Natural Sciences
and Technology
CACPASPS
Grade
Teacher’s Guide
David Green • Ria de Jager • Linda Bredenkamp
Marietjie van den Heever
SM_Nat sci_G5_TG_English.indd 1
5
2013/06/15 2:51 PM
Study & Master
Natural Sciences
and Technology
Grade 5
Teacher’s Guide
David Green • Ria de Jager • Linda Bredenkamp
Marietjie van den Heever
Final NS&T
Gr 5 TG 14-6-13.indb 1 1
SM_Nat
sci_G5_TG_TP_English.indd
3:13 PM
2013/06/15 2:49
cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa
www.cup.co.za
© Cambridge University Press 2013
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2013
ISBN 978-1-107-38118-6
Editor: Robyn Hoepner
Proofreader: Roshaan Patel
Illustrator: Rob Foote
Cover photographer: Robyn Minter
Typesetting: Baseline Publishing Services
……………………………………………………………………………………………………………
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work are correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.
……………………………………………………………………………………………………………
Acknowledgements
The publishers would like to thank the following copyright holders for permission to
reproduce the following:
Term 1 opener: Elephants – Bigstock; Term 2 opener: Gold mine at night – Bigstock;
Term 3 opener: Johannesburg at night – iStock/TheGift777
Every effort has been made to trace copyright holders. Should any infringements have
occurred, please inform the publishers who will correct these in the event of a reprint.
If you want to know more about this book or any other Cambridge University Press
publication, phone us at +27 21 4127800, fax us at +27 21 419-8418 or send an e-mail to
capetown@cambridge.org
Final NS&T Gr 5 TG 14-6-13.indb 2
2013/06/15 3:13 PM
Contents
Expanded contents pages
v
Section A: Introduction
A1
Section B: Teaching guidelines
B1
Section C: Photocopiable resources
C1
Section D: Documents
D1
iii
Final NS&T Gr 5 TG 14-6-13.indb 3
2013/06/15 3:13 PM
iv
Final NS&T Gr 5 TG 14-6-13.indb 4
2013/06/15 3:13 PM
v
Final NS&T Gr 5 TG 14-6-13.indb 5
2013/06/15 3:13 PM
1.1: Many
different
plants and
animals
1.2: Interdependence
Unit
Natural Sciences and Technology CAPS content
• There are many different plants and animals living in
different habitats on Earth* (South Africa has a wide
variety of indigenous plants and animals and their
habitats)
• Plants and animals depend on each other
• They also depend on the resources available (such as
air, water, soil, food and places to hide) in their own
habitats
1.3: Animal
• There are many different kinds of animals:
types
——some do not have bones, and some have hard outer
skins or shells (invertebrates)
——some have bones (vertebrates)
2: Animal
2.1:
• A vertebrate skeleton consists of bones and joints,
skeletons
Skeletons of
and is inside the body
vertebrates • Bones are hard and form a strong frame structure
• A skeleton provides support for an animal’s body and
protection for its organs:
——skull — protects the brain
——backbone with vertebrae — protects the spinal cord
——ribs — protect the lungs and heart
• Shoulder blades, arms, legs, hip bones — for
movement
2.2:
• Vertebrate animals can move because there are:
Movement
——muscles attached to the skeleton
——joints between the bones**
3: Skeletons as 3.1: Frame
• A vertebrate skeleton is a frame structure (also refer
to Grade 4 Matter and Materials)
structures
and shell
• Some invertebrate skeletons are shell structures, such
structures
as that of a crab
1: Plants and
animals on
Earth
1
Natural
Sciences:
Life and
living
Technology:
Structures
Topic
Term Strand
Section A: Introduction
Section B: Teaching guidelines: as listed below
Data projector,
DVDs, CDs,
nature journals,
photographs of
plants and animals
Pictures and
examples of animal
skeletons, human
skeleton, pictures,
DVDs, Internet,
x-rays
Paper, drinking
straws, wooden
dowels or sticks
(30 cm x 10 mm),
sticky tape, metal
paper fasteners
2½ weeks
(8¾ hours)
1½ weeks
(5¼ hours)
2½ weeks
(8¾ hours)
Time
allocation Resources
36
B13
B10
30
B6
20
B8
B6
18
24
B4
12
LB page TG page
A1
B1
vi
Final NS&T Gr 5 TG 14-6-13.indb 6
2013/06/15 3:13 PM
Time
allocation Resources
LB page TG page
4: Food chains
Pictures of various
44
B16
4.1: Food and • Green plants make their own food*** and build their 1½ weeks
(5¼ hours)
plants and animals,
feeding
branches and stems using water and carbon dioxide
DVDs, Internet
from the air, and energy from sunlight; plants use
carbon dioxide from the air and release oxygen into
the air
• Animals need food to carry out their life processes
(to move, feed, grow, sense the environment, excrete,
breathe and reproduce)
• All animals depend on plants as their primary source
of food (herbivores, carnivores and omnivores)
• A food chain describes the feeding relationships
between plants and animals
• A food chain:
——starts with a plant (produces food)
——then follows with an animal that eats that plant
——after that with an animal that eats that animal
• Includes the transfer of energy which flows from the
plant through to the last animal in the chain
5: Life cycles
5.1: Growth
• Plants and animals grow and develop throughout
2 weeks
Pictures of
51
B18
and
their lives
(7 hours)
different stages in
development • A life cycle describes the stages and processes that
the development of
take place as a plant or animal grows and develops
plants and animals,
• A life cycle describes how one generation of a plant
diagrams of the
or animal gives rise to the next generation through
life cycles of plants
reproduction
and animals, DVDs,
• Death can occur at any stage of the life cycle
Internet
• Many animals care for their young in order for them
to grow and develop
Notes: * Plants and animals, and their habitats, make up the total biodiversity of the Earth
** In this grade, details about how muscles are attached, and the structure of joints, are not required
*** This important process is called “photosynthesis”. However, no further detail is requires in this grade, learners will deal with it in detail only
in higher grades.
Assessment
• Revision: Test
65
B21
• One selected Practical Task
41
B14
Total: 10
weeks
(35 hours)
Natural Sciences and Technology CAPS content
1
Unit
Topic
Term Strand
vii
Final NS&T Gr 5 TG 14-6-13.indb 7
2013/06/15 3:13 PM
3: Processing
materials
2: Uses of
metals
1: Metals and
non-metals
2
Natural
Sciences:
Matter and
materials
Technology:
Processing
Topic
Term Strand
Natural Sciences and Technology CAPS content
1.1:
• Metals are used to make things because they have
Properties of certain properties
metals
• Some properties of metals:
——shiny
——hard
——strong
——can be hammered, shaped (malleable) and made
into thin wires without breaking (ductile)
——melt at high temperatures
——metals are mined from the Earth*
1.2:
• Non-metals are used to make things because they
Properties of have certain properties
non-metals • Some properties** of solid non-metals:
——dull
——can break easily (brittle)
2.1: Other
• Metals are useful because of their special properties:
properties of ——metals conduct heat
metals
——some metals are magnetic and some are not
——only iron rusts (some metals tarnish and become dull)
2.2: Uses of • Metals are used to make things such as coins, wire,
metals
jewellery, furniture, buildings and bridges, motor cars,
kitchen utensils, roofs
3.1:
• Materials can be processed to make new materials/
Combining
products, such as:
materials
——mixing and setting (such as plaster of Paris (or
Polyfilla) and water to make plaster)
——mixing and setting (such as sand, gravel, cement
and water to make concrete)
——mixing (such as flour and water to make a sticky
paste that can be used as glue)
——mixing and cooking (such as making dough)
——mixing and cooling (such as jelly powder and water
to make jelly)
——mixing, drying and/or firing (such as wet clay and
straw to make clay bricks)
• The properties of the new materials/products may
be different from the properties of the materials we
started with
Unit
Materials and
substances such
as Plaster of Paris
(or Polyfilla), sand,
gravel, cement,
flour, ingredients to
make dough, jelly
powder, wet clay
and straw
Magnets and
objects such as
coins, iron filings,
nails, drawing pins,
paper clips, wire
2½ weeks
(8¾ hours)
3½ weeks
(12¼ hours)
Different metal and
non-metal objects
to touch and
handle, Periodic
Table of Elements
2 weeks
(7 hours)
Time
allocation Resources
68
B32
B30
84
87
B28
B25
75
82
B24
69
LB page TG page
viii
Final NS&T Gr 5 TG 14-6-13.indb 8
2013/06/15 3:13 PM
4: Processed
materials
2
4.1:
Properties
and uses
4.2:
Traditional
processing
Unit
Natural Sciences and Technology CAPS content
Time
allocation Resources
LB page TG page
• Materials such as Plaster of Paris, concrete, fabrics,
2 weeks
Clay, pictures and
98
B35
ceramics and glass, plastics and paint, have their own (7 hours)
examples of objects
special properties
made by weaving
plant material
• In Africa people have processed materials for
101
B36
hundreds of years to make:
——clay pots and bricks
——baskets, hats, mats, thatched roofs made from plant
fibre such as grasses and reeds
Notes: * How and where metals are mined is covered in Social Sciences
** There are many different non-metals and they have a variety of different properties. Here the focus is only on two of the most general
properties.
Assessment
• Revision: Test
105
B37
• One selected Practical Task
77
B26
100
B35
Total:
104
B36
10 weeks
(35 hours)
Topic
Term Strand
ix
Final NS&T Gr 5 TG 14-6-13.indb 9
2013/06/15 3:13 PM
3
Topic
Unit
4: Systems for
moving things
3: Energy and
movement
4.1: Wheels
and axles
2.3: Safety
with
electricity
3.1: Elastic
bands and
springs
2.2: Mains
electricity
Natural
1: Stored
1.1: Fuels
Sciences:
energy in fuels
Energy and
change
Technology:
Systems and
control
1.2: Burning
fuels
1.3: Safety
with fire
2: Energy and 2.1: Cells and
electricity
batteries
Term Strand
3 weeks
(10½ hours)
1 week
(3½ hours)
Elastic bands
and compressed
springs, a catapult,
elastic powered
aeroplanes, ‘jack-ina-box’
Apparatus
including
cardboard, bottle
tops, round tins or
cardboard circles
for the wheels,
sosatie sticks or
dowels and straws
for the axles
Cells, lengths of
wire, light bulbs
• Energy can be stored in torch cells and batteries
3 weeks
• A circuit is a system that transfers electrical energy to (10½ hours)
where it is needed
• Electricity from the power station is transferred in a
circuit to our homes and back to the power station
• A power station needs a source of energy
• The source of energy in a power station can be a fuel
such as coal**
• Safety precautions should be taken when using
electricity
• We can make things move using stretched or twisted
elastic and compressed strings
• When we stretch or twist elastic or compress a spring,
we store energy in it
• When we release the elastic or spring again, we get
movement energy
• Many vehicles are systems that use wheels and axles
• Wheels and axles help vehicles to move more easily
Examples of
substances
including wood,
coal, candle wax,
paraffin; candles
and different sized
glass containers
Time
allocation Resources
• Energy is stored in fuels (including food*)
3 weeks
• We use fuels as sources of useful energy
(10½ hours)
• Everyday fuels that we use include coal, wood, petrol,
paraffin, gas and candle wax
• When we burn these fuels we get useful output
energy such as heat and light
• Fuels need heat to set them alight, and air (oxygen) to
keep on burning
• Fire can be a threat in our communities
Natural Sciences and Technology CAPS content
B42
113
133
130
127
124
B50
B48
B47
B46
B45
B41
111
120
B40
108
LB page TG page
x
Final NS&T Gr 5 TG 14-6-13.indb 10
2013/06/15 3:13 PM
Time
allocation Resources
LB page TG page
Notes: * Food is often described as fuel for the body. Oxygen is required to release energy from food. This process is called respiration and is
not a focus for Grade 5.
** The focus here is on coal-fired power stations. There are also other power stations such as hydro-electric and nuclear power stations.
Assessment
• Revision: Test
139
B51
• One selected Practical Task
117
B43
131
B49
Total:
123
B46
10 weeks
135
B50
(35 hours)
Natural Sciences and Technology CAPS content
3
Unit
Topic
Term Strand
xi
Final NS&T Gr 5 TG 14-6-13.indb 11
2013/06/15 3:13 PM
4
Unit
Natural Sciences and Technology CAPS content
1.1: The Earth • The Earth travels in an orbit (pathway) around the Sun
moves
• The Earth takes about 365 days to travel once around
the Sun, this is called a year
• The Earth spins on its own axis
• The Earth takes about 24 hours to spin once, this is
called a day
2.1: Rocks
• The surface of the Earth is called the crust, and
consists of rocks (even under the oceans) and soil
2.2: Soil
• The land is made up of rocks, subsoil and topsoil
comes from • Soil supports life on Earth
rocks
• Topsoil lies on the surface
• Topsoil is formed when rocks break into small grains
over time
2.3: Soil
• Soil is usually a mixture of different types of soil
types
grains in different proportions:
——sandy soil — has a high proportion of coarse sand
grains
——clayey soil — has a high proportion of fine grains of
clay
——loamy soil — has a mixture of sand, clay and other
soil grains, and also contains humus (decomposed
compost)
• The soil also has air, water, remains of dead organisms
and very small living organisms in it
• Soil forms very slowly in nature — once topsoil is lost,
it cannot be replaced, thus we need to conserve it
3: Sedimentary 3.1:
• Sedimentary rocks are formed over a long period of
rock
Formation of time in the following way:
sedimentary ——first, rocks break down into small grains
rock
——then, mud and sand is moved by wind and water
——after that, mud and sand gets deposited in low lying
areas
——over time, new layers of mud and sand are
deposited on top of existing layers
——after a very long time, these layers become
compacted and hardened and form sedimentary rock
• Sedimentary rocks always have visible layers with
the rock
• Examples of sedimentary rock are shale, sandstone
and limestone
3.2: Uses of • Limestone is used to make cement
sedimentary • Sandstone and shale are used in buildings
rock
Topic
Natural
1: Planet Earth
Sciences:
Planet Earth
and beyond
Technology:
Systems and
control
2: The surface
of the Earth
Term Strand
2 weeks
(7 hours)
2½ weeks
(8¾ hours)
1 week
(3½ hours)
Pictures and
samples of
sedimentary rocks
such as limestone
and sandstone
155
B58
B59
156
158
B56
B56
B56
B53
LB page TG page
Pictures and models 142 143
of the Earth, Moon,
Sun and planets;
light source such
as torch, lamp or
candle
147
Samples of
different types of
soil; measuring
148
cylinders, funnels
and filter paper,
beakers; seeds and
rulers to measure
length
149
Time
allocation Resources
xii
Final NS&T Gr 5 TG 14-6-13.indb 12
2013/06/15 3:13 PM
4: Fossils
4
Natural Sciences and Technology CAPS content
B62
163
B63
B57
B61
161
171
153
B60
159
LB page TG page
D1
Pictures and
samples of fossils
and sedimentary
rocks; playdough,
clay, Plaster of
Paris, variety of
parts of plants
and animals;
information texts
about South
African fossils
Section D: Documents
Total: 8
weeks
(28 hours)
2½ weeks
(8¾ hours)
Time
allocation Resources
C1
4.1: Fossils in • Fossils are the remains of ancient plants and animals
rock
preserved in rock
• Fossils are found in some layers of sedimentary rock
• Fossils are evidence/a record of the history of life
on Earth
• There are two main types of fossils: body and trace
fossils
• Body fossils form from the hard parts of plant and
4.2: Body
and trace
animal bodies including teeth, bones, shells, stems,
fossils
leaves and seeds
• Trace fossils form from traces left by animals,
including footprints, nests, eggs and droppings
• Some features of fossils resemble the features of
plants and animals living today
4.3:
• South Africa has a particularly rich fossil record of
Importance
plants, animals and early humans
of South
• Important fossils found in South Africa include the
African
Coelacanth and African dinosaurs
fossils
• The “Cradle of Humankind” is one of the sites where
important fossils of humankind have been found in
South Africa
• Revision: Test
• One selected Practical Task
Unit
Section C: Photocopiable resources
Assessment
Topic
Term Strand
Introduction
Section
A: Introduction
Personal
and
social
well-beingPolicy
lessons
Curriculum
and
Assessment
Statement
Physical
education
lessons
Inclusivity
page XXX
A3
page XXX
A5
Creative
arts: Performing
pages XXX
Time allocation
per subjectarts
A9
Creative
arts:
Visual
arts
pages
XXX
Natural Sciences and Technology in the school curriculum
A9
Classroom management
A15
Resources for Natural Sciences and Technology
A17
Language skills across the curriculum
A17
Assessment
A18
How to use this course with the Curriculum and Assessment
Policy Statement for Natural Sciences and Technology
A24
A1
A1
Final NS&T Gr 5 TG 14-6-13.indb 1
2013/06/15 3:13 PM
A2
Final NS&T Gr 5 TG 14-6-13.indb 2
2013/06/15 3:13 PM
Curriculum and Assessment Policy Statement
(CAPS)
The National Curriculum Statement Grades R–12 (NCS), which
stipulates policy on curriculum and assessment in the schooling sector
was amended, with the amendments coming into effect in January
2012. A single comprehensive National Curriculum and Assessment
Policy Statement (CAPS) was developed for each subject to replace
the old Subject Statements, Learning Programme Guidelines and
Subject Assessment Guidelines in Grades R–12. The CAPS for each
subject details the minimum outcomes and standards of the learning
process, as well as assessment processes and procedures.
General aims of the South African Curriculum
The National Curriculum Statement Grades R–12 gives expression
to what is regarded to be knowledge, skills and values worth learning.
It will ensure that children acquire and apply knowledge and skills
in ways that are meaningful to their own lives. In this regard, the
curriculum promotes the idea of grounding knowledge in local
contexts, while being sensitive to global imperatives.
The purpose of the National Curriculum Statement
Grades R–12
•
•
•
•
To equip learners irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self-fulfilment, and
meaningful participation in society as citizens of a free country.
To provide access to higher education.
To facilitate the transition of learners from education institutions
to the workplace.
To provide employers with a sufficient profile of a learner’s
competences.
The principles of the National Curriculum Statement
Grades R–12
•
Social transformation
The Constitution of the Republic of South Africa forms the
basis for social transformation in our post-apartheid society.
Social transformation in education is aimed at ensuring that the
educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of our
population.
What does this mean in your classroom? Your learners will
come from families and communities that have been affected in
diverse ways by South Africa’s past. They will have many different
ideas about what kind of future they want, and what kind of society
they want to live in. In the learning programme that you plan
for the year, you need to provide opportunities for the learners to
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 3
INTRODUCTION
A3
2013/06/15 3:13 PM
•
•
•
•
•
A4
Final NS&T Gr 5 TG 14-6-13.indb 4
SECTION A
explore and come to understand the kind of society we all want to
create in South Africa and offer them possibilities for their future.
Active and critical learning
The National Curriculum Statement encourages an active and
critical approach to learning, rather than rote and uncritical
learning of given truths.
What does this mean in your classroom? You should use a variety
of activities that encourage the learners to engage with the content
and with their fellow learners and explore the world around them.
High knowledge and high skills in learners
It specifies the minimum standards of knowledge and skills at
each grade and sets high, achievable standards in all subjects.
What does this mean in your classroom? You as the teacher
should inspire your learners with relevant knowledge and activities
that will encourage them to want to explore the world around
them and relate what they learn to their lives outside school. Strive
to develop a high level of knowledge and skills in all your learners.
Progression
Progression refers to the process of developing more advanced and
complex knowledge and skills. The content and context of each
grade show progression from simple to complex.
What does this mean in your classroom? If you plan a learning
programme using this course, you will ensure that your learners
are progressing appropriately through the levels of knowledge and
skills that the curriculum requires.
Human rights, inclusivity, environmental and social justice
The National Curriculum Statement is infused with the principles
and practices of social and environmental justice, and human
rights, as defined by the Constitution of the Republic of South
Africa. In particular, they are sensitive to issues of diversity, such as
poverty, inequality, race, gender, language, age and disability.
What does this mean in your classroom? In all activities that
you organise and facilitate, you should create opportunities to
relate your subject to the broader social goal of promoting human
rights, environmental justice and social justice. Take into account
that some of your learners might be grappling with issues, such as
poverty, language, disability, etc. in their daily lives, and encourage
them to explore these issues in ways that relate to this subject.
Valuing indigenous knowledge systems
Indigenous knowledge systems in the South African context
refer to a body of knowledge embedded in African philosophical
thinking and social practices that have evolved over thousands of
years. The National Curriculum Statement acknowledges the rich
history and heritage of this country as important contributors to
nurturing the values contained in the Constitution.
What does this mean in your classroom? Draw on the expertise
in your subject that may be available in your local community.
Find out about individuals and organisations in your region that
can support your classroom work by means of relevant indigenous
INTRODUCTION
2013/06/15 3:13 PM
•
knowledge to which they have access. Encourage learners to
tap into sources of relevant indigenous knowledge in their own
communities. For example: People from indigenous cultures have
always found ways to collect and preserve uncontaminated water.
By finding out about such water collection practices, we can
learn how to minimise contamination of water resources.
Credibility, quality and efficiency
The National Curriculum Statement aims to achieve credibility
through providing an education that is comparable in quality,
breadth and depth to the curricula of other countries. We live in a
world community in which knowledge and people are circulated
all the time. It is important that other countries in the world
recognise the qualifications acquired in the South African school
system and that these standards are set from the ground up.
Qualities and skills of learners
The National Curriculum Statement aims to produce learners that are
able to:
• identify and solve problems and make decisions using critical and
creative thinking
• work effectively as individuals and with others as members of a
team
• organise and manage themselves and their activities responsibly
and effectively
• collect, analyse, organise and critically evaluate information
• communicate effectively using visual, symbolic and/or language
skills in various modes
• use science and technology effectively and critically show
responsibility towards the environment and the health of others
• demonstrate an understanding of the world as a set of related
systems by recognising that problem solving contexts do not exist
in isolation.
Inclusivity
Inclusivity should form part of your planning, so be aware of the
barriers to learning in your class and plan accordingly.
As teachers we must always remember that every learner has the
right to learn no matter what their learning barriers are. Inclusion
means that all the learners should belong. Each learner is unique and
the teacher must learn to build on the individual strengths of each
learner. It is important that the other learners in the class are informed
about a learner’s barriers as this will make them more compassionate,
tolerant and accepting.
When children are included and involved in the subject it will
often improve their attention span, persistence and commitment
to the subject. It is important that all learners have a sense of
achievement no matter what the challenges are. This will improve
their self-esteem.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 5
INTRODUCTION
A5
2013/06/15 3:13 PM
When a learner is struggling with some activity, allocate a ‘buddy’
that will help him or her. Make sure the tasks that are given to the
learners with barriers are more focused and shorter. If the class is doing
movement, the learner with a physical barrier can sit in a chair and move
his or her arms and the buddy learner can move around him or her.
