Study & Master Natural Sciences and Technology Grade 5 ...
130
CAPS David Green • Ria de Jager • Linda Bredenkamp Marietjie van den Heever Teacher’s Guide 5 Grade CAPS
-
Upload
khangminh22 -
Category
Documents
-
view
4 -
download
0
Transcript of Study & Master Natural Sciences and Technology Grade 5 ...
CAPS
David Green • Ria de Jager • Linda BredenkampMarietjie van den Heever
Teacher’s Guide 5Grade
Natural Sciences Natural Sciences Natural Sciences and Technologyand Technologyand Technologyand Technologyand Technologyand Technology
CAPS
SM_Nat sci_G5_TG_English.indd 1 2013/06/15 2:51 PM
David Green • Ria de Jager • Linda BredenkampMarietjie van den Heever
Natural Sciences and Technology
Grade 5Teacher’s Guide
Study & Master
SM_Nat sci_G5_TG_TP_English.indd 1 2013/06/15 2:49 PMFinal NS&T Gr 5 TG 14-6-13.indb 1 2013/06/15 3:13 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 978-1-107-38118-6
Editor: Robyn HoepnerProofreader: Roshaan PatelIllustrator: Rob FooteCover photographer: Robyn MinterTypesetting: Baseline Publishing Services……………………………………………………………………………………………………………
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.……………………………………………………………………………………………………………
Acknowledgements The publishers would like to thank the following copyright holders for permission to reproduce the following:
Term 1 opener: Elephants – Bigstock; Term 2 opener: Gold mine at night – Bigstock; Term 3 opener: Johannesburg at night – iStock/TheGift777
Every effort has been made to trace copyright holders. Should any infringements have occurred, please inform the publishers who will correct these in the event of a reprint.
If you want to know more about this book or any other Cambridge University Press publication, phone us at +27 21 4127800, fax us at +27 21 419-8418 or send an e-mail to [email protected]
Final NS&T Gr 5 TG 14-6-13.indb 2 2013/06/15 3:13 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
Final NS&T Gr 5 TG 14-6-13.indb 3 2013/06/15 3:13 PM
iv
Final NS&T Gr 5 TG 14-6-13.indb 4 2013/06/15 3:13 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:
Str
uct
ure
s
1: P
lan
ts a
nd
an
imal
s o
n
Ear
th
1.1: M
any
dif
fere
nt
pla
nts
an
d
anim
als
• T
her
e ar
e m
any
dif
fere
nt
pla
nts
an
d a
nim
als
livin
g in
d
iffe
ren
t h
abit
ats
on
Ear
th*
(So
uth
Afr
ica
has
a w
ide
vari
ety
of in
dig
eno
us
pla
nts
an
d a
nim
als
and
th
eir
hab
itat
s)
2½
wee
ks
(8¾
ho
urs
)D
ata
pro
ject
or,
DV
Ds,
CD
s,
nat
ure
jou
rnal
s,
ph
oto
gra
ph
s of
p
lan
ts a
nd
an
imal
s
12B
4
1.2: I
nte
r-d
epen
den
ce•
Pla
nts
an
d a
nim
als
dep
end
on
eac
h o
ther
• T
hey
als
o d
epen
d o
n t
he
reso
urc
es a
vaila
ble
(su
ch a
s ai
r, w
ater
, so
il, f
oo
d a
nd
pla
ces
to h
ide)
in t
hei
r ow
n
hab
itat
s
18B
6
1.3
: An
imal
ty
pes
• T
her
e ar
e m
any
dif
fere
nt
kin
ds
of a
nim
als:
—
som
e d
o n
ot
hav
e b
on
es, a
nd
so
me
hav
e h
ard
ou
ter
skin
s o
r sh
ells
(in
vert
ebra
tes)
—
som
e h
ave
bo
nes
(ve
rteb
rate
s)
20B
6
2: A
nim
al
skel
eto
ns
2.1:
S
kele
ton
s of
ve
rteb
rate
s
• A
ver
teb
rate
ske
leto
n c
on
sist
s of
bo
nes
an
d jo
ints
, an
d is
insi
de
the
bo
dy
• B
on
es a
re h
ard
an
d f
orm
a s
tro
ng
fra
me
stru
ctu
re•
A s
kele
ton
pro
vid
es s
up
po
rt f
or
an a
nim
al’s
bo
dy
and
p
rote
ctio
n f
or
its
org
ans:
—
sku
ll —
pro
tect
s th
e b
rain
—
back
bo
ne
wit
h v
erte
bra
e —
pro
tect
s th
e sp
inal
co
rd
—ri
bs —
pro
tect
th
e lu
ng
s an
d h
eart
• S
ho
uld
er b
lad
es, a
rms,
leg
s, h
ip b
on
es —
fo
r m
ovem
ent
1½ w
eeks
(5¼
ho
urs
)P
ictu
res
and
ex
amp
les
of a
nim
al
skel
eto
ns,
hu
man
sk
elet
on
, pic
ture
s,
DV
Ds,
Inte
rnet
, x-
rays
24B
8
2.2
: M
ovem
ent
• V
erte
bra
te a
nim
als
can
mov
e b
ecau
se t
her
e ar
e:
—m
usc
les
atta
ched
to
th
e sk
elet
on
—
join
ts b
etw
een
th
e b
on
es**
30B
10
3: S
kele
ton
s as
st
ruct
ure
s3.
1: Fr
ame
and
sh
ell
stru
ctu
res
• A
ver
teb
rate
ske
leto
n is
a f
ram
e st
ruct
ure
(als
o r
efer
to
Gra
de 4
Mat
ter
and
Mat
eria
ls)
• S
om
e in
vert
ebra
te s
kele
ton
s ar
e sh
ell s
tru
ctu
res,
su
ch
as t
hat
of
a cr
ab
2½
wee
ks(8¾
ho
urs
)P
aper
, dri
nki
ng
st
raw
s, w
oo
den
d
owel
s o
r st
icks
(3
0 c
m x
10
mm
),
stic
ky t
ape,
met
al
pap
er f
aste
ner
s
36B
13
Final NS&T Gr 5 TG 14-6-13.indb 5 2013/06/15 3:13 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 c
hai
ns
4.1:
Fo
od
an
d
feed
ing
• G
reen
pla
nts
mak
e th
eir
own
fo
od
***
and
bu
ild t
hei
r b
ran
ches
an
d s
tem
s u
sin
g w
ater
an
d c
arb
on
dio
xid
e fr
om
th
e ai
r, an
d e
ner
gy
fro
m s
un
ligh
t; p
lan
ts u
se
carb
on
dio
xid
e fr
om
th
e ai
r an
d r
elea
se o
xyg
en in
to
the
air
• A
nim
als
nee
d f
oo
d t
o c
arry
ou
t th
eir
life
pro
cess
es
(to
mov
e, f
eed
, gro
w, s
ense
th
e en
viro
nm
ent,
exc
rete
, b
reat
he
and
rep
rod
uce
)•
All
anim
als
dep
end
on
pla
nts
as
thei
r p
rim
ary
sou
rce
of f
oo
d (
her
biv
ore
s, c
arn
ivo
res
and
om
niv
ore
s)•
A f
oo
d c
hai
n d
escr
ibes
th
e fe
edin
g r
elat
ion
ship
s b
etw
een
pla
nts
an
d a
nim
als
• A
fo
od
ch
ain
:
—st
arts
wit
h a
pla
nt
(pro
du
ces
foo
d)
—
then
fo
llow
s w
ith
an
an
imal
th
at e
ats
that
pla
nt
—
afte
r th
at w
ith
an
an
imal
th
at e
ats
that
an
imal
• In
clu
des
th
e tr
ansf
er o
f en
erg
y w
hic
h fl
ows
fro
m t
he
pla
nt
thro
ug
h t
o t
he
last
an
imal
in t
he
chai
n
1½ w
eeks
(5¼
ho
urs
)P
ictu
res
of v
ario
us
pla
nts
an
d a
nim
als,
D
VD
s, In
tern
et
44
B16
5: L
ife
cycl
es5
.1: G
row
th
and
d
evel
op
men
t
• P
lan
ts a
nd
an
imal
s g
row
an
d d
evel
op
th
rou
gh
ou
t th
eir
lives
• A
life
cyc
le d
escr
ibes
th
e st
ages
an
d p
roce
sses
th
at
take
pla
ce a
s a
pla
nt
or
anim
al g
row
s an
d d
evel
ops
• A
life
cyc
le d
escr
ibes
how
on
e g
ener
atio
n o
f a
pla
nt
or
anim
al g
ives
ris
e to
th
e n
ext
gen
erat
ion
th
rou
gh
re
pro
du
ctio
n•
Dea
th c
an o
ccu
r at
any
sta
ge
of t
he
life
cycl
e•
Man
y an
imal
s ca
re f
or
thei
r yo
un
g in
ord
er f
or
them
to
gro
w a
nd
dev
elo
p
2 w
eeks
(7
ho
urs
)P
ictu
res
of
dif
fere
nt
stag
es in
th
e d
evel
op
men
t of
p
lan
ts a
nd
an
imal
s,
dia
gra
ms
of t
he
life
cycl
es o
f p
lan
ts
and
an
imal
s, D
VD
s,
Inte
rnet
51
B18
Not
es: *
Pla
nts
an
d a
nim
als,
an
d t
hei
r h
abit
ats,
mak
e u
p t
he
tota
l bio
div
ersi
ty o
f th
e E
arth
** In
th
is g
rad
e, d
etai
ls a
bo
ut
how
mu
scle
s ar
e at
tach
ed, a
nd
th
e st
ruct
ure
of
join
ts, a
re n
ot
req
uir
ed *
** T
his
imp
ort
ant
pro
cess
is c
alle
d “
ph
oto
syn
thes
is”.
How
ever
, no
fu
rth
er d
etai
l is
req
uir
es in
th
is g
rad
e, le
arn
ers
will
dea
l wit
h it
in d
etai
l on
ly
in h
igh
er g
rad
es.
Ass
essm
ent
• R
evis
ion
: Tes
t6
5B
21
• O
ne
sele
cted
Pra
ctic
al T
ask
41
B14
Tota
l: 1
0
wee
ks
(35
hou
rs)
Final NS&T Gr 5 TG 14-6-13.indb 6 2013/06/15 3:13 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: M
etal
s an
d
no
n-m
etal
s 1.1
: P
rop
erti
es o
f m
etal
s
• M
etal
s ar
e u
sed
to
mak
e th
ing
s b
ecau
se t
hey
hav
e ce
rtai
n p
rop
erti
es•
So
me
pro
per
ties
of
met
als:
—
shin
y
—h
ard
—
stro
ng
—
can
be
ham
mer
ed, s
hap
ed (
mal
leab
le)
and
mad
e in
to t
hin
wir
es w
ith
ou
t b
reak
ing
(d
uct
ile)
—
mel
t at
hig
h t
emp
erat
ure
s
—m
etal
s ar
e m
ined
fro
m t
he
Ear
th*
2 w
eeks
(7
ho
urs
)D
iffe
ren
t m
etal
an
d
no
n-m
etal
ob
ject
s to
to
uch
an
d
han
dle
, Per
iod
ic
Tab
le o
f E
lem
ents
68
69
B24
1.2:
Pro
per
ties
of
no
n-m
etal
s
• N
on
-met
als
are
use
d t
o m
ake
thin
gs
bec
ause
th
ey
hav
e ce
rtai
n p
rop
erti
es•
So
me
pro
per
ties
** o
f so
lid n
on
-met
als:
—
du
ll
—ca
n b
reak
eas
ily (
bri
ttle
)
75B
25
2: U
ses
of
met
als
2.1:
Oth
er
pro
per
ties
of
met
als
• M
etal
s ar
e u
sefu
l bec
ause
of
thei
r sp
ecia
l pro
per
ties
:
—m
etal
s co
nd
uct
hea
t
—so
me
met
als
are
mag
net
ic a
nd
so
me
are
no
t
—on
ly ir
on r
usts
(som
e m
etal
s ta
rnis
h an
d be
com
e du
ll)
2½
wee
ks
(8¾
ho
urs
)M
agn
ets
and
o
bje
cts
such
as
coin
s, ir
on
filin
gs,
n
ails
, dra
win
g p
ins,
pa
per
clip
s, w
ire
82
B28
2.2
: Use
s of
m
etal
s•
Met
als
are
use
d t
o m
ake
thin
gs
such
as
coin
s, w
ire,
je
wel
lery
, fu
rnit
ure
, bu
ildin
gs
and
bri
dg
es, m
oto
r ca
rs,
kitc
hen
ute
nsi
ls, r
oof
s
84
B30
3: P
roce
ssin
g
mat
eria
ls3.
1: C
om
bin
ing
m
ater
ials
• M
ater
ials
can
be
pro
cess
ed t
o m
ake
new
mat
eria
ls/
pro
du
cts,
su
ch a
s:
—m
ixin
g a
nd
set
tin
g (
such
as
pla
ster
of
Par
is (
or
Po
lyfi
lla)
and
wat
er t
o m
ake
pla
ster
)
—m
ixin
g a
nd
set
tin
g (
such
as
san
d, g
rave
l, ce
men
t an
d w
ater
to
mak
e co
ncr
ete)
—
mix
ing
(su
ch a
s fl
ou
r an
d w
ater
to
mak
e a
stic
ky
past
e th
at c
an b
e u
sed
as
glu
e)
—m
ixin
g a
nd
co
oki
ng
(su
ch a
s m
akin
g d
ou
gh)
—
mix
ing
an
d c
oo
ling
(su
ch a
s je
lly p
owd
er a
nd
wat
er
to m
ake
jelly
)
—m
ixin
g, d
ryin
g a
nd
/or
firi
ng
(su
ch a
s w
et c
lay
and
st
raw
to
mak
e cl
ay b
rick
s)•
Th
e p
rop
erti
es o
f th
e n
ew m
ater
ials
/pro
du
cts
may
b
e d
iffe
ren
t fr
om
th
e p
rop
erti
es o
f th
e m
ater
ials
we
star
ted
wit
h
3½
wee
ks
(12¼
ho
urs
)M
ater
ials
an
d
subs
tan
ces
such
as
Pla
ster
of
Par
is
(or
Po
lyfi
lla),
san
d,
gra
vel,
cem
ent,
fl
ou
r, in
gre
die
nts
to
m
ake
do
ug
h, j
elly
p
owd
er, w
et c
lay
and
str
aw
87
B32
Final NS&T Gr 5 TG 14-6-13.indb 7 2013/06/15 3:13 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
4: P
roce
ssed
m
ater
ials
4.1:
P
rop
erti
es
and
use
s
• M
ater
ials
su
ch a
s P
last
er o
f P
aris
, co
ncr
ete,
fab
rics
, ce
ram
ics
and
gla
ss, p
last
ics
and
pai
nt,
hav
e th
eir
own
sp
ecia
l pro
per
ties
2 w
eeks
(7 h
ou
rs)
Cla
y, p
ictu
res
and
ex
amp
les
of o
bje
cts
mad
e by
wea
vin
g
pla
nt
mat
eria
l
98
B35
4.2
: Tr
adit
ion
al
pro
cess
ing
• In
Afr
ica
peo
ple
hav
e p
roce
ssed
mat
eria
ls f
or
hu
nd
red
s of
yea
rs t
o m
ake:
—
clay
po
ts a
nd
bri
cks
—
bask
ets,
hat
s, m
ats,
th
atch
ed r
oof
s m
ade
fro
m p
lan
t fi
bre
su
ch a
s g
rass
es a
nd
ree
ds
101
B36
Not
es: *
How
an
d w
her
e m
etal
s ar
e m
ined
is c
over
ed in
So
cial
Sci
ence
s**
Th
ere
are
man
y d
iffe
ren
t n
on
-met
als
and
th
ey h
ave
a va
riet
y of
dif
fere
nt
pro
per
ties
. Her
e th
e fo
cus
is o
nly
on
tw
o o
f th
e m
ost
gen
eral
p
rop
erti
es.
Ass
essm
ent
• R
evis
ion
: Tes
t10
5B
37•
On
e se
lect
ed P
ract
ical
Tas
k77
B26
100
B35
Tota
l:
10 w
eeks
(3
5 h
ou
rs)
104
B36
Final NS&T Gr 5 TG 14-6-13.indb 8 2013/06/15 3:13 PM
ix
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
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: S
tore
d
ener
gy
in f
uel
s1.1
: Fu
els
• E
ner
gy
is s
tore
d in
fu
els
(in
clu
din
g f
oo
d*)
• W
e u
se f
uel
s as
so
urc
es o
f u
sefu
l en
erg
y•
Ever
yday
fu
els
that
we
use
incl
ud
e co
al, w
oo
d, p
etro
l, pa
raffi
n, g
as a
nd
can
dle
wax
• W
hen
we
bu
rn t
hes
e fu
els
we
get
use
ful o
utp
ut
ener
gy
such
as
hea
t an
d li
gh
t
3 w
eeks
(1
0½
ho
urs
)E
xam
ple
s of
su
bsta
nce
s in
clu
din
g w
oo
d,
coal
, can
dle
wax
, pa
raffi
n; c
and
les
and
dif
fere
nt
size
d
gla
ss c
on
tain
ers
108
B4
0
1.2: B
urn
ing
fu
els
• Fu
els
nee
d h
eat
to s
et t
hem
alig
ht,
an
d a
ir (
oxyg
en)
to
keep
on
bu
rnin
g11
1B
41
1.3
: Saf
ety
wit
h fi
re•
Fire
can
be
a th
reat
in o
ur
com
mu
nit
ies
113
B4
2
2: E
ner
gy
and
el
ectr
icit
y2
.1: C
ells
an
d
batt
erie
s•
En
erg
y ca
n b
e st
ore
d in
to
rch
cel
ls a
nd
bat
teri
es•
A c
ircu
it is
a s
yste
m t
hat
tra
nsf
ers
elec
tric
al e
ner
gy
to
wh
ere
it is
nee
ded
3 w
eeks
(1
0½
ho
urs
)C
ells
, len
gth
s of
w
ire,
lig
ht
bu
lbs
120
B4
5
2.2
: Mai
ns
elec
tric
ity
• E
lect
rici
ty f
rom
th
e p
ower
sta
tio
n is
tra
nsf
erre
d in
a
circ
uit
to
ou
r h
om
es a
nd
bac
k to
th
e p
ower
sta
tio
n•
A p
ower
sta
tio
n n
eed
s a
sou
rce
of e
ner
gy
• T
he
sou
rce
of e
ner
gy
in a
pow
er s
tati
on
can
be
a fu
el
such
as
coal
**
124
B4
6
2.3
: Saf
ety
wit
h
elec
tric
ity
• S
afet
y p
reca
uti
on
s sh
ou
ld b
e ta
ken
wh
en u
sin
g
elec
tric
ity
127
B4
7
3: E
ner
gy
and
m
ovem
ent
3.1:
Ela
stic
ba
nd
s an
d
spri
ng
s
• W
e ca
n m
ake
thin
gs
mov
e u
sin
g s
tret
ched
or
twis
ted
el
asti
c an
d c
om
pre
ssed
str
ing
s•
Wh
en w
e st
retc
h o
r tw
ist
elas
tic
or
com
pre
ss a
sp
rin
g,
we
sto
re e
ner
gy
in it
• W
hen
we
rele
ase
the
elas
tic
or
spri
ng
ag
ain
, we
get
m
ovem
ent
ener
gy
1 w
eek
(3½
ho
urs
)E
last
ic b
and
s an
d c
om
pre
ssed
sp
rin
gs,
a c
atap
ult
, el
asti
c p
ower
ed
aero
pla
nes
, ‘ja
ck-i
n-
a-b
ox’
130
B4
8
4: S
yste
ms
for
mov
ing
th
ing
s4
.1: W
hee
ls
and
axl
es•
Man
y ve
hic
les
are
syst
ems
that
use
wh
eels
an
d a
xles
• W
hee
ls a
nd
axl
es h
elp
veh
icle
s to
mov
e m
ore
eas
ily3
wee
ks
(10½
ho
urs
)A
ppa
ratu
s in
clu
din
g
card
bo
ard
, bo
ttle
to
ps, r
ou
nd
tin
s o
r ca
rdb
oar
d c
ircl
es
for
the
wh
eels
, so
sati
e st
icks
or
dow
els
and
str
aws
for
the
axle
s
133
B5
0
Final NS&T Gr 5 TG 14-6-13.indb 9 2013/06/15 3:13 PM
x
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
e3
Not
es: *
Fo
od
is o
ften
des
crib
ed a
s fu
el f
or
the
bo
dy.
