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DISASTERS (Grade 7) (LEARNING OUTCOMES (Social Sciences (History (HIS3.21…

- - - - what are steps to ensure proper online safety is being used
        
        how to conduct research that helps an individuals answer research questions
        
        how to create research questions
        
        Being able to write basic code and create a application that can be used in peoples every day lives
    - - Human rights as stipulated in the South African Constitution
        
        Application of human rights
        
        Application of responsibilities in relation to human rights
        
        Fair play in a variety of athletic and sport activities: role of values, trust and respect of difference
        Dealing with abuse in different contexts: between adults and children and between peers
        
        Identify threatening and risky situations
        
        Effects of abuse on personal and social health and relationships
        
        Importance of communication to promote health and non-violent relationships.
        
        how to protect oneself from threatening and risky situations
        
        Places of protection and safety for victims of abuse.
        
        Career fields:
        
        Quality relating to each field: interests and ability
        
        School subjects related to each career field
        
        work environment and activities in each career field
        
        Opportunities within each career field
        
        challenges within each career field
        
        level of schooling - requirements for each career field
        
        duration of study for each career field
        
        services and sources for career fields and study info
    - - Learners will do an interpretation and performance of a Folktale (individual or group performance) Explore:
        • storytelling techniques
        • narrative and dialogue
        • vocal modulation and expression: pitch, inflection, pace, pause, volume, emphasis, tone-colour
        • movement, using the body as a tool to tell the story: body language, facial expression and eye contact
        • vocal characterisation and physical characterisation: expressing the characters through body and voice
        • using vocal sound effects as background sounds or as a sound track: integrating song where appropriate
        • reflection and feedback: discussion on learners’ experience and exploring ways for improvement
      - Visual Literacy:
        Content/concepts/skills
        • Art Elements: use in description of artworks (shape, line, tone, texture, colour)
        • Design principles: use in description of artworks: proportion, harmony, rhythm, emphasis, contrast
        • Emphasis on learners’ personal expression and interpretation
        • Communication: Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world: interpret, analyse and recognise symbolic language with reference to groups of figures (e.g. musicians)
      - Create in 3D:
        Content/concepts/skills
        • Art elements: shape, line, tone, texture, monochromatic colour
        • Design principles: proportion, emphasis, contrast • Good craftsmanship: pasting, wrapping, tying, constructing, joining
        • Concern for the environment: use of recyclable materials
        • Sharing resources
      - Create in 2D:
        Content/concepts/skills
        • Drawing and painting: exploring a variety of media and techniques – line, tone, texture, mark-making
        • Art elements – line, tone, texture, shape
        • Design principles – balance, contrast, emphasis
        • Themes to explore – observational projects (small objects and still life arrangements)
        • Variation of paper size and format
      - Appreciation and reflection of at least ONE professional performance, preferably live, through the course of the year
      - Learners will engage in short improvised dramas to explore structure of drama: beginning, middle and end
        • Shape and development of the scene • Exploration of relevant themes
        • Groupings and physical relationships in space
        • Consideration of the audience in exploring different spatial arrangements
        • Characterisation: observe, imitate and invent detail
        • Drama elements in cultural and social events compared to their use in theatre
        • Reflection on drama: give and receive feedback constructively
    - - Learners need to enhance their four language skills:
        
        Listening
        
        Speaking
        
        Writing
        
        Language and grammar concepts
        
        Their theme for this term is instructional texts, advertisements and role-play. Therefore they will complete their activities using instructional texts, advertisements and role-play(as far as possible).
    - - Properties of materials (Physical properties of materials).
        
        Separating Mixtures (Mixtures, Methods of physical separation, sorting and recycling materials).
        
        Acids, Bases and Neutrals (Tastes of substances, Properties of acids, bases and neutrals, Acid-Base indicators).
        
        Introduction to the Periodic Table of the Elements (Arrangement of elements on the Periodic Table, Some properties of metals, semi-metals and non-metals).
    - - Structures:
        -Definition and purpose of structures to contain, protect, support, span.
        -Classification of structures: natural and man-made
        -Investigate: a cell phone tower – a frame structure
        -Case study: examine existing towers strengthened by triangulation, including pylons, windmills
        and mine headgear
        -Evaluate: worksheet on the advantages and disadvantages of telephone systems
        Research: to stiffen materials/structures
        Design issues: Class discussion on what issues they might have
    - - Geography
        
