlier obtained data in Table percentage. percentage.
cting graph.
divided A into percentage.
bar iii. Calculat ➢ Teacher guides students to add an ➢ Teacher guides students to add an
graph ing ➢ Teacher guides students to add extra column to Table A which they extra column to Table A which they
• Interpre percent an extra column to Table A which have drawn earlier to insert the have drawn earlier to insert the
tation age. they have drawn earlier to insert percentage they have calculated. percentage they have calculated.
the percentage they have
iv. Constru ➢ Teacher instructs students to ➢ Teacher instructs students to
calculated.
cting construct divided bar graph construct divided bar graph
divided ➢ Teacher assists students to individually using the percentage. individually using the percentage.
bar construct divided bar graph
graph. individually using the percentage.
➢ Teacher asks various questions ➢ Teacher prompts students to
based on the graph drawn. interpret the graph.
v. Interpret ➢ Teacher asks various questions
ation of base on the graph drawn.
2
divided
bar
graph.
SKILLS: Calculating percentage; Comparing and contrasting; Graph skill in drawing divided bar graph; Interpreting.
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 8-9

3. Line graph i. Defini • Teacher defines and shows • Teacher defines and shows • Teacher prompt students to 4
• Definitio
ng examples of line graphs. examples of line graphs. guess what is line graphs. periods
n line
• Teacher explains the difference • Teacher explains the difference • Teacher prompt students to
graph
• Usage in usage of line graphs in usage of line graphs define line graphs.
.
• compared to bar graphs. compared to bar graphs.
Drawing • Teacher explains the difference
line ii. Drawi
• Group Work in usage of line graphs
graph ng • Group Work
line
➢ Teacher guides students to work in compared to bar graphs.
• Interpre ➢ Teacher guides students to work in groups to do the initial work in
tation graph groups to do the initial work in
.
drawing a line graph such as • Individual Work
drawing a line graph such as
drawing the axes and the scales to ➢ Teacher instructs students to do
drawing the axes and the scales to
iii. Interp be used the initial work in drawing a line
be used
reting graph such as drawing the axes
line ➢ Teacher assists students to
➢ Teacher assists students to and the scales to be used
construct line graph using the given
graph construct line graph using the given
. information. ➢ Teacher instructs students to
information
construct line graph using the given
➢ Based on the line graph drawn,
➢ Based on the line graph drawn, information.
teacher asks students to interpret
teacher assists students to
the graphs. ➢ Based on the line graph drawn,
interpret the graphs.
teacher asks students to interpret
the graphs.
SKILLS: Comparing and contrasting; Skills in drawing line graph; Reading line graph; Interpreting line graph.
3

4. Pie chart i. Defining • Teacher defines and shows • Teacher defines and shows • Teacher shows examples of 4
pie examples of pie charts. examples of pie charts. pie charts. periods
• Definitio
chart.
n • Group Work • Group Work • Teacher prompts students to
• Finding ii. Converti define pie chart.
➢ Using the data in Table A ➢ Using the data in Table A
angular ng
segmen percent
above, each group change above, each group change the • Individual Work
ts the percentage into angular percentage into angular
ages ➢ Using the data in Table A
• Drawing segments. (First, teacher segments. (First, teacher
into above, each students have to
pie shows an example on how to shows an example on how to
angular change the percentage into
chart do the conversion). do the conversion).
segmen angular segments.
• ➢ Students record the angular ➢ Students record the angular
Interpre ts. ➢ Students record the angular
segments in the table by segments in the table by
tation segments in the table by
iii. Drawing adding another column. adding another column.
adding another column.
pie
chart.
➢ Teacher shows students ➢ Students draw pie chart based
➢ Students draw pie chart based
how to draw pie chart based on the above angular
on the above angular
iv. Interpret on the above angular segments by following these
segments by following these
ing pie segments by following these steps:
steps:
chart. steps:
 Draw the 12 o’clock radius.
 Draw the 12 o’clock radius.
 Draw the 12 o’clock radius.  Draw largest sector first using
 Draw largest sector first using
 Draw largest sector first protractor.
protractor.
using protractor.  Add a key or labels.
 Add a key or labels.
 Add a key or labels.  Add a title.
 Add a title.
 Add a title.
➢ Teacher gives some question
➢ Teacher prompts students to
4
➢ Teacher gives some to enable students to interpret interpret the pie chart that they
question to enable students the pie chart. produce.
to interpret the pie chart.
SKILLS: Graph drawing skill; Reading pie chart; Manipulating and comparing data; Interpreting pie chart.
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 14-15
TOPIC 2: WEATHER AND CLIMATE

1. Weather
• Defini • Teacher defines and explains • Teacher defines and explains • Teacher defines and explains
and climate ng weather and climate. weather and climate. weather and climate. 2
• Defining weath periods
and er and
• Teacher lists out and explains • Teacher lists out and explains • Teacher asks students to list
different climat
several conditions of weather several conditions of weather out several conditions of
iating e.
weather and climate. and climate. weather and climate.
and • Explai
ning
Example: It rained heavily this Example: It rained heavily this • Teacher explains the
climate
morning. morning. outcomes.
differe
nces Brunei Darussalam has an equatorial Brunei Darussalam has an equatorial
betwe
type of climate. type of climate.
en
weath
er and
climat
e.
SKILLS: Differentiating
5
ADDITIONAL RESOURCES: Explore 1 Geography; Inspiring Discovery in Geography 1D.

2. Weather • Namin • Teacher introduces the • Teacher introduces the • Teacher introduces the
elements g weather elements weather elements weather elements 8
weath periods
• Naming er
weather eleme
elements nts.
(i) Air ➢ Air
Temperature Temp • Teacher defines and explains • Teacher defines and explains • Teacher defines and explains
 What is air eratur air temperature. air temperature. air temperature.
temperatur e
e? ➢ Rainf • Teacher explains the • Teacher explains the • Teacher explains the
 Instrument all instrument used to measure instrument used to measure instrument used to measure
– Six’s ➢ Wind
s air temperature. air temperature. air temperature.
Thermome
ter.
• Defini
 Reading ng air
and
calculating tempe
air rature.
temperatur
e (Daily, • Namin • Teacher distributes diagrams • Teacher distributes • Teacher distributes diagrams
temperatur g the of the instrument and guides diagrams of the instrument of the instrument and asks
e range students to label its basic and guides students to students to label the basic
and mean
instru
temperatur ment parts. label the basic parts. parts with reference to text
6
e).
used • Teacher explains how air • Teacher explains how air books.
to temperature is measured. temperature is measured.
• Teacher explains how air
meas
temperature is measured.
ure air
tempe
rature • Teacher explains and guides • Teacher explains and • Group work
(Six’s students with resource sheet guides students with ➢ Teacher distributes
Thermo to work out the calculations of resource sheet to work out resource sheet with
meter) temperature range and mean the calculations of temperature reading to
• Labelli temp. temperature range and each group and guides
ng mean temp. them to work out the
parts calculations of temperature
of the range and mean
instru temperature with reference
ment. to textbooks.
• Explai
ning
how
air
tempe
rature
is
meas
ured.
• Calcul
ating
tempe
rature
range
and
mean
tempe
rature.
SKILLS: Recording Temperature; sketching diagram; extracting information from resource sheet.
ADDITIONAL RESOURCES: Explore 1 Geography ; Inspiring Discovery in Geography 1D
7

(ii) Rainfall • Defini • Teacher defines and explains • Teacher defines and explains • Teacher defines and
ng rainfall with slides. rainfall with slides. explains rainfall with 8
 What is rainfall slides.
rainfall? • Teacher explains rain • Teacher explains rain periods
.
 The formation with sketch formation with sketch • Teacher discusses the
formation
of rainfall • Namin diagram. diagram. formation of rainfall with
 Types of g the sketch diagrams.
• Teacher provides printed • Teacher provides printed
rainfalls proce
 Instrument sses
diagram and guides students diagram and guides students • Students will be asked to
– Rain to label the processes of rain to label the processes of rain draw and label the
gauge. of
formation. formation. diagram.
 Calculating rainfall
rainfall format • Teacher provides diagram and • Teacher provides diagram and • Teacher provides diagram
(mean ion. guide students to identify the guide students to identify the and guide students to
monthly
and type of rainfall. type of rainfall. identify the type of rainfall.
annual
• Teacher explains the • Teacher explains the • Teacher explains the
rainfall) • Listing
instrument used to instrument used to measure instrument used to
types
measure rainfall. rainfall. measure rainfall.
of
rainfall
.
• Namin
g the
instru
ment • Teacher guides students • Teacher guides students to
used to label the parts of the label the parts of the • Teacher asks students to
to instrument. instrument. draw and label the parts of
meas the instrument.
• Teacher gives some • Teacher gives some rainfall
ure rainfall data and guide data and guide students to • Group work
rainfall students to calculate mean calculate mean monthly and
(Rain monthly and annual annual rainfall. ➢ Teacher gives some rainfall
Gaug data and explains how to
rainfall.
e). calculate mean monthly and
annual rainfall.
• Labelli ➢ In groups of 4 or 5, students
ng its work out the given task.
parts. ➢ Students will present their
• Calcul work.
ating
8
mean
month
ly and
annua
l
rainfall
.
SKILLS: Calculating given data
ADDITIONAL RESOURCES: Explore 1 Geography; Inspiring Discovery in Geography 1D

(iii) Winds • Defini • Teacher defines and explains • Teacher defines and explains • Teacher defines and explains
ng wind. wind. wind.
 What is wind.
wind? • Teacher explains the • Teacher explains the
• Teacher explains the 4
 Instrument • Namin
instruments used to measure instruments used to measure instruments used to measure periods
s – g the wind speed and wind direction.
Anemomet wind speed and wind direction. wind speed and wind direction.
er and instru
wind vane ments • Teacher instructs the students
 The siting used to draw the instruments and
of wind for label the parts.
vane and
anemomet meas
er uring •
wind
• Teacher provide printed Teacher provide printed • With flash slides, teacher
diagram of the instrument and diagram of the instrument and explains the correct siting of
speed guides students to label the
guides students to label the wind vane and anemometer.
and parts.
parts.
wind
directi
• With flash slides, teacher • With flash slides, teacher
ons.
explains the correct siting of explains the correct siting of
• Labelli wind vane and anemometer. wind vane and anemometer.
ng its
parts.
• Teacher demonstrates how

