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NAME : Nkosingiphile Welcome SURNAME : Ndaba STUDENT NUMBER : 68089570 MODULE : TMS UNIQUE NUMBER : 826987 ASSIGNMENT NUMBER : 02 DECLARATION I Nkosingiphile welcome Ndaba, student number 68089570 I understand what plagiarism entails and am aware of the University’s policy in this regard. I declare that this assignment is my own original work. Where I used someone’s work, whether a printed source, internet or any other source, I give proper acknowledgement and include a complete reference list. I did not use another current or previous students work, submitting as my own. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her own work. N.W.Ndaba 20 May 2022 lOMoARc PSD| 8333555 2 | P a g e LESSON TEMPLATE PLANNING AND PREPARATION 1 General information Teacher: Mr Ngobese Subject and content and concepts : Geography, Term 4, Natural resources and conservation in South Africa, and the content and concepts: Water in South Africa. Duration: 2 Hours School: Magenwini Primary School Grade: 7 Date: 27 May 2022 Lesson to be presented to a class of approximately 40 learners between the age of 12-13 years old. Learners from diverse cultural, ethnic, racial, socio-economic background and languages group consisting of both genders. Classroom furniture is arranged to accommodate group-work. 2 Specific aims for Geography Develop learners who are curious about the world they live in. Develop understanding in the interaction between society and the natural environment. Developing independent thinking and how to support their ideas with sound knowledge. Enable them to make informed decisions and take appropriate action. 3 Lesson objectives (Knowledge, skills, values and attitudes) Activities must create learners with: An interest in their environment a positive attitude towards conservation a positive environmental ethic
A commitment to the search for solutions to natural and social problems 4
Formulate lesson objectives using the guidelines in the Table below: Knowledge Skills Values and attitudes lOMoAR cPSD| 8333555 3 | P a g e Cognitive domain:
Name natural sources of water in the local environment. Define natural resource Discuss why the resources are reducing in size and availability. Psychomotor domain: Work in a group and develop a plan to reserve water and clean up the pollution of the natural resources in the local environment. Create a presentation that could be presented to the rest of the class on how to involve the society in water conservation and the reduction of pollution. Affective domain: Do research on the effects of pollution and how it impacts on the environment and society. How society could be involved in water conservation. How pollution impacts on water conservation.
5 Possible links with other Grades 7 to 9 subjects
√ Life Orientation √ Languages √ Natural Sciences □ Mathematics □ Economic and Management Sciences √ Technology √ Creative art 6 How the link is made? √ Life Orientation - the importance of the environment and the impact on the community and the individual √ Languages – reading, writing, speaking, viewing and presentation skills √ Natural Sciences - the impact on wildlife and the extend of the pollution on the environment. √ Technology – be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology √ Creative arts – designing graphics and posters for the final product that is a presentation with the theme water conservation and counteracting of pollution of water sources. lOMoAR cPSD| 8333555 4 | P a g e 7 Approaches
1. Individual – every individual in the group is gathering research about water conservation
and the link to water pollution using one of the supplied resources that would be shared with the group.
The investigation phase is the research phase. Learners need to look at pictures of wetlands, look at books, the enviro fact sheets provided and any other material that they can find on wetlands. They can also discuss their ideas with friends, in small groups and with you, the teacher. Let the learners write a paragraph on their “research” (what sources of information they used, what they found out, what they think they would like to design).
1. Design - Each learner will need paper and pencils so that they are able to write and draw their design ideas. The design must be on paper and learners should make rough drawings first. When they are happy with their designs, they need to make a neat drawing with a heading and labels or a colour key. The dimensions of the design must be written down and the materials that will be used must be listed. Any constraints restrictions that the learner can see, anticipate in the future must also be noted. - It is very important that you, the teacher, guide the learners through this design phase. Some of the learners’ designs may be wonderfully creative but very impractical, so you need to be on hand to make sure that their designs will work. 2. Make lOMoAR cPSD| 8333555 6 | P a g e
- The learners need to gather together the materials they will need to construct their design. Encourage them to use recycled objects if possible. When they have all they need, the designs need to be constructed. 3. Evaluate
- Test the designs during the next activity, a NATURAL SCIENCES lesson. Activity 3: (45 minutes) Learners test out and evaluate their water filters during this NATURAL SCIENCES lesson.
- Divide the class into groups. Each group must have the equipment listed below.
- The groups will have as many filters in each group as there are number of learners (in other words if there are five learners in each group, there will be five filters as each learner will have designed and made his/her own filter during Activity Two).
- Set up the equipment.
- Each group must test the turbidity of their glass of water before and after filtering.
- Record the results. Each group will need the following equipment: The water filters constructed during Activity Two, the technology lesson Pens and paper A glass of dirty water (either collected from a local river or made dirty by adding sand) A container to collect the filtered water A turbidity disk (to be found on page 12) Water clarity (turbidity) information (on page 13) Groundwater recharge and discharge (on page 14)
Enviro fact sheets on Wetlands, Pollution (use the enviro fact sheets at end of Activity Two) and Water (found at end of this activity) At the end of this activity, groups need to report back on their findings. 10.3 Closing moment Activity 4 : (15 minutes) Refer to the questions on the board and ask learners if their presentation relates well to these questions. Discuss how it would be presented. 10.4 Homework lOMoAR cPSD| 8333555 7 | P a g e Writing a paragraph on the issue of water conservation and the impact of water pollution on it. 10.5 Enrichment Take the class out on a field trip to a water resource in the local environment to do a clean-up action to help curb water pollution. Write an essay as result to describe what the water source looked like before and after and how proper management of water sources can change it.
ASSESSMENT
11 Assessment activities and explanation □ Tests……………………………………… √ Essays ……………………………………….…Written after the field trip - check list √ Debates ………………………………………...During the second activity - Observation √ Interviews/Fieldwork/Site examination………Cleaning up a local water resource - observation √ Cooperative learning ………………………… Research activities done by individuals that was then shared with the group resulting in a project - Marking grid √ Group work …………………………………… During class activities and the field trip Observation □ Others…………………………………… Name of the assessment: Water conservation and the impact of pollution on natural water resources Learner Name: _____________________ Teacher: _______________________ Moderator: ______________________ Date of assessment: ________________ Date of moderation: ____________ Mark allocation: ___________ Assessment checklist for essay after field trip lOMoAR cPSD| 8333555 8 | P a g e Assessment criteria √ or x 1 The assignment is provided with a front page highlighting the context i.e. name of learner, date, project name etc. 2 A table of contents is formulated clearly indicating main headings and subheadings 3 The learner has a sound knowledge of natural resources 4 The learner has sound knowledge of water conservation 5 Problems are clearly stated and accompanied with relative solutions
√ Class panel □ Others √ Learners □ Parents lOMoAR cPSD| 8333555 10 | P a g e P a g e □ Other Bibliography: Department Basic Education,2011. Curriculum and Assessment Policy Statement. Grade 7 – 9. Social Sciences, Pretoria. Government Printer. Earle, J. Keats, G. Edwards, V. Sauerman, C. Roberts, B. Gordon, J. 2013. Social Science TodayLearner’s Book. Cape Town. Maskew Miller Longman. Ranby,P. Jahannesson, M. Monteuth, M. 2013. Platinum Social Sciences Grade 7 Learner’s book. Cape Town. Maskew Miller Longman. www.envirolearn.org.za
