CURRICULUM GRADE 10 TO 12

STEP AHEAD LESSON PLANS

2021

GRADE 10

GEOGRAPHY
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

PREFACE
This support document serves to assist Geography teachers and learners on how to deal
with curriculum gaps and learning losses as a result of the impact of COVID – 19 in 2020. It
also captures the challenging topics in the Grade 10 work. The lesson plans should be used
in conjunction with the 2021 Recovery Teaching Plan. Activities should serve as a guide to
assess the topics dealt with in this document. It covers the following:

1. THE COMPOSITION AND STRUCTURE OF THE

ATMOSPHERE

2. PLATE TECTONICS, FOLDING, AULTING, VOLCANOES AND

EARTHQUAKES

3. POPULATION: STRUCTURE, GROWTH AND MOVEMENT

4. WATER RESOURCES: WATER IN THE WORLD, OCEANS,

FLOODING, WATER MANAGEMENT

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LESSON PLAN

COMPOSITION AND THE STRUCTURE OF THE

GRADE 10 SUBJECT GEOGRAPHY WEEK 1 TOPIC
ATMOSPHERE
 Importance of the atmosphere
 Composition and structure of the atmosphere: troposphere, stratosphere, mesosphere and thermosphere.
 The ozone layer-in the stratosphere
SUBTOPICS:
 Causes and effects of ozone depletion; and
 Ways to reduce ozone depletion

 Atmosphere, Air, Atmospheric pressure ,Thermosphere ,Ozone, Ozone layer, Chlorofluorocarbons (CFCs),
RELATED CONCEPTS: Hydrofluorocarbons (HFCs)

 Climate and Weather (SS Grade 5, 6 and Grade 8)

PRIOR/BACKGROUND KNOWLEDGE:  Matter and Materials e.g. gases (NS Grade 7)

 Confusion in differentiating layers and zones of separation between layers of the atmosphere
(e.g. mesosphere and mesopause).
 Confusion between the variable gases and permanent gases
ERRORS AND MISCONCEPTIONS:
 Confusion on differentiating between weather and climate (e.g. daily observation of cloud
cover perceived as climate)
.
DATE STARTED: DATE COMPLETED:
Learners should be able to :
 Define the atmosphere
LESSON  Explain the importance of the atmosphere
OBJECTIVES  Identify the layer in which weather conditions occurs
 Identify the gases that make up the atmosphere
 Explain the importance of the ozone layer

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 To explain what ozone is, the importance of ozone, factors that contribute to ozone depletion, effect of
ozone depletion
 On human and environment.
 Discuss the strategies to reduce ozone depletion.
Methodology:
 Brainstorm around the composition and the structure of the atmosphere using the simple language
 Definition of concepts related to the composition and the structure of the atmosphere
 Importance of the atmosphere with learners explain and clarify the importance of the atmosphere in sustaining life on Earth
 Learners annotate (label) a sketch representing the structure of the atmosphere on worksheet provided
 Learners view satellite images of atmosphere and the ozone depletion using overhead projectors, data projectors and pictures
 Using case studies to read and interpret the ozone depletion and its effecting selected areas of the Earth e.g. Antarctica

RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
 Define atmosphere  Textbooks
Introduction  Map of South
Baseline assessment:  Description of the importance of
Africa
 Introduce the topic (atmosphere, the composition, the structure and the atmosphere  Working guide
the importance of the atmosphere)  Past Exam
I  Indication of the atmosphere on
question papers
Main Body (Lesson presentation) the globe (thin blue layer)  Newspapers,
 Defining what is atmosphere
 Discussing the composition, structure of the atmosphere, the  Provide visible characteristics of websites,
importance of the atmosphere and the different layers of the layers of the atmosphere through
atmosphere
diagrams/ chart/ graph
 Discuss the importance of ozone, causes of ozone depletion and
strategies to reduce the impact of ozone depletion
 Unpacking the different gases that make the highest and lowest
proportions in the atmosphere
Conclusion
 chalkboard summary
 Assessment taken from the guide provided

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LESSON PLAN
COMPOSITION AND STRUCTURE OF THE ATMOSPHERE

What is the atmosphere?

Atmosphere refers to the layer of gasses surrounding the earth.

Why atmosphere is so important for life on earth?

 Atmosphere provides oxygen for respiration

 It is the source of rainfall
 It provides carbon dioxide needed for photosynthesis
 It provides nitrogen necessary for plant and animal growth
 It is important for energy balance , through wind circulation transferring heat from the
equator to the cold polar regions and cold temperature from poles the the equatorial
regions
Composition of the atmosphere

Adapted from GOOGLE IMAGES

Atmosphere is composed mostly of gasses, but it also contains some liquids and particles.

Gasses making atmosphere are classified into two categories

Permanent gasses and variable gasses

Permanent gasses refers to the gasses that do not change in their proportion on the
atmosphere. Those gasses are Nitrogen (78%) Oxygen (21) and Argon (0, 9 %)

Variable gasses are those gasses that can chance their proportion from time to time and
from place to place. Common examples of variable gasses are carbon dioxide and water
vapour

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There are four layers that make atmosphere and those are:

(Adapted from GOOGLE IMAGES)

Troposphere -The lower atmosphere with the densest layer of air. Temperature
decreases with altitude.
Stratosphere -The second layer of atmosphere above earth containing ozone.
Temperature increases with altitude.
Mesosphere – The third layer of atmosphere where meteors burn up. Temperature
decreases with altitude.
Thermosphere -The fourth and furthest layer of the atmosphere where
temperature increases with altitude

The zone separating troposphere and stratosphere is called tropopause

The zone separating stratosphere and mesosphere is called stratopause
The zone separating mesosphere and thermosphere is called mesopause
The lower part of the thermosphere is called ion sphere
The upper part of the thermosphere is called exosphere

What is an inversion?
Inversion refers to an increase temperature with the increase in altitude
The two layers of the atmosphere where inversion occurs are
STRATOSPHERE AND THERMOSPHERE

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GRADE 10
SUBJECT GEOGRAPHY WEEK 2-3 TOPIC HEATING OF THE ATMOSPHERE
 Processes associated with heating of the atmosphere
 Factors that affect the temperatures of different places around the world – latitude, altitude, ocean currents and
distance from oceans.
SUBTOPICS:
 Heating of the atmosphere
 Processes associated with the heating of the atmosphere: insolation, reflection, scattering, absorption, radiation,
conduction and convection
 Insolation, absorption, reflection, scattering, convection, conduction terrestrial radiation, albedo ,solar
RELATED CONCEPTS: content , Altitude, temperature inversion, Global warming ,Aspect,
 Terrestrial radiation, Conduction, Latent heat, Albedo, Greenhouse gases, Greenhouse effect
PRIOR/BACKGROUND KNOWLEDGE: Heat transfer (NS Grade 7)
 Confusion in differentiating latitude and altitude
 Confusion between temperature inversion and the relationship between temperature and
ERRORS AND MISCONCEPTIONS: latitude (e.g. the higher you go the colder it becomes)
 Confusion on the differentiation of chlorofluorocarbons and hydrofluorocarbons
 Difficulty in understanding greenhouse gases and greenhouse effect
DATE STARTED: DATE COMPLETED:
Learners should be able to:
 Identify processes associated with the heating of the atmosphere when presented on the diagram
 Explain how factors affecting temperature of different places around the world operate
 differentiate between greenhouse gases and greenhouse effect
LESSON
 The greenhouse gases and the main greenhouse gases
OBJECTIVES
 What is global warming, causes of global warming and consequences of global warming
 Strategies to reduce the impact of global warming and climate change
 The factors affecting temperatures of different places around the world.

Methodology:
• Brainstorm around heating of the atmosphere using simple language and definition of concepts related to heating of the atmosphere.
• Processes associated with the heating of the atmosphere: - demonstrating insolation and scattering by using a globe and a torch
-demonstrating reflection using a torch and a mirror,demonstrating absorption using a torch, an A4 paper and a globe,demonstrating
conduction, convection and radiation using apparatus such as Bunsen burner and a pot

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• Factors that affect the temperature of different places around the world- using a torch and a globe to demonstrate variation of
insolation in different parts of the world (latitudes), Use of diagrams/ illustrations to show temperature differences in different
altitudes
• Demonstrating the different ocean currents using the world map (atlases)
• Learners view satellite images of the atmosphere and ozone depletion using overhead projectors, data projectors.
RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
Introduction  Definition of related concepts e.g.
Baseline assessment: latitude, altitude, ocean currents
 Introducing processes associated with heating of the atmosphere  Demonstrate using a torch and a
i.e. latitudes, altitudes, distance from the ocean, ocean currents, globe how temperature differ in  Textbooks
aspect different places of the world  Map of South
 Explain the difference between the greenhouse gases and the  Explanation through illustrations Africa
greenhouse effect how altitude and latitude influence  Working guide
 The teacher lists greenhouse gases and their importance on the temperature of ocean currents  Past Exam
atmosphere  Explanation and demonstration question papers
 using a map/ globe how ocean  Newspapers,
Main Body (Lesson presentation) currents influence temperature of websites,
 Discussing with the learners how latitudes, altitudes, distance from different places, as well as 
the ocean, ocean currents, aspect affect temperatures of the influence of the distance from the
different places around the world. ocean
 Using local examples to discuss the factors affecting temperatures  Description of the general
of the different places around the world causes of ozone depletion
 Discuss with learners the factors that affect temperatures of different  Identification of the effects of
places around the world i.e. latitudes, altitudes, ocean currents, ozone depletion from a case
distance from the ocean and aspect. study
 Discuss the greenhouse gases, their importance and how they  Description of the causes and
contribute to global warming effects of ozone depletion
 Explain the impact of climate change on people and environment  Discussion on the ways to reduce
Conclusion ozone depletion
 chalkboard summary
 Assessment taken guide provided

