CLUSTER C - Curriculum



PROVINCE OF THE

EASTERN CAPE

EDUCATION

DIRECTORATE:

CURRICULUM FET PROGRAMMES

LESSON PLANS

TERM 3

GEOGRAPHY

GRADE 12

FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 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 endeavours to improve Teaching, Learning and Assessment.

| |

|SUBJECT: GEOGRAPHY GRADE: 12 LESSON PLAN 01 TERM 3 TIME: 2 HOURS |

|TOPIC: ECONOMIC ACTIVITIES |

|FOCUS AREA |

|CONCEPTS: Primary, secondary, tertiary and quaternary |

|Contribution of the above- mentioned economic activities to the GDP (explain GDP). |

|Factors influencing economic activities: Economic, physical, social, and political. |

|TOPIC QUESTIONS: |

|Explain what is meant by economic activity? |

|Classify economic activities as primary, secondary, tertiary and quaternary. Give relevant examples. |

|Evaluate the contribution made by each of the economic activities to the economy of South Africa. |

|Explain factors affecting the location of economic activities i.e. physical, social, economic and political. |

|INTEGRATION WITH OTHER SUBJECTS |

|Accounting, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy, History |

| |

|LEARNING OUTCOME 1: |LEARNING OUTCOME 2: |LEARNING OUTCOME 3: |

|The learner will be able to demonstrate a range of geographical |The learner is able to demonstrate knowledge and understanding of |The learner is able to apply geographical skills and knowledge to environmental |

|skills and techniques. |processes and spatial patterns dealing with interactions between |issues and challenges, recognize values and attitude and demonstrate the ability to |

| |humans and the environment. |recommend solutions and strategies. |

|ASSESSMENT STANDARDS |ASSESSMENT STANDARDS |ASSESSMENT STANDARDS |

|AS 1 Plan a geographical research project of limited |X |AS 1 Explain the influence of processes and associated spatial|X |AS 1 Apply skills and knowledge to a range of phenomena, issues and |X |

|extent in a familiar context. | |patterns in a range of places and regions | |challenges at local and national scales | |

|AS 2 Integrate information from a variety of sources. | |AS 2 Account for the similarities and differences in processes| |AS 2 Examine values and attitudes held by individuals and groups associated | |

| |X |and spatial patterns between place and between regions. |X |with processes, spatial patterns and human environment interactions at local | |

| | | | |and national scales. |X |

|AS 3 Compare and contrast information from a variety of | |AS 3 Explore possible responses to issues and challenges arising | |

|sources. |X |from human and environment interactions in a local and national |X |

| | |context. | |

| | | | | |

|TEACHER ACTIVITIES |LEARNER ACTIVITIES |RESOURCES |ASSESSMENT |DATE COMPLETED |

|The teacher provides learners with a pie chart/table showing the |Learners discuss in groups and come with reasons for the |Hand outs ,pie charts/ | | |

|percentages of labour force employed in each economic activity and |percentages indicated by each sector. |tables and text books | | |

|asks the learners to answer questions based on it. | | | | |

|Teacher consolidates findings by learners. |Learners report back their findings. | | | |

|Teacher asks learners to draw /fill in a mind map showing factors |In groups, the learners discuss and complete the mind map by | |Presentation, written tests / short | |

|affecting the location of economic activities. |providing reasons on how each factors affects location of | |answer tests. | |

| |economic activities e.g. Physical factors-Flat land for | | | |

| |development | | | |

| |Social factors-health of workers | | | |

| |Economic factors-crime rate | | | |

| |Political factors-Govt. policy | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: GEOGRAPHY GRADE: 12 LESSON PLAN 02 TERM 3 TIME:16 HOURS |

|TOPIC: ECONOMIC ACTIVITIES |

|FOCUS AREA |

|Agriculture as an economic activity (primary): |

|Agricultural systems in South Africa |

|Factors favouring and hindering agriculture in South Africa. |

|Roles of agriculture in food security |

|Risks and vulnerability faced by agricultural sector |

|Contribution of agriculture to South Africa’s economy |

|Industry as an economic activity (secondary) |

|Perceptions of decision makers on the location of industries e.g. social, political, physical and economical factors. |

|Types of industries: Heavy and light, raw material orientated, market oriented, foot loose, Ubiquitous and bridge industries. |

|Factors favouring and hindering industrial development in South Africa. |

|Contribution of industries to South Africa’s economy. |

|Four core industrial areas of South Africa: |

|Identification on the map: PWV, Durban-Pine Town, P.E-Uitenhage and SW Cape. |

|Dominant economic activities in each core region |

|Factors favouring and restricting industrial development within the core areas. |

