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David Green • Ria de Jager • Linda BredenkampMarietjie van den Heever
Natural Sciences Natural Sciences Natural Sciences and Technologyand Technologyand Technologyand Technologyand Technologyand Technology
Teacher’s Guide 6Grade
CAPS
SM_Nat sci_G6_TG_English_promo.indd 1 2013/06/15 1:38 PM
David Green • Ria de Jager • Linda BredenkampMarietjie van den Heever
Natural Sciences and Technology
Grade 6Teacher’s Guide
Study & Master
SM_Nat sci_G6_TG_TP_English.indd 1 2013/06/15 1:36 PMNS&T Gr 6 TG Final 14-6-13.indb 1 2013/06/15 2:05 PM
c a m b r i d g e u n i v e r s i t y p r e s s
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City
Cambridge University PressThe Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa
www.cup.co.za
© Cambridge University Press 2013
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
First published 2013
ISBN 978-1-107-38106-3
Editor: Robyn HoepnerProofreader: Michel CozienIllustrators: Rob FooteCover photographer: Robyn MinterTypesetting: Baseline Publishing Services……………………………………………………………………………………………………………
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Acknowledgements The publishers would like to thank the following copyright holders for permission to reproduce the following:
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NS&T Gr 6 TG Final 14-6-13.indb 2 2013/06/15 2:05 PM
Contents
Expanded contents pages v
Section A: Introduction A1
Section B: Teaching guidelines B1
Section C: Photocopiable resources C1
Section D: Documents D1
iii
NS&T Gr 6 TG Final 14-6-13.indb 3 2013/06/15 2:05 PM
iv
NS&T Gr 6 TG Final 14-6-13.indb 4 2013/06/15 2:05 PM
v
Sect
ion
A: I
ntro
duct
ion
A1
Sect
ion
B: T
each
ing
guid
elin
es: a
s lis
ted
belo
wB1
Term
Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e1
Nat
ura
l S
cien
ces:
L
ife
and
liv
ing
Tech
no
log
y:
Pro
cess
ing
1: Ph
oto
syn
thes
is1.1
: Pla
nts
an
d f
oo
d•
Pla
nts
mak
e th
eir
own
fo
od
(g
luco
se s
ug
ar)
thro
ug
h a
p
roce
ss c
alle
d p
ho
tosy
nth
esis
• P
ho
tosy
nth
esis
tak
es p
lace
mai
nly
in t
he
leav
es•
Du
rin
g p
ho
tosy
nth
esis
th
e p
lan
t u
ses
sun
ligh
t en
erg
y,
carb
on
dio
xid
e (f
rom
th
e ai
r) a
nd
wat
er t
o m
ake
glu
cose
su
gar
• P
lan
ts c
han
ge
som
e of
th
e g
luco
se s
ug
ar in
to s
tarc
h
wh
ich
th
ey s
tore
in t
hei
r le
aves
, ste
ms
and
ro
ots
, fl
ower
s, f
ruit
s an
d s
eed
s
2½
wee
ks(8¾
ho
urs
)G
luco
se p
owd
er,
mai
ze fl
ou
r, io
din
e so
luti
on
, pla
stic
d
rop
per
s, e
xam
ple
s of
fo
od
su
ch a
s co
oke
d r
ice,
flo
ur,
po
tato
, bre
ad, o
il,
bo
iled
eg
g, c
hee
se;
vid
eo c
lips
fro
m t
he
Inte
rnet
10B
4
1.2: P
lan
ts
and
air
• D
uri
ng
ph
oto
syn
thes
is t
he
pla
nt
use
s ca
rbo
n d
ioxi
de
fro
m t
he
air
and
giv
es o
ff o
xyg
en in
to t
he
air
• A
nim
als,
incl
ud
ing
peo
ple
, use
th
e ox
ygen
fro
m t
he
air
for
bre
ath
ing
an
d g
ive
ou
t ca
rbo
n d
ioxi
de
wh
ich
is
use
d b
y p
lan
ts f
or
ph
oto
syn
thes
is
Sm
all p
lan
ts,
can
dle
s, m
atch
es,
bel
l jar
s, r
ub
ber
st
op
per
s, V
asel
ine,
cl
ear
lime
wat
er, b
eake
rs
or
tran
spar
ent
con
tain
ers,
str
aws
13B
6
2: N
utr
ien
ts in
fo
od
2.1:
Fo
od
g
rou
ps•
Foo
ds
can
be
gro
up
ed a
cco
rdin
g t
o t
hei
r fu
nct
ion
s in
th
e b
od
y an
d t
he
mai
n n
utr
ien
ts t
hey
su
pp
ly:
—
foo
ds
for
ener
gy
– ca
rbo
hyd
rate
s
—fo
od
s fo
r g
row
th a
nd
rep
air
– p
rote
ins
—
foo
ds
for
sto
rin
g e
ner
gy
(in
th
e fo
rm o
f b
od
y fa
ts)
and
pro
vid
ing
insu
lati
on
an
d p
rote
ctio
n f
or
ner
ves
and
org
ans
– fa
ts a
nd
oils
—
foo
ds
for
bu
ildin
g b
on
es a
nd
tee
th, a
nd
mai
nta
inin
g
a h
ealt
hy im
mu
ne
syst
em –
vit
amin
s an
d m
iner
als
• M
ost
nat
ura
l fo
od
s co
nta
in a
mix
ture
of
mo
re t
han
o
ne
nu
trie
nt
gro
up
• M
ost
pro
cess
ed (
man
ufa
ctu
red
) fo
od
s h
ave
add
ed
salt
, su
gar
, pre
serv
ativ
es, fl
avo
uri
ng
s an
d c
olo
uri
ng
s
1½ w
eeks
(5¼
ho
urs
)D
raw
ing
s of
d
iffe
ren
t fo
od
ty
pes
an
d f
oo
d
pack
agin
g, d
iffe
ren
t fo
od
s, io
din
e so
luti
on
, po
tato
es,
wh
ite
bre
ad,
egg
s (s
epar
ated
),
surg
ical
glo
ves
15B
8
3: N
utr
itio
n3.
1: B
alan
ced
d
iets
• A
die
t re
fers
to
th
e se
lect
ion
of
foo
ds w
e ea
t ev
ery
day
• A
bal
ance
d di
et c
ont
ain
s su
ffici
ent
quan
titi
es o
f fo
od
fr
om
all
fou
r n
utr
ient
gro
ups
, as
wel
l as
wat
er a
nd
fibr
e•
So
me
dis
ease
s ca
n b
e re
late
d t
o d
iet
1½ w
eeks
(5¼
ho
urs
)P
amp
hle
ts, c
har
ts
and
po
ster
s,
lists
of
dif
fere
nt
die
ts, d
raw
ing
s an
d in
form
atio
n
abo
ut
foo
d-r
elat
ed
illn
esse
s
23B
11
NS&T Gr 6 TG Final 14-6-13.indb 5 2013/06/15 2:05 PM
vi
Term
Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e1
4: F
oo
d
pro
cess
ing
4.1:
Nee
d f
or
pro
cess
ing
fo
od
• Fo
od
is p
roce
ssed
to
:
—m
ake
it e
dib
le (
pre
pari
ng
, co
oki
ng
)
—m
ake
it la
st lo
ng
er (
pre
serv
ing
)
—im
pro
ve it
s n
utr
ien
t va
lue
(fer
men
tin
g)
• D
uri
ng
pro
cess
ing
man
y fo
od
s m
ay lo
se s
om
e of
th
eir
nu
trie
nts
2½
wee
ks(8¾
ho
urs
)D
raw
ing
s an
d
info
rmat
ion
ab
ou
t h
ow f
oo
d is
p
roce
ssed
, fo
od
s fo
r p
roce
ssin
g
30B
14
4.2
: M
eth
od
s fo
r p
roce
ssin
g
foo
d
• T
her
e ar
e m
any
dif
fere
nt
met
ho
ds
(way
s) t
o p
roce
ss
foo
d35
B17
5: E
cosy
stem
s an
d f
oo
d w
ebs
5.1:
Dif
fere
nt
eco
syst
ems
• A
n e
cosy
stem
is a
n a
rea
wh
ere
livin
g a
nd
no
n-l
ivin
g
thin
gs
dep
end
on
eac
h o
ther
in m
any
dif
fere
nt
way
s•
Th
ere
are
man
y d
iffe
ren
t ec
osy
stem
s su
ch a
s ri
vers
, m
ou
nta
ins,
sea
, ro
cky
sho
res,
po
nd
s, w
etla
nd
s,
gra
ssla
nd
s, f
ore
sts
and
des
erts
, wh
ich
su
pp
ort
d
iffe
ren
t ki
nd
s of
livi
ng
th
ing
s
2 w
eeks
(7 h
ou
rs)
Dra
win
gs
of
eco
syst
ems
such
as
riv
ers,
mo
un
tain
, se
as, r
ock
y sh
ore
s,
po
nd
s, w
etla
nd
s,
gra
ssla
nd
s, f
ore
sts
and
des
erts
40
B18
5.2
: Liv
ing
an
d n
on
-liv
ing
th
ing
s in
eco
-sy
stem
s
• In
an
eco
syst
em t
her
e ar
e ce
rtai
n r
elat
ion
ship
s b
etw
een
livi
ng
th
ing
s (p
lan
ts, a
nim
als/
peo
ple
, m
icro
org
anis
ms)
an
d n
on
-liv
ing
th
ing
s (a
ir, w
ater
, su
nlig
ht,
so
il) in
a p
arti
cula
r ar
ea*
48
B19
5.3
: Fo
od
w
ebs
• In
an
eco
syst
em p
lan
ts a
nd
an
imal
s ar
e co
nn
ecte
d b
y th
eir
feed
ing
rel
atio
nsh
ips;
th
is is
cal
led
a f
oo
d w
eb•
A f
oo
d w
eb c
on
sist
s of
:
—p
lan
ts (
pro
du
cers
) w
hic
h p
rod
uce
fo
od
fo
r th
emse
lves
an
d a
nim
als
—
anim
als
(co
nsu
mer
s) w
hic
h a
re h
erb
ivo
res,
ca
rniv
ore
s o
r o
mn
ivo
res
—
mic
roo
rgan
ism
s (d
eco
mp
ose
rs)
that
bre
ak d
own
d
ead
pla
nt
and
an
imal
mat
ter
and
ret
urn
nu
trie
nts
to
th
e so
il
50
B20
Not
es: *
Hea
lthy
eco
syst
ems
dep
end
on
su
ffici
ent
bio
div
ersi
ty o
f p
lan
ts, a
nim
als
and
th
eir
hab
itat
s.A
sses
smen
tR
evis
ion
: Tes
t5
6B
22S
elec
ted
Pra
ctic
al T
ask
37B
175
5B
21
Tota
l: 1
0
wee
ks
(35
hou
rs)
NS&T Gr 6 TG Final 14-6-13.indb 6 2013/06/15 2:05 PM
vii
Term
Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e2
Nat
ura
l S
cien
ces:
M
atte
r an
d
mat
eria
lsTe
chn
olo
gy:
P
roce
ssin
g
1: S
olid
s,
liqu
ids
and
g
ases
1.1:
Arr
ang
emen
t of
par
ticl
es
• A
ll m
atte
r (s
olid
s, li
quid
s an
d ga
ses)
is m
ade
up o
f pa
rtic
les
• T
he
part
icle
s ar
e ar
ran
ged
dif
fere
ntl
y in
so
lids,
liq
uid
s an
d g
ases
:
—in
so
lids
the
part
icle
s ar
e cl
ose
ly p
acke
d in
a r
egu
lar
patt
ern
– s
pace
s b
etw
een
th
e pa
rtic
les
are
smal
l an
d
part
icle
s vi
bra
te in
on
e p
lace
—
in li
qu
ids
the
part
icle
s ar
e cl
ose
ly p
acke
d in
no
fixe
d
patt
ern
– s
pace
s b
etw
een
th
e pa
rtic
les
are
smal
l bu
t pa
rtic
les
can
mov
e ar
ou
nd
eac
h o
ther
—
in g
ases
th
e pa
rtic
les
are
far
apar
t fr
om
eac
h o
ther
–
spac
es b
etw
een
th
e pa
rtic
les
are
big
an
d p
arti
cles
m
ove
in a
ll d
irec
tio
ns
½ w
eek
(1¾
ho
urs
)D
iag
ram
s to
sh
ow
part
icle
s in
mat
ter,
vid
eo c
lips
fro
m t
he
Inte
rnet
59
B24
2: M
ixtu
res
2.1:
Mix
ture
s of
mat
eria
ls•
A m
ixtu
re c
on
sist
s of
at
leas
t tw
o d
iffe
ren
t su
bsta
nce
s/m
ater
ials
mix
ed t
og
eth
er•
In s
om
e m
ixtu
res,
th
e d
iffe
ren
t su
bsta
nce
s ar
e st
ill
clea
rly
visi
ble
aft
er m
ixin
g:
—
the
subs
tan
ces
in s
uch
mix
ture
s ca
n b
e se
para
ted
by
phy
sica
l mea
ns
such
as
siev
ing
, filt
erin
g, h
and
so
rtin
g,
sett
ling
an
d d
ecan
tin
g
1 w
eek
(3½
ho
urs
)E
xam
ple
s of
m
ater
ials
su
ch a
s sa
lt, s
and
, su
gar
, te
a le
aves
, pea
nu
ts,
dri
ed b
ean
s, c
oin
s,
swee
ts, c
urr
y p
owd
er, g
rate
d
chee
se, m
ilk, o
il;
vid
eo c
lips
fro
m t
he
Inte
rnet
62
B26
3: S
olu
tio
ns
as s
pec
ial
mix
ture
s
3.1:
So
luti
on
s•
So
luti
on
s ar
e al
so m
ixtu
res
• S
om
e so
luti
on
s ca
n b
e m
ade
by m
ixin
g a
so
lid a
nd
a
liqu
id t
og
eth
er s
uch
as
sug
ar a
nd
wat
er, o
r sa
lt a
nd
w
ater
• S
olu
tio
ns
are
un
ifo
rm in
ap
pea
ran
ce a
nd
th
e so
lid
can
no
t b
e se
en a
fter
mix
ing
2½
wee
ks(8¾
ho
urs
)B
asic
sci
ence
ap
para
tus
and
m
ater
ials
fo
r th
e va
rio
us
exp
erim
ents
in
this
to
pic
, e.g
. g
lass
bea
kers
, ho
t p
late
or
Bu
nse
n
bu
rner
, tu
rpen
tin
e,
mea
suri
ng
cy
lind
ers,
fu
nn
els,
fi
lter
pap
er,
evap
ora
tive
dis
h,
foo
d c
olo
uri
ng
; ex
amp
les
of
mat
eria
ls a
nd
su
bsta
nce
s su
ch a
s sa
lt, s
ug
ar, s
and
, m
ealie
mea
l, fl
ou
r, m
aize
flo
ur,
sam
p,
curr
y p
owd
er,
cust
ard
pow
der
65
B27
NS&T Gr 6 TG Final 14-6-13.indb 7 2013/06/15 2:05 PM
viii
Term
Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e2
3.2
: So
lub
le
subs
tan
ces
• S
olu
ble
solid
s (s
olu
tes)
can
dis
solv
e* in
wat
er (s
olv
ent)
• T
he
subs
tan
ces
in s
olu
tio
ns
can
no
t b
e se
para
ted
by
siev
ing
, filt
erin
g, h
and
so
rtin
g, s
ettl
ing
or
dec
anti
ng
• S
om
e so
lute
s ca
n b
e re
cove
red
(se
para
ted
) by
ev
apo
rati
ng
th
e so
lven
t (s
uch
as
reco
veri
ng
sal
t fr
om
se
a w
ater
)•
Wh
en s
ubs
tan
ces
dis
solv
e, s
olu
te p
arti
cles
bec
om
e d
isp
erse
d in
th
e sp
aces
bet
wee
n t
he
solv
ent
part
icle
s
Bas
ic s
cien
ce
appa
ratu
s an
d
mat
eria
ls f
or
the
vari
ou
s ex
per
imen
ts in
th
is
top
ic, e
.g. g
lass
b
eake
rs, h
ot
pla
te
or
Bu
nse
n b
urn
er,
turp
enti
ne
(ref
er
to t
he
vari
ou
s ac
tivi
ties
fo
r w
hat
yo
u n
eed
)
67
B29
3.3
: S
atu
rate
d
solu
tio
ns
• A
so
luti
on
is s
atu
rate
d w
hen
no
mo
re s
olu
te c
an
dis
solv
e in
a g
iven
am
ou
nt
of s
olv
ent
Gla
ss b
eake
rs, h
ot
wat
er, s
ug
ar7
1B
30
3.4
: In
solu
ble
su
bsta
nce
s•
So
me
solid
s w
ill n
ot
form
a s
olu
tio
n in
wat
er
(in
solu
ble
so
lids)
Bas
ic s
cien
ce
appa
ratu
s an
d
mat
eria
ls f
or
the
vari
ou
s ex
per
imen
ts
in t
his
to
pic
; b
ott
om
hal
ves
of
pla
stic
2lb
ott
les,
g
lass
bea
kers
, so
il, o
il pa
int,
tu
rpen
tin
e, c
and
les,
m
ethy
late
d s
pir
its;
if
po
ssib
le, w
ater
-ba
sed
cra
ft p
ain
t ca
n b
e d
isso
lved
in
wat
er a
s a
com
para
tive
tes
t
72B
30
4: D
isso
lvin
g4
.1: R
ates
of
dis
solv
ing
• Fa
cto
rs t
hat
aff
ect
the
rate
(ti
me
take
n) o
f d
isso
lvin
g:
—
tem
per
atu
re o
f th
e m
ixtu
re
—st
irri
ng
or
shak
ing
th
e m
ixtu
re
—g
rain
siz
e of
th
e so
lute
1 w
eek
(3½
ho
urs
)C
on
tain
ers,
b
eake
rs, i
ce-c
ream
st
icks
fo
r st
irri
ng
, m
easu
rin
g s
po
on
s,
ho
t w
ater
, sal
t (c
oar
se a
nd
fin
e)
75B
31
NS&T Gr 6 TG Final 14-6-13.indb 8 2013/06/15 2:05 PM
ix
Term
Stra
ndTo
pic
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tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e2
5: M
ixtu
res
and
wat
er
reso
urc
es
5.1:
Wat
er
po
lluti
on
• In
the
env
iron
men
t, m
any
thin
gs m
ix o
r di
ssol
ve in
wat
er•
Wat
er c
an b
e p
ollu
ted
by
—
inso
lub
le s
ubs
tan
ces
such
as
oil,
pla
stic
s, t
yres
, tin
s,
gla
ss a
nd
to
ilet
was
te
—so
lub
le s
ubs
tan
ces
such
as
soap
s, f
erti
lizer
s,
inse
ctic
ides
, aci
ds
and
oth
er p
ois
on
s
—liv
ing
ger
ms
fro
m t
oile
t w
aste
cau
sin
g w
ater
-bo
rne
illn
esse
s su
ch a
s d
iarr
ho
ea
2½
wee
ks(8¾
ho
urs
)Te
xts
for
read
ing
ab
ou
t w
ater
p
ollu
tio
n, v
ideo
cl
ips
fro
m t
he
Inte
rnet
81
B3
4
5.2
: Im
po
rtan
ce
of w
etla
nd
s
• N
atu
ral w
etla
nd
s ar
e im
po
rtan
t fo
r
—re
mov
ing
solu
ble
and
inso
lubl
e su
bsta
nces
fro
m w
ater
—
acti
ng
like
sp
on
ges
an
d r
egu
lati
ng
th
e fl
ow o
f w
ater
Info
rmat
ion
ab
ou
t w
etla
nd
s in
yo
ur
own
are
a;
if p
oss
ible
, try
to
ta
ke y
ou
r cl
ass
on
an
exc
urs
ion
to
a
nea
rby
wet
lan
d
83
B35
6: P
roce
sses
to
p
uri
fy w
ater
6.1:
Cle
an
wat
er•
A c
lean
su
pp
ly o
f w
ater
is im
po
rtan
t fo
r p
eop
le, p
lan
ts
and
an
imal
s•
Wat
er c
an b
e cl
ean
ed b
y p
roce
sses
su
ch a
s si
evin
g,
filt
erin
g, s
ettl
ing
, dec
anti
ng
, bo
ilin
g a
nd
ad
din
g
chem
ical
s to
kill
ger
ms
2½
wee
ks(8¾
ho
urs
)S
ieve
s, fi
lter
pap
er,
fun
nel
s, c
on
tain
ers,
ke
ttle
s, w
ater
p
uri
fica
tio
n t
able
ts
(if
po
ssib
le)
88
B37
Not
es: *
A c
om
mo
n m
isco
nce
pti
on
is t
hat
su
gar
or
salt
“m
elts
” aw
ay w
hen
ad
ded
to
wat
er. D
isso
lvin
g (
in t
he
case
of
sug
ar a
nd
sal
t in
wat
er)
req
uir
es t
wo
mat
eria
ls t
o b
e m
ixed
to
get
her
. Th
is is
dif
fere
nt
fro
m m
elti
ng
(in
th
e ca
se o
f ic
e) w
hic
h is
a r
esu
lt o
f h
eati
ng
on
e m
ater
ial t
o c
han
ge
its
stat
e.A
sses
smen
tR
evis
ion
: Tes
t9
4B
39S
elec
ted
Pra
ctic
al T
ask
65
B28
78B
32
Tota
l:
10 w
eeks
(3
5 h
ou
rs)
NS&T Gr 6 TG Final 14-6-13.indb 9 2013/06/15 2:05 PM
x
Term
Stra
ndTo
pic
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tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e3
Nat
ura
l S
cien
ces:
E
ner
gy
and
ch
ang
eTe
chn
olo
gy:
S
yste
ms
and
co
ntr
ol
1: E
lect
ric
circ
uit
s1.1
: A s
imp
le
circ
uit
• A
n e
lect
ric
circ
uit
is a
sys
tem
fo
r tr
ansf
erri
ng
en
erg
y•
A s
imp
le c
ircu
it a
lway
s h
as t
he
follo
win
g c
om
po
nen
ts:
—
sou
rce
of e
ner
gy
(su
ch a
s a
cell/
batt
ery)
—
con
du
ctin
g m
ater
ial (
such
as
wir
es)
—
dev
ice
(su
ch a
s a
ligh
t b
ulb
, bu
zzer
s o
r m
oto
rs)
for
chan
gin
g e
lect
rici
ty in
to u
sefu
l ou
tpu
t en
erg
y•
a ci
rcu
it is
a c
om
plet
e, u
nbr
oke
n p
athw
ay f
or
elec
tric
ity
• a
swit
ch c
an b
e ad
ded
to
bre
ak o
r co
mp
lete
th
e ci
rcu
it
path
way
2½
wee
ks(8¾
ho
urs
)C
ells
, bu
lbs,
in
sula
ted
wir
es,
swit
ches
, dia
gra
ms
97
B4
2
1.2: C
ircu
it
dia
gra
ms
• sy
mb
ols
are
use
d w
hen
dra
win
g c
ircu
it d
iag
ram
s10
2B
44
2: E
lect
rica
l co
nd
uct
ors
an
d
insu
lato
rs
2.1:
C
on
du
cto
rs•
som
e m
ater
ials
co
nd
uct
ele
ctri
city
an
d a
re c
alle
d
con
du
cto
rs
—m
ost
met
als,
esp
ecia
lly c
op
per
, co
nd
uct
ele
ctri
city
2 w
eeks
(7 h
ou
rs)
Cel
ls, b
ulb
s,
insu
late
d w
ires
, sw
itch
es; c
oin
s,
pap
er c
lips,
pie
ces
of w
ire,
met
al
ute
nsi
ls, e
tc.
104
B4
6
2.2
: In
sula
tors
• so
me
mat
eria
ls d
o n
ot
con
du
ct e
lect
rici
ty a
nd
are
ca
lled
insu
lato
rs•
mo
st n
on
-met
als,
esp
ecia
lly p
last
ic, d
o n
ot
con
du
ct
elec
tric
ity
Cel
ls, b
ulb
s,
insu
late
d w
ires
, sw
itch
es; p
last
ic,
card
bo
ard
, wo
od
, ru
bb
er o
bje
cts,
ce
ram
ic, e
tc.
106
B4
7
3: S
yste
ms
to
solv
e p
rob
lem
s3.
1: U
sin
g
elec
tric
ci
rcu
its
• el
ectr
ic c
ircu
its
are
ofte
n u
sed
to
so
lve
pro
ble
ms
that
req
uir
e en
erg
y, s
uch
as
stre
et li
gh
tin
g, a
larm
s,
elec
tric
gat
es, t
raffi
c lig
hts
, fan
s an
d h
eate
rs•
elec
tric
cir
cuit
s ca
n a
lso
be
use
d in
mo
del
s an
d t
oys
2½
wee
ks(8¾
ho
urs
)D
raw
ing
s, p
ost
ers,
re
al e
xam
ple
s of
ci
rcu
its;
cel
ls, b
ulb
s,
insu
late
d w
ires
, sw
itch
es, b
uzz
er
bel
ls
109
B4
9
4: M
ain
s el
ectr
icit
y4
.1: F
oss
il fu
els
and
el
ectr
icit
y
• Fo
ssil
fuel
s w
ere
form
ed in
th
e E
arth
’s c
rust
mill
ion
s of
yea
rs a
go
fro
m d
ead
pla
nts
an
d a
nim
als
• C
oal
, oil
and
nat
ura
l gas
are
fo
ssil
fuel
s•
In S
ou
th A
fric
a co
al is
mos
tly
use
d as
a f
uel
in p
ower
st
atio
ns
and
to m
ake
synt
het
ic p
etro
l, di
esel
etc
SA
SO
L•
Co
al w
as f
orm
ed f
rom
fo
ssili
sed
pla
nts
wh
ich
go
t th
eir
ener
gy
fro
m t
he
Su
n o
rig
inal
ly•
In a
pow
er s
tati
on
co
al is
use
d t
o b
oil
wat
er, t
he
stea
m t
urn
s a
turb
ine
wh
ich
tu
rns
a g
ener
ato
r, w
hic
h
pro
du
ces
elec
tric
ity
• Fo
ssil
fuel
s ar
e n
on
-ren
ewab
le r
eso
urc
es
3 w
eeks
(10½
ho
urs
)D
raw
ing
s an
d v
ideo
cl
ips
of f
uel
s an
d
thei
r va
rio
us
use
s;
dra
win
gs
to s
how
h
ow e
lect
rici
ty
is g
ener
ated
in a
co
al-fi
red
pow
er
stat
ion
; exa
mp
les
of e
lect
rica
l ap
plia
nce
s
116
B5
3
NS&T Gr 6 TG Final 14-6-13.indb 10 2013/06/15 2:05 PM
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ndTo
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atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e3
4.2
: Co
st o
f el
ectr
icit
y•
Ele
ctri
city
is c
ost
ly b
ecau
se:
—
it r
equ
ires
infr
astr
uct
ure
incl
udi
ng
coal
min
es,
tran
spo
rt, p
ower
sta
tio
ns,
pyl
on
s, s
ubs
tati
on
s, w
irin
g
—so
me
elec
tric
al a
pp
lian
ces
req
uir
e m
ore
ele
ctri
city
th
an o
ther
s (h
eati
ng
ap
plia
nce
s u
se t
he
mo
st)
• T
he
mo
re e
lect
rici
ty w
e u
se t
he
mo
re w
e pa
y, a
nd
th
e m
ore
co
al is
use
d u
p•
We
can
sav
e en
erg
y in
man
y w
ays,
incl
ud
ing
usi
ng
en
erg
y-sa
vin
g li
gh
t b
ulb
s an
d s
ola
r w
ater
hea
ters
122
B5
5
4.3
: Ille
gal
co
nn
ecti
on
s•
Illeg
al e
lect
rica
l co
nn
ecti
on
s ar
e a
dan
ger
to
peo
ple
b
ecau
se t
hey
are
oft
en u
nsa
feD
raw
ing
s of
saf
ety
sig
ns
126
B5
6
4.4
: R
enew
able
w
ays
to
gen
erat
e el
ectr
icit
y
• P
eop
le a
re lo
oki
ng
fo
r re
new
able
way
s to
gen
erat
e el
ectr
icit
yD
raw
ing
s of
re
new
able
way
s to
g
ener
ate
elec
tric
ity,
in
clu
din
g e
xam
ple
s of
win
d p
ower
g
ener
ato
r, so
lar
pow
er g
ener
ato
r, hy
dro
elec
tric
g
ener
ato
rs
128
B5
6
Ass
essm
ent
Rev
isio
n: T
est
133
B5
7S
elec
ted
Pra
ctic
al T
ask
105
B4
7
112
B5
0
Tota
l:
10 w
eeks
(3
5
hou
rs)
NS&T Gr 6 TG Final 14-6-13.indb 11 2013/06/15 2:05 PM
xii
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Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e4
Nat
ura
l S
cien
ces:
P
lan
et E
arth
an
d b
eyo
nd
Tech
no
log
y:
Sys
tem
s an
d
con
tro
l
1: T
he
sola
r sy
stem
1.1: T
he
Su
n,
pla
net
s an
d
aste
roid
s
• T
he
Su
n (
a st
ar)
is a
t th
e ce
ntr
e of
ou
r S
ola
r S
yste
m•
Th
ere
are
eig
ht
pla
net
s an
d t
he
aste
roid
bel
t (M
ercu
ry, V
enu
s, E
arth
, Mar
s, A
ster
oid
Bel
t, J
up
iter
, S
atu
rn, U
ran
us
and
Nep
tun
e) in
orb
it a
rou
nd
th
e S
un
• E
ach
pla
net
has
its
own
:
—fe
atu
res,
siz
e, o
rbit
an
d p
osi
tio
n in
rel
atio
n t
o
the
Su
n, c
om
po
siti
on
(ro
cky
and
gas
pla
net
s) a
nd
n
um
ber
of
Mo
on
s (s
om
e h
ave
no
Mo
on
s)•
Th
e p
lan
ets
and
ast
ero
ids
take
dif
fere
nt
amo
un
ts o
f ti
me
to r
evo
lve
aro
un
d t
he
Su
n*
2½
wee
ks
(8¾
ho
urs
)D
etai
led
dra
win
gs
and
mo
del
s of
th
e so
lar
syst
em, a
ny
extr
a in
form
atio
n
abo
ut
the
sola
r sy
stem
136
139
B6
0B
62
1.2: M
oo
ns
• M
oo
ns,
incl
ud
ing
ou
r M
oo
n, d
o n
ot
giv
e o
ut
thei
r ow
n
hea
t an
d li
gh
t•
Ou
r M
oo
n c
an b
e se
en f
rom
Ear
th b
ecau
se t
he
ligh
t fr
om
th
e S
un
sh
ines
on
to it
s su
rfac
e•
On
th
e M
oo
n w
e ca
n s
ee c
rate
rs, l
igh
ter
area
s w
hic
h
are
mo
un
tain
s, a
nd
dar
ker
area
s w
hic
h a
re fl
at p
lain
s
Dra
win
gs
of t
he
Mo
on
146
B6
2
2: M
ovem
ents
of
th
e E
arth
an
d p
lan
ets
2.1:
Ro
tati
on
(E
arth
)•
In o
ur
sola
r sy
stem
, eac
h p
lan
et r
ota
tes
(sp
ins)
on
its
own
axi
s:
—th
e p
lan
et E
arth
is s
pin
nin
g, a
nd
on
e co
mp
lete
ro
tati
on
tak
es a
bo
ut
24 h
ou
rs a
nd
we
exp
erie
nce
th
is a
s d
ay a
nd
nig
ht
—
du
rin
g r
ota
tio
n t
he
sid
e of
th
e E
arth
fac
ing
th
e S
un
ex
per
ien
ces
day
tim
e, a
nd
th
e o
pp
osi
te s
ide
of t
he
Ear
th e
xper
ien
ces
nig
ht
tim
e
1 w
eek
(3½
ho
urs
)M
od
els
and
a
ligh
t so
urc
e su
ch
as a
to
rch
, lam
p
or
can
dle
to
d
emo
nst
rate
th
e m
ovem
ent
of t
he
Ear
th
149
B6
3
2.2
: R
evo
luti
on
(E
arth
)
• A
ll p
lan
ets
also
rev
olv
e (t
rave
l) a
rou
nd
th
e S
un
in
thei
r ow
n o
rbit
s•
Pla
net
Ear
th r
evo
lves
aro
un
d t
he
Su
n in
its
own
orb
it
(pat
hway
); o
ne
com
ple
te r
evo
luti
on
tak
es 3
65¼
day
s an
d w
e ex
per
ien
ce t
his
as
a ye
ar
151
B6
4
3: T
he
mov
emen
t of
th
e M
oo
n
3.1:
Ro
tati
on
(o
f th
e M
oo
n)
• T
he
Mo
on
is s
pin
nin
g a
nd
on
e co
mp
lete
ro
tati
on
tak
es
abo
ut
28 d
ays
1 w
eek
(3½
ho
urs
)M
odel
s an
d a
light
so
urce
suc
h as
a
torc
h, la
mp
or c
andl
e to
dem
onst
rate
the
m
ovem
ent
of t
he
Moo
n
156
B6
6
3.2
: R
evo
luti
on
(o
f th
e M
oo
n)
• T
he
Mo
on
rev
olv
es a
rou
nd
th
e E
arth
an
d o
ne
revo
luti
on
als
o t
akes
ab
ou
t a
mo
nth
(ab
ou
t 28
day
s)15
7B
66
4: S
yste
ms
for
loo
kin
g in
to
spac
e
4.1:
Te
lesc
op
es•
Tele
sco
pes
are
use
d t
o lo
ok
into
spa
ce a
nd
gat
her
in
form
atio
n•
So
uth
Afr
ica
has
bu
ilt a
nd
use
s so
me
of t
he
larg
est
tele
sco
pes
1 w
eek
(3½
ho
urs
)D
raw
ing
s an
d
info
rmat
ion
ab
ou
t te
lesc
op
es
160
B6
8
NS&T Gr 6 TG Final 14-6-13.indb 12 2013/06/15 2:05 PM
xiii
Term
Stra
ndTo
pic
Uni
tN
atur
al S
cien
ces
and
Tech
nolo
gy C
APS
con
tent
Tim
e al
loca
tion
Reso
urce
sLB
pag
eTG
pag
e4
5: S
yste
ms
to
exp
lore
th
e M
oo
n a
nd
Mar
s
5.1:
Veh
icle
s u
sed
on
th
e M
oo
n
• A
few
peo
ple
hav
e vi
site
d t
he
surf
ace
of t
he
Mo
on
an
d
exp
lore
d it
usi
ng
a v
ehic
le c
alle
d a
Mo
on
Rov
er2½
wee
ks
(8¾
ho
urs
)D
raw
ings
of
the
Mo
on
an
d M
ars
rove
rs; a
ppar
atu
s in
clu
din
g bo
ttle
to
ps o
r lid
s, r
ou
nd
ti
ns
or
card
boar
d
circ
les
for
the
wh
eels
, sos
atie
st
icks
or
dow
els
and
st
raw
s fo
r th
e ax
les
163
B6
9
5.2
: Veh
icle
s u
sed
on
Mar
s•
Ro
bo
ts c
alle
d M
ars
Rov
ers
hav
e b
een
use
d t
o v
isit
an
d e
xplo
re t
he
surf
ace
of M
ars
(peo
ple
hav
e n
ot
yet
visi
ted
Mar
s)
173
B70
Not
es: *
It is
no
t n
eces
sary
to
mem
ori
se e
xact
nu
mb
ers
of s
ize
of p
lan
ets,
nu
mb
er o
f M
oo
ns,
an
d d
ista
nce
fro
m t
he
Su
n.
