GEOGRAPHY LESSON 1
GRADE : 12
DATE……………….. DURATION 6 HRS
TOPIC: GLOBAL AIR CIRCULATION AND RESULTANT WEATHER PATTERNS
KEY FOCUS AREAS:
Changes in energy balance-four pressure belts (distribution, the reason for their existence and associated weather).
Relationship between temperature, atmospheric pressure and wind.
Pressure gradient and geostrophic flow.
Primary circulation:
Movement of air between equator and poles
Horizontal and vertical air movements
Forces affecting horizontal air movements: coriolis force; pressure gradient force & frictional force
Tricellular arrangement of circulation: Identification; formation and characteristics of each cell.
Secondary circulation:
Identification, formation and characteristics of tropical easterlies, westerlies, polar easterlies, ITCZ & Monsoons.
Tertiary circulation
Formation characteristics of and basic weather associated with : land and sea breezes, mountain and valley breezes and Föhn winds
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and ■ Apply skills and knowledge to a range
of associated spatial patterns in a range of X of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
■ Account for the similarities and differences local and national scales.
■ Integrate information from a variety of X in X ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
KEY QUESTIONS
1. Why are temperatures higher within the tropical than Polar Regions?
2. Explain the relationship between temperature and global temperature distribution?
3. What is the relationship between pressure differences, wind direction, and wind speed?
4. Why are global air circulation patterns important?
5. What weather patterns occur as a result of global air circulation?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
Teacher illustrates with a Learners use atlases and FORMS / TYPES
diagram indicating global diagrams comparing and Atlases Tick forms/types used in this lesson
temperature distribution and contrasting the relationship Wall maps Presentations
consolidates learner’s between temperature Textbooks Practical work
responses. distribution and pressure diagrams Written tests
The teacher gives instructions distribution.
to learners on how to conduct a Learner rotates the globe on its Short answer Tests
demonstration on the cause- axis from west to east. Models
effect of coriolis force on wind Another learner takes the non- Research Projects
directions on both hemispheres permanent marker and draws a Drama/role-play
(N.H&S.H). straight line from the south pole Journals/Logs
why these results to the equator(whilst the globe Graphic representations
occurred. is rotating) Complex task over time
Teacher consolidates findings Other learners observe what
and reasons thereof. happens to the line drawn Essays/writing a letter
The teacher provide a diagram The third learner repeats the Debates
indicating the latitudinal same process starting from Interviews
positions of global distribution North Pole to the equator. Gallery walk
of pressure zones depicting In groups learners discuss their Fieldwork
surface wind directions and tri- findings on what happened to
cellular cells. the straight line in each
Teacher explains hemisphere and explain
characteristics of surface winds In groups, the learners practice
and makes a link between their to draw and label the sketch of
characteristic features a tri-cellular model.
(temperature, density, humidity In groups, the learners practice
etc) and associated weather to draw and label the sketch of
conditions where various air a tri-cellular model
masses meet.
The teacher provide a diagram
indicating the latitudinal
positions of global distribution
of pressure zones depicting
surface wind directions and tri-
cellular cells.
Teacher explains
characteristics of surface winds
and makes a link between their
characteristic features
(temperature, density, humidity
etc) and associated weather
conditions where various air
masses meet.
GEOGRAPHY LESSON 2
GRADE : 12
DATE……………….. DURATION 3HRS
TOPIC: Mid Latitude Cyclone
KEY FOCUS AREAS:
Concepts: cyclone; cyclogenesis; cyclone families.
Various stages of mid-latitude cyclones
Associated weather patterns: cold front, warm front & occluded front conditions.
Identification of mid latitude cyclones on synoptic maps and satellite images (refer to symbols and
appearance respectively.)
Their impact on human activities in South Africa
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at X
X ■ Account for the similarities and differences X local and national scales.
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and X processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and X environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
1. What are mid latitude cyclones?
2. Where do they occur?
3. How do they form?
4. Differentiate between the weather changes that occur before and after the passage of cold and warm fronts at an observation
weather station.
