heather leigh worsfold – 50443747 pst103e social sciences ... · heather leigh worsfold -...

Heather Leigh Worsfold - 50443747 PST103E – Assignment 2 (758316)

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Heather Leigh Worsfold – 50443747

PST103E Social Sciences in Intermediate and Senior Phase

Assignment 2 (Unique assignment number: 758316)

FREE student notes uploaded by students to www.gimmenotes.co.za (NOT FOR SALE)

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CONTENTS PAGE

Content Page Numbers

Cover Page 1

Contents

Geography Lesson Plan

Geography Resources

3-6

7

History Lesson Plan

History Resources

8-11

12

Questionnaire

Bibliography

13-14

15


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GEOGRAPHY LESSON PLANCase Study

I, Ms Worsfold, want to assist my learners in developing a betterunderstanding of their local environment and teach them the basics ofdrawing and reading maps. The class contains 30 pupils. They will be dividedinto 5 groups of 6. In order to do this, I will be assisting the groups in creatinga treasure hunt for another group so that they will be able to create mapsusing symbols and good proportion.

Lesson Plan

CAPS Phase: Intermediate Subject:Social Sciences - GeographyGrade: 4

Topic:Map Skills

Lesson Theme:Mapping the Local Environment

Lesson aims:By the end of this lesson learners should be able to: Identify basic map symbols Draw basic maps of their local environment Plan a route on a basic map Be able to work cohesively in groups Follow a mapped route to a final destinationContent: The students will be required to create proportioned maps using thecorrect symbols to guide another group around the school. The treasure huntshould consist of at least 3 pit stops and the final “buried treasure”. They willtherefore be required to create a minimum of 4 maps that include a route to befollowed. Another group will then follow the given routes in order to try anduncover the buried treasure. The groups will be assessed on various aspects oftheir treasure hunt (see rubric below).Context: The treasure hunt will be based at the school. The school campusconsists of 3 fields, 3 school buildings, an office block, and a clubhouse. Thestudents will be allowed to use the entire campus for their maps with theexception of classrooms.

Teacher activities Learner activities Timing1. The students will be split into

5 groups of 6. These groupswill be randomly drawn outof a hat.

2. I will place the chart ofsymbol onto the whiteboardas well as the photos of theschool. I will explain the taskat hand to the students:“You will be required to

1. Learners will split into theirgiven groups.

2. Students should give theirfull attention while theeducator is speaking andpay attention to the mainsymbols that they might berequired to use. Once the

1. 2 mins

2. 8 mins


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create a series of maps thatyou will place strategicallyaround the school grounds inthe form of a treasure map.Each map should lead to thenext and you should have aminimum of 4 maps leadingto the final “treasure”. Themaps will use the correct mapwork symbols as seen on thechart and should also containa highlighted route that the“treasure hunters” will needto follow. Once this task hasbeen completed, your startermaps will be distributed todifferent groups at randomand the treasure hunt willbegin.”

3. Observe students as they areallowed a quick walk aroundthe school grounds in orderto take notes of whereeverything is.

4. Observe learners and assistwhere needed as they start tocreate their maps.

5. The teacher will take in thestarter maps from each groupand reallocate them atrandom to different groups.

task has been explained,they will be allowed to askany questions with regardto the task at hand.

3. Students will walk aroundthe school grounds andtake notes on all that theycan see.

4. Learners must create theirmaps in the given time.The maps should be simpleto draw and read. Theymust be neat (sharppencils and rulers to beused). Each map mustcontain symbols thatclearly indicate whateverything is. If they createnew symbols, a chart ofsymbols must be suppliedalong with their maps.

5. Four students from eachgroup will make a quicktrip around the school andplace their remaining mapsat the designated pit stopsand hide/bury theirtreasure. The remaining

3. 10 mins

4. 15 mins

5. 5 mins


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6. The teacher will observe thegroups throughout thetreasure hunt to track theirprogress and ensure that theyare following their mapscorrectly. Notes will be takenon each group throughoutthe activity.

7. The educator will take in allmaps and the sheet wherethe times and places havebeen recorded for marking.

two group members willreceive their starter mapsand wait for their othergroup members at thestarting point of the hunt(lined up outside of theclassroom)

6. The students will racearound the school groundsfollowing their given routesand clues to try and findtheir pit stops in thecorrect order and finallytheir buried treasure. Oncethey have found theirtreasure, they will go backto the classroom andrecord their time and place(1st, 2nd, 3rd, 4th, or 5th).

