Tools For Planning

Western Cape Primary Science Programme (PSP)

Tools

for planning your Natural Sciences Curriculum

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

Tools for Planning your Natural Sciences Curriculum RATIONALE These materials were written to support teachers with planning and assessment of the Natural Sciences curriculum. The booklet offers examples of frameworks, tools and formats to facilitate the planning and assessment process. These can be adapted for the other Learning Areas and different school contexts. This planning and assessment process works within the requirements of the National Curriculum Statement (NCS). This booklet provides information for the Intermediate Phase. But the information can be adapted for use in the Foundation Phase and the Senior Phase as well. We have provided examples of Learning Programmes (phase plans), Work Schedules (grade plans) and Lesson plans as well as assessment on the Natural Sciences strand Planet Earth and Beyond. These are included as Section 7. This booklet, together with a DVD on ‘How to plan your Natural Sciences Curriculum...’ was developed as a joint venture between the Western Cape Primary Science Programme (PSP), the Western Cape Education Department (WCED) and Chevron.

CONTACT DETAILS Western Cape Primary Science Programme (PSP) Edith Stephens Wetland Park Lansdowne Road, Philippi, 7785 P.O. Box 24158, Lansdowne 7779 South Africa Tel: 021 691 9039 Fax: 021 691 6350 E-mail: [email protected] Website: www.psp.org.za

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

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

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

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

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

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

SECTION 7: Example Learning Programme (grades 4 –7) for one term on focus strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Example Work Schedule for grade 5 on focus strand Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . .104 Example Lesson Plans, Assessment Tasks and criteria for focus strand Planet Earth and Beyond Grade 4 lesson and support material on “Star patterns and cultural traditions” . . . . . . . . . . . . . . . . . . . . . . 106 Grade 5 lesson and support material on “What will the weather be like for the next week?” . . . . . . . . . . . .116 Grade 6 lesson and support material on “Rocks and land forms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

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

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Planning: The Big Picture Elements provided in the NCS Skills derived from Learning Outcomes and Assessment Standards

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

TEACHER PLANNING

Phase plan (Learning Programme)

Grade plan (Work Schedule)

Learning experiences (Lesson plans)

Assessment Tasks

Assessment Criteria

Class lists and Schedules

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SECTION 1

Introducing the Learning Outcomes and Assessment Standards in the NCS

Outcomes and Assessment Standards The Critical Outcomes The critical outcomes give us a vision of learners who are able to: K identify and solve problems and make decisions using critical and creative thinking; K work effectively with others as members of a team, group, organisation and community; K organise and manage themselves and their activities responsibly and effectively; K collect, analyse, organize and critically evaluate information; K communicate effectively using visual symbolic and/or language skills in various modes; K use science and technology effectively and critically showing responsibility towards the environment and the health of others; and K demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

The developmental outcomes The developmental outcomes give us a vision of learners who are able to: K reflect and explore a variety of strategies to learn more effectively; K participate a responsible citizens in the life of local, national and global communities; K be culturally and aesthetically sensitive across a range of social contexts; K explore education and career opportunities, and K develop entrepreneurial opportunities.

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The Learning Outcomes for the Natural Sciences Learning Outcome 1 Scientific Investigations K The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.

Learning Outcome 2 Constructing Science Knowledge K The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.

Learning Outcome 3 Science, Society and the Environment K The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

The Assessment Standards for each Learning Outcome in the Natural Sciences The Assessment Standards describe the minimum level of competence which a learner must achieve in a certain grade in each Learning Outcome. The Assessment Standards also reflect an increasing growth in competence as the learner progresses through the grades. (Competence means having sufficient knowledge and skills combined with the necessary good attitudes).

an assessment standard is a statement from which you can develop tasks to assess the learner’s competence in a particular outcome.

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Information about Investigations Extract from the NCS Investigations at the centre of classroom activities Learners should be given every opportunity to carry out investigations. It should be noted that investigations are not limited to experimental work carried out in laboratories (or within classrooms for that matter) to resolve practical problems. Investigations include opportunities to: identify problems; seek information from books and resource people; generate products, questionnaires, collections of data and collections of materials from nature or industry; create testable questions, fair tests and reports explaining their conclusions. With regard to practical problems, learners need to be given opportunities to put their minds to different kinds of problems such as the following:

K Problems of making K Problems of observing, surveying and measuring K Problems of comparing K Problems of determining the effect of certain factors. Examples of problems of making include: “How can we make a sensitive thermometer?” “How can we make our own magnetic compass?” How can we make a system that will give water to plants automatically? or “How we can make a solar – energy oven?” Problems of observing, surveying and measuring include: “How can we find out what nocturnal animals do at night?”, “How can we find out what kinds of fuel people in this area use?, “What do successful gardeners do to get a good crop?”, “How can we measure the volume of a drop of water?”, “How much water does a plant lose in a day” and “How can we show the change in position of Venus each morning?”. Problems of comparing include: “Which liquid soap is the best?”, “Which cloth will keep you warmest on a cold day?”, “Which batteries are the most economical?” Examples of problems of determining the effect of certain factors are “What is the effect of increased dropping height, on how a ball bounces?”, “What is the effect of making the water hotter, when you dissolve sugar?”, “Which conditions make seeds germinate faster?” and “Do seedlings grow downwards because the water is down below?” The four kinds of problems listed above overlap, of course. For example, to determine the effect of changing one factor, the learners need to set up a fair way of comparing the effects as that factor is varied.

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SECTION 1

Introducing the Science Process Skills

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Information about the Process Skills Extract from the NCS Natural Sciences

Process Skills across the three Learning Outcomes The meaning of the term ‘process skills’ The term ‘process skills’ refers to the learner’s cognitive activity of creating meaning and structure from new information and experiences. Examples of process skills include observing, making measurements, classifying data, making inferences and formulating questions for investigation. The term should not be understood as referring to the manipulative skills which are a small subset of process skills. The process skills listed below are applicable to all three Learning Outcomes, and do not refer only to the investigative activities in Learning Outcome 1. The role of process skills in the teaching and learning of science From the teaching point of view, process skills can be seen as building blocks from which suitable science tasks are constructed. A framework of process skills enables teachers to design questions which promote the kinds of thinking required by the Learning Outcomes. From the learning point of view, process skills are an important and necessary means by which the learner engages with the world and gains intellectual control of it through the formation of concepts. A framework of process skills is also valuable to teachers in assessment, when they are designing rating scales, marking memos and instruments to record the day-to-day participation of learners. The following should be noted with regard to the process skills: K Not all the process skills will be suitable for assessment of every Assessment

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

Assessment Standard. A set of process skills which are essential in creating outcomes-based science tasks K Observing and comparing may involve the learner in noting detail about objects,

organisms and events with and without prompting by the teacher, noting similarities and differences, describing them in general terms, or describing them numerically. K Measuring may involve the learner in using instruments accurately, reading scales

and using intermediate points between divisions on scales, choosing appropriate instruments or appropriate scales on instruments, knowing when it is appropriate to measure, and choosing to do so without prompting by the teacher. K Recording information may involve the learner in recording on a form which is

prescribed (sentences, lists, tables, labelled diagram), selecting a suitable form in which to record the information when asked to do so, knowing when it is important to record, and doing so without being prompted by the teacher. K Sorting and classifying may involve the learner in using a given rule to sort items

into a table, mind map, list or other system, deciding on own rules for classifying,

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SECTION 1

Revised National Curriculum Statements Grades R–9 (Schools)

or choosing a suitable system such as a table, dichotomous key, or mind map. K Interpreting information may involve the learner in a large number of ways of creating

meaning and structure. Among these, two are particularly important in Natural Sciences – knowing how to get information from a book, and learning from the printed page. Skills include cross-referencing information in books, finding information from knowing how a book is structured, and organising information using summaries or concept maps. Other aspects of interpreting include changing the form of information to other forms in order to reveal its meaning, looking for patterns in recorded information, predicting, interpolating for missing data, making an inference from given information, perceiving and stating a relationship between two variables, and constructing a statement to describe a relationship between two variables. K Predicting involves the learner in using knowledge to decide what will happen if

something is changed in a situation. This skill includes predicting from patterns in information, or interpreting a model of a system to predict how a change in one variable will cause a change in another variable. K Hypothesising may involve the learner in naming possible factors which could have an

effect on a situation, giving reasons why something has happened, stating a reason or cause for something, or using prior knowledge as well as information given in the task. K Raising questions about a situation involves thinking of questions which could be

asked about a situation, recognising a question which can be answered by scientific investigation (as opposed to a question which science cannot answer), or rewording the question to make it scientifically testable. K Planning science investigations is a composite of many of the skills above and is in fact

an Assessment Standard in its own right. The learner will be involved in rewording a vague question to make it into a testable prediction, deciding which variables matter in the problem or question, planning how to change one variable and keep the other variables constant (controlling variables), planning what variables to measure and how to measure them, knowing how to improve the accuracy and validity of the measurements, making inferences from results (their own results or someone else’s results), and evaluating someone else’s plan for a fair test. K Conducting investigations is also an Assessment Standard, in which the learner sets up

a situation in which the change in the dependent variable can be observed, while controlling interfering variables, measuring the variables, recording data, interpreting data to make findings, and reporting in qualitative and quantitative terms. K Communicating science information: This skill links directly with Critical Outcome 5

and is important both in helping the learner reflect on own learning and in building confidence as a person. Competence in communicating involves knowing when it is important to make extra effort to communicate one’s ideas or results, and choosing an appropriate means to communicate with the specified audience. In the science classroom, this skill may involve learners in forms of communicating such as giving oral reports in English or other languages, writing prose text, using an art form such as poetry or drama or comic strip, and using graphic forms such posters, diagrams, piecharts. Communicating also involves more conventional science forms such as tables, concept maps, word-webs, graphs, making physical, constructed models, or enacted models such as using people to show the motion of the planets around the Sun.

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

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

Sub-strands

Life and Living

K Life processes and healthy living K Interactions in environments K Biodiversity, change and continuity

Energy and Change

K Energy transfer and systems K Energy and development in South Africa K Our place in space

Planet Earth and Beyond

K Atmosphere and weather K The changing Earth

Matter and Materials

K Properties and uses of materials K Structure, reactions and changes of materials.

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Life and Living Summary of the topics required in the NCS Core Knowledge and Concepts Foundation Phase

Senior Phase

1. Human and animal bodies

1. Puberty

2. What living things need

2. Fertilisation

3. We depend on plants

3. Conception

4. Cultural diversity of foods

4. Prevention of STD’s and HIV

5. Some animals carry germs

5. Photosynthesis

6. Sorting plants and animals

6. Nutrition

7. Plant and animal growth

7. Circulatory system 8. Excretion

Intermediate Phase

9. Importance of water

1. Photosynthesis

10. Raising children and values

2. Energy, diet and digestion

11. Reproductive behaviour

3. Sense organs

12. Survival adaptations

4. Movement, muscles and skeleton

13. Food webs and ecosystems

5. Plants and food – food chains and webs

14. Pollution

6. Ecosystems 7. Habitats and social patterns 8. Soil in ecosystems 9. Water in ecosystems 10. Vegetative reproduction 11. Sexual reproduction 12. Fossils in SA

15. Decomposition and diseases 16. Heredity 17. Natural selection 18. Human variation 19. Biodiversity, classification and animals 20. Factors endangering biodiversity 21. Extinctions 22. The cell

m Refer to the following NCS pages with numbered paragraphs to find the corresponding details of the above topics

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Life and Living The paragraphs below have been extracted from the NCS policy documents. We have numbered each paragraph and supplied a heading for each paragraph. This makes the paragraphs easier to work with. The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN LIFE AND LIVING Life Processes and Healthy Living

Interactions in Environments

Unifying statement: Living things, including humans and invisibly small organisms, can be understood in terms of life processes, functional units and systems.

Unifying statement: Organisms in ecosystems are dependent for their survival on the presence of abiotic factors and on their relationship with other organisms.

Biodiversity, Change and Continuity Unifying statement: The huge diversity of forms of life can be understood in terms of a history of change in environments and in characteristics of plants and animals throughout the world over millions of years.

