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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
TOPIC 1: BASIC SKILLS IN GRAPHICAL REPRESENTATION (GRAPHS)
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Bar graph
Definition
Datacollectionandorganizing
Labelling ofbar graph
Constructinga bar graph
Interpretation
i. Defining bargraph.
ii. Collectingandarrangingdata.
iii. Identifyingbar graphtitle.
iv. Identifyinglabel for bargraph axes.
v. Determiningthe scale fordrawing a bargraph.
vi. Constructinga bar graph.
vii. Interpreting bar
graph.
Teacher introduces the word graphby showing various graphs.
Teacher defines bar graph byshowing simple drawing of bargraphs.
Teacher shows students how todraw bar graph.
Teacher groups students intodifferent groups (such asaccording to birth months,favourite colour, etc.)
Teacher records the number ofstudents in each group in a tableform (named as Table A).
Teacher determines the scale todraw the data in the table into abar graph.
Teacher draws the bar graphs.
Teacher give title to the bar graphdrawn
Teacher label the axes.
Teacher assists students to draw thebar graph individually by providing
simple data.
Teacher asks various questionsbased on the bar graph drawn toenable students to interpret it.
Teacher introduces the word graphby showing various graphs.
Teacher defines bar graph byshowing simple drawing of bargraphs.
Group Work
Teacher groups students intodifferent groups (such asaccording to birth months,favourite colour, etc.)
Teacher instructs students to
record the number of students ineach group in a table form (namedas Table A).
Students are asked to determinethe scale to draw the data in thetable into a bar graph.
Teacher guides each group todraw the bar graphs.
Teacher asks student to name thetitle of their bar graph.
Teacher instructs students toidentify and label the bar graph
axes. Teacher asks various questions
based on the bar graph drawn toenable students to interpret it.
Teacher prompt students to giveexample of graphs by drawing ordescription.
Teacher prompt students to definebar graph.
Individual Work
Teacher groups students intodifferent groups (such asaccording to birth months,favourite colour, etc.)
Teacher instructs students to
record the number of students ineach group in a table form (namedas Table A).
Students are asked to determinethe scale to draw the data in thetable into a bar graph.
Teacher guides students to drawthe bar graphs.
Teacher asks student to name thetitle of their bar graph.
Teacher instructs students toidentify and label the bar graph
axes. Teacher guides and prompts
students to interpret the bar graph.
4periods
SKILLS: Skills in drawing bar graph; Comparing data; Interpreting bar graph
1
YEAR 7
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 6-7; http://cstl.syr.edu/ FIPSE/TabBar/ BUILDBAR.HTM
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
2. Divided
bar graph Definition
divided bargraph
Calculatingpercentage
Constructingdivided bargraph
Interpretation
i. Defining
divided bargraph.
ii. Differentiatingbar graphand dividedbar graph.
iii. Calculatingpercentage.
iv. Constructingdivided bargraph.
v. Interpretationof divided bargraph.
Teacher defines and shows
examples of divided bar graphs. Teacher prompts students to
identify the differences between abar graph and a divided bar graph.
Group Work
Teacher assists students to work
in groups to convert the earlier
obtained data in Table A into
percentage.
Teacher guides students to add
an extra column to Table A whichthey have drawn earlier to insertthe percentage they havecalculated.
Teacher assists students toconstruct divided bar graphindividually using thepercentage.
Teacher asks various questionsbase on the graph drawn.
Teacher defines and shows
examples of divided bar graphs. Teacher prompts students to identify
the differences between a bar graphand a divided bar graph.
Individual Work
Teacher assists students to
convert the earlier obtained data
in Table A into percentage.
Teacher guides students to add anextra column to Table A which
they have drawn earlier to insertthe percentage they havecalculated.
Teacher instructs students toconstruct divided bar graphindividually using the percentage.
Teacher asks various questionsbased on the graph drawn.
Teacher defines and shows
examples of divided bar graphs. Teacher prompts students to identify
the differences between a bar graphand a divided bar graph.
Individual Work
Teacher instructs students to
convert the earlier obtained data
in Table A into percentage.
Teacher guides students to add anextra column to Table A which
they have drawn earlier to insertthe percentage they havecalculated.
Teacher instructs students toconstruct divided bar graphindividually using the percentage.
Teacher prompts students tointerpret the graph.
4
periods
SKILLS: Calculating percentage; Comparing and contrasting; Graph skill in drawing divided bar graph; Interpreting.
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 8-9
2
http://cstl.syr.edu/%20FIPSE/TabBar/%20%20%20BUILDBAR.HTMhttp://cstl.syr.edu/%20FIPSE/TabBar/%20%20%20BUILDBAR.HTM8/14/2019 Geo Sow - Diff Inst (Final Word 2003) y78
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
3. Line graph
Definition
Usage
Drawing linegraph
Interpretation
i . Definingline graph.
ii. Drawingline graph.
iii. Interpretingline graph.
Teacher defines and shows
examples of line graphs. Teacher explains the difference in
usage of line graphs compared to bargraphs.
Group Work
Teacher guides students to workin groups to do the initial work indrawing a line graph such asdrawing the axes and the scales tobe used
Teacher assists students to
construct line graph using thegiven information
Based on the line graph drawn,teacher assists students tointerpret the graphs.
Teacher defines and shows examples
of line graphs. Teacher explains the difference in
usage of line graphs compared to bargraphs.
Group Work
Teacher guides students to workin groups to do the initial work indrawing a line graph such asdrawing the axes and the scales tobe used
Teacher assists students to
construct line graph using thegiven information.
Based on the line graph drawn,teacher asks students to interpretthe graphs.
Teacher prompt students to guess
what is line graphs. Teacher prompt students to define
line graphs.
Teacher explains the difference inusage of line graphs compared to bargraphs.
Individual Work
Teacher instructs students to dothe initial work in drawing a linegraph such as drawing the axesand the scales to be used
Teacher instructs students toconstruct line graph using thegiven information.
Based on the line graph drawn,teacher asks students to interpretthe graphs.
4periods
SKILLS: Comparing and contrasting; Skills in drawing line graph; Reading line graph; Interpreting line graph.
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
4. Pie chart
Definition
Finding
angularsegments
Drawing piechart
Interpretation
i . Defining piechart.
ii. Converting
percentagesinto angularsegments.
iii. Drawing piechart.
iv. Interpretingpie chart.
Teacher defines and showsexamples of pie charts.
Group Work
Using the data in Table A above,each group change thepercentage into angularsegments. (First, teacher showsan example on how to do theconversion).
Students record the angularsegments in the table by addinganother column.
Teacher shows studentshow to draw pie chart based on
the above angular segments byfollowing these steps:
Draw the 12 oclock radius.
Draw largest sector firstusing protractor.
Add a key or labels.
Add a title.
Teacher gives some question toenable students to interpret thepie chart.
Teacher defines and showsexamples of pie charts.
Group Work
Using the data in Table A above,each group change thepercentage into angular segments.(First, teacher shows an exampleon how to do the conversion).
Students record the angularsegments in the table by addinganother column.
Students draw pie chart based onthe above angular segments byfollowing these steps:
Draw the 12 oclock radius. Draw largest sector first using
protractor.
Add a key or labels.
Add a title.
Teacher gives some question toenable students to interpret thepie chart.
Teacher shows examples of piecharts.
Teacher prompts students to define
pie chart.
Individual Work
Using the data in Table Aabove, each students have tochange the percentage intoangular segments.
Students record the angularsegments in the table by addinganother column.
Students draw pie chart based onthe above angular segments by
following these steps:
Draw the 12 oclock radius.
Draw largest sector first usingprotractor.
Add a key or labels.
Add a title.
Teacher prompts students tointerpret the pie chart that theyproduce.
4periods
SKILLS: Graph drawing skill; Reading pie chart; Manipulating and comparing data; Interpreting pie chart.
