Phase Intermediate Work Schedules

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Grade

5

Natural Sciences

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

Natural Sciences Intermediate Phase

Work Schedule and Teacher’s Guide

The Natural Sciences Work Schedule and the Teachers’ Guide provide support to teachers to implement the NCS. This is not a policy document but is a resource for teachers. The Work Schedule and the Teachers’ Guide follow the same weekly plan for each grade. The Work Schedule

• This is a broad framework that offers a selection of content (Learning Outcomes and Core Knowledge and Concepts) for each grade 4 -6.

• The Work Schedule gives a week by week outline of the content, and the assessment focus.

• It works towards all three NS Learning Outcomes. • It covers all the Core Knowledge and Concepts in the four strands of the Natural

Sciences. The Teacher’s Guide

• The teacher’s guide elaborates and elucidates the outline given in the Work Schedule week by week in each grade.

• It gives a wide variety of lessons which build up to various assessment tasks related to the NS Learning Outcomes.

• It gives further detail of the concepts to be taught and methods to be used. • It also details the integration possibilities between the NS strands as well as

between the different Learning Areas. How to use the Work Schedule and Teacher’s Guide We recommend that:

• Teachers use these documents to support their own plans and incorporate what they find useful.

• Teachers adapt the programme to the pace of their learners. • Teachers choose what is suitable to their context and what is manageable in their

classroom. • Teachers should plan their assessment programme in advance for each term

according to their own teaching pace. • Teachers should integrate content wherever it is appropriate. • Teachers should consult the National Curriculum Statement Policy - Document as a

reference to the learning outcomes, assessment standards and prescribed content knowledge.

ACKNOWLEDGEMENTS

Sincere thanks to the teachers and curriculum advisers who have developed the work schedule for the Intermediate Phase. Directorate Curriculum : GET

INTERMEDIATE PHASE: GRADE 5 ASSESSMENT PROGRAM: Formal Assessment Tasks Term 1 Assessment Task 1: Week 10 Term 2 Assessment Task 2: Week 20 Assessment Task 3: Week 21 Term 3 Assessment Task 4: Week 28 Term 4 Assessment Task 5: Week 31 Assessment Task 6: Week 40

LEARNING OUTCOME 1: SCIENTIFIC INVESTIGATIONS 5.1.1 Plans investigations: Lists, with support, what is known about familiar situations and materials, and suggests questions for investigations.

5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps. 5.1.3 Evaluates data and communicates findings: Reports on the group’s procedure and the results obtained. LEARNING OUTCOME 2: CONSTRUCTING SCIENCE KNOWLEDGE 5.3.3 Recall meaningful information: At the minimum, uses own fluent language to name, and

describe features and properties of objects, materials and organisms.

5.2.2 Categorize information: Creates own categories of objects and organisms, and explains own rule. For categorizing

LEARNING OUTCOME 3: SCIENCE, SOCIETY AND THE ENVIRONMENT 5.3.1 Understand science and technology in the context of history and indigenous knowledge: Identifies ways in which products and technologies have been adapted from other times and cultures.

5.3.2 Understands the impact of science and technology: Identifies the positive and negative effects of scientific developments or technological products on the quality of people’s lives and /or the environment. 5.3.3 Recognize bias in science and technology: Describe the impact that lack of access to technological products and services has on people.

WORK SCHEDULE NATURAL SCIENCES

GRADE 5

TERM 1: ENERGY AND CHANGE

WK LO ASSESSMENT STANDARD AND CORE TEACHING TG

1

1-3

Briefly revise:

o Forms of energy (heat, light, sound, electrical) o Energy sources (potential energy) o Energy transfer (kinetic energy – energy that moves) o Energy systems (potential to kinetic energy, or kinetic to

potential energy)

Wk 1

2

LO 2

Constructing

Science Knowledge

Energy sources and energy systems Briefly define concepts:

o Stored (potential energy) o Work (kinetic energy – energy that moves) o Energy sources (sun, food, falling water, fuels, wind, animal

muscles) o Fuels o Energy system o Energy transfer (energy moving from one part of a system to

another) o Energy transformation (energy changing from one form to

another) o Electrical current o Animal muscles

5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms

⇒ Name energy sources (potential energy). ⇒ Describe the features (what it looks like) of the energy sources. ⇒ Describe the properties (advantages and disadvantages) of

different energy sources.

