Gr 9 social sciences facilitator’s guide geography by Impaq

Í2)È-E-SOS-FG029Î

SOCIAL SCIENCES FACILITATOR’S GUIDE: GEOGRAPHY Grade 9

A member of the FUTURELEARN group

Social Sciences Facilitator’s guide: Geography

1809-E-SOS-FG02

Í2)È-E-SOS-FG029Î

Grade 9

CAPS aligned

Facilitator’s Guide G09 ~ Social Sciences: Geography

TABLE OF CONTENTS Introduction .......................................................................................................................... 3 What is Geography? ............................................................................................................ 4 Career links and subject integration ..................................................................................... 4 Specific aims of geography caps for intermediate and senior phases ................................. 5 Assessment ......................................................................................................................... 6 Projects ................................................................................................................................ 8 Tests and examinations ....................................................................................................... 8 Tasks ................................................................................................................................... 8 Bloom’s Taxonomy ............................................................................................................ 10 Learning programme (syllabus) and broad overview of the year plan ............................... 11 Explanatory notes .............................................................................................................. 13 Unit 1: Map skills ............................................................................................................. 14 Lesson 1: Orientation ......................................................................................................... 14 ACTIVITY 1........................................................................................................................ 14 ACTIVITY 2........................................................................................................................ 14 ACTIVITY 3........................................................................................................................ 14 Lesson 2: Scale, distance and bearing .............................................................................. 14 ACTIVITY 4........................................................................................................................ 14 Lesson 3: Find places on maps ......................................................................................... 15 ACTIVITY 5........................................................................................................................ 15 Lesson 4: Photographs of the earth ................................................................................... 17 ACTIVITY 6........................................................................................................................ 17 Lesson 5: Altitude on maps................................................................................................ 18 ACTIVITY 7........................................................................................................................ 18 Lesson 6: The landscape ................................................................................................... 18 ACTIVITY 8........................................................................................................................ 18 Lesson 7: Cross sections ................................................................................................... 19 ACTIVITY 9........................................................................................................................ 19 Lesson 8: How to draw and read graphs ........................................................................... 20 ACTIVITY 10...................................................................................................................... 20 Unit 2: Development issues ............................................................................................ 22 Lesson 10: Development ................................................................................................... 22 ACTIVITY 11...................................................................................................................... 22 Lesson 11: Ways of measuring development .................................................................... 22 ACTIVITY 12...................................................................................................................... 22 Lesson 12: Factors affecting development ........................................................................ 22 ACTIVITY 13...................................................................................................................... 22 Lesson 13: Factors affecting development (cont.) ............................................................. 23 ACTIVITY 14...................................................................................................................... 23

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit 3: Surface forces that shape the earth ................................................................... 25 Lesson 15: Structure of the earth....................................................................................... 25 Activity 15 .......................................................................................................................... 25 Lesson 16: Types of rock ................................................................................................... 25 ACTIVITY 16...................................................................................................................... 25 Lesson 17: Endogenic forces (internal forces) ................................................................... 26 ACTIVITY 17...................................................................................................................... 25 Lesson 18: Landforms resulting from endogenic (internal) forces ..................................... 26 ACTIVITY 18...................................................................................................................... 26 Lesson 19: Landforms caused by exogenic (external) ....................................................... 27 ACTIVITY 19...................................................................................................................... 27 Lesson 20: Erosion ............................................................................................................ 27 ACTIVITY 20...................................................................................................................... 27 Lesson 21: Development of landforms .............................................................................. 27 ACTIVITY 21...................................................................................................................... 29 Lesson 22: Groundwater.................................................................................................... 29 ACTIVITY 22...................................................................................................................... 29 Lesson 23: Karst topography ............................................................................................. 30 ACTIVITY 23...................................................................................................................... 30 Lesson 24: Wind erosion and deposition ........................................................................... 31 ACTIVITY 24...................................................................................................................... 31 Lesson 25: Marine erosion................................................................................................. 31 ACTIVITY 25...................................................................................................................... 31 Lesson 26: Landforms characteristic of marine erosion ..................................................... 33 ACTIVITY 26...................................................................................................................... 33 Lesson 27: Coastline patterns ........................................................................................... 33 ACTIVITY 27...................................................................................................................... 33 Lesson 28: Glaciations....................................................................................................... 34 ACTIVITY 28...................................................................................................................... 34 Lesson 29: Alpine glaciers ................................................................................................. 34 ACTIVITY 29...................................................................................................................... 34 Unit 4: Resource use and sustainability ........................................................................ 35 Lesson 30: Types of natural resources .............................................................................. 35 ACTIVITY 30...................................................................................................................... 35 Lesson 31: How resources are being used ........................................................................ 35 ACTIVITY 31...................................................................................................................... 35 Lesson 32: Consequences of unwise resource use ........................................................... 35 ACTIVITY 32...................................................................................................................... 35 Lesson 33: Sustainable use of resources .......................................................................... 36 ACTIVITY 33...................................................................................................................... 36 Lesson 34: Working towards sustainability ........................................................................ 36 ACTIVITY 34...................................................................................................................... 37 Lesson 35: Food resources ............................................................................................... 37 ACTIVITY 35...................................................................................................................... 37 Lesson 36: The roles of science and technology in food production.................................. 38 ACTIVITY 36...................................................................................................................... 38 Lesson 37: Sustainable farming – appropriate technologies and farming techniques ....... 38 ACTIVITY 37...................................................................................................................... 38

