phase intermediate teacher’s guide · week 3 safety rules when using energy sources - gas,...

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Natural Sciences

Natural Sciences Intermediate Phase

Work Schedule and Teacher’s Guide

The Natural Sciences Work Schedule and the Teachers’ Guide provide support to teachers to implement the NCS. This is not a policy document but is a resource for teachers. The Work Schedule and the Teachers’ Guide follow the same weekly plan for each grade. The Work Schedule

• This is a broad framework that offers a selection of content (Learning Outcomes and Core Knowledge and Concepts) for each grade 4 -6.

• The Work Schedule gives a week by week outline of the content, and the assessment focus.

• It works towards all three NS Learning Outcomes. • It covers all the Core Knowledge and Concepts in the four strands of the Natural

Sciences. The Teacher’s Guide

• The teacher’s guide elaborates and elucidates the outline given in the Work Schedule week by week in each grade.

• It gives a wide variety of lessons which build up to various assessment tasks related to the NS Learning Outcomes.

• It gives further detail of the concepts to be taught and methods to be used. • It also details the integration possibilities between the NS strands as well as

between the different Learning Areas. How to use the Work Schedule and Teacher’s Guide We recommend that:

• Teachers use these documents to support their own plans and incorporate what they find useful.

• Teachers adapt the programme to the pace of their learners. • Teachers choose what is suitable to their context and what is manageable in their

classroom. • Teachers should plan their assessment programme in advance for each term

according to their own teaching pace. • Teachers should integrate content wherever it is appropriate. • Teachers should consult the National Curriculum Statement Policy - Document as a

reference to the learning outcomes, assessment standards and prescribed content knowledge.

ACKNOWLEDGEMENTS

Sincere thanks to the teachers and curriculum advisers who have developed the work schedule for the Intermediate Phase. Directorate Curriculum : GET

TEACHER’S GUIDE : GRADE 4

NATURAL SCIENCES

CONTENTS

PART ONE: INFORMATION NATIONAL POLICY DOCUMENTS

INFORMATION FOR TEACHERS

GENERAL INFORMATION

PART TWO: SUGGESTIONS FOR IMPLEMENTING THE WORK SCHEDULE FOR NATURAL SCIENCES IN THE CLASSROOM

Grade 4 Assessment Program Learning Outcomes and Assessment Standards Strand 1: Energy and Change Strand 2: Matter and Materials Strand 3: Life and Living Strand 4: Planet Earth and Beyond PART THREE: APPENDIX Grade 4 Template for scientific investigation

PART FOUR: SCIENTIFIC LITERACY

Glossary

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PART ONE: INFORMATION

NATIONAL POLICY DOCUMENTS

National Curriculum Statement Grades R-9 - POLICY National Curriculum Statement Grades R-9 - Teacher’s Guide National Policy on Assessment and Qualifications for schools in the GET band National Curriculum Statement – GET - Assessment Guidelines

GENERAL INFORMATION:

Teaching starts from what the learners already know. The Natural Sciences curriculum consists of 70% prescribed curriculum, as stipulated in

the Work Schedule and 30% from extended and local content. Safety in the Natural Sciences classroom / laboratory is important. Learners should be

constantly warned of any possible dangers and work safely. Accuracy in Science should be emphasised. There are examples of Scientific Investigations for each grade. These can be used as

complete activities for assessment purposes. The assessment instruments can be adjusted where appropriate.

INFORMATION FOR TEACHERS:

Scientific Literacy: Teachers should have an understanding of these concepts prior to each week’s lessons. It is important to build up scientific concepts and language. ‘Briefly defined concepts’ are the words and concepts teachers use during the lesson. Teachers must make sure learners understand their meaning. These words must not, however, develop into learned vocabulary words without understanding the concepts. Learners must be allowed to revisit the concepts and meanings.

Suggestions for Implementing: These suggestions should help teachers on HOW to set up their own activities. Use your own experience and creativity in your planning according to your own school’s needs. Also build in ways to help learners with barriers. Provide for extended learning and diversity – see policy documents. Integrate Literacy and Numeracy where applicable throughout the year while teaching, learning and assessing.

Resources: Use resources available in your school/community.

Integration: Address integration and make links where they naturally occur in the

curriculum. Integration is possible within the knowledge strands of Natural Sciences, and across the different Learning Areas. Although the four knowledge strands are set out separately per term in the Intermediate Phase, you can still integrate the strands where appropriate to ensure that Natural Sciences is not taught in compartments. The links between the strands can be incorporated into the activities.

Assessment: Assess a learner’s performance using appropriate assessment formats

guided by the assessment standards. Informal assessment is part of the monitoring process to help learners before the formal assessment tasks. Use different and appropriate forms of assessment spread out over the year. Remember to record formal assessment tasks. Examples of formal assessment tasks are given.

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PART TWO: SUGGESTIONS FOR IMPLEMENTING THE WORK SCHEDULE

NATURAL SCIENCES

INTERMEDIATE PHASE: GRADE 4 REVISED ASSESSMENT PROGRAM: Formal assessment tasks Term 1 Assessment Task 1: Week 10 Term 2 Assessment Task 2: Week 20

Assessment Task 3: Week 21

Term 3 Assessment Task 4: Week 30 Term 4 Assessment Task 5: Week 34 Assessment Task 6: Week 40

LEARNING OUTCOME 1: SCIENTIFIC INVESTIGATIONS

4.1.1 Plans investigation: Contributes ideas of familiar situations, needs or materials, and identifies interesting aspects which could lead to investigations

4.1.2 Conducts investigation and collects data: Explores the possibilities in available materials,

finding out how they can be used

4.1.3 Evaluates data and communicates findings: Talks about observations and suggests possible connections to other situations

LEARNING OUTCOME 2: CONSTRUCTING SCIENCE KNOWLEDGE 4.2.1 Recall meaningful information using own fluent language to name and describe 4.2.2 Categorize information: Sort by visible properties LEARNING OUTCOME 3: SCIENCE, SOCIETY AND THE ENVIRONMENT 4.3.1 Show an understanding of history and indigenous knowledge referring to water resources in science and technology (well, rivers, dams, sea) 4.3.2 Identify features of technological devices around you and discuss the purpose 4.3.3 Recognize bias in science and technology: identify difficulties some people may have in

using technological devices

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NATURAL SCIENCES : GRADE 4

TEACHER’S GUIDE

TERM 1: ENERGY AND CHANGE

WEEK 1 INTRODUCTION TO SCIENCE

SCIENTIFIC LITERACY

Briefly define concepts: • We use energy for everything we do: energy is needed for all living

processes e.g. digestion, breathing, movement. Energy is also needed to move non-living things e.g. a moving vehicle, a windmill.

• We get energy from our food.

NOTES on HOW

LO 4.2.1 – 4.2.2

LO 4.3

Step 1 Find out from the Foundation Phase teacher what science work has been done. Step 2 Teacher asks learners what they know about energy. Teacher could ask the following questions to guide their responses: • What do you understand by the word ‘energy’? • Where do we get energy from? • How is it possible that you can move? • What will happen if you do not eat? • Do you use energy when you sleep? • How do you know how much energy is in the food which we eat? • Where does the energy come from to make a motor car move? Teacher writes learner’s ideas on chalk board. Discuss different points of view and correct where necessary. Step 3 Refer to pictures of people in action. Ask learners to identify their movements. Where does the energy for each activity come from? Learners write their responses in sentences and in their own words. Step 4 Check the learner’s knowledge. Can the learners: • Explain that food provides the energy for movement in living things? • Explain that energy is needed for all living processes (e.g. breathing,

digestion etc.)?

METHODOLOGY Discussion, use examples from the environment RESOURCES Magazines and learners’ prior knowledge, reference material

NS strands Life and Living - food provides energy

INTEGRATION Learning Areas

Life Orientation – personal development and developing healthy eating habits

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WEEK 2 ENERGY SOURCES AND FORMS OF ENERGY

SCIENTIFIC LITERACY

Briefly define concepts: • Energy: we use energy for everything we do • Energy sources: things that provide energy e.g. the sun, food, fuels

(petrol) • Forms of energy – heat, light, sound, movement

NOTES on HOW

LO 4.2.1 – 4.2.2

Step 1 Energy sources: Explain to learners that we need energy for everything we do. Start a concept chart for energy that will be built up as each new concept is covered. Step 2 Learners identify where energy comes from (sources of energy) for various actions performed by people (food), cars (battery, petrol, diesel), toys (springs, batteries), electric lights (electricity, coal), fire (wood, paraffin), windmill (wind) etc. Step 3 Show pictures of actions of living and non-living things and ask learners to name the energy sources. Step 4 Forms of energy: Teacher explains forms of energy by using a concrete example in the classroom e.g. light bulb. Learners complete a table including other forms of energy (light, sound, heat, movement) for different objects. Step 5 Sources and forms of energy: Learners choose three energy sources and write sentences to describe the purpose of each energy source. They also write down the forms of energy produced (e.g. a battery makes a torch work. The torch gives us light energy and some heat energy). Step 6 Sort various energy sources (e.g. sun, food, falling water, wood, petrol) into two groups, namely once living and non-living. Then sort into another two groups, viz renewable and non-renewable. Step 7 Check the learners’ knowledge: Can the learners: • Identify different sources and forms of energy from pictures or text? • Sort energy sources into once living and non-living?

METHODOLOGY Discussion, interaction with peers, research RESOURCES Text books, reference material

NS strands

Planet Earth & Beyond – natural sources of energy e.g. solar energy, wind, water Matter and Materials – properties of materials INTEGRATION

Learning Areas Technology – properties of materials

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Self assessment □ Peer assessment □ Group assessment □ Teacher assessment □

Investigation activities □

Case studies □

Mind mapping □

Projects √

Simulations □

Concept mapping √

Research √

Role-play □

Brainstorming tasks □

Assignment □

Translation task □

Functional writing √

Performance based assess. □

Interviews □

Presentations √

Practical demonstration □

Questionnaires □ Other:

ASSESSMENT Reminder :

Record learner performance on

Formal Assessment Tasks

Test □

Structured questions □ Other:

WEEK 3 SAFETY RULES WHEN USING ENERGY SOURCES - gas, petrol, paraffin, electricity

SCIENTIFIC LITERACY

Briefly define concept: • Electricity (electrical energy): a secondary energy source which is widely

used to power electrical appliances.

NOTES on HOW

LO 4.2 – 4.3

Step 1 Divide learners into groups. Ask learners to identify dangers to people when using gas, petrol, paraffin, solar power (if relevant) and wood as energy sources. For each problem the groups should identify a rule to keep people safe. Step 2 Each group reports on dangers when using energy sources. Step 3 Ask learners what they know about electricity (brainstorm). Step 4 Explain one way in which electricity is generated e.g. electricity comes from falling water (hydro-electricity) or burning coal or nuclear power or wind turbines. Teacher provides pictures, which the learners arrange in correct order, label and use to describe how electricity is generated. Step 5 Show learners pictures on the incorrect and correct use of electricity. Ask the learners to identify safe ways to use electricity. Learners describe how they use energy at home by looking at (1) the sources of energy they use (2) the purpose of these energy sources and (3) possible dangers associated with their use of the energy source and (4) ways in which to use the sources more safely. Extended learning: Learners find out other ways by which electrical energy is produced. Learners choose one of the ways in which electricity is generated and make labelled / annotated drawings to show the steps and describe the process in their own words.

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Step 6 Check the learners’ knowledge: Can the learners: • Identify dangers in using different energy sources? • Suggest ways to use each energy source safely? • List various ways in which electricity is generated and describe at least one

way?

METHODOLOGY Class discussion, research etc. RESOURCES Text books, reference books, pictures, internet, flash cards

NS strands

Planet Earth and Beyond – electricity in nature; Life and Living – negative effect of electricity on the human body; Matter & Materials – properties of materials INTEGRATION

Learning Areas Technology – properties of materials



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □

Brainstorming tasks √

Assignment √




Interviews □

Presentations √



ASSESSMENT

Reminder : Record learner performance on


Test □


WEEK 4 FOOD CHAIN AS AN ENERGY SYSTEM IN NATURE

SCIENTIFIC LITERACY

Briefly define concepts: • Energy chain: describes the flow of energy in nature through living

organisms. Plants use the energy from the Sun (energy source) to make food. Plants use the energy for growth, reproduction etc. Some energy is stored until it is eaten by animals. Animals use the energy to work / move / live etc.

• Energy transfer: when energy is passed on from one part of a system to another.

NOTES on HOW

LO 4.2.1

Step 1 Ask learners where their energy comes from (food). Ask where the energy in food comes from. (Plants get their energy from the Sun and make their own food during photosynthesis. Animals get their energy from plants when they eat plants) Step 2 Teacher explains the energy flow through a simple energy chain e.g. Sun grass buck lion. Step 3 Ask learners to draw an energy chain of something they ate that day. (e.g. Sun

wheat bread boy and / or Sun grass cow milk boy) Write sentences to describe how energy is transferred in their energy chain.