5.2.2 Categorise information: Creates own categories of objects and organisms, and explains own rule for categorizing

⇒ Categorise energy sources into two groups. ⇒ Explain own rule for categorizing.

Wk 2

3

LO 3

Science, Society and the

Environment

Safety rules on energy sources (petrol, paraffin, gas, electricity and fire) Briefly define concepts:

o Petrol o Paraffin

Wk 3

- 1 -

o Gas o Fire (needs air, fuel and heat) o Electricity o Warning signs o Hazardous symbols

5.3.2 Understands the impact of science and technology: Identifies the positive and negative effects of scientific developments or technological products on the quality of people’s lives and /or the environment

⇒ Describe the fire triangle (what fire needs to burn). ⇒ Identify positive and negative effects on the quality of people’s

lives when using paraffin, petrol and/or electricity and open fires in houses.

⇒ Identify safety rules when working with technological products (e.g. electrical appliances).

⇒ Ways to put out fires.

4

LO 1

Scientific

Investigations

Compare the combustion (burning) of the different domestic liquid fuels

Investigation: Which domestic fuel produces the most heat during combustion (burning)? Briefly define concepts:

o Domestic liquid fuels (e.g. methylated spirits, paraffin and lamp oil).

o Combustion (burning) 5.1.1 Plans investigations: Lists, with support, what is known about familiar situations and materials, and suggests questions for investigations

⇒ List what is known about the combustion of familiar materials

(e.g. domestic household liquids). ⇒ Suggest questions for investigations.

5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps

⇒ Carry out instructions involving a small number of steps. ⇒ Record observations as part of procedure.

5.1.3 Evaluates data and communicates findings: Reports on the group’s procedure and the results obtained

⇒ Report on group’s procedure. ⇒ Report on results obtained.

Wk 4

- 2 -

5

LO 2

Constructing Science

Knowledge

Ecosystems as an energy system Briefly define concepts:

o Ecosystems o Food chain o Energy transfer o Interdependence


⇒ Name the energy sources of an ecosystem. ⇒ Describe the features of two different food chains in an

ecosystem. ⇒ Describe the energy transfers in a food chain.

Wk 5

6

LO 2

Constructing

Science Knowledge

Transfer of energy in energy systems

Briefly define concepts:

o Energy systems o Kinetic energy: e.g. light, sound, heat, electrical, wind, falling

water, etc. o Potential energy: e.g. electric cell, stretched elastic band,

wood, coal, water stored in high dam, etc.


⇒ Name some energy systems (e.g. torch, wind mill, oil lamp, bicycle, horse & cart etc.).

⇒ Name the parts of the energy systems (e.g. wheels, axles, electrical wires, bulbs, etc.).

⇒ Name and describe the energy source for each system. ⇒ Describe how each system works. ⇒ Describe how energy is transferred (moves) through the system

(e.g. torch: energy moves from cell through wires, through switch, through light bulb, back to cell, etc.).

⇒ Make a torch from found materials. Describe the components and draw the circuit.

5.2.2 Categorise information: Creates own categories of objects and organisms, and explains own rule for categorising

⇒ Create own categories for the following words:

Coal, light, cell, sound, wood, heat, electrical, stretched elastic band, movement, wind (e.g. as potential or kinetic energy).

⇒ Explain own rule for categorizing. E.g. reasons why words are

classified as potential (stored) or kinetic (energy that moves) energy.

Wk 6

- 3 -

7

LO 2

Constructing

Science Knowledge

Systems for storing energy Briefly define concepts:

o Battery (cells) o Contents o Stored energy (Chemical potential energy) o Chemical substances

5.2.1 Recall meaningful information: Uses own most fluent language to name and describe features and properties of objects, materials and organisms

⇒ List as many different types of batteries (cells) used in homes e.g. in a cell phone, torch, car, watch, clock, TV remote etc.

