Social Sciences: Geography
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Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: Geography
Grade 4
SAMPLE
CAPS aligned
M Lübcker E van Emmenes
Learning objectives
What learners should know at the end of the lesson according to CAPS requirements.
Lesson elements
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.
Activity
Questions to complete to test learners’ knowledge of the completed lesson.
Tips
Any information other than the content, to guide learners through the learning process.
SAMPLE
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
Time spent studying the content at the end of the unit and to prepare for a test or examination.
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.
G04 ~ Social Sciences: Geography
Timetable and time management
According to the CAPS policy, learners must spend three hours per week on Social Sciences. A term of 10 weeks is therefore divided into 30 hours. The time allocation for Social Sciences: History is therefore 15 hours per term, and 15 hours per term for Social Sciences: Geography.
Learners must spend 1½ hours per week studying Geography. You will find that some instructions go quicker than others. It is always a good idea to allocate a little more time for more difficult concepts for extra revision of what is learnt, and time to practise the skills the learners obtain. This Facilitator’s guide also has many extra activities and details to cover with those learners who finish quicker or are interested in broadening their knowledge above the requirements.
Remember, time allocation per topic may vary, which means that the length of the lessons may need to be varied as well. Follow the guidelines given for every unit or lesson, but most importantly, be guided by the learners and how easy or difficult they find each topic to grasp.
According to the study guide:
Term 1 – 10 lessons: In a term consisting of 10 weeks, learners must complete at least one Geography lesson per week.
Term 2 – 10 lessons: In a term consisting of 10 weeks, learners must complete at least one Geography lesson per week.
SAMPLE
Term 3 – 10 lessons: In a term consisting of 10 weeks, learners must complete at least one Geography lesson per week.
Term 4 – 7 lessons: In a term consisting of 10 weeks, learners must complete at least one Geography lesson per week and then spend time revising all the content covered for the examination. It is also recommended that learners complete the revision exercises at the end of Units 1 and 5 to refresh the skills obtained. This will enable learners to be properly prepared for the examination.
Assessment requirements
The recommended programme of assessment is as follows:
Term 1
Term 2
Term 3
Term 4
Geography Assignment
History Assignment + June examination
History Project Continuous assessment
Geography Assignment + June examination
History Term 3 test
Geography Term 3 test
History November examination November examination
Geography November examination
G04 ~ Social Sciences: Geography
Study tips and methods
Learners can use a mind map to memorise the information they have learnt. A mind map has a main goal in the middle, with many side branches with headings and the table of contents that can be very handy.
Keep the mind map at hand every time a new lesson is added. This way, the mind map is updated and the summaries that need to be done before the examinations are kept to a minimum.
Most lessons have an activity and a review exercise at the end of the unit. Ensure that learners understand the contents of the lesson. Review the activities and revision exercises with the learners in preparation for the examinations. Each activity and revision test must be as complete as possible, and questions must be answered in full sentences.
Other useful information
If possible, get an atlas for the learners. Atlas skills are very important in Geography. Maps of your local area are handy for mapwork. There are also a host of lessons and activities available online. Lots of organisations and projects give handy information on their websites.
Google Earth, for example, has wonderful aerial pictures and it makes it possible to study your area in detail. This will make it more relevant to learners. Google Earth has a mobile webpage as well, which you can access on any smartphone with an internet connection.
SAMPLE
If possible, visit YouTube and search for, i.e., ‘mining in South Africa’; a host of different videos and podcasts will pop up for you to watch. This is also useful for curious learners who would like to learn more about the subject being covered.
This Facilitator’s guide contains lots of helpful hints and tips as well as extra exercises or activities that you can do with the learners. These are often just as important, as it will instil a keen interest in the topic and encourage further learning.
Preface
The Facilitator’s guide is only to be used for the facilitator and not the learners. It should be used in conjunction with the Grade 4 Study guide.
The answers to the activities are in this guide, although there are some activities for which there cannot be a specific answer. It will be stated as such.
As facilitator you must – where possible – discuss the lesson with the learners. Talk in general about the topic to test the learners’ existing knowledge. Then link it with the topic you will be covering, thus making it relevant and easier for learners to grasp.
