GEOGRAPHY Grade 11 (For Grade 11, Commencing from 2008)
GEOGRAPHY Grade 11 (for Grade 11, commencing from 2008)
Teachers' Instructional Manual
Department of Social Sciences Faculty of Languages, Humanities and Social Sciences National Institute of Education Maharagama. 2008
i Geography Grade 11 Teachers’ Instructional Manual
© National Institute of Education First Print in 2007
Faculty of Languages, Humanities and Social Sciences Department of Social Science National Institute of Education
Printing: The Press, National Institute of Education, Maharagama.
ii Forward
Being the first revision of the Curriculum for the new millenium, this could be regarded as an approach to overcome a few problems in the school system existing at present. This curriculum is planned with the aim of avoiding individual and social weaknesses as well as in the way of thinking that the present day youth are confronted.
When considering the system of education in Asia, Sri Lanka was in the forefront in the field of education a few years back. But at present the countries in Asia have advanced over Sri Lanka. Taking decisions based on the existing system and presenting the same repeatedly without a new vision is one reason for this backwardness.
The officers of the National Institute of Education have taken courage to revise the curriculum with a new vision to overcome this situation. The objectives of the New Curriculum have been designed to enable the pupil population to develop their competencies by way of new knowledge through exploration based on their existing knowledge. A perfectly new vision in the teachers’ role is essential for this task. In place of the existing teacher-centred method, a pupil-centred method based on activities and competencies is expected from this new educa- tional process in which teachers should be prepared to face challenges.
My strong belief is that this Teachers Instructional Manual will help the teachers to develop such methodologies to a great extent. By way of following the guidance given in this Manual you will be able to become a successful teacher. It will help you in teaching as well as in evaluating the students. The guidance given regarding exploration and quality inputs have been presented in such a way that it will be useful to the pupils. In the same way, it is no doubt that it will be of immense use to the Principals of schools in preparing time-tables, in assigning limited resources as well as in internal supervision.
The teachers should not be bound by the material presented in this Manual of Instruc- tions alone. They should display their creative abilities by preparing appropriate activities by themselves. Since the activities given in the Guidance are merely examples or models and since the teachers know better about the regional differences, they could plan activities accordingly.
I offer my gratitude to all those who participated in preparing this Teachers’ of Instructionan Manual. Here I mention especially the Educationists, Inservice advisors and all other officers who served as external supervisors and monitoring personnel.
Professor J.W. Wickramasinghe, Director General N.I.E.
iii Preface
According to the curriculum policy of Sri Lanka the school curriculum should be up- dated once in eight years. Accordingly, under the Educational Reforms Programme initiated from the year 2007, this new curriculum and Teachers’ Instructional Manual is introduced.
In the syllabi, we had so far there were a lot of content topics relevant to a particular subject and subject matter relevant to each of the topics in the content. The teacher was responsible for teaching this subject matter. As a result of this process a student population who knew a lot of subject matter emerged.
In the new syllabi introduced under the new Curriculum Reforms the competencies that the particular pupils should develop have been identified and recommended. Through this new approach it is expected to deliver a pupil population who are bent on the practical side and who have gone beyond a lot of facts. Hence the teachers who make use of the new syllabus should be especially concerned about this change.
A classroom with a new teaching-learning process has been proposed in the Teachers’ Instructional Manual. Under this process, we should be able to observe an explorative learn- ing culture where the students are engaged in reading and in the use of library books, observa- tion of the environment, collecting facts from resource persons, learning many things from their peer groups, informing their friends about what they have already learnt and collecting informa- tion from the internet as time permits. The Text Book provided by the Department of Educa- tional Publications has to be used as a resource book. The teacher is expected to make corrections and amendments to the information thus collected and organize them as a whole so that the students could understand and learn. Hence the teacher’s role should be one rich in new knowledge. It should express learnedness surpassing all the information explored by students. The students will be attracted to this active learning environment.
Hence consider this Teachers’ Instructional Manual as a guidance in preparing many more lessons as well as the suggested model lessons. The teacher is specially expected to be a creative person who will prepare new lessons.
In this new teaching learning process in the classroom the pupils are always active. Hence their skills and strengths will be displayed. Appreciate and encourage them. Further, you will be able to see some of the difficulties confronted by the pupils. Always try to help them to get rid of such difficulties. Get their closest peer group friends to help each other. The assessment process carried out along with the lesson leads to a better learning.
Furthermore, pay attention to see how the assignments and exercises given for continu- ation of learning suggested in this Teachers’ Instructional Manual help in strengthening further what the child has learnt. Consider it as a good opportunity in evaluating the pupils. Pay attention to direct students in such exercises which will lead to continuation of learning. We expect the emergence of a student population with competencies suited for the present day world and a teachers role to match it and also a new learning culture in the classroom.
Wimal Siyambalagoda Assistant Director General Faculty of Languages, Humanities and Social Sciences National Institute of Education. iv RESOURCE CONTRIBUTION
Guidance Professor J.W. Wickramasinghe - Director General, National Institute of Education Mr. Wimal Siyambalagoda - Assistant Director General, Faculty of Languages, Humanities and Social Sciences, National Institute of Education
Subject consultancy Emeritus Professor M.M. Karunanayaka - University of Sri Jayawardenepura Senio Professor N.K. Dangalla - University of Kelaniya Professor V. Nandakumar - University of Peradeniya Professor M.D.C. Abhayaratne - University of Sri Jayawardenepura Professor K.N.J. Katupotha - University of Sri Jayawardenepura Dr. A.S.M. Naufar - University of Peradeniya Dr. J.M. Samarakoon Banda - University of Rajarata Dr. H.D.A. Lalitha Batuwitage - Retired Director, (Department of Social Sciences) National Institute of Education Direction Dr. U. Navaratnam - Director, Department of Social Sciences, National Insti- tute of Education
Instruction M.P. Ranjani Dhanawardene - Chief Project Officer, National Institute of Education
Project Team M.P. Ranjani Dhanawardene - (Project Leader) Chief Project Officer, National Institute of Education Mr. M.K.K. Priyantha - Project Officer, National Institute of Education Ms. K.A.L. Geethani - Asst. Project Officer, National Institute of Education Mr. S. Karunakaran - Asst. Project Officer, National Institute of Education
Panel of Writers M.P. Ranjani Dhanawardene - Chief Project Officer, National Institute of Education Mr. M.K.K. Priyantha - Project Officer, National Institute of Education Ms. K.A.L. Geethani - Asst. Project Officer , National Institute of Education Mr. R.P. Peiris - Retired Additional Commissioner of Examinations Mr. S.M. Dayananda - Retired Project Officer, National Institute of Education Mr. F.M. Nawasdeen - Lecturer, Open University Mr. H. Weeraratne - Retired In-Service Advisor, Matara Zone Ms. W. Walpitage - In-Service Advisor, Educational Zone, Matugama Ms. W.S.H. Wijesekera - Teachers Service, Ananda Maha Vidyalaya, Kottawa Mr. J.A.B. Heenkenda - In-Service Advisor, Kandy Zone Mr. K.K.U. Gunaratna - Teachers Service, Polgoda Navodya School, Yakkalamulla. Mr. Y.N. Wijeratna Banda - Teachers Service, National School, Mahiyanganaya Mr. T.D.A.S. Dasanayaka - Terchers Service, Lanumodara Vijaya Maha Vidyalaya, Habaraduwa
v Editing Project Team - National Institute of Education
English Translation Ms. Esme G. de Silva - S.L.E.A.S. Class I, Former Deputy Commissionor, Educational Publications Department Map Work Ms. K.A.L. Geethani - Asst. Project Officer, National Institute of Education
Computer Settings Ms. K. Ekanayake - Department of Technical Education, National Institute of Education Other Assistance Ms. A.L.S.P. Atapattu - Department of Social Sciences Ms. S.D. Samarakkody - Department of Social Sciences Ms. M.N.F. Rehana - Department of Social Sciences Mr. R.M. Rupasinghe - Department of Social Sciences
vi 1.0 Introduction
It was revealed through various research and by the responses given by pupils at Public Examinations that the knowledge, skills and attitudes of students regarding History, Geography and citizenship Education are at a lower level and that the knowledge obtained by them is not practically made use of because of the integrated teaching of Social Studies and History. There was pressure from various sections of society that immediate remedial action should be taken on this matter. Hence from the year 2005, it was decided to teach the three subjects Geography, History and Citizenship Education instead of social studies and History from Grade 7 onwards and it is already implemented.
Since all the curricula of Sri Lanka were innovated and because of the necessity to provide a competency based education to all the pupils in schools, from 2007 onwards the subject Geography was introduced to the school system, wile the new Geography syllabus was introduced to Grade 10 also from this year.
Geography is the study of interrelationships between the natural environment and society on a local, regional and global scale and also the study of their patterns and processes through a spatial and time perspective, In the same manner, the students will be able to understand the diversity of the world where they live in through the study of the Geography curriculum while it will help them to obtain an understanding of the importance of living in harmony with each other and also with the environment.
The teaching Methodologies presented in Part II have been developed on the concept of 5E. It is very important to utilize this teaching learning methodology in the development of pupil competencies. You will be able to further develop these methodologies according to the resources available and also by using you creative skills. Through these teaching learning methodologies it is expected to get the maximum participation of the pupil and also to lead the pupil to the required competency level. In part III it is explained how to do the assessment and evaluation. Instruments of continuation of learning too are presented for the first, second and third terms. This is a single activity. You will be able to assess and evaluate the pupils accordingly.
This syllabus and the Teachers’ Instructional Manual consist of three parts.
Part I - The syllabus Part II - Methodology of teaching and learning Part III - Assessment and Evaluation
The syllabus of grade 11 has been prepared in combination with the grade 10 syllabus introduced in 2007. Accordingly, by studying the Grade 11 syllabus which includes units on the natural resources of the earth, natural resources of Sri Lanka, the main features of the world population, the main features of the population of Sri Lanka, various settlement patterns
vii in the world, the types of settlements in Sri Lanka, the human interrelationship in the world, the human interrelationship in Sri Lanka, the natural hazards of the world and their occurrences, the natural hazards of Sri Lanka, various types of maps, te 1:50000 Topographical Map of Sri Lanka, Representation of data through the use of graphs, marking of geographical phenomena in world maps, students will get the skills in developing competencies.
It is expected to direct students in more than 50% on practical activities during the process of teaching this syllabus in the classroom. That will enable to create a balanced learning environment regarding knowledge, skills and attitudes in the classroom. It is expected that it will help to develop competencies in the student.
We offer our grateful thanks to all those who participated with dedication in the preparation of this syllabus and Teachers’ Instructional Manual. Our thanks to the member’s of the Advisory Board including the University Professors and the Board of writers.
viii C O N T E N T S
Page
1. Foreword iii
2. Preface iv
3. Resource Contricution v
4. Introduction vii
5. Contents ix
6. Detail Syllabus 2-8
7. Introduction to the Methodology of Teaching-Learning 9-14
Model Activities Continuum 15-239
8. Assessment and Evaluation Introduction 241-242
Instruments of Teaching and Learning Continuum 245-250
ix Detailed Syllabus
x 1 Objective of the Subject Geography
• Training to live harmoniously with each other as well as with the environment through understanding the diversity in the world one lives in.
• Acts with an understanding about the components, characteristics and processes of the physical and human landscape.
• Developing positive attitudes which helps in conserving and maintaining the physical and human landscape.
• Training in geographical techniques required in analysis, interpretation and presentation of data and information.
• Promoting life skills which help in passing through challenging situations in life.
• Studying the interconnections between the natural environment and society and also their patterns through a spatial and time perspective.
2 Grade 11 - Geography syllabus
Competency level No. of Competency Subject Content relevant to Grade Periods
Explores the I. Enquires about the Natural Resources of the Earth 04 components, natural resources of * Rocks and mineral resources characteristics the Earth. - Igneous rocks and processes in - Sedimentary the physical and - Metamorphic human landscape. * Soils and distribution of soils - factors influencing the formation of soils - usoil erosion uses - conservation * Forests - Distribution, uses, conservation, of forest - Tropical Forest - Deciduous - Coniferous * Water Resources - distribution - water cycle - uses - conservation * Distribution of Rocks and minerals
II. Enquires about the * Soils and their distribution 06 natural resources of Sri Lanka * Distribution of dry zone soils, wet zone soils and soils common in the dry and wet zone. * Forests - distribution of forests - destruction of forests - conservation of forests * Water Resources - surface water - ground water - soil water - utilization of water - water pollution - conservation
3 Competency level No. of Competency Subject Content relevant to Grade Periods Acts with an III.Examines the main * World Population 07 understanding features of the world - size how the population - distribution (dense, interaction of the moderate, scarce,) physical and - growth (main stages of human growth) processes - changes (Births, deaths, influence the migrations) physical and - migration patterns (local, human international) environment - reasons for migrations IV.Examines the main * Population of Sri Lanka features of the - size population of Sri - distribution (according to Lanka Province and district) - composition (ethnic, religious, sex, age structure) - growth - changes - migration patterns
V. Examines the * Various types of settlements in the 04 diverse types of world settlements in the growth (rural, urban and semi- world urban) patterns (cluster, linear, cattered) changes - birth of new towns - birth of cities - birth of urban conurbations VI.Examines the * Various types of settlements in Sri 06 diverse types of Lanka settlements in Sri Growth (from planned settlements Lanka up to the birth of towns in simple form) Patterns - Small villages, tanks, linear, cluster, plantation, fishing, Udagam, industrial estates, housing complexes
4 Competency level No. of Competency Subject Content relevant to Grade Periods Changes - Changes seen in the nature of rural settlements - Growth of permanent houses and flats - Semi urban settlements
VII.Examines Trade, * Utilizes land, air and water as 05 Transport and Mmedia of human interaction in the Communication as world Trade media of human (how it has influenced human activities interaction in the from the past) world Transport - Transport patterns - modern trends - problems (how these have influenced human interaction) Communication - changes (from satellite technology up to internet) - how it has affected human interaction
VIII. Examines trade, * Utilizes land, air and water as media transport and of human interaction in Sri Lanka communication as Trade media of human - internal and foreign trade (ancient interaction in Sri trade) commercial crop Lanka distribution, export import trade patterns - how internal trade is affected by transport and communication - Problems regarding trade Transport - historical background - modern transport patterns (land, water, air, pipe) - Problems and new trends Communication - Printed and electronic media - high technology - development of communication media - Problems
5 Competency level No. of Competency Subject Content relevant to Grade Periods Acts with an IX. Examines the * Natural hazards in the world 06 understanding of natural hazards in - How they are caused the components the world and their - Where they occur characteristics impacts. - Problems and processes in - Action that can be taken to the physical and minimize the hazards(Earthquakes, human tsunami, cyclones, thunderstorms, landscape land slides, drought, floods, lightning, avalanches, bushfires)
Applies life- X. Identifies the * Natural hazards of Sri Lanka 06 saving skills occurrence of - where they occur which help to natural hazards in - their impact covercome Sri Lanka and - action that can be taken to minimize challenging contributes in their hazards. minimizing impact (Landslides, cyclones, situations in life. depressions, drought,floods, Tsunami, lighnting
Applies XI. Examines the uses * Various types of maps 02 geographical of various types of - ordinary maps techniques in maps - thematic maps analysis, - topographical maps interpretation - road maps and - conceptual map presentations of - military maps (Differences seen data and in the different types of maps and information their uses)
XII. Interprets the Sri Lanka 1:50000 Topographical information given maps in the Sri Lanka - Physical landscape 1:50000 - Cultural landscape (Identifying Topographical them from the maps and map interpreting)
XIII.Represents data * Representation of data using graphs 20 using graphs - Line graphs - Bar graphs
6 Competency level No. of Competency Subject Content relevant to Grade Periods XIV.Marks the * Representation of selected 05 distribution of geographical phenomena in outline selected maps of Sri Lanka and the world geographical - Natural resources phenomena in - Natural hazards world maps and - Areas of dense and scare maps of Sri population Lanka. - The main tourist centres - distribution of settlements(It is expected that the pupils will mark the distribution maps relevant to units 1-10 during the teaching learning situations of those units.)
7 Competency level No. of Competency Subject Content relevant to Grade Periods
Teaching-lerning Methodology
8 Teaching Learning Methodology
When deciding the teaching learning methodology relevant to this course, attention has been focused on planning teaching learning activities based on exploration, in order that students competencies could be developed. When preparing for a competency based education in this manner, a clear change in the role of the teacher is envisaged.
The traditional TRANSMISSION ROLE of the teacher which prevailed widely in our class-rooms since very ancient times and the TRANSACTION ROLE which was introduced thereafter still seem to be prominently visible in the present class-room. When considering the current deterioration of mental skill, individual skills and social skills of the students leaving school, it is not difficult to identify there the teaching learning process in school should be developed and also the manner in which it should be done.
In the transmission role of the teacher, the teacher is accepted to be an individual who knows everything while, the students are considered to be totally ignorant and transmission of knowledge to students is the major function of the teacher. This learning teaching process which takes the form of lectures is limited to a flow of knowledge from the teacher to the student and does not contribute adequately to the awakening of student thinking or to the development of their personal and social skills.
The dialogue which the teacher will have with the class will be the introductory phase of the transaction role of the teacher. In addition to the flow of ideas from the teacher to the class and from the class to the teacher due to student- student interaction which will take place later on, this dialogue gradually will turn into a discussion. The teacher will engage in questioning them right throughout in order to lead students from that is known to unknown, from simple things to complexed ones and also from concrete things to abstract things.
In competency base education, where student activities take a very dominant place, the teacher will occupy the status of a resource person who will intervene to lead all the children in the class at least to the closest level of each competency. In this the major functions to be performed by the teacher will be planning a learning environment with equipment and other facilities necessary weaknesses for learning, observing closely how students learn, identifying student abilities and providing the necessary feed - forward and feed back while enhancing student learning and also preparing evaluation instruments to continue learning and teaching outside the class-room. The teacher’s role associated with the afore mentioned teacher functions has been named as the TRANSFORMATION TOLE of the teacher.
The continuum of activities which could be used to implement the detailed curriculum introduced in Part One of this course are included in Part Two. All these activities have been developed to include at least three steps per each activity. Through step one of these activities it
8 is expected to engage students in learning. At such this step is named as the engagement step. As the beginning of this, the teacher while exhibiting the characteristics of the transaction role, will commence a dialogue with students. Later on, this dialogue will be transformed into a discussion through which opportunity will be provided to students to engage in exploration which remind them about the previous knowledge related to the basic competencies to be developed by them and to obtain hints about the nature of the future steps of the activity. The teacher possesses many strategies which could be used in the exchange of ideas. A few such strategies are presenting questions, and the use of stimulants like pictures, newspaper advertisements and FLASH CARDS; use of problem puzzles, or case studies, dialogues, role plays, poems, songs and DEMONSTRATIONS, and use of audio or video tapes. The first step of the activities includes mainly in summary form the achievement of the undermentioned three objectives, • drawing the attention of the class • provide opportunity to students to recall the necessary previous knowledge • introducing the basics of exploration to which students are expected to be guided during the second step of the activity
The second step of the activity has been planned in order to provide opportunity for the students in EXPOLRATION. They will engage in exploration, based on an instruction sheet specifically prepared for same. The teacher will have to plan this exploration in the order that students in groups will be able to engage in cooperative learning while exploring various aspects related to the problem. Some important features of this second step are, using the resource materials provided, conducting group discussions and engaging students in exploration with mindfulness. When students engage themselves in such group activities for a long period of time, they will be able to develop a number of skills required in day to day life like self-discipline, listening to others, working cooperatively with others, helping them, managing time, reaping of high quality and truthfulness output.
When drawing students attention towards exploration, while the teacher should abstain from taking decisions regarding the leadership of student groups, he/she should prepare the required background for the emerging of leadership through students themselves. Accordingly students will get the privilege of holding leadership based on their hidden talents and according tot he particular situation.
During the third step, the group will be provided with the opportunity to present the results of their exploration for the others to know. Here what the teacher should do is to encourage students in making group presentations. It would be productive if the teacher could monitor students to plan the presentations in such a manner that all members will be assigned with responsibilities. The important of opportunities in the class-room to surface student ideas instead of teacher doing all the talk, very often heard in our class-room.
9 After the explanation of findings by the groups, during the third step of the activities it is necessary that students should be directed towards ELEBORATION or to improve their findings. After each group finishes the presentation, firstly, the members of that group will get the opportunity to give constructive ideas about their own presentation and secondly the members of other groups will get the opportunity for same. However, the final review will have to be down by the teacher. During this review the teacher is expected to clarify all facts related to the exploration in which the students were engaged, in such a way that the students’ understanding about concepts and theoretical knowledge is established.
One of the major responsibilities of the teacher in this learning teaching methodology will be to find out right throughout, whether the classroom learning teaching process is carried on successfully as expected. For this, assessment and evaluation should be done, and planned activities in the learning teaching process, will give an opportunity for the teacher for ASSESSMENT and evaluation. The teacher will get the chance to assess the students when they are engaged in exploration under the second step of the activity. When students are drawn towards explanation and elaboration under the third step of the activity, it will be possible for the teacher to engage IN EVALUATION. A descriptive account on assessment and evaluation is given later in this document.
The learning teaching methodology described so far will direct the teacher towards implementation of the transformation role. Here, while group exploration gets the most dominant place, opportunity is provided tot he teacher for transaction role, dialogue and also for short lectures. In the first step of approaching the lesson there are opportunities for transaction and dialogues while during the last step, under the review the teacher gets the opportunity for a short lecture whereby he could establish the concepts. It can be mentioned that the speciality in developing the learning-teaching methodology associated with the first curriculum reforms of this new millennium, is consideration given to the important features relevant to the transmission and transaction roles of the teacher in addition tot he transformation role of the teacher.
Teaching Methods in Geography
Geography is a dynamic, living and a practical subject. However, the lecture method to which many were used to and mostly used in the class-room of the school system, during the past few decades will not be focused here anymore as a method which should be continued to be used as a main strategy in the learning teaching process. A pleasant learning environment where student themselves will turn out to be active individuals, develop their attitudes positively and get used to cooperativeness instead of competition is necessary to develop it competencies. For this, learning methodologies which could be developed in the class-room will have to be organized considering the change is that have taken place in Science and Technology and social needs. A few such methodologies are given below.
10 Out door Activities/ Field work
Many concepts in Geography could be established through activities done outdoor or through field activities. Through field work done in a more organized manner with cooperation and patience and with pre-preparation better results could be gained. A few occasions during which such field activities could e organized are as follows. a. Using the immediate environment Based on the students immediate surrounding, by implementing field work, learning methods such as observation, exploration and collection of data could be applied easily. Without going far away from one’s school or from one’s home, through field work, students will get the opportunity to understand the immediate environment and to have direct experiences about various activities in the immediate environment. b. Mapping the environment It is through mapping the relief features of the environment that basic concepts in Geography could be easily attained. In this manner the prevailing student skills in practical Geography could be further developed. Through this it is also expected to give an understanding about direction, scale and signs, when drawing maps.
Education Tours Field trips with pre-preparation often identifying the objectives clearly, and organized through appropriate student participation, will be very useful to students in imparting knowledge and understanding, pertaining to a few topics relevant to the syllabus. Through same the basic concepts could be easily understood.
Preparation of Reports Another learning method will be the preparation of reports based on the information collected from the field, discussing about them and enriching them in the class-room. By motivating students to attend to this task through the group method and by creating a group feeling among them, positive results could be obtained.
Wall News Papers/ Bulletins There is a lot of information which could be published through wall bulletins. A few of them are • Data and information collected through field work and educational tours. • Reports on the surrounding environment. • Information, reports, drawings and photographs of local, regional and global geographical value. • Student creations
11 Preparation of Wall Bulletins is a group activity. There are many skills and attitudes which could be developed through same.
Exhibition
Organizing exhibitions by the school is also a learning methodology. There are many sub-elements which could be included into such an exhibition. They are • Materials of geography value discovered from the field (Eg. various living species varieties of plants, pieces of rock ) • Various outline maps and wall newspapers used in collecting data relevant to weather. • It is very appropriate to direct students to collect pictures and information about varies maps, models about various occurrences of geographical value which take place in the immediate environment of the school and within Sri Lanka. Information thus collected will be helpful in developing student knowledge and creativity.
The teachers possess the ability to revise and asopt, according to situation, the above mentioned learning methods in the learning teaching process which takes place in the class-room.
Making and use of the Field Book.
The teachers may apply the above mentioned learning methodologies with any amendments to suit the situations for the teaching learning process in the class room. The information thus collected helps to develop knowledge in the students and also to develop creativity. • Exploring Information by using software through the Internet • National Geographical online • http://w.w.w.natinalgeograph • Britanica • VB GIAL - Internet Geography Information http:w.w.w.geog.buffalo.edu/ GIAL.netgeog,htm. • Googal Earth
12 Unit 11.1 Natural Resources of the Earth
Introduction
Rocks, minerals, natural vegetation and water occupy an important place among the natural resources found in the natural environment. The importance of natural resources depends on human needs and technology. What may be a resource today may not be a resource in future. A resource that may not be of importance today may be an important resource in future.
Most of these resources are obtained from the physical environment. By applying advanced techniques goods are produced utilizing these resources to fulfill human needs.
The resources found in the natural environment can be classified into two groups as resources obtained with effort and those obtained without an effort by man.
Common problems that have arisen today are environmental imbalance and the resultant environmental issues as a result of stet over utilization of resources without proper management by affluent countries along with the unlimited needs of man and the increasing world population. Hence sustainable use of natural resources has to be practised.
The aim of teaching this unit is to give an understanding about the natural resources, their distribution and utilization and the importance of conserving them and also to teach the enquiring skills.
11.1.1 Rocks
• That rocks are an agglomeration of many types of minerals. • That some rocks may be formed of a single mineral. (example marble) • That rocks could be classified into three types on their formation as * Igneous rocks * Sedimentary rocks * Metamorphic rocks
• Igneous Rocks • Igneous rocks are formed by the cooling and solidification of magma that escape through weak joints while flowing out from the interior of the earth. • Sometimes lava solidifies in the interior of the Earth without escaping to the earth’s crust. These are intrusive rocks. Or else magma escapes on to the crust of the earth and solidifies (granite, basalt).
14 • Sedimentary Rocks • These are formed by the deposition of eroded material transported by water, wind, glaciers and waves (sand, alluvium, clay)
• Metamorphic Rocks • These are formed when rocks are subjected to high pressure and excess heat which results in the metamorphism of their original state.
11.1.2 Minerals
• Minerals are formed by the agglomeration of a few clements. • At present more than 3000 types of minerals are identified. • Out of these about 12 kinds of minerals are found in rocks in abundance. • Since minerals are used in abundance today, there is a scarcity of minerals as a raw material. • Use of mineral resources has contributed to the progress of civilization. • As a result of applying modern technology there is a trend of value-adding to minerals.
Natural Resources
Natural Natural Resources resources which resources which which can be get depleted do not get renewed though depleted depleted Forests/Fisth Metals Non-metals
Iron Fuel Non-Fuel (Ferrous) Non ferrous minerals minerals
i. iron ore i. copper i. Petroleum i. mica ii. aluminum ii. natural gas ii. sulphur iii. gold iii. coal iii. silica
15 Map.11.1 Distribution of mineral resources in the world iron orenickel chrome goldtin bauxite silver copper Source: Philips World Atlas World Philips Source:
16 11.1.2 Soils and distribution of soils
- Soil is formed as a thin layer on the lithosphere. - Soil is formed by the weathering of parent rock and accumulation of organic matter.
• The factors that help in the formation of soils - climate - organic matter - nature of parent rock - time - human activities - relief
• The nature of soils varies from place to place • Very often a transitional zone can be identified in between two different types of soils. • Soil contributes directly in agriculture. • It is a resources base for some industries. • Properties of soils such as structure, texture, drainage are important in the building industry.
11.1.3 Forests
• Forests occupy an important place among the natural eco-systems of the world. • Forests are important economically as well as environmentally. • Forest resources of the earth are getting depleted due to human activities. • Today only secondary forests are seen in most regions while primary forests are still prevalent in the Congo Forest of Africa and Amazon forest of South America.
• The uses of forests - Helps to preserve the environmental balance - Act as catchments areas for rivers - Minimizes soil erosion - Gives medicinal herbs and food - Gives raw material for industries (plywood and construction) and fuel - Protects biodiversity - Gives scenic beauty
• Problems faced by forests as a resource • Destruction of forests - Due to human activities - Due to natural causes
• Steps that could be taken in preservation of forests: 1. Develop awareness among people 2. Sustainable use of forests to minimize damages.
17 3. Sustainable cutting of trees saving for future generations. - Minimize destruction of forests in carrying out development project. 4. Replanting of forests 5. Use of substitutes for timber as much as possible. 6. Take legal action on illegal felling.
11.1.4 Water Resources
• Water acts as the main mode of supplying food and energy required for existence of life. • Water exists in various forms - - solid - liquid - gaseous
Global distribution of water
atmospheric water 0'001] rivers, channels 0'0001] ground soil land water water 0'62] 0'005] oceans lakes glaciers salt lakes 97'2] 2'80] 0'009]
2'15] and inland lakes surface water 0'008] 0'03]
Source: Environmental Geography (Edu. Public Dept.)
• Water Cycle - Water received on the earth is a result of the cyclical process in relation to the atmosphere and earth.
18 Water Cycle on the Earth
clouds
transpiration rainfall evaporation Erapo-transpiration
zone of soil water surface flow gravitational percolation intermediate zone water table
zone of ground water
Water as a resource • Existence of life depends on water. • Water is a determinant factor in human activities. • Though there are a vast source of water on the earth, there is only a limited quantity that can be used. • The quantity that could be used is even polluted due to natural causes and human activities. • In most parts of the world drinking water is becoming a scarce resource.
19 Competency : Acts with an understanding about the components, characteristics and processes in the physical and human landscape.
Competency Level : Explores the natural resources of the earth.
Activity 11.1.1 : Let us identify rocks, soil and minerals as a resource.
Time : 80 minutes
Quality Inputs : ² Information sheets and pictures of natural resources. ² Annexe 11.1.1.1 (work sheet I) ² Textbook ² Atlas
Teaching-learning Process : Step 11.1.1.1 : ² Display picture, information sheets about natural resources in the class. Build up a short discussion making use of their previous knowledge to bring out the following facts. Make use of the textbook also. ² Make use of the textbook also ² That rocks, soils and minerals occupy a special place among the natural resources in the physical environment. ² That rocks are an agglomeration of a number of minerals. ² That minerals are formed by elements. ² That soil is formed by the disintegration of the parent rock and organic matter. (10 minutes)
Step 11.1.1.2 : ² Group the students as suited. ² Let them elect a group leader. ² Give Work Sheet in Annexe 1 to each of the groups. ² Assign one topic given below to each group - ‘Rocks and mineral resources’ - “Soils as a resource” ² Give instructions according to Work Sheet to complete the assignment. ² Give instructions to each group. (40 minutes)
Step 11.1.1.3 : ² Give a chance for the groups to present their creative work to the class. While pointing out their weaknesses and supplementing, build up a discussion with the students. During this review highlight the following facts:
20 ² That rocks are formed by the cooling and solidification of magma in the interior of the earth. ² That rocks are a composite of various minerals. ² That soils are formed by the disintegration of the parent rock and integration of organic substances. ² That rocks, minerals and soils could be classified. ² That rocks, minerals and soils become a resource in fulfilling various needs of man. ² That various problems crop up when utilizing rocks, minerals and soils as a resource. ² That rocks, minerals and soils have to be utilized sensibly. (30 minutes)
Criteria of Assessment and Evaluation: • Describes how rocks, minerals and soils are formed. • States that rocks, minerals and soils have to be utilized economically. • Prepares a summarized report including information from source materials. • Is motivated in protecting natural resources. • Collects information about the distribution of natural resources and their uses.
Annexe 11.1.1.1
Work Sheet 1
Your group is assigned to prepare an information sheet on a given topic. In preparing this information sheet jot down the points under the following headings. 1. Formation 2. Types and sub types 3. Uses as a resource 4. Problems faced in utilization 5. Conservation and its importance.
To obtain the required information on the above topics, read the 11.1 chapter on ‘The Natural Resources of the Earth” in the Textbook. . Try to get information from other sources too. Get the help of the teacher whenever required.
Prepare your work clearly and present it to your class.
21 Competency : Acts with an understanding about the components, characteristics and processes in the physical and human landscape.
Competency Level : Explores the natural resources of the earth.
Activity 11.1.2 : Let us identify water and forests as a resource.
Time : 80 minutes
Quality Inputs : ² Textbook ² A diagram to show the global distribution of water. ² An attractive drawing of a forest with a source of water. ² Annexe 11.1.2.1 Work sheet on water ² Annexe 11.1.2.2 Work sheet on forests ² Annexe 11.1.2.3 Work sheet on the global water cycle.
Teaching-learning Process : Step 11.1.2.1 : ² Display pictures of the natural resources water and forests. While recalling their previous knowledge, build up a discussion to highlight the following facts. Make use of the Textbook too. ² That water and forests occupy a special place among the natural resources. ² That water and forests are requisites for the existence of life. ² That there is a strong interconnection between water and forests. ² That water and forests exist in various forms. (10 minutes)
Step 11.1.2.2 : ² Group the class as suited. ² Distribute Work sheets 01, 02 and 03 one for each group. ² Give guidance required for the activity. (30 minutes)
Step 11.1.1.3 : ² Get the groups to present their work to the class. ² Correct any shortcomings in them. ² Put down the important facts presented on the black board. ² Do a review in relation to answers given by the groups to highlight the facts given below: ² That there will be no life on earth without water. ² That water exists in various forms according to the nature and place of location. ² That the total quantity of water is distributed in various percentages and diversity in forms. ² That water exists in a cyclical form. ² That water is utilized for various human activities. ² That water gets polluted under unsuitable utilization.