Foundation Phase 1. Human and Animal bodies 3. We depend on plants 6. Sorting plants and animals Many of our body parts correspond We depend on plants and animals There is a large variety of plants to parts of animals, such as limbs, for food, and we breed certain and animals, which have heads, eyes, ears, feet, and in many animals and grow certain plants as interesting visible differences but cases animals use them for the crops. also similarities, and they can be same purposes we do. 4. Cultural diversity of foods grouped by their similarities. 2. What living things need We see cultural diversity in the 7. Plant and animal growth Animals and plants have similar kinds of food people like to eat. Plants and animals change as they needs to ours, for food, water and 5. Some animals carry germs grow, and as the years pass, and air. Some animals, like flies and ticks, as the seasons change. carry germs which can make people sick.

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Life Processes and Interactions in Healthy Living Environments

Biodiversity, Change and Continuity

Intermediate Phase 1. Photosynthesis Green plants produce their own food and grow by using water and substances from the air and soil. Energy from light is needed to change these simple substances into food and plant material. Green plants are the only organisms that can produce food in their own bodies. 2. Energy diet and digestion Living things need food for energy, to move, grow and to repair damage to their bodies (‘tissues’). Animals including humans have digestive systems for getting nutrients from food. Humans need a balanced diet from certain groups of food to be healthy. 3. Sense Organs All living things can respond to their environment in various ways; animals, including humans, have specialised sense organs. 4. Movement, muscles and skeleton Living things can move themselves; animals, including humans, can move themselves from place to place. Many species of animals move themselves by means of muscles attached to some kind of skeleton which is either inside or on the surface of the body. 5. Plants and food – food chains and webs Animals cannot make their own food, and so some animals eat plants for food while some animals eat other animals. All animals ultimately depend on green plants for their food.

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6. Ecosystems Ecosystems are self-contained areas where a wide variety of plant and animal species live and reproduce. They depend on each other and on the non-living environment. The life and reproduction of all the organisms in an ecosystem depend on the continuing growth and reproduction of plants. 7. Habitats and Social patterns Organisms’ habitats are the places where they feed, hide, produce young and, in many cases, shelter the young until the young have a better chance of survival. Animal species live in their habitats in a variety of social patterns (such as being solitary, pairing for life, or living in packs, prides, herds, troops or colonies). 8. Soil in Ecosystems Ecosystems depend on soil. Soil forms by natural processes from rock and dead plant and animal material, but it takes an extremely long time to form. Substances which plants take from the soil must be replaced to maintain fertility of the soil. (Links with soil in Planet Earth and Beyond) 9. Water in Ecosystems Water plays an important role in ecosystems, sustaining both plant and animal life. Industrial, agricultural and domestic activities may have a serious impact on the quality and quantity of water available in an area. (Links with Planet Earth and Beyond)

10. Vegetative Reproduction New plants can grow from certain parts of a parent plant. This is called vegetative reproduction and does not need seeds. The new plants have all the characteristics of the parent plant. 11. Sexual Reproduction Sexual reproduction is the process by which two individual plants or animals produce another generation of individuals. The next generation’s individuals look like the parents but always have slight differences (‘variation’) from their parents and from each other. 12. Fossils in South Africa South Africa has a rich fossil record of animals and plants which lived many millions of years ago. Many of those animals and plants were different from the ones we see nowadays. Some plants and animals nowadays have strong similarities to fossils of ancient plants and animals. We infer from the fossil record and other geological observations that the diversity of living things, natural environments and climates were different in those longago times. (Links with fossils in Planet Earth and Beyond)

SECTION 2

Life Processes and Healthy Living

Interactions in Environments

Biodiversity, Change and Continuity

Senior Phase 1. Puberty Humans go through physical changes as they age; puberty means that the body is ready for sexual reproduction. 2. Fertilisation Human reproduction begins with the fusion of sex cells from mother and father, carrying the patterns for some characteristics of each. 3. Conception Conception is followed by a sequence of changes in the mother’s body, and during this period the future health of the unborn child can be affected. 4. Prevention of STD and HIV Knowledge of how to prevent the transmission of sexually transmitted diseases, including the HIVirus, must be followed by behaviour choices. 5. Photosynthesis Green plants use energy from the Sun, water and carbon dioxide from the air to make food by photosynthesis. This chemical reaction is central to the survival of all organisms living on Earth. 6. Nutrition Animals, including humans, require protein, fat, carbohydrates, minerals, vitamins and water. Food taken in is absorbed into the body via the intestine. Surplus food is stored as fat or carbohydrate. 7. Circulatory System Animals, including humans, have a circulatory system which includes the heart, veins, arteries and capillaries, and which carries nutrients and oxygen to all parts of the body and removes waste products. Oxygen, which is provided by the breathing system, reacts with food substances to release energy. (Links with Energy and Change)

10. Raising children and values 16. Heredity Human reproduction is more than Offspring of organisms differ in conception and birth; it involves small ways from their parents and adults raising children, which generally from each other. This is requires judgement and values and called variation in a species. usually depends on the behaviour of 17. Natural Selection Natural selection kills those other people in a community and individuals of a species which lack environment. 11. Reproductive behaviours the characteristics that would have Each species of animal has enabled them to survive and characteristic behaviours which reproduce successfully in their enable it to feed, find a mate, breed, environment. Individuals which have raise young, live in a population of characteristics suited to the the same species, or escape threats environment reproduce successfully in its particular environment. These and some of their offspring carry the behaviours have arisen over long successful characteristics. Natural periods of time that the species selection is accelerated when the population has been living in the environment changes; this can lead same environment. to the extinction of species. 12. Survival adaptations 18. Human variation All organisms have adaptations for Variations in human biological survival in their habitats (such as characteristics such as skin colour, adaptations for maintaining their height, and so on, have been used water balance, obtaining and eating to categorise groups of people. the kind of food they need, These biological differences do not reproduction, protection or escape indicate differences in innate from predators). abilities of the groups concerned. 13. Food webs and Ecocystems Therefore, such categorisation of An ecosystem maintains numerous groups by biological differences is food webs and competition for food neither scientifically valid nor exact; among different individuals and it is a social construct. populations. South Africa has certain ecosystems which have exceptional biodiversity. All uses of these areas must be based on principles of sustainable development. 14. Pollution Pollution interferes with natural processes that maintain the interdependencies and diversity of an ecosystem.

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Life Processes and Interactions in Healthy Living Environments

Biodiversity, Change and Continuity

Senior Phase 8. Excretion 15. Decomposition and diseases All living things, including Many biological changes, including humans, have means of decomposition and recycling of matter eliminating waste products in ecosystems and human diseases, which are produced during life are caused by invisibly small, quicklyprocesses. Water plays an reproducing organisms. important role in this process. 9. Importance of Water Water makes up a large proportion of all living things, and their health depends on water passing through them in various ways, using structures (such as kidneys, skin or stomata) which can fulfil this function.

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19. Biodiversity and classification of animals Biodiversity enables ecosystems to sustain life and recover from changes to the environment. Loss of biodiversity seriously affects the capacity of ecosystems and the Earth, to sustain life. Classification is a means to organise the great diversity of organisms and make them easier to study. The two main categories of animals are the vertebrates and invertebrates, and among vertebrates the five classes are amphibians, birds, fish, reptiles and mammals. 20. Factors endangering biodiversity Human activities, such as the introduction of alien species, habitat destruction, population growth, pollution and over-consumption, result in the loss of biodiversity. This becomes evident when more species become endangered, or, ultimately, extinct. 21. Extinctions Extinctions also occur through natural events. Mass extinctions have occurred in the past suggesting that huge changes to environments have occurred. However, these changes occurred very slowly, compared to the fast rate at which humans can destroy plant and animal species. (Links with Planet Earth and Beyond) 22. The Cell The cell is the basic unit of most living things, and an organism may be formed from one or many cells. Cells themselves carry on life processes such as nutrition, respiration, excretion and reproduction, which sustain the life of the organism as a whole.

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Life and Living The following pages show in detail the knowledge and concepts that teachers can teach in order for their learners to know what is described in the NCS Core Knowledge and Concepts paragraphs. Teachers must add 30% more content from their learners’ context. The 30% is intended to link the Core Knowledge and Concepts of the NCS to the lives of the learners.

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2. Energy, diet and digestion • Food groups 30 % • Balanced diet = choices from all the food groups • Nutrients - carbohydrates, proteins, fats & oils, vitamins • Parts of digestive systems (humans and other animals) • Body needs food to get energy to carry out the life processes • Sources of energy.

1. Photosynthesis

• Energy from sunlight • Chlorophyll = green • Water & mineral salts used • CO2 and H2O used to make glucose • O2 added to atmosphere • Plant makes starch to store glucose • Plant makes other substances such as cellulose, proteins, oils, vitamins from the glucose and mineral salts.

Interactions in environments 5. Plants and food • Ecosystems and habitat of 30% animals and plants • What do plants and animals need to live? To eat? To care for young? • Life cycles • Food chains and webs • Producers = plants Consumers = herbivores, omnivores and carnivores • All organisms depend on plants.

Life processes and healthy living

4. Movement, muscles & skeleton

• Muscles attach to skeleton 30% • Muscles contract and relax to move limb • Limb has joints • Internal skeleton e.g. vertebrate animals • External skeleton e.g. insects, crabs • Skeleton protects internal organs.

30%

Life processes and healthy living

Life processes and healthy living

• Variety of plants and 30 % animals in their different habitats = biodiversity • Interdependence between living and non-living • Sustainability of ecosystems • Effect if one species is removed • Conservation.

6. Ecosystems

Interactions in environments

• Five senses 30% • See with eyes e.g. dark/ light • Hear with ears e.g. low/high pitch • Taste with tongue e.g. salt, sour, sweet, bitter • Smell with nose e.g. spices • Touch with skin to feel different textures, hot/ cold, pleasure/pain • Plants grow towards light • Roots grow towards gravity.

3. Sense organs

Life processes and healthy living

Core knowledge to be taught in Life and Living – Intermediate Phase

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Biodiversity, change and continuity 11. Sexual reproduction • Stages and processes in 30 % life cycles • Sex cells from male and female • Plants: flowers produce pollen • Wind/ animal carries pollen to female part of flower • Pollination, fertilization and seed production • Animals: egg and sperm, mating, fertilisation, growth and development.

Biodiversity, change and continuity 10. Vegetative reproduction

• Plant structure 30 % • Lifecycle of plants • Why can plants reproduce in two ways – sexual and asexual reproduction? • Sexual reproduction is with seeds • Asexual reproduction is without seeds – Cuttings from stems or leaves – Bulbs, corms or runners

30 %

• Soil comes from parent rock • It takes a long time to form • Three sizes of particles: clay, silt and sand • Loam soil is a mixture of clay, silt and sand and humus • Humus enriches soil • Soil contains minerals for plant growth.

• Importance of habitat • Different ways organisms survive • Adaptations to the environment.

30 %

Interactions in environments 8. Soil in ecosystems

Interactions in environments 7. Habitats and social patterns 30 %

• Fossils formed in sedimentary rocks over millions of years • Hard parts of body, e.g. bones and teeth become fossilized • Earth’s climate has changed many times • Evolution = change over time in response to changes in the environment • Certain fossils in certain layers.

30 %

Biodiversity, change and continuity 12. Fossils in South Africa

• Importance of water for life and in ecosystems • Uses of water: – do we have enough water for the future? – Sustainability? – Pollution of water by sewage, chemicals and industrial waste – Conservation of water.