Ass
essm
ent
Rev
isio
n: T
est
176
B70
Sel
ecte
d P
ract
ical
Tas
k15
9B
67
Tota
l:
8 w
eeks
(2
8 h
ou
rs)
Sect
ion
C: P
hoto
copi
able
res
ourc
esC1
Sect
ion
D: D
ocum
ents
D
1
NS&T Gr 6 TG Final 14-6-13.indb 13 2013/06/15 2:05 PM
xiv
NS&T Gr 6 TG Final 14-6-13.indb 14 2013/06/15 2:05 PM
Introduction
Personal and social well-being lessons page XXX
Physical education lessons page XXX
Creative arts: Performing arts pages XXX
Creative arts: Visual arts pages XXX
A1
Section A: Introduction
Curriculum and Assessment Policy Statement (CAPS) A3
Inclusivity A5
Natural Sciences and Technology in the school curriculum A9
Classroom management A15
Resources for Natural Sciences and Technology A17
Assessment A18
How to use this course with the Curriculum and Assessment Policy Statement for Natural Sciences and Technology A24
A1
NS&T Gr 6 TG Final 14-6-13.indb 1 2013/06/15 2:05 PM
A2
NS&T Gr 6 TG Final 14-6-13.indb 2 2013/06/15 2:05 PM
SECTION A INTRODUCTION A3
Curriculum and Assessment Policy Statement (CAPS)The National Curriculum Statement Grades R–12 (NCS), which stipulates policy on curriculum and assessment in the schooling sector was amended, with the amendments coming into effect in January 2012. A single comprehensive National Curriculum and Assessment Policy Statement (CAPS) was developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R–12. The CAPS for each subject details the minimum outcomes and standards of the learning process as well as assessment processes and procedures.
General aims of the South African CurriculumThe National Curriculum Statement Grades R–12 gives expression to what are regarded to be knowledge, skills and values worth learning. It will ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local contexts, while being sensitive to global imperatives.
The purpose of the National Curriculum Statement Grades R–12• To equip learners irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country.
• To provide access to higher education.• To facilitate the transition of learners from education institutions
to the workplace.• To provide employers with a sufficient profile of a learner’s
competences.
The principles of the National Curriculum Statement Grades R–12 • Social transformation The Constitution of the Republic of South Africa forms the
basis for social transformation in our post-apartheid society. Social transformation in education is aimed at ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of our population.
What does this mean in your classroom? Your learners will come from families and communities that have been affected in diverse ways by South Africa’s past. They will have many different ideas about what kind of future they want, and what kind of society they want to live in. In the learning program that you plan for the year, you need to provide opportunities for the learners to explore
NS&T Gr 6 TG Final 14-6-13.indb 3 2013/06/15 2:05 PM
SECTION A INTRODUCTIONA4
and come to understand the kind of society we all want to create in South Africa and offer them possibilities for their future.
• Active and critical learning The National Curriculum Statement encourages an active and
critical approach to learning, rather than rote and uncritical learning of given truths.
What does this mean in your classroom? You should use a variety of activities that encourage the learners to engage with the content and with their fellow learners and explore the world around them.
• High knowledge and high skills in learners It specifies the minimum standards of knowledge and skills at
each grade and sets high, achievable standards in all subjects. What does this mean in your classroom? You as the teacher
should inspire your learners with relevant knowledge and activities that will encourage them to want to explore the world around them and relate what they learn to their lives outside school. Strive to develop a high level of knowledge and skills in all your learners.
• Progression Progression refers to the process of developing more advanced and
complex knowledge and skills. The content and context of each grade show progression from simple to complex.
What does this mean in your classroom? If you plan a learning programme using this course, you will ensure that your learners are progressing appropriately through the levels of knowledge and skills that the curriculum requires.
• Human rights, inclusivity, environmental and social justice The National Curriculum Statement is infused with the principles
and practices of social and environmental justice and human rights as defined by the Constitution of the Republic of South Africa. In particular, they are sensitive to issues of diversity, such as poverty, inequality, race, gender, language, age and disability.
What does this mean in your classroom? In all activities that you organise and facilitate you should create opportunities to relate your subject to the broader social goal of promoting human rights, environmental justice and social justice. Take into account that some of your learners might be grappling with issues, such as poverty, language, disability, etc. in their daily lives, and encourage them to explore these issues in ways that relate to this subject.
• Valuing indigenous knowledge systems Indigenous knowledge systems in the South African context
refer to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over thousands of years. The National Curriculum Statement acknowledges the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.
What does this mean in your classroom? Draw on the expertise in your subject that may be available in your local community. Find out about individuals and organisations in your region that
NS&T Gr 6 TG Final 14-6-13.indb 4 2013/06/15 2:05 PM
SECTION A INTRODUCTION A5
can support your classroom work by means of relevant indigenous knowledge to which they have access. Encourage learners to tap into sources of relevant indigenous knowledge in their own communities. For example: People from indigenous cultures have always found ways to collect and preserve uncontaminated water. By finding out about such water collection practices, we can learn how to minimise contamination of water resources.
• Credibility, quality and efficiency The National Curriculum Statement aims to achieve credibility
through providing an education that is comparable in quality, breadth and depth to the curricula of other countries. We live in a world community in which knowledge and people are circulated all the time. It is important that other countries in the world recognise the qualifications acquired in the South African school system and that these standards are set from the ground up.
Qualities and skills of learnersThe National Curriculum Statement aims to produce learners that are able to:• identify and solve problems and make decisions using critical and
creative thinking• work effectively as individuals and with others as members of a
team• organise and manage themselves and their activities responsibly
and effectively• collect, analyse, organise and critically evaluate information• communicate effectively using visual, symbolic and/or language
skills in various modes• use science and technology effectively and critically showing
responsibility towards the environment and the health of others• demonstrate an understanding of the world as a set of related
systems by recognising that problem solving contexts do not exist in isolation.
InclusivityInclusivity should form part of your planning, so be aware of the barriers to learning in your class and plan accordingly.
As teachers we must always remember that every learner has the right to learn no matter what their learning barriers are. Inclusion means that all the learners should belong. Each learner is unique and the teacher must learn to build on the individual strengths of each learner. It is important that the other learners in the class be informed about a learner’s barriers as this may make them more compassionate, tolerant and accepting.
When children are included and involved in the subject it will often improve their attention span, persistence and commitment to the subject. It is important that all learners have a sense of achievement no matter what the challenges are. This will improve their self-esteem.
NS&T Gr 6 TG Final 14-6-13.indb 5 2013/06/15 2:05 PM
A6 SECTION A INTRODUCTION
When a learner is struggling with some activity, allocate a ‘buddy’ who can help them. Make sure the tasks that are given to the learners with barriers are more focused and shorter. If the class is doing movement, the learner with a physical barrier can sit in a chair and move their arms and the buddy learner can move around them.
It is also the teacher’s job to encourage the learners with barriers to ask for help either from their ‘buddy’ or the teacher.
‘It is easier for us (teachers) to change the way in which we teach than for them (the learner) to change the way in which they learn’ – Chasty 1985.
Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.
Inclusive education and training should:• acknowledge that all children and youth can learn and that all
children and youth need support• accept and respect the fact that all learners are different and have
different learning needs, which are equally valued• enable education structures, systems and learning methodologies
to meet the needs of the learner• acknowledge and respect differences in children, whether due to
age, gender, ethnicity, language, class, disability, HIV status, etc.• maximise the participation of all learners in the culture and the
curriculum of educational institutions and uncover and minimise barriers to learning.
What does this mean in your classroom? In this series of books the learners work together in groups and pairs, which gives them the opportunity to learn from each other, as well as at their own pace. The learning methodologies also cater for learners with different learning abilities. A wide range of activities is included in this series. This allows you to decide, based on your particular situation and the skills levels of your learners, which activities should be done by which learners. Some of the activities could be used as extension work for more advanced learners, while others can be used as remedial work for learners requiring additional support. Gender is also addressed as both boys and girls are able to participate in all the activities. Learners also have the opportunity to learn about diversity within the subject matter covered.
Learners with physical barriers can work in groups or with a partner so they can be assisted where necessary. The teacher must therefore group learners with disabilities together with learners with other disabilities or no disabilities so they can support each other.
Special needsIn many classrooms, learners with special needs require additional attention – in some cases very little, and in others more extensively. Teachers should be especially sensitive towards these learners without
NS&T Gr 6 TG Final 14-6-13.indb 6 2013/06/15 2:05 PM
A7SECTION A INTRODUCTION
drawing too much attention to the learner’s possible barrier to learning, and somehow making fellow learners aware of the need to treat each other with respect without exception. This vital life skill should be engrained in all young people so that it becomes part of their personalities for the rest of their lives. The information that follows will assist you in addressing some of these special needs in your classroom in an inclusive way. Be aware of these and other special needs of learners in your classroom.
Partial sight or blindness: For partially-sighted learners who find it difficult to read text, text could be enlarged by using a photocopy machine. Also, ensure that these learners sit in the middle at the front of the class so that their poor eyesight does not become a barrier to their learning.
Alternatively – especially in group work – text could be read aloud to these learners. Remember to read loudly, clearly and slowly as partially sighted and blind learners rely heavily on their memories.
Hard of hearing: Once again, these learners should sit in the front of the class. Remember to face the learner directly and speak loudly and clearly, but without exaggerating when giving instructions, or when reading text to these learners. Learners who are hard of hearing learn very early in life to lip-read.
Impaired social skills: The nature of these difficulties varies, but could, in some cases, become a serious barrier to learning.• Learners who are very shy or highly-strung might find speaking
in front of the class extremely stressful. Although they should be encouraged to develop this life skill, it should be remembered that one can never change someone’s nature completely. Work gently with these learners – their shyness or nervousness may even be the result of negative circumstances at home. Let them do their ‘class presentations’ in written form at first, and then move slowly as the year progresses, at first letting them speak to one classmate only, then to a small group, and finally to the whole class.
• Children with ADS (Attention Deficit Syndrome, also known as ADD – Attention Deficit Disorder) will find it extremely difficult to work in groups or to sit still and concentrate for very long – in some cases simply having to listen for two minutes is too long. Learners with ADS could affect the class atmosphere and class discipline in a negative way, and although everyone will agree that the deficiency is no fault of their own, they should not be allowed to ruin their fellow learners’ education. The school should have a policy that parents must inform the school confidentially if their child suffers from ADS. If learners have been diagnosed, they could be on medication. It is essential that teachers are informed, otherwise the learner could simply be branded as ‘extremely naughty’, which would be unfair and result in inappropriate handling. Teachers should be very careful not to judge a ‘naughty’ learner too soon. ADS is becoming quite common, and in some cases may not have been diagnosed at all.
NS&T Gr 6 TG Final 14-6-13.indb 7 2013/06/15 2:05 PM
A8 SECTION A INTRODUCTION
Be on the look-out for a learner who:• finds it hard or even impossible to concentrate• frequently interrupts the teacher with irrelevant or seemingly
‘stupid’ questions• fidgets all the time to the point of irritating peers• jumps up frequently and asks to go to the bathroom (or
somewhere else) at inappropriate times• shouts out answers or remarks when the class has been asked
to put up their hands• is unable to deal with group work or pair sessions – these
periods are ‘interpreted’ as a ‘free for all’• shows signs of aggression when fairly disciplined• argues with the teacher when asked to keep quiet.
Please note that:• the disorder is more prolific among boys than among girls• diet could play a role in controlling the disorder – fast foods
and junk foods should be kept to a minimum• not all ‘naughty’ children have ADS.
Extreme poverty: This barrier to learning requires extreme sensitivity from the teacher. If you know that there are one or more learners in your class who come from poverty-stricken backgrounds, you could handle the situation as follows:• Learners are often required to bring resources from home,
especially for practical activities in subjects like visual arts, technology and science. Some learners may be unable to afford additional resource materials: magazines for research and making posters; cereal boxes; colour pencils or Kokis; paper plates; their own scissors; plastic straws; rulers; calculators. Keep a supply of these items in your classroom without informing your learners and unobtrusively give them to those learners whom you know have difficulty in acquiring them. Be careful not to encourage ‘forgetters’ to make use of this offer! You could ask community groups and businesses in your area to provide support in collecting supplies of materials for you to keep in your classroom.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures that are available within the school community, including teachers, District-based Support Teams, Institutional-level Support Teams, parents and Special Schools as resource centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies, such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
NS&T Gr 6 TG Final 14-6-13.indb 8 2013/06/15 2:05 PM
A9SECTION A INTRODUCTION
Time allocation per subjectThe instructional time in the Intermediate Phase is as follows:
Subject Time allocation per week (hours)Home language 6First additional language 5Mathematics 6Natural Science and Technology 3 ½Social Sciences 3Life Skills• Creative Arts• Physical Education• Personal and Social Well-being
4(1 ½)(1)(1 ½)
TOTAL 27 ½
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects.
Natural Sciences and Technology in the school curriculumAimsScience and Technology is an integrated subject that is compulsory for all learners in the Intermediate Phase. This is so because the subject is critical for promoting and developing scientific and technological literacy in preparation for the compulsory, but separate subjects Natural Sciences and Technology in the Senior Phase (Grades 7 to 9).
This integrated subject aims to build learners’ investigative skills by honing their discovery skills with practical investigations and developing their research skills by encouraging them to use reference books and other media. In the course of analysing the results of practical experiments, learners get to practise their observation skills and critical thinking and learn to draw conclusions from a set of results. Learners will also learn how to represent experimental apparatus and design ideas by drawing simple diagrams showing a single viewpoint in two dimensions. Through the application of the design process in Technology they will also begin to evaluate designs in terms of fitness-for-purpose, aesthetic appearance and possible impact on society and the environment.
PurposeThe Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Technology identifies the following as the three main purposes of the subject:• Development of scientific and technological knowledge and
understanding• Development of science process skills (scientific investigations)
and technological skills (the design process)• Development of an understanding of the relevance of Science and
Technology in society.
Refer to your copy of the CAPS for Natural Sciences and Technology (page 8) for further explanation of the above.
NS&T Gr 6 TG Final 14-6-13.indb 9 2013/06/15 2:05 PM
A10 SECTION A INTRODUCTION
The main Science process skills and technological and design skillsThe development of the skills referred to on page A9 and listed below are essential for the teaching and learning of Natural Sciences and Technology. 1. Accessing and recalling information – being able to use a variety
of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework
2. Observing – noting in detail objects, organisms and events3. Comparing – noting similarities and differences between things4. Measuring – using measuring instruments such as rulers,
thermometers, clocks and syringes (for volume)5. Sorting and classifying – applying criteria in order to sort items
into a table, mind-map, key, list or other format6. Identifying problems and issues – being able to articulate the
needs and wants of people in society7. Raising questions – being able to think of, and articulate relevant
questions about problems, issues, and natural phenomena8. Predicting – stating, before an investigation, what you think the
results will be for that particular investigation9. Hypothesising – putting forward a suggestion or possible explanation
to account for certain facts. A hypothesis is used as a basis for further investigation, which will prove or disprove the hypothesis
10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst others vary
11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs
13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading skills)
14. Designing – showing (e.g. by drawing) how something is to be made taking into account the design brief, specifications and constraints
15. Making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing
16. Evaluating and Improving products – using criteria to assess a constructed object and then stating or carrying out ways to refine that object
17. Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people
Specific AimsThree broad subject-specific aims have been identified for Natural Sciences and Technology. These are tabulated overleaf for your information.
NS&T Gr 6 TG Final 14-6-13.indb 10 2013/06/15 2:05 PM
A11SECTION A INTRODUCTION
Spec
ific
Aim
Cogn
itiv
e sk
ill
Requ
irem
ents
for
dev
elop
men
t of
ski
llA
sses
smen
t of
ski
ll
Spec
ific
Aim
1:
Doin
g s
cien
ce a
nd
tech
nolo
gy
Lear
ners
sho
uld
be a
ble
to
com
plet
e in
vest
igat
ions
, ana
lyse
pr
oble
ms
and
use
prac
tica
l pr
oces
ses
and
skill
s in
des
igni
ng
and
eval
uati
ng s
olut
ions
.
Not
e: D
oin
g p
ract
ical
in
vest
igat
ion
s an
d d
esig
nin
g
and
mak
ing
so
luti
on
s in
volv
es a
sp
ecifi
c ra
ng
e of
ski
lls, w
hic
h a
re
ind
icat
ed in
th
e n
ext
colu
mn
. Th
e kn
owle
dg
e an
d u
nd
erst
and
ing
of
do
ing
sci
ence
an
d t
ech
no
log
y sh
ou
ld b
e as
sess
ed w
ith
in t
he
con
text
of
the
cog
nit
ive
do
mai
ns
of S
pec
ific
Aim
2.
• Fo
llow
inst
ruct
ion
s•
Han
dle
eq
uip
men
t, a
ppa
ratu
s
and
to
ols
• M
ake
obs
erva
tio
ns
• R
eco
rd in
form
atio
n o
r d
ata
• M
easu
re•
Inte
rpre
t•
Des
ign
/pla
n in
vest
igat
ion
s,
exp
erim
ents
or
solu
tio
ns
to
ever
yday
pro
ble
ms
Spec
ific
Aim
2:
Un
der
stan
din
g a
nd
con
nec
tin
g idea
sL
earn
ers
sho
uld
hav
e a
gra
sp
of s
cien
tifi
c, t
ech
no
log
ical
an
d e
nvir
on
men
tal k
now
led
ge
and
be
able
to
ap
ply
it in
new
co
nte
xts.
Acq
uir
e kn
owle
dg
e. T
he
focu
s is
on
th
e th
eory
of
scie
nce
(c
on
cep
ts, p
roce
sses
, ph
eno
men
a,
mec
han
ism
s, p
rin
cip
les,
th
eori
es,
law
s, m
od
els,
etc
.).
Lea
rner
s m
ust
:•
acce
ss in
form
atio
n f
rom
a v
arie
ty
of s
ou
rces
• se
lect
key
idea
s•
reca
ll fa
cts
• d
escr
ibe
con
cep
ts, p
roce
sses
, p
hen
om
ena,
mec
han
ism
s, p
rin
cip
les,
th
eori
es, l
aws
and
mo
del
s•
sket
ch d
esig
n id
eas
• d
raw
sim
ple
2D
pla
ns
Teac
hers
sho
uld
use
verb
s th
at s
how
tha
t kn
owle
dge
of t
he s
ubje
ct is
bei
ng a
sses
sed
in t
he t
asks
or
asse
ssm
ents
tha
t th
ey s
et, f
or e
xam
ple:
•
stat
e•
nam
e•
lab
el•
list
• d
efin
e•
des
crib
e, a
nd
any
oth
ers.
Un
der
stan
d, c
om
pre
hen
d, m
ake
con
nec
tio
ns
bet
wee
n id
eas
and
co
nce
pts
to
giv
e m
ean
ing
to
sc
ien
ce a
nd
tec
hn
olo
gy.
Lea
rner
s m
ust
:•
bu
ild a
co
nce
ptu
al f
ram
ewo
rk o
f sc
ien
tifi
c an
d t
ech
no
log
ical
idea
s•
org
anis
e o
r re
org
anis
e kn
owle
dg
e to
d
eriv
e n
ew m
ean
ing
• w
rite
su
mm
arie
s•
wri
te d
esig
n b
rief
s•
dev
elo
p fl
ow c
har
ts, d
iag
ram
s an
d
min
d m
aps
• re
cog
nis
e pa
tter
ns
and
tre
nd
s•
un
der
stan
d t
he
impa
ct o
f te
chn
olo
gy
and
sci
ence
• w
rite
sp
ecifi
cati
on
s an
d c
on
stra
ints
Teac
hers
sho
uld
use
suit
able
ver
bs in
tas
ks o
r as
sess
men
ts t
hey
set
whi
ch in
dica
te t
hat
unde
rsta
ndin
g
of t
he s
ubje
ct is
bei
ng a
sses
sed,
for
exa
mpl
e:•
exp
lain
• co
mpa
re•
rear
ran
ge
• g
ive
an e
xam
ple
of
• ill
ust
rate
• ca
lcu
late
• in
terp
ret
• su
gg
est
a re
aso
n•
mak
e a
gen
eral
isat
ion
• in
terp
ret
info
rmat
ion
or
dat
a•
pre
dic
t•
sele
ct•
dif
fere
nti
ate
NS&T Gr 6 TG Final 14-6-13.indb 11 2013/06/15 2:05 PM
A12 SECTION A INTRODUCTION
Spec
ific
Aim
Cogn
itiv
e sk
ill
Requ
irem
ents
for
dev
elop
men
t
of s
kill
Ass
essm
ent
of s
kill
Spec
ific
Aim
2:
Un
der
stan
din
g a
nd
con
nec
tin
g idea
sL
earn
ers
sho
uld
hav
e a
gra
sp
of s
cien
tifi
c, t
ech
no
log
ical
an
d e
nvir
on
men
tal k
now
led
ge
and
be
able
to
ap
ply
it in
new
co
nte
xts.
Ap
ply
kn
owle
dg
e of
sci
ence
an
d
tech
no
log
y in
new
an
d u
nfam
iliar
co
nte
xts.
Lea
rner
s m
ust
be
able
to
:•
use
info
rmat
ion
in a
new
way
• ap
ply
kn
owle
dg
e to
new
an
d
unf
amili
ar c
on
text
s•
use
kn
owle
dg
e to
des
ign
so
luti
on
s to
p
rob
lem
s, n
eed
s an
d w
ants
.
Teac
her
s sh
ou
ld u
se s
uit
able
ver
bs in
tas
ks o
r as
sess
men
ts t
hey
set
, wh
ich
ass
esse
s a
lear
ner
’s
abili
ty t
o a
pp
ly k
now
led
ge,
fo
r ex
amp
le:
• d
emo
nst
rate
• in
terp
ret
• p
red
ict
• co
mpa
re•
dif
eren
tiat
e•
illu
stra
te•
solv
e•
sele
ct.
Lea
rner
s n
eed
to
sh
ow a
pp
licat
ion
of
know
led
ge
abo
ut
som
eth
ing
th
at t
hey
hav
e le
arn
t, a
nd
wh
ich
th
ey u
nd
erst
and
, in
a c
on
text
or
situ
atio
n a
bo
ut
wh
ich
th
ey h
ave
no
t ye
t ac
qu
ired
sp
ecifi
c kn
owle
dg
e,
or
they
mu
st s
how
th
e u
se o
f th
is k
now
led
ge
in a
n
ew w
ay.
An
alys
e, e
valu
ate
and
syn
thes
ise
scie
nti
fic
and
tec
hn
olo
gic
al
know
led
ge,
co
nce
pts
an
d id
eas.
Lea
rner
s m
ust
be
able
to
:•
anal
yse
info
rmat
ion
/dat
a•
reco
gn
ise
rela
tio
nsh
ips
bet
wee
n
exis
tin
g k
now
led
ge
and
new
idea
s•
crit
ical
ly e
valu
ate
scie
nti
fic
info
rmat
ion
• cr
itic
ally
eva
luat
e is
sues
, pro
po
sed
so
luti
on
s, p
rod
uct
s an
d p
roce
sses
• id
enti
fy a
ssu
mp
tio
ns
• ca
teg
ori
se in
form
atio
n.
Teac
her
s sh
ou
ld u
se s
uit
able
ver
bs in
tas
ks o
r as
sess
men
ts t
hey
set
wh
ich
ind
icat
e th
at a
nal
ysis
, ev
alua
tion
and
syn
thes
is a
re b
eing
ass
esse
d, f
or
exam
ple:
• ap
pra
ise
• ar
gu
e•
jud
ge
• se
lect
• ev
alu
ate
• d
efen
d (
a p
oin
t of
vie
w)
• co
mpa
re•
con
tras
t•
crit
icis
e (a
n a
rgu
men
t o
r as
sum
pti
on)
• d
iffe
ren
tiat
e•
dis
tin
gu
ish
• d
iscu
ss.
NS&T Gr 6 TG Final 14-6-13.indb 12 2013/06/15 2:05 PM
A13SECTION A INTRODUCTION
Spec
ific
Aim
Cogn
itiv
e sk
ill
Requ
irem
ents
for
dev
elop
men
t
of s
kill
Ass
essm
ent
of s
kill
Spec
ific
Aim
3: S
cien
ce,
tech
nolo
gy
an
d s
oci
ety
L
earn
ers
sho
uld
un
der
stan
d
the
pra
ctic
al u
ses
of N
atu
ral
Sci
ence
s an
d T
ech
no
log
y in
so
ciet
y an
d t
he
envi
ron
men
t,
and
hav
e va
lues
th
at m
ake
them
car
ing
an
d c
reat
ive
citi
zen
s.
Not
e: T
he
skill
s th
at a
re li
nke
d
to t
his
Sp
ecifi
c A
im a
re c
og
nit
ive
rath
er t
han
pra
ctic
al a
nd
are
th
e sa
me
as f
or
Sp
ecifi
c A
im 2
.
Un
ders
tan
din
g th
e h
isto
ry a
nd
re
leva
nce
of
som
e sc
ient
ific
disc
over
ies
and
tech
no
logi
cal d
evel
opm
ents
Rel
atio
nsh
ip o
f in
dig
eno
us
know
led
ge
to s
cien
ce a
nd
tec
hn
olo
gy
The
val
ue a
nd a
pplic
atio
n of
sci
enti
fic
and
tech
nolo
gica
l kno
wle
dge
in
indu
stry
, and
the
impa
ct o
n th
e qu
alit
y of
peo
ple’
s liv
es a
nd/o
r th
e en
viro
nmen
t
NS&T Gr 6 TG Final 14-6-13.indb 13 2013/06/15 2:05 PM
A14 SECTION A INTRODUCTION
Natural Sciences and Technology ‘Knowledge Strands’Natural Sciences and Technology for the Intermediate Phase has been divided into seven Knowledge Strands in the CAPS. These Knowledge Strands are used as organisers for the Physical Sciences, Life Sciences, Earth Sciences and Technology components of this integrated subject:
Subject Knowledge Strand Area of science
Natural Sciences Life and living Life Sciences
Natural Sciences Matter and materials Physical Sciences
Natural Sciences Energy and change Physical Sciences
Natural Sciences Planet Earth and beyond Earth Sciences
Technology Structures
Technology Processing
Technology Systems and control
Sequencing and progressionThe Natural Sciences and Technology CAPS sets out the content to be covered for each of the Knowledge Strands for each grade as follows:
Natural Sciences Technology
Strand Life and living Matter and materials
Energy and change
Planet Earth and beyond
Structures Processing Systems and control
Gra
de
4
• Living and non-living things
• Structure of plants and animals
• What plants need to grow
• Habitats of animals
• Materials around us
• Solid materials
• Energy and energy transfer
• Energy around us
• Energy and sound
• Planet Earth• The Sun• The Earth
and the Sun• The Moon
• Term 1: Structures for animal shelters
• Term 2: Strengthening materials
• Term 2: Strong frame
structures
• Term 3: Movement energy in a system
• Term 4: Rocket systems
Gra
de
5
• Plants and animals on Earth
• Animal skeletons
• Food chains• Life cycles
• Metals and non-metals
• Uses of metals
• Stored energy in fuels
• Energy and electricity
• Energy and movement
• Planet Earth • Surface of
Earth • Sedimentary
rocks• Fossils
• Term 1: Skeletons as structures
• Term 2: Processing materials
• Processed materials
• Term 3: Systems for moving things
Gra
de
6
• Photosynthesis• Nutrients in
food • Nutrition • Ecosystems
and food webs
• Solids, liquids and gases
• Mixtures • Solutions
as special mixtures
• Dissolving• Mixtures
• Electric circuits
• Electrical conductors and insulators
• Mains electricity
• The solar system
• Movements of the Earth and planets
• The movement of the Moon
• Term 1: Food processing
• Term 2: Processes to purify water and water resources
• Term 3: Systems to solve problems
• Term 4: Systems for looking into space
• Systems to explore the Moon and Mars
NS&T Gr 6 TG Final 14-6-13.indb 14 2013/06/15 2:06 PM
A15SECTION A INTRODUCTION
It is recommended in the CAPS that teachers teach the Natural Sciences Knowledge Strands in the sequence mapped out below for all three grades:1. Life and living 2. Matter and materials 3. Energy and change 4. Planet Earth and beyond
Each term also includes a Technology strand (terms indicated in table on page A14) and at least two Technology strands are developed in each grade.