ADDITIONAL RESOURCES: Key Geography: SKILLS, pg 14-15
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
TOPIC 2: WEATHER AND CLIMATE
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Weatherand climate
Defining and
differentiating
weather and
climate
Definingweatherand climate.
Explainingdifferencesbetweenweatherand climate.
Teacher defines and explainsweather and climate.
Teacher lists out and explainsseveral conditions of weather andclimate.
Example: It rained heavily this
morning.
Brunei Darussalam has an equatorial
type of climate.
Teacher defines and explainsweather and climate.
Teacher lists out and explainsseveral conditions of weather andclimate.
Example: It rained heavily this
morning.
Brunei Darussalam has an equatorial
type of climate.
Teacher defines and explainsweather and climate.
Teacher asks students to list outseveral conditions of weather andclimate.
Teacher explains the outcomes.
2
periods
SKILLS: Differentiating
ADDITIONAL RESOURCES: Explore 1 Geography; Inspiring Discovery in Geography 1D.
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
2. Weather
elements
Namingweatherelements
(i) AirTemperature
What is airtemperature?
Instrument SixsThermometer.
Readingand calculatingair temperature
(Daily,temperaturerange andmeantemperature).
Namingweatherelements. Air
Temperature
Rainfall
Winds
Defining airtemperature.
Naming theinstrumentused tomeasure airtemperature
(SixsThermometer)
Labellingparts of theinstrument.
Explaininghow airtemperatureis measured.
Calculatingtemperature
range andmeantemperature.
Teacher introduces the weatherelements
Teacher defines and explains airtemperature.
Teacher explains the instrumentused to measure air temperature.
Teacher distributes diagrams of theinstrument and guides students tolabel its basic parts.
Teacher explains how airtemperature is measured.
Teacher explains and guidesstudents with resource sheet to
work out the calculations oftemperature range and mean temp.
Teacher introduces the weatherelements
Teacher defines and explains airtemperature.
Teacher explains the instrumentused to measure air temperature.
Teacher distributes diagrams of theinstrument and guides students tolabel the basic parts.
Teacher explains how airtemperature is measured.
Teacher explains and guidesstudents with resource sheet to
work out the calculations oftemperature range and mean temp.
Teacher introduces the weatherelements
Teacher defines and explains airtemperature.
Teacher explains the instrumentused to measure air temperature.
Teacher distributes diagrams of theinstrument and asks students tolabel the basic parts with referenceto text books.
Teacher explains how airtemperature is measured.
Group work
Teacher distributes resource
sheet with temperature reading toeach group and guides them towork out the calculations oftemperature range and meantemperature with reference totextbooks.
8
periods
SKILLS: Recording Temperature; sketching diagram; extracting information from resource sheet.
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ADDITIONAL RESOURCES:Explore 1 Geography ; Inspiring Discovery in Geography 1D
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
(ii) Rainfall
What is rainfall?
The formationof rainfall
Types ofrainfalls
Instrument Rain gauge.
Calculatingrainfall (meanmonthly andannual rainfall)
Definingrainfall.
Naming theprocessesof rainfallformation.
Listingtypes ofrainfall.
Naming theinstrument
used tomeasurerainfall(RainGauge).
Labelling itsparts.
Calculatingmeanmonthlyand annualrainfall.
Teacher defines and explainsrainfall with slides.
Teacher explains rain formation withsketch diagram.
Teacher provides printed diagramand guides students to label theprocesses of rain formation.
Teacher provides diagram andguide students to identify the type ofrainfall.
Teacher explains the instrumentused to measure rainfall.
Teacher guides students to labelthe parts of the instrument.
Teacher gives some rainfall dataand guide students to calculatemean monthly and annual rainfall.
Teacher defines and explainsrainfall with slides.
Teacher explains rain formation withsketch diagram.
Teacher provides printed diagramand guides students to label theprocesses of rain formation.
Teacher provides diagram andguide students to identify the type ofrainfall.
Teacher explains the instrumentused to measure rainfall.
Teacher guides students to labelthe parts of the instrument.
Teacher gives some rainfall dataand guide students to calculatemean monthly and annual rainfall.
Teacher defines and explainsrainfall with slides.
Teacher discusses the formation ofrainfall with sketch diagrams.
Students will be asked to draw andlabel the diagram.
Teacher provides diagram andguide students to identify the type ofrainfall.
Teacher explains the instrumentused to measure rainfall.
Teacher asks students to draw andlabel the parts of the instrument.
Group work
Teacher gives some rainfall dataand explains how to calculatemean monthly and annual rainfall.
In groups of 4 or 5, students workout the given task.
Students will present their work.
8
periods
SKILLS: Calculating given data
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ADDITIONAL RESOURCES:Explore 1 Geography; Inspiring Discovery in Geography 1D
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
(iii) Winds
What is wind?
Instruments Anemometerand wind vane
The siting ofwind vane andanemometer
Definingwind.
Naming theinstrumentsused formeasuringwind speedand winddirections.
Labelling itsparts.
Explainingtheappropriatesiting ofwind vaneandanemometer
Explaininghow theinstrumentswork.
Stating winddirectionshown bywind vane.
Teacher defines and explains wind.
Teacher explains the instrumentsused to measure wind speed andwind direction.
Teacher provide printed diagram ofthe instrument and guides students
to label the parts.
With flash slides, teacher explainsthe correct siting of wind vane andanemometer.
Teacher demonstrates howanemometer and wind vane works.
Teacher asks students to state thewind directions shown by referringto diagrams of wind vane
Teacher defines and explains wind.
Teacher explains the instrumentsused to measure wind speed andwind direction.
Teacher provide printed diagram ofthe instrument and guides students
to label the parts.
With flash slides, teacher explainsthe correct siting of wind vane andanemometer.
Teacher demonstrates howanemometer and wind vane works.
Teacher asks students to state thewind directions shown by referringto diagrams of wind vane.
Teacher defines and explains wind.
Teacher explains the instrumentsused to measure wind speed andwind direction.
Teacher instructs the students todraw the instruments and label theparts.
With flash slides, teacher explainsthe correct siting of wind vane and
anemometer.
Teacher demonstrates howanemometer and wind vane works.
Group work
Each group is asked to note downthe wind direction by looking atthe wind vane in the schoolweather station.
Each groups observation is thenrecorded on a worksheet.
4
periods
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
SKILLS: Observation
ADDITIONAL RESOURCES:Explore 1 Geography; Inspiring Discovery in Geography 1D
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
3. Equatorialclimate
Main features ofequatorialclimate
Case Study :The equatorialclimate ofBruneiDarussalam.
Statingmainfeatures ofequatorialclimate.
Readingandinterpretingthe rainfallandtemperaturegraph of
BruneiDarussalam
Teacher asks students to list out themain features of local climate.
Teacher provides resourceworksheets on the rainfall andtemperature graph of Brunei.
Teacher guides students tocomplete the worksheet.
Teacher asks students to list out themain features of local climate.
Teacher provides resourceworksheets on the rainfall andtemperature graph of Brunei.
Teacher guides students tocomplete the worksheet.
Teacher asks students to list out themain features of local climate.
Class Activity
Teacher distributes the climatic
graph and daily weather forecast
of Brunei for class discussion.
Students are asked to complete
the resource worksheets.
4
periods
SKILLS: Interpreting rainfall and temperature graph; extracting information
ADDITIONAL RESOURCES:Explore 1 Geography; Inspiring Discovery in Geography 1D
4. World
climatic
changes
Global Warming
-Increase of theearths surface
temperatureCauses :
Forestclearance
Forestburning
Industrialactivities
DefiningGlobalWarming.
Stating thecauses forglobal
climaticchanges.
Teacher defines and explainsGlobal Warming.
Teacher describes the causes ofglobal climatic changes.
Teacher defines and explainsGlobal Warming.
