This document contains my personal assignment from 2021, which was marked as completed. Please note that this is not a memo; rather, it is a marked assignment that I received in the year 2021.
QUESTION 1
Use the following template to design your own technology-integrated lesson.
School Roosheuwel Primary
Grade GRADE 3
Subject / Learning Area Life Skills (Term3 – week 3)
Time duration 60 min
Lesson Topic Pollution
Learning Outcome/ content By the end of this lesson, students will understand what pollution is, the different forms of pollution, the impacts of
analysis pollution on people and the environment, and how we can help reduce pollution. Students will also learn about data
management and strengthen their creative and critical thinking abilities. Students will also develop social skills as a
result of working in groups, which will provide them with a feeling of community.
Scenario Begin the lesson by asking your students to think of the parks in our community and if they have been to a park or
even to the beach. Ask them if they witnessed trash on the ground or in the water. Ask your students questions like:
- How did you feel about it?
- What did they think?
- Could they enjoy themselves with all the trash surrounding them?
- What can we do about this?
- Next, briefly discuss pollution and its dangerous effects.
4
,LTSM/ technology and Lesson LTSM
other resources • Smartboard
• Laptop
• PowerPoint slides
• Projector
• Pictures
• YouTube video
• Grade 3 DBE book 3
Classroom assessment activity: Data control
• Colouring pencils
• Trash bags
• Data control worksheet
Formative assessment: Project done at home
• A3 paper
• Small White circle (earth)
• Colouring pencils
• A4 white paper( tracing hands )
• Using DBE book to gather information
• Pictures of pollution
Teaching strategy To guarantee that students are engaged with what is being taught, visual and auditory approaches are used to impart
the topic. Attempting to link student background knowledge to the subject being discussed in order to guarantee that
students can relate to what is being discussed. Allowing students to openly share their experiences in order for them
to create a connection with the subject topic. Allowing students to participate in active activities in order to get a visual
understanding of the underlying theme.
Teaching method • Group work
• Group discussions
• Demonstrations
5
, Teacher activities - Introduce students to the scenario to see how much background knowledge they have of pollution
- Start asking questions to link students background knowledge to the subject topic
- Start PowerPoint to help students visualise what is being discussed
- Show students videos of each type of pollution
- Discuss page 8, 10- 11 DBE book
- Show students the example of the data control worksheet by doing a demonstration
- Divide students into groups of 4 and give each group a trash bag
- Give students instructions on what they need to do (collect as much trash as you can on the schoolyard)
- Collect data from all 4 groups and complete the data worksheet in groups
- Hand out a rubric for a poster that students need to complete at home
- Partake in a group discussion by answering the teacher’s questions
- Follow along with the teachers in the DBE book
- Follow teacher’s instructions by surveying and collecting data by collecting trash on school grounds
- Students group trash to gather data on how many of each type were collected
- Share data that was collected with other groups
- Complete data handling worksheet as a group
Formative assessment: Home project ( RUBRIC)
- Students cut out a big round circle from the A4 white paper and colour so that it represents the earth
- Students trace their hands and cut them out and colour them
- Students paste the earth first then place their hands it to represent that they hold the future in their hands
- They collect information from the DBE book and write information about different pollutions and their effects
- Students must write their own ideas on how we can reduce pollution
6
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