Post by Admin on May 9, 2019 9:37:48 GMT
Grade 9: Senior Phase Geography Term 1
Topic: Suggested contact time: Recommended resources
Map skills One term/15 hours • Local and other topographic and
orthophoto maps and aerial photos*
(Focus: Topographic and orthophoto
maps)
• Satellite images (such as Google
Earth)
• Atlases
• Landscape models (these may be
made using recycled waste)
Content and concepts
• Contour lines 3 hours
- - Concept of contour lines (models and landscape maps with landscape features)
- - Steep and gentle slopes (description of gradient)
- - River valleys and spurs
• 1: 10 000 Orthophoto maps* 3 hours
- - Vertical aerial photographs (Review Grade 8)
- - Orthophoto images made from aerial photographs
- - How height is shown on orthophoto maps
- - Contour lines on orthophoto maps – identifying features
• 1: 50 000 Topographic maps* 4 hours
- - Read map symbols to identify:
o natural features on topographic maps
o constructed features on topographic maps
- - Height clues on topographic maps
- - Contour patterns showing river valleys, hills, mountains, ridges and spurs
- - Scale and measuring distance on topographic maps - using line and ratio scales
- - Co-ordinates to locate features
• Information from maps and photographs
2 hours
- - Interpret information from topographic and orthophoto maps and aerial photographs: **
o describe landscape
o identify land use
o settlement patterns – identify shape, size, location
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag
X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za .
** It is not essential to use maps and aerial photographs of the same area. Cross-referencing and comparing an area shown
in a range of ways is, however, very worthwhile.
Grade 9: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended resources
Development issues One term/15 hours • Statistics South Africa – Census in
brief
(Focus: South Africa and the world)
• Atlases
Content and concepts
• Development 4 hours
- - Meaning of development - including economic, social and environmental aspects*
- - Ways of measuring development
- - The Human Development Index (HDI) – life expectancy, education, per capita GDP
o World map indicating the HDI (Countries ranked by level of high, middle or low development)
- - Differences in development around the word – comparisons of selected countries and regions
• Factors affecting development 4 hours
- - Reasons for differences in development **
o Historical factors – such as colonialism
o Trade – imbalances, unfair trade
o Technology and industrialisation
o Health and welfare
o Education
o Political stability
• Opportunities for development *** 4 hours
- - More equitable trading relationships
- - Alternative development – particularly alternatives to industrialisation
- - Sustainable development – including economic, social, and environmental factors
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Development includes living within the earth’s means and focusing on quality of life and needs of the poor. A critical
approach to interpretations of development is required.
** These are important factors but should not be seen as a comprehensive list.
*** Throughout this section examples of development programmes are included, such as education and training, rural
development and community-based initiatives. When selecting examples note that food production and farming are a
focus in term 4 (Resource use and sustainability).
Grade 9: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Surface forces that shape the earth One term/15 hours • Photographs of a range of landforms
(Physical Geography)
• Topographic maps *
Content and concepts
• Weathering 3 hours
- - Concept of weathering
- - Physical weathering
- - Chemical weathering
- - Biological weathering
- - Impact of human activities on weathering
• Erosion and deposition ** 7 hours
- - Difference between weathering, erosion and deposition
- - Rivers – features of erosion and deposition along a river course
- - Sea – features of erosion and deposition associated with wave action: the power of wave action and typical landforms
- - Moving ice – features of erosion and deposition associated with glaciated landscapes
- - Wind – features of erosion and deposition associated with wind
• The impact of people on soil erosion
3 hours
- - Human contributions to erosion through agriculture, construction and mining
- - Case study: agriculture as a contributor to erosion
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
*
Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag
X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za .
** Include examples of landforms in South Africa wherever possible throughout this sub-topic. Limit the number of landforms
and detail for each.
Grade 9: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Resource use and sustainability One term/15 hours • Atlases
(Focus: World)
• Atlas of Earth’s resources and
management
• Case studies, photographs to
illustrate the content of the topic
• Metal artefacts, such as tin cans,
both before and after recycling.
Content and concepts
• Resources use 4 hours
- - Uses of natural resources – renewable and non-renewable
- - Effects of unwise use of resources
o Over-fishing the oceans
o Over-grazing
• Sustainable use of resources 4 hours
- - Concepts of sustainable and unsustainable resource use
- - Ways resources may be used sustainably
o Sustainable fishing
o Sustainable land use for grazing
- - Role of consumers – individuals, businesses and governments – in choosing more sustainable resource use – such as
reducing pressure on resources, lowering carbon footprint
• Food resources 4 hours
- - Concept of food security – local, regional and global examples
- - Role of science and technology in food production *
o Factory farming – raising livestock at high density
o Genetic modification of crops
- - Sustainable farming - appropriate technologies and farming techniques *
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Include critical studies of advantages and disadvantages of different modes of food production. Social, environmental,
economic, health and ethical (including animal rights) issues should be considered.
