tools for planning

Western Cape Primary Science Programme (PSP)

Toolsfor planning your

Natural Sciences Curriculum

We welcome the wide use of these materials. Please acknowledge Western Cape Primary Science Programme © PSP (2007)

Science Workb

ook

Science Project

Science Test

Tools for Planning your Natural Sciences Curriculum

RATIONALEThese materials were written to support teachers with planning and assessment of theNatural Sciences curriculum. The booklet offers examples of frameworks, tools andformats to facilitate the planning and assessment process. These can be adapted for theother Learning Areas and different school contexts. This planning and assessmentprocess works within the requirements of the National Curriculum Statement (NCS).

This booklet provides information for the Intermediate Phase. But the information canbe adapted for use in the Foundation Phase and the Senior Phase as well.

We have provided examples of Learning Programmes (phase plans), Work Schedules(grade plans) and Lesson plans as well as assessment on the Natural Sciences strandPlanet Earth and Beyond. These are included as Section 7.

This booklet, together with a DVD on ‘How to plan your Natural Sciences Curriculum...’was developed as a joint venture between the Western Cape Primary Science Programme(PSP), the Western Cape Education Department (WCED) and Chevron.

CONTACT DETAILSWestern Cape Primary Science Programme (PSP)

Edith Stephens Wetland Park

Lansdowne Road, Philippi, 7785

P.O. Box 24158, Lansdowne 7779 South Africa

Tel: 021 691 9039 Fax: 021 691 6350

E-mail: [email protected] Website: www.psp.org.za

SECTION 1: The Natural Sciences Learning Outcomes and Assessment Standards . . . . .2Planning – the Big Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The Natural Sciences Learning Outcomes and Assessment Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Information about Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Information about the Process Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

SECTION 2: The Core Knowledge and Concepts of the Natural Sciences . . . . . . . . . . 16The four strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

SECTION 3: Developing Learning Programmes and Work Schedules (phase and grade plans) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Information about the Learning Programme (phase plan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Example format for a Learning Programme for one term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Information about the Work Schedule (grade plan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Example format for a Work Schedule for one term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

SECTION 4: Developing Lesson Plans, Assessment Tasks and Assessment Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Example formatsLesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Assessment Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Assessment Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

SECTION 5: Resources for developing lessons, assessment tasks and criteria . . . . . .60Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61A developmental assessment process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64The big 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Developing criteria for Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Forms of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77A language-rich classroom and strategies for developing language in the science classroom . . . . . . . . . . . . 78

SECTION 6: Recording and reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Example formats Class recording sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Report card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

SECTION 7: Example Learning Programme (grades 4 –7) for one term on focus strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Example Work Schedule for grade 5 on focus strand Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . .104

Example Lesson Plans, Assessment Tasks and criteria for focus strand Planet Earth and BeyondGrade 4 lesson and support material on “Star patterns and cultural traditions” . . . . . . . . . . . . . . . . . . . . . . 106Grade 5 lesson and support material on “What will the weather be like for the next week?” . . . . . . . . . . . .116Grade 6 lesson and support material on “Rocks and land forms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

Contents

SECTION 1

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The Natural Sciences LearningOutcomes and Assessment Standards

Planning: The Big Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

The Natural Sciences Learning Outcomes and Assessment Standards . . . .6

Information about Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Information about the Process Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

3

Planning: The Big Picture

Phase plan(Learning Programme)

Grade plan(Work Schedule)

Learning experiences(Lesson plans)

Assessment Tasks

Assessment Criteria

Class lists and Schedules

Elements provided in the NCS

Skills derived from LearningOutcomes and AssessmentStandards

Content derived from the CoreKnowledge and Concepts(70%) and own context (30%)

TEACHER PLANNING

SECTION 1

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Introducing the Learning Outcomesand Assessment Standards in the NCS

Outcomes and Assessment StandardsThe Critical OutcomesThe critical outcomes give us a vision of learners who are able to:

K identify and solve problems and make decisions using critical andcreative thinking;

K work effectively with others as members of a team, group,organisation and community;

K organise and manage themselves and their activities responsiblyand effectively;

K collect, analyse, organize and critically evaluate information;

K communicate effectively using visual symbolic and/or languageskills in various modes;

K use science and technology effectively and critically showingresponsibility towards the environment and the health of others;and

K demonstrate an understanding of the world as a set of relatedsystems by recognising that problem solving contexts do not existin isolation.

The developmental outcomesThe developmental outcomes give us a vision of learners who areable to:

K reflect and explore a variety of strategies to learn more effectively;

K participate a responsible citizens in the life of local, national andglobal communities;

K be culturally and aesthetically sensitive across a range of socialcontexts;

K explore education and career opportunities, and

K develop entrepreneurial opportunities.

SECTION 1

The Learning Outcomes for the Natural Sciences

Learning Outcome 1

Scientific InvestigationsK The learner will be able to act confidently on curiosity about

natural phenomena, and to investigate relationships and solveproblems in scientific, technological and environmental contexts.

Learning Outcome 2

Constructing Science KnowledgeK The learner will know and be able to interpret and apply scientific,

technological and environmental knowledge.

Learning Outcome 3

Science, Society and the EnvironmentK The learner will be able to demonstrate an understanding of the

interrelationships between science and technology, society and theenvironment.

The Assessment Standards for each LearningOutcome in the Natural SciencesThe Assessment Standards describe the minimum level of competencewhich a learner must achieve in a certain grade in each LearningOutcome. The Assessment Standards also reflect an increasing growthin competence as the learner progresses through the grades.

(Competence means having sufficient knowledge and skills combinedwith the necessary good attitudes).

an assessment standard is astatement from which you candevelop tasks to assess thelearner’s competence in a

particular outcome.

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Information about InvestigationsExtract from the NCS

Investigations at the centre of classroom activitiesLearners should be given every opportunity to carry out investigations. It should benoted that investigations are not limited to experimental work carried out in laboratories(or within classrooms for that matter) to resolve practical problems. Investigationsinclude opportunities to: identify problems; seek information from books and resourcepeople; generate products, questionnaires, collections of data and collections ofmaterials from nature or industry; create testable questions, fair tests and reportsexplaining their conclusions.

With regard to practical problems, learners need to be given opportunities to put theirminds to different kinds of problems such as the following:

K Problems of making

K Problems of observing, surveying and measuring

K Problems of comparing

K Problems of determining the effect of certain factors.

Examples of problems of making include: “How can we make a sensitive thermometer?”“How can we make our own magnetic compass?” How can we make a system that willgive water to plants automatically? or “How we can make a solar – energy oven?”

Problems of observing, surveying and measuring include: “How can we find out whatnocturnal animals do at night?”, “How can we find out what kinds of fuel people in thisarea use?, “What do successful gardeners do to get a good crop?”, “How can we measurethe volume of a drop of water?”, “How much water does a plant lose in a day” and “Howcan we show the change in position of Venus each morning?”.

Problems of comparing include: “Which liquid soap is the best?”, “Which cloth willkeep you warmest on a cold day?”, “Which batteries are the most economical?”

Examples of problems of determining the effect of certain factors are “What is theeffect of increased dropping height, on how a ball bounces?”, “What is the effect ofmaking the water hotter, when you dissolve sugar?”, “Which conditions make seedsgerminate faster?” and “Do seedlings grow downwards because the water is down below?”

The four kinds of problems listed above overlap, of course. For example, to determine theeffect of changing one factor, the learners need to set up a fair way of comparing theeffects as that factor is varied.

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Introducing the Science Process Skills

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Process Skills across the three Learning Outcomes

The meaning of the term ‘process skills’The term ‘process skills’ refers to the learner’s cognitive activity of creating meaningand structure from new information and experiences. Examples of process skillsinclude observing, making measurements, classifying data, making inferences andformulating questions for investigation. The term should not be understood asreferring to the manipulative skills which are a small subset of process skills.

The process skills listed below are applicable to all three Learning Outcomes, and donot refer only to the investigative activities in Learning Outcome 1.

The role of process skills in the teaching and learning of scienceFrom the teaching point of view, process skills can be seen as building blocks fromwhich suitable science tasks are constructed. A framework of process skills enablesteachers to design questions which promote the kinds of thinking required by theLearning Outcomes. From the learning point of view, process skills are an importantand necessary means by which the learner engages with the world and gainsintellectual control of it through the formation of concepts.

A framework of process skills is also valuable to teachers in assessment, when they aredesigning rating scales, marking memos and instruments to record the day-to-dayparticipation of learners.

The following should be noted with regard to the process skills:

K Not all the process skills will be suitable for assessment of every AssessmentStandard.

K Other skills, over and above these process skills, may also be used to assess eachAssessment Standard.

A set of process skills which are essential in creating outcomes-based sciencetasks

K Observing and comparing may involve the learner in noting detail about objects,organisms and events with and without prompting by the teacher, notingsimilarities and differences, describing them in general terms, or describing themnumerically.

K Measuring may involve the learner in using instruments accurately, reading scalesand using intermediate points between divisions on scales, choosing appropriateinstruments or appropriate scales on instruments, knowing when it is appropriateto measure, and choosing to do so without prompting by the teacher.

K Recording information may involve the learner in recording on a form which isprescribed (sentences, lists, tables, labelled diagram), selecting a suitable form inwhich to record the information when asked to do so, knowing when it is importantto record, and doing so without being prompted by the teacher.

K Sorting and classifying may involve the learner in using a given rule to sort itemsinto a table, mind map, list or other system, deciding on own rules for classifying,

Information about the Process Skills

Extract from the NCS

Natural Sciences

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or choosing a suitable system such as a table, dichotomous key, or mind map.

K Interpreting information may involve the learner in a large number of ways of creatingmeaning and structure. Among these, two are particularly important in NaturalSciences – knowing how to get information from a book, and learning from the printedpage. Skills include cross-referencing information in books, finding information fromknowing how a book is structured, and organising information using summaries orconcept maps. Other aspects of interpreting include changing the form of informationto other forms in order to reveal its meaning, looking for patterns in recordedinformation, predicting, interpolating for missing data, making an inference fromgiven information, perceiving and stating a relationship between two variables, andconstructing a statement to describe a relationship between two variables.

K Predicting involves the learner in using knowledge to decide what will happen ifsomething is changed in a situation. This skill includes predicting from patterns ininformation, or interpreting a model of a system to predict how a change in onevariable will cause a change in another variable.

K Hypothesising may involve the learner in naming possible factors which could have aneffect on a situation, giving reasons why something has happened, stating a reasonor cause for something, or using prior knowledge as well as information given in thetask.

K Raising questions about a situation involves thinking of questions which could beasked about a situation, recognising a question which can be answered by scientificinvestigation (as opposed to a question which science cannot answer), or rewordingthe question to make it scientifically testable.

K Planning science investigations is a composite of many of the skills above and is in factan Assessment Standard in its own right. The learner will be involved in rewording avague question to make it into a testable prediction, deciding which variables matterin the problem or question, planning how to change one variable and keep the othervariables constant (controlling variables), planning what variables to measure and howto measure them, knowing how to improve the accuracy and validity of themeasurements, making inferences from results (their own results or someone else’sresults), and evaluating someone else’s plan for a fair test.

K Conducting investigations is also an Assessment Standard, in which the learner sets upa situation in which the change in the dependent variable can be observed, whilecontrolling interfering variables, measuring the variables, recording data, interpretingdata to make findings, and reporting in qualitative and quantitative terms.

K Communicating science information: This skill links directly with Critical Outcome 5and is important both in helping the learner reflect on own learning and in buildingconfidence as a person. Competence in communicating involves knowing when it isimportant to make extra effort to communicate one’s ideas or results, and choosing anappropriate means to communicate with the specified audience. In the scienceclassroom, this skill may involve learners in forms of communicating such as givingoral reports in English or other languages, writing prose text, using an art form suchas poetry or drama or comic strip, and using graphic forms such posters, diagrams, pie-charts. Communicating also involves more conventional science forms such as tables,concept maps, word-webs, graphs, making physical, constructed models, or enactedmodels such as using people to show the motion of the planets around the Sun.

Revised National Curriculum Statements Grades R–9 (Schools)

SECTION 2

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The Core Knowledge and Concepts ofthe Natural Sciences

The four strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

17

There are four strands in the Natural Scienceslearning area, each with a number of sub-strands

Strands Sub-strands

Life and Living K Life processes and healthy living

K Interactions in environments

K Biodiversity, change and continuity

Energy and Change K Energy transfer and systems

K Energy and development in South Africa

Planet Earth and BeyondK Our place in space

K Atmosphere and weather

K The changing Earth

Matter and Materials K Properties and uses of materials

K Structure, reactions and changes ofmaterials.