Oxy
gen
is r
equ
ired
to
rel
ease
en
erg
y fr
om
fo
od
. Th
is p
roce
ss is
cal
led
res
pir
atio
n a
nd
is
no
t a
focu
s fo
r G
rad
e 5
.**
Th
e fo
cus
her
e is
on
co
al-fi
red
pow
er s
tati
on
s. T
her
e ar
e al
so o
ther
pow
er s
tati
on
s su
ch a
s hy
dro
-ele
ctri
c an
d n
ucl
ear
pow
er s
tati
on
s.A
sses
smen
t•
Rev
isio
n: T
est
139
B5
1•
On
e se
lect
ed P
ract
ical
Tas
k11
7B
43
131
B4
9To
tal:
10 w
eeks
(3
5
hou
rs)
123
B4
6
135
B5
0
Final NS&T Gr 5 TG 14-6-13.indb 10 2013/06/15 3:13 PM
xi
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
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: P
lan
et E
arth
1.1: T
he
Ear
th
mov
es•
Th
e E
arth
tra
vels
in a
n o
rbit
(pa
thw
ay)
aro
un
d th
e S
un
• T
he
Ear
th t
akes
ab
ou
t 36
5 d
ays
to t
rave
l on
ce a
rou
nd
th
e S
un
, th
is is
cal
led
a y
ear
• T
he
Ear
th s
pin
s o
n it
s ow
n a
xis
• T
he
Ear
th t
akes
ab
ou
t 24
ho
urs
to
sp
in o
nce
, th
is is
ca
lled
a d
ay
1 w
eek
(3½
ho
urs
)P
ictu
res
and
mo
dels
of
th
e E
arth
, Mo
on
, S
un
an
d pl
anet
s;
light
so
urc
e su
ch
as t
orc
h, l
amp
or
can
dle
142
143
B5
3
2: T
he
surf
ace
of t
he
Ear
th2
.1: R
ock
s•
Th
e su
rfac
e of
th
e E
arth
is c
alle
d t
he
cru
st, a
nd
co
nsi
sts
of r
ock
s (e
ven
un
der
th
e o
cean
s) a
nd
so
il2½
wee
ks
(8¾
ho
urs
)S
amp
les
of
dif
fere
nt
typ
es o
f so
il; m
easu
rin
g
cylin
der
s, f
un
nel
s an
d fi
lter
pap
er,
bea
kers
; see
ds
and
ru
lers
to
mea
sure
le
ng
th
147
B5
6
2.2
: So
il co
mes
fro
m
rock
s
• T
he
lan
d is
mad
e u
p o
f ro
cks,
su
bso
il an
d t
ops
oil
• S
oil
sup
po
rts
life
on
Ear
th•
Tops
oil
lies
on
th
e su
rfac
e•
Tops
oil
is f
orm
ed w
hen
ro
cks
bre
ak in
to s
mal
l gra
ins
over
tim
e
148
B5
6
2.3
: So
il ty
pes
• S
oil
is u
sual
ly a
mix
ture
of
dif
fere
nt
typ
es o
f so
il g
rain
s in
dif
fere
nt
pro
po
rtio
ns:
—
sand
y so
il —
has
a h
igh
prop
orti
on o
f co
arse
san
d
grai
ns
—cl
ayey
so
il —
has
a h
igh
pro
port
ion
of
fin
e gr
ain
s of
cl
ay
—lo
amy
soil
— h
as a
mix
ture
of
san
d, c
lay
and
oth
er
soil
gra
ins,
an
d a
lso
co
nta
ins
hu
mu
s (d
eco
mp
ose
d
com
po
st)
• T
he
soil
also
has
air,
wat
er, r
emai
ns
of d
ead
org
anis
ms
and
ver
y sm
all l
ivin
g o
rgan
ism
s in
it•
So
il fo
rms
very
slo
wly
in n
atu
re —
on
ce t
ops
oil
is lo
st,
it c
ann
ot
be
rep
lace
d, t
hu
s w
e n
eed
to
co
nse
rve
it
149
B5
6
3: S
edim
enta
ry
rock
3.1:
Form
atio
n o
f se
dim
enta
ry
rock
• S
edim
enta
ry r
ock
s ar
e fo
rmed
ove
r a
lon
g p
erio
d o
f ti
me
in t
he
follo
win
g w
ay:
—
firs
t, r
ock
s b
reak
dow
n in
to s
mal
l gra
ins
—
then
, mu
d a
nd
san
d is
mov
ed b
y w
ind
an
d w
ater
—
afte
r th
at, m
ud
an
d s
and
get
s d
epo
site
d in
low
lyin
g
area
s
—ov
er t
ime,
new
laye
rs o
f m
ud
an
d s
and
are
d
epo
site
d o
n t
op
of
exis
tin
g la
yers
—
afte
r a
very
lon
g ti
me,
th
ese
laye
rs b
eco
me
com
pact
ed a
nd
har
den
ed a
nd
form
sed
imen
tary
ro
ck•
Sed
imen
tary
ro
cks
alw
ays
hav
e vi
sib
le la
yers
wit
h
the
rock
• E
xam
ple
s of
sed
imen
tary
ro
ck a
re s
hal
e, s
and
sto
ne
and
lim
esto
ne
2 w
eeks
(7 h
ou
rs)
Pic
ture
s an
d
sam
ple
s of
se
dim
enta
ry r
ock
s su
ch a
s lim
esto
ne
and
san
dst
on
e
155
156
B5
8
3.2
: Use
s of
se
dim
enta
ry
rock
• L
imes
ton
e is
use
d t
o m
ake
cem
ent
• S
and
sto
ne
and
sh
ale
are
use
d in
bu
ildin
gs
158
B5
9
Final NS&T Gr 5 TG 14-6-13.indb 11 2013/06/15 3:13 PM
xii
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
4: F
oss
ils4
.1: F
oss
ils in
ro
ck•
Foss
ils a
re t
he
rem
ain
s of
an
cien
t p
lan
ts a
nd
an
imal
s p
rese
rved
in r
ock
• Fo
ssils
are
fo
un
d in
so
me
laye
rs o
f se
dim
enta
ry r
ock
• Fo
ssils
are
evi
den
ce/a
rec
ord
of
the
his
tory
of
life
o
n E
arth
• T
her
e ar
e tw
o m
ain
typ
es o
f fo
ssils
: bo
dy
and
tra
ce
foss
ils
2½
wee
ks
(8¾
ho
urs
)P
ictu
res
and
sa
mp
les
of f
oss
ils
and
sed
imen
tary
ro
cks;
pla
ydo
ug
h,
clay
, Pla
ster
of
Par
is, v
arie
ty o
f pa
rts
of p
lan
ts
and
an
imal
s;
info
rmat
ion
tex
ts
abo
ut
So
uth
A
fric
an f
oss
ils
159
B6
0
4.2
: Bo
dy
and
tra
ce
foss
ils
• B
od
y fo
ssils
fo
rm f
rom
th
e h
ard
par
ts o
f p
lan
t an
d
anim
al b
od
ies
incl
ud
ing
tee
th, b
on
es, s
hel
ls, s
tem
s,
leav
es a
nd
see
ds
• Tr
ace
foss
ils f
orm
fro
m t
race
s le
ft b
y an
imal
s,
incl
ud
ing
fo
otp
rin
ts, n
ests
, eg
gs
and
dro
pp
ing
s•
So
me
feat
ure
s of
fo
ssils
res
emb
le t
he
feat
ure
s of
p
lan
ts a
nd
an
imal
s liv
ing
to
day
161
B6
1
4.3
: Im
po
rtan
ce
of S
ou
th
Afr
ican
fo
ssils
• S
ou
th A
fric
a h
as a
par
ticu
larl
y ri
ch f
oss
il re
cord
of
pla
nts
, an
imal
s an
d e
arly
hu
man
s•
Imp
ort
ant
foss
ils f
ou
nd
in S
ou
th A
fric
a in
clu
de
the
Co
elac
anth
an
d A
fric
an d
ino
sau
rs•
Th
e “C
rad
le o
f H
um
anki
nd
” is
on
e of
th
e si
tes
wh
ere
imp
ort
ant
foss
ils o
f h
um
anki
nd
hav
e b
een
fo
un
d in
S
ou
th A
fric
a
163
B6
2
Ass
essm
ent
• R
evis
ion
: Tes
t17
1B
63
• O
ne
sele
cted
Pra
ctic
al T
ask
153
B5
7To
tal: 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
Final NS&T Gr 5 TG 14-6-13.indb 12 2013/06/15 3:13 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
A1A1
Section A: Introduction
Curriculum and Assessment Policy Statement A3
Inclusivity A5
Time allocation per subject A9
Natural Sciences and Technology in the school curriculum A9
Classroom management A15
Resources for Natural Sciences and Technology A17
Language skills across the curriculum A17
Assessment A18
How to use this course with the Curriculum and Assessment Policy Statement for Natural Sciences and Technology A24
Final NS&T Gr 5 TG 14-6-13.indb 1 2013/06/15 3:13 PM
A2
Final NS&T Gr 5 TG 14-6-13.indb 2 2013/06/15 3:13 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 is regarded to be knowledge, skills and values worth learning. It will ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local contexts, while being sensitive to global imperatives.
The purpose of the National Curriculum Statement Grades R–12• To equip learners irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country.
• To provide access to higher education.• To facilitate the transition of learners from education institutions
to the workplace.• To provide employers with a sufficient profile of a learner’s
competences.
The principles of the National Curriculum Statement Grades R–12 • Social transformation The Constitution of the Republic of South Africa forms the
basis for social transformation in our post-apartheid society. Social transformation in education is aimed at ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of our population.
What does this mean in your classroom? Your learners will come from families and communities that have been affected in diverse ways by South Africa’s past. They will have many different ideas about what kind of future they want, and what kind of society they want to live in. In the learning programme that you plan for the year, you need to provide opportunities for the learners to
Final NS&T Gr 5 TG 14-6-13.indb 3 2013/06/15 3:13 PM
SECTION A INTRODUCTIONA4
explore and come to understand the kind of society we all want to create in South Africa and offer them possibilities for their future.
• Active and critical learning The National Curriculum Statement encourages an active and
critical approach to learning, rather than rote and uncritical learning of given truths.
What does this mean in your classroom? You should use a variety of activities that encourage the learners to engage with the content and with their fellow learners and explore the world around them.
• High knowledge and high skills in learners It specifies the minimum standards of knowledge and skills at
each grade and sets high, achievable standards in all subjects. What does this mean in your classroom? You as the teacher
should inspire your learners with relevant knowledge and activities that will encourage them to want to explore the world around them and relate what they learn to their lives outside school. Strive to develop a high level of knowledge and skills in all your learners.
• Progression Progression refers to the process of developing more advanced and
complex knowledge and skills. The content and context of each grade show progression from simple to complex.
What does this mean in your classroom? If you plan a learning programme using this course, you will ensure that your learners are progressing appropriately through the levels of knowledge and skills that the curriculum requires.
• Human rights, inclusivity, environmental and social justice The National Curriculum Statement is infused with the principles
and practices of social and environmental justice, and human rights, as defined by the Constitution of the Republic of South Africa. In particular, they are sensitive to issues of diversity, such as poverty, inequality, race, gender, language, age and disability.
What does this mean in your classroom? In all activities that you organise and facilitate, you should create opportunities to relate your subject to the broader social goal of promoting human rights, environmental justice and social justice. Take into account that some of your learners might be grappling with issues, such as poverty, language, disability, etc. in their daily lives, and encourage them to explore these issues in ways that relate to this subject.
• Valuing indigenous knowledge systems Indigenous knowledge systems in the South African context
refer to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over thousands of years. The National Curriculum Statement acknowledges the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.
What does this mean in your classroom? Draw on the expertise in your subject that may be available in your local community. Find out about individuals and organisations in your region that can support your classroom work by means of relevant indigenous
Final NS&T Gr 5 TG 14-6-13.indb 4 2013/06/15 3:13 PM
SECTION A INTRODUCTION A5
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 show
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 are informed about a learner’s barriers as this will make them more compassionate, tolerant and accepting.
When children are included and involved in the subject it will often improve their attention span, persistence and commitment to the subject. It is important that all learners have a sense of achievement no matter what the challenges are. This will improve their self-esteem.
Final NS&T Gr 5 TG 14-6-13.indb 5 2013/06/15 3:13 PM
A6 SECTION A INTRODUCTION
When a learner is struggling with some activity, allocate a ‘buddy’ that will help him or her. 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 his or her arms and the buddy learner can move around him or her.
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 that 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
Final NS&T Gr 5 TG 14-6-13.indb 6 2013/06/15 3:13 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.
Final NS&T Gr 5 TG 14-6-13.indb 7 2013/06/15 3:13 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).
Final NS&T Gr 5 TG 14-6-13.indb 8 2013/06/15 3:13 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 Sciences 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.
Final NS&T Gr 5 TG 14-6-13.indb 9 2013/06/15 3:13 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 events.3. Comparing – noting similarities and differences between things.4. Measuring – using measuring instruments such as rulers,
thermometers, clocks and syringes (for volume).5. Sorting and classifying – applying criteria in order to sort items
into a table, mind map, key, list or other format.6. Identifying problems and issues – being able to articulate the
needs and wants of people in society.7. Raising questions – being able to think of, and articulate relevant
questions about problems, issues, and natural phenomena.8. Predicting – stating, before an investigation, what you think the
results will be for that particular investigation.9. Hypothesising – putting forward a suggestion or possible explanation
to account for certain facts. A hypothesis is used as a basis for further investigation, which will prove or disprove the hypothesis.
10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same, whilst other things will vary.
11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs.
13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading skills).
14. Designing – showing (e.g. by drawing) how something is to be made, taking into account the design brief, specifications and constraints.
15. Making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling and 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.
Final NS&T Gr 5 TG 14-6-13.indb 10 2013/06/15 3:13 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: W
hile
do
ing
pra
ctic
al
inve
stig
atio
ns
and
des
ign
ing
an
d
mak
ing
so
luti
on
s it
invo
lves
a
spec
ific
ran
ge
of s
kills
, wh
ich
are
in
dic
ated
in t
he
nex
t co
lum
n. T
he
know
led
ge
and
un
der
stan
din
g
of d
oin
g s
cien
ce a
nd
tec
hn
olo
gy
sho
uld
be
asse
ssed
wit
hin
th
e co
nte
xt o
f th
e co
gn
itiv
e d
om
ain
s of
Sp
ecifi
c A
im 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
envi
ron
men
tal k
now
led
ge,
an
d b
e ab
le t
o a
pp
ly it
in n
ew
con
text
s.
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
mak
e m
ean
ing
of
scie
nce
an
d t
ech
no
log
y.
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.
Final NS&T Gr 5 TG 14-6-13.indb 11 2013/06/15 3:13 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
envi
ron
men
tal k
now
led
ge,
an
d b
e ab
le t
o a
pp
ly it
in n
ew
con
text
s.
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.
Final NS&T Gr 5 TG 14-6-13.indb 12 2013/06/15 3:13 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
ence
an
d te
chno
logi
cal k
now
ledg
e in
in
dust
ry, a
nd t
he im
pact
on
the
qual
ity
of p
eopl
e’s
lives
and
/or
the
envi
ronm
ent
Final NS&T Gr 5 TG 14-6-13.indb 13 2013/06/15 3:13 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
Final NS&T Gr 5 TG 14-6-13.indb 14 2013/06/15 3:13 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 the 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
Final NS&T Gr 5 TG 14-6-13.indb 15 2013/06/15 3:13 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.
Final NS&T Gr 5 TG 14-6-13.indb 16 2013/06/15 3:13 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 environment 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.
Final NS&T Gr 5 TG 14-6-13.indb 17 2013/06/15 3:13 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 using scribes. The use of alternative assessment relates to the change in the form of assessment used to accommodate all learners. It is important to vary the assessment strategy appropriately.
Final NS&T Gr 5 TG 14-6-13.indb 18 2013/06/15 3:13 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 learner’s 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 assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally recorded unless you wish to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Informal, ongoing assessments should be used to scaffold the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programmes of Assessment.
Formal 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.
Final NS&T Gr 5 TG 14-6-13.indb 19 2013/06/15 3:13 PM
A20 SECTION A INTRODUCTION
The tables below and on page A21 indicate how appropriate weighting of different cognitive levels can be ensured.
Weighting of cognitive levels for the assessment of content in Grade 5
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
Understanding Applying Evaluating Analysing Synthesising
50% 35% 15%
LOW MIDDLE HIGH
CountDefineIdentifyLabelListMatchNameOutlinePoint outQuoteReciteRepeatReproduceSelectStateTrace
ClassifyCompareConvertDiscussDistinguishDefineDescribeEstimateExplainGeneraliseGive examplesIllustrateInferInterpretMatchParaphrasePlanRestateRearrange RewriteSelectSummariseTranslate
ChangeComputeConstructDemonstrateDrawIllustratePredictRelateSolveUse
BreakdownDifferentiateDiscriminateInvestigateRelateSeparate
ArrangeCombineCompileConstructCreateDesignFormulateGeneraliseGenerateGroupIntegrateOrganiseSummarise
AppraiseConcludeContrastCritiqueCriticiseDecideEvaluateGradeJustifyInterpretSupportRecommend
Final NS&T Gr 5 TG 14-6-13.indb 20 2013/06/15 3:13 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, 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 5 June exam
TopicsCognitive levels Teaching time in
weeksSuggested mark allocationLow
50%Middle35%
High15%
TE
RM
1L
ife
& liv
ing
Plants and animals on Earth
2½ weeks 14
Animal skeletons 1½ weeks
Skeletons as structures
2½ weeks
Food chains 1½ weeks 8
Life cycles 2 weeks
10 weeks
TE
RM
2M
att
er &
mate
rials
Metals and non-metals
2 weeks 10
Uses of metals 2½ weeks
Processing of materials
3½ weeks 13
Processed materials
2 weeks
10 weeks
TOTAL 22 marks
16 marks
7 marks
45 marks
Final NS&T Gr 5 TG 14-6-13.indb 21 2013/06/15 3:13 PM
A22 SECTION A INTRODUCTION
Suggested mark weighting for Grade 5 November exam
TopicsCognitive levels Teaching time
in weeksSuggested mark allocationLow
50%Middle35%
High15%
TE
RM
3
Stored energy in fuel
3 weeks 14
Energy and electricity
3 weeks
Energy and movement
1 week 8
Systems for moving things
3 weeks
10 weeks
TE
RM
4
Planet Earth 1 week 10
Surface of the Earth
2½ weeks
Sedimentary rocks 2 weeks 13
Fossils 2½ weeks
8 weeks
TOTAL 22 marks
16 marks
7 marks
45 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
Final NS&T Gr 5 TG 14-6-13.indb 22 2013/06/15 3:13 PM
A23SECTION A INTRODUCTION
Formal Programme of AssessmentThe formal Programme of Assessment table on this page shows what is required for formal assessment for the year.
Formal assessment requirements for Natural Sciences and Technology Grade 5Refer 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 5
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 (15 marks1 selected Practical Task (15 marks)
1 Exam or Test on work from Terms 1 & 2 (45 marks)1 selected Practical Task (15 marks)
1 Test on Term 3 work (15 marks)1 selected Practical Task (15 marks)
1 selected Practical Task (15 marks)
135 marks 75%
Exams(60 minutes)
Exam on work from terms 3 & 4 (45 marks)
45 marks 25%
Total number of formal assessments
2 2 2 2 8 assessments(180 marks)
100%
For guidelines on the minimum mark allocation prescribed for tests, tasks and exams 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 a 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.
Final NS&T Gr 5 TG 14-6-13.indb 23 2013/06/15 3:13 PM
A24 SECTION A INTRODUCTION
How to use this course with the Curriculum and Assessment Policy Statement for Natural Sciences and Technology
Structure of course according to CAPS• This Study & Master Natural Sciences and Technology course
consists of a Learner’s Book, which has been carefully structured to match the requirements of the CAPS, as well as this Teacher’s Guide that provides step-by-step guidance on how to introduce and teach the topics and activities in the Learner’s Book.
• This Study & Master Natural Sciences and Technology course has been designed according to the contents and sequence of the CAPS to make it easier for teachers to develop their own teaching plans in accordance with the CAPS guidelines.
• The features of this Study & Master Natural Sciences and Technology course, outlined below, ensure that teachers can meet the CAPS requirements by following this course.
Integration with general aims and principles of the South African curriculum• Examples and case studies have been selected to reflect the
general aims and principles of the South African curriculum, as well as the specific aims of the science curriculum. For example, there are examples that relate the content to the work that different types of scientists do. Inclusivity is emphasised, for example by making learners aware of how people with different disabilities would use their senses. Environmental and social justice form the basis for many of the real-life examples throughout, with an emphasis on practical involvement, for example in starting a vegetable garden or recycling project.
• The variety of activities allow for a wide range of opportunities to develop language across the curriculum, especially with regard to reading and writing, for example by letting learners read 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• This Study & Master Natural Sciences and Technology course
structure has been aligned to the recommended weighting of different Topics in the CAPS, in terms of numbers of hours.
• The structure has been planned to allow for a progression of knowledge acquisition across Topics. Although we would therefore recommend that you follow the structure for the year
Final NS&T Gr 5 TG 14-6-13.indb 24 2013/06/15 3:13 PM
A25SECTION A INTRODUCTION
in the sequence as presented, you may of course make whatever adjustments you may regard as necessary to match your local and classroom situation. For example, if you live in Namaqualand, you may want to devote time during spring to topics related to Life and living so that you can link in the natural floral wonders of your region as part of your teaching plan.
• On average, one page in the Learner’s Book reflects roughly one hour of recommended teaching time in the CAPS. You may however find that some aspects require more teaching time, and you should therefore do your own pace planning to ensure appropriately weighted coverage of the content during the course of the year.
• Because the weighting for Technology includes allowance for the completion of Technology Practical Tasks in class time, fewer Learner’s Book pages are usually allocated to the Technology topics than reflected in the recommended number of hours.
Terms, Topics and Units = CAPS Topics and Sub-topics• The structure for each Term reflects the coverage of the different
Knowledge Strands, as stated 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, as stated 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/s 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.
Final NS&T Gr 5 TG 14-6-13.indb 25 2013/06/15 3:13 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
Final NS&T Gr 5 TG 14-6-13.indb 26 2013/06/15 3:13 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 some terms 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• This Study & Master Natural Sciences and Technology 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.
• This Study & Master Natural Sciences and Technology course 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.