SAMPLE
G04 ~ Social Sciences: Geography
Year plan
Keep the following in mind when planning your year:
● Be realistic and flexible
● Keep your other subject timetables in mind
● Allow for enough time to study for tests and examinations
Term Unit and lesson Date started
Unit 1: People and places
Lesson 1: Places to live
Lesson 2: Jobs that people do in different places
Lesson 3: Buildings and their uses in different regions
1
2
Lesson 4: How roads and trails are used in settlements
Lesson 5: Identify natural and man-made beacons
Lesson 6: Describe and sketch a short journey
Lesson 7: Needs and wants
Lesson 8: Basic needs: Water, food, energy, shelter and healthcare
Lesson 9: How people meet their needs
Unit 2: Map skills
Lesson 10: Different views of simple objects
Lesson 11: Pictures or letters as symbols or keys
Lesson 12: Large-scale map symbols
SAMPLE
Lesson 13: Simple grids and grid references
Lesson 14: Read and write directions on a map and in an area
Unit 3: Reading important maps
Lesson 15: How we indicate oceans and land on a map
Lesson 16: South Africa’s provinces and their capitals
Lesson 17: The earth is round and maps are flat
completed
3
Unit 4: Food and farming in South Africa
Lesson 18: The food we eat – plants and animals
Lesson 19: Ways we obtain food
Lesson 20: Subsistence farming and commercial farming
Lesson 21: Cultivating food in towns and cities
Lesson 22: Different kinds of farming
Lesson 23: Crop farming in South Africa
Lesson 24: Fruit farming in South Africa
Lesson 25: Livestock: Large animals, small animals and poultry
Lesson 26: Case study: Cattle farming in South Africa
Lesson 27: Major crop and livestock farming areas in South Africa
Lesson 28: Processed and unprocessed food
Lesson 29: How and why food is processed
Lesson 30: From farm to factory, from supermarket to home
Unit 5: Water in South Africa
Lesson 31: Uses of water
Lesson 32: Industrial uses of water
Lesson 33: Water as a resource
Lesson 34: The water cycle
4
Lesson 35: The importance of water storage
Lesson 36: Natural water sources
Lesson 37: Personal and daily uses that pollute water
Lesson 38: Waste water and sewage recycling
People and places Unit 1
Learning objectives
After completing this unit, learners must be able to do the following:
● Identify and describe the various places people live, including farms, villages, towns, and cities.
● Identify and describe the various places people work.
● Identify and explain various types of buildings and their uses, including houses, animal shelters, shops, schools, clinics, banks, offices, places of worship, factories, garages and train stations.
● Understand roads and footpaths and how each is used within settlements.
● Identify various landmarks.
● Understand the difference between natural and man-made landmarks.
● Describe and draw a short journey, such as explaining the route they take to school or a shopping centre.
● Explain how to get from one place to another using terminology such as left, right and straight.
● Identify significant landmarks and correctly name roads or streets.
● Differentiate between needs and wants.
● Identify the basic human needs, including water, food, shelter, healthcare and energy.
● Understand the different ways in which people meet their needs.
● Apply the knowledge they have learnt with a case study or relevant situation.
Introduction
It is highly recommended that learners add to the terminology list in the Study guide. They need to understand the terminology to understand the content especially for tests or examinations.
Along with each topic covered, there are several suggested internet links for learners to follow as well as additional information, games and activities to complete. These are highly recommended, but not compulsory. However, at the end of each lesson, you must ensure that learners obtained the necessary skills to comply with the outcomes.
Lesson 1 Places to live
Discuss the different places where people live. Talk about why people live where they do, e.g., farmers living on farms. Focus on your immediate surroundings or places the learners recently visited. Let them discuss different buildings they have seen, what they think are important elements in a place to live and what is vital for survival.
The aim of this lesson is for learners to differentiate between different settlements, including farms, villages, towns and cities. They do not need to differentiate between rural and urban settlements yet, but if you think they will understand these concepts, feel free to discuss it. Allocate approximately one hour to complete this lesson but allow for extra time to complete the activity. You may add any information to the mind map or do some extra tasks.
For the curious
Watch this short YouTube video on the difference between city life and country life. bit.ly/2TgJ7VA
Activity 1
Learners’ answers will differ.
G04
Lesson 2
Jobs that people do in different places
In this lesson learners must be able to link the jobs that people can do with the place or settlement in which they live. It obviously varies from settlement to settlement, but there will usually be some common ground. Try to have a look at jobs from all three industry sectors, i.e., primary (raw materials), secondary (manufacturing or production) and tertiary (sales of goods or services). Learners do not need to understand these terms yet, it’s merely for future reference.
Activity 2
1.
On a farm
● plant maize
● harvest wheat
● sow grain
● milk cows
● farm manager
● sheep shearer
● plough fields
● herd cattle
2.
In the city
● attorney
● police officer
● banker
● teacher
● doctor
● chef
● hairdresser
● firefighter
2.1. Pastor/priest/reverend (accept any religious occupation)
2.2. Doctor
Lesson 3
Buildings and their uses in different regions
This lesson studies the various types of buildings. It is a very interesting and practical topic. Visit and take photos of the different types of buildings that occur in the neighbourhood. If there are any unique ones, or buildings that serve a specific purpose, discuss them with the learners. This lesson should take approximately an hour to complete, and allow some extra time for practical work and to complete the activity.
