tourism lesson plan grade 12

National Senior Certificate (NSC) Examination 10 November 2016 - Tourism (14:00) Welcome to the Tourism classroom in the cloud!     

This space is for everyone interested or studying Tourism in schools including learners, teachers, subject advisors and any other intersted party. The aim of this space is for us to discuss and explore tourism subject related issues and to share best practices in teaching and learning.

Well done to the class of 2014 for obtaining a pass rate of 97.5% and an average of 52%!  The target for the class of 2015 is 100% pass rate and 55% average.  The Tourism Subject Improvement plan are developed to assist schools to improve Grade 10 - 12 learner performance.

Pl ease feel free to share your examples of tests, projects,  examinations, lesson plans, worksheets and presentations by using uploading your resources.

Please use the blog and forum pages to share best practices and successes or request for assistance if required.

LET US MAKE THIS CLASSROOM WORK FOR US AND SERVE OUR NEEDS AS SUBJECT ADVISORS,TEACHERS AND LEARNERS! _______________________________________________________________

Provincial Subject Coordinators

Tourism PAT: Grade 12

2015 Grade 12 Tourism PAT

2015 graad 12 toerisme pat.

Tourism CAPS  documents: Grades 10 - 12

• Tourism CAPS : Grade 10 - 12 (English)
• National Protocol of Assessment  (English)
• National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement (Grade R - 12) English

  Toerisme  KABV dokumente: Graad 10 - 12

• Toerisme KABV: Graad 10 - 12  
• Nasionale Beleid met Betrekking tot die program - en Bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R - 12  
• Nationale Protokol vir Assesering

           TOURISM CAPS RESOURCES

1. Self Study Guide

• GRADE 10 (Learner guide and model answers)

2. Grade 12 Past Question Papers and Memos

3. grade 10 - 12 tourism subject improvement plan.

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Gr. 12 Tourism 2020 T2 W7 : Tourism Sectors – Conditions of Employment and Codes of Conduct

Grade 12 Tourism 2020 Term 2 Week 7 : Tourism Sectors – Conditions of Employment and Codes of Conduct

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Understanding Time Zones Grade 12 - Tourism Grade 12 Study Guide

Understanding time zones developed by e.engelbrecht, what does the caps require curriculum and assessment policy statement, world map & cardinal points, earth revolves around the sun, rotation of the earth, day and night on earth, demonstrating time zones, lines of longitude, 24 lines of longitude, the 0º line of longitude, related items.

• Tourism World Icons Grade 12 Questions and Answers
• Focus Tourism (Control Test Book) - Tourism Grade 12 Questions and Answers
• The Image of the Company - Tourism Grade 12 Study Guides
• Just-in-Time - Tourism Grade 12 Study Guides
• Via Afrika Tourism Questions and Answers Grade 12
• Via Afrika Tourism - Tourism Grade 12 Study Guides
• Forms of Payment when Travelling Internationally - Tourism Grade 12 Study Guide
• Marketing South Africa as a Tourism Destination Grade 12 - Tourism Grade 12 Study Guide
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INTERNATIONAL DATE LINE (IDL)

Time zone map, the 24-hour clock, time differences, time zone line, daylight saving time (dst).

Daylight saving time is in use between March and April and ends between September and November as the countries return to Standard Time.

JET LAG / JET FATIQUE

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Lesson Plan: Travel and Tourism Industry

Description.

In this lesson, students will differentiate between the hospitality industry and the tourism industry. Learning about each industry's unique functions, students will have a deeper understanding and a better perspective on choosing their career path.

Download the lesson plan

Scroll to the related items section at the bottom of this page for additional resources.

Resources teachers, parents and learners can use!

