Natural Sciences
and Technology
CAPS
Grade
Teacher’s Guide
David Green • Ria de Jager • Linda Bredenkamp
Marietjie van den Heever
SM_Nat sci_G4_TG_English.indd 1
4
2013/06/15 2:16 PM
Study & Master
Natural Sciences
and Technology
Grade 4
Teacher’s Guide
David Green • Ria de Jager • Linda Bredenkamp
Marietjie van den Heever
Final
NS&T
Gr 4 TG 14-6-13.indb 1 1
SM_Nat
sci_G4_TG_TP_English.indd
2013/06/15 2:41
2:14 PM
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First published 2013
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Acknowledgements
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Final NS&T Gr 4 TG 14-6-13.indb 2
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Contents
Expanded Contents Page
v
Section A: Introduction
A1
Section B: Teaching guidelines
B1
Section C: Photocopiable resources
C1
Section D: Documents
D1
iii
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iv
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v
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1
Unit
Assessment
1.1: Living
things
Natural Sciences and Technology CAPS content
• Revision: Test
• One selected Practical Task
• There are many different kinds of living things
• Living plants and animals can carry out all the seven life
processes – feeding, growing, reproducing, breathing,
excreting, sensing, moving
• Some things appear not to be living (such as dried beans,
dried yeast, a fertilised bird egg), but carry on ‘living’ given
the right conditions
• Non-living things cannot carry out all of the seven life processes
1.2: Nonliving things • Some things are living and are now dead: dead wood, dry
leaves
2: Structures 2.1: The
• Basic structure of plants: roots, stems, leaves, flowers,
of plants and structure of fruits, seeds
animals
plants
• Visible differences between plants: such as size, shape and
colour of roots, stems, leaves, flowers, fruits and seeds
2.2: The
• Basic structure of animals: head, tail, body, limbs, sense
structure of organs
animals
• Visible differences between animals: such as size, shape,
body covering and sense organs
3: What
3.1:
• Plants need light, water and air to grow
plants need Conditions • New plants can grow from cuttings and seeds
to grow
for growth • Seeds need water and warmth to grow (germination of
seeds)
4: Habitats
4.1:
• A habitat is a place where a plant or animal lives
of animals
Different
• There are different kinds of habitat such as grassland,
habitats
forest, river, sea
4.2: Need
• Animals need a habitat for food, water, a place to shelter,
for a
have babies and escape from dangers
habitat
5: Structures 5.1: Animal • Animal shelters can be natural including nests, shells,
for animal
shelters
hollow trees, wasp nests or human made including dog
shelters
kennels, cages, kraals, stables
• Animal shelters can be shell or frame structures, and can
have different shapes and sizes and can be made from
different materials
Topic
Natural
1: Living and
Sciences:
non-living
Life and
things
living
Technology:
Structures
Term Strand
Section A: Introduction
Section B: Teaching guidelines: as listed below
Pictures/examples
of plant parts
2½ weeks
(8¾ hours)
Pictures of plants
and animals and
their habitats
Variety of pictures
of different
structures;
examples of
everyday structures,
e.g. pencil case,
bookcase, etc.;
information on
different structures
2 weeks
(7 hours)
2½ weeks
(8¾ hours)
Total:
10 weeks
(35 hours)
Seeds and
cuttings, rulers and
measuring tape
1 week
(3½ hours)
Pictures of animals
Examples and
pictures of living
and non-living
things including
plants, animals,
bread mould; seeds,
yeast, pictures of
hatched eggs
2 weeks
(7 hours)
Time
allocation Resources
18
51
32
48
B21
B12
B19
B17
B16
39
41
B14
B11
B9
B8
35
26
23
B7
B6
15
20
B4
10
LB page TG page
A1
B1
vi
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2
Assessment
4.1: Struts
and frame
structures
4.2:
Indigenous
structures
4: Strong
frame
structures
Natural Sciences and Technology CAPS content
2 weeks
(7 hours)
2 weeks
(7 hours)
Video clips from the
Internet, posters
Examples of raw
and manufactured
materials to
examine the
properties such
as glass products,
leather, ceramics,
fabrics, wooden
items, plastic
products
64
B32
70
B45
B39
B39
84
90
86
B37
B35
B31
65
B29
B26
58
80
76
62
B24 B25
56
LB page TG page
3½ weeks Examples of
54
(12¼ hours) materials and
substances including
wood, stone,
plastic, fabric, water,
juice, tea, cooking
oil, gas
Examples
of different
substances such as
ice, butter, wax, icecream, chocolate
Paper, wooden
dowels (30 cm x
10 mm) or sticks,
sticky tape, paper
fasteners to make
struts
• Struts are joined into triangular shapes making a strong, 2½ weeks Pictures of frame
stable structure, such as in roof trusses, bridges, cranes, (8¾ hours) structures; paper,
pylons and skeletons (limb bones are struts)
wooden dowels
(30 cm x 10 mm) or
• Indigenous, traditional homes such as a Zulu hut (uguqa),
sticks, sticky tape,
Xhosa (rontabile and ungqu-phantsi) and Nama (matjieshuis)
paper fasteners
make use of a framework of struts (such as branches)
• Revision: Test
• One selected Practical Task
Total:
10 weeks
(35 hours)
• Solids, liquids and gases make up all the material
around us
• Some properties of solids, liquids and gases
• Solids keep their shape
• Liquids flow and take the shape of their container
• Gases, such as air, tend to spread out, have no definite
shape but can be contained (like in a balloon)
1.2: Change of • Heating and cooling (removing heat) causes solids,
state
liquids and gases to change state
• A solid first changes to a liquid (melting) when heated
and then the liquid changes to a gas (evaporating) on
further heating
• A gas first changes to a liquid (condensing) when
cooled and then the liquid changes to a solid (freezing/
solidifying) when cooled further
1.3: The water • Water evaporates, condenses, freezes and melts in the
cycle
water cycle
2: Solid
2.1: Raw and
• Examples of some raw materials we use to make other
materials
manufactured useful materials
materials
• Sand is used to make glass
• Clay is used to make ceramics
• Coal and oil are used to make plastics, paints and fabrics
• Wood and fibre from plants are used to make paper
• Animal wool and hide are used to make fabrics and leather
2.2:
• Raw and manufactured materials have specific properties;
Properties of
these properties can include being hard or soft, stiff or
materials
flexible, strong or weak, light or heavy, waterproof or
absorbent
3:
3.1: Ways to
• There are different ways to strengthen materials (such
Strengthening strengthen
as paper) to build a strong structure:
materials
materials
——We can fold paper into hollow pillars which are
circular, triangular or square
——We can roll paper into long thin tubes (struts)
Unit
1.1: Solids,
liquids and
gases
Topic
Natural
1: Materials
Sciences:
around us
Matter and
materials
Technology:
Structures
Term Strand
Time
allocation Resources
vii
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3
Unit
Natural Sciences and Technology CAPS content
1.1: Energy for • We use energy for everything we do
2½ weeks
life
• We get our energy from food
(8¾ hours)
• Energy in our food comes from the Sun (plants use the
energy from the Sun to make food for themselves and
for animals and people)
1.2: Energy
• Energy is transferred from the Sun, to plants, to animals
from the Sun
in a sequence known as an energy chain/ food chain
2: Energy
2.1: Energy
• We are aware of energy around us, including
2½ weeks
around us
movement, heat, light and sound
(8¾ hours)
• Energy is also stored in sources such as food, wood,
coal, oil products*, natural gas
• Energy can be transferred from a source to where it is
needed
2.2: Input and • Machines and appliances need an input of energy to
output energy make them work
• Machines and appliances provide an output of energy
(work) useful to us
3: Movement 3.1: Movement • Many musical instruments (systems) use movement
2½ weeks
and energy in and musical
input energy (such as blowing, beating and plucking) to (8¾ hours)
a system
instruments
make them work
• Many instruments have parts that can move or vibrate
• Musical instruments produce sound as the main output
energy
4: Energy and 4.1: Vibrations • Musical instruments make sounds through vibrations
2½ weeks
sound
and sound
• The sound always moves outwards from the part that is (8¾ hours)
vibrating
• We can feel or hear vibrations
• Vibrations travel through materials such as air, water,
plastic, metal and wood
4.2: Making
• Sounds can be made loud or soft (volume)
sounds
• Sounds can be made high or low (pitch)
4.3: Noise
• Sound that is loud, unpleasant or harmful to our ears
pollution
and continues for a long time, is described as noise
pollution
• Noise pollution can cause permanent damage to hearing
(hearing aids can help people who are hearing-impaired)
Notes: * petrol, diesel, paraffin, jet fuel and candle wax are all products made from natural crude oil
Assessment
• Revision: Test
• One selected Practical Task
Total: 10
weeks
(35 hours)
Topic
Natural
1: Energy
Sciences:
and energy
Energy and transfer
change
Technology:
Systems and
control
Term Strand
B58
B60
B61
B62
B56
120
126
128
130
116
Pictures of the
human ear, its
parts and how one
hears; examples of
musical instruments
made by learners;
video clips from the
Internet
B54
B53
107
110
B51
B49
99
102
B48
95
LB page TG page
Examples of musical
instruments,
materials to make
musical instruments
Pictures and
examples of
a selection of
machines and
appliances including
a kettle, stove, torch,
radio, iron, fan/hair
dryer, car/bicycle,
drum, video clips
from the Internet
Video clips from
the Internet,
posters
Time
allocation Resources
viii
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Unit
2.1: Our
closest star
• The Earth is round like a ball (sphere) and is made of rock
• The main surface features of the Earth are land (rocks
and soil), water and air
• Most of the surface of the Earth is covered with water
(oceans and seas)
• The land we can see is made up of continents* and islands
• There is a thin layer of air surrounding the Earth
• The Earth has many different habitats for living things
• The Earth is a planet in space
• From the Earth we can see the Sun, Moon and stars
Natural Sciences and Technology CAPS content
• The Sun is a star
• The Sun is made of hot gas and gives out heat and light
• The Sun is very big (much bigger than the Earth)
• The Sun is very far, but is the closest star to Earth
• The Sun provides heat and light to the Earth for living things
3: The Earth
3.1: Moving
• The Earth moves around the Sun in a pathway called
and the Sun
around the
the orbit
Sun
• The Sun is a star and is at the centre of the solar system**
• The Earth is one of eight planets*** in the solar system
3.2: The Sun
• The Earth gets the right amount of light and heat from
and life
the Sun to support life
4: The Moon 4.1: Features
• The Moon is a ball of rock in space
of the Moon
• There is no air and water on the Moon
• The Moon is smaller than the Earth
• The Moon is closer to the Earth than the Sun
4.2: Phases of • The Sun’s light shines onto the surface of the moon
the Moon
• We can only see that part of the Moon which the
sunlight shines on
• The pattern repeats every 29½ days (about a month)
4.3: Moon
• Cultural stories about the Moon tell us about the
stories
importance of the Moon in people’s lives
5: Rocket
5.1: Modelling • People have used rockets to go into space and to travel
systems
a rocket
to the Moon
• A rocket is a system used to propel vehicles into space
• A rocket moves by pushing exhaust gases out through
its back end
Notes: * Continents refer to larger land masses on the surface of the Earth
** This is a basic introduction to the concept of the solar system
*** Pluto is now called a dwarf planet, and is therefore not included as a planet
Assessment
• Revision: Test
• One selected Practical Task
2: The Sun
1.2: Earth and
space
Natural
1: Planet Earth 1.1: Features of
Sciences:
the Earth
Planet Earth
and beyond
Technology:
Systems and
control
Topic
Section C: Photocopiable resources
Section D: Documents
4
Term Strand
Pictures and
models of the Sun,
Moon and Earth;
video clips
Pictures and models
of the Sun and
planets; video clips
Pictures of the
Earth showing its
main features
Total:
8 weeks
(28 hours)
2 weeks
(7 hours)
Apparatus including
balloons of different
sizes, straws and
fishing line, hooks,
measuring tape
Calendar for
recording phases of
the Moon, cultural
stories about the
Moon, video clips
1 week
Pictures and models
(3½ hours) of the Sun and
Earth; video clips
1 week
(3½ hours)
2 weeks
(7 hours)
Time
allocation Resources
133
C1
D1
B77
B78
B78
B80
B82
B68
160
164
166
176
140
B74
155
158
B73
B71
B70
B65
148
146
144
132
LB page TG page
Introduction
Section
A: Introduction
Personal
and
social
well-beingPolicy
lessons
Curriculum
and
Assessment
Statement (CAPS)
Physical
education
lessons
Inclusivity
page XXX
A3
page XXX
A5
Creative
arts: Performing
arts
Natural Sciences
and Technology
in the school curriculum pages XXX
A9
Creative
arts:
Visual
arts
pages
XXX
Classroom management
A15
Resources for Natural Sciences and Technology
A17
Assessment
A18
How to use this course with the Curriculum and Assessment
Policy Statement for Natural Sciences and Technology
A24
A1
A1
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A2
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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
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INTRODUCTION
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•
•
•
•
•
A4
Final NS&T Gr 4 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
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•
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 showing
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
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When a learner is struggling with some activity, allocate a ‘buddy’ that
will help them. 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 their
arms and the buddy learner can move around them.
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 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 4 TG 14-6-13.indb 6
SECTION A
INTRODUCTION
2013/06/15 2:41 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.
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INTRODUCTION
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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).
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INTRODUCTION
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Time allocation per subject
The instructional time in the Intermediate Phase is as follows:
Subject
Home language
First additional language
Mathematics
Natural Science and Technology
Social Sciences
Life Skills
• Creative Arts
• Physical Education
• Personal and Social Well-being
TOTAL
Time allocation per week (hours)
6
5
6
3½
3
4
(1 ½)
(1)
(1 ½)
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.
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INTRODUCTION
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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, 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
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SECTION A
INTRODUCTION
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SECTION A
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INTRODUCTION
A11
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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 involves
a specific range of skills, which
are indicated in the next column,
knowledge and understanding
of doing science and technology
should be assessed within the
context of the cognitive domains
of Specific Aim 2.
Acquire knowledge.
Specific Aim 2:
The focus is on the theory of
Understanding and
connecting ideas
science (concepts, processes,
Learners should have a grasp phenomena, mechanisms,
of scientific, technological
principles, theories, laws,
and environmental knowledge models, etc.).
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, 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 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
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
Assessment of skill
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SECTION A
INTRODUCTION
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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 assess a learner’s ability
to apply knowledge, for example:
• demonstrate
• interpret
• predict
• compare
• differentiate
• illustrate
• solve
• select
Assessment of skill
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INTRODUCTION
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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 Strands
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 4 TG 14-6-13.indb 14
SECTION A
Planet Earth
and beyond
Technology Strands
Structures
Processing Systems and
Control
• Planet Earth • Term 1:
• Term 3:
• The Sun
Structures
Movement
• The Earth &
for animal
energy in a
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
• Term 2:
things
rocks
Processed
• Fossils
materials
• 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 • Term 4:
Systems to
explore the
Moon and
Mars
INTRODUCTION
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It is recommended in the Curriculum and Assessment Policy
Statement 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 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 (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 vs
a practical lesson vs an outdoors lesson vs 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
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INTRODUCTION
A15
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be protected from being stereotyped as an ill-disciplined learner
otherwise he/she will always perpetuate that behaviour.
Here are some ideas/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.
Resources
Create a secure storage space where you store collected resource
material and 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/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 attract 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.
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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 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 and chemicals
and heat. The following guidelines will help 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 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 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.
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INTRODUCTION
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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
learner’s 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.
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Final NS&T Gr 4 TG 14-6-13.indb 18
SECTION A
INTRODUCTION
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The section on Inclusivity on page A5 of this Teacher’s Guide also
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 achievement 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-assessment 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
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INTRODUCTION
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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 Grades 4, 5 and 6
Setting tests
and tasks
for different
cognitive levels
Knowing
science and
technology
Percentages
indicating the
proportion of low-,
middle- and highorder 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 ...
Explain
Describe
Compare
Plan
Rearrange
Give an example
of and others …
Understand
Apply
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 4 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 2:41 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, teachers should 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 4 June exam
Cognitive levels
Teaching
time in
weeks
Suggested
mark
allocation
Living and nonliving things
2
11
Structures of plants
and animals
2½
What plants need to
grow
1
Habitats of animals
2
Structures for
animal shelters
2½
TERM 1
Life & Living
Topics
Low
50%
Middle
35%
High
15%
Allocated
Time
9
TERM 2
Matter & Materials
10 weeks
Materials around us
3½
Solid materials
2
Strengthening
materials
2
Strong frame
structures
2½
11
9
10 weeks
TOTAL
20
marks
14
marks
6
marks
SECTION A
Final NS&T Gr 4 TG 14-6-13.indb 21
40
marks
INTRODUCTION
60
minutes
A21
2013/06/15 2:41 PM
Suggested mark weighting for Grade 4 November exam
Cognitive levels
Teaching time in
weeks
Suggested mark
allocation
Energy and Energy
transfer
2½
11
Energy around us
2½
Movement
and Energy in
a system
2½
Energy and
Sound
2½
TERM 3
Topics
Low
50%
Middle
35%
High
15%
11
TERM 4
10 weeks
Planet Earth
2
Our closest star
1
The Earth
and the Sun
1
The Moon
2
Rocket
systems
2
12
6
8 weeks
TOTAL
20
marks
14
marks
6
marks
40 marks
Sample exam and tests
The Revision: Test 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 4 TG 14-6-13.indb 22
SECTION A
DESCRIPTION OF COMPETENCE PERCENTAGE
Outstanding achievement
80—100
Meritorious achievement
70—79
Substantial achievement
60—69
Adequate achievement
50—59
Moderate achievement
40—49
Elementary achievement
30—39
Not achieved
0—29
INTRODUCTION
2013/06/15 2:41 PM
Formal Programme of Assessment
The Programme of Formal Assessment table on this page shows what
is required for formal assessment for the year.
Formal assessment requirements for Natural Sciences
and Technology Grade 4
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 4
Formal
Term 1
Assessments
School-based 1 Test on
assessment
Term 1 work
(15 marks)
Term 2
1 Exam or
Test on work
from Terms
1&2
1 selected
(40 marks)
Practical Task 1 selected
(10 marks)
Practical Task
(10 marks)
Term 3
Term 4
1 Test on
Term 3 work
(15 marks)
1 selected
Practical Task
(15 marks)
2
2
Total % for
the year
75%
40 marks
25%
1 selected
Practical Task
(15 marks)
Exams
(60 minutes)
Total number
of formal
assessments
Total marks
for the year
120 marks
2
Exam on
work from
terms 3 & 4
(40 marks)
2
8 assessments 100%
(160 marks)
For guidelines on the minimum mark allocation prescribed for tests,
tasks and examinations 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 the
learner’s progression within a grade and his/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 4 TG 14-6-13.indb 23
INTRODUCTION
A23
2013/06/15 2:41 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 4 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
in the sequence as presented, you may of course make whatever
INTRODUCTION
2013/06/15 2:41 PM
•
•
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 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 Sub-topics
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.
Keywords 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 4 TG 14-6-13.indb 25
INTRODUCTION
A25
2013/06/15 2:41 PM
•
The Word list 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 warm-up 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 4 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 allow for baseline
assessment of the following at the start of new topics:
• what learners have already learnt in earlier topics or grades
• what general background knowledge learners already have on
familiar aspects of topics.
INTRODUCTION
2013/06/15 2:41 PM
•
•
•
•
•
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.
Practical Tasks are explained in a way that allows these tasks to be
used as options for formal assessment, as explained in the section
on Assessment 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 each term 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
•
•
•
•
•
•
The 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.