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PROCESSES ASSOCIATED WITH THE HEATING OF THE ATMOSPHERE

INSOLATION
 Refers to the heat energy emitted direct from the sun, the concept insolation has been
derived from the Incoming Solar Radiation. Approximately 51% out of 100% of
insolation reach the Earth’s surface, and it is referred to Solar content.
 Most of the insolation is lost before reaching the Earth’s surface due to the following
processes:
Absorption, Scattering, and reflection

 Absorption- most of the Heat energy is absorbed by clouds and dust before it
reaches the atmosphere
 Scattering refers to split up of insolation by small dust particles and gases
deflecting into different direction.
 Reflection occurs when sunrays striking the earth are redirected back to the
space usually by clouds
 Albedo refers to the percentage of light reflected back to a space. Clouds and
grass can reflect large percentage of sunray hence we say they have high
Albedo in contrast with concrete surfaces the reflect little heat and we say they
have low Albedo

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FACTORS THAT AFFECT TEMPERATURE OF DIFFERENT PLACES AROUND THE

WORLD.

 Latitude- angular distance north or south of the equator

 Altitude – height above the sea level
 Ocean currents
 Distance from the ocean
 Aspect – angle in which the sun’s rays strike a slope

LATITUDES

(Google images)

Places closer to the equator are warmer than places further away from the equator. The sun
heats the equator at a direct angle while Polar Regions receive indirect sunrays.

ALTITUDE

Normally the temperature decreases with an increase in high. Places in upper altitude are
colder than places in lower altitude. That is why some taller mountains are covered by ice
caps.

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DISTANCE FROM THE OCEAN

Places inland have hotter summers and colder winters. This is caused by the fact that land
heats up quickly and cools up quickly as well.

Places closer to the ocean have cooler summers and warmer winters. This is caused by the
fact that ocean water heats up slowly and releases heat slowly as well

SLOPE ASPECT

Aspect refers to the angle in which the sun’s rays strike a slope.
Slopes facing the equator are warmer than slope facing poles. Slopes facing the equator
receive more sunrays than slopes facing poles
In the southern hemisphere the north facing slopes are warmer than south facing slopes.

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OCEAN CURRENTS

Google image.
BENGUELA CURRENT transfers cold temperature from the south pole to the equator in the
west coast. AGULHAS CURRENT transfers heat from the equator to the South Pole.

GREENHOUSE EFFECT

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Greenhouse effect is the ability of the atmosphere to trap the heat and remain warm
What are the greenhouse gasses?
Greenhouse gasses refer to the gasses that trap long wave radiation and increase the
temperature on the atmosphere.
Long wave radiation/ terrestrial radiation refer to the heat released from the earth usually
at night.
Examples of greenhouse gasses
MAIN GREENHOUSE GASES Carbon dioxide
Water vapour
OTHER GREENHOUSE GASES Methane
Carbon monoxide
Ozone
Sulphur dioxide and CFCs

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GRADE 10 SUBJECT GEOGRAPHY WEEK 4-5 TOPIC MOISTURE IN THE ATMOSPHERE

• Water in the atmosphere in different forms: water vapour, liquid and ice.
• Processes associated with evaporation, condensation and precipitation.
• Concepts of dew point, condensation level, humidity, relative humidity: The factors affecting relative humidity
SUBTOPICS:
• Stages of development and related weather conditions.
• Weather patterns associated with: cold, warm, and occluded fronts.
Reading and interpreting satellite images and synoptic weather maps.
Evaporation ,Water vapour ,Condensation ,Condensation level ,Sublimation, Crystallization, Hydrological cycle/
RELATED CONCEPTS:
water cycle ,Precipitation, Humidity, Relative humidity ,Saturated air ,Dew point temperature , Frost
 Climate and Weather (SS Grade 5, 6 and Grade 8)
PRIOR/BACKGROUND KNOWLEDGE:  Matter and Materials e.g. gases (NS Grade 7)
 Climate regions (SS Grade 8)
 Struggling to differentiate between humidity and relative humidity.
 Difficulty in determining relative humidity
 Confusion in differentiating snow and frost
ERRORS AND MISCONCEPTIONS:
 Confusing evaporation and condensation
 Unable to differentiate the difference between dry adiabatic lapse rate and wet
adiabatic lapse rate

DATE STARTED: DATE COMPLETED:

Learners should be able to:
LESSON
 Distinguish between the various processes
OBJECTIVES
 Work out the relative and absolute humidity

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RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
Introduction  Discuss the processes of the water  Textbooks
Baseline assessment:
cycle  Map of South
Introduce the lesson by explaining how the water cycle occurs, with all the Africa
processes i.e evaporation, condensation and precipitation.  Identify processes from the textbook  Working guide
 Write summary notes and class  Past Exam
Main Body (Lesson presentation) question papers
 Using the illustration of the diagram show and explain how activities  Newspapers,
evaporation,condensation and precipitation occurs.
websites,
Conclusion
 chalkboard summary
 Assessment taken from the guide provided

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Water in the atmosphere

• Evaporation – the change from liquid to gas

• Water vapour- is water in its gaseous state instead of liquid or solid(ice) (it is
totally invisible in the atmosphere)
• Condensation – the change from gas to liquid
• Condensation level – height at which condensation occurs
• Sublimation – change directly from solid to gas
• Crystallization – change directly from gas to solid
• Hydrological cycle/ water cycle – circulation of water between the sea, land
and atmosphere
• Precipitation – any form (could be liquid in the form of rain or solid in the form
of snow/ hail) of water coming from cloud
• Humidity – the amount of water vapour in the atmosphere
• Relative humidity – the percentage of moisture in the atmosphere
• Saturated air – air that is full of water vapour
• Dew point temperature – the temperature at which condensation occur
• Dew – the drops of water that condensed on cool surfaces (vegetation)
• Frost – ice crystals that collect on cold surfaces

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Types of precipitation

Week 4 TYPES OF RAINFALL

There three types of rainfall. Those are convectional rainfall, frontal rainfall, , and
orographic rainfall

CONVECTIONAL RAINFALL

What is convectional rain?

• Occurs when there is intense heating of the Earth’s surface especially during summer. •
Evaporation takes place and moist air rises and cools. • Convectional rain occurs in areas with
high temperatures. • Common in summer rainfall areas in the South African interior.

OROGRAPHIC RAINFALL

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What is relief or orographic rain?

• Occurs in coastal areas that have hills or mountains. • Wet, onshore winds from the sea are
forced to rise and cool against the mountain. • When the air cools to its dew point,
condensation occurs. • Relief rain falls on the sea-facing mountain side. • The other (lee)
side is drier.

FRONTAL RAINFALL

What is cyclonic or frontal rain?

Frontal rain is formed when cold air masses converge with warm air masses. Cold air masses
do no mix with warm air masses hence they are separated by a boundary called front. Warm
air overrides the cold air is it has low density, warm air rises and condenses forming frontal
rain. Cold air masses with high density under rides the warm air.

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RESOURCES

FIGURE 1 DIFFERENT FORMS OF WATER IN THE ATMOSPHERE

(STUDY &MASTER-GRADE 10)

FIGURE 2 HYDROLOGICAL CYCLE

( & MASTER GRADE

STUDY - 10)

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GRADE 10 SUBJECT GEOGRAPHY WEEK 6 TOPIC MOISTURE IN THE ATMOSPHERE

 Concepts of dew point, condensation level, humidity, relative humidity: The factors affecting relative humidity

 How and why clouds form.