Grade 4 Life Skills – Personal and Social Well-being: Understanding Emotions and Relationships

Lesson Plan Title: Grade 4 Life Skills – Personal and Social Well-being: Understanding Emotions and Relationships

2. Materials Needed

• Chart paper
• Emotion cards (illustrations of different facial expressions)
• Scenario cards depicting various social situations
• Whiteboard and markers
• Journals or notebooks
• Glue sticks
• Colored pencils or crayons
• Sticky notes

3. Learning Objectives

By the end of the lesson, students will be able to: – Identify and name different emotions. – Understand how emotions affect their behaviour. – Practice ways to manage and express emotions appropriately. – Recognize the importance of empathy in relationships. – Demonstrate positive interaction skills in social settings.

4. Vocabulary

• Relationships
• Communication
• Social cues

5. Previous Learning

Students should have a basic understanding of what emotions are and be able to recognize simple emotions such as happiness, sadness, and anger.

6. Anticipated Challenges and Solutions

• Solution: Create a safe and supportive classroom environment by setting clear expectations for respect and confidentiality.
• Solution: Use visual aids and scenario-based learning to demonstrate subtle differences.

7. Beginning Activities (10% of time)

• Introduction (5 mins): Begin the class with a brief discussion about emotions. Ask students to name some emotions they know.
• Ice Breaker (5 mins): Play a quick game of “Emotion Charades” where students take turns acting out emotions without speaking, while the rest of the class guesses the emotion.

8. Middle Activities (80% of time)

• Display emotion cards with different facial expressions.
• Allow students to discuss in pairs what the person might be feeling and why.
• List the emotions on the whiteboard and write down student observations.
• Distribute scenario cards depicting various situations.
• In small groups, have students discuss how the person in the scenario might feel and why.
• Have each group present their scenario and discuss the emotions involved.
• Assign roles to students to act out different social situations (e.g., making a new friend, dealing with disagreement).
• Guide students to identify emotions involved and discuss appropriate ways of managing and expressing those emotions.
• Emphasize the role of empathy and understanding in these interactions.
• Ask students to write about a time when they felt a strong emotion and how they handled it.
• Encourage them to reflect on whether their reaction was positive or negative and what they might do differently next time.

9. End Activities (10% of time)

• Class Discussion (5 mins): Facilitate a discussion on what they’ve learned about emotions and relationships.
• Closure (5 mins): Summarize key points and provide students with a sticky note to write one thing they learned and one question they still have. Collect these for review.

10. Assessment and Checks for Understanding

• Monitor students during discussions and activities to ensure understanding.
• Review sticky notes and journal entries to gauge individual comprehension.
• Create a short quiz with scenarios and ask students to identify the emotion and suggest appropriate responses.

11. Differentiation Strategies

• Pair with a partner or group for activities.
• Provide additional visual aids and simplified terminology.
• Challenge them with more complex scenarios requiring deeper emotional understanding and response strategies.
• Assign leadership roles in group activities.

12. Teaching Notes

• Emphasize the importance of empathy and respectful communication throughout the lesson.
• Encourage students to practice active listening during their peer’s presentations and discussions.
• Reinforce the idea that all emotions are valid, but the way we handle them is important in maintaining healthy relationships.

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Agricultural Literacy Curriculum Matrix

Lesson plan, grade levels, type of companion resource, content area standards, agricultural literacy outcomes, common core, fighting food waste: strategies and solutions for home and school, grade level.

Students will explore strategies that can decrease food waste at home and school, design solutions for schoolwide food waste reduction efforts, and participate in food waste challenges that encourage sustainable shopping, correct food storage practices, and meal planning. Grades 9-12

Estimated Time

Materials needed.

• Food Models can be printed or purchased and used for this activity
• Oh, Scrap! e-reader (optional) 

Activity 1: Preventing Food Waste at School

• Large poster paper or large sticky pads (1 per group)
• Poster markers 
• Save your own copy of the slide deck
• This PDF is optional and shows the slide deck along with notes and prompts for the teacher. 

