SOCIAL SCIENCES – INTERMEDIATE PHASE

LESSON PLAN : Geography

TOPIC: Weather, climate and vegetation of South Africa GRADE 5
15 hours TERM 3
DATE:FROM ____________ TO ___________ NR. OF periods: ___
CONTENT / CONCEPTS: Weather - 3 hours
1.Elements of weather – temperature, wind, cloud cover, rainfall:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

2.Precipitation – rain, hail and snow: (Making a rain gauge is a recommended activity)

DATE: FROM ____________ TO ___________ NR. OF periods: ____

3.How temperature and rain can be measured (instruments and units of measurement):
(This independent study is a project for formal assessment. Introduce this project early in the term for submission later in the term. It should not absorb much formal classroom time. However, some time for explaining and
monitoring the project will be necessary.)

DATE: FROM ____________ TO ___________ NR. OF periods: ____

4.Determining and describing wind direction:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

5.Weather maps in the media (newspaper and television):

DATE: FROM ____________ TO ___________ NR. OF periods: ____

6.How weather affects the daily lives of people :

DATE: FROM ____________ TO ___________ NR. OF periods: ____

Geography Grade 5 Term 3 1

WORDBANK : ASSESSMENT
1.Elements of weather – temperature, wind, cloud cover, rainfall: (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
2.Precipitation – rain, hail and snow:  Exam  Homework
 Data - handling  Worksheet
 Contextual - analysis  Test
3.How temperature and rain can be measured (instruments and units of
 Investigation/Research
measurement):  Case Study Assessment Tools:
 Creative Response Memorandum Rubric

4.Wind direction:

5.Weather maps in the media (newspaper and television):

6.How weather affects the daily lives of people:

TEACHER ACTIVITIES:
1.Elements of weather – temperature, wind, cloud cover, rainfall:
AIMS SKILLS

2.Precipitation – rain, hail and snow: The Geography curriculum aims to develop
learners who:
Are curious about the world they live in.
Have a sound general knowledge of places and the natural
forces at work on earth.

Geography Grade 5 Term 3 2

3.How temperature and rain can be measured (instruments and units of
Understand the interaction between society and the natural
measurement): environment.

Think independently and support their ideas with sound

knowledge.
Care about their planet and the well-being of all who live on
it.
Understand and work with a range of source – including
maps, data and photographs.
4.Wind direction: Observe and engage with phenomena in their own
environment.
Find out about places, people, events and issues using
different sources.
Communicate ideas and information.

Make informed decisions and take appropriate action.

WHO ASSESSES?
5. Weather maps in the media (newspaper and television):

Elements Precipitation How Wind Maps Affects

measured? directions
Teacher

6.How weather affects the daily lives of people: Self

Group

Peer

LEARNER ACTIVITIES: RESOURCES

Elements Precipitation How Wind Maps Affects
measured? directions
1.Elements of weather – temperature, wind, cloud cover, rainfall:
Textbook

Maps/Atlas/
Globe

Activity sheet
2.Precipitation – rain, hail and snow:

Pictures/photo
’s/Illustrations
Newspapers&
magazines

Geography Grade 5 Term 3 3

3.How temperature and rain can be measured (instruments and units of
measurement): Others

EXPANDED OPPORTUNITIES /DIFFERENSIATION

4.Wind direction:

5.Weather maps in the media (newspaper and television):

6.How weather affects the daily lives of people:

Geography Grade 5 Term 3 4

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : Geography
TOPIC: Weather, climate and vegetation of South Africa 15 hours GRADE 5
DATE:FROM ____________ TO ___________ NR. OF periods: ___ TERM 3
CONTENT / CONCEPTS: Observing and recording the weather (Independent project ) - 2 hours
1.Observe and record the daily weather over a two-week period:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

2.Report on temperatures, cloud cover, precipitation and wind, using terms such as hot, warm, cold, cool, cloudy, partly cloudy, clear,
dry, wet and windy : ( Learners with access to instruments of measurement (such as thermometer and rain gauge) should use them and record their findings using graphs where appropriate. Others should
give descriptive observations. Drawing symbols for given terms on a daily calendar is recommended for all learners.)

DATE: FROM ____________ TO ___________ NR. OF periods: ____

3.Include observations of wind direction and weather patterns over the period of observation:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

4.Observe and comment on how weather affects the daily lives of people:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

WORDBANK : ASSESSMENT
1.Observe and record the daily weather over a two-week period: (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
 Exam  Homework
2.Report on temperatures, cloud cover, precipitation and wind:  Data – handling  Worksheet
 Contextual - analysis  Test
 Investigation/Research
3. Observations of wind direction and weather patterns :  Case Study Assessment Tools:
 Creative Response Memorandum Rubric

Geography Grade 5 Term 3 5

4. How weather affects the daily lives of people:

AIMS SKILLS
The Geography curriculum aims to develop
learners who:
TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES) Are curious about the world they live in.
Have a sound general knowledge of places and the
natural forces at work on earth.
1.Observe and record the daily weather over a two-week period: Understand the interaction between society and the
natural environment.
Think independently and support their ideas with
sound knowledge.
Care about their planet and the well-being of all who
live on it.
2.Report on temperatures, cloud cover, precipitation and wind: Understand and work with a range of source –
including maps, data and photographs.
Observe and engage with phenomena in their own
environment.

3. Observations of wind direction and weather patterns : Find out about places, people, events and issues
using different sources.
Communicate ideas and information.

Make informed decisions and take appropriate

action.
4. How weather affects the daily lives of people:

WHO ASSESSES?

Daily Report Observations Weather affects

weather
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
Teacher
Self

1.Observe and record the daily weather over a two-week period: Group

Peer

Geography Grade 5 Term 3 6

2.Report on temperatures, cloud cover, precipitation and wind:
RESOURCES

3. Observations of wind direction and weather patterns : Daily Report Observations Weather
weather affects
Textbook

Maps/Atlas/Globe

Activity sheet
4. How weather affects the daily lives of people:
Pictures/photo’s/Illustrations

Newspapers& magazines

Others

EXPANDED OPPORTUNITIES /DIFFERENSIATION:

Geography Grade 5 Term 3 7

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : Geography
TOPIC: Weather, climate and vegetation of South Africa 15 hours GRADE 5
DATE:FROM ____________ TO ___________ NR. OF periods: ___ TERM 3
CONTENT / CONCEPTS: Rainfall - 2 hours
1. Rainfall in South Africa (distribution map):

DATE: FROM ____________ TO ___________ NR. OF periods: ____

2.Rainfall patterns – summer/winter/all year (maps; bar graphs for selected places):

DATE: FROM ____________ TO ___________ NR. OF periods: ____

WORDBANK :
ASSESSMENT
1. Rainfall in South Africa: (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
 Exam  Homework
 Data - handling  Worksheet
2.Rainfall patterns:
 Contextual - analysis  Test
 Investigation/Research
 Case Study Assessment Tools:
 Creative Response Memorandum Rubric

TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES)

1. Rainfall in South Africa:
AIMS SKILLS
The Geography curriculum aims to develop
learners who:
2.Rainfall patterns:

Are curious about the world they live in.

Geography Grade 5 Term 3 8

LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
Have a sound general knowledge of places and
the natural forces at work on earth.
Understand the interaction between society and
1. Rainfall in South Africa: the natural environment.
Think independently and support their ideas with
sound knowledge.
Care about their planet and the well-being of all
who live on it.
Understand and work with a range of source –
2.Rainfall patterns: including maps, data and photographs.
Observe and engage with phenomena in their
own environment.
Find out about places, people, events and issues
using different sources.
Communicate ideas and information.

Make informed decisions and take appropriate

action.

EXPANDED OPPORTUNITIES /DIFFERENSIATION : WHO ASSESSES?

Rainfall Rainfall patterns Teacher
Self

Group

Peer
RESOURCES
Rainfall
Rainfall patterns
Textbook

Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/Illustrations
Newspapers& magazines

Others

Geography Grade 5 Term 3 9

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : Geography
TOPIC: Weather, climate and vegetation of South Africa 15 hours GRADE 5
DATE:FROM ____________ TO ___________ NR. OF periods: ___ TERM 3
CONTENT / CONCEPTS: Climate - 3 hours

1.Difference between weather and climate :

DATE: FROM ____________ TO ___________ NR. OF periods: ____

2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):
DATE: FROM ____________ TO ___________ NR. OF periods: ____

3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :

DATE: FROM ____________ TO ___________ NR. OF periods: ____

WORDBANK : ASSESSMENT
1.Difference between weather and climate : (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
 Exam  Homework
 Data - handling  Worksheet
2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid):
 Contextual - analysis  Test
 Investigation/Research
 Case Study Assessment Tools:
 Creative Response Memorandum Rubric

3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp :

Geography Grade 5 Term 3 10

TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES) AIMS SKILLS
1.Difference between weather and climate : The Geography curriculum aims to develop
learners who:
Are curious about the world they live in.
Have a sound general knowledge of places and the
natural forces at work on earth.
2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid): Understand the interaction between society and the
natural environment.
Think independently and support their ideas with
sound knowledge.
Care about their planet and the well-being of all who
live on it.
3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp : Understand and work with a range of source –
including maps, data and photographs.
Observe and engage with phenomena in their own
environment.

