Assignment 2 Social Sciences Geography

1
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
Develop problem-solving skills
Develop a sense of responsibility
X
Develop communication skills
X
Develop co-operation in
groups/teams
X
Develop research skills
X
Develop environmental
awareness
X
Develop and understand
conceptual links
LESSON
OBJECTIVE(S)
students will be able to define physical weathering,and Identify mechanical weathering.
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 SUBJECT-
SPECIFIC]
VALUES/ATTITUDE
Abrade
Abrasion
Claim
Evidence
Reasoning
Sediments
Weathering
 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
 make links between cause and
effect; change and continuity
 Think independently and support
their ideas with sound knowledge
 Communicate ideas and information
Collaboration with peers
To be aware of environmental changes
Engage with enviroment
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)

2
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)
ACTIONS OF THE LEARNERS(LEARNER 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
 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