|Industrial centralization and decentralization: |

|Concepts: centralization and decentralization. |

|Disadvantages and advantages of industrial centralization and decentralization |

|Solutions to the problem of centralization e.g. IDZ, SDI ( key objectives) |

|Human –environmental interactions with respect to economic activities: |

|Impact of humans on location of economic activities e.g. Fishing villages along the coast, hunting and gathering located within forests, ploughing on marginal lands etc. |

|Response of people to environmental and social injustices linked to economic activities e.g. green peace, Agenda 21, land redistribution and restitution. |

|Impact of programmes e.g. RDP, GEAR, SDIs and IDZs (focus on objectives, location and roles in responding to social and environmental injustices.) |

|Impact of the change of location of economic activities on people (cause and effect e.g. Construction of new road/ rail /dam=forced removal of people, migrant labour system = split families etc). |

|TOPIC QUESTIONS: |

|Describe different agricultural/farming systems in South Africa and provide examples of each. |

|Discuss factors favouring and hindering agriculture in South Africa (Human and Natural factors) |

|Evaluate the contribution made by agriculture to the South African economy. |

|Distinguish between food security and food insecurity. |

|Discuss factors that lead to food insecurity in Southern Africa. |

|Suggest possible solutions /measures to combat the problem of food insecurity in Southern Africa. e.g. genetically modified (GM) foods, implementation of principles of Agenda 21. |

|Discuss four factors that influence the location of industries. |

|Discuss various types of industries and provide reasons for their possible location. |

|Discuss factors favouring and hindering industrial development in the four core areas of South Africa. |

|Distinguish between industrial centralization and decentralization. |

|Provide advantages and disadvantages of both industrial centralization and decentralization. |

|Evaluate the impact of the change in location of economic activities on people and the environment. |

|INTEGRATION WITH OTHER SUBJECTS |

|History, Accounting, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy |

| |

|LEARNING OUTCOME 1: |LEARNING OUTCOME 2: |LEARNING OUTCOME 3: |

|The learner will be able to demonstrate a range of geographical |The learner is able to demonstrate knowledge and understanding of |The learner is able to apply geographical skills and knowledge to environmental |

|skills and techniques. |processes and spatial patterns dealing with interactions between |issues and challenges, recognize values and attitude and demonstrate the ability to|

| |humans and the environment. |recommend solutions and strategies. |

|ASSESSMENT STANDARDS |ASSESSMENT STANDARDS | |ASSESSMENT STANDARDS | |

|AS 1 Plan a geographical research project of limited |X |AS 1 Explain the influence of processes and associated spatial|X |AS 1 Apply skills and knowledge to a range of phenomena, issues and |X |

|extent in a familiar context. | |patterns in a range of places and regions | |challenges at local and national scales | |

|AS 2 Integrate information from a variety of sources. |X |AS 2 Account for the similarities and differences in processes|X |AS 2 Examine values and attitudes held by individuals and groups associated|X |

| | |and spatial patterns between place and between regions. | |with processes, spatial patterns and human environment interactions at | |

| | | | |local and national scales. | |

|AS 3 Compare and contrast information from a variety of | |AS 3 Explore possible responses to issues and challenges arising | |

|sources. |X |from human and environment interactions in a local and national |X |

| | |context. | |

| | | | | |

|TEACHER ACTIVITIES |LEARNER ACTIVITIES |RESOURCES |ASSESSMENT |DATE COMPLETED |

|Teacher provides learners with various maps showing rain fall, |In groups, learners discuss and explain the relationship between |Maps, Atlases, Text | | |

|relief, temperature and population distribution and asks them to |physical, Socio-economic, and political factors impacting on |books and any relevant | | |

|draw a relationship between these various factors and agricultural |agricultural development. |resource material. | | |

|activities in South Africa. |Groups report back to the class. | | | |

|Teachers consolidates responses from learners | | | | |

|Teacher provides learners with an extract /case study depicting the|In groups read extract/ case study and come up with reasons for |Case studies/Extracts | | |

|impact of any natural hazard (e.g. drought, floods etc) or conflict|food insecurity and possible solutions to food insecurity |and Agenda 21 | | |

|on food production. |Learners report back to the class. | | | |

|The teacher consolidates learners emphasizing causes, effects, | | | | |

|consequences and possible solutions to food security and food | | | | |

|insecurity. | | | | |

| Teacher provides a sketch map of South Africa showing the four |Learners identify the core industrial areas and discuss the main |Sketch map of RSA, | | |

|core industrial areas. |reasons that promote and hinder the development of industries in |Atlases and Text books. | | |

| |such areas. | | | |

|Teacher supplies learners with case study/ News Paper articles |Learners study in groups and evaluate the effects and consequences |Case studies, newspaper | | |

