Long lesson planning form

Student name and surname: Student number:

Z U Z I W E 2 0 6 9 0 8 5 2
S I Z O N D O L O Programme:
X B.Ed PGCE
Lesson plan number: 01

2018 Long Lesson Planning Form (PGCE and BEd 4th years)
1. SUBJECT: GEOGRAPHY 1.2. DATE:
1.1. TYPE OF LESSON: 2 0 2 3 0 8 1 8
(Tick the relevant box) 1.3. GRADE:
X Theory (Indicate with an X on the appropriate box)
Experimental/laboratory R 1 1 1
✓ work/practical
Field R R 1 2 3 4 5 6 7 8 9 0 1 2
Application
Other (Specify): 1.4. LENGTH OF PERIOD: 45 minutes
………………………………………… 1.5. NUMBER OF LEARNERS: 25
1.6. TOPIC (from CAPS): Population: Structure,
Growth and Movement.

2. KNOWLEDGE AREA (ONLY for Foundation Phase):

(Tick the relevant boxes)
Language, e.g. Mathematics, e.g. Life skills, e.g.
❑ Listening and speaking ❑ Numbers, operations, ❑ Beginning knowledge (Natural
❑ Reading and phonics relationships Science, Social Science, Scientific
❑ Writing and hand writing ❑ Patterns, functions, processes, Technological process skills)
❑ Language structure and algebra ❑ Physical education
use ❑ Space and shape ❑ Personal and social well-being
❑ Creative writing (Geometry) ❑ Creative arts (Dance, Drama, Music,
❑ Measurement Visual Art)
❑ Data handling

3.INTEGRATION WITH OTHER SUBJECTS: (How does this lesson integrate with other subjects for
cross-curricular teaching?)
Geography integrates with social sciences, economics, and science.
Economics – When discussing the causes of decline in the economy of the country, population growth,
over population and population change may also be included as one of the factors that affect the economy
of the country in terms of the number of people the country can provide for when it comes to resources
and services. Over population may cause a decline in our resources and the government cannot cater for
all of us. We are more than the resources.
History – Demographic transition model describes the process of change or transition in terms of
population change. This may be integrated with history because it describes how much change resulted
from birth rates, death rates and natural increases. How the present has changed as compared to the
past.

4. PRESCRIBED OUTCOMES: (from CAPS)

4.1. GENERAL AIMS:
(List as many as are applicable, but rather concentrate on one or two for a lesson)
The National Curriculum Statement (NCS) aims to produce learners who are able to (choose from CAPS
(2011), page 4/5, section 1.3 (d)):

4.1.1. To collect, analyse, organise, and critically evaluate information.

4.1.2. Demonstrate an understanding of the world as a set of related systems by recognizing that problem
solving contexts do not exist in isolation.
4.1.3. Organise and manage themselves and their activities responsibly and effectively.
4.1.4. Work effectively as individuals and with others as members of a team.

4.2. SPECIFIC AIMS: 4.2 INTEGRATED SKILL(S):

(List all the applicable aims that you wish to achieve through this (If your subject is a LANGUAGE,
lesson, from CAPS, approximately pp. 8–10)): indicate which of the four SKILLS, i.e.
reading, writing, listening and/or
4.2.1. Explaining and interpreting both physical and human speaking, you will focus on in this
geographical processes. lesson, from CAPS):

Reading Listening
4.2.2. Developing knowledge about where places are and the Writing Speaking
nature of a range of different places at different scales.
4.3. TOPICS:

Paste a copy of the applicable topics page you will deal with in this lesson, directly from CAPS.
Ensure that you indicate the topic for this lesson in colour by highlighting, using a different colour, etc.

GRADE 10 FET BAND

Term 3
Topic: Population Growth
Time: ± 36 hours
(Includes consolidation, revision,
as well as formal and informal
assessment)

Additional Resources:
• atlases.
• demographic statistics.
• related websites; and
• current media information.

GEOGRAPHICAL KNOWLEDGE
Population Distribution and Density [4 hours]
• meaning of population distribution and population density;
• world population density and distribution; and
• factors that affect distribution and density of the world’s population.
Population Structure [4 hours]
• population indicators: birth rates, death rates, life expectancy, fertility rate and natural increase;
• factors that influence population indicators; and
• population structure: age and sex, represented as population pyramids.
Population Growth (Using case studies from around the world is essential) [6 hours]
• world population growth over time.
• demographic transition model.
• concept of overpopulation; and
• managing population growth.
Population Movements (Using cases studies to illustrate topics below is essential) [8 hours]
• kinds of population movement: international migration, emigration, immigration.
• regional migration, rural-urban migration, urbanisation, voluntary and forced migration.
• causes and effects of population movements.
• temporary and permanent movements including migrant labour, economic migrants, political
migrants, and refugees.
• attitudes to migrants and refugees.
4.4 LESSON OUTCOME(S):
Formulate the lesson outcome(s) yourself, in your own words, as full sentence(s), based on the
prescribed aims and topics/skills from CAPS (on the previous page) by completing the following
sentences:

4.4.1. At the start of this lesson the learners should already know… and can do…
(state existing knowledge, skills, and values)

Existing knowledge:
1. Learners should know how to read and analyse a graph as they have been taught in previous
units.
2. Learners should know the basic concepts such as birth rates, death rates and life expectancy as it
was previously discussed in the previous units.
3. Learners should know the importance and functions of models.
Skills:
1. Learners should be able to read and interpret different graphs and maps. So that it can be easy
for them to understand the demographic transition model.
2. Learners should be able to draw/illustrate different graphs.
Values:
1. It is important to be to understand the demographic transition model so that you can understand
what is happening with the population of the country.

4.4.2. By the end of the lesson the learners should be able to…
(state new knowledge, skills, and values)

Knowledge:

1. Learners should know the meaning of the demographic transition model.

2. Learners should know the 4 stages of the demographic transition model.
3. Learners should know the characteristics of each stage of the demographic transition model.
Skills:

1. Leaners should be able to name and differentiate between the 4 demographic transition
model.
2. Learners should be able to read and interpret the demographic transition graph.
3. Learners should be able to draw/illustrate a table or a graph showing the demographic
transition model according to its stages.
4. Learners should be able to explain the changes in socio-economic conditions and the
demographic transition model.
Values:

1. Models are important because they show the main features of something clearly, they describe
the process of change or transition and give detail and the variations that exist in real world.

4.5 BRAINSTORMING AREA:

(Use this area for rough planning and brainstorming on ideas for your lesson)

Questions I will ask and explain during this lesson includes the following:

• What is the meaning of the demographic transition model?

• How did the model of demographic transition came to be and why?
• When was the original demographic transition model proposed and why?
• What are the 4 stages of demographic transition model called?
• What name is given to stage 1 of the demographic transition model?
• What name is given to stage 2, 3, and 4 of the demographic transition model?
• Explain the birth rate, death rate, natural increase, population growth and population size in each
of the stages of the model.
• What are the changes in socio-economic conditions in each stage of the demographic transition
model?

5. STUDENT TEACHER'S THEORETICAL APPROACH

5. 1. Learning theory/theories and paradigm/s (also called frameworks)
(I believe that the learners will best achieve the lesson outcomes via… Indicate which learning theory and
its related paradigm you chose. Also show how you will navigate among these theories and paradigms for
the different phases and stages of the lesson)
Learning theory Paradigm/framework
Behaviourism Transmission Justify your choice(s): (because…)
Cognitivism Transaction I will use constructivism because with this learning
X Constructivism X Transformation
theory, the learner constructs his/her vision of the
Connectivism Transcendental
world based on their own individual experiences and
knowledge.

I will use the transformation framework because it

focuses on the idea that learners can adjust their
 thinking based on new information. This framework
goes hand in hand with the constructivism theory
because it gives students chances to learn about new
perspectives, help them identify and question their
assumptions and creates opportunities for critical
discourse.

5.2. Multiple intelligences (I addressed during this lesson…)

Auditory/Musical/Rhythmic X Interpersonal X Combination: (List them)

X Visual/Spatial Intrapersonal Visual/spatial______________
X Verbal/Linguistic Logical/Mathematical Verbal/linguistic____________
Kinaesthetic/Bodily Naturalistic Interpersonal______________
________________________
___________

Justify your choice(s): (because…)

Visual/spatial: I will use visual/spatial intelligences because learners have to see what we are talking
about as it will assist them in understanding the content better. The use of maps, graphs and tables
serves as our visual or spatial intelligences.

Verbal/linguistic: I will use verbal/linguistic intelligences because during the lesson, we will have to
conduct a discussion with the learners whereby I ask them few questions and discuss it together.