5. How are mid-latitude cyclones depicted on synoptic maps and satellite images?
6. How do they influence South African weather?
7. How do they impact on Human activities in South Africa?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
Teacher moves around helping Learners divided into groups FORMS / TYPES
learners come up with the given different Textbooks Tick forms/types used in this lesson
definition. textbooks/sources to read and Maps of the world Presentations
Using the diagram the teacher come up with the definition of Diagram showing Practical work
explains all processes involved what a mid latitude cyclone is. a mid latitude Written tests
during the formation of a mid Using the map of the world the cyclone
Short answer Tests
latitude cyclone and the various learners identify the location of Outline of South
stages of development of a mid mid latitude cyclone Models
African map
latitude cyclone. Synoptic weather Research Projects
Teacher provides learners with chart Drama/role-play
synoptic maps and satellite Journals/Logs
images and divides learners in Graphic representations
groups & makes contrast Complex task over time
between synoptic and satellite
images. Essays/writing a letter
Teacher gives an appropriate Debates
extract depicting/showing the Interviews
influence of mid-latitude Gallery walk
cyclones. Learners answer Fieldwork
questions based on the case
study to understand how mid
latitude cyclones influence
South African weather and how
they impact on human activities
in South Africa
GEOGRAPHY LESSON 3
GRADE : 12
DATE……………….. DURATION 3HRS
TOPIC: Tropical Cyclones:
KEY FOCUS AREAS:
Concepts: Tropical cyclones(various names used in different parts of the world)
General characteristics: conditions needed for their formation; general movement and air circulation in both hemispheres.
Developmental stages
Identification of these weather phenomena on synoptic maps & satellite image. With reference to: size, symbols, appearance and air
circulation.
Associated weather characteristics of each stage; impact on human activities and possible pre-cautionary measures and management
strategies.
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and ■ Apply skills and knowledge to a range
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences local and national scales.
■ Integrate information from a variety of in X ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and X environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in X sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
1. What are tropical cyclones?
2. Where and how do they occur?
3. Identify the stages in the development of tropical cyclones.
4. Distinguish between weather conditions associated with each stage of a tropical cyclone.
5 How do they influence the weather of Southern Africa?
6 How do they impact on Human activities in Southern Africa?
7 What precautionary measures should people take as the cyclone approaches?
8 How do the people manage the systems (before and after)?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
FORMS / TYPES
Teacher moves around helping Learners divided into groups Maps of the world Tick forms/types used in this lesson
learners come up with the given 2 different textbooks to Diagram showing a Presentations
definition. read and come up with the tropical cyclone Practical work
Using the diagram the teacher definition of what a mid tropical Outline of South Written tests
explains all processes involved cyclone is. African map
Short answer Tests
during the formation of a Using the map of the world the Newspapers
tropical cyclone and the various learners identify the location of Models
Video clips
stages of development of a tropical cyclones. Research Projects
Weather reports
tropical cyclone. Learners answer questions Drama/role-play
Teacher gives learners an based on the case study to Journals/Logs
extract on the influence of this understand how tropical Graphic representations
system in Southern Africa. cyclones influence South Complex task over time
African weather and how they
impact on human activities in Essays/writing a letter
South Africa Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 4
GRADE : 12
DATE……………….. DURATION 6 HRS
TOPIC: ANTICYCLONES AND THE RESULTANT WEATHER OVER SOUTH AFRICA
KEY FOCUS AREAS:
Factors determining the weather of South Africa:
Influence of oceans
The effect of interior plateau
The influence of latitudinal position of the sub-continent
Anti-cyclonic circulation:
Identification and location of the three pressure cells i.e. S A H P C/ St. Helena High ; S I H P C / Mauritius High;
Kalahari/continental/Inland High
Resultant weather associated with the above-mentioned Highs.