• Explai anemometer and wind vane
• Teacher demonstrates how • Teacher demonstrates how
9
anemometer and wind vane anemometer and wind vane

ning works.
works. works.
the
appro • Group work
priate • Teacher asks students to state • Teacher asks students to state ➢ Each group is asked to note down
siting the wind directions shown by the wind directions shown by the wind direction by looking at
of referring to diagrams of wind referring to diagrams of wind the wind vane in the school
wind vane vane. weather station.
vane ➢ Each group’s observation is then
and recorded on a worksheet.
anem
omete
r
• Explai
ning
how
the
instru
ments
work.
• Statin
g wind
directi
on
shown
by
wind
vane.
SKILLS: Observation
10
3. Equatorial • Stating • Teacher asks students to list • Teacher asks students to list • Teacher asks students to list
climate main out the main features of local out the main features of local out the main features of local 4
features of climate. climate. climate. periods
• Main equatorial
featur climate.
es of
equat • Reading • Teacher provides resource • Teacher provides resource • Class Activity
orial and worksheets on the rainfall and worksheets on the rainfall and
climat
interpreting temperature graph of Brunei. temperature graph of Brunei.
➢ Teacher distributes the
e
the rainfall climatic graph and daily
• Case and • Teacher guides students to • Teacher guides students to weather forecast of Brunei for
Study complete the worksheet. complete the worksheet.
: The temperatur class discussion.
equat e graph of ➢ Students are asked to
orial Brunei complete the resource
climat Darussala
e of worksheets.
Brune m
i
Darus
salam
.
SKILLS: Interpreting rainfall and temperature graph; extracting information

4. World • D • Teacher defines and • Teacher defines and • Teacher defines

climatic efi explains Global Warming. explains Global Warming. and explains
changes ni Global Warming. 4
ng Periods
• Global Gl • Teacher describes the • Teacher describes the • Group work on
Warmin ob causes of global climatic causes of global climatic internet survey
g al changes. changes. on global
-Increas W warming
e of the
earth’s
ar
surface mi ➢ Teacher instructs the
tempera ng students to carry out inquiry
ture .
Causes :
learning activities on the
causes of world climatic
• St changes
➢ Forest
clearance ati
11
➢ Forest
burning ng
➢ Industrial
activities th
e
ca
us
es
for
gl
ob
al
cli
m
ati
c
ch
an
ge
s.
SKILLS: Extracting information from text/school library and developing thinking skills
TOPIC 3 : POPULATION

12
1. Population of i. • Teacher asks • Teacher asks • Teacher asks

Brunei students to define key students to define key students to define key
4
Darussalam terms “population”, terms “population”, terms “population”,
ii. “birth rate”, “death “birth rate”, “death “birth rate”, “death Periods
• Definition rate” and “natural rate” and “natural rate” and “natural
• Population iii. increase”. increase”. increase”.
growth in
Brunei • Teacher provides • Teacher provides • Teacher provides
Darussala students tables and students tables and students tables and
m iv.
bar graphs on bar graphs on bar graphs on
• Reasons population facts and population facts and population facts and
for v. figures in Brunei figures in Brunei figures in Brunei
population Darussalam to Darussalam to Darussalam to
changes
describe the describe the describe the
• Calculating population trend of population trend of population trend of
population the growth. the growth. the growth.
rates
• • Teacher prompts • Teacher prompts
Reasons • Teacher prompts
for high students to talk about students to talk about
students to talk about
birth rate the reasons for the reasons for
and low the reasons for
population changes in population changes in
death rate population changes in
Brunei. Brunei.
Brunei.
• Teacher explains how • Teacher explains how
to calculate “Birth to calculate “Birth
• Teacher explains how
to calculate “Birth
Rate” and “Death Rate” and “Death
Rate” and “Death
Rate”. Rate”.
Rate”.
• Teacher explains how • Teacher explains how
• Teacher explains how
to calculate the to calculate the
to calculate the
natural increase. natural increase.
natural increase.
• Group Work • Group Work
• Group Work
➢ Teacher groups ➢ Teacher groups
students into 4 or 5. students into 4 or 5.
➢ Teacher groups
students into 4 or 5.
➢ Teacher guides and ➢ Teacher asks them to
prompts students to discuss the reasons
➢ Teacher asks them to
discuss the reasons
describe the reasons for high birth rate and
for high birth rate and for high birth rate and
low death rate in
low death rate in
low death rate in Brunei Darussalam.
Brunei Darussalam. Brunei Darussalam.
➢ Teacher then asks
each group to present
➢ Teacher asks each
group to present their
their findings.
13
findings using mind-

mapping concept.
SKILLS: Analysing maps and graphs; Comparing and contrasting; Predicting population trends; Causal explanation
ADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 71; Interactive Geography 1, pg 110-113; Geography Stimulated Examination Papers, pg 95;
Secondary 1 Express Revision Geography, pg 68-69 ; Explore 2 Geography; Inspiring Discovery in Geography 2A

14
2. Population i. Defining • .Teacher defines “population • Teacher defines “population • Teacher defines “population
Structure in “population structure” and “population structure” and “population structure” and “population
4
BD structure” pyramid”. pyramid”. pyramid”.
Periods
• Definition and
“population
• Constructi pyramid”.
on of
population ii. Constructing • Teacher asks students to construct • Teacher asks students to construct • Teacher asks students to construct
pyramid of a population pyramid using a given a population pyramid using a given a population pyramid using a given
BD population
pyramid of population data on Brunei population data on Brunei population data on Brunei
• Interpretati Darussalam. Darussalam. Darussalam.
on of
Brunei
population Darussalam.
pyramid of
BD iii. Interpreting • Teacher guides students to • Teacher asks students to interpret • Teacher asks students to interpret
population of interpret the population pyramid of the population pyramid of Brunei the population pyramid of Brunei
• 3 groups in Brunei Darussalam. Darussalam. Darussalam.
a Brunei
population Darussalam.
pyramid • Teacher guides students to identify • Teacher asks students to identify • Teacher asks students to identify
iv. Identifying the 3 population groups in a the 3 population groups in a the 3 population groups in a
the 3 population pyramid. population pyramid. population pyramid.
population
groups in a
population
pyramid.
SKILLS: Analyzing and interpreting tables and graphs

ADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 72-73; Interactive Geography 1, pg 120

15
3. Population i. Defining • Teacher defines key terms • Teacher defines key terms • Teacher defines key terms
Distribution population “population distribution” and “population distribution” and “population distribution” and
and Density distribution “population density”. “population density”. “population density”.
in Brunei and
2
Darussalam population
density. Periods
• Population
distribution
ii. Calculating • Teacher explains how to calculate • Teacher explains how to calculate • Teacher explains how to calculate
• Population population population density. population density. population density.
density density.
• Group Work • Pair Work • Individual Work
iii. Giving ➢ Teacher asks students to identify ➢ Teacher asks students to identify ➢ Teacher asks students to identify
reasons for densely and sparsely populated densely and sparsely populated densely and sparsely populated
the areas in Brunei Darussalam on areas in Brunei Darussalam on areas in Brunei Darussalam on
differences in map of Brunei Darussalam. map of Brunei Darussalam. map of Brunei Darussalam.
population
density in ➢ Teacher asks students to discuss ➢ Teacher asks students to discuss ➢ Teacher asks students to discuss
Brunei the reasons for the differences in the reasons for the differences in the reasons for the differences in
Darussalam. population density in Brunei population density in Brunei population density in Brunei
Darussalam. Darussalam. Darussalam.
SKILLS: Comparing and contrasting; Causal explanation

ADDITIONAL RESOURCES: Illustrated Source Book for Geography 1, pg 74-75; Interactive Geography 1, pg 120

16
4. Rural-Urban i. Defining the • Teacher defines the key terms • Teacher defines the key terms • Teacher defines the key terms
Migration key terms “Migration”, “Rural-Urban “Migration”, “Rural-Urban “Migration”, “Rural-Urban
4
• Migration, “Migration”, Migration”, “Push Factor” and “Pull Migration”, “Push Factor” and “Pull Migration”, “Push Factor” and “Pull
Factor”. Factor”. Factor”. Periods
rural-urban “Rural-Urban
migration, Migration”,
push and
pull factors
“Push
Factor” and
• Effects of “Pull Factor”.
rural-urban
migration ii. Listing • Teacher guides students to • Teacher asks students to discuss • Teacher asks students to discuss
reasons for discuss the push and pull factors the push and pull factors of rural- the push and pull factors of rural-
the migration of rural-urban migration in groups. urban migration in pairs. urban migration in pairs.
by identifying
the push and
pull factors.
• Group Work • Group Work • Group Work
iii. Stating ➢ Students are formed into groups ➢ Students are formed into groups ➢ Students are formed into groups
effects of to discuss the effects of migration to discuss the effects of migration to discuss the effects of migration
rural-urban to both rural and urban areas. to both rural and urban areas, and to both rural and urban areas, and
migration to present the outcome to the class present the outcome to the class
both rural using mind-mapping concept. using mind-mapping concept or
and urban by using power-point.
areas.
SKILLS: Comparing and contrasting
TOPIC 4 : INDUSTRY

CONTENT OUTCOMES FRAME17
SKILLS: Interpreting pictures; extracting information from article

ADDITIONAL RESOURCES: Understanding Geography Bk 4, pg 150-153; http://www.bedb.com.bn
2. Industry and i. • Teacher asks students to • Teacher asks students to • Teacher asks students to 2
the define pollution. define pollution. define pollution. Periods
environment ii. • Research work • Research work • Research work
• Pollution ➢ Teacher list the various ➢ Teacher asks students to ➢ Teacher asks students to
➢ Air methods to reduce industrial look for various methods to look for various methods to
➢ Water iii reduce industrial pollution
➢ Noise pollution from the internet, reduce industrial pollution
. from internet, newspaper,
newspaper, library, etc and from internet, newspaper,
• Ways to library etc and instructs
overcome
instructs students to do a library etc and instructs students to present their
iv scrapbook. students to do a scrapbook. works.
.
➢ Teacher asks students to ➢ Teacher asks students to ➢ Teacher asks students to
study variety of photograph study variety of photographs study variety of photographs
and identify the 3 types of and identify the 3 types of and identify the 3 types of
pollution caused by pollution caused by pollution caused by
industries. industries. industries.
➢ Teacher discusses with ➢ Teacher asks the students to ➢ Teacher asks students to
students the causes of the 3 discuss the causes of the 3 discuss the causes of the 3
types of pollution. types of pollution. types of pollution.
SKILLS: Description and analysis of photographs, diagrams, statistics; understanding of causes of different types of industrial pollution
ADDITIONAL RESOURCES: Air – burning different fossil fuels, type of gasses from industries and transport used in industry leading to the formation of smog and acid
rain.
Water – industrial waste into water, oil spills, dumping from ships , acid rain, radioactive waste, etc.
Noise – construction, generators, machinery, transport etc.
http://www.water-pollution.org.uk/causes.html
18
TOPIC 5 : FARMING

