This document contains a social sciences lesson plan for Grade 4 students at Thulisa Primary School. The lesson plan covers a unit on water in South Africa over several class periods. Key topics that will be taught include different sources of fresh water, how people access and store water, water pollution, and the water use cycle. Lessons will involve class discussions, activities, and informal assessments such as matching, filling in blanks, listing, drawing, and diagramming. The teacher aims to make the lessons accessible to all learners.
Photosynthesis is the primary source of food on Earth and releases oxygen into the atmosphere. Joseph Priestley and Jan Ingenhousz performed experiments in the 1700s that revealed plants require air and sunlight to grow. Ingenhousz showed oxygen bubbles form around green plant parts in sunlight. Later studies identified chloroplasts as the photosynthesis site in plant cells, with light and dark reactions taking place in the thylakoid membranes and stroma, respectively. The Calvin cycle was discovered to convert carbon dioxide into sugars using ATP and NADPH produced from the light reactions. Factors like light intensity, carbon dioxide levels, temperature and water availability can limit photosynthesis rates.
this presentation contains briefing of the chapter as per NCERT syllabus in details that contains photosynthesis process, early experiments, photosynthetic pigments,photophosphorylation, light reactions and dark reactions n factors affecting photsynthesis.
The document discusses photosynthesis, which uses light energy to produce glucose and oxygen from carbon dioxide and water. It describes the two stages of photosynthesis - the light reactions where ATP and NADPH are produced to power the Calvin cycle, which converts carbon dioxide into sugars. The document also discusses how plants use photosynthesis to produce food, the role of chloroplasts and pigments, and variations in photosynthetic pathways between plant types. Additionally, it mentions the importance of photosynthesis in moderating the greenhouse effect and how human activities like burning fossil fuels and deforestation can impact the process.
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. It occurs in two stages: the light-dependent reactions and the light-independent reactions. The light-dependent reactions use energy from sunlight to produce ATP and NADPH through a process called photophosphorylation. The light-independent reactions, also called the Calvin cycle, use ATP and NADPH to fix carbon from carbon dioxide into organic molecules like glucose. The Calvin cycle is an enzyme-driven process where carbon is first fixed into the three-carbon molecule phosphoglycerate then reduced, regenerated, and used to produce glucose and other carbohydr
1. Photosynthesis is the process by which plants use sunlight, carbon dioxide and water to produce oxygen and energy in the form of glucose.
2. Early experiments by Priestley and Ingenhousz showed that plants release oxygen and restore air contaminated by animals, with Ingenhousz showing sunlight is required.
3. Later experiments determined the sites of photosynthesis within plants (chloroplasts and leaves), identified pigments like chlorophyll, and established the basic chemical equation of photosynthesis involving carbon dioxide, water, oxygen and glucose.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
South Africa is located at the southern tip of Africa, bordered by several countries. It has nine provinces and various geographic features including Table Mountain, the Indian and Atlantic Oceans, and Cape Point. The climate is moderate with four seasons. The environment includes the springbok as national animal and protea as national flower. South Africa has a diverse population that speaks 11 official languages and celebrates various holidays and traditions. The economy relies on industries like farming, mining, and automotive and tourism also contributes. South Africa is a democracy with the ANC as the ruling party and Jacob Zuma as president.
Photosynthesis is the primary source of food on Earth and releases oxygen into the atmosphere. Joseph Priestley and Jan Ingenhousz performed experiments in the 1700s that revealed plants require air and sunlight to grow. Ingenhousz showed oxygen bubbles form around green plant parts in sunlight. Later studies identified chloroplasts as the photosynthesis site in plant cells, with light and dark reactions taking place in the thylakoid membranes and stroma, respectively. The Calvin cycle was discovered to convert carbon dioxide into sugars using ATP and NADPH produced from the light reactions. Factors like light intensity, carbon dioxide levels, temperature and water availability can limit photosynthesis rates.
this presentation contains briefing of the chapter as per NCERT syllabus in details that contains photosynthesis process, early experiments, photosynthetic pigments,photophosphorylation, light reactions and dark reactions n factors affecting photsynthesis.
The document discusses photosynthesis, which uses light energy to produce glucose and oxygen from carbon dioxide and water. It describes the two stages of photosynthesis - the light reactions where ATP and NADPH are produced to power the Calvin cycle, which converts carbon dioxide into sugars. The document also discusses how plants use photosynthesis to produce food, the role of chloroplasts and pigments, and variations in photosynthetic pathways between plant types. Additionally, it mentions the importance of photosynthesis in moderating the greenhouse effect and how human activities like burning fossil fuels and deforestation can impact the process.