Traveling disturbances
Development of: moisture front & line thunderstorms; coastal low pressure; South African Berg wind and associated weather
conditions.
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at X
X ■ Account for the similarities and differences X local and national scales.
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in X sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
1. Identify and explain factors determining the weather and climate of South Africa?
2. Identify the latitudinal location and name three anticyclones occurring over the sub-continent of Southern Africa.
3. How and why do the anticyclones change position in summer and winter?
4. How do they affect the weather of South Africa?
5. How do the following weather phenomena influence the weather and climate of South Africa?
Position of the moisture front
Line thunderstorms
Coastal low and
Berg winds.
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
FORMS / TYPES
Teacher moves around helping Learners divided into groups Maps of Southern Tick forms/types used in this lesson
learners to identify the position, given Relief map of Southern Africa ( Relief map) Presentations
name and explain the three Africa to identify and explain Atlas Practical work
main climatic factors. Teacher the factors determining weather Diagram showing Written tests
consolidates the learner’s and climate of Southern Africa.. the position of the
responses. Short answer Tests
three anticyclones
Models
Teacher divides learners into The learners listen and copy Outline of South
groups & provides the learners the table/outline map showing African map. Research Projects
with two isobaric maps showing the location and the path taken Newspapers Drama/role-play
summer and winter positions of by the above-mentioned supplements Journals/Logs
the High pressure cells. The weather phenomena. Graphic representations
learners compare and contrast Complex task over time
the summer as well as winter
Essays/writing a letter
maps on the position of High
pressures cells and account for Debates
their associated weather Interviews
conditions. Gallery walk
Teacher consolidates Fieldwork
responses of the learners.
Using the outline map of
Southern Africa, the teacher
explains the concepts of
moisture front, line
thunderstorms, coastal low and
Berg winds.
GEOGRAPHY LESSON 5
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: SYNOPTIC WEATHER MAPS AND SATELLITE IMAGE READING
KEY FOCUS AREAS:
The use of international symbols
Read and interpret synoptic charts
Mid latitudes, tropical cyclones, pressure cells
Station models
Interpret information about weather from satellite images
Understand the importance of synoptic charts and satellite images
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in X sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
1. How are the observed / reported weather conditions recorded on a synoptic chart?
2. What are synoptic weather charts?
3. How are synoptic charts produced?
4. Why are synoptic charts important?
5. What are satellite images?
6. How are satellite images important
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher explains the Learners discuss and report the FORMS / TYPES
processes involved in the importance of synoptic weather Synoptic weather Tick forms/types used in this lesson
production of synoptic weather charts maps Presentations
charts. The learners identify and Atlas and satellite Practical work
The teacher groups and interpret different international images Written tests
provides the learners with symbols on a synoptic weather Diagrams
Short answer Tests
synoptic charts. chart. Outline of South
The learners discuss Models
African map.
The teacher distributes satellite similarities and differences Newspapers Research Projects
images to groups. between satellite images and Textbooks Drama/role-play
synoptic weather charts and Journals/Logs
their significance in climatology. Graphic representations
Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 6
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: CLIMATE AT LOCAL SCALE
KEY FOCUS AREAS:
Valley climates : aspects and temperature variations
Development of :Anabatic& Katabatic flow, inversion layer, frost pocket and radiation fog
The influence of human activities ( settlement, farming )
Urban climate
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. X places and regions. phenomena, issues and challenges at
■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. X processes and spatial patterns between individuals and groups associated
place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in X sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
o What do the following concepts mean?