Facilitator’s Guide G09 ~ Social Sciences: Geography

INTRODUCTION Welcome to Impak’s Geography course for Grade 9. We trust you will find the study material interesting and enriching. This course is designed in accordance with the South African National Curriculum Statement (NCS) in terms of CAPS (Curriculum and Assessment Policy Statement) for Geography in the SENIOR PHASE. (Grades 7 to 9). The NCS contains new learning material which promises to be very challenging and relevant to our day-to-day life. The Impak course differs in one way from the NCS: Impak Geography will remain a separate subject and will not become part of the Learning area known as Social Sciences (in which Geography is combined with History). The following topics will be covered this year: • • • •

Map skills Development issues Surface forces that shape the earth Resource use and sustainability

Facilitator’s Guide G09 ~ Social Sciences: Geography

WHAT IS GEOGRAPHY? Geography is the study of the human and physical environment. Geography is an integrated discipline that examines both physical and human processes over space and time. Geography helps us to understand our complex world. It offers us a bridge between the human and physical sciences. There are many branches of Geography. Physical Geography examines natural processes and features, including the atmosphere, landforms and ecosystems. Human Geography is concerned with the activities and impact of people on the earth. The concept that unifies Geography is space. All geographical phenomena have a spatial dimension. They also operate in a continuously changing environment. Geography therefore includes the study of: • spatial patterns and trends: the location of people and places in the world; • similarity and difference: how environments and lifestyles compare and the reasons for similarities and differences; • movement: how and why people, goods, water, land and air move and change Source: This information taken from the Department of Education website: http://www.education.gov.za/LinkClick.aspx?fileticket=RGnHZvQyYtI%3d&tabid=672&mid=1885

CAREER LINKS AND SUBJECT INTEGRATION Career links include amongst others, the following: Aviation Cartography Earth sciences Eco-tourism Education and teaching Environmental management Water and land affairs Geology Land surveying Meteorology Nature conservation Remote sensing Rural and regional planning Urban planning Journalism Farming Geographical Information Systems These careers span the administration, planning and development, transport, commerce, industrial, mining and tourism sectors. Subjects that support a geographical study include: Mathematics, Business Studies, Economy, Physical Science, Life Sciences, Travel and Tourism, Computer Studies (IT/CAT).

Facilitator’s Guide G09 ~ Social Sciences: Geography

SPECIFIC AIMS OF GEOGRAPHY: CAPS FOR INTERMEDIATE AND SENIOR PHASES This Geography curriculum aims to develop the knowledge (content, skills and concepts) of its learners. The content and the associated concepts outlined in this year’s learning programme should be integrated with the geographical aims and skills listed below. The Geography curriculum aims to develop learners who: 1. Are curious about the world they live in

2. Have a sound general knowledge of places and the natural forces at work on Earth 3. Understand the interaction between society and the natural environment

4. Think independently and support their ideas with sound knowledge

5. Care about their planet and the well-being of all who live on it 6. Understand and work with a range of sources – including maps, data and photographs

7. Observe and engage with phenomena in their own environment 8. Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the Internet 9. Communicate ideas and information

10. Make informed decisions and take appropriate action

Examples of the skills involved. Learners will be able to: • ask questions and identify issues • discuss and listen with interest • collect and refer to information (including newspapers books and, where possible, websites) • read and use sources in order to assimilate information • use information to describe, explain and answer questions about people, places and the relationship between the two • consider, synthesise and organise information • make links between cause and effect; change and continuity • acknowledge and appreciate diverse lifestyles and world views • use geographical knowledge to solve problems • discuss and debate issues • recognise bias and different points of view • develop own ideas based on new knowledge • suggest solutions to problems • engage with issues relating to the planet, its people and • resources with knowledge and sensitivity • act responsibly towards people and the environment • use and draw maps • identify and extract information from texts, atlases and other sources, including visual sources such as photographs • work with data and statistics in the form of graphs, tables and diagrams • cross-reference information using different sources • develop observation, interviewing and recording skills • through fieldwork • interview people and apply social skills • process, interpret and evaluate data • devise and frame questions • develop and apply research skills • analyse, process and present information • ask in a clear and informed way • write in a structured and coherent way • draw maps, sketches, simple illustrations, graphs, and flow charts • provide reasoned explanations • work co-operatively and independently • plan and evaluate actions systematically and critically