Find out about places, people, events and issues

LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & using different sources.
MEMORANDUMS) Communicate ideas and information.
1.Difference between weather and climate : Make informed decisions and take appropriate action.

WHO ASSESSES?
Difference Kinds Own Area
Teacher

2.Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid): Self

Group

Peer

RESOURCES
3.Climate of own area – summer and winter : Potchefstroom / Ventersdorp : Difference Kinds Own Area
Textbook

Maps/Atlas/Globe

Activity sheet
EXPANDED OPPORTUNITIES /DIFFERENSIATION
Pictures/photo’s/Illustrations

Newspapers& magazines& others

Geography Grade 5 Term 3 11

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : Geography
TOPIC: Weather, climate and vegetation of South Africa 15 hours GRADE 5
DATE:FROM ____________ TO ___________ NR. OF periods: ___ TERM 3
CONTENT / CONCEPTS: Natural vegetation - 3 hours

1.Concept of ‘natural vegetation’:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

2.Links between natural vegetation and climate – examples of plants and adaptations to climate around South – Africa :

DATE: FROM ____________ TO ___________ NR. OF periods: ____

3.Case study – Savannah grasslands:
* Location in South Africa
* Links between climate, natural vegetation and wildlife

DATE: FROM ____________ TO ___________ NR. OF periods: ____

WORDBANK : ASSESSMENT
1.Concept of ‘natural vegetation’: (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
 Exam  Homework
2.Links between natural vegetation and climate – examples of plants and  Data - handling  Worksheet
adaptations to climate around South – Africa :
 Contextual - analysis  Test
 Investigation/Research
 Case Study Assessment Tools:
3. Savannah grasslands:  Creative Response Memorandum Rubric

AIMS SKILLS
The Geography curriculum aims to develop
learners who:
TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES)

Geography Grade 5 Term 3 12

1.Concept of ‘natural vegetation’:
Are curious about the world they live in.
Have a sound general knowledge of places and the
natural forces at work on earth.
2.Links between natural vegetation and climate – examples of plants and Understand the interaction between society and the
adaptations to climate around South – Africa : natural environment.
Think independently and support their ideas with
sound knowledge.
Care about their planet and the well-being of all who
live on it.
3. Savannah grasslands: Understand and work with a range of source –
including maps, data and photographs.
Observe and engage with phenomena in their own
environment.
Find out about places, people, events and issues
using different sources.
Communicate ideas and information.
Make informed decisions and take appropriate action.
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES &
MEMORANDUMS)
WHO ASSESSES?
1.Concept of ‘natural vegetation’: Natural vegetation Links Savannah grasslands

Teacher

Self
2.Links between natural vegetation and climate – examples of plants and Group
adaptations to climate around South – Africa :
Peer

RESOURCES
3. Savannah grasslands: Natural vegetation Links Savannah grasslands

Textbook

Maps/Atlas/Globe

Activity sheet

EXPANDED OPPORTUNITIES /DIFFERENSIATION Pictures/photo’s/Illustrations

Newspapers& magazines
Others

Geography Grade 5 Term 3 13

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : Geography
TOPIC: Weather, climate and vegetation of South Africa 15 GRADE 5
hours TERM 3
DATE:FROM ____________ TO ___________ NR. OF periods: ___
CONTENT / CONCEPTS:

Revision , formal assessment etc. - 3 hours

TEACHER ACTIVITIES: ASSESSMENT

(Indicate with an x)
Formal assessment: Assessment Tools:
 Test Memorandum
 Exam
 Data - handling Rubric
 Contextual - analysis
LEARNER ACTIVITIES:  Investigation/Research
 Case Study
 Creative Response
 Map Skills
EXPANDED OPPORTUNITIES /DIFFERENSIATION

Geography Grade 5 Term 3 14