LESSON PLAN TEMPLATE 2022

STUDENT INFORMATION
STUDENT NAME Tené Padayachee
STUDENT NUMBER ST10116787
QUALIFICATION B.Ed Intermediate Phase
YEAR OF STUDY 4th year - 2022

GENERAL LESSON INFORMATION

GRADE 7
SUBJECT Intermediate phase
(CAPS) Natural Sciences
TOPIC Term 3 – The national electricity supply system

Unit 2 – Conserving electricity in the home:

 The supply of electrical energy
 Different ways to use energy wisely and save energy at
home
DATE OF 30 August 2022
LESSON
NUMBER OF 28
LEARNERS
DURATION OF 60 minutes
LESSON
CAPS SPECIFIC According to CAPS (2011; 30), the purpose of this section is to get
FOCUS (link learners to understand and engage with the topic by using a
here) variety of information and facts based on research and content to
remember relevant facts and key ideas while building a
conceptual framework, mainly by understanding the important
terminology such as conduction, convection and radiation, by
thinking analytically and internalising information. This topic
 focuses on the supply of electrical energy as a non-renewable
source coupled with the different ways to use energy wisely and
save energy in homes. Therefore, the purpose of this section is to
get learners to understand and engage in different opportunities
where they bring together their thoughts and ideas about different
materials so that it can become sensible in such a way that they
can identify which materials are electrical conductors and which
are electrical insulators, name a few examples of conductors and
insulators while also encouraging learners to pose questions
based on the topic that may lead to an investigation in the future
and further research on ways of conserving electricity in our
homes. This section aims to introduce learners to;
o ‘Doing science’ where they engage in the scientific
method which involves analysing problems, completing
investigations, and using practical processes and skills
to evaluate solutions, where learners also plan and
engage in simple investigations and use their practical
ability to solve problems.
o ‘Understanding and connecting ideas’ where they
are meant to understand the subject content by getting
a hold of technological, scientific and environmental
knowledge and be able to apply this knowledge to new
contexts and concepts.
o ‘Understanding the uses of science’ where they
should understand the uses of Natural Sciences and
indigenous knowledge in society and the environment.
Hence, it should produce learners who understand that
school science can be relevant to everyday life and aim
to address issues such as building energy-efficient
houses.

REFERENCES Department of Basic Education. 2011. Curriculum and

 Assessment Policy Statement Grades 7-9: Natural Sciences.
Cape Town. Government Printing Works.
Booksbank, R. de Fontaine, J. Marchant, L. Marriott, R. Mayers,
M. McLaren, C. and Skinner, H. 2013. Solutions for all – Natural
Sciences Grade 7 Learner’s Book. Macmillan South Africa.
SUMMARY OF According to CAPS (2011: 35);
CONTENT TO BE Prior-knowledge that will be recapped:
COVERED.
Learners will be asked about the previous lesson topic in unit 1
Briefly describe
where they learnt about San and Khoi people who lived in the
‘what’ content you
Cape for thousands of years before the Dutch arrived.
need to cover.
This will inform  Who were the indigenous inhabitants of the Cape in the 17 th

the lesson century? The San hunter-gatherers and the Khoi

objectives and herders.

choice of teaching  Where was the halfway point for trading known as the

strategy. refreshment and replenishing station? In Cape Town.

 Why was this halfway mark created? Due to the long
journey to the Spice Islands, the Dutch needed
somewhere along the way, a halfway mark where they
could get fresh food and water. They also needed a
place to rest and mend their ships.
 Who led the Dutch settlers? Jan van Riebeeck.
New topics:

 Conserving electricity in the home

 Preventing heat loss in winter
 Preventing heat gain in summer
 Ways to use energy wisely

New vocabulary:
 Conduction: is the transfer of heat between solid objects
that are in direct physical contact with each other.

 Convection: is the transfer of heat from one place to

another by the movement of liquid or gas particles.
  Radiation: is the transfer of heat and does not require
physical contact or movement of particles.