7. The students will enjoytheir treasure (smallpresents purchased by theteacher) and hand in allwork.

6. 15 mins

7. 5 mins

TOTAL TIME:1 Hour

Assessment Task (based on Assessment Guidelines):

Rubric for “Treasure Hunt”: Group:____________________ Date:____________

Qualityof map

1Very untidy

(unreadable)

2Almost

unreadable –needs work

3Readable but

not neatenough

4Neat andreadable

5Extremely

neat – nearperfect

Chart ofsymbols

1Not at all used

2Mostly

incorrectsymbols

used

3Some

symbolsused (a fewmistakes)

4Good use

ofsymbols

5Excellent

use ofsymbols

Mapreadingability

15th place in

hunt

24th place in

hunt

33rd place in

hunt

42nd placein hunt

51st place in

huntGroup-workskills

1Not working

together

2Needs to be

improved

3Satisfactory

4Good

5Excellent

TOTAL MARK GIVEN _____ out of 20 = _____%Homework:For their homework, the students will be expected to draw a map containing a


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route from their home to school. They must include any major landmarks,important buildings, roads, traffic lights, roundabouts, etc. the map must bedrawn on an A3 size piece of paper and must be in full colour. These maps will beassessed out of 5 and the marks will be combined with their classroom mapwork. They will receive 2 weeks to complete their maps.Resources: Whiteboard Colour board markers Wall maps (for reference) Chart of symbols (see Geography

resources) Paper for map drawing “Treasure” box

Workbooks Pencils Colour pens/pencils Rulers Photos of the school and grounds

(see Geography resources) “Treasures” Record sheet for times/placement

Teacher Reflection:I believe that I have been successful in educating the class about drawing andreading basic maps. They know how to use symbols to create maps of their localsurroundings. They can draw an easy to follow route, as well as follow a routegiven to them on a map. They also understand how to work well in groups inorder to do work quickly and more efficiently at a high standard.


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GEOGRAPHY RESOURCES

Chart of map symbols

Photos of school grounds


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HISTORY LESSON PLANCase Study

I, Ms Worsfold, want to assist my learners in developing a betterunderstanding of their own history. The students will learn about key eventsand milestones as well as why timelines are important and using your historyto plan your future.

Lesson Plan

CAPS Phase: Intermediate Subject:Social Sciences - HistoryGrade: 4

Topic:Local History

Lesson Theme:The history of my life

Lesson aims:By the end of this lesson learners should be able to: Understand the term “chronological” Understand themselves and the concept of time and growth Draw and read a basic timeline Set themselves future goalsContent: The students will be required to create timelines of their own lives. Theparents have been instructed to send in photos of the learners as they have agedor had milestones in their lives prior to this lesson. We will also focus onunderstanding chronological time.Context: This lesson will take place in the classroom so that the students haveaccess to all necessary resources.

Teacher activities Learner activities Timing1. I will place a template of a

timeline on the board. I willuse magazine pictures of afictional person’s life (babyphotos, schoolchildren,wedding photos, families,grandchildren etc.) and getthe children as a class toassist in creating a timelinefor this person. I will explainto them what chronologicalorder is and use dates on mytimeline. I will also explain tothe children what type ofevents are placed ontimelines (e.g. births, deaths,milestones, bigachievements)

1. The learners should givetheir full attention and askany questions about thingsthat they do notunderstand, they shouldalso participate in the taskso that they can fullyunderstand what has beenexplained to them.

1. 10 mins


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2. I will then hand out a longstrip of paper to each student(they will work individually onthis task). I will explain to thestudents:“You must use half of yourpaper strip to create atimeline of your life so far.The timeline must start onthe day you were born andcontinue up until where youare now. Dates must beincluded on the timeline andyou are to use the photosprovided by your parents.Your timeline must follow aclear chronological order. Youmust include importantdates, milestones, births ofimportant people that youknow, meeting your bestfriend, your first day ofschool, and anything else thatis important in your life. Thetimeline must also be in fullcolour and you must decorateit symbolically such as thegrowth of a flower, arollercoaster ride, a windingroad, etc.”I will observe the class andassist where needed as theycomplete this activity.

3. I will then tell the students:“You are now going tocomplete your timeline byusing the second half of yourpaper to create a black-and-white timeline of what youhope will happen in the next10 years.” The students mayinclude things like startinghigh school, sports awards,matric dances, finishingschool, starting work, goingto university, travels, moving

2. The students will use theallocated time to completetheir first half of theirtimelines. They will followall instructions given tothem and ask forassistance if they areunsure of anything.

3. The students will createthe rest of their timeline inback-and –white. They willinclude at least 5 goals thatthey hope they will achieveor things they willexperience.

2. 20 mins

3. 10 mins


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away, getting married etc.I will observe the class andassist where needed whilethey finish their timelines.

4. I will then ask each learner topresent their timeline to theclass and explain their life sofar and their 10 year plan. Iwill also ask them to explainthe meaning behind theirchosen symbol of growth orlife. I will assess thesepresentations. There will alsobe peer assessments forthese presentations.

4. The learners will receive arubric to assess a randomlychosen student as part ofpeer assessment. They willnot be allowed to choosewho they assess or whoassesses them. They willeach get a turn to do abrief class presentation ontheir timeline.

