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Grade 5 Term 3 UOS: Population & Urbanisation - Coggle Diagram

- - - - Formal Assessment:
        Visual Arts (2D): VA2, VA4, VA7
        Using recycled materials create a mixed media collage of a township.
        JC OUTCOMES
        VA 1.1, VA 1.2, VA 1.3, VA 2.1, VA 2.2, VA3.1
    - - Formal Assessment
        
        Improvise and Create
        
        Pair Role Play
        
        Character hot-seating to develop role
        
        Read, Interpret and Perform
        
        Group Role Play
        
        Appreciate and Reflect on
        
        Two contrasting dance performances
        
        JC OUTCOMES
        DA1.2, DA2.1, DA2.2, DR1.2, DR1.3, DR2.1, MU3.1
    - - Formal Assessment:
        PSWD: ED 1, ED 5, ED 33, EF 1, EF 2, EF 4, EF 5, EF 6, HL 1, HL 6
        Basic hygiene principle (Issues of COVID- 19)
        Safety measures at home and the environment
        Local environment health problems
- - - - PART A: Class Discussion
        
        How does it affect a community or the people of a community if someone loses their job?
        
        Do you know someone that lost their job?
        
        How did it affect that person?
        
        How was the household of that person affected?
        
        If people in a community lose their jobs how does it affect the community?
        
        What are your feelings about people losing their jobs?
      - PART B: Let's review numbers
        
        Use the information provided to sort the data you will then represent the data on a graph on a Microsoft Word document.
        
        Create a table using the table tool to represent your information.
        
        Learners will look at a bar graph and answer questions about the bar graph's data.
        
        Learner will then look at 2 graphs and draw their findings on a bar graph about job loses from 2015 -2021.
      - Sway Consolidation discussion
        
        What is the difference between an epidemic and a pandemic?
        
        What can you do every day to keep yourself safe?
        
        How did lockdown restriction affect your household?
        
        Do you think that people from impoverished communities had the same challenges you had?
- - - - In-Class Activity 5C:
        Formal Assessment: English Transactional Writing (10 marks) & Oral Presentation (20 marks)
        Prior Knowledge: Weather and Climate
        New Knowledge: How to conduct a news report
        Consolidation Activity: Oral presentation as a news reporter
        Learners will conduct a news report about some breaking news regarding Gauteng's weather.
        They will represent it on Flipgrid.
        https://www.theweatherprediction.com/habyhints3/985/
        
        SWAY CONSOLIDATION CLASS DISCUSSION POINTS
        
        What is the differences between weather and climate?
        
        What is the rainfall of an area?
        
        What is the temperature of an area?
        
        Name a few tools to measure weather and what is the use of the tool.
        
        Why are there news reports of weather?
        
        Now that we know the impact of population growth, do you think the weather affect the choice of where you live?
        
        Does the weather impact the type of crops you want to grow? Refer to the Egyptians.
        
        Why is information about weather and climate useful when we are preparing for our livelihood?
        
        Split class into two groups for Socratic discussion.
        Discuss the impact of weather in terms of:
        
        Settlements - Materials used to build
        
        Sources of food
        
        Lifestyle
        
        Safety regarding location
- - - - In-Class Activity 2C: Why people choose to stay in Townships
        Prior Knowledge: Life in a Township
        New Knowledge: Reflection on why people live in townships despite the challenging circumstances.
        Consolidation Activity: Reading Comprehension
        Learners read the article and answer reflective questions
        http://www.khayavolunteer.com/news/180-township-life-in-south-africa-a-volunteer-s-perspective
        Questions:
        
        Why do people choose to live in townships despite the challenging circumstances?
        
        SWAY Consolidation Discussion
- - - - SWAY CLASS DISCUSSION
        
        What were the main materials Egyptians used to build houses in their communities?
        
        Which of these materials would be easy to obtain in our country?
        
        What important resources should we consider when picking an area to develop a community?
- - - - SWAY Consolidation Presentation
        Represent 5 of the best screen recordings or book and quill to the rest of the centre, summarising the factors that contribute to developing sustainable suburbs.
        
        Do you think a vegetable garden will contribute to a more sustainable suburb in your community?
        
        Is there other ways on how we can contribute towards more sustainable suburbs?
  - - - In-Class Activity 6B: Planning/Creating in Minecraft
        Prior Knowledge: Natural Vegetation
        New Knowledge: Plan community vegetable garden
        Consolidation Activity: Planning for sustainable community design
        
        PART A: Planning Learners will plan their sustainable suburb in OneNote.
        Their design must be based on the Minecraft World template provided.
        The size of the space is 200x200 Minecraft blocks, and it has a river running through it.
        Learners need to include the following in the planning for their suburb:
        
        Name their suburb
        
        Streets (remember to name your streets)
        
        Housing units and flatlets
        
        Nature park
        
        Roads
        
        Local market
        
        Community garden
        
        Schooling space for learners of the community
        
        Part B:
        After Finding out what to plant in Gauteng and Which vegetables need to be planted per season according to the Switch on Activity, you completed, fill in the table below as part of your planning for your vegetable garden to sustain your community.
        Step 1: Learners will list all the vegetables that can plant in Summer, Autumn, Winter and Spring.
        Step 2: Learners must keep the following things in mind:
        
        Know which vegetables to plant and when * Get the basic tools to plant them.
        
        Source your seeds
        
        Layout of your Vegetable Garden.
        
        Learners will draw out the planning of their vegetable garden and list the resources they will need to build the garden.
        
        In-Class Activity 6B continued:
        Part C
        Consolidation Activity
        Here you are going to build a vegetable box
        Do your calculations for each vegetable box you draw on paper. Use graph paper in the OneNote page attached for the assignment and start planning for your vegetable garden.:
        Restriction to the garden:
        
        In a rectangle shape of 5m x 3m
        
        Divide the space into 11 rows that are 3m long
        
        Rows run from North to South
        
        Vegetable box must be 2,5m long and 1,2m wide, and 30cm high.
        
        Between the boxes must be a pathway for the wheelbarrow.
        
        Learners will do calculations of the area and volume of these boxes.
        Learners will show their planning of 5 of these boxes in their garden.