SUBTOPICS:
 Cloud names and associated weather conditions

 Different forms of precipitation -hail, snow, rain, dew, frost

RELATED CONCEPTS:  Humidity, Relative humidity, Saturated air, Dew point temperature, Frost

PRIOR/BACKGROUND KNOWLEDGE: Heat transfer (NS Grade 7)

 Struggling to differentiate between humidity and relative humidity.
 Difficulty in determining relative humidity
ERRORS AND MISCONCEPTIONS:
 Confusion in differentiating snow and frost
 Difficulty in identifying types of clouds
DATE STARTED: DATE COMPLETED:
 Learners should know :
LESSON  The formation of the water cycle/hydrological cycle
OBJECTIVES  Types of precipitation (hail, snow, rain, dew and frost.
 Mechanism that produce different kinds of rainfall i.e. frontal rain, convectional rain and relief rain.
RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
 Differentiation through  Textbooks
Introduction
observance of the chart/  Map of South
Baseline assessment: illustration, the concept of dew Africa
and frost  Working guide
Brainstorm around different types of clouds
 Explanation of the concept  Past Exam
Introduce different form of precipitation
humidity and factors influencing question papers
Main Body (Lesson presentation)
relative humidity.  Newspapers,
 Definition of related concepts e.g. websites,
 Name and discuss different type of clouds such as cumulonimbus
and nimbostratus
cloud 
 Explanation of the how and why
 Discuss hail, snow, dew, frost with learners
clouds form

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 Discuss the mechanism behind the formation of convectional rain,  Identification of the different types
frontal rain and orographic or relief rain. of clouds using pictures/chart
 Use the map to identify the places that are frequented by each type  Outdoor observation of the
of rainfall. distribution of clouds, identifying
Conclusion type, shape and possible weather
 chalkboard summary notes  Identification of the forms of
 Assessment taken from the guide provided. precipitation using pictures

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MOISTURE IN THE ATMOSPHERE

DIIFERENT TYPES OF CLOUDS

Clouds can be described according to their appearance and height

 Cirrus
 Cirrostratus
 Altocumulus
 Stratus
 Cumulus
 Cumulonimbus
 nimbostratus

DIFFERENT TYPES OF PRECIPITATION

• Precipitation – any form (could be liquid in the form of rain or solid in the form
of snow/ hail) of water coming from cloud
• Snow
• Rain
• Hail
• Frost
• Dew

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READING AND INTERPRETING SYNOPTIC

GRADE 10 SUBJECT GEOGRAPHY WEEK 7 TOPIC
WEATHER MAPS AND GIS
• Weather elements-temperature, dew point temperature, cloud cover, wind direction, wind speed and
atmospheric pressure.
• Weather conditions-eg. Rain, drizzle, thunderstorms, hail and snow as illustrated on station models
 Concept of GIS
SUBTOPICS:  Reasons for the development of GIS
 Concept of remote sensing
 How remote sensing works; and
 Satellite images related to meteorology and climatology
 Using maps and other graphical representations: atlases, synoptic weather maps and temperature graphs;
Synoptic weather map, station model , Weather symbols , Atmospheric pressure, Isobars ,Isobaric interval, warm
front, cold front , high pressure (anti-cyclones), low pressure (cyclone) light/ less dense and rises (ascends),
RELATED CONCEPTS: Geographic Information System (GIS), Remote Sensing , Data , Satellite images, Sensor
Hardware ,Software, user, method

Heat transfer (NS Grade 7) Composition of the atmosphere, Cloud names and associated weather
PRIOR/BACKGROUND KNOWLEDGE: conditions , Different forms of precipitation- hail, snow, rain, dew and frost.

• Learners are confusing isobars with contour lines.

ERRORS AND MISCONCEPTIONS: • Confusion of defining GIS and writing the abbreviation in full
• Struggling to differentiate concepts

DATE STARTED: DATE COMPLETED:

 Learners should know :
How to interpret the synoptic weather maps
 Seasons
 Precipitation
 Isobaric interval and
LESSON  Temperature and cloud cover
OBJECTIVES

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 Display of synoptic weather map and synoptic weather station information for the identification of all the features
on the map
 Definition of related concepts e.g. GIS
 Displaying pictures showing different components of GIS and ask them to identify each component.
 Explanation of GIS and how an ordinary computer differs from a GIS computer
 Outlining reasons for the development of GIS
METHODOLOGY  Enumeration of Advantages and disadvantages of GIS over paper maps
 Explanation of remote Sensing
 Explanation on how remote sensing works
 Distribution of pictures (satellite image and aerial view photograph)
 Enumeration of the advantages and disadvantages of remote sensing

RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
 Displaying a synoptic weather  Textbooks
map for the analysis and  Map of South
Introduction
interpretation of weather Africa
Baseline assessment:
information  Working guide
 Definition of related concepts e.g.  Past Exam
Brainstorm around different types of clouds
GIS question papers
Introduce different form of precipitation
 A displayed computer to identify  News papers,
Main Body (Lesson presentation) components (hardware) websites,
 Name and dicuss different type of clouds such as cumulonimbus  Explanation on how a GIS differs
and nimbostratus from it
 Discuss hail, snow, dew, frost with learners  Display of pictures showing
components of a GIS
 Discuss the mechanism behind the formation of convectional rain,
frontal rain and orographic or relief rain.  Discussion on the reasons for the
development of a GIS
 Use the map to identify the places that are frequented by each type
of rainfall.  Discussion on the concept of
Conclusion remote sensing and how remote
sensing works
 chalkboard summary notes
 Assessment taken from the guide provided.  Discussion on the advantages
and disadvantages : GIS and
Remote sensing

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LESSON PLAN

SYNOPTIC WEATHER MAP

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LESSON PLAN

Important aspects of synoptic weather map

 Letter L in the interior of the continent indicate summer conditions

 Letter H in the interior indicates winter conditions
 Dates and weather station models also give clue about season of the map
 Cyclones also give clue about the map season e.g. tropical cyclones in the
Mozambique Channel indicate summer.

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GEOGRAPHIC INFORMATION SYSTEM

GEOGRAPHIC INFORMATION SYSTEM

It is a computer technology used to capture, store, analyse, manipulate and display geographic
data.

Components of GIS are hardware, software, data and user.

Remote sensing means the process of capturing data from distance. Data captured by
satellites orbiting the earth is then directed receiving station located on earth.

REASONS FOR DEVELOPMENT OF GIS

GIS is able to collect data even in spaces where humans cannot reach

It can store complex of data

It is a tool that helps people making correct decisions.

It can identify changes that are taking place of time. Some those changes people cannot see
with their eyes. GIS is useful to all business such as farming.

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GRADE 10 SUBJECT GEOGRAPHY WEEK 8 TOPIC STRUCTURE OF THE EARTH /PLATE

TECTONICS
SUBTOPICS:  The internal structure of the Earth.

 Classification of rocks – igneous, sedimentary and metamorphic.

 Changes in the position of continents over time; plate tectonics-an explanation for the movement of continents

RELATED CONCEPTS: Geomorphology, Geological time , Crust, Mantle, Core ,Magma, Lava , Rock Volcanism , Igneous Rock, Sediments,
Fossils, Sedimentary Rocks, Strata, Bedding Plane, Metamorphic Rock, Continental drift, Fossils, Tectonic plate, Plate
Boundary, Convergent Plate Boundary, Divergent Plate Boundary, Transform Plate Boundary, Constructive Plate
Boundary, Destructive Plate Boundary
PRIOR/BACKGROUND KNOWLEDGE:  Grade 7: the structure of the Earth

 Grade 9: Natural Science, Lithosphere; the rock cycle

ERRORS AND MISCONCEPTIONS:  Confusion between different type of plate tectonic concepts.

 Poor understanding of geological process occurring over time.

DATE STARTED: DATE COMPLETED:

LESSON OBJECTIVES At the end of this lesson the learner must be able to:
 Define related concepts

 Classification of rocks: igneous, sedimentary and metamorphic

Methodology:
 Brainstorm around the structure of the Earth using simple language.

 Definition of concepts related to the structure of the Earth

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 Demonstration of the layers of the Earth using OVH/Chart/Satellite Photographs

 Annotation (label) a sketch representing the structure of the Earth on worksheets provided.

 Demonstration of rock types

 Classification of the rock samples according to characteristics and appearance

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

Introduction  The learners respond to the  Textbooks
previous activity
• Feedback on previous assessment (formal)  Video clips
• link of the external structure of the atmosphere with the structure of  Label the layers of the structure
of the earth using the boiled egg  Newspaper articles
the earth
Main Body (Lesson presentation)  Give the different types of rocks  Diagrams/ illustrations

 Demonstration of the structure of the Earth using OVH /chart/satellite  Classify the types of rocks  Satellite images
photographs brought to class
 Internet
 Questioning learners to label the layers of the structure of the earth on a  Attempt an activity given to them
given boiled egg  Globe

 Ask learners to give the different types of rocks  Boiled eggs

 Assign learners to classify the types of rocks brought in class  Rock pieces (types of
rocks)
 Write the learners responses on the board and discuss them.
 Atlases/world map
 Summarise the learners’ responses and write the correct answers to the
misconceptions  Chalk board

Conclusion  Charts

Summarise the lesson and refer learners to an activity

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GRADE 10 SUMMARY NOTES [TERM 2] TOPIC: STRUCTURE OF THE EARTH /PLATE TECTONICS

RELATED CONCEPTS
• Geomorphology- The study of the earth’s physical features and processes that formed them.
• Geological time – Number of years in the past that rocks and landforms were formed.
• Crust – the outer layer of the Earth, formed of solid rock.
• Mantle – Layer of the earth found between the crust and the core composed of soft rocks.
• Core – The inner most layer of the Earth composed soft and solid rocks.
• Magma – Liquid rock inside the Earth.
• Lava – Magma that comes out onto the Earth’s surface.
• Rock – It is a mixture of minerals.
• Volcanism – Transfer of magma within or onto the surface.
• Igneous Rock – Forms when Magma cools and solidifies.
• Sediments – Pieces of rocks, clay and other substances from eroded rocks.
• Fossils – Remains of dead plants or animals preserved in rocks.
• Sedimentary Rocks – Rocks which from layers of compressed sediments.
• Strata – Layers of rocks
• Bedding Plane – Plane separating layers of rocks.
• Metamorphic Rock – Rocks that form when igneous or sedimentary rock change due to extreme heat and pressure.
● Continental drift – Is a theory that continents were once one landmass, but they have drifted apart overtime.
● Fossils – Remains of dead plants or animals preserved in rocks.

