1. MICROSOFT INNOVATIVE EDUCATOR EXPECT 2016 SOUTH AFRICA PRESENTER: SEHOOL MOSES SELLO
MANKUROANE TECHNICAL SECONDARY SCHOOL
DR RUTH SEGOMOTSI MOMPATI DISTRICT

2. school description
Mankuroane technical is a school situated in a rural area of Dr Ruth Segomotsi Mompati district and in greater Taung Area Office, with 527 learners (grade 8 -12), functioning in three departments: technical, mathematics and sciences.
Our primary objective is to educate and prepare balanced and matured learners for the demand of the labour market.
Technical education play a vital role of ensuring that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives.
Lastly, technical education create and improve the engineering and manufacturing environment to enhance the quality of life of the individual and society and ensures the sustainable use of the natural environment.

3. VISION AND MISSION STATEMENT

4. LESSON PLAN 2016 SCHOOL : Mankuroane Technical Secondary School
Grade: 10
Year: 2016
Duration: 3 weeks
Term: 1
DATE FROM: /02/ TO: /02/2015
TOPIC: Social and Environmental Issues
RESOURCES: Focus Life orientation textbook, Laptop and projector,
computer with internet connectivity, magazines,
newspapers.
KEY QUESTIONS:
What is social and environmental issues.
What is social and environmental justice
How does social and environmental injustice harm community health
CONTENT:
List of social and environmental issues.
How do they affect us presently? Effects.
How do we seek social and environmental justice?
Interpretation of case studies.
Taking responsibility about listed social and environmental injustice
KEY WORDS:
Poverty: being poor and not having enough money for basic needs.
Environmental Justice: the right to safe, healthy, productive and sustainable environment.
Social justice: redressing the situation whereby poor people often suffer from discrimination and lack of knowledge of human rights and access to basic services
TEACHING ACTIVITIES:
Explaining concepts and question and answer method.
Interpreting case studies and giving feedback through presentation
LEARNING ACTIVITIES:
Discussions, presentations, interviews, writing notes an explaining concepts, writing report project, projector, computer/laptop and internet information

5. TIME FRAMES AND OBJECTIVES
GRADE 10
TYPE OF TASK
PROJECT SUBMISSION
TOPIC
SOCIAL AND ENVIRONMENTAL RESPONSIBILITY
Contemporary social issues that impact negatively on local and global communities:
Lack of basic services (water and health services)
Food security
PURPOSE
IN ORDER TO DEVELOP SOCIAL RESPONSIBILITY IN YOUTH.
learners would be encouraged to investigate contemporary social issues.
An action plan must be developed in order to address these issues.
Social, constructive and critical thinking skills necessary to participate in civic life
FORMS OF ASSESSMENT
Project, including the following:
Impact of study/investigation
Collating evidence in an essay
Application of knowledge and skills: plan of action
DURATION
The assessment should be completed weekly
TASK/PROJECT
Examine your plan of action and state the knowledge, skills and values that you have learnt from this lesson.
A table of contents (indicating paragraph headings, sub-headings and page numbers)
Bibliography
LEARNING ACTIVITIES:
Discussions, presentations, interviews, writing notes an explaining concepts, writing report project, and internet information

6. ASSESSMENT TOOL FOR PROJECT
1.1 Introduction: Define each of the given contemporary social issues 1 2 3 4
No or irrelevant definition of lack of basic services
Relevant definition of lack of basic services
A good definition of lack of basic services
Excellent, comprehensive definition of lack of basic services given
1.2 Factors that cause these contemporary social issues: Identify and describe 3 factors for each of the contemporary social issues that cause the problem
Unable/struggles to identify factors that cause lack of basic services; with a vague/ irrelevant description of factors that cause lack of basic services
Identified factors that cause lack of basic services; with relevant descriptions of factors that cause lack of basic service
Identified relevant factors that cause lack of basic services; with a good description of factors that cause lack of basic services
Identified excellent factors that cause lack of basic services; with excellent and comprehensive descriptions of factors that cause lack of basic services
1.3 Critical analyses of the impact of these contemporary social issues on the local and global communities
Limited description of the impact of lack of basic services on local and global communities
Relevant description of the impact of lack of basic services on local and global communities
Good description of the impact of lack of basic services on local and global communities
Excellent and comprehensive description of the impact of lack of basic services on local and global communities
1.4. Plan to combat the contemporary social issues:
How you are going to address the social issues – your plan must be well formulated and practical ideas must be evident
Had poor/limited description on how to address the social issues
Had an adequate description on how to address the social issues
Had a proficient description on how to address the social issues
Had an excellent description on how to address the social issues, creative and practical ideas were given

