Matter and Materials [Grade 4 English]

Western Cape Primary Science Programme (PSP)An example of a learning experience in the Natural Sciences

MATTER AND

MATERIALSGRADE 4

We welcome the wide use of these materials. Please acknowledge PSP. ©PSP 2008

WHAT CAN WE FIND OUT ABOUT MATTER?1 What is Matter?

2 What are solids, liquids and gases?

3 What solids, liquids and gases are around us?

4 How do we measure solids, liquids and gases?

5 How much can a medicine spoon hold?

6 Investigation – How can we measure thequantity of a liquid?

7 How do we measure the amount of matter wehave?

8 How do we measure the amount of gas wehave?

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DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS

These materials were written to support teachers in their work with learners around the content area of Matter & Materials. While this is not a complete work schedule, it offers possibilities for teachers to include other learning experiences and to extend and develop this further.

This example learning experience shows how you can work towards the following learning outcomes in the Natural Sciences.

A LO1: Scientific InvestigationsThe learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts

A LO2: Constructing Science Knowledge

The learner will know and be able to interpret and apply scientific, technological andenvironmental knowledge

A LO3: Science, Society and the EnvironmentThe learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

Courses presented by Rose Thomas and Nontsikelelo MahoteBooklet designed by Welma Odendaal Illustrated by Nicci Cairns and Janet Ranson

Western Cape Primary Science Programme

Edith Stephens Wetland Park

Lansdowne Road

Philippi 7785

PO Box 529

Howard Place

7450

Tel: 021 691-9039 Fax: 021 691-6350

e-mail: [email protected]

website: www.psp.org.za The PSP is grateful for support from PETROSA

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Section 11. Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–24

2. Assessment tasks

LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Section 2: Teacher resourcesTask cards to Photocopy

1. Task card 1. Solids, liquids and gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

2. Task card 2. Assessment for LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

3. Task card 3. How do we measure solids liquids and gases? . . . . . . . . . . . . . .30

4. Task card 4. How much can a medicine spoon hold? . . . . . . . . . . . . . . . . . . . . .31

5. Task card 5. How can we measure the quantity of a liquid? . . . . . . . . . . . . . . .32


7. Task card 7. How do we measure the amount of matter we have? . . . . . . . . . .35

8. Task card 8. Measuring the mass of different objects . . . . . . . . . . . . . . . . . . .37


Traditional story: Umgwebi uSokhetye/The Great Judge . . . . . . . . . . . . . . . . . . . .40

Section 3Extracts from the National Curriculum Statement for Natural Sciences Grades R-9

1. Core knowledge and concepts for Matter and Materials (NCS) . . . . . . . .43–45

2. Learning Outcomes and assessment standards (NCS) . . . . . . . . . . . . . . .46–51

Contents

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1. Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11––22442. Assessment tasks

LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Section 1

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1

11Key concept

g EEvveerryytthhiinngg aarroouunndd uussiiss mmaaddee ooff mmaatttteerr

Teacher Task

What is Matter?

IntroductionIntroduce learners to a selection of objects on your table, eg a plastic bag of air, aglass of water, a book, etc. Then point to all the things around you in theclassroom, eg chalk, walls, tables, floor, etc.Ask your learners:a What are all these things made of?a What is the ‘stuff’ they are made of?a Where did this ‘stuff’ come from?Accept many different answers and explanations from learners.

Introduce and explainIntroduce the word ‘matter’ and explain that scientists use this word to describe all the ‘stuff’ that things are made of.

MATTER

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Note to teachersEverything in the world is made of ‘matter’. All matter is made from verysmall particles. These small particles are called atoms. (Atoms occurnaturally throughout the Earth, and in the water and in the atmosphere onEarth.) There are many different kinds of atoms. So we get manydifferent kinds of matter. For example, copper is made fromcopper atoms. Water is made from hydrogenatoms combined with oxygenatoms.

Scientists like to classifymatter in different ways. One way is to classify

it by the kind of atoms that it is made of. The study ofchemistry is the study of different kinds of matter and the atoms that

make up the matter.One way of classifying matter is to classify it into the three forms or phases of

matter which occur naturally. These are solids, liquids and gases. Some substancesoccur naturally in one form. For example, coal is found as a solid; oxygen in air isfound as a gas; and saliva is found as a liquid.

Sometimes it is difficult to decide whether something is a solid, or a liquid, or agas. This is because different substances can behave more like a liquid in someconditions, but more like a solid in other conditions.

For example, when syrup is warm, it’s like a liquid because it pours like aliquid. But when it is cold we can’t pour it. It’s more like a solid, although ittakes the shape of its container. It’s the same with porridge. Porridge is runnywhen it’s hot, but solid when it cools. Uncooked rice can be poured, although eachgrain retains its shape like other solids.

Sometimes a solid or liquid substance also gives off a gas, which we can smell butwe can’t see. For example, a hard-boiled egg gives off a smell. So does fruit juice.

However, many things around us are made up of a combination of more thanone form of matter. For example, an orange has a skin which is solid. It hasjuice which is liquid. And it gives off a gas which helps us to smell that it’s anorange. Another example is soda water in a bottle. The bottle is a solid. Thewater is a liquid. And the bubbles are a gas (carbon dioxide).

We also know that some substances can change their form or phase. Forexample, ice is a solid. But when we heat it, it becomes a liquid – water.

When we heat it even further, it becomes a gas – water vapour. Water is one ofthe few substances that occur in all three phases naturally on the Earth’s surface.

Water is one of

the few

substances that

occur in all

three phases

naturally on the

Earth’s surface.

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What are solids, liquids and gases?22Key concept

g WWee ffiinndd mmaatttteerr iinntthhrreeee ddiiffffeerreenntt ffoorrmmss::ssoolliiddss,, lliiqquuiiddss aannddggaasseess

Learner Task

Teacher Task IntroductionIntroduce the terms:Solid a bookLiquid water in a glassGas air in a bagShow more examples of solids, liquids and gases, eg cool drink, wood, cardboardbox, balloon or ball with air, point to the air around us, etc.

Preparation1. Hand out boxes containing common examples of solids, liquids and gases eg

cloth, oil, inflated balloon, helium balloon (ask at the Spur), tea, chocolate,water, bean, milk, bottle of air, glass bottle, fruit juice, tea bag, bottle of carfumes, biscuit, egg shell etc.

2. Label all the objects with their names. Ask the learners to read the labelsbefore they do the task.

Sorting, drawing and writing1. Sort the things in your box into solids, liquids and gases.2. Write and draw pictures to show which things are solids, which things are

liquids, and which things are gases.See page

28 for

the Learner Task

Card to photocopy.

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What solids, liquids and gases are

Consolidationa Check that each child has sorted the objects correctly and that s/he has

recorded the sorting correctly at her/his table.a You can do this by getting children to call out the answers. Correct and explain

where necessary. They can then check their own work and make corrections.a Read through the properties in the last row of the table and explain them to

the children.

Explaina Explain that the properties of a solid are the things that all solids have in

common. The properties of a liquid are the things that all liquids have or cando. The properties of a gas are the things that all gases have or can do.

SOLIDS LIQUIDS GASES

Cloth Oil Bottle of air

Ruler Milk Smell of vinegar

Bread Tea Air in a football

Rice Juice Bottle of petrol fumes

What can all solids do? What can all liquids do? What can all gases do?

a All solids keep their shape. a All liquids can pour. a All gases take the shape ofa All liquids take the shape their container.

of the container. a All gases can escape into the air.

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What solids, liquids and gases are

Key concept

g SSoommee eevveerryyddaayyssuubbssttaanncceess aannddoobbjjeeccttss aarree ccoommbbiinnaa--ttiioonnss ooff ssoolliiddss,, lliiqquuiiddssaanndd ggaasseess..

