TYPE OF TASK: MINI RESEARCH TASK AND
ARGUMENTATIVE ESSAY
SUBJECT : GEOGRAPHY
CODE : GEOG
GRADE : 10
TERM : TWO
EXAMINER : TSHWANE
SEDIBENGSOUTH
WEST
MODERATOR : SEDIBENGNORTH
GAUTENG EAST
DATE OF IMPLEMENTATION : 13-17 MAY 2024
TOTAL : 100
TERM WEIGHTING : 40%
SBA WEIGHTING : 20
Name and surname of learner: _______________________
Grade 10: ___
Mark achieved by learner: Date and initial Date and initial
of marker of moderation
/100
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SUMMARY OF MARK ALLOCATION:
ACTIVITY TOTAL MARK LEARNER OBTAINED
ACTIVITY 1 4
ACTIVITY 2 6
ACTIVITY 3 4
ACTIVITY 4 16
ACTIVITY 5 50
ACTIVITY 6 10
ACTIVITY 7 10
TOTAL 100
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INFORMATION:
1. This Assessment Task is set according to guidelines and assessment options
as presented in the FET Geography CAPS guideline.
2. This task must be completed in class under FORMAL ASSESSMENT
CONDITIONS during the week of 13 – 17 MAY 2024.
3. You are allowed to bring your own coloring pencils to class.
4. Use the rubric to guide you when completing this Assignment.
5. Work strictly according to the steps in the task.
6. The assignment must be handwritten and everything must be completed in this
booklet in the spaces allocated at each step.
7. The theme of the task is: Global warming.
STUDY THE EXTRACT BELOW BEFORE YOU START WITH THE ASSIGNMENT
HOW GLOBAL WARMING IS DISRUPTING LIFE ON EARTH
The signs of global warming are everywhere and are more complex than just climbing
temperatures.
By: Sarah Gibbens
Our planet is getting hotter. Since the Industrial Revolution—an event that spurred the use of
fossil fuels in everything from power plants to transportation—Earth has warmed by 1 degree
Celsius.
That may sound insignificant, but 2023 was the hottest year on record, and all 10 of the hottest
years on record have occurred in the past decade.
Global warming and climate change are often used interchangeably as synonyms, but scientists
prefer to use “climate change” when describing the complex shifts now affecting our planet’s
weather and climate systems.
Climate change encompasses not only rising average temperatures but also natural disasters,
shifting wildlife habitats, rising seas, and a range of other impacts. All of these changes are
emerging as humans continue to add heat-trapping greenhouse gases, like carbon dioxide and
methane, to the atmosphere.
[Source: [Link]
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STEP 1: HYPOTHESIS
Temperatures in the Sedibeng region is getting warmer almost every year owing to the
effect of global warming and climate change by humans not changing their habits of
littering, polluting the air, burning fossil fuels and clearing natural surfaces for timber or
construction.
STEP 2: BACKGROUND INFORMATION
The Emfuleni Municipality (also known as Vaal) is in the South Western most part of
Gauteng Province closer to Free State. It is one of three metropolitan municipalities in
Gauteng province. The Sedibeng Municipality Region has closer to a million people
residing in it. The city also borders province, namely, Free State and North West and other
metros including MidVaal and Orange Farm (Johannesburg)
Sedibeng is the one of the biggest municipality of the 8 metres in South Africa and easily
accessible via National and Regional infrastructure including the N1, R59.
The City of Vaal Triangle population has risen from 733 445 in 2016 to 945 650 in 2022,
i.e., at 0,37 % annually, which is double the growth rate of the population of South Africa
as a whole and of the province. The biggest share of the population is concentrated in the
following regions (Evaton, Sebokeng, Vanderbijlpark,) respectively.
The city is also aligning its climate change response with international peers, having
signed the Compact of Mayors’ Declaration in 2014 (now known as the Covenant of
Mayors for Climate and Energy) and becoming a member of the C40 Cities Climate
Leadership Group (C40), an international group of mega cities committed to addressing
climate change. The C40 organisation supports cities and their mayors to collaborate
effectively, share knowledge and drive meaningful, measurable, and sustainable action on
climate change. As a signatory of the Compact of Mayors’ Declaration and a member of
C40, the city is afforded an opportunity to be recognized as a leader in local climate
change.
[SOURCE:
[Link]
ni_Local_Municipality
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STEP 3: MAPPING [4]
ACTIVITY ONE:
Choose the area in the Sedibeng region, where your school/home is located and
colour in the area.
HEADING: __________________________________________________________
KEY:
MARK ALLOCATION:
Colouring the correct area (buffering)
Key for the map (roads in the area)
Labeling on the map (name your area)
Heading
TOTAL /4
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STEP 4 DATA COLLECTION, DATA REPRESENTATION AND DATA
ANALYSIS
The following data is collected on average temperatures for the Sedibeng region
during February.