It is also the teacher’s job to encourage the learners with barriers
to ask for help either from their ‘buddy’ or the teacher.
‘It is easier for us (teachers) to change the way in which we teach
than for them (the learner) to change the way in which they learn’ –
Chasty 1985.
Inclusivity should become a central part of the organisation,
planning and teaching at each school. This can only happen if all
teachers have a sound understanding of how to recognise and address
barriers to learning, and how to plan for diversity.
Inclusive education and training should:
• acknowledge that all children and youth can learn and that all
children and youth need support
• accept and respect the fact that all learners are different and have
different learning needs, which are equally valued
• enable education structures, systems and learning methodologies
to meet the needs of the learner
• acknowledge and respect differences in children, whether due to
age, gender, ethnicity, language, class, disability, HIV status, etc.
• maximise the participation of all learners in the culture and the
curriculum of educational institutions and uncover and minimise
barriers to learning.
What does this mean in your classroom? In this series of books, the
learners work together in groups and pairs, which gives them the
opportunity to learn from each other, as well as at their own pace. The
learning methodologies also cater for learners with different learning
abilities. A wide range of activities is included in this series. This allows
you to decide, based on your particular situation and the skills levels of
your learners, which activities should be done by which learners. Some
of the activities could be used as extension work for more advanced
learners, while others can be used as remedial work for learners
requiring additional support. Gender is also addressed as both boys and
girls are able to participate in all the activities. Learners also have the
opportunity to learn about diversity within the subject matter covered.
Learners with physical barriers can work in groups or with a
partner so they can be assisted where necessary. The teacher must
therefore group learners with disabilities, together with learners with
other disabilities or no disabilities so that they can support each other.
Special needs
In many classrooms, learners with special needs require additional
attention – in some cases very little, and in others more extensively.
Teachers should be especially sensitive towards these learners without
A6
Final NS&T Gr 5 TG 14-6-13.indb 6
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
drawing too much attention to the learner’s possible barrier to
learning, and somehow making fellow learners aware of the need to
treat each other with respect without exception. This vital life skill
should be engrained in all young people so that it becomes part of
their personalities for the rest of their lives. The information that
follows will assist you in addressing some of these special needs in
your classroom in an inclusive way. Be aware of these and other special
needs of learners in your classroom.
Partial sight or blindness: For partially-sighted learners who find
it difficult to read text, text could be enlarged by using a photocopy
machine. Also, ensure that these learners sit in the middle at the front
of the class so that their poor eyesight does not become a barrier to
their learning.
Alternatively – especially in group work – text could be read aloud
to these learners. Remember to read loudly, clearly and slowly as
partially-sighted and blind learners rely heavily on their memories.
Hard of hearing: Once again, these learners should sit in the
front of the class. Remember to face the learner directly and speak
loudly and clearly, but without exaggerating when giving instructions,
or when reading text to these learners. Learners who are hard of
hearing learn very early in life to lip-read.
Impaired social skills: The nature of these difficulties varies, but
could, in some cases, become a serious barrier to learning.
• Learners who are very shy or highly-strung might find speaking
in front of the class extremely stressful. Although they should be
encouraged to develop this life skill, it should be remembered that
one can never change someone’s nature completely. Work gently
with these learners – their shyness or nervousness may even be the
result of negative circumstances at home. Let them do their ‘class
presentations’ in written form at first, and then move slowly as the
year progresses, at first letting them speak to one classmate only,
then to a small group, and finally to the whole class.
• Children with ADS (Attention Deficit Syndrome, also known as
ADD – Attention Deficit Disorder) will find it extremely difficult
to work in groups or to sit still and concentrate for very long – in
some cases simply having to listen for two minutes is too long.
Learners with ADS could affect the class atmosphere and class
discipline in a negative way, and although everyone will agree that
the deficiency is no fault of their own, they should not be allowed
to ruin their fellow learners’ education.
The school should have a policy that parents must inform the
school confidentially if their child suffers from ADS. If learners
have been diagnosed, they could be on medication. It is essential
that teachers are informed, otherwise the learner could simply
be branded as ‘extremely naughty’, which would be unfair and
result in inappropriate handling. Teachers should be very careful
not to judge a ‘naughty’ learner too soon. ADS is becoming quite
common, and in some cases may not have been diagnosed at all.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 7
INTRODUCTION
A7
2013/06/15 3:13 PM
Be on the look-out for a learner who:
• finds it hard or even impossible to concentrate
• frequently interrupts the teacher with irrelevant or seemingly
‘stupid’ questions
• fidgets all the time to the point of irritating peers
• jumps up frequently and asks to go to the bathroom (or
somewhere else) at inappropriate times
• shouts out answers or remarks when the class has been asked
to put up their hands
• is unable to deal with group work or pair sessions – these
periods are ‘interpreted’ as a ‘free for all’
• shows signs of aggression when fairly disciplined
• argues with the teacher when asked to keep quiet
Please note that:
• the disorder is more prolific among boys than among girls
• diet could play a role in controlling the disorder – fast foods
and junk foods should be kept to a minimum
• not all ‘naughty’ children have ADS.
Extreme poverty: This barrier to learning requires extreme sensitivity
from the teacher. If you know that there are one or more learners in
your class who come from poverty-stricken backgrounds, you could
handle the situation as follows:
• Learners are often required to bring resources from home,
especially for practical activities in subjects like Visual Arts,
Technology and Science. Some learners may be unable to afford
additional resource materials: magazines for research and making
posters; cereal boxes; colour pencils or Kokis; paper plates; their
own scissors; plastic straws; rulers; calculators. Keep a supply of
these items in your classroom without informing your learners
and unobtrusively give them to those learners whom you know
have difficulty in acquiring them. Be careful not to encourage
‘forgetters’ to make use of this offer! You could ask community
groups and businesses in your area to provide support in collecting
supplies of materials for you to keep in your classroom.
The key to managing inclusivity is ensuring that barriers are identified
and addressed by all the relevant support structures that are available
within the school community, including teachers, District-based
Support Teams, Institutional-level Support Teams, parents and Special
Schools as resource centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies, such
as those included in the Department of Basic Education’s Guidelines
for Inclusive Teaching and Learning (2010).
A8
Final NS&T Gr 5 TG 14-6-13.indb 8
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
Time allocation per subject
The instructional time in the Intermediate Phase is as follows:
Subject
Time allocation per week (hours)
Home language
6
First additional language
5
Mathematics
6
Natural Sciences and Technology
3½
Social Sciences
3
Life Skills
4
• Creative Arts
(1 ½)
• Physical Education
(1)
• Personal and Social Well-being
(1 ½)
TOTAL
27 ½
The allocated time per week may be utilised only for the minimum required
NCS subjects as specified above, and may not be used for any additional
subjects added to the list of minimum subjects.
Natural Sciences and Technology in the school
curriculum
Aims
Science and Technology is an integrated subject that is compulsory for
all learners in the Intermediate Phase. This is so because the subject
is critical for promoting and developing scientific and technological
literacy in preparation for the compulsory, but separate subjects
Natural Sciences and Technology in the Senior Phase (Grades 7 to 9).
This integrated subject aims to build learners’ investigative skills by
honing their discovery skills with practical investigations and developing
their research skills by encouraging them to use reference books and other
media. In the course of analysing the results of practical experiments,
learners get to practise their observation skills and critical thinking and
learn to draw conclusions from a set of results. Learners will also learn
how to represent experimental apparatus and design ideas by drawing
simple diagrams showing a single viewpoint in two dimensions. Through
the application of the design process in Technology, they will also begin to
evaluate designs in terms of fitness-for-purpose, aesthetic appearance and
possible impact on society and the environment.
Purpose
The Curriculum and Assessment Policy Statement (CAPS) for Natural
Sciences and Technology identifies the following as the three main
purposes of the subject:
• development of scientific and technological knowledge and
understanding
• development of science process skills (scientific investigations) and
technological skills (the design process)
• development of an understanding of the relevance of Science and
Technology in society.
Refer to your copy of the CAPS for Natural Sciences and Technology
(page 8) for further explanation of the above.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 9
INTRODUCTION
A9
2013/06/15 3:13 PM
The main Science process skills and technological
and design skills
The development of the skills referred to on page A9 and listed below are
essential for the teaching and learning of Natural Sciences and Technology.
1. Accessing and recalling information – being able to use a variety
of sources to acquire information, and to remember relevant facts
and key ideas, and to build a conceptual framework.
2. Observing – noting in detail objects, organisms and events.
3. Comparing – noting similarities and differences between things.
4. Measuring – using measuring instruments such as rulers,
thermometers, clocks and syringes (for volume).
5. Sorting and classifying – applying criteria in order to sort items
into a table, mind map, key, list or other format.
6. Identifying problems and issues – being able to articulate the
needs and wants of people in society.
7. Raising questions – being able to think of, and articulate relevant
questions about problems, issues, and natural phenomena.
8. Predicting – stating, before an investigation, what you think the
results will be for that particular investigation.
9. Hypothesising – putting forward a suggestion or possible explanation
to account for certain facts. A hypothesis is used as a basis for further
investigation, which will prove or disprove the hypothesis.
10. Planning investigations – thinking through the method for an
activity or investigation in advance. Identifying the need to make
an investigation a fair test by keeping some things (variables) the
same, whilst other things will vary.
11. Doing investigations – this involves carrying out methods
using appropriate apparatus and equipment, and collecting
data by observing and comparing, measuring and estimating,
sequencing, or sorting and classifying. Sometimes an
investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a
systematic way, including drawings, descriptions, tables and graphs.
13. Interpreting information – explaining what the results of an
activity or investigation mean (this includes reading skills).
14. Designing – showing (e.g. by drawing) how something is to be made,
taking into account the design brief, specifications and constraints.
15. Making/constructing – building or assembling an object
using appropriate materials and tools and using skills such as
measuring, cutting, folding, rolling and gluing.
16. Evaluating and improving products – using criteria to assess a
constructed object and then stating or carrying out ways to refine
that object.
17. Communicating – using written, oral, visual, graphic and other
forms of communication to make information available to other
people.
Specific Aims
Three broad subject-specific aims have been identified for Natural Sciences
and Technology. These are tabulated overleaf for your information.
A10
Final NS&T Gr 5 TG 14-6-13.indb 10
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 11
INTRODUCTION
A11
2013/06/15 3:13 PM
Cognitive skill
Specific Aim 1:
Doing science and
technology
Learners should be able to
complete investigations, analyse
problems and use practical
processes and skills in designing
and evaluating solutions.
Understand, comprehend, make
connections between ideas and
concepts to make meaning of
science and technology.
Note: While doing practical
investigations and designing and
making solutions it involves a
specific range of skills, which are
indicated in the next column. The
knowledge and understanding
of doing science and technology
should be assessed within the
context of the cognitive domains
of Specific Aim 2.
Acquire knowledge. The focus
Specific Aim 2:
is on the theory of science
Understanding and
connecting ideas
(concepts, processes, phenomena,
Learners should have a grasp mechanisms, principles, theories,
of scientific, technological and laws, models, etc.).
environmental knowledge,
and be able to apply it in new
contexts.
Specific Aim
• Follow instructions
• Handle equipment, apparatus
and tools
• Make observations
• Record information or data
• Measure
• Interpret
• Design/plan investigations,
experiments or solutions to
everyday problems
Learners must:
• access information from a variety
of sources
• select key ideas
• recall facts
• describe concepts, processes,
phenomena, mechanisms, principles,
theories, laws and models
• sketch design ideas
• draw simple 2D plans.
Learners must:
• build a conceptual framework of
scientific and technological ideas
• organise or reorganise knowledge to
derive new meaning
• write summaries
• write design briefs
• develop flow charts, diagrams and
mind maps
• recognise patterns and trends
• understand the impact of technology
and science
• write specifications and constraints.
Requirements for development
of skill
Teachers should use suitable verbs in tasks or
assessments they set which indicate that understanding
of the subject is being assessed, for example:
• explain
• compare
• rearrange
• give an example of
• illustrate
• calculate
• interpret
• suggest a reason
• make a generalisation
• interpret information or data
• predict
• select
• differentiate.
Teachers should use verbs that show that knowledge
of the subject is being assessed in the tasks or
assessments that they set, for example:
• state
• name
• label
• list
• define
• describe, and any others.
Assessment of skill
A12
Final NS&T Gr 5 TG 14-6-13.indb 12
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
Cognitive skill
Analyse, evaluate and synthesise
scientific and technological
knowledge, concepts and ideas.
Specific Aim 2:
Apply knowledge of science and
Understanding and
technology in new and unfamiliar
connecting ideas
contexts.
Learners should have a grasp
of scientific, technological and
environmental knowledge,
and be able to apply it in new
contexts.
Specific Aim
Learners must be able to:
• analyse information/data
• recognise relationships between
existing knowledge and new ideas
• critically evaluate scientific
information
• critically evaluate issues, proposed
solutions, products and processes
• identify assumptions
• categorise information.
Learners must be able to:
• use information in a new way
• apply knowledge to new and
unfamiliar contexts
• use knowledge to design solutions to
problems, needs and wants.
Requirements for development
of skill
Learners need to show application of knowledge
about something that they have learnt, and which
they understand, in a context or situation about
which they have not yet acquired specific knowledge,
or they must show the use of this knowledge in a
new way.
Teachers should use suitable verbs in tasks or
assessments they set which indicate that analysis,
evaluation and synthesis are being assessed, for
example:
• appraise
• argue
• judge
• select
• evaluate
• defend (a point of view)
• compare
• contrast
• criticise (an argument or assumption)
• differentiate
• distinguish
• discuss.
Teachers should use suitable verbs in tasks or
assessments they set, which assesses a learner’s
ability to apply knowledge, for example:
• demonstrate
• interpret
• predict
• compare
• diferentiate
• illustrate
• solve
• select.
Assessment of skill
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 13
INTRODUCTION
A13
2013/06/15 3:13 PM
Specific Aim 3: Science,
technology and society
Learners should understand
the practical uses of Natural
Sciences and Technology in
society and the environment,
and have values that make
them caring and creative
citizens.
Specific Aim
Requirements for development
of skill
Understanding the history and
relevance of some scientific discoveries
and technological developments
Relationship of indigenous knowledge
to science and technology
The value and application of science
and technological knowledge in
industry, and the impact on the quality
of people’s lives and/or the environment
Cognitive skill
Note: The skills that are linked
to this Specific Aim are cognitive
rather than practical and are the
same as for Specific Aim 2.
Assessment of skill
Natural Sciences and Technology ‘Knowledge
Strands’
Natural Sciences and Technology for the Intermediate Phase has been
divided into seven Knowledge Strands in the CAPS. These Knowledge
Strands are used as organisers for the Physical Sciences, Life Sciences,
Earth Sciences and Technology components of this integrated subject:
Subject
Knowledge Strand
Area of science
Natural Sciences
Life and living
Life Sciences
Natural Sciences
Matter and materials
Physical Sciences
Natural Sciences
Energy and change
Physical Sciences
Natural Sciences
Planet Earth and beyond
Earth Sciences
Technology
Structures
Technology
Processing
Technology
Systems and control
Sequencing and progression
The Natural Sciences and Technology CAPS sets out the content to be
covered for each of the Knowledge Strands for each grade as follows:
Grade 6
Grade 5
Grade 4
Strand Life and living
Natural Sciences
Matter and
Energy and
materials
change
• Living and non- • Materials
living things
around us
• Structure of
• Solid
plants and
materials
animals
• What plants
need to grow
• Habitats of
animals
• Energy
and energy
transfer
• Energy
around us
• Energy and
sound
• Plants and
animals on
Earth
• Animal
skeletons
• Food chains
• Life cycles
• Metals and
non-metals
• Uses of
metals
• Stored
energy in
fuels
• Energy and
electricity
• Energy and
movement
• Photosynthesis • Solids,
• Nutrients in
liquids and
food
gases
• Nutrition
• Mixtures
• Solutions
• Ecosystems
and food webs
as special
mixtures
• Dissolving
• Mixtures
• Electric
circuits
• Electrical
conductors
and
insulators
• Mains
electricity
A14
Final NS&T Gr 5 TG 14-6-13.indb 14
SECTION A
Planet Earth
and beyond
Structures
Technology
Processing
Systems and
control
• Planet Earth • Term 1:
• Term 3:
• The Sun
Structures
Movement
• The Earth
for animal
energy in a
and the Sun
shelters
system
• The Moon
• Term 2:
• Term 4:
Strengthening
Rocket
materials
systems
• Term 2:
Strong frame
structures
• Planet Earth • Term 1:
• Term 2:
• Term 3:
• Surface of
Skeletons as
Processing Systems
Earth
structures
materials
for moving
• Sedimentary
• Processed
things
rocks
materials
• Fossils
• The solar
system
• Movements
of the Earth
and planets
• The
movement
of the Moon
• Term 1:
• Term 3:
Food
Systems
processing to solve
• Term 2:
problems
Processes • Term 4:
to purify
Systems for
water and
looking into
water
space
resources • Systems to
explore the
Moon and
Mars
INTRODUCTION
2013/06/15 3:13 PM
It is recommended in the CAPS that teachers teach the Natural
Sciences Knowledge Strands in the sequence mapped out below for all
three grades:
1. Life and living
2. Matter and materials
3. Energy and change
4. Planet Earth and beyond
Each term also includes a Technology strand (terms indicated in the table on
page A14) and at least two Technology strands are developed in each grade.
This Natural Sciences and Technology course follows the
recommended sequence above.
Time allocation for Natural Sciences and Technology
Time allocation for Natural Sciences and Technology
in the Intermediate Phase:
3½ hours
per week
Time allowed for curriculum to be completed
38 weeks
Time allowed for end-of-year examinations
2 weeks
Total teaching time per school year
40 weeks
The allocated time per topic in the CAPS is an indication of
the weighting of that topic for allocation of marks in tests and
examinations.
Seven hours per term must be used for formal and informal
assessment (see CAPS p. 15).
Classroom management
With the learners, create a set of rules for classroom behaviour. Agree
together what the rules of the classroom are and write the rules on a
poster, which can be displayed in the classroom. State the rules in a
positive way, for example, ‘We listen quietly when others speak’.
You may find that situations arise which you did not consider when
creating the rules. In these instances, if it is necessary to create a rule
for it, add it to the rules. Rules may vary slightly, depending on the
activities you are doing, for example, a classroom theory lesson versus a
practical lesson versus an outdoors lesson versus a class outing.
Learners must also be made aware of the repercussions of breaking
the rules. When rules are broken, follow through with a suitable
reprimand or punishment. It is important that rules are applied
consistently. This reinforces the effectiveness of the rule in that the
learner knows what to expect. Most learners are aware of the dynamics
of power in the classroom. However, there are learners who will try
and see how far they can push you.
If you have a difficult learner/s in your class, approach your
colleagues or principal for guidance. Some of them may have
experience dealing with a similar situation or may know the learner/s
involved and know how to address the situation constructively. It
is important that this be done in a positive way. The learner must
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 15
INTRODUCTION
A15
2013/06/15 3:13 PM
be protected from being stereotyped as an ill-disciplined learner
otherwise he or she will always perpetuate that behaviour.
Here are some ideas or tools to assist with classroom management:
Preparation
Prepare more than you need to for the day’s lessons. Create additional
worksheets on the topic you are working on, so that if learners
complete their work sooner than expected, they may do the additional
worksheet. It will keep them occupied and less likely to disrupt
the class. This is a good opportunity to create enrichment activities.
Resources
Create a secure storage space where you store collected resource
material, equipment and tools for investigations and projects. While
it is not ideal to have to use improvised equipment, teachers should
improvise and encourage learners to collect materials that could be
used for making technology models. Plant materials for investigations
could be obtained from the school grounds if appropriate plants are
planted there in advance, and animal material can be purchased from
the local butcher at a reasonable cost.
Group or pair work
Throughout this course, learners will work in a variety of ways –
sometimes on their own, sometimes in pairs or in small groups.
Providing guidance for your learners in class discussions is important.
Introduce each topic or activity to them by looking at what is required
together, and finding out what they know already. Before they get on
with an activity, make sure that:
• everybody knows what they have to do and everybody knows
whether they are to work on their own, in pairs or in groups
• if working in pairs or groups, the learners should not find
themselves with the same partners or group members each time;
this will help to avoid groups that are constantly disruptive
• they have the resources to carry out the activity
• you agree on how the learners will get your attention if they need
help
• the learners have an idea of how much time the activity
should take
• they understand how they will be assessed for the activity.
Organising the classroom
Find a way to organise the class so that the learners can work
comfortably in the different modes (alone, in pairs and in groups).
Remember that if the group size is too large then some learners may
sit back and let others do all the work. There is a danger of these
learners becoming bored and disrupting the rest of the class too.
It is a good idea to keep some wall and shelf space for displaying
learners’ work. Put up a representative sample of the class’s work – not
just the best ones.
A16
Final NS&T Gr 5 TG 14-6-13.indb 16
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
You can use posters that are relevant to the subject, topic or skill that
you are teaching to ignite the learners’ interest in the subject and make
the classroom environment more engaging. Posters and resources are
obtainable from many organisations and institutions and are often free.
Safety
All the activities in this course have been designed with the learners’
safety in mind, however, you will still need to be careful when they
work outside, or with tools, science equipment, chemicals and heat.
The following guidelines will help you to ensure that the
environment is safe for learners to explore:
• Check the learners’ health records so that you are aware of those
who have allergies and other health problems.
• Tell the learners that they should never taste anything unless you
give them permission to do so.
• Alert learners to possible dangers before they begin any activity.
• Remind learners not to run when using a sharp object, nor to
point it at someone close to them.
• Always let learners be involved in cleaning up. Allow sufficient
time for this to be done properly and make sure that spills are
cleaned up immediately or they could lead to accidents.
These are just a handful of ideas to manage your classroom. Speak to
your colleagues about effective methods they use in their classrooms.
Resources for Natural Sciences and Technology
Every learner should have a textbook and an exercise book, as well as
sufficient workspace and equipment to carry out investigations, and
design and make things.
Schools must make every effort to ensure that essential equipment
is provided, but where the proper equipment is not available, teachers
should improvise, as it is important for learners to have the experience
of carrying out investigations and for learners to make their own
technology models in order to develop science and technology skills.
In this course we have tried to make use of basic equipment and
consumables that can easily be obtained from recyclable sources.
The list of resources that should be available for each activity are
listed at the beginning of each topic and with each practical activity
and technology project in Section B of this Teacher’s Guide.
