SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
T1W2 –
3
Learning Outcomes
Explain the dynamic nature of coastal
environments.
Knowledge /
Skills
Definition of coast – the area where the land meets
the sea.
Coastal environments are dynamic and changing due
to waves, currents, tides and sea level changes,
geology, human activities and ecosystem type
(mangrove and coral)
Explain how waves are generated and the
factors influencing them.
Explain how wave refraction and the processes
which occur when waves break.
Distinguish between the different types of
waves and their associated coastal
environments.
Explain the different coastal processes.
Describe and explain the formation of cliffs,
headlands, caves, arches, stacks and shore
platforms.
Describe and explain the formation of bays,
beaches, spits and tombolos.
Generation of sea waves: fetch, wind strength and
duration.
Wave refraction and processes of wave break: swash,
backwash
Types of waves and wave environments:
constructive/ spilling/swell – low gradient, low energy
environment
destructive/surging/plunging – steep gradient, high
energy environment
Coastal processes
erosion by waves (abrasion, hydraulic action, attrition
and solution) and currents
transportation (sediment movement and longshore
drift)
deposition
Formation of coastal landforms
erosional landforms (cliffs, headlands, caves, arches,
stacks, shore platforms, bays)
depositional landforms (beaches, spits, tombolos)
Topographic Map Reading Skills
Read grid reference,
Read direction
Interpret scale and symbols
Calculate distance
Identify physical features associated with coastlines
(e.g. headland, cliff, shore platform, tombolo, spit,
bay, beach, corals)
Describe relief using contour intervals
Describe nature of relief using geographical terms
Describe cross-sections (including annotation) for
interpretations
Geographical data and techniques
Interpret sketch maps and Topographic maps
Interpret aerial photographs; landscape photographs,
1
Activities
Resources
MOE Initiatives
Skills
Identify coastal landforms and
features shown in topographical
maps, photographs and sketches.
Lessons Ideas
Desired Outcomes
of Education:
Investigate how wave action
erodes cliffs, how wave type
influences beach profile and how
longshore drift forms characteristic
landforms.
Measure beach slope, wave
height, wave length, wave
frequency and beach profile.
Analyse data and derive
relationships among variables
(between wave steepness and
beach slope, grain size and beach
slope.
Calculate wave steepness.
Plot and label beach profile.
Geographical investigation
Observation – field sketches,
annotated photographs, recording
sheets may all be used to record
observations
Cliff surveys, coastal landforms:
use of plain paper, pencil and
eraser for sketch, camera,
secondary evidence e.g.
photographs, maps, newspaper
cuttings, tape measure,
clinometers
Observe longshore drift, swash
and backwash and transport of
materials
Measurement of beach
slope/gradient
Measurement of wave height,
wave length, wave frequency: use
of meter ruler, ranging poles,
stopwatch.
Measurement of beach profile: use
Coasts KQ1
Lesson
Package 1-5
21CCs
Global Awareness &
Cross-Cultural Skills
Fieldwork
Critical & Inventive
Thinking
Information and
communication Skills
SEL
Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
T1W4-6
Learning Outcomes
Describe four key ecosystem services
obtainable from coastal ecosystems
Explain how the distinctive characteristics of
coastal areas support a variety of human
activities
Describe the global distribution and
characteristics of coral reef ecosystem
Explain the value of coral reef ecosystem in the
coastal environment
Discuss the issues surrounding the destruction
of coral reef ecosystem
Knowledge /
Skills
Activities
satellite images
Draw field sketches; cross sections; transects
Describe landscape or geographical phenomena from
photographs
Calculate the mean beach slope, wave height, wave
frequency and grain size in the form of bar graphs
Plot scatter graph and line of best fit showing the
relationship between wave steepness and beach
slope or grain size and beach slope