 Insulation: reduces or decreases the flow of heat or

electricity.

 Draught: a current of air

Use of concrete apparatus:

 YouTube video – to introduce them to the topic and recap

prior-knowledge. Link: https://youtu.be/rzsejNlvA8Y
 PowerPoint presentation – to explain definitions, present
content in a fun way and show learners pictures of different
heating and cooling elements and how they can be used
efficiently.
 Kahoot online game – learners engage with the activity
through this game by answering questions in a quiz form to
display their understanding and thoughts of this section as
a class. Link: https://create.kahoot.it/details/ecbe2c9b-
c723-4fb3-8829-0a2c38306f13
 A3 paper – learner’s will complete their activity of creating a
poster on the different ways to use energy wisely at home.
 Textbook - to refer to notes and important information for
added guidance (pages 272 to 276)

Selected technology:

Learners will have to use their laptops/computers or tablets to

access;

 Google classroom – to access the slides and activities

along with the rubric/checklist which will be uploaded online
and available for them to download and complete.
 Apple TV - to present PowerPoint presentation to conduct
the lesson, share information and discuss content along
 with activities.

RATIONALE FOR LEARNING DESIGN

To frame your thinking and
engage is purposeful learning
design, describe your
conceptualisation, teaching
and assessment as/of/for
Natural Sciences – Grade 7
Topic – ‘The national electricity supply system’ (term 3)
Focus – ‘Conserving electricity in our homes’ (unit 2)

