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Grade 6 Term 1 Self-Development and Mindset, Grade 6 TERM 1 Unit 1 …

- - - - Activity 4
        Duration: 2 hours (at least)
        Formal Assessment: English
        Concluding Activity
        Learners will work in groups. Using their knowledge gained and research gathered throughout the unit, they will create a Sway focusing on the following topics:
        
        Define the word society. This must include all aspects of a society entails.
        
        Explain the impact humans have in a society.
        
        Explain the impact humans have on the environment
        
        Explain the impact a society has on an environment
        
        Explain how environments changes over time and what the impact of societies are on these changing environments.
        
        The newspaper article should include:
        
        Headline
        
        Sub-headings
        
        Media (pictures, videos, etc.)
        
        Present the Sway to the class.
        
        Learning Outcomes:
        English:
        
        Writing & Presenting - Transactional Writing
        
        All outcomes listed throughout the Unit
        
        Resources Needed:
        
        Laptop
        
        ISN
        
        SWAY
        
        Notes from previous activities
      - Switched on Activity 3B
        Learners watch the following videos:
        The Ruins of Great Zimbabwe
        https://www.youtube.com/watch?v=quzjmZ-7s6w
        The Mapgungubwe Hill
        https://www.youtube.com/watch?v=U2JR2FVrDHM
        Create Cornell Notes on both videos
      - Activity 3B Part A
        Duration 3 days (Day 1 Research, Day 2 collaborate, Day 3 conduct)
        Formal Assessment: History
        Group work - Learners will create a PowerPoint focusing on a case study provided. In the PowerPoint learners will focus on the following aspects:
        
        Provide information using evidence from the case study that explains that the lives of the people changed due to international trade
        
        How were the social classes organised in Mapungupwe?
        
        Learner must then focus on the artefacts discovered in and around the Mapungubwe hill. Images must be added of these artefacts.
        Each group member must add their own personal paragraph writing to the PowerPoint. The PowerPointn must focus on the following:
        
        Use the evidence (information) from the case study and your own knowledge to write a paragraph between 8 and 10 full sentences in your own words on the development of Mapgungubwe as a powerful state and as a centre for international trade.
        
        Focus on the following aspects:
        
        Development into a rich powerful state
        
        The geographical (physical) division of the political ruling (ruler and smaller chiefs).
        
        A shift (change) from cattle based to a trade based economy.
        
        Centre for local and global (international) trade.
        
        Economic activities etc
        
        Learners will present the PowerPoint in a Teams meeting to the Eduactor.
        
        Resources Needed:
        Laptop
        ISN
        SWAY
        
        Learning Outcomes:
        History:
        Changes in societies in the Limpopo Valley between 900 AD and 1 300 AD: bigger, more organised and more complex
        Mapungubwe: first state in southern Africa 1220 – 1300
        Change and continuity in East Coast trade with settlements inland
      - Resources Needed:
        
        Laptop
        
        ISN
        
        SWAY
      - Learning Outcomes:
        History:
        Great Zimbabwe
        Mapungubwe: first state in southern Africa 1220 – 1300
  - - - Switched-On Task 2:
        Watch "The Boy Who Harnessed the Wind" and jot down notes using the Cornell Note method. The Cornell Notes will be placed in OneNote. Here is a list of questions that you need to consider while watching the movie:
        
        What effect did the environment have on the society William Kamkwamba lived in?
        
        How was William's reaction different from the rest of the people in the society?
        
        What was William's positive influence on his society?
        
        What do you think would have been the end result if no one in William's society did what he did?
      - Discussion point:
        We know that in a society humans can have a negative or positive impact on on each other.
        So can humans impact the environment?
      - Activity 2 B Duration: 1 Day
        Food webs and Habitats -
        Food web infographic
        Informal Task
        Certain crops (plants) can only grow in certain climates. Different climates give rise to different habitats. When humans live in a certain area they have an effect (impact) on their immidiate environment i.e the ecosystem and possibly the food webs in it. In this activity we are going to
        
        look at resources to be found in the SWAY describing what a food web is within an african savannah biome
        
        Learners are also going to look at the possible impact humans of a society might potentially have on an ecosystem
        
        Activity 2 C RESEARCH FOR CONCLUDING ACTIVITY
        Humans' impact on the environment.
        Distcriptive Essay
        Duration: 1 Hr
        Resource: https://www.sahistory.org.za/article/grade-5-term-3-ancient-african-society-egypt
        Formal - NST & English
        Learners will read (and take notes) an extracted article on a society which gets its livelihood from a river. Using this article AND YOUR OWN RESEARCH, the learners will then write a discriptive essay on the Impact of the Nile River on Humans and its Society. This essay must focus on:
        
        How long this river has been supporting societies
        
        What way have societies benefitted from this river(fishing, farming etc)
        
        Why societies can successfully thrive off this river
        
        If human impact has been positive or negative on the river and if the rivers impact on people has been positive or negative
        
        Resources Needed:
        
        Laptop
        
        ISN
        
        SWAY
        
        Link for Activity
        
        Learning Outcomes:
        English:
        
        Writing and Presenting - Essay
        
        Natural Science and Technology:
        Photosynthesis
        Food webs
        Ecosystems
        
        Resources Needed:
        
        Laptops
        
        ISN
        
        SWAY
        
        Learning Outcomes:
        Natural Science and Technology:
      - Resources Needed:
        
        Laptops
        
        ISN
        
        SWAY
        
        Epuzzle
      - Learning Outcomes:
        English:
        
        Reading and Viewing
        
        Thinking and Reasoning
        
        Natural Science and Technology:
    - - Resources Needed:
        
        ISN
        
        SWAY
        
        Flipcode
        
        Laptops/Cellphones
      - Learning Outcomes:
        English:
        
        Listening and Speaking
        
        Reading and Writing
        
        Thinking and Reasoning
        
        Life Skills:
        
        Choices
        
        Problem Solving
        
        Peer Pressure