Language skills across the curriculum
Natural Sciences and Technology teachers should be aware that
they are also engaged in developing reading and writing skills when
teaching their subject. This is important when teaching learners for
whom the Language of Learning and Teaching (LOLT) is not their
home language. These skills can be developed by providing learners
with the opportunity to read scientific and technological texts, and
write reports, paragraphs and short essays in the context of learning
science and technology.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 17
INTRODUCTION
A17
2013/06/15 3:13 PM
Assessment
Assessment is a continuous, planned process of identifying, gathering
and interpreting information about the performance of learners, using
various forms of assessment. It involves four steps:
• generating and collecting evidence of achievement
• evaluating this evidence
• recording the findings
• using this information to understand and thereby assist the
learners’ development in order to improve the process of learning
and teaching.
Formal and informal assessment
Two types of assessment need to be done:
• informal (Assessment for Learning)
• formal (Assessment of Learning).
In both cases, regular feedback should be provided to learners to
enhance the learning experience.
Process and purpose of assessment
Assessment is a process that measures individual learner’s attainment
of knowledge (content, concepts and skills) in a subject by collecting,
analysing and interpreting the data and information obtained from
this process to:
• enable you as the teacher to judge a learner’s progress in a
reliable way
• inform learners of their strengths, weaknesses and progress
• assist teachers, parents and other stakeholders in making decisions
about the learning process and the progress of learners.
Assessment should be mapped against the content and intended aims
specified for Natural Sciences and Technology. In planning your
informal and formal assessments, it is important to ensure that in the
course of a school year:
• all of the subject content is covered
• the full range of skills is included
• a variety of different forms of assessment are used.
Barriers to learning and assessing
All learners should have the opportunity to experience success – even
learners who may be experiencing barriers to learning. Alternative
strategies may need to be applied to accommodate learners with
special needs, such as more time, enlarged text, use of information
communication technology, or using scribes. The use of alternative
assessment relates to the change in the form of assessment used to
accommodate all learners. It is important to vary the assessment
strategy appropriately.
A18
Final NS&T Gr 5 TG 14-6-13.indb 18
SECTION A
INTRODUCTION
2013/06/15 3:13 PM
The section on Inclusivity on page A5 of this Teacher’s Guide could
give ideas on how to overcome such barriers.
Informal assessment (daily assessment)
Assessment for learning has the purpose of continuously collecting
information on a learner’s achievements that can be used to improve their
learning. Informal assessment is a daily monitoring of learners’ progress.
This is done through observations, discussions, practical demonstrations,
learner-teacher conferences, informal classroom interactions, etc. Informal
assessment may be as simple as stopping during the lesson to observe
learners or to discuss with learners how learning is progressing. Informal
assessment should be used to provide feedback to the learners and to
inform planning for teaching, but need not be recorded. It should not be
seen as separate from learning activities taking place in the classroom.
You can mark these assessment tasks, or let the learners mark
their own or another learner’s task. Self- and peer assessment actively
involve learners in assessment. This is important as it allows learners to
learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally
recorded unless you wish to do so. The results of daily assessment tasks
are not taken into account for promotion and certification purposes.
Informal, ongoing assessments should be used to scaffold the
acquisition of knowledge and skills and should be the stepping stones
leading up to the formal tasks in the Programmes of Assessment.
Formal assessment
Formal Assessment Tasks are all the tasks that make up a Formal
Programme of Assessment for the year. They are marked and formally
recorded by you for progression purposes. All Formal Assessment
Tasks are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained.
Formal assessment provides you with a systematic way of evaluating
how well learners are progressing in a grade and in a particular subject.
Examples of formal assessments include tests, examinations, Practical
Tasks, projects, oral presentations, demonstrations, performances, etc.
Formal Assessment Tasks form part of a year-long formal Programme of
Assessment in each grade and subject.
Very important: The cognitive demands of assessment used should be
appropriate to the age and developmental level of the learners in the
grade. Assessments in Natural Sciences and Technology must cater for
a range of cognitive levels and abilities of learners within this context.
The assessment tasks should be carefully designed to cover the content
of the subject, as well as the range of skills that have been specified
under the Specific Aims. The design of these tasks should therefore
ensure that the full range of content, and skills are assessed within
each year of the Intermediate Phase. The Specific Aims, the topics and
content, and the range of skills must be used to inform the planning
and development of assessment tasks.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 19
INTRODUCTION
A19
2013/06/15 3:13 PM
The tables below and on page A21 indicate how appropriate weighting
of different cognitive levels can be ensured.
Weighting of cognitive levels for the assessment of
content in Grade 5
Setting tests
and tasks
for different
cognitive levels
Knowing
science and
technology
Percentages
indicating the
proportion of
low-, middleand high-order
questions in
tasks, tests and
exams
50%
Useful
verbs to use
when setting
questions
Knowledge
recall
Understanding
science and
technology
Applying
scientific and
technological
knowledge
Evaluating, analysing,
synthesising scientific
and technological
knowledge
35%
State
Name
Label
List
and others ...
Understanding
Explain
Describe
Compare
Plan
Rearrange
Give an example
of and others …
Applying
15%
Predict
Compare
Design
Use knowledge
to demonstrate
and others …
Evaluating
Evaluate
Suggest a reason
Interpret
and others ...
Analysing
50%
35%
15%
LOW
MIDDLE
HIGH
Count
Define
Identify
Label
List
Match
Name
Outline
Point out
Quote
Recite
Repeat
Reproduce
Select
State
Trace
A20
Final NS&T Gr 5 TG 14-6-13.indb 20
Classify
Compare
Convert
Discuss
Distinguish
Define
Describe
Estimate
Explain
Generalise
Give examples
Illustrate
Infer
Interpret
Match
Paraphrase
Plan
Restate
Rearrange
Rewrite
Select
Summarise
Translate
SECTION A
Change
Compute
Construct
Demonstrate
Draw
Illustrate
Predict
Relate
Solve
Use
Breakdown
Differentiate
Discriminate
Investigate
Relate
Separate
Arrange
Combine
Compile
Construct
Create
Design
Formulate
Generalise
Generate
Group
Integrate
Organise
Summarise
Synthesising
Appraise
Conclude
Contrast
Critique
Criticise
Decide
Evaluate
Grade
Justify
Interpret
Support
Recommend
INTRODUCTION
2013/06/15 3:13 PM
Note:
• These cognitive skills apply to all three Specific Aims: Knowing
and doing Science and Technology, and Science and Technology
and society.
• A single formal class test in a term will not necessarily provide the
most accurate and reliable evidence of every learner’s performance.
As far as possible, try to let learners write more than one class
test per term, in order to get a better picture of the abilities of
the learners in the class. One formal class test per term is the
minimum number that must be recorded.
Suggested mark weighting for Grade 5 June exam
Cognitive levels
Teaching time in
weeks
Suggested mark
allocation
Plants and animals
on Earth
2½ weeks
14
Animal skeletons
1½ weeks
Skeletons as
structures
2½ weeks
Food chains
1½ weeks
Life cycles
2 weeks
TERM 1
Life & living
Topics
Low
50%
Middle
35%
High
15%
8
TERM 2
Matter & materials
10 weeks
Metals and nonmetals
2 weeks
Uses of metals
2½ weeks
Processing of
materials
3½ weeks
Processed
materials
2 weeks
10
13
10 weeks
TOTAL
22
marks
16
marks
7
marks
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 21
45 marks
INTRODUCTION
A21
2013/06/15 3:13 PM
Suggested mark weighting for Grade 5 November exam
Cognitive levels
TERM 3
Topics
Low
50%
Middle
35%
High
15%
Teaching time
in weeks
Stored energy in
fuel
3 weeks
Energy and
electricity
3 weeks
Energy and
movement
1 week
Systems for moving
things
Suggested mark
allocation
14
8
3 weeks
10 weeks
TERM 4
Planet Earth
1 week
Surface of the
Earth
2½ weeks
Sedimentary rocks
2 weeks
Fossils
2½ weeks
10
13
8 weeks
TOTAL
22
marks
16
marks
7
marks
45 marks
Sample exam and tests
The Revision: Test features at the end of each term in the Learner’s
Book provide learners with a range of questions that can be used
for revision and preparation for exams and tests. Answers for these
questions are provided in the lesson guidelines.
A sample end-of-year internal exam and sample tests for each
term, as well as marking memorandums and rubrics, are included
in Section C, and may be photocopied for use with this course.
The sample exam has been set in accordance with the guidelines in
the CAPS. Refer to the CAPS document for more information if you
prefer to set your own exam paper.
Rating scale
Codes and percentages for reporting in Grades R–12:
Rating code
7
6
5
4
3
2
1
A22
Final NS&T Gr 5 TG 14-6-13.indb 22
SECTION A
Description of competence
Outstanding achievement
Meritorious achievement
Substantial achievement
Adequate achievement
Moderate achievement
Elementary achievement
Not achieved
Percentage
80—100
70—79
60—69
50—59
40—49
30—39
0—29
INTRODUCTION
2013/06/15 3:13 PM
Formal Programme of Assessment
The formal Programme of Assessment table on this page shows what is
required for formal assessment for the year.
Formal assessment requirements for Natural Sciences
and Technology Grade 5
Refer to the assessment section of the CAPS for further guidelines on
setting balanced tests and exams, and for the specific requirements for
each type of assessment task.
Also see Section C for sample exam papers and additional examples
of questions that can be used for setting your own tests and exams.
Formal Programme of Assessment for Grade 5
Formal
Term 1
assessments
Term 2
Term 3
Term 4
Total marks
for the year
School-based
assessment
1 Exam or
Test on work
from Terms
1 & 2 (45
marks)
1 selected
Practical
Task
(15 marks)
1 Test on
Term 3 work
(15 marks)
1 selected
Practical
Task
(15 marks)
1 selected
Practical
Task
(15 marks)
135 marks
75%
Exam on
work from
terms 3 & 4
(45 marks)
45 marks
25%
8 assessments
(180 marks)
100%
1 Test on
Term 1 work
(15 marks
1 selected
Practical
Task
(15 marks)
Exams
(60 minutes)
Total number
of formal
assessments
2
2
2
2
Total %
for the
year
For guidelines on the minimum mark allocation prescribed for tests,
tasks and exams for each grade, please see marks given in brackets in
the table above and in the table on page A21.
Records of learner performance should provide evidence of a learner’s
progression within a grade and his or her readiness to progress to the
next grade.
Learner performance should be communicated to learners,
parents, schools and other stakeholders by means of report cards,
parents’ meetings, school visitation days, parent-teacher conferences,
phone calls, letters, class or school newsletters.
Learners’ work should be displayed all over the classroom and
school, if possible.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 23
INTRODUCTION
A23
2013/06/15 3:13 PM
How to use this course with the Curriculum
and Assessment Policy Statement for Natural
Sciences and Technology
Structure of course according to CAPS
•
•
•
This Study & Master Natural Sciences and Technology course
consists of a Learner’s Book, which has been carefully structured to
match the requirements of the CAPS, as well as this Teacher’s Guide
that provides step-by-step guidance on how to introduce and teach
the topics and activities in the Learner’s Book.
This Study & Master Natural Sciences and Technology course has
been designed according to the contents and sequence of the
CAPS to make it easier for teachers to develop their own teaching
plans in accordance with the CAPS guidelines.
The features of this Study & Master Natural Sciences and
Technology course, outlined below, ensure that teachers can meet
the CAPS requirements by following this course.
Integration with general aims and principles of the
South African curriculum
•
•
Examples and case studies have been selected to reflect the
general aims and principles of the South African curriculum,
as well as the specific aims of the science curriculum. For
example, there are examples that relate the content to the work
that different types of scientists do. Inclusivity is emphasised,
for example by making learners aware of how people with
different disabilities would use their senses. Environmental and
social justice form the basis for many of the real-life examples
throughout, with an emphasis on practical involvement, for
example in starting a vegetable garden or recycling project.
The variety of activities allow for a wide range of opportunities to
develop language across the curriculum, especially with regard
to reading and writing, for example by letting learners read reallife examples and articles and write short reports.
Expanded contents provides an overview of the CAPS
•
The expanded contents provides an overview of the requirements
of the CAPS for Natural Sciences and Technology in terms of
content and pacing. It can also serve as a Work Schedule for the
teaching of Natural Sciences and Technology.
Weighting and sequencing
•
•
A24
Final NS&T Gr 5 TG 14-6-13.indb 24
SECTION A
This Study & Master Natural Sciences and Technology course
structure has been aligned to the recommended weighting of
different Topics in the CAPS, in terms of numbers of hours.
The structure has been planned to allow for a progression
of knowledge acquisition across Topics. Although we would
therefore recommend that you follow the structure for the year
INTRODUCTION
2013/06/15 3:13 PM
•
•
in the sequence as presented, you may of course make whatever
adjustments you may regard as necessary to match your local and
classroom situation. For example, if you live in Namaqualand, you
may want to devote time during spring to topics related to Life
and living so that you can link in the natural floral wonders of
your region as part of your teaching plan.
On average, one page in the Learner’s Book reflects roughly one
hour of recommended teaching time in the CAPS. You may
however find that some aspects require more teaching time,
and you should therefore do your own pace planning to ensure
appropriately weighted coverage of the content during the course
of the year.
Because the weighting for Technology includes allowance for the
completion of Technology Practical Tasks in class time, fewer
Learner’s Book pages are usually allocated to the Technology
topics than reflected in the recommended number of hours.
Terms, Topics and Units = CAPS Topics and
Sub-topics
•
•
The structure for each Term reflects the coverage of the different
Knowledge Strands, as stated in the CAPS.
Each Term in the Learner’s Book and corresponding Teacher’s
Guide is divided into Topics and Units that are structured
according to the recommended sequence of Topics and Subtopics, as stated in the CAPS.
Establishing links across topics
•
•
•
The Knowledge Strands, as well as the Topics and Sub-topics in
the CAPS, are used throughout as an organising tool for the subject
content. However, as the CAPS emphasises, learners need ‘to make links
to related Topics to help them achieve a thorough understanding of the
nature of, and connectedness in science and technology. Links must also
be made progressively, across grades to all Knowledge Strands.’
For this purpose, Arrow note features have been introduced
throughout to help learners see the links between different themes,
both in terms of what they have already learnt and what they
will still be learning about later. The What do you already know?
features for baseline assessment at the start of Topics also help to
reinforce this important aspect.
Flash facts features provide extra interesting bits of information to
stimulate interest in the topics being studied. They can be used as
talking points during class discussions.
Concept development
•
•
Keywords are introduced and explained throughout in the text, and
are highlighted in colour in the text where they are first explained.
Keyword/s boxes in the margin list these words where they are
first explained, as a reminder for learners to make sure that they
understand the meaning of these words.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 25
INTRODUCTION
A25
2013/06/15 3:13 PM
•
The Word list feature at the back of the Learner’s Book gives learners
the opportunity to practise their dictionary skills by giving short
definitions for key words, along with page references to the pages
where these words are first explained. You can develop learners’
abilities in this regard by making the looking up of words in the Word
list a regular part of your teaching routine. For example, as a warmup activity at the start of a lesson, you can do a short class quiz to see
which groups can look up words the quickest.
Practical skills development
•
•
•
•
•
Skills development, as outlined in the Specific Aims of the CAPS,
forms an integral part of the structure of the course.
In addition to general integration of skill-related activities and
content, the course includes Science and Technology skills features
that introduce and reinforce key skills throughout the course.
These skills features also help to make learners aware of the
real scientific purpose of the activities that they are doing. For
example, many teachers dread group work activities that focus
on discussion, as it could easily deteriorate into idle chatter if not
properly supervised. The skills feature on group work however
makes learners feel like ‘real’ scientists when doing group work by
explaining how scientists often work together to make important
scientific discoveries.
In the development of skills and their application in activities,
the emphasis in the course is on providing practical ideas for
using everyday materials where scientific equipment may not be
available. For example, empty cooldrink bottles are suggested as
containers for growing plants, and glass storage jars instead of
glass beakers for relevant experiments.
Safety first! features are used throughout to emphasise the
importance of working safely, for example, when doing
experiments or when collecting insects for study.
Activities for concept development and assessment
•
•
•
A26
Final NS&T Gr 5 TG 14-6-13.indb 26
SECTION A
Activities match the recommended activities in the CAPS and
also allow for the progressive development, consolidation, and
informal and formal assessment of knowledge and skills that are
required by the CAPS.
What do you already know? features at the start of new topics, allow
for baseline assessment of the following:
—— what learners have already learnt in earlier topics or grades
—— what general background knowledge learners already have on
familiar aspects of topics.
How are you doing? features at the end of Topics serve as a
reminder to reflect on what learners can remember of what
they have learnt in each Topic before introducing a new Topic.
Encourage learners to ask questions about aspects that they are
still unsure of, and do revision as necessary, either with individuals
or groups of learners, or with the class as a whole.
INTRODUCTION
2013/06/15 3:13 PM
•
•
•
•
Practical Tasks are explained in a way that allows these tasks to be
used as options for formal assessment, as explained in the section
in the Teacher’s Guide.
Revision: Test questions at the end of each term help learners to
review the work for the whole term, and to prepare for tests and
exams.
Enrichment tasks are suggested at the end of some terms to allow for
extension work, and further ideas for extension and remediation are
provided in the Teacher’s Guide throughout the course.
Worksheets that may be photocopied for use with this course are
provided in Section C of the Teacher’s Guide for activities where
learners may, for example, need them to record Practical Tasks, or
for additional enrichment activities.
Additional teacher support in the Teacher’s Guide
•
•
•
•
•
•
This Study & Master Natural Sciences and Technology Teacher’s
Guide comes in loose-leaf folder form. This allows for convenient
filing of additional information in one place with the general
teaching information in the Teacher’s Guide.
This Study & Master Natural Sciences and Technology course
provides step-by-step guidelines for introducing the different topics
and activities in the Learner’s Book.
Background information, such as relevant websites, is included
where relevant.
Answers are provided for all activities.
Formal and informal assessment guidelines are included in
the lesson notes where relevant. Also refer to the section on
Assessment in this Introduction.
Assessment tools, such as rubrics and checklists, which may be
photocopied for use with this course, are provided in Section C
for Formal Assessment Tasks, as well as for informal assessment
where relevant.
SECTION A
Final NS&T Gr 5 TG 14-6-13.indb 27
INTRODUCTION
A27
2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 28
2013/06/15 3:13 PM
Section B: Teaching guidelines
Term 1: Natural Sciences: Life and living
Technology: Structures
Topic 1: Plants and animals on Earth............................................................................ B4
Unit 1.1 Many different plants and animals.................................................... B4
Unit 1.2 Inter-dependence................................................................................. B6
Unit 1.3 Animal types.......................................................................................... B6
Topic 2: Animal skeletons................................................................................................. B8
Unit 2.1 Skeletons of vertebrates..................................................................... B8
Unit 2.2 Movement.............................................................................................B10
Topic 3: Skeletons as structures ................................................................................... B13
Unit 3.1 Frame and shell structures................................................................ B13
Topic 4: Food chains ........................................................................................................B16
Unit 4.1 Food and feeding.................................................................................B16
Topic 5: Life cycles ...........................................................................................................B18
Unit 5.1 Growth and development..................................................................B18
Revision: Test .............................................................................................................. B21
Term 2: Natural Sciences: Matter and materials
Technology: Processing
Topic 1: Metals and non-metals ................................................................................... B24
Unit 1.1 Properties of metals........................................................................... B24
Unit 1.2 Properties of non-metals.................................................................. B25
Topic 2: Uses of metals....................................................................................................B28
Unit 2.1 Other properties of metals .............................................................B28
Unit 2.2 Uses of metals . .................................................................................B30
Topic 3: Processing materials . ..................................................................................... B32
Unit 3.1 Combining materials ......................................................................... B32
Topic 4: Processed materials ........................................................................................ B35
Unit 4.1 Properties and uses .......................................................................... B35
Unit 4.2 Traditional processing . ...................................................................B36
Revision: Test ............................................................................................................. B37
B1
Final NS&T Gr 5 TG 14-6-13.indb 1
2013/06/15 3:13 PM
Term 3: Natural Sciences: Energy and change
Technology: Systems and control
Topic 1: Stored energy in fuels..................................................................................... B40
Unit 1.1 Fuels....................................................................................................... B40
Unit 1.2 Burning fuels .......................................................................................B41
Unit 1.3 Safety with fire ..................................................................................B42
Topic 2: Energy and electricity . ...................................................................................B45
Unit 2.1 Cells and batteries . ...........................................................................B45
Unit 2.2 Mains electricity ...............................................................................B46
Unit 2.3 Safety with electricity......................................................................B47
Topic 3: Energy and movement ...................................................................................B48
Unit 3.1 Elastic bands and springs.................................................................B48
Topic 4: Systems for moving things.............................................................................B50
Unit 4.1 Wheels and axles................................................................................B50
Revision: Test .............................................................................................................. B51
Term 4: Natural Sciences: Planet Earth and beyond
Technology: Systems and control
Topic 1: Planet Earth ...................................................................................................... B53
Unit 1.1 The Earth moves . ............................................................................... B53
Topic 2: The surface of the Earth ................................................................................B56
Unit 2.1 Rocks.....................................................................................................B56
Unit 2.2 Soil comes from rocks .....................................................................B56
Unit 2.3 Soil types . ..........................................................................................B56
Topic 3: Sedimentary rock . ...........................................................................................B58
Unit 3.1 Formation of sedimentary rock.......................................................B58
Unit 3.2 Uses of sedimentary rock................................................................B59
Topic 4: Fossils .................................................................................................................B60
Unit 4.1 Fossils in rock......................................................................................B60
Unit 4.2 Body and trace fossils....................................................................... B61
Unit 4.3 Importance of South African fossils ............................................B62
Revision: Test ............................................................................................................. B63
B2
Final NS&T Gr 5 TG 14-6-13.indb 2
2013/06/15 3:13 PM
TERM
Natural Sciences:
Life and living
Technology: Structures
1
TOPIC 1: Plants and animals
on Earth
Unit 1.1 Many different plants
and animals
Unit 1.2 Inter-dependence
Unit 1.3 Animal types
TERM 1
Natural Sciences:
Life and living
Technology:
Structures
TOPIC 2: Animal skeletons
Unit 2.1 Skeletons of
vertebrates
Unit 2.2 Movement
TOPIC 3: Skeletons as
structures
Unit 3.1 Frame and shell
structures
TOPIC 5: Life cycles
Unit 5.1 Growth and
development
TOPIC 4: Food chains
Unit 4.1 Food and feeding
B3
B1
Final NS&T Gr 5 TG 14-6-13.indb 3
2013/06/15 3:13 PM
Topic
1
and animals on Earth
UnitPlants
1
8 ¾ hours
Unit 1.1
Many different plants and animals
Curriculum content and concepts
•
There are many different plants and animals living in different
habitats on Earth (South Africa has a wide variety of indigenous
plants and animals and their habitats).