Final NS&T Gr 5 TG 14-6-13.indb 27 2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 28 2013/06/15 3:13 PM
B1
Section B: Teaching guidelinesTerm 1: Natural Sciences: Life and living
Technology: StructuresTopic 1: Plants and animals on Earth ........................................................................... B4
Unit 1.1 Many different plants and animals ................................................... B4
Unit 1.2 Inter-dependence ................................................................................ B6
Unit 1.3 Animal types ......................................................................................... B6
Topic 2: Animal skeletons ................................................................................................ B8
Unit 2.1 Skeletons of vertebrates .................................................................... B8
Unit 2.2 Movement ............................................................................................B10
Topic 3: Skeletons as structures .................................................................................. B13
Unit 3.1 Frame and shell structures ............................................................... B13
Topic 4: Food chains ........................................................................................................B16
Unit 4.1 Food and feeding ................................................................................B16
Topic 5: Life cycles ..........................................................................................................B18
Unit 5.1 Growth and development .................................................................B18
Revision: Test ............................................................................................................. B21
Term 2: Natural Sciences: Matter and materials Technology: Processing
Topic 1: Metals and non-metals ................................................................................... B24
Unit 1.1 Properties of metals .......................................................................... B24
Unit 1.2 Properties of non-metals .................................................................B25
Topic 2: Uses of metals ...................................................................................................B28
Unit 2.1 Other properties of metals .............................................................B28
Unit 2.2 Uses of metals ..................................................................................B30
Topic 3: Processing materials ...................................................................................... B32
Unit 3.1 Combining materials ........................................................................ B32
Topic 4: Processed materials .......................................................................................B35
Unit 4.1 Properties and uses .........................................................................B35
Unit 4.2 Traditional processing ....................................................................B36
Revision: Test ............................................................................................................ B37
Final NS&T Gr 5 TG 14-6-13.indb 1 2013/06/15 3:13 PM
B2
Term 3: Natural Sciences: Energy and change Technology: Systems and control
Topic 1: Stored energy in fuels .................................................................................... B40
Unit 1.1 Fuels ...................................................................................................... B40
Unit 1.2 Burning fuels ......................................................................................B41
Unit 1.3 Safety with fire ..................................................................................B42
Topic 2: Energy and electricity ....................................................................................B45
Unit 2.1 Cells and batteries ............................................................................B45
Unit 2.2 Mains electricity ..............................................................................B46
Unit 2.3 Safety with electricity .....................................................................B47
Topic 3: Energy and movement ...................................................................................B48
Unit 3.1 Elastic bands and springs ................................................................B48
Topic 4: Systems for moving things ............................................................................B50
Unit 4.1 Wheels and axles ...............................................................................B50
Revision: Test .............................................................................................................B51
Term 4: Natural Sciences: Planet Earth and beyond Technology: Systems and control
Topic 1: Planet Earth .....................................................................................................B53
Unit 1.1 The Earth moves ................................................................................B53
Topic 2: The surface of the Earth ...............................................................................B56
Unit 2.1 Rocks ....................................................................................................B56
Unit 2.2 Soil comes from rocks ....................................................................B56
Unit 2.3 Soil types ...........................................................................................B56
Topic 3: Sedimentary rock ............................................................................................B58
Unit 3.1 Formation of sedimentary rock ......................................................B58
Unit 3.2 Uses of sedimentary rock ...............................................................B59
Topic 4: Fossils .................................................................................................................B60
Unit 4.1 Fossils in rock .....................................................................................B60
Unit 4.2 Body and trace fossils ......................................................................B61
Unit 4.3 Importance of South African fossils ...........................................B62
Revision: Test ............................................................................................................B63
Final NS&T Gr 5 TG 14-6-13.indb 2 2013/06/15 3:13 PM
B1
TERM
B3
Natural Sciences: Life and living Technology: Structures
TOPIC 5: Life cycles Unit 5.1 Growth and
developmentTOPIC 4: Food chains Unit 4.1 Food and feeding
TOPIC 3: Skeletons as structures
Unit 3.1 Frame and shell structures
TOPIC 1: Plants and animals on Earth
Unit 1.1 Many different plants and animals
Unit 1.2 Inter-dependence Unit 1.3 Animal types
TOPIC 2: Animal skeletons Unit 2.1 Skeletons of
vertebrates Unit 2.2 Movement
TERM 1Natural Sciences:
Life and living Technology: Structures
1
Final NS&T Gr 5 TG 14-6-13.indb 3 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB4
Unit 11
Topic Plants and animals on Earth 8¾ hours
Curriculum content and concepts• Therearemanydifferentplantsandanimalslivingindifferent
habitatsonEarth(SouthAfricahasawidevarietyofindigenousplantsandanimalsandtheirhabitats).
Resources neededTextbook,dataprojector,DVDs,CD,naturejournals,photos
Teaching the lesson
Many different plants and animals live in different habitats on Earth LB p. 12InGrade4learnerslearntofthedifferenthabitats.InGrade5thefocusisonthediversityofplantsandanimalsfoundinthesehabitats.TheintroductiontothislessonshouldbeveryvisualandsupportedbyDVDs,journalsandpictures.Learnersmustbemadeawareofthevalueofindigenousplantsandanimals(especiallyintheirarea)andtheneedtoprotectourbiodiversity.Takethelearnersoutoftheclassroomtoinvestigatedifferentplantandanimalspeciesontheschoolpremisesorinthesurroundingarea.
What do you already know? LB p. 121. Theylearntthatahabitatisaplacewhereaplantsoranimalslive.2. Forests,grasslands,deserts3. Rivers,dams4. Sea/ocean5. Water,food,aplacetoshelter,havebabies,protection/escape
fromdangers.
Many different plants and animals in South Africa LB p. 13ThelearnersmustdistinguishbetweenthemainhabitatsinSouthAfricaandthediversityofplantsandanimalsfoundineachofthem.Wedistinguishbetweenforest,grassland,semi-desert,theCapefloralkingdom(fynbos)andwaterhabitats.Foreachhabitat,uniqueexamplesofSouthAfricanplantsandanimalsarelisted.IntroducelearnerstotheeconomicimportanceoftheSouthAfricanfloraandfaunaandbeawareoffactorsthatthreatentheexistenceofourplantsandanimals.Henceweencourageaslightlyintegratedapproachofteachingthatincludesthenaturalenvironment,economicvalue,threatsandtheprotectionofourplantsandanimals.
Unit 1.1 Many different plants and animals
Final NS&T Gr 5 TG 14-6-13.indb 4 2013/06/15 3:13 PM
B5UNIT 1.1 TOPIC 1 TERM 1
ACTIVITY 1 Match plants and animals to their
habitats LB p. 16
Learnersworkontheirown. LearnersredrawthetableintheirexercisebooksandmatcheachofthehabitatsinColumnAwithaplantorplantsinColumnBandacorrespondinganimaloranimalsinColumnC,asintheexamplesbelow.Acceptanyotherappropriateanswers.
A: Habitat B: Plants C: Animals
Forest Stinkwood, yellowwood Monkey, baboon, parrot
Grassland Sweet grass, sour grass Elephant, leopard, lion, buffalo, rhinoceros
Semi-desert Halfmens, vygies Snake, jackal, eagle
Cape fl oral kingdom Proteas, ericas, restios Geometric tortoise, Cape sugarbird, dassie
Water habitat Hyacinths Hake, crayfi sh, snoek, kabeljou
ACTIVITY 2 Count and distinguish plants in your
school grounds LB p. 17
ACTIVITY 1 Match plants and animals to their
ACTIVITY 2 Count and distinguish plants in your
Learnersworkinpairsorgroupsoffour.Th isactivityservestomakelearnersawareoftheirimmediateenvironment.Th eymustobserve,record,presentandinterprettheirdataconstructively.Learnersmustdrawpicturesanddesignatablefortheirreports.Youcanuseachecklisttoassessthereportsinformally.Datamaydifferfromgrouptogroup.Th ereforeweonlyassesstheskillsineachgroup.
Exampleofachecklist:
Criteria Yes No
Learners could count the different plants
Learners recorded their rough data in a notebook
Learners could describe the different plants
Each learner could make a drawing of one of the plants
Drawings were properly labelled
Learners could organise their data in a table
The table had proper captions
Learners presented their results to the class
Groups functioned effectively
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the unit.
Explain anything that learners do not understand.
Final NS&T Gr 5 TG 14-6-13.indb 5 2013/06/15 3:13 PM
B6 SECTION B TEACHING GUIDELINES
Curriculum content and concepts• Plantsandanimalsdependoneachother.• Th eyalsodependontheresourcesavailable(suchasair,water,soil,food
andplacestohide)intheirownhabitats.
Teaching the lessonLearnersmustunderstandthatnolivingorganismcanexistinisolation.Alllivingorganisms,plantsandanimalsdependoneachotherfortheirsurvival.
Plants and animals depend on each other LB p. 18Useconcreteexamplesfromthelearners’immediateenvironmenttoexplainthisphenomena.
ACTIVITY 3 Give an example of inter-dependence
in nature LB p. 19
Learnersworkwithanotherlearner.Learnersmustthinkofexamplesofinter-dependencethattheyknowofandshareitwithafellowlearner.
Plants and animals depend on the resources available in their own habitats LB p. 19Learnersmustbeawareofallthenaturalresourcesplantsandanimalsneedtolivesuccessfully.Emphasisetheimportanceoftheconservationorpreservationoftheseresources.Learnersmustknowtorespectandprotecttheirnaturalresources.
ACTIVITY 3 Give an example of inter-dependence
Unit 1.2 Inter-dependence
Unit 1.3 Animal types
Curriculum content and concepts• Th erearemanydifferentkindsofanimals,
— somedonothavebones,andsomehavehardouterskinsorshells(invertebrates);somehavebones(vertebrates).
Teaching the lesson
Invertebrates LB p. 20Th islessonmustbeasvisualaspossible.Usepictures,DVDs,books,posters,theInternet,etc.toshowlearnershowtheanimalslookandhowvertebratesdifferfrominvertebrates.Learnersmustbeabletodistinguishbetweeninvertebrateandvertebrateanimals.Th eymustknowthedifferencebetweenthetwogroupsandmustbeabletogiveclearexamplesofeach.Makesurethatlearnersareabletoidentifyand
Final NS&T Gr 5 TG 14-6-13.indb 6 2013/06/15 3:13 PM
B7UNIT 1.3 TOPIC 1 TERM 1
classifythedifferentanimals.Alsopointoutthatinvertebrateanimalshaveeitherasoftfluid-filledskeletonlikesnailsorahardexoskeletonlikecrabsandscorpions.
Vertebrates LB p. 20Learnersmustknowthatvertebrateanimalshaveabackboneorvertebralcolumn.Th eymustbeabletoidentifyandclassifyvertebrateanimals.Sensoryorgansarelocatedontheheadoftheanimals,whiletwosetsoflimbsarelocatedonthebody.Pointoutthatsomevertebrateanimals,likefishandsnakes,don’thaveashouldergirdle.Th efrontlimbsarealsomodifiedfordifferentkindsofmovement,forexamplebirdshavewingstofly.
ACTIVITY 4 Explore invertebrates and
vertebrates LB p. 23
Learnersworkontheirown.1. Invertebratesareanimalsthatdon’thaveabackbone,e.g.worms,
millipedes,insects,spiders,crabsandscorpions.2. Vertebratesareanimalswithabackbone/vertebralcolumn,e.g.
fish,frogs,reptiles,birdsandmammals.3. Learnerscanprovidetheiranswersinatableliketheonebelow.
Name of animal Vertebrate/invertebrate
Description of body
A. Snake Vertebrate Does not have limbs and has a body that is covered in scales
B. Giraffe Vertebrate Has a head, long neck, body, legs and tail
C. Frog Vertebrate Has a head and a body with two strong back legs and two short front legs
D. Pig Vertebrate Has a head, neck, body and tail
E. Spider Invertebrate Has a soft body with eight legs
F. Vulture Vertebrate Has a neck, body and tail. Body is covered in feathers and its limbs are wings
ACTIVITY 4 Explore invertebrates and
Final NS&T Gr 5 TG 14-6-13.indb 7 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB8
Unit 12
Topic Animal skeletons5¼ hours
Curriculum content and concepts• Avertebrateskeletonconsistsofbonesandjoints,andisinside
thebody.• Bonesarehardandformastrongframestructure.• Askeletonprovidessupportforananimal’sbodyandprotection
foritsorgans:— skull–protectsthebrain— backbonewithvertebrae–protectsthespinalcord— ribs–protectthelungsandheart— shoulderblades,arms,legs,hipbones–formovement.
Resources neededExamplesofanimalskeletons,humanskeleton,pictures,DVDs,Internet,X-Rays
Teaching the lesson
Animals with skeletons inside their bodies LB p. 24Learnersmustknowthatvertebrateshaveskeletonsinsidetheirbodies.Thevertebrateskeletonconsistsofhardbonewhichformsaframeworkinsidethebody.Thebonesareconnectedbyjointsandligaments.Learnersmustbeabletoidentifythemainpartsofanyoneofthedifferentvertebrateskeletons,i.e.theskull,backbones,ribcage,shoulderandhipgirdlesandthelimbs.Theymustalsobeabletocompareskeletonswitheachotherandlookforsimilaritiesanddifferencesbetweenthedifferentanimals.
What do you already know? LB p. 24Thisisabaselineassessmenttodeterminelearners’existingknowledge.
Learnersworkasaclass.1. Theleg2. Yes;bothbonesarebroken,youcanseeitintheX-ray.3. Learnerswillsharetheirknowledgeofhumanbonesandthat
ofotheranimals.Theeducatormustfacilitatethediscussion.Forexample,bonesarehard;bonessupportthebody;skeletonsconsistofbonesofdifferentshapesandsizes;bonesareconnectedbyjoints;bonesmakemovementpossible;etc.
Unit 2.1 Skeletons of vertebrates
Final NS&T Gr 5 TG 14-6-13.indb 8 2013/06/15 3:13 PM
B9UNIT 2.1 TOPIC 2 TERM 1
Bones LB p. 26Learnersmustknowtheimportanceofbones.Bonesgivethebodyaframestructure.Th eyarehardanddon’tbreakeasily.Bonesprovidesupportandprotectorgans.
ACTIVITY 1 Classify animals according to their
skeletons LB p. 26
Learnersworkwithanotherlearner.Anendoskeletonistohaveabackboneinsidethebody.1. a) fish–livesinthewater,hasscales,hasfinebones
snails–haveashell,areslimy amphibians–frogsareamphibians,canliveonlandandwater earthworms–liveinthesoil,theywriggle/areflexible reptiles–havescalyskin,snakesandlizardsarereptiles crabs–haveashellandpincers birds–havewingsandcanfly,havefeathersandabeak,have
twolegs;spiders–haveeightlegs,somearehairy,spinwebs mammals–havebabies,haveskinandhair insects–somecanfly,havesixlegs,areverysmall.b) fish–inside;snails–outside;amphibians–inside;
earthworms–outside;reptiles–inside;crabs–outside;birds–inside;spiders–outside;mammals–inside;insects–outside.
Functions of the skeleton LB p. 27Learnersmustnotonlyknowthepartsoftheskeleton,buttheymustalsoknowtherolethateachofthepartsplayintheanimalbody.Forexample:• Th eskullprotectsthebrain.• Th ebackboneprotectsthespinalcord.• Th eribsprotecttheheartandthelungs.• Limbsareusedformovement.
ACTIVITY 2 Identify parts of a skeleton LB p. 29
Learnersworkwithapartner.SupplyeachlearnerwithananswersheetasprovidedonpageC5inSectionCofthisTeacher’sGuide.1. Learnersmustmatchthelabelstoeachdrawingandplacethe
lettersintheircorrectpositionsoneachofthedrawings.2. • Skeletonsprovideastrongframetothebody.
• Partsoftheskeletonprotecttheorgansofthebody.• Skeletonsmakemovementpossible.
ACTIVITY 1 Classify animals according to their
ACTIVITY 2 Identify parts of a skeleton LB p. 29
Final NS&T Gr 5 TG 14-6-13.indb 9 2013/06/15 3:13 PM
B10 SECTION B TEACHING GUIDELINES
Curriculum content and concepts• Vertebrateanimalscanmovebecausethereare
— musclesattachedtotheskeleton— jointsbetweenthebones.
What do you already know? LB p. 30Th isisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) No,becausesheisinjuredorshehasabrokenleg.
b) Learnerwiththecrutchesbrokeorfracturedherfootorankle.c) Sheshouldbeabletowalkagain.Herinjuryshouldhealwith
timeandtreatment.2. Yes,itisoneofthecharacteristicsdistinguishinglivingfromnon-
livingthings.3. a) Ligaments,tendonsandmuscles,nervoussystem,skeleton
b) No,somehavelimbs,othershavetails,fins,wingsormovewithcontractionofmusclesonly(forexample:snakes,snails,jellyfish).
4. Th efoodtheyeat.
Teaching the lesson
The skeleton and muscles make movement possible LB p. 31Learnersmustunderstandthatmusclesareconnectedtothebonetomakemovementpossible.Whenthemusclecontractsorrelaxes,thebonemovesinoppositeordifferentdirections.Musclesworkinantagonisticpairs.Asonecontracts,theotherrelaxesandviceversa.Learnerscanbechallengedtobuildmodelstoillustratethis.
ACTIVITY 3 Identify muscles in the body LB p. 31
Learnersworkwithanotherlearner.1. a) Learnerstrytocopytheexpressionsasshowninthepictures
onpage31intheLearner’sBook.b) Learnersdescribehowtheythinkshefelt,forexample: PictureA:serious/nervous–bitingherlip PictureB:funny–stickingouthertongue PictureC:happy–smilingfacec) Learnerspullfaceswhiletheirpartnerstrytoguessthemood.
2. Learnerscreateatableandcompleteasmanyexamplesofmusclesaspossible.
ACTIVITY 3 Identify muscles in the body LB p. 31
Unit 2.2 Movement
Final NS&T Gr 5 TG 14-6-13.indb 10 2013/06/15 3:13 PM
B11UNIT 2.2 TOPIC 2 TERM 1
Example:
Muscles/part of body What I can do with these muscles
face smile, cry, eatlegs walk
3. Learnerschooseanytwovertebratesthatmovedifferentlyandmakeaposterasinstructed.
4. Learnerspresenttheirpostersofhowanimalsmovetotheclass.
ACTIVITY 4 Consider how antagonistic muscles
work LB p. 33
Learnersworkwithanotherlearner.1. a) Learnersmakeafistandbendtheirarmsattheelbow.
b) Learnersfeelthemovementofthemuscleontheinsideoftheupperarm:themusclecontracts.
2. a) Learnersstretchthearmattheelbowwhilekeepingafist.b) Th eyfeelthemuscleontheouterpartoftheupperarm:this
musclenowcontracts.3. a) Messageisrelayedfromthebrain.
b) Th espinalcordofaparalysedpersonisdamaged.Th ereforenomessagescangotoorfromthebrain.
c) Th eycannotmovearound;they’llbebedriddenorstucktoachair.Raisefundstobuychairs;arrangewithsocialandhealthservicestoprovidewheelchairs;educatecommunitiestobesensitivedonatemoneytohelpneedypeople.
4. a) Th eworksheetisincludedatthebackoftheTeacher’sGuideinSectionCunderphotocopiableresources.
b) Learnersdemonstratehowtheircardboardarmswork.
Joints in the human body LB p. 34Learnersmustknowthatajointattachestwoormorebonesandthatitmakesmovementofbonespossible.Th eydon’thavetoknowthedetailedstructureofjoints,butshouldbeabletodistinguishbetweendifferenttypesofjoints,e.g.ballandcupjoint,hingejoint,etc.Learnersmustknowwhereontheirbodieswefindthesejoints.Usethehumanskeletontoshowthem.
ACTIVITY 5 Explore body movements and joints
LB p. 34Learnersworkingroups.Th isactivityshouldbedoneoutsidesothatlearnershaveroomtomove.ProvidethelearnerswithacopyofthetableonpageC5inSectionCofthisTeacher’sGuidetocomplete.1. a) Learnersidentifythedifferentjointsontheirbodiesby
performingdifferentmovements.Th eycanalsouseamodelofthehumanskeletontoperformthemovements.
b) Learnerscompletethetableprovidedbytheteacher.
ACTIVITY 4 Consider how antagonistic muscles
ACTIVITY 5 Explore body movements and joints
Final NS&T Gr 5 TG 14-6-13.indb 11 2013/06/15 3:13 PM
B12 SECTION B TEACHING GUIDELINES
ACTIVITY 6 Identify how muscles move bones
through joints LB p. 35
Learnersworkasaclass.Warnthelearnerstobecarefulintheexecutionofthemoves.Askthemtotakenoteofthemovementinthemuscles,jointsandbonesintheirshoulders,elbows,hipsandkneesastheydothemovements.Dividethelearnersingroupsofsixtoperformthesecondpartoftheactivity.2. b) Onelearnerrecordstheirfindingsinatableliketheone
below.
Column A — Type of movement Column B — Description
Swinging arm in a circle
Bending and straightening arm
Moving leg sideways and forwards
Bending and straightening leg
Bend and straighten your back
Other movement:
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the unit.
Explain anything that learners do not understand.
ACTIVITY 6 Identify how muscles move bones
Final NS&T Gr 5 TG 14-6-13.indb 12 2013/06/15 3:13 PM
B13UNIT 3.1 TOPIC 3 TERM 1
Unit 13
Topic Skeletons as structures8¾ hours
What do you already know? LB p. 36Th isisabaselineassessmenttodeterminelearners’existingknowledge.1. Astructureissomethingthatisbuilt,madeorputtogetherina
particularway.2. Toprotect;tosupport;toencloseorcontain;tospanagap3. Somethingthatwecanfindinnature,e.g.spiderweb,birdnest,
beehive,shell,skeleton.4. Somethingthatismadebyahuman,e.g.dogkennel,houseand
birdcage.
Unit 3.1 Frame and shell structures
Curriculum content and concepts• Avertebrateskeletonisaframestructure(alsorefertoGrade4
Matterandmaterials).• Someinvertebrateskeletonsareshellstructures,suchasthatofacrab.
Teaching the lesson
Frame structures LB p. 36RecapworkdoneinGrade4.Explainframestructuresandlookattheexamples.Learnerscanlookaroundintheclassroomorontheplaygroundandgivemoreexamplesofframestructures.
ACTIVITY 1 Work with frame structures LB p. 37
Learnersworkinsmallgroups.1. Itformsaframeandismadeupfromdifferentparts.2. Spiderweb–supportsthespiderandkeepsthefoodsecure.
Birdcage–protectsthebirdandenclosesthebirdsothatitcannotflyaway.
Humanskeleton–supportsthebodyandprotectstheorgans.3. Human-made–birdcage Natural–humanskeletonandspiderweb4. Ladder,tree,chair,table,shelf
ACTIVITY 1 Work with frame structures LB p. 37
Final NS&T Gr 5 TG 14-6-13.indb 13 2013/06/15 3:13 PM
B14 SECTION B TEACHING GUIDELINES
Shell structures LB p. 37RecapworkdoneinGrade4.Explainshellstructuresandlookattheexamples.Learnerscanlookaroundintheclassroomorontheplaygroundandgivemoreexamplesofshellstructures.