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● Tectonic plate – A section of the Earth’s crust which can move on the mantle.
● Plate Boundary – The edge of a tectonic plate.
● Convergent Plate Boundary – A plate boundary where plates are moving towards each other.
● Divergent Plate Boundary – A boundary where plates are moving apart from each other.
● Transform Plate Boundary – Where plates slide or grind past each other.
● Constructive Plate Boundary – A plate boundary where new land is forming.
● Destructive Plate Boundary – A plate boundary where is being destroyed.

EARTH’S STRUCTURE
 All three forms of matter – solids, liquids and gases – make up the Earth.

 The Earth is made up of four distinct layers, a solid outer crust, a solid mantle, a liquid

 outer core and a solid inner core.

 The Earth is 4,56 billion years old.

Continental crust
 The crust is the outermost layer of solid rock, on which we live. It is thicker under the

continents and thinner under the oceans.

 The lithosphere consists of the crust and the solid top part of the mantle.

 The crust is broken into smaller segments, called plates, which float on the mantle.

 The crust is 6-90 km thick (solid rock).

 The temperature increases with depth.

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Mantle
 The mantle is beneath the crust. TYPES OF ROCKS
 It is 2 900 km thick, consisting of hot and plastic but solid rock. Temperatures may

reach 5 000°C.
 The Moho discontinuity is the boundary between the crust and the mantle.

Outer core
 The outer core layer is very dense but liquid due to extremely high temperatures.

 It is 2 250 km thick.

 It consists of nickel (Ni) and iron (Fe). Known as NiFe.

Inner core
 The inner core is extremely hot.

 It is solid because of extreme pressure

 It is 1200 km thick.

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CHANGES IN THE POSITION OF CONTINENTS OVER TIME; PLATE TECTONICS-AN EXPLANATION FOR THE MOVEMENT OF CONTINENTS

EVIDENCE SUPPORTINF THE MOVEMENT OD CONTINENTS OVER TIME

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GRADE 10 SUBJECT GEOGRAPHY WEEK 2 TOPIC FOLDING AND FAULTING

SUBTOPICS:  The process of rock folding-link to plate movement
 The process of faulting-link to plate movement
 Different types of faults
 Landforms associated with faulting, such as rift valleys and block mountains
 Use of photographs of landscape

RELATED CONCEPTS: Faulting, Folding, Anticline, Overfold, Limb, Symmetrical fold, Asymmetrical fold, Overthrust fold, Fault line,
Normal fault, Reverse (thrust) fault, Transform / tear / strike-slip fault, Fault scarp
PRIOR/BACKGROUND KNOWLEDGE: Grade 7: Plate tectonics
ERRORS AND MISCONCEPTIONS:  Confusion between folding and faulting.
 Struggling to differentiate types of folds and faults.
DATE STARTED: DATE COMPLETED:
LESSON At the end of this lesson the learner must be able to:
OBJECTIVES  Define related concepts
 Understand the processes of folding and faulting as well as related landforms
Methodology:
 Brainstorming around folding and faulting using simple language

 Definition of concepts related to folding and faulting

 The process of rock folding – link to plate movement: demonstrating folding using tablecloth or A4 sheet to show different types of
folding
 Landforms associated with folding. (e.g. anticlinal ridge, synclinal valley and fold mountain)
 Ask learners to identify different types of folding during demonstration.
 The process of faulting – link to plate movement: make use of square boxes to illustrate different types of faults

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 Different types of faults and their uses- make use of square boxes to illustrate different types of faults
Landforms associated with faulting, e.g. rift valleys and block mountains- Ask leaners to identify the different landforms (rift valley, block
mountain) making use of square boxes

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES

NEEDED
Introduction  Textbooks
• Recap on previous lesson  Write correct responses in relation  Diagrams/
• Feedback/corrections on previous activity to the previous activity illustrations
 Assigning learners to brainstorm on the concepts of folding and  Brainstorm the concepts of folding
faulting and faulting  Video clips
Main Body (Lesson presentation)  Identify the different types of  Internet
 Explaining to them in details the process of folding and faulting folding from the demonstration
 Demonstrating folding using tablecloth or A4 sheet.  Identify the different types of  Atlases/world
 Assign learners to identify different types of folding during demonstration faulting from the demonstration map
 Demonstrating by the use of square boxes the different types of faults
 Orthophoto
 Assign learners to identify different landforms associated with faulting
maps
making use of square boxes
 Topographica
Conclusion l map
Summarise the lesson and refer learners to an activity
 Chalk board
 Tablecloth
 A4 sheet
 Newspaper
articles
 Charts

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GRADE 10 SUMMARY NOTES [TERM 2] TOPIC: FOLDING AND FAULTING

RELATED CONCEPTS
• Faulting: cracking of rock layers when they are pushed or pulled apart by disturbances in the earth’s crust.
• Folding: is the bending of rock layers when they are pushed together by disturbances in the earth’s crust.
• Syncline: downward bend of a folded rock
• Anticline: upward bend of folded rock
• Overfold: is a fold where one limb of fold is steeper than the other.
• Limb: the side of the fold
• Symmetrical fold: is the fold that have limps of equal angles
• Asymmetrical fold: is the fold that have limps of different angles.
• Overthrust fold: when one limb is pushed forward over the other limb
• Fault line: the line along the surface of Earth where fault occurs.
• Normal fault: a crack that forms when rock is under tension; on block of rock drops down.
• Reverse (thrust) fault: a crack that forms when rock is compressed, one block is pushed up.
• Transform / tear / strike-slip fault: a crack that forms when rock is sheared and one block slides sideways past the other.
• Fault scarp: a steep slope which forms along a fault line when rocks slide up or down

FOLDING
FORMATION OF FOLDS
 Sediments laid down in horizontal layers form sedimentary rocks.
 Folds form when tectonic plates push together, placing the rock layers under tremendous pressure.
 The rock layers compress and form fold features. These range from simple folds to heavily compressed folds, which also feature fractured
rock.
 Fold mountains are normally formed on the edges of colliding plates. For instance, the colliding Indian and Eurasian plates form the
Himalaya mountains

TYPES OF FOLDS

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Overthrust fold
 Also called a Nappe.
 Pressure is very great.
 Fold breaks/fractures – faulting occurs.
 One limb is pushed forward over the other limb.

Recumbent fold
 Occurs under extreme pressure.
 Result is the limbs become nearly horizontal.

Overfold
 Similar to an anticline fold.
 Except that the one limb is more steeply inclined than the other.

Monocline
 Is the simplest fold.
 Step-like fold in rock strata.
 Consists of an area of steeply sloping rock strata in an area of otherwise gently sloping
rock strata.

Syncline and anticline

 A syncline fold is where rock layers fold downwards in a U shape.

 An anticline fold is where rock layers fold upward in a ∩∩ shape.

Fold mountains

Famous fold mountains

Alps, Rockies, Himalayas, Cape Fold Belt mountains in South Africa, Atlas in north Africa,
Mount Everest (8 850 m above sea level).

South Africa's fold mountain treasure

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Cape Fold Belt mountains – 23 ranges. Highest peak 2 325 m above sea level. Older than the
Alps and Himalayas.

Effects of mountains on people

 Often sparsely populated.
 Cattle, sheep and goat farming is suitable for mountainous areas. In the foothills 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.

FAULTING
CAUSE OF FAULTS
Under great pressure, rocks can crack or fracture.
 One section of rock may then slide alongside or over another. The fracture is called a
 fault.
 Faulting can be caused by either lateral (sideways) or vertical (up and down) forces.
 The forces may be caused by tension (rock layers being stretched or pulled apart) or
 compression (the rocks being squeezed or pushed together).
 A normal fault is caused by tension.
 If one part of the crust is being compressed, then another part is under tension (being
stretched).
 Rocks under tension usually fault.
 Rocks under compression may fault or fold – softer rocks will fold, but harder rocks
that are brittle, will fault.

