SSC Je Ee Paper 29-1-2019 MR

WINDOW TO WORLD
GEOGRAPHY
FOR CLASS 6
TEACHING GUIDE
Author: Shirin Kavi

Window to World Geography for Class 6 Teaching Guide
CONTENTS
PHYSICAL GEOGRAPHY
Chapter 1 The Universe ......................................................................................... 3
Chapter 2 Natural Spheres of the Earth ................................................................ 7
Chapter 3 Internal Structure of the Earth ............................................................... 11
Chapter 4 Rocks .................................................................................................... 13
HUMAN GEOGRAPHY
Chapter 5 People and Places Around the World — Norway ................................. 16
Chapter 6 World Population ................................................................................... 19
Chapter 7 Environmental Stress Due to Human Activities .................................... 23
MAPPING SKILLS
Chapter 8 Mapping Skills ....................................................................................... 26
ANSWER KEYS AND WORKSHEETS

Activities and Reflecting Answer Key .................................................................... 28
Worksheets ............................................................................................................ 40
Worksheet Answer Key ......................................................................................... 49
2

Chapter 1 The Universe
Learning Objectives:
• Define universe, galaxies, stars and planets.

• Explain the origin of the universe.
• Define galaxy and its types.
• Explain the concept of the solar system.
• Explain the situation of Earth and how life is possible on Earth.
• Describe the shape and size of Earth.
• Understand Earth’s movements and their impact on Earth.
Suggested Activities/Strategies Resources

1.1 Origins of the Universe Textbook page 11
• Start the lesson by asking these questions: Where do we
live? Which city/country/continent?
• Lead the students to discuss the concept that we all live on
planet Earth, which is part of the solar system.
• Briefly explain that the solar system is part of the Milky Way
Galaxy. Our solar system consists of the Sun which is a
star, the planets Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune and dwarf planet Pluto, moons,
asteroids, comets and meteors.
• Add that there are other galaxies with their own stars and
planets, similar to our solar system. All the galaxies make
up the universe.
• Discuss how these galaxies might have come into being.
Discuss the Big Bang theory briefly as given in the
textbook.
Galaxies
• Discuss that there are many galaxies in the universe and Fig 1.1a
the galaxies are grouped according to their shapes — Fig 1.1b
spiral, elliptical and irregular.
• Our Milky Way Galaxy is spiral in shape.
1.2 The Solar System

Textbook pages 12-13
• Describe the solar system in detail. The solar system
Fig 1.2
consists of the Sun, eight planets, some dwarf planets and
other bodies like satellites, comets and asteroids. Satellites
are bodies that go around another body. For example, the
Moon is the satellite of our planet Earth.
Planets and their temperatures

Fig 1.3
• Ask students to name the planets in our solar system in
order from their distances to the Sun.
• Ask these questions: Which planet would have the highest
temperature and why? Which planet would have the lowest
temperature and why?
• Ask students to study Fig 1.3 and compare the time that
each planet takes to complete one day and one year.
Discuss why Neptune has the longest year and Mercury the
shortest year.
3

Activity I Textbook page 14
• Ask students to present their models and talk about them in
class.
1.3 How Is Life Possible on Earth? Textbook pages 14-15

• Ask these questions: What do human beings need to live? Fig 1.4
Expected answers — air, food, water, clothes etc. Next, ask
them whether we have these things on Earth.
• What would happen if we went to the planets Mercury or
Neptune? Expected answer — it would be too hot or cold.
• Ask students to read pages 14 and 15 and lead a
discussion in class about how the Earth has the right
temperature for survival, making life possible here.
• Explain that the atmosphere is the mixture of gases that
surround the Earth. This is made up of mostly nitrogen,
oxygen, argon, carbon dioxide, water vapour and other
gases.
• If possible, also discuss the importance of water and how
we should take care not to waste water.
1.4 Shape and Size of the Earth Textbook page 15

• Show the globe and explain that the shape of the Earth is Fig 1.5
an oblate spheroid. It is flat at the poles and bulges out at
the centre.
1.5 Rotation of the Earth Textbook page 16

Fig 1.6
• Discuss the rising and setting of the Sun and ask students
Fig 1.7
whether it is the Sun that moves or whether it is the Earth
that is moving. Students may have an idea that it is actually
the Earth that moves around the Sun.
• Explain the term rotation.
Rotation is the movement of an object around an imaginary
line, which is called the axis.
Our Earth spins on its axis and when it completes one spin,
it completes one rotation, and this takes 24 hours. This
rotation causes day and night. While rotating, the side of
the Earth that faces the Sun experiences day, and the side
away from the Sun experiences night.
The Earth rotates from west to east.
The Earth’s axis is tilted at 23.5 degrees. Because of this
tilt, days and nights vary in length.
• Revisit Fig 1.3 and ask students to compare the duration of
the day of each planet.
1.6 Revolution of the Earth Fig 1.8
Duration of the Earth’s revolution
• Explain the term revolution.
Revolution is the movement of any body around another
body on a fixed path. This path is called the orbit. The Earth
revolves around the Sun, and the Moon revolves around
the Earth.
• The Earth revolves from west to east i.e. in an anticlockwise
direction and completes one revolution around the Sun in
365.242 days, which is one year. Explain that the quarter
day each year is kept aside and added to every fourth year,
4

which becomes the leap year.
• Revisit Fig 1.3 and ask students to compare the duration of
the year of each planet.
• Ask why some places on Earth have different seasons
while some do not have seasons.
• Explain that seasons are caused by the tilt of the Earth’s
axis. When the North Pole tilts towards the Sun, it is
summer in the Northern Hemisphere and winter in the
Southern Hemisphere. In the same manner, when the
South Pole tilts towards the Sun, it is summer in the
Southern Hemisphere and winter in the Northern
Hemisphere.
• Discuss that Earth has seasons because its axis is tilted. If
the axis were straight, we would not have seasons.
Furthermore, the duration of day and night would be the
same.
• Also explain briefly that places near the equator do not
have seasons because they have about the same amount
of daylight and darkness throughout the year, that is, twelve
hours of day and twelve hours of night.
• Briefly explain that places further away from the equator
have seasons.
The hemispheres
• Explain that if we divide the Earth into two parts Fig 1.9a
horizontally, it would have two equal halves — the two Fig 1.9b
hemispheres, northern and southern. Fig 1.9c
• The equator is the imaginary line that divides the Earth into
the two hemispheres.
• Add on that because of the tilt of the axis, at any given time,
one hemisphere is tilted towards the Sun and the other
hemisphere is tilted away from the Sun. The part that is
tilted towards the Sun receives direct rays and experiences
the summer season.
Solstices and equinoxes

Fig 1.10
• Solstices — recap that the Earth’s axis is tilted. As a result,
when the Earth orbits the Sun on one particular day each
year, the axis is pointed directly towards or away from the
Sun. On June 21, the northern hemisphere is tilted directly
towards the Sun, so it is the summer solstice. This is the
longest day of the year.
• In the same manner, on December 21, the northern
hemisphere is tilted directly away from the Sun, so it is the
winter solstice. This is the shortest day of the year.
• The opposite is true for the southern hemisphere. On June
21, it is the winter solstice and shortest day of the year,
while on December 21, it is the summer solstice and
longest day of the year.
• Places on or near the equator have equal hours of day and
night.
• The day of the summer solstice is the longest day of the
year, and the day of the winter solstice is the shortest day
of the year.
• Explain the above with the help of Fig 1.10.
5

• Equinoxes – the two days in a year when the Sun is exactly

above the Equator. On these days, the day and night are of
equal length. March 21 and September 23 are these days.
• The vernal equinox on March 21 signals the beginning of
spring in the northern hemisphere. The autumnal equinox
on September 23 signals the beginning of autumn in the
northern hemisphere.
• Just like the solstice, the opposite is true for the southern
hemisphere. The vernal equinox on September 23 signals
the beginning of spring in the southern hemisphere. The
autumnal equinox on June 21 signals the beginning of
autumn in the southern hemisphere.
• Explain the above with the help of Fig 1.10.
Activity II
• Ask the students to present their brochures and talk about Textbook page 19
them in class.
Extra activity
• Write to a pen pal in the southern region of Pakistan and
discuss and compare the following:
o The difference in the seasons and duration of day
and night at any given day in a year
o The food they eat
o The clothes they wear
o Fruits and vegetables that are grown there
Field trip
• Plan a field trip to any PIA Planetarium located in Karachi,
Lahore or Peshawar.
6

Chapter 2 Natural Spheres of the Earth
• Define the natural spheres of the Earth: atmosphere, lithosphere, hydrosphere and
biosphere.
• Explain the composition and structure of the atmosphere: temperature, air pressure,
global wind system and atmospheric moisture.
• Describe the global wind system: planetary winds, seasonal winds and local winds.
• Describe the types of moisture present in the atmosphere.

