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THE PROGRAMME TO IMPROVE LEARNING OUTCOMES
The StablesHollard Campus22 Oxford RoadParktown2193
Tel: +27 11 351 2430/2457
Email: [email protected]
Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.
ISBN: 978-1-928319-81-8
NATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA
educationDepartment:EducationPROVINCE OF KWAZULU-NATAL
GRADE
CAPS Planner and Tracker
ENDORSED BY
TEACHER TOOLKIT
2018 TERM 4
NATURAL SCIENCES
Gr 8 Science Tracker Term 4 2018 cover KZN p100.indd 1 5/17/2018 4:29:57 PM
Teacher Toolkit: CAPS Planner and TrackerNatural Sciences
GRADE 8
2018 TERM 4
Published in 2015, and revised in 2016, 2017 and 2018, by Jika iMfundo.Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.
The Programme to Improve Learning Outcomes (PILO)The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193Tel: +27 11 351 2430/2457Email: [email protected]
© The National Education Collaboration Trust (NECT)A partnership involving business, civil society, government and labour that strives to improve education outcomes.
The National Education Collaboration TrustGround Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163Tel: +27 12 752 6200Email: [email protected]: www.nect.org.za
No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation.
ISBN: 978-1-928319-81-8
Materials development by the PILO team along with representatives from the districts and province.
Publishing management by The Word Horse, www.wordhorse.co.zaDesign and typesetting by COMPRESS.dsl, www.compressdsl.com
A. About the Tracker and Resources ___________________________________ 2
1. Your quick guide to using this planner and tracker ____________________ 2
2. Purpose of the tracker ____________________________________________ 4
3. Links to the CAPS ________________________________________________ 4
4. Links to approved LTSMs __________________________________________ 4
5. Managing time allocated in the tracker ______________________________ 4
6. Links to assessment ______________________________________________ 5
7. Resource list ____________________________________________________ 5
8. Columns in the tracker ____________________________________________ 5
9. Weekly reflection ________________________________________________ 5
B. Planning for the Term ______________________________________________ 6
1. Check the term focus ____________________________________________ 6
2. Prepare resources ________________________________________________ 6
3. Plan for assessment ______________________________________________ 6
C. Daily Lesson Planning and Preparation ______________________________ 7
D. Trackers for Each Set of Approved LTSMs __________________________ 10
1. Pelican Natural Sciences (Global MBD Africa Publishing) _____________ 12
2. Platinum Natural Sciences (Maskew Miller Longman) _________________ 19
3. Solutions for All Natural Sciences (Macmillan) _______________________ 26
4. Spot On Natural Sciences (Heinemann) ____________________________ 33
5. Step by Step Natural Sciences (Lingua Franca) ______________________ 40
6. Successful Natural Sciences (Oxford University Press) ________________ 47
7. Top Class Natural Sciences (Shuter & Shooter) ______________________ 54
8. Via Afrika Natural Sciences (Via Afrika) _____________________________ 61
9. Sasol Inzalo Natural Sciences (Siyavula) ____________________________ 68
E. Additional Information and Ideas for Extension _____________________ 75
F. Assessment Resources ____________________________________________ 77
1. Sample item analysis sheet _______________________________________ 77
2. Natural Sciences Grade 8: End-of-year examination __________________ 79
3. Natural Sciences Grade 8: End-of-year examination memorandum ____ 84
4. Cognitive level demand analysis for end-of-year examination _________ 87
5. Additional worksheets for learners _________________________________ 88
CONTENTS
2 Grade 8 Natural Sciences
A. ABOUT THE TRACKER AND RESOURCES
1. Your quick guide to using this planner and tracker
What is Jika iMfundo and where do I fit in?
But who will help me?
What you do matters! What you do every day as a teacher can change the life-chances of every child that you teach. Jika iMfundo is a campaign that supports teachers by providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind.
Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems.
I have looked at the planner and tracker. It goes too fast!
How do I use the planner and tracker?
The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching team without feeling blamed. The pace of coverage will be determined by the pace of learning. That is why coverage must be tracked by the teacher and the SMT.
See the "Quick 5-step Guide to Using theCAPS Planners and Trackers" on the opposite page.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 3
The CAPS planners and trackers also provide guidelines for assessment with samples, and may also have enrichment and remedial suggestions. Read the introduction pages carefully for a full explanation.
QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS
1. Find the textbook that YOU are using.
2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the DBE workbook.
3. Keep a record of the date when you were able to complete the topic. It may be different from the date you planned, and for different classes. Write this date in the column on the right for your records.
4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space.
5. Be ready to have a professional and supportive curriculum coverage conversation with your HoD (or subject or phase head).
If this is a campaign, who is part of it?
All teacher unions in KwaZulu-Natal support Jika iMfundo because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum coverage. You, as a teacher, and your colleagues on the staff and the SMT of the school are invited to join Jika iMfundo. Because what you do matters.
If you see mistakes in the planners and trackers, please send details of these to [email protected].
If you would like to be kept informed about developments in Jika iMfundo, send the following information to [email protected]:
• your cell phone number • the grade/s you teach• the subject/s you teach.
We will add you to a WhatsApp group that will operate in your circuit.
Look for Jika iMfundo on Facebook.
4 Grade 8 Natural Sciences
2. Purpose of the tracker
The Grade 8 Natural Sciences Curriculum and Assessment Planner and Tracker is a tool to support you in your role as a professional teacher. Its main purpose is to help you keep pace with the time requirements and the content coverage of the CAPS by providing the details of what should be taught each day of the term; and of when formal assessments should be done.
The tracker provides a programme of work that should be covered each day of the term and a space for reflection of work done for each of the LTSMs on the National Catalogue. By following the programme in the tracker for the Learner’s Book you are using, you will cover the curriculum in the allocated time, and complete the formal assessment programme. By noting the date when each session is completed, you can assess whether or not you are on track. If you are not, strategise with your head of department (HOD) and colleagues to determine the best way in which to make up time to ensure that all the content prescribed for the term is completed. In addition, the tracker encourages you to reflect on what parts of your lessons were effective, and what parts of your lessons can be strengthened. These reflections can be shared with colleagues. In this way, the tracker encourages continuous improvement in practice.
This tracker should be kept and filed at the end of the term.
3. Links to the CAPS
The Grade 8 Natural Sciences tracker is based on the requirements prescribed by the Department of Basic Education’s Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences in the Senior Phase. The CAPS prescribes three hours per week for Natural Sciences. The work set out in the tracker for each day is linked directly to the topics and subtopics given in the CAPS, with the specified amount of time allocated to each topic. It gives the page number in the CAPS document of the topics and subtopics being addressed in each session. This enables you to refer to the CAPS document directly should you wish to do so.
4. Links to approved LTSMs
There is a tracker for each set of Learner’s Books and Teacher’s Guides of the approved books on the national catalogue, and also one for the Sasol Inzalo Natural Sciences (in partnership with Siyavula) books for this grade and term. The Sasol Inzalo Natural
Sciences (in partnership with Siyavula) books are also cross-referenced in each of the other eight trackers so that teachers may easily find additional resources in them .
The tracker aligns the CAPS requirements with the content set out in the approved Learner’s Books and Teacher’s Guides. You must refer to the tracker for the book that is used by learners at your school. If you have copies of other Learner’s Books, you can also refer to these trackers to give you ideas for teaching the same content in a different way. However you must ensure that you cover the content systematically. For each set of LTSM in the tracker, links are given to the relevant pages in both the Learner’s Book and Teacher’s Guide to make it easier for teachers to access the correct resources.
In addition, further suggestions for extension, enrichment, and/or homework exercises have been made. We recommend that you always have an extra activity available for those learners who complete their work earlier than others.
Each tracker is based on the latest print editions of the approved LTSMs. Take note that page numbers may differ slightly from other print runs of the same Learner’s Book. If the page numbers in your edition are not exactly the same as those given in the tracker, you should use the activity/exercise numbers given in the tracker to guide you to the correct pages. These should only differ by a page or two from those given in the tracker.
5. Managing time allocated in the tracker
The CAPS prescribes three hours of Natural Sciences per week in Grade 8. The tracker provides a suggested plan for 54 half-hour sessions, organised into six sessions per week. Depending on your school’s timetable, you may use two of these sessions in one double period. You might also need to adjust the work prescribed for a session to meet the demands of your timetable. However, the content that needs to be covered in a week, should always be covered in a week.
The breakdown of work to be done each week corresponds to the ‘annual teaching plan and programme of assessment’ drawn up by the Department of Education; however the tracker gives a more detailed outline of what should be taught each day.
If some learners complete their work well ahead of schedule, consider providing them with enrichment activities. We have provided some examples of enrichment activities in this tracker. If some learners do not complete their written work in time, they can complete the enrichment activity for homework. If for any reason you miss a lesson, or
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 5
find that you need to spend more time than planned on some aspect of the work, find a way to get back on track so that the curriculum for the term is covered as required.
This tracker has been designed for a term that is nine weeks long. The programme in the tracker completes the formal teaching programme in six weeks. This leaves Week 7 for you to complete any work you have not managed to cover in the first six weeks, review assignments and tests, and do remediation work with your learners. The work to be done during this week will vary from class to class so we have left Week 7 blank for you to complete on your own. Weeks 8 and 9 are for the examinations.
Note: If you use this tracker in a fourth term of a different length, or if the end-of-year examinations start before the end of Week 6, you will need to adjust the programme accordingly. It is important to check this at the start of the term.
6. Links to assessment
The tracker indicates where in the series of lessons the CAPS formal assessment activities/tasks/practical activities should be done. This varies slightly from Learner’s Book to Learner’s Book, but is always in line with the CAPS specifications. It is important to note that the DBE makes changes to the CAPS assessment requirements from time to time; when such changes are made, you should adjust the assessment programme provided here to accord with them.
We suggest that you discuss testing times with your colleagues, who are teaching other subjects. In this way you can avoid having the learners write several tests on the same day in a single week.
7. Resource list
The tracker suggests resources that you could use for certain lessons. In addition, suggestions for alternative equipment and resources have been made. Learners need to interact with learning material as much as possible, therefore every attempt has been made to allow for such interaction.
8. Columns in the tracker
The following columns can be found in the tracker for each set of LTSMs:
1. Session number 2. CAPS concepts, practical activities and assessment tasks
3. CAPS page numbers 4. Learner’s Book page numbers 5. Learner's Book activity numbers 6. Teacher’s Guide page numbers 7. Sasol Inzalo Learner's Book page numbers8. Sasol Inzalo Teacher's Guide page numbers9. Date completed – this needs to be filled in each day and there are columns for
each of the classes you teach.
9. Weekly reflection
The tracker provides a space to record reflections on a weekly basis. This weekly reflection provides you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and colleagues. It should be shared both informally and at regular departmental meetings. Together with your HOD and colleagues, think of ways of improving your lessons and in turn your learners’ work. If for some reason not all the work for the week has been covered, strategise with your HOD and colleagues as to how best to catch up so that the curriculum is covered.
You are encouraged to reflect on your lessons daily – thinking about what went well, or did not go so well in each, and how better to help your learners grasp the content being taught. Briefly jot down your reflection by following the prompts in the tracker. When reflecting, you could think about things such as:
• Was my preparation for the lesson adequate? For example: Did I have all the necessary resources? Had I thought through the content so that I understood it fully and could teach it effectively?
• Did the purpose of the lesson succeed? For example: Did the learners reach a good understanding of the key concepts for the day? Could the learners use the language expected from them? Could the learners write what was expected from them?
• Did the learners cope with the work set for the day? For example: Did they finish the classwork? Was their classwork done to an adequate standard? Did I assign any homework?
• What can I do to support learners who did not manage the work, or to extend those who completed the work easily?
• What might I change next time I teach this same content? Will I try a different approach?
6 Grade 8 Natural Sciences
B. PLANNING FOR THE TERM
Before considering weekly and daily plans which are set out in the tracker, think about the term as a whole.
1. Check the term focus
You should note the focus for the term. The CAPS document provides clear details regarding the focus for Grade 8, as set out below:Term 1 – Life and living (Life Sciences or Biology)Term 2 – Matter and materials (Basic Chemistry)Term 3 – Energy and change (Basic Physical Phenomena)Term 4 – Planet Earth and beyond (Physical Geography or Earth Science with minor Life Science inclusions).
2. Prepare resources
This stage in your preparation is vital. Details of some possible Natural Sciences resources are listed below and specific details regarding resources for each lesson are given in the tracker:
• old cloth remnants some of which can be used to wipe up spills• Prestik or play dough• pamphlets from observatories and planetaria• newspaper and magazine articles and pictures• pictures from cards and calendars• scraps of cardboard and paper• sticky tape• dowel sticks• paint• paintbrushes• measuring tape• string• drawing pins• coloured paper, white paper, black paper• lamps and globes• short pencils• charts and models of the solar system and the planets.
Much of the practical work can be conducted with the materials listed above.
3. Plan for formal assessment tasks
In the fourth term, the minimum formal assessments required by the CAPs are a practical task or investigation and an examination (Examination 2) on work from Terms 3 and 4. In addition, if your learners have not yet done the project for including in the Term 4 marks, they must do it this term.
All the Learner’s Books and or Teacher’s Guides provide examples of CAP-compliant formal assessment tasks for this term. In some of the LTSMs, there are two examples of a practical task or investigation. In such cases, you can use one for informal assessment and the other for formal assessment purposes. In addition, an exemplar examination is provided in Section F of this tracker. Where the LTSMs used at your school have the examination in the Learner’s Book you clearly cannot use it as learners will have been able to prepare for it in advance. Instead, you should set your own examination, use one in one of the other Teacher’s Guides, or the examination in Section F. The exemplar in the Learner’s Book can be used for revision or examination practice.
Table 1 below gives an overview of the practical tasks or investigations, projects and examinations in each of the LTSMs and the weeks when they are scheduled in the tracker to help you plan for these well in advance.
TABLE 1: ASSESSMENT TASKS IN EACH APPROVED SET OF LTSMs
Name of book
Practical task/investigation/project
Examination* = cannot be used for formal assessment
Pelican Natural Sciences
Week 2: Construct a model of the solar systemLB pp. 218–220; TG pp. 40–42
Week 8: Examination * LB pp. 265–268; TG p. 167. See assessment resources or set your own examination.
Platinum Natural Sciences
Week 2: Interpret a table of facts about the solar systemLB pp. 202–203; TG p. 97
Week 8: Examination TG pp. 132–137 orsee assessment resources or set your own examination.
Solutions for All Natural Sciences
Week 2: Compare and write about conditions on other planetsLB pp. 207–208; TG p. 32
Week 8: Examination TG pp. 194–200 or see assessment resources or set your own examination.