Teacher Task

Teacher and

Learner Task

Learner Task

33 around us?

Discussion with classAsk the class:a What other solids, liquids and gases do you know of?a Can all things (matter) be sorted into just these three groups (categories)?

(solid, liquid or gas)a Is it easy to tell whether something is a solid or a liquid?a Is porridge a solid or a liquid? Does it have gas in it? Does it have a liquid in

it? When it’s cooked, is it a solid, or a liquid, or a gas?a What about coca cola, is it a solid, liquid or gas?Accept many different answers and explanations from your learners.

Making a class display with learnersa Ask your learners to bring other examples of substances from their homes to

make a class display. Sort the items into solids, liquids and gases and namethem.

a Ask learners to write labels for their substances. a Make space for a display in your classroom.a Tell your learners that they are going to do individual writing. Ask them to copy

the sentences into their books and complete them. Then they must make one ortwo sentences of their own.

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TTHHEE TTHHRREEEE FFOORRMMSS OOFF MMAATTTTEERREverything in the world is made up of matter.Matter comes in 3 different forms.The 3 forms of matter are ———————————,———————————————————— and ——————————————————A cloth is a ———————————————Oil is a ——————————————————————Chocolate is a ——————————————————There is ————————— inside a balloon. ETc …

Playing with wordsa Play a game in which learners suggest action words (verbs) that describe what

solids liquids and gases can do, and what we can do to them. When you dothis activity, use more than one language. This will help the learners todevelop their understanding of the properties of the three forms of matter.

a Write up your learners’ responses in the form of a mind map. Try to encourageyour learners to think of as many words as they can. You want to build up arich collection of words.

Teacher Task

What can solids do?

What can we do to solids ?

Cut

Break/yaphula

Build

Drop

Stack

Crush/cola

Bang

Push

Pull/tsala/trek

Fold/songa/vou

Bend/goba/buig

Etc

What can liquids do?

What can we do to liquids ?

Pour/chitheka

Drink/sela

Spread/smeer

Splash

Overflow/phuphuma

Flow/vloei

Stir/zamisa/roer

Mix/meng

Run/baleka

Trickle

Dribble

Drop

Spit/tshica

Etc

What can gases do?

What can we do to gases?

Squeeze

Blow/vuthela

Pop

Smell/joja/ruik

Burst

Squash

Escape

Whistle

Exhale

Inhale/sezela

Etc

SOLIDS LIQUIDS GASES

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Demonstrate and explaina Use a lemon or orange to demonstrate that many everyday objects are made up

of a combination of solids, liquids and gases.a The lemon skin is a solid. a Scratch the skin and the lemon gives off a gas that you can smell.a Use other examples as well. For example, boiled egg, raw onion, cut a tomato,

a bottle of coca-cola, etc.

Learner Assessment Task for LO2

What solids, liquids and gases are around us?Some things around us are a combination of solid, liquid and gas.The purpose of this assessment task is for learners to:a Name and describe objects, materials and organismsa Sort objects and organisms by a visible property.

Instructions1. Bring as many things as you can from your home, which are a combination of

solid, liquid and gas.Explain to your group about the solid, liquid and gas in each one.

2. Write and draw in your book about the solids, liquids and gases from yourhome. Your writing and drawings must show everything you understand aboutsolids, liquids and gases.When you write, use some of the words from the word game.

Teacher Task

See AssessmentStandards for LO2Grade 4 on page 46.Also Assessment TaskCard for LO2 on

page 29.

ASSESSMENT CRITERIAWhat solids, liquids and gases are around us?

Assessment for LO2

Assessment task Assessment criteria

Write and draw in your book about the Learners must:solids, liquids and gases at your home. a Choose suitable examples of objects from home

that are a combination of solid, liquid and gas.a Draw pictures of the objects that show

understanding about the solids, liquids and/or gases in them.

a Make drawings which are clear, neat and detailed.a Provide labels or captions for the drawings using

key words such as, solid, liquid and gas as well as appropriate verbs generated in the word game.

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How do we measure solids, liquids 44Thinking about measuringThere are lots of solids, liquids and gases in our lives. Sometimes we need tomeasure how long or how much of something we need.

Is it important to be able to measure solids, liquids and gases? What do you think?

Class discussion about measuring Encourage your learners to talk and share their experiences about measuring matterand materials in their lives; for example, measuring how much petrol, weighing thebaby, buying a certain amount of food, measuring how much building material,buying clothing of the right size, etc.

and gases?

Key concept

g IInn eevveerryy ddaayy lliiffee wweemmeeaassuurree ssoolliiddss,, lliiqquuiiddssaanndd ggaasseess ffoorr pprraaccttiiccaallaanndd ssaaffeettyy rreeaassoonnss..

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This task is to introduce a reason why in certain circumstances we need to measuresolids, liquids and gases.

Tell your learners a story which explains a reason for measuring. (You can tell thema story that you know, use the one below, or make up a story that shows howimportant it is to measure. Also see the traditional story on page 40)

Once upon a time there was a little girl called Thandi. She lived withher grandmother. One morning she woke up feeling terrible. She washot and sweaty and her chest was hurting. When she tried to get out ofbed her legs felt weak and wobbly. She coughed and coughed, whichmade her chest even more sore.

Thandi’s grandmother could see that something was wrong. She put herhand on Thandi’s forehead and it felt very hot. She could hear Thandicoughing and wheezing. She got a big fright. She began to look for themedicine that the doctor had given her the last time Thandi had such ahigh temperature. This liquid medicine would help to lower Thandi’stemperature and make her sleep. It would also help to stop the pain inher chest.

Thandi’s grandmother searched for the medicine. At last she found it inthe box above the sink. She read the instructions on the bottle to seehow much to give Thandi. Then she looked for the medicine spoon butall the spoons were at their Auntie’s house. She had borrowed them forthe party the next day.

So Thandi’s grandmother took the medicine to Thandi and told her todrink just a little bit from the bottle.

DiscussionTo help learners understand why it is important to measure substancesa What do you think happened to Thandi? Did she get better?a Did her grandmother do the right thing?a What should she have done?a Do traditional healers measure the amount of medicines? How do they do this?a Look at a bottle of medicine. What measurements are shown on the bottle? Is

there more than one? What do these measurements tell us?a Why do some medicines have directions on the bottle?a What do the directions tell us?a Why should we follow the directions properly?a Why should we always only take the recommended amount (measurement) of

this medicine?a Do you think it is important to measure accurately? Why?a Why do you think the amount of medicine is different for adults and children?a Can you think of any other situations where it is important to measure matter

accurately?a Do people measure gas? Why is it important to measure gas accurately?a Do people measure solids? Why?

Teacher Task

Use examples ofmedicines from thechemist, homeopathicmedicines and herbalremedies – or askyour learners to bringexamples from home.You will find that allof these havedifferent ways ofmeasuring the dose.Sometimes it ismeasured in drops.Sometimes it ismeasured in spoons.And sometimes it ismeasured in milli-litres.

Note to teachers

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How do we measure solids, liquids and gases?

Measuring medicines1. Bring some empty medicine boxes and bottles to your class. Look for the

instructions found on them. Sometimes there is a paper with instructions insidea medicine box.

2. Read the instructions and find out how much medicine must be taken.3. Then make a list in your books like this:

MEASURING MEDICINES

DiscussDiscuss these questions with your group

Questions

1. Why do we have to measure some medicines before we take them?

2. Why is the dose different for children and for adults?

3. What will happen if a child is given an adult’s dose?

4. What will happen if an adult is given a child’s dose?

5. How will you find out what the dose is of a medicine?

Learner Task

See page 30 for

the Learner Task

Card to photocopy.