4. 20 mins

TOTAL TIME:1 Hour

Assessment Task (based on Assessment Guidelines):

Rubric for timeline and presentation: Name:________________

Peer assessment rubric for:________________ assessed by:________________

TOTAL MARK _______ OUT OF 20 = _____%

Timeline1

Noinformation

2Irrelevant

information

3Completewith little

effort

4Goodpointsgiven

5Excellent

work

Neatness 1Very untidy

2Almost

unreadable

3Readablebut messy

4Neat andreadable

5Beautifully

done

Presentation1

Presentationnot done

2Irrelevant

informationgiven

3Not

enoughinfo given

4Few

mistakesbut well

done

5Well-

spoken andinteresting

TOTAL MARK GIVEN _____ out of 15 = _____%

Overallimpression

1Impossible tounderstand

2Difficult to

follow

3Good but

needs work

4Good

5Excellent

TOTAL MARK GIVEN _____ out of 5 = _____%

Homework:For their homework, the students will be given kinship charts to fill in and mustdo so with the help of family documents or family members. They do not yetneed to decorate their family trees.


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Resources: Whiteboard Colour board markers Long strips of paper Desks Chairs Timeline template (see History

Resources)

Pencils Colour pens/pencils Rulers Magazine pictures (see History

Resources) Kinship charts (see History

Resources) Photos from home

Teacher Reflection:I believe that I have been successful in educating the class about chronologicalorder, timelines and themselves. They have successfully set goals andacknowledged their past. This is very important when starting History as asubject. They are also now able to do peer-assessments. I hope that they willcontinue to use their learned skills as we continue learning about different partsof history and important dates.


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HISTORY RESOURCES

Kinship chart and timeline templates

Magazine pictures


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QUESTIONNAIRE

1. Discuss at least two ideas you got from the TESSA materials to completeyour assignment.I used the basic concepts discussed in certain TESSA modules as well as afew of the resources to complete my assignment.

2. Were the materials interesting? Yes/No? Explain.I found the materials very diverse and interesting. I used them as areference throughout my assignment and they gave me a variety of ideas.

3. Did you use the Case Studies in the same way as in materials or did youadapt them?I adapted the Case Studies

4. If you answered Yes motivate how and why did you adapt them?I used the general idea of one or two Case Studies but I created my ownscenario that was relevant to my situation and my students.

5. Were you able to use the Activities as recommended? Yes/NoYes, but I chose to create my own activities as well in order to push thechildren to work a bit harder.

6. How did you improvise the recommended materials?I used outlined concepts and then changed them to make for a moreexciting learning experience. I did more work that involved peers andgroup-work. I also used a variety of teaching methods to introduce thematerial to the class.

7. Explain how you used resources for the Activities.I used resources supplied as templates, worksheets, and examples. I alsosupplied a few resources of my own in order to interest students withdifferent learning abilities and skills sets.

8. Did you find the ideas in the TESSA materials useful in your lessonplanning or did you use the study guide or both?I used both.

9. If you used the PST103E study guide and TESSA materials motivate whyyou used them both?I found that by using both I had a bigger source of information toreference.


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10. Did you find the assessment strategies recommended in the materialsuseful? Explain.I found the assessment strategies useful but I did not use them all as Iwanted to create a few of my own assessment ideas too.


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BIBLIOGRAPHY1. Department of Basic Education 2011. National Curriculum Statement

(NCS). Curriculum and Assessment Policy Statement: Social Sciences. SouthAfrica: Department of Basic Education,http://www.education.gov.za/LinkClick.aspx?fileticket=tTBE0VfpLPY%3d&tabid=692&mid=1933

2. Google Image search for “magazine photographs”. Images found at thefollowing links:

http://dad.menshealth.com/toddlers/War_and_peas.php

http://www.connections-magazine.com/2012-issues/january-2012-issue/making-babies-the-old-fashioned-way/

http://www.rachelleburk.blogspot.com/

http://www.acgedu.com/group/home/newsacg/news/397-acg-strathallan-sports-awards-2011

http://engineering.tufts.edu/about/news/2007/nerdGirlsExcitement.htm

http://www.businessinsider.com/2008/9/sai-weddings-page-alley-stars-get-hitched

http://theadventuresofambogweg.blogspot.com/

http://anothercardboardcutout.blogspot.com/2010/04/who-said-old-people-arent-cool.html

3. Google Maps (https://maps.google.co.uk/) Cnr. Parklands Main Road andDorchester Drive, Cape Town, South Africa – Street View

4. Lewis, A; Van Schalkwyk, A 1997. Primary School Teacher Education:Teaching Social Sciences – Only Study Guide for PST103E. Pretoria:University of South Africa

5. Tessa Africa > South Africa > Social Sciences and the Arts > Module 1 (Developingan understanding of place) > Section 1 (Mapping the Local Environment) >http://www.tessafrica.net/node/423

6. Tessa Africa > South Africa > Social Sciences and the Arts > Module 2(Investigating History) > Section 1 (Investigating Family Histories) >http://www.tessafrica.net/node/430

7. Tessa Africa > South Africa > Key Resources > Group Work>http://www.tessafrica.net/files/tessafrica/kr_groupwork.pdf


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