Spot On Natural Sciences
Week 1 and 2: Interpret a table of facts about the solar systemLB p. 152; TG p. 227
Week 8: Examination TG pp. 254–260 or see assessment resources or set your own examination.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 7
Name of book
Practical task/investigation/project
Examination* = cannot be used for formal assessment
Step by Step Natural Sciences
Week 4: Construct a model of the solar systemLB pp. 137–138; TG p. 132
Week 8: Examination * LB p. 158; TG p. 137.See assessment resources or set your own examination.
Successful Natural Sciences
Week 2: Construct a model of the solar systemLB pp. 167–169; TG pp. 119–120
Week 8: Examination * LB p. 195; TG p. 140.See assessment resources or set your own examination.
Top Class Natural Sciences
Week 2: Construct a model of the solar systemLB pp. 144–145; TG p. 80
Week 8: Examination * LB p. 167; TG pp. 123–124. See assessment resources or set your own examination.
Via Afrika Natural Sciences
Week 1: Construct a model of the solar systemLB p. 148; TG pp. 107– 108
Week 8: Examination * LB p 124; TG pp. 204–205. See assessment resources or set your own examination.
Sasol Inzalo Natural Sciences
Week 2: Construct a model of the solar systemLB pp. 153–156; TG pp. 181–182
Week 8: Examination. See assessment resources or set your own examination.
Please note that the marks for the project completed in any of the terms must be included in the marks for Term 4.
Consult the CAPS for further information.
C. DAILY LESSON PLANNING AND PREPARATION
The tracker provides details of the content (in half-hour sessions) that you need to teach to your class. However, to deliver the lessons successfully, you must do the necessary preparation yourself. This entails a number of key steps that range from ensuring that you have a good understanding of the term focus, through to checking the detailed preparation of resources needed for each lesson. Natural Sciences require a range of resources – from printed material to typical science apparatus, such as test tubes or household items including food items.
1. Check your own knowledge of the content
However well you know your work, it is easy to make small mistakes when in a classroom with learners asking questions. Always read through the content to be covered to ensure that you are familiar with the work. If possible, also do additional reading from other sources. Refer to Section E Additional Information and Ideas for Extension of this document where additional information about many of the topics for the term and some common errors – not always made explicit in the Learner’s Books or Teacher’s Guides – are addressed.
2. Prepare the conceptual framework for the lesson topic
When preparing the content to be taught think carefully about how the concepts are organised in a conceptual framework; how to help learners develop this framework for themselves; what possible questions learners might ask; or difficulties they might have and how to address these.
One way of preparing the content is to summarise it using a tool like a mind map, an example of which appears below.
FIGURE 1: MIND MAP OF THE SOLAR SYSTEM
The Sun
is
and is the centre of the solar system
with
orbiting objects
such as
planets, moons, asteroids, comets, satellites, dust, ice
A Star
Figure 1 above represents a simple summary of the solar system.
8 Grade 8 Natural Sciences
Do not give the learners your mind map; rather let them make their own summaries in words and/or pictures. In this case, learners could be encouraged to illustrate the mind map with planets, moons and so on, like the sun and star illustrated above. In this way, the learners will interact with concepts, helping them to assimilate ideas by working on them. This type of activity promotes deep learning.
It is also a good idea to leave a question unanswered for a short time and let the lesson activities suggest a possible answer. If the question is still unanswered, then you should provide the necessary help. Doing this will provide good opportunities for you to correct any wrong ideas or misconceptions.
3. Baseline assessment and remediation of misconceptions
Baseline assessment should take place at the beginning of each new topic. This enables you to establish what learners already know and to pick up any possible misconceptions. Some of the most common misconceptions have been addressed in relation to the relevant CAPS content in Section E Additional Information and Ideas for Extension of this document. Baseline assessment can take many forms – such as a quick question and answer session, or a paper and pencil activity. Once a gap in understanding or a misconception has been identified, address these misconceptions before moving on to teaching the new work for the term. In this context the word remediation refers to overcoming the learners’ wrong ideas.
4. Learner activities
Think about the tasks that learners need to complete in each lesson because it is important that they do something constructive. On rare occasions they may copy something from the chalkboard or another medium, but this activity should not be the sole focus of the lesson. Some examples of activities they can do in each lesson include, answering questions by writing the answers (the CAPS encourages writing); completing translation activities by converting a drawing to a description, or a table to a graph. You set the stage for the learner activities by giving explanations about different concepts, asking questions, setting problem-solving activities, or giving clear instructions about what learners need to do.
In Section E Additional Information and Ideas for Extension of this document you will find ideas for activities linked to several of the CAPS topics beyond those given in many of the LTSMs. Refer to this resource when preparing your lessons. Where there is an
asterisk (*) in the tracker for the book your learners are using, it indicates insufficient content or an inadequate amount of work for them to do. In some cases, a more appropriate practical activity than the one in the Learner’s Book is included for your use.
Ensure that you have enough chalk or markers. Where instructions in the Learner’s Book that you are using is not clear, use the chalkboard (or whatever media you use in your classroom) to draw or write instruction about what the learners need to do in order to complete the prescribed activity. Chalkboards are also useful for writing down and explaining new vocabulary.
Always allow time in your lessons to review learners’ work and to give formative feedback on any assessment that has been done. Ensure that during peer or self-assessment you have a list of possible answers.
5. Informal assessment
In addition to specifying the number and nature of the formal assessment tasks, the CAPS suggests that there should be on-going informal assessment each term. Learners can do a variety of informal assessment tasks, both in class and for homework, and many of the Learner’s Book activities are useful for this purpose. Informal assessment tasks do not have to be marked by the teacher. You can allow learners to mark their own or each other’s work. You should consider collecting about five or six pieces of work from time to time to help you assess progress informally and also to keep learners attentive. Also change your review techniques from time to time.
While learners do not always need marks for their work, they do need feedback. You need to know which concepts they understood and which ones they did not. This will also enable you to correct and support their learning. Record any marks that are awarded or key comments for your own interest.
6. Learners with special needs
People are not all the same. Learners will attend the Natural Science classes with different needs, styles of learning and also with a variety of alternative ideas about scientific phenomena. It is challenging for a teacher to accommodate all these differences, but it is important that you consider these differences during your preparation.
For different learning styles, the teacher can use a variety of teaching methods. These include whole class teaching, peer interaction, small-group learning, writing activities,
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 9
drawing and mind-mapping activities, presentations, debates and role play. Wherever possible, encourage reading, writing and speaking skills.
There is a large amount of additional information to help you in the Teacher’s Guides. The Learner’s Books also provide useful suggestions. In addition, the DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:
• Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.
• Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.
7. Enrichment
In certain tasks, learners will work at different speeds. For those learners who complete their work earlier than others refer to enrichment or extension activities in the Teacher’s Guide, those suggested in Section E Additional Information and Ideas for Extension of this document, or those provided in Section F Printable Resources of this document. Some enrichment activities provided in this document go beyond the requirements specified in the CAPS. Use these resources at your own discretion.
8. Homework
Examine the tracker and decide what sorts of tasks are appropriate for homework each week. Allow a few minutes at the end of the each lesson to provide homework instructions. Homework can be a useful consolidation exercise and need not take learners very long. If well planned in advance, learners can sometimes be given a longer homework exercise to be handed in within a week. This arrangement allows for flexibility.
If homework tasks are allocated, it is essential to allow a few minutes at the start of the following lesson to review the previous day’s homework.
9. Practical investigations
The science process skills as outlined on page 11 in the CAPS are as follows:• Writing the topic• Raising a question to investigate• Making a prediction or hypothesis• Planning the investigation• Collecting data• Recording data• Evaluating and communicating results.
Others include handling apparatus, observing changes, classifying, following safety precautions, and working independently/as a team member.
We suggest that a minimum of two and a maximum of four process skills are assessed in a single investigation for purposes of assessment.
It is important that the learners are well disciplined (self-discipline is best) and do not play around with equipment and materials. There are several websites dealing with laboratory safety, some of which provide cartoons of people doing irresponsible, silly things in a school laboratory. An activity that requires learners to identify the mistakes in a cartoon will be a better way of teaching learners about laboratory safety, and is more likely to change their behaviour, than giving them a list of forbidden activities.
To conduct a successful practical activity, we suggest the following procedures:• Before the practical session, check that the materials are the correct ones so
that no mistakes occur.• Talk through the activity with learners or read from the Learner’s Book
with them.• Stop from time to time to emphasise certain points. For example, Remember
never to look directly into the sun. We suggest that you let learners work in their chosen groups of friends on some occasions, but then to change the groups on other occasions.
• Keep a watchful eye on the learners during the activity. Walk around looking at what learners are doing and provide assistance, where necessary. This teaching strategy provides the you with an opportunity to assess learners’ skills of working with apparatus.
• Drawing the experimental set-up on the chalkboard or another medium helps learners to focus.
10 Grade 8 Natural Sciences
• Ensure that books and bags are safely stowed away from the practical workarea.
• Enforce a strict rule of no tasting. There should be no eating of any kind in the laboratory or classroom where investigations are conducted.
• Ensure that work areas are clean both before and after the practical activity.• Encourage learners to wear plastic aprons and safety glasses and insist on
closed shoes wherever possible.• Insist on the correct labelling of all tubes and bottles.• Set a good example by following correct procedures at all times.• Insist that learners tidy their work places when they have finished.• Have a supply of tap water at hand in case of accidental acid spills. Do not
attempt to neutralise acids and bases on a learner or yourself. Simply wash with plenty of water.
• Have a fire extinguisher handy and know how to use it.• Keep a supply of gauze and plasters in a simple first aid box. A plastic
container works well.
D. TRACKERS FOR EACH SET OF APPROVED LTSMs
This section maps out how you should use your Natural Sciences Learner’s Book and Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in a well-paced manner, aligning with the CAPS for meaningful teaching.
The following components are provided in the columns of the tracker:1. Lesson number2. CAPS concepts, practical activities and assessment tasks3. CAPS page reference numbers4. Learner’s Book page numbers5. Learner’s Book activity/task numbers6. Teacher’s Guide page numbers7. Sasol Inzalo Learner’s Book page numbers
8. Sasol Inzalo Teacher's Guide page numbers9. Completion date.
In addition, a list of resources for each session and extension/enrichment ideas are provided.
Weekly reflection
The tracker provides space for the you to jot down both successes and ideas for a different approach in future years. This reflection should be based on the daily sessions you have taught during the week.
Share your ideas with colleagues and with your HOD. Discuss aspects that went well and aspects that did not go as well as you expected.
• Did the learners grasp the main concepts of the lesson?• Was my content preparation adequate?• Did I have all the correct resources in sufficient numbers?• Did the learners interact with the learning material provided?• Did learners ask and answer questions relating to the concept?• Did the learners finish their work in time?• Was there enough work to keep learners busy for the allocated time?• What quality of homework did learners produce?
Put your thoughts in writing by briefly jotting down your reflections each week but think about your lessons daily.
The prompts for reflection in the tracker are as follows: What went well? What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support or extend learners? What will you change next time? Why? Did you complete all the work set for the week? If not, how will you get back
on track?
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 11
The reflection should be based on the daily lessons you have taught each week. It will provide you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and peers.
