The new teacher induction program | Everyone needs help…



SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: Transport through time 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Transport on land - 6 hours1. AnimalsDATE: FROM ____________ TO ___________ NR. OF periods: ____2.Carts, wagons and coaches DATE: FROM ____________ TO ___________ NR. OF periods: ____3.The bicycle DATE: FROM ____________ TO ___________ NR. OF periods: ____4.The steam engine and the train DATE: FROM ____________ TO ___________ NR. OF periods: ____5.The motor car DATE: FROM ____________ TO ___________ NR. OF periods: ____mon forms of transport of people and goods on land today DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Animals :2.Carts, wagons and coaches :(Indicate with an x)Formal assessment:TestExamData - handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric3.The bicycle :4.The steam engine and the train :AIMS SKILLS The History curriculum aims to develop learners who:5.The motor car :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.mon forms of transport of people and goods on land today :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidenceWriting history in an organised way, with a logical line of argument.Teacher activities: (Attach copied pages out of sources)Understanding the importance of heritage and conservation.1. Animals :WHO ASSESSES?2.Carts, wagons and coaches :AnimalsCarts, wagons and coachesBicycleTeacherSelfGroup3.The bicycle :PeerSteam engine and trainMotor carCommon formsTeacherSelf4.The steam engine and the train :GroupPeer5.The motor car :mon forms of transport of people and goods on land today :AnimalsCarts, wagons and coachesBicycleTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsLearner activities: (Attach worksheets/activities & memorandums)1. Animals :Newspapers& magazinesOthers2.Carts, wagons and coaches :Steam engine and trainMotor carCommon formsTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/Illustrations 3.Case study: The contributions of: Galileo Newspapers& magazinesOthers4.New ideas and knowledge (including influence on Europe from elsewhere) :EXPANDED OPPORTUNITIES /DIFFERENSIATION:5.The motor car :mon forms of transport of people and goods on land today : SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: Transport through time 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Environmental damage: exhaust fumes in a big city - 1 hour (Case study)1. Environmental damage: exhaust fumes in a big city (Case study)DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Environmental damage: exhaust fumes in a big city : (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. Environmental damage: exhaust fumes in a big city : AIMSSKILLSThe History curriculum aims to develop learners who:Finding a variety of kinds of information about the past.Selecting relevant information.Learner activities: (Attach worksheets/activities & memorandums)Deciding about whether information can be trusted.1. Environmental damage: exhaust fumes in a big city : Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.EXPANDED OPPORTUNITIES /DIFFERENSIATION :Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.WHO ASSESSES?Environmental damageTeacherSelfGroupPeerRESOURCESEnvironmental damageTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: Transport through time 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Transport on water - 4 hours 1.Rafts, canoes and reed boats DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Some of the first sailing ships: Chinese junks, Arab dhows, caravels, British tall ships, clippers DATE: FROM ____________ TO ___________ NR. OF periods: ____3.The first steamships DATE: FROM ____________ TO ___________ NR. OF periods: ____4.Modern forms of water transport DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1.Rafts, canoes and reed boats :ASSESSMENT2.Some of the first sailing ships: Chinese junks, Arab dhows, caravels, British tall ships :(Indicate with an x)Formal assessment:TestExamData – handlingMap skills Informal assessment:Classroom activitiesHomeworkWorksheet 3.The first steamships :4.Modern forms of water transport :Contextual – analysisInvestigation/Research Case StudyCreative ResponseTestAssessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)AIMS SKILLSThe History curriculum aims to develop learners who:1.Rafts, canoes and reed boats :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.2.Some of the first sailing ships: Chinese junks, Arab dhows, caravels, British tall ships :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence.3.The first steamships :Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.4.Modern forms of water transport : WHO ASSESSES?RaftsFirst sailing shipsFirst steam shipModern formsTeacherLearner activities: (Attach worksheets/activities & memorandums)Self1.Rafts, canoes and reed boats :GroupPeer2.Some of the first sailing ships: Chinese junks, Arab dhows, caravels, British tall ships :RESOURCES3.The first steamships :RaftsFirst sailing shipsFirst steam shipModern formsTextbookMaps/Atlas/Globe4.Modern forms of water transport :Activity sheetPictures/photo’s/IllustrationsEXPANDED OPPORTUNITIES /DIFFERENSIATION:Newspapers& magazinesOthers SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: Transport through time 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE4TERM3CONTENT / CONCEPTS: Transport in the air - 2 hours 1.Balloons and airships DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Wright brothers and the invention of the first aeroplane DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Modern forms of air transport DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1.Balloons and airships :ASSESSMENT2.Wright brothers and the invention of the first aeroplane :(Indicate with an x)Formal assessment:TestExamData – handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric3.Modern forms of air transport :Teacher activities: (Attach copied pages out of sources)1.Balloons and airships :AIMS SKILLSThe History curriculum aims to develop learners who:2.Wright brothers and the invention of the first aeroplane :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.3.Modern forms of air transport :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Learner activities: (Attach worksheets/activities & memorandums)1.Balloons and airships :Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.WHO ASSESSES?Balloons & airshipsWright brothersModern forms 2.Wright brothers and the invention of the first aeroplane :TeacherSelfGroup3.Modern forms of air transport :Peer RESOURCESBalloons & airshipsWright brothersModern forms EXPANDED OPPORTUNITIES /DIFFERENSIATION:TextbookMaps/Atlas/GlobeActivity sheet Pictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: Transport through time 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: ................
................

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

Google Online Preview   Download