Grade 4 Facilitator's Guide Social Sciences Geography by Impaq

Intermediate Phase Grade 4 • Facilitator’s Guide

Social Sciences: Geography CAPS IEB

Social Sciences Facilitator’s guide: Geography

1804-E-SOS-FG02

Í2$È-E-SOS-FG02/Î

Grade 4

CAPS aligned

M Lübcker E van Emmenes

Facilitator’s Guide G04 ~ Social Sciences: Geography

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 STUDY TIPS AND METHODS ............................................................................................ 7 OTHER HELPFUL INFORMATION .................................................................................... 7 PREFACE............................................................................................................................ 8 YEAR PLANNER ................................................................................................................ 9 Unit 1: People and places ............................................................................................... 13 Lesson 1: Places to live ............................................................................................. 14 ACTIVITY 1..................................................................................................... 14 Lesson 2: Jobs that people do in different places...................................................... 14 ACTIVITY 2..................................................................................................... 15 Lesson 3: Buildings in different places and their uses ............................................... 15 ACTIVITY 3..................................................................................................... 16 Lesson 4: Roads and trails – how they are used in settlements ................................ 17 ACTIVITY 4..................................................................................................... 17 Lesson 5: Identify beacons: natural and man-made .................................................. 17 ACTIVITY 5..................................................................................................... 18 Lesson 6: Describe and sketch a short journey ......................................................... 18 ACTIVITY 6..................................................................................................... 18 Lesson 7: Needs and wants ...................................................................................... 18 ACTIVITY 7..................................................................................................... 19 Lesson 8: Basic needs: water, food, energy, shelter and healthcare .............. 19 ACTIVITY 8..................................................................................................... 19 Lesson 9: Ways in which people meet their needs ......................................... 19 ACTIVITY 9..................................................................................................... 19 REVISION EXERCISE.................................................................................... 21 UNIT 2: Map skills ............................................................................................................ 23 Lesson 10: Different views of simple objects ............................................................. 24 ACTIVITY 10................................................................................................... 24 Lesson 11: Pictures or letters as symbols and keys .................................................. 24 Lesson 12: Large-scale map symbols ....................................................................... 25 ACTIVITY 11................................................................................................... 25 ACTIVITY 12................................................................................................... 25 Lesson 13: Grid or grid references on a simple grid .................................................. 26 ACTIVITY 13................................................................................................... 26 Lesson 14: Read and write direction on map and area ............................................. 26

Facilitator’s Guide G04 ~ Social Sciences: Geography

UNIT 3: Reading important maps ................................................................................... 27 Lesson 15: How we indicate oceans and land on a map ........................................... 27 Lesson 16: South Africa’s provinces and their capitals ............................................. 28 ACTIVITY 15................................................................................................... 28 Lesson 17: The Earth is round and the map is flat .................................................... 28 ACTIVITY 16................................................................................................... 28 UNIT 4: Food and farming in South Africa..................................................................... 30 Lesson 18: Food from plants and animals ................................................................. 31 Lesson 19: Ways that people get their food .............................................................. 31 ACTIVITY 17................................................................................................... 31 Lesson 20: Subsistence farming and commercial farming ........................................ 32 ACTIVITY 18................................................................................................... 32 Lesson 21: Cultivating food in towns and cities ......................................................... 32 Lesson 22: Different kinds of farming ........................................................................ 33 Lesson 23: Crop farming in South Africa ................................................................... 33 Lesson 24: Fruit farming in South Africa ................................................................... 33 Lesson 25: Livestock: large animals, small animals and poultry ............................... 33 Lesson 26: Case study: cattle farming in South Africa .............................................. 34 ACTIVITY 19................................................................................................... 34 Lesson 27: Major crop and livestock farming areas in South Africa .......................... 34 Lesson 28: What is processed and unprocessed food? ............................................ 35 Lesson 29: How and why food is processed ............................................................. 35 Lesson 30: From farm to factory, from shop to home ................................................ 35 UNIT 5: Water in South Africa ......................................................................................... 37 Lesson 31: Uses of water .......................................................................................... 38 ACTIVITY 20................................................................................................... 38 Lesson 32: Industrial uses of water ........................................................................... 38 Lesson 33: Water as a resource................................................................................ 38 Lesson 34: The water cycle ....................................................................................... 40 Lesson 35: Water storage and its importance ........................................................... 40 ACTIVITY 21................................................................................................... 41 Lesson 36: Natural water sources ............................................................................. 41 Lesson 37: Personal and daily uses that pollute water .............................................. 41 Lesson 38: Waste water and sewage recycling......................................................... 41 STUDY/REVISION ......................................................................................... 42 REVISION EXERCISE.................................................................................... 43

