GEOGRAPhY

WORKBOOK
GRADE-7Th

AhsAn KhAn
Content outline:
 Independence Day
 Internal Structure of Earth
 Physical and Chemical Layers of Earth
 Concept web of the structure of Earth
 Earth Movements
 Earth Rotation
 Earth Revolution
 Earth Seasons
 Concept web of Earth Movements
 Defense Day
 Mapping Skills
 Coordinate System
 Use of latitude and Longitude
 Time Zone
 Landscape Photographs
 Aerial Photographs
 Satellite Images
 Climate Graph
 Concept web of Mapping Skills
 Water Resources
 Water distribution
 Factor affecting water supply
 Reasons for rising demand for water
 Ensuring Water supply
 Concept web for water resources.

1
 Topic: 14th August

Q: Describe on which basis was the boundary of Pakistan marked? [3]

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 Chapter 1: Internal Structure of Earth

Topic: Structure of Earth

Task: Study the following image and explain what you understand about the structure of
Earth [4]

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Topic: Physical and chemical layers of Earth

Criteria: List the names and their physical and chemical characteristics.

Task: Write down the names of earth physical and chemical layers along with
their chemical and physical characteristics. Read page# 2,3 and 4 of your
textbook.

Chemical layers Physical layers Thickness Temperature Composition

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 Topic: Earth Internal Structure

Answer the following questions by reading page#2,3,4

1. The crust bon which we stand varies in thickness from 5 – 70 kilometers. Would the crust
be thick under the Ocean or the continents?
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___ [1]
2. The continents are situated on crustal plates that can move. What feature of the mantle
allows movement of the Earth’s crust to occur?
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_____________________ [2]

3. Explain what are convectional currents and how they causes crustal plates to move?
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4. The deepest mine is less than 10 kilometers deep. How do you think geologists (scientists
who study earth movements and rocks) estimate the thickness and temperature of the layers
of the earth?
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_______ [1]

5. The outer core is liquid (molten rock). However the inner core which is hotter than the outer core is
thought to be solid. How is this possible?

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_______ [2]

Q: Draw a concept web of “Internal Structure of Earth” and self-assess it against given
rubric.

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After developing concept web self-assess it using the rubric given below:

Criteria level 4 – Advance Level 3 – Proficient Level 2-Partially Level 1- Requires

Quality and All key words and concepts to
quantity of demonstrate clarity of the unit
theme words are used
Depth of Content shows depth of
coverage understanding of concepts and
their relationships
Concepts are linked by words
Quality of and phrases that explain the
connections connection between the ideas.
and their level Concepts are linked or joined
of detail together in groups. This
organization has helped pupils
discover new relationships.
Headings are appropriate and
move from big ideas to
Structure specific points  Clear
hierarchy evident
Most key words and concepts
from the unit are covered in a
meaningful way
All main ideas included and
relationships described
All words accurately
connected. Connections are
clear and logical. They
connect concepts to promote
clarity and convey meaning.
Identifies important concepts
but makes some incorrect
connections
Some structure used with
appropriate headings for most
groups. More are nearer to
the centre and the less
important ones closer to the
edge
Proficient Effort
A number of key themes,
concepts are covered but
not all
Superficial coverage of
key ideas with little
extension of ideas
Linking words are clear
but present a flawed
relationship at places. At
other places links are not
labeled
Concepts are displayed in
a linear sequence with
headings but no structure
e.g. more important points
are put nearer to the centre
Many key words and
concepts are missing.
Many misconceptions
are evident.
Limited content included
Many links are incorrect
indicating weak
understanding.
Organization of the
concept map is not clear
it is confusing.

Chapter 2: The Earth’s Movements

Topic: Earth Movements
Task: Study the following and develop an answer to explain earth movements.

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Q- Explain what you understand by Earth Movements. [4]
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Topic: Earth Rotation

Task: Study the following diagram and describe earth’s rotation and how it causes days
and night to change.

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Q: Describe earth’s rotation and its effects. [3]
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Topic: Earth Movements

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 Topic: Earth Revolution and Seasons
Task: Study the following image and explain how does earth’s revolution cause different
seasons. [4]

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Q: Draw a concept web of “Earth Movements” and self-assess it against given rubric.