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Step 4 Learners construct a different energy chain found in nature. They draw it and then describe how energy is transferred in this chain. (Sun -flower bee chameleon bird) Extended learning: Learners write and draw energy chains from different environments. (e.g. a wetland, river, desert, ocean etc.) Step 5 Check the learner’s knowledge: Can the learners: • Construct an energy chain? • Describe how energy is transferred (flows) from one part to another through

an energy chain? • Show that the Sun is the main energy source for almost all energy chains?

METHODOLOGY Class discussion, show pictures, draw diagrams, question/answer RESOURCES Text books, pictures, immediate environment, reference books, internet

NS strands Life and Living - the source of life is food

INTEGRATION Learning Areas Life Orientation – personal and physical development



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment √




Interviews □

Presentations □






Test □


WEEK 5 STORING AND TRANSFER OF ENERGY IN TOYS (ENERGY SYSTEM)

SCIENTIFIC LITERACY

Briefly define concepts: • Energy: we use energy for everything we do • Forms of energy: heat, light, sound, movement, electricity • Energy sources: a source that stores or supplies a form of energy (e.g.

battery, falling water) • A system is made of two or more parts that work together. In a system

energy is transferred from one part of the system to another e.g.: o In a bicycle: the movement (kinetic energy) of the pedals, moves the

chain, which moves the cogs, which make the wheels turn. o In cars: the stored energy (potential energy) in the car battery is

transferred to the wires in the form of electrical energy, and then transferred to the hooter which produces sound energy, and to the lights which produce light and heat energy.

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NOTES on HOW

LO 4.2.1

Storing and transfer of energy in toys (energy system) Step 1 Learners bring electrical toys, cars working with batteries, wind-up toys, dolls that make sound, toys that spin, torches etc. Step 2 Teacher selects a sample of toys. Teacher guides the selection to ensure that different energy sources are included. Step 3 Learners examine the toys and complete a table (as in the example below).

Name energy system. (i.e. the toy)

The source of energy that makes the toy work.

List the different forms of energy in the system.

Describe the pathway that the energy takes as it is transferred from one part of the system to another.

talking doll battery

electrical energy,

movement, sound

It moves from the battery to the wires to

the speaker

Etc. Step 4 Learners describe the energy in two of these toys by writing sentences based on the headings in the table. Teacher first does an example with the whole class as shared writing and then lets learners do two on their own. Step 5 Ask learners to identify any other energy system(s), e.g. radio, bicycle, etc. and complete a similar table. Step 6 Learners gather in groups and do a peer assessment of each others’ table. Extended learning: look at more advanced energy systems with many energy transfers. (e.g. the human body as a system, a small ecosystem like the school garden). Step 7 Check the learners’ knowledge: Can the learners: • Explain why something is a system? • Identify different parts of a system and describe the transfer of energy

through the system? • Name the sources and types of energy within an energy system?

METHODOLOGY Using toys as teaching aids, completing tables, group discussion

RESOURCES Text books, posters, electrical equipment, toys, reference books, internet NS

strands Matter and Materials – properties of materials INTEGRATION Learning

Areas Technology – properties of materials, systems and control

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Self assessment □ Peer assessment √ Group assessment □

Teacher assessment □ Investigation activities □

Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 6 BUILD A SIMPLE ENERGY SYSTEM

SCIENTIFIC LITERACY

Briefly define concepts: • Scientific Investigation: to form and carry out a plan to find out the answer

to a question about our environment (both natural and man-made) • Plan: what you would do to get to your answer • Conduct: carry out your plan (steps) and record what you observe (see,

hear, smell, feel, taste) • Evaluate: understand what your results tell you, check that it answers your

question, and decide how the investigation can be improved, if necessary • Communicate: explain to others what you have done and learnt from it.

NOTE: These concepts should not be taught simply as definitions on their own (it is meaningless). They would best be done in the context of an investigation (e.g. when making a toy or investigating circuits – week 6 and 7) where the learners experience what it is to plan and carry out an investigation. There are many opportunities in the other strands (terms 2, 3, 4) as well as in future grades for learners to build these skills. • A system is made of two or more parts that work together. A system

transfers energy from one place to another.

NOTES on HOW

LO 4.1.1 – 4.1.3

Build a simple toy (energy system) which shows how energy is transferred from an energy source to movement energy Suggested investigation: Make a simple toy (e.g. ‘cotton reel’ tractor). Step 1 PLAN • Teacher explains that learners will be building an energy system in the form

of a toy tractor. • Let learners examine the materials (elastic, cotton reel, - or any plastic

container of similar size such as a pill container etc, a bundle of match sticks, piece of wax candle, a short stick or pencil). Talk about the source of energy (wound up elastic) and the form of energy produced (movement).

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Step 2 CONDUCT • Teacher supplies learners with instructions (in the form of diagrams and

notes) on how to construct the tractor. • Learners construct their toy and then try it out.

• Learners measure to see how long their tractor can keep moving and if it

moves longer, the tighter the elastic is wound up. Step 2 EVALUATE Learners try out their toy and discuss ways to improve the design if necessary. Step 3 Learners make a drawing of their toy and answer the following questions: (1) List the parts of the energy system (i.e. the elastic band, the longer stick through the centre, the cotton reel or similar container). (2) Write a flow diagram with arrows to show the direction in which the energy flows in the system (i.e. where it starts and then to which parts it flows) NOTE: The energy flows from the wound up elastic band to the long stick to the cotton reel). (3) Name the form of energy in each part of the system. (4) Name the source of energy in this system. (5) What form of energy is the source? (6) Explain how the energy from the elastic band causes the toy tractor to move. (7) Does your tractor move for longer if you wind the elastic tighter? Explain why it does. (8) Name any other situations in everyday life where energy is transferred in this way. Extended learning: Does the toy move for longer if you increase the number of windings? Learners can count how many times they wind the elastic band and see how long the toy moves. They then progressively increase the number of windings and measure how long it moves each time. They record their data in a table and then evaluate their results. OR Learners can make different toys in groups and describe (draw and label) their energy systems. Step 4 Check the learner’s knowledge. Can the learners: • Identify the parts of an energy system? • Describe how energy is transferred in the system? • Name the source and types of energy in an energy system?

METHODOLOGY Practical work with support RESOURCES References and recycled materials

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NS strands Matter and Materials – properties of materials


Technology – systems and control, developing technological processes and skills


Investigation activities √

Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations √

Practical demonstration √





Test □


WEEK 7 ENERGY TRANSFER IN AN ELECTRICAL CIRCUIT

SCIENTIFIC LITERACY

Briefly define concepts: • Circuit: electricity flows in a circular path from the source to the appliance

and back to the source (and will not flow if the path is not complete).

NOTES on HOW

LO 4.1.1 – 4.1.2 4.3.1 – 4.3.2

Investigation: How energy is transferred in simple electrical circuits. Step 1 PLAN Give learners electrical components (a battery (cell), an electrical wire, a light bulb etc.) which they will use to investigate how to build an electrical circuit that makes electricity flow through it. Teachers must allow enough time for learners to discover for themselves how it works before assisting them. Step 2 CONDUCT Learners build the circuit and investigate different ways to improve the circuit. If the materials are available, learners could look at the effect of: adding more batteries and more light bulbs, using a buzzer, putting a thin piece of steel wool in the circuit and observing the heat energy (it gets very hot). Step 3 EVALUATE Learners draw and label the components of their circuit (cell, wire, light bulb). They draw arrows to show the flow of electricity around the circuit. They answer questions: (1) Name the parts of this energy system. (2) Name the form of energy in each part. (3) Describe how the energy is transferred in the electrical circuit (energy system). (4) Name the source of energy in this system. (5) Write sentences to explain how you built your circuit. (6) How did you improve your circuit to work better? (7) What happens to your globe when there is a gap (break) in the circuit? Explain why.

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Check the learner’s knowledge. Can the learners: • Name the parts of an energy system? • Name the source of energy and the type of energy in each part of the

system? • Describe the energy transfer in an energy system? • Construct, draw and label a simple electrical circuit and describe what is

needed to make it work?

METHODOLOGY Practical work RESOURCES Reference material

NS strands

Matter and Materials – properties of materials Planet Earth & Beyond – impact of electricity generation on the environment INTEGRATION

Learning Areas

Social Sciences – people and the environment, access to basic services and resources



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □

Structured questions √ Other:

WEEK 8 ENERGY TRANSFER IN SOCIETY / COMMUNITIES

SCIENTIFIC LITERACY

Briefly define concepts: • Indigenous knowledge: knowledge from our own country • Technology: things we use to make our lives easier • Cultures: beliefs and the way certain groups of people live • Global warming: our atmosphere that heats up and causes disasters such

as e.g. extreme droughts and floods.

NOTES on HOW

LO 4.2 – 4.3

Energy transfer in society/communities Step 1 Learners describe different energy transfer systems in their own community today and in the past. (Things they used to cook food, light their homes, iron their clothes etc.) Learners can ask their grandparents what they used to do certain activities such as ironing, cooking etc. and compare it to what we use today. Step 2 Teacher provides learners with pictures or real appliances (lamps etc.) showing energy transfer systems (e.g. ironing clothes, cooking food, listening to radio, etc) in a house of the past and a modern home.

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Learners use the pictures to describe 3 ways in which energy transfer happened in the past (e.g. when ironing clothes) and compare it to the way it happens in a home today. (Most things today use electricity). Step 3 Learners identify the purpose and usefulness of an energy system (technological device) around them by setting up a table. Learners compare their devices, their purpose and their usefulness.

Energy system purpose usefulness stove use electrical energy

to heat a metal ‘plate’

cook food, boil water

radio receives radio signals and converts them into sound

listen to music, hear the news, the weather etc.

Step 4 Explain to learners that most appliances today use electricity. When we burn coal to produce electricity, carbon dioxide (CO2) is given off and this extra carbon dioxide in the atmosphere contributes to global warming. Step 5 Learners identify ways in which energy can be saved to minimize global warming. Learners research (with guiding questions from teacher) the link between using energy and global warming. Step 6 Check the learner’s knowledge. Can the learners: • Describe different energy transfers in their own community today and in the

past? • Identify the purpose and usefulness of an energy system (technological

device)? • Identify ways in which energy can be saved to minimize global warming?

METHODOLOGY Research and discussion RESOURCES Text books, and other reference material

NS strands

Planet Earth and Beyond – air pollution and global warming Matter and Materials – properties of materials Life & Living – global warming and climate change and its impact on plants and animals INTEGRATION

Learning Areas

Social Sciences – people and the environment Life Orientation – personal and physical development

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Self assessment □ Peer assessment □ Group assessment □


Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 9 FOOD AS AN ENERGY SOURCE

SCIENTIFIC LITERACY

Briefly define concepts: • Kilojoules (kJ): the unit for measuring energy. • Food as a source of energy. • Food labels: contain information about nutrients.

NOTES on HOW

LO 4.1.1 – 4.1.3

Scientific investigation: Which breakfast cereal contains the most energy? Step 1 PLAN Learners contribute ideas on how to investigate food labels. Bring cereal boxes and food labels. Explain that you can find out how much energy a cereal has by reading the label in Joules (kJ) per 100g serving. Step 2 CONDUCT Do a survey of the most popular cereals eaten by the learners in the class. Do a tally table of the results. Tally table

Cereal Tally (each person who eats this cereal is represented by a mark)

Total number who eat this cereal

Cornflakes 1

6

Oats 11 2 Etc.

Draw a bar graph of the five most popular cereals. Read the nutrition labels of the five cereals to find out their energy content and draw a table of your results. Step 3 EVALUATE Evaluate your data by answering the following questions: Which breakfast cereal is the most popular in your class? Which one is the least popular?

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List the five most popular cereals in order, from most popular to least popular. Of all the cereals in the class survey, which one has the highest and which has the lowest energy content? What is the unit for measuring the energy in the cereals? Arrange the cereals in order, from lowest to highest energy content. Which cereal will provide you with the most energy for exercising? Step 4 Check the learner’s knowledge: Can the learners: • Draw and interpret a tally table and a bar graph? • Find information on food labels? • Say what unit is used for measuring energy in food?