22 ² That there is a scarcity of drinking water. ² That in the near future there will be big issue about the supply of pure water. ² That water is a resource that should be conserved. ² That forests are an essential requisite in the conservation of forests. ² That forests are the habitat of wildlife. ² That the uses of forests are so vast. ² That forests are facing a serious challenge in the face of careless human activities. ² That destruction of forests create serious environmental problems. ² That forests are resources that have to be protected. (40 minutes)
Criteria of Assessment and Evaluation: • States the uses of water and forests. • Accepts that water and forests constitute the basic biological needs. • Tabulates the uses of water and forests. • Investigates about conservation methods of water and forests. • Gets motivated in conservation of water and forest products in utlization.
23 Annexe 11.1.2.1
Work Sheet 1 (Water)
• Complete the following Table with reference to the note on “global distribution of water’ and your Textbook.
Different forms in As a percentage How water is utilized How water is which water exists. of global distribution for consumption polluted in the Earth of water.
1. Ocean
2. Ground water
3. Rivers, streams
Global Distribution of water
atmospheric water 0'001] rivers, channels 0'0001] ground soil land water water 0'62] 0'005] oceans lakes glaciers salt lakes 97'2] 2'80] 0'009]
2'15] and inland lakes surface water 0'008] 0'03]
Source: Environmental Geography, Educational Publications Department
24 Annexe 11.1.2.2
Work Sheet 2 (Forests)
• Complete the following Table making use of the knowledge you have already acquired and using the Textbook.
Uses of forests Problems created through Steps to be taken in over utilization conservation
Annexe 11.1.2.3
Work Sheet 3 (Global Water Cycle)
• Select the suitable word for each of the numbers given in the water cycle out of the words given here and write it at the relevant place.
Global Water Cycle
Surcace flow gravitational percolation rainfall clouds transpiration 4 evaporation
5 1 2
6
3
25 Unit 11.2 Natural Resources of Sri Lanka Introduction The living and non-living natural and bio materials found in the environmental system which are utilized to fulfill man’s needs and which could be used are considered as resources. Such natural resources are of immense use in the development of a country. The importance of resources varies from time to time and from place to place. Today man has been able to convert resources which were not important in the past to very important resources through the application of technology. Through the study of this unit it is expected to examine the nature of the soils, minerals, forests and water which are the natural resources of Sri Lanka, their distribution, their uses and steps to be taken in the conservation of these resources.
11.2.1 Rocks
The Distribution of Rocks of Sri Lanka according to the Geological time scale
A - Gneisses of Pre- Cambrian Era...... Crystalline rocks B - Slate rocks of Jurassic period at Tabbowa and Andigama. A C - Miocene limestones C D D - Sand and gravel of Pleistocene period
Tabbowa O B Andigama
D
A
Map 2.1 Source: National Atlas of Sri Lanka
26 • According to the geological time scale most of the rocks of Sri Lanka belong to the Pre-Cambrian or Archaen Era. Apart from this, granulites, quartz, crystalline limestones, charnockytes rocks are A also found. Most of these archaen rocks have been metamorphosed and formed gneiss rocks. • Except in the North and North west of Sri Lanka these Archaen rocks are seen in the rest of the island. • B Slate rocks are seen in Tabbowa and Andigama areas of the Northwestern Province. They contain plant fossils of Jurassic age. • The coastal zone from Mullativu to Puttalam including Jaffna consists of limestones C of Miocene period. • D A zone of sand and gravel of Pleistocene Era is seen between the zone of Miocene limestone and the Archaen rocks of Precambrian era.
Mineral Resources
Sri Lanka is a country rich in mineral resources. The main types of minerals found in Sri Lanka are:- • Non-metal minerals: - This type is found abundantly in Sri Lanka e.g. gems, graphite, mica, different types of clay - Kaolin, ball clay tile and brick clay Miocene limestones Crystalline limestones Apatite Silica sand
• Metal minerals They are not found abundantly e.g. iron ore copper
• Fuel minerals - Very rare in Sri Lanka The fossil fuels in Muthurajawela are of low heat generating type. It is believed that there is petroleum within the territorial sea limit of Sri Lanka and exploration work has started.
27 Map of the Distribution of Minerals
Kankasanthurai
AmpanAmpan Miocene limestones Coastal sand Jaffna Main graphite area clay-kaolin brick Gem bearing area Cement raw material Crystallial limestone Kadin (dolomite) Pearls Mica Silica sands quartz Oaddusudan limestones feldspar quartzites copper magnetite green marble Mannar Pulmudai Murunkan Vavuniya Dutuwewa Trincomalee Kudiramale
Seruwila Elawankulama Thalawa
Puttalam Kalkuda Elahera
Rattota
Marawila Owilla Mirigama Wariyapola Ampara Kochchikade Negambo Kegalle Deltota Namal Oya Ru pana Madolsima Mariyarawa Colombo
Pinnawala Dediwala Rosmari State Ratnapura Kalutara Hambagamuwa Galge Beruwala Kataragama Minihagalkanda Kaikawala Meetiyagoda
Hambantota Ussangoda Galle Matara k.m. Dondra Head Source: The National atlas Map 2.2 • Importance of mineral resources. o Contributes to the agricultural and industrial production process o A mode of generating employment o For exports as a mode of foreign exchange earning. • The Need for the Conservation of mineral resources o Mineral resources are limited - as it is an exhaustible resource o Irregular utilization of resources o Conservation of resources for future use.
28 11.2.2 Soils and their Distribution
∗ Soil Formation • Formation of soil through weathering of rocks. • Soil is the thin layer formed on the earth’s surface after being subjected to various natural processes over a long period. • Formation of soil through the weathering of the parent rock and disintegration of organic matter. • The nutrients and water required for plant growth is supplied by soils.
∗ Distribution of soils • There are regional variations in the distribution of soils in Sri Lanka. • The various soil types: 1. Soils abundant in the Dry Zone - Reddish brown soils - Red and yellow Latazols - Non-calcareous brown soils 2. Soils abundantly distributed in the wet zone - Reddish brown Latazols - Reddish yellow Podzols - Bog and half-bog soil (marshy soil) 3. Soils distributed in both the wet zone and the Dry zone: - Alluvial soil - Regosols, a humic soil with poor drainage
∗ Soil Pollution and soil erosion • Use of agro-chemicals irregularly • Elimination of industrial waste • Irregular land utilization • Clearing of forests on slopes • Soil erosion
∗ Steps to be taken in soil conservation • Use of organic manure • Elimination of waste properly • Prevention of soil erosion • Using SALT method, constructing ridges and drains on slopes • Protection of forests
29 Map of the Distribution of Soils in Sri Lanka
Reddish yellow podzolic soil (hilly dissected areas) Reddish yellow podzols (soft or hard kabook) Reddish brown podzols (hilly regosols) Immature brown loamy soil (deeply dissected hilly areas) Reddish yellow soil: dark E horizon and red yellow podzols Reddish brown latazols deeply dissected hily areas (ancient red and yellow sand) Catazol and Regasols Red yellow latazol
Red brown soil solodized solonetz (undulating land) Red Brown non-calcareous brown soils Red brown soil and immature brown loam (dissected hilly undulating lands) Reddish brown soils Non-calcareous brown soils (old alluvial and solodized solonetz) Red yellow latazols Solodized solonetz and solonwak Grumasol Calcareous red yellow latasols
Alluvial soils Marshy soil Recent sandy regosols on coastal sands
Map 2.3 Source: Bio diversity conservation of Sri Lanka (Forest resources and Environment Ministry)
11.1.3 Forests
• The existence of the eco system in which we live depends on the balance between the living and non living components of that system. Accordingly natural forests are essential for the existence of life. • Though these should be at least 35% of forest cover in a country, in our country that portion is less than 20%.
30 Forest Cover in Sri Lanka
Forest cover in 1956
Forest cover in 1992
4 5
6
2
1 3
Map 2.4 Source: Bio Diversity Conservation in Sri Lanka, Ministry of Environment * Why Forests are essential - To protect bio-diversity - To protect water resources - To protect soil resources - To protect wild life resource and habitat - To obtain medicinal herbs and food - To absorb carbondi oxide * Types of Forests and their Distribution - Evergreen Tropical Rain Forest (between 0-1000m) - Wet sub Montane Forest (1000m-1500m) - Wet Montane Forest (1500m-2500m) - Low country Dry Mixed evergreen forest - Intermediate zone Forest - Semi arid thorn and shrub land - Mangroves in coastal lagoons and river mouths
31 • Wet zone tropical Rain forest are very rich in bio diversity • 90% of endemic plants and 75% of endemic fauna are seen in these forest • Special forest systems - Kanneliya - Dediyagala - Nakiyadeniya - Sinharaja - Horton Plain National Park • Knuckles, Wasgamuwa Intermediate zone forests - Ritigala • Ruhunu National Park is important for fauna and flora diversity among the Dry zone forests. • Though the Dry zone forests are not so important from the point of view of plant diversity, it is important in respect of providing habitats for large mammals.
∗ Destruction of Forests - Effect of population increase - Unlawful felling of trees - Clearing forests for development projects - Clearing forests for chena cultivation - Cutting forests for fuel and furniture - Destruction of forests due to internal warfare
The forest cover in Sri Lanka is reduced at the rate of 3.5% annually. This is the highest for Asia except Nepal.
11.1.4 Water Resources
• Water occupies a special place among the natural resources of Sri Lanka. • Water resources in Sri Lanka can be divided into 3 main types - - Surface water - Ground water - Sub-surface water
• Surface water - Water required for man’s economic activities and his existence are supplied mainly from surface water. - Places where surface water is seen are natural water bodies (lakes and ponds) - Rivers, streams - Artificial reservoirs (tanks and other) - Distribution of surface water - see map on River Basins
32 Map of River Basins in Sri Lanka
83 82 80 79 84 78 77 76 Mark 85 74 River basins 87 81 73 River basin limits 86 75 72 Number of given to a 71 river basin 70 68 66 89 88 65 63 69 91 62 90 67 64 92 61 Dry Zone 59 58 94 93 57 56 Maduru Oya 95 55 53 Mahaweli 96 60 54 51 ganga 97 50 49 48 98 99 Deduru Oya Inter Central Zone 52 47 100 46 Gal Oya 101 Central Zone 45 Maha Oya 102 43 42 103 44 41 Wet Zone 40 Kelani ganga 37 1 36 39 38 2 35 34 3 31 33 Kalu ganga 26 32 22 4 18 30 20 29 5 28 16 6 27 9 12 25 7 14 24 21 23 8 Menik ganga km 17 19 15 Gin ganga 13 Walawe Ganga 10 11 Nilwala ganga
Map 2.5
33 River Basins Name of River Basin Drainage area Name of River Basin Drainage area Basin square km. Basin square km. No. No. 1. Kelani Ganga 2275 52. Mundeni Aru 1280 2. Bolgoda Oya 374 53. Miyangolla 225 3. Kalu Ganga 2688 54. Maduru Oya 1541 4. Bentota Ganga 6662 55. Puliyanpotha Aru 52 5. Madhu Ganga 59 56. Kirimew Oya 77 6. Madampe Oya 90 57. Bodhigoda Aru 164 7. Telwatta Oya 51 58. Manden Aru 13 8. Rathgama Oya 10 59. Makarachchi Aru 37 9. Gin Ganga 922 60. Mahaweli Ganga 10327 10. Koggala Oya 64 61. Kantalay Aru 445 11. Pelwatta Ganga 233 62. Panna Oya 69 12. Nilwala Ganga 960 63. Palampotha Aru 143 13. Seenimodera Oya 38 64. Pankulam Aru 382 14. Kirama Oya 223 65. Kanchikumban Aru 205 15. Rakawa Oya 755 66. Palamkutti Aru 20 16. Urubokka Oya 348 67. Yan Oya 1520 17. Kachchigala Aru 220 68. Mi Oya 90 18. Walawe Ganga 2442 69. Ma Oya 1024 19. Karagan Oya 58 70. Chariya Aru 74 20. Malala Oya 399 71. Wacha Aru 31 21. Ambekke Oya 59 72. Palladi Aru 61 22. Kirindi Oya 1165 73. Nayaru 187 23. Bambawe Aru 79 74. Kodalikallu Aru 74 24. Mahasilawa Oya 13 75. Pe Aru 374 25. Bhutawa Oya 38 76. Pali Aru 84 26. Menik Ganga 1272 77. Muruthapilli Aru 41 27. Katupila Aru 86 78. Korawil Aru 90 28. Kurunda Aru 131 79. Piramettal Aru 82 29. Namedagas Aru 46 80. Nathali Aru 120 30. Karambe Aru 46 81. Kankarayan Aru 986 31. Kumbukkan Oya 1218 82. Kalawallapu Aru 56 32. Bagura Oya 92 83. Akkarayan Aru 192 33. Girikula Aru 15 84. Mendakal Aru 297 34. Helawa Aru 51 85. Pallarayan Kadu 159 35. Wila Aru 484 86. Peli Aru 451 36. Heda Oya 604 87. Chappi Aru 66 37. Karanda Oya 422 88. Parangi Aru 832 38. Simena Aru 51 89. Nayaru Aru 560 39. Kandiadi Aru 22 90. Malwatu Oya 3246 40. Nakgikaadavi Aru 56 91. Kul Aru 210 41. Rufus Kulam 35 92. Moderagam Aru 932 42. Panel Oya 184 93. Kala Oya 2772 43. Ambalam Oya 115 94. Mungil Aru 44 44. Gal Oya 1792 95. Mi Oya 1516 45. Andella Oya 522 96. Madurankuli Aru 62 46. Thumpankeni Wewa 9 97. Kalagamuwa Oya 151 47. Bamakada Aru 12 98. Panthampola Oya 215 48. Mandipattu Aru 100 99. Deduru Oya 2616 49. Patanda Depahuwe Aru 100 100. Karambala Oya 289 50. Magalawatawan Aru 346 101. Rathmal Oya 215 51. Wen Aru 26 102. Maha Oya 1510 103. Attanagalu Oya 727
34 • 64% of the rainfall received in Sri Lanka flow along the rivers. • The 16 rivers flowing in the wet zone contribute 85% of the water on surface flow. • 87 Rivers of the Dry zone contribute to 10%-15% of its total rainfall received there. • Most of the Dry zone rivers are not perennial. Hence their water level is low and are dry. • The river Mahaweli feeds 16% of the total land area of Sri Lanka.
* Sub-surface Water • That sub-surface water is the water mixed with soils.
* Ground Water
The location of ground water
Surface water zone Surface water zone ground Gravitational water level water Sub-surface water zone Temporary ground water level Aquifer
ground water zone Impervious aquifer Parent rock
* The largest ground water sources are seen in the north and north western regions for example in Wanathavillu Basin Murunkan Basin Mullannawil Basin north of Mannar
* Consumption of water • 85% of the total consumption goes to the agricultural sector and the rest 15% is for the industrial and domestic sectors. • In the industrial sector priority given to the generation of hydro power. • Fresh water fisheries * Water Pollution • Due to industrialization • Through urban waste • Through human waste • Through agro-chemicals
35 ∗ The Importance of conservation of water Resources and strategies * Water is a limited resource. * The demand for water goes up rapidly * Water is polluted through the location of industries in urban centres and through urbanization. * There will be a scarcity of drinking water in the future.
* Methods of water Conservation * Prevent waste * Change farmer’s habits of utilizing water * Minimize waste in houses and lands which get pipe-borne water * Utilization and protection of ground water * Control floods * Prevent waste of water in agricultural lands * Preserve quality of water. For this: - Remove impurities regularly - Minimize water pollution through controlling use of pesticides and weedicides - Encourage rain water harvesting for domestic uses
36 Competency : Acts with an understanding about the components, characteristics and processes in the physical and human landscape.
Competency Level : Explores the natural resources of Sri Lanka.
Activity 11.2.1 : “Let us conserve our mineral resources and soils”
Time : 120 minutes
Quality Inputs : ² Annexe 11.2.1.1 Map of the distribution of rocks of Sri Lanka. ² Annexe 11.2.1.1A Information sheet about the rocks of Sri Lanka. ² Annexe 11.2.1.2 Map of the distribution of Minerals. ² Annexe 11.2.1.3 information sheet on Mineral resources. ² Annexe 11.2.1.4 Introduction sheet on soils. ² Annexe 11.2.1.5 Student Work Sheet I. ² Annexe 11.2.1.6 Student Work Sheet II. ² Annexe 11.2.1.7 Student Work Sheet III.
Teaching-learning Process : Step 11.2.1.1 : ² Display any pictures or drawing where natural resources could be identified. ² While discussing the things shown in them, let them name the natural resources. ² Convene the discussion to highlight the facts given below. ² That resources are living and non-living substances found in the eco-system. ² Water, soils, forests, minerals, wildlife, air and sunlight are resources we are endowed from nature. ² That in Sri Lanka there are a vast source of such resources ² That the resources minerals, soils, water and forests have contributed in the development of Sri Lanka. (20 minutes)
Step 11.2.1.2 : ² Group the students as suited. ² Provide information sheets, maps and work sheets relevant to each of the groups. ² Get pupils engaged in the activity. ² Give instructions as needed. (60 minutes)
Step 11.1.1.3 : ² Give the pupils a chance to present their prepared information to the class. ² Discuss the group activities in such a way so as enable an exchange of knowledge among them ² Give a chance to all the pupils to note down the important points in the facts presented.
37 ² Do a review to highlight the facts given below: ² That non-ferrous metal minerals occupy a significant place among the minerals found in Sri Lanka. ² Among them. gems, graphite, apatite, limestone, silica sands and mineral sands are important. ² That metal minerals and fuel minerals are very rare in Sri Lanka. ² That areas where mineral resources are abundant could be identified. ² That mineral resources could be conserved by using them sensibly. ² That there are regional differences in the distribution of soils in Sri Lanka. ² That there is a diversity of soils in Sri Lanka. ² That there are soils specific to both the Dry zone and the wet zone. ² That alluvial soils are seen in both the Dry zone and the wet zone. ² That due to various human activities pollution of soil takes place. ² That various methods have to be followed in soil conservation. (40 minutes)
Criteria of Assessment and Evaluation: • Classifies the mineral resources of Sri Lanka. • Gives reasons why resources should be utilized economically. • Shows the distribution of minerals in Sri Lanka on a map. • Prepares a course of action to minimize the human activities that lead to soil erosion. • Presents suggestions required for the protection of resources.
38 Annexe 11.2.1.1
Map of the Distribution of Rocks in Sri Lanka
A - Gneiss rocks of Pre- cambrian Era B - Slates belonging to the Jurassic ara at Thabbowa and Andigama. C - Miocene C D - Sand and gravel of Pleistocene Era D A
B
A2
A1
Annexe 11.2.1.1 A
Information sheet (for Work Sheet I) Rocks of Sri Lanka Sri Lanka is an old land mass. A - * According to the geological time scale, a major part of the rocks of Sri Lanka belong to the Pre-Cambrian Era. Most of these old rocks have been metamorphosed to form gneiss rocks. These ancient rocks are distributed over major part of Sri Lanka except in the North and North west. B - * Slates are found in Tabbowa and Andigama in the North Western Province. These rocks which belong to the Jurassic age consist of plant fossils. C - * Limestones of the Miocene age have been formed in the coastal area extending from Puttalam to Mullativu including the Jaffna Peninsula. D - * There is zone of sand and gravel of the Pleistocene Era in between the ancient rock zone of the Pre-Cambrian age and the limestone strip of the Miocene age.
39 Annexe 11.2.1.2
The Distribution of Minerals in Sri Lanka
Kankasanthurai
AmpanAmpan Miocene limestones Coastal sand Jaffna Main graphite clay-tile brick Gem bearing area Cement raw material Crystallial limestone Kaolcine (dolomite) Pearls Mica Silica sands quartz Oaddusudan limestones feldspar quartzites copper magnetite green marble Mannar Pulmudai Murunkan Vavuniya Dutuwewa Trincomalee Kudiramale
Seruwila Elawankulama Thalawa
Puttalam Kalkuda Elahera
Rattota
Marawila Owilla Mirigama Wariyapola Ampara Kochchikade Negambo Kegalle Deltota Namal Oya Ru paha Madolsima Mariyarawa Colombo
Pinnawala Dediwala Rosmari State Ratnapura Kalutara Hambagamuwa Galge Beruwala Kataragama Minihagalkanda Kaikawala Meetiyagoda
Hambantota Ussangoda Galle Matara k.m. Dondra Head
Map 2.2 Source: Survey Department of Sri Lanka
40 Annexe 11.2.1.2 Map showing the areas where Gems are found in Sri Lanka
Elahera
Eheliyagoda Okkampitiya Ratnapura Balangoda Kahawatta Kalawana
Source: Survey Department of Sri Lanka Annexe 11.2.1.3 Information Sheet (For work Sheet II) Minerals of Sri Lanka The mineral resources found in Sri Lanka can be considered as resources endowed to the geological environment by nature. The annual export income derived by these minerals is 3% (1985). There are three types of minerals. They are metal minerals, non-metal minerals and fuel minerals. There are a considerable amount of non-metal minerals in this country. Graphite which belongs to this type is known over the world. Graphite is found in the veins of pegmatite rocks. Graphite is found in some other local rock types as sheets. These graphite found as veins contains 97% to 99% of carbon has an annual production of about 8000-10000 metric tons.
41 Production of this type of graphite is the responsibility of the State Mining and Mineral Development Corporation. Graphite is locally used as a raw material only in the production of pencils. Mica, which is also a kind of graphite is also found in the veins of pegmatite rocks. Many types of clay are deposited in the interior strip of the coastal plain in the south west, Kaolin, ball clay, tile and brick clay and montimorilonite clay are some of these. A kaolin deposit of one million tons is found at a place 18 km from Colombo. In the lower parts of river valleys clay required for tiles and bricks are found in abundance. In several parts of the country are found pink coloured microline feldspars in the pegmatite rocks and quartz of high quality, which are utilized in ceramic and glass industries. Silica sands of high quality are deposited along the north western coast. Miocene limestones used in cement industry are found in areas around Jaffna and Puttalam. Coral limestones used for the lime industry are found in deposits along the coast from Ambalangoda to Matara, Kuchchanveli and Kalkudah and also in the Jaffna peninsula. The percentage of calcium carbonate in seashells obtained from the Hungama coast exceeds 98%. Apatite or rock phosphate used in the production of fertilizers in a deposit of 40 million metric tons is found at Eppawala. These deposits are examined for suitability in the production of phosphate fertilizers which can be dissolved in water. Laterite used in abundance in the building industry are found in the south western area. Metamorphosed crystalline rocks are seen in abundance in this country. Granite and gneiss derived from granites, marble, quartz and charnockyte are combined in the construction of roads and concrete mixtures. Though metal minerals are not so abundant, a few iron ore deposits are found in the Districts of Matara and Ratnapura. The copper magnetite ore deposit found at Seruwila in the Trincomalee District occupies a significant place. This ore deposit is about 4 million tons and it constitutes 1% of copper and 40% of iron ore. This is revealed by deep drilling up to hundred metres depth. Among the gem bearing rocks of Ratnapura District a trace of gold and platinum is seldom seen in the most heavy rocks. Marble and dolomite limestones constitute calcium and magnesium carbonate. This magnesium percentage in marble is about 16%-23%. They are mostly seen in Kandy, Matale, Nalanda, Niriella, Habarana, Balangoda and Badulla. Marble is ground to be used in the production of glass and bottles. Annual production of marble is about 15000 tons. Different types of mineral sands are distributed in the coastal strip of North-east, South and South western parts. A huge mineral sand deposit is found in Pulmodday in the North- eastern coast. It extends to 10 metres in length and 100 metres in width. It consists of 70% of ilmenite, 10% of zircon, 8% of rutile, 1% of silimanite, 0.3% of monazite. Along the coast between Nilaweli and Mullativu are three deposits of mineral sands. Recently it has been estimated that these constitute 3 million tons of ilmenite, 6 million tons of rutile, 4 million tons of zircon. Red garnet and used in making scouring materials are found in abundance in the coast of Hambantota. Local mineral sources which generate energy are rare in the Island. The only mineral of this type found so far is the fossil mineral. The peat deposits of Muthurajawela generate low heat. Thorianite and thorite are found is the sediments in river valleys of Ratnapura District.
42 Monazite is seen as a mineral sand deposit along the coast in Induruwa and Kaikawala. Thorianite obtained from those minerals is could be converted into uranium when generating atomic energy. Here it should be remembered that water resources abundantly found in Sri Lanka which is used in the generation of hydro electricity also comes under mineral resources. A description of gems is given elsewhere.
Annexe 11.2.1.4
Information Sheet (For work Sheet III)
Soils
Soil is formed by the weathering of rocks and minerals which are components of the earth’s crust. This weathering process goes on slowly over a long period of time under the influence of topography, climate, vegetation and living organisms. During this process, accumulation of organic matter, leaching of salts, the transformation of weathered products occurs at various underground levels. When all these processes in combination takes place for thousands of years the result is the formation of a soil profile. This profile is formed by layers which occur according to a specific order. The characteristics of soil types are identified by the composition of these layers and their chemical and physical properties. This classification helps in identifying soil types and mapping them. A classification of soil means giving a suitable name after classifying soils with similar characteristics.
Special attention was given to soils as a result of the various land development schemes that were started in the Dry zone especially. The map shown here has been prepared by the Land Utilization Unit of the Irrigation Department under the National Soil Surveys Programme. All other information about soils until that time have been included to supplement it.
The properties of a few soil types found in Sri Lanka. 1. Reddish Brown Soil are of fine texture. They are seen in well-drained areas and in depressions without a good drainage, in the crests of undulating land and also in lower and upper slopes. This soil is suitable for the cultivation of supplementary food crops which are not grown under irrigation. 2. Non-Calcareous Brown Soil:- The colour of this soil type various from yellow to a brownish shade. This soil with a medium texture is found mixed with the reddish brown soils in both well- drained areas and those areas with a poor drainage. These soils are mainly seen in the Mahaweli A and B zones. 3. (a) Red yellow Latozols are found in the hill tops and medium slopes in the landscape. It is a deep soil sometimes about 6 metres deep is seen in areas where there is good drainage. They are of a fine texture. The yellow Latazols are similar to this soil but they are not well-drained and seen on lower slopes. This type of soil is suitable for the cultivation of supplementary food crops under irrigation. (b) Calcareous Red and yellow Latazols are found on layer of limestones at a depth of a few centimetres to a few metres. They are very similar to Red yellow latazols. This soil is suitable for growing of supplementary food crops under irrigation.
43 (c) Reddish Brown Latazols are of a fine texture and drainage is better. They are of a reddish brown colour and a little acidic in nature. These are seen in undulating lands as well as on hilly areas. This soil is suitable for the cultivation of various kinds of crops. 4. Solodized Solonetz soil is distributed in alluvial flats. They are of a rough texture and the colour varies from brown to dark brown and are acidic. This soil could be prepared to grow paddy or grass. 5. Grumosols are seen in flat lands. The colour varies from dark brown to black and is not well drained. When this soil is moist it is sticky and when it is dry it is very hard. When this soil gets dried up large cracks occur. It is suitable for paddy under irrigation. 6. Alluvial soil: This soil has diverse drainage properties. They are distributed along rivers and canals and alluvial plains. It is suitable for paddy and supplementary food crops. 7. Regosols extend to a depth of about three metres with granules and whitish in colour. This is a type of well-drained sand without a structure. These are found as beach sand or sand ridges along the coastline. Regosols in the Wet Zone are suitable to grow coconut and those of the Dry Zone are suitable for cashewnuts. 8. Red yellow Podzols are well-drained and the colour varies from reddish to yellow. It has a fine texture and is a heavily acidic soil. These are found in hilly areas on gentle slopes. This soil is suitable for tea and other plantation crops. 9. Immature Brown Loamy soil vary from dark brown to yellowish brown. It has a fine texture and is a low acidic soil. It is a well-drained soil which is not very deep. These are found in the steep eroded slopes in the Hill Country. This soil is suitable for cultivation and vegetables could be grown under irrigation. 10. Humic and semi-humic soil is not well-drained. The surface layer varies from dark brown to black in colour. It is rich in organic matter. These are seen in coastal lowlands where there is no good drainage. These are suitable to grow bamboo trees.
Annexe 11.2.1.5
Work Sheet I
• Your group is assigned to prepare an information report on the rocks and minerals of Sri Lanka. • Draw an outline map of Sri Lanka and mark and name the geological zones given below. 1. Pre-Cambrian gneiss rocks 2. Miocene limestone belt 3. Sandstone and gravel strip of the Pleistocene period 4. Areas of Jurassic slate rocks.
Make use of Annexe 11.2.1.1 Map, Information sheet in Annexe 11.2.1.1.A and Annexe 11.2.1.2 Detailed sheet.
Get the help of the teacher when there are problems. Prepare your work clearly and present it to the class.
44 Annexe 11.2.1.6
Work Sheet II
• Complete the Table given below.
Type of mineral Regions where each of the types are found
1. Miocene limestones 2. Graphite 3. Gems 4. Silica Sand 5. Kaolin 6. Brick and tile clay 7. Apatite 8. Ilmenite 9. Monazite 10. Ironore
• Show briefly why minerals should be utilized economically.
Annexe 11.2.1.7
Work Sheet III
• Your group is assigned to prepare an Information sheet about the soil resources of Sri Lanka. • To prepare this make use of the Detailed sheet in Annexe 4 and the Textbook. • The Information sheet should be prepared in 2 parts. The first part is to complete the following Table.
Wet zone soils Dry zone soils Soils found in both the Dry zone and the Wet zone.
• Part II includes - the Reasons for soil Pollution in Sri Lanka and steps to be taken to prevent it. You are expected to write a short description. Organize your facts under the following headings: 1. How soil is polluted 2. Causes that lead to soil erosion 3. Steps to be taken to prevent soil pollution 4. Steps to be taken to prevent soil erosion • Prepare your Information Sheet clearly and present it to the class.
45 Competency : Acts with an understanding about the components, characteristics and processes in the physical and human landscape.
Competency Level : Explores the natural resources of Sri Lanka.
Activity 11.2.2 : Let us protect our vegetation and water resources.
Time : 80 minutes
Quality Inputs : ² Annexe 11.2.2.1 Map of the distribution of forests. ² Annexe 11.2.2.2 Pupil work sheets I, II, III, IV ² Annexe 11.2.2.3 Information sheet I, II. ² National Atlas ² Textbooks ² Outline maps of Sri Lanka.
Teaching-learning Process : Step 11.2.2.1 : ² Let the pupils recall their knowledge about the first lesson on natural resources. Display pictures of water and forests. Discuss with the pupils about water and forests. ² Convene a short discussion to highlight the following facts:: ² That there should be a forest cover of atleast 35% of the land in a country. ² That in our country that amount is below 20%. ² That cutting down of forest cover leads to a lot of problems regarding water and soils. (10 minutes)
Step 11.2.2.2 : ² Group pupils into four. ² Draw lots and hand over the relevant Work sheet to each group accordingly. ² Provide qualitaty inputs and instructions required. ² Assist the students further by giving instructions. (40 minutes)
Step 11.2.2.3 : ² Get them to do the group activity. ² Give a chance to present their activities. ² During the discussion point out any shortcomings and correct them. ² Get the groups to exchange their facts collected. ² Make a review to highlight the following facts: ² That forests contribute in protecting bio-diversity, water resources, soil and fauna. ² That wet zone forests are very important from the point of view of bio-diversity. ² That Sinharaja, Knuckles and Kanneliya are significant forest systems.
46 ² That among the Dry zone forests, Ruhunu National Park has the highest plant and animal diversity. ² That destruction of forests takes place at a fast rate due to various reasons and that various human activities contribute to that. ² That there should be a motivation for forest conservation. ² That water resources could be protected through the conservation of forests. ² That out of the total water consumption 85% is for agriculture and 15% by the industrial sector and domestic uses. ² That various human activities lead to water pollution. ² That it is essential to prevent wastage of water and minimize water pollution. (30 minutes)
Criteria of Assessment and Evaluation: • Describes how forests and water are important for the country. • Accepts that destruction of forests leads to a number of problems in a country. • Marks and names on a map the natural forests of Sri Lanka and the rivers. • Utilizes water without wasting it in day to day life. • Contributes in protecting resources.
47 Annexe 11.2.2.1
Map of the Forest Cover in Sri Lanka
- Forest cover in 1956
- Forest cover in 1992
4 5
6
2
1 3
Source: Preservation of Bio Diversity in Sri Lanka.
Annexe 11.2.2.2
Pupil Work Sheet I, II,III, IV
Group Number 1
Work Sheet I • Mark and name the following on the map of Sri Lanka provided. Make use of the Atlas. - Six rivers flowing across the Wet zone - Eight rivers flowing across the Dry zone
48 Group Number 2
Work Sheet II • Your group is assigned the task of marking the forests and National Parks numbered on the map - Make use of the National Atlas - Name them according to numbers
Groups 3 and 4
Pupil Work Sheet III • Your group is assigned to complete the Table given below using the given Information sheet, Textbook. • Complete the Table as relevant to your group. Importance of Human activities that Steps that can be taken water/forests lead to water pollution/ in the conservation of (uses) destruction of forests water/forests
Annexe 11.2.2.3 Information Sheet I Forests
Forests are an essential factor in the development of a country. The balance in the eco- system is upset when forests are cleared. Forests help immensely in the continuation of bio diversity. When forests are destroyed there may be very serious results with the extinction of plants, birds and other wild animals. Soil is protected by the forest cover while it influences the composition of soils. When forest cover is extended on the catchment area water resources are protected. Since forests have organic substances, it helps in the preservation of water too. Forests contribute in doing a great service by the process of photosynthesis which helps to maintain the CO2 level in the atmosphere. The challenges directed at forest systems are due to increase in demand for food, increase in human needs, industrial expansion as a result of increase in population. These challenges are directed by the clearing of forests, increasing agricultural lands and chena cultivation. To minimize the harmful effects of clearing forests, we should extend the area under forest cover to make up for the depleted forests. In order to meet the need for fuel and timber, replanting of forests has to be done.
49 Information Sheet II
The main factor needed for the existence of human beings is water. 64% of the rainfall received in Sri Lanka flow along the rivers while 85% of the surface flow of water is in the wet zone. Out of the total water consumption in Sri Lanka 85% is utilized by the agricultural sector, the remaining 15% is utilized by the industrial sector and for domestic use. In the industrial sector, generation of hydro electricity is important.