Name of medicine Dose: Amount of medicine

For a child For an adult

Panado syrup

Panado tablets

Grandpa powders

Borstal

Enos

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How much can a medicine spoon hold?55Key concepts

g Most medicine spoonshave an indication of ameasurement on them.Sometimes they have ameasurement for a fullspoon (5ml) and some-times they have ameasurement for halfa spoon (2.5ml).

Note to teachers about measurement When scientists measure matter, they usemany different kinds of measurements. Weare focusing on one type of measurement,called the volume, in this learning experience.

This measurement is used when we want to find out how much space a certain solidor liquid takes up. This measurement is called the volume. We measure it in unitscalled millilitres (ml) and litres (l).

Millilitres are very small units. They are used for measuring small quantities, whichtake up a small space. Litres are large units. They are used to measure larger quantities,which take up a larger space. A medicine spoon is used to measure powdery solids andliquid medicines.

Medicine spoons usually have a measurement on them so that the medicine dose canbe accurately measured. A medicine spoon usually contains space for 5ml of liquid orpowder. The space that the liquid or solid occupies in the spoon is called the volume.This is a measure of the quantity of liquid.

Preparationa Provide different liquids for the learners to measure, for example, sugar-water,

water, cool drink, milk, etc.a Provide different powders for the learners to measure, for example, Maizena,

salt, sand, flour, coffee, etc.a Demonstrate the following procedure to the learners.

Teacher Task

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What quantity of liquid or solid do we have? Measuring the quantity of liquid or solid in a medicine spoon

How much water in one teaspoonful?1. Take 1 medicine spoon of water.2. Suck it up into a syringe.3. Read how much water is in the syringe.

Volume = 4. Squirt the liquid from the syringe into a measuring cylinder.5. Read how much water is in the measuring cylinder.

Volume =Use the same procedure to measure medicine spoonfuls of other liquids. Record

Liquid Syringe Measuring cylinder

1 spoonful of . . . . . . . . .volume = . . . . .ml volume = . . . . . . . .ml



Now use the same procedure to measure medicine spoonfuls of powder.

You will not be able to suck the powder into the syringe. You must pour it into theback.

Powder Syringe Measuring cylinder


1 spoonful of . . . . . . . .volume = . . . . .ml volume = . . . . . . . .ml


Consolidationa Help the learners to come to a conclusion about what they have found out.

They will find that the quantity of liquid or powder in the spoon is always 5ml,no matter what liquid or powder you use.

a Write the following question on the chalkboard. Help them to answer it andask your learners to write the question and answer into their science books.

HOW MUCH CAN A MEDICINE SPOON HOLD?

1 medicine spoon always measuresa quantity of 5ml, no matter whatliquid or powder we use. The liquid or powder occupies a spaceof 5ml in the medicine spoon when itis full.

Learner Task

See page 31 forthe Learner TaskCard to photocopy.

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INVESTIGATION66How can we measure thequantity of a liquid?

Teacher Task

IntroductionIntroduce and explain the concept of volume. Introduce and explain the units formeasuring the volume, (ml and l). Remind your learners that these units are usedinternationally to measure volume. Remind your learners about medicine spoons aswell. Remind them that medicine spoons can hold 5ml of liquid.

PreparationPrepare your learners to carry out an investigation. They must work out how tomeasure the quantity (the volume) of water that will fill different containers.

InvestigationThe purpose of this investigation is for learners to:a Experience the size of different volumes of watera Find out that a big volume is made up of multiples of smaller volumes. This will

help them to begin to convert from smaller units to larger units.ApparatusFor each group you will need:a Plastic medicine spoonsa A baby food jara A 500ml cool drink bottle/boxa A 1-litre plastic milk bottlea A 2-litre milk bottlea A funnel (You can cut a coke bottle to make a funnel.)a A bottle or jug of water.

Key concepts

g We measure liquids inunits called millilitres(ml).This is for verysmall amounts of liquid.

g We also measure liquidsin units called litres (l).This is for largeramounts of liquid.

g There are 1000millilitres of liquid in 1litre.

g When we are measuringthe quantity of liquid,we say we aremeasuring the volumeof the liquid.The volumetells us how much spacethe quantity of liquidtakes up. So the volumeof a liquid is measuredin millilitres and litres.

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Group activityHow can we measure the quantity of a liquid? Measure and calculate the amount of water that will fill different containers.

a Remember 5ml of water can fill 1 medicine spoon.1. Use the water and containers to measure how much water will fill each

container. Record your findings.

Learner Task

PREDICT DO COUNT CALCULATE

How many do you think This is what you must How many did fit into How much water did will fit into the bottle? do the bottle? you measure? (ml or l)

How many medicine Pour water How many medicine spoons How much water is spoons of water will of water did it take to fill there now in the fill the baby food the baby food bottle? bottle?bottle?

How many baby food Pour water How many baby food How much water is bottles of water bottles of water did it take there in the bigger will fill the to fill the small fruit juice bottle?small fruit bottle?juice bottle?

How many baby Pour water How much water is there How much water is food bottles in the small milk bottle? there in the biggerof water did bottle?it take to fillfill the small milk bottle?

How many baby Pour water How many baby food bottles How much water is food bottles of of water did it take to fill there in the biggerwater will fill the big milk bottle? bottle?the big milk bottle?

Some baby food jars have measurements on the side. Pointout these measurements to the children. Show them thatthe small baby food jars contain 100ml of liquid when theyare filled up to the neck of the jar, not up to the lid.

This is a useful measurement because they can put 20 ofthe 5ml medicine spoons of water in it to fill it to 100ml.These jars are also useful because when you use them to fillup the 500ml, 1l and 2l bottles, the calculation will be easyfor the children.

Let them work out for themselves how they will go aboutmeasuring the quantity of water in their containers.Remind them to pour carefully.

When you select 500ml, 1l and 2l bottles for this activity,try to use milk or juice bottles because the liquid in them

is generally filled up to the neck. Draw your learners’attention to this. Then you can tell them to fill up theirbottles to the neck and after that to do the calculation.

In the case of bottles that are used for fizzy drinks (likecoke bottles), the liquid is not filled up to the neck. Aspace is left for expansion of the gas in the bottle. If thechildren use these bottles and fill them up to the neck, thenthey will measure a bit more than the 1l or 2l printed onthe bottle.

When learners do their own investigation, they can chooseany container and fill it up to the neck. Then they can dotheir calculation. In an investigation you can expect manydifferent containers and answers from different learners.But you must check that they have used a suitable methodto measure, and that their calculations are correct.

Note to teachers


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Teacher Task

Learner Task

WWEE MMEEAASSUURREEDD HHOOWW MMUUCCHH LLIIQQUUIIDD WWEE HHAAVVEE11.. HHooww mmuucchh lliiqquuiidd ddoo wwee hhaavvee iinn aa mmeeddiicciinnee ssppoooonn??

WWee hhaavvee —————————————————— ooff lliiqquuiidd iinn aa mmeeddiicciinnee ssppoooonn.. 22.. HHooww mmuucchh wwaatteerr ddoo wwee hhaavvee iinn aa bbaabbyy ffoooodd bboottttllee??

WWee hhaavvee —————————————————— ooff lliiqquuiidd iinn aa bbaabbyy ffoooodd bboottttllee..33.. HHooww mmuucchh wwaatteerr ddoo wwee hhaavvee iinn aa ssmmaallll jjuuiiccee bboottttllee??

