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SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / CONCEPTS: Weather - 3 hours1.Elements of weather – temperature, wind, cloud cover, rainfall: DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Precipitation – rain, hail and snow: (Making a rain gauge is a recommended activity)DATE: FROM ____________ TO ___________ NR. OF periods: ____3.How temperature and rain can be measured (instruments and units of measurement):(This independent study is a project for formal assessment. Introduce this project early in the term for submission later in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the project will be necessary.)DATE: FROM ____________ TO ___________ NR. OF periods: ____4.Determining and describing wind direction:DATE: FROM ____________ TO ___________ NR. OF periods: ____5.Weather maps in the media (newspaper and television):DATE: FROM ____________ TO ___________ NR. OF periods: ____6.How weather affects the daily lives of people :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Elements of weather – temperature, wind, cloud cover, rainfall:(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2.Precipitation – rain, hail and snow:3.How temperature and rain can be measured (instruments and units of measurement): 4.Wind direction: 5.Weather maps in the media (newspaper and television):6.How weather affects the daily lives of people:Teacher activities:AIMS SKILLS1.Elements of weather – temperature, wind, cloud cover, rainfall:2.Precipitation – rain, hail and snow: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.3.How temperature and rain can be measured (instruments and units of measurement):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.4.Wind direction: 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?5. Weather maps in the media (newspaper and television):ElementsPrecipitationHow measured?Wind directionsMapsAffectsTeacher6.How weather affects the daily lives of people:SelfGroupPeerLearner activities:RESOURCESElementsPrecipitationHow measured?Wind directionsMapsAffects1.Elements of weather – temperature, wind, cloud cover, rainfall:TextbookMaps/Atlas/GlobeActivity sheet2.Precipitation – rain, hail and snow:Pictures/photo’s/IllustrationsNewspapers& magazines3.How temperature and rain can be measured (instruments and units of measurement):OthersEXPANDED OPPORTUNITIES /DIFFERENSIATION4.Wind direction:5.Weather maps in the media (newspaper and television):6.How weather affects the daily lives of people:SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / CONCEPTS: Observing and recording the weather (Independent project ) - 2 hours1.Observe and record the daily weather over a two-week period:DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Report on temperatures, cloud cover, precipitation and wind, using terms such as hot, warm, cold, cool, cloudy, partly cloudy, clear, dry, wet and windy : ( Learners with access to instruments of measurement (such as thermometer and rain gauge) should use them and record their findings using graphs where appropriate. Others should give descriptive observations. Drawing symbols for given terms on a daily calendar is recommended for all learners.)DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Include observations of wind direction and weather patterns over the period of observation: DATE: FROM ____________ TO ___________ NR. OF periods: ____4.Observe and comment on how weather affects the daily lives of people:DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Observe and record the daily weather over a two-week period:(Indicate with an x)Formal assessment:TestExamData – handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2.Report on temperatures, cloud cover, precipitation and wind:3. Observations of wind direction and weather patterns :4. How weather affects the daily lives of people: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.Observe and record the daily weather over a two-week period: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.Report on temperatures, cloud cover, precipitation and wind:Understand and work with a range of source – including maps, data and photographs.Observe and engage with phenomena in their own environment.3. Observations of wind direction and weather patterns :Find out about places, people, events and issues using different municate ideas and information.Make informed decisions and take appropriate action.4. How weather affects the daily lives of people:WHO ASSESSES?Learner activities: (Attach worksheets/activities & memorandums)Daily weatherReportObservationsWeather affectsTeacherSelf1.Observe and record the daily weather over a two-week period:GroupPeer2.Report on temperatures, cloud cover, precipitation and wind:RESOURCES3. Observations of wind direction and weather patterns :Daily weatherReportObservationsWeather affectsTextbookMaps/Atlas/Globe4. How weather affects the daily lives of people:Activity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersEXPANDED OPPORTUNITIES /DIFFERENSIATION:SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / CONCEPTS: Rainfall - 2 hours1. Rainfall in South Africa (distribution map):DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Rainfall patterns – summer/winter/all year (maps; bar graphs for selected places):DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Rainfall in South Africa: (Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2.Rainfall patterns:Teacher activities: (Attach copied pages out of sources)1. Rainfall in South Africa: AIMS SKILLSThe Geography curriculum aims to develop learners who:2.Rainfall patterns:Are curious about the world they live in.Learner activities: (Attach worksheets/activities & memorandums) Have a sound general knowledge of places and the natural forces at work on earth.Understand the interaction between society and the natural environment.1. Rainfall in South Africa: 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.Rainfall patterns: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. EXPANDED OPPORTUNITIES /DIFFERENSIATION : WHO ASSESSES?RainfallRainfall patternsTeacherSelfGroupPeerRESOURCESRainfallRainfall patternsTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / CONCEPTS: Climate - 3 hours 1.Difference between weather and climate :DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Difference between weather and climate :(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :Teacher activities: (Attach copied pages out of sources) AIMS SKILLS1.Difference between weather and climate :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.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):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.3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :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.Learner activities: (Attach worksheets/activities & memorandums)Communicate ideas and information.1.Difference between weather and climate :Make informed decisions and take appropriate action.WHO ASSESSES?DifferenceKindsOwn AreaTeacher2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):SelfGroupPeerRESOURCES3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :DifferenceKindsOwn AreaTextbookMaps/Atlas/GlobeEXPANDED OPPORTUNITIES /DIFFERENSIATIONActivity sheetPictures/photo’s/IllustrationsNewspapers& magazines& othersSOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / CONCEPTS: Natural vegetation - 3 hours 1.Concept of ‘natural vegetation’:DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Links between natural vegetation and climate – examples of plants and adaptations to climate around South – Africa :DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Case study – Savannah grasslands: * Location in South Africa * Links between climate, natural vegetation and wildlifeDATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Concept of ‘natural vegetation’:(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheetTestAssessment Tools: Memorandum Rubric2.Links between natural vegetation and climate – examples of plants and adaptations to climate around South – Africa :3. Savannah grasslands: AIMS SKILLSTeacher activities: (Attach copied pages out of sources)The Geography curriculum aims to develop learners who:1.Concept of ‘natural vegetation’:Are curious about the world they live in.Have a sound general knowledge of places and the natural forces at work on earth.2.Links between natural vegetation and climate – examples of plants and adaptations to climate around South – Africa :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.3. Savannah grasslands: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.Learner activities: (Attach worksheets/activities & memorandums)Communicate ideas and information.Make informed decisions and take appropriate action.WHO ASSESSES?1.Concept of ‘natural vegetation’:Natural vegetationLinksSavannah grasslandsTeacherSelf2.Links between natural vegetation and climate – examples of plants and adaptations to climate around South – Africa :GroupPeerRESOURCES3. Savannah grasslands:Natural vegetationLinksSavannah grasslandsTextbookMaps/Atlas/GlobeActivity sheetEXPANDED OPPORTUNITIES /DIFFERENSIATIONPictures/photo’s/IllustrationsNewspapers& magazinesOthers SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : Geography TOPIC: Weather, climate and vegetation of South Africa 15 hoursDATE:FROM ____________ TO ___________ NR. OF periods: ___GRADE5TERM3CONTENT / 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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