Rain water is pure before it falls on the ground. Water may be made impure by the addition of various chemicals. Drinking water may be made impure by the addition of harmful substances to the rivers, lakes, streams and ground water through factories, agricultural activities and other activities of by man. Waste matter from human as well as household waste eliminated by humans also pollute water.
In future we will have to face a scarcity of drinking water because water is a limited resource and also due to the increase in consumption. Hence it is essential that steps should be taken in conservation of water. Here it is very essential to prevent wastage of water. Prevention of wastage of water in agricultural activities and preservation of the quality of water are very important. Here steps should be taken to restrict the use of unwanted insecticides and pesticides and to minimize their mixing with water.
50 Unit 11.3 The Main Features of the World Population
Introduction
In Geography, it is essential to understand the distribution, size, composition, growth, changes and migration patterns of the world population. This is because the influence of these factors determine the nature of economic activities as well as various development processes. It is expected to give a simple knowledge about the world population through the study of this unit.
11.3.1 Size of the population: 6555 millions (Internet, 2006 data) www.wholesomewords,org
11.3.2 Distribution
African Continent - 924 million North American Continent - 332 million South and Central America - 556 million Asian Continent - 3968 million European Continent - 732 million Oceania - 34 million
• There are 3 main zones of population distribution. * Areas of dense population - North eastern U.S.A. - North western Europe - South and southeast Asia - Eastern Asia * Areas of scarce population - Northern part of North America and Central America - Tropical areas of South America - Arctic region of Northern of Europe and Siberian area of Asia - Mountainous and high plateaus of Central Asia - Western, Central and Northern part of Australia ∗ Areas of moderate population - The rest of the regions except those mentioned above
51 Distribution of World Population
Dense Moderate Scarce
• Factors that affect the distribution of population Various factors affect areas of dense, moderate and scarce population. These factors influence differently among those zones and within the zones on the distribution of population. • Favourable climate • Relief • Fertile soil • Abundance of natural resources • Transport facilities • Technological advancement • Cultural factors • Economic situations
11.3.3 Growth of Population
• There are 2 stages in the growth of population - Period of slow growth (From the beginning of humans up to 1650 A.C.) - Period of rapid growth (from 1650 A.C. to the present day)
52 • Population growth during the last half of the period of exponential growth Year Population in million 1850 1300 1900 1700 1950 2500 1975 4000 2000 6000 2005 6465 2006 6555 Source: www.wholesomewords.org
During the middle half of the 20th century, population had an exponential growth.
11.3.4 Changes in Population
• Factors that determine changes in Population - births - deaths - migrations • Population changes occur due to internal wars taking place in the world. • As a result of population policies adopted by various countries. • Due to the difference in changes in population growth of the developed and developing countries. • Birth of million cities of high density in every continent of the world.
11.3.5 Migratory Patterns
• Migration means changing one’s place of living from one country to another country or from one region to another region in one’s own country. • There are 2 types of migrations - International migration - Local migration • Reasons for migrations - Economic factors * In search of employment * For educational facilities * For technical training - Political Factors * Warfare among nations * Terrorism * Political Instability - Physical Factors * Unfavourable climate * Natural hazards
53 Competency : Acts with an understanding abou the way the physical and human interactions influence physical and human environment.
Competency Level : Examines the main characteristics of the world population.
Activity 11.3.1 : Let us live according to the environment.
Time : 40 minutes
Quality Inputs : ² 11.3.1.1 Annexe 1 - Map of distribution of world population ² Annexe 11.3.1.2 - Hand out ² Annexe 11.3.1.3 - Work sheet ² Atlas ² Textbook
Teaching-learning Process : Step 11.3.1.1 : ² Display the map of the Density of population to the pupils and hang it on the board. ² Let them observe the map. ² Instruct them to note the population distribution of continents in order. ² Get the pupil responses, examine them and convene a discussion evaluating them. ² That the highest population is in the Asian Continent ² That the lowest population distribution is in Australia ² That the world distribution of population is uneven ² That all the continents do not show an equal distribution of population (10 minutes)
Step 11.3.1.2 : ² Group the students. ² Give Annexe 11.3.1.1, Annexe 11.3.1.2 and Annexe 11.3.1.3 to each of the groups. ² Provide Atlases ² Explain the activity concisely and get them engaged in the activity. (20 minutes)
Step 11.3.1.3 : ² Give the opportunity for the pupils to present their activity work. ² Conduct the discussion while evaluating the facts presented by the pupils. ² That there are 3 zones of density of population. ² That the most densely populated zone consists of North eastern U.S.A., North western Europe, South and South East Asia and Eastern Asia. ² That the moderately populated areas are those adjoining the most densely populated areas.
54 ² That the Northern part of North America, Central Asian regions, the Tropical areas of South America, Arctic region of Northern Europe, Western, central and northern parts of Australia and Siberian area of Asia come under the region of scarce population. ² That favourable climate, relief, fertile soil, abundance of natural resources, transport facilities have influenced high density of population. ² Rough terrain, snow cover, high temperatures, heavy annual rainfall are the causes for scarce population. (10 minutes)
Criteria of Assessment and Evaluation: • Names 3 zones of main population distribution. • Marks the distribution of population on an outline map of the world. • Accepts that the world distribution of population is uneven. • Shows an interest in finding important facts about the world distribution of population. • Finds pleasure in collecting information about population.
55 Annexe 11.3.1.1 Dense Moderate Scarce Map of the World Distribution of Population (simplified) World Map of the
56 Annexe 11.3.1.2
Information Sheet
World Population
Today the world population is 6555 million. In 1993 AC, it was 5570 million. In the year 2000, it was 6261 million. According to these data, it is seen that the population growth is taking place at a rapid rate. In the developed countries the growth of population is at a lower level while in the developing countries the growth of population is rapid. The population of 6555 million is distributed unevenly. In some areas of the world there is not a single person living while some areas of the world are heavily populated. According to the distribution of population 3 main areas are identified. they are the most densely populated zone, zone of moderate population and zone of scarce population.
There are 4 main areas of concentration of dense population. They are North Eastern U.S.A., North west Europe, South and South East Asia and Eastern Asia. These areas consist of 10% of the total land area while 64% of the land area is covered by the zone of scarce population. They are the Northern areas of North America, Tropical areas of South America, Northern areas of Eurasia, Central Asia, Western, central and northern areas of Australia, and the desert areas of the world. In between the areas of dense population and areas of scarce population are the areas of moderately distributed population. Favourable climate, relief, fertile soil, abundance of natural resources, transport facilities have influenced heavy concentration of population. The reasons for scarce distribution are snow cover, low temperature, rough terrain, heavy rainfall throughout the year and deserts where high temperature prevails throughout the year.
Annexe 11.3.1.2
Work Sheet
² The task you are entrusted with is to study the map of the distribution of population supplied and identify the dense, moderate and scarce distribution areas and note them down. ² To do this task you can make use of the Handout on Population Information and the Atlas. Make use of the Maps of Physical features, natural vegetation and distribution of climate to write the Masons for the distributiion of population in these zeones.
57 Competency : Acts with an understanding about the way the interactions of the physical and human processes influence the physical and human environment. Competency Level : Examines the main characteristics of the world population. Activity 11.3.2 : “The changes in population from time to time”. Time : 80 minutes
Quality Inputs : ² Annexe 11.3.2.1 - Graph on the rate of population growth ² Annexe 11.3.2.2 - Growth of world population ² Annexe 11.3.2.3 - Various stages in the growth of population ² Annexe 11.3.2.4 - Population growth of some cities in a few countries ² Annexe 11.3.2.5 - Work Sheet ² Atlas ² Textbook Teaching-learning Process : Step 11.3.2.1 : ² Display the graph in Annexe 11.3.2.1 to the pupils. ² Give them time to observe the graph. ² Direct the pupils to identify the main stages in world population growth. ² While questioning the pupils highlighting the following facts, convene a discussion: ² That there are 2 main stages in the growth of world population ² That the period between 8000 B.C. to 1650 A.C. was the period of slow growth of population ² That from 1650 A.C. to the present day the growth is exponential ² That the time taken for the decrease in population is gradually decreasing.
(10 minutes)
Step 11.3.2.2 : ² Group the pupils. ² Provide Annexe 11.3.2.2, 11.3.2.3, 11.3.2.4 to the pupils. ² Provide the Work sheet in Annexe 11.3.2.5 to the pupils. ² Explain the activity to the pupils. ² Get the pupils engaged in the activity. (50 minutes)
Step 11.3.2.3 : ² Give time for the pupils to present their activities.. ² Conduct the discussion while evaluating the points presented by students. ² Give emphasiz to the following facts: ² That the world population at present is 6555 million ² That 4 main stages in growth of world population are shown on the graph
58 ² That during stage A shown in the graph, the growth is slow though the death rate and the birth rate are at a higher level ² That in stage B, growth is at a higher level though death rate is low when birth rate is high ² That during stage C, when death rate was at a low level, the birth rate was low leading to a low growth rate ² That during stage D when both death and birth rates were low a stable population growth was reached ² That births, deaths and migration affect growth of population ² That migrations occur due to various reasons ² That some countries are confronted with problems due to migrations ² That million cities have emerged due to Industrialization when people are drawn to such areas. ² That various problems occur due to high urban population concentrations ² That there are new trends in world population (20 minutes)
Criteria of Assessment and Evaluation: • Names the factors which influence the growth of population. • Accepts that rapid growth of population results in various problems. • Draws graphs on the growth of world population using data. • Gets motivated in examining the problems that arise in population due to industrialization and urbanization. • Examines new trends in the world population.
59 Annexe 11.3.2.1
Growth of World Population From 8000 B.C. to 2000 A.C. Population in million
8000 B.C. 1 A.C.
Time Taken for World Population to double
Year Population Time taken to double 1 A.D. 250 million - 1700 A.C. 500 million 1700 years 1850 A.C. 1000 million 150 years 1930 A.C. 2000 million 80 years 1975 A.C. 4000 million 45 years 2011 A.C. (Projected) 8000 million 35 years
Annexe 11.3.2.2
Growth of World Population From 1850 A.C. to 2006 A.C.
Year Population in million
1850 1300 1900 1700 1950 2500 1975 4000 2000 6000 2005 6465 2006 6555
60 Annexe 11.3.2.3
Various Stages in the Growth of Population Towards a stable population Percentage
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Annexe 11.3.2.4 The Growth of Population in selected Cities of a few countries 1960 1980 2000 Country and City Population Population Population (in million) (in million) (in million) U.S.A. Northeastern system 15.4 20.4 22.8 from Newyork to Jersay Los Anegles 7.1 11.7 14.2 Japan Tokya-Yokohama system 10.7 20.0 24.2 Kobe-Osaka system 5.7 9.5 11.1 China Shanghai 7.4 13.4 24.2 Beiging 5.7 9.5 11.1 France Paris 7.2 9.9 11.3 South America. Brazil Riode janeiro 4.5 10.7 19.0 Buenos Ayres 6.9 10.1 12.1 India Mumbai 4.1 8.3 17.1 Chennai 7.2 11.1 12.9 New Delhi 2.3 5.4 11.7 England London 10.7 10.2 9.9 Russia Moscow 6.3 7.8 9.1
61 Competency : Acts with an undersanding about the way the interactions of the physical and human processes influence the physical and human environment.
Competency Level : Examines the main characteristics of the world population.
Activity 11.3.3 : “Let us identify the distribution of densely populated cities.”
Time : 80 minutes
Quality Inputs : ² Annexe 11.3.3.1 Map of the distribution of population. ² Annexe 11.3.3.2 List of million cities. ² Annexe 11.3.3.3 Work Sheet.
Teaching-learning Process :
Step 11.3.3.1 : ² Display Annexe 1 which shows the map of world population distribution. ² Instruct them to observe the zones of distribution of population. ² Examine student about the distribution of population. ² While evaluating students responses build up a discussion drawing attention on the following facts: ² That there is an uneven distribution of population in the world ² That there are dense population concentrations in some areas of Asia ² That there are vast areas of land unsuitable for human habitation (10 minutes)
Step 11.3.3.2 : ² Group the students. ² Give each of the groups one copy of Annexe 1 and 2. ² Explain the activity to pupils. ² Give the Work Sheet to each of the groups. ² Provide an Atlas to each of the group. ² Get the students engaged in the Activity. (50 minutes)
Step 11.3.3.3 : ² Let the pupils present their group reports. ² Convene a discussion while evaluating the student responses. ² That densely populated cities are distributed in all the continents of the world ² That a large number of densely populated cities are distributed in South Asia, South East Asia and Europe
62 ² That a knowledge of the distribution of densely populated cities in the world could be obtained ² That scarcely populated areas and densely populated areas could be identified ² That people flock to cities to fulfill various needs (20 minutes)
Criteria of Assessment and Evaluation: • Explains the nature of world distribution of population. • Marks and names 10 “million cities” on an outline map of the world. • Accepts that urbanization has been rapid. • Interested in exploring information about regions where population distribution is scarce. • Enjoys disseminating knowledge acquired about the world distribution of population.
63 Annexe 11.3.3.1 2 12 15 5 22 7 20 14 26 25 16 29 24 28 18 27 19 13 21 9 11 8 The Distribution of Population in the World The Distribution of Population in the 4 10 23 1 30 3 17 Dense Moderate Scarce 6
64 Annexe 11.3.3.2
List of Cities
New York - North Eastern New Jersey System (U.S.A.) Tokyo - Yokohama zone (Japan) Mexico city (Mexico) Sao Paulo (Brazil) Shanghai (China) Los Angeles Long Beach System (U.S.A.) Beijing\Peking (China) Rio de Janeiro (Brazil) London (U.K.) Buenos Ayres (Argentina) Paris (France) Kobe - Osaka (Japan) Rhine - Rhur System (Germany) Calcutta (India) Mumbai (India) Seoul (South Korea) Chicago - North western Indiana System (U.S.A.) Moscow (Russia) Cairo system (Egypt) Jakarta (Indonesia) Milano (Italy) Manila (Philippines) Bogota (Columbia) Teheran (Iran) New Delhi (India) Chennai (India) Istanbul (Turkey) Baghdad (Iraq) Karachchi (Pakistan) Detroit (U.S.A.)
Annexe 11.3.3.3
Work Sheet
• The task you are entrusted with is to name the list of cities denoted by numbers on the distribution of population map with the help of an Atlas.
65 Unit 11.4
The Main Features of the Population of Sri Lanka
Introduction
When examining the interaction between the physical and human processes, it is important to get an understanding about the population of that country. Population is an important factor in organizing the economy of a country as well as in deciding economic policies. Here it is necessary to obtain an understanding about the real status of the population of a country, its size, distribution, composition as well as population growth and migration and immigration happening internationally. It is specially important for a developing country like Sri Lanka as a determinant factor of economic and social activities as well as other activities. The aim of studying this unit is to provide a clear understanding about the population of Sri Lanka.
11.4.1 Size of the Population
• The present population of Sri Lanka is 20 million (20064776 in 2005)
Source: Dept. of Census and Statistics.
11.4.2 Distribution
• The distribution is mainly uneven • Density is one mode of showing distribution • The average population density is 230 per sq km. - Colombo District 3305 per sq.km. - Gampaha District 1541 per sq.km - Kandy District 664 per sq.km - Anuradhapura District 117 per sq.km - Moneragala District 72 per sq.km Source: Dept. of Census and Statistics 201 Census
• Distribution of population varies from District to District and from Province to Province. • 65% of the population of Sri Lanka live in the wet zone on 35% of the land. • 65% of the total land belong to the Dry Zone where 35% of the population live.
66 • The factors that influence the in distribution and density of population - Physical factors - Infrastructure facilities - Regional economic activities - Social factors - The size of the districts
The Population Distributione of Sri Lanka according to Districts - 2001
District Population Annual growth rate Population density (2001) 1981-2001 (per km) Colombo 2,234,289 1.3 3205 Gampha 2,066,096 1.9 1541 Kalutara 1,060,800 1.2 673 Kandy 1,272,463 1.0 664 Matale 442,427 1.1 227 Nuwara Eliya 700,083 0.7 410 Galle 990,539 1.0 613 Matara 761,236 0.8 599 Hambantota 525,370 1.1 210 Jaffa 490,621* -2 528 Mannar 151,577* 1.7 81 Vavuniya 149,835* 2.2 81 Mulativu 121,667* 2.2 50 Kilinochchi 127,263* 1.7 106 Batticaloa 486,447* 1.9 188 Ampara 589,344 2.0 140 Trincomalee 340,158* 1.4 135 Kurunegala 14,523,696 0.9 314 Puttalam 705,342 1.8 245 Anuradhapura 746,466 1.2 112 Polonnaruwa 359,197 1.6 117 Badulla 774,555 0.9 274 Moneragala 396,173 1.8 72 Ratnapura 1,008,164 1.2 312 Kegalle 779,774 0.6 463 Sri Lanka 18,732,255 1.1 299
Table 4.2
Source: Department of Census and Statistics, 2001 Census Note: * Districts marked estimated data, Census 2001
67 Population Density according to District - 2001
N Jaffna Kilinochchi below 100 100 - 299 Mulativu 300 - 499 500 - 999 1000 - 2999 Vavuniya over 3000 Mannar
Trincomalee Anuradhapura
Puttalam Polonnaruwa
Batticaloa
Matale Kurunegala
Kandyuykqjr Ampara
Kegalle Gampaha
Badulla Colombo Nuwara Eliya Monaragala
Kalutara Ratnapura
Hambantota Galle Matara
Source: Health, Nutrition and Welfare Services Ministry
68 11.4.3 Composition
The composition of the Population of Sri Lanka can be studied under 4 headings. • According to Ethnicity (according to census 1981) - Sinhala 74% - Sri Lankan Tamil 13% - Indian Tamil 5% - Moors 7% - Others 1% • According to Religion - Buddhist 76.7 % - Islam 8.45% - Hindu 7.9 % - Christian 6.9 % - Others 0.1 %
Composition of Population according to Religion - 2001
Other Roman Christians Others Catholic 0.8% 0.1% Islam 6.1% 8.5%
Hindu 7.9%
Buddhist 76.7%
Female and Male Population according to Province - 2001
Province No. of Males (in thousands) No. of Females (in thousands) Western Province 2686.4 2694.9 Central Province 1194.1 1230.0 Southern Province 1114.2 1163.9 Northern Province 516.2 524.9 Eastern Province 716.3 703.3 North Western Province 1075.7 1094.2 North Central Province 568.3 536.4 Uva Province 590.4 587.0 Sabaragamuwa Province 897.5 903.0
Source: Dept: of Population and Statistics • Population according to age structure - There are variations in population according to age pyramid - The bottom-wide population structure of 1981 has changed by 2001 - There is a trend in increasing population of adults - A trend in reduction of dependents (minors)
69 Population Pyramid for 2001
75 70-74 65-69 60-64 55-59 Male Female 50-54 45-49 40-44 35-39 30-34 25-29 10-24 15-19 10-14 5-9 0 7 6 5 4 3 2 1 0 1 2 3 4 5 6 Percentage Population Pyramid 1981
Male Female
7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 Percentage
70 11.4.4 Growth of Population
• There are a few stages in the growth of population of Sri Lanka. • Growth rate changed after 1940.
Year Births Deaths Rate of growth 1953 38.7 10.7 2.8 1981 28.0 6.0 2.2 2001 18.9 5.9 1.3
• Time taken for the population to double.
1931 5.3 million 60 years 1963 10.6 million 30 years 1981 14.8 million 20 years
Growth of Population of Sri Lanka 1901 - 2006
Million 20
18
16
14
12
10
8
6
4
2
0 ------1901 1911 1921 1931 1946 1953 1963 1971 1981 2001 2006 Year
71 11.4 Changes in Population • Changes from time to time. • After 1980 the rate of growth of population decreased. • Changes due to migrations (political factor and employment) • Aging of population (Increase in adult population) • Decrease in dependents (younger population)
11.4.5 Migration patterns • employment • Local migrations • internal conflict • infrastructure • employment • Foreign migrations • education • political reasons • Reasons for Migrations - economic - political - social
Various stages in the growth of Population in Sri Lanka
Stage IStage II Stage III
50
40 Gross Birth rate
30 Rate of natural Increase
20
10 Gross Death rate 0 1874 1880 1900 1910 1920 1930 1940 1950 1960 1980 1990
Source: From 1874 - 1974, Central Bank Report 1975 From 1970 - 1980 according to information from the Registrar Generals’ Dept.
72 Competency : Acts with an understanding about the way the interaction of physical and human processes influence the physical and human environment?
Competency Level : Examines the main features of the population of Sri Lanka.
Activity 11.4.1 : Let us prepare the map of population distribution in Sri Lanka.
Time : 80 minutes
Quality Inputs : ² Annexe 11.4.1.1 - the population of Sri Lanka. ² Annexe 11.4.1.2 - Sri Lanka District map ² Annexe 11.4.1.3 - Population distribution in the Districts of Sri Lanka. ² Annexe 11.4.1.4 - Work Sheet ² Coloured pencils ² Textbook
Teaching-learning Process : Step 11.4.1.1 : ² Write down the data in Annexe 1 on the board and get the attention of pupils on that. ² Question the pupils on the population of present day and the growth. ² Convene a discussion while giving feed back to pupil responses. ² That by 2005 the population has exceeded 20 million ² That we are confronted with various challenges owing to the increase in population ² That within a period of 4 years the population has increased by one million (10 minutes)
Step 11.4.1.2 : ² Group the pupils. ² Provide annexe 1 and 2 to each of the groups. ² Provide the Worksheet. ² Explain the activity concisely. ² Get the students engaged in the activity. (50 minutes)
Step 11.4.1.3 : ² Provide a chance for pupils to present their creative work. ² Evaluate their work while displaying them. ² Convene the discussion while highlighting the main facts in the distribution of population: ² That the distribution of population of Sri Lanka is uneven ² That there is a high density of population in the Colombo and Gampaha Districts ² That the density is high in the Districts of Kalutara, Kandy, Galle, Kurunegala and Ratnapura.
73 ² That the District of Mannar, Vavuniya, Mulativu and Kilinochchi Districts have a low density of population. ² That preparation of the density of population map enables a clear and correct knowledge of the distribution of population. (20 minutes)
Criteria of Assessment and Evaluation: • Names the Districts with high densities of population in Sri Lanka. • Makes a map of the density of population in Sri Lanka. • Accepts that the population of Sri Lanka is uneven. • Collects information about population to widen knowledge. • Gets pleasure in providing information about population of Sri Lanka to others.
Annexe 11.4.1.1
The Population of Sri Lanka 2002 - 2005
2002 1900700 19.0 million 2003 19252000 19.2 million 2004 19642000 19.4 million 2005 20065000 2.0 million
74 Annexe 11.4.1.2
Outline map of the Districts of Sri Lanka
75 Annexe 11.4.1.3
The Distributione of Population according to Districts on Sri Lanka - 2001
District Population Annual growth rate Population density (2001) 1981-2001 (per km) Colombo 2,234,289 1.3 3205 Gampha 2,066,096 1.9 1541 Kalutara 1,060,800 1.2 673 Kandy 1,272,463 1.0 664 Matale 442,427 1.1 227 Nuwara Eliya 700,083 0.7 410 Galle 990,539 1.0 613 Matara 761,236 0.8 599 Hambantota 525,370 1.1 210 Jaffa 490,621* -2 528 Mannar 151,577* 1.7 81 Vavuniya 149,835* 2.2 81 Mulativu 121,667* 2.2 50 Kilinochchi 127,263* 1.7 106 Batticaloa 486,447* 1.9 188 Ampara 589,344 2.0 140 Trincomalee 340,158* 1.4 135 Kurunegala 14,523,696 0.9 314 Puttalam 705,342 1.8 245 Anuradhapura 746,466 1.2 112 Polonnaruwa 359,197 1.6 117 Badulla 774,555 0.9 274 Moneragala 396,173 1.8 72 Ratnapura 1,008,164 1.2 312 Kegalle 779,774 0.6 463 Sri Lanka 18,732,255 1.1 299
Source: Department of Census and Statistics, 2001 Census Estimated data shown in Districts marked * Census 2001
76 Annexe 11.4.1.4 Work Sheet
• The task assigned to you is to shade the population densities on the District Map of Sri Lanka supplied to you. Make use of coloured pencils to shade the map. • In Annexe 3, Density of population of Districts is shown. Make use of the legend below to colour/shade the map. Districts > 2000 in red Districts 1000-2000 in pink Districts 500 - 1000 in orange Districts below 500 in yellow
77 Competency : Acts with an understanding about the way the interaction of physical and human processes influence the physical and human environment. Competency Level : Examines the main features of the population of Sri Lanka.
Activity 11.4.2 : Let us draw a graph of the composition of population of Sri Lanka. Time : 80 minutes
Quality Inputs : ² Annexe 11.4.2.1 - Diagram for the approach of the lesson. ² Annexe 11.4.2.2 - Data on composition. ² Annexe 11.4.2.3 - Work Sheet ² Coloured Pencils Step 11.4.2.1 : ² Display Annexe 1 diagram to the pupils. ² Give them time to observe the diagram. ² Ask them which sector of the population of Sri Lanka is shown by the diagram? ² Convene the discussion while evaluating the ideas of pupils ² That it is possible to study the composition of Sri Lankan population according to several sectors. ² That the composition of population can be shown on the basis of ethnic groups, religion, age structure and male-female (sex). (10 minutes)
Step 11.4.2.2 : ² Group the pupils in class. ² Provide Annexe 11.4.2.2 to pupils. ² Give the Work sheet 11.4.2.3 to every group. ² Clarify the activity. ² Get them engaged in the activity. (50 minutes)
Step 11.4.2.3 : ² Give a chance for the students to present the graph they had constructed. ² Display their graphs in the class. ² Convene a discussion while evaluating student responses. When analyzing the graph on the composition of population ² That according to ethnicity 81.9% of the population of Sri Lanka is Sinhalese. ² That the minority community consists of 18.1%. ² That according to religious composition there are Buddhists, Hindus, Islamese, Catholics and a few who belong to other religions. ² When population composition is examined on male female basis, the female population is increasing (for example in 2001, there were 99 males for 100 females)
78 ² That on the basis of age structure, 0-14 age group is decreasing, 15-64 age group is gradually increasing and that the group over 65 are increasing. (20 minutes)
Criteria of Assessment and Evaluation: • Explains the composition of population of Sri Lanka. • Draws a graph to show the composition of the population of Sri Lanka. • Accepts that the dependent population of Sri Lanka is decreasing. • Explores for information about the population of Sri Lanka and gets motivated to gain knowledge about it. • Puts forward suggestions to solve population problems of Sri Lanka.
79 Annexe 11.4.2.1 Map of Sri Lanka showing the Ethnic Groups and Religions
Annexe 11.4.2.2
Composition of population according to Ethnic group in 2001 Ethnic Group 2001 Sinhalese 81.9%* Sri Lankan Tamils 4.3%* Indian Tamils 5.1% Moors 8.0% Others 0.7% * Shows estimated populatin %. Take the scale of 1cm : 12 when drawing the graph.
80 Composition of population according to religion - 2001
Religion 2001 % Buddhists 76.7% Hindus 7.9% Islam 8.5% Catholic 6.9% Others 0.1%
Take the scale of 1cm : 10 to draw the graph.
Composition of population according to age group
Age group 2000% 2005% Projected 2020 % 0-14 24.8 23.3 19.2 15-64 68.3 69.1 68.7 over 64 6.9 7.6 12.1
Take the scale of 1cm : 10 to draw the graph.
Population composition according to sex
Province Males Female In 1000s In 1000s Western 2686.4 2994.9 Central 1194.1 1230.0 Southern 1114.2 1163.9 Northern 516.2 524.9 Eastern 716.3 703.3 North western 1075.7 1094.2 North central 568.3 536.4 Uva 590.4 587.0 Sabaragamuwa 897.5 903.8
Source:Central Banka Report - 2005
Use the scale of 1cm : 500 to draw the graph.
Annexe 11.4.2.3
Work Sheet
• The task you are assigned is to construct a bar graph making use of the data provided in the work sheet. • Present your graph clearly, correctly and methodically. • Draw the graph according to the given scale. • Colour the bar graph drawn and finish it.
81 Competency : Acts with an understanding about the way the interaction between physical and human processes influence the physical and human environment. Competency Level : Examines the main features of the population of Sri Lanka. Activity 11.4.3 : Let us learn about the growth of population.
Time : 80 minutes
Quality Inputs : ² Annexe 11.4.3.1 graph to show growth of population. ² Annexe 11.4.3.2 - various stages in the growth of population of Sri Lanka. ² Annexe 11.4.3.3 - Population statistics from 1871 - 2001 ² Annexe 11.4.3.4 - Work Sheet ² Textbook Teaching-learning Process : Step 11.4.3.1 : ² Display Annexe 11.4.3.1 to pupils. ² Give them time to investigate into the growth of population of Sri Lanka. ² Conduct a discussion while questioning them about the stages of population growth. ² That the population in 1871 had increased by 8 times in 2001. ² That the increase in population from 1871 to 1946 took place very slowly. ² That the growth of population from 1946 to 2001 took place very rapidly. (10 minutes)
Step 11.4.3.2 : ² Group the class. ² Provide one copy of Annexe 1, 2, 3, 4 to each of the groups. ² Explain the activity briefly. ² Get the students to do the activity. (45 minutes)
Step 11.4.3.3 : ² Give the pupils a chance to present their activities. ² Evaluate their responses supplementing any discrepancies. ² Conduct a discussion emphasizing the facts given below. ² That from 1874 to 1945 birth rate remained at a high level. ² That the death rate too remained high during the same period. ² That, the growth of population during that period took place very slowly. ² That during the second stage the birth rate decreased gradually. ² That during Stage II the death rate went down gradually. ² That the growth rate increased during that stage.
82 ² That during stage III the birth rate and death rate decreased further. ² Still the rate of decrease in the birth rate was very rapid. ² Accordingly, the rate of growth of population decreased further. ² That there are other factors too which affect the growth of population. (25 minutes)
Criteria of Assessment and Evaluation: • Explains the main stages of population growth of Sri Lanka. • Draws a graph of the growth of population. • Accepts that the rate of growth of population of Sri Lanka is decreasing. • Develops a tendency to study the nature of growth of population of Sri Lanka. • Derives enjoyment in exploring information about population.
Annexe 11.4.3.1
How the growth of population of Sri Lanka took place
180- 170- 160- 150- 140- 130- s 120- 110- 100,000 100- 90- 80- 70-
Population in 60- 50- 40- 30- 20- 10-
0------1871 1881 1891 1901 1911 1921 1931 1946 1953 1963 1971 1981 1881 2001
83 Annexe 11.4.3.2
Various Stages in the Growth of Population of Sri Lanka
Stage IStage II Stage III
50
40 Gross birth rate
30 Rate of natural increase
20
10 Gross death rate 0 1874 1890 1900 1910 1920 1930 1940 1950 1960 1980 1990
Source: From 1874-1974, Central Bank Report 1975 From 1970-1980 according to information from the Registrar Generals’ Dept.
84 Annexe 11.4.3.3
Growth of Population of Sri Lanka from 1871 - 2001
Year Population in 1000s 1871 2400 1881 2760 1891 3008 1901 3566 1911 4106 1921 4498 1931 5307 1946 6657 1953 8098 1963 10635 1971 12690 1981 15011 1991 17247 1999 18600 2001 19864
(After 1981, census was held only in 18 Districts Data includes only those 18 Districts)
Source: Geography Part I Human Geography, Edu. Public. Dept.
Annexe 11.4.3.4
Work Sheet
• Your task is to analyse the various stages in the growth of population of Sri Lanka. • Make use of the stages of growth shown in Annexe 2. • In relation to Annexe 3 which shows the population, you may verify your knowledge.
85 Competency : Acts with an understanding about the way the interactions of physical and human processes influence the physical and human environment. Competency Level : Examines the major features of the population of Sri Lanka. Activity 11.4.4 : ‘Let us find out the changes in population’ Time : 40 minutes
Quality Inputs : ² Annexe 11.4.4.1 ² Annexe 11.4.4.4.2 ² Annexe 11.4.4.3 Work Sheet
Teaching-learning Process : Step 11.4.4.1 : ² Display Annexe 11.4.4.1 to pupils ² Give them the chance to observe the 2001 population pyramid. ² Question them about the prominent features in the population pyramid. ² Convene the discussion emphasizing on the following facts. ² That the population of 0-14 group in the pyramid 2001 is relatively lower than that of the 15-50 group (dependents) ² That the labour force is increasing ² That the old dependents have increased. ² That the age group 70-74 has decreased more than the other age groups. (10 minutes)
Step 11.4.4.2 : ² Group the students. ² Give Annexe 11.4.4.2 to pupils. ² Provide Work sheet in Annexe 11.4.4.3. ² Explain the activity briefly. ² Get pupils involved in the activity. (20 minutes)
Step 11.4.4.3 : ² Give the pupils a chance to present their group reports. ² Evaluate pupil responses. ² Conduct the discussion emphasizing on the following facts ² That there are prominent changes between the 1981 and 2001 population phyramids. ² In the 1981 bottom-wide (younger dependents) pyramid, number of young dependents are greater while the old population is less. ² That the dependent population of 2001 pyramid is less. ² That in 2001, there is an increase in the labour force. ² That in the projected 2031 pyramid, a similar condition for all age groups is shown.
86 ² That in the future population of Sri Lanka, a number of changes are taking place. (10 minutes)
Criteria of Assessment and Evaluation: • Explains the differences between the population pyramids of 1981 and 2001. • Constructs population pyramids using statistics. • Accepts that adult population will increase in future. • Gets motivated to obtain knowledge by studying the changes in the population of Sri Lanka. • Contributes to the population programmes implemented in the school.