ACTIVITY 2 Work with shell structures LB p. 37
Learnersworkinsmallgroups.1. Itismadefromonesolidpart.2. Snailorshell–protectandcontain Waspnest–protectandcontainandsupport Birdbath–contain Crab–protectandcontain Fishtank-protectandcontain3. Natural–snailshell,waspnest,crab Human-made–birdbath,fishtank4. Cooldrinkcan,bottle,eggbox
A vertebrate skeleton is a frame structure LB p. 38Recapworkdoneearlierinthetermaboutvertebrates.Explainthattheskeletonsupportsthebodyandmakesmovementpossibleandgiveseachanimalitsshape.Lookatthepicturesandidentifythebackboneofthedifferentskeletons.
Some invertebrate skeletons are shell structures LB p. 40Invertebratesdonothaveaskeletonlikevertebrates.Invertebratesstillneedsomethingtogivethemshapeandtoprotectthem.DiscussthecontentintheLearner’sBookonpage40.
ACTIVITY 3 Discuss the purpose of the hard
outer shells LB p. 40
Learnersworkwithanotherlearner.1. Itprotectsandgivesstructuretotheanimal.2. Itmakesmovementpossible.
PRACTICAL TASK — ACTIVITY 4 Make a model of a
vertebrate skeleton LB p. 41
RecapworkdoneinGrade4abouttheTechnologyProcessandstrengtheningofstructures.RevisetheTechnologyProcessasdoneinGrade4.UsetheTechnologyProcesstodothistask.
Learnersworkwithanotherlearnerorinsmallgroups.1. Makesurelearnersknowwhatresourcestheyareallowedtouse.2. Recaponwaystoattachthings.3. DiscussthecontentasintheLearner’sBook.Fortheslower
learners,gostep-by-stepthroughthecontent.Otherlearnerscanworkontheirown.NB: Work must be done in the classroom.
ACTIVITY 2 Work with shell structures LB p. 37
ACTIVITY 3 Discuss the purpose of the hard
PRACTICAL TASK — ACTIVITY 4 Make a model of a
Final NS&T Gr 5 TG 14-6-13.indb 14 2013/06/15 3:13 PM
B15UNIT 3.1 TOPIC 3 TERM 1
Learnersanswerthequestionstomakeaninformeddecisionwhichskeletontheyaregoingtomake.Learnersdonothavetomakeahumanskeleton,theycanmakeanyanimalstructureiftheywantto.Learnersevaluatetheirownskeletonaccordingtotheevaluationformonpage42intheLearner’sBookandanswerthequestionsunderneaththeform.Askafewlearnerstoshowtheirskeletontotheclassanddiscusshowtheymadeit.
How are you doing? LB p. 42Learners complete the self-assessment sheet given in the
Learner’s Book.
How are you doing? LB p. 42Learners complete the self-assessment sheet given in the
Learner’s Book.
Final NS&T Gr 5 TG 14-6-13.indb 15 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB16
Unit 14
Topic Food chains5¼ hours
Curriculum content and concepts• Greenplantsmaketheirownfoodandbuildtheirbranchesand
stemsusingwaterandcarbondioxidefromtheair,andenergyfromsunlight;plantsusecarbondioxidefromtheairandreleaseoxygenintotheair.
• Animalsneedfoodtocarryouttheirlifeprocesses(tomove,feed,grow,sensetheenvironment,excrete,breatheandreproduce).
• Allanimalsdependonplantsastheirprimarysourceoffood(herbivores,carnivoresandomnivores).
• Afoodchaindescribesthefeedingrelationshipsbetweenplantsandanimals.
• Afoodchain:— startswithaplant(producesfood)— thenfollowswithananimalthateatsthatplant— afterthatwithananimalthateatsthatanimal— includesthetransferofenergywhichflowsfromtheplant
throughtothelastanimalinthechain.
Resources neededPicturesofvariousplantsandanimals,DVDs,Internet
Teaching the lessonLearnersmustknowthatafoodchaindescribesthefeedingrelationshipsbetweenplantsandanimals.Itstartswithaplant(producesfood),isfollowedbyananimalthateatsthatplant,andafterthatbyananimalthateatsthatanimal.Foodchainsdescribethetransferofenergywhichflowsfromtheplantthroughtothelastanimalinthechain.However,youneedtoinformlearnersthatallfoodchainsultimatelyendwiththedecomposersthatbreakdowndeadorganicmatter.
What do you already know? LB p. 44Thisisabaselineassessmenttodeterminelearners’existingknowledge.
Learnersworkasaclass.1. a) PlantsgettheirenergytomaketheirfoodfromtheSun.
b) Thegirlgetsherfoodfromtheanimal,andtheanimalgetsitsfoodfromtheplants.
Unit 4.1 Food and feeding
Final NS&T Gr 5 TG 14-6-13.indb 16 2013/06/15 3:13 PM
B17UNIT 4.1 TOPIC 4 TERM 1
Guidethediscussiontointroducelearnerstotheconceptthatplantsmaketheirownfoodwhichtheystoreaspotentialenergy.Whenananimalorpersontheneatsfoodmadefromtheplant,theirbodiescanconvertthepotentialenergytokineticenergy(movementenergy).
2. Sun→ mealies→ cow→girl
Food chains in nature LB p. 45Emphasisethatphotosynthesisistheprocessbywhichplantsmakefoodandthatplantsaretheproducersoftheenvironment.Itisimportanttostressthefactthatpeopleandanimalsgettheirenergyfromthefoodtheyeat.Th eyeatplantsorproductsmadefromplants,ortheyeatthemeatfromotheranimalsthatateplants.Energyistransferredinafoodchain.Learnersmustbeabletodistinguishbetweencarnivores,herbivoresandomnivoresinfoodchains.
ACTIVITY 1 Compare and classify animals
LB p. 48
Learnersworkontheirown.1.to2.
ACTIVITY 1 Compare and classify animals
Herbivore Carnivore Omnivore What it eats
a) Cow Grass
b) Spider Insects
c) Eagle Meat, e.g. rats, rabbits
d) Rat Plant and meat products, e.g. milk, cheese, bread, etc.
e) Chimpanzee Plant and meat products, e.g. milk, bread, etc.
f) Squirrel Plants, e.g. oaks, nuts, etc.
ACTIVITY 2 Order and explain food chains
LB p. 50Learnersworkwithanotherlearner.1. Learnersputthepicturesinthecorrectordersothattheyshowthe
foodchain.Inthiscase,itwouldbe:Sun→ plant→ bird→ cat.2. Learners’answersshouldbealongtheselines:Th eSungivesthe
plantenergyandfueltogrow.Th ebirdeatstheseedsfromtheplantandthecateatsthebird.
3. Learnersdiscussanddrawfoodchainswithfourlinksforplantsandanimalsthatarefoundintheirarea.
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
ACTIVITY 2 Order and explain food chains
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
Final NS&T Gr 5 TG 14-6-13.indb 17 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB18
Unit 15
Topic Life cycles7 hours
Curriculum content and concepts• Plantsandanimalsgrowanddevelopthroughouttheirlives.• Alifecycledescribesthestagesandprocessesthattakeplaceasa
plantoranimalgrowsanddevelops.• Alifecycledescribeshowonegenerationofaplantoranimal
givesrisetothenextgenerationthroughreproduction.• Deathcanoccuratanystageofthelifecycle.• Manyanimalscarefortheiryounginorderforthemtogrow
anddevelop.
Resources neededPicturesofdifferentstagesinthedevelopmentofvariousplantsandanimals,diagramsofthelifecyclesofplantsandanimals,DVDs,Internet
Teaching the lesson
Plants and animals grow and develop throughout their lives LB p. 51Toadequatelyteachthiscontent,youneedtohavepicturesanddiagramsofthedifferentstagesinthedevelopmentofvariousplantsandanimals.Learnersmustknowthatplantsandanimalsgrowanddevelopthroughouttheirlives.Alifecycledescribeshowonegenerationofaplantoranimalgivesrisetothenextgenerationthroughreproduction.Learnersmustbeabletodistinguishbetweenthedifferentstagesandprocessesinthelifecycleofaplantandananimal.
What do you already know? LB p. 51Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) Seeds
b) No.Thesespringflowersareannuals.Oncetheyhavesetseed,theydie.Theseedsaredispersedbythewindandanimals,andlieinthegrounduntiltheystartgerminatingandstartgrowingnewplants.
2. Thesearedeciduoustreesthatlosetheirleavesinautumn.Theleavesfallontheground,wheredecomposersturnthembackintonutrientsinthesoil.
Unit 5.1 Growth and development
Final NS&T Gr 5 TG 14-6-13.indb 18 2013/06/15 3:13 PM
B19UNIT 5.1 TOPIC 5 TERM 1
3. a) Reproductionb) Growthiswherelivingorganismsbecomebiggerasthey
mature.Youseeitphysicallyastheygrowbigger.
Plant life cycles LB p. 52Learnersmustbeabletoidentifyandlabelthestagesinthelifecycleofafloweringplant,includingprocesseslikepollination,fertilisation,germination,growing,maturing,floweringandstagesliketheseed,seedlings,adultplants,floweringplantsandfruiting.
ACTIVITY 1 Identify the male and female parts of
fl owers LB p. 53
Learnersworkwithanotherlearner.1. Learnersbringafloweroftheirchoicetotheclassroom.2. a) Learnersmakealongitudinalsectionoftheflower.
b) Learnersidentifythepartsoftheirflower.c) Learnersmakeadrawingoftheirrespectiveflowers.d) Learnerslabelthevisiblepartsoftheirflowers.
Flowers for the birds and the bees LB p. 54Learnersneedtoknowaboutthedifferentwaysinwhichflowerscanbepollinated.Itisimportanttotakeseasonintoaccountwhenyouteachthissubjectmatter.Itisessentialforlearnerstoseethedifferentpollinatorsinaction.Takethemintotheschoolgardenoranearbyfieldtoshowthem.
ACTIVITY 2 Identify and sequence life cycles
of plants LB p. 56
Learnersworkwithanotherlearner.1. a) Learnerscomparethestagesinthelifecycleofasunflower
planttothelifecycleofabeanplant.Th eydiscussandindicatethecorrectsequence:frommatureplant(B)whichgetspollinatedandproducesfruits/seedsinturn(E)togermination(C)toseedling(D)tofullygrownplantthatformsflowers(F)–therebystartingthewholelifecycleagain.Inthemeantimetheoldplantdies(A).
b) B→ E→ C→ D→ F→ A Learnerscanalsocopyandpasteordrawthepicturesinthe
correctsequence.c) Descriptionsareshownina)above.
2. a)andb)LearnersthenfollowthesameprocessasinQuestion1, thistimeapplyingittoanyotherplantthattheyarefamiliarwith.
ACTIVITY 1 Identify the male and female parts of
ACTIVITY 2 Identify and sequence life cycles
Final NS&T Gr 5 TG 14-6-13.indb 19 2013/06/15 3:13 PM
B20 SECTION B TEACHING GUIDELINES
Animal life cycles LB p. 57Learnersmustalsobeabletoidentifyandlabelthestagesinthelifecycleofavertebrateanimal,e.g.processeslikegrowing,maturing,mating,producingeggsandbabiesandstagessuchasbaby,younganimal,matureadults(maleandfemale).
ACTIVITY 3 Talk about animal life cycles LB p. 57Learnersworkasaclass.1. a) Insidetheeggthereisayoungembryothatwaitsfortheright
conditions(temperature)tobreakout.b) Learnersdiscussandagreeonapossiblelifecycleofthechick
hatchingfromtheegg.Drawasimplelifecycleontheboard.2. a) Learnerssharetheirownexperiences.
b) Drawalearner’slifecycleontheboard,forexampletoshowthelifecyclerelatedtothebirthofpuppies.
3. Th isquestionisintendedtogetlearnerstorealisethattherearedifferencesinthelifecyclesofdifferentanimals.Forexample,someanimalslayeggs,othersgivebirthtolivebabies,etc.Th eaimistogetthemthinkingaboutdifferentlifecycles.Th eywilllookatexamplesofsuchdifferencesonthepagesthatfollow.
4. Yes,plantshavemaleandfemalepartsthatareinvolvedinsexualreproduction.Inanimals,maleandfemaleanimalsareinvolvedinsexualreproduction.
Stages of sexual reproduction in animals LB p. 58Learnersmustdistinguishbetweenthedifferentstagesandprocessesofsexualreproduction.Th isincludesmating,fertilisation,pregnancy,birth,youngadult,matureadultanddeath.
Examples of animal life cycles LB p. 59Th ecurriculumrequireslearnerstoidentifythelifecycleofoneanimal.Toallowforaninterestingvarietyofanimalsforlearnerstoconsider,theexamplesonpages60to63introduceexamplesofarangeofanimals,whichshowavarietyofdifferentlifecycles.Workthroughtheseexampleswiththelearnerstohelpthemunderstandthestagesinthelifecyclesoftypicalanimals.Bythetimetheyhavelookedattheinformationaboutthelifecyclesofamphibians,reptilesandbaboons,theyshouldbeabletocomeupwiththeirownideasforthelifecyclesoftheexamplesofmammals.
The life cycles of frogs LB p. 60Learnersidentifyandlearnthedifferentstagesinthelifecycleofafrog.Th ekeyhereisthatthenewborndoesnotlookliketheparentandgoesthroughaseriesofchangesbeforeitlooksliketheparent(processofmetamorphosis,whichtheywilllearnaboutinlatergrades).
The life cycle of crocodiles LB p. 61Learnersidentifythestagesinthelifecycleofacrocodile,acold-bloodedanimal.Crocodileslaytheireggsafterfertilisation.Th efemaleguardsovertheeggsuntiltheyoungcrocodileshatchout.
ACTIVITY 3 Talk about animal life cycles LB p. 57
Final NS&T Gr 5 TG 14-6-13.indb 20 2013/06/15 3:13 PM
B21UNIT 5.1 TOPIC 5 TERM 1
The life cycle of baboons and other mammals LB p. 62Learnersidentifythestagesinthelifecycleofababoon.Baboonsarewarm-bloodedanimals.Th eynursetheirbabies.Th atmeanstheyfeedthemwithmother’smilk.Baboonsdonotlayeggs.Th atmeansnoeggsareformed.Th eyounganimalisattachedtothemotherandgetsitsfoodviaaplacenta.
ACTIVITY 4 Identify and sequence life cycles of
animals LB p. 64Learnersworkwithanotherlearner.1. a) Learnersstudythepicturesonpage64intheLearner’sBook
anddiscussapossiblearrangementforthelifecycleofthepig.Forexample,B→C→A→DorB→A→D→C
b) Learnersdrawasimplelifecycleofapigintheirexercisebooks,basingitonthepicturesintheLearner’sBook.Alternatively,youcanmakecopiesofthepicturesintheLearner’sBook,whichtheycanthencutoutandpasteintothecorrectlifecyclefrommating/fertilisationtobirthofpigletstogrowthtoadulthood.
c) Learnersprovidesimplelabelsthatshowanunderstandingofthestagesofdevelopment.Th eseare:B:Mating;C:Pregnantadult;A:Birth;D:Young/babypigletorB:Mating;A:Birth;D:Young/babypiglet;C:Adultpig
2. a)andb)Learnersresearchtheirownanimalsanddrawthelifecyclesoftheanimalsoftheirchoice.Th eycanusetheexamplesintheLearner’sBookforideas,butshouldtrytousetheirownexamples.
3. Learnerschooseananimalthatcaresfortheiryounganddetermineshowlongitstayswiththeparent.Learnerssharetheirinformationwiththeclass.
Extension workAssuggestedintheEnrichmentactivitiesattheendoftheterm,thistopiclendsitselftopracticalextensionworkbylettinglearnerscollecttadpolestoobservethelifecycleoffrogsand/orhavinganantfarmintheclasswheretheycanobservethelifecycleofants.Th erearemanybooksavailablewithinformationontheseandotheraspectsofanimalandplantlifecycles,andaGooglesearchwillshowyoumanyeducationalwebsiteswithpracticalideasforsuchextensionactivities
Revision: Test LB p. 65Learnersworkontheirown.1. a) PlantsandanimalsthatarefoundnaturallyinSouth
Africaarecalledindigenousplants.b) Stinkwoodandyellowwoodtreesarefoundinforesthabitats. (2)
2. Fillin:Herbivoreseatplants.Anelephantisanexampleofaherbivore. (2)
3. Completethefollowingsentence: Plantsdependonsunlight,soil,waterandairtomaketheir
ownfood.Th isprocessiscalledphotosynthesis. (2)4. Plants→animals→humansorSun→plant→humans (3)
ACTIVITY 4 Identify and sequence life cycles of
Final NS&T Gr 5 TG 14-6-13.indb 21 2013/06/15 3:13 PM
B22 SECTION B TEACHING GUIDELINES
5. a) True (2)b) False.TheBigFiveconsistoftheAfricanelephant,lion,
rhinoceros,buffaloandleopard (2)6. a) i) Framestructure–Ithasaskeleton (2)
ii) Shellstructure–Ithasanoutershell (2) b) Human:vertebrate,becauseahumanhasabackbone Crab:invertebrate,becauseithasahardoutershelland
nobackbone (2)7. A Vertebrate–Ithasaskeleton. (3)
B Invertebrate–Ithasanoutsideshellbutnoskeleton.C Invertebrate–Ithasnoskeleton.
8. a) Learnersneedtogiveanappropriateexampleofanindigenousplant,withashortdescription.Theyalsoneedtogiveanappropriateresponseonhowtheplantisadaptedtoitsenvironment. (5)
b) Thisquestionencourageslearnerstothinkforthemselvesaboutwhatwouldhappentotheplantiftheweatherbecamedrierandhotter,forexamplebyindicatingthatevenplantssuchassucculentsthatareadaptedtosurviveinsemi-desertecosystems,maynotsurviveevenhotterweather.(Thispreparesthemforfurtherdiscussionsontheeffectsofclimatechangeinlatergrades.) (2)
9. a) Learnersneedtogiveanappropriateexampleofanindigenousanimal,withashortdescription.Theyalsoneedtogiveanappropriateresponseonhowtheanimalisadaptedtoitsenvironment. (4)
b) Similartoquestion8b,butnowlearnersmustthinkabouttheeffectontheirchosenanimaliftheweathershouldbecomecolderandwetter,forexampletheymaysaythatfloodingcouldoccurandforcetheanimaltomoveandmaydepleteitsfoodresource. (2)
10.Learners’owndrawingsshouldbesimilartothatintheLearner’sBookofthebeanplantlifecycle,shownbelow.Theyneedtosupplydescriptionsforeachstageinthebeanplant’slifecycle,andneedtoshowarrowstodepictthesequence.Theyneedtoaddasuitableheadingaswell. (10)
Total: 45 marks
Diagrams to show plant life cyclesOn the previous pages you learnt more about the different stages in the life cycles of plants. The diagram below shows the life cycle of a bean plant.
Activity 2: Identify and sequence life cycles of plantsWork with another learner.1. The pictures on the left show different stages in the
life cycle of a sunflower plant.a) Discuss how you should arrange the different
pictures to show the life cycle of the sunflower plant in the correct sequence or order, as in the sentences above.
b) Copy the life cycle in your exercise book, placing the letters and simple picture of each stage in the correct order.
c) Add descriptions for each stage, as in the life cycle of the bean plant above.
2. Do some research to find out about the life cycle of any other plant that grows in your area. a) Draw pictures to show the different stages in the
life cycle of the plant that you chose.b) Add descriptions of each stage and the processes
that take place during that stage.
The life cycle gets repeated over and over again as new plants keep developing from new seeds.
A. Seed in the soil.
B. Seed germinates and grows into a seedling, which then grows into a full-grown, mature plant.
C. The mature plant forms flowers, and pollination then takes place.
D. The female parts of the flower develop into seeds within fruit.
E. The fruit with their seeds grow bigger.
F. The plant disperses the seeds.
A B
C D
E F
Final NS&T Gr 5 TG 14-6-13.indb 22 2013/06/15 3:13 PM
B1
TERM
B23
Natural Sciences: Matter and materials Technology: Processing
TOPIC 4: Processed materials Unit 4.1 Properties and uses Unit 4.2 Traditional processing
TOPIC 3: Processing materials Unit 3.1 Combining materials
TOPIC 1: Metals and non-metals
Unit 1.1 Properties of metals Unit 1.2 Properties of non-metals
TOPIC 2: Uses of metals Unit 2.1 Other properties
of metals Unit 2.2 Uses of metals
TERM 2Natural Sciences:
Matter and materials
Technology: Processing
2
Final NS&T Gr 5 TG 14-6-13.indb 23 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB24
Unit 11
Topic Metals and non-metals7 hours
Curriculum content and concepts• Metalsareusedtomakethingsbecausetheyhavecertain
properties.• Somepropertiesofmetals:
— solidatroomtemperature(exceptmercuryandgallium)— shiny(lustrous)— hard— strong— canbehammered,shaped(malleable)andmadeintothin
wireswithoutbreaking(ductile)— meltathightemperatures.
• MetalsareminedfromtheEarth.
What do you already know? LB p. 68Thisisabaselineassessmenttodeterminelearners’existingknowledge.1. Pot,knifeandfork,coins,nails,drawingpins,goldpendant2. FromtheEarth’scrust/beneaththesurfaceoftheEarth3. Yes,eitherfromthesurfaceorbeneaththesurfaceoftheEarth.4. Sandandstonescanbecomeliquid,butnotgaseous.Therestcan
onlybecrushed,butessentiallyremainsolids.5. Metalscanchangeintoaliquidstatebyheatingittoaveryhigh
temperature.Whencooleddown,itchangesbackintoasolid.6. Thegoldpendantbecausemetalisharderandstrongerthan
porousshells.7. Itiseitheraluminiumorstainlesssteel.Itisthebestmaterial
becauseitdoesnotrustandconductsheatquicklytothefoodinside.Itisstrongandlight.
8. Learners’answerswillvary.
Resources neededDifferentmetalobjectstotouchandhandle
Unit 1.1 Properties of metals
Learnersshouldhaveaworkingknowledgeofsomeofthepropertiesofmetal.Explainthetexttothemandmakeamindmapontheboardofthesixmostimportantpropertiesinthetext.Discourage children from underlining in their textbooks.Ratherhavethemcopythemindmapfromtheboard.