Resources needed
Textbook, data projector, DVDs, CD, nature journals, photos
Teaching the lesson
Many different plants and animals live in
different habitats on Earth
LB p. 12
In Grade 4 learners learnt of the different habitats. In Grade 5 the
focus is on the diversity of plants and animals found in these habitats.
The introduction to this lesson should be very visual and supported by
DVDs, journals and pictures. Learners must be made aware of the value
of indigenous plants and animals (especially in their area) and the need
to protect our biodiversity. Take the learners out of the classroom to
investigate different plant and animal species on the school premises or
in the surrounding area.
What do you already know?
1.
2.
3.
4.
5.
LB p. 12
They learnt that a habitat is a place where a plants or animals live.
Forests, grasslands, deserts
Rivers, dams
Sea/ocean
Water, food, a place to shelter, have babies, protection/escape
from dangers.
Many different plants and animals in South Africa LB p. 13
The learners must distinguish between the main habitats in South
Africa and the diversity of plants and animals found in each of them.
We distinguish between forest, grassland, semi-desert, the Cape
floral kingdom (fynbos) and water habitats. For each habitat, unique
examples of South African plants and animals are listed. Introduce
learners to the economic importance of the South African flora and
fauna and be aware of factors that threaten the existence of our plants
and animals. Hence we encourage a slightly integrated approach of
teaching that includes the natural environment, economic value, threats
and the protection of our plants and animals.
B4
Final NS&T Gr 5 TG 14-6-13.indb 4
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
ACTIVITY 1
Match plants and animals to their
habitats
LB p. 16
Learners work on their own.
Learners redraw the table in their exercise books and match each of
the habitats in Column A with a plant or plants in Column B and a
corresponding animal or animals in Column C, as in the examples
below. Accept any other appropriate answers.
A: Habitat
B: Plants
C: Animals
Forest
Stinkwood, yellowwood
Monkey, baboon, parrot
Grassland
Sweet grass, sour grass
Elephant, leopard, lion, buffalo,
rhinoceros
Semi-desert
Halfmens, vygies
Snake, jackal, eagle
Cape floral kingdom
Proteas, ericas, restios
Geometric tortoise, Cape
sugarbird, dassie
Water habitat
Hyacinths
Hake, crayfish, snoek, kabeljou
ACTIVITY 2
Count and distinguish plants in your
school grounds
LB p. 17
Learners work in pairs or groups of four.
This activity serves to make learners aware of their immediate
environment. They must observe, record, present and interpret their
data constructively. Learners must draw pictures and design a table for
their reports. You can use a checklist to assess the reports informally.
Data may differ from group to group. Therefore we only assess the
skills in each group.
Example of a checklist:
Criteria
Yes
No
Learners could count the different plants
Learners recorded their rough data in a notebook
Learners could describe the different plants
Each learner could make a drawing of one of the plants
Drawings were properly labelled
Learners could organise their data in a table
The table had proper captions
Learners presented their results to the class
Groups functioned effectively
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the unit.
Explain anything that learners do not understand.
UNIT 1.1
Final NS&T Gr 5 TG 14-6-13.indb 5
TOPIC 1
TERM 1
B5
2013/06/15 3:13 PM
Unit 1.2
Inter-dependence
Curriculum content and concepts
•
•
Plants and animals depend on each other.
They also depend on the resources available (such as air, water, soil, food
and places to hide) in their own habitats.
Teaching the lesson
Learners must understand that no living organism can exist in isolation. All
living organisms, plants and animals depend on each other for their survival.
Plants and animals depend on each other
LB p. 18
Use concrete examples from the learners’ immediate environment to explain
this phenomena.
ACTIVITY 3
Give an example of inter-dependence
in nature
LB p. 19
Learners work with another learner.
Learners must think of examples of inter-dependence that they know of and
share it with a fellow learner.
Plants and animals depend on the resources available in
their own habitats
LB p. 19
Learners must be aware of all the natural resources plants and animals
need to live successfully. Emphasise the importance of the conservation or
preservation of these resources. Learners must know to respect and protect
their natural resources.
Unit 1.3
Animal types
Curriculum content and concepts
•
There are many different kinds of animals,
— some do not have bones, and some have hard outer skins or
shells (invertebrates); some have bones (vertebrates).
Teaching the lesson
Invertebrates
LB p. 20
This lesson must be as visual as possible. Use pictures, DVDs, books,
posters, the Internet, etc. to show learners how the animals look and
how vertebrates differ from invertebrates. Learners must be able to
distinguish between invertebrate and vertebrate animals. They must
know the difference between the two groups and must be able to give
clear examples of each. Make sure that learners are able to identify and
B6
Final NS&T Gr 5 TG 14-6-13.indb 6
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
classify the different animals. Also point out that invertebrate animals
have either a soft fluid-filled skeleton like snails or a hard exoskeleton
like crabs and scorpions.
Vertebrates
LB p. 20
Learners must know that vertebrate animals have a backbone or
vertebral column. They must be able to identify and classify vertebrate
animals. Sensory organs are located on the head of the animals,
while two sets of limbs are located on the body. Point out that some
vertebrate animals, like fish and snakes, don’t have a shoulder girdle.
The front limbs are also modified for different kinds of movement, for
example birds have wings to fly.
ACTIVITY 4
Explore invertebrates and
vertebrates
LB p. 23
Learners work on their own.
1. Invertebrates are animals that don’t have a backbone, e.g. worms,
millipedes, insects, spiders, crabs and scorpions.
2. Vertebrates are animals with a backbone/vertebral column, e.g.
fish, frogs, reptiles, birds and mammals.
3. Learners can provide their answers in a table like the one below.
Name of animal
Vertebrate/
invertebrate
Description of body
A. Snake
Vertebrate
Does not have limbs and has a
body that is covered in scales
B. Giraffe
Vertebrate
Has a head, long neck, body,
legs and tail
C. Frog
Vertebrate
Has a head and a body with two
strong back legs and two short
front legs
D. Pig
Vertebrate
Has a head, neck, body and tail
E. Spider
Invertebrate
Has a soft body with eight legs
F. Vulture
Vertebrate
Has a neck, body and tail. Body
is covered in feathers and its
limbs are wings
UNIT 1.3
Final NS&T Gr 5 TG 14-6-13.indb 7
TOPIC 1
TERM 1
B7
2013/06/15 3:13 PM
Topic
skeletons
UnitAnimal
1
2
5¼ hours
Unit 2.1
Skeletons of vertebrates
Curriculum content and concepts
•
•
•
A vertebrate skeleton consists of bones and joints, and is inside
the body.
Bones are hard and form a strong frame structure.
A skeleton provides support for an animal’s body and protection
for its organs:
—— skull – protects the brain
—— backbone with vertebrae – protects the spinal cord
—— ribs – protect the lungs and heart
—— shoulder blades, arms, legs, hip bones – for movement.
Resources needed
Examples of animal skeletons, human skeleton, pictures, DVDs,
Internet, X-Rays
Teaching the lesson
Animals with skeletons inside their bodies
LB p. 24
Learners must know that vertebrates have skeletons inside their
bodies. The vertebrate skeleton consists of hard bone which forms a
framework inside the body. The bones are connected by joints and
ligaments. Learners must be able to identify the main parts of anyone
of the different vertebrate skeletons, i.e. the skull, backbones, rib
cage, shoulder and hip girdles and the limbs. They must also be able
to compare skeletons with each other and look for similarities and
differences between the different animals. What do you already know?
LB p. 24
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. The leg
2. Yes; both bones are broken, you can see it in the X-ray.
3. Learners will share their knowledge of human bones and that
of other animals. The educator must facilitate the discussion.
For example, bones are hard; bones support the body; skeletons
consist of bones of different shapes and sizes; bones are connected
by joints; bones make movement possible; etc.
B8
Final NS&T Gr 5 TG 14-6-13.indb 8
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Bones
LB p. 26
Learners must know the importance of bones. Bones give the body a
frame structure. They are hard and don’t break easily. Bones provide
support and protect organs.
ACTIVITY 1
Classify animals according to their
skeletons
LB p. 26
Learners work with another learner.
An endoskeleton is to have a backbone inside the body.
1. a) fish – lives in the water, has scales, has fine bones
snails – have a shell, are slimy
amphibians – frogs are amphibians, can live on land and water
earthworms – live in the soil, they wriggle/are flexible
reptiles – have scaly skin, snakes and lizards are reptiles
crabs – have a shell and pincers
birds – have wings and can fly, have feathers and a beak, have
two legs; spiders – have eight legs, some are hairy, spin webs
mammals – have babies, have skin and hair
insects – some can fly, have six legs, are very small.
b) fish – inside; snails – outside; amphibians – inside;
earthworms – outside; reptiles – inside; crabs – outside;
birds – inside; spiders – outside; mammals – inside;
insects – outside.
Functions of the skeleton
LB p. 27
Learners must not only know the parts of the skeleton, but they must
also know the role that each of the parts play in the animal body.
For example:
• The skull protects the brain.
• The backbone protects the spinal cord.
• The ribs protect the heart and the lungs.
• Limbs are used for movement.
ACTIVITY 2
Identify parts of a skeleton LB p. 29
Learners work with a partner.
Supply each learner with an answer sheet as provided on page C5 in
Section C of this Teacher’s Guide.
1. Learners must match the labels to each drawing and place the
letters in their correct positions on each of the drawings.
2. • Skeletons provide a strong frame to the body.
• Parts of the skeleton protect the organs of the body.
• Skeletons make movement possible.
UNIT 2.1
Final NS&T Gr 5 TG 14-6-13.indb 9
TOPIC 2
TERM 1
B9
2013/06/15 3:13 PM
Unit 2.2
Movement
Curriculum content and concepts
•
Vertebrate animals can move because there are
— muscles attached to the skeleton
— joints between the bones.
What do you already know?
LB p. 30
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) No, because she is injured or she has a broken leg.
b) Learner with the crutches broke or fractured her foot or ankle.
c) She should be able to walk again. Her injury should heal with
time and treatment.
2. Yes, it is one of the characteristics distinguishing living from nonliving things.
3. a) Ligaments, tendons and muscles, nervous system, skeleton
b) No, some have limbs, others have tails, fins, wings or move
with contraction of muscles only (for example: snakes, snails,
jelly fish).
4. The food they eat.
Teaching the lesson
The skeleton and muscles make movement possible
LB p. 31
Learners must understand that muscles are connected to the bone
to make movement possible. When the muscle contracts or relaxes,
the bone moves in opposite or different directions. Muscles work in
antagonistic pairs. As one contracts, the other relaxes and vice versa.
Learners can be challenged to build models to illustrate this.
ACTIVITY 3
Identify muscles in the body
LB p. 31
Learners work with another learner.
1. a) Learners try to copy the expressions as shown in the pictures
on page 31 in the Learner’s Book.
b) Learners describe how they think she felt, for example:
Picture A: serious/nervous – biting her lip
Picture B: funny – sticking out her tongue
Picture C: happy – smiling face
c) Learners pull faces while their partners try to guess the mood.
2. Learners create a table and complete as many examples of muscles
as possible.
B10
Final NS&T Gr 5 TG 14-6-13.indb 10
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Example:
Muscles/part of body
face
legs
What I can do with these muscles
smile, cry, eat
walk
3. Learners choose any two vertebrates that move differently and
make a poster as instructed.
4. Learners present their posters of how animals move to the class.
ACTIVITY 4
Consider how antagonistic muscles
work
LB p. 33
Learners work with another learner.
1. a) Learners make a fist and bend their arms at the elbow.
b) Learners feel the movement of the muscle on the inside of the
upper arm: the muscle contracts.
2. a) Learners stretch the arm at the elbow while keeping a fist.
b) They feel the muscle on the outer part of the upper arm: this
muscle now contracts.
3. a) Message is relayed from the brain.
b) The spinal cord of a paralysed person is damaged. Therefore
no messages can go to or from the brain.
c) They cannot move around; they’ll be bedridden or stuck to a
chair. Raise funds to buy chairs; arrange with social and health
services to provide wheelchairs; educate communities to be
sensitive donate money to help needy people.
4. a) The worksheet is included at the back of the Teacher’s Guide
in Section C under photocopiable resources.
b) Learners demonstrate how their cardboard arms work.
Joints in the human body
LB p. 34
Learners must know that a joint attaches two or more bones and that
it makes movement of bones possible. They don’t have to know the
detailed structure of joints, but should be able to distinguish between
different types of joints, e.g. ball and cup joint, hinge joint, etc.
Learners must know where on their bodies we find these joints. Use
the human skeleton to show them.
ACTIVITY 5
Explore body movements and joints
LB p. 34
Learners work in groups.
This activity should be done outside so that learners have room to
move. Provide the learners with a copy of the table on page C5 in
Section C of this Teacher’s Guide to complete.
1. a) Learners identify the different joints on their bodies by
performing different movements. They can also use a model of
the human skeleton to perform the movements.
b) Learners complete the table provided by the teacher.
UNIT 2.2
Final NS&T Gr 5 TG 14-6-13.indb 11
TOPIC 2
TERM 1
B11
2013/06/15 3:13 PM
ACTIVITY 6
Identify how muscles move bones
through joints
LB p. 35
Learners work as a class.
Warn the learners to be careful in the execution of the moves. Ask
them to take note of the movement in the muscles, joints and bones
in their shoulders, elbows, hips and knees as they do the movements.
Divide the learners in groups of six to perform the second part of
the activity.
2. b) One learner records their findings in a table like the one
below.
Column A — Type of movement
Column B — Description
Swinging arm in a circle
Bending and straightening arm
Moving leg sideways and forwards
Bending and straightening leg
Bend and straighten your back
Other movement:
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the unit.
Explain anything that learners do not understand.
B12
Final NS&T Gr 5 TG 14-6-13.indb 12
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Topic
3
as structures
UnitSkeletons
1
8 ¾ hours
What do you already know?
LB p. 36
This is a baseline assessment to determine learners’ existing knowledge.
1. A structure is something that is built, made or put together in a
particular way.
2. To protect; to support; to enclose or contain; to span a gap
3. Something that we can find in nature, e.g. spider web, bird nest,
beehive, shell, skeleton.
4. Something that is made by a human, e.g. dog kennel, house and
bird cage.
Unit 3.1
Frame and shell structures
Curriculum content and concepts
•
•
A vertebrate skeleton is a frame structure (also refer to Grade 4
Matter and materials).
Some invertebrate skeletons are shell structures, such as that of a crab.
Teaching the lesson
Frame structures
LB p. 36
Recap work done in Grade 4. Explain frame structures and look at
the examples. Learners can look around in the classroom or on the
playground and give more examples of frame structures.
ACTIVITY 1
Work with frame structures LB p. 37
Learners work in small groups.
1. It forms a frame and is made up from different parts.
2. Spider web – supports the spider and keeps the food secure.
Bird cage – protects the bird and encloses the bird so that it
cannot fly away.
Human skeleton – supports the body and protects the organs.
3. Human-made – bird cage
Natural – human skeleton and spider web
4. Ladder, tree, chair, table, shelf
UNIT 3.1
Final NS&T Gr 5 TG 14-6-13.indb 13
TOPIC 3
TERM 1
B13
2013/06/15 3:13 PM
Shell structures
LB p. 37
Recap work done in Grade 4. Explain shell structures and look at
the examples. Learners can look around in the classroom or on the
playground and give more examples of shell structures.
ACTIVITY 2
Work with shell structures
LB p. 37
Learners work in small groups.
1. It is made from one solid part.
2. Snail or shell – protect and contain
Wasp nest – protect and contain and support
Bird bath – contain
Crab – protect and contain
Fish tank - protect and contain
3. Natural – snail shell, wasp nest, crab
Human-made – bird bath, fish tank
4. Cooldrink can, bottle, egg box
A vertebrate skeleton is a frame structure
LB p. 38
Recap work done earlier in the term about vertebrates. Explain that
the skeleton supports the body and makes movement possible and
gives each animal its shape. Look at the pictures and identify the
backbone of the different skeletons.
Some invertebrate skeletons are shell structures LB p. 40
Invertebrates do not have a skeleton like vertebrates. Invertebrates still
need something to give them shape and to protect them. Discuss the
content in the Learner’s Book on page 40.
ACTIVITY 3
Discuss the purpose of the hard
outer shells
LB p. 40
Learners work with another learner.
1. It protects and gives structure to the animal.
2. It makes movement possible.
PRACTICAL TASK — ACTIVITY 4
vertebrate skeleton
Make a model of a
LB p. 41
Recap work done in Grade 4 about the Technology Process and
strengthening of structures. Revise the Technology Process as done in
Grade 4. Use the Technology Process to do this task.
Learners work with another learner or in small groups.
1. Make sure learners know what resources they are allowed to use.
2. Recap on ways to attach things.
3. Discuss the content as in the Learner’s Book. For the slower
learners, go step-by-step through the content. Other learners can
work on their own.
NB: Work must be done in the classroom.
B14
Final NS&T Gr 5 TG 14-6-13.indb 14
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Learners answer the questions to make an informed decision which
skeleton they are going to make. Learners do not have to make a
human skeleton, they can make any animal structure if they want
to. Learners evaluate their own skeleton according to the evaluation
form on page 42 in the Learner’s Book and answer the questions
underneath the form. Ask a few learners to show their skeleton to the
class and discuss how they made it.
How are you doing?
LB p. 42
Learners complete the self-assessment sheet given in the
Learner’s Book.
UNIT 3.1
Final NS&T Gr 5 TG 14-6-13.indb 15
TOPIC 3
TERM 1
B15
2013/06/15 3:13 PM
Topic
UnitFood
1 chains
4
5¼ hours
Unit 4.1
Food and feeding
Curriculum content and concepts
•
•
•
•
•
Green plants make their own food and build their branches and
stems using water and carbon dioxide from the air, and energy
from sunlight; plants use carbon dioxide from the air and release
oxygen into the air.
Animals need food to carry out their life processes (to move, feed,
grow, sense the environment, excrete, breathe and reproduce).
All animals depend on plants as their primary source of food
(herbivores, carnivores and omnivores).
A food chain describes the feeding relationships between plants
and animals.
A food chain:
—— starts with a plant (produces food)
—— then follows with an animal that eats that plant
—— after that with an animal that eats that animal
—— includes the transfer of energy which flows from the plant
through to the last animal in the chain.
Resources needed
Pictures of various plants and animals, DVDs, Internet
Teaching the lesson
Learners must know that a food chain describes the feeding
relationships between plants and animals. It starts with a plant
(produces food), is followed by an animal that eats that plant, and
after that by an animal that eats that animal. Food chains describe
the transfer of energy which flows from the plant through to the last
animal in the chain. However, you need to inform learners that all
food chains ultimately end with the decomposers that break down
dead organic matter.
What do you already know?
LB p. 44
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) Plants get their energy to make their food from the Sun.
b) The girl gets her food from the animal, and the animal gets its
food from the plants.
B16
Final NS&T Gr 5 TG 14-6-13.indb 16
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Guide the discussion to introduce learners to the concept
that plants make their own food which they store as potential
energy. When an animal or person then eats food made from
the plant, their bodies can convert the potential energy to
kinetic energy (movement energy).
2. Sun → mealies → cow → girl
Food chains in nature
LB p. 45
Emphasise that photosynthesis is the process by which plants make
food and that plants are the producers of the environment. It is
important to stress the fact that people and animals get their energy
from the food they eat. They eat plants or products made from plants,
or they eat the meat from other animals that ate plants. Energy is
transferred in a food chain. Learners must be able to distinguish
between carnivores, herbivores and omnivores in food chains.
Compare and classify animals
LB p. 48
ACTIVITY 1
Learners work on their own.
1. to 2.
Herbivore
a) Cow
Carnivore
Omnivore

What it eats
Grass
b) Spider

Insects
c) Eagle

Meat, e.g. rats, rabbits
d) Rat

Plant and meat products, e.g. milk,
cheese, bread, etc.
e) Chimpanzee

Plant and meat products, e.g. milk,
bread, etc.
f) Squirrel

Plants, e.g. oaks, nuts, etc.
ACTIVITY 2
Order and explain food chains
LB p. 50
Learners work with another learner.
1. Learners put the pictures in the correct order so that they show the
food chain. In this case, it would be: Sun → plant → bird → cat.
2. Learners’ answers should be along these lines: The Sun gives the
plant energy and fuel to grow. The bird eats the seeds from the
plant and the cat eats the bird.
3. Learners discuss and draw food chains with four links for plants
and animals that are found in their area.
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
UNIT 4.1
Final NS&T Gr 5 TG 14-6-13.indb 17
TOPIC 4
TERM 1
B17
2013/06/15 3:13 PM
Topic
UnitLife
1 cycles
5
7 hours
Unit 5.1
Growth and development
Curriculum content and concepts
•
•
•
•
•
Plants and animals grow and develop throughout their lives.
A life cycle describes the stages and processes that take place as a
plant or animal grows and develops.
A life cycle describes how one generation of a plant or animal
gives rise to the next generation through reproduction.
Death can occur at any stage of the life cycle.
Many animals care for their young in order for them to grow
and develop.
Resources needed
Pictures of different stages in the development of various plants
and animals, diagrams of the life cycles of plants and animals,
DVDs, Internet
Teaching the lesson
Plants and animals grow and develop throughout
their lives
LB p. 51
To adequately teach this content, you need to have pictures and
diagrams of the different stages in the development of various plants
and animals. Learners must know that plants and animals grow
and develop throughout their lives. A life cycle describes how one
generation of a plant or animal gives rise to the next generation through
reproduction. Learners must be able to distinguish between the different
stages and processes in the life cycle of a plant and an animal.
What do you already know?
LB p. 51
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) Seeds
b) No. These spring flowers are annuals. Once they have set seed,
they die. The seeds are dispersed by the wind and animals,
and lie in the ground until they start germinating and start
growing new plants.
2. These are deciduous trees that lose their leaves in autumn. The
leaves fall on the ground, where decomposers turn them back into
nutrients in the soil.
B18
Final NS&T Gr 5 TG 14-6-13.indb 18
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
3. a) Reproduction
b) Growth is where living organisms become bigger as they
mature. You see it physically as they grow bigger.
Plant life cycles
LB p. 52
Learners must be able to identify and label the stages in the life cycle
of a flowering plant, including processes like pollination, fertilisation,
germination, growing, maturing, flowering and stages like the seed,
seedlings, adult plants, flowering plants and fruiting.
