UNIVERSITY EXAMINATIONS
Oct/Nov 2022
LSK3701
Life Skills: Science and Technology in Foundation Phase
100 marks
Duration: 3 hours
QR CODE:12dff4a7
This paper consists of SIX (6) compulsory questions.
Instructions:
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Please answer ALL the questions.
Answer all questions in ENGLISH.
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example, Question 1.1.1.
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QR CODE: 12dff4a7
2
LSK3701
OCT/NOV 2022
QUESTION 1:
1.1
(25)
Read every statement in column A and match to the implied science
process skill in column B: Write only the correct LETTER next to the correct
number; for example, 1.1.8 H.
Column A
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2
Teachers ask students to use their senses
(sight, sound, smell, touch and taste) to
make sense of a situation.
Teachers ask students to record their
findings in tables and graphs after a science
lesson.
Teachers ask students to formulate a
statement after a science investigation that
will explain the relationship between two
variables.
Teachers ask students what they think will
happen if they have a very high temperature
when they are sick.
Teachers ask students to separate fruit into
fruit with one seed or many seeds.
(5)
Column B
a)
Forming hypotheses
b)
Predicting
c)
Observation
d)
Classifying
e)
Gathering and organising
information
Read every statement and name the implied big idea/concept that can be taught:
(5)
1.2.1
If we spray insecticides, we could kill bees, in which case the bee population could
decrease, fruit may not be produced on trees and less fruit will ultimately be
produced for humans and other animals such as birds.
1.2.2
More of the darker moths survived because they were not visible to their predators
when they rested on buildings and trees.
1.2.3
Living organisms, in this case termites, work together and build their mounds.
1.2.4
Plants in the Cape Fynbos area, such as certain species of protea, are under threat
of extinction.
1.2.5
How would living organisms or species become better suited to their environment?
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1.3
1.4
3
LSK3701
OCT/NOV 2022
In your own words, distinguish between digital technology and digital
childhood, in your own words.
(6)
Examine how inquiry-based learning activities contribute to the
development of learners’ understanding of the nature of science. Use an
example from your own experience to support your answer.
(9)
QUESTION 2:
2.1
(25)
Design an inquiry-based lesson on the theme, “Soil”, using the seven-phase cycle
of lesson planning. Decide on the topic and the big idea within the theme. Recreate
the following table to structure your answer.
Student name:
Grade:
Student number:
Date:
Content area:
Subject
Type of lesson:
Theme of
the week:
Big idea:
Topic:
Outcomes:
Concepts and new knowledge
taught by means of the lesson:
Differentiation provided
enrichment/learner
support/concerns):
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LSK3701
OCT/NOV 2022
LESSON PRESENTATION
Introduction to lesson:
Body of lesson:
Consolidation/Conclusion:
ASSESSMENT
1)
Assessor
2)
Forms
3)
Strategy/methods
4)
Assessment instrument
REFLECTION
RESOURCES
QUESTION 3:
3.1
(25)
Using “Soil” as an example, demonstrate your understanding of developing
habits of mind and body in your science lesson and argue why it is important
to support children’s learning of science.
(10)
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3.2
5
LSK3701
OCT/NOV 2022
Read the case study below and answer the questions that follow.
(10)
Mrs Malangu is a Grade 2 teacher; she is using the topic “Soil” to plan an
investigation for her learners. She will begin by filling three pots with soil
from her backyard, which she will call her control group. Then, she will fill
three more pots with potting soil from the store, which she will call test
group #1. Finally, she will fill three more pots with sand from the sandbox,
which she will call test group #2. Next, she will plant one tablespoon of
grass seed in each pot. She will water each of the pots with a nutrient-rich
solution made from fertiliser and water on the first day. After that, she will
set each of the pots on a window sill in full sunlight. She will check the pots
every day with learners for four weeks and water them with the nutrientrich solution when the soil appears dry. Once she notices that the plants
have sprouted, she will record how much they grow each day until the end.
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
Show the scientific question in this experiment.
Assume a hypothesis for the experiment.
Select the variables controlled in this experiment.
Select the independent variable.
Select the dependent variable.
(2)
(2)
(4)
(1)
(1)
3.3
Relate the role of placeholders in an inquiry-based lesson, with specific
reference to bootstrapping as a model for conceptual change.
(5)
QUESTION 4:
4.1
4.2
4.3
(25)
Develop your own activity that you would do with learners using digital
technology for the lesson created on “Soil”. Consider the TPACK
framework and reflect on whether you included all the components of
TPACK when you decided on an activity.
(8)
Evaluate the cultural-historical perspective of IBSE (Inquiry-Based Science
Education) theme planning and argue what it will mean for you as a
Foundation Phase teacher and how will you “keep up” with the different
types of learners in your class
(7)
Propose a solution to a “lack of grass” problem at your school.
Construct your response, using the skills of the design process, to develop an
activity for learners to solve the problem. Use the table below to structure your
answer.
(10)
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LSK3701
OCT/NOV 2022
Design process skill
Learner activity
1.
2.
3.
4.
5.
TOTAL:
[100]
EXAMINERS:
FIRST EXAMINER:
SECOND EXAMINER:
EXTERNAL EXAMINER:
Ms A Carrim
Ms S Mamogale
MS N Swanepoel
HONESTY DECLARATION
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as stipulated in this module.
I have not copied work of other and handed it in as my own. I have also not made my work available to any
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Date: ……………………………
©
2022