Post by Admin on Jan 3, 2021 11:57:15 GMT
Grade 7: Senior Phase Geography Term 1
Topic: Suggested contact time: Recommended resources
Map skills One term/15 hours • Local maps of the area*
(Focus: Local maps)
• Street maps
• Rulers and string
• Atlases
• News reports
Content and concepts
• Local maps and street maps * 2 hours
- - Finding home, school and places of interest on a map of the local area*
- - Using an index and grid to locate places in a street guide
- - Using a street map to find places and describe a route
• Sketch maps and explaining routes 3 hours
- - Sketching maps to show the route from one place to another
- - Determining and showing compass directions on a local sketch map
- - Explaining a route verbally (include estimating distances)
• Sketch map of local area (Project**)
1 hour
- - Drawing a sketch map(s) of own area ***.
o Include symbols, key and scale.
o Record own observations of land use and kinds of vegetation.
o Show four cardinal compass directions.
• Distance and scale 4 hours
- - Line scales and word scales (Review from Grade 6)
- - Different scales for different maps – small and large scale maps (Review from Grade 6)
- - Measuring indirect distances on a street map (string and a line scale)
- - Calculating distances on maps (direct and indirect routes)
o Use the scale to estimate distances on a given map
o Check estimates with accurate measurement.
• Current events 2 hours
- - Places in the news on a world map (on-going throughout the year) ****
- - Latitude and longitude of places in the news (Review location in degrees)
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis
3 hours
Notes
*
Learners are not expected to work with 1: 50 000 topographical maps or orthophoto maps at this level.
** Project: This independent study is a project for formal assessment. Introduce this project early in the term for submission
late in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the
project will be necessary.
*** The size of the area selected should consider the local context: some areas have a greater variety of features than
others. The more variety, the smaller the selected area may be.
**** News items can include any news reported in the media or a topic of interest to learners.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook
Grade 7: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended resources
Volcanoes , earthquakes, and floods One term/15 hours • Atlases
• Photographs/ DVDs of earthquakes,
volcanoes and relief work operations
• News reports/ magazines
• Picture books
Content and concepts
• Structure of the earth 3 hours
- - Core, mantle, crust
- - How the crust moves: Introduction to tectonic plates and plate movements
• Volcanoes 1 hour
- - Volcanoes - location around the world (map*)
- - Why volcanoes occur
• Earthquakes 4 hours
- - Location of earthquakes around the world (map*)
- - Causes of earthquakes – link back to plate movements **
- - Effects of earthquakes – including injury and loss of life, disease, displacement of people, damage to infrastructure, fires
and tsunamis
- - Why some communities are at higher risk than others.
- - Reducing the impact – preparing for and responding to earthquakes
- - Case study of a selected earthquake ***
• Floods 4 hours
- - Causes of floods – unusually heavy rain, environmental factors (such as farming, settlement, fires and loss of vegetation)
and earthquakes (tsunamis) ****
- - Effects of floods – including injury and loss of life; disease; displacement of people; soil erosion; damage to fields, buildings
and infrastructure
- - Why some communities are at higher risk than others
- - Reducing the impact – preparing for and responding to floods
- - Case study of a selected flood ***
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Volcanoes and earthquakes may be shown on the same map. This map should also show the relationship between the
tectonic plates and volcanic/earthquake activity.