Facilitator’s Guide G04 ~ Social Sciences: Geography

LESSON ELEMENTS LEARNING AIMS

What the learners should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY

New terminology to extend understanding of the subject as part of this lesson.

DEFINE

Definitions of concepts to understand the content.

IMPORTANT

Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS

Any information other than the content, to guide the learners through the learning process.

Facilitator’s Guide G04 ~ Social Sciences: Geography

FOR THE CURIOUS

Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learners are encouraged to explore. For the gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY

Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.

EXERCISE

In conclusion of the specific unit. Formative assessment.

CORE CONTENT

Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION

Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

Facilitator’s Guide 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 base further than what is required of them.

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. 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.

Facilitator’s Guide G04 ~ Social Sciences: Geography

ASSESSMENT REQUIREMENTS The recommended programme of assessment is as follows: Project

History

Term 1

Assignment

Geography

Assignment

History Term 2

Continuous

June examination

assessment:

Assignment

Geography

Term 3

Assignment

75 %

June examination

History

Term 3 test

Geography

Term 3 test November

History

examination

Term 4

November

Geography

examination

November examination: 25%

Codes and percentages for recording and reporting Code

Description of competence

Percentage

Outstanding achievement

80 – 100

Meritorious achievement

70 – 79

Significant achievement

60 – 69

Adequate achievement

50 – 59

Average achievement

40 – 49

Basic achievement

30 – 39

Not achieved

0 – 29

Facilitator’s Guide 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 this mind map nearby every time a new lesson is added. This way, the mind map is updated and the summaries that needs 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 HELPFUL 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. If it is available, go to YouTube and type in your topic, for example “mining in South Africa”; a host of different videos and podcasts will pop up for you to watch. This is also very 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.

Facilitator’s Guide G04 ~ Social Sciences: Geography

PREFACE This facilitator’s guide is meant only for the facilitator and not the learners. This facilitator’s guide is used 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 – try to have a conversation with learners about the lesson that is to be discussed. Talk in general about the topic to test the learners’ existing knowledge. Then link it with the topic you will be covering, thus making the topic relevant and easier for learners to grasp.

Facilitator’s Guide G04 ~ Social Sciences: Geography

YEAR PLANNER

WEEK

UNIT AND LESSON

DATE

STARTED

COMPLETED

Term 1

UNIT 1: PLACES WHERE PEOPLE LIVE 1

Lesson 1: Places to live

Lesson 2: Jobs that people do in different places

Lesson 3: Buildings in different places and their uses

Lesson 4: Roads and trails – how they are used in settlements

Lesson 5: Identify beacons: natural and man-made

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: Ways in which people meet their needs