2.1 Natural Spheres of the Earth Textbook pages 23-25
• Start the lesson by recapping that we all live on Earth, Fig 2.1
which is the third planet from the Sun. This is the only
planet on which life is possible.
• Ask these questions to recap further: What are the
elements that make life possible on Earth? Expected
answers — air, food, water, correct temperature, land.
• Explain that all these can be categorized into spheres and
all these elements are interconnected. The four spheres
are:
1. Atmosphere — atmo for air
2. Lithosphere — litho for land
3. Hydrosphere — hydro for water
4. Biosphere — bio for living things
• Ask students to read the text and discuss Fig 2.1.
Atmosphere
• Explain that the atmosphere is made up of all the air that is
above the surface of the Earth. This air is comprised of
gases — 78% nitrogen, about 21% oxygen and a small
amount of carbon dioxide and other gases.
• Add on that the atmosphere protects living things on Earth
from the harmful effects of the Sun's ultraviolet radiation.
• The air is always moving around the planet and this causes
local breezes, winds, tornados and tropical cyclones. When
air temperature in the lower portion of the sphere changes,
different weather conditions occur.
Lithosphere
Fig 2.2
• Ask the students to name some landforms. Expected
answers — mountains, hills, plateaus, plains.
• Explain that these are all part of the lithosphere.
• The lithosphere includes the Earth's crust and the upper
part of the mantle.
• All landforms, rocks, soil, sand, minerals and the sea floor
are part of the lithosphere.
• Ask students to look at Fig 2.2. Discuss the internal
structure of the Earth with reference to the size of each
layer.
• Ask them to notice that the surface of the lithosphere is very
uneven, as there are high mountain ranges, plains or flat
land areas, deep valleys and ocean floors.
• At this point you can ask students to name some
7

mountains, hills, plateaus, plains and valleys.
• Tectonic plates are huge slabs of solid rocks in both the
continental and oceanic lithospheres. These plates are like
jigsaw pieces and are resting on top of the hot mantle layer.
(Refer to Fig 2.2). The heat from below causes these plates
to move and this movement is called a tectonic shift. As a
result of tectonic shifts, earthquakes and volcanic eruptions
take place.
Hydrosphere Fig 2.3

• Ask students to name some water bodies. List them under
three columns — rivers, oceans, lakes.
• Explain that the hydrosphere includes all the water on our
planet — the oceans, lakes, rivers, groundwater, rain,
clouds, glaciers and ice caps. It includes all solid, liquid and
gaseous states of water.
• About 70% of the surface of the Earth is covered with water
and only a small percentage of this is fresh water.
• The hydrosphere is about 10-20 kilometers in thickness
including upwards in the atmosphere and downwards in the
lithosphere.
• Ask students to study the water cycle in Fig 2.3. Explain
that the water in the atmosphere, which is in gaseous form,
rises and condenses to form clouds, which fall back on the
Earth as rain or snow.
• Add on that water is at different temperatures at different
places on the Earth. Because it is very cold at the North
and South poles, the water over there is frozen and in a
solid state, like polar icecaps, glaciers or icebergs. Whereas
at places like the equator or deserts where the temperature
is high, water is very warm and in liquid or gaseous state.
• Add on that just like the tectonic plates and gases, water is
also always in motion.
Biosphere
• Ask the students to name the living things they see around Fig 2.4
them. List these on the board.
• Explain that the part of the Earth where these exist is called
the biosphere. The biosphere includes all of the animals,
plants, microorganisms as well as human beings on the
Earth.
• The biosphere includes all living organisms, wherever they
may be living. Whether they live in the deep oceans, under
the soil or on the trees on Earth. Even the bacteria, plants
and the smallest creatures alive are a part of the biosphere.
• Discuss the food web in Fig 2.4.
2.2 Composition and Structure of the Atmosphere Textbook pages 26-29

• Explain that just like the lithosphere, the atmosphere is also Fig 2.5
made up of several layers. Fig 2.6
• Divide the class in five groups. Ask them to study Fig 2.6
and write short notes on each layer of the atmosphere.
They can also conduct research on the Internet to add on
more points.
Then ask each group to present their notes on any one
8

layer of the atmosphere. Make sure that all layers are
covered.
• Discuss if life would be possible on Mars.
Temperature Fig 2.7

• Ask students what they understand by the word
“temperature” and how can they find out what the
temperature of a place is at any given time.
• Expected answers — temperature is the degree of hotness
or coldness of a place, and it can be found out using the
thermometer, mobile applications, news forecasts, weather
reports on television or newspapers etc.
• Ask students if the temperature in all cities in Pakistan is
the same at any given time. They will say that it is not. Ask
them to give reasons for their answer.
• Ask students to read the text on page 27 to answer the
above questions. They can name the cities or places that
have high or low temperatures.
• Solar radiation — explain that solar radiation is the energy
from the Sun. It provides light and heat to the Earth. This
radiant energy is necessary for life on Earth.
• Discuss Fig 2.7 and explain the cooling and heating of the
Earth during the day and night.
Air pressure
Fig 2.8
• Ask the students what they understand by the term
“pressure”. They may answer that pressure is force. Explain
that pressure is the force exerted on any object or thing.
• Explain that air is constantly moving. Air pressure is the
weight of air pressing down on the Earth. Air pressure can
be measured using a barometer.
• If there is high pressure, the temperature is cool and we will
have good weather.
• If there is low pressure, we may have warm weather,
storms and rain.
• Air pressure decreases as we go higher up.
• Explain with the help of Fig 2.8.
Atmospheric moisture Table 2.1

• Explain the terms “moisture”, “evaporation” and
“transpiration” and discuss Table 2.1 from the textbook.
Recap the water cycle with help of Fig 2.3.

• Ask students to discuss and present their answers in class.
They can share their experience of visiting a Meteorology
Department.
2.3 Global Wind System Textbook pages 30-32

• Recap that air is always moving and that it moves from Fig 2.9
areas of high pressure to areas of low pressure. Fig 2.10
• Ask students to study Fig 2.9. Explain that the horizontal Fig 2.11
blue lines are the latitudes. The line marked 0° is the Fig 2.12
equator.
• The red arrows show the direction in which the wind or air
9

blows in that area.
• This global wind system is created because of the uneven
heating of the Earth’s surface.
• Divide the class into groups. Prepare these labels:
Planetary winds, Seasonal winds, Local winds. Give one
topic to each team.
• Ask students to read pages 30-32 and prepare a
presentation on their given wind.
• Some questions that they can consider when preparing are
—examples of these winds, factors that cause these winds,
and what changes happen when these winds blow.
2.4 How Is Moisture Present in the Atmosphere Textbook pages 33-34

Clouds Fig 2.13
• Explain that clouds are masses of water droplets or ice Fig 2.14
crystals that are suspended in the atmosphere. Clouds form Fig 2.15
when water condenses in the sky. There are different types Fig 2.16
of clouds.
• Ask students to look at Figs 2.13, 2.14. 2.15 and 2.16 and
read the definition of these clouds.
• As an extra activity, show students different pictures of
clouds and ask them to name them.
Precipitation Fig 2.17

• Explain that precipitation occurs when the atmosphere Fig 2.18
becomes saturated with water vapour that condenses and
falls back onto the Earth as drizzle, rain, snow or hail.
• Precipitation is a part of the water cycle and it is because of
this process that we get fresh water on Earth.
Activity II
Textbook page 34
• Ask students to present their findings about the different
types of rainfall to the class.
10

Chapter 3 Internal Structure of the Earth
• Recognize the layered structure of the Earth with specific depth and temperature.
• Understand the concept of Pangaea and the Continental Drift Theory.
• Define crustal plates.
• Identify the movement of crustal plates.
• Understand the concept of plate tectonics in Pakistan.