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Life and Living

Summary of the topics required in the NCS Core Knowledge and Concepts

Foundation Phase1. Human and animal bodies

2. What living things need

3. We depend on plants

4. Cultural diversity of foods

5. Some animals carry germs

6. Sorting plants and animals

7. Plant and animal growth

Intermediate Phase1. Photosynthesis

2. Energy, diet and digestion

3. Sense organs

4. Movement, muscles and skeleton

5. Plants and food – food chains andwebs

6. Ecosystems

7. Habitats and social patterns

8. Soil in ecosystems

9. Water in ecosystems

10. Vegetative reproduction

11. Sexual reproduction

12. Fossils in SA

Senior Phase1. Puberty

2. Fertilisation

3. Conception

4. Prevention of STD’s and HIV

5. Photosynthesis

6. Nutrition

7. Circulatory system

8. Excretion

9. Importance of water

10. Raising children and values

11. Reproductive behaviour

12. Survival adaptations

13. Food webs and ecosystems

14. Pollution

15. Decomposition and diseases

16. Heredity

17. Natural selection

18. Human variation

19. Biodiversity, classification and animals

20. Factors endangering biodiversity

21. Extinctions

22. The cell

m Refer to the following NCS pages withnumbered paragraphs to find the correspondingdetails of the above topics

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CORE KNOWLEDGE AND CONCEPTS IN LIFE AND LIVING

Life Processes andHealthy Living

Interactions inEnvironments

Biodiversity, Changeand Continuity

Unifying statement: Living things,including humans and invisiblysmall organisms, can be understoodin terms of life processes,functional units and systems.

Unifying statement: Organisms inecosystems are dependent for theirsurvival on the presence of abioticfactors and on their relationshipwith other organisms.

Unifying statement: The hugediversity of forms of life can beunderstood in terms of a history ofchange in environments and incharacteristics of plants andanimals throughout the world overmillions of years.

Foundation Phase1. Human and Animal bodies

Many of our body parts correspondto parts of animals, such as limbs,heads, eyes, ears, feet, and in manycases animals use them for thesame purposes we do.

2. What living things needAnimals and plants have similarneeds to ours, for food, water andair.

3. We depend on plantsWe depend on plants and animalsfor food, and we breed certainanimals and grow certain plants ascrops.

4. Cultural diversity of foodsWe see cultural diversity in thekinds of food people like to eat.

5. Some animals carry germsSome animals, like flies and ticks,carry germs which can makepeople sick.

6. Sorting plants and animalsThere is a large variety of plantsand animals, which haveinteresting visible differences butalso similarities, and they can begrouped by their similarities.

7. Plant and animal growthPlants and animals change as theygrow, and as the years pass, andas the seasons change.

Life and Living

The paragraphs below have been extracted from the NCS policydocuments. We have numbered each paragraph and supplied aheading for each paragraph. This makes the paragraphs easier towork with.

The paragraphs describe the knowledge and concepts the learnersmust know.

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Intermediate Phase1. PhotosynthesisGreen plants produce their ownfood and grow by using waterand substances from the air andsoil. Energy from light is neededto change these simplesubstances into food and plantmaterial. Green plants are theonly organisms that can producefood in their own bodies.2. Energy diet and digestionLiving things need food forenergy, to move, grow and torepair damage to their bodies(‘tissues’). Animals includinghumans have digestive systemsfor getting nutrients from food.Humans need a balanced dietfrom certain groups of food to behealthy.3. Sense OrgansAll living things can respond totheir environment in variousways; animals, including humans,have specialised sense organs.4. Movement, muscles andskeletonLiving things can movethemselves; animals, includinghumans, can move themselvesfrom place to place. Many speciesof animals move themselves bymeans of muscles attached tosome kind of skeleton which iseither inside or on the surface ofthe body.5. Plants and food – foodchains and websAnimals cannot make their ownfood, and so some animals eatplants for food while someanimals eat other animals. Allanimals ultimately depend ongreen plants for their food.

6. EcosystemsEcosystems are self-contained areas wherea wide variety of plant and animal specieslive and reproduce. They depend on eachother and on the non-living environment. Thelife and reproduction of all the organisms inan ecosystem depend on the continuinggrowth and reproduction of plants.7. Habitats and Social patternsOrganisms’ habitats are the places wherethey feed, hide, produce young and, in manycases, shelter the young until the younghave a better chance of survival. Animalspecies live in their habitats in a variety ofsocial patterns (such as being solitary,pairing for life, or living in packs, prides,herds, troops or colonies).8. Soil in EcosystemsEcosystems depend on soil. Soil forms bynatural processes from rock and dead plantand animal material, but it takes anextremely long time to form. Substanceswhich plants take from the soil must bereplaced to maintain fertility of the soil.(Links with soil in Planet Earth and Beyond)9. Water in EcosystemsWater plays an important role in ecosystems,sustaining both plant and animal life.Industrial, agricultural and domestic activitiesmay have a serious impact on the qualityand quantity of water available in an area.(Links with Planet Earth and Beyond)

10. Vegetative ReproductionNew plants can grow from certainparts of a parent plant. This is calledvegetative reproduction and does notneed seeds. The new plants have allthe characteristics of the parent plant.11. Sexual ReproductionSexual reproduction is the process bywhich two individual plants or animalsproduce another generation ofindividuals. The next generation’sindividuals look like the parents butalways have slight differences(‘variation’) from their parents and fromeach other.12. Fossils in South AfricaSouth Africa has a rich fossil record ofanimals and plants which lived manymillions of years ago. Many of thoseanimals and plants were different fromthe ones we see nowadays. Someplants and animals nowadays havestrong similarities to fossils of ancientplants and animals. We infer from thefossil record and other geologicalobservations that the diversity of livingthings, natural environments andclimates were different in those long-ago times. (Links with fossils in PlanetEarth and Beyond)

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Senior Phase

1. PubertyHumans go through physicalchanges as they age; pubertymeans that the body is ready forsexual reproduction.

2. FertilisationHuman reproduction begins with thefusion of sex cells from mother andfather, carrying the patterns for somecharacteristics of each.

3. ConceptionConception is followed by asequence of changes in themother’s body, and during thisperiod the future health of theunborn child can be affected.

4. Prevention of STD and HIVKnowledge of how to prevent thetransmission of sexually transmitteddiseases, including the HIVirus, mustbe followed by behaviour choices.

5. PhotosynthesisGreen plants use energy from theSun, water and carbon dioxide fromthe air to make food byphotosynthesis. This chemicalreaction is central to the survival ofall organisms living on Earth.

6. NutritionAnimals, including humans, requireprotein, fat, carbohydrates, minerals,vitamins and water. Food taken in isabsorbed into the body via theintestine. Surplus food is stored asfat or carbohydrate.

7. Circulatory SystemAnimals, including humans, have acirculatory system which includesthe heart, veins, arteries andcapillaries, and which carriesnutrients and oxygen to all parts ofthe body and removes wasteproducts. Oxygen, which is providedby the breathing system, reacts withfood substances to release energy.(Links with Energy and Change)

10. Raising children and valuesHuman reproduction is more thanconception and birth; it involvesadults raising children, whichrequires judgement and values andusually depends on the behaviour ofother people in a community andenvironment.

11. Reproductive behavioursEach species of animal hascharacteristic behaviours whichenable it to feed, find a mate, breed,raise young, live in a population ofthe same species, or escape threatsin its particular environment. Thesebehaviours have arisen over longperiods of time that the speciespopulation has been living in thesame environment.

12. Survival adaptationsAll organisms have adaptations forsurvival in their habitats (such asadaptations for maintaining theirwater balance, obtaining and eatingthe kind of food they need,reproduction, protection or escapefrom predators).

13. Food webs and EcocystemsAn ecosystem maintains numerousfood webs and competition for foodamong different individuals andpopulations. South Africa has certainecosystems which have exceptionalbiodiversity. All uses of these areasmust be based on principles ofsustainable development.

14. PollutionPollution interferes with naturalprocesses that maintain theinterdependencies and diversity ofan ecosystem.

16. HeredityOffspring of organisms differ insmall ways from their parents andgenerally from each other. This iscalled variation in a species.

17. Natural SelectionNatural selection kills thoseindividuals of a species which lackthe characteristics that would haveenabled them to survive andreproduce successfully in theirenvironment. Individuals which havecharacteristics suited to theenvironment reproduce successfullyand some of their offspring carry thesuccessful characteristics. Naturalselection is accelerated when theenvironment changes; this can leadto the extinction of species.

18. Human variationVariations in human biologicalcharacteristics such as skin colour,height, and so on, have been usedto categorise groups of people.These biological differences do notindicate differences in innateabilities of the groups concerned.Therefore, such categorisation ofgroups by biological differences isneither scientifically valid nor exact;it is a social construct.

SECTION 2

22




Senior Phase

8. ExcretionAll living things, includinghumans, have means ofeliminating waste productswhich are produced during lifeprocesses. Water plays animportant role in this process.

9. Importance of WaterWater makes up a largeproportion of all living things,and their health depends onwater passing through them invarious ways, using structures(such as kidneys, skin orstomata) which can fulfil thisfunction.

15. Decomposition and diseasesMany biological changes, includingdecomposition and recycling of matterin ecosystems and human diseases,are caused by invisibly small, quickly-reproducing organisms.

19. Biodiversity and classification ofanimals

Biodiversity enables ecosystems tosustain life and recover from changesto the environment. Loss of biodiversityseriously affects the capacity ofecosystems and the Earth, to sustainlife. Classification is a means toorganise the great diversity oforganisms and make them easier tostudy. The two main categories ofanimals are the vertebrates andinvertebrates, and among vertebratesthe five classes are amphibians, birds,fish, reptiles and mammals.

20. Factors endangering biodiversityHuman activities, such as theintroduction of alien species, habitatdestruction, population growth,pollution and over-consumption, resultin the loss of biodiversity. Thisbecomes evident when more speciesbecome endangered, or, ultimately,extinct.

21. ExtinctionsExtinctions also occur through naturalevents. Mass extinctions have occurredin the past suggesting that hugechanges to environments haveoccurred. However, these changesoccurred very slowly, compared to thefast rate at which humans can destroyplant and animal species. (Links withPlanet Earth and Beyond)

22. The CellThe cell is the basic unit of most livingthings, and an organism may beformed from one or many cells. Cellsthemselves carry on life processessuch as nutrition, respiration, excretionand reproduction, which sustain the lifeof the organism as a whole.

SECTION 2

23

Life and Living

The following pages show in detail the knowledge and concepts thatteachers can teach in order for their learners to know what isdescribed in the NCS Core Knowledge and Concepts paragraphs.

Teachers must add 30% more content from their learners’ context.The 30% is intended to link the Core Knowledge and Concepts of theNCS to the lives of the learners.

SECTION 2

24

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SECTION 2

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SECTION 2

26

Energy and Change

Summary of the topics required in the NCS Core Knowledgeand Concepts

Foundation Phase1. Energy makes us move and work

2. We need food to give us energy

Intermediate Phase1. Sources of energy

2. Energy transfer systems

3. Systems for storing energy

4. Electrical circuits

5. Energy brings about changes to substances

6. Sound Energy

7. Humans and animals get energy from plants

8. Electricity and safety

Senior Phase1. Potential energy

2. Kinetic energy

3. Systems to transfer energy

4. Energy loss from systems

5. Heat transfer

6. Energy in ecosystems

7. Light transfer, reflection and absorption

8. Forces

9. Renewable and non-renewable sources of energy

10.Energy, poverty and development

11.Electricity generation and supply

12.Energy-saving systems

13.Plants as renewable sources of energy

m Refer to the following NCS pages with numberedparagraphs to find the corresponding details ofthe above topics

SECTION 2

27

Energy Transfers and Systems Energy and Development inSouth Africa

Unifying statement: Energy is transferred throughbiological or physical systems, from energy sources.With each energy transfer, some of the energybecomes less available for our use, and therefore weneed to know how to control energy transfers.

Unifying statement: Energy is available from a limitednumber of sources, and the sustainable developmentof countries in our region depends on the wise use ofenergy sources.

Foundation Phase

1. Energy makes us move and workWhen we say we feel ‘full of energy’, we mean we feelready to move fast or do a lot of work.

2. We need food to give us energyPeople who do not have enough food or the right kind foodto eat, feel tired and lack energy.

Intermediate Phase

1. Sources of energyThere are sources of energy in nature which can beused for doing useful work; examples are wind, theSun, fire, animals’ muscles and falling water. Energysources can be dangerous but can also be used insystems which people design, such as boats,windmills, carts, cookers and turbines.

2. Energy transfer systems A system is made of two or more parts that worktogether or affect each other. Systems may be assimple as two grindstones that crush grain betweenthem, or have several parts, like an electrical circuit, orhave many parts, like an ecosystem. Systems transferenergy from one part of the system to other parts.