Source: This information is taken from the Department of Basic Education’s website: http://www.education.gov.za/LinkClick.aspx?fileticket=RGnHZvQyYtI%3d&tabid=672&mid=1885

Facilitator’s Guide G09 ~ Social Sciences: Geography

ASSESSMENT Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thus assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Guidelines for good assessment practices in Geography The aims and skills in the subject must be applied to the content knowledge as well as to the tasks, projects, tests or examinations. In assessing knowledge, facilitators will be assessing the learner’s ability to achieve the aims and demonstrate the skills outlined in the section entitled: “Specific aims of geography caps for intermediate and senior phases”. To enable learners to achieve the aims and demonstrate the skills, they will need to have a full grasp and understanding of the content and concepts in the year plan, discussed under the heading: “Learning programme (syllabus) and broad overview of the year plan”. Memory skills remain important. Assessment usually involves writing. This means that learners should be taught writing skills and should be helped to practise them. Oral work, speaking, debating and drama can also be assessed and are sometimes very valuable for revision or preparation for written work. Learners often experience difficulty in writing at length and in essay format. They need to be trained to select the information they want to include (only to choose what is relevant), to arrange the information (to put it in order together with other information) and to connect information (to make a logical sequence, or argument). The quality of learners’ work depends on the care with which their tasks and questions are set. They should be given precise and detailed instructions, both to tell them what they must do and to tell them where they can find the information they need. It is often a good idea to break down substantial questions into a number of smaller ones, or steps. Plagiarism (using someone else’s work and pretending it is one’s own) is a particular problem, whether it involves someone else doing the work, copying another learner’s work, or cutting and pasting from the Internet. It is essential that learners be trained to show whenever they quote something and to give their references. Likewise, facilitators need to set learners an example by always giving the references for information and sources that they use.

Facilitator’s Guide G09 ~ Social Sciences: Geography

INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or facilitators can mark these assessment tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important, as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the facilitator wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Learners should read and write regularly, starting with sentences and paragraphs and building up to extended pieces of work. Much of this may be structured by working through activities provided in the study guide. Other reliable sources of information that may enrich the curriculum can be used with careful selection and discretion. Evidence of the learner’s work, including assessments, should be kept in the learner’s file. FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the facilitator for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides facilitators with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. Formal assessment requirements of Social Sciences History and Geography must be assessed separately. The forms of assessment used should be appropriate for learners’ age and developmental level. Learners must complete formal assessments each term for History and for Geography. Formal assessments include formally assessed tasks, along with projects and examinations.

Facilitator’s Guide G09 ~ Social Sciences: Geography

TYPES OF FORMAL ASSESSMENT FOR SOCIAL SCIENCES: PROJECTS Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year. In Grade 9 Geography, learners are only required to complete tasks rather than projects for the year, according to the Government’s CAPS requirements. TESTS AND EXAMINATIONS Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions. Each test and examination must cater for a range of cognitive levels. COGNITIVE LEVEL Lower order: Knowledge and recall Middle order: Comprehension and application Higher order: Analysis, evaluation and synthesis

PERCENTAGE 30 50 20

TASKS Tasks should be designed to cover the content and concepts of the subject and include a variety of activities selected to assess the identified aims and skills. Facilitators should mark activities and tasks without delay. Learners should receive continuous, constructive feedback both informally and formally. Feedback should acknowledge strengths and identify areas of weakness for the learner’s developmental needs. Action plans on how learners will be supported should accompany this feedback. It is important that the feedback provided to learners encourages them to do better, and builds their self-confidence. Projects should be marked by the facilitator. They should be kept in the learner’s file for possible moderation by Impak Head Office. As mentioned, formal assessments must cater for a range of cognitive levels and abilities of learners as shown below. A formal assessment should include low, middle and high order activities or questions, with a weighting towards the cognitive level of the middle order. Source: This information is taken from the Department of Basic Education’s website: http://www.education.gov.za/LinkClick.aspx?fileticket=RGnHZvQyYtI%3d&tabid=672&mid=1885

LOW ORDER Absorb Count Define Identify Label List match memorise Name Outline Point out Quote Recite Recognise Repeat Remember Reproduce Respond Select State Trace

MIDDLE ORDER Classify Compare Convert Discuss Distinguish Define Demonstrate Describe Estimate Explain Generalise Give examples Illustrate Infer Interpret match Paraphrase Restate Rewrite Select Summarise Translate

HIGH ORDER

Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use

Breakdown Differentiate Discriminate Investigate Organise Relate Separate Subdivide

Abstract Arrange Combine Compile Construct Create Design Discuss Formulate Generalise Generate Group Integrate Organise Summarise

The above table is based on Bloom’s Taxonomy, described below.