Teacher describes the causes ofglobal climatic changes.
Teacher defines and explains GlobalWarming.
Group work on internet survey onglobal warming
Teacher instructs the students to
carry out inquiry learningactivities on the causes of worldclimatic changes
4
Periods
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SKILLS: Extracting information from text/school library and developing thinking skills
ADDITIONAL RESOURCES:Explore 1 Geography; Inspiring Discovery in Geography 1D
TOPIC 3 : POPULATION
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME
MUST DO SHOULD DO COULD DO
1. Population of
Brunei
Darussalam
Definition
Populationgrowth inBruneiDarussalam
Reasons forpopulationchanges
Calculatingpopulation rates
Reasons forhigh birth rateand low deathrate
i. Defining thetermsPopulation,Birth Rateand NaturalIncrease.
ii. Describingthepopulationgrowth in BD.
iii.Stating thereasons forpopulationchanges inBD.
iv.Calculating
Birth Rate,Death Rate,and NaturalIncrease.
v. Describingreasons forhigh birth rateand low deathrate in BD.
Teacher asks students to definekey terms population, birth rate,death rate and natural increase.
Teacher provides students tablesand bar graphs on population factsand figures in Brunei Darussalamto describe the population trend ofthe growth.
Teacher prompts students to talkabout the reasons for population
changes in Brunei.
Teacher explains how to calculateBirth Rate and Death Rate.
Teacher explains how to calculatethe natural increase.
Group Work
Teacher groups students into 4or 5.
Teacher guides and promptsstudents to describe the reasons
for high birth rate and low deathrate in Brunei Darussalam.
Teacher asks students to definekey terms population, birth rate,death rate and natural increase.
Teacher provides students tablesand bar graphs on population factsand figures in Brunei Darussalamto describe the population trend ofthe growth.
Teacher prompts students to talkabout the reasons for population
changes in Brunei.
Teacher explains how to calculateBirth Rate and Death Rate.
Teacher explains how to calculatethe natural increase.
Group Work
Teacher groups students into 4or 5.
Teacher asks them to discuss thereasons for high birth rate and
low death rate in BruneiDarussalam.
Teacher then asks each group topresent their findings.
Teacher asks students to definekey terms population, birth rate,death rate and natural increase.
Teacher provides students tablesand bar graphs on population factsand figures in Brunei Darussalamto describe the population trend ofthe growth.
Teacher prompts students to talkabout the reasons for populationchanges in Brunei.
Teacher explains how to calculateBirth Rate and Death Rate.
Teacher explains how to calculatethe natural increase.
Group Work
Teacher groups students into 4or 5.
Teacher asks them to discuss thereasons for high birth rate and
low death rate in BruneiDarussalam.
Teacher asks each group topresent their findings using mind-mapping concept.
4
Periods
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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
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME
MUST DO SHOULD DO COULD DO
2. PopulationStructure inBD
Definition
Construction of
populationpyramid of BD
Interpretation ofpopulationpyramid of BD
3 groups in apopulationpyramid
i. Definingpopulationstructureandpopulationpyramid.
ii. Constructingpopulationpyramid ofBruneiDarussalam.
iii. Interpretingpopulation ofBruneiDarussalam.
iv. Identifyingthe 3populationgroups in apopulationpyramid.
.Teacher defines populationstructure and populationpyramid.
Teacher asks students to constructa population pyramid using a givenpopulation data on BruneiDarussalam.
Teacher guides students tointerpret the population pyramid ofBrunei Darussalam.
Teacher guides students to identifythe 3 population groups in apopulation pyramid.
Teacher defines populationstructure and populationpyramid.
Teacher asks students to constructa population pyramid using a givenpopulation data on BruneiDarussalam.
Teacher asks students to interpretthe population pyramid of BruneiDarussalam.
Teacher asks students to identifythe 3 population groups in apopulation pyramid.
Teacher defines populationstructure and populationpyramid.
Teacher asks students to constructa population pyramid using a givenpopulation data on BruneiDarussalam.
Teacher asks students to interpretthe population pyramid of BruneiDarussalam.
Teacher asks students to identifythe 3 population groups in apopulation pyramid.
4
Periods
SKILLS: Analyzing and interpreting tables and graphsADDITIONAL RESOURCES: Illustrated Source Book in Geography 1, pg 72-73; Interactive Geography 1, pg 120
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CONTENT LEARNINGOUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
3. PopulationDistributionand Densityin BruneiDarussalam
Populationdistribution
Populationdensity
i . Definingpopulationdistributionandpopulationdensity.
ii. Calculatingpopulationdensity.
iii.Givingreasons forthedifferences inpopulationdensity inBruneiDarussalam.
Teacher defines key termspopulation distribution andpopulation density.
Teacher explains how to calculatepopulation density.
Group Work
Teacher asks students toidentify densely and sparselypopulated areas in BruneiDarussalam on map of BruneiDarussalam.
Teacher asks students todiscuss the reasons for thedifferences in population densityin Brunei Darussalam.
Teacher defines key termspopulation distribution andpopulation density.
Teacher explains how to calculatepopulation density.
Pair Work
Teacher asks students toidentify densely and sparselypopulated areas in BruneiDarussalam on map of BruneiDarussalam.
Teacher asks students todiscuss the reasons for thedifferences in population densityin Brunei Darussalam.
Teacher defines key termspopulation distribution andpopulation density.
Teacher explains how to calculatepopulation density.
Individual Work
Teacher asksstudents to identify densely andsparsely populated areas inBrunei Darussalam on map ofBrunei Darussalam.
Teacher asksstudents to discuss the reasonsfor the differences in populationdensity in Brunei Darussalam.
2
Periods
SKILLS: Comparing and contrasting; Causal explanation
ADDITIONAL RESOURCES: Illustrated Source Book for Geography 1, pg 74-75; Interactive Geography 1, pg 120
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
4. Rural-UrbanMigration
Migration, rural-urbanmigration, pushand pull factors
Effects of rural-urban migration
i. Defining thekey termsMigration,Rural-UrbanMigration,PushFactor andPull Factor.
ii. Listingreasons forthe migrationby identifyingthe push andpull factors.
iii.Statingeffects ofrural-urbanmigration toboth ruraland urbanareas.
Teacher defines the key termsMigration, Rural-UrbanMigration, Push Factor and PullFactor.
Teacher guides students todiscuss the push and pull factorsof rural-urban migration in groups.
Group Work
Students are formed into groupsto discuss the effects ofmigration to both rural and urbanareas.
Teacher defines the key termsMigration, Rural-UrbanMigration, Push Factor and PullFactor.
Teacher asks students to discussthe push and pull factors of rural-urban migration in pairs.
Group Work
Students are formed intogroups to discuss the effects ofmigration to both rural andurban areas, and present theoutcome to the class usingmind-mapping concept.
Teacher defines the key termsMigration, Rural-UrbanMigration, Push Factor and PullFactor.
Teacher asks students to discussthe push and pull factors of rural-urban migration in pairs.
Group Work
Students are formed into groupsto discuss the effects ofmigration to both rural andurban areas, and present theoutcome to the class usingmind-mapping concept or byusing power-point.
4
Periods
SKILLS: Comparing and contrasting
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TOPIC 4 : INDUSTRY
CONTENT
LEARNING
OUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIME
FRAMEMUST DO SHOULD DO COULD DO
1. Industry
Types
Factors affectinglocation.
Case Study:
Sungai LiangIndustrialPark
i. Defining thedifferenttypes ofindustries(primaryindustry,secondaryindustry andtertiaryindustry).
ii. Listingexamples ofeach type ofindustries.
iii.Listing andexplainingthe factorsaffectingindustriallocation.
iv.Listing factor
affecting thelocation ofSungai LiangIndustrialPark.
Teacher defines the term industry.
Teacher defines and explains thedifferent types of industries andgive examples.