3. Systems for storing energyWe can design and make systems which store energy.Electric cells, stretched springs, food and chemicalswhich can react are examples of such systems.

7. Humans and animals get energy from plantsHumans and animals get energy from eating plants andfrom eating animals that ate plants. The Sun providesenergy for plants to grow and produce food. (Links with Lifeand Living)

8. Electricity and safetyEnergy from electrical sources can be dangerous and sowe need safety rules for using electricity.

Energy and Change

The paragraphs below have been extracted from the NCS policy documents.We have numbered each paragraph and supplied a heading for eachparagraph. This makes the paragraph easier to work with.

The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN ENERGY & CHANGE

SECTION 2

28


Intermediate Phase

4. Electrical CircuitsAn electrical circuit is a system. It is a path of electricalcomponents and conductors with no breaks in it, and anenergy source to make electric charges flow around theconducting path. The energy source may be cells or the‘mains’ electricity supply.The circuit transfers energy from the source to resistorssuch as: bulbs, heating-wires, solenoids or motors in thecircuit. (Links with the Technology Learning Area)

5. Energy brings about changes to substancesWhenever a substance changes by expanding,contracting, melting, evaporating, condensing orsolidifying, it means that the substance has gained orgiven away some energy. (Links with Matter andMaterials)

6. Sound energy Sound transfers energy from a vibrating body to our ears.Vibrations travel through a medium, which may be a solid,a liquid or a gas. We hear a change in the rate of vibrationas a change in pitch.

(There are no further core knowledge statements forEnergy and Development in South Africa in thisPhase.)

Senior Phase

1. Potential energyEnergy can be stored in a system as potential energy,either by the positions of the bulk parts of the system orby its particles (atoms and molecules) which have thepotential to react with each other and release energy.Examples of potential energy are the stored energy of acompressed spring or the stored energy of particles whichcould react in a fuel-and-air mixture, or in the food andbody of a living thing.

2. Kinetic energyPotential energy can be released as kinetic energy in themotion of parts of the system, either in the motion of bulkparts of the system or in the motion of particles of thesystem. Examples of the release of kinetic energy are themotion of a released spring or the faster motion of theparticles of hot gases when a fuel-air mixture burns, orthe body movement of humans and animals.Kineticenergy is transferred to parts within the system andenergy is also transferred to the system’s surroundings.When energy is transferred, it causes changes in thesystem and the system’s surroundings.

9. Renewable and non renewable sources of energyEnergy sources such as wind, sun, and water in highdams are renewable. Fuels such as coal, gas and oil arenot renewable energy sources, because they cannot bereplaced. (Links with Planet Earth and Beyond)

10. Energy , poverty and developmentDevelopment and relief of poverty depends on energysupplies, particularly electrical energy, and the systemsto deliver the energy to where it is needed.

11. Electricity generation and supplyLarge-scale electricity supply depends on generationsystems which use a few energy sources such asburning coal, nuclear reactions, burning gas and fallingwater. Use of any of these sources has environmentalimplications. For example, when coal is burned togenerate electricity, gases are produced that affect theatmosphere and local and global environments. (Linkswith Planet Earth and Beyond)

SECTION 2

29


Senior Phase

3. Systems to transfer energyThere is an unlimited number of systems which can bemade to store or transfer energy. The possible systemsinclude electrical, mechanical (including spring andfriction systems), chemical, gravitational, nuclear, solar,biomass, optical (light), acoustical (sound) and thermal(heat) systems as well as human bodies andecosystems.

4. Energy loss from systemsAll physical systems that people use (for example,appliances, vehicles and human bodies) waste some ofthe energy they receive, and the wasted energy goes toheat up the surroundings. When the energy has goneinto heating the surroundings, we can no longer use thatenergy to do work for us.

5. Heat TransferHot objects transfer energy to colder objects, until theobjects reach the same temperature. Hot objects transfertheir energy, as heat, in three ways: by conduction, byconvection and by radiation. These transfers may beuseful or wasteful. Wasteful heat transfer can becontrolled by reducing conduction, convection andradiation in a system. Similarly, useful heat transfer canbe increased by improving conduction, convection andradiation in a system.

6. Energy in ecosystemsAll organisms in an ecosystem need energy from otherparts of the ecosystem. Energy is transferred from partto part of an ecosystem and each part retains only afraction of the energy it received. (Links with Life andLiving)

7. Light transfer, reflection and absorptionLight travels away from a light-giving body until it strikesan object. The object may then absorb the light, orrefract it or reflect it. Light transfers energy to otherobjects. (Links with Life and Living)

8. Forces Objects can exert forces on each other, thereby forminga system which can store or transfer energy. They maydo so by physical contact or by forces which act througha field. Field forces are the magnetic, electric andgravitational forces. All forces act in pairs, so that if bodyA exerts a force on body B, B exerts an equal andopposite force on A.

12. Energy-saving systemsOther electricity-generation systems have smallerenvironmental impact but may cost more in the shortterm. Better design of buildings and appliances, andbetter practices in using energy, can save costs toconsumers and lessen the environmental impact ofexploiting energy sources.

13. Plants as renewable sources of energyMany people in South Africa use wood for heating andcooking. Plants such as trees can be a renewable energysource if more trees are planted and the soil is managedwell. (Links with Planet Earth and Beyond)

SECTION 2

30

Energy and Change



Energy transfers and systems

1. Sources of energy• Sources

– Wind– Sun– Fire (Fuels)– Animal Muscles– Falling water

• Dangers of sources, e.g. fire, electrical wires• Systems e.g. boats, windmills, carts, cookers, turbines,

etc• Forms of energy (movement energy, sound energy, light

energy, heat energy, electrical energy, stored energy).2. Energy transfer systems

30%

• System made of more than one part working together– Traditional systems (e.g. grindstones, catapults,

mealie stamper) – two parts– Electric circuits (simple circuits and appliances) –

several parts– Ecosystems (food pyramids and food web) –

many parts• Energy is transferred from one part to the other, e.g.

electric current, movement energy, chemical energy.

30%

3. Storing energy• Electric cells (chemical energy)• Stretched springs (elastic energy)• Food (chemical energy).

30%

Core knowledge to be taught in Energy and Change –Intermediate Phase

SECTION 2

31

4. Electrical circuits• A circuit is a system• Conducting wire – pathway for electricity• Components – parts of a circuit, e.g. light bulbs, wires,

switches, cells, resistors, solenoids, motors.• Energy transfer (movement of energy from one place to

another)• Energy transformation (energy is changed from one form

to another e.g. in a light bulb)• “Mains” electricity supply – from power station.

30%

5. Energy brings about changes to substances

• Physical changes are a result of an energy change – heating / cooling, expansion / contraction

• A phase change is also an energy change – melting,evaporation, condensation, solidifying.

30%

6. Sound energy• Sound is a vibration (it travels from a vibrating body to

our ears)• Vibration travels through solids, liquids and gases• Change in the rate of vibration – causes a change in

pitch of the sound • Faster vibration – higher pitch • Slower vibration – low pitch• We can hear high and low pitched sounds.

30%

Energy and development in South Africa

7. Energy (Plants and Animals)• Plants get energy from sunlight• Animals and people get energy from plants • Food chains• Food availability.

30%

8. Electricity and Safety• Dangers from “mains” electricity supply – power lines,

substations, faulty plugs.• Correct use of “mains” supply• Consequences of incorrect use – shocks, burns, fires.• Safety rules.

30%

SECTION 2

32

Foundation Phase1. Observing the sky

2. Observing, recording and predicting theweather

3. Observing and investigating soil androcks

Intermediate Phase1. Earth’s rotation – day and night

2. Phases of the Moon and culturaltraditions

3. Star patterns and cultural traditions

4. Measuring changes in the weather

5. Annual and seasonal changes in theweather

6. The water cycle

7. Continents, oceans and polar ice caps

8. Rocks, soils, water and air

9. Erosion and deposition, and landforms

10. Igneous, sedimentary andmetamorphic rocks

11. Soils and their properties

12. Fossils

13. Water resources

Senior Phase1. The Earth and Solar System

2. Movement of the Earth and Moon

3. Gravity

4. Sun as a source of energy

5. Space Exploration and telescopes

6. Atmosphere, hydrosphere,lithosphere and biosphere

7. Climatic regions

8. Composition of the atmosphere

9. Role of the atmosphere in regulatingEarth’s temperature

10. Effects of human activities onatmosphere

11. Layers of the Earth

12. Continental drift and geological events

13. Formation of the crust and landforms

14. SA’s fossil record

15. Formation of fossil fuels

16. Mining

Planet Earth and Beyond

Summary of the topics as required in the NCS Core Knowledge and Concepts

m Refer to the following NCS pages withnumbered paragraphs to find thecorresponding details of the above topics

SECTION 2

33


The paragraphs below have been extracted from the NCS policydocuments. We have numbered each paragraph and supplied aheading for each paragraph. This makes the paragraphs easier towork with.

The paragraphs describe the knowledge and concepts the learnersmust know.

Our Place in Space Atmosphere andWeather

The Changing Earth

Unifying statement: Our planet isa small part of a vast solarsystem in an immense galaxy.

Unifying statement: Theatmosphere is a system whichinteracts with the land, lakesand oceans and which transfersenergy and water from place toplace.

Unifying statement: The Earth iscomposed of materials which arecontinually being changed byforces on and under the surface.

Foundation Phase

1. Observing the skyMany different objects can beobserved in the sky. Examples arebirds, clouds, aeroplanes, the Sun,stars, the Moon, planets andsatellites. All these objects haveproperties, locations andmovements that can be investigatedwith a view to determining patterns,relationships and trends.

2. Observing, recording andpredicting the weatherWeather changes from day to day inways that can be recorded andsometimes predicted. There areoccasional unusual weather eventslike storms, floods or tornadoswhich impact on people’s lives.

3. Observing and investigating soiland rocks Soil and rocks vary in appearanceand texture from place to place. Byinvestigation, learners can find outthat some soils erode more easilythan others do, while some soiltypes support plant life better thanothers. They could investigate whatsome of the factors involved mightbe.

CORE KNOWLEDGE AND CONCEPTS IN PLANET EARTH AND BEYOND

SECTION 2

34

Our Place inSpace

Atmosphere andWeather

The Changing Earth

Intermediate Phase

1. Earth’s rotation – day andnightDay and night may beexplained by the rotation of theEarth on its own axis as itcircles the Sun.

2. Phases of the Moon andcultural traditions The Moon’s apparent shapechanges in a predictable wayand these changes may beexplained by its motion relativeto the Earth and Sun. Manycultural traditions and specialoccasions are related to theshape or position of the Moon.

3. Star patterns and culturaltraditionsThe stars’ apparent positionsin relation to each other do notchange, but the nightlyposition of the star pattern asa whole changes slowly overthe course of a year. Manycultures recognise and nameparticular star patterns, andhave used them for navigationor calendars.

4. Measuring changes in theweatherWeather may change from dayto day. Weather can bedescribed by measurablequantities, such as temperature,wind direction and speed, andprecipitation.

5. Annual and seasonalchanges in the weather Other changes take longer tooccur. An example of this type ofmedium-term change is annualseasonal changes, which maybe described in terms ofchanges in rainfall, averagewind direction, length of day ornight and average maximumand minimum temperatures.

6. The water cycleWater changes its form as itmoves in a cycle between thehydrosphere, atmosphere andlithosphere in what is known asthe ‘water cycle’.

7. Continents, oceans and polarice capsMost of planet Earth is coveredby water in the oceans. A smallportion of the planet is coveredby land that is separated intocontinents. At the poles thereare ice caps. Only a smallamount of the water is availablefor living things on land to useand only a small portion of theland is easily habitable byhumans.

8. Rocks, soils, water and airEarth materials are solid rocks and soils,water, and the gases of the atmosphere.

9. Erosion, deposition and landformsErosion of the land creates the landforms thatwe see and also results in the deposition ofrock particles that may be lithified to formsedimentary rocks.Erosion and deposition can be very slow andgradual or it can occur in short catastrophicevents like floods.

10. Igneous, sedimentary and metamorphicrocksRocks may be classified into igneous,sedimentary and metamorphic types. Thisclassification is based on the origins andhistory of the rocks.