The Teacher’s Guide 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 4 TG 14-6-13.indb 27
INTRODUCTION
A27
2013/06/15 2:41 PM
Final NS&T Gr 4 TG 14-6-13.indb 28
2013/06/15 2:41 PM
Section B: Teaching guidelines
Term 1: Natural Sciences: Life and Living
Technology: Structures
Topic 1: Living and non-living things............................................................................. B4
Unit 1.1 Living things........................................................................................... B4
Unit 1.2 Non-living things................................................................................... B6
Topic 2: Structures of plants and animals.................................................................... B7
Unit 2.1 The structure of plants........................................................................ B8
Unit 2.2 The structure of animals................................................................... B9
Topic 3: What plants need to grow................................................................................. B11
Unit 3.1 Conditions for growth.......................................................................... B11
Topic 4: Habitats of animals ..........................................................................................B14
Unit 4.1 Different habitats................................................................................B14
Unit 4.2 Need for a habitat..............................................................................B16
Topic 5: Structures for animal shelters ....................................................................... B17
Unit 5.1 Animal shelters.................................................................................... B17
Revision: Test . ................................................................................................................... B21
Term 2: Natural Sciences: Matter and materials
Technology: Structures
Topic 1: M
aterials around us . ....................................................................................... B24
Unit 1.1 Solids, liquids and gases.................................................................... B25
Unit 1.2 Change of state ................................................................................. B26
Unit 1.3 The water cycle . ................................................................................B29
Topic 2: Solid materials ................................................................................................... B31
Unit 2.1 Raw and manufactured materials .................................................. B31
Unit 2.2 Properties of materials ................................................................... B32
Topic 3: Strengthening materials ................................................................................ B35
Unit 3.1 Ways to strengthen materials . ....................................................... B35
Topic 4: Strong frame structures ................................................................................ B37
Unit 4.1 Struts and frame structures ........................................................... B37
Unit 4.2 Indigenous structures ..................................................................... B39
Revision: Test . ..................................................................................................................B45
B1
Final NS&T Gr 4 TG 14-6-13.indb 1
2013/06/15 2:41 PM
Term 3: Natural Sciences: Energy and change
Technology: Systems and control
Topic 1: Energy and energy transfer............................................................................B48
Unit 1.1 Energy for life.......................................................................................B48
Unit 1.2 Energy from the Sun ........................................................................B49
Topic 2: Energy around us . ............................................................................................ B51
Unit 2.1 Energy ................................................................................................... B51
Unit 2.2 Input and output energy.................................................................. B53
Topic 3: Movement and energy in a system ..............................................................B54
Unit 3.1 Movement and musical instruments..............................................B54
Topic 4: Energy and sound.............................................................................................B58
Unit 4.1 Vibrations and sound.........................................................................B58
Unit 4.2 Making sounds...................................................................................B60
Unit 4.2 Noise pollution.................................................................................... B61
Revision: Test . ..................................................................................................................B62
Term 4: Natural Sciences: Planet Earth and beyond
Technology: Systems and control
Topic 1: Planet Earth ......................................................................................................B65
Unit 1.1 Features of the Earth..........................................................................B65
Unit 1.2 Earth and space.................................................................................. B70
Topic 2: The Sun ............................................................................................................... B71
Unit 2.1 Our closest star.................................................................................... B71
Topic 3: The Earth and the Sun..................................................................................... B73
Unit 3.1 Moving around the Sun..................................................................... B73
Unit 3.2 The Sun and life................................................................................. B74
Topic 4: The Moon............................................................................................................ B77
Unit 4.1 Features of the Moon......................................................................... B77
Unit 4.2 Phases of the Moon.......................................................................... B78
Unit 4.3 Moon stories . .................................................................................... B78
Topic 5: Rocket systems . .............................................................................................. B80
Unit 5.1 Modelling a rocket............................................................................. B80
Revision: Test . ..................................................................................................................B82
B2
Final NS&T Gr 4 TG 14-6-13.indb 2
2013/06/15 2:41 PM
TERM
Natural Sciences:
Life and Living
Technology: Structures
1
TOPIC 1: Living and non-living
things
Unit 1.1: Living things
Unit 1.2: Non-living things
TERM 1
Natural Sciences:
Life and Living
Technology:
Structures
TOPIC 2: Structures of
plants and animals
Unit 2.1: The structure of plants
Unit 2.2: The structure of
animals
TOPIC 3: What plants need
to grow
Unit 3.1: Conditions for growth
TOPIC 4: Habitats of animals
Unit 4.1: Different habitats
Unit 4.2: Need for a habitat
TOPIC 5: Structures for
animal shelters
Unit 5.1: Animal shelters
B3
B1
Final NS&T Gr 4 TG 14-6-13.indb 3
2013/06/15 2:41 PM
Topic
1
and non-living things
UnitLiving
1
7 hours
Curriculum content and concepts
Living things
• There are many different kinds of living things.
• Living plants and animals can carry out all the seven life processes –
feeding, growing, reproducing, breathing, excreting, sensing, moving.
Non-living things
• Some things appear not to be living (such as dried beans, dried yeast,
a fertilised bird egg), but carry on ‘living’ given the right conditions.
Unit 1.1
Living things
What do you already know?
LB p. 10
This is a baseline assessment to determine learners’ existing knowledge
of living and non-living things. Facilitate the process and consolidate
the learners’ understanding of living and non-living things. Notice
that non-living things may sometimes mean dead, to indicate that it
was alive once. Ensure that learners are able to make this distinction
by naming a few examples, e.g. dead plants or animals. Once a living
thing does not exhibit the characteristics of living things any more, it
becomes non-living. Make sure that learners respond correctly to all
the questions. Correct any incorrect responses.
Answers
Learners write the answers to the questions in LB p. 10 in their
exercise books.
Learners work on their own.
1. A living thing is something that carries out all of the seven life
processes. Accept any variation of this answer.
2. tree; pot plant; butterfly; grasshopper; cat and kitten
3. They feed, grow, breathe, sense, move, reproduce and excrete.
4. Learners will provide their own answers. Examples: dog, person,
horse, frog.
Learners work in a group.
5. Learners discuss whether the yeast and the eggs are living or nonliving. Allow about 10 minutes for this discussion.
6. Learners say whether or not they all agreed.
B4
Final NS&T Gr 4 TG 14-6-13.indb 4
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
7. Ask some groups for their answers and correct if necessary. Write
model answers on the board or overhead projector. Learners mark
and correct their work.
Resources needed
•
•
•
•
examples and pictures of living and non-living things including
plants, animals, bread mould
seeds
yeast
pictures of hatched eggs.
Teaching the lesson
Life processes of living plants and animals LB p. 11
When you teach the different life processes it is important that
learners are able to distinguish between the life processes and
can relate them to every living organism. They must know what
the processes are, be able to recall the concepts, consolidate their
understanding and apply what they know to new situations.
First make sure that they can relate the processes to themselves
before they apply them to other living organisms. They will learn
that not all the processes are applicable to all living organisms. For
example, most plants cannot move from one place to another.
‘Dead’ or ‘alive’ LB p. 13
Learners need to understand that some things are dead or non-living,
for example dead leaves, dead animals, soil particles, etc. Other things,
however, appear dead but they come alive under the right conditions,
for example seeds, fertilised eggs, dry yeast, etc. Show learners
concrete examples of each of these things.
ACTIvITY 1
Think about living and non-living
things LB p. 14
Learners work with a friend.
1. As they are, they are ‘dead’, but they have the potential to come
‘alive’. For example, given the right conditions, a bean can grow
into a bean plant and a chicken can hatch out of the chicken egg.
2. Learners should answer that they can come alive.
Once alive, now dead LB p. 14
Teach learners that death is part of the natural life cycle of all living
things and can occur at any stage in the life cycle. All living things die
eventually but life is continued in the offspring of living organisms.
You can link this to reproduction.
UNIT 1.1
Final NS&T Gr 4 TG 14-6-13.indb 5
TOPIC 1
TERM 1
B5
2013/06/15 2:41 PM
ACTIvITY 2
Find out how things that look dead
can come ‘alive’ LB p. 14
The first part of this activity serves as a preparation for Activity 1: Practical
Task – Grow new plants on page 32 of the Learner’s Book. Learners
need to research how to grow plants from seeds. They can refer to books,
magazines, the Internet or they can ask people who like to garden.
In the second part of the activity learners must find out how eggs
hatch into chickens. They must share their findings with the class.
Unit 1.2
Non-living things
Teaching the lesson
Identify, sort and compare living and non-living
things LB p. 15
Learners need to learn the scientific skill of identifying, sorting and
comparing things in life. Activity 3 provides the opportunity for
learners to work in groups; learn group work skills as well as the
chance to identify, sort and compare living and non-living things.
ACTIvITY 3
Classify and describe living and nonliving things LB p. 16
Learners will need to bring things from home for this activity. If
learners do not have access to these pictures, provide magazines or
newspapers for them to source the necessary pictures.
Learners work in small groups.
1. Learners show each other the pictures they brought from home or
sourced in class.
2. Each learner must have a turn to explain to the group why their
examples are living or non-living. For example, Ansu might show
a picture of a withered plant as an example of something that is
non-living. Her reasons should include that it does not show any
of the seven life processes.
3. Learners can use the example in the Learner’s Book to create
a table of their own and classify the objects that their group
brought. Each learner must draw and complete the table in their
own exercise book.
4. a) Learners paste their pictures into their exercise book or draw
pictures or real-life examples.
b) Next to each picture they must write why they classified the
object as living or non-living.
5. a) None are living.
b) Learners compare the differences between them.
B6
Final NS&T Gr 4 TG 14-6-13.indb 6
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
Materials
of plants and animals
UnitStructures
1
2
1
8
5.25
¾ hours
Hours
Curriculum content and concepts
Structure of plants
• Basic structure of plants: roots, stems, leaves, flowers, fruits, seeds
• Visible differences between plants, such as size, shape and colour
of roots, stems, leaves, flowers, fruits and seeds
Structure of animals
• Basic structure of animals: head, tail, body, limbs, sense organs
• Visible differences between animals: such as size, shape, body
covering and sense organs
What do you already know?
LB p. 18
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a)a = aloes; b = bees; c = camels; d = tortoise; e = vygies;
f = chameleon; g = baboons; h = proteas; i = snake;
j = crocodiles; k = rhinoceros
b)photographs b, c, d, f, g, i, j and k are animals and
photographs a, e and h are plants.
2. Learners describe the aloe, vygies and protea according to their
size, shape, colour, leaves and flowers.
3. No, the animals do not look the same. Learners describe the
tortoise, baboon and rhinoceros according to the size, shape, body
covering and sense organs.
4. a = flower; b = seeds; c = leaves; d = stem; e = root
5. Learners point out the rhinoceros’ head, body, limbs, mouth,
nose, eyes and ears.
6. Camels store fat in their humps. (They don’t use it to store water,
as is sometimes believed.) The hump allows the camel to survive
in the desert where there is seldom food and water.
7. Learners describe the chameleon’s shape, colours, body
and limbs.
8. Learners compare the chameleon and snake according to shape,
colour, limbs and sense organs.
Unit 1.2
Final NS&T Gr 4 TG 14-6-13.indb 7
TOPIC 2
TERM 1
B7
2013/06/15 2:41 PM
Unit 2.1
The structure of plants
Resources needed
•
pictures/examples of plant parts
Teaching the lesson
Basic structure of plants LB p. 20
It is essential for learners to know and be able to distinguish between
the main plant organs, leaves, stems, roots and flowers. The role of
each basic organ in the plant must be emphasised at all times.
ACTIvITY 1
Identify and describe the parts of
plants LB p. 20
Learners work with another learner.
1. Learners point out the stem/trunk, roots, leaves, flowers, fruit and
seeds of the tree and fruit.
2. This part of the activity requires learners to study, draw, label and
describe a plant in the school or home garden.
visible differences between plants LB p. 20
Guide learners by showing them the examples of plants and trees that
look different. Point out these differences to them, for example smaller
flowering plants have thin stems, while trees have large trunks.
Differences in size and shape LB p. 20
Some plants can be microscopically small and can only be seen under
a microscope, while others grow as big as trees. Help develop learners’
awareness of these differences in size and shape.
Different places, different plants LB p. 21
Learners must be introduced to differences in plants as they are
adapted to different environments. An important environmental
factor is water availability. Plants will vary greatly, depending on the
amount of water in the area, for example algae, water lilies, vygies and
aloes. Remember to introduce local examples of plants first before you
refer to other locations or habitats.
ACTIvITY 2
Compare visible differences between
plants LB p. 22
Learners work on their own.
In this activity learners compare the visible differences between a tree,
shrub and an annual flowering plant in their school or home garden.
B8
Final NS&T Gr 4 TG 14-6-13.indb 8
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
1. Learners’ answers will vary but they should include differences in
size, shape and colour.
2. The answers will vary but the tree would probably be the largest,
then the shrub and then flowering plant.
3. Learners will have to examine each plant to answer whether or
not it has leaves, stems/trunks, roots, flowers, fruit and seeds. All
plants should have leaves, a stem and roots that are visible. The
flowers, fruit and seeds may not be clearly visible.
4. Learners make simple drawings of the leaves of each plant.
ACTIvITY 3
Describe the differences between
different plants in a table LB p. 22
Learners work on their own.
Learners use the information from Activity 2 to copy and
complete the table in the Learner’s Book. Encourage learners to fill
in as much information as possible. Help those learners who struggle
with the activity.
Unit 2.2
The structure of animals
Resources needed
•
pictures of animals
Teaching the lesson
Basic structure of animals LB p. 23
Learners must be able to distinguish between the different body parts
of an animal. They must also know that animals can consist of a single
cell, such as an amoeba, or many cells, such as a dog or cat. Animals
with many cells can be divided into different groups, for example
animals with a backbone (dogs, cats) and animals without a backbone
(grasshoppers, snails).
ACTIvITY 4
Identify and describe the structure
of animals LB p. 24
Learners work with another learner.
1. Learners will need to bring pictures of animals from home for this
activity. If learners do not have access to these pictures, provide
magazines or newspapers for them to source the necessary pictures.
2. Pairs must discuss the structures of the animals they have sourced.
Remind learners that they need to look at the animals’ heads, tail,
body shape, limbs and sense organs.
UNIT 2.2
Final NS&T Gr 4 TG 14-6-13.indb 9
TOPIC 2
TERM 1
B9
2013/06/15 2:41 PM
Learners work on their own.
3. Learners copy and complete the table in the Learner’s Book.
Encourage them to fill in as much information as they can.
4. Learners choose one of the animals they sourced.
a) They draw the animal in their book. Explain to them that
their drawings do not need to be works of art but that they
must include the animal’s head, sense organs, body and tail.
b) Learners must then label their drawings. Encourage learners
to write as neatly as they can and to use a ruler to draw the
label lines.
c) Learners then write a short description of their animal
beneath the drawing.
ACTIvITY 5
Describe the visible differences
between five animals LB p. 25
Learners work on their own.
Learners need to compare and describe visible differences between
several animals in the activity. Make sure that there are pictures of an
elephant, bird, mouse, crocodile and beetle displayed in the classroom so
that learners who have not seen these animals have a point of reference.
1. Learners think about the things an elephant, bird, mouse,
crocodile and beetle have in common.
2. Learners copy and complete the table in the Learner’s Book.
visible differences between animals
Animal
Size
Shape
Body covering
Sense organs
Elephant
Large
Four legs, tail and trunk
Tough and
leathery
Two eyes, two ears, nose
and tongue
Bird
Small
Two legs, wings
Feathers
Two eyes, two nostrils in
their beaks, tongue
Mouse
Small
Four legs, tail
Fur
Two eyes, two ears, nose,
whiskers, tongue
Crocodile
Medium to Four legs, long body
large
shape, tail
Scaly skin
Two eyes, nose, ears,
tongue
Beetle
Very small Six legs, wings, body
divided into three parts
Hard outer
covering
(exoskeleton)
Two eyes, two antennae
How are you doing? LB p. 25
Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
B10
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
3
1
Materials
UnitWhat
1 plants need to grow
3
5.25
½ hours
Hours
Curriculum content and concepts
Conditions for growth
• Plants need light, water and air to grow
• Plants can be grown from cuttings or seeds
• Seeds need water and warmth to grow (germination of seeds).
Resources needed
•
•
Unit 3.1
seeds and cuttings
rulers and measuring tape.
Conditions for growth
What do you already know?
LB p. 26
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
Learners need to identify all the elements in the picture that will
help the plants to grow. They should agree that the plants need light,
water, air and soil to grow.
Teaching the lesson
Plants need light, water and air to grow LB p. 26
Ensure that learners know the different things plants need to grow,
i.e. energy from the Sun, carbon dioxide from the atmosphere and
water and mineral nutrients from the soil. While it is not necessary to
formally introduce the concept of photosynthesis at this stage, if you
feel your learners are interested and or ready, you can discuss it with
them. It is important to engage with scientific concepts as early as
possible as all future knowledge will be built on this basis. Hence we
shouldn’t be afraid to use recognised science terminology, as long as
learners are not overwhelmed by it.
New plants can grow from cuttings and seeds LB p. 27
Learners must know that plants can be grown from seeds and plant
cuttings. They must be able to grow their own plants from seeds and/
or cuttings. Allow for learners to grow their own plants first hand and
assess them accordingly.
Unit 3.1
Final NS&T Gr 4 TG 14-6-13.indb 11
TOPIC 3
TERM 1
B11
2013/06/15 2:41 PM
Case Study: Science in action
LB p. 27
The case study addresses specific aim 2 and 3 in CAPS, i.e. scientific
investigations and understanding the importance and applications of
Science and Technology in society. The career and economic value of
this activity must be emphasised. Learners must be taught they
can bring about life through seed propagation or cultivating plants
from cuttings.
Growing new plants from cuttings LB p. 28
Learners must be able to grow their own plants. This activity must
allow for learners to grow their own plants. They must also be
introduced to the conditions required for cuttings to grow.
Growing new plants from seeds LB p. 30
Learners must know how to grow plants from seeds. This activity
must allow for learners to grow their own plants. They must also be
introduced to the conditions required for seeds to germinate and to grow.
PRACTICAL TASK — ACTIvITY 1
Grow new plants
LB p. 32
Learners work on their own.
This activity provides the opportunity for learners to grow their
own plants. Each learner must grow his or her own plant and it can be
formally assessed by the educator. The learners may be given a choice
between methods 1 or 2 or both.
Method 1: Grow plants from cuttings or other plant parts
1. Learners choose whether they will use stem cuttings, cuttings from
runners or cuttings from ‘baby’ plants to grow a new plant.
2. Learners must choose a few cuttings as some will grow better
than others.
3. Remind learners to water their cuttings regularly. But caution
them against over watering the cuttings as this can prevent
them growing.
4. Learners need to observe their cuttings each week. They need to
write down what they observe each time.
5. They do a simple drawing with the observations each week.
6. Learners write a short description of what they observed about
growing plants from cuttings.
Method 2: Grow plants from seeds
1. Learners can choose their own bean and maize seeds. 5 to 10 seeds
of each should ensure a crop.
2. The cotton wool must be kept moist at all times. (NB: Moist not
soggy wet.)
3. Darkness is needed for seeds to germinate as germination
normally happens in the ground.
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
4. Learners must check their seeds every day and record their
observations.
5. Pictures, drawings or a photographic record must be compiled by
the learners as the seeds grow.
6. Learners must be careful not to damage seedlings when they
transplant them. Make sure that they get enough water.
7. Learners must observe and record the growth of their seedlings.
Let them measure the height, time of leaf emergence and numbers
of leaves.
8. Learners must compare the growth of the two types of seed.
9. Learners must explain the differences they observed over time.
Method 3: Another way to grow plants from seeds
1. In this case learners can grow plants from seed packets. They can
choose their own plants. They need to know or find out how to
sow the seeds.
2. The seedlings must be cared for by watering and fertiliser
application when needed.