ACTIVITY 1
Identify the male and female parts of
flowers
LB p. 53
Learners work with another learner.
1. Learners bring a flower of their choice to the classroom.
2. a) Learners make a longitudinal section of the flower.
b) Learners identify the parts of their flower.
c) Learners make a drawing of their respective flowers.
d) Learners label the visible parts of their flowers.
Flowers for the birds and the bees
LB p. 54
Learners need to know about the different ways in which flowers can
be pollinated. It is important to take season into account when you
teach this subject matter. It is essential for learners to see the different
pollinators in action. Take them into the school garden or a nearby
field to show them.
ACTIVITY 2
Identify and sequence life cycles
of plants
LB p. 56
Learners work with another learner.
1. a) Learners compare the stages in the life cycle of a sunflower
plant to the life cycle of a bean plant. They discuss and
indicate the correct sequence: from mature plant (B) which
gets pollinated and produces fruits/seeds in turn (E) to
germination (C ) to seedling (D) to fully grown plant that
forms flowers (F)– thereby starting the whole life cycle again.
In the meantime the old plant dies (A).
b) B → E → C → D → F → A
Learners can also copy and paste or draw the pictures in the
correct sequence.
c) Descriptions are shown in a) above.
2. a) and b) Learners then follow the same process as in Question 1,
this time applying it to any other plant that they are familiar with.
UNIT 5.1
Final NS&T Gr 5 TG 14-6-13.indb 19
TOPIC 5
TERM 1
B19
2013/06/15 3:13 PM
Animal life cycles
LB p. 57
Learners must also be able to identify and label the stages in the life
cycle of a vertebrate animal, e.g. processes like growing, maturing,
mating, producing eggs and babies and stages such as baby, young
animal, mature adults (male and female).
ACTIVITY 3
Talk about animal life cycles LB p. 57
Learners work as a class.
1. a) Inside the egg there is a young embryo that waits for the right
conditions (temperature) to break out.
b) Learners discuss and agree on a possible life cycle of the chick
hatching from the egg. Draw a simple life cycle on the board.
2. a) Learners share their own experiences.
b) Draw a learner’s life cycle on the board, for example to show
the life cycle related to the birth of puppies.
3. This question is intended to get learners to realise that there are
differences in the life cycles of different animals. For example,
some animals lay eggs, others give birth to live babies, etc. The
aim is to get them thinking about different life cycles. They will
look at examples of such differences on the pages that follow.
4. Yes, plants have male and female parts that are involved in sexual
reproduction. In animals, male and female animals are involved in
sexual reproduction.
Stages of sexual reproduction in animals
LB p. 58
Learners must distinguish between the different stages and processes
of sexual reproduction. This includes mating, fertilisation, pregnancy,
birth, young adult, mature adult and death.
Examples of animal life cycles
LB p. 59
The curriculum requires learners to identify the life cycle of one animal.
To allow for an interesting variety of animals for learners to consider, the
examples on pages 60 to 63 introduce examples of a range of animals,
which show a variety of different life cycles. Work through these examples
with the learners to help them understand the stages in the life cycles of
typical animals. By the time they have looked at the information about the
life cycles of amphibians, reptiles and baboons, they should be able to come
up with their own ideas for the life cycles of the examples of mammals.
The life cycles of frogs
LB p. 60
Learners identify and learn the different stages in the life cycle of a frog.
The key here is that the newborn does not look like the parent and goes
through a series of changes before it looks like the parent (process of
metamorphosis, which they will learn about in later grades).
The life cycle of crocodiles
LB p. 61
Learners identify the stages in the life cycle of a crocodile, a coldblooded animal. Crocodiles lay their eggs after fertilisation. The
female guards over the eggs until the young crocodiles hatch out.
B20
Final NS&T Gr 5 TG 14-6-13.indb 20
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
The life cycle of baboons and other mammals
LB p. 62
Learners identify the stages in the life cycle of a baboon. Baboons are
warm-blooded animals. They nurse their babies. That means they feed
them with mother’s milk. Baboons do not lay eggs. That means no
eggs are formed. The young animal is attached to the mother and gets
its food via a placenta.
ACTIVITY 4
Identify and sequence life cycles of
animals
LB p. 64
Learners work with another learner.
1. a) Learners study the pictures on page 64 in the Learner’s Book
and discuss a possible arrangement for the life cycle of the pig.
For example, B → C → A → D or B → A → D → C
b) Learners draw a simple life cycle of a pig in their exercise
books, basing it on the pictures in the Learner’s Book.
Alternatively, you can make copies of the pictures in the
Learner’s Book, which they can then cut out and paste into
the correct life cycle from mating/fertilisation to birth of
piglets to growth to adulthood.
c) Learners provide simple labels that show an understanding of
the stages of development. These are: B: Mating; C: Pregnant
adult; A: Birth; D: Young/baby piglet or B: Mating; A: Birth;
D: Young/baby piglet; C: Adult pig
2. a) and b) Learners research their own animals and draw the
life cycles of the animals of their choice. They can use the
examples in the Learner’s Book for ideas, but should try to use
their own examples.
3. Learners choose an animal that cares for their young and
determines how long it stays with the parent. Learners share their
information with the class.
Extension work
As suggested in the Enrichment activities at the end of the term, this
topic lends itself to practical extension work by letting learners collect
tadpoles to observe the life cycle of frogs and/or having an ant farm
in the class where they can observe the life cycle of ants. There are
many books available with information on these and other aspects of
animal and plant life cycles, and a Google search will show you many
educational websites with practical ideas for such extension activities
Revision: Test
LB p. 65
Learners work on their own.
1. a) Plants and animals that are found naturally in South
Africa are called indigenous plants.
b) Stinkwood and yellowwood trees are found in forest habitats.
2. Fill in: Herbivores eat plants. An elephant is an example of
a herbivore.
3. Complete the following sentence:
Plants depend on sunlight, soil, water and air to make their
own food. This process is called photosynthesis.
4. Plants → animals → humans or Sun → plant → humans
UNIT 5.1
Final NS&T Gr 5 TG 14-6-13.indb 21
TOPIC 5
TERM 1
(2)
(2)
(2)
(3)
B21
2013/06/15 3:13 PM
5. a) True
(2)
b) False. The Big Five consist of the African elephant, lion,
rhinoceros, buffalo and leopard
(2)
6. a) i) Frame structure – It has a skeleton
(2)
ii) Shell structure – It has an outer shell
(2)
b) Human: vertebrate, because a human has a backbone
Crab: invertebrate, because it has a hard outer shell and
no backbone
(2)
7. A Vertebrate – It has a skeleton.
(3)
B Invertebrate – It has an outside shell but no skeleton.
C Invertebrate – It has no skeleton.
8. a) Learners need to give an appropriate example of an
indigenous plant, with a short description. They also need
to give an appropriate response on how the plant is
adapted to its environment.
(5)
b) This question encourages learners to think for themselves
about what would happen to the plant if the weather
became drier and hotter, for example by indicating that
even plants such as succulents that are adapted to survive
in semi-desert ecosystems, may not survive even hotter
weather. (This prepares them for further discussions on
the effects of climate change in later grades.)
(2)
9. a) Learners need to give an appropriate example of an
indigenous animal, with a short description. They also
need to give an appropriate response on how the animal is
adapted to its environment.
(4)
b) Similar to question 8b, but now learners must think about
the effect on their chosen animal if the weather should
become colder and wetter, for example they may say that
flooding could occur and force the animal to move and
may deplete its food resource.
(2)
10. Learners’ own drawings should be similar to that in the
Learner’s Book of the bean plant life cycle, shown below.
Diagrams
to show plant
lifestage
cycles
They need to supply
descriptions
for each
in the bean
On
the
previous
pages
you
learnt
more
aboutthe
the
plant’s life cycle, and need to show arrows to depict
different stages in the life cycles of plants. The diagram
sequence. Theybelow
needshows
to add
suitable
as well.
(10)
the alife
cycle of heading
a bean plant.
A. Seed in
the soil.
B. Seed
germinates and
grows into a
seedling, which
then grows into
a full-grown,
mature plant.
C. The
mature
plant forms
flowers, and
pollination
then takes
place.
D. The female
parts of the
flower develop
into seeds
within fruit.
E. The fruit
with their
seeds grow
bigger.
F. The plant
disperses
the seeds.
The life cycle gets repeated over and over again
as new plants keep developing from new seeds.
Total: 45 marks
B22
Final NS&T Gr 5 TG 14-6-13.indb
Activity 2: Identify and sequence life cycles
of plants
SECTION B TEACHING GUIDELINES
Work with another learner.
A
B
1. The pictures on the left show different stages in the
life cycle of a sunflower plant.
a)
Discuss how you should arrange the different
22
2013/06/15 3:13 PM
TERM
Natural Sciences:
Matter and materials
Technology: Processing
2
TOPIC 1: Metals and
non-metals
Unit 1.1 Properties of metals
Unit 1.2 Properties of
non-metals
TERM 2
Natural Sciences:
Matter and
materials
Technology:
Processing
TOPIC 2: Uses of metals
Unit 2.1 Other properties
of metals
Unit 2.2 Uses of metals
TOPIC 3: Processing materials
Unit 3.1 Combining materials
TOPIC 4: Processed
materials
Unit 4.1 Properties and uses
Unit 4.2 Traditional
processing
B23
B1
Final NS&T Gr 5 TG 14-6-13.indb 23
2013/06/15 3:13 PM
Topic
1
and non-metals
UnitMetals
1
7 hours
Curriculum content and concepts
•
•
•
Metals are used to make things because they have certain
properties.
Some properties of metals:
—— solid at room temperature (except mercury and gallium)
—— shiny (lustrous)
—— hard
—— strong
—— can be hammered, shaped (malleable) and made into thin
wires without breaking (ductile)
—— melt at high temperatures.
Metals are mined from the Earth.
What do you already know?
LB p. 68
This is a baseline assessment to determine learners’ existing knowledge.
1. Pot, knife and fork, coins, nails, drawing pins, gold pendant
2. From the Earth’s crust/beneath the surface of the Earth
3. Yes, either from the surface or beneath the surface of the Earth.
4. Sand and stones can become liquid, but not gaseous. The rest can
only be crushed, but essentially remain solids.
5. Metals can change into a liquid state by heating it to a very high
temperature. When cooled down, it changes back into a solid.
6. The gold pendant because metal is harder and stronger than
porous shells.
7. It is either aluminium or stainless steel. It is the best material
because it does not rust and conducts heat quickly to the food
inside. It is strong and light.
8. Learners’ answers will vary.
Resources needed
Different metal objects to touch and handle
Unit 1.1
Properties of metals
Learners should have a working knowledge of some of the properties
of metal. Explain the text to them and make a mind map on the
board of the six most important properties in the text. Discourage
children from underlining in their textbooks. Rather have them
copy the mind map from the board.
B24
Final NS&T Gr 5 TG 14-6-13.indb 24
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Teaching the lesson
Before continuing with teaching the properties of metals (page 72
onwards in the Learner’s Book), it would be useful to briefly introduce
learners to the background information on five types of forces and
reinforcing, as explained below.
Background information: Comparing the five
types of forces
LB p. 71
Explain the five types of forces as per the text and artwork in the
Learner’s Book. Learners should understand the difference between
the forces and should be able to recognise a specific force in examples
provided by the educator. Also discuss reinforcing materials and how
metal is used generally to reinforce concrete. Discuss the pictures on
pages 70 to 73.
Other properties of metals
LB pp. 73—74
Continue introducing learners to the other properties of metals as
explained in the Learner’s Book. In the next unit, they will apply
this knowledge by doing an investigation in which they compare the
properties of metals and non-metals.
Unit 1.2
Properties of non-metals
Curriculum content and concepts
•
•
Non-metals are used to make things because they have certain
properties.
Some properties of solid non-metals:
—— dull
—— can break easily (brittle)
—— do not conduct electricity
—— poor conductors of heat
—— lighter in weight than metals. Teaching the lesson
In the activity in this unit, learners will look at the properties of some
non-metals, and compare the properties of non-metals. Use the text
in the Learner’s Book to introduce the concept of non-metals. Use the
example of carbon as one of the most common non-metals, and the
way in which it can occur in many different forms. If you can, bring
some coal to the class, and if you have a diamond ring to show them,
let them consider the differences in appearance between coal and
diamonds which are both made of carbon.
Unit 1.2
Final NS&T Gr 5 TG 14-6-13.indb 25
TOPIC 1
TERM 2
B25
2013/06/15 3:13 PM
Comparing the properties of metals
and non-metals
LB p. 76
ACTIVITY 1
Learners work on their own.
1. Learners identify the objects: copper wire, sand, coins, stones,
knife and fork, and chalk.
2. They must copy and complete the table.
Object
Metal
a) sand
Non-metal List the properties
√
not a conductor of electricity;
cannot be rolled into wires or
pounded into sheets
b) knives and
forks
√
has shine and does not rust
c) copper wire
√
conductor of electricity
d) chalk
√
can break easily, when force is
applied to it
e) stones
√
not a conductor of electricity
f) coins
√
can tarnish and become dull; a
conductor to heat
PRACTICAL TASK — ACTIVITY 2 Investigate and
compare two properties of metals and non-metals
LB p. 77
Learners should know exactly what is expected of them before they are
divided into groups. They should elect a group leader/spokesperson
immediately and agree to follow his or her instructions. Each group
should also have a scribe to record their findings or results. Group
activities can only work if strict discipline is maintained and all group
members work together. Ban misbehaving learners from participating
in future investigations until they conform to the rules. Make
alternative arrangements for them while you are working with the rest
of the class. Write down the order of work and rules on a poster and
put it up in the classroom.
Learners love practical demonstrations and investigations and
should not be deprived of the opportunity to interact with materials
in a tactile way. They will remember information much better if they
can interact with as many senses as possible.
Science and Technology skills: How to do a scientific
investigation
LB p. 78
Discuss the skills information on pages 78 and 79 with the learners.
This skill refers to specifically a scientific investigation.
Science and Technology skill: How to do a fair test
LB p. 79
Discuss the text with the learners and emphasise how this
investigation can be made fair.
B26
Final NS&T Gr 5 TG 14-6-13.indb 26
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Investigation A: Investigate hardness and lustre of
LB p. 80
metals and non-metals
Learners’ tables should contain the following information:
Metals
Look and
decide
Is the
object
shiny or
dull?
Result
Non-metals
What happened
when the object
was hit with the
hammer?
Look and
decide
Result
Evaluate
What
happened
when the
object was
hit with the
hammer?
Explain
which of the
two objects
were hard or
brittle
dull
broke into
small pieces
lead is hard
and chalk is
very brittle
Is the
object
shiny or
dull?
Lead
shiny
became flatter
Chalk
Steel
shiny
nothing changed Coal
dull
broke into
pieces
steel is very
hard and
coal is brittle
Copper
shiny
became flatter
dull
broke into
pieces
Copper is
harder than
brick
Iron
shiny
nothing changed Stone
dull
broke into
pieces
iron is much
harder than
stone
Brick
Learners should write a paragraph with their conclusion as to whether
metal is harder than non-metals.
Investigation B: How to give tarnished metal back
LB p. 81
its lustre
Learners complete this investigation on their own. Their findings
should be recorded in a report.
They can demonstrate some of their findings in class for enrichment.
unit 1.2
Final NS&T Gr 5 TG 14-6-13.indb 27
TOPIC 1
TERM 2
B27
2013/06/15 3:13 PM
Topic
UnitUses
1 of metals
2
8 ¾ hours
Unit 2.1
Other properties of metals
Curriculum content and concepts
•
•
Metals are useful because of their special properties:
— metals conduct heat and electricity
— some metals are magnetic and some are not.
Only iron rusts (some metals tarnish and become dull).
Teaching the lesson
Explain that this topic is about useful properties of metal. Ask the
learners to put forward some suggestions (other than those previously
discussed) as to why metal is useful to us. Write their suggestions on
the board. At the end of the demonstration, those that are not relevant
can be pointed out by them.
Metals conduct heat
ACTIVITY 1
LB p. 82
Demonstrating the effect of heat
on metal
LB p. 82
Part A
Discuss the questions in the Learner’s Book with the class to introduce
learners to the concept that metals conduct heat, and the different
properties of metals and non-metals in terms of how they respond to heat.
1. Learners should be able to explain that a pot will get hot on a hot
stove, and that it will in turn heat up the food inside.
2. Learners should be able to explain that a plastic pot will melt or
lose its shape if it is used on a hot stove or over a fire.
Part B
Do the following demonstration while the class observes. Remind
them to watch carefully, as they will be answering questions about
what is happening.
You will need a glass wine bottle, a clothes peg, a coin that will
just fit through the bottle’s opening, a candle, matches and a glass of
cold water. First demonstrate how the coin fits through the opening of
the bottle and falls easily into the bottle. Then clasp the coin with the
clothes peg, light the candle and heat it for about two minutes in the
flame. Demonstrate how it is not able to go through the opening of the
bottle now. Ask the learners’ opinion as to why this is the case. Cool
B28
Final NS&T Gr 5 TG 14-6-13.indb 28
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
down the coin in the cold water and try to fit it through the opening
again. It should fall through again.
This demonstration shows that the coin is not able to fit through
the opening after being heated in the flame. Heat makes objects
expand (become larger) and the coin is now too large for the opening.
When it was cooled down in the water, it contracted (became smaller)
and fell through the opening again.
Metal is an excellent conductor of heat.
For enrichment: The conductivity of metal compared
to other materials
You can do the following demonstration to expose learners to the
conductivity of metals compared to other materials. Keep in mind
that the concept of conductivity is introduced as a basic property only
in Grade 5; it will be discussed in more detail in later grades.
You will need a tin can, ceramic mug, plastic cup and a
polystyrene cup, a kettle to boil water, four kebab sticks, a coloured
candle, matches and a paper plate. Ask one learner to time the
demonstration with a stopwatch or cell phone stopwatch.
Light the candle and pour the melted wax onto the paper plate.
Mould a fair amount of wax around the tip of each kebab stick. Place the
kebab sticks upright in a container and allow the wax to set properly. Boil
the water in the kettle and fill the first container with boiled water. Fill the
other containers as the demonstration progresses, not all at once.
Ask the learner doing the timing to start as soon as the first kebab
stick is held to the first container. Start with the polystyrene cup, then
the plastic, ceramic and lastly the tin cup. Use a different stick for
every container. Write down the amount of seconds that passed until
the wax started to melt. The conclusion should be that the tin can
melted the wax in the shortest period of time and is therefore a better
conductor of heat than the other materials.
Some metals are magnetic and others are not LB p. 83
ACTIVITY 2
Test different metals for magnetism
LB p. 83
Depending on the availability of magnets in your class, learners can either
do this activity in groups, or you can do it as a class demonstration.
Give learners a variety of different metal objects (such as iron
filings, drawing pins, paper clips and wire), as well as a magnet. They
have to test which of these objects are attracted by the magnet, and
record their results in a simple table. You can also include some nonmetallic objects (such as plastic or ceramic objects) for them to test.
Learners should be able to see from their tests that some metals are
attracted by a magnet and others not. Metals such as iron are attracted by
magnets, but others (such as lead, chrome, zinc, copper, aluminium and
tin) are not. Keep in mind that in Grade 5 learners are just introduced
to the basic property of metals that can be magnetised or not. They will
study magnetism and its uses in more detail in later grades.
UNIT 2.1
Final NS&T Gr 5 TG 14-6-13.indb 29
TOPIC 2
TERM 2
B29
2013/06/15 3:13 PM
Only iron rusts
ACTIVITY 3
LB p. 83
Test different metals to see if they rust
LB p. 84
This process will take a few days and can be set up in class (preferably
in direct sunlight) and monitored after about a week. Depending on
your classroom resources, you can either let learners investigate this in
groups or do it as a demonstration for the class.
You will need four ceramic bowls (porridge bowls) filled with
water. The process can be sped up by adding salt to the water. Place a
ceramic cup, polystyrene cup, plastic cup and a tin can in each bowl.
Fill the cups and can with water to keep it upright. After about a
week, the tin can should show distinct signs of tarnish/rust.
Do the same with different metal objects (such as coins, iron
filings, paper clips and wire). Learners should be able to observe that
some objects start rusting or tarnishing quite quickly, while others
(for example an aluminium cooldrink can) will not show the effects
of rust.
Explain that the process of rust occurs when certain metals react
with oxygen and water and forming a red, flaky substance. Rust will
occur even faster if an acid, such as lemon juice, is added to the water.
Examples of rust in our homes are the braai grids used outside and
iron pots used for cooking. To prevent iron pots from rust, they can
be smeared with cooking oil while not in use.
Unit 2.2
Uses of metals
Curriculum content and concepts
•
Metals are used to make things such as coins, wire, jewellery,
furniture, buildings and ridges, motor cars, kitchen utensils, roofs.
Teaching the lesson
The learners should have a good idea at this stage of different metals
and their uses. Brainstorm and draw a mind map of a variety of metals
and their useful properties on the board. See an example of the mind
map on the next page. Learners participate actively with suggestions.
Allow time so they can copy it in their exercise book.
B30
Final NS&T Gr 5 TG 14-6-13.indb 30
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Bronze
Shiny
Used for medals, coins
and art
Aluminium
Rust-free
Light and strong
Used for window and door
frames
•
•
•
•
•
Stainless steel
Rust-free
Long-lasting
Used for cutlery and
cooking pots
•
•
•
Useful
properties
•
•
•
Copper
Good conductor of
electricity
Used in electrical
cables
•
•
Cast iron
Heavy duty
Long-lasting
Used for cooking
pots and garden
furniture
Corrugated iron
Cheap
Easy to make
Used in roofing
•
•
•
Gold
Shiny
Valuable
Used in jewellery
•
•
•
POSSIBLE PROJECT — ACTIVITY 4
Research the uses of copper, stainless steel and
aluminium in our daily lives
LB p. 85
Learners work on their own.
1. and 2. See the mind map on the previous page for possible
examples – learners’ efforts will differ.
Science and Technology skills: How to do research
LB p. 86
Discuss the text on page 86 thoroughly with learners. This skill should
be practised and reviewed often.
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
UNIT 2.2
Final NS&T Gr 5 TG 14-6-13.indb 31
TOPIC 2
TERM 2
B31
2013/06/15 3:13 PM
Topic
3
materials
UnitProcessing
1
12½ hours
Curriculum content and concepts
•
•
Materials can be processed to make new materials/products,
such as:
—— mixing and setting (such as Plaster of Paris [or Polyfilla] and
water to make plaster)
—— mixing and setting (such as sand, gravel, cement and water to
make concrete)
—— mixing (such as flour and water to make a sticky paste that
can be used as glue)
—— mixing and cooking (such as making dough)
—— mixing and cooling (such as jelly powder and water to
make jelly)
—— mixing, drying and/or firing (such as wet clay and straw to
make clay bricks).