Explanation of abbreviations and symbols used in the trackers
Act. ActivityCA Class activityEx. ExerciseHOD Head of DepartmentIA Informal assessmentLB Learner’s Bookp. PagePA Practical activitypp. PagesPT Practical taskQ QuestionRA Revision activityS # Half-hour sessionTG Teacher’s GuideWS Worksheet* Additional or alternative activity provided
12 Grade 8 Natural Sciences
1. Pelican Natural Sciences (Global MBD Africa Publishing)
Pelican: The SunPelican Natural Sciences Week 1: The sun and the solar system
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 211–213 IA 137–138 144–145* Activity
164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 213–215 145–153 164–168
3 Interpreting a table of facts about the Solar System 53 215 139CA 1
153–156* Activity
186–197
4 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 215–216 IA 141–142 153–156* Activity
177–178
5 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 216–217 * 153–156* Activity
178–186
6 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 218–220 Act. I 140–141 153–156 178–180
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 13
Pelican: The Solar SystemPelican Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 218–220 Act. IIA
140–141141–142
156 181
2 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 221–222 IA 141–142 156–170* Activity
186–199
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 224 Act. II 140–141 171–174* Activity
199–200
4 Objects around the Sun: a variety of objects orbit the Sun; dwarf planets, moons, asteroids, and many distant icy and dusty objects
53 224–225 IA 141–142 174–178* Activity
200–207
5 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 225–226 IA 144–145 178–181 207–212
6 The Earth is the third planet from the Sun 53 * 181–183* Activity
207–212
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
14 Grade 8 Natural Sciences
Pelican: The Solar SystemPelican Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Constructing a model of the Solar System 53 230 In the Labs 140 Revision185–187
216–217
2 The Solar System 55 231 Investigate Revision185–187
216–217
3 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 232–233 149–150 188–189* Activity
219–224
4 The Milky Way Galaxy is in the shape of a spiral with many arms 54 233–234IA
CA I153–154
189–191* Activity
225–226
5 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 237 Act. IIA
152 191–192* Activity
226
6 A galaxy is a collection of stars 54 237–238 Act. II 152–153 192–193 224–225
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 15
Pelican: Beyond the Solar SystemPelican Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 A galaxy is a collection of stars 54 237–238 Act. II 152–153 192–193* Activity
226
2 The size of the observable Universe is estimated to be about 28 billion light years
54 237–238 151CA II
192–193* Activity
226
3 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 239IA
153–154162 or
163
194–194 226–229
4 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 239–240IA
153–154162 or
163
194–199* Activity
229–236
5 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 240–241IA
153–154162 or
163
201–205 236–239
6 Beyond the Milky Way Galaxy 54 245 Application Exercise
156–157 205–206Revision209–211
239–246
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
16 Grade 8 Natural Sciences
Pelican: Beyond the Solar SystemPelican Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Early viewing of space: people can see planets and stars in the night sky 55 246–247 158–159 153–154 212–217 252–254
2 Stars can be arranged into visible constellations 55 247–248 * 212–217 252–254
3 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 248–250 * 212–217 252–254* Activity
4 Stars can be arranged into visible constellations 55 250 Act. I See printable resources
See printable resources
5 Stars can be arranged into visible constellations; some constellations have stories linked to them
55 250–251 160CA I
See printable resources
See printable resources
6 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them
55 251 * 217–218 See printable resources
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 17
Pelican: Beyond the Solar SystemPelican Natural Sciences Week 6: Looking into space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 252 Act. II 161–162 217–218* Activity
256–257
2 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 252 Act. II 161–162 217–218* Activity
256–257
3 Constellations 55 261 Ex. C 1–10 217–218* Activity
258–259
4 Telescopes: people can see more details in the sky when they use a telescope
535 253–254 218–223* Activity
259–261
5 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 254–257 IA 223–235* Activity
264–281
6 Telescopes 55 262 ApplicationExercise
Revision241–242
Revision286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
18 Grade 8 Natural Sciences
PelicanPelican Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
PelicanPelican Natural Sciences Weeks 8 and 9: Examinations
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 19
2. Platinum Natural Sciences (Maskew Miller Longman)
Platinum: The Solar SystemPlatinum Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 191 Act. 1 92–93 144–145 164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 192–193 93 146–152 169–171
3 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 193 Act. 2 94 146–152 171–177
4 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 194–195 Act. 3 94 153–154 177–178
5 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 194–195 Act. 3 94 154–159 178–180
6 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 200–201 Act. 4 95 155–156 181–186
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
20 Grade 8 Natural Sciences
Platinum: The Solar SystemPlatinum Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 200–201 Act. 4 95–96 155–156 181–186
2 FAT: Interpreting a table of facts about the Solar System 53 202–203 PT (A) 97 163–168 187–197
3 Comparing and writing about the conditions on other planets in our Solar System
53 202–203 PT (B) 97 171–78 199–207
4 The Earth is the only planet that is known to support life 53 206–207 98 178–182 207–212
5 Writing about why the conditions on Earth are ideal for life 53 204–205 Act. 5Act. 6
98 178–182 207–212
6 The Solar SystemTopic 11 Target worksheets A and BExtension and remediation worksheet book
53 Revision185–187
Revision216–217
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 21
Platinum: The Solar SystemPlatinum Natural Sciences Week 3: The Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 209 Act. 1 100–101 188–189 218–224
2 Our Sun is only one of billions of stars in the Milky Way Galaxy; the Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms
54 210–211 100 190–191 218–224
3 Demonstrating the shape of the Milky Way Galaxy with a spiral shape 54 211 Act. 2 101 192–193 225–226
4 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 212 Act. 3 102 191–192 224–225
5 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 212 Act. 3 102 191–192 224–225
6 Our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms
54 212 Act. 4 102 193–194 225
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
22 Grade 8 Natural Sciences
Platinum: Beyond the Solar SystemPlatinum Natural Sciences Week 4: Our nearest star; Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 214 102 193–194 226–229
2 Alpha Centauri is 4,2 light years away from our Solar System 54 215 Act. 5 103 193–194 226–229
3 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 216 Act. 6 103 194–199 229–236
4 Light years, light hours and light minutes 54 218 Act. 7 103–104 194–199 229–236
5 Light years, light hours and light minutes 54 219 Act. 8 104 194–199 229–236
6 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 220–221 104 201–206 236–239
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 23
Platinum: Beyond the Solar SystemPlatinum Natural Sciences Week 5: Beyond the Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy
54 222 Act. 9 104–105 201–206 236–239
2 The solar system and beyondExtension and remediation worksheet bookTarget worksheets A and B
54 203–207
Revision209–211
240–249
Revision250–251
3 Early viewing of space: people can see planets and stars in the night sky 54 225–227 Act. 1 106–107 212–214 252–255
4 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them
54 227 106 217–218 258–259
5 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 228–230 Act. 2 107 212–217 256–257
6 Telescopes: people can see more details in the sky when they use a telescope
55 231 Act. 3Act 4
108 218–223 259–264
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
24 Grade 8 Natural Sciences
Platinum: Looking into spacePlatinum Natural Sciences Week 6: Early viewing of space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 234–236 108–109 223–235 262–281
2 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 233 Act. 5 108 236–238 282–283
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 233 Act. 5 108 236–238 282–283
4 Drawing with labels to explain how a telescope works 55 237 Act. 6 109 236 282–283
5 Drawing with labels to explain how a telescope works 55 237 Act. 6 109 236 281–282
6 Viewing of space and telescopesExtension and remediation worksheet bookTarget worksheets A and B
55 Revision241–242
Revision286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 25
PlatinumPlatinum Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
PlatinumPlatinum Natural Sciences Weeks 8 and 9: Examinations
26 Grade 8 Natural Sciences
3. Solutions for All Natural Sciences (Macmillan)
Solutions: The Solar SystemSolutions for All Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 195 Checkmyself
126–128 144–145 164–169
2 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 195 * 129 146–152 169–176
3 Objects around the Sun: a variety of objects orbit the Sun; planets 53 196–197 129 153–156 176–183
4 Objects around the Sun: a variety of objects orbit the Sun; moons, asteroids, and many distant icy and dusty objects
53 200–201 129 171–178 183–186
5 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 202–204 PA 1A 129–130 155–156 178–180
6 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 202–204 PA 1B 129–130 155–156 178–180
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 27
Solutions: The Solar SystemSolutions for All Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 202–204 PA Questions
129–130 156–157 181–182
2 Interpreting a table of facts about the Solar System 53 204–205 CA 1 130–131 159–164 186–190
3 The Earth’s position in the solar system 53 206 131–132 178–180 207–208
4 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 206–207 131–132 180–183 207–208
5 FAT: Comparing and writing about the conditions on other planets in our Solar System including their special features
53 207–209 32 132Challenge
165–169 193–197
6 FAT: Comparing and writing about the conditions on other planets in our Solar System including their special features
53 207–209 32 132 165–169 193–197
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
28 Grade 8 Natural Sciences
Solutions: The Solar SystemSolutions for All Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Writing about why the conditions on Earth are ideal for life 53 209 CA 2 132 178–182 210–212
2 The Solar System 53 209–210 Extra practice
133 Revision185–187
Revision216–217
3 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 212–213 Check myself
134–136 188–189 218–221
4 Our Sun is only one of billions of stars in the Milky Way Galaxy; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 214–216 137 193–194 226–229
5 The Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms
54 216–217 PA 1 137–138 189–191 221–222
6 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 216–217 PA 1 137–138 191–192 224–225
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 29
Solutions: Beyond the Solar SystemSolutions for All Natural Sciences Week 4: The Milky Way and light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun and is 4,2 light years away from our Solar Syste
54 138 193–194 226–229
2 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 217–218 138 194–199 229–234
3 The Milky Way Galaxy 54 219–220 CA 1Challenge
139140
194–199 229–234
4 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 220 Extrapractice
140 201–207Revision209–211
236–239Revision250–251
5 Looking into space 54 222–223 141–142 212–214 252–254
6 Early viewing of space: people can see planets and stars in the night sky; stars can be arranged into visible constellations
54 223–224 Checkmyself
143 212–214 254–256
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
30 Grade 8 Natural Sciences
Solutions: Beyond the Solar SystemSolutions for All Natural Sciences Week 5: The Milky Way and looking into space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Early viewing of space: people can see planets and stars in the night sky; different cultures have identified and named certain constellations
54 225–226 144 214–217 256–257
2 Early viewing of space: people can see planets and stars in the night sky; some constellations have stories linked to them
54 227– * 144 214–217 256–257
3 Early viewing of space: people can see planets and stars in the night sky 54 230 CA 1 144–145 214–217 256–257
4 Early viewing of space: people can see planets and stars in the night sky 54 230 CA 1 144–145 214–217 256–257
5 Stars can be arranged into visible constellations 55 * 217–218 258
6 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 230 PA 1 145–146 217–218 255–257
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 31
Solutions: Looking into spaceSolutions for All Natural Sciences Week 6: Early viewing of space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 230 PA 1 145–147 See printable resource
See printable resource
2 Telescopes: people can see more details in the sky when they use a telescope
55 231 147–148 218–220 259–261
3 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 231–237 Challenge148
220–225 264–269
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 237 CA 2 148 225–238 282–283
5 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 237 CA 2 148 225–238 282–283
6 Viewing of space and telescopes 55 238 Extra practice
149 241–242 286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
32 Grade 8 Natural Sciences
SolutionsSolutions for All Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
SolutionsSolutions for All Natural Sciences Weeks 8 and 9: Examinations
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 33
4. Spot On Natural Sciences (Heinemann)
Spot On: The Solar SystemSpot On Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 147–148 222 144–145 164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 149 Act. 1.1 223 145–153 169–173
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 150–151 TGResource
30
224 153–154 177–180
4 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 150–151 TGResource
31
225 155–156 181–182
5 FAT: Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System
53 152 FAT 9 227 156–170 186–191
6 FAT: Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System
53 152 FAT 9 227 156–170 186–191
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
34 Grade 8 Natural Sciences
Spot On: The Solar SystemSpot On Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Objects around the Sun: a variety of objects orbit the Sun 53 153 Act. 2.1 228 171–178 199–207
2 The conditions on Earth are ideal for life 53 229 178–180 208–211
3 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 154 Act. 3.1 229 178–180 207–208
4 Writing about why the conditions on Earth are ideal for life 53 155 Act. 3.2 230–231 181–183 211–212
5 The Solar System 53 156 RA 11 232 185–187 216–217
6 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 157–158 233–234 188–189 218–219
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 35
Spot On: The Solar SystemSpot On Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Our Sun is only one of billions of stars in the Milky Way Galaxy; the Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms
54 158 233–234 190–191 220–222
2 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 159 Act. 1.1 234 191 224–226
3 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 160 Resource 33 p. 235
191–193 226–229
4 Alpha Centauri is 4,2 light years away from our Solar System 54 160–161 Act. 2.1 236 193–194 226–229
5 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 161 Act. 2.2 236 194–201 229–235
6 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 Act. 3.1 236 201–202 236–241
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
36 Grade 8 Natural Sciences
Spot On: Beyond the Solar SystemSpot On Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy
54 163 Act. 3.1 237 203–207 241–245
2 Beyond the Solar System 54 164 RA 12 239 209–211 250–251
3 Early viewing of space: people can see planets and stars in the night sky 55 165–166 Act. 1.1 241 212- 252–254
4 Early viewing of space: people can see planets and stars in the night sky 55 166 Act. 1.1 241 212 254
5&6
Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 167–169 242 212–214 254–255
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 37
Spot On: Beyond the Solar SystemSpot On Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Stars can be arranged into visible constellations 55 170 242 214–217 255–256
2 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 171 Act. 2.1 242 214–217 255–256
3 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 171 Act. 2.1 242 214–217 255–256
4 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 171 Act. 2.1 242 See printable resource
See printable resource
5 Using star maps of the Southern Sky to identify a few easily recognisable constellations
55 172 Act. 2.2 242Resource
35p. 243
217–218 258–259
6 Telescopes: people can see more details in the sky when they use a telescope
55 174–175 Act. 3.1 244 218–220 259–269
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
38 Grade 8 Natural Sciences
Spot On: Looking into spaceSpot On Natural Sciences Week 6: Early viewing of space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope
55 174–175 Act. 3.1 244 220–225 260–264
2 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 176 Resource 36 p. 246
225–237 264–281
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 177 Act. 4.1 245 238 282–283
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 177 Act. 4.1 245 238 283–283
5 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 177 Act. 4.1 245 238 282–283
6 Viewing of space and telescopes 55 178 RA 13 247 241–242 286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 39
Spot OnSpot On Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
Spot OnSpot On Natural Sciences Weeks 8 and 9: Examinations
40 Grade 8 Natural Sciences
5. Step by Step Natural Sciences (Lingua Franca)
Step by Step: The Solar SystemStep by Step Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 123–124 125 144–153 164–169
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 125–126 Act. 1 127 144–153 169–171
3 The energy in our Sun comes from powerful nuclear reactions 53 127 Act. 2 127 144–154 171–177
4 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 128 Act. 3 128 153–154 177–180
5 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 129–130 Act. 4 128 153–154 180–186
6 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 130–131 Act. 5 129 153–154 186–190
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 41
Step by Step: The Solar SystemStep by Step Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, comets, and many distant icy and dusty objects
53 132–133 Act. 6 129 156–169 193–197
2 Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System
53 133–134 Act. 7 130 159–164 191–192
3 Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System
53 133–134 Act. 7 130 159–164 101–192
4 Objects around the Sun: a variety of objects orbit the Sun 53 134 Act. 8 130and 140
171–178 199–207
5 Gravity is the force that keeps all these objects in their stable, predictable orbits around the Sun
53 135 * 130 171–178 199–207
6 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 136 131and 143
178–180 208–212
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
42 Grade 8 Natural Sciences
Step by Step: The Solar SystemStep by Step Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Solar System: constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 137–138 Act. pp.
137–138
131 155–156 178–180
2 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 137–138 Act. pp.
137–138
131 155–156 181–182
3 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 137–138 Act. pp.