METHODOLOGY Research and Class discussions RESOURCES Pictures of food labels and cereals

NS strands

Matter and Materials – properties of materials Life and Living – plant foods


EMS – the economic cycle and the use of resources Life Orientation – personal and physical development Social Sciences – food production in South Africa



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □

Translation task √



Interviews □

Presentations □






Test □


WEEK 10 CONSOLIDATION AND FORMAL ASSESSMENT TASK 1

NOTES on HOW

LO 4.1.1 – 4.1.3 4.2.1 - 4.2.2 4.3.1 – 4.3.3

Consolidation • Imagine you were the Minister of Energy Affairs. Write a letter outlining how

people can help by saving energy at home and in the community. • Make a poster for using energy safely at home. • Make a labelled drawing to show one way in which electricity is generated. • In the energy chain: Sun grass buck lion, describe how energy is

transferred. • Explain why a torch is a system, draw and label its simple electrical circuit

and describe what is needed to make it work. Also name the forms of energy in this energy system, and say why it is useful.

• Look at the wrappers of three popular sweets to find out which one contains the most energy.

Example Assessment Task 1 should consist of the following items LO 2 AS 1 What do you know about energy?

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LO 2 AS 2 Categorise the following into two groups: ‘energy source’ and ‘actions’. LO 2 AS 1 Complete the table by referring to a picture.

Name energy system

Energy source

Action Describe how it works

LO 2 AS 1 Name the main source of energy in any energy chain LO 2 AS 2 Describe how energy is transferred in an energy chain (write or draw) LO 3 AS 2: Give the purpose and usefulness of a torch. Name the energy source (stored energy) and different forms of energy in a torch.

METHODOLOGY Assessment NS

strands Matter and Material – properties of materials Life and Living – food energy


Technology - energy systems; Life Orientation – personal and physical development Social Sciences – equal access to food and water



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □


Functional writing □


Interviews □

Presentations □






Test □


Kicking a ball food

batteries burning fire

wood

talking doll

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TERM 2: MATTER AND MATERIALS

WEEK 11 - 12 INTRODUCTION TO SCIENCE

SCIENTIFIC LITERACY

Briefly define concepts: • Matter: everything on the Earth and in the Universe is made of matter.

Matter is made of atoms • Materials: solid matter is divided into groups, e.g. metals, ceramics and

polymers etc. • Properties: how something looks, feels, behaves e.g. colour, hardness etc • Substances: types of matter that can exist naturally or can be made • Mixtures: two or more substances mixed together so that they are evenly

dispersed • Classification: The arrangement of objects or living organisms into related

groups according to their similarities.

NOTES on HOW

LO 1 - 3

Step 1 Ask the Foundation Phase teacher what science work has been done. Ask learners what they know about matter and materials. Make a mind map on the board using learners’ ideas. Discuss ideas and correct where necessary. Step 2 Briefly revise the following from grade 3: • Pure substances and mixtures • Changes seen in mixtures • Colour changes when mixtures are made, e.g. mixing food colouring or

paint • Classification of materials. Step 3 Show real objects and pictures of objects made of different kinds of matter and materials. Ask if they are pure substances or made of mixtures of matter and materials. Show and name some materials e.g. glass, metals, water, air, rubber etc. Discuss colour changes when mixtures are made e.g. food colouring or paint. Step 4 Learners • Name things that are made of matter or materials • Draw and write to explain how to make a mixture e.g. making jelly,

changing the colour of paints by mixing • Do some things change when they get mixed? Learners describe the

changes if any. Step 5 Learners now mix liquids like paint or food colouring. Draw and write to describe any changes. Step 6 Ask learners to look at the examples of objects made from glass, metals, water, air, rubber, foam, etc. and describe their properties (colour, texture, hardness, flexibility, etc.) Learners make some objects from found material, e.g. a doll, toy car, etc They show and tell and describe the properties of the material they used.

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Step 7 Check the learners’ knowledge. Can learners: • Correctly tell the difference between a pure substance e.g. water and a

mixture such as jelly? • Accurately describe the changes when mixtures are made? • Name some objects and correctly describe their properties? • Make a toy and describe the properties of the materials used?

METHODOLOGY Class discussion, show posters, pictures and magazines.

RESOURCES Different examples of materials which include solids, liquids and gases. Activity work sheet, posters, magazines, food colouring and paint.

NS strands

Planet Earth & Beyond – Earth materials, naturally occurring and man-made materials.


Technology – properties of materials Arts & Culture – primary and secondary colours and the colour wheel.



Case studies □

Mind mapping √

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □



Performance based assess. √

Interviews □

Presentations □





Formal Assessment

Tasks

Test □


WEEK 13 PHASES OF MATTER

SCIENTIFIC LITERACY


Matter is made of atoms. Matter has mass and occupies space • Solid: matter with a fixed shape; takes up space; cannot be poured • Liquid: can be poured; takes the shape of the container; takes up space • Gas: matter with no fixed shape • Melts: When a solid is heated and it changes to a liquid • Solidifies: When a liquid cools (loses heat) and changes to a solid • Evaporate: When a liquid is heated and changes to a gas • Condenses: When a gas cools (loses heat ) and changes to a liquid • Heat energy always moves from a warmer place or object to a cooler place

or object • Energy lost: When matter releases its energy because its surroundings are

cooler • Energy gain: When matter absorbs energy because its surroundings are

warmer.

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NOTES on HOW

LO 4.2.1 ; 4.2.2

Step 1 Introduce the terms solid, liquid and gas. Use examples like Coke or Soda stream (made of a brown solid (in a powder form), liquid (water) and a gas (carbon dioxide) to explain that many things are made of mixtures of solid, liquid and gas. Step 2 Use many everyday objects and ask learners to sort them into 3 groups (solid, liquid and gas). Revise the phases of matter: solids, liquids and gases. Step 3 Take examples of solids; chocolate, ice cream, ice. Ask learners to predict: what do you think will happen if we heat these things? Step 4 Demonstration to show solids, liquids and gases changing phase when heated and changing back again when cooled (losing heat). Use many different everyday substances. Solids turn to liquid when heated (gain energy) • Warm up jelly from the fridge. It melts and becomes a liquid, cool it and it

becomes solid again (it solidifies) • Heat 1 teaspoon of sugar until it melts (make toffee), it solidifies again

when cooled. Liquids turn to gas when heated and back to liquid when cooled • Heat water or use any juice or cold drink (it boils and turns to water vapour

(gas) • Boil liquid and hold a cold plate above the boiling liquid, droplets of liquid

form on the plate (water vapour condenses). Step 5 Learners can draw and write about their observations of the changes in phases in each experiment. Step 6 Learners can identify and describe other examples of phase changes at home (e.g. cooking and baking) and when working in the garage (e.g. welding). Step7 Check the learners’ knowledge. Can learners: • Correctly explain how melting, solidifying (or freezing), evaporating

(boiling), and condensing take place? • Find and describe good examples of the above processes in everyday life? Emphasise safety when working with heat.

METHODOLOGY Demonstration; write draw or use pictures; discussion; make observations

RESOURCES Objects to be heated, available source of heat e.g. spirit burner or candle, matches, heating stand, activity work sheets, posters, magazines, text books etc.

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NS strands

Energy and Change – the role of energy in processes Planet Earth & Beyond – natural materials occurring in different phases. INTEGRATION

Learning Areas Technology – processing and properties of materials



Case studies □

Mind mapping √

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □



Performance based asses. √

Interviews □

Presentations □





Formal Assessment

Tasks

Test □


WEEK 14 - 15 DISSOLVING OF SUBSTANCES

SCIENTIFIC LITERACY

Briefly define concepts: • Dissolve: when a solid is mixed with a liquid and seems to disappear into

the liquid • A solid/ liquid mixture: When a solid is mixed with liquid but we can still see

the solid in the liquid • Substances: types of matter that can exist naturally or can be man made.

NOTES on HOW

LO 4.1 - 4.2

Scientific investigation Which substances are soluble and which are insoluble in water? What is the best temperature for the substances to dissolve properly? The following is a guideline to set up a scientific investigation. Scenario: Its Mother’s Day. You want to surprise your mother with a nice cup of coffee in bed. Step 1 PLAN Name the substances you need to make a cup of coffee (e.g. coffee, powder milk, sugar) Learners describe what they know about coffee, milk powder and sugar. Step 2 CONDUCT Test each substance individually in cold and hot water to see if it dissolves. Use the same procedure in both experiments e.g. the same number of stirs, same amount of sugar, etc. Explain the following: Soluble substances When a substance has dissolved it will seem to disappear in the liquid. There are no particles visible. The solution is glassy - you can see through the liquid. If you leave the liquid to stand for a while the particles will not separate out.

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Insoluble substances When a substance has not dissolved, the mixture will look grainy or milky. You cannot see through it and the particles will settle to the bottom of the container after some time. Step 3 Make a table to record the results from step 2 above. The column headings across the top of the table will be: Hot water, Cold water. The headings for rows down the side of the table will be: Coffee, Milk Powder, Sugar. The learners will fill in whether the substances dissolve or not in the relevant blocks on the table. Step 4 Draw and write to explain what happens to the coffee, milk powder and sugar when they are mixed with hot or cold water. Step 5 Learners answer questions: • Do all three substances dissolve in water? • Which substances mix with the water but do not dissolve? • Which substances dissolve? • Does hot water make a difference (explain)? Step 6 EVALUATE Tell classmates about observations during the investigation. Discuss in groups: make suggestions of similar dissolving and mixing processes in every day life. (e.g. mixing cool drink powder and water, milk shake etc) Step 7 Check the learners’ knowledge. Can learners: • Recognise correctly when a substance has dissolved and when a

substance has not dissolved? • Explain the difference between soluble and insoluble? • Carry out the steps of the investigation and record the results correctly? • Think of good examples of dissolving and mixing in everyday life?

METHODOLOGY Do experiments; discussions; investigation

RESOURCES Work sheet, cold and hot water, substances to dissolve e.g. coffee, powder milk and sugar, spoon, cups.

NS strands

Energy and Change – role of energy in processes Planet Earth & Beyond – matter and materials in the natural world e.g. the sea is salty INTEGRATION

Learning Areas Technology – properties and materials

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Teacher assessment □ Investigation activities √

Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □





Formal Assessment

Tasks

Test □


WEEK 16 - 17 MELTING ICE AND BOILING WATER

SCIENTIFIC LITERACY


Matter is made of atoms. Matter has mass and occupies space • Solid: matter with a fixed shape; takes up space; cannot be poured • Liquid: can be poured; takes the shape of the container; takes up space • Gas: matter with no fixed shape • Melts: When a solid is heated and it changes to a liquid • Solidifies: When a liquid cools (loses heat) and changes to a solid • Evaporate: When a liquid is heated and changes to a gas • Condenses: When a gas cools (loses heat) and changes to a liquid.

NOTES on HOW

LO 4.1.1 – 4.1.3

Scientific investigation - What happens when we melt ice? What happens when we boil water? Scenario: We use water for different purposes; cleaning, gardening, cooking and drinking Step 1 PLAN Name the properties of water in relation to its uses. We use it for cooking. It dissolves dirt for washing. We can pour and spray it - watering plants etc. Contribute what is known about water when it is in different phases (ice, water, water vapour, hail, snow, steam etc.) Identify interesting aspects of water to investigate (e.g. Melting, Boiling, Freezing, Evaporating, Condensing) Ask the following questions: Melting What happens when we heat ice? Does ice melt at a specific temperature? Boiling What happens when water boils? What do we need to do to the water to make it boil? How do we know when water is boiling? Does water boil at a specific temperature?

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Step 2 Teach learners to use thermometers and record in degrees Celsius ( °C) Step 3 CONDUCT Heat ice - melting Heat crushed ice until it melts - changes to water (solid to liquid) Observe the changes and measure temperature every five minutes while heating ice until it has all melted. Heat water - boiling Heat water until it boils and make observations and/or take the temperature every 5 minutes. Step 4 Make a zig–zag book to draw and write observations and measurements. Step 5 Draw a graph of the temperature changes. Time on horizontal X-axis. Temperature on vertical Y-axis. Teach learners how to draw a graph and plot readings. Step 4 EVALUATE Learners answer questions: Melting: At what temperature does the ice start to melt? How long does it take to melt altogether? What temperature is the water when all the ice has melted? Boiling: At what temperature does the water start to make small bubbles? At what temperature does the water give off steam? At what temperature does the water give of big bubbles of steam? At what temperature does the water boil? Step 5 Explore other substances that can change phase when heated (e.g. margarine, chocolate, marshmallow, jelly, ice cream, pancake dough etc.). Step 6 Discuss, write and draw how the phases of water can be used (e.g. freezing to preserve food, steaming to soften food, steam (water vapour) is used to drive turbines, etc.). Check the learners’ knowledge. Can learners: • Carry out the steps of the investigation and use a thermometer correctly? • Record their observations and measurements accurately? • Draw a graph of their results with following: scale, labeled axes, heading for

graph, correctly plotted measurements? • Correctly answer questions about their investigation? • Find good examples for the uses of boiling and freezing from everyday life? • Write about and draw (with labels) examples of boiling and freezing

showing understanding and correct information?

