GEOGRAPHY LESSON 1
GRADE :
12
DATE………………..
DURATION 6 HRS
TOPIC: GLOBAL AIR CIRCULATION AND RESULTANT WEATHER PATTERNS
KEY FOCUS AREAS:
 Changes in energy balance-four pressure belts (distribution, the reason for their existence and associated weather).
 Relationship between temperature, atmospheric pressure and wind.
 Pressure gradient and geostrophic flow.
 Primary circulation:
 Movement of air between equator and poles
 Horizontal and vertical air movements
 Forces affecting horizontal air movements: coriolis force; pressure gradient force & frictional force
 Tricellular arrangement of circulation: Identification; formation and characteristics of each cell.
 Secondary circulation:
 Identification, formation and characteristics of tropical easterlies, westerlies, polar easterlies, ITCZ & Monsoons.
 Tertiary circulation
 Formation characteristics of and basic weather associated with : land and sea breezes, mountain and valley breezes and Föhn winds
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
■ Integrate information from a variety of
X
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
KEY QUESTIONS
1. Why are temperatures higher within the tropical than Polar Regions?
2. Explain the relationship between temperature and global temperature distribution?
3. What is the relationship between pressure differences, wind direction, and wind speed?
4. Why are global air circulation patterns important?
5. What weather patterns occur as a result of global air circulation?
TEACHER ACTIVITIES
Teacher illustrates with a
diagram indicating global
temperature distribution and
consolidates learner’s
responses.
The teacher gives instructions
to learners on how to conduct a
demonstration on the causeeffect of coriolis force on wind
directions on both hemispheres
(N.H&S.H).
 why these results
occurred.
Teacher consolidates findings
and reasons thereof.
The teacher provide a diagram
indicating the latitudinal
positions of global distribution
of pressure zones depicting
surface wind directions and tricellular cells.
Teacher explains
characteristics of surface winds
and makes a link between their
characteristic features
(temperature, density, humidity
etc) and associated weather
conditions where various air
masses meet.
The teacher provide a diagram
indicating the latitudinal
positions of global distribution
of pressure zones depicting
surface wind directions and tricellular cells.
Teacher explains
LEARNER ACTIVITIES
Learners use atlases and
diagrams comparing and
contrasting the relationship
between temperature
distribution and pressure
distribution.
Learner rotates the globe on its
axis from west to east.
Another learner takes the nonpermanent marker and draws a
straight line from the south pole
to the equator(whilst the globe
is rotating)
Other learners observe what
happens to the line drawn
The third learner repeats the
same process starting from
North Pole to the equator.
In groups learners discuss their
findings on what happened to
the straight line in each
hemisphere and explain
In groups, the learners practice
to draw and label the sketch of
a tri-cellular model.
In groups, the learners practice
to draw and label the sketch of
a tri-cellular model
RESOURCES




Atlases
Wall maps
Textbooks
diagrams
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
characteristics of surface winds
and makes a link between their
characteristic features
(temperature, density, humidity
etc) and associated weather
conditions where various air
masses meet.
GEOGRAPHY LESSON 2
GRADE :
12
DATE………………..
DURATION 3HRS
TOPIC: Mid Latitude Cyclone
KEY FOCUS AREAS:




Concepts: cyclone; cyclogenesis; cyclone families.
Various stages of mid-latitude cyclones
Associated weather patterns: cold front, warm front & occluded front conditions.
Identification of mid latitude cyclones on synoptic maps and satellite images (refer to symbols and
appearance respectively.)
Their impact on human activities in South Africa

LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
X
■ Integrate information from a variety of
sources.
X
X
X
■ Compare and contrast information
from
a variety of sources.
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
X
X
processes, spatial patterns and
human
environment interactions at local and
national scales.
Key Questions
1. What are mid latitude cyclones?
2. Where do they occur?
3. How do they form?
4. Differentiate between the weather changes that occur before and after the passage of cold and warm fronts at an observation
weather station.
5. How are mid-latitude cyclones depicted on synoptic maps and satellite images?
6. How do they influence South African weather?
7. How do they impact on Human activities in South Africa?
TEACHER ACTIVITIES
Teacher moves around helping
learners come up with the
definition.
Using the diagram the teacher
explains all processes involved
during the formation of a mid
latitude cyclone and the various
stages of development of a mid
latitude cyclone.
Teacher provides learners with
synoptic maps and satellite
images and divides learners in
groups & makes contrast
between synoptic and satellite
images.
Teacher gives an appropriate
extract depicting/showing the
influence of mid-latitude
cyclones. Learners answer
questions based on the case
study to understand how mid
latitude cyclones influence
South African weather and how
they impact on human activities
in South Africa
GEOGRAPHY LESSON 3
GRADE :
12
LEARNER ACTIVITIES
Learners divided into groups
given different
textbooks/sources to read and
come up with the definition of
what a mid latitude cyclone is.
Using the map of the world the
learners identify the location of
mid latitude cyclone
RESOURCES





Textbooks
Maps of the world
Diagram showing
a mid latitude
cyclone
Outline of South
African map
Synoptic weather
chart
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
DATE………………..
DURATION 3HRS
TOPIC: Tropical Cyclones:
KEY FOCUS AREAS:
 Concepts: Tropical cyclones(various names used in different parts of the world)
 General characteristics: conditions needed for their formation; general movement and air circulation in both hemispheres.
 Developmental stages
 Identification of these weather phenomena on synoptic maps & satellite image. With reference to: size, symbols, appearance and air
circulation.
 Associated weather characteristics of each stage; impact on human activities and possible pre-cautionary measures and management
strategies.
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
■ Integrate information from a variety of
sources.
■ Compare and contrast information
from
a variety of sources.
X
X
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
Key Questions
1.
2.
3.
4.
5
6
7
8
What are tropical cyclones?
Where and how do they occur?
Identify the stages in the development of tropical cyclones.
Distinguish between weather conditions associated with each stage of a tropical cyclone.
How do they influence the weather of Southern Africa?
How do they impact on Human activities in Southern Africa?
What precautionary measures should people take as the cyclone approaches?
How do the people manage the systems (before and after)?
TEACHER ACTIVITIES
LEARNER ACTIVITIES
Teacher moves around helping
learners come up with the
definition.
Using the diagram the teacher
explains all processes involved
during the formation of a
tropical cyclone and the various
stages of development of a
tropical cyclone.
Teacher gives learners an
extract on the influence of this
system in Southern Africa.
Learners divided into groups
given 2 different textbooks to
read and come up with the
definition of what a mid tropical
cyclone is.
Using the map of the world the
learners identify the location of
tropical cyclones.
Learners answer questions
based on the case study to
understand how tropical
cyclones influence South
African weather and how they
impact on human activities in
South Africa
RESOURCES






Maps of the world
Diagram showing a
tropical cyclone
Outline of South
African map
Newspapers
Video clips
Weather reports
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 4
GRADE :
12
DATE………………..
DURATION 6 HRS
TOPIC: ANTICYCLONES AND THE RESULTANT WEATHER OVER SOUTH AFRICA
KEY FOCUS AREAS:

