Directorate: Curriculum GET LESSON PLAN TERM 3

SUBJECT and GRADE GEOGRAPHY – GRADE 6

TERM 3 Week 1-3
LINK TO TEACHING CLIMATE AROUND THE WORLD
AND ASSESSMENT PLAN
AIMS OF LESSON To develop an understanding of knowledge about different climates around the world and it’s impact
on human beings and their environment.
INTRODUCTION CLIMATE AROUND THE WORLD

New words
Current condition – The way things are right now.
Average – The way things mostly are.
Global Warming – This is the increase in the earth’s surface temperature. Global warming is linked to
weather conditions around the world.
Moderate – another word for mild. It means not too hot or not too cold.
Temperate – This is the same as moderate. It describes places with a moderate climate.
The maps below show you the temperatures in January and temperatures in July cross the world.

The difference between weather and climate

Weather is the condition in the air or atmosphere in the present, or right now. We call this the current
condition. When we use the word ‘weather’ we talk about temperature, clouds, wind and rainfall.
Weather can remain the same, or it can change quickly.

For example, in Gauteng and the Free State, summer days are often hot and clear without any clouds
in the sky. Then, in the afternoons, thunderclouds form and the day ends with a huge thunderstorm.

GET CURRICULUM / 1
We use the word climate when we talk about the weather in general. Climate is the average of
temperature, clouds, wind and rainfall conditions worked out over a minimum of 20 years. Climate
allows us to have a good idea of what the weather conditions will probably be like during a whole year.
We can then say what we expect the temperature, winds and rainfall to be at a place in summer and
in winter. This does not mean it will always be like that. Sometimes a place will get hotter or colder
temperatures than normal or more rainfall or less rainfall.

Over the last few years, scientists have noticed that the world’s climate is changing. Some places have
been having more droughts than usual, while other places have more floods. Some places are
experiencing hotter temperatures, while others have cooler temperatures. This change in the world’s
climate is linked to global warming. This is often talked about in the newspapers and on television.

Flooding Drought

Heat Cold

GET CURRICULUM / 2
Hot, mild and cold climates of the world

The coldest parts of the world are at the North and South Poles. The hottest places are found along the
equator. The height above sea level also affects temperature. This is because the higher up one goes
the colder it gets. Places near the sea have a moderate or temperate climate. This is because the sea
will cool the land in summer and warm the land in winter. Places next to the sea will not be too cold or
too hot.

Map A: January temperatures of the world

Map B: July temperatures of the world

GET CURRICULUM / 3
 Did you know?
The hot deserts can have very cold temperatures at night. During the day the temperature can be
40˚C in a desert and this can drop to below 0˚C during the night.

Hot dry climates have temperatures which can rise to over 50˚C in summer. This is too hot to be outside.
Cold climates have temperatures which drop below - 40˚C in winter. This is too cold to be outside. Most
people in South Africa live in a mild climate. We do not get too hot or too cold.

The wet and dry areas of the world

Do you remember that the moisture in clouds comes from the sea? The wet areas of the world are
found near warm oceans. Warm oceans are found in the areas around the equator. Wet areas along
the equator get about 2 600mm of rainfall a year. This is five times more than the average rainfall for
South Africa.

Dry areas are found inland, far away from the oceans. This is because winds that bring rainfall do not
reach there. Dry areas are also found next to cold oceans. Cold oceans do not give the air enough
moisture. Dry areas get between 25mm and 250mm of rainfall a year.

SKILLS • Speak in clear and informed way.

• Write in a structured and coherent way.
• Draw maps, sketches, simple illustrations, graphs and flow charts.
• Provide reasoned explanations

ACTIVITIES/ASSESSMENT Activity 1: Decide where the coldest and warmest climates are.

Study the January and July temperature maps above and then answer these questions:
1. Which map shows summer temperatures for South Africa?
2. Which hemisphere has the hottest temperature? (North, South, West or East?)
3. What temperatures does South Africa experience in winter?
4. Look at the hottest and coldest temperatures in the world again and then compare South
Africa’s temperatures to these.
5. Would you say South Africa has mild temperatures? Explain your answer.

GET CURRICULUM / 4
 Activity 2: Study the map of the world’s annual rainfall above.
1. Is area A a wet or dry region?
2. Is area B a wet or dry region?
3. Is area C a wet or dry region?
4. Which continent has the most annual rainfall?

CONSOLIDATION • Learners will be able to respond with confidence to the questions posed to them.

RESOURCES Paper based resources Digital resources

(if necessary) Refer learners to specific Sections / Topics/ Pages Refer to the relevant digital resources e.g. links on
in the textbook / that learners will have on hand the WCED ePortal
https://www.thelearningtrust.org/asp-treasure-box

GET CURRICULUM / 5
 NOTES
SUBJECT SOCIAL SCIENCES: GEOGRAHY TERM 3
GRADE 6 DATE Week 1-3

Skills Teaching Methodologies/ Approach Resources / LTSM

(WHAT I am going to use to
(WHAT I am going to teach/guide/support…) (HOW I am going to teach/guide/support…)
teach/guide/support…)
-Engage with issues relating to the ❖ Use IT to make the lesson more fun • IT, You Tube, Google
planet, the people and resources with and enjoying (You Tube etc) • Text books, Word Walls
knowledge and sensibility ❖ Use the globe to show the different • Maps, Atlases, Globe
-Acts responsibly towards people and climatic regions. • Puzzles
the environment ❖ Define all the new concepts (Learners • Dictionaries
must make use of dictionaries)
TEACHER’S Make use of resources such as maps & the
ACTIVITIES globe to indicate the features
Like what teachers would teach, etc. as Could include tips to parents, e.g. Help your Please indicate resources that
indicated above – this could be a repeat child search for a map to use with the can be found at home:
of the teacher’s info – just so that parents weather report. magazines, newspapers,
are aware of content. Keep it simple. Children must make use of the dictionaries dictionary, etc.
more often when dealing with concepts in
✓ Make time for reading – listen to the Social Sciences as well as the atlas
child or children and help them Make them write more often even if it is 3 -4
with their reading lines on what they have read.
✓ Child must be able to tell what Play You Tube videos and allow them to tell
he/she has read you what they have watched.
Allow the child to make his /her
PARENT’S own model and assist with the
ACTIVITIES correct labelling
Learner activities: step by step, practical, keep it simple.

Use the activities provided above.

LEARNER’S
ACTIVITIES

GET CURRICULUM / 6