The properties of the new materials/products may be different
from the properties of the materials we started with.
What do you already know?
LB p. 87
This is a baseline assessment to determine learners’ existing knowledge.
Learners work with another learner.
1. Ice-cream, yoghurt, cheese, milk powder, maas, condensed milk,
custard
2. We can make clothes from wool and clothes, and shoes and
handbags from leather.
3. Sand
Unit 3.1
Combining materials
Teaching the lesson
The main point of the following six investigations is for the learners to
see that we can mix different materials together to find a new material
with its own properties. Often we cannot even see the individual
materials once they are mixed.
To keep learners interested, you can make something from the
material every time so that you do not waste the materials and give the
learners something they can use or eat.
Learners only need to do two of the investigations. You can pick
which ones you want them to do according to time and resources
available to you.
B32
Final NS&T Gr 5 TG 14-6-13.indb 32
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Look at the materials before you mix them and let the learners write
down how each material feels and looks in their exercise book. After
mixing the materials learners observe if they can still see the original
materials and write down what the new materials feel and look like.
Make sure that you have all the necessary resources before they
begin the investigations.
Learners answer the questions in their exercise books and draw a
flow diagram indicating which ingredients were used at the beginning
and what the end product was.
ACTIVITY 1
Investigate combining materials to
make a new product
Answers will differ according to the investigations you are going to do.
Investigation 1:
LB p. 87
Mixing and setting (Making a paperweight)
1. (A) Before: White powder and water-transparent and wet.
After: (B) A solid, hard mass. You cannot see the powder or the
water any more. It can hold form, where water and Plaster of Paris
on their own cannot do so.
2. While the mixture is setting, a chemical reaction is taking place,
causing heat to be given off.
Investigation 2:
LB p. 89
Mixing and setting (Make concrete stepping stones)
1. (A) Before: Cement is a grey powder and sand is fine, while gravel
is little stones. Water is wet and transparent.
(B) After: A hard solid material is formed, grey in colour.
2. No, you cannot see the different materials anymore.
Investigation 3:
LB p. 92
Mixing flour and water (Make glue)
1. (A) Before: Flour – powdery, white substance, dry. Water –
transparent and wet
(B) After: Sticky, opaque white
2. You cannot see the different substances, because the water is
absorbed by the flour when mixing them together.
Investigation 4:
LB p. 93
Mixing and cooking (Make your own crumpets)
1. (A) Before: Flour, baking powder, sugar and salt – these are all dry,
powdery substances. Flour and baking powder are fine and soft,
while sugar and salt are grainy. Milk, oil and egg – these are all
liquids and are wet.
(B) After: Once these materials are combined and heat is added,
we end up with a solid crumpet that is soft and spongy and is also
edible. You cannot see the different materials/substances mixed.
UNIT 3.1
Final NS&T Gr 5 TG 14-6-13.indb 33
TOPIC 3
TERM 2
B33
2013/06/15 3:13 PM
2. Flour and baking powder taste bland, sugar is sweet, salt is salty,
mixture of milk, oil and egg is not appetising. When combined
and cooked the result is a tasty, appetising crumpet.
Investigation 5:
LB p. 95
Mixing and cooling (Make your own jelly)
1. (A) Before: Jelly powder – grainy and coloured, sweet. Water –
wet liquid, tasteless.
(B) After: Solid gel, sweet
2. No, they are combined into a gel-like substance.
3. Yes, but it is not rigid.
4. Yes, it is a solid, as it has form.
Investigation 6:
LB p. 96
Mixing, drying and/or firing (Make clay bricks)
1. (A) Before: Clay or mud – Sticky substance that can be moulded
into shapes. Straw – dry, fibrous plant
(B) After: A solid block that is hard and dry
Yes, you can still see the substances that are visible on the outside
and the straw is embedded in the clay/mud.
2. Yes, it does.
Properties of new materials
LB p. 97
Explain that properties of materials are how they look and feel. Refer
to examples from the investigations you have done.
ACTIVITY 2
Write a summary on the two
processed materials/products
LB p. 97
Learners can use any of the examples they have done or they can
try some of the others at home. Answers will differ according to the
example they use.
B34
Final NS&T Gr 5 TG 14-6-13.indb 34
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Topic
Materials
materials
UnitProcessed
1
4
1
7
5.25
hours
Hours
Unit 4.1
Properties and uses
Curriculum content and concepts
•
Materials such as Plaster of Paris, concrete, fabrics, ceramics and
glass, plastics and paint, have their own special properties.
What do you already know?
LB p. 98
This is a baseline assessment to determine learners’ existing knowledge.
1.
Metals
Examples
Steel, iron, aluminium, brass, copper
Non-metals
Plastic, glass, ceramics, wood, paper
Properties
Hard, durable, strong, conductor of heat
and electricity
Can be brittle, bad conductors of heat and
electricity, some can break easily
2. Pots and pans (for cooking), kitchen utensils (for eating and
preparing food), tins (for storing things)
Uses of processed metals
LB p. 98
Explain why processed metals are used in the place of metals. Use an
example of a lunch box made of steel instead of plastic. Have a discussion in
the class about what the advantages and disadvantages of this will be.
Learners look at the different cups and evaluate them. Learners
will have different answers.
Discuss words that describe properties of materials with the
learners. Some learners will not have this vocabulary.
PRACTICAL TASK — ACTIVITY 1
properties and uses of materials
Comparing the
LB p. 100
Learners do this activity in their exercise books.
1. and 2. Answers will differ amongst the learners. Discuss this in
the class. Their answers should be along these lines:
Properties
Strong
Durable
Waterproof
Fire-resistant
Interesting colours and
textures
Total marks
Plastic Pottery Porcelain Glass Wood Paper or Polystyrene
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
UNIT 4.1
Final NS&T Gr 5 TG 14-6-13.indb 35
TOPIC 4
TERM 2
B35
2013/06/15 3:13 PM
3. and 4. Learners’ answers will vary. Have a class discussion to see if
you can come up with one overall cup winner.
Unit 4.2
Traditional processing
Curriculum content and concepts
•
In Africa people have processed materials for hundreds of years
to make:
— clay pots and bricks
— baskets, hats, mats, thatched roofs made from plant fibre such
as grasses and reeds.
Teaching the lesson
Look at the pictures of craft markets and have a class discussion on
craft markets the learners have been to. Ask them what people sell at
craft markets. Often the craft people make their products while they
mind their stalls. Ask learners to bring something they bought at a
craft market to school.
Grass can be used to make roofs
LB p. 102
Learners look at the pictures in the Learner’s Book and discuss how
grass is used to make roofs. Some learners might live in houses with
grass roofs. Ask them how it feels in summer and winter. Link this to
indigenous structures done in Term 2 Grade 4.
Grass can be used to make mats
LB p. 103
Bring some grass mats from home or ask learners to bring examples.
Look at how they are put together. Most of them are woven or tied up
with string.
Making bricks using clay or mud and straw
LB p. 103
Link this to the investigations that have been done earlier in the term,
where learners could make clay bricks.
PRACTICAL TASK — ACTIVITY 2
Make your own clay object
LB p. 104
Learners must answer the questions to decide on the object they are
going to make. Make the playdough yourself or ask a few parents to
make some. It is not advisable to allow learners to make it themselves
as they can burn themselves.
Use the Technology Process to make the clay object.
Discuss each step given in the Learner’s Book. Put their clay
objects on the window sill to dry. Once they are dry, learners can
paint them. Learners’ answers will vary according to the object they
are going to make.
B36
Final NS&T Gr 5 TG 14-6-13.indb 36
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
ACTIVITY 3
Write about an object made from
plant fibre
LB p. 104
Learners work on their own.
1 and 2.
Learners’ answers will vary.
Revison: Test
LB p. 105
Part A:
Life and living
Learners work on their own.
1. Indigenous
2. Stinkwood and yellowwood
3. a) True
b) True
c) False
4. a) A food chain describes the feeding relationships between
plants and animals. It starts with a plant, follows with
an animal that eats the plant, after that another animal
eats that animal and it includes the transfer of energy
which flows from plant to the last animal in the chain.
b) The Sun (energy source); producer (e.g. grass);
consumer/herbivore or omnivore (e.g. cow eating
grass); consumer/carnivore or omnivore (e.g. humans
eating cow). Accept reasonable descriptions that reflect
the four parts, even if learners do not use the actual
terminology indicated here.
5. a) grass → buffalo → lion
b) The buffalo; it eats plants.
c) The lion; it eats meat.
6. Photosynthesis is the process whereby plants use energy
from the Sun, carbon dioxide from the air and minerals and
water from the soil to make their own food.
7. A: invertebrate
B: vertebrate
C: vertebrate
8. a) snail: shell
b) snake: frame
c) baboon: frame
d) scorpion: shell
9. B, A, D, C
10. They attach to bones and allow movement.
11. By mixing different materials we can bring about a permanent
change and make a new product.
12. Learners’ answers will vary.
13. a) Something that will last for a long time.
b) It will not absorb water or let water through.
c) It will not burn in fire.
14. Grass roofs, grass mats, grass baskets, clay bricks or any other
suitable answer.
REVISION: TEST
Final NS&T Gr 5 TG 14-6-13.indb 37
TOPIC 4
TERM 2
(1)
(2)
(1)
(1)
(1)
(3)
(4)
(3)
(2)
(2)
(6)
(3)
(1)
(1)
(1)
(1)
(4)
(2)
(2)
(3)
(3)
(3)
B37
2013/06/15 3:13 PM
Part B:
Matter and materials
15. Learners’ comparison of a metal (copper) and a non-metal (chalk)
should reflect aspects such as these shown in the table below:
Properties
Copper (metal)
Chalk (non-metal)
Hardness
Hard
Soft and brittle
Uses
Copper pipes,
copper ornaments,
etc.
Blackboard chalk,
etc.
Conducting of heat
and electricity
Conducts electricity
and heat
Does not conduct
electricity
Lustre
Shiny
Dull
Density and weight
Heavy
Light
(10)
16. The damp sea air will make the iron rust; stainless steel will
not rust.
(2)
17. They are hard, durable and can be polished to a high sheen. (3)
Total: 65 marks
B38
Final NS&T Gr 5 TG 14-6-13.indb 38
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
TERM
Natural Sciences:
Energy and change
Technology:
Systems and control
3
TOPIC 1: Stored energy
in fuels
Unit 1.1 Fuels
Unit 1.2 Burning fuels
Unit 1.3 Safety with fire
TERM 3
Natural
Sciences: Energy
and change
Technology:
Systems and
control
TOPIC 2: Energy and
electricity
Unit 2.1 Cells and batteries
Unit 2.2 Mains electricity
Unit 2.3 Safety with
electricity
TOPIC 3: Energy and
movement
Unit 3.1 Elastic bands and
springs
TOPIC 4: Systems for moving
things
Unit 4.1 Wheels and axles
B39
Final NS&T Gr 5 TG 14-6-13.indb 39
2013/06/15 3:13 PM
Topic
1
energy in fuels
UnitStored
1
10½ hours
Unit 1.1
Fuels
Curriculum content and concepts
•
•
•
•
Energy is stored in fuels (including food).
We use fuels as sources of useful energy.
Everyday fuels that we use include coal, wood, petrol, paraffin, gas
and candle wax.
When we burn these fuels we get useful output energy such as
heat and light.
What do you already know?
LB p. 108
This is a baseline assessment to determine learners’ existing knowledge.
1. a) Light and heat energy from the Sun enable crops to grow.
We eat crops (stored energy) and turn it into heat energy for
running (movement energy).
b) Energy chain/cycle
2. a) Heat energy, movement energy, stored energy
b) Heat energy – the Sun
Movement energy – the wind
Stored energy – plants and animals
c) Heat energy – electrical heater; etc.
Movement energy – a turbine; a car, etc.
Stored energy – a battery or spring, etc.
3. a) Input – raw mealie meal; process – making mealie pap in a
pot on a stove using heat energy; output – cooked mealie pap
b) Input – cold water; process – put water in a pot on the fire;
output – hot water
Teaching the lesson
Stored energy in food and other fuels
LB p. 108
Discuss the picture on page 109 in the Learner’s Book. Learners
should know that food is also a fuel, just like petroleum and its
by-products. Discuss different food types and how many calories/
kilojoules they contain. Investigate by looking at different food
packaging for information on the ingredients. Explain that energy is
measured in joules, therefore food’s energy is measured in kilojoules.
The higher the kilojoules, the higher the kilojoule score.
B40
Final NS&T Gr 5 TG 14-6-13.indb 40
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Burning fuels for useful energy
LB p. 110
Discuss where these fuels are found and how they get to us. Mention
the price of the different fuels and how it goes up and down from
month to month. Why is fuel so expensive? Discuss the by-products
of oil, gas and coal and their uses. Mention the difference between a
source of energy and a fuel. The Sun is both a source of energy and a
fuel as it radiates heat and light on its own which powers solar panels
to release energy, which is converted into electricity. Coal is the fuel
that powers large turbines to turn, thereby generating electricity.
Electricity is the source of energy for many appliances in our homes.
ACTIvITY 1
Fuels we use every day
LB p. 110
Engage the learners in a discussion about fossil fuels, how they are
formed, where they are found, how they are extracted and used.
Discuss renewable versus non-renewable with the learners. Ensure
that the learners understand the difference between renewable and
recycling. Emphasise the importance of managing our natural fuel
resources with care as they cannot be replenished.
Learners work as a class.
1. a) Coal/uranium used to generate electricity; wood for fire;
paraffin – stove or heater; gas – heater, Sun – solar energy; wind
– turbines generating electricity; water – generating hydroelectricity; warm water from the Earth’s crust
b) All the above
c) Diesel or petrol for the car and truck; coal – electricity for
trains; aeroplane – avgas (aviation fuel)
d) Food
e) Coal/uranium/diesel/paraffin/gas/wind/water/Sun/hot
underground water to generate electricity or power a lamp
or generator
2. All these fuels are non-renewable except the Sun, wind, water,
wood. Learners give reasons for their answers.
Unit 1.2
Burning fuels
Curriculum content and concepts
•
Fuels need heat to set them alight, and air (oxygen) to keep
on burning.
Teaching the lesson
Emphasise the three components of a fire/flame: heat, air and fuel.
Prepare learners for the activity that follows by discussing the safety
rules on page 114.
UNIT 1.2
Final NS&T Gr 5 TG 14-6-13.indb 41
TOPIC 1
TERM 3
B41
2013/06/15 3:13 PM
ACTIvITY 2
Experimenting with burning LB p. 111
This activity should be demonstrated by you for safety reasons. Learners
observe carefully and then answer questions about what they saw.
Experiment 1: What does a fire (flame) need to
continue burning?
1. Heat, air (oxygen) and fuel
2. The second picture
Experiment 2: How long will a candle burn in
controlled conditions?
You will need three equal sized candles secured on to a surface;
matches; three glass jars: small, medium and large. Light all three
candles and cover with the glass jars.
1. The candle underneath the smallest jar died first, then the one in
the medium jar and lastly the candle in the large jar. The oxygen
in the smaller jar got used up first. The flame died. The candles in
the other jars also died. Second was the medium jar and last the
large jar.
2. Exact time for each should be measured and recorded.
3. The oxygen was used up.
4. A candle will only keep burning while there is still oxygen in the
air in the glass jar.
Unit 1.3
Safety with fire
Curriculum content and concepts
•
Fire can be a threat in our communities.
Teaching the lesson
Read and discuss the text on page 113 with the learners, linking it to
the experiments that you demonstrated in the previous unit.
ACTIvITY 3
Discuss the dangers of working
with fire
LB p. 113
Learners work in small groups.
1. to 2. a) Candles can burn or fall over easily and quickly. Never
leave a candle burning when you go to sleep or leave the room.
b) Paraffin is highly flammable. Children should not be able to
be in close proximity to the stove.
c) Paraffin is highly toxic; it should be kept outside, away from
the reach of children.
d) Smoke and fumes can damage or kill you. Never make a fire
in a room, where the smoke cannot escape.
B42
Final NS&T Gr 5 TG 14-6-13.indb 42
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Safety rules for using energy sources
LB p. 114
Discuss the text and pictures with the class. Ask them to predict the
content by looking at the picture. Take turns to read the captions for
each drawing.
ACTIvITY 4
Create a poster about using energy
sources safely
LB p. 116
Learners work in small groups.
1. a) Learners’ answers will vary; these could range from electricity,
gas, paraffin stoves, fire to using candles.
b) Learners’ answers will vary but they should list more or less
the safety rules and fire triangle, as listed in the Learner’s
Book.
c) Learners’ answers will vary but could be along the lines of
not using gas and paraffin stoves safely, i.e. not stored on safe
and level ground, and not switching the gas off, allowing
the gas to leak inside; making fires in closed rooms; leaving
candles burning unattended; falling asleep whilst a cigarette is
burning; overloading plug sockets; leaving highly-flammable
liquids around for children to play with. In some rural areas
where fire breaks have not been created, veld fires can start
up very easily, and if the wind should be blowing, the fire will
spread quickly.
2. Learners create a poster to explain how to use energy sources safely.
PRACTICAL TASK — ACTIvITY 5 Causes of fire
in the environment and how we can prevent them
from happening
LB p. 117
Learners work in small groups.
Discuss the information on pages 117–119 with the class and invite
responses from the learners. Read it in groups and let each group
make a mind map.
1. a) Learners only need to list the main aspects on pages 117–119:
Cigarettes not properly extinguished
Fires starting in the kitchen while cooking
Heating and cooking appliances malfunctioning or too near
flammable substances
Children playing with matches, lighters, etc.
All the different hot spots in a house: wall sockets, poorly
maintained wiring and electrical cords, candles left burning,
flammable liquids left in an unsafe place.
UNIT 1.3
Final NS&T Gr 5 TG 14-6-13.indb 43
TOPIC 1
TERM 3
B43
2013/06/15 3:13 PM
b) Learners’ answers will be based on Question 1’s answers.
c) Stop, drop and roll if any part of you is on fire. Stay low and
go, go, go! Cover your face with a wet cloth or towel. Soak
clothing in water. Burns should be cooled down with water.
Burn victims should be taken to a hospital or a doctor
without delay.
2. Learners research an accidental fire which caused major damage
and they write a report about it.
3. Fire safety is a very important topic, so try to invite a
representative from the local fire station (or organisations working
with fire stations in your area) to come and give a talk at your
school to engage learners more actively.
B44
Final NS&T Gr 5 TG 14-6-13.indb 44
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Topic
Materials
and electricity
UnitEnergy
1
2
1
10
5.25
Hours
½ hours
What do you already know?
LB p. 120
This is a baseline assessment to determine learners’ existing knowledge.
1. From the food that we eat
2. From electricity or fuel
3. Input energy is the energy we put into the system like food or fuel
and output energy is the work that is done by the input energy.
4. Your energy that you put in, e.g. by plucking the strings of the
guitar you make the air in the box of the guitar vibrate that
produces a sound.
Unit 2.1
Cells and batteries
Curriculum content and concepts
•
•
Energy can be stored in torch cells and batteries.
A circuit is a system that transfers electrical energy to where it
is needed.
Resources needed
Batteries, electric circuits, examples of systems
Teaching the lesson
Bring different types of cells and batteries to school for learners to
look at. Explain that a battery contains energy although we cannot see
it. When you put batteries into appliances the energy from the battery
allows the appliance to do work.
Energy is stored in cells and batteries
LB p. 121
Learners look at the picture of a cell. Safety! Learners must not open
a cell by themselves. There are dangerous chemicals inside which can
harm the learners.
Learners need to observe the positive and negative side of the cell.
Explain that energy runs from the positive side to the negative side. If
a cell is put into an appliance the wrong way, the appliance will
not work.
Discuss why we say that a cell is ‘flat’. The advantage of
rechargeable cells is that they last longer but the disadvantage is that
they are more expensive than normal cells.
Unit 2.1
Final NS&T Gr 5 TG 14-6-13.indb 45
TOPIC 2
TERM 3
B45
2013/06/15 3:13 PM
Circuits as systems that transfer electrical energy LB p. 122
Bring different examples of systems from home, for example an egg
beater. Discuss content in the Learner’s Book and show them the
systems that work together to perform a job.
Discuss that the input energy is when you turn the egg beater
with your hand and the output energy is the blades of the egg beater
turning to beat the eggs.
A simple circuit is also a system. In this system we have a cell to
produce energy and a light bulb to see if it is working. There are also
electrical wires to connect the cell and the light bulb. The energy flows
from the positive side of the cell through the wires to give energy for
the light bulb to light up. It then flows back to the negative side of
the cell.
PRACTICAL TASK — ACTIvITY 1
electrical circuit
Investigate an
LB p. 123
Remember to connect the light bulb correctly. The one contact point
is at the bottom of the light bulb and the other is on the side. Look at
the picture in the Learner’s Book.
Learners work in groups.
Prepare a parcel with two pieces of copper wire covered in a plastic
tube, a cell and a light bulb for each group.
1. and 2. Learners carefully take the components out of the parcel.
They must be careful not to drop the light bulb. Learners write
the following: two pieces of copper wire covered in a plastic tube,
a cell and a light bulb.
3. Learners experiment with the components and try to connect them
so that the bulb lights up. Encourage learners to try different ways
of connecting the components to make the light bulb light up.
4. Learners evaluate their circuit. Assist those learners who cannot
get it to work. Make sure that the cell and light bulb are working.
5. Learners put their circuit carefully down on the table and draw
what they see.
Unit 2.2
Mains electricity
Curriculum content and concepts
•
•
•
B46
Final NS&T Gr 5 TG 14-6-13.indb 46
SECTION B
Electricity from the power station is transferred in a circuit to our
homes and back to the power station.
A power station needs a source of energy.
The source of energy in a power station can be a fuel such as coal.
TEACHING GUIDELINES
2013/06/15 3:13 PM
Teaching the lesson
Discuss the content in the Learner’s Book.
Mains electricity and electric circuits
LB p. 124
Consolidate the concepts of the uses of mains electricity and electrical
energy from batteries. Ask learners to think of more examples where
mains and battery energy can be used.
ACTIvITY 2
Review what you know about the
national power grid
LB p. 125
Learners work with another learner to draw a flow diagram and insert
the labels.
1. Flow diagram should be:
A
D
B
C
F
G
2. Learners paste the descriptions in their correct places on their
flow diagram.