YEAR AVERAGE TEMPERATURES
2024 34ºC
2014 29,7ºC
2004 28.8ºC
1994 26ºC
ACTIVITY TWO: [6]
Use the information in the table above, and draw a bar graph on the graph paper
below.
HEADING: ____________________________________
TEMPERATURES
1994 2004 2014 2024
YEARS
ACTIVITY THREE: [4]
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Analyze the trend displayed in the graph of temperatures during the FOUR different
years by writing a short paragraph. Refer to ALL info.
___________________________________________________________________
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CASE STUDY: CLIMATE CHANGE AND GLOBAL WARMING
Climate change is a long-term shift in global or regional climate patterns. Often
climate change refers specifically to the rise in global temperatures (global
warming) from the mid-20th century to present.
Climate change is the long-term alteration (change) of temperature and typical
weather patterns in a place. Climate change could refer to a particular location or
the planet as a whole. Climate change may cause weather patterns to be less
predictable. These unexpected weather patterns can make it difficult to maintain
and grow crops in regions that rely on farming, because expected temperature and
rainfall levels can no longer be relied on. Climate change has also been connected
with other damaging weather events, such as more frequent and more intense
hurricanes, floods, downpours, and winter storms.
In polar regions, the warming global temperatures associated with climate change
have meant ice sheets and glaciers are melting at an accelerated rate from season
to season. This contributes to sea levels rising in different regions of the planet.
Together with expanding ocean waters due to rising temperatures, the resulting
rise in sea level has begun to damage coastlines as a result of increased flooding
and erosion.
The cause of current climate change is largely human activity, like burning fossil
fuels, like natural gas, oil, and coal. Burning these materials releases what are
called greenhouse gases into Earth’s atmosphere. There, these gases trap heat
from the sun’s rays inside the atmosphere causing Earth’s average temperature to
rise. This rise in the planet's temperature is called global warming. The warming of
the planet impacts local and regional climates. Throughout Earth's history, climate
has continually changed. When occurring naturally, this is a slow process that has
taken place over hundreds and thousands of years. The human influenced climate
change that is happening now is occurring at a much faster rate.
[SOURCE: [Link]
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ACTIVITY FOUR: READ THE CASE STUDY ON PAGE 5 AND ANSWER THE
QUESTIONS THAT FOLLOW [16]
1. What is climate change?
_________________________________________________________
_________________________________________________________
(1 x 2) (2)
2. Explain the consequences of climate change according to the article.
__________________________________________________________
(1 x 2) (2)
3. What will be the economic impact of climate change on farming?
__________________________________________________________
__________________________________________________________
(1 x 2) (2)
4. Describe TWO effects of climate change on the polar regions.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
(2 x 2) (4)
5. Explain how climate change causes global warming.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
(3 x 2) (6)
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ACTIVITY FIVE: ARGUMENTATIVE ESSAY [50]
Write an essay of 1½ - 2 pages in which you state if you agree or disagree with the
hypothesis and present an argument accordingly. An argumentative essay is a type
of essay that presents arguments about both sides of an issue. The general structure
of the argumentative essay must follow this format:
o Introduction: Attention Grabber, Background, Information, Statement.
o Body: Body paragraphs (Each paragraph (4) should present a major argument
that you want to convey to the reader).
o Counterargument: An argument to refute earlier arguments and give weight to
the actual position.
o Conclusion: Rephrasing the statement, major points, call to attention,
or concluding remarks.
You may refer to articles earlier in this document, as well as the information sheet
attached.
Attached to this document is a rubric for the assessment of this activity.
Types of questions
1
2
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ACTIVITY SIX: MAKING PEOPLE AWARE OF CLIMATE CHANGE AND
GLOBAL WARMING [10]
Use the outline of a T-shirt and design a message (words and/or pictures) to make
people aware of the danger of climate change and global warming.
Use the rubric below as a guide for the mark allocation.
1 2 3 4 5
Message given No message is Message is very Message is Message is relevant Message is relevant
given vague satisfactory and very creative
Use of colour No colour is used Only T-shirt is colourful T-shirt is colourfull T-shirt is colourful,
message/drawing and the design is design is creative
is in colour creative and attracts
attention
/10
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ACTIVITY SEVEN: PROJECT BASED LEARNING [10]
Give evidence (photos) of a class project, where the Gr 10 Geography class were
physically involved in a Re-duce; Re-use or Re-cycle project. Any evidence, printed
and pasted is full marks – no evidence is ZERO.
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/10
EXAMPLES OF CLASS/SCHOOL PROJECTS FOR RE-DUCE, RE-USE OR RE-
CYCLE
✓ Class picking up litter on/outside the school grounds
✓ Collecting plastic bottles
✓ Recycling of plastic bottles
✓ Recycling of any non-biodegradable material
✓ Compos your trass
✓ Convert old clothing, towels, or sheets into cleaning rags/cloths.
✓ Repurpose glass, plastic and cardboard containers to give them another life.
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