Hello again Grade 5’s

These next 2 weeks, we’re going to stir up our creative juices – we’re going to write

poetry.

Poets write poetry to share their thoughts and feelings with the world. Poetry is a

special form of writing. Poets write in different and creative ways. A poem paints a

picture with words.

A poem:

Has a title

Can be about anything

Can use few words

Has a unique form and shape

May or may not have rhythm and a beat

Often uses adjectives to describe

May include figures of speech (metaphors, similes, alliteration,

personification etc)

Is easy to create

May be serious or humorous

Usually expresses important personal feelings

Not all, but many poems use words that rhyme. Two words rhyme when they have

the same ending sound eg. think and pink rhyme - they both end with the “ink”

sound.

Two lines of poetry that rhyme with each other at the end are called a rhyming

couplet. Writing rhyming poetry can be difficult because you need to choose words

that rhyme.

I like… (TITLE: tells you what the poem is about)

I like a lot of things alliteration

I like fat, furry, fluffy things that bark

I like bright days that smile at me personification

I like smells that gently stroke my nose assonance

I like tastes that tickle my tongue

I like friends that make me feel like a star simile

I like sounds that go ding dong onomatopoeia

I like music that makes me sing

I like a lot of things

Poetry Terms- Learn these commonly used figures of speech when reading or writing

poetry.

1. Alliteration- the repeating of the same beginning sound in more than two

words.

Example: David’s dog dug a deep hole.

2. Onomatopoeia- words that sound like the object or actions they refer to.

Example: The duck went quack!

3. Personification- when something not human is given human qualities.

Example: The book winked at me.

4. Rhyme- words that have the same end sounds.

Example: David’s dog likes to play,

He’ll run and jump all day.

5. Metaphor- a direct comparison between two unlike things, saying that one thing

is another.

Example: He is a clown.

6. Simile- a comparison between two unlike things using “like” or “as.”

Example: She cries like a baby.

7. Assonance - the repetition of the sound of the vowel that continually

appears in the line of a verse.

Example: He made a new cake and ate it quickly. (repetition of the long “a” sound)

TASK #1

Use the frame idea below to write your own poem about the things you wish for.

Try to use some of the figures of speech. Write it into your book.

I wish

I wish I could __________________________________

I wish I had ____________________________________

I wish I had no _________________________________

I wish I knew how to ____________________________

I wish I could __________________________________

I wish there were no ____________________________

I wish my mommy would ________________________

I wish ________________________________________

SHAPE POEMS - A shape poem is a poem that takes on the shape of the thing

you're writing about. So, if you wanted to write a poem about an apple, you could

write it inside of the outline of an apple, or you could write a short poem and make

the words the outline of the apple. It's a simple way to spark your creativity. Here

are two shape poems:

TASK #2

Now, in your book, write a shape poem about a butterfly (in the shape of a

butterfly) and another one of your own choice.

ACROSTIC POEMS - An acrostic poem is a fun poem for kids. Each acrostic

poem has a topic idea running down the left side of the poem. Each letter in the

topic word has a new thought that runs off the side from left to right and is relevant

to the topic word. The topic word is normally the title of the poem. Here is an

example:

STARS

Stars shine brightly

Tonight

And they bring us light and

Remind us of hope.

TASK #3

In your workbook, write your own acrostic poem about one of the words below:

FLOWERS BISCUITS MOVIES ICECREAM

RHYMING POEMS - A rhyme is a repetition of similar sounding words, occurring

at the end of lines in poems or songs. Here is an example of a short rhyming

poem:

He was only a bug, but he was the king.

She smiled at him when he gave her a ring.

He forgot to be careful of one little thing.

His queen was a bee, and she could sting!

TASK #4

In your book, write a short, rhyming poem of four lines. You must make it up

yourself.

POEM COMPREHENSION

My Invisible Dragon – Kenn Nesbitt

I have an invisible dragon.

She's such a remarkable flyer.

She soars through the sky on invisible wings

exhaling invisible fire.

My dragon is utterly silent.

She soundlessly swoops through the air.

Why, she could be flying beside you right now,

and you'd never know she was there.

And if you should reach out to pet her,

I don't think you'd notice too much.

Her body is simply too airy and light

to sense her by means of a touch.

And just as you don't see or hear her,

and just as she cannot be felt,

my dragon does not have an odour at all,

which means that she'll never be smelt.

Although you may find this outlandish,

you just have to trust me, it's true.

And, oh, by the way, did I mention I have

an invisible unicorn too?

TASK #5

Read the poem 'My Invisible Dragon' and answer the questions.