This Natural Sciences and Technology course follows the recommended sequence above.
Time allocation for Natural Sciences and Technology
Time allocation for Natural Sciences and Technology in the Intermediate Phase:
3½ hours per week
Time allowed for curriculum to be completed 38 weeks
Time allowed for end of year examinations 2 weeks
Total teaching time per school year 40 weeks
The allocated time per topic in the CAPS is an indication of the weighting of that topic for allocation of marks in tests and examinations.
Seven hours per term must be used for formal and informal assessment (see CAPS p. 15).
Classroom managementWith the learners, create a set of rules for classroom behaviour. Agree together what the rules of the classroom are and write the rules on a poster, which can be displayed in the classroom. State the rules in a positive way, for example, ‘We listen quietly when others speak’.
You may find that situations arise which you did not consider when creating the rules. In these instances, if it is necessary to create a rule for it, add it to the rules. Rules may vary slightly, depending on the activities you are doing, for example, a classroom theory lesson versus a practical lesson versus an outdoors lesson versus a class outing.
Learners must also be made aware of the repercussions of breaking the rules. When rules are broken, follow through with a suitable reprimand or punishment. It is important that rules are applied consistently. This reinforces the effectiveness of the rule in that the learner knows what to expect. Most learners are aware of the dynamics of power in the classroom. However, there are learners who will try and see how far they can push you.
If you have a difficult learner/s in your class, approach your colleagues or principal for guidance. Some of them may have experience dealing with a similar situation or may know the learner/s involved and know how to address the situation constructively. It is important that this be done in a positive way. The learner must
NS&T Gr 6 TG Final 14-6-13.indb 15 2013/06/15 2:06 PM
A16 SECTION A INTRODUCTION
be protected from being stereotyped as an ill-disciplined learner otherwise he or she will always perpetuate that behaviour.
Here are some ideas or tools to assist with classroom management:
PreparationPrepare more than you need to for the day’s lessons. Create additional worksheets on the topic you are working on, so that if learners complete their work sooner than expected, they may do the additional worksheet. It will keep them occupied and less likely to disrupt the class. This is a good opportunity to create enrichment activities.
Resources Create a secure storage space where you store collected resource material, equipment and tools for investigations and projects. While it is not ideal to have to use improvised equipment, teachers should improvise and encourage learners to collect materials that could be used for making technology models. Plant materials for investigations could be obtained from the school grounds if appropriate plants are planted there in advance and animal material can be purchased from the local butcher at a reasonable cost.
Group or pair workThroughout this course, learners will work in a variety of ways – sometimes on their own, sometimes in pairs or in small groups. Providing guidance for your learners in class discussions is important. Introduce each topic or activity to them by looking at what is required together and finding out what they know already. Before they get on with an activity, make sure that:• everybody knows what they have to do and everybody knows
whether they are to work on their own, in pairs or in groups• if working in pairs or groups, the learners should not find
themselves with the same partners or group members each time; this will help to avoid groups that are constantly disruptive
• they have the resources to carry out the activity• you agree on how the learners will get your attention if they need
help• the learners have an idea of how much time the activity
should take• they understand how they will be assessed for the activity.
Organising the classroomFind a way to organise the class so that the learners can work comfortably in the different modes (alone, in pairs and in groups). Remember that if the group size is too large then some learners may sit back and let others do all the work. There is a danger of these learners becoming bored and disrupting the rest of the class too.
It is a good idea to keep some wall and shelf space for displaying learners’ work. Put up a representative sample of the class’s work – not just the best ones.
NS&T Gr 6 TG Final 14-6-13.indb 16 2013/06/15 2:06 PM
A17SECTION A INTRODUCTION
You can use posters that are relevant to the subject, topic or skill that you are teaching to ignite the learners’ interest in the subject and make the classroom more engaging. Posters and resources are obtainable from many organisations and institutions and are often free.
SafetyAll the activities in this course have been designed with the learners’ safety in mind, however, you will still need to be careful when they work outside, or with tools, science equipment, chemicals and heat. The following guidelines will help you to ensure that the environment is safe for learners to explore:• Check the learners’ health records so that you are aware of those
who have allergies and other health problems.• Tell the learners that they should never taste anything unless you
give them permission to do so.• Alert learners to possible dangers before they begin any activity.• Remind learners not to run when using a sharp object, nor to
point it at someone close to them.• Always let learners be involved in cleaning up. Allow sufficient
time for this to be done properly and make sure that spills are cleaned up immediately or they could lead to accidents.
These are just a handful of ideas to manage your classroom. Speak to your colleagues about effective methods they use in their classrooms.
Resources for Natural Sciences and TechnologyEvery learner should have a textbook and an exercise book, as well as sufficient workspace and equipment to carry out investigations, and design and make things.
Schools must make every effort to ensure that essential equipment is provided, but where the proper equipment is not available, teachers should improvise, as it is important for learners to have the experience of carrying out investigations and for learners to make their own technology models in order to develop science and technology skills. In this course we have tried to make use of basic equipment and consumables that can easily be obtained from recyclable sources.
The list of resources that should be available for each activity are listed at the beginning of each topic and with each practical activity and technology project in Section B of this Teacher’s Guide.
Language skills across the curriculumNatural Sciences and Technology teachers should be aware that they are also engaged in developing reading and writing skills when teaching their subject. This is important when teaching learners for whom the Language of Learning and Teaching (LOLT) is not their home language. These skills can be developed by providing learners with the opportunity to read scientific and technological texts, and write reports, paragraphs and short essays in the context of learning science and technology.
NS&T Gr 6 TG Final 14-6-13.indb 17 2013/06/15 2:06 PM
A18 SECTION A INTRODUCTION
AssessmentAssessment is a continuous, planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: • generating and collecting evidence of achievement• evaluating this evidence• recording the findings• using this information to understand and thereby assist the
learners’ development in order to improve the process of learning and teaching.
Formal and informal assessmentTwo types of assessment need to be done:• informal (Assessment for Learning) • formal (Assessment of Learning).
In both cases, regular feedback should be provided to learners to enhance the learning experience.
Process and purpose of assessmentAssessment is a process that measures individual learner’s attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to: • enable you as the teacher to judge a learner’s progress in a
reliable way• inform learners of their strengths, weaknesses and progress• assist teachers, parents and other stakeholders in making decisions
about the learning process and the progress of learners.
Assessment should be mapped against the content and intended aims specified for Natural Sciences and Technology. In planning your informal and formal assessments, it is important to ensure that in the course of a school year:• all of the subject content is covered• the full range of skills is included• a variety of different forms of assessment are used.
Barriers to learning and assessingAll learners should have the opportunity to experience success – even learners who may be experiencing barriers to learning. Alternative strategies may need to be applied to accommodate learners with special needs, such as more time, enlarged text, use of information communication technology, or the use of scribes. The use of alternative assessment relates to the change in the form of assessment used to accommodate all learners. It is important to vary the assessment strategy appropriately.
NS&T Gr 6 TG Final 14-6-13.indb 18 2013/06/15 2:06 PM
A19SECTION A INTRODUCTION
The section on Inclusivity on page A5 of this Teacher’s Guide could give ideas on how to overcome such barriers.
Informal assessment (daily assessment)Assessment for learning has the purpose of continuously collecting information on a learners’ achievements that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom.
You can mark these assessment tasks, or let the learners mark their own or another learner’s task. Self- and peer assessments actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally recorded unless you wish to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Informal, ongoing assessments should be used to scaffold the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programmes of Assessment.
Formal assessmentFormal Assessment Tasks are all the tasks that make up a Formal Programme of Assessment for the year. They are marked and formally recorded by you for progression purposes. All Formal Assessment Tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.
Formal assessment provides you with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, Practical Tasks, projects, oral presentations, demonstrations, performances, etc. Formal Assessment Tasks form part of a year-long formal Programme of Assessment in each grade and subject.
Very important: The cognitive demands of assessment used should be appropriate to the age and developmental level of the learners in the grade. Assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities of learners within this context. The assessment tasks should be carefully designed to cover the content of the subject, as well as the range of skills that have been specified under the Specific Aims. The design of these tasks should therefore ensure that the full range of content, and skills are assessed within each year of the Intermediate Phase. The Specific Aims, the topics and content, and the range of skills must be used to inform the planning and development of assessment tasks.
NS&T Gr 6 TG Final 14-6-13.indb 19 2013/06/15 2:06 PM
A20 SECTION A INTRODUCTION
The tables below and on page A21 indicates how appropriate weighting of different cognitive levels can be ensured.
Weighting of cognitive levels for the assessment of content in Grades 4, 5 and 6
Setting tests and tasks for different cognitive levels
Knowing science and technology
Understanding science and technology
Applying scientific and technological knowledge
Evaluating, analysing, synthesising scientific and technological knowledge
Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams
50% 35% 15%
Usefulverbs to use when setting questions
State NameLabel List and others ...
Explain Describe ComparePlan Rearrange Give an example of and others …
Predict Compare Design Use knowledge to demonstrate and others …
Evaluate Suggest a reasonInterpretand others ...
Knowledge Recall
Understand Apply Evaluating Analysing Synthesising
50% 35% 15%
LOW MIDDLE HIGH
CountDefineIdentifyLabelListMatchNameOutlinePoint outQuoteReciteRepeatReproduceSelectStateTrace
ClassifyCompareConvertDiscussDistinguishDefineDescribeEstimateExplainGeneraliseGive examplesIllustrateInferInterpretMatchParaphrasePlanRestateRearrange RewriteSelectSummariseTranslate
ChangeComputeConstructDemonstrateDrawIllustratePredictRelateSolveUse
BreakdownDifferentiateDiscriminateInvestigateRelateSeparate
ArrangeCombineCompileConstructCreateDesignFormulateGeneraliseGenerateGroupIntegrateOrganiseSummarise
AppraiseConcludeContrastCritiqueCriticiseDecideEvaluateGradeJustifyInterpretSupportRecommend
NS&T Gr 6 TG Final 14-6-13.indb 20 2013/06/15 2:06 PM
A21SECTION A INTRODUCTION
Note:• These cognitive skills apply to all three Specific Aims: Knowing
and doing Science and Technology, and Science and Technology and society.
• A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. As far as possible, teachers should try to let learners write more than one class test per term in order to get a better picture of the abilities of the learners in the class. One formal class test per term is the minimum number that must be recorded.
Suggested mark weighting for Grade 6 June exam
TopicsCognitive levels Teaching time in
weeksSuggested mark
allocationLow50%
Middle35%
High15%
TE
RM
1L
ife
& L
ivin
g
Photosynthesis 2½ weeks 13
Nutrients in food 1½ weeks
Nutrition 1½ weeks
Food processing 2½ weeks 12
Ecosystems and food webs
2 weeks
10 weeks
TE
RM
2M
att
er &
Mate
rials
Solids, liquids and gasses
½ week 11
Mixtures 1 week
Solutions and special mixtures
2½ weeks
Dissolving 1 week 14
Mixtures and water resources
2½ weeks
Process to purify water
2½ weeks
10 weeks
TOTAL 25 marks
17 marks
8 marks
50 marks
NS&T Gr 6 TG Final 14-6-13.indb 21 2013/06/15 2:06 PM
A22 SECTION A INTRODUCTION
Suggested mark weighting for Grade 6 November exam
TopicsCognitive levels Teaching time in
weeksSuggested mark
allocationLow50%
Middle35%
High15%
TE
RM
3
Electrical circuits 2½ weeks 11
Electrical conductors and insulators
2 weeks
Systems to solve problems
2½ weeks 14
Mains electricity 3 weeks
10 weeks
TE
RM
4
The solar system 2½ weeks 15
Movement of the Earth and planets
1 week
The movement of the Moon
1 week
Systems for looking into space
1 week
Systems to explore the Moon and Mars
2½ weeks 10
8 weeks
TOTAL 25 marks
17 marks
8 marks
50 marks
Sample exam and testsThe Revision: Test features at the end of each term in the Learner’s Book provide learners with a range of questions that can be used for revision and preparation for exams and tests. Answers for these questions are provided in the lesson guidelines.
A sample end-of-year internal exam and sample tests for each term, as well as marking memorandums and rubrics, are included in Section C, and may be photocopied for use with this course. The sample exam has been set in accordance with the guidelines in the CAPS. Refer to the CAPS document for more information if you prefer to set your own exam paper.
Rating scaleCodes and percentages for reporting in Grades R–12
Rating code Description of competence Percentage
7 Outstanding achievement 80—100
6 Meritorious achievement 70—79
5 Substantial achievement 60—69
4 Adequate achievement 50—59
3 Moderate achievement 40—49
2 Elementary achievement 30—39
1 Not achieved 0—29
NS&T Gr 6 TG Final 14-6-13.indb 22 2013/06/15 2:06 PM
A23SECTION A INTRODUCTION
Formal Programme of AssessmentThe Programme of Formal Assessment table on this page shows what is required for formal assessment for the year.
Formal assessment requirements for Natural Sciences and Technology Grade 6Refer to the assessment section of the CAPS for further guidelines on setting balanced tests and exams, and for the specific requirements for each type of assessment task.
Also see Section C for sample exam papers and additional examples of questions that can be used for setting your own tests and exams.
Formal Programme of Assessment for Grade 6
Formal assessments
Term 1 Term 2 Term 3 Term 4 Total marks for the year
Total % for the year
School-based assessment
1 Test on Term 1 work (20 marks1 selected Practical Task (15 marks)
1 Exam or Test on work from Terms 1 & 2 (50 marks)1 selected Practical Task (15 marks)
1 Test on Term 3 work (20 marks)1 selected Practical Task (15 marks)
1 selected Practical Task (15 marks)
150 marks 75%
Exams(60 minutes)
Exam on work from terms 3 & 4 (50 marks)
50 marks 25%
Total number of formal assessments
2 2 2 2 8 assessments (200 marks)
100%
For guidelines on the minimum mark allocation prescribed for tests, tasks and examinations for each grade please see marks given in brackets in the table above and in the table on page A21.
Records of learner performance should provide evidence of the learner’s progression within a grade and his or her readiness to progress to the next grade.
Learner performance should be communicated to learners, parents, schools and other stakeholders by means of report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters.
Learners’ work should be displayed all over the classroom and school, if possible.
NS&T Gr 6 TG Final 14-6-13.indb 23 2013/06/15 2:06 PM
A24 SECTION A INTRODUCTION
How to use this course with the Curriculum and Assessment Policy Statement for Natural Sciences and TechnologyStructure of course according to CAPS• This Study & Master Natural Sciences and Technology course
consists of a Learner’s Book, which has been carefully structured to match the requirements of the CAPS, as well as this Teacher’s Guide that provides step-by-step guidance on how to introduce and teach the topics and activities in the Learner’s Book.
• This Study & Master Natural Sciences and Technology course has been designed according to the contents and sequence of the CAPS to make it easier for teachers to develop their own teaching plans in accordance with the CAPS guidelines.
• The features of this Study & Master Natural Sciences and Technology course, outlined below, ensure that teachers can meet the CAPS requirements by following this course.
Integration with general aims and principles of the South African curriculum• Examples and case studies have been selected to reflect the
general aims and principles of the South African curriculum, as well as the specific aims of the science curriculum. For example, there are examples that relate the content to the work that different types of scientists do. Inclusivity is emphasised, for example by making learners aware of how people with different disabilities would use their senses. Environmental and social justice form the basis for many of the real-life examples throughout, with an emphasis on practical involvement, for example in starting a vegetable garden or recycling project.
• The variety of activities allow for a wide range of opportunities to develop language across the curriculum, especially with regard to reading and writing, for example by letting learners read real- life examples and articles and write short reports.
Expanded Contents provides an overview of the CAPS • The Expanded Contents provides an overview of the
requirements of the CAPS for Natural Sciences and Technology in terms of content and pacing. It can also serve as a Work Schedule for the teaching of Natural Sciences and Technology.
Weighting and sequencing• The course structure has been aligned to the recommended weighting
of different Topics in the CAPS, in terms of numbers of hours.• The structure has been planned to allow for a progression
of knowledge acquisition across Topics. Although we would therefore recommend that you follow the structure for the year in the sequence as presented, you may of course make whatever adjustments you may regard as necessary to match your local and
NS&T Gr 6 TG Final 14-6-13.indb 24 2013/06/15 2:06 PM
A25SECTION A INTRODUCTION
classroom situation. For example, if you live in Namaqualand, you may want to devote time during spring to topics related to Life and living so that you can link in the natural floral wonders of your region as part of your teaching plan.
• On average, one page in the Learner’s Book reflects roughly one hour of recommended teaching time in the CAPS. You may however find that some aspects require more teaching time, and you should therefore do your own pace planning to ensure appropriately weighted coverage of the content during the course of the year.
• Because the weighting for Technology includes allowance for the completion of Technology Practical Tasks in class time, fewer Learner’s Book pages are usually allocated to the Technology topics than reflected in the recommended number of hours.
Terms, Topics and Units = CAPS Topics and Sub-topics• The structure for each Term reflects the coverage of the different
Knowledge Strands as in the CAPS.• Each Term in the Learner’s Book and corresponding Teacher’s
Guide is divided into Topics and Units that are structured according to the recommended sequence of Topics and Sub-topics in the CAPS.
Establishing links across topics• The Knowledge Strands, as well as the Topics and Sub-topics
in the CAPS, are used throughout as an organising tool for the subject content. However, as the CAPS emphasises, learners need ‘to make links to related Topics to help them achieve a thorough understanding of the nature of and connectedness in science and technology. Links must also be made progressively, across grades to all Knowledge Strands.’
• For this purpose, Arrow note features have been introduced throughout to help learners see the links between different themes, both in terms of what they have already learnt and what they will still be learning about later. The What do you already know? features for baseline assessment at the start of Topics also help to reinforce this important aspect.
• Flash facts features provide extra interesting bits of information to stimulate interest in the topics being studied. They can be used as talking points during class discussions.
Concept development• Keywords are introduced and explained throughout in the text, and
are highlighted in colour in the text where they are first explained.• Keyword boxes in the margin list these words where they are
first explained, as a reminder for learners to make sure that they understand the meaning of these words.
NS&T Gr 6 TG Final 14-6-13.indb 25 2013/06/15 2:06 PM
• The Word list feature at the back of the Learner’s Book gives learners the opportunity to practise their dictionary skills by giving short definitions for key words, along with page references to the pages where these words are first explained. You can develop learners’ abilities in this regard by making the looking up of words in the Word list a regular part of your teaching routine. For example, as a warm-up activity at the start of a lesson, you can do a short class quiz to see which groups can look up words the quickest.
Practical skills development• Skills development, as outlined in the Specific Aims of the CAPS,
forms an integral part of the structure of the course.• In addition to general integration of skill-related activities and
content, the course includes Science and technology skills features that introduce and reinforce key skills throughout the course.
• These skills features also help to make learners aware of the real scientific purpose of the activities that they are doing. For example, many teachers dread group work activities that focus on discussion, as it could easily deteriorate into idle chatter if not properly supervised. The skills feature on group work however makes learners feel like ‘real’ scientists when doing group work by explaining how scientists often work together to make important scientific discoveries.
• In the development of skills and their application in activities, the emphasis in the course is on providing practical ideas for using everyday materials where scientific equipment may not be available. For example, empty cooldrink bottles are suggested as containers for growing plants, and glass storage jars instead of glass beakers for relevant experiments.
• Safety first! features are used throughout to emphasise the importance of working safely, for example, when doing experiments or when collecting insects for study.
Activities for concept development and assessment• Activities match the recommended activities in the CAPS and
also allow for the progressive development, consolidation, and informal and formal assessment of knowledge and skills that are required by the CAPS.
• What do you already know? features at the start of new topics, allow for baseline assessment of the following:
— what learners have already learnt in earlier topics or grades — what general background knowledge learners already have on
familiar aspects of topics.• How are you doing? features at the end of Topics serve as a
reminder to reflect on what learners can remember of what they have learnt in each Topic before introducing a new Topic. Encourage learners to ask questions about aspects that they are still unsure of, and do revision as necessary, either with individuals or groups of learners, or with the class as a whole.
A26 SECTION A INTRODUCTION
NS&T Gr 6 TG Final 14-6-13.indb 26 2013/06/15 2:06 PM
A27SECTION A INTRODUCTION
• Practical Tasks are explained in a way that allows these tasks to be used as options for formal assessment, as explained in the section in the Teacher’s Guide.
• Revision: Test questions at the end of each term help learners to review the work for the whole term, and to prepare for tests and exams.
• Enrichment tasks are suggested at the end of each term to allow for extension work, and further ideas for extension and remediation are provided in the Teacher’s Guide throughout the course.
• Worksheets that may be photocopied for use with this course are provided in Section C of the Teacher’s Guide for activities where learners may, for example, need them to record Practical Tasks, or for additional enrichment activities.
Additional teacher support in the Teacher’s Guide• The Teacher’s Guide comes in loose-leaf folder form. This allows
for convenient filing of additional information in one place with the general teaching information in the Teacher’s Guide.
• The Teacher’s Guide provides step-by-step guidelines for introducing the different Topics and Activities in the Learner’s Book.
• Background information, such as relevant websites, is included where relevant.
• Answers are provided for all activities.• Formal and informal assessment guidelines are included in
the lesson notes where relevant. Also refer to the section on Assessment in this Introduction.
• Assessment tools, such as rubrics and checklists, which may be photocopied for use with this course, are provided in Section C for Formal Assessment Tasks, as well as for informal assessment where relevant.
NS&T Gr 6 TG Final 14-6-13.indb 27 2013/06/15 2:06 PM
NS&T Gr 6 TG Final 14-6-13.indb 28 2013/06/15 2:06 PM
B1
Section B: Teaching guidelinesTerm 1: Natural Sciences: Life and living
Technology: ProcessingTopic 1: Photosynthesis ................................................................................................... B4
Unit 1.1 Plants and food ..................................................................................... B4
Unit 1.2 Plants and air ....................................................................................... B6
Topic 2: Nutrients in food ................................................................................................ B8
Unit 2.1 Food groups .......................................................................................... B8
Topic 3: Nutrition .............................................................................................................. B11
Unit 3.1 Balanced diets ...................................................................................... B11
Topic 4: Food processing ................................................................................................B14
Unit 4.1 Need for processing food .................................................................B14
Unit 4.2 Methods for processing food .......................................................... B17
Topic 5: Ecosystems and food webs ............................................................................B18
Unit 5.1 Different ecosystems .........................................................................B18
Unit 5.2 Living and non-living things in ecosystems ................................B19
Unit 5.3 Food webs ...........................................................................................B20
Revision: Test ............................................................................................................ B22
Term 2: Natural Sciences: Matter and materials Technology: Processing
Topic 1: Solids, liquids and gases ................................................................................ B24
Unit 1.1 Arrangement of particles ................................................................. B24
Topic 2: Mixtures ..............................................................................................................B26
Unit 2.1 Mixtures of materials .......................................................................B26
Topic 3: Solutions as special mixtures ....................................................................... B27
Unit 3.1 Solutions ............................................................................................. B27
Unit 3.2 Soluble substances ..........................................................................B29
Unit 3.3 Saturated solutions .........................................................................B30
Unit 3.4 Insoluble substances ......................................................................B30
Topic 4: Dissolving ........................................................................................................... B31
Unit 4.1 Rates of dissolving ............................................................................ B31
Topic 5: Mixtures and water resources ......................................................................B34
Unit 5.1 Water pollution ..................................................................................B34
Unit 5.2 Importance of wetlands .................................................................B35
Topic 6: Processes to purify water ............................................................................. B37
Unit 6.1 Clean water ........................................................................................ B37
Revision: Test ............................................................................................................B39
NS&T Gr 6 TG Final 14-6-13.indb 1 2013/06/15 2:06 PM
B2
Term 3: Natural Sciences: Energy and change Technology: Systems and control
Topic 1: Electric circuits .................................................................................................B42
Unit 1.1 A simple circuit ....................................................................................B42
Unit 1.2 Circuit diagrams ................................................................................B44
Topic 2: Electrical conductors and insulators ..........................................................B46
Unit 2.1 Conductors .........................................................................................B46
Unit 2.2 Insulators ............................................................................................B47
Topic 3: Systems to solve problems ...........................................................................B49
Unit 3.1 Using electric circuits .......................................................................B49
Topic 4: Mains electricity ...............................................................................................B53
Unit 4.1 Fossil fuels and electricity ...............................................................B53
Unit 4.2 Cost of electricity .............................................................................B55
Unit 4.3 Illegal connections ...........................................................................B56
Unit 4.4 Renewable ways to generate electricity .....................................B56
Revision: Test ............................................................................................................ B57
Term 4: Natural Sciences: Planet Earth and beyond Technology: Systems and control
Topic 1: The solar system .............................................................................................B60
Unit 1.1 The Sun, planets and asteroids .......................................................B62
Unit 1.2 Moons ...................................................................................................B62
Topic 2: Movements of the Earth and planets .........................................................B63
Unit 2.1 Rotation (Earth) .................................................................................B63
Unit 2.2 Revolution (Earth) ............................................................................B64
Topic 3: The movement of the Moon ..........................................................................B66
Unit 3.1 Rotation (of the Moon) .....................................................................B66
Unit 3.2 Revolution (of the Moon) ................................................................B66
Topic 4: Systems for looking into space .....................................................................B68
Unit 4.1 Telescopes ...........................................................................................B68
Topic 5: Systems to explore the Moon and Mars .....................................................B69
Unit 5.1 Vehicles used on the Moon..............................................................B69
Unit 5.2 Vehicles used on Mars .....................................................................B70
Revision: Test ............................................................................................................ B70
NS&T Gr 6 TG Final 14-6-13.indb 2 2013/06/15 2:06 PM
B1
TERM
B3
Natural Sciences: Life and living Technology: Processing
TOPIC 5: Ecosystems and food webs
Unit 5.1 Different ecosystems Unit 5.2 Living and non-living
things in ecosystems Unit 5.3 Food webs
TOPIC 4: Food processing Unit 4.1 Need for processing
food Unit 4.2 Methods for
processing food
TOPIC 3: Nutrition Unit 3.1 Balanced diets
TOPIC 1: Photosynthesis Unit 1.1 Plants and food Unit 1.2 Plants and air
TOPIC 2: Nutrients in food Unit 2.1 Food groups
TERM 1Natural Sciences:
Life and living Technology: Processing
1
NS&T Gr 6 TG Final 14-6-13.indb 3 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB4
Unit 11
Topic Photosynthesis 8¾ hours
Curriculum content and conceptsPlants and food• Plantsmaketheirownfood(glucosesugar)byaprocesscalled
photosynthesis• Photosynthesistakesplacemainlyintheleaves• Duringphotosynthesistheplantusessunlightenergy,carbon
dioxide(fromtheair)andwatertomakeglucosesugar• Plantschangesomeoftheglucosesugarintostarchwhichthey
storeintheirleaves,stemsandroots,flowers,fruitsandseeds
Plants and air• Duringphotosynthesistheplantusescarbondioxidefromtheair
andgivesoffoxygenintotheair• Animals,includingpeople,usetheoxygenfromtheairforbreathing
andgiveoutcarbondioxidewhichisusedbyplantsforphotosynthesis
What do you already know? LB p. 10Learnersworkontheirown.1. EnergyfromtheSun,carbondioxideandwater.2. Therewouldbenolife.
Resources needed• Glucosepowder,maizeflour,iodinesolution,plasticdroppers,
examplesoffoodssuchascookedrice,flour,potato,bread,oil,boiledegg,cheese
• VideoclipsfromtheInternet.
Teaching the lessonPhotosynthesisisanimportantprocessthatmustbetaughtwiththeaimoffurtherstudiesinSeniorPhaseandFETstudies.Amindmaporflowchartwillbeidealtoinstructthelearners.Learnersmustbeabletodrawordesigntheirowndiagram.Learnersmustunderstandthatplantleavesarelikefoodfactoriesthatneedrawproductssuchaswater,carbondioxideandsunlightenergytomakefood.Therawproductsaretransportedtotheleaves,whiletheproducedfoodistransportedtodifferentpartsoftheplant.Theleavesarethe“factorypartoftheplant”,e.g.roots,stems,leaves,fruitandflowers,whereitisstored.Humansandanimalseatthesepartsoftheplanttoobtaintheirenergy.
Unit 1.1 Plants and food LB p. 10
NS&T Gr 6 TG Final 14-6-13.indb 4 2013/06/15 2:06 PM
B5UNIT 1.1 TOPIC 1 TERM 1
ACTIVITY 1 Draw and write about photosynthesis
LB p. 11
Learnersworkontheirown.1. Learnerscreateamindmaptoexplainwhathappensduring
photosynthesis.Th eirmindmapsshouldincludethemainelementsoftheprocess:plantusesenergyfromtheSun,carbondioxidefromtheairandwatertomakefood(glucose).
2. Sunlight,water,carbondioxide3. Th eystoretheirfoodintheirleaves,stems,roots,flowers,fruits
andseeds.
ACTIVITY 2 Compare glucose sugar (such as
glucose sweets) and starch (such
as maize fl our) LB p. 11
Learnersworkingroups.Makesureyouhaveallthenecessaryequipmentandotheritems
fortheactivity.Youwillneedtogiveeachgroupglucoseandstarchtoexamine.Learnersmustlookatthecoloursoftheglucoseandstarchandtheymusttastethem.Remindlearnersthateveryoneneedstotasteandthattheymustnottakebigamounts.
LearnerscomparetheglucoseandstarchinatableliketheonegivenintheLearner’sBook.