Class Activity
Teacher asks students to identifythe different types of industry withthe aid of pictures.
Teacher lists and explains thefactors affecting industrial location.
Teacher lists and explain thefactors affecting the location ofSungai Liang Industrial Park using
given aerial map
Teacher defines the term industry.
Teacher defines and explains thedifferent types of industries andgive examples
Class Activity
Teacher asks students to identifythe different types of industry withthe aid of pictures.
Teacher lists and explains thefactors affecting industrial location.
Research work
Teacher asks students to list out
some factors affecting the location
of Sungai Liang Industrial Park withthe help of articles from internet or
newspaper.
Teacher asks students to brieflydefine the term industry.
Teacher defines and explains thedifferent types of industries and askstudent to give examples.
Class Activity
Teacher asks students to identifythe different types of industry withthe aid of pictures.
Teacher asks students to work ingroups to list and explain thefactors affecting industrial location.
Research work
Teacher asks students to list outsome factors affecting thelocation of Sungai LiangIndustrial Park with the help ofarticles from internet ornewspaper.
Teacher asks students topresent their work e.g.PowerPoint presentation
6Periods
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GEOGRAPHY SCHEME OF WORK FOR DIFFRENTIATED INSTRUCTIONS - YEAR 7 AND 8 OCTOBER 2009
SKILLS:Interpreting pictures; extracting information from article
ADDITIONAL RESOURCES:Understanding Geography Bk 4, pg 150-153; http://www.bedb.com.bnCONTENT
LEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
2. Industry andthe
environment
Pollution
Air
Water
Noise
Ways to
overcome
i . Defining thepollution
ii. Identifying the3 types ofpollution
iii. Listing anddiscussing thecauses of the3 types ofpollution
iv. Identifying andlistingstrategies forindustries touse to reducethe impact totheenvironment.
Teacher asks students to definepollution.
Research work
Teacher list the various
methods to reduce industrial
pollution from the internet,
newspaper, library, etc and
instructs students to do a
scrapbook.
Teacher asks students tostudy variety of photograph and
identify the 3 types of pollutioncaused by industries.
Teacher discusses withstudents the causes of the 3types of pollution.
Teacher asks students to definepollution.
Research work
Teacher asks
students to look for various
methods to reduce industrial
pollution from internet,
newspaper, library etc and
instructs students to do a
scrapbook.
Teacher asksstudents to study variety ofphotographs and identify the 3types of pollution caused byindustries.
Teacher asks thestudents to discuss the causesof the 3 types of pollution.
Teacher asks students to definepollution.
Research work
Teacher asksstudents to look for variousmethods to reduce industrialpollut ion from internet,newspaper, library etc andinstructs students to presenttheir works.
Teacher asksstudents to study variety ofphotographs and identify the 3types of pollution caused byindustries.
Teacher asksstudents to discuss the causesof the 3 types of pollution.
2Periods
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 acidrain.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
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TOPIC 5 : FARMING
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME
MUST DO SHOULD DO COULD DO
1. Farming as a
primary
industry
i. Definingfarming
Teacher introduces and definesthe term farming as a primaryindustry.
Teacher introduces and definesthe term farming as a primaryindustry.
Teacher introduces and definesthe term farming as a primaryindustry.
2
periods
2. Agricultural
system:
Farming
System:Inputs
ProcessesOutputs
Inputs:
Natural
Human
Processes:
Farmingactivities
Outputs:
Crops
Animals
i. Defining aFarmingSystem
ii. Defining inputs& outputs,natural inputs
and humaninputs.
iii. Creating a chartto show thesystem.
iv. Naming theinputs,processes andoutputs underthe correctcategories.
v. Naming thefarmingprocesses inthe correctsequence.
Teacher explains farming systemwith the aid of diagrams.
Teacher defines inputs, outputs,natural inputs & human inputs.
Teacher provides a web of thefarming system and guidesstudents to fill in the contents.
Group Work
Teacher providesdiagrams of the processes toeach group and asks studentsto arrange the diagrams inorder and name each of theprocesses.
Teacher explains farming systemwith the aid of diagrams.
Teacher defines inputs, outputs,natural inputs & human inputs.
Teacher provides a web of thefarming system and asks studentsto fill in the contents.
Pair Work
Teacher providesdiagrams of the processes toeach group and asks studentsto arrange the diagrams inorder and name each of theprocesses.
Teacher explains farming systemwith the aid of diagrams.
Teacher defines inputs, outputs,natural inputs & human inputs.
Teacher provides a web of thefarming system and asks studentsto fill in the contents.
Individual Work
Teacher providesdiagrams of the processes toeach student and asksstudents to arrange thediagrams in order and nameeach of the processes.
SKILLS:Constructing a thinking web
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ADDITIONAL RESOURCES: Geography Elective, pg 18 23; Geography of Brunei Darussalam Source Book For Upper Secondary, pg 52; Our World : A Closer LookElective, pg 20 23; Understanding Geography 4, pg 8
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME
MUST DO SHOULD DO COULD DO
3. Main types of
farming:
Definitions
Arable vsLivestock vsMixed
CommercialvsSubsistence
Intensive vsExtensive
Sedentary vs
Shifting /Nomadic
Characteristics
Intensive
extensive
i. Naming anddefining thevarious types offarming in brief.
ii. Giving someexamples of thetypes offarming.
iii. Describingbriefly thecharacteristicsof intensive andextensivefarming.
Teacher introduces the differenttypes of farming with the aid ofdiagrams.
Teacher defines the different typesof farming and gives examples ofeach type.
Pair Work
Teacher lists thecharacteristics of extensive and
intensive farming on the boardand asks students to put themunder the correct type offarming on a given worksheet.
Students do activityby playing the following game:
Students to begrouped in 3.
Each group is givena set of picture card.
1 student plays therole of referee & 2 as
competitors The referee shows
diagrams of the varioustypes / examples of farming.
the pair competes innaming the type / example offarming shown.
Teacher introduces the differenttypes of farming with the aid ofdiagrams.
Teacher defines the different typesof farming and gives examples ofeach type.
Individual Work
Teacher lists thecharacteristics of extensive and
intensive farming randomly onthe board and asks students toput them under the correctheading (intensive or extensive)on a given worksheet.
Students do activityby playing the following game:
Students to be grouped in 3.
Each group is given a set ofpicture card.
1 student plays the role ofreferee & 2 as competitors
The referee shows diagramsof the various types /examples of farming.
the pair competes in namingthe type / example of farmingshown.
The referee tallies the score &
Teacher introduces the differenttypes of farming with the aid ofdiagrams.
Teacher defines the different typesof farming and gives examples ofeach type.
Individual Work
Teacher lists the characteristics ofextensive and intensive farming
randomly on the board and asksstudents to put them under thecorrect heading (intensive orextensive) on a given worksheet.
Students do activity by playing thefollowing game:
Students to be grouped in 3.
Each group is given a set ofpicture card.
1 student plays the role ofreferee & 2 as competitors.
The referee shows diagrams of
the various types / examples offarming.
the pair competes in namingthe type / example of farmingshown.
The referee tallies the score &announces the winning player.
2
periods
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The referee talliesthe score & announces thewinning player.
announces the 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 GeographyElective, pg 174; Geography Elective, pg 8; Interactive Geography 4 (Special / Express/Normal / Academic), pg 80 81; Our World : ACloser Look Elective, pg 24 26, 28; Understanding Geography 1, pg 116 120; Understanding Geography 4, pg 82
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAME
MUST DO SHOULD DO COULD DO
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4. Types of
farming in
Brunei
Darussalam:
A. Market
gardening inBrunei-Muara
District
Inputs
Process:
Soil-culture
Soilless culture
Outputs
C
haracteristics
Problems:
Infertile soil
High cost ofinputs
Shortage oflabour
Pests &diseases
Solutions:
Application offertilizers
Governmentshelp
Import labour
Application ofpesticides
i. Naming theinputs &outputs ofmarketgardening
ii. Describing the
process offarming (soilculture).
iii. Explainingbriefly what issoil-lessculture:
Hydroponics
Aeroponics
iv. Listing thecharacteristics
of marketgardening.
v. Stating theproblems ofmarketgardening inBruneiDarussalam.
vi. Suggestingsolutions to theproblems.