Interactions in environments 9. Water in ecosystems

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Energy and Change Summary of the topics required in the NCS Core Knowledge and Concepts Foundation Phase 1. Energy makes us move and work 2. We need food to give us energy

Intermediate Phase 1. Sources of energy 2. Energy transfer systems 3. Systems for storing energy 4. Electrical circuits 5. Energy brings about changes to substances 6. Sound Energy 7. Humans and animals get energy from plants 8. Electricity and safety

Senior Phase 1. Potential energy 2. Kinetic energy 3. Systems to transfer energy 4. Energy loss from systems 5. Heat transfer 6. Energy in ecosystems 7. Light transfer, reflection and absorption 8. Forces 9. Renewable and non-renewable sources of energy 10.Energy, poverty and development 11.Electricity generation and supply 12.Energy-saving systems 13.Plants as renewable sources of energy m Refer to the following NCS pages with numbered paragraphs to find the corresponding details of the above topics

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Energy and Change The paragraphs below have been extracted from the NCS policy documents. We have numbered each paragraph and supplied a heading for each paragraph. This makes the paragraph easier to work with. The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN ENERGY & CHANGE Energy Transfers and Systems Energy and Development in South Africa Unifying statement: Energy is transferred through Unifying statement: Energy is available from a limited biological or physical systems, from energy sources. number of sources, and the sustainable development With each energy transfer, some of the energy of countries in our region depends on the wise use of becomes less available for our use, and therefore we energy sources. need to know how to control energy transfers.

Foundation Phase 1. Energy makes us move and work 2. We need food to give us energy When we say we feel ‘full of energy’, we mean we feel People who do not have enough food or the right kind food ready to move fast or do a lot of work. to eat, feel tired and lack energy.

Intermediate Phase 1. Sources of energy There are sources of energy in nature which can be used for doing useful work; examples are wind, the Sun, fire, animals’ muscles and falling water. Energy sources can be dangerous but can also be used in systems which people design, such as boats, windmills, carts, cookers and turbines. 2. Energy transfer systems A system is made of two or more parts that work together or affect each other. Systems may be as simple as two grindstones that crush grain between them, or have several parts, like an electrical circuit, or have many parts, like an ecosystem. Systems transfer energy from one part of the system to other parts. 3. Systems for storing energy We can design and make systems which store energy. Electric cells, stretched springs, food and chemicals which can react are examples of such systems.

7. Humans and animals get energy from plants Humans and animals get energy from eating plants and from eating animals that ate plants. The Sun provides energy for plants to grow and produce food. (Links with Life and Living) 8. Electricity and safety Energy from electrical sources can be dangerous and so we need safety rules for using electricity.

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Energy Transfers and Systems

Energy and Development in South Africa

Intermediate Phase 4. Electrical Circuits An electrical circuit is a system. It is a path of electrical components and conductors with no breaks in it, and an energy source to make electric charges flow around the conducting path. The energy source may be cells or the ‘mains’ electricity supply. The circuit transfers energy from the source to resistors such as: bulbs, heating-wires, solenoids or motors in the circuit. (Links with the Technology Learning Area) 5. Energy brings about changes to substances Whenever a substance changes by expanding, contracting, melting, evaporating, condensing or solidifying, it means that the substance has gained or given away some energy. (Links with Matter and Materials) 6. Sound energy Sound transfers energy from a vibrating body to our ears. Vibrations travel through a medium, which may be a solid, a liquid or a gas. We hear a change in the rate of vibration as a change in pitch.

(There are no further core knowledge statements for Energy and Development in South Africa in this Phase.)

Senior Phase 1. Potential energy 9. Renewable and non renewable sources of energy Energy can be stored in a system as potential energy, Energy sources such as wind, sun, and water in high either by the positions of the bulk parts of the system or dams are renewable. Fuels such as coal, gas and oil are by its particles (atoms and molecules) which have the not renewable energy sources, because they cannot be potential to react with each other and release energy. replaced. (Links with Planet Earth and Beyond) Examples of potential energy are the stored energy of a 10. Energy , poverty and development compressed spring or the stored energy of particles which Development and relief of poverty depends on energy could react in a fuel-and-air mixture, or in the food and supplies, particularly electrical energy, and the systems body of a living thing. to deliver the energy to where it is needed. 2. Kinetic energy 11. Electricity generation and supply Potential energy can be released as kinetic energy in the Large-scale electricity supply depends on generation motion of parts of the system, either in the motion of bulk systems which use a few energy sources such as parts of the system or in the motion of particles of the burning coal, nuclear reactions, burning gas and falling system. Examples of the release of kinetic energy are the water. Use of any of these sources has environmental motion of a released spring or the faster motion of the implications. For example, when coal is burned to particles of hot gases when a fuel-air mixture burns, or generate electricity, gases are produced that affect the the body movement of humans and animals.Kinetic atmosphere and local and global environments. (Links energy is transferred to parts within the system and with Planet Earth and Beyond) energy is also transferred to the system’s surroundings. When energy is transferred, it causes changes in the system and the system’s surroundings.

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Energy Transfers and Systems

Energy and Development in South Africa

Senior Phase 3. Systems to transfer energy 12. Energy-saving systems There is an unlimited number of systems which can be Other electricity-generation systems have smaller made to store or transfer energy. The possible systems environmental impact but may cost more in the short include electrical, mechanical (including spring and term. Better design of buildings and appliances, and better practices in using energy, can save costs to friction systems), chemical, gravitational, nuclear, solar, consumers and lessen the environmental impact of biomass, optical (light), acoustical (sound) and thermal exploiting energy sources. (heat) systems as well as human bodies and 13. Plants as renewable sources of energy ecosystems. Many people in South Africa use wood for heating and 4. Energy loss from systems cooking. Plants such as trees can be a renewable energy All physical systems that people use (for example, source if more trees are planted and the soil is managed appliances, vehicles and human bodies) waste some of the energy they receive, and the wasted energy goes to well. (Links with Planet Earth and Beyond) heat up the surroundings. When the energy has gone into heating the surroundings, we can no longer use that energy to do work for us. 5. Heat Transfer Hot objects transfer energy to colder objects, until the objects reach the same temperature. Hot objects transfer their energy, as heat, in three ways: by conduction, by convection and by radiation. These transfers may be useful or wasteful. Wasteful heat transfer can be controlled by reducing conduction, convection and radiation in a system. Similarly, useful heat transfer can be increased by improving conduction, convection and radiation in a system. 6. Energy in ecosystems All organisms in an ecosystem need energy from other parts of the ecosystem. Energy is transferred from part to part of an ecosystem and each part retains only a fraction of the energy it received. (Links with Life and Living) 7. Light transfer, reflection and absorption Light travels away from a light-giving body until it strikes an object. The object may then absorb the light, or refract it or reflect it. Light transfers energy to other objects. (Links with Life and Living) 8. Forces Objects can exert forces on each other, thereby forming a system which can store or transfer energy. They may do so by physical contact or by forces which act through a field. Field forces are the magnetic, electric and gravitational forces. All forces act in pairs, so that if body A exerts a force on body B, B exerts an equal and opposite force on A.

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Energy and Change The following pages show in detail the knowledge and concepts that teachers can teach in order for their learners to know what is described in the NCS Core Knowledge and Concepts paragraphs. Teachers must add 30% more content from their learners’ context. The 30% is intended to link the Core Knowledge and Concepts of the NCS to the lives of the learners.

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

1. Sources of energy

30%

• Sources – Wind – Sun – Fire (Fuels) – Animal Muscles – Falling water • Dangers of sources, e.g. fire, electrical wires • Systems e.g. boats, windmills, carts, cookers, turbines, etc • Forms of energy (movement energy, sound energy, light energy, heat energy, electrical energy, stored energy). 2. Energy transfer systems • System made of more than one part working together – Traditional systems (e.g. grindstones, catapults, mealie stamper) – two parts – Electric circuits (simple circuits and appliances) – several parts – Ecosystems (food pyramids and food web) – many parts • Energy is transferred from one part to the other, e.g. electric current, movement energy, chemical energy.

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

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30%

30%

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4. Electrical circuits

30%

• A circuit is a system • Conducting wire – pathway for electricity • Components – parts of a circuit, e.g. light bulbs, wires, switches, cells, resistors, solenoids, motors. • Energy transfer (movement of energy from one place to another) • Energy transformation (energy is changed from one form to another e.g. in a light bulb) • “Mains” electricity supply – from power station.

5. Energy brings about changes to substances

30%

• Physical changes are a result of an energy change – heating / cooling, expansion / contraction • A phase change is also an energy change – melting, evaporation, condensation, solidifying.

6. Sound energy

30%

• Sound is a vibration (it travels from a vibrating body to our ears) • Vibration travels through solids, liquids and gases • Change in the rate of vibration – causes a change in pitch of the sound • Faster vibration – higher pitch • Slower vibration – low pitch • We can hear high and low pitched sounds.

Energy and development in South Africa

7. Energy (Plants and Animals) • • • •

30%

Plants get energy from sunlight Animals and people get energy from plants Food chains Food availability.

8. Electricity and Safety

30%

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

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

Foundation Phase

Senior Phase

1. Observing the sky

1. The Earth and Solar System

2. Observing, recording and predicting the weather

2. Movement of the Earth and Moon

3. Observing and investigating soil and rocks

4. Sun as a source of energy

Intermediate Phase

6. Atmosphere, hydrosphere, lithosphere and biosphere

1. Earth’s rotation – day and night

5. Space Exploration and telescopes

7. Climatic regions

2. Phases of the Moon and cultural traditions

8. Composition of the atmosphere

3. Star patterns and cultural traditions 4. Measuring changes in the weather 5. Annual and seasonal changes in the weather 6. The water cycle 7. Continents, oceans and polar ice caps 8. Rocks, soils, water and air 9. Erosion and deposition, and landforms 10. Igneous, sedimentary and metamorphic rocks

3. Gravity

9. Role of the atmosphere in regulating Earth’s temperature 10. Effects of human activities on atmosphere 11. Layers of the Earth 12. Continental drift and geological events 13. Formation of the crust and landforms 14. SA’s fossil record 15. Formation of fossil fuels 16. Mining

11. Soils and their properties 12. Fossils 13. Water resources

m Refer to the following NCS pages with numbered paragraphs to find the corresponding details of the above topics

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Planet Earth and Beyond The paragraphs below have been extracted from the NCS policy documents. We have numbered each paragraph and supplied a heading for each paragraph. This makes the paragraphs easier to work with. The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN PLANET EARTH AND BEYOND Our Place in Space Unifying statement: Our planet is a small part of a vast solar system in an immense galaxy.

Atmosphere and Weather Unifying statement: The atmosphere is a system which interacts with the land, lakes and oceans and which transfers energy and water from place to place.

The Changing Earth Unifying statement: The Earth is composed of materials which are continually being changed by forces on and under the surface.

Foundation Phase 1. Observing the sky 2. Observing, recording and 3. Observing and investigating soil Many different objects can be predicting the weather and rocks observed in the sky. Examples are Weather changes from day to day in Soil and rocks vary in appearance birds, clouds, aeroplanes, the Sun, ways that can be recorded and and texture from place to place. By stars, the Moon, planets and sometimes predicted. There are investigation, learners can find out occasional unusual weather events that some soils erode more easily satellites. All these objects have like storms, floods or tornados than others do, while some soil properties, locations and which impact on people’s lives. types support plant life better than movements that can be investigated others. They could investigate what with a view to determining patterns, some of the factors involved might relationships and trends. be.

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Our Place in Space

Atmosphere and Weather

The Changing Earth

Intermediate Phase 1. Earth’s rotation – day and night Day and night may be explained by the rotation of the Earth on its own axis as it circles the Sun. 2. Phases of the Moon and cultural traditions The Moon’s apparent shape changes in a predictable way and these changes may be explained by its motion relative to the Earth and Sun. Many cultural traditions and special occasions are related to the shape or position of the Moon. 3. Star patterns and cultural traditions The stars’ apparent positions in relation to each other do not change, but the nightly position of the star pattern as a whole changes slowly over the course of a year. Many cultures recognise and name particular star patterns, and have used them for navigation or calendars.

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4. Measuring changes in the weather Weather may change from day to day. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. 5. Annual and seasonal changes in the weather Other changes take longer to occur. An example of this type of medium-term change is annual seasonal changes, which may be described in terms of changes in rainfall, average wind direction, length of day or night and average maximum and minimum temperatures. 6. The water cycle Water changes its form as it moves in a cycle between the hydrosphere, atmosphere and lithosphere in what is known as the ‘water cycle’. 7. Continents, oceans and polar ice caps Most of planet Earth is covered by water in the oceans. A small portion of the planet is covered by land that is separated into continents. At the poles there are ice caps. Only a small amount of the water is available for living things on land to use and only a small portion of the land is easily habitable by humans.