Final NS&T Gr 5 TG 14-6-13.indb 24 2013/06/15 3:13 PM
B25UNIT 1.2 TOPIC 1 TERM 2
Teaching the lessonBeforecontinuingwithteachingthepropertiesofmetals(page72onwardsintheLearner’sBook),itwouldbeusefultobrieflyintroducelearnerstothebackgroundinformationonfivetypesofforcesandreinforcing,asexplainedbelow.
Background information: Comparing the five types of forces LB p. 71ExplainthefivetypesofforcesasperthetextandartworkintheLearner’sBook.Learnersshouldunderstandthedifferencebetweentheforcesandshouldbeabletorecogniseaspecificforceinexamplesprovidedbytheeducator.Alsodiscussreinforcingmaterialsandhowmetalisusedgenerallytoreinforceconcrete.Discussthepicturesonpages70to73.
Other properties of metals LB pp. 73—74ContinueintroducinglearnerstotheotherpropertiesofmetalsasexplainedintheLearner’sBook.Inthenextunit,theywillapplythisknowledgebydoinganinvestigationinwhichtheycomparethepropertiesofmetalsandnon-metals.
Unit 1.2 Properties of non-metals
Curriculum content and concepts• Non-metalsareusedtomakethingsbecausetheyhavecertain
properties.• Somepropertiesofsolidnon-metals:
— dull— canbreakeasily(brittle)— donotconductelectricity— poorconductorsofheat— lighterinweightthanmetals.
Teaching the lessonIntheactivityinthisunit,learnerswilllookatthepropertiesofsomenon-metals,andcomparethepropertiesofnon-metals.UsethetextintheLearner’sBooktointroducetheconceptofnon-metals.Usetheexampleofcarbonasoneofthemostcommonnon-metals,andthewayinwhichitcanoccurinmanydifferentforms.Ifyoucan,bringsomecoaltotheclass,andifyouhaveadiamondringtoshowthem,letthemconsiderthedifferencesinappearancebetweencoalanddiamondswhicharebothmadeofcarbon.
Final NS&T Gr 5 TG 14-6-13.indb 25 2013/06/15 3:13 PM
B26 SECTION B TEACHING GUIDELINES
ACTIVITY 1 Comparing the properties of metals
and non-metals LB p. 76
Learnersworkontheirown.1. Learnersidentifytheobjects:copperwire,sand,coins,stones,
knifeandfork,andchalk.2. Th eymustcopyandcompletethetable.
Object Metal Non-metal List the properties
a) sand √ not a conductor of electricity; cannot be rolled into wires or pounded into sheets
b) knives and forks
√ has shine and does not rust
c) copper wire √ conductor of electricity
d) chalk √ can break easily, when force is applied to it
e) stones √ not a conductor of electricity
f) coins √ can tarnish and become dull; a conductor to heat
PRACTICAL TASK — ACTIVITY 2 Investigate and
compare two properties of metals and non-metals
LB p. 77
Learnersshouldknowexactlywhatisexpectedofthembeforetheyaredividedintogroups.Th eyshouldelectagroupleader/spokespersonimmediatelyandagreetofollowhisorherinstructions.Eachgroupshouldalsohaveascribetorecordtheirfindingsorresults.Groupactivitiescanonlyworkifstrictdisciplineismaintainedandallgroupmembersworktogether.Banmisbehavinglearnersfromparticipatinginfutureinvestigationsuntiltheyconformtotherules.Makealternativearrangementsforthemwhileyouareworkingwiththerestoftheclass.Writedowntheorderofworkandrulesonaposterandputitupintheclassroom.
Learnerslovepracticaldemonstrationsandinvestigationsandshouldnotbedeprivedoftheopportunitytointeractwithmaterialsinatactileway.Th eywillrememberinformationmuchbetteriftheycaninteractwithasmanysensesaspossible.
Science and Technology skills: How to do a scientifi c investigation LB p. 78Discusstheskillsinformationonpages78and79withthelearners.Th isskillreferstospecificallyascientifi c investigation.
Science and Technology skill: How to do a fair test LB p. 79Discussthetextwiththelearnersandemphasisehowthisinvestigationcanbemadefair.
ACTIVITY 1 Comparing the properties of metals
PRACTICAL TASK — ACTIVITY 2 Investigate and
Final NS&T Gr 5 TG 14-6-13.indb 26 2013/06/15 3:13 PM
B27UNIT 1.2 TOPIC 1 TERM 2
Metals Look and decide
Is the object shiny or dull?
Result
What happened when the object was hit with the hammer?
Non-metals Look and decide
Is the object shiny or dull?
Result
What happened when the object was hit with the hammer?
Evaluate
Explain which of the two objects were hard or brittle
Lead shiny became flatter Chalk dull broke into small pieces
lead is hard and chalk is very brittle
Steel shiny nothing changed Coal dull broke into pieces
steel is very hard and coal is brittle
Copper shiny became flatter Brick dull broke into pieces
Copper is harder than brick
Iron shiny nothing changed Stone dull broke into pieces
iron is much harder than stone
Learnersshouldwriteaparagraphwiththeirconclusionastowhethermetalisharderthannon-metals.
Investigation B: How to give tarnished metal back its lustre LB p. 81Learnerscompletethisinvestigationontheirown.Theirfindingsshouldberecordedinareport.Theycandemonstratesomeoftheirfindingsinclassforenrichment.
Investigation A: Investigate hardness and lustre of metals and non-metals LB p. 80Learners’tablesshouldcontainthefollowinginformation:
Final NS&T Gr 5 TG 14-6-13.indb 27 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB28
Unit 12
Topic Uses of metals8¾ hours
Curriculum content and concepts• Metalsareusefulbecauseoftheirspecialproperties:
— metalsconductheatandelectricity— somemetalsaremagneticandsomearenot.
• Onlyironrusts(somemetalstarnishandbecomedull).
Teaching the lessonExplainthatthistopicisaboutusefulpropertiesofmetal.Askthelearnerstoputforwardsomesuggestions(otherthanthosepreviouslydiscussed)astowhymetalisusefultous.Writetheirsuggestionsontheboard.Attheendofthedemonstration,thosethatarenotrelevantcanbepointedoutbythem.
Metals conduct heat LB p. 82
ACTIVITY 1 Demonstrating the effect of heat
on metal LB p. 82
Part ADiscussthequestionsintheLearner’sBookwiththeclasstointroducelearnerstotheconceptthatmetalsconductheat,andthedifferentpropertiesofmetalsandnon-metalsintermsofhowtheyrespondtoheat.1. Learnersshouldbeabletoexplainthatapotwillgethotonahot
stove,andthatitwillinturnheatupthefoodinside.2. Learnersshouldbeabletoexplainthataplasticpotwillmeltor
loseitsshapeifitisusedonahotstoveoroverafire.
Part BDothefollowingdemonstrationwhiletheclassobserves.Remindthemtowatchcarefully,astheywillbeansweringquestionsaboutwhatishappening.
Youwillneedaglasswinebottle,aclothespeg,acointhatwilljustfitthroughthebottle’sopening,acandle,matchesandaglassofcoldwater.Firstdemonstratehowthecoinfitsthroughtheopeningofthebottleandfallseasilyintothebottle.Th enclaspthecoinwiththeclothespeg,lightthecandleandheatitforabouttwominutesintheflame.Demonstratehowitisnotabletogothroughtheopeningofthebottlenow.Askthelearners’opinionastowhythisisthecase.Cool
ACTIVITY 1 Demonstrating the effect of heat
Unit 2.1 Other properties of metals
Final NS&T Gr 5 TG 14-6-13.indb 28 2013/06/15 3:13 PM
B29UNIT 2.1 TOPIC 2 TERM 2
downthecoininthecoldwaterandtrytofititthroughtheopeningagain.Itshouldfallthroughagain.
Th isdemonstrationshowsthatthecoinisnotabletofitthroughtheopeningafterbeingheatedintheflame.Heatmakesobjectsexpand(becomelarger)andthecoinisnowtoolargefortheopening.Whenitwascooleddowninthewater,itcontracted(becamesmaller)andfellthroughtheopeningagain.
Metalisanexcellentconductorofheat.
For enrichment: The conductivity of metal compared to other materialsYoucandothefollowingdemonstrationtoexposelearnerstotheconductivityofmetalscomparedtoothermaterials.KeepinmindthattheconceptofconductivityisintroducedasabasicpropertyonlyinGrade5;itwillbediscussedinmoredetailinlatergrades.
Youwillneedatincan,ceramicmug,plasticcupandapolystyrenecup,akettletoboilwater,fourkebabsticks,acolouredcandle,matchesandapaperplate.Askonelearnertotimethedemonstrationwithastopwatchorcellphonestopwatch.
Lightthecandleandpourthemeltedwaxontothepaperplate.Mouldafairamountofwaxaroundthetipofeachkebabstick.Placethekebabsticksuprightinacontainerandallowthewaxtosetproperly.Boilthewaterinthekettleandfillthefirstcontainerwithboiledwater.Filltheothercontainersasthedemonstrationprogresses,notallatonce.
Askthelearnerdoingthetimingtostartassoonasthefirstkebabstickisheldtothefirstcontainer.Startwiththepolystyrenecup,thentheplastic,ceramicandlastlythetincup.Useadifferentstickforeverycontainer.Writedowntheamountofsecondsthatpasseduntilthewaxstartedtomelt.Th econclusionshouldbethatthetincanmeltedthewaxintheshortestperiodoftimeandisthereforeabetterconductorofheatthantheothermaterials.
Some metals are magnetic and others are not LB p. 83
ACTIVITY 2 Test different metals for magnetism
LB p. 83
Dependingontheavailabilityofmagnetsinyourclass,learnerscaneitherdothisactivityingroups,oryoucandoitasaclassdemonstration.
Givelearnersavarietyofdifferentmetalobjects(suchasironfilings,drawingpins,paperclipsandwire),aswellasamagnet.Th eyhavetotestwhichoftheseobjectsareattractedbythemagnet,andrecordtheirresultsinasimpletable.Youcanalsoincludesomenon-metallicobjects(suchasplasticorceramicobjects)forthemtotest.
Learnersshouldbeabletoseefromtheirteststhatsomemetalsareattractedbyamagnetandothersnot.Metalssuchasironareattractedbymagnets,butothers(suchaslead,chrome,zinc,copper,aluminiumandtin)arenot.KeepinmindthatinGrade5learnersarejustintroducedtothebasicpropertyofmetalsthatcanbemagnetisedornot.Th eywillstudymagnetismanditsusesinmoredetailinlatergrades.
ACTIVITY 2 Test different metals for magnetism
Final NS&T Gr 5 TG 14-6-13.indb 29 2013/06/15 3:13 PM
B30 SECTION B TEACHING GUIDELINES
Only iron rusts LB p. 83
ACTIVITY 3 Test different metals to see if they rust
LB p. 84
Th isprocesswilltakeafewdaysandcanbesetupinclass(preferablyindirectsunlight)andmonitoredafteraboutaweek.Dependingonyourclassroomresources,youcaneitherletlearnersinvestigatethisingroupsordoitasademonstrationfortheclass.
Youwillneedfourceramicbowls(porridgebowls)filledwithwater.Th eprocesscanbespedupbyaddingsalttothewater.Placeaceramiccup,polystyrenecup,plasticcupandatincanineachbowl.Fillthecupsandcanwithwatertokeepitupright.Afteraboutaweek,thetincanshouldshowdistinctsignsoftarnish/rust.
Dothesamewithdifferentmetalobjects(suchascoins,ironfilings,paperclipsandwire).Learnersshouldbeabletoobservethatsomeobjectsstartrustingortarnishingquitequickly,whileothers(forexampleanaluminiumcooldrinkcan)willnotshowtheeffectsofrust.
Explainthattheprocessofrustoccurswhencertainmetalsreactwithoxygenandwaterandformingared,flakysubstance.Rustwilloccurevenfasterifanacid,suchaslemonjuice,isaddedtothewater.Examplesofrustinourhomesarethebraaigridsusedoutsideandironpotsusedforcooking.Topreventironpotsfromrust,theycanbesmearedwithcookingoilwhilenotinuse.
ACTIVITY 3 Test different metals to see if they rust
Unit 2.2 Uses of metals
Curriculum content and concepts• Metalsareusedtomakethingssuchascoins,wire,jewellery,
furniture,buildingsandridges,motorcars,kitchenutensils,roofs.
Teaching the lessonTh elearnersshouldhaveagoodideaatthisstageofdifferentmetalsandtheiruses.Brainstormanddrawamindmapofavarietyofmetalsandtheirusefulpropertiesontheboard.Seeanexampleofthemindmaponthenextpage.Learnersparticipateactivelywithsuggestions.Allowtimesotheycancopyitintheirexercisebook.
Final NS&T Gr 5 TG 14-6-13.indb 30 2013/06/15 3:13 PM
B31UNIT 2.2 TOPIC 2 TERM 2
POSSIBLE PROJECT — ACTIVITY 4
Research the uses of copper, stainless steel and
aluminium in our daily lives LB p. 85
Learnersworkontheirown.1.and2. Seethemindmaponthepreviouspageforpossible
examples–learners’effortswilldiffer.
Science and Technology skills: How to do research LB p. 86Discussthetextonpage86thoroughlywithlearners.Th isskillshouldbepractisedandreviewedoften.
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
POSSIBLE PROJECT — ACTIVITY 4
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
Useful properties
Stainless steel
• Rust-free
• Long-lasting
• Used for cutlery and cooking pots
Bronze
• Shiny
• Used for medals, coins and art
Cast iron
• Heavy duty
• Long-lasting
• Used for cooking pots and garden furniture
Copper
• Good conductor of electricity
• Used in electrical cables
Corrugated iron
• Cheap
• Easy to make
• Used in roofi ng
Gold
• Shiny
• Valuable
• Used in jewellery
Aluminium
• Rust-free
• Light and strong
• Used for window and door frames
Final NS&T Gr 5 TG 14-6-13.indb 31 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB32
Unit 13
Topic Processing materials12½ hours
Curriculum content and concepts• Materialscanbeprocessedtomakenewmaterials/products,
suchas:— mixingandsetting(suchasPlasterofParis[orPolyfilla]and
watertomakeplaster)— mixingandsetting(suchassand,gravel,cementandwaterto
makeconcrete)— mixing(suchasflourandwatertomakeastickypastethat
canbeusedasglue)— mixingandcooking(suchasmakingdough)— mixingandcooling(suchasjellypowderandwaterto
makejelly)— mixing,dryingand/orfiring(suchaswetclayandstrawto
makeclaybricks).• Thepropertiesofthenewmaterials/productsmaybedifferent
fromthepropertiesofthematerialswestartedwith.
What do you already know? LB p. 87Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkwithanotherlearner.1. Ice-cream,yoghurt,cheese,milkpowder,maas,condensedmilk,
custard2. Wecanmakeclothesfromwoolandclothes,andshoesand
handbagsfromleather.3. Sand
Unit 3.1 Combining materials
Teaching the lessonThemainpointofthefollowingsixinvestigationsisforthelearnerstoseethatwecanmixdifferentmaterialstogethertofindanewmaterialwithitsownproperties.Oftenwecannotevenseetheindividualmaterialsoncetheyaremixed.
Tokeeplearnersinterested,youcanmakesomethingfromthematerialeverytimesothatyoudonotwastethematerialsandgivethelearnerssomethingtheycanuseoreat.
Learnersonlyneedtodotwooftheinvestigations.Youcanpickwhichonesyouwantthemtodoaccordingtotimeandresourcesavailabletoyou.
Final NS&T Gr 5 TG 14-6-13.indb 32 2013/06/15 3:13 PM
B33UNIT 3.1 TOPIC 3 TERM 2
Lookatthematerialsbeforeyoumixthemandletthelearnerswritedownhoweachmaterialfeelsandlooksintheirexercisebook.Aftermixingthematerialslearnersobserveiftheycanstillseetheoriginalmaterialsandwritedownwhatthenewmaterialsfeelandlooklike.
Makesurethatyouhaveallthenecessaryresourcesbeforetheybegintheinvestigations.
Learnersanswerthequestionsintheirexercisebooksanddrawaflowdiagramindicatingwhichingredientswereusedatthebeginningandwhattheendproductwas.
ACTIVITY 1 Investigate combining materials to
make a new product
Answerswilldifferaccordingtotheinvestigationsyouaregoingtodo.
Investigation 1: LB p. 87Mixing and setting (Making a paperweight)1. (A)Before:Whitepowderandwater-transparentandwet.
After:(B)Asolid,hardmass.Youcannotseethepowderorthewateranymore.Itcanholdform,wherewaterandPlasterofParisontheirowncannotdoso.
2. Whilethemixtureissetting,achemicalreactionistakingplace,causingheattobegivenoff.
Investigation 2: LB p. 89Mixing and setting (Make concrete stepping stones)1. (A)Before:Cementisagreypowderandsandisfine,whilegravel
islittlestones.Wateriswetandtransparent. (B)After:Ahardsolidmaterialisformed,greyincolour.2. No,youcannotseethedifferentmaterialsanymore.
Investigation 3: LB p. 92Mixing fl our and water (Make glue)1. (A)Before:Flour–powdery,whitesubstance,dry.Water–
transparentandwet(B)After:Sticky,opaquewhite
2. Youcannotseethedifferentsubstances,becausethewaterisabsorbedbytheflourwhenmixingthemtogether.
Investigation 4: LB p. 93Mixing and cooking (Make your own crumpets)1. (A)Before:Flour,bakingpowder,sugarandsalt–thesearealldry,
powderysubstances.Flourandbakingpowderarefineandsoft,whilesugarandsaltaregrainy.Milk,oilandegg–theseareallliquidsandarewet.(B)After:Oncethesematerialsarecombinedandheatisadded,weendupwithasolidcrumpetthatissoftandspongyandisalsoedible.Youcannotseethedifferentmaterials/substancesmixed.
ACTIVITY 1 Investigate combining materials to
Final NS&T Gr 5 TG 14-6-13.indb 33 2013/06/15 3:13 PM
B34 SECTION B TEACHING GUIDELINES
2. Flourandbakingpowdertastebland,sugarissweet,saltissalty,mixtureofmilk,oilandeggisnotappetising.Whencombinedandcookedtheresultisatasty,appetisingcrumpet.
Investigation 5: LB p. 95Mixing and cooling (Make your own jelly)1. (A)Before:Jellypowder–grainyandcoloured,sweet.Water–
wetliquid,tasteless.(B)After:Solidgel,sweet
2. No,theyarecombinedintoagel-likesubstance.3. Yes,butitisnotrigid.4. Yes,itisasolid,asithasform.
Investigation 6: LB p. 96Mixing, drying and/or fi ring (Make clay bricks)1. (A)Before:Clayormud–Stickysubstancethatcanbemoulded
intoshapes.Straw–dry,fibrousplant(B)After:AsolidblockthatishardanddryYes,youcanstillseethesubstancesthatarevisibleontheoutsideandthestrawisembeddedintheclay/mud.
2. Yes,itdoes.
Properties of new materials LB p. 97Explainthatpropertiesofmaterialsarehowtheylookandfeel.Refertoexamplesfromtheinvestigationsyouhavedone.
ACTIVITY 2 Write a summary on the two
processed materials/products
LB p. 97
Learnerscanuseanyoftheexamplestheyhavedoneortheycantrysomeoftheothersathome.Answerswilldifferaccordingtotheexampletheyuse.
ACTIVITY 2 Write a summary on the two
Final NS&T Gr 5 TG 14-6-13.indb 34 2013/06/15 3:13 PM
B35UNIT 4.1 TOPIC 4 TERM 2
Unit 11
Topic Materials5.25 Hours
Unit 14
Topic Processed materials7 hours
Curriculum content and concepts• MaterialssuchasPlasterofParis,concrete,fabrics,ceramicsand
glass,plasticsandpaint,havetheirownspecialproperties.
What do you already know? LB p. 98Th isisabaselineassessmenttodeterminelearners’existingknowledge.1.
Unit 4.1 Properties and uses
Examples Properties
Metals Steel, iron, aluminium, brass, copper Hard, durable, strong, conductor of heat and electricity
Non-metals Plastic, glass, ceramics, wood, paper Can be brittle, bad conductors of heat and electricity, some can break easily
2. Potsandpans(forcooking),kitchenutensils(foreatingandpreparingfood),tins(forstoringthings)
Uses of processed metals LB p. 98Explainwhyprocessedmetalsareusedintheplaceofmetals.Useanexampleofalunchboxmadeofsteelinsteadofplastic.Haveadiscussionintheclassaboutwhattheadvantagesanddisadvantagesofthiswillbe.
Learnerslookatthedifferentcupsandevaluatethem.Learnerswillhavedifferentanswers.
Discusswordsthatdescribepropertiesofmaterialswiththelearners.Somelearnerswillnothavethisvocabulary.
PRACTICAL TASK — ACTIVITY 1 Comparing the
properties and uses of materials LB p. 100
Learnersdothisactivityintheirexercisebooks.1.and2.Answerswilldifferamongstthelearners.Discussthisin
theclass.Th eiranswersshouldbealongtheselines:
PRACTICAL TASK — ACTIVITY 1 Comparing the
Properties Plastic Pottery Porcelain Glass Wood Paper or PolystyreneStrong √ √ √ √Durable √ √Waterproof √ √ √ √ √Fire-resistant √Interesting colours and textures
√ √ √
Total marks
Final NS&T Gr 5 TG 14-6-13.indb 35 2013/06/15 3:13 PM
B36 SECTION B TEACHING GUIDELINES
3.and4.Learners’answerswillvary.Haveaclassdiscussiontoseeifyoucancomeupwithoneoverallcupwinner.
Unit 4.2 Traditional processing
Curriculum content and concepts• InAfricapeoplehaveprocessedmaterialsforhundredsofyears
tomake:— claypotsandbricks— baskets,hats,mats,thatchedroofsmadefromplantfibresuch
asgrassesandreeds.
Teaching the lessonLookatthepicturesofcraftmarketsandhaveaclassdiscussiononcraftmarketsthelearnershavebeento.Askthemwhatpeoplesellatcraftmarkets.Oftenthecraftpeoplemaketheirproductswhiletheymindtheirstalls.Asklearnerstobringsomethingtheyboughtatacraftmarkettoschool.