Annexe 11.4.4.1
2001 75 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 10-24 15-19 10-14 5-9 0 7 6 5 4 3 2 1 0 1 2 3 4 5 6 Percentage
87 Annexe 11.4.4.2
Population Pyramids (1981 and 2001)
75- 75- 70-74- 70-74- 65-69- 65-69- Male Female 60-64- Male Female 60-64- 55-59- 55-59- 50-54- 50-54- 45-49- 45-49- 40-44- 40-44- 35-39- 35-39- 30-34- 30-34- 25-29- 25-29- 20-24- 20-24- 15-19- 15-19- 10-14- 10-14- 5-9- 5-9- 0-4- 0-4- 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 7 6 5 4 3 2 1 0 1 2 3 4 5 6 Percentage Percentage
2031
Male Female
Projected
Annexe 11.4.4.3
Work Sheet
• The task you are assigned is to compare the population pyramids of 1981 and 2001 and report on the changes in population. Later observe the future population pyramid. (2031) • Write your ideas about the changes in the population of Sri Lanka in future.
88 Unit 11.5 Various Types of Settlements in the World Introduction The origin of settlements was a result of the effort made by man to protect himself from natural conditions as heat, rain and cold and also to safeguard against enemies. Settlements which started as simple dwellings have developed gradually to a complex state today. At present there is a diversity of settlements seen in the world today. Settlements have evolved from dwellings which were put up for a short time as a temporary habitat into small villages, towns, cities and finally into conurbations and megalopolis. It is expected to disseminate knowledge about the growth of these settlements, their patterns and changes through the teaching of this unit.
11.5.1 Growth of settlements
• Introduction to settlements A settlement is a unit of dwellings built up for protection from the hazards of natural environment, wild animals and also to safeguard against enemies and to live collectively. Settlements are not restricted to dwellings alone. All that is found in the surrounding environment including rivers, streams, drainage pipes, electricity wires and all other common facilities belong to settlements.
• Diversity of settlements. Accordingly three types of settlements are identified - rural settlements - urban settlements - semi urban settlements (rurban) Rural Settlements: • Rural settlements are places where people who are engaged in primary economic activities live. • Rural settlements are distributed in various patterns. They are in clusters and scattered pattern mainly. • Various factors have contributed to the origin of rural settlements. - physical environment - economic environment - social and cultural environment Urban Settlements: • Urban settlements are places where a dense population gathered for various activities are concentrated in a limited part of the land. • Urban settlements can be classified according to population and size. - Small towns - Medium size towns - Cities - Mega Cities - Million Cities - Conurbations and Megalopolis
89 • There are a number of factors which have influenced the birth and growth of urban settlements - Migrations from rural areas - Coming to towns in search of employment - Development of trade - Concentration of administrative work
Semi-urban Settlements: - Settlements which have the features of both rural and urban areas. - Distribution of semi-urban settlements in areas in the neighbourhood of a city. - For various needs and employment, a large crowd commute from semi-urban settlements daily to urban areas. - Development of infrastructure facilities in semi-urban settlements.
• Factors which have influenced the origin of semi-urban settlements - availability of land - availabiliy of transport facilities - convenience in meeting basic needs
11.5.2 Patterns of settlements
Settlement patterns have originated according to location i. Cluster patterns emerge due to availability of water, protection, cultural factors, state policy and development plans. ii. Scattered patterns have emerged due to various diversity of landforms in the physical environment, vast areas of cropland and due to mountainous nature of the land. iii. Linear patterns have originated along major roads, canals, lakes or along the coast and narrow valleys.
11.5.2 Changes in Population
- Loss of importance of ancient towns situated in the interior. - Increasing importance of coastal towns. - Birth of new towns as Brazzilia. - Birth of cities (metropolis) - Birth of urban conurbations - Birth of megalopolis
90 Competency : Acts with an understanding about the way the interactions of the physical and human processes influence the physical and human environment.
Competency Level : Examines the diverse settlement patterns in the world.
Activity 11.5.1 : Let us identify the various types of settlements in the world.
Time : 80 minutes
Quality Inputs : ² Annexe 11.5.1.1 Two sheets showing a village scene and an urban scene. ² Annexe 11.5.1.2 - Work Sheet ² Annexe 11.5.1.3 - Detail sheet on “settlements in the world” for the Work sheet. ² A4 papers and other materials needed. ² Textbook
Teaching-learning Process : Step 11.5.1.1 : ² Display the village scene and urban scene in the Work sheets to the class. Let the pupils observe the differences in the nature of the two pictures. ² Question the pupils: on 1. Do you live in a rural area or an urban area? Build up a discussion on the settlements of the world on the responses given to your question. ² During the discussion highlight the following facts: ² That a settlement includes dwellings of man as well as buildings, cropland, parks, home gardens, playgrounds and road, drainage systems, electricity cables which connect all those which are built up for man’s economic, social and cultural activities. ² There is a diversity in settlements ranging from a small village to a city. ² That settlements could be classified on various criteria. ² That settlements can be classified mainly as rural and urban. ² That various patterns can be seen according to the nature of location of settlements. (25 minutes)
Step 11.5.1.2 : ² Divide the class into groups. ² Let the groups know what they are expected to do, ² Give them instructions that every member of the group should actively participate. ² Inform them that every one is given a mark. ² Distribute the Work sheet to each of the groups. ² Provide the required stationary and instruments. ² Get the students involved in the activity.
91 ² Give instructions while the pupils are involved in the activity. Observe their work while they are doing it.
Special Instructions to the teacher: • Give the relevant parts of the Annexe III to the relevant group. That is the activity assigned to each group given under a sub topic. Instruct them to find information relevant to those topics. This will enable each of the groups to manage the time spent for the activity. (30 minutes)
Step 11.5.1.3 : ² At the end of the activity give the groups the chance to present their creative work. ² While pointing out any shortcomings in the activities, do a review supplementing the required facts. ² During the review, highlight the following facts: ² That settlements originated after man began erecting permanent dwelling passing the early stages of life as hunters, nomadic herdsmen to cultivators and livestock farmers. ² That a settlement includes dwellings as well as buildings, cropland, parks, home gardens, playgrounds constructed for main economic, social and cultural activities. Settlements also include streams and rivers, roads, water and drainage pipelines, electricity wire systems and telephone network which connect the dwellings. ² That there has been a gradual growth of settlements from the ancient simple type up to the gigantic urban settlements found in the modern world. ² That settlements can be divided into two major types as rural and urban according to the basic features seen in settlements. ² That rural settlements are those that have primary economic activities. ² Some rural settlements function as semi-permanent, temporary and seasonal settlements. ² That there is a diversity in the permanent rural settlements also. ² That there are a series of permanent settlements in the areas of paddy cultivation in Asiatic countries. ² That there are permanent rural settlements in the valleys of the Hill Country as well as in the thanks of the Dry Zone of Sri Lanka. ² That there are rural settlements in the mixed farms of North Western Europe where crop cultivation and livestock farming are carried on as mixed farming. ² That some coastal fishing villages of Sri Lanka too are permanent rural settlements. ² That diverse patterns could be shown as clusters, scattered and linear settlements according to the location of the settlement.
92 ² That cluster settlements are formed when dwellings are close together and seen as clusters. ² That in the scattered type of settlements the buildings or houses are situated separated from each other and scattered all over the area. ² That physical as well as cultural, economic and political factors influence in the creation of settlement patterns. ² That physical factors have a greater influence on the creation of the scattered settlement pattern. ² That physical factors as well as economic and cultural factors influence in the formation of cluster settlements. ² That a linear settlement pattern is formed when houses are arranged in a line along roads, canals, coastline or along narrow valleys. ² That linear settlements are seen along narrow valleys of the Hill Country. (30 minutes)
Criteria of Assessment and Evaluation: • Describes the meaning of settlement. • Classifies settlement types. • Gets a training in collecting facts from source materials. • Draws diverse types of settlement patterns. • Explains that the nature of settlements vary according to physical environment and human needs. • Explains to others the significance of planning settlements according to the needs and physical environment.
93 Annexe 11.5.1.1
A village scene
A scene of a city
94 Annexe 11.5.1.2 Work Sheet Your group is assigned to prepare a information sheet on the topic “Settlements in the World”. Prepare this information sheet under the following topics. 1. What is a settlement? 2. Origin and growth of settlements. 3. Types of settlements. 4. Characteristics of rural settlements. 5. Patterns of settlements. Collect information required from the Textbook and other sources to make this Work sheet. Along with that, study the Annexe II which includes facts about the world settlements. Obtain the assistance of the teacher when required. When you have finished preparing the information sheet, present it to the class.
Annexe 11.5.1.3
Settlements in the World
Man constructed dwellings and used them to protect himself from natural conditions like sun, rain and cold as well as to protect from enemies and wild animals. Hence a settlement can be considered as a collection of houses built for his living, as well as factories, offices, religious places, various Institutions, shops, home gardens and croplands, parks and playgrounds put up for his economic, social and cultural activities. A settlement also includes the roads, canals, pipeline systems, electricity wires, telephone network which connects all the built up area.
Origin and Growth of Settlements Settlements originated when man constructed permanent dwellings to live after giving up the nomadic herdsman life and turned to agriculture and livestock rearing. A diversity of settlements is seen in the world. Settlements grew as a result of the diversity in human activities and increase in population. Hence the simple type of settlement without any organization that began in the distant past evolved gradually into a farm, small village, village, town, city, million city, metropolis and megalopolis in the present day world. Accordingly, settlements started originally based on agricultural activities. The next important stage in the growth of settlements is the emergence of urban settlements. The cities that existed in the ancient river valley civilizations can be cited as examples for this type of urban settlements. Thus the reasons for the emergence of urban settlements were the surplus of food due to the development of man’s economic activities, development in transportation, exploration of countries which led to the development of local and foreign trade. Another significant stage in the development of settlements occurred after the Industrial Revolution. In many countries of Europe, large urban settlements arose in the industrial areas closer to harbours where more facilities were available.
95 A special characteristic seen with the growth of settlements is the rapid growth of urban population in the world. As a result there was a wide expansion of towns into cities, from cities to metropolis and from metropolis to megalopolis.
The Different Types of Settlements Settlements can be classified according to various factors and causes for their origin. Settlements are classified on physical, economic, social and cultural factors and also on the function they perform.
However, the settlements in the world are classified into two as rural and urban according to their characteristics. Apart from these two, another type called semi-urban (rurban) settlement with features of both urban and rural settlements can be shown.
Rural Settlements: Settlements used or constructed by man in the utilization of vegetation, animals and other resources are accepted as rural settlements. Accordingly, areas where people live and engage in primary economic activities such as gathering of fruits, hunting, fishing, cultivation and rearing of animals are considered as rural settlements. There are various types of rural settlements. One type is temporary settlements which are used for a short period during the yea. The Bushmen Kalahari desert in Africa, the Sakais of the Pygmies in the Congo Valley, the Malasia and the Gypsies (ahighuntika) of Sri Lanka live in such temporary settlements. Semi-permanent settlements are seen in relation to chena cultivation in Asia, Africa and Latin American countries. These are another type of rural settlements. In Sudan and Zaire in Africa, the Azande tribesmen live in such semi-permanent settlements. Seasonal settlements are those settlements where the nomadic herdsmen who rear animals such as cattle, goats, sheep, reindeer live. Such settlements are abundant in Africa. The Fulani tribesmen and the Masai tribesmen who indulge in animal rearing in the Savanna and Sahel regions of Africa live in such settlements. Such seasonal settlements are seen in relation to the areas where tourism and fishing industry thrive.
Permanent rural settlement are those settlements found in the areas of paddy cultivation in Asiatic countries. The settlements in areas where tea, rubber and sugar cane are grown as plantation crops are also permanent rural settlements. Such rural settlements are found in the estates of Asian and African countries where tea, rubber, cocoa and oil palm are grown on a large scale. The small fishing villages along the coastal areas of countries like Japan, Norway and the Western coast of North America also come under rural permanent settlements.
Settlement Patterns Various patterns can be seen in the settlements according to the distribution of settlements. When buildings or settlements are distributed very close together as a large cluster or as small clusters it s called a cluster settlement.
96 Cluster settlements Scattered settlements
When buildings or dwellings are situated isolated from each other or when two or three dwellings are scattered throughout the area they are known as scattered settlements. Physical factors have influenced scattered settlements very often. In hilly region where flat lands are restricted for cultivation and animal rearing, farms are distributed far apart. Such a pattern forms scattered settlements. Also in large farms which extend to thousands of hectares, this pattern could be seen. Settlement which form a cluster pattern are the most widespread type of settlements seen in the world. Economic and cultural factors have influenced the origin of such settlements. In South and South east Asian countries where agricultural economies prevail, collective settlements are formed in order to get labour for the agricultural activities and also because these people wish to live with their relations in concentrated areas. Sometimes when resources get depleted also the cluster pattern emerges. For example near springs in dry areas, in oasis in desert areas such cluster settlements are seen. Such a cluster pattern of settlements is seen in villages near tanks and the planned settlements under the Mahaweli scheme in Sri Lanka. In African countries some tribes live in concentrated cluster settlements to protect themselves from enemies. The Fulani tribe of Northern Nigeria have formed such cluster settlements.
Linear Settlements Some settlements have been formed along roads, canals and coastal areas and along narrow valleys. Here the buildings are constructed along a line. Hence they are called linear settlements. In hilly areas such settlements are seen in narrow valley beds.
road settlements
a linear settlement
97 Competency : Acts with an understanding about the way the interactions of the physical and human processes influence the physical and human environment. Competency Level : Examines various settlement patterns of the world. Activity 11.5.2 : Let us identify the urban settlements of the world. Time : 80 minutes
Quality Inputs : ² Annexe 11.5.2.1 A picture showing a big city. ² Annexe 11.5.2.2 A map of the million cities of the world and urban conurbations. ² Annexe 11.5.2.3 Work Sheet I and Information sheet I. ² Annexe 11.5.2.4 Work Sheet II and Information sheet II. ² Annexe 11.5.2.5 Work Sheet III and Information sheet III. Teaching-learning Process : Step 11.5.2.1 : ² Display the picture of a city in Annexe 11.5.2.1. ² Build up a discussion about urban settlements while questioning the pupils on the functions of a city in relation to the information shown in the picture. ² During this discussion draw their attention on the facts given below. ² That urban settlements are settlements which have arisen in a limited land area with a high density of population and where various functions such as commercial, industrial, administrative and educational functions are concentrated. ² That various factors influence in the emergence and development of urban settlements. ² That urban settlements can be classified on population and size. (20 minutes)
Step 11.5.2.2 : ² Group the class as suited. ² Explain their task to each of the groups. ² Inform them that a mark will be given to each of the group members after evaluating their participation. ² Provide the groups with the required source materials and other resources. ² Get them engaged in the Activities according to the Work sheet. ² Move along with pupils showing their weaknesses and help them in their tasks. ² Give a chance to every group to display their creative work to class. (40 minutes)
Step 11.5.2.3 : ² Show their strengths and weaknesses when the groups present their work and supplement them. ² At the end, do a review of the work. During the review draw the attention on the following points.
98 ² That urban settlements are formed in an area of limited land with a dense population concentrated as a result of various functions to be performed for them. ² That various factors influence in the formation of urban settlements. ² That urban settlements can be classified on various criteria. ² That towns can be classified on their population and size. ² That towns can be classified on the functions they perform. ² That a city is formed when a town is expanded including the sub-towns and semi-urban neighbouring areas. ² That a number of cities are integrated to form an urban conurbation. ² That a number of conurbations get together and form a megalopolis. (20 minutes)
Criteria of Assessment and Evaluation: • Describes prominent features in urban settlements. • Explains the factors that influence the growth of urban settlements. • Prepares a map of million cities in the world. • Develops the skill of presenting information obtained from sources systematically. • Presents group activities clearly to the class.
99 Annexe 11.5.2.1 A scene of a large city
100 2 12 15 5 22 7 20 14 26 25 16 29 24 28 18 27 19 13 21 9 11 Million City Conurbations 8 4 10 23 1 30 3 17 6 Dense Moderate Scarce
101 Annexe 11.5.2.3
Work Sheet I
Group 1
The task your group is given is to prepare a classification of urban settlements in the world. Prepare it according to the criteria given below. 1. According to population and size 2. According to functions performed Obtain information required for this classification from the Detailed sheet in the Annexe and by studying the Textbook and any other source materials you can get. Get help from the teacher when required. Prepare your work clearly and present it to class.
Information Sheet for Work Sheet I Urban Settlements Settlements which are located in a limited area of land with a high density of population due to concentration of a large number of people and where commercial, industrial, administrative and educational functions have to be performed are considered as towns. Since there are a large number of buildings meant for various functions, the built-up area in these settlements are considerable. Unlike in a village, different types of individuals live. In early times it was easy to differentiate villages from towns. Ancient towns were small and were surrounded by a wall and a moat. During the early days prominent different features were seen in towns more than in villages. But in the present day world, urban characteristics are not limited to towns alone. Hence it is difficult to decide the urban limit from a village. Therefore various criteria are applied to identify towns from rural areas for purposes of public administration. Countries like United Kingdom and Sri Lanka apply the criteria of “administrative function” in differentiating villages from towns. These countries consider all the areas administered by the Local Government Institution of Urban Councils as towns. For instance till recent times all the areas under Municipal Councils, Urban Councils and Town Councils in Sri Lanka were cosidered as urban settlements. After the constituitional amendment of 1987 only the /municipal Councils and Urban Councils have been included under the category of Towns. Some countries apply population as the criterion of separating towns from village. The minimum level of population used for this purpose differs from country to country. It is determined by the socio-economic and cultural factors in those particular countries. Even in countries like Denmark and Iceland where there is a dispersed settlement pattern owing to the practice of isolated farms, the urban functions are concentrated even in a small agglommeration. Hence in Denmark any agglomeration where there is a population over 200, is considered as a town. In Iceland the minimum level of population in separating towns is 300 people while in Mexico and Venezuela it is 2500. But applying such a criterion will not record the population of a town. France, Luxemburg and Greece use a different criteria. These countries have demarcated areas into small regions for administrative purposes. According to the number of people living inside the largest settlement in such small administrative units, the whole administrative unit itself is demarcated as a town or a village. If we take France as an example, the smallest administrative
102 unit is called the commune. If there are agglomeration of more than 2000 people within a commune, the whole commune is demarcated as an urban settlement. In countries like Czechoslovakia (former), Netherlands, Spain and Switzerland towns or villages are demarcated taking into consideration the total population in the smallest administrative units. In Switzerland and Netherlands, administrative units with a population more than 10,000 come under towns. Settlements with less than 10,000 people are considered as villages. Sometimes; is possible for the inclusion of farm villages and fishing villages inside the urban limit as a result of applying this criteria. Countries like India and Israel use a number of criteria in demarcating towns. India has considered as towns, the settlements where there is a minimum population of over 5000, and also employed males of whom at least 75% should be engaged in occupations which are not agricultural and settlements where the density of population is over 400 per sq. km. The name legal city is given to the town accepted officially by a country as a town. But it is not always possible for the prevalence of urban features within the legal city limits of all the towns accepted as towns. The name geographical city is given by the area demarcated by geographers by identifying urban features. In the same manner, sometimes there may be built-up areas and other urban features outside the town limit also. The figure below shows a situation where the geographical city becomes smaller than the legal city. Here the built-up area is small but the city limits are demarcated to include agricultural lands and sometimes water bodies. How the geographical city limit changes
legal limit of the town Figure 1.b
The geographical city
Roads Figure 1.a Figure 1.b shows how the geographical city has extended outside the legal city. In such instances the town limit has to be revised from time to time. Since the population identified using different criteria fall under a great range, towns can be classified based on population as shown below. 1. Small towns - This type with a population below 20,000 can be subdivided as < 2000; 2000-5000; 5000-10000; 10000-20000
103 2. Medium or Intermediate towns have a population from 2000 to 1000,000. 3. Cities - 100000 - 1000000 (1 million) 4. Million cities - from 1 million to 10 millions These can be subdivided as 1-5, 6-10, >10m people. 5. Mega cities - towns with over 10 million people.
In most of the countries, towns with less than 20000 population are seen very often. According to the 1981 census in Sri Lanka, out of the 134 towns, there were 97 small towns, 31 medium towns, 6 cities. In 1994 with the change in definition of urban areas, the number of towns has been reduced to 43.
Classification of cities
Several criteria could be used in classifying towns. Earlier it was mentioned that towns could be classified into 5 types based on population. They are small towns, intermediate towns, cities, million cities and mega cities.
Towns may be classified on the special function performed by a town. Every town provides various services and goods to all people living in it and also to the people living outside in its neighbourhood. Hence various functions such as commercial, financial, administrative, educational, health and industrial functions may be concentrated inside a town. Hence they can be termed multi-purpose towns also. But it is seen that in some towns its economy is dependent on one important function. Or else it has become famous for performing one function. Thus towns can be classified on such a special function it performs as shown below. 1. Administrative towns - the capital of a country, province or district 2. Defence towns - Fort towns or navy centre 3. Cultural towns - University towns or holy towns 4. Leisure resort towns - Holidaying resorts, tourist resorts 5. Manufacturing towns - Industrial cities, Break of bulk towns, towns developed due to mineral resources
Towns can be classified on location and origin also. Location on a river, pass, a hillock or a fort may be the criteria in this classification. Examples of towns situated at river bends are Stalingrad or Volgograd in former Soviet Union, Cincinnati and Kansas in U.S.A., Berne in Switzerland, Durham in Britain and Kandy in Sri Lanka.
Towns are situated at places where these is a harbour so that ships could be anchored safely. Mumbai, Copenhagen, Zanzibar and Venice are towns that originated is small is lands closer to the coast. When an island or a few islands are located near a coast, the sea in between it and the mainland may be used to anchor ships safely. Such towns which originated in this manner developed later due to its rich hinterland and because of its location in the international sea route.
Towns are situated at places where break of bulk is done. Many towns have originated at places where ocean transport is connected to land transport. One reason for the development of such towns is the suitability for location of industries. Examples of this type of towns are Cleveland and Chicago on the shores of the Five Great Lakes of U.S.A., Kisumu and Bukatata and Muwanza on the shores of Lake Victoria in Africa.
104 Towns have their origin at places where waterfalls occur on rivers. Some of these towns located near waterfalls are Kinshasha, Brazaville, Kizangani. Istanbul and Gibraltar are towns located at narrow straits. It is possible for development of towns near waterfalls since mode of transport changes at such places and also because at a later date, the waterfall could have been utilized to develop hydro electricity leading to the establishment of settlements and developing into towns later.
Towns have originated at places where iron are, coal and other mineral resources are mined. Examples could be cited from United Kingdom, U.S.A. and India where towns have come up in relation to iron ore and coal. Jos in Nigeria due to tin mines and Lumbhashi in Zaire due to copper mines are other examples.
When classifying towns two types may be identified as planned cities and unplanned evolved cities. The latter type is mostly seen in the world. But historical sources and ruins have given evidence to prove that there were well-planned cities even in ancient times. A number of towns established recently on a planned basis are found in almost every country today. These towns are named New Towns. Canberra in Australia which is its capital city is a new town built as a planned city. Some countries which gained independence after being crown colonies have shifted the administrative functions which were vested in the coastal towns in harbours to other New Towns. A fine example of a New Town is Islamabad of Pakistan. Chandigar of Punjab in India is also a New Town. The new capital of Brazil, Brazzilia is located in the interior far away from the developed coastal region of the country (Riode Janeiro - Sao Paulo). The aim of locating Brazzilia in the interior has been to develop areas which are under-developed and to reduce the migration of people to the developed areas in the country.
Annexe 11.5.2.4
Work Sheet II
Group 2
Your group is assigned to prepare a Map of the world showing million cities and Cities with over 10 million people.
The required stationary and Atlas will be supplied. Read the Information Sheet given here. Get facts from your Textbook also. Get the help of your teacher too.
Prepare the map clearly and neatly and present it to class.
105 Information Sheet for Work Sheet II
Million Cities in the World
A modern trend is the increase in big cities. Iin 1920s there were only 24 cities over 1 million people. By 1940, such towns increased by only 17. But in the 1960 decade, it rose to 113 and at the beginning of the decade 1980, an increase up to 198 is shown. This figure further shows that most of the cities were located around latitude 450 including megacities also. However by 1980, this Figure shows that million cities were located mostly in areas 200-450 north and south of the equator. Another recent trend is the increase of million cities in Third World Countries. During the 1950s there were 10 million cities in Third World Countries while by 1990, this increased to 171. Out of these, 109 of them were located in the developing countries of Asia. Out of the million cities in Asia, 62% of them are concentrated in China and India. By 1990, there were 38 million cities in Latin America and Caribbean countries and in Africa 24 towns had reached the status of million cities. About 2/3 of these million cities can be considered as ancient towns that had been established by 1600 A.C. In the same manner, some towns established recently have developed rapidly. Brazzilia which is the New Capital of Brazil established in 1950s is also one of the cities that reached the million city status very soon. Out of the million cities, the number of cities over 5 million are growing at a faster rate than earlier. By 1990, there were 30 cities with over 5 million. A majority of these cities are situated in the developing world. An important feature seen in the growth of urban settlements is the birth of megacities with over 10 million people. The mapgiven to you shows the present distribution of cities. As shown in it most of the megacities are located in Asia. There were 9 megacities in Asia in 1996. They are Beijing, Mumbai, Calcutta, Jakartha, Osaka, Seoul, Shanghai, Tiengin and Tokyo. It is expected that by the year 2025 11 more cities will reach the status of megacities. About half of these towns are situated in South Asia such as Bangalore, Bangkok, Decca, Hyderbad, Karachchi, Lahore, Chennai, Manila, New Delhi, Shenyan and Rangoon. Satellite towns and semi-urban zones are developed around large cities which are rapidly growing and these satellite towns are having close connections with the large town. These are considered as part of the city. Hence at present what is considered as ‘town’ is the large urban zone mentioned above and not the single city as such. This zone is named as the Metropolitan area. The zones in a metropoly can be identified as shown in the following page.
106 Annexe 11.5.2.5 Work Sheet III
Group 3 The task assigned to your group is to prepare an information sheet under the following topics: 1. Cities 2. Urban Conurbations 3. Megalopolis For this, study the given Information sheets well. Use the Textbook also to obtain facts. Find information from other sources available. Prepare the Sheet clearly and present it to class. Get further help from your teacher.
Information Sheet for Work Sheet III
The main features of a city.
Sub-towns (satallite towns)
Central towns
Zone of semi- urban settlements Small towns A simple model of a big city is shown above. This shows that a city is not a single town. There may be about 10-15 towns within the sub-town zone. Within the semi-urban zone also there are small towns and urban-rural settlements. People who go very often to the main city for employment as well as services and goods live inside the city. The central city is connected to the rest of the city by highways and railway lines.
There are a number of factors which have influenced the development of cities. After the Industrial Revolution, a large number of people living in rural areas of developed countries migrated to towns and lived there. After some time, due to factors like environmental pollution, increasing prices of land due to scarcity of lands, increase in house rents and their dislike to live in urban environment these people who lived in towns migrated to the neighbourhood of towns where such problems were less. But since their place of work was in the main towns, they had
107 to travel there daily. At that time only the people of middle class and upper class who could afford to spend money on transport migrated from the towns to the neighbourhood. At a later date even the labour class of society also went to live outside the towns with the construction of railways and the availability of railway season tickets at a reduced rate to these workers. In this manner, the birth of sub-towns (satellite) where the people who worked in the towns were living came to be a common feature around all the large cities in the world. At the beginning, a majority of these satellite towns belonged to residential type. But later, when the space in satellite towns was not enough due to the location of factories, offices, large shopping areas of the main cities in the satellite town, these people went to live in the semi-urban settlements. But the main reason for the birth of satellite towns in developing countries was not due to the migration of people from the main city alone. These people who were born in rural areas after getting employment in the main city found it difficult to settle down in the city. Hence they left the city and went to settle down in satellite towns or semi-urban settlements bordering the main city. Even the entrepreneurs when establishing a new factory did not locate it in the main city where land was scarce and preferred a satellite town or a semi-urban area for that purpose.
The prominent features of a city can be identified by taking the example of Mumbai formerly called Bombay. In the diagram to follow, it is easy to identify the city of Mumbai, the residential and industrial satellite towns surrounding it, the new town of Mumbai and the various small town inside the rurban zone. Since there is a dearth of land in Bombay, offices, commercial and harbour functions are located in the New Town of Mumbai. In 1981, there were 3.2 million people in the town of Mumbai and 11 million in the city of Mumbai. It was estimated that by 2000, the population of the city would exceed 16 million.
In the present day world every big town has reached the status of a city. Colombo and the surrounding region also display the features of a city. In 1990 there were 366 cities in the world. In Asia alone there were 153 cities. Tokyo, Yokohama, Calcutta, Mumbai can be mentioned as the largest cities in Asia. By 1990, there were 53 cities in North America, 48 in Europe, 41 in Latin America, 30 in former Soviet Russia.
City of Mumbai
limit of the city
Satellite New Town Towns
Mumbai City
108 Metropolitan area
As a result of the rapid growth of population in the largest metropolitan cities of the world, some metropolis have surpassed cities like New York and London and occupy an important place. Yokohama and Sao Paulo have occupied the first and second place respectively according to population. The Table that follows shows that by 2000, four of the metropolitan areas of the world will be in less developed countries.
A metropolis is a dynamic type of settlement. The population in them increase rapidly. In the beginning the population of the main city in the centre would increase rapidly. Later, the population in the satellite towns will increase at a more rapid rate than the former, gradually, the metropolis will expand and two metropolis will be integrated and develop into large areas with urban features that spread continuously.
Thus the zone where a number of metropolies connected together is named an urban Conurbation.
Urban Conurbation
When an urban conurbation is composed of several metropolies it is called a conurbation with a number of nuclei. Since Conurbations like London and Paris have covered a large area after expanding it is clear that there are single nucleus conurbations also in the world. The Greater London Conurbation expanded to such an extent that it occupies the first place in the area of land and population more than in the other conurbations in U.K. Greater London Conurbation covers 1867 sq.km. Its density of population is 4000 per sq.km. The Western Yorkshire Conurbation which occupies the second place has an area of 1254 sq.km. But the density of population is 500 per sq.km. In the United Kingdom seven conurbations can be identified. Except the Greater London Conurbation, the other conurbations have their origin in relation to Industrial zones. Thus it is clear that industrialization has influenced the growth of conurbations.
The Western Midland Conurbation (Black Country) of U.K. can be cited as an example. This conurbation consists of a number of towns which arose in relation to the Staffordshire Coal field and iron and steel industry, and heavy engineering industries. At first its main city Birmingham expanded and integrated with the city of Wolverhampton on the west, and Dudley and Wednsbury towns.
The largest Conurbation in Western Europe is the Ruhr with an area of 2500 sq.km. This region extends from Duisberg on the River Rhine up to Dortmund 50 km away to the East and in the North from Recklinghousen up to Solingen in the South. There are number of industrial towns within this conurbation.
109 Megalopolis
The development of a megalopolis by the interconnection of a number of conurbations by road network is the maximum development stage in urban settlements. In Eastern U.S.A. a megalopolis extending to about 750 kilometres has developed. This zone extending from Boston to Washington consists of the conurbations of New York, Philadelphia, Baltimore. These are interconnected to each other by roads and railways, airways, telecommunication services, daily commuting of passengers and telephones. This megalopolis was identified by Jean Gottman. Since it extends from Boston to Washington it is called the Bos-Wash megalopolis. It is not correct to consider this as a continuous built-up area. There are forests, parks, Golflinks, waterbodies and land utilization in agricultural lands which occupy 40% of its total land area. In U.S.A., a few more megalopolis have developed. One of them is the Chicago-Pittsberg (Chi- Pitts) megalopolis.
In Japan also, a megalopolis has developed along the Pacific coast connecting 4 conurbations. It is known as the Tokaido Megalopolis. This megalopolis has developed due to the expansion of industrial, commercial and Port towns of Japan. The conurbations of Yokohama, Osaka, Nagoya are within this megalopolis. In China and Brazil too such megalopolis cold be seen.
110 17'1 16'6 15'5 13'5 13'5 13'3 13'3 11'9 26'3 16'0 13'2 13'2 12'8 12'8 12'7 12'2 24'0 Population in 2000 Los Angeles, U.S.A. Los City and Country Mexico City, Mexico Mexico City, Sao Paulo, Brazil Japan Tokyo/Yokohama, Calcutta, India India Great Bombay, U.S.A. Western Newyork, North Seoul, Korean Republic Shanghai, China Riode Janeiro, Brazil New Delhi, India Argentina Ayres, Great Bucnos Cairo/Geesha/Imbaba, Igypt Jakarta, Indonesia Baghdad, Iraq Iran Teheran, Karachchi, Pakistan Istanbul, Turkey 08'0 18'1 15'9 15'3 11'8 17'2 11'0 10'9 10'1 09'8 08'9 08'7 08'5 10'4 10'2 10'0 09'2 09'2 Population in 1985 Kobe-Osaka, Japan City and Country Mexico City, Mexico Mexico City, Japan Tokya-Yokohama, Sao Paulo - Brazil U.S.A. Western Newyork, North Shanghai, China Calcutta, India Brazil Ayres, Great Buenos Riode Janeiro, Brazil Seoul, Korean Republic India Great Bombay, Angeles, U.S.A. Los London, U.K. Beijing (Peking) China Germany Rhine-Ruhr, Paris, France (Former USSR) Moscow, Cairo/Geesha/Imbaba, Egypt (Ranked according to population) 10'3 06'9 06'7 06'7 05'5 15'4 05'3 03'8 03'6 03'5 10'4 05'0 04'8 04'1 03'0 04'4 Population in 1950
03'1 12'4 USA The Population of the Largest Cities during period 1950 to 2000 City and Country Newyork/ N.Eastern U.S.A. London, United Kingdom Shanghai, China Germany Rhine-Ruhr, Japan Tokyo-Yokohama, Beijing (Peking) China Paris, France Tiengin - China Argentina Great Bucnos Ayres, U.S.A. Western Chicago, North (Former U.S.S.R.) Moscow, Calcutta, India Los Angeles, U.S.A. Kobe-Osaka, Japan Milan, Italy Riode Janeiro, Brazil Mexico Mexico City, New Jersey, Philadelphia/Western 6' 3' 5' 7' 8' 9' 1' 4' 2' 11' 18' 17' 13' 15' 16' 12' 14' 10' 11'2
111 Unit 11.6 The Different Types of Settlements in Sri Lanka
Introduction
The settlements of Sri Lanka had their origin through different stages in fulfilling economic needs. A special characteristic seen in ancient village was the fulfillment of peoples’ needs on a very simple level. From that time onwards the settlements of Sri Lanka had developed along various fields. The different types of settlements are villages, small towns and cities. Each of these types differ in their nature, distribution and functions. It is important to study the specific facts about them. The aim of teaching this unit is to give a correct understanding about the different types of settlements in Sri Lanka, the patterns and changes.