knowledge as it relates to this

content and context.
1. How does the knowledge
of this topic inform choices
for learning design?
• What is the main idea/s
and most important things
to know about this topic?
• What ways of thinking
and doing are important
for learning this topic?
• How do these inform the
design of learning tasks
and sequencing of lesson
steps?
2. How do learners and their
diversities inform choices for
lesson design?
• How have I ensured that
all learners may
participate and learn?
3. How do opportunities in
this context inform choices
for lesson design?
• What possibilities and
constraints have I
considered?
1)
 The main topic covered in this section of Social
Sciences History is ‘Colonisation of the Cape 17 th-
18th centuries’. This topic focuses on colonisation,
the expanding frontiers of Dutch settlement and
immediate consequences at the Cape, and aims to
get learners to understand the change and
development in society over time by analysing and
engaging with information, by seeing something that
happened in the past from more than one point of
view. Therefore, the sole purpose of this section is to
get learners to understand the cause and effect, that
is, the reasons for events and the results of these
events, coupled with the consequences of events
which drive future events and help explain human
behaviour.
The topic I chose for my lesson is ‘Dutch settlement’ and
mainly focuses on the sub-topic of ‘Results of the Dutch
settlement’ which follow each other in a sequence
forming unit 2 under the main topic of ‘Colonisation of
the 17th -18th centuries’. ‘Dutch settlement’ as a topic is
divided into three lessons as the content is quite large.
This first lesson focuses on ‘Reasons for the VOC
(DEIC) permanent settlement at the Cape 1652’,
whereas the second lesson (which is the lesson for
today), focuses on the Results of the Dutch settlement,
which includes Slaves at the Cape, Why slaves were
brought to the Cape, Where the slaves came from, How
slaves were brought to the Cape, What it was like to be
a slave at the Cape and the Causes and effects of slave
resistance at the Cape. The reason why I chose to plan
this lesson on ‘Results of the Dutch settlement’ is
because I personally find the topic very interesting,
relative to today’s way of life and it’s also fun to engage
with and understand the way of life in the past, while
helping us appreciate the rights we have today as
citizens of South Africa. Therefore, I believe that it will
grab my learner’s attention, get them engaged and
encourage them to participate while arousing their
curiosity and love for the subject of History. With that
being said, according to the curriculum, the topic on
‘The transatlantic slave trade is first covered in term 2 to
introduce learners to the nature and impact of the slave
trade between West Africa and the American South.
Thereafter, learners are introduced to ‘Colonisation of
the Cape in the 17th and 18th centuries’, and finally
learners are taught about ‘Co-operation and conflict on
the frontiers of the Cape Colony in the early 19th
century’, to bring their focus to the expanding frontiers of
British settlement and immediate consequences at the
Cape in the early 19th century. These lesson topics
connect with each other in such a way that if learners do
not understand ‘the transatlantic slave trade’ with
regards to its trading, impact and nature on the slaves,
then they will not be able to understand and see the link
with ‘Colonisation of the Cape in the 17th and 18th
centuries’ in terms of the causes and effects of slave
resistance and the significance behind the ‘Co-operation
and conflict on the frontiers of the Cape Colony which
took place in the early 19th century’ in terms of wars that
took place as a result of slavery and trading.
 It is clear that in order for learning to occur within this
topic of ‘Colonisation of the Cape in the 17 th and 18th
centuries’, learners will need to be well engaged and
participate in the lessons, which means that the
lessons need to be interactive enough to allow for
 this. I believe that questioning is an important aspect
for learning this topic since learners need to be
curious and ask questions – whether it’s for
clarification or additional information and they also
need to be able to answer questions by tapping into
their critical thinking skills and engaging in
discussions with their peers and the teacher. In this
way, learners will build on their prior-knowledge
(which is definitely required as all the lessons link
together) which will develop their interest in the
lesson and help them create links between ideas
which are all necessary for learning this topic
effectively. Learners also need to be engaging and
working with others through activities by sharing their
ideas and thoughts through collaborative and
cooperative learning on activities as this will
encourage social constructivism which is important
for this topic where learners are working with and
analysing information together. In order to
understand this topic learners will need to
understand that there are changes and development
in society that take place over time and they need to
see something that happened in the past from more
than one point of view, so they need to be open to
the topic and its dimensions, and debate about what
happened based on the evidence they are provided
with. Learners need to also have good memory skills
when working on assessment tasks and activities as
they will need to recall and remember important
aspects and dates.
 When designing a lesson plan and the lesson steps,
I start off by recapping learner’s prior-knowledge as
each lesson is a follow up of the previous and
 therefore all connect with each other. This is
conducted through a process of reminding learners
of the terms and topics they covered while asking
them a series of questions to kick-start their memory
and recall the content, concepts and facts that were
previously covered. Thereafter I introduced the
lesson topic and I try to relate the topic to learner’s
experiences and interests as this forms the basis of
the lesson where they start actually linking their
prior-knowledge with new knowledge and content to
understand it better. Once learners come to terms
with the new topic and successfully link it with their
prior-knowledge, I introduce them to new terminology
that they need to understand in order for learning to
take place, in the teaching and learning phase. I use
the scaffolding method to gradually introduce the
new topics step-by-step so that its easier for learners
to follow and ask questions when they feel
necessary. With regards to the designs of my
activities and learning tasks, I try to create them so
that they are as engaging as possible, meet the
necessary objectives, apply bloom’s taxonomy and
are fun in a way that they also require learners to
think and access those higher order thinking skills.
2) I try to ensure that all my learners individual needs
are met to allow for maximum opportunity for the
participation of everyone. Therefore, I start of my
lessons by assessing and recapping learner’s prior-
knowledge first and the lessons are created in such
a way that it builds on what the students already
know. In this way, the students will feel more
confident to engage with the content because it is
linked to what they already know and is therefore
 viewed as meaningful. Another way in which I ensure
the participation of all my learners is through allowing
for student collaboration instead of competition
through the use of online tools like the Poll. By
putting students into groups or pairs and urging them
to work together or even just discuss a concept, I am
allowing them to engage with each other and the
content by sharing ideas so that everyone
understands and participates together instead of
competing with each other. In doing so, when there
is less competition and more collaboration through
the online platform, learners feel more comfortable to
share and participate. To engage my learner’s, I also
give them an opportunity to pose questions on their
own instead of me always asking the questions by
allowing them to put their answers up anonymously
on the whiteboard, and whenever learners give a
response, I try to encourage participation by building
on their comments and encouraging students to build
on each other’s ideas through discussion to create a
warm and comfortable online classroom environment
to encourage more participation.