Micro-climatology
Aspect
Anabatic & katabatic flow
Berg wind and heat island
o How does a valley influence local climate?
o Describe and explain the influence of valley climate on human activities
o What causes heat island?
o What effect do heat islands have on human activities?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups learners. Learners observe and record FORMS / TYPES
Using textbooks and other their findings and account for Textbooks Tick forms/types used in this lesson
relevant resources, learners the differences thereof. Newspaper extracts Presentations
read and define concepts like Using the isotherm map, Sketches Practical work
micro-climate, aspect, and describe and account for the Thermal/isotherm Written tests
shadow zone, heat island, and variations in temperatures in map.
thermal belt, anabatic and and around the city Short answer Tests
katabatic wind/flow and explain environment. Models
their influence on local climate. Learners read and answer Research Projects
Teacher takes the learners out questions based on a/an Drama/role-play
on local field work to observe extract / case study. Journals/Logs
the distribution of settlement Graphic representations
and vegetation patterns within Complex task over time
valley environment.
Learners observe and record Essays/writing a letter
their findings and account for Debates
the differences thereof. Interviews
Using the isotherm map, Gallery walk
describe and account for the Fieldwork
variations in temperatures in
and around the city
environment.
Teacher supplies learners with
an extract, a Case study about
pollution in the city.
GEOGRAPHY LESSON 7
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: CLIMATE HAZARDS
KEY FOCUS AREAS:
Concept of climate hazard
Basic understanding of global warming, drought, floods, storm surges, lightning, hail, tornadoes.
Climate change (concept, measures to prevent, climatic changes in Africa and its effects on Africans
Kyoto Protocol
Reducing the effects of climate changes in Africa and developing nations.
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in X sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
o What do the following concepts mean?
Global warming
Drought
Floods
Storm surges
Lightning
Hail storms
Thunderstorms
o Why are climatic hazards important to study?
o How can people/nations deal with these problems?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
Teacher groups learners and Learners discuss and report FORMS / TYPES
ask them to define concepts findings on case study/ do role Textbooks Tick forms/types used in this lesson
using textbooks and other play representing rich and poor Newspaper Presentations
relevant sources. Teacher oil producing /emerging extracts/articles on Practical work
consolidates learners’ nations. climate change & Written tests
responses. Kyoto Protocol
Short answer Tests
Teacher provides a case Case study on any
study/article on climate change climate hazard. Models
hazard. Learners discuss Research Projects
causes and effects of climate Drama/role-play
hazards and their impact on Journals/Logs
humans. Graphic representations
Teacher provides a case study Complex task over time
on solutions /human responses
to climate hazards. E.g. Load Essays/writing a letter
shedding, use of alternative Debates
sources of energy. Interviews
Learners discuss and report Gallery walk
findings on case study/ do role Fieldwork
play representing rich and poor
oil producing /emerging
nations.
GEOGRAPHY LESSON 8
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: FLUVIAL PROCESSES.
KEY FOCUS AREAS:
Concepts : Drainage basin, catchment area, river system ,tributary, confluence, watershed , interfluve, river mouth, drainage density
Sources of water supply: ( surface run-off, ground water, water table,
Factors influencing run-off and infiltration (precipitation, soil moisture, porosity and permeability).
Types of rivers and stream channel patterns(permanent, periodic, episodic & exotic) (braided, meandering & rock – controlled channels)
River discharge: Laminar and turbulent flow, discharge volume, flow hydrographs & types and associated concepts i.e. flood peak, time lag
and base flow.
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
o Define the following concepts associated with the drainage basin (catchment area, river system, confluence,
tributary, watershed, interfluve and drainage
o How is water supplied to a drainage basin?
o What types of patterns do drainage basins form?
o Describe and account for different characteristics of drainage basins.