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GRADE 10 SUBJECT GEOGRAPHY WEEK 10 TOPIC EARTHQUAKES AND VOLCANOES

Date started Date completed:
EARTHQUAKES AND TSUNAMIS:
 Define earthquake.
 When and how earthquakes occur.
 Able to give the effects of earthquakes.
 To understand the strategies that can be adopted to lessen the impact of earthquakes and tsunamis.
LESSON  Be able to analyse and interpret the case studies on earthquakes and tsunamis to increase their knowledge on these
OBJECTIVES: phenomena.
VOLCANOES:
 Must be able to identify and explain the different types of volcanoes.
 Be able to identify and analyse the structures of different types of volcanoes.
 Must know the impact of volcanoes on people and environment and strategies that can be used to curb their devastating
effects.
Be able to analyse and interpret the case studies on volcanoes to increase their knowledge on this phenomenon
EARTHQUAKES AND TSUNAMIS
- how and when earthquakes occur
- Measuring and predicting earthquakes
- How earthquakes and tsunamis affect people and settlement –differences and vulnerability
- Strategies to reduce the impact of earthquakes
SUBTOPICS:
- Case examples of the effects of selected earthquakes
VOLCANOES - Types of volcanoes
- Structure of volcanoes
- Impact of volcanoes on people and the environment
- Case studies
EARTHQUAKES: Earthquakes, Focus, Epicentre, seismic waves, seismograph, seismogram, seismometer, Richter scale,
Tsunami, P, S and L waves
RELATED
VOLCANOES: Volcanism, volcano, intrusive volcanism, extrusive volcanism, magma, lava, pipe, vent, fissure, crater, active
CONCEPTS:
volcano, dormant volcano, extinct volcano, cinder cone, shield volcano, stratovolcano/composite volcano, batholith, laccolith,
lopolith, dykes, sills, pluton, volcanic plugs, calderas, lava lakes, lava plateau, geysers.
EARTHQUAKES: - Grade 7 Social Sciences
PRIOR/BACKGROUND KNOWLEDGE: -Plate tectonics/ plate movement
- Faulting

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VOLCANOES: - Endogenic forces (SS Grade 7)

- Plate tectonics (Geography Grade 10)
 Failing to differentiate between focus and epicentre
 Unable to distinguish between earthquakes and tsunami
 Unable to differentiate between P and S waves and L waves
ERRORS AND MISCONCEPTIONS:
 Concepts related to volcanic eruptions: Unable to differentiate between lava and magma.
 All other related concepts on volcanoes since aren’t a common phenomenon in the South
African context.
METHODOLOGY:

EARTHQUAKES AND TSUNAMIS

 Brainstorming around earthquakes and tsunamis using simple language.
 Definition of concepts related to earthquakes and tsunamis.
 Relate earthquakes to plate movement and faulting.
 Make use of a diagrams showing the structure of an earthquake to identify its features.
 Make use of case studies to identify the impacts of earthquakes and tsunamis on human and settlements and how earthquakes are measured.

VOLCANOES
 Brainstorm around volcanoes using simple English language.
 Definition of concepts related to volcanoes.
 Types of volcanoes: - Explain and clarify the types of volcanoes i.e. extrusive, intrusive, active, dormant and extinct.
 Structure of the volcanoes: Explain the structure of the volcano by means of the diagram and also using photos to explain volcanic landforms.
 Impact of volcanoes on people and the environment (Positive and negative): Discuss with learners the impact of volcanoes on people and the
environment.
 Case studies of different volcanic eruptions: Engaging learners in a discussion by means of reading the case study on volcanic eruption.
Conduct an experiment to illustrate volcanic eruption (enrichment).

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TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

Introduction  Learners define what are
Baseline assessment: earthquakes and Tsunamis.
EARTHQUAKES AND TSUNAMIS:  Learners give the differences  Textbooks
 What are earthquakes and Tsunamis? between the earthquakes and
 Differentiate between the earthquakes and Tsunamis. Tsunamis.  Atlases
 Where do they normally occur?  Learners give examples of the areas
 Working guide
 What are the effects of earthquakes and Tsunamis on people or the places when they occur.
and the environment?  Learners define what is a volcano.  News papers
 Lists different types of volcanoes.
VOLCANOES:  Videos/simulations
 What is a volcano?
 What are different types of volcanoes?  Case studies

 2.2 Main Body (Lesson presentation)

 EARTHQUAKES AND TSUNAMIS:
 Definition of concept: earthquake and tsunami  Refer to the summary notes/ take
 Show learners using a map, areas where earthquakes and down summary notes on the board.
tsunamis usually occur.  View and interpret the map.
 Using illustrations (diagrams) to show how earthquakes and  Label the diagrams.
tsunamis occur.  Read and analyse the impact of
 Discuss with learners the impact of earthquakes and earthquakes and tsunamis from the
tsunamis on people and environment through case studies. given case study.
 Discussing strategies that can be adopted to reduce the
impact of earthquakes and tsunamis on people and
environment.

VOLCANOES:
 Define the concept of a volcano and volcanism.
 List the different types of volcanoes (including intrusive and
extrusive).
 Use illustrations(diagrams) to show different structures of
volcanoes.

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 Discuss with learners the impact (positive and negative) of  Refer to the summary notes/ take
volcanoes on people and environment through case studies. down summary notes on the board.
 Discussing strategies that can be adopted to reduce the  View and interpret the illustrations
impact of volcanoes on people and environment. showing types of volcanoes.
 Label the diagrams.
MAPWORK SKILLS INTERGRATION  Read and analyse the impact of
 Use atlas index to locate places where earthquakes, volcanoes from the given case
tsunamis and volcanoes occur. study.
 Explain the importance of GIS in predicting, monitoring and  Refer to the summary notes/ take
mitigating the occurrence/impact of earthquakes, tsunamis down summary notes on the board.
and volcanoes.

Conclusion
 Recap of the entire lesson and emphasis on the most
important/key concepts.
 Handing out of the assessment taken from the working guide  Classwork/Homework
below.

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GRADE 10 SUMMARY NOTES (TERM 2) TOPIC: EARTHQUAKES AND TSUNAMIS

IMPORTANT RELATED CONCEPTS

Earthquake: is a violent and sudden shaking of the earth.
Focus: is the point where fault movement takes place/ earthquake starts
Epicentre: the place directly above the focus at the surface of the Earth
Seismic wave: a wave of energy which passes through the Earth crust from the focus of the earthquake to the surface.
Seismograph: the instrument that was traditional used to measure the location and the size of the earthquake
Seismogram: the graph showing the strength of the seismic waves.
Seismometer: the machine that is used to measure the location and the size of earthquakes
Richter scale: is the scale of numbers used to measure the power/ magnitude of earthquakes
Tsunami: is a big ocean wave created by the large earthquake on the sea level.
P and S waves: seismic waves that travel from the focus of the earthquakes through the earth crust beneath earth
surface.
L-waves: seismic waves that travel across earth surface outward from the epicentre of the earthquakes.
Volcanism- is the process where molten magma from the mantle moves to the crust.
Volcano- is an opening in the earth’s crust through which lava, ash and gas are ejected.
Intrusive volcanism- occurs when magma cools and solidifies within the earth’s crust.
Extrusive volcanism- occurs when magma (lava) cools and solidifies on the earth’s surface.
Magma- is a molten material found below the earth’s surface.
L Pipe – magma passageway through the volcano.
Vent -The area where the pipe opens on to the surface.
Fissure- a linear volcanic vent (cracks) through which lava erupts, usually without any explosive activity.
Crater- the hollow/ depression at the top of the volcano.
Active volcano- volcano that erupts regularly.
Dormant volcano- a volcano that has not erupted for a long time.
Extinct volcano - a volcano that no longer erupts.
Cinder cone - cone shaped volcano (on steep slope).
Shield volcano - lava flowing out in all directions from a central vent gives shield volcanoes (on a gentle slope)
Stratovolcano/composite volcano- tall, steep volcano built up of layers of lava and ash.
Lava- is molten material that is found on the earth’s surface
Batholith - a very large igneous intrusion extending to an unknown depth in the earth’s crust (still connected to the
liquid mantle underneath while the rest of it has solidifies into a dome shape).
Laccolith - magma enters weak zones/ fissures in the crust and pushes the rock upwards, they may form small,
mushroom shaped features.
Lopolith - forms when the weight of the rocks pushes the magma downwards to form a saucer shape.
Dykes - these features are formed when magma is deposited vertically.
Sills - refers to horizontal deposition of magma in the crust.
Pluton-is the body of intrusive igneous rock that is crystallised from magma slowly cooling below the surface of the
earth.
Volcanic plugs- solidified lava in the pipe of the volcano.
Calderas- a large bowl-shaped depressions or hollows that forms when a lava plug blast off the top of the volcano, or
when the top collapses (old calderas can fill up with water to form lakes).
Lava lakes- is the crater filled with either molten or solidified lava.
Lava plateau- thick, flat mass of lava.
Geysers- a hot spring that produces jets of steam.