3. Learners must record their observations over time.
4. Photos or sketches should be compiled as the seedlings grow.
5. Learners must submit a written report of all the observations.
6. Plants can be transplanted if they were sown in a seed tray.
7. Learners must know that some seedlings may have to be pulled
out to provide space for others to grow healthily.
How are you doing? LB p. 34
Take this opportunity to ask learners if there is anything that they
do not understand in the topic. 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 4 TG 14-6-13.indb 13
TOPIC 3
TERM 1
B13
2013/06/15 2:41 PM
Topic
Habitats
of animals
UnitMaterials
1
4
1
5.25
7 hours
Hours
Curriculum content and concepts
Different habitats
• A habitat is a place where a plant or animal lives
• There are different kinds of habitats such as grassland, forest,
river, sea.
Need for a habitat
• Animals need a habitat for food, water, a place to shelter, have
babies and escape from predators.
Resources needed
•
Unit 4.1
Pictures of plants and animals and their habitats, the foods they
eat and the shelters they live in.
Different habitats
What do you already know?
LB p. 35
This is a baseline assessment to determine learners’ existing knowledge.
Learners work in small groups.
1. Learners use the questions in the Learner’s Book to discuss the
animals in the area where they live.
2. a)baboons, giraffes, springbok, zebra, crocodile, hippopotamus,
eagle, flamingos, cows, sheep, fish, ducks, tortoise, pigs, cat,
dog, spider, grasshopper, ants, snail, centipede, mouse, rabbits,
snake, owl, horse, chickens, frog, dragonfly, butterfly, lizard.
b) Learners list where each kind of animal lives. You might need
to provide some support.
c) Learners say what each kind of animal needs to survive.
d) Learners say how they think people’s actions affect the animals
in the picture.
Different kinds of habitats LB p. 36
It is essential that learners know that animals live in a habitat or place
where they can feed and protect their offspring. They must be able
to distinguish between different habitats starting with places around
their house and school.
B14
Final NS&T Gr 4 TG 14-6-13.indb 14
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
ACTIvITY 1
Match animals to their shelters
LB p. 38
Learners work in groups.
1. In this activity learners again will have the opportunity to identify,
sort and match items. Make sets of playing cards with the pictures
that you have collected of animals, their foods, habitats and
shelter. For each animal you should have corresponding cards with
a picture of its food, its habitat and its shelter. Learners in groups
then match the animal to their food, habitat and shelter.
2. They will be required to tabulate and communicate their findings.
ACTIvITY 2
Identify, draw and describe a habitat
LB p. 38
Learners work on their own.
1. Learners describe what a habitat is. Their description should be
something along the lines of ‘a habitat is a place where a plant or
animal lives’.
Learners work with a partner.
2. Learners use their knowledge of habitats to identify a habitat on
or close to the school grounds.
3. Learners make a simple drawing of the habitat. They write a
description of the habitat beneath their drawing.
Display learners’ drawings in the classroom.
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 4.1
Final NS&T Gr 4 TG 14-6-13.indb 15
TOPIC 4
TERM 1
B15
2013/06/15 2:41 PM
Unit 4.2
Need for a habitat
The importance of a habitat is emphasised under this heading.
Learners must know that a habitat is more than a place to live.
Habitats provide food, water, protection and a place to raise a family.
ACTIvITY 3
Describe and write about the habitats
of three African wild animals LB p. 40
Learners work with another learner.
1. Learners discuss how the habitat of an animal helps it to survive.
Walk around the class as the learners discuss this topic. Learners
should come to the conclusion that a habitat provides animals
with food, water, a place to shelter and have babies, as well as a
place to hide from predators.
2. Learners research three African wild animals. They must find out
what the animal eats, what its enemies are and where it lives.
3. Once they have the necessary information they can discuss
why each animal is suited to living in its particular habitat. For
example, the lion thrives in the African grasslands. There are many
animals that the lion can hunt in the habitat and the tall grass
helps camouflage the lion as it stalks its prey.
4. Learners then create a presentation on the animals that they
have researched. They must include drawings or pictures in their
presentation.
5. Learners present their presentation to the class.
Display learners’ presentations in the classroom.
B16
Final NS&T Gr 4 TG 14-6-13.indb 16
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
for animal shelters
UnitStructures
1
5
8 ¾ hours
Curriculum content and concepts
Animal shelters
• Animal shelters can be natural including nests, shells, hollow
trees or human-made including dog kennels, cages, kraals, stables
• Animal shelters can be shell or frame structures, can have different
shapes and sizes, and can be made from different materials.
Resources needed
•
•
•
Unit 5.1
variety of pictures of different structures
examples of everyday structures, e.g. pencil case, bookcase, etc.
information on different structures.
Animal shelters
What do you already know?
LB p. 42
This is a baseline assessment to determine learners’ existing knowledge.
• Although learners have not yet been formally introduced to the
concept of structures, they might know the word and its meaning.
This is a baseline assessment to ascertain how much they know.
• Learners discuss the questions in the Learner’s Book on page 42,
with their desk partner.
• They should discuss their understanding of what a structure is
and be able to indicate examples of structures in the classroom or
outside, for example, a desk, chair, classroom, pencil case, school
bag, your body, cup, lunchbox, building, bridge, tower, garage,
vehicle, bicycle, etc.
• Have a class discussion on what a structure is. What is its purpose?
• Write down the learners’ suggestions on the board.
• Explain that a structure is something that protects an object,
contains something or carries a load.
• Discuss the picture of animal shelters in the Learner’s Book and
what the purpose of this type of structure is.
• Learners write a definition of a structure in their exercise books.
A possible definition could be:
A structure is something that exists in nature or is built, made or put
together in a specific way to protect, contain or support something.
Unit 5.1
Final NS&T Gr 4 TG 14-6-13.indb 17
TOPIC 5
TERM 1
B17
2013/06/15 2:41 PM
Learners work with another learner.
1. Learners discuss what they think a structure is.
2. Learners give examples of at least five structures.
Learners work as a class.
3. Ask learners to share their definitions of a structure. Then as a
class, decide on the best definition. Write the definition on the
board for the learners to copy.
4. • Natural animal shelters: wasp nest; bird nest; hollow in tree;
termite mound/ant hill
Human-made
shelters: bird cage, kennel, rabbit hutch, aquarium
•
Teaching the lesson
Explain to the class that the purpose of this topic is to familiarise them
with different structures with specific focus on animal shelters, as they
will be designing their own animal shelters in the next topic.
Natural and human-made animal shelters LB p. 42
Show different pictures of structures to the class and ask them to categorise
them as human-made or natural structures. Explain that human-made
structures are manufactured, while natural structures exist in nature or are
made by animals, for example, a bird’s nest or a spider’s web.
Different structures and materials for animal
shelters LB p. 43
Discuss the different materials used for shelters. Use a variety of pictures
to show differences to learners. Study the different construction methods,
shapes and sizes of different structures, emphasising that the material,
structure, size and shape will be determined on available resources, skill
and requirements of the inhabitant. Explain the skills of classifying and
describing to the learners before they commence with Activity 1.
Frame and shell structures LB p. 43
Structures can also be categorised according to their shape or function.
In Grade 4 the learners will only categorise structures into frame and
shell structures and later on they will also learn about solid structures.
Discuss the difference between a frame and shell structure and
support with pictures of both.
Explain that some structures could be a combination of a frame
and shell structure, e.g. dog kennel – first a frame is made, which is
then covered to form a shell.
ACTIvITY 1
Sort and describe animal shelters
LB p. 45
Learners work in small groups.
1. a) bird nest: birds; spider web: spiders; mole hole: mole; tortoise
and snail shells; kennel: dog; aquarium: fish; stable: horse;
kraal: cattle; hornet nest: hornet; hamster cage: hamster
B18
Final NS&T Gr 4 TG 14-6-13.indb 18
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
b) nature: bird nest, spider web, mole hole, tortoise shell, snail
shell, hornet nest
human-made: kennel, aquarium, stable, kraal, hamster cage
c) Frame structures: kennel, hamster cage, kraal, stable
Shell structures: tortoise shell, snail shell
d) Frame: wood, metal
Shell: hard natural material
e) Learners’ answers will vary.
f ) Learners’ answers will vary.
g) Learners say how they think three structures are made.
h) Learners place their answers in a table.
2. Learners bring an example or a picture of an animal shelter to school.
Understanding the technology process LB p. 46
This will be the learners’ first introduction to the workings of the
technology process. Proceed with care and patience, as this concept
could be very abstract and confusing to the learners. Ensure that the
process is displayed on a poster in the classroom and refer to it often.
The technology process is a way in which problems can be solved
in a structured and scientific way. It is an interactive process that
usually starts with a problem scenario that learners need to investigate
and eventually solve. This means that during the process the learners
need to go back and forth between the different activities to check if
they are still on the right track in solving the problem.
Discuss page 46 and 47 of the Learner’s Book by focusing on the
headings of each step. Identify the keywords in the diagram on page 46
with learners and ask them to underline them.
• Keywords of Step 1: solved – research – investigate – specifications
• Keywords of Step 2: different ideas – design brief – solutions –
advantages – disadvantages – choose best
• Keywords of Step 3: plan action – tools – materials – make
• Keywords of Step 4: test – evaluate – record – change
• Keywords of Step 5: report
The learners make their own mind map of the process in their exercise
books by copying the drawing on page 46 and adding the keywords in
bold on page 47 to the relevant headings.
Design your own animal shelter LB p. 48
These lessons should be very structured and well planned to coincide
successfully with the allotted time. Discuss the scenario on page 48 of
the Learner’s Book with the learners.
PRACTICAL TASK — ACTIvITY 2 Design an animal
shelter LB p. 48
Explain that this is both the problem and the design brief for this
activity. This will be a formal assessment and the marks will be added
to the 30 marks of the formal test to make up the term mark.
UNIT 5.1
Final NS&T Gr 4 TG 14-6-13.indb 19
TOPIC 5
TERM 1
B19
2013/06/15 2:41 PM
Learners work on their own and the activity should be done in the
classroom, not at home.
Explain that most animals need: space for movement;
entertainment; food and water; sufficient fresh air; water; shelter
against weather elements; a safe place to rest in.
1. a) and b)
• Learners identify the problem by deciding which animal they
want as a pet.
• The design brief would be along these lines: Want a pet (e.g.
dog); have no shelter; have to design and build a shelter to
protect the pet when they are at school.
2. a), b) and c) Possible specifications
a) Learners reflect on the need and add more specifications as the
needs of the specific animal become clearer to them.
b) Possible specifications:
• The shelter must be big enough for my pet to allow it to
move in and out with ease.
• The shelter must protect my pet from the Sun, wind and
rain.
• The shelter must keep my pet safe and comfortable during
the day.
• Provision has to be made for food and water.
• The shelter must allow for enough fresh air.
• Materials must be easy to find and cheap.
• The design should be easy enough to make by myself.
c) I am going to make it from wood with a door that can open
and close. The shelter will have windows with wire in front for
air to come through.
3. Learners make a two-dimensional drawing of the shelter.
• Encourage them to draw as much detail as possible.
• Learners should enhance their drawings with colour, texture
and the relevant labels.
• These drawings are freehand and no ruler is used.
• Remember the drawings need not be the real size and may be
drawn to scale.
• Ask learners to draw their designs from the top, front, side
and back.
4. The learners evaluate their designs against the assessment rubric.
• Encourage the learners to be honest and critical in their
evaluation.
• They need to comment on each description with valid reasons for
the allotted mark and how they would change it, if applicable.
How are you doing? LB p. 50
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.
B20
Final NS&T Gr 4 TG 14-6-13.indb 20
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Revision: Test
LB p. 51
Learners work on their own.
1. a)Feeding, growth, reproduction, breathing, excreting,
sensitivity, locomotion (7)
b) Example of a title: Table separating living things from nonliving things
(Any suitably correct heading must be credited.)
2.
Living things
Non-living things
Cow
Grasses
Snake
Roses
Egg
Oxygen
Sun
Water
(9)
c) When the living thing is dormant or resting and the
conditions are favourable.
(1)
d) Any suitable example of something that appears dead but
comes alive under the right conditions, e.g. yeast, an egg, seeds,
etc. Answer should include an indication of the conditions
required for it to become alive, i.e. warmth and moisture.(2)
flower
seeds
leaves
stem
roots
(7)
3.
Characteristic
Size
Shape
Body covering
Sense organs
Giraffe
Big
Tall, slender, long neck
Hair
Eyes, ears, nose, skin,
tongue
Elephant
Big
Big bulk, fat, short neck
Leathery skin
Eyes, ears, nose, skin,
tongue
(3)
4. Sun energy, water, carbon dioxide
(3)
5. Picture 1: stem cuttings
New plants can be grown from the cuttings made from the soft
stems of the parent plant, e.g. the geranium. Stems are cut off
straight just below a leaf joint. No fertilisation needs to take place, it
is cheaper and the new plants will look exactly like the parent plant.
Picture 2: cuttings from runners
Some plants, e.g. creepers or ivy, develop new plants from runners.
Roots develop where the runner or shoot touches the ground.
Remove a runner that has roots and plant it in a container.
Picture 3: leaf cuttings
Some plants, especially succulents can grow new plants from
leaf cuttings. Leaves can be placed in water to develop roots
revision: test
Final NS&T Gr 4 TG 14-6-13.indb 21
TERM 1
B21
2013/06/15 2:41 PM
(Usambara violet) or directly into prepared soil so that the bottom
part is covered. Baby plants will develop.
Picture 4: cuttings from baby plants
Some plants, e.g. the spider plant, send out shoots with baby
plants. These tiny plants can be removed and planted in a
separate container to grow a new plant.
Picture 5: seeds
New plants can be cultivated from germinating seeds into
seedlings. The seeds can be sown in seed trays or seed beds
during their growing season where they would need water,
heat and suitable soil to germinate.
(10)
6. A habitat is the place where a plant or animal lives. It provides
food, water, protection and a place for the living organism to
raise offspring. We distinguish between land and water habitats.
Land habitats include forests, grasslands, deserts, semi-deserts and
wetlands. Water habitats include rivers, dams, lakes and oceans. (3)
7. Animal
Shelter
dog
Inuit
bird
kennel
igloo
nest
(3)
8. a) fish: head, tail, fins, mouth, eyes and gills, scales
b) frog: head, body, four legs, eyes, mouth, nostril, skin
c) bird: head, beak, nostrils, eyes, wings, feet, tail, feathers (6)
9.
Picture
Natural
Human-made
✓
✓
Frame
Shell
✓
✓
✓
✓
✓
✓
✓
✓
✓
(6)
10. A bridge is a structure that is built to connect two points. A bridge is
used to allow people to move over water or valleys, and uneven land
spaces.(2)
11. a) Shell structure
(1)
b)Learners’ sentences should reflect an understanding of why
caves were suitable shelters, e.g. referring to protection from
rain, wild animals, heat (because fires could be made inside), etc.
(2)
Total: 65
B22
Final NS&T Gr 4 TG 14-6-13.indb 22
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
TERM
Natural Sciences:
Matter and materials
Technology: Structures
2
TOPIC 1: Materials around us
Unit 1.1: Solids, liquids
and gases
Unit 1.2: Change of state
Unit 1.3: The water cycle
TERM 2
Natural Sciences:
Matter and
materials
Technology:
Structures
TOPIC 2: Solid materials
Unit 2.1: Raw and manufactured
materials
Unit 2.2: Properties of materials
TOPIC 3: Strengthening
materials
Unit 3.1: Ways to strengthen
materials
TOPIC 4: Strong frame
structures
Unit 4.1: Struts and frame
structures
Unit 4.2: Indigenous structures
B23
B1
Final NS&T Gr 4 TG 14-6-13.indb 23
2013/06/15 2:41 PM
Topic
1
around us
UnitMaterials
1
12 ¼ hours
Curriculum content and concepts
Solids, liquids and gases
• Solids, liquids and gases make up the materials around us
• Some properties of solids, liquids, gases:
—— solids keep their shape
—— liquids flow and take the shape of the container
—— gases, such as air, tend to spread out, have no definite shape
but can be contained (like a balloon).
Change of state
• heating and cooling (removing heat) cause solids, liquids and gases
to change state
• a solid first changes to a liquid (melting) when heated and then
the liquid changes to a gas (evaporating) on further heating
• gas first changes to a liquid (condensing) when cooled and
then the liquid changes to a solid (freezing/solidifying) when
cooled further.
The water cycle
• Water evaporates, condenses, freezes and melts in the water cycle.
What do you already know?
LB p. 54
This is a baseline assessment to determine learners’ existing knowledge.
Learners work in a small group.
1. a)Learners discuss what the objects in the picture are made of
and how we use the objects. For example, the feather duster is
made from wood and ostrich feathers and we use the duster to
remove dust from surfaces.
b) Learners say whether the objects are made of raw or
manufactured materials. Make sure learners understand the
difference between raw and manufactured materials.
c) Learners discuss how they can group the objects into liquids,
solids and gases. For example, the aerosol can and inflated
balloons would be grouped under gases because they
contain gas.
2. Learners discuss the objects they brought from home.
3. Learners explain what a solid is. For example: A solid is something
that keeps its shape. They must also give an example of a solid.
4. Learners explain what a liquid is. For example: A liquid flows and
takes the shape of a container. They must also give an example of
a liquid.
B24
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
5. Learners explain what a gas is. For example: A gas tends to spread
out and has no definite shape but can be contained. They must
also give an example of a gas.
6. Learners examine the photographs in the Learner’s Book.
a)
Solid
Liquid
Gas
✓
a)
Wood
b)
Cooking gas
c)
Plastic
d)
Water
e)
Stone
f)
Cooking oil
✓
g)
Tea
✓
h)
Steam
i)
Apples
j)
Factory fumes
✓
✓
✓
✓
✓
✓
✓
b) Learners choose one solid, liquid and gas from the table and
describe it.
Unit 1.1
Solids, liquids and gases
Resources needed
•
Examples of materials and substances including wood, stone,
plastic, fabric, water, juice, tea, cooking oil, gas.
Teaching the lesson
Some properties of solids, liquids and gases LB p. 57
Do drawings on the board or a transparency to illustrate the amount
of molecules and the spaces between them in a solid, liquid and a gas.
Show them examples of solids such as a rock, brick and a shoe.
Pour water from one container to another to show them the properties
of liquids. Show the difference in viscosity between water and oil and
melted candle wax. Learners should understand that although one
looks ‘thicker’ than the other, they are all liquids. Lead them to realise
that the thicker liquid’s molecules are packed closer together. Show
learners examples of gases (steam from a kettle; spray from an aerosol
can; an inflated balloon blowing out air; smoke from a burning paper;
an empty container).
Explain that solids, liquids and gases can be measured and
compared in terms of:
• temperature – melting point and boiling point
• volume
• mass
Unit 1.1
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TOPIC 1
TERM 2
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2013/06/15 2:41 PM
•
•
Unit 1.2
visibility
and in the case of solid materials: flexibility, hardness, strength,
water resistance and colour.
Change of state
Resources needed
•
Examples of different substances such as ice, butter, wax, ice
cream, chocolate.
What do you already know?
LB p. 58
Learners work in small groups.
1. a)The chocolate melted and became runny. Yes. When it cooled,
it hardened but the shape changed.
b) When the chocolate was heated it changed from a solid to a
liquid. When it cooled down it changed back to a solid.
2. The ice melted and became a liquid. The liquid was put in the
freezer and became a solid again.
Teaching the lesson
How heating and cooling changes solids and liquids LB p. 58
Demonstrate the change from solid to liquid with an ice cube and a
block of chocolate. Place each item in a separate metal container or
empty tin, and heat with a lit candle or Bunsen burner if you have
one. Pour the melted substance out in an empty tin to illustrate
flowing movement of molecules in a liquid. Leave the chocolate to set.