Inscienceitisimportantforlearnerstobeabletocompareonethingwithanother.Inthiscasetheywillcomparethecharacteristicsofglucoseandstarch.NB:Colourandtastewilldependontheproductsthattheteacherchoosestosupplytothelearners.Starchisnormallyawhitepowderandtasteless.Glucosesweetsmayhavedifferentcoloursandtastesweet.Anexampleofananswermaylookasfollows:
Colour Taste
Glucose white/yellow/orange, etc. sweet
Starch white tasteless
ACTIVITY 3 Use iodine solution to test foods for
starch LB p. 12
Makesureyouarepreparedfortheactivity.Youwillneedtohaveiodinesolution,starch,cookedrice,flour,potato,bread,oil,boiledeggandcheese.
Part 1: Use iodine solutionGiveeachgroupsomestarchaswellasiodinesolution.1. Learnersplaceadropoftheiodinesolutiononthestarch.2. Th estarchbecomesblue-blackincolour.3. Iodinesolutioncanbeusedtotestfoodsforstarch.
ACTIVITY 1 Draw and write about photosynthesis
ACTIVITY 2 Compare glucose sugar (such as
ACTIVITY 3 Use iodine solution to test foods for
NS&T Gr 6 TG Final 14-6-13.indb 5 2013/06/15 2:06 PM
B6 SECTION B TEACHING GUIDELINES
Part 2: Test foods for starchGivelearnerssomemoreiodinesolutionaswellascookedrice,flour,potato,bread,oil,boiledeggandcheese.1. Learners’answerswillvary.2. Learnersexperimentwiththeiodinesolutionandthevarious
foodstuffs.Theymustobserveandrecordwhathappens.3. LearnersthencomparetheiranswersinQuestion1totheresults
oftheinvestigationinQuestion2.4. Learners’answerswillvary.5. Rice,flour,potatoandbreadarestarches.Oil,boiledeggand
cheesearenotstarches.
Teaching tip: LearnerscandesigntheirowntablebasedontheexampleinActivity2.Itisimportantforlearnerstodemonstratethescientificskillstheyhavemasteredthroughouttheyear.
Exampleofatable:Title:Foodswithstarchandfoodswithnostarch
Starch No starch
riceflourpotatobread
oilboiled eggcheese
Learnersmustnowinterpretthetableanddrawaconclusion.Forexample,rice,flour,potatoesandbreadcontainstarch.Oil,boiledeggandcheesecontainnostarch.
Unit 1.2 Plants and air LB p. 13
Resources needed• onesmallplant• twocandles• matches• twobelljars• tworubberstoppers• Vaseline• clearlimewater• beakerortransparentcontainer• astraw
Teaching the lessonLearnersmustlearnthatplantskeepouraircleanandfresh.Theyremovecarbondioxidefromtheairandreleaseoxygenintotheair.Theoxygenisusedbypeopleandanimalstobreathe.
NS&T Gr 6 TG Final 14-6-13.indb 6 2013/06/15 2:06 PM
B7UNIT 1.2 TOPIC 1 TERM 1
Teaching tip:Learnersmustrealisetheimportanceofnatureconservation,thenaturalparksintheirenvironmentandcalendareventslikeArborDay.Th eteachershouldusethisopportunitytoemphasisetheimportanceofplantprotection.
ACTIVITY 4 Plants produce oxygen LB p. 13
LearnerscanperformActivities4and5inpairs,groupsorindividually.Ifthisisnotpossible,theteachercansetuptheapparatusanddemonstratetheexperiment.Learnerscanobserveandrecordtheirobservations.Whenperformingthisexperiment,thelearner’sabilitytofollowinstructionswillbetested.Th eymustbeabletomakeaccurateobservationsanddrawcorrectconclusions.Th eymustalsobeexposedtothescientificterminologysuchasbell jars,rubber stoppers,observationsandconclusions.1. Th ecandlewentoutsoonerthanthecandlewiththeplantnext
toit.2. Th ecandleburnedlonger.3. Inthebelljarwithouttheplant,theflamewentoutbecause
therewasnooxygeninthebelljar.Inthebelljarwiththecandleandtheplant,thecandleburnedlongerbecausetheplantproducedoxygen.
4. Th ismakessurethatnogasescapesorentersthebelljar.
ACTIVITY 5 Test for carbon dioxide LB p. 14
Learnersworkinpairs.Giveeachpairthenecessaryapparatus.1. Learnersblowairintotheclearlimewater.2. Itturnsmilky.3. Webreatheoutcarbondioxide.
ACTIVITY 4 Plants produce oxygen LB p. 13
ACTIVITY 5 Test for carbon dioxide LB p. 14
NS&T Gr 6 TG Final 14-6-13.indb 7 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB8
Unit 12
Topic Nutrients in food5¼ hours
Curriculum content and conceptsFood groups• Foodscanbegroupedaccordingtotheirfunctionsinthebody
andthemainnutrientstheysupply:— Foodsforenergy–carbohydrates— Foodsforgrowthandrepair–proteins— Foodsforstoringenergy(intheformofbodyfats)and
providinginsulationandprotectionfornervesandorgans–fatsandoils
— Foodsforbuildingbonesandteeth,andmaintainingahealthyimmunesystem–vitaminsandminerals
• Mostnaturalfoodscontainamixtureofmorethanonenutrientgroup
• Mostprocessed(manufactured)foodshaveaddedsalt,sugar,preservatives,flavouringsandcolourings.
Unit 2.1 Food groups LB p. 15
Resources needed• Drawingsofdifferentfoodtypesandfoodpackaging• Differentfoods• Iodinesolution• Potato,sliceofwhitebread,egg(separated)• Boxofsurgicalgloves
What do you already know? LB p. 15Thisisabaselineassessmenttodeterminelearners’existingknowledgeonhealthydiets.
Learnersworkwithanotherlearner.Learnersmustbeabletodistinguishbetweenhealthyandunhealthydiets.Itisimportantthatlearnersunderstandtheimportanceofhealthyeatinghabitsandabalanceddiet.Theypossesspriorknowledgethatcanbeusefulinintroducingthetopic.Learnersmustbeabletodistinguishamongthedifferentfoodtypes,examplesofeachtypeandtheirbiologicalimportance.Thedangerofunhealthyeatinghabitsandpossiblediseasemustbehighlighted.
1. Yes.Shelookshealthy.2. a) Thegirl.Sheiseatingfruit.
b) Theboybecauseheiseatingjunkfood–burger,chipsandsoda
NS&T Gr 6 TG Final 14-6-13.indb 8 2013/06/15 2:06 PM
B9UNIT 2.1 TOPIC 2 TERM 1
c) Learners’answerswillvary.Ingeneral,sweetunhealthyfoodcangiveashortburstofenergybutthisisnotlong-lived.Healthierfoodlikefruitandwholegraincerealsalsogivethebodyenergybutinamoresustainedmanner.
Teaching the lesson
Classifi cation of food types LB p. 16Gothroughthetablewiththelearnersindicatingthattherearefivedifferentfoodgroups.Learnersmustbeabletodistinguishbetweenthemajorfoodgroups.Th eymustalsobeabletoclassifyorsortlistsoffoodproductsintothemainfoodgroups.Th eopportunityisthereforlearnerstoidentify,interpret,sort,classifyandtabulateanydataonfoodtheyaresuppliedwith.
Learnersmustknowtheimportanceofeachfoodgroup.Th etableofthefoodgroupscanbeusedtorevisetherequirementsforatable.Usethedrawingstohighlighttherelevantfoodgroups.Askthelearnerstosummarisethemostimportantfactsonpages17,18and19inacolourfulmindmapintheirexercisebooks.
ACTIVITY 1 Sort foods and create a table
LB p. 20
Learnersworkontheirown.1.to2.CreateorphotocopythetableprovidedonpageC9foreach
learner.Th eywillneedtotakeithomewiththemandrecordtheirmealsfortheweek.Makesurelearnersareveryclearonwhateachfoodgroupis.
3. Learners’answerswillvary.Provideguidancetohelpthemidentifyrealisticimprovementstotheirdiet.Handlethissensitivelywhereyouareawareoflearnerswhosefinancialcircumstancesmayaffecttheirdietarychoices.
ACTIVITY 2 Match the food to the nutrient group
LB p. 20
Learnersworkontheirown.1. LearnersexaminethefoodtypesgivenintheLearner’sBook.2. Th eycopyandcompletethetable.3. Learnershavetofindtwoexamplesofnaturalfoodtypesathome
thathavemorethanonenutrientgroup.4. Learnersresearchtwofoodtypesandwriteaparagraphonthem.
Understanding food labels LB p. 21Learnersmustbeabletoanalysefoodlabelsfortheirnutritivevalue.Th eymustknowwhatlabelstellusaboutthebalancebetweenthedifferentfoodgroupsinaproduct.Somefoodsmayhaveextrasugarandfattomakethemtastier,butthismeansthattheyarelesshealthy.Fat-freeproductsmaycontainlessfat,butmoresugarwhichisunhealthy.
ACTIVITY 1 Sort foods and create a table
ACTIVITY 2 Match the food to the nutrient group
NS&T Gr 6 TG Final 14-6-13.indb 9 2013/06/15 2:06 PM
B10 SECTION B TEACHING GUIDELINES
Explainthatlegislationnowforcessupplierstoindicateontheirpackagingwhattheingredientsandnutritionalvalueofaproductare.Th ereisstillmuchignoranceamongstbuyersastowhatcertainterminologyactuallymeans.Askthelearnerstocollectthreefoodlabelsforthefollowingactivity.
ACTIVITY 3 Read food labels LB p. 22
Learnersworkwithanotherlearner.1. Learnerscollectthreefoodlabelsfromthepackagingoffood
theyeat.2. Askafewlearnerstobringtheirlabelstothefrontoftheclass.
Readthelabelstotheclassandtellthemwhatinformationthelabelsgive.
3. Learnerslookattheirexamplestheyhavebroughtfromhome.4. Learnersthencreateatableinwhichtheycomparethenutritional
contentofthethreefoodproducts.5. Learners’answerswillvary.6. Learners’answerswillvary.
ACTIVITY 3 Read food labels LB p. 22
NS&T Gr 6 TG Final 14-6-13.indb 10 2013/06/15 2:06 PM
B11UNIT 3.1 TOPIC 3 TERM 1
Unit 11
Topic Materials5.25 Hours
Unit 13
Topic Nutrition5¼ hours
Unit 3.1 Balanced diets LB p. 23
Curriculum content and conceptsBalanced diets• Adietreferstotheselectionoffoodsweeateveryday• Abalanceddietcontainssufficientquantitiesoffoodfromallfour
nutrientgroups,aswellaswaterandfibre• Somediseasescanberelatedtodiet
Resources needed• Pamphlets,chartsandposters• Listsofdifferentdiets• Drawingsandinformationaboutfood-relatedillnesses
What do you already know? LB p. 23Thisisabaselineassessmenttodeterminelearners’existingknowledgeonbalanceddiets.Learnersworkwithanotherlearner.
Whenteachingthistopictheteachermustrememberthattheprevioustwotopicsalreadyintroducedtheconceptofbalanceddiets.Thebaselineactivityprovidescontinuitybetweenthedifferenttopics.1. Foodprovidesmuchneededenergyweneedtodoourwork.2. Cabbage–morenutritious,morefibre Chocolate–containsenergyforsugar Learnermaychooseanyonewithasubstantialreasoninorderto
receivecredit.3. Cabbage;morenutritious,morefibre.
Teaching the lesson
The importance of a balanced diet LB p. 23Thistopicprovidesmoredetailandreflectsontheimportanceofabalanceddiet.Learnerswilllearnaboutthecomponentsofabalanceddietanditsimportancefortheirnormalgrowthanddevelopment.
Readtheinformationonpages23and24intheLearner’sBookwiththelearners.Askthelearnerswhatconstitutesabalanceddiet.Whichfoodswouldcomeunderhealthyfood?Learnersmustknowandunderstandtheimportanceofabalanceddiettoliveahealthylife.Theymustknowthatabalanceddietconsistsofsufficientquantitiesofproteins,fatsandoilsandcarbohydrates,aswellas
NS&T Gr 6 TG Final 14-6-13.indb 11 2013/06/15 2:06 PM
B12 SECTION B TEACHING GUIDELINES
vitaminsandminerals.Discussthedrawingonpage24intheLearner’sBookwiththisinmind.Pointouttheproportionsofeachfoodgroupontheplate.
ACTIVITY 1 Assess and create a diet LB p. 25
Learnersworkwithanotherlearner.1. PartnersdiscussAdam’sdiet.2. Learnersgiveabreakdownofthenutrientcontentofeachmeal.
Breakfast:carbohydrates,vitaminsandminerals,fatsandoils,smallamountofproteinfrompeanutbutter;Snack:carbohydrates,fatsandoils;Lunch:carbohydrates,protein,fatsandoils,vitaminsandminerals;Snack:protein,vitaminsandminerals;Supper:protein,vitaminsandminerals,carbohydrates,fatsandoils
3. Snack1,Snack2,Supper:hamburgerandchipsormeatpasta4. Breakfastandsupper(meatorfish,potatoes,carrots,peasand
broccolioption).Yes.5. LearnerssaywhattheywouldchangeaboutAdam’sdiet.Th eiranswers
couldinclude:makesnacksmoresubstantialbyaddingacarbohydrateforenergyandbyreducingorreplacingjunkfood(chocolateandcrisps);addvegetablestosuppertoincludevitaminsandminerals.
6. Partnerscreatetheirowndietaryplanwhichwillincorporateallthefoodgroupsandwillgivethemsustainedenergy.
7. Pairscomparetheirplanswiththerestoftheclass.
Different people — different diets LB p. 26 Learnersmuststudythecasestudyanddiscussthedifferentdietaryneedsofpeople.Askthelearnerstolookupthedifferencebetweenadieticianandanutritionistintheirdictionaries(orusegoogle).
Teaching tip:Th ecasestudycanalsobeusedacomprehensionexercisetotestlearners’abilitytoextractknowledgeormakemeaningofawrittentext.Forexample:• Explainthedifferencebetweentheworkofanutritionistanda
dietician.Dieticiansandnutritionistsarebothfoodandnutritionexperts.Th ey’vestudiedhowfoodandfoodsupplementsaffectthebodyandyourhealth.
• Whatismeantbycarboloading?Eatinglotsofcarbohydrates.• ListtwovitalfoodgroupsthatHIV/AIDSpatientsneedtofight
thedisease.Vitaminsandminerals.• Whatdobabiesneedaspecialdietfor?Growth.• Explainwhyolderpeoplemusteatsmallerportionsoffood.
Slowerdigestion.Lessexercise.
Diseases that result from not eating a balanced diet LB p. 27Learnersmustknowthatanimbalanceddietcauseabnormalgrowthanddevelopment.Itcanleadtodiseasesliketoothdecay,rickets,constipation,kwashiorkorandobesity.Th eymustknowthecausesofeachdiseaseand
ACTIVITY 1 Assess and create a diet LB p. 25
NS&T Gr 6 TG Final 14-6-13.indb 12 2013/06/15 2:06 PM
B13UNIT 3.1 TOPIC 3 TERM 1
howtheycanbepreventedortreated.Moreinformationonthesediseasescanbereadat:http://www.thirdplanetfood.com/malnutrition.htm
Teaching tip:Learnersshouldreadthecontentaboutdiseasescausedbymalnutritiononpages27and28anddesignamindmaptodistinguishbetweenthecauseandeffectofthedifferentdiseases.
ACTIVITY 2 Evaluate different diets and consider
diseases linked to diet LB p. 29
Learnersdotheactivityfirstontheirownintheirexercisebooksandthenasaclass.Th eymustpreparealistofquestionsasaclasstoaskanutritionist.Inviteanutritionistorhealthworkertovisittheclasstotellthemmoreaboutbalanceddiets.Learnersworkontheirown.1. a) Learnerswillwriteaparagraphbasedontheirdietanalysis.
Th eteacherwillevaluateeachlearner’sresponseaccordingly.b) Learnersmustmakesuggestionsbasedontheirdietaryneeds.
Learnersworkasaclass.2. a) No.Nowadayspeopleeatprocessedorjunkfood.Many
chemicalsusedinfoodproductionhaveanegativeeffectonpeople’shealth.Inthepast,nochemicalswereused.Peopleatenaturalfoodoftendirectlyfromthegarden.
b) No.Moderntechnologyisusedtoproducedmorefoodmuchfaster.Someproductsaregeneticallymodified(GMOs)anddifferfromtheoriginalproducts.Th eeffectofGMOsonpeople’shealthisnotknown.
3. Abalanceddietwillcontainsufficientamountsofprotein,carbohydrates,fats,vitaminsandminerals.Itmustalsocontainsufficientamountsoffibreforproperdigestion.Athletesmayneedmoreproteinandcarbohydratestobuildtheirmusclesandprovideenergy.
4. a) Learnerswillprepareasetofquestionsthatshouldbeevaluatedbyyouforrelevanceandsubstance.Askingthecorrectquestionsunderspecificcircumstancesisaskillthatshouldbepractisedbyallsciencelearners.Th eymustbetaughttobeinquisitive.
b) Learnersmustbeabletomakeaccuratenoteswhenlisteningtoaspeaker.Th isisaskillrequiredforfurtherstudies.Makesurethatyouteachandassesslearner’sabilitytomakeaccuratenotes.
How are you doing? LB p. 29Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
ACTIVITY 2 Evaluate different diets and consider
How are you doing? LB p. 29Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
NS&T Gr 6 TG Final 14-6-13.indb 13 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB14
Unit 14
Topic Food processing8¾ hours
Unit 4.1 Need for processing food LB p. 30
Curriculum content and conceptsNeed for processing• Foodisprocessedto:
— makeitedible(preparing,cooking)— makeitlastlonger(preserving)— improveitsnutrientvalue(fermenting)
• Duringprocessingmanyfoodsmaylosesomeoftheirnutrients
Methods for processing food• Therearemanydifferentmethods(ways)toprocessfood
Resources needed• Drawingsandinformationabouthowfoodisprocessed• Foodsforprocessing
What do you already know? LB p. 30Thisisabaselineassessmenttodeterminelearners’existingknowledgeonfoodprocessing.1. Youputtheminthefridge.Theywillgooff/sourifyouleave
themoutofthefridge.2. Youputtheminthefridgeorfreezer.Meatneedstobekept
frozenuntilyouuseit.Ifyouleaveitoutofthefridgeitwillgorotten.
3. Weneedtoputvegetableswithhighwatercontentinthefridge.Carrotsandcabbagecanbestoredforashortwhileonthevegetableshelforbeputintothefridge.Somevegetables,suchaspotatoesandonions,canbestoredonashelfuntiltheyareneeded.
4. Weneedtoputvegetableswithhighwatercontentinthefridgeotherwisetheywilllosewaterandbecomelimp.Carrotsandcabbageandothervegetablesneedtobeusedsoonaftertheyareboughttokeepthemaximumnutrition.
5. No.Rawmeatisharmfulforthebodyasitcontainsalotofmicro-organismsthatcancauseillnesses.Meatneedstobecookedtokillthoseharmfulmicro-organisms.
NS&T Gr 6 TG Final 14-6-13.indb 14 2013/06/15 2:06 PM
B15UNIT 4.1 TOPIC 4 TERM 1
Teaching the lessonNeed for processing food LB p. 31Makesurelearnersunderstandwhatismeantbytheterm‘process’.Learnersmustunderstandthatweprocessfoodtomakeitedible,lastlongerandtoimprovethenutritionalvalue.Collectdifferentpackagesoffoodordrawingsoffood.Discussthedifferencebetweenperishableandnon-perishablefoodswiththelearners.Allowlearnerstogivereasonswhyfoodcanbeclassifiedinthiswayandletthemgivemoreexamples.Th eycanalsolookintheirlunchboxtoseeiftheycanclassifythefoodinthereintothetwogroups.
Explainbrieflythatmicro-organismscancausefoodtogooff,e.g.anapplethathasgonebrown,fruit,cheeseorbreadwithmouldonit.
ACTIVITY 1 Think about ways to process a fruit
LB p. 32
Learnersworkinasmallgroup.LearnersmustfollowtheinstructionsintheLearner’sBook.Helplearnerswhocan’tthinkofafruittoprocess.Toassistlearners,youcouldbringexamplesofprocessedfoodtoclassandyoucouldhavebooksand/orpostersonprocessingfooddisplayedintheclassroom.
Somefoodisnotnicetoeatrawandneedstobecookedtochangethetasteandmakeitmoredigestible.Youcanhaverawandcookedpastaintheclassroomandoneofthelearnerscantastethedifference.
Weneedtoprocessfoodtomakeitlastlonger,especiallywhenitisinseason.Somefoodsareonlyavailableduringcertainseasons,forexamplepeachesareonlyripetowardstheendofspringandinsummer.Weneedtomakethemaximumuseofthefruitwhileitisaround.
Becausesomefoodlosesitsnutritionalvalueifitiskeptforalongtime,nutrientsareaddedtoitwhenitisprocessed.Lookonpackagingoffruitjuicesormilktoseewhatisaddedtotheproduct.1. Learnerscandecideonthefruittheywanttodiscussintheirgroup.
Letthemusesomethingthatisknowntothemintheareatheyareliving.Asklearnerstobringdrawingsofthefruittotheclassroom.
2. Explainaspiderdiagramagaintothelearners.Givethelearnersapieceofchartpaperandletthemputthefruittheyselectedinthemiddle.Showthemhowtomakeuseofthespaceavailableonthepaper.
3. Learnersdiscussdifferentproductsthatcanbemadefromthefruitandcutordrawthedifferentproductsonthespiderdiagram.Helplearnerswherenecessary.
4. Displaythedifferentpostersontheclassroomwallandallowlearnerstolookattheposters.Letthemmakenotesonthingsthattheycanaddtotheposters.Haveaclassdiscussionafterwards.
ACTIVITY 1 Think about ways to process a fruit
NS&T Gr 6 TG Final 14-6-13.indb 15 2013/06/15 2:06 PM
B16 SECTION B TEACHING GUIDELINES
ACTIVITY 2 What do we fi nd inside processed
food? LB p. 32Learnersworkontheirown.Inthisactivitylearnersreadthelabels.Explaindifficultwordstolearners.Askafewlearnerstosharewiththeclasswhatinformationtheyfoundontheirlabels.
Processing food to improve the nutritional value
LB p. 33Explainthatmicro-organismscanbeusefulindailylifebutcanalsobeharmfultothebody.Micro-organismsaresosmallthatyoucannotseethemwithyoureyes.Yeastisanexampleofamicro-organismthatcanbeusedinthefermentationprocesstomakecertainproductsandbreaksugarsdownsothatcanbemoreeasilydigested,butitcanalsobeharmful,forexampleitcausesfreshfruittorot.
Washing hands LB p. 34Asafunactivity,youcantesttoseewhosehandsarereallyclean.Th isactivitywillshowlearnerstheimportanceofwashingtheirhandswithwarmwaterandsoaptocleantheirhands.Th iswillleadtootherwaystoworksafelywithfood.
Processing food can contribute to food losing some
of its nutrients LB p. 34
Somenutrients(suchasVitaminC)areverysensitivetoheatandlight.Whennutrientsareexposedtoheatandlighttheylosetheirnutrients.Th atiswhyitisimportanttousefoodassoonasyoucanafteritisbought.Whenfoodiscookedsomenutrientsarealsodestroyed.Th ereforeifyoumakejamfromfruit,theVitaminCwillbedestroyed.
Additivesareaddedtofoodtomakeitlastlonger.Somepeopleareallergictocertainadditivesandthatiswhyitisimportanttoreadthelabelsofprocessedfoodtocheckwhathasbeenaddedtotheproduct.Discussthedifferentwaysoffoodprocessing.Learnerscangiveexamplesoffoodprocessedinthedifferentmethods.
Discussindigenouswaysofprocessingfood.Learnerscangivetheirownexamplesofhowtheirparentsorgrandparentsprocessfoodtomakeitlastlonger.
ACTIVITY 2 What do we fi nd inside processed
NS&T Gr 6 TG Final 14-6-13.indb 16 2013/06/15 2:06 PM
B17UNIT 4.2 TOPIC 4 TERM 1
Unit 4.2 Methods for processing food LB p. 35
Resources needed• Foodsforprocessing
Teaching the lessonLearnersneedtoknowthattherearemanywaystoprocessfood.Th emainmethodsyouneedtocoverwiththemare:refrigerationorfreezing,dryingandsalting,pickling,combining.Ifpossible,haveexamplesofeachmethodofprocessingavailableforlearnerstosample.
Indigenous ways of processing food LB p. 36Readtheinformationaboutdifferentindigenousfoodsandhowtheyareprocessedwiththeclass.Askthelearnersiftheyknowofotherindigenousfoodsandthenaskthemtodescribehowtheseareprocessed.Iftheydonotknow,askthemtofindoutforhomework.
PRACTICAL TASK — ACTIVITY 3 Research how to
process food LB p. 37
1. Bringrecipebookstoschool,visitthelibraryorasklearnerstobringtheirfavouriterecipetoschool.
2. Th erecipesthatthelearnersbringtoschoolcanbeexchangedbetweenthelearnersandtheycanmaketheirownrecipebooks,ortheycanuserecipesinthebookstomaketheirbooks.
3. Discussedhowthefoodisprocessedintherecipes.4. Ifyouhavefacilities,learnerscanmaketheirfavouriterecipeor
theycanusetherecipesintheLearner’sBook.
Learnersevaluatethefoodthatwasmadeandtalkaboutwaystoimproveit.
ENRICHMENT Locate countries on an atlas
LB p. 39
Learnersworkasaclass.Th isismeanttobeafunactivity.Ifyouhavetimeandyoufeelyourlearnerswouldenjoytheactivity,allowthemtodothetask.Th eywillneedafewatlasesoralargemapofthewalltofindthecountrieslistedintheartworkonpage39.
PRACTICAL TASK — ACTIVITY 3 Research how to
ENRICHMENT Locate countries on an atlas
NS&T Gr 6 TG Final 14-6-13.indb 17 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB18
Unit 15
Topic Ecosystems and food webs7 hours
Curriculum content and conceptsDifferent ecosystems• Anecosystemisanareawherelivingandnon-livingthings
dependoneachotherinmanydifferentways• Therearemanydifferentecosystemssuchasrivers,mountains,the
sea,rockyshore,ponds,wetlands,grasslands,forestsanddeserts,whichsupportdifferentkindsoflivingthings
Living and non-living things in ecosystems• Inanecosystemtherearecertainrelationshipsbetweenliving
things(plants,animalsorpeople,micro-organisms),andnon-livingthings(air,water,sunlight,soil)inaparticulararea
Food webs• Inanecosystemplantsandanimalsareconnectedbytheir
feeding;thisiscalledafoodweb• Plants(producers)producefoodforthemselvesandanimals• Animals(consumers)areherbivores,carnivoresoromnivores• Micro-organisms(decomposers)breakdowndeadplantand
animalmatterandreturnnutrientstothesoil
Unit 5.1 Different ecosystems LB p. 40
Resources needed• Drawingsofecosystemssuchasrivers,mountains,thesea,rocky
shores,ponds,wetlands,grasslands,forestsanddeserts
Teaching the lessonLearnersmustbeabletodistinguishbetweenthedifferentecosystems.Theymustknowthemainfeaturesthatcharacteriseeachecosystem,e.g.plants,animalsandrainfall.Learnersmuststudythetextonpages40to47.Theteachershouldfacilitatethisprocesscarefullyandmakesurethatlearnersknowthemaincharacteristicsofeachecosystem.Thentheteachercanassessthelearners’knowledgeviathenextactivity.Rememberatthislevelwelookformaintrendsandnottoomuchdetail.Focusonkeyknowledgeitems.Theskillisforlearnerstoreadandunderstandwhattheyread.
NS&T Gr 6 TG Final 14-6-13.indb 18 2013/06/15 2:06 PM
B19UNIT 5.2 TOPIC 5 TERM 1
ACTIVITY 1 Find out more about an ecosystem
LB p. 47 Learnersworkingroups.Learnerschooseanecosystemthatthey’vereadabout,andfindinformationaboutthetypesofplantsandanimalsfoundinthatecosystem.Oncethey’vegatheredalltheinformation,theycanpresenttheirinformationasashortoralpresentation,orinacolourfulposter.
ACTIVITY 1 Find out more about an ecosystem
Teaching the lessonTh ebestwaytoteachthistopicistotakelearnersoutsidetheclassroomontotheschoolgroundsandhavetheminvestigateasmallplot(2m×2m).Th eyneedtoidentifytheliving(plants,animals)andnon-livingthings(Sun,soil,water,gases,wind,temperature,etc.)intheirplots.Th entheyhavetolookatinteractionsbetweenthelivingandnon-livingthings.Forexample,plantsusetheenergyoftheSun,carbondioxideandwatertomakefood.Insectsorbirdsgettheirfoodfromtheplants.Somebirdseattheinsectsorwormsintheplot.Fromthisdiscussiontheymustthenconstructafoodchainandafoodwebifpossible.Wecanteachthemthedifferencebetweennaturalandhuman-madeecosystemsandatthesametimehighlightthefactorsthatthreatentheecosystem.Learnerscancomeupwithsuggestionshowtopreventordealwiththethreats.
ACTIVITY 2 Consider how humans affect
ecosystems LB p. 48
Learnersworkontheirown.1. a) Th ereistoxicwasterunningintotheriver.Th ecropsarebeing
sprayedwithharmfulpesticides.Peoplearepollutingtheriver.b) Th eyshouldredirectthetoxicwastepipestoasaferplace
wheretheycandisposeofitbetterwithnoharmcausedtotheenvironment.Th eycoulduseothermethodsoffarmingpracticesthatwon’tharmecosystems.Th epeopleshouldhaveproperareaswheretheythrowawaytheirsolidwaste.
2. a)–b) Learnerslistwaysinwhichpeopledamagetheairandsoilinecosystems,andgivesuggestionsonhowtopreventdamagetotheenvironmentineachscenario.
ACTIVITY 2 Consider how humans affect
Unit 5.2 Living and non-living things in ecosystems LB p. 48
NS&T Gr 6 TG Final 14-6-13.indb 19 2013/06/15 2:06 PM
B20 SECTION B TEACHING GUIDELINES
Teaching the lessonLearnersmustknowthatecosystemsaredynamicsystemswithmuchon-goingactivity.Inthepreviousunittheylearntaboutthelivingandnon-livingthingsinanecosystem.Inthisunittheyneedtointerrogatetheinteractionsbetweenthelivingandthenon-livingenvironment,andbetweenthedifferentlivingorganisms.Th eserelationshipsarereferredtoasfoodchainsandfoodwebs.Teachthemabouttheinterdependencyofthelivingorganismsandthattheonecannotexistwithouttheother.Learnersmustknowthedifferencebetweenafoodchainandafoodweb.
ACTIVITY 3 Work with food chains LB p. 50
Th isactivitydetermineslearners’existingknowledge.Learnersworkasaclass.1. a) Plantsusethesunlighttomaketheirownfood.
b) Th eanimalseattheplantsandthepersoninturneatstheanimals.
2. Sun→maizeplant→cattleeat→girl (makefood)(eatmaizeseeds)(eatsmeat)
Food chains in nature LB p. 51Learnersmustbeabletoidentifyanddescribefoodwebsinnature,especiallytheirownenvironment.Th eymustunderstandtheflowofenergyfromtheSunthroughtheplanttoanimalsandbackintotheenvironmentviathedecomposers.RememberthephysicsLAWofENERGY:Energy cannot be destroyed or created, but it can be passed from one level to another and released back into the environment.