WWee hhaavvee —————————————————— ooff lliiqquuiidd iinn aa ssmmaallll jjuuiiccee bboottttllee..44.. HHooww mmuucchh lliiqquuiidd ddoo wwee hhaavvee iinn aa ssmmaallll mmiillkk bboottttllee??WWee hhaavvee —————————————————— ooff lliiqquuiidd iinn aa ssmmaallll mmiillkk bboottttllee..

55.. HHooww mmuucchh lliiqquuiidd ddoo wwee hhaavvee iinn bbiigg mmiillkk bboottttllee??WWee hhaavvee —————————————————— ooff lliiqquuiidd iinn aa bbiigg mmiillkk bboottttllee

ConsolidationCheck that your learners have carried out the activity and done the calculations correctly. Make sure that they have completed their table correctly and that their answers are correct.

Writing TaskWrite the following questions on the chalkboard. Help your learners to write the questions and the correct answers in their books. They can draw the container.

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Assessment Task for LO1

INVESTIGATIONTo measure how much water will fill my container.

The purpose of this investigation is for learners to:a work out a way to measure and calculate how much water will fill a containera carry out the procedure they have planned using small measuring instrumentsa report on the procedure and the results obtained

Instructions1. Bring any container from home.2. Talk about how you will find out how many millilitres (ml) of water will fit into

your container.3. Carry out your plan.4. Draw and write to tell how you found out.

Suggested drawing and writing frame to help learners record what theydid.

See pages 44 forthe Assessment

Standards for LO1for Grades 4 & 5,and page 33 for

the Assessment TaskCard for LO1 to

photocopy.

This is my container

Predicting:I think my container will hold . . . . . . . . . . . . . . . . . . . . .

Doing:This is what I did . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Calculating:

This is my calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

I calculated that my container holds . . . . . . . . . . . . . . . .

of water

My prediction was correct/incorrect

Was your prediction a good one? Explain why to your group.

GR 4 M&M 2008 10/20/08 3:26 PM Page 16

17

Teacher task

Group reflectionConduct a group discussion that helps the learners to reflect on theirinvestigation. Use these questions to help them.1. Compare your prediction and your final answer. How good was your prediction?2. Was it easy to measure the quantity of liquid in your container? How accurate

were your measurements?3. Was it easy to make accurate measurements? What was difficult to do?4. How important is it to make accurate measurements and calculations?5. What would have helped you to be more accurate?

ASSESSMENT CRITERIAInvestigation: To measure how much water will fill mycontainer

Assessment for LO1


Measure how much water your Learners must:container will hold a Bring a suitable container

a Make a reasonable prediction of the quantity of water it will hold

a Work out a reasonable and accurate way of finding the volume of the container using known measurements such as medicine spoons and small bottles

a Draw and write a method that shows their understanding

a Show any calculations a Compare their answer and prediction and

reflect on the accuracy of their prediction.

Assessment Task forLO1

(cont.)

GR 4 M&M 2008 10/20/08 3:26 PM Page 17

18

IntroductionTalk with your learners about shopping for food. Showthem some food packets from sugar, mealie meal, flour,rice, a box of tea, and so on.

Ask your learners:a When we shop for sugar, how do we know how much sugar we are buying?

(Draw their attention to the measurements on the packets and get yourlearners to read them.)

a Do all food packets have the same amount of food in them?a What units are used on the packets to measure the food?a Which units are used for the bigger amounts?a Which units are used to measure the smaller amounts?

Introduce the word mass to the children and explain the concept. Also introduceand explain the units g and kg. Explain how to measure mass by demonstratinghow to use a beamer balance. When we use a beamer balance we put thesubstance we are measuring in one side and a known mass in the other side. If thetwo sides balance, then the masses are the same.

How do we measure theamount of matter we have?

Key concepts

g The amount of matter ina substance is called themass.

g We measure mass ingrams (g) or kilograms(kg).

g We can measure theamount of matter (mass)in a substance using abeamer balance.Thismeasurement is usedwhen scientists measurethe amount of matterthere is in a solid, liquidor gas.This measurementis called the mass.Wemeasure it in units calledgrams (g) and kilograms(kg).We use grams (g)for small amounts ofmatter. We use kilograms(kg) for larger amountsof matter.

In the previous learningexperiences we havemeasured the volume orquantity of liquids andpowders. The volume tellsus how much spacesomething takes up or canoccupy. But when wemeasure mass we aremeasuring the amount ofmatter in it. For example, a very largepiece of polystyrene willhave a big volume but asmall amount of matter init (mass). A small piece oflead will have a smallvolume but will have a verylarge amount of matter in it(mass). A loaf of bread willhave a small mass but abrick will have a large mass.

77Note to teacher

When these marks arein line it is balanced Beamer balance

Teacher Task

Polony

GR 4 M&M 2008 10/20/08 3:26 PM Page 18

19

How do we measure the amount of matter we have?a Use a balance to measure how much matter 6 medicine spoons hold.a Bring some substances from home that you would like to measure.

Substance What quantity (volume) How much matter do you have? (ml) mass do you have?(g)

6 medicine spoons of rice 30 ml

6 medicine spoons of sugar 30 ml

6 medicine spoons of water 30 ml

6 medicine spoons of flour 30 ml

6 medicine spoons of sand 30 ml

6 medicine spoons of stones 30 ml

6 medicine spoons of salt water 30 ml

6 medicine spoons of tea 30 ml

6 medicine spoons of salt 30 ml

6 medicine spoons of oil 30 ml

6 medicine spoons of sugar water 30 ml

Consolidation Make a class graph with your learners to show how much mass there is in 6medicine spoons of different kinds of matter.

Learner Task

Teacher Task

a Which substance has the most matter (mass) in 6 medicine spoons?a Which substance has the least matter (mass)in 6 medicine spoons?a Did any substances have the same amount of matter (mass)in 6 medicine spoons?a Do all substances have the same amount of matter (mass)?

See page 35 for theLearner Task Cardto photocopy.

Graph to show the mass of 6 medicinespoons of different kinds of matter

rice sugar water flour sand stones salt tea salt oil sugarwater water

6 medicine spoons of different kinds of matter

Mass(g)

GR 4 M&M 2008 10/20/08 3:26 PM Page 19

20

Suggested Writing Activity

Possible sentencesAsk your learners to draw pictures in their books, and to write sentences about what they found. For example:

DDIIFFFFEERREENNTT SSUUBBSSTTAANNCCEESS CCOONNTTAAIINNDDIIFFFFEERREENNTT AAMMOOUUNNTTSS OOFF MMAATTTTEERR•• SSiixx mmeeddiicciinnee ssppoooonnss ooff rriiccee hhaass 110000gg ooff mmaatttteerr..

•• SSiixx mmeeddiicciinnee ssppoooonnss ooff wwaatteerr hhaass 6600gg ooff mmaatttteerr..

•• SSiixx mmeeddiicciinnee ssppoooonnss ooff ……………………………………………………hhaass ………………………… ooff mmaatttteerr..

ComparingWhen we compare things, we have an opportunity to introduce the words lessthan, more than, and the same as.For example:a The mass of the flour is less than the mass of the oil.a The mass of the sugar is more than the mass of the flour.a The mass of the salt is the same as the mass of the sand.

Extension Learner Task

Measuring the mass of other objectsAsk your learners to bring in other things and measure their masses using abeamer balance. For example, they may bring erasers, pencils, coins, bottle tops,small stones, and any other small objects. Try to get them to bring in things ofdifferent sizes. Polystyrene objects work well because even if the object is large, ithas very little mass. Metals also work well because even small pieces of metal havequite a high mass.

Ask your learners to record the masses of the objects and then draw a bar graphsequencing the objects from those with the least mass to those with the mostmass.