3.1 Interior of the Earth Textbook pages 39-41
• Start the lesson by asking these questions: If we cut open Fig 3.1
the Earth, what layers would you see? Would it be hot or Fig 3.2
cold deep down in the Earth?
• Help students to answer these questions by reading page
39 with them.
• Explain Fig 3.1.
• Divide the students into three groups. Prepare these labels
— “the crust”, “the mantle” and “the core”. Give one label to
each group.
• Ask the students to prepare points on these three layers of
the Earth and present the information to the rest of the
class.
• They will need to talk about these points: Where is this
layer situated? How thick is it? What is the temperature of
this layer? What is it made up of? Any other interesting
facts?
3.2 Pangaea and the Continental Drift Theory Textbook pages 41-42
Fig 3.3
• Recap the notion that the plates are the pieces of the
Fig 3.4
Earth’s crust, and they move because of convection
Fig 3.5
currents.
• Ask students to look at Fig 3.3 and name the continents
and countries on it.
• Ask them to notice the shape of each continent.
• Discuss Alfred Wegener’s theory, which states that about
300 million years ago, Earth was one big piece of land
called Pangaea, and was surrounded by an ocean called
Panthalassa.
• Over many years, because of the movement of the Earth’s
mantle, this big piece of land started breaking up and
drifting apart. As a result, the continents as we know them
today, were formed. This is known as the Continental Drift
Theory.
• Ask students if they have seen a jigsaw puzzle, and how
the different pieces of a puzzle fit together to complete a
picture.
• Ask them to notice the shape of the continents. Just like a
jigsaw puzzle, the continents fit with one another.
• Explain the above with reference to Fig 3.4 and 3.5.
3.3 Crustal Plates Textbook page 43

• Discuss the continental and oceanic plates as mentioned in
11

the textbook.
Activity I
• Go through the major continental and oceanic plates with
students.
3.4 Movement of Crustal Plates Textbook pages 44-46

• Explain that plates move away from each other, move Fig 3.6
towards each other or slide past each other. These are Fig 3.7
called convergent plate movement, divergent plate Fig 3.8
movement and transform plate movement respectively. Fig 3.9
• Ask students to study Fig 3.6, 3.7. 3.8, 3.9, 3.10 and 3.11. Fig 3.10
• Then explain the plate movements with help of the given Fig 3.11
text.
• These movements can be explained with the help of thick
chart paper or cloth. Compress, pull apart or slide pieces of
paper against each other to show the concept of the
formation of fold mountains and ridges.
3.5 Plate Movements in Pakistan Textbook pages 47-48

• Show the world map and ask students to locate Pakistan. Fig 3.12
Revisit Activity I on page 43 and point out the two crustal
plates mentioned in the text — the Indian Plate and the
Eurasian Plate.
• Show pictures of the Himalayas and explain that these are
fold mountains that were formed as a result of plate
movements.
• Ask students if they have experienced earthquakes or read
about them. Add on that earthquakes also happen due to
plate movements.
• Ask students to work in groups and list the names and
locations of fold mountains.
Extra activity
• Show videos of plate movements on YouTube to further
explain this concept to students.
12

Chapter 4 Rocks
• Describe what rocks are made of.

• Identify what the main types of rocks are and how they are formed.
• Explain how rocks change in the rock cycle.
• Identify rocks found in Pakistan.
• Describe the importance of gemstones in Pakistan.

4.1 Rocks, Minerals, Elements Textbook page 52
• Start the lesson by asking these questions: Have you seen a Fig 4.1
rock? Can you describe what it looked like? Expected
answers — hard, smooth, rough, compact, dull, glossy etc.
• Next, ask them: Do you think any one rock is made up of the
same matter or is it a mixture of different materials?
• Go on to explain that rocks can be a combination of one or
more minerals or elements.
• Next, ask these questions: What are minerals? What are
elements?
• Ask students to read the definition of minerals and elements
in their textbook.
Extra activity
• Get students to name some minerals. Then, ask: Are they
present in things that we use daily?
• Discuss some uses of rocks. For example, copper is used to
make wires, coins, electrical appliances etc. Talc is found in
talcum powder, paint and paper. Graphite is found in pencils,
bricks, etc.
• Ask students to search for the names of other minerals and
their uses.
• Ask them to also list some elements and classify them as
metals and non-metals.
4.2 Types of Rocks

Textbook pages 52-
• Recap what rocks are and explain that they are classified on 57
the basis of their composition and the way they are formed. Fig 4.2a
The three main types of rocks are igneous rock, sedimentary Fig 4.2b
rock and metamorphic rock Fig 4.3
• Divide the class into three groups. Prepare these labels — Fig 4.4a
“Igneous rock”, “Sedimentary rock” and “Metamorphic rock”. Fig 4.4b
• Give one label to each group. Ask the students to prepare a Fig 4.5
presentation on their given type of rock, ensuring that they Fig 4.6
address the following points: Fig 4.7
o Examples of the rock and its uses Fig 4.8
o How it is formed
o Where it is found
• They can gather information from the textbook and also from
the Internet. Ask them to share their findings with the rest of
the class.
• Based on their findings, ask all students to complete this

table:
13

Igneous Sedimentary Metamorphic

rocks rocks rocks
Examples
Uses
How are they

formed?
Where are they

found? Textbook page 57
Activity II Textbook page 57-58

• Put up students’ completed work on the class’s soft board. Fig 4.9
4.3 The Rock Cycle

• First recap the three types of rocks — igneous rocks,
sedimentary rocks, metamorphic rocks.
• Then explain that the rock cycle is a process whereby these
rocks change form and are recycled. This happens due to
plate tectonics, weathering, erosion and different weather
conditions.
• Explain Fig 4.9 and ask students to read page 57.
• Add that the rock cycle happens over a number of years.
• Explain the terms below in the context of the rock cycle. Use
the given definitions to help students better understand the
terms.
1. Extrusive — relating to or denoting rock that has
been extruded at the earth's surface as lava or other
volcanic deposits
2. Intrusive — relating to or formed by intrusion
3. Weather — be worn away or changed by exposure to Textbook page 58
the atmosphere
4. Erosion — be gradually worn away by natural agents
Textbook page 58
Activity III Fig 4.10
• Put up students’ completed work on the class’s soft board.
4.4 Types of Rocks in Pakistan

• Discuss the rocks that are found in Pakistan and their uses.
• Illustrate the importance of the Khewra salt mine and discuss
how it is beneficial for tourism.
• Ask students to research and find out more about the rocks Textbook page 59
found in Pakistan and their uses. Fig 4.11a
• Ask them to share their findings in class. Fig 4.11b
4.5 Other Uses of Rocks

• Discuss that the gems they see in jewellery are actually
rocks. Some precious stones or rocks are ruby, emerald,
diamond, garnet, opal, turquoise etc.
• Ask students to name other uses of rocks.
• Some expected answers — making cement, starting fires,
writing, building material, powder, making statues etc.
14

Extra activity
• Ask students to select any one room in their house and list
all the materials they see there.
• Next get them to classify what they have listed into two
groups — made of rocks, not made of rocks.
• Ask them to share their lists with the rest of the class.
15

Chapter 5 People and Places Around the World — Norway
• Identify the physical location of Norway.

• Describe interesting geographical facts about Norway.
• Describe Norway’s population structure and density.
• Describe Norway’s culture.

5.1 Location of Norway Textbook page 64
• Start the lesson by asking these questions: Which country Fig 5.1
do we live in? Name our neighbouring countries. What is the Fig 5.2
location of Pakistan? Where is it situated?
• Expected answers — Pakistan; Neighbouring countries are
India on the east, Afghanistan on the northwest, Iran on the
west and China on the northeast of Pakistan; Pakistan is
located at latitude 30.4° N and longitude 69.4° E, meaning
that Pakistan is in the northern and eastern hemispheres.
• Then ask students if they have heard of a country named
Norway and if they know where it is located.
• Briefly explain that Norway is a country in Northwestern
Europe. Sweden, Finland and Russia are the neighbouring
countries. These are the land boundaries.
• There are water borders too. These are the Skagerrak strait
to the south, with Denmark on the other side, the North Sea
on the southwest, the North Atlantic Ocean (Norwegian Sea)
on the west and the Barents Sea, which is north of Norway.
Explain the above with the help of Fig 5.1 and 5.2.
Extra activity
• Using Fig 5.2, ask students to select any one country and
name all its neighbouring land and water boundaries
• Ask them to share their work in class.
5.2 Interesting Geographical Facts About Norway

Norway’s terrain
Textbook pages 65-
• First, ask students to look up the meanings of these words
66
— “terrain”, “peninsula”, “glacier” and “fjord”. Ask them to
Fig 5.3
prepare labels of these words and their meanings, and put
Fig 5.4
them up on the class’s soft board, under the headings
Fig 5.5
“Geographical terms” and “Definitions”. They can continue
adding more words and their definitions to the board during
the course of their studies.
• With the help of the definition of these words, explain
Norway’s terrain with reference to pages 65-66 and Fig 5.3,
5.4 and 5.5.
Norway’s geology
• Explain that geology is the study of the Earth, the rocks of
which it is made up, their formation processes and the way
this might have changed over the years. Textbook page 67
• Briefly revise the previous concepts covered under the Fig 5.6
topics of tectonic plates and rock formation. Fig 5.7
• Explain the three geographical areas of Norway as given in
16

the textbook with the help of Fig 5.6 and 5.7.
• Next, ask students to read the text again and list all the
rocks and their types.
Norway’s main rivers

