Directorate: Curriculum GET
LESSON PLAN TERM 2 - 2020
SUBJECT and GRADE SOCIAL SCIENCE – GRADE 7 GEOGRAPHY
TERM 2 Week 1
LINK TO TEACHING THE STRUCTURE OF THE EARTH, EARTHQUAKES, VOLCANOES, FLOODS
AND ASSESSMENT PLAN
AIMS OF LESSON
INTRODUCTION • Learners should already know that earth is a versatile planet from previous grades/current grade. It
changes all the time through processes.
• Make a link to a previous lesson or teaching in a previous grade
• Explain purpose of lesson (further learning and/or functioning in the world)
SKILLS The key concepts / definitions that learners need to know or be able to do with the necessary detail.
• Think of what you want to tell learners re: this topic.
• Guide the learner to self-directed learning.
• Highlight key learning points
• Guide learners on how to learn and remember
• Mention the common mistakes made
• Explain clearly and step by step
ACTIVITIES/ASSESSMENT Refer learners to activities/assessment they can complete/do in their textbooks. Where there is more than
one textbook rather refer to sections instead of specific page numbers. OR if necessary include an
activity/assessment
CONSOLIDATION • Link to lesson aims
• Indicate how this will prepare for the next lesson(s)
• OR how this lesson consolidates an activity
RESOURCES Paper based resources Digital resources
(if necessary) Refer learners to https://www.youtube.com/watch?
specific Sections / v=mOwyPENHhbc Grade 7
Topics/ Pages in the (Natural resources)
textbook / that https://mycyberwall.co.za/get-
learners will have on smart/geography/grade-7/structure-earth Grade 7
hand Structure of the earth)
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NOTES
SUBJECT SOCIAL SCIENCE TERM 2
GRADE 7 DATE 31 MARCH – 03 APRIL 2020
Skills Teaching Methodologies/
Resources / LTSM
(WHAT I am going to Approach (WHAT I am going to use to teach/guide/support…)
teach/guide/support…) (HOW I am going to teach/guide/support…)
TEACHER’S
ACTIVITIES
Similar to what teachers would Could include tips to parents, e.g. Please indicate resources that can be found
teach, etc. as indicated above – Help your child search for a map to at home: magazines, newspapers, dictionary,
this could be a repeat of the use with the weather report etc.
teacher’s info – just so that https://images.app.goo.gl/C2UbNK7VkBe1AN1o8
parents are aware of content.
Keep it simple. https://www.thelearningtrust.org/asp-
PARENT’S treasure-box
ACTIVITIES
Learner activities: step by step, practical, keep it simple.
Can include an explanation of what to do with the worksheet added, as well as links to video clip, etc.
1.
2.
3.
4.
LEARNER’S
ACTIVITIES
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INSERT WORKSHEET HERE
GRADE 7: VOLCANOES, EARTHQUAKES, AND FLOODS
Concepts:
Structure of the earth
➢ Core, mantle, crust
➢ How the crust moves: Introduction to tectonic plates and plate movements
Volcanoes
➢ Volcanoes - location around the world (map*)
➢ Why volcanoes occur
Earthquakes
➢ 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
➢ 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 ***
Mind map
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Structure of
earth
Floods Core
Volcanoes ,
Earthquakes Earthquakes, mantle
and Floods
Volcanoes Crust
Tectonic
plates
Core notes
Structure of the earth.
• The earth is spheroid and is made up of three layers.
Crust
• Outer layer of the Earth (like the skin around a peach).
• Thinnest layer.
• Hard rock.
• 6 to 60km thick.
• Thinnest crust under deep oceans; thickest under high mountains.
• Temperatures approximately 1 200˚C.
• The Moho is the boundary between crust and mantle.
The Mantle
• 2 900km thick.
• Layer between the crust and the core.
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• Top layer of mantle made of hard rock.
• Remainder of mantle semi-molten rock.
• Temperatures of 5 000˚C cause convection currents to move rock in mantle.
The Core
• Central part of the Earth.
• 3 400km thick.
• Solid inner core (1 400km).