        STRUCTURE OF THE EARTH
        Core, mantle, crust How the crust moves: Introduction to tectonic plates and plate movements
        VOLCANOES
        Volcanoes - location around the world (map*) Why volcanoes occur
        EARTHQUAKES
        Location of earthquakes around the world (map*)-- Causes of earthquakes – link back to plate movements.
        Effects of earthquakes – including injury and loss of life, disease, displacement of people, damage to infrastructure, firesand tsunamis
        Why some communities are at higher risk than others.
        Reducing the impact – preparing for and responding to earthquakes -- Case study of a selected earthquake
        FLOODS
        Causes of floods – unusually heavy rain, environmental factors (such as farming, settlement, fires and loss of vegetation)and earthquakes (tsunamis)
        Effects of floods – including injury and loss of life; disease; displacement of people; soil erosion; damage to fields, buildingsand infrastructure-- Why some communities are at higher risk than others--
        Reducing the impact – preparing for and responding to floods-- Case study of a selected flood
      - EMS
        
        EMS:
        Accounting concepts- Capital; assets; liability; income; expenses; profit; losses; budgets; savings; banking; financial records; transactions Income and expenses
        Personal income; personal expenses; types of personal income; personal statement of net worth; types of income that businesses receive; types of expenses that businesses have; savings and investments in businesses
        Budgets- Definition of a budget; income; expenditure; a personal budget; business budget.
      - History
        
        West Africa before the European slave trade
        The nature of slavery in West Africa before Europeans
        The impact of the transatlantic slave trade on slaves
        What it was like to be a plantation slave in the American South Slave culture in songs and stories Resistance to slavery: individual responses, e.g. sluggishness, passivity, indifference, shirking, alcoholism, flight, suicide, arson, murdering owners
        Rebellion against slavery
        Nat Turner’s revolt 1831
        Joseph Cinque and the Amistad Mutiny 1839
        The Underground Railroad (an informal network of secret routes and safe houses used by escaping slaves) Harriet Tubman: slave who escaped to freedom, and helped other slaves to escape
        The story of John Brown and his mission to abolish slavery
        Slavery in the American South
        Plantations: tobacco, rice, sugar cane and cotton -- Reasons for using slave labour --
        How slaves were captured, sold and transported from West Africa Slave markets--
        Numbers of slaves that were taken to America What happened to the raw materials that slaves produced.
        The impact of the transatlantic slave trade on the economies West Africa -- America and Britain Gains for America and Britain and negative impact on West Africa
    - - Learners must be able to work with ratios, percentages, angles in geometric figures and shape of a circle.
- - - - Once the group has come to a clear consensus they must use the knowledge and information acquired from the discussion to formulate a response of their own in the form of an expository essay.
        
        Level of Teaching
        
        Natural Sciences
        
        Learners will be using their knowledge in Term 1 on Biodiversity to assist them with making an accurate consensus on the activity.
        
        Learners will be adding onto their current knowledge about interrelatedness of Earth and nature on a Natural Science level.
        
        Learners will be moving from a recalling level of knowing to applying their knowledge to a real-world phenomena such as disasters.
        
        ICT
        
        The concept of doing correct and proper research, Learners need to establish proper research questions that aim to solve a problem. learners need to ensure that the research the they gather is relevant to the topic that is being handled and that they don't include research that will not help them complete the final product.
        
        English
        
        The learners will revise the basic parts of a Socratic Discussion before they do it in Activity 1.
        The learners will have a lesson on expository essays before writing it in their activity. A typical expository essay format is the traditional five paragraph essay. It consists of the introduction, body paragraphs and conclusion. The first paragraph is the introduction. A thesis statement is also a part of the introductory paragraph, but it is written and added after it. Body paragraphs are, generally, three in number but you can add more if your topic is wide.. Each paragraph discusses a different idea and has claims and supporting evidence according to it. The conclusion is the last paragraph of the essay that summarizes the essay’s entire context. For an effective essay, make sure that your essay is based on facts and not on opinions.
        
        Mathematics
        
        Using Targeting textbooks to cover learning outcomes for term 2 (Ratio, Percentage, angles in geometrical figures and circles)
      - FLIPCLASS:
        Flipgrid about Cradle of Humankind
  - - - The group discussion on pollution should provide the learners with information to be able to design an infographic on Canva.
        
        Level of Teaching
        
        Natural Sciences
        
        Learners will be required to understand the different types of pollution, mainly water pollution which they were taught in Grade 6.
        
        Learners will be required to know about recycling materials and how each type of material should be recycled correctly (e.g. Batteries should be disposed of properly instead of just throwing it in the dustbin.
        
        Learners will be required to know about mixtures and methods of physical separation which is Grade 7 work.
        
        Learners will be required to use their prior knowledge from Grade 6 which is water pollution, protecting wetlands as well as other forms of pollution and build onto that knowledge by investigating further using the activity.
        