• Ask students to study Fig 5.8 and locate Glomma River and
Numedalslågen River. Textbook page 68
Fig 5.8
Activity I
• Ask students to study Fig 5.8 and list the cities of Norway.
• Tell them that Oslo is the capital of Norway.
Norway’s climate
• Ask students what they think the climate of Norway is like,
given that it is near the North Pole. They may say that it Textbook pages 69-
would be very cold. 70
• Explain that because of various factors, different cities in Fig 5.9
Norway experience different climates. Fig 5.10
• Add on that there is a difference between the climates of Fig 5.11
cities that are along the coast and cities that are inland. Fig 5.12
• Ask students to look at Fig 5.9 and answer these questions:
Which city has the lowest average temperature from
December to February? Which city has the highest average
temperature?
• Ask them to locate Bergen, Oslo and Tromsø on the map of
Norway. Ask them to complete the table with the help of the
text on pages 69-70 and Fig 5.9.
Oslo Tromsø Bergen
Location Inland in On the coast

southern part
Type of Temperate
climate oceanic
Coldest January
month
Hottest August
month
Approximate
rainfall each
year
Activity II
• Ask students to present their research about the aurora Textbook page 71
borealis in class. Fig 5.13
5.3 Population Structure and Density of Norway

Population Structure of Norway Textbook pages 72
• Ask these questions: What do you understand by the term Fig 5.14
“population”? Why is it important to know the population of Fig 5.15
17

any place?
• Explain that in geography, the term “population” refers to the
number of people living in a country or any region.
• Two important measures of a population are:
1. Population size: the number of individuals in a particular
area.
2. Population density: the number of individuals per unit
area.
• Ask students to look at Fig 5.14 and 5.15. Explain that the
population of Norway is shown for two years 1999 and 2019.
• These graphs show the number of people of a certain age
group and the increase or decrease in number of that
particular group.
• Ask students to study the figures and say what they analyze
from the data.
Population Density of Norway

• Read and discuss the comparison of population data
between Norway and Pakistan.
5.4 Cultural Life of Norway

• Ask the students what makes up the culture of any place or
country. Expected answers — our clothes, language, food, Textbook pages 73-
religion, language etc. 77
Fig 5.16
• Ask students if they have visited any other city or country. If
Fig 5.17
so, ask them to share what the culture of that city/country
Fig 5.18
was like. What did they like about that culture? How did they
Fig 5.19
interact with the locals there?
Fig 5.20
• Divide the students into six groups. Give one cultural aspect
Fig 5.21
to each group – Religions, Ethnic groups, Languages,
Fig 5.22
Lifestyle and Food.
Fig 5.23
• Ask students to prepare a presentation using information
from pages 73 to 77. They can also use the Internet to
search for additional information.
• Ask students to compare and contrast Norwegian culture
with Pakistani culture.
• Ask the groups to present their work in class.
Extra activity
Write to a pen pal in Norway and discuss and compare
his/her culture with Pakistani culture.
18

Chapter 6 World Population
• Define population.
• Describe the world’s population growth.
• Calculate the population density of an area.
• Describe the population distribution and density of the world and Pakistan.
• Describe Pakistan’s population growth.
• Describe the population structure of developed and developing countries with the
help of population pyramids

6.1 What is population? Textbook page 82
• Recap what students learnt about population in the previous
chapter.
• Ask these questions again: What do you understand by the
term “population”? Why is it important to know the
population of any place?
• Recap that population means the number of people living in
a country or any region.
• Two important measures of a population are:
1. Population size: the number of individuals in a particular
area.
2. Population density: the number of individuals per unit
area.
6.2 World Population Growth Textbook pages 82-83

Growth of world population in the past Fig 6.1
• Discuss that the population in the world is increasing.
• The reason is due to the birth of more and more babies.
• You can ask students to share if there were any babies born
in their family within the past year.
• While collecting data about population, there are many
factors that are taken into consideration. For example,
number of males and females, age group, area or location,
ethnicity etc.
• Ask students to study Fig 6.1 and discuss the data
presented.
• Discuss how the graph starts off as a horizontal line, before
rising steeply towards the end.
• The steep rise shows the rapid increase in world population
after the year 1700.
Growth of world population in the future Fig 6.2

• With reference to Fig 6.2 and 6.3, discuss how the Fig 6.3
proportion of population growth in different areas will
increase, decrease or remain constant.
• Ask students to list these areas in three columns.
Population will Population will Population will

increase decrease remain constant
19

6.3 Measuring the Distribution of Population Textbook pages 84-86
• Ask students to study Fig 6.4. Explain how to read this Fig 6.4
population distribution map.
• Also discuss with students the fact that population will not
be the same everywhere, with Fig 6.4 showing this very
clearly.
• Draw their attention to the map key and find areas with the
lowest and highest populations.
• Next, explain that population density is calculated by
dividing the number of people by the area occupied.
• Ask them why certain areas are densely populated while
some are sparsely populated.
• Some possible reasons include:
o Increase in birth rate
o Longer life due to good medical facilities
o Improvements in health care and hygiene
o Good weather and climate
o Major cities have higher population
o Job opportunities
o People migrate to better places
o Geographically the place is better suited for living.
For example, mountains, deserts and forests have
less people living there.
Activity I
• Ask students to conduct research and complete this activity. Textbook page 84
Population density
• Add on to the explanation of population density with the help Fig 6.5
of Fig 6.5. Also explain the concept of sparse, moderate and
dense populations.
6.4 Distribution of Population in the World and in Pakistan

How is population distributed in the world? Textbook page 87
Fig 6.7
• Ask students to look at Fig 6.7 and compare it with Fig 6.4.
Draw their attention to the fact that Fig 6.4 shows population
distribution and Fig 6.7 shows population density. The only
difference is the map key.
• The ten most densely populated countries are as follows:
1. Macao
2. Monaco
3. Singapore
4. Hong Kong SAR, China
5. Gibraltar
6. Bahrain
7. Maldives
8. Malta
9. Bermuda
10. Bangladesh
• The ten most sparsely populated countries are as follows:
1. Greenland
2. Mongolia
3. Namibia
4. Australia
5. Iceland
20

6. Suriname
7. Libya
8. Guyana
9. Canada
10. Botswana
• Pakistan is the 34th most densely populated country.

• Ask students to read page 87 and locate Asia, Europe and
Oceania on the world map. They can also locate the above
listed countries on the map.
• Reasons for uneven population distribution have already
been discussed in the previous lesson. Recap the learning
points with students.
How is population distributed in Pakistan? Textbook page 88

• Refer to Fig 6.8 and explain that this shows the population Fig 6.8
density of Pakistan.
• Ask students why there is such an uneven distribution of
population. Expected answers — the population is higher in
cities and flat lands, and lower in mountainous areas.
6.5 Trends in Pakistan’s Population Growth Textbook page 89

• Discuss Pakistan’s population growth during the past years Fig 6.9
with reference to Fig 6.9. Fig 6.10
• Then discuss Pakistan’s predicted population growth with
reference to Fig 6.10.
• Explain the terms emigration and immigration.
• Ask students why population growth in Pakistan is expected
to slow down. Some reasons that can be discussed are —
decreased birth rate, people moving out of the country, less
people coming into the country, etc.
6.6 Population Pyramids

How do you read a population pyramid?
Fig 6.11
• Recap that while collecting data about population, there are Fig 6.12
many factors that are taken into consideration. For example,
number of males and females, age group, area or location,
ethnicity etc.
• These facts are shown through a country’s population
pyramid.
• Ask students why it is important to know these facts.
• Discuss Fig 6.11 and explain how to read the given data.
Types of population pyramids Textbook pages 92-94

• Discuss that a country’s population depends on the Fig 6.13
development of that country. Other factors that determine Fig 6.14
the shape of the country’s population pyramid are birth and Fig 6.15
death rates, emigration and immigration, access to quality Fig 6.16
healthcare and level of education. Fig 6.17
• Explain the terms “expansive”, “constrictive” and “stationary”
with reference to population pyramids.
• Expansive population pyramids have a wide base and a
narrow top. This means that there are more people in the
younger age group.
• Constrictive population pyramids have a narrow base and a
21

wider top. This means that there are more people in the
older age group.
• Stationary population pyramids have a somewhat equal
proportion of population in each age group. The population
is neither increasing nor decreasing.
The shape of a population pyramid can reveal a lot about
that country. A pyramid with a wide base and narrow top
means that the birth rate is high. A pyramid with a narrow
base means that the country has a large ageing population
and low birth rate.
22

Chapter 7 Environmental Stress Due to Human Activities
• Define environment and identify its different types.

• Describe how the population of a country can cause stress on the environment.
• Identify the main issues related to environmental stress: greenhouse effect,
deforestation and global warming.