1. Apart from the dragon, what other mythical animal is mentioned in the poem?

2. In the line that reads "She's such a remarkable flyer", what does remarkable

mean?

a Amazing b Fast c Slow d

Dangerous

3. How many lines does each stanza of this poem contain?

a 16 b 4 c 2 d 20

4. In "Although you may find this outlandish," what do you think outlandish means?

5. In the 4th stanza, what are the two rhyming words?

6. How many syllables does the word 'soundlessly' have?

7. Did dragons ever exist on the Earth? What do you think?

8. ‘She soundlessly swoops through the air’ is an example of which figure of

speech?

9. Write the first stanza in the past tense.

10. Give a homophone for : soar and air

11. “Fire” is a homonym. Write two sentences to show two different meanings.

12. Write the synonym, from the poem, for ‘silent’

TASK #6

Read the poem below. Rewrite it, filling in the gaps with the opposite of the word

in brackets.

'I Lost My Head' -Kenn Nesbitt

________I go to sleep each night (after)

I ________remove my head, (last)

and set it gently ________upon (up)

the nightstand by my bed.

And every ________when I wake, (evening)

I stretch my arms and yawn,

then pick my head up carefully

and put it right back on.

I put my head on ________(forward)

when I woke up ________(today)

and every time I turned my head,

I looked the other way.

I ________walking into walls (finished)

and falling ________the stairs. (up)

I stumbled into tables

and I tumbled ________chairs. (under)

Today is looking even worse;

I woke ________in my bed (down)

and felt around my nightstand

but I couldn't ________my head. (lose)

I hope I find it shortly.

I'd be ________ if it were gone. (happy)

From now on when I go to bed

I think I'll leave it on.

Limericks: silly 5-line poems

The Limerick is a 5-line poem. They are often funny and are always guaranteed to

make you smile. They have a specific rhyme pattern: AABBA

The first, second and fifth lines rhyme with each other and have the same number

of syllables (typically 8 or 9).

The third and fourth lines rhyme with each other and have the same number of

syllables (typically 5 or 6)

Limericks often start with the line "There once was a..." or "There was a..."

There was an old man from Peru

Who dreamt he was eating his shoe

He awoke in the night

With a terrible fright

And found that it was quite true.

There was an Old Man in a boat,

Who said, 'I'm afloat, I'm afloat!'

When they said, 'No! you ain't!'

He was ready to faint,

So he held his silly old goat.

There was an Old Man with a flute,

who kept a serpent in his boot;

But he played day and night,

so the serpent took flight,

And said, ‘Thanks,I’ll find my own route’.

TASK #7

In your book draw a thought cloud and write some ideas for a limerick.

Ideas:

Then write a rough draft.

You could start like this:

There once was a ____________________________________________

Edit your limerick and write it neatly in your book.

Draw a picture to go with the limerick.

YOU ARE NOW A POET … I HOPE YOU ENJOYED THAT

Graad 5 Afrikaans

DO NOT STICK THIS INTO YOUR BOOKS!

Reading

- Please continue reading your books you have every week 2 pages.

If you have finished your book start reading your Afrikaans leesboek.

DAY 2: 24 April

Pret met taal pg 48-49

Do A – pg 48 Lydende Vorm – got back in your book to look how we do it.

Do B – pg 49 Meervoude -plurals no 1-5

Just write- een lap – ses lappies

Een skêr- vyf skêre

Do C pg 49 - Write down note by the BEE ONTHOU!

Ouma gaan stad toe. (moet)

The helping verb moet goes in gaan place and gaan MOVES to the back

Ouma moet stad toe gaan.

Try no 1-5 just like we did the example above.

DAY 3 27 April Do D pg 49– Persoonlike Voornaamwoorde

(pronouns- hy sy my ek)

Choose a 1 pronoun from the green block to put in place of the

Words in brackets !

Look at example – (Lindi en haar ouma) is replaced by =HULLE

Hersiening; Wat ken jy nou? Pg 51

Do A – Persoonlike voornaamwoorde

In the place of the word in brackets you are going to fill

in a pronoun.

Example – Lindi gaan saam met (Lindi se) ----

HAAR ouma stad toe .

DAY 4 28 APRIL

Do C – Lydende Vorm

Do D – just like we did C on page 49

Do E – meervoude -plurals

DIERERYMPIES CHAPTER 5 pg 52-53

Read the poems 1-7 and match them up with the animals a-g

Heading : Diererympies

1 -7 with the letter that matches

1) C – kameelperd

DAY 6 30 April

Pg 52-53

Choose our favourite poem from these pages

Write the poem into your book

Translate the poem into English

Draw a picture to match the poem

DAY 7: 1 May

Pg 53

Do A copy down the words and find words out of the different poems that

rhyme with the words

Heading : Rymwoorde

1 vuis – huis

Do B pg 54

Watter diere is dit?