11.6.1 The evolution/growth of settlements
• At the beginning settlements were very simple (rock caves, tree trunks) • Birth of rural settlements based on agricultural economy. • Birth of urban settlements • Origin of estate settlements as a result of colonial domination • Settlements related to agricultural colonization schemes • Settlements developed with the Development schemes. • Industrial settlements based on industries. • Planned settlements (Housing schemes) • Birth of new towns (Expected to explain these briefly)
11.6.2 Pattern
• Small Villages - Since they are based on agriculture they originated at places where water was available. - The population was low - Practised traditional economic activities
• Tank Settlements - Origin in relation to a tank - The land below the tank utilized for agricultural activities - Settlements arose on the high lands below the tank - The main economic activities were paddy cultivation, home garden crops, fishing
112 • Linear Settlements - Settlements formed along either sides of roads, and canals - People engaged in various economic activities lived in these settlements * as chena cultivation * trade * home garden cultivation
• Cluster Settlements - Originated in relation to Development Schemes - Since the houses were constructed close to one another, they appear as a cluster - These are planned settlements - It facilitates the distribution of services efficiently
• Estate Settlements - Settlements that came up after commercial agriculture (tea, rubber) - The settlements called ‘lines’ (one roomed houses adjacent to each other) put up in a line in large estates - Estate employees living in them - Settlements with minimum facilities - Traditional life style prevails - A new trend is seen in putting up small individual houses instead of lines
• Fishing Settlements - Distributed along the coastal areas of Sri Lanka - The main form of livelihood is fishing - Houses distributed in a concentrated pattern - The pattern of houses vary according to the harshness in the physical environment along the coast (houses along the south western coast, north western coast) - Temporary fishing settlements
• Industrial Estates Settlements - Settlements based on industries close to Colombo (Ratmalana, Ekala) - Origin after 1950 under the state policy - The main aim was to provide infrastructure to people who could not start their own industries locally - Various industries are located
113 • Industrial Cities Settlements - A special type of settlement distributed regionally - A diversity of industries are located - Employees of factories and their families settled - It is possible to attract foreign investors - Facilities provided for export industries
• Udagam Settlements - These settlements were sponsored by the Government - Small houses distributed in clusters - People living in them were engaged in various economic activities - Common amenities supplied under Government sponsorship - Houses built on small plots
11.6.3 Changes
• The form of rural settlements changed as a result of development of infrastructure • Instead of small shanty houses there arose permanent houses • In estate settlements single separate houses were built instead of line-houses • Development of multi-storeyed houses in urban areas due to scarcity of lands • Increase in semi-urban settlements • Widening of authority of urban settlements (It is expected to describe these in simple form) • Town council areas changed to Pradesheeya councils • Due to scarcity of lands in urban areas, building of flats came into prominence • Birth of housing complexes with improved facilities
114 Competency Level : Acts with an understanding about the way the interaction of Physical and human processes influence the physical and human process influence the physical and human environment. Activity 11.6.1 : Let us identify how the settlements of Sri Lanka evolved. Time : 80 minutes
Quality Inputs : ² Annexe 11.6.1.1 various stages in the evolution of settlements in Sri Lanka. ² Pictures relevant to various types of settlements shown in Annexe 11.6.1.2. ² Outline maps of Sri Lanka with district boundaries marked (the number required to the class) ² Atlas including maps on Sri Lanka Teaching-learning Process : Step 11.6.1.1 : ² Present the note in Annexe 11.6.1.1. Build up a discussion with the pupils about the evolution of settlements in Sri Lanka in relation to the information in the note while questioning pupils on their previous knowledge. ² During this discussion, make the students aware of the development of settlements of Sri Lanka highlighting the facts given below. ² That Sri Lanka was inhabited from the distant past. ² That the earliest settlements were in rock - caves and tree trunks, They were very simple ones. ² Since then rural settlements originated based on agriculture. ² That estate settlements developed with colonial administration. ² That agricultural colonization schemes developed after independence. ² That settlements originated based on various development projects and industries. ² That urban settlements developed with the concentration of various functions and population. (20 minutes)
Step 11.6.1.2 : ² Provide maps where District boundaries are marked to every pupil. ² Make them mark and name some places or regions where the in Annexe I are mentioned. ² Get them to mark the Municipal areas of Sri Lanka as well as Mahaweli New Towns. (40 minutes)
Step 11.6.1.3 : ² When marking is over select a few maps randomly and present them to class. ² Give instructions to correct them if there are mistakes. Later, start the concluding remarks to highlight the facts mentioned below.
115 ² That the earliest settlements in Sri Lanka were in rock caves and tree-trunks. ² That rural settlements arose when people got used to agricultural practices. ² That estate settlements originated with plantation crops due to colonial dominance. ² That agricultural colonization settlements developed due to agricultural renaissance after gaining independence. ² That fishing settlements arose along coastal areas. ² That Mahaweli settlements arose with the beginning of Development Projects. ² That industrial settlements arose due to industrial development. ² That planned settlements emerged as a solution to the housing problem of the people. ² That urban settlements arose due to diversity of human activities and concentration of population. (20 minutes)
Criteria of Assessment and Evaluation: • Describes how the settlements of Sri Lanka developed. • Explains the factors that influenced the development of settlements in Sri Lanka. • Marks on a map the location of various types of settlements in Sri Lanka. • Gets the practice in using instruments. • Presents their creative work clearly in the class.
Annexe 11.6.1.1
Various Stages in the evolution of Settlements in Sri Lanka
Settlements of simple level (rock caves, tree trunks Rural settlements (based on agriculture) Estate settlements due to colonial dominance Agricultural colonization settlements due to scarcity of lands Settlements started through Development Projects as Mahaweli Industrial settlements based on industries Housing Schemes as planned settlements Urban settlements Birth of New Towns
116 Competency Level : Acts with an understanding about the way the interaction of the physical and human processes on the physical and human environment.
Activity 11.6.2 : Let us identify the various settlement patterns in Sri Lanka.
Time : 160 minutes
Quality Inputs : ² Annexe 11.6.2.1 Drawing or pictures of tank settlement, a line house in a tea estate. ² Work sheets in Annexe I, II, III, IV. ² A4 papers. ² Coloured pencils, pens, feltpens.
Teaching-learning Process : Step 11.6.2.1 : ² Present a few pictures mentioned in Annexe 1. give time for pupils to observe that the pictures depict varying patterns. Later explain the students that various patterns and types could be seen according to the form of settlements in Sri Lanka. ² During this discussion, highlight the following facts: ² That small villages have evolved as a result of settlements based on agriculture. ² That settlements have formed near tanks. ² That linear pattern of settlements seen along roads, canals. ² That estate settlements have come up in relation to crops like tea and rubber. ² That cluster settlements have originated in relation to Development Projects like the Mahaweli. ² That fishing settlements are seen along the coastal areas. ² That as a result of industrial development Industrial Estates and Industrial cities have come up. ² That settlements like ‘Udagam’ have come up due to state policy. ² That in the urban areas settlement as Housing complexes have come up. ² That special features could be seen in each of the settlement patterns. (30 minutes)
Step 11.6.2.2 : ² Group the students. ² Explain the specific function of each group. ² Inform them that participation by every member is compulsory in group activities and a mark will be given to each one after evaluation. ² While they are doing the activity move along with them and get them engaged in the activity while showing any shortcomings. (80 minutes)
117 Step 11.6.2.3 : ² Give a chance to all the groups to display their work to class. ² Do a review showing any weaknesses in their work while drawing attention on the points given below: ² From the past settlement patterns evolved in Sri Lanka due to various reasons. ² That the earliest settlements were in the form of small villages where agriculture was carried on. ² That after gaining independence, settlements originated in agricultural colonization schemes. ² That planned settlements arose due to Development Projects. ² That industrial development also led to the origin of settlements. ² That various settlement patterns came up due to state policy and urbanization. ² That due to changes made under colonialism too, settlement patterns arose. ² That special features are seen in every settlement pattern. (40 minutes)
Criteria of Assessment and Evaluation: • Describes the various settlement patterns in Sri Lanka. • Explains the factors which influenced the growth of settlement patterns in Sri Lanka. • Describes how simple settlements of the past evolved into complex patterns of the present day world. • Marks the distribution of various settlements on a map. • Gets a training in working collectively. • Presents one’s work clearly to the class.
118 Annexe 11.6.2.1 A tank settlement
forest
tank houses Road
dry land
fields chenas A line settlement in a tea estate
A rural dwelling
119 Annexe 11.6.2.2
Work Sheet I
Group 1
• Your group is assigned to prepare an information sheet about each of these settlements:- 1. small villages 2. tank settlements 3. linear settlement
• Collect facts under the following headings about each of the settlement types: 1. The special features of the settlement type 2. The regions where they are distributed 3. The reasons for the birth of these settlements
Use the Textbook to find facts on these. You can get further information from your teacher or from other books. Prepare your work clearly and neatly to present in the class. Get the help of the teacher when needed.
Annexe 11.6.2.2
Work Sheet II
Group 2
• Your group is assigned to prepare a small information sheet about each of these types of settlements:- 1. Cluster settlement 2. Estate settlement 3. Fishing settlement
Collect information about each of these settlements under the following headings 1. The reasons for the origin of the type 2. The special features about the type 3. The regions where each type is distributed
Obtain the facts required for this work from the Textbook and other books. Get help of the teacher when required.
Prepare your work clearly, methodically and present it to class.
120 Annexe 11.6.2.2
Work Sheet III
Group 3
• Your group is assigned to prepare a small information sheet about: 1. Industrial Estate Settlement 2. Industrial Cities • Collect information about each of these settlements under the following headings: 1. The reasons for the origin of the settlement 2. The special features of the settlement 3. The regions where distributed • Collect information required from the Textbook and other sources. Get the help of the teacher when required. • Prepare your work clearly and present it to class.
Annexe 11.6.2.4
Work Sheet IV
Group 4
• Your group is assigned to prepare a small information sheet on the: 1. Udagam Settlement 2. Housing complexes • Collect information under the following headings: 1. The reasons for the birth of these settlement types 2. The special features of these settlements 3. The areas of distribution • Information required for this could be obtained from the Textbook and other resource books. Get the help of teacher if required. • Present your work to the class.
121 Annexe 11.6.2.5
Work Sheet V
Group 5
• Your group is assigned to prepare an information sheet on the topic “The changes in the pattern of settlements in Sri Lanka”. • Prepare a short account on the changes occurred in the following settlements and the factors that have influenced them: 1. Small villages 2. Tank settlements 3. Linear settlements 4. Cluster settlements 5. Estate settlements 6. Fishing settlements 7. Industrial Estates 8. Industrial Cities 9. Udagam 10. Housing Complexes • Obtain information from the Textbook. Get the help of the teacher if required. Prepare your work and present it to class.
122 Unit 11.7 Trade, Transport and Communication
Introduction
Inter-connection among the countries and nations in the world depends on trade, transport and communication. The technological development in the means of communication has been responsible for the transformation of the world into a universal village. Trade can be considered as a mode of methodology that helps in cementing connections between man and world regions. Means of transport help to bridge the distance between man and various regions of the world.
Thus the human interaction in the world is taking place through means of trade, transport and communication. The three modes of land, sea and air transport are utilized in manipulating these three fields.
The inequality in the distribution of resources and the inability of every country to be self-sufficient have resulted in international trade. Today no country can live in isolation in this background of world economic pattern. Hence interdependence among nations is very essential.
Communication means the expression of ideas, experiences, needs and other information of one party to another party through the media. Hence communication is essential in maintaining interrelationships among people.
In the distant past burning fires and making noises were the medium of communication used. But in the present day it has developed into a very developed level such as through distant moving conferences, discussions and video conferencing and from rock inscriptions up to the creation of web pages. An important role is played by transport in the functioning of communication.
It is expected to give a simple understanding to the students about trade, transport and communication which is the foundation for diverse interactions within regional level as well as international level.
11.7.1 Trade
• The limited trade prevalent among countries in the past • Factors that helped to promote international trade - Voyages of discovery and exploration - Expansion of production of goods with the Industrial Revolution. - Development in transport and communication - Development of advanced technology - Promotion of money exchange - Imbalance in resources • Developed countries own 75%-80% of present day world trade • In world trade activities developing countries get only a small percentage
123 • Trade in industrial finished products owned by developed countries. • Developing countries trade in primary raw materials • Trend towards trade in industrial goods by the Newly Industrialized Countries • Impacts on trade created by Multi-national companies • Organizations established for trade activities such as OPEC, UNCTAD, WTO • Regional organizations with the aim of trading e.g. European Union • Problems related to trade
Source: Industries and Trade - Gunasena’s Philips Atlas, 2003
World Industries and Trade
Industries and Trade Manufacturing goods including machinery and transport as a percentage of the total exports.
>75% 50-75% 25-50% 10-25% <10%
Source: Gunasena’s Philip Atla (2003)
124 World Trade (1995) As a Percentage value of world exports
<0.1% >10% 5-10% 1-5% 0.5-1% 0.-0.5%
11.7.2 Transport
Transport
People Goods
Media
Land Air Water Pipeline Cables Transport Transport Transport Transport Transport • Oil Man and Railways Roads • Water animals • Gas Internal International Ocean Land and waterways
rivers lakes canals
125 Modern Trends in transport • Highways • Super speed railways and supersonic transport • Luxury liners for passenger transport • Transport facilities for leisure activities • Loss of importance of naval transport for passenger travel • Use of containers for transport of goods • Air Bus becoming more popular in passenger air travel • Use of Technology such as Global Positioning system (GPS)
Problems related to transport • Risk involved • Violation of air space and sea limits • High cost of fuel prices
Map of World Air Routes
Source: Gunasena’s Philip world Atlas, 2003
126 Sea Routes of the world
Asia Europe North America Atlantic Pacific Ocean Ocean Africa Pacific Ocean Equator Indian South Ocean America Australia
Atlantic Ocean
Source: Gunasena’s World Philip Atlas, 2003
11.7.3 Communication
Communication Media
Printed media Electronic media
Newspapers Radio Magazines Television Articles Telex Fax Satellite, Internet • An important stage in the history of communication is the exchange of messages in the absence of cables. • Evolution of communication media in brief. • Modern trends in communication • Advantages and disadvantages of communication media • Advantages - Reduction in spatial distance - Information exchange more efficient - Saves time - Promotion of international connections - Ability to obtain latest information at the earliest • Disadvantages - More expensive - Provision of wrong information - Used by powerful nations to extend their power - Dissemination of information unfaourable for society
127 Competency : Acts with an understanding about the way the interactions of physical and human activities influence the physical and human environment.
Competency Level : Examines trade, transport and communication as media of the world’s human interactions.
Activity 11.7.1 : Let us identify the human interactions built up through trade.
Time : 80 minutes
Quality Inputs : ² Annexe 11.7.1.1 - A picture showing the manipulation of a container in a harbour ² Annexe 11.7.1.2 - Information sheets relevant to group I ² Annexe 11.7.1.3 - Information sheets relevant to group II ² Annexe 11.7.1.4 - Information sheet relevant to group III ² Annexe 11.7.1.5 - Work Sheet for group I ² Annexe 11.7.1.6 - Work Sheet for group II ² Annexe 11.7.1.7 - Work Sheet for group III ² World Atlas which gives information about world trade ² Writing paper ² 3 outline maps of the world
Teaching-learning Process : Step 11.7.1.1 : ² Display the picture of the container to the class. ² Build up a discussion about the trade activities in the world by the things represented in that picture. ² Conduct the discussion in such a way so as to highlight the importance of transport and communication. ² Build up a summary in relation to that information. ² That trade occupies an important place among the various human interactions in the world. ² That transport and communication help in trade activities. ² That in human interactions transport and communication become important as interwoven concepts ² That trade is a human interaction acting both locally and internationally. (10 minutes)
Step 11.7.1.2 : ² Group the class into three as suited. ² Give the relevant information sheet and the work sheet to each of the groups. ² Study the detailed instruction sheet and advise the pupils to complete the assignment relevant to the work sheet making use of the Text book as well.
128 ² Distribute the three outline maps of the world and instruct the pupils to complete the exercises of map marking shown in the work sheet. ² Provide the guidance required to the pupils to complete the activity. (40 minutes)
Step 11.7.1.3 : ² Get each of the groups to present their answer sheets to the class. ² Give an opportunity for every pupil to make notes of the relevant information including the required facts while correcting them. ² Here try to highlight the facts given below: ² That trade is important as the main medium of human interaction ² That there was a limited amount of trade exchange among countries in the world even during the distant past ² That a number of factors have influenced in the promotion of world trade ² That about 75%-80% of the present world trade is held by developed countries ² That most of the trade negotiations of the present day world are carried out through the regional trade organizations ² That such regional solidarity organization have been established to get the advantages derived through the facilitation of such regional human inter-relationships (30 minutes)
Criteria of Assessment and Evaluation: • Defines trade as a medium of human interaction in the world. • Accepts trade as an essential factor that establishes the existence of every country in the world. • Describes various concepts connected to world trade. • Creates an outline map of the world which shows the place occupied by each country with regard to trade activities. • Puts forward creative group activities.
129 Annexe 11.7.1.1
Picture for the approach of the lesson
Annexe 11.7.1.2
Informatio Sheet for Group 1
Trade
Trade is exchange of goods and services based on a unit of currency. Internal trade is trade carried on within the country and International trade is trade carried on among countries.
No country in the world enjoys a free, independent self-sufficient economic existence of its own. This is due to the imbalanced distribution of resources as well as the inability of every country to be self-sufficient. There is evidence to show that there was a limited amount of trade among many countries in the past. The beginning of modern international trade goes back to the European countries which established colonies and started importing raw materials from them. With the industrial Revolution trade among countries developed gradually. The growth of the modes of transport has contributed to the development of trade. • Lack of resources in some countries and the insufficiency of resources present. • Lack of technology and skills required although resources are available. • Some countries have to spend a heavy cost of producation on goods and services although they are rich in resources and technology.
130 These factors have led to interdependence among countries.
• International trade is based on an accepted mode of exchange. Here currencies as American dollars, sterling pounds, Deutch marks, Japanese yen are important. Local currency is used in internal trade. • In international trade there is no free exchange of goods and services. It is done in accordance with the limits and regulations enforced by countries. Sometimes such regulations are not relevant in local trade. • In international trade a single country has no power to control market forces. But any country has the ability to control internal market forces.
Annexe 11.7.1.3
Informatio sheet for Group 2
International trade is carried out in three forms. They are: 1. Bilateral trade 2. Multilateral trade 3. Trade Association
Bilateral Trade
If at any occasions trade transaction takes place between two nations it is called bilateral trade. Generally bilateral trade takes place between two countries according to a decided time limit and price levels as per agreement where exchange of goods takes place between the two countries. The price levels decided upon are subjected to a maximum and minimum limit. The two parties concerned have to ensure that the prices agreed upon should not be changed to a higher or a lower level. In other words trade transaction should take place only under the prices agreed upon however much the world market prices go up or down compared to the current prices.
The major advantage in the bilateral trading system is the ability to trade for a definite period of time based on stable prices free from the influence of the fluctuating prices of the world market. As such, it can be said that bilateral trade is conducive for countries which produce raw materials where the prices are subjected to fluctuations very often. The other advantage is the ability to carry on trade without making use of accepted medium of foreign exchange. The third advantage is the ability to plan on a specific base the local supply since the price levels and demand quantity are specifically decided upon.
One disadvantage in bilateral trade is that trade among nations is not expanded. Hence the consumption limit of nations dealing in bilateral trade is very limited. On the other hand the facility to import the most essential things needed by a country are restricted. This is because only the goods agreed upon in the trade pact are exchanged under this system of trading. Sometimes the country importing them may not be in need of those particular goods. Hence another feature in bilateral trade is that some countries may be forced to import certain goods most unwillingly.
131 The best example for bilateral trade is the rubber-rice pact that was implemented for a long time between Sri Lanka and China.
Bilateral trade
Rubber c
Sri Lanka China c Rice
Multilateral Trade
Multilateral trade can be defined as trade transaction among many countries based on price levels decided by the demand and supply conditions within the free world market. This system is mostly practised in the modern international trade pattern. Under this system the importing countries have the right to decide to buy what amount of goods under what prices. Multilateral trade is based on exchange media accepted by the world. Examples can be cited as American dollar, Sterling pound and German Deutch mark which are internationally accepted modes of foreign exchange.
The major advantage in this system is the expansion of consumption ability of nations. This is because this system allows the countries to import and export freely any product desired by these countries. Another advantage of this system is the ability to use diverse sources of foreign exchange. The third advantage is that countries are in a position to produce in keeping with the theory of relative advantages.
Multilateral Trade
United states of America
Tea Machinery
Sri Lanka New Zealand
Milk powder
The major disadvantage in this system is that one country alone cannot control market forces. A collective effort has to be made for that matter. Another disadvantage is the unstable export income and price levels as a result of the fluctuation of prices according to market forces. This results in the difficulty of planning production policies on a long term stable basis. Under
132 multilateral trade, every country is unable to maintain similar balance of trade while some countries enjoy a surplus balance of trade and others remain with an unfavourable balance of trade which are unavoidable. When an unfavourable balance of trade becomes a long term one leading to a shortage in the balance of payments this results in enforcement by a section of the countries connected to multilateral trade to devaluate the currencies of some countries in order to meet their severe shortage balance of payment. Another consequence of this is the inability to maintain a stable rate of exchange. The other disadvantage is that the countries which are confronted with a shortage of balance of payments have to seek external debts constantly in order to meet their shortage in balance of payments. The other disadvantage is that this has created some countries to be indebted internationally year by year.
When considered as a whole though multilateral trade is considered more conducive than bilateral trade, maximum benefits of multilateral trade can be obtained by trading according to demand and supply forces operating independently through free trade. Such a situation cannot be expected practically in the world today. What is seen in reality today is the participation of nations in trading under various protective systems as a result of diverse reasons. The reality of this is that under such conditions it is difficult to reap the maximum benefits of multilateral trade.
Trade Associations
In the modern world another medium of international trade is trade associations. It is the opinion of many Economists that the disadvantages accrued under bilateral and multilateral trading systems could be prevented under trade associations. Under this system what happens is a few countries situated close to one another get together and trade their products under a common agreement. The main feature here is that the countries involved in the trade association do their trading transactions based on either various tax relief measures or without any tariffs or as free trade as a whole. The following are the economic advantages that could be obtained under the system of trade associations. 1. Since the local market of the member countries is small, it becomes easier to solve the issues that are confronted. 2. It is possible to avoid the protectionism operating in the world market. 3. It is possible for member countries to develop specialization of their skills to initiate new industries or to expand the already existing industries because of the expansion of the market. It is also possible to make maximum use of resources economically. 4. It is possible for the diversification of products. It enables to get rid of the risk of depending on the export income of one product or a number of products. 5. It enables the member countries to avoid any possible disadvantageous situations while trading with countries outside the union through making use of the collective strength in negotiating.
Under this system of trade associations, the trade among member countries could be done through the two modes given below or by a combination of both. 1. Free trade without tariff barriers - It means trade transactions could be carried out freely without any custom duties on imports or exports. 2. Trading under the policy of Preferential tariffs. It means providing duty subsidy measures for selected goods as agreed upon by the member countries.
133 Trade associations organized under regional levels has been accepted as the most suitable method for nations within a Region and for their economic development. This can be shown as a very popular method among the third world countries currently. The organizations shown below can be introduced as trade associations established that way. 1. European Economic Community 2. Central African Customs and Economic Union 3. Association of South East Asian Nations (ISEAN) 4. South Asian Association for Regional Cooperation (SAARC)
Annexe 11.7.1.4
Information Sheet for Group 2
The advantages and disadvantages of International Trade
The main advantage in international trade is the expansion of consumption capacity of countries. International trade enables countries to consume a greater quantity than the quantity that could be consumed within the limit of self-sufficient productive capacity free of trade.
Another advantage of international trade is that countries can utilize their resources fully and to the maximum level since production of goods is done on a large scale for international trade. It enables countries to bring their productive capacities to the fullest. In the absence of international trade and when there are obstructions to free trade transactions, the countries are faced to restrict their production capacities. This results in the reduction of consumption capacities of nations or production remaining static.
There are also disadvantages of international trade. Some of them are as follows: • Obstruction to production including local industries of countries. For example the local textile industry of Sri Lanka was affected due to import of textiles. • The impacts made to economies of developing countries by multinational companies. • Development of consumption patterns which are too expensive for developing countries to bear. • Since there are obstructions to import goods from abroad during a war situation, countries will be confronted with problems by depending on foreign products.
134 Part of World Trade (As a percentage of world exports by 1995)
>10% <10% 5-10% 1-5% 0.5-1% 0.1-0.5%
Source: Gunasena’s Philip World Atlas
Annexe 11.7.1.5
For Group 1
Work sheet
1. What is meant by trade? Briefly define. 2. Name 5 factors which have influenced the development of international trade. 3. Explain with reference to 3 factors why international trade is essential? 4. What are the accepted currencies universally used in international trade? 5. Explain the following concepts related to international trade * hard currency * soft currency * rate of exchange 6. Mark the following countries in the outline map of the world provided. * Five countries which own more than 10% of world trade * Five countries which contribute less than 0.1% of world trade
135 Annexe 11.7.1.6
For Group 2
Work sheet
1. Explain clearly what is meant by bilateral trade and multilateral trade. 2. Clarify the advantages and disadvantages in the two systems mentioned above. 3. In International trade, the establishment of trade associations is a modern trend. Name such Trade Associations and explain the aims of establishing them. 4. Mark and name the countries given below in the outline map of the world. * 5 countries which own 5-10% of world trade * 5 countries which contribute 1-5% of the world trade
Annexe 11.7.1.7
For Grou 3
Work Sheet
1. Prepare a report including problems in relation to international trade and solutions to overcome them. 2. Mark and name the countries given below in the outline map of the world provided. (a) 5 countries which own 0.5-1% of the world trade. (b) 5 countries which contribute 0.1-0.5% of the world trade.
136 Competency : Acts with an understanding about the way the interactions of physical and human activities influence the physical and human environment.
Competency Level : Examines trade, transport and communication as media of world human interaction.
Activity 11.7.2 : Let us examine the role of transport in the worlds’ human interactions.
Time : 80 minutes
Quality Inputs : ² Annexe 11.7.2.1 Picture showing transport media. ² Annexe 11.7.2.2 Work Sheet ² Bristol board ² Writing paper ² Textbook - Grade 11 Geography ² Felt pens
Instructions for teacher: Prepare copies of work sheet in Annexe 11.7.2.2 sufficient for the groups.
Teaching-learning Process : Step 11.7.2.1 : ² Display the drawing in Annexe 11.7.2.1 which shows various transport media. ² Discuss with students the medium of transport in relation to the drawing. ² Convene a discussion with the students to highlight the facts given below in relation to the field of transport. ² That transport is an important factor in human interactions ² That transport enables to carry goods as well as passengers ² That land, air and water are used as medium of transport ² That owing to the development of transport, goods and passengers could be transported to any place in the world within a short period of time ² That in the present day a transport network distributed throughout the world is being carried out. (10 minutes)
Step 11.7.2.2 : ² Group the students in class as suited. ² Give the work sheet in Annexe 11.7.2.2 to all the students. ² Provide writing paper as required. ² Instruct them to complete the Work sheet with the help of the Text book and also discussing among the groups. ² Guide the students as required. (50 minutes)
137 Step 11.7.2.3 : ² Give them the chance to present their responses. ² Give the pupils the chance to display the sketch on transport medium given in the Work sheet on the board. ² Conduct the discussion to highlight the facts given below. ² That diverse transport media are used in the transport of passengers and goods. ² That various factors determine the medium of transport while the modes of transport used in passenger and goods transport are diverse. ² That at present there is a rapid development in the field of transport while it is being subjected to various changes. ² That various problems have arisen in other fields due to transport. ² That transport is an important factor in the development process of a country. (20 minutes)
Instructions for the teacher: Give instructions to the pupils to construct at home the maps of Major air Routes of the world and the Major Shipping Routes of the world.
Criteria of Assessment and Evaluation: • Explains the importance of transport as a medium of human interaction in the world. • Accepts that transport is an essential factor in the development of a country. • Prepares a chart to show the various means of transport in the world as well as their uses. • Gets involved in collective activities (groups) with a group consciousness. • Develops awareness in the society about the use of suitable mode of transport.
138 Anexe 11.7.2.1
Pictures for the approach of the lesson.
• Adjust this Annexe as suited for the activity.
139 Annexe 11.7.2.2
Work Sheet
1. Mention 5 reasons why a transport service is essential for human activities. 2. Complete the following chart using the given words below. The chart shows various modes of transport in the modern world.
Means of transporting passengers and goods
Land Air Water Pipeline Cable
man and animals ) ) ) )
Internal international railway highways sea and ocean on land waterways cable car rivers, lakes canals oil water gas waste matter
140 3. Factors that determine modes of transporting goods and passengers. Complete the mode of transport in the chart below.
The need for transport Cheaper means of transport
• Transporting light goods which need quicker transport for a long distance ...... • Transporting heavy goods for a long distance ...... • In mountainous areas where transport is difficult ...... • Transport in interior inaccessible mountainous areas where rail transport is difficult ...... • Transport oil, gas, water, waste matter etc ...... • Transport of goods and passengers for a short distance in the interior of the country ......
4. Mention 5 modern trends in the field of transport.
5. Mention 5 problems connected to transport services.
141 Competency : Acts with an understanding about the way the interactions of physical and human activities influence the physical and human environment.
Competency Level : Examines trade and transport as the media of human interaction in the world.
Activity 11.7.3 : Let us understand communication as a means of human interaction in the world.
Time : 40 minutes
Quality Inputs : ² Annexe 11.7.3.1 a picture which shows how communication takes place. ² Annexe 11.7.3.2 student Work sheet ² writing paper ² Information sheets and books supplied ² Grade 11 Geography Textbook
Instructions for teacher: ² Provide to the student groups books which include facts about communication and factual matter obtained from information sheets. ² Prepare Pupil Work Sheets required.
Teaching-learning Process : Step 11.7.3.1 : ² Picture in Annexe 11.7.3.1 which shows a situation where communication takes place Display this picture or another suitable picture in the class or ² You can make use of a role-play situation where a prepared telephone conversation takes place as communication. ² Through this start a discussion with the pupils about communication as a major factor in the human activities in the present day world. ² Highlight the following facts in the discussion ² That satellite technology is used for communication activities. ² That there are other methods for communication purposes apart from satellite technology. ² That very simple methods were used as communication methods in the past. (10 minutes)
Step 11.7.3.2 : ² Group the students as suited. ² Provide the group the Work sheet prepared as per Annexe 11.7.3.2 ² Distribute Work sheets and writing paper a required. ² Instruct them to prepare the report briefly taking into consideration the time allocated. ² Provide the information required to each of the groups. (20 minutes)
142 Step 11.7.3.3 : ² Give the opportunity to present the information collected by pupil groups. ² Evaluate the facts presented by the groups. Review the work highlighting the following facts. ² That modern communication media could be classified into two as printed and electronic. ² In the present day world it is an expanding and complex process. ² That communication plays a major role as the most important means of human interactions. ² That trade and transport which are two major media in human interactions have become very essential. ² That there are advantages as well as disadvantages in each of the communication media systems. (10 minutes)
Criteria of Assessment and Evaluation: • Names the modern communication media systems. • Accepts that communication is essential in trade and transport. • Prepares Tables about modern communication media. • Acts with group consciousness. • Gets a training in the use of diverse communication media for various needs in life.
143 Annexe 11.7.3.1
Satellite Communication
Annexe 11.7.3.2
Pupil Work Sheet
Group 1 Prepare a report on communication methods used in the past.
Group 2 Prepare a report on Printed communication media.
Group 3 Prepare a report on Electronic communication media.
Group 4 Prepare a report on the advantages and disadvantages of Printed and Electronic communication media.
Group 5 Prepare a report to show how communication becomes important in trade and transport activities.
144 Unit 11.8 Trade, Transport and Communication as media of Human Interaction in Sri Lanka
Introduction
Trade, transport and communication have enabled to build up mutual relationships locally as well as relationships among the various ethnic communities in Sri Lanka. During the early periods goods were produced for local consumption while there has been a simple exchange of goods internally. With the increase in population trade in commodities developed with the increasing demand and increase in production.
The connection between trade and transport is built up through the medium of communication. This inter-relationships have been brought closer through propaganda and advertising. The aim of this unit is to give an understanding about trade, transport and communication as media of human interactions in Sri Lanka.
11.8.1 Trade in Sri Lanka
• In the early period goods were produced only for home consumption. • In the past, trade negotiations in Sri Lanka was carried through exchange of goods. • In the past, Sri Lanka was a trade centre for Eastern and western countries. • With the advent of the Western Nations cultivation of commercial crops expanded. • An import - export trade pattern developed. • Based on the regional differences in Sri Lanka the modern trade pattern was determined. • Transport and communication have become important in the internal trade of present day Sri Lanka.
The Prominent Features of the Trade of Sri Lanka • Internal Trade * City of Colombo has become the main trade centre. * Birth of local trade centres such as Keppetipola and Marandagahamula (Process of distributing commodities as retail and wholesale). * The use of various coverings wrappings to conserve the quality of goods. * The expansion of the concept of super markets. * Use of Electronic card (e-cash) in daily trade transactions. * Advertising used immensely in internal trade. * In rural areas the ‘Pola’ or fair used as the main link in rural and urban economic trade.
• External Trade * Diversification of external trade. * Use of new methods for the transport of trade commodities (containers, air transport) * Establishment of new trade agreements for external trade. * Colombo harbour becomes an important international trade centre.
145 • Problems in relation to trade * Prevalence of a trade monopoly. * Sufficient prices not paid to the producers of goods (paddy, vegetables, fruits) * The difficulties of marketing products in time. * A part of the produce goes waste due to various reasons. * Increasing prices of the commodities due to increasing cost of production. * Negative trade balances seen.