Heat the water more until it has completely evaporated. Show learners
the empty tin. They should be able to say that the liquid changed into
a gas state with further heating. Demonstrate the removal of gas from
a liquid by leaving a glass of carbonated cooldrink until all the bubbles
are gone. Spray any aerosol can so that learners can see the drops
coming out of the nozzle. Shake it so they can hear the liquid inside.
By removing the pressure from the liquid (decompression), it changes
to a gas state again.
Ask the learners to name more examples of liquids changing to a
gas. The question in the Learner’s Book about solids changing directly
to a gas can be explained as follows:
Yes, this is possible. When the surrounding temperature
increases, the molecules in the solid start to move faster. So fast
that they skip the liquid state and change directly into a gas. Two
examples of this are ‘dry ice’ which is used to make smoke on stage
during performances, and the diffusion of naphthalene balls in
vapours, which is used in keeping insects away from things like
clothes and books.
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
ACTIVITY 1
Describe the states of substances
LB p. 59
Learners work on their own.
1. Carbonated cooldrink is poured into a glass. The cooldrink is
liquid but carbon dioxide (a gas) has been added to it to provide
the fizziness. The gas was added by putting it under enormous
pressure. Whilst in the can, the gas exerted pressure onto the can.
When the can is opened, the pressure is released and the gas forms
bubbles in the cooldrink and sometimes a bit of foam on the top
of the liquid.
2. a) flows
b) can
c) solid
d) metal
e) bubbles
f ) pressure
3. When the can is shaken even more pressure builds up inside the
can. Upon opening, the liquid will explode out of the can.
ACTIVITY 2
Observe the different states of
substances LB p. 60
Learners work as a class.
1. a) A. Petrol or diesel fuel – liquid
B. Perfume – liquid
C. Vinegar – liquid
D. Bleach (Jik) – liquid
E. Gas (propane gas) – liquid in container and gas when
released
F. Candle – solid; flame and smoke – gas
G. Water – liquid and water vapour (steam) – gas
H. Ice – solid; water drops on glass – liquid; water vapour – gas
I. Chocolate – solid
J. Ice-cream – solid
b) You would only be able to smell A – F because they evaporate
quickly into vapours (gas) which move through the air until
you can smell it. They usually have a very strong, unpleasant
smell with the exception of the perfume.
2. Refer back to the ice, chocolate and aerosol experiment done
previously.
Uncap a bottle of bleach, heat some vinegar and light a joss stick
(incense); leave ice-cream and ice in saucers in the Sun to see their
states change. Put ice cubes in a glass to demonstrate condensation
and boil a kettle to show evaporation and condensation.
UNIT 1.2
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TOPIC 1
TERM 2
B27
2013/06/15 2:41 PM
Learners work on their own.
3.
Substance
States of substances
Observations
A
Petrol being put
in car
Solid: petrol tank of car;
petrol pump
Liquid: petrol from pump
Gas: vapour from petrol
Liquid petrol flows from one solid
container (pump) to another (car’s
petrol tank); the smell of petrol is
from petrol vapour (gas)
B
Perfume
Solid: glass bottle
Liquid: perfume
Gas: vapour from evaporating
perfume
Liquid perfume is sprayed
or rubbed onto wrist. Liquid
evaporates and smell remains
from perfume vapour.
C
Vinegar
Solid: plastic or glass container
Liquid: vinegar
Gas: vapour from evaporating
vinegar when heated
Liquid vinegar is heated, it starts
to evaporate into vapours which
can be smelled.
D
Bleach
Solid: container
Liquid: Bleach
Gas: strong smelling vapour from
evaporating bleach
Liquid bleach is poured out of the
bottle into a cup. The vapours
of the evaporating liquid can be
smelled.
E
Gas stove
Solid: gas container and stove
Liquid: compressed gas in
container
Gas: vapour forming flames
when lit
Gas is compressed into a solid
container and becomes a liquid.
When released it turns into gas
vapours which burn to release
heat energy.
F
Burning candle
Solid: candle and wick
Liquid: melted wax
Gas: smoke and smell of wax
vapour
The solid which is lit and burns
away. As the flame heats the wax
of the candle, it turns into a liquid.
The melted wax releases vapours
and smoke which can be smelled.
G
Boiling kettle
Solid: kettle
Liquid: boiling water inside
Gas: water vapour evaporating
and steam when vapour starts to
condense in colder air outside the
kettle
Liquid water is boiled in the solid
kettle until it turns into a gas
state (water vapour). As the water
vapour (hot air) escapes from
the spout it meets the colder
air outside and turns into tiny
droplets, which can be seen as
steam.
H
Ice in a glass
Solid: glass and ice cubes
Liquid: melted ice forms water
drops on the glass
Gas: water vapour on the inside of
the glass
Solid ice starts melting into liquid
water. The coldness of the ice
forms water vapour on the glass
which condenses into drops
of water.
I
Chocolate
Solid: block of chocolate
Liquid: melting in warm air
The solid chocolate only remains
solid at a cool temperature. As the
outside temperature increases,
the chocolate starts melting into
a liquid.
J
Ice-cream
Solid: ice-cream and container
Liquid: melted ice-cream
Ice-cream is frozen cream and milk
– a solid. It only remains a solid in
a freezer. If left outside too long, it
melts into a liquid.
B28
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
How are you doing? LB p. 61
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 1.3
The water cycle
Resources needed
•
•
Video clips from the Internet
Posters.
Teaching the lesson
How the water cycle works LB pp. 62—63
The water cycle is never-ending. It shows the circulation of water from
a solid to a liquid to a gas and back to a liquid or a solid. Water is
recycled from bodies of water on Earth, whether liquid or frozen, to
the air where it turns into liquid falling back to Earth as precipitation.
Key phrases to emphasise here are:
Condensation – water vapour (gas) is tiny droplets of water in hot air
that rises up. As soon as the hot air meets the colder layers of air higher
up in the atmosphere, the droplets fuse together into bigger drops.
Run-off
Evaporation – water evaporates (becomes a gas) into the air when
heated by the Sun.
Precipitation – when the water drops are too heavy to stay airborne,
water falls to the Earth as rain, hail or snow. Once it hits the surface
of the Earth it converges into small streams and run-offs. Some of the
water filters through the soil into the Earth’s crust (infiltration). Some
ends up in rivers, lakes and dams and the excess runs into seas or
oceans where the cycle starts again.
Plants take up water through their roots from beneath the surface.
The water moves through the plant and is released through tiny
openings on the leaves (transpiration) as water vapour that rises up
into the atmosphere.
Write the italicised words on flash cards and display them on the
classroom walls. Refer to them often and ask the learners to explain
what each word means.
Note: It is not necessary to introduce learners to infiltration and
transpiration here as this will be covered in later grades.
UNIT 1.3
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TOPIC 1
TERM 2
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2013/06/15 2:41 PM
ACTIVITY 3
Draw and write about the water
cycle LB p. 63
Learners work on their own.
1. Learners explain what the water cycle is. Their explanation should
be along the following lines: The water cycle is the continuous
movement of water on Earth.
2. No, as all life is dependent on water for survival.
Learners work with a partner.
3. Learners draw and label the water cycle. The drawings should
reflect the main stages in the water cycle, as shown on page 62 of
the Learner’s Book.
4. Learners check another pair’s drawing of the water cycle.
B30
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
Materials
UnitSolid
1 materials
2
1
7
5.25
hours
Hours
Curriculum content and concepts
Raw and manufactured materials
• Examples of some raw materials we use to make other useful materials
—— sand is used to make glass
—— clay is used to make ceramics
—— coal and oil are used to make plastics, paints and fabrics
—— wood and fibre from plants are used to make paper
—— animal wool and hide are used to make fabrics and leather.
Properties of materials
• Raw and manufactured materials have specific properties. These
properties can include being hard or soft, stiff or flexible, strong or
weak, light or heavy, waterproof or absorbent.
What do you already know?
LB p. 64
This is a baseline assessment to determine learners’ existing knowledge.
Learners work with another learner.
1. Learners bring four objects made of different materials to class.
a) They describe the objects using the words in the box.
b) They explain how they can use each object.
c) They say what material the object is made of.
d) They say whether the object is raw or manufactured.
Learners work on their own.
2. Learners summarise their answers above in a table. Provide
learners with a copied table and assist where necessary.
Unit 2.1
Raw and manufactured materials
Resources needed
•
Examples of raw and manufactured materials to examine the
properties such as glass products, leather, ceramics, fabrics,
wooden items, plastic products.
Teaching the lesson
Types of natural and manufactured materials LB p. 65
Explain the difference between natural resources (materials) and
manufactured (human-made) materials. Make learners aware of the
importance of preserving our natural resources as well as how to
replenish them, for example wood. Manufactured materials often have
a detrimental effect on the environment, however much they benefit us.
Unit 2.1
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TOPIC 2
TERM 2
B31
2013/06/15 2:41 PM
Create awareness about the environment throughout this topic. Ensure
that the learners are able to distinguish between the three categories
of raw or natural materials and that they can name a few examples of
each. Ask them to draw a mind map after the discussion to capture the
information on pages 65 and 66.
ACTIVITY 1
Answer questions on raw and
processed materials LB p. 67
Learners work in small groups.
1. a) Learners draw a flow diagram to explain how the rain jacket
is made. Their diagram should include the following points
in order:
oil → processed into plastic → plastic is used to make nylon →
nylon is made into jacket
b) No. The properties have changed.
2. a) furniture, buildings, sculptures
b) Sometimes
c) Answers will vary.
Reinforcing materials by adding other materials LB p. 68
Discuss and explain the case study thoroughly and focus on the
learners’ comprehension of the combined properties of the new
material that make it much more useful to us.
ACTIVITY 2
Investigate how paper is made
LB p. 69
Learners work on their own.
1. Learners research how paper is made. They need to find out about
the whole process from when the tree was cut to the paper they
have on their desk.
2. Learners draw a flow diagram to explain the process.
3. Learners write a short paragraph describing how paper can
be recycled.
Unit 2.2
Properties of materials
Teaching the lesson
Using different materials for the same purpose LB p. 70
Let learners study the pictures on page 70 categorising the eight
examples into polymers, ceramics or metals. Let learners briefly
compare them for their ability to conduct heat by identifying which
ones will be more comfortable to hold while containing a hot liquid.
Distinguish also between the examples made entirely of raw or
manufactured material and which is a result of combining the two.
B32
Final NS&T Gr 4 TG 14-6-13.indb 32
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Using different materials for different purposes LB p. 71
Lead the learners in a discussion of the specific purpose of each
picture. Ask leading questions such as: Can we feed the dog from a
glass bowl? Can salad be made in a wooden bowl? Learners have to
substantiate their answers with a valid reason. Refer to the activity on
page 73 that they are going to complete. Discuss the activity orally
before they attempt it in writing.
Raw and manufactured materials LB p. 72
Discuss pictures on pages 72 and 73. Allow the learners to participate.
Ask them to provide examples of their own. Make an effort to involve
every learner in the class. Encourage them to bring their own objects
to class for the next activity. Divide the class into groups beforehand
so that they can reach consensus on who is going to bring what.
ACTIVITY 3
Categorise objects LB p. 73
Learners work in small groups.
1. Learners must bring examples of a polymer, ceramic and metal
to class.
2. Learners touch the objects. They pick them up to feel how light or
heavy the object is.
3. Learners copy and complete the table on page 73 in the Learner’s
Book in their exercise books. Encourage them to work neatly.
Combining materials: differences between the new and
starting materials LB p. 74
Read the case study while the learners follow in their books. Divide
them into groups and let them read it aloud to each other. Afterwards
they could be asked to provide more examples of manufactured fibres
by cutting out pictures from magazines to paste into their exercise books.
ACTIVITY 4
Compare the properties of different
fibres in clothing LB p. 75
Learners work with another learner.
1. a) School shirts are mostly made from a mixture of polyester and
cotton. Jerseys are knitted by machines from manufactured
fibres and do not contain natural fibres like wool or cotton.
Dresses and skirts are usually made from a mixture of
manufactured fibres and a small percentage of natural fibres.
b) Every item of clothing should either have a label stitched in
with information about the materials used in manufacturing
it or a card or sticker attached with the relevant information.
It is necessary to have this information in case someone is
allergic to a material. The information also explains how to
wash it.
UNIT 2.2
Final NS&T Gr 4 TG 14-6-13.indb 33
TOPIC 2
TERM 2
B33
2013/06/15 2:41 PM
2. a) Learners’ answers will vary.
b) Learners’ answers will vary.
c) Discuss various possibilities here, such as: minimal need for
ironing; dries quickly; does not shrink, stretch or lose colour;
durability; cost; comfortability.
3. Distinguish between knitted and woven materials; water-resistant
or absorbent; light-weight or heavy; insulator or conductor. Do
not forget about shoes which can be scuff-proof or not. Ask the
learners to look at each other’s labels and on the inside of jacketfronts and shoes.
4. Lead children with a couple of advantages and disadvantages of
both raw and manufactured materials. Focus on cost, availability,
speed of processing, fire-resistance; if the material can breathe; if it
protects your skin.
ACTIVITY 5
Compare the properties and purposes
of different materials LB p. 75
Learners work with another learner.
1. a) All the objects are bowls that can hold other objects or
substances: fruit, food and or liquids such as water or milk.
b) Discuss the properties and possible use of each container
according to the questions in the Learner’s Book.
2. a) 1. clay
2. glass
3. metal
4. paper
5. plastic
6. wire
7. wood
8. wool
b) No, only 1, 2 and 3 can be used in an oven. 3 can be used on
the stove top.
The others will melt or be damaged.
c) No, all except 4 (paper), which will lose its shape and tear;
7 (wood), which will absorb the water and crack, 8 (wool)
which will lose its stiffness and collapse.
d) Decorations; flower arrangements; gift baskets; candle
holders; etc.
B34
Final NS&T Gr 4 TG 14-6-13.indb 34
SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
3
materials
UnitStrengthening
1
Unit 3.1
7 hours
Ways to strengthen materials
Curriculum content and concepts
Ways to strengthen materials
• There are different ways to strengthen materials (such as paper) to
build a strong structure:
—— we can fold paper into hollow pillars which are circular,
triangular or square
—— we can roll paper into long thin tubes (struts).
Resources needed
•
Paper, wooden dowels (30 cm × 10 mm) or sticks, sticky tape,
paper fasteners to make struts.
What do you already know?
LB p. 76
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) Learners’ answers will vary.
b) Learners’ answers will vary.
2. a) On its own, paper is not very strong.
b) You could but you would have to secure the ends.
iscuss the importance of a fair test: A fair test is when only one
D
variable changes, for example, the same size and thickness of paper
will be used, the testing will be done in the same way, the only
thing that changes is the way in which the paper is used.
Learners’ answers could include:
• Closed the windows to avoid draft.
• Closed all the other liquids while testing one.
• Placed the same amount of liquid in the saucers for evaporation.
Teaching the lesson
Strengthening materials for structures with folding and
tubing LB p. 76
Method 1: Folding paper into hollow pillars
Learners identify the different shapes and practise on old paper to fold
and stick the pillars.
Don’t let the learners test the shapes before the time as this will
weaken the tube.
Unit 3.1
Final NS&T Gr 4 TG 14-6-13.indb 35
TOPIC 3
TERM 2
B35
2013/06/15 2:41 PM
ACTIVITY 1
Strengthen paper through folding
LB p. 77
Make sure it is a fair test by allowing the learners to use the same
amount and same size of newspaper for the test.
Learners work in small groups.
Method 1: Test the strength of newspaper
Take a thin text book, reader or exercise book for testing. Make sure
everyone is using the same book.
Learners then conclude the test by completing the table and
drawing a graph with their findings.
Answers to the questions will vary due to the way in which the
learners test the pillars, but the triangle is normally the strongest shape.
ACTIVITY 2
Strengthen paper through tubing
LB p. 79
Explain and demonstrate how to roll paper into tubing to the class.
NOTE: Although the diagrams illustrate newspapers rolled
conventionally across the length of the page, similar tubes could be
rolled from scrap paper. Introduce the learners to the concept of
rolling A4 sheets diagonally (i.e. starting with a corner) around a thin
dowel. This method is much stronger, needs less glue when fastening
the end corner and tubes can be lengthened by inserting the rolls into
one another with ease. Compare the two methods of tubing to test
this theory. The ends of the diagonal tubes can be lightly tapped on a
desk and then cut off to make a uniform stiff tube. Learners test the
tubes in the same manner as before and record their findings in their
exercise books.
Assist learners who find the activity difficult.
Explain again if needed.
Method 2: Tubing to strengthen newspaper
The tubes are very strong and can carry a big load. In real life tubes
are also used a lot for building materials. Discuss with learners that
hollow tubes are used in building because they are also strong but use
fewer materials.
B36
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
frame structures
UnitStrong
1
4
8¾ hours
Curriculum content or concepts
Struts and frame structures
• Struts are joined into triangular shapes making a strong, stable
structure, such as in roof trusses, bridges, cranes, pylons and
skeletons (limb bones and struts).
Indigenous structures
• Indigenous traditional homes such as a Zulu hut (uguqa), Xhosa
(rontabile and ungqu-phantsi) and Nama (matjieshuis) make use of
a framework of struts (such as branches).
Resources needed
•
•
Unit 4.1
Pictures of frame structures
Paper, wooden dowels (30 cm × 10 mm) or sticks, sticky tape,
paper fasteners.
Struts and frame structures
A strut makes a structure stronger and can carry a bigger load. Because
a frame structure is flexible, struts are needed to support the frame
structure so that it does not collapse. Point out to the learners that in
some pictures such as the corrugated roof and the corrugated cardboard,
no struts are used, but that the structure is strengthened by folding.
Teaching the lesson
ACTIVITY 1
Discuss how frame structures are
strengthened by struts LB p. 80
Learners work with another learner.
1. Learners point out the struts in the photographs.
2. The triangular shape makes the structure stronger.
ACTIVITY 2
Join struts into triangular
structures LB p. 82
Learners work with another learner.
Discuss how to make shapes strong. Look at different shapes
in the classroom – see how many different shapes the learners can
identify. Ask learners if they think all the shapes are strong and can
withstand a force.
UNIT 4.1
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TOPIC 4
TERM 2
B37
2013/06/15 2:41 PM
Part A
• Gather equipment for the experiment.
• Learners work in pairs to build a square from the straws. Instead
of tape, the straws could also be joined with split pins, staples or
paper clips.
• Learners pull the square to test the stability.
• They will find that it is easy to pull it out of shape.
• The shape is flexible – discuss what can be done to make it
more stable.
Part B
• Introduce the concept of triangulation. Learners copy the
definition below in their exercise books.
• Triangulation is when an extra member is added in a diagonal
manner in a square or a 90° angle formed by two struts, to make
it rigid.
• Learners add the diagonal member and try to pull the square out
of shape again.
• They will find it is much stronger. If you have no ceiling in your
classroom, you will see the concept of triangulation very well in
the roof trusses. This is done to make the structure stronger to be
able to support the heavy roof.
• Reinforce the concept of triangulation by looking for examples in
the classroom and in nature.
• Learners can draw some examples in their exercise books.
Strengthening materials for structures using braces or
gussets LB p. 83
Look at places where corners are strengthened. If your classroom does
not have a ceiling, you will be able to see metal plates that will be used
for braces or gussets.
ACTIVITY 3
Investigate another way to make a
square strong LB p. 83
Learners work with another learner.
• Discuss another way of making shapes stronger by using braces
or gussets.
• Braces or gussets are small triangles fixed to the corners of
the square.
• This is another form of triangulation.
• Learners make the same square with straws and then stick
triangles over the corners as shown in the Learner’s Book.
• Learners pull the square to test its strength, and see if they can
change its shape.
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Unit 4.2
Indigenous structures
Teaching the lesson
Discuss with the learners that the word ‘indigenous’ does not only
refer to what was done a long time ago but that it refers to how things
have been done by the community in a particular place. Look at
traditional ways of doing things by using materials that can be found
in the environment.
