Directorate: Curriculum GET
LESSON PLAN TERM 2 - 2020
SUBJECT and GRADE SOCIAL SCIENCE – GRADE 5
TERM 2 Week 2
Topic Physical features of South Africa
LINK TO TEACHING Physical features of South Africa
AND ASSESSMENT PLAN
AIMS OF LESSON Understand the interaction between society and the natural environment
INTRODUCTION • Indicate what learners should already know from previous grades/current grade. You may also
want to use an example to illustrate this.
• 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)
➢ Learners are verbally tested on the previous work which is Physical Map of South Africa which
has a direct link with the new lesson
➢ The skills included give a clear purpose.
SKILLS ➢ Consider, synthesize and organize information
➢ Make links between cause and effect; change and continuity
➢ Acknowledge and appreciate diverse lifestyles and world views
• Explain/describe the key concepts / definitions that learners need to know or be able to do with
the necessary detail.
• Think of what you want to tell learners re: this topic.
• Guide the learner to self-directed learning.
• Highlight key learning points
• Guide learners on how to learn and remember
• Mention the common mistakes made
• Explain clearly and step by step
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
GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to demonstrate geographical and environmental knowledge and
understanding.
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We know this when the learner:
1 identifies and describes major physical features of South Africa, including those of the home province;
2 identifies links between natural resources and economic activities in South Africa;
3 describes ways in which the physical environment influences human activity and how human activity
is influenced by the physical environment.
➢ During the rainy season the water that falls on the earth, gathers in small streams and eventually
become rivers that and a downhill path to the sea.
➢ The movement of the water over the soil not only takes the topsoil along, but also breaks down
the soil and rocks into smaller particles.
➢ Over long periods the rivers become deeper and wider.
➢ Eventually valleys and ravines are formed. Think of the Fish River Canyon in Namibia.
➢ An activity has been included for the learners to complete.
CONSOLIDATION • Provide learners with summarised notes.
• Ask immediate questions based on the lesson after it being taught
• Provide learners with questionnaires to be completed at home.
RESOURCES Paper based resources Digital resources
(if necessary) Refer learners to specific Sections / Topics/ Pages Refer to the relevant digital resources e.g. links on
in the textbook / that learners will have on hand the WCED ePortal
• Questionnaires • Kahoot
• Word Puzzles • Answer garden
• Google Classroom
• Google Drive
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NOTES
SUBJECT SOCIAL SCIENCE TERM 2
GRADE 5 DATE 31 MARCH – 03 APRIL 2020
Skills Teaching Methodologies/
Resources / LTSM
(WHAT I am going to Approach (WHAT I am going to use to teach/guide/support…)
teach/guide/support…) (HOW I am going to teach/guide/support…)
✓ Consider, synthesize and ❖ Use It to make the lesson more • IT, You Tube, Google
organize information fun and enjoying • Text books, Word Walls
✓ Make links between cause ❖ Have practical models • Maps, Atlases, dictionaries, Globe
and effect; change and prepared • Puzzles
continuity ❖ Define all the concepts
TEACHER’S ✓ Acknowledge and ❖ Make us of resources such as • Dictionaries
ACTIVITIES appreciate diverse maps & the globe to indicate
lifestyles and world views the features
Similar to what teachers would Could include tips to parents, e.g. Please indicate resources that can be found
teach, etc. as indicated above – Help your child search for a map to at home: magazines, newspapers, dictionary,
this could be a repeat of the use with the weather report etc.
teacher’s info – just so that [Link]
parents are aware of content. ➢ Children must make use of the
Keep it simple. dictionaries more often when This content is available online at
dealing with concepts in [Link]
PARENT’S Social Sciences as well as the [Link]
ACTIVITIES atlas
treasure-box
Learner activities: step by step, practical, keep it simple.
Can include an explanation of what to do with the worksheet added, as well as links to video clip, etc.
1. Read more often about the topics
2. Exercise coherent paragraph writing skills – use the dictionary (Have first draft and final drafts available)
3. Read your paragraph to your siblings or parents
4. Visit You Tube and look up for the topics
5. Try to answer the activities that are in your text book
6. Allow your sibling or parents to mark whether the answers are right or wrong
LEARNER’S 7. Use the atlas more often to guide you for more information
ACTIVITIES
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WORKSHEET
Make use of an Atlas to answer the following questions
1) Which mountain ranges do we find in the south of the Little Karoo? [1]
2] Which mountain ranges do we find in the north of the Little Karoo? [1]
3] Which one of the following places is higher than the other, Mossel Bay or Nuweveld Mountains? [1]
4] Between which two mountain ranges is the Great Karoo? [2]
5) What is meant by Karoo? Explain you answer in a full sentence. [2]
6) If you were to walk from the Great Karoo to Nuweveld Mountains, would you be moving to a higher
area or lower area? [1]
7] What is a bay? [2]
8) What is a mountain range? [2]
9) What colour is associated with the following: -
✓ Mountains [1]
✓ Rivers [1]
✓ Fields [1]
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