⇒ Name the types of batteries (make a table, draw each one, list its contents - e.g. chemical substances) and name the different items in which they can be used.

5.2.2 Creates own categories of object and organisms and explains own rules for categorising.

⇒ Sort the batteries into different categories using own rules and explain categories (e.g. Rechargeable/ non-rechargeable)

Wk 7

8

LO 2

Constructing

Science Knowledge

Mechanical systems


o Mechanical systems (made of two or more moving parts) o Rotation (spinning around) o Linear Movement (in straight lines, up and down and side to

side) 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms

⇒ Name and describe everyday mechanical systems. 5.2.2 Learner creates own categories of objects and organisms, and explains own rule for categorising.

⇒ Sort mechanical devices (e.g. according to their motions: rotation and moving in a straight line (linear)).

Wk 8

- 4 -

9

LO 3


Environment

Energy transfer in society Briefly define concepts:

o Technologies o Technological products o Adapted o Cultures o Impact o Access

5.3.1 Understand science and technology in the context of history and indigenous knowledge: Identifies ways in which products and technologies have been adapted from other times and cultures

⇒ Identify ways in which technologies (e.g. vehicles etc.) have been adapted from other times and cultures.

AND/OR

5.3.2 Understands the impact of science and technology: Identifies the positive and negative effects of scientific developments or technological products on the quality of people’s lives and /or the environment .

⇒ Identify positive and negative effects of technological products (e.g. paraffin stoves, motor vehicles etc.) on people’s lives and /or the environment.

AND / OR

5.3.3 Recognise bias in science and technology: Describe the impact that lack of access to technological products and services has on people

⇒ Describe the impact that lack of access to technological products (e.g. stoves, motor vehicles) and services has on people.

Wk 9

10

1-3

Suggestions for Consolidation: • Make an energy poster with headings, labels and notes to show

potential and kinetic energy. • Find a picture of an energy system, and then use a flow diagram to

show how energy is transferred in the system. • Find pictures to show energy sources. • Find pictures to show forms of energy (Light energy, heat energy,

sound energy and electrical energy). • Find examples of machine that use linear movement and rotational

movement. Draw and write. • Explain and demonstrate what you would do should your clothes

catch fire.(stop, drop and roll) FORMAL ASSESSMENT TASK 1

Wk 10

- 5 -


GRADE 5

TERM 2: MATTER AND MATERIALS


11

1-3 Briefly revise:

o Properties of materials: 3 classes o The 3 phases of matter o Boiling water o Melting ice

Wk 11

12

LO 2

Constructing

Science Knowledge

Properties of materials 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms Briefly define concepts:

o Appearance o Flexibility o Hardness o Solubility o Heat conduction/Heat Insulation o Magnetism

⇒ Name different materials in the immediate surroundings and

describe their features (e.g. colour, texture, transparent or opaque, etc).

⇒ Describe the different properties of materials (e.g. Flexibility, hardness, solubility, heat or electrical insulation and magnetism).

Wk 12

13

LO 2


Knowledge

Properties of materials in three classes Briefly define concepts:

o Metals o Polymers (plastics and fibres) o Ceramics (glass)


⇒ Describe (revise) the properties of the three classes of materials: metals, ceramics and polymers.

5.2.2. Categorise information: Creates own categories of objects and organisms, and explains own rule for categorising

Wk 13

- 6 -

⇒ Create own categories of different materials (e.g. metals,

ceramics and polymers). Sort many different objects made of the different materials. Make a table to record the sorting.

⇒ Explain (write about) own rule for categorising (e.g. reason why it is a metal - referring to properties of metals etc.).