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GRADE 10 SUBJECT GEOGRAPHY WEEK 11 TOPIC MAP SKILLS

SUBTOPICS:  Mapwork skills
 Locating exact position- degrees, minutes and seconds
 Scale-word, ratio, fraction and line scale

RELATED CONCEPTS: Lines of longitude, Lines of latitudes, Co-ordinates, Cardinal points, Grid Referencing
Map Scale
PRIOR/BACKGROUND KNOWLEDGE:  Grade 8: SS-Maps and globes
 Grade 9: Orthophoto maps
ERRORS AND MISCONCEPTIONS:  Confusion in differentiating latitudes and longitudes
 Struggling to locate exact position of features (determining seconds)
DATE STARTED: DATE COMPLETED:
LESSON At the end of this lesson the learner must be able to:
OBJECTIVES  Define related concepts
 Determine the exact location of a geographical feature on a map
 Differentiate between types of scales

Methodology:

 Demonstration on the chalkboard

 Referring on the topographical map (identification of the map code and meaning)
 Demonstration on topographical maps given (coordinates)
 Referring to chart/ drawing (types of scales)
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES
NEEDED
Introduction  Write correction on previous
• Recap on previous lesson lesson  Textbooks
• Feedback /corrections on previous activity  State the meaning of the map  Atlases/world
Main Body (Lesson presentation) code from the topographical map map

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 Distribution of topographical maps  Determine the exact location of  Orthophoto

 Asking learners to state the meaning of the map code (latitudes and geographical features from the maps
longitudes) from the topographical map topographical maps given
 Demonstration on the chalkboard the determination of exact location of  List and identify the types of  Topographica
geographical features scales from the chart/drawing as l map
 Assign learners to determine the exact location of geographical features well as on maps given  Chalk board
from the topographical maps  Convert the scales from one form
 Ask learners to list the types of scales and identify them on the to the other  Calculator
chart/drawing as well as on maps given  Attempt an activity given
 Ruler
 Assign learners to convert the scales from one form to the other

Conclusion
Summarise the lesson and refer learners to an activity

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GRADE 10 SUMMARY NOTES [TERM 2] TOPIC: MAP SKILLS

RELATED CONCEPTS
 Lines of longitude – imaginary lines that run from north to south. Also called meridians.
 Lines of latitudes – imaginary lines that run from east to west. Also called parallels.
 Co-ordinates – exact position using the lines of latitude and longitudes.
 Cardinal points – compass point that indicate direction
 Grid Referencing - Refers to the location of places using degrees, minutes and seconds.
 Map Scale -the relationship (or ratio) between distance on a map and the corresponding distance on the ground
LOCATING EXACT LOCATIONS

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 Basic steps to determine the grid reference

 Identify the line of latitude and read off the measurement (degrees and minutes)
 Identify the line of longitude and read off the measurement (degrees and minutes
 Identify the line of latitude - 25°13 ʹ
𝟑.𝟏 𝒄𝒎
Convert 3.1 cm to seconds × 60
𝟑.𝟕 𝒄𝒎

50 ʹ ʹ
=25°13 ʹ 50 ʹ ʹ S

 Identify the line of longitude - 30°19 ʹ

𝟎.𝟖 𝒄𝒎
Convert 0.8 cm to seconds: 𝟑.𝟏 𝒄𝒎 × 60

15 ʹ ʹ
30°1911511E
Co-ordinates: 25°13 ʹ 50 ʹ ʹ S, 30°19115 ʹ ʹ E
SCALE
Scale is the comparison between the distance on a map and the associated or corresponding distance on the earth’s surface.
Scale can be represented in three ways:
 Ratio scale or Representative Fraction for example, 1 : 50 000 or 1/50 000
 Word scale or Statement Scale, for example, one centimetre on the map represents fifty thousand centimetres in reality.
 Linear scale or Line scale, for example, a line marked off in centimetre markings, showing what unit of measurement each centimetre
represents on the ground.

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GRADE 10 SUBJECT GEOGRAPHY WEEK 22 TOPIC POPULATION DISTRIBUTION

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:
• Meaning of population and population density
SUB TOPICS • World population density and distribution
• Factors that affect distribution and density of the world’s population
• Population – a group of people occupying a particular area or country etc.
• Population geography-the study of the size, distribution, composition, migration and growth of world population
• Demography -The study of population statistics
RELATED
• Population density -the number of people occupying an area of land
CONCEPTS
• Population distribution -the pattern of where people live on Earth
• Ecumene -Parts of Earth that are suitable for people to live in
• Nonecumene -parts of Earth that are not suitable for people to live in
PRIOR/BACKGRO  Places where people live (SS Grade 4)
UND  Population (Grade 6) and
KNOWLEDGE:  Population growth and change-focus SA and world (Grade 7)
 Confusion in differentiating immigration and emigration
ERRORS AND  Population density and distribution
MISCONCEPTIONS  Urbanisation and rural urban migration.
:  Difficulty in differentiating physical factors and social factors
 Level and rate of urbanisation
• Brain storming- unpacking a topic in simple language by distinguishing main concepts (population distribution and
population density)
• Vocabulary –through defining concepts
LESSON • Illustrations – Showing population distribution
OBJECTIVES
• Case Study - population distribution/ population density
• Maps- demonstrating population distribution and density
• Cartoons – comparing population of various areas

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METHODOLOGY:

 Learners will be asked to define the term Population density and also to account for reason of people being
densely populated in certain part of the world (geographical area).

 The teacher will give learners a diagram or an atlas of global population density
 Learners will be required to brainstorm on factors that affect the distribution and density of the world’s population.
Educator will be expected to give a clear explanation how factors such as climate, Water, Soil, Relief etc.

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

• Recap on population distribution and integrate introduction with previous  Refer to the illustrations/ map showing  Work sheet with
population distribution and population terminology list
knowledge from lower grades.
density  CAPS TEXT
• Teacher will lead the brainstorm around factors influencing population  Brainstorm around factors influencing BOOKS
population indicators using simple  Geography
indicators using simple language.
language. dictionaries
• Teacher will provide definition of concepts related to population structure.  Refer to recent statistical graph on  Morden
world’s population technology
• Population indicators:
(projectors,
- demonstrating relationship between population indicators using line internet)
graphs and tables
• Factors that affect birth rate and death rate – in LEDCs and MEDCs
• Factors that affect fertility rate, life expectancy and natural increase
- demonstrating using line graphs and tables
- Use of pictures and cartoons to demonstrate factors affecting such
indicators
- Possible reading and analysis of case studies

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GRADE 10 SUBJECT GEOGRAPHY WEEK Week 23 TOPIC POPULATION STRUCTURE

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:
• Population indicators-birth rates, death rates, life expectancy, fertility rate and natural increase
SUB TOPICS • Factors that influence population indicators
• Population structure-age, gender represented as population pyramids
• Population indicators- different measurements which give information about a country’s population characteristics
• Birth rate - the number of babies born per 1000 of the population per year
• Death rate- number of deaths per 1000 of the population per year
• Life expectancy – average number of years a person can expect to live
• Infant Mortality Rate – the number of infant deaths per 1000 live births
• Natural increase – the rate at which a country’s population is growing
• Fertility rate – the average number of children an average woman would have if she were to live to the end of her
RELATED childbearing years
CONCEPTS • Literacy rate- the percentage of the total population who can read and write
• GDP per capita- the gross domestic product per person
• Population structure- how a country’s population is made up
• Population pyramid – a type of a graph showing a country’s population according to age groups and gender
• Dependency ratio- a population indicator which shows how many people in a country need to be supported
because they are not economically active
• Zero population growth -when a population remains stable where the number of births and immigrants is
equivalent to that of deaths and emigrants
 Population (Grade 6)
PRIOR/BACKGROU
 Population growth and change-focus SA and world (Grade 7)
ND KNOWLEDGE:
 Development issues (Grade 9)

 Confusion in differentiating literacy and life expectancy

ERRORS AND  Difficulty in determining death rate(mortality) and birth rate (natality)
MISCONCEPTIONS:  Confusion in differentiating factors affecting birth rate and those affecting death rate
 Difficulty in reading and interpreting graphs as well as population pyramids

LESSON • Brain storming- unpacking a topic in simple language (factors influencing population indicators)
OBJECTIVES

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• Vocabulary –through defining concepts

• Illustrations – Showing population pyramids

• Case Study -On population indicators

• Graphs – Showing the relationship between population indicators (e.g. deaths and births) as well as the
relationship between gender and age (population pyramid)

• Pictures – viewing pictures showing population indicators e.g. literacy

• Cartoons – reading, analysing and interpreting cartoons i.e. factors affecting fertility rate

METHODOLOGY:
 Recap on population distribution and integrate introduction with previous knowledge from lower grades.

 Brainstorm around factors influencing population indicators using simple language.

 Definition of concepts related to population structure.

 Population indicators:

 demonstrating relationship between population indicators using line graphs and tables

 Factors that affect birth rate and death rate – in LEDCs and MEDCs

 Factors that affect fertility rate, life expectancy and natural increase

 demonstrating using line graphs and tables

 Use of pictures and cartoons to demonstrate factors affecting such indicators

 Possible reading and analysis of case studies

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 Population pyramids

 Demonstration through comparative population pyramids for developing and developed countries, the relationship
between age and gender

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

• Illustrations
 Allow learners to • Graphs
discuss how factors • Pictures
 The teacher will recap from the previous lesson impact on the • Internet
 The teacher will guide learners in discussing how factors impact on population indicators • Textbooks
the population indicators such as birth rate and death rate. such as birth rate • Case studies
 Teacher provides case studies, to identify different strategies to and death rate.
reduce death rate, high birth rate etc.  Use different case
studies, to identify
different strategies
to reduce death rate,
high birth rate etc.