3) The following are all aspects which I have catered for

in my lesson planning;
 Learners learn better when they are guided
through tasks and allowed to ask questions about
the topic they are learning. In this way they
further their understanding and are introduced to
a much clearer interpretation by also expressing
their thoughts and receiving feedback.
 Learners with ADHD are able to focus better
when a smaller section is done at a time with
 added notes from the teacher, as well as the use
of interesting slides with pictures which seems to
capture their attention and therefore, they listen
better and focus on the content being taught. This
also applies to the visual learners who enjoy
learning with illustrations.
 Learners experiencing a language barrier tend to
understand the content better when it is taught in
simple terms and when keywords are defined and
explained at the beginning of the teaching and
learning phase, so that they can familiarise
themselves with the concepts and understand it
better in the lesson.
 Diversity within a classroom – cater for different
types of learners by using visual aids, text pieces,
colourful but simple worded slides as this can
help overcome language barriers if students can
engage with the images.
 Students with eye-sight issues – accommodate
them by increasing the size of visual aids such as
the PowerPoint slides and pictures so that
everyone can see them, make sure that they are
clear and easy to read/view.
 I will always carry back-up devices in case there
are any problems with the laptop I am using to
present the PowerPoint. There will also be
activities that learners can use/ refer to when
connectivity issues arise by downloading them
from an online platform.

LESSON OBJECTIVES
1. By the end of this lesson, learners will
be able to…
2. By the end of this lesson, learners will
be able to…
3. By the end of this lesson, learners will
be able to…
4. By the end of this lesson, learners will
be able to…
TEACHING AND LEARNING STRATEGIES
Select one or more of the teaching
strategies you will employ that is/are
suitable for your content and context.
Use the information they are provided
with to understand and compare the
changes in society over time, specifically
in regards to colonisation and slavery.
Understand and work with new concepts
effectively by describing what a slave,
overseer, mercy and raids mean.
Understand slavery at the Cape by
identifying where the slaves came from,
by describing why slaves were brought
to the Cape, discussing how slaves
were brought to the Cape.
Explain the causes and effects of slave
resistance at the Cape by discussing
and sharing their own views.
Direct instruction:
Will be used to teach the lesson and is
more teacher-centred.
Will help learners take down important
notes accurately for a better
understanding of the topic and
improved results during examinations
as they will be learning the correct
information and concepts.
Discussion:
Will be used to consolidate the lesson
and topic and is learner-centred.
Will help understand the topic on a
more personal and broad level so that
 they can make their own links and
understand better.
Inquiry-based:
Will be used during the lesson and is
learner-centred.
Allows students to ask questions
based on what is being taught and
share their opinion on the answers.
They can also ask question on areas
they feel are unclear.

LESSON DEVELOPMENT

Phase Lesson Steps Resources

s Required

 Recap learners prior-knowledge by asking them – Do you remember  Picture of the

in our previous lesson on unit 1 we learnt about the indigenous people San hunter-
ODUCTORY PHASE
who lived in the Cape for thousands of years before the Dutch arrived. gatherers and
(show learners an image to help guide their thinking – see resource the Khoi
1) (resource 1)
 Then ask learner’s a few questions to test their prior-knowledge;  PowerPoint
(PowerPoint) Slide with
 Who were the indigenous inhabitants of the Cape in the 17 th questions
century? The San hunter-gatherers and the Khoi herders. [10 minutes]
 Where was the halfway point for trading known as the refreshment
and replenishing station? In Cape Town.
 Why was this halfway mark created? Due to the long journey to
the Spice Islands, the Dutch needed somewhere along the
way, a halfway mark where they could get fresh food and
 water. They also needed a place to rest and mend their ships.
 Who led the Dutch settlers? Jan van Riebeeck
 Introduce the lesson topic by explaining that today we will be
discussing the Colonisation of the Cape in the 17 th and 18th centuries
with a specific focus on the ‘Results of the Dutch settlement – why
and how slaves were brough to the Cape, where they came from,
what it was like to be a slave along with the causes and effects of
slave resistance.
 Let’s begin!