Discuss the different structures with the learners and point out the
materials used for building the structures.
ACTIVITY 4
Research indigenous homes
LB p. 85
1. to 3. Learners research how people constructed homes long ago.
They write a short report on their findings and share their report with
the class.
PRACTICAL TASK OR PROJECT — ACTIVITY 5
Designing, making and evaluating a strong structure
using a tubular strut LB p. 86
•
•
•
•
•
•
•
•
This activity counts as a formal assessment. Learners work in
groups of five to six learners. It might be a good idea to determine
beforehand what each group member’s responsibility will be.
Allow learners three weeks to complete the practical task. It is
important that the practical task be done in the classroom in order
to assess the skills and knowledge of the learners on a daily basis.
All work must be recorded in the learners’ exercise books. This
will constitute their project portfolio. Use the analytical rubric
provided on page C4 in Section C of this Teacher’s Guide to assess
the learners. Give the learners a copy of the rubric before they
start the task so that they know how they will be assessed.
Refresh the learners’ understanding of the technological process.
The different steps in the process are:
— Investigate
— Design
— Make
— Evaluate
— Communicate.
Discuss the problem scenario with the learners as noted in the
Learner’s Book.
They should arrive at the solution of designing a bus shelter.
Study the pictures of different shaped bus shelters provided in the
Case Study on page 86 of the Learner’s Book.
The learners must then use the technology process to solve the
problem as set out in the scenario in Learner’s Book page 86.
UNIT 4.2
Final NS&T Gr 4 TG 14-6-13.indb 39
TOPIC 4
TERM 2
B39
2013/06/15 2:41 PM
The technological design process
Before a product can be manufactured, a designer has to go through
many different activities or steps to design the product. These steps
form the design process. The steps most commonly used in the
technological process are: investigate, design, make, evaluate and
communicate. These steps can occur in any order, but every step needs
to be evaluated against the identified problem that has to be solved to
satisfy a specific need or want.
The process is not linear, but interactive. It is mostly driven by
evaluation. Evaluation at each stage determines the next step.
What needs to be done at each step in the technological process:
1. Investigate
– Problem / Need / Want has to be discussed and determined
–Context / Impact (In this case it would be building a structure)
–Research / Questionnaire / Interview (Learners research
existing structures)
–Materials / Suitable tools / Required skills (Learners list these
in their exercise books)
Materials should mainly be recycled and must be strengthened by
folding, tubing, reinforcing and triangulation. Paper tubes should
do the trick.
2. Plan your design
Learners write a clear design brief on their own. Only learners
with severe difficulties should be assisted.
Learners discuss their designs and decide on the best one to
use. Learners decide on the specifications (detailed instructions for
the appearance, size and material to be used for the building of the
structure) and constraints (things that may not be used or done when
building the structure) for the design task and write them down.
3. Design your shelter
Revise the correct way to draw with pencils, i.e. with – light, short
strokes. Learners must use a ruler, sharp HB-pencil and an eraser.
Learners must do at least two 2D free-hand sketches using a pencil.
The final sketch must have the appropriate labels,
measurements, samples of materials that will be used and detailed
descriptions of improvement on the initial sketch.
Learners must choose tools / method / materials / resources
and list them.
Learners must bring their own materials and equipment if
possible. The teacher must provide those learners who cannot
afford or find their own equipment with the necessary items.
4. Make your shelter
–Learners draw flow charts or a sequence of the making process
in consecutive steps.
–They make the prototype / model / final product in class.
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Learners must follow safe working procedures at all times.
–Discourage the use of wood, hammers and nails. Wood is
cumbersome and accidents occur more frequently when
learners use hammers and nails.
– Instil rigid discipline on safety measures with the learners.
–Control the class at all times by insisting that the learners
converse softly and put up their hands when they need
assistance.
– The learners should work neatly and clear up after themselves.
–Remind learners at regular intervals how much time remains
for completion of the product.
–Encourage learners to refer to their notes frequently to determine
if they are still on track with the technological process.
5. Evaluate your final model
Learners complete the self-evaluation worksheet on page 89 of the
Learner’s Book. They can copy this into their exercise books or
you can photocopy it from the Learner’s Book and give it to them.
6. Communicate about your shelter
a. Learners present their models as a group to the class.
b. Learners explain the process they followed from beginning
to end.
Below is some additional information regarding the technology process.
7. Investigate
Get a clear picture of the problem or need you are going to
solve. You have done some thinking about it and this is called
investigation, which will lead you closer to the chosen idea.
Describe the situation/problem/need:
The situation should be short, concise and open for interpretation.
A situation arises out of life’s occurrences and requires a practical
problem to be solved.
Analyse the situation:
When you analyse the situation you need to identify the problem
or need. Analyse the situation to establish exactly what the
problem is. Do this by identifying key words and looking at
possible restrictions or constraints.
Investigate and research the given situation:
Once the situation has been analysed, obtain as much information
about the situation as possible. Investigate and research the topic
by making use of the library, the Internet, collecting and recording
data, identifying, questioning people and analysing data.
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During research it is important to consider cultural and
gender differences, as well as the effect the product is going to
have on the environment.
Other methods include making predictions, comparing
and communicating data, observing, listening, interpreting,
arranging and calculating data. All of the above form part of the
investigation and research.
8. Design
Write up a design brief:
Once the problem or situation is fully understood, a design
brief has to be written. A design brief is a short, concise and
clear statement, which shows the general outline of the problem
that needs to be solved. The design brief should suggest possible
solutions to solving the situation/problem, and should also
successfully meet the need in the community or environment.
List the specifications:
Specifications are a list of requirements that your end product
should fulfil or adhere to. Specifications can also include a list of
possible constraints.
Your specifications should outline specific details of your
design, and should explain the purpose of the product and what
the product should be able to do.
The list of specifications must be broad enough to allow for a
variety of solutions.
Specifications are a set of rules according to which the article
is finally tested. Make a list of what is required in your brief and
what the article should look like when completed, for example:
Specification
Analysis
1
Design
It should be practical and possible for a learner
to make
2
Materials
It should be easily available and preferably
recycled
3
Working time
The project should be completed in the given time
4
Size
The boundaries of height, width and length must
be clearly specified
5
Decoration
It should be colourful or enhanced with trimmings
6
Cost
It should not cost more than the set amount
7
Practical
The article should be useful and meet the
purpose
Work out design proposals/initial ideas
• Sketch possible solutions to the problem. Sketches should be done
freehand, in pencil and can be either two dimensional (preferred
for Grade 4, 5 and 6), or three dimensional (oblique or isometric),
for higher grades.
• Learners may use grid paper provided they know how to use it.
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•
•
Learners should be encouraged to combine their own ideas, as
well as all the information obtained from the investigation and
research to complete the initial ideas/solutions.
They should draw two to three possible designs.
Select preferred proposal/final idea and motivate your choice
• Learners must decide on their best solution to the problem/
situation. Once they have done this, they must:
—— Consider the solution that adheres best to the specifications
and best solves the problem.
—— Motivate the choice in detail. Motivation should be based on
a form of assessment. A rubric works well in this instance.
—— Draw the final idea in colour. Drawing may be two
dimensional or three dimensional. For Grade 4 to 6, twodimensional drawings are preferable.
Develop final idea
• The final idea should now be developed further by researching it
and considering various options as solutions to the problem.
• Learners must ensure all details and labels are added to the drawing.
• They must attach examples of materials to be used in the making
of the product.
Draw up a set of working drawings – optional for Grades 4–6
During this stage you start making drawings of specific parts of the
final design. These are normally called the working drawings. They
consist of the following:
• drawings with details
• part or parts of the article
• material list
• list of tools used
• sundries
• decoration.
Plan how to make the end product by using a flow chart
• Learners make use of a flow chart to indicate, step-by-step, the
making of the end product.
Draw up a material list
• List all the materials that will be used to make the end product.
Draw up a cutting list (optional)
• List all the materials that need cutting and include the
measurements.
Draw up a tool list
• List all the tools and equipment that will be used to make the
end product.
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Draw up a time schedule (optional)
• Write down the dates and time spent on each section of the
technological process.
Draw up a cost list (optional)
• List the cost of all the materials purchased for your end product.
• Work out the final cost of the built product.
• Indicate where materials were recycled.
List the safety requirements that need to be taken into account
• These will include correct and safe usage of a range of tools,
equipment and materials. Examples may include hand and
power tools.
• The importance and application of first aid for cuts, bruises
and burns.
• Safety and health hazards relating to toxic materials, fire, dust etc.
Make the product
• This is the stage where the learners finally make the article as
planned.
• They will now collect the materials and the tools required and use
the skills they were taught to make the project.
• Draw up a time schedule for each stage of the process and display
in the classroom. The learners should adhere to this schedule.
Check their progress regularly.
• Encourage learners to keep the quality of their workmanship high,
in order to obtain a good evaluation.
Evaluate
• The completed product is now tested according to the
specifications and solution.
• Remember that very few designs are perfect. When the final
product is evaluated the following questions should be asked:
—— Is it effective and does it perform the intended function?
—— Does it meet with the required specifications?
—— Is it reliable?
—— Can the product be used safely?
—— Lastly, list the faults, give possible improvements and write a
conclusion.
Important teaching information
• This task can be overwhelming for the learner. The learners have
to be systematically led through the three weeks theoretical work
before any building can commence.
• Assist learners where necessary without dominating the learners’
creativity with your own ideas.
• Safety is very important and learners need to be made aware of the
dangers of the tools they will use.
• Learners are only allowed to use the tools under supervision.
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TEACHING GUIDELINES
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•
•
•
•
Make posters highlighting safety aspects and display them in
the classroom.
The last week must be spent on finalising the practical task,
evaluation and communication.
Learners complete the self-assessment sheet provided in the
Learner’s Book.
Make an effort to display the completed structures in a prominent
place in the school.
How are you doing? LB p. 89
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.
Revision: Test
LB p. 90
1. a) Solids: Keep their shape and can be seen. Molecules are tightly
packed and hardly move. Example: desk, eraser, school bag, etc.
b) Liquid: Moves or flows. Takes the shape of the container
which holds it. Molecules are spaced wider apart. Can be seen.
Examples: water, oil, vinegar, etc.
c) Gas: Invisible. Does not stay in an open container but spreads
up and out. Molecules spaced far apart. Can be compressed to
fill smaller space. Example: oxygen; aerosols; propane; etc. (6)
2.
(10)
3. Learners’ own attempt.
a) liquid; liquid to gas.
b) cooled; solid
(5)
4. evaporation – water (liquid) becomes water vapour (gas) when
heated by the Sun. Humid hot air rises, cools down, condenses
into drops which fall to the Earth as precipitation. Precipitation
can be rain, hail or snow. Precipitation converges into rivers, lakes,
oceans and some infiltrates the soil to become underground water,
called the run-off.
REVISION: TEST
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5.
6.
7.
8.
9.
The cycle repeats itself over and over again.
(12)
A raw material originates in nature. It is a natural resource, e.g.
coal, gold, wood or cotton. Some can be replenished like wood
and cotton, but minerals mined from the Earth will eventually
run out. Manufactured material is either wholly made by chemical
processes, like plastic, or a combination of natural and synthetic
materials such as fibre glass.
(4)
a) Raincoat – waterproof; lightweight; manufactured
b) Bath sponge – absorbent; pliable; dotted with holes; rough or
soft; manufactured
c) Brick – solid, heavy, made from clay or cement (natural
materials) specific shape
(9)
By folding, tubing and using struts or braces.
(3)
Gate crossbars; scaffolding; roof trusses. Learners’ descriptions
should reflect an understanding of how struts, tubing and
braces strengthen structures, showing that they can link it to
the information in the Learner’s Book (pages 76–82).
(6)
Picture
Shape
Materials used
How is the structure
strengthened
Zulu hut
Beehive
Grass, animal
dung, branches
There is a supporting pole
in the middle of the hut
Xhosa hut
Round
Branches, grass
or mud bricks
Branches are used to
reinforce the structure
Matjiehuis
Round
Branches, grass
mats or animal
skins
It is a frame structure
made from branches
(18)
10. a) We can make it stronger by rolling and folding.
(3)
b) We can either add struts or gussets to the shapes.
(4)
Total: 80
Enrichment tasks
LB p. 92
Discuss the game and various recycling projects with the learners
and encourage them to each attempt a project. Learners can provide
feedback to the class or at assembly about the success of their projects.
Make an effort to reward their efforts by acknowledging them in a
school newsletter, on the school’s website or even in an article for the
local newspaper.
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TEACHING GUIDELINES
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TERM
Natural Sciences:
Energy and change
Technology:
Systems and control
3
tOPiC 1: Energy and energy
transfer
Unit 1.1: Energy for life
Unit 1.2: Energy from the Sun
tERM 3
natural Sciences:
Energy and
change
technology:
Systems and
control
tOPiC 2: Energy around us
Unit 2.1: Energy
Unit 2.2: Input and output
energy
tOPiC 3: Movement and
energy in a system
Unit 3.1: Movement and
musical instruments
tOPiC 4:
Unit 4.1:
Unit 4.2:
Unit 4.3:
Energy and sound
Vibrations and sound
Making sounds
Noise pollution
B47
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Topic
1
and energy transfer
UnitEnergy
1
8¾ hours
Curriculum content and concepts
Energy for life
• We use energy for everything we do
• We get our energy from food
• Energy in our food comes from the Sun (plants use the energy
from the Sun to make food for themselves and for animals
and people).
Energy from the Sun
• Energy is transferred from the Sun, to plants, to animals in a
sequence known as an energy chain/food chain.
Unit 1.1
Energy for life
What do you already know?
LB p. 95
This baseline assessment activity introduces learners to the basic
concept of energy. Let them look at the pictures and discuss the
questions as a class.
1. Learners’ own answers – guide the discussion towards an
understanding that there are different forms of energy, e.g. electrical
energy and the energy that our bodies use.
2. Learners’ own answers, for example that he did not sleep enough,
he did not eat enough healthy food, etc. Guide the discussion to
help learners recognise that your lifestyle can impact on the energy
your body has.
3. Electrical energy. He is getting an electrical shock. Use this picture
to start introducing the concept of safe use of electricity.
teaching the lesson
Energy for everything we do LB p. 96
Make sure learners understand that living and non-living things use
energy in different ways to perform different actions. Encourage
learners to give you examples of this.
ACtivitY 1
Classify sources and uses of energy
LB p. 97
Learners work with another learner.
1. a) cooking, fuel, electricity, sound, light, heat
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b) Cooking: wood, coal, solar, water, wind; Fuel: coal, oil;
Sound: batteries/electricity, solar, water, wind; Light: batteries/
electricity, solar
c) Learners discuss which sources are renewable and which are
non-renewable.
2. a) to d) Provide a blank table like the one in the Learner’s Book
for the learners to complete. Assist learners where necessary. Take
in learners’ tables and check that they have a good grasp of the
content. Revise any areas that need revisiting.
Energy from food LB p. 97
ACtivitY 2
Find out which foods give you lots of
energy LB p. 98
Learners work on their own.
1. Learners research which foods give them energy. Examples of
energy-rich foods are: oils and carbohydrates.
2. Learners write up their information.
3. Learners share their information with the class.
Energy in food comes from the Sun LB p. 98
Draw a diagram to explain how energy in our food comes from the Sun.
Make sure learners fully understand this concept before moving on.
Unit 1.2
Energy from the Sun
What do you already know?
LB p. 99
This is a baseline assessment to determine learners’ existing knowledge.
Learners work with another learner.
1. Plants use energy from the Sun to make food for themselves.
2. Animals eat the plants, which contain energy from the Sun. The
food is then converted to energy for the body to function.
teaching the lesson
Energy transfer in energy chains LB p. 99
Work through the information in the Learner’s Book and make sure
learners understand it.
Food chains as energy systems in ecosystems LB p. 99
Make sure learners understand what a food chain is. Get learners to
give examples of food chains as energy systems in ecosystems.
Energy from the Sun LB p. 100
Revise where all energy ultimately comes from – the Sun. Check that
learners clearly understand the transfer of energy from the Sun.
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Plants make their own food LB p. 100
Revise how plants make their own food and link this to energy transfer.
ACtivitY 3
Describe food chains as energy
systems LB p. 100
Learners work with another learner.
1. a) Learners use the diagram to explain to their partner how
plants make their own food.
b) Learners talk about how they can draw this information.
c) Learners draw a diagram to explain how plants make their
own food. They add labels to their drawing. Encourage learners
to write neatly and to use a ruler to draw the label lines.
Food is stored
in the seeds
Sun
Energy
from the
Sun
Roots absorb water
from the soil
Plant absorbs
carbon dioxide
from the
atmosphere
Plant gives
off oxygen
into the
atmosphere
and makes
food
Roots absorb the
nutrients from the soil
Learners work on their own.
2. a) Learners draw a food chain to show how the energy was
transferred from the food to them. Write some examples on
the board so that learners understand what is expected of them.
b) Learners then write two sentences about how the body uses
the energy it got from the food chain.
3. a) Learners create another food chain from one of the ecosystems
they learnt about earlier on.
b) Learners describe energy transfers in this food chain.
c) Learners draw a diagram to show the energy transfers in this
food chain.
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TEACHING GUIDELINES
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Topic
around us
UnitEnergy
1
2
8¾ hours
Curriculum content and concepts
Energy
• We are aware of energy around us, including movement, heat,
light and sound
• Energy is also stored in sources such as food, wood, coal, oil
products, natural gas
• Energy can be transferred from a source to where it is needed.
Input and output energy
• Machines and appliances need an input energy to make them work
• Machines and appliances provide an output energy (work) useful
to us.
Unit 2.1
Energy
Resources needed
•
•
Pictures and examples of a selection of machines and appliances
including a kettle, stove, torch, radio, iron, fan/hair dryer, car/
bicycle, drum
Video clips from the Internet.
Teaching the lesson
Heat energy LB p. 103
Read and discuss the paragraph on heat energy. Guide the learners in
naming different types of heat energy and make sure that they know
the source and the fuel used to generate the heat energy.
Light energy LB p. 103
Read and discuss light energy and its uses for humans, animals and
plants. Keep it brief but also mention the sources and fuels, for
example coal is burned to power turbines that provide energy to
generators that generate electricity. Oil is used to create paraffin used
as a fuel in a lamp to provide light energy. Mention natural light
energy as opposed to artificial light energy.
Sound energy LB p. 104
Read and discuss the pictures on page 104. Discuss different sounds
with learners. Mention how the loudness of sounds is measured in
decibels and how sound waves can be used to measure the depth
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of the ocean, the Earth’s layers and even to detect whales and other
fishes’ location in the ocean. Sound waves move through space, water
and rock. Sound waves are used in air traffic control to detect the
position, speed and movement of aircraft. Depending on the intensity,
the sound wave will bounce back when it hits objects and is therefore
useful in detecting objects in space, water and soil.
Movement energy LB p. 104
Explain that movement energy is often only possible after energy from
another source has been transferred to an object or person. People
move after heat energy released by food was transferred. Stored energy
is transferred to an object to move. Light energy is transferred to
plants to grow.
Energy is stored in food LB p. 104
All food contains stored energy. When the food is eaten, this energy is
transferred to the person or animal that has eaten the food. They can
then use the energy to do things. Their bodies also need the energy to
carry out the important internal processes.
Energy is stored in nature (wood, coal, oil products and
natural gas) LB p. 105
Explain that stored energy is energy waiting to be used to generate
heat, movement, sound and light energy. It is stored in nature (in
fuels) as well as in manufactured objects such as batteries and springs.
Discuss the sustainability of our natural resources and alternative
methods of generating energy that will not be harmful to the
environment.
