Social Sciences Lesson Plans Grade 4
Social Sciences Lesson Plans Grade 4
Social Sciences Lesson Plans Grade 4
FORM/S OF ASSESSMENT
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 2 DURATION: 5 HOURS
TOPIC: PLACES WERE PEOPLE LIVE DATE STARTED DATE COMPLETED
/ / 20…… / / 20……
CONTENT AND CONCEPTS : People and Places
-Work: jobs people do in different places
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
- Answer questions verbally as they are asked
Explains - Identify different settlements and the activities taking place
- the different types of settlements activities taking place in in those settlements
each settlements ( buildings in settlements)
FORM/S OF ASSESSMENT
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 3 DURATION: 5 HOURS
TOPIC: PLACES WERE PEOPLE LIVE DATE STARTED DATE COMPLETED
/ / 20…… / / 20……
CONTENT AND CONCEPTS : People and Places
-Building in different places and their uses-buildings such as houses,
animal, shelters, shops, schools, clinic, banks, offices, places of
worship, factories, garages and train stations
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
- Answer questions verbally as they are asked
Explains - Identify different settlements and the activities taking place
- the different types of settlements activities taking place in in those settlements
each settlements ( buildings in settlements)
FORM/S OF ASSESSMENT
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 4 DURATION: 5 HOURS
TOPIC: PLACES WERE PEOPLE LIVE DATE STARTED DATE COMPLETED
/ / 20…… / / 20……
CONTENT AND CONCEPTS : People and Places
- Roads and footpaths –how they are used within settlements
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
- Answer questions verbally as they are asked
Explains - Identify roads and footpaths
the difference between roads and paths
FORM/S OF ASSESSMENT
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 5 DURATION: 3 HOURS
TOPIC : PLACES WERE PEOPLE DATE STARTED DATE COMPLETED
LIVE / / 20…… / / 20……
CONTENT AND CONCEPTS: Land marks and explaining the
way
-identifying landmarks-natural and human made
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of landmarks using a text books of notes.
- Answer questions verbally as they are asked
Explains - Identify different routes and the activities taking place in
- The different types of direction or position to journey to those settlements
Work. - Identify different landmarks around the community
- Explaining from one place to another.
FORM/S OF ASSESSMENT: informal tasks solutions for all social sciences pg. 13 and 14
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 6 DURATION: 3 HOURS
TOPIC : PLACES WERE PEOPLE DATE STARTED DATE COMPLETED
LIVE / / 20…… / / 20……
CONTENT AND CONCEPTS: Land marks and explaining the
way
-Describing and drawing short journey-such as the way to school
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of landmarks using a text books of notes.
- Answer questions verbally as they are asked
Explains - Identify different routes and the activities taking place in
- The different types of direction or position to journey to those settlements
Work. - Identify different landmarks around the community
- Explaining from one place to another.
FORM/S OF ASSESSMENT: informal tasks solutions for all social sciences pg. 13 and 14
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 7 DURATION: 3 HOURS
TOPIC : PLACES WERE PEOPLE DATE STARTED DATE COMPLETED
LIVE / / 20…… / / 20……
CONTENT AND CONCEPTS: Land marks and explaining the
way
-Explaining how to get from one place to another-left,right,straight,
landmarks and names of roads
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of landmarks using a text books of notes.
- Answer questions verbally as they are asked
Explains - Identify different routes and the activities taking place in
- The different types of direction or position to journey to those settlements
Work. - Identify different landmarks around the community
- Explaining from one place to another.
FORM/S OF ASSESSMENT: informal tasks solutions for all social sciences pg. 13 and 14
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 1 WEEK 8 DURATION: 4 HOURS
TOPIC : PLACES WERE PEOPLE LIVE DATE STARTED DATE COMPLETED
/ / 20…… / / 20……
CONTENT AND CONCEPTS : People and their needs
- What all people need : water, food, shelter, health care and
energy
- Ways people meet their needs: stories to describe how people
in different places meet their needs
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Discuss cartoon about the different needs of people of notes.
using a text book. - Answer questions verbally as they are asked
- Identify different needs of people and the activities taking
Explains place in those settlements
- The stories about how people meet their needs. - Identifies needs of the community.
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Discuss cartoon about the different needs of people of notes.
using a text book. - Answer questions verbally as they are asked
- Identify different needs of people and the activities taking
Explains place in those settlements
- The stories about how people meet their needs. - Identifies needs of the community.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
who wrote or created the information and why did they do it.
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. equator , hemisphere - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
Shows - Answer questions verbally as they are asked
- the leaners teaching aid globe - Names different continents
- the position or the line ( latitude and longitude) of - Class work activities
equator, north and south poles on the globe - Write summary of notes.
- Prior-knowledge of seven continents explains or show where
they are found in the world and oceans that are surrounds
them.
FORM/S OF ASSESSMENT : informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. equator , hemisphere - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
Shows - Answer questions verbally as they are asked
- the leaners teaching aid globe - Names different continents
- the position or the line ( latitude and longitude) of - Class work activities
equator, north and south poles on the globe - Write summary of notes.
- Prior-knowledge of seven continents explains or show where
they are found in the world and oceans that are surrounds
them.
FORM/S OF ASSESSMENT : informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. equator , hemisphere - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
Shows - Answer questions verbally as they are asked
- the leaners teaching aid globe - Names different continents
- the position or the line ( latitude and longitude) of - Class work activities
equator, north and south poles on the globe - Write summary of notes.
- Prior-knowledge of seven continents explains or show where
they are found in the world and oceans that are surrounds
them.
FORM/S OF ASSESSMENT : informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. equator , hemisphere - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
Shows - Answer questions verbally as they are asked
- the leaners teaching aid globe - Names different continents
- the position or the line ( latitude and longitude) of - Class work activities
equator, north and south poles on the globe - Write summary of notes.
- Prior-knowledge of seven continents explains or show where
they are found in the world and oceans that are surrounds
them.
FORM/S OF ASSESSMENT: informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
FORM/S OF ASSESSMENT: informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues
- Have a sound general knowledge of places and the natural - Discuss and listen with interest
environment - 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
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. equator , hemisphere - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of settlements using a poster. of notes.
Shows - Answer questions verbally as they are asked
- the leaners teaching aid globe - Names different continents
- the position or the line ( latitude and longitude) of - Class work activities
equator, north and south poles on the globe - Write summary of notes.
- Prior-knowledge of seven continents explains or show where
they are found in the world and oceans that are surrounds
them.
FORM/S OF ASSESSMENT: informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
FORM/S OF ASSESSMENT: informal task ( class-work) pg. 5 “ MY CLEVER “ text book social sciences
FORM/S OF ASSESSMENT: informal task (class-work) pg. 5 “ MY CLEVER “ text book social sciences
FORM/S OF ASSESSMENT: informal task (class-work) my clever text book social sciences
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 1 WEEK : 2 DURATION: 8 HOURS
CONTENT : HUNTERS –GATHERERS DATE STARTED DATE COMPLETED
AND HERDERS IN SOUTHERN AFRICA / / 20…… / / 20……
CONTENT TOPIC: San hunter –gatherer in the Later Stone Age
- How they lived off the environment.
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 1 WEEK : 3 DURATION: 8 HOURS
CONTENT : HUNTERS –GATHERERS DATE STARTED DATE COMPLETED
AND HERDERS IN SOUTHERN AFRICA / / 20…… / / 20……
CONTENT TOPIC: San hunter –gatherer in the Later Stone Age
- The invention of the bow and arrow , which contributed to hunting
effectiveness
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
AIMS SKILLS
- Find out about the places , people, events , and issues using - Devise and frame questions.
different sources , e.g. books , people, photographs, the - Develop and apply research skills
internet - Analyse , process and present information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers in the Later stone Age - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task (class-work) clever social sciences pg. 29,33,37 ,39 and 41
AIMS SKILLS
-Finding a variety of kids of information about the past - Being able to bring together information, for example, from
text, visual material ( including pictures, cartoons, television
and movies )
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Describes rock paintings - Class work activities
- About the san hunters –gatherers - Write summary of notes.
- Life of the khoikhoi herders
- How to compare the hunting and herding lifestyles
- Links between the past and present
FORM/S OF ASSESSMENT: informal task and formal assessment (class-work) clever social sciences pg. 39 and 41
FORM/S OF ASSESSMENT: informal tasks Day By Day social sciences pg. 23, 24 and 25
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Have a sound understanding of places and natural - Read and use resources in order to assimilate information.
forces at work on earth.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of symbols and keys using of notes.
a text book - Answer questions verbally as they are asked
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Have a sound understanding of places and natural - Read and use resources in order to assimilate information.
forces at work on earth.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the different kinds of symbols and keys using of notes.
a text book - Answer questions verbally as they are asked
- Identify different symbols and keys
FOERM/S OF ASSESSMENT: informal tasks Day By Day social sciences pg 29, and 31
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Have a sound understanding of places and natural forces - Read and use resources in order to assimilate
at work on earth. information.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a
summary of notes.
Explains - Answer questions verbally as they are asked
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues. Day By Day social
- Have a sound understanding of places and natural forces sciences pg.
at work on earth. - Read and use resources in order to assimilate
information.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a
summary of notes.
- Answer questions verbally as they are asked
- Names of oceans
- Provinces and main cities
FORM/S OF ASSESSMENT: Formal/informal tasks Viva social sciences pg. 53 and Day By Day social sciences pg. 43
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Have a sound understanding of places and natural - Read and use resources in order to assimilate information.
forces at work on earth.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
- Displays the a globe world map of notes.
- Answer questions verbally as they are asked
Explains - Identify oceans and continents
- The different between oceans and continents
FORM/S OF ASSESSMENT: Formal/informal tasks Day By Day social sciences pg. 45 ,46 and 47 Viva social sciences pg. 54
FORM/S OF ASSESSMENT : Informal assessment Day By Day social sciences pg. 109
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
FORM/S OF ASSESSMENT : Formal/ Informal assessment Day By Day social sciences 112 ,113 , 114 , 115 and 116
AIMS SKILLS
- Finding a variety of kinds of information about the - Being able to bring together information for example text.
past visual material.
- Deciding about the whether information can be - Being able to investigate where the information came from:
trusted who wrote or created the information and why did they do it
- Being able to contrast what information would be like if it was
-Seeing something that happened in the past from seen or used from another point of view
one point of view
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Listens to the narration of the teacher and writes a summary
Explains – Mahatma Gandhi as a leader of notes.
- Answer questions verbally as they are asked
- Do class activity based on Mahatma Gandhi
FORM/S OF ASSESSMENT : Formal/ Informal assessment Day By Day social sciences 117,118, 120, 121 and 122
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books and, where
possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of notes.
- Displays the South Africa’s map using a poster. - Answer questions verbally as they are asked
Shows - Class work activities
- Using teaching aid : globe - Write summary of notes.
- Prior-knowledge of lake, rivers, deserts and highest
mountain in South Africa.
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. 43,“ 44, 45 and 46 “ Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books and, where
possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of notes.
- Displays the South Africa’s map using a poster. - Answer questions verbally as they are asked
Shows - Class work activities
- Using teaching aid : globe - Write summary of notes.
- Prior-knowledge of lake, rivers, deserts and highest
mountain in South Africa.
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. “ 47 “ Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of
- Displays the South Africa’s map using a poster. notes.
Shows - Answer questions verbally as they are asked
- Using teaching aid globe - Class work activities
- Prior-knowledge of lake, rivers, deserts and highest mountain - Write summary of notes.
in South Africa.
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of
- Displays the South Africa’s map using a poster. notes.
Shows - Answer questions verbally as they are asked
- Using teaching aid globe - Class work activities
- Prior-knowledge of lake, rivers, deserts and highest mountain - Write summary of notes.
in South Africa.
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. “ 50 and 51 “ Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of
- Displays the South Africa’s map using a poster. notes.
Shows - Answer questions verbally as they are asked
- Using teaching aid : globe - Class work activities
- Prior-knowledge of lake, rivers, deserts and highest mountain - Write summary of notes.
in South Africa.
FORM/S OF ASSESSMENT: informal task and formal task (class-work) pg. 53 and 54 Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. Physical features - Listens to the narration of the teacher and writes a summary of
- Displays the South Africa’s map using a poster. notes.
Shows - Answer questions verbally as they are asked
- Using teaching aid : globe - Names different continents
- Prior-knowledge of lake, rivers, deserts and highest mountain - Class work activities
in South Africa. - Write summary of notes.
FORM/S OF ASSESSMENT: informal task and formal task (class-work) pg. 53 and 54 Clever social sciences
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. 55, 56 and 57 Clever social sciences
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts e.g. People and Physical - Listens to the narration of the teacher and writes a summary of notes.
features - Answer questions verbally as they are asked
- Displays the South Africa’s map using a poster. - Names different continents
- Class work activities
- Prior-knowledge of roads ,lake, rivers, deserts and - Write summary of notes.
highest mountain in south Africa
FORM/S OF ASSESSMENT : informal task and formal task ( class-work) pg. 58, 59 and 60 Clever social sciences
AIMS SKILLS
- Finding a variety of kinds of information about the - Being able to bring information together
past - Being able to explain how and why people and events are publicly
- Understanding the importance of heritage and remembered the country.
conservation.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Informal task (class-work) clever social sciences pg. 61,62,and 63
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Informal task (class-work) clever social sciences pg. 65,66, and 67
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Class work activities
- Write summary of notes.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Answer questions verbally as they are asked
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Informal task (class-work) clever social sciences pg. 71 and 72
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.73,75,76,77,79 and 81
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment .
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Identify which foods we get from animals and which food we
- Displays the different kinds of food people eat using get from plants.
text books - Identify ways people get their food.
Explains
- The different ways people get their food
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Compare different kinds of farms
- Displays the different kinds of views using a text books - Discuss Subsistence farming and Commercial farming
Explains
- The different ways people get their food
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Discuss how people grow food in towns and cities
- Displays the different kinds of views using a text books
Explains
- The different ways people get their food
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Learn where certain crops grow in south Africa
- Displays the different kinds of views using a text books
Explains
- The crop farming in South Africa
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Examine a banana farm in Kwazulu -Natal
- Displays the different kinds of views using a text books
Explains
- The crop farming in South Africa
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Read Case study of a small commercial egg farm
- Displays the different kinds of views using a text books
Explains
- The commercial egg farming in South Africa
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Explains the map and symbols in the map
- Displays the different kinds of views using a text books - Name different kinds of animals in we get in different
provinces of South Africa
Explains
- The crops and stock farming in South Africa
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Distinguish between unprocessed and processed food
- Displays the different kinds of views using a text books - Ways we process foods to make them last longer
Explains
- What is processed food and unprocessed
AIMS SKILLS
- Are curious about the world they live in. - Ask questions and identify issues.
- Understand the interaction between society and the - Consider , synthesise and organise information
natural environment.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types food and farming in South Africa
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Draw a flow diagram to show the story of a loaf bread
- Displays the different kinds of views using a text books
Explains
- What is processed food and unprocessed
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring together information for example text.
- Deciding about the whether information can be trusted visual material.
- Being able to investigate where the information came from:
- Seeing something that happened in the past from one who wrote or created the information and why did they do it
point of view - Being able to contrast what information would be like if it
was seen or used from another point of view
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary of
- Displays the weather map using a poster. notes.
Shows - Answer questions verbally as they are asked
- Using teaching aids to show elements of weather - Names different elements of weather and precipitation
- Class work activities
- Write summary of notes.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary of
- Displays the weather map using a poster. notes.
Shows - Answer questions verbally as they are aske
- Using teaching aids like a handmade rain gauge with a - Class work activities
soft drink 2litre bottle - Write summary of notes.
FORM/S OF ASSESSMENT : informal task Clever text book pages 85,86,87,88, and 89
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain the part one of project - Listens to the narration of the teacher and writes a summary of
notes.
- Observe the weather at same time every day for two weeks.
- Record information in a table.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain the part two of project - Listens to the narration of the teacher and writes a summary of
notes.
- Observe the weather at same time every day for two weeks.
- Record information in a table.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain rain patterns in South Africa’s provinces - Listens to the narration of the teacher and writes a summary of
notes.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain rain between climate and weather - Listens to the narration of the teacher and writes a summary of
notes.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain rain between climate and weather - Listens to the narration of the teacher and writes a summary of
notes.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary of
notes.
AIMS SKILLS
- Are curious about the world they live in - Ask questions and identify issues.
- Collect, and refer to information (including newspapers, books
and, where possible websites.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils and atlases
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explain rain links between climate , natural vegetation and - Listens to the narration of the teacher and writes a summary of
wild life notes.
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Learn the importance of the Nile River
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.105
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Absorb the social structure in ancient Egypt
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.107
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Understand about the lives of people in ancient Egypt
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT:NONE
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Gain knowledge that is thousands of years old
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.109 and 111
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Practice ancient writing
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.113
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Add numbers using Egyptian number system
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.114 and 115
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 3 WEEK: 7 DURATION: 8 HOURS
TOPIC: AN ANCIENT AFRICAN DATE STARTED DATE COMPLETED
SOCIETY: EGYPT / / 20 / / 20
CONTENT AN CONCEPTS : WAY OF LIFE IN ANCIENT EGYPT
- Medicines and physicians: diseases, anatomy, physiology and
clinical examinations
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Learn Egyptians medicines and their physiology
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.116
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Abstract information of Egyptians
- Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.118
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 3 WEEK: 9 DURATION: 1 HOUR
TOPIC: AN ANCIENT AFRICAN DATE STARTED DATE COMPLETED
SOCIETY: EGYPT / / 20 / / 20
CONTENT AN CONCEPTS : THE SPREADOF EGYPT’S
ADVANCED KNOWLEDGE TO OTHER PLACES , SUCH AS EUROPE
AND THE MIDDLE EAST
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pg.120
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: GEOGRAPHY TERM: 4 WEEK : DURATION: 2 HOURS
CONTENT : WATER IN SOUTH DATE STARTED DATE COMPLETED
AFRICA / / 20 / / 20
CONTENT TOPIC: - uses of water
-Daily uses in personal lives
-other uses-such as farming, factories , mines, electricity
generation , gardens and recreation
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- The daily uses of water in our lives. - Identify ways people use water in our lives
- ways people use water
FORM/S OF ASSESSMENT : Informal assessment SOLUTIONS FOR ALL TEXT BOOK PAGES : PAGES 118 AND
119
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- The differences between salt water and fresh water
FORM/S OF ASSESSMENT : Informal assessment CLEVER SOCIAL SCIENCES TEXT BOOK PAGES 146 AND 147
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- The natural water cycle
FORM/S OF ASSESSMENT : Informal assessment SOLUTION FOR ALL TEXT BOOK PAGES : 123
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- Natural sources we get fresh water from
FORM/S OF ASSESSMENT : Informal assessment CLEVER SOCIAL SCIENCES TEXT BOOK PAGES 149
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- ways of storing water
- Reasons people store water and where is water stored.
FORM/S OF ASSESSMENT : Informal assessment SOLUTIONS FOR ALL TEXT BOOK PAGES 124,125
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- ways we pollute water , personal, daily practices,
factories waste
- recycling of water
- water use cycle
FORM/S OF ASSESSMENT : Informal assessment SOLUTIONS FOR ALL TEXT BOOK PAGES 131 to 135
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 3 HOUR
TOPIC: COMMUNICATION DATE STARTED DATE COMPLETED
THROUGH TIME / / 20 / / 20
CONTENT AN CONCEPTS : The oldest forms of human
communication
- Language, symbols , songs, art and dance
- San hunter –gatherers ( the first people in Southern Africa) as
example
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains how people lived long ago - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social sciences pages 164 , 165 and 166
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: COMMUNICATION DATE STARTED DATE COMPLETED
THROUGH TIME / / 20 / / 20
CONTENT AN CONCEPTS : Change in modern farms of
communication
- Postal system.
- Radio
- Early typewriters before electricity
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains modern forms of communication. - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) solution for all pages 143,144 and 145
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: COMMUNICATION DATE STARTED DATE COMPLETED
THROUGH TIME / / 20 / / 20
CONTENT AN CONCEPTS : Change in modern farms of
communication
- Telegraph
- Telephone
- camera
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains modern forms of communication. - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) solution for all pages 146,147 and 148
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: COMMUNICATION DATE STARTED DATE COMPLETED
THROUGH TIME / / 20 / / 20
CONTENT AN CONCEPTS : Change in modern farms of
communication
- Television
- computer
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains modern forms of communication. - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) solution for all pages 149 and 150
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 4 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: COMMUNICATION DATE STARTED DATE COMPLETED
THROUGH TIME / / 20 / / 20
CONTENT AN CONCEPTS : Change in modern farms of
communication
- The internet
- Cell phones
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Explains modern forms of communication. - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) solution for all pages 151 and 152
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: GEOGRAPHY TERM: 4 WEEK : DURATION: 4 HOURS
CONTENT : MINERALS AND DATE STARTED DATE COMPLETED
MINING IN SOUTH AFRICA / / 20 / / 20
CONTENT TOPIC: - Minerals and coal resources of south
Africa
- Minerals as non-renewable resources
- Main minerals mined in South Africa and their uses-
including gold, platinum, diamonds, iron ore, chrome,
copper, silver and manganese
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- Non- renewable resources.
- Types of minerals mined in South Africa
FORM/S OF ASSESSMENT : Informal assessment CLEVER TEXT BOOK GAGES : 125,126 and 127
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: GEOGRAPHY TERM: 4 WEEK : DURATION: 5 HOURS
CONTENT : MINERALS AND DATE STARTED DATE COMPLETED
MINING IN SOUTH AFRICA / / 20 / / 20
CONTENT TOPIC: - Mining and the environment
- Concept of mining • Pollution ( water to include)
- Ways of mining and the environment • Destruction of vegetation and wildlife
• Open pit /surface mining • Waste and waste disposal
• Shaft and deep level mining
- Impact of mining on the environment –example to
include
AIMS SKILLS
- Have a sound general knowledge of places and the - Read and use sources in order to assimilate information.
natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and the about people , between and the relationship between the
natural environment skills. two
- Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- Mining and the environment
- Ways of mining
FORM/S OF ASSESSMENT : Informal assessment CLEVER TEXT BOOK GAGES : 130 and 131
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: GEOGRAPHY TERM: 4 WEEK : DURATION: 3 HOURS
CONTENT : MINERALS AND DATE STARTED DATE COMPLETED
MINING IN SOUTH AFRICA / / 20 / / 20
CONTENT TOPIC: - Mining and people
- Challenges of working in deep gold mine- such as -Rules to protect health and safety of miners
ventilation, heat, rock, falls dust
- Health and safety risks for miners – including
silicosis
AIMS SKILLS
- Have a sound general knowledge of places and - Read and use sources in order to assimilate information.
the natural forces at work on earth - Use information to describe , explain and answer question
- Understand the interaction between society and about people , between and the relationship between the two
the natural environment skills. - Consider, synthesise and organise information
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED: Uses a poster to identify different types of settlements
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher and writes a summary
of notes.
Explains - Answer questions verbally as they are asked
- Challenges
- Health and safety and of miners
FORM/S OF ASSESSMENT : Informal assessment CLEVER TEXT BOOK GAGES : 134 and 135
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 1 HOURS
TOPIC: A heritage trail through the DATE STARTED DATE COMPLETED
provinces of South Africa / / 20 / / 20
CONTENT AN CONCEPTS : The names of provinces and their
capital cities on map
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Prior knowledge of learners about provinces - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social learners text book pages 138
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 2 HOURS
TOPIC: A heritage trail through the DATE STARTED DATE COMPLETED
provinces of South Africa / / 20 / / 20
CONTENT AN CONCEPTS : What is heritage
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Prior knowledge of learners own heritage - Class work activities
- Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social learners text book pages 139
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: A heritage trail through the DATE STARTED DATE COMPLETED
provinces of South Africa / / 20 / / 20
CONTENT AN CONCEPTS : Different example of heritage
from each province - Heritage in people’s achievement s : Example: Frances Baard:
- Heritage in sites of significance Example: cradle of Northern Cape
humankind: Gauteng
- Heritage in objects : Example: Golden objects at
Mapungubwe: Limpopo
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Prior knowledge of learners about provinces and their - Class work activities
heritages - Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social learners text book pages 143,144 ,145 , 146 and147
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: A heritage trail through the DATE STARTED DATE COMPLETED
provinces of South Africa / / 20 / / 20
CONTENT AN CONCEPTS : Different example of heritage
from each province - Heritage and indigenous medicine: Example: The healing
- Heritage name of places Example: names of rivers, dams properties of aloe: Eastern Cape
and towns: Free State - Heritage in architecture: Example: Stone-walled town of
- Heritage and changing identities : Example: The Castle: Kaditshwene: North West
Western Cape
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Prior knowledge of learners about provinces and their - Class work activities
heritages - Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social learners text book pages 148,150 and 152
SOCIAL SCIENCES LESSON PLANS GRADE 4-6
GRADE: 5 DISCIPLINE: HISTORY TERM: 4 WEEK: DURATION: 9 HOURS
TOPIC: A heritage trail through the DATE STARTED DATE COMPLETED
provinces of South Africa / / 20 / / 20
CONTENT AN CONCEPTS : Different example of heritage
from each province
- Natural Heritage and indigenous knowledge systems (IKS)
Example: Makhonjwa Mountains. Mountains ancestors in
IKS: Mpumalanga
- Heritage in art : Example: San Rock art in the Drakensburg:
Kwazulu-Natal
AIMS SKILLS
- Finding a variety of kinds of information about the past - Being able to bring information together
- Understanding the importance of heritage and conservation. - Being able to explain how and why people and events are
publicly remembered the country.
RESOURCES: Textbooks, chalkboard, chalk, excise books, pencils
EXPANDED OPPORTUNITIES PLANNED:
TEACHER ACTIVITIES LEARNER ACTIVITIES
- Explains new concepts - Listens to the narration of the teacher
- Prior knowledge of learners about provinces and their - Class work activities
heritages - Write summary of notes.
FORM/S OF ASSESSMENT: Formal/ Informal task (class-work) clever social learners text book pages 153 and 154