GRADE 10 SUBJECT GEOGRAPHY WEEK Week 24 TOPIC POPULATION GROWTH

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LESSON SUMMARY FOR: DATE

DATE COMPLETED:
STARTED:

• World population growth over time

SUB TOPICS • Demographic transition model
• Managing population growth

• Population growth – the increase in the number of people in a population

• Exponential growth -ever more rapid growth of a population over a short period of time
• Demographic transition model – a model explaining how a country’s population changes over time
RELATED
CONCEPTS
• Contraception – method of birth control
• Sterilisation – a permanent form of contraception
• One child policy- strategy to control birth rate

 Places where people live (SS Grade 4)

PRIOR/BACKGRO
 Population (Grade 6)
UND
KNOWLEDGE:  Population growth and change (focusing in SA and world Grade 7)
 Development issues (Grade 9)

ERRORS AND  Confusion with the concept of diminishing population and exponential growth
MISCONCEPTIONS  Difficulty in understanding the stages of the demographic transition model
:  Applying geographical knowledge in the analysis of a cartoon

METHODOLOGY:

 Recap on population structure and integrate previous knowledge from lower grades with introductory
LESSON
statement
OBJECTIVES
 Refer to graph showing world population growth over time

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RESOURCES
TEACHER ACTIVITIES LEARNER ACTIVITIES
NEEDED
.

 Charts/ diagrams
 Interpretation of graphs
 Cartoon images
(line graph- trend on
 Google
 Teacher will provide graphs reflecting/indicating world’s population/ world’s population/
demographic transition model)  Textbooks
demographic transition
 Case study-managing population growth  Chalkboard
model)
 Case study-managing
population growth

Name of Teacher____________________________ HOD: _________________________________

Sign: _____________________________________ Sign: __________________________________
Date: ______________________________________ Date: _________________________________

GRADE 10 SUBJECT GEOGRAPHY WEEK 25 TOPIC POPULATION MOVEMENTS

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:

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 Kinds of population movement- international migration, emigration, immigration

 Regional migration, rural-urban migration, urbanisation, voluntary and forced migration
SUB TOPICS  Causes and effects of population movement
 Temporary and permanent movements including migrant labour, economic migrants, political migrants and
refugees
 Attitudes to migrants and refugees
• Migration – the movement of people from one place to another
• Genocide – the deliberate killing of people from a certain ethnic group or nation
• Voluntary migration- when a person chooses to migrate
• Forced migration- when a person is forced to migrate because of religion or political factors etc.
• International migration- movement of people across a country’s boarders
• Emigration- movement of people out of their home country to another country
• Immigration- movement of people into a new country of residence
• Regional migration- movement of people within a region
• Urbanisation- process by which an increasing percentage of the world’s population live in urban areas
RELATED • Globalisation - the integration and connection of countries
CONCEPTS • Rural-urban migration- movement of people from farms to cities
• Urban-rural migration/ counter-migration-
• Depopulation – a decline in the number of people living in an area
• Push factors – factors that force people to leave rural areas
• Pull factors- factors that draw people to urban areas
• Centrifugal forces- forces that cause people to leave rural areas
• Centripetal forces- forces that attract people to urban areas
• Migrant worker- a person who migrates specifically to find work
• Economic migrant- a migrant worker
• Political migrant- a person who migrates for political reasons
 Places where people live (SS Grade 4
 Population (Grade 6)
PRIOR/BACKGROU
ND KNOWLEDGE:  Population growth and change-focus SA and world (Grade 7)
 Development issues (Grade 9)
 Resource use and sustainability (Grade 9)

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 Confusion on definitions of the type of migrants

ERRORS AND
MISCONCEPTIONS:  Confusion on differentiating (immigration and emigration) ; (centrifugal and centripetal forces); (Rural-urban
migration and rural depopulation); (rural-urban migration and urbanisation)

METHODOLOGY:
• Recap on population growth and link previous content from lower grades with introductory statement

• Mind map chart- clarity of geographical concepts

• Cartoons/ pictures - rural-urban migration/ rural depopulation

• Case studies- causes of population movements, xenophobia etc

Language skill – Interpretation skills

 Diagrams and illustrations

 Vocabulary –through defining concepts

 Listening and writing Presentation

LESSON
OBJECTIVES

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TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

.  Completing worksheet –  Chart
 Teacher recap from the previous lesson matching concepts  pictures
 Teacher guide learners in completing worksheet – matching  Cartoons/ pictures- rural-  Textbooks
concepts urban migration/ rural  Chalkboard
 Teacher provide learners with Cartoons/ pictures about - rural-urban depopulation/ refugees  Case studies
migration/ rural depopulation/ refugees and instruct them to illustrate  Case studies- types of
 Teacher provide learners with Case studies- types of migrants, migrants, xenophobia etc
xenophobia etc

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GRADE 10 SUBJECT geography WEEK Week 26 TOPIC GEOGRAPHICAL INFORMATION SYSTEM

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:

SUB TOPICS Satellite images, Map skills, Map referencing, Conventional signs, True bearing, Magnetic bearing and Cross
section
• GIS – Is a system for capturing storing analysing and displaying Geographical data.
• Data – It is facts about reality that has been observed and measured.
• Information – It is data that is stringed together.
• Spatial data – It refers to the position of an object.
• Attribute data – It refers to the data that describes the characteristics of spatial data.
• Vector data – It refers to the representation of an area using points, lines and polygons.
• Raster data – It refers to the representation of an area using grid cells referred to as pixels.
• Resolution – It refers to the degree of clarity of an image.
RELATED CONCEPTS • Spatial resolution – It refers to the detail with which a map shows a location and shape of geographical
feature.
• Spectral resolution – It refers to the different kinds of information that can be collected.
• Remote sensing – It refers to the capturing of data on objects from a distance.
• Data integration – Combining of different types of data on a single map.
• Buffering – It refers to a line used to demarcate an area around a spatial feature.
• Map referencing – Identifying a point on the surface of the earth by relating it to information appearing on a
map.
• True bearing – It is an angle measured from the true north.
• Magnetic bearing – It is an angle measured from the magnetic north.
 Population (Grade 6)
PRIOR/BACKGROUND
 Population growth and change-focus SA and world (Grade 7)
KNOWLEDGE:
 Recap from previous knowledge (grade 9)
ERRORS AND
True bearing – difficulty on the use of a protector
MISCONCEPTIONS:

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METHODOLOGY:
 Learners will be asked to define Geographical Information System.
 Learners will be asked to mention the components of GIS.
 Learners will explain the importance of GIS.
 Learners will give the differences between terms e.g.
 Spatial and Attribute data, Vector and Raster data, Spatial and Spectral resolution
 Learners will be asked to identify features on a map using the conventional sings.
 Learners will give direction using the cardinal points.
 Learners will calculate the magnetic bearing starting from finding True bearing and calculation of magnetic
declination.
• Lesson should be taught using simple English as a medium of instruction
LESSON OBJECTIVES
• Geographical terms should be defined using geographical terminology.
• The use of correct geographical term when explaining.

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

Giving the correct direction
 Teacher recaps from the previous knowledge. using the 16 cardinal points.
 Overhead projector
Conventional sings are
 Topographical maps and
 Teacher will draw 16 cardinal points in the chalkboard. confused with their names Orthophoto maps
because there are TWO in a  Textbooks
 Conventional sings are confused with their names because row and two names as evident
there are TWO in a row and two names as evident from the  Chalkboard
from the reference of the
reference of the topographical map. topographical map.

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ADDITIONAL NOTES
POPULATION GEOGRAPHY: Distribution and density, Structure, Growth &
Movements

POPULATION DISTRIBUTION AND DENSITY

• Population distribution describes how people are spread out on the Earth.

• The population of the world is spread out unevenly.

• Population density is the measurement of how many people there are in an area.

• Low population densities is associated with mountainous regions, cold regions,

densely forested tropical regions, and desert areas.
• Population distribution – the arrangement or spread of people living in a given
area, also how the population is arranged according to variables such as race, age
and sex
• Arithmetic density – distribution map showing how many people live in an area by
means of dots and usually these dots represent different numbers and their sizes are
not the same. An area with fewer dots would show less concentration of the
population; while bigger dots will represent a large proportion population

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POPULATION DISTRIBUTION AND DENSITY

Factors affecting population density and distribution

• Physical factors: includes relief (whether the area is it mountainous or flat),
Resources (that include coal, oil, wood and fishing), Climate (areas with
temperate climates tend to be densely populated)
• Human factors: Includes Human; Politics (areas that have political instability
tend to have less population as civil wars push people away to migrate), Social
(in most of SA communities they are inter-related),
• Economic Factors: which are densely populated is usually because of good job
opportunities.

