Post by Admin on May 9, 2019 9:37:27 GMT
GRADE 8 CAPS
Terms:
1 Maps and globes (focus: global and local)
2 Climate regions (focus: South Africa and world)
3 Settlement (Africa with a focus on South Africa)
4 Transport and trade (focus: South Africa and world)
Gr 8 Term 4 2017 NS Resource Pack LR wcedeportal.co.za/eresource/75166
Gr 8 Term 4 2017 NS Lesson Plan wcedeportal.co.za/eresource/75156
Gr 8 Term 4 2017 NS Lesson Plan (002) wcedeportal.co.za/eresource/75161
Grade 8: Senior Phase Geography Term 1
Topic: Suggested contact time: Recommended texts / resources
Maps and globes One term/15 hours • Atlases
(Focus: Global and local)
• Globe (a model of the world)
• Torch
• Satellite images
Content and concepts
• Maps and atlases 5 hours
- - Latitude and longitude – degrees and minutes
- - Using the atlas index to find places on a map
- - Kinds of scale in an atlas (world, regional, local)
- - Scale
o Review line and word scales
o Introduce ratio scales (number scales)
o Calculate distances between settlements (global and South Africa) using different scales
- - Places in the news (ongoing throughout the year)**
• The globe 6 hours
- - Hemispheres (review from Grade 6)
- - The earth’s rotation on its axis – day and night (review)
- - World time, time zones and the international date line
- - South African standard time
- - The earth’s revolution around the sun:
o Angle of axis
o Equinox, solstice and the change in angle of the midday sun
o Seasonal changes in lengths of day and night
o Seasonal temperature changes
• Satellite images 2 hours
- - What satellite images look like
- - Information from satellite images – water, vegetation, land use and cloud patterns
- - How satellite images are used
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours
Notes:
*
Before starting this topic, check learners’ knowledge of earth’s place in the solar system (Natural Sciences).
** News items can include any news that is in the media or of interest to learners. (Items need not be solely geographic in
nature, as the emphasis is on locating news items in their geographical contexts.)
Grade 8: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended texts/resources
Climate regions One term/15 hours • Atlases
(Focus: South Africa and world)
• Pictures/photographs to illustrate
conditions in different climate regions
• Climate statistics – ref. ‘Weather SA’;
‘World Climate statistics’
• Globe
Content and concepts
• Factors that influence temperature and rainfall
5 hours
- - Distance from the equator (latitude)
- - Distance from the sea
- - Height above sea level (altitude)
- - Ocean currents
- - Mountains (relief)
• South Africa’s climate 4 hours
- - Physical map of South Africa (review from Grade 5)
- - How each of the above factors influence temperature and rainfall in selected places – such as Beaufort West, Cape Town,
Durban, George, Johannesburg, Mbombela, Mmabatho, Mthatha, Port Nolloth, Upington **
• Climate around the world 4 hours
- - Difference between weather and climate (review from Grade 5)
- - Elements of weather – temperature, humidity, winds and precipitation
- - Kinds of climate: Tropical, subtropical, temperate, desert, semi-desert, continental, polar, Mediterranean, tundra and high
mountain (alpine) ***
- - Temperature and rainfall characteristics of different kinds of climate (bar and line graphs)
- - Climate regions of the world:
o Map with climate regions ***
o Links between climate regions and factors that influence temperature and rainfall
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Explanation of how these factors influence temperature and, where appropriate, rainfall. Winds are studied at FET level.
** Refer to average monthly figures. These centres are selected as a sample of different climates across South Africa.
Others may be added or substituted. Learners should also account for the rainfall and temperature statistics of their own
area (where these are not covered by the above).
*** Different atlases and texts may give a variant on the climate regions listed above. This is acceptable as long as a range of
six or more climate regions are included.
Grade 8: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Settlement (Africa with a focus on
South Africa) One term/15 hours • Land use maps
• Photographs (including aerial
photographs) to illustrate different
kinds of settlement
• Community members/elders –
especially for the project
• Stories/case studies to illustrate
conditions caused by urbanisation
Content and concepts
• Settlement and land use * 3 hours
- - Urban settlements
o Land use within urban settlements – including the central business district, zones for light and heavy industry,
residential areas (high-, middle- and low-income), shopping centres, services and recreation
- - Rural settlements
o Types of rural settlement – including farming, mining, forestry, fishing
• Land use on aerial photographs and large-scale maps **
3 hours
- - What aerial photographs look like (oblique and vertical)
- - Information from aerial photos – natural and constructed features
- - Identifying land uses in urban settlements (aerial photographs and large-scale maps *)
• Investigation of a settlement (project) ***
2 hours
- - An independent study of a settlement known to the individual learner
o Describe the settlement and the different types of land use.
o Identify specific features or landmarks (natural and/or human-made).
o Suggest reasons for the location of this settlement ****.
o Discuss decline and/or growth of population of the settlement and suggest reasons.
o Identify and discuss one social or environmental issue.
o Include interviews with community members, drawings, a sketch map and any other appropriate illustrative material.