Interpersonal: I will use personal intelligences because we are going to have a teacher-learner
conversation in our class whereby I talk to the learners, and they reply back.

5.3. TEACHING STRATEGIES AND TECHNIQUES (I used… to meet the lesson outcomes. Indicate how
your choices here in 5.3 link to your choices in 5.1)

❑ Direct instruction ❑ Guided discovery: ❑ Solving ❑ Combination: ❑ Other:

(transmission): ❑ Inquiry-based real life (Specify) (Specify)
✓ Question learning challenges Small groupwork __________
and answer ✓ Cooperative (no guidance) Cooperative ___
✓ Explanations learning Explanation __________
❑ Theory/model ❑ Pair work Question and ___
❑ Drill work ✓ Small group answer __________
work _____________ ___
❑ Role-play _____________ __________
___

Justify your choice(s):

Cooperative and small group work: I will use these two teaching strategies and techniques because
they make sure that the learning objectives are accomplished at the conclusion of the lesson because
when implemented properly, this method or technique prepares learners for cooperation. It supports
 group work where learners support each other when they learn and therefore improves learner’s social
skills. Additionally, because each learner is actively participating in the learning process with their peers
from the start, it has a favourable effect on their learning.

Question-answer and explanation: I will use the question-and-answer method because it focuses on
asking learners to answer sets of questions in replacement of lecturing. These designed questions will
encourage and challenge students to correct their misconceptions and understand the concept by
themselves. I will also use the explanation technique because learners should be encouraged to explain
science in their own words as a way to develop conceptual clarity in their own understanding.

6. EVIDENCE OF LEARNING (Indicate your assessment strategies)

6.1 Assessment instrument 6.2 Purpose 6.3 Method of assessment
❑ Portfolio ❑ Baseline (The lesson will be assessed by…)
❑ Observation ✓ Formative ✓ Self
✓ Worksheet ❑ Summative ✓ Peer
❑ Rubrics ❑ Educator
✓ Tests ❑ Expert/s
❑ Journal ❑ Parent
❑ Project / assignment ❑ Other educator/s
❑ Other (specify):
Justify your choice(s): Justify your choice(s):
Justify your choice(s):
Formative: I will use Peer/self: I will use these forms of
Worksheets and tests: I will use formative because since most assessment because examining the
worksheets and tests because learners this part of the work work of another learner is one way
the can be quite helpful in terms includes more content, this that student can improve their
of academic advancement as this method of assessment will learning and develop some skills.
lesson involves a lot of content help me, the teacher to Self-assessment also entails giving
based. For instance, worksheets determine the students’ level one’s work a review. Learners
can be use as supplements to of knowledge, understating frequently need to stand back from
textbooks to improve coarse and development. their learning process in order to
material. evaluate various aspects of their own
learning and reflect on their progress.

7. LESSON PHASES:
7.1 THEME (Context; big idea):
(What theme will you use to contextualise your lesson, link it to learners' real world and introduce your
topic? Give your theme a short and inspiring name, e.g. “Friendships”, “Our amazing planet” or “Holiday
destinations”)
“More is not the problem technology is”.

According to the demographic transition theory, mortality rates begin to decline more quickly than fertility
rates as health levels rise. As a result, the number of families grows momentarily. Population will grow as
a result of the mortality-to-fertility lag.
7.2 INTRODUCTION (Time allocated ………….min)
(Capture attention, create learning atmosphere, teacher-learner dialogue, awaken prior knowledge.
Explain how you will use your theme in 7.1 to introduce the lesson)

• For the introduction of the lesson, I will first ask the learners to define terms like birth rate, and
death rate, natural increase, population growth and population size using their own words and
what they think these terms refers to. This is to check if they know something about the concepts
of demographic transition model. Furthermore, I will explain the full meaning of demographic
transition model, when it was produced and why demographers suggested to come up with a
model to describe the process of change, or transition in population growth. Then I will ask
learners questions such as why they think population changes and what may cause these
changes in our society, in that way I will be introducing the factors affecting population change
which are birth rate, death rate, and natural increase.

7.3 DEVELOPMENT (Time allocated ………….min)

(Continue teacher-learner dialogue to start with new knowledge, learner-centred activities, applicable
content, consider questions to guide learners towards critical thinking, show sequence of teaching events,
scaffolding activities, etc.):
• For the development of the lesson, I will introduce the four stages of demographic transition
model. I will try to break it down for them so that they can clearly understand the characteristics of
each stage. In all four stages I will explain what happens in the birth rate, the death rate, natural
increase, population growth, and the population size. To ensure that my learners understand the
lesson, I will use visual intelligences where I will draw the four stages of the demographic
transition model and illustrate what happens in each stage of the model and the changes that
takes place in those stages. I will further give learners a short activity they will do in class for five
minutes, then ask them to swap their books so that we can mark it together as the whole class.
• Once I see that the learners are following then I will continue discussing the changes in birth rate
and death rate which are associated with changes in socio-economic conditions that occur
overtime. This is where I will be explaining the reasons for the birth rate, death rate and natural
increase that occur in societies as a result of population change over time.

7.4 CONSOLIDATION (Time allocated ………….min)

(Consider ways to ascertain that learners have achieved the outcomes, recapping of main teaching points,
assessment, wrap up):
The learners will be given an activity to complete individually in the classroom as a classwork but can take
it home if they do not finish in time. I will explain what they are expected to do in this activity in that way I
will be showing them what I am expecting them to do or write.

8. CLASSROOM MANAGEMENT
(e.g. encouragement rather than control; climate of trust; responsibility in group work; etc.)
Include: discipline measures

All classroom rules apply to this class.

9. LEARNER ENRICHMENT
(What measures are in place for gifted learners?)
● Since these students are the best in the class, I will try to put them in a group with other students
with other gifted children. Others will be inspired to put in more effort to catch up to these learners.
Regular students will find it simple to comprehend difficult issues and better tackle them because
some learners may learn better or understand better when they hear it from another learner
thanks to this technique.

● For gifted pupils, collaborative learning is advantageous. Because this diverse group of pupils
allows for greater learning and helps them develop soft skills like "teamwork," To keep them busy
and not getting bored during class, I will set a higher standard for them, let them go further into the
subjects or topics already presented in class. Since it will stir up their curiosity and satisfy their
curious minds.

● The teacher should have other worksheets that are more challenging to challenge the more abled
students and keep them engaged if there are students who are more capable and finish the
classwork assignment that is completed in pairs well before the time limit is up.
● If the gifted students have completed their pair work earlier than expected, they can assist their
classmates and explain the assignment to them.
● The most talented students can be encouraged to come up to the board and write their answers
down if there is enough time to grade the classwork assignment. Nevertheless, regardless of their
level and rate of learning, all students should attempt it, not only those who are gifted.
10. LEARNER SUPPORT
(What measures are in place if a learner has special educational needs?)
Include: curriculum differentiation

• During the final ten minutes of the course, one-on-one teaching aid and explanation can enable
students who have learning obstacles. This should go on for the duration of the lesson that these
students are in.
• During the second break, these students can enter the classroom and receive additional help from
the teacher so that they can fully comprehend the material and analyse the demographic transition
model.
• Any diagram and worksheets provided should be printed in brail for any students who are visually
impaired throughout this class.
• A student wearing a hearing aid should be seated at the front of the class so that they can hear
the teacher's explanation.

11. LTSMs (Educational media)

(Name LTSMs used in lesson and reference ALL your resources under Bibliography/List of references.
Pay attention to the variety, relevance, effectiveness and applicability of the LTSM you selected for the
lesson).

11.1 Chalkboard

11.2 Chalk

11.3 Grade 10 study guide

11.4 Handouts

12. Bibliography (abridged Harvard method) of All sources consulted

(e.g. Smit, L. 2011. Teaching. Pretoria: Van Schaik)

1. Basic Education Department: REPUBLIC OF SOUTH AFRICA basic education GEOGRAPHY

Curriculum and Assessment Policy Statement Further Education and Training Phase Grades 10-
12 National Curriculum Statement (NCS). (n.d.). Available at:
https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20V
ocational/CAPS%20FET%20_%20GEOGRAPHY%20_%20GR%2010-
12%20_%20WEB_C9A9.pdf?ver=2015-01-27-154144-177.
2. Nagowah, S. D., & Nagowah, L. (2009, December). Assessment strategies to enhance students’
success. In Proceedings of the IASK International Conference “Teaching and Learning”, Porto,
Portugal (pp. 7-9).

3. Lee, C. D. (2014, June 1). Worksheet Usage, Reading Achievement, Classes’ Lack of Readiness,
and Science Achievement: A Cross-Country Comparison. International Journal of Education in
Mathematics, Science and Technology, 2(2). https://doi.org/10.18404/ijemst.38331