of tape measure, ranging poles,
clinometers, compass
Measurement of seidement
analysis: use of clear ruler,
calipers, roundness/angularity
charts, recording sheet, quadrats,
sieves
Provisioning services (fish, water and building
material e.g. lime mined from coral reefs for use in
cement, mangroves for boat construction, curios and
ornamentals for the aquarium trade)
Regulating services (shoreline stabilization, flood
prevention, storm protection)
Cultural services (recreational, aesthetic and spiritual
benefits)
Supporting services in the form of wide-range of
habitats (mangrove are important in supporting
fisheries due to their function as fish nurseries,
beaches play important roles in the life cycle of fish,
shellfish and migratory birds)
Skills
Locate major coral reef and
mangrove areas on the world map
Human activities in coastal areas with reference to an
example for each of the following:
Fisheries and aquaculture (e.g. Kung Krabaen Bay in
eastern Thailand
Housing and transportation (e.g. houses built on stilts
in Kukup in Southern Johor, ferry)
Tourism and recreation (e.g. marinas and integrated
resort on Sentosa)
Coral reefs:
Environmental conditions for growth (Sunlight,
temperature, turbidity, water depth, clarity of water,
salt and oxygen content)
Distribution (e.g. Great Barrier Reef, reefs around
Philippines and Indonesia)
Value (tourism including corals for jewellery, coastal
protection and fisheries e.g. 0.2% of ocean floor but
supports 25% of marine species; fish breed, grow,
spawn and evade predators in coral reefs )
Pressures (over collecting, fishing methods,
recreational use, pollution, siltation, coastal
2
Identify mangrove characteristics
shown in photographs and
sketches
Identify the main mangrove
species and zonation on a
selected coast
Identify the different kinds of
human activities in coastal areas
shown in maps, photographs and
sketches
Topographic Map Reading Skills
Read grid reference
Read direction
Interpret symbols
Interpret human activity from map
evidence
Describe relief using contour
intervals
Describe nature of relief using
geographical terms
Describe patterns and location of
Resources
MOE Initiatives
Lessons Ideas
Desired Outcomes
of Education:
Coasts KQ2
Lesson
Package 1-8
21CCs
Global Awareness &
Cross-Cultural Skills
Geographical
Investigation
. Observation
. Mangrove
feature
Critical & Inventive
Thinking
Information and
communication Skills
SEL
Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
Learning Outcomes
Knowledge /
Skills
Activities
development, climate change causing coral
bleaching, untreated sewage, piecemeal coastal
development)
Describe the global distribution and
characteristics of mangrove ecosystem
Explain the value of the mangrove ecosystem
in the coastal environment
Discuss the issues surrounding the destruction
of mangrove ecosystem
Identify and explain the threats to coastal areas
Mangroves
Environmental conditions for growth (gentle offshore
gradient, sediment supply and low energy wave
environment)
Distribution (25% of tropical coastlines e.g., the
Sundarbans), characteristics including zonation and
adaptation
Value (provide large quantities of food, fuel and
building materials, trap sediments and stabilize
shorelines, protect coastal areas by absorbing force
of storms, act as natural filters)
Pressures (clearance for fuel wood and charcoal,
conversion to paddy fields and shrimp farms, land
reclamation for industries, water pollution and sea
level rise)
Threats to coastal areas
Climate change and rising sea levels
Eroding shorelines
Increasing population and rising demand for coastal
resources
Coastal development (e.g. ports, tourism-related
development and habitat loss
Pollution (e.g. Great Pacific Garbage Patch)
vegetation, land-use and
communication
Use legend to identify and locate
coral reefs and mangrove areas
shown on a topographic map
Geographical Data and
Techniques
Interpret atlases
Interpret aerial and landscape
photographs, satellite images
Draw field sketches, mangrove
transects
Describe landscape or
geographical phenomena from
photographs
Geographical Investigation
Observation –
Field sketches, annotated
