LESSON PLAN OF: METHOD OF GEOGRAPHY

SUBJECT: Geography Grade: 11

Topic: Community based development Term: 3 Week: 1

Theme: Development geography Duration: 50 minutes

Prior knowledge: Knowledge of general development and community terminology, indicators of

development, the concept of development and differences in development.

Link with this lesson: linking this lesson with prior knowledge with regards to other topics discussed in
the unit of development geography.

Specific Aims:

At the end of this lesson the learner should develop in:

 Learners will be able to define what development and community is.
 Leaners will be able to define what community based development is.
 Learners will be able to define what rural and urban development is as well as informal settle-
ments.
 Learners will be able to differentiate between rural and urban development.
 Learners will be able to apply concepts to subject matter close to home.

Assessment Strategy: Teaching methods:

 After discussing the important elements of
the lesson, the learners will use the know-
ledge they acquired when asked questions
on the content.
 Learners will have to finish an activity that
will be handed out, in the workbooks
based on the case studies discussed.
 If completed before the period is over, the
questions will be read, and the learners
will share their answers.
 I will remain the authoritative figure in the
classroom, but the learners are expected to
play an active role as well.
 My goal is to coach the learners with the con-
tent but allow them to analyze and arrive at
the answers.
 I plan to use an informal assessment which is
the PowerPoint presentation and ask the
learners questions based on the content and a
formal assessment which will be the activity
the learners will have to answer in their work-
books.

Evidence of Assessment: Resources & Materials:

 Laptop
Teacher:  PowerPoint (allows for visual representation)
 How well the learners answer the ques-  Projector (to display PowerPoint)
tions based on the content in the Power-  Whiteboard/Chalkboard
Point and give examples that are close to  Case study printouts
home thereof.  Activity printouts
 Upon completion of the activity in their
workbooks, learners will be asked to share
their answers.
  A copy of one learner’s activity will be
made as evidence that the assessment took
place.

Learner:
 Learners would have completed the activ-
ity in their workbooks.
 Learners will have to take down notes that
I will prepare for them in their workbooks
based on the content taught.

Differentiation (Enrichment / addressing barriers):

● More attention will be given to the topic and questions that learners struggle with by making ex-
amples and explanations simpler.
● Allow learners to discuss in groups what they think the answers are, so that all learners get a dif-
ferent perspective of each student’s answers and could create a better understanding of the topic.
● Allow for short breaks, in order to accommodate learners that cannot concentrate too long.
● Build encouragement by asking learners to give themselves a round of applause or a pat on the
back when answering a question.

TIME
Teacher Activity & resources
Learner Activity & resources LIMITS
(minutes)
Introduction:  Learners will have to 10
raise their hands if they minutes
 The lesson will start off with an icebreaker that I know the answers to the
have prepared for the lesson. To break the ice as it questions that are being
is my first lesson being taught. asked.
 The icebreaker is called ‘candy introduction activ-
ity’, where each learner will get 5 different col-
oured candies and each candy has a meaning to it.
For example, ‘red: favourite hobby/hobbies’,
‘green: favourite place on earth’ etc.
 Each learner will then have to lift the candy then
answer the five questions, thereafter they can en-
joy their candies.
 Thereafter, I will introduce the topic by asking
learners, “what does community mean?” or “what
does community mean to you?” After learners
have answered I will then give the definition of
community.
 After assessing what the learners understand
about the concept community, I will then relate it
to the community the school is surrounded by, be-
ing an underdeveloped community (the living
conditions, gangsterism, crime, drugs, informal
settlements, etc.)
 I will then ask the learners do they see themselves
living in this area for the rest of their lives. (to
provoke discussion)
 Thus, brining in development, how the com-
munity and the school has implemented pro-
 grammes to uplift the community. Such as, the
school garden initiative and the soup drive initiat-
ive every Thursday.