8. Rocks, soils, water and air Earth materials are solid rocks and soils, water, and the gases of the atmosphere. 9. Erosion, deposition and landforms Erosion of the land creates the landforms that we see and also results in the deposition of rock particles that may be lithified to form sedimentary rocks. Erosion and deposition can be very slow and gradual or it can occur in short catastrophic events like floods. 10. Igneous, sedimentary and metamorphic rocks Rocks may be classified into igneous, sedimentary and metamorphic types. This classification is based on the origins and history of the rocks. 11. Soils and their properties Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soil forms by natural processes, but it takes an extremely long time to form. Soils have properties of colour and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (Links with Life and Living) 12. Fossils Fossils are the remains of life forms that have been preserved in stone. Fossils are evidence that life, climates and environments in the past were very different from those of today. (Links with Life and Living) 13. Water resources The quality of water resources is determined by the quality of the catchment area. Proper care and management of catchment areas and water resources is essential, and factors affecting the quality of water resources and catchment areas may be investigated. (Links with Life and Living)

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Our Place in Space

Atmosphere and Weather

The Changing Earth

Senior Phase 1. The Earth and solar system 6. Atmosphere, hydrosphere, 11.Layers of the Earth The Earth is the third planet from lithosphere and biosphere The planet Earth has a layered the Sun in a system that includes The outer layers of the Earth are the structure, with a lithosphere, a hot, the Moon, the Sun, eight other convecting mantle and a dense, atmosphere, the hydrosphere and the lithosphere. We live in the planets and their moons, and metallic core. biosphere, which is where all these 12.Continental drift and geological smaller objects, such as asteroids layers interact to support life. and comets. events 7. Climatic regions The Sun, an average star, is the Lithospheric plates larger than some Climate varies in different parts of central and largest body in the solar continents constantly move at rates of centimetres per year, in response the globe. It tends to be cold in the system. polar regions and hot in the tropics. to movements in the mantle. Major 2. Movement of the Earth and Moon Different types of plants and geological events, such as Most objects in the solar system are animals are adapted to living in Earthquakes, volcanic eruptions and in regular and predictable motion. different climatic regions. (Links mountain building, result from these The motions of the Earth and Moon with Life and Living) plate motions. explain such phenomena as the day, the year, phases of the Moon, and 8. Composition of the atmosphere 13.Formation of the crust and eclipses. The atmosphere is a mixture of landforms 3. Gravity nitrogen and oxygen in fairly Landforms are the result of a Gravity is the force that keeps constant proportions, and small combination of constructive and planets in orbit around the Sun and quantities of other gases that destructive forces. include water vapour. The governs the rest of the motion in the Constructive forces include crustal deformation, volcanic eruption, and atmosphere has different properties solar system. Gravity alone holds us deposition of sediment, while at different elevations. to the Earth’s surface. destructive forces include weathering and erosion.

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Our Place in Space

Atmosphere and Weather

The Changing Earth

Senior Phase 4. Sun as a source of energy 9. Role of the atmosphere in 14. SA’s fossil record The Sun is the major source of regulating Earth’s temperature Many of the organisms in South energy for phenomena on the The atmosphere protects the Earth Africa’s fossil record cannot be Earth’s surface, such as growth of easily classified into groups of from harmful radiation and from most objects from outer space that plants, winds, ocean currents, and organisms alive today, and some are would otherwise strike the Earth’s the water cycle. found in places where present-day surface. The atmosphere is the most 5. Space exploration and conditions would not be suitable for important factor in keeping the telescopes them. This is evidence that life and Earth’s surface temperature from Space exploration programmes conditions on the surface of Earth falling too low or rising too high to involve international collaboration in have changed through time. (Links the use of Earth-based telescopes sustain life. with Life and Living) (such as SALT in South Africa) and 10. Effects of human activities on 15. Formation of Fossil fuels telescopes in orbit. Robotic atmosphere Fossil fuels such as coal, gas and oil spacecraft travel long distances to Human activities and natural events are the remains of plants and send back data about the planets can slightly change the composition animals that were buried and fossilised at high pressures. These and other bodies in our solar and temperature of the atmosphere. fuels are not renewable in our system, and research is being done Some effects of these small lifetimes. (Links with Energy and on ways to send people to changes may be changes in annual Change) investigate the planet Mars. weather patterns and long-term 16. Mining changes in rainfall and climate. Mining is a major industry in South Africa, with local examples in all the nine provinces. It is important in terms of the supply of coal for energy, essential raw materials for other industries, employment and earnings for the country. A great number of other industries depend on the mining industry. Legislation controls mining, with regard to safety and environmental effects.

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Planet Earth and Beyond The following pages show in detail the knowledge and concepts that teachers can teach in order for their learners to know what is described in the NCS Core Knowledge and Concepts paragraphs. Teachers must add 30% more content from their learners’ context. The 30% is intended to link the Core Knowledge and Concepts of the NCS to the lives of the learners.

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Core knowledge to be taught in Planet Earth and Beyond – Intermediate Phase Our place in space 1. Earth’s rotation – day and night • Day and night • Rotation of the Earth around own axis • Rotation of the Earth in relation to the Sun.

30%

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

30%

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

30%

Atmosphere and weather 4. Measuring changes in the weather • Describe by measuring quantities. Temperature, Wind, Rainfall – • Predicting changes from day to day.

30%

5. Annual and seasonal changes in the weather • Seasons caused by movement of the Earth around the Sun – – tilt of the Earth’s axis • Seasons – Opposite in different hemispheres. Seasons don’t change too much at equator • Weather – Long term and seasonal changes in weather – Temperatures min/max – Rainfall – Wind direction – Weather chart • Effects of different weather.

30%

6. The water cycle • Water cycles between the following layers of the Earth: – Atmosphere – the air around planet Earth – Lithosphere – the rocks and soil of planet Earth – Hydrosphere – the water and ice of planet Earth • Processes in the water cycle: Evaporation, Condensation, Precipitation.

30%

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

30%

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

30%

9. Erosion, deposition and landforms • Erosion as a result of weathering by Wind – – Water – Human/ animals • Deposition of rock particles • Floods • Rivers, vleis (estuaries), mountains, lakes, hills, valleys, waterfalls, etc.

30%

10. Igneous, sedimentary and metamorphic rocks • Classification of rocks Igneous – rocks from volcanoes – – Sedimentary – deposited in layers and pressed – Metamorphic – changed by pressure and heat • Origins and history of rocks.

30%

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

30%

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

30%

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

30%

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

Matter and Materials Foundation Phase 1. Sorting materials according to their different properties 2. Mixing different substances

Intermediate Phase 1. Boiling and melting points of different substances 2. Materials, their properties, and classifying them 3. Metals, ceramics, polymers and composite materials 4. Temporary and permanent changes to materials 5. Changes brought about by heating 6. Dissolving – factors that affect the speed of dissolving

Senior Phase 1. Different states of matter and their properties 2. Absorption and radiation by different surfaces 3. Magnetism and electrical charging 4. Conductors and resistors 5. Separating and purifying mixtures 6. Oxygen, carbon dioxide and hydrogen – properties reactions and commercial uses 7. Extraction of raw materials 8. Processing and producing raw materials – effect on the environment 9. Particle model of matter 10.Acids and bases, reaction of acids 11.Energy in chemical reactions 12.Atoms, elements and compounds 13.Reactions with Oxygen 14.Cellular Respiration

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m Refer to the following NCS pages with numbered paragraphs to find the corresponding details of the above topics

SECTION 2

Matter and Materials The paragraphs below have been extracted from the NCS policy documents. We have numbered each paragraph and supplied a heading for each paragraph. This makes the paragraphs easier to work with.The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN MATTER AND MATERIALS Properties and Uses of Materials Unifying statement: We can classify materials by their properties, in order to establish types and patterns. Properties determine the selection of materials for particular uses.

Structure, Reactions and Changes of Materials Unifying statement: We can modify materials in ways we choose, through our understanding of their sub-structure.

Foundation Phase 1. Sorting materials according to their different 2. Mixing different substances properties Substances can be mixed and sometimes changes can Materials have different properties such as texture, colour, be seen, such as the dissolving of a solid, or new colours when food colourings/paints are mixed. strength and heaviness, and can be classified by these properties. We make things with materials which have the properties we want.

Intermediate Phase 1. Boiling and melting points of different substances 4. Temporary and permanent changes to materials Pure substances have melting temperatures and boiling Some changes to materials are temporary but other temperatures which are characteristic for each substance, changes are permanent. and help us to identify the substance. 5. Changes brought about by heating 2. Materials, their properties and classifying them Substances change when they receive or lose energy Materials are evaluated and classified by their properties as heat. These changes include contraction and expansion, melting, evaporation, condensation and (such as hardness, flexibility, thermal conductivity or insulation, electrical conductivity or insulation whether solidification. (Links with Energy and Change) they can be magnetised, solubility and rusting). 6. Dissolving-factors that affect the speed of 3. Metals, ceramics, polymers and composite materials dissolving Major classes of materials are metals, ceramics (including The dissolving of a substance in a solvent depends on glasses) and polymers (including plastics and fibres). variables which affect the rate of dissolving. Composite materials combine the properties of two or more materials.

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Properties and Uses of Materials

Structure, Reactions and Changes of Materials

Senior Phase 1. Different states of matter and their properties Substances in different states (‘phases’) have distinct properties such as crystalline structures, or compressibility/incompressibility, or tendency to diffuse. 2. Absorption and radiation by different surfaces Dark-coloured surfaces get hotter than light-coloured surfaces when exposed to radiating sources of energy like the Sun. Darkcoloured objects radiate their energy as heat more readily than shiny light-coloured objects. (Links with Energy and Change) 3. Magnetism and electrical charging Some materials are magnetised by electric currents or magnets. Some materials can be electrically changed by rubbing them with a different material. (Links with Energy and Change) 4. Conductors and resistors Some conductors and circuit components reduce the current in an electric circuit to a significant extent and are called resistors. Resistors can be selected or designed to control currents. 5. Separating and purifying mixtures A pure substance cannot be separated into different substances while a mixture can be separated usually by physical means. Differences in properties can be used to separate mixtures of different substances (by methods such as filtration, distillation, evaporation, chromatography or magnetism). (Links with Matter and Materials) 6. Oxygen, carbon dioxide and hydrogen – properties reactions and commercial uses Specific gases may be separated from the air or produced in reactions, and have many uses in industry and other sectors of the economy. Oxygen, hydrogen and carbon dioxide have characteristic properties and reactions by which we can identify them. 7. Extraction of raw materials Extracting useful materials from raw materials depends on chemical reactions and methods of separation. 8. Processing and producing raw materials – effect on the environment Raw materials, from which processed materials are made, must be mined, grown or imported from other countries. Raw materials that are mined are non-renewable and mining has environmental costs. Growing raw materials involves choices about the use of arable land and water catchment areas

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9. Particle model of matter A particle model of matter can explain physical changes of substances such as melting, evaporation, condensation, solidification, diffusion and heating by conduction. 10.Acids and bases, reaction of acids Many household substances are acidic or basic. Indicators are substances that react with acids and soluble bases to produce products that have distinctive colours. Acids and bases neutralise one another to form salts. Acids have characteristic reactions with metals, metal oxides, hydroxides and carbonates. 11.Energy in chemical reactions Many chemical reactions need some energy to get started; many chemical reactions give off energy as they happen. 12.Atoms, elements and compounds Elements are made of just one kind of atom, whereas compounds are made of two or more kinds of atoms in fixed proportions. Elements may react to form compounds, and compounds may be decomposed into their elements. Energy input is needed to break a compound into its elements, whereas energy is given out when elements react to form a compound. 13.Reactions with Oxygen Oxygen has characteristic reactions with metals and non-metals, forming oxides. Some of these oxides dissolve in water to form acidic or alkaline solutions. Some metals react more readily with oxygen than other metals. Corrosion of iron is an economically important reaction which can be prevented through an understanding of the reactions between iron, water and oxygen. 14.Cellular Respiration The reaction of oxygen with food releases energy in the cells of living things. (Links with Life and Living)

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Matter and Materials The following pages show in detail the knowledge and concepts that teachers can teach in order for their learners to know what is described in the NCS Core Knowledge and Concepts paragraphs. Teachers must add 30% more content from their learners’ context. The 30% is intended to link the Core Knowledge and Concepts of the NCS to the lives of the learners.

