Quiz Topics
1.1.1 Introduction to Geography
Specific Competence: Show that you understand Geography. Learning Activities: Talk about the main ideas in Geography. Identify the two types of Geography: Physical (about natural features) and Human (about people and their activities). Understand why studying Geography is important (like protecting nature, finding your way, or understanding spaces). Expected Standard: You clearly show that you understand Geography.
Map Reading Basics
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.
Maps vs Diagrams
1.2.1 Earth in the Solar System & Its Basic Characteristics
Specific Competence: Show that you understand Earth’s place in the solar system and its shape and size. Learning Activities: Name the parts of the solar system (Sun, planets, shooting stars). Watch things happening in space (like moon changes, sun/moon blocks, shooting stars, visible planets). Describe Earth’s shape and size. Look at proof of Earth’s shape. Connect Earth’s shape and size to natural events (like weather, ocean currents) and human activities (like talking through satellites). Expected Standard: You correctly show that you understand Earth’s place, shape, and size.
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.
Drawing Maps Diagrams
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.
1.2.2 Earth's Movements and Graticule
Specific Competence: Use what you know about Earth’s movements and the imaginary lines on Earth (graticule) in different situations. Learning Activities: Study Earth’s spin (which causes day/night, time differences, and changes wind direction). Study Earth’s journey around the sun (which causes seasons, different day lengths, sun/moon blocks, and how high the midday sun is). Use this knowledge when planning events, making calendars, or predicting weather. Describe the imaginary lines called latitude (horizontal) and longitude (vertical); find places using computer mapping tools (GIS, GPS) and maps. Calculate differences in time and longitude. Figure out distances using latitude. Calculate the angle of the midday sun and use it for placing solar panels, designing buildings, or finding directions. Expected Standard: You correctly use your knowledge of Earth’s movements and graticule for all calculations and uses.
Map Features Identification
1.2.3 The Earth’s Atmosphere
Specific Competence: Help protect the air around Earth. Learning Activities: Name the layers of air around Earth (Troposphere, Stratosphere, Mesosphere, Ionosphere, Thermosphere, Exosphere). Explain what the atmosphere does (gives us air, protects from harmful sun rays, helps with the water cycle, keeps Earth warm). Take part in actions to protect the atmosphere (planting trees, recycling, using environmentally friendly transport). Expected Standard: You help protect the atmosphere properly.
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.
Map Symbols and Key
1.3.1 Weather and Climate
Specific Competence: Use what you know about weather and climate in your daily life. Learning Activities: Tell the difference between weather (what happens day-to-day) and climate (average weather over a long time). Name the parts of weather (how hot or cold it is, how much moisture is in the air, how much rain, how many clouds). Name things that affect weather and climate (how far north or south you are, how high up you are, winds, seasons). Look at Zambia’s climate (savanna type, winds, seasons). Use this knowledge in farming, health, and planning outdoor activities. Expected Standard: You correctly use your knowledge of weather and climate.
Grid System Use
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.
1.3.2 Climate Change
Specific Competence: Understand and explain climate change. Learning Activities: Identify human activities that cause climate change (burning fuels like coal and oil, farming, cutting down forests). Identify natural things that cause climate change (like volcanoes erupting). Expected Standard: You explain climate change correctly.
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.
Map Scale Understanding
1.3.3 Mitigation and Adaptation to Climate Change
Specific Competence: Take action to reduce climate change and adjust to its effects. Learning Activities: Practice ways to reduce climate change (using energy from sun/wind, planting trees, saving water, making less waste). Change your way of life to deal with climate risks (growing crops that can survive dry weather, collecting rainwater, getting ready for disasters). Expected Standard: You correctly practice ways to reduce and adjust to climate change.
Natural Map Features
1.4.1 Natural Resources
Specific Competence: Use natural resources that can be replaced (renewable) and those that cannot (non-renewable) in a responsible way. Learning Activities: Name natural resources. Put them into groups: renewable (like water, land, wildlife, sun energy) and non-renewable (like minerals, coal, oil). Expected Standard: You use resources responsibly.
1.5.1 Population Composition
Specific Competence: Show that you understand what makes up a population. Learning Activities: Learn about concepts like census (counting people), population density (how many people in an area), birth rate (how many babies born), death rate (how many people die), and migration (people moving). Draw and understand population pyramids (charts showing age and gender). Expected Standard: You correctly show your understanding.
Man-made Map Features
Map Color Interpretation
1.5.2 Population Distribution in Zambia
Specific Competence: Understand how people are spread out in Zambia. Learning Activities: Find areas where few people live, a moderate number live, and many people live. Describe what makes people choose to live in certain areas (like water, electricity, minerals, transport). Understand population spread using maps and computer mapping tools (GIS). Expected Standard: You correctly understand how people are spread out.
1.5.3 Rapid Population Growth in Zambia
Specific Competence: Deal with the problems caused by fast population growth. Learning Activities: Understand why the population is growing fast (many babies being born, early marriages, fewer people dying). Identify the bad effects (people without jobs, too many people in one place, crime, too much pressure on services). Explore the good things (more workers, using natural resources, safety). Suggest ways to solve problems (managing waste and resources, making people aware). Expected Standard: You deal with the problems correctly.
Land Use Patterns
1.5.4 Migration
Specific Competence: Use what you know about people moving from one place to another in your daily life. Learning Activities: Talk about different types of movement (within a country, between countries, moving for certain seasons). Understand why people move (for jobs, services, because of disasters, or feeling unsafe). Look at the good and bad effects of people moving on both the place they leave and the place they go to. Connect migration to the workforce, changes in culture, and effects on the environment. Expected Standard: You correctly use your knowledge.
4-Figure Grid References
6-Figure Grid References
1.6.1 Settlements
Specific Competence: Help make places where people live (settlements) tidy and organized. Learning Activities: Identify different types of settlements (villages, towns). Arrange them from smallest to largest (from a single home to a big city). Identify and draw common patterns of settlements (like along a line, grouped together, or spread out). Expected Standard: You help make settlements tidy and organized correctly.
Plotting Map Locations
1.6.2 Location of Settlements
Specific Competence: Make good choices about where to build settlements. Learning Activities: Identify things that influence where settlements are built (shape of the land, soil quality, water, transport). Describe what settlements are used for (like for government, shops, mining, farming). Choose settlement locations by thinking about facilities, safety, and transport. Expected Standard: You make settlement choices correctly.
1.6.3 Settlement Challenges and Urbanisation
Specific Competence: Solve problems in settlements and understand how cities growing bigger affects daily life and the environment. Learning Activities: Identify problems (in villages: poor services, bad roads; in cities: too many people, waste, people without jobs). Suggest solutions (better sanitation, protecting nature, planting trees, promoting walking/cycling, preparing for disasters). Talk about why cities are growing fast (social, physical, economic reasons). Understand the effects (on farmers, city planners, businesses). Connect city growth to daily life (like solutions for traffic, different cultures living together, clean-up activities, tree planting). Expected Standard: You solve challenges and connect city growth to daily life and the environment correctly.