Grass can be used to make roofs LB p. 102LearnerslookatthepicturesintheLearner’sBookanddiscusshowgrassisusedtomakeroofs.Somelearnersmightliveinhouseswithgrassroofs.Askthemhowitfeelsinsummerandwinter.LinkthistoindigenousstructuresdoneinTerm2Grade4.
Grass can be used to make mats LB p. 103Bringsomegrassmatsfromhomeorasklearnerstobringexamples.Lookathowtheyareputtogether.Mostofthemarewovenortiedupwithstring.
Making bricks using clay or mud and straw LB p. 103Linkthistotheinvestigationsthathavebeendoneearlierintheterm,wherelearnerscouldmakeclaybricks.
PRACTICAL TASK — ACTIVITY 2
Make your own clay object LB p. 104
Learnersmustanswerthequestionstodecideontheobjecttheyaregoingtomake.Maketheplaydoughyourselforaskafewparentstomakesome.Itisnotadvisabletoallowlearnerstomakeitthemselvesastheycanburnthemselves.
UsetheTechnologyProcesstomaketheclayobject.DiscusseachstepgivenintheLearner’sBook.Puttheirclay
objectsonthewindowsilltodry.Oncetheyaredry,learnerscanpaintthem.Learners’answerswillvaryaccordingtotheobjecttheyaregoingtomake.
PRACTICAL TASK — ACTIVITY 2
Final NS&T Gr 5 TG 14-6-13.indb 36 2013/06/15 3:13 PM
B37REVISION: TEST TOPIC 4 TERM 2
ACTIVITY 3 Write about an object made from
plant fi bre LB p. 104
Learnersworkontheirown.1and2. Learners’answerswillvary.
Revison: Test LB p. 105Part A:Life and livingLearnersworkontheirown.1. Indigenous (1)2. Stinkwoodandyellowwood (2)3. a) True (1)
b) True (1)c) False (1)
4. a) Afoodchaindescribesthefeedingrelationshipsbetweenplantsandanimals.Itstartswithaplant,followswithananimalthateatstheplant,afterthatanotheranimaleatsthatanimalanditincludesthetransferofenergywhichflowsfromplanttothelastanimalinthechain. (3)
b) Th eSun(energysource);producer(e.g.grass);consumer/herbivoreoromnivore(e.g.coweatinggrass);consumer/carnivoreoromnivore(e.g.humanseatingcow).Acceptreasonabledescriptionsthatreflectthefourparts,eveniflearnersdonotusetheactualterminologyindicatedhere. (4)
5. a) grass→buffalo→lion (3)b) Th ebuffalo;iteatsplants. (2)c) Th elion;iteatsmeat. (2)
6. PhotosynthesisistheprocesswherebyplantsuseenergyfromtheSun,carbondioxidefromtheairandmineralsandwaterfromthesoiltomaketheirownfood. (6)
7. A:invertebrate B:vertebrate C:vertebrate (3)8. a) snail:shell (1)
b) snake:frame (1)c) baboon:frame (1)d) scorpion:shell (1)
9. B,A,D,C (4)10.Th eyattachtobonesandallowmovement. (2)11.Bymixingdifferentmaterialswecanbringaboutapermanent changeandmakeanewproduct. (2)12.Learners’answerswillvary. (3)13.a) Somethingthatwilllastforalongtime. b) Itwillnotabsorbwaterorletwaterthrough. c) Itwillnotburninfire. (3)14.Grassroofs,grassmats,grassbaskets,claybricksoranyother
suitableanswer. (3)
ACTIVITY 3 Write about an object made from
Final NS&T Gr 5 TG 14-6-13.indb 37 2013/06/15 3:13 PM
B38 SECTION B TEACHING GUIDELINES
Part B:Matter and materials15.Learners’comparisonofametal(copper)andanon-metal(chalk)
shouldreflectaspectssuchastheseshowninthetablebelow:
Properties Copper (metal) Chalk (non-metal)
Hardness Hard Soft and brittle
Uses Copper pipes, copper ornaments, etc.
Blackboard chalk, etc.
Conducting of heat and electricity
Conducts electricity and heat
Does not conduct electricity
Lustre Shiny Dull
Density and weight Heavy Light
(10)
16.Thedampseaairwillmaketheironrust;stainlesssteelwillnotrust. (2)
17.Theyarehard,durableandcanbepolishedtoahighsheen. (3) Total: 65 marks
Final NS&T Gr 5 TG 14-6-13.indb 38 2013/06/15 3:13 PM
TERM
Natural Sciences: Energy and change Technology: Systems and control
TOPIC 4: Systems for moving things Unit 4.1 Wheels and axles
TOPIC 3: Energy and movement Unit 3.1 Elastic bands and springs
TOPIC 1: Stored energy in fuels
Unit 1.1 Fuels Unit 1.2 Burning fuels Unit 1.3 Safety with fi re
TOPIC 2: Energy and electricity
Unit 2.1 Cells and batteries Unit 2.2 Mains electricity Unit 2.3 Safety with electricity
TERM 3Natural
Sciences: Energy and change Technology: Systems and
control
3
B39
Final NS&T Gr 5 TG 14-6-13.indb 39 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB40
Unit 11
Topic Stored energy in fuels10½ hours
Curriculum content and concepts• Energyisstoredinfuels(includingfood).• Weusefuelsassourcesofusefulenergy.• Everydayfuelsthatweuseincludecoal,wood,petrol,paraffin,gas
andcandlewax.• Whenweburnthesefuelswegetusefuloutputenergysuchas
heatandlight.
What do you already know? LB p. 108Thisisabaselineassessmenttodeterminelearners’existingknowledge.1. a) LightandheatenergyfromtheSunenablecropstogrow.
Weeatcrops(storedenergy)andturnitintoheatenergyforrunning(movementenergy).
b) Energychain/cycle2. a) Heatenergy,movementenergy,storedenergy
b) Heatenergy–theSun Movementenergy–thewind Storedenergy–plantsandanimalsc) Heatenergy–electricalheater;etc. Movementenergy–aturbine;acar,etc. Storedenergy–abatteryorspring,etc.
3. a) Input–rawmealiemeal;process–makingmealiepapinapotonastoveusingheatenergy;output–cookedmealiepap
b) Input–coldwater;process–putwaterinapotonthefire;output–hotwater
Teaching the lesson
Stored energy in food and other fuels LB p. 108Discussthepictureonpage109intheLearner’sBook.Learnersshouldknowthatfoodisalsoafuel,justlikepetroleumanditsby-products.Discussdifferentfoodtypesandhowmanycalories/kilojoulestheycontain.Investigatebylookingatdifferentfoodpackagingforinformationontheingredients.Explainthatenergyismeasuredinjoules,thereforefood’senergyismeasuredinkilojoules.Thehigherthekilojoules,thehigherthekilojoulescore.
Unit 1.1 Fuels
Final NS&T Gr 5 TG 14-6-13.indb 40 2013/06/15 3:13 PM
B41UNIT 1.2 TOPIC 1 TERM 3
Burning fuels for useful energy LB p. 110Discusswherethesefuelsarefoundandhowtheygettous.Mentionthepriceofthedifferentfuelsandhowitgoesupanddownfrommonthtomonth.Whyisfuelsoexpensive?Discusstheby-productsofoil,gasandcoalandtheiruses.Mentionthedifferencebetweenasourceofenergyandafuel.Th eSunisbothasourceofenergyandafuelasitradiatesheatandlightonitsownwhichpowerssolarpanelstoreleaseenergy,whichisconvertedintoelectricity.Coalisthefuelthatpowerslargeturbinestoturn,therebygeneratingelectricity.Electricityisthesourceofenergyformanyappliancesinourhomes.
ACTIvITY 1 Fuels we use every day LB p. 110
Engagethelearnersinadiscussionaboutfossilfuels,howtheyareformed,wheretheyarefound,howtheyareextractedandused.
Discussrenewableversusnon-renewablewiththelearners.Ensurethatthelearnersunderstandthedifferencebetweenrenewableandrecycling.Emphasisetheimportanceofmanagingournaturalfuelresourceswithcareastheycannotbereplenished.Learnersworkasaclass.1. a) Coal/uraniumusedtogenerateelectricity;woodforfire;
paraffin–stoveorheater;gas–heater,Sun–solarenergy;wind–turbinesgeneratingelectricity;water–generatinghydro-electricity;warmwaterfromtheEarth’scrust
b) Alltheabovec) Dieselorpetrolforthecarandtruck;coal–electricityfor
trains;aeroplane–avgas(aviationfuel)d) Foode) Coal/uranium/diesel/paraffin/gas/wind/water/Sun/hot
undergroundwatertogenerateelectricityorpoweralamporgenerator
2. Allthesefuelsarenon-renewableexcepttheSun,wind,water,wood.Learnersgivereasonsfortheiranswers.
ACTIvITY 1 Fuels we use every day LB p. 110
Curriculum content and concepts• Fuelsneedheattosetthemalight,andair(oxygen)tokeep
onburning.
Teaching the lessonEmphasisethethreecomponentsofafire/flame:heat,airandfuel.Preparelearnersfortheactivitythatfollowsbydiscussingthesafetyrulesonpage114.
Unit 1.2 Burning fuels
Final NS&T Gr 5 TG 14-6-13.indb 41 2013/06/15 3:13 PM
B42 SECTION B TEACHING GUIDELINES
ACTIvITY 2 Experimenting with burning LB p. 111
Th is activity should be demonstrated by you for safety reasons. Learnersobservecarefullyandthenanswerquestionsaboutwhattheysaw.
Experiment 1: What does a fi re (fl ame) need to continue burning?1. Heat,air(oxygen)andfuel2. Th esecondpicture
Experiment 2: How long will a candle burn in controlled conditions?Youwillneedthreeequalsizedcandlessecuredontoasurface;matches;threeglassjars:small,mediumandlarge.Lightallthreecandlesandcoverwiththeglassjars.1. Th ecandleunderneaththesmallestjardiedfirst,thentheonein
themediumjarandlastlythecandleinthelargejar.Th eoxygeninthesmallerjargotusedupfirst.Th eflamedied.Th ecandlesintheotherjarsalsodied.Secondwasthemediumjarandlastthelargejar.
2. Exacttimeforeachshouldbemeasuredandrecorded.3. Th eoxygenwasusedup.4. Acandlewillonlykeepburningwhilethereisstilloxygeninthe
airintheglassjar.
ACTIvITY 2 Experimenting with burning LB p. 111
Unit 1.3 Safety with fi re
Curriculum content and concepts• Firecanbeathreatinourcommunities.
Teaching the lessonReadanddiscussthetextonpage113withthelearners,linkingittotheexperimentsthatyoudemonstratedinthepreviousunit.
ACTIvITY 3 Discuss the dangers of working
with fi re LB p. 113
Learnersworkinsmallgroups.1.to2.a) Candlescanburnorfallovereasilyandquickly.Never
leaveacandleburningwhenyougotosleeporleavetheroom.b) Paraffinishighlyflammable.Childrenshouldnotbeableto
beincloseproximitytothestove.c) Paraffinishighlytoxic;itshouldbekeptoutside,awayfrom
thereachofchildren.d) Smokeandfumescandamageorkillyou.Nevermakeafire
inaroom,wherethesmokecannotescape.
ACTIvITY 3 Discuss the dangers of working
Final NS&T Gr 5 TG 14-6-13.indb 42 2013/06/15 3:13 PM
B43UNIT 1.3 TOPIC 1 TERM 3
Safety rules for using energy sources LB p. 114Discussthetextandpictureswiththeclass.Askthemtopredictthecontentbylookingatthepicture.Taketurnstoreadthecaptionsforeachdrawing.
ACTIvITY 4 Create a poster about using energy
sources safely LB p. 116
Learnersworkinsmallgroups.1. a) Learners’answerswillvary;thesecouldrangefromelectricity,
gas,paraffinstoves,firetousingcandles.b) Learners’answerswillvarybuttheyshouldlistmoreorless
thesafetyrulesandfiretriangle,aslistedintheLearner’sBook.
c) Learners’answerswillvarybutcouldbealongthelinesofnotusinggasandparaffinstovessafely,i.e.notstoredonsafeandlevelground,andnotswitchingthegasoff,allowingthegastoleakinside;makingfiresinclosedrooms;leavingcandlesburningunattended;fallingasleepwhilstacigaretteisburning;overloadingplugsockets;leavinghighly-flammableliquidsaroundforchildrentoplaywith.Insomeruralareaswherefirebreakshavenotbeencreated,veldfirescanstartupveryeasily,andifthewindshouldbeblowing,thefirewillspreadquickly.
2. Learnerscreateapostertoexplainhowtouseenergysourcessafely.
PRACTICAL TASK — ACTIvITY 5 Causes of fi re
in the environment and how we can prevent them
from happening LB p. 117
Learnersworkinsmallgroups.Discusstheinformationonpages117–119withtheclassandinviteresponsesfromthelearners.Readitingroupsandleteachgroupmakeamindmap.1. a) Learnersonlyneedtolistthemainaspectsonpages117–119:
Cigarettesnotproperlyextinguished Firesstartinginthekitchenwhilecooking Heatingandcookingappliancesmalfunctioningortoonear
flammablesubstances Childrenplayingwithmatches,lighters,etc. Allthedifferenthotspotsinahouse:wallsockets,poorly
maintainedwiringandelectricalcords,candlesleftburning,flammableliquidsleftinanunsafeplace.
ACTIvITY 4 Create a poster about using energy
PRACTICAL TASK — ACTIvITY 5 Causes of fi re
Final NS&T Gr 5 TG 14-6-13.indb 43 2013/06/15 3:13 PM
B44 SECTION B TEACHING GUIDELINES
b) Learners’answerswillbebasedonQuestion1’sanswers.c) Stop,dropandrollifanypartofyouisonfire.Staylowand
go,go,go!Coveryourfacewithawetclothortowel.Soakclothinginwater.Burnsshouldbecooleddownwithwater.Burnvictimsshouldbetakentoahospitaloradoctorwithoutdelay.
2. Learnersresearchanaccidentalfirewhichcausedmajordamageandtheywriteareportaboutit.
3. Firesafetyisaveryimportanttopic,sotrytoinvitearepresentativefromthelocalfirestation(ororganisationsworkingwithfirestationsinyourarea)tocomeandgiveatalkatyourschooltoengagelearnersmoreactively.
Final NS&T Gr 5 TG 14-6-13.indb 44 2013/06/15 3:13 PM
B45UNIT 2.1 TOPIC 2 TERM 3
Unit 11
Topic Materials5.25 Hours
Unit 12
Topic Energy and electricity10½ hours
What do you already know? LB p. 120Thisisabaselineassessmenttodeterminelearners’existingknowledge.1. Fromthefoodthatweeat2. Fromelectricityorfuel3. Inputenergyistheenergyweputintothesystemlikefoodorfuel
andoutputenergyistheworkthatisdonebytheinputenergy.4. Yourenergythatyouputin,e.g.bypluckingthestringsofthe
guitaryoumaketheairintheboxoftheguitarvibratethatproducesasound.
Unit 2.1 Cells and batteries
Curriculum content and concepts• Energycanbestoredintorchcellsandbatteries.• Acircuitisasystemthattransferselectricalenergytowhereit
isneeded.
Resources neededBatteries,electriccircuits,examplesofsystems
Teaching the lessonBringdifferenttypesofcellsandbatteriestoschoolforlearnerstolookat.Explainthatabatterycontainsenergyalthoughwecannotseeit.Whenyouputbatteriesintoappliancestheenergyfromthebatteryallowstheappliancetodowork.
Energy is stored in cells and batteries LB p. 121Learnerslookatthepictureofacell.Safety!Learnersmustnotopenacellbythemselves.Therearedangerouschemicalsinsidewhichcanharmthelearners.
Learnersneedtoobservethepositiveandnegativesideofthecell.Explainthatenergyrunsfromthepositivesidetothenegativeside.Ifacellisputintoanappliancethewrongway,theappliancewillnotwork.
Discusswhywesaythatacellis‘flat’.Theadvantageofrechargeablecellsisthattheylastlongerbutthedisadvantageisthattheyaremoreexpensivethannormalcells.
Final NS&T Gr 5 TG 14-6-13.indb 45 2013/06/15 3:13 PM
B46 SECTION B TEACHING GUIDELINES
Circuits as systems that transfer electrical energy LB p. 122Bringdifferentexamplesofsystemsfromhome,forexampleaneggbeater.DiscusscontentintheLearner’sBookandshowthemthesystemsthatworktogethertoperformajob.
Discussthattheinputenergyiswhenyouturntheeggbeaterwithyourhandandtheoutputenergyisthebladesoftheeggbeaterturningtobeattheeggs.
Asimplecircuitisalsoasystem.Inthissystemwehaveacelltoproduceenergyandalightbulbtoseeifitisworking.Th erearealsoelectricalwirestoconnectthecellandthelightbulb.Th eenergyflowsfromthepositivesideofthecellthroughthewirestogiveenergyforthelightbulbtolightup.Itthenflowsbacktothenegativesideofthecell.
PRACTICAL TASK — ACTIvITY 1 Investigate an
electrical circuit LB p. 123
Remembertoconnectthelightbulbcorrectly.Th eonecontactpointisatthebottomofthelightbulbandtheotherisontheside.LookatthepictureintheLearner’sBook.
Learnersworkingroups.Prepareaparcelwithtwopiecesofcopperwirecoveredinaplastic
tube,acellandalightbulbforeachgroup.1.and2. Learnerscarefullytakethecomponentsoutoftheparcel.
Th eymustbecarefulnottodropthelightbulb.Learnerswritethefollowing:twopiecesofcopperwirecoveredinaplastictube,acellandalightbulb.
3. Learnersexperimentwiththecomponentsandtrytoconnectthemsothatthebulblightsup.Encouragelearnerstotrydifferentwaysofconnectingthecomponentstomakethelightbulblightup.
4. Learnersevaluatetheircircuit.Assistthoselearnerswhocannotgetittowork.Makesurethatthecellandlightbulbareworking.
5. Learnersputtheircircuitcarefullydownonthetableanddrawwhattheysee.
PRACTICAL TASK — ACTIvITY 1 Investigate an
Unit 2.2 Mains electricity
Curriculum content and concepts• Electricityfromthepowerstationistransferredinacircuittoour
homesandbacktothepowerstation.• Apowerstationneedsasourceofenergy.• Th esourceofenergyinapowerstationcanbeafuelsuchascoal.
Final NS&T Gr 5 TG 14-6-13.indb 46 2013/06/15 3:13 PM
B47UNIT 2.3 TOPIC 2 TERM 3
Teaching the lessonDiscussthecontentintheLearner’sBook.
Mains electricity and electric circuits LB p. 124Consolidatetheconceptsoftheusesofmainselectricityandelectricalenergyfrombatteries.Asklearnerstothinkofmoreexampleswheremainsandbatteryenergycanbeused.
ACTIvITY 2 Review what you know about the
national power grid LB p. 125
Learnersworkwithanotherlearnertodrawaflowdiagramandinsertthelabels.1. Flowdiagramshouldbe: A D B C F G2. Learnerspastethedescriptionsintheircorrectplacesontheir
flowdiagram.
Alternative sources of energy LB p. 126Concludethisunitbyexplainingthattherearealternativesourcesofenergy,asexplainedonpage126intheLearner’sBook.Th iswillbecoveredinmoredetailinlatergrades.
ACTIvITY 2 Review what you know about the
Unit 2.3 Safety with electricity
Curriculum content and concepts• Safetyprecautionsshouldbetakenwhenusingelectricity.
Teaching the lesson
Safety rules for electricity LB p. 127GothroughtheinformationintheLearner’sBookwithlearnersandmakesuretheyunderstandwhattodoincaseofanemergency.Readanddiscussthelistofsafetyruleswhenworkingwithelectricity.Asklearnerstosharesomeoftheirexperiencesandletthemaddmoresafetyrules.
ACTIvITY 3 Consider safety rules and actions in
an emergency LB p. 129
LearnersfollowthestepsintheLearner’sBook.GiveeachlearneracopyoftheworksheetonpageC9inSectionCofthisTeacher’sGuide.
ACTIvITY 3 Consider safety rules and actions in
Final NS&T Gr 5 TG 14-6-13.indb 47 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB48
Unit 13
Topic Energy and movement3½ hours
Curriculum content and concepts• Wecanmakethingsmoveusingstretchedortwistedelasticand
compressedstrings.• Whenwestretchortwistelasticorcompressaspring,westore
energyinit.• Whenwereleasetheelasticorspringagain,wegetmovement
energy.
What do you already know? LB p. 130Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) Potentialenergy
b) Kineticenergyc) Asystem
2. Bypullingtheelasticbandbackandlettingitgo,itcreatesenergyfrompotentialtokineticenergy.Bylettingtheelasticbandrelax,thehorsefallsdown.
3. Jackinthebox–openingtheboxwillmakethetoyjumpoutbecausethespringisreleased.Toysthatyouwindup–bylettingitgo,theelasticbandwindsdownandthereforecreatesmovement.
Resources neededExamplesoftoysthatuseelasticbandsandsprings
Teaching the lessonAllowlearnerstoplaywithdifferenttoysthatcanstoreenergybywindingitupandlaterreleasingtheenergybywindingdown.
Things that stretch or bend to release energy LB p. 131DiscussthecontentintheLearner’sBookanddemonstratewherepossible.
Unit 3.1 Elastic bands and springs
Final NS&T Gr 5 TG 14-6-13.indb 48 2013/06/15 3:13 PM
B49UNIT 3.1 TOPIC 3 TERM 3
PRACTICAL TASK — ACTIvITY 1 Investigate
simple objects that stretch or bend to release
energy LB p. 131
Learnersworkingroups.LetlearnersworkingroupsanddiscussthepicturesintheLearner’sBookofthedifferentthingsthatusespringsandelasticbands.Guidethediscussiontohelpthemdiscoverhowthespringandrubberbandstoreenergywhentheyaretightenedandhowthisenergyisreleasedasmovementenergy.1. Learnerslookattheexamplesonpage132anddiscusshowthey
thinktheyusespringsorrubberbandstostoreandreleaseenergytodothework.