Teacher explains the inputs andoutputs of market gardening.
Teacher explains the term soilculture and soil-less culture andtheir differences by givingexamples.
Teacher lists the characteristicsof market gardening.
Teacher describes the problemsinvolved in market gardening.
Pair Work
Teacher lists the solutions forthe problems of marketgardening in Brunei on theboard and asks students tomatch each solution to thecorrect problem.
Teacher explains the inputs andoutputs of market gardening.
Teacher explains the term soilculture and soil-less culture andtheir differences by givingexamples.
Teacher guides students to listthe characteristics of marketgardening.
Teacher describes the problemsinvolved in market gardening.
Individual Work
Teacher lists the solutions for theproblems of market gardening inBrunei on the board and asks thestudents to match each solutionto the correct problem.
Teacher explains the inputs andoutputs of market gardening.
Teacher explains the term soil cultureand soil-less culture and theirdifferences by giving examples.
Teacher guides students to list thecharacteristics of market gardening.
Teacher describes the problemsinvolved in market gardening.
Group Work
Students are asked to work ingroups to find solutions for theproblems and present to the class.
Fieldtrip:
Teacher takes the students on afieldtrip to a nearby market
gardening area.Students are asked to observe and
note down the points of the areawhich are related to whatever theyhave studied about marketgardening. (Teachers areencouraged to providequestionnaires to facilitate the fieldtrip).
Students are asked to work ingroups to write a report of their visitand present it to the class.
4
periods
SKILLS:Collection and Organisation of informationADDITIONAL 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
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(Special / Express / Normal / Academic), pg 69 76; Interactive Geography Activity Book 4 (Special / Express), pg 83 84; Our World : ACloser Look Elective, 63 68, 15 17; Understanding Geography 1, pg 112 115; Understanding Geography 4, pg 108 111
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
B. Wet rice
farming
a) in Brunei-
Muara District -Wasan
(Modern method)
b) in TemburongDistrict -Kg. Senukoh(Traditionalmethod)
Inputs
Process
Output
Problems: Infertile soil
High cost ofinputs
Shortage oflabour
Pests &diseases
Cheaperimports
Solutions:
Application offertilizers
Governmentshelp
Import labour
Application of
pesticides.
i. Naming theinputs and
outputs in eachmethod offarming.
ii. Describing theprocess offarming in bothmodern andtraditionalmethods.
iii. Definingbriefly the termsgreenrevolution andirrigation.
iv. Stating theproblems of wetrice cultivationin BruneiDarussalam.
v. Suggesting
solutions to the
problems.
Teacher discusses with thestudents on the inputs and outputs
of both the methods of farming.
Teacher defines the terms greenrevolution and irrigation.
Teacher describes the processesinvolved in both farming methods.
Teacher states the problemsinvolved in wet rice farming.
Pair work:
Teacher lists the solutions forthe problems on the board andasks students to match eachsolution to the correct problem.
Teacher discusses with thestudents on the inputs and outputs
of both the methods of farming.
Teacher defines the terms greenrevolution and irrigation.
Teacher describes the processesinvolved in both farming methods.
Group Work
Teacher groups the studentsand asks them to discuss on theproblems faced by the wet ricecultivation in Brunei.
Teacher also asks each groupto suggest solutions for theproblems and present them tothe class.
Teacher discusses with thestudents on the inputs and outputs
of both the methods of farming.
Teacher defines the terms greenrevolution and irrigation.
Project Work
Teacher will providequestionnaires for this project.
Lesson venue: School Library.
Aids: Internet, Newspaper andReference books.
Students are grouped to collectinformation on both methods ofrice farming.
Students are asked to work ingroups to write a report on theirfindings and present it to theclass
Group Work
Teacher groups the students andasks them to discuss on theproblems faced by the wet ricecultivation in Brunei.
Teacher also asks each group to
suggest solutions for theproblems and present them tothe class.
4 Periods
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.htmlDiscovering 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
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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
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Worldtropicalrainforestsandmangroves.
Generaldistribution
Tropicalrainforest(Latitude 0to 10 N andS of theequator)
Mangrove(in swampycoastal areasof tropicalregions)
Major tropicalrainforest areas
Identifying thegeneraldistribution oftropicalrainforests andmangroves.
Identifying thelocation anddistribution ofthe majortropical
rainforestareas-Amazon, Zaire,Southeast Asia
Teacher provides blank outlinemap of the world.
Teacher guides students to locatethe regions of tropical rainforest inthe world using the textbook.
Teacher asks students to shadeand guides them to name themajor tropical rainforest areas.
Teacher provides blank outlinemap of the world.
Teacher guides students tolocate the regions of tropicalrainforest in the world using thetextbook.
Teacher asks students to shadeand guides them to name themajor tropical rainforest areas.
Teacher provides blank outlinemap of the world.
Teacher asks students to locatethe regions of tropical rainforest inthe world using the textbook.
Research work
Students are asked to carry outinternet survey on majortropical rainforest areas.
Students are instructed to dosimple report.
Students are asked to shadeand name the major tropicalrainforest areas.
4
periods
SKILLS: Extracting information; Shading and labelling map
ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D ; www.rainforestweb,org.
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
2. Characteristicsof the tropical
rainforest
Evergreen
Tall and straight
Buttress roots
5 layers:
emergentlayer
canopy layer
understoreylayer
shrub layer
ground layer
Describingcharacteristicsof TropicalRain forest.
Naming thefive layers oftropicalrainforest.
Teacher explains main features ofthe forest with slides.
Teacher provides diagrams andguides students to name the fivelayers of the forest.
Teacher explains main featuresof the forest with slides.
Teacher provides diagrams andguides students to name the fivelayers of the forest.
Teacher explains main features ofthe forest with slides.
Teacher provides diagrams andasks students to name the fivelayers of the forest.
4
periods
3. Characteristics of themangroveforest
Evergreen
Uniform height -no distinctvertical layers
Grow denselytogether
Types of roots
Describingcharacteristicsof mangroveforest
Namingdifferent typesof roots prop, buttressand breathing
roots
Teacher explains main features ofthe forest with diagrams.
Teacher provides a diagram andguides the students to name thedifferent types of roots.
Teacher explains main featuresof the forest with diagrams.
Teacher provides a diagram andguides the students to name thedifferent types of roots.
Teacher explains main features ofthe forest with diagrams.
Teacher provides a diagram andasks the students to name thedifferent type sof roots.
SKILLS: Extracting information; Shading and labelling map
ADDITIONAL RESOURCES: Interactive Geography 3 p112; Inspiring Discovery in Geography 1D; www.rainforestweb,org.
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
4. Typesof trees and
benefits offorests
Differentspecies of trees
Hard
medium
lighthardwood
Benefits offorests
Identifying andnaming the
differentspecies of treesin tropicalrainforest.
Stating thebenefits offorest to theenvironmentand people.
Teacher guides students to classifythe species of hard, medium andlight hardwood trees.
Teacher describes the benefits offorest to the environment andpeople.
Teacher guides students to listforest products in groups.
Teacher guides students to classifythe species of hard, medium andlight hardwood trees.
Teacher describes the benefits offorest to the environment andpeople
Teacher guides students to listforest products in groups.
Teacher guides students to classifythe species of hard, medium andlight hardwood trees.
Group work
Students are set in group andask to discuss the benefits offorests to the environment andpeople.
Individual work
Students are asked to list downthe forest products found inschool and at home and presentthe finding to the class.