CONCEPTUAL REASONING: EVALUATION

CONCEPTUAL REASONING: SYNTHESIS

CONCEPTUAL REASONING: ANALYSIS

APPLICATION

COMPREHENSION/ UNDERSTANDING

KNOWLEDGE AND RECALL

Facilitator’s Guide G09 ~ Social Sciences: Geography

Appraise Conclude Contrast Create Critique Criticise Decide Dispute Evaluate Grade Judge Justify Interpret Support Recommend

Facilitator’s Guide G09 ~ Social Sciences: Geography

BLOOM’S TAXONOMY Bloom’s Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. The lowest three levels are remembering, understanding, and applying. The highest three levels are analysing, evaluating, and synthesis. These terms are defined as follows: o Remembering: Retrieving, recognising and recalling relevant knowledge from longterm memory. o Understanding: Constructing meaning from oral, written and graphic messages through interpreting, classifying, comparing, and explaining. o Applying: Carrying out, implementing. o Analysing: Breaking material into constituent parts and to determine how the parts relate to each other. o Evaluating: Making judgements based on criteria and standards through checking and critiquing. o Creating: Putting elements together to form a coherent or functional whole, recognising elements into a new pattern or structure through generating, planning or producing. This hierarchical framework consisting of six categories each requiring achievement of the prior skill or ability before moving on to the next, more complex one, is relatively easy to understand. Out of necessity, facilitators must measure their learners’ ability. Doing so requires a classification of levels of intellectual behaviour important in learning. Bloom’s Taxonomy provides the measurement tool for thinking. Source: Forehand, Mary. Bloom’s Taxonomy – Emerging Perspectives on Learning, Teaching and Technology.2009. http://projects.coe.uga.edu.

Facilitator’s Guide G09 ~ Social Sciences: Geography

Learning programme (syllabus) and broad overview of the year plan UNIT/TERM 1: Map skills • Orientation • Scale, distance and bearing • Finding places on maps • Photographs of the earth • Altitude on maps • The landscape • Cross sections • How to draw and read graphs • A practical approach UNIT/TERM 2: Development issues • Defining development • Measuring development • The Human Development Index • Factors affecting development • Opportunities for development • Alternative development • Sustainable development UNIT/TERM 3: Surface forces that shape the earth • Structure of the earth • Rock types • Endogenic forces and landforms • Exogenic forces and landforms • Erosion • Development of landforms • Groundwater and Karst topography • Wind and deposition • Marine erosion and resulting landforms • Coastline patterns • Glaciations/Alpine glaciers UNIT/TERM 4: Resource use and sustainability • Renewable and non-renewable resources • How resources are being used • Consequences of unwise resource use • Sustainable resource use • Working towards sustainability • Food resources • Science and technology in food production • Sustainable farming © Impaq

Facilitator’s Guide G09 ~ Social Sciences: Geography

Types of questions A large variety of question can be used in test and examination papers. •

•

Short type of questions o Multiple choice answers o True/False o Choose the correct word between brackets o Match two columns o Label diagrams/maps o Read maps/graphs o Name/list (features …) Definitions o A definition is a short, to the point description of a module or concept, using one or more facts in a short sentence. o Usually two marks per correct definition, no matter how many facts. Describe/Discuss/Give/Compare/Explain/Analyse/Evaluate/Create o The answers on these types of questions consist of short sentences, usually one fact per sentence. o Usually two marks per correct fact. o In some cases vague reasoning can be awarded one mark per fact. Short essays o The learner should write the answer in paragraph form. o This is especially applicable to Grade 12. o Maximum six (6) facts per short essay – two marks per correct fact. o If pointed, only one mark per correct fact. o Learner may underline the facts/core words to make it more “visible”. Simple drawings/sketch maps o It is not necessary for drawings/sketch maps to be on scale, but they should show the detail correctly. o Avoid too small efforts. o Drawings/sketch maps should be labelled. o Sometimes marks will be allocated for the drawing/sketch map itself. o One or two marks per correct label – see mark allocation. Accurate cross-sections o These are side-view drawings in graph format from contour maps/topographic maps/orthophoto maps. o Usually one mark each for labelling the axis correctly, the starting and ending points, and for each different slope on the cross-section. Calculations o Learners should know the formula and the steps. o Usually one mark per correct step, e.g. calculate distance  (map distance x scale = real distance) equals three (3) marks.

▲ HINTS o The best way to learn drawings and sketch maps is to draw them. o The best way to learn text is to make short summary notes, pointed, and to memorise the core facts. o Learning is not an easy task, but it should be a regular activity.