7.1 Types of Environments Textbook pages 98-99
• Start the lesson by asking this question: What is the Fig 7.1
environment?
• Explain that everything around us is the environment. All
living and non-living things make up the environment.
• Briefly explain that we constantly interact with our
environment and are affecting it. Some harmful effects of
human interaction with the environment are air pollution,
deforestation, acid rain, etc.
• Refer to Fig 7.1 and tell them that within the physical
environment we have the:
o Environmental ecosystems
o Forest ecosystems
o Freshwater ecosystems
o Marine ecosystems
• Lead students to discuss the positive and negative effects
of humans interacting with the environment.
How do humans interact with the physical

environment?
• Explain the terms “dependence”, “adaptation” and
“modification” with examples.
Dependence — using the river to get water.
Adaptation — wearing appropriate cloths according to the
climate and weather.
Modification — cutting through mountains to make roads
and tunnels.
• Ask students to give more examples.
• Discuss how these interactions cause pollution and what
can be done to minimize it.
Textbook page 99
7.2 How Does the Population of a Country Create Stress on
the Environment?
• Recap the concept of human population studied in the
previous chapter.
• Ask students what the effects of human interaction on the
environment would be in a densely populated country and a
sparsely populated country.
• Read and discuss the points given in this section.
Textbook page 100
7.3 Main Issues Related to Environmental Stress Fig 7.2
Enhanced greenhouse effect
• Recap how human beings interact with the environment and
use resources.
• Ask students what they understand by the “enhanced
23

greenhouse effect”, “global warming” and how human
beings are bringing about a change in climate.
• Explain that the greenhouse effect refers to the warming of
the Earth’s surface and this is caused by the presence of
water vapour, carbon dioxide, methane and other gases in
the air.
• Next ask: What causes the enhanced greenhouse effect?
Explain that this is caused by human activities that cause
the worsening of the greenhouse effect — burning of fossil
fuels, deforestation, increase in population, production of
too much waste material, etc.
Deforestation and its consequences Textbook page 101

• Start the lesson by asking this question: What is Fig 7.3
deforestation? What are the causes and effects of
deforestation?
• Explain that as population increases, humans need more
land, and this is one of the reasons for deforestation.
• Explain that deforestation is the cutting down of trees to use
that land for other purposes such as agriculture, building
houses, etc. In addition, the wood is needed for fuel or as
construction material.
• Add on that other than human activities, fires also cause
deforestation.
• Next, discuss the effects of deforestation — loss of various
species of plants and animals, animals lose their homes,
changes in weather and climate, production of greenhouse
gases, global warming, etc.
• Ask students to suggest solutions to address these effects.
Droughts
Textbook page 102
• Explain that droughts are periods of dry weather without Fig 7.4
water, rain and precipitation.
Effects of droughts — damage to crops, trees, plants;
shortage of water; famine; less food supply for plants,
animals and human beings; streams and rivers dry up; land
dries up; less income and work for people, etc.
• Recap deforestation and add on that deforestation is one of
the causes of droughts.
• Explain further with reference to the text and Fig 7.4
Floods Textbook page 103

• Explain that floods happen when there is excessive water. Fig 7.5
• Floods occur due to several reasons — too much rainfall,
overflowing of rivers or lakes, etc.
• Add on that deforestation is also one of the causes of
flooding, as detailed in the textbook.
What happens when forests are destroyed? Textbook page 104

• Discuss how forests are very important for human beings, Fig 7.6
animals, plants and also for the ecological balance of
weather and climate.
• Discuss what happens when forests are cut down. Explain
with the help of details given in the textbook and Fig 7.6.
24

Global warming Textbook page 105
• Over time, the Earth’s climate and weather have been Fig 7.7
gradually changing. The average temperature on Earth has
increased, and this is called global warming.
• Ask students if they can list the factors that cause global
warming.
Some expected answers — increase of carbon dioxide and
pollution in the air; deforestation; burning of fossil fuels in
cars, buildings and factories, etc.
• Explain further with the help of Fig 7.7 and the given text.

• Ask students to present their charts and talk about them in
class.
Extra activity — Group work

• Prepare these labels — Floods, Droughts.
• Divide the class into groups and give one label to each
group.
• Ask students to conduct research and prepare a
presentation on their given topic.
• Some points that could be addressed:
o Definition of floods/droughts
o Causes and effects
o Areas or places where these occurred with dates
and consequences
o Relief measures?
o Some human aid stories about how communities or
organizations helped during these times
25

Chapter 8 Mapping Skills
• Understand what maps are.

• Define different types of maps.
• Identify the different types of symbols used in maps.

8.1 What Are Maps? Textbook page 110
• Start the lesson by asking these questions: What are Fig 8.1
maps? How are they useful? What information can we get
from them?
• Briefly explain that maps are symbolic representations of an
area. They give details of the area they represent.
• Explain that there are many uses of maps depending on the
information that they give, and provide the following
examples:
o They give us details of what is present in that area.
o They help us to locate places.
o They help us to know what roads and landmarks are
present in that area.
o They help us to calculate distance between two
places.
• Tell students that there is a lot of information that we can
get from maps, and this will be discussed in the next few
pages of the textbook.
• Ask students to look at Fig 8.1 and discuss what
information is provided in this map. Help them to
understand the given key.
8.2 Types of Maps

• Explain the different types of maps and the information they Textbook pages 111-
provide with the help of Fig 8.2, 8.3, 8.4, 8.5, 8.6 and 8.7. 116
• Pay special emphasis to explain the different map keys, Fig 8.2
scales and the direction arrow given in each map. Fig 8.3
Fig 8.4
• Show an atlas and explain further the different types of
Fig 8.5
maps.
Fig 8.6
• Add on that nowadays, we have interactive maps, for
Fig 8.7
example, Google Maps. Students may already be aware of
this and may have used it when travelling from one place to
another.
Textbook page 117
Activity I
• Ask students to share their work in class.
Textbook page 117
8.3 Parts of a Map Fig 8.8
• Read and explain Fig 8.8.
• Ask students to select any one map that they have printed
for Activity I. Next, ask them to find all the parts they have
learnt about on their map.
• They can share their observations with other students in the
class.
26

8.4 Symbols Used in Maps Textbook page 118
• Explain that there are many details that are given in maps,
and symbols are used to represent these physical and
human features.
• Read and explain the symbols given on page 118.
• Ask students to select any one map they have and pick out
these symbols.
Extra activity — Field trip

• Plan a field trip to any museum that displays large-sized
maps.
• Alternatively, invite a cartographer to the school to explain
the map-making process.
27

Activities and
Reflecting
Answer Key
28

Reflecting
1. A galaxy is a community of stars. The solar system is made up of the Sun, the eight
planets and other smaller bodies such as asteroids, meteoroids and comets.
2. If a planet is too close to the Sun, the temperature might be too high for it to sustain
life. However, if a planet is too far from the Sun, it may not get the sufficient sunlight
and heat required for the survival of life. For a place like Earth, its distance from the
Sun allows it to get the right amount of sunlight that makes it suitable for life to
survive.
3. In March and September, both the northern and southern hemispheres receive
similar amounts of sunlight. At these times of the year, England experiences a
climate that is similar to a country like Australia in the southern hemisphere. In June,
because England is in the northern hemisphere and faces the sun, it receives a large
amount of sunlight, has higher temperatures and experiences summer. In December,
because England is in the northern hemisphere and faces away from the sun, it does
not receive much sunlight, has lower temperatures and experiences winter.
4.
Compare Contrast
Both rotation and revolution occur at fast One rotation of the Earth around its axis takes
speeds. 24 hours to complete, whereas one revolution of
the Earth around the Sun takes 365 ¼ days to
complete.
Both rotation and revolution affect the Rotation occurs on the Earth’s axis whereas
amount of sunlight and temperature of a revolution occurs around the Sun.
place.
Rotation affects the amount of sunlight and
temperature within a day whereas revolution
affects the amount of sunlight and temperature
within a year.
5.
Stage Summer Autumnal Winter solstice Spring

solstice equinox equinox
Month June September December March
Tilt of Earth None of the
towards the Sun North pole None of the poles South pole
poles
Northern Longer days; Equal amount of Longer nights; Equal amount
hemisphere; Summer sunlight; Autumn Winter of sunlight;
Season Spring
Southern Equal amount
hemisphere; Longer nights; Equal amount of Longer days; of sunlight;
Season Winter sunlight; Spring Summer Autumn
29

6. The rotation of the Earth is important because it is what allows the Earth to receive
adequate amounts of warmth, sunlight as well as darkness to sustain life
comfortably. The Earth’s rotation enables not only the environment such as plants
and animals to obtain food and water, it also enables humans to have enough day
and night time to go about their activities and have time set aside for rest as well.
Activity I
Temperature is measured using a maximum and minimum thermometer, which is normally

placed in a Stevenson Screen.
Air pressure is measured using a barometer.
Atmospheric moisture is measured using a hygrometer.
Activity II
Convectional rain: When the ground is heated up by the sun, warm air rises in convection
currents. As the air rises, it cools, reaching a point where water vapour condenses to form
clouds. When the water droplets get too heavy, they fall as rain.
Relief rain: Warm, moist air is forced to rise when it meets the windward side of mountains.
The rising air cools, causing water vapour to condense to form clouds. When the water
droplets get too heavy, they fall as rain. The rain falls on the windward side of the mountain.
The leeward side of the mountain remains dry.
Frontal rain: When a warm air mass meets a cold air mass, a front is formed. The warm air
is forced to rise over the cold air mass. The rising air cools, causing water vapour to
condense to form clouds. When the water droplets get too heavy, they fall as rain.
30