137–138
131 155–156 181–182
4 Comparing and writing about the conditions on other planets in our Solar System including their special features
54 139 Act. 10 131 181–182 183–186
5 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 140 Act. 11 132 188 218–219
6 The Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms; drawing spiral arms to represent the Milky Way Galaxy
54 141 Act. 12 132 188–191Revision185–187
220–222Revision216–217
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 43
Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 4: The Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 141 Act. 12*
132 188–191 224–225
2 Demonstrating the shape of the Milky Way Galaxy with a spiral shape 54 142 Act. 13 133 192–193 225–226
3 Demonstrating the shape of the Milky Way Galaxy with a spiral shape 54 142 Act. 13 133 193–194 225–226
4 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 143 Act. 14 133 193–194 226–229
5 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 144–145 Act. 15 134 194–201 229–236
6 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 145–146 Act. 16 134 194–210 236–241
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
44 Grade 8 Natural Sciences
Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 5: The Milky Way and our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 144–145 134 194–201 229–236
2 Beyond the Milky Way Galaxy 54 147 Act. 17 135 202–206 241–246
3 Early viewing of space: people can see planets and stars in the night sky 55 148–149 136 212 256–257
4 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 149–151 136 217–218 252–255
5 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 152–153 136 See printable resource
See printable resource
6 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 136 213–216Revision209–211
255–256Revision250–252
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 45
Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 6: Light years, light hours and light minutes; Beyond the Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope
55 154 Act. 18 136 218–220 259–261
2 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 155–156 136 221–235 262–280
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 136 238 282–283
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 136 238 282–283
5 Discussing the many opportunities in South Africa for careers in astronomy
55 136 235 280
6 Revision 55 158 137 Revision241–242
Revision286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
46 Grade 8 Natural Sciences
Step by StepStep by Step Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
Step by StepStep by Step Natural Sciences Weeks 8 and 9: Examinations
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 47
6. Successful Natural Sciences (Oxford University Press)
Successful: The Solar SystemSuccessful Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 161–162 111–112 144–145 164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 163 Act. 1 113–114 146–153 169–177
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 164–165 115 153–159 178–186
4 Interpreting a table of facts about the Solar System 53 166 Act. 1 116 159–164 190–192
5 Interpreting a table of facts about the Solar System 53 166 Act. 1 116 159–164 190–192
6 Comparing and writing about the conditions on other planets in our Solar System
53 166 ChallengeAct. 2
117 165–169 193–197
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
48 Grade 8 Natural Sciences
Successful: The Solar SystemSuccessful Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Objects around the Sun: a variety of objects orbit the Sun 53 166–167 118 144–145 164–168
2 FAT: Constructing a model of the Solar System 53 167–169 Act. 3 119–120 146–153 169–177
3 FAT: Constructing a model of the Solar System 53 167–169 Act. 3 119–120 153–159 178–186
4 Presenting a fact sheet about any object found in our Solar System 53 169 Act. 4 120–122 159–164 190–192
5 Presenting a fact sheet about any object found in our Solar System 53 169 Act. 4 120–122 159–164 190–192
6 Earth’s position in the Solar System: the Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 170–171 122–123 165–169 193–197
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 49
Successful: The Solar SystemSuccessful Natural Sciences Week 3: Objects around the Sun; Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Writing about why the conditions on Earth are ideal for life 53 171 Act. 1 123–124 180–182 207–211
2 Writing about why the conditions on Earth are ideal for life 53 171 Act. 1 123–124 180–182 211–213
3 Our Solar System is in the Milky Way Galaxy 54 172 124–125 Revision185–187188–190
Revision216–217
4 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 172–173 * 124–125 190–191 218–221
5 Our Sun is only one of billions of stars in the Milky Way Galaxy; the Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms
54 174 124–125 190–191 221–223
6 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 175 Act. 1 125 191–192 224–225
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
50 Grade 8 Natural Sciences
Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 175 Act. 1 125 192–193 225–226
2 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 176–177 * 126 193–194 226–229
3 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 179 Act. 1 127–128 194–201 229–236
4 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 180–181 129 201–204 236–239
5 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy
54 181 Act. 1 129–131 204–206 241–246
6 Early viewing of space: people can see planets and stars in the night sky 55 182 131–132 Revision209–212
Revision250–251
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 51
Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Early viewing of space: people can see planets and stars in the night sky 55 182–183 * 132 212–213 252–254
2 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 183 132 213–214 255–256
3 Some constellations have stories linked to them 55 183–184 Act. 1 132 217–218 258–259
4 Some constellations have stories linked to them 55 183–184 Act. 1 132 217–218 258–259
5 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 185 Act. 2 132–133 214–216 256–258
6 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 185 Act. 2 132–133 214–216 256–258
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
52 Grade 8 Natural Sciences
Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 6: Light years, light hours and light minutes; Beyond the Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope
55 187 Act. 1 134–135 218–220 259–261
2 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 187–188 134–135 230–236 264–280
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 189 Act. 2 136–137 238 282–283
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 189 Act. 2 136–137 238 282–283
5 Discussing the many opportunities in South Africa for careers in astronomy
55 190–191 137–138 235 280
6 Revision 55 193–194 139–141 241–242 286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 53
SuccessfulSuccessful Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
SuccessfulSuccessful Natural Sciences Weeks 8 and 9: Examinations
54 Grade 8 Natural Sciences
7. Top Class Natural Sciences (Shuter & Shooter)
Top Class: The Solar SystemTop Class Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 139 * 78WS 11.1 p. 106
144–145 164–167
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 140–141 78–79 146–153 167–168
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 142–143 79 171–178 199–202
4 Interpreting a table of facts about the Solar System 53 143–144 Act. 11.1 79–80 160–164 187–191
5 Interpreting a table of facts about the Solar System 53 143–144 Act. 11.1 79–80 164–169 187–191
6 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 144–145 Act. 11.2 80 155–156 181–183
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 55
Top Class: The Solar SystemTop Class Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 FAT: Constructing a model of the Solar System 53 144–145 Act. 11.2 80 155–156 181–183
2 FAT: Constructing a model of the Solar System 53 144–145 Act. 11.2 80 155–156 181–183
3 Comparing and writing about the conditions on other planets in our Solar System including their special features
53 145 Act. 11.3 80–81 156–158 170
181–183 198
4 Comparing and writing about the conditions on other planets in our Solar System including their special features
53 145 Act. 11.3 80–81 156–158 170
181–183 198
5 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 146 81 178–180 207–209
6 The Earth is the only planet that is known to support life; writing about why the conditions on Earth are ideal for life
53 146 Act. 11.4 81–82 180–182 210–212
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
56 Grade 8 Natural Sciences
Top Class: The Solar SystemTop Class Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Solar System 53 146 Revision 82 185–187 216–217
2 The Solar System 53 146 Revision 82 185–187 216–217
3 A galaxy is a collection of stars held together by their mutual gravity 54 147 * 83 188 218–220
4 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 147–148 83 189–191 221–223
5 The Milky Way Galaxy is in the shape of a spiral with many arms; demonstrating the shape of the Milky Way Galaxy with a spiral shape
54 148 Act. 12.1 84 192–193 225–226
6 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 148 Act. 12.2 84 191–192 225–226
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 57
Top Class: Beyond the Solar SystemTop Class Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 148 Act. 12.2 84 191–192 225–226
2 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 148 Act. 12.2 84 191–192 225–226
3 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 149 * 84 193–194 226–228
4 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 149 84–85 194–201 229–236
5 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 150 85 201–202 236–239
6 Beyond the Milky Way Galaxy 54 151 Revision 85 203–204 239–241
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
58 Grade 8 Natural Sciences
Top Class: Beyond the Solar SystemTop Class Natural Sciences Week 5: Our nearest star and Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Beyond the Milky Way Galaxy 54 151 Revision 85 205–206 241–246
2 Early viewing of space: stars can be arranged into visible constellations; some constellations have stories linked to them
55 152–153 * 86 Revision209–211
Revision209–211
3 Early viewing of space: stars can be arranged into visible constellations; some constellations have stories linked to them
55 152–153 WS 13.1pp.
107–108
212–214 252–254
4 Early viewing of space: different cultures have identified and named certain constellations
55 153 WS 13.1pp.
107–108
216–218 254–256
5 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 154 Act. 13.1 (A)
87 216–218 256–257
6 Observing, recording and comparing the appearance of the Southern Cross constellation by viewing it at least three times during the months of September and October
55 155 Act. 13.1 (B)
87 214–216 256–257
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 59
Top Class: Looking into spaceTop Class Natural Sciences Week 6: Viewing space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope
55 155–156 88 218–223 259–261
2 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 156–160 88 223–235 264–269
3 Drawing with labels to explain how a telescope works 55 160 Act. 13.2 88–89 237 281–282
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 160 Act. 13.3 89 238 282–283
5 Discussing the many opportunities in South Africa for careers in astronomy
55 160 Act. 13.4 89 235 280
6 Viewing of space 55 161 Revision 89–90 241–242 286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
60 Grade 8 Natural Sciences
Top ClassTop Class Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
Top ClassTop Class Natural Sciences Weeks 8 and 9: Examinations
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 61
8. Via Afrika Natural Sciences (Via Afrika)
Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 144–146 103–106 144–145 164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 146–147 Ex. 1 107 146–153 169–171
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 148 Act. 1FAT
107–108 153 177–178
4 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 148 Act. 1FAT
107–108 154–155 178–180
5 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets
53 148 Act. 1FAT
107–108 155–159 181–186
6 Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System
53 149–151 Act. 2 108–109 160–169 187–192
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
62 Grade 8 Natural Sciences
Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Objects around the Sun: a variety of objects orbit the Sun 53 154–155 Act. 3 109 171–178 199–207
2 Objects around the Sun: a variety of objects orbit the Sun 53 156–157 Ex. 2 110 171–178 199–207
3 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 159 Act. 4 110 178–180 207–208
4 The Earth is the only planet that is known to support life; writing about why the conditions on Earth are ideal for life
53 159 Ex. 3 110–111 180–182Revision 185–187
208–212Revision216–217
5 A galaxy is a collection of stars held together by their mutual gravity 54 157–159 * 112 188–191
6 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; demonstrating the shape of the Milky Way Galaxy with a spiral shape
54 160–162 Act. 1 113–114 192–193
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 63
Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 3: Earth’s position in the Solar System
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show our location in the galaxy
54 162 Act. 2 114 191–192 225–226
2 The Milky Way Galaxy 54 162 Ex. 1 114–115 191–192 225–226
3 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun
54 162–163 115 193–194 226–229
4 Alpha Centauri is 4,2 light years away from our Solar System 54 163–164 Ex. 2 115 194 229
5 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 165 Ex. 3 115 194–201 229–234
6 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 166–167 115–116 201–204 236–241
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
64 Grade 8 Natural Sciences
Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy
54 167 Ex. 4*
116–117 205–206 241–246
2 Early viewing of space: people can see planets and stars in the night sky; stars can be arranged into visible constellations
55 168–169 118–119 Revision209–211
Revision250–251
3 FAT: Early viewing of space: people can see planets and stars in the night sky
55 169–171 Act. 1FAT
119–120 Revision209–211
Revision250–251
4 FAT: Early viewing of space: people can see planets and stars in the night sky
54 169–171 Act. 1FAT
119–120 212–214 245–246
5 FAT: Early viewing of space: people can see planets and stars in the night sky
54 169–171 Act. 1FAT
119–120 212–214 245–246
6 FAT: Early viewing of space: people can see planets and stars in the night sky
54 169–171 Act. 1FAT
119–120 214–217 256–257
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 65
Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 5: Light years, light hours and light minutes; Beyond the Milky Way
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Early viewing of space: people can see planets and stars in the night sky; stars can be arranged into visible constellations
55 168–172 * 118–120 214–217 256–257
2 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 172–173 Case Study
120 See printable resource
See printable resource
3 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 172–173 Case Study
120 See printable resource
See printable resource
4 Different cultures have identified and named certain constellations 55 174–175 Ex. 1 120 217–218 258–259
5 Different cultures have identified and named certain constellations 55 174–175 Ex. 1 120 217–218 258–259
6 Telescopes: people can see more details in the sky when they use a telescope
55 176–177 120–121 218–223 259–261
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
66 Grade 8 Natural Sciences
Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 6: Looking into space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope
55 176–177 120–121 218–223 259–261
2 Drawing with labels to explain how a telescope works 55 177–178 Act. 2 121 236 281–282
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 179 Act. 3 121–122 238 282–283
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 179 Act. 3 121–122 238 282–283
5 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 179 Ex. 2 122 223–235237
262–280281
6 Discussing the many opportunities in South Africa for careers in astronomy
55 179 122–123 280Revision241–242
280Revision286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 67
Via AfrikaVia Afrika Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
LB pp.
LB Act.
TG pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
Via AfrikaVia Afrika Natural Sciences Weeks 8 and 9: Examinations
68 Grade 8 Natural Sciences
9. Sasol Inzalo Natural Sciences (Siyavula)
Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 1: The Sun and objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 The Sun is like all other stars – it produces large amounts of heat and light continuously
53 144–145 164–168
2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
53 146–153 169–177
3 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects
53 153–159 178–186
4 Interpreting a table of facts about the Solar System 53 159–164 190–192
5 Interpreting a table of facts about the Solar System 53 159–164 190–192
6 Comparing and writing about the conditions on other planets in our Solar System
53 165–169 193–197
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 69
Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 2: Objects around the Sun
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Objects around the Sun: a variety of objects orbit the Sun 53 171–178 199–206
2 FAT: Constructing a model of the Solar System 53 155–156 181–182
3 FAT: Constructing a model of the Solar System 53 155–156 181–182
4 Presenting a fact sheet about any object found in our Solar System 53 171–178 199–207
5 Presenting a fact sheet about any object found in our Solar System 53 171–178 199–207
6 Earth’s position in the Solar System: the Earth is the third planet from the Sun; the Earth is the only planet that is known to support life
53 178–180 199–207
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
70 Grade 8 Natural Sciences
Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 3: The Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Writing about why the conditions on Earth are idea for life 53 180–182 207–211
2 Writing about why the conditions on Earth are ideal for life 53 180–182 211–213
3 Our Solar System is in the Milky Way Galaxy 54 Revision185–187188–190190–191
Revision216–217
4 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity
54 190–191 218–221
5 Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms;
54 190–191 221–223
6 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 191–192 224–225
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 71
Sasol Inzalo: Beyond the Solar SystemSasol Inzalo Natural Sciences Week 4: Our nearest star; Light years, light hours and light minutes
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy
54 192–193 225–226
2 Our nearest star: the Sun is the nearest star to Earth; The star called Alpha Centauri is the nearest easily visible star to the Sun
54 193–194 226–229
3 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System
54 194–201 229–236
4 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe
54 201–204 236–239
5 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy
54 204–206 241–246
6 Early viewing of space: people can see planets and stars in the night sky 55 Revision209–212
Revision250–251
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
72 Grade 8 Natural Sciences
Sasol Inzalo: Beyond the Solar SystemSasol Inzalo Natural Sciences Week 5: Beyond the Milky Way Galaxy
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Early viewing of space: people can see planets and stars in the night sky 55 212–213 252–254
2 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations
55 213–214 255–256
3 Some constellations have stories linked to them 55 217–218 258–259
4 Some constellations have stories linked to them 55 217–218 258–259
5 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 214–216 256–258
6 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets
55 214–216 256–258
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 73
Sasol Inzalo: Looking into spaceSasol Inzalo Natural Sciences Week 6: Early viewing of space
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1 Telescopes: people can see more details in the sky when they use a telescope 55 218–220 259–261
2 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)
55 230–236 264–280
3 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 238 282–283
4 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured
55 238 282–283
5 Discussing the many opportunities in South Africa for careers in astronomy 55 235 280
6 Revision 55 241–242 286–287
Reflection
Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?
What will you change next time? Why?
HOD: Date:
74 Grade 8 Natural Sciences
Sasol InzaloSasol Inzalo Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week
S # CAPS concepts, practical activities and assessment tasks CAPS pp.
Sasol InzaloLB pp.
Sasol InzaloTG pp.
Class
Date completed
1
2
3
4
5
6
Reflect on the year
Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why
not and what could you do to cover all of the work next year?
2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?
3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?
4. What did learners struggle with? How can you help your group next year
understand these concepts and develop these skills better?
5. What needs to be communicated to the teacher who will teach this group of learners next year?
6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?
HOD: Date:
Sasol InzaloSasol Inzalo Natural Sciences Weeks 8 and 9: Examinations
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 75
E. ADDITIONAL INFORMATION AND IDEAS FOR EXTENSION
CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension
Weeks 1–2: The Solar System
The Sun: The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas
Ensure that learners know that the sun is a star and behaves like all stars, releasing energy from nuclear reactions. Distinguish between nuclear fusion and nuclear fission. These words sound very similar and could cause confusion. Remind learners that fusion is joining and fission is splitting.