o Distinguish between the four types of rivers
o Identify and account for different stream channels
o Describe and account for flow changes of a hydrograph ( which factors influence the shape of hydrograph )
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups and Learners mark/insert features FORMS / TYPES
provides a sketch map/diagram associated with drainage basin Tick forms/types used in this lesson
of a drainage basin to learners. and write their own definitions. Textbooks Presentations
The teacher provides a copy Learners draw and label the Wall map of RSA Practical work
showing hydrological cycle. components of a hydrological showing drainage Written tests
The teacher groups learners cycle. basins
Short answer Tests
and provides a table explaining Atlases
Models
the types of drainage patterns Learners study the provided Wall charts
and un-matching sketches. sketch and match information Koki pens Research Projects
to the corresponding drainage Drama/role-play
Teacher explains different patterns. Journals/Logs
types of rivers and learners Graphic representations
look for different types of rivers Using the drainage network Complex task over time
using atlases. Teacher provided by the teacher,
consolidates responses of learners grade the according to Essays/writing a letter
learners. their correct stream order. Debates
Teacher explains and later Interviews
provides learners with sketches Learners study sketches with Gallery walk
of hydrographs with un- information provided. Fieldwork
corresponding explanatory
information and the learners
study sketches with information
provided.
GEOGRAPHY LESSON 9
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: RIVER CAPTURE / STREAM PIRACY.
KEY FOCUS AREAS:
Concepts: Abstraction, River Capture, Misfit, Captured stream, Elbow of Capture, Wind Gap.
Identification and description of Fluvial land form features (undercut, slip-off meander, ox-bow lake, braided stream, flood plain, waterfalls and
rapids, deltas and sand islands)
River profiles (base levels, long and cross profiles, graded & un-graded streams, river rejuvenation & its features).
Catchment and river management (impact of humans on catchment areas, importance of managing catchment areas, strategies to manage
catchment areas.)
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences local and national scales. X
■ Integrate information from a variety of in X ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. x the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
o Define the following concepts associated with river capture ( Abstraction, stream piracy, misfit stream, elbow of
capture, wind gap, captured stream, captor stream )
o Distinguish between long profile and cross profile, temporary and permanent base level of erosion, graded & un-
graded streams
o Account for the relationship between long and cross profiles of upper, middle & lower course of a river.
o Identify and describe the following ( undercut and slip-off slope, ox-bow lake, sand island, waterfalls & rapids,
braided stream, natural levee, flood plain & delta)
o What impact do humans have on catchment areas?
o What management strategies can be employed to reduce the impact of humans on catchment areas?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups and The learners identify features of Textbooks FORMS / TYPES
provides a sketch map/diagram river capture from the diagram Diagrams Tick forms/types used in this lesson
of stream piracy to learners, provided Atlases Presentations
and explains what river capture Wall charts Koki Practical work
is. The learners, using wall charts, pens Written tests
The teacher asks the learners identify all the river courses,
to draw the profiles, identifying source & mouth. Short answer Tests
the upper, middle, lower Learners identify and describe Models
course, source and the mouth all fluvial land forms and how Research Projects
of a river. they are formed. Drama/role-play
The teacher provides the Learners discuss in groups, ask Journals/Logs
learners with diagrams showing and answer questions based on Graphic representations
all fluvial landforms and the case study. Complex task over time
explains each land form.
Essays/writing a letter
With reference to a case study
provided to learners, the Debates
teacher asks the learners to Interviews
evaluate the impact of humans Gallery walk
on catchment areas and Fieldwork
describe strategies employed to
manage them.
GEOGRAPHY LESSON 10
GRADE : 12
DATE……………….. DURATION 3 HRS
TOPIC: STRUCTURAL LANDFORMS, SLOPE ELEMENTS/FORMS AND MASS MOVEMENT.
KEY FOCUS AREAS:
Topography associated with horizontal, tilted/inclined strata, and massive igneous rocks.
Concepts of horizontal and tilted strata and massive igneous rock
Characteristics and processes associated with the development of landforms of horizontal and inclined strata, and massive igneous
rocks.
Utilization of the above mentioned landscape by humans.
Slope elements/slope forms:
Identification and characteristics of slope elements
Significance of four slope elements for human activity.