11. Soils and their propertiesSoil consists of weathered rocks anddecomposed organic material from deadplants, animals, and bacteria. Soil forms bynatural processes, but it takes an extremelylong time to form. Soils have properties ofcolour and texture, capacity to retain water,and ability to support the growth of manykinds of plants, including those in our foodsupply. (Links with Life and Living)

12. Fossils Fossils are the remains of life forms that havebeen preserved in stone. Fossils are evidencethat life, climates and environments in thepast were very different from those of today.(Links with Life and Living)

13. Water resourcesThe quality of water resources is determinedby the quality of the catchment area. Propercare and management of catchment areasand water resources is essential, and factorsaffecting the quality of water resources andcatchment areas may be investigated. (Linkswith Life and Living)

SECTION 2

35

Our Place in SpaceAtmosphere andWeather

The Changing Earth

Senior Phase

1. The Earth and solar systemThe Earth is the third planet fromthe Sun in a system that includesthe Moon, the Sun, eight otherplanets and their moons, andsmaller objects, such as asteroidsand comets.The Sun, an average star, is thecentral and largest body in the solarsystem.

2. Movement of the Earth and MoonMost objects in the solar system arein regular and predictable motion.The motions of the Earth and Moonexplain such phenomena as the day,the year, phases of the Moon, andeclipses.

3. GravityGravity is the force that keepsplanets in orbit around the Sun andgoverns the rest of the motion in thesolar system. Gravity alone holds usto the Earth’s surface.

6. Atmosphere, hydrosphere,lithosphere and biosphereThe outer layers of the Earth are theatmosphere, the hydrosphere andthe lithosphere. We live in thebiosphere, which is where all theselayers interact to support life.

7. Climatic regions Climate varies in different parts ofthe globe. It tends to be cold in thepolar regions and hot in the tropics.Different types of plants andanimals are adapted to living indifferent climatic regions. (Linkswith Life and Living)

8. Composition of the atmosphereThe atmosphere is a mixture ofnitrogen and oxygen in fairlyconstant proportions, and smallquantities of other gases thatinclude water vapour. Theatmosphere has different propertiesat different elevations.

11.Layers of the EarthThe planet Earth has a layeredstructure, with a lithosphere, a hot,convecting mantle and a dense,metallic core.

12.Continental drift and geologicalevents Lithospheric plates larger than somecontinents constantly move at ratesof centimetres per year, in responseto movements in the mantle. Majorgeological events, such asEarthquakes, volcanic eruptions andmountain building, result from theseplate motions.

13.Formation of the crust andlandformsLandforms are the result of acombination of constructive anddestructive forces.Constructive forces include crustaldeformation, volcanic eruption, anddeposition of sediment, whiledestructive forces includeweathering and erosion.

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Our Place in SpaceAtmosphere andWeather

The Changing Earth

Senior Phase

4. Sun as a source of energyThe Sun is the major source ofenergy for phenomena on theEarth’s surface, such as growth ofplants, winds, ocean currents, andthe water cycle.

5. Space exploration andtelescopesSpace exploration programmesinvolve international collaboration inthe use of Earth-based telescopes(such as SALT in South Africa) andtelescopes in orbit. Roboticspacecraft travel long distances tosend back data about the planetsand other bodies in our solarsystem, and research is being doneon ways to send people toinvestigate the planet Mars.

9. Role of the atmosphere inregulating Earth’s temperatureThe atmosphere protects the Earthfrom harmful radiation and frommost objects from outer space thatwould otherwise strike the Earth’ssurface. The atmosphere is the mostimportant factor in keeping theEarth’s surface temperature fromfalling too low or rising too high tosustain life.

10. Effects of human activities onatmosphereHuman activities and natural eventscan slightly change the compositionand temperature of the atmosphere.Some effects of these smallchanges may be changes in annualweather patterns and long-termchanges in rainfall and climate.

14. SA’s fossil recordMany of the organisms in SouthAfrica’s fossil record cannot beeasily classified into groups oforganisms alive today, and some arefound in places where present-dayconditions would not be suitable forthem. This is evidence that life andconditions on the surface of Earthhave changed through time. (Linkswith Life and Living)

15. Formation of Fossil fuelsFossil fuels such as coal, gas and oilare the remains of plants andanimals that were buried andfossilised at high pressures. Thesefuels are not renewable in ourlifetimes. (Links with Energy andChange)

16. Mining Mining is a major industry in SouthAfrica, with local examples in all thenine provinces. It is important interms of the supply of coal forenergy, essential raw materials forother industries, employment andearnings for the country. A greatnumber of other industries dependon the mining industry. Legislationcontrols mining, with regard tosafety and environmental effects.

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SECTION 2

38

Our place in space1. Earth’s rotation – day and night• Day and night• Rotation of the Earth around own axis• Rotation of the Earth in relation to the Sun.

30%

2. Phases of the Moon and cultural traditions• Phases of the Moon• Movement of the Earth around the Sun• Movement of the Moon around the Earth• The Moon reflects the Sun’s light and we see it on Earth• Cultural traditions and beliefs• The Moon’s position in relation to the Sun and Earth.

30%

3. Star patterns and cultural traditions• Position of stars• Star patterns – constellations• Using stars to find own position e.g. Southern Cross• Cultural stories about stars• Navigation• Calendars.

30%

Atmosphere and weather

4. Measuring changes in the weather• Describe by measuring quantities.

– Temperature, Wind, Rainfall• Predicting changes from day to day.

30%

5. Annual and seasonal changes in the weather• Seasons caused by

– movement of the Earth around the Sun– tilt of the Earth’s axis

• Seasons – Opposite in different hemispheres. Seasons don’t change too much at equator• Weather – Long term and seasonal changes in weather

– Temperatures min/max– Rainfall– Wind direction– Weather chart

• Effects of different weather.

30%

6. The water cycle • Water cycles between the following layers of the Earth:

– Atmosphere – the air around planet Earth – Lithosphere – the rocks and soil of planet Earth– Hydrosphere – the water and ice of planet Earth

• Processes in the water cycle: Evaporation,Condensation, Precipitation.

30%

Core knowledge to be taught in Planet Earth and Beyond – Intermediate Phase

7. Continents, oceans and polar ice caps• Large portion of Earth is ocean• Small portion of land (continents)• Ice caps at poles• Small amount of fresh water for living• Small amount of land for humans (habitable).

30%

The changing Earth

8. Rocks, soil, water and air• Earth’s materials are solids, liquids and gases• Solid rocks and soil• Water• Gases (nitrogen, oxygen and carbon dioxide).

30%

9. Erosion, deposition and landforms• Erosion as a result of weathering by

– Wind– Water– Human/ animals

• Deposition of rock particles• Floods• Rivers, vleis (estuaries), mountains, lakes, hills, valleys, waterfalls,

etc.

30%

10. Igneous, sedimentary and metamorphic rocks• Classification of rocks

– Igneous – rocks from volcanoes– Sedimentary – deposited in layers and pressed– Metamorphic – changed by pressure and heat

• Origins and history of rocks.

30%

11. Soils and their properties• Soil comes from rock• Soil is made of particles – clay, silt and sand • Types of soil – Clayey soil, sandy soil, Loam soil• Loam soil is a mixture of sand, silt and clay and humus• Humus enriches the soil• Air and water in soil• Properties of soil – appearance, texture, water-holding capacity.

30%

12. Fossils• Remains of plants & animals in rocks• Formed in sedimentary rock• Proof of different forms of life in the past.

30%

13. Water resources• Catchment areas – mountains, rivers, dams, lakes, wetlands • Quality of water in catchment area• Factors that influence water resources – pollution• Proper care and management of catchment area.

30%

SECTION 2

39

SECTION 2

40

Matter and Materials

Summary of the topics required in the NCS Core Knowledge and Concepts


Foundation Phase1. Sorting materials according to their different properties

2. Mixing different substances

Intermediate Phase1. Boiling and melting points of different substances

2. Materials, their properties, and classifying them

3. Metals, ceramics, polymers and composite materials

4. Temporary and permanent changes to materials

5. Changes brought about by heating

6. Dissolving – factors that affect the speed of dissolving

Senior Phase1. Different states of matter and their properties

2. Absorption and radiation by different surfaces

3. Magnetism and electrical charging

4. Conductors and resistors

5. Separating and purifying mixtures

6. Oxygen, carbon dioxide and hydrogen – properties reactions andcommercial uses

7. Extraction of raw materials

8. Processing and producing raw materials – effect on theenvironment

9. Particle model of matter

10.Acids and bases, reaction of acids

11.Energy in chemical reactions

12.Atoms, elements and compounds

13.Reactions with Oxygen

14.Cellular Respiration

m Refer to the following NCSpages with numberedparagraphs to find the corresponding details of theabove topics

SECTION 2

41


The paragraphs below have been extracted from the NCS policydocuments. We have numbered each paragraph and supplied aheading for each paragraph. This makes the paragraphs easier to workwith.The paragraphs describe the knowledge and concepts the learnersmust know.

Properties and Uses of MaterialsStructure, Reactions andChanges of Materials

Unifying statement: We can classify materials by theirproperties, in order to establish types and patterns.Properties determine the selection of materials forparticular uses.

Unifying statement: We can modify materials in wayswe choose, through our understanding of theirsub-structure.

Foundation Phase

1. Sorting materials according to their differentpropertiesMaterials have different properties such as texture, colour,strength and heaviness, and can be classified by theseproperties. We make things with materials which have theproperties we want.

2. Mixing different substancesSubstances can be mixed and sometimes changes canbe seen, such as the dissolving of a solid, or newcolours when food colourings/paints are mixed.

Intermediate Phase

1. Boiling and melting points of different substancesPure substances have melting temperatures and boilingtemperatures which are characteristic for each substance,and help us to identify the substance.

2. Materials, their properties and classifying themMaterials are evaluated and classified by their properties(such as hardness, flexibility, thermal conductivity orinsulation, electrical conductivity or insulation whetherthey can be magnetised, solubility and rusting).

3. Metals, ceramics, polymers and composite materialsMajor classes of materials are metals, ceramics (includingglasses) and polymers (including plastics and fibres).Composite materials combine the properties of two ormore materials.

4. Temporary and permanent changes to materialsSome changes to materials are temporary but otherchanges are permanent.

5. Changes brought about by heatingSubstances change when they receive or lose energyas heat. These changes include contraction andexpansion, melting, evaporation, condensation andsolidification. (Links with Energy and Change)

6. Dissolving-factors that affect the speed ofdissolvingThe dissolving of a substance in a solvent depends onvariables which affect the rate of dissolving.

CORE KNOWLEDGE AND CONCEPTS IN MATTER AND MATERIALS

SECTION 2

42

Properties and Uses of MaterialsStructure, Reactions andChanges of Materials

Senior Phase

1. Different states of matter and their propertiesSubstances in different states (‘phases’) have distinct propertiessuch as crystalline structures, or compressibility/incompressibility,or tendency to diffuse.

2. Absorption and radiation by different surfacesDark-coloured surfaces get hotter than light-coloured surfaceswhen exposed to radiating sources of energy like the Sun. Dark-coloured objects radiate their energy as heat more readily thanshiny light-coloured objects. (Links with Energy and Change)

3. Magnetism and electrical chargingSome materials are magnetised by electric currents or magnets.Some materials can be electrically changed by rubbing them witha different material. (Links with Energy and Change)

4. Conductors and resistorsSome conductors and circuit components reduce the current in anelectric circuit to a significant extent and are called resistors.Resistors can be selected or designed to control currents.

5. Separating and purifying mixturesA pure substance cannot be separated into different substanceswhile a mixture can be separated usually by physical means.Differences in properties can be used to separate mixtures ofdifferent substances (by methods such as filtration, distillation,evaporation, chromatography or magnetism). (Links with Matterand Materials)

6. Oxygen, carbon dioxide and hydrogen – properties reactionsand commercial usesSpecific gases may be separated from the air or produced inreactions, and have many uses in industry and other sectors of theeconomy. Oxygen, hydrogen and carbon dioxide have characteristicproperties and reactions by which we can identify them.

7. Extraction of raw materialsExtracting useful materials from raw materials depends onchemical reactions and methods of separation.

8. Processing and producing raw materials – effect on theenvironmentRaw materials, from which processed materials are made, must bemined, grown or imported from other countries. Raw materials thatare mined are non-renewable and mining has environmental costs.Growing raw materials involves choices about the use of arableland and water catchment areas

9. Particle model of matterA particle model of matter can explain physicalchanges of substances such as melting,evaporation, condensation, solidification,diffusion and heating by conduction.

10.Acids and bases, reaction of acidsMany household substances are acidic or basic.Indicators are substances that react with acidsand soluble bases to produce products thathave distinctive colours. Acids and basesneutralise one another to form salts. Acids havecharacteristic reactions with metals, metaloxides, hydroxides and carbonates.

11.Energy in chemical reactions Many chemical reactions need some energy toget started; many chemical reactions give offenergy as they happen.

