Download SDGEOGM Assignment 3 Portfolio and more Exams Geography in PDF only on Docsity!
You need to include a completed and signed copy of this form when you submit Assignment 01, 02 and 03 for this module. Assignments without the form will be cancelled and returned unmarked
SDGEOGM Assignment 3 Portfolio
STUDENT DECLARATION FORM DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical behavior with regard to the preparation of all written work submitted for academic assessment. Although your lecturers can provide you with information about reference techniques and guidelines to avoid plagiarism, you also have a responsibility to fulfill in this regard. Should you at any time feel unsure about the requirements, you must consult your lecturers before you submit any assignment. You are guilty of plagiarism when you extract information from a book, article, web page or fellow student without acknowledging the source and submit it as your own work. In truth, you are stealing someone else’s property. You may not use another student’s work. You may not allow anyone to copy or use your work with the intention to submit it as his/her own. Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious violation of the University’s regulations and may lead to expulsion. The under-mentioned declaration must accompany written assignments. Your assignment will be cancelled and returned unmarked if you do not include a fully completed and signed declaration form. I (full names): Joshua James Kernot Student number: 59776900 Module: SDGEOGM Declare that… 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 else’s work, whether a printed source, the internet or any other source, I give the proper acknowledgement and include a complete reference list. I did not use another current or previous student’s work, submitting it 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. Signature: JOSHUA JAMES KERNOT Date: 24 August 2022
Task 1 : Geo-Literacy
Landforms Name of the landform Location where they occur in South Africa Topic in FET curriculum 1.1 Howick Falls Howick, KwaZulu- Natal Grade 12 Geomorphology: Drainage Systems in South Africa 1.2 Tugela Falls Drakensberg, KwaZulu- Natal Grade 12 Geomorphology: Drainage Systems in South Africa 1.3 Valley of the Thousand Hills Between Pietermaritzbu rg and Durban in KwaZulu- Natal Grade 11 Geomorphology: Topography Associated with Horizontally Layered Rocks 1.4 Giant’s Castle Drakensberg, KwaZulu- Natal Grade 11 Geomorphology : Topography Associated with
Rocks 1.5 The Amphitheatre ridge Northern Drakensberg , KwaZulu- Natal Grade 11 Geomorphology: Topography Associated with Horizontally Layered Rocks Land-use Zones Name of the Land-use Zone Location where they occur in South Africa Topic in the FET Curriculum 1.1 KZN National Botanical Garden Mayor‟s Walk, in the western suburbs of Pietermaritzburg, KwaZulu-Natal Grade 12 Rural settlement and Urban settlement Urban hierarchy
1.2 Liberty Midlands Mall Natal Midlands, Pietermaritzbu rg, KwaZulu- Natal Grade 12 Developme nt Geography Developme nt 1.3 IMbali Township Vulindlela, Pietermaritzbu rg, KwaZulu- Natal Grade 12 Rural settlement and Urban settlement Urban settlements 1.4 Pietermaritzburg Airport (^) Oribi Village, 5km south of Pietermaritzbur g, KwaZulu- Natal Grade 12 Developme nt Geography Developme nt 1.5 Nelson Mandela Capture Site Howick, Natal Midlands of KwaZulu-Natal Grade 12 Developme nt Geography Development
Task 2 : Lesson Preparation
LESSON PLAN: VOLCANOES
1 Localising details: Subject: Geography Grade: 10 Time: 40 minutes Number of learners: 25 2 Learning intentions of the lesson Knowledge: Explain physical processes of volcanoes. Developing knowledge about where they occur are and the nature of a range of different places at different scale. Making and justifying informed decisions and judgments about social and environmental issues. Skills: Working co-operatively and independently. Making decisions and judgments Suggesting solutions to problems Values: Recognize environmental problems and take appropriate actions to promote sustainable development A sense of fairness, sustainability and equality A concern about for the sustainable use of resources for the benefit of all The application of geographical knowledge and skills in learners’ personal lives 3 Curriculum content topic related to this lesson Geomorphology 4 Lesson theme (a curriculum sub-topic or lesson content theme) Volcanoes 5 Methods, teaching support aids and learning materials (Name and motivate the teaching methods you will be using in this lesson as well as the teaching aids like the chalkboard and also materials (eg. poster). Methods or lesson types (eg. practical, experimental, fieldwork, direct instruction, question-and- answer, active learning, etc) – motivate your choice. See other lesson types in attachment to the portfolio. The teacher will compliment, guide and correct the students where
necessary. The activities during the lesson will connect life experiences to learning and is a critical step
Explain what you have to prepare to be able to facilitate the lesson (eg. to prepare for an experiment you have to set up the instruments).