Body:

 After familiarizing the learners with the concepts

of community and development discussed above,
I will bring in the topic of ‘community based de-
velopment.’  I will display the Power-
 I will then give them the definition thereof and Point presentation with
what community based development programmes all the information and
entail. content I will be dis-
 I will then introduce that you get two types of de- cussing.
velopment, rural and urban development, I will  The will be asked ques-
ask learners if they know what a rural and urban tions and will be in-
area is and what it looks like (to recap if the learn- formed that they will
ers remember the concepts). have to raise their hands
 Thereafter, I will explain what rural development if they have the answers.
is and discuss with the learners the two case stud-  I will hand out the print-
ies I have prepared for the rural development sec- outs of the case studies
tion. and ask learners if they
 One case study is based on ‘rural community would like to read.
based development programme in Zambia’ and  Learners will have to
the other ‘rural community based development highlight key factors in
programme in Cambodia’ the case studies as they 30
 I will ask learners if they can tell me where Zam- will have to answer an ac- minutes
bia and Cambodia are located as well. tivity based on the 3 case
 Thereafter, I will explain what urban development studies.
is and discuss with learners the one case study I  Learners can take down
have prepared for the urban development section. key notes, but I will pro-
 The case is based on ‘urban community based de- vide them with the notes
velopment programme in Brazil’ and I will ask in the next period as I
learners if they know where Brazil is located. want them to pay atten-
 I will discuss informal settlements with the learn- tion in this period and not
ers as it falls under the urban development sec- get distracted.
tion.  Learners will be given the
 I will ask learners if they can give me some exam- notes in the next period
ples of informal settlements within the Mitchell’s and will be required to
plain area. take them down in their
 The case studies provide the learners with interna- workbooks, so that they
tional community based programme examples, can have an account of
therefore I will provide the learners with a pro- the lesson given.
gramme that resides within South Africa. ‘LIMA
Rural Development Foundation’
 I will then discuss the programme and show learn-
ers images of their work.

Conclusion:  Learners will be paying 10

attention as I read out the minutes
 To conclude the lesson, I will go through the ac- questions and they will be
tivity I have prepared for the learners based on the required to answer in the
3 case studies. workbooks or raise their
 I will read out the questions and ask the learners hand if they have the an-
 to answer them.
 If there is not enough time left over of the period,
the learners will be required to answer the ques-
tions in their workbooks as homework and come
prepared with their answers the next day. swer.
 I will inform the learners that the next period we
will mark the answers to the activity and they will
be receiving the notes on the lesson to take down
in their workbooks as well.

Reflection (post-lesson reflection)

Write brief notes on the following aspects of your lesson.

1. Were the learning outcomes realized?

Yes, it was, as students were asked questions about the content and they answered accordingly.
The learners could answer concepts and content asked by myself when checking their prior
knowledge and to get confirmation if they understood what I was teaching. As I went through
some of the activity questions and asked the learners to raise their hands if they knew the an-
swers, most learners answered correctly and some answered accordingly with correction and
guidance.

2. How prepared were you (prepared or under-prepared)?

I was prepared as I set up the projector and my laptop, I needed for the PowerPoint presentation
before the period started. I had printouts made of the case studies and activity made the day be-
fore the lesson. Everything was prepared before the lesson started.

3. How do you feel about the timing of lesson? (too long, too short, enough time)
I feel that the timing was enough as I did plan for the learners to answer the questions we did not
get to as homework and I went through the case studies with the learners during the period to
check their understanding and to have background knowledge when they read it again and an-
swer the other questions.

4. Did the learners participate fully?

Some of the learners participated, I would have liked all of them to, some of them I had to probe
as some of them were shy to answer or to even participate with the icebreaker. As I went through
some of the activity questions and asked the learners to raise their hands if they knew the an-
swers, most learners answered correctly and some answered accordingly with correction and
guidance.

5. Any highlights in the lesson?

A highlight would be that some of them participated and listened when I spoke, as I did not ex-
pect them to even stay still or even answer my questions. They were well mannered and listened
to every instruction I gave. I expected them not to as the teacher of the class was not present
when I gave my first geography lesson.

6. Any problems in the lesson?

The only problem I can think of is that I need to build more confidence with this method, as I am
not entirely comfortable with the content. Thus, this makes me doubt my ability to teach it, I had
feedback from the learners and they said it ran smoothly and went well but I still felt a little un-
sure about my first lesson.

7. How would you change your lesson to address the problems?

 I would have to read up more on my geography content, spend more time with it and become
comfortable with it so that I can build my confidence in being able to teach it.

8. Any other remarks relevant to the lesson?

I just need to become comfortable with the geography content and build my confidence in teach-
ing it.

9. If you had to give yourself a personal mark, what would it be, please circle:

1 – Not acceptable 0-20%

2 – Needs guided improvement 30-49%
3 – Acceptable but needs work overall 50-59%
4 – Good but needs work in some parts 60-69%
5 – Very good 70-75%
6 – Excellent 75-85%
7 – Outstanding 85-100%