Reflecting
1.
Atmosphere The total amount of water on Earth that is stored on
its surface, underground and in the air
The mixture of gases surrounding the Earth that is

Biosphere held in place by Earth’s gravity
The solid, outer part of the Earth that includes the

`Hydrosphere upper portion of the mantle and the crust
Parts of Earth where life exists, including places like

Lithosphere the roots of trees, the bottom of the ocean and
mountaintops
2. Fog, cumulus, cirrus
3. When the temperature is high, air heats up, expands and rises, forming a low-
pressure area. When the temperature is low, air cools down, contracts and sinks,
forming a high-pressure area.
The higher the temperature, the more atmospheric moisture the air can contain. The
lower the temperature, the less atmospheric moisture the air can contain.
4. This rainfall distribution is a result of the southwest monsoon. During the summer
from June to September, the Sun’s rays heat up Asia and its surrounding oceans.
Since land heats up more quickly than water, land gets warmer than the oceans. A
low-pressure area forms over land while a high-pressure area forms over the oceans.
Since air moves from an area of high to low pressure, winds blow from the Indian
Ocean and Bay of Bengal to the continental areas of Pakistan. These winds pick up
large amounts of water vapour from the Indian Ocean and Bay of Bengal, which are
then deposited as rain. Hence, continental areas that are located closer to these
large water bodies, like Punjab, receive higher amounts of rainfall. On the other
hand, more inland areas, such as Balochistan, receive lower amounts of rainfall.
5. The uneven heating of the Earth is what drives the global wind system. Uneven
heating causes a difference in air pressure across regions and localized areas. As air
moves from areas of high pressure to areas of low pressure, winds emerge.
6. Location X: I prefer a consistently warm place with a slight breeze. Being located at
5ºS means that I am close to the equator and will be able to enjoy sunshine
throughout the year. Since I am located next to the sea, I would also enjoy the light
sea or land breeze.
Location Y: I prefer to live in cold places. Living on a hill means that I am living at a
higher altitude where air is cooler. Being located at 75ºN means that I am close to the
poles and can enjoy cold temperatures throughout the year.
31

Location Z: I prefer more moderate temperatures. Being located at 45ºN means that I
am able to enjoy cool temperatures. Since I am located next to the sea, the land and
sea breezes will help to regulate temperatures, so that summers are not so hot and
winters are not so cold.
Activity I
Activity II
Reflecting
1. The crust is the outermost layer of the Earth. The core is the very hot and dense
centre of the Earth.
2. As the core heats the mantle, currents flow from the lower part of the mantle towards
the crust. As the currents reach the crust, they cool down, sink and flow along the
bottom of the crust. When this happens, the currents pull along the crustal plates and
cause the plates to move away from each other, resulting in divergent plate
movement.
3. Oceanic plates are both dense. Because of their weight and density, folding will not
occur, as it would in the case of continental plates colliding. Instead, the denser and
32

heavier oceanic plate will subduct under the less dense and lighter plate. At the
points of subduction, oceanic trenches are formed.
4.
Convergent plate Transform plate movement

movement
Plate direction Plates move towards each Plate slide past each other in
other oppposite direction
Type of plate boundaries Destructive plate boundary Passive plate boundary

(neither destructive nor
constructive)
Occurence of subduction Density of plate determines Density of plate does not result
which plate subducts in subductions
Formation of landforms Landforms such as No landforms are formed

with plate movement trenches, fold mountains
and volcanoes mahy be
formed
5.
Internal structure Core Mantle Crust
Thickness Outer core – 2250 km 2000 km 5 to 60 km
Inner core – 1250 km
Temperature Outer core - 4400°C 1000°C 500 °C to 1,000 °C
Inner core - 5430°C
Rock composition Outer core – Liquid, Semi-solid, denser Solid, less dense
very dense rocks than crust
Inner core - Solid
6.
Yes No
Beneficial because volcanoes have fertile Earthquakes occur near plate boundaries
soil that can be used for agriculture. and when that happens, many deaths may
occur.
Beneficial because the natural landforms that Earthquakes and volcanic eruptions may
form around plate boundaries may attract occur and destroy property that is around the
tourists, generating income for residents boundaries.
living near the area.
Furthermore, since the volcanic materials are

able to produce precious stones such as
diamonds over time, lands near volcanoes
can thus be transformed into mines for
tourists, allowing the locals to receive
economic returns.
Beneficial for geothermal energy use since Areas near volcanoes will experience high
volcanoes are hot enough to generate levels of pollution after an eruption. With an
energy for electricity. increased concentration of sulphuric gas,
residents living in those areas may suffer
from respiratory problems.
33

Chapter 4 Rocks
Activity I
Igneous rock/Sedimentary rock Metamorphic rock

Granite Gneiss
Limestone Marble
Gabbro Amphibolite
Basalt Schist
Sandstone Quartzite
Reflecting
1. Rocks are used as metal and precious stone sources. Rocks that have been eroded
and weathered become soil that is used to grow food.
2. A mineral is a naturally occurring inorganic substance made up of an element or

chemical compound that is normally crystalline.
An example of a mineral is
gold/silver/mercury/graphite/diamond/quartz/clay/barite/gypsum/halite/fluorite.
3. Under great heat and pressure, limestone is turned into marble, a type of
metamorphic rock.
4. Granite is a type of igneous rock formed through the cooling and solidification of
magma or lava.
Limestone is a type of sedimentary rock formed when erosion and weathering break
down existing rocks into smaller fragments that get transported by gravity, wind and
water over distances. Where they are eventually deposited, over time, the layers of
sediments undergo compaction to form sedimentary rock.
Gneiss is a metamorphic rock. As the igneous or sedimentary rocks get pushed and
buried kilometers under, heat and pressure alter their chemical composition, leading
to the formation of metamorphic rock.
5. Metamorphic and igneous rock
Chapter 5 People and Places Around the World — NORWAY
Activity I
Capital city — Oslo.
Main cities — Batsfjord, Vardø, Vadsø, Kirkenes, Lakselv, Hammerfest, Alta, Tromsø,
Lenvik, Harstad, Narvik, Bodø, Mo, Mosjoen, Sandnessjoen, Namsos, Steinkjer, Størdal,
Trondheim, Molde, Andalsnes, Alesund, Floro, Hermansverk, Gudvagen, Ringsaker,
Lillehammer, Bergen, Stord, Haugesund, Stavanger, Sandnes, Egersund, Kristiansand,
Arendal, Larvik, Skien, Sandefjord, Fredrikstad, Drammen, Baerum, Skedsmo, Vesteralen
34

Activity III
Norwegian English
Hva heter du? What is your name?
Hvordan har du det? How are you?
God morgen. Good morning.
Unnskyld. Excuse me.
Takk. Thank you.
Beklager. I am sorry.
Reflecting
1.
2. Fjords are deep, long and narrow bodies of water that reach far inland. They are
formed when a glacier cuts into coastal land to form a large U-shaped valley that is
flooded by seawater when the glacier melts.
3. A response that compares any of these elements may be accepted — religion, ethnic
groups, languages spoken, lifestyle and food.
E.g. Although most people in Pakistan are Muslim, most people in Norway are
Christian.
E.g. Pakistan’s two main national languages are English and Urdu. However,
Norway’s two main national languages are Bokmål and Nynorsk.
4. Any response that uses data from the provided graphs accurately may be accepted.
E.g. I would move to Bergen because I prefer a location with cooler summers and
warmer winters. I don’t mind the rainy season.
35

E.g. I would move to Tromsø because I love to ski. The cold winters there would
mean the area is likely to experience a lot of snowfall which would create good
conditions for me to ski.
5. There may be a further decrease in the percentage of people aged 0 to 15 years.