METHODOLOGY Discussion; investigation

RESOURCES Work sheet; cold water; ice cubes; available source of heat e.g. spirit burner or candle; heating stand; protecting gloves; containers; thermometers

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NS strands

Energy and Change – role of energy in processes INTEGRATION Learning

Areas Mathematics – measurement, graphs Technology – properties of materials



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □



Performance based assess. √

Interviews □

Presentations □





Formal Assessment

Tasks

Test □


WEEK 18 PROPERTIES OF MATERIALS

SCIENTIFIC LITERACY


Matter is made of atoms. Matter has mass and occupies space • Materials: solid matter is divided into groups, e.g. metals, ceramics and

polymers, etc • Classify: Arrangement of objects or living organisms into related groups

according to their similarities • Categorize: sort/ to put things together which have the same visible

appearance or properties • Properties: how something looks, feels and behaves, e.g. flexibility,

hardness, texture, colour and solubility, etc. • Metals: shiny, hard, malleable, pure substances such as iron, copper, gold

and silver. Made into objects such as nails, pipes, metal sharpener, metal ruler

• Ceramics: Objects made of baked clay e.g. porcelain cups, saucers, plates, glass

• Polymers: plastic and fibres made of plastic e.g. polyester. • Natural fibres: long, flexible, strong strings that come from plants or animals

e.g. in wood and paper, cotton, wool, linen etc.

NOTES on HOW

LO 4.2.1 - 4.2.2

Step 1 Learners collect 10 different and interesting objects to describe. They classify the 10 objects into any two groups and explain their reasons for placing them in those groups. Learners will differ from one another. The discussion is good, because they will begin to describe the properties of matter. Step 2 Bring different objects, e.g. book, pencil, bottle, cup, spoon, plate, bowl Step 3 Discuss the materials they are made of (paper, wood, metal, glass, ceramic, plastic) referring to the properties of those materials: texture, strength, colour, flexibility, hardness and solubility.

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Step 4 Make a table of comparison. (Arrange table with column headings paper, wood, metals, plastic, glass and ceramics across top of page. Arrange rows down side of page with properties: texture, strength, colour, flexibility, hardness and solubility. Step 5 Check the learners’ knowledge. Can learners: • Tell the difference between metal, glass, plastic, paper, wood and

ceramics, etc? • Describe the properties of the materials correctly?

METHODOLOGY Group discussions; practical experiences (explore)

RESOURCES Different examples of materials which includes glass, plastic, paper, wood and ceramics. Activity work sheet, posters, magazines, text books, etc.

NS strands

Planet Earth & Beyond – different types of materials e.g. clay and metal Natural and synthetic materials INTEGRATION

Learning Areas Technology – properties and uses of materials



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □



Performance based assess.□

Interviews □

Presentations √





Formal Assessment

Tasks

Test □


WEEK 19 SUGGESTIONS FOR CONSOLIDATION

NOTES on HOW

LO 4.2 – 4.3

Revise previous concepts o Properties of materials: Make something with materials to make use of their

properties e.g. knitting, weaving, making a shelter etc. o Phases of matter: Use applicable materials to show phase changes (e.g.,

baking, making jelly, glueing wood etc.). Write, make and draw. o Dissolving: Research, write and present ways in which soluble and

insoluble substances are used in everyday life (e.g. medicines, cooking, painting etc.)

o Melting and boiling: Read information about how steam engines worked. o Read recipes about how to make ice-cream. Make ice lollies / suckers. o Classes of materials: Do a survey and record all the materials used at

home. Make a table to sort them into their different classes.

METHODOLOGY Discussions; questions and answers; activities

RESOURCES Should be in line with the revision exercises and the requirements of the final Formal Assessment Task.

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NS strands Energy and Change – the role of energy in processes

INTEGRATION Learning Areas Technology – understanding properties and uses of materials



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □



Performance based assess.□

Interviews □

Presentations √





Formal Assessment

Tasks

Test □


WEEK 20 FORMAL ASSESSMENT TASK 2

SCIENTIFIC LITERACY

Revise previous concepts.

NOTES on HOW

LO 4.1

Scientific investigation What is the quickest way to dissolve cool drink powder? Scenario: Learners will be going on an excursion. They want to take cool drink along. They have to make up their cool drink from a powder (e.g. cool aid, Game etc.) Step 1 PLAN • Name some of the properties of water that make it useful to us • Predict: Explain what you think is the best way to dissolve the powder • Teach learners how to use measuring cylinders, measuring jugs or beakers

(measure the water in millilitres (ml). Step 2 CONDUCT Take three glasses or beakers of water. Put ice water in one glass, tap water in another and hot water in the third. Measure the same amount of water into each glass. Add the same amount of cool drink powder into each cup and stir three times. Step 3 Time how long it takes for the cool drink powder to dissolve. Count in seconds (one & two & three etc.) until the powder is all dissolved. Or measure in minutes and seconds with a watch. Step 4 Record your results on a table. The headings for the columns across the top of the table: Ice water, Tap water, Hot water. The heading for the row down the side of the table: Time taken to dissolve.

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Step 5 Help learners to draw a bar graph to show the different times it took to dissolve the powder. Horizontal X- axis: make a separate bar for each: ice water, tap water, hot water. Vertical Y-axis: time taken to dissolve. Step 6 EVALUATE Discuss some interesting conclusions one can make when you look at the results of the investigation. Answer questions: Which temperature of water takes the longest time to dissolve the powder? Which temperature of water takes the shortest time to dissolve the powder? What else could we have done to make the powder dissolve faster? (stirred it, shaken it, boiled the water etc.) Check the learners’ knowledge. Can learners: • Carry out the steps of the investigation and use measuring cylinders/ jugs

correctly? • Record their observations and measurements accurately? • Draw a graph of their results with following: scale, labeled axes, heading for

graph, correctly plotted measurements? • Answer questions showing understanding and correct information? Teacher can also use the Formats for Investigation and Assessment in Appendix A


SCIENTIFIC LITERACY

Revise previous concepts.

NOTES on HOW

LO 4.2 – 4.3

Prepare an Assessment Task in which the learners should be able to recall scientific knowledge based on the following (LO 2):

- Properties of materials - Phases of matter - Dissolving of substances - Melting, boiling, freezing, condensing of substances.

The Assessment Task should further reflect the relationship between Science, Society and the Environment (LO 3). The following issues could be addressed:

- How do properties of materials fit into our daily lives? - Why is it important to know that matter changes referring specifically to

water? - How could the dissolving of a variety of substances play a role in the

mixtures we prepare from day to day? (milkshake, cereal, etc) - Why is it important to know that when heat is added to a substance

there might be possible changes to the phase of this substance? (E.g. from a solid to a liquid / from a liquid to a gas etc.)

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TERM 3: LIFE AND LIVING

WEEK 21 continued INTRODUCTION TO SCIENCE - Part 1

SCIENTIFIC LITERACY

Briefly define concepts: • Parts of the human and animal bodies and their functions e.g. head, back,

eyes etc • Humans and animals have similar body parts with the same functions • Living organisms need food, water and air • Plants and animals change as they grow, and as seasons change.

NOTES on HOW

LO 4.1 – 4.3

Step 1 Ask the Foundation Phase teacher what Science work has been done. Step 2 Learners tell teacher what they know about parts of the human body and their purpose. Learners label parts on a picture of the human body and the purpose (function) of each part. Step 3 Learners give similarities between human body parts and animal parts (e.g. dog) by comparing two pictures. Learners complete a table.

Human Dog hands Front paws

etc Step 4 Name things which animals and plants need to live, to survive (food, water and air). Step 5 Plants and animals change as they grow, and as seasons change. • Learners get pictures to show this change in humans or animals over the

years and write sentences to describe the changes. • Learners can draw and illustrate a time-line of their own lives. They show

their own change and development over time. Extended learning: Learners can describe animals in different parts of the world and how they are different from our animals. Step 6 Check the learners’ knowledge. Can learners: • Label different body parts and describe their purpose? • Tell the similarities between body parts of humans and other animals? • Describe how plants and animals change over time? • Describe how plants and animals have similar needs?

METHODOLOGY Class discussion, learners cut pictures, sort and classify pictures in groups, complete table, write own notes.

RESOURCES Magazines, pictures of plants and animals

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NS

strands Planet Earth & Beyond – importance of Earth materials (air, water, soil) for sustaining life INTEGRATION Learning

Areas Life Orientation – personal and physical development, importance of a balanced diet

WEEK 22 INTRODUCTION TO SCIENCE - Part 2

SCIENTIFIC LITERACY

Briefly define concepts: • Dependence: plants and animals cannot survive without each other • Crops: plants that are cultivated on a large scale for food or other use • Breed: to reproduce • Diseases: something which makes a person ill or sick • Variety: many different kinds of plants and animals

NOTES on HOW

LO 4.1 – 4.3

Step 1 Answer the following questions: What do we need to live? What do animals need to live? Where does the food come from? What can we do to have enough vegetables and meat to eat? (We can grow crops and breed animals for food) Step 2 There is a variety of animals • Learners sort pictures of animals into groups according to their similarities

e.g. animals with feathers, animals with hair, animals that live in water etc. • Learners paste pictures into these groups and then write down the

characteristic(s) that are similar for each group of animals. This can first be done in point form and then let the learners write sentences about each group, e.g. I grouped the cat, dog and lion together because they all have hair, claws and long, sharp teeth.

Step 3 There is a variety of plants • Each learner brings 4-5 plants. They sort the plants into different groups

based on similarities. • They write down the reasons for their groupings. Step 4 • Learners then choose two different plants, draw and label each plant and

then make a table of comparison, i.e. things that are similar and things that are different between the plants.

• They write a paragraph to describe the similarities and then a paragraph for the differences.

Step 5 Transmission of diseases to humans by animals • Learners tell teacher what a germ is and where germs come from. • They describe how germs are spread by animals and get into our bodies

(Teacher can use pictures or give a word box with clues and they choose the correct ones.)

• Teacher explains about organisms which pollute water (streams or rivers) and make humans ill.

• Learners identify animals in the house and around them which carry germs, e.g. Ticks, flies, rats and mice.

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Step 6 Food and cultural diversity • Learners name types of food enjoyed by different cultures, e.g. Muslims,

Jewish people, African people • Learners can explain where their food comes from. Step 7 Check the learners’ knowledge. Can learners: • Sort animals into groups based on their similarities and write down the

reasons for the grouping? • Draw and label a plant? • Describe the similarities and differences between plants? • Sort plants into groups based on similarities and write down their reasons? • Describe how diseases are transmitted to humans and identify animals that

transmit diseases? • Recognise that there are cultural differences in food eaten by different

cultures?

METHODOLOGY Refer to things around them or use flashcards, show pictures, textbooks, interaction with other class mates, discussing and sorting in their groups

RESOURCES Text books, posters, pictures and things around them (immediate environment) NS

strands Energy & Change – transfer of food energy in ecosystems Matter and Materials - matter stores energy INTEGRATION Learning

Areas Arts & Culture – foods of different cultures Social Sciences – people, resources and the environment



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 23 LIFE PROCESSES

SCIENTIFIC LITERACY

Briefly define concepts: Life processes: characteristics of all living organisms • Feeding: to take in food • Breathing: the action of taking in air that is rich in oxygen and breathing out

air that is rich in carbon dioxide • Excretion: the removal of waste products by a living organism • Reproduction: to produce more of the same kind • Sensitivity to light and heat: respond to light or heat • Movement: to move on its own • Growth: a permanent increase in size and mass of an organism.

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NOTES on HOW

LO 4.2.1 – 4.2.2

Step 1 Teacher holds up two objects, one living and the other non living (e.g. a stone and an animal or picture of an animal), and asks learners which is a living and non-living organism. Teacher makes a mind map of learners’ ideas. Step 2 Learners describe (write short notes) on the life processes of humans, animals and plants. Teacher ensures that all processes are explained and understood. Step 3 Learners bring their own examples of living and non-living objects. OR Learners go outside onto school grounds to write down a list of living and non-living things. In their groups they check each other’s lists (peer assessment) and discuss. Step 4 Learners categorise items into groups: living, non-living, never lived, could live again e.g. seed. Learners write a paragraph to describe why the organisms are grouped in that way – what makes something living or non-living? Step 5 Check the learners’ knowledge. Can learners: • Sort organisms into groups: living, non-living, never lived, could live again

and give reasons for their grouping? • Describe the life processes that all living organisms have?

METHODOLOGY Class discussion, group work, observe objects outside, sorting pictures and objects, learners write descriptions in own words.