ACTIVITY 4 Compare and explain food chains
LB p. 53
Learnersworkwithanotherlearner.1. a) Grassusessunlightenergytomakefood.Th edeadzebra
wasaherbivorethatatethegrass.Th eliongetsitsenergyfromthezebra.
b) Th esecondfoodchainisrepresentedbythehyenasorthevultureswaitingfortheliontofinishsothattheycanfeed.
grass→zebra→hyena/vulturec) Th ebodywillbedecomposedbymicro-organismslikebacteria. grass→zebra→hyena/vulture→bacteria
2. a) Locustsareherbivores.Th eyeatplants.b) Birdc) plants→locusts→prayingmantis→bird
ACTIVITY 3 Work with food chains LB p. 50
ACTIVITY 4 Compare and explain food chains
Unit 5.3 Food webs LB p. 50
NS&T Gr 6 TG Final 14-6-13.indb 20 2013/06/15 2:06 PM
B21UNIT 5.3 TOPIC 5 TERM 1
3. Pigseatplantmaterialandhumanseatthepig. plants→pigs→humans4. Learners’examplefromtheirimmediateenvironmentshould
becredited.
ACTIVITY 5 Draw and label a simple food web
LB p. 54
Learnersworkontheirown.1. Afoodwebisthewayinwhichplantsandanimalsareconnected
bytheirfeedingrelationshipsinanecosystem.2. Learnersdrawandlabelasimplefoodweb.
PRACTICAL TASK — ACTIVITY 6 Research a local
ecosystem as a case study LB p. 55
Learnersworkingroups.Th isPracticalTaskaimstotakelearnersoutoftheclassroom.Th eyneedtoengagewiththeirenvironmentandbeawareofwhatisgoingonaroundthem.Th eymustmakecleardecisionsonselectingaplot;theymustmeasure,observe,collectdata,thinkoutoftheboxandidentifythreatstotheirecosystems.Th eyneedtosuggestsolutionsonhowtopreventorsavetheirecosystemandprepareapresentationtomaketheirclassawareoftheirfindings.Th etaskcanbeusedasaformalassessment,butthenlearnersmustworkaloneorinpairs.Usearubricormemorandumtoassessthistask.
Example:1. Selectionoftheecosystem (1)2. Correctdimensionsoftheecosystem (1)3. a) Th reeplantsfoundintheecosystem (1)
b) Th reeanimalsfoundintheecosystem (1)4. Non-livingthings:Sun,water,soil,gases,mineral
elements,wind,temperature,etc.Anythree. (1)5. ONEthreat (1)6. ONEgoodsuggestion (1)7. Presentation(posterand/ororal) (2) Total [15]
How are you doing? LB p. 55Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
ACTIVITY 5 Draw and label a simple food web
PRACTICAL TASK — ACTIVITY 6 Research a local
How are you doing? LB p. 55Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
NS&T Gr 6 TG Final 14-6-13.indb 21 2013/06/15 2:06 PM
B22 SECTION B TEACHING GUIDELINES
Revision: Test LB p. 561. a) Water,sunlight,carbondioxide (3) b) Photosynthesis (1) c) Oxygen (1)2. a) Energy (1) b) Meat,fish,eggs,milk,nuts,beans,etc. (Any1)(1) c) Storingenergy (1) d) Vitaminsandminerals (1)3. a) 1 Proteins 2 Fruitsandvegetables 3 Carbohydrates 4 Dairyproducts 5 Fatsandoils (5) b) Fruitsandvegetables;Carbohydrates (2) c) Proteins;Dairyproducts;Fatsandoils (3)4. a) Water (2) b) Kwashiorkor,oranyotherappropriateexampleofadisease(1)5. a) Weprocessfoodtomakeitedible,makeitlastlonger
andtoimprovethenutritionalvalue. (Any2)(2) b) Cooking,dryingandsalting,pickling,combining (Any2)(2) c) Processingfoodcancontributetofoodlosingsomeofits
nutrients,processedfoodoftencontainsunhealthyadditives. (Any1)(1)
6. a) Air,water,sunlight,soil(learnersmustgiveoneexample,aswellasabriefexplanationofoneofitsfunctions,e.g.sunlightgivesplantsenergytoproducetheirownfoodthroughphotosynthesis) (2)
b) Afoodwebshowshowplantsandanimalsareconnectedinmanydifferentwaystohelpthemallsurvive.Afoodchainfollowsjustonepathofenergyasanimalsfindfood.(1)
c) Producers,consumers,decomposers (3) d) Anyfoodchainwhichfollowslogicallyandshowsthat
thelearnersunderstandtheconcept. (2)7. a) lime;milky (2) b) Theairthatwebreatheoutcontainscarbondioxide. (1)8. Whenwemixyeastwithlukewarmwaterandplaceitina
warmplace,thedormantyeaststartsgrowingagain.Whenwemixtheyeastwithflourtomakebread,itmakeslittlebubblesthatallowthebreadtorise. (2)
9. Learners’paragraphsshouldreflectsuitableanswersabouttheecosystemthattheychose,reflectingtheecosystemstheylearntaboutinthistopic.
a) typeofecosystemcorrectlyidentified (1) b) locationcorrectlydescribed (1) c) appropriatedescriptionofclimateandlivingconditions (2) d) correctidentificationoftwoplantsfoundinecosystem (2) e) correctidentificationoftwoanimalsfoundinecosystem (2) f ) learner’sownopinionaboutwhytheecosystemshouldbe
protected,appropriatelyexpressed (2)
ToTaL: 50 Marks
NS&T Gr 6 TG Final 14-6-13.indb 22 2013/06/15 2:06 PM
B1
TERM
B23
Natural Sciences: Matter and materials Technology: Processing
TOPIC 5: Mixtures and water resources Unit 5.1 Water pollution Unit 5.2 Importance of
wetlands
TOPIC 3: Solutions as special mixtures
Unit 3.1 Solutions Unit 3.2 Soluble substances Unit 3.3 Saturated solutions Unit 3.4 Insoluble substances
TOPIC 1: Solids, liquids and gases
Unit 1.1 Arrangement of particles
TOPIC 2: Mixtures Unit 2.1 Mixtures of materials
2
TOPIC 6: Processes to purify water
Unit 6.1 Clean water
TERM 2Natural Sciences:
Matter and materials
Technology: Processing TOPIC 4: Dissolving
Unit 4.1 Rates of dissolving
NS&T Gr 6 TG Final 14-6-13.indb 23 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB24
Unit 11
Topic Solids, liquids and gases1¾ hours
Curriculum content and conceptsArrangement of particles• Allmatter(solids,liquidsandgases)ismadeupofparticles• Theparticlesarearrangeddifferentlyinsolids,liquidsandgases
— insolidstheparticlesarecloselypackedinaregularpattern–spacesbetweentheparticlesaresmallandparticlesvibrateinoneplace
— Inliquidstheparticlesarecloselypackedinnofixedpattern–spacesbetweentheparticlesaresmallbutparticlescanmovearoundeachother
— ingasestheparticlesarefarapartfromeachother–spacesbetweentheparticlesarebigandparticlesmoveinalldirections.
Unit 1.1 Arrangement of particles LB p. 59
Resources needed• Diagramstoshowparticlesinmatter• VideoclipsfromtheInternet
What do you already know? LB p. 59Thisisabaselineassessmenttodeterminelearners’existingknowledgeonmatter.Learnersworkwithanotherlearner.1. MatteriseverythingonEarth.Thewholeuniverseconsistsofmatter.2. Solid,liquidandgas.3. Solid–ice;liquid–water;gas–watervapour4. Heatandcold5. No,watervapourisnotvisiblebecausetheparticlesitconsistsof
aretoowide-spreadtosee.6. Material7. Wecannotcreateordestroymatter.Ascientistcanonlyuse
existingmattertomakeanothertypeofmatter.8. Yes,steamdrivesturbinesthatgenerateelectricity.Foodcreates
heatenergy.Machinescreatemovementenergyandsoon.9. No
Teaching the lessonParticles in solids LB p. 59Explainthearrangementofparticlesinallthreestatesofmatterbydrawingdiagramsofthem,discussingdiagramsintheLearner’sBook
NS&T Gr 6 TG Final 14-6-13.indb 24 2013/06/15 2:06 PM
B25UNIT 1.1 TOPIC 1 TERM 2
andbydemonstratingwithice,waterandsteam.Ahandymethodtoexplainthisisbyusingmarblesorcolouredplasticballsinthreedifferentsized(small,mediumandlarge)see-throughplasticcontainers.Th enumberofmarblesinallthreecontainersmustbethesame.Th elearnerswillseethatthemarblesinthe‘liquid’and‘gas’containerhavemorespacetomoveinandwillthereforespreadoutmore.
ACTIVITY 1 Draw the arrangement of particles in
solids, liquids and gases LB p. 60
Learnersshouldbetaughthowascientificdrawingshouldlook.Discussandexplainthecontentonpage61andhavethempractiseitbydrawingsomethingsimplesuchasapenorpencil.Teachthemtodrawaframebeforecommencingwiththeactualdrawing.Th eyshouldremembertoleavesufficientspaceforthelabelsandconnectinglines.Everydrawingfromhereonshouldadheretotherulesstatedonthispage.
Th eirdrawingsshouldlooklikethis:
ACTIVITY 1 Draw the arrangement of particles in
Th eatomsinasolidhaveanorderedpattern,whiletheatomsinaliquidarerandomlyarranged.Atomsinagasspreadoutwardsandupwards.
Particles in a solid
Particles in a liquid
Particles in a gas
a)
b)
c)
NS&T Gr 6 TG Final 14-6-13.indb 25 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB26
Unit 12
Topic Mixtures3½ hours
Unit 2.1 Mixtures of materials LB p. 62
Resources needed• Examplesofmaterialsuchassalt,sand,sugar,tealeaves,peanuts,
driedbeans,coins,sweets,currypowder,gratedcheese,milk,oil• VideoclipsfromtheInternet
What do you already know? LB p. 621. Amixtureissomethingthatisproducedbycombiningotherthings.2. Anexampleofamixtureismilkandchocolatepowdertomake
amilkshakeortea(acombinationofateabag,sugar,milkandhotwater).
Teaching the lessonDividethelearnersingroups.Eachgroupmusthavealeaderwhoassignstaskstothegroupmembers.Ensurethateachlearnerhasanopportunitytobeleaderthroughoutthecourseoftheyear.
Providesmallcontainerssuchaspapercups,foreachmixture.AsklearnerstomarkeachcupwithaKokistatingtheingredientsofthemixtureinside.Eachlearnershouldtouchtheingredientsbeforemixing.Learnersshouldtaketurnstomakeoneormoreofthemixtures.Th eyshouldrecordtheirobservationsinatableasrequestedonpage63intheLearner’sBook.Onpage64,readanddiscussthedifferentmethodsofseparation.Trytodemonstrateeachmethodifpossible.
ACTIVITY 1 Observe mixtures LB p. 62
Learnersworkingroupstoobservewhathappenswhentheymixavarietyofthings.1. Learnersexamineanddiscusseachsubstancebeforemixing.2. Th eypredictwhattheythinkthemixtureswilllooklike.3. Learnersmixthesubstancesandtesttheirpredictions.4. Th eyrecordtheirobservationsinatable.
ACTIVITY 1 Observe mixtures LB p. 62
Curriculum content and conceptsMixtures of materials• Amixtureconsistsofatleasttwodifferentsubstances/materials
mixedtogether• Insomemixtures,thedifferentsubstancesarestillclearlyvisible
aftermixing• Th esubstancesinsuchmixturescanbeseparatedbyphysicalmeans
suchassieving,filtering,handsorting,settlinganddecanting
NS&T Gr 6 TG Final 14-6-13.indb 26 2013/06/15 2:06 PM
B27UNIT 3.1 TOPIC 3 TERM 2
Unit 11
Topic Materials5.25 Hours
Unit 13
Topic Solutions as special mixtures8¾ hours
Curriculum content and conceptsSolutions• Solutionsarealsomixtures• Somesolutionscanbemadebymixingasolidandaliquids
togethersuchassugarandwater,saltandwater• Solutionsareuniforminappearanceandthesolidcannotbeseen
aftermixing.
Soluble substances• Solublesolids(solutes)candissolveinwater(solvent)• Thesubstancesinsolutionscannotbeseparatedbysieving,
filtering,handsorting,settlinganddecanting• Somesolutescanberecovered(separated)byevaporatingthe
solvent(suchasrecoveringsaltfromseawater)• Whensubstancesdissolve,soluteparticlesbecomedispersedinthe
spacesbetweenthesolventparticles.
Saturated solutions• Asolutionissaturatedwhennomoresolutecandissolveina
givenamountofsolvent.
Insoluble substances• Somesolidswillnotformasolutioninwater(insolublesolids).
Unit 3.1 Solutions LB p. 65
Resources needed• Basicscienceapparatusandmaterialsforthevariousexperiments
inthistopic,e.g.glassbeakers,hotplateorBunsenburner,turpentine(refertothevariousactivitiesforwhatyouneed)
• Examplesofmaterialsandsubstancessuchassalt,sugar,sand,mealiemeal,flour,maizeflour,samp,currypowder,custardpowder
• Measuringcylinders,funnels,filterpaper,beakers,evaporatingdish,salt,foodcolouring
Teaching the lessonEnsurethatthelearnersunderstandthedifferenceinmeaningbetweenasolute,solventandsolutionandthattheyunderstandwhattheterms‘soluble’and‘insoluble’mean.Theyshouldbeencouraged
NS&T Gr 6 TG Final 14-6-13.indb 27 2013/06/15 2:06 PM
B28 SECTION B TEACHING GUIDELINES
tousethecorrectscientificterminologyduringthepracticaltask.Byrepetitiontheterminologywillbecomefamiliartothem.Shouldtherebeashortageofscientificequipmentattheschool,trytoimproviseoraskthelearnersforideas.
PRACTICAL TASK — ACTIVITY 1 Investigate different
solids to see if they dissolve in water LB p. 65
Learnersworkwithanotherlearner.Discusstheimportanceoffairtestinginscientificinvestigationsorexperiments.Ensurethatequalamountsofsolventandsolutesareusedduringtheinvestigation.Encouragelearnerstowatchcloselyandtoaskquestionswhereneeded.Remindthemtotakenotesduringtheinvestigationastheywillhavetorecordtheirfindingsinatablelater.Discusstheactivityandquestionsbeforehandsothattheywillknowwhattolookoutfor.Learnersshouldbetaughthowtopredictanddrawconclusionsfromeveryresult.
ACTIVITY 2 Draw and describe solutions LB p. 66
Learnersworkontheirown.Remindlearnerstostireachsolutionforatleastaminutetodetermineifthesubstanceaddedtothewaterisindeedsolubleornot.Th eirtablesshouldreflectthesameanswersastheonebelow.Remember:Learnershavetochooseonlytensolutesforthisinvestigation.
PRACTICAL TASK — ACTIVITY 1 Investigate different
ACTIVITY 2 Draw and describe solutions LB p. 66
Solvent Solute Dissolved in water
Partly dissolved in water — some residue left
Did not dissolve in water
water instant coffee √
water sand √
water sugar √
water salt √
water mealie meal √
water jelly powder √
water fl our √
water samp √
water curry powder √
water custard powder √
water Maizena √
water cooldrink powder √
Drawingsshouldbedoneaccordingtospecifications–colourmaybeused.
Descriptionsshouldincludethecomponentsthatweremixedandtheprocessofstirring.Th econclusionwouldeitherbethatthesubstanceissoluble,partlysolubleorinsolubledependingontheresultofeachexampletheychose.
NS&T Gr 6 TG Final 14-6-13.indb 28 2013/06/15 2:06 PM
B29UNIT 3.2 TOPIC 3 TERM 2
Resources needed• Basicscienceapparatusandmaterialsforthevariousexperiments
inthistopic,e.g.glassbeakers,hotplateorBunsenburner,turpentine.Refertothevariousactivitiesforwhatyouneed.
Teaching the lessonExplainthepurposeofseparatingsolutesfromsolventsbyusingtheexampleofsaltproductionandcoppersulphate.
ACTIVITY 3 Investigate solutions to see if we can
recover the solute LB p. 68
Learnersworkingroups.For Parts 1 and 2:discussthepurposeoftheinvestigation.Asklearnerstopredicttheoutcome.Readtheinformationonfairtestsonpage71withlearnersandasklearnerstodetermineiftheinvestigationinActivity3meetstherequirementsofafairtest.AskthelearnerswhatthemaindifferencebetweenthisinvestigationandtheoneinActivity1is.Th edifferenceis,inActivity1coldwaterwasused,andinthisactivityhotwaterisbeingused.
Th eamountofsaltaddedwilldependonthesizeoftheglassjarbeingused.Addabouttwotablespoonsofsaltto250mlhotwater.Th ethreemethodsusedtoseparatebecomeapparentinPart2oftheinvestigation.1) Settling 2) Filtering 3) Evaporation
Part 3:Learnersrecordtheirfindingsinatableintheirexercisebooksandthencomparethem.Th econclusionshouldbethatsaltcanbeseparatedfromasaltwatersolutionbyevaporationonly.Unlessthesolutionswereoverlysaturated,nocrystalsshouldbeleftwhenthesolutionhassettledorhasbeenfiltered.Learnerswritewhattheyhavelearntfromtheinvestigation.
ACTIVITY 4 Investigate evaporation with copper
sulphate LB p. 69
Learnersworkingroups.Ensurethatlearnerskeepasafedistancefromopenflames.Followthemethodassetoutonpage70.Asklearnerstoclarifywhatisbeinginvestigatedandwhattheypredicttheoutcomewillbe.Learnersanswerquestion5intheirexercisebookswhiletheywaitforthesolutionstofilter.Afterthefiltrationprocesshascompleted,learnersmustanswerQuestions11and12intheirexercisebooksaswell.Askthelearnerstomakenotesaboutthefairnessofthetest.Th eyshouldalsodetermineiftheirpredictionandthefinalresultscorrelate.
ACTIVITY 3 Investigate solutions to see if we can
ACTIVITY 4 Investigate evaporation with copper
Unit 3.2 Soluble substances LB p. 67
NS&T Gr 6 TG Final 14-6-13.indb 29 2013/06/15 2:06 PM
B30 SECTION B TEACHING GUIDELINES
Resources needed• glassbeakers• hotwater• sugar
Teaching the lessonLearnersshouldbeclearaboutthedifferencebetweenasaturatedsolutionandinsolublesubstances.Explainthatsomeresidueofthesolutewillbevisibleinasaturatedsolution.Itshowsthatthesolventhasreacheditscapacityandnomoresolutewilldissolveinthesolution.
Demonstratethesaturationpointofwaterbyaddingsugartoaglassbeakerfilledwithhotwater.Atsomepointthesugarwillnotdissolveanymoreandwillsettleatthebottomoftheglass.
Unit 3.4 Insoluble substances LB p. 72
Unit 3.3 Saturated solutions LB p. 71
Resources needed• Basicscienceapparatusandmaterialsforthevariousexperiments
inthistopic:bottomhalfofaplastic2ℓbottle,twoglassbeakers,soil,oilpaint,turpentine,candleandmethylatedspirits.Ifpossible,water-basedcraftpaintcanbedissolvedinwaterasacomparativetest.
Teaching the lessonYoushouldperformthisinvestigationwhilelearnersobserve.Learnersshouldnottouchorhandleanyapparatus.Asklearnerstorecordwhattheyseewhilethesolutionsaremade.Th eyshoulddrawconclusionstoanswerthequestionsinActivity5.
ACTIVITY 5 Observe the dissolving of oil paint
and wax LB p. 74
Youwilldothisdemonstration.Followthemethodgivenonpage74whilelearnersobserve.
ACTIVITY 5 Observe the dissolving of oil paint
NS&T Gr 6 TG Final 14-6-13.indb 30 2013/06/15 2:06 PM
B31UNIT 4.1 TOPIC 4 TERM 2
Unit 11
Topic Materials5.25 Hours
Unit 14
Topic Dissolving3½ hours
Curriculum content and conceptsRates of dissolvingFactorsthataffecttherate(timetaken)ofdissolving:• Temperatureofthemixture• Stirringorshakingthemixture• Grainsizeofthesolute
Unit 4.1 Rates of dissolving LB p. 75
What do you already know? LB p. 75Learnersworkontheirown.1. Learnersexplainwhatdissolvingmeans.Learnersworkingroups.2. Thetemperatureofthemixture,stirringorshakingthemixture
andthegrainsizeofthesolute.
Resources needed• Containers,beakers,ice-creamsticksforstirring,measuring
spoons,hotwater,salt(coarseandfine)
Teaching the lessonDiscussthethreefactorsthatinfluencetherateofdissolving.Refertothephotographsonpage75oftheLearner’sBook.Drawadiagramontheboardshowingthefollowing:• sugar+water+heat=fasterrateofdissolving• sugar+hotwater+stirringorshaking=fasterrateofdissolving• milk+chocolatepowder+shaking=fasterrateofdissolving• oil+vinegar+shaking=willmixforashorttimeandthen
separateagainWesaythatoilandvinegaroroilandwaterareimmiscible(notabletostaymixed).
NS&T Gr 6 TG Final 14-6-13.indb 31 2013/06/15 2:06 PM
B32 SECTION B TEACHING GUIDELINES
ACTIVITY 1 Observe the dissolving of substances
LB p. 76
Learnersworkingroups,undersupervision.Makesureyouhaveallthenecessaryequipmentandotherthingsnecessaryfortheactivity.Preparelearnersfortheactivitybygoingthroughtheactivitywiththembeforehand.Youwillneedtoassistlearnerswiththevariousstepsinvolvedintheactivity.Learnersmustfollowtheinstructionscarefully.Th eymustalsorecordtheiranswerstothequestionsintheLearner’sBookintheirexercisebooks.
ACTIVITY 2 Consider how heating affects
dissolving LB p. 77
LearnersworkwithanotherlearnertodiscussthepicturestoryintheLearner’sBook.1. a) Th eboyandgirlwantedtomaketheirmothercoffeeon
Mother’sDay.Whentheboypouredthewaterintothecup,thecoffeedidnotdissolve.Th isisbecausehedidnotaddhotwatertothecoffeegranules.
b) Heathelpssubstancestodissolve.2. Learnersshouldbeabletoidentifythatsubstances(e.g.coffee
powder)dissolvebetterinhotwater.
PRACTICAL TASK — ACTIVITY 3 Conduct a fair test
about factors that infl uence the rate of dissolving
LB p. 78
Learnersworkwithanotherlearnerwithguidancefromtheteacher.GuidethelearnersbyreadingActivity3withthem.Learnersshouldwritedown:1. Whatdotheyhopetoaccomplishbydoingtheinvestigation?2. Whatdotheywanttofindout?3. Whatdotheypredictwillhappen?4. Whatdotheyneedtodotheinvestigation?5. Howwilltheyensurethatitisafairtest?6. Howwilltheygoaboutconductingtheinvestigation?Guide
learnerstochooseasolvent,soluteandmethodofheating.Finesaltandcoarsesaltcanbeused.OryoucangivethemacopyoftheguidelinesprovidedonpageC10oftheTeacher’sGuide.
Explaintheexamplesofabarandpiegraphonpages79and80.Guidethemtochooseagraphtoillustratetheirfindings.Itshouldhaveaheading:FACTORSTHATINFLUENCETHERATEOFDISSOLVINGOFSALTINWATER.Th ex-axisshouldbelabelled:Rateofdissolvinginseconds.Th ey-axisshouldbelabelled:Factorsinfluencingrateofdissolving.Usethegraphonthenextpageasanexamplebutallowvariationsfromlearnersaslongasdataiscorrectlyillustrated.
ACTIVITY 1 Observe the dissolving of substances
ACTIVITY 2 Consider how heating affects
PRACTICAL TASK — ACTIVITY 3 Conduct a fair test
NS&T Gr 6 TG Final 14-6-13.indb 32 2013/06/15 2:06 PM
B33UNIT 4.1 TOPIC 4 TERM 2
How are you doing? LB p. 80Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
How are you doing? LB p. 80Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
Learnersmustwriteabouttheconclusionstheyhavereachedafterexaminingtheirfindings.
NS&T Gr 6 TG Final 14-6-13.indb 33 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB34
Unit 11
Topic Materials5.25 Hours
Unit 15
Topic Mixtures and water resources8¾ hours
Curriculum content and conceptsWater pollutionIntheenvironment,manythingsmixordissolveinwater.Watercanbepollutedby:• Insolublesubstances,suchasoil,plastics,tyres,tins,glass,
toiletwaste• Solublesubstances,suchassoaps,fertilisers,insecticides,acidsand
otherpoisons• Livinggermsfromtoiletwastecausingwater-borneillnessessuch
asdiarrhoea.
Importance of wetlandsNaturalwetlandsareimportantfor:• Removingsolubleandinsolublesubstancesfromwater• Actinglikespongesandregulatingtheflowofwater.
Unit 5.1 Water pollution LB p. 81
Resources needed• Textsforreadingaboutwaterpollution• VideoclipsfromtheInternet
What do you already know? LB p. 81Thisisabaselineassessmenttodeterminelearners’existingknowledgeonwaterpollution.Learnersworkwithanotherlearner.1. Rivers,lakes,dams,springs,groundwater2. Theyaresustainedbyprecipitation.3. Oil,plastics,tyres,tins,glass,toiletwaste,medicalwaste,ropes4. Soaps,fertilisers,insecticides,acids,chemicalsfrom
manufacturingprocesses,poisons5. Cholera,typhoidfever,e-coli,diptheria6. Learners’answerswillvary.
NS&T Gr 6 TG Final 14-6-13.indb 34 2013/06/15 2:06 PM
B35UNIT 5.2 TOPIC 5 TERM 2
Teaching the lessonDiscussandexplaintheimportanceofwaterforlivingthings.Ourfreshwaterresourcesmakeuponly1%ofallwateronEarth.Focusontheimportanceofpreservingournaturalandmanufacturedwaterresourcestoensuresustainedlifeontheplanet.Oneofthedisadvantagesofnewtechnologyisthepollutionofourwaterresourceswithmanufacturedsubstancesandmaterial.
ACTIVITY 1 Answer questions on water pollution
LB p. 82
LearnersworkontheirowntoanswerthequestionsaboutthepicturesintheLearner’sBook.1. a) oil,plastic,glass,tyres
b) chemicals,poisons2. a) 8
b) Th eyareplayingintheoverflowwaterfromadrain.c) No,itisnotsafeasthewatermaycontainhumanfaeces.d) Washingpowderorsoap,urine,dirtinclothes.e) Yes,watercontainersarebeingfilled.
ACTIVITY 1 Answer questions on water pollution
Unit 5.2 Importance of wetlands LB p. 83
Resources needed• Th eLearner’sBookprovidesanexampleofawetlandareain
SouthAfrica,butitwouldbegoodifyoucouldsupplementthiswithinformationaboutwetlandsinyourownarea.Unlessyouliveinaverydrypartofthecountry,thereshouldbeatleastasmallwetlandclosetoyou.Inmanyareastherearewetlandswithwell-developedinformationcentresthatalsoprovideeducationaltoursforlearners.
• Ifatallpossible,trytotakeyourclassonanexcursiontoawetlandwhenyouarecoveringthistopicwiththem.Mostofthesewetlandsalsohavetheirownwebsiteswithaneducationalfocuswhichgivedetailedinformationandoftensupplementaryactivitiesthatcanbeusedforextensionwork.
Teaching the lessonDiscusstheimportanceofwetlandsassetoutintextonpages83to84.Askthelearnersaboutwetlandsandiftherearesomelocatednearthem.Dothecasestudybydividingthelearnersintogroupstoreadanddiscussthecontentofpage85andthetopofpage86.
NS&T Gr 6 TG Final 14-6-13.indb 35 2013/06/15 2:06 PM
B36 SECTION B TEACHING GUIDELINES
ACTIVITY 2 Research and write a report about
a wetland LB p. 86
Learnersworkwithanotherlearner.Explainhowtowriteareportbydiscussingtheskillsboxonpage87withlearners.Ifpossible,arrangeavisittoalocalwetlandorasksomeonetocomeandtalktothelearnersaboutit.Assistlearnerswithresearchbysourcingbooksandotherresourceswithinformationaboutwetlands.Learnersmustplanfirstbymakingamindmapofwhattheyhopetofindoutaboutthewetland,wheretheywillgetinformationandhowtogoaboutprocessingtheinformationtheyhave.
Learnersshouldfirstwritearoughdraft,presentittotheteacherforcomment,andthenrefineandrewritethefinalreport.Th isshouldbedoneinclassandnotathome.
ACTIVITY 2 Research and write a report about
Takethelearners’reportsandassessthemaccordingtotherubricbelow.
Criteria Level 1 Level 2 Level 3 Level 4 Level 5
The learner planned the report.
The report had a clear structure.
The learner drafted the report and made improvements.
The learner completed the fi nal report with all the necessary criteria.
Key to levelsLevel 1 Learner made no attempt to meet the criteria.
Level 2 Learner attempted the criteria but was unable to complete it successfully.
Level 3 Learner managed an acceptable level of completion of the criteria.
Level 4 Learner understood the requirements and completed the criteria successfully and correctly.
Level 5 Learner showed exceptional knowledge and skill in the correct completion of the criteria.
NS&T Gr 6 TG Final 14-6-13.indb 36 2013/06/15 2:06 PM
B37UNIT 6.1 TOPIC 6 TERM 2
Unit 11
Topic Materials5.25 Hours
Unit 16
Topic Processes to purify water8¾ hours
Curriculum content and conceptsClean water• Acleansupplyofwaterisimportantforpeople,plantsand
animals• Watercanbecleanedbyprocessessuchassieving,filtering,
settling,decanting,boilingandaddingchemicalstokillgerms• Municipalwateriscleanedbeforeandafterweuseit.
Unit 6.1 Clean water LB p. 88
Resources needed• Sieves,filterpaper,funnels,containers,kettle,waterpurification
tablets(ifpossible)
Teaching the lessonDiscusspages88to90withlearners.Askquestionsabouttheirfreshwateravailabilityandresources.MakethemawareofotherSouthAfricansthatmaybelessfortunatethanthem.Discussthedifferentmethodsofcleaningwaterandwhyitisnecessarytodrinkonlyclean,safewater.
Alternativemethodsofobtainingcleandrinkingwaterincludedesalinatedseawaterandpurifying/recyclingsewagewater.Refertothedrawingonpage90.Asklearnershowtheyfeelabouttheseoptions.IntroduceActivity1byaskinglearnershowmanyofthemhavehadtopurifydrinkingwaterandwhy.
ACTIVITY 1 Investigate how to best purify dirty
water LB p. 91
Learnersworkingroups.Sometimeswedonothavetheluxuryofsophisticatedpurifyingsystemsbutdoneedtopurifyourdrinkingwater.Guideandassistthegroupsoflearnersthroughtheactivity.Discussthewhyandhowofwhatisbeingdonethroughouttheactivity.Referlearnerstoinformationaboutearliermethodsofpurifyingwaterresourcesbyancientculturesthatiscontainedinthefactsheetoverleaf.