** Faulting is included in the FET Geography curriculum. There is no need to include detail here.
*** Case studies should be from this century. The case study of the flood should be South African.
**** It is not necessary to study tropical cyclones or other meteorological phenomena at this level. However, they may be
mentioned as causing heavy rain and flooding where appropriate.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
Grade 7: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Population growth and change One term/15 hours • Statistics South Africa: Census in
brief
(Focus: World)
• Data relating to topic
• Atlases
Content and concepts
• Population concepts 3 hours
- - Birth rates, death rates and population growth rates
- - Infant mortality rates
- - Life expectancy
• Factors affecting birth rates and death rates
4 hours
- - Disease :
o Widespread illnesses such as HIV and AIDS, tuberculosis, malaria, diarrhoea
o Pandemics of the past such as the Black Death in Europe, smallpox at the Cape
- - Economic status
- - Family needs, attitudes and beliefs
- - Conflict and wars
- - Government policy (as in China)
• World population growth 6 hours
- - Pattern of world population growth from 1 AD to present day (interpreting a line graph)
- - Developments that have affected population growth:
o Increased food production
o Scientific developments – such as the increased understanding and control of disease and infection; improved
sanitation; canned food and refrigeration
o Improved health care
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
*
The focus of each of these concepts should be on how they affect population growth.
** Some of these factors have a stronger impact on birth rates and others on death rates. Others are inter-related, as a
higher risk of death may lead to an increased birth rate.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
Grade 7: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Natural resources and conservation
in South Africa * One term/15 hours • Case studies of conservation,
community and eco-tourism projects
• Photographs of conservation areas
• Department of Water Affairs **
• Department of Environmental Affairs
**
• Department of Tourism **
Content and concepts
• Natural resources 3 hours
- - Natural resources on earth – including water, air, forests, soil, animal and marine life
- - Use and abuse of selected examples
• Management of resources 5 hours
- - Concept of conservation – including reasons for conservation
- - Conservation areas (including marine reserves)
o Purpose and location
o Case study of a selected area
- - Community conservation projects – examples
- - Eco-tourism – examples
• Water in South Africa 4 hours
- - Who uses South Africa’s water (pie graph of water users)
- - Availability of water and requirement in South Africa
- - River health and the care of catchment areas
- - Disappearing wetlands and why conservation is necessary – case study
- - Responsible use of water resources - agricultural, industrial and domestic users
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours
Notes:
*
The concept that is central to this topic is conservation, or the preservation and careful management of the environment
and natural resources. Sustainability and the sustainable use of resources are a focus in Grade 9.
** The Departments of Water Affairs, Environmental Affairs and Tourism provide updated data and reports on their websites.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
Topic: Suggested contact time: Recommended resources
Map skills One term/15 hours • Local maps of the area*
(Focus: Local maps)
• Street maps
• Rulers and string
• Atlases
• News reports
Content and concepts
• Local maps and street maps * 2 hours
- - Finding home, school and places of interest on a map of the local area*
- - Using an index and grid to locate places in a street guide
- - Using a street map to find places and describe a route
• Sketch maps and explaining routes 3 hours
- - Sketching maps to show the route from one place to another
- - Determining and showing compass directions on a local sketch map
- - Explaining a route verbally (include estimating distances)
• Sketch map of local area (Project**)
1 hour
- - Drawing a sketch map(s) of own area ***.
o Include symbols, key and scale.
o Record own observations of land use and kinds of vegetation.
o Show four cardinal compass directions.
• Distance and scale 4 hours
- - Line scales and word scales (Review from Grade 6)
- - Different scales for different maps – small and large scale maps (Review from Grade 6)
- - Measuring indirect distances on a street map (string and a line scale)
- - Calculating distances on maps (direct and indirect routes)
o Use the scale to estimate distances on a given map
o Check estimates with accurate measurement.
• Current events 2 hours
- - Places in the news on a world map (on-going throughout the year) ****
- - Latitude and longitude of places in the news (Review location in degrees)
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis
3 hours
Notes
*
Learners are not expected to work with 1: 50 000 topographical maps or orthophoto maps at this level.
** Project: This independent study is a project for formal assessment. Introduce this project early in the term for submission
late in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the
project will be necessary.
*** The size of the area selected should consider the local context: some areas have a greater variety of features than
others. The more variety, the smaller the selected area may be.