        English
        
        The learners will having a group discussion about pollution. Information will be supplied. In their groups they will create an informational text - an infographic - on pollution. They will watch the following link to help them set up their infographic on Canva:
        (https://www.youtube.com/watch?v=rl9ZcfKt8sY)
        
        PSWD
        
        The group members' behaviour and responsibility shown during the jigsaw activity will be determined by their ability to apply the good 'teamwork' that they have been learning about....
        
        The Arts
        
        The skill of presenting information in a visually pleasing way, that communicates the desired message, will be revised. Learners should focus on the elements of design (space, line, colour) and the principles of design (balance, proportion, emphasis, similarity and contrast).
        
        Learners will use collage to create an informational poster about their chosen art period and artist.
      - FlipClass: Research mixtures and matter
  - - - FlipClass: Collage of acids and bases
      - Learners will participate in a Socratic discussion about whether all water should be reused at home to water any plants in the garden irrespective of what the water was used for. They will consider the effects of pH.
        
        Level of Teaching
        
        Natural Sciences
        
        Learners will be introduced to Acids and Bases in which they will understand the differences between the two concepts.
        
        Learners will be required to use their prior knowledge from their flipped class work as well as last year's work that they completed in Grade 6 to assist them with the activity.
        
        The learners must also have the knowledge of the properties of Acids and Bases which will be taught to them.
        
        English
        
        The learners will revise the basic parts of a Socratic Discussion before they do it in Activity 3.
        
        The Visual Arts
        
        Learners will apply their understanding of design elements and principles while creating the collage.
        
        Content/concepts/skills
        • Drawing and painting: exploring a variety of media and techniques – line, tone, texture, mark-making • Art elements – line, tone, texture, shape
        • Design principles – balance, contrast, emphasis
        • Themes to explore – observational projects (small objects and still life arrangements)
        • Variation of paper size and format
  - - - FLipClass: learners will summarise research about Acid Rain and create a Wakelet of the sites used
      - Learners will present the findings of their investigation in a Sway and how this can be used to guide decisions we as humans make particularly in this instance with regards to the burning of fossil fuels for energy and the safety of our food products that are grown through agriculture.
        
        Level of Teaching
        
        Natural Sciences
        
        Learners will be completing an experiment that relates to the content that they are learning which is pH levels as well as acid rain.
        
        Learners will be following the Scientific Method which they were already taught in Grade 6 as well as Grade 7 Term 1.
        
        The learners will have to go into greater detail with the Scientific Method as this relates to the main topic of the term. They are also going to have to apply their skills and knowledge from Natural Science and incorporate it to a real-world problem (Problem-Based Learning).
        
        ICT
        
        Learners need to take all the knowledge that they have about creating multi media presentations that grabs and keeps peoples attention. Learners need to create a presentation that supports and adds value to the information that they have gathered
        
        English
        
        Learners will revise the importance of good format and grammar skills.
        
        The Arts
        
        The skill of presenting information in a visually pleasing way, that communicates the desired message, will be revised. Learners should focus on the elements of design (space, line, colour) and the principles of design (balance, proportion, emphasis, similarity and contrast).
        • Design principles – balance, contrast, emphasis
        • Variation of media size and format
        
        Learners will create an infographic about one of a choice of local craftsman/artists, that could be used to educate visitors to a gallery showcasing the work of local artisans.
  - - - FlipClass: Summarise/reflect on knowledge gained in this unit.
- - - - HIS3.21 HIS3.22 HIS3.14 HIS3.15 HIS2.1 HIS2.2 HIS2.3 HIS1.4 HIS1.5
    - - EMS 2.1 EMS 2.2 EMS 2.3 EMS 2.4 EMS 2.5 EMS2.6
    - - GEO 2.5 GEO 2.9 GEO 2.7 GEO 2.16 GEO 2.17 GEO3.18 GEO3.19 GEO3.111 GEO3.110
- - - - The learners started reading Treasure Island in the first term. They will finish reading the novel in the second term and then retell Treasure Island in their own words. The retelling should be between 3 to 5 minutes. They should record their retelling and submit it through Flipgrid.
  - - - As mentioned in the movie section, The 13th Warrior and Beowulf go hand in hand. There will be continual discussion of the two while Beowulf is being handled in class.
        The other poem that the learner's will be reading is The Sea. After working through this poem and it's literary elements, the learners will turn this poem into an advertisement/poster. The poem is filled with imagery and can truly enhance the learners' artistic skills.
        
        Integration
        
        Art
        
        Learners will experiment with using tone and contrast to show different textures. Once they feel comfortable with a variety of textures, the learners will each draw an aspect of the poem (full of texture) for the poster. These individual drawings will be brought together as a collage that incorporates adjectives and quotes from the poems with the 'feeling' of the textures and words.
  - - - The learners will continue reading their short story series on The Iliad. After reading this they will do a prepared speech on violence. The speech should be between 3 - 5 minutes long. It should be clear in their speech what their view point is on violence. Is it ever acceptable? If so, when and why? If not, then why not? The learners should populate their speech with examples.
        