1.
For the curious
Watch the YouTube video on the Union Buildings. bit.ly/2MDWLfH
For the curious
Put on your safety belt and take a tour through the streets of Sandton by watching the following YouTube video. bit.ly/2BbIPF5
Activity 3
1.1. place of worship
1.2. farmhouse
1.3. train station
1.4. airport
1.5. flats
1.6. bank
SAMPLE
1.7. petrol station
1.8. hospital/clinic
1.9. house
1.10. school
1.11. shopping centre
1.12. animal shelter
(12 × 1) = (12)
G04 ~ Social Sciences: Geography 1
2. Accept any relevant answer. Guidelines:
2.1. Where believers gather to worship their god.
2.2. A house on a farm in which a farmer and his family live.
2.3. Where people travel by train to other stations.
2.4. Where airplanes take off and land to transport passengers/goods over great distances to other airports.
2.5. Multiple small apartments stacked on top of one another.
2.6. Where you can store and exchange your money.
2.7. Where you can fill up your car with petrol/diesel.
2.8. Where people receive basic healthcare services.
2.9. A structure in which people live to protect them against the elements.
2.10. Where children gather to be educated.
2.11. A large centre with various shops, restaurants and entertainment areas.
2.12. A place where abused/stray animals are cared for. (12 × 1) = (12) [24]
Lesson 4
How roads and trails are used in settlements
Learners must be able to differentiate between a road and a trail and discuss the uses of each. They should recognise pictures of both and be able to explain how each is used in a settlement. Spend approximately an hour on this topic, and try and visit different kinds of roads that were discussed.
Activity 4
SAMPLE
1. A town is a settlement with streets, houses, shops and buildings such as schools and banks.
A city is bigger than a town. There are more shops and bigger/busier streets, and large cities usually have an airport.
A farm is a piece of land on which people farm animals and/or grow crops. (3 × 2) = (6)
2. Learners’ answers must be relevant. Use your own discretion. (5 × 2) = (10)
Lesson 5
Identify natural and man-made beacons
Learners need to understand the concept of a landmark and that it is unique to the area in which it is located. They must also differentiate between man-made and natural landmarks. They must be able to identify the type of landmark from a picture or object. Allow no more than an hour for this topic, including the time it takes to complete the activity.
For the curious
Watch the YouTube video on Table Mountain. bit.ly/2WtLkvt
For the curious
Watch the YouTube video on the Nelson Mandela bridge. bit.ly/2MHPk6Z
For the curious
These little activities are rather important as it will instil a greater enthusiasm for learning. Ensure that learners complete them on their own as far as possible.
G04 ~ Social Sciences: Geography 1
Activity 5
1. Natural
2. Man-made
3. Man-made
4. Natural/man-made
5. Natural
6. Natural/man-made
7. Natural
8. Natural
9. Man-made
10. Man-made (10 × 1) = [10]
Lesson 6
Describe and sketch a short journey
Complete the activity with the learners. If possible, drive them to a regular spot, but let them give the directions. Spend approximately two hours on this topic and have the learners complete the route actions by drawing a basic map and using words to give directions.
Activity 6
1. Turn left onto River Road, turn left onto First Avenue and turn left again onto Main Street. (6)
2. Turn left onto River Road, left onto First Avenue, left onto Main Street, and right onto Workers Way. The bank is on the left. (8) [14]
SAMPLE
Lesson 7
Needs and wants
Spend an hour on this topic. Learners must know the difference between needs and wants. As an introduction, let them make a list of things they must have in order to survive and a separate list of things they would like to have. Let them aim for at least 10 items. Then go through the list with the learners and identify whether they have put their items under the correct heading.
Activity 7
Lesson 8
Basic needs: Water, food, energy, shelter and healthcare
This is an important concept that learners must understand and you should allocate approximately two hours for discussion, including the time it takes to complete the activity.
Lesson 9
How people meet their needs
It is important to link prior knowledge to this lesson. Spend an hour at most on this lesson.
G04 ~ Social Sciences: Geography 1
Revision: Mind map
Work with the learners through the mind map to ensure that they know what information is important. They will have to create their own mind maps in future units.
BUILDINGS (depends where they live)
JOBS (depends where they live)
PEOPLE AND PLACES
WHERE PEOPLE LIVE
WANTS (Extras)
NEEDS AND WANTS
BASIC NEEDS (vital to your survival)
LANDMARKS (something unique to the area)
(unchanged | part of nature)
Places to live
exercise
1.1. D
(changed | made by people)
2.1. A town. It doesn’t have as many and such a variety of buildings as a city, i.e., there is no airport. (3)