Answer the questions by lookiug at the poems on page 52-53 again.

WEEK 2 – 22nd April - 30th April

Target worksheet 1 Date: __________

Properties of 2-D Shapes.

Curved and straight lines

91

You can join dots such as these with straight

lines

:

You can also draw a curved line that passes through the dots:

Rock artists used both curves and straight lines in their art.

A South African artist used

straight lines and curves to

make this painting.

These are some of the

curves she used:

These are some of the

straight lines she used:

1. a ) ( Make a rough

drawing of the curved

par ts of the diagram

on the right.

) b ( Mak e a rough

dr awing of the

s traight line parts of

the diagram on the

right.

Two more examples of drawings with curves and straight lines

Make some freehand drawings

3. Try to draw a straight line without using a ruler. Try to do it better than

the line below has been drawn.

If you draw two lines close to each other, you can see which one is a

better attempt to draw a straight line.

4. Try to draw a circle without using a cup or glass or saucer or other

guide. Some attempts are shown below.

Target worksheet 2 Date: __________93

2. The red curve in the drawing on the right

is called a spiral.

( a ) Mak e a drawing of a spiral, without

any straight lines on your drawing.

( b ) Mak e a drawing of all the straight lines

in the drawing, without the spiral.

Figures with different shapes

1. Draw figures with shapes like these. Do not use a ruler but try to make

the lines as straight as you can. Do not lift your pencil at the corners.

B C

A

In each of the figures that you have drawn above, two straight lines meet.

When two straight lines meet, we say an angle is formed.

2. Draw figures like these. Do not lift the pencil before the drawing is

finished.

A B

The figures that you have drawn in question 2 are called closed figures.

The figures that you have drawn in question 1 are called open figures.

3. Which figures below are closed, and which are open?

A B C D

Closed figures with five straight sides are

called pentagons. “Penta” means five.

Closed figures with six straight sides are

called hexagons. “Hexa” means six.

Closed figures with seven straight sides are

called heptagons. “Hepta” means seven.

4. Write down the letters of all the figures that have the shapes of:

) a ( triangles

) b ( quadrilaterals

) c ( pentagons

) d ( hexagons

( e ) heptagons.

A

B C

D

E

F

G

H

I

J

K

L

M

N O

P Q

T R

S

U

Target worksheet 3 Date: __________________

1. These figures are all triangles. How are they different?

2. These figures are all quadrilaterals. How are they different?

3. These figures are all pentagons. How are they different?

4. These figures are all hexagons. How are they different?

96

The red figures above are called

regular polygons . . All their sides

have the same

length

and all the

angles have the same

size

.

Target worksheet 4 Date: ________________

Angles

1. Describe other angles in your surroundings.

9

When you open a book, the two opposite pages form an angle with

each other.

When two lines meet to form an angle, you can imagine the lines going

on so that four angles are formed. The red arc

s

below show two of the

four angles:

The arrowheads mean the lines can be as long as you want them to be,

the angles stay the same.

You can see many angles in your environment, for example:

•

The edges of a page form right angles.

•

An open door is at an angle to the door frame.

•

Two walls form an angle where they meet.

•

A broom against a wall forms an angle with the floor and with the wall.

•

If you lift your arm there is an angle between your body and your arm.

2. There are angles in the pictures below. Make simple but neat

drawings of the lines that cross to form the angles. Draw arcs to

show the angles.

(a) (b)

(c) (d)

(e) (f)

Target worksheet 5 Date: ______________

98

Right angles around us

These two lines form four right

angles where they cross. We call

the angles right angles because

all four angles are the same

size. We say the lines are

perpendicular to each other.

These two lines do not form right

angles where they cross. All four

angles are not equal.

1. Draw two lines that cross at right angles.

2. Draw two lines that do not cross at right angles.

a. Mark the angles that are smaller than a right angle.

b. Use a different way to mark the angles that are bigger than a

right angle.

Make your own right-angle template

Take a piece of paper. Fold it once. Make sure you fold a sharp

edge. Fold it again so that the first fold line folds onto itself.

9

You have folded a right angle.

Make your own plumb line

Tie a small, heavy object such as a washer

(or a small flat stone) to the end of a piece

of string. Hold the string so that the object

(called a plumb bob) hangs free. When the

plumb bob stops swinging the string hangs

vertically. A line that is perpendicular to the

plumb line is a horizontal line.