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Core knowledge to be taught in Matter and Materials – Intermediate Phase Properties and uses of materials 1. Boiling and Melting Points 30% • Find boiling points of: water, Coca-Cola, orange juice etc. Record temperature and draw graphs • Boiling and melting points of pure substances, e.g. Water, iron, sulphur, salt, diamond etc • Boiling and melting points are properties of a substance. 2. Properties of materials • Classification of Materials • Testing different materials • Describing properties – Hard or Flexible – Insulator or Conductor – Thermal/Electrical – Soluble or insoluble – It rusts or is rust-proof.

30%

3. Classes of Materials • Name describe and classify materials • Raw materials (clay, stone, sand, plant and animal material, oil, etc) • Classes of materials (ceramics and glass); Polymers (plastics and fibres).

30%

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Structures, reactions and changes of materials 4. Permanent and temporary changes 30% • Permanent – burning, decomposition, firing, chemical reactions • Temporary – change phase, melting, dissolving, bending, etc, e.g. chocolate, jelly, wax, dissolving salt, sugar etc.

5. Changes brought about by heating and cooling • Expansion e.g. heating bottle top to unscrew it, water expands as it freezes etc • Contraction e.g. cake cooling and contracting in baking tin • Phase changes – Melting – Evaporation – Solidification – Condensation. 6. Dissolving • Soluble and insoluble (mixture, solution, solvent, solute) • Variables that affect rate of dissolving (size of particles, temperature of water, amount of solute and solvent, stirring and shaking) • Crystallization.

30%

30%

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

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The Learning Programme (phase plan) Organisation Ideally all the teachers in a phase should sit together to develop the phase plan.

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

Important checkpoints The phase plan must show:

Outcomes K All three Natural Sciences Learning Outcomes are being worked on throughout each year and through the phase. K The outcomes and Assessment Standards selected are matched with suitable content so that the outcomes can be achieved.

Core knowledge and concepts K Teachers make a suitable selection of content, from the statements in the NCS, for each grade. K The selection of content forms a logical sequence that builds the knowledge and concepts from grade 4 through to grade 6.

Integration K The phase plan can be integrated with other strands in the Natural Sciences, and with other Learning Areas.

Duration K The phase plan should encompass enough work for a whole phase. (You have to give equal time to each strand. This means you have to have a term’s worth of work for each strand in each year over three years).

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48

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The Work Schedule (grade plan) Organisation Ideally groups of teachers from the same grade should sit together to develop the grade plan from the phase plan.

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

Important checkpoints The grade plan must show:

Outcomes K All three Natural Sciences Learning Outcomes are being worked on throughout the term. The Learning Outcomes and Assessment Standards to be worked on must be shown. K The outcomes and Assessment Standards selected are matched with suitable content so that the outcomes can be achieved.

Core knowledge and concepts K The work to be done must follow a logical teaching sequence week by week. The duration must be specified. K The topics to be taught must form a logical sequence that builds the knowledge and concepts through the grade. K The resources to be used are specified.

Integration K The integration with other strands and Learning Areas is specified.

Assessment K The times when the assessment tasks will be done are identified. K The form of the assessment tasks is specified.

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Example format Grade Work Schedule (one for each term) Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grade . . . .Term . . . . .

AS

AS

Form of assessment

Resources

Integration

Science, society and the Environment

Constructing science knowledge

Scientific investigations

Week Sequence of topics LO1 LO2 LO3 or date to be taught

Para No. on NCS

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

AS

m See an example of a Work Schedule for Natural Sciences from page 104 51

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

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

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yes, but your teaching has to provide learners with enough input from the assessment standards before you expect output from the learners.

We plan lessons, assessment tasks and criteria at the same time K Use the Assessment Standards and Core Knowledge and Concepts to plan your lessons. The lessons must provide a teaching process that ensures that learners acquire the necessary knowledge and skills. K When we assess learners we require them to show evidence of what they know and what skills they have acquired.

K Learners learn in different ways. It is therefore important to provide learners with different ways or approaches to learning. We also need to provide different ways in which they can communicate their learning. (See “Multiple intelligences” and “The Big 8” page 65)

Lesson plans, assessment tasks and assessment criteria Organisation Ideally teachers should work together to develop and share their lesson plans, assessment tasks and criteria.

Purpose of the lesson plans, assessment tasks and criteria K To think through how and what you will teach and assess, in advance. K To write down your plans so that you can improve on them for next time. K To have plans that can be shared with others and passed on to those who will teach after you. K To provide plans that link the same Learning Outcomes and concepts from the lesson plans, through to the assessment tasks and finally through to the assessment criteria.

Lesson plan Important checkpoints K Learning Area and Grade are specified. K Suitable topic taken from the grade plan. K Suitable duration of lesson(s). K Science knowledge and concepts to be taught are unpacked into a mind map or list. K There is a full description of the learning experience including introduction, science knowledge, learning tasks and consolidation. K Suitable lesson support for learners with barriers, and also enrichment. K A place to write a reflection after teaching the lesson as well as notes for the future. K The lesson should challenge the learners. K The lesson should be of a suitable level, depth and quality for learners in this grade. K The teacher should use suitable LOs, ASs and concepts from the NCS to plan the lesson so that the required skills and knowledge are taught.

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Example format

Lesson plan Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . Duration . . . . . . . . . . . . . . . . . . . . . Learning Area/s . . . . . . . . . . . . . . . . . .Focus strand . . . . . . . . . . . . . . . . . . . . Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO(s): . . . . . . . Assessment Standard . . . . . . . . . . . .

Integration

Key skills in assessment standard/s

Science knowledge to be taught

Concepts to be built m Physical structures m Biological structures m Chemical structures m Properties of matter m Properties materials m Energy transfer m Energy transformation m Chemical transformation m Physical transformation m Evolution m Sustainability m Relative position m Relative movement m Measurable quantities m Time m Interdependence m Diversity

Description of learning experience (Introduction, knowledge input, learning tasks, consolidation) .................................................................... .................................................................... .................................................................... .................................................................... m See examples of lesson plans for Grades 4, 5 and 6 from page 106 54

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

Process Skills m m m m m m m m m m m

Resources

Observing Comparing Measuring Recording information Sorting Classifying Predicting Raising questions Planning investigations Conducting investigations Communicating information

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

Teacher’s reflection after the lesson (What to change and improve in the future) .................................................................... .................................................................... .................................................................... 55

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Assessment Tasks Important checkpoints K The assessment task should be in line with the chosen Learning Outcomes (LOs) and Assessment Standards (ASs). K The form of assessment and mode of communication should be identified. K The core knowledge and concepts of the assessment task must relate to that of the learning experience. K The instructions of the task should be clear and should include an instruction to aim for excellence. K There should be differentiated tasks for learners with barriers (if necessary). K The task should challenge the learners sufficiently. It should also be of an appropriate level and depth for the learners in this grade.

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Example format

Assessment Task Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . Learning Area/s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Focus Strand . . . . . . . . . . . . . . . . . . . LO/s: . . . . . . . . . . . AS/s . . . . . . . . . . . Topic/Title of task

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

Instructions

TO EARN 80% OR MORE

Learners with barriers

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Assessment Criteria Important checkpoints The assessment criteria should: K Be in line with the skills, Learning Outcomes and Assessment Standards of the assessment task. K Be contexualised in line with the content of the assessment task. K Be appropriate to the form of assessment and the mode of communication (form of assessment is presentation of the task and the mode of communication is eg speaking, drawing etc.). K Provide differentiated criteria for learners with barriers to learning. K Challenge the learners and be appropriate to the level, grade and context of the learners.

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Example format

Assessment tool Assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class . . . . . . . . . . . . . Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO . . . . . . . . . . . AS/s . . . . . . . . .

Yes/No (tick if done,

Assessment task cross if not done)

Assessment criteria

To earn 80% or more

Criteria for learners with barriers

Reporting Code 1/2/3/4

Comments

Codes and percentages for recording (Grade R – 6) Rating Code 4 70–100 3 50–69 2 35–49 1 1–34

Percentages Description of competence Outstanding or excellent achievement Satisfactory achievement Partial achievement Not achieved

Forms of assessment

Modes of communication for assessment task

Assessor / Evaluator

m m m m m m m m

m m m m

Project Assignment Translation tasks Tests and exams Etc

Acting out Speaking Drawing Models Doing science practical work Working for the environment Doing calculations Writing

m m m m m m

Educator Self Peer Another Educator Outside expert Class panel

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

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A developmental assessment process The following pages take you through a developmental assessment process in which you will develop criteria for your assessment tasks and their different modes of communication. You will also take into account the language and developmental level of your learners. You will also see how to keep records of your assessment.

A developmental assessment process 7. Transfer the code onto the learners’ Report Cards.

7

1. Use the Outcomes and Assessment Standards to develop teaching and Assessment Tasks.

1

2 6

2. Develop criteria to assess the task. These criteria should be contextualised to the task.

6. Analyse the results and decide on further intervention if necessary. Provide another opportunity for assessment if necessary.

3 3. Use the criteria to assess the learners’ work and to give them feedback.

5 5. Record the codes onto a class list under the outcomes assessed.

4 4. Also use the criteria and national codes to translate the learners’ performance into a code.

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Multiple Intelligences Howard Gardner, a Harvard University psychologist, identified seven different kinds of learning styles. It is useful to be aware of these kinds of intelligences because we often wonder why some learners learn mathematics more easily than others, why some can draw well and some can speak or act easily. Knowing about these multiple intelligences can help teachers to think of different ways in which learners can communicate what they know and can do.

The seven intelligences proposed by Gardner K Linguistic intelligence (being able to use language well) K Logical-mathematical intelligence (being able to think logically) K Visual-spatial intelligence (being able to think in images and pictures K Bodily-kinesthetic intelligence (learning through physical sensations) K Musical intelligence K “Intra-personal’ intelligence (to understand one’s thoughts and feelings and to use this in directing your own life) K Naturalistic intelligence (to think about animals, clouds, rocks, stars and other natural phenomena)

m When we notice learners who are stronger in one or more of the intelligences we should try to help them to develop and become strong at other intelligences as well. 64

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The Big 8 Useful forms or modes of communication for assessment In order for us to assess learners’ progress, they will have to communicate what they know and can do. There are a number of different forms of communication that they can use to do this. Here are eight common forms or modes of communication, which are useful in science. They reflect the different ways of learning (from Gardner’s Multiple Intelligences) and also different ways of communicating.

Acting out Showing with your body by miming or gesturing or dramatising, etc

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

Drawing Charts, graphs, diagram, maps, plans, etc

Models Making or constructing things from different materials

Doing science practical work Using a thermometer correctly, measuring, carrying out a procedure, making crystals, filtering dirty water, using a microscope, etc

Working in the environment Looking after plants and animals, cleaning up the school grounds, making compost, growing a food garden, going on field trips and outings in the environment, etc

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

Calculations Calculating area, volume, average temperature over a week, how much electricity is used over a month, how much water the family uses per day, etc

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Assessment Tasks Outcomes-based education (OBE) requires us to assess learners as part of our everyday classroom practice. So when we plan learning experiences for our learners, we have to plan our assessment tasks at the same time. An Assessment Task brings together two things Firstly, the task must allow learners to provide evidence that they have gained a certain attitude or knowledge or skill in line with the learning outcomes developed in the lesson. Secondly, learners will have to communicate this in a certain form or mode, for example by speaking or by writing.