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 and other topographic and
orthophoto maps and aerial photos*
(Focus: Topographic and orthophoto
maps)
• Satellite images (such as Google
Earth)
• Atlases
• Landscape models (these may be
made using recycled waste)
Content and concepts
• Contour lines 3 hours
- - Concept of contour lines (models and landscape maps with landscape features)
- - Steep and gentle slopes (description of gradient)
- - River valleys and spurs
• 1: 10 000 Orthophoto maps* 3 hours
- - Vertical aerial photographs (Review Grade 8)
- - Orthophoto images made from aerial photographs
- - How height is shown on orthophoto maps
- - Contour lines on orthophoto maps – identifying features
• 1: 50 000 Topographic maps* 4 hours
- - Read map symbols to identify:
o natural features on topographic maps
o constructed features on topographic maps
- - Height clues on topographic maps
- - Contour patterns showing river valleys, hills, mountains, ridges and spurs
- - Scale and measuring distance on topographic maps - using line and ratio scales
- - Co-ordinates to locate features
• Information from maps and photographs
2 hours
- - Interpret information from topographic and orthophoto maps and aerial photographs: **
o describe landscape
o identify land use
o settlement patterns – identify shape, size, location
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag
X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za .
** It is not essential to use maps and aerial photographs of the same area. Cross-referencing and comparing an area shown
in a range of ways is, however, very worthwhile.
Grade 9: Senior Phase Geography Term 2
Topic: Suggested contact time: Recommended resources
Development issues One term/15 hours • Statistics South Africa – Census in
brief
(Focus: South Africa and the world)
• Atlases
Content and concepts
• Development 4 hours
- - Meaning of development - including economic, social and environmental aspects*
- - Ways of measuring development
- - The Human Development Index (HDI) – life expectancy, education, per capita GDP
o World map indicating the HDI (Countries ranked by level of high, middle or low development)
- - Differences in development around the word – comparisons of selected countries and regions
• Factors affecting development 4 hours
- - Reasons for differences in development **
o Historical factors – such as colonialism
o Trade – imbalances, unfair trade
o Technology and industrialisation
o Health and welfare
o Education
o Political stability
• Opportunities for development *** 4 hours
- - More equitable trading relationships
- - Alternative development – particularly alternatives to industrialisation
- - Sustainable development – including economic, social, and environmental factors
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Development includes living within the earth’s means and focusing on quality of life and needs of the poor. A critical
approach to interpretations of development is required.
** These are important factors but should not be seen as a comprehensive list.
*** Throughout this section examples of development programmes are included, such as education and training, rural
development and community-based initiatives. When selecting examples note that food production and farming are a
focus in term 4 (Resource use and sustainability).
Grade 9: Senior Phase Geography Term 3
Topic: Suggested contact time: Recommended resources
Surface forces that shape the earth One term/15 hours • Photographs of a range of landforms
(Physical Geography)
• Topographic maps *
Content and concepts
• Weathering 3 hours
- - Concept of weathering
- - Physical weathering
- - Chemical weathering
- - Biological weathering
- - Impact of human activities on weathering
• Erosion and deposition ** 7 hours
- - Difference between weathering, erosion and deposition
- - Rivers – features of erosion and deposition along a river course
- - Sea – features of erosion and deposition associated with wave action: the power of wave action and typical landforms
- - Moving ice – features of erosion and deposition associated with glaciated landscapes
- - Wind – features of erosion and deposition associated with wind
• The impact of people on soil erosion
3 hours
- - Human contributions to erosion through agriculture, construction and mining
- - Case study: agriculture as a contributor to erosion
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
2 hours
Notes:
*
Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag
X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za .
** Include examples of landforms in South Africa wherever possible throughout this sub-topic. Limit the number of landforms
and detail for each.
Grade 9: Senior Phase Geography Term 4
Topic: Suggested contact time: Recommended resources
Resource use and sustainability One term/15 hours • Atlases
(Focus: World)
• Atlas of Earth’s resources and
management
• Case studies, photographs to
illustrate the content of the topic
• Metal artefacts, such as tin cans,
both before and after recycling.
Content and concepts
• Resources use 4 hours
- - Uses of natural resources – renewable and non-renewable
- - Effects of unwise use of resources
o Over-fishing the oceans
o Over-grazing
• Sustainable use of resources 4 hours
- - Concepts of sustainable and unsustainable resource use
- - Ways resources may be used sustainably
o Sustainable fishing
o Sustainable land use for grazing
- - Role of consumers – individuals, businesses and governments – in choosing more sustainable resource use – such as
reducing pressure on resources, lowering carbon footprint
• Food resources 4 hours
- - Concept of food security – local, regional and global examples
- - Role of science and technology in food production *
o Factory farming – raising livestock at high density
o Genetic modification of crops
- - Sustainable farming - appropriate technologies and farming techniques *
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis
3 hours
Notes:
*
Include critical studies of advantages and disadvantages of different modes of food production. Social, environmental,
economic, health and ethical (including animal rights) issues should be considered.
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.