14

LO 2


Knowledge

Heating and cooling can change materials 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms

⇒ Briefly define concepts: o Thermal (heat) energy o Properties of gases - no fixed shape, has mass, no fixed

volume o Properties of liquids - takes shape of container, has mass,

has fixed volume o Properties of solids - holds its own shape, has mass , has

fixed volume o Heating - energy absorbed o Cooling - energy released (withdrawn/lost) o Contraction/expansion o Melting/solidifying o Evaporation/condensation o Temporary and permanent changes

⇒ Describe what changes happen to metal pipes, plastics, fabrics,

paper, water, clay (ceramics) and glass etc. when heat is added/absorbed

⇒ Describe what changes happen to metal pipes, plastics, fabrics, paper, water, clay (ceramics and glass etc. when they are cooled (they lose heat).

⇒ Describe whether the changes are permanent or temporary (can be reversed).

5.2.2 Categorise information, create own categories and explain own rule for categorising

⇒ Categorise surrounding matter into three groups: solid, liquid, gas.

⇒ Explain own rule for categorising (e.g. reason why it is a solid, liquid or gas referring to properties of solids, liquids and gases etc.).

⇒ Sort materials according to how they react to heating/cooling (e.g. metals expand/contract, plastics melt and solidify, etc.).

⇒ Sort materials according to the type of change they undergo when heated.(e.g. a permanent or temporary change).

Wk 14

- 7 -

15 -

16

LO 2

Constructing

Science Knowledge

The differences between mixtures and solutions 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms Briefly define concepts:

o Mixtures - any two or more substances mixed together e.g. paint, cake mixture etc.

o Solution (mixture of a soluble substance in a liquid) o Soluble o Insoluble o Decant (pour off) o Filter o Distill

⇒ Name the ingredients of mixtures. ⇒ Name the ingredients of a solution, (e.g. sugar and water, etc.). ⇒ Name the parts of a solution using own fluent scientific language

(e.g. Solvent: the liquid part. Solute: the solid part). ⇒ Describe the properties of a solution:

• Solute cannot be seen • Light can pass through a solution (has a glassy appearance) • Solute and solvent cannot separated by filtering or pouring • Can get the solute back by evaporating the solvent (liquid)).

5.2.2 Categorise information, create own categories and explain own rule for categorising

⇒ Create own categories to sort different combinations of substances into mixtures and solutions).

⇒ Explain (write) own rule for categorising the differences between a mixture and a solution.

Wk 15 -

16

17

LO 2

Constructing

Science Knowledge

Solutions


o Solute o Solvent o Solution o Soluble o Temperature


⇒ Name the 2 ingredients (e.g. water and sugar) of a solution using own fluent scientific language (e.g. solute, soluble, solvent).

⇒ Describe the properties of the solute and solvent. ⇒ Describe features of a solution (e.g. it is clear).

Wk 17

- 8 -

LO 1

Scientific

Investigation

5.1.1 Plans investigations: Lists, with support, what is known about familiar situations and materials, and suggests questions for investigations

⇒ List what is known about familiar situations when dissolving substances (e.g. dissolving sugar in cold and hot water).

⇒ Suggest questions for investigations. Investigate:

Does heat speed up dissolving? 5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps

⇒ Carry out instructions to make solutions using water at different temperatures.

⇒ Record observations and measurements (temperature of water, time taken to dissolve, volume of solvent, amount of solute) on a table as part of procedure.


⇒ Report (draw and write) on group’s procedure. ⇒ Report on results obtained. Write to explain how heat affects the

speed of dissolving.

18

LO 1

Scientific

Investigation

Investigate solutions: saturated and unsaturated solutions Briefly define concepts:

o Saturated solution o Unsaturated solution o Factors affecting solubility


⇒ List what is known about the proportion of solvent to solute used to make familiar solutions (e.g. cool drink versus syrup).

⇒ .Suggest focus questions to investigate saturated and unsaturated solutions.

Investigate: How much solute and solvent do we need to make a saturated solution? 5.1.2 Conducts investigation: Learner explores the possibilities in available materials, finding out how they can be used

Wk 18

- 9 -

⇒ Carry out instructions involving a small number of steps to

measure the amounts of solute and solvent needed to make a saturated solution.

⇒ Record measurements and observations on a table as part of procedure.