Measuring the mass of different objects1. Bring some objects from home or school.2. Find the mass of each object.3. Record the mass. 4. Draw a graph showing the different masses. Start with the smallest mass. Then

record each mass in order. End with the largest mass on your graph.

Teacher Task


Learner Task

GR 4 M&M 2008 10/20/08 3:26 PM Page 20

21

Record the mass

Object (Draw or name) Mass (g)

4 g

Graph to show the mass of different objects

Consolidation1. Discuss the following questions with your learners. Refer to the results of their

measurements in order to decide on the answers.Questionsa Do all objects have the same amount of matter?a Do all objects have the same mass?a Do bigger objects always have a bigger mass?a Do smaller objects always have a smaller mass?

2. Then get your learners to write the questions and answers into their books. 3. Write the conclusion with them.

CCoonncclluussiioonn:: DDiiffffeerreenntt oobbjjeeccttss hhaavvee ddiiffffeerreennttaammoouunnttss ooff mmaatttteerr.. TThhee aammoouunntt ooff mmaatttteerr wwhhiicchh ssoommeetthhiinngg hhaass,, ddooeess nnoott ddeeppeenndd oonn iittss ssiizzee..

Graph to show the mass of different objects

bottle-top Pencil Eraser Ruler

GR 4 M&M 2008 10/20/08 3:26 PM Page 21

22

88Key concepts

Teacher Task

Thinking about measuring gases1. Ask your learners

a What gases do we use around the house?a Do people ever need to measure a gas? When?a How do you think you can measure how much gas you

have? Would it be easy to measure a gas?

Finding out about measuring gases2. Then ask your learners to find out whether the gas in gas

bottles (eg BP gas and Cadac gas) is measured in grams andkilograms or in millilitres and litres. They must also find outif you can buy different amounts of gas, and make a note ofthe different amounts of gas we can buy. Learners can look atthe gas bottles at home or they can find out at garages andplaces where gas bottles are filled.

ExplainDraw the following diagram on the chalkboard and explain what it represents toyour learners.

You can tell the learners that:There is the same number of particles of gas in each of the containers. You cancount them on the picture. We can squeeze them into a small container. Or, we canput them into a bigger container. If we put the same number of particles of gasinto a bigger container, they spread out.

But the number of particles stays the same. The amount of matter is the same.It has the same mass of 1kg.

g A gas is made up ofparticles of matter andso we can measure itsmass.

g It is difficult tomeasure the volume(the quantity) of a gas.This is because a gaswill spread out until itfits any size ofcontainer. So thevolume of the gaschanges depending onthe size of itscontainer.

How do we measure theamount of gas we have?

Teacher Task

The gas we buy is always measured in kilograms, not inlitres. It is difficult to measure the quantity (volume) ofthe gas. This is because gas just spreads out to the size ofits container. If a certain mass of gas is put in a small

container, it will have a small volume. If the same massof gas is now put into a bigger container it will spreadout to fill the container, and its volume will be large,even though it is still the same amount of matter.

Note to teacher

1 kg gas 1 kg gas 1 kg gas 1 kg gas

GR 4 M&M 2008 10/20/08 3:26 PM Page 22

23

When we want to buy gas, we want to be sure of the amount of gas matter we arepaying for. So the gas is squashed (compressed) into the bottle until a certainmass (measured in kg) is reached. Then you know that you are buying a certainamount of that gas matter.

Look at some gas bottlesa What is the amount of gas matter in the bottles?a Are there different sized bottles? How much matter do these bottles contain?a Draw and write to explain how much gas is in the bottles you looked at.

a How does the person who fills up the bottles know when the bottle is full?

DiscussThe purpose of this discussion is to prepare the learners for the assessment taskfor LO3

Lead a class discussion using questions like this:a What sort of gases do we use in our lives?a What sorts of devices (things) need gas to make them work?a Why do these devices need gas to make them work?a Why are these devices useful to us?

The following are some examples of such devices: • a bicycle pump • a football• a bicycle or motor car tyre • a compressor to pump up tyres• air brakes on a bus • a compressor which powers a jack-hammer• pumping a primus stove • a gas stove to cook• a parachute • a kite• a deep sea diver’s air tanks • aerosol cans• the doors of a bus which use compressed air, etc.

1 kg 5 kg 25 kg 45 kg 90 kg

Learner Task

1 kg gas

5 kg gas 25 kg gas45 kg gas 90 kg gas

GR 4 M&M 2008 10/20/08 3:26 PM Page 23

24

Assessment Task for LO3

The gases in our lives – we use gas to make things workThe purpose of this assessment task is to:a understand how gases are used in our livesa identify technological devices that use a gas to make them worka explain the purpose and usefulness of these devices.

Learner Assessment Task for LO3The gases in our livesWe use gas to make some things work.Devices that use gas are useful to us.

Discuss1. Think about the places where you live. Are there any things that use gas to

make them work?

Look at home2. Look at home for all the things that need a gas to make them work.

Think about how the gas makes each thing work 3. Explain to your group how each thing works.4. Explain what each thing is used for.

Do5. Draw and write about the things that use a gas to make them work. You must

show that you understand how gas helps each of the things to work. You mustalso show how these devices are useful to us.

ASSESSMENT CRITERIA


Draw and write to tell The learner must: about the things that a Provide suitable examples of technologicaluse a gas to make devices that make use of a gas to work, eg.them work. a bicycle pump, a football, a tyre, a

compressor to pump up tyres, a compressor which powers a jack-hammer, air brakes on a bus, pumping a primus stove, using a gas stove to cook, a parachute, a kite, the doors of a bus which use compressed air, a deep- sea diver’s air tanks etc.

a Provide information about what these devices are used for.

a Show some understanding of the purpose of the gas in the device.

a Provide a suitable heading.

a Draw clearly and write legibly using suitable key words.

Assessment task

See the Assessmentstandards for LO3for Grade 4 onpage 48 and seepage 39 for theLearner Task Cardto photocopy.

GR 4 M&M 2008 10/20/08 3:26 PM Page 24

25

PERI

OD 1

Lear

ning

exp

. 1

Intr

oduc

e: W

hat

is m

atte

r?

Lear

ning

exp

. 2

Intr

oduc

e: W

hat

are

solid

s,liq

uids

and

gas

es?

•Sh

ow e

xam

ples

PERI

OD 2

•Le

arne

rs s

ort

draw

and

wri

te a

bout

sol

ids,

liqui

ds a

nd g

ases

•Ch

eck

sort

ing

•

Cons

olid

atio

n•

Ask

lear

ners

to

brin

gex

ampl

es f

or a

cla

ssdi

spla

y

PERI

OD 3

Expl

ain

prop

erti

es o

fso

lids,

liqu

ids

and

gase

s

Lear

ning

exp

. 3

Intr

oduc

e: W

hat

solid

s,liq

uids

and

gas

es a

rear

ound

us?

•M

ake

a cl

ass

disp

lay

PERI

OD 4

Lear

ner

wri

ting

tas

k •

Wha

t so

lids,

liqu

ids

and

gase

s ar

e ar

ound

us?