Activity 2: Preventing Food Waste at Home

• Rethinking Food images

Activity 3: Shopping Sustainably

• Blank sheet of paper (1 per student)
• Preventing Food Waste at Home  slide deck (continued from Activity 2 )
• Preventing Food Waste at Home  facilitator guide (continued from Activity 2 )

environment: the surroundings or conditions in which a person, animal, or plant lives or operates

farm to fork : the various processes in the food chain from agricultural production to consumption

food waste: food that is not eaten

Did You Know?

• Globally, approximately one-third of the food produced for human consumption is wasted, amounting to about 1.3 billion tons each year.
• The United States wastes approximately 40% of its food supply, which is about 119 billion pounds of food each year.
• Sixty-percent of food waste occurs at the household level. 

Background Agricultural Connections

Have you ever wondered about the journey your food takes before it reaches your plate? In these lessons, we’ll embark on an exploration of our food system, tracing the path from farm to table while uncovering the crucial connection between food production and food waste .

First, we'll dive into the origins of our food, uncovering the agricultural processes that bring it to life. From planting seeds to harvesting crops, you'll gain insights into the different farming practices that shape what we eat. But it doesn't stop there—our food travels through a global supply chain, linking farmers, processors, distributors, and retailers worldwide. Through interactive discussions and engaging activities, you'll get a behind-the-scenes look at how food is produced, processed, and delivered to us.

But there's a flip side to this journey. As we follow our food from farm to table, we'll also examine the environmental and social impacts of food production. How does farming affect the planet? What role does it play in the growing problem of food waste? You'll explore these questions, learning how every step in the food system contributes to the waste we see today.

Next, we’ll shift our focus to the concept of food waste itself—why it happens, how it affects our environment, economy, and society, and what we can do about it. Through activities, you'll analyze real-life scenarios that showcase the staggering amounts of food that go to waste every day. You'll discover the economic costs, environmental damage, and social issues tied to food waste, gaining a deeper understanding of why reducing waste is so important.

At the end of these lessons, you’ll walk away with a comprehensive view of our food system's complexity and the critical importance of reducing food waste at every stage. You'll not only appreciate the journey your food takes but also feel empowered to make mindful choices that benefit both your health and the planet.  

• Consider using Food Models for this activity. They can be ordered or printed yourself. These full-color, life-size images also represent suggested portion sizes for various food items. 
• Ask students, “If these items represent food in the United States, what percentage of this will end up wasted?” 
• For example, if you have 30 items on the table and students select 10/30 to be wasted, this means they think about 33% of food is wasted in the United States. Separate your students’ guess from the rest of the items. (Slide 10 food products away from the group.) 
• Depending on your students’ guess, separate the correct number of food items to be “wasted.” (Stay within 30-40%) 
• Explain to students that between 30-40% of food is wasted each year in the United States. This is equivalent to billions of pounds of food each year. 

• Allow students to share thoughts and ideas. 
• Explain to students that food waste can happened anywhere on the food chain. There is a larger environmental impact when food is wasted further down the food chain.  
• How can students make a difference during distribution? (Meal planning, not over purchasing items, checking expiration dates, etc.)
• How can students make a difference during consumption? 
• Explain to students that they will now consider strategies and ideas for minimizing food waste at home and school. 

Explore and Explain

• Project slide 5 of the Preventing Food Waste at School slide deck .
• Food Waste Audits 
• Share Table Approach 
• Composting/Vermicomposting 
• Offer vs. Serve (OVS) 
• If you do not have access to large poster paper or large sticky notes, consider creating a class Google slide deck, where each group can simultaneously work on their slide. 
• Give students time to research their assigned topic. You may refer students to USDA’s Reducing Food Waste at K-12 Schools for additional information. 
• Besides reducing food waste, how else would this strategy benefit our school?  
• How can our school begin implementing this strategy? 
• How can we educate the entire student body about reducing food waste at school? 
• Remind students that these posters or slides should aim to educate the rest of the school and persuade others to minimize food waste at school.
• Once completed, allow students to share their billboards or posters with the rest of the class. Consider inviting administration or lunch personnel to come listen. 
• If possible, hang posters outside in the hallway or around the school. 
• For supplemental instruction or activities, consider reviewing slides 6-14 on the Preventing Food Waste at School slide deck.
• Additional food waste activities can be found at the on pages 16-39 of the Facilitator Guide , including instructions on completing a food waste audit. 