Prepare summarized notes for learners. Search an appropriate video on YouTube to present the explosiveness and what volcanoes look like. Highlight important concepts on the textbook. Prepare activities for the learners 8 Pattern of the lesson 8.1 Actualisation or recall of existing knowledge (eg. using recall questions) Use recall questions to enable learners to reflect back on the knowledge obtained in the previous units on the textbook (The World’s earthquake zones and ring of fire). Pictures and videos will be used to gather information where learners have to tell the teacher what they can observe simply by looking at the pictures and video 8.2 Introduction of the lesson topic (through questioning, interesting dvd/pictures/object/activity, setting the scene/preparing the context). The lesson will be introduced through the playing of a video on an explosive earthquake and how they occur. The students will be familiar with this because of existing knowledge from the previous chapter earthquakes. The diagram will then be presented of a volcano and so shall the lesson begin. 8.3 Explanation of new subject matter. Teacher contribution to lesson The teacher will ask learners reflective questions such as what are types of plate boundaries discussed in the preceding lesson. I will also make sure learners understand the lesson concepts before writing notes. I will also remind learners questions such as if it is necessary that at plate tectonics where two plates move apart from each other what would happen and as they do so molten rocks bubbles up the plates and hardens up to form new crust. Ask learners questions such as where are plate boundaries located. Active learning by learners during the lesson Learners are expected to pay attention and answer questions asked by the teacher. They will be required to write notes. If they have any questions, they can raise their hands. They are also expected to participate in classroom discussions during the lesson. Learners are expected to work co-operatively. I will circulate to provide instruction and feedback as learners work, but let them struggle a bit through the process and arrive at the solutions in a variety of ways. 8.4 Monitoring the understanding of new subject matter during the lesson. How will you assess the understanding of new content? Use as informal assessment strategy. This is about the understanding of what was learned.
minutes of interactive lesson, I will circulate around the room for two minutes while learners review their notes alone and then in pairs. I will provide assistance to those who need it. I will follow up with asking oral questions to evaluate their understanding 8.5 Functionalisation/assessment (Indicate which assignment/task/activity is given to learners). The assessment task must be fully developed and must be attached here. This is about the application of what was learned. Learners will be given a classroom activity. The class activity corrections will be discussed in class. 8.6 Extension tasks (alternative activities for learners with barriers to learning; additional activities for fast learners - if applicable). All learners will be given the same task. Learners with barriers to learning will be attended during the course of the activity. Learners will be require to analyse case studies on volcanoes
Class Activity Taken from the Impaq CAPS textbook
Task 3 : Learner needs
Summary of learner needs: Learners want to experience geography learning through digital technology such as having access to the use of computers, cell phones, tablets, and Wi-Fi together with the internet websites to access during research or searching information on the subject of what was taught in classroom. This has become a new age of era with the ever increasing technological world we live in. According to learners, using tablets will reduce stress of coping notes and give them more time to listen to the teacher. The tablet must contain all the learning material necessary to complete a certain lesson, for instance, they must contain study guide, work guide, previous question papers with the memorandums. The learners also want geography learning to be more practical than theory work. They want geography labs within the school to conduct research and to make geography more interesting and enjoyable. Learners want multimedia sources in the classroom, the ability to bring images, sound and videos related to the lesson. As mentioned and furthermore, the learners also want to experience geography learning through extensive field work to connect geographical concepts to real-life situations and environments. These include field trips where they will be visiting different geographical places with geographical concepts. E.g. If the lesson is about the landforms within South Africa, the subject teacher together with the school principal can organize a field trip for learners to go and see landforms practically. List of learners needs: Access to internet (educational websites) Computers Field trips Videos Tablets Library Textbooks Atlas Wi-Fi Cellphones Practical’s Laptops Summary of realistically possible needs in their school: Most of the things that learners mentioned are not realistic in their school, since the school is still developing. The school still lack resources such as computers, library, tablets, etc. to meet learner’s needs when learning geography. Learners have to spend their money and go to the city library when they have to type assignment or access the internet. Learners still share some resources such as text books during the lesson which makes learning process more difficult for them. The only realistically possible needs are fieldtrips but the
learners have to pay from their own pockets, practical, library, maps, and atlas.
Evidence