1. Farming as a i.Defining • Teacher introduces • Teacher introduces • Teacher introduces 2
primary ‘farming’ and defines the term and defines the term and defines the term periods
industry ‘farming’ as a primary ‘farming’ as a primary ‘farming’ as a primary
industry. industry. industry.
2. Agricultural i.Defin • Teacher explains farming • Teacher explains farming • Teacher explains farming
system: ing a system with the aid of system with the aid of system with the aid of
“Far diagrams. diagrams. diagrams.
• Farming ming
• Teacher defines ‘inputs’, • Teacher defines ‘inputs’, • Teacher defines ‘inputs’,
System: Syste
Inputs ‘outputs’, ‘natural inputs’ & ‘outputs’, ‘natural inputs’ & ‘outputs’, ‘natural inputs’ &
m”
↓ ‘human inputs’. ‘human inputs’. ‘human inputs’.
Processes ii.Defi
↓ ning
Outputs
‘input • Teacher provides a web of • Teacher provides a web of • Teacher provides a web of
• Inputs: s’ & the farming system and the farming system and asks the farming system and asks
➢ Natural
➢ Human
‘outp guides students to fill in the students to fill in the contents. students to fill in the contents.
uts’, contents.
• Processes: ’natur • Pair Work • Individual Work
Farming
al • Group Work
activities ➢ Teacher provides ➢ Teacher provides
input ➢ Teacher provides diagrams of the processes diagrams of the processes
• Outputs: s’
➢ Crops diagrams of the processes to each group and asks to each student and asks
➢ Animals and to each group and asks students to arrange the students to arrange the
‘hum students to arrange the diagrams in order and diagrams in order and
an diagrams in order and name each of the name each of the
input name each of the processes. processes.
s’. processes.
iii.Cre
ating
a
chart
to
show
the
syste
m.
19
iv.Na
ming
the
input
s,
proce
sses
and
outpu
ts
under
the
corre
ct
categ
ories.
v.Nam
ing
the
farmi
ng
proce
sses
in the
corre
ct
sequ
ence.
SKILLS: Constructing a thinking web
ADDITIONAL RESOURCES: Geography Elective, pg 18 – 23; Geography of Brunei Darussalam Source Book For Upper Secondary, pg 52; Our World : A Closer Look
Elective, pg 20 – 23; Understanding Geography 4, pg 8

3. Main types of i.Naming and • Teacher introduces • Teacher introduces • Teacher introduces 2
farming: defining the the different types of the different types of the different types of periods
various types farming with the aid farming with the aid farming with the aid
20
• Definitions of farming in of diagrams. of diagrams. of diagrams.

➢ Arable vs brief.
Livestock
vs Mixed • Teacher defines the • Teacher defines the • Teacher defines the
ii.Giving some
➢ Commerci different types of different types of different types of
al vs examples of
farming and gives farming and gives farming and gives
Subsistenc the types of
examples of each examples of each examples of each
e farming.
➢ Intensive type. type. type.
vs iii.Describing
Extensive briefly the
• Pair Work • Individual Work • Individual Work
➢ Sedentary
vs
characteristics ➢ Teacher lists the ➢ Teacher lists the ➢ Teacher lists the
Shifting / of intensive characteristics of characteristics of characteristics of
Nomadic and extensive extensive and extensive and extensive and
• Characteri farming. intensive farming on intensive farming intensive farming
stics the board and asks randomly on the randomly on the
➢ Intensive students to put them board and asks board and asks
➢ extensive under the correct students to put them students to put them
type of farming on a under the correct under the correct
given worksheet. heading (intensive or heading (intensive or
extensive) on a given extensive) on a given
➢ Students do activity
worksheet. worksheet.
by playing the
following game: ➢ Students do activity ➢ Students do activity
 Students to be by playing the by playing the
grouped in 3. following game: following game:
 Each group is given  Students to be  Students to be
a set of picture card. grouped in 3. grouped in 3.
 1 student plays the  Each group is given  Each group is given
role of referee & 2 as a set of picture card. a set of picture card.
competitors  1 student plays the  1 student plays the
 The referee shows role of referee & 2 as role of referee & 2 as
diagrams of the competitors competitors.
various types /  The referee shows  The referee shows
examples of farming. diagrams of the diagrams of the
 the pair competes in various types / various types /
naming the type / examples of farming. examples of farming.
example of farming  the pair competes in  the pair competes in
shown. naming the type / naming the type /
 The referee tallies example of farming example of farming
the score & shown. shown.
announces the  The referee tallies  The referee tallies
winning player. the score & the score &
announces the announces the
21
winning player. winning player.

SKILLS: Comparing
ADDITIONAL RESOURCES: Discovering Geography 1, pg 190 – 202; Earth : Our Home, pg 166 – 185; Excel in Geography Secondary 1, pg 139; EYE for Geography
Elective, pg 174; Geography Elective, pg 8; Interactive Geography 4 (Special / Express/Normal / Academic), pg 80 – 81; Our World : A
Closer Look Elective, pg 24 – 26, 28; Understanding Geography 1, pg 116 – 120; Understanding Geography 4, pg 82
22
4. Types of i.Naming the • Teacher explains • Teacher explains • Teacher explains the 4
farming in inputs & the inputs and the inputs and inputs and outputs of periods
Brunei outputs of outputs of market outputs of market market gardening.
market gardening. gardening.
Darussalam: • Teacher explains the
gardening • Teacher explains • Teacher explains term soil culture and
A. Market ii.Describing the term soil the term soil culture soil-less culture and their
gardening in the process of culture and soil- and soil-less culture differences by giving
Brunei-Muara farming (soil less culture and and their differences examples.
District culture). their differences by giving examples.
by giving • Teacher guides students
• I iii.Explaining to list the characteristics
examples.
n briefly what is of market gardening.
p
u
soil-less • Teacher describes the
t culture: problems involved in
s ➢ Hydrop market gardening.
• P onics
r ➢ Aeropo • Group Work
o nics ➢ Students are asked to
c work in groups to find
e i.Listing the • Teacher guides solutions for the
s characteristics
s students to list the problems and present to
:
of market • Teacher lists the characteristics of the class.
➢ S gardening. characteristics of market gardening.
o • Fieldtrip:
ii.Stating the market gardening.
il • Teacher describes ➢ Teacher takes the
- problems of the problems students on a fieldtrip to
c market • Teacher describes involved in market a nearby market
u gardening in
l the problems gardening. gardening area.
t Brunei involved in market ➢ Students are asked to
u Darussalam. gardening. • Individual Work observe and note down
r
iii.Suggesting Teacher lists the solutions for the the points of the area
e • Pair Work which are related to
➢ S solutions to problems of market gardening in
o
the problems. Teacher lists the solutions for Brunei on the board and asks the whatever they have
il
icidesation the problems of market students to match each solution studied about market
l gardening. (Teachers
e questionnaire) gardening in Brunei on the to the correct problem.
s dening. board and asks students to are encouraged to
s match each solution to the provide questionnaires
correct problem. to facilitate the field trip).
c ➢ Students are asked to
u
l work in groups to write a
t report of their visit and
u present it to the class.
23
r
e
• O
u
t
p
u
t
s
• C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
• P
r
o
b
l
e
m
s
:
➢ I
n
f
e
r
t
il
e
s
o
il
➢ H
i
g
h
24
c
o
s
t
o
f
i
n
p
u
t
s
➢ S
h
o
r
t
a
g
e
o
f
l
a
b
o
u
r
➢ P
e
s
t
s
&
d
i
s
e
a
s
e
s
• S
o
l
u
t
i
o
25
n
s
:
➢ Application
of
fertilizers
➢ Governme
nt’s help
➢ Import
labour
➢ Application
of
pesticides
SKILLS: Collection and Organisation of information
ADDITIONAL RESOURCES: www.gov.sg/mnd/mmd/ppd ; Earth :Our Home, pg 182 – 185; Geography Elective, pg 26 – 37; Geography of Brunei Darussalam Source
Book for Upper Secondary, pg 58, 63 – 64, 67 – 69; Illustrated Source Book in Geography for Secondary 1, pg 148 – 149; Interactive
Geography 4 (Special / Express / Normal / Academic), pg 69 – 76; Interactive Geography Activity Book 4 (Special / Express), pg 83 – 84; Our
World : A Closer Look Elective, 63 – 68, 15 – 17; Understanding Geography 1, pg 112 – 115; Understanding Geography 4, pg 108 – 111

CONTENT OUTCOMES FRAME26
B. Wet rice i.Naming the • Teacher discusses • Teacher discusses • Teacher discusses 4
farming inputs and with the students on with the students on with the students on Periods
outputs in the inputs and the inputs and the inputs and
a) in Brunei- each method outputs of both the outputs of both the outputs of both the
Muara District - of farming. methods of farming. methods of farming. methods of farming.
Wasan ii.Describing • Teacher defines the • Teacher defines the • Teacher defines the
(Modern method) the process of terms ‘green terms ‘green terms ‘green
farming in revolution’ and revolution’ and revolution’ and
b) in Temburong
District - both modern ‘irrigation’. ‘irrigation’. ‘irrigation’.
Kg. Senukoh and traditional
• Teacher describes • Teacher describes • Project Work
(Traditional methods.
method) the processes the processes
involved in both involved in both
➢ Teacher will provide
• Inputs iii.Defining questionnaires for this
• Process farming methods. farming methods.
• Output
briefly the project.
• Problems: terms ‘green • Teacher states the • Group Work ➢ Lesson venue: School
➢ I revolution’ and problems involved in Library.
n ‘irrigation’. ➢ Teacher groups the
f wet rice farming. ➢ Aids: Internet, Newspaper
students and asks
e iv.Stating the and Reference books.
r • Pair work: them to discuss on
➢ Students are grouped to
problems of the problems faced
t collect information on both
wet rice ➢ Teacher lists the
il by the wet rice
e cultivation in solutions for the methods of rice farming.
cultivation in Brunei.
Brunei problems on the ➢ Students are asked to work in
➢ Teacher also asks
s Darussalam. board and asks groups to write a report on
o each group to
students to match their findings and present it to
il v.Suggesting suggest solutions for
➢ High cost each solution to the the class
solutions to the problems and
of inputs correct problem.
➢ Shortage the problems. present them to the • Group Work
of labour class.
➢ Pests &
➢ Teacher groups the
diseases students and asks
➢ Cheaper them to discuss on
imports the problems faced
• Solutions: by the wet rice
➢ Application cultivation in Brunei.
of ➢ Teacher also asks
fertilizers
➢ Government
each group to
’s help suggest solutions for
➢ Import the problems and
labour present them to the
➢ Application class.
of
pesticides.
27
SKILLS: Collection of information. Research work. Public speaking
ADDITIONAL RESOURCES: www.asiarice.org , www.riceweb.org , www.econ.upm.edu.my/~fatimah/t3.htm , www.icid.org/cp malaysia.html