12.Atoms, elements and compounds Elements are made of just one kind of atom,whereas compounds are made of two or morekinds of atoms in fixed proportions. Elementsmay react to form compounds, and compoundsmay be decomposed into their elements. Energyinput is needed to break a compound into itselements, whereas energy is given out whenelements react to form a compound.

13.Reactions with OxygenOxygen has characteristic reactions with metalsand non-metals, forming oxides. Some of theseoxides dissolve in water to form acidic oralkaline solutions. Some metals react morereadily with oxygen than other metals. Corrosionof iron is an economically important reactionwhich can be prevented through anunderstanding of the reactions between iron,water and oxygen.

14.Cellular RespirationThe reaction of oxygen with food releasesenergy in the cells of living things. (Links withLife and Living)

SECTION 2

43




SECTION 2

44

Core knowledge to be taught in Matter and Materials – Intermediate Phase

Properties and uses of materials

1. Boiling and Melting Points• Find boiling points of: water, Coca-Cola, orange juice etc.

Record temperature and draw graphs• Boiling and melting points of pure substances, e.g.

Water, iron, sulphur, salt, diamond etc • Boiling and melting points are properties of a substance.

30%

2. Properties of materials• Classification of Materials• Testing different materials • Describing properties

– Hard or Flexible – Insulator or Conductor– Thermal/Electrical– Soluble or insoluble– It rusts or is rust-proof.

30%

3. Classes of Materials• Name describe and classify materials• Raw materials (clay, stone, sand, plant and animal

material, oil, etc)• Classes of materials (ceramics and glass); Polymers

(plastics and fibres).

30%

SECTION 2

45

Structures, reactions and changes of materials

4. Permanent and temporary changes• Permanent – burning, decomposition, firing, chemical

reactions• Temporary – change phase, melting, dissolving, bending,

etc, e.g. chocolate, jelly, wax, dissolving salt, sugar etc.

30%

5. Changes brought about by heating and cooling• Expansion e.g. heating bottle top to unscrew it, water

expands as it freezes etc• Contraction e.g. cake cooling and contracting in baking

tin• Phase changes

– Melting– Evaporation– Solidification– Condensation.

30%

6. Dissolving • Soluble and insoluble (mixture, solution, solvent, solute)• Variables that affect rate of dissolving (size of particles,

temperature of water, amount of solute and solvent,stirring and shaking)

• Crystallization.

30%

SECTION 3

46

Developing Learning Programmesand Work Schedules (phase andgrade plans)

Information about the Learning Programme (phase plan) . . . . . . . . . . . . .47

Format for a Learning Programme for one term . . . . . . . . . . . . . . . . . . . . .48

Information about the Work Schedule (grade plan) . . . . . . . . . . . . . . . . . .50

Format for a Work Schedule for one term . . . . . . . . . . . . . . . . . . . . . . . . . .51

47

The Learning Programme (phase plan)

OrganisationIdeally all the teachers in a phase should sit together to develop thephase plan.

Purpose of the Learning Programme (phase plan)To select outcomes and content to teach for grades 4-6 for a focusstrand.

Important checkpointsThe phase plan must show:

Outcomes K All three Natural Sciences Learning Outcomes are being worked on

throughout each year and through the phase.

K The outcomes and Assessment Standards selected are matchedwith suitable content so that the outcomes can be achieved.

Core knowledge and conceptsK Teachers make a suitable selection of content, from the statements

in the NCS, for each grade.

K The selection of content forms a logical sequence that builds theknowledge and concepts from grade 4 through to grade 6.

IntegrationK The phase plan can be integrated with other strands in the Natural

Sciences, and with other Learning Areas.

DurationK The phase plan should encompass enough work for a whole phase.

(You have to give equal time to each strand. This means you haveto have a term’s worth of work for each strand in each year overthree years).

SECTION 3

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SECTION 3

49

SECTION 3

50

The Work Schedule (grade plan)

OrganisationIdeally groups of teachers from the same grade should sit together todevelop the grade plan from the phase plan.

Purpose of the grade planTo make a detailed plan from week to week showing what will betaught in each grade for a focus strand.

Important checkpointsThe grade plan must show:

OutcomesK All three Natural Sciences Learning Outcomes are being worked on

throughout the term. The Learning Outcomes and AssessmentStandards to be worked on must be shown.

K The outcomes and Assessment Standards selected are matchedwith suitable content so that the outcomes can be achieved.

Core knowledge and conceptsK The work to be done must follow a logical teaching sequence

week by week. The duration must be specified.

K The topics to be taught must form a logical sequence that buildsthe knowledge and concepts through the grade.

K The resources to be used are specified.

IntegrationK The integration with other strands and Learning Areas is specified.

AssessmentK The times when the assessment tasks will be done are identified.

K The form of the assessment tasks is specified.

SECTION 3

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Example format

Grade Work Schedule (one for each term)

Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grade . . . .Term . . . . .

Focus Knowledge Strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Weekor date LO1 LO2 LO3 Sequence of topics

to be taught Resources

AS AS AS

Para

No.o

nNC

S

Inte

grat

ion

Form

ofas

sess

men

t

Scie

ntifi

cin

vest

igat

ions

Cons

truc

ting

scie

nce

know

ledg

e

Scie

nce,

soci

ety

and

the

Envi

ronm

ent

m See an example of a Work Schedule for Natural Sciences from page 104

SECTION 4

Developing Lesson Plans,Assessment Tasks and AssessmentCriteriaExample formatsLesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Assessment Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Assessment Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

yes, but your teachinghas to provide learnerswith enough input from

the assessmentstandards before you

expect output from thelearners.

oh! it is much easier to planmy assessment while i plan my

lessons.

52

We plan lessons, assessment tasks and criteria at the same time

Lesson plans, assessment tasks and assessment criteria

53

OrganisationIdeally teachers should work together todevelop and share their lesson plans,assessment tasks and criteria.

Purpose of the lesson plans,assessment tasks and criteriaK To think through how and what you

will teach and assess, in advance.

K To write down your plans so that youcan improve on them for next time.

K To have plans that can be shared withothers and passed on to those who willteach after you.

K To provide plans that link the sameLearning Outcomes and concepts fromthe lesson plans, through to theassessment tasks and finally through tothe assessment criteria.

Lesson planImportant checkpoints K Learning Area and Grade are specified.

K Suitable topic taken from the gradeplan.

K Suitable duration of lesson(s).

K Science knowledge and concepts to betaught are unpacked into a mind mapor list.

K There is a full description of thelearning experience includingintroduction, science knowledge,learning tasks and consolidation.

K Suitable lesson support for learners withbarriers, and also enrichment.

K A place to write a reflection afterteaching the lesson as well as notes forthe future.

K The lesson should challenge the learners.

K The lesson should be of a suitable level,depth and quality for learners in thisgrade.

K The teacher should use suitable LOs, ASsand concepts from the NCS to plan thelesson so that the required skills andknowledge are taught.

K Use the Assessment Standards and CoreKnowledge and Concepts to plan yourlessons. The lessons must provide ateaching process that ensures thatlearners acquire the necessaryknowledge and skills.

K When we assess learners we requirethem to show evidence of what they know and what skills they have acquired.

K Learners learn in different ways. It istherefore important to provide learnerswith different ways or approaches tolearning. We also need to providedifferent ways in which they cancommunicate their learning. (See “Multiple intelligences” and “The Big 8” page 65)

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Example formatLesson plan

Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade . . . . . . . . Duration . . . . . . . . . . . . . . . . . . . . .

Learning Area/s . . . . . . . . . . . . . . . . . .Focus strand . . . . . . . . . . . . . . . . . . . .

Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LO(s): . . . . . . . Assessment Standard . . . . . . . . . . . . Integration

Key skills in assessment standard/s

Science knowledge to be taught Concepts to be builtm Physical structuresm Biological structuresm Chemical structuresm Properties of matterm Properties materialsm Energy transferm Energy transformationm Chemical transformationm Physical transformationm Evolutionm Sustainabilitym Relative positionm Relative movementm Measurable quantitiesm Timem Interdependencem Diversity

Description of learning experience(Introduction, knowledge input, learning tasks, consolidation)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

m See examples of lesson plans for Grades 4, 5 and 6 from page 106

SECTION 4

Lesson support • Learners with barriers (e.g. differentiated tasks, etc.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Enrichment

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Teacher’s reflection after the lesson (What to change and improve in the future)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Process Skills Resources

m Observingm Comparingm Measuringm Recording informationm Sortingm Classifyingm Predictingm Raising questionsm Planning investigationsm Conducting investigationsm Communicating information

55

SECTION 4

56

Assessment Tasks

Important checkpointsK The assessment task should be in line with the chosen Learning

Outcomes (LOs) and Assessment Standards (ASs).

K The form of assessment and mode of communication should beidentified.

K The core knowledge and concepts of the assessment task mustrelate to that of the learning experience.

K The instructions of the task should be clear and should include aninstruction to aim for excellence.

K There should be differentiated tasks for learners with barriers (ifnecessary).

K The task should challenge the learners sufficiently. It should also beof an appropriate level and depth for the learners in this grade.

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Example format

Assessment TaskTeacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade and class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Area/s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Focus Strand . . . . . . . . . . . . . . . . . . .

LO/s: . . . . . . . . . . . AS/s . . . . . . . . . . .

Topic/Title of task . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Instructions

TO EARN 80% OR MORE

Learners with barriers

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Assessment Criteria

Important checkpoints

The assessment criteria should:

K Be in line with the skills, Learning Outcomes and AssessmentStandards of the assessment task.

K Be contexualised in line with the content of the assessment task.

K Be appropriate to the form of assessment and the mode ofcommunication (form of assessment is presentation of the task andthe mode of communication is eg speaking, drawing etc.).

K Provide differentiated criteria for learners with barriers tolearning.

K Challenge the learners and be appropriate to the level, grade andcontext of the learners.

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Example formatAssessment toolAssessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . .

Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class . . . . . . . . . . . . .

Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO . . . . . . . . . . . AS/s . . . . . . . . .

Assessment task Yes/No (tick if done,

cross if not done)

Assessment criteria

To earn 80% or more

Criteria for learners with barriers

Reporting Code

1/2/3/4

Comments

Codes and percentages for recording (Grade R – 6)Rating Code Percentages Description of competence4 70–100 Outstanding or excellent achievement3 50–69 Satisfactory achievement2 35–49 Partial achievement1 1–34 Not achieved

Forms of assessment Modes of communication for assessment task

Assessor / Evaluatorm Projectm Assignmentm Translation tasksm Tests and exams

Etc

m Acting outm Speakingm Drawingm Modelsm Doing science practical workm Working for the environmentm Doing calculationsm Writing

m Educatorm Selfm Peerm Another Educatorm Outside expertm Class panel

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Resources for developing lessons,assessment tasks and criteria

Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

A developmental assessment process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

The big 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Developing criteria for Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Forms of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

A language-rich classroom and strategies for developing languagein the science classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

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5. Record the codesonto a class list underthe outcomes assessed.

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A developmental assessment processThe following pages take you through a developmental assessmentprocess in which you will develop criteria for your assessment tasksand their different modes of communication. You will also take intoaccount the language and developmental level of your learners. Youwill also see how to keep records of your assessment.

1. Use the Outcomes and AssessmentStandards to develop teaching andAssessment Tasks.

7. Transfer the code onto thelearners’ Report Cards.

A developmental assessment process

1

2

3

4

5

6

7

4. Also use the criteria and national codesto translate the learners’ performanceinto a code.

6. Analyse the results and decide on furtherintervention if necessary. Provide anotheropportunity for assessment if necessary.

2. Develop criteria to assess thetask. These criteria should becontextualised to the task.

3. Use the criteria to assessthe learners’ work andto give them feedback.

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Multiple IntelligencesHoward Gardner, a Harvard University psychologist, identified sevendifferent kinds of learning styles.

It is useful to be aware of these kinds of intelligences because we oftenwonder why some learners learn mathematics more easily than others,why some can draw well and some can speak or act easily.

Knowing about these multiple intelligences can help teachers to thinkof different ways in which learners can communicate what they knowand can do.

The seven intelligencesproposed by GardnerK Linguistic intelligence (being able to

use language well)

K Logical-mathematical intelligence(being able to think logically)

K Visual-spatial intelligence (being ableto think in images and pictures

K Bodily-kinesthetic intelligence (learningthrough physical sensations)

K Musical intelligence

K “Intra-personal’ intelligence (tounderstand one’s thoughts and feelingsand to use this in directing your ownlife)

K Naturalistic intelligence (to think aboutanimals, clouds, rocks, stars and othernatural phenomena)

m When we notice learners who are stronger inone or more of the intelligences we should tryto help them to develop and become strong atother intelligences as well.

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The Big 8

Useful forms or modes of communication for assessmentIn order for us to assess learners’ progress, they will have to communicate what theyknow and can do. There are a number of different forms of communication that theycan use to do this.