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. It occurs in two stages: the light-dependent reactions and the light-independent reactions. The light-dependent reactions use energy from sunlight to produce ATP and NADPH through a process called photophosphorylation. The light-independent reactions, also called the Calvin cycle, use ATP and NADPH to fix carbon from carbon dioxide into organic molecules like glucose. The Calvin cycle is an enzyme-driven process where carbon is first fixed into the three-carbon molecule phosphoglycerate then reduced, regenerated, and used to produce glucose and other carbohydr
1. Photosynthesis is the process by which plants use sunlight, carbon dioxide and water to produce oxygen and energy in the form of glucose.
2. Early experiments by Priestley and Ingenhousz showed that plants release oxygen and restore air contaminated by animals, with Ingenhousz showing sunlight is required.
3. Later experiments determined the sites of photosynthesis within plants (chloroplasts and leaves), identified pigments like chlorophyll, and established the basic chemical equation of photosynthesis involving carbon dioxide, water, oxygen and glucose.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
South Africa is located at the southern tip of Africa, bordered by several countries. It has nine provinces and various geographic features including Table Mountain, the Indian and Atlantic Oceans, and Cape Point. The climate is moderate with four seasons. The environment includes the springbok as national animal and protea as national flower. South Africa has a diverse population that speaks 11 official languages and celebrates various holidays and traditions. The economy relies on industries like farming, mining, and automotive and tourism also contributes. South Africa is a democracy with the ANC as the ruling party and Jacob Zuma as president.
Community water systems obtain water from two sources: surface water and ground water. People use surface and ground water every day for a variety of purposes, including drinking, cooking, and basic hygiene, in addition to recreational, agricultural, and industrial activities
Surface water is water that collects on the ground or in a stream, river, lake, reservoir, or ocean. It is located on top of the earth’s surface. Surface water is constantly replenished through precipitation, and lost through evaporation and seepage into ground water supplies.
Surface water serves many purposes. The main uses of surface water include drinking-water and other public uses, irrigation uses, and for use by the thermoelectric-power industry to cool electricity-generating equipment.
This document provides information about a lesson on water conservation for middle school students. It includes objectives, an overview, materials needed, and information about the hydrologic cycle and water sources. Students will learn that less than 1% of Earth's water is available for human use. They will identify fresh water sources, understand the need for conservation, and explore strategies to reduce water usage at home. The lesson also discusses water management techniques such as dams and reservoirs. Hands-on activities are designed to teach students about their local watershed and water usage.
This lesson plan teaches students in grades 6-8 about water conservation. It has four parts:
1) Students learn that less than 1% of Earth's water is available for human use and discuss ways to reduce water usage.
2) Students trace the source of water in their local area and how it is treated.
3) Students estimate their family's daily water usage and learn conservation techniques.
4) Students examine water management strategies like dams and their impacts, comparing countries' approaches to conservation.
This lesson plan teaches students in grades 6-8 about water conservation. It has four parts:
1) Students learn that less than 1% of Earth's water is available for human use and discuss ways to reduce water usage.
2) Students trace the path of water in their local watershed and how it is treated.
3) Students estimate their family's daily water usage.
4) Students examine water management techniques like dams and their impacts, and debate pros and cons of different approaches.
This document provides information about a lesson on water conservation for middle school students. It includes objectives, an overview, materials needed, and information about the water cycle, sources of freshwater, and techniques for reducing water use at home such as taking shorter showers and turning off the faucet while brushing teeth. It also discusses dams as a water management technique and provides examples of dams in California and the Diamond Valley Lake reservoir project. A follow up activity asks students to write about what they learned from the lesson and what they would do to conserve water in their daily lives.
This lesson plan aims to teach 4th grade gifted students about the different sources of water. It will have them identify sources like seas, rivers, lakes, and underground sources. They will learn how each source is different through a video and class discussion. Students will then get into groups and define terms like seawater, freshwater, and groundwater by writing their definitions on strips of paper to post on the board. The lesson aims to show students how important water is and how to conserve it.
This document summarizes a student project on water conservation. It describes activities conducted by Grade 5 students including: brainstorming reasons for conserving water, distributing timelines to team members, showing presentations on water conservation, holding discussions on water-related topics, providing water to devotees at a religious festival, sending articles to newspapers, creating bulletin boards and messages at water points, conducting research online and in the library, surveying water usage in the school and neighborhood, holding an awareness rally, and visiting a dam and water purification plant. The students created a brochure with water facts and findings that was released during a school assembly to disseminate their work.
This document discusses the importance and sources of water. It begins by asking key questions about why water is important and how to keep it clean. It then reviews lessons on factors that harm soil. The main sources of water discussed are salt water from oceans, fresh water from rivers and lakes, groundwater, and water in the air. The water cycle is described as moving water between the air and land. Various uses of water are identified, including for drinking, washing, bathing, plants, and animals. The document emphasizes that water is essential for all living things.
QUENCH!, WaterStep’s new curriculum for water education, is also offered from a faith-based perspective to teach students the impact of safe drinking water, and of the living water of Jesus.
The program is:
Easy to use for all ages from 2nd-12th grade
Interactive, with activities for each lesson
Educational, giving students an international perspective
Use this curriculum for:
Bible studies
Sunday school classes
Small group study
This lesson plan outlines a science lesson on water forms for 3rd grade students. The objectives are to identify and describe different bodies of water, relate the importance of water to living things, and understand the importance of water. The lesson will include a review of landforms, group activities to identify water forms like oceans and rivers, and a discussion of the five types of water forms. The teacher will explain how water is important for climate regulation, as habitat, and for human needs like drinking and bathing. Students will then answer questions to review and write about the importance of water forms and conserving the environment.
The lesson plan discusses teaching a class about the water cycle. It includes three main activities: 1) introducing and revising vocabulary about the water cycle using a picture, 2) having students complete a word search puzzle with related terms, and 3) discussing in pairs different human uses of water by analyzing images and answering questions. The objectives are for students to learn new vocabulary, practice writing, discuss real-world water usage, and understand the water cycle.
This lesson plan is for a class on the water cycle taught at Escuela No2 Remedios de Escalada de San Martín on November 1st, 2013. The aims are to review vocabulary from the previous class, introduce new vocabulary related to the water cycle, and discuss how humans use water. Objectives are for students to learn new water cycle vocabulary, complete a word search puzzle, discuss how water relates to their lives, and learn about worldwide water usage. Activities include reviewing the water cycle with a picture, a word search puzzle, discussing human water use in small groups, and underlining key words in a short text about the water cycle.
This document discusses sources and uses of water. It identifies four main sources of water: 1) salt water from seas and oceans, 2) fresh water from rivers, lakes, and ponds, 3) groundwater beneath the earth's surface, and 4) water in the air. It then describes several key uses of water, including for basic human needs like drinking and bathing, agricultural irrigation, industrial manufacturing, recreational activities, and as habitat for aquatic plants and animals. The document emphasizes the importance of water conservation and keeping water sources clean.
WaterStep's curriculum for water education.
The program is:
Easy to use for all ages from 2nd-12th grade
Interactive, with activities for each lesson
Educational, giving students an international perspective
Great to use for:
Classrooms
Small groups
Fundraising efforts
Aquest projecte està essent actualitzat segons el mètode del coneixement científic (objecte del grup de treball 2011-2013) i portat a terme pels alumnes de 4t de Primària.
This lesson plan aims to teach students about water resources. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preparatory activities like a song and asking questions to motivate students. Students will then be presented with information on water resources, sources, and importance. They will participate in hands-on activities in groups to reinforce the concepts. Post-activity discussions and tests aim to check students' understanding of water resources and their appreciation of water's importance.
The document provides examples of how Furneux Pelham School teaches geography effectively across different age groups and in line with their vision for the subject. Fieldwork, active learning, use of ICT, and making connections to other subjects enhance student engagement. Leadership supports geography through curriculum development, staff training, and initiatives like celebrating student achievements in competitions. The school aims to develop students' understanding of people and places locally and globally.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
The document discusses ways to teach students about the water cycle using technology. It provides examples of interactive websites, videos, and activities that can help students understand the three parts of the water cycle: evaporation, condensation, and precipitation. These digital resources make the water cycle more engaging and accessible for students.
The document provides information about the water cycle, including its key parts and processes. It defines terms like evaporation, condensation, precipitation, and explains how water moves between the atmosphere, land, and oceans. Examples of classroom activities and teaching resources related to the water cycle are also included, such as websites, books, and tips for reinforcing the topic at home. The water cycle is an important natural process that circulates Earth's water supply.
This document outlines the design process skills taught in a technology class, including investigation, design, making, evaluation, and communication skills. It discusses what technology is and examples of careers that use design. The design process of investigating a problem, designing a solution, making a prototype, evaluating, and communicating results is described. Considerations for design like fitness for purpose, cost, safety, and aesthetics are also outlined. Later sections discuss mechanical systems and control, simple mechanisms like levers, and a project to design and build a hydraulic-powered rescue device model using levers.
This document provides information about living and non-living things, the structures of plants and animals, habitats, and animal shelters. It includes:
- Descriptions of the 7 life processes of living things and examples of non-living things.
- Details on the basic structures of plants (roots, stems, leaves etc.) and animals (head, body, limbs etc.), and the visible differences between types of plants and animals.
- Explanations of what plants need to grow and different habitat types like forests, grasslands, rivers and seas. It describes characteristics of each habitat and examples of plants and animals found there.
- Information on natural and human-made animal shelters, and a student task
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Similar to Social sciences lesson plan term 4 geograpghy
Community water systems obtain water from two sources: surface water and ground water. People use surface and ground water every day for a variety of purposes, including drinking, cooking, and basic hygiene, in addition to recreational, agricultural, and industrial activities
Surface water is water that collects on the ground or in a stream, river, lake, reservoir, or ocean. It is located on top of the earth’s surface. Surface water is constantly replenished through precipitation, and lost through evaporation and seepage into ground water supplies.
Surface water serves many purposes. The main uses of surface water include drinking-water and other public uses, irrigation uses, and for use by the thermoelectric-power industry to cool electricity-generating equipment.
This document provides information about a lesson on water conservation for middle school students. It includes objectives, an overview, materials needed, and information about the hydrologic cycle and water sources. Students will learn that less than 1% of Earth's water is available for human use. They will identify fresh water sources, understand the need for conservation, and explore strategies to reduce water usage at home. The lesson also discusses water management techniques such as dams and reservoirs. Hands-on activities are designed to teach students about their local watershed and water usage.
This lesson plan teaches students in grades 6-8 about water conservation. It has four parts:
1) Students learn that less than 1% of Earth's water is available for human use and discuss ways to reduce water usage.
2) Students trace the source of water in their local area and how it is treated.
3) Students estimate their family's daily water usage and learn conservation techniques.
4) Students examine water management strategies like dams and their impacts, comparing countries' approaches to conservation.
This lesson plan teaches students in grades 6-8 about water conservation. It has four parts:
1) Students learn that less than 1% of Earth's water is available for human use and discuss ways to reduce water usage.
2) Students trace the path of water in their local watershed and how it is treated.
3) Students estimate their family's daily water usage.
4) Students examine water management techniques like dams and their impacts, and debate pros and cons of different approaches.
This document provides information about a lesson on water conservation for middle school students. It includes objectives, an overview, materials needed, and information about the water cycle, sources of freshwater, and techniques for reducing water use at home such as taking shorter showers and turning off the faucet while brushing teeth. It also discusses dams as a water management technique and provides examples of dams in California and the Diamond Valley Lake reservoir project. A follow up activity asks students to write about what they learned from the lesson and what they would do to conserve water in their daily lives.
This lesson plan aims to teach 4th grade gifted students about the different sources of water. It will have them identify sources like seas, rivers, lakes, and underground sources. They will learn how each source is different through a video and class discussion. Students will then get into groups and define terms like seawater, freshwater, and groundwater by writing their definitions on strips of paper to post on the board. The lesson aims to show students how important water is and how to conserve it.
This document summarizes a student project on water conservation. It describes activities conducted by Grade 5 students including: brainstorming reasons for conserving water, distributing timelines to team members, showing presentations on water conservation, holding discussions on water-related topics, providing water to devotees at a religious festival, sending articles to newspapers, creating bulletin boards and messages at water points, conducting research online and in the library, surveying water usage in the school and neighborhood, holding an awareness rally, and visiting a dam and water purification plant. The students created a brochure with water facts and findings that was released during a school assembly to disseminate their work.
This document discusses the importance and sources of water. It begins by asking key questions about why water is important and how to keep it clean. It then reviews lessons on factors that harm soil. The main sources of water discussed are salt water from oceans, fresh water from rivers and lakes, groundwater, and water in the air. The water cycle is described as moving water between the air and land. Various uses of water are identified, including for drinking, washing, bathing, plants, and animals. The document emphasizes that water is essential for all living things.
QUENCH!, WaterStep’s new curriculum for water education, is also offered from a faith-based perspective to teach students the impact of safe drinking water, and of the living water of Jesus.
The program is:
Easy to use for all ages from 2nd-12th grade
Interactive, with activities for each lesson
Educational, giving students an international perspective
Use this curriculum for:
Bible studies
Sunday school classes
Small group study
This lesson plan outlines a science lesson on water forms for 3rd grade students. The objectives are to identify and describe different bodies of water, relate the importance of water to living things, and understand the importance of water. The lesson will include a review of landforms, group activities to identify water forms like oceans and rivers, and a discussion of the five types of water forms. The teacher will explain how water is important for climate regulation, as habitat, and for human needs like drinking and bathing. Students will then answer questions to review and write about the importance of water forms and conserving the environment.
The lesson plan discusses teaching a class about the water cycle. It includes three main activities: 1) introducing and revising vocabulary about the water cycle using a picture, 2) having students complete a word search puzzle with related terms, and 3) discussing in pairs different human uses of water by analyzing images and answering questions. The objectives are for students to learn new vocabulary, practice writing, discuss real-world water usage, and understand the water cycle.
This lesson plan is for a class on the water cycle taught at Escuela No2 Remedios de Escalada de San Martín on November 1st, 2013. The aims are to review vocabulary from the previous class, introduce new vocabulary related to the water cycle, and discuss how humans use water. Objectives are for students to learn new water cycle vocabulary, complete a word search puzzle, discuss how water relates to their lives, and learn about worldwide water usage. Activities include reviewing the water cycle with a picture, a word search puzzle, discussing human water use in small groups, and underlining key words in a short text about the water cycle.
This document discusses sources and uses of water. It identifies four main sources of water: 1) salt water from seas and oceans, 2) fresh water from rivers, lakes, and ponds, 3) groundwater beneath the earth's surface, and 4) water in the air. It then describes several key uses of water, including for basic human needs like drinking and bathing, agricultural irrigation, industrial manufacturing, recreational activities, and as habitat for aquatic plants and animals. The document emphasizes the importance of water conservation and keeping water sources clean.
WaterStep's curriculum for water education.
The program is:
Easy to use for all ages from 2nd-12th grade
Interactive, with activities for each lesson
Educational, giving students an international perspective
Great to use for:
Classrooms
Small groups
Fundraising efforts
Aquest projecte està essent actualitzat segons el mètode del coneixement científic (objecte del grup de treball 2011-2013) i portat a terme pels alumnes de 4t de Primària.
This lesson plan aims to teach students about water resources. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preparatory activities like a song and asking questions to motivate students. Students will then be presented with information on water resources, sources, and importance. They will participate in hands-on activities in groups to reinforce the concepts. Post-activity discussions and tests aim to check students' understanding of water resources and their appreciation of water's importance.
The document provides examples of how Furneux Pelham School teaches geography effectively across different age groups and in line with their vision for the subject. Fieldwork, active learning, use of ICT, and making connections to other subjects enhance student engagement. Leadership supports geography through curriculum development, staff training, and initiatives like celebrating student achievements in competitions. The school aims to develop students' understanding of people and places locally and globally.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
The document discusses ways to teach students about the water cycle using technology. It provides examples of interactive websites, videos, and activities that can help students understand the three parts of the water cycle: evaporation, condensation, and precipitation. These digital resources make the water cycle more engaging and accessible for students.
The document provides information about the water cycle, including its key parts and processes. It defines terms like evaporation, condensation, precipitation, and explains how water moves between the atmosphere, land, and oceans. Examples of classroom activities and teaching resources related to the water cycle are also included, such as websites, books, and tips for reinforcing the topic at home. The water cycle is an important natural process that circulates Earth's water supply.
Similar to Social sciences lesson plan term 4 geograpghy (20)
This document outlines the design process skills taught in a technology class, including investigation, design, making, evaluation, and communication skills. It discusses what technology is and examples of careers that use design. The design process of investigating a problem, designing a solution, making a prototype, evaluating, and communicating results is described. Considerations for design like fitness for purpose, cost, safety, and aesthetics are also outlined. Later sections discuss mechanical systems and control, simple mechanisms like levers, and a project to design and build a hydraulic-powered rescue device model using levers.
This document provides information about living and non-living things, the structures of plants and animals, habitats, and animal shelters. It includes:
- Descriptions of the 7 life processes of living things and examples of non-living things.
- Details on the basic structures of plants (roots, stems, leaves etc.) and animals (head, body, limbs etc.), and the visible differences between types of plants and animals.
- Explanations of what plants need to grow and different habitat types like forests, grasslands, rivers and seas. It describes characteristics of each habitat and examples of plants and animals found there.
- Information on natural and human-made animal shelters, and a student task
This document discusses food processing and related methods. It explains that food is processed to make it edible, last longer through preservation, and improve nutrient value. Common processing methods include combining foods, cooking, freezing, pickling using vinegar, fermenting using bacteria or yeast, drying by removing water, and salting to draw out water. The document provides examples of how each method processes foods and notes that processing can reduce a food's nutrient content.
This document describes different ecosystems and their key characteristics. It discusses mountain, sea, rocky shore, grassland, forest, river, and wetland ecosystems. Each ecosystem is defined by its abiotic factors like temperature, water, sunlight, and soil composition as well as its common plant and animal species that are adapted to those conditions. The document also introduces food webs, explaining that in an ecosystem living things like plants, animals, and microbes interact and depend on non-living things like air, water, sunlight, and soil. Classwork examples are provided to analyze and illustrate ecosystem components like dominant plants and animals, available resources, and feeding relationships between organisms.
