• Describe Earth’s processes and patterns and how landscapes have changed over time. (types of plains features of the river)
• Differentiate similarities and differences between the geographical places of the world. (differences & similarities between plains & rivers)
• Compare settlements to describe adaptation according to human needs. (people living near rivers and on plains)
• Discover differences in lifestyles of two different settlements to explore diversity. (people living near rivers and on plains)
• Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Describe the physical features of plains
• Locate the largest plains of the world. 
• Differentiate plains from the other landforms.     
• Identify some major types of plains of the world.  
• Describe the river plain. 
• Explore a river system.  
• Identify major features of the upper course of the river.  
• Describe the importance of the middle course of the river. 
• Discover why delta is found on the lower course of the river.  
• List different features of the middle and lower the difference between the middle and lower courses of a river. 
• Explain how rivers are important in the biodiversity of the region.  

Skills:

Students will be able to…

• Use maps, GIS or Google Maps to identify different types of plains and their features. 
• Inquire about the working of a river system.  
• Investigate reasons why Arctic plain is known as barren plain. 
• Investigate the living conditions in a Desert or the Arctic Tundra Plain. 
• Gather, organize, and interpret data to analyze the impact of rivers on the biodiversity of the region.

Assessments

Formative Assessments

The teacher will ask students:

• To name various landforms.
• What they have understood about the plains.
• To tell the names of some plains of Pakistan.
• To tell the difference between the mountain and plains.
• To give at least two features of mountains, plains, and deserts.
• To locate different landforms on a relief map, or on Google Maps. 
• To tell their understanding of the word biodiversity.
• Summative Assessments

Students will

• Write in their notebooks at least two differences between plains and rivers using an organogram.
• Draw a diagram to show the processes of the formation of different types of plains.
• Briefly write to explain the formation of rivers and plains.
• Label the features of the three courses of a river on the given diagram.
• Write reasons for the importance of rivers for biodiversity.
• Draw a diagram or a digital poster to show the impacts of human activities on landforms.
• Write in their notebooks the difference between the upper, middle, and lower courses of the river.
• Draw the Delta of a river and write its importance. 
• Suggest ways of using rivers for economic activities.
• Write a report on why the Indus delta is called the dying delta and how can it be conserved.
• Create projects using Google Maps Projects to share information about the mountains and Plains of Pakistan with the rest of the world.

Learning Activities

The teacher will

• Use relevant maps, or Google Maps, or GIS to explain the location and the features of rivers and plains.
• Collaborate face to face or online with at least one school in any other region (people living near rivers or on plains) of Pakistan and have interactive sessions with the students to share their notes on biodiversity, economy, and lifestyle.
• Help students make a 2-3 minutes video to explain which landform they would like to live in and why so many people prefer to live on Plains.
• Divide the class into three groups to collect the information about each course of the river. Present their findings to the rest of the groups. The teacher can guide other groups to take notes while one group is presenting.
• Diagrams or a presentation to explain different aspects of the unit like the upper course of a river to develop their understanding. 
• Engage students in independent as well as collaborative research and projects related to economic activities related to the selected plains by providing them the extra reading material or by enabling them to use the Internet or by answering their questions. 
• Demonstrate their knowledge to build students’ understanding to use water resources wisely.

Student Learning Outcomes:

• Inquire and describe the interaction between physical and human geography.
• Compare similarities and differences between patterns of distribution and consumption of water resources of some selected geographical regions of the world.
• Inquire why landforms are changing due to human activity with respect to water..

• Suggest ways to utilize and conserve resources.
• Enhanced Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Identify the major sources of water on Earth and in Pakistan
• Explain different types of precipitation  
• Describe the process of Water Cycle in maintaining water supply of the Earth
• identify different uses of sewage waste 
• identify biogas as a source of energy
• Explore various water purification methods before supplying it to cities and villages.

