3.2 Interview report back  (Page 2/3)

Seaweed, oil, natural gas, trees, salt, fish, soil, gold, crops, shells, solar power, iron ore.

Continue as follows:

1 . From the list your teacher has written on the board, each member of your group needs to choose one natural resource which he or she would like to research.

2 . Once it has been decided which natural resource you are going to research, you will have to find out the following:

• Where in South Africa is this natural resource found?
• How is this natural resource obtained and used?
• Why is this natural resource important?
• Is it renewable? What does this mean?
• What reserves of this natural resource does South Africa have?
• What can be done to conserve this natural resource?

(Consult the RESEARCH SCHEDULE at the end of this activity. This schedule is an agreement between you and your educator concerning the progress and final date you are to hand in your project.)

You can write some of your researched answers here, before integrating them into your project:

3 . Consult with members of the other groups (who are working on the same natural resource as you are) to compile a map showing the distribution of your natural resource in South Africa. Take this information back to your home group.

4 . When you have gathered your information, consult the rubric to help you put your information together as a project.

5 . Can you think of a creative way in which to present this information to your class? (They don’t want another boring Geography lesson!) For example, as a television programme for very small children (with a song or poem).

• Consult the Oral Presentation Rubric at the end of this activity before doing your presentation so that you know what is going to affect your assessment.

RESEARCH SCHEDULE to be agreed to by educator and learner

REASEARCH PROJECT:

Collects, records and presents information across the curriculum.

[LO 2.6, 3.4, 3.5, 5.1, 5.3]

For the list on the board use the items in the list the learners had to classify and any others you wish, e.g. minerals, water . . .

• Each learner needs to be sure which resource(s) he has to research. Impress upon the learners that the questions in 6.2 should form the basis of their research – they must be familiar with geographical terminology.
• A RESEARCH SCHEDULE and a RESEARCH ASSESSMENT RUBRIC have been included to encourage systematic research and presentation. The RESEARCH SCHEDULE enables you to negotiate due dates with the learners for sections of the research. This also commits the learners to producing a well-researched project, completed by the due date.
• JIGSAW CO-OPERATIVE LEARNING STRATEGY (6.3): Once the rough drafts have been completed, learners researching the same natural resource get together. Using the information they have gathered, these learners plot the distribution of their resource on the outline map of S.A. (They can draw their own map or use the map given.) This information is then taken back to the home group who can then compile a map of S.A. showing the distribution of all the resources they have researched.
• Encourage the learners to make their oral presentation as interesting as possible. It does not have to be a stiff, formal, boring presentation; they can dramatise, role- play, present it in the form of an advertisement – let them be creative.