Chapter 2: Environment and humanity
Topic 3: Natural disasters
TERM 2
CONTENT: Natural disasters (specifically earthquakes)
DATE: _______________
Learning Objectives
As given in SB on p. 46 and TG on pp.12-13
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 46-49
Exploring Social Studies Teacher’s Guide (TG) pp. 7-8
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
In this topic, students learn about natural disasters – earthquakes, tsunamis,
volcanoes, weather-related hazards, and epidemics. Students will study their
causes and effects, and how people can prepare for them. Start with a
brainstorming session to determine students’ prior knowledge.
Tell students about the different types of natural disaster that will be covered
under this topic. Explain that these natural events happen beyond our control,
and are often unpredictable. Their effects can be devastating to people and
property.
Explain that natural disasters result from natural processes within the
environment, rather than from human activities and mismanagement of the
environment, as is the case with environmental issues.
Earthquakes: Explain all new words carefully and use them in context as often
as you can. Ask questions about the diagram on SB p. 48 showing where most
earthquakes occur. Ask students if they can see any regularity or obvious
pattern in the diagram. Discuss the effects of earthquakes. (See detailed
teaching guidelines in the TG on pp. 25-26). Ask students questions about
Table 1 on SB p. 49 to check that they understand the content.
Go through the answers to Exercise 1. (Answers in the TG on p. 30).
Students brainstorm what they understand by natural
disasters and name some famous natural disasters in
Botswana or the world.
LESSON 1
Development
Minutes: 28
Conclusion
Minutes: 7
WEEK_____
Exercise 1 (SB p. 49): Students are to work in pairs.
Using the diagram on SB p. 48, in conjunction with
an atlas, wall chart or globe, students list as many
countries and areas as possible that they think may
be affected by earthquakes. They must use both
sources to help them answer this question.
Pairs check their answers.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 2: Environment and humanity
Topic 3: Natural disasters
TERM 2
CONTENT: Tsunamis and volcanoes
DATE: _______________
Learning Objectives
As given in SB on p. 46 and TG on pp.12-13
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 50-52
Exploring Social Studies Teacher’s Guide (TG) pp. 26-27
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Ask students to brainstorm what they know about tsunamis and
volcanoes. They should also name some famous ones if they can.
Students brainstorm what they know about tsunamis
and volcanoes and name some famous ones if they
can.
Development
Minutes: 28
Tsunamis (see detailed teaching notes in the TG on p. 26).
Read and ask questions about Table 2 on SB p. 50. It may be easy for you
to get hold of pictures from the 2004 tsunami from your local newspaper.
Photos can make an event more real for students, and they may find
details easier to remember too.
Volcanoes (see detailed teaching notes in the TG on pp. 26-27).
Table 3 on SB p. 51 provides details of the effects of volcanic eruptions.
Ask students questions to elicit their understanding of this.
Exercise 2 (SB p. 52) Students must work in pairs to
answer the questions.
Conclusion
Minutes: 7
Go through the answers to Exercise 2. (The answers can all be found on SB
pp.47 to 51 and in the TG on pp. 30-31.)
Pairs check their answers.
LESSON 2
WEEK_____
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 2: Environment and humanity
Topic 3: Natural disasters
TERM 2
CONTENT: Weather hazards
DATE: _______________
Learning Objectives
As given in SB on p. 46 and TG on pp.12-13
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 52-56
Exploring Social Studies Teacher’s Guide (TG) p. 27
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Weather hazards can include hurricanes, storms, tropical storms, tornadoes,
floods and droughts. Ask students to brainstorm what they know about
weather hazards and name some famous ones if they can.
Students brainstorm what they know about weather
hazards and name some famous ones if they can.
Development
Minutes: 28
Do your own extra research on hurricanes, tropical storms/cyclones,
tornadoes, floods and drought. The internet has many interesting sites and
you can even visit sites which track tropical cyclones as you watch. Make this
section especially interesting for your class, and they will probably be intrigued
by the drama of this subject and keen to know more.
Spend time explaining and discussing the information provided on SB pp.52 to
55. Ask plenty of questions to check that students are following you well. See
detailed teaching guidelines in the TG on p. 27.
Activity 1 (SB p. 54) This activity will be done in
pairs, using the internet as a resource. Students
should report back what they find out about the
secondary effects of Hurricane Katrina.
Exercise 3 (SB p. 56) Students must work on their
own and use the information provided on SB pp.47 to
55 to help them complete the table. Encourage them
to use any extra information they have encountered.
Conclusion
Minutes: 7
Go through the answers to Activity 1 and Exercise 2. (The answers can be
found in the TG on pp. 30-31.)
Students check their own or a peer’s answers.
LESSON 3
WEEK_____
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 2: Environment and humanity
Topic 3: Natural disasters
TERM 2
CONTENT: Epidemics
DATE: _______________
Learning Objectives
As given in SB on p. 46 and TG on pp.12-13
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 56-59
Exploring Social Studies Teacher’s Guide (TG) pp. 27-28
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Ask students to brainstorm what they understand by the term
‘epidemic’ and to name some types of epidemics.
Students brainstorm what they understand by the term
‘epidemic’ and name some types of epidemics.
Development
Minutes: 28
Epidemics are widespread occurrences of a disease or pest in an area
and at a particular time. Diseases (like malaria) can be caused by pests
(like the mosquito) or by pollution of the environment, or
contamination taken on through food or bodily fluids. There are ways
of preventing most diseases, and if these prevention measures are put
into place, they should often make it possible to keep epidemics under
control.
If possible, invite a medical person or someone qualified in community
health to speak to your class about pests, diseases, epidemics and the
prevention thereof. You can usually get plenty of information on these
topics from health departments or clinics.
Using the extra information you have collected, read and discuss the
information on SB pp.56 to 58, and ask questions and instigate
discussions amongst students to help them understand it well.
Go through students’ answers to the Case Study and Exercise 4. (Answers
in the TG on p. 33.)
Case study (SB p. 57: Students may be familiar with the
effects of malaria from personal experience. Let them go
home and ask questions about it. Then, have a class or
group discussion and encourage them to tell one another
their stories. They can also do some research on the
internet, before answering the questions on SB p. 57.
LESSON 4
Conclusion
Minutes: 7
WEEK_____
Exercise 4 (SB p. 59): Students must work alone to
answer the questions. They should do so in their own
words, to show that they understand their answers.
Students check their own or a peer’s answers.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 2: Environment and humanity
Topic 3: Natural disasters
TERM 2
CONTENT: Preparing for natural disasters
DATE: _______________
Learning Objectives
As given in SB on p. 46 and TG on pp.12-13
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 59-63
Exploring Social Studies Teacher’s Guide (TG) pp. 28-30
Duration:
Teacher activities
Student activities
Introduction
Minutes: 10
Before you begin this section, ask students to suggest ways in which they
think people could be prepared for the natural disasters they have learnt
about. Write a list of their ideas, which you can revisit once they have done
this section of the Student’s Book (pages 59 to 62).
Spend time discussing the preventative measures and giving students
examples of how they work. See detailed teaching guidelines in the TG on
pp. 28-29.
Table 6 on SB pp.60 and 61 provides details of preparation measures that
the public can take, and of warning systems that have been developed to
help cope with natural disasters. Read, study and discuss the table with
your class, asking questions as you go. Emerging issue (SB p. 62) Choose
certain students to do some research into the issue described on SB p. 62,
and report back to the class with practical examples of how developing
countries are at a disadvantage in terms of preparation and early warning
systems.
Read the summary on SB pp.62 and 63, and ask questions to check the
understanding of your class.
Students suggest ways in which they think people
could be prepared for the natural disasters they have
learnt about. They write a list of their ideas.
Ask students to complete the Revision Exercise in class and complete the
essay for homework. This can also be used for summative assessment.
(Answers in the TG on p. 34).
Students complete the Revision Exercise on SB p. 63 in
class and complete the essay for homework.
LESSONS 5 & 6
Development
Minutes: 40
Conclusion
Minutes: 5
Assessment
Minutes: 25
WEEK_____
Exercise 5 (SB p. 62): Students must work alone to
do this exercise.
Activity 2 (SB p. 62): Students will work in groups to
complete the activity. They will need to do research
in order to complete it successfully. Encourage them
to speak to farmers, read newspaper articles, search
websites on the internet, and to speak to government
and other organisations involved in this type of work,
and interview people who have more knowledge
about drought than they do.
Students read the summary on SB pp.62 and 63 and
reflect on their learning in this topic.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Population size and growth
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp.64-66
Exploring Social Studies Teacher’s Guide (TG) pp. 37-38
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
In this chapter, students will find out more about population dynamics in
Botswana. Start with a brainstorming session to determine students’ prior
knowledge.
Students discuss the size of the Botswana population and
the country's growth rate and how this affects the
country’s economy and people’s standard of living.
Development
Minutes: 28
In this section students will be required to understand some new and
possibly confusing concepts. Work with them slowly and thoroughly, to
make sure they follow each new step.
Before you begin, check that everyone knows what is meant by population.
Do some practical activities, using the population of the classroom and
school as examples, and repeatedly using the new terms ‘population growth
rate’ and ‘mortality rate’. Do a few examples using the formulas presented
on SB pp.65 and 66. Do a number of examples and make sure everyone
understands what to do, before students attempt Exercise 1 on their own.
