PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE: CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 2
GEOGRAPHY
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy/ Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and/or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and Assessment.
GEOGRAPHY LESSON 1
GRADE : 11
DATE……………….. DURATION 6 HRS
CONTENT FOCUS/TOPIC: Significance of Water Masses - Hydrological Cycle and Water masses of AfricaKey Focus Areas:
· Concepts- precipitation, infiltration/percolation, interception, through flow, base flow, channel flow, ground water, surface run-off, evaporation, condensation and transpiration.
· Identify oceans, major lakes, major rivers and swamps in Africa
· Permanent Ice – glaciers in Africa and around the world ( as water masses)
LO 1
The Learner will be able to demonstrate a range of geographical skills and techniques. / LO 2
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LO 3
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
■ Plan and structure a project or enquiry process.
■ Acquire a variety of information from relevant
primary and secondary sources which include
fieldwork.
■ Classify the acquired information according to
different categories.
■ Analyse information obtained from a variety of
sources – including fieldwork data, 1:50 000
topographical maps, orthophoto maps and
statistics.
■ Report findings in written, oral and/or
illustrative form. / X
X
X
X / ■ Explain processes and associated spatial patterns
in a range of places and regions.
■ Compare and contrast processes and spatial
patterns between places and/or between regions.
■ Examine issues and challenges arising from
human and environment interactions in a local
and continental context.
■ Explain different measures of conserving the
environment while addressing human needs in a
variety of contexts. / X
X
X / ■ Apply skills and knowledge to a range of
phenomena, issues and challenges at local and
continental scales.
■ Examine the consequences of actions resulting
from values and attitudes held by individuals
and groups which influence processes, spatial
patterns and human-environment interactions at
a local and continental scales. / X
X
KEY QUESTIONS:
1. What is the hydrological cycle?
2. What processes are involved in the hydrological cycle?
3. How does the water move through the hydrological cycle?
4. What are the different types of water masses?
5. Where are these water masses found in Africa?
6. Which areas are glaciated in Africa?
7. What impact do these water masses have on people’s lives? (How do people use these water masses?)
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT STRATEGIES / TIMEThe teacher brings a diagram showing the hydrological cycle and uses the diagram to explain the various processes involved in the hydrological cycle.
Teacher refers/hangs map of Africa from which the learners will identify various water masses and where they are found / Learners explain what the hydrological cycle means.
Learners view the diagram and explain the concepts.
Learners draw and label the diagram of hydrological cycle.
Learners compare and contrast the processes in hydrological cycle e.g. evaporation and condensation.
Learners brainstorm various ways in which water is used by the people of Africa e.g. as transport, recreational resource. / Text books, Atlases, Globe, Illustrations showing various processes involved in hydrological cycle / FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 2
GRADE : 11
DATE……………….. DURATION 6 HRS
CONTENT FOCUS/TOPIC: Significance of Water Masses - Climate Change- Hazards and the response of humans
Key Focus Areas:
· Effects of El Nino and La Nina in Africa
· Hazards: Concepts – floods, droughts and desertification, Types of droughts and causes, Causes of flooding and Impact and human response to hazards
LO 1
The Learner will be able to demonstrate a range of geographical skills and techniques. / LO 2
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LO 3
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
■ Plan and structure a project or enquiry process.
■ Acquire a variety of information from relevant
primary and secondary sources which include
fieldwork.
■ Classify the acquired information according to
different categories.
■ Analyse information obtained from a variety of
sources – including fieldwork data, 1:50 000
topographical maps, orthophoto maps and
statistics.
■ Report findings in written, oral and/or
illustrative form. / X
X
X
X / ■ Explain processes and associated spatial patterns
in a range of places and regions.
■ Compare and contrast processes and spatial
patterns between places and/or between regions.
■ Examine issues and challenges arising from
human and environment interactions in a local
and continental context.
■ Explain different measures of conserving the
environment while addressing human needs in a
variety of contexts. / X
X
X
X / ■ Apply skills and knowledge to a range of
phenomena, issues and challenges at local and
continental scales.
■ Examine the consequences of actions resulting
from values and attitudes held by individuals
and groups which influence processes, spatial
patterns and human-environment interactions at
a local and continental scales. / X
X
KEY QUESTIONS:
1. What is El Nino and La Nina?
2. What are the effects of El Nino and La Nina on climate?
3. What are floods, drought and desertification?
4. What causes floods?
5. How do people respond to the hazards of floods, drought and desertification?
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT STRATEGIES / TIMEUsing a diagram, the teacher explains air circulation and results thereof during El Nino and La Nina conditions.Interacting with the diagram, learners indicate short term climate changes during El Nino and La Nina.
The concepts of floods, droughts and desertification and the causes thereof are discussed.
Using an atlas, learners identify places where these hazards occur in Africa.
