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SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Food and farming in South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: People and food - 2 hours1.Food people eat – from plants and animals (classifying) This does not include learning about food groups and balanced diets DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Ways people get their food – buying; growing; collecting, fishing, hunting. Include primary, secondary and tertiary examples of human activities. There is no need to introduce this terminology at this stage.DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1.Food people eat – from plants and animals (classifying) This does not include learning about food groups and balanced diets:ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2.Ways people get their food – buying; growing; collecting, fishing, hunting places:Teacher activities: (Attach copied pages out of sources)1.Food people eat – from plants and animals (classifying) This does not include learning about food groups and balanced diets: AIMS SKILLS2.Ways people get their food – buying; growing; collecting, fishing, hunting places :The Geography curriculum aims to develop learners who:Learner activities: (Attach worksheets/activities & memorandums)Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.1.Food people eat – from plants and animals (classifying) This does not include learning about food groups and balanced diets: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.Understand and work with a range of source – including maps, data and photographs.2.Ways people get their food – buying; growing; collecting, fishing, hunting places:Observe and engage with phenomena in their own environment.Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action. WHO ASSESSES? EXPANDED OPPORTUNITIES /DIFFERENSIATION:Food people eatWaysTeacherSelfGroupPeerRESOURCESFood people eatWaysTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Food and farming in South Africa 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Ways of farming - 3 hours 1.Farming for self and family (subsistence farming) :DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Farming crops and animals to sell (commercial farming) :DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Growing food in towns and cities :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1.Farming for self and family (subsistence farming) :ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2.Farming crops and animals to sell (commercial farming) :3.Growing food in towns and cities :Teacher activities: (Attach copied pages out of sources)AIMSSKILLS1.Farming for self and family (subsistence farming) :The 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.2.Farming crops and animals to sell (commercial farming) :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.Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.3.Growing food in towns and cities :Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)SubsistenceCommercial farmingGrowing foodTeacher1.Farming for self and family (subsistence farming) :SelfGroupPeer2.Farming crops and animals to sell (commercial farming) :3.Growing food in towns and cities :RESOURCESEXPANDED OPPORTUNITIES /DIFFERENSIATIONSubsistenceCommercial farmingGrowing foodTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Food and farming in South Africa 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Crop and stock farming - 5 hours1.Crop farming – important crops of South Africa : DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Case study of fruit farming in South Africa :DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Stock farming – large stock, small stock and poultry. Poultry farming is included in stock farming.:DATE: FROM ____________ TO ___________ NR. OF periods: ____4.Case study of stock farming in South Africa : LTSM writers and teachers may choose to select chicken farming or any other kind of stock farming as a case study. Highlight the need to take care of animals.DATE: FROM ____________ TO ___________ NR. OF periods: ____5.Location of main crop and stock farming areas in South Africa (symbols on a map) :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT(Indicate with an x)Formal assessment:TestExamData – handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric1.Crop farming – important crops of South Africa :2.Case study of fruit farming in South Africa :3.Stock farming : 4.Case study of stock farming in South Africa : AIMS SKILLS5.Location of main crop and stock farming areas in SA:The 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.Crop farming – important crops of South Africa :Understand the interaction between society and the natural environment.Think independently and support their ideas with sound knowledge.2.Case study of fruit farming in South Africa :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.3.Stock farming : Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.4.Case study of stock farming in South Africa : 5.Location of main crop and stock farming areas in SA:WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)CropFruitStockCase study of stock farmingLocationTeacher1.Crop farming – important crops of South Africa :SelfGroupPeer2.Case study of fruit farming in South Africa :RESOURCES3.Stock farming : 4.Case study of stock farming in South Africa : CropFruitStockCase study of stock farmingLocationTextbook5.Location of main crop and stock farming areas in SA:Maps/Atlas/GlobeActivity sheetPictures / Photo’s/ IllustrationsNewspapers& magazinesOthersEXPANDED OPPORTUNITIES /DIFFERENSIATION SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Food and farming in South Africa 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Unprocessed and processed foods - 3 hours 1.Concepts of unprocessed and processed foods – with examples :DATE: FROM ____________ TO ___________ NR. OF periods: ____2.How and why foods are processed – including cooking, drying, squeezing, cutting and mixing :DATE: FROM ____________ TO ___________ NR. OF periods: ____3.From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram) :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1.Concepts of unprocessed and processed foods: ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Map skills Informal assessment:Classroom activitiesHomeworkWorksheetTest2.How and why foods are processed – including cooking, drying, squeezing, cutting and mixing :3.From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram) :Case StudyCreative Response Assessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)AIMSSKILLS1.Concepts of unprocessed and processed foods: The 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.2.How and why foods are processed – including cooking, drying, squeezing, cutting and mixing :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.Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.3.From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram) :Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)Unprocessed and processedHow and why?Flow diagramTeacher1.Concepts of unprocessed and processed foods: 2.How and why foods are processed – including cooking, drying, squeezing, cutting and mixing :SelfGroupPeerRESOURCES3.From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram) :Unprocessed and processedHow and why?Flow diagramTextbookMaps/Atlas/GlobeActivity sheetEXPANDED OPPORTUNITIES /DIFFERENSIATIONPictures/photo’s/IllustrationsNewspapers& magazines& othersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Food and farming in South Africa 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hoursTeacher activities:ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap SkillsAssessment Tools: Memorandum RubricLearner activities:EXPANDED OPPORTUNITIES /DIFFERENSIATION : ................
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