3. Use your plumb line to test if the top of

your desk is horizontal.

Explain and make a drawing to show

how you judge.

4. Use your right-angle template to test

if two walls in your room meet at a

right angle.

5. Use your plumb line to determine if

the door frame in your room is

vertical.

6. Draw this diagram in your book. Use your right-angle

template to test if the angles are smaller than a right angle,

or bigger than a right angle, or the size of a right angle.

(a) Mark all the right angles in the diagram with a box, like this:

(b) Mark all the angles that are smaller than a right angle with

the letter A.

(c) Mark all the angles that are bigger than a right angle with

the letter O.

Target worksheet 7 Date: _____________

Angles and sides in two-dimensional figures

1. Draw each figure in your book. Name the figure, then

compare the sizes of the angles. Mark the angle with a if

you decide it is a right angle. Write A in the angle if the

angle is smaller than a right angle. Write O in the angle if the

angle is bigger than a right angle.

(c) (d)

( a ) ( b )

101

(e) (f)

(g) (h)

2. Compare the figures in question 1.

(a) Which of the figures have sides that are all the same length?

(b) Which of the figures have angles that are all the same size?

Make angle templates to help you decide.

3. (a) Draw a triangle with an angle that is bigger than a right

angle. Look at the other two angles of your triangle. Are

they smaller or bigger than a right angle?

(c) Try to draw a triangle with two angles that are bigger

than right angles. Explain what happens.

4. (a) How do the blue and black figures on the left differ from

the red figures on the right?

(b) In what way are the two black figures similar to the two blue

figures?

(c) In what way are the two black figures different from the two

blue figures?

If all the angles of a quadrilateral

are right angles, it is called a

rectangle.

If the four sides of a rectangle

have the same length, it is called a

square.

5. a. Which figures in question 1 are squares?

b. Which figures in question 1 are rectangles?

6. a. Are all rectangles also squares? b. Are all squares also

rectangles?103

A B C

D

E

F G

Target worksheet 8 Date:________

Capacity and volume

The two glasses on the right have the same

capacity but they contain different volumes of

water.

If you just want to drink a little water, you do not fill

your glass to the top. There is then only a small

volume of water in your glass. But it can hold more

water! You can increase or decrease the volume

of water in a glass.

The volume of water that the glass can hold

when it is filled to the brim is called the capacity

of the glass. You cannot increase or decrease

the capacity of a glass.

These four glasses all have the same capacity, but they contain

different volumes of water.

Activity

a. Do the glasses below contain the same volume of water, or

do they contain different volumes of water?

b. Give reasons for your answer.

c. Is it possible that these four glasses contain the same

volume of water? Explain your answer.

105

An ordinary cup or glass can hold about 250 millilitres of liquid.

250 ml is the same as a quarter of a litre.

You can take some clay and make a cube with each edge

about 1 cm long. Your cube will be approximately

as big as shown here.

If you do this, you will have used about 1 millilitre of clay for your

cube.

3. ( a ) What is t he capacity of an ordinary

cup or g lass?

( b ) Appr oximately how much water is

t here in the glass shown above?

) c ( What is t he volume of juice in a tin like

t he one shown here, if it is only half full?

d ( ) Appr oximately how much water do you

t hink you can hold in your mouth?

4. How many

ordinary cups

can you fill

from 1 ℓ of

milk?

1 litre is 1 000

millilitres. Instead

of millilitre you

can write ml.

Instead of litre

you can write ℓ.

5a. How many small glasses, each with a capacity of 100 ml, can

you fill from 1 ℓ of milk?

b.If you share 1 ℓ of milk equally between eight glasses, what will

be the volume of milk in each glass?

c. How many millilitres is one eighth of a litre?

5. How many millilitres are each of the following?

(a) 2 ℓ (b) one fifth of a litre

(c) 3 fifths of a litre (d) 7 tenths of a litre

(e) 2 ℓ (f) 1

Target worksheet 8 Date: ___________________

Litre and millilitre

1. To fill a 250 ml cup with caster sugar,

Rita filled a measuring spoon 10 times.

What is the capacity of the measuring

spoon that Rita used?

2. A certain measuring spoon has a capacity of 50 ml.

(a) How many times do you have to fill the measuring spoon if you

want to fill a 2 ℓ container with sugar?

(b) How much sugar do you need to fill 30 measuring spoons like this

one?

3. In each case, state what the capacity of the container is and what

the volume of juice in the container is. Give your answers in litres as

well as in millilitres.