Study/Revision: Mind map

Revision exercise

Facilitator’s Guide G04 ~ Social Sciences: Geography

WEEK

UNIT AND LESSON

DATE

STARTED

COMPLETED

Term 2

UNIT 2: MAP SKILLS 12

Lesson 10: Different views of simple objects

Lesson 11: Match plan or top view and side view

Lesson 12: Pictures or letters as symbols or keys

Lesson 13: Large scale map symbols

Lesson 14: Draw your own map using symbols and keys

Lesson 15: Grid or grid references on a simple grid

Lesson 16: Read and draw directions on map and area

UNIT 3: READING IMPORTANT MAPS 19

Lesson 17: How we indicate oceans and land on a map

Lesson 18: South Africa’s provinces and their capitals

Lesson 19: The earth is round and the map is flat

Study/Revision: Mind map

Facilitator’s Guide G04 ~ Social Sciences: Geography

WEEK

UNIT AND LESSON

DATE

STARTED

COMPLETED

UNIT 4: FOOD AND FARMING IN SOUTH

Term 3

AFRICA 23

Lesson 20: Food people eat from plants and animals

Lesson 21: Ways people get their food

Lesson 22: Subsistence farming and commercial farming

Lesson 23: Cultivating food in towns and cities

Lesson 24: Different kinds of farming

Lesson 25: Crop farming in South Africa

Lesson 26: Fruit farming in South Africa

Lesson 27: Livestock: large animals, small animals and poultry

Lesson 28: Case study: cattle farming in South Africa

Lesson 29: Major crop and live style farming areas in South Africa

Lesson 30: What is processed foods?

Lesson 31: How and why food is processed

Lesson 32: From farm to factory, from shop to home

Study/Revision: Mind map

Facilitator’s Guide G04 ~ Social Sciences: Geography

WEEK

UNIT AND LESSON

DATE

STARTED

COMPLETED

Term 4

UNIT 5: WATER IN SOUTH AFRICA 37

Lesson 33: Uses of Water

Lesson 34: Industrial uses for water

Lesson 35: Water as a resource

Lesson 36: The water cycle

Lesson 37: Water storage and its importance

Lesson 38: Natural water sources

Lesson 39: Personal and daily uses that pollute water

Lesson 40: Waste water and sewage recycling

Study/Revision: Mind map

Revision exercise

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

Unit 1: People and places LEARNING OBJECTIVES: Once the learners have completed this unit, they should be able to:   

        

Identify and describe the various places people live, including farms, villages, towns, and cities. Identify and describe the various places where 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 you take to school or a shopping centre. Explain how to get from one place to another using terminology such as left, right and straight, identifying significant landmarks and correctly naming 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 you have learnt with a case study or relevant situation.

INTRODUCTION It is highly recommended that learners create a terminology list or book in which they write down the definitions of any new words they learn, especially the ones indicated in the study guide. They needs to understand the terminology in order to understand the content, and it will be asked in upcoming tests or examinations. Along with each topic covered, there are several suggested links for you to follow on the internet, or games and activities that you can complete. These are highly recommended, but not compulsory. However, at the end of each lesson, you must ensure that learners can complete the necessary skills listed in the outcomes.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

Lesson 1: Places to live Discuss with learners the different places where people live. Talk about places and why certain people live there, for example farmers live on farms. Focus on your immediate surroundings or places the learners recently visited and get them to explain to you the different places where people live, different buildings that they have seen, what they think are important elements in a place to live and what they need to survive. The aim of this lesson is for learners to be able to differentiate between different settlements, including farms, villages, towns and cities. They do not need to know the difference between rural and urban settlements yet, but if you believe they will understand these concepts, you can cover it with them. Allocate roughly one hour to complete this lesson, but allow for some extra time to complete the activity. Add any information to the mind map or do any extra tasks you think are necessary. Links: Visit the following YouTube link. There is a channel showing ten different videos, including an episode on Sesame Street describing the difference between rural and urban areas. 

https://www.youtube.com/watch?v=xp4q9K39UXk&list=PLrSAu6pWkinuoPR1ALjVSav_KfNPHpgFv

ACTIVITY 1 The answers to this lesson will be relevant to the learners. As facilitator, you should be able to tell how accurate their answers are. 1. 2. 3. 4. 5. 6. 7.