PERI

OD 5

•Pl

ayin

g w

ith

wor

ds

•In

trod

uce

obje

cts

wit

hco

mbi

nati

ons

of s

olid

,liq

uid

and

gas

•Pr

epar

e le

arne

rs f

oras

sess

men

t ta

sk –

lear

ners

mus

t br

ing

som

eob

ject

s fr

om h

ome

SUGGESTED WORK SCHEME

PERI

OD 6

Asse

ssm

ent

task

for

LO2

•Le

arne

rs w

rite

and

draw

:W

hat

solid

s, li

quid

s an

dga

ses

are

arou

nd u

s?•

NB D

ecid

e w

hen

to g

ive

feed

back

abo

utas

sess

men

t ta

sk

PERI

OD 7

Lear

ning

exp

. 4

How

do

we

mea

sure

sol

ids,

liqui

ds a

nd g

ases

?•

Clas

s di

scus

sion

abo

utm

easu

ring

Lear

ner

task

•

Mea

suri

ng m

edic

ines

PERI

OD 8

Disc

uss

ques

tion

s ab

out

mea

suri

ng m

edic

ines

Lear

ning

exp

. 5

Intr

oduc

e: H

ow m

uch

can

am

edic

ine

spoo

n ho

ld?

•De

mon

stra

te p

roce

dure

PERI

OD 9

Lear

ner

task

Wha

t qu

anti

ty o

f liq

uid

orso

lid d

o w

e ha

ve?

•Co

nsol

idat

ion

PERI

OD 1

0

Lear

ning

exp

. 6

•In

trod

uce

inve

stig

atio

n–

How

do

we

mea

sure

the

quan

tity

of

a liq

uid?

•In

trod

uce

and

expl

ain

mea

sure

men

t of

vol

ume

and

unit

s•

Disc

ussi

on a

bout

appa

ratu

s

PERI

OD 1

1

Inve

stig

atio

n Le

arne

r ta

sk•

Mea

sure

and

cal

cula

teth

e am

ount

of

wat

erth

at w

ill f

it i

nto

diff

eren

t co

ntai

ners

PERI

OD 1

2

•Co

nsol

idat

ion

abou

tm

easu

ring

am

ount

of

wat

er

•Le

arne

r w

riti

ng t

ask

abou

t: W

e m

easu

red

how

muc

h liq

uid

we

have

PERI

OD 1

3

•Ch

eck

corr

ecti

ons

for

wri

ting

tas

k•

Prep

are

lear

ners

for

asse

ssm

ent

task

•

Ask

lear

ners

to

brin

gco

ntai

ners

fro

m h

ome

PERI

OD 1

4

Asse

ssm

ent

task

for

LO1

Lear

ners

do

inve

stig

atio

n:To

mea

sure

how

muc

hw

ater

will

fil

my

cont

aine

r?•

NB.

Deci

de w

hen

to g

ive

feed

back

abo

utas

sess

men

t ta

sk

PERI

OD 1

5

Lear

ner

wri

ting

and

draw

ing

task

to

reco

rdth

eir

inve

stig

atio

n

GR 4 M&M 2008 10/20/08 3:26 PM Page 25

26

PERI

OD 1

6

Grou

p re

flect

ion

abou

t th

eac

cura

cy o

f th

ein

vest

igat

ion

PERI

OD 1

7

Lear

ning

exp

. 7

•In

trod

uce:

How

can

we

mea

sure

the

am

ount

of

mat

ter

we

have

?•

Expl

ain

conc

ept

of m

ass

and

unit

s•

Dem

onst

rate

how

to

use

a be

amer

bal

ance

PERI

OD 1

8

Lear

ner

task

•

Mea

suri

ng m

ass

and

reco

rdin

g•

Chec

k m

easu

ring

and

reco

rdin

g

PERI

OD 1

9

•Co

nsol

idat

ion

•Le

arne

r w

riti

ng t

ask

toco

mpa

re t

he m

asse

s of

diff

eren

t ob

ject

s

PERI

OD 2

0

Lear

ner

exte

nsio

n ta

sk

Mea

suri

ng t

he m

ass

ofot

her

obje

cts

•Re

cord

ing

PERI

OD 2

1

Lear

ner

exte

nsio

n ta

skco

ntin

ued

•Dr

awin

g a

grap

h•

Cons

olid

atio

n•

Disc

ussi

ng q

uest

ions

PERI

OD 2

2

Lear

ning

exp

. 8

Intr

oduc

e: H

ow c

an w

em

easu

re t

he a

mou

nt o

fga

s w

e ha

ve?

•Di

scus

sion

abo

utm

easu

ring

the

am

ount

of g

as•

Prep

are

lear

ners

to

look

at g

as b

ottl

es a

t ho

me

PERI

OD 2

3

•Le

arne

rs d

raw

and

wri

teab

out

mea

sure

men

ts o

nga

s bo

ttle

s•

Expl

ain

abou

t th

eam

ount

of

gas

mat

ter

indi

ffer

ent

bott

le s

izes

PERI

OD 2

4

•Pr

epar

e le

arne

rs f

oras

sess

men

t ta

sk•

Disc

ussi

on a

bout

devi

ces

that

wor

k w

ith

gas

•Pr

epar

e le

arne

rs t

o lo

okat

hom

e fo

r de

vice

sth

at n

eed

gas

to w

ork

PERI

OD 2

5

Asse

ssm

ent

task

for

LO3

Lear

ners

do

asse

ssm

ent

task

on:

The

gas

es in

our

lives

•NB

Dec

ide

whe

n to

giv

efe

edba

ck a

bout

asse

ssm

ent

task

SUGGESTED WORK SCHEME (cont.) This is a suggestedwork scheme. Itassumes 50-minuteperiods. Make yourown adjustments.

GR 4 M&M 2008 10/20/08 3:26 PM Page 26

27

Teacher ResourcesTask cards to Photocopy

1. Task card 1. Solids, liquids and gases . . . . . . . . . . . . . . . . . . . . . . . .28

2. Task card 2. Assessment for LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

3. Task card 3. How do we measure solids liquids and gases . . . . . .30

4. Task card 4. How much can a medicine spoon hold? . . . . . . . . . . . .31

5. Task card 5. How can we measure the quantity of a liquid? . . . . . .32

6. Task card 6. Assessment for LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

7. Task card 7. How do we measure the amount of matter we have? 35

8. Task card 8. Measuring the mass of different objects . . . . . . . . . .37

9. Task card 9. Assessment for LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Traditional story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Section 2

GR 4 M&M 2008 10/20/08 3:26 PM Page 27

28

LEARNER TASK CARD 1 TASK CARDS TO PHOTOCOPY

Sorting, drawing and writing1. Sort the things in your box into solids, liquids and gases.

2. Write and draw pictures to show which things are solids, which things are liquids, and whichthings are gases.

Solids Liquids Gases

What can all solids do? What can all liquids do? What can all gases do?

a All solids keep their shape. a All liquids can pour. a All gases take the shapea All liquids take the shape of their container.

of the container. a All gases can escape into the air.

Solids, liquids and gases

GR 4 M&M 2008 10/20/08 3:26 PM Page 28

29

ASSESSMENT TASK CARD 2 TASK CARDS TO PHOTOCOPY

Some things around us are a combination of solid, liquid and gas.

Instructions

1. Bring as many things as you can from your home, which are a combination of solid,liquid and gas.

Explain to your group about the solid, liquid and gas in each one.

2. Write and draw in your book about the solids, liquids and gases from your home.

Your writing and drawings must show everything you understand about solids, liquidsand gases.

When you write, use some of the words from the word game.

Assessment task card for LO2

What solids, liquids and gases are around us?

GR 4 M&M 2008 10/20/08 3:26 PM Page 29

30


Measuring medicines1. Bring some empty medicine boxes and bottles to your class. Look for the instructions found

on them. Sometimes there is a paper with instructions inside a medicine box.

2. Read the instructions and find out what how much of the medicine must be taken.

3. Then make a list in your books like this:

MEASURING MEDICINES

Name of medicine Dose: Amount of medicine

For a child For an adult

Panado syrup

Panado tablets

Grandpa powders

Borstal

Enos

DiscussDiscuss these questions with your group

Questions

5. Why do we have to measure some medicines before we take them?

6. Why is the dose different for children and for adults?

7. What will happen if a child is given an adult’s dose?

8. What will happen if an adult is given a child’s dose?

5. How will you find out what the dose is of a medicine?

How do we measure solids, liquids and gases?