Alternative sources of energy
LB p. 126
Conclude this unit by explaining that there are alternative sources of
energy, as explained on page 126 in the Learner’s Book. This will be
covered in more detail in later grades.
Unit 2.3
Safety with electricity
Curriculum content and concepts
•
Safety precautions should be taken when using electricity.
Teaching the lesson
Safety rules for electricity
LB p. 127
Go through the information in the Learner’s Book with learners and
make sure they understand what to do in case of an emergency. Read
and discuss the list of safety rules when working with electricity. Ask
learners to share some of their experiences and let them add more
safety rules.
ACTIvITY 3
Consider safety rules and actions in
an emergency
LB p. 129
Learners follow the steps in the Learner’s Book. Give each learner a copy
of the worksheet on page C9 in Section C of this Teacher’s Guide.
UNIT 2.3
Final NS&T Gr 5 TG 14-6-13.indb 47
TOPIC 2
TERM 3
B47
2013/06/15 3:13 PM
Topic
3
and movement
UnitEnergy
1
3½ hours
Unit 3.1
Elastic bands and springs
Curriculum content and concepts
•
•
•
We can make things move using stretched or twisted elastic and
compressed strings.
When we stretch or twist elastic or compress a spring, we store
energy in it.
When we release the elastic or spring again, we get movement
energy.
What do you already know?
LB p. 130
This is a baseline assessment to determine learners’ existing
knowledge.
Learners work as a class.
1. a) Potential energy
b) Kinetic energy
c) A system
2. By pulling the elastic band back and letting it go, it creates energy
from potential to kinetic energy. By letting the elastic band relax,
the horse falls down.
3. Jack in the box – opening the box will make the toy jump out
because the spring is released.
Toys that you wind up – by letting it go, the elastic band winds
down and therefore creates movement.
Resources needed
Examples of toys that use elastic bands and springs
Teaching the lesson
Allow learners to play with different toys that can store energy by
winding it up and later releasing the energy by winding down.
Things that stretch or bend to release energy LB p. 131
Discuss the content in the Learner’s Book and demonstrate where
possible.
B48
Final NS&T Gr 5 TG 14-6-13.indb 48
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
PRACTICAL TASK — ACTIvITY 1 Investigate
simple objects that stretch or bend to release
energy
LB p. 131
Learners work in groups.
Let learners work in groups and discuss the pictures in the Learner’s
Book of the different things that use springs and elastic bands. Guide
the discussion to help them discover how the spring and rubber band
store energy when they are tightened and how this energy is released
as movement energy.
1. Learners look at the examples on page 132 and discuss how they
think they use springs or rubber bands to store and release energy
to do the work.
2. Prepare systems that work with spring and elastic band energy. Let
learners investigate these simple systems, e.g. catapult, airplane,
bow and arrow and Jack in the box. Learners work on their own.
3. Answers will differ according to examples selected.
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
UNIT 3.1
Final NS&T Gr 5 TG 14-6-13.indb 49
TOPIC 3
TERM 3
B49
2013/06/15 3:13 PM
Topic
for moving things
UnitSystems
1
4
10½ hours
Unit 4.1
Wheels and axles
Curriculum content and concepts
•
•
Many vehicles are systems that use wheels and axles.
Wheels and axles help vehicles to move more easily.
What do you already know?
LB p. 133
This is a baseline assessment to determine learners’ existing knowledge.
Learners work in small groups.
2. Learners look at the picture and then answer the questions.
a) Aeroplane, car, bicycle, pram, shopping trolley
b) Energy
c) No
d) The wheels of a shopping trolley are small and hard because you
only put groceries in it to transport for a short distance. The car’s
wheels are much bigger and inflated with air to make the drive
more comfortable. The car is also much bigger than the trolley.
Resources needed
Items for the practical task (waste materials)
Teaching the lesson
Bring waste materials from home or ask learners to bring things they
can use to make wheels and axles. Remember anything that is round
can be used for wheels. Discuss the content in the Learner’s Book.
Explain what an axle is and how it is used.
Wheels and axles as systems to move vehicles LB p. 134
Have a class discussion on what can be used to make wheels and axles.
Learners look at different waste products to see what they can use for
wheels and axles.
PRACTICAL TASK — ACTIvITY 1 Making wheels
and axles
LB p. 135
Assist the learners in the making of their wheels.
Always remind learners to be very careful when working with
tools as learners can get injured.
Discuss, step-by-step, the content of how to make wheels with
the learners. Demonstrate how to make the wheels as this will help
learners understand better. Learners evaluate their vehicle. Ask some
of the groups to explain what they did.
B50
Final NS&T Gr 5 TG 14-6-13.indb 50
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Revision: Test
LB p. 139
1. a) Cord of the kettle is damaged.
The electrical kettle is resting in a puddle of water.
The electrical cord of the iron is damaged.
There are frayed electrical cords on the floor, within the
child’s grasp.
Child pulling on the electrical cord.
Overloading of socket.
(5)
b) Learners’ own answers should reflect an understanding of why
the situations they identified above are dangerous, e.g. that the
baby could pull on the cord of the hot iron, and it could burn the
baby, and even start a fire if it falls on something flammable. (5)
2. Fuels need heat to set them alight, and oxygen (air) to keep
them burning.
(2)
3. A circuit is the path through which the energy flows.
(2)
4. Learners should be able to identify and describe appropriately:
• two ways to prevent fires from occurring (e.g. by not
throwing cigarette butts out of a car window; being careful
when making braai fires)
• two actions that should be taken during a fire (e.g. phone
the fire brigade; crawl as low as possible if there is smoke) (4)
5. a) positive to negative
b) system
c) potential
d) axle
(4)
6. Answers could include cars, trailers, toy cars, horse-drawn carts, a
unicycle, shopping trolley, bicycle. Accept any correct answers. (5)
7. a) to c)
cell
connecting
wire
light bulb
Learners must write a suitable heading, i.e. A simple circuit diagram.
(8)
8. Coal is burnt – steam turns turbines – turbines power generators
– transformers step up voltage and the electricity goes to a
substation close to your home – electric wires transfer electricity
to your home.
(5)
Total: 40 marks
Enrichment tasks
LB p. 140
There are educational websites that provide worksheets for interesting
additional activities about electricity, including how to make simple
toys. You can for example look at the following website for ideas that
you can print out for the learners to make themselves: www.scitoys.com.
A Google search for ‘make simple electrical toys’ will lead you to
various sites that can be used for extension activities.
Revision: test
Final NS&T Gr 5 TG 14-6-13.indb 51
TOPIC 4
TERM 3
B51
2013/06/15 3:13 PM
TERM
Natural Sciences:
Planet Earth and beyond
Technology:
Systems and control
4
tOPiC 1: Planet Earth
Unit 1.1 The Earth moves
tERM 4
natural Sciences:
Planet Earth
and beyond
technology:
Systems and
control
tOPiC 2: the surface of
the Earth
Unit 2.1 Rocks
Unit 2.2 Soil comes from
rocks
Unit 2.3 Soil types
tOPiC 3: Sedimentary rock
Unit 3.1 Formation of
sedimentary rock
Unit 3.2 Uses of sedimentary
rock
tOPiC 4:
Unit 4.1
Unit 4.2
Unit 4.3
Fossils
Fossils in rock
Body and trace fossils
Importance of South
African fossils
B52
Final NS&T Gr 5 TG 14-6-13.indb 52
2013/06/15 3:13 PM
Topic
1
Materials
Earth
UnitPlanet
1
3
5.25
Hours
½ hours
Curriculum content and concepts
•
•
•
•
The Earth travels in an orbit (pathway) around the Sun.
The Earth takes about 365 days to travel once around the Sun,
this is called a year.
The Earth spins on its own axis.
The Earth takes about 24 hours to spin once, this is called a day.
What do you already know?
LB p. 142
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) oceans and seas
b) land/continents
2. a) the Moon
b) No, it changes – basic discussion to revise phase changes of
the Moon
3. a) Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
b) The Sun; it is the source of energy for all living things on Earth
Teaching the lesson
Learners have been introduced to most of the concepts in this unit in
Grade 4.
Unit 1.1
The Earth moves
The Earth’s orbit around the Sun
LB p. 143
Discuss and explain the keywords on page 143. Learners can write an
explanation of each in their exercise books. Demonstrate the Earth’s
revolution around the Sun using two learners.
Discuss the picture of the solar system and Pluto’s new status as a
dwarf planet.
Unit 1.1
Final NS&T Gr 5 TG 14-6-13.indb 53
TOPIC 1
TERM 4
B53
2013/06/15 3:13 PM
The Earth rotates on its own axis
LB p. 144
In Grade 5, the emphasis is on learners developing a basic
understanding of the revolution and rotation of the Earth. In
Grade 6, they will explore these movements in more detail, and
explore how these movements are linked to day/night and seasons.
Background information: Rotation of Earth day/night as
well as seasons
More advanced learners may be eager to learn more about how the
movements of the Earth influence day/night and seasons. You can use
this information to start preparing learners for what they will learn
about, regarding these aspects in Grade 6.
The drawing below can be used to explain day and night, and
seasons.
Use a model of the Earth (globe) or a picture to explain the
rotation of the Earth on its own axis. Discuss the angle of the axis, the
position of the different continents, the position of the equator, poles,
vertical and horizontal lines:
vertical line
North Pole 90 °N
North Pole circle 66––21–– °N
Sun’s direct rays
Tropic of Cancer 23 ––21–– °N
Equator
Tropic of Capricorn 23––21–– °S
axis
South Pole circle 66 ––21–– °S
South Pole 90 °S
Draw this diagram on the board for learners to copy into their exercise
books. Emphasise the accuracy of their lines. The horizontal, vertical
line, Equator and axis cross each other exactly in the middle. The
labels for A–E are:
A and E – Direction of rotation around the axis
B – Short day in northern hemisphere
C – Long day in southern hemisphere
D – Long night in northern hemisphere
This drawing could also be used on an overhead projector to illustrate
day and night.
Cover the southern hemisphere (part of the Earth from the
equator downwards) with paper. Show the learners that the dark
section of the northern hemisphere is bigger than the white section.
Therefore they can deduct that the northern hemisphere is tilted away
B54
Final NS&T Gr 5 TG 14-6-13.indb 54
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
from the Sun, has a short day and a long night – it is probably winter
there. Cover the northern hemisphere with paper. The opposite is true
for the southern hemisphere: longer day than night – tilted towards
the Sun – season is summer.
Point out various positions on the Earth and ask learners what
people living there would wear (summer or winter clothes) and why.
Show learners that the length of day and night on the Equator stays
the same all year round. Point out the polar regions. In the northern
pole region (from the North Pole circle up to the North Pole) it is
dark. Explain that for three months a year the Sun’s rays do not reach
this part. Therefore it has more or less night for this entire period. In
the southern hemisphere the entire polar region is white; therefore it
has day for three months a year.
ACtiVitY 1
Make a model of the rotation of
the Earth using a tennis ball and a
knitting needle
LB p. 145
Learners work in small groups.
Discuss the text on page 145 in the Learner’s Book and explain what
they have to do.
ACtiVitY 2
Describe and draw how the
Earth moves
LB p. 146
Learners work on their own.
Keep in mind that the concepts of the Earth’s revolution and
rotation, takes plenty of scaffolding for learners to grasp. They will
explore these concepts in more detail in Grade 6, and even further in
the Senior Phase. Your aim within these two activities is therefore to
start developing a basic understanding of the Earth’s movements.
1. Learners’ descriptions will vary but should be along the following
lines: The Earth revolves around the Sun and at the same time,
the Earth rotates around its own axis (at a faster speed), which
acts as a ‘rod’ running through the centre of the Earth from North
Pole to South Pole. The Earth rotates around its axis once every
24 hours, where one half of the Earth will experience daylight for
±12 hours and the other half will experience night for ±12 hours
depending on the season.
2. Learners’ own attempt to depict how the Earth revolves
and rotates.
3. Learners draw how one half of the Earth experiences day and the
other half experiences night. The drawing should be similar to the
diagram on page 145 in the Learner’s Book and page B54 in this
Teacher’s Guide.
4. Learners share their descriptions and drawings with the class.
Unit 1.1
Final NS&T Gr 5 TG 14-6-13.indb 55
TOPIC 1
tERM 4
B55
2013/06/15 3:13 PM
Topic
UnitThe
1 surface of the Earth
2
8¾ hours
Unit 2.1
Rocks
Curriculum content and concepts
The surface of the Earth is called the crust, and consists of rocks (even
under the oceans) and soil.
Resources needed
Different examples of sedimentary, igneous and metamorphic rocks,
examples of different types of soil, magnifying glasses, glass beakers
or containers
Teaching the lesson
Explain and discuss the layers of the Earth as given on pages 147 to
148 of the Learner’s Book.
Unit 2.2
Soil comes from rocks
Curriculum content and concepts
•
•
•
The land is made up of rocks, subsoil and topsoil.
Soil supports life on Earth.
Topsoil lies on the surface:
—— topsoil is formed when rocks break into small grains over time.
The land is made up of different types of rocks, subsoil
and topsoil
LB p. 148
Explain the content on pages 148 and 149. Discuss how soil is
formed by erosion caused by water, temperature changes, wind
and chemical changes.
Unit 2.3
Soil types
Curriculum content and concepts
•
B56
Final NS&T Gr 5 TG 14-6-13.indb 56
SECTION B
Soil is usually a mixture of different types of soil grains in different
proportions:
—— sandy soil – has a high proportion of coarse sand grains
TEACHING GUIDELINES
2013/06/15 3:13 PM
•
•
— clayey soil – has a high proportion of fine grains of clay
— loamy soil – has a mixture of sand, clay and other soil grains,
and also contains humus (decomposed compost)
The soil also has air, water, remains of dead organisms and very
small living organisms in it.
Soil forms very slowly in nature – once topsoil is lost, it cannot be
replaced, and therefore we need to conserve it.
What do you already know?
LB p. 149
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. water – nutrients – anchor
2. soil – plants – animals
3. topsoil
4. fertile
Soil is a mixture of different types of soil grains LB p. 150
Ask learners to bring soil samples with different consistencies, grain
size and colour for this lesson.
ACtiVitY 1
Compare and describe the properties
of soil
LB p. 150
Learners work with another learner.
Before learners compare their own samples, they must read the text on
page 150 with a partner.
2. and 3. Learners collect their own soil samples for this activity.
They then make notes on the differences between the soil samples
they collected.
PRACtiCAL tASK — ACtiVitY 2
describe the properties of soil
Compare and
LB p. 153
Learners work in small groups. They complete the table below. Their
answers will differ, depending on their soil samples. Make copies of the table
for each learner or get them to copy the table from the Learner’s Book.
Compare properties
Part A:
2. a) How does it feel?
b) How does it smell?
c) The size of the grains through a
magnifying glass
d) Colour of the particles
e) Learners observe which soils holds
the most water and draw a bar
graph to illustrate their findings.
Part B:
2. How do your samples compare to
samples 1, 2 and 3 in the textbook?
Sample 1 (own)
Sample 2 (own) Sample 3 (own)
Unit 2.3
Final NS&T Gr 5 TG 14-6-13.indb 57
TOPIC 2
tERM 4
B57
2013/06/15 3:13 PM
Topic
3
rock
UnitSedimentary
1
7 hours
What do you already know?
LB p. 155
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) They are at the beach.
b) They are the remains of sea animals and plants deposited in
layers, millions of years ago, and magma from pre historic
volcanoes that has cooled down slowly inside the Earth. Some
of the rocks are from lava that has cooled down fast on the
surface of the Earth.
c) Smooth rocks, and white flaky rock called limestone or
dolomite containing shells.
2. a) For example: mountains, rivers, quarries and mines (rocks
containing minerals such as gold or coal)
b) For example: layered and sharp; smooth and round; small
grey stones
c) Water, wind and ice erode large rocks by breaking them down
into tiny pieces to form soil.
3. Hard, dark, multi-coloured, multi-grained, smooth, rough, white,
flaky, sandy, shiny, dull, etc.
Resources needed
Samples of different sedimentary rocks: shale, sandstone, dolomite,
limestone, pictures of Table Mountain, mountains in the southern
Cape, lime kilns, fossils
Unit 3.1
Formation of sedimentary rock
Curriculum content and concepts
•
B58
Final NS&T Gr 5 TG 14-6-13.indb 58
SECTION B
Sedimentary rocks are formed over a long period of time in the
following way:
—— First, rocks break down into small grains.
—— Then, mud and sand is moved by wind and water.
—— After that, mud and sand gets deposited in low-lying areas.
—— Over time, new layers of mud and sand are deposited on top
of existing layers.
—— After a very long time, these layers become compacted and
hardened and form sedimentary rock, such as Table Mountain
sandstone and Karoo shale.
—— The remains of dead sea animals are deposited in layers at the
bottom of the ocean.
TEACHING GUIDELINES
2013/06/15 3:13 PM
•
•
—— Over millions of years these layers are compressed to form
dolomite and limestone.
Sedimentary rocks always have visible layers within the rock
Examples of sedimentary rock are shale, sandstone, dolomite and
limestone.
Teaching the lesson
Discuss the text on page 156 and pictures on 157 with learners.
Unit 3.2
Uses of sedimentary rock
Curriculum content and concepts
•
•
Limestone and dolomite is used to make cement, fertilisers,
Plaster of Paris, etc.
Sandstone and shale are used in buildings.
Teaching the lesson
Discuss the text on page 158 with learners.
Unit 3.2
Final NS&T Gr 5 TG 14-6-13.indb 59
TOPIC 3
TERM 4
B59
2013/06/15 3:13 PM
Topic
UnitFossils
1
4
8¾ hours
Unit 4.1
Fossils in rock
Curriculum content and concepts
•
•
Fossils are the remains of ancient plants and animals preserved
in rock:
—— fossils are found in some layers of sedimentary rock
—— fossils are evidence/a record of the history of life on Earth
There are two main types of fossils: body and trace fossils.
What do you already know?
LB p. 159
This is a baseline assessment to determine learners’ existing
knowledge.
Learners work as a class.
1. a) Dinosaurs are animals that lived on Earth millions of
years ago.
b) They became extinct after climate changes destroyed their
natural habitat.
c) Palaeontologists, archeologists and geologists discovered
their remains in rock and soil exposed by erosion. They
reconstructed dinosaur bones and skeletons that were found
virtually intact.
2. Fossils are the remains of animals and plants found in layers of
sedimentary rock. The layers preserved the remains.
3. Learners work on their own and draw a picture of what they think
South Africa looked like millions of years ago.
Resources needed
Samples or pictures of fossils found in rock and, if possible, arrange a
visit to a fossil park or fossil museum.
Teaching the lesson
Demonstrate how fossils were encased in rock millions of years ago by
doing drawings, and showing video clips or pictures.
Fossils: the remains of living organisms that lived
long ago
LB p. 160
Discuss and explain the text on page 160. Invite learners to share
their knowledge and any examples of fossils they might have or
know about.
B60
Final NS&T Gr 5 TG 14-6-13.indb 60
SECTION B
TEACHING GUIDELINES
2013/06/15 3:13 PM
Unit 4.2
Body and trace fossils
Curriculum content and concepts
•
•
•
Body fossils form from the hard parts of plant and animal bodies,
including teeth, bones, shells, stems, leaves and seeds.
Trace fossils form from traces left by animals, including footprints,
nests, eggs and droppings.
Some features of fossils resemble the features of plants and animals
living today.
How fossils form in sedimentary rocks
LB p. 161
Discuss the difference between mould and cast fossils, referring to the
text on page 161. The illustrations provided should be thoroughly
studied as it is repeated in the Revision: Test later on.
Body fossils: mould and cast fossils
LB p. 161
Discuss the text on page 161 and go through the illustrations carefully
to show how mould fossils and cast fossils are formed.
trace fossils
LB p. 162
Discuss the text on page 162. Learners should have a clear
understanding of the three types of fossils.
ACtiVitY 1
Describe how fossils are formed
LB p. 162
Learners work in groups.
1. Learners discuss the picture story.
Learners work on their own.
2. Learners’ own attempt at reproducing the picture story on page 161.
Encourage them to use a different fossil example, such as a shell or
plant matter (ferns).
ACtiVitY 2
Make your own model of a fossil
LB p. 162
Learners work on their own. Plaster of Paris can be bought from
hardware or craft shops. It is inexpensive and is ideal to get the whole
class involved in a practical activity.
Unit 4.2
Final NS&T Gr 5 TG 14-6-13.indb 61
TOPIC 4
tERM 4
B61
2013/06/15 3:13 PM
Unit 4.3
Importance of South African
fossils
Curriculum content and concepts
•
•
•
South Africa has a particularly rich fossil record of plants, animals
and early humans.
Important fossils found in South Africa include the Coelacanth
and African dinosaurs.
The Cradle of Humankind is one of the sites where important
fossils of humankind have been found in South Africa.
The Learner’s Book contains information about some of the most
important fossil discoveries in South Africa. New fossil discoveries
are still being made. Encourage learners to bring articles and website
information about such information to share with the class.
the Cape West Coast — then and now
LB p. 163
Read and discuss the text on pages 163 to 164 with learners.
the Great Karoo basin — a dinosaur graveyard
LB p. 165
Learners read and discuss the text in groups.
the Coelacanth
LB p. 166
Read and discuss pages 166 to 167. Show more pictures of the
coelacanth if possible. Ask learners to identify the characteristics of this
prehistoric fish, that classify it as a ‘dinosaur’ of modern times. Learners
read the text on their own and take turns to re-tell the story to a partner.
the Cradle of Humankind
LB p. 168
Read and discuss the text on pages 168 to 169. Provide more pictures
and books about this site if possible.
Cycads — living fossils
LB p. 169
Read and discuss the text on pages 169 and 170.
ACtiVitY 3
Do research on fossils and give a
presentation on your findings LB p. 170
Learners work in groups.
Discuss the requirements thoroughly with learners. Provide books and
printed material to assist disadvantaged learners with their research.
Learners should follow the instructions on page 171 closely.
Each group member should contribute to finding information,
processing it and sharing it with the group. It may be best to divide
the task into sections for each group member to research. This is not a
formal activity but can be adapted to a Practical Task for assessment.
B62
Final NS&T Gr 5 TG 14-6-13.indb 62
SECtiOn B
TEACHING GUIDELINES
2013/06/15 3:13 PM
How are you doing?
Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
Revision: test
LB p. 171
Learners work on their own.
1. sunlight, soil, carbon dioxide and water
(4)
2. a) The Earth takes 365¼ days to orbit the Sun.
(2)
b) The Earth rotates on its axis.