11
After developing concept web self-assess it using the rubric given below:

Criteria level 4 – Advance Level 3 – Proficient Level 2-Partially Level 1- Requires

Quality and All key words and concepts to
quantity of demonstrate clarity of the unit
theme words are used
Depth of Content shows depth of
coverage understanding of concepts and
their relationships
Concepts are linked by words
Quality of and phrases that explain the
connections connection between the ideas.
and their level Concepts are linked or joined
of detail together in groups. This
organization has helped pupils
discover new relationships.
Headings are appropriate and
move from big ideas to
Structure specific points  Clear
hierarchy evident
Most key words and concepts
from the unit are covered in a
meaningful way
All main ideas included and
relationships described
All words accurately
connected. Connections are
clear and logical. They
connect concepts to promote
clarity and convey meaning.
Identifies important concepts
but makes some incorrect
connections
Some structure used with
appropriate headings for most
groups. More are nearer to
the centre and the less
important ones closer to the
edge
Proficient Effort
A number of key themes,
concepts are covered but
not all
Superficial coverage of
key ideas with little
extension of ideas
Linking words are clear
but present a flawed
relationship at places. At
other places links are not
labeled
Concepts are displayed in
a linear sequence with
headings but no structure
e.g. more important points
are put nearer to the centre
Many key words and
concepts are missing.
Many misconceptions
are evident.
Limited content included
Many links are incorrect
indicating weak
understanding.
Organization of the
concept map is not clear
it is confusing.

Topic: Defense Day

Task: List and label the areas where Pakistan Forces fought with the Indian army.
• Rann of Katch was a small territory in Sindh
• Bhatinda . Sialkot
• Chamb . Jaurian

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 Chapter 3: Mapping Skills

Topic: Coordinate System

Task: Look at following images and describe what do you understand about earth’s
coordinate system.

Q. Describe what are the lines of latitude and longitude are about? [3]
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Topic: Latitudes and Longitudes

Task 1: Q 1: Draw lines of latitudes and longitudes on map and label the following:

· Equator,
· Tropic of cancer and Capricorn,
· Arctic circle,
· Antarctic circle,
· Prime (Greenwich) meridian
· International Date Line

Task 2: Using provided map, locate and write the coordinates of the following places:

1. Karachi
2. Islamabad
3. Peshawar
4. Lahore
5. Quetta
6. Gilgit
7. Muzaffarabad

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Topic: Time Zones

How do you read time zones?

There are 24 hours in a day, and 360 degrees of longitude encompassing the globe –
dividing 360 by 24 gives you the 15 degrees of longitude that equates to a one-hour
difference in each time zone. Based on this, you can then deduce that there are 24 time
zones around the world.

How do you read time on a world map?

Locate the place where you want to know the time. Count the number of time zones
between them. Then add or subtract that number of hours. For example, if it is noon
time on the west coast of Africa, you can see that it is 7:00 A.

Task 1: Answer the following questions:

1. What is the time difference between Pakistan and New York?

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 2. If it is 8:00 am in Iran, what time is it in China?

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3. If it is 8:00 pm in Pakistan, what time is it in China?

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4. If you wanted to travel back in time to yesterday, which direction would you have
to fly over the International Date Line, East or West?

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5. If you wanted to travel forward in time to tomorrow, which direction would you have to
fly over the International Date Line? East or West?

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Task 2: If it's 11 am in Pakistan what will be the time in the following countries:

 New York _____________________________

 Sydney _____________________________________

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 Iran ______________________________________

 China_____________________________________

 Turkey_________________________________________

 Korea __________________________________________

 Japan __________________________________________

 Norway __________________________________________

 Nigeria __________________________________________

 Greenland __________________________________________

 Iceland __________________________________________

 Germany __________________________________________

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Topic: Mapping Skills - Read page# 22 to 26

Task 1: Comparison between different types of photographs

Landscape photograph Aerial photograph Satellite photograph

Definition

Area

Types

Task 2: Use the following method of interpretation to describe the landscape photo graph given
below.

1. Looking for the information in the photograph.

2. Divide the photographs into three sections.
3. Identify any obvious features.
4. Conclusion / summary

Image 1:

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Description:
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Image 2:

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Topic: Aerial Photographs

Task: Study the following photograph and describe what is shown in these and also
identify the type of photograph.