Exercise 1 (Student’s Book, page 66): Students must
work on their own, and use the formula presented in
the example on SB pp.65 and 66 to help them with
this calculation.
Conclusion
Minutes: 7
Work through the answers to Exercise 1. (Answers in the TG on p.45.)
Students check their own or a peer’s answers.
LESSON 1
WEEK_____
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Factors that influence population growth
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp.66-68
Exploring Social Studies Teacher’s Guide (TG) p. 38
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Determine student’s prior knowledge by having a class discussion.
Ask students to brainstorm the factors that they think
influence population growth.
Development
Minutes: 28
See detailed teaching guidelines in the TG on p. 38.
Activity 1 (Student’s Book, page 67) Students will work as a class to do this
activity. Divide the class in half and tell them whether they will agree or
disagree with the statement. Then let them work in smaller groups to decide
on points that would support their argument. They can then get together with
the other groups who are debating from the same point of view as they are,
and take turns to discuss their points. Make sure the debate is ordered (you or
a competent student should chair it), with groups taking turns, and students
speaking one at a time.
Go through the answers to Activity 1. (Answers in the TG on p. 45)
Activity 1 (Student’s Book, page 67): Students will
work as a class to do this activity.
LESSON 2
Conclusion
Minutes: 7
WEEK_____
Students check their answers.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
LESSONS 3 & 4
CONTENT: Population density and distribution
DATE: _______________
2 lessons of 40
minutes
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Duration:
Teacher activities
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp.69-72
Exploring Social Studies Teacher’s Guide (TG) pp. 3840
Student activities
Introduction
Minutes: 5
Get students thinking about what factors might affect population distribution.
Students brainstorm about what factors might affect
population distribution.
Development
Minutes: 60
Discuss the difference between population distribution and population
density. Use the space in the classroom to explain this. Use masking tape or
string to divide the classroom up into square metres. Suggest different
scenarios, for example, these four squares next to the door are swamps and
too wet to live in; these two squares are rocky and you can’t plant or build
here. Then get students to follow your instructions and distribute themselves
either sparsely or densely in different (‘habitable’) parts of the classroom. As
you go along, ask questions about what the population distribution is (per
square metre) and whether the population distribution is dense or sparse.
Go through the content on SB pp. 69-72. (See additional detailed teaching
guidelines in the TG on pp. 38-40.)
Exercise 2 (SB p. 72): Students must complete this
exercise on their own.
Go through the answers to all activities. (Answers in the TG on p. 45.)
.
Students can check their own or a peer’s answers.
Conclusion
Minutes: 15
WEEK_____
Activity 2 (SB p. 72): Students will complete this
activity in groups.
Activity 3 (SB p. 72): Students will complete this
activity in groups.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Population problems in Botswana
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 73-75
Exploring Social Studies Teacher’s Guide (TG) p. 40
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Ask students to discuss how population growth puts pressure on the available
resources of a country.
Students discuss how population growth puts
pressure on the available resources of a country.
Development
Minutes: 20
Divide the class into groups. Each takes one of the following problems:
 Shortage of food
 Shortage of health facilities
 Shortage of educational facilities
 Shortage of housing
Ask each group to work through the content and discuss the implications.
Students break into groups and each group takes on
one of the problems in the SB on pp. 73-75. They go
through the text and then discuss the implications of
each problem. They choose a representative to report
back to the class.
Conclusion
Minutes: 15
Ask groups to report back to the class.
Groups report back to the class.
LESSON 5
WEEK_____
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Population and development
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 75-78
Exploring Social Studies Teacher’s Guide (TG) p. 41
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Ask students to brainstorm how the size of the population has an effect on the
economic development and environment of Botswana.
Students take part in a class discussion on how they
think the size of the population affects economic
Check that everyone grasps the meaning of these terms, explained on SB
pp.76 to 78: market, market size, market spending power, dependency ratio,
and high mortality rate. Try to think of local examples that will help illustrate
the meanings for students who are having difficulty with them, for example,
think of goods and services that some of their parents supply, and of local
markets where these goods and services are supplied and exchanged.
Before students attempt Exercise 3 (SB p. 77), you should have worked as far
as the end of SB p. 78. Give students enough time to think and talk about the
questions with others who may help them with ideas for answers. Give them
some pointers and guidance about where they can find their answers.
Go through the answers to the Case study and Exercise 3. (Answers in the TG on
p. 45.)
Students do the Case study (SB p. 76). They should
do extra research into the case study, and to look
on the internet or in newspaper archives for
information regarding the case cited. Perhaps there
are other case studies that they can locate and tell
the class about. They should talk to adults in their
community and find out if they know of any other
examples.
Students should do Exercise 3 (SB p. 77)
individually
Students can check their own or a peer’s answers.
LESSON 6
Development
Minutes: 28
Conclusion
Minutes: 7
WEEK_____
development and the environment of Botswana
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Population and the environment
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 78-80
Exploring Social Studies Teacher’s Guide (TG) pp. 41-42
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
In this section, students look at problems that are created for the
environment due to population growth. Ask students to brainstorm the
problems. (In Botswana these are largely due to the country’s reliance on
mining, the high demand for wood fuel, the shortage of available and
suitable land, and pollution of the environment.)
Go through the problems that Botswana’s environment suffers due to
population growth. See additional teaching notes on TG pp. 41-42.
Activity 4 (SB p. 80) Students will complete this project in pairs for
homework.
Spend time talking to the students about the interview skills that they have
previously learnt. Remind them what sort of questions to ask, to plan their
questions beforehand, how to record their answers, and that they should
thank the interviewees. They must not just turn the four points listed on SB
p. 80 into questions, but rather think about what questions to ask in order
to get the information they need to know about the four points. Check that
they understand the purpose of the interviews they will do, and suggest
ways they can choose who their interviewees will be so that they each use
a good cross-section of people.
Students brainstorm the problems that are created for the
environment due to population growth.
LESSON 7
Development
Minutes: 28
Conclusion
Minutes: 7
WEEK_____
Students will complete Activity 4 (SB p. 80) in pairs for
homework.
Students reflect on the interview skills they have
previously learnt.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
CONTENT: Strategies to manage population growth
DATE: _______________
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 80-81
Exploring Social Studies Teacher’s Guide (TG) pp. 42-43
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Reinforce the population problems that were highlighted in the previous
pages as you introduce this section. Point out any strategies that are similar
to suggestions made by students earlier in this chapter, when they thought
of ideas that might help to solve some of these population-related problems.
Students revise the suggestions they made earlier about
ideas that might help to solve some of the populationrelated problems.
Development
Minutes: 28
Family planning: Read and discuss this section, and ask students their
opinions on whether family planning is a useful strategy in controlling
population growth. They must give reasons for their answers.
Rural development: Explain and discuss each of the points listed on SB p.
81: telecommunications, road construction, transportation, infrastructure,
electrification, provision of piped water.
Ask students to work in groups to discuss and decide how each of these
points can help as a strategy to manage population growth. They must think
of examples to illustrate their opinions, for example, electrification means
that less wood is used as fuel, so fewer trees are cut down, leaving the land
better equipped for people and animals to live on.
Ask some pairs to share their answers with the class. Answers will depend on
the information given by the students whom the class interviews. Students
should use the information covered so far in the chapter to substantiate
which family size they prefer.
Activity 5 (SB p. 81) Students are to work in pairs.
They can select any 10 students in the school to
complete the table and bar graph, and to answer the
questions.
LESSON 8
Conclusion
Minutes: 7
WEEK_____
Some pairs share their answers with the class. Other
pairs reflect on their answers.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.
Chapter 3: Social and cultural environments
Topic 4: Population studies
TERM 2
LESSONS 9 & 10
CONTENT: Internal and international migration
DATE: _______________
WEEK_____
2 lessons of 40
minutes
Learning Objectives
As given in SB on p. 64 and TG on pp. 35-36
Resources/Learning Aids/LTSM
Exploring Social Studies Student’s Book (SB) pp. 82-88
Exploring Social Studies Teacher’s Guide (TG) pp. 43-47
Duration:
Teacher activities
Student activities
Introduction
Minutes: 5
Explain the difference between internal and international migration to
your class. Ask them to think of examples of each of these.
Students think of examples of internal and international
migration
Development
Minutes: 60
Internal migration: Discuss the different types of internal migration
on SB pp.82 to 85, and ask questions to check the class understands
the meanings of the words centrifugal and centripetal.
International migration Use some examples to illustrate the
difference between emigration and immigration – these are commonly
misused terms. Before students attempt Exercise 4, work through the
summary on SB pp.87 and 88 and refer back to the main points of the
chapter, asking questions to check that all the students understand its
content.
(See detailed teaching guidelines in the TG on p. 43.)
In Activity 7 (SB p. 87) students must back up all their
opinions with reasons and research. Groups find out
more before they report back to the class.
Conclusion:
Minutes: 15
Go through the answers to all activities.
Students check their own or a peer’s answers.
Assessment
Ask students to complete the Revision Exercise in class or for
homework. This can also be used for summative assessment.
Students complete the Revision Exercise on SB p. 88 in
class or for homework.
Students work on their own to complete Exercise 4 (SB
p. 87).
Students are to work in pairs to do Activity 6 (SB p.
85). One student should give five reasons for wanting
to move to another area, and the other student should
give three consequences of moving. The students
should then swop places and repeat the activity.
© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.