Facilitator’s Guide G09 ~ Social Sciences: Geography

EXPLANATORY NOTES This memorandum contains the answers and solutions to the questions appearing in the activities found in the study guide. Other assessment material memoranda and suggested marking guides (unit tests and projects) are included in the facilitator’s guide. Take note of the following: •

• • •

Use this memorandum as a guide and not as a definitive source of correct answers, to be learnt parrot fashion in preparation for the examinations. Some of the questions in the activities/projects may be repeated in this year’s question papers, but not all of them. Accept other correct facts that do not appear in the memorandum, (or even in the study guide, for that matter), as long as they make sense in terms of what has been asked. Facilitators are urged not to give the correct answer too easily to the learners, but rather to guide them so that they will obtain the correct facts from the lessons or other sources themselves. Give special attention to the map skills. Along with the mapwork done in Grade 8, this forms the foundation of mapwork done in Grades 10 to 12. The secret of successful mapwork study is to practice over and over so that the skills and techniques become part of the learner’s knowledge. Follow the guidelines and methods explained in the lessons carefully instead of merely looking for the correct answers in the memorandum.

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

UNIT 1: MAP SKILLS LESSON 1: ORIENTATION ACTIVITY 1 (a) (b) (c) (d) (e) (f) (g)

F D E A C G B

(7 x 2) = [14]

ACTIVITY 2 Points 1 – 8: Refer to an atlas to mark this activity. It is important for learners to know the basic map of South Africa.

[39]

ACTIVITY 3 1. 2. 3.

North America Europe

South America Australia

(a) (b)

Atlantic Indian

(a) (b)

North/true north (2) Antarctica (2)

Africa Antarctica

Asia

Pacific Southern/Antarctic/Austral

(7) (4) (4)

Canada

(2)

(a) (b)

Mediterranean Sea Red Sea

North Sea Gulf of Mexico

(4)

(a)

0° (2)

(b)

180° (2)

(4)

Africa (use an atlas to determine this.)

(2) [27]

LESSON 2: SCALE, DISTANCE AND BEARING ACTIVITY 4 1.

Please note: When writing the scale use “represents” and NOT “=”. 1.1 1 cm represents (50 000 ÷ 100 000)  0,5 km.  1.2 1 cm represents (10 000 ÷ 100 000)  0,1 km.  2.1 2.2

1 cm  represents 500 m.  1 cm  represents 100 m. 

(2) (2) (4) (2) (2) (4)

Facilitator’s Guide G09 ~ Social Sciences: Geography

3. ●

Unit

Measuring distance always starts with writing down the steps: Map distance cm x scale = Real distance km No km means no marks for the answer.

●

3.1 8,9 cm  x 0,5  = 4,45 km  (accept: 4,3 km – 4,6 km) (accept: 8,6 cm – 9,2 cm) 3.2 1,7 cm  x 0,5  = 0,85 km  (accept : 0,7 km – 1 km) (accept: 1,4 cm – 2 cm) 3.3 23,1 cm  x 0,5  = 11,55 km  (accept: 11,4 km – 11,7 km) (accept: 22,8 cm – 23,4 cm) 3.4 7,5 cm  x 0,5  = 3,75 km  (accept: 3,6 km – 3,9 km) (accept: 7,2 cm – 7,8 cm)

(4) (4) (4) (4) (16)

(14) (2) (2) (2) (6)

5.1 North-northeast/NNE  5.2 West-northwest/WNW  5.3 South-southwest/SSW  6.1 165°  6.2 102°  6.3 220°  (Accept 5° on either side.)

(2) (2) (2) (6) [50]

LESSON 3: FIND PLACES ON MAPS ACTIVITY 5 1.

Refer to the reference at the bottom of the topographical map. Note: ● The arrow of the bench mark is accompanied by a number, referring to the height above sea level. ● A bench mark always appears at the side of a road or railway line.

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

(a) (b)

 

(c)



(d)



(e)  (a) – (e) Refer to the topographic map of Volksrust . 2.

(5 x 2) = (10)

(a) 20° South; 20° East [Note: The line of latitude first]  (b) 60° North; 100° East  (c) 30° South; 25° East 

(2) (2) (2) (6)

3.    

When co-ordinates are complete, mark allocation is 4. Accept FIVE seconds ('') both ways. Deduct one mark for every mistake. No directions with the co-ordinates means no marks should be allocated.

3.1 20°00'42'' South;  25°17'12'' East  3.2 20°01'12'' South;  25°16'42'' East  3.3 20°01'36'' South;  25°17'48'' East  4.1 Sewerage works  4.2 Wind pump 

(2) (2) (4)

5.1 27°28'37'' South;  29°50'54'' East  5.2 27°19'30'' South;  29°57'35'' East 

(4) (4) (4) (12)

(4) (4) (8) [40]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

LESSON 4: PHOTOGRAPHS OF THE EARTH ACTIVITY 6 1.1 (a) (b) (c)

10:00 to 14:00  East – west  30% between flight strips  60% between photos 

(1) (1) (1 + 1) = (2) (4)

Please note: in tests and examinations, mark allocation in Geography is generally 2 marks per fact. Should discussion or explanation be required, a short descriptive sentence would be needed. 1.2 - Clouds  - Aerial photography difficult/impossible during rainy weather.  - Therefore choose dry season for photography. 