How to develop an Assessment Task The example below shows how to develop an assessment task about sequencing the life cycle of a butterfly.

Grade 6 LO2 Assessment Standard (AS) 3: Interprets information by using alternative forms of the same information

Content eg correct knowledge of stages and processes in the life cycle of a butterfly

Bring these together to develop an assessment task

Mode of communication eg draw and label

Assessment task K Draw a picture of the life cycle of a butterfly. K Show the correct sequence of stages and processes. K Label your picture. For successful completion of the task above, the learners must meet these assessment criteria: K There must be a heading about the life cycle K Each stage must be clearly and correctly drawn and labelled, i.e. egg, larva, pupa and adult K The processes must be labelled using key words such as: hatch, lay eggs, spin a cocoon, emerge from the cocoon, feed, grow bigger, change, etc K The drawing must be in the form of a cycle K The stages must be in the correct sequence. Some criteria refer to the content part and some to the communication skill part.

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Assessing a product or a process Assessing a product Some tasks result in the learners producing something such as a paragraph of writing, or a model or a drawing. These are called the products of the Assessment Task. We can take these products and assess them.

that’s right, nandi. your eye must be level with the surface to get an accurate reading.

Assessing a process However some tasks do not result in a product but rather in processes. For example, using a thermometer to measure the temperature is a process. Carrying out a procedure is also a process. You will have to assess this by watching what the learner is doing whilst he or she is measuring or carrying out the procedure, and assess whether s/he is doing it correctly and with confidence. This is the moment where you give the learners immediate feedback so that they can correct their mistakes and feel encouraged. Then they can try again if necessary.

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Developing criteria for Assessment Tasks In the following section we have provided examples of assessment tasks and criteria. These tasks are examples of the everyday tasks that are assessed, and will build up the learner’s competence in small ways until they reach the level of the Assessment Standards for each outcome. The modes of communication which follow can be used to assess any of the LOs.

hmm. how do i write criteria for this assessment task?

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Acting out Drama, role play, dialogue, play, mime, gestures, acting out, whole body movements, etc Descriptions that apply to acting out K Relevant to the topic – show correct understanding of the science knowledge and concepts K Talks clearly (in the language of choice) K Spontaneous K Makes sense K Creative / innovative K Uses dialect of the community K Uses appropriate body language, movements and expressions K Costumes K Stage scenery K Original / own effort Etc

not this year – let’s concentrate on movement and costume.

should we let learners make the stage scenery?

Examples of contextualised criteria developed from descriptors above

LO2 Assessment Task Describe how the nine planets move around the Sun and act out how they move in their own orbits. You must dress to show the Sun and planets clearly

Criteria Learners must move in the following way

3 Rotate and revolve at the same time around the Sun 3 Each ‘planet’ or child stays in his/her own orbit

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

3 Children hold name cards or wear costumes to represent their planet. 69

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Speaking Telling, singing, oral reports, discussions, explanations, describing a process, dialogues, role play, speeches, debates, etc Descriptors that apply to speaking K Relevant to the topic – show correct understanding of the science knowledge and concepts K Speaks audibly K Speaks freely / openly / spontaneously (in the language of choice) K Makes sense

shall we use a bilingual approach?

K Speaks logically K Uses keywords (in English) K Uses eye contact K Uses dialect of the community K Uses body language / expressions K Presentation K Creativity/initiative Etc

.

Examples of contextualised criteria developed from descriptors above LO1 Assessment Task Investigate the best way to make dirty water clean again. Explain the steps you used to make the water clean again.

Criteria

3 Speak clearly, audibly and must make sense

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

3 Use relevant key words such as: dirty, clean, filter, solute, solvent 3 Use eye contact and relevant gestures. 70

yes, i’ve got flashcards in isixhosa and english to help learners

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Drawing Charts, graphs, diagrams, maps, plans, directions, posters, illustrations, etc Descriptors that apply to drawing K Relevant to the topic – show correct understanding of the science knowledge and concepts K Heading K Represents the object K Clear lines K Relevant labels K Appropriate measurements (e.g. maths, technology, geography, etc) K Scale / proportion K Creativity / initiative K Own effort

some of my learners already know the words for the labels.

K Presentation

i write them on the board anyway.

K Colour (if possible) K Key K Graph (suitable scale, heading, axes labelled, points correctly plotted) Etc

Examples of contextualised criteria developed from descriptors above

LO2 Assessment task Read about the layers which make up the inside of the Earth. Draw and label a diagram to describe the inside of the Earth. Show the thickness and the positions of the layers. Name the layers.

Criteria

3 Write a suitable heading for the diagram

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

3 Colour the different layers

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

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Models Making or constructing things from different materials, etc Descriptors that apply to models K Relevant to the topic – show correct understanding of the science knowledge and concepts K Represents the object K Scale/proportion K Labels (in English) K Colour K Key

i am going to let the learners tell me about the model in their own language...

. . . and ask them to use english to label the parts.

K Explanations (paragraph) K According to specifications (e.g. size, materials, etc) K Cost effective K Creativity/initiative K Environmentally friendly K User friendly K Own effort K Presentation Etc

Examples of contextualised criteria developed from descriptors above

LO2 Assessment Task Describe the Earth by making a model of the Earth showing the continents, the oceans and the air. Colour the water and the land in different colours and label them. Label any other features that you think are important.

Criteria Learners must be able to describe the Earth in terms of a labelled model. The model must have the following features

3 The Earth must be a sphere

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

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

3 The land and water must be coloured differently

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

3 The model must show that the learner has made an individual effort. 72

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Doing science practical work Using a thermometer, measuring, carrying out a procedure, making crystals, filtering dirty water, using a microscope Descriptors that apply to science practical work K Relevant to the topic – show correct understanding of the science knowledge and concepts K Can follow instructions K Can carry out a method or procedure K Can design or devise a method or procedure K Is actively involved in doing the practical work, e.g. measuring, manipulating equipment, etc. K Can use objects, materials and apparatus appropriately K Can manipulate the apparatus appropriately K Can work in a careful, patient, logical way

i will help the learners to name the apparatus in english.

K Can make the appropriate observations K Follow the correct safety measures K Can keep to the allotted time Etc

good! but first we must let them discuss and think about the experiment in their own language. Examples of contextualised criteria developed from descriptors above

LO1 Assessment Task Investigate the best way to grow crystals from a saturated solution of alum

Criteria Learner must: 3 Devise his/her own method to grow the crystals 3 Set up and carry out the procedure, for example 1. Make a saturated solution 2. Grow alum crystals by evaporating some of the solution 3. Tie the alum crystal onto a thread and suspend it in the solution to grow bigger 4. Patiently see the process through to its successful conclusion. 73

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Working in the environment Looking after plants and animals, cleaning up the school grounds, making compost, growing food gardens, going on field trips and outings in the environment, etc Descriptors that apply to working in the environment K Relevant to the topic – show correct understanding of the science knowledge and concepts K Shows empathy for plants and animals K Shows interest in growing plants and caring for them K Cares for animals or keeps pets, etc K Takes initiative in caring for living plants and animals in the environment eg feeds birds, rescues animals, etc K Enjoys being part of the natural environment K Shows concern about threats to plants and animals and environment

i found some good books for identifying birds...

K Notices and records natural phenomena K Is keen to participate in solving social issues to improve the local environment, as well as the provincial, national and international environments K Is keen to raise awareness about plants, animals, and the environment

can i use them next week?

K Is keen to co-opt other people into caring for plants and animals and the environment Examples of contextualised criteria developed from descriptors above

LO1 Assessment Task Think of many ways to attract birds to your school garden. Write these ideas on a mind map. Show at least two ideas on the mind map that you could investigate further to see which would attract the most birds. Write down how you would do these investigations to find out which is the best way to attract birds. You can write your plans of action in point form.

Criteria Learners must: 3 Produce a mind map of feasible ideas for attracting birds to the school garden 3 Show the two ideas on the mind map that would be possible to investigate further in the school time. (eg provide different types of food in a bird feeder or put bird feeders in different places) 3 Write a method in point form showing the sequence of steps in each investigation.

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Writing Sentences, paragraphs, poetry, letters, summaries, reports, speeches, dialogue, debate, explanations, conclusions, comparisons, etc Descriptors that apply to writing K Relevant to the topic – show correct understanding of the science knowledge and concepts K Heading K Sentences K Sentences must make sense/relevant to the topic/content K Use of keywords K Logical sequence K Spelling K Punctuation K Grammar K Creativity/initiative

i have learners at all language levels in my class.

me too! but some of my kids can already write good english sentences.

K Own effort K Presentation Etc

Examples of contextualised criteria developed from descriptors above

LO3 Assessment Task Write a paragraph on energy and the future. Name the sources of energy we use at present. Explain why we have to find other sources of energy in the future. Give some examples of other energy sources and how they work.

Criteria

Learners must: 3 Write a list of the energy sources we use at present 3 Write a suitable heading about energy and the future 3 Write a topic sentence explaining why we need other sources of energy 3 Write full sentences that make sense with correct punctuation 3 Use key words correctly in the explanation, for example, coal, oil, fossil fuels, nonrenewable, renewable, alternative energy sources, wind, waves, solar energy.

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Doing calculations Calculating area, volume, average temperature over a week, average rain over a week, calculating how much electricity is used over a month, calculating how much water the family used over a month. Descriptors that apply to calculations K Relevant to the topic – show correct understanding of the science knowledge and concepts K Use appropriate formula K Use an appropriate mathematical method K Use appropriate units K Do accurate calculating K Show the steps in the calculation K Complete the calculation K Achieve the correct answer

now before we start... i want to check that everyone knows the formula and the units!

Etc

Examples of contextualised criteria developed from descriptors above

LO2 Assessment Task Use the information in the diagram of the cross section of the Earth to calculate the distance around the equator of the Earth.

Criteria Learners must: 3Use the measurements recorded on the diagram and the formula (2πr) for calculating the circumference 3Calculate the circumference accurately showing logical steps in the method 3Achieve the correct answer and express it in km.

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Forms of assessment Different forms of assessment are recommended for each of the different Learning Areas. The following forms of assessment are recommended for the Natural Sciences.

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A language-rich classroom

volcano

Inside the Earth

what happens in a volcano?

lava volcano

erupts crust

lava mantle

hot

core

when a volcano erupts, lava comes out.

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lava comes out.

erupts.

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

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84

70 - 100

50 - 69

35 - 49

1-34

4

3

2

1

Learner names

Date

Learning Outcome

Percentages

Rating Code

Not achieved

Partial achievement

Satisfactory achievement

Outstanding/ excellent achievement

Description of competence

Continuous Assessment

Grade:

National Codes

TASK ASSESSMENT

TEACHER

Educator ..........................................

COMMENTS

Reporting

Action/

Learning Area .................................Class ...........Year .............Term .............

Class Recording Sheet

Example

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Learners Parents

Teachers

Support Services

Reportcode

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Example Report Card Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School badge

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

Grade / class:

Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SECTION 7 Examples Example Learning Programme (grades 4 – 7) for one term on focus strand: Life and Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Energy and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Matter and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Example Work Schedule for grade 5 on focus strand Planet Earth and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Example Lesson Plans, Assessment Tasks and criteria for focus strand Planet Earth and Beyond Grade 4 lesson and support material on “Star patterns and cultural traditions” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Grade 5 lesson and support material on “What will the weather be like for the next week?” . . . . . . . . . . . . . . . . . . . . . 116 Grade 6 lesson and support material on “Rocks and land forms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

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

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Example Lesson Plan, Assessment Task and criteria – Grade 4 Lesson Plan Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Focus strand Planet Earth and Beyond

Learning Area/s Natural Sciences Grade 4

Duration 3 periods

Topic: Star patterns and cultural traditions LO(s) 3 Assessment Standard(s) 1

Integration

Key skills in assessment standard/s:

Life and Living

AS1 Learners:

HSS (History) Languages

Describe how some indigenous stories about the stars were used to remember the stars/ patters of stars in the sky. Describe how different star patterns were used to remind people of when to dig and when to plant, and when young lovers should come home. Science knowledge to be taught

We see the Moon, stars, aeroplanes etc in the sky. The Sun is a star, a ball of fire in the sky and the nearest star to us. All stars are like our Sun, but very far away. They are always there. We can’t see them in the day because the Sun is too bright. The stars in the sky stay in the same pattern all the time, but move slowly across the sky (in the same pattern) as the seasons change. We give names to certain groups of stars that we can easily recognise. (We call them constellations). They have different cultural names such as the Thutlwa (giraffes), Isilimela, the “digging stars”. They also have Western names e.g. .the Southern Cross, the Pleiades, Orion. Stars are used for navigation and bird migration, telling the future (astrology). The Southern Cross is used to tell us where South is.

