Structure of sa  (Page 2/2)

Activity 1:

To acquire knowledge and answer questions

[lo 1.1; 2.1]

Use the previous acquired knowledge and your atlas to answer the following questions on the physical features of South Africa.

What do you understand under the physical features of a country?

On what kind of map would you study the physical features of a country?

Use your atlas and find out in which two regions the coastal plain is at its widest:

_____________ and _____________

Which do you think is best: an unbroken coastline, or a broken one?

Give a reason for your answer. Give an example from your atlas of a continent with a broken coastline.

What is meant by the term “escarpment”?

Between which two mountain ranges is the Great Karoo?

________________ and_______________

The Little Karoo is situated between the Outeniqua Mountains and the

________________in the south, and the____________the north.

Find the exact location of Mont-Aux-Sources en Thaba Ntlenyana in your atlas. In which mountain range are these peaks?

What is meant by the term “watershed”?

How, do you think, does the plateau’s altitude above sea level influence the temperature in the interior?

Other mountain ranges

• The Cederberg Mountains in the northwest, and the mountain ranges that lie between the coastal plain and the southern escarpment, are of special importance. The Drakenstein , Hottentots-Holland , Langeberg , and Outeniqua Mountains form the coastal chain (closer to the sea), while the Karoo chain (closer to the escarpment) is formed by the Swartberg and Winterberg ranges. The Soutpansberg and Waterberg Mountains lie to the northeast.

The Lowveld

• The low-lying region between the Lebombo Mountains and the Drakensberg in the northeast of the country is called the Lowveld.

Activity 2:

To discuss possible solutions for a problem

[lo 1.7; 2.3]

It is the second half of the 17 ^th century. The first settlers want to explore the interior of the Cape Colony. However, they must first cross the Hex River and Cederberg Mountains. What must they do to overcome the problem?

Work as a group and discuss possible solutions. Make a presentation to the class. Remember that you may only make use of 17 ^th century technology.

Assessment

LO 1

GEOGRAPHICAL ENQUIRY

The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.

We know this when the learner:

• with guidance, selects and uses sources of useful geographical information (including graphs, maps and fieldwork outside the classroom) [finds sources];

• categorises information;

• uses an index to find places on global atlas maps [works with sources];

• demonstrates knowledge and understanding of the issue through projects, discussion, debate and charts [communicates the answer].

LO 2

GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING

The learner will be able to demonstrate geographical and environmental knowledge and understanding.

We know this when the learner:

2.1 identifies and describes major physical features of South Africa, including those of the home province;

2.2 identifies links between natural resources and economic activities in South Africa;

2.3 describes ways in which the physical environment influences human activity and how human activity is influenced by the physical environment.

Memorandum

• Uneven surface of a country – different land forms
• Relief
• NE and SW
• Broken
• Natural harbours
• Europe
• Where the plateau in the interior begins (continuous mountain range)
• Swartberg and Nuweveld Mountains
• Langeberg and Swartberg Mountains
• Drakensberg Mountains
• Mountains turn away rain-bearing clouds/winds from the interior – interior drier
• Cooler