photographs, recording sheets
may all be used to record
observations
Mangrove – features: use of plain
paper, pencil and eraser for
sketch, camera
3
Resources
MOE Initiatives
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
T1W 79
Knowledge /
Skills
Learning Outcomes
Explain how coastal areas can be managed in
a sustainable manner
Evaluate the effectiveness of coastal protection
measures
Management of coastal areas
Limit damaging activities
Protect coastal resources
Restrict development in areas prone to natural
hazards
e.g. tsunamis and flooding
Coastal protection measures:
Soft engineering (beach nourishment, planting of
vegetation, stabilizing dunes, encouraging the growth
of coral reefs)
Hard engineering (sea walls, tetrapods, gabions,
groynes and breakwaters)
Topographic Map Reading Skills
Activities
Resources
MOE Initiatives
Skills:
Identifying engineering measures
adopted to mitigate coastal erosion
in the field and shown in
photographs and sketches
Lessons Ideas
Desired Outcomes
of Education:
Analyze satellite images on
changes in selected coastlines
over 2 time periods
Geographical
Investigation
Appreciate the need for
sustainable management of
coastal environments
Geographical Investigation
Observation
Field sketches, annotated
photographs and recording sheets
may all be used to record
observations
Read grid reference
Read direction
Interpret scale
Interpret symbols
Interpret human activity from map evidence
Describe patterns and location of coastal protection
measures
Geographical Data and techniques
Impact of groynes on the
movement of sediment (wave
direction) – use of compass,
recording sheet, camera, plain
paper, pencil and eraser for sketch
Coastal management strategies –
plain paper, pencil and eraser for
sketch, camera
Interpret aerial and landscape photographs, satellite
images
Draw field sketches: cross sections
Describe landscape or geographical phenomena from
photographs
Note:
Test to be conducted between week 6-8
Suggested fieldwork – Sungei Buloh for mangrove sketching and studying of ecosystem
Sabbatical – Coastal studies fieldtrip in Changi Beach
4
Coasts KQ3
Lesson
Package 1-6
Fieldwork
Shifting sands
21CCs
Global Awareness &
Cross-Cultural Skills
Critical & Inventive
Thinking
Information and
communication Skills
SEL
Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
T2 W1 3
Learning Outcomes
Knowledge /
Skills
Compare the different types of natural hazards
Overview of types of natural hazards (climate-related
e.g. floods and storms versus tectonic hazards)
Describe the internal structure of the Earth
(core, mantle, crust) and tectonic plates.
Internal structure of the earth
Core
Mantle
Continental crust and oceanic crust
Tectonic plates
Explain the movement of plates
Activities
Resources
MOE Initiatives
Skills
Lessons Ideas
Draw and annotate a diagram
showing the internal structure of
the earth
Tectonic
Hazards KQ1
Lesson
Package 1-4
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
Identify and label major plates and
the boundary types on maps
Movement of crustal plates driven by the pull of
subducting plates and convection currents circulating
within the mantle
Draw labeled diagrams showing
the different types of movements
taking place at plate boundaries
Names, types and locations of major plates and plate
boundaries in the world
Geographic Data and
Techniques
Types of plate boundaries and examples
. Divergent: oceanic-oceanic (e.g. Mid-Atlantic
Ridge), continental-continental (e.g. Great Rift Valley
of East Africa)
. Convergent: Oceanic-Oceanic (e.g. Mariana
Trench), continental-continental (e.g. Himalayas),
oceanic-continental (e.g. Andes)
Transform (e.g. San Andreas Fault)
Gather data from video
Video
Resources
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
Describe the global distribution of tectonic
plates and types of plate boundaries
T2 W45
Discuss how plate movements influence the
general distribution of landforms and associate
phenomena
Describe the characteristics of landforms and
phenomena associated with plate movements
Explain the causes of landforms and
phenomena associated with plate movements