Factors determining the weather of South Africa:
 Influence of oceans
 The effect of interior plateau
 The influence of latitudinal position of the sub-continent
 Anti-cyclonic circulation:
 Identification and location of the three pressure cells i.e. S A H P C/
St. Helena High ; S I H P C / Mauritius High;
Kalahari/continental/Inland High
 Resultant weather associated with the above-mentioned Highs.
 Traveling disturbances
 Development of: moisture front & line thunderstorms; coastal low pressure; South African Berg wind and associated weather
conditions.
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
X
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
X
Key Questions
1. Identify and explain factors determining the weather and climate of South Africa?
2. Identify the latitudinal location and name three anticyclones occurring over the sub-continent of Southern Africa.
3. How and why do the anticyclones change position in summer and winter?
4. How do they affect the weather of South Africa?
5. How do the following weather phenomena influence the weather and climate of South Africa?
 Position of the moisture front
 Line thunderstorms
 Coastal low and
 Berg winds.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT STRATEGIES
TIME
Teacher moves around helping
learners to identify the position,
name and explain the three
main climatic factors. Teacher
consolidates the learner’s
responses.
Teacher divides learners into
groups & provides the learners
with two isobaric maps showing
summer and winter positions of
the High pressure cells. The
learners compare and contrast
the summer as well as winter
maps on the position of High
pressures cells and account for
their associated weather
conditions.
Teacher consolidates
responses of the learners.
Using the outline map of
Southern Africa, the teacher
explains the concepts of
moisture front, line
thunderstorms, coastal low and
Berg winds.
GEOGRAPHY LESSON 5
Learners divided into groups
given Relief map of Southern
Africa to identify and explain
the factors determining weather
and climate of Southern Africa..

The learners listen and copy
the table/outline map showing
the location and the path taken
by the above-mentioned
weather phenomena.




Maps of Southern
Africa ( Relief map)
Atlas
Diagram showing
the position of the
three anticyclones
Outline of South
African map.
Newspapers
supplements
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GRADE :
12
DATE………………..
DURATION 3 HRS
TOPIC: SYNOPTIC WEATHER MAPS AND SATELLITE IMAGE READING
KEY FOCUS AREAS:
 The use of international symbols
 Read and interpret synoptic charts
 Mid latitudes, tropical cyclones, pressure cells
 Station models
 Interpret information about weather from satellite images
 Understand the importance of synoptic charts and satellite images
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
X
X
X
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
Key Questions
1. How are the observed / reported weather conditions recorded on a synoptic chart?
2. What are synoptic weather charts?
3. How are synoptic charts produced?
4. Why are synoptic charts important?
5. What are satellite images?
6. How are satellite images important
TEACHER ACTIVITIES
The teacher explains the
processes involved in the
production of synoptic weather
charts.
The teacher groups and
provides the learners with
synoptic charts.
The teacher distributes satellite
images to groups.
LEARNER ACTIVITIES
Learners discuss and report the
importance of synoptic weather
charts
The learners identify and
interpret different international
symbols on a synoptic weather
chart.
The learners discuss
similarities and differences
between satellite images and
synoptic weather charts and
their significance in climatology.
RESOURCES






Synoptic weather
maps
Atlas and satellite
images
Diagrams
Outline of South
African map.
Newspapers
Textbooks
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
TIME
Gallery walk
Fieldwork
GEOGRAPHY LESSON 6
GRADE :
12
DATE………………..
TOPIC: CLIMATE AT LOCAL SCALE
KEY FOCUS AREAS:
 Valley climates : aspects and temperature variations
 Development of :Anabatic& Katabatic flow, inversion layer, frost pocket and radiation fog
 The influence of human activities ( settlement, farming )
 Urban climate
DURATION 3 HRS
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
■ Integrate information from a variety of
sources.
■ Compare and contrast information
from
a variety of sources.
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
X
X
X
Key Questions
o
o
What do the following concepts mean?
 Micro-climatology
 Aspect
 Anabatic & katabatic flow
 Berg wind and heat island
How does a valley influence local climate?
X
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
X
o
o
o
Describe and explain the influence of valley climate on human activities
What causes heat island?
What effect do heat islands have on human activities?
TEACHER ACTIVITIES
The teacher groups learners.
Using textbooks and other
relevant resources, learners
read and define concepts like
micro-climate, aspect, and
shadow zone, heat island, and
thermal belt, anabatic and
katabatic wind/flow and explain
their influence on local climate.
Teacher takes the learners out
on local field work to observe
the distribution of settlement
and vegetation patterns within
valley environment.
Learners observe and record
their findings and account for
the differences thereof.
Using the isotherm map,
describe and account for the
variations in temperatures in
and around the city
environment.
Teacher supplies learners with
an extract, a Case study about
pollution in the city.
LEARNER ACTIVITIES
Learners observe and record
their findings and account for
the differences thereof.
Using the isotherm map,
describe and account for the
variations in temperatures in
and around the city
environment.
Learners read and answer
questions based on a/an
extract / case study.
RESOURCES




Textbooks
Newspaper extracts
Sketches
Thermal/isotherm
map.
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 7
GRADE :
12
DATE………………..
DURATION 3 HRS
TOPIC: CLIMATE HAZARDS
KEY FOCUS AREAS:
 Concept of climate hazard
 Basic understanding of global warming, drought, floods, storm surges, lightning, hail, tornadoes.
 Climate change (concept, measures to prevent, climatic changes in Africa and its effects on Africans
 Kyoto Protocol
 Reducing the effects of climate changes in Africa and developing nations.
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
X
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
Key Questions
o
o
o
What do the following concepts mean?
 Global warming
 Drought
 Floods
 Storm surges
 Lightning
 Hail storms
 Thunderstorms
Why are climatic hazards important to study?
How can people/nations deal with these problems?
X
X
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
TEACHER ACTIVITIES
Teacher groups learners and
ask them to define concepts
using textbooks and other
relevant sources. Teacher
consolidates learners’
responses.
Teacher provides a case
study/article on climate change
hazard. Learners discuss
causes and effects of climate
hazards and their impact on
humans.
Teacher provides a case study
on solutions /human responses
to climate hazards. E.g. Load
shedding, use of alternative
sources of energy.
Learners discuss and report
findings on case study/ do role
play representing rich and poor
oil producing /emerging
nations.
LEARNER ACTIVITIES
Learners discuss and report
findings on case study/ do role
play representing rich and poor
oil producing /emerging
nations.
RESOURCES



Textbooks
Newspaper
extracts/articles on
climate change &
Kyoto Protocol
Case study on any
climate hazard.
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 8
GRADE :
12
DATE………………..
DURATION 3 HRS
TOPIC: FLUVIAL PROCESSES.
KEY FOCUS AREAS:
 Concepts : Drainage basin, catchment area, river system ,tributary, confluence, watershed , interfluve, river mouth, drainage density
 Sources of water supply: ( surface run-off, ground water, water table,
 Factors influencing run-off and infiltration (precipitation, soil moisture, porosity and permeability).
 Types of rivers and stream channel patterns(permanent, periodic, episodic & exotic) (braided, meandering & rock – controlled channels)
 River discharge: Laminar and turbulent flow, discharge volume, flow hydrographs & types and associated concepts i.e. flood peak, time lag
and base flow.
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
X
■ Integrate information from a variety of
sources.
X
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
X
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
X
■ Substantiate findings in written, oral
or
illustrative form.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
processes, spatial patterns and
human
environment interactions at local and
national scales.
Key Questions
o
o
o
o
o
o
o
Define the following concepts associated with the drainage basin (catchment area, river system, confluence,
tributary, watershed, interfluve and drainage
How is water supplied to a drainage basin?
What types of patterns do drainage basins form?
Describe and account for different characteristics of drainage basins.
Distinguish between the four types of rivers
Identify and account for different stream channels
Describe and account for flow changes of a hydrograph ( which factors influence the shape of hydrograph )
TEACHER ACTIVITIES
The teacher groups and
provides a sketch map/diagram
of a drainage basin to learners.
The teacher provides a copy
showing hydrological cycle.
The teacher groups learners
and provides a table explaining
the types of drainage patterns
and un-matching sketches.
Teacher explains different
types of rivers and learners
look for different types of rivers
using atlases. Teacher
consolidates responses of
learners.
Teacher explains and later
provides learners with sketches
of hydrographs with uncorresponding explanatory
information and the learners
study sketches with information
provided.
LEARNER ACTIVITIES
Learners mark/insert features
associated with drainage basin
and write their own definitions.
Learners draw and label the
components of a hydrological
cycle.
Learners study the provided
sketch and match information
to the corresponding drainage
patterns.
Using the drainage network
provided by the teacher,
learners grade the according to
their correct stream order.
Learners study sketches with
information provided.
RESOURCES





Textbooks
Wall map of RSA
showing drainage
basins
Atlases
Wall charts
Koki pens
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 9
GRADE :
12
DATE………………..
TOPIC: RIVER CAPTURE / STREAM PIRACY.
DURATION 3 HRS
TIME
KEY FOCUS AREAS:
 Concepts: Abstraction, River Capture, Misfit, Captured stream, Elbow of Capture, Wind Gap.
 Identification and description of Fluvial land form features (undercut, slip-off meander, ox-bow lake, braided stream, flood plain, waterfalls and
rapids, deltas and sand islands)
 River profiles (base levels, long and cross profiles, graded & un-graded streams, river rejuvenation & its features).
 Catchment and river management (impact of humans on catchment areas, importance of managing catchment areas, strategies to manage
catchment areas.)
LO 1
LO 2
LO 3
The Learner will be able to demonstrate a
The learner is able to demonstrate knowledge
The learner is able to apply geographical skills
range of geographical skills and techniques.
and understanding of processes and spatial
and knowledge to environmental issues and
patterns dealing with interactions between
challenges, recognize values and attitude and
humans and the environment.
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
x
ASSESSMENT STANDARDS
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
X
Key Questions
o
o
o
o
o
o
Define the following concepts associated with river capture ( Abstraction, stream piracy, misfit stream, elbow of
capture, wind gap, captured stream, captor stream )
Distinguish between long profile and cross profile, temporary and permanent base level of erosion, graded & ungraded streams
Account for the relationship between long and cross profiles of upper, middle & lower course of a river.
Identify and describe the following ( undercut and slip-off slope, ox-bow lake, sand island, waterfalls & rapids,
braided stream, natural levee, flood plain & delta)
What impact do humans have on catchment areas?
What management strategies can be employed to reduce the impact of humans on catchment areas?
TEACHER ACTIVITIES
The teacher groups and
provides a sketch map/diagram
of stream piracy to learners,
and explains what river capture
is.
The teacher asks the learners
to draw the profiles, identifying
the upper, middle, lower
course, source and the mouth
of a river.
The teacher provides the
learners with diagrams showing
all fluvial landforms and
explains each land form.
With reference to a case study
provided to learners, the
teacher asks the learners to
evaluate the impact of humans
on catchment areas and
describe strategies employed to
manage them.
LEARNER ACTIVITIES
The learners identify features of
river capture from the diagram
provided
The learners, using wall charts,
identify all the river courses,
source & mouth.
Learners identify and describe
all fluvial land forms and how
they are formed.
Learners discuss in groups, ask
and answer questions based on
the case study.
RESOURCES
 Textbooks
 Diagrams
 Atlases
 Wall charts Koki
pens
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 10
GRADE :
12
DATE………………..
DURATION 3 HRS
TOPIC: STRUCTURAL LANDFORMS, SLOPE ELEMENTS/FORMS AND MASS MOVEMENT.
KEY FOCUS AREAS:
Topography associated with horizontal, tilted/inclined strata, and massive igneous rocks.




Concepts of horizontal and tilted strata and massive igneous rock
Characteristics and processes associated with the development of landforms of horizontal and inclined strata, and massive igneous
rocks.
Utilization of the above mentioned landscape by humans.
Slope elements/slope forms:
 Identification and characteristics of slope elements
 Significance of four slope elements for human activity.
Mass movement:
 Concepts of mass movement
 Identification and reasons for the development of types of mass movement (soil creep, land slides, rock falls, and mud flows)
 Human responses to mass movement and preventative measures
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
X
■ Substantiate findings in written, oral
or
illustrative form.
of
contexts.
Key Questions
o
o
o
o
o
o
o
What are characteristics of land form associated with horizontal, inclined strata and massive igneous rocks?
What effect do they have on humans?
What are the characteristic features of the main slope elements?
How do they impact on human activities?
What is meant by mass movement?
What are differences between the types of mass movement?
What impact do they have on the people?
TEACHER ACTIVITIES
The teacher groups and
distributes maps & photographs
of Karoo landscape.
LEARNER ACTIVITIES
Learners, with the aid of
available resources define the
concepts associated with
horizontal, inclined and
massive igneous rocks. Using
the photographs of Karoo
landscape learners identify and
distinguish four main types of
slope elements. Learners report
findings and the teacher
consolidates.
RESOURCES






ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Textbooks
Atlases
Presentations
Wall charts &Koki
Practical work
pens
Written tests
Wall maps
Short answer Tests
Photographs ( Karoo
Models
landscape) &
Research Projects
topographical maps
Drama/role-play
Newspaper articles
Journals/Logs
on mass
Graphic representations
movements(
landslides – people
Complex task over time
buried alive, village
Essays/writing a letter
swept away by mud
Debates
flow)
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 11
GRADE :
12
DATE………………..
TOPIC: PEOPLE AND PLACES: PROCESSES AND SPATIAL PATTERNS.
KEY FOCUS AREAS:
 Concepts: Settlement; site; situation;
 Classification of settlements according to: Size and complexity; pattern and function.
 Factors influencing site and situation in both rural and urban settlements.
 Rural settlement:
Factors influencing site and situation
Classification according to pattern; function; shape (round, cross road, linear and T- shape).
DURATION
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
■ Plan a geographical research project
of
limited extent in a familiar context.
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
X
X
Key Questions:
o
o
o
o
What is settlement?
Distinguish between rural and urban settlement.
How are settlements classified?
Which factors influence the site and situation of rural and urban settlement?
o
Compare and contrast between rural and urban settlements on the basis of: size and complexity, function,
situation and shape.
TEACHER ACTIVITIES
The teacher groups learners
and instructs them to
brainstorm the meaning of
settlement. The teacher
provides a variety of pictures
showing rural and urban
settings .
LEARNER ACTIVITIES
.Learners, working in their
respective groups, discuss
similarities and differences
between rural and urban
settlement.
Using resources provided,
learners compare rural and
urban settlement in terms of
size and complexity, pattern,
shape, and functions. They
represent the answers in a
tabular form. The teacher
guides and consolidates
learners’ responses.
Using the pictures and
topographic maps provided by
the teacher, learners come up
with possible factors that might
have led to the location of
settlements shown. They also
debate on possible activities
around which the economy of
the settlement is based.
RESOURCES