Energy transfers from sources LB p. 106
In this section it is important that learners understand the concept of
source of energy and type of energy. The source is the input and the
type of energy the output. One type of energy is carried over to release
other types of energy that is useful to us.
ACtivitY 1
transfer of energy LB p. 106
Learners work with a partner.
1 and 2.
Source of energy
type of energy transferred
a) wood
stored- to heat- and light energy people in front of the fire or the
meat being roasted
b) sandwich
stored- to heat energy
person eating it
c) batteries
stored- to light energy
the object it is aimed at
d) electricity
stored- to heat energy
the pot and food in it
e) springs in mattress
stored- to movement energy
the person lying down
f) batteries
stored- to sound energy
the person listening
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SECtiOn B
transferred to?
TEACHING GUIDELINES
2013/06/15 2:41 PM
Unit 2.2
Input and output energy
teaching the lesson
Explain the different parts of a system. Input is the source of energy.
Process is the action taking place. Output is the result of the action.
The system can be anything from a human to any appliance or machine.
To be able to perform an action or work everything needs an input. This
enables the action to take place (process). Any action has a reaction,
which is the output. Discuss various examples of systems and illustrate
by drawing a system diagram for each. Remember to add the arrows
indicating that one follows upon the other. Engage all the learners in this
exercise and ensure that everyone understands the process.
ACtivitY 2
Working with input and output
energy LB p. 108
Learners work with a partner.
1. Make a fire with wood or charcoal. Use the Sun’s energy for a
homemade solar oven. Useful information on solar ovens can be
found at www.going-green-challenge.com/solar-oven-for-kids.
html and http://solarcooking.org/plans/default.htm
2.
Input energy
Process
Output energy
Wood used as
fuel to make
a fire
Fire heats the
water in the kettle
until it boils
Boiled water
to make tea or
coffee
Heat from
the Sun
Sun’s rays reflect
off the shiny
surface onto the
kettle heating
the water
Boiled water
to make tea or
coffee
3. Learners work with the class.
Appliance
input energy
or machine
Output energy
torch
stored energy from batteries
light energy
radio
stored energy from batteries or electricity
sound energy
iron
stored energy from electricity
heat energy
fan
stored energy from electricity
movement energy
hair dryer
stored energy from electricity
movement and heat energy
car
stored energy from battery and fuel
movement energy
bicycle
stored and movement energy from person riding the bike
movement energy
drum
stored and movement energy from player
sound energy
Unit 2.2
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TOPIC 2
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Topic
3
and energy in a system
UnitMovement
1
8¾ hours
Curriculum content and concepts
Movement and musical instruments
• Many musical instruments (systems) use movement input energy
(such as blowing, beating and plucking) to make them work
• Many instruments have parts that can move or vibrate
• Musical instruments produce sound as the main output energy.
Unit 3.1
M
ovement and musical
instruments
Resources needed
•
•
Examples of musical instruments
Materials to make musical instruments.
What do you already know?
LB p. 110
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a)a = guitar; b = drums; c = recorder; d = piano; e = trumpet;
f = harp
b) a = pluck; b = beat; c = blow; d = beat; e = blow; f = pluck
2. a) vibrations
b) sound
c) strings
3. a) keys
b) skin (covering on top of the drum)
c) strings
Teaching the lesson
How the shape and size of different musical instruments
make sounds louder LB p. 111
Try to get different music instruments to bring to school or use the
pictures in the Learner’s Book.
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ACtivitY 1
investigate how the shape and size of
containers affects sounds LB p. 111
Learners work in groups.
We can see that the guitar is much bigger than the flute and has a
different shape. Allow learners to discuss and predict what influence
shape and size will have on the sound of the instrument.
By doing the experiment with different shapes and sizes of
different thicknesses and lengths of elastic bands, the learner will find
out how it will affect the sound.
The class must be very quiet when they are doing this experiment.
You can also just do a demonstration while the learners carefully listen
to the sound. Allow them to discuss what they have heard and come
to a conclusion.
The sound of the short tins should be louder and the sound of the
thinner tins softer depending on the elastic band used.
ACtivitY 2
investigate boxes and tubes in different
musical instruments LB p. 112
Learners work in groups or as a class, depending on the type of
musical instrument you can find to bring to the classroom. Look for
old musical instruments in the store room at school.
The guitar will make a softer noise than the bass guitar, because
the guitar has a smaller box than the bass guitar.
The sound of the trumpet should be louder than the flute as it is
bigger than the flute.
The drums will be the loudest because they are hollow and project
the sound more.
indigenous musical instruments LB p. 113
Make sure learners understand what the word ‘indigenous’ means. Ask
learners if they have any indigenous musical instruments at home. Ask
them to share what they know about these instruments with the class.
ACtivitY 3
Classify musical instruments
LB p. 113
Learners work as a class.
History of indigenous musical instruments LB p. 113
Go through the information in the Learner’s Book with the learners.
If possible, have books and posters about indigenous musical
instruments on display in the class.
Unit 3.1
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CASE StUDY — ACtivitY 4 Compare indigenous
musical instruments LB p. 115
Learners work in small groups.
Work through the examples of some indigenous African musical
instruments in the Learner’s Book with the class. Supplement this by
letting learners who have types of indigenous musical instruments at
home tell the class how they work. This activity serves as a
background for the practical task that follows, where learners have
to make their own musical instrument. Do not expect learners to
do intensive research, but all learners should be able to show at least
some evidence of having tried to get relevant information. Encourage
them to talk to older people in the community who will enjoy the
opportunity to share with them what they know about the use of
such instruments. Older people are a valuable source of information
on traditional cultural aspects relevant to science, and this activity
will give learners further experience in conducting interviews
for research.
Let each small group then select two indigenous musical
instruments (from the Learner’s Book examples or preferably their
own real-life examples based on the interviews) to compare further.
PRACtiCAL tASK — ACtivitY 5 Research, design,
make and evaluate a musical instrument LB p. 116
Remind the learners how they had to interview older people to find
out about traditional musical instruments. Explain that learners
have to work in pairs for this activity. Discuss the scenario or need as
described in the text on page 116. This also serves as the design brief.
Learners now have to follow the five steps as laid out on pages 116
to 118 of the Learner’s Book. Emphasise the importance of clarifying
exactly what is going to be done, planning how they are going to do it
and finally doing what they have planned. The learners should by this
stage have a good idea of the flow of the technological process, but
may still need assistance in realising it. Provide hands-on assistance
throughout the process and encourage them to ask if or when they are
unsure about what to do.
Stage 1: Investigate the problem
• Let them read the text on pages 113 to 115 about indigenous
musical instruments again and discuss the sounds they make.
• Learners should now decide on what type of sound they prefer
and which musical instrument would best create the sound
they want.
• Learners discuss and decide on the materials they are going
to use.
Stage 2: Plan and design the musical instrument
• On their own, learners read through the scenario on page 116
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•
•
•
•
•
•
•
•
again and adapt it to write their own design briefs stating what
they need to make to solve the problem.
Learners compare their briefs with each other and decide on the
best one.
The pair discusses the specifications for the instrument they are
going to make.
Assist the learners here by drawing a mind map on the board with
all possible specifications.
Remind them that the instruments should be made from recycled
material in or around their homes and that they need not buy
new material.
Explain the drawing process again as in point number 7 on page 117.
Allow the learners to do a quick sketch of an existing instrument
as a test run.
After their final drawings have been completed, the learners
should list all the tools and materials needed for their products.
Assist where necessary with teacher resources.
Stage 3: Make the musical instrument
• The instruments have to be made in class.
• Learners must have all the materials and equipment ready when
they come to class, and must be very clear on exactly how they are
going to go about the making of the instrument.
• They may prepare some of the materials at home, for example,
cutting holes in tin cans or bamboo at home under supervision of
their parents.
• Remind them again of the safety rules and ensure that each pair
has enough space to work in.
Stage 4: Evaluate the final musical instrument
• Make copies of the worksheet on page 119 of the Learner’s Book
for the learners to complete as it would take too long for them to
copy it into their workbooks.
Stage 5: Communicate about the musical instrument
• Allow the various pairs to show, explain and play their instruments
to the class.
• Take the class outside and hold a mini-concert with everyone
playing their instruments simultaneously.
How are you doing? LB p. 118
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 3.1
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Topic
and sound
UnitEnergy
1
4
8¾ hours
Curriculum content and concepts
Vibrations and sound
• Musical instruments make sounds through vibrations
• The sound always moves outwards from the part that is vibrating
• We can feel or hear vibrations
• Vibrations travel though materials such as air, water, plastic, metal
and wood.
Making sounds
• Sounds can be made loud or soft (volume)
• Sounds can be made high or low (pitch).
Noise pollution
• Sound that is loud, unpleasant or harmful to our ears and
continues for a long time, is described as noise pollution
• Noise pollution can cause permanent damage to hearing (hearing
aids can help people who are hearing-impaired).
Unit 4.1
Vibrations and sound
Resources needed
•
•
•
Pictures of the human ear, its parts and how one hears
Examples of musical instruments made by learners
Video clips from the Internet.
What do you already know?
LB p. 120
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a)In the first picture the sound is coming from the CD player.
In the second picture the sound is coming from the person
who is snoring.
b) The vibrations cause the feeling.
c) You can hear loud music if you are in another room. You can
also hear loud music if you are under water. This tells us that
sound can travel through air, water, bricks.
2. Learners say what they think sound energy is.
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teaching the lesson
Musical instruments make sounds through vibrations
LB p. 120
Talk to learners about sound. Ask them how they think sound is
made. Ask them if they can ‘feel’ sound.
Sound: A type of energy LB p. 121
Prepare learners for this lesson by asking them to bring objects that
vibrate and any musical instruments they have to school. Try to
bring an assortment of your own objects so that there are enough
objects and musical instruments for learners to experiment with. It
is important to remind learners to ask their parents for permission
to bring things from home. If learners bring any sharp or potentially
dangerous objects from school, make sure that they are careful.
ACtivitY 1
investigate sound energy and
vibrations LB p. 121
Part A
Learners work in groups.
1. a) Learners place their fingers on their throat and hum. They
describe what they feel.
b) Learners make different sounds with their voice. At the same
time they touch their throat to feel what happens to their
voice box when they make the sounds. They say whether
different sounds feel different.
Part B
Learners work as a class.
1. Learners show the class how their musical instruments work.
2. They then talk about the type of sound the instrument makes,
what creates the vibration that results in the sound and the part of
the instrument that vibrates.
3. You will need to summarise learners’ information in a table like this.
type of instrument type of sound How vibration What vibrates
or object
starts
guitar
soft or loud
plucking
strings
Part C
1. Learners take turns to listen to the ticking of a clock when the
clock is in various locations. The idea is to demonstrate that sound
travels through materials.
2. Learners say what they heard each time they put the clock in a
different place.
3. Learners should answer that this proves that sound travels through
air, water, plastic, metal and wood.
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Hearing and feeling vibrations LB p. 123
Go through the explanation in the Learner’s Book with the learners. Show
them diagrams to help them understand how we hear and feel vibrations.
ACtivitY 2
Understanding how we hear
LB p. 123
Learners work with another learner.
1 = B; 2 = E; 3 = C; 4 = F; 5 = G; 6 = A; 7 = D
vibrations can travel through materials LB p. 124
Ask learners if they think sound can travel through things. Learners
should all agree that sound can travel through most things. You can
demonstrate this concept by closing the classroom door and asking a
learner to stand outside the classroom door and knock.
ACtivitY 3
investigate sound and vibrations
further LB p. 124
Sounds through solids
Learners work on their own.
This activity is easy to do and is a very good way to demonstrate to
learners that vibrations travel through materials. When learners tap their
elbow while touching their ear they will feel and hear the vibration in
their ear. The same can be said for the second part of the activity where
learners put their ear to the desk and tap the other side of the desk.
Sounds through air and liquids
Learners work in groups.
Make sure learners have all the necessary materials to perform the
experiment. Go through the explanations of volume and pitch at the
bottom of page 125 in the Learner’s Book before getting learners to
answer the questions.
Unit 4.2
Making sounds
teaching the lesson
Sounds can be made loud or soft (volume) LB p. 126
In this lesson learners explore volume. To demonstrate volume, you
could play a piece of music on a CD softly and then loudly. If you
don’t have access to a CD player, you could start the lesson by talking
quietly and then loudly.
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ACtivitY 4
investigate the pitch and volume of
vibrating objects LB p. 126
Make sure learners have all the necessary materials to do the activity.
Assist learners who do not understand what they need to do.
High and low musical notes LB p. 127
If possible, bring musical instruments to class to demonstrate high
and low musical notes.
ACtivitY 5
investigate musical notes LB p. 127
Learners work in groups.
Learners will need a musical instrument that can be strummed to
do this activity. When they are strummed hard and fast, they produce
high-pitched notes. When they are strummed soft and slow, they
produce soft, low-pitched notes.
How are you doing? LB p. 127
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 4.3
Noise pollution
What do you already know?
LB p. 128
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) barking dog; music on CD player; girl listening to loud music
with headphones; factory noises; aeroplane runway – the
sound of aeroplane engines as they land and take off; person
listening to music while they spray paint their car
b) the dog can be called indoors by the owner; the boy can turn
down the volume on the CD player; the girl can turn down
the volume; the factory worker can wear ear muffs; people
who work at airports can wear ear muffs; the person who is
working on his car can work in another location.
c) Loud noises can give you a headache and can make you feel
nauseous. They can also be irritating and can make you feel
angry and impatient.
2. Learners give examples of noise pollution. Examples could
include: people arguing all the time, lots of traffic, building or
someone blowing a whistle all time.
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teaching the lesson
What is noise pollution? LB p. 128
You can introduce pollution to the class by asking all the learners
to talk loudly at the same time. After a minute, ask them to stop
talking and ask them how the noise made them feel. Go through the
definition of noise pollution in the Learner’s Book and make sure
learners understand what it is.
noise pollution can cause permanent damage to our
hearing LB p. 128
Go through the text in the Learner’s Book and discuss how noise
pollution can be harmful to our health. Be sensitive to any learners
with hearing impediments. Learners should also be aware that
listening to loud music on head phones can also cause permanent
damage to their hearing.
Protection against and controlling noise pollution
LB p. 129
Ask learners to brainstorm ways in which noise pollution can be
controlled. Then work through the text in the Learner’s Book
with them.
ACtivitY 6
Describe noise pollution in your area
LB p. 129
Learners work with another learner.
1. a) to c) Learners think of three examples of noise pollution at
home, school and the community. They explain how the noise
pollution could damage their hearing or their overall health. They
then say how they could protect themselves from it.
2. Pairs discuss their examples with another pair.
3. Learners work in groups of four to create a poster to make people
aware of the dangers of noise pollution.
Revision: test
1.
2.
3.
4.
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SECtiOn B
LB p. 130
Any four examples of movement energy will suffice.
(4)
Plants, animals, people, Sun, wind, water, electricity, etc.
(4)
Any relevant example from a source (fuel, battery, springs)
to an object or person. Learner must indicate source and
type of energy, where it is transferred to and what energy
was released.
(4)
Drawing of a food chain in an ecosystem with the following
elements:
Sun → making lettuce (or other plants) grow → plants eaten by
animals → worms in plants eaten by chicken → chicken eaten by
humans/plants eaten by humans or animals → animals eaten by
human → human sowing new seeds
(5)
TEACHING GUIDELINES
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5. Sound pollution
(1)
6. Fill in the missing words:
a)Musical instruments make sounds through vibrations.
(Note these are only worth half marks for Question 1a.) (2)
b) Sounds made by vibrating objects travel in sound waves.(1)
7. Learners can list any of the following instruments:
Uhadi, Nyanga panpipes, Kudu horns, Ramkie, Kalimba,
Ngoma drums and Penny whistle.
(4)
8. a) Radio – stored energy from battery to sound energy
b) Stove – stored energy from electricity to heat energy
c) Bicycle – movement energy from rider of bike to
movement energy
(6)
9. By plucking the string of a guitar (your energy), we create the
output energy which is vibrations that make sound.
By hitting the drums using your energy you can create output
energy that makes sound.
By blowing a flute using your energy you can create the output
energy which is sound.
(7)
10. a) Volume is how loud or soft a sound is.
b) Pitch is how low or high a sound is.
(4)
11. a)Continuous loud and unpleasant sounds caused by humans,
animals or machines. Could be harmful to our hearing. (2)
b)Any two suitable examples of noise pollution, e.g. dogs
barking, noise from construction sites, loud music, etc.
(2)
c)Noise pollution can damage our ears and even cause
permanent deafness.
(2)
d)Any two suitable prevention methods, e.g. enforcement of
regulations about noise levels, wearing ear protectors if you
work in a noisy environment, etc.
(2)
Total: 50
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TERM
Natural Sciences:
Planet Earth and beyond
Technology:
Systems and control
4
tOPiC 1: Planet Earth
Unit 1.1: Features of the Earth
Unit 1.2: Earth and space
tERM 4
natural Sciences:
Planet Earth
and beyond
technology:
Systems and
control
tOPiC 2: the Sun
Unit 2.1: Our closest star
tOPiC 3: the Earth and
the Sun
Unit 3.1: Moving around the Sun
Unit 3.2: The Sun and life
tOPiC 4:
Unit 4.1:
Unit 4.2:
Unit 4.3:
the Moon
Features of the Moon
Phases of the Moon
Moon stories
tOPiC 5: Rocket systems
Unit 5.1: Modelling a rocket
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Topic
1
Materials
Earth
UnitPlanet
1
7
5.25
hours
Hours
Curriculum content and concepts
Features of the Earth
• The Earth is round like a ball (sphere) and is made of rock
• The main surface features of the Earth are land (rocks and soil),
water and air
• Most of the surface of the Earth is covered with water (oceans
and seas)
• The land we can see is made up of continents and islands
• There is a thin layer of air surrounding the Earth
• The Earth has many different habitats for living things.
Earth and space
• The Earth is a planet in space
• From the Earth we can see the Sun, Moon and stars.
What do you already know?
LB p. 132
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) Earth
b) Ocean/Sea
c) Land
d) Clouds
2. Learners’ answers will vary.
3. a) Learners’ answers will vary.
b) Learners’ answers will vary.
Unit 1.1
Features of the Earth
Resources needed
•
•
•
•
Pictures of Earth showing its main features
Pictures of the Moon, Sun and planets
Models of the Earth, Moon and Sun
Video clips.
Teaching the lesson
The Earth: A round, rocky sphere in space LB p. 133
Show the learners a globe model of the Earth. Turn it and discuss the
shape, the axis, the colours and angle. If no globe is available, please
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improvise with a Styrofoam or plastic ball with continents drawn on
and appropriate colour added. It does not have to be the same size as
a globe.
Read and discuss the information on pages 133–134.
Show pictures or models of the layers of the Earth. Discuss the
pictures on page 134 to illustrate the different substances in the
Earth’s layers. A model could easily be made from a Styrofoam ball.
Useful websites on building similar models are:
http://www.weirdunsocializedhomeschoolers.com/2009/01/step-bystep-making-paper-mache-earth/
http://adventuresinscience.edublogs.org/2009/02/01/create-earthlayers-model/
http://www.ehow.com/how_4495708_make-model-earth_s-layers.html
Discuss the function of each layer and show pictures of minerals
in the Earth’s crust. Discuss the pictures on page 136 of the
earthquake, geyser and volcano. Focus on the different substances
found in the Earth’s crust. Explain how rock is melted, and water and
gas are heated in the Earth’s crust. Do not go into too much detail as
this topic will be extensively covered in Grade 6.
The main surface features of the Earth LB p. 135
Discuss and determine the four main surfaces of the Earth and
their colours.
Water on Earth (oceans and seas) LB p. 136
Ask learners to read the information on pages 136 to 137 in groups.