Skills:

Students will be able to…

• Draw and label Water Cycle
• Evaluate the reasons for low groundwater in Pakistan
• Devise ways to solve the shortage of water in Pakistan
• Evaluate ways of using wastewater
• analyze methods of sewage treatment       
• Organize information about water purification methods into flow charts.
• Explore ways to turn sewage into a useful gas
• Analyze the reasons for the scarcity of drinking water in cities
• Conduct, record and draw conclusions from an investigation about water purification method.

Assessments

Formative Assessments

The teacher will ask students:

• To name major sources of water on Earth.
• Distinguish ground and surface water sources.
• What are the major sources of water supply to big cities of Pakistan?
• Which water sources are generally used to obtain water in the villages of Pakistan?
• To recall their prior knowledge about Water Cycle.
• What are the different stages of the water cycle?
• What are different types of precipitation?
• Why is precipitation important in the water cycle?
• Why is the water cycle important for the planet Earth?
• Where does the wastewater go?
• Can wastewater be used again or recycled?
• What are different ways of using sewage waste?
• What do you know about biogas?
• What could be the different uses of biogas?
• What do you know about water purification?
• Why is it important to purify water before supplying it to the cities?

Summative Assessments

Students will

• Draw and label the water cycle in their notebooks. 
• Write how the water cycle renews Earth’s freshwater supply?
• Write about different types of precipitation in their notebooks.
• Explain how human activities interfere with the water cycle.
• Describe what might happen if the water stops recycling?
• Briefly explain the reasons for low groundwater table in Pakistan in their notebooks.
• Make mind maps showing the impact of scarcity of water on people and the environment. 
• Carry on an investigation about scarcity of clean drinking water in your (or any other) area of Pakistan. Gather facts, figures, and evidence, prepare a report and present it in the morning assembly or any other forum.
•  Prepare and present role plays on causes of scarcity of drinking water and their possible solutions.
• Explain methods of sewage treatment and water purification with the help of diagrams in their notebooks.

Learning Activities

The teacher will  

• Use different sources of information like books, e-books, open net search, etc. to prepare and use topic-related information to be shared with the students.
• Show students photographs/ videos of areas affected by scarcity of water.  Ask them to discuss the impacts on life in general (lifestyle, economy, weather, environment, flora, and fauna) in pairs/ groups.

• Discuss different uses of sewage waste with the students.
• Develop mini-water treatment projects and raise awareness among the school community.
• Create digital/manual posters showing ways to solve shortage of water in Pakistan.

• Show videos or arrange student study tours to biogas plants and water treatment units.  Encourage students to maintain logs and write notes during the tours or while watching the videos.
• Divide the class into groups and assign one method of water treatment to each group.  Each group to make mini-projects/ Presentations and share their knowledge with other groups.
• Use diagrams or presentations to explain different aspects of the unit like water sources, water cycle, and water treatment to develop their understanding. 
• Engage students in independent as well as collaborative research and projects related to water conservation and its value for sustainable development by providing them the extra reading material or by enabling them to use the Internet or by answering their questions. 
• Demonstrate their knowledge to build students’ understanding to use water resources wisely.

Student Learning Outcomes:

• Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world. (feasibility of human settlement)
• Inquire and describe the interaction between physical and human geography. (types of settlements)
• Explain that the economic progress of a region relies upon the advancement in science and technology. (modern infrastructure, transport, etc.) 
• Describe the effects of excess land use.  (effects of excessive agriculture) 
• Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of physical, human, and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Classify different types of settlements. 
• Identify the functions of a settlement. 
• Describe how towns are different from cities 
• Explain the conditions that are suitable for a settlement. 
• Compare two major types of settlements.   
• Identify the major types of settlements in Pakistan.  
• Identify the advantages and disadvantages that people of rural settlements face. 
• Identify the advantages and disadvantages that people of urban settlements face. 
• Describe the difference between conurbations and megapolis.  