2
periods
5. Case study:Forestry inBruneiDarussalam
Forest reservesand Stateland
forests
Stagesoflogging
Defining theword forestreserves andstatelandforests.
Locating andnaming the
ForestReserves.
Describing thestages oflogging
Teacher defines the word forestreserve and stateland forest.
Teacher provides forest reservesmap of Brunei and asks students toname the forest reserve areas.
Teacher explains the stages of
logging with slides.
Teacher provides diagrams andguides the students to complete thestages of logging.
Teacher defines the word forestreserve and stateland forest.
Teacher provides forest reservesmap of Brunei and asks studentsto name the forest reserve areas.
Teacher asks students to work in
groups to make flash cards on thelogging stages based on thepictures collected by them.
Students will arrange the picturesin the correct order and the leaderwill present it to the whole class.
Teacher defines the word forestreserve and stateland forest.
Teacher provides outline map ofBrunei and ask students to locateand name the forest reserve areas.
Fieldtrip
Study trip to the sawmills in Tutongor Belait districts. Teacher provides
questionnaires and the students
are expected to answer the
questions and write a report on the
trip.
4
periods
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SKILLS: Classifying; Picture interpretation
ADDITIONAL RESOURCES: An Introduction to Forestry in Brunei, Environmental excursion 2000
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
6. Reasons fordeforestation
Agriculture
Firewood
Settlement
Mining
Roads
Defining theworddeforestation
Listing downthe reasonsfordeforestation
Teacher defines and explainsdeforestation with pictures.
Teacher describes several reasonsfor deforestation and guides them tocomplete the given resource tasks.
Teacher defines and explainsdeforestation with pictures.
Teacher describes several reasonsfor deforestation and guides themto complete the given resourcetasks.
Teacher defines and explainsdeforestation with pictures.
Group work
Teacher instructs students todiscuss in groups the reasonspeople cut down forests andpresent to class.
4
periods
7. Problems ofdeforestation
Soil erosion
Flood
Extinction ofplants andanimals
Less oxygenand rainfall
Stating theproblems ofdeforestation
Defining theterm soilerosion.
Teacher explains the link betweendeforestation and soil erosion,flood, extinction of plants and
animals. Teacher introduces and defines the
term soil erosion.
Teacher explains the link betweendeforestation and soil erosion,flood, extinction of plants and
animals. Teacher introduces and defines the
term soil erosion.
Internet survey
Teacher instructs students tocarry out research on theproblems of deforestation andcomplete the given tasks.
Teacher introduces and defines theterm soil erosion.
8. Forestconservation
Definition
Conservation
Reforestation
Afforestation Selective
logging
Creating forestreserves andnational parks
Heavy fines for
Defining thetermsconservation,reforestation,afforestation
and selectivelogging.
Stating thedifferent wayson how forestcan be
Teacher defines the terms.
Teacher explains how forests canbe protected with the aid of slides.
Teacher defines the terms.
Teacher explains how forests canbe protected with the aid of slides.
Teacher defines the terms.
Teacher asks students to discuss onthe values of forests and what canbe done to protect them.
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illegal logging 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
CONTENT LEARNINGOUTCOMESSUGGESTED TEACHING & LEARNING ACTIVITIES TIME
FRAMEMUST DO SHOULD DO COULD DO
1. Types ofResources
Definition of
Resource,Renewable,Non-Renewable
Examples of
resource
i . Definingresource,renewableresourceand non-renewableresource.
ii. Listingexamples of
renewableand non-renewableresource.
Teacher defines the termresource, renewable resourceand non-renewable resource.
Teacher guides students to listexamples of renewable resourcesand non-renewable resources.
Teacher defines the termresource, renewable resourceand non-renewable resource.
Teacher asks students to listexamples of renewable resourcesand non-renewable resources.
Teacher defines the termresource, renewable resourceand non-renewable resource.
Teacher asks students to listexamples of renewable resourcesand non-renewable resources.
2
Periods
SKILLS: Reasoning; collecting information
ADDITIONAL RESOURCES: Understanding Geography Bk 2; pg 2-9
2. Mining : Oiland GasIndustry inBruneiDarussalam
Major Oil Fieldsin BruneiDarussalam
Formation of Oil
and Gas.
Method of
i. Identifyingand locatingthe major oilfields inBruneiDarussalam.
ii. Labeling anddescribingthe formationof oil andgas.
Teacher locates and names themajor oil fields in BruneiDarussalam on a map.
Teacher guides students to label
the diagram on the formation of oiland gas. With the diagramteacher briefly describes theformation of oil and gas.
Teacher guides students to namethe method of exploration of oiland gas with the aid of diagrams.
Teacher asks students to locateand name the major oil fields inBrunei Darussalam on a map.
Teacher guides students to label
the diagram on the formation of oiland gas. With the diagramsteacher briefly describes theformation of oil and gas.
Teacher guides students to namethe methods of exploration of oil
Teacher asks students to locateand name the major oil fields inBrunei Darussalam on a map.
Teacher describes the formation
of oil and gas with the aid ofdiagrams and asks students tolabel the diagram.
Teacher asks students to namethe methods of exploration of oiland gas with the aid of diagrams.
10
Periods
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exploration andextraction of Oil andGas.
(Cont)
iii.Naming themethod ofexploration ofoil and gas.
Teacher describes briefly themethod of extracting of oil andgas.
and gas with the aid of diagrams.
Teacher describes briefly themethod of extracting of oil and gas.
Teacher describes briefly themethod of extracting of oil andgas.
CONTENT
LEARNING
OUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIME
FRAMEMUST DO SHOULD DO COULD DO
(.cont.)
Processing of Oiland Gas
Oil Refining
Liquefactionof Gas
Oil Products.
Importance of Oil
and Gas Industry
iv.Describingthe methodof extractingof oil andgas.
v. Naming,labeling anddescribing
briefly themethods ofoil refining
vi. Listing theproducts ofoil refining.
vii. Describingbriefly themethods ofliquefactionof oil
viii.Stating theimportance ofoil and gasindustry toBruneiDarussalam.
Teacher describes briefly theprocesses of oil refining. Teacherguides students to name and labelthe diagram of oil refining.
Teacher provides diagrams onproducts of oil refining and guidesstudents to name those products.
Teacher guides students to thinkabout other products of oil refiningand list them down.
Teacher describes briefly theprocesses of liquefaction of gaswith the aid of diagrams.
Teacher guides students to statethe importance of oil and gasindustry to Brunei Darussalam.
Teacher describes briefly theprocesses of oil refining. Teacherasks the students to name andlabel the diagram of oil refining.
Teacher provides diagrams onproducts of oil refining and guidesstudents to name those products.
Teacher asks students to thinkabout other products of oil refiningand list them down.
Teacher describes briefly theprocesses of liquefaction of gaswith the aid of diagrams.
Teacher discusses with thestudents on the importance of oiland gas industry to BruneiDarussalam.
Teacher describes briefly theprocesses of oil refining. Teacherasks the students to name andlabel the diagram of oil refining.
Teacher provides diagrams onproducts of oil refining and asksstudents to name those products.
Teacher asks students to thinkabout other products of oil refiningand list them down.
Teacher describes briefly theprocesses of liquefaction of gaswith the aid of diagrams.
Teacher asks students to work ingroups to discuss the importanceof oil and gas industry to BruneiDarussalam and share theirfinding to the class.
SKILLS: Interpreting diagrams
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ADDITIONAL RESOURCES: Geography of Brunei Darussalam Source Book for Upper Secondary, pg 102-132
TOPIC 1 : FISHING
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Fishing inBruneiDarussalam
Importance offishing
Factors
encouragingfishing
Fishing areas
Types of fishcaught
i. Explainingtheimportanceof fishing.
ii. Stating thefactors
encouragingfishing inBruneiDarussalam.
iii. Identifyingand locatingthe mainfishing areasin BruneiDarussalam.
iv. Listing anddescribingthe differenttypes andmethods offishing inBruneiDarussalam.
Teacher explains the importanceof fishing.
Teacher explains the factorsencouraging fishing in BruneiDarussalam.
Teacher guides students tolocate the main fishing areas inBrunei Darussalam with the aid ofa map.
Teacher explains the two types offishing in Brunei Darussalam(inshore and offshore fishing).
Teacher shows the diagram onvarious methods of fishing andasks students to match the
diagrams with the correct name.
Teacher describes the mainmethods of fishing in BruneiDarussalam.
Teacher asks students to listthe different types of fish caught in
Teacher guides students to explainthe importance of fishing.
Teacher explains the factorsencouraging fishing in BruneiDarussalam.
Teacher asks students tolocate the main fishing areas inBrunei Darussalam with the aid of amap.
Teacher explains the two types offishing in Brunei Darussalam(inshore and offshore fishing).
Teacher asks students to list thevarious methods of fishing with theaid of diagrams.
Teacher describes the mainmethods of fishing in BruneiDarussalam.
Teacher asks students to listthe different types of fish caught inBrunei Darussalam.
Teacher asks student to explainthe importance of fishing.
Teacher explains the factorsencouraging fishing in BruneiDarussalam.
Teacher asks students tolocate the main fishing areas inBrunei Darussalam with the aid ofa map.
Teacher explains the two types offishing in Brunei Darussalam(inshore and offshore fishing).
Teacher asks students to doresearch on various methods offishing and collect the pictures.
Teacher describes the mainmethods of fishing in BruneiDarussalam.
Teacher asks students to listthe different types of fish caught inBrunei Darussalam.
8
Periods
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(Cont)
v. Listing thedifferenttypes of fishcaught inBruneiDarussalam.
Brunei Darussalam.
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
(...cont.)
Problems offishing
Steps taken bygovernment toovercome/improve fishing
Increasingaquaculture
areas
Creating moreartificial reefs
Encourageuse of GlobalPositioningSystem (GPS)and FishFinder
Encouragingforeigncollaborationwith localcompanies for
fishprocessing
Ensure supplyof good qualityseeds forshrimps,marine andfreshwater fish
vi. Identifyingthe problemsof fishing inBruneiDarussalam.
vii. Statingthe steps
taken by thegovernment(theFisheriesDepartment)to improvefishing inBruneiDarussalam.
Teacher list and explains theproblems of fishing in BruneiDarussalam.
Teacher states the stepstaken by the government (the
Fisheries Department) to improvefishing in Brunei.
Internet Activity
Teacher guides students to findinformation on problems andsolutions of fishing in BruneiDarussalam from internet anddiscuss the findings in the class.
Internet Activity
Teacher asks students to work ingroups to find solutions for theproblems of fishing, as well asthe steps taken by thegovernment and present thefindings to the class.
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Providetechnicalsupport andtraining
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
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Tourism
Definition
Places ofinterest in BD
Advantagesanddisadvantagesof tourism
Ways topromotetourism in BD
i . Definingtourism.
ii. Listing placesof touristattractions inBrunei
Darussalam.
iii.Stating theadvantagesanddisadvantagesof Tourism.
iv. Listing anddescribingways ofpromotingtourism in
BruneiDarussalam.
Teacher defines tourism.
Teacher asks students to bringpictures of places of touristattractions in Brunei Darussalamand share the information in theclassroom.
Teacher lists the advantages anddisadvantages of Tourism.
Teacher discusses with studentsways of promoting tourism inBrunei Darussalam.
Teacher defines tourism.
Teacher asks students to bringpictures of places of touristattractions in Brunei Darussalamand share the information in theclassroom.
Group work
Teacher asks students to work ingroups to list the advantages anddisadvantages of Tourism withthe help of pictures or newspapercuttings.
Students present their findings tothe class.
Teacher discusses with students
ways of promoting tourism in BruneiDarussalam.
Internet Activity
Teacher guides students to findinformation on how other ASEANcountries are promoting tourism
Teacher asks students to definetourism.
Teacher asks students to bringpictures of places of touristattraction in Brunei Darussalamand share the information in the
classroom.
Group work
Teacher asks to work in groupsto list the advantages anddisadvantages of tourism withthe help of pictures ornewspaper cuttings.
Students present their findingsto the class.
Teacher discusses with students
ways of promoting tourism inBrunei Darussalam.
Internet Activity
Teacher guides students to findinformation on how otherASEAN countries are promoting
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Periods
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from internet and instructsstudents to do a simple displayusing a manila card.
tourism from internet.
Students will present their workto the class.
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
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1. Types of
Settlements
Rural
Urban
i. Defining ruraland urbansettlements
Teacher defines rural and urbansettlements.
Teacher shows pictures of rural andurban settlements and asksstudents to identify the settlements.
Teacher asks students to namesome of the rural and urbansettlements in Brunei Darussalam.
Teacher defines rural and urbansettlements.
Teacher shows pictures of ruraland urban settlements and asksstudents to identify the settlements.
Teacher asks students to namesome of the rural and urbansettlements in Brunei Darussalam.
Teacher defines rural and urbansettlements.
Teacher shows pictures of ruraland urban settlements and asksstudents to identify the settlements.
Teacher asks students to namesome of the rural and urbansettlements in Brunei Darussalam.
2
periods
2. Characteristicsof rural andurbansettlements
i. Listcharacteristicsof rural andurbansettlements
ii.Comparecharacteristicsof rural andurbansettlements
Teacher explains the characteristicsof rural and urban settlements.
Class Activity
Teacher lists randomly thecharacteristics of rural and urbansettlements on the board.
Teacher instructs students todiscuss in pairs thecharacteristics of rural and urbansettlements and write theiranswers in a worksheet preparedby the teacher.
Project Work
Class Activity
Teacher lists randomly thecharacteristics of rural and urbansettlements on the board.
Teacher instructs students todiscuss in pairs thecharacteristics of rural and urban
settlements and write theiranswers in a worksheet preparedby the teacher.
Project Work
Class Activity
Teacher lists randomly thecharacteristics of rural and urbansettlements on the board.
Teacher instructs students to listthe characteristics of rural andurban settlements in a
worksheet prepared by theteacher.
Project Work
1
period
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Teacher asks students to collectpictures of amenities found inboth types of settlement.
They are then asked to paste thepictures in their scrap booksunder the correct headings.
Teacher asks students to collectpictures of amenities found inboth types of settlement.
They are then asked to paste thepictures in their scrap booksunder the correct headings.
Teacher asks students to collectpictures of amenities found inboth types of settlement.
They are then asked to paste thepictures in their scrap booksunder the correct headings.
SKILLS: Collecting information; comparing
ADDITIONAL RESOURCES: Explore 2 Geography, Pg 31 - 35
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
3. Settlementpatterns
Dispersed
Linear
Nucleated
i. Explaining thetypes ofsettlementpatterns.
ii. Identifyingsettlement
patterns ontopographicalmaps
Teacher illustrates the types ofsettlement patterns by showingdiagrams.
Teacher asks students to list thetypes of settlement patterns andmatch them with the correctdiagrams.
Teacher gives students a mapreading exercise and asksstudents to identify the differentsettlement patterns on simpletopographical maps.
Teacher illustrates the types ofsettlement patterns by showingdiagrams.
Teacher asks students to matchthe types of settlement pattern withthe correct description anddiagrams.
Teacher gives students a mapreading exercise and asks studentsto identify the different settlementpatterns on topographical maps.
Teacher illustrates the types ofsettlement patterns by showingdiagrams.
Teacher asks students to explainwith diagrams the 3 types ofsettlement patterns.
Teacher gives students a mapreading exercise and asksstudents to identify the differentsettlement patterns ontopographical maps.