Here are eight common forms or modes of communication, which are useful in science.They reflect the different ways of learning (from Gardner’s Multiple Intelligences) andalso different ways of communicating.

Acting outShowing with your body by miming or gesturing ordramatising, etc

SpeakingTalking, singing, oral reports, explanations, discussion,description, role play, speeches, debates, etc

DrawingCharts, graphs, diagram, maps, plans, etc

ModelsMaking or constructing things from different materials

Doing science practical workUsing a thermometer correctly, measuring, carrying outa procedure, making crystals, filtering dirty water, usinga microscope, etc

Working in the environmentLooking after plants and animals, cleaning up theschool grounds, making compost, growing a foodgarden, going on field trips and outings in theenvironment, etc

WritingWriting a sentence, paragraph, poem, letter, dialogue,summary, report, explanation, conclusion, comparison,etc

CalculationsCalculating area, volume, average temperature over aweek, how much electricity is used over a month, howmuch water the family uses per day, etc

SECTION 5

Assessment TasksOutcomes-based education (OBE) requires us to assess learners as partof our everyday classroom practice. So when we plan learningexperiences for our learners, we have to plan our assessment tasks atthe same time.

An Assessment Task brings together two things

Firstly, the task must allow learners to provide evidence that they havegained a certain attitude or knowledge or skill in line with the learningoutcomes developed in the lesson. Secondly, learners will have tocommunicate this in a certain form or mode, for example by speakingor by writing.

How to develop an Assessment TaskThe example below shows how to develop an assessment task aboutsequencing the life cycle of a butterfly.

For successful completion of the task above, thelearners must meet these assessment criteria:

K There must be a heading about the life cycle

K Each stage must be clearly and correctly drawnand labelled, i.e. egg, larva, pupa and adult

K The processes must be labelled using key wordssuch as: hatch, lay eggs, spin a cocoon, emergefrom the cocoon, feed, grow bigger, change, etc

K The drawing must be in the form of a cycle

K The stages must be in the correct sequence.

Some criteria refer to the content part and some to thecommunication skill part.

Contenteg correct knowledge of stages

and processes in the life cycle ofa butterfly

Assessment taskK Draw a picture of the life cycle of a butterfly.

K Show the correct sequence of stages and processes.

K Label your picture.

Bring these together todevelop an assessment

task

Mode ofcommunication eg draw and label

Grade 6 LO2Assessment Standard (AS) 3:Interprets information by using alternative forms of the same information

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Assessing a product or a process

Assessing a productSome tasks result in the learners producing something such as aparagraph of writing, or a model or a drawing. These are called theproducts of the Assessment Task. We can take these products andassess them.

Assessing a processHowever some tasks do not resultin a product but rather inprocesses. For example, using athermometer to measure thetemperature is a process.Carrying out a procedure is also aprocess. You will have to assessthis by watching what thelearner is doing whilst he or sheis measuring or carrying out theprocedure, and assess whethers/he is doing it correctly and withconfidence.

This is the moment where yougive the learners immediatefeedback so that they can correcttheir mistakes and feelencouraged. Then they can tryagain if necessary.

that’s right, nandi. your eye must be level with the surface

to get an accurate reading.

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Developing criteria for Assessment TasksIn the following section we have provided examples of assessment tasksand criteria. These tasks are examples of the everyday tasks that areassessed, and will build up the learner’s competence in small ways untilthey reach the level of the Assessment Standards for each outcome.

The modes of communication which follow can be used to assess any ofthe LOs.

hmm. how do i writecriteria for thisassessment task?

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Acting out

Drama, role play, dialogue, play, mime, gestures, acting out,whole body movements, etc

Descriptions that apply to acting out

K Relevant to the topic – show correct understanding of the scienceknowledge and concepts

K Talks clearly (in the language of choice)

K Spontaneous

K Makes sense

K Creative / innovative

K Uses dialect of the community

K Uses appropriate body language, movements and expressions

K Costumes

K Stage scenery

K Original / own effort

Etc

Examples of contextualised criteria developed from descriptors above

should we letlearners make thestage scenery?

LO2

Assessment TaskDescribe how the nine planets move around the Sun and act out how they move in their

own orbits. You must dress to show the Sun and planets clearly

CriteriaLearners must move in the following way

3 Rotate and revolve at the same time around the Sun

3 Each ‘planet’ or child stays in his/her own orbit

3 Planets are in the correct order or position from the Sun

3 Children hold name cards or wear costumes to represent their planet.

not this year –let’s concentrateon movement and

costume.

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Speaking

Telling, singing, oral reports, discussions, explanations,describing a process, dialogues, role play, speeches, debates,etcDescriptors that apply to speaking


K Speaks audibly

K Speaks freely / openly / spontaneously(in the language of choice)

K Makes sense

K Speaks logically

K Uses keywords (in English)

K Uses eye contact

K Uses dialect of the community

K Uses body language / expressions

K Presentation

K Creativity/initiative

Etc

.

Examples of contextualised criteria developedfrom descriptors above

LO1

Assessment TaskInvestigate the best way to make dirty water clean again. Explain the steps

you used to make the water clean again.

Criteria

3 Speak clearly, audibly and must make sense

3 Explain the method of making water clean (Explain all the steps correctlyand in detail)

3 Use relevant key words such as: dirty, clean, filter, solute, solvent

3 Use eye contact and relevant gestures.

yes, i’ve gotflashcards inisixhosa and

english to helplearners

shall we use abilingualapproach?

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Drawing

Charts, graphs, diagrams, maps, plans, directions, posters,illustrations, etcDescriptors that apply to drawing

K Relevant to the topic – show correct understanding of the science knowledge and concepts

K Heading

K Represents the object

K Clear lines

K Relevant labels

K Appropriate measurements (e.g. maths,technology, geography, etc)

K Scale / proportion

K Creativity / initiative

K Own effort

K Presentation

K Colour (if possible)

K Key

K Graph (suitable scale, heading, axes labelled, points correctly plotted)

Etc


LO2

Assessment taskRead about the layers which make up the inside of the Earth.Draw and label a diagram to describe the inside of the Earth. Show the

thickness and the positions of the layers. Name the layers.

Criteria

3 Write a suitable heading for the diagram

3 Draw clear lines showing the crust, mantle, outer core and innercore correctly (and their relative thickness and proportion)

3 Colour the different layers

3 Label the crust, mantle, outer core and inner core correctly.

some of my learnersalready know the

words for the labels.

i write themon the board

anyway.

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Models

Making or constructing things from different materials, etcDescriptors that apply to models


K Represents the object

K Scale/proportion

K Labels (in English)

K Colour

K Key

K Explanations (paragraph)

K According to specifications(e.g. size, materials, etc)

K Cost effective


K Environmentally friendly

K User friendly

K Own effort

K Presentation

Etc


LO2Assessment TaskDescribe the Earth by making a model of the Earth showing the continents, the oceans

and the air. Colour the water and the land in different colours and label them. Labelany other features that you think are important.

CriteriaLearners must be able to describe the Earth in terms of a labelled model. The model must

have the following features

3 The Earth must be a sphere

3 The continents and oceans must be more or less in the correct position

3 The continents and oceans must be labelled correctly as well as other featureschosen by the learner

3 The land and water must be coloured differently

3 Only biodegradable waste materials can be used (eg paper)

3 The model must show that the learner has made an individual effort.

72

. . . and ask themto use english tolabel the parts.

i am going to let thelearners tell me aboutthe model in their own

language...

SECTION 5

Doing science practical work

Using a thermometer, measuring, carrying out a procedure,making crystals, filtering dirty water, using a microscopeDescriptors that apply to science practical work


K Can follow instructions

K Can carry out a method or procedure

K Can design or devise a method or procedure

K Is actively involved in doing the practical work, e.g. measuring,manipulating equipment, etc.

K Can use objects, materials and apparatus appropriately

K Can manipulate the apparatus appropriately

K Can work in a careful, patient, logical way

K Can make the appropriate observations

K Follow the correct safety measures

K Can keep to the allotted time

Etc


LO1

Assessment TaskInvestigate the best way to grow crystals from a saturated solution of alum

CriteriaLearner must:3 Devise his/her own method to grow the crystals3 Set up and carry out the procedure, for example

1. Make a saturated solution2. Grow alum crystals by evaporating some of the solution3. Tie the alum crystal onto a thread and suspend it in the solution to grow bigger4. Patiently see the process through to its successful conclusion.

i will help the learners to namethe apparatus in english.

73

good!but first we must let them discussand think about the experiment in

their own language.

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Working in the environment

Looking after plants and animals, cleaning up the school grounds, makingcompost, growing food gardens, going on field trips and outings in theenvironment, etcDescriptors that apply to working in the environment

K Relevant to the topic – show correct understanding of thescience knowledge and concepts

K Shows empathy for plants and animals

K Shows interest in growing plants and caring for them

K Cares for animals or keeps pets, etc

K Takes initiative in caring for living plants and animals in the environment eg feeds birds, rescues animals, etc

K Enjoys being part of the naturalenvironment

K Shows concern about threats to plantsand animals and environment

K Notices and records naturalphenomena

K Is keen to participate in solving socialissues to improve the localenvironment, as well as the provincial,national and internationalenvironments

K Is keen to raise awareness aboutplants, animals, and the environment

K Is keen to co-opt other people intocaring for plants and animals and the environment


LO1

Assessment TaskThink of many ways to attract birds to your school garden. Write these ideas on a mind map.

Show at least two ideas on the mind map that you could investigate further to see which wouldattract the most birds. Write down how you would do these investigations to find out which isthe best way to attract birds. You can write your plans of action in point form.

CriteriaLearners must:3 Produce a mind map of feasible ideas for attracting birds to the school garden3 Show the two ideas on the mind map that would be possible to investigate further in the school

time. (eg provide different types of food in a bird feeder or put bird feeders in different places)3 Write a method in point form showing the sequence of steps in each investigation.

74

i found some good books foridentifying birds...

can i use themnext week?

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Writing

Sentences, paragraphs, poetry, letters, summaries, reports,speeches, dialogue, debate, explanations, conclusions,comparisons, etcDescriptors that apply to writing


K Heading

K Sentences

K Sentences must make sense/relevant to the topic/content

K Use of keywords

K Logical sequence

K Spelling

K Punctuation

K Grammar


K Own effort

K Presentation

Etc


LO3

Assessment TaskWrite a paragraph on energy and the future. Name the sources of energy we use at present.

Explain why we have to find other sources of energy in the future. Give some examplesof other energy sources and how they work.

CriteriaLearners must:3 Write a list of the energy sources we use at present3 Write a suitable heading about energy and the future3 Write a topic sentence explaining why we need other sources of energy3 Write full sentences that make sense with correct punctuation3 Use key words correctly in the explanation, for example, coal, oil, fossil fuels, non-

renewable, renewable, alternative energy sources, wind, waves, solar energy.

me too! but some ofmy kids can alreadywrite good english

sentences.

i have learners atall languagelevels in my

class.

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Doing calculations

Calculating area, volume, average temperature over a week, average rain over a week, calculating how much electricity is used over a month,calculating how much water the family used over a month.Descriptors that apply to calculations

K Relevant to the topic – show correct understanding of the science knowledge andconcepts

K Use appropriate formula

K Use an appropriate mathematical method

K Use appropriate units

K Do accurate calculating

K Show the steps in the calculation

K Complete the calculation

K Achieve the correct answer

Etc

Examples of contextualised

criteria developed from descriptors above

LO2

Assessment TaskUse the information in the diagram of the cross section of the Earth to calculate the distance around

the equator of the Earth.

CriteriaLearners must:3Use the measurements recorded on the diagram and the formula (2πr) for calculating the

circumference3Calculate the circumference accurately showing logical steps in the method3Achieve the correct answer and express it in km.

now before we start... i wantto check that everyone knowsthe formula and the units!

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Forms of assessmentDifferent forms of assessment are recommended for each of the different LearningAreas. The following forms of assessment are recommended for the Natural Sciences.

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A language-rich classroom

volcano

erupts

lava

hot

what happens in a volcano?

when avolcano

erupts, lavacomes out.

lavacomesout.

erupts.

Inside the Earthlava

volcano

crust

mantle

core

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Recording and reporting

Example formats Class recording sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Report card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

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Example

ClassRecording

Sheet

Learning

Area

.................................Class...........Year.............Term

.............

Educator

..........................................

