SOCIAL SCIENCES LESSON PLANEKURHULENI SOUTH

SCHOOL THULISA PRIMARY SCHOOL GRADE 4TEACHER MONDLANE.J PERIOD NO. 4DATE 18-20 July 2016 GEOGRAPHYTOPIC Food and farming in South Africa RESOURCES: Pictures of

different crops, animals and the types of food that people eat.

SPECIFIC AIMS Are curious about the world they live in

CONTENT TOBE TAUGHT

ASSESSMENT(FORMAL OR INFORMAL)

Food people eat – from plants and animals (classifying)

Ways people get their food – buying; growing; collecting, fishing, hunting Food’, ‘fresh’, ‘processed’, ‘plants’, ‘animals’ and ‘source’.

Class-ActivityFood people eat – from plants and animals (classifying) 1. Draw a table with two columns and sort food

according to their source into correct column. Cabbage, beetroot, bread, lattice, banana, apple, eggs, spinach, milk, corn flakes, tomato and chicken legs.Food from plants Food from animalsTomatoes Chicken legs Cabbage Milk Beetroot Eggs Bread Lattice BananaApple Spinach Corn flakes

FORM METHOD TOOLInformal Written Memo

Class-Activity

Ways people get their food – buying; growing; collecting, fishing, hunting 1. List down the ways in which people get their food

Picture 1- buying for food picture 10- collectingPicture 2- growing for food picture11- sellingPicture 3- collecting for food picture12- growing Picture 4- fishing Picture 5- growing Picture 6- buying Picture7- hunting Picture 8- growingPicture 9- growing

HOME-WORK InclusivityAssist learners with barriers to learning. Ensure that learners with visual or audio problems are accommodated. Make sure that learners understand the idea that the only sources of food are plants and animals. Help learners to trace each food back to its original source.

SOCIAL SCIENCES LESSON PLANEKURHULENI SOUTH

SCHOOL THULISA PRIMARY SCHOOL GRADE 4TEACHER MONDLANE.J PERIOD NO. 4DATE GEOGRAPHYTOPIC Crop and stock farming RESOURCES: Pictures of

different crops, animals and the types of food that people eat.

SPECIFIC AIMS Are curious about the world they live in

CONTENT TOBE TAUGHT

ASSESSMENT(FORMAL OR INFORMAL)

Stock farming’, ‘stock animals’, ‘crop farming’, ‘climate’, ‘province’, ‘map symbols’

Class-Activity- p 57 platinum

Case study of stock farming in South Africa**

1. Sylvia work on a commercial farm. Give two reasons how we know this.

2. Who think pays Sylvia for her work? 3. Where does the money come from?4. What do you think the cow eats?5. Look closely at the pictures. How are the cows milked?

How are cows milked on substance form?6. How many times a day does Sylvia clean the milking

machines?7. Why these machines have to be kept clean?

FORM METHOD TOOL

Informal Written Memo

Class-Activity –p59 platinum

Location of main crop and stock farming areas in South Africa (symbols on a map)

Read page 59 and look at map 1. List two types of farming in your province.2. Which two provinces grow a lot of wheat?3. Which two provinces grow sugar cane?4. Give two reasons why sugar cane grows well in these

provinces.

Informal Written Memo

Class-Activity –p59 platinumLocation of main crop and stock farming areas in South Africa (symbols on a map)

State whether the following statement is true or false1. Vegetables are grown near the cities because there is no

hail near cities2. North West province is famous for its tropical fruits.3. The Western Cape has many grape and ostrich farms.4. Maize is not growing in the Free State.

Informal Written Memo

HOME-WORK InclusivityHelp learners with barriers to learning by asking groups of learners to brainstorm answers for a number of more challenging questions in this lesson.

SOCIAL SCIENCES LESSON PLANEKURHULENI SOUTH

SCHOOL THULISA PRIMARY SCHOOL GRADE 4TEACHER MONDLANE.J PERIOD NO. 6DATE GEOGRAPHYTOPIC Food and farming in South Africa. RESOURCES: Pictures of

different crops, animals and the types of food that people eat.

SPECIFIC AIMS Are curious about the world they live in

CONTENT TOBE TAUGHT

ASSESSMENT(FORMAL OR INFORMAL)

The concepts of and differences between processed and unprocessed foods.Cooking’, ‘drying’, ‘squeezing’, ‘cutting’ and ‘mixing’.Plough’, ‘plant’, ‘harvest’, ‘mill’, ‘bakery’, ‘dough’, ‘transport’, ‘slice’ and ‘sandwich’.

Class-Activity

Concepts of unprocessed and processed foods – with examples

1. Learners write questions from board, and answer them,

2. in their exercise books: 3. What is processed food? 4. What is unprocessed food 5. Which of these foods are unprocessed? 6. Which of these foods are processed?

FORM METHOD TOOL

Informal Written Memo

Class-Activity

How and why foods are processed – including cooking, drying, squeezing, cutting and mixing

1. Which foods in your home are processed foods? 2. Where do we get this food from? Name a plant, or

an animal. 3. In what way has the food been processed? What

has been done to it?

4. write down the process that was used in the third column.

Examples: Processed food: What food it comes from: Popcorn -Grapes Crisps- Mielies Biltong- Potatoes Raisins Meat Bread -Oranges Tin of pilchards- Wheat Orange juice- Fish

Informal Written Memo

Class-Activity

From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram)

1. Work in pairs to choose the correct word from the list to fill in the blank spaces in paragraph.

Harvest, plough, sell, bakery, flour, plant, plough, dough

First, farmers’ _______ the land. Then they ______ the seeds of wheat. When the seeds have grown into plants and the wheat is ripe, the farmers _______ the grains. The grain is transported to a factory where it is made into ______ , which is then sold to a _______. The flour is made into ________ which is baked into bread. The bread is transported to shops, which ____ us the bread.

Informal Written Memo

Class-Activity

Learners complete an individual written activity where they draw a flowchart of the journey of one of the processed foods discussed in class. Learners must: 1. Draw a picture for each step. 2. Remember to use arrows. 3. Write what each step is. 4. Use the example provided to help you. 5. Include at least five steps in their flowchart.

Informal Written Memo

HOME-WORK InclusivityEnsure that learners with visual or audio problems are accommodated. Make sure that learners understand the concepts introduced in this sub-topic. Assist less able learners to draw their flowchart