Quiz Topics
1. Structure of the Earth
Specific Competence: Demonstrate understanding of the internal structure of the earth. Learning Activities: Students will identify the layers of the earth (crust, mantle, core). They will describe what each layer is like. They will draw a picture showing a cut-through view of the earth's inside. Expected Standard: Students will show they understand the earth's internal structure correctly.
2. Types of Rocks
Specific Competence: Relate rocks to everyday life. Learning Activities: Students will identify different types of rocks (igneous, sedimentary, metamorphic). They will sort rocks based on how they look, how they formed, their feel, color, how hard they are, and if water can pass through them. They will connect how rocks are used in daily life, such as for water storage (aquifers), causing land changes (erosion), providing valuable materials (minerals), making art (sculptures), and creating household items (pottery). Expected Standard: Students will correctly connect rocks to everyday life.
3. Internal Earth Movements and Landforms
Specific Competence: Link faulting and folding to real-life experiences; Relate earthquakes and volcanic activity to the natural environment. Learning Activities: Students will discuss how faulting and folding happen (pushing together and pulling apart forces). They will describe landforms created by these movements, like block mountains, fold mountains, rift valleys, and steep slopes (escarpments). They will draw diagrams of these landforms. Students will also explore how earthquakes and volcanoes work. They will describe landforms made by earthquakes (steep slopes, long ridges, long valleys) and volcanoes (features formed inside and outside the earth). They will look at the good and bad effects of earthquakes and volcanoes on the environment, such as destroying forests, causing deaths, damaging buildings, providing minerals, and creating hot springs. Expected Standard: Students will correctly link faulting and folding to real-life experiences (like tourism, creating water sources, and affecting building plans). They will also appropriately connect earthquakes and volcanoes to the natural world and evaluate their impacts.
4. Weathering and Mass Movement
Specific Competence: Relate weathering to real-life experiences; Relate mass movement to real-life experiences. Learning Activities: Students will discuss how weathering breaks down rocks and describe its types (chemical, physical, biological). They will connect weathering to everyday life, understanding its role in soil formation, building materials, shaping landscapes, affecting climate, and conservation. Students will also discuss mass movement (when soil and rock move down a slope). They will identify reasons for mass movement, such as gravity, steep slopes, and wet soil. They will describe different types like rockfalls, avalanches, landslides, slow soil creep, and mudflows. They will link mass movement to real-life actions like preparing for disasters, planning how land is used, protecting the environment, reducing risks, and managing roads and transport. Expected Standard: Students will appropriately connect weathering and mass movement to real-life experiences.
5. River Processes
Specific Competence: Practise sustainable use of water; Apply knowledge of river systems in everyday life. Learning Activities: Students will draw a diagram of the water cycle (hydrological cycle). They will describe its steps: water turning into vapor (evaporation), vapor becoming clouds (condensation), water falling as rain or snow (precipitation), water flowing over land (runoff), and water soaking into the ground (percolation). They will learn to use water wisely at home, school, and in their community by saving it, reusing it, protecting water sources, and teaching others. Students will also identify different river patterns (dendritic, radial, trellis). They will examine how rivers change the land through wearing it away (erosion), carrying material (transportation), and dropping material (deposition). They will describe river features at different stages: young rivers (waterfalls, interlocking spurs, rapids), middle-aged rivers (bends called meanders, gentle slopes, steep banks), and old rivers (flat areas called floodplains, raised banks called levees, curved lakes called oxbow lakes). They will apply their knowledge of rivers to daily life for transport, watering crops (irrigation), making electricity, tourism, recreation, and preparing for floods. Expected Standard: Students will practise sustainable water use and apply their knowledge of river systems appropriately.
6. Weather and Climate
Specific Competence: Develop ways of adapting to climatic regions; Plan for cyclonic activities. Learning Activities: Students will locate different climate zones (Savannah, Hot Deserts, Tropical Rainforest) on a map. They will describe the weather, plants, and human activities in these zones. They will analyze how climate and vegetation are connected. They will learn to adapt to different climates through farming methods, preparing for disasters, conservation, and finding energy solutions. Students will also discuss how tropical and temperate cyclones (large storms) form due to different air pressure. They will describe the structure of cyclones and anti-cyclones (high-pressure systems). They will analyze the effects of these storms, such as loss of life, property damage, people moving from their homes, and harm to the environment. They will plan how to manage disasters by considering shelters, food, water, and communication. Expected Standard: Students will develop appropriate ways to adapt to climatic regions and plan for cyclonic activities.
7. Population
Specific Competence: Demonstrate understanding of world population distribution and density; Adopt ways of coping with pandemics. Learning Activities: Students will describe where people live in the world (densely populated, moderately populated, sparsely populated areas). They will analyze population structure using population pyramids for less economically developed countries (LEDCs) and more economically developed countries (MEDCs). Students will discuss what a pandemic is. They will assess the effects of global pandemics like HIV/AIDS and COVID-19 on population and the economy, such as loss of life and economic slowdowns. They will identify strategies to cope with pandemics, including vaccination, abstinence, and taking medication as prescribed. Expected Standard: Students will correctly show their understanding of population distribution and structure, and appropriately cope with pandemics.