ACTIVITY 1 Investigate how to best purify dirty
NS&T Gr 6 TG Final 14-6-13.indb 37 2013/06/15 2:06 PM
B38 SECTION B TEACHING GUIDELINES
Ancient cultures’ water purifi cation systems — fact sheetTime frame• There is evidence of water purifi cation methods dating back to 4000 BC. Improvements
made included taste and how the water looked, though some types of bacteria were not removed by those methods. Between 4000 BC and 1000 AD, different natural minerals were used to purify water. Distillation also began to be used.
Material used• To disinfect water, many ancient cultures would use copper, iron or hot sand in conjunction
with boiling the water. Herbs such as amla, which is high in vitamin C, and khus, were often used in well fi ltration. Plants, such as water lily roots and the seeds of the nirmali (Strychnos potatorum) were sometimes used to purify water.
In ancient Egypt, aluminum sulfate, iron sulfate or a mix of the two was used to extract suspended solids from the water. In Greece a fabric bag, called the Hippocrates’ Sleeve, was used to strain water before boiling it. In ancient India, sand and gravel were used to fi lter water before boiling it. This method was found in the Sanskrit manuscript called the Susruta Samhita.
How water was judged• Ancient civilisations did not know about tasteless toxins that could grow in water.
Their main way of testing water purity was through its clearness, taste and odor.Storage• Certain metals, including copper disrupt bacteria cycles. In ancient India brass, an alloy of
copper and zinc and sometimes other metals, was used to store water. The ancient Greeks and Romans used basins or reservoirs to store water and as a means to let particles settle.
Considerations• The Romans, Greeks and Mayans all used aquaducts to keep water pure. When these cultures
collapsed, water purifi cation advancements were halted. Hundreds of years later, in 1627, Sir Francis Bacon began to experiment with salt water purifi cation. He tried to remove salt from water using sand, and though he failed, he helped to restart interest in water fi ltration.
Read more: Ancient Water Purifi cation Methods | eHow.com http://www.ehow.com/
about_4794725_ancient-water-purifi cation-methods.html#ixzz2DETjJkll
Learnersworkontheirown.Readanddiscussthewaterpurificationsystemswithlearners.Learnersshouldunderstandthatthesearebasicsystemsthatwillgetridofimpuritiesbutnotharmfulbacteriaandgerms.Th esesystemsshouldbeusedtogetherwithachemicalsuchasbleachtokillbacteria.
PROJECT — ACTIVITY 2 Design, make and evaluate
a simple system to clean
dirty water LB p. 92
Discusstheproblemandquestionsonpage93withlearners.Explainwhatisexpectedofthemandhowtheyshouldgoaboutgatheringinformationforthistask.Learnersareexpectedtofollowthetechnologicalprocessincompletingthistask.Th eyshould:• investigateexistingproductsorsystems• doresearchonalternativemethodssuitabletothescenario
presentedintheproblem• writeadesignbriefwithspecificationsandconstraints• designpossiblesolutionsandchooseone• writetheorderofworkinsequence• makethefilter• testthefilteraccordingtothespecifications• evaluatethesuccessofthefilterandsuggestwaystoimproveon
theoriginaldesignbymakingminoradjustments.
PROJECT — ACTIVITY 2 Design, make and evaluate
NS&T Gr 6 TG Final 14-6-13.indb 38 2013/06/15 2:06 PM
B39REVISION: TEST TOPIC 6 TERM 2
Assesslearners’projectsaccordingtothefollowingrubric:Criteria Level 1 Level 2 Level 3 Level 4 Level 5Learners investigated existing products or systems.Learners did research on alternative methods suitable to the scenario presented in the problem.Learners constructed a design brief with specifications and constraints.Learners designed possible solutions and chose one.Learners wrote the order of work in sequence.Learners made the filter.Learners tested the filter according to the specifications. Learners wrote an evaluation report on the success of the filter and suggested ways to improve the original design and made minor adjustments.Learners worked together as a team.
(RefertotheKeytolevelsonpageB36.)
Revision: Test LB p. 94Section A: Life and living 1. a) Photosynthesis,sunlight,carbondioxide,water,
glucosesugar,oxygen (6) b) Theresultingenergyisstoredintheleaves,stem,fruitand
rootsoftheplant,intheformofstarch(chemicalenergy). (2) c) Peopleandanimalsgettheirenergyfromthefoodtheyeat.
Theyeatplantsorproductsmadefromplants,ortheyeatmeatfromotheranimalsthathaveeatenplants. (2)
2. a) Carbohydrates:pasta,sugar,potatoes,lentils Proteins:lentils,fish,eggs,milk,nuts Fatsandoils:butter,nuts Vitaminsandminerals:lentils,oranges,spinach (5) b) Learnersshouldbeabletoindicatewhatourbodiesuse
thedifferentfoodgroupsfor,asexplainedinthetableintheLearner’sBookpage16. (5)
3. a) Abalanceddietcontainsfoodfromallthenutrientgroups,aswellaswaterandfibre. (2)
b) Toprovideourbodieswithenoughnutrientsforenergyandgrowth;buteatingtoomuchofcertainfoodgroups(especiallyfatsandoils)canleadtousbecomingoverweight,andthisinturncanaffectourhealthnegatively. (2)
4. a) Carbohydrates,suchasbreadandpasta,forenergy (2) b) Foodthatiseasytodigest(theydonothaveteethyetto
chewfood):foodthatishighinnutrientstoensurehealthygrowth. (2)
5. a) Ithelpsfoodmovesmoothlythroughthebody. (2) b) Driedfruits,suchasraisinsorapricots–acceptanyother
appropriateexamples (1)6. Learnersdrawalabelleddiagramofafoodwebthatthey
mightfindinasavanna.Learnersincludeatleasttwoanimalsintheirfoodweb.Theanimalsmustbelongtothesavannaandshouldbelabelledasproducer,consumerordecomposer. (5)
7. a) Itiseasiertoprepare,foundatanytimeoftheyear,canbekeptforalongerperiodoftimeandsometimesextranutritionisadded. (2)
NS&T Gr 6 TG Final 14-6-13.indb 39 2013/06/15 2:06 PM
B40 SECTION B TEACHING GUIDELINES
b) Butter(notmargarine),yoghurt,Maas,cheese,buttermilk,ice-cream,oranyothercorrectanswer (2)
Total Section A: 40 marks
Section B: Matter and materials 1. a) Learners’drawingsshouldreflectthediagramsonpage59–60
oftheLearner’sBook,withdescriptionsasbelow.Insolids,theparticlesarepackedtogetherinaregularpattern.Thespacesbetweentheparticlesaresmallandtheparticlesvibrateinoneplace.
Inliquidstheparticlesarecloselypackedinnofixedpattern.Thespacesbetweentheparticlesaresmallbuttheparticlescanstillmovearoundeachother.
Ingasestheparticlesarefarapartfromeachother.Thespacesbetweentheparticlesarebigandtheparticlesmoveinalldirections. (6)
2. a) Handsorting,sieving,filtering,settling,decanting,magnetisedextraction (Any2)
b) Themagnetwillattracttheironfilings,butnotthesand. Magnetisedextraction (2)
3. a) Asolutionisamixtureinwhichasubstanceisdissolvedinanothersubstance.Solutionsareuniforminappearance.Inasolutionofaliquidandasolid,thesolidcannotbeseenaftermixing. (Any2)
b) Thesaltisthesoluteandthewateristhesolvent. (2) c) Soluble (1) d) Evaporation (1) e) Asaturatedsolutionisasolutioninwhichthemaximum
amountofsolutehasbeendissolvedintothesolvent. (1) f ) Thetemperatureofthemixture,stirringorshakingthe
mixture,thegrainsizeofthesolute (3)4. a) Solublesubstancescandissolveinwater;insolublesubstances
cannotdissolveinwater. (Any1ofeach=2) b) Solublesubstances:soaps,fertilisers,insecticides,acids;
insolublesubstances:oil,plastic,tyres,tins,glass,toiletwaste(2)5. a) Anysuitableexample,e.g.cholera (1) b) Filteringorsieving (2) c) Add5mlofbleachto25litresofcooled-downboiled
water.Letitstandforanhourbeforedrinking. (2)6. a) Wetlandsarepermanentlywaterloggedareaslikeswamps
andmarshes.Theyareimportantfreshwaterecosystems. (2) b) Wetlandsactlikespongestopreserveandregulatetheflowof
water.Theymakesurethatnotallfreshwaterrunsofftotheocean. Wetlandspreserveandsustainawidevarietyofplantsandanimals. Wetlandsactasfiltersbypurifyingwaterasitdrainsthroughthe
soiltothegroundwatertable.Wetlandvegetationhastheabilitytoremovepollutantsanddangerouschemicalsfromwater. (4)
Total Section B: 35 marks TOTAL: 75 MARKS
NS&T Gr 6 TG Final 14-6-13.indb 40 2013/06/15 2:06 PM
B1
TERM
Natural Sciences: Energy and change Technology: Systems and control
TOPIC 4: Mains electricityUnit 4.1 Fossil fuels and
electricity Unit 4.2 Cost of electricity Unit 4.3 Illegal connections Unit 4.4 Renewable ways to
generate electricity
TOPIC 3: Systems to solve problems
Unit 3.1 Using electric circuits
TOPIC 1: Electric circuits Unit 1.1 A simple circuit Unit 1.2 Circuit diagrams
TOPIC 2: Electrical conductors and insulators
Unit 2.1 Conductors Unit 2.2 Insulators
TERM 3Natural Sciences:
Energy and change Technology: Systems and
control
3
B41
NS&T Gr 6 TG Final 14-6-13.indb 41 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB42
Unit 11
Topic Electric circuits8¾ hours
Curriculum content and conceptsA simple circuit• Anelectriccircuitisasystemfortransferringenergy• Asimplecircuitalwayshasthefollowingcomponents:
— sourceofenergy(suchascell)— conductingmaterial(suchaswires)— device(suchaslightbulb,buzzers,motors)forchanging
electricityintoausefuloutputenergy• Acircuitisacomplete,unbrokenpathwayforelectricity• Aswitchcanbeaddedtobreakorcompletethecircuitpathway.
Unit 1.1 A simple circuit LB p. 97
Resources needed• Cells,bulbs,insulatedwires,switches,diagrams
What do you already know? LB p. 97Thisisabaselineassessmenttodeterminelearners’existingknowledgeonenergy.Learnersworkasaclass.1. Energyistheabilitytodowork.2. Childrenplayinginthepark,personpushingapram,carhooting,
cardriving,boyridingabicycle,sunlightfromtheSun,wind,electricpowerlines.
3. Thecardrivingandtheelectricpowerlinesarenon-renewablesourcesofenergy.
4. Learnerslistexamplesofkineticandpotentialenergyandgivereasonsfortheiranswers.
5. Light–Sunshining Heat–Sun Sound–radioincar6. Allneedsomekindofenergy.
Teaching the lesson Electrical charge LB p. 98Discussthecontentonpage98intheLearner’sBook.Showlearnersacell.Pointoutthe+ontheonesidewhichisthepositiveside,andthe–ontheotherside,whichisthenegativeside.Explainkeywordstolearners.
NS&T Gr 6 TG Final 14-6-13.indb 42 2013/06/15 2:06 PM
B43UNIT 1.1 TOPIC 1 TERM 3
Electrical current LB p. 98Discussthecontentonpage98inLearner’sBook.Explainkeywordstolearners.
Electric circuit components LB p. 98Bringdifferentexamplesoflightbulbsandcellstoschool.Discusseachcomponentseparatelywiththelearners.
Rememberthattheplasticcoveringoftheelectricalwiremustberemovedforabout2cmtoexposethewire.Ifthisisnotdone,theconnectionwillnotbeeffective.Showlearnershowtodothis.
Showdifferentswitchestothelearners.Explainthereasonforusingswitchesasonpage101inLearner’sBook.
Connecting more than one cell LB p. 99Besensitive,assomeofthelearnersmightnothaveelectricityathome.Don’tassumethatalllearnersknowaboutelectricity.Discussthecontentonpage99intheLearner’sBook.
ACTIVITY 1 Demonstrate electrical current in an
electrical circuit LB p. 99
Learnersworkasaclass.Bringaworkingradioortorchwithcellstoschool.Asaclass,
discussthediagramonpage99.Talkabouttheconnectionofcellsinaradioortorch.Changethewayinwhichthecellsshouldbeconnectedandshowlearnersthattheradioortorchwillnotworkifcellsareconnectedincorrectly.1. Sothatthecurrentcanflowinonedirectionthroughallthecells.2. Anapplianceshowswhichwaybatteriesmustbeinserted.3. Th eappliancewouldnotwork.
Electrical wires and light bulbs LB p. 100Explaintothelearnerswhatthepurposeofelectricalwiresareandwhytheendsmustbestrippedtoconnectacircuit.Alsoexplainwhatthepurposeoflightbulbsareanddiscussthedifferenttypesavailable.
ACTIVITY 2 Design and make a switch LB p. 101
Learnersworkingroups.UsethecopperwiresandgivelearnersaMETALpaperclipandtwothumbtacksorpaperfasteners.Learnersconnectthewiresinacircuitandmakeaswitchwiththecomponentsthatyouhavegiventhem.Rememberthattheplasticcoveringmustberemovedwhereittouchesthemetaltomakeagoodconnection.
Tomakesurethattheswitchworks,youmustaddthelightbulbtotheothercomponentstoseeifitlightsup.Th iswillmeanthatthecurrentflowswhentheswitchisclosed.
ACTIVITY 1 Demonstrate electrical current in an
ACTIVITY 2 Design and make a switch LB p. 101
NS&T Gr 6 TG Final 14-6-13.indb 43 2013/06/15 2:06 PM
B44 SECTION B TEACHING GUIDELINES
Resources needed• Learner’sBookpages102and103withdiagramstoreferto.
Teaching the lesson• Showlearnersthesymbolsfordrawinganelectricalcircuitonce
theyhavedoneActivity3.• Discussandexplainthevarioussymbolstousewhendrawinga
circuitdiagram.• Pointoutthatthesesymbolsareinternationallyrecognised,just
likeroadsymbols,andthattheycannotdrawtheirownversionofthesymbol.
ACTIVITY 3 Match electrical symbols to electric
circuit components LB p. 102
Learnersworkwithanotherlearner.1. a) cell
b) wirec) switchd) bulbe) battery
2. Discussthecorrectanswersinclasssothatlearnerscanseeiftheirpredictionswerecorrect.
3. Learnersredrawthecircuitusinginternationalsymbols.Th eirdiagramshouldlookliketheonebelow.
ACTIVITY 3 Match electrical symbols to electric
Unit 1.2 Circuit diagrams LB p. 102
NS&T Gr 6 TG Final 14-6-13.indb 44 2013/06/15 2:06 PM
B45UNIT 1.2 TOPIC 1 TERM 3
ACTIVITY 4 Draw circuit diagrams LB p. 103
1.a)
b)
c)
ACTIVITY 5 Draw circuit diagrams of open and
closed circuits LB p. 103
Learnersworkontheirown.1.
2.
ACTIVITY 4 Draw circuit diagrams LB p. 103
ACTIVITY 5 Draw circuit diagrams of open and
NS&T Gr 6 TG Final 14-6-13.indb 45 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB46
Unit 12
Topic Electrical conductors and insulators7 hours
Curriculum content and conceptsConductors• Somematerialsconductelectricityandarecalledconductors• Mostmetals,especiallycopper,conductelectricity
Insulators • Somematerialsdonotconductelectricityandarecalledinsulators• Mostnon-metals,suchasplastics,donotconductelectricity
Resources needed• Cells,bulbs,insulatedwires,switches• Conductors:coins,paperclips,piecesofwire,metalutensils,etc.• Insulators:plastic,cardboard,wood,rubberobjects
What do you already know? LB p. 104Learnersworkasaclass.Thisactivityisabaselineassessmenttodeterminethelearner’sexistingknowledgeaboutconductorsandinsulators.Discussthequestionswiththelearners,engagingallthelearnersbylettingthemtaketurnstoanswer.1. Thecopperwire2. Itfunctionsasaninsulator.3. No,itwon’tbecausetheplasticcoatingwillpreventthecurrent
fromflowing.
Unit 2.1 Conductors LB p. 104
Teaching the lesson• Introducethecontenttothelearnersbyremindingthemofthe
basicelectricalcircuittheybuiltearlier.• Explainthatelectricalcurrentwouldnothavebeenabletoreach
thelightbulbfromthebattery,ifitwasn’tforthecopperwire.• Explainthatsomematerialsaregoodconductorsofelectricityand
heatandothersarepoorconductors,calledinsulators.• Showthemtheelectricalcordsintheclassroom,forexamplethat
oftheoverheadprojector,aswellastheplugattachedtotheendofthecord.Thecordiscoveredwitharubberyplasticandtheplughasarubberorplasticcasingwiththreeortwobrasspins.Theyshouldknowbynowthatmetal(especiallycopper)isagoodconductorofelectricity,buthumansarealsogoodconductorsofelectricity.Thereforewehavetocoverelectricalconductorswithan
NS&T Gr 6 TG Final 14-6-13.indb 46 2013/06/15 2:06 PM
B47UNIT 2.2 TOPIC 2 TERM 3
insulationmaterialtopreventthecurrentfromenteringourbodies.• Askthemtoimaginehowmuchmorepowerfulresidential
electricityof220-240Visincomparisontothe1,5Vbulborcellweareusing.
• Tellthemthattofindoutabouttheconductivitypotentialofamaterialwehavetobuildaconductivitytester.
PRACTICAL TASK — ACTIVITY 1 Build a conductivity
tester LB p. 105
Learnersworkinsmallgroups.• Discusswithandreferthelearnerstotheinvestigativeprocess
shownonpage23oftheLearner’sBookwhiledoingthistask.• Learnersworkingroupsof3to4.• Th eycollectalltheequipmentneededforthistask.• Explainwhattheyaregoingtobuildandhowtheyshouldgo
aboutit.• Th etestwillshowconductivityifthelightbulblightsup.• Learnerswillbeabletobuildthecircuitboardinonetotwoperiods.• Readcarefullythroughtheinstructionsonpage105inthe
Learner’sBook.Learnersfollowtheprocessstepbystep.• Learnersthatcandoitquicklycanassistothergroupsthatareslower.• Makesurethatthesimplecircuitworksbeforeyoucantestfor
insulatorsandconductors.
PRACTICAL TASK — ACTIVITY 1 Build a conductivity
Resources needed• Differentmaterialsincludingplasticinsulatedwires,rubbergloves
usedbyelectricians,glassandceramic• Th econductivitytesterbuiltinActivity1.
Teaching the lesson
Insulation LB p. 106DiscusscontentinLearner’sBookpages106and107.
ACTIVITY 2 Investigate the conductivity of
different materials LB p. 107
• LearnersremaininthesamegroupsasforActivity1.• Warnthempriortotheseactivitiestocollectalltheobjectsinthe
tableonpage107oftheLearner’sBook.• GiveeachgroupacopyoftheworksheetonpageC13ofthis
Teacher’sGuide.• Learnerscommencetestingtheobjectsusingtheconductivitytester
theybuiltandcompletetheworksheet.
ACTIVITY 2 Investigate the conductivity of
Unit 2.2 Insulators LB p. 106
NS&T Gr 6 TG Final 14-6-13.indb 47 2013/06/15 2:06 PM
B48 SECTION B TEACHING GUIDELINES
Answers
2. Object Conductor Insulator
Metal spoon X
5 cent piece X
R1 coin X
Pencil X
Metal paper clip X
Plastic paper clip X
Cardboard X
Eraser X
Plastic spoon X
Plastic ruler X
Piece of wire X
Book X
Aluminium foil X
Drinking straw X
4. a) Th econclusionshouldbethatallthemetalobjectsmadegoodconductorswhileplastic,woodandpaperarepoorconductorsandarethusinsulators.
b) Th elearners’tableshouldlooklikethis:
Conductors InsulatorsMetal spoon Pencil5 cent piece Plastic paper clipR1 coin CardboardMetal paper clip EraserPiece of wire Plastic spoonAluminium foil Plastic ruler
BookDrinking straw
ACTIVITY 3 Identify where insulators are used
LB p. 108
Learnersworkontheirown.1. Aninsulatorissomethingthatdoesnotallowelectricitytoflow
throughitordoesnotlightupthebulb.2. Plasticaroundwires,rubbergloves,glassorceramicinsulatorson
powerlines.
How are you doing? LB p. 108Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by giving them some questions about the information covered in
the topic in a worksheet that they answer on their own. Discuss the
answers and learners can check the answers. Explain anything that
learners do not understand.
ACTIVITY 3 Identify where insulators are used
How are you doing? LB p. 108Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by giving them some questions about the information covered in
the topic in a worksheet that they answer on their own. Discuss the
answers and learners can check the answers. Explain anything that
learners do not understand.
NS&T Gr 6 TG Final 14-6-13.indb 48 2013/06/15 2:06 PM
B49UNIT 3.1 TOPIC 3 TERM 3
Unit 13
Topic Systems to solve problems8¼ hours
Curriculum content and conceptsUsing electric circuits• Electriccircuitsareoftenusedtosolveproblemsthatrequire
energy,suchasstreetlighting,alarms,electricgates,trafficlights,fansandheaters.
• Electriccircuitscanalsobeusedinmodelsandtoys.
Unit 3.1 Using electric circuits LB p. 109
Resources needed• Drawings,posters,realexamplesofcircuits• Cells,bulbs,insulatedwires,switches,buzzers,bells
Teaching the lessonAsreadingandwritingisveryimportantinallsubjectsintheCAPSdocument,weneedtoincludeitasfaraspossibleinthissubject.Learnersmustknowthatspellingandsentenceconstructionwillalsobeassessedinthisactivity.
ACTIVITY 1 Think about a world without
electricity LB p. 109
Learnersworkontheirown.1. Learnerswriteashortparagraphonwhattheworldwouldbelike
withoutelectricity.2. Th eywritedownthreewaysinwhichtheirlifewouldbemost
affectedbyhavingelectricity.Learnersworkasaclass.3. Learnersdiscussthepossibleadvantagesofnothavingelectricity.Learnersworkingroups.4. Learnersdiscussandcomparetheadvantagesanddisadvantagesof
nothavingelectricity.5. Learners’answerswillvary.
ACTIVITY 1 Think about a world without
NS&T Gr 6 TG Final 14-6-13.indb 49 2013/06/15 2:06 PM
B50 SECTION B TEACHING GUIDELINES
ACTIVITY 2 Complete a worksheet on energy
transfer in systems LB p. 110
Learnersworkwithapartnertodiscussandcompletethetable.
ACTIVITY 2 Complete a worksheet on energy
Object Input: Energy from... Output: Energy changed to...
Cells or battery electricity Light
Mains electricity Heat
Mains electricity Drawing and sound
Battery Sound and drawings
Coal Heat
Battery or mains electricity Sound
YoucanprovidethemwithaphotocopyofthetablethatappearsonpageC14.
PRACTICAL TASK — ACTIVITY 3 Design and make a
simple alarm system LB p. 112
Learnersworkingroups.• Th elearnersworkingroups.• InGrade4and5thelearnerswereintroducedtothetechnology
process.STEP1:• Refreshthelearners’understandingofthetechnologyprocess.• Th edifferentactivitiesintheprocessare:
— Investigate— Design— Make— Evaluate— Communicate
• Referlearnerstothediagramonthetechnologyprocessonpage111oftheLearner’sBook.
PRACTICAL TASK — ACTIVITY 3 Design and make a
NS&T Gr 6 TG Final 14-6-13.indb 50 2013/06/15 2:06 PM
B51UNIT 3.1 TOPIC 3 TERM 3
• Discusstheproblemscenariowiththelearners.• Thelearnersaregoingtousethetechnologyprocesstosolve
theproblemassetoutinthescenarioonpage122oftheLearner’sBook.
• YoucanphotocopyandgivethemtheInformationsheeton‘Understandingtheactivitiesofthetechnologyprocess’toguidethemthroughthetask.YouwillfindthisonpagesC15–C18.
Background knowledge on the technology process:
The technology processBeforeaproductcanbemanufacturedthedesignerhastodomanydifferentactivitiestodesigntheproduct.Theseactivitiesformthetechnology process.Theactivitiesmostcommonlyusedinthetechnologyprocessare:investigate,design,make,evaluateandcommunicate.Theseactivitiescanbedoneinanyorder,buteveryactivityneedstobeevaluatedagainsttheidentifiedproblemthathastobesolvedtosatisfyaspecificneedorwant.
Thedesignprocessisnotlinear,butinteractive.Oftenitisdrivenbyevaluation.Evaluationateachstagedeterminesthenextstep.
Stage 2: Plan the designPlan how to put your design into action to solve the problem.
Stage 1: InvestigateInvestigate possible solutions to the problem.
Stage 4: Evaluate the designTest, evaluate and record how successful your design was. Change the design if necessary.
Stage 3: Make the designDecide what tools and materials are needed. You make or construct something.
Stage 5: CommunicateCommunicate or report on the process and solution.
NS&T Gr 6 TG Final 14-6-13.indb 51 2013/06/15 2:06 PM
B52 SECTION B TEACHING GUIDELINES
STEP2:Investigatealarmsystemstoseehowitworks— Readanddiscusstherelevantcontentonpages113and114
withthelearners.— Makesurethattheyknowthedifferentpartsofanalarm
systemandthefunctionofeachpart. STEP3:Design
— Learnersfollowthestepsofdesignaslaidoutonpage115oftheLearner’sBook.
STEP4:Make— Use3weekstocompletethepracticaltask.— Itisimportantthatthepracticaltaskmustbedoneintheclassroom
foryoutoassesstheskillsandknowledgeofthelearners.— Allworkmustberecordedinthelearners’exercisebooks.It
willformpartoftheirprojectportfolio.— YoucanusetheanalyticalrubricinSectionCofthisbookon
pageC6toassessthelearners.— Givethelearnersacopyoftherubricbeforetheystartthetask
sothattheyknowhowtheywillbeassessed.• Th istaskcanbeoverwhelmingforthelearner,thereforetheywill
needtobesystematicallyleadthroughthe3weeksoftheoryonthepracticaltask.— Preparinglearnersforthetask–about3lessons— Investigation–alreadydoneinTerm1— Design–about4lessons— Make–about10lessons— Evaluate–about2lessons— Communicate–about2lessons
• Don’tcrampthecreativityofthelearner,butassistwhereneeded.• Safetyisveryimportantandlearnersneedtobemadeawareofthe
dangersofthetoolstheywilluse.• Donotallowthelearnerstoworkwiththetoolsifyouarenotin
theclassroom.• Makepostershighlightingsafetyaspectsandputthemupin
theclassroom.• Th elastweekmustbespentonfinalisingthepracticaltask,
evaluationandcommunication.• GivelearnersthechecklistforselfassessmentforthePractical
Task,whichappearsonpageC4inSectionC,tocomplete.• GivelearnersthechecklistforgroupactivityforthePracticalTask,
whichappearsinSectionConpageC5.• Askthevariousgroupstoshowtheirproductstotheclassand
discussthedecisionstheyhavemadetosolvetheproblemsetoutintheproblemscenario.
How are you doing? LB p. 115Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
How are you doing? LB p. 115Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
NS&T Gr 6 TG Final 14-6-13.indb 52 2013/06/15 2:06 PM
B53UNIT 4.1 TOPIC 4 TERM 3
Unit 14
Topic Mains electricity10½ hours
Curriculum content and conceptsFossil fuels and electricity• FossilfuelswereformedintheEarth’scrustmillionsofyearsago
fromdeadplantsandanimals• Coal,oilandnaturalgasarefossilfuels• InSouthAfricacoalismostlyusedasafuelinpowerstations• Coalwasformedfromfossilisedplantswhichgottheirenergy
fromtheSunoriginally• Inapowerstationcoalisusedtoboilwater,thesteamturnsthe
turbinewhichturnsagenerator,whichproduceselectricity• Fossilfuelsarenon-renewableresources.
Cost of electricityElectricityiscostlybecause:• Itrequiresinfrastructureincludingcoalmines,transport,power
stations,pylons,substations,wiring• Someelectricalappliancesrequiremoreelectricitythanothers
(heatingappliancesusethemost)• Themoreelectricityweusethemorewepayandthemorecoalis
usedup• Wecansaveenergyinmanywaysincludingusingenergy-saving
lightbulbsandsolarwaterheaters.
Illegal connections• Illegalelectricalconnectionsareadangertopeoplebecausethey
areoftenunsafe• Renewablewaystogenerateelectricity• Peoplearelookingforrenewablewaystogenerateelectricity.
Unit 4.1 Fossil fuels and electricity LB p. 116
Resources needed• Drawingsandvideoclipsoffuelsandtheirvarioususes• Drawingstoshowhowelectricityisgeneratedinacoal-fired
powerstation• Examplesofelectricalappliances
NS&T Gr 6 TG Final 14-6-13.indb 53 2013/06/15 2:06 PM
B54 SECTION B TEACHING GUIDELINES
Teaching the lessonWhat are fossil fuels? LB p. 116GothroughtheexplanationoffossilfuelsintheLearner’sBook.Usethediagramtoassistyou.Makesurelearnersunderstandtheinformation.
ACTIVITY 1 Answer questions on fossil fuels
LB p. 118
Learnersworkontheirown.1. Coal,oilandnaturalgas2. 300to400millionyearsago3. Learnersexplainwhatsedimentationis.4. Heatandpressure5. PlantsonEarthusedtheenergyfromtheSunforphotosynthesis
andtogrow.Th isenergywasstoredinleaves,flowersandstemsofplants.Whentheplantsdiedtheenergywastrapped.
6. Learnersdrawadiagramtoexplaintheformationofcoal.Th eirdiagramsshouldcontainthethreemainstagesoutlinedinthetext.
ACTIVITY 2 Research where fossil fuels are found
LB p. 119
1. Learnersresearchwhichcountrieshavelargeoil,coalandnaturalgasreserves.
2. Th eythenresearchthethreecountriesthatusethemostfossilfuels.Discusstheirfindingsasaclass.
Fossil fuels and electricity LB p. 119GothroughthecontentintheLearner’sBookwithlearners.Makesuretheyunderstandit.
ACTIVITY 3 Make a poster to trace the source of
the electricity you use at home
LB p. 121
Makesurelearnershaveallthenecessaryequipment.GothroughtheinstructionsintheLearner’sBookandgivethemguidancewherenecessary.Displaytheirpostersinclass.
Learnerswhodonothaveelectricityathomemayneedextraguidance,butshouldstillbeabletoexplaintheprocessofhowelectricityreacheshomes,businesses,etc.
Fossil fuels are a non-renewable source of energy LB p. 121Makesurelearnersunderstandwhat‘non-renewable’means.GothroughthecontentintheLearner’sBookwiththelearners.
ACTIVITY 1 Answer questions on fossil fuels
ACTIVITY 2 Research where fossil fuels are found
ACTIVITY 3 Make a poster to trace the source of
NS&T Gr 6 TG Final 14-6-13.indb 54 2013/06/15 2:06 PM
B55UNIT 4.2 TOPIC 4 TERM 3
Teaching the lessonWhy is electricity expensive? LB p. 122Asaclass,discussthepossiblereasonsforelectricitybeingexpensive.Learnersshouldlinkthecostofproducingelectricitytothefactthatitisexpensive.
ReadanddiscusstheinformationprovidedonthispageintheLearner’sBook.