TEACHER

Grade:

TASK

ASSESSMENT

Continuous

Assessment

COMMENTS

Action/

Reporting

National

Codes

Learning

Outcome

Date

Learnernames

Rating

Code

Percentages

Descriptionof

competence

470-100

Outstanding/

excellent

achievement

350-69

Satisfactory

achievement

235-49

Partial

achievement

11-34

Notachieved

Learners

Parents

Teachers

Support Services

Reportcode

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Example Report Card

Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School badge

Report card for (Name): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade / class:

Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Examples Example Learning Programme (grades 4 – 7) for one term on focus strand:

Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97

Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Example Work Schedule for grade 5 on focus strand

Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

Example Lesson Plans, Assessment Tasks and criteria for focus strandPlanet Earth and Beyond

Grade 4 lesson and support material on “Star patterns and cultural traditions” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Grade 5 lesson and support material on “What will the weather be like for the next week?” . . . . . . . . . . . . . . . . . . . . . 116

Grade 6 lesson and support material on “Rocks and land forms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

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Teacher’s Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Example Lesson Plan, Assessment Task and criteria – Grade 4

Lesson Plan

Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Learning Area/s Natural Sciences

Focus strand Planet Earth and Beyond Grade 4 Duration 3 periods

Topic: Star patterns and cultural traditions

LO(s) 3 Assessment Standard(s) 1

Key skills in assessment standard/s:

AS1Learners:

Describe how some indigenous stories about the stars were used toremember the stars/ patters of stars in the sky.

Describe how different star patterns were used to remind people of when todig and when to plant, and when young lovers should come home.

Integration

Life and Living

HSS (History)

Languages

Science knowledge to be taught

We see the Moon, stars, aeroplanes etc in the sky. The Sun is a star, a ballof fire in the sky and the nearest star to us.

All stars are like our Sun, but very far away. They are always there. Wecan’t see them in the day because the Sun is too bright.

The stars in the sky stay in the same pattern all the time, but move slowlyacross the sky (in the same pattern) as the seasons change.

We give names to certain groups of stars that we can easily recognise. (Wecall them constellations). They have different cultural names such as theThutlwa (giraffes), Isilimela, the “digging stars”. They also have Westernnames e.g. .the Southern Cross, the Pleiades, Orion.

Stars are used for navigation and bird migration, telling the future(astrology). The Southern Cross is used to tell us where South is.

Concepts to be built3 Physical structures

k Biological structures

k Chemical structures

k Properties of matter

k Properties materials

k Energy transfer

k Energy transformation

k Chemical transformation

k Physical transformation

k Evolution

k Sustainability

3 Relative position

k Relative movement

k Measurable quantities

k Time

k Interdependence

k Diversity

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Description of learning experience (Introduction, knowledge input, learning tasks, consolidation)

Before the lesson (preferably over a weekend)Learners look at the night sky and draw what they see. Bring drawings to class next day fordiscussion.

IntroductionLearners show and tell what they saw in the sky. Teacher asks” What did you see in the sky?’ (Moon,Stars, Clouds, Aeroplanes, etc). “How many stars did you see? Did they make a pattern of any kindor were they evenly spread all over the sky?”

Teacher knowledge inputTeacher explains that the Sun is a star, a huge ball of fire. Some stars are brighter than others andvery far away. Teacher explains about star patterns – constellations.

Ask learners if the stars they saw formed a pattern of any kind. Ask learners if they know anystories about the stars. Learners tell any stories they know. Teacher shows learners the sky mapfrom the astronomy card (See astronomy card called “Stories from the stars”) and explains how thestars have been connected or joined up into patterns. Learners read the names of some of the starse.g. Betelgeuse, Aldebaran (near Orion) the Pointers (Alpha and Beta) and Alpha in the SouthernCross, the Pleiades and Formalhout.

Learning taskAS 2 Learners work in pairs. Learners look for the Southern Cross and Orion and the Pleiades onthe star map, Canopus and Formalhout.

Teacher reads and tells the stories about the Orion and Pleiades constellations of Isilimela and thehunter and the zebras. (See astronomy card called ‘Stories from the stars’)

Teacher tells the story about the Southern Cross and Pointers (Thutlwa – Giraffes above the treetops.)

Teacher tells the stories of Formalout, the ‘Kissing star’, the stars that ‘shimmer and shine’, and the‘horn star’ Canopus.

Teacher asks the following questions and learners discuss them in groups followed by a classdiscussion. Learners act out the stories.

Why did people make up stories about the stars? What do they tell us? What kind of stories wouldpeople make up about the stars today? Why?

Teacher asks learners to ask people at home about any stories or any information they have aboutthe stars.

ConsolidationLearners report back what they have learnt about the stars from home. Class discussion aboutstories from home.

Teacher and learners together write a summary, which includes the following: Some facts about stars; some names of constellations; how people used the constellations and starpatterns.

Example continued

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Lesson supportLearners with barriers (e.g. differentiated tasks, etc.)

Teacher will help learners to find the stars on the star map.

EnrichmentLearners draw and write about what they have learnt about stars


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k Observingk Comparingk Measuring

3 Recording informationk Sortingk Classifyingk Predictingk Raising questionsk Planning investigationsk Conducting investigationsk Communicating information

Astronomy cardsStar maps

Example continued

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Assessment task


Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class 4

Focus strand Planet Earth and Beyond

Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 3 AS/s 1

Topic/Title of task: Stories about the stars

Instructions

AS 1 (individual work)Different cultures have different stories about the stars

1. Use the sky map to find the stars listed below. Draw a ring around each star or group of stars when you find it on the star map.

The ‘giraffe’ stars (Southern Cross)

The ‘horn’ star (Canopus)

The ‘kiss me’ star (Formalhout)

The ‘planting stars’ (Isilimela or the Pleiades)

The star that ‘shimmers’ and the star that ‘shines’ (Canopus)

The ‘daughters of the sky god’ (the Pleiades).

The ‘lion watching the zebras’ (Betelgeuse)

The ‘husband’ of the sky gods daughters (Aldebaran)

2. Here is a pattern of stars in the sky.

Join the stars up to make an interesting looking constellation

Tell your story about your constellation.


Learners work in pairs to find the stars on the star maps.

To earn 80% or more

Make up a story (draw and write) about your pattern of stars in the constellation above.

The Southern Crossand surroundingstars

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Assessment toolName of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade 4

Learning Area/s Natural Sciences Focus strand Planet Earth and Beyond

Assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 3 AS/s 1 Date . . . . . . . . . . . . . . . . . . . . . . . .

Assessment task

Stories about the starsY/N (tick if done,cross if not done)

Assessment criteria

AS 1: The learners must be able to:

I Correctly identify the stars on the star map

I Join up the dots in the star pattern to make an interesting shape from which theycan develop an imaginative story

I Tell their story clearly and creatively.

To earn 80% or more

AS 1: Learners must be able to:

I Make good drawings to tell their story

I Write sentences to tell their story

I The story must make sense but can be imaginative.


Learners must be able to:

I Correctly identify the stars in the star map with help

I Act out any story about the stars.

Reporting Code 1/2/3/4

Comments

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Teacher’s Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Lesson PlanTeacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Learning Area/s Natural Sciences


Grade 5 Duration: 1 period plus daily readings and recording (10 minutes per day)

Topic: What will the weather be like next week?

LO(s) 1 Assessment Standard(s) 1, 2, 3

Key skills in assessment standard/s:

AS 1

Learners must:List what they know about weatherSuggest questions for investigating weather

AS 2Carry out weather readings and draw graphs

AS 3Report on what they have learnt from the weather readings

Integration

Energy and Change

HSS (Geography)

Languages

Mathematics


Weather is the local conditions in the atmosphere which we experience every day.

Weather reports on TV and in synoptic charts tell us what weather to expect.They are merely predictions.

We can keep a record of the weather by measuring temperature, wind speed,and the amount of rainfall.

Units for measuring:

Temperature = ºC

Wind speed = km per hour using the Beaufort scale

Rainfall = mm

Symbols on synoptic chart

Concepts to be builtk Physical structures



k Properties of matter

k Properties materials

k Energy transfer

3 Energy transformation


3 Physical transformation

k Evolution

k Sustainability

k Relative position

k Relative movement

3 Measurable quantities

k Time

k Interdependence

k Diversity

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Example continued


IntroductionClass discussion and questions about the weather. We usually take notice of the weatherevery day. Why do we? How does rainy, windy and hot or cold weather affect us? Why dowe sometimes say the weather is bad? Discuss the TV weather report. Are the weatherreports always correct? Why not?

AS 1: Make a list on the board with learners of everything they know about weather.Learners in groups think up some questions about the weather. Record the questions onthe board and decide which are testable and which are researchable. Lead them to thequestion “How do we record changes in the weather?” “What will the weather be like forthe next week?”

Teacher knowledge inputLearners read weather (synoptic) charts from the newspaper. Teacher explains what thesymbols mean and how to read synoptic charts. Learners read the temperature in theirown city for the day and read the wind speed off the chart.

Teacher shows learners how to use thermometers and the Beaufort scale. Helps learnersset up a coffee jar in the garden to catch rainwater. Shows them how to measure thedepth in mm with a ruler.

Learning taskAS 2: Learners work in groups of three and measure the temp and the wind speed andthe rainfall (if any for the day). Draw a chart and record the weather readings in theirbooks.

Day and date Rain Sunny or cloudy Symbol Wind speed Temperature

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ConsolidationAS3 Teacher helps groups to compare readings and discuss how accurate they were.

Teacher assists learners who had difficulties when taking readings.

Lesson support

Learners with barriers (e.g. differentiated tasks, etc.)

Teacher will help learners to do their measurements and record them.

EnrichmentLearners draw and write to tell about what they have learnt about weather.

Teacher’s reflection after the lesson (What to change and improve in thefuture)

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3 Observing

3 Comparing

3 Measuring

3 Recording information

k Sorting

k Classifying

3 Predicting

3 Raising questions

3 Planning investigations

3 Conducting investigations

3 Communicating information

Synoptic charts, thermometers, jam jarsand rulers, Beaufort scale chart, sciencenotebooks for recording

Example continued

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Assessment task


Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class 5


Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 1 AS/s 1, 2, 3

Topic: What will the weather be like for the next week?

InstructionsAS 1 (individual work)

1. Write down two questions you would like to ask about the weather.

Questions 1:

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Question 2:

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AS 2 (Group work)

2. Observe the weather every day for a week.

Measure the temperature of the air every day at the same time.

Measure the rainfall. Place an empty coffee bottle outside to catch the rain. Measure how deep the water is every day in mm (millimetres). Empty the bottle out again after you have measured the amount of water for that day. Then leave it outside again to catch any rain in the next 24 hours until you measure it again.

Use the wind chart (Beaufort scale) to observe and decide on the wind speed.

Make a chart like the one below and record the weather every day.

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Example continued

Learners with barriers Teacher helps learners to use the instruments correctly for the first few times, tomeasure the weather. Teacher helps them to record their readings correctly on the table.

AS 3 (Individual work)

To earn 80% or more Draw 3 bar graphs to show:

The changes in the temperature readings over the whole week: x-axis (horizontal) = daysof the week; y-axis (vertical) = temperature

The changes to the wind speed over the whole week: x-axis (horizontal) = days of theweek; y-axis (vertical) = wind speed

The changes to the rainfall over the whole week: x-axis (horizontal) = days of the week;y-axis (vertical) = amount of rain

If there was no wind and no rainfall then you will not be able to draw the graphs.

Or

Cut out the synoptic charts from the newspaper every day in the same week when you aretaking weather measurements.

Then make a table like the one above and record the temperature, wind speed andrainfall from the synoptic chart onto your table.

Compare it with the actual readings you took for the same week. Are they the same? Canyou explain why or why not?

Day Rain Sunny orcloudy Symbol Wind speed Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

SECTION 7

Assessment taskWhat will the weather be like for the next week?

Y/N (tick ifdone, cross ifnot done)

Assessment criteriaAS 1The learners must be able to:I Write two appropriate questions about the weather. Each question must be in the proper

form of a question and must make sense.

AS 2I Take and record readings every day on the chart I Use a thermometer correctly and record the temperature in ºCI Set up a bottle to collect rainwater and correctly measure the amount collected in mmI Use the Beaufort wind scale correctly to decide on the wind strength. Record it correctly

in Km/h.

To earn 80% or more AS 3Learners must be able to:I Draw the bar graphs correctly. The following must be present

– The axes must be correctly labelled– There must be a suitable heading– The scale must be correct– The points must be correctly plotted– The graphs must be neat.

Or

The learners must:I Show the synoptic charts cut from the newspaper every day in the same week that they

took measurements I Correctly read the temperature, wind speed and rainfall from the synoptic chart and

record it onto their table I Give good reasons why their readings may not be the same as those in the synoptic charts

(because the synoptic charts are predicted weather whilst their own readings are actual).



Assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 3 AS/s 1 Date . . . . . . . . . . . . . . .