⇒ Report on (draw and write about) group’s procedure. ⇒ Report on (write about) results obtained. ⇒ Explain the difference between a saturated solution and an

unsaturated solution (draw and write).

19

1-3

Suggestions for Consolidation:

⇒ Properties of materials: Make something to use at home out of found materials (e.g. a bird feeder, a lamp, clothing, a candle holder, etc). Show how it works and explain why those materials were used (refer to properties of the materials).

⇒ Mixtures and solutions: Do a ‘show and tell’ on making mixtures and solutions using everyday materials/ingredients.

⇒ Effects of heat on materials: Write and draw about how heat changes substances and materials at home (e.g. baking cakes expand in the hot oven and contract when cooled etc.).

Wk 19

20

1-3

FORMAL ASSESSMENT TASK 2

Wk 20

21

2-3 FORMAL ASSESSMENT TASK 3

Wk 21

- 10 -


GRADE 5

TERM 3: LIFE AND LIVING


21 -

22

1-3

Briefly revise:

o Life processes o Living and non-living o Biodiversity o Change and Continuity o Interactions in Environment

Wk 21 -

22

22 -

23

LO 2

Constructing

Science Knowledge

Ecosystems Briefly define concepts:

o Ecosystems o Environment o Habitat o Organisms o Interdependence o Survival


⇒ Describe how plants live in their immediate environment (e.g. in the dry versus wet areas).

⇒ Describe how animals live in their immediate environment (e.g. on land and in trees).

⇒ Describe the importance of soil and water in an ecosystem. ⇒ Describe the relationship between plants and animals within an

ecosystem (e.g. food chain). ⇒ Describe an ecosystem using own fluent scientific language

(words above). ⇒ Describe a habitat using own fluent scientific language (words

above).

Wk 22 -

23

24

LO 2

Constructing

Science Knowledge

Photosynthesis Briefly define concepts:

o Photosynthesis o Food chain o Producer (plants) o Consumers (herbivores, carnivores and omnivores) o Decomposers

Wk 24

- 11 -

5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms.

⇒ Name the elements of photosynthesis (e.g. water, sunlight and air).

⇒ Describe the process of photosynthesis. Food chain

⇒ Name different food chains in a habitat. ⇒ Describe the features of a food chain (e.g. has to have

producers, consumers and decomposers).

25

LO 2

Constructing

Science Knowledge

Senses Briefly define concepts:

o Senses • Sight (vision) • Smell • Hearing • Sense of touch • Taste

5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms.

⇒ Name the senses of animals (e.g. smell, hearing, etc.). ⇒ Describe how animal senses are adapted for survival (e.g. use

smell to find food, use hearing for protection, etc.). 5.2.2 Categorise information: Create own categories and explain own rule for categorising.

⇒ Create own categories with given information own how animals use sense for survival (e.g. day/night vision, thick/thin coat etc.).

⇒ Explain own rule for categorising.

Wk 25

26

LO 2

Constructing

Science Knowledge

The Digestive System Briefly define concepts:

o Digestive systems o Digestion o Indigestion o Organs of the digestive system


Wk 26

- 12 -

⇒ Name the organs of the digestive system (e.g. mouth, stomach,

etc.). ⇒ Describe the features and functions of the organs in the

digestive system (e.g. mouth chews food, etc.).

27 -

28

LO 2

Constructing

Science Knowledge

LO 3


Environment

Food pyramid


o Food pyramid o Levels of food pyramid o Nutrients o Carbohydrates o Proteins o Fats and oils o Vitamins and minerals o Balanced diet o HIV/Aids-patients o Diabetic o Toddlers o Technological services


⇒ Describe the levels of a food pyramid (e.g. producers, consumers and decomposers).

⇒ Name the nutrients on the levels of a food pyramid (e.g. carbohydrates, proteins, fats and oils, vitamins and minerals).

⇒ Describe the importance of the different nutrients for health and growth.

⇒ Describe a healthy diet. 5.2.2 Categorise information, create own categories and explain own rule for categorising.