2. Preparesystemsthatworkwithspringandelasticbandenergy.Letlearnersinvestigatethesesimplesystems,e.g.catapult,airplane,bowandarrowandJackinthebox.Learnersworkontheirown.
3. Answerswilldifferaccordingtoexamplesselected.
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
PRACTICAL TASK — ACTIvITY 1 Investigate
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
Final NS&T Gr 5 TG 14-6-13.indb 49 2013/06/15 3:13 PM
SECTION B TEACHING GUIDELINESB50
Unit 14
Topic Systems for moving things10½ hours
Curriculum content and concepts• Manyvehiclesaresystemsthatusewheelsandaxles.• Wheelsandaxleshelpvehiclestomovemoreeasily.
What do you already know? LB p. 133Th isisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkinsmallgroups.2. Learnerslookatthepictureandthenanswerthequestions. a) Aeroplane,car,bicycle,pram,shoppingtrolley b) Energy c) No d) Th ewheelsofashoppingtrolleyaresmallandhardbecauseyou
onlyputgroceriesinittotransportforashortdistance.Th ecar’swheelsaremuchbiggerandinflatedwithairtomakethedrivemorecomfortable.Th ecarisalsomuchbiggerthanthetrolley.
Resources neededItemsforthepracticaltask(wastematerials)
Teaching the lessonBringwastematerialsfromhomeorasklearnerstobringthingstheycanusetomakewheelsandaxles.Rememberanythingthatisroundcanbeusedforwheels.DiscussthecontentintheLearner’sBook.Explainwhatanaxleisandhowitisused.
Wheels and axles as systems to move vehicles LB p. 134Haveaclassdiscussiononwhatcanbeusedtomakewheelsandaxles.Learnerslookatdifferentwasteproductstoseewhattheycanuseforwheelsandaxles.
PRACTICAL TASK — ACTIvITY 1 Making wheels
and axles LB p. 135Assistthelearnersinthemakingoftheirwheels.
Alwaysremindlearnerstobeverycarefulwhenworkingwithtoolsaslearnerscangetinjured.
Discuss,step-by-step,thecontentofhowtomakewheelswiththelearners.Demonstratehowtomakethewheelsasthiswillhelplearnersunderstandbetter.Learnersevaluatetheirvehicle.Asksomeofthegroupstoexplainwhattheydid.
PRACTICAL TASK — ACTIvITY 1 Making wheels
Unit 4.1 Wheels and axles
Final NS&T Gr 5 TG 14-6-13.indb 50 2013/06/15 3:13 PM
B51REvISION: TEST TOPIC 4 TERM 3
Revision: Test LB p. 1391. a) Cordofthekettleisdamaged. Theelectricalkettleisrestinginapuddleofwater. Theelectricalcordoftheironisdamaged. Therearefrayedelectricalcordsonthefloor,withinthe
child’sgrasp. Childpullingontheelectricalcord. Overloadingofsocket. (5) b) Learners’ownanswersshouldreflectanunderstandingofwhy
thesituationstheyidentifiedabovearedangerous,e.g.thatthebabycouldpullonthecordofthehotiron,anditcouldburnthebaby,andevenstartafireifitfallsonsomethingflammable. (5)
2. Fuelsneedheattosetthemalight,andoxygen(air)tokeepthemburning. (2)
3. Acircuitisthepaththroughwhichtheenergyflows. (2)4. Learnersshouldbeabletoidentifyanddescribeappropriately:
• twowaystopreventfiresfromoccurring(e.g.bynotthrowingcigarettebuttsoutofacarwindow;beingcarefulwhenmakingbraaifires)
• twoactionsthatshouldbetakenduringafire(e.g.phonethefirebrigade;crawlaslowaspossibleifthereissmoke) (4)
5. a) positivetonegative b) systemc) potential d) axle (4)
6. Answerscouldincludecars,trailers,toycars,horse-drawncarts,aunicycle,shoppingtrolley,bicycle.Acceptanycorrectanswers. (5)
7. a)toc)
Learnersmustwriteasuitableheading,i.e.Asimplecircuitdiagram. (8)
8. Coalisburnt–steamturnsturbines–turbinespowergenerators–transformersstepupvoltageandtheelectricitygoestoasubstationclosetoyourhome–electricwirestransferelectricitytoyourhome. (5)
Total: 40 marks
Enrichment tasks LB p. 140Thereareeducationalwebsitesthatprovideworksheetsforinterestingadditionalactivitiesaboutelectricity,includinghowtomakesimpletoys.Youcanforexamplelookatthefollowingwebsiteforideasthatyoucanprintoutforthelearnerstomakethemselves:www.scitoys.com.
AGooglesearchfor‘makesimpleelectricaltoys’willleadyoutovarioussitesthatcanbeusedforextensionactivities.
cell
connecting wire
light bulb
Final NS&T Gr 5 TG 14-6-13.indb 51 2013/06/15 3:13 PM
TERM
Natural Sciences: Planet Earth and beyond Technology: Systems and control
tOPiC 4: Fossils Unit 4.1 Fossils in rock Unit 4.2 Body and trace fossils Unit 4.3 Importance of South African fossils
tOPiC 3: Sedimentary rock Unit 3.1 Formation of sedimentary rock Unit 3.2 Uses of sedimentary rock
tOPiC 1: Planet Earth Unit 1.1 The Earth moves
tOPiC 2: the surface of the Earth
Unit 2.1 Rocks Unit 2.2 Soil comes from rocks Unit 2.3 Soil typestERM 4
natural Sciences: Planet Earth and beyond technology: Systems and
control
4
B52
Final NS&T Gr 5 TG 14-6-13.indb 52 2013/06/15 3:13 PM
B53Unit 1.1 TOPIC 1 tERM 4
Unit 11
Topic Materials5.25 Hours
Unit 11
Topic Planet Earth3½ hours
Curriculum content and concepts• TheEarthtravelsinanorbit(pathway)aroundtheSun.• TheEarthtakesabout365daystotraveloncearoundtheSun,
thisiscalledayear.• TheEarthspinsonitsownaxis.• TheEarthtakesabout24hourstospinonce,thisiscalledaday.
What do you already know? LB p. 142Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) oceansandseas b) land/continents2. a) theMoon b) No,itchanges–basicdiscussiontorevisephasechangesof
theMoon3. a) Mercury,Venus,Earth,Mars,Jupiter,Saturn,Uranus,Neptune b) TheSun;itisthesourceofenergyforalllivingthingsonEarth
teaching the lessonLearnershavebeenintroducedtomostoftheconceptsinthisunitinGrade4.
Unit 1.1 The Earth moves
the Earth’s orbit around the Sun LB p. 143Discussandexplainthekeywordsonpage143.Learnerscanwriteanexplanationofeachintheirexercisebooks.DemonstratetheEarth’srevolutionaroundtheSunusingtwolearners.
DiscussthepictureofthesolarsystemandPluto’snewstatusasadwarfplanet.
Final NS&T Gr 5 TG 14-6-13.indb 53 2013/06/15 3:13 PM
B54 SECtiOn B TEACHING GUIDELINES
the Earth rotates on its own axis LB p. 144InGrade5,theemphasisisonlearnersdevelopingabasicunderstandingoftherevolutionandrotationoftheEarth.InGrade6,theywillexplorethesemovementsinmoredetail,andexplorehowthesemovementsarelinkedtoday/nightandseasons.
Background information: Rotation of Earth day/night as well as seasonsMoreadvancedlearnersmaybeeagertolearnmoreabouthowthemovementsoftheEarthinfluenceday/nightandseasons.Youcanusethisinformationtostartpreparinglearnersforwhattheywilllearnabout,regardingtheseaspectsinGrade6.
Thedrawingbelowcanbeusedtoexplaindayandnight,andseasons.
UseamodeloftheEarth(globe)orapicturetoexplaintherotationoftheEarthonitsownaxis.Discusstheangleoftheaxis,thepositionofthedifferentcontinents,thepositionoftheequator,poles,verticalandhorizontallines:
Drawthisdiagramontheboardforlearnerstocopyintotheirexercisebooks.Emphasisetheaccuracyoftheirlines.Thehorizontal,verticalline,Equatorandaxiscrosseachotherexactlyinthemiddle.ThelabelsforA–Eare:AandE–DirectionofrotationaroundtheaxisB–ShortdayinnorthernhemisphereC–LongdayinsouthernhemisphereD–Longnightinnorthernhemisphere
Thisdrawingcouldalsobeusedonanoverheadprojectortoillustratedayandnight.
Coverthesouthernhemisphere(partoftheEarthfromtheequatordownwards)withpaper.Showthelearnersthatthedarksectionofthenorthernhemisphereisbiggerthanthewhitesection.Thereforetheycandeductthatthenorthernhemisphereistiltedaway
Sun’s direct rays
axisSouth Pole 90 °S
Equator
vertical line
North Pole 90 °N
South Pole circle 66 °S1––––2
Tropic of Capricorn 23 °S1––––2
Tropic of Cancer 23 °N1––––2
North Pole circle 66 °N1––––2
Final NS&T Gr 5 TG 14-6-13.indb 54 2013/06/15 3:13 PM
B55Unit 1.1 TOPIC 1 tERM 4
fromtheSun,hasashortdayandalongnight–itisprobablywinterthere.Coverthenorthernhemispherewithpaper.Th eoppositeistrueforthesouthernhemisphere:longerdaythannight–tiltedtowardstheSun–seasonissummer.
PointoutvariouspositionsontheEarthandasklearnerswhatpeoplelivingtherewouldwear(summerorwinterclothes)andwhy.ShowlearnersthatthelengthofdayandnightontheEquatorstaysthesameallyearround.Pointoutthepolarregions.Inthenorthernpoleregion(fromtheNorthPolecircleuptotheNorthPole)itisdark.ExplainthatforthreemonthsayeartheSun’sraysdonotreachthispart.Th ereforeithasmoreorlessnightforthisentireperiod.Inthesouthernhemispheretheentirepolarregioniswhite;thereforeithasdayforthreemonthsayear.
ACtiVitY 1 Make a model of the rotation of
the Earth using a tennis ball and a
knitting needle LB p. 145
Learnersworkinsmallgroups.Discussthetextonpage145intheLearner’sBookandexplainwhattheyhavetodo.
ACtiVitY 2 Describe and draw how the
Earth moves LB p. 146
Learnersworkontheirown.KeepinmindthattheconceptsoftheEarth’srevolutionand
rotation,takesplentyofscaffoldingforlearnerstograsp.Th eywillexploretheseconceptsinmoredetailinGrade6,andevenfurtherintheSeniorPhase.YouraimwithinthesetwoactivitiesisthereforetostartdevelopingabasicunderstandingoftheEarth’smovements.1. Learners’descriptionswillvarybutshouldbealongthefollowing
lines:Th eEarthrevolvesaroundtheSunandatthesametime,theEarthrotatesarounditsownaxis(atafasterspeed),whichactsasa‘rod’runningthroughthecentreoftheEarthfromNorthPoletoSouthPole.Th eEarthrotatesarounditsaxisonceevery24hours,whereonehalfoftheEarthwillexperiencedaylightfor±12hoursandtheotherhalfwillexperiencenightfor±12hoursdependingontheseason.
2. Learners’ownattempttodepicthowtheEarthrevolvesandrotates.
3. LearnersdrawhowonehalfoftheEarthexperiencesdayandtheotherhalfexperiencesnight.Th edrawingshouldbesimilartothediagramonpage145intheLearner’sBookandpageB54inthisTeacher’sGuide.
4. Learnerssharetheirdescriptionsanddrawingswiththeclass.
ACtiVitY 1 Make a model of the rotation of
ACtiVitY 2 Describe and draw how the
Final NS&T Gr 5 TG 14-6-13.indb 55 2013/06/15 3:13 PM
SECtiOn B TEACHING GUIDELINESB56
Unit 12
Topic The surface of the Earth8¾ hours
Curriculum content and conceptsThesurfaceoftheEarthiscalledthecrust,andconsistsofrocks(evenundertheoceans)andsoil.
Resources neededDifferentexamplesofsedimentary,igneousandmetamorphicrocks,examplesofdifferenttypesofsoil,magnifyingglasses,glassbeakersorcontainers
teaching the lessonExplainanddiscussthelayersoftheEarthasgivenonpages147to148oftheLearner’sBook.
Unit 2.1 Rocks
Unit 2.2 Soil comes from rocks
Curriculum content and concepts• Thelandismadeupofrocks,subsoilandtopsoil.• SoilsupportslifeonEarth.• Topsoilliesonthesurface:
— topsoilisformedwhenrocksbreakintosmallgrainsovertime.
the land is made up of different types of rocks, subsoil and topsoil LB p. 148Explainthecontentonpages148and149.Discusshowsoilisformedbyerosioncausedbywater,temperaturechanges,windandchemicalchanges.
Curriculum content and concepts• Soilisusuallyamixtureofdifferenttypesofsoilgrainsindifferent
proportions:— sandysoil–hasahighproportionofcoarsesandgrains
Unit 2.3 Soil types
Final NS&T Gr 5 TG 14-6-13.indb 56 2013/06/15 3:13 PM
B57Unit 2.3 TOPIC 2 tERM 4
— clayeysoil–hasahighproportionoffinegrainsofclay— loamysoil–hasamixtureofsand,clayandothersoilgrains,
andalsocontainshumus(decomposedcompost)• Th esoilalsohasair,water,remainsofdeadorganismsandvery
smalllivingorganismsinit.• Soilformsveryslowlyinnature–oncetopsoilislost,itcannotbe
replaced,andthereforeweneedtoconserveit.
What do you already know? LB p. 149Th isisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. water–nutrients–anchor2. soil–plants–animals3. topsoil4. fertile
Soil is a mixture of different types of soil grains LB p. 150Asklearnerstobringsoilsampleswithdifferentconsistencies,grainsizeandcolourforthislesson.
ACtiVitY 1 Compare and describe the properties
of soil LB p. 150
Learnersworkwithanotherlearner.Beforelearnerscomparetheirownsamples,theymustreadthetextonpage150withapartner.2.and3.Learnerscollecttheirownsoilsamplesforthisactivity.Th eythenmakenotesonthedifferencesbetweenthesoilsamplestheycollected.
PRACtiCAL tASK — ACtiVitY 2 Compare and
describe the properties of soil LB p. 153
Learnersworkinsmallgroups.Th eycompletethetablebelow.Th eiranswerswilldiffer,dependingontheirsoilsamples.MakecopiesofthetableforeachlearnerorgetthemtocopythetablefromtheLearner’sBook.
ACtiVitY 1 Compare and describe the properties
PRACtiCAL tASK — ACtiVitY 2 Compare and
Compare properties Sample 1 (own) Sample 2 (own) Sample 3 (own)
Part A:2. a) How does it feel?
b) How does it smell?
c) The size of the grains through a magnifying glass
d) Colour of the particles
e) Learners observe which soils holds the most water and draw a bar graph to illustrate their fi ndings.
Part B:2. How do your samples compare to
samples 1, 2 and 3 in the textbook?
Final NS&T Gr 5 TG 14-6-13.indb 57 2013/06/15 3:13 PM
B58 SECtiOn B TEACHING GUIDELINES
Unit 13
Topic Sedimentary rock7 hours
What do you already know? LB p. 155Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) Theyareatthebeach.
b) Theyaretheremainsofseaanimalsandplantsdepositedinlayers,millionsofyearsago,andmagmafromprehistoricvolcanoesthathascooleddownslowlyinsidetheEarth.SomeoftherocksarefromlavathathascooleddownfastonthesurfaceoftheEarth.
c) Smoothrocks,andwhiteflakyrockcalledlimestoneordolomitecontainingshells.
2. a) Forexample:mountains,rivers,quarriesandmines(rockscontainingmineralssuchasgoldorcoal)
b) Forexample:layeredandsharp;smoothandround;smallgreystones
c) Water,windandiceerodelargerocksbybreakingthemdownintotinypiecestoformsoil.
3. Hard,dark,multi-coloured,multi-grained,smooth,rough,white,flaky,sandy,shiny,dull,etc.
Resources neededSamplesofdifferentsedimentaryrocks:shale,sandstone,dolomite,limestone,picturesofTableMountain,mountainsinthesouthernCape,limekilns,fossils
Unit 3.1 Formation of sedimentary rock
Curriculum content and concepts• Sedimentaryrocksareformedoveralongperiodoftimeinthe
followingway:— First,rocksbreakdownintosmallgrains.— Then,mudandsandismovedbywindandwater.— Afterthat,mudandsandgetsdepositedinlow-lyingareas.— Overtime,newlayersofmudandsandaredepositedontop
ofexistinglayers.— Afteraverylongtime,theselayersbecomecompactedand
hardenedandformsedimentaryrock,suchasTableMountainsandstoneandKarooshale.
— Theremainsofdeadseaanimalsaredepositedinlayersatthebottomoftheocean.
Final NS&T Gr 5 TG 14-6-13.indb 58 2013/06/15 3:13 PM
B59Unit 3.2 TOPIC 3 tERM 4
— Overmillionsofyearstheselayersarecompressedtoformdolomiteandlimestone.
• Sedimentaryrocksalwayshavevisiblelayerswithintherock• Examplesofsedimentaryrockareshale,sandstone,dolomiteand
limestone.
teaching the lessonDiscussthetextonpage156andpictureson157withlearners.
Curriculum content and concepts• Limestoneanddolomiteisusedtomakecement,fertilisers,
PlasterofParis,etc.• Sandstoneandshaleareusedinbuildings.
teaching the lessonDiscussthetextonpage158withlearners.
Unit 3.2 Uses of sedimentary rock
Final NS&T Gr 5 TG 14-6-13.indb 59 2013/06/15 3:13 PM
SECtiOn B TEACHING GUIDELINESB60
Unit 14
Topic Fossils8¾ hours
Curriculum content and concepts• Fossilsaretheremainsofancientplantsandanimalspreserved
inrock:— fossilsarefoundinsomelayersofsedimentaryrock— fossilsareevidence/arecordofthehistoryoflifeonEarth
• Therearetwomaintypesoffossils:bodyandtracefossils.
What do you already know? LB p. 159Thisisabaselineassessmenttodeterminelearners’existingknowledge.Learnersworkasaclass.1. a) DinosaursareanimalsthatlivedonEarthmillionsof
yearsago.b) Theybecameextinctafterclimatechangesdestroyedtheir
naturalhabitat.c) Palaeontologists,archeologistsandgeologistsdiscovered
theirremainsinrockandsoilexposedbyerosion.Theyreconstructeddinosaurbonesandskeletonsthatwerefoundvirtuallyintact.
2. Fossilsaretheremainsofanimalsandplantsfoundinlayersofsedimentaryrock.Thelayerspreservedtheremains.
3. LearnersworkontheirownanddrawapictureofwhattheythinkSouthAfricalookedlikemillionsofyearsago.
Resources neededSamplesorpicturesoffossilsfoundinrockand,ifpossible,arrangeavisittoafossilparkorfossilmuseum.
teaching the lessonDemonstratehowfossilswereencasedinrockmillionsofyearsagobydoingdrawings,andshowingvideoclipsorpictures.
Fossils: the remains of living organisms that lived long ago LB p. 160Discussandexplainthetextonpage160.Invitelearnerstosharetheirknowledgeandanyexamplesoffossilstheymighthaveorknowabout.
Unit 4.1 Fossils in rock
Final NS&T Gr 5 TG 14-6-13.indb 60 2013/06/15 3:13 PM
B61Unit 4.2 TOPIC 4 tERM 4
Curriculum content and concepts• Bodyfossilsformfromthehardpartsofplantandanimalbodies,
includingteeth,bones,shells,stems,leavesandseeds.• Tracefossilsformfromtracesleftbyanimals,includingfootprints,
nests,eggsanddroppings.• Somefeaturesoffossilsresemblethefeaturesofplantsandanimals
livingtoday.
How fossils form in sedimentary rocks LB p. 161Discussthedifferencebetweenmouldandcastfossils,referringtothetextonpage161.Th eillustrationsprovidedshouldbethoroughlystudiedasitisrepeatedintheRevision:Testlateron.
Body fossils: mould and cast fossils LB p. 161Discussthetextonpage161andgothroughtheillustrationscarefullytoshowhowmouldfossilsandcastfossilsareformed.
trace fossils LB p. 162Discussthetextonpage162.Learnersshouldhaveaclearunderstandingofthethreetypesoffossils.
ACtiVitY 1 Describe how fossils are formed
LB p. 162
Learnersworkingroups.1. Learnersdiscussthepicturestory.Learnersworkontheirown.2. Learners’ownattemptatreproducingthepicturestoryonpage161.
Encouragethemtouseadifferentfossilexample,suchasashellorplantmatter(ferns).
ACtiVitY 2 Make your own model of a fossil
LB p. 162
Learnersworkontheirown.PlasterofPariscanbeboughtfromhardwareorcraftshops.Itisinexpensiveandisidealtogetthewholeclassinvolvedinapracticalactivity.
ACtiVitY 1 Describe how fossils are formed
ACtiVitY 2 Make your own model of a fossil
Unit 4.2 Body and trace fossils
Final NS&T Gr 5 TG 14-6-13.indb 61 2013/06/15 3:13 PM
SECtiOn B TEACHING GUIDELINESB62
Curriculum content and concepts• SouthAfricahasaparticularlyrichfossilrecordofplants,animals
andearlyhumans.• ImportantfossilsfoundinSouthAfricaincludetheCoelacanth
andAfricandinosaurs.• Th eCradleofHumankindisoneofthesiteswhereimportant
fossilsofhumankindhavebeenfoundinSouthAfrica.
Th eLearner’sBookcontainsinformationaboutsomeofthemostimportantfossildiscoveriesinSouthAfrica.Newfossildiscoveriesarestillbeingmade.Encouragelearnerstobringarticlesandwebsiteinformationaboutsuchinformationtosharewiththeclass.
the Cape West Coast — then and now LB p. 163Readanddiscussthetextonpages163to164withlearners.
the Great Karoo basin — a dinosaur graveyard LB p. 165Learnersreadanddiscussthetextingroups.
the Coelacanth LB p. 166Readanddiscusspages166to167.Showmorepicturesofthecoelacanthifpossible.Asklearnerstoidentifythecharacteristicsofthisprehistoricfish,thatclassifyitasa‘dinosaur’ofmoderntimes.Learnersreadthetextontheirownandtaketurnstore-tellthestorytoapartner.
the Cradle of Humankind LB p. 168Readanddiscussthetextonpages168to169.Providemorepicturesandbooksaboutthissiteifpossible.