1 litre is 1 000 ml.

You can write 1 500 ml as 1 ℓ + 500 ml or as1 ℓ.

Other ways to write this are 1,500 ℓ and 1,5 ℓ. The 1 tells you that

you have 1 full litre and the 0,500 or 0,5 tells you that you have

another ℓ.

a ( ) ) b ( ) c ( ) d (

1. Express each of the following in millilitres.

a. 3 ℓ + 500 ml b. 1 ℓ + 250 ml c. ℓ

d. 2,5 ℓ e. 2 ℓ f. 1 ℓ + ℓ

g. 4 ℓ h. 6 ℓ

• The following activities are just for fun!

Target worksheet 9 Date: __________________

1.Write these volumes in ascending order (from the smallest to the largest):

(a) 1 ℓ; 1 ℓ + 50 ml; 1 250 ml

(b) 5 750 ml; 5 ℓ; 5 ℓ + 75 ml

(c) 4 ℓ; 4 ℓ + 34 ml; 4 734 ml

2. Write these volumes in descending order (from the largest to the smallest):

(a) 19 ℓ + 250 ml; 19 ℓ; 9 250 ml

(b) 650 ml; 6 ℓ + 5 ml; 6 ℓ

(c) 8 750 ml; 87 ℓ + 50 ml; 8 ℓ; 8,5 ℓ

9.4 Calculations and problem solving

1. Winnie invited 17 friends to her party. The paper cups they will use have a

capacity of 250 ml, but her mom usually only pours about 235 ml into each

cup, so they don’t spill.

(a) How much cooldrink should she buy if each guest will have 3 cups of cooldrink?

Write your answer in millilitres and litres.

(b) Winnie’s mom buys the cooldrink in 1 ℓ bottles. How many bottles must she buy?

2. A big supermarket group sells many large crates of cooldrink every month. One

crate holds eighteen 2,5 ℓ bottles.

(a) How many litres of cooldrink are in 18 bottles?

(b) How many millilitres of cooldrink is that?

(c) At one stage there were only 632 crates left in the warehouse. They were

distributed equally to 8 stores. How many crates did each store get?

(d) How many bottles did each store get?

3. A 2 ℓ carton of milk costs R21 at a supermarket. A shop at a filling station sells the

same 2 ℓ carton of milk for R26.

(a) Annette pays R105 for the milk that she buys at the supermarket. How much would

she have paid for the same number of cartons at the shop at the filling station?

(b) What costs less: 6 cartons of milk at R26 per carton or 9 cartons of milk at R21 per

carton?

4. Each milkshake at The Sweet Tooth is made with 3 scoops of ice cream and ℓ milk.

(a) How much milk is used with 15 scoops of ice cream?

(b) How much ice cream is added to 1 ℓ milk?

(c) How much ice cream and how much milk are needed for 25 milkshakes?

(d) How many milkshakes can be made with 2 ℓ milk, and how much ice cream will be

needed?

5a. If petrol costs R9,50 per litre, how much does 78 ℓ petrol cost?

b. If 9 ℓ of petrol cost R94,50, what is the price of 1 ℓ?

c. If petrol costs R8,00 per litre and you paid R872 to fill your tank,

how many litres did you buy?

111

1

GRADE 5 LIFE SKILLS

Hello Grade 5’s. Welcome back

When you do the work in your workbooks, remember to date and give the work a heading. Rule off after

each lesson.

Lesson 1(Day 5 Period 8):

27 April 2020

Today you are going to mark the work that I gave you to do last week. Please remember that you mark

with a pencil and fill in corrections if you get something wrong.

Activity 1.1. page 49

1. The right to health, to an education, to food, and to a clean environment were violated.

2. a. The learners thought that Eunice was strange because she was smelly and dirty and did not

have any friends.

b. The other learners thought that Eunice was stupid because her homework was never done,

they also thought that she was dirty.

c. The other learners ignored Eunice and never included her. They did not try to talk to her to find

out more about her life.

Albertina Sisulu and UNICEF

1. late Albertina – means that she has died

children’s wellbeing – the health and safety of children

tribute – shoe respect and admiration

patron – someone who gives support

tireless – never stopping, on-going

2. United Nations Children’s Fund – UNICEF

3. Your answer must say something about Mama Sisulu and how she fought for the rights of

children.

Activity 4.1. pg 54

1.a. Bongani’s rights to shelter, food, safety and education are being violated.

b. Bongani ran away from home.

c. Leave out the respond step when your life is in danger.

d. I will tell him which of his rights are being violated and encourage him to talk to

an adult whom he trusts. I will give him the Childline and the Safeline numbers.