• Urbanisation 5 hours
- - Concept of urbanisation
- - Why cities are growing – push and pull forces of migration (Africa with focus on South Africa)****
- - Overview of urbanisation in South Africa – including issues associated with apartheid population controls
- - Social issues related to the rapid growth of cities – such as housing and service provision (including health care and
education)
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
* Models of land use are not required at this level. Focus only on the characteristics of land use zones. Examples should be
drawn from Africa (including South Africa).
** Topographic and orthophoto maps are introduced in Grade 9. The intention here is to use photographs and simple,
shaded land use maps.
*** 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 is necessary.
**** Review and extend from Grade 6, ‘Why people live where they do’.
Grade 8: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Transport and trade One term/15 hours • Atlases
(Focus: South Africa and the
world)
• Maps of transport routes – South Africa and the
World
• Examples of urban public transport strategies around
the world
Content and concepts
• Trade and transport around the world 3 hours
- - Reasons for trade (Review from Grade 6)
- - Links between trade and transport – with examples to illustrate
- - Different modes of transport and their uses: sea, air, road, rail and pipeline
• Trade and transport in South Africa * 4 hours
- - Major roads, railways, airports and harbours in South Africa (map)
- - Case study of a selected South African harbour
o Reasons for location
o Main exports and imports
o Specialised ships – such as container ships, tankers, passenger liners, bulk carriers for specialised cargo
o Links with other transport systems – such as road, rail, pipeline
- - Advantages and disadvantages of road and rail transport
- - Requirements for future transport networks
• People and transport in urban areas **
5 hours
- - Public transport systems in urban areas – such as buses and trains
- - Private modes of transport – such as mini-bus taxis, cars and bicycles
- - Transport issues – such as cost for commuters, traffic congestion and pollution
- - Public transit strategies – such as rapid transport systems, subsidised public transport, bus and cycle lanes, park and ride,
car-free zones ***
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
* The focus here should be on national, as opposed to urban or regional, patterns of transport use.
** The focus in this section is on commuter transport.
*** Provide both South African and international examples.
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.
Terms:
1 Maps and globes (focus: global and local)
2 Climate regions (focus: South Africa and world)
3 Settlement (Africa with a focus on South Africa)
4 Transport and trade (focus: South Africa and world)
Gr 8 Term 4 2017 NS Resource Pack LR wcedeportal.co.za/eresource/75166
Gr 8 Term 4 2017 NS Lesson Plan wcedeportal.co.za/eresource/75156
Gr 8 Term 4 2017 NS Lesson Plan (002) wcedeportal.co.za/eresource/75161
Grade 8: Senior Phase Geography Term 1
Topic: Suggested contact time: Recommended texts / resources
Maps and globes One term/15 hours • Atlases
(Focus: Global and local)
• Globe (a model of the world)
• Torch
• Satellite images
Content and concepts
• Maps and atlases 5 hours
- - Latitude and longitude – degrees and minutes
- - Using the atlas index to find places on a map
- - Kinds of scale in an atlas (world, regional, local)
- - Scale
o Review line and word scales
o Introduce ratio scales (number scales)
o Calculate distances between settlements (global and South Africa) using different scales
- - Places in the news (ongoing throughout the year)**
• The globe 6 hours
- - Hemispheres (review from Grade 6)
- - The earth’s rotation on its axis – day and night (review)
- - World time, time zones and the international date line
- - South African standard time
- - The earth’s revolution around the sun:
o Angle of axis
o Equinox, solstice and the change in angle of the midday sun
o Seasonal changes in lengths of day and night
o Seasonal temperature changes
• Satellite images 2 hours
- - What satellite images look like
- - Information from satellite images – water, vegetation, land use and cloud patterns
- - How satellite images are used
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours
Notes:
*
Before starting this topic, check learners’ knowledge of earth’s place in the solar system (Natural Sciences).
** News items can include any news that is in the media or of interest to learners. (Items need not be solely geographic in
nature, as the emphasis is on locating news items in their geographical contexts.)