• Liquid (molten) outer core (2 000km).
• Probably made of the minerals iron and nickel.
• Very high pressure.
• Temperatures of 5 500˚C.
Tectonic plates and plate movements
• Geologists have studied the Earth and tell us that the Earth’s surface is made up of giant slabs or pieces called plates. These plates
can be thousands of kilometers wide with whole continents on them.
• Geologist is a person who studies rocks and the movements and structure of the Earth.
• Plates is a huge pieces of the Earth’s crust, sometimes with a whole continent on the plate.
• Plate tectonics is the movement of large plates making up the Earth’s surface. Central part of the Earth.
Volcanoes
• A volcano is a sign that the Earth’s crust is weak. Volcanic eruptions are one of the world’s most powerful and destructive forces. In
the Earth’s mantle it is so hot that some rocks melt and become a thick flowing substance called magma. Eventually the magma
pushes through vents in the Earth’s surface. A vent is a hole in rocks through which magma flows.
• Magma that has erupted is called lava. Lava can come to the surface as a gentle lava flow or a violent explosion. In violent explosions
the magma blasts into the air and breaks apart into pieces that range from tiny particles of ash to house-size boulders. These are
called volcanic bombs.
• Types of volcanoes
The different types of volcanoes are:
o Active volcanoes that erupt almost all the time.
o Dormant volcanoes that are ‘resting’. They have erupted in the past but are inactive.
o Extinct volcanoes are ‘dead’. They have not erupted for many years but can suddenly erupt violently.
Earthquakes
• Earthquakes happen in parts of the world where the crust is weak. There is movement in the Earth’s crust and shock waves move
from that point outwards. These points are called seismic waves.
• The point under the ground where the earthquake starts is called the focus. The epicenter is the point directly above the focus on the
surface of the Earth. Most earthquakes happen along faults that are cracks in the Earth’s surface.
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• After the main quake, there are usually several aftershocks or smaller earthquakes. A tremor is a slight or mild earthquake that
usually causes little or no damage. Earthquakes cause damage to buildings, sinkholes and rock falls often kill thousands of people.
Floods
• A flood happens when there is too much water in the wrong place. The main cause of flooding is heavy rain but environmental factors
and human activity can increase the effects of the flood.
INFORMAL SOURCES
SOURCE 1
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Copied from http://www.tomnewbyschool.co.za/academics/gr-7-e-notes/
Video explaining Volcanoes
https://www.youtube.com/watch?v=V863xR0Y2qk
A. Using the the map above, answer the following questions:
1. What do you notice about the location of the Volcanoes around the earth?
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2. What do we call the magma that has erupted from a Volcano?
3. Name the continents which have Volcanic activities?
4. What is the name of the ocean where the ring of fire is located?
5. What do we call it when to plates moves towards each other?
6. Explain what volcanic vents are
SOURCE 2
Case Study
It is not unusual for the population of Chile to experience an earthquake. Seismologists
have said that Chile could expect to have at least one powerful earthquake each year. At
about 3.30 am in February 2010 a powerful earthquake occurred off the coast of Chile
115km north-east of Concepción. It registered a magnitude of 8.8 and lasted for almost
90 seconds. The earthquake was caused by the Nazca plate moving under the eastern
side of
17GM 2019 the South American plate. Santiago, which is a town more than 200km
away, was one of the places to feel tremors. The damage was extensive.
Communication was badly affected. Buildings were destroyed. Sixty people were
trapped when a fifteen-storey building collapsed in Concepción. Some of the newer
buildings were not badly damaged as they had been built to resist earthquakes. Roads
and bridges collapsed sending trucks and cars into deep holes in the ground. Over a
million people were left without electricity and water. It was estimated that over 800
people lost their lives as a result of the earthquake. The worst hit area was Maule where
the epicentre was located.
