LESSON PLANNING STUDENT STUDENT NUMBER GRADE 9 TERM 3 DATE July DURATION OF LESSON 55 SCHOOL High School LANGUAGE MEDIUM English SUBJECT Geography CAPS REFERENCE 31 LESSON TOPIC Surface Forces that shape the earth:Weathering and Mechanical Weathering GENERAL TEACHING AIMS (Indicate with a X) X X Develop problem-solving skills Develop co-operation in groups/teams X Develop a sense of responsibility Develop research skills X X X Develop communication skills Develop environmental awareness Develop and understand conceptual links LESSON students will be able to define physical weathering,and Identify mechanical weathering. OBJECTIVE(S) EXPECTED OUTCOMES (What must the learners be able to do at the end of the lesson?) Students can demonstrate their prior knowledge on weathering and erosion. use reasoning based on prior knowledge or experience with rocks to determine the age of a mountain. Students will be able to create a a model of mechanical weathering. Students will make be able to observations from the model,reflect and express thoughts by making a claim based on evidence and reasoning. CONTENT(WHAT MUST THE LEARNER LEARN?) KNOWLEDGE (KEY CONCEPTS, VOCABULARY, ETC) SKILLS (GENERAL AND SUBJECTSPECIFIC] Abrade Abrasion Claim Evidence Reasoning Sediments Weathering VALUES/ATTITUDE read and use sources in order to assimilate information use information to describe, explain and answer questions about places Build scientific process skills consider, synthesise and organise information Collaboration with peers make links between cause and To be aware of environmental changes effect; change and continuity Engage with enviroment Think independently and support their ideas with sound knowledge Communicate ideas and information RESOURCES (WHAT DO THE TEACHER AND THE LEARNERS NEED?) Copies of the “Mountain Age” probe found in Vol 1: Uncovering Student Ideas in Science (Keeley, p. 169) Trays,zip lock bags,chalk,salt,plastic cups,timer Copies worksheet:Salt Chalk Mechanical Weathering Pictures of local/familiar mountain ranges paper and sticky notes,pens,pencils Research materials: computers or books on mountain ranges LEARNING EXPERIENCE AND ENGAGEMENT (CLASSROOM ACTIONS) 1 LESSON INTRODUCTION (15 MINUTES) Student seated in groups Teacher hands out mountain probe worksheet and student will work in groups and write down their responses Each group will share their responses with the class to engage in a class discussion Teacher,makes clarifications and explanation during this discussion https://drive.google.com/file/d/17u7MDj4-IKWBnv6ESf274sn46vU_CIDH/view?usp=sharing PRESENTATION (35 MINUTES): *ALSO INDICATE LENGTH OF DIFFERENT STEPS DURING THE LESSON PRESENTATION ACTIONS OF THE TEACHER(TEACHER ACTIVITIES) Present a slide showing two pictures of a mountain,A and B Which mountain is older A or B Teacher displays answer Start class discussions making references to nearby mountain ranges and their general observations of mountains and touch on geological time scale Teacher reminds students of rules when conducting experiments and puts student into groups Teacher provides each group with a tray,chalk,salt zip lock bag and each member with a worksheet. Student make predictions: “What will happen to a piece of colored sidewalk chalk if we mix it with salt for four minutes? What will happen to the salt? Underline your choices and then explain your answers.” Students can start the experiment follow instructions from the worksheet Teacher reads instruction and procedures with student to check for understanding, instructs student to start Instruct student to revisit their prediction during and after the experiment ACTIONS OF THE LEARNERS(LEARNER ACTIVITIES) Students looking at the slide from the projector Students write on a sticky note and stick it up on the board Student engage in class discussion on mountain ranges Students get into allocated groups Students write down their predictions on the worksheet Student start the experiment following instructions from the worksheet Student record findings after the experiment,correct prediction,rewrite claim CONCLUSION (5MINUTES) Reminder of structure writing findings after making an observation.Weathering is quick and easy, because materials like chalk do abrade and weather so easily, even with salt. In addition, some rocks weather much faster than others, and environmental factors can speed up rates. ASSESSMENT (HOW DO WE KNOW THAT THE LEARNERS HAVE ACHIEVED THE OUTCOME?) Each student writes down their observation and draws what they can visually see happened to the chalk after the experiment was conducted.This is a formal assesment 2