11.8.2 Transport in Sri Lanka
• Historical foundation * Use of animals. * Use of series of carts (gal) * The beginning of construction of roads with the advent of Western Nations. * Use of canals as transport during the Dutch Period. * Construction of roads, railways and use of motor vehicles during the British period. * The rapid improvement in the field of transport in recent times. * The recent development in the field of transport has become important as a medium of human interactions in Sri Lanka.
• Modern Transport patterns
Transport
Passenger Goods
Land Water Air
Railways Highways Pipelines Ocean Channels Internal International
146 Transport System of Sri Lanka
Roads
Mulativu Railways Airports Harbours Mannar Vavunia
Medawachchiya Trincomalee Anuradhapura Meegaswewa
Hingurakgoda Polonnaruwa Puttalam Habarana
Dehiattakandiya Batticaloa Matale Chillaw Girandurukotte Kurunegala Padiyatalawa Kandy Mahiyanganaya Ampara Negambo Bibile Badulla Medagama
Colombo Awissawella Monaragala Buttala Ratnapura Wellawaya
Kalutara Kataragama Embilipitiya
Hambantota Galle Nonagama
Matara
Source: National Atlas
Map 8.1
147 • Land Transport * The first Ralway line from Colombo to Kandy started in 1865. * A system of railway lines opened up during the British administration. * The railway system of Sri Lanka is 1400 km long. * The importance of railway transport as an economical medium of transport. * Railways used for passenger as well as for the transport of goods.
• Roads * Roads are graded as A, B,C, D. * Sri Lanka has a road system 1,00000 km in length. * The main road system of 25000 km connects the main towns of Sri Lanka with the city of Colombo. * The main medium of passenger transport in Sri Lanka are buses (80%). * There are Development Projects for the improvement of Highways.
• Pipelines * Use of pipelines for the transport of petroleum and gas. * Pipelines abundantly used for water transport. * Pipelines used in eliminating human waste matter.
• Water Transport * Goods transported to Galle, Trincomalee and Kankasanthuray harbours from Colombo Port. * Through internal waterways passenger and goods are transported in a small scale.
• Air Transport * An internal air transport service opened. * Katunayaka International airport being the main centre of air transport. * Transport activities are carried out via internal small air ports like Ratmalana, Palali, Koggala, Anuradhapura, Hingurakgoda. * The second International airport in Sri Lanka is to be commissioned at Wirawila. * The Sea Planes air service joining internal waterways.
• Problems in the field of transport * Roads and railways not maintained properly. * Problems in parking vehicles in major towns. * High transport costs due to fuel prices. * Absence of united transport systems. * Awareness about road rules not sufficient. * No places sufficiently close to towns to keep vehicles when not running. * Absence of pavements in some areas and using them for other purposes.
• New Trends in the field of transport * Construction of Highways * Container transport * Use of vehicles with fridges * Use of smaller vehicles
148 Communication
• Communication * They are two types as printed and electronic * Rapid development of high tech communication media * Communication has enabled promoting human relationship, locally as well as internationally * Time and spatial distance has been shrinking due to communication media.
• Development of communication media in Sri Lanka. * A rapid development is seen in the use of books, magazines, publications in the present day. * Improvement in the field of telephones - 18 lakhs of domestic telephones - 60 lakhs of mobile telephones * Improvement in the number of radio and television channels * Expansion of internet facilities as far as rural areas.
• Problems related to communications * High costs * A training essential for using them * Problems of language * Social-cultural problems
149 Competency : Acts with an understanding about the way the interaction of the physical and human processes on the physical and human environment.
Competency Level : Examines trade, transport and communication as media of human interactions in Sri Lanka.
Activity 11.8.1 : Trade essential for human activities.
Time : 80 minutes
Quality Inputs : ² Annexe 11.8.1.1 - Activity for the approach of the lesson (a role - play) ² Annexe 11.8.1.2 - Work Sheet ² Annexe 11.8.2.3 - Information sheet ² Text book ² Pens ² Foot ruler
Instructions for the teacher: Get 3 students prepared for the lesson approach activity.. Teaching-learning Process : Step 11.8.1.1 : ² Present the approach in Annexe 11.8.1.1. ² Give students a chance to question related to the case of approach presented. ² Discuss the lesson while questioning, and approaching the lesson. ² That transport is important in distributing goods ² That communication is essential to make any transaction ² That transport and communication are very essential for trade (05 minutes)
Step 11.8.1.2 : ² Group the students. ² Get them involved in the activity after providing the relevant Work sheets and textbooks. (15 minutes)
Step 11.8.1.3 : ² Introduce the activity mentioned in the Work sheet to the class through the group leader. ² Give the other groups to present the strengths and weaknesses of the activity of each of the groups. ² Review the work highlighting the following facts. ² That trade is made efficient and methodical through the regional trading centres ² That various wrappings are used in securing the quality of goods ² That a new trend in trading has come about due to supermarkets
150 ² That electronic card system is used in daily buying and trading ² That advertizing is commonly used in internal trade (15 minutes)
Criteria of Assessment and Evaluation: • States that transport is essential for trade in Sri Lanka. • Accepts that communication is an important factor in linking trade and transport. • Marks and names regional trading centres of Sri Lanka on an outline map. • Gets a training in working unitedly and collectively. • Gives specific answers to various problems.
Annexe 11.8.1.1
For the Approach of the Lesson
Your task is to do the role-play mentioned below.
1st Pupil : “Hello Mr. Piyadasa. Can I get the 1000 kg of potatoes I ordered last week?”
2nd Pupil : “I am sorry Mr. Wijedasa. Please excuse me. These days there is heavy rain in Nuwara Eliya. The roads are not usable and the lorries are not in working order.”
3rd Pupil : “Hello, Mr. Piyadasa, as it is raining here these days, our lorries are not running. I shall send the ordered goods by train.
1st Pupil : “There is no need for you to come here. I gave a call so that you will get the ordered potatoes to your shop. I will give a call again and tell them to fetch your order on next Wednesday somehow or other.”
3rd Pupil : “Thank you very much. I am hoping that I will get my ordered goods”.
Annexe 11.8.1.2
Work Sheet 1
The task you are assigned is to prepare a questionnaire and the relevant answer sheet for the General Knowledge Contest of the School Geographical Association. Emphasize on the facts given below. • The nature of trade • New trends linked to trade • How the roads and railway system influence trade • How the communication system influence trade
151 Competency : Acts with an understanding about the way the interaction of the physical and human processes on the physical and human environment.
Competency Level : Examines transport and communication as media of human interaction in Sri Lanka.
Activity 11.8.2 : Let us identify the media human interactions.
Time : 80 minutes
Quality Inputs : ² Annexe 11.8.2.1 - Drawing for Approach of lesson ² Annexe 11.8.2.2 - Work Sheet ² Annexe 11.8.2.3 - Information sheet ² Felt pens ² Foot ruler ² Pencil ² Pen ² Writing paper
Instructions for the Teacher : Try to provide other information apart from the details included in 11.8.2.3 activity.
Teaching-learning Process : Step 11.8.2.1 : ² Point out the approach drawing in Annexe 11.8.2.1 to the class. ² Conduct the discussion to highlight the following facts. ² That messages could be exchanged from one’s residence itself within a short time. ² That modern technology is used for exchanging ideas in Sri Lanka today. ² That communication is important for human interactions. (10 minutes)
Step 11.8.2.2 : ² Provide Annexe 11.8.2.2 and 3 to the groups. ² Give stationery and instruments to the groups. ² Get the groups involved in their activities. ² Give the required guidance. (40 minutes)
Step 11.8.2.3 : ² Get the group leader to present the work written by the group. ² Give the pupils time to evaluate their group work. ² The teacher should discuss them supplementing anything required. ² Give them feedback while appreciating. ² Do a review emphasizing the following facts: ² That trade, transport and communication are processes inter- connected.
152 ² That the influence of transport and communication enable the promotion of trade ² That trade and communication have influenced the development of transport ² That development of transport and trade widely have led to the progress in communication ² That the private sector gives a greater contribution to trade, transport and communication (30 minutes)
Criteria of Assessment and Evaluation: • Names the important media in human interaction in Sri Lanka. • Accepts that transport, trade and communication contribute to the development of Sri Lanka. • Prepares a wall newspaper collecting information. • Gets the practice in working with group consciousness. • Gets motivated to do one’s daily activities efficiently.
153 Annexe 11.8.2.1
Annexe 11.8.2.2
Work Sheet
The task you are assigned is to prepare a wall newspaper showing trade, transport and communication as media of human interaction in Sri Lanka. Emphasize on the following facts here • Historical information • Evolution • Recent Trends • Problems faced • The nature of interaction of transport, trade and communication.
154 Annexe 11.8.2.3 Communication Communication is the expression of one’s feelings, ideas, experiences, needs and other information to another party through some medium. In ancient Sri Lanka, beating of drums and folk dances were used as a medium of communication. At a later date, poems, information conveyed through ola leaf sheets were used as a means of communication. After the introduction of the Printing craft by the Dutch the Colombo Journal Paper in English was begun n 1832. In 1863 “Lankaloka and Lakmini Pahana” were begun. In 1864, the paper Udayakarakai was begun in the Tamil medium. Even the Postal service was carried on as a strong communication medium. The Postal Department began the Telex and Fax services. With the beginning of radio broadcasts, there was a great improvement in the communication field. The Television medium which came into being from 1979 has improved rapidly. With the development of satellite technology, communication of information through the Internet was expedited. At present mobile phones having various properties have become strong media of communication. With the beginning of radio broadcasts, there was a great improvement in the communication field. Transport Transport can be introduced as a process that helps links with regions as well as between men. Transport has had a favourable impact in the acceleration of economic development of Sri Lanka. In land transport, railways and roads occupy an important place. In air transport airplanes and in water transport ships and boats are of importance. During the early period, railways were important in transport of goods in Sri Lanka. With the extension of the road system, vehicles like lorries and trucks were used. The length of the various type of roads in Sri Lanka exceeds one hundred thousand kilometres while high speed highways too are coming into construction. A broad gauged railway network line of 1394 km in length includes the railway line running from Colombo to Avissawella. Buses occupy an important place in the field of passenger transport in Sri Lanka. A major portion of it belongs to the private sector. Trade The trade of Sri Lanka can be classified into Internal trade and International trade. Both these sectors are important for economic development. State sector as well as the private sector contribute to the trade. During the early period, primary goods occupied a more important place in international trade while at present a number of commodities such as garments and export crops have entered international trade. A number of trends could be seen in connection with the trade of Sri Lanka. Some of them are the World Trade Complexes, presentation of trading materials in various forms of attractive wrapping materials.
155 Competency : Acts with an understanding about the way the physical and human interaction processes influence the physical and human environment.
Competency Level : Examines trade, transport and communication as media of human interactions in Sri Lanka.
Activity 11.8.3 : Let us train ourselves to quicker transport.
Time : 80 minutes
Quality Inputs : ² Atlas of Sri Lanka. ² Sri Lanka wall maps ² Annexe 11.8.3.1 Posters presented for the approach of the lesson. ² Annexe 11.8.3.2 - Work Sheet ² Annexe 11.8.3.3 - Information Sheet ² Annexe 11.8.3.4 - Outline map of Sri Lanka ² Pencil ² Foot ruler ² Feltpens Teaching-learning Process : Step 11.8.3.1 : ² Approach the lesson in reference to information in Annexe 11.8.3.1. ² That containers are used to transport large stocks of goods ² That goods are transported to Colombo Harbour by ships and then distributed to other areas by container vehicles. ² That human - interelationship is essential for accelerated transport. (10 minutes)
Step 11.8.3.2 : ² Group the students as suited and provide Work sheet and Annexe 11.8.3.3 to each of the groups. ² Get the pupils involved in activities. ² Provide instructions and relevant guidance to the pupils. (40 minutes)
Step 11.8.3.3 : ² Give the chance to group leaders to display their activity work to the class. ² Give the chance to other groups to present their ideas to the rest of the groups. ² Discuss the strengths and weaknesses. ² Do a review to highlight the following facts ² That there are a few A grade roads connected to Colombo. ² That railway lines of Sri Lanka are confined to a few main towns. ² That an airline service is extended in the interior of Sri Lanka. ² That transport is an essential factor for trade. (30 minutes)
156 Criteria of Assessment and Evaluation: • Names a few main roads of A grade constructed in Sri Lanka. • Appreciates the value of transport medium in human interaction in Sri Lanka. • Marks and names on an outline map of Sri Lanka the main highways, railways connected to the city of Colombo. • Develops experiences through collective and group work. • Gets motivated to identify new trends connected to transport.
Annexe 11.8.3.1
157 Annexe 11.8.3.2
Work Sheet
The task you are assigned is to mark and name on an outline map of Sri Lanka the roads, railway lines, trading ports and airport shown in the Work sheet in Annexe 11.8.3.3.
Annexe 11.8.3.3
Information Sheet
1. Main roads Length in km A1 Colombo - kandy 115.2 A2 Colombo - Hambantota, Wellawaya 313.6 A4 Colombo - Ratnapura, Batticaloa 452.6 A9 Kandy - Jaffna 318.4
2. Railway lines * Colombo - Trincomalee - Batticaloa Line (with junctions) * Colombo to Badulla Line * Colombo to Matara Line
3. The Main Trading Ports of Sri Lanka * Colombo * Galle * Kankasanthuray * Trincomalee
4. Airports of Sri Lanka * Katunayaka * Ratmalana * Palaly * China Bay * Koggala * Anuradhapura * Weerawila (under construction)
158 Annexe 11.8.3.4
An outline map of Sri Lanka
159 Unit 11.9 The Natural Hazards of the World and their Occurrences
Introduction
Natural hazards can be identified as destructive impacts caused by instant changes in the natural environment happening from time to time.
Though natural hazards occurred from the day the earth was born, the people who lived at that time did not have any knowledge about those processes. With the scientific advancement in the present day, people have come to know about the changes that happen in the physical environment.
Now it is clear that most of the natural hazards occur due to instant changes caused in the interior of the earth and due to the abnormal changing patterns that take place in the atmosphere and the hydrosphere from time to time.
Such natural hazards can be identified as earthquakes, volcanic eruptions, tsunami conditions, cyclones and gales, landslides, droughts, floods, lightning, forest fires, avalanches.
Natural hazards are intensified by the human activities caused by increasing human needs due to increasing population. It is difficult to prevent these hazards. But it is possible to minimize the harm that may come about through their occurrence.
The aim of teaching this unit is to give a knowledge about the nature of natural hazards to identify the zones where they occur often, how to minimize the harm done by these hazards and to instil an understanding about management of these hazards among the students.
11.9 The Natural hazards of the world and their occurrences
Earthquakes • The process in the occurrence of an earthquake and the causes for it * Earthquakes are vibration movements that occur in the crust of the earth. * Earthquakes occur due to disruptions inside the interior of the earth which release the energy instantly. * The tectonic plates consisting of hard rocks of the crust of the earth are underlaid by liquid material of high temperatures. * Earthquakes occur when the energy in the fluid magmatic zone is instantly released on to the surface of the earth through the plate margins.
• Two tectonic plates of great size have been identified 1. The Pacific plate 2. Indian plate
160 The Tectonic Plates of the World and their direction of movement
Uurasian Plate Eurasian Anatolian Arab Plate Gorda North America Philippines Plate African Pacific Cocos Plate Somaliya Narza South American Plate
Scotia
Antarctca
Divergence Convergence Evolutionary Relative margin margin boundary speed of movement (mma-1) Map 9.1
Source: Physical Geography by Senevi Epitawatta
• Earthquakes occur in 3 forms 1. When plates move apart from each other:- when two tectonic plates diverge, the molten fluid material in the interior of the earth rise up causing earthquakes 2. When tectonic plates converge on each other:- Earthquakes occur when two tectonic plates slide horizontally relative to each other. 3. When two plates over ride each other earthquakes occur.
• Results of Earthquakes * In 1935, Charles F. Richter introduced a method of giving a value to the magnitude of the earthquake. This method known as the Richter Scale is used to measure the intensity of the earthquake. * The most disastrous earthquake so far recorded is 9.5 on the Richter scale. * The impact of an earthquake differs according to its value on the Richter scale.
161 The value on the Impact Richter Scale 2.0-3.5 People do not feel 3.5-5.5 Some people or everyone feels 5.5-7.3 Buildings are generally destroyed Above 7.3 A greater destruction Above 8.0 Buildings totally destroyed
• Damages * Destruction of life and property for e.g. in 1970, 70,000 people died in Peru. * Cities destroyed totally. Eg. In 1960, Agdir town in Morocco In 1972, the capital of Nicaragua, Managuve destroyed * When earthquakes occurr in the depth of the oceans, it gives rise to Tsunami waves which causes the sea waves to invade land and destroy coastal areas.
Volcanoes • Molten lava in liquid form in the interior of the earth flow up on to the earth’s crust through joints or weak rock strata and form volcanoes. • A volcano emits molten lava or ash. Lava flows up over the surface of the earth. • There are active volcanoes and dead volcanoes in the world (They are known as dormant volcanoes or sleeping volcanoes). • About 600 active volcanoes are found in the world. • Examples of some major volcanoes are: Krakatoa - Indonesia, Stromboli - Sicily Pinatuabo - Philippines, Fujiyama - Japan
162 The Distribution of Active Volcanoes
Map 9.3
Source: Apa Avata Mihitalaya - P.G. Cooray
• Results of Volcanic Action * Creation of new landforms * Environmental damage due to ash settling down * Weather changes happen * Destruction to cultivated areas, buildings and life due to flow of lava * Destruction of environmental life
Tsunamis • Tsunami waves are waves that invade the land from the sea with an unusually high speed. • Causes of occurrence of Tsunami waves * Earthquakes at the depth of the ocean (earthquakes which show a value above 6 on Richter scale) * Eruption of volcanoes at the depth of the ocean * Fall of large meteorites to the oceans • The speed of a tsunami wave may exceed 700-800 km per hour • The distance between two peaks of waves may be 30-300 km. At the coast the height of a wave may be about 30 metres. Examples: Tsunami wave that occurred along the coast of Chile. The tsunami waves that occurred on December 26, 2004 due to an earthquake that happened (near the Island of Sumatra in Indonesia)
163 • The Results of Tsunami waves * Destruction of life and property near coastal areas * Destruction of coastal environment * Change of coastal landscape
Cyclones/Gales
• A cyclone is a condition where air currents break into a focal place with high speed due to the convergence of warm oceanic air/masses and cool air/masses. • The development of cyclones very often occurs near oceanic areas. For example, Bay of Bengal can be called a major region where Tropical cyclones originate. • Apart from cyclones diverse strong winds associated with rain are called Typhoons, Tornadoes, Hurricanes. * Hurricanes are seen in the Atlantic Ocean region for example Hurricane Rita, Katrina, Gears * Typhoons - North Pacific Ocean region * Tornadoes - Since the pressure in the centre of a tornado is very low, the air surrounding it are drawn to it in high speed. These air currents move up from the bottom upwards in a spiral pattern. Owing to this process, a tornado has the strength to draw up everything that sweeps on the ground which get contact with the tornado.
Areas where cyclones develop in the world
Asia North America
Africa
South America Australia
Map 9.4
164 • Results of Cyclonic action * Destruction of cultivated lards * Destruction of property * Floods occur duet to heavy rainfall caused by cyclones
Landslides
• This can be called a sliding of layers of earth in the upper regions of slopes along with trees and plants on the earth in that region
• Reasons for landslides are twofold * Natural reasons * Human activities
1. Natural Reasons * Heavy rainfall * Hardness of hilly slopes * The type of rock on the area * Drainage seeping from sub strata
2. Human Activities * Removal of forest cover from steep slopes * Irregular land utilization * Obstruction to natural drainage * Retention of water on high lands
• Results * Erosion of surface layers of soils (change of land surface) * Destruction of property and life
Drought
• Drought is a dry condition caused by lack of rainfall to a place for a long period. • Relative to other natural hazards, instant damages do not occur due to drought conditions. • Results are long-term • The main areas where droughts occur * African regions - Chad, Sudan * Western Australia * India - Western Rajasthan • Results * Crops are damaged * Scarcity of drinking water * Destruction of environmental life * Loss of human life
165 Floods • When the water that gets collected due to heavy rain during a short period of time flow as a huge surface current and inundate the low lands it is considered as a flood. • Floods also occur during times of strong winds, when high tides come in and when sea inundates the land. • Areas where floods occur A few areas where frequent floods occur can be identified. * Region around the Rivers Missosipi and Misoouri * River Hwanho * River valleys like the Ganges River • Results * Destruction of houses and property (electric cables, and telephones go out of order) * Harm done to human and animal life * Cultivated lands get destroyed * Problem of drinking water * After- effects of floods being health problems as epidemics
Process of Thunderstorms and Lightning and causes When an electrically charged cloud gets developed, electric discharges are sent to the ground in various forms. This is called lightning. Lightning may occur in 3 forms * Earth lightning - is the electrical discharge that comes to the earth from a cloud * Cloud lightning - are electrical discharges that take place in between charged centres on the clouds * Atmospheric lightning - are electrical discharges that take place between clouds and the sky. Earth lightning is important as it is dangerous
How lightning occurs
Cloud Cumulus lightning cloud
Atmospheric discharges
Earth lightning
Earch Crust Source: Dangers of lightning- Abeysinghe K.R.
• What happens during lightening is that in ric current of high magnitude reaches the earth.
166 • The current in an ordinary lightning strike is about 2500 amperes while its voltage is about 100 million. • Results * Loss of life and damages * Damages to electrical appliances
Avalanches
• The snow that gets collected over a long period form mountains of snow. • With a change in the temperature snow gets thawed and drop down as avalanches due to the influence of gravity. • Areas * U.S.A., Canada, Switzerland, which are countries in the Northern hemisphere. * This condition is seen in countries which experience a long winter season. • Results * Obstruct transport activities * Obstructs communication activities
Forest Fires\Wild fires
• A kind of fire that occurs in natural forests • Causes of wildfires * Strong winds * Severe drought condition * A severe dry condition * Under such natural conditions wild fires occur when twigs of plants act on friction. • Areas where wildfires are abundant * Areas of dry climates in tropical and temperate regions - Example Victoria region and Northern Australia * Canada * California • Results * Destruction of forest * Destruction of wild fire * Destruction of property at frontier areas
167 Competency : Acts with an understanding about the components, characteristics and processes in the physical and human landscape.
Competency Level : Examines the natural hazards of the world and their impacts.
Activity 11.9.1 : Le us identify the natural hazards.
Time : 120 minutes
Quality Inputs : ² Annexe 11.9.1.1 Work Sheet ² Annexe 11.9.1.2 Information Sheet I ² Annexe 11.9.1.3 Information Sheet II ² Annexe 11.9.1.4 Information Sheet III ² Annexe 11.9.1.5 Information Sheet IV ² Textbook, Bristol board, felt pens
Special Instructions (for the teacher) • Give instructions to pupils to collect pictures, newpapers, reports and books, magazines which deal with natural hazards. • Tell them to bring them to class on the day this lesson is conducted.
Teaching-learning Process : Step 11.9.1.1 : ² Present a few pictures which show tsunami and cyclonic conditions and ask questions from the students. ² Make a note of the pupils’ answers while questioning them about such destructive occurrences ² Convene a short discussion to highlight the facts given below: ² That the destructive occurrences that are caused by sudden changes in the physical environment are natural hazards ² That natural hazards occurred from the time life started on earth ² That some of these hazards are earthquakes, volcanic eruptions, tsunami conditions, cyclones and gales. (15 minutes)
Step 11.9.1.2 : ² Group the class as suited. Appoint group leaders too. ² Assign each of the natural hazards to each group by drawing lots. ² Provide the relevant Work sheets. ² Get them involved in the activity. ² Give them further instructions. (50 minutes)
Step 11.9.1.3 : ² Give the groups a chance to present their facts. ² Provide an opportunity for each of the groups to present their ideas about the facts presented by the other groups. ² Discuss showing strengths and weaknesses in their presentations.
168 ² Do a review discussion to highlight the following facts. ² That earthquakes occur due to sudden changes in the interior of the earth. ² That most of the natural hazards occur due to the abnormal processes in the atmosphere and hydrosphere that takes place from time to time. ² That human activities tend to intensify natural hazards. ² That earthquakes occur due to sudden release of energy in the fluid zone of the interior of the earth through the margins of the tectonic plates to the surface of the earth. ² That it is possible to identify the regions where earthquakes occur frequently. ² The harm done by earthquakes depend on the magnitude of the earthquake on the Richter scale. ² That when the magma in the interior of the earth reach the earth’s surface through the weaker rock strata, it is called volcanoes. ² That tsunami waves occur when earthquakes and volcanic eruptions take place in the oceans. ² That destructive effects are caused by the inundation of the sea due to tsunami waves. ² That there are tsunami conditions acting strongly in the Indian Ocean area. ² That cyclones can be considered as a condition of invading air masses into a focal point by the integration of warm oceanic air masses and cool air masses. ² That Bay of Bengal can be identified as a major place where tropical cyclones originate. ² That large scale loss of life, property take place due to natural hazards. ² That cultivated lands and infrastructure facilities get destroyed. ² That it is possible to minimize the damages from natural hazards. ² That various countries are following diverse methods in this regard. (55 minutes)
Criteria of Assessment and Evaluation: • Explains the factors that cause natural hazards. • Accepts that it is possible to minimise the damages caused by natural hazards though they cannot be prevented. • Marks the areas in the world where volcanic eruptions, earthquakes, cyclones and tsunami conditions occur very often. • Follows security measures during situations when natural hazards occur. • Comes forward to help people when natural hazards occur.
169 Annexe 11.9.1.1
Work Sheet
• Your group is assigned to complete the Table given below on ...... • Study well the information sheet given in this regard. • Get relevant information from the Textbook too. • When the teacher informs before the lesson to collect newspaper records, magazines, pictures etc. make use of them too. • Note the Table given below on a Bristol Board and present the facts.
Various steps Process and the Distribution Results followed by diverse causes countries for protection
Annexe 11.9.2 Information Sheet I Earthquakes An earthquake is a movement tat occurs in the crust of the earth. An earthquake results from the sudden release of stored-up energy in the interior of the earth caused by convectional currents or disturbances. The earth crust is composed of 7 tectonic plates formed of hard rocks. The region underneath the tectonic plates exist in liquid form of very high temperature. Earthquakes occur when the energy in this fluid zone is suddenly released to the surface of the earth through the margins of the tectonic plates. Though earthquakes can occur at any place in the earth, very often most of these quakes occur along the coastal zone of the Pacific Ocean. Shocks or vibrations after-shocks, shaking or moving of the earth, pouring of liquid magma, tsunami waves and even landslides occur as a result of earth quakes. Some earthquakes may cause large floods of water. California in U.S.A., Alasca and Japan are the main areas confronted with hazards through earthquakes. The results brought about by earthquakes are diverse. Subsidence of land and displacement of the earth occurs. Due to subsidence and uplift of land regionally, houses and buildings in those areas are destroyed. If river banks are breached floods may occur. Tours may be totally destroyed.
170 The Distribution of Earthquakes in the world
Active volcanoes Rind of volcanoes
Annexe 11.9.1.3 Information Sheet II Volcanoes Volcanic activity is the process through which magma or hot molten rocks and gases from the interior of the earth escape to the surface of the earth through weak points cracks or joints, it is called volcanic action. Features such as a volcano or a caldera may be created at the opening through which molten magma flows to the surface of the earth. The flow of magma to the surface may be a sudden or gradual process. When magama erupts and flow along the foot of the volcano thus created, the settlements and infrastructure facilities in the surrounding area are destroyed. Then it becomes a natural hazard. The gases that are emitted with volcanic eruption is harmful to man. The dormant volcanoes do not cause any hazards. They are called dormant because they are not active. Volcanoes cause hazards to countries like Indonesia, Philippines, Japan, China, Alasca and Hawaii. They are frequent in North-western U.S.A. In Alasca alone there are 76 dormant and inactive volcanoes. There are 6 in Hawaii, 13 in California. In this manner, volcanic eruptions are limited to specific zones. The magma that is poured through the volcanoes are called lava when it comes to the surface of the earth. The damage done through volcanic hazard depends on the materials that are emitted. Main substances are volcanic ash, mud, lava and rubble or scrap. Volcanic ash can make its impact on the global climate also. It affects communication and air transport too. Subsidence of land, disintegration of glaciers and tsunamis are secondary hazards due to volcanic action.
171 The Distribution of volcanoes in the World
Annexe 11.9.1.4 Information Seet III Cyclones/Gales A cyclone is a process or a condition of the atmosphere where air masses invade a focal point high speed converging a warm ocanic air mass and a cool air mass. Very often cyclones originate in oceans or seas. One of the major areas where Tropical cyclones develop is the Bay of Bengal. Apart from cyclones, various destructive weather conditions are known by various names as Hurricanes, Typhoons and Tornadoes. In recent times the Hurricanes Rita, Catrina and guans which affected U.S.A. are strong high winds that originated in the /Atlantic Ocean. Typhoons are strong winds which originate in the North /Pacific Ocean. Since pressure is very low in the centre of a Tornado the Surrounding air is drawn towards it in high speed and these air currents flow in a spiral pattern from the bottom upwards. Because of this process a tornado has the energy to draw up everything that lies on its path on the ground which gets contact with the tornado. When these gales occur, destruction of property and cultivated areas is seen. The heavy rainfall that accompanies cyclones causes floods resulting in a lot of problems. Apart from these it affects the communication network too. Hence action should be taken to minimize the harm caused by such natural hazards.
172 Zones of Cyclonic Activity in the World
Anexe 11.9.1.5 Information Sheet IV Tsunami
A tectonic plate may subduct into an adjoining tectonic plate. An earthquake may occur as a result of this subduction. When an earthquake occurs in this zone, the ocean bed is raised and the ocean water is raised up as a giant wave. This creates a tsunami condition. A tsunami that is caused by a powerful earthquake flows a great speed as well as at a great height. The other causes for the condition of tsunami waves are occurrence of earthquakes at the bottom of the ocean, volcanic eruption in the ocean bed and the fall of a large meteorite into the ocean. Volcanoes in the ocean bed sometimes may trigger tsunami waves. Sometimes these volcanoes come up to the surface of the ocean. Examples are Hawaie Islands, Aleutian Islands and Saint Thomas Islands. During the period 1992 – six giant tsunami waves occurred due to earthquakes that happened in the bottom of the Pacific Ocean. They are the Nicaragua Tsunami of 1992, Florence Tsunami of 192, the Hokkaido Island Tsunami of 1993 and the Eastern Gava Tsunami of 1994. There was a great Tsunami in the Indian Ocean in December 26 in 2004. When a Tsunami wave invades as a high wall of as it flows forward in a great speed, all the structures that it comes across are reduced to scrap and dust. The mighty wave advances forward sweeping every obstruction as parapet-walls, buildings, trees. The main impact of a tsunami are loss of life, destruction of property and change of coastal landscape.
173 Competency : Acts with an understanding of the components, characteristics and processes in the physical and human landscape.
Competency Level : Examines the natural hazards occurring in the world and their impacts.
Activity 11.13.1 : “Let us identify a few natural hazards in the world”.
Time : 120 minutes
Quality Inputs : ² Provide a few photographs that show natural hazards as an approach to the lesson. ² Information sheets about natural hazards – which are relevant to the assignment (you may make use of the annexe in Activity 11.9.1 too) ² Work sheet in Annexe 11.9.2.1. ² Demy papers ² Writing paper ² Felt pans
Instruction to teachers : ² Provide posters and handouts of the Ministry of Hazard management. ² Give instructions to pupils to collect newspaper reports and photographs showing natural hazards and information sheets before the day of commencing this lesson.
Teaching-learning Process : Step 11.9.2.1 : ² Display relevant newspaper reports and photographs in the class. ² Get pupils to read them and understand the impacts of natural hazards. ² Conduct a discussion to highlight the following facts. ² That natural hazards occur very often in many parts of the world. ² That some regions come under some specific hazards. ² That landslides, droughts, floods, wildfires, lightning, avalanches are some of the hazards that occur often. (15 minutes)
Step 11.9.2.2 : ² Divide the pupils into 3 groups. ² Distribute Activity sheets to 3 groups. ² Provide demy papers, felt pens, writing paper sufficiently to the groups. ² Give the required instructions and provide adequate time to finish group evaluation. ² Guide the pupils while talking to each of the groups. (55 minutes)
174 Step 11.9.2.3 : ² Display the work sheets completed by the pupils in class. ² Do a review showing the weaknesses of each activity to highlight the following facts ² Give time for pupils to note down particular facts. ² That drought is the dry condition created by the absence of rain for a long period in a specific area. ² That drought is not a sudden hazard but its results are long- termed. ² That severe drought conditions occur in countries like Western Australia, India and some African countries. ² In Sri Lanka also, severe droughts occur at certain times of the year. ² That flood occur due to stagnation of water is flat lands after heavy rains received during a short period. ² That great damages are made to hones, property, croplands, roads, electric cables through floods. ² That Bangladesh, Missouri – Mississipi valley in .S.A., Hwanho River in China are regions that get flooded very often. ² That heavy rainfall and unsystematic land utilization are the causes of landslides. ² That an electrical discharge that occurs within clouds is called lightning. ² That during lightning a high electric current reaches the earth instantly. ² That forest fires are fires that occur naturally in forests. ² That forest fires occur often in countries like Australia, U.S.A. ² That avalanches occur when snow fall from mountainous areas down the sleep slopes in regions where a long winter season prevails. (50 minutes)
Criteria of Assessment and Evaluation: • States that various natural hazards take place in many parts of the world. • Accepts that damages from hazards like drought, floods, lightning, landslides, wildfires and avalanches could be minimized. • Introduces steps that could be adopted in protecting from natural hazards. • Gets a practice in contributing to minimize natural hazards. • Acts in solidarity during creative activities.
