Directorate: Curriculum GET: LESSON PLAN TERM 3 - 2020

SUBJECT and GRADE SOCIAL SCIENCE – GRADE 5 GEOGRAPHY

TERM 3 Week 2
LINK TO TEACHING AND Weather, climate and vegetation of South Africa
ASSESSMENT PLAN
AIMS OF LESSON The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
INTRODUCTION • Learners should already know some knowledge about certain weather conditions and
phenomena.
• Make a link to a previous lesson or teaching in a previous grade
• Explain purpose of lesson (further learning and/or functioning in the world)
SKILLS ✓ ask questions and identify issues
✓ discuss and listen with interest
✓ collect and refer to information (including newspapers books and, where possible, websites
✓ use geographical knowledge to solve problems

ACTIVITIES/ASSESSMENT Refer learners to activities/assessment they can complete/do in their textbooks. Where there is more
than one textbook rather refer to sections instead of specific page numbers. OR if necessary include an
activity/assessment
CONSOLIDATION • Link to lesson aims
• Indicate how this will prepare for the next lesson(s)
• OR how this lesson consolidates an activity
RESOURCES Paper based resources Digital resources
(if necessary) • Newspapers Refer to the relevant digital resources e.g. links on
• Books the WCED ePortal
• textbooks https://images.app.goo.gl/C2UbNK7VkBe1AN1o8
https://www.thelearningtrust.org/asp-treasure-box

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 NOTES

SUBJECT SOCIAL SCIENCE GEOGRAPHY TERM 3

GRADE 5 DATE 17-21 AUGUST 2020
Teaching Methodologies/
Skills Approach Resources / LTSM
(WHAT I am going to teach/guide/support…) (HOW I am going to (WHAT I am going to use to teach/guide/support…)
teach/guide/support…)
Read through the Notes, and answer the Worksheet and Notes.
activities.
TEACHER’S
ACTIVITIES
Similar to what teachers would teach, etc. Could include tips to parents, Please indicate resources that can be found
as indicated above – this could be a e.g. Help your child search at home: magazines, newspapers, dictionary,
repeat of the teacher’s info – just so that for a map to use with the etc.
parents are aware of content. Keep it weather report
PARENT’S simple.
ACTIVITIES
Learner activities: step by step, practical, keep it simple. Read the notes below and answer the questions

LEARNER’S
ACTIVITIES

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 TOPIC:
Weather, climate and vegetation of South Africa
REVISION – PREVIOUS WEEK’S WORK

✓ Observe and record the daily weather over a two-week period:

✓ Report on temperatures, cloud cover, precipitation and wind, using terms such as hot, warm, cold, cool, cloudy, partly cloudy,
clear, dry, wet and windy
LESSON OF THE DAY

CONTENT / CONCEPTS:

❖ Determining and describing wind direction

Wind direction is reported by the direction from which it originates. For example, a northerly wind blows from the north to the
south. Wind direction is usually reported in cardinal directions or in azimuth degrees. Wind direction is measured in degrees
clockwise from due north. The term "wind direction" is defined as the direction from which the wind is blowing. The
result is that an east wind, for example, would cause a balloon to follow a westerly bearing, and regarding your specific
example, a NW wind is a wind that would carry a balloon toward the southeast. The wind barb indicates the wind
direction and wind speed. Wind barbs point in the direction "from" which the wind is blowing. On the other hand, the term
"eastward" means that the winds are blowing towards the east. Wind speed is given here in the units of "knots" (knt). A "Knot"
is a nautical mile per hour.

❖ Weather maps in the media

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❖ Observe and comment on how weather affects the daily lives of people:
Climate and weather strongly control what fruits and vegetables can grow. Another important aspect of weather that has a
huge effect on our lives is extreme weather events, such as hurricanes, droughts, fires (forest fires), floods, heat waves, or cold
snaps and winter storms. Air, water, soil, and sunlight. These factors have the potential of being affected by weather. If there is a
drought, or a long period of time with no rain, many plants and crops will shrivel up and die. On the other hand, too much rain will also
kill many plants. Pleasant weather, with higher temperature and higher barometric pressure, results in better mood, better memory,
and “broadened” cognitive style, leading to people being more open and creative. The weather also affects what we value. First, the
plant life that depends on sunlight and limited amounts of water to survive would be in deep trouble. Continuous rain and cloud
cover would kill much of the greenery we depend on for breathable oxygen, and most of our crops would also perish. Finding clean
drinking water would also become a challenge.

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WORDBANK : ASSESSMENT
1. Wind direction (Indicate with an x) ❑ Map skills
Informal assessment:
2. Cardinal directions Formal assessment:
❑ Classroom activities
❑ Test
❑ Homework
3. Knots ❑ Exam
❑ Worksheet
❑ Data – handling
❑ Test
4. Wind Speed ❑ Contextual - analysis
❑ Investigation/Research
5. Climate ❑ Case Study Assessment Tools:
❑ Creative Response
Memorandum Rubric
6. Weather

7. Media

8. Temperature

AIMS SKILLS
9. Pressure
The Geography curriculum aims to develop
learners who:
10. Survive

TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES) Are curious about the world they live in. ✓ ask questions
Have a sound general knowledge of places and the and identify
natural forces at work on earth. issues
✓ discuss and listen
1. Observations of wind direction and weather patterns: Understand the interaction between society and the with interest
natural environment. ✓ collect and refer
to information
Think independently and support their ideas with
(including
sound knowledge.
newspapers
Care about their planet and the well-being of all who
live on it. books and,
2. Weather maps in the media Understand and work with a range of source – where possible,
including maps, data and photographs. websites
Observe and engage with phenomena in their own ✓ use
environment. geographical
Find out about places, people, events and issues
using different sources.

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 3. Observe and comment on how weather affects the daily lives of Communicate ideas and information. knowledge to
people Make informed decisions and take appropriate action. solve problems

WHO ASSESSES?
Daily Report Observations Weather affects
weather
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
Teacher
Self
1. Observations of wind direction and weather patterns: Group

Peer

2. Weather maps in the media

RESOURCES
3. Observe and comment on how weather affects the daily lives of
people Daily Report Observations Weather affects
weather
Textbook

Maps/Atlas/Globe

Activity sheet

Pictures/photo’s/Illustrations

Newspapers& magazines

Others

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