PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 3
GEOGRAPHY
GRADE 11
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teaching, Learning and Assessment.
SUBJECT: GEOGRAPHY GRADE: 11 LESSON PLAN 01 TERM 3 TIME: 8 HRSTOPIC : RESOURCE USE AND MANAGEMENT
FOCUS AREA
Extraction of raw materials, the conflicts and opportunities that are created
· Land use conflict in national parks
· The impact of values and attitudes of people affected
KEY QUESTIONS:
· Is extraction of natural resources a good habit?
· How can we conserve natural resources?
· What conflicts do the natural resources cause?
· How do people benefit from the natural resources?
· What is biodiversity?
· What are the natural parks used for and the role they play to human beings?
· How are the people’s values and attitudes towards conservation?
INTEGRATION WITH OTHER SUBJECTS / Life Sciences, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy
LEARNING OUTCOME 1:
The learner will be able to demonstrate a range of geographical skills and techniques. / LEARNING OUTCOME 2:
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LEARNING OUTCOME 3:
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
AS 1 Plan and structure a project or enquiry process / AS 1 Explain processes and associated spatial patterns in a range of places and regions. / AS 1 Apply skills and knowledge to a range of phenomena, issues and challenges at local and continental scales.
AS 2 Acquire variety of information from relevant primary and secondary sources which include field work. / X / AS 2 Compare and contrast processes and spatial patterns between places and/or between regions. / X / AS 2 Examine the consequences of actions resulting from values and attitudes held by an individual and groups which influence processes, spatial patterns and human – environment interactions at local and continental scales. / X
AS 3 Classify the acquired information according to different categories. / AS 3 Examine issues and challenges arising from human and environment interactions in a local and continental context. / X
AS 4 Analyse information obtained from a variety of sources – including field work data, 1:50 000 topographical maps, orthophoto maps and statistics / AS 4 Explain different measures of conserving the environment while addressing human needs in variety of context. / X
AS 5 Report findings in written, oral and/ or illustrative form / X
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
The teacher reconciles the learners’ brainstorming. / Learners brainstorm on the concept of extraction – how good and how bad. / Text books, map of the world, map of Africa, newspaper cuttings showing natural resources. / Class work.
Short tests
The teacher asks how natural resources can be conserved. / Learners differentiate between conservation and preservation.
In groups learners brainstorm on what should be done to conserve natural resources
Teacher adds more information on what learners have given
What conflicts do the natural resources cause in the environment / The learners list these conflicts and further explain by making use of examples.
Asks the learners to give the similarities and differences of the conflicts which happened in Sierra Leon and Sudan. Thereafter teacher adds more flesh to the given answers. / Learners compare and contrast the conflicts on natural resources that happened in Sierra Leone and Sudan.
Teacher asks what do they understand about the economic development and population growth and what impact/ the role do these play. / Learners explain what is happening in the diagram putting emphasis on the destruction of the natural resources.
Learners give explanation on what biodiversity mean.
Teacher asks the various methods to let people know on how to preserve some other resources. / Learners give answers to the question.
Teacher asks the learners to give a definition on tourism and ecotourism concepts / Learners define concepts such as tourism, ecotourism
What are the challenges which face the ecotourism? / Learners should make mention of the advantages and disadvantages
Teacher asks the purpose of having national parks / Learners work in groups coming up with answers. The concepts of preservation and conservation are defined.
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: GEOGRAPHY GRADE: 11 LESSON PLAN 02 TERM 3 TIME: 4HRSTOPIC : DEVELOPMENT AND SUSTAINABILITY
FOCUS AREA
Sustainability
Indicators of development and sustainability
Principles of sustainable development
GDP, GNP, HPI
KEY QUESTIONS:
· What do development and sustainability mean?
· What are the disadvantages of living in rural areas in terms of facilities?
· What are the indicators of development and sustainability?
· What are the principles pertaining the sustainable development?
· What do the following concepts mean: GDP, GNP and HPI?
INTEGRATION WITH OTHER SUBJECTS / Accounting, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy
LEARNING OUTCOME 1:
The learner will be able to demonstrate a range of geographical skills and techniques. / LEARNING OUTCOME 2:
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LEARNING OUTCOME 3:
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
AS 1 Plan and structure a project or enquiry process / AS 1 Explain processes and associated spatial patt erns in a range of places and regions. / AS 1 Apply skills and knowledge to a range of phenomena, issues and challenges at local and continental scales. / x
AS 2 Acquire variety of information from relevant primary and secondary sources which include field work. / x / AS 2 Compare and contrast processes and spatial patterns between places and/or between regions. / x / AS 2 Examine the consequences of actions resulting from values and attitudes held by an individual and groups which influence processes, spatial patterns and human – environment interactions at local and continental scales.
AS 3 Classify the acquired information according to different categories. / x / AS 3 Examine issues and challenges arising from human and environment interactions in a local and continental context. / x
AS 4 Analyse information obtained from a variety of sources – including field work data, 1:50 000 topographical maps, orthophoto maps and statistics / AS 4 Explain different measures of conserving the environment while addressing human needs in variety of context.
AS 5 Report findings in written, oral and/ or illustrative form / x
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
The teacher asks learners to give the difference between developed, developing and underdeveloped countries. / · Learners differentiate between Developed, developing and under developed countries / Text books, map of the world, map of Africa, newspaper cuttings showing natural resources. / Class work.
Short tests
The teacher gives learners map of the world to identify where the developed and underdeveloped countries are located / · Learners locate by shading on a readily made map the hemispheres and countries of development and under development.