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• For most of human history the world’s population remained steady. It took until 1800 for it
to reach one billion. Today the world’s population is over six billion.

• This rapid growth in world population is called the population explosion and is the result of
reduced death rates due to improvements in medicine.

• Global population growth is now beginning to slow. It is predicted the population will
stabilise at 10, 4 billion in 2200.

• Population growth is not spread equally between countries – 95% of growth is in LEDCs.

• MEDCs have reached a replacement level of population growth or are experiencing a

decrease.

• The following diagram represents the difference in growth rate between developed
(MEDCs) and developing (LEDCs) countries.

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DEMOGRAPHIC TRANSITION MODEL

What is the demographic transition model?

• The demographic transition model shows how changes in birth rates and death rates affect
population growth in countries at different stages of development.

• The model may be used to explain population change in five stages (see diagram below).

• MEDCs (more economically developed countries) are entering a fifth stage where death
rates exceed birth rates and populations are falling.

REPRESENTATION OF A DEMOGRAPHIC TRANSITION MODEL

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MANAGEMENT OF POPULATION GROWTH

• Contraception – Implementation of birth control methods.

• Advertising – attempting to change religion stereotypes attitudes and culture.

• Financial – offering bonuses to those with small families.

• Education – teaching women about family planning.

• Healthcare – reducing the infant mortality rate by providing primary health care facilities.

• Policies / Law – e.g. rules limiting the number of children (China: One child policy)

POPULATION MOVEMENTS

Migration refers to the movement of people from one country to another.

Migration can be classified into different categories.

• Immigration is the movement of people into a country.

 Emigration is the movement of people out of a country.

 Rural - urban migration is the movement from rural to urban areas.

• International migration is controlled by governments. They may encourage or

discourage migration into their country. Illegal migrants can be returned to their
country of origin (deported).

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Factors which influence migration

• Social factors – the desire to live a better life, housing, environment, improved living
conditions, improved services, facilities, activities, relationships.

• Political factors – people move because they are unhappy with the political system, mainly
a push factor.

• Economic factors – seeking a better job from business or industry.

• Religious factors – people may move to avoid being persecuted because of their religion.
Move to where they can practise their religious beliefs.

• Physical factors – people may move to avoid physical dangers, a harsh climate or infertile
soil.

OTHER POPULATION MOVEMENTS

Seasonal movements

• Transhumance is the seasonal movement of people with their livestock over relatively short
distances, usually to higher pastures in summer and to lower valleys in winter.

• The traditional economy of the Basotho in Lesotho – seasonal migration between the
valleys and high plateaus of the Maluti mountains to increase the number of cattle.

Daily movements

• From home to work.

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Temporary movements

• People stay in a place temporarily – for a short time only. Migrant labourers move to
another area temporarily to seek employment.

• Many migrant labourers are men who return home with their savings or later have their
family join them.

• Refugees who leave for political reasons may migrate temporarily to another area either
temporarily or permanently when lives are in danger. The Rwandan civil war in early 1990s
created more than 1,5 million refugees.

• Some people's beliefs (religion, political) may differ with the current status quo.

• Tourism, short contract work, business travel, conferences and conventions are also
examples of temporary movements.

Attitudes to refugees and immigrants (xenophobia) Negative attitudes towards

immigrants are attributed to various factors:

• Refugees are people who have been forced to leave their home country because of war,
persecution or natural disaster. The United Nations estimates there are over 13 million
refugees spread throughout 140 countries.

• Perceptions people have of immigrants taking away jobs that only citizens are entitled to,
especially where jobs are in short supply.

• Foreign traditions and practices that are different from those of local people.

• Fear or hatred for foreigners – local people attack immigrants.

• Pressure on existing services (water, electricity, housing, food).

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GRADE 10 SUBJECT Geography WEEK 35 TOPIC WATER RESOURCES

LESSON SUMMARY FOR: DATE

DATE COMPLETED:
STARTED:
Water management in South Africa
 River; Dams; Rivers lakes and dams in South Africa.
 Factors influencing the availability of water in South Africa
 Challenges of providing free basic water to rural and urban communities in South Africa
SUB TOPICS
 The role of the government – initiatives towards: securing water, inter-basin transfers, building dams
 Role of municipalities - Provision and water purification
 Strategies towards sustainable use of water - role of government, role of individuals

RELATED Lake; Hydro-electricity; Water transfer scheme/ inter-basin transfer scheme; Free basic water, sustainability, alien
CONCEPTS vegetation, desalination
PRIOR/
 Ways in which we use water?
BACKGROUND
KNOWLEDGE:  What causes a place to have too much or too little water?

ERRORS AND
MISCONCEPTION Physical and human factors
S

At the end of the lesson learner:

 Must be able to define concepts related to water management.
 Must be able to identify strategies of water management.

LESSON Methodology:
OBJECTIVES
 Explanation and supply of terminology list
 Give an overview of topics and concepts to be covered using a mind map

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TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED

Introduction  Learners define the following  Text books
Display/show images of different water bodies (lakes, rivers, dams) concepts: River; Dams;  Projector
 Teacher guide learners in defining the related concepts. Lake; Hydroelectricity; Water  google
 Learners supplied with possible answers to the definitions or transfer scheme/ inter-basin
transfer scheme; Free
terminologies
 Learner completes a mind
Main body map of water management
The main rivers and dams in South Africa: Source strategies.
[Focus geography grade 10: 266]

The main uses of dams

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 Store water for cities

 Control floods
 Provide irrigation water to farms
 Generate hydro-electricity

Factors influencing the availability of water in South Africa

1. Human factors
 Population growth
 Increase demand for food
 Urbanisation
 Mining factors
 Pollution of water sources
 Agriculture

2. Physical factors
 Rainfall
 Alien vegetation
 Climate change

Strategies towards sustainable use of water- role of government and

individuals

Government strategies Individual strategies

Construction of dams Rain water harvesting
Desalination Grey water
Recycling Save water at home
Controlling leaks

Conclusion
 Summary
 Learners supplied with possible answers to the definitions or
terminology

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GRADE 10 SUBJECT Geography WEEK 36 TOPIC FLOODS

LESSON SUMMARY FOR: DATE

DATE COMPLETED:
STARTED:

 Causes of flooding – physical and human

 Characteristics of floods – analysis and interpretation of flood hydrographs.
SUB TOPICS  Managing flooding in urban, rural and informal settlement areas
 Case study of flood in South Africa

Floods – sudden overflow of water which covers land that is usually dry
Hydrograph – a graph showing a rivers discharge over time
Discharge’- amount of water across the width of a river flowing past a given point.
Drainage basin- total area drained by a river system.
Source- where a river begins
Tributary- a rivulet (small river) entering the main river
RELATED Watershed – high-lying area separating two drainage basins
CONCEPTS Mouth- where a river enters the sea/ocean
El Nino- a warm current which replaces the normal cold current on the west coast of South America every few years,
bringing drier conditions to South America and Africa
La Nina- a cold current which normally flows off the west coast of South America, bringing more rain to South America
and Africa

PRIOR/
 Causes of floods
BACKGROUND
KNOWLEDGE:  When do floods occur?

Physical and human causes

ERRORS AND
El Nino
MISCONCEPTION
La Nina
 CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN

 The learners must be able to identify factors that causes floods

 They must be able to differentiate between different types of floods
LESSON
OBJECTIVES Methodology:

 Explanation and supply of terminology list

 Give an overview of floods how they affect people
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES NEEDED
 Introduction  Learners define the following  Text books
 Teacher guide learners in defining the related concepts. concepts: floods, dams,  Projector
 Learners guided on formulating strategies to minimise the effects of lakes, confluence,  google
floods watershed ,tributary, source,
mouth, drainage basin
 Learners answer questions
Main body based on floods
 To identify characteristics of floods
 Using hydrographs identify characteristics of floods

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SOURCE: Adapted from Focus Geography grade 10: 279

Types of floods
 Coastal floods/ river floods
Effects of river floods
 Destroy crops
 Drown people and livestock
 Wash away top soil
 Damage homes

Effects of coastal floods

 Destroy infrastructure along the coastal areas

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 Negative impact on tourism

Human causes of floods

 Landuse of the river basin
 Human activities – deforestation, overgrazing, clearing of
vegetation

Physical causes of floods

 Type and the amount of precipitation
 Types of soils
 Types of rocks
 Vegetation cover
 Gradient/ slope

Charecteristics of floods
Using hydrographs to identify the characteristics of floods

 River discharge rises soon after the rain storm put water
into the river drainage basin
 The peak of the hydrograph shows the highest flow in cubic
meiters per second.

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 There is a lag between the rainstorm peak and the

discharge peak

Managing flooding in urban,rural and informal settlement areas

Rural areas
 Planting more vegetation
 Raising the levees
 Straightning the river channel
 Relocate people living near the flood plans
Urban areas
 Insert sandbags along the coastal areas and rivers
 Dam construction
Informal settlement
 Building proper settlements with drainage systems

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