Photographs
pictures
textbooks
topographical maps
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 12
GRADE :
12
DATE………………..
DURATION
TOPIC: HUMAN-ENVIRONMENT INTERACTIONS AND SUSTAINABILITY RELATED STRATEGIES.
KEY FOCUS AREAS:
 Concepts: Rural –urban migration, rural depopulation, governance, Agenda 21, local authorities, sustainability, xenophobia, land
redistribution, HIV & AIDS & refugees.
 Cause, consequences and possible solutions to rural depopulation.
 Governance of rural settlement ( local authorities and Agenda 21)
 Sustainability- related strategies
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
X
X
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
Key Questions:
o
o
o
o
Define the following concept: rural-urban migration, depopulation, xenophobia, refugees, land redistribution,
land restitution.
What issues does Agenda 21 focus on?
Why are fewer people found in rural areas than urban areas? Explain what impact does each situation have in
both rural and urban areas?
Rural areas are faced with serious challenges of meeting the basic needs for all. These challenges include:
sanitation, lack supply of clean water, sanitation etc. What strategies do local and national authorities employ to
address these challenges
X
X
TEACHER ACTIVITIES
The teacher provides cartoons
or photos/ pictures of rural and
urban areas and asks the
learners to compare and
contrast the two settlements
with respect to the causes,
effects and the consequences
of rural-urban migration in both
settlements.
The teacher guides to plan an
investigation into the
challenges facing people as the
result of rural-migration and
how local and national
governments /authorities
respond to them.
LEARNER ACTIVITIES
Using background knowledge
from grade 10, learners define
concepts such as rural-urban
migration, rural depopulation,
Xenophobia, HIV &AIDS,
refugees etc. The teacher
consolidates the responses
from learners.
RESOURCES
 Textbooks
 Newspaper cuttings
 SA legislation pre
and post democracy
(land tenure system
)
 Documentation :
Agenda 21
 Flip charts
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 13
GRADE :
12
DATE………………..
DURATION
TOPIC: PEOPLE AND PLACES; URBAN SETTLEMENT
KEY FOCUS AREAS:
 Identification, function and reasons for development ( central place, trade and transport , break-of-bulk points, specialized cities,
function towns gateway/gap towns )

Urban hierarchies
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
■ Plan a geographical research project
of
limited extent in a familiar context.
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
X
■ Substantiate findings in written, oral
or
illustrative form.
Key Questions:
1. Classify urban settlement areas according to size.
X
X
X
X
2. Define the following concepts: central place, trade and transport, specialized, break-of-bulk point, junction towns,
gateway/gap settlement, sphere of influence, threshold population, range, urban sprawl, rate of urbanization, urban
expansion, level of urbanization, urban growth, urban profile.
3. Classify urban settlements according to their hierarchical/ functional order.
4. What are the reasons for the shape of urban profile?
5. Identify street plans as well as advantages and disadvantages.
6. What are the characteristics of each zone of the following functional zones of the city and which factors influence the
location of each?
7. How did the proponents of different models explain different land use zones?
TEACHER ACTIVITIES
Teacher provides unlabelled
settlement pyramid and asks
learners to classify urban
settlements according to size
and complexity.
Teacher provides a Topo. Map
and a table depicting mixed
descriptions of street plan with
advantages and disadvantages.
Learners discuss and identify
the corresponding answer next
to appropriate street plans.
Teacher supplies a picture of a
side view of urban area to
study.
The teacher consolidates their
responses.
LEARNER ACTIVITIES
Learners classify and write
down responses on the flip
chart for later presentation
With the aid of textbooks,
learners define concepts listed
in key question 2.The teacher
consolidates their responses
and proceed with introducing
the concept of urban hierarchy
and asks the learners to urban
settlements according to their
hierarchy.
Learners identify and describe
characteristics of different landuse zones. Learners identify
the model that best suits that
particular city.
RESOURCES





Textbooks
Diagrams
Photos
Flip charts
Topographic maps
and orthophotos
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
GEOGRAPHY LESSON 14
GRADE :
12
DATE………………..
DURATION
TOPIC: URBAN SETTLEMENT
PEOPLE AND PLACES: HUMAN-ENVIRONMENTAL INTERACTIONS & SUSTAINABILITY RELATED STRATEGIES
KEY FOCUS AREAS:
 Urban settlement issues: Inner city problems, urban blight, pollution, congestion, land-use conflict/by-laws, political influence, informal
settlements
 Governance : Urban settlement ( changing urban settlements, local authorities, Agenda 21)
 Sustainability- related strategies : Sustainable strategies to maintain expanding urban settlements, Inner city renewal, Urban planning,
 Concepts: New towns, self-help cities and future urban settlements.
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
■ Plan a geographical research project
of
limited extent in a familiar context.
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
X
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
X
X
Key Questions:
1. Define the following concepts: Inner city, urban blight, congestion, pollution, Agenda 21, political influence, informal
settlements and by-laws.
2. Discuss various urban problems /issues and suggest possible solutions to the problems identified.
3. How are urban centers governed?
4. How can settlements issues be solved in the context of sustainable development/
X
X
TEACHER ACTIVITIES
Teacher groups learners and
hands out a case study on how
local and national authorities
address the question of urban
development.
LEARNER ACTIVITIES
The learners are grouped and
provided with hand-outs on
concepts and are asked to
define concepts in key question
1
Learners read, discuss and
report findings and also
questions posed.
Learners are provided with a
typical low-cost house by
Sustainable Design Group and
they answer questions based
on it.
RESOURCES





Textbooks
Cartoons
Newspaper articles
Maps(cadastral) on
distribution of urban
centers
Flip charts
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 15
GRADE :
12
DATE………………..
TOPIC: GEOGRAPHICAL SKILLS AND TECHNIQUES
KEY FOCUS AREAS:
 Gradient
 Cross-section
DURATION
TIME


Intervisibility
Vertical exaggeration
LO 1
The Learner will be able to demonstrate a
range of geographical skills and techniques.
LO 2
The learner is able to demonstrate knowledge
and understanding of processes and spatial
patterns dealing with interactions between
humans and the environment.
LO 3
The learner is able to apply geographical skills
and knowledge to environmental issues and
challenges, recognize values and attitude and
demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
ASSESSMENT STANDARDS
■ Explain the influence of processes and
associated spatial patterns in a range of
places and regions.
■ Account for the similarities and differences
in
processes and spatial patterns between
place and between regions.
■ Explore possible responses to issues and
challenges arising from human and
environment interactions in a local and
national context.
■ Examine different approaches used to
sustain
the environment that take into account
different knowledge systems in a variety
of
contexts.
■ Apply skills and knowledge to a range
of
phenomena, issues and challenges at
local and national scales.
■ Examine values and attitudes held by
individuals and groups associated
with
processes, spatial patterns and
human
environment interactions at local and
national scales.
■ Plan a geographical research project
of
limited extent in a familiar context.
X
X
■ Integrate information from a variety of
sources.
X
■ Compare and contrast information
from
a variety of sources.
X
■ Analyse the acquired information in
order to answer the initial question.
■ Substantiate findings in written, oral
or
illustrative form.
Key Questions
1. Define the following concepts: Gradient, Cross-section, Intervisibility and Vertical Exaggeration
X
X
2.
3.
4.
5.
6.
7.
What is the importance of calculating gradient to humans?
How do you calculate gradient?
Distinguish between horizontal and vertical scale.
Draw a cross- section and describe features along it.
State whether one, standing at /on slope X can see a feature/s on slope Y.
What is the importance of exaggerating a vertical scale on a Topographic Map?
TEACHER ACTIVITIES
The teacher groups learners
and asks them to give general
definition of concepts in key
question 1 and then answer
question 2,3 and 4.Using their
textbooks and other available
sources, attempt to answer.
The teacher consolidates by
using sketches/illustration.
The teacher outlines the
procedures followed in
drawing a cross-section and
shows the learners with an
example.
The teacher supervises and
attends to questions arising
from learners.
The teacher guides and asks
learners if they can identify
which feature/s are intervisible and which are not
along a cross section
The teacher asks learners to
discuss problems
encountered in identifying
intervisible features and
learners suggest some
solutions e.g.
expanding/enlarging a vertical
scale.
The teacher consolidates the
discussions of learners and
works out an example on how
to calculate vertical
exaggeration. Learners are
given different map scales to
LEARNER ACTIVITIES
Learners draw a cross-section
using a topographic map and
identify features.
RESOURCES





The ruler
Plane piece of
paper
Lead pencil
Topographic map
Calculator
ASSESSMENT STRATEGIES
FORMS / TYPES
Tick forms/types used in this lesson
Presentations
Practical work
Written tests
Short answer Tests
Models
Research Projects
Drama/role-play
Journals/Logs
Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
TIME
calculate vertical
exaggerations.