2. Childline – 08000 55555

Safeline – 08000 355531

Police Child Protection Unit – 011 403 3413

Moffatview Police Station – Constable Nose – 072 015 2406

Flying Squad – 10111

Lesson 2(Day 6 Period 1):

28 April 2020

Different forms of child abuse

Write down the four different forms of child abuse given on page 58 of your textbook in your workbook.

Include examples to explain what they are.

Do Activity 7.1. on page 58.

Please remember date, heading, rule off when you are finished.

Lesson 3 and 4(Day 6 Period 2; Day 7 Period 3):

29 April 2020

Ways to protect self and others from abuse

Read the information given on pages 59, 63, 67 and 73. Using this information to draw up a list of ways

that you can protect yourself and others from abuse. You must give a short explanation for each way that

you give. You should have 8 different ways of protecting yourself if you have read all the pages carefully.

Once you have completed your list, answer the following questions in your workbook.

1. Are the following statements True or False. Write only T for true and F for false.

a. All abusers are badly dressed and look scary.

b. When you have a bad feeling about someone it is okay to stay in their company.

c. Abusers are often people that the abused child knows.

d. Adults are stronger than children and therefore children cannot defend themselves against

adults.

e. You are not a bad boy or bad girl if you do not obey adults when they ask you to do things that

you do not feel safe or comfortable with.

f. If you make a big noise it may convince your abuser to go away.

2. What are good secrets? Give two examples.

3. What are bad secrets? Give two examples.

4. Describe in two sentences how a good touch and how a bad touch makes you feel.

5. What do the SOS Children’s Villages do?

Please feel free to ask any questions on the Grade 5 Life Skills WhatsApp group that I created.

Grade 5 SOCIAL SCIENCE

Hello Gr 5’s – I’m praying that you’re all well. Let’s carry on with Social Science.

Unfortunately some children have their textbooks at school. In order not to fall behind, I will be

giving you my own notes in a summarised form and activities to do from these notes.

Please read my notes CAREFULLY. Only do one topic a week.

Those of you who do have the textbook, read the notes in the book as well, but don’t do the

textbook activities.

Once we’re back at school, we’ll briefly revise the work from the textbook.

HISTORY TOPIC 1 – Hunter gatherers and herders in southern Africa

Write the heading in your workbook and then write all the new words and meanings for this topic.

NOTES:

• Hunter gatherers (San)– people who got their food by hunting animals for their meat and

gathering plant foods such as fruit, nuts, bulbs, berries and roots. They were nomadic which

means they moved around from place to place.

• Herders – people who kept cattle and sheep. Sometimes they killed their animals for their

meat but mostly they kept them for their milk. They also hunted wild animals and collected

plant foods. They were also nomads but settled down in a place for longer periods of time.

• We can find out about these people who lived in southern Africa by:

- Looking at objects that they left behind like broken pots, beads and stone tools.

- Listening to stories told about ancestors passed down from one generation to another

and by reading books that have been written about them.

- Studying the rock paintings done by them. They tell us how they lived, how they hunted

and about things that were important to them.

- Observing living societies. In the 1950’s some San families living as hunter gatherers

were interviewed by historians.

• The hunter gatherers who lived in southern Africa over the last 10 000 years are called the

San of the Later Stone Age. They used stone to make weapons and tools.

• They lived off the environment where they got all they needed.

• They did not damage the environment and used its resources well – water, plants, animals and

stones (they only took what they needed.)

• They dug for water and stored it in empty ostrich eggshells.

• They killed animals for food and used their skins for clothing.

• They hunted game such as buck, rabbits, pheasants, geese or ducks.

• The women gathered plants which the San ate and used for medicine. They carried the plant

food in bags made from animal skins.

• The San were excellent hunters and trackers. They invented bows and arrows. The bows

were made from reed or tough wood that could bend and the arrows were made from wooden

sticks with a bone or stone tip.

• The arrow tip was poisoned using the poison from certain insects, spiders, snakes and plants.

• The San lived in groups or families and everything was shared equally amongst them.

• Everyone was treated equally and with respect. There were no leaders or chiefs.

• They moved around with the changing seasons, following animals.

• They lived in caves or rock shelters.

• The San used plants for many things, including medicine. They knew which plants could be

used to treat different illnesses.

• They believed in many gods but their main god was /kaggen. An important part of the hunter

gatherer religion was dance. A shaman would go into a trance and they believed he could

contact their ancestors.

• The San made paintings on rocks in all the places that they lived.

