SOCIAL SCIENCES LESSON PLAN

LESSON PLAN NO: 1

SUBJECT GRADE TERM DATE DURATION

S.S (Geography) 9 2 4
TOPIC:  Development issues (Focus: South Africa and the world)
CONTENT:  Development
CONCEPTS:  Meaning of development - including economic, social and environmental
aspects*
 Ways of measuring development
 The Human Development Index (HDI) – life expectancy, education, per
capita GDP
 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
AIMS SKILLS
Care about their planet and the well-being of all  Engage with issues relating to the planet,
who live on it its people and
 resources with knowledge and sensitivity
 act responsibly towards people and the
environment

Have a sound general knowledge of places and  read and use sources in order to
the natural forces at work on Earth assimilate information
 use information to describe, explain and
answer questions about people, places
and the relationship between the two
RESOURCES: CAPS Document, learner’s book and teacher’s guide (Solution for all
SS grade 9), statistics South Africa and atlases (world map)
BASELINE ASSESSMENT: What is Development?
Word bank. [English Development, life expectancy, GDP, GNP
Across curriculum] (EAC)
Key questions What is Development?
How do we measure Development?
Why the UN uses the HDI to compare the development?
What is the different in development around the world?
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
 DAY 1
 Ask the learners to define development
 Explain the development including
economic, social and environmental
aspect
 Assist the learners with correct solutions
 Provide assessment activity.
 Learners will define Development with their
own understanding.
 Read more about development on the
textbook p28.
 Analyse the picture of development on p29
 Discover the correct solution and rectify any
misconceptions
 Work out assessment activity.

DAY 2
 Discuss the ways of measuring  Learners will write notes
development  Read more in their text books page 30-
 Clarify to the learners the indicator as 31.
used to measure development
 Demonstrate on how to calculate GDP  Take instruction and seek for clarity
per capita where possible.
 Use the table and the picture on p30-31
to explain economic and social indicator  Follow the example.
 Provide class activity.
 Work out the activity 2.2 on the textbook.
DAY 3  Learners will write notes
 Ask learners to give the purpose of UN  Respond to ask question.
 Discuss the use of HDI by the UN to
measure development  Take instruction and seek for clarity
 List and explain the aspects of HDI where possible.
 Use the table and the world map on p32-
33 to explain the HDI  Follow the example.
 Provide class activity.  Work out the activity 2.3 on the textbook.
DAY 4  Learners will list the rich and poor
Ask learners to give the names of the rich countries
countries  Respond to ask question.
 Ask learners to give the reasons why they
say these are rich or poor countries  Take instruction and seek for clarity
 Draw which differentiate between where possible.
developed and poor countries
 Use the table and the world map on p34  Follow the example on the textbook
to compare the countries and regions
 Provide class activity.  Work out the activity on the worksheet.
ASSESSMENT DAY 1
ACTIVITIES: Class work: Activity 2.1 on page 28 Solution for all, learners’ book.
DAY 2
Class work: Activity 2.2 on p31 Solution for all, learners’ book.
Day 2
Home work: Activity 2.3 p33 Solution for all, learners’ book.
Day 4
Classwork: worksheet
EXPANDED PROVIDE REMEDIAL ACTIVITY TO THE LEARNERS WHO ARE FACED
OPPORTUNITIES: WITH BARRIERS TO LEARNING.
REFLECTION: MOST LEARNERS WERE ABLE TO UNDERSTAND DEVELOPMENT
 SOCIAL SCIENCES LESSON PLAN
LESSON PLAN NO: 2

SUBJECT GRADE TERM DATE DURATION

S.S (Geography) 9 2 4
TOPIC:  Development issues (Focus: South Africa and the world)
CONTENT:  Factors affecting development
CONCEPTS:  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
AIMS SKILLS
Care about their planet and the well-being of all  Engage with issues relating to the planet,
who live its people and
on it  resources with knowledge and sensitivity
 act responsibly towards people and the
environment

Have a sound general knowledge of places and  read and use sources in order to
the natural forces at work on Earth assimilate information
 use information to describe, explain and
answer questions about people, places
and the relationship between the two
RESOURCES: CAPS Document, learner’s book and teacher’s guide (Solution for all
SS grade 9), statistics South Africa and atlases (world map)
BASELINE ASSESSMENT: What could be the reason why some countries are rich and others are
poor?
Word bank. [English Trade, industrialisation, green revolution,
Across curriculum] (EAC)
Key questions What are the factors affecting development?
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
 DAY 1
 discuss historical factor
 Explain colonialism and how did
influence the difference between rich
and poor
 Assist the learners with correct solutions
 Learners will write notes
 Read more about historical factor on the
textbook p36.
 Discover the correct solution and rectify any
misconceptions
 Work out assessment activity.