Teacher divides the learners into groups and asks them to compare developing and developed countries under the following concepts: GNI, Nutrition, Infant mortalities (death), Trade, Housing, and Education. / Learners brainstorm the concepts comparing developed and developing countries
Teacher divides the learners into groups and each group is given Principle(s) for sustainable development. / Each group will explain the principle/s for sustainable development.
The teacher gives the learners the following concepts to brainstorm: GDP, GNP, HPI
The teacher consolidates by giving more flesh on the concepts. / Learners brainstorm the concepts.
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: GEOGRAPHY GRADE: 11 LESSON PLAN 03 TERM 3 TIME: 9 HRSTOPIC: Models and theories of development.
FOCUS AREA
Theories and Models
Core periphery
Neo classical
Globalization
KEY QUESTIONS:
· Definition of the concepts: theory and model.
· Why were theories and models developed?
· Differentiate between top down and bottom up approach to development.
· Identify the theories and models of development.
· What is understood by the Rostow model, core-periphery, dependency, neo-classical and globalization, and theories of development?
INTEGRATION WITH OTHER SUBJECTS / History, Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy
LEARNING OUTCOME 1:
The learner will be able to demonstrate a range of geographical skills and techniques. / LEARNING OUTCOME 2:
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LEARNING OUTCOME 3:
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
AS 1 Plan and structure a project or enquiry process / AS 1 Explain processes and associated spatial patterns in a range of places and regions. / AS 1 Apply skills and knowledge to a range of phenomena, issues and challenges at local and continental scales.
AS 2 Acquire variety of information from relevant primary and secondary sources which include field work. / x / AS 2 Compare and contrast processes and spatial patterns between places and/or between regions. / x / AS 2 Examine the consequences of actions resulting from values and attitudes held by an individual and groups which influence processes, spatial patterns and human – environment interactions at local and continental scales.
AS 3 Classify the acquired information according to different categories. / x / AS 3 Examine issues and challenges arising from human and environment interactions in a local and continental context. / x
AS 4 Analyze information obtained from a variety of sources – including field work data, 1:50 000 topographical maps, orthophoto maps and statistics / x / AS 4 Explain different measures of conserving the environment while addressing human needs in variety of context.
AS 5 Report findings in written, oral and/ or illustrative form
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
The asks the learners to define the following concepts: Theory and Model / Learners brainstorm on the concepts of theory and model. / Text books, map of the world, map of Africa, / Class work.
Complex task over time,
Debates
The teacher asks the learners why were the theories and models developed / Learners respond by giving the reasons why the theories were developed.
The teacher asks the learners to differentiate between “top down” and “bottom up” approach and to provide suitable examples / The learners, in groups, respond by giving the differences and various examples of top down and bottom up development.
The teacher gives the learners prepared hand-outs on theories to read and to display their understanding. / In groups, learners read and interpret the contents of the handouts on the theories of development, advancing advantages and disadvantages.
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: GEOGRAPHY GRADE: 11 LESSON PLAN 04 TERM 3 TIME: 6 HRSTOPIC: RURAL AND URBAN DEVELOPMENT: SUCCESSES AND FAILURES.
FOCUS AREA
Developed and developing areas
Migration
Urbanization
KEY QUESTIONS:
· What is the economic relationship between the developed and the developing countries?
· Definition of the concept “urbanization”
· What causes an increase in the migration of people from rural to urban areas?
· How can development be promoted in rural and urban areas?
INTEGRATION WITH OTHER SUBJECTS / Life Orientation, Economics, Business Studies, Mathematics and Mathematical Literacy, History
LEARNING OUTCOME 1:
The learner will be able to demonstrate a range of geographical skills and techniques. / LEARNING OUTCOME 2:
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans and the environment. / LEARNING OUTCOME 3:
The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognize values and attitude and demonstrate the ability to recommend solutions and strategies.
ASSESSMENT STANDARDS / ASSESSMENT STANDARDS / ASSESSMENT STANDARDS
AS 1 Plan and structure a project or enquiry process / AS 1 Explain processes and associated spatial patterns in a range of places and regions. / AS 1 Apply skills and knowledge to a range of phenomena, issues and challenges at local and continental scales.
AS 2 Acquire variety of information from relevant primary and secondary sources which include field work. / x / AS 2 Compare and contrast processes and spatial patterns between places and/or between regions. / x / AS 2 Examine the consequences of actions resulting from values and attitudes held by an individual and groups which influence processes, spatial patterns and human – environment interactions at local and continental scales.
AS 3 Classify the acquired information according to different categories. / x / AS 3 Examine issues and challenges arising from human and environment interactions in a local and continental context.
AS 4 Analyze information obtained from a variety of sources – including field work data, 1:50 000 topographical maps, orthophoto maps and statistics / AS 4 Explain different measures of conserving the environment while addressing human needs in variety of context. / x
AS 5 Report findings in written, oral and/ or illustrative form / x
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
The teacher asks the learners to give the economic relationships between the developed and developing countries. / Individually learners write in their books the relationships between the developed and developing countries / Text books, / Class work / homework
What does urbanization mean? They are asked to provide examples where it takes place. / Learners give a definition of urbanisation and name the places where it occurs.
The teacher introduces the concept of migration and asks the learners to brainstorm on it. / In groups, learners brainstorm on the various the causes of migration.
Teacher pairs the learners and asks them to give the methods that can be used to develop rural and urban areas. / Learners discuss in groups and write their responses in their work books
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES: