CURRICULUM AND ASSESSMENT POLICY STATEMENT

LESSON PLAN

CURRICULUM GRADE 10 TO 12

STEP AHEAD LESSON

ACTIVITIES
2021

GRADE 10

GEOGRAPHY

Page 1 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
THE ATMOSPHERE: TERM ONE

ACTIVITY 1.1
MARKS 15 TIME 15 MINUTES
1.1. Refer to the diagram below showing the layers of the atmosphere and answer the
questions set.

SOURCE: Google image

1.1.1. Define the term ‘atmosphere’. (1x1) (1)

1.1.2. Identify layers A and C respectively (2x1) (2)

1.1.3 Which gas constitute the most percentage in the atmosphere (1x1) (1)

1.1.4. Mention the layer that is found in the stratosphere that acts as a
sunshield against ultraviolet rays (UV).
(1x1) (1)

1.1.5. Explain the relationship that exists between temperature and height at
layer D.
(1x2) (2)

1.1.6. Discuss any TWO climatic importance of layer A? (2x2) (4)

1.1.7. Suggest TWO reasons why long-distance air crafts usually fly in the
lower layer of the stratosphere.
(2x2) (4)
[15]

Page 2 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
ACTIVITY 1.2
MARKS 15 TIME 15 MINUTES
1.1. Read the following article based on ozone depletion and answer the questions that
follow.

Mysterious rise in banned CFC gas emissions from China could delay the
healing of the hole in the ozone layer over the Antarctic by almost 20 years

Unexpected emissions of banned gases from China could delay the recovery of the
hole in the ozone layer above the Antarctic by almost 20 years, a study has found.
The ozone layer is important to life as it acts like a shield — filtering out the Sun's
harmful ultraviolet rays before they reach the Earth's surface.

The production of ozone-damaging (CFCs) — used as refrigerants and foaming

agents — is restricted by the Montreal Protocol of 1987.

Following the protocol's implementation, it was expected that the size of the ozone
hole above the Antarctic would return to its 1980 level by the late 21st century. In
2018, however, scientists reported that emissions of trichlorofluoromethane (CFC-
11) had not been continuing to decline as expected since the mid-2000s. CFC-11
contributes around a quarter of the man-made chlorine transported into the
stratosphere which reacts with and breaks down ozone.

The unexpected emissions have been attributed to Chinese factories using the
banned chemicals in the production of insulating foam.

According to the experts, however, the impact of the emissions has been limited so
far - and their rapid halt could reduce the delay in the hole's recovery to a few years.

MailOnline 2019
1.1.1. What is meant by ozone depletion? (1x1) (1)
1.1.2. Write CFCs in full. (1x1) (1)
1.1.3 According to the case study, what world summit addressed the
issue of the production of ozone-damaging CFCs?
(1x1) (1)
1.1.4. Explain TWO possible reasons why the natural recovery of the hole in
the ozone layer is being delayed.
(2x2) (4)
1.1.5. In a paragraph of approximately EIGHT lines, suggest measures that
the people of China could implement to reduce the continued
damage caused to the ozone layer.
(4x2) (8)[15]

Page 3 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
ACTIVITY 2.1
MARKS 15 TIME 15 MINUTES
1.1. Refer to the diagram below showing the heating of the atmosphere and answer the set questions.

SOURCE:
Google
1.1.1. What is insolation? (1x1) (1)
1.1.2. Name the THREE processes responsible for the loss of the sun’s heat in the atmosphere.
(3x1) (3)
1.1.3 Determine the percentage of the sun’s energy eventually reaching the earth at A. (1x2) (2)
1.1.4. Name the process responsible for the release of heat energy by the earth to the
atmosphere. (1x1) (1)
1.1.5. In a paragraph of approximately EIGHT lines, discuss the various ways in which the
atmosphere is heated by the earth. (4x2) (8)

[15]

Page 4 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
ACTIVITY 2.2
MARKS 15 TIME 15 MINUTES

1.1. Refer to the illustration below showing the factors affecting temperature of different
places in South Africa and answer the questions that follow.

Annual temp
range : 15◦C
Bethlehem

B
Y Annual temp
A range: 9◦ C-
East London

Adapted from google

1.1.1. Define ocean current. (1x1) (1)

1.1.2. Identify the ocean currents A and B. (2 x1) (2)
1.1.3 Explain the impact that the ocean currents identified in 1.1.2 have on
temperature and rainfall conditions on the east and
(2x2) (4)
west coast of South Africa respectively.
1.1.4. Match cities X and Y as maritime and continental climate
respectively. (2x1) (2)
1.1.5. In a paragraph of approximately SIX lines, account for the varying
annual temperature ranges between Bethlehem (X) and East London (Y).
(3x2) (6)

Page 5 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 3.1
TIME: 15 Minutes Marks : 15

1.1. Read the case study below bas ed on global warming and answer the questions that follow.

HOW DOES COAL CONTRIBUTE TO GLOBAL WARMING?

Of all the fossil fuels (coal, oil and natural gas), coal is the one that produces most
carbon dioxide when burnt (to make electricity). And carbon dio xide is a greenhouse
gas that is contributing to global warming.
Coal is plentiful and cheap to mine and burns easily to produce electricity, so it is
difficult for governments to legislate to close coal mines.
Therefore, it is so important to continue re search and development in the areas of
renewable energy like sola r, wind and waterpower .
When coal is burnt, it releases poisonous gases and it doesn't burn completely which
contributes to global warming.

1.1.1. Differentiate between global warming and climate change. (2x1) (2)
1.1.2. Identify the gas mentioned from the case study that contribute
to global warming. (1x1) (1)

1.1.3 Why are governments reluctant (not willing) to shut down coal
mines? (1x2) (2)

1.1.4. Explain ONE impact of burning fossil fuels such as coal to the
Africa’s natural environment. (1x2) (2)

1.1.5. In a paragraph of approximately EIGHT lines, outline

sustainable strategies to be employed by environmentalists in
dealing with global warming. (4x2) (8)
[15]

Page 6 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 3.2
TIME: 15 Minutes Marks : 17

ACTIVITY 3.2.1.
FIGURE 1

Source: study & master

1 Refer to 1, which shows the processes associated
grade 10 changes in the state of
. figure with
water in the atmosphere. Match the description below with the terms/processes given
in the illustration. Write only the correct term/ processes next to the question number;
example (1.6 – Freezing)
1.1. The process whereby a liquid changes to a gas
1.2. The process whereby a liquid changes to a solid
1.3. The process whereby a gas changes to a liquid
1.4. The process whereby a solid change to a liquid
1.5. The process whereby a gas changes into a solid (5x1) (5)

2. Complete the sentence by underlining the correct word within brackets

(a) When the temperature difference between the maximum and minimum
temperatures is small, relative humidity is (high/low). (1 x 1) (1)

(b) When the temperature difference between the maximum and minimum
temperatures is high, relative humidity is (high/low). (1 x 1) (1)

3. Explain the relationship that exists between temperature differences and the
probability of precipitation. (2 x 2) (4)

4. In a paragraph of approximately six lines, briefly explain how trends in relative humidity
of an area can assist in agriculture. (3 x 2) (6) [17]

Page 7 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 4.1
TIME: 15 Minutes Marks : 14

Activity 4.1.1

1. Copy the table below showing minimum and maximum temperatures, and determine
the temperature differences and relative humidity respectively.

Maximum Minimum Temperature Relative humidity

temperature temperature difference

30˚C 28 ˚C

20 ˚C 9 ˚C
(4 x 1)
(4)

Activity 4.1.2 different types of precipitation

2. Provide one term for each of the following descriptions.

a. Forms when water vapour condenses onto the ground.

b. Forms when dew freezes or when the dew point temperature is below zero degree
Celsius.
c. Forms in Cumulonimbus clouds. The water droplets freeze and are taken up into the
top of the cloud by strong updraughts. Eventually they are too heavy to be held aloft.
d. Forms when temperatures are below the freezing point and water droplets freeze
and form tiny ice crystals on the surface.
e. Forms when the air is saturated, condensation nuclei are available, and temperature
cools to dew point or below.
(5x1) (5)

Page 8 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

Activity 4.1.3 different types of rain

3. Look at the map of South Africa in the figure below which shows three regions
different types of rainfall take place. Copy and complete the summary table below.

Study & master grade 10

Study & master grade 10

Region 3 2 1

Type of rainfall

How the air rises Air is forced to rise Warm air rises on a Warm air rises over
over a mountain. hot day by cold air.
convection.

Type of cloud

Form of rain
[14]

Page 9 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
FIGURE 1.4: CLOUD TYPE

1.4 Refer to FIGURE 1.4 showing a cloud type.

1.4.1 Label A and B on the diagram as warm air and cold (2)
air respectively. (2 x 1)

1.4.2 Identify the type of cloud in FIGURE 1.4. (1 x 1) (1)

1.4.3 (a) Is this cloud type associated with snow or lighting?

(1 x 1)

(b) Justify your answer in QUESTION 1.4.3(a) by (4)

providing TWO reasons. (2 x 2)

1.4.4 Thunderstorm is another form of precipitation. Discuss (6)

ONE positive and TWO negative impacts of
thunderstorms on people and the environment. (3 x 2)

Page 10 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 1.1. SOLUTIONS

TIME: 15 Minutes Marks : 15

1.1.1. Atmosphere is the layer of gases that surrounds the earth√ (1)
(concept)

1.1.2. A: Troposphere√ (1)

C: Mesosphere√ (1)

1.1.3. Nitrogen (N2) √ (1)

1.1.4. Ozone layer √ (1)
1.1.5. Temperature increases with height √√ (2)
1.1.6. Source of weather√√ (2)
Contains most amount of atmospheric gases √√ (2)
1.1.7. Less clouds to cause turbulence √√ (2)
Saves fuel as gravity is low √√ (2)
To avoid bad weather conditions in the troposphere √√ (2) ( any two)
[15]

GRADE 10 GEOGRAPHY

ACTIVITY 1.2. SOLUTIONS

TIME: 15 Minutes Marks : 15

1.1.1. Ozone depletion is the destruction of ozone resulting in the holes forming in the
ozone layer √ (1)
1.1.2. Chlorofluorocarbons√ (1)
1.1.3. Montreal Protocol 1987√ (1)
1.1.4. The unexpected emissions have been attributed to Chinese factories using the
banned chemicals in the production of insulating foam√√ (2)
Impact of the emissions has been limited so far and their rapid halt √√ (2)
1.1.5. Use of non-ozone depleting chemicals (HFCs)√√ (2) Summits for educating people
about reducing effects of ozone depletion√√ (2) Encouraging people to practice
greening cities √√ (2)Penalising industries/ factories that emit a high amount of
CFCs√√ (2) the use of ozone friendly products√√ (2) reduce the number of cars √√
(2) encourage the servicing of the air conditioners√√ (2) (any four)
[15]

Page 11 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 2.1. SOLUTIONS

TIME: 15 Minutes Marks : 15

1.1.1. Amount of incoming solar radiation that strikes the earth’s surface√ (1) (concept)
1.1.2. Absorption √ (1)
Reflection √ (1)
Scattering √ (1)
1.1.3. 51%√√ (2)
1.1.4. Terrestrial radiation /earth radiation√ (1)
1.1.5.
Conduction: transfer of heat energy from one molecule to another by contact√√ (2)
Convection: vertical transfer of heat energy by movement of air molecules√√ (2)
Release of latent heat: when air rises and cools, condensation of water vapour occurs, and
this releases the latent heat√√ (2) Radiation by the earth: water vapour and gases such as
carbon dioxide absorb the long-wave radiation√√ (2)

[15]

GRADE 10 GEOGRAPHY

ACTIVITY 2.2. SOLUTIONS

TIME: 15 Minutes Marks : 15

1.1.1. Ocean current is a large-scale circulation of ocean water√ (1) (concept)

1.1.2.
A: Cold Benguela current√ (1)
B: Warm Mozambique current√ (1)/ agulhas current√ (1)
1.1.3. Cold Benguela current brings cold temperatures and dry conditions in the west coast
(2) Warm Mozambique current on the east coast brings warm temperatures and
more rainfall √√ (2)
1.1.4.
X: Continental climate√ (1)
Y: Maritime climate √ (1)
1.1.5.
Bethlehem
High temperature range in summer and low winter temperature range, since the land
heats up quickly in summer and losses heat quickly in winter√√ (2)
Inland city has greater distance from the ocean√√ (2)

Page 12 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
No sea breeze experienced √√ (2)
East London
Cooler temperature in summer and warmer temperatures in winter as the ocean
heats up slowly and cools up slowly √√ (2)
Low temperature range √√ (2)
Coastal city with ocean acting as a moderating effect √√ (2)
Sea breeze has a cooling effect in coastal cities √√ (2)
[ANY THREE]
[15]

GRADE 10 GEOGRAPHY

ACTIVITY 3.1. SOLUTIONS

TIME: 15 Minutes Marks : 15

1.1.1. Global warming is the increase in average temperatures on earth √ (1) whereas
climate change refers to the long-term change in weather pattern√ (1) (concepts)
1.1.2. Carbon dioxide√ (1)
1.1.3. Plenty and cheap to mine √√ (2)
Coal is the main source of energy in South Africa √√ (2) (any ONE)
1.1.4. Concentration of greenhouse gases cause increased temperatures√√ (2)
Burning fossil fuels can increase the concentration of carbon dioxide in the
atmosphere√√ (2)
Increased carbon dioxide may cause abnormal rise of temperatures in the
atmosphere √√ (2)
Acid rain destroy fauna and flora species√√ (2)
[ANYONE]
1.1.5. Use of environmental-friendly sources of energy e.g. solar power, wind power etc. √√
(2) Planting trees and conserving forests to trap carbon dioxide√√ (2) Educational
programmes to make people aware of the impact of global warming√√ (2) Rewards
and incentives for reducing carbon emissions√√ (2) Enforcing carbon taxes on
vehicles and factories that emit high levels of pollution√√ (2)
[ANY FOUR]
[ACCEPT ANY OTHER REASONABLE ANSWER]
[15]

Page 13 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 3.2. SOLUTIONS

TIME: 15 Minutes Marks : 17

Activity 3.2.1. Solutions

1.1 Evaporation √

1.2 Freezing √

1.3 Condensation√

1.4 Melting √

1.5 Crystallization√ (5X1)

2 (a) High √

(b) Low √

3. When the difference is big there will be less chances of precipitation, √ √𝑤hen
the difference is small there will be high chances of precipitation. √√
4. High relative humidity
Can help the farmer to reduce the use of irrigation systems, because there will be
enough water. √√

It will increase the yields. √√

Farmers can make more profits. √√

Low relative humidity

There will be less water for irrigation which will make farming expensive.√√

Decrease in the farm yields. √√

Farmers make less profits. √√

Possible loss of livestock due to dehydration. √√

Page 14 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 4.1. SOLUTIONS

TIME: 15 Minutes Marks : 14

Activity 4.1.1. Solutions

Maximum Minimum Temperature Relative
temperature temperature difference humidity

30˚C 28 ˚C 2 ˚C √ 93% √

20 ˚C 9 ˚C 11 ˚C √ 32% √
( 4 x 1) (4)
(Must discuss both high and low relative humidity)
Activity 4.1.2. solutions

2.1 Dew √

2.2 frost √

2.3 Hail √

2.4 snow √

2.5 rain √ ( 5 x 1) (5)

Activity 4.1.3. solutions

region 3 2 1

Type of rainfall Relief √ Convectional √ Frontal √

How the air rises Air is forced to rise Warm air rises on a Warm air rises over
over a mountain. hot day by cold air.
convection.

Type of cloud thick, low cloud √ Cumulonimbus √ Nimbostratus √

Form of rain Drizzle √ Heavy, short √ Light, long√

(9 x 1) (9)

Page 15 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY 5.1. SOLUTIONS

TIME: 15 Minutes Marks : 14

a) Synoptic map – a map showing the summary of weather

b) Station model – symbols that represent weather conditions
Copy the following table into your exercise book and complete it
Weather elements Station A Station B
Air Temperature 18 ˚C 6 ˚C
Dew Point Temperature 10 ˚C -2 ˚C
Cloud cover Overcast Overcast
Wind direction South west North east
Wind speed 30 knots 10 knots
Precipitation showers Snow

ASSESSMENT TASK 3

1.1 Nimbostratus √
1.2 Cumulonimbus √
1.3 Cirrostratus √
1.4 Cirrus √
1.5 Stratus √
2.
a) A line joining places of equal atmospheric pressure
b) 1016 hPa
c) Temperature – 25
Dew point – 22
Cloud cover – overcast
Precipitation – thunderstorms
Wind direction- north east ‘
Wind speed - 10 knots
d) More warm air rising as a result of convection. It rises and condenses forming
Cumulonimbus which are associated with thunderstorms
Less difference in air temperature and dew point temperature which means high
relative humidity which predicts high chances of rainfall

EXPECTED ANSWERS

1.1 A system for capturing, storing, managing, manipulating, analysing and representing
geographic information (1)
1.2 The collection information about an object from a distance without physical contact. (1)
2.1 A – Software, (1)
B – Data, (1)
C – Users / people (1)

Page 16 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

3.1

- Satellite images offer a more synoptic or generalized view than maps and
aerial photos. (2)
- It has a much high temporal resolution. (2)
- Provides accurate and up to date information. (2)
- Data is in digital format – convenient to analyse with a computer (2)
- Provides us information that we cannot see with the naked eye (2)
- Can access inaccessible/dangerous areas (2)
- Covers a large area (2)
- (Any TWO)
3.2

-
GIS can be used to check the fertility of the soil. (2)
-
GIS can be used to determine suitable temperatures. (2)
-
GIS can be used to determine soil type. (2)
-
GIS can be used to locate water sources (2)
-
GIS can be used to determine the proximity of roads / transport
networks (2)
- GIS can be used to locate markets (2)
- GIS can be used to determine the distance from the sugar mill /
factory (2)
- GIS can be used to identify favourable rainfall areas. (2)
(Accept any other correct responses)

1.4
1.4.1
A – Cold air
B – Warm air (2 x 1)(2)
1.4.2 Cumulonimbus cloud (1 x 1)(1)
1.4.3
(a) Lightning (1 x 1)(1)
(b) Convectional currents within the cloud cause lightening.
The particles in the cloud become charged.
Positive charges move up by warm air and negative charges move down by cold air
(Any 2 x 2)(4)
1.4.4
Positive impacts
Thunderstorm is accompanied by rainfall
There will be enough water for crops and animals
There will be enough water for domestic use

Page 17 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
Negative impact
Heavy rainfalls can cause flash floods which may lead to the destruction of
infrastructure and houses
The impact thunderstorms have on people can be very harmful e.g. electrocution,
shock and even deaths
Thunder can destroy the environment
It can hurt animals
It can burn vegetation (Any 3 x 2) (6)

GRADE 10 GEOGRAPHY

ACTIVITY ONE
TIME: 15 Minutes Marks : 15

QUESTION 1
1.2. Refer to the diagram below showing the structure of the Earth and answer the set
questions.

CRUST

GOOGLE IMAGE
1.1.1. Define the term ‘crust’. (1x1) (1)
1.1.2. Differentiate between the TWO types of crust. (2x2) (4)
1.1.3. Identify layers 2 and 3 respectively (2x1) (2)
1.1.4 Which layer is said to be the outer-most? (1x1) (1)
1.1.5. Mention the layer that contains magma. (1x1) (1)
1.1.6. Explain TWO characteristics of layer 3. (2x2) (4)
1.1.7. Discuss the importance of the crust. (1x2) (2)
[15]

Page 18 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY TWO
TIME: 15 Minutes Marks: 15

2.1. Read the extract below and answer the questions that follow.

From a large amount of research done to find proof of continental drift and ocean floor
spreading, another theory was born – that of plate tectonics. Very soon it was discovered
that the ocean floor can be divided into a number of rigid sheets or plates. Generally,
each plate is bordered on one side by a constructive plate border, on the opposite side
by a destructive plate border and on the remaining sides by faults. These plates are in
constant movement and the continents are dragged along voluntarily.

Source: Google

2.1.1 What is plate tectonics? (1x1) (1)

2.1.2 Provide TWO pieces of evidence that scientists used to prove that the
continents of Africa, Antarctica and South America were once joined. (2x2) (4)
2.1.3 Is the common border between the South American Plate and the African
Plate a constructive or a destructive plate border?
(1x1) (2)
2.1.4. Give ONE reason for your answer. (1x2) (2)
2.1.5 Explain why fold mountains are usually found along convergent plate
boundaries. (1x2) (2)
2.1.6. Discuss the relationship that exists between plate tectonics and rock cycle.
(1x2) (2)

2.1.7. Discuss the theory of continental drift by Alfred Wegner.

(1x2) (2)
[15]

Page 19 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY THREE
TIME: 15 Minutes Marks: 15
3.1. Refer to the diagrams below and answer the set questions.

B
A

3.1.1 Define folding. (1x1) (1)

3.1.2 Provide labels for folds A and B respectively. (2x1) (2)
3.1.3 Differentiate between the folds labelled in 3.1.2. (2x2) (4)
3.1.4. Write a paragraph of approximately EIGHT lines in which you explain the
significance of fold mountains on people. (4x2) (8)
[15]

GRADE 10 GEOGRAPHY

ACTIVITY FOUR
TIME: 15 Minutes Marks: 15

4.1. Refer to the diagram below and answer the set questions.

4.1.1 Define faulting. (1x1) (1)

Page 20 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
4.1.2 Name the fault labelled A. (1x1) (1)

4.1.3 Provide labels for landform Cand D respectively. (2x1) (2)

4.1.4. How many times has faulting occurred in the diagram above? (1x1) (1)

4.1.5. Explain how feature D formed. (1x2) (2)

4.1.6. In a paragraph of approximately EIGHT lines discuss the significance of
landform labelled D. (4x2) (8)
[15]

GRADE 10 GEOGRAPHY

ACTIVITY FIVE
TIME: 15 Minutes Marks: 15

Study the extract in FIGURE 3 below about tsunamis and answer the questions that follow.
INDIAN OCEAN TSUNAMI 2004
Primary effects of the tsunami
 The wave killed people in 14 different countries around the Indian Ocean totalling over 250
000.
 The highest death toll was on the Indonesian island of Sumatra where over 130 000 were
killed and over 30 000 remain missing.
 In Sumatra over 500 000 people were made homeless, over 80 000 houses were
destroyed as well as serious damage was caused to any ports, boats, roads, bridges,
hospitals, forests and crops within 1 km of the shore.

 8 people were killed in South Africa which is over 8000 km from the epicentre.
 In Sri Lanka, a train was derailed by the force of the wave killing over 1 000

Page 21 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

5.1 Differentiate between tsunami and an earthquake. (2 x 1) (2)

5.2 List TWO countries affected by this tsunami, excluding South Africa (2 x 1) (2)
5.3 Give the total number of people killed in South Africa. (1 x 1) (1)
5.4 Explain why South Africa had few deaths as compared to other countries affected by this
tsunami. (1 x 2) (2)
5.5 Discuss the main dangers (threats) to the survivors of the tsunami in Sumatra.
(2 x 2) (4)
5.6 Suggest TWO methods that can be used in these countries to reduce the impact of a
tsunami. (2 x 2) (4)
[15]
GRADE 10 GEOGRAPHY

ACTIVITY SIX
TIME: 15 Minutes Marks: 15

Study the CARTOON IN FIGURE 4 below about tsunamis and answer the questions that
follow.

6.1 Define the term Tsunami. (1x1) (1)

6.2. “Sarah” has asked her parents if she can go and play with waves a little bit in the beach.
Highlight any TWO dangers of playing on when there are bigger waves of tsunami.(1 X 2) (2)

Page 22 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
6.3 List THREE strategies that could be put into place to minimise the effects of tsunamis.
(3 x 1) (3)
6.4 In a paragraph of approximately EIGHT lines, explain why developing countries are least
able to cope with the devastating effects of Tsunamis. (4 x 2) (8)
GRADE 10 GEOGRAPHY

ACTIVITY SEVEN
TIME: 15 Minutes Marks: 15
Earthquake
Read the extracts below and answer the questions that follow
Tremors felt in Cape Town after 6.2 earthquake south of Africa

Source: google
Cape Town - A 6.2-magnitude earthquake off the coast of southern Africa had some Cape Town residents
worried on Saturday night. The quake, which occurred 1 918km SSE of Cape Town, hit at around 5.10 pm,
according to the US Geological Survey. With its epicentre at a depth of 10 kilometres, there were no tsunami
warnings or reports of damage. The Koeberg nuclear power plant outside Cape Town and Astron Energy,
which owns Caltex, have assured locals that there was no immediate danger and no need to evacuate. The
City of Cape Town has confirmed that they have received reports of tremors but are still awaiting official
confirmation. “Reports have come from numerous suburbs of a tremor that was experienced,” said Charlotte
Powell, the head of Public Awareness and Preparedness.

“The Disaster Risk Management Centre is not in a position to provide comment on the apparent seismic
event until it has been confirmed by the South African Council for Geoscience. “We can however confirm at
this stage that the tremor did not appear to cause any impact on infrastructure of public safety. “The City
urges the public to report any potential impacts to our Public Emergency Communication Centre by dialing
021 480 7700 from a cellphone or 107 from a landline,” she said.Several Capetonians reported feeling
tremors up to two hours after the seismic event and many of them took to social media to share their
experience.

Page 23 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
7.1 Provide a geographical term for the following:
(a) The vibration in the Earth’s crust due to sudden movements of (1X1)(1)
the crust along a fault.
(b) The point on the Earth’s surface immediately above the focus
of an earthquake. (1X1)(1)
7.2 Give the magnitude of this earthquake. (1x1) (1)
7.3 Which instrument is used to measure the magnitude of an earthquake? (1x1) (1)

7.4 Explain why most earthquakes happen close to plate boundaries. (1x2) (2)
7.5 What could have been the negative results or damage caused by the (2x2) (4)
earthquake in Cape Town.
7.6 Discuss why less developed countries are unable to cope with earthquakes (2x2) (4)
than more developed countries.
GRADE 10 GEOGRAPHY

ACTIVITY EIGHT
TIME: 15 Minutes Marks: 15

Refer to the diagram (figure 1) based on igneous intrusion and answer the questions that
follow:

Figure 1

Source:
unknown
8.1. Identify features labelled 1, 2,3,4,5 and 6. (6× 1)(6)

8.2. Define batholith. (1× 1)(1)

8.3. Differentiate between features labelled 4 and 5 in terms of shape. (2× 2)(4)
8.4. Briefly explain why the intrusions result in the formation of landforms (2× 2)(4)
such as mountains and waterfalls when they are exposed on the
surface.
[15]

Page 24 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 GEOGRAPHY

ACTIVITY NINE
TIME: 15 Minutes Marks: 15

Read the following case study on volcanic eruption and answer the questions that follow.
Case study Mount Etna, Sicily – 12 July 2001
Mt Etna is Europe’s most active volcano. Mt Etna is one of the largest continental volcanoes.
The base of the volcano is about 60× 40km. below an elevation of about 2900m, Mt Etna
is a shield. The upper 400m is a Stratovolcano made of several vents. It erupted on 12 July
2001. Five fissures cracked open on the mountain.
The general accepted information for the formation of Mount Etna is the subduction of part
of the northward – moving African Plate beneath the Eurasian Plate. The lava flows reached
temperatures of 1000˚C.
Lava flows swallowed up a huge cabin that housed snow ploughs, along with a tourist car
park and several ski-lift pylons. It took the lava two weeks to reach the tourist centre of
Rifugio Sapienza. The earthen dams of earth and volcanic rock put up to protect this tourist
base, diverted the flow and kept under control. The Army’s heavy earth-moving equipment
was brought in by the government to block the divert lava flows.
It is predicted that the winter tourist industry will be affected by the eruption of Mt Etna.
Locals believed snow will not settle on the flanks of the volcano due to the heat of the lava.
Although none of the town on the Mt Etna’s slopes have been damaged, there have been
losses in agriculture and tourism.
Via Afrika grade 10
9.1. Define the following: vent, fissure. (2× 1)(2)
9.2. Name the two types of volcanoes of which the Mt Etna is built. (2× 1)(2)
9.3. Explain one characteristic on each of these volcanoes. (2× 2)(4)
9.4. Explain how Mt Etna was formed. (2× 2)(4)
9.5. Briefly discuss two strategies that were used to protect the Rifugio (2× 2)(2)
Sapienza tourist centre from the lava.
[14]
SOLUTIONS:
ACTIVITY 5
5.1 Tsunami is a wave of water produced when an earthquake occurs under the ocean
 (Concept)
Earthquake is a violent shaking of the earth’s crust caused by movement along a
fault.  (Concept) (2 x 1) (2)
5.2 Sri Lanka
Indonesia (2 x 1) (2)
5.3 8 people (1 x 1) (1)
5.4 South Africa is far away from the epicentre (8 000 km away)  (1 x 2) (2)
5.5 - Survivors were left homeless as the houses were destroyed

Page 25 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
- Crops were destroyed that resulted in food shortages
- Poor infrastructure as roads and bridges collapsed
- No health care facilities
- Businesses were affected as many survivors may have lost their jobs. 
(Any 2 x 2) (4)
5.6 - Build specially strengthened buildings 
- Educate people
- Having disaster supplies on hand
- Early warnings must be issued (Any 2 x 2) (4)
ACTIVITY 6
6.1 Tsunami is a big ocean wave that is created by a strong earthquake, a (1x1)(1)
volcano or an undersea slump that hits the sea or nearby land. 
6.2  Drowning
 Swallowing of contaminated water
(2x1)(2)
 Possible death

6.3  Placing of sandbags on the coast lines

 Building strong sea retaining walls
 Avoid building near the coastline
6.4  poor infrastructure
 Lack of monitoring systems/devices
 Lack of research
 Higher population density
 Most people live in disaster zones

ACTIVITY 7
7.1 (a) Earthquake
(b) Epicentre  (2 x 1) (2)
7.2 6 ,2 on a Richter scale (1x1) (1)
7.3 Seismograph (1 x 1) (1)
7.4 Earthquakes happen close to plate boundaries where plates move towards each other.
 (1 x 2) (2)
7.5 - collapsing of the infrastructure
- Breaking of sewerage works/pipes
- Spread of diseases
-contamination of water sources
-deaths
(any other relevant responses) (Any 2 x 2) (4)

7.6 - There is a lack of early warning systems in less developed countries

- Buildings are poorly built and collapse easily
- Often there are few plans that inform people of what to do when an earthquake
strikes
- People rely on outside help, which can take a long time to arrive
- These countries have lower standards of living (Any 2 x 2) (4)
[14]

Page 26 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
VOLCANOES SOLUTIONS:
ACTIVITY 8

8. 1 – Pipe √

2 – Batholith√

3 – Sill√

4 – Lopolith√

5 – Laccolith√

6 – Dyke√
8.2. Batholith - a very large igneous intrusion extending to an unknown depth in the earth’s
crust. √
8.3 Feature 4 (lopolith) – saucer shaped. √ √
Feature 5 (laccolith) – mushroom/dome shaped. √ √
8.4 -When they are exposed to the surface, they are exposed to the agents of erosion, hence
form mountains and waterfalls. √ √
-On the surface is much cooler, intrusions solidify to form mountains. √ √
[15]
ACTIVITY 9

9.1 Vent-the area where pipe opens on to the surface. √ [concept]

Fissure-linear volcanic vent through which lava erupts. √ [Concept]
9.2 Shield volcano √
Stratovolcano. √
9.3 Shield volcano
 wide central vent. √ √
 lava is gaseous and liquid. √ √
 lava spreads far from vent. √ √
 no explosions occur. √ √
 slopes are gentle. √ √ [Any one]
Stratovolcano
 made up alternate layers of ash and lava.
 -narrow central vent. √ √
 -eruption is explosive. √ √
 -gentler slopes. √ √ [Any one]
9.4. It was formed because of the subduction of part of the northward moving African Plate
beneath the Eurasian plate. √ √
The lava flows reached temperatures of 1000˚ C. √ √
9.5. The Army’s heavy earth-moving equipment was brought in by the government to
block and divert lava flows. √ √
The earthen dams of earth and volcanic rock were put up to protect tourist base by
diverting the flow of the lava to keep it under control. √ √
[15]

Page 27 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

GRADE 10 ACTIVITY TEN

TIME: 15 Minutes Marks: 15

10.1. Refer to the 1: 50 000 map 2527 CA Rustenburg on the next page and
answer the set questions.

10.1.1 What do the numbers (25 and 27) mean on the map code of Rustenburg? (2x1) (2)

10.1.2. State the meaning of CA in the map code 2527 CA. (1x1) (1)
10.1.3 Determine the exact location of the following geographical features found on
the topographical map
a) Dam (BLOCK F8)
b) Diggings (BLOCK F7)
c) Trigonometrical station 245 (BLOCK C10)
d) Hospital (BLOCK C4)
e) Reservoir (BLOCK G10) (5x2) (10)
10.1.4 Why is it important to be able to locate position of features using the (1x2) (2)
alphanumerical grid system? [15]

Page 28 of 47
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

Page 29 of 47
 CAPS
LESSON PLAN

GRADE 10 ACTIVITY ELEVEN

TIME: 15 Minutes Marks:
15

11.1. Answer the following questions based on scale.

11.1.1 What is meant by scale? (1x1) (1)

11.1.2. Identify the following types of scales.

a)

b) 1: 10 000
c) 1__
5000 (3x1) (3)
11.1.3 Refer to the topographical map of Rustenburg evident in Activity 5. Identify (2x1) (2)
the types of scales evident on the map.
11.1.4.
Write the following scales in a word form.
a) 1: 50 000 topographical map
b) 1: 10 000 orthophoto map (2x1) (2)
11.1.5. Explain why it is important to consider scale when establishing a
(2x2) (4)
neighbourhood shopping centre?
11.1.6. Use the word scale (1 cm on paper represents 0.1 km in reality) to draw a (3x1) (3)
line scale.
(15)
SOLUTIONS
ACTIVITY ONE
1.1.1 Crust is the outer-most layer of the Earth (1x1) (1)
1.1.2 Continental crust- Is a think granite dominated part of earth on which (2x2) (4)
continents are found. 
Oceanic crust- is a thin basalt dominated part of the Earth on which
oceans are found 
1.1.3 2-Mantle (2x1) (2)
3-Outer Core
1.1.4 Crust (1)  (1x1) (1)
1.1.5 Mantle (2)  (1x1) (1)
1.1.6 Outer core is made of iron and nickel
Outer core is 2000 km thick
It contains molten rock (magma) (2x2) (4)
(ANY TWO)
1.1.7 Important driver of evolution of life
Source of different types of minerals/ rocks
Electronic blanket on top of the mantle
(ANY TWO) (1x2) (2)

Page 30 of 47
 CAPS
LESSON PLAN

ACTIVITY TWO
2.1.1 Process in which the crust moves on the mantle. (1x1) (1)
2.1.2 Fossils found in both South America and Africa proved that these
continents were once joined
Rocks of continents that were once joined had similar characteristics
(type, age and structure) 
All the continents fit to each other like jigsaw puzzle
Continental shelves of continents that were once together display
similar characteristics (2x2) (4)

2.1.3 Constructive (1x2) (2)

2.1.4. Plates are moving apart
New landforms
(ANYONE) (2x2) (4)

2.1.5. Tectonic Plates collide and land is compressed forming fold

mountains (1x2) (2)
During the subduction along a destructive boundary the oceanic
2.1.6. plate slide under the continental plate causing rocks to melt and be
recycled
Coastlines of South America and Africa matched like pieces of jigsaw (1x2) (2)
puzzle
2.1.7. Similar kinds of plants and animals were found in these continents (1x2) (2)
[15]

ACTIVITY THREE

3.1.1 The bending of rock layers when they are pushed together by
disturbances in the earth’s crust.. (1x1) (1)
3.1.2 A-syncline (valley)
B-anticline (crest)  (2x1) (2)
3.1.3. Syncline- a down fold
Anticline – an up fold (2x2) (4)

3.1.4.
Often sparsely populated
Cattle, sheep and goat farming is suitable for mountainous areas
In the foothill crops can be grown – terrace farming. 
Tourism is popular in fold mountains, for instance, in the Alps,
Rockies, Himalayas and Andes
Eco-tourism, cultural tourism, photography, skiing and relaxation
activities.
Forestry – deforestation results in soil erosion.
Steep slopes with fast flowing rivers – hydroelectric power. (4x2) (8)

(15)

Page 31 of 47
 CAPS
LESSON PLAN

ACTIVITY FOUR

4.1.1 Cracking of rock layers when they are pushed or pulled apart by
disturbances in the earth’s crust (1x1) (1)
4.1.2 A- Normal fault (1x1) (1)
4.1.3. C- block mountain (2x1) (2)
D- Rift valley
4.1.4. Three times (3) (1x2) (2)
4.1.5. Tensional forces act on sedimentary rocks. 
The rocks crack as a fault line forms.
One section of the mountain drops below the other, forming a rift (1x2) (2)
valley.
(ANY ONE)
4.1.6. Farming 
Nature reserves 
Habitation 
Tourism (4x2) (8)
(15)

ACTIVITY 11

11.1.1 25- latitudes

27- longitudes (2x1) (1)
11.1.2 CA- Large and small block (1x1) (1)
11.1.3. a) 25°42΄58΄΄S 27°13΄58΄΄E
b) 25°42΄55΄΄S 27°13΄15΄΄E
c) 25°41΄28΄΄S  27°14΄43΄΄E
d) 25°41΄10΄΄S  27°11΄46΄΄E
e) 25°42΄00΄΄S 27°14΄59΄΄E (5x2) (10)
11.1.4. Exact location of the geographical feature is determined
A destination is reached easily
A traveller may not be easily lost  (1x2) (2)
(ANYONE) (15)

GRADE 10 GEOGRAPHY
ACTIVITY ONE TIME: 15 Minutes Marks: 15

Page 32 of 47
 CAPS
LESSON PLAN

QUESTION 1

1.1. Refer to the world’s map (FIGURE A) and the table (FIGURE B) below based on
population distribution and answer the questions that follow.

FIGURE A: WORLD MAP

S OURCE : https://www.researchgate.net

FIGURE B: POPULATION DISTRIBUTION OF WORLD’S CONTINETS

SOURCE:https://www.bing.com/images/search?q=table+showing+population+density+of+th
e+con tinents&form=HDRSC3&first=1&scenario=ImageBasicHover

Page 33 of 47
 CAPS
LESSON PLAN

1.1.1. What is meant by population distribution? (1x1) (1)

1.1.2. Write down the world’s population in 2013. (1x1) (1)
1.1.3. Mention the continent where population distribution is the highest? (1)
(1X1)
1.1.4. Explain TWO physical factors evident from Figure B which
Influenced population distribution mentioned in question 1.1.3.
(2x2) (4)
1.1.5. Discuss how economy and politics affect population density of regions. (4x2)(8) [15]

GRADE 10 GEOGRAPHY ACTIVITY TWO TIME: 15

Minutes Marks: 15

QUESTION 1
1.1. Refer to the two population pyramids below and answer the set questions.

PYRAMID A : SOUTH AFRICA

SOURCE:https://upload.wikimedia.org/wikipedia/commons/thumb/8/86/Southafricapop.svg/
350p x-Southafricapop.svg.png

Page 34 of 47
 CAPS
LESSON PLAN

PYRAMID B: GERMANY

SOURCE:https://upload.wikimedia.org/wikipedia/commons/thumb/8/86/Germanypop.svg/3
50pxGermanypop.svg.png

1.1.1 Define population pyramid? (1x1)(1)

1.1.2 State the two variables that are shown in a population pyramid. (2x1)(2)
1.1.3 Which country between South Africa and Germany is a developing (1x1) (1)
country?
1.1.4. Describe ONE visible structural characteristic of population pyramid A. (1x1) (1)

1.1.5. Determine;
a) The male age group with 3 million population in Germany.
b) The dominant (most appearing) gender between the ages 80-
(2x2) (4)
84 in South Africa.
1.1.6. Analyse South Africa’s population pyramid based on birth rate, death
rate and life expectancy.
(3x2) (6) [15]

Page 35 of 47
 CAPS
LESSON PLAN

GRADE 10 GEOGRAPHY
ACTIVITY THREE TIME: 15 Minutes Marks: 15
QUESTION 1
1.1. Refer to the demographic transition model below and answer the set questions.

SOURCE: https://i.ytimg.com/vi/nqi0RcB3Rok/maxresdefault.jpg

1.1.1. Give a distinction between population growth and exponential growth. (2x1) (2)
1.1.2. Which stage has a high proportion of both birth rate and death rate? (1x1) (1)
1.1.4. Suggest TWO reasons for the shape of the population pyramid in the early expanding
stage (stage 2). (2x2) (4)
1.1.5. Discuss the Malthusian theory on population growth. (3x2) (6)

Page 36 of 47
 CAPS
LESSON PLAN

GRADE 10 GEOGRAPHY
ACTIVITY FOUR TIME: 15 Minutes Marks : 15

QUESTION 1

1.1. Study the cartoon below showing Rural-Urban migration and answer the questions
that follow.

SOURCE: https://i.ytmg.com/vi/nqi0RcB3Rok/maxresdefault.jpg

1.1.1. Define the term ‘rural-urban migration’. (1x1)

1.1.2. Identify ONE centrifugal force from the cartoon. (1x1)
1.1.3 Give the term that best describe a decline in the number of people in rural
areas. (1x1)
1.1.4. How may ‘better job opportunities’ in cities contribute to urbanisation?
1.1.5. Differentiate between emigration and immigration. (2x2)
1.1.6. Evaluate the socio-economic effects of rural depopulation. (2x2)
(2x2)

Page 37 of 47
 CAPS
LESSON PLAN

GRADE 10 GEOGRAPHY ACTIVITIES FIVE (MAP SKILLS AND GIS)

TIME: 30 Minutes Marks : 15
QUESTION 1
1.1. Refer to the topographical map 2627 CD PARYS and answer the questions that follow.

1.1.1. Identify TWO types of vector data evident from the map. (2x1)(2)
1.1.2. The cultivated land (South-East corner of the map) is an example of what type of
vector data? (1x1) (1)
1.1.3. What GIS method can fast track the population density of distant areas? (1x1) (1)
1.1.4 Differentiate between vector data and raster data. (2x1) (2)
1.1.5. Write down the direction of Koppiesdam from Witbank. (1x1) (1)
1.1.6. Determine the true bearing of the wind pump (north-east corner of the map) from
Koppiesdam. (1x2) (2)

Page 38 of 47
 CAPS
LESSON PLAN

1.1.7. Suppose the following information is extracted from 2627CD Parys topographical
map, calculate the Magnetic Bearing of the wind pump (north-east corner of the
map) from the Koppiesdam for the current year (2020).
Mean magnetic declination 25°33΄ west of True North (July 2003). Mean annual
change 6΄ Westwards (2001-2006).
FORMULA: Magnetic Bearing= True Bearing + Magnetic Declination (6x1) (6)
[15]

GRADE 10 GEOGRAPHY
MARKING GUIDELINES ALL ACTIVITIES

GRADE 10 GEOGRAPHY
ACTIVITY ONE TIME: 15 Minutes Marks: 15

1.1.1. The pattern of where people live on Earth √ (CONCEPT)

1.1.2. 7, 162,119,000√
1.1.3. Asia √
1.1.4. Abundant water supply√√ Available forests √√
Availability of fisheries [ANY TWO]
1.1.5.
Places with large, developed economy attract people and support large populations√√
Places with poorly developed economy result in low population density√√
Most people prefer to live in places with a stable political system √√
Places with unstable political conditions will have low population density√√
GRADE 10 GEOGRAPHY
ACTIVITY TWO TIME: 15 Minutes Marks : 15

1.1.1. Type of a graph showing a country’s population according to age groups and gender √
(CONCEPT)
1.1.2. Age√ and gender √
1.1.3. South Africa √
1.1.4. Broad base√
Narrowed top
Triangular shape
[ANYONE]
1.1.5. 45-49 or 55-59 [ANYONE] √√

Page 39 of 47
 CAPS
LESSON PLAN

Females√√
1.1.6. High birth rate as a result of teenage pregnancy, unprotected sexual activities etc√√
High death rate as a result of poor medical care, diseases, poverty etc √√
Low life expectancy due to poor health conditions, poor nutrition etc√√

GRADE 10 GEOGRAPHY
ACTIVITY THREE TIME: 15 Minutes Marks : 15

1.1.1. Population growth is the increase in the number of people in a population√ whereas
exponential growth is the ever more rapid growth of a population over a short period of time√
(CONCEPTS)
1.1.2. Stage 1/ High stationary stage√ 1.1.3. 24-26 birth per 1000 population √√
1.1.4.
High birth rate√√
Drop of Infant mortality rate and death rate√√
Improved medical services
Better health and services
Better infrastructure
Fewer wars
[ANY TWO]
1.1.5.
Population numbers and resources must reach equilibrium√√
If overpopulation occurs, resources run out and population dies back√√
Quantity of available resources inevitably limits population√√
Population usually increase with an increase in the available resources
Factors that control growth of populations are birth control, war, diseases, poverty etc [ANY
THREE]

Page 40 of 47
 CAPS
LESSON PLAN

GRADE 10 GEOGRAPHY
ACTIVITY FOUR TIME: 15 Minutes Marks : 15

1.1.1. Movement of people from rural areas (farms) to urban areas (cities) √
1.1.2.
Few services √
Lack of opportunities
Unhappy life
Poor transport links
Natural disasters
Wars
Shortage of food
[ANYONE]
1.1.3. Rural depopulation √
1.1.4. Since cities and towns are a powerhouse for jobs and permanent employment to the
unemployed√√, more people from rural areas and even immigrants will flock into urban
areas resulting in an increased percentage of people living in urban areas√√
1.1.5. Emigration is the movement of people out of their home country to another country√√
whereas immigration is the movement of people into a new country of residence√√
Closure of shops, clinics and schools √√
Decreased agricultural production√√
Low income/ decrease in the local economy
Decreased population
Ghost settlements
Child -headed households / women and children are victims of GBV [ANY TWO]

GRADE 10 GEOGRAPHY
ACTIVITY FIVE (MAP SKILLS AND GIS) TIME: 30 Minutes Marks : 15

1.1.1. Lines√
Points√
Polygons/ areas
[ANY TWO]
1.1.2. Polygon√

Page 41 of 47
 CAPS
LESSON PLAN

1.1.3. Satellite image/ remote sensing√

1.1.4. Vector data is a data structure used to store spatial data in a form of lines, points and
polygons√ whereas raster data is a type of data which uses matrix of square or pixels to
define location of features√
1.1.5. South-east (SE) √
1.1.6. 040°√√
1.1.7.
Calculating Magnetic Declination
Difference in years: 2020-2003 = 17 years√
Mean annual change: 6΄W√
Total mean annual change: 17 x 6΄ = 102 ΄√
Magnetic Declination for 2020: 25° 33΄+ √102΄
= 25°135΄
= 27°15΄ w of TN√
Magnetic Bearing: 27°15΄+ 040°
1. = 67°15΄√

Complete the following mind-map:

Page 42 of 47
 CAPS
LESSON PLAN

Marking guidelines
1. Desalination

2. Recycling

3. Constructions of dams

4. Inter-basin transfer schemes

5. Water purification

6. Cloud seeding

7. Leak reduction

8. Water restrictions

Activity 2
Give the definition of the following:

a) River

b) Dams

c) Lake

d) Hydro-electricity

e) Water transfer scheme/ inter-basin transfer scheme

f) Free basic water

Marking guidelines

a) River: a natural channel of fresh water run-off.

b) Dams: a structure built to store water.

c) Lake: a body of fresh water

Page 43 of 47
 CAPS
LESSON PLAN

d) Hydroelectricity: electric power generated by water.

e) Water transfer scheme/ inter-basin transfer scheme: the transfer of water from
one river basin to another.

f) Free basic water: the 6 000 litres of free water that is provided to poor households
each month.

ACTIVITY 1
1. What are the effects of floods?

Adapted from google.

Complete the following table:

Positive effects Negative effects

a. Define the term discharge

Page 44 of 47
 CAPS
LESSON PLAN

b. Identify the following hydrograph with:

River A

i. A long lag time

ii. A short lag time
iii. A high discharge peak
iv. A low discharge peak

c. Which river is more likely in flood?

Memorandum
1.
Positive effects Negative effects
Fertile alluvium deposits in the flood Damage or loss of livestock, crops,
plain homes and personal belongings
Natural irrigation for crops Damage to infrastructure
Deposits build up river banks Outbreak of water borne diseases
Groundwater supplies replenished

2.
a. The amount of water that passes a point at a particular time.
b.

i. B
ii. A
iii. A
iv. B
c. A

Page 45 of 47
 CAPS
LESSON PLAN

ACTIVTY 2
Read the case study and answer the following questions

2.1 In which province is Ladysmith located (1)

2.2 Name two measures mentioned in the case study that have been considered
as floods management techinics (2)

2.3 In what way has the location of Lady smith increased the risk of flooding in
this area (2)

2.4 Discuss how the siltation on Windsor dam ha incresed the chances that
Ladysmith will experience floods (2)

2.5 2.5 In a paragraph explain how the building of artificial leeves and canals
could in fact do more damage and icrease the chances of flooding in the area
(4×2 (8)

Marking guidelines
2.1 KwaZulu natal
2.2 contruction of dams
Artificial canals
Artificial leeves
2.3 Ladysmith is located along a meander of the Klip river
2.4 The dam is now largely silted up and it storage capacity has been reduced to around 5%
2.5 More greater volume of water

 Leeves collapse resulting in more distruction

Page 46 of 47
 CAPS
LESSON PLAN

 Overflow of canals lead to distruction of infrastructure

 Collapse of levees disturb the ecosystem

Page 47 of 47