 A few new words will be pulled out from the content to be taught for  PowerPoint
the lesson and put up on slide 2, learners will have to take down this Presentation
new terminology. Thereafter, we will discuss these words as a class  Activity on
and explain what they mean in simple terms for a better slide
understanding.  Online
 Learners will then be asked to put down their pens or anything in their whiteboard
hands and pay attention as we start reading through and discussing  Blackboard
slide 3, ‘slaves at the Cape’. collaborate and
o While reading through the content, learners will be asked to its tools (mic,
pay attention to specific dates and aspects. chat box)
o The teacher will also bring learners attention to the picture on [35 minutes]
the right of slaves working in the homes of their masters and
explain that they did work such as washing clothes, cleaning,
cooking, gathering firewood and fetching water.
o Learners will then be made aware of the picture of the left of
slaves working on a farm, and the teacher will explain that they
were carefully watched by an ‘overseer’ a term which was
discussed earlier.
o The teacher will then ask learners if they have any questions or
need her/him to clarify anything which they do not understand.
 The teacher will then move on to the fourth slide where learners will
be engaging in a fun whole-class activity through a discussion
process, which is based on the content discussed in slide 3.
 The teacher will go through each question individually and learners
 will be asked to put their answers in the chat box or unmute their mics
and chose an answer through the use of the Poll tool. The following
questions will be presented on slide 4:
o Where did nearly all the slaves come from around?
Choose your answer from the POLL.

o Scenario: We have discussed that slaves who work in

homes did work such as cleaning, cooking, fetching water,
washing clothes and collecting firewood. However, your
friend Sarah is confused because she says that the
domestic workers of today do the same kind of work. Help
your friend understand the difference between these
slaves and the people who work today known as domestic
workers, helpers and maids?

