1. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE 18-20 July 2016 GEOGRAPHY
TOPIC Food and farming in South Africa RESOURCES: Pictures of
different crops, animals and
the types of food that people
eat.
SPECIFIC AIMS Are curious about the world they live in
CONTENT TO
BE TAUGHT
ASSESSMENT
(FORMAL OR INFORMAL)
Food people eat –
from plants and
animals (classifying)
Ways people get their
food – buying;
growing; collecting,
fishing, hunting
Food’, ‘fresh’,
‘processed’, ‘plants’,
‘animals’ and
‘source’.
Class-Activity
Food people eat – from plants and animals
(classifying)
1. Draw a table with two columns and sort food
according to their source into correct column.
Cabbage, beetroot, bread, lattice, banana, apple, eggs,
spinach, milk, corn flakes, tomato and chicken legs.
Food from plants Food from animals
Tomatoes Chicken legs
Cabbage Milk
Beetroot Eggs
Bread
Lattice
Banana
Apple
Spinach
Corn flakes
FORM METHOD TOOL
Informal Written Memo
Class-Activity
Ways people get their food – buying; growing;
collecting, fishing, hunting
1. List down the ways in which people get their food
Picture 1- buying for food picture 10- collecting
Picture 2- growing for food picture11- selling
Picture 3- collecting for food picture12- growing
Picture 4- fishing
Picture 5- growing
Picture 6- buying
Picture7- hunting
Picture 8- growing
Picture 9- growing
HOME-WORK Inclusivity
Assist learners with barriers to learning. Ensure that learners with visual or audio problems are
accommodated. Make sure that learners understand the idea that the only sources of food are
plants and animals. Help learners to trace each food back to its original source.

2. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 4
DATE GEOGRAPHY
TOPIC Crop and stock farming RESOURCES: Pictures of
different crops, animals and
the types of food that people
eat.
SPECIFIC AIMS Are curious about the world they live in
CONTENT TO
BE TAUGHT
ASSESSMENT
(FORMAL OR INFORMAL)
Stock farming’,
‘stock animals’, ‘crop
farming’, ‘climate’,
‘province’, ‘map
symbols’
Class-Activity- p 57 platinum
Case study ofstock farming in South Africa**
1. Sylvia work on a commercial farm. Give two reasons
how we know this.
2. Who think pays Sylvia for her work?
3. Where does the money come from?
4. What do you think the cow eats?
5. Look closely at the pictures. How are the cows milked?
How are cows milked on substance form?
6. How many times a day does Sylvia clean the milking
machines?
7. Why these machines have to be kept clean?
FORM METHOD TOOL
Informal Written Memo
Class-Activity –p59 platinum
Location ofmain crop and stock farming areas in South
Africa (symbols on a map)
Read page 59 and look at map
1. List two types of farming in your province.
2. Which two provinces grow a lot of wheat?
3. Which two provinces grow sugar cane?
4. Give two reasons why sugar cane grows well in these
provinces.
Informal Written Memo
Class-Activity –p59 platinum
Location ofmain crop and stock farming areas in South
Africa (symbols on a map)
State whether the following statement is true or false
1. Vegetables are grown near the cities because there is no
hail near cities
2. North West province is famous for its tropical fruits.
3. The Western Cape has many grape and ostrich farms.
4. Maize is not growing in the Free State.
Informal Written Memo
HOME-WORK Inclusivity
Help learners with barriers to learning by asking groups of learners to brainstorm answers for a
number of more challenging questions in this lesson.

3. SOCIAL SCIENCES LESSON PLAN
EKURHULENI SOUTH
SCHOOL THULISA PRIMARY SCHOOL GRADE 4
TEACHER MONDLANE.J PERIOD NO. 6
DATE GEOGRAPHY
TOPIC Food and farming in South Africa. RESOURCES: Pictures of
different crops, animals and
the types of food that people
eat.
SPECIFIC AIMS Are curious about the world they live in
CONTENT TO
BE TAUGHT
ASSESSMENT
(FORMAL OR INFORMAL)
The concepts of and
differences between
processed and
unprocessed foods.
Cooking’, ‘drying’,
‘squeezing’, ‘cutting’
and ‘mixing’.
Plough’, ‘plant’,
‘harvest’, ‘mill’,
‘bakery’, ‘dough’,
‘transport’, ‘slice’ and
‘sandwich’.
Class-Activity
Concepts of unprocessed and processed foods – with
examples
1. Learners write questions from board, and answer
them,
2. in their exercise books:
3. What is processed food?
4. What is unprocessed food
5. Which of these foods are unprocessed?
6. Which of these foods are processed?
FORM METHOD TOOL
Informal Written Memo
Class-Activity
How and why foods are processed – including
cooking, drying, squeezing, cutting and mixing
1. Which foods in your home are processed foods?
2. Where do we get this food from? Name a plant, or
an animal.
3. In what way has the food been processed? What
has been done to it?
4. write down the process that was used in the third
column.
Examples:
Processed food: What food it comes from:
Popcorn -Grapes
Crisps- Mielies
Biltong- Potatoes
Raisins Meat
Bread -Oranges
Tin of pilchards- Wheat
Orange juice- Fish
Informal Written Memo

4. Class-Activity
From farm to factory to shop to home: wheat fields
to bread to sandwich (flow diagram)
1. Work in pairs to choose the correct word from the
list to fill in the blank spaces in paragraph.
Harvest, plough, sell, bakery, flour, plant, plough,
dough
First, farmers’ _______ the land. Then they ______
the seeds of wheat. When the seeds have grown into
plants and the wheat is ripe, the farmers _______ the
grains. The grain is transported to a factory where it is
made into ______ , which is then sold to a _______.
The flour is made into ________ which is baked into
bread. The bread is transported to shops, which ____
us the bread.
Informal Written Memo
Class-Activity
Learners complete an individual written activity where
they draw a flowchart of the journey of one of the
processed foods discussed in class.
Learners must:
1. Draw a picture for each step.
2. Remember to use arrows.
3. Write what each step is.
4. Use the example provided to help you.
5. Include at least five steps in their flowchart.
Informal Written Memo
HOME-WORK Inclusivity
Ensure that learners with visual or audio problems are accommodated.
Make sure that learners understand the concepts introduced in this sub-topic.
Assist less able learners to draw their flowchart