Method of interpretation:
 Write about the caption, date or time if its mentioned in the photograph
 Identify any geographical feature - both physical and human – shown in the image
 Summarize a conclusion that you understand from studying the photograph

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  Image 1:

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Image 2:

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______________________________________________________________________________

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Image 3:

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Topic: Satellite Images

Task: Study the following key and interpret the satellite images given also use your textbook page#26

Key:
Water Black or dark blue, the water’s color changes to green and then blue,

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 sediments suspended in water will be brown in color
Plants Different shades of green, Grasslands tend to be pale green, while forests are
very dark green. Land used for agriculture is often much brighter in tone than
natural vegetation.
Typically silver or gray from the concentration of concrete and other building
Cities
materials. Some cities have a more brown or red tone depending on the
materials used for rooftops.
Clouds are white and gray, and they tend to have texture just as they do
Atmosphere
when viewed from the ground. They also cast dark shadows on the ground
that mirror the shape of the cloud. Some high, thin clouds are detectable
only by the shadow they cast.
Volcanic Volcanic plumes also vary in appearance, depending on the type of eruption.
plumes
Plumes of steam and gas are white. Ash plumes are brown. Resuspended
volcanic ash is also brown.

You can find key features e.g. Bodies of water—rivers, lakes, and oceans—are often the
simplest features to identify because they tend to have unique shapes. Other obvious patterns
come from the way people use the land. Farms usually have geometric shapes—circles or
rectangles—that stand out against the more random patterns seen in nature. When people cut
down a forest, the clearing is often square. A straight line anywhere in an image is almost
certainly human-made, and may be a road, a canal, or some kind of boundary made visible by
land use. Mountain ranges tend to run in long, sometimes wavy lines. Canyons are squiggly
lines framed by shadows. Mountains look like wrinkles or bumps.
Image 1:

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Image 2:

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Use your textbook page#26 for the following.

Figure 3.16:

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Figure 3.17:

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Satellite images reveal the path of a devastating tornado (on April 27, 2011. This high-
resolution satellite image captured the tornado’s path on April 29.)

Topic: Climate Graph

What is a climate graph?
A climate graph displays yearly temperature and precipitation statistics for a particular location.
... The average temperature for each month is plotted on the graph with a red dot and the dots
are then connected in a smooth, red line. Precipitation (mm) is measured using the numbers on
the right hand side of the chart.

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Task: Interpreting climate graphs
Note: Study the climate graph to answer the questions given below :

i. Which month is the warmest?

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 ii. Which month is the coolest?
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iii. What is the range of temperature? (Subtract the minimum temperature from the maximum

temperature).

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Q 2 - Look for patterns in the rainfall data

i. What is the pattern of the rainfall? Check which season(s) is/are drier or wetter than
others.
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ii. What is the total annual rainfall? Add each month's total together to get the annual total.
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iii. Then put the rainfall and temperature information together - what does it tell you about
this area?
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A. When you describe the patterns in temperature and rainfall, including how they relate to
each other. You get a description of the climate. Describe the climate.
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Q: Draw a concept web of “Mapping Skills” and self-assess it against given rubric.

27
After developing concept web self-assess it using the rubric given below:

Criteria level 4 – Advance Level 3 – Proficient Level 2-Partially Level 1- Requires

Quality and All key words and concepts to
quantity of demonstrate clarity of the unit
theme words are used
Depth of Content shows depth of
coverage understanding of concepts and
their relationships
Concepts are linked by words
Quality of and phrases that explain the
connections connection between the ideas.
and their level Concepts are linked or joined
of detail together in groups. This
organization has helped pupils
discover new relationships.
Headings are appropriate and
move from big ideas to
Structure specific points  Clear
hierarchy evident
Most key words and concepts
from the unit are covered in a
meaningful way
All main ideas included and
relationships described
All words accurately
connected. Connections are
clear and logical. They
connect concepts to promote
clarity and convey meaning.
Identifies important concepts
but makes some incorrect
connections
Some structure used with
appropriate headings for most
groups. More are nearer to
the centre and the less
important ones closer to the
edge
Proficient Effort
A number of key themes,
concepts are covered but
not all
Superficial coverage of
key ideas with little
extension of ideas
Linking words are clear
but present a flawed
relationship at places. At
other places links are not
labeled
Concepts are displayed in
a linear sequence with
headings but no structure
e.g. more important points
are put nearer to the centre
Many key words and
concepts are missing.
Many misconceptions
are evident.
Limited content included
Many links are incorrect
indicating weak
understanding.
Organization of the
concept map is not clear
it is confusing.

Chapter 4: Water Resources

Topic: Water Distribution
Task: Study the following Pie Chart and explain the distribution of water as a
resource.

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Topic: Water sources and reservoir of Islamabad

Task: Study the following map and label sources (rivers) and reservoir (dams) of Islamabad.

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 Water supply in your city:
Where does your city get its water from? List the sources of water in your city in the box
given below. If it is a river or lake source, name it. Try and provide the name of the reservoir
also.

Source(rivers) Reservoir (e.g. dams)

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