Copied from http://www.tomnewbyschool.co.za/academics/gr-7-e-notes/
SOURCE 3
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Copied from https://infograph.venngage.com/p/213325/chile-earthquake-of-2010
B. Using the case study and the map above, answer the following questions:
7. Name the country that lies to the east of Chile.
8. In which ocean did the Chile earthquake occur?
9. Why is it “not unusual for the population of Chile to experience an earthquake”?
10. Explain why the February 2010 earthquake occurred?
11. Which area of Chile were hit the worst by the earthquake? Explain why you think the area were hit the worst.
12. List the effects of the Chilean earthquake of February 2010
Source 4
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In March 2019, the Cyclone Idai weather system brought destruction and damage to Inhambane, Manica, Sofala, Tete and Zambezia
provinces. The weather system’s impact was particularly devastating as it came in three waves: in early March, the low-pressure system
caused flooding in Zambezia and Tete, displacing more than 140,000 people on 14 March,
Cyclone Idai made landfall near the port City of Beira – home to 500,000 people -leaving death and destruction in its wake; and finally, over
the weekend of 16-17 March, the weather system carried torrential rains across multiple areas, causing rivers to overflow and a dam in Buzi
district to burst, sweeping away entire communities and leaving an unknown number of people stranded. As a result of the triple effect of the
impact of Cyclone Idai and subsequent flooding, an estimated 1.85 million people are in need of humanitarian assistance and protection.
As of 2 April, the official death toll had risen to 598 people, an increase of 80 since 1 April; with more than 1,600 people injured, according to
the Government. The death toll is expected to continue to rise as areas previously cut-off become reachable by road and the full extent of the
damage becomes known.
Nearly 112,000 houses have been identified by the authorities as totally destroyed (62,153), partially destroyed (34,139) or flooded (15,784),
leaving more than 131,000 people displaced in 136 sites across Sofala (109,199 people), Manica (14,047 people), Zambezia (5,235 people)
and Tete (2,655 people) as of 2 April. There has been a significant decrease in the number of displacement sites in Zambezia province, from
13 to 3, as people begin to return home. Protection partners estimate that more than half of the affected people are children and the
Government has registered more than 7,400 vulnerable people at the accommodation sites.
More than 715,000 hectares of crops have been destroyed to date, raising concerns over food security, as the destruction occurred during the
annual main harvest for the central region. Many people interviewed in collective sites by IOM have reported that, in addition to damaged or
destroyed houses, lack of food and absence of livelihoods are among the primary concerns preventing people from returning.
The humanitarian situation is compounded by a rising incidence of water-borne and vector-borne diseases in the affected districts. On 27
March, the Ministry of Health (MoH) declared a cholera outbreak in Beira. As of 2 April, some 1,428 cases of cholera and two deaths had
been reported in Beira (1,218 cases; 1 death), Dondo (66 cases; 1 death) and Nhamatanda (144 cases), according to the Ministry of Health.
Of these, 376 cases were reported in the last 24 hours.
Health partners have also reported malaria cases in many affected areas.
This Situation report provides initial estimates of the humanitarian impact of the Cyclone Idai weather system based on population estimates
and rapid assessments. Sector-specific needs and requirements will continue to be updated to reflect new data from on-going sector
assessments and further analysis.
Paragraph
Use the evidence (information) from Source 4 and your own knowledge, to write a paragraph of 8-10 full sentences on the flood in
Mozambique. Learners need to determine how useful the Sources are as evidence:
Learners should focus on the following to write their paragraphs.
➢ The cause of the flood
➢ Effects of the flood
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➢ Why some communities are at higher risk than others.
➢ How can we reduce the impact of the flood.
➢ Any other relevant answer.
• Use evidence and own knowledge in an elementary way. ie
show little or no understanding of the flooding in
Level 1 Marks: 0-3
Mozambique. Use evidence partially to report on topic or
cannot report on the topic.
Evidence is mostly relevant and is largely related to the
subject. Demonstrate an understanding of the flooding in
Level 2 Marks: 4-6
Mozambique.
• Use evidence in a very simple way.
Use relevant evidence. Demonstrate thorough
understanding of the flooding in Mozambique
• Evidence relates well to the topic
Level 3 • Use evidence very effectively in an organized paragraph that Marks: 7-10
shows an understanding of the topic.
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