 The next heading with then be introduced on slide 5 which focuses on

‘Why slaves were brought to the Cape’.
o While reading through the content, learners will be asked to
pay attention to specific aspects
o The teacher will also bring learners attention to the picture on
the right of the Slave lodge museum in Adderley Street and
explain that this is where they kept the slaves.
o The teacher will then ask learners if they have any questions
or need her/him to clarify anything which they do not
understand.
 The next heading will focus on ‘Where the slaves came from’ on slide
6
o While reading through the content, learners will be asked to
pay attention to specific aspects.
o I will also bring learners attention to the picture on the right of
the Dutch trade routes to show learners the geographical
position of countries and places, highlighting the need for the
halfway trading mark at the Cape.
 o Learners will then be made aware of the ‘did you know’ box,
which reveals an interesting fact on how the language of
Afrikaans came about.
o I will then ask learners if they have any questions or need me
to clarify anything which they do not understand.
 The teacher will then move on to slide 7 which engages learners to
understand ‘How slaves were brought to the Cape’
o The teacher will read through the small paragraph to give
learners an idea of how the slaves were brought to the Cape,
while learners should pay careful attention and understand the
methods used to capture the slaves.
o The teacher will then bring learners attention to the picture
below of slaves that were chained together during
transportation as a means to prevent them from escaping,
while drawing their attention to the kinds of people being
transported (men, women with babies and children)
o I will then ask learners if they have any questions or need me
to clarify anything which they do not understand.
 The learners will then engage in an activity on slide 8, where they will
all have a chance to put their answers up on the whiteboard, to
describe their feelings at seeing the slaves chained together and to
name one thing which caught their eye from the picture that made
them feel as such.
o After learner’s answers have been displayed, the teacher will
go through and discuss them while sharing his/her own feelings
as well.
o I will then ask learners if they have any questions or need me
to clarify anything which they do not understand.
 Thereafter, the teacher will move on to the next slide which presents
learners with an activity based on an extract of the sale of a slave
o The teacher will read through the record of the sale of a slave
and bring learners attention to important aspects.
o The teacher will read through the activity questions individually
 and wait for learners to provide a response before moving on to
the next question.
o Learners can either put their answers in the chat box or turn on
their mics.
o These are the questions:
 a) How many rupees was China sold for?
 b) If 5 rupees equals 1 rand, then how much was
China sold for in rands?
 c) Pretend that you are China. How would you feel if
you were sold for 15 rupees.
o After learners have share their thoughts and responses, the
teacher will ask if they have any further questions.
 Following that, the teacher will present learners with another fun and
engaging activity on slide 10 which invites learners to engage in a
class discussion.
o Learners will be shown a snippet of the Bill of Rights and be
asked which rights they think are being violated through
slavery.
o Learners will have to discuss which rights are being violated
and explain how they are being violated throughout this lesson
thus far when someone is taken in as a slave.
 Once learners are finished engaging with the activity, the next section
will be introduced, which focuses on the heading ‘What it was like to
be a slave at the Cape’
o The teacher will read through the content on slide 11
o Learners will then be shown an image of the different kinds of
work which the slaves did through means of a discussion.
 Thereafter, when all questions and curiosity of the learners has been
answered, the teacher will move on to discuss the ‘Causes and effects
of slave resistance at the Cape’
o The teacher will read through slide 12 which contains a list of
rules that slaves had to obey, which was a law set on how
 slaves should be treated.
o The teacher will then explain that because of these harsh laws,
slaves had no choice but to resist and try and fight back or
escape.
o The teacher will then read the paragraph on slide 13 of how the
slaves tried to resist these harsh punishments and rules.
 After learners have understood the things the slaves did to resist, the
teacher will then present them with an engaging and fun activity
through the form of a discussion via questioning:
 The teacher will ask learners ‘which one of the things from the list
would you have chosen to do as a means of resisting your master?’
 Learners will be encouraged to share their responses as a whole
class, while other peers comment respectfully and add on to the
comments.
 The teacher will get them to share their thoughts on the resistance
they would choose and would tell them whether they would get caught
or not by their masters – that is whether they will escape successfully
or not. Ultimately they should come to the understanding that the
slaves tried everything but there was no way of escaping.

 There will be a recap of the lesson – questions based on the lesson  PowerPoint
(Results of Dutch settlement) will be asked to test the learners presentation
understanding on this topic, checking whether they have learnt  Assessment
anything, through a class discussion. worksheet
o Why was a halfway mark needed for trading? (resource 2)
o Name 6 places from which slaves were captured and brought [15 minutes]
to the Cape.
o Give your opinion as to why slaves were not brought overland
from Mozambique to the Cape.
o Why did the slaves rise up against their owners?
o What were some of the ways in which the slaves tried to resist
their owners.
 Thereafter a worksheet with an assessment task will be available
online (google classroom) for learners to access, download and
complete. Whatever learners do not finish, they will have to complete
as homework and submit online for marking. The answers will be
discussed by the teacher in the next lesson and learners will have a
chance to share their responses. (see resource 2)
o The teacher will carefully read through the assessment with the
learners so that there is no confusion and everyone knows
what to do.
o Learners will be given a due date for the assessment, and this
must be clearly communicated.

 An informal assessment as learning (oral discussion and observation of

learner’s online engagement through the use of the online tools), will be
done throughout the lesson to track the learning of the students and
their participation.
 Questions based on the topic will be asked about why they think that’s
the answer, mainly throughout the activities on the slides done during
the lesson (Assessment as learning).
 An assessment of and for leaning is carried out through the assessment
activity worksheet which engages learners in a variety of questions and
tests their skills, pathway of thinking, writing and ability to follow
instructions.