• They made paint from certain plants, rock powder, eggs and animal blood. Their brushes were

made from animal hair, feathers and twigs.

• Many of their paintings are about hunting scenes, religion and the things they saw when they

were in a trance.

• The Linton Rock Art Panel is a piece of a cave wall. It was taken from a cave in the Eastern

Cape over 100 years ago and is now in the South African Museum in Cape Town.

• The South African Coat of Arms shows two figures – these were copied from the Linton Panel.

• Our motto on the Coat of Arms is !ke e:/xarra//ke – it was taken from the early hunter gatherer

language and means unity in diversity.

The symbols on our coat of arms

Rising sun

Secretary Bird

Protea

Knobkierrie

Spear

Linton figures

Shield

Ear of wheat

Elephant tusk

Motto

• More or less at the same time as the hunter gatherers lived in South Africa, there were people

who came from northern Africa.

• They lived by herding cattle – they were the Khoikhoi.

• They kept cows, sheep and goats. They got milk, meat, wool and leather from their animals.

• We call this way of life pastoral because they moved around to find pasture (grass) for their

animals.

• The Khoikhoi herders lived on the same land as the hunter gatherers and also hunted and

gathered food.

• They lived mainly in the south west of the country.

• They lived in bigger groups and stayed in temporary shelters made of straw and sticks.

• Some San joined the Khoikhoi as servants and eventually marriages between the two groups

took place. They became known as the Khoisan.

TASK

1. If you’ve already done your keywords, then just read through them again.

2. Do your bow and arrow project.

3. Do your rock art painting pamphlet which I gave you on the last week of school.

4. What did the San men do to provide food?

5. What did the San women do to provide food?

6. In what age did the San live?

7. What is a shaman?

8. Where did the Khoikhoi come from?

9. What name is given to people who look after livestock?

10. What did the San people make their tools and weapons from?

11. What is archaeology?

12. What materials were used by the San to make brushes?

13. Draw this table in your book and fill it in. Think of the way the San/Khoikhoi lived and the

way we live today.

San/Khoikhoi lives Modern day lives

Housing

Transport

Education

Art

Communication

Diet

GEOGRAPHY TOPIC 2 – Physical features of South Africa

Write the heading in your workbook and then write all the new words and meanings for this topic.

NOTES:

• When we describe the build of a country, we use words like hilly, flat, high, low, steep etc.

• A physical map of an area shows natural features such a mountains, waterfalls, capes, bays

and rivers.

• South Africa can be divided into three main areas (each of these is at a different height above sea level)

➢ The coastal plain – a flat area near the coast

➢ The escarpment – the steep land on the edge of the plateau

➢ The plateau – is a large area of flat land which is quite high above sea level.

• The coastal plain – ‘plain’ means flat land. Some of South Africa’s largest cities are on the

coastal plain.

• The escarpment – is an area of steep land on the edge of the plateau. It divides the coastal

plain from the plateau.

• The plateau – is a large area of flat land that is quite high above sea level. It covers the

largest part of South Africa.

• Geographers measure the height of the land from where the sea and the land meet.

• Sea level is measured in metres, so a place or feature that is at sea level is at 0 metres.

• Some of the features that are found in landscapes at sea level are:

➢ The coastline – where the land and the sea meet

➢ Bays – where the coastline curves into the land eg. False Bay and Table Bay

➢ Capes – where the land juts out into the sea in a point eg. Cape Point

➢ River mouths – where a river ends and flows into the sea

• Some of the features that are found above sea level are:

➢ Mountains - high land areas with steep slopes

➢ Mountain ranges – areas that have many mountains eg. Drakensberg Mountains

➢ Hills – smaller mountains with gentle slopes

➢ Valleys – low areas between mountains and hills

➢ Parts of rivers that are far from the sea – river source (where river begins), tributaries

• South Africa has many important physical features. Some places get their names from their

shape of colour. Others get their names from plants or animals. Below are a few:

➢ Augrabies Falls – Northern Cape Province – Khoi, meaning the "Place of Great Noise”

➢ Robben Isand – Western Cape – Dutch word for seals

➢ uKhahlamba-Drakensberg – KwaZulu-Natal – uKhahlamba, Zulu for ‘barrier of the

spears’ and Drakensberg, Afrikaans for dragon mountain

➢ Gariep-Orange River –longest in South Africa, starts in the Drakensberg in Lesotho, it

flows westward towards the Atlantic ocean where it spills out on the border of South

Africa and Namibia.