7. ASSESSMENT TOOL FOR PROJECT
Where, when and how time will be utilized to address these social issues 1 2 3 4
The venue is not stated Poor time management plan is evident. The execution of the plan is vague
The venue is stated. Adequate time management plan is given. The execution of the plan is relevant
The venue is stated. Good
time management plan is given. Execution of the plan is good
The venue is stated Exceptional explanation on how time will be utilized; steps are clearly indicated to indicate the execution of the plan. The time table is clear and specific.
List the resources you will need and how you will get them
Provided a poor list of resources and struggles to explain how to get them
Provided an adequate list of resources with a clear explanation on how to get them
Provided good list of resources with a detailed explanation on how to get them
Provided an excellent list of resources with an exceptional explanation on how to get them
Explain how the plan will be monitored
Provided an limited explanation on how the plan will be monitored
Provided an adequate explanation on how the plan will be monitored
Provided a proficient explanation on how and who will monitor the plan
Provided an excellent explanation on how and who will monitor the plan
1.5. Conclusion: Examine your plan of action and state the knowledge, skills and values that you have learnt from this project
Poor conclusion that examine the knowledge, skills and values learnt
Adequate conclusion that examine the knowledge, skills and values learnt
Proficient conclusion that examine the knowledge, skills and values learnt
Excellent and comprehensive conclusion that examine the knowledge, skills and values learnt
TOTAL 32

8. 21ST CENTUARY SKILLS TO BE COVERED
Collaboration
Knowledge Construction
Use of ICT for Learning
Real World Problem Solving and Innovation
Skilled Communication
Self-Regulation 4 3 2
Learners are required to work in groups. And shared responsibility
Learners are to make substantive decisions together about the content of the paper.
Learners must synthesize their individual beliefs into a common persuasive essay.
Knowledge construction is the main requirement.
Learners have the opportunity to use ICT.
The ICT tools support the knowledge
The ICT tools are required for knowledge construction.
Learners are developing a solution to a problem that is new to them.
The product is not designed for a specific audience (outside the classroom)
Learners are communicating a set of connected ideas.
Learners are required to provide supporting evidence in their final paper.
The communication is not crafted for a specific audience.
This activity is could be considered a long term project if students are given ample time to write their papers.
Students do plan their own work.

9. KNOWLEDGE CONSTRUCTION

10. KNOWLEDGE CONSTRUCTION AND USE OF ICT

11. COLLABORATION AND COMMUNICATION

12. Use of ict: PRESENTATION

13. LESSON LEARNT CHINESE PROVERB:
A LESSON DRIVEN BY TECHNOLOGY WAS LIVELY AND EXCITING
EACH NDIVIDUAL ACKNOWLEDGED UNIQUENESS AND INDEPENDENT THINKING
EVERY LEARNER PARTICIPATED IN THE PROJECT WITH EXCITEMENT BECAUSE OF TECHNOLOGY.
LEARNERS SELF ESTEEM , SELF AWARENESS AND GROWTH IMPROVED.
CHINESE PROVERB:
“THOSE WHO WANT TO LEAVE AN IMPRESSION FOR ONE (1) YEAR SHOULD PLANT A CORN: THOSE WHO WANT TO LEAVE AN IMPRESSION FOR 10 YEARS SHOULD PLANT A TREE: THOSE WHO WANT TO LEAVE AN IMPRESSION FOR 100 YEARS SHOULD DEVELOP A HUMAN BEING”