Mass movement:
Concepts of mass movement
Identification and reasons for the development of types of mass movement (soil creep, land slides, rock falls, and mud flows)
Human responses to mass movement and preventative measures
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and X ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
o What are characteristics of land form associated with horizontal, inclined strata and massive igneous rocks?
o What effect do they have on humans?
o What are the characteristic features of the main slope elements?
o How do they impact on human activities?
o What is meant by mass movement?
o What are differences between the types of mass movement?
o What impact do they have on the people?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups and Learners, with the aid of FORMS / TYPES
distributes maps & photographs available resources define the Textbooks Tick forms/types used in this lesson
of Karoo landscape. concepts associated with Atlases Presentations
horizontal, inclined and Wall charts &Koki Practical work
massive igneous rocks. Using pens Written tests
the photographs of Karoo Wall maps Short answer Tests
landscape learners identify and Photographs ( Karoo
distinguish four main types of Models
landscape) &
slope elements. Learners report topographical maps Research Projects
findings and the teacher Newspaper articles Drama/role-play
consolidates. on mass Journals/Logs
movements( Graphic representations
landslides – people Complex task over time
buried alive, village Essays/writing a letter
swept away by mud Debates
flow)
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 11
GRADE : 12
DATE……………….. DURATION
TOPIC: PEOPLE AND PLACES: PROCESSES AND SPATIAL PATTERNS.
KEY FOCUS AREAS:
Concepts: Settlement; site; situation;
Classification of settlements according to: Size and complexity; pattern and function.
Factors influencing site and situation in both rural and urban settlements.
Rural settlement:
Factors influencing site and situation
Classification according to pattern; function; shape (round, cross road, linear and T- shape).
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project X ■ Explain the influence of processes and ■ Apply skills and knowledge to a range
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales.
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions:
o What is settlement?
o Distinguish between rural and urban settlement.
o How are settlements classified?
o Which factors influence the site and situation of rural and urban settlement?
o Compare and contrast between rural and urban settlements on the basis of: size and complexity, function,
situation and shape.
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups learners .Learners, working in their FORMS / TYPES
and instructs them to respective groups, discuss Photographs Tick forms/types used in this lesson
brainstorm the meaning of similarities and differences pictures Presentations
settlement. The teacher between rural and urban textbooks Practical work
provides a variety of pictures settlement. topographical maps Written tests
showing rural and urban Using resources provided,
settings . learners compare rural and Short answer Tests
urban settlement in terms of Models
size and complexity, pattern, Research Projects
shape, and functions. They Drama/role-play
represent the answers in a Journals/Logs
tabular form. The teacher Graphic representations
guides and consolidates Complex task over time
learners’ responses.
Essays/writing a letter
Using the pictures and
topographic maps provided by Debates
the teacher, learners come up Interviews
with possible factors that might Gallery walk
have led to the location of Fieldwork
settlements shown. They also
debate on possible activities
around which the economy of
the settlement is based.
GEOGRAPHY LESSON 12
GRADE : 12
DATE……………….. DURATION
TOPIC: HUMAN-ENVIRONMENT INTERACTIONS AND SUSTAINABILITY RELATED STRATEGIES.
KEY FOCUS AREAS:
Concepts: Rural –urban migration, rural depopulation, governance, Agenda 21, local authorities, sustainability, xenophobia, land
redistribution, HIV & AIDS & refugees.
Cause, consequences and possible solutions to rural depopulation.
Governance of rural settlement ( local authorities and Agenda 21)
Sustainability- related strategies
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project X ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions:
o Define the following concept: rural-urban migration, depopulation, xenophobia, refugees, land redistribution,
land restitution.
o What issues does Agenda 21 focus on?
o Why are fewer people found in rural areas than urban areas? Explain what impact does each situation have in
both rural and urban areas?