Learners’ own answer.  Learners’ own answer.  Learners’ own answer.  Learners’ own answer. Learners’ own answer. (clinic/hospital)  Learners’ own answer (play area/recreation centre/park)  Learners’ own answer. 

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

Lesson 2: Jobs that people do in different places With this lesson, the 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). The learners do not need to understand these terms yet; it is merely the foundation for the future.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

ACTIVITY 2

Jobs on a Farm        

Jobs in the city        

plant mealies/maize  harvest wheat  sow grain  milk cows  farm manager  sheep shearer  plough fields  herding cattle 

attorney  policeman  banker  teacher  doctor  chef  hairdresser  fireman  (16)

2.1. Pastor/priest/reverend (any other religious leader)  2.2. Doctor 

(2) [18]

Lesson 3: Buildings in different places and their uses This lesson studies the various types of buildings that we get. It is a very interesting practical topic that can be covered. Go visit or take photographs of the different types of buildings in the learners’ area. If there are any very unique ones, or if there are buildings that serve a specific purpose, visit and discuss them with the learners. This lesson should be roughly an hour long, with some extra time allocated for practical work and to complete the activity.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

ACTIVITY 3

1. 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 1.9. 1.10. 1.11. 1.12. 2.

Place of worship  Farmhouse  Train station  Airport  Flats  Bank  Petrol station  Hospital/clinic  House  School  Shopping centre  Animal shelter 

(12 x 1) = (12)

Learners’ own answers; the answer must be relevant. 2.1. A place where believers can worship God.  2.2. The house on a farm in which the farmer and his family live.  2.3. The place where people travel by train to other stations.  2.4. Travelling by air, either domestic or international.  2.5. Multiple small houses stacked on top of one another.  2.6. The place where you can store and exchanging your money.  2.7. The place where you can fill up your car with petrol or diesel.  2.8. Where sick people can receive basic healthcare services.  2.9. The place in which people live.  2.10. Where children come together to receive an education.  2.11. A building that holds various shops, restaurants and entertainment areas.  2.12. A place where abused/stray animals are fed, housed and protected.  (12 x 1) = (12) [24]

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

Lesson 4: Roads and trails – how they are used in settlements The learners must be able to differentiate between a road and a trial and the uses of each. They should recognise pictures and be able to explain how each is used in a settlement. Spend no more than an hour on this topic, but it would be a good idea to visit or have a look at the different kinds or roads you mention. ACTIVITY 4

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 streets and sometimes even an airport.  A farm is a big piece of land where people live and farm animals, grow crops, or both.  (3 x 2) = (6)

Learners’ own answer; the answer and explanation must be relevant. (5 x 2) = (10)

3.1. 3.2. 3.3. 3.4.

False  False  False  True 

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

Lesson 5: Identify beacons: natural and man-made Learners need to understand the concept of a landmark and that it is something special or unique to the area in which it is located. They also needs to be able to differentiate between man-made and natural landmarks. This means that learners 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 These little activities are rather important as it will instil a greater enthusiasm for learning. Ensure that they complete them as individually as possible.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

ACTIVITY 5

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Natural structure  Man-made structure  Man-made structure  Natural structure  (Also accept man-made structure.) Natural structure  Man-made structure  (Also accept natural structure.) Natural structure  Natural structure  Man-made structure  Man-made structure  (10 x 1) = [10]

Lesson 6: Describe and sketch a short journey Complete the following activity with the learners. If at all possible, drive them to a regular spot, but let them give the directions. Spend roughly two hours on this topic and have the learners complete the route actions by drawing a basic map and using words to describe the directions. ACTIVITY 6

1. 2.

Turn left  along River Road,  left  into First Ave,  and left on to Main Street.  (5) Turn left  along River Road,  left  into First Ave,  left on to Main Street,  and right  into Worker’s Way.  The bank will be on the left  hand side. (8) [13]

Lesson 7: Needs and wants Allocate roughly an hour to cover this concept. The learners must understand the difference between needs and wants. As an introduction, have them make a list of things they must have in order to survive and a second list of things they would like to have. Try for a list of ten each and go through the list with the learners, identify whether they have put their items under the correct heading.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

ACTIVITY 7

1. 2. 3. 4. 5.