RESOURCES Text books, pictures, flip charts, items (living and non-living), poster material magazines if available

NS strands Matter and Materials - properties of matter

INTEGRATION Learning Areas Language Structure (comparisons)



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping √

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


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WEEK 24 SENSES

SCIENTIFIC LITERACY

Briefly define concepts: Senses: an organ or part of the body which is sensitive to a stimulus such as sound, touch or light • Sight: the ability to see (perceive light) • Hearing: the ability to hear (perceive sounds) • Tasting: the ability to taste (to perceive sweet, sour, salt and bitter in the

mouth) • Touch (feeling): the ability to perceive touch and pressure • Smell: the ability to perceive odours by means of the organs in the nose • Sensitivity (purpose of senses): to be able to respond to stimuli using the

senses Senses receive the stimulus which helps us to respond to our environment.

NOTES on HOW

LO 4.2.1

Step 1 Teacher asks learners how they know about things around them e.g. food is cooking, that the water is cold, the wind is blowing, etc. Teacher explains about the five senses and sense organs. Learners then complete the following table:

Stimulus (happening)

How is it observed?

Sense organ used

Sense

Wind blowing See eyes sight Food cooking Smell nose smell

Step 2 Teacher sets up different work stations for learners. They experience stimuli through their different senses: • Sight (Kaleidoscope) • Hearing (Tapes, singing, clapping etc.) • Tasting (white substances sugar, salt, Panado, maize, flour) • Feeling (different objects in a bag) • Smell (different fruits) • Sensitivity (put one hand in hot water, then place both in cold water). Learners write descriptions, with the appropriate sense words, for each experience. E.g. I see beautiful colour patterns in the kaleidoscope. I use my eyes and this is called my sense of sight. Step 3 • Learners describe how they think an animal’s senses help it to survive in its

environment. Teacher gives pictures of animals, e.g. a lion out in the veld. Learners discuss in their groups what kind of stimulus a lion receives from its environment. E.g. it can smell the buck, water etc. How does it respond to these stimuli? E.g. it hunts the buck and finds water etc.

• Learners make a labelled drawing to describe the stimuli and the responses of many different animals.

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Step 4 Identify technological devices which assist people who have lost the use of their senses. Learners research and write a report about at least two such technological devices. Extended learning: Learners experiment with Braille writing and reading. Step 5 Check the learners’ knowledge. Can learners: • List the five senses and describe the purpose of each sense organ? • Tell which sense organ is responsible for each sense? • Describe how an animal is adapted to its environment by referring to how

the senses help it to survive?

METHODOLOGY Class discussion, show pictures, question/answer, rotation stations, complete table, write descriptions in own words.

RESOURCES Text books, pictures, blind-fold, Objects for different stations NS

strands Matter and Materials – distinguishing between the properties of materials using the senses INTEGRATION Learning

Areas Life Orientation – personal, physical and social development



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 25 + 26 REPRODUCTION IN PLANTS

SCIENTIFIC LITERACY

Briefly define concepts: • Reproduction: to produce more of the same kind. (When plants, people,

animals make more of themselves) • Vegetative reproduction: reproduction without seeds. A type of asexual

reproduction in plants using a stem, root or leaf • Sexual reproduction: reproduction with seeds.

NOTES on HOW

LO 4.1.1 – 4.1.3

Vegetative reproduction in plants Scientific investigation: Which parts of a plant can reproduce vegetatively? Step 1 Each learner brings a plant to class and identifies the part of the plant (roots, stems, leaves etc). They can draw the plant and add labels to the parts. Learners contribute ideas on how plants around them reproduce.

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Step 2 PLAN Teacher explains that vegetative reproduction is reproduction that happens without seeds. Learners contribute ideas on how to investigate whether all parts of a plant (i.e. the root, stems and leaves) can reproduce (vegetatively). Step 3 CONDUCT • Learners grow new plants from bulbs, stem cuttings, roots and leaves in

water and in soil over a suitable period of time and observe their growth at regular intervals.

• Record observations in a note book or zig-zag book etc. by drawing the plants at each observation, taking measurements and writing a brief description of what they see and the changes that have taken place.

Step 4 EVALUATE Learners write a brief description of what they observed over the growing period and what they learnt from the experiment about the vegetative reproduction in their plant. Tell class about their observations of the vegetative reproduction process in their own plant. Answer questions: Was it better to grow the plants in water or in soil? Explain your answer. Which parts of your plant grew during the experiment? Are all parts of all plants able to reproduce vegetatively? Explain your answer. Which part of the plant (root, stem or leaf) was most successful in reproducing vegetatively? Teacher makes a result sheet to show the whole class’ experiment results. Step 5 • Learners talk about their observations. • Learners recall similar situations in everyday life where vegetative

reproduction is used e.g. potatoes. • Suggest possible connections to other reproduction situations (e.g. farmers

mass produce plants from cuttings). Find out how gardeners use corms, bulbs and tubers to reproduce plants vegetatively.

Extended learning: Learners plant a fern root (rhizome) or strawberry plant to watch the reproduction process. Step 6 Life Cycles (sexual reproduction) Learners arrange pictures (or draw) stages in the life cycles of plants (e.g. a bean) and animals (e.g. a cat or human) in the correct order to form a life cycle wheel. They label the stages (seed, seedling, mature plant, flowers, fruit) and processes (seed dispersal, germination, grow and mature, pollination and fertilisation, ripening) then write a short description of the stages in each life cycle. Teacher explains that sexual reproduction takes place from seeds or eggs (not from any other part of the plant or animal). Step 7 Check the learners’ knowledge. Can learners: • Describe the difference between sexual reproduction and vegetative

reproduction in plants? • Contribute ideas for how to carry out the investigation? • Carry out the steps of the investigation and record their observations and

measurements accurately?

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• Draw conclusions based on the observations made? • Answer questions about the investigation to show that they understand the

results (observations)?

METHODOLOGY Practical work with support, learners construct life cycles from pictures and write in own words

RESOURCES Plants, soil, container, cutter, poster, life cycle pictures. NS

strands Matter and Materials – sorting living and non-living things


Social Sciences – food production EMS – sustainable growth and development Life Orientation – health promotion



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 26 + 27 LAND ANIMALS - ECOSYSTEMS

SCIENTIFIC LITERACY

Briefly define concepts: • Ecosystems: an ecosystem includes the living and non-living things in an

area and their interaction with one another • Habitats: a specific place, within an ecosystem, where plants and animals

live and reproduce • Food chains: a food chain shows ‘who eats whom’ in an ecosystem • Skin: the body covering of different vertebrate animals.

NOTES on HOW

LO 4.2.1 – 4.2.2

Step 1 • Teacher supplies learners with a picture of a simple ecosystem e.g. a

grassland showing plants and animals in different habitats. • Learners make a list of all living and non-living things in the ecosystem. Step 2 • Learners describe how the living things in this environment depend on the

non-living things as well as on other living things. • Teacher explains the meaning of an ecosystem. Step 3 • Teacher asks learners to name other ecosystems, e.g. sea, pond, forest. • Learners are taken outside to investigate an ecosystem on the school

grounds. • Learners list the living and non-living things that they observe. • Learners draw an ecosystem in their school grounds.

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Step 4 Teacher explains what a habitat is e.g. tree, under a rock, in a damp place near a tap etc. Learners describe the different habitats of the plants and animals in their school ground ecosystem and the ecosystem in the picture. Step 5 Learners describe (draw and label and / or make mobiles of) a food chain in their (1) grassland ecosystem and (2) an ecosystem in their school grounds. Step 6 Teachers give learners a picture of a freshwater pond ecosystem. Learners choose a vertebrate from the pond ecosystem e.g. frog or fish and one from the grassland ecosystem e.g. lizard. They describe (write full sentences on) how the skin of each animal is adapted (suited) to its environment. Provide information about the adaptations of different animals if necessary. Step 7 Check the learners’ knowledge. Can learners: • Describe an ecosystem and all its component parts? • List various habitats within an ecosystem? • Describe simple adaptations of an animal or plant to its environment?

METHODOLOGY Practical work with support, discuss, draw and label, read information, research.

RESOURCES A field trip on the school grounds, note-book and questions, posters, pictures, internet.

NS strands

Planet Earth & Beyond – Earth materials (air, water, soil) Energy and Change – transfer of food energy INTEGRATION Learning

Areas Social Sciences – people, resources and the environment Arts & Culture – animal camouflage



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations □






Test □


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WEEK 28 IMPORTANCE OF WATER IN AN ECOSYSTEM

SCIENTIFIC LITERACY

Briefly define concepts : • Water cycle: the natural recycling of water between the land, bodies of

water and the atmosphere Condensation: when water vapour (a gas) cools down and changes

to a liquid. Evaporation: when water is heated and changes from a liquid to a

gas (water vapour) Solar heating: the use of energy from the sun Precipitation: When water falls from the skies in the form of rain,

snow, hail, etc. • Growth: a permanent increase in the size and mass of an organism.

NOTES on HOW

LO 4.2.1

4.3.1 – 4.3.3

Importance of water in an ecosystem Step 1 Learners brainstorm why water is important to humans. Step 2 Learners brainstorm why water is important to plants and animals in an ecosystem. Teacher explains importance of water for growth and photosynthesis. Step 3 Teacher explains the water cycle using poster, chalk board etc. Teacher gives learners a picture which shows the water cycle in nature (without arrows and labels). Learners label the picture and draw in arrows to describe the water cycle. Step 4: • Learners compare where water was found (dams, springs, etc.) and how it

was transported into households in earlier times (carrying, windmills, rain water tanks), to where and how it is found and transported today (piped to houses).

• Teacher provides learners with pictures and information about how people obtained water in the past and how we get water today. Learners discuss how people then and now used technology to get water and the problems associated with each.

Step 5: Many people in impoverished communities still do not have clean water piped to their homes. Learners discuss the difficulties these people have in finding water and getting it into their homes (i.e. access to fresh water, how to transport it, long distances from source, finding clean water, diseases caused by dirty water- diarrhoea, cholera, drought, etc.) Step 6 • Learners first brainstorm what they already know about human impact on

water sources. • Teacher provides information about how humans impact (positively and

negatively) on our water sources

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• Learners read and then discuss how people negatively impact on our water

sources (i.e. waste water in our own homes, how factory waste pollutes rivers or dams, domestic animals pollute rivers, pesticides and fertilisers from farms get washed into rivers, dumping sewage and litter into rivers, motor boats etc.) and what is being done to conserve water (i.e. building dams, removing aliens, improved irrigation methods on farms, water saving devices like showers and taps, water restrictions, incentives for using less water etc.)

• Learners write a paragraph about positive and negative impact of humans. Step 7 Check the learners’ knowledge. Can learners: • Draw and describe a water cycle? • Explain the importance of water to humans, animals and plants? • Describe how water gets into their homes? • List the difficulties many people have in acquiring drinking water? • List the ways we damage our water supply/sources and how water can be

conserved?

METHODOLOGY Discussion and recall of information, draw and write, read information RESOURCES Information about water, pictures etc.

NS strands

Matter & Materials – water and phase change Planet Earth & Beyond – the Water Cycle Energy & Change – energy drives phase change processes INTEGRATION

Learning Areas

Technology – structures such as taps Social Sciences – people, resources and the environment



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 29 CONSOLIDATION

LO 1 - 3

Consolidation: • Make a poster or drawing with headings and labels of an ecosystem. (Draw or cut and paste pictures from newspapers etc.). • List five living organisms found in the ecosystem and explain why they are

living. • List five non-living things found in the ecosystem. • Choose an animal and a plant and describe how each one is suited to live

in this ecosystem. • Write a paragraph to say why water is important to this ecosystem.

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WEEK 30 FORMAL ASSESSMENT TASK 4 Teacher may use the questions as part of an assessment task LO 2 AS 1 Ask vocabulary and spelling words. LO 2 AS 2 Give learners a picture of an ecosystem. Ask the learners to categorise 3 living and 3 non-living things from the picture. LO 2 AS 1 Identify an animal from the same picture. Ask learners to describe why learners would classify the animal as a living thing. LO 2 AS 1 Ask learners to describe an ecosystem and a habitat with reference to the same picture. LO 2 AS 1 Make a list of things needed to investigate vegetative reproduction. LO 2 AS 3 Describe how sexual reproduction differs from vegetative reproduction. LO 3 AS 1 Identify technological devices which assist people who have lost their normal sight and hearing. LIFE PROCESSES AND HEALTHY LIVING

LO 2 AS 1 Name all the life processes of a human being.

LO 2 AS 1 Describe two differences between a living and a non- living thing.

LO 2 AS 1 Describe how living things respond to their environment through their senses.

INTERACTIONS IN ENVIRONMENTS

LO2 As 1 Name three different parts of a plant which can be used for reproduction.

LO 2 As 1 Describe the three important things a plant needs to grow.