Grade 8: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended texts/resources
Climate regions One term/15 hours • Atlases
(Focus: South Africa and world)
• Pictures/photographs to illustrate
conditions in different climate regions
• Climate statistics – ref. ‘Weather SA’;
‘World Climate statistics’
• Globe
Content and concepts
• Factors that influence temperature and rainfall
5 hours
- - Distance from the equator (latitude)
- - Distance from the sea
- - Height above sea level (altitude)
- - Ocean currents
- - Mountains (relief)
• South Africa’s climate 4 hours
- - Physical map of South Africa (review from Grade 5)
- - How each of the above factors influence temperature and rainfall in selected places – such as Beaufort West, Cape Town,
Durban, George, Johannesburg, Mbombela, Mmabatho, Mthatha, Port Nolloth, Upington **
• Climate around the world 4 hours
- - Difference between weather and climate (review from Grade 5)
- - Elements of weather – temperature, humidity, winds and precipitation
- - Kinds of climate: Tropical, subtropical, temperate, desert, semi-desert, continental, polar, Mediterranean, tundra and high
mountain (alpine) ***
- - Temperature and rainfall characteristics of different kinds of climate (bar and line graphs)
- - Climate regions of the world:
o Map with climate regions ***
o Links between climate regions and factors that influence temperature and rainfall
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Explanation of how these factors influence temperature and, where appropriate, rainfall. Winds are studied at FET level.
** Refer to average monthly figures. These centres are selected as a sample of different climates across South Africa.
Others may be added or substituted. Learners should also account for the rainfall and temperature statistics of their own
area (where these are not covered by the above).
*** Different atlases and texts may give a variant on the climate regions listed above. This is acceptable as long as a range of
six or more climate regions are included.
Grade 8: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Settlement (Africa with a focus on
South Africa) One term/15 hours • Land use maps
• Photographs (including aerial
photographs) to illustrate different
kinds of settlement
• Community members/elders –
especially for the project
• Stories/case studies to illustrate
conditions caused by urbanisation
Content and concepts
• Settlement and land use * 3 hours
- - Urban settlements
o Land use within urban settlements – including the central business district, zones for light and heavy industry,
residential areas (high-, middle- and low-income), shopping centres, services and recreation
- - Rural settlements
o Types of rural settlement – including farming, mining, forestry, fishing
• Land use on aerial photographs and large-scale maps **
3 hours
- - What aerial photographs look like (oblique and vertical)
- - Information from aerial photos – natural and constructed features
- - Identifying land uses in urban settlements (aerial photographs and large-scale maps *)
• Investigation of a settlement (project) ***
2 hours
- - An independent study of a settlement known to the individual learner
o Describe the settlement and the different types of land use.
o Identify specific features or landmarks (natural and/or human-made).
o Suggest reasons for the location of this settlement ****.
o Discuss decline and/or growth of population of the settlement and suggest reasons.
o Identify and discuss one social or environmental issue.
o Include interviews with community members, drawings, a sketch map and any other appropriate illustrative material.
• Urbanisation 5 hours
- - Concept of urbanisation
- - Why cities are growing – push and pull forces of migration (Africa with focus on South Africa)****
- - Overview of urbanisation in South Africa – including issues associated with apartheid population controls
- - Social issues related to the rapid growth of cities – such as housing and service provision (including health care and
education)
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
* Models of land use are not required at this level. Focus only on the characteristics of land use zones. Examples should be
drawn from Africa (including South Africa).
** Topographic and orthophoto maps are introduced in Grade 9. The intention here is to use photographs and simple,
shaded land use maps.
*** 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 is necessary.
**** Review and extend from Grade 6, ‘Why people live where they do’.
Grade 8: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Transport and trade One term/15 hours • Atlases
(Focus: South Africa and the
world)
• Maps of transport routes – South Africa and the
World
• Examples of urban public transport strategies around
the world
Content and concepts
• Trade and transport around the world 3 hours
- - Reasons for trade (Review from Grade 6)
- - Links between trade and transport – with examples to illustrate
- - Different modes of transport and their uses: sea, air, road, rail and pipeline
• Trade and transport in South Africa * 4 hours
- - Major roads, railways, airports and harbours in South Africa (map)
- - Case study of a selected South African harbour
o Reasons for location
o Main exports and imports
o Specialised ships – such as container ships, tankers, passenger liners, bulk carriers for specialised cargo
o Links with other transport systems – such as road, rail, pipeline
- - Advantages and disadvantages of road and rail transport
- - Requirements for future transport networks
• People and transport in urban areas **
5 hours
- - Public transport systems in urban areas – such as buses and trains
- - Private modes of transport – such as mini-bus taxis, cars and bicycles
- - Transport issues – such as cost for commuters, traffic congestion and pollution
- - Public transit strategies – such as rapid transport systems, subsidised public transport, bus and cycle lanes, park and ride,
car-free zones ***
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
* The focus here should be on national, as opposed to urban or regional, patterns of transport use.
** The focus in this section is on commuter transport.
*** Provide both South African and international examples.
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.