Skills:

Students will be able to…

• Use maps, GIS or Google Maps to identify different types of settlements of the world.  
• Gather, organize, and interpret data to investigate the different patterns of settlements and their impact on the lifestyle of people living in them.  
• Investigate how the pattern of the settlement determines the lifestyle of the people living in it.  
• Inquire how commercial land use is different than residential land use. 
• Reflect on why few cities in Pakistan are growing bigger every year. 
• Predict that there will be no land left on Earth if settlements will keep growing at the current pace. 

Assessments

Formative Assessments

The teacher will ask students:

• To share their prior knowledge and understanding of settlements.
• To identify different types of settlements.
• To give examples of different types of settlements in Pakistan.
• To tell how settlements are similar and different.
• To locate some settlements on a map, or Google Maps.
• To identify some natural and physical features of the selected settlements on Google Maps.
• To relate natural and physical features with the functions of the settlements.
• To state suitable conditions for developing a place into a settlement.
• Explain the pros and cons of living in small settlements.
• Explain the pros and cons of living in big settlements.
• To tell how commercial land use is different than residential land use.

Summative Assessments

Students will

• Compare and contrast urban and rural settlements making Venn diagrams in their notebooks.
• Explain which type of settlement they would prefer to live in and why?
• Write in their notebooks at least two differences between conurbations and megapolis using an organogram.
• Use maps, GIS or Google Maps to identify different types of settlements of the world.  Select any one unique or different settlements of the world in small groups and investigate more about its physical, human and environmental aspects. Prepare PowerPoint Presentations/ or interactive videos and present the study with the rest of the groups in the class.
• Gather, organize, and interpret data to investigate the different patterns of settlements and their impact on the lifestyle of people living in them. 
• Visit a small settlement near their hometown (with teachers or parents), interview people living there, find out about their lifestyle and economic conditions. Suggest ways of improving the living conditions (sanitary conditions, education and economic wellbeing, etc.) of the people belonging to the small settlement. 
• Describe what might happen if cities like Karachi will keep growing at the current pace.

Learning Activities

The teacher will use 

• Related maps, or Google Maps, or GIS to explain the location and the features of various settlements.
• Divide the class into small groups to explore unique settlements of the world and investigate more about their physical, human and environmental aspects. Support and guide students by providing handouts, safe web links (like National Geographic) or by answering their questions. 
• The teacher can guide other groups to take notes while one group is presenting.
• Diagrams or presentations to explain different aspects of the unit like commercial and residential land use to develop their understanding. 
• Demonstrate their knowledge to build students’ understanding of the unit.
• Create projects using Google Map Projects to share information about the settlements of Pakistan with the rest of the world.
• Make a 2-3 minutes video to explain which settlement they would like to live in and why so many people prefer to live in big cities.

Student Learning Outcomes:

• Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world. (Pakistan as an agricultural country)
• Inquire and describe the interaction between physical and human geography. (types of agriculture)

• Explain that the economic progress of a region relies upon the advancement in science and technology. (modern methods of farming)

• Deduce that high revenues can be generated by exporting finished goods as per current demand. (raw materials from farming and fishery to other countries) 
• Explain the basic role of the global economic system and interdependence within the global economy. (raw materials from farming and fishery to other countries)
• Describe the effects of excess land use.  (effects of excessive agriculture)
• Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of physical, human, and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Explore the broader meaning and types of agriculture.
• Recognize that Pakistan is an agricultural country.
• Recognize the value of agriculture in terms of Pakistan’s economy.
• Name main crops of Pakistan.
• Describe different methods of agriculture.
• Identify methods to evaluate agricultural projects.
• How loans from International sources can benefit the primary sector of agriculture?[1] 
• Identify a few impacts of livestock (cattle) farming on the environment.
• Describe that raw materials from farming and fishery help generate revenues.
• Relate export of raw materials from farming and fishery to the global economy.