Need  Need  Want  Need  Want  (5 x 1) = [5]

Lesson 8: Basic needs: water, food, energy, shelter and healthcare This is an important concept for the learners to understand and you should allocate roughly two hours for this topic, including the time it takes to complete the activity. An interesting video to watch with the learners: https://www.youtube.com/watch?v=7oYTNFNvqO0

ACTIVITY 8

1. 2. 3. 4. 5.

Food  Energy  Water  Shelter  Healthcare  (5 x 1) = [5]

Lesson 9: Ways in which people meet their needs It is important to link prior knowledge to this lesson. Spend an hour at most on this lesson. ACTIVITY 9

1. 2. 3. 4.

Farmer  Salesperson  Hairdresser  Miner  (4 x 1) = [4]

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

STUDY/REVISION: MIND MAP Work through the mind map with the learners to ensure that they know what information is important. They will have to create their own mind maps later on in future units. Flat

Lawyer

Doctor

School

JOBS House

BUILDINGS (depends where they live)

(depends where they live)

PEOPLE AND PLACES

Farm

Bank

Barn

WANTS (Extras)

Car

Cellphone

Places to live

Healthcare Shelter

BASIC NEEDS

Explain ROUT E

Image 48

Water

Left Right

Draw

Statues

LANDMARKS MANMADE

(something unique to the area)

(changed | made by people)

Trees

(vital to your survival)

Food

City

Town

WHERE PEOPLE LIVE

NEEDS AND WANTS Energy

Farmer

Rivers Bridges

NATURAL

Buildings

(unchanged | part of nature)

Mountains 20

Lakes © Optimi

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

REVISION EXERCISE

1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8.

D E H G B C A F

(8 x 1) = (8)

2.1. A city,  as it has a hospital  and apartment buildings.  (3) 2.2. Any three of the following:  Church: A Christian house of worship.   Flats: Multiple small houses stacked on top of one another.   Bank: A place for storing and exchanging money.   Petrol station: Where you can fill up your car with petrol/diesel.   Hospital: Where sick/injured people can receive medical services from doctors.   House: A shelter in which people live.   School: Where children receive an education by going to class.   Shop: Where people buy goods.   Grocery store: A shop that sells food and basic household items.   Post office: Where mail is sorted and delivered.   Cinema: A movie theatre where movies are shown on a big screen.   Police station: The headquarters of the police force.  (3 x 2) = (6) 2.3. Natural landmarks – Any two of the following:  Dam   Old Oak (tree)   Padley Park Nature Reserve  Man-made landmarks – Any two of the following:  Bridge   Church   Bank  (2 x 2) = (4) 2.4. Any four of the following:  Banker   Doctor   Teacher   Salesperson   Preacher/pastor/priest   Postman  21

Facilitator’s Guide G04 ~ Social Sciences: Geography

   3.

Unit

Nurse/doctor  Petrol attendant  Grocer 

(4)

Learners’ own answer. Use the following marking grid as a guideline:  Map is clear and accurately drawn.   Map is easy to understand  Route is accurately and correctly explained. 

(6)

4.1. A need is something that is vital to your survival.  Any one of the following:  Food   Water   Shelter   Energy   Healthcare  A want is something you can live without but would like to have.  Any one of the following:  Smartphone   Computer  Bicycle   Internet   Etc. (2 x 2) = (4) 4.2.  Food   Water   Shelter   Energy   Healthcare  (5) [40]

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

UNIT 2: Map skills LEARNING OBJECTIVES Once the learners have completed this unit, they should be able to:              