The percentages of people aged 16-66 years and 67+ years are likely to increase.
This is because from 1999 to 2019, there was already a decreasing trend seen in the
percentage of people aged 0 to 15 years, and an increasing trend for the other age
groups. If there are no significant population policy changes, these trends are likely
to continue.
6. A response that considers any of these elements with justification may be considered
— religion, ethnic groups, languages spoken, lifestyle and food.
E.g. I think that Norway will have more fusion food as foreigners mix local ingredients
with their cuisines, and Norwegians incorporate foreign influences into their local
cuisine.
E.g. I think that more languages will be spoken, or that slang terms may emerge as
foreigners mix Norwegian with their own languages, and Norwegians incorporate
foreign words into their daily language use.
Activity I
Some countries may have more people because they have more job opportunities, more
education opportunities and better infrastructure.
Some countries may have fewer people because the climate is too cold to live in, the
infrastructure is not as comprehensive and there are fewer job opportunities.
Activity II
Population
Land Area
Population Density Classification
Town (km2)
(people/km2)
A 2,200 10 220 Densely populated
B 1,000 20 50 Moderately populated
C 200 40 5 Sparsely populated
D 300 50 6 Sparsely populated
E 1,200 60 20 Moderately populated
F 1,000 100 10 Moderately populated
36

Activity III
Reflecting
1. 278 km2
2. A: Stationary, B: Expansive, C: Constrictive
3. Accept any logical reason with elaboration. Examples are:

• Level of development: People move from less developed areas to more developed
areas in search of opportunities.
• Culture: Countries like Nigeria whose people believe in having large families as a
status symbol have higher birth rates, making these countries more populated than
others.
• Climate: Fewer people may want to live in colder areas near the poles, leading to
these countries being more sparsely populated.
• Political: People are less likely to want to live in countries where there is high political
unrest and corruption, so these places will tend to be more sparsely populated.
4. Accept any logical difference that can be observed from the figures. Examples are:
• Europe has a higher proportion of working adults and elderly while Africa has a
higher proportion of children and youth.
• Europe has a constrictive population pyramid while Africa has an expansive
population pyramid.
• Europe has more deaths at older ages while Africa has an almost consistent number
of deaths for at each age group.
• Both Europe and Africa have a similar male to female ratio.
37

5.
Population pyramids are useful Population pyramids are not that useful
A study of population pyramids over the More information is needed to interpret
years allows one to analyze past population influences on population pyramids. For
trends and make useful projections about example, significant events like migration,
population trends in the future. For conflict, famine or epidemics may result in
example, if the population is projected to dents or bulges in the population pyramid.
increase rapidly, the government may want These events need to be analyzed to
to implement more family planning policies. determine whether they have temporary or
permanent effects on the population, before
other policies should be implemented.
Sometimes, the population pyramid seen
could even be a result of past policy
decisions.
Population pyramids allow you to analyze It may be difficult to project future trends
the proportion of people in each age group using population pyramids alone. A line
and gender. For example, if the population graph and information on birth, death and
has a high proportion of the elderly, the migration rates may be more helpful and
government may want to consider more clearly read.
implementing more healthcare-related
policies.
Reflecting
1. Dependence, adaptation, modification
2. Burning fossil fuels releases greenhouse gases such as carbon dioxide into the
atmosphere. When there is a large amount of carbon dioxide in the atmosphere,
more heat is trapped and therefore there is a higher global temperature. This creates
the enhanced greenhouse effect.
3. Deforestation refers to the large-scale destruction of forests by humans. Trees

absorb rainfall and intercept the rain, slowing down the flow of water over the land
before it enters streams or river channels. There is less surface runoff, which
reduces the chances of flooding.
Trees also hold soil particles together, preventing sediment runoff. Without trees,
when heavy rain falls, soil erosion and floods take place due to the inability of these
particles to absorb water.
4. Agriculture requires vast areas of land, which means forests are cleared so that
farming can take place. Increased meat consumption means more land is needed to
rear animals such as cows, sheep and chickens, and hence leading to an increase in
deforestation.
5. Floods destroy crops, homes, roads and buildings, and lives may be lost. Farmers
lose their crops and animals when their farms are flooded. People lose their homes
and belongings as buildings go under water. Roads can also be washed away by the
floodwater. A lot of resources are needed to clean up and repair all the damage
caused by floods.
38

Reflecting
1. A map is a drawing of a specific place, such as a city or a country, showing its

landmarks and features as it would look if you viewed the place from above.
2. Road maps have different kinds of symbols that point out to where certain features
on the map are located. If I am able to locate the feature on a map, I would be able to
follow the roads or streets to get to wherever I want to go. By doing so, I would be
able to find my way around easily.
3. Maps without the basic elements may not provide enough information to know what
the map is about. The elements are necessary in providing the map user with the
information that will give the map meaning. Without the elements, one would not be
able to understand what the map is about, what the symbols on the map mean and
how big an area the map is referring to is.
4.
Topographical map Political map
A topographical map shows you a detailed A political map shows you a map of national
map of the physical and human features boundaries.
within an area
A topographical map shows you a specific A political map shows you different
area within a place. countries and areas.
5.
Symbol Area Line Point Height
Represents Lakes, Roads, paths, Buildings, Places of
cultivations rivers monuments, similar heights
schools
Symbol used Colours that are Lines of Points of Contour lines
similar to the different different shapes
actual feature thickness
6.
Yes, symbols are useful. No, symbols are not useful.
It allows for people to read a map easily and It depends on the purpose of the map. If the
be able to make out different aspects of a map does not require the user to determine
map quickly. the height of landforms, a symbol like the
contour lines, for example, would therefore
not be very useful in that instance.
39

Worksheets
40

Group work
Instructions: Divide the students into groups. Ask them to study Fig 1.3 and discuss it.
Answer the following questions.
1. Arrange the planets in terms of size, starting from the smallest.
2. Which planet has the longest day?
3. Which planet has the shortest day?
4. Why does Neptune have the longest year?
5. Why does Mercury have the shortest year?
__________________________________________________________________
__________________________________________________________________
41

1. Study Figure 2.6 and complete this table.
Altitude Temperature Gases found

Troposphere ----
Stratosphere ----
Mesosphere ----
Thermosphere ----
Exosphere ----
2. Name the gases found in the atmosphere and their corresponding percentages.
__________________________________________________________________
__________________________________________________________________
3. Match the terms on the left to their correct definitions on the right.
Temperature The amount of water vapour in the

atmosphere.
Air pressure The degree of hotness or coldness of the air.
Atmospheric moisture The force that is exerted on the Earth’s

surface.
4. Write True or False for each statement.

a. Winds move from high pressure areas to low pressure areas.
b. Trade winds, westerlies and polar easterlies are examples of seasonal winds.
c. Planetary winds transfer heat from the equator to the poles.
d. Monsoon winds bring wet and dry seasons to the tropical region.
e. Land and sea breezes are examples of planetary winds.
5. Describe these types of clouds.

a. Cumulus clouds
_____________________________________________________________
_____________________________________________________________
b. Cumulonimbus clouds
_____________________________________________________________
_____________________________________________________________
c. Cirrus clouds
_____________________________________________________________
_____________________________________________________________
d. Stratus clouds
_____________________________________________________________
_____________________________________________________________
42

1. Complete this table.
Thickness Temperature Made up of

Inner core
Outer core
Mantle
Crust ------- --------
2. Explain the Continental Drift Theory.
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Read the descriptions below and name the correct plate movement (convergent plate
movement, divergent plate movement or transform plate movement).
a. Two plates collide with each other.

b. Plates move away from each other.
c. No land is created or destroyed.
d. Ridges like the Mid-Atlantic Ridge are formed on the ocean beds.
e. Fold mountains like the Himalayas and the Andes are formed.
f. Two plates slide past each other.
g. Oceanic trenches are formed.
h. Also known as constructive plate movement.
i. Fault lines like the San Andreas Fault is formed.
4. Fill in the blanks and complete the sentences.
a. ___________________ proposed the Continental Drift Theory.

b. A ___________________ is an underwater mountain range.
c. ___________________ plates are made up of light elements like feldspar,
oxygen and aluminum.
d. ___________________ plates are made up of heavy elements like basalt and
magnesium.
e. Pakistan lies at the boundary of two crustal plates — the
___________________ and the ___________________.
43

Chapter 4 Rocks
1. Read the descriptions and identify the type of rock (igneous rock, sedimentary rock
or metamorphic rock) being described.
a. Formed through the cooling and solidification of magma or lava

b. Formed through the process of weathering and erosion
c. Hard and compact
d. May have alternate bands of light and dark minerals
e. Limestone is an example of this type of rock
f. Granite, gabbro and basalt are examples of this type
g. Marble and gneiss are examples of this type
h. Laid down in layers called beds or strata
i. Formed through heat and pressure being applied to some types of rocks
a. ___________________ are substances found naturally in the Earth.

b. ___________________ are the simplest substance on Earth and they cannot
be broken down further.
c. The salt mines in Pakistan are located at ___________________.
d. The ___________________ industry in Pakistan is forecasted to expand and
prove economically beneficial for the country.
3. Name some rocks found in Pakistan.
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Name two elements and two minerals.
________________________________________________________________
________________________________________________________________
44

Chapter 5 People and Places Around the World Norway
Terrain Huge masses of ice
Peninsula Study of rocks
Glacier A long, narrow, deep inlet of sea between high

cliffs
Fjord Stretch of land and its natural features
Geology Piece of land surrounded by water on the majority

of its border while being connected to a mainland
2. You read about Norway in this chapter. Now select any other country. Conduct
research on it and fill in the table below.
Country selected ____________________
Location
Capital city
Other cities in that

country
Main rivers
Mountains
Climate
Population density
Religion
Language
Local food
45

You calculated the population density of some fictional towns for Activity II (page 86 of your
textbook).
Now select Pakistan and nine other countries. Conduct research and find out the population
of these countries in 2019 and complete the table.
Country Population Land Area Population Classification

2019 (km2) Density
(people/ km2)
Pakistan
46

1. Define environment and identify its different types.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Describe how the rising population of any country creates stress on the environment.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What are some human activities that cause the enhanced greenhouse effect?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Complete the table by listing two harmful effects of each environmental issue.
Deforestation
Droughts
Floods
47

1. Complete the table below by stating what information each type of map provides.
Types of maps Information provided

Political maps
Physical maps
Economic or resource
maps
Thematic maps
Road maps
Topographical maps
48

Worksheet
Answer Key
49

1. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.