**** News items can include any news reported in the media or a topic of interest to learners.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook
Grade 7: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended resources
Volcanoes , earthquakes, and floods One term/15 hours • Atlases
• Photographs/ DVDs of earthquakes,
volcanoes and relief work operations
• News reports/ magazines
• Picture books
Content and concepts
• Structure of the earth 3 hours
- - Core, mantle, crust
- - How the crust moves: Introduction to tectonic plates and plate movements
• Volcanoes 1 hour
- - Volcanoes - location around the world (map*)
- - Why volcanoes occur
• Earthquakes 4 hours
- - Location of earthquakes around the world (map*)
- - Causes of earthquakes – link back to plate movements **
- - Effects of earthquakes – including injury and loss of life, disease, displacement of people, damage to infrastructure, fires
and tsunamis
- - Why some communities are at higher risk than others.
- - Reducing the impact – preparing for and responding to earthquakes
- - Case study of a selected earthquake ***
• Floods 4 hours
- - Causes of floods – unusually heavy rain, environmental factors (such as farming, settlement, fires and loss of vegetation)
and earthquakes (tsunamis) ****
- - Effects of floods – including injury and loss of life; disease; displacement of people; soil erosion; damage to fields, buildings
and infrastructure
- - Why some communities are at higher risk than others
- - Reducing the impact – preparing for and responding to floods
- - Case study of a selected flood ***
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Volcanoes and earthquakes may be shown on the same map. This map should also show the relationship between the
tectonic plates and volcanic/earthquake activity.
** Faulting is included in the FET Geography curriculum. There is no need to include detail here.
*** Case studies should be from this century. The case study of the flood should be South African.
**** It is not necessary to study tropical cyclones or other meteorological phenomena at this level. However, they may be
mentioned as causing heavy rain and flooding where appropriate.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
Grade 7: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Population growth and change One term/15 hours • Statistics South Africa: Census in
brief
(Focus: World)
• Data relating to topic
• Atlases
Content and concepts
• Population concepts 3 hours
- - Birth rates, death rates and population growth rates
- - Infant mortality rates
- - Life expectancy
• Factors affecting birth rates and death rates
4 hours
- - Disease :
o Widespread illnesses such as HIV and AIDS, tuberculosis, malaria, diarrhoea
o Pandemics of the past such as the Black Death in Europe, smallpox at the Cape
- - Economic status
- - Family needs, attitudes and beliefs
- - Conflict and wars
- - Government policy (as in China)
• World population growth 6 hours
- - Pattern of world population growth from 1 AD to present day (interpreting a line graph)
- - Developments that have affected population growth:
o Increased food production
o Scientific developments – such as the increased understanding and control of disease and infection; improved
sanitation; canned food and refrigeration
o Improved health care
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
*
The focus of each of these concepts should be on how they affect population growth.
** Some of these factors have a stronger impact on birth rates and others on death rates. Others are inter-related, as a
higher risk of death may lead to an increased birth rate.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
Grade 7: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Natural resources and conservation
in South Africa * One term/15 hours • Case studies of conservation,
community and eco-tourism projects
• Photographs of conservation areas
• Department of Water Affairs **
• Department of Environmental Affairs
**
• Department of Tourism **
Content and concepts
• Natural resources 3 hours
- - Natural resources on earth – including water, air, forests, soil, animal and marine life
- - Use and abuse of selected examples
• Management of resources 5 hours
- - Concept of conservation – including reasons for conservation
- - Conservation areas (including marine reserves)
o Purpose and location
o Case study of a selected area
- - Community conservation projects – examples
- - Eco-tourism – examples
• Water in South Africa 4 hours
- - Who uses South Africa’s water (pie graph of water users)
- - Availability of water and requirement in South Africa
- - River health and the care of catchment areas
- - Disappearing wetlands and why conservation is necessary – case study
- - Responsible use of water resources - agricultural, industrial and domestic users
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours
Notes:
*
The concept that is central to this topic is conservation, or the preservation and careful management of the environment
and natural resources. Sustainability and the sustainable use of resources are a focus in Grade 9.
** The Departments of Water Affairs, Environmental Affairs and Tourism provide updated data and reports on their websites.
This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.