Objects around the Sun: a variety of objects orbit the Sun – eight planets and their moons, rocky asteroids, outer dwarf planets and many distant icy and dusty objects in the Kuiper Belt and Oort Cloud, at the edge of the Solar System; the Solar System looks like a flat disc or plate; the Sun spins at the centre and the planets and all other objects orbit around it in the same direction; gravity is the force that keeps all these objects in their orbits around the Sun
Many people, including adults, hold erroneous ideas about the Solar System. These include: planets cannot be seen with the naked eye; planets appear in the sky in the same place every night; gravity acts differently or not at all on some matter; gravity increases with height; gravity cannot exist without air; gravity requires a medium to act.It is a good idea to check the learners’ prior knowledge, possibly with a diagnostic question like: ‘What objects can we see in the sky at night?’ Some of the worksheets provided can also alert you to possible misconceptions. Remember that a diagnostic test is not ‘for marks’, but is an instrument to assist you. See Worksheets 1, 2 and 3.
Earth’s position in the Solar System: The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life; the conditions that support life on Earth include: temperature, water, sunlight, oxygen
The Earth, our home, needs some special consideration. Impress upon learners that the conditions for life are met by Earth and no other planet as far as we know. There is a very narrow window for the existence of life as we know it and if any one of the conditions for life is eliminated or altered life as we know it may not exist. Erroneous ideas about the Earth include: the Earth is round, but flat like a coin; the Earth’s revolution around the Sun causes night and day; day and night are caused by the Sun going around the Earth; the Earth is bigger than the Sun; the Sun goes around the Earth; the Sun goes around the Earth in less than a year; the Sun will never burn out; the Earth’s orbit is strongly elliptical.Again, check the learners’ prior knowledge. A possible diagnostic question could be: ‘Which is the biggest – Sun, moon or Earth?’ Despite the drawings in some books, the orbit of the Earth round the Sun is nearly circular.
Constructing a model of the Solar System; interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets; presenting a fact sheet about any object in our Solar System; writing about why the conditions on Earth are ideal for life
These suggested activities are all worthwhile and should assist learners to understand aspects of the Solar System. They do not require sophisticated equipment and thus provide an opportunity for recycling found materials.The model building activity provides an excellent opportunity for you to note and remediate many of the misconceptions about the Solar System noted above.
Weeks 3–4: Beyond the Solar System
The Milky Way Galaxy: Our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity; our Sun is one of billions of stars
The vastness of space is difficult to conceptualise. Therefore, it is understandable that many people hold unscientific ideas about galaxies in general. Some of these are: the Milky Way is the only galaxy; the Solar System is not in the Milky Way; the Sun is at the centre of the Milky Way Galaxy; the Milky Way is just stars – no gas and dust.Help learners to understand orders of magnitude: the Universe – many galaxies – Milky Way Galaxy – many stars – our star (Sun) with orbiting objects is called Solar (sun) System.Some people also believe that the Universe is static, not expanding and that the Universe contains only the planets in our Solar System. See Worksheet 4.
76 Grade 8 Natural Sciences
CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension
Demonstrating the shape of the Milky Way Galaxy; drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show our location in the galaxy
These activities are very useful for reinforcing the orders of magnitude mentioned earlier; objects seen in books as two-dimensional structures are difficult to conceptualise in three dimensions; modelling these objects goes a long way to develop deep understanding.
Our nearest star: The Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun (it is the brighter of the two Pointers of the Southern Cross constellation)
Emphasise that a constellation is a group of stars seen and interpreted by people and that these stars are usually not close together. It is essential at this stage to introduce learners to the Southern Cross constellation because Alpha Centauri (mentioned in the CAPS) points to the constellation and also because the Southern Cross is important in the southern skies. You could also remind learners that the word alpha is the Greek for A, and it is used to name the brightest star in any constellation. Alpha Centauri is thus the brightest star in the constellation of the centaur – a mythical creature which ancient observers believed they could see in the stars. Also, although we can only see this with binoculars or a telescope, Alpha Centauri is actually two stars that move around each other.
Light years, light hours and light minutes The most important aspect in this section is that despite its name, a light year is a measure of distance, not of time.
Beyond the Milky Way Galaxy: Our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe; the size of the observable Universe is estimated to be about 28 billion light years; galaxies have various shapes and sizes
Some learners may hold erroneous ideas like: all galaxies are spiral; new planets and stars don’t form today. On the contrary, galaxies are of different shapes and the universe is expanding and changing all the time, as planets and stars are born and die.
Weeks 5–6: Looking into space
Early viewing of space: People can see planets and stars in the night sky; stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them
This section provides an opportunity to discuss and appreciate the ideas of different cultures; learners can also be given a limited number of sticky stars and invited to construct their own ‘constellations’ and stories. Remind them that they should be imaginative because most constellations do not look exactly like the (for example) bears, lions, goats, crabs and bulls they represent. See Worksheet 5.
Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets; observing, recording and comparing the appearance of the Southern Cross constellation by viewing it at least three times during the months of September and October
Do remind learners that looking directly into the Sun is extremely dangerous; do not allow them to challenge each other to be ‘brave’. Using star maps is a good exercise in interpreting symbols and relating these to the actual stars. It is also a skill that requires some practice. If learners see planets in the sky (Venus is visible in the early morning and evening), they will overcome the misconception that only stars are visible in the sky.
Telescopes: People can see more details in the sky when they use a telescope; a telescope forms an image of the object and magnifies it; there are different types of telescopes; good conditions for looking into space include cloudless skies with limited light and air pollution; South Africa has many locations that meet these requirements
It is not always possible to obtain a telescope, so provide plenty of opportunities for research into telescopes (see below). Refer learners back to the section on light and lenses where the uses and functioning of microscopes and telescopes was studied.Some of the rural and farming areas of South Africa are perfect for seeing stars. Unfortunately, many of the cities suffer from light pollution.
Drawing with labels to explain how a telescope works; presenting an information poster on a telescope; discussing the many opportunities in South Africa for careers in astronomy
These activities go some way towards helping learners understand the value of telescopes and observatories.We often hear that South Africa has a shortage of scientists, so encourage learners who are interested in this section to consider a career in astronomy.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 77
F. ASSESSMENT RESOURCES
1. Sample item analysis sheet
NATURAL SCIENCES TERM 4 GRADE 8
Learner surname Learner name Task 1Investigation
Task 2Written test
Process skills QuestionsA B C D 1 2 3 4 5
78 Grade 8 Natural Sciences
Learner surname Learner name Task 1Investigation
Task 2Written test
Process skills QuestionsA B C D 1 2 3 4 5
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 79
2.
Nat
ural
Sci
ence
s G
rad
e 8:
End
-of-
year
exa
min
atio
n
Tota
l mar
ks: 7
0
No
te: N
umb
ers
in b
old
ind
icat
e th
e to
tal m
arks
for
each
que
stio
n.
Que
stio
n O
ne
Use
the
fo
llow
ing
wo
rds
to c
om
ple
te t
he s
ente
nces
bel
ow
.
Wo
rds:
tra
nslu
cent
; ref
ract
ion;
lum
ino
us; t
rans
par
ent;
refle
ctio
n; il
lum
inat
ed
1.1
____
____
____
____
____
____
___
is t
he ‘b
end
ing
’ of l
ight
ray
s w
hen
mo
ving
fro
m o
ne m
ediu
m t
o a
noth
er.
1.2
A _
____
____
____
___
sub
stan
ce o
r o
bje
ct is
one
thr
oug
h w
hich
so
me
light
can
pas
s.
1.3
An
ob
ject
whi
ch li
ght
s up
bec
ause
lig
ht w
as s
hone
on
it is
sai
d t
o b
e __
____
____
____
____
____
_.
1.4
We
say
the
sun
is _
____
____
____
____
__ b
ecau
se it
has
its
ow
n lig
ht.
1.5
A _
____
____
____
__ o
bje
ct a
llow
s lig
ht t
o p
ass
thro
ugh
it.
1.6
I see
my
____
____
____
____
___
in t
he m
irro
r b
ecau
se li
ght
bo
unce
s b
ack
fro
m t
he m
irro
r in
to m
y ey
es.
(6
)
Que
stio
n Tw
o
This
que
stio
n re
fers
to
Fig
ure
1 b
elo
w. S
tud
y th
e fig
ure
and
ans
wer
the
que
stio
ns t
hat
follo
w.
Ass
ume
that
the
bal
loo
n ab
ove
the
bo
y’s
head
has
bec
om
e ne
gat
ivel
y ch
arg
ed.
FIG
UR
E 1
: HA
IR S
TAN
DS
UP
2.1
Sug
ges
t ho
w t
he b
allo
on
coul
d h
ave
bec
om
e ne
gat
ivel
y ch
arg
ed.
(3)
2.2
Exp
lain
wha
t m
ade
the
bo
y’s
hair
stan
d u
p o
n en
d.
(2)
(5
)
80 Grade 8 Natural Sciences
Que
stio
n 3
This
que
stio
n re
fers
to
the
circ
uit
dia
gra
m b
elo
w in
Fig
ure
2.
Stud
y th
e fig
ure
and
the
ans
wer
the
que
stio
ns t
hat
follo
w.
FIG
UR
E 2
: A C
IRC
UIT
3.1
Wha
t w
oul
d h
app
en t
o t
he b
right
ness
of t
he la
mp
s o
r b
ulb
s if
the
switc
h w
ere
op
ened
? (1
)
3.2
Wha
t w
oul
d h
app
en t
o t
he b
right
ness
of t
he la
mp
s o
r b
ulb
s if
one
ext
ra c
ell w
ere
add
ed?
(1)
3.3
Wha
t w
oul
d h
app
en t
o t
he b
right
ness
of t
he la
mp
s o
r b
ulb
s if
one
of t
he la
mp
s o
r b
ulb
s w
ere
rem
ove
d a
nd t
he c
ircui
t re
conn
ecte
d?
(1)
3.4
Pro
vid
e an
exp
lana
tion
for
your
ans
wer
in 3
.3 (a
bo
ve).
(2)
3.5
If I w
ant
to m
easu
re t
he c
urre
nt in
the
circ
uit,
wha
t in
stru
men
t sh
oul
d I
use?
(1
)
3.6
If I w
ant
to m
easu
re t
he v
olta
ge
in t
he c
ircui
t, w
hat
inst
rum
ent
sho
uld
I us
e?
(1)
3.7
With
out
ad
din
g a
ny e
xtra
co
mp
one
nts,
nea
tly a
nd le
gib
ly r
edra
w t
he c
ircui
t so
tha
t th
e la
mp
s o
r b
ulb
s w
ill s
hine
mo
re b
right
ly.
(2)
3.8
Exp
lain
why
the
lam
ps
or
bul
bs
will
shi
ne m
ore
brig
htly
in t
he c
ircui
t th
at y
ou
dre
w.
(5)
(1
4)
Que
stio
n Fo
ur
This
que
stio
n re
fers
to
Fig
ure
3 b
elo
w. S
tud
y th
e fig
ure
and
ans
wer
the
que
stio
ns w
hich
follo
w.
FIG
UR
E 3
: AN
EX
PE
RIM
EN
T
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 81
4.1
Wha
t p
heno
men
on
or
hap
pen
ing
do
es t
he e
xper
imen
t ill
ustr
ate?
(1
)
4.2
Wha
t w
as t
he o
rigin
al s
ubst
ance
bef
ore
the
bat
tery
was
co
nnec
ted
? (1
)
4.3
Giv
e a
reas
on
for
your
ans
wer
in 4
.2 (a
bo
ve).
(2)
4.4
Why
is t
he v
olu
me
of o
xyg
en h
alf t
he v
olu
me
of h
ydro
gen
in F
igur
e 3?
(2
)
4.5
Ho
w d
o y
ou
thin
k p
eop
le c
an a
pp
ly t
he p
heno
men
on
sho
wn
in t
he fi
gur
e fo
r us
e in
our
ev
eryd
ay li
ves?
(1
)
(7
)
Que
stio
n Fi
ve
Ref
er t
o F
igur
e 4
bel
ow
whe
n yo
u an
swer
que
stio
ns 5
.1 a
nd 5
.2.
FIG
UR
E 4
: SE
EIN
G T
HIN
GS
5.1
Red
raw
the
fig
ure.
Do
no
t sp
end
muc
h tim
e o
n yo
ur d
raw
ing
bec
ause
onl
y 1
mar
k is
aw
ard
ed fo
r d
raw
ing
in t
his
case
. (1
)
5.2
The
girl
can
see
the
bal
l. O
n yo
ur d
raw
ing
, sho
w t
he li
ght
ray
s th
at e
nab
le h
er t
o s
ee it
. Use
line
s w
ith a
rro
ws
for
the
light
ray
s.
(4)
5.3
Exp
lain
why
the
girl
wo
uld
no
t se
e th
e b
all i
f a w
oo
den
pla
nk w
ere
pla
ced
bet
wee
n th
e g
irl a
nd
the
bal
l. (2
)
(7
)
Que
stio
n Si
x
Fig
ure
5 b
elo
w is
a d
iag
ram
mat
ic re
pre
sent
atio
n o
f the
So
lar
Syst
em. R
efer
to
the
dia
gra
m a
nd a
nsw
er
que
stio
ns 6
.1 t
o 6
.5 b
elo
w.
6.1
Writ
e th
e le
tter
s A
to
D o
ne b
elo
w t
he o
ther
in y
our
ans
wer
bo
ok,
and
bes
ide
each
, the
co
rrec
t na
me
of t
he p
lane
t.
(4)
6.2
Whi
ch p
lane
t ha
s a
gia
nt re
d s
po
t?
(1)
6.3
Nam
e th
ree
pla
nets
in o
ur S
ola
r Sy
stem
tha
t ha
ve o
ne o
r m
ore
mo
ons
. (3
)
82 Grade 8 Natural Sciences
A B C D
FIG
UR
E 5
: DIA
GR
AM
OF
THE
SO
LAR
SY
STE
M
6.4
Giv
e th
e le
tter
of o
ne p
lane
t sh
ow
n in
Fig
ure
5 th
at is
a g
as g
iant
. (1
)
6.5
Imag
ine
that
yo
u ar
e g
oin
g o
n a
mis
sio
n to
pla
net
A.
Li
st fo
ur t
hing
s th
at y
ou
wo
uld
hav
e to
tak
e to
the
pla
net
St
ate
why
yo
u w
oul
d n
eed
the
thi
ngs
you
wo
uld
tak
e.
(7)
(1
6)
Que
stio
n Se
ven
Ref
er t
o F
igur
e 6
and
Fig
ure
7 b
elo
w t
o h
elp
yo
u an
swer
que
stio
ns 7
.1 t
o 7
.8.
FIG
UR
E 6
: TH
E N
IGH
T SK
Y (P
HO
TOG
RA
PH
)
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 83
A
FIG
UR
E 7
: TH
E N
IGH
T SK
Y (S
TAR
MA
P)
7.1
Exp
lain
wha
t a
cons
tella
tion
is.
(2)
7.2
Wha
t co
nste
llatio
n d
o t
hese
tw
o fi
gur
es h
ave
in c
om
mo
n?