LO 2 AS 1 Use your own examples and describe a food chain.

LO 2 AS 1 Describe the habitat in which you would find these plants and animals:

Animals and Plants

Description of Habitat

A big tree An aloe plant A crocodile A mouse

LO 2 AS 1 Describe the importance of water in an ecosystem.

SCIENCE AND SOCIETY

LO 3 AS 1 Write down 3 ways in which people damage our water sources and water supply. LO 3 AS 1 Write down 3 ways in which people can conserve water.

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TERM 4: PLANET EARTH AND BEYOND

WEEK 31 INTRODUCTION TO SCIENCE

NOTES on HOW

Briefly revise: • Ask learners to identify objects that are observed in the sky (e.g. clouds,

the moon, stars, etc.). Compare the day sky with the night sky • Learners describe the location and movements of these objects in the sky • Learners describe day to day weather changes they experience, referring

to: o Temperature using a thermometer and measuring in °C (degrees

Celsius) o Cloud Cover – sunny or cloudy o Wind direction using a wind sock or a wind vane, compass points

(North, South, East, West) o Wind speed using a wind gauge or the Beaufort Scale, o Moisture - rainy or dry

• Use the above knowledge to revise the four seasons • Learners first research (e.g. using the Internet and newspapers, or talk to

people), then have a discussion about unusual weather events (e.g. tornadoes, hurricanes, floods and lightning storms) and the impact of these on people (e.g. loss of life, destruction of homes, damage to crops on farms etc.)

• Learners describe and explain the link between soil and plants. Learners name and describe what they know about the different soil types (clayey soil, silty soil, sandy soil, loamy soil).

• Learners discuss soil erosion (wearing away of soil) and name and describe factors involved in soil erosion (wind, water, heat and cold).

Check the learners’ knowledge. Can learners: • Describe the changes in the weather using the correct terms? • Use apparatus such as a thermometer or Beaufort Scale correctly? • Identify the various soil types? • Describe and explain the causes of soil erosion?

METHODOLOGY Research and Class Discussion. RESOURCES Reference material

NS strands

Matter & Materials - the Water Cycle Life & Living - the impact of weather changes on plants and animals. INTEGRATION

Learning Areas

Social Sciences - people and the environment, food production in South Africa

WEEK 32 SOIL TYPES

SCIENTIFIC LITERACY

Briefly define concepts: • Earth materials: air, water, rocks and soil • Soil: upper layer of the Earth made up of a mixture of different sized rocks /

stones and rock particles • Sandy soil: soil which has a higher proportion of sand; larger, light-coloured

particles, such as desert sand and beach sand • Loamy soil: a high quality soil made up of a mixture of sand, silt and clay soil

particles, and humus (decomposing plant and animal material) • Clayey soil: soil containing a high proportion of clay; very small (fine)

particles; sometimes reddish, orange-brown or white in colour

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• Silty soil: soil which has a high proportion of silt; a powdery soil with a

smooth and silky texture and small grains or particles • Properties of soil: size of particles, colour, texture, smell and pliability

NOTES on HOW

LO 4.2.1 – 4.2.2

Step 1 Start the lesson on soil types with a summary or mind map of learners’ knowledge about soil and soil types. Give learners small amounts of the four types of soil (sandy soil, loamy soil, clayey soil, silty soil) to examine. They must:• Feel the soil • Smell the soil • Look at the size of the particles using a magnifying glass • Describe the colour of the particles • Use water to shape the soil into a roll and bend the roll (Note: Only clayey

soil will do this). Step 2 • Learners compare and describe the properties of the different soil types

according to the size of particles, colour, texture and smell. • Write observations onto a table of comparison where they compare sandy,

loamy, silty and clayey soil with regard to the size of the particles, colour, texture and smell of each soil type.

Step 3 The learners use their observations to describe the particular features of each soil type as a shared writing exercise. Step 4 Provide learners with samples of different soil types (from e.g. a garden, the schoolyard, beach, etc.) and use the properties described above to categorize the different soil types. Step 5 Provide information about animals that live in the soil (e.g. earthworms, moles, dung beetles etc.) Learners draw and write about them. Extended learning: Learners research the uses of soil (e.g. planting crops, building houses, making ceramics, making bricks, etc.) and use examples when presenting their work. Step 6 Check the learners’ knowledge. Can learners: • Identify the different types of soil correctly? • Describe the features of the different soil types correctly? • Identify the properties and uses of the different soil types?

METHODOLOGY Practical work with support.

RESOURCES Soil samples, magnifying glasses , water, reference material: animals living in the soil.

NS strands

Life & Living - animal habitats, plant growth Matter & Materials - building materials


Social Sciences – people, the environment, natural resources and settlements Life Orientation - promoting personal and environmental health

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Case studies □

Mind mapping √

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations √






Test □


WEEK 33 INVESTIGATE SOIL TYPES AND WATER RETENTION

NOTES on HOW

LO 4.1 – 4.3

Concepts: refer to week 32 Step 1 Review the uses of soils discussed previously, and lead the learners to consider the capacity of soil to retain water. Guide the learners to suggest questions for the investigation. Example: • Can all soils (sandy soil, loamy soil, clayey soil, silty soil) retain (hold)

water? • Can some soils hold more water than other soils? Step 2 Learners suggest materials / equipment to be used in the investigation (e.g. funnel, filter paper, collecting jar). Step 3 PLAN Discuss the procedure for the investigation with the learners and focus on issuesrelating to a fair test, (such as using the same amount of water and same quantity of soil) and the importance of recording observations in a systematic manner. Step 4 CONDUCT Learners conduct the investigation; measure, record and compare the amount of water that was retained by the different soil types. Note: Subtract the amount of water collected from the amount of water poured into the soil. Step 5 EVALUATE Learners talk about and share their results. In the discussion: • Relate the size of the soil particles to the water retention capacity of the

different soil types. Note: The clayey soil retains the most water. • Relate this knowledge to other situations (e.g. the type of soil that will grow

healthy crops, the type of soil in which roses grow well). Extended learning: • How would the knowledge of the water retention capacity of different soil

types be helpful to farmers or gardeners? • What properties must soil have for certain crops to grow?

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• What is underground water / a water table / a wetland? • Grow seeds (the same kind e.g. bean seeds) in different soil types; observe,

record and describe the results. Step 6 Check the learners’ knowledge. Can learners: • Describe the water retention capacity of the different soil types? • Relate the implications of this knowledge for gardening and growing crops

correctly?

METHODOLOGY Research, discussion, practical work with support. RESOURCES Soil samples, measuring apparatus, filter funnel and filter paper, beakers etc.

NS strands

Life & Living - linking soil types with plant growth Matter & Materials – water and soil properties


Mathematics - reading measuring equipment, measuring solids andliquids Social Sciences - people, the environment and natural resources



Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research □

Role-play □


Assignment □




Interviews □

Presentations □






Test □


WEEK 34 FORMAL ASSESSMENT TASK 5 - How Earth materials were used

SCIENTIFIC LITERACY

Briefly define concepts: • Indigenous: home grown, originating in, native, growing naturally • Cultures: beliefs and the way of life of groups of people • Dwellings: homes.

NOTES on HOW

LO 4.3.1 – 4.3.2

FORMAL ASSESSMENT TASK 5 Indigenous cultures use scientific principles to build rural homes and to create useful items Step 1 Learners first research the materials that are used by indigenous cultures to build their homes (grass, wood, clay, etc.). Learners make a comparison between the homes built by indigenous cultures (mostly in rural areas) and the modern city homes (bricks, concrete, glass, etc). This comparison can be extended to include a study of the way in which homes were built in the past, and homes of other cultures (e.g. Eskimo’s igloo, a nomad in the desert lives in atent).

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Guide the research, and thinking process using questions such as: • Which materials did we use in the past to build homes, and how do they

differ from the materials that we use today? • What are some of the main differences between rural / indigenous homes

and city houses? • How were bricks made in the past? • How are bricks made today? • What different kinds of bricks are used in the building of modern homes

today? • How are the outside walls of modern homes decorated? • How are the outside walls of the indigenous homes decorated? • Besides bricks, what other useful products are made from soil by indigenous

cultures? (e.g. pottery, etc) Step 2 Learners select a topic to research and then share their research effort with the class: • Homes of different cultures around the world • Homes of different cultures in South Africa • Building materials of modern homes • Building materials of indigenous / rural homes • Decoration of modern homes • Decoration of indigenous homes Step 3 Learners use the clay that they investigated in the previous lesson to make bricks, and dry it out in the sun. Learners suggest / explore ways in which they can strengthen their bricks of soil, (add straw or grass, bake the bricks, etc). Extended learning: • Learners can build a model of a home (modern or indigenous) and decorate

it. • Learners can build a model of a home (modern or indigenous) using waste

material.

Step 4 Check the learners’ knowledge. Can learners: • Identify basic building materials used in the construction of indigenous (rural)

houses? • Explain how indigenous (rural) homes are built and decorated?

METHODOLOGY Discussion and Research. RESOURCES References, pictures (rural and city dwellings), clay, straw , grass etc.

NS strands

Matter & Materials – soil properties, building materials Life & Living - human adaptation to the environment


Social Sciences - people, the environment and natural resources Technology - structures, indigenous culture and technology Arts & Culture - cultural products, styles and processes

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Teacher assessment □ Investigation activities √

Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □


Functional writing □


Interviews □

Presentations √






Test □


WEEK 35 + 36 WEATHER

SCIENTIFIC LITERACY

Briefly define concepts: • Atmosphere: the layer of gases around a planet • Weather: the state of the atmosphere (temperature, wind, etc.) at a particular

time and place • Wind-vane: instrument for showing wind direction • Thermometer: an instrument used to measure temperature • Wind sock: an instrument to measure wind direction • Rainfall: the amount of rain that falls in an area at a certain time • Temperature: a measure of hotness or coldness in degrees Celsius (°C) • Precipitation: a form of water that falls from the atmosphere to the Earth’s

surface, such as rain, snow, sleet, hail and dew • Weather chart: contains information about the weather at a specific time

and a specific place.

NOTES on HOW

LO 4.2.2 LO 4.1.1 – 4.1.3

Step 1 • Learners name and describe aspects of the atmosphere and weather that

that they are familiar with (e.g. sunny, cold, hot, thunder and lightning). Make a mind map of the different aspects of the weather.

• Learners identify the apparatus / instruments used to measure each aspect (e.g. a thermometer is used to measure temperature). This information is collated in a summary or mind map.

Step 2 Learners suggest interesting aspects about the daily weather that can be investigated (such as the temperature, sunny / cloudy, rainy or dry, wind speed and direction). Guide the process using questions such as: • What is the weather like today? • What is the weather like in the different seasons? • How does the weather change over a period of 14 days?

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Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations √






Test □


Step 3 • Learners collect the apparatus they need and set up a weather station (to

measure the temperature, rainfall, wind speed and direction). Learners can build basic instruments using recycled materials (e.g. making a rain gauge using a plastic bottle). They need to use and read the different instruments such as a thermometer correctly.

• Learners record their observations daily over a 14 day period. Step 4 Learners share / discuss daily weather observations. Learners use the data to draw graphs, (e.g. a graph of the temperature readings for each week). Use the weather chart supplied in newspapers and learners describe the weather for the day or week. Step 5 Learners suggest possible connections to other situations e.g. the impact of weather conditions on how people live (clothes, food, etc); on the environment: plant (some plants produce spring flowers) and animal growth and development (some young are born in spring, a few animals hibernate or migrate in winter). Step 6 Check the learners’ knowledge. Can learners: • Describe the changes in the weather using the correct terms? • Use apparatus such as a thermometer correctly? • Describe how weather affects living things?

METHODOLOGY Research and Class discussion, Practical activities RESOURCES References, TV and newspaper weather charts, recycled materials

NS strands

Matter & Materials – the Water Cycle Life & Living - plant and animal responses to changes in the weather INTEGRATION

Learning Areas

Mathematics - measurement Social Sciences - people and the environment, settlements

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WEEK 37 SOLAR SYSTEM – SUN, EARTH AND MOON

SCIENTIFIC LITERACY

Briefly define concepts: Earth: the planet on which we live Axis: the imaginary axis on which the Earth rotates Sun: the star at the centre of our solar system Rotation: spinning of a planet or moon on its own axis Revolution: a circular path of movement (orbit) of the Earth around the Sun,

and the Moon around the Earth.