Discovering Geography 1 pg 192-19; Earth: Our Home pg 170-177; Earth: Our Home Workbook (Special/ Express) pg115-116; Geography Elective pg 40-47, 53, Geography
of BD Source Book For Upper Secondary pg 58, 64-65, 70-74; Illustrated Source Book in Geography for Sec 1 pg 101-102; Interactive Geography (Special / Express / Normal
[Academic] 1 pg 144-145, 158-159; Interactive Geography 4 (Special / Express / Normal (Academic) pg 92, 95, 96-106; Our World: A Closer Look Elective pg 40 – 47,
Singapore: Interactive Geography Activity Book 4 (Special / Express) pp 58 – 61; UG 1 pg 124-125; UG 4 pg 98-103
TOPIC 6 : FORESTS: TROPICAL RAINFORESTS AND MANGROVES

1. World • • Teacher • Teacher • Teacher
tropical I provides blank provides blank provides blank 4
rainforests outline map of outline map of outline map of periods
and the world. the world. the world.
mangroves. •
• Teacher guides • Teacher • Teacher asks
• General I
students to guides students to
distributi
on
locate the students to locate the
➢ Tropical regions of locate the regions of
rainfore tropical regions of tropical
st rainforest in the tropical rainforest in the
(Latitud world using the rainforest in world using the
e 0º to
10º N textbook. the world textbook.
and S of using the
the textbook.
equator) • Teacher asks • Research work
students to • Teacher asks
➢ Mangro
students to ➢ Students are asked to carry
ve shade and
shade and out internet survey on major
(in guides them to
swampy guides them to tropical rainforest areas.
name the major
coastal
tropical name the ➢ Students are instructed to do
areas of
major tropical simple report.
tropical rainforest
regions) areas. rainforest ➢ Students are asked to shade
areas. and name the major tropical
• Major rainforest areas.
tropical
rainfore
st areas
SKILLS: Extracting information; Shading and labelling map
28
ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D ; www.rainforestweb,org.

2. Characteri • D • Teacher explains • Teacher • Teacher explains
stics of the e main features of the explains main features of the 4
tropical s forest with slides. main forest with slides. periods
rainforest c features of
•
ri the forest
E
b with • Teacher provides diagrams
v • Teacher provides and asks students to name
er i diagrams and guides slides.
gr n the five layers of the forest.
e students to name the
e
g five layers of the
n c forest. • Teacher provides
• T h diagrams and
all a guides students to
a r name the five layers
n a
d of the forest.
st c
ra t
ig e
ht ri
• B s
ut
tr ti
e c
ss s
ro o
29
ot
s
f
T
• 5 r
la
y o
er p
s: i
➢ e c
m a
er l
g R
e
nt a
la i
y n
er f
➢ c
a o
n r
o e
p s
y
la t.
y
er
• N
➢ u a
n m
d i
er
st
n
or g
e t
y h
la
y
e
er fi
➢ s v
hr e
u
b
l
la a
y y
er e
➢ gr
o
r
u s
n o
d f
la
y
tr
o
30
er
p
i
c
a
l
r
a
i
n
f
o
r
e
s
t.
2. Characte • D • Teacher explains • Teacher explains • Teacher explains

ristics of the e main features of the main features of the main features of the
mangrove s forest with diagrams. forest with diagrams. forest with diagrams.
forest c
• Evergree
ri
n b
• Uniform i
height - n • Teacher provides a • Teacher provides a • Teacher provides a
no distinct g diagram and guides diagram and guides diagram and asks the
vertical c the students to name the students to students to name the
layers
h the different types of name the different different type sof
• Grow
densely a roots. types of roots. roots.
together r
• Types of a
roots c
t
e
ri
s
ti
c
s
o
f
31
m
a
n
g
r
o
v
e
f
o
r
e
s
t
• N
a
m
i
n
g
d
if
f
e
r
e
n
t
t
y
p
e
s
o
f
r
o
o
t
32
s
–
p
r
o
p
,
b
u
tt
r
e
s
s
a
n
d
b
r
e
a
t
h
i
n
g
r
o
o
t
s
SKILLS: Extracting information; Shading and labelling map
ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D; www.rainforestweb,org.

33
3. Types • Id • Teacher guides students to • Teacher guides • Teacher guides

of trees and e classify the species of hard, students to classify students to classify 2
benefits of nt medium and light hardwood trees. the species of hard, the species of hard, periods
forests if medium and light medium and light
yi hardwood trees. hardwood trees.
• Different
species n
of trees g
a • Teacher describes the benefits of
➢ Hard
➢ medium n forest to the environment and
➢ light d people. • Teacher describes the benefits • Group work
hardwoo n of forest to the environment and
d • Teacher guides students to list
people
➢ Students are set in group
a and ask to discuss the
forest products in groups.
• Benefits m
of • Teacher guides students to list benefits of forests to the
in environment and people.
forests forest products in groups.
g
th • Individual work
e ➢ Students are asked to list
di down the forest products
ff found in school and at
er home and present the
e finding to the class.
nt
s
p
e
ci
e
s
of
tr
e
e
s
in
tr
o
pi
c
al
ra
in
34
fo
re
st
.
• S
ta
ti
n
g
th
e
b
e
n
ef
it
s
of
fo
re
st
to
th
e
e
n
vi
ro
n
m
e
nt
a
n
d
p
e
o
pl
e.
35
5. Case study: • D • Teacher defines the word forest • Teacher defines the word • Teacher defines the word forest
Forestry in efi reserve and stateland forest. forest reserve and reserve and stateland forest. 4
Brunei ni stateland forest. periods
Darussalam ng
• Teacher provides forest reserves • Teacher provides outline map of
map of Brunei and asks students • Teacher provides forest reserves Brunei and ask students to locate
th
to name the forest reserve areas. map of Brunei and asks students and name the forest reserve
e
• to name the forest reserve areas.
Forest w • Teacher explains the stages
areas.
reserves
and
or of logging with slides. • Fieldtrip
d • Teacher asks students to Study trip to the sawmills in Tutong
Stateland
for • Teacher provides diagrams
work in groups to make
forests
and guides the students to or Belait districts. Teacher provides
es flash cards on the logging questionnaires and the students
• Stages of
t complete the stages of stages based on the
logging logging. are expected to answer the
re pictures collected by
se them. questions and write a report on the
rv trip.
es • Students will arrange the
an pictures in the correct
d order and the leader will
st present it to the whole
at class.
el
an
d
for
es
ts.
• Lo
ca
tin
g
an
d
na
mi
ng
th
e
Fo
re
st
R
36
es
er
ve
s.
• D
es
cri
bi
ng
th
e
st
ag
es
of
lo
gg
in
g
SKILLS: Classifying; Picture interpretation
ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei, Environmental excursion 2000

6.Reasons for • Defining • Teacher defines and explains • Teacher defines and explains • Teacher defines and explains
deforestatio the word “deforestation” with pictures. “deforestation” with pictures. “deforestation” with pictures.
n “defores
tation”
• Teacher describes several • Teacher describes • Group work 4
• Agricultur reasons for deforestation and several reasons for
e ➢ Teacher instructs students periods
• Listing guides them to complete the given deforestation and
to discuss in groups the
• Firewood down resource tasks. guides them to
reasons people cut down
• Settleme the complete the given
forests and present to class.
nt reasons resource tasks.
for
• Mining
deforest
• Roads ation
6.Problems of • Stating the • Teacher explains the link between • Teacher explains the link between • Internet survey
37
deforestatio problems of deforestation and soil erosion, deforestation and soil erosion, ➢Teacher instructs students to
n deforestatio flood, extinction of plants and flood, extinction of plants and carry out research on the
• Soil erosion
n animals. animals. problems of deforestation and
complete the given tasks.
• Flood • Defining the • Teacher introduces and defines • Teacher introduces and defines
term “soil the term “soil erosion”. the term “soil erosion”. • Teacher introduces and defines
• Extinction of
plants and erosion”. the term “soil erosion”.
animals
• Less oxygen
and rainfall
6.Forest • Defining the • Teacher defines the terms. • Teacher defines the terms. • Teacher defines the terms.
conservation terms
“conservatio • Teacher explains how forests can • Teacher explains how forests can • Teacher asks students to discuss
• Definition be protected with the aid of slides. be protected with the aid of slides. on the values of forests and what
➢ Conservation n”,
➢ Reforestation “reforestatio can be done to protect them.
➢ Afforestation n”,
➢ Selective
logging
“afforestatio
n” and
• Creating forest “selective
reserves and
national parks logging”.
• Heavy fines for • Stating the
illegal logging different
ways on
how forest
can be
protected.
SKILLS: Picture interpretation; Reasoning, Generating possibilities and Investigating

ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei
TOPIC 7 : MINING : OIL AND GAS INDUSTRY IN BRUNEI DARUSSALAM

1. Types of i. Defining • Teacher defines the term • Teacher defines the term • Teacher defines the term
Resources “resource”, “resource”, “renewable resource” “resource”, “renewable resource” “resource”, “renewable resource”
2
“renewable and “non-renewable resource”. and “non-renewable resource”. and “non-renewable resource”.
• Definition
resource” Periods
of
and “non- • Teacher guides students to list • Teacher asks students to list • Teacher asks students to list
38
‘Resource’
examples of renewable resources examples of renewable resources examples of renewable resources
renewable
, and non-renewable resources. and non-renewable resources. and non-renewable resources.
resource”.
‘Renewabl
e’, ‘Non- ii. Listing
Renewabl
e’ examples of
renewable
• Examples and non-
of
resource
renewable
resource.
SKILLS: Reasoning; collecting information

ADDITIONAL RESOURCES: Understanding Geography Bk 2; pg 2-9
2. Mining : Oil i. Identifying • Teacher locates and names the • Teacher asks students to locate • Teacher asks students to locate
and Gas and locating major oil fields in Brunei and name the major oil fields in and name the major oil fields in
10
Industry in the major oil Darussalam on a map. Brunei Darussalam on a map. Brunei Darussalam on a map.
Brunei Periods
fields in • Teacher guides students to label • Teacher guides students to label • Teacher describes the formation
Darussalam Brunei the diagram on the formation of oil the diagram on the formation of oil of oil and gas with the aid of
• Major Oil Fields Darussalam. and gas. With the diagram and gas. With the diagrams diagrams and asks students to
in Brunei
Darussalam ii. Labeling and teacher briefly describes the teacher briefly describes the label the diagram.
describing formation of oil and gas. formation of oil and gas.
• Formation of Oil
• Teacher asks students to name
the formation • Teacher guides students to name • Teacher guides students to name the methods of exploration of oil
and Gas.
of oil and the method of exploration of oil the methods of exploration of oil and gas with the aid of diagrams.
• Method of gas. and gas with the aid of diagrams. and gas with the aid of diagrams.
exploration and • Teacher describes briefly the
extraction of Oil iii. Naming the • Teacher describes briefly the • Teacher describes briefly the method of extracting of oil and
and Gas. method of method of extracting of oil and method of extracting of oil and gas. gas.
exploration of gas.
(Cont…)
oil and gas.