175 Annexe 11.9.2.1 Work Sheet for Group 1
Complete the Table. Various steps adopted Natural Process and Distribution Result by countries for hazard causes for it protection
Drought
Flood
Annexe 11.9.2.1 Work Sheet for Group 2 Complete the Table. Various steps adopted Natural Process and Distribution Result by countries for hazard causes for it protection
Landslides
Lightning
Annexe 11.9.2.1 Work Sheet for Group 3 Complete the Table. Various steps adopted Natural Process and Distribution Result by countries for hazard causes for it protection
Wildfises
Avalanches
176 Unit 11.10 The Natural Hazards of Sri Lanka and their Occurrences
Introduction
Natural hazards make their impacts on Sri Lanka just as they do in other countries of the world. But due to the location of our country all the hazards that affect other countries do not seem make their impact in this country. The natural hazards that affect Sri Lanka are landslides, cyclones, drought, floods, tsunamis and lightning. It is expected to give a wide knowledge about those natural hazards by teaching this unit.
11.10.1 Landslides
• Landslide occurs when layers of earth on steep slopes slide down (slip) to the lower regions due to incessant rains on steep slopes. • There are various forms of landslides. * Layers of earth slide down to lower regions carrying everything on its surface. * Layers of earth subside. * Flow of earth layers along with currents of water. • Causes of landslides * Natural causes, very often the intensity of a landslide is high or low as a result of human activities. • The features seen in an area which is subjected to landslides before it occurs. * Cracks occur on the walls and foundations of houses.. Cracks develop on roads gradually. * Break down of underground pipeline systems * Occurrence of new springs * Subsidence of ground * Slanting of trees seen from time to time. • What can be done to minimise the occurrence of landslides * Cultivation of crops on terraced fields. * Preparation of drains for the surface water to drain off. * Planting a forest cover to protect soil layers. * Make the people aware about landslides.
177 Districts in Sri Lanka where landslides occur
Matale
Kandy Kegalle Nuwara Eliya Badulla
Ratnapura
Galle
Matara
Map 10.1
Cyclones/ Gales
• Sri Lanka is situated at a region where cyclones and gales prevail. • The Bay of Bengal in the Indian Ocean is an area where cyclones may occur at any time of the year. • The cyclones that originate in the Bay of Bengal may travel through the East, North, North west areas of the Island.
178 • Due to the occurrence of cyclones, the rest of the regions in Sri Lanka may have to face strong winds (The cyclone of November 1978) accompanied by heavy rain,
The Path of Cyclones
I N D I A
The path of Cyclones
Sri Lanka
Map 10.2
• When cyclones occur during the South western and North eastern monsoons, heavy rainfall and flood conditions occur due to these two weather phenomena.
Drought
• Sometimes due to climatic reasons Sri Lanka has to face drought conditions. For eg. when monsoons fail during the specific months. • Increase in atmospheric temperature • Global climatic changes • The influence of human activities to cause drought for eg. removal of forest cover by man for his various needs. • The impact of drought * Scarcity of drinking water * Destruction of cultivated lands * Restriction of generation of power * The effects on the bio environment
• The Districts in Sri Lanka where droughts occur 1. Hambantota 2. Moneragala 3. Anuradhapura 4. Kurunegala 5. Puttalam 6. Polonnaruwa 7. Mannar 8. Vavuniya 9. Ampara 10. Batticaloa
179 Areas Subjected to drought in Sri Lanka N
Vavuniya Mannar
Anuradhapura
Puttalam Polonnaruwa Batticaloa Kurunegala
Ampara
Monaragala
Hambantota
Map 10.3
Floods and Overflowing of rivers
• Floods and rivers overflowing occur due to heavy rainfall caused by climatic factors. • Due to global climatic changes the amount of rainfall received from cyclonic, inter- monsoons and monsoon rainfall increases. • The reduction of atmospheric pressure. • Human activities too affect in increasing the intensity of floods for eg. * Chena cultivation * Destruction of forest cover in areas of high elevation * Unlawful construction work along river banks * Reclamation of lowlands (marshes) * Obstruction to drain system
180 • The results of floods and overflowing of rivers * Destruction of life * Destruction of croplands * Infertility of soils (where soil is washed off) * Destruction of bio-environment
• Areas that get affected by floods in Sri Lanka 1. Kalutara 4. Galle 7. Hambantota 2. Colombo 5. Matara 8. Polonnaruwa 3. Gampaha 6. Ampara 9. Batticaloa
• The rivers that cause floods in Sri Lanka 1. Kelani ganga 4. Gin ganga 7. Mahaweli ganga 2. Kalu ganga 5. Nilwala ganga 3. Gal oya 6. Walawe ganga
Districts in Sri Lanka which get mostly affected by floods
WN
Polonnaruwa Batticaloa
Ampara Gampaha
Colombo
Kalutara
Galle Hambantota
Matara
Map 10.4
181 Tsunami
• The great destruction caused to the coastal belt of Sri Lanka due to tsunami condition on December 26th 2004. * Loss of life (about 50 000 ) * Destruction of property (88 000 houses) * Houses partly destroyed 25700 * 170 schools * 48 tourist hotels * 500 vehicles * 32000 fishing boats Source: Weerakkody U., “Tsunami and other natural hazards)
• Except Mannar, all the coastal Districts were affected. • Great destruction to the environment in coastal areas. * Animals killed * Plants destroyed * Deposition of mud layers on the coast * Change of coastal landscape • The psychological problems of those people affected • The launching of a number of steps long-termed and short-term to uplift the people who were affected by this disaster due to tsunami * Housing projects * Upliftment of fishing industry * Providing household requisites * Drinking water projects * Building of educational institutions * Development of infrastructure facilities
182 Areas affected by the Tsunami in Sri Lanka
hdmkh W Kilinochchi Mulativu
Mannar Vavunia Trincomalee
Anuradhapura
Puttalam Polonnaruwa
Batticaloa
Kurunegala Matale
Kandy wïmdr Gampaha
Nuwara Badulla Colombo Eliya Monaragala Ratnapura Kalutara
Galle Hambantota Matara
Map 10.5
Lightning • Sri Lanka experience lightning mostly during the inter-monsoonal period (March-April, Sept.-October) • Loss of life annually • Damages to property (electrical appliances) • Destruction of electricity supply and machines (transformers) • It is not possible to show specific areas which are affected by lightning. During the inter- monsoonal period any region in the Island may be affected by lightning. • Here it is necessary to take steps to prevent getting affected by lightning and the damages that may result. * Move away from open areas * Avoid using metal instruments * Disconnect electrical appliances from electrical circuits * Avoid using land phones * Not waiting under tall trees or isolated trees
183 Competency : Applies life skills which help to overcome challenging situations in life.
Competency Level : Identifies the natural hazards occurring in Sri Lanka and contribution in minimizing their impacts.
Activity 11.1.1 : Let use identify the natural hazards of Sri Lanka.
Time : 80 minutes
Quality Inputs : ² Annexe 11.10.1.1 Picture showing hazards of Sri Lanka (landslides, floods) ² Annexe 11.10.1.2 Work Sheet I and II ² Annexe 11.10.1.3 District Map of Sri Lanka ² Textbook
Teaching-learning Process : Step 11.10.1.1 : ² Display the drawing showing the natural hazards of Sri Lanka in Annexe 11.10.1.1. ² Question pupils about the hazards shown in the drawing. ² Ask questions about what natural hazards are. ² Conduct a discussion emphasizing on the following facts: ² That natural hazards are those that occur as a result of processes in nature. ² That natural hazards occur n Sri Lanka as in other countries of the world. ² That landslides, floods are some of the natural hazards. (10 minutes)
Step 11.10.1.2 : ² Group the students in class in to 2 or 4. ² Distribute Annexe 11.10.1.2 and Annexe 11.10.1.3 to every group (Provide Work Sheet I to group 1 and 4, Work Sheet II to group 2 and 3) ² Make the pupils aware of the Activity. ² Get them involved in the activity. ² Give them guidance when needed. (40 minutes)
Step 11.10.1.3 : ² Give the chance to the groups to present their activity to class. ² Evaluate their work. ² Correct any shortcomings. ² Note down the more important facts on the blackboard. Conduct the discussion while giving them time to note down. ² That in many regions of Sri Lanka natural hazards occur. ² That property damage and loss of life occur. ² That floods occur due to overflow of rivers and heavy rain.
184 ² That destruction of houses, crops and loss of life may result through floods. ² That floods may occur due to obstruction to drainage. ² That roads, lowlands and houses are affected by floods. ² That some human activities lead to the occurrence of landslides, floods ² That the damages from natural hazards could be minimized by controlling human activities such as clearing of slopes, reclamation of lowlands, excavation of river banks. ² That people should be made aware to minimize the damages that may occur through natural hazards ² That it is not possible to control natural hazards that are not activated by the influence of human activities (30 minutes)
Criteria of Assessment and Evaluation: • Names the natural hazards that may occur in Sri Lanka. • Accepts that human activities lead to the occurrence of some natural hazards. • Marks and names on an outline map of Sri Lanka the areas where floods, landslides occur. • Acts with a group consciousncess. • Suggests courses of action to be taken in minimizing natural hazards.
185 Annexe 11.10.1.1
Natural Disasters
1
3
2
5
4
6
7
8
186 Annexe 11.10.1.2
Work Sheet I
• Complete the Table using the Textbook and on teacher’s guidance.
Landslides for Group 1and 4
Type of hazard Nature of hazard Districts where Impact How they could they occur be minimized
• Mark and name the areas where landslides occur on the outline map of Sri Lanka.
Work Sheet II
• Complete the Table with the help of the Textbook and teachers’ instructions.
Floods - for Group 2 and 3
Type of hazard Nature Districts where Impact How they could they occur be minimized
• Mark and name the areas which are subjected to floods on the outline map of Sri Lanka provided.
187 Annexe 11.10.1.3
Work Sheet III
District map of Sri Lanka
188 Competency : Applies specific life skills which help to overcome challenging situations in life.
Competency Level : Identifies the natural hazards occurring in Sri Lanka and contributes in minimizing their impacts.
Activity 11.1.1 : Let us identify the incidence of cyclones and thunderstorms Sri Lanka.
Time : 80 minutes
Quality Inputs : ² Annexe 11.10.1.1 - Weather report ² Textbook ² Work Sheet I ² Work Sheet II
Teaching-learning Process : Step 11.10.2.1 : ² Let them listen to the weather report in Annexe 1. ² Question them about the features included according to the weather report. ² Ask questions about the damages that may occur from cyclones, thunderstorms. ² While evaluating student responses, conduct the discussion emphasizing on the following: ² That cyclones and thunderstorms are hazards that cannot be controlled ² That Sri Lanka is located close to a zone where cyclones originate ² That the impact of lightning can occur in any part of Sri Lanka. (10 minutes)
Step 11.10.2.2 : ² Group the students. ² Provide one topic for a few groups. ² Give Work Sheet I to Group 2 and 3 and Work Sheet II to the rest of the groups. ² Get the pupils involved in the activity with the help of the Textbook and other sources. ² Help the students when required. (50 minutes)
Step 11.10.2.3 : ² Give the chance to present the group reports. ² Evaluate their activities. ² Correct any shortcomings in the reports. ² Give them time to write down any important facts required. ² Conduct a discussion emphasizing on the following facts:
189 ² That cyclones occur due to changes in pressure in the Bay of Bengal. ² That the impact of cyclones are felt severely in the Eastern, Northern and North-Central Provinces of Sri Lanka. ² That it is not possible to prevent the damages through cyclones. ² That thunderstorms are very frequent during the intermonsoonal periods. ² That thunderstorms are a weather phenomena that cannot be controlled. ² That the people should be made aware of minimizing the damages that will result from thunderstorms. (20 minutes)
Criteria of Assessment and Evaluation: • Names the areas where cyclones occur in Sri Lanka. • Accepts that cyclones and thunderstorms are natural hazards which cannot be controlled. • Marks and names the areas where cyclones occur in Sri Lanka. • Gets experience in working collectively in a group. • Gets motivated to work in cooperation at times when hazards occur.
Annexe 11.10.2.1
Weather Report
The low pressure depression that developed in the Bay of Bengal during the last few days was approaching towards Sri Lanka gradually. After a few hours the impact of strong winds was felt in the Eastern region of Sri Lanka. Heavy rainfall started falling along with high winds. After about one hour, the naval vessels, and boats anchored in the habour were brought to the land as a result of strong winds that blew at the rate of 100-140 km per hour. The roofs of houses were blown off. Electric wires fell down. Within two hours the area received a rainfall of 350 mm.
190 Work Sheet I - Cyclones
That task you are assigned is to prepare a descriptive report about cyclones suitable to be published in a wall newspaper. It is appropriate to prepare the report on the following topics: • The area where cyclones originate • The areas where the effect of cyclones are felt. • What should be done to minimize any possible damages.
Work Sheet II - Thunderstorms
That task you are assigned is to prepare a detailed report on thunderstorms to be published in a wall newspaper. It is suitable to prepare it on the following topics: • How thunderstorms originate • The period when thunderstorms are very active
The number of thunderstrickes recorded each month
50 - 45 - 40 - 35 - 30 - 25 - 20 - 15 -
The umber of thunderstrikes 10 - 5 - 0 - Jan. Feb. Mar. Apri. May June July Aug. Sep. Oct. Nov. Dec.
• The damages from thunderstorms • What could be done to minimize the harm that may come through thunderstorms
191 Competency : Applies specific skills which help to overcome challenging situations in life.
Competency Level : Contributes in minimizing the natural hazards that occur in Sri Lanka and their impact. . Activity 11.10.3 : “How can we confront a drought?
Time : 40 minutes
Quality Inputs : ² Annexe 11.10.3.1 - A picture showing a drought ² Annexe 11.10.3.2 - A District map of Sri Lanka ² Annexe 11.10.3.3 - Work Sheet ² Textbook
Teaching-learning Process : Step 11.10.3.1 : ² Display the picture in Annexe 11.10.3.1 to the class. ² Question them about what is depicted in the picture. ² Evaluate student responses. ² Conduct a discussion emphasizing on the facts below: ² That drought occurs due to climatic factors. ² That drought may occur when the monsoon rain is not received during the specific periods. ² That drought may occur when the monsoon rainfall is not sufficient. (07 minutes)
Step 11.10.3.2 : ² Give the chance to present the pupils’ activities. ² Evaluate the facts presented by the students. ² If there are any shortcomings in them correct them. ² Conduct a discussion to highlight the following facts. ² That the bio-environment is severely affected due to drought in Sri Lanka. ² That there may be a scarcity of drinking water due to drought. ² That cultivated areas are destroyed due to drought. ² That animals and birds are mostly affected by drought. ² That droughts are challenging factors to the economy since they cause obstructions to various productive activities. ² That some human activities lead to intensifying droughts (destruction of forests) ² That the Dry zone of Sri Lanka faces drought annually. (13 minutes)
192 Criteria of Assessment and Evaluation: • Names the Districts where droughts persist in Sri Lanka. • Accepts that some human activities help to increase the intensity of droughts. • Marks and names on a map the areas where droughts occur in Sri Lanka. • Acts with a group consciousness to overcome challenges. • Plans how to face a situation when a drought prevails.
Annexe 11.10.3.1
193 Annexe 11.10.3.2
• Mark and name the districts which are affected by drought in Sri Lanka. • Get the help of the teacher when required.
Jaffna N
Kilinochchi
Mulativu
Mannar Vavuniya
Trincomalee
Anuradhapura
Puttalam Polonnaruwa
Batticaloa
Kurunegala Matale
Kandy
Kegalle Ampara Gampaha Nuwara Eliya Badulla Colombo Moneragala
Kalutara Ratnapura
Hambantota Galle Matara
194 Annexe 11.10.3.3
Work Sheet
• Complete the Table with the help of the Textbook and teacher guidance.
Type of the Nature Districts where Impact Steps to be taken hazard they occur to minimize
195 Unit 11’11 Various Types of Maps
Introduction
It is not possible to think of Geography without any reference to maps. From the distant past maps were used for various tasks. With the development of modern science and technology, Cartography developed to a wide extent. As a result of satellite technology, there has been a revolution in collection of information and methods of cartography.
Though maps are constructed in various forms maps can be classified based on various factors. A simple classification is general maps and special maps (Thematic). Identifying what maps are, classifying them on the information depicted in them and interpreting their features are the elements to be studied in this unit.
Types of maps
11.11.1 What is a map
• Various definitions
• Features in a map - Should be a selected area - Representation of selected physical and cultural features - Showing the landscape on a small scale - Use of conventional signs and colours - Drawing in a two-dimensional form
11.11.2 General Maps
• Maps which combine a number of themes. In a map of the world or Sri Lanka, various themes as administrative boundaries, drainage, main cities, tourist information are included which come under this category.
• Special Maps (Thematic maps)
- Relief maps - maps which represent various physical features on land come under this category. For example: Relief Maps - Maps which represent diverse relief features come under this category. Map of the physical regions of Sri Lanka. Map of the Mountains of Sri Lanka. Map of the main mountains, plateaus/ plains in the world
196 • Land utilization maps
Man has used land for various human activities and other utility purposes. This includes maps which show how land has been utilized for various uses, For example : Maps showing the distribution of paddy in the world. Regions where Fishing is abundant in the world. The distribution of plantation crops in Sri Lanka. The Irrigation systems of Sri Lanka.
• Road maps
These are maps which show the distribution of roads used for transportation activities by man. For example : Maps showing shipping routes of the world Maps showing the air routes of the world Road maps of Sri Lanka Maps showing the Railway lines of Sri Lanka
• Military maps
Maps which are used for various war activities come under this category. For example in identifying precise targets, grid maps used in identifying certain areas precisely.
• Conceptual maps
Maps used in Geography are very often those that represent physical and cultural environment. But at times conceptual maps are constructed to explain subject themes. It is a map drawn to show the relationship between the main concept and the nearest sub-concepts.
Here it is required to show the relationship between the main concept and the sub-concepts linked to it by a connecting statement and arrows. The sub-concepts thus built up may be developed furthermore by a connecting statement as required.
There are various types in conceptual maps. Systems method, circular pattern and chain method are important among them.
197 Competency : Applies Geographical techniques in analysis, interpretation and presentation of data and information. Competency Level : Use maps as a correct approach. Activity 11.11.1 : Let us identify various types of maps. Time : 80 minutes
Quality Inputs : ² Sri Lanka wall maps ² Globe ² Atlas ² National Atlas ² Metric maps ² Annexe 11.11.1 - Flow diagram showing “introducing maps” ² Annexe 11.11.2 - Table for Activity ² Annexe 11.11.3 - Conceptual map Teaching-learning Process : Step 11.11.1.1 : ² Display the wall map of Sri Lanka and the globe. ² Conduct a discussion to highlight the following facts referring to the map and the globe. ² That a specific land area is represented by a map. ² That various information is depicted by conventional symbols and colours. ² That the three-dimensional earth surface is represented two dimensionally by a small scale. (10 minutes)
Step 11.11.1.2 : ² Group the pupils as suited. ² Provide, Annexe 1, 2, 3, metric maps, National Atlas, Atlases to each of the groups. ² Give, instructions to complete Annexe 2. (30 minutes)
Step 11.1.1.3 : ² Give an opportunity to present the Tables completed by pupils to the class. ² Discuss the correct and incorrect points in the Tables with them. ² Give the pupils a chance to describe the completed Tables. ² That maps can be classified into two parts as general maps and special maps (thematic) ² That general maps are maps where information pertaining to a few themes are represented in one and the same map. ² That a map where one theme is represented is known as a special map. ² That topographical maps, land utilization maps, road maps, military maps and conceptual maps are thematic maps. (40 minutes)
198 Criteria of Assessment and Evaluation: • Names the main features in a map. • Accepts that maps are an essential tool in the present day world. • Classifies maps. • Gets a training in the use of maps. • Gets used to make use of maps for various tasks in life.
Annexe 11.11.1.1
Maps
General Maps Special Maps When a number of (Thematic maps) themes are represented Maps which specifically in one map it is known represents only one as a general map. theme.
Maps which represent various topographical »¼ Topographical Maps features
Maps which represent how man has utilized »¼ Land Utilization Maps land for various economic activities
Maps which show the distribution of roads used for »¼ Road Maps transportation activities
Maps which represent interrelationship Conceptual Maps between the main »¼ concept and the sub- concepts attached
Maps drawn on the network base of the »¼ Military Maps histogram
199 Annexe 11.11.1.2
• Making use of the maps, Atlases and Tables provided to you, give examples for the types of maps given below.
Type of map Example 1 Example 2 Example 3
1. General maps
2. Special maps I. Topographical maps II. Land Utilization maps III. Road maps IV. Conceptual maps V. Military maps
Annexe 11.11.1.3
Conceptual Map on the Environment
Environment (Types)
Water Air Noise Land Society (Sources) (Elements composed of)
Ocean rivers springs Reservoirs Soil Flora Fauna
(pollution) (pollution)
Sand Accumulation Addition of Erosion Chemical Organic mining of waste chemical materials materials matter added added
Instructions to the teacher
terms • By adding more attached terms to convey component attached inter-relationships could be developed further. Here only the components of water and land (sub concepts) are described. They can be further developed as required.
200 Unit 11.12 1:50000 Topographical Map of Sri Lanka
Introduction
Among the maps drawn to various scales in Sri Lanka, the 1:50000 holds an important place. This can be introduced as a medium scale map where most of the physical and cultural features are included. Conventional colours, symbols and letters are used to depict diverse information included in it.
It is expected that by studying this unit, that the students will get the opportunity to identify the physical and cultural features represented in the Sri Lanka 1:50000 maps and also to understand how they have been represented.
Competency : Applies Geographical techniques in analysing, interpreting and presenting data and information.
Competency Level : Obtains skills in understanding and describing the information given in a Topographical map.
Content : Unit 11.12 Sri Lanka Topographical Map.
11.12.1 Identifying the various boundaries and regions in the mapped area.
• Boundaries (northern, southern, eastern, western) • Corners (north eastern, south eastern, south western and north western, • Halves (northern, southern, eastern, western) • Quarters (north eastern, south eastern, south western, north western)
11.12.2 Physical Features
• The topographical features which have originated on the surface of the earth without any interference by man are called physical features. • Physical features can be divided into four major categories. They are relief, drainage, natural vegetation and coastal features.
11.12.2.1 Relief Features
• In the 1:50000 maps, relief features are represented by contour lines. Give the opportunity for students to identify how the topographical features shown below are represented, and how to identify these features in the 1:50000 maps. * Topographical features - Plain and highland - Plateau - Spot height - Mountain crest - Undulating land - Symmetrical slope - Spur - Gentle slope - Hills 201 - Valley - Steep slope - Conical hill - Escarpment - Mountain range - Convex slope - Concave slope - Gap - River gap
11.12.2.2 Drainage Features
At this stage it is expected to identify the diverse drainage features represented in 1:50000 maps and also to construct them according to specified colours. • Drainage Features - River - Distributary - Tributary - River month - Catchment area - Marsh - Watershed - Waterfall - Meander - Braided river
• Drainage Patterns - Dendritic drainage - Radial drainage - Annular drainage - Trellis drainage
11.12.2.3 Natural Vegetation - Shrubland - Grassland - Forests - Mangroves
11.12.2.4 Coastal Features - Lagoon - Sand bar - Bay - Point/ Headland - Island - Delta
11.12.3 Cultural Features
• The cultural environment is built up on the physical environment with the interference by man. • Cultural features can be categorized under the following fields. It is expected to identify and construct these in 1:50000 maps.
11.12.3.1 Administrative boundaries (Urban council limits, Grama Seva Divisions, Divisional Secretariat Divisions, Districts and Provincial boundaries.)
11.12.3.2 Cultivation Paddy, tea, rubber coconut, garden lands, chena, cultivation and other crops.
202 11.12.3.3 Transportation * Roads (Principal roads, minor roads, cast tracks, foot paths) * Other features along roads (tunnel, ferry, bridge, culvert) * Railway lines (Broad single, Broad double lines) * Other features along railway lines (tunnel, Protected level crossing, unprotected crossing, railway station, train halt)
11.12.3.4 Irrigation * Tank/ abandoned tank * Dam * Irrigation channel
11.12.3.5 Specific buildings * School * Hospital * Post office/ sub P.O. * Police Station * Courts * Religious building * Light house * Circuit bungalow * Rest house * Hotel * Place of historical interest
11.12.3.6 Settlements * Linear settlements * Junction settlements * Fishing settlements * Estate settlements * Dispersed settlements * Builtup areas
203 Competency : Applies Geographical techniques in analysing, interpreting and presenting data and information.
Competency Level : Obtains skills in understanding and describing the information given in a Topographical map.
Activity 11.12.1 : Let us transform a three dimensional landscape into a two dimensional map.
Time : 80 minutes
Quality Inputs : ² A three dimensional landscape cut out from a papaw fruit. ² A few papow fruits ² Knives ² Pens/ pencils/ Bristol board ² Annexe 11.12.1.1 (A drawing on a papow half) ² Annexe 11.12.1.2 (The papaw to be sliced and the contour drawing made out of it))
Instructions to the teacher : Prepare a three dimensional landscape (spurs, valleys and various slopes) on the surface of half a papaw fruit according to the drawings in Annexe 11.12.1.1 and 11.12.1.2 show it to the pupils as a model.
Teaching-learning Process : Step 11.12.1.1 : ² Let the pupils observe the two dimensional map and the three dimensional part of the landscape (This can be done outside the classroom) ² Conduct a discussion to highlight the following facts. ² That the model constructed is of three dimensional shape. ² That in three dimensional landscape three conditions as length, width and height can be seen ² That various topographical features are drawn in contour lines in a two-dimensional manner ² That in order to understand the maps, a three dimensional landscape has to be imagined. (10 minutes)
Step 11.12.1.2 : ² Group the pupils. ² Provide the materials needed by the groups. ² Let the pupils study and refer the Annexes 11.12.1.1, 11.12.1.2 and the teachers’ model. ² Get the pupils to transform the papaw into a landscape according to the Annexes and the model. ² Instruct pupils to construct contour lines according to Annexe 11.12.1.2 referring to the prepared landscape.
204 ² While presenting the contour lines diagrams prepared by students, conduct a discussion to highlight the following information. (55 minutes) ² That three dimensional features are shown by a two dimensional map. ² That the length, width and height of a three dimensional feature could be identified by contour lines. ² That the valleys, spurs, various slopes on either sides of the three dimensional figure could be identified from the two dimensional figure (contour map) (15 minutes)
Criteria of Assessment and Evaluation: • States that contour lines are lines drawn by connecting points of equal height. • Accepts that the nature of a Landscape could be shown by contour lines. • Constructs three - dimensional topographical features by studying contour lines. • Works in a collective manner within a group. • Applies the knowledge of contour lines in day to day field work.
Annexe 11.12.2.1
F
E
D
C
B 2 cm { A Z Y
205 Instructions to the teacher: * Mark points at 2 cm distance on the papaw half with the help of a vertical axis. These marks should be made right round the papaw. Then draw contour lines along those points and slice the papaw along those lines. Place each of those slices on a Bristol Board and mark on it. then draw in order as shown in the diagram in Annexe 11.12.1.2.
Annexe 11.12.2.2
Y
F E D C B Z A
206 Competency : Applies Geographical techniques in analysing, interpreting and presenting data and information.
Competency Level : Obtains skills in identifying topographical features from a metric map and constructing it.
Activity 11.12.1 : Let us identify topographical features.
Time : 80 minutes
Quality Inputs : ² A few Metric Maps of Sri Lanka (from which diverse topography could be identified) ² Bristol board (white) ² A few hand lenses ² Annexe 11.12.2.1
Teaching-learning Process : Step 11.12.2.1 : ² Conduct a discussion about how to identify topographical features from Metric map and the techniques in constructing such a map in such a way that the following facts could be highlighted. ² The teacher must practically display one such situation (has to be pre planned) ² That in the relevant Topographical maps, a region which could be easily identified has to be selected. ² That the topographical features have to be studied well using a hand lense. ² That the area selected from the map has to be boxed by pencil mark. ² That it is possible to draw the marked topographical features correctly by using the relevant colours clearly (either enlarge or contract) ² That it is suitable to draw every topographical feature within a frame ² That it is suitable to draw the topographical features on the pieces of white Bristol Board. (10 minutes)
Step 11.12.2.2 : ² Please consider that it is appropriate to plan this as a single activity. ² Use only the topographical features indicated in the syllabus for construction (Annexe 11.12.2.1) ² Follow a suitable system of assigning the relevant topographical features to the pupils (by drawing lots) ² Give the particular pupils to extract the topographical feature allotted to each of them and draw them.
207 ² Instruct them to name every topographical feature and mark the heights. (40 minutes)
Step 11.12.2.3 : ² At the end of the Activity, give the chance to display the cards on which each of the topographical features are drawn. ² Discuss the correct and incorrect aspects of each of the topographical features for easy understanding and explanation. ² At the end, instruct every pupil to draw all the relief features relevant to them in their note books as a feedback work. ² Do a review to emphasize the facts given below: ² That contour lines should be drawn as fine, clear lines in brown. ² That the base contour line should be drawn in a darker shade of brown. ² That contour lines do not cut each other ² That the value of contour lines should be indicated towards the higher land. ² That the relevant topographical feature has to be drawn clearly so that it is prominent. ² That it is appropriate to draw every topographical feature inside a frame with a dark line. ² That the relevant name of each of the features has to be written. (30 minutes)
Criteria of Assessment and Evaluation: • Names the required topographical features. • Accepts that according to the location of various topographical features, it is possible to understand the nature of the environment. • Draws the topographical features. • Builds up creative skills. • Gets a practice in considering topographical features and environmental relationships in diverse human activities.
208 Annexe 11.12.2.1
• Topographical features - Plain and highland - Plateau - Spot height - Mountain crest - Undulating land - Symmetrical slope - Hills - Gentle slope - Spur - Steep slope - Valley - Escarpment - Conical hill - Convex slope - Monadnock - Concave slope - Mountain range - Gap - River gap
• Drainage Features
At this stage it is expected to identify the diverse drainage features represented in 1:50000 maps and also to construct them according to specified colours. - River - Distributary - Tributary - River mouth - Catchment area - Marsh - Watershed - Waterfall - Meander - Braided river
• Drainage Patterns - Dendritic drainage - Radial drainage - Annular drainage - Trellis drainage
• Natural Vegetation - Mangrove - Shrubland - Grassland - Forests
209 Competency : Applies Geographical techniques in analysing, interpreting and presenting data and information.
Competency Level : Obtains skills in understanding information in a Topographical map and describing them.
Activity 11.12.3 : Let us construct the landscape from the map.
Time : 80 minutes
Quality Inputs : ² Give one for each group. ² Annexe 11.12.3.1 Map ² Annexe 11.12.3.2 Work Sheet ² Packing boxes of products (milk powder, biscuits packing) ² A pair of scissors, 2 paper cutters ² A bottle of gum ² Clay/ a fine pulp ² A few colours (green, yellow, blue, brown) ² A tracing paper/ carbon paper
Pre planning : Group the students. Inform the students to bring all the things mentioned above except Annexe 1 and 2. The materials required may be provided under quality inputs.
Teaching-learning Process : Step 11.12.3.1 : ² Display Annexe 11.12.3.1 map. ² Give the pupils a chance to observe the map. ² Conduct a discussion to emphasize the facts given below. ² That the highest point in the region is the mountain crest at the South eastern caner. ² That is > 260 m in height ² That the lowest point in the region is the place from which the main river leaves the region from the western margin. ² That the height of that place is 80-100 metres. ² That the highland area is located at the eastern half of the region (> 100 m) ² That the lowland area is located at the western half of the region (< 100 m) ² That the main river flows towards the west of the region. (10 minutes)
Step 11.12.3.2 : ² Group the students as was done before the lesson. ² Distribute the Annexe 11.12.3.1 (map) to the groups. ² Instruct the pupils to construct the three dimensional landscape using the material supplied by them and according to the instructions given beforehand .
210 ² Instruct them to paste cardboard layers according to the contour lines in keeping with the base prepared to the size of the map. ² Move with the groups and guide them giving instructions required. (40 minutes)
Step 11.1.1.3 : ² Give a chance to present pupil activity work. ² Give the groups the opportunity to give their ideas about work done by groups. ² Appreciate pupil creative work. ² Do a review to emphasize the facts given below. ² That the area of the region mapped out is 96 square km. ² That the difference between the highest and the lowest points in the region is 180 m. ² The general gradient of the land is from east to west. ² That relief features as a plain, a highland, a mountain range, spur, conical hill, main river, a tributary are seen in this region. ² That there are slopes as a gentle slope, steep slope, uniform slope, convex slope, concave slope in this region. (30 minutes)
Criteria of Assessment and Evaluation: • Defines the three dimensional landscape from a contour map. • Accepts that a mental picture has to be built up inorder to read a map correctly. • Transforms a two dimensional map into a three - dimensional landscape. • Interprets a map precisely. • Makes use of maps in day to day life.
211 N Annexe 11.12.3.1
212 Annexe 11.12.3.2
Work Sheet
The task you are assigned is to create a three dimensional landscape with reference to the contour map provided.
Follow the steps given below: • Cut out a piece of cardboard to the size of the map. • Trace the map on to a tissue paper, and draw it placing it on the cardboard. This is the base of the map. • In another piece of cardboard, cut out all the 100 m contour lines and paste on the foundation. • In the same manner, cut out the rest of the contour lines and paste them one over the other. • Apply clay or the pulp on it and smoothen it. • Let it dry for a while and colour it as appropriate.
213 Competency : Applies geographical techniques in analysing, interpreting and presenting data and information.
Competency Level : Obtains skills in understanding information in a Topographical map and the ability to describe them.
Activity 11.12.4 : Let us interpret a Topographical Map.