Skills:

Students will be able to…

• Compare and contrast different methods of farming.
• Differentiate between cash and staple crops.
• Use maps to locate agricultural areas and products.
• Develop links between population growth and agricultural automation.
• Differentiate between subsistence and livestock farming.
• Analyze the factors (challenges) that affect agricultural yield.
• Analyze challenges related to livestock farming in Pakistan.
• Predict changes in the structure of agricultural production in the future.
• Evaluate the impact of agriculture on the environment.
• Evaluate the effectiveness of the concept of 3R (reuse, recycle and reduce) for farmers.
• Evaluate the importance of agriculture for Pakistan in terms of information and technology.
• Evaluate the importance of agriculture for Pakistan in terms of Pakistan’s economy.
• Suggest ways for agricultural improvements in Pakistan.
• Conduct surveys and interviews to gather data about the agricultural products and their utilization.

Assessments

Formative Assessments

The teacher will ask students:

• To express the meaning of agriculture.
• To name the branches/ types of agriculture.
• To name different methods of agriculture.
• To name various agricultural products.
• To identify agricultural land on the map of Pakistan.
• To name the factors that influence agriculture.
• To tell methods to evaluate agricultural projects.
• To use maps in order to find out agricultural products and by-products.
• To list economic activities/ jobs linked with agriculture.
• To relate agricultural development with the local and global economy. 
• To tell how the export of raw materials helps improve the economic conditions of an area.
• To express the impact of cattle farming on the environment.
• To list the advantages and disadvantages of agriculture and excessive land use.

Summative Assessment

Students will

• Analyze different methods of farming and draw comparisons in their notebooks.
• Describe how cash and staple crops differ in terms of the amount of hard work, economic output, and consumption.
• Use blank templates of the map of Pakistan to show agricultural areas and main products including wheat, rice, sugarcane, and cotton.
• Draw a table showing the main crops, areas of cultivation, products, and uses of the main crops of Pakistan.
• List the products obtained from major types of livestock, poultry, and fishery. Also, write their uses.
• Explain the impact of soil type, weather, and irrigation on crops/agricultural products.
• Although Pakistan is an agricultural country, agriculture, especially cotton growth has declined.  Identify and explain the challenges farmers face in Pakistan.
• Conduct surveys and interviews to gather data about the agricultural products and their utilization. Present the findings in the class.
• Write a report on why agricultural land in Pakistan is now being used for the construction of housing societies and malls.
• Suggest practical ways to encourage farmers and improve yield.
• Describe the positive and negative impacts of agriculture on the environment.  Suggest ways of subsiding negative effects.
• Write an essay on how Pakistan can enhance its economy through the agriculture sector.

Learning Activities

The teacher will use 

• Related maps to show main areas where major (cash and staple) crops are grown.
• Pictures, videos, etc. to explain types and methods of agriculture. 
• Collaborate face to face or (if possible) online with at least one school in rural areas of Pakistan and have a question-answer session with the students (and their families) to find out the challenges they face in terms of agriculture production, their sale, and distribution.
• Divide the class into two large groups to collect some information about cash and staple crops. Present their findings to the rest of the groups. The teacher can guide other groups to take notes while one group is presenting.
• Diagrams or a presentation to explain different aspects of the unit like methods to evaluate agricultural projects to develop their understanding. 
• Engage students in independent as well as collaborative research and projects related to economic activities linked with agriculture by providing them the extra reading material or by enabling them to use the Internet or by answering their questions. 
• Demonstrate their knowledge to build students’ understanding to use water resources wisely.
• Use sources of information like the Internet, newspapers, news channels, radio, etc. to explain how the government is supporting farmers through different schemes to face the challenges in Pakistan.

Student Learning Outcomes:

• Construct arguments with sound evidence to describe the interaction between physical and human geography.
• Investigate how and why our climate is changing.
• Inquire why landforms are changing due to human activity.
• Find ways to improve the quality of their own and global environment.
• Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human, and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Recall the difference between climate and weather.
• Define climate change.
• Explain the greenhouse effect.
• Identify changes caused by the greenhouse effect.
• Describe the importance of the Ozone layer.
• Identify global warming and the greenhouse effect as the main causes of climate change in the world.
• Explain the main causes of climate change in the world and some particular areas.