2
periods
SKILLS: Map Reading Skills in identifying types of settlement patterns
ADDITIONAL RESOURCES: Explore 2 Geography, pg 38 39
4. Landuse
patterns of atown
CBD
ResidentialZone
i. Identify the 3
types of
landuse
patterns /
zones.
ii. Explaining the
location of
Teacher briefly explains the 3types of zones.
Teacher distributes pictures ofthe different zones and asksstudents to identify them.
Teacher lists the characteristicsof the zones on the board
Teacher briefly explains the 3 typesof zones.
Teacher distributes pictures of thedifferent zones and asks studentsto identify them.
Teacher lists the characteristics ofthe zones on the board randomly
Teacher briefly explains the 3types of zones.
Teacher distributes some picturesof each of the zones.
Teacher then asks students todescribe the characteristics ofeach zone by referring to the
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periods
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Industrial Zone each zone.
iii. Stating
the
characteristics
of each zone.
randomly and asks the studentsto form groups to:
discuss and list thecharacteristics of each zoneunder the correct heading.
each group to select a reporterand report to the class.
(Cont)
and asks students to work in pairsto:
discuss and list thecharacteristics of each zoneunder the correct heading
each group to select a reporterand report to the class.
pictures.
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
(...cont.)
Project Work
Teacher instructs students tobuild a simple 3 D model of atown to show the location of thezones.
Project Work
Teacher groups students into 5s
Teacher asks each group to
select a town and gather asmuch information as possibleabout the town.
Students are asked to writeabout the town describing thelocation of each zone in thetown.
Students are encouraged to usea street map of the town andcollection of pictures whiledescribing the zones.
Fieldwork
Teacher identifies a town andtakes the students on a fieldworkto the chosen town.
Students are asked to gatherinformation and take pictures ofthe places/zones (Teacherprepares questionnaires).
This will be followed byclassroom presentation.
SKILLS: Photographs Interpretation
ADDITIONAL RESOURCES: www.multimap.com ,www.earth.google.com
5. Urbanproblems
i. Identifying
urban
problems in
Brunei
Teacher guides students to listurban problems in BruneiDarussalam and in othercountries.
Teacher guides students to identifyurban problems in BruneiDarussalam and in other countries.
Teacher asks students to work ingroups to discuss and identify urbanproblems in Brunei Darussalam andin other countries.
4
periods
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Darussalam
and in other
countries
ii.Describing
solutions to
the problems
Teacher lists the various solutionsto urban problems and instructsstudents to make a scrapbook onthe problems and solutions.
Teacher instructs students to doresearch on solutions to urbanproblems from internet, newspapers,library, etc. and discuss their findingsfor class presentation.
Teacher instructs students to doresearch on solutions to urbanproblems from internet, newspapers,library, etc. and discuss their findingsfor class presentation.
SKILLS: Research skills; communication skills
TOPIC 4 : MOUNTAIN LANDSCAPES
CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
1.The earthsinternalstructure
Three main
layers of theearths internalstructure.(core, mantleand crust)
Thecharacteristicsand state ofeach layer:
Thickness
Solid, liquidor molten
i. Naming theearthsstructure.
ii. Identifyingthe state ofthe threelayers.
iii. Drawingandlabellingcorrectlycross-section ofthe earth.
Teacher introduces and explainsthe concept of earths structure.
Teacher guides students to draw across section of the earth.
Teacher names the 3 layers of theearths internal structure.
Teacher describes the state of the 3layers.
Group work
Teacher guides students inmaking a model of the earthsinternal structure using plasticine.
Teacher introduces the concept ofearths structure.
Teacher guides students to draw across section of the earth.
Teacher asks students to name the3 layers of the earths internalstructure.
Teacher asks students to identifythe state of the 3 layers.
Group Work
Teacher guides students to makea papier mache globe usingballoon and newspapers.
Teacher introduces the concept ofearths structure.
Teacher asks students to identifythe 3 layers of the earths internalstructure.
Teacher instructs students to drawand well-labelled diagram of a crosssection of the earth.
Teacher asks students to describethe state of the 3 layers.
Group Work
Teacher asks students to make apapier mache globe usingballoon and newspapers.
2
periods
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
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
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2.The EarthPlates
Definition ofplates
The movementof earths plates
Types ofmovements:
Away fromeach other
Towardseach other
Slide pasteach other
i. Definingwhat areplates.
ii. Identifyingand namingsome of the
earthsmajorplates.
iii. Explaining plateboundaries.
iv. Describing the 3types ofplatemovements
v. Explainingbriefly thereasons forthe platemovements
vi. Drawingsimple well-labelleddiagrams toshow thethree typesof plate
movement
Teacher defines plates.
Teacher guide students to findnames of the 7 major earths plates.
Teacher assists students to make asimple model of plates and plate
boundaries.
Teacher explains the three types ofplate movements and discussesreasons for the movement.
Teacher guides students to drawsimple diagrams to show the 3types of plate movements.
Teacher shows a simpledemonstration of plate movementsby following these steps:
Add some flour in a beakerfilled with water.
Heat up and stir until itbecomes viscous.
Put light materials (such asStyrofoam) to represent earthplates and watch theirmovements.
Teacher guides students to writethe definition of plates.
Teacher guide students to findnames of the 7 major earths plates.
Teacher guides students to make
simple model of plates and plateboundaries.
Teacher prompts students to statethe three types of plate movementsand the reasons for the movements.
Teacher guides students to drawsimple diagrams to show the 3types of movement.
Teacher guides students to do asimple demonstration of platemovement by following these steps:
Add some flour in a beakerfilled with water.
Heat up and stir until itbecomes viscous.
Put light materials (such asStyrofoam) to represent earthplates and watch theirmovements.
Teacher prompts students to writethe definition of plates.
Teacher asks students to find thenames of the 7 major earths plates.
Teacher asks students to make
simple model of plates and plateboundaries.
Teacher asks students to work ingroups to identify the three types ofplate movements and discuss onthe possible reasons for the platemovement.
Teacher asks students to drawsimple diagrams to show the 3types of movement.
Teacher asks students to do a
simple demonstration of platemovement by following these steps:
Add some flour in a beakerfilled with water.
Heat up and stir until itbecomes viscous.
Put light materials (such asStyrofoam) to represent earthplates and watch theirmovements.
4
periods
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.
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CONTENTLEARNINGOUTCOMES
SUGGESTED TEACHING & LEARNING ACTIVITIES TIMEFRAMEMUST DO SHOULD DO COULD DO
3.Naturallandformsand hazardsfound along
plateboundaries
i. Fold
mountains
Process andformation
Major fold
mountain rangeof the world
i. State theplatemovementwhich
formed foldmountains.
ii. Explainbriefly theformation offoldmountains.
iii. Namingandlocatingworldsmajor foldmountains.
Teacher draws diagram to showformation of fold mountains.
Teacher asks students to identifythe type of plate movement thatcauses formation of fold mountains.
Teacher assists students to write abrief explanation of the formation offold mountains.
Group Competition
Teacher puts up a world map onthe board (a blank world map ispreferred).
Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible using an atlas.
Teacher asks students to drawdiagram to show formation of foldmountains.
Teacher asks students to identify thetype of plate movement that causesformation of fold mountains.
Teacher guides students to write abrief explanation of the formation offold mountains.
Group Competition
Teacher puts up a world map onthe board (a blank world map ispreferred).
Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible using an atlas.
Teacher asks students to drawdiagram to show formation of foldmountains.
Teacher asks students to identify thetype of plate movement that causesformation of fold mountains.
Teacher asks students to write abrief explanation of the formation offold mountains.
Group Competition
Teacher puts up a world map onthe board (a blank world map ispreferred).
Students are asked to locate andname the worlds major foldmountain ranges in the shortesttime possible.
2
periods
SKILLS: Improved speed and skills in using atlas
ADDITIONAL RESOURCES: Understanding Geography Boo