One learner in each group can give feedback to the class on one
of the following topics: oceans; rivers; ice caps; lakes; Arctic and
Antarctica. The idea is that they speed read through the available
information to find facts about their specific topics. Assist learners as
they give feedback by correcting any factual errors or misconceptions.
Encourage learners to do research on the Earth and solar system in
libraries. Their books could be displayed in the class until the end of
the topic.
Land on Earth (continents and islands) LB p. 137
Learners should know and be able to spell the names of the seven
continents after teaching this section. Discuss the shape, size and
position of each continent.
Point out each continent on a world map.
If possible, supply the learners with a line drawing of the
continents to colour in and cut out.
Useful websites:
http://www.experiland.com/html_projects/EM/11012402_EM_
Make%20a%20quiz%20board%20with%20an%20electrical%20
circuit%20connected%20in%20series.htm
Learners can trace the outline of different continents onto scrap
paper to familiarise themselves with the shape. Ask volunteers to draw
the shape of any continent from memory on the board.
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Make flashcards of names of the oceans and seas.
Draw two circles on a poster – front and back of Earth – divided
by a red line (Equator). Learners take turns to stick their shapes and
the flashcards in the correct positions onto the poster. Display in
the class.
Repeat the exercise with large islands as explained on page 139.
Match the continents and seas
LB p. 138
ACtiVitY 1
Learners work with another learner to complete the activity in their
workbooks.
1. a) number Answer
b)
1
Northern Sea
2
Indian Ocean
3
North Atlantic Ocean
4
South Atlantic Ocean
5
Pacific Ocean
6
Southern Sea
A
Africa
B
Antarctica
C
Australia
D
South America
E
North America
F
Asia
G
Europe
2. a) No, it is the polar ice-cap at the North Pole – not Earth
surface, just ice.
b) Between the Indian and Atlantic Oceans.
c) Asia
d) South America
e) It is too big.
ACtiVitY 2
Complete a quiz about islands
LB p. 139
Learners work with another learner.
1. Greenland
2. United Kingdom
3. Sri Lanka
4. Iceland
5. New Zealand
6. Madagascar
7. Hawaii
8. Japan
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PRACtiCAL tASK — ACtiVitY 3 Make your own
model of the Earth to celebrate Earth Day LB p. 140
Learners work in groups of three to four. (You could also construct a
model with the learners if time is an issue.)
Instructions
1. Make papiér-machê glue by combining one cup of flour with one
cup of water. The mixture should be thin. Boil four cups of water
in a saucepan on the stove and stir the glue mixture into the boiling
water. Simmer it for about three minutes and let it cool. This
mixture is enough for one group. Make a batch for every group.
2. Tear the newspapers into strips approximately 3 cm wide. Dip the
strips of newspaper, one at a time, in the glue, or apply the glue to
the paper with a sponge brush. Inflate a spherical balloon, spray it
with Spray-and-Cook. Cover it with newspaper strips, about three
layers deep. If you have time, allow the papiér-machê globe to dry
between each layer, but if not, be sure it has several days to dry
after it is completely covered.
3. Draw an outline of the continents and islands in pencil first and
then Koki, using the shapes used in Activity 1.
4. Ask the art teacher if the painting could be combined with one of
his or her projects.
Paint the oceans, lakes and seas blue, the continents green and the
ice-caps white.
5. Paste a strip of red paper/ribbon or masking tape around the
middle as the Equator once the paint is completely dry.
6. Read more: How to Make a Papiér-Machê Globe for Earth Day |
eHow.com http://www.ehow.com/how_2145553_make-papiermache-globe-earth.html#ixzz2CZgIGRud
Layer of air around the Earth LB p. 141
Read the text while the learners follow in their books. Ask learners
to ask questions about the parts they do not understand. Discuss the
questions and invite other learners to answer. Draw out the quiet
learners by asking them questions and discussing the answers.
Different habitats for living things LB p. 142
Habitats were extensively covered earlier in the Learner’s Book. Refer
the learners back to page 35, Topic 4. Discuss the terms extinct and
evolution in general. Ask learners if they know of animals or plants
that are extinct and what they know about evolution.
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ACtiVitY 4
Research habitats, animals and
plants LB p. 143
Learners work on their own.
1. Learners research how some plants and animals are adapted to
their environment.
2. Make copies of the table below and give each learner a copy
to complete.
name of animal
or plant
Any wild animal Example: Meerkats
in nature
Where do they live? How is the animal adapted to
(habitat)
its habitat?
They live in tunnels
under the ground in
deserts or very dry
areas
Their colour allows them to blend
in with the desert sand.
They are immune to the venom
of snakes and scorpions and they
can therefore kill and eat snakes
and scorpions.
They have a bald patch on their
stomachs that allows them to
absorb heat after cold desert
nights. The rest of the body is
covered in thick fur.
Any insect in
nature
Any plant in
your garden or
in nature
Any bird in
nature
Anything living
in the sea
Any animal
living on the
land and in
water
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It would benefit the learners if books, magazines or other research
material on this topic could be displayed in class. Ensure that
sufficient examples and background is discussed with the learners.
The following websites might be helpful:
http://resources.woodlands-junior.kent.sch.uk/homework/adaptation.htm
http://www.bbc.co.uk/learningzone/clips/how-have-different-animalsadapted-to-their-habitats/12665.html
http://dsc.discovery.com/tv-shows/curiosity/topics/10-ways-life-hasadapted-to-its-environment.htm
http://primaryhomeworkhelp.co.uk/habitats.html
Unit 1.2
Earth and space
teaching the lesson
the Earth — a planet in space LB p. 144
Discuss the text on page 144. Show learners a poster or pictures of
the solar system and point out its position and size in relation to the
other planets and the Sun. Learners must have a firm understanding
of the differences between a planet, star, asteroid, meteor, galaxy and
the universe.
the Sun, Moon and stars as seen from the Earth LB p. 145
Discuss by demonstrating the distances and size of the Sun, Moon
and Earth with different sized learners.
ACtiVitY 5
Quiz time
LB p. 145
Learners work on their own.
1. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
2. Water, oxygen, sunlight (warmth)
3. Terrestrial means of, on or to do with the Earth.
4. Earth
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TEACHING GUIDELINES
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Topic
Materials
UnitThe
1 Sun
2
1
3
5.25
½ hours
Hours
Curriculum content and concepts
Our closest star
• The Sun is a star
• The Sun is made of hot gas and gives out heat and light
• The Sun is very big (much bigger than the Earth)
• The Sun is very far away, but is the closest star to the Earth
• The Sun provides heat and light to the Earth for living things.
Unit 2.1
Our closest star
Resources needed
•
•
•
•
Pictures of Earth showing its main features
Pictures of the Moon, Sun and planets
Models of the Earth, Moon and Sun
Video clips.
What do you already know?
LB p. 146
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) Learners’ answers will vary.
b) It warms the Earth.
2. a) It rises in the east.
b) It sets in the west.
c) Learners’ answers will vary.
3. a) Learners’ answers will vary.
b) Learners’ answers will vary.
Teaching the lesson
What is the Sun? LB p. 147
Show pictures of the surface of the Sun and explain what it consists of.
Learners must know that the Sun does not move in space, but is the
reason why all the other objects in our solar system move around it.
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Why does the Sun shine? LB p. 147
Distinguish between planets and stars. Learners should understand
that the Sun is one of many million stars in the universe. Iron melts at
1 500 ˚C and the surface temperature is 6 000 ˚C. The inner parts of
the Sun could well be much hotter.
ACtiVitY 1
the importance of the Sun
LB p. 147
Learners work in small groups.
1. a) No. It depends on where you are situated on the Earth. Some
places are closer to the Sun than others.
b) Learners’ answers will vary.
c) Learners’ answers will vary. Encourage discussion around
this topic.
d) Yes.
e) Solar power is energy we get from the Sun. We can use
solar power to heat our geysers and to power our electrical
appliances and devices.
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SECtiOn B
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
3
1
Materials
UnitThe
1 Earth and the Sun
3
5.25
½ hours
Hours
Curriculum content and concepts
Moving around the Sun
• The Earth moves around the Sun in a pathway called the orbit
• The Sun is a star and is at the centre of the solar system
• The Earth is one of the eight planets in the solar system.
The Sun and life
• The Earth gets the right amount of light and heat from the Sun
for supporting life.
Unit 3.1
Moving around the Sun
teaching the lesson
the Earth’s orbit around the Sun LB p. 148
Demonstrate the Earth’s rotation and its orbit around the Sun by
using three learners. Make sure that the direction of the rotation and
orbit are from west to east. Read and explain the text. Learners can
practise this exercise outside in groups of three. The movements of the
Earth will be explored in greater detail in Grades 5 and 6, so this just
serves as a basic introduction.
ACtiVitY 1
A class quiz LB p. 153
Learners work with a partner.
1. a) true
b) true
2. a) true
b) true
c) false
d) false
e) true
3. a) rock
b) axis
c) revolves
d) light
e) water
4. a) planets
b) planets
c) rocks
5. a) false, the Moon is a satellite of the Earth
b) true
c) true
d) false, it revolves around the Earth
e) false, it reflects the light of the Sun
f ) true
g) true
Unit 3.1
Final NS&T Gr 4 TG 14-6-13.indb 73
TOPIC 3
tERM 4
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ACtiVitY 2
Create your own class quiz
LB p. 154
Learners work as a class. This activity can be done only on the work done so
far, or after learners have studied Topic 4 on the Moon. It is a fun way to let
learners find out more, and to share their knowledge with the other learners.
Divide the class into four equal teams. Ask learners to read
through the text on the solar system, as well as on the Moon in the
next topic. Once they have done this, each team must come up with
four quiz questions for example: Why is Mars called the ‘red planet’?
You can then decide to combine all the questions to do one big class
quiz or you can allow teams to quiz each other. You need to set a time
limit for the quiz to take place. Encourage learners to be good sports.
Unit 3.2
The Sun and life
teaching the lesson
the Earth gets the right amount of light for life LB p. 155
Before the text is read or discussed, ask the learners to imagine a world
without sunlight. Engage all the learners and make a mind map on
the board of their answers.
Explain in basic terms the gravitational pull that the Sun exerts on
all the bodies revolving around it. Discuss the importance of fresh water
on Earth. 1% of the Earth’s water resources are fresh. What can we do
to preserve water? Refer to seasons and ecosystems as part of the food
chain of all animals and plants. Reproduction of existing species is
vital to sustaining life on Earth. Remember, that Grade 4 just provides
a basic introduction – in later grades, they will learn more about how
the movements of the Sun affect daylight and seasons.
EnRiCHMEnt
telling direction and time with
the Sun
LB p. 156
This Enrichment activity will help learners to see how what they are
learning in Natural Sciences links up with what they learnt in Social
Sciences about telling time and direction with the Sun.
Learners work in groups.
Make your own direction pointer:
1. Find a spot where a shadow would show well, like on a sandy spot.
Place your stick into the ground so that it is sticking straight up.
Make sure that its shadow is visible. Put a rock or other marker at
the outer end of the shadow’s line - the end away from the stick.
2. Leave the stick and the stone in place for about 15 to 20 minutes.
You can go off and do something else for that time. There’s no
need to stay there.
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SECtiOn B
TEACHING GUIDELINES
2013/06/15 2:41 PM
3. Go back to the stick when the 20 minutes is up. The shadow will
have moved away from your first marker. Set your second marker
down at the farthest point of the new shadow line from your stick.
Draw a line as straight as you can get it connecting the first and
the second markers. This is the line marking east to west. Your
first marker is on the west end of the line and your second is on
the east end.
4. Start at about the halfway point of the line you’ve drawn and draw
a second line perpendicular to the first. Draw it through the line
so you make a cross in the sand. The second line is your north and
south line. If you face your body to the east, where you put your
first marker down, south will be on the right side of the line and
north will be on the left.
5. Use this homemade compass whenever you’re unsure of where
you are. If you begin your journey by making a compass at your
starting point, you will always know which way you need to go to
get back there. Although this isn’t going to ever rival a magnetic
compass for accuracy, it really is accurate enough to get you out of
trouble when you’re lost. The best part is that all you’ll ever need is
a couple of markers, a piece of ground and something long like a
stick to navigate.
Read more: How to Find Direction Using the Sun and Shadows |
eHow.com http://www.ehow.com/how_4500976_find-directionusing-Sun-shadows.html#ixzz2Ca1EnXr6
A simple sundial
The centre line is called the ‘date line’. The date is estimated by
interpolating between the markers on the line. Stand on the date
line at today’s date, and the shadow falling on the ‘timeline’ gives
the mean Sun time. The offset from the date line to the figure ‘8’ for
today gives the correction (described below) to the mean Sun time.
The figure ‘8’ shape is known as the ‘analemma’. The size of the
correction to be added to or subtracted from the mean Sun time is
shown by the scale at the foot of the analemma.
To set up the sundial:
• Set your watch accurately to Standard Time.
• Get a thin straight rod about 20 to 30 cm long, such as a
knitting needle.
• Stick one end of the rod into something which will hold it
upright, such as a little putty, or a cork, or transparent plastic.
• Near midday, take the sundial and rod into the sunshine and place
the sundial on a horizontal surface.
• Place the rod onto today’s date on the ‘figure 8’ in the centre of
the diagram.
• Turn the diagram until the shadow of the rod crosses the time line
at the correct time. This has oriented the sundial to true north.
Unit 3.2
Final NS&T Gr 4 TG 14-6-13.indb 75
TOPIC 3
TERM 4
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•
•
•
B76
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SECTION B
The other directions can now be determined as well.
The rod or stick casting the shadow should be placed on the centre
line of the sundial, where today’s date falls – interpolate between
the marked dates. This will give the mean solar time.
The offset from the centre line to the analemma for today is the
correction for Sun time not running evenly (which is explained
below). This correction is up to 16 minutes in February and
November, as can be seen by comparing the offset with markings
on the timeline.
TEACHING GUIDELINES
2013/06/15 2:41 PM
Topic
UnitThe
1 Moon
4
7 hours
Curriculum content and concepts
Features of the Moon
• The Moon is a ball of rock in space
• There is no air and water on the Moon
• The Moon is smaller than the Earth
• The Moon is closer to the Earth than the Sun.
Phases of the Moon
• The Sun’s light shines on to the surface of the Moon
• We can only see that part of the Moon which the sunlight shines on
• The changing pattern of sunlight on the Moon is called the phases
of the Moon
• The pattern repeats every 29––12 days (about a month).
Unit 4.1
Features of the Moon
Resources needed
•
•
•
Calendar for recording phases of the Moon
Cultural stories about the Moon
Video clips.
What do you already know?
LB p. 158
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. a) No, it does not.
b) It gets bigger and then smaller.
2. Learners share stories from their own culture about the Moon,
Sun and Earth.
Teaching the lesson
A ball of rock in space LB p. 159
Ask learners to describe the Moon. What do they think it is made of?
Show close-up pictures of the Moon. Let learners describe the colour and
surface of the Moon in their own words. Discuss the text on page 159.
ENRICHMENT LB p. 159
Refer to the Learner’s Book for ideas on an enrichment task to do if
your learners have access to the Internet.
Unit 4.1
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TOPIC 4
TERM 4
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Unit 4.2
Phases of the Moon
teaching the lesson
the Moon’s phases LB p. 160
Explain why the Moon appears to shine at night. Discuss the phases
of the Moon referring to the picture on page 160. Repeat the
terminology. Ask learners to name the different phases on the picture.
Ask them to count the images on the picture. Ask them how this
correlates with the actual days in the Moon’s cycle.
ACtiVitY 1
Observe and record the phases of
the Moon LB p. 162
Learners work as a class.
Read and explain what is expected of the learners during the
activity. Discuss number 1 orally. Provide learners with a similar table
as on page 162 where they can record the Moon sightings.
Provide an opportunity for learners to discuss and report their
observations to the class.
ACtiVitY 2
Compare pictures about the phases
of the moon LB p. 163
1. Learners work in groups during the first part of this activity. They
should have a clear understanding of why the Moon changes
shape from day to day. Provide opportunity for questions. Show
the learners where to find the information in the Learner’s Book
and explain again if necessary.
2. Learners work on their own and record their answers in their
exercise books.
Unit 4.3
Moon stories
teaching the lesson
Use various reading strategies to read the Moon legends. Warn
learners of the research they will have to do in Activity 3. Ensure that
the learners know that a legend is a story told from generation to
generation that tries to explain natural phenomena.
B78
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SECtiOn B
TEACHING GUIDELINES
2013/06/15 2:41 PM
ACtiVitY 3
Research and do a presentation
about Moon legends LB p. 165
Learners work in groups.
Find out if the role play about their findings could be incorporated
with a language theme. Learners should have enough time to complete this
activity. They work in groups and should be given the opportunity during
class time to discuss and record their findings. Provide research material to
those learners that do not have access to libraries or the Internet.
Unit 4.3
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TOPIC 3
tERM 4
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Topic
Materials
systems
UnitRocket
1
5
1
5.25
7
hours
Hours
Curriculum content and concepts
Modelling a rocket
• People have used rockets to go into space and travel to the Moon
• A rocket is a system used to propel vehicles into space
• A rocket moves by pushing exhaust gases through its back end.
Unit 5.1
Modelling a rocket
Resources needed
•
Apparatus including balloons of different sizes, straws and fishing
line, hooks, measuring tape.
What do you already know?
LB p. 166
This is a baseline assessment to determine learners’ existing knowledge.
Learners work as a class.
1. Learners share with the class why they would like to travel to space.
2. Learners share what they know about space exploration.
3. Learners’ answers will vary. Most will answer no as you need more
than just wings to get to the Moon, you need a rocket.
Teaching the lesson
Exploring space with telescopes LB p. 167
Explain how a telescope works. Mirrors reflect the sunlight that
bounces off planets and other objects in space creating images that
are enhanced thousand fold and more because they are so far away.
Telescopes will only work at night and perform best in areas that
have little or no light pollution. Telescopes are only one way to
explore space.
Astronauts and satellite-telescopes have captured images of space
that have given scientists a much clearer idea of what goes on in outer
space. Ask learners to share what they know about space travel and
the latest technology known to them. Briefly refer to the MeerKAT
telescope and the SKA project in the Karoo.
B80
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SECTION B
TEACHING GUIDELINES
2013/06/15 2:41 PM
EnRiCHMEnt
Research about space exploration
LB p. 172
Learners work in groups.
Please make sure learners follow the instructions in the Learner’s
Book. Provide guidance where necessary.
PRACtiCAL tASK — ACtiVitY 1
model LB p. 173
Making a rocket
Use three lessons for this activity. This is a formal Practical Assessment
Task. Learners work in pairs.
First discuss why we cannot use a car to travel to the Moon.
Discuss gravity as the force of the Earth that keeps on pulling us down –
that is why an apple will fall to the floor when it is dropped or why we
fall down out of a tree.
Gather all the resources listed under What you need in the Learner’s
Book and explain to the learners what they are going to do.
• Learners can draw a table in their exercise books to record their
results of the first and second launch.
• Discuss the law of action and reaction.
• They can write a short paragraph in their exercise books on how
the rocket model works.
• Give each learner a copy of the self-assessment sheet you will find
on page C9 to complete.
• This is a Formal Assessment Task. Use the checklist on page C10
to assess the learners in their groups. In the comment column give
a reason for the mark you allocated to the learners.
• Assessment needs to be done during the three lessons and not just
at the end when learners test their balloon rocket.
How are you doing? LB p. 175
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 5.1
Final NS&T Gr 4 TG 14-6-13.indb 81
TOPIC 3
tERM 4
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2013/06/15 2:41 PM
Revision: Test
LB p. 176
1. a) 24 hours. Day and night.
1
b) 365 ––
4 days. Seasons.
c) Yes, it rotates in a fixed orbit around the Earth.
d) Phases of the Moon
e) Approximately 27–28 days
f ) No, the surface of the Moon reflects the light of the Sun.