Skills:

Students will be able to…

• Investigate how human activity is causing climate change.
• Investigate the effects of global warming on Polar Regions.
• Analyze the effects of climatic change on flora and fauna.
• Analyze the effect of climatic change on people, lifestyle, and economy.
• analyze the effects of climate change on the earth.
• Evaluate the health and environmental effects of the Ozone layer.
• Investigate and suggest ways to reduce the greenhouse effect.

Assessments

Formative Assessments

The teacher will ask students:

• To recall the difference between weather and climate.
• What they know about global warming and its causes.
• To name greenhouse gases
• What they know about the causes of greenhouse gases.
• What they know about the greenhouse effect.
• To identify the causes of the greenhouse effect.
• What they know about the Ozone layer.
• To tell why the Ozone layer is important.

Summative Assessments

Students will

• Compare the current climate of their regions with its climate 10 -20 years ago and write possible causes of this climatic change after class discussion.
• Probe deeper into the causes of climate change and find out why the earth especially the Polar Regions are getting warmer?
• Analyze the effect of climatic change on flora and fauna.
• Write in their notebooks how might Earth’s atmosphere, land, and ocean systems respond to global warming over time?
• Discuss and write in their notebooks, ‘What does global warming have to do with severe weather, like storms, heatwaves, droughts, and hurricanes?
• analyze the effect of climatic change on the environment, people, their lifestyle, and economy of a selected region in order to write a report.
• Write in their notebooks the health and environmental effects of the Ozone layer on flora and fauna.
• Work collaboratively, discuss if it is too late to prevent climate change. Do some research, suggest ways to reduce the greenhouse effect, and write in their notebooks.
• Carry out some online research, consult weather channels/websites, prepare, posters, hold topic-specific morning assemblies and make short videos or podcasts to run a campaign ‘Save the Earth’! 
• Find out about the carbon footprint. Suggest ways to reduce their carbon footprint.

Learning Activities

The teacher will use

• Weather charts and climatic maps to show main areas where major climatic changes are occurring.
• Pictures, videos, etc. to explain the consequences of climate change. 
• Collaborate online with at least one school in another Climatic zone of Pakistan or the world.  Support students to make safe e-pals to discuss opportunities and challenges regarding the climate of the region. Exchange their notes with the rest of the students in the class.
• Diagrams or a presentation to explain different aspects of the unit like methods to evaluate agricultural projects to develop their understanding. 

• Provide web links of weather channels, videos, useful websites, and reading material to the students to run a campaign ‘Save the Earth’! 
• Demonstrate their knowledge to build students’ understanding to use water resources wisely.

Student Learning Outcomes:

• Compare similarities and differences between patterns of distribution and consumption of resources of some selected geographical regions of the world.
• Describe economic activities related to natural, capital, and human resources.
• Explain that the economic progress of a region relies upon the specialization of resources through education, scientific research, and technology.
• Deduce that high revenues can be generated by exporting finished goods as per current demand.
• Explain the basic role of the global economic system and the interdependence within the global economy.[2] 
• Suggest ways to utilize and conserve resources. (minerals)
• Explore the use of fossil fuels (coal, oil, and gas) to generate power.
• Explore alternate sources of energy (solar, wind, and water) to generate power.
• Exceeding use of vocabulary to describe physical, human, and environmental geography and economy related to them. 
• Gather information using maps, globes, photographs, aerial photographs, satellite images, and graphs to inquire about geographical changes of a selected region or a landform. 
• Use a range of multiple sources like Google Maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps, and field trips to derive information of the physical, human and environmental geography of Pakistan and of the world to develop and support conclusions.

Knowledge:

Students will…

• Name minerals found in Pakistan.
• Identify industries related to minerals and power in Pakistan.
• Identify areas of Pakistan that are rich in mineral resources.
• Name some rare minerals are found in Pakistan.
• Explore the use of fossil fuels (coal, oil, and gas) to generate power in Pakistan.

