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SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : Geography Topic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Basic map skills and contours - 4? hours1. Direction :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Latitude and longitude - (degrees and minutes):DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Scales :DATE: FROM ____________ TO ___________ NR. OF periods: ____4. Distance :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank : ASSESSMENT1. Direction :(Indicate with an x)Formal assessment:TestExamData – handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2. Latitude and longitude - (degrees and minutes):3. Scales :4. Distance :AIMS SKILLSThe Geography curriculum aims to develop learners who:Teacher activities: (Attach copied pages out of sources)Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.1. Direction :Understand the interaction between society and the natural environment.Think independently and support their ideas with sound knowledge.Care about their planet and the well-being of all who live on it.2. Latitude and longitude - (degrees and minutes):Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.3. Scales :Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.4. Distance :WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)Daily weatherReportObservationsWeather affectsTeacherSelf1. Direction :Group2. Latitude and longitude - (degrees and minutes):RESOURCES3. Scales :Daily weatherReportObservationsWeather affectsTextbookMaps/Atlas/Globe4. Distance :Activity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersEXPANDED OPPORTUNITIES /DIFFERENSIATION: SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : Geography Topic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Local maps and street maps - 2 hours1. Finding home, school and places of interest on a map of the local area : (Learners are not expected to work with 1: 50 000 topographical maps or orthophoto maps at this level)DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Using an index and grid to locate places in a street guide :DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Using a street map to find places and describe a route :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Finding home, school and places of interest on a map of the local area:(Indicate with an x)Formal assessment:TestExamData – handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2. Using an index and grid to locate places in a street guide :3. Using a street map to find places and describe a route :AIMS SKILLSTeacher activities: (Attach copied pages out of sources)The Geography curriculum aims to develop learners who:1. Finding home, school and places of interest on a map of the local area:Are curious about the world they live in.2. Using an index and grid to locate places in a street guide :Have a sound general knowledge of places and the natural forces at work on earth.Understand the interaction between society and the natural environment.3. Using a street map to find places and describe a route :Think independently and support their ideas with sound knowledge.Care about their planet and the well-being of all who live on it.Understand and work with a range of source – including maps, data and photographs.Learner activities: (Attach worksheets/activities & memorandums)Observe and engage with phenomena in their own environment.Find out about places, people, events and issues using different municate ideas and information.1. Finding home, school and places of interest on a map of the local area:Make informed decisions and take appropriate action.WHO ASSESSES?Finding places local areaIndex & GridStreet MapTeacher2. Using an index and grid to locate places in a street guide :SelfGroupRESOURCES3. Using a street map to find places and describe a route :Finding places local areaIndex & GridStreet MapTextbookMaps/Atlas/GlobeActivity sheetEXPANDED OPPORTUNITIES /DIFFERENSIATION:Pictures/photo’s/IllustrationsNewspapers& magazinesOthers SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : Geography Topic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Sketch maps and explaining routes - 3 hours1. Sketching maps to show the route from one place to another :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Determining and showing compass directions on a local sketch map:DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Explaining a route verbally (include estimating distances) :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Sketching maps to show the route from one place to another :(Indicate with an x)Formal assessment:TestExamData – handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2. Determining and showing compass directions on a local sketch map:3. Explaining a route verbally (include estimating distances) :AIMS SKILLSThe Geography curriculum aims to develop learners who:Teacher activities: (Attach copied pages out of sources)Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.1. Sketching maps to show the route from one place to another :Understand the interaction between society and the natural environment.Think independently and support their ideas with sound knowledge.Care about their planet and the well-being of all who live on it.2. Determining and showing compass directions on a local sketch map:Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.Find out about places, people, events and issues using different sources.3. Explaining a route verbally (include estimating distances) :Communicate ideas and information.Make informed decisions and take appropriate action.WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)SketchingCompass directionsExplaining verballyTeacher1. Sketching maps to show the route from one place to another :SelfGroupRESOURCES2. Determining and showing compass directions on a local sketch map:SketchingCompass directionsExplaining verballyTextbook3. Explaining a route verbally (include estimating distances) :Maps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsEXPANDED OPPORTUNITIES /DIFFERENSIATION:Newspapers& magazinesOthersSOCIAL SCIENCES –SENIOR PHASELESSON PLAN : GeographyTopic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Sketch map of local area (Project**) - 1 hour ( See attached document on projects)This independent study is a project for formal assessment. Introduce this project early in the term for submission late in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the project will be necessary.Drawing a sketch map(s) of own area :The size of the area selected should consider the local context: some areas have a greater variety of features thanbothers. The more variety, the smaller the selected area may be.Include symbols, key and scale.Record own observations of land use and kinds of vegetation.Show four cardinal compass directions.DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Drawing a sketch map(s) of own area :(Indicate with an x)Formal assessment:TestExamData - handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)1. Drawing a sketch map(s) of own area :AIMSSKILLSThe Geography curriculum aims to develop learners who:Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.Learner activities: (Attach worksheets/activities & memorandums)Understand the interaction between society and the natural environment.1. Drawing a sketch map(s) of own area :Think independently and support their ideas with sound knowledge.Care about their planet and the well-being of all who live on it.Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.Find out about places, people, events and issues using different sources.EXPANDED OPPORTUNITIES /DIFFERENSIATION :Communicate ideas and information.Make informed decisions and take appropriate action.WHO ASSESSES?Drawing a sketch map(s) of own area TeacherSelfGroupRESOURCES Drawing a sketch map(s) of own area TextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersPROJECTSGUIDELINES FOR PLANNING AND MANAGING PROJECTS AS FORMAL ASSESMENT TASKS1. What are the elements of a project?A project normally requires a learner toDo some planning / preparation/investigation/researchPerform the task/carry out instructions ( according to criteria given)Produce a product such as a report , model , meal ,piece of art , quotation , business plan, a design2. Notes to the teacher on setting and managing projectsThe teacher should :Identify a problem to be solve/ topicDetermine the content / skills / knowledge to be addressedSet clear criteria and give good instructions to guide the learner (the learner should know exactly what to do and what is expected)This is very important as it will also determine the scope of the projectKeep the scope manageable for learners to be able to complete the project themselves and for teachers to mark it.Determine which resources will be required to complete the project (if applicable) and Ensure that learners will have access to these resources.Determine the time frame/ duration / process / due date.Determine mark distribution and compile an assessment toolThe assessment tool should speak to the criteria set for the project and instructions given to the learners as well as to the intended knowledge (content , concept , skillsContinuously monitor the project and guide learnersThis will also ensure that the final product is the learners’ own work and that the learners has therefore learnt something in the process as well as demonstrated the knowledge and skills.3. The learner should follow the following process / steps in completing the projectDefine the task Determine the essence and the requirements (from the problem description , criteria and instructions given to them) and describe what needs to be done in their own words ( could be done formally or informally)Determine what information they will need to solve the problem / complete the project by asking questions such as : HowWhereWhenHow muchWhoWhat etc.Find access and engage with the information needed as well as evaluate the information ( relevance)Use the informationPlan , process , analyse, interpret , extract , examine , put together ( synthesis)Prepare the product Solve the problemFinalise the product (perform the task , carry out the instructions)E.g. write the report , cook the meal , compile the business plan , build the model.Present the productE.g. hand in for marking/demonstrate to the teacher / deliver the speechThe above process / steps could produce a limited number of smaller products that builds up to the final product , which the teacher could monitor or assess informally or formally.Where the final product is a report , the report should include the following:1. Introduction ( Background / context / overview)2. Body ( Discussion )3. Conclusion ( Make recommendation / present findings / propose ideas)4. ReferencesSOCIAL SCIENCES – SENIOR PHASELESSON PLAN : Geography Topic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Current events - 2 hours1. Places in the news on a world map (on-going throughout the year) News items can include any news reported in the media or a topic of interest to learners :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Latitude and longitude of places in the news (Review location in degrees):DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Places in the news on a world map (on-going throughout the year) News items can include any news reported in the media :(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2. Latitude and longitude of places in the news (Review location in degrees):Teacher activities: (Attach copied pages out of sources) AIMS SKILLS1. Places in the news on a world map (on-going throughout the year) News items can include any news reported in the media :The Geography curriculum aims to develop learners who:2. Latitude and longitude of places in the news (Review location in degrees):Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.Understand the interaction between society and the natural environment.Learner activities: (Attach worksheets/activities & memorandumsThink independently and support their ideas with sound knowledge.1. Places in the news on a world map (on-going throughout the year) News items can include any news reported in the media :Care about their planet and the well-being of all who live on it.Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.2. Latitude and longitude of places in the news (Review location in degrees):Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.EXPANDED OPPORTUNITIES /DIFFERENSIATION : WHO ASSESSES?PlacesLatitude and longitudeTeacherSelf GroupRESOURCESPlacesLatitude and longitudeTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthers SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : Geography Topic : Map skills (Focus : Local maps ) 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hoursTeacher activities: (Attach copied pages out of sources)ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap SkillsAssessment Tools: Memorandum RubricLearner activities: (Attach worksheets/activities & memorandums)EXPANDED OPPORTUNITIES /DIFFERENSIATION ................
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