2. a) 29th of October
b) 28th of December
c) September d) crescent Moon-waxing Moon
e) gibbous Moon
3. a)Learners find the words ‘axis’, ‘rocket’, ‘propulsion’,
‘moon’, ‘planet’, ‘reaction’, ‘sun’ and ‘ocean’ in the block.
4.
5.
6.
7.
8.
B82
Final NS&T Gr 4 TG 14-6-13.indb 82
SECTION B
(2)
(2)
(2)
(1)
(1)
(2)
(1)
(1)
(1)
(1)
(1)
(8)
a
s
m
d
s
n
e
c
s
r
x
p
r
n
c
e
l
r
u
o
i
f
e
o
c
e
a
n
n
c
s
k
a
n
l
t
r
c
l
k
e
e
c
e
h
e
h
k
h
e
n
f
t
k
p
n
m
e
a
t
b
i
i
y
c
a
e
t
a
r
p
r
o
p
u
l
s
i
o
n
e
p
n
c
x
p
p
m
h
a
m
o
o
n
k
o
n
r
h
c
b) They must use each word in a sentence. Learners’ answers
will vary.
(8)
a) rocket
b) fuel
c) back
d) propel
(4)
Crust
(1)
Learner describes in his or her own words what an astronomer is.(4)
Learner describes in his or her own words what a satellite is.
(4)
Learners’ descriptions will vary but in short, their answers
should be along the lines of: they are propelled by jet fuel
engines. Accept any appropriate descriptions.
(6)
Total: 50
TEACHING GUIDELINES
2013/06/15 2:41 PM
Section C:
Photocopiable resources
This part of your Teacher’s Guide is for storing all photocopiable
templates, worksheets, and resources that are provided and that
you may come across in your planning and research.
Record sheets and assessment templates
Exemplar exams and tests
C3
C14
C1
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C2
Final NS&T Gr 4 TG 14-6-13.indb 2
2013/06/15 2:41 PM
Rubric for formal assessment
Term 1 Topic 3 Unit 3.1
aCTIVITY 1
LB p. 32
PRACTICAL TASK: Grow new plants
The following rubric can be used to assess this task:
Presentation of new
plant
Weak underdeveloped plant
(2)
Plant cared for but
not very strong
(3 to 4)
Healthy looking, well
cared for plant
(5)
Drawings
Weak drawings
Drawings presented
are acceptable
(3 to 4)
Clear, distinguishable
drawings
(5)
Report lacks
substance and
many elements
of the process
(2)
Report lacks one or
two elements of
the process
Complete report
that includes all the
relevant steps and
procedures
(5)
Poor time
management
Some limitation to
time management
(1)
(2)
No report
Neat but not a
professional report
(0)
(1)
(2)
Report
Time management
Neatness of report
Total:
(3 to 4)
Worked according to
the set time lines and
submitted the project
on time
(3)
Neat and
professionally
prepared report
(2)
(20)
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Final NS&T Gr 4 TG 14-6-13.indb 3
C3
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Assessment sheets
Self-assessment for Term 1 Topic 5 Unit 5.1
aCTIVITY 2
LB p. 48
PRACTICAL TASK: Design an animal shelter
Description
The shelter will be big enough
for my pet.
The shelter will protect my pet
from the Sun, wind and rain.
The shelter will keep my pet
safe during the day.
Provision was made for food
and water replacement.
The shelter allows for enough
air to come into the shelter.
The materials I want to use will
be cheap and easy to find.
I will be able to make the
shelter by myself.
1
2
3
4
Comment
Code: 1 – Poor 2 – Fair 3 – Good 4 – Very good
Rubric for teacher assessment for Term 1 Topic 5 Unit 5.1
LB p. 48
aCTIVITY 2
PRACTICAL TASK: Design an animal shelter
You can use the following checklist to assess the design of the learners:
Criteria
Correctness of design brief
Correctness of specifications
Correctness of freehand 2-D drawing
Labels added to drawing
Enhancement of drawing
Neatness of drawing
Design solves the problem
7
6
5
4
3
2
1
Comments
Code for evaluation:
Rating code
7
6
5
4
3
2
1
C4
Final NS&T Gr 4 TG 14-6-13.indb 4
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
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Teacher assessment
Term 2 Topic 4 Unit 4.2
aCTIVITY 5
LB p. 86 PRACTICAL TASK/PROJECT:
Designing, making and evaluating a strong structure using a tubular strut
Analytical rubric for assessment of bus shelter
Learners’ names:
Criteria
4
3
2
1
Co–operative
work
The group worked
well together
with all members
contributing
significant
amounts of quality
work.
The group
generally worked
well together
with all members
contributing some
quality work.
The group worked
fairly well together
with all members
contributing some
work.
The group often
did not work well
together and
the bus shelter
appeared to be
the work of only
1–2 learners in the
group.
Knowledge
gained
All learners in the
group could easily
and correctly state
several facts about
the bus shelter.
All learners in the
group could easily
and correctly state
1–2 facts about the
bus shelter.
Some learners
in the group
could easily and
correctly state 1–2
facts about the
bus shelter.
None of the
learners could
correctly state
facts about the
bus shelter.
Attractiveness Contrasting colours
and at least three
original graphics
were used to give
the bus shelter
visual appeal.
Contrasting colours
and at least one
original graphic
were used to give
the bus shelter
visual appeal.
Contrasting colours
and ‘borrowed’
graphics were
used to give the
bus shelter visual
appeal.
Little or no colour
or graphics were
used in the design.
Creativity
The group put a
lot of thought into
making the bus
shelter interesting
and fun to play
with.
The group put
some thought into
making the bus
shelter interesting
and fun to play
with.
The group tried
to make the bus
shelter interesting
and fun to play
with but did not
fully succeed.
Little thought was
put into making
the bus shelter
interesting or fun.
Portfolio
All learners’
portfolios are
neat and correctly
completed.
Most learners’
work has been
completed and is
fairly neat.
Much of the work
is incomplete and/
or untidy.
Portfolios are
incomplete
Design
The 2D–freehand
drawing is neat
with colour and
labels.
The 2D–freehand
drawing has some
colour and labels.
The 2D–freehand
drawing is without
colour and labels.
Very little effort
or no effort at all
was made with the
drawings.
Making skills
All learners
showed the ability
to use the tools
and equipment
safely and
correctly.
Most of the
learners had
mastered the skills
and were able to
use the tools and
equipment safely
and correctly.
Some of the
learners showed
some ability to
work with tools
and some had
skills mastered.
Learners struggled
to work with tools
and failed to
master the most
basic skills.
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 4
Final NS&T Gr 4 TG 14-6-13.indb 5
C5
2013/06/15 2:41 PM
Peer assessment sheet
Term 3 Topic 3 Unit 3.1
aCTIVITY 5
LB p. 116
PRACTICAL TASK: Research, design, make and evaluate a musical
instrument
Criteria
4
1
We worked well together.
2
Our musical instrument looks good.
3
We worked neatly and safely.
4
The instrument follows the design brief and
specifications.
5
The instrument looks like the drawing we made.
6
We shared the work and took turns to work on
the instrument.
7
We worked well together as a team.
Code for evaluation:
4 – Very well
3 – Well
2 – Fairly well
3
2
1
Comments
1 – Not well at all
If you had to make the music instrument again, is there anything you
would change?
How would you change it?
C6
Final NS&T Gr 4 TG 14-6-13.indb 6
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Teacher assessment
Analytical rubric for pair work for Term 3 Topic 3 Unit 3.1
aCTIVITY 5
LB p. 116
PRACTICAL TASK: Research, design, make and evaluate a musical
instrument
Learners’ names:
Criteria
10 Points
7—9 Points
4—6 Points
1—3 Points
Mark
Participation
Volunteers to
do work
Sometimes
volunteers
Only does
something
when asked to
Very seldom
participates
Remains
focused on
the task
Very focused on
the task
Mostly focused
on the task
Sometimes
focused on the
task
Not focused
on the task
at all
Uses
materials
responsibly
Used materials
responsibly
Mostly used
materials
responsibly
Sometimes
used materials
responsibly
Did not use
materials
responsibly
Cleans
area before
leaving
Workplace
always neat
Workplace
mostly neat
Workplace
sometimes
neat
Workplace
mostly a
mess
Problem
solving
Solves problem
perfectly
Some
limitations
Needs more
work to solve
the problem
Does not
solve the
problem at all
Creativity
The learners’
work
demonstrates a
unique level of
originality
The learners’
work
demonstrates
originality
The learners’
work lacks
originality
Learners’
work shows
little or no
evidence
of original
thinking
Skills
Learners
demonstrate
high level of
skills
Learners
demonstrate
a fair level of
skills
Learners
demonstrate
minimum level
of skills
Learners
demonstrate
no level of
skills
Design
Design is neat,
labelled and
well thought
through
Design is neat,
labelled but not
so well thought
through
Design is neat,
not labelled
and not well
thought
through at all
Design
is untidy,
unlabelled
with no clear
thinking
continued...
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Final NS&T Gr 4 TG 14-6-13.indb 7
C7
2013/06/15 2:41 PM
Teacher assessment continued
Time
management
Learners
managed wisely
and finished
well within time
Learners
managed time
well but didn’t
finish in time
Learners didn’t
manage time
wisely and
didn’t finish on
time
Learners
played around
and were not
finished on
time
Demonstrate
knowledge
Excellent
demonstration
of knowledge
Good
demonstration
of knowledge
Fair
demonstration
of knowledge
Very little
demonstration of
knowledge
TOTAL
Teacher comments:
Teacher’s signature:
C8
Final NS&T Gr 4 TG 14-6-13.indb 8
Date:
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Checklist for self-evaluation
Term 4 Topic 5 Unit 5.1
aCTIVITY 2
LB p. 173
PRACTICAL TASK FOR ASSESSMENT: Making a rocket model
Criteria
4
1
We worked well together
2
Our rocket worked well
3
We worked neatly and safely
4
We shared the work and made
turns to work on the rocket
5
We understand the force of
gravity
6
Our rocket went further the
second time
Code for evaluation:
4 – Very well
3 – Well
2 – Fairly well
3
2
1
Comments
1 – Not well at all
How far did the spacecraft travel?
If you had to make the balloon rocket again, what would you do differently?
How would you do it?
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Teacher assessment
Practical Task for Term 4 Topic 5 Unit 5.1
LB p. 173
aCTIVITY 2
PRACTICAL TASK FOR ASSESSMENT: Making a rocket model
Learners’ names:
Criteria
7
6
5
4
3
2
1
Comments
Worked well together
Used resources responsibly
Could follow instructions
Worked neatly and cleaned up
afterwards
Waited their turn
Balloon rocket works well
Code for evaluation:
Rating code
7
6
5
4
3
2
1
C10
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
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Generic worksheet: SCIENTIFIC INVESTIGATION
Part a: Plan an investigation
1. The name of the topic to be investigated: ____________________________
2. Mind map of everything you already know about the topic: Add more
blocks.
3. Record what else you need to find out about the topic here:
4. What question do you want your investigation to answer?
5. Predict what you think will happen during the investigation.
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6. List the apparatus and material you will need for the investigation:
7. What will you be observing (measure/collect) during the investigation?
8. How many times will this be done? 9. Name the measuring instruments you will need, if applicable.
10. Describe which variables could affect your results and how they will be
controlled.
11. Design a table or diagram wherein your results will be recorded.
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12. Describe the safety measures you will take to ensure a successful
investigation.
Part B: Conduct the investigation and collect data
Conduct the investigation according to your planning and record the
results.
Part C: Evaluate data and communicate your findings
1. What have you learnt or discovered?
2. Was your original question answered successfully? Explain.
3. Was your prediction about the outcome of the investigation correct?
Explain.
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Sample mid-year examination
Life and living; Structures
1. Write the correct word from the box next to each description.
excretion
locomotion
feeding
reproduction
(5)
sensitivity
a) ability to sense things in the environment
b) release of waste products from the body
c) how animals and plants increase their numbers
d) ability to move from one place to another
e) taking in food and water
2. Write down the missing labels for the picture below. Write down the
correct word next to each number, using the words in the block below. (5)
roots
leaves
stem
flower
seeds
a)
e)
b)
c)
d)
3. Name two roles that roots play in plants.
(2)
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4. List three things that structures can be used for.
(3)
5. Draw a simple picture of a lizard. Add labels for the body parts:
head, sense organ, body, tail, limbs. Add a heading for
your picture.
5 + 2 = (7)
6. Explain in two sentences how “dead” seeds turn into flowering
plants. Your answer must include the two conditions that are
needed to make this happen.
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(3)
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Matter and materials; Strengthening materials
7. A liquid is one of the three states of materials. Name the other two
states of materials.
(2)
8. For each of the materials listed below, write down the name of an object
made from the material. Also write one or two sentences for each one to
describe why the material is suitable for making that object. 2 x 3 = (6)
a) metal:
b) polymer (plastic):
c) ceramics:
9. a)Describe the changes that happen in the process of melting chocolate.
b) What is the key factor needed for the chocolate to melt?
c) What will happen if the melted chocolate cools down?
(3)
10. Write two sentences to explain how adding straw to a mixture of
clay and water used for making bricks can make the bricks stronger. (2)
C16
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11. Add labels to the picture of the water cycle below. Use the words
in the block below and write them next to the correct letters.
lake
soil
clouds
(9)
condensation
run-off
precipitation
groundwater
evaporation
ocean
a)
f)
b)
g)
c)
h)
d)
i)
e)
e)
g)
d)
f)
h)
c)
i)
a)
b)
12. Think about one of the indigenous building methods that you learnt
about. Write down the name of the type of building. Then briefly
explain which method or methods of strengthening structures are
used to make the building stronger.
TOTAL MARKS: [50]
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Final NS&T Gr 4 TG 14-6-13.indb 17
(3)
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Memorandum for sample mid-year examination
Life and living; Structures
1. a)
b)
c)
d)
e)
sensitivity
excretion
reproduction
locomotion
feeding
(5)
2. Correctly labelled flower
(5)
a) flower
e) seeds
b) leaves
c) stem
d) roots
3. Anchor plants
Absorb nutrients and water
(2)
4. For protection
To contain or hold something
To carry a load
(3)
5. Correctly labelled lizard, with heading
The lizard
(7)
tail
head
sense organ
limbs
body
C18
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6. Seeds lie dormant in the soil. After winter rains, when it starts getting
warmer again, they start growing and flowering. (Process, as well as
conditions of rain and warmth, must be included.)
(3)
Matter and materials; Strengthening materials
7. gas
solid
(2)
8. Learners’ own examples of metals, polymers and ceramics, with
appropriate explanations of why these materials are suitable for
each use. Refer to the relevant sections in the Learner’s Book when
marking this.
(6)
9. a) Solid chocolate melts to form liquid chocolate.
b) Heat
c) It will solidify (become solid) again.
(3)
10. Mud bricks break easily when bent. Adding straw makes the bricks
harder, because the straw does not bend easily.
11. Use the drawing on page 62 in the Learner’s Book as a guideline
when marking this question. (9)
12. Learners’ answers should contain the correct name of an indigenous
building type that they learnt about, as well as an appropriate
description of what methods have been used for strengthening it.
(3)
Refer to the Learner’s Book content when marking this question.
TOTAL MARKS: [50]
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Sample end-of-year examination
Energy and change; Sound
1. a)Write a paragraph to explain the food chain shown in the
picture below.
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(4)
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b) Use words and arrows to draw a simple diagram of this food chain.
(4)
2. a)Name the main type of energy shown in the photos
below. Also give a short description of the energy transfer
shown in the photo.
3 x 2 = (6)
Photo 1:
Photo 2:
Photo 3:
b)For each photograph, indicate one other form of energy transfer
(3)
that is occurring.
Photo 1:
Photo 2:
Photo 3:
1
2
3
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3. a)Name two things that could be used to make sounds louder in
musical instruments.
(2)
b)Think about two types of musical instruments. Briefly describe how
sound is made louder in each instrument.
2 x 2 = (4)
c)Explain why it is important to evaluate your design once you have
completed any of your technology tasks.
(2)
Earth and beyond; Systems and control
4.Write down the correct words next to each description in the table
below, using the words in this block.
NASA launch telescope atmosphere astronomer space
Column A
(7)
astronaut
Column B
a) The layer of air that surrounds the Earth
b)Part of the universe that is outside the
layer of air that surrounds the Earth
c)The instrument used to study images in
outer space
d) A scientist who studies the universe
e) The process when the spacecraft takes off
f) A person who flies spacecraft
g) American space agency
C22
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5. a) Explain the difference between an island and a peninsula.
(2)
b)Name the two oceans between which Africa lies. For each ocean,
identify which lies on the east coast and which lies on the west
coast of South Africa.
(4)
c) What is a large landmass such as Africa called?
(1)
6.Write a paragraph to explain the effect of the pulling force of the
Sun on all the other objects in our solar system.
(4)
7. a)Suggest reasons why many cultures developed legends about
the Moon.
(2)
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b)Think about one of the legends about the Moon that you learnt
about. Suggest which aspects of the Moon’s movement and
appearance this legend tried to explain.
(2)
8. Explain the meaning of the following terms:
a) unmanned spacecraft
(3)
b) rocket
c) satellite
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TOTAL MARKS: [50]
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Memorandum for end-of-year examination
Energy and change; Sound
1. a)Accept any appropriate descriptions that describe the links in this
food web, from the energy of the Sun, which is used by plants to
make their own food, which is eaten by the cows, and the cows that
are then in turn eaten by humans.
(4)
(4)
b) Sun Mealies Cows Humans
2. a) Photo 1: Movement energy
Photo 2: Heat energy
Photo 3: Sound energy
Refer to LB pages 102—103 for appropriate descriptions. 3 x 2 = (6)
b)Accept any appropriate alternative energy transfers, as in the
examples below (learners may come up with other reasonable
(3)
answers).
Photo 1: Sound energy
Photo 2: Light energy
Photo 3: Movement energy
3. a) Boxes
Tubes b)Learners should be able to apply what they have learnt
about how boxes or tubes make sounds louder to come
up with appropriate descriptions.
c)Accept any reasonable answers that shows learners’
understanding of why final products must be evaluated,
e.g. to rectify errors and improve the design.
(2)
2 x 2 = (4)
Earth and beyond; Systems and control
4. Write down the correct words next to each description in the table
below, using the words in this block.
(7)
Column A
Column B
atmosphere
a) The layer of air that surrounds the Earth
b)Part of the universe that is outside the layer of air
space
that surrounds the Earth
c) The instrument used to study images in outer space telescope
astronomer
d) A scientist who studies the universe
launch
e) The process when the spacecraft takes off
astronaut
f) A person who flies spacecraft
NASA
g) American space agency
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5. a)island: landmass (smaller than continent) surrounded entirely
by water
peninsula: landmass surrounded on three sides by water, but
attached to land on one side
b) Atlantic Ocean (west coast); Indian Ocean (east coast)
c) continent
6. Learners’ paragraphs should include the points below:
Sun at the centre of our solar system.
Largest object in our solar system.
Pulling force of the Sun holds all other objects in orbits around it.
The smaller the object, the larger the pulling force of the Sun on
it will be.
(4)
(1)
(4)
7. a)Accept any appropriate reasons reflecting an understanding
of how legends attempted to explain physical appearance and
movements of objects in the night sky.
b)Any suitable example, e.g. a legend that explains the Moon’s
waxing and waning.
(2)
8. a)unmanned spacecraft: spacecraft sent up into space, without
humans on board, and which are controlled from the Earth
b) rocket: powerful engines sending spacecraft into outer space
c) satellite: an object that moves in a fixed path around the Earth
(3)
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(2)
TOTAL MARKS: [50]
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Section D: 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.
D1
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Grade
4
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 978-1-107-62200-5
9
SM_Nat sci_G4_TG_English.indd 2
781107 622005
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