• Identify the uses of coal in Pakistan in the power sector.[3] 
• Differentiate between bituminous and lignite coal.
• Describe the procedures of long-wall and surface mining.
• Realize the risk factors associated with coal mining
• Explore alternate sources of energy (solar, wind, and water) to generate power.
• Describe the importance of alternative energy sources for the environment.

Skills:

Students will be able to…

• Locate areas of Pakistan that are rich in mineral resources on maps.
• Categorize the minerals found in Pakistan according to their use and importance
• analyze factors that make gemstone mining difficult in Pakistan.
• analyze the reasons that hamper the yield of gemstone mining in Pakistan.
• Suggest practical ways of getting high-income revenue from Pakistan’s gemstones resources.
• Investigate and suggest measures for improving the mining industry.
• Suggest measures to ensure the safety and health of the coal miners in Pakistan.
• Draw and label the procedures of long-wall and surface mining.
• analyze coal usage in Pakistan.
• Evaluate the usefulness of coal against the risk factors associated with it.
• Write an essay on the importance of alternate sources of energy.
• Explore reasons for the scarcity of electricity and gas in Pakistan during the recent years

Assessments

Formative Assessments

The teacher will ask students:

• To tell what they know about minerals.
• To tell some uses of minerals.
• To name some minerals you use every day.
• To use maps to identify areas of Pakistan rich in mineral resources.
• To name some industries related to minerals found in Pakistan.
• To name types of coal.
• To identify uses of coal in Pakistan.
• To name procedures/types of coal mining.
• To share their understanding of risks involved in coal mining.
• To name alternate energy sources

Summative Assessments

Students will

• Use blank templates of maps to show selected minerals found in different areas of Pakistan.
• Draw tables to categorize minerals found in different areas of Pakistan according to their use and importance.
• Write reasons that hamper the yield of gemstone mining in Pakistan.
• Briefly write to explain the factors that make gemstone mining difficult in Pakistan. Suggest practical ways of getting high-income revenue from Pakistan’s gemstones resources.
• Create Vlogs (video blogs) about minerals found in your area and publish them on your school’s website.
• Visit a nearby industry/factory/ workshop that processes some or a particular mineral (e.g. marble factory)
• Discuss in groups how coal and its extraction affects the environment and produce mind maps in their notebooks.
• Make a list of safety measures to ensure the well-being of the coal miners in Pakistan.
• Label the diagrams showing procedures of long-wall and surface mining.
• Evaluate the usefulness of coal against the risk factors associated with it.
• Write an essay on the importance of modernizing Pakistan’s coal mining industry.
• Analyze fossil fuel (coal, natural gas, and oil) usage in Pakistan.
• Have a debate in class: Pakistan should move away from fossil fuel usage to alternate energy sources to generate power why/why not?

Learning Activities

The teacher will use

• LCD strategy ‘look, cover, draw’ whereby the students look at the location of a named feature or place, cover the original map / close the book and then draw it on the blank templates Maps to teach minerals found in different areas of Pakistan.
• Pictures, magazines, books, and videos, etc. to explain the importance of minerals in Pakistan.
• Use PowerPoint Presentations, diagrams, and videos to explain the procedures of long-wall and surface mining.
• Provide resource material e.g. articles, weblinks, ideas, and assistance in creating vlogs and awareness posters.
• Diagrams or a presentation to explain and discuss different aspects of the unit like risk factors and ways of improving the mining industry. 
• Provide newspaper articles, links to websites, regarding the scarcity of natural gas and electricity in Pakistan. Students will suggest their ideas to reduce the dependency on fossil fuels and explore how Pakistan can benefit from using alternate sources of power.
• Demonstrate their knowledge to build students’ understanding of the unit. Create awareness through pictorial digital posters regarding safety precautions for miners in Pakistan.