(….cont.)
• Processing of Oil
and Gas iv. Describing • Teacher describes briefly the • Teacher describes briefly the • Teacher describes briefly the
➢ Oil the method processes of oil refining. Teacher processes of oil refining. Teacher processes of oil refining. Teacher
Refini of extracting guides students to name and label asks the students to name and asks the students to name and
ng of oil and the diagram of oil refining. label the diagram of oil refining. label the diagram of oil refining.
➢ Lique
factio gas. • Teacher provides diagrams on • Teacher provides diagrams on • Teacher provides diagrams on
n of
39
Gas
v. Naming, products of oil refining and guides products of oil refining and guides products of oil refining and asks
• Oil Products.
labeling and students to name those products. students to name those products. students to name those products.
• Importance of Oil describing • Teacher guides students to think • Teacher asks students to think • Teacher asks students to think
and Gas Industry briefly the about other products of oil refining about other products of oil refining about other products of oil refining
methods of and list them down. and list them down. and list them down.
oil refining
• Teacher describes briefly the • Teacher describes briefly the • Teacher describes briefly the
vi. Listing the processes of liquefaction of gas processes of liquefaction of gas processes of liquefaction of gas
products of with the aid of diagrams. with the aid of diagrams. with the aid of diagrams.
oil refining.
• Teacher guides students to state • Teacher discusses with the • Teacher asks students to work in
vii. Describing the importance of oil and gas students on the importance of oil groups to discuss the importance
briefly the industry to Brunei Darussalam. and gas industry to Brunei of oil and gas industry to Brunei
methods of Darussalam. Darussalam and share their
liquefaction finding to the class.
of oil
viii.Stating the
importance of
oil and gas
industry to
Brunei
Darussalam.
SKILLS: Interpreting diagrams

ADDITIONAL RESOURCES: Geography of Brunei Darussalam –Source Book for Upper Secondary, pg 102-132
YEAR 8
TOPIC 1 : FISHING

1. Fishing in i. Explaining • Teacher explains the importance • Teacher guides students to explain • Teacher asks student to explain 8
Brunei the of fishing. the importance of fishing. the importance of fishing. Periods
Darussalam importance
• Teacher explains the factors • Teacher explains the factors • Teacher explains the factors
40
• Importanc
encouraging fishing in Brunei encouraging fishing in Brunei encouraging fishing in Brunei
of fishing.
e of fishing Darussalam. Darussalam. Darussalam.
ii. Stating the
• Factors • Teacher guides students to locate • Teacher asks students to locate the • Teacher asks students to locate
encouragin factors
the main fishing areas in Brunei main fishing areas in Brunei the main fishing areas in Brunei
g fishing encouraging
Darussalam with the aid of a map. Darussalam with the aid of a map. Darussalam with the aid of a map.
• Fishing
fishing in
areas Brunei
Darussalam.
• Types of • Teacher explains the two types of • Teacher explains the two types of • Teacher explains the two types of
fish caught iii. Identifying fishing in Brunei Darussalam fishing in Brunei Darussalam fishing in Brunei Darussalam
and locating (inshore and offshore fishing). (inshore and offshore fishing). (inshore and offshore fishing).
the main
fishing areas
• Teacher shows the diagram on • Teacher asks students to list the • Teacher asks students to do
various methods of fishing and various methods of fishing with the research on various methods of
in Brunei
asks students to match the aid of diagrams. fishing and collect the pictures.
Darussalam.
diagrams with the correct name.
iv. Listing and
• Teacher describes the main • Teacher describes the main
describing
• Teacher describes the main methods of fishing in Brunei methods of fishing in Brunei
methods of fishing in Brunei Darussalam. Darussalam.
the different
Darussalam.
types and • Teacher asks students to list the • Teacher asks students to list the
methods of • Teacher asks students to list the different types of fish caught in different types of fish caught in
fishing in different types of fish caught in Brunei Darussalam. Brunei Darussalam.
Brunei Brunei Darussalam.
Darussalam.
v. Listing the
different
types of fish
caught in
Brunei
(Cont…) Darussalam.

(...cont.)
• Problems • Teacher list and explains the • Internet Activity • Internet Activity
i. Identifying
of fishing
the problems problems of fishing in Brunei
➢ Teacher guides students to find ➢ Teacher asks students to work in
• Steps of fishing in Darussalam.
taken by information on problems and groups to find solutions for the
Brunei
governme solutions of fishing in Brunei problems of fishing, as well as the
Darussalam.
nt to Darussalam from internet and steps taken by the government
overcome/i • Teacher states the steps taken by discuss the findings in the class. and present the findings to the
ii. Stating the
41
mprove
the government (the Fisheries
steps taken class.
fishing Department) to improve fishing in
by the
Brunei.
➢ Incre government
asing (the
aqua
cultur
Fisheries
e Department)
areas to improve
➢ Creati fishing in
ng Brunei
more Darussalam.
artifici
al
reefs
➢ Enco
urage
use
of
Globa
l
Positi
oning
Syste
m
(GPS
) and
Fish
Finde
r
➢ Enco
uragi
ng
foreig
n
collab
oratio
n with
local
comp
anies
for
fish
proce
ssing
➢ Ensur
e
suppl
y of
42
good
qualit
y
seeds
for
shrim
ps,
marin
e and
fresh
water
fish
➢ Provi
de
techni
cal
supp
ort
and
traini
ng
SKILLS: Interpreting maps; Interpreting pictures; Collecting information

ADDITIONAL RESOURCES: Geography of Brunei Darussalam - Source Book for Upper Secondary, pg 77-101; Teaching Resources for Geography Level II, pg 87-90
TOPIC 2 : TOURISM IN BRUNEI DARUSSALAM

1. Tourism i. Defining • Teacher defines tourism. • Teacher defines tourism. • Teacher asks students to define
•
tourism. tourism.
Definition 10
• Places of ii. Listing places • Teacher asks students to bring • Teacher asks students to bring • Teacher asks students to bring Periods
interest in of tourist pictures of places of tourist pictures of places of tourist pictures of places of tourist
BD attractions in Brunei Darussalam attractions in Brunei Darussalam attraction in Brunei Darussalam
attractions in
• Advantage Brunei and share the information in the and share the information in the and share the information in the
s and Darussalam. classroom. classroom. classroom.
disadvanta
ges of iii. Stating the • Teacher lists the advantages and • Group work • Group work
tourism disadvantages of Tourism.
advantages ➢ Teacher asks students to work ➢ Teacher asks to work in
• Ways to and
promote in groups to list the groups to list the advantages
disadvantages advantages and and disadvantages of tourism
tourism in
BD of Tourism. disadvantages of Tourism with with the help of pictures or
43
iv. Listing and • Teacher discusses with students the help of pictures or newspaper cuttings.
describing ways of promoting tourism in newspaper cuttings. ➢ Students present their
ways of Brunei Darussalam. ➢ Students present their findings findings to the class.
promoting to the class.
tourism in
• Teacher discusses with students
Brunei
• Teacher discusses with students ways of promoting tourism in
ways of promoting tourism in Brunei Brunei Darussalam.
Darussalam.
Darussalam.
• Internet Activity
• Internet Activity
➢ Teacher guides students to find
➢ Teacher guides students to find information on how other ASEAN
information on how other ASEAN countries are promoting tourism
countries are promoting tourism from internet.
from internet and instructs
➢ Students will present their work to
students to do a simple display
the class.
using a manila card.
SKILLS: Extracting information from pictures; Collecting information from internet

ADDITIONAL RESOURCES: Geography of Brunei Darussalam –Source Book for Upper Secondary pg 149-174; Teaching Resources for Geography Level II pg 97-108
TOPIC 3 : SETTLEMENTS

1. Types of i. D • Teacher defines rural • Teacher defines rural • Teacher defines rural 2
Settlements e and urban and urban and urban periods
f settlements. settlements. settlements.
• Rural i
• Teacher shows • Teacher shows • Teacher shows
• Urban n
pictures of rural and pictures of rural and pictures of rural and
i
urban settlements urban settlements urban settlements
n
and asks students to and asks students to and asks students to
g
identify the identify the identify the
settlements. settlements. settlements.
r
u • Teacher asks • Teacher asks • Teacher asks
r students to name students to name students to name
a some of the rural and some of the rural and some of the rural and
l urban settlements in urban settlements in urban settlements in
44
a Brunei Darussalam. Brunei Darussalam. Brunei Darussalam.

n
d
u
r
b
a
n
s
e
t
t
l
e
m
e
n
t
s
2. Characteristics i.List • Teacher explains the • Class Activity • Class Activity 1

of rural and characteristi characteristics of rural and urban ➢ Teacher lists randomly the ➢ Teacher lists randomly the period
urban cs of rural settlements. characteristics of rural and characteristics of rural and
settlements and urban urban settlements on the urban settlements on the
• Class Activity
settlements board. board.
➢ Teacher lists randomly the ➢ Teacher instructs students ➢ Teacher instructs students
ii.Compare characteristics of rural and
characteristi to discuss in pairs the to list the characteristics of
urban settlements on the
cs of rural characteristics of rural and rural and urban settlements
board.
and urban urban settlements and write in a worksheet prepared by
➢ Teacher instructs students their answers in a the teacher.
settlements to discuss in pairs the
worksheet prepared by the
characteristics of rural and teacher.
urban settlements and write
their answers in a
worksheet prepared by the
teacher.
• Project Work • Project Work
• Project Work ➢ Teacher asks students to collect ➢ Teacher asks students to collect
45
➢ Teacher asks students to collect pictures of amenities found in pictures of amenities found in
pictures of amenities found in both types of settlement. both types of settlement.
both types of settlement. ➢ They are then asked to paste the ➢ They are then asked to paste the
➢ They are then asked to paste the pictures in their scrap books pictures in their scrap books
pictures in their scrap books under the correct headings. under the correct headings.
under the correct headings.
SKILLS: Collecting information; comparing

ADDITIONAL RESOURCES: Explore 2 Geography, Pg 31 - 35

3. Settlement i.Explai • Teacher illustrates the types of • Teacher illustrates the types of • Teacher illustrates the types of 2
patterns ning settlement patterns by showing settlement patterns by showing settlement patterns by showing periods
• Dispersed
the diagrams. diagrams. diagrams.
types
• Linear of
• Teacher asks students to list the • Teacher asks students to match • Teacher asks students to explain
types of settlement patterns and the types of settlement pattern with diagrams the 3 types of
• Nucleated settlem
match them with the correct with the correct description and settlement patterns.
ent
diagrams. diagrams.
pattern • Teacher gives students a map
s. • Teacher gives students a map • Teacher gives students a map reading exercise and asks
reading exercise and asks reading exercise and asks students to identify the different
ii.Identif
ying students to identify the different students to identify the different settlement patterns on
settlement patterns on simple settlement patterns on topographical maps.
settlem
ent topographical maps. topographical maps.
pattern
s on
topogr
aphical
maps
SKILLS: Map Reading Skills in identifying types of settlement patterns