Learners are divided into groups to discuss the impact of these hazards to man kind. / Interacting with the diagram, learners indicate short term climate changes during El Nino and La Nina.
The concepts of floods, droughts and desertification and the causes thereof are discussed.
Using an atlas, learners identify places where these hazards occur in Africa. / · Atlases
· Textbooks
· diagrams / FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 3
GRADE : 11
DATE……………….. DURATION 12 HRS
CONTENT FOCUS/TOPIC: Significance of Water Masses – OceansKey Focus Areas:
· Relationship between atmospheric and oceanic circulation ( winds, ocean currents, Coriolis Force).
· Oceans as a major source of moisture and oxygen for the atmosphere.
· Climate control (in relation to temperature and rainfall).
· Oceans as a source of protein food (subsistence and commercial fishing).
· Oceans as source of energy supply (tidal and wave energy, oils and natural gas).
· Oceans and world trade.
· Impact of humans on oceans and sustainable living – pollution (dumping of waste) and over exploitation (commercial and subsistence fishing, mining and the impact of tourism).
· Possible solutions.
· Sustainability (policies regarding pollution & over exploitation).
LO 1
The Learner will be able to demonstrate a range of geographical skills and techniques. / LO 2
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LO 3
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
■ Plan and structure a project or enquiry process.
■ Acquire a variety of information from relevant
primary and secondary sources which include
fieldwork.
■ Classify the acquired information according to
different categories.
■ Analyse information obtained from a variety of
sources – including fieldwork data, 1:50 000
topographical maps, orthophoto maps and
statistics.
■ Report findings in written, oral and/or
illustrative form. / X
X
X
X / ■ Explain processes and associated spatial patterns
in a range of places and regions.
■ Compare and contrast processes and spatial
patterns between places and/or between regions.
■ Examine issues and challenges arising from
human and environment interactions in a local
and continental context.
■ Explain different measures of conserving the
environment while addressing human needs in a
variety of contexts. / X
X
X
X / ■ Apply skills and knowledge to a range of
phenomena, issues and challenges at local and
continental scales.
■ Examine the consequences of actions resulting
from values and attitudes held by individuals
and groups which influence processes, spatial
patterns and human-environment interactions at
a local and continental scales. / X
X
KEY QUESTIONS:
1. How do oceans affect climate and weather?
2. How are oceans important to man?
3. What is the impact of people on the oceans?
4. What control measures are put in place to ensure the sustainability of the oceans as a source of life?
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT STRATEGIES / TIMETeacher brings a graph which shows huge temperature and rainfall differences on two places which lie on the same latitude because of oceanic influence (Durban & Port Nolloth.
A class discussion is carried out by a teacher and learners on how people impact negatively on oceans through abuse and over-exploitation and also through littering and pollution (oil spills, sewerage and industrial waste). / Based on the work covered in Grade 10, learners interact with the graph and discuss all the impacts of the oceans on climate.
In groups, learners brainstorm and present on how oceans are used as a source of food, transport, energy and oxygen. / Textbooks, Relevant newspaper articles on fishing quotas, Atlases, Climate graph of Durban and Port Nolloth. / FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 4
GRADE : 11
DATE……………….. DURATION 6 HRS
CONTENT FOCUS/TOPIC: Significance of Water Masses – Coastal EnvironmentsKey Focus Areas:
· Natural causes of waves and tides (including types of waves and parts of a wave)
· Erosion processes – Hydraulic action, Abrasion, Attrition and Corrosion
· Land forms caused by erosion – wave- cut platform , ,sea arch, sea cliff and sea stacks
· Land forms caused by deposition – coastal dunes, wave built terraces, sand bank and spits
· Types of coasts (coasts of submergence and emergence)
· Hazards and environmental management of hydrological systems (flood and coastal resource management)
LO 1
The Learner will be able to demonstrate a range of geographical skills and techniques. / LO 2
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LO 3
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
■ Plan and structure a project or enquiry process.
■ Acquire a variety of information from relevant
primary and secondary sources which include
fieldwork.
■ Classify the acquired information according to
different categories.
■ Analyse information obtained from a variety of
sources – including fieldwork data, 1:50 000
topographical maps, orthophoto maps and
statistics.
■ Report findings in written, oral and/or
illustrative form. / X
X
X
X / ■ Explain processes and associated spatial patterns
in a range of places and regions.
■ Compare and contrast processes and spatial
patterns between places and/or between regions.
■ Examine issues and challenges arising from
human and environment interactions in a local
and continental context.
■ Explain different measures of conserving the
environment while addressing human needs in a
variety of contexts. / X
X
X
X / ■ Apply skills and knowledge to a range of
phenomena, issues and challenges at local and
continental scales.
■ Examine the consequences of actions resulting
from values and attitudes held by individuals
and groups which influence processes, spatial
patterns and human-environment interactions at
a local and continental scales. / X
X
KEY QUESTIONS: