Geography Lesson Plan

STUDENT INFORMATION
STUDENT NAME Sameera Koya
STUDENT NUMBER ST10117018
QUALIFICATION Bachelor of Education in intermediate phase
YEAR OF STUDY Year 3

⦁ Lesson Details
GRADE 6
SUBJECT (CAPS) Social Science: Geography
TOPIC Climate and Weather
DATE OF LESSON 14 September 2022
NUMBER OF LEARNERS 37
DURATION OF LESSON 1 hour

⦁ Caps-Specific Focus
CAPS SPECIFIC FOCUS • Weather -
- Elements of weather – temperature, wind,
cloud cover, rainfall
- Precipitation – rain, hail, and snow
- How weather affects the daily lives of
people (DBE, 2012. pg32)
• Climate -
- Difference between weather and climate
- Different kinds of climate in South Africa
(hot, warm, cold, cool, dry, wet, humid)
- Climate of own area – summer and winter
(DBE, 2012. pg32)
REFERENCES Department of Basic Education (2011).
Curriculum and Assessment Policy
Statement (CAPS), Grades 4-6
Social Science. [Online]. Available at:
https://www.education.gov.za/Portals/0/Docu
ments/Policies/CAPS/HUMAN%20AND%
20SOCIAL%20SCIENCES.pdf?ver=
2010-09-03-190224-183

⦁ Summary of the content to cover

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 During this lesson, we will be going over the learners’ id
weather, for example sunny and warm or cloudy etc. Th
weather and climate is, what the person who studies th
between the two. Weather is the condition of the air, or
a short period of time, it is studied by a meteorologist. C
patterns of a certain region of the world for a long perio
studied by a climatologist. A key difference between the
weather conditions for a short period of time, and clima
period of time. Throughout the lesson, multiple example
a personalized response from each learner and to mak
worksheet on climate and weather will be given once th
over to each learner to reinforce learning and at the en
learners who have completed will be handed in or colle
finish will be required to take it as homework.

⦁ Lesson Objectives
1. By the end of this lesson, learners will be able Define and explain key concepts such as
to… climate, weather, precipitation etc.

2. By the end of this lesson, learners will be able Listen to a discussion and take notes from
to… the board.

3. By the end of this lesson, learners will be able Recall and apply information to questions
to… based on climate and weather to answer
them correctly in their books.

4. By the end of this lesson, learners will be able Understand the interaction between society
to… and the natural environment.

⦁ Curriculum Integration
English Home Language:
• Listening and writing: listening to the instruction given by the teacher about climate and
weather and write while listening (copying information from the slides on the board).
• Listening and speaking listening to the class discussion about climate and weather in
South Africa and contributing to the discussion by answering questions.
• The lesson will be taught in English and the worksheets are in English.

Creative arts:
• Drawing and coloring: learners will be required to fill and color in a map and draw an
image in
different colors based on the climate they live in.

⦁ Rationale for Lesson Design

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To frame your thinking and engage in purposeful 1. This topic is on climate and weather in
learning design, describe your conceptualization, South Africa. It speaks to if they are different
teaching, and assessment as/of/for knowledge as it from each other and what the differences are.
relates to this content and context. Consider the This topic teaches learners different types of
following questions and write a paragraph that climates and weather condition and how to
responds to these questions: describe it. The lesson takes learners on an
imaginary trip to imagine feeling different
1. How does the knowledge of this topic inform climate and weather conditions. The
choices for learning design? PowerPoint presentation is the main source
⦁ What is the main idea/s and most important of teaching and learning. Learners will get a
things to know about this topic? chance to read off the slides and share their
⦁ What ways of thinking and doing are important thoughts.
for learning this topic?
⦁ How do these inform the design of learning tasks 2. Not all learners can experience different
and sequencing of lesson steps? weathers and climates, so this lesson takes
them and explains to them how they will feel
2. How do learners and their diversities inform in different conditions. All learners will
choices for lesson design? participate because they will each get a
⦁ How have I ensured that all learners may chance to share their experiences throughout
participate and learn? the lesson.

3. How do opportunities in this context inform 3. Covid: Precautions will be taken to ensure
choices for lesson design? the school protocols such as social distancing
⦁ What possibilities and constraints have I and wearing a mask in class are being met
considered? during class time. Learning style: Due to the
vast differences in learners, different learning
styles will be used while teaching the lesson
to ensure that all learners understand the
work that is being taught. Language Barriers:
Some of the learners in the classroom are
isiZulu home language speakers, therefore
the lesson content has vocabulary to
accommodate these learners, there will be
pictures in the worksheets and slides so that
learners can refer to and the lesson will be
explained thoroughly in the simplest way
possible. ICT – Information is read from
slides and technology is not always on our
side, considerations need to be made if in the
case of the power not working then the
teacher should use the textbook to teach the
lesson. If there is no internet connection or
sound, the video will not be played and rather
more learners will be asked to share their
experiences of different climate and weather
conditions. Mental Health: The mental health
and wellbeing of learners should be taken
into consideration if in the case where a
learner suffers with ADHD or concentration
problems, there should be calming activities
that you can give the learners to help them to
concentrate. Vocabulary and pronunciation:
Enunciate words and phrases so that all
learners can pronounce and spell it, for
example the word “precipitation”, break it up
3 into syllables like “pre-cip-it-a-tion-s”.
 ⦁ Teaching and learning strategies
Select one or more of the teaching strategies you will Learner centered approach – The lesson will
employ that is/are suitable for your content and be taught in a way that allows for all learners to
context. express their views and opinions and answer
questions so that you may guide them to the
Click on the strategy for more information.
correct answer. Learners should feel safe and
free to answer and ask questions and answer
questions when the room is open for them to
speak.
Discussion – The educator and the learner will
pass information back and forth through a
discussion about climate and weather in SA, and
when asked to answer example questions or
marking the worksheet. Learners will be asked
to share personal experiences based on different
weather and climate they have experienced. This
will also allow learners to interact with the
educator and with each other.
Direct instruction – I as the teacher will give
instructions to learners and explain the work
that needs to be done ensuring to breaking it
down to simplify it for learners.
Reading - the class will read certain areas of
their worksheets and slide out loud when
going
over how to go about answering the
questions and explaining the content.
Writing – learners will be required to answer
activities on paper and take down notes as the
lesson is being taught.

⦁ LESSON PHASES

Phases Write, in detail, every element/step of your lesson for Resources

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 The lesson will begin by greeting the learners and settling them Laptop.
I down while they take out their geography books and get ready YouTube video.
N for learning. While this is being done, my mentor teacher and I Content from
will be setting up the projector with the laptop containing the Slides.
T
slides of information. The date and heading “Climate and Internet
R Weather in South Africa” will be written on the board, and connection
O thereafter a short video will be played for the learners to watch Board and chalk
D based on climate and weather.
U
C Link: https://www.youtube.com/watch?v=XirAUvS_
T 29I&ab_channel =Sriddle8119
O
R Once the video is over, we will have a short discussion on what
Y they have learned from the video and what they understand
climate and weather to be.
P
H
⦁ This should take 10 minutes.
A
S
E

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 The teacher will go through each of the slides, clearly Laptop
TE explaining + slides.
AC each slide as it goes through.
Worksheet.
HI In the first slide, the teacher will first share their ideal or
NG perfect
Stationary.
& weather conditions, ie. Sunny and Warm or cold and rainy,
LE and Notebooks.
AR thereafter ask 3 – 5 learners what their perfect weather
NI conditions are. On the slide there are 4 images on different
NG types of precipitation, the teacher will ask random learners to
PH describe the images they see.
AS Questions like “What is weather?”, “What is climate?” and
E
“What is the difference between weather and climate?” will
be
asked throughout the lesson and a few learners should give
their views and answers to the question.
Learners will be asked to share their experiences of
traveling
abroad to another country where they experienced a
different
type of climate or weather. Depending on how many are
willing
to share, a max of 4 or 5 learners should share their
experience.
The teacher should share her experience of a trip to Dubai
and
compare it to the warmth of Durban to show a comparison
between the two cities and conditions.
One learner each should be asked to read information off the
slides or the textbook out loud to keep them focused and
engaged.
The teacher should periodically ask “Does everyone
understand
what we just learned?” and “Does anyone need me to
reexplain
anything?” to make sure that the learners understand the
work
that is being taught.
Once all the slides have been gone through, the worksheet
will
be handed out to the learners and the teacher will go through
each question and explaining what needs to be done.
Thereafter the learners should cut and stick it into their
books
and complete the work.

⦁ This should take 30 minutes.

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 The books of those learners who have completed their work
CLOSU will be collected and marked, and those who have not
RE completed will take it as homework.
PHASE
Geography books will be put away, and the learners will stand
up to greet the teacher and get ready for the next lesson.

⦁ This will take 5 minutes.

Slides:

Assessment:

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8
LESSON REFLECTION

What was my most challenging moment in this lesson and why? How will I respond next
time?

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The most challenging part of my lesson was getting the PowerPoint to work at the beginning
of the lesson and then the sound for the video as the presenter from the office that was
borrowed had not been used in a long time. The internet was also very slow, so the video
kept buffering. In future I will not use either a PowerPoint to teach or a video.
To what extent were the learners productively engaged in the learning process? Discuss.
The learners thoroughly enjoyed watching my slides and the video as it is not something
they use in school or class every day. They engaged well with the questions and read from
the slides beautifully.

If I had the opportunity to teach this lesson again to this same group of learners, what
would I dodifferently? Why?
I would use my phone hotspot for internet connection, and I will set up the presenter prior to
the lesson so that everything works well in advance, and we don’t take up much time
fiddling with the presenter.

What evidence/ feedback do I have that the learners achieved an understanding of the
lessonobjective(s)?
Learners answered questions when asked, and did not have any issues with the worksheet.

Any additional reflections?

Mentor Teacher’s 14/09/2022

Student’s Signature 14/09/2022

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