(2)
3. a) Sand
b) Clay
c) Loam
(3)
4. a) False – loamy soil is ideal for growing plants
b) True
(3)
5. a) Igneous
b) Metamorphic
(2)
6. Sedimentary rock – sediment and larger rock particles
deposited in layers hardening into rock over millions of year. (5)
7. 1E
2B
3D
4G
5C
6F
7A
8H
(8)
8. a) Learners write a letter to their teacher to ask for an
arranged visit to this site.
b) Learners must include information such as where the
site is, what was found at the site, and what they think
the class will learn from visiting such a site.
(16)
Total: 45 marks
REViSiOn: tESt
Final NS&T Gr 5 TG 14-6-13.indb 63
TOPIC 4
tERM 4
B63
2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 64
2013/06/15 3:13 PM
Section C: P
hotocopiable
Formal Assessment
resources
Record sheets and assessment templates
C3
Worksheets
C5
Exemplar examinations and tests
SECTION C
Final NS&T Gr 5 TG 14-6-13.indb 1
C12
PHOTOCOPIABLE RESOURCES
C1
2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 2
2013/06/15 3:13 PM
Generic self-assessment sheet for assessing a poster
Learner’s name
How do I feel about the poster we made?
Criteria
1
The poster is neat
2
The writing is easy to read
3
The spelling is correct
4
Captions are provided
5
It contains all the
information required
6
We all worked together
7
We all cleaned up afterwards
4
3
2
1
Comments
Code for evaluation:
4 — Very well
3 — Well
2 — Fairly well
1 — Not well at all
If you had to make the poster again, is there anything that you would
change?
How would you change it?
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 3
C3
2013/06/15 3:13 PM
Teacher assessment rubric
Generic assessment rubric for a Technology Practical Task
Learner’s name:
CATEGORY
4
3
2
1
Construction
(materials)
Appropriate
materials were
selected and
creatively modified
in ways that made
them even better.
Appropriate
materials were
selected and there
was an attempt
at creative
modification to
make them even
better.
Appropriate
materials were
selected.
Inappropriate
materials were
selected and
contributed to
a product that
performed poorly.
Modification/ Clear evidence of
testing
troubleshooting,
testing, and
refinements
based on data
or scientific
principles.
Clear evidence of
troubleshooting,
testing and
refinements.
Some evidence of
troubleshooting,
testing and
refinements.
Little evidence of
troubleshooting,
testing or
refinement.
Scientific
and
technology
knowledge
Explanations by
all group members
indicate a clear
and accurate
understanding
of scientific
and technology
principles
underlying the
construction and
modifications.
Explanations by
all group members
indicate a
relatively accurate
understanding
of scientific
and technology
principles
underlying the
construction and
modifications.
Explanations
by most group
members indicate
a relatively
accurate
understanding
of scientific
and technology
principles
underlying the
construction and
modifications.
Explanations by
several members
of the group do
not illustrate much
understanding
of scientific
and technology
principles
underlying the
construction and
modifications.
Plan
Plan is neat
with clear
measurements
and labelling for all
components.
Plan is neat
with clear
measurements
and labelling for
most components.
Plan provides clear
measurements
and labelling for
most components.
Plan does
not show
measurements
clearly or is
otherwise
inadequately
labelled.
Construction
(care taken)
Great care taken
in construction
process so that
the structure is
neat, attractive
and follows plans
accurately.
Construction
was careful and
accurate for the
most part, but 1—2
details could have
been refined for
a more attractive
product.
Construction
accurately
followed the plans,
but 3—4 details
could have been
refined for a more
attractive product.
Construction
appears careless
or haphazard.
Many details
need refinement
for a strong or
attractive product.
C4
Final NS&T Gr 5 TG 14-6-13.indb 4
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
W
1
et
kshe
or
Term 1 Topic 2 Unit 2.1
Activity 2: Identify parts of a skeletonLB p. 29
1.Study the skeleton parts below and write the letters
in the correct position on each of the skeletons.
A) skull
B) backbone
C) ribs
D) shoulder blades
E) hip bone
F) front limbs
G) hind limbs
2. What are the three main functions of the skeleton?
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 5
C5
2013/06/15 3:13 PM
W
2
et
kshe
or
Term 1 Topic 2 Unit 2.2
Activity 4: Consider how antagonistic muscles work LB p. 33
10
cm
Make a cardboard arm
29
cm
Step 1: Cut a strip of cardboard.
13 c
m
Step 2: Bend the cardboard at
13 cm to form an ‘elbow’.
1 cm
1 cm
Step 3: Make four slits big enough
to push the elastic through them.
Step 4: Knot one end of both
pieces of elastic.
Step 5: Push the elastic through
the top slits, one on each side of
the cardboard.
Step 6: Push the elastic through
the bottom slits and knot the ends
of each piece.
front muscle
back muscle
Step 7: Your cardboard arm has a
front and back muscle.
C6
Final NS&T Gr 5 TG 14-6-13.indb 6
Step 8: Pull on the elastic muscle
(shorten them) to bend and
straighten the arm.
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
W
3
et
kshe
or
Term 1 Topic 2 Unit 2.2
Activity 5: Explore body movements and joints
1. b) Fill in the table below to classify different movements.
Hinge joints
Ball-and-socket joints
LB p. 34
Bones connected like a chain
hip
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 7
C7
2013/06/15 3:13 PM
W
4
et
kshe
or
Term 3 Topic 2 Unit 2.2
Activity 2: Review what you know about
the national power grid
stations near ers
b
u
s
l
a
ic
tr
c
le
m
At e
sses, transfor of
e
in
s
u
b
r
o
s
e
age
hom
duce the volt afe
re
r
o
n
w
o
d
p
it s
ste
rent to make
r
u
c
ic
tr
c
le
e
the
.
for home use
F
The turbines
C provide power to
the generators
that generate
the electricity.
LB p. 125
A
Coal from a coal mine is
burnt in a furnace (a large
oven that reaches very high
temperatures). This heats up
water to produce steam.
D
Waste
g
release ases and wat
er vapo
d throu
These
waste g gh cooling to ur are
w
amoun
a
ts of po ses create la ers.
to glob
r
l
al warm lution and co ge
ntribut
ing.
e
ing in the ets
ir
w
l
a
ic
r
t
ck
Elec
to plug so ctric
s
d
a
le
e
s
hou
plug in ele
G where we can
s.
appliance
B
The steam turns giant
fans, called turbines.
Transformers step up or increase the voltage
E (the force that pushes the electric current) of the
electrical current (stream) for transmission over
high-voltage cable across long distances.
C8
Final NS&T Gr 5 TG 14-6-13.indb 8
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
W
5
et
kshe
or
Term 3 Topic 2 Unit 2.3
Activity 3: Consider safety rules and actions in an emergency
LB p. 129
Safety rule
Is safety rule applied correctly? Recommendations
for improvement
Yes
No
To some extent,
but needs
improvement
•Make sure cords of appliances are
not damaged or cracked.
•Electrical cables must not run
across doorways or under carpets.
•Keep children away from electrical
cables and sockets.
•Protect light bulbs with a cover
and never hang cloths or other
articles over the light bulb.
•Appliances that have to produce
heat, like a toaster, kettle and iron,
need a lot of energy. Only plug one
of them into a socket.
•Never carry an electrical appliance
by the cable.
•Dry your hands before touching
electrical appliances.
•Don’t use electrical appliances in
the bathroom.
•Don’t let extension cables run
across a walking area.
•If your toast gets stuck in the
toaster, switch it off before you try
to get it out.
•Only use extension cables for a
temporary connection.
•Switch off all electrical appliances
before you go to sleep or leave
the home.
• Don’t overload sockets.
•Don’t warm or dry clothes over
a heater.
•Don’t leave plugs in the socket
when you don’t use them.
Remember, the appliance still
draws electricity even if you don’t
use it.
Other safety rules you think are important
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 9
C9
2013/06/15 3:13 PM
W
6
2
et
kshe
or
Term
Self-awareness
4 Topic 2 and
Unitself-development
2.3
PRACTICAL TASK — Activity 2: Compare and describe the
properties of soil
LB p. 153
Part B
Different soil types
Sand
Feels grainy and coarse. Larger, loose
particles. White or light-coloured
particles. Dries out quickly.
Clay
Feels smooth and sticky. Very fine
particles. Different colours: brown, red,
orange-brown and even white. Damp
smell. Feels damp even when it has
not rained for a while. When you add
water, the soil can be rolled to form a
“sausage”.
Loam
Feels crumbly. Mixture of particles of
different sizes. Contains humus. Smells
musty. Not as sticky as clay, but holds
water better than sand. Ideal soil for
growing plants.
C10
Final NS&T Gr 5 TG 14-6-13.indb 10
The number of your soil
sample
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
W
7
et
kshe
or
Term 4 Topic 4 Unit 4.2
Activity 1: Describe how fossils are formed LB p. 162
1. A living organism
(plant or animal)
dies.
2. The dead organism
sinks to the bottom
of a sea, lake, river
or swamp.
5. Pressure from
6. Water seeps into
all the layers of
the rock and
sediment turns
dissolves the
the lower layers of
remains of the
sediment into rock,
dead organism.
which surrounds the
This leaves a hole
remains of the dead
in the shape of the
organism.
original organism
in the surrounding
rock. This type of
fossil is called a
mould fossil.
3. The dead organism
is covered by layers
of sediment such as
sand or mud.
4. Over millions of
years, tons of
sediment piles
up on top of the
dead organism.
7. Sometimes the
8. When wind and
water seeping
water erode the
into the rock is
covering layers of
rich in minerals.
sedimentary rock,
The minerals are
the fossils are
deposited in the
exposed.
mould left by the
decayed organism.
The minerals harden
to form a cast fossil
that has the same
shape as the original
organism.
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 11
C11
2013/06/15 3:13 PM
Formal
Sample
Assessment
mid–year
Task
examination
1: Answer sheet
Life and living; Structures
1. For each of the habitats below:
• Name one plant or animal that is indigenous to this habitat.
•Briefly describe how this plant or animal has adapted to
live in its habitat.
3 x 2 = (6)
a) Forest habitat:
b) Grassland habitat:
c) Desert habitat:
2. a) Name two types of animals that are invertebrates.
(2)
b) Name three types of animals that are vertebrates.
(2)
3. Is a tortoise an invertebrate or a vertebrate? Give a reason for your
answer.
C12
Final NS&T Gr 5 TG 14-6-13.indb 12
(2)
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
4. Name the different parts of the skeleton of the animal below.
(6)
a)
b)
c)
d)
f)
e)
a)
d)
b)
e)
c)
f)
5. Choose the correct word from the list below and write it next to the
correct statements.
scavengers
decomposers
(3)
predators
a) Organisms like fungi and bacteria that break up organic material and
give nutrients back to the soil.
b) Animals that hunt and kill other animals for food.
c) Animals like hyenas and vultures that feed on the remains of meat
left behind by other animals.
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 13
C13
2013/06/15 3:13 PM
6. Use the words in the box below to complete the labels.
stigma
anthers
ovule
pollen
fertilisation
(6)
style
1. The male parts, the
,
produce a yellow powdery substance
called
.
2. Pollen grains are
carried by birds,
bees or the wind to
the top part of the
female part, the
, on
another plant.
3. The pollen travels down
inside the
.
5. Inside the egg,
can
now take place.
You will learn more
about fertilisation
on the next page.
4. The pollen reaches the egg
, the thick
or
part at the bottom of the
female part of the flower.
Matter and materials; Processing
7. Choose the correct words from the block to complete each
description related to the properties of metals.
tempered
ductile
alloy
tungsten
(5)
malleable
a)Metal is
. This means that it can be
hammered, shaped, bent or twisted into many different shapes.
. This means that they can be
b) Metals are
drawn into wires.
c)
steel is a very hard type of steel made
by repeatedly heating and cooling steel.
made by combining iron and
d) Steel is an
other elements.
e)
is a metal used in electric light bulbs
because it does not melt even at very high temperatures.
8. For each of the pictures below, write a caption that describes how
it shows different ways of using the properties of metals to
strengthen structures.
3 x 2 = (6)
A
C14
Final NS&T Gr 5 TG 14-6-13.indb 14
B
C
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
9. Think about one of the types of traditional processing of materials
that you learnt about. Write down the name of the type of product
made during this processing, and describe the processing that
took place.
1 + 2 = (3)
10. a)In one of your experiments, you used a bottle and a coin to
investigate what happens to some substances when they are
heated and then cooled down again. Choose the correct
description of what you discovered: •When we started (with the coin at room temperature), the
coin fitted/did not fit through the opening of the bottle.
•When we heated the coin, it fitted/did not fit through the
opening of the bottle.
•When the coin cooled down again, it fitted/did not fit through
the opening of the bottle.
b)Explain what this experiment shows about the properties
of substances.
(3)
(2)
11. Explain what happened when you combined jelly powder and water.
Your explanation must include what you had to do to these materials
to turn them into something with different properties.
(4)
TOTAL MARKS: [50]
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 15
C15
2013/06/15 3:13 PM
Memorandum
Formal Assessment
for sample
Task
mid-year
1: Answer
examination
sheet
Life and living; Structures
1. Accept any reasonable choices of animals and descriptions
(either examples from the Learner’s Book or the learner’s own
examples from general knowledge) that shows an understanding
of animal/plant adaptations, e.g. vygies in desert habitats have
fleshly leaves to store water.
3 x 2 = (6)
2. a)Any two examples of invertebrates (animals without a backbone)
from Learner’s Book (page 21) or learners’ general knowledge.
(2)
b)Any two examples of vertebrates (animals with a backbone) from
Learner’s Book (page 22) or learners’ general knowledge.
(2)
3. An invertebrate – its shell is not a skeleton, but an added protective
layer. It has a skeleton inside its body.
(2)
4. See labels below.
(6)
a) shoulder blade
b) rib cage
c) backbone
d) hip bone
f) front limbs
e) hind limbs
5. a) decomposers
b) predators
c) scavengers
C16
Final NS&T Gr 5 TG 14-6-13.indb 16
(3)
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
6.
1. The male parts, the anthers
produce a yellow powdery substance
called pollen.
3. The pollen travels down
inside the style.
4. The pollen reaches the egg
or ovule, the thick part at
the bottom of the female part
of the flower.
2. Pollen grains are
carried by birds,
bees or the wind to
the top part of the
female part, the
stigma on another
plant.
5. Inside the egg,
fertilisation can
now take place.
You will learn more
about fertilisation
on the next page.
Matter and materials; Processing
7. a)
b)
c)
d)
e)
(6)
malleable
ductile
tempered
alloy
tungsten
(5)
8. Accept any reasonable descriptions, as in the examples below, that
show an understanding of the properties of metals used for
strengthening.
3 x 2 = (6)
a)The tank is made of very strong metals so that it can withstand
bullets and fire.
b)Reinforced concrete used for building has metal bars arranged in a
grid pattern and then filled with concrete to resist compression and
tension forces.
c)Metal fencing and security doors keep entrances safe from intruders
because the metal grids are very difficult to break through.
9. Accept any suitable names and descriptions of traditional processing
methods (as described on Learner’s Book pages 101–104), or even
learners’ own appropriate examples. One mark for the name and two
marks for an appropriate description of a processing method. 1 + 2 = (3)
10. a) fitted
did not fit
fitted
b)Any reasonable description that explains how some substances
expand when heated and contract again when cooled.
11. Add boiling water to jelly.
Stir until jelly powder has dissolved.
Pour mixture into container.
Leave to set in fridge or a cold place.
(2)
(4)
TOTAL MARKS: [50]
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 17
(3)
C17
2013/06/15 3:13 PM
Formal
Sample
Assessment
end-of-year
Taskexamination
1: Answer sheet
Energy and change; Systems and control
1. Identify the sources of energy in pictures A to F.
(6)
A
B
C
D
E
F
2. Draw a table and separate the sources of energy shown in A to F above
into renewable and non–renewable energy sources. Give your table a
6 + 2 = (8)
heading and draw it neatly. C18
Final NS&T Gr 5 TG 14-6-13.indb 18
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
3. Fill in the missing words: Energy that is stored in systems is called
, while energy that systems have
.
because they can move is called
(2)
4. a) List four things to do in case of an electrical emergency.
(4)
b)Name one thing you must NOT do when someone has received an
electrical shock. Give a reason why this must not be done.
(2)
5. a)Indicate what else is needed for wheels to make things move.
(1)
b)Explain how wheels and the object you named in (a) work
together to make something move.
(2)
Planet Earth and beyond
1. Write down if each of these statements is true or false.
a) Sand particles are very coarse and don’t hold water.
b) Clay particles are very fine and cannot hold water.
c) Loam is a good mixture of sand, clay and humus.
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 19
(3)
C19
2013/06/15 3:13 PM
2. Fill in the missing words below to show your understanding of the
movements of the Earth.
and the revolution of
The angle of the Earth’s
.
the Earth in an orbit around the Sun causes
around the Sun, different
While the Earth
parts of the Earth are exposed to different amounts of sunlight and heat
from the Sun. The hemisphere that is tilted towards the Sun will have
At the same time, the hemisphere that is
tilted away from the Sun will have
.
3. a)Name two natural processes that play a role in the formation of
sedimentary rock.
b)Explain how sedimentary rock is formed, by referring to the
processes you identified in (a) above.
4. a) Name two types of sedimentary rock.
(5)
(2)
(4)
(2)
b)For each type of sedimentary rock that you named in (a),
describe two ways in which this type of rock is used for
different purposes.
C20
Final NS&T Gr 5 TG 14-6-13.indb 20
(2)
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
5. a)Name two important sites where fossil discoveries have been made
in South Africa.
(2)
b)For each of these fossil sites, write a short description of the nature
and importance of the discovery
2 x 2 = (4)
c)Suggest a reason why the story of finding the coelacanth is such
an important story to tell.
(2)
TOTAL MARKS: [50]
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 21
C21
2013/06/15 3:13 PM
Memorandum for sample end-of-year examination
Energy and change; Systems and control
1. A
B
C
D
E
F
water
Sun
coal
battery
wind
fuel
(6)
2.
Renewable resources
Non–renewable resources
water
coal
Sun
battery
wind
petrol/fuel
6 for answers = 2 for correct and neat table = (8)
3. potential energy
kinetic energy
(2)
4. a)Accept any four appropriate answers related to what they learnt
about in the Learner’s Book, as well as from their general knowledge,
for example:
Tell an adult to turn off the main power.
Call an emergency number, and tell them it is an electrical accident.
When victim is no longer in contact with electricity, ask adult to give
first aid, such as CPR.
Don’t touch burns, break blisters or remove burned clothing.
Take the person to a doctor as electrical shock may cause burns
inside the body.
(4)
b)Do not touch the person or anything he or she is touching, as the
person may still be in contact with the source of electricity, and you
could then also get shocked.
(2)
5. a) an axle (1)
b)The axle connects two wheels (or connects one wheel to the rest of
the system) so that the wheels can do work and make the system
move.
(2)
C22
Final NS&T Gr 5 TG 14-6-13.indb 22
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
2013/06/15 3:13 PM
Planet Earth and beyond
1. a) True
b) False
c) True
(3)
2.Fill in the missing words below to show your understanding of the
movements of the Earth.
The angle of the Earth’s axis and the revolution of the Earth in an orbit
around the Sun causes seasons. While the Earth revolves around the
Sun, different parts of the Earth are exposed to different amounts of
sunlight and heat from the Sun. The hemisphere that is tilted towards
the Sun will have summer. At the same time, the hemisphere that is
tilted away from the Sun will have winter. (5)
3. a) wind; water
(2)
b)Accept any reasonable descriptions of the steps involved, for
example:
Wind, water and other natural processes erode (break down) rock,
and wind or water carry the pieces away.
When wind or water slows down, particles are deposited (set down)
in layers called sediment.
Heavier pieces of rock settle at bottom, and lighter pieces at the top.
Process gets repeated, and gradually the layers harden to form
sedimentary rock.
(4)
4. a) to b) Any suitable examples and descriptions (from Learner’s
Book pages 158 or the learner’s own knowledge), e.g.
limestone for making cement and producing lime which
is used in agriculture.
2 + 2 = (4)
5. a)Any two of Karoo basin, Cradle of Humankind and Langebaanweg
on Cape West Coast. (Also acceptable if they refer to cycads
in Limpopo and discovery of coelacanth off east coast of
South Africa)
(2)
b)Accept any suitable description of the nature and importance of the
selected site, based on content in Learner’s Book 165 to 170). 2 x 2 = (4)
c)Learner’s suggestions should reflect understanding of the
importance of coelacanth as a living fossil.
(1)
TOTAL MARKS: [50]
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Final NS&T Gr 5 TG 14-6-13.indb 23
C23
2013/06/15 3:13 PM
FormalD:Assessment
Section
Documents
This section is for you to file your copy of the Curriculum and Assessment Policy
Statement (CAPS) for Natural Sciences and Technology in the Intermediate Phase.
You may add any other documents you receive in this section and list them below
for easy reference.
SECTION D
Final NS&T Gr 5 TG 14-6-13.indb 1
DOCUMENTS
D1
C1
2013/06/15 3:13 PM
Grade
5
Natural Sciences
and Technology
Study & Master Natural Sciences and Technology has been specially
developed by an experienced author team to meet all the
requirements of the Curriculum and Assessment Policy Statement
(CAPS). This new and easy-to-use course not only helps learners
master essential content and skills in the subject, but gives them the
best possible foundation on which to build their Natural Sciences
and Technology knowledge.
The comprehensive Learner’s Book:
• provides activities that develop learners’ skills and understanding
of each of the topics specified by the CAPS curriculum
• includes investigations, practical tasks and enrichment activities
for each term
• includes good-quality illustrations, photographs and diagrams in
full colour
• offers current and relevant content clearly set out according to the
latest CAPS document.
The innovative Teacher’s Guide includes:
• expanded contents pages providing a detailed work schedule
for the whole year
• guidance on the teaching of each lesson and on each form
of assessment
• step-by-step support in the teaching of activities
• photocopiable record sheets and templates, exemplar exams and
tests with memoranda, as well as additional worksheets to support
your teaching.
David Green obtained an M.Sc. at UWC and a Diploma in Tertiary Education at UNISA. He was Senior
Lecturer in Biology and Natural Sciences at Söhnge College of Education until 2003 and is currently
Curriculum Advisor for Life Sciences and Natural Sciences in the West Coast Education District (WCED).
Ria de Jager obtained a Masters Degree in Technology Education. She is Deputy Chief Education
Specialist in Technology in KZN, Chairperson of the Technology Association of SA, and has been
writing textbooks for 10 years.
www.cup.co.za
I S B N 978-1-107-65171-5
9
SM_Nat sci_G5_TG_English.indd 2
781107 651715
2013/06/15 2:51 PM