The document contains a technology test with multiple choice and true/false questions about structures and telecommunications. It asks students to identify types of structures like frame, shell and solid structures. Questions also cover telecommunications topics like different types of communication towers, phones, and advantages and disadvantages of mobile vs landline phones. The test concludes with asking students to compare and contrast mobile and landline phone systems in terms of their advantages and disadvantages.
This document provides instructions for students to conduct research and write a report on safety with fires in communities. It outlines sections to include on causes of fires, ways to prevent fires, and actions to take during a fire. Students are asked to write in point form and cite sources. The assignment is part of a Grade 5 term 3 project and is worth 20 marks.
This document contains an 8 question exam on natural sciences and technology for grade 5 students. The questions cover topics like energy, circuits, combustion, magnetism, and properties of materials. Multiple choice, matching, true/false, labeling, short answer, and drawing questions are included. The exam is out of 50 total marks and students have 2 hours to complete it. An examiner and moderator are identified to grade the exam. The questions target key concepts in the subject matter at a grade 5 level.
The Thunderbolt Kids are planning a camping trip but have no clean drinking water at their campsite. They ask the student's class to help design and build a water filter to purify water from a nearby stream for the large group. The document provides guidance on researching water filters, designing a filter using recyclable materials, building and testing the filter, then evaluating and communicating the results. The goal is for the students to work together to build a functional water filter that can clean muddy stream water for the camping trip.
This document contains a natural science exam for grade 7 students. It consists of 8 questions testing students' knowledge of topics like human anatomy and physiology, sexual reproduction, variation in species, acids and bases, and environmental issues. Question 1 has multiple choice questions about male and female reproductive organs. Question 2 asks students to match terms with their definitions and label a diagram of the female reproductive system. Later questions address true/false statements about senses and acids, defining species and variation, discussing impacts of plastic and waste, comparing acids and bases, categorizing elements, and rearranging life processes in order. The exam is out of a total of 80 marks.
The documents discuss states of matter, changes of state through various processes like melting and evaporation, and the water cycle. It also discusses how paper is manufactured from wood pulp and describes experiments on strengthening materials like investigating different pillar shapes and making paper struts. The final summary discusses designing, making and evaluating strong structures using tubular paper struts.
This document outlines an assessment plan for term 1. It includes several practical tasks and tests across the subjects of Natural Sciences and Technology. For Natural Sciences, students will conduct experiments on plant growth, identifying living and non-living things, parts of plants and animals, and testing starch with iodine solution. Tests will cover related topics. For Technology, assessments include a mini-PAT on pneumatics and hydraulics in emergency vehicles, developing a hydraulic-powered rescue model, making a simple model, and a test on technology topics and the design process. Marks are allocated using rubrics and memos.
This document describes different ecosystems and their key characteristics. It discusses mountain, sea, rocky shore, grassland, forest, river, and wetland ecosystems. Each ecosystem supports different plant and animal life that is suited to the environmental conditions of that area. The document also introduces food webs, explaining that in an ecosystem there are relationships between living things like plants, animals, and microorganisms, as well as non-living things like air, water, sunlight, and soil. Class work examples are provided, such as drawing plants and animals from an ecosystem and constructing simple food webs that illustrate feeding relationships.
1. The document contains questions from a Grade 7 technology examination covering topics like forces, structures, electricity, and engineering design.
2. It asks students to identify different types of forces acting on structures like torsion, compression, bending, shearing, and tension. It also has matching questions about terms related to structures, magnetism, and recycling.
3. The document contains drawings of electrical components like bulbs, buzzers, motors, switches, and cells. It also asks students to name and classify different structures.
4. Later questions cover topics like advantages and disadvantages of landline vs mobile phones, different classes of levers, definitions of economic refugees, refugees, and asylum, and engineering design
This lesson plan outlines a geography lesson for grade 4 students on food and farming in South Africa. It includes three class activities and assessments. The activities focus on classifying foods by their source, identifying ways people obtain food, and mapping the main crop and stock farming areas of South Africa. The lesson aims to teach students about processed and unprocessed foods, how foods are processed, and the process of transforming wheat into bread. Formative assessments include drawings, lists, true/false questions, and a flow chart activity. The homework focuses on supporting students with barriers to learning.
This document contains a lesson plan for a Grade 4 geography class in South Africa on the topic of food and farming. The lesson plan covers several classes and aims to teach students about where food comes from, different types of farming (subsistence, commercial, and urban gardening), and important crops and livestock in South Africa. Assessments include class activities with questions to sort foods by source, define key terms, and compare different farming methods. The lesson plan seeks to accommodate students with disabilities and ensure all understand concepts.
This document contains an 8 question Life Skills exam on topics related to personal well-being, including positive self-esteem, peer pressure, problem solving, marriage customs, bullying, animal care, communicable diseases, South African culture and heritage, first aid, and food hygiene. The exam consists primarily of matching, fill-in-the-blank, and short answer questions testing students' understanding of these concepts. It aims to evaluate sixth grade students' knowledge of factors influencing personal well-being and responsibilities regarding health, relationships, and citizenship.
This document contains a Life Skills exam for Grade 6 students covering topics like self-esteem, peer pressure, problem solving, marriage customs, bullying, animal welfare, communicable diseases, South Africa's national symbols, basic first aid, and food hygiene. The exam consists of 8 multiple choice and fill-in-the-blank questions testing students' understanding of these concepts. It provides guidance on caring for animals, responding to different emergency situations, and interpreting nutrition information on food labels. The exam aims to enhance students' personal wellbeing, social skills, and cultural knowledge.
The document contains a multiple choice quiz on science topics like the solar system, energy, and circuits. It asks students to identify foods that provide energy, states of matter, producers in an ecosystem, and other concepts. There are questions that require drawing diagrams of the solar system and electrical circuits. The questions assess knowledge of planets' orbits and rotations, renewable and non-renewable energy sources, and telescopes used for space observation. Scoring is provided for short answer questions identifying terms and appliances that use circuits to solve problems.
This document contains a multiple choice quiz with questions about science topics such as the solar system, energy, circuits, and telescopes. It begins with Section A which has 6 multiple choice questions testing knowledge about foods that provide energy, states of matter, producers and consumers in ecosystems, Earth's orbit, where chemical energy can be found, statements about planets and energy sources, identifying words to describe sentences, and drawing circuit diagrams and a bar graph about planets' moons. Section B has questions about naming planets in the solar system, identifying appliances and the energy/problems they address, and explaining details about the Southern African Large Telescope (SALT) in South Africa.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Social sciences lesson plan term 4 geograpghy
1. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE 10 – 13 October 2016 GEOGRAPHY
TOPIC Water in South Africa RESOURCES:
Pictures to illustrate sources of
fresh water and Illustrated flow
charts of the natural water cycle
and cycles of water use
SPECIFIC AIMS Learners are curious about the world they live in.
Learners understand the interaction between
society and the natural environment
Teachers activity
Introduce topic to learners
by asking them:
What activities do you do
every morning before you go
to school?
What do we do in the
morning and in the evening
so that we clean and fresh
Introduce topic to learners
by placing pictures on
board of the activities of
farming, making a
product in a factory,
mining, electricity
generation, gardening e.g
Botanical Gardens, parks
or sports fields.
The way in which people use water in their daily life
Water’, ‘hygiene’, ‘food preparation’, ‘enjoyment’,
‘maintenance’, ‘waste removal’.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Uses ofwater
Daily uses in personal lives
1. List six uses of water at home.
2. Name other ways you
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Other uses – such as farming, factories, mines,
electricity generation, gardens and recreation
Match column A with column B
Column A Column B
1. Farming A. For production of energy to
turn turbines
2. Mining B. For watering of plants
3. Electricity
generation
C. For watering of grass on
fields and in parks
4. Conservation D. For watering crops,giving to
animals, cleaning equipment
5. Recreation E. For extracting minerals and
washing debris away
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
Learners who struggle to write at grade level can draw and tabulate pictures to illustrate their
personal uses of water instead of tabulating sentences.
2. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 2
DATE 14-15 October 2016 GEOGRAPHY
TOPIC Water in South Africa RESOURCES:
Pictures to illustrate sources of
fresh water and Illustrated flow
charts of the natural water cycle
and cycles of water use
SPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
The different sources of salt water and fresh water on earth.
salt water’, ‘fresh water’, ‘sea’, ‘ocean’, ‘land’, ‘river’,
‘lake’, ‘saline’, ‘water vapour’, glacier’, ‘liquid’.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Water as a resource
Salt water and fresh water on earth
Match column A with column B
Column A Column B
1. Fresh water A. Useful things that people need
and use in their lives
2. Salt water B. When heating changes a liquid
into a gas called vapour.
3. Evaporation C. Water that contains salts which
are not good for most plants
and animals
4. Resources D. Water that people and animals
can drink
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
The natural water cycle: from sea to land and back
to sea
Fill in with the missing words
1. Water in the sea and rivers is heated up by the
sun.
2. The water evaporates and turns into water
vapour. This rises.
3. The water vapour cools as it gets higher and
condenses to form clouds.
4. When more and more water condenses, the
water droplets become heavy and fall as rain.
5. The water then falls on the land and joins
rivers and lakes or falls on the ground to help
plants grow and becomes ground water.
6. Ground water can also flow back into rivers
and seas.
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
Allow extra time for research for learners who struggle with grade level pace. Learners who
struggle to give verbal presentations may present written tasks.
3. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 2
DATE GEOGRAPHY
TOPIC Water in South Africa RESOURCES:
Pictures of rain, rivers, streams,
wetlands, lakes and underground
water. Dictionaries
SPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
The differences between the different sources of
fresh water on the earth.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Fresh water in nature: rain, rivers, streams,
wetlands, lakes and underground
1. Complete these sentences:
a. A stream is ….
b. A lake is ….
c. A River ….
d. A wetland is ….
2. Draw a simple diagram to show how rain
water gets into lakes, streams and rivers
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Storing water:
1. List six things that you use to store water at
home.
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
4. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE GEOGRAPHY
TOPIC Water in South Africa RESOURCES:
Pictures to illustrate sources of
fresh water
SPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
The ways in which fresh water is stored in dams,
water tanks, buckets and pots for personal and
other uses.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Why people need to store water
1. Write down five reasons why people need to
store water.
a. People need to store water to use it later
when
People need to store water to make it cold
so that will drink when is hot.
b. People need to store water in big tank to
water their farms
c. People need to store water in their dam for
their animals to drink
d. People need to store water for recreation
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Ways of storing water – such as in dams, water
tanks, buckets and pots
1. Name five ways of storing water at home.
a. Water storage
b. Dam
c. Water tank
d. Bucket
e. Pot
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
Learners who struggle with grade level pace may be given a map of South Africa with
dams already indicated on it. Labeling is only required. Learners with visual
impairment must sit in front of classroom.
5. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 2
DATE GEOGRAPHY
TOPIC Water in South Africa RESOURCES: Pictures to
illustrate sources of fresh waterSPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
How people in rural communities collect water from
natural water sources and the challenges they face.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Howpeople get their water
Rivers,streams and springs – people collecting and
carrying water directly from natural sources
1. Discuss five ways how people get their water at
their homes.
2. How many percent of water people get in taps in yard?
3. How many percent of water people get from public tap?
4. How many percent of water people get from river,
borehole and water truck?
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Boreholes and wells – getting water from
underground
Fill in with missing words
1. We know that water soaks into the ground.
2. People dig or drill holes to reach the underground
water.
3. A well is a hole in the ground. People lower
buckets into wells to collect water.
4. Boreholes are usually much deeper than well.
5. People use drilling machines to make boreholes.
6. They use pumps to pump water out of the
boreholes.
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
6. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE GEOGRAPHY
TOPIC Water in South Africa RESOURCES: Pictures to
illustrate sources of fresh waterSPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
How people collect water in alternative ways - using
boreholes and wells to collect groundwater.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Trucks with water containers for places that do not have
other sources
1. How people get water at places that do not have other
source?
2. How many times water delivered to place that have no
other way of getting water?
3. What people use to take water from truck to their
homes?
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Taps – water travels along pipes from big dams to
purification plants,reservoirs and finally to taps in
communities, homes and other buildings
1. Draw seven steps showing the journey of water from
rein to taps use the following words : rein, taps,
pumping station,water treatment, dams, river and
reservoir
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
Step7: Taps
Step 6: pumping station
Step 5: Resevoir
Step 4: Water treatment
Step 3: River
Step 2: Dams
Step 1: Rein
7. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE GEOGRAPHY
TOPIC Water in South Africa RESOURCES: keeping water
clean/polluting water/ using water
wisely
SPECIFIC AIMS Learners are curious about the world they live in.
CONTENT TO
BE TAUGHT
How water gets polluted by human usage and waste,
and an introduction to how sewage is managed.
ASSESSMENT
(FORMAL OR INFORMAL)
Class-Activity
Pollution and wastewater
Personal, daily practices that pollute water
Fill in with missing words
1. Soaps and cleaning products from houses villages
wash into rivers.
2. Cleaning substances contain chemicals that pollute
water and make unsafe to drink.
3. People burn fuels that let off chemicals and dirt
into air, which then become part of the water cycle.
4. People toilet may leak into rivers. Toilet waste
contain harmful bacteria
FORM METHOD TOOL
Informal
Activity
Written
Work
Memo
Class-Activity
Factory and farming waste
1. What waste water from factories and farms
contains?
2. Where the polluted water does flows?
3. Why farmers use fertilizers for?
4. Explain why farmer use sprays on their crops?
Informal
Activity
Written
Work
Memo
Class-Activity
Wastewater and sewage recycling
1. What is sewage?
2. Explain what is sewage treatment work is
Informal
Activity
Written
Work
Memo
Class-Activity
The water use cycle: howwater, taken from the
natural cycle, is used and returned to the sea
1. Draw and explains diagram of waste water and
sewage recycling.
Informal
Activity
Written
Work
Memo
HOME-WORK Inclusivity
Learners who struggle to work in groups may work by themselves on a poster.