Social Sciences: Geography
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Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: Geography
Grade 7
CAPS aligned
T Greyling T van Vollenhoven S Jordaan
LESSON ELEMENTS
LEARNING AIMS
What learners should know at the end of the lesson according to CAPS requirements.
IMPORTANT TERMINOLOGY
New terminology to assist with the understanding of the subject as part of the lesson.
DEFINE
Definitions of concepts to understand the content.
IMPORTANT
Explains misunderstandings to avoid possible confusion with existing knowledge.
TIPS
Any information other than the content, to guide learners through the learning process.
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a pass mark.
ACTIVITY
Questions to complete to test learners’ knowledge of the completed lesson.
EXERCISE
Sample
To conclude the specific unit. Formative assessment.
CORE CONTENT
Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.
STUDY/REVISION/REVISION
Time spent studying the content at the end of the unit and to prepare for a test or examination.
All lesson elements are not necessarily used in this guide.
G07 ~ Social Sciences: Geography
PREFACE
ADDITIONAL READING
All the information the learner needs to successfully complete the year’s Geography is contained in the study guide. The following are recommended for enrichment:
• Ranby, P, Johannesson, B, Monteith, (2013). Platinum Social Sciences Grade 7 Learner’s Book. Cape Town: Maskew Miller Longman.
• Any printed atlas.
INTRODUCTION
The facilitator’s guide is only for the facilitator and not for the learner. This guide is used with the study guide for Grade 7. The answers to the activities are given in the facilitator’s guide. You as facilitator must, where possible, first have a discussion with the learner about the lesson that will be discussed. Discuss in general the topics to test the learner’s knowledge beforehand.
Social Sciences is one subject, although each section (Geography and History) has its own study guide and facilitator’s guide. The two sections have a combined portfolio book. The learner can have one workbook (script with ruled paper) for Social Sciences in which the learner must do the activities and take notes.
What is geography?
Geography is more than a mere study of the earth, as was believed in the past. In fact, it is the study of both our human and physical environment. Geographers are interested in the natural processes that take place in various environments, human settlement and activities, our interdependence on our immediate environment and the impact that we have on that environment. But most importantly, geographers are fascinated with change. We live in an ever-changing world and therefore, the phenomena which we study are in an ever-changing environment
Sample
The study guide will focus specifically on spatial literacy, patterns and trends, as well as on the reading and drawing of basic maps, using statement and linear scale. It will also cover a section on natural disasters caused by earth movement, population growth and change, and sustainable conservation of resources in South Africa. This is in accordance with the guidelines set out in the CAPS curriculum.
In order to get the most from the study guide, the learner should not merely learn the content that is provided. As geography is constantly changing, the learner is encouraged to study the world around them, broaden his/her knowledge with the use of the internet, libraries and magazines. Most importantly, they should keep abreast with current affairs by reading or listening to the news a minimum of three times a week. The learner is encouraged to keep
G07 ~ Social Sciences: Geography
an ‘articles book’, in which he/she can keep and analyse geographically pertinent events which are covered in the news. They may indicate the locations of these events on a map.
By the end of the study guide the learner should be curious about the world we live in, have a decent general knowledge of the places and natural forces at work on earth and understand the interaction between society and the natural environment. He/she should care about the planet and well-being of all who live on it. The learner should have the ability to think independently and support his/her ideas with sound knowledge, understand and work with a number of sources and observe and engage in phenomena in his/her own environment. The learner will have discovered a wealth of knowledge about people, places, events and issues using a wealth of various sources. Thereby, enabling the learner to make informed decisions, communicate ideas and information and most importantly, take appropriate action. 1
CAREER LINKS AND SUBJECT INTEGRATION
Career links include, among others, the following:
Aviation
Earth sciences
Education and teaching
Water and land affairs
Land surveying
Nature conservation
Rural and regional planning
Journalism
Farming
Geographical Information Systems
Cartography
Ecotourism
Environmental management
Geology
Meteorology
Remote sensing
Urban planning
Sample
These careers span the administration, planning and development, transport, commerce, industrial, mining and tourism sectors.
Subjects that support Geography include Mathematics, Business Studies, Economy, Physical Science, Life Sciences, Tourism and Computer Studies (IT/CAT).
MARKING GRID
ACTIVITY/EXERCISE
EXERCISE 1
Activity 1
Activity 2
EXERCISE 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
EXERCISE 3
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
EXERCISE 4
Activity 19
Activity 20
Activity 21
Activity 22
Activity 23
EXERCISE 5
Activity 24
Activity 25
Activity 26
Activity 27
EXERCISE 6
Sample
Lesson 1: Local maps and street maps
Lesson 2: Sketch maps and explaining routes
Lesson 3: Distance and scale
Lesson 4: Current events
Lesson 5: The structure of the earth
Lesson 6: Earthquakes
Lesson 7: Volcanoes
Lesson 8: Floods
Lesson 9: Population concepts
Lesson
LEARNING AIMS
INTRODUCTION
UNIT 1: Map skills Sample
After learners have completed this unit, they must be able to do the following:
• Use grid references to locate places on a street map.