Time : 80 minutes
Quality Inputs : ² A 1:50000 Metric map ² Annexe 11.12.4.1 (Sheet 91, a part of the Matara Sheet) ² Annexe 11.12.4.2 (a photocopy of the above map) ² Annexe 11.12.4.3 a questionnaire ² Coloured pencils ² Pencil/ pen ² Footruler ² A piece of thread
Teaching-learning Process : Step 11.12.4.1 : ² Present the 1:50000 metric map to the class ² Question the previous knowledge asking a few questions and let the pupils recall their knowledge on the following: ² That contour lines are used mainly in representing physical features in 1:50000 map. ² That symbols, colours and letters are used to represent cultural features. (10 minutes)
Step 11.12.4.2 : ² Group the pupils. ² Distribute one copy of Annexes 11.12.4.1, 11.12.4.2 and 11.12.4.3 to each of the groups. ² Instruct every group to collect the other materials required. ² Get the pupils involved in the Exercise. ² Give required guidance to the groups. ² Make note of the facts that should be emphasized to the pupils. (40 minutes)
Step 11.12.4.3 : ² Give time to present group activities. ² Build up a group discussion referring to the Annexe 11.12.4.3. ² During the group activities, emphasize any special points that should be highlighted. ² That the pattern of contour lines has to be considered in finding relief features ² That the colour blue has to be used to represent drainage features
214 ² That various colours and symbols are used to represent cultural features ² That the symbols used in doing the exercise have to be drawn to a specific scale ² That every symbol and colours are used meaningfully. (30 minutes)
Assessment and Evaluation: • Identifies the topographical features in a 1:50000 Map and names them. • Accepts that representing topographical features by symbols is a suitable method. • Represents topographical features by using symbols. • Works in a disciplined manner among the groups. • Gets a training in interpreting conventional symbols in 1:50000 maps.
215 Annexe 11.12.4.1
216 Annexe 11.12.4.2
217 Annexe 11.12.4.3
Instructions:
• Study the 1:50000 map in Annexe • Answer the following questions accordingly • Use (a) White A paper as relevant and (b) Annexe 11.12.4.2 Map
Exercise 1
Answer these questions on a white paper. 1. What is the area of the mapped region? ...... 2. Name the highest point ...... Write the height 3. In which direction is the slope of the land? ...... Give reasons for your answer ...... 4. Close to which boundary are the highlands of the area situated? ...... 5. What is the main crop cultivated throughout the area? ...... Name 4 other crops distributed in the area ...... 6. What are the main A Grade roads? ...... What are the main B Grade roads? ...... 7. Name the two Districts covering this area? ...... 8. How many railway stations are seen along the railway line? ...... 9. Name 5 types of common religious building shown by symbols within the built-up area in this region? ...... 10. Find the length of the B46 b major road in kilometres? ......
218 Exercise 2
Refer 11.12.4.2 map in Annexe to answer the questions in this Exercise. Write the relevant numbers that represent the following features on the map. 1. hill 2. mountain crest 3. spur 4. valley 5. main river 6. tributary 7. meander 8. marsh 9. sand bar 10. island 11. point/ headland 12. forest 13. culvert 14. bridge 15. bay 16. mouth of river 17. hospital 18. Point at which grid lines 900 N and 1650 E are drawn
219 Unit 11.13 Representation of Data by the Use of Graphs
Introduction
Statistical data are used in specific presentation of information required in Geography. Presentation of some information quantitatively is called using statistical data.
To understand information represented by statistical data precisely and correctly they should be presented visually. A graph is another method of representation of statistical data through a visual medium.
There are a number of types of graphs. It is expected to introduce line graphs and bar graphs which are two types by the teaching of this unit. It is expected to study the simple line graph, multiple linear graph and double vertical bar graph through this unit.
11.13.1 Introducing Data
Statistical data means statistical information pertaining to various fields. When such raw statistics are arranged according to a statistical order and rounded off, it is limited to another qualitative description. But when such smoothened group of data is represented by a graph it gives not only a qualitative and quantitative value to such statistical data but also the possibility of presenting it non-visually in summarized form and colourfully.
11.3.2 Linear Graphs
• Simple line graph • Multiple/ Comparative/ Grouped/ Line graphs * Simple line graph See statistical data and graph for details * Multiple line graph See statistical data and graph for details
11.3.3 Bar Graphs (Column graphs)
• Simple Vertical Bar graph • Dual Vertical Bar graph * Simple vertical bar graph Refer statistics and graph for details * Dual Vertical bar graph Refer statistics and graph for details
220 11.3.4 The Uses of Presenting Statistical data through graphs • The ability to understand easily the facts referred to through a graph more than just stating statistics. • The ability to present the idea expressed through statistics in a summarized form. • The ability to identify easily the distribution patterns and the variables of statistical data. • The ability to form a comparative sense with other variables.
Linear Graphs
The governments’ expenditure on Health as a percentage of gross National Product
2000-2005
Year Percentage
2000 1.65 2001 1.33 2002 1.57 2003 1.56 2004 1.69 2005 1.90
Source: Central Bank Report 2005
Percentage 2'0 -
1'9 - ² 1'8 -
1'7 - ² ² 1'6 - ² ² 1'5 - 1'4 - ² 1'3 - 1'2 - 1'1 - 1'0 -
0 ------2000 2001 2002 2003 2004 2005 Year
221 Simple Line graph
Simple line graphs are used very often to represent statistical data related to time and quantity. These graphs can be constructed by depicting quantities on the vertical axis and time on the horizontal axis. The above graph shows how the government expenditure on Health during te preiod 2000-2005 is expressed as a percentage of the Gross National Product. Here the distribution and the variables between time and quantity could be easily comprehended.
Employment in Sri Lanka in 2001-2005
2001 2002 2003 2004 2005 Agriculture 2033 2359 2304 2485 2306 Industries 1491 1387 1529 1607 1844 Services 2711 2924 3099 3227 3368
Source: Central Bank Report - 2005 in thousands 3500 - ² 3250 - ² ² 3000 - ² 2750 - ² Services 2500 - ² ² ² ² 2250 - Agriculture 2000 - ² ² Industries ○○○○○○○ 1750 -
²○○○○○○
²○○○○○
1500 - ²○○○○○
²○○○○○○ 1250 - 1000 - 0 - 2001 2002 2003 2004 2005 Multiple Line Graphs Though only one type of statistical data could be represented by a simple line graph, a multiple line graph can represent a number of different types of data. At the same time this group of data could be easily compared. In the above graph, the data given refers to employment in Sri Lanka from the year 2001 to 2005. Here it is very easy to understand the number employed under agriculture, industries and services sectors and compare them.
222 Population according to Provinces in 2004
Province Number of people in thousands
Western 5456 Central 2506 Southern 2346 Northern 1122 Eastern 1540 Northwestern 2214 North central 1145 Uva 1223 Sabaragamuwa 1840 in 1000s 5500 -
123456
123456
123456 5000 - 123456 123456
123456
123456
123456
123456 4500 - 123456 123456
123456
123456
123456
123456 4000 - 123456 123456
123456
123456
123456
123456 3500 - 123456 123456
123456
123456
123456
123456
3000 - 123456
123456
123456
123456
123456
123456
2500 - 123456
123456
123456 123456
123456 123456
123456 123456 1234567
123456 123456 1234567
2000 - 123456 123456 1234567 1234567
123456 123456 1234567 1234567
123456 123456 1234567 1234567
123456 123456 1234567 1234567
123456 123456 1234567 1234567 123456
123456 123456 1234567 1234567 123456
1500 - 123456 123456 1234567 1234567 123456
123456 123456 1234567 1234567 123456
123456 123456 1234567 1234567 1234567 123456
123456 123456 1234567 1234567 1234567 123456
123456 123456 1234567 1234567 1234567 123456
123456 123456 1234567 1234567 1234567 123456
1000 - 123456 123456 1234567 1234567 1234567 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
500 - 123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
0 - 123456 123456 1234567 123456 1234567 1234567 123456 123456 123456
123456 123456 1234567 123456 1234567 1234567 123456 123456 123456 123456 123456 1234567 123456 1234567 1234567 123456 123456 123456 Province Western Central Southern Northern Eastern North western North central Uva Sabaragamuwa
223 Simple Vertical Bar Graph
The simple Vertical Bar graph is very often use to represent statistical data. Data referring to time, distribution and quantity are represented by this graph. The bars give an idea of the quantity involved.
The above graph shows the provincial Population figures of Sri Lanka in the year 2004.
The Provincial distribution of population of males and females in Sri Lanka as a percentage
Province Female % Male %
Western 53.3 46.7 Central 51.5 48.5 Southern 52.8 47.2 Northern 54.3 45.7 Eastern 53.6 46.4 Northwestern 51.8 48.2 North central 51.2 48.8 Uva 51.7 48.3 Sabaragamuwa 51.4 48.6
Source: Central Bank Report, 2005.
Precentage 60 -
1234 55 - 1234 1234 12345 12345 1234 1234 1234 12345 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345 Female 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345 50 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 Male
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
45 - 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
40 - 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 35 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 30 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 25 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
20 - 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
15 - 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 10 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 5 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345
1234 12345 1234 1234 12345 1234 12345 1234 12345 0 - 1234 12345 1234 1234 12345 1234 12345 1234 12345 Western Central Southern Northern Eastern North western North central Uva Sabaragamuwa
224 Dual Vertical Bar Graph
As in the case of simple vertical bar graph, the vertical and horizontal axis are used to represent quantity and time. The special feature seen in this graph is the use of combined pair of bars as a single bar. Data based on a pair or dual type such as male-female population in Sri Lanka, production of paddy during Yala-Maha seasons and import-export foreign trade could be meaningfully represented by this graph.
In the above graph, the percentages of male and female population according to Provinces in Sri Lanka are represented.
225 Competency : Uses techniques in Geography to analyse, interpret and present data and information.
Competency Level : Represents data using graphs.
Activity 11.13.1 : “Let us use simple graphs to represent data.”
Time : 80 minutes
Quality Inputs : ² Annexe 11.13.1.1 (Population data of Sri Lanka) ² Annexe 11.13.1.2 (Line graph) ² Annexe 11.13.1.3 (Bar graph) ² Annexe 11.13.1.4 (The temperature and rainfall figures of Trincomalee Town) ² Pens, pencils, foot ruler, coloured pencils
Teaching-learning Process : Step 11.13.1.1 : ² Display Annexe 11.12.1.1, 11.13.1.2, 11.13.1.3 . ² Conduct a discussion asking questions from pupils. ² Highlight the following facts through the discussion. ² Note them down on the chalk board. ² That statistics could be presented by graphs. ² That presenting data could be done by various graphs. ² That line graphs and bar graphs are such simple graphs. ² That data could be clearly represented by graphs more than showing by a statistical document. (10 minutes)
Step 11.13.1.2 : ² Group the students. ² Give annexe 11.13.1.4 and the Work sheet to each of the groups. ² Involve the pupils in the activity. ² Move round every group and help them by giving guidance required. (50 minutes)
Step 11.13.1.3 : ² Give the pupils a chance to present their creative work to the class. ² Give instructions to overcome their shortcomings. ² Conduct a discussion to highlight the following facts: ² That the scale of the graph should be decided on the maximum and minimum figures in the distribution of data. ² That the scale is noted on the vertical line and time on the horizontal line. ² That the space between two bars should be less than the width of a bar. ² That it is suitable to show temperature in red and rainfall in blue.
226 ² That it is possible to represent the differences in temperature and rainfall clearly using simple line graph and simple bar chart. ² That it is possible to see clearly the maximum and minimum temperature and rainfall values. (20 minutes)
Criteria of Assessment and Evaluation: • Explains the principles of constructing simple graphs. • Accepts that in representing information graph is a better medium than statistics. • Constructs graphs in relation to statistical data. • Acts with a group consciousness when working as a group. • Gets a training in the use of precise instruments.
Annexe 11.13.1.1
The Growth of Population in Sri Lanka
Year Population
1871 2.4 1881 2.8 1891 3.0 1901 3.6 1911 4.1 1921 4.4 1931 5.3 1946 6.7 1953 8.1 1963 10.6 1971 12.7 1981 15.0
Source: Dept of Censusand Statistics
227 Annexe 11.13.1.2
The Growth of Population in Sri Lanka (1871-1981) m 13- 12- 11- 10- 9- 8- 7- 6- 5- 4- 3- 2- 1- 0------1871 1881 1891 1901 1911 1921 1931 1946 1953 1963 1971
Annexe 11.13.1.3
The Growth of Population in Sri Lanka
m 15- 14- 13- 12- 11- 10- 9- 8- 7- 6- 5- 4- 3- 2- 1- 0------1871 1881 1891 1901 1911 1921 1931 1946 1953 1963 1971 1981
228 Annexe 11.13.1.4
Mean annual Temperature and Rainfall of Trincomalee town
Month Temperature (0C) Rainfall (mm)
January 26 115.7 February 26.8 105.4 March 27.9 55.5 April 29.4 47.2 May 30.5 50.2 June 30.5 25.4 July 30.1 63.8 August 29.9 85.9 September 29.6 99.6 October 28.2 222.1 November 26.7 342.9 December 26.1 364.5
Source: Statistical Abstract, 2005
229 Competency : Uses techniques in Geography to analyse, interpret and present data and information..
Competency Level : Presents data using graphs.
Activity 11.13.2 : Let us draw a Multiple Line graph.
Time : 80 minutes
Quality Inputs : ² Annexe 11.13.2.1 Multiple line graph ² Annexe 11.13.2.2 Statistical data (National Atlas, page 40 ² Pens, pencils, foot ruler, coloured pencils ² A4 papers
Teaching-learning Process : Step 11.13.2.1 : ² Show the Annexe 11.13.2.1 to the class. ² Conduct a brief discussion while questioning pupils on the main features in the Annexe. ² That Multiple Line graphs could be constructed to present a number of types of data under one topic. (10 minutes)
Step 11.13.2.2 : ² This is a single activity. ² Distribute one copy each of Annexe 11.13.2.2 to the pupils. ² Guide them to construct a Multiple Line graph according to given instructions. (40 minutes)
Step 11.13.2.3 : ² Give the chance to present the activity work of pupils. ² Do a review in relation to their work in a way to highlight the following facts. ² Built up a note in the chalk board. ² Give them time to note it in their note books. ² That the scale of the graph should be decided according to the distribution of all the data. ² That precise dots have to be marked on the horizontal line which indicate years and the line has to be drawn joining these points. ² That different colours have to be used to represent each of the countries. ² That time differences related to each of the factors could be understood through this. ² That comparative facts regarding all the countries could be easily understood. (30 minutes)
230 Criteria of Assessment and Evaluation: • States the principles followed in constructing Multiple Line graphs. • Accepts that a complex graph could be constructed by drawing a few simple line graphs. • Draws line graphs. • Presents one’s creative work in class and derives enjoyment. • In constructing graphs maintains clarity and neatness.
Annexe 11.13.2.1
22 21 Population 22 Mean annual rate of growth 20 high 21 medium low 19 Birth rate 20 Death rate 18 19 Year of census 17 18 16 17 15 16 14 15 13 14 12 13 11 10 44 Population in million 9 40 8 363'5] 7 32 6 28 5 242'5] 4 20
3 ratio for 1000 16 2 121'5] 1 8 0 4 0'5] 0 1871 1881 1891 1901 1911 1921 1931 1946 1953 1963 1971 1981 2001 Year of census
Source: National Atlas, Page 40.
231 Annexe 11.13.2.2
Instructions: • Construct Multiple Line graph in reference to the data given below. • Use 4 colours to present the four lines for the four countries. • Give a key. • Write the name/ heading
The arrival of Tourists to Sri Lanka from the four countries from 2000-2004 (in thousands)
Country 2000 2001 2002 2003 2004 Germany 71 60 55 59 59 United Kingdom 85 69 68 93 107 India 32 34 70 91 104 Australia 16 11 11 20 24
Source: Statistical Abstract - 2005
232 Unit 11.14 Marking on a map of the World the Distribution of Selected Geographical Phenomena
Competency : Applies Geographical techniques in analysing, interpreting and presenting data and information.
Level of Competency: Marks on maps of the world and maps of Sri Lanka the distribution of selected geographical phenomena.
11.14.1 Representation of data using graphs
• Consider that the use and construction of maps related to particular subject areas is essential and useful in teaching Geography. • When teaching subject units, the maps related to them should be marked during that time when teaching the unit. For example, the main rivers and inland reservoirs have to be marked on maps when studying the water resources of the world and Sri Lanka. • Pay attention to current incidents related to Geography in the present day world. it is essential to map the areas relevant to such occurrences, their distribution. • When marking maps, it is important to consider the facts mentioned below. * Giving a title to the map * Drawing the map correctly * Use of appropriate colours (for example water is shown in blue) * Showing the distribution (e.g. a mountain) * Showing extent (for example - a crop or population) * Use of symbols (for e.g. marking towns with a red bullet) * When naming, writing along horizontally as much possible * Considering the scale as much as possible * Providing a legend/ reference when required * Clarity
233 Competency : Uses Geographical techniques in analayzing, interpreting and presenting data and information.
Competency Level : Marks on map of the world and map of Sri Lanka, the distribution of selected geographical phenomena.
Activity 11.14.1 : Let us do map marking.
Time : 80 minutes
Quality Inputs : ² A general wall map of Sri Lanka which includes a lot of information for approach to the lesson ² Annexe 10.14.1.1 Work Sheet ² Annexe 10.14.1.2 District map (not named) ² Annexe 10.14.1.3 Answering map (a map where Districts and provinces of Sri Lanka are marked) ² Coloured Pencils
Teaching-learning Process : Step 11.14.1.1 : ² Display a map of Sri Lanka including a lot of information (Road map). ² Give time for pupils to study the information given there. ² Discuss this information given in the map with the students. ² Conduct your discussion to highlight the following facts: ² That various information is included in the map. ² That information is given by various colours and symbols. ² That the information is named according to a specific pattern. ² That a title, scale and a reference is given to the map. (10 minutes)
Step 11.14.1.2 : ² Plan this as a single activity. ² Provide Annexes 11.14.1.1 and 11.14.1.2 to every student. ² Get the students involved in the activities according to instructions in Work sheet and your guidance. ² When students start answering do not interfere. ² At the end of the activity, give time to the students to present their answer map and express their opinions on it. (30 minutes)
Step 11.14.1.3 : ² Examine the maps drawn by pupils as answers. ² Correct answers should be displayed in class and appreciated. ² Tell the pupils that there won’t be a problem here about giving wrong answers and maps which are not fully correct. ² At the end of the activities display the map in Annexe 11.14.1.3 (where districts and provinces are marked).
234 ² Tell the students that there are more methods by which this could be answered. ² Appreciate any such correct maps. ² Conduct a discussion to highlight the following correct and appropriate methods of map marking. ² That a map correctly marked may highlight a number of ideas in summary form ² That correct maps in Geography embodies its spirit ² That a map should be marked correctly and clearly ² That cartographic techniques suitable for the theme of the map should be used ² That colours and symbols should be used appropriately ² That maps should be given a title as short as possible ² That it is suitable to write the words on the map horizontally as possible ² That giving a frame to a map highlights its clarity ² That direction should be shown as much as possible (40 minutes)
Criteria of Assessment and Evaluation: • Names the Districts and Provinces correctly. • Accepts that map is a medium through which a lot of information could be presented strongly and in a summarized form. • Draws the District and provincial boundaries correctly. • Gets the practice in doing a task independently.
Annexe 11.14.1.1
Work Sheet
Do the following activity independently. Get the help of the teacher and your fellow students. • A map of districts which is not named is supplied to you. • Here it is required to identify the provinces, name the 25 Districts and identify the Districts in each of the Provinces. • Suggest a suitable title for the map. • It is expected that suitable techniques should be followed in doing the map and steps could be taken to draw the map clearly and neatly.
235 Annexe 11.14.1.2
Districts and Provincial boundaries
W
236 Annexe 11.14.1.3
The Districts and Provinces of Sri Lanka
Jaffna N
Kilinochchi
Mulativu
Mannar Vavuniya
Trincomalee
Anuradhapura
Puttalam Polonnaruwa
Batticaloa
Kurunegala Matale
Kandy
Kegalle Ampara Gampaha Nuwara Eliya Badulla Colombo Moneragala
Kalutara Ratnapura
Hambantota Galle Matara
237 Instruction to the Teacher:
The activity given last is only an approach to map marking. It is not an exercise that gives all the skills to mark all kinds of maps. It is expected to make the students acquire those competencies when marking Sri Lanka and world maps as suggested below.
Utilize map marking as an activity that goes on throughout the year. In this programme, it is expected to prepare 2 magazines for Sri Lanka and the world. What is suggested are maps given in the syllabus. But apart from these you are expected to give more titles of maps linked to the subject.
The list of Sri Lanka maps to be marked 1. District and Provincial Map 2. The main Towns in Sri Lanka 3. The major natural vegetation zones of Sri Lanka 4. The distribution of main minerals of Sri Lanka 5. The main rivers of Sri Lanka and the inland reservoirs 6. The major soil zones of Sri Lanka 7. The population of Sri Lanka according to district (information given for 2001 or any year closest) 8. The density of population of Sri Lanka (in year 2001 or the year where nearest information could be obtained) 9. The main fisheries harbours of Sri Lanka 10. The main airports and inland airports of Sri Lanka 11. The Railway lines of Sri Lanka with the relevant towns
12. The Principal roads from A, to A12 of Sri Lanka 13. The Distribution of the main industries of Sri Lanka 14. The map showing the areas of drought in Sri Lanka 15. The map which shows areas subjected to floods 16. The map showing the Districts affected by Tsunami
• Get them to mark and name places/ regions/ zones that are of current importance
Number in map Sources from where it could be traced
1, 2, 3, 4, National Atlas of Sri Lanka 5, 9, 11, 12
6, 7, 8 Manual of Instructions for Teachers - Grade 11 - Geography
10, 13 Atlas
14, 15, 16 Natural Hazards Wall Display notices
238 World Maps Suggested for Marking
1. Map showing the Oceans, Continents and specific Islands in the world. 2. Map showing the seas, bays, straits in the world. 3. The map showing the major vegetation zones of the world. 4. The main rivers in Asia 5. The main mountains in Europe 6. The main plateaus and plains in Africa 7. The main grasslands in South Africa 8. The main deserts in Australia 9. The relief features in North America 10. Map showing the densely, moderately and scarcely populated regions in the world. 11. Map showing the main population concentrations in the world. 12. Map showing the 20 Million Cities of the world (should be marked to represent all continents) 13. Map showing the main air routes of the world 14. Map showing the Tectonic Plates of the world 15. Map showing the volcanoes and earthquake zones of the world
Number in the Map Source from which map could be traced
1, 2, 3, 4, 5, 6 Atlas 7, 8, 11, 15, 16 10, 13, 14 Instructional Manual for Teachers Grade 11 - Geography 03 Environmental Geography - A/L 12 Human Geography - A/L
239 Assessment and Evaluation
240 Part III
Assessment and Evaluation
Introduction
Assessments and Evaluation can be introduced as two programmes which could be implemented in the classroom very easily. The objectives of these two programmes are to establish expected outcomes of the teaching learning process achieved by the pupils and also to identify the competency levels achieved by pupils. If assessment is taking place as expected it is not difficult for all the pupils in the classroom to acquire the nearest competency levels. On the otherhand, what is expected from Evaluation is to identify the competency levels achieved by the pupils.
Teachers who are involved in assessment of pupils could deliver guidance in two forms to their pupils. These two forms of guidance are commonly called FEED BACKand FEED FORWARD When the weaknesses and inabilities of students are identified it is the task of the teacher to give feed back to get rid of their learning problems. When a teacher has identified student skills and strengths his task is to give feed forward to improve these skills.
For the success of the teaching-learning process, it is necessary that pupils themselves should identify which competencies they were able to achieve and at what level out of the competencies in their course. Accordingly, it is expected from the teachers to judge the levels of competencies acquired by pupils through the pupil achievement in the evaluation programme. The teachers should also pay attention to communicate the student progress to students, parents and other relevant parties.
This curriculum presented to you is a STUDENT CENTRED, COMPETENCY - BASED, ACTIVITY-ORIENTED approach. The core of the teacher’s TRANSFORMATION ROLE is learning by doing to make learning meaningful in life.
An attempt has been made to integrate teaching-learning and assessment and evaluation in this curriculum which is implemented through a continuum of pre-developed activities. During the second step of each of these activities when pupils tend to present their findings and describe them, the teacher is able to evaluate students at that stage also. When students are exploring, the task expected from the teacher is to move around them observing their work and provide facilities and guidance in solving the problems faced by the pupils within the classroom.
Five common criteria are suggested to implement assessment and evaluation. Out of these 5, the first 3 are prepared based on knowledge, skills and attitudes which have got together in building up that competency. The last 2 criteria help the students to develop two skills important in everyday life. The teacher should try to identify the behavioural changes in relation to the five
241 criteria during the time the students are participating in the activities. At the same time the teacher should try to strengthen their behaviour under assessment and to quantify these behaviour under evaluation.
The teaching-learning process could be widened through the improvement of the evaluation programme. To do this, the teacher has many evaluation opportunities through the ACTIVITY CONTINUUM. The evaluation programme can be made meaningful by separating the Activity Continuum into a few ACTIVITY CLUSTERS so that EVALUATION POINTS could be easily identified. At the beginning of every Activity cluster, it is necessary to introduce the evaluation instruments used in each of the activities. In selecting the various evaluation types, it is very essential to utilize interesting activities which motivate learning.
A list of Activities relevant to this is given below: • Conceptual Maps • Wall News papers • Quiz programmes • Question and answer books • Student Projects • Student Exhibitions • Debates • Panel discussions • Seminars • Impromptu speeches • Role-play • Presenting literature questions • Field books, Nature diaries • Practical Tests
Part II of this document has been planned to introduce the proposed Evaluation Points and the evaluation instruments selected for that purpose. In this manner by doing evaluation in 2 ways within the activities as well as in between them, the teaching learning process will be widened further thereby the students will be able to indulge in learning activities with interest and motivation.
In the subject Geography through the use of teaching-learning methodologies it is possible to provide pleasant learning situations to the students.
242 Assessment and Evaluation is Geography
Self assessment
of self-assessment to achieve the relevant competencies under each of the units. By comparing the ideas and attitudes shown by pupils about the units with the student ideas and attitudes displayed towards the same lesson units at the end of term or end of the year, assessment can be done. The students themselves will be able to identify their strengths and weaknesses. At the same time the teacher himself/herself could identify pupil weaknesses and plan the required remedial measures to develop the required competencies. Group Evaluation Based on the contributions shown by the pupils during group activities (excursions, wall newspapers, projects, report etc) students could be evaluated on criteria such as inter-relationships, planning, creative work and finish, the teacher is able to encourage them too.
Evaluation of Project
When implementing a group project at the end of a term, evaluation could be done based on suitable criteria. Formal Evaluation Through the end of Term/end of year formal tests it will be able to evaluate at your discretion whether the basic concepts in Geography are grasped by the pupils.
243 Instrument for Continuation of learning First Term Grade 11
01. Instrument Number : 01
02. Competency levels : • Explores the natural resources of the world as well as Sri Lanka. • Examines the population of the world as well as Sri Lanka.
03. Subject Content : • Natural Resources of the world and Sri Lanka. • The population of the world and Sri Lanka.
04. The Nature of the Instrument : • Preparation of a detailed report.
05. The objectives of the Instrument : • Draw attention to the study of the relationship between natural resources and man.
06. Instructions for teacher to implement the Instrument : • Discuss with the students the ideas embodied in the following paragraph. The astronauts who are flying in a space-craft carry only a limited amount of resources. Their main objective is to spend the definite number of days inside the spacecraft and explore information and return to earth safely. During this period they utilize the limited amount of resources possessed under good management. The earth is also similar to a spacecraft. The resources of the earth are limited. Yet man who lives on the earth is not concerned about utilizing its resources economically. As a result of this, how long can man utilize these resources • Based on the ideas given above, give instructions to students to prepare a detailed information sheet to explain the inter-relationship between natural resources and human resources. • Give instructions to include current facts drawn from newspaper reports, books, magazines, radio, television, internet when preparing reports.
244 • Give them a definite date to submit their reports. • Make pupils aware of evaluation criteria * The relevancy of information * The media used in obtaining information * The plan of presenting information * Conclusion
07. Instructions for Pupils : • Draw your attention about collecting information under the following topics when preparing detailed report. • The importance of rocks, minerals soils, forests and water as natural resources. • The place of man as a resource in the present day world. • The regions in Sri Lanka and the world where natural resources are abundant. • Conservation of natural resources and utilizing them for the future. • The future of human resources. • Include drawings, photographs, maps pertaining to current affairs derived from various media. • Make an attractive cover. • Give an appropriate title. • After evaluation by the teacher discuss with him/her and identify your strengths and weaknesses.
08. Evaluation Form
Criteria Relevancy Media by which Plan of Final Total of information information presenting product marks Names could be obtained information of pupils
• The maximum marks to be obtained is 20 with 5 marks for each criterion.
245 Instrument for Continuation of learning - 2nd Term Grade 11
01. Instrument Number : 02
02. Competency levels : • Settlement patterns of the World and Sri Lanka. • Trade, Transport and Communication as media of human - inter relationships in Sri Lanka and the world.
03. Subject Content : • The different types of settlements in Sri Lanka and the world. • Trade, transport and communication as media of human inter-relationship in Sri Lanka and the world.
04. The Nature of the Instrument : • A display boards with a short description of the settlements of the World and Sri Lanka with examples with a display board and a study of the area where one lives.
06. The objectives of the Instrument : • Identifies the characteristics of settlements in Sri Lanka and the world. • Inclined to study trade, transport and communication in the area where one lives.
06. Instructions for teacher to implement the Instrument : • Direct students to do a study about the area where are lives and do the display sheet. • Conduct an initial discussion with the students on the method of preparing them. • Give a date to present the work. • Make students aware about evaluation criteria. • Give marks to student work based on criteria. Make the students aware of their strengths and weaknesses.
07. Instructions for Pupils : The task assigned to you is; • Preparation of a display sheet regarding settlements of the world and Sri Lanka. • Study the trade, transport and communication media and prepare an information sheet. • When preparing the display board about settlements, make use of Bristol board.
246 • Prepare the display board to highlight the rural and urban settlements of Sri Lanka and the world and also the special features of rural, urban, estate, fishing and industrial settlements. • Make use of pictures, drawings, photographs, short descriptions and maps to do this. • When preparing the information sheet about the area where you live, study the transport, trade and communication media in your area and prepare the information sheet to clarify the inter-relationship among them. • When preparing the sheet, draw your attention on the following sub-topics. • Transport media * land * air * water • Methods of transport * railway * motor vehicles * bicycles, carts * water transport as boats • Trade * Agricultural products * Industrial products * Services • Communication media * Newpapers * ratio * telephone * television * internet • Make use of statistics, pictures, drawings information sheets to enrich your work. • Hand over both sheets to your teacher on the due date. • After marks are given, discuss with the teacher the strengths and weaknesses of your work.
09. Evaluation criteria
1. The relevancy and correctness of information presented. 2. The plan of the activity. 3. The methodology used 4. Final finish
20 marks total with 5 marks for each criteria.
247 Instrument for Continuation of learning - 3rd Term Grade 11
01. Instrument Number : 03
02. Competency levels : • Examines the natural hazards in the world and their imact.
03. Subject Content : • Natural hazards in the world and their occurrences.
04. The Nature of the Instrument : • Preparation of a Fact File.
07. The objectives of the Instrument : • Direct them to record information about natural hazards occurring daily in the world and Sri Lanka.
06. Instructions for teacher to implement the Instrument : • Conduct an initial discussion with students about the preparation of the Fact file. • Decide on the dates to collect data for the relevant Table, to start and finish work (about 1 1/2 months may be sufficient) • Decide on a date to present the fact file. • Give marks after examining the fact file. • Make students aware about the relevant criteria of giving marks. • Discuss strengths and weaknesses in student work. • Provide relevant guidance to overcome weaknesses.
07. Instructions for Pupils : • Complete the Table provided daily. • Collect information about the following natural hazards and complete the Table (earthquakes, floods, tsunami, avalanches, lightning, wild fires) • At the end of the due date separate the information you collected as Sri Lanka and World. • According to the hazard, separate the occurrences as Sri Lanka and the world. • File the information collected separately. • Note down the conclusions after studying those information.
248 • Submit your assignment on the due date. • After marks are given, discuss with the teacher and identify your strengths and weaknesses.
The region and Date country where it Hazard Impact occurred
10. Evaluation criteria to give marks
Marks 1. Collection of data during the relevant period 4 2. The correctness of information. 4 3. The amount of information collected 4 4. Filing and presenting information 4 5. Final finish 4
Total Marks 20
249 Instrument for Continuation of learning - 3rd Term Grade 11
01. Instrument Number : 04
02. Competency levels : • Develop skills in creating a three dimensional landscape. • Develops skills in collection and representing of data.
03. Subject Content : • The physical and human features in Sri Lanka 1:50000 Topographical maps. • Presenting data using graphs.
04. The Nature of the Instrument : • Creating a three dimensional landscape and construction of graphs using data.
08. The objectives of the Instrument : • Motivating to create a three dimensional landscape. • Direct them to construct graphs by collecting data.
06. Instructions for teacher to implement the Instrument : • Make students aware of creating a model of a three - dimensional landscape and in the construction of a graph. • Instruct them about the vertical and horizontal scale in creating the model. • Decide on the graph according to the structure of students and number of students in the school. • Provide the data required in constructing the graph. • Decide on the due date to submit the instrument. • Evaluate students showing their strengths and weaknesses. • 07. Instructions for Students : 08. Task I
• Create a model to show the following physical and human features (a three - dimensional landscape) • Mountain range, spur, valley, plain, mountain crest, gap, gentle slope, steep slope, concave slope, convex slope, escarpment, main river, tributary, waterfall, meander, roads, buildings, junction settlement, and estate settlement.
250 • Use the base of 36x24 cm (wood, rigifoam, cardboard, plywood, asbestos) • Use a suitable pulp for the creation (clay, wooden powder) • Use conventional colours to make the model meaningful. • Name the created topographical features as suited and correctly. • Show the correct direction. • Give an appropriate title.
Task II
• Based on the number of students in school construct a Multi Line Graph, Simple Dual Bar Graph and Simple Bar Graph. • Separate the girls and boys in school class by class. • Use a paper which could be displayed. • Draw attention on the correct scale, suitable colours. • Give an appropriate title.
11. Evaluation criteria
1. Presentation of basic concepts. 2. The suitability of media used. 3. Correctness 4. Presenting in a creative manner 5. Final finish
4 marks for each criterion. Total marks 20.
251