3 x 2 = (6)

1.3 Vertical: Directly photographed by camera.  Ortho: Is a computer-rectified vertical aerial photograph. 

2 x 2 = (4)

1.4 - Some map information appears on the photo and vice versa.  - E.g.: contour lines/street names, etc. 

2 x 2 = (4)

1.5 An aerial photograph is a direct image of earth’s surface showing all detail and consequent distortions (some points are closer to the camera than others are).  An orthophoto map has the distortions present on aerial photographs, removed.  2 x 2 = (4) 1.6 Volksrust is the main town  in the orthophoto map. 

(2)

1.7 1:10 000 

(1)

1.8 Representative fraction/fraction scale 

(1)

1.9 (a) (b)

1 cm  represents 0,1 km  1 cm  represents 100 metres 

(2) (2)

1.10 (a) (b) (c)

Railway  National Freeway  Secondary road  Trees  River 

(1) (2) (2) [35]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

LESSON 5: ALTITUDE ON MAPS ACTIVITY 7 1.

If there is no example of height, only half a mark should be allocated. Contour line e.g. 1720 m  Trig. Station 1885.5 m  Bench Marks 241  Spot height 1811 m  South-western direction 

(1) (1) (1) (1) (4) (1)

3.1 20 m  3.2 5 m 

(1) (1) (2)

4.1 4.2 4.3 4.4

1700 m  1740 m  1720 m  1620 m 

(2) (2) (2) (2) (8)

5.1 5.2 5.3 5.4 5.5

1705 m  1630 m  1680 m  1679 m  1680 m 

(1) (1) (1) (1) (1) (5) [20]

LESSON 6: THE LANDSCAPE ACTIVITY 8 1.

Mountain peak/Butte  Valleys  Spurs  Watershed 

(4)

Eastern part: More gentle slope.  Contour lines spaced further apart.  Western part: Very steep slope.  Contours very close together.  2 x 2 = (4)

Highest: 1634 metres  Lowest: 1615 metres 

(2)

Northerly direction 

(1)

Perennial 

(1)

- Large part not utilised.  - Small part in the north-east  is cultivated. 

(3)

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

7. ● Contour lines must be labelled; contour interval must be constant.

a) Valley: v-shaped to higher ground.

b) Spur: v-shaped to lower ground

c) Mesa: highest circle has a wide circumference.

d) Saddle/Pass: lower e) Waterfall: lines must lying area between 2 hills touch where the river (dotted line) flows through.

(5 x 3) = (15) [30] LESSON 7: CROSS SECTIONS ACTIVITY 9 1.

Note: The map distance and the width of the cross section might differ slightly due to scanning. See notes at question 5.

(10)

1 cm represents 0,6 km

(2)

6 cm (1) x 0,6 km (1) = 3,6 km (2)

(4)

J: K: L: M:

Saddle Valley Spur Cliff

(4 x 1) = (4)

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit



   



 

- Marks may differ for the labels. - Give one mark if the cross section starts and ends correctly. - Give one mark for each correct “section” of the diagram. - The easiest way to mark cross sections is to redraw it on a transparent and put it over the one to be marked.

(10) [30]

LESSON 8: HOW TO DRAW AND READ GRAPHS ACTIVITY 10 1. 2. 3. 4. 5.

22 °C/23 °C 10 °C 16 °C/16.5 °C Summer (1) –Nov, Dec, Jan is summer for Southern Hemisphere (1) Nov. 115 mm (1) Dec. 100 mm (1) Jan. 125 mm (1) Add three figures, (1) divide by three (1) Average: 340 mm (1)

(2) (2) (2) (2) (6) [15]

ASSIGNMENT 1.

27°22’35” South   ; 29°51’10” East  

(4)

Western side 

(1)

Map distance 4,4 cm  x Scale 0,5 km  = 2,2 km 

(3)

Map distance 1,8 cm  x Scale 0,5 km  = 0,9 km  Allow a map distance up to 2 cm.

(3)

- Outside the town.  - Less noise from aeroplanes.  - Close enough to reach aerodrome easily.  (Any two)

(2)

Facilitator’s Guide G09 ~ Social Sciences: Geography

7. 8.

Unit

Time = 2,2 km  = 0,028 hours  = 2 minutes (rounded)  80 km/h [Multiply decimals of hours by 60 to get minutes: 0,028 x 60 = 1.68]

(3)

Yes   - Secondary roads that are connected to the town. 

(3)

- Very gentle/flat.  - Contour lines spaced far from each other.  - Favours construction of runways. 

(3)

- Surrounded by farming area.  - Cultivated lands.  - Enough space for expansion.  - Even for a second main runway.  (Any three)

(3)

10. Yes, the airport has a good location.  - It is outside town, less noise  - but close enough to be reached easily with roads.  - The landscape is fairly level, favours construction of runways.  - There is space to expand to surrounding agricultural land. 

(5) [30]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

UNIT 2: DEVELOPMENT ISSUES LESSON 10: DEVELOPMENT ACTIVITY 11 1. Sustainable development is development which meets the needs of the present generation without compromising the ability of future generations to meet their own needs.