ACTIVITY 4 Find out the amount of energy
required by electrical appliances
and devices LB p. 123
Learnersworkontheirown.Th isactivitywilldependentirelyonlearners’input.Th eiranswerswillvarydependingonwhattheybringfromhome.Assistlearnerswhohavetroubleimplementingtheinstructions.
Teaching the lessonEnergy loss (wasted energy) LB p. 124GothroughtheexamplesgivenintheLearner’sBook.Attheendofthissection,learnersshouldrealisethatenergycanbewastedandthattheycanconserveenergy.
ACTIVITY 5 Consider ways to reduce energy loss
LB p. 126
Learnersworkingroups.1. Learnersdiscussthereasonforelectricityusagewarningsthat
arebroadcastontelevision.Encouragediscussionaroundthistopic.Learnersshouldrealisethatthemessageisaresultofhighelectricityusageinhomes.Manypeoplewatchtelevisionandthisisagoodwaytocommunicatewiththepeople.Ifeveryoneturnsofftheunnecessaryappliances,theelectricityconsumptionwillgodown.
2. Learners’captionswillvary,butwillfocusonthefactthatthenewerenergy-savinglightbulbsarebetterthantheoldtypeforreducingenergyloss.
3. Learnerscreateapostertoexplainhowwecansaveelectricity.
ACTIVITY 4 Find out the amount of energy
ACTIVITY 5 Consider ways to reduce energy loss
Unit 4.2 Cost of electricity LB p. 122
NS&T Gr 6 TG Final 14-6-13.indb 55 2013/06/15 2:06 PM
B56 SECTION B TEACHING GUIDELINES
Resources needed• Drawingsofsafetysigns
Teaching the lesson
Illegal electrical connections LB p. 126Besensitivewhilediscussingthis.Somelearnersonlyhaveelectricityduetoillegalconnections.Ratherfocusonthedangers.
ACTIVITY 6 Consider the dangers of illegal
electrical connections LB p. 127
Learnersworkingroups.1. Electricalshockandelectricalfires2. a) Legalconnectionsareinsulatedandinaelectricalboxsothat
noonewithoutknowledgeofelectricitycantouchit.b) Th eillegalconnectionsareopenandexposedtotheweather
andpeoplecantouchthem.Whenwiresareexposedyoucaneasilygetanelectricalshock.
ACTIVITY 6 Consider the dangers of illegal
Unit 4.3 Illegal connections LB p. 126
Resources needed• Drawingsbooks,postersorDVDsofrenewablewaystogenerate
electricity,includingexamplesofwindpowergenerators,solarpowergenerators,hydro-electricpowergenerators
Teaching the lesson
Systems for using wind energy LB p. 128WorkthroughthecontentintheLearner’sBookwiththelearners.Ifpossible,havebooks,postersorDVDsonthistopicavailableforlearnerstoview.
Systems for using water energy LB p. 129WorkthroughthecontentintheLearner’sBookwiththelearners.Ifpossible,havebooks,postersorDVDsonthistopicavailableforlearnerstoview.
Unit 4.4 Renewable ways to generate electricity LB p. 128
NS&T Gr 6 TG Final 14-6-13.indb 56 2013/06/15 2:06 PM
B57REVISION: TEST TOPIC 4 TERM 3
Systems for using solar energy LB p. 129WorkthroughthecontentintheLearner’sBookwiththelearners.Ifpossible,havebooks,postersorDVDsonthistopicavailableforlearnerstoview.
Systems for using elastic energy LB p. 131WorkthroughthecontentintheLearner’sBookwiththelearners.Ifpossible,havebooks,postersorDVDsonthistopicavailableforlearnerstoview.
ACTIVITY 7 Review energy sources, systems
and uses LB p. 132
Learnersworkingroups.1. a) LearnersdiscussthedrawingsintheLearner’sBook.Th ey
shouldbeabletoidentifythesourceandusesofenergyineachdrawing.
b) Learnersdiscussthesimilaritiesanddifferencesofthesourceandusesofenergyinthepastandtoday.
c) Learnerscreateatableonapieceofnewsprintorcardboardtosummarisetheirdiscussions.
2. a) Learnersidentifythreeenergysystemsandtransfersinphotographs,e.g.windenergy,solarenergy,waterenergy.
b) Learnerswritetheenergysystemsandenergytransfersintheformofaflowdiagram.
Revision: Test LB p. 1331. Allocatemarksforneatness,accuraterepresentationoftheinformation
given,useofthecorrectinternationalsymbolsandthekey. (4)2. a) Aconductorisamaterialthatallowselectricitytoflow
throughelectriccircuits.Aninsulatorpreventselectricityfromflowing. (2)
b) Conductor:copper Insulator:rubber (2)3. a) Fossilfuelsaretheremainsofdeadplantsandanimalwhich
weretrappedintheEarth’scrustmillionsofyearsago. (4) b) Th roughheatandpressure.Th eycontainenergywhichis
releasedwhentheareburnt. (4) c) No.Th ereisalimitedamountoffossilfuelsonEarth,
andbecausefossilfuelstakemillionsofyearstoformtheycannotbequicklyproducedandused. (2)
4. a) Th eSunisthesourceofallenergy. (2) b) Itprovidedtheenergyfortheplantsandanimalswhichwere
trappedintheEarth’scrustmillionsofyearsagoandformedfossilfuels.Th esefossilfuelsareburntinpowerstationstocreatetheelectricalenergywhichisusedtopoweryourkettle. (3)
ACTIVITY 7 Review energy sources, systems
NS&T Gr 6 TG Final 14-6-13.indb 57 2013/06/15 2:06 PM
B58 SECTION B TEACHING GUIDELINES
c) Youcanusegeyserseffectively,unplugapplianceswhentheyarenotinuseandswitchofflightswhenyouarenotintheroom.(Acceptanyreasonableanswers.) (2)
5. Illegalelectricityconnectionsaredangerousbecausetheyareoftenunstableandcancauseelectricshocks.Theyalsowasteenergy. (2)
6. a) Energythatdoesnotrunout;itcomesfromresourcesthatcanbereplenished,suchaswind,sunlightandrain. (3)
b) Solar,windorhydro-electricenergy (2)7. Learners’owndescriptionsshouldreflectanunderstandingof
theconceptsofconductorsandinsulatorsastheyrelatetodamagedelectricalcable.Forexample:Themetalwiresinsidethecableconducttheelectricity.Iftheplasticcoatingisdamaged,thesemetalwiresarenolongerinsulated,andyoucangetanelectricalshockifyoutouchthewires. (2)
8. a) 1. Coalistransportedfromacoalminetoapowerstation.2. Atthepowerstation,thecoalisgroundintoafinepowder.3. Thegroundcoalthengoesintoafurnacewhereitisburned.4. Theheatgeneratedfromtheburningcoalisusedtoboil
waterinahugeboiler.5. Theboilingwaterproducessteamthatturnsaturbine
(aturbineisabigwheelwhichturns).6. Theturbineislinkedtoageneratorwhichusesacoil
toproduceenergy. (6)b) Generationofelectricity (1)
9. Acceptanyreasonableexplanationthatshowslearners’understandingoftheimportanceofwindenergyasarenewableformofenergyproductionthatshouldbedevelopedasanalternativetoonlyrelyingoncoal(whichisnon-renewable)forgeneratingelectricity. (4)
ToTAl: 45 mArks
Enrichment tasksTherearemanyeducationalwebsitesthatprovideworksheetsforinterestingadditionalactivitiesaboutelectricity,includinghowtomakesimpleelectricaltoys.Youcan,forexample,lookatthefollowingsiteforideasthatyoucanprintoutforlearnerstomakethemselves:www.scitoys.com.
AGooglesearchfor‘makesimpleelectricaltoys’willleadyoutovarioussitesthatcanbeusedforsuitableextensionactivities.
NS&T Gr 6 TG Final 14-6-13.indb 58 2013/06/15 2:06 PM
TERM
Natural Sciences:Planet Earth and beyondTechnology: Systems and control
TOPIC 4: Systems for looking into space
Unit 4.1 Telescopes
TOPIC 5: Systems to explore the Moon and Mars
Unit 5.1 Vehicles used on the Moon
Unit 5.2 Vehicles used on Mars
TOPIC 3: The movement of the Moon
Unit 3.1 Rotation (of the Moon) Unit 3.2 Revolution (of the Moon)
TOPIC 1: The solar system Unit 1.1 The Sun, planets
and asteroids Unit 1.2 Moons
TOPIC 2: Movements of the Earth and planets
Unit 2.1 Rotation (Earth) Unit 2.2 Revolution (Earth)
4
TERM 4Natural Sciences:
Planet Earthand beyondTechnology:Systems and
control
B59
NS&T Gr 6 TG Final 14-6-13.indb 59 2013/06/15 2:06 PM
SECTION B TEACHING GUIDELINESB60
Unit 11
Topic The solar system8¾ hours
Curriculum content and conceptsThe Sun, planets and asteroids• TheSun(astar)isatthecentreofoursolarsystem• Thereareeightplanetsandtheasteroidbelt(Mercury,Venus,
Earth,Mars,asteroidbelt,Jupiter,Saturn,UranusandNeptune)inorbitaroundtheSun
• Eachplanethasitsown:— features,size,orbitandpositioninrelationtotheSun,
composition(rockyandgasplanets)andnumberofmoons(somehavenomoons)
• TheplanetsandasteroidstakedifferentamountsoftimetorevolvearoundtheSun.
Moons• Moons,includingourMoondonotgiveouttheirownheat
orlight• OurMooncanbeseenfromEarthbecausethelightfromtheSun
shinesontoitssurface• OntheMoonwecanseecraters,lighterareaswhichare
mountains,anddarkerareaswhichareflatplains.
Resources needed• GlobetoexplainmovementoftheEarth• Posterofthesolarsystem• Photographsandextrainformationaboutthesolarsystem:
www.nasa.govisanexcellentsourceofadditionalinformation, withspecialsectionsforlearnersandeducators
• DVDsorrecordingsofTVdocumentaryprogrammesaboutthesolarsystem,ifpossible
• Ifyouliveinornearacityortownthathasabookstore,lookoutforchildren’sbooksaboutspacetoaddtoyourownclasscollection.Thereare,forexample,manybooksavailablethathavepop-upmodelsofthesolarsystemthathelplearnerstogetabetterunderstandingofspaceconcepts.Encouragelearnerstobringsuchbookstoshowtotheclassiftheyhavethemathome.
• Ifyouliveinornearacentrethathasaplanetarium,trytoarrangeaclassouting.
NS&T Gr 6 TG Final 14-6-13.indb 60 2013/06/15 2:06 PM
B61 TOPIC 1 TERM 4
What do you already know? LB p. 136Letlearnersworkinpairstodothisbaselineassessmentactivity,whichassesseswhattheycanrememberaboutsomeofthespace-relatedconceptsthattheylearntaboutinpreviousgrades.Letpairssharetheiranswerswiththeclass,andusethisasanopportunitytomakesurethattheystillremembercorrectlywhattheylearntinpreviousgrades.Ifanyaspectsneedfurtherattention,youcanfocusmorestronglyontheseinthedifferentunitsthatfollow.1. h2. f3. e4. a5. c6. m7. b8. d9. l10.k11.n12.i13.j14.g
ACTIVITY 1 A class quiz LB p. 137
True or FalseLearnersworkwithapartner.1. False:Th eEarthrotatesonitsownaxis.Th iscausesdayandnight.
OR Th eEarthrevolvesinanorbitaroundtheSun.Th isresultsinayearthatisequalto365 1––
4 days.2. False:Th eMoonrevolvesaroundtheEarth.3. True4. False:Th ereareeightplanetsinoursolarsystem.5. False:Anastronomerissomeonewhostudiesthestarsthrougha
telescope.ORAnastronautissomeonewhotravelsintospaceinaspaceship.
6. False:AcrescentMooniswhenonlyasliveroftheMoonisvisible.7. False:CuriosityisanunmannedspacecraftthatlandedonMars.
Complete the sentences1. astronaut2. telescope3. Mars4. atmosphere5. rotation6. Pluto7. satellites8. Voyager
ACTIVITY 1 A class quiz LB p. 137
NS&T Gr 6 TG Final 14-6-13.indb 61 2013/06/15 2:06 PM
B62 SECTION B TEACHING GUIDELINES
Resources needed• Drawingsofthemoonsondifferentplanets
Teaching the lessonReadanddiscussthetextonpages146to148withthelearners.Th istextisnotessentialknowledgeandisjustinterestinginformationaboutthedifferentmoons.ItisonlytheEarth’sMoonthatwillbedoneindetail.
Resources needed• Detaileddrawingsandmodelsofthesolarsystem
Teaching the lessonReadanddiscussthecontentonpages139and140withlearners.LearnersshouldhaveaclearunderstandingaboutthecompositionoftheSun,itssize,itsdistancefromtheEarthandthatalltheobjectsinoursolarsystemrevolvearoundtheSun.Discussthetextonpages144to145withlearners.Th eyshouldhaveagoodgraspofthedifferencesbetweenaplanet,star,asteroidandmeteorite.Discussthelargestasteroidsthathavebeenclassifiedasdwarfplanets.
ACTIVITY 2 Research and draw the solar system
LB p. 146
Learnersworkinsmallgroups.Learnersdoresearchabouttheplanetsandbringittoschool.Th eywritedowntheinformationforPart1a)–e).ForPart2,eachlearnermustbeassignedacoupleofplanetstodraw.Oncethedrawingsaredone,theypastethemonanA2manillasheet.ForPart3,onelearnerofeachgroupwillpresenttheirpostertotheclass.
ACTIVITY 2 Research and draw the solar system
Unit 1.2 Moons LB p. 146
Unit 1.1 The Sun, planets and asteroids LB p. 139
NS&T Gr 6 TG Final 14-6-13.indb 62 2013/06/15 2:06 PM
B63
Unit 11
Topic Materials5.25 Hours
UNIT 2.1 TOPIC 2 TERM 4
Unit 12
Topic Movements of the Earth and planets3½ hours
Curriculum content and conceptsRotation (Earth)• Inthesolarsystem,eachplanetrotates(spins)onitsownaxis• TheplanetEarthisspinning,andonecompleterotationtakes
about24hours;weexperiencethisasdayandnight• Duringrotation,thesideoftheEarthfacingtheSunexperiences
daytime,andtheoppositesideoftheEarthexperiencesnighttime.
Revolution (Earth)• Allplanetsalsorevolve(travel)aroundtheSunintheirownorbits.• PlanetEarthrevolvesaroundtheSuninitsownorbit(pathway),
andonecompleterevolutiontakes365 1––4 days,weexperiencethis
asayear.
Unit 2.1 Rotation (Earth) LB p. 149
Resources needed• Modelsandalightsourcesuchasatorch,lamporcandleto
demonstratethemovementsoftheEarth.
Teaching the lessonUseasmanyresourcesaspossiblewhenexplainingthiscontent.SomelearnersmayfinditdifficulttocomprehendthesimultaneousrotationandrevolutionoftheEarth.LearnsshouldhaveaclearunderstandingofthepositionoftheEarth,thatitistiltedonitsaxisandthattheanglestaysthesame,eventhoughtitrotatesandrevolvesaroundtheSun.
LearnershavetoknowwheretheEquatoristobeabletounderstandnorthernandsouthernhemisphere.ItisimportantthattheyunderstandthattheSun’s‘rising’and‘setting’isactuallytheresultoftheEarth’srotation.
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B64 SECTION B TEACHING GUIDELINES
Resources needed• Modelsandalightsourcesuchasatorch,lamporcandleto
demonstratethemovementsoftheEarth
Teaching the lessonLearnersmustknowthedifferencebetweenarotationandarevolution.Th eyhavetoknowhowlongittakestheEarthtocompleteboth.Discussthekeywordsthoroughlyandtestthelearnersonitfromtimetotime.Duringthisyearthelearnersdonothavetolearnthedetailofhowseasonsareformed,butitisimportantthattheyunderstandtheshortversiongivenonpages152to153.
Trytomakealargeposterofthedrawingonpage152todemonstratehowtheSunsometimeslightsupthesouthernhemisphereforlongerandothertimesthenorthernhemisphere.DrawAfricaprominentlytoorientatethelearners.
ACTIVITY 1 Describe and demonstrate how the
Earth moves LB p. 154
Learnersworkwithanotherlearner.1. Th eEarthrotatesonceevery24hoursarounditsaxis.Atthesame
timeitrevolvesaroundtheSun.Th isiscalledarevolutionandonerevolutiontakes365 1––
4 daystocomplete.Th eEarthremainsinthesamepositionwhilerotatingonitsaxisandrevolvingaroundtheSun.
2. Learners’answerswillvary.3. SunlightlightsuponehalfoftheEarthduringitsrotation.Th is
partwillhavedayandthedarkpartwillhavenight.AstheEarthrotatesonceevery24hours,itwillhaveadayandanightinthatperiod.AstheEarthrotatesinfrontoftheSun,itmayappearthattheSunrisesintheEastandsetsintheWest.ItisjustthatpartoftheEarthbeinglitbythesunlightastheEarth’srotationexposesthatsidetotheSun.Ittakesmoreorless12hourstoturnawayfromtheSunagainintodarkness(night).
4. Learners’answerswillvary.
ACTIVITY 1 Describe and demonstrate how the
Unit 2.2 Revolution (Earth) LB p. 151
NS&T Gr 6 TG Final 14-6-13.indb 64 2013/06/15 2:06 PM
B65UNIT 2.2 TOPIC 2 TERM 4
ACTIVITY 2 Find out how long other planets take
to complete a rotation and revolution
LB p. 155
Learnersworkontheirown.Th isactivitydevelopstheirabilitytoapplyinformationfromatabletoanswerquestions.AnswersareinEarthdaysandhours1. Mercury–1day=29 1––
2 Earthdays
Venus–1day=121 1––2
Earthdays Mars–1day=12 1––
2 Earthhours Jupiter–1day=5Earthhours Saturn–1day=5Earthhours Uranus–1day=9Earthhours Neptune–1day=9 1––
2 Earthhours2. Mercury–about249times[(60×365 1––
4 )÷88] Jupiter–5times3. NeptuneismuchfurtherawayfromtheSunthantheEarth
anditsorbitaroundtheSunwouldthereforebemuchlargerandtakelonger.
4. 88÷4=22.Eachseasonwouldbeabout22days.5. Letlearnerscomeupwiththeirownsuggestions,usingthe
informationthatfollowstoguidethediscussiontodeveloptheircriticalthinkingskills.Eachplanethasitsownuniquerotationtime.Inpartitisdependentonthemassordensityoftheplanet,whetherithaswater(tidalforces)ornot.Th erotationspeedmayalsohavebeeninfluencedbyhowtheplanetwasformedandifithadbeenhitbyheavyobjectsinspace.OnedayonVenus,forinstance,takeslongerthanoneyearinEarthtime.Venus’rotationtimeisslowerthanonerevolutionaroundtheSun.
How are you doing? LB p. 155Take this opportunity to ask learners if there is anything that
they do not understand. You can check their understanding by
asking them sone questions about the information covered in
the topic. Explain anything that they do not understand.
ACTIVITY 2 Find out how long other planets take
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SECTION B TEACHING GUIDELINESB66
Unit 11
Topic Materials5.25 Hours
Unit 13
Topic The movement of the Moon3½ hours
Curriculum content and conceptsRotation (of the Moon)• TheMoonrotatesonitsaxisandarotationtakesabout28days
Revolution (of the Moon)• TheMoonrevolvesaroundtheEarthandonerevolutionalso
takesaboutamonth(about28days)• Together,theEarthandMoonrevolvearoundtheSun
Resources needed• Modelsandalightsourcesuchastorch,lamp,orcandleto
demonstratethemovementsoftheMoon
Unit 3.1 Rotation (of the Moon) LB p. 156
Teaching the lessonReadanddiscussthetextonpage156withlearners.ThisbuildsonwhattheyhavealreadylearntabouttheMooninGrade4.Distinguishbetweenrotation(onitsownaxis)andrevolution(aroundtheEarth),andtogetherwiththeEarth,aroundtheSun.
Unit 3.2 Revolution (of the Moon) LB p. 157
Teaching the lessonExplainwhyonlyonesideoftheMoonisevervisiblefromEarth.TheMoondoesnotshine,itonlyreflectstheSun’slightinvariousdegrees.ThatiswhyweseedifferentMoonshapesfromEarth.
The phases of the Moon LB p. 157Discussthediagramonpages157and158thoroughly.FirstlookatthenewMoon.ThesidefacingtheEarthisdarkbecausethesunlightcannotreachthefront.ItsdirectoppositeisthefullMoonwherethehalfoftheMoonthatweseereceivesandreflectssunlight.AlthoughweseeonlyhalfoftheMoon,itstillappearsasarounddiscinspace.
Discussandrefreshthelearners’knowledgeaboutthedifferentphasesoftheMoon,whichtheylearntaboutinGrade4.
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B67UNIT 3.2 TOPIC 3 TERM 4
ACTIVITY 1 Compare drawings about the phase
changes of the Moon LB p. 159
Learnersworkingroups.1. a) LearnerscomparethediagramoftheMoon’sorbitaroundthe
EarthtothephotographsofthedifferentphasesoftheMoon.b) LearnersdiscusshowthephasesoftheMoonchangeasthe
MoonorbitstheEarth. DemonstratethepartsoftheMoonbeinglitbyusingatorch
astheSun.OnelearneractsastheEarth(standingstillforthisdemonstration)andasecondlearnerwalkinginacirclearoundtheEarthwithawhitediskfacingthe‘Earth’atalltimes.StopthelearnerashepassesbetweentheSunandtheEarth(newmoon)andwhentheEarthisbetweentheMoonandtheSun(fullmoon)toorientatelearners.Th eMoonorbitstheEarthonceevery28days.Itrotatesfromwesttoeast.TakenotewheretheMoonbeginsto‘grow’(wax)andwhereitstartsto‘wane’.
c) About14daysd) Literalmeaning:AblueMoonistheoccurenceofasecond
fullmooninonemonth.Figurativemeaning:Onceinabluemoon–ithappensrarely,notveryoften.
Learnersworkontheirown.2. a) Learnersdescribetheshapeofacrescentmoon.
b) Learnersdescribetheshapeofagibbousmoon.c) Learnersdescribetheshapeofafullmoon.
PRACTICAL TASK — ACTIVITY 2 Construct a model
of the Sun, Earth and Moon LB p. 159
LearnersconsolidatewhattheyhavelearntabouttheEarth,MoonandSunwithinthesolarsystemtoconstructamodelofthesethreeelementsofthesolarsystem.Revisewiththemwhattheyhavelearntthisterm.Althoughthemodeldoesnotneedtobeexactlytoscale,theyshouldbeabletouseandapplytheinformationlearntearlierinthetermabouttherelativesizesoftheSunandMoon,comparedtotheEarth.Th eirmodelsshouldalsoreflectwhattheyhavelearntaboutthenatureoftheEarth,MoonandSun,forexamplethattheSunisasourceofheatandlight,andtheEarthisknownastheBluePlanet(andiscoveredwithoceansandcontinents).Encouragelearnerstousewastematerialstoconstructtheirmodels.Ifyouwishtoselectthisasaprojectforformalassessment(markstoberecordedinTerm4),youwillneedtodevelopachecklistsothatlearnersknowhowtheywillbeassessed.Wewould,however,ratherrecommendthatthisbedoneasafunactivitythatallowslearnerstoexpresstheircreativity,whilealsoshowingtheirbasicunderstandingofwhattheyhavelearnt.
ACTIVITY 1 Compare drawings about the phase
PRACTICAL TASK — ACTIVITY 2 Construct a model
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SECTION B TEACHING GUIDELINESB68
Unit 11
Topic Materials5.25 Hours
Unit 14
Topic Systems for looking into space3½ hours
Curriculum content and conceptsTelescopes• Telescopesareusedtolookintospaceandgatherinformation• SouthAfricahasbuiltsomeofthelargesttelescopes
Unit 4.1 Telescopes LB p. 160
Resources needed• Drawingsandinformationabouttelescopes
What do you already know? LB p. 1601. Learners’answerswillvary.Th eywillprobablyrespondthattheysee
starsandtheMoon.Somemightsaythattheyseeshootingstars.2. Learnerswillprobablyrespondthattheydoseebetterwith
binocularsorthroughthezoomlensofacamera.3. Darkshadows/pits/pockets4. No5. No6. Learners’answerswillvary.7. Ashootingstarisactuallyameteoriteasitmovesthroughthe
Earth’satmosphere.Th efrictioncausedbythisappearsasthestreakoflightacrossthesky.
8. Yes,Venusisvisibleasthe‘eveningstar’.
Teaching the lessonReadanddiscussthetextonpages160to162withlearners.AsklearnerstosharetheirknowledgeabouttheSALTandtheSKA-projectcurrentlyunderwayinCarnarvon.Usefulwebsitesontheseare:www.salt.ac.zaandwww.ska.ac.za.
How are you doing? LB p. 162Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
How are you doing? LB p. 162Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.
NS&T Gr 6 TG Final 14-6-13.indb 68 2013/06/15 2:06 PM
B69UNIT 5.1 TOPIC 5 TERM 4
Unit 11
Topic Materials5.25 Hours
Unit 15
Topic Systems to explore the Moon and Mars8¾ hours
Curriculum content and conceptsVehicles used on the Moon• AfewpeoplehavevisitedthesurfaceoftheMoonandexploredit
usingavehiclecalledaMoonrover.
Vehicles used on Mars• RobotscalledMarsrovershavebeenusedtovisitandexplorethe
surfaceofMars(peoplehavenotyetvisitedMars).
Resources needed• PicturesoftheMoonandMarsrovers• Recentarticlesfromnewspapersorwebsitessuchaswww.nasa.gov
aboutthelatestdevelopmentsinspaceexploration.• Apparatusincludingbottletopsorlids,roundtinsorcardboard
circlesforthewheels,sosatiesticksordowelsandstrawsfortheaxles.
Teaching the lessonDiscussthecontentintheLearner’sBook.Focusonthewheelsusedinthedifferentvehiclesandhowtomakethevehiclesmove.
ACTIVITY 1 Design and make a vehicle to collect
soil on the Moon LB p. 163
Recaponthetechnologicalprocessusedearlier.Explainthedesignbrieftomakesurelearnersknowwhattheyneedtodo.Learnerscanusethechecklistbelowtoaccesstheirvehicle.
ACTIVITY 1 Design and make a vehicle to collect
Unit 5.1 Vehicles used on the Moon LB p. 163
Ask yourself: Yes No How can I make it better?
Can your rover carry Moon soil back to your Moon spacecraft?
Do the wheels roll easily?
Does it go in a straight line, or does it go in a curve?
Does the rover have a model of the astronaut sitting on it?
Is there place for the soil?
Is the body of the rover strong enough?
AphotocopiableversionofthischecklistisavailableonpageC7.
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B70 SECTION B TEACHING GUIDELINES
Resources needed• DrawingsoftheMoonandMarsrovers
Teaching the lessonRefertothetextonpage163intheLearner’sBookanddiscusswhattheycanusetomaketheirMoonrovermoveandpickupsoil.Discussstep-by-stepwhatthelearnersneedtodo.Asyoudiscusseachpart,thelearnerscandoitpracticallywithyou.Encouragelearnerstohelpeachother.Walkaroundintheclassroomtomakesurethatalllearnersunderstandandcanfollow.Wherepossible,haveexamplestoshowlearnerswhattodo.Somelearnerslearnbetterwithapracticalexample.Learnersmustevaluatetheirproductsbyracingagainsteachother.Makesureitisafairtest.Somegroupscantalkaboutwhattheyhavedoneandwhyitworkedordidn’twork.
ACTIVITY 2 Answer questions about Mars rovers
LB p. 175
1. Pathfi nder–smallestwheel Opportunity–middlewheel Curiosity–largestwheel2. Itdependsontheworkthevehicleshadtodo.3. Tomakethevehiclesmovemoreeasily.
Revision: Test LB p. 176Section A: Energy and change 1. a) Allocatemarksforneatness,useofthecorrectinternational
symbolsandaccuraterepresentationoftheinformationgiven(theswitchmustbeopen). (4)
b) Th ecellisthesourceofenergyfortheelectriccircuit(itistheinputenergy). (1)
c) Th eswitchbreaksorcompletesthecircuitpathway. (1) d) Whenanelectricalcellisonitsownitiscalledacell,when
thereismorethanonecellasasourceofenergyitiscalledabattery. (2)
2. a) Aconductorissomethingthatcarrieselectricitywell.Aninsulatorissomethingthatdoesnotallowtheflowofenergy. (2)
b) Insulators:rubber,wood,plastic Conductors:copper,iron,steel,water (1) c) Th eplasticcoatingactsasaninsulatorandpreventselectric
shockswhenwetouchthecable.Wecallthisaninsulator. (3)
ACTIVITY 2 Answer questions about Mars rovers
Unit 5.2 Vehicles used on Mars LB p. 173
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B71REVISION: TEST TOPIC 5 TERM 4
3. a) Coal,oil,naturalgas (3) b) Thediagrammustcontainthefollowinginformation: Layersofdeadplantsandanimalsforminswampyground
→theseareslowlycoveredbylayersofmud,water,soilandsedimentaryrock,andformpartoftheEarth’scrust→millionsofyearsofheatandpressureturntheorganicmatterintocoal,oilandnaturalgas. (4)
c) Anytworenewablesourcesofenergy(e.g.windenergy,solarenergy,waterenergy)andtheiradvantages(renewable,doesnotreleaseharmfulwasteproducts)anddisadvantages(canbeexpensivetoimplement,notalwaysconsistentlyavailablee.g.solarenergycannotbeproducedatnight). (4)
4. Acceptanyreasonableexplanationthatshowslearners’understandingoftheimportanceofnotcontinuingtorelyonlyoncoal(anon-renewableresource)forgeneratingelectricity,andwhichemphasisestheimportanceofdevelopingalternativerenewableenergysources,suchaswindandsolarenergy.Theirparagraphsshouldreflectanunderstandingofthedifferencebetweenrenewableandnon-renewableresources. (5)
Total Section A: 30 marks
Section B: Planet Earth and beyond 1. a) ThesolarsystemconsistsoftheSun,theplanetsandtheir
Moons,andbodiessuchasasteroidsandcomets. (2) b) PlanetsorbittheSun.Moonsorbittheplanetsandfollow
themintheirorbitaroundtheSun.AsteroidsaresmallerbodiesofrockwhichalsoorbittheSun.Thelargerasteroidsarenowclassifiedasdwarfplanets. (3)
c) Theinnerplanetsareterrestrialplanetsmadeofrock,whiletheouterplanetsconsistofgas. (2)
2. a) 24hours (1) b) Thismovementcausesdayandnight.Whenonesideofthe
EarthisfacingtheSunthatsideexperiencesdaytime,andwhenitisturnedawayfromtheSunitexperiencesnight-time.(2)
c) 364 1––4 days (1)
d) Thismovementcausestheseasons.TheEarthistiltedonitsrotationalaxis;thereforethenorthernandthesouthernhemispherearenotequallydistantfromtheSun.AstheEarthmovesaroundtheSun,thehemispherethatisclosertotheSunexperiencessummerandthehemispherethatisfurtherfromtheSunexperienceswinter. (2)
3. a) TheMoontakesthesameamountoftimetorotateonitsaxisasitdoestorevolvearoundtheEarth(28days).Therefore,onesideoftheMoonisconstantlyturnedawayfromtheEarth. (2)
b) TheMoonisilluminatedbecauseitreflectstheSun’slight.AstheMoonmakesitswayaroundtheEarthweseethebrightpartoftheMoonatdifferentangles.ThesearethephasesoftheMoon. (1)
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B72 SECTION B TEACHING GUIDELINES
c) Anythreephases(e.g.newMoon,gibbousMoon,fullMoon,crescentMoon)andabriefdescriptionofwhateachonelookslike. (3)
4. a) Telescopesareusedtolookintoouterspaceandgatherinformationabouttheuniverse. (1)
b) SALT(SouthAfricanLargeTelescope)SKAMeerKAT (Any1)(1)
5. AlthoughhumanshavenotyetvisitedMars,wehavesentvehiclescalledroverstoexploreandobtaininformationabouttheplanet.a) Anylogicalexplanation,e.g.Marsisfarawayanditwould
takealongtimetogetthere. (1)b) Wheelsandaxles,asystemforcommunication,asystem
forgatheringinformation (3)6. a) Learnersshouldindicatewhethertheyagreeordisagree.
b) Learners’reasonsforwhytheyagreeordisagreeshouldreflecttheirownopinions(fororagainst)thetypeofspaceresearchdonebySALTandtheSKA.Forexample,theymayarguethattheyagreeitisawasteofmoneyaswecanleaveittorichercountriessuchastheUSAtodosuchresearch.Ortheycouldarguethatitisnotawasteofmoney,asithelpstocreateemploymentinthetownswheretheseprojectsare,thatthescientificknowledgeisveryimportantandthatitallowsSouthAfricanscientiststotakepartinresearchwithscientistsfromallovertheworld.Whatevertheirviewsare,theyshouldbeabletoexpressasimplebutclearopinionfororagainstthistypeofresearch. (5)
Total Section B: 30 marksTOTAL: 60 MARKS
Enrichment tasksTherearemanyeducationalwebsites,forexampletheNASAwebsite(www.nasa.gov),thatofferfascinatingpracticalactivitiesonspace-relatedtopics.