2. Venus
3. Earth
4. Neptune has the longest year because it is furthest away from the Sun and has a
longer orbit.
5. Mercury has the shortest year because it is nearest to the Sun and has a shorter
orbit.
1. Study Figure 2.6 and complete this table.
Altitude Temperature Gases found

Troposphere 0-15 km ---- Most
atmospheric
gases
Stratosphere 15-40 km ---- Ozone gas
Mesosphere 40-80 km -120*C ----
Thermosphere 80-200 km 1,500*C ----
Exosphere 200-400 km 2,200*C ----
2. Nitrogen 78%
Oxygen 21%
Carbon dioxide, other gases and water vapour 1%
Temperature The amount of water vapour in the

atmosphere.
Air pressure The degree of hotness or coldness of the air.
Atmospheric moisture The force that is exerted on the Earth’s

surface.
4. Write True or False for each statement.

a. True
b. False
c. True
d. True
e. False
5. Describe these types of clouds.

a. Cumulus clouds are white and fluffy, have flat bases and puff upwards. They
form low in the sky and bring short, heavy showers.
b. Cumulonimbus clouds are caused by strong updrafts. These clouds grow tall
and cause heavy rain accompanied by thunder, lightning and strong winds.
c. Cirrus clouds are thin, wispy clouds. They form at high altitudes where air is
cold and strong winds blow.
50

d. Stratus clouds are vast and shapeless and formed at low altitudes during
calm weather. They often give long periods of rain.
1. Complete this table.

Thickness Temperature Made up of
Inner core 1250 km 5430*C Iron
Outer core 2250 km 4400*C Nickel, iron and
alloy
Mantle 2000 km 1000*C Semi-solid rocks
Crust 5-60 km ------- --------
2. Millions of years ago the Earth was all formed together as one supercontinent known
as Pangaea. Over time, Pangaea started breaking up and moving apart. This theory
of Pangaea breaking up and moving apart is called the Continental Drift Theory.
3. Read the descriptions below and name the correct plate movement (convergent plate
movement, divergent plate movement or transform plate movement).
a. Convergent plate movement
b. Divergent plate movement
c. Transform plate movement
d. Divergent plate movement
e. Convergent plate movement
f. Transform plate movement
g. Convergent plate movement
h. Divergent plate movement
i. Transform plate movement

a. Alfred Wegener proposed the Continental Drift Theory.
b. A ridge is an underwater mountain range.
c. Continental plates are made up of light elements like feldspar, oxygen and
aluminum.
d. Oceanic plates are made up of heavy elements like basalt and magnesium.
e. Pakistan lies at the boundary of two crustal plates — the Indian Plate and the
Eurasian Plate.
Chapter 4 Rocks
1. Read the description and identify the type of rock (igneous rock, sedimentary rock or
metamorphic rock) being described.
a. Igneous rock
b. Sedimentary rock
c. Igneous rock
d. Metamorphic rock
e. Sedimentary rock
f. Igneous rock
g. Metamorphic rock
h. Sedimentary rock
51

i. Metamorphic rock

e. Minerals are substances found naturally in the Earth.
f. Elements are the simplest substance on Earth and they cannot be broken
down further.
g. The salt mines in Pakistan are located at Khewra.
h. The mining industry in Pakistan is forecasted to expand and prove
economically beneficial for the country.
3. Gneiss, schist, slate, granite, gabbro
4. Elements – gold, silver, sulphur, carbon etc.

Minerals – quartz, feldspar, mica, amphibole, olivine, calcite etc.
Chapter 5 People and Places Around the World — Norway
Terrain Huge masses of ice
Peninsula Study of rocks
Glacier A long, narrow, deep inlet of sea between high

cliffs
Fjord Stretch of land and its natural features
Geology Piece of land surrounded by water on the majority

of its border while being connected to a mainland
2. Students’ own research work and answers.
Students’ own research work and answers.
1. Everything that surrounds us is called the environment. All living and non-living
things make up the environment.
The different types of environments are the physical environment, human
environment, cultural environment and social environment.
2. When the population of any country rises, this creates stress on the environment.
Some of the reasons for this are listed below:
o Demand for natural resources like food, water, wood, etc. increases.
o Natural resources get exhausted.
o More energy is required for various uses like cooking, travelling,
construction, making or developing gadgets, applications, appliances, etc.
3. Some human activities that cause the enhanced greenhouse effect are the burning of
fossil fuels, deforestation, increase in population, the production of too much waste
material, etc.
52

4. Complete the table by listing any two harmful effects of each environmental issue.
Deforestation Loss of various species of plants and animals

Animals lose their homes
Changes in weather and climate
Produces greenhouse gases
Global warming
Droughts Damage to crops, trees, plants
Shortage of water
Famine
Less food supply for plants, animals, human beings
Streams and rivers dry up
Land dries up
Less income and work for people
Floods Destruction of crops, trees, plants, homes, roads and
buildings
Farmers lose their crops and animals
Very costly to repair the damage afterwards
1. Complete the table below by stating what information each type of map provides.
Types of maps Information provided

Political maps Individual continents
National boundaries like states or countries
Capital cities, major cities
Oceans
Physical maps Physical features such as hills, mountains, rivers, valleys and
plains
Different landforms and their heights
Economic and Different types of natural resources available in that area
resource maps Economic activities
Thematic maps Information on specific themes, e.g. climatic maps give details of
rainfall, temperature or atmospheric pressure
Road maps Roads, highways, railway tracks
Other places of interest and landmarks
Topographical Physical features of a place
maps Shape and height of hills, mountains, plateaus, etc.
Roads, buildings, farms, etc.
53

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WINDOW TO WORLD

Author: Shirin Kavi

ANSWER KEYS AND WORKSHEETS

• Define universe, galaxies, stars and planets.

Suggested Activities/Strategies Resources

1.2 The Solar System

Planets and their temperatures

1.3 How Is Life Possible on Earth? Textbook pages 14-15

1.4 Shape and Size of the Earth Textbook page 15

1.5 Rotation of the Earth Textbook page 16

Solstices and equinoxes

• Equinoxes – the two days in a year when the Sun is exactly

Suggested Activities/Strategies Resources

Hydrosphere Fig 2.3

2.2 Composition and Structure of the Atmosphere Textbook pages 26-29

Temperature Fig 2.7

Atmospheric moisture Table 2.1

Activity I Textbook page 29

2.3 Global Wind System Textbook pages 30-32

2.4 How Is Moisture Present in the Atmosphere Textbook pages 33-34

Precipitation Fig 2.17

Suggested Activities/Strategies Resources

3.3 Crustal Plates Textbook page 43

3.4 Movement of Crustal Plates Textbook pages 44-46

3.5 Plate Movements in Pakistan Textbook pages 47-48

• Describe what rocks are made of.

Suggested Activities/Strategies Resources

4.2 Types of Rocks

• Based on their findings, ask all students to complete this

Igneous Sedimentary Metamorphic

How are they

Where are they

Activity II Textbook page 57-58

4.3 The Rock Cycle

4.4 Types of Rocks in Pakistan

4.5 Other Uses of Rocks

• Identify the physical location of Norway.

Suggested Activities/Strategies Resources

5.2 Interesting Geographical Facts About Norway

Norway’s main rivers

Oslo Tromsø Bergen

Location Inland in On the coast

5.3 Population Structure and Density of Norway

Population Density of Norway

5.4 Cultural Life of Norway

Suggested Activities/Strategies Resources

6.2 World Population Growth Textbook pages 82-83

Growth of world population in the future Fig 6.2

Population will Population will Population will

6.4 Distribution of Population in the World and in Pakistan

• Pakistan is the 34th most densely populated country.

How is population distributed in Pakistan? Textbook page 88

6.5 Trends in Pakistan’s Population Growth Textbook page 89

6.6 Population Pyramids

Types of population pyramids Textbook pages 92-94

• Define environment and identify its different types.

Suggested Activities/Strategies Resources

How do humans interact with the physical

Deforestation and its consequences Textbook page 101

Floods Textbook page 103

What happens when forests are destroyed? Textbook page 104

Activity I Textbook page 106

Extra activity — Group work