Learners with barriersLearners must be able to take weather recordings with the help of the teacher.


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Example continued

Assessment task: What will the weather be like for the next week? (cont.)

Comments

SECTION 7

My own weather chart

Day Rain Sunny or cloudy Symbol Wind speed Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

KEY

cloudy Rain

Sunny Partly cloudy

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Beaufort Official Speed of What you will seenumber description wind km/h

0 Calm Less than Leaves and trees are1 km/h not moving; smoke

rises straight up.

1 Light air 1km/h Smoke follows the direction of the wind.

2 Light breeze 2km/h You can feel the wind on your face; you can see leaves moving a little bit.

3 Gentle breeze 10km/h Leaves and small twigs are moving all the time; washing will flap in the wind.

4 Moderate 20km/h The wind blows dust breeze and small papers;

small branches aremoving.

5 Fresh breeze 30km/h Small leafy trees begin to sway; the wind makes waves on water.

6 Strong breeze 40km/h Large branches are moving; the wind whistles through the telephone wires; it becomes difficult to use an umbrella.

Beaufort Scale of Wind Speed

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7 Near gale 60km/h Whole trees move and sway; it is not easy to walk against the wind.

8 Gale 80km/h Twigs break off the trees and fly away in the wind; it becomes very difficult to walk against the wind.

9 Strong gale 90km/h The wind begins to damage houses (e.g. tiles blow off roofs)

10 Storm 100km/h A strong wind like this does not happenvery often on land. Trees fall over and a lot of damage is done to houses.

11 Violent storm 200km/h This very seldom occurs. This wind causes damage to trees, plants, buildings, ships, etc

12 Hurricane More than This is a very bad 200km/h and dangerous

storm.

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Lesson PlanTeacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Learning Area/s Natural Sciences


Grade 6 Duration: 4–6 periods

Topic: Rocks and land forms

LO(s) 2 Assessment Standard(s) 1, 2, 3

Key skills in assessment standard/s

Learners must:

AS 1Name igneous, sedimentary and metamorphic rocksDescribe landforms and how different rocks are made

AS 2Categorise the different rock types using more than one variable

AS 3Interpret information from readings and from the drawing of the rock cycle

Integration

SS (Geography)

Languages


Inside structure of the Earth: (Inner core, outer core, mantle, crust)

Igneous rock e.g. pumice, granite (most common rock in continents) formedfrom magma which pushes up into the crust or erupts through volcanoesand hardens to form rock.

Sedimentary rocks e.g. sandstone, limestone and coal. Sedimentary rockformed by weathering (wind, water, heat & cold, wave action) and depositionof sediments in successive layers (in the river, next to river after floods, inthe sea). Sediments settle in layers or strata on the surface of the Earth orunder the sea.

Metamorphic rocks. e.g. slate and marble and gemstones. These are formedby further bending, squeezing and heating of igneous and sedimentary rocksdeep inside the Earth’s crust.

Landforms: mountains, river, flood plain, lake, river delta, volcano, seashore,estuary, strata under the sea.

Concepts to be built3 Physical structures



3 Properties of matter

3 Properties materials

k Energy transfer

k Energy transformation


3 Physical transformation

k Evolution

k Sustainability

k Relative position

k Relative movement

k Measurable quantities

k Time

k Interdependence

k Diversity

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:


IntroductionAsk each learner to bring a few rocks and stones to school. Some will also bringconcrete and bricks. Help learners to sort them into man made and natural “rocks”.

Discard the bricks and concrete.

Learning task 1: Get learners to talk and write. They must describe the colour &appearance, and texture of the natural rocks, and then write it. Help them with any newvocabulary. Ask learners to think up some questions about their rocks. (How? What?Why? Where?)

Knowledge inputTeacher asks: How is concrete made? (Mix water, cement and sand. A chemical reactionoccurs and it hardens into concrete) How is brick made? (Mix clay, coal dust and strawand then bake until hard). But how are natural rocks made? Teacher explains about thelayers inside the Earth using a diagram. Teacher explains that the mantle is made of hotmolten rock, which heats up the lower layers of the crust. (see support material)

Teacher explains how igneous rock is formed. Teacher shows learners some pumice stoneand some granite.

Learner task 2: Learners read support material about volcanoes and igneous rock andwrite answers to the following questions: What does the name “igneous” mean? What ismagma? How are igneous rocks made?

Knowledge inputTeacher asks “What happens to rocks after they are made? “How did rock get into thesmall pieces like the ones you brought?” Teacher explains about weathering anddeposition. Teacher demonstrates how particles are deposited in layers to makesedimentary rock:I Mix sand and red lentils in a bottle of water. Shake it up and allow to settle in

layers.I Make layers of sliced white and brown bread to show strata. Squash them down to

show how the strata become squashed and eventually formed rock.

Teacher shows example of sandstone and coal.

Learner task 3: Learners read about sedimentary rocks. Write answers to the followingquestion. “Why do sedimentary rocks have layers (strata)?”

Example continued

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Example continued

Knowledge inputTeacher explains how metamorphic rocks are formed. Teacher bends and squeezes the pile ofbread strata to show how the forces and heat in the Earth’s crust change sedimentary rockinto metamorphic rock. Shows examples of slate and marble, and pictures of gemstones.

Learner task 4: Learners write answers to the following question. “What happens tosedimentary rock as it turns into metamorphic rock?”

ConsolidationTeacher explains the rock cycle using a diagram (see support materials).

Teacher makes sure the learners know the following landforms: mountains, river, flood plain,lake, river delta, volcano, seashore, estuary, strata under the sea.


k Observingk Comparingk Measuring3 Recording informationk Sorting3 Classifyingk Predictingk Raising questionsk Planning investigationsk Conducting investigationsk Communicating information

Textbooks with articles about rocks andhow they are made.

Rock samples: slate, pumice, sandstone,granite, marble

Pictures of gemstones

Rock cycle pictures

Lesson support

Learners with barriers (e.g. differentiated tasks, etc.)Learners draw and label examples of rocks and the bread strata with help from teacher

EnrichmentLearners will research about gemstones in a library. Visit to the Mineral World, museum, quarry, a mine, a roadcutting where you can see strata.


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Assessment task


Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class 6


Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 2 AS/s 1, 2, 3

Topic/Title of task: Igneous, sedimentary and metamorphic rocks

Instructions1. Look at the examples/pictures of different rocks. Sort them into igneous,

sedimentary and metamorphic rocks. Then complete the table below.

2. What would you still like to know about rocks? Write at least three questions that you still have about rocks.

Questions Igneous Rocks Sedimentary Rocks Metamorphic Rocks

Draw and label examples

Write:

What do they look like?

Write:

How are they made?

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Example continued

3. Look at the picture of the rock cycle. Write the labels in the correct places.

Labels: RiverLakeRiver deltaRiver estuaryMagma (molten rocks)Volcano making igneous rock Mountains made of rock Rain causing weathering Sediment washing down in the river to the seaSediment deposited on the flood plainLandSeashoreLand under the seaSediments deposited under the sea in layers to make sedimentary rock.Some sediments are melting and bending to make metamorphic rock

To earn 80% or moreWrite to explain what is happening in the rock cycle and how the different kinds of rocks are made.

Learners with barriers:1. Draw the pictures of the different kinds of rock2. Make labels to tell something about each one3. Teacher provides the information in the table and learners sort it into the correct column in the table.4. Information for the table for learners with barriers. Information to be supplied by teacher.

Questions Igneous Rocks Sedimentary Rocks Metamorphic Rocks

Draw and labelexamples

Pumice and granite Sandstone and coal Marble, slate andgemstones

What do theylook like?

They have small crystalsin them.Pumice is grey and feelslight. Granite is black andgrey mottled.

They have layers (strata).Sandstone is rough and coalis black.

They are very hard,smooth, shiny or glassy.

How are theymade?

Made from molten rockthat is pushed up into thecrust or throughvolcanoes onto thesurface of the Earth.

By weathering of the rocks.The pieces and particles arewashed into rivers and intothe sea and deposited inlayers. Layers are squashedover time.

By bending and heatingigneous and sedimentaryrocks deep in the Earth’scrust

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Assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 2 AS/s 1, 2, 3 Date . . . . . . . . . . . .

Assessment taskNaming, describing and sorting rocks. Interpreting a diagram of the rock cycleWriting about the rock cycle

Y/N (tick ifdone, crossif not done)

Assessment criteriaAS 1 and 2 The learners must be able to:I Correctly describe information in a table about each kind of rock. I Correctly describe at least two distinguishing features of each rock type.I Correctly describe in a table how each rock type is made (igneous from molten rock,

sedimentary from weathering and deposition, metamorphic rocks form from heat andbending and squeezing of rocks in the Earth’s crust.)

I Write three appropriate questions that they still have about rocks.

AS 3I Learners write the given labels on the diagram of the rock cycle.

Learners with barriers AS 1 and 2I Learners draw examples of igneous, sedimentary and metamorphic rocks. Teacher helps

learners to write correct headings and labels to describe rocks correctly. (Colour, textures,etc.)

I Learners sort the given information from the table into the correct column in the table.

To earn 80% or moreI Learners write and draw a correct description of the rock cycle.I The writing follows a logical sequence.I Learners use the key words correctly when describing the processes in the rock cycle.


Comments

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Support material

Layers inside the EarthThe inner core is made of metals. It is solid and very hot. The outercore is made of hot melted (molten) metals. The mantle is very hot. Itis made of melted (molten) rock called magma. The magma of themantle is moving all the time.

The crust is made of cooled rocks but the crust moves and bends allthe time. The crust can also crack in places where it is weak. We canfeel it moving and cracking when there is an earthquake.

The internal structure of the Earth

This drawing of our Earth cut through themiddle, shows the layers that scientists think make up the Earth. Earth’s crust is about 35km deep under the continents. It is only 5km deep under the sea.

Crust

Mantle

Outer core

Inner core

Igneous rocks Magma cools down

Igneous rocks are made frommagma (melted rock).

Magma is very hot and it comesfrom underneath the outer crustof the Earth.

It pushes up inside the crust andslowly cools to form rocks such asgranite. We often use granite tomake gravestones and buildingsbecause it looks good and is veryhard.

Granite is a grey and blackspotted rock with small crystals init. Another igneous rock is Basalt.It is a smooth hard black rock.

Igneous means ‘made by heatand fire’. Granite

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Igneous rocks (cont.)Lava erupts out of volcanoes

Sometimes the magma pushes all the wayup to the surface (erupts) and explodesout of the crust through a volcano (aweak spot on the crust causing anopening in the crust).

When the burning hot magma comes outof the crust it is called lava. It mixes withthe air and gets air bubbles trappedinside it. When it cools it forms a rockcalled pumice stone. We sometimes usepumice stone to rub our feet when wesoak our feet. Pumice is rough likesandpaper. It makes our feet smooth.

Sedimentary rocksRocks broken down byweathering

Sedimentary rocks are formedfrom other rocks that have beenbroken into pieces by the weather(rain, wind, snow, heat and cold).The small pieces of broken rockare called sediments. They washdown into the river when it rains.When the river floods thesediments are carried by thewater over the banks of the riverand deposited next to the river inthe flood plain. More sedimentsare deposited on top of the firstsediment every time the riverfloods. A lot of sediment alsowashes into the sea where itforms layers.

Sediments make layers calledstrata

Eventually the top layers ofsediments begin to squash downon the lower layers. They squeezetogether to form rock again. Rockmade in this way is calledsedimentary rock. Sedimentaryrock always has layers like asandwich. The layers are calledstrata.

Sandstone is a sedimentary rock.

We use pumice stone to make our feet

Sandstone

Sedimentary rock

Layers or strata

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Sedimentary rocks (cont.)

Rocks from plants and animals

Some sedimentary rocks are made from layers of dead animals that fall to the bottom of the sea. Over a long time there will be many layers of dead animals and seashells. They form a sedimentary rock calledlimestone.

Coal is also a sedimentary rock. It was made from dead trees and plants that died and were buried under sediments a long time ago. They havebeen squeezed into hard black rock.

Sedimentary means, “Made from layers of sediment”

Metamorphic rocks Metamorphic rocks aremade from igneous andsedimentary rocks thathave been pressed orheated so much that theymelt and change. Thenthey cool down again. Thepressing and heating canhappen under the sea orunder the continentswhere it is hot.

When the Earth heatslimestone it changes to arock called marble. Marbleis a very beautiful, hard,white stone. We use it formaking statues andbeautiful floor tiles.

SlateSedimentary rock calledshale can be changed intoa hard black metamorphicrock called slate. Some oldschool chalkboards weremade of slate. We also useslate for floor tiles.

Metamorphic means,“changed”.

Coal

Marble

Slate

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