ADDITIONAL RESOURCES: Explore 2 Geography, pg 38 – 39
4. Landuse i.Identif • Teacher briefly explains the 3 • Teacher briefly explains the 3 • Teacher briefly explains the 3 4
patterns of a y the 3 types of zones. types of zones. types of zones. periods
town types • Teacher distributes pictures of • Teacher distributes pictures of the • Teacher distributes some pictures
of the different zones and asks different zones and asks students
46
• CBD landus students to identify them. to identify them. of each of the zones.
• Residential
e • Teacher lists the characteristics • Teacher lists the characteristics of ➢ Teacher then asks students to
Zone pattern of the zones on the board the zones on the board randomly describe the characteristics of
• Industrial Zone s/ randomly and asks the students and asks students to work in pairs each zone by referring to the
zones. to form groups to: to: pictures.
ii.Explai ➢ discuss and list the ➢ discuss and list the characteristics
ning characteristics of each zone of each zone under the correct
the under the correct heading. heading
locatio ➢ each group to select a reporter ➢ each group to select a reporter and
n of and report to the class. report to the class.
each (Cont…)
zone.
iii.Stati
ng the
charact
eristics
of each
zone.

(...cont.)
• Project Work • Project Work • Fieldwork
➢ Teacher instructs students ➢ Teacher groups students into 5’s ➢ Teacher identifies a town and
to build a simple 3 –D model takes the students on a fieldwork
➢ Teacher asks each group to select to the chosen town.
of a town to show the a town and gather as much
location of the zones. information as possible about the ➢ Students are asked to gather
town. information and take pictures of
the places/zones (Teacher
➢ Students are asked to write about prepares questionnaires).
the town describing the location of
each zone in the town. ➢ This will be followed by classroom
presentation.
➢ Students are encouraged to use a
street map of the town and
collection of pictures while
47
describing the zones.
SKILLS: Photographs Interpretation
ADDITIONAL RESOURCES: www.multimap.com , www.earth.google.com
5. Urban i. Identifyi • Teacher guides students to list • Teacher guides students to • Teacher asks students to work in 4
problems ng urban problems in Brunei identify urban problems in Brunei groups to discuss and identify periods
urban Darussalam and in other Darussalam and in other urban problems in Brunei
proble countries. countries. Darussalam and in other
countries.
ms in • Teacher lists the various
Brunei solutions to urban problems and • Teacher instructs students to do • Teacher instructs students to do
Daruss instructs students to make a research on solutions to urban research on solutions to urban
scrapbook on the problems and problems from internet, problems from internet,
alam
solutions. newspapers, library, etc. and newspapers, library, etc. and
and in discuss their findings for class discuss their findings for class
other presentation. presentation.
countri
es
ii. Describ
ing
solution
s to the
proble
ms
SKILLS: Research skills; communication skills

TOPIC 4 : MOUNTAIN LANDSCAPES

48
1. The earth’s i. Naming • Teacher introduces and • Teacher introduces the concept of • Teacher introduces the 2
internal the earth’s explains the concept of earth’s earth’s structure. concept of earth’s structure. periods
structure structure. structure.
• Teacher guides students to draw • Teacher asks students to
• T
ii. Identifying • Teacher guides students to a cross section of the earth. identify the 3 layers of the
h
the state draw a cross section of the earth’s internal structure.
r
earth.
• Teacher asks students to name
e of the the 3 layers of the earth’s internal • Teacher instructs students to
e three • Teacher names the 3 layers of structure. draw and well-labelled
m layers. the earth’s internal structure. diagram of a cross section of
a • Teacher asks students to identify
the earth.
i iii. Drawing • Teacher describes the state of the state of the 3 layers.
n and the 3 layers. • Teacher asks students to
labelling • Group Work
describe the state of the 3
l correctly • Group work
a ➢ Teacher guides layers.
y cross- ➢ Teacher guides students in students to make a
section of • Group Work
e making a model of the earth’s papier mache globe
r the earth. internal structure using using balloon and ➢ Teacher asks students
s
plasticine. newspapers. to make a papier
o mache globe using
f balloon and
t newspapers.
h
e
e
a
r
t
h
’
s
i
n
t
e
r
n
a
l
s
t
r
u
c
t
u
r
49
SKILLS: Drawing and labelling skills; model making

ADDITIONAL RESOURCES: Inspiring Discovery in Geography 1C pg. 8; Understanding Geography Book 3 pg. 140, http://www.enchantedlearning.com

50
1. The Earth i. Defining • Teacher defines plates. • Teacher guides students to • Teacher prompts students to
Plates what are write the definition of plates. write the definition of plates.
• Teacher guide students to find 4
plates. names of the 7 major earth’s • Teacher guide students to find • Teacher asks students to find periods
• Definition ii. Identifyin plates. names of the 7 major earth’s the names of the 7 major
of plates g and plates. earth’s plates.
• Teacher assists students to
naming make a simple model of plates • Teacher guides students to • Teacher asks students to
some of and plate boundaries. make simple model of plates make simple model of plates
• The
movement
the and plate boundaries. and plate boundaries.
of earth’s earth’s • Teacher explains the three
plates major types of plate movements and • Teacher prompts students to • Teacher asks students to work
plates. discusses reasons for the state the three types of plate in groups to identify the three
movement. movements and the reasons types of plate movements and
iii. Explainin for the movements. discuss on the possible
g plate • Teacher guides students to
reasons for the plate
boundari draw simple diagrams to show • Teacher guides students to
• Types of movement.
movement es. the 3 types of plate draw simple diagrams to show
s: movements. the 3 types of movement. • Teacher asks students to draw
iv. Describin simple diagrams to show the 3
g the 3 • Teacher shows a simple • Teacher guides students to do
types of movement.
➢ Away types of demonstration of plate a simple demonstration of
from
plate movements by following these plate movement by following • Teacher asks students to do a
each steps: these steps: simple demonstration of plate
other movemen
Toward ts movement by following these
➢ ➢ Add some flour in a beaker ➢ Add some flour in a beaker
s each steps:
other v. Explainin filled with water. filled with water.
➢ Slide g briefly
➢ Heat up and stir until it ➢ Heat up and stir until it ➢ Add some flour in a beaker
past becomes viscous. becomes viscous. filled with water.
each the
reasons
➢ Put light materials (such as ➢ Put light materials (such as ➢ Heat up and stir until it
other
Styrofoam) to represent earth Styrofoam) to represent earth becomes viscous.
for the
plates and watch their plates and watch their ➢ Put light materials (such as
plate
movements. movements. Styrofoam) to represent earth
movemen
plates and watch their
ts
movements.
vi. Drawing
simple
well-
labelled
diagrams
to show
the three
types of
plate
51
movemen
t
SKILLS: Sketching/ drawing; improved motor skills in making models

ADDITIONAL RESOURCES: http://www.enchantedlearning.com/subjects/dinosaurs/glossary/PlateTectonics.shtml; Understanding Geography Book 3 pg.
141-148.
52
OUTCOMES MUST DO SHOULD DO COULD DO FRAME

CONTENT
1. Natural i. State the • Teacher draws • Teacher asks students • Teacher asks students
landforms plate diagram to show to draw diagram to to draw diagram to
2
and movement formation of fold show formation of fold show formation of fold
hazards mountains. mountains. mountains. periods
which
found along formed
plate fold
boundaries • Teacher asks students • Teacher asks students • Teacher asks students
mountains to identify the type of to identify the type of to identify the type of
. plate movement that plate movement that plate movement that
causes formation of causes formation of causes formation of
i. Fold
fold mountains. fold mountains. fold mountains.
mountains ii. Explain
briefly the
formation • Teacher assists • Teacher guides • Teacher asks students
of fold students to write a students to write a to write a brief
➢ Process
and mountains brief explanation of the brief explanation of the explanation of the
formation . formation of fold formation of fold formation of fold
mountains. mountains. mountains.
➢ Major fold
mountain
iii. Naming
range of and • Group Competition • Group Competition
the world locating • Group Competition
world’s ➢ Teacher puts up a ➢ Teacher puts up a
major fold ➢ Teacher puts up a world map on the world map on the
mountains world map on the board (a blank world board (a blank world
. board (a blank world map is preferred). map is preferred).
map is preferred).
➢ Students are asked to ➢ Students are asked to
➢ Students are asked to locate and name the locate and name the
locate and name the world’s major fold world’s major fold
world’s major fold mountain ranges in the mountain ranges in
mountain ranges in the shortest time possible the shortest time
shortest time possible using an atlas. possible.
using an atlas.
SKILLS: Improved speed and skills in using atlas

ADDITIONAL RESOURCES: Understanding Geography Book 3, http://www.enchantedlearning.com
53