Cycads — living fossils LB p. 169Readanddiscussthetextonpages169and170.
ACtiVitY 3 Do research on fossils and give a
presentation on your fi ndings LB p. 170
Learnersworkingroups.Discusstherequirementsthoroughlywithlearners.Providebooksandprintedmaterialtoassistdisadvantagedlearnerswiththeirresearch.Learnersshouldfollowtheinstructionsonpage171closely.
Eachgroupmembershouldcontributetofindinginformation,processingitandsharingitwiththegroup.Itmaybebesttodividethetaskintosectionsforeachgroupmembertoresearch.Th isisnotaformalactivitybutcanbeadaptedtoaPracticalTaskforassessment.
ACtiVitY 3 Do research on fossils and give a
Unit 4.3 Importance of South African fossils
Final NS&T Gr 5 TG 14-6-13.indb 62 2013/06/15 3:13 PM
B63REViSiOn: tESt TOPIC 4 tERM 4
How are you doing? Take this opportunity to ask learners if there is anything that they
do not understand. You can check their understanding by asking
them some questions about the information covered in the topic.
Explain anything that learners do not understand.
Revision: test LB p. 171Learnersworkontheirown.1. sunlight,soil,carbondioxideandwater (4)2. a) Th eEarthtakes365¼daystoorbittheSun. (2)
b) Th eEarthrotatesonitsaxis. (2)3. a) Sand
b) Clayc) Loam (3)
4. a) False–loamysoilisidealforgrowingplantsb) True (3)
5. a) Igneousb) Metamorphic (2)
6. Sedimentaryrock–sedimentandlargerrockparticlesdepositedinlayershardeningintorockovermillionsofyear. (5)
7. 1E2B3D4G5C6F7A8H (8)
8. a) Learnerswritealettertotheirteachertoaskforanarrangedvisittothissite.
b) Learnersmustincludeinformationsuchaswherethesiteis,whatwasfoundatthesite,andwhattheythinktheclasswilllearnfromvisitingsuchasite. (16)
Total: 45 marks
Final NS&T Gr 5 TG 14-6-13.indb 63 2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 64 2013/06/15 3:13 PM
C1SECTION C PHOTOCOPIABLE RESOURCES C1
Formal AssessmentSection C: Photocopiable
resources
Record sheets and assessment templates C3
Worksheets C5
Exemplar examinations and tests C12
C1
Final NS&T Gr 5 TG 14-6-13.indb 1 2013/06/15 3:13 PM
Final NS&T Gr 5 TG 14-6-13.indb 2 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C3
Generic self-assessment sheet for assessing a poster
Learner’s name
How do I feel about the poster we made?
Criteria 4 3 2 1 Comments
1 The poster is neat
2 The writing is easy to read
3 The spelling is correct
4 Captions are provided
5 It contains all the information required
6 We all worked together
7 We all cleaned up afterwards
Code for evaluation:4 — Very well3 — Well2 — Fairly well1 — Not well at all
If you had to make the poster again, is there anything that you would change?
How would you change it?
Final NS&T Gr 5 TG 14-6-13.indb 3 2013/06/15 3:13 PM
C4 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Teacher assessment rubric
Generic assessment rubric for a Technology Practical Task
Learner’s name:
CATEGORY 4 3 2 1
Construction (materials)
Appropriate materials were selected and creatively modified in ways that made them even better.
Appropriate materials were selected and there was an attempt at creative modification to make them even better.
Appropriate materials were selected.
Inappropriate materials were selected and contributed to a product that performed poorly.
Modification/testing
Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.
Clear evidence of troubleshooting, testing and refinements.
Some evidence of troubleshooting, testing and refinements.
Little evidence of troubleshooting, testing or refinement.
Scientific and technology knowledge
Explanations by all group members indicate a clear and accurate understanding of scientific and technology principles underlying the construction and modifications.
Explanations by all group members indicate a relatively accurate understanding of scientific and technology principles underlying the construction and modifications.
Explanations by most group members indicate a relatively accurate understanding of scientific and technology principles underlying the construction and modifications.
Explanations by several members of the group do not illustrate much understanding of scientific and technology principles underlying the construction and modifications.
Plan Plan is neat with clear measurements and labelling for all components.
Plan is neat with clear measurements and labelling for most components.
Plan provides clear measurements and labelling for most components.
Plan does not show measurements clearly or is otherwise inadequately labelled.
Construction (care taken)
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
Construction was careful and accurate for the most part, but 1—2 details could have been refined for a more attractive product.
Construction accurately followed the plans, but 3—4 details could have been refined for a more attractive product.
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
Final NS&T Gr 5 TG 14-6-13.indb 4 2013/06/15 3:13 PM
C5 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 1 Topic 2 Unit 2.1 W
orksheet
1Activity 2: Identify parts of a skeleton LB p. 291. Study the skeleton parts below and write the letters
in the correct position on each of the skeletons. A) skull B) backbone C) ribs D) shoulder blades E) hip bone F) front limbs G) hind limbs
2. What are the three main functions of the skeleton?
Final NS&T Gr 5 TG 14-6-13.indb 5 2013/06/15 3:13 PM
C6 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 1 Topic 2 Unit 2.2
Wor
ksheet
2
Activity 4: Consider how antagonistic muscles work LB p. 33
Make a cardboard arm
Step 1: Cut a strip of cardboard. Step 2: Bend the cardboard at 13 cm to form an ‘elbow’.
Step 3: Make four slits big enough to push the elastic through them.
Step 4: Knot one end of both pieces of elastic.
Step 5: Push the elastic through the top slits, one on each side of the cardboard.
Step 6: Push the elastic through the bottom slits and knot the ends of each piece.
Step 7: Your cardboard arm has a front and back muscle.
Step 8: Pull on the elastic muscle (shorten them) to bend and straighten the arm.
10 c
m
29 cm 13 cm
1 cm1 cm
front muscle
back muscle
Final NS&T Gr 5 TG 14-6-13.indb 6 2013/06/15 3:13 PM
C7 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 1 Topic 2 Unit 2.2 W
orksheet
3
Activity 5: Explore body movements and joints LB p. 341. b) Fill in the table below to classify different movements.
Hinge joints Ball-and-socket joints Bones connected like a chain
hip
Final NS&T Gr 5 TG 14-6-13.indb 7 2013/06/15 3:13 PM
C8 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 3 Topic 2 Unit 2.2
Wor
ksheet
4Activity 2: Review what you know about the national power grid LB p. 125
Coal from a coal mine is burnt in a furnace (a large oven that reaches very high temperatures). This heats up water to produce steam.
The steam turns giant fans, called turbines.
The turbines provide power to the generators that generate the electricity.
Waste gases and water vapour are
released through cooling towers.
These waste gases create large amounts of pollution and contribute
to global warming.
Transformers step up or increase the voltage (the force that pushes the electric current) of the electrical current (stream) for transmission over high-voltage cable across long distances.
At electrical substations near
homes or businesses, transformers
step down or reduce the voltage of
the electric current to make it safe
for home use.
Electrical wiring in the
house leads to plug sockets
where we can plug in electric
appliances.
AF
C
G
E
B
D
Final NS&T Gr 5 TG 14-6-13.indb 8 2013/06/15 3:13 PM
C9 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 3 Topic 2 Unit 2.3 W
orksheet
5Activity 3: Consider safety rules and actions in an emergency LB p. 129
Safety rule Is safety rule applied correctly? Recommendations for improvement
Yes No To some extent, but needs improvement
• Make sure cords of appliances are not damaged or cracked.
• Electrical cables must not run across doorways or under carpets.
• Keep children away from electrical cables and sockets.
• Protect light bulbs with a cover and never hang cloths or other articles over the light bulb.
• Appliances that have to produce heat, like a toaster, kettle and iron, need a lot of energy. Only plug one of them into a socket.
• Never carry an electrical appliance by the cable.
• Dry your hands before touching electrical appliances.
• Don’t use electrical appliances in the bathroom.
• Don’t let extension cables run across a walking area.
• If your toast gets stuck in the toaster, switch it off before you try to get it out.
• Only use extension cables for a temporary connection.
• Switch off all electrical appliances before you go to sleep or leave the home.
• Don’t overload sockets.• Don’t warm or dry clothes over
a heater.• Don’t leave plugs in the socket
when you don’t use them. Remember, the appliance still draws electricity even if you don’t use it.
Other safety rules you think are important
Final NS&T Gr 5 TG 14-6-13.indb 9 2013/06/15 3:13 PM
Self-awareness and self-development
Wor
ksheet
2
C10 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 4 Topic 2 Unit 2.3
Wor
ksheet
6
PRACTICAL TASK — Activity 2: Compare and describe the properties of soil LB p. 153
Part B
Different soil types The number of your soil sample
Sand Feels grainy and coarse. Larger, loose particles. White or light-coloured particles. Dries out quickly.
Clay Feels smooth and sticky. Very fine particles. Different colours: brown, red, orange-brown and even white. Damp smell. Feels damp even when it has not rained for a while. When you add water, the soil can be rolled to form a “sausage”.
Loam Feels crumbly. Mixture of particles of different sizes. Contains humus. Smells musty. Not as sticky as clay, but holds water better than sand. Ideal soil for growing plants.
Final NS&T Gr 5 TG 14-6-13.indb 10 2013/06/15 3:13 PM
C11 You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5
Term 4 Topic 4 Unit 4.2
W
orksheet
7Activity 1: Describe how fossils are formed LB p. 162
1. A living organism (plant or animal) dies.
2. The dead organism sinks to the bottom of a sea, lake, river or swamp.
3. The dead organism is covered by layers of sediment such as sand or mud.
4. Over millions of years, tons of sediment piles up on top of the dead organism.
5. Pressure from all the layers of sediment turns the lower layers of sediment into rock, which surrounds the remains of the dead organism.
6. Water seeps into the rock and dissolves the remains of the dead organism. This leaves a hole in the shape of the original organism in the surrounding rock. This type of fossil is called a mould fossil.
7. Sometimes the water seeping into the rock is rich in minerals. The minerals are deposited in the mould left by the decayed organism. The minerals harden to form a cast fossil that has the same shape as the original organism.
8. When wind and water erode the covering layers of sedimentary rock, the fossils are exposed.
Final NS&T Gr 5 TG 14-6-13.indb 11 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C12
Formal Assessment Task 1: Answer sheet
Life and living; Structures
1. For each of the habitats below: • Name one plant or animal that is indigenous to this habitat. • Briefly describe how this plant or animal has adapted to
live in its habitat. 3 x 2 = (6)
a) Forest habitat:
b) Grassland habitat:
c) Desert habitat:
2. a) Name two types of animals that are invertebrates. (2)
b) Name three types of animals that are vertebrates. (2)
3. Is a tortoise an invertebrate or a vertebrate? Give a reason for your answer. (2)
Sample mid–year examination
Final NS&T Gr 5 TG 14-6-13.indb 12 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C13
4. Name the different parts of the skeleton of the animal below. (6)
a)
b)
c)
d)
e)
f)
5. Choose the correct word from the list below and write it next to the correct statements. (3)
scavengers decomposers predators
a) Organisms like fungi and bacteria that break up organic material and
give nutrients back to the soil.
b) Animals that hunt and kill other animals for food.
c) Animals like hyenas and vultures that feed on the remains of meat
left behind by other animals.
a)b)
c)d)
e)
f)
Final NS&T Gr 5 TG 14-6-13.indb 13 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C14
Matter and materials; Processing
7. Choose the correct words from the block to complete each description related to the properties of metals. (5)
tempered ductile alloy tungsten malleable
a) Metal is . This means that it can be hammered, shaped, bent or twisted into many different shapes.
b) Metals are . This means that they can be drawn into wires.
c) steel is a very hard type of steel made by repeatedly heating and cooling steel.
d) Steel is an made by combining iron and other elements.
e) is a metal used in electric light bulbs because it does not melt even at very high temperatures.
8. For each of the pictures below, write a caption that describes how it shows different ways of using the properties of metals to strengthen structures. 3 x 2 = (6)
A B C
1. The male parts, the , produce a yellow powdery substance called .
3. The pollen travels down inside the .
2. Pollen grains are carried by birds, bees or the wind to the top part of the female part, the
, on another plant.
4. The pollen reaches the egg or , the thick part at the bottom of the female part of the flower.
5. Inside the egg, can
now take place. You will learn more about fertilisation on the next page.
6. Use the words in the box below to complete the labels. (6)
stigma anthers ovule pollen fertilisation style
Final NS&T Gr 5 TG 14-6-13.indb 14 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C15
9. Think about one of the types of traditional processing of materials that you learnt about. Write down the name of the type of product made during this processing, and describe the processing that took place. 1 + 2 = (3)
10. a) In one of your experiments, you used a bottle and a coin to investigate what happens to some substances when they are heated and then cooled down again. Choose the correct description of what you discovered: (3)
• When we started (with the coin at room temperature), the coin fitted/did not fit through the opening of the bottle.
• When we heated the coin, it fitted/did not fit through the opening of the bottle.
• When the coin cooled down again, it fitted/did not fit through the opening of the bottle.
b) Explain what this experiment shows about the properties of substances. (2)
11. Explain what happened when you combined jelly powder and water. Your explanation must include what you had to do to these materials to turn them into something with different properties. (4)
TOTAL MARKS: [50]
Final NS&T Gr 5 TG 14-6-13.indb 15 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C16
Formal Assessment Task 1: Answer sheet
Life and living; Structures
1. Accept any reasonable choices of animals and descriptions (either examples from the Learner’s Book or the learner’s own examples from general knowledge) that shows an understanding of animal/plant adaptations, e.g. vygies in desert habitats have fleshly leaves to store water. 3 x 2 = (6)
2. a) Any two examples of invertebrates (animals without a backbone)
from Learner’s Book (page 21) or learners’ general knowledge. (2) b) Any two examples of vertebrates (animals with a backbone) from
Learner’s Book (page 22) or learners’ general knowledge. (2)
3. An invertebrate – its shell is not a skeleton, but an added protective layer. It has a skeleton inside its body. (2)
4. See labels below. (6)
Memorandum for sample mid-year examination
5. a) decomposers b) predators c) scavengers (3)
a) shoulder blade
c) backbone
b) rib cage
f) front limbs
e) hind limbs
d) hip bone
Final NS&T Gr 5 TG 14-6-13.indb 16 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C17
6.
(6)Matter and materials; Processing
7. a) malleable b) ductile c) tempered d) alloy e) tungsten (5)
8. Accept any reasonable descriptions, as in the examples below, that show an understanding of the properties of metals used for strengthening. 3 x 2 = (6)
a) The tank is made of very strong metals so that it can withstand bullets and fire.
b) Reinforced concrete used for building has metal bars arranged in a grid pattern and then filled with concrete to resist compression and tension forces.
c) Metal fencing and security doors keep entrances safe from intruders because the metal grids are very difficult to break through.
9. Accept any suitable names and descriptions of traditional processing methods (as described on Learner’s Book pages 101–104), or even learners’ own appropriate examples. One mark for the name and two marks for an appropriate description of a processing method. 1 + 2 = (3)
10. a) fitted did not fit fitted (3) b) Any reasonable description that explains how some substances
expand when heated and contract again when cooled. (2) 11. Add boiling water to jelly. Stir until jelly powder has dissolved. Pour mixture into container. Leave to set in fridge or a cold place. (4) TOTAL MARKS: [50]
1. The male parts, the anthers produce a yellow powdery substance called pollen.3. The pollen travels down inside the style.
2. Pollen grains are carried by birds, bees or the wind to the top part of the female part, the stigma on another plant.
4. The pollen reaches the egg or ovule, the thick part at the bottom of the female part of the flower.
5. Inside the egg, fertilisation can now take place. You will learn more about fertilisation on the next page.
Final NS&T Gr 5 TG 14-6-13.indb 17 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C18
Formal Assessment Task 1: Answer sheetSample end-of-year examination
Energy and change; Systems and control
1. Identify the sources of energy in pictures A to F. (6)
A B C
D E F
2. Draw a table and separate the sources of energy shown in A to F above into renewable and non–renewable energy sources. Give your table a heading and draw it neatly. 6 + 2 = (8)
Final NS&T Gr 5 TG 14-6-13.indb 18 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C19
3. Fill in the missing words: Energy that is stored in systems is called
, while energy that systems have
because they can move is called . (2)
4. a) List four things to do in case of an electrical emergency. (4)
b) Name one thing you must NOT do when someone has received an
electrical shock. Give a reason why this must not be done. (2)
5. a) Indicate what else is needed for wheels to make things move.
(1)
b) Explain how wheels and the object you named in (a) work together to make something move. (2)
Planet Earth and beyond
1. Write down if each of these statements is true or false.
a) Sand particles are very coarse and don’t hold water.
b) Clay particles are very fine and cannot hold water.
c) Loam is a good mixture of sand, clay and humus. (3)
Final NS&T Gr 5 TG 14-6-13.indb 19 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C20
2. Fill in the missing words below to show your understanding of the movements of the Earth.
The angle of the Earth’s and the revolution of
the Earth in an orbit around the Sun causes . While the Earth around the Sun, different parts of the Earth are exposed to different amounts of sunlight and heat
from the Sun. The hemisphere that is tilted towards the Sun will have
At the same time, the hemisphere that is
tilted away from the Sun will have . (5)
3. a) Name two natural processes that play a role in the formation of sedimentary rock. (2)
b) Explain how sedimentary rock is formed, by referring to the processes you identified in (a) above. (4)
4. a) Name two types of sedimentary rock. (2)
b) For each type of sedimentary rock that you named in (a), describe two ways in which this type of rock is used for different purposes. (2)
Final NS&T Gr 5 TG 14-6-13.indb 20 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C21
5. a) Name two important sites where fossil discoveries have been made
in South Africa. (2)
b) For each of these fossil sites, write a short description of the nature and importance of the discovery 2 x 2 = (4)
c) Suggest a reason why the story of finding the coelacanth is such an important story to tell. (2)
TOTAL MARKS: [50]
Final NS&T Gr 5 TG 14-6-13.indb 21 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5C22
Memorandum for sample end-of-year examination
Energy and change; Systems and control
1. A water B Sun C coal D battery E wind F fuel (6)
2. Renewable resources Non–renewable resources
water coal
Sun battery
wind petrol/fuel
6 for answers = 2 for correct and neat table = (8)
3. potential energy kinetic energy (2)
4. a) Accept any four appropriate answers related to what they learnt about in the Learner’s Book, as well as from their general knowledge, for example:
Tell an adult to turn off the main power. Call an emergency number, and tell them it is an electrical accident. When victim is no longer in contact with electricity, ask adult to give
first aid, such as CPR. Don’t touch burns, break blisters or remove burned clothing. Take the person to a doctor as electrical shock may cause burns
inside the body. (4) b) Do not touch the person or anything he or she is touching, as the
person may still be in contact with the source of electricity, and you could then also get shocked. (2)
5. a) an axle (1) b) The axle connects two wheels (or connects one wheel to the rest of
the system) so that the wheels can do work and make the system move. (2)
Final NS&T Gr 5 TG 14-6-13.indb 22 2013/06/15 3:13 PM
You may photocopy this page for use with Study & Master Natural Sciences and Technology Grade 5 C23
Planet Earth and beyond
1. a) True b) False c) True (3)
2. Fill in the missing words below to show your understanding of the movements of the Earth.
The angle of the Earth’s axis and the revolution of the Earth in an orbit
around the Sun causes seasons. While the Earth revolves around the Sun, different parts of the Earth are exposed to different amounts of sunlight and heat from the Sun. The hemisphere that is tilted towards the Sun will have summer. At the same time, the hemisphere that is tilted away from the Sun will have winter. (5)
3. a) wind; water (2) b) Accept any reasonable descriptions of the steps involved, for
example: Wind, water and other natural processes erode (break down) rock,
and wind or water carry the pieces away. When wind or water slows down, particles are deposited (set down)
in layers called sediment. Heavier pieces of rock settle at bottom, and lighter pieces at the top. Process gets repeated, and gradually the layers harden to form
sedimentary rock. (4)
4. a) to b) Any suitable examples and descriptions (from Learner’s Book pages 158 or the learner’s own knowledge), e.g. limestone for making cement and producing lime which is used in agriculture. 2 + 2 = (4)
5. a) Any two of Karoo basin, Cradle of Humankind and Langebaanweg on Cape West Coast. (Also acceptable if they refer to cycads in Limpopo and discovery of coelacanth off east coast of South Africa) (2)
b) Accept any suitable description of the nature and importance of the selected site, based on content in Learner’s Book 165 to 170). 2 x 2 = (4)
c) Learner’s suggestions should reflect understanding of the importance of coelacanth as a living fossil. (1)
TOTAL MARKS: [50]
Final NS&T Gr 5 TG 14-6-13.indb 23 2013/06/15 3:13 PM
D1SECTION D DOCUMENTS C1
Formal AssessmentSection D: Documents
This section is for you to file your copy of the Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Technology in the Intermediate Phase.You may add any other documents you receive in this section and list them below for easy reference.
D1
Final NS&T Gr 5 TG 14-6-13.indb 1 2013/06/15 3:13 PM
www.cup.co.za
I SBN 978-1-107-65171-5
9 7 8 1 1 0 7 6 5 1 7 1 5
Natural Sciences Natural Sciences Natural Sciences and Technologyand Technologyand Technology
5Grade
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 support your teaching.
David Green obtained an M.Sc. at UWC and a Diploma in Tertiary Education at UNISA. He was Senior Lecturer in Biology and Natural Sciences at Söhnge College of Education until 2003 and is currently Curriculum Advisor for Life Sciences and Natural Sciences in the West Coast Education District (WCED). Ria de Jager obtained a Masters Degree in Technology Education. She is Deputy Chief Education Specialist in Technology in KZN, Chairperson of the Technology Association of SA, and has been writing textbooks for 10 years.
SM_Nat sci_G5_TG_English.indd 2 2013/06/15 2:51 PM