(3)

2. When social, environmental and economic development work together, development becomes sustainable. They form the three pillars of sustainable development. (3) 3. Economic development evolves from one based on agriculture, to one based on industry. 4. Any two: access to health services, food, employment, and education, housing and fair distribution of income.

(2) (2) [10]

LESSON 11: WAYS OF MEASURING DEVELOPMENT ACTIVITY 12 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

49 million (1) Aids (1) 19.14 (or 19 per 1000) (1) South Africa is number 93 on the list of countries, so that means SA has the 93rd highest figure in terms of births per thousand people per country. (1) 0.77 or 1 doctor per 1000 people. (1) 17.36 deaths (or 17 per 1000) (1) South Africa (the figure ‘1’ for ‘country comparison to the world’ shows this.) (1) 17.8% or 18% (1) 5.6 million people. (1) South Africa (1) [10]

LESSON 12: FACTORS AFFECTING DEVELOPMENT ACTIVITY 13 1. 2. 3.

Natural factors and human factors. Climate, location and resources. 3.1 A landlocked country. 3.2 The greatest empires have been based around sea routes 3.3 High mountain ranges, or without any navigable rivers, long coastlines or good natural harbours (any two) E.g. Malawi, Bolivia, Rwanda, Afghanistan, any other.

(2) (3) (1) (1) (3) [10]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

LESSON 13: FACTORS AFFECTING DEVELOPMENT (CONT.) ACTIVITY 14 1. 2. 3.

4. 5. 6. 7. 8. 9.

Colonialism is the extension of a nation’s dominion (power) over territory beyond its borders. (2) Colonial practices also encouraged the spread of languages, literature and cultural practices. (any two) (2) Anything relevant, e.g. colonial powers exploited areas rich in minerals, using cheap labour, and workers saw almost no reward/profit, as it was sent back to the ‘motherland’. Colonialism was based on the belief that the ruling power’s morals and values were better than those of the people in the colony. It is believed that Africa lost power through colonialism, although we’ll never really know if that is true. (3) Human trafficking (2) Poor management, corruption, political instability. (3) A trade surplus is when the value of a country’s exports is greater than the value of their imports (1) When a country’s imports are greater than the value of their exports. This is also referred to as a negative balance of trade. (any one) (1) When MEDCs (More economically-developed countries) make business laws that are to their advantage. (2) When discussing two issues in terms of our health and welfare system in South Africa, that contribute to poor development, learners can use anything out of this section, and more (i.e. anything that makes good reasoning sense – two issues and a descriptive sentence of each) e.g.: In South Africa we have the daunting task of dealing with an enormous number of HIV positive people. Educational campaigns and programmes have only slightly affected our figures positively, and we currently stand at 5 600 000 people living with Aids in South Africa. This is approximately 11% of the total population, and bearing in mind that this is an ‘official’ figure based on an ‘official’ census statistic, this effectively means that the South African taxpayers are paying for the ARV (antiretroviral) medication on a monthly basis for 11% (or more, considering how many illegal immigrants are living in South Africa) of our population to receive, for the rest of their lives. ARV therapy has proven hugely beneficial when it comes to extending the life expectancy of people living with Aids, and in improving their quality of life. Again, this would make this part of the population able to work. However, our unemployment level is sitting at around 25% in 2013. An even more worrying statistic is the fact that, of people aged around 20 to 35, in excess of 50% of that age group is unemployed. Here we have a classic example of statistics covering the alarming truth. Twenty-five percent is far less alarming than knowing that more than half of people who should be working, are unemployed. At any rate, getting back to the state of a nation’s health and welfare: effective management of these national government portfolios is indicative of a nation that is geared for development. In South Africa, millions of people receive grants and welfare assistance. Be that as it may, having young girls falling pregnant on purpose in order to receive grants is devastating to the economy. (4) [20]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

ASSIGNMENT

-Not striking

Partially achieved 2 -Content described -Incomplete -No initiative -Dull -General

-Not eyecatching -Vague 0 – 19

-Somewhat eyecatching -General 20 – 29

Not achieved 1 Bibliography and presentation (5) Introduction (5) Content (40) TOTAL

-General -No bibliography -No effort

Achieved 3

Outstanding 4–5

-Complete -Good effort -Neat

-Creative -Complete -A masterpiece

-Functional

-Makes you want to keep reading -Original -Persuasive - A good read 40 – 50

-Eye-catching -Valid 30 – 39

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

UNIT 3: SURFACE FORCES THAT SHAPE THE EARTH LESSON 15: STRUCTURE OF THE EARTH ACTIVITY 15 1. 2. 3. 4. 5. 6. 7. 8. 9.