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Concepts to be built 3 Physical structures

k Biological structures k Chemical structures k Properties of matter k Properties materials k Energy transfer k Energy transformation k Chemical transformation k Physical transformation k Evolution k Sustainability

3 Relative position

k Relative movement k Measurable quantities k Time k Interdependence k Diversity

SECTION 7

Example continued

Description of learning experience (Introduction, knowledge input, learning tasks, consolidation) Before the lesson (preferably over a weekend)

Learners look at the night sky and draw what they see. Bring drawings to class next day for discussion. Introduction

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

Teacher explains that the Sun is a star, a huge ball of fire. Some stars are brighter than others and very far away. Teacher explains about star patterns – constellations. Ask learners if the stars they saw formed a pattern of any kind. Ask learners if they know any stories about the stars. Learners tell any stories they know. Teacher shows learners the sky map from the astronomy card (See astronomy card called “Stories from the stars”) and explains how the stars have been connected or joined up into patterns. Learners read the names of some of the stars e.g. Betelgeuse, Aldebaran (near Orion) the Pointers (Alpha and Beta) and Alpha in the Southern Cross, the Pleiades and Formalhout. Learning task

AS 2 Learners work in pairs. Learners look for the Southern Cross and Orion and the Pleiades on the star map, Canopus and Formalhout. Teacher reads and tells the stories about the Orion and Pleiades constellations of Isilimela and the hunter and the zebras. (See astronomy card called ‘Stories from the stars’) Teacher tells the story about the Southern Cross and Pointers (Thutlwa – Giraffes above the tree tops.) Teacher tells the stories of Formalout, the ‘Kissing star’, the stars that ‘shimmer and shine’, and the ‘horn star’ Canopus. Teacher asks the following questions and learners discuss them in groups followed by a class discussion. Learners act out the stories. Why did people make up stories about the stars? What do they tell us? What kind of stories would people make up about the stars today? Why? Teacher asks learners to ask people at home about any stories or any information they have about the stars. Consolidation

Learners report back what they have learnt about the stars from home. Class discussion about stories from home. Teacher and learners together write a summary, which includes the following: Some facts about stars; some names of constellations; how people used the constellations and star patterns. 107

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Example continued Process Skills

Resources

k Observing k Comparing k Measuring

Astronomy cards Star maps

3 Recording information k Sorting k Classifying k Predicting k Raising questions k Planning investigations k Conducting investigations k Communicating information

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

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

Enrichment Learners draw and write about what they have learnt about stars Teacher’s reflection after the lesson (What to change and improve in the future)

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

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Assessment task Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Name of learner

Learning Area/s Natural Sciences

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

Grade and class

4

Focus strand Planet Earth and Beyond Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO/s 3

AS/s 1

Topic/Title of task: Stories about the stars Instructions AS 1 (individual work) Different cultures have different stories about the stars 1. Use the sky map to find the stars listed below. Draw a ring around each star or group of stars when you find it on the star map. The ‘giraffe’ stars (Southern Cross) The ‘horn’ star (Canopus) The ‘kiss me’ star (Formalhout) The ‘planting stars’ (Isilimela or the Pleiades) The star that ‘shimmers’ and the star that ‘shines’ (Canopus) The ‘daughters of the sky god’ (the Pleiades). The ‘lion watching the zebras’ (Betelgeuse) The ‘husband’ of the sky gods daughters (Aldebaran) 2. Here is a pattern of stars in the sky. Join the stars up to make an interesting looking constellation Tell your story about your constellation.

Learners with barriers

The Southern Cross and surrounding stars

Learners work in pairs to find the stars on the star maps. To earn 80% or more

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

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Assessment tool Name of learner

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

Learning Area/s Natural Sciences Assessor

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

Grade 4

Focus strand Planet Earth and Beyond LO/s 3 AS/s 1

Date

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

Assessment task

Y/N (tick if done,

Stories about the stars

cross if not done)

Assessment criteria

AS 1: The learners must be able to: I Correctly identify the stars on the star map I Join up the dots in the star pattern to make an interesting shape from which they

can develop an imaginative story I Tell their story clearly and creatively. To earn 80% or more

AS 1: Learners must be able to: I Make good drawings to tell their story I Write sentences to tell their story I The story must make sense but can be imaginative. Learners with barriers

Learners must be able to: I Correctly identify the stars in the star map with help I Act out any story about the stars. Reporting Code 1/2/3/4 Comments

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Example Lesson Plan, Assessment Task and criteria – Grade 5 Lesson Plan Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Area/s Natural Sciences

Focus strand Planet Earth and Beyond Grade 5

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

Topic: What will the weather be like next week? LO(s) 1 Assessment Standard(s) 1, 2, 3

Integration

Key skills in assessment standard/s:

Energy and Change

AS 1

HSS (Geography)

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

Languages Mathematics

AS 2 Carry out weather readings and draw graphs AS 3 Report on what they have learnt from the weather readings Science knowledge to be taught

Concepts to be built k Physical structures Weather is the local conditions in the atmosphere which we experience k Biological structures every day. k Chemical structures Weather reports on TV and in synoptic charts tell us what weather to expect. k Properties of matter They are merely predictions. k Properties materials We can keep a record of the weather by measuring temperature, wind speed, k Energy transfer

and the amount of rainfall.

3 Energy transformation

Units for measuring:

k Chemical transformation

Temperature = ºC Wind speed = km per hour using the Beaufort scale Rainfall = mm Symbols on synoptic chart

3 Physical transformation

k Evolution k Sustainability k Relative position k Relative movement

3 Measurable quantities

k Time k Interdependence k Diversity

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Example continued

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

Introduction Class discussion and questions about the weather. We usually take notice of the weather every day. Why do we? How does rainy, windy and hot or cold weather affect us? Why do we sometimes say the weather is bad? Discuss the TV weather report. Are the weather reports always correct? Why not? AS 1: Make a list on the board with learners of everything they know about weather. Learners in groups think up some questions about the weather. Record the questions on the board and decide which are testable and which are researchable. Lead them to the question “How do we record changes in the weather?” “What will the weather be like for the next week?”

Teacher knowledge input Learners read weather (synoptic) charts from the newspaper. Teacher explains what the symbols mean and how to read synoptic charts. Learners read the temperature in their own city for the day and read the wind speed off the chart. Teacher shows learners how to use thermometers and the Beaufort scale. Helps learners set up a coffee jar in the garden to catch rainwater. Shows them how to measure the depth in mm with a ruler.

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

Day and date

Rain

Sunny or cloudy Symbol

Wind speed

Temperature

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Example continued

Consolidation AS3 Teacher helps groups to compare readings and discuss how accurate they were. Teacher assists learners who had difficulties when taking readings. Process Skills

Resources

3 Observing 3 Comparing 3 Measuring 3 Recording information k Sorting k Classifying 3 Predicting 3 Raising questions 3 Planning investigations 3 Conducting investigations 3 Communicating information

Synoptic charts, thermometers, jam jars and rulers, Beaufort scale chart, science notebooks for recording

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

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

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

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

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Assessment task Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Area/s Natural Sciences

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

5

Focus strand Planet Earth and Beyond Date

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

LO/s 1

AS/s

1, 2, 3

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

Instructions AS 1 (individual work) 1. Write down two questions you would like to ask about the weather. Questions 1: ..................................................................................... ..................................................................................... Question 2: ..................................................................................... ..................................................................................... AS 2 (Group work) 2. Observe the weather every day for a week. Measure the temperature of the air every day at the same time. Measure the rainfall. Place an empty coffee bottle outside to catch the rain. Measure how deep the water is every day in mm (millimetres). Empty the bottle out again after you have measured the amount of water for that day. Then leave it outside again to catch any rain in the next 24 hours until you measure it again. Use the wind chart (Beaufort scale) to observe and decide on the wind speed. Make a chart like the one below and record the weather every day.

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Example continued Day

Rain

Sunny or cloudy

Symbol

Wind speed

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Learners with barriers Teacher helps learners to use the instruments correctly for the first few times, to measure the weather. Teacher helps them to record their readings correctly on the table. AS 3 (Individual work)

To earn 80% or more Draw 3 bar graphs to show: The changes in the temperature readings over the whole week: x-axis (horizontal) = days of the week; y-axis (vertical) = temperature The changes to the wind speed over the whole week: x-axis (horizontal) = days of the week; y-axis (vertical) = wind speed The changes to the rainfall over the whole week: x-axis (horizontal) = days of the week; y-axis (vertical) = amount of rain If there was no wind and no rainfall then you will not be able to draw the graphs. Or Cut out the synoptic charts from the newspaper every day in the same week when you are taking weather measurements. Then make a table like the one above and record the temperature, wind speed and rainfall from the synoptic chart onto your table. Compare it with the actual readings you took for the same week. Are they the same? Can you explain why or why not?

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Temperature

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Assessment tool Name of learner

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

Learning Area/s Natural Sciences Assessor

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

Grade 5

Focus strand Planet Earth and Beyond LO/s

3

AS/s

1

Date

Assessment task

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

Y/N (tick if done, cross if not done)

What will the weather be like for the next week? Assessment criteria AS 1 The learners must be able to: I Write two appropriate questions about the weather. Each question must be in the proper form of a question and must make sense. AS 2 Take and record readings every day on the chart Use a thermometer correctly and record the temperature in ºC Set up a bottle to collect rainwater and correctly measure the amount collected in mm Use the Beaufort wind scale correctly to decide on the wind strength. Record it correctly in Km/h.

I I I I

To earn 80% or more

AS 3 Learners must be able to: I Draw the bar graphs correctly. The following must be present – The axes must be correctly labelled – There must be a suitable heading – The scale must be correct – The points must be correctly plotted – The graphs must be neat. Or The learners must: I Show the synoptic charts cut from the newspaper every day in the same week that they took measurements I Correctly read the temperature, wind speed and rainfall from the synoptic chart and record it onto their table I Give good reasons why their readings may not be the same as those in the synoptic charts (because the synoptic charts are predicted weather whilst their own readings are actual).

Learners with barriers Learners must be able to take weather recordings with the help of the teacher. Reporting Code 1/2/3/4

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Example continued

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

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My own weather chart Day

Rain

Sunny or cloudy Symbol

Wind speed Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

KEY

cloudy

Sunny

Rain

Partly cloudy

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Beaufort Scale of Wind Speed Beaufort number

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Official description

Speed of wind km/h

What you will see

0

Calm

Less than 1 km/h

Leaves and trees are not moving; smoke rises straight up.

1

Light air

1km/h

Smoke follows the direction of the wind.

2

Light breeze

2km/h

You can feel the wind on your face; you can see leaves moving a little bit.

3

Gentle breeze

10km/h

Leaves and small twigs are moving all the time; washing will flap in the wind.

4

Moderate

20km/h breeze

The wind blows dust and small papers; small branches are moving.

5

Fresh breeze

30km/h

Small leafy trees begin to sway; the wind makes waves on water.

6

Strong breeze

40km/h

Large branches are moving; the wind whistles through the telephone wires; it becomes difficult to use an umbrella.

SECTION 7

7

Near gale

60km/h

Whole trees move and sway; it is not easy to walk against the wind.

8

Gale

80km/h

Twigs break off the trees and fly away in the wind; it becomes very difficult to walk against the wind.