Work with various sources, including maps, data and photos. This means that you should be able to find out about places, people, events and issues. Identify and draw both side views and views from above of simple objects, such as a cup, hat, shoe, box, or apple. Identify and draw a plan view – such as a table, classroom, simple buildings, trees or sports field. Analyse pictures showing side views and plan views. Identify symbols as simple pictures or letters. Identify symbols on a simple large scale map. Compile, read and analyse keys as lists of symbols with their meanings on various maps. Read a map of a farm, village or part of town using symbols and a key. Apply previous knowledge of settlements and people to the current information. Draw or complete your own map using symbols and a key. Understand the concept of alpha-numeric grid references. Use grid references for symbols on a simple grid. Read and give grid references for a simple, large scale map. List the four main compass points or directions: North (N), South (S), East (E) and West (W).

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

INTRODUCTION The aim of this unit is for learners to learn certain skills which will enable them to read and use maps. These skills include identifying and drawing various viewpoints of objects and pictures or letters as symbols on a map. It also includes reading a compass, grid references and keys. Roughly eight hours should be allocated for this unit and it should be divided amongst the lessons which are covered. Lesson 10: Different views of simple objects It is important for learners to understand this topic. A good way to demonstrate this is for them to practice looking at an everyday object from different angles and to create a sketch of their own. For example, allow the learners to use a cap and draw it from the front and side. Then have the learners stand on their chairs to gain a top or bird’s eye view. They should sketch the cap and then compare the different drawings. If possible, get an actual example of all the objects or similar objects of what is studied and have the learners compare what they see in real life with what they see in the study guide. Allocate two hours for this topic, including the lesson and the activity which follows. ACTIVITY 10

1. 2. 3.

C A B (3 x 1) = [3]

Lesson 11: Pictures or letters as symbols and keys The learners must know the symbols for all basic symbols on a map. They therefore need to know how to draw and identify them without having to think about it. A good idea would be to give the learners about five symbols a week to learn and test their knowledge on the symbols on a regular basis.

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

Lesson 12: Large-scale map symbols It is important that learners are able to apply the skills learnt in the previous lesson to their map reading abilities in this lesson. Allocate an hour to complete these two lessons. ACTIVITY 11

1.1. – 1.4.  

 

2. 3.

(4 x 2) = (8) (2)

Pretoria  Any two of the following:  Mbabane (Swaziland)   Maputo (Mozambique)   Gaborone (Botswana)   Maseru (Lesotho) 

(2)

4.         

Eastern Cape  – Bhisho  Free State  – Bloemfontein  Gauteng  – Johannesburg  KwaZulu-Natal  – Pietermaritzburg  Limpopo  – Polokwane (Pietersburg)  Mpumalanga  – Mbombela (Nelspruit)  North West  – Mahikeng (Mafikeng)  Northern Cape – Kimberley  Western Cape  – Cape Town 

(9 x 2) = (18) [30]

ACTIVITY 12 Learners’ own sketch. Ensure that there is a key and that the learners use symbols to refer to some of the objects in the room. [10]

Facilitator’s Guide G04 ~ Social Sciences: Geography

Unit

Lesson 13: Grid or grid references on a simple grid The learners must understand the alphanumeric grid system. In order to do that, they must know how a map is split up and that the alphabet letter comes first. A great game to play to explain this system is Battleships. Play with the learners and see how interested they will become about grid systems! ACTIVITY 13

1.1. Pizza Palms  1.2. Burger Bay  1.3. Mount Doritos 

(3 x 2) = (6)

2.1. D2  2.2. E6 

(2 x 1) = (2)

Symbol  correctly placed in D4  on the map.

(2) [10]

Lesson 14: Read and write direction on map and area The learners must completely understand this lesson, as this content will be used throughout the entire Geography curriculum.

Grade 4 Facilitator's Guide Social Sciences Geography

Articles inside

TIMETABLE AND TIME MANAGEMENT

PREFACE

UNIT 2: Map skills

Unit 1: People and places

ACTIVITY 3

REVISION EXERCISE