|/cartoons on major project to be carried /out by developmental |of the project on the environment and people. |articles, cartoons, text| | |

|agency and asks learners to read and evaluate its effects and |Learners report back to the class. |books and other relevant| | |

|consequences on both environment and people. | |resources. | | |

|The teacher consolidates the learners’ responses. | | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: GEOGRAPHY GRADE: 12 LESSON PLAN 03 TERM 3 TIME: 4 HOURS |

|TOPIC: ECONOMIC ACTIVITIES |

|FOCUS AREA |

|(TERTIARY) |

|TRANSPORT AND TRADE |

|Concepts of trade |

|Trade |

|Foreign trade |

|Exports and imports |

|Import substitution and export promotion |

|Balance of trade |

|Balance of payments |

|South Africa’s trade with Africa and the world. |

|Role of transport networks in trade and economic development |

|THE IMPORTANCE AND CHALLENGES OF THE INFORMAL SECTOR |

|Concepts : |

|Informal sector |

|Formal sector |

|Characteristics, examples, reasons for existence and challenges facing the informal sector. |

|Importance /role of the informal sector in the economy |

|Strengthening the informal sector |

|GLOBALISATION |

|Concept of globalization |

|Characteristics of globalization |

|Influence of globalization on the economy: consider advantages and disadvantages |

|Multi- National companies :effects on the economy and advantages and disadvantages for host countries |

|Challenges faced by less economically developed countries in a global economy. |

|TOPICAL QUESTIONS: |

|Explain the following concepts: trade, foreign trade, exports and imports, import substitution, export promotion balance of trade (positive and negative), balance of payments. |

|Explain how a negative balance of trade can be rectified |

|Critically evaluate South Africa’s position in world trade |

|Explain why a well developed transport network supports industrial growth in a country. |

|Using relevant examples distinguish between formal and informal sector. |

|What role does informal sector play in the economies of less developed countries? |

|What measures are in place to sustain/promote the informal sector? |

|What is meant by Globalization, Global village, Multi –National cooperation, less economically developed and more economically developed countries? |

|In what ways is globalization bringing about changes in the way countries operate economically? |

|What are the advantages and disadvantages of globalization on both less economically developed and more economically developed countries? |

|INTEGRATION WITH OTHER SUBJECTS |

|Accounting, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy |

| |

|LEARNING OUTCOME 1: |LEARNING OUTCOME 2: |LEARNING OUTCOME 3: |

|The learner will be able to demonstrate a range of geographical |The learner is able to demonstrate knowledge and understanding of |The learner is able to apply geographical skills and knowledge to environmental |

|skills and techniques. |processes and spatial patterns dealing with interactions between |issues and challenges, recognize values and attitude and demonstrate the ability to|

| |humans and the environment. |recommend solutions and strategies. |

|ASSESSMENT STANDARDS |ASSESSMENT STANDARDS |ASSESSMENT STANDARDS |

|AS 1 Plan a geographical research project of limited | |AS 1 Explain the influence of processes and associated spatial|X |AS 1 Apply skills and knowledge to a range of phenomena, issues and | X |

|extent in a familiar context. | |patterns in a range of places and regions | |challenges at local and national scales | |

|AS 2 Integrate information from a variety of sources. | |AS 2 Account for the similarities and differences in processes| |AS 2 Examine values and attitudes held by individuals and groups associated| |

| | |and spatial patterns between place and between regions. | |with processes, spatial patterns and human environment interactions at | |

| | | | |local and national scales. | |

|AS 3 Compare and contrast information from a variety of | X |AS 3 Explore possible responses to issues and challenges arising | |

|sources. | |from human and environment interactions in a local and national |X |

| | |context. | |

| | | | | |

|TEACHER ACTIVITIES |LEARNER ACTIVITIES |RESOURCES |ASSESSMENT |DATE COMPLETED |

|Teacher provides learners with tables/graphs of RSA trade with the |Learners study the tables/graphs and interpret them. In groups they|Graphs/tables and text | | |

|rest of Africa and the world. Teacher asks learners to identify |report their findings to the class. |books | | |

|countries that RSA has positive and negative balance of trade and | | | | |

|also to come up ways of rectifying negative balance of trade. | | | | |

|Teacher consolidates learners’ responses. | | | | |

|Teacher provides learners with a map of RSA’s road and rail |Learners study the maps provided and come up with relationship |Sketch, maps of RSA, | | |

|network, population map and four core industrial regions. Then |between transport network, population density and the level of |Text books, Atlases and | | |

|instructs learners to come up with the relations between transport |development within the country. |other relevant resource | | |

|networks, population density and economic activities. | |materials. | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE HOD / SMT DATE

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download