9

Strong gale

90km/h

The wind begins to damage houses (e.g. tiles blow off roofs)

10

Storm

100km/h

A strong wind like this does not happen very often on land. Trees fall over and a lot of damage is done to houses.

11

Violent storm

200km/h

This very seldom occurs. This wind causes damage to trees, plants, buildings, ships, etc

12

Hurricane

More than 200km/h

This is a very bad and dangerous storm.

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Example Lesson Plan, Assessment Task and criteria – Grade 6 Lesson Plan Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Area/s Natural Sciences

Focus strand Planet Earth and Beyond Grade 6

Duration: 4–6 periods

Topic: Rocks and land forms LO(s) 2 Assessment Standard(s) 1, 2, 3

Integration

Key skills in assessment standard/s

SS (Geography)

Learners must: AS 1 Name igneous, sedimentary and metamorphic rocks Describe landforms and how different rocks are made AS 2 Categorise the different rock types using more than one variable AS 3 Interpret information from readings and from the drawing of the rock cycle

Languages

Science knowledge to be taught

Concepts to be built

Inside structure of the Earth: (Inner core, outer core, mantle, crust) Igneous rock e.g. pumice, granite (most common rock in continents) formed from magma which pushes up into the crust or erupts through volcanoes and hardens to form rock. Sedimentary rocks e.g. sandstone, limestone and coal. Sedimentary rock formed by weathering (wind, water, heat & cold, wave action) and deposition of sediments in successive layers (in the river, next to river after floods, in the sea). Sediments settle in layers or strata on the surface of the Earth or under the sea.

3 Physical structures

k Biological structures k Chemical structures

3 Properties of matter

3 Properties materials

k Energy transfer k Energy transformation k Chemical transformation

3 Physical transformation

k Evolution

Metamorphic rocks. e.g. slate and marble and gemstones. These are formed k Sustainability by further bending, squeezing and heating of igneous and sedimentary rocks k Relative position deep inside the Earth’s crust.

k Relative movement

Landforms: mountains, river, flood plain, lake, river delta, volcano, seashore, k Measurable quantities estuary, strata under the sea. k Time k Interdependence k Diversity

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: Example continued

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

Introduction Ask each learner to bring a few rocks and stones to school. Some will also bring concrete and bricks. Help learners to sort them into man made and natural “rocks”. Discard the bricks and concrete. Learning task 1: Get learners to talk and write. They must describe the colour & appearance, and texture of the natural rocks, and then write it. Help them with any new vocabulary. Ask learners to think up some questions about their rocks. (How? What? Why? Where?)

Knowledge input Teacher asks: How is concrete made? (Mix water, cement and sand. A chemical reaction occurs and it hardens into concrete) How is brick made? (Mix clay, coal dust and straw and then bake until hard). But how are natural rocks made? Teacher explains about the layers inside the Earth using a diagram. Teacher explains that the mantle is made of hot molten rock, which heats up the lower layers of the crust. (see support material) Teacher explains how igneous rock is formed. Teacher shows learners some pumice stone and some granite. Learner task 2: Learners read support material about volcanoes and igneous rock and write answers to the following questions: What does the name “igneous” mean? What is magma? How are igneous rocks made?

Knowledge input Teacher asks “What happens to rocks after they are made? “How did rock get into the small pieces like the ones you brought?” Teacher explains about weathering and deposition. Teacher demonstrates how particles are deposited in layers to make sedimentary rock: I Mix sand and red lentils in a bottle of water. Shake it up and allow to settle in layers. I Make layers of sliced white and brown bread to show strata. Squash them down to show how the strata become squashed and eventually formed rock. Teacher shows example of sandstone and coal. Learner task 3: Learners read about sedimentary rocks. Write answers to the following question. “Why do sedimentary rocks have layers (strata)?”

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Example continued

Knowledge input Teacher explains how metamorphic rocks are formed. Teacher bends and squeezes the pile of bread strata to show how the forces and heat in the Earth’s crust change sedimentary rock into metamorphic rock. Shows examples of slate and marble, and pictures of gemstones. Learner task 4: Learners write answers to the following question. “What happens to sedimentary rock as it turns into metamorphic rock?”

Consolidation Teacher explains the rock cycle using a diagram (see support materials). Teacher makes sure the learners know the following landforms: mountains, river, flood plain, lake, river delta, volcano, seashore, estuary, strata under the sea. Process Skills

Resources

k Observing k Comparing k Measuring

Textbooks with articles about rocks and how they are made.

3 Recording information k Sorting 3 Classifying k Predicting k Raising questions k Planning investigations k Conducting investigations k Communicating information

Rock samples: slate, pumice, sandstone, granite, marble Pictures of gemstones Rock cycle pictures

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

Enrichment Learners will research about gemstones in a library. Visit to the Mineral World, museum, quarry, a mine, a road cutting where you can see strata.

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

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Assessment task Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Area/s Natural Sciences

Name of learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade and class 6 Focus strand Planet Earth and Beyond Date

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

LO/s 2

AS/s

1, 2, 3

Topic/Title of task: Igneous, sedimentary and metamorphic rocks Instructions 1.

Look at the examples/pictures of different rocks. Sort them into igneous, sedimentary and metamorphic rocks. Then complete the table below. Questions

Igneous Rocks

Sedimentary Rocks

Metamorphic Rocks

Draw and label examples

Write: What do they look like?

Write: How are they made?

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

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Example continued 3. Look at the picture of the rock cycle. Write the labels in the correct places. Labels: River Lake River delta River estuary Magma (molten rocks) Volcano making igneous rock Mountains made of rock Rain causing weathering Sediment washing down in the river to the sea Sediment deposited on the flood plain Land Seashore Land under the sea Sediments deposited under the sea in layers to make sedimentary rock. Some sediments are melting and bending to make metamorphic rock

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

Learners with barriers: 1. 2. 3. 4.

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

Questions

Igneous Rocks

Sedimentary Rocks

Metamorphic Rocks

Draw and label examples

Pumice and granite

Sandstone and coal

Marble, slate and gemstones

What do they look like?

They have small crystals They have layers (strata). They are very hard, in them. Sandstone is rough and coal smooth, shiny or glassy. Pumice is grey and feels is black. light. Granite is black and grey mottled.

How are they made?

Made from molten rock that is pushed up into the crust or through volcanoes onto the surface of the Earth.

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By weathering of the rocks. The pieces and particles are washed into rivers and into the sea and deposited in layers. Layers are squashed over time.

By bending and heating igneous and sedimentary rocks deep in the Earth’s crust

SECTION 7

Assessment tool Name of learner

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

Learning Area/s Natural Sciences Assessor

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

Grade 6

Focus strand Planet Earth and Beyond LO/s

2

AS/s 1, 2, 3

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

Assessment task

Y/N (tick if

Naming, describing and sorting rocks. Interpreting a diagram of the rock cycle Writing about the rock cycle

done, cross if not done)

Assessment criteria AS 1 and 2 The learners must be able to: I Correctly describe information in a table about each kind of rock. I Correctly describe at least two distinguishing features of each rock type. I Correctly describe in a table how each rock type is made (igneous from molten rock, sedimentary from weathering and deposition, metamorphic rocks form from heat and bending and squeezing of rocks in the Earth’s crust.) I Write three appropriate questions that they still have about rocks. AS 3 I Learners write the given labels on the diagram of the rock cycle.

Learners with barriers AS 1 and 2 I Learners draw examples of igneous, sedimentary and metamorphic rocks. Teacher helps learners to write correct headings and labels to describe rocks correctly. (Colour, textures, etc.) I Learners sort the given information from the table into the correct column in the table.

To earn 80% or more

I Learners write and draw a correct description of the rock cycle. I The writing follows a logical sequence. I Learners use the key words correctly when describing the processes in the rock cycle. Reporting Code 1/2/3/4

Comments

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1. Molten rock rises.

2. Pools of magma form in the crust. Some stays there and cools down to form igneous rock.

3. Some magma escapes to the surface through a volcano.

4. Magma forms igneous rock

Magma

Mantle

Crust under the sea

Sea

Land being pushed up to form mountains

Sediment

Flood plain

10. Later more rock can be pushed further below the crust where it melts and becomes magma again.

Melting rocks

Crust under the continent

Continent

5. Rocks and mountains undergo weathering from heat, cold, wind and water.

Description of the processes of rock formation

The rock cycle

layers of sediment and water above. 9. As the ocean crust moves and bends it pushes against the continent crust. Because the ocean crust is weaker it gets pushed under the continent. During this pushing the

layers are called strata. 8. Sediments eventually form layers of sedimentary rock due to pressure from the

plains and the sea. 7. Sediments sink to the bottom of the sea in layers near the edge of the continent. The

6. Rivers transport particles of weathered rock (sediments) to flood

SECTION 7

Melting rocks

Crust under the continent

Continent

The rock cycle

Magma

Sea

Mantle

Sediment Crust under the sea

Flood plain

Land being pushed up to form mountains

SECTION 7

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SECTION 7

Support material Layers inside the Earth The inner core is made of metals. It is solid and very hot. The outer core is made of hot melted (molten) metals. The mantle is very hot. It is made of melted (molten) rock called magma. The magma of the mantle is moving all the time. The crust is made of cooled rocks but the crust moves and bends all the time. The crust can also crack in places where it is weak. We can feel it moving and cracking when there is an earthquake.

The internal structure of the Earth

Crust Mantle

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

Igneous rocks Magma cools down Igneous rocks are made from magma (melted rock). Magma is very hot and it comes from underneath the outer crust of the Earth. It pushes up inside the crust and slowly cools to form rocks such as granite. We often use granite to make gravestones and buildings because it looks good and is very hard. Granite is a grey and black spotted rock with small crystals in it. Another igneous rock is Basalt. It is a smooth hard black rock. Igneous means ‘made by heat and fire’.

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Granite

Outer core Inner core

SECTION 7

Igneous rocks (cont.) Lava erupts out of volcanoes Sometimes the magma pushes all the way up to the surface (erupts) and explodes out of the crust through a volcano (a weak spot on the crust causing an opening in the crust). When the burning hot magma comes out of the crust it is called lava. It mixes with the air and gets air bubbles trapped inside it. When it cools it forms a rock called pumice stone. We sometimes use pumice stone to rub our feet when we soak our feet. Pumice is rough like sandpaper. It makes our feet smooth.

We use pumice stone to make our feet

Sedimentary rocks Rocks broken down by weathering Sedimentary rocks are formed from other rocks that have been broken into pieces by the weather (rain, wind, snow, heat and cold). The small pieces of broken rock are called sediments. They wash down into the river when it rains. When the river floods the sediments are carried by the water over the banks of the river and deposited next to the river in the flood plain. More sediments are deposited on top of the first sediment every time the river floods. A lot of sediment also washes into the sea where it forms layers.

Sandstone

Layers or strata

Sediments make layers called strata Eventually the top layers of sediments begin to squash down on the lower layers. They squeeze together to form rock again. Rock made in this way is called sedimentary rock. Sedimentary rock always has layers like a sandwich. The layers are called strata. Sandstone is a sedimentary rock.

Sedimentary rock

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SECTION 7

Sedimentary rocks (cont.) Rocks from plants and animals Some sedimentary rocks are made from layers of dead animals that fall to the bottom of the sea. Over a long time there will be many layers of dead animals and seashells. They form a sedimentary rock called limestone. Coal is also a sedimentary rock. It was made from dead trees and plants that died and were buried under sediments a long time ago. They have been squeezed into hard black rock. Sedimentary means, “Made from layers of sediment”

Metamorphic rocks Metamorphic rocks are made from igneous and sedimentary rocks that have been pressed or heated so much that they melt and change. Then they cool down again. The pressing and heating can happen under the sea or under the continents where it is hot. When the Earth heats limestone it changes to a rock called marble. Marble is a very beautiful, hard, white stone. We use it for making statues and beautiful floor tiles. Marble

Slate Sedimentary rock called shale can be changed into a hard black metamorphic rock called slate. Some old school chalkboards were made of slate. We also use slate for floor tiles. Metamorphic means, “changed”. Slate

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Coal