Granite Sial Basalt Sima Moho level Continental crust consists of lighter material/it is lighter. Much pressure is exercised on it. Molten rock below earth’s surface. Inner core: 5 000 ºC Human body: 37 ºC

(1) (1) (1) (1) (1) (1) (1) (1) (2) [10]

LESSON 16: TYPES OF ROCK ACTIVITY 16 1.

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

- Form soil, which contains plants that can be utilised by man and animals. - Rock contain ores, material for building. - Contain fossils. - Determine landforms. (4) Igneous rock, sedimentary rock, metamorphic rock. (3) Magma moves through weak parts in the mantle and crust and solidifies on or below the surface of the earth. (2) On: Small crystals/solidified quickly Below: Large crystals/solidified slowly (2) Very hard (1) Drakensberg Mountains (1) Small pieces of weathered rock are deposited by rivers in lakes and in the sea. Layers collect and are compressed so that they harden. (2) Contains fuels like petroleum, oil and coal. Is used in the building industry, e.g. sandstone. (2) Solar energy/Wind/Hydro-electricity/Natural gas/Nuclear/Tides (any four) (4) Existing igneous and sedimentary rock are changed into metamorphic rock by extreme pressure or heat or both. (2) Slate: Floors/Paving Marble: Ornaments/Buildings. Diamonds: Drill tips/Jewellery (3) It is very hard/Looks beautiful (2) Granite/Dolerite/Ironstone/Basalt (2) [30]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

LESSON 17: ENDOGENIC FORCES (INTERNAL FORCES) ACTIVITY 17 1. 2. 3 4. 5. 6. 7. 8.

Forces originating inside the earth Pangaea Gondwanaland - Shapes of certain continents fit together. - Fossils are similar on different continents. - Mineral belts correspond on different continents. (Accept other) Seven Convection currents Generated by the heat of the earth’s core - Away from each other - Sideways (parallel) (alongside) each other

(1) (1) (1) (3) (1) (1) (1) (1) [10]

LESSON 18: LANDFORMS RESULTING FROM ENDOGENIC (INTERNAL) FORCES ACTIVITY 18 1. 2.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Endogenic and exogenic forces. - Pressure is exerted on rock layers, causing friction. - Pressure builds up. - The rock layers shift or break. - Relief of tension releases energy and causes tremors - Tremors move through the earth’s crust as an earthquake. (four points) Point in the earth’s crust where the earthquake originated. Right above the focus, on the earth’s surface. Instrument measuring the intensity of the earthquake. A graph line representing the intensity of earthquake waves/sketch ‘drawn’ by the arm attached to the seismograph. Richter scale. Block mountains and rift valleys. Soutpansberg Mountains Fold mountains. Anticline. Valleys. (a) Volcanoes that erupt regularly. (b) Volcano that erupted long ago but the possibility of an eruption exists. (c) Has shown no signs of activity for thousands of years. Japan/Indonesia/West-Indies/Hawaii (Any other)

(2)

(4) (1) (1) (1) (1) (1) (2) (1) (1) (1) (1) (3) (2) [22]

Facilitator’s Guide G09 ~ Social Sciences: Geography

Unit

LESSON 19: LANDFORMS CAUSED BY EXOGENIC (EXTERNAL) FORCES ACTIVITY 19 1. 2. 3. 4. 5.

They are external forces that wear down landforms on the earth’s surface. Weathering, erosion and deposition At the surface of the earth. Weathering is the process whereby rocks are broken up in various ways. Mechanical weathering: Rocks are broken down without any change in their chemical composition Chemical weathering: A rock is broken down by a change in its chemical composition. Biological weathering: Plants, animals and man breaking down rocks. 6. - Water occurs in cracks in rocks. - In cold regions water freezes and expands. - Repeated freezing and expanding of water breaks rocks down. - This is called freeze/thaw or frost shattering. 7. Oxidation and carbonation. 8. Roots break down rocks/Acid in rotten plant matter causes weathering. 9.1 Weathering by differences in temperatures of day and night. 9.2 - The sun heats the rock, causing the outer layer to expand. - At night the rock cools down and the layer shrinks. - Repeated expanding and shrinking causes peeling of a layer. - Also called exfoliation 9.3. - Difference in day and night temperatures is big. - At day much expansion takes place and at night much shrinking. 10.1 - Called freeze/thaw or frost shattering - Water occurs in cracks in rocks. - In cold regions the water freezes and expands. - Repeated freezing and expansion of water breaks the rocks down. 10.2. High mountains, polar regions

(1) (3) (1) (1)

(3)

(3) (2) (2) (1)

(3) (2)

(3) (2) [27]

LESSON 20: EROSION ACTIVITY 20 1. Erosion is the removal and transportation of weathered material. (1) 2. Running water/Wind/Glaciers (moving ice)/The sea (4) 3. Yes (1) By mining man breaks down rocks (weathering) and then transports the ore to other places (erosion). (1) OR - Farmers ploughing their lands make it easier for wind and running water to remove the soil. (1) (Accept other logical examples) (2) 4. Material being transported by a river. (1)