(1)
7.3
In w
hich
gal
axy
wo
uld
we
find
the
co
nste
llatio
n (in
7.2
ab
ove
)?
(1)
7.4
Wha
t is
the
sha
pe
of t
he g
alax
y in
7.3
(ab
ove
)?
(1)
7.5
Loo
k at
Fig
ure
7. T
wo
sta
rs h
ave
bee
n ci
rcle
d a
t A
.
W
hat
are
they
cal
led
to
get
her?
(1
)
7.6
Why
hav
e th
ey b
een
giv
en t
his
nam
e?
(1)
7.7
One
of t
hese
sta
rs (i
n 7.
6 ab
ove
) is
calle
d A
lpha
Cen
taur
i. G
ive
one
imp
ort
ant
fact
ab
out
thi
s st
ar.
(2)
(9
)
Que
stio
n E
ight
CC
F
D
CC
E
FIG
UR
E 8
: DIA
GR
AM
OF
OP
TIC
AL
OR
RE
FRA
CTI
NG
TE
LESC
OP
E
Fig
ure
8 ab
ove
is a
sim
ple
dia
gra
m o
f an
op
tical
or
refr
actin
g t
eles
cop
e.
8.1
Usi
ng t
he c
orr
ect
wo
rds
for
C, D
, E a
nd F
, exp
lain
ho
w t
he t
eles
cop
e w
ork
s.
(6
)
84 Grade 8 Natural Sciences
3.
Nat
ural
Sci
ence
s G
rad
e 8:
End
-of-
year
exa
min
atio
n m
emo
rand
um
Tota
l mar
ks: 7
0
No
te: N
umb
ers
in b
old
ind
icat
e th
e to
tal m
arks
for
each
que
stio
n.
Que
stio
n O
ne
1.1
refr
actio
n
Re
frac
tion
is th
e ‘b
end
ing
’ of l
ight
rays
whe
n m
ovin
g fr
om o
ne m
ediu
m to
ano
ther
✓
1.2
tran
sluc
ent
A
tran
sluc
ent s
ubst
ance
or o
bje
ct is
one
thro
ugh
whi
ch s
ome
light
can
pas
s ✓
1.3
illum
inat
ed
A
n ill
umin
ated
ob
ject
lig
hts
up b
ecau
se li
ght
was
sho
ne o
n it
✓
1.4
lum
ino
us
W
e sa
y th
e su
n is
lum
inou
s b
ecau
se it
has
its
own
light
✓
1.5
tran
spar
ent
A
tran
spar
ent o
bje
ct a
llow
s lig
ht to
pas
s th
roug
h it
✓
1.6
refle
ctio
n
I s
ee m
y re
flect
ion
in th
e m
irror
bec
ause
lig
ht b
ounc
es b
ack
from
the
mirr
or in
to m
y ey
es ✓
(6
)
Que
stio
n Tw
o
2.1
The
bal
loon
was
sub
ject
ed to
fric
tion
✓ fr
om a
noth
er o
bje
ct. T
he o
bje
ct lo
st e
lect
rons
✓ to
the
bal
loon
whi
ch th
en b
ecam
e ne
gat
ivel
y ch
arg
ed. ✓
Th
is is
a m
idd
le le
vel q
uest
ion
as le
arne
rs a
re re
qui
red
to
ap
ply
the
ir kn
ow
led
ge
of e
lect
rost
atic
forc
es
and
giv
e a
po
ssib
le e
xpla
natio
n fo
r w
hy t
he b
allo
on
has
bec
om
e ne
gat
ivel
y ch
arg
ed.
2.2
The
neg
ativ
ely
char
ged
bal
loon
att
ract
ed p
ositi
ve ✓
cha
rges
in th
e b
oy’s
hair;
thes
e p
ositi
ve c
harg
es
rep
elle
d e
ach
othe
r. ✓
Th
is a
mid
dle
leve
l que
stio
n as
lear
ners
are
req
uire
d t
o t
heir
kno
wle
dg
e o
f ele
ctro
stat
ic fo
rces
and
giv
e a
po
ssib
le e
xpla
natio
n fo
r w
hy t
he b
oy’
s ha
ir st
oo
d u
p o
n en
d.
(5
)
Que
stio
n Th
ree
3.1
They
wou
ld g
o ou
t or t
hey
wou
ld s
top
glo
win
g o
r the
re w
ould
be
no b
right
ness
. ✓
3.2
They
wou
ld b
ecom
e b
right
er o
r the
brig
htne
ss w
ould
incr
ease
. ✓
3.3
They
wou
ld b
ecom
e b
right
er. ✓
3.
1 to
3.3
are
low
ord
er q
uest
ions
as
the
lear
ners
hav
e to
reca
ll kn
ow
led
ge
lear
nt.
3.4
By
rem
ovin
g a
lam
p o
r bul
b, t
he to
tal r
esis
tanc
e of
the
circ
uit i
s d
ecre
ased
, the
refo
re th
e cu
rren
t is
incr
ease
d ✓
and
ther
efor
e th
e re
mai
ning
lam
ps
or b
ulb
s ar
e b
right
er. ✓
Th
is is
a m
idd
le o
rder
que
stio
n b
ecau
se le
arne
rs m
ust
dem
ons
trat
e un
der
stan
din
g o
f a p
rinci
ple
.
3.5
Am
met
er ✓
3.6
Voltm
eter
✓
3.
5 an
d 3
.6 a
re lo
w o
rder
que
stio
ns a
s th
e le
arne
rs h
ave
to re
call
kno
wle
dg
e le
arnt
.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 85
3.7
La
mp
s in
par
alle
l ✓ n
eat a
nd le
gib
le d
raw
ing
✓
Th
is is
a m
idd
le o
rder
que
stio
n as
the
lear
ners
hav
e to
ap
ply
kno
wle
dg
e an
d s
how
tha
t th
ey u
nder
stan
d
a p
rinci
ple
.
3.8
Whe
n re
sist
ors
or la
mp
s or
bul
bs
are
conn
ecte
d in
par
alle
l ✓ a
s sh
own
abov
e, th
e cu
rren
t is
giv
en
one
or m
ore
alte
rnat
ive
pat
hway
s ✓
and
can
mov
e m
ore
rap
idly
thus
sup
ply
ing
the
lam
ps
or b
ulb
s w
ith m
ore
curr
ent
✓ th
an b
efor
e. T
he to
tal r
esis
tanc
e is
dec
reas
ed ✓
and
ther
efor
e th
e to
tal c
urre
nt
is in
crea
sed
. ✓
Th
is is
a m
idd
le o
rder
que
stio
n as
the
lear
ners
hav
e to
ap
ply
kno
wle
dg
e an
d s
how
tha
t th
ey u
nder
stan
d
a p
rinci
ple
.
(1
4)
Que
stio
n Fo
ur
4.1
Elec
trol
ysis
✓
4.2
Wat
er ✓
4.3
Hyd
rog
en a
nd o
xyg
en a
re b
eing
rele
ased
✓ a
nd w
ater
con
sist
s of
hyd
rog
en a
nd o
xyg
en. ✓
4.4
The
form
ula
for w
ater
is H
2O w
hich
mea
ns th
at th
ere
are
two
par
ts (a
tom
s) o
f hyd
rog
en fo
r eve
ry
par
t (at
om) o
f oxy
gen
in a
mol
ecul
e of
wat
er ✓
✓
4.5
Elec
trop
latin
g ✓
or b
reak
ing
dow
n an
unw
ante
d s
ubst
ance
✓ o
r pro
duc
ing
a u
sefu
l sub
stan
ce fo
r ex
amp
le h
ydro
gen
and
oxy
gen
✓ in
this
cas
e. (A
ny o
ne)
Th
is is
a h
igh
ord
er q
uest
ion
as le
arne
rs h
ave
to a
naly
se w
hat
is h
app
enin
g a
nd a
pp
ly t
heir
kno
wle
dg
e to
a n
ew s
ituat
ion.
(7
)
Que
stio
n Fi
ve
5.1
Dra
win
g ✓
Th
is is
a lo
w o
rder
que
stio
n as
lear
ners
nee
d o
nly
cop
y a
sim
ple
dra
win
g.
5.2
One
str
aig
ht a
rrow
ed ra
y g
oing
from
sun
to b
all ✓
✓; o
ne s
trai
ght
arr
owed
ray
goi
ng fr
om th
e b
all t
o th
e g
irl. ✓
✓
Th
is is
a m
idd
le o
rder
que
stio
n as
lear
ners
hav
e to
ap
ply
the
ir kn
ow
led
ge
of l
ight
to
thi
s d
iag
ram
, thu
s sh
ow
ing
tha
t th
ey u
nder
stan
d t
hat
light
tra
vels
in s
trai
ght
line
s an
d t
hat
sunl
ight
on
ob
ject
s en
able
s th
em t
o b
e se
en.
86 Grade 8 Natural Sciences
5.3
The
girl
wou
ld s
ee th
e p
lank
onl
y an
d n
ot th
e b
all b
ecau
se li
ght
trav
els
in s
trai
ght
line
s ✓
and
wou
ld
ther
efor
e no
t tra
vel r
ound
the
pla
nk to
the
eyes
of t
he g
irl. ✓
Th
is is
a h
igh
ord
er q
uest
ion
bec
ause
lear
ners
hav
e to
ap
ply
kno
wle
dg
e to
a n
ew s
ituat
ion
and
sy
nthe
sise
it c
ohe
rent
ly.
(7
)
Que
stio
n Si
x
6.1
A
Satu
rn ✓
B
M
ercu
ry ✓
C
Ju
pite
r ✓
D
M
ars
✓
6.2
Jup
iter
✓
6.3
Mar
s ✓
Sat
urn
✓ J
upite
r ✓
Ura
nus
✓ N
eptu
ne ✓
Ear
th ✓
(any
thr
ee)
6.
1– 6
.3 a
re a
ll lo
w o
rder
que
stio
ns –
onl
y re
call
req
uire
d.
6.4
A o
r C ✓
Th
is is
a m
idd
le o
rder
que
stio
n as
lear
ners
mus
t re
ad t
he d
iag
ram
and
ap
ply
the
ir kn
ow
led
ge.
6.5
I wou
ld n
eed
oxy
gen
tank
✓; v
ery
war
m th
erm
al c
loth
ing
✓; f
ood
✓; w
ater
✓
ox
ygen
tank
bec
ause
no
oxyg
en o
n Sa
turn
✓
w
arm
clo
thin
g b
ecau
se S
atur
n is
ver
y co
ld ✓
fo
od a
nd w
ater
to e
at a
nd d
rink
✓
6.
5 is
a m
idd
le o
rder
que
stio
n as
lear
ners
nee
d t
o a
pp
ly t
heir
kno
wle
dg
e o
f wha
t p
eop
le n
eed
and
the
ir kn
ow
led
ge
of c
ond
itio
ns o
n th
e p
lane
ts in
ord
er t
o a
nsw
er t
he q
uest
ion.
(1
6)
Que
stio
n Se
ven
7.1
It is
a g
roup
of s
tars
, ✓ n
ot n
eces
saril
y cl
ose
tog
ethe
r, fo
rmin
g a
pat
tern
. ✓
7.2
Sout
hern
Cro
ss ✓
7.3
Milk
y W
ay ✓
7.4
Spira
l ✓
7.5
The
poi
nter
s ✓
7.6
They
poi
nt to
the
Sout
hern
Cro
ss ✓
7.7
It is
the
star
clo
sest
to E
arth
✓ e
xcep
t for
the
Sun.
✓
Q
uest
ions
7.1
to
7.5
and
7.7
are
low
ord
er q
uest
ions
– le
arne
rs re
call
kno
wle
dg
e to
ans
wer
. Que
stio
n 7.
6 is
a m
idd
le o
rder
que
stio
n b
ecau
se le
arne
rs d
emo
nstr
ate
abili
ty t
o a
pp
ly k
now
led
ge
to a
situ
atio
n.
(9
)
Que
stio
n E
ight
8.1
The
obje
ctiv
e co
nvex
lens
(E) ✓
focu
ses
light
rays
C ✓
from
a d
ista
nce
into
the
bod
y of
the
tele
scop
e to
the
eyep
iece
lens
at F
. ✓ T
his
conc
ave
lens
✓ d
iver
ges
lig
ht ra
ys fr
om th
e im
age
to th
e ey
e at
D ✓
m
akin
g it
ap
pea
r lar
ger
. ✓
Th
is is
a m
idd
le o
rder
que
stio
n as
lear
ners
mus
t d
emo
nstr
ate
und
erst
and
ing
of h
ow
a t
eles
cop
e w
ork
s.
(6
)
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 87
4.
Co
gni
tive
leve
l dem
and
ana
lysi
s fo
r en
d-o
f-ye
ar e
xam
inat
ion
No
te: I
n C
APS
(p. 8
7) t
he o
rder
s o
f co
gni
tive
dem
and
are
des
crib
ed a
s fo
llow
s:
Low
ord
er: K
now
ing
sci
ence
Mid
dle
ord
er: U
nder
stan
din
g s
cien
ce a
nd a
pp
lyin
g s
cien
tific
kno
wle
dg
e
Hig
h o
rder
: Eva
luat
ing
, ana
lysi
ng a
nd s
ynth
esis
ing
sci
entifi
c kn
ow
led
ge
The
tab
le b
elo
w s
how
s th
e nu
mb
er a
nd p
erce
ntag
e o
f mar
ks in
the
tes
t in
eac
h o
rder
, and
the
per
cent
age
spec
ified
for
each
ord
er in
CA
PS (p
. 87)
. It
can
be
seen
tha
t th
is t
est
conf
orm
s to
the
sp
ecifi
ed d
istr
ibut
ion
of c
og
nitiv
e w
eig
htin
g.
Co
gni
tive
dem
and
Que
stio
nLo
w o
rder
Mid
dle
ord
erH
igh
ord
erQ
uest
ion
One
16
Que
stio
n Tw
o
25
Que
stio
n Th
ree
3.1
to 3
.3 a
nd 3
.5 t
o 3
.65
2
3.7
to 3
.87
Que
stio
n Fo
ur
47
Que
stio
n Fi
ve
51
42
Que
stio
n Si
x
6.1
to 6
.38
6.4
to 6
.58
Que
stio
n Se
ven
7.1
to 7
.5 a
nd 7
.78
7.6
1
Que
stio
n E
ight
86
Tota
l mar
ks28
339
Per
cent
age
in e
xam
40%
46%
14%
Per
cent
age
spec
ified
in C
AP
S (p
. 87)
40
%45
%15
%
88 Grade 8 Natural Sciences
5.
Ad
dit
iona
l wo
rksh
eets
fo
r le
arne
rs
Wor
kshe
et 1
: The
Sun
Intr
od
uctio
n to
che
ck y
our
kno
wle
dg
e an
d s
om
e ex
tra!