 Provide assessment activity.

DAY 2
 Discuss trade – imbalance and unfair  Learners will write notes
trade  Read more in their text books page 38.
 Clarify to the learners imbalance and  Take instruction and seek for clarity
unfair trade where possible.
 Provide class activity.  Follow the example.
 Work out the activity on worksheet.
DAY 3  Learners will write notes
Discuss technology, industrialisation and  Respond to ask question.
education.  Take instruction and seek for clarity
 List examples of multinational where possible.
companies  Follow the example.
 Discuss briefly about the four Asian  Work out the activity 2.6 on the textbook.
Tigers
 Use the table and the world map on p32-
33 to explain the HDI
 Provide class activity.
DAY 4  Learners will write notes
 Discuss health and welfare and political  Respond to ask question.
stability.  Take instruction and seek for clarity
 Ask learners to give the reasons health where possible.
and welfare and political stability can  Follow the example on the textbook
influence the imbalance in development.  Work out the activity on the worksheet.
 Provide class activity.
ASSESSMENT DAY 1
ACTIVITIES: Class work: worksheet
DAY 2
Class work: worksheet
Day 2
Home work: Activity 2.6 p39 Solution for all, learners’ book.
Day 4
Classwork: worksheet
EXPANDED PROVIDE REMEDIAL ACTIVITY TO THE LEARNERS WHO ARE FACED
OPPORTUNITIES: WITH BARRIERS TO LEARNING.
REFLECTION: MOST LEARNERS WERE ABLE TO UNDERSTAND FACTORS AFFECTING
DEVELOPMENT
 SOCIAL SCIENCES LESSON PLAN
LESSON PLAN NO: 3

SUBJECT GRADE TERM DATE DURATION

S.S (Geography) 9 2 4
TOPIC:  Development issues (Focus: South Africa and the world)
CONTENT:  Opportunities for development
CONCEPTS:  more equitable trading relationships
 Alternative development – particularly alternatives to industrialisation
 Sustainable development – including economic, social, and environmental
factor
AIMS SKILLS
Care about their planet and the well-being of all  Engage with issues relating to the planet,
who live its people and
on it  resources with knowledge and sensitivity
 act responsibly towards people and the
environment

Have a sound general knowledge of places and  read and use sources in order to
the natural forces at work on Earth assimilate information
 use information to describe, explain and
answer questions about people, places
and the relationship between the two
RESOURCES: CAPS Document, learner’s book and teacher’s guide (Solution for all
SS grade 9), statistics South Africa and atlases (world map)
BASELINE ASSESSMENT: How could we create a balance in development?
Word bank. [English Subsidies, equitable , alternative, eco-tourism, fossil fuel, sustainability,
Across curriculum] (EAC)
Key questions What are the opportunities for development?
How could we implement sustainable development?
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
DAY 1
 Ask the learners to give more equitable  Learners will give the own examples
trading relationship?  Read a case study on p43.
 Explain the further the equitable trading  Discover the correct solution and rectify any
relation misconceptions
 Assist the learners with correct solutions  Work out assessment activity 2.9 .
 Provide assessment activity.
 DAY 2
 Discuss alternative development
 Instruct learners to read the case study on
p45
 Provide class activity.
 Learners will write notes
 Read the case study on p45
 Take instruction and seek for clarity
where possible.
 Follow the example.
 Work out the activity 2.10 on the
textbook.

DAY 3  Learners use dictionary to define

 Ask learners to use a dictionary to define sustainable
sustainable  Respond to ask question.
 Discuss sustainable development
 Use the table on p48 to explain  Take instruction and seek for clarity
sustainable development. where possible.
 Provide class activity.
 Follow the example.

 Work out the activity 2.12 on the

DAY 4
 Ask learners to read the two case studies
about sustainable development.
 Pin out sustainable development in those
two case studies.
 Provide class activity.
textbook.
 Learners will read the case studies
 Take instruction and seek for clarity
where possible.
 Follow the example on the textbook
 Work out the activity on the worksheet.

ASSESSMENT DAY 1
ACTIVITIES: Class work: Activity 2.9 on page 44 Solution for all, learners’ book.
DAY 2
Class work: Activity 2.10 on p46 Solution for all, learners’ book.
Day 2
Home work: Activity 2.12 p47 Solution for all, learners’ book.
Day 4
Classwork: worksheet
EXPANDED PROVIDE REMEDIAL ACTIVITY TO THE LEARNERS WHO ARE FACED
OPPORTUNITIES: WITH BARRIERS TO LEARNING.
REFLECTION: MOST LEARNERS WERE ABLE TO UNDERSTAND OPPORTUNITIES FOR
DEVELOPMENT