• Use a street map and compass directions to describe a specific route.
• Sketch a map of a local area.
• Use and define scale, differentiate between linear and statement scale, compare different types of scales and use those scales to calculate distance.
• Know the main lines of latitude and longitude and use them to locate where events happened on a world map.
• Stay abreast of current affairs and analyse certain events to ascertain certain information about those events, such as where, when, why and how an event occurred and what the effects of the event in question were.
This unit is a very practical one. You are advised to use a number of different resources, including maps of your local area, GPS or even download maps from the Map Studio website (www.mapstudio.co.za) if you have these resources available to you.
This unit is very important as it lays the foundation for all mapwork which the learner will do in the rest of the phase as well as the mapwork done in the FET Phase. Spend a minimum of 15 hours on this unit. Each lesson will have the estimated time required to complete it Mapwork skills will also be necessary when completing the units later on in the study guide, so they will constantly need to be revised.
LESSON 1: LOCAL MAPS AND STREET MAPS (2 hours)
This lesson will take an in-depth look at different maps and the elements of those maps. The focus will be on using a grid reference and index to find certain places on a map, which are in alphabetical order. The learner will recap information learnt in previous grades such as political and physical maps and the cardinal points of a compass.
He/she will also need to be able to use a key and identify the different elements the key explains.
Lastly, the learner will describe a route using a starting point and a destination, utilising a local street map.
IMPORTANT TERMINOLOGY
Here are a few links you can show the class to explain the following concepts to learners.
• Altitude: Sea level is regarded as 0 metres. Altitude is then measured in metres, from sea level.
https://goo.gl/hi16lJ
• Contour lines: A line drawn on a map that connects places that are at the same altitude.
https://goo.gl/GPOJH2
• Wind directions: There are 16 directions learners must know.
https://goo.gl/E7T5Bf
https://goo.gl/Vph8GF
• Grid system: https://goo.gl/3PELvL
1.1
Types of maps
Ensure that the learner knows and understand the different types of maps. Colour versions of the different maps can be found at the back of the study guide. It may help learners to better understand the differences.
EXERCISE 1: Memorandum
1.1 D
1.2 E
1.3 B
1.4 F
1.5 A
1.6 C
1.2
Characteristics of maps
Below are some methods to explain the characteristics of maps to learners:
• A bird’s eye view: Because maps are flat, they should give you a bird’s eye view of a location, in other words, a view as seen as if you are looking down on the map.
Sample
Source: https://goo.gl/x9zQBa
Bird’s eye view of Paris, Arc de Triomphe
• Direction: All maps should have an arrow marked ‘north’. This helps you work out the other compass directions and ascertain the orientation of the map, i.e., north, south, east and west. Here are the steps to draw a wind rose:
SampleDirection is very important and helps learners to determine where they find themselves on the map at a specific point.
The four cardinal directions must be determined first. Then learners can complete the rest until all 16 directions can be determined and indicated.
• Place/location: Street maps may be used as an example.
The 16 Cardinal Points of a Compass Sample
Shows highways and roads, e.g., indicates different street names.
Street map of Pretoria city centre
Source: https://goo.gl/Q9Sq49
• Symbols: Test the learner’s knowledge regularly by asking him/her about this. For example, let him/her identify the key/legend, ask him/her to provide cross references, let him/her indicate north on maps, etc. Show the learner topographical maps where keys/legends are used.
Example
Area
Designation
Erosion; Sand
Perennial water
Swamp and marsh
• Key/Legend: Show the learner topographical maps where keys/legends are used.
• Scale: Example of scale on a topographical map:
ACTIVITY 1: Memorandum 1.1
ACTIVITY 2: Memorandum
1.3 Indexing maps
Make sure that the learner always writes latitude before longitude. Let them think about it like this – latitude comes before longitude in the dictionary.
Example: South Africa’s latitude and longitude is as follows: 20° S, 20° E
Latitude runs from left to right across the map, while longitude runs from top to bottom.
The learner must realise the importance of accuracy, as this is the first time that he/she is working with maps containing so much detail.
Grid system: Most maps are divided using a grid system to make it easier to find a point of interest. These maps use variables on two sides of the map so that each point has two variables. The variables are arranged from north to south, and from east to west.
Here is an example of how to determine grid references.
EXERCISE 2
Draw your own grid system using the following instructions:
INSTRUCTIONS
1. Your grid system must include rows A – F and columns 1 – 6.
2. Your blocks must be 2 x 2 cm in size.
3. Colour C5, F1 and A3.
ACTIVITY 3: Memorandum