ii. Volcanoes i. Defining • Teacher defines the term • Teacher guides students to write • Teacher asks students to
what is a volcano. the definition of a volcano. define a volcano.
• D 8
volcano. • Teacher guides students to • Teacher guides students to draw • Teacher asks students to
e periods
f ii. Drawing and draw a well-labelled diagram a well-labelled cross-section of a draw a well-labelled cross-
i of a volcano. volcano. section of a volcano.
n labelling
i parts of • Teacher guides students to • Teacher guides students to • Teacher asks students to
t volcano.
i match the 3 stages of describe the 3 stages of describe the 3 stages of
o iii. Defining volcano: active, dormant volcano; active, dormant and volcano; active, dormant
n
active, and extinct with the correct extinct. and extinct.
description on a given
• C dormant and
worksheet.
• Teacher guides students to use • Teacher asks students to
r extinct world map or an atlas to locate use world map or an atlas to
o
s
volcano. • Teacher guides students to and name some of the major locate and name some of
s use world map or an atlas to volcanoes of the world. the major volcanoes of the
iv. Labelling locate and name some of world.
-
s diagram the major volcanoes of the
• Teacher guides students to draw
e showing world. a well-labelled diagram to show • Teacher asks students to
c volcanic volcanic eruption and to write draw a well-labelled diagram
t eruption. • Teacher describes the brief description of volcanic to show volcanic eruption
i
o volcanic eruption by eruption. and to write brief description
n
v. Describing showing some pictures and of volcanic eruption.
volcanic diagrams.
• Teacher guides students to write
o eruption. a list of positive and negative • Teacher groups the students
f • Teacher provides pictures or effects of volcanic activities. to discuss the positive and
v vi. Locating explanations on the effects negative effects of volcanic
o and naming • Group work
of volcanic activities. activities and present the
l
some of the Students are asked to
➢ Making a model of volcanic finding to the class.
c
major eruption (Vinegar Volcano) by
a classify under the correct
n volcanoes of adding Vinegar and Baking Soda • Group work
headings (the positive and
o the world. negative effects of volcanic (Sodium Bicarbonate) and with
➢ Teacher asks students to
activities). the use of red food colouring,
a vii. Listing the construct a 3D cross-
n their chemical reactions will section models of a
positive and • Group work
54
d create a red bubbly lave fizzes.
negative ➢ Drawing poster of a cross (Please visit
volcano using colorful
p effects of section of a volcano. plasticine.
a volcanic http://chemistry.about.c
r
t activities. om/od/chemicalvolcano
s es/ss/volcano.htm for
• S further assistance on this).
t
a
g
e
s
o
f
v
o
l
c
a
n
o
:
A
c
t
i
v
e
,
d
o
r
m
a
n
t
a
n
d
e
x
t
i
n
c
t
• v
55
o
l
c
a
n
i
c
e
r
u
p
t
i
o
n
s
• M
a
j
o
r
v
o
l
c
a
n
o
e
s
o
f
t
h
e
w
o
r
l
d
• E
f
f
e
c
t
56
s
o
f
v
o
l
c
a
n
i
c
a
c
t
i
o
n
s
➢ P
o
s
i
t
i
v
e
e
f
f
e
c
t
s
➢ N
e
g
a
t
i
v
e
e
f
f
e
c
t
s
57
SKILLS: Experimenting skills.
ADDITIONAL RESOURCES: Understanding Geography Book 3,pg. 159-161; http://www.enchantedlearning.com

58
iii. Earthquake i. Defining • Teacher defines • Teacher guides students to • Teacher asks students to 4
earthquak earthquake and stating it write the definition of define earthquake. periods
• Definition e. as an example of natural earthquake.
hazard.
• Teacher asks students to
• Instrument • Teacher explains the identify the instrument used in
to ii. Stating
measure earthquak • Teacher states the instrument used to measure measuring earthquake and its
earthquak e as an instrument used in earthquake and the measuring scale.
e
example measuring earthquake scale.
and its measurement
• Group work.
• Unit or of natural • Group Work
scale of hazard. scale. i. Students are asked to work in
measurem i. Teacher guides students to find
ent • Teacher provides articles groups to find the examples of
iii. Naming the examples of earthquakes in earthquakes in the internet.
• Effects of the of an earthquake and
earthquak helps students to scan for the internet.
instrument ii. Students discuss the negative
e
used to location, date and
strength. ii. Students discuss on the negative effects of earthquake and
• Some measure present their findings to the
examples effects of earthquake and present
of major
earthquak • Teacher provides pictures class.
e. of the negative effects of their findings to the class.
earthquak
e around
iv. Identifying earthquake and discusses
the world with the class.
➢ location the
➢ date measurem
➢ number of ent scale
deaths
➢ Estimated
of an
cost of earthquak
destruction e.
s
v. Listing the
negative
effects of
earthquak
e:
➢ damage to
property
(dam,
bridge,
road,
tunnel,
farmland
etc)
➢ injury and
death
➢ damage to
natural
59
SKILLS: Internet search

ADDITIONAL RESOURCES: Understanding Geography Book 3 pg. 169-173; http://www.enchantedlearning.com
TOPIC 5 : RIVER LANDSCAPE

1. Water Cycle i.Explainin • Teacher defines water cycle • Teacher defines water cycle • Teacher defines water cycle 4
g the and explains the related terms and explains the related terms and explains the related terms periods
water such as water cycle, water such as water cycle, water such as water cycle, water
cycle vapour, condensation, etc. vapour, condensation, etc. vapour, condensation, etc.
ii.Naming • Teacher distributes diagrams • Teacher distributes diagrams • Teacher distributes diagrams
the of water cycle and guides and of water cycle and guides of water cycle and asks
processe prompts students to name the students to name processes in students to name the
s in the processes in the water cycle. the water cycle. processes in the water cycle.
water
cycle
SKILLS: Understanding terms; Interpreting diagrams

ADDITIONAL RESOURCES: Understanding Geography 1 page 97; Explore 1 Geography page 101-131; Inspiring Discovery Geography 1C Page 38 – 49
2. Major Rivers i.Nam • Teacher guides students to • Teacher guides students to list • Teacher asks students to list 4
ing list and label major rivers in and label major rivers in and label major rivers in periods
• In
majo Brunei and in the world by Brunei and in the world by Brunei and in the world by
Brunei
r referring to the Atlas. referring to the Atlas. referring to the Atlas.
• In the rivers
World in
Brun
ei
and
the
world
.
SKILLS: Using Atlas
60
ADDITIONAL RESOURCES: School Atlas for Brunei Darussalam page 4, 8, and 9

3. Importance i.Sta • Teacher guides students to list • Teacher instructs students to • Teacher asks the students to 2
Of Rivers ting down the importance of rivers. discuss in groups the discuss in pairs the periods
the importance of rivers. importance of rivers.
1. imp
orta
nce
of
river
s to
peo
ple.
SKILLS: Identifying
4. Drainage i.Defining • Teacher defines drainage • Teacher defines drainage • Teacher defines drainage 2
Basin drainage basin by referring to diagrams. basin by referring to diagrams. basin by referring to diagrams. periods
basin.
• Teacher guides students to • Teacher guides students to • Teacher asks students to draw
ii.Drawing draw and label drainage basin. draw and label drainage basin. and label drainage basin.
and labelling
a drainage
basin.
SKILLS: Drawing and labelling

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 249; Understanding Geography 1 page 99 - 100
61
5. Cross i. Identif • Teacher asks students to draw • Teacher asks students to draw • Teacher asks students to draw 2
Section Of A ying and label the cross section of and label the cross section of and label the cross section of periods
River and a river. a river. a river.
namin
g the
differe
nt
parts
in the
cross
sectio
n of a
river
SKILLS: Drawing and labelling

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 249; Understanding Geography 1 page 99 – 100

6. The Work Of i. Naming, • Teacher lists and defines • Teacher asks students to list • Teacher asks students to list 2
A River understand the 3 works of a river: and define the terms erosion, and define the terms periods
ing and erosion, transportation and transportation and deposition. erosion, transportation and
• Ero defining the deposition. deposition.
sion 3 works of
• Tra a river:
nsportation erosion,
• De transportati
position
on and
deposition.
SKILLS: Understanding Terms

ADDITIONAL RESOURCES: Interactive Geography Book 3 Page 261 – 267
7. River And Its i. Identifying • Teacher describes with the • Teacher guides students to • Teacher instructs students 4
62
Valley the 3 aid of a diagram the three name the three sections on a to name the three sections periods
sections/co sections of a river and states diagram of a long profile of a on a diagram of a long
urses of a the features found in each river and states the features profile of a river and states
river. section by showing pictures. found in each section by the features found in each
• Upper showing pictures. section by showing pictures.
• Teacher guides students
ii. Identifying with pictures of different river • Teacher provides students • Teacher instructs students
• Middle and features and students are with pictures of different river to collect pictures of different
naming the asked to match the pictures features and students are river features and match the
features with the correct river asked to match the pictures pictures with the correct river
• Lower
found in section/course in which they with the correct river section/course in which they
the 3 are found. section/course in which they are found.
sections: are found.
➢ Upper course:
Waterfall, V-
Shaped Valley.
➢ Middle Course:
Meanders and U-
Shaped Valley.
➢ Lower Course:
Floodplain, Ox-
Bow Lake and
Delta
SKILLS: Interpreting photographs
TOPIC 6: COASTAL LANDSCAPES

63
1. Name of i.Locating • Teacher provides students with • Teacher provides students • Teacher provides students with 2
the oceans and an Atlas and a blank world with an Atlas and asks an Atlas and asks students to periods
of the naming map. students to learn the location learn the location and name of
the five and name of the oceans of the the oceans of the world.
world. • Teacher guides students to
world.
oceans of locate and write down names of • Teacher asks students to write
the world. the oceans in the blank world • Teacher asks students to write down the names of the oceans
map by referring to the atlas. down the names of the oceans in the blank world map.
in the blank world map.
SKILLS: How to use Atlas

ADDITIONAL RESOURCES: School Atlas for BD pg. 45
1. The i. Explaining • Teacher discusses the • Teacher discusses the • Group work 4
importanc the importance of oceans. importance of oceans. periods
➢ Teacher divides the class into 4
e of importance • Teacher asks students to list • Teacher asks students to list or 5 groups.
oceans. of oceans. down three benefits of oceans down five benefits of oceans.
➢ Students are asked to discuss
and asks students to compare
their list with other students.
• Students produce leaflets on the importance of oceans.
the importance of oceans.
• Students produce a scrap book
➢ Each group presents their
findings.
of pictures and descriptions on
the importance of oceans. ➢ Students write an essay on the
importance of oceans.
SKILLS: Listening skills; research skills; writing skills
ADDITIONAL RESOURCES: Understanding geography 3, Pg 271-272, Earth Our Home1, Pg. 114-117, www.factmonster.com/Ce6/sci/A0860103.html

64
3. The i. Identif • Teacher distributes and explains a • Teacher asks students to • Teacher asks students to study 2
structure of ying diagram showing the structure of the study the diagram showing the the diagram showing the periods
the ocean. and ocean. structure of the ocean. structure of the ocean.
namin • Teacher helps students to label • Teacher guides students to • Teacher asks students to draw
g the diagram of the structure of the ocean. draw and label the features in and label the features in the
struct the given diagram. given diagram.
ural
featur
es of
the
ocean
.
SKILLS: Drawing skills; labelling skill

ADDITIONAL RESOURCES: www.factmonster.com/Ce6/sci/A0860103.html
4. Waves i. D • Teacher introduces the term • Teacher introduces the term • Teacher introduces the term
efi waves and shows pictures of waves and shows pictures of waves and shows pictures of
• Definitio
n ni waves. waves. waves.
➢ Wave ng
• Demonstration • Demonstration • Demonstration
➢ Swash “waves”,
➢ Backwa Teacher explains the cause of wave Teacher explains the cause of Teacher explains the cause of wave
sh
“swash” and ➢ ➢ ➢
“backwash”. formation by showing the following wave formation by showing the formation by showing the following
demonstration. following demonstration. demonstration.
ii. St ➢ Teacher uses a small fan (using ➢ Teacher uses a small fan (using ➢ Teacher uses a small fan (using
ati different speeds) to blow the different speeds) to blow the different speeds) to blow the
ng surface of water in a large container surface of water in a large surface of water in a large container
th and points to the students the up container and points to the and points to the students the up
e and down movements of water students the up and down and down movements of water are
ca represent waves. movements of water represent represent waves.
us waves.
e ➢ Students are prompted to state that ➢ Students are prompted to state
for the cause of wave formation is ➢ Students are prompted to state the the cause of wave formation is
for wind. cause of wave formation is wind. wind.
m
(Cont…) ati
on
of
w
65
av
es
.