o Rural areas are faced with serious challenges of meeting the basic needs for all. These challenges include:
sanitation, lack supply of clean water, sanitation etc. What strategies do local and national authorities employ to
address these challenges
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher provides cartoons Using background knowledge Textbooks FORMS / TYPES
or photos/ pictures of rural and from grade 10, learners define Newspaper cuttings Tick forms/types used in this lesson
urban areas and asks the concepts such as rural-urban SA legislation pre Presentations
learners to compare and migration, rural depopulation, and post democracy Practical work
contrast the two settlements Xenophobia, HIV &AIDS, (land tenure system Written tests
with respect to the causes, refugees etc. The teacher )
Short answer Tests
effects and the consequences consolidates the responses Documentation :
of rural-urban migration in both from learners. Models
Agenda 21
settlements. Flip charts Research Projects
The teacher guides to plan an Drama/role-play
investigation into the Journals/Logs
challenges facing people as the Graphic representations
result of rural-migration and Complex task over time
how local and national
governments /authorities Essays/writing a letter
respond to them. Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 13
GRADE : 12
DATE……………….. DURATION
TOPIC: PEOPLE AND PLACES; URBAN SETTLEMENT
KEY FOCUS AREAS:
Identification, function and reasons for development ( central place, trade and transport , break-of-bulk points, specialized cities,
function towns gateway/gap towns )
Urban hierarchies
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of X associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions:
1. Classify urban settlement areas according to size.
2. Define the following concepts: central place, trade and transport, specialized, break-of-bulk point, junction towns,
gateway/gap settlement, sphere of influence, threshold population, range, urban sprawl, rate of urbanization, urban
expansion, level of urbanization, urban growth, urban profile.
3. Classify urban settlements according to their hierarchical/ functional order.
4. What are the reasons for the shape of urban profile?
5. Identify street plans as well as advantages and disadvantages.
6. What are the characteristics of each zone of the following functional zones of the city and which factors influence the
location of each?
7. How did the proponents of different models explain different land use zones?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
Teacher provides unlabelled Learners classify and write FORMS / TYPES
settlement pyramid and asks down responses on the flip Textbooks Tick forms/types used in this lesson
learners to classify urban chart for later presentation Diagrams Presentations
settlements according to size Photos Practical work
and complexity. With the aid of textbooks, Flip charts Written tests
Teacher provides a Topo. Map learners define concepts listed Topographic maps
and a table depicting mixed in key question 2.The teacher Short answer Tests
and orthophotos
descriptions of street plan with consolidates their responses Models
advantages and disadvantages. and proceed with introducing Research Projects
Learners discuss and identify the concept of urban hierarchy Drama/role-play
the corresponding answer next and asks the learners to urban Journals/Logs
to appropriate street plans. settlements according to their Graphic representations
Teacher supplies a picture of a hierarchy. Complex task over time
side view of urban area to Learners identify and describe
Essays/writing a letter
study. characteristics of different land-
The teacher consolidates their use zones. Learners identify Debates
responses. the model that best suits that Interviews
particular city. Gallery walk
Fieldwork
GEOGRAPHY LESSON 14
GRADE : 12
DATE……………….. DURATION
TOPIC: URBAN SETTLEMENT
PEOPLE AND PLACES: HUMAN-ENVIRONMENTAL INTERACTIONS & SUSTAINABILITY RELATED STRATEGIES
KEY FOCUS AREAS:
Urban settlement issues: Inner city problems, urban blight, pollution, congestion, land-use conflict/by-laws, political influence, informal
settlements
Governance : Urban settlement ( changing urban settlements, local authorities, Agenda 21)
Sustainability- related strategies : Sustainable strategies to maintain expanding urban settlements, Inner city renewal, Urban planning,
Concepts: New towns, self-help cities and future urban settlements.
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project X ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences X local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. processes and spatial patterns between individuals and groups associated
X place and between regions. X with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. environment interactions in a local and environment interactions at local and
X national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. X the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions:
1. Define the following concepts: Inner city, urban blight, congestion, pollution, Agenda 21, political influence, informal
settlements and by-laws.