➢ Table Mountain – Western Cape – Portuguese, originally Taboa do Cabo

➢ Lake St. Lucia – Kwazulu Natal – Portuguese, named after Saint Lucy

➢ Algoa Bay – Eastern Cape – Portuguese, originally Bahia da Lagoa

➢ Tugela River – Kwazulu Natal – Zulu, meaning “something that startles.”

➢ Namaqualand – Northern Cape- Khoi, meaning ‘people's land’

➢ Kalahari - Northern Cape - Tswana word Kgala, meaning "the great thirst"

• The Highveld, Lowveld, Great Karoo, Little Karoo, Namaqualand and Kalahari Desert are all

natural areas in South Africa. Each of these areas is different.

• Rivers – a river is a channel of fresh water that flows towards an ocean, a lake, a sea or into

another river.

• Rivers flow from mountains and high areas down to the coast. All rivers flow downhill.

• The place where a river begins is called the source of the river – this can be high up in a

mountain where it rains a lot, in a lake which is high up, or where an underground spring

bubbles up.

• Rivers that flow strongly can carve deep valleys or gorges into the land.

• Sometimes a river can drop suddenly from a high level down to a lower level to form a

waterfall.

• Large rivers are often joined on their journey to the sea by other rivers.

• The rivers that join the main river are called tributaries.

• The main river and all its tributaries are called a river system.

• The area of land where rain water runs off into a river system is called a catchment area or a

drainage basin. Rivers end where they flow into the sea – this is the river mouth.

• At the mouth, the river is often wide and flows slowly over the flat land. Some rivers separate

into several small streams at the river mouth and make a fan shape called a delta.

• South Africa is a dry country and has only 2 large river systems.

• The Gariep–Orange River System in the centre of the country flows westwards towards the

Atlantic Ocean.

• The Limpopo River System in the north east flows in a northern and eastern direction into the

Indian Ocean.

• All the rivers in the south of the country do not join up to form any large river system. They all

have their own sources in the mountains and flow into either the Atlantic or Indian Oceans.

• Human activities are the things people do. Some human activities can only be done in places

with physical features that make these activities possible.

• People who live near the sea are more likely to engage in the following activities as a living:

fishing, cleaning and selling fish, work in factories that process fish (canning etc)

• People who live in areas where there are flat lands, small hills and the climate is hot and dry

will probably engage is sheep farming. People earn their living by working on farms, shearing

sheep and processing the sheep’s wool.

• People who live near mines often become miners or work in factories that process the ores

from the mine.

• Human activities can change physical landscapes and features. People have changed the

natural world by building roads, bridges, railways, dams, trees are cut down, land is dug up for

mining, towns and cities are built, etc.

TASK

1. Write the letter, choose the name of the place

it’s showing and which province it’s in.

Namaqualand

Augrabies Falls

Robben Isand

Lake St. Lucia

2. Complete the sentences

a) A coastal plain is __________ and is _________ land near the sea,

b) A plateau is _________ and _________ land.

A

B

D

A

C

c) An escarpment is ________ land that often separates a plateau from a coastal plain.

3. What type of build does the province of Gauteng have?

4. Which type of build covers the largest area of South Africa?

5. What is a bay? Draw a picture of it.

6. What is a cape? Draw a picture of it.

7. Where is the source of a river?

8. Name the two main river systems in South Africa

9. What is a tributary?

10. Think of 3 activities that can take place in a river valley.

11. Write the 2 paragraphs down, choose the correct word and write it in colour.

The Gariep-Orange River starts on the (eastern/western) side of the ukhahlamba-Drakensberg

(escarpment/coastline). It flows across the country and into the (Indian/Atlantic) Ocean on the

(east/west) coast. The Caledon and the (Berg/Vaal) Rivers are two (tributaries/streams) that flow

into the Gariep-Orange River. The mouth of the Gariep-Orange River is on the border between

South Africa and (Northern Cape/Namibia).

The source of the Limpopo River is in (Limpopo Province/North West Province). From here, it

flows (north and east/south and west). The Limpopo River then marks the border between

Limpopo Province and (Botswana/Zimbabwe). Next, the river marks the border between

(Mozambique/Zimbabwe). Finally it flows (east/west) into the country of

(Mozambique/Zimbabwe) and into the (Atlantic/Indian) Ocean.

12. Choose words from the table below to complete the sentences and then write the complete

sentences in your book.

… is South Africa’s only desert. …is on the South African plateau.

… is built to collect river water. …is an example of an escarpment.

… is an area where streams and rivers come together. …is on the Gariep-Orange River.

a) The Augrabies Falls …

b) A dam …

c) The Highveld …

d) The uKhahlamba-Drakensberg …

e) A catchment …

f) The Kalahari …