(....Cont)
• Work of i.S • Teacher states the three works of • Teacher guides students to do • Teacher instructs students to
waves waves. research on the work of do research on the work of 2
t
➢ w
a waves. waves. periods
ave • Teacher guides students to write the
erosion ti definition of the terms “wave erosion”, • Teacher asks students to write • Teacher asks students to write
➢ Wave n “wave transportation” and “wave the definition of the terms the definition of the terms “wave
transpor g
tation deposition”. “wave erosion”, “wave erosion”, “wave transportation”
➢ W
t transportation” and “wave and “wave deposition”.
ave h deposition”.
Deposition e
t
h
r
e
e
w
o
r
k
s
o
f
w
a
v
e
s.
66
SKILLS: Experimenting skills; Classifying

ADDITIONAL RESOURCES: Understanding Geography 3 pg. 254-261; Interactive Geography 3 pg. 335; Understanding Geography 3 pg. 249-253
5. Coastal i. Identifying • Teacher shows pictures of coastal • Teacher shows pictures of coastal • Teacher gives pictures of coastal 4
features and features and guides students to name features and asks students to features and asks students to find the periods
naming the them. name them. names of the features from books or
• Headland internet.
• Bays coastal • Teacher produces flash • Teacher distributes
• Beaches features. cards using pictures of some pictures of coastal • Teacher distributes some
• Caves
• Cliffs features. In pairs, one features and asks pictures of coastal
• Wave-cut student shows the cards students to classify features and asks
platforms and the other student them into the students to classify them
• Spits names the features in appropriate works of into the appropriate
• Arches
• Stacks the cards and vice versa. waves forming them. works of waves forming
• Bars them.
SKILLS: Interpreting photographs

ADDITIONAL RESOURCES: Understanding Geography 3 pg. 256- 265; http://www.fettes.com/shetland/coast.html
TOPIC: BASIC SKILLS IN MAP READING

1. Introduction i. Classifyin • Teacher shows • Teacher shows • Teacher shows 2
g different types of different types of different types of periods
• Types of different
map maps. maps. maps.
types of
• Common maps, • Teacher • Teacher instructs • Teacher instructs
features including instructs students to identify students to identify
67
of maps topograp students to common features common features

(Legend, hical identify common on a map (legend, on a map (legend,
symbols maps.
& title) features on a symbols & title). symbols & title).
ii. Identifyin map (legend,
g symbols & title).
common
features
of a map.
SKILL: Map identification

ADDITIONAL RESOURCES: Explore Geography 1 page 25 – 35; Inspiring Discovery in Geography 1B pg 4
2. Grid i. • Teacher defines • Teacher defines • Teacher defines 4

References what are grid what are grid and what are grid and periods
• Easting
and grid grid references by grid references by
and references by showing diagrams showing diagrams
northing showing of grids. of grids.
• diagrams of
Four • Teacher • Teacher introduces
figure grids.
grid
introduces the the word easting
reference ii. • Teacher word easting and and northing by
introduces the northing by showing them on a
• Six figure word easting showing them on map.
grid
and northing by a map.
reference • Teacher gives
showing them
• Teacher gives tasks to students to
on a map.
tasks to students practice using map
• Teacher gives to practice using in locating an area
tasks to map in locating an using four figure
students to area using four grid references.
practice using figure grid
map in locating references.
• Teacher gives
tasks to students to
iii. an area using
four figure grid
• Teacher gives practice using map
tasks to students in locating a point
references.
to practise using or place using six
• Teacher gives map in locating a figure grid
tasks to point or place references.
students in using six figure
identifying the grid references.
features which
can be found in
68
the given six

figure grid
references.
iv.
SKILLS: Reading positions; Locating features & places on maps.

ADDITIONAL RESOURCES: Explore Geography 1 page 40-41

3. Direction i. • Teacher shows a diagram of a • Teacher shows a diagram of a • Teacher shows a diagram of a 4
• Compas
compass point (from 4, 8 & 16). compass point (from 4, 8 & compass point (from 4, 8 & 16). periods
s points 16).
• Teacher instructs students to • Teacher instructs students to
• Angular draw and label the 4, 8 and 16 • Teacher instructs students to draw the 4, 8 & 16 compass
bearing compass points. draw the 4, 8 & 16 compass points.
s points.
• Class Work • Class Work
ii. ➢ Teacher distributes maps and • Class Work ➢ Teacher distributes maps and
asks students to locate ➢ Teacher distributes maps and asks students to locate
directions of particular points or asks students to locate directions of particular points or
69
places using the compass directions of particular points places using the compass
points on the maps. or places using the compass points on the maps.
points on the maps.
• Teacher distributes real compasses • Individual Work
and asks students to have a feel of • Group Work ➢ Teacher distributes real
the compasses. ➢ Teacher distributes real compasses and asks students
compasses and asks students to find direction of various
• Teacher guides students to find the
to find direction of various places using the compasses.
iii. 4 compass points of their
places using the compasses.
classroom. • Teacher guides students on how to
• Teacher guides students on how to use a protractor to find directions
• Teacher guides students on how to
use a protractor to find directions using bearing.
use a protractor to find directions
using bearing.
using bearing.
• The bearing is limited to only 180o.
SKILLS: Drawing compass points; Using compass; Using bearing; Using protractor
ADDITIONAL RESOURCES: Explore Geography 1 page 44-45; Inspiring Discovery in Geography 1B pg 15; USGS Learning Web
4. Scale i. • Teacher explains what a scale is • Teacher explains what a scale is • Teacher explains what a scale is 2
• Scale
and its uses. and its uses. and its uses. periods
• Types • Teacher lists and differentiates the • Teacher lists and differentiates the • Teacher lists and differentiates the
of 3 types of scales. 3 types of scales. 3 types of scales.
scales ii.
• Teacher instructs students to • Teacher instructs students to • Teacher instructs students to
identify the 3 types of scale on map. identify the 3 types of scale on identify the 3 types of scale on map.
map.
SKILLS: Contrasting the three types of scales

ADDITIONAL RESOURCES: Explore Geography 3 page 38-39; USGS Learning Web
5. Distance i. • Teacher defines map distance • Teacher defines map distance • Teacher defines map distance 2
• Measuri
and ground distance. and ground distance. and ground distance. periods
ng • Teacher differentiates ground • Teacher differentiates ground • Teacher differentiates ground
distance
s on a distance from map distance distance from map distance by distance from map distance by
map by way of activity. way of activity. way of activity.
70
➢ Map • Teacher guides students to • Teacher assists students to • Teacher asks students to
distance
measure both the straight line measure both the straight line measure the straight line and
➢ Ground and curve distances between and curve distances between curve distances between points
distance points or places on a given points or places on a given or places on a given map.
map. map.
ii.
• Straight
line
• Curvy
line
SKILLS: Measuring skill; Reading scale.

ADDITIONAL RESOURCES: Explore Geography 1 page 42-43; Inspiring Discovery in Geography 1B pg 28.
6. Contour i. • Teacher defines and shows what • Teacher defines and shows what • Teacher defines and shows what 4
lines are contours and contour are contours and contour intervals. are contours and contour intervals. periods
intervals.
• Definitio • Teacher guides students to read • Teacher guides students to read
n • Teacher guides students to read heights of certain places on a map heights of certain places on a map
• Contour heights of certain places on a map using contour lines (using maps using contour lines (using maps
intervals using contour lines (using maps with a few numbers of contour
71
• Indicatin with a few numbers of contour lines only). with many number of contour lines).
g lines only).
heights • Teacher asks students to
using • Teacher asks students to differentiate between steep and • Teacher asks students to
contour
s ii. differentiate between steep and gentle slope by looking at the differentiate between steep and
gentle slope by looking at the contour lines. gentle slope by looking at the
• Steep contour lines.
and
contour lines.
gentle
slope
iii.
SKILLS: Visualizing various slopes; Pattern recognition; Interpreting contour lines

ADDITIONAL RESOURCES: Explore Geography 1 pg 48-49; Inspiring Discovery in Geography 1B pg 30 – 31; USGS Learning web.
72

Geo Sow - Diff Inst (Final Word 2007) (Y78)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Geo Sow - Diff Inst (Final Word 2007) (Y78)

Uploaded by

Copyright:

Available Formats

GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009

TOPIC 1: BASIC SKILLS IN GRAPHICAL REPRESENTATION (GRAPHS)

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

TOPIC 2: WEATHER AND CLIMATE

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

ADDITIONAL RESOURCES: Explore 1 Geography; Inspiring Discovery in Geography 1D.

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

• Teacher demonstrates how

anemometer and wind vane anemometer and wind vane

SKILLS: Interpreting rainfall and temperature graph; extracting information

4. World • D • Teacher defines and • Teacher defines and • Teacher defines

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

1. Population of i. • Teacher asks • Teacher asks • Teacher asks

findings using mind-

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Analyzing and interpreting tables and graphs

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Comparing and contrasting; Causal explanation

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Comparing and contrasting

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Interpreting pictures; extracting information from article

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Constructing a thinking web

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

• Definitions of farming in of diagrams. of diagrams. of diagrams.

winning player. winning player.

SKILLS: Collection and Organisation of information

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Collection of information. Research work. Public speaking

ADDITIONAL RESOURCES: www.asiarice.org , www.riceweb.org , www.econ.upm.edu.my/~fatimah/t3.htm , www.icid.org/cp malaysia.html

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Extracting information; Shading and labelling map

ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D ; www.rainforestweb,org.

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

2. Characte • D • Teacher explains • Teacher explains • Teacher explains

SKILLS: Extracting information; Shading and labelling map

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

3. Types • Id • Teacher guides students to • Teacher guides • Teacher guides

SKILLS: Classifying; Picture interpretation

ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei, Environmental excursion 2000

SKILLS: Picture interpretation; Reasoning, Generating possibilities and Investigating

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Reasoning; collecting information

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Interpreting diagrams

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Interpreting maps; Interpreting pictures; Collecting information

TOPIC 2 : TOURISM IN BRUNEI DARUSSALAM

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Extracting information from pictures; Collecting information from internet

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

a Brunei Darussalam. Brunei Darussalam. Brunei Darussalam.

2. Characteristics i.List • Teacher explains the • Class Activity • Class Activity 1

SKILLS: Collecting information; comparing

LEARNING SUGGESTED TEACHING & LEARNING ACTIVITIES TIME

SKILLS: Map Reading Skills in identifying types of settlement patterns