Describe the structure of volcanoes
Explain the shape and size of volcanoes
Describe the benefits and risks of living in
volcanic areas
Discuss the impact of earthquakes on people
living in areas prone to this natural hazard
Plate movements and associated landforms
Divergent: Rift Valleys and Block Mountains
Convergent: Fold Mountains
Divergent and Convergent: Volcanoes
Phenomena and their causes
Earthquakes
Tsunamis
Volcanic eruptions
Structure of volcanoes – crater/caldera, vent, magma
chamber
Shape and size of volcanoes (shield volcano e.g. Erta
Ale in Ethiopia, stratovolcano e.g. Puy de Domes in
France and Mt Pinatubo in Philippines and viscosity of
lava (high-silica vs low-silica)
Benefits of living in volcanic areas (e.g. fertile soil,
precious stones and minerals, tourism and
geothermal energy)
5
Values: Care,
Harmony, Respect,
Responsibility
Represent data as tables or
graphs on different types of natural
hazards
Interpret sketch maps: Interpret
aerial and landscape photographs,
Satellite images
Interpret infographics
Skills
Analyse maps and photographs of
major tectonic landforms and
phenomena to derive the
relationship between their
distribution patterns and plate
boundaries (e.g. Pacific Ring of
Fire)
Draw an annotated cross-section
of a volcano
Draw labeled diagrams to show
the formation of a fold mountain, a
rift valley, a block mountain and a
volcano
Topographic Map Reading Skills
Read grid reference
Read Direction
Interpret scale
Interpret symbols
Lessons Ideas
Tectonic
Hazards KQ2
Lesson
Package 1-8
Video
Resources
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
Knowledge /
Skills
Learning Outcomes
No of
Periods
Activities
Risks of living in volcanic areas (e.g. massive
destruction by volcanic materials, pollution, effects on
weather)
Hazards associated with living in earthquake zones
(e.g. disruption of services, fires, landslides,
destruction of properties, loss of lives and threat of
tsunami)
Resources
MOE Initiatives
Skills
Lessons Ideas
Examine before and after satellite
images and aerial photographs of
a place affected by an earthquake
or tsunami to identify and analyse
the changes that have occurred
Tectonic
Hazards KQ3
Lesson
Package 1-4
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
Calculate distance
Use Legend to identify and
describe features associated to a
volcano
Describe relief using contour
intervals & geographical terms
Geographical Data and
Techniques
Interpret aerial and landscape
photographs, satellite images
Use Google Earth to describe
shape and sizes of volcanoes
Draw annotated cross section of a
volcano
Draw labeled diagrams to show
the formation of a fold mountain,
rift valley, block mountain and a
volcano
T2W 68
Discuss the responses of people to
earthquakes and tsunamis
Assess the effectiveness of strategies in
mitigating and responding to the effects of
earthquakes and tsunamis
People may respond to natural hazards in several
ways:
Fatalistic approach
Acceptance approach
Adaptation approach
Preparedness measures (eg. Land use regulation,
building design, infrastructure, emergency drills, and
use of technology such as earthquake and tsunami
monitoring and warning system)
Responses (eg. Short term: search and rescue, and
emergency food and medical supplies; long term;
rebuilding of infrastructure and provision of health
care)
Note:
Test to be conducted between week 6-8
Fieldwork – Field sketching in Bt Batok Little Guilin
Fieldwork – Kuantan / Thailand
6
Geographical Data and
Techniques
Interpret aerial photographs;
landscape photographs; satellite
images.
Interpret tables, pie charts and
graphs on people’s response to
earthquakes and tsunamis
Video
Resources
Photographs
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
T2 W9
T3 W13
Learning Outcomes
Differentiate between weather and climate
Explain the daily and seasonal variations in
temperature at a particular location
Compare and explain the variations in
temperature between locations
Explain the differences in relative humidity in
different locations
Explain the formation of convectional rain and
relief rain
Explain how coastal temperatures are
moderated by land and sea breezes.