GR 4 M&M 2008 10/20/08 3:26 PM Page 30

31


Measure the quantity of liquid or solid in a medicine spoonHow much water in one medicine spoonful?

1. Take 1 medicine spoon of water.

2. Suck it up into a syringe.

3. Read how much water is in the syringe. Volume =

4. Squirt the liquid from the syringe into a measuring cylinder.

5. Read how much water is in the measuring cylinder volume.

Volume =

Use the same procedure to measure medicine spoonfuls of other liquids.

Record:

Liquid Syringe Measuring cylinder

1 spoonful of . . . . . . . . . . . . . . . . . . . . . . . volume = . . . . . . . . . .ml volume = . . . . . . . . . .ml



Now use the same procedure to measure medicine spoonfuls of powder.

You will not be able to suck the powder into the syringe. You must pour it into the back.

Powder Syringe Measuring cylinder




How much can a medicine spoon hold?

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

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

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

How much can a medicine spoon hold?

GR 4 M&M 2008 10/20/08 3:26 PM Page 31

32


Measure and calculatea Measure and calculate the amount of water that will fill different

containers

Remember 5ml of water can fill 1 medicine spoon.

a Use the water and containers to measure how much water will fill eachcontainer.

a Record your findings.

How can we measure the quantity of liquid?

PREDICT DO COUNT CALCULATE

How many do you think This is what you must How many did fit into How much water did will fit into the bottle? do the bottle? you measure? (ml or l)

How many medicine Pour water How many medicine spoons How much water is spoons of water will of water did it take to fill there now in thebottle? fill the baby food the baby food bottle?bottle?

How many baby food Pour water How many baby food How much water is bottles of water bottles of water did it take there in the bigger will fill the to fill the small fruit juice bottle?small fruit juice bottle?

How many baby Pour water How much water is there How much water is food bottles in the small milk bottle? there in the biggerof water did bottle?it take to fillfill the small milk bottle?

How many baby Pour water How many baby food bottles How much water is food bottles of of water did it take to fill there in the biggerwater will fill the big milk bottle? bottle?the big milk bottle?

Group activity

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To measure how much water will fill my container1. Bring any container from home.2. Talk about how you will find out how many millilitres (ml) of water will fill your container.3. Carry out your plan.4. Draw and write to tell how you found out.

This is my container

Predicting:I think my container will hold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Doing:This is what I did . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

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

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

Calculating:

This is my calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

I calculated that my container holds . . . . . . . . . . . . . . . . . . . . . . of water

My prediction was correct/incorrect

Was your prediction a good one? Explain why to your group.

Investigation How much water will fill my container?

Learner Assessment Task Card for LO1

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Group reflection

Discuss these questions with your group

These questions will help you to think about what you have done.

1. Compare your prediction and your final answer. How good was your prediction?

2. Was it easy to measure the quantity of liquid in your container?

How accurate were your measurements?

3. Was it easy to make accurate measurements? What was difficult to do?

4. How important is it to make accurate measurements and calculations?

5. What would have helped you to be more accurate?

Learner Assessment Task Card (cont).

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How do we measure the amount of matter we have?

1. Draw a picture of a beamerbalance to show when the masses are balanced on both sides.

2. Use a beamer balance to measure how much matter6 medicine spoons hold.

3. Bring some substances from home that you wouldlike to measure.

MEASURING

Substance What quantity (volume) How much matter

do you have? (ml) mass do you have? (g)

6 medicine spoons of rice

6 medicine spoons of ……………









6 medicine spoons of

…………………………………………

Beamer balance

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Questions about your grapha Which substance has the most matter in 6 medicine spoons?

a Which substance has the least matter in 6 medicine spoons?

a Did any substances have the same amount of matter in 6

medicine spoons?

a Do all substances have the same amount of matter?

Graph to show how much mass there is in 6 medicine spoons ofdifferent kinds of matter

y

x

mas

s(g

)

6 teaspoons of matter

rice

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1. Bring some objects from home or school. Find big things and small things.2. Find the mass of each object. 3. Record the mass. 4. Draw a graph showing the different masses. Sequence the masses from the smallest to the largest

on the graph.

Record the massObject (Draw or name) Mass (g)

Measuring the mass of different objects

Graph to show the mass of different objectsy

x

mas

s(g

)

different objects

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Questions

a Do all objects have the same amount of matter?a Do all objects have the same mass?a Do bigger objects always have a bigger mass?a Do smaller objects always have a smaller mass?

Conclusion Different objects have different amounts of matter. The amount of matterwhich something has, does not depend on its size.

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The gases in our lives

Assessment Task Card for LO3

u We use gas to make some things work

u Devices that use gas are useful to us

Assessment TaskThe purpose of this task is for you to understand that we use gas to make thingswork.

Discuss

1. Think about the places where you live. Are there any thingsthat use a gas to make them work?

Look at home

2. Look at home for all the things that need a gas to make themwork.

Think about how the gas makes each thing work.

3. Explain to your group how each thing works.

4. Explain what each thing is used for.

Do

5. Draw and write about the things that use a gas to make them work. You mustshow that you understand how gas helps each of the things to work. You mustalso show how these devices are useful to us.

Assessment

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Traditional story about measuring

Umgwebi uSokhetye

Kwathi kekaloku ngantsomi, kwakukho iimpuku ezimbini. Zaye zangena ndlwini ithilezagqogqa, zagqugqisa zifuna ezingakutyayo. ‘Yiza uzekubona. Nasi isonka samasi!

Esingaka sona! Sizakutya sonele!’ Yasebeza yatsho enye ibiza ugxa wayo. Zazamaukwahlulelana ngesisonka kodwa suka zaxabana. ‘Hayi suka ucinga ukuba ndingafumanaisonka esingaka ukubasincinane ndakugqiba ukuza necebo lokuya kuzingela?’ Yatshoenye impuku ingonelisekanga sisabelo sayo. ‘uNotshe! Ndim osibhaqileyo esi sonkasamasi. Ndimele ukufumana isixa esikhulu kunawe!’ yatsho le mpuku iligqabingumsindo. ‘Khawukhe ume ngomsindomfondini. Ndicinga ukuba khesiye kumgwebi uSokhetye asisombululele le ntsumantsumane.’

Zanduluka zigxalathelana ukusinga kwaSokhetye. Zifike zawubeka umcimbi kuSokhetyeumgwebi omkhulu. ‘Ndinikeni isonka eso, ndinahlulele ngokulinganayo kuba ibeimiyizamo yenu nobabini ukuze nisifumane esisonka samasi’

Wasithabatha isonka umgwebi waluma amaqhekeza amabini wawabeka esikalini sakhe.Kuthe kuba lamaqhekeza ebe engalingani, wazama ukuwalinganisa ngokuthi alume afakekuye emlonyeni. Waqhuba ezama ukuwalinganisa. Grenye-grenye watsho ngomkhuluumthamo, wafaka emlonyeni.

‘Yoo! Saphela isonka sethu madoda! Sinike Mgwebi nokuba azilingani,’ bakhale batshooompukwazana, batsho basithi hlasi isonka sabo samasi babaleka naso.

What comes up from this story is the importance of knowing howto use a meausuring instrument properly.

The Great JudgeRetold by Nontsikelelo Mahote

Once upon a time there were two little mice. They went into a farmer’s house searchingfor food. ‘Come and see,’ whispered one of them to his friend. ‘I’ve found some cheese.

It’s so big we shall eat and feast!’