NS&T Gr 6 TG Final 14-6-13.indb 72 2013/06/15 2:06 PM
C1
This part of your Teacher’s Guide is for storing all photocopiable templates, worksheets, and resources that are provided and that you may come across in your planning and research.
Record sheets and assessment templates C2
Worksheets C8
Exemplar exams and tests C20
Section C: Photocopiable resources
NS&T Gr 6 TG Final 14-6-13.indb 1 2013/06/15 2:06 PM
C2
Teacher assessment
Term 2 Topic 4 Unit 4.1 LB p. 78
Practical Task: Activity 3: Conduct a fair test about factors that influence the rate of dissolving
Name of learner:_______________________________ Date: ______________Mark: ______ adapted to ______ ______% Code: ______ 30 15
Criteria Level 1
Level 2
Level 3
Level 4
Level 5
Learner’s planning is thorough and well written.
Learner is clear about the purpose of the investigation and has made a logical prediction of the outcome.
Learner conducted a fair test.
Learner conducted the investigation safely and correctly.
Learner was able to report his/her findings correctly in a suitable graph with correct labels and heading.
Learner was able to reach the correct conclusion about the influence that the investigated factors had on the rate of dissolving.
Key to levels
Level 1 Learner made no attempt to meet the criteria.
Level 2 Learner attempted the criteria but was unable to complete them successfully.
Level 3 Learner managed an acceptable level of completion of the criteria.
Level 4 Learner understood the requirements and completed the criteria successfully and correctly.
Level 5 Learner showed exceptional knowledge and skill in the correct completion of the criteria.
Teacher’s signature and comment: ____________________________________
____________________________________________________________________
____________________________________________________________________
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
NS&T Gr 6 TG Final 14-6-13.indb 2 2013/06/15 2:06 PM
C3
Self-assessment checklist for writing a report
Term 2 Topic 5 Unit 5.2 LB p. 86
Activity 2: Research and write a report about a wetland
Use the checklist below to check that you have done what you needed to do for your report. If there is something you forgot to include, fix it before you both hand in your reports. You must work together to do your research and to plan your reports, and to write the first draft and the final report. Write both your names on the report.
Names:
Criteria YES NO
1. We based our case study on a selected ecosystem.
2. We did further research about our selected ecosystem.
3. We made notes of all our research and selected the information we wanted to include in the report.
4. We included the following aspects in our research and final report:a) the history of the wetlandb) the nature of the ecosystem in the wetland, including the
plants and animals found therec) threats to the wetlandd) suggestions for ways to overcome these threats.
4. We structured the report to have clear paragraphs in a logical sequence.
5. If we based our case studies on the examples of wetlands in the Learner’s Book, we did further research which formed the main part of our final report.
6. The report has a clear introduction and conclusion.
7. We included appropriate visual materials, such as drawings and graphs in suitable places in the report.
8. The report has a clear heading, and we also used sub-headings where necessary in the report itself.
9. We wrote our names on the report.
10. We checked our report carefully for spelling, language and other errors.
Your teacher will also give you a copy of the checklist for presentations that she will be using to assess your team’s report. This mark will be used for both you and your partner, so you need to work together to get the best mark you can.
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
NS&T Gr 6 TG Final 14-6-13.indb 3 2013/06/15 2:06 PM
C4
Checklist for self-assessment for the Practical Task
Term 3 Topic 3 Unit 3.1 LB p. 112
Activity 3: Design and make a simple alarm system
Name:
Criteria Comments
1We did some research to find out how an alarm system works.
2Our design brief shows clearly what we need to do to solve the problem.
3We listed specifications and constraints.
4
Our design shows how the alarm system will look and how the components will be connected.
5We made a list of the tools and materials we will need.
6 We sequenced our work.
7It was easy to make the alarm system and we evaluated the design.
8 We worked neatly.
9We used the materials responsibly.
10We presented our project to the class.
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
NS&T Gr 6 TG Final 14-6-13.indb 4 2013/06/15 2:06 PM
C5
Checklist for group activity for the Practical Task
Term 3 Topic 3 Unit 3.1 LB p. 112
Activity 3: Design and make a simple alarm system
Names:
Criteria 7 6 5 4 3 2 1 Comments
1 We worked well together.
2 Our alarm system looks well put together.
3 We worked neatly and safely.
4 The system adheres to the design brief and specifications.
5 The system looks like the drawing we made.
6 We shared the work and took turns to work with the equipment.
7 The system does what it is supposed to do.
Rating code
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE
7 Outstanding achievement 80—100
6 Meritorious achievement 70—79
5 Substantial achievement 60—69
4 Adequate achievement 50—59
3 Moderate achievement 40—49
2 Elementary achievement 30—39
1 Not achieved 0—29
If you had to make an alarm system again, is there anything you would change?
If yes, what would you change?
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
NS&T Gr 6 TG Final 14-6-13.indb 5 2013/06/15 2:06 PM
C6
Teacher assessment
Term 3 Topic 3 Unit 3.1 LB p. 112
Analytical rubric for learner progression: PRACTICAL TASK — Activity 3: Design and make a simple alarm system
Learner’s name:
Criteria 10 Points 7—9 Points 4—6 Points 1—3 Points Mark
Participation Volunteers to do work
Sometimes volunteers
Only does something when asked to
Very seldom participates
Remains focused on the task
Very focused on the task
Mostly focused on the task
Sometimes focused on the task
Not focused on the task at all
Used materials responsibly
Used materials responsibly
Mostly used materials responsibly
Sometimes used materials responsibly
Did not usematerials responsibly
Cleaned area before leaving
Workplace was always neat
Workplace was mostly neat
Workplace was sometimes neat
Workplace was mostly a mess
Problem solving
Solved the problem perfectly
Some limitations
Needed more work to solve the problem
Did not solve the problem at all
Creativity The learner’s work demonstrated a unique level of originality
The learner’s work demonstrated originality
The learner’s work lacked originality
The learner’s work showed little or no evidence of original thinking
Skills Learner demonstrated high level of skills
Learner demonstrated a fair level of skills
Learner demonstrated minimum level of skills
Learner demonstrated no level of skills
Design Design was neat, labelled and well thought through
Design was neat, labelled but not so well thought through
Design was neat, not labelled, not well thought through at all
Design was untidy, unlabelled with no clear thinking
Time management
Learner managed time wisely and finished well within time
Learner managed time well but didn’t finish in time
Learner didn’t manage time wisely and didn’t finish on time
Learner played around and was not finished on time
Demonstrated knowledge
Excellent demonstration of knowledge
Good demonstration of knowledge
Fair demonstration of knowledge
Very little demonstration of knowledge
TOTAL
Teacher’s comments:
Teacher’s signature: Date:
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
NS&T Gr 6 TG Final 14-6-13.indb 6 2013/06/15 2:06 PM
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Ask yourself: Yes No How can I make it better?Can your rover carry Moon soil back to your Moon spacecraft?
Do the wheels roll easily?
Does it go in a straight line, or does it go in a curve?
Does the rover have a model of the astronaut sitting on it?
Is there place for the soil?
Is the body of the rover strong enough?
Checklist for individual activity
Term 4 Topic 5 Unit 5.1 LB p. 163
Activity 1: Design and make a vehicle to collect soil on the Moon
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Day What I eat from each food group
Proteins Fats and oils Carbohydrates (starches and sugars)
Vitamins and minerals
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Worksheet 1: Food groups
Term 1 Topic 2 Unit 2.1 LB p. 20
Activity 1: Sort foods and create a table
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Worksheet 2: Food groups
Term 1 Topic 2 Unit 2.1 LB pp. 20—21
Activity 2: Match the food to the nutrient group
Food type Carbohydrates (sugar and starch)
Proteins Fats and oils Vitamins and minerals
Peanuts X X X
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Worksheet 3: Guidelines for Practical Task
Term 2 Topic 4 Unit 4.1 LB p. 78
PRACTICAL TASK — Activity 3: Conduct a fair test about factors that influence the rate of dissolving
When we design an experiment to test the influence of two variables on the rate of dissolving, we need to set up our experiment properly to ensure that it will be a fair test:• What do we wish to test?• How can we make sure we are testing what we are setting out to test?• Is our methodology correct, and appropriate?• Are our results accurate and unbiased?
Our experiment• We will test the influence of temperature and grain size on the rate at
which substances dissolve.• We will hold everything constant (volume of water used, size of beakers
used, heat source) and only alter one variable at a time (temperature and grain size).
• We will use 200 ml glass beakers (or larger beakers, it doesn’t matter, as long as all the beakers are the same volume and shape). Our heat source can be a gas ring, or a hot plate, but not both. We will not stir one beaker, and not the others. If we do decide to stir, each beaker will be stirred with exactly the same type of rod or spoon, clockwise (or anti-clockwise, but not both), and for exactly the same length of time.
• Ideally, all the experiments should be carried out by the same person! This reduces unintentional operator bias.
Carrying out the experimentIt is not necessary here to explain or go through the same procedure over and over for each substance used. You will follow the same basic steps for all the parts of your experiment. • We suggest you take sugar lumps, coarse sugar, and fine icing sugar for
your experiment.• The same experiment can be repeated with very coarse salt, medium salt
and fine salt.• Another nice contrast is a stock cube, a crushed stock cube, and a finely
ground stock cube, because these will colour the water, making an even bigger impact.
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All three solutions (sugar, salt, stock cube) can be tasted along the way to see if dissolving (dissolution) is occurring!
Here is the sugar example:
1. Weigh four sugar cubes (about 50 g)
2. Now, weigh exactly the same amount of table sugar (same weight as the cubes) and the same amount of icing sugar (finer grain size than the ordinary sugar).
3. Place the cubes, the sugar and the icing sugar in three separate, identical beakers, and cover the different sugar samples with exactly the same amount of water (100 ml or 200 ml) poured from the same container (this ensures the same temperature for each solution).
4. Record how long it takes each to dissolve completely at room temperature.
5. Repeat the experiment in exactly the same way, but this time, place all three beakers on the same hot plate at the same time, turn it on to low heat, and see how long the sugar takes to dissolve.
6. Repeat the experiment a third and final time, but this time, turn the hot plate to medium (not high, we don’t want it to boil).
7. Record your results and draw graphs as in the examples on the next page to show the results.
Important notes: You must use transparent glass beakers, not tins, so that you can see the sugar through the glass. Sugar at room temperature will not dissolve easily; you might need to undertake controlled stirring (see below).
ResultsThe above will give you a really useful set of data, with all results in minutes (and, if you want, seconds). There are two variables (grain size and temperature) but three different grain sizes and three different temperatures, giving you 3 x 3 = 9 different combinations of result. Of course, if you do the same experiment with salt, or stock cubes, you will generate even more results. You could also work just with sugar, and add another variable, the influence of stirring on the rate of dissolving. As long as you decide what you wish to do (which variable or factor to test) and you hold everything else constant, you have a FAIR TEST.
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Here are some imaginary results, recorded in graph form:
Dissolving times of sugar at different temperatures and with different grain sizes
Tim
e in
min
ute
s
120
100
80
60
40
20
0
Sugar cubes
Table sugar
Icing sugar
temperature
Medium heatLow heatRoom temperature
Dissolving times of sugar at different temperatures and with different grain sizes
Tim
e in
min
ute
s
120
100
80
60
40
20
0
Different samples (grain size)Icing sugar
M M
R
R
LL
R = Room temperature
L = Low heat
M = Medium heat
M
LR
Coarse sugarSugar cubes
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Object Conductor Insulator
Metal spoon
5 cent piece
R1 coin
Pencil
Metal paper clip
Plastic paper clip
Cardboard
Eraser
Plastic spoon
Plastic ruler
Piece of wire
Book
Aluminium foil
Drinking straw
Worksheet 4: Insulators
Worksheet 4: Term 3 Topic 2 Unit 2.2 LB p. 107
PRACTICAL TASK — Activity 2: Investigate the conductivity of different materials
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Worksheet 5: Using electric circuits
Object Input: Energy from …
Output: Energy changed to …
Term 3 Topic 3 Unit 3.1 LB p. 110
Activity 2: Complete a worksheet on energy transfers in systems
Learners’ names: and
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Worksheet 6: Using electric circuits
Term 3 Topic 3 Unit 3.1 LB p. 112
Information sheet for PRACTICAL TASK — Activity 3: Design and make a simple alarm system
Understanding the activities of the technology processHere is an explanation of what is involved in the design process for you to follow while doing this activity:
Investigate Get a clear drawing of the problem or need you are going to solve. You have done some thinking about it and this is called investigation, which will lead you closer to the chosen idea.
Describe the situationThe description of the situation should be short, concise and open for interpretation. A situation arises out of life’s circumstances and requires a practical problem to be solved.
Analyse the situationWhen analysing the situation you need to identify the problem or need. Analyse the situation to sort out exactly what the problem is. You do this by identifying key words and looking at possible restrictions or constraints.
Investigate and research the given situation
• Once you have analysed the situation, you must now go and obtain as much information about the situation as possible. One learner will investigate and research the topic by making use of the library, the internet, collecting and recording data, identifying, questioning and analysing data.
• In your research, it is important to consider cultural and gender differences, as well as the effects your product is going to have on the environment.
• Other methods include making predictions, comparing and communicating data, observing, listening, interpreting, arranging and calculating data. All of the above forms part of your investigation and research.
Design Write up a design briefOnce you have fully understood the problem, you need to write a design brief. A design brief is a short, concise and clear statement, which shows the general outline of the problem, which needs to be
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solved. Your design brief should suggest possible solutions to solving your problem, as well as satisfying your wants and needs.
List your specifications
• Specifications are a list of requirements that your end product should fulfil. Specifications can also include a list of possible constraints.
• Your specifications should outline specific details of your design, and should explain the purpose of the product and what the product should be able to do.
• The list of specifications must be broad enough to allow for a variety of solutions.
• Specifications are a set of rules according to which the article is finally tested. Make a list of what is required in your brief and what the article will look like when it is finished. Below is an example of a specification list:
Specification Analysis
1 Design It should be practical to make.
2 Material This should be easily available.
3 Working time It should be completed in a set time.
4 Cleanable It should be easily cleaned.
5 Decoration It should be colourfully painted.
6 Costly Will it be expensive or not?
7 Practical Can you use it?
Work out design proposals / initial ideas
• Now you should try and sketch possible solutions to your problem. These sketches should be done in pencil and can be either two-dimensional or three-dimensional (oblique or isometric).
• You may make use of grid paper.• Combine your own ideas, as well as all the information you obtained
from your investigation and research to complete your initial ideas.
Select preferred proposal / final idea and motivate your choiceThis is the form of designing and finalising the proposal. It is important to develop the chosen idea into an acceptable practical article.• You must now make a decision as to which is going to be your final
idea.• Consider the solution that best satisfies your specifications and best
solves the problem.• Once you have made your decision, motivate your choice, in full.• Motivation should be based on a form of assessment. A common
form of assessment, which can be used, is that of a rubric.• Draw your final idea in colour.
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• Can be two-dimensional or three-dimensional. For grades 4 to 6 only two-dimensional.
Develop final idea• Your final or your chosen idea should now be prepared.• Research final idea and consider various options for use in the final
idea.• Ensure all details and labels are included.
Draw up a set of working drawings — optional for Grades 4 to 6During this stage you start making drawings. These are normally called the working drawings. They consist of the following:• drawings with details• part(s) of the article• material list• list of tools to be used• decoration
Plan how to make the end product by using a flow chart
• Make use of a flow chart to indicate, step-by-step, the making of your end product.
Draw up a material list
• List all the material that is going to be used to make your end product.
Draw up a cutting list — optional
• List all the materials that need cutting and include the measurements.
Draw up a tool list
• List all the tools that have been used to make your end product.
Draw up a time schedule — optional
• Write down all the dates that you worked on and will work on for each section of your technological process.
Draw up a cost list — optional
• List the cost of all the materials purchased for your end product.• Work out the cost of the amount of materials used.• Total all amounts used to give a final amount.
List the safety requirements that need to be taken into account
• These will include correct and safe use of a range of tools, equipment and materials that have been used. Examples may include hand and power tools.
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• The importance and application of first aid for cuts, bruises and burns.
• Safety and health hazards relating to toxic materials, fire, dust etc.
Make your final idea• This is the stage where you finally make the article as planned.• You will now collect the material and the tools required and use the
skills you were taught while you worked on the project.• Don’t forget to set yourselves a programme, which you should
follow, in order to keep track of your progress.• Try to keep the quality of your workmanship high, because you and
your friend or teacher will evaluate the end product.
Evaluate • Now it is time to test your final product! You must now establish
whether your final product meets the specifications and solves the problem.
• Remember that very few designs are perfect. When you evaluate your final product, you need to ask questions such as:
— Is it effective and does it perform the intended function? — Does it meet with the required specifications? — Is it reliable? — Can the product be used safely?
• Lastly, list the faults, give possible improvements and include a conclusion.
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Formal Assessment Task 1: Answer sheet
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Term 4 Topic 1 LB p. 137
Activity 1: A class quiz
True or FalseWrite down if each statement is True or False. If it is false, write down a correct version of the statement.
1. The Earth revolves on its own axis. This causes a year that is equal to 365 1__
4 days.
2. The Moon revolves around the Sun.
3. The Earth is much closer to the Moon than to the Sun.
4. There are nine planets in our solar system.
5. An astronaut is someone who studies the stars through a telescope.
6. A crescent Moon is when half of the side of the Moon facing the Earth is visible.
7. Curiosity is an unmanned spacecraft that landed on Jupiter.
Complete the sentences
1. Someone who travels into space in a spacecraft is called an .
2. SALT is a large that is used to observe the stars.
3. The Earth lies between the planets Venus and .
4. The layer of air around the Earth is called the .
5. The Earth’s on its own axis causes day and night.
6. was previously classified as a planet, but was then later renamed as a dwarf planet.
7. Man-made orbit the Earth in a fixed path and are used for cell phone communication, GPS systems, etc.
8. The unmanned space probes that were sent into space to explore Jupiter and Saturn were called I and II.
Worksheet 7: The solar system
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Sample mid-year examination
Nutrition and food processing
1. Circle the correct words in each sentence:a) Fats/carbohydrates/proteins are very important for the normal
growth and development of the cells that are the building blocks of all living things. (1)
b) Vitamin B/calcium/carbohydrates is a mineral that is important for the development of strong bones and healthy teeth. (1)
c) We can use salt/turpentine/iodine to test if a food contains starches (carbohydrates). (1)
d) Diabetes/obesity/kwashiorkor means that a person is overweight from eating too much sugary and fatty food. (1)
2. Describe how you would test if the air you breathe out contains carbon dioxide. (2)
3. List three reasons why we process food. (3)
4. a) Briefly describe three types of things that may be added to food and which could have a bad effect on our health. (3)
b) Suggest why it is important to read food labels carefully. (2)
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Ecosystems and food webs
5. Write two sentences to describe what each of the following ecosystems are like: 2 x 3 = (6)
a) Deserts
b) Grasslands
c) Wetlands
6. Name two types of animals that live in each of the following ecosystems: 2 x 3 = (6)
a) Oceans and seas
b) Deserts
c) Rainforests
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Solutions and mixtures
7. Fill in the missing words. Use the words from the block.
solution soluble solvent solute
a) If a solid can dissolve in a liquid, it is .
b) The result of what happens in statement (a) is a .
c) The substance that dissolves in a liquid is called the .
d) The liquid in which a substance dissolves is called the . (4)
8. Draw simple pictures to show:a) Picture A1: what happens when you add copper sulphate
to water and stir it (2) Picture A2: what happens when you let this stand for a few hours (2)b) Picture B1: what happens when you add soil to water and stir it (2) Picture B2: what happens when you let this stand for a few hours (2)
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Water pollution and the importance of wetlands
9. List three functions of water in ecosystems. (3)
10. Complete each question by filling in the correct word: (3)
a) Wetlands act like to preserve and regulate the flow of water.
b) Wetlands also act like to purify water.
c) Wetlands trap rainwater so that it sinks into the soil and forms supplies of . People can get access to this water by digging wells or boreholes.
11. a) Write down three ways in which people pollute water in ecosystems. (3)
b) For each of the types of pollution you write down above, suggest what can be done to prevent this type of pollution. (3)
TOTAL MARKS: [50]
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Nutrition and food processing
1. Circle the correct words in each sentence:a) proteins (1)b) calcium (1)c) iodine (1)d) obesity (1)
2. Blow through a straw into clear lime water.
The lime water will turn milky from the carbon dioxide in the air we breathe out. (2)
3. • to make it edible • to make it last longer • to improve the nutritional value (3)
4. a) Accept all reasonable descriptions reflecting an understanding of the health effects of food additives.• sugar to make things taste sweeter; could be dangerous for
people with diabetes• preservatives, flavourants and colourants; to make food look
and taste better – can have a bad effect on our bodies• artificial sweeteners – linked to illnesses such as ADHD
and cancer (3)
b) Accept all reasonable suggestions, e.g. that food labels warn us if foods are described in a misleading way (e.g. low-fat foods that contain lots of sugar, so it’s just as fattening). (2)
Ecosystems and food webs
5. a) to c) Accept any reasonable answers that show an understanding of the key differences between ecosystems as explained in the Learner’s Book. For example, deserts are dry and get almost no rain; and oceans have salt water. They should give two relevant points for each type of ecosystem. 2 x 3 = (6)
6. a) to c) Accept all logical choices of animals (either from the examples in the Learner’s Book or from learners’ general knowledge) that can be found in each type of ecosystem. (6)
Memorandum for sample mid-year examination
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Solutions and mixtures
7. a) solubleb) solutionc) soluted) solvent (4)
8. Learners should be able to draw simple versions of pictures that reflect the following:
a) Picture A1: Water turning purple as copper sulphate is added (2)
Picture A2: Water will still be the same purple as in the second picture (2)
b) Picture B1: Soil particles suspended in the water after stirring, i.e. showing cloudy water (2)
Picture B2: Soil settled at the bottom of the container, with clear water at the top (2)
Water pollution and the importance of wetlands
9. Water as solvent – transport of substances
Water provides habitats for plants and animals
Dispersal of seeds (3)
10. a) spongesb) filtersc) groundwater (3)
11. a) Accept any reasonable answers that reflect what they discovered in the Learner’s Book, e.g. waste from pit latrines getting into rivers, pollution from waste from factories, car oil getting into rivers, etc. (3)
b) Accept any reasonable solutions to the examples that they gave above, e.g. installing proper latrines instead of pit latrines, fining factories that dump waste into rivers, recycling car oil instead of dumping it, etc. (3)
TOTAL MARKS: [50]
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Electricity
1. Fill in the missing words. Use the words in the text box below. (6)
non-renewable electrical charge insulatorselectrical current renewable conductors
a) The of an object is a measure of how much electricity there is in it.
b) are materials that carry electrical energy well.
c) are materials that do not conduct electricity.
d) Coal is a source of energy.
e) The wind is a source of energy.
f) The movement of electrical charge is known as an .
2. Complete the following table by adding the missing words or symbols. (5)
Component Symbol
Open switch
Cell
Closed switch
Sample end-of-year examination
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3. Which of the following are conductors and which are insulators? (8)
Object Conductor Insulator
Copper wire
Plastic straw
Wood
Fabric
Screw
Coin
Cardboard
Key
4. Redraw the following electrical circuit using the correct symbols to represent the components. (4)
5. You connected a bulb in series in a circuit and added an extra bulb for the circuit.
a) Did both bulbs shine? (1)
b) Did they both shine with the same brightness? (1)
c) Explain what you observed when you connected the extra bulb. That is, give an explanation of why this happened. (2)
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Planet Earth and beyond; Systems and control
6. Each of the statements below is False. Underline the incorrect word in each sentence. Then write down the correct word next to each sentence. (6)
a) The Sun is a source of heat and light energy for all living things on the Moon.
b) The Moon revolves in an orbit around the Sun.
c) Mars is known as the blue planet.
d) Pluto is a planet.
e) The rings of the planet Mercury are made of millions of tiny ice-coated rock fragments.
f) When the Moon is getting bigger, we say it is waning.
7. a) Explain why astronauts had to carry oxygen packs when they walked on the Moon. (1)
b) Explain why astronauts needed to wear special suits when they landed on the Moon. (1)
8. Write down the answers to the following questions:
a) Which planet is the furthest from the Sun? (1)
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b) Which planet has a shimmering halo of rings? (1)c) Circle the correct word: The Sun’s rays takes eight years/minutes
to reach the Earth. (1)d) Write down what we call the holes that can be seen on the surface
of the Moon, and explain what caused them. (2)
e) Fill in the missing words: The rotation of the Earth makes it appear as if the Sun comes up in the , rises higher in the sky and then sets in the . (2)
f) Give another name for the outer planets, and explain why they have this name. (2)
g) Explain why scientists were looking for signs that micro-organisms lived on Mars a long time ago. (1)
h) Explain what asteroids are. (2)
i) Explain why the other stars that we see on clear nights look like small shiny dots, and do not appear as large and bright as our Sun. (1)
9. Suggest two reasons why Sutherland and Carnarvon in the Karoo were regarded as suitable sites for the SALT and SKA projects where astronomers explore the universe by using powerful telescopes. (2)
TOTAL MARKS: [50]
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Memorandum: Sample end-of-year examination
Memorandum for sample end-of-year examination
Electricity
1. a) electrical chargeb) conductorsc) insulatorsd) non-renewablee) renewablef) electrical current (6)
2. Complete the following table by adding the missing words or diagrams. (5)
Component Symbol
Wire
Open switch
Cell
Closed switch
Light bulb
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3. Which of the following are conductors and which are insulators? (8)
Object Conductor Insulator
Copper wire X
Plastic straw X
Wood X
Fabric X
Screw X
Coin X
Cardboard X
Key X
4. One mark for each component (4)
5. a) Yes (1)b) No (1)c) When we connect more bulbs in series, the electrical current has
to pass through all the different components. If more than one bulb is connected, the light in each one will be dimmer than if there was just one light connected. (2)
Planet Earth and beyond; Systems and control
6. Also accept alternative correct options for changing a word to make each sentence true, e.g. for (f) (6)a) The Sun is a source of heat and light energy for all living things
on Earth.b) The Moon revolves in an orbit around the Earth.c) Mars is known as the red planet. d) Pluto is a dwarf planet. e) The rings of the planet Saturn are made of millions of tiny ice-coated
rock fragments. f) When the Moon is getting bigger, we say it is waxing. OR When the
Moon is getting smaller, we say that it is waning.
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7. a) The Moon has no atmosphere, so there is no oxygen on the Moon for people to breathe in. (1)
b) The Sun heats the Moon’s surface to the temperature of boiling water, so they needed special suits to protect and cool them. (1)
8. Write down the answers to the following questions:a) Neptune (1)b) Saturn (1)c) minutes (1)d) craters – caused by meteorites and asteroids crashing into the
surface (2)e) east; west (2)f) gas giants – because they are made of gas, no rock, and are large (2)g) It would tell them whether there was once life on Mars. (1)h) small, rocky objects that occur in belts (groups) throughout our
solar system (2)i) They are much further away from the Earth than our Sun (which
is also a star). (1)
9. There is less pollution than near cities, and the weather in the Karoo is also very dry, so there is often no cloud cover that will make it impossible to see the stars clearly. (2)
TOTAL MARKS: [50]
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NS&T Gr 6 TG Final 14-6-13.indb 32 2013/06/15 2:06 PM
D1
This section is for you to file your copy of the Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Technology in the Intermediate Phase.
You may add any other documents you receive in this section and list them below for easy reference.
Section D: Documents
NS&T Gr 6 TG Final 14-6-13.indb 1 2013/06/15 2:06 PM
www.cup.co.za
6Grade
Natural Sciences Natural Sciences Natural Sciences and Technologyand Technologyand Technology
Study & Master Natural Sciences and Technology has been specially developed by an experienced author team to meet all the requirements of the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course not only helps learners master essential content and skills in the subject, but gives them the best possible foundation on which to build their Natural Sciences and Technology knowledge.
The comprehensive Learner’s Book:• provides activities that develop learners’ skills and understanding
of each of the topics specifi ed by the CAPS curriculum• includes investigations, practical tasks and enrichment activities
for each term• includes good-quality illustrations, photographs and diagrams in
full colour• offers current and relevant content clearly set out according to the
latest CAPS document.
The innovative Teacher’s Guide includes:• expanded contents pages providing a detailed work schedule
for the whole year• guidance on the teaching of each lesson and on each form
of assessment• step-by-step support in the teaching of activities• photocopiable record sheets and templates, exemplar exams and
tests with memoranda, as well as additional worksheets to supportyour teaching.
David Green obtained an M.Sc. at UWC and a Diploma in Tertiary Education at UNISA. He was Senior Lecturer in Biology and Natural Sciences at Söhnge College of Education until 2003 and is currently Curriculum Advisor for Life Sciences and Natural Sciences in the West Coast Education District (WCED). Ria de Jager obtained a Masters Degree in Technology Education. She is Deputy Chief Education Specialist in Technology in KZN, Chairperson of the Technology Association of SA, and has been writing textbooks for 10 years.
SM_Nat sci_G6_TG_English_promo.indd 2 2013/06/15 1:38 PM
