Lesson Plan No:

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A: ROUTINE INFORMATION

Date: Day: October 2022

Name of School: Bambe primary school

Student surname and name: Asande P. Ndaba

Student number: 222040811

Grade: 5

Subject: Social Sciences (Geography)

Topic: Weather, Climate and Vegetation of South Africa

Content/ Concept Area: Climate

CAPS page no: 27

Duration of lesson: 3 hrs

B: SPECIFIC AIMS
The Geography curriculum aims to develop learners who:

• Care about their planet and the well-being of all who live on it.

C: LESSON OBJECTIVES
1. KNOWLEDGE
 Explore climate information, sector-related climate indices, vulnerability to
natural hazards, sectoral impacts of climate change, and adaptation framework
for different countries.


Explore historical and projected climate information for different watersheds.
 2. SKILLS
1. engage with issues relating to the planet, its people and resources with
knowledge and sensitivity.

2. act responsibly towards people and the environment.

3. devise and frame questions

4. develop and apply research skills

3. VALUES/ATTITUDES
Climate change perceptions and beliefs are changing, globally.

Climate change impacts on the special places within which they live and work

D: APPROACH/TEACHING STRATEGY:
Showing learners relevant videos to get an idea of what is climate.

E: RESOURCES:

 Chart
 Handouts

F: LESSON PHASES:
1. INTRODUCTION
The activity above will be given to the learners to complete.

2. DEVELOPMENT
 STEP 1:
1. Discuss the causes and effects of climate change with your students.
2. Use the Climate Change Scorecard to discuss ways to reduce greenhouse gas
pollution at home and at school.
3. Ask students if they can think of other ways to save energy, reduce pollution or
remove carbon dioxide from the atmosphere.
4. Add their ideas to the scorecard.
5. Make a copy for each student.

STEP 2:
Find out how much you and your family contribute to greenhouse emissions by
assessing what your ecological footprint is.

You can calculate your ecological footprint by visiting

http://www.footprintnetwork.org/resources/foot print-calculator Present the results of
your ecological footprint to the rest of the class using one of the following:

a graph or chart a draw short talk photographs apps a model a video.

STEP 3: 17. Chemistry of Greenhouse Gases Experiment

With this fun at-home or classroom experiment, we will see examples of greenhouse
gas reactions using vinegar, baking soda, some glass jars, and a heat source. The
concepts of Earth science are proven by seeing the temperature and reaction when
heat is added to the jar with the vinegar and baking soda mixture (this is carbon
dioxide!

3. CONSOLIDATION/LESSON CONCLUSION
In conclusion of the lesson, a video clip will be displayed to learners to see what is
climate change.

Learners will be grouped and given an activity to do based on climate.

G: LEARNER ACTIVITY
Describe the learner activity you plan to use. If you are using a worksheet, attach it
to the Lesson Plan)
EACH GROUP WILL CHOOSE A QUESTION BELOW AND PRESENT AN ANSWER IN
THE CLASS

What is climate?

How does life on Earth depend on climate?

How is life on earth shaped by climate?

How have we as humans impacted the earth’s climate?

 What are the consequences of the earth’s changing climate?

What can we, as responsible citizens, do to help reduce the effects of the earth’s
changing climate?

H: REFLECTION ON PLANNING OF LESSON

1. CHALLENGES ENCOUNTERED
 Students seem to gain most of their (mis)information from television, the internet,
and/or parents, and those sources often have greater credibility than educators. I am
hoping that by asking students to work with real data and have them draw their own
conclusions, this will help to replace misconceptions - but it's difficult to dislodge
information once ingrained.

The next challenge for many of my students is to understand how to deal with real
data. Many students who take my introductory courses cannot do simple math, and
they are overwhelmed when looking at simple graphs (e.g., CO2 concentrations with
time). I would like to develop new strategies for getting them to the finish line without
them getting side tracked by their limited skills.

2. HOW DID I USE RESOURCES IN MY LESSON

 A chart was displayed to show the Climate versus the Weather.
 A video was displayed to see and observe what is climate.

3. LEARNER PARTICIPATTION
Learners participated very well they worked together so well to present their
outcomes.

4. USE OF A VARIETY OF QUESTIONS

Divergent questions and convergent questions were used during the lesson.

I: REFERENCES
(Devine-Wright, 2013; Heimann and Mallick, 2016; Nicolosi and Corbett, 2018). 

https://www.acf.org.au/think_global_act_local_on_climate_change

Elizabeth Gordon Oct, 2010

https://www.education.gov.za/Curriculum/
CurriculumAssessmentPolicyStatements(CAPS)/CAPSIntermediate/tabid/572/
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