NOTES on HOW

LO 4.2.1

Step 1 • Use models or labelled diagrams / pictures to describe the Solar System. • Describe how the Earth moves in relation to other bodies: the Earth orbits

(revolves around) the Sun, and the Moon revolves around the Earth. Step 2 • Describe the rotation (spinning) of the Earth on its own axis to explain day

and night. • Learners make or use a model of the Earth and use a torch or lamp for the

Sun. Step 3 • Learners write and draw about the Earth’s rotation giving us day and night. Step 4 Learners research information about the Moon and the astronauts’ visits to the Moon. They draw and write about it. Extended learning: • What happens to some plants during the day / night? • What happens to some animals during the day / night? • Do all people around the world have day and night at the same time? Explain Step 5 Check the learners’ knowledge. Can learners: • Describe the Earth’s rotation on its own axis (1 rotation / 24 hours = Day and

Night)? • Explain the Earth’s movement in a path (orbit) around the Sun (1 year = 1

revolution)? • Find appropriate information about the Moon and exploration of the Moon?

METHODOLOGY Research and Discussion RESOURCES References, Earth models, torches

NS strands

Energy & Change - energy from the Sun Life & Living - plant and animal responses to day and night Matter & Materials - Earth materials, Moon rock, Sun gases INTEGRATION

Learning Areas

Mathematics – measuring time Technology - space-craft and Moon visits

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Case studies □

Mind mapping □

Projects □

Simulations □

Concept mapping □

Research √

Role-play □


Assignment □




Interviews □

Presentations √






Test □


WEEK 38 REVISION / EXTENDED LEARNING

o Make and decorate clay pinch or coil pots. o Grow the same kind of seed (e.g. bean seeds) in different kinds of soils;

observe, record and report on the plant growth. Note: All other conditions must remain the same, e.g. the amount of water given, the amount of sunlight it is exposed to, etc.

WEEK 39 REVISION / EXTENDED LEARNING

o Weather: Keeping a weather journal. Draw and write about different weather

conditions. o Research and present about extreme weather conditions and the impact of

these conditions on people. o View TV weather reports and collect newspaper weather charts etc and

prepare your own presentation on the weather for a day in the week. o Write a report about day and night. Construct a rap song / poem about

rotation and revolution etc. o Research why day and night is important for people, plants and animals (e.g.

diurnal and nocturnal animals).


Teacher may use the questions as part of an assessment task

LO 2 AS 1 Ask vocabulary and spelling words

LO 2 AS 1 Give learners a picture of space. Ask the learners to identify space bodies.

LO 2 AS 1 Describe your visit to the Moon. (How did you get there? What did you wear? What did you eat? How did you walk on the Moon?)

LO 2 AS 2 Provide a list of 3-6 properties of soil. Learners can categorise these into 3 groups.

LO 2 AS 1 Ask learners to describe an ecosystem / habitat in the soil (referring to moles, earthworms, etc.).

LO 1 AS 1 Make a list of things needed to make bricks.

LO 1 AS 3 Describe the properties of the best brick.

LO 3 AS 1 Describe how rural people use soil.

LO 3 AS 1 Identify technological devices which assist people to describe weather.

PART 3: APPENDIX

SCIENTIFIC INVESTIGATION: GRADE 4 A guide to investigations for teachers and their learners Identify an aspect of a natural phenomenon (plants, animals, weather, rocks, burning, electricity etc.) that you want to investigate. When you investigate something you find out more about it by observing or measuring something that occurs naturally (e.g. observing and measuring the natural daily changes in the weather). You can also investigate what happens when you do something to influence a natural phenomenon (e.g. adding salt or sugar to the water to see if it influences the temperature of boiling water). You can also investigate how to make something that relates to a natural phenomenon (e.g. how to make your house cooler in hot weather). You can use the following format to guide you through an investigation. LO1 AS1 : PLAN AN INVESTIGATION NB: This part to be done as a class with teacher and learners A. What do we know already?

1. Choose a topic / natural phenomenon to be investigated. 2. Make a mind map of everything you know about the topic / natural phenomenon.

B. What more do we want to find out?

1. Teacher assists learners to pose questions about what they would like to know further about the topic. Teacher writes all questions on the board.

2. Teacher and learners decide which of the questions are possible to investigate in a classroom situation and which are not (could be researched in books).

3. Teacher and learners identify one specific question to investigate. 4. Teacher and learners discuss the following:

• Apparatus / materials needed • What will the learners observe or measure or collect? • How many times will they make observations or take measurements? • What measuring instruments are needed? • Where will you record your measurements? (on what format) • Safety measures.

LO1 AS1 : PLAN NB: the following part to be done by learners What do we want to find out?

1. Topic / natural phenomenon to be investigated (write) 2. Your investigation question (write) 3. Predict: What do you think will happen in the investigation?

LO1 AS2 : CONDUCT THE INVESTIGATION & COLLECT DATA C. What must we do to find out?

1. Use the apparatus to carry out a suitable procedure (explore the materials, make a series of observations or measurements etc.).

2. Record your observations and measurements in a suitable way (on a table, drawing etc.).

LO1 AS3 : EVALUATE DATA & COMMUNICATE FINDINGS D. What do the results tell us?

1. Explain what you have learnt (write, draw, answer questions). 2. Decide whether the investigation has answered your original question successfully or not.

(write) 3. Decide whether your prediction was right or not. (write) 4. Do you have any new questions for further investigation? (write) 5. Give an everyday example of something you have learnt from this investigation.

Assessment instrument for NS Investigations Strand : ________________________ Topic_____________ ASSESSMENT TASK ________________________________ Form of assessment: SCIENTIFIC INVESTIGATION for Grade 4 NS LO 1 AS 1 Plan Comments: Learner could contribute prior knowledge Learner was able to identify an aspect to investigate Learner was able to describe some of the apparatus needed 1 mark each = 3 marks

Comments:

LO1 AS2 Conduct

Could carry out the instructions safely and carefully on their own 3 marks

Could carry out the instructions correctly with teachers’ help 2 marks

Learners struggled to carry out instructions even with teachers’ help 1 mark

Not done 0

Could make careful, detailed and accurate measurements and observations on their own 6 marks

Could take measurements and make observations correctly with teachers’ help 4 marks

Learners struggled to make observations and take measurements even with teachers’ help 2 marks

Not done 0

LO1 AS3 Evaluate

Could explain in detail what was learnt without teachers’ help, could connect this knowledge to other situations 6 marks

Could explain what was learnt with help from the teacher 4 marks

Learner struggled to explain what was learnt, had some misconceptions 2 marks

Not done. 0

Learner’s behaviour was good. Work was diligently done. Work was neatly done. Half a mark each = total 2 marks: ________ Learner did clean up.

Total marks 20:______ Teacher: _______________ Date: ___/___/2009

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PART 4: SCIENTIFIC LITERACY Glossary

A Absorbed energy: when energy is gained / absorbed or has been added to an object or material. Adapted: plants and animals that have changed to suit the present circumstances. Atmosphere: (air) mixture of gases around a planet. Axis: the imaginary axis on which the Earth rotates.

B Balanced diet: when foods containing the important nutrients are eaten in the correct amounts to ensure health. Biodiversity: “bio” means “life”; “diversity” means a variety – i.e. the many different kinds of living organisms (plants and animals). Boiling point: the temperature at which a liquid turns into a gas. Boiling water: water heated until it has enough energy to change into gas. Breathing: the action of taking in air that is rich in oxygen and breathing out air that is rich in carbon dioxide. Breed: to reproduce.

C Carbohydrates: foods which serve as a major energy source in human diets. Sugars, starches and cellulose are all carbohydrates. Carnivores: animals that eat other animals. Carpel / pistil: female part of a flower consisting of the stigma, style and ovary. Catastrophic events: events causing widespread damage or death (e.g. floods). Catchment area: a natural area where rainwater collects, like wetlands, lakes etc. Categorise: to sort / group things together which have the same visible appearance or properties. Ceramics: materials made of baked clay e.g. china cups, flower pots, tiles. They are rigid, can shatter, they make a ringing sound, are durable and waterproof. Circuit: the circular pathway for electricity to flow from the source to the appliance and back to the source. The electricity will not flow if the path is not complete. Classes of materials – fibres, glass, ceramics, polymers (plastics), paper, wood, metals. Classify: Arrangement of objects or living organisms into related groups according to their similarities. Clay: very small (fine) rock particles (sometimes reddish, orange-brown or white in colour). Clay holds water and is sticky when wet. Clayey soil: Soil which has a high proportion of clay particles in it. Climate change: long term changes in the weather of the Earth’s climatic regions. Climate: weather conditions observed and measured over a long period of time in a certain region. Coal: a fossil fuel formed in sedimentary rock from the remains of ancient plants. Combustion: the process of burning which involves oxygen, a fuel and heat. Condensation: when water vapour (a gas) cools down and changes to a liquid. Condenses: when a gas cools (loses heat) and changes to a liquid. Constellation: patterns of stars as seen from Earth. The patterns remain fixed but move across the sky as the Earth moves. Consumer (herbivores, carnivores and omnivores): an organism that feeds on other organisms in a food chain. Crops: plants that are cultivated on a large scale for food or other use. Crude oil: a fossil fuel formed in sedimentary rock from the remains of ancient marine animals. Crystallisation: a process of forming crystals by heating a saturated solution to evaporate the solvent.

D Decomposer: an organism that breaks down the dead bodies of plants and animals. Degree Celsius (ºC): the unit to measure heat energy. Deposition: when soil particles are washed or blown away and deposited somewhere else. Diabetes: a disorder where the body is incapable of keeping its blood glucose levels normal. Digestion: the process by which food is broken down into simple chemical compounds. Digestive System: the organs which help with the process of digesting food; it consists of mouth, salivary glands, gullet, stomach, liver, pancreas, small intestine, large intestine.

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Dissolve: when a substance mixes with a liquid and seems to disappear inside the liquid, and so cannot be seen. Distillation: a process where a liquid is heated to produce vapour. The vapour is then condensed by cooling to form a pure liquid.

E Earth materials: air, water, rocks and soil Earth year: the period of time it takes the Earth to complete one revolution (orbit) around the Sun. (365¼ days) Ecosystem: an ecosystem includes the living and non-living things in an area and their interaction with one another; a community of plants, animals and micro-organisms living together in an environment. Eggs: the female sex cells of animals. Electricity: is a secondary energy source (it is produced from another source such as coal), and is used as a source for electrical appliances. Energy gain: this happens when matter absorbs energy because its surroundings are warmer. Energy loss: this happens when matter releases its energy because its surroundings are cooler. Energy sources: a source that stores or supplies a form of energy (e.g. battery, falling water). Some sources consist of stored chemical or mechanical energy e.g. electrical cells, stretched or wound up elastic band, wood, coal, oil etc. Some energy sources are moving already and their movement is used as an energy source e.g. falling water, moving waves, wind (moving air) etc. Energy transfer systems: a system made of two or more parts that transfers (moves) energy from one place to another e.g. a food chain, an electric circuit, an ecosystem etc. Energy transfer: when energy is passed on from one part of a system to another. Energy transformation: when energy is changed from one form to another, e.g. electrical energy is changed to light energy in a light bulb. Energy: energy is needed to make everything work or move or live. Environment: the living and non-living surroundings that affect living things. Erosion: soil or rock wearing away over a long period of time caused by wind and water etc. Evaporate: When a liquid is heated and changes to a gas. Evaporation: the process by which a liquid (e.g. water) becomes a gas (water vapour). Excretion: the removal of the waste products of metabolism (sweat and urine) by a living organism.

F Factors affecting solubility: processes or actions that make a solute dissolve faster or slower in a liquid such as: amount of stirring; temperature of liquid; size of the particles of the solid; amount of solid compared to liquid. Fats and oils: foods (olive oil, butter, meat fat) which serve as a source of energy and maintain parts of the body such as the nervous system. Fertilization: the joining of male and female sex cells to form a new individual. Flexibility: ability to bend / change shape without breaking. Food chain: a food chain shows ‘who eats whom’ in an ecosystem; the flow of energy in nature through living organisms. A series of organisms through which food energy is passed in an ecosystem. Food pyramid: a pyramid-shaped diagram which is a guide to the main food groups and the recommended quantities to be eaten for a balanced diet. Forms of energy: e.g. light, sound, heat, electricity, movement. Fossil casts: exact three dimensional copies of the parts of plants or animals that have fossilised. They are made by researchers. Fossil fuels: crude oil, coal and natural gas (formed from the fossilised remains of ancient plants and animals). Fossil imprints: Footprints of animals or prints of leaves etc. which were made in mud that has since hardened to become rock. Fossilisation: the process by which fossils are formed. The organic chemicals in a dead animal or plant body are replaced by inorganic chemicals, which make the body harden like stone. Fossils: remains of an animal / plant preserved from an earlier time inside rock. Fuels: sources of energy (we usually need to burn them to produce heat energy). Full Moon: a Moon phase where the full face of the Moon is visible (when the Moon looks round), it occurs about half way through the Moon cycle.