• Which of these products would you eat?
• How many of you think you’d throw these items out? 
• Ripened bananas: banana breads, cookies, or muffins; pureed banana ice cream
• Stale bread: croutons, French toast
• Sour milk: yogurt or buttermilk 
• Ugly or old produce: soups, casseroles, stir fry, sauces, and broths 
• Explain to students that as consumers (during the consumer stage of the food chain), they should be aware of additional meals that can be made with old, stale, or over-ripened foods. Solutions like this prevent food from ending up in the landfill. 
• Using the Preventing Food Waste at Home slide deck, discuss slides 4-6 and review strategies to prevent food waste at home. 
• Ask students to pretend they are responsible for grocery shopping for the next week.
• Provide students with a blank sheet of paper and ask students to create a shopping list of foods they’d buy for the next week for who’s living at home with them. Explain to students that they have $150 budgeted for grocery shopping.  
• If needed, allow students to use grocery store apps or websites to see the prices of various items. 
• Ask students to create a list of food items they would purchase with the $150.
• Allow students to share what they purchased. 
• Did any of you consider food items you might already have at home? 
• Did any of you buy specific foods or ingredients to make a specific meal? 
• Does your shopping list consist mainly of fresh produce and foods, or processed, packaged items? 
• Does the way we grocery shop help decrease food waste? If so, how? 
• Using the Preventing Food Waste at Home slide deck, discuss slides 7-12, including sustainable shopping and storing food. 
• Explain to students that when we are more intentional about the items we purchase—including when we purchase food and how much we purchase—we can help lower food waste at home. 
• Canned black beans, brussels sprouts, chicken thighs
• Bell pepper, canned cranberry sauce, porkchops 
• Canned chickpeas, squash, spaghetti
• Breadcrumbs, broccoli, canned tuna 
• FoodKeeper App
• Cold Food Storage Chart
• SuperCook App
• Instruct students to use the provided links to look up how long each item can be stored before freshness and quality is compromised. 
• Using SuperCook (or a similar website) Students should then use the assigned ingredients to come up with an entrée or appetizer that they’d be willing to prepare and eat. 
• Explain to students that keeping an accurate inventory of your pantry and fridge can help eliminate food waste. 
• Competition Compost
• Preventing Food Waste at School Assessment
• Conducting a Food Waste Audit 
• Rethinking Food
• Preventing Food Waste at Home Assessment 
• Collect and freeze over-ripened bananas to make breads, muffins, cookies, or pureed ice cream as a class. 
• Lead a class discussion with your students. Ask students to consider how the prevention of food waste can positively impact our world. 

• Discuss concepts from the lesson and discuss the positive economic, social, political, and environmental impacts of preventing food waste.
• Sixty percent of food waste occurs at the household level. Sustainable shopping, correct food storage, and meal planning can all help reduce food waste at home.
• Food should be reconsidered before being wasted or thrown out. There are websites and online tools that can generate new recipe ideas for food before it is thrown away.
• There are multiple strategies schools can implement in order to reduce food waste, including food waste audits, share tables, composting, and offer vs. serve.

Recommended Companion Resources

Palak Gupta and Bekka Israelsen

Organization

Hunger Solutions Institute at Utah State University

Agriculture and the Environment

• Evaluate the various definitions of “sustainable agriculture,” considering population growth, carbon footprint, environmental systems, land and water resources, and economics (T1.9-12.f)

Food, Health, and Lifestyle

• Explain how food production systems are influenced by consumer choices (T3.9-12.f)

Education Content Standards

Science (science).

HS-ESS3: Earth and Human Activity

• HS-ESS3-3    Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
• HS-ESS3-4    Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Common Core Connections

Anchor standards: language.

CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Anchor Standards: Reading

CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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