The two mice tried to share the cheese but soon they quarrelled. ‘I deserve better! Icame up with the idea of hunting in the first place,’ argued one of them. ‘But I foundthe cheese and I deserve a bigger share!’ shouted the other angrily. ‘Hold on, I have abetter idea! Let’s go to the Great Judge to sort out our argument.’

So off they went to the Great Judge with the pieces of cheese. The Great Judge listenedto the two mice as they told him about their argument. He reprimanded them for nearlydestroying their friendship over a small piece of cheese. Then he put both pieces ofcheese on a balance. ‘Gr-u-m, gr-u-m, gr-u-m.’ The Great Judge deliberately bit amouthful off one of the pieces of cheese as he tried to balance the cheese. One side ofthe balance went up and he had to take another bite. This time he took a bite from theother piece of cheese, as he tried to get the two pieces to balance.

‘No! No! No! Stop! You’re finishing our cheese. Give it back to us, even if they’re notequal,’ screamed both mice. And they grabbed what was left of the two pieces of cheeseand ran away.

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Extracts from the National Curriculum Statement for Natural Sciences Grades R-91. Core knowledge and concepts for Matter and Materials (NCS) . . . . . . . .42–44

2. Learning Outcomes and assessment standards (NCS) . . . . . . . . . . . . . . .44–49

Section 3

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Matter and Materials

The paragraphs below have been extracted from the NCS policydocuments. We have numbered each paragraph and supplied aheading for each paragraph. This makes the paragraphs easier to workwith.The paragraphs describe the knowledge and concepts the learnersmust know.

Properties and Uses of MaterialsStructure, Reactions andChanges of Materials

Unifying statement: We can classify materials by theirproperties, in order to establish types and patterns.Properties determine the selection of materials forparticular uses.

Unifying statement: We can modify materials inways we choose, through our understanding of theirsub-structure.

Foundation Phase

1. Sorting materials according to their differentpropertiesMaterials have different properties such as texture,colour, strength and heaviness, and can be classified bythese properties. We make things with materials whichhave the properties we want.

2. Mixing different substancesSubstances can be mixed and sometimes changescan be seen, such as the dissolving of a solid, or newcolours when food colourings/paints are mixed.

Intermediate Phase

1. Boiling and melting points of different substancesPure substances have melting temperatures and boilingtemperatures which are characteristic for eachsubstance, and help us to identify the substance.

2. Materials, their properties and classifying themMaterials are evaluated and classified by theirproperties (such as hardness, flexibility, thermalconductivity or insulation, electrical conductivity orinsulation whether they can be magnetised, solubilityand rusting).

3. Metals, ceramics, polymers and compositematerialsMajor classes of materials are metals, ceramics(including glasses) and polymers (including plastics andfibres). Composite materials combine the properties oftwo or more materials.

4. Temporary and permanent changes to materialsSome changes to materials are temporary but otherchanges are permanent.

5. Changes brought about by heatingSubstances change when they receive or lose energyas heat. These changes include contraction andexpansion, melting, evaporation, condensation andsolidification. (Links with Energy and Change)

6. Dissolving-factors that affect the speed ofdissolvingThe dissolving of a substance in a solvent dependson variables which affect the rate of dissolving.

CORE KNOWLEDGE AND CONCEPTS IN MATTER AND MATERIALS

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Properties and Uses of MaterialsStructure, Reactions andChanges of Materials

Senior Phase

1. Different states of matter and their propertiesSubstances in different states (‘phases’) have distinct propertiessuch as crystalline structures, or compressibility/incompressibility,or tendency to diffuse.

2. Absorption and radiation by different surfacesDark-coloured surfaces get hotter than light-coloured surfaceswhen exposed to radiating sources of energy like the Sun. Dark-coloured objects radiate their energy as heat more readily thanshiny light-coloured objects. (Links with Energy and Change)

3. Magnetism and electrical chargingSome materials are magnetised by electric currents or magnets.Some materials can be electrically changed by rubbing them with adifferent material. (Links with Energy and Change)

4. Conductors and resistorsSome conductors and circuit components reduce the current in anelectric circuit to a significant extent and are called resistors.Resistors can be selected or designed to control currents.

5. Separating and purifying mixturesA pure substance cannot be separated into different substanceswhile a mixture can be separated usually by physical means.Differences in properties can be used to separate mixtures ofdifferent substances (by methods such as filtration, distillation,evaporation, chromatography or magnetism). (Links with Matterand Materials)

6. Oxygen, carbon dioxide and hydrogen – properties reactionsand commercial usesSpecific gases may be separated from the air or produced inreactions, and have many uses in industry and other sectors of theeconomy. Oxygen, hydrogen and carbon dioxide have characteristicproperties and reactions by which we can identify them.

7. Extraction of raw materialsExtracting useful materials from raw materials depends onchemical reactions and methods of separation.

8. Processing and producing raw materials – effect on theenvironmentRaw materials, from which processed materials are made, must bemined, grown or imported from other countries. Raw materials thatare mined are non-renewable and mining has environmental costs.Growing raw materials involves choices about the use of arableland and water catchment areas

9. Particle model of matterA particle model of matter can explainphysical changes of substances such asmelting, evaporation, condensation,solidification, diffusion and heating byconduction.

10. Acids and bases, reaction of acidsMany household substances are acidic orbasic. Indicators are substances that reactwith acids and soluble bases to produceproducts that have distinctive colours. Acidsand bases neutralise one another to formsalts. Acids have characteristic reactions withmetals, metal oxides, hydroxides andcarbonates.

11. Energy in chemical reactions Many chemical reactions need some energy toget started; many chemical reactions give offenergy as they happen.

12. Atoms, elements and compounds Elements are made of just one kind of atom,whereas compounds are made of two or morekinds of atoms in fixed proportions. Elementsmay react to form compounds, andcompounds may be decomposed into theirelements. Energy input is needed to break acompound into its elements, whereas energyis given out when elements react to form acompound.

13. Reactions with OxygenOxygen has characteristic reactions withmetals and non-metals, forming oxides. Someof these oxides dissolve in water to formacidic or alkaline solutions. Some metals reactmore readily with oxygen than other metals.Corrosion of iron is an economically importantreaction which can be prevented through anunderstanding of the reactions between iron,water and oxygen.

14. Cellular RespirationThe reaction of oxygen with food releasesenergy in the cells of living things. (Links withLife and Living)

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The Western Cape Primary Science Programme (PSP) has been operating since 1985. The PSP is an in-service education organisation that aims to improve the quality of

teaching and learning in the most disadvantaged primary schools. We develop teachers’knowledge and skills and support them in their work with learners.

We focus on the critical learning areas of the Natural Sciences (including EnvironmentalEducation), Language, Mathematics and the Social Sciences.

The PSP offers a variety of courses, develops learning experiences together with teachersand offers support in their classes.

Based on this interaction with teachers, the PSP produces innovative materials, includingteacher resource books, learner task cards and display material. All our materials are

written in easily accessible language; include careful concept progression; many activitiesand investigations, and include good suggestions for assessment.

The PSP has a vision of an excellent primary schooling for all South Africa’s children, where all educators are highly skilled, committed and confident; and are well prepared

and resourced to teach.

Contact us for more information

Western Cape Primary Science Programme (PSP)Edith Stephens Wetland Park

Lansdowne RoadPhilippi.

PO Box 24158Lansdowne 7779

South Africa

Tel: 021 691 9039 Fax: 021691 6350

Email: [email protected]: www.psp.org.za

NPO: 015-822

WESTERN CAPE PRIMARY SCIENCE

PROGRAMME (PSP)

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Documents

Matter and Materials [Grade 4 English]