Explain the formation of monsoon winds
Knowledge /
Skills
Definition of weather
Definition of climate
Elements of weather
Temperature
Temperature
Rainfall, clouds and relative humidity
Pressure and winds
Temperature
Factors influencing the temperature of locations
Latitude
Altitude
Distance from the sea
Cloud cover
Relative humidity, clouds and rainfall
Relative humidity
Formation of rain
Convectional rain
Relief rain
Activities
Resources
MOE Initiatives
Geographical Data and
Techniques:
Interpret base maps, isoline maps
(i.e. isotherms, isobars and
isohyets) and climate graphs for
selected cities
Lessons Ideas
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
Interpret aerial photographs;
landscape photographs and
satellite images
Video
Resources
Photographs
Draw diagrams (e.g. factors
influencing temperature, land
breeze and sea breeze; monsoon
winds; convectional and relief rain,
wind rose)
Interactive
Resources
Create data in the form of tables /
graphs / wind rose / isoline maps
and interpret (e.g., present data on
mean monthly temperature in the
form of a simple line graph or
comparative line graph and
present data on monthly rainfall in
the form of bar graphs/histograms)
Pressure and winds
Pressure and movement of air
Wind systems
Land and sea breezes
Monsoon winds
Describe and explain the distribution and
characteristics of equatorial, monsoon and cool
temperate climates
Equatorial climate
Monsoon climate
Cool temperate climate (marine west-coast)
Describe and explain the weather and climate
of Singapore with reference to rainfall, relative
humidity and temperature
Skills:
Use of appropriate instruments to gather weather data
(e.g. temperature, rainfall, pressure and wind)
Make calculations (e.g. annual range, diurnal range,
mean monthly, relative humidity)
Use appropriate graphs and diagrams to represent
weather data
Calculate the mean annual
temperature; annual range of
temperature; diurnal range of
temperature; mean monthly
temperature; total rainfall; annual
range of rainfall and relative
humidity in terms of percentages.
Interpret data presented in tables,
graphs, wind rose, etc, e.g.,
trend/relationship shown in scatter
graphs with line of best fit.
Present data in the form of tables
as well as interpret and plot data
from a given table.
Geographical investigation:
Observation – field sketches,
annotated photographs, recording
sheets may all be used to record
7
Weather and
Climate KQ1
Lesson
Package 1-7
Fieldworks
Staying cool
in the tropical
Heat
The High and
lows @ school
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
Learning Outcomes
Knowledge /
Skills
Activities
Resources
MOE Initiatives
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
observations
Measurement – use of equipment
to gather weather data
Identify the instruments used to
gather specific weather data
Micro-climate study:
Use of a maximum and minimum
thermometer
Use of a rain gauge –
measurement of rainfall
Use of a hygrometer /
psychrometer – measurement of
relative humidity
Use of an anemometer / pocket
weather tracker – measurement of
wind speed
Use of a wind vane –
measurement of wind direction
and prevailing wind for the month
T3 W47
Discuss climate change in the last 150 years
Changes in climate
Skills:
Lessons Ideas
Explain the greenhouse effect
Global records since 1881 show a significant, but
irregular temperature rise of 0.3 degrees to 0.6
degrees Celcius
Extract information, describe
trends and draw conclusions from
graphs on temperature and
greenhouse gases
Weather and
Climate KQ2
Lesson
Package 1-9
Geographical Data and
techniques:
Video
Resources
Interpret atlases; isoline maps (i.e.
isotherms, isobars and isohyets),
and proportional symbols.
Interpret aerial, landscape
photographs and satellite images
GeoActive
Online
Discuss the natural causes of recent climate
change
Global cooling was recorded after WWII for several
decades because of industrial pollution and volcanic
activity (global dimming)
Global warming over the last century: world is
warming on average by 0.74 degrees Celcius, with
most of that since 1970s.
Global temperatures in the last decade reached the
highest levels on record
Greenhouse gases (Carbon dioxide, water vapour,
nitrous oxide, methane, ozone and halocarbons) trap
heat in the atmosphere (greenhouse effect)
Natural causes of recent climatic change
Variations in solar output
Volcanic eruptions – cooling influence
8
Draw diagrams (e.g. greenhouse
effect)
Present data in the form of a
simple line or comparative line
graph
Present and interpret pie charts on
data related to climate change
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
Values: Care,
Harmony, Respect,
Responsibility
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
Learning Outcomes
Explain how human activities such as
deforestation, burning of fossil fuels, rice
cultivation and cattle farming increase
greenhouse gases and lead to enhanced
greenhouse effect
Explain the impact of climate change such as
sea level rise, extreme weather events and
human health
Describe the responses to climate change
Note:
Test: to be conducted between wk
6-8
Knowledge /
Skills
Activities
Antropogenic factors (human caused) leading to
enhanced greenhouse effect.