        Integration
        
        PSWD:
        Learners should based on the The Iliad have to speak about the following:
        -Dealing with abuse in different contexts: between adults and children and between peers
        
        Identify threatening and risky situations
        
        Effects of abuse on personal and social health and relationships
        
        Effects of abuse on personal and social health and relationships
  - - - After watching A Midsummer Night's Dream and reading the drama the learners will write a drama review of the play. The will concentrate on the following:
        The title of the play, the name of the playwright, and any pertinent historical information regarding them.
        The name of the director, the place and date of the production you attended, and the name of the production company.
        The thesis of your review, which should include a general impression of the relative success or failure of the production, based on what you actually saw and on your initial impression of how the play should have been performed.
        Your conclusion should show why your response to the play is valid and significant, based on what you have described.
  - - - The learners watched The 13th Warrior in the first term. This movie links with the epic poem they are working through for the rest of the year - Beowulf. They will have a continual discussion about the links between the movie and the poem as the poem is being handled.
        The learners will also be watching A Midsummer Night's Dream that links with the drama they are reading this term - A Midsummer Night's Dream. After watching the movie, they will write a professional performance of between 300 and 400 words using the elements given below as a guideline:
        theme and message, story / plot, setting / set, characters / roles, costumes, hair and make-up, lighting, sound, historical accuracy, general comments & lessons
- - - - PSWD
        
        having a full understanding that all people have equal rights and being able to identify what rights are being violated in a given situation.
      - English
        
        Learners will revise how to write narrative essays. This will be done before they have to write the narrative essay in Activity 2.
      - History
        
        West Africa before the European slave trade
        The nature of slavery in West Africa before Europeans Slavery in the American South Slavery in the American South The impact of the transatlantic slave trade on slaves The impact of the transatlantic slave trade on the economies
      - Arts
        
        Learners will create an infographic about one of a choice of local craftsman/artists, that could be used to educate visitors to a gallery showcasing the work of local artisans.
        
        Learners will investigate the link between artisans producing craftworks, and the preservation of historical stories and cultural memories.
  - - - PSWD
        
        The concept of who to go to when they are faced with abuse and how to report the situation to someone
        
        Abuse in different contexts - Learners need to have the understanding that abuse is not just the physical act of hitting someone but can also be verbal.
        SD 15
        
        Risky situations: Learners need to show their understanding of how to deal with conflict situations and how to defuse the situation instead of making it a larger problem.
      - English
        
        Learners will revise the reason for role-playing. They will be taught the basics of role-playing and given opportunity to practice impromptu skits before the will be doing it in Activity 3.
      - Dramatic Arts
        
        Learners will dp short improvised dramas to explore structure of drama: beginning, middle and end
        • Shape and development of the scene
        • Exploration of relevant themes
        • Groupings and physical relationships in space
        • Consideration of the audience in exploring different spatial arrangements
        • Characterisation: observe, imitate and invent detail
        • Drama elements in cultural and social events compared to their use in theatre
        • Reflection on drama: give and receive feedback constructively
  - - - English
        
        The learners' topic for English this term is instructional texts. They will be taught the important parts of an instructional text and how to put it together.
      - Technology
        
        Learners need to have a complete understanding of the design process. learners need to ensure that they are able to design and build a cellphone tower that is able to withstand harsh conditions.
      - Geography
        
        Natural Disasters:
        Structure of the earth
        Tectonic Plates
        Volcanoes
        Earthquakes
        Tsunamis
        Floods
        Looking at: Causes, Effects,Ways to prevent and lessen damage
  - - - Level of Teaching
        
        PSWD
        Learners need to have a full understanding of values and the role that values play in our day to day lives. learners need to be able to determine if values are something that we need to follow every minute of every day or is it something that can be forgotten about when it doesn't suite us
        
        ENGLISH
        
        The learners will revise the importance of research. They will revise the basic steps to follow when researching.
        They will then also revise the basic parts of a Socratic Discussion before they do it in Activity 4.
      - Flipped class activity:
        Learners will have to look at times where sport stars dropped their values to ensure that their team gets a advantage. ( examples are Australia using sand paper to tamper with a cricket ball or athletes using banned supplements to gain an unfair advantage) learners will bring these situations to class and explain what happened
- - - - Learners will cover the basics of calculating distance in their mapwork section which will tie into their questions on the Transatlantic slave trade with many coming from the kingdom of Mali and move on to the affects and causes of Natural Disaster. Namely; Floods, earthquakes
        HIS 1.5 HIS 1.4 HIS 3.14
        GEO 2.5 GEO 3.18 GEO 3.19 GEO 3.110 GEO 3.111