Writ
e yo
ur a
nsw
ers
bes
ide
the
que
stio
ns o
n th
e w
ork
shee
t.
1.
Is t
he S
un a
sta
r, a
pla
net,
or
a ne
bul
a?
2.
Is t
he S
un s
olid
, liq
uid
, or
gas
eous
?
3.
Whe
n is
the
Sun
clo
sest
to
the
Ear
th?
4.
Whe
re is
the
Sun
ho
ttes
t?
5.
Whe
re is
the
Sun
co
ole
st?
6.
Wha
t el
emen
t is
mo
st p
lent
iful o
n th
e Su
n?
7.
Wha
t el
emen
t w
as n
amed
aft
er t
he S
un?
8.
Wha
t is
the
mai
n at
om
ic re
actio
n th
at o
ccur
s w
ithin
the
Sun
?
9.
Wha
t el
emen
ts a
re in
volv
ed in
tha
t re
actio
n? (S
ee 8
ab
ove
)
10.
Whe
re in
the
Sun
do
es t
his
reac
tion
take
pla
ce?
11.
Wha
t is
the
vis
ible
laye
r o
f the
Sun
cal
led
?
12.
Dur
ing
a t
ota
l so
lar
eclip
se, w
e ca
n se
e w
hich
par
t o
f the
Sun
?
13.
Wha
t ar
e th
e re
lativ
ely
dar
k ar
eas
on
the
Sun
calle
d?
14.
Wha
t is
the
nam
e o
f the
str
eam
of c
harg
ed p
artic
les
that
is e
mitt
ed fr
om
the
Sun
?
15.
Wha
t is
the
dis
tanc
e o
f the
Sun
fro
m t
he E
arth
?
16.
Wha
t is
the
sur
face
tem
per
atur
e o
f the
Sun
?
17.
Ho
w m
any
times
the
mas
s o
f Ear
th is
the
mas
s o
f the
Sun
?
18.
Ho
w m
any
times
the
vo
lum
e o
f Ear
th is
the
vo
lum
e o
f the
Sun
?
19.
Wha
t is
the
dia
met
er o
f the
Sun
?
20.
Wha
t is
the
co
re t
emp
erat
ure
of t
he S
un?
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 89
AN
SWE
RS
FOR
WO
RK
SHE
ET
1
1.
A s
tar
2.
Gas
eous
3.
In e
arly
Jan
uary
4.
At i
ts c
entr
e (c
ore)
5.
The
pho
tosp
here
(out
sid
e th
e co
re)
6.
Hyd
rog
en
7.
Hel
ium
(fro
m G
reek
hel
ios)
8.
Nuc
lear
fusi
on
9.
Hyd
rog
en a
nd h
eliu
m
10.
The
core
11.
1024
kg
12.
The
coro
na
13.
Sun
spot
s
14.
Sola
r flar
es o
r sol
ar w
ind
15.
Ap
pro
xim
atel
y 15
0 m
illio
n km
16.
Ap
pro
xim
atel
y 5
500°
C
17.
333
x Ea
rth
18.
1,3
mill
ion
x Ea
rth
19.
1,39
2 m
illio
n km
20.
Ap
pro
xim
atel
y 15
mill
ion°
C
90 Grade 8 Natural Sciences
Wor
kshe
et 2
: Qui
z on
the
pla
nets
Writ
e yo
ur a
nsw
ers
bes
ide
the
que
stio
ns o
n th
e w
ork
shee
t.
1.
Ho
w m
any
pla
nets
are
the
re in
our
So
lar
Syst
em?
2.
Whi
ch p
lane
t is
nea
rest
the
Sun
?
3.
Whi
ch p
lane
t is
fart
hest
fro
m t
he S
un?
4.
Whi
ch p
lane
t ha
s th
e b
igg
est,
mo
st e
asily
-see
n rin
gs
orb
iting
it?
5.
Whi
ch o
ther
pla
nets
hav
e rin
gs?
6.
Whi
ch p
lane
ts h
ave
mo
ons
?
7.
Wha
t is
the
nam
e o
f the
gro
up o
f ob
ject
s th
at o
rbit
the
Sun
bet
wee
n M
ars
and
Jup
iter?
8.
Whi
ch p
lane
t ha
s th
e g
reat
est
mas
s?
9.
Whi
ch p
lane
t ha
s th
e g
reat
est
volu
me?
10.
Whi
ch is
the
lig
htes
t p
lane
t?
11.
Whi
ch p
lane
t w
as d
isco
vere
d b
y W
illia
m H
ersc
hel?
12.
Wha
t is
at
the
cent
re o
f our
So
lar
Syst
em?
13.
Wha
t ar
e th
e in
ner
pla
nets
mad
e o
f?
14.
Wha
t ar
e th
e ic
y o
bje
cts
with
hug
e ta
ils t
hat
orb
it th
e Su
n?
15.
Whi
ch p
lane
t is
cal
led
the
‘red
pla
net‘
?
16.
Whi
ch p
lane
t is
the
clo
sest
in s
ize
to E
arth
?
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 91
AN
SWE
RS
FOR
WO
RK
SHE
ET
2
1.
Eig
ht
2.
Mer
cury
3.
Nep
tune
4.
Satu
rn
5.
Jup
iter,
Nep
tune
, Ura
nus
6.
Eart
h, M
ars,
Jup
iter,
Satu
rn, U
ranu
s, N
eptu
ne
7.
Ast
eroi
ds
8.
Jup
iter
9.
Jup
iter
10.
Mer
cury
11.
Ura
nus
12.
The
Sun
13.
Rock
s
14.
Com
ets
15.
Mar
s
16.
Venu
s
92 Grade 8 Natural Sciences
Wor
kshe
et 3
: The
Ear
th
1.
Ho
w lo
ng d
oes
it t
ake
the
Ear
th t
o re
volv
e ar
oun
d t
he S
un?
2.
Ho
w fa
r is
the
Ear
th fr
om
the
Sun
?
3.
Is t
he E
arth
’s o
rbit
aro
und
the
Sun
hig
hly
ellip
tical
or
alm
ost
circ
ular
?
4.
The
Ear
th is
the
den
sest
pla
net
in t
he S
ola
r Sy
stem
. Is
it d
ense
r o
r le
ss d
ense
tha
n w
ater
?
5.
It t
he E
arth
’s ro
tatio
n sl
ow
ing
do
wn
or
spee
din
g u
p s
light
ly o
ver
time?
6.
Wha
t is
the
co
re o
f the
Ear
th m
ade
of?
7.
Wha
t is
the
maj
or
com
po
nent
of t
he E
arth
’s at
mo
sphe
re?
8.
Wha
t is
the
maj
or
com
po
nent
of t
he E
arth
’s cr
ust?
9.
Wha
t is
the
rad
ius
of t
he E
arth
at
the
equa
tor?
10.
Wha
t is
the
nam
e o
f the
low
est
laye
r o
f the
Ear
th’s
atm
osp
here
? Th
is is
the
laye
r in
whi
ch w
eath
er
occ
urs.
11.
Are
the
sea
sons
on
Ear
th c
ause
d b
y th
e re
volu
tion
of t
he E
arth
on
a til
ted
axi
s o
r th
e fa
ct t
hat
the
Ear
th’s
dis
tanc
e fr
om
the
Sun
var
ies
thro
ugho
ut t
he y
ear?
12.
Is t
he E
arth
do
uble
, fo
ur t
imes
, or
eig
ht t
imes
larg
er (i
n d
iam
eter
) tha
n th
e M
oo
n?
13.
Wha
t ar
e th
e sp
ecta
cula
r ‘s
out
hern
lig
hts’
cal
led
?
14.
Nam
e fo
ur fa
cto
rs w
hich
mak
e E
arth
idea
l fo
r lif
e.
a
b
c
d
15.
Giv
e th
e ap
pro
xim
ate
age
of t
he E
arth
.
16.
Wha
t p
erce
ntag
e o
f the
Ear
th’s
surf
ace
is c
ove
red
by
wat
er?
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 93
AN
SWE
RS
FOR
WO
RK
SHE
ET
3
1.
Ap
pro
xim
atel
y 36
5,25
day
s
2.
Ap
pro
xim
atel
y 15
0 00
0 00
0 km
3.
Alm
ost c
ircul
ar
4.
Mor
e d
ense
5.
Slow
ing
dow
n
6.
Iron
7.
Nitr
ogen
8.
Oxy
gen
9.
Ap
pro
xim
atel
y 6
500
km
10.
Trop
osp
here
11.
The
revo
lutio
n of
the
Eart
h on
a ti
lted
axi
s
12.
Four
tim
es
13.
Aur
ora
aust
ralis
14.
a w
ater
b
th
e sp
ecifi
c te
mp
erat
ure
rang
e of
the
Eart
h w
here
mos
t life
form
s ar
e fo
und
c
sunl
ight
d
ox
ygen
15.
Ap
pro
xim
atel
y 4,
5 b
illio
n ye
ars
16.
Ap
pro
xim
atel
y 71
%
94 Grade 8 Natural Sciences
Wor
kshe
et 4
: The
Milk
y W
ay
Und
erlin
e th
e co
rrec
t al
tern
ativ
e in
eac
h ca
se.
1.
Wha
t is
the
Milk
y W
ay?
a G
alax
y b
St
ar
c Pl
anet
d
C
om
et
2.
Ho
w fa
r is
the
Sun
fro
m t
he c
entr
e o
f the
Milk
y W
ay?
a 2
light
yea
rs
b
10 li
ght
yea
rs
c 2
000
light
yea
rs
d
26 0
00 li
ght
yea
rs
3.
Wha
t is
the
cen
tre
of t
he M
ilky
Way
cal
led
? a
Cen
tre
Poin
t b
G
alac
tic C
entr
e c
Eye
of t
he s
torm
d
Pl
anet
ary
Cen
tre
4.
Wha
t ty
pe
of g
alax
y is
the
Milk
y W
ay?
a Le
ntic
ular
gal
axy
b
Spira
l gal
axy
c E
llip
tical
gal
axy
d
Irre
gul
ar g
alax
y
5.
Wha
t is
the
leng
th o
f the
dia
met
er o
f the
Milk
y W
ay?
a 2
257
light
yea
rs
b
100
000
light
yea
rs
c 6
000
light
yea
rs
d
48 0
00 li
ght
yea
rs
6.
With
in w
hich
sp
iral a
rm is
the
So
lar
Syst
em is
situ
ated
? a
Orio
n A
rm
b
Pers
eus
Arm
c
Sag
ittar
ius
Arm
d
W
hite
Arm
7.
Whi
ch p
art
of t
he M
ilky
Way
co
ntai
ns t
he o
ldes
t st
ars?
a
Dis
k b
H
alo
c
Gal
actic
Cen
tre
d
Nuc
lear
Bul
ge
8.
Who
is c
red
ited
with
the
dis
cove
ry o
f the
Milk
y W
ay?
a A
risto
tle
b
Dem
ocr
itus
c Pl
ato
d
So
crat
es
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 95
AN
SWE
RS
FOR
WO
RK
SHE
ET
4
1.
Wha
t is
the
Milk
y W
ay?
a G
alax
y b
St
ar
c Pl
anet
d
C
om
et
2.
Ho
w fa
r is
the
Sun
fro
m t
he c
entr
e o
f the
Milk
y W
ay?
a 2
light
yea
rs
b
10 li
ght
yea
rs
c 2
000
light
yea
rs
d
26 0
00 li
ght
yea
rs
3.
Wha
t is
the
cen
tre
of t
he M
ilky
Way
cal
led
? a
Cen
tre
Poin
t b
G
alac
tic C
entr
e c
Eye
of t
he s
torm
d
Pl
anet
ary
Cen
tre
4.
Wha
t ty
pe
of g
alax
y is
the
Milk
y W
ay?
a Le
ntic
ular
gal
axy
b
Spira
l gal
axy
c E
llip
tical
gal
axy
d
Irre
gul
ar g
alax
y
5.
Wha
t is
the
leng
th o
f the
dia
met
er o
f the
Milk
y W
ay?
a 2
257
light
yea
rs
b
100
000
light
yea
rs
c 6
000
light
yea
rs
d
48 0
00 li
ght
yea
rs
6.
With
in w
hich
sp
iral a
rm is
the
So
lar
Syst
em is
situ
ated
? a
Orio
n A
rm
b
Pers
eus
Arm
c
Sag
ittar
ius
Arm
d
W
hite
Arm
7.
Whi
ch p
art
of t
he M
ilky
Way
co
ntai
ns t
he o
ldes
t st
ars?
a
Dis
k b
H
alo
c
Gal
actic
Cen
tre
d
Nuc
lear
Bul
ge
8.
Who
is c
red
ited
with
the
dis
cove
ry o
f the
Milk
y W
ay?
a A
risto
tle
b
Dem
ocr
itus
c Pl
ato
d
So
crat
es
96 Grade 8 Natural Sciences
Wor
kshe
et 5
: Afr
ican
tal
es
Rea
d t
he A
fric
an s
torie
s ab
out
sta
rs a
nd c
ons
tella
tions
. The
se a
re in
tere
stin
g s
torie
s an
d t
hey
also
giv
e cl
ues
for
the
chal
leng
e ta
sk.
Bri
ght
so
uthe
rn s
tars
The
Sout
hern
Cro
ss (C
rux)
and
the
tw
o b
right
Po
inte
rs (A
lpha
and
Bet
a C
enta
uri)
are
pro
bab
ly t
he
mo
st re
cog
nisa
ble
of t
he s
out
hern
sta
rs, a
nd t
hey
feat
ure
pro
min
ently
in A
fric
an s
tar
lore
.
In S
oth
o, T
swan
a an
d V
end
a tr
aditi
ons
, the
se s
tars
are
Dith
utlw
a, ‘T
he G
iraffe
s’. T
he b
right
sta
rs
of C
rux
are
mal
e g
iraffe
s, a
nd t
he t
wo
Po
inte
rs a
re fe
mal
e. T
he V
end
a ca
lled
the
fain
ter
star
s o
f the
So
uthe
rn C
ross
Thu
dan
a, ‘T
he L
ittle
Gira
ffe’.
They
als
o s
ay t
hat
the
mo
nth
Khu
bvh
umed
zi b
egin
s w
hen
the
cres
cent
Mo
on
can
be
seen
for
the
first
tim
e. S
oth
o lo
re t
ells
tha
t w
hen
the
gira
ffe s
tars
are
see
n cl
ose
to
the
so
uth-
wes
tern
ho
rizo
n ju
st a
fter
sun
set,
the
y in
dic
ate
the
beg
inni
ng o
f cul
tivat
ing
sea
son.