(e.g. natural and anthropogenic
causes)
Deforestation (altering atmospheric composition e.g.
carbon dioxide and nitrous oxide and affecting
hydrological cycle
Burning fossil fuels
Changing land use
Agriculture (e.g. padi fields, cattle farming)
Industries (e.g. manufacturing)
Urbanization
Interpret cartoons related to
climate change
Impact of climate change
Sea level rise (e.g. threatens low lying areas and
islands, increases risk of damage to homes and
buildings from storm surges that accompany tropical
cyclones)
More frequent extreme weather events (e.g. heat
waves and tropical cyclones)
Spread of infectious insect-borne diseases (e.g.
dengue fever and malaria)
Lengthen the growing season in certain regions (e.g.
fruit production in Eastern Canada, vineyards in
Europe)
Resources
MOE Initiatives
Lessons Ideas
Desired Outcomes
of Education:
21CCs
Global Awareness &
Cross-Cultural Skills
Present data in the forms of tables
as well as interpret and plot data
from a given table
Calculate and interpret data
related to climate change in
percentages mean and mode
Responses and challenges to climate change
International community (Kyoto Protocol and 2009
Copenhagen Conference)
Nations (e.g. strategies to reduce greenhouse gas
emissions focusing on energy efficiency and energy
conservation, new building requirements and
technologies)
T3 W89
Describe the location and characteristics of
tropical cyclones
Discuss the impact of tropical cyclones on
human lives and the environment
Tropical cyclones
Occurrence of tropical cyclones
8-15 Degrees from Equator
Warm sea temperatures greater than 26.5 degrees
Celcius
Characteristics of tropical cyclones
Weather systems developing over tropical or
subtropical waters. Also known as typhoons and
cyclones
Strong winds exceeding 119 km/h, circulate clockwise
in the southern hemisphere and counterclockwise in
the northern hemisphere while spiraling inward to the
9
Skills:
Track the path of a selected
tropical cyclone from satellite
images
Locate selected tropical cyclones
on a mp and discuss their impact
Geographical data and
techniques:
Interpret base maps, atlases;
isoline and choropleth maps (e.g.
population density of areas
affected by tropical cyclones)
Weather and
Climate KQ3
Lesson
Package 1-6
Video
Resources
Straits Times
Articles
Critical & Inventive
Thinking
Information and
communication Skills
SEL Competencies
SCHEME OF WORK
SECONDARY 3 – 2013
Time
No of
Periods
Learning Outcomes
Knowledge /
Skills
Activities
cyclone centre or eye
Low pressure with clear skies and calm winds at the
eye
Hazards associated with tropical cyclones
Storm surges
Wind damage
Torrential rains
Impacts of tropical cyclones:
Physical (e.g. Damage to structures and disruption of
communication)
Economic (e.g. ruin crops and cause food shortage)
Social (e.g. loss of lives and public health problem)
Evaluate the effectiveness of measures
adopted to mitigate and respond to the effects
of tropical cyclones
T4 W 1-2
Emergency action (e.g. weather warnings and
advisories)
Mitigation measures
Prediction and warning (e.g. based on analysis of
satellite data, climatological records, computer
models of cyclone activity and tracks
Land use control (e.g. limit development of vulnerable
areas to uses more compatible with flooding such as
parks)
Flood plain management (e.g. master plan to protect
critical assets from flooding)
Reducing vulnerability of infrastructure (e.g. wind and
water resistant building designs, regular inspection of
levees, river embankments and coastal dykes for
breaches due to erosion, locating utility lines
underground)
REVISION AND PREPARATION FOR
EXAMINATIONS
WEEK 3
End of the year examinations
10
Interpret aerial photographs;
landscape photographs; and
satellite images related to tropical
cyclones
Draw a cross-section of a tropical
cyclone
Interpret cartoons related to
tropical cyclones
Present data in the form of tables
as well as interpret and plot data
from a given table.
Resources
MOE Initiatives
Values: Care,
Harmony, Respect,
Responsibility