⇒ Create own categories of different foods (carbohydrates, proteins, fats and oils, vitamins and minerals).

⇒ Explain own rule for categorising (e.g. according to the food pyramid).

5.3.3 Recognise bias in science and technology: Describe the impact that lack of access to technological products and services has on people

⇒ Describe the impact that the lack of access to technological services (e.g. balanced diets) has on people (e.g. athletes, diabetics, toddlers, HIV/Aids patients etc.).

Wk 27 -

28

28

1-3


Wk 28

- 13 -

29

LO 2

Constructing

Science Knowledge

Sexual reproduction in plants


o Parts of plants and flower o Sexual reproduction o Reproduction processes in plants

• Pollination • Fertilization • Dispersal • Germination


⇒ Name and describe the parts of a plant (e.g. stem, leaf, roots,

etc.). ⇒ Name and describe the parts of a flower (petals, anther, etc.). ⇒ Describe reproduction processes (e.g. pollination, fertilization,

germination and dispersal).

Wk 29

30

LO 1

Scientific

Investigation

Revision and preparation for FORMAL ASSESSMENT TASK 5 - Week 31 Sexual reproduction in plants 5.1.1 Plans investigations: Lists, with support, what is known about familiar situations and materials, and suggests questions for investigations

⇒ List what is known about sexual reproduction in plants (e.g. pollination, fertilization, germination and dispersal).

⇒ Suggest questions for an investigation (e.g. can flowers grow without insects for pollination?).

5.1.2 Conducts investigation and collects data involving a small number of steps

⇒ Carry out instructions and procedures on the reproduction of plants (e.g. learners grow seeds in various ways).


⇒ Report on group’s procedure. ⇒ Report on results obtained.

Wk 30

31

FORMAL ASSESSMENT TASK 5 on Life and Living

Wk 31

- 14 -


GRADE 5

TERM 4: PLANET EARTH AND BEYOND

WK LO

ASSESSMENT STANDARD AND CORE TEACHING

TG

31

Briefly revise:

o Solar System o Rotation and revolution (orbiting) of the Earth o Length of day, night and an Earth year o Soil, water and air o Atmosphere and weather o Measuring daily weather: temperature, wind and rain

Wk 31

32

LO 2

Constructing

Science Knowledge

LO 1

Scientific Investigations

The Moon

5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organism.

⇒ Briefly define concepts: o Satellite (Moon, man made satellites) o Phases of the Moon o Reflection of Sunlight from the Moon

⇒ Describe the features and properties of the Moon (e.g. surface

features, Moon reflects the Sun’s light energy and its movement around the Earth)

⇒ Describe the features of the Moon phases (e.g. New and Full Moon, Gibbous and Quarter Moon)

5.1.1 Plans investigations: Lists with support, what is known about familiar situations and materials, and suggests questions for investigations

⇒ List what is known about the phases of the Moon. ⇒ Suggest questions for investigations on the Moon.

5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps

⇒ Carry out instructions and procedure on observing the Moon and recording the phases of the Moon (individually or in groups).


⇒ Report on (write) group’s procedure. ⇒ Report on (draw and present) results obtained.

Wk 32

- 15 -

33

LO 3


Environment

The Moon and cultural activities 5.3.1 Understand science and technology in the context of history and indigenous knowledge: Identifies ways in which products and technologies have been adapted from other times and cultures

Briefly define concepts: o Traditional o Cultural o Celebrations/ festivals o Full moon o New Moon

⇒ Identify ways the Moon phases are connected to traditional,

cultural activities and beliefs in the society.

Wk 33

34

LO 2

Constructing

Science Knowledge

LO 3


Environment

Climate: Annual seasonal changes 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms

⇒ Briefly define concepts: o Weather o Climate o Seasons o Seasonal adaptations made by animals, humans and plants o Greenhouse gases o Greenhouse effect o Global warming o Water and energy restrictions

⇒ Describe the differences between weather and climate. ⇒ Describe the features of at least 2 different climatic regions (e.g.

desert, polar regions, temperate grasslands, etc.). ⇒ Describe the adaptations made by animals, humans and plants

according to the climatic region where they live. ⇒ Describe the adaptations made by animals, humans and plants

according different seasons in the region where they live (heat, cold, drought).