The
Xam
San
saw
the
tw
o P
oin
ters
as
mal
e lio
ns; t
hey
wer
e o
nce
men
, but
a m
agic
al g
irl t
urne
d
them
into
sta
rs. T
he t
hree
brig
htes
t st
ars
of t
he S
out
hern
Cro
ss t
hey
saw
to
be
fem
ale
lions
. To
the
K
hoik
hoi,
the
Poin
ters
wer
e kn
ow
n as
Mur
a, ‘T
he E
yes’
, of s
om
e g
reat
cel
estia
l bea
st. T
he C
oal
Sac
k,
a la
rge
dar
k ne
bul
a ne
ar t
he S
out
hern
Cro
ss, i
s kn
ow
n as
the
‘Old
Bag
of t
he N
ight
’ to
the
Nya
e N
yae
!Kun
g S
an. T
he lo
ng a
xis
of t
he S
out
hern
Cro
ss p
oin
ts t
ow
ard
s a
brig
ht s
tar
calle
d A
cher
nar.
This
sta
r is
cal
led
Sen
akan
e (S
oth
o, T
swan
a) a
nd T
shin
ang
a (V
end
a), m
eani
ng ‘T
he L
ittle
Ho
rn’.
Can
op
us is
one
of t
he b
right
est
star
s in
the
nig
ht s
ky. I
t is
wid
ely
kno
wn
in s
out
hern
Afr
ica
as N
aka,
‘T
he H
orn
Sta
r’. I
n So
tho
tra
diti
on,
a c
aref
ul w
atch
was
kep
t fo
r N
aka
abo
ut t
he e
nd o
f May
. So
tho
ch
iefs
aw
ard
ed a
co
w fo
r N
aka’
s ea
rlies
t si
ght
ing
. The
ap
pea
ranc
e o
f Nak
a he
rald
s th
e co
min
g o
f w
inte
r an
d b
row
ning
of t
he v
eld
. Whe
n N
aka
app
eare
d b
efo
re s
unris
e, t
he T
swan
a kn
ew it
was
tim
e to
st
art
bre
edin
g t
heir
shee
p. I
n V
end
a tr
aditi
on,
the
firs
t p
erso
n to
see
Nak
a in
the
mo
rnin
g s
ky (i
n M
ay,
hera
ldin
g w
inte
r) w
oul
d c
limb
a h
ill a
nd b
low
the
pha
lap
hala
(bla
ck s
able
ant
elo
pe
horn
) and
he
wo
uld
re
ceiv
e a
cow
as
a p
rize.
The
Zul
u kn
ew C
ano
pus
as
isA
ndul
ela,
a m
esse
nger
ap
pea
ring
at
the
end
of
autu
mn,
the
har
vest
tim
e, a
nd a
lso
as
inK
hwen
kwez
i, ‘T
he B
rillia
nt S
tar’
. The
Xam
San
bel
ieve
d t
hat
Can
op
us c
oul
d in
fluen
ce t
he a
vaila
bili
ty o
f ant
s’ e
gg
s, a
ric
h so
urce
of n
our
ishm
ent,
and
the
y ca
lled
it
‘The
Ant
Eg
g S
tar’
.
The
bea
utifu
l co
nste
llatio
n Sc
orp
ius
with
its
slen
der
cur
ved
row
of s
tars
is fa
mo
us fo
r th
e b
right
re
dd
ish
star
Ant
ares
. Thi
s st
ar w
as c
alle
d ‘T
he F
ire-F
inis
hing
Sta
r’ b
y th
e !X
u Sa
n –
not
onl
y d
oes
it
have
a re
dd
ish
colo
ur, b
ut (a
t ce
rtai
n tim
es o
f the
yea
r) it
set
s ve
ry la
te a
t ni
ght
, whe
n th
e ca
mp
fire
s ha
ve d
ied
do
wn.
Alo
ng t
he c
urve
d b
od
y o
f the
sco
rpio
n, ju
st b
efo
re t
he t
ail s
ectio
n, li
es a
clo
se p
air
of
star
s, w
hich
the
Kho
ikho
i cal
led
xam
i di m
ura,
‘The
Eye
s o
f the
Lio
n’. N
ear
Sco
rpiu
s is
a c
ons
pic
uous
ci
rcle
of s
tars
kno
wn
as C
oro
na A
ustr
alis
, the
So
uthe
rn C
row
n. T
he X
am S
an h
ad a
tal
e ab
out
a g
roup
o
f men
who
sat
eat
ing
to
get
her
whe
n a
bew
itche
d g
irl lo
oke
d u
po
n th
em, t
urni
ng t
hem
into
the
se s
tars
.
The
brig
ht s
tar
Fom
alha
ut w
ith it
s rin
g o
f dus
t lie
s in
a r
athe
r st
ar-p
oo
r re
gio
n an
d is
pro
min
ent
in
the
sum
mer
sky
. It
is c
alle
d N
dem
ara,
‘The
Sw
eeth
eart
Sta
r’, b
y th
e Sh
ona
, and
Nts
huna
, ‘Th
e K
iss
Me
Star
’, b
y th
e Ts
wan
a. T
he v
isib
ility
of t
his
star
was
sup
po
sed
to
ind
icat
e th
e tim
e fo
r lo
vers
to
par
t b
efo
re t
heir
par
ents
dis
cove
red
the
m. A
noth
er p
rom
inen
t so
uthe
rn s
tar
is P
eaco
ck; t
he G
wi S
an c
all i
t ‘T
he F
emal
e St
eenb
ok’
.
Cha
lleng
e ta
sk
1.
Iden
tify
the
star
s an
d c
ons
tella
tions
on
the
follo
win
g p
age.
2.
Writ
e th
e na
mes
of t
he s
tars
or
cons
tella
tions
in t
he b
oxe
s b
elo
w e
ach
figur
e.
3.
You
coul
d a
lso
lab
el s
om
e o
f the
imp
ort
ant
star
s in
the
co
nste
llatio
ns.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 97
Wor
kshe
et 5
: Afr
ican
tal
es
Rea
d t
he A
fric
an s
torie
s ab
out
sta
rs a
nd c
ons
tella
tions
. The
se a
re in
tere
stin
g s
torie
s an
d t
hey
also
giv
e cl
ues
for
the
chal
leng
e ta
sk.
Bri
ght
so
uthe
rn s
tars
The
Sout
hern
Cro
ss (C
rux)
and
the
tw
o b
right
Po
inte
rs (A
lpha
and
Bet
a C
enta
uri)
are
pro
bab
ly t
he
mo
st re
cog
nisa
ble
of t
he s
out
hern
sta
rs, a
nd t
hey
feat
ure
pro
min
ently
in A
fric
an s
tar
lore
.
In S
oth
o, T
swan
a an
d V
end
a tr
aditi
ons
, the
se s
tars
are
Dith
utlw
a, ‘T
he G
iraffe
s’. T
he b
right
sta
rs
of C
rux
are
mal
e g
iraffe
s, a
nd t
he t
wo
Po
inte
rs a
re fe
mal
e. T
he V
end
a ca
lled
the
fain
ter
star
s o
f the
So
uthe
rn C
ross
Thu
dan
a, ‘T
he L
ittle
Gira
ffe’.
They
als
o s
ay t
hat
the
mo
nth
Khu
bvh
umed
zi b
egin
s w
hen
the
cres
cent
Mo
on
can
be
seen
for
the
first
tim
e. S
oth
o lo
re t
ells
tha
t w
hen
the
gira
ffe s
tars
are
see
n cl
ose
to
the
so
uth-
wes
tern
ho
rizo
n ju
st a
fter
sun
set,
the
y in
dic
ate
the
beg
inni
ng o
f cul
tivat
ing
sea
son.
The
Xam
San
saw
the
tw
o P
oin
ters
as
mal
e lio
ns; t
hey
wer
e o
nce
men
, but
a m
agic
al g
irl t
urne
d
them
into
sta
rs. T
he t
hree
brig
htes
t st
ars
of t
he S
out
hern
Cro
ss t
hey
saw
to
be
fem
ale
lions
. To
the
K
hoik
hoi,
the
Poin
ters
wer
e kn
ow
n as
Mur
a, ‘T
he E
yes’
, of s
om
e g
reat
cel
estia
l bea
st. T
he C
oal
Sac
k,
a la
rge
dar
k ne
bul
a ne
ar t
he S
out
hern
Cro
ss, i
s kn
ow
n as
the
‘Old
Bag
of t
he N
ight
’ to
the
Nya
e N
yae
!Kun
g S
an. T
he lo
ng a
xis
of t
he S
out
hern
Cro
ss p
oin
ts t
ow
ard
s a
brig
ht s
tar
calle
d A
cher
nar.
This
sta
r is
cal
led
Sen
akan
e (S
oth
o, T
swan
a) a
nd T
shin
ang
a (V
end
a), m
eani
ng ‘T
he L
ittle
Ho
rn’.
Can
op
us is
one
of t
he b
right
est
star
s in
the
nig
ht s
ky. I
t is
wid
ely
kno
wn
in s
out
hern
Afr
ica
as N
aka,
‘T
he H
orn
Sta
r’. I
n So
tho
tra
diti
on,
a c
aref
ul w
atch
was
kep
t fo
r N
aka
abo
ut t
he e
nd o
f May
. So
tho
ch
iefs
aw
ard
ed a
co
w fo
r N
aka’
s ea
rlies
t si
ght
ing
. The
ap
pea
ranc
e o
f Nak
a he
rald
s th
e co
min
g o
f w
inte
r an
d b
row
ning
of t
he v
eld
. Whe
n N
aka
app
eare
d b
efo
re s
unris
e, t
he T
swan
a kn
ew it
was
tim
e to
st
art
bre
edin
g t
heir
shee
p. I
n V
end
a tr
aditi
on,
the
firs
t p
erso
n to
see
Nak
a in
the
mo
rnin
g s
ky (i
n M
ay,
hera
ldin
g w
inte
r) w
oul
d c
limb
a h
ill a
nd b
low
the
pha
lap
hala
(bla
ck s
able
ant
elo
pe
horn
) and
he
wo
uld
re
ceiv
e a
cow
as
a p
rize.
The
Zul
u kn
ew C
ano
pus
as
isA
ndul
ela,
a m
esse
nger
ap
pea
ring
at
the
end
of
autu
mn,
the
har
vest
tim
e, a
nd a
lso
as
inK
hwen
kwez
i, ‘T
he B
rillia
nt S
tar’
. The
Xam
San
bel
ieve
d t
hat
Can
op
us c
oul
d in
fluen
ce t
he a
vaila
bili
ty o
f ant
s’ e
gg
s, a
ric
h so
urce
of n
our
ishm
ent,
and
the
y ca
lled
it
‘The
Ant
Eg
g S
tar’
.
The
bea
utifu
l co
nste
llatio
n Sc
orp
ius
with
its
slen
der
cur
ved
row
of s
tars
is fa
mo
us fo
r th
e b
right
re
dd
ish
star
Ant
ares
. Thi
s st
ar w
as c
alle
d ‘T
he F
ire-F
inis
hing
Sta
r’ b
y th
e !X
u Sa
n –
not
onl
y d
oes
it
have
a re
dd
ish
colo
ur, b
ut (a
t ce
rtai
n tim
es o
f the
yea
r) it
set
s ve
ry la
te a
t ni
ght
, whe
n th
e ca
mp
fire
s ha
ve d
ied
do
wn.
Alo
ng t
he c
urve
d b
od
y o
f the
sco
rpio
n, ju
st b
efo
re t
he t
ail s
ectio
n, li
es a
clo
se p
air
of
star
s, w
hich
the
Kho
ikho
i cal
led
xam
i di m
ura,
‘The
Eye
s o
f the
Lio
n’. N
ear
Sco
rpiu
s is
a c
ons
pic
uous
ci
rcle
of s
tars
kno
wn
as C
oro
na A
ustr
alis
, the
So
uthe
rn C
row
n. T
he X
am S
an h
ad a
tal
e ab
out
a g
roup
o
f men
who
sat
eat
ing
to
get
her
whe
n a
bew
itche
d g
irl lo
oke
d u
po
n th
em, t
urni
ng t
hem
into
the
se s
tars
.
The
brig
ht s
tar
Fom
alha
ut w
ith it
s rin
g o
f dus
t lie
s in
a r
athe
r st
ar-p
oo
r re
gio
n an
d is
pro
min
ent
in
the
sum
mer
sky
. It
is c
alle
d N
dem
ara,
‘The
Sw
eeth
eart
Sta
r’, b
y th
e Sh
ona
, and
Nts
huna
, ‘Th
e K
iss
Me
Star
’, b
y th
e Ts
wan
a. T
he v
isib
ility
of t
his
star
was
sup
po
sed
to
ind
icat
e th
e tim
e fo
r lo
vers
to
par
t b
efo
re t
heir
par
ents
dis
cove
red
the
m. A
noth
er p
rom
inen
t so
uthe
rn s
tar
is P
eaco
ck; t
he G
wi S
an c
all i
t ‘T
he F
emal
e St
eenb
ok’
.
Cha
lleng
e ta
sk
1.
Iden
tify
the
star
s an
d c
ons
tella
tions
on
the
follo
win
g p
age.
2.
Writ
e th
e na
mes
of t
he s
tars
or
cons
tella
tions
in t
he b
oxe
s b
elo
w e
ach
figur
e.
3.
You
coul
d a
lso
lab
el s
om
e o
f the
imp
ort
ant
star
s in
the
co
nste
llatio
ns.
98 Grade 8 Natural Sciences
AN
SWE
RS
FOR
WO
RK
SHE
ET
5
Fom
alha
ut/N
dem
ara/
Nts
huna
/Sw
eeth
eart
Sta
r/K
iss
Me
Star
Can
op
us/i
nKhw
enkw
ezi/
Bril
liant
Sta
r/N
aka/
isA
ndul
ela/
Ant
Eg
g S
tar
Ant
ares
/Fire
-Fin
ishi
ng S
tar
in
Sco
rpiu
s co
nste
llatio
n
Sout
hern
Cro
ss a
nd P
oin
ters
(lef
t), A
cher
nar/
Sena
kane
/Ts
hina
nga/
Litt
le H
orn
(far
rig
ht)
Co
rona
Aus
tral
is/S
out
hern
Cro
wn
Sout
hern
Cro
ss/C
rux/
Dith
utlw
a/G
iraffe
s (t
op
), tw
o P
oin
ters
(lef
t)
Peac
ock
/Fem
ale
Stee
nbo
k in
Pav
o
cons
tella
tion
THE PROGRAMME TO IMPROVE LEARNING OUTCOMES
The StablesHollard Campus22 Oxford RoadParktown2193
Tel: +27 11 351 2430/2457
Email: [email protected]
Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.
ISBN: 978-1-928319-81-8
NATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA
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GRADE
CAPS Planner and Tracker
ENDORSED BY
TEACHER TOOLKIT
2018 TERM 4
NATURAL SCIENCES
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