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G Galaxy: an assembly of stars, planets, gas and space dust. Gas: a phase of matter consisting of particles moving rapidly and spaced very far apart; gas has no definite form. Germination: seeds germinate when they start to grow and develop their first root and shoot. Glass: a material made by melting sand mixed with limestone and sodium carbonate. Properties of glass: rigid, can shatter, makes a ringing sound, is durable and waterproof, brittle, and transparent. Global warming: worldwide temperature increases, due to trapped sunlight energy, caused by ‘greenhouse’ gases. Some results of global warming are: melting of polar ice caps, rise in sea level and climate change. Greenhouse effect: a phenomenon where greenhouse gases trap sunlight energy in the atmosphere. Greenhouse gases: gases (such as carbon dioxide, methane and other gases) that absorb and trap heat in the Earth’s atmosphere and are the possible cause of global warming.

H Habitat: a specific place, within an ecosystem, where plants and animals live and reproduce. Hardness: ability to withstand physical wear and tear. Hazardous: materials or substances which can be harmful to health and can damage the environment. Heat conduction: the way in which a material allows heat to travel through it. Heat insulation: the way in which a material stops heat energy from moving through it. Heating wires: special wire that heats up when an electric current passes through it e.g. found in irons, heaters, geysers, kettles. HIV/AIDS patients: people who are infected with the Human Immuno-deficiency Virus (HIV), which breaks down the immune system. Hydrosphere: (water and water vapour) that part of the Earth that is made up of water.

I Igneous rock: rock formed by intense heat and solidification of volcanic magma. Indigenous knowledge: knowledge from our own country. Indigenous: home grown, originating in, native, growing naturally. Infiltration: movement of water into soil or porous rock. Insoluble substances: substances which cannot dissolve in a liquid (e.g. tea leaves or sand particles in water). Interdependence: living organisms depending on one another for survival. They provide food, shelter, etc for each other. Invertebrates: (insects, worms, molluscs, crustaceans, arachnids, myriapods) most have an external skeleton (exoskeleton).

J Joints: the place on a skeleton where two bones meet. Joints allow movement.

K Kilojoules (kJ): the unit for measuring energy is the Joule (J). A kilojoule is 1000 Joules. Kinetic energy (movement energy): the energy in moving objects or particles; energy sources that move e.g. electricity, falling water, wind.

L Landforms: natural physical features of the Earth’s surface e.g. mountains, rivers, valleys etc. Length of day: the number of daylight hours from sunrise to sunset. Length of night: the number of hours from sunset to sunrise. Life processes: the processes that all living things carry out: movement, reproduction, sensitivity, growth, excretion, respiration, feeding. Ligament: the tissue that holds bones together in a joint. Liquid: a phase of matter; particles in a liquid move in relation one another, can be poured, takes the shape of the container, takes up space, particles touching but further apart than in solids. Lithify: to change from loose sediments into solid rock. Lithosphere: (rocks and soil) solid layer of the Earth consisting of the crust. Loamy soil: a high quality soil made up of a mixture of sand, silt and clay particles, and humus (decomposing plant and animal material).

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M Magnetism: the way in which a material is attracted to a magnet or not. Materials: solid matter is divided into groups e.g. metals, ceramics and polymers etc; solids that are useful for making things. Mating: when the male and female animals of the same species come together so that the male can deposit sperm cells into the female’s body to fertilize her eggs. Matter: anything which has mass and occupies space; everything on the Earth and in the Universe is made of matter. Matter is made of atoms. Measuring weather: a thermometer measures the temperature; a wind gauge measures wind speed and direction; a rain gauge measures rainfall. Mechanical systems: systems that have two or more moving parts e.g. the moving parts of an engine. Melting ice: ice melts when it gains enough energy to change into a liquid. Melting point: the temperature at which a solid turns into a liquid. Melting: change of state from a solid to a liquid, usually caused by heat energy. Metals: materials which conduct electricity and heat e.g. copper, tin, silver, gold, lead etc.; shiny, hard, malleable, pure substances such as iron, copper, gold and silver. Metals are made into objects such as nails, pipes, metal sharpener, metal ruler. Metamorphic: rocks which have undergone a change in physical form, appearance, or character. Mixtures: two or more substances mixed together and can be separated again. Movement of heat energy: Energy always moves from a warmer place or object to a cooler place or object. Muscles: body tissue that contracts to cause movement; types of muscles e.g. biceps, triceps.

N Natural disasters: Events like earthquakes, volcanoes, severe droughts, floods etc. Natural fibres: long, flexible, strong strings that come from plants or animals e.g. in wood and paper, cotton, wool, linen etc. Natural gas: a fossil fuel formed in sedimentary rock from the remains of ancient marine plants and animals; found in association with crude oil. New Moon: this Moon phase occurs when the Moon is not illuminated (lit up) by direct sunlight and is not visible to the naked eye. The New Moon usually signals the start of a new Moon cycle. Nuclear energy: a form of energy that is released by radioactive materials e.g. by uranium and plutonium. Nutrients: substances in our food which provide nourishment: carbohydrates, proteins, vitamins and minerals, fats and oils.

O Orbit: the path a planet takes as it orbits around the Sun. The path a moon takes as it moves around a planet. Organisms: any living things e.g. animals and plants. Ovary and uterus and vagina: female sexual organs in animals. Ovule: contains the female sex cells of a flowering plant.

P Paraffin: energy source in a household: liquid fuel used to cook food. When paraffin catches fire by accident, its flames are very hot and difficult to control. Penis and testes: male sex organs in animals. Phase change: to change from one state to the other (solids, liquids, gases). Phases of matter: solids, liquids and gases. Heating changes the phase from solid to liquid to gas, and cooling (loss of heat) reverses the change of phase. Phases of the Moon: when seen from Earth, the appearance of the Moon changes in a cycle over a period of time i.e. full moon, new moon, gibbous moon, quarter moon. Photosynthesis: the process by which green plants use sunlight, carbon dioxide and water to make food substances. Pistil / carpel: Female part of a flower consisting of the stigma, style and ovary. Pitch: high or low sounds. Notes have a high pitch (high sound) or a low pitch (low sound). The pitch depends on the amount of material or air that is vibrating in an object or musical instrument; the faster the vibrations the higher the pitch. Planets: space objects which move in an orbit around a star. Pliable: something that can be rolled or bent into a sausage and / or a ring shape.

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Pollen: contains the male sex cells of a flowering plant. Pollination: when pollen is carried from the male part (stamen) to the female part (carpel) of a plant. Polymers (plastics and natural fibres): giant long-chained molecules made up of a large number of smaller molecules joined together e.g. plastics, rubber, plant fibre, polyester etc. Polymers are flexible, strong insulators of heat and electricity, durable, burn when set alight. Some plastics are transparent and some are opaque (cannot see through them). Potential energy (stored energy): energy in a stored form that is able to do work when it is released e.g. battery, cell, elastic band, chemicals, fuel etc. Precipitation: when water falls from the atmosphere to the Earth’s surface, such as rain, snow, sleet, hail and dew. Primary consumers (herbivores): animals which only eat plants. Producer: an organism (e.g. a plant), at the start of a food chain, that does not need to eat, but makes its own food. Properties of soil: size of particles, colour, texture, smell and pliability. Properties: how something looks, feels and behaves e.g. flexibility, hardness, texture, colour and solubility etc. Proteins: foods which are used for building up the body. Meat, fish, eggs, beans and nuts contain proteins.

R Rainfall: the amount of rain that falls in an area at a certain time. Reflected light: light energy which hits an object and then bounces off again. Relative motion: e.g. the movement of the Earth in relation to the Sun - Earth orbiting around the sun. The movement of the Moon in relation to the Earth - Moon orbits around the Earth, etc. Relative position: Position of Sun, Moon and Earth in relation to each other in the universe e.g. The Sun is at the centre of the solar system and the planets are in orbit at fixed distances around it. Moons orbit around planets which together orbit around the Sun. Revolution: the movement of a planet in orbit as it circles around the Sun. The movement of a moon in orbit as it circles around a planet. Rock particles: very small pieces of rock. Rotation: the spinning movement of planets and moons on their own axes. Runoff: rain water that does not get soaked into the ground. Rust: A chemical reaction between iron (where ever it is) and oxygen from the air.

S Sand: larger, light-coloured grains (rock particles), such as desert sand and beach sand. Sandy soil: soil which contains a high proportion of sand particles Satellite: any object in space that orbits around another object. Seasons: a period of the year defined by a distinct climate (e.g. winter, spring). Secondary consumers (omnivores or carnivores): second level consumers - animals which eat both plants and animals or only eat other animals. Sedimentary rocks: rocks formed from material deposited as layers of sediment in water. Seed dispersal: to spread seeds in different directions. Separation: a process where solid substances are separated. Sexual reproduction: reproduction which involves two parents. Fertilisation takes place in sexual reproduction. In plants seeds are produced after fertilisation. Silt: very small powdery rock particles found in soil. Silty soil: Soil that has a large proportion of silt particles. Skeleton (human) – parts: skull, jaw, backbone (vertebrae), rib cage, front leg or arm (humerus, radius and ulna), back leg or legs (femur, tibia, fibula), shoulder (shoulder blade, collar bone) and hip girdle, feet and hands. Social patterns: solitary animals, pairs, packs, prides, herds, troops, colonies. Soil: the loose upper layer of the Earth made up of a mixture of different sized rocks / stones and soil particles, and decayed organic matter. Solar heating: using energy from the Sun to heat water. Solar System: a star together with the planets, moons, asteroids, comets and dust which orbit around it. Solid: matter with a fixed shape, takes up space, cannot be poured, particles very close together. Solidification: when a substance, like water becomes solid. Solidifies: when a liquid cools (loses heat) and changes to a solid. Solubility: the ability of a substance to dissolve.

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Soluble substances: substances which dissolve (seem to disappear) when mixed with a liquid (e.g. sugar mixed into water). Soluble: substances which can dissolve in a liquid are soluble (e.g. sugar). Solute: a solid that dissolves in a liquid, forming a solution. Solution: a special mixture in which a solid, liquid or gas is dissolved in a liquid e.g. salty water. Solvent: the liquid in which a solid dissolves. Sound: is a form of energy that is produced by a vibrating object. Sound can only travel through a medium (liquid, solid, gas). Sound cannot travel through a vacuum (i.e. no air); sound travels away from sources (e.g. radio, clapping hands, shouting etc); sound gets fainter as it moves away from the source. Source of energy: See energy source. Species: organisms with the same visible characteristics and that can only reproduce with their own kind. Sperm cells: the male sex cells of animals. Stamen: the male part (reproductive organs) of a flower, consists of a filament and anther. Stars: gaseous masses in space which generate energy. Strata: the layers which can be seen in sedimentary rock. Substances: types of matter that can exist naturally or can be made. Sun: the star at the centre of our Solar System. Sustainability: consuming natural resources without destroying the ecological balance. Switches: the components in an electric circuit that either open (break) or close (complete) the circuit. System: a system is made of two or more parts that work together. In a system energy is transferred from one part of the system to another.

T Technology: things that people have made to help them to do things and solve problems. Temperature: a numerical measure of hotness or coldness in degrees Celsius (°C). Temporary change: change to a substance that is not permanent – it can change back again to its original form. Tendons: the tissue that attaches a muscle to the bone. Tertiary consumers: e.g. human, crocodile etc.; third level consumers. Texture: the way a material feels when you touch or rub it between your fingers. The Moon: our nearest neighbour in space orbiting around the Earth. Thermal energy: heat energy. Thermometer: an instrument used to measure temperature.

V Vegetative reproduction: reproduction in plants without seeds. A type of asexual reproduction in plants. The parent plant can make a new plant from part of its stem, root or leaf. Vertebrates: (Fish, Amphibians, Reptiles, Birds, Mammals) have an internal skeleton (endoskeleton). Vibrations: rapid movements made by an object (e.g. feel the vibrations coming from a speaker). Vitamins and minerals: special food substances which are needed in small amounts for normal growth and activity of the body. Volume: how soft or loud a sound is. The volume depends on the amount of energy used to generate the sound.

W Warning signs / hazard symbols: signs indicating danger or risky areas. Water cycle: the natural recycling of water between the land, bodies of water and the atmosphere; processes by which the Earth's water circulates through the environment. Water resources: sources of water that are useful or potentially useful to people. Weather: temperature, wind, sunlight and rain measured on a daily basis; the state of the atmosphere (temperature, wind, etc.) at a particular time and place. Weathered rocks: rocks which have been damaged by exposure to the weather. Weathering: physical or chemical or biological breakdown of rock into smaller pieces: the breaking of rocks into smaller pieces by wind, water, heat and cold. Wind sock / Wind-vane: instrument for showing wind direction.

phase intermediate teacher’s guide · week 3 safety rules when using energy sources - gas,...

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