Global Warming 5.3.2 Understands the impact of science and technology: Identifies the positive and negative effects of scientific developments or technological products on the quality of people’s lives and /or the environment

⇒ Identify how scientific development and technological products have contributed to global warming (e.g. burning coal in power stations, etc.).

⇒ Identify the negative effects global warming has on seasonal changes.

⇒ Reducing your carbon footprint.

Wk 34

- 16 -

35

LO 2

Constructing

Science Knowledge

LO 3


Environment

LO 1

Scientific Investigations

Water cycle and water quality 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms

⇒ Briefly define concepts: o Hydrosphere (water and water vapour) o Lithosphere (rocks and soil) o Atmosphere (air - mixture of gases) o Water Cycle

Evaporation Condensation Precipitation Runoff Infiltration

o Catchments area o Quality of water o Water resources o Energy of Sun

⇒ Describe the features of a water cycle (e.g. how water changes

its form from liquid to gas etc. as it evaporates, condenses, precipitates, runs off, infiltrates) and is moved in a cycle between hydrosphere, lithosphere and atmosphere.

⇒ Describes how the Sun’s energy drives the water cycle.

5.3.2 Understands the impact of science and technology: Identifies the positive and negative effects of scientific developments or technological products on the quality of people’s lives and /or the environment

⇒ Identify negative effects of scientific developments or technological products on the quality of water resources (e.g. Factories, fertilizers etc. close to water resources and catchments areas).

⇒ Identify positive effects of scientific developments or technological products on the quality of water resources (e.g. How the water quality is determined from the catchments area and/or proper care and management guidelines, water treatment processes, etc.).


⇒ List what is known about familiar situations that relate to the quality of water.

⇒ Suggest questions for investigations.

Investigate: What is the quality of water from sources in our area? 5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps

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36

LO 2

Constructing

Science Knowledge

Erosion 5.2.1 Recall meaningful information: At the minimum, uses own fluent language to name, and describe features and properties of objects, materials and organisms.

⇒ Briefly define concepts: o Landforms o Weathering o Rock particles o Deposition o Erosion o Catastrophic events (e.g. floods, Earthquakes, volcanoes,

tsunamis, etc.)

⇒ Name and describe different landforms. ⇒ Describe the features of weathering (e.g. wind, water, lack of

vegetation, heat and cold break rocks into particles). ⇒ Describe how erosion (carrying particles away) and deposition

(depositing particles) can change the land (short and long term). ⇒ Name and describe the features of catastrophic events (local

and international that result in erosion.

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37

LO 1

Scientific

Investigations

Erosion: 5.1.1 Plans investigations: Lists, with support, what is known about familiar situations and materials, and suggests questions for investigations

⇒ List what is known about the causes of erosion. ⇒ Suggest questions for investigations.

e.g. Which erosion agent cause the most damage: wind or water? 5.1.2 Conducts investigation and collects data: Carries out instructions and procedures involving a small number of steps

⇒ Carry out instructions to set up containers (e.g. ice-cream boxes ) with bare soil and soil with vegetation.

⇒ Subject them to wind (fan or hairdryers) and similarly with water (pour from a bottle).


⇒ Report (write and draw) on group’s procedure. ⇒ Report (write and draw) report on results obtained.

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1-3

Suggestions for Consolidation

⇒ Moon and phases of the Moon: write poetry about the Moon. ⇒ Global warming: Collect newspaper articles about global

warming and climate change. ⇒ Water cycle: Make a poster with labels and notes on the water

cycle , etc.

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39

1-3

Suggestions for Consolidation

⇒ Soil erosion: Research, write and draw about farming and soil erosion, etc.