2. Discuss various urban problems /issues and suggest possible solutions to the problems identified.
3. How are urban centers governed?
4. How can settlements issues be solved in the context of sustainable development/
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
Teacher groups learners and The learners are grouped and FORMS / TYPES
hands out a case study on how provided with hand-outs on Textbooks Tick forms/types used in this lesson
local and national authorities concepts and are asked to Cartoons Presentations
address the question of urban define concepts in key question Newspaper articles Practical work
development. 1 Maps(cadastral) on Written tests
Learners read, discuss and distribution of urban
report findings and also Short answer Tests
centers
questions posed. Models
Flip charts
Learners are provided with a Research Projects
typical low-cost house by Drama/role-play
Sustainable Design Group and Journals/Logs
they answer questions based Graphic representations
on it. Complex task over time
Essays/writing a letter
Debates
Interviews
Gallery walk
Fieldwork
GEOGRAPHY LESSON 15
GRADE : 12
DATE……………….. DURATION
TOPIC: GEOGRAPHICAL SKILLS AND TECHNIQUES
KEY FOCUS AREAS:
Gradient
Cross-section
Intervisibility
Vertical exaggeration
LO 1 LO 2 LO 3
The Learner will be able to demonstrate a The learner is able to demonstrate knowledge The learner is able to apply geographical skills
range of geographical skills and techniques. and understanding of processes and spatial and knowledge to environmental issues and
patterns dealing with interactions between challenges, recognize values and attitude and
humans and the environment. demonstrate the ability to recommend solutions
and strategies.
ASSESSMENT STANDARDS ASSESSMENT STANDARDS ASSESSMENT STANDARDS
■ Plan a geographical research project X ■ Explain the influence of processes and ■ Apply skills and knowledge to a range X
of associated spatial patterns in a range of of
limited extent in a familiar context. places and regions. phenomena, issues and challenges at
X ■ Account for the similarities and differences local and national scales. X
■ Integrate information from a variety of in ■ Examine values and attitudes held by
sources. X processes and spatial patterns between individuals and groups associated
place and between regions. with
■ Compare and contrast information ■ Explore possible responses to issues and processes, spatial patterns and
from challenges arising from human and human
a variety of sources. X environment interactions in a local and environment interactions at local and
national context. national scales.
■ Examine different approaches used to
■ Analyse the acquired information in sustain
order to answer the initial question. the environment that take into account
different knowledge systems in a variety
■ Substantiate findings in written, oral of
or contexts.
illustrative form.
Key Questions
1. Define the following concepts: Gradient, Cross-section, Intervisibility and Vertical Exaggeration
2. What is the importance of calculating gradient to humans?
3. How do you calculate gradient?
4. Distinguish between horizontal and vertical scale.
5. Draw a cross- section and describe features along it.
6. State whether one, standing at /on slope X can see a feature/s on slope Y.
7. What is the importance of exaggerating a vertical scale on a Topographic Map?
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME
The teacher groups learners Learners draw a cross-section FORMS / TYPES
and asks them to give general using a topographic map and The ruler Tick forms/types used in this lesson
definition of concepts in key identify features. Plane piece of Presentations
question 1 and then answer paper Practical work
question 2,3 and 4.Using their Lead pencil Written tests
textbooks and other available Topographic map Short answer Tests
sources, attempt to answer. Calculator
The teacher consolidates by Models
using sketches/illustration. Research Projects
The teacher outlines the Drama/role-play
procedures followed in Journals/Logs
drawing a cross-section and Graphic representations
shows the learners with an Complex task over time
example.
The teacher supervises and Essays/writing a letter
attends to questions arising Debates
from learners. Interviews
The teacher guides and asks Gallery walk
learners if they can identify Fieldwork
which feature/s are inter-
visible and which are not
along a cross section
The teacher asks learners to
discuss problems
encountered in identifying
intervisible features and
learners suggest some
solutions e.g.
expanding/enlarging a vertical
scale.
The teacher consolidates the
discussions of learners and
works out an example on how
to calculate vertical
exaggeration. Learners are
given different map scales to
calculate vertical
exaggerations.