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40

1-3


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GUIDE TO SCIENTIFIC INVESTIGATION : GRADE 5 A guide to investigations for teachers and their learners Identify an aspect of a natural phenomenon (plants, animals, weather, rocks, burning, electricity etc.) that you want to investigate. When you investigate something you find out more about it by observing or measuring something that occurs naturally (e.g. observing and measuring the natural daily changes in the weather). You can also investigate what happens when you do something to influence a natural phenomenon (e.g. adding salt or sugar to the water to see if it influences the temperature of boiling water). You can also investigate how to make something that relates to a natural phenomenon (e.g. how to make your house cooler in hot weather). You can use the following format to guide you through an investigation. LO1 AS1 : PLAN ANINVESTIGATION NB: This part to be done as a class with teacher and learners A. What do we know already?

1. Choose a topic / natural phenomenon to be investigated. 2. Make a mind map of everything you know about the topic / natural phenomenon.

B. What more do we want to find out?

1. Teacher assists learners to pose questions about what they would like to know further about the topic. Teacher writes all questions on the board.

2. Teacher and learners decide which of the questions are possible to investigate in a classroom situation and which are not (could be researched in books).

3. Teacher and learners identify one specific question to investigate. 4. Teacher and learners discuss the following:

• Apparatus / materials needed • What will the learners observe or measure or collect? • How many times will they make observations or take measurements? • What measuring instruments are needed? • Where will you record your observations? (on what format) • Safety measures

L01 AS1 : PLAN NB: the following part to be done by learners What do we want to find out?

1. Topic / natural phenomenon to be investigated (write) 2. Your investigation question (write) 3. Make a hypothesis about your investigation question. (Write: I think the following will

happen... because…..) LO1 AS2 : CONDUCT THE INVESTIGATION & COLLECT DATA C. What must we do to find out?

1. Write down all the steps you must carry out to do the investigation. 2. Use the apparatus to carry out a suitable procedure (explore the materials, make a series

of observations or measurements etc.) 3. Record your observations and measurements in a suitable way. (on table, drawing etc.)

LO1 AS3 : EVALUATE DATA & COMMUNICATE FINDINGS D. What do the results tell us?

1. Report on what you did. 2. Explain what you have learnt. (write ,draw, answer questions) 3. Decide whether the investigation has answered your original question successfully or not.

(write) 4. Decide whether your hypothesis was true or not. (write) 5. Do you have any new questions for further investigation? (write) 6. Give an everyday example of something you have learnt from this investigation.

Assessment instrument for NS Investigations Strand : ________________________ Topic_____________ ASSESSMENT TASK ________________________________ Form of assessment: SCIENTIFIC INVESTIGATION for Grade 5 NS LO 1 AS 1 Plan Comments: Learner could contribute prior knowledge Learner was able to identify an aspect to investigate Learner was able to describe some of the apparatus needed 1 mark each = 3 marks

Comments:

LO1 AS2 Conduct

Could write the correct steps and carry them out safely and carefully on their own 3 marks

Could write the correct steps and carry them out correctly with teachers’ help 2 marks

Learners struggled to write the steps and carry them out even with teachers’ help 1 mark

Not done 0

Could make careful, detailed and accurate measurements and observations on their own 6 marks

Could make measurements and observations correctly with teachers’ help 4 marks

Learners struggled to make observations and measurements even with teachers’ help 2 mark

Not done 0

LO1 AS3 Evaluate

Could report on their procedure in detail on their own (writing, drawing and labelling) 5 marks

Could report on their procedure correctly with teachers’ help (writing, drawing and labelling) 3 marks

Struggled to report on their procedure (speaking, writing, drawing and labelling) 1 marks

Not done 0

Could explain in detail what was learnt without teachers’ help, could connect this knowledge to other situations 6 Marks

Could explain what was learnt with help from the teacher 4 marks

Learner struggled to explain what was learnt, had some misconceptions 2 marks

Not done. 0

Learner’s behaviour was good. Work was diligently done. Work was neatly done. Half a mark each = total 2 marks : ________ Learner did clean up.

Total marks 25:______ Teacher: _______________ Date: ___/___/2009

Documents

Phase Intermediate Work Schedules