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Curriculum and Assessment Policy Statement

Intermediate PhaseGrades 4-6

National Curriculum Statement (NCS)

CAPS

CurriCulum and assessment PoliCy statement Grades 4-6

natural sCienCes and teCHnoloGy

NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

disClaimer

In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites.

There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases.

If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education.

E-mail: [email protected] or fax (012) 328 9828

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© 2011 department of Basic education

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CAPS

FOREWORD By THE mINISTER

Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to:

• heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights;

• improve the quality of life of all citizens and free the potential of each person;

• lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and

• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.

Education and the curriculum have an important role to play in realising these aims.

In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following:

(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

mrs anGie motsHeKGa, mP minister oF BasiC eduCation


CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


1CAPS

CONTENTS

seCtion 1: introduCtion to tHe CurriCulum and assessment PoliCy statement .... 3

1.1 Background ..................................................................................................................................................... 3

1.2 overview .......................................................................................................................................................... 3

1.3 General aims of the south african Curriculum ............................................................................................ 4

1.4 time allocation ................................................................................................................................................ 6

1.4.1 Foundation Phase ................................................................................................................................... 6

1.4.2 Intermediate Phase ................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12 .......................................................................................................................................... 7

seCtion 2: introduCtion to natural sCienCes and teCHnoloGy .................................... 8

2.1 introduction ..................................................................................................................................................... 8

2.2 teaching natural sciences and technology ................................................................................................ 8

2.3 How natural sciences and technology complement each other ............................................................... 9

2.4 organisation of the natural sciences and technology Curriculum ......................................................... 10

2.5 allocation of teaching time .......................................................................................................................... 10

2.6 Specificaims ................................................................................................................................................. 10

2.7 major Process and design skills ................................................................................................................. 11

2.8 resource ........................................................................................................................................................ 12

2.9 Progression map of natural sciences and technology content knowledge and concepts .................. 13

2.10 detailed summary of natural sciences and technology concepts and content, and time allocations ...................................................................................................................................... 15

seCtion 3: Content taBles ............................................................................................................ 16

natural sciences and technology: Grade 4 .......................................................................................................... 16




2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

seCtion 4: assessment .................................................................................................................... 65

4.1 introduction ................................................................................................................................................... 65

4.2 informal assessment or daily assessment ................................................................................................. 65

4.3 Formal assessment ....................................................................................................................................... 66

4.4 Programme of formal assessment for natural sciences and technology grades 4, 5 and 6.................. 67

4.5 recording and reporting .............................................................................................................................. 68

4.6 moderation of assessment ........................................................................................................................... 74

4.7 General ........................................................................................................................................................... 74


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SECTION 1: INTRODUCTION TO THE CURRICULUm AND ASSESSmENT POLICy STATEmENT

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.

1.2 overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the GeneralEducation and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the NationalQualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;



(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecialneeds, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocolfor Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996(ActNo.84of1996,) form the basis for the minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools.

1.3 General aims of the south african Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping 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;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;


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• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

(e) 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.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures 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).



1.4 time allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

suBJeCtGrade r (Hours)

Grades 1-2 (Hours)

Grade 3 (Hours)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4

mathematics 7 7 7

Life Skills

• Beginning Knowledge

• Creative Arts

• Physical Education

• Personal and Social Well-being

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

total 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3.

1.4.2 intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

suBJeCt Hours

Home Language 6

First Additional Language 5

mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills

• Creative Arts

• Physical Education

• Personal and Social Well-being

4

(1,5)

(1)

(1,5)

total 27,5


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1.4.3 senior Phase

(a) The instructional time in the Senior Phase is as follows:

suBJeCt Hours

Home Language 5

First Additional Language 4

mathematics 4,5

Natural Sciences 3

Social Sciences 3

Technology 2

Economic management Sciences 2

Life Orientation 2

Creative Arts 2

total 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

suBJeCt time alloCation Per weeK (Hours)

Home Language 4.5

First Additional Language 4.5

mathematics 4.5

Life Orientation 2

A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.

12 (3x4h)

total 27,5

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. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.



SECTION 2: INTRODUCTION TO NATURAL SCIENCES AND TECHNOLOGy:

2.1 introduCtion

Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand how the physical world works and have needed explanations that satisfy them.

what is science & technology?

Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the resulting methods and results are carefully examined and debated before they are accepted as valid.

The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s – but a good teacher will tell the learners something of the arguments and confusion among the people who were the first to investigate this knowledge. And of course we do touch on some science at the frontiers of the unknown – Why is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change? Nobody knows for sure.

Technology has also existed throughout history. People use the combination of knowledge, skills and available resources to develop solutions that meet their daily needs and wants. Economic and environmental factors and a wide range of attitudes and values need to be taken into account when developing technological solutions. Technology also advances as our knowledge and needs expand.

Technological methods include identifying needs, planning, designing, making and evaluating products. The knowledge and skills used to make stone-age tools are an example of this.

Science and Technology have made a major impact, both positive and negative, on our world. Knowledge grows out of a view of how the world works. One of the differences between modern Science and Technology and traditional, indigenous knowledge systems is that they have their origins in different world views. As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world.

2.2 teaCHinG natural sCienCes and teCHnoloGy

Careful selection of content, and use of a variety of ways of teaching and learning Science and Technology, should promote understanding of:

• Science and Technology as activities that sustain enjoyment and curiosity about the world and natural phenomena

• the history of Science and the relationship between Natural Sciences and Technology and other subjects. Learners should understand the different cultural contexts in which indigenous knowledge systems were developed.


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• the contribution of Science and Technology to social justice and societal development

• the need for using scientific and technological knowledge responsibly in the interest of ourselves, of society and the environment

• the practical and ethical consequences of decisions based on Science and Technology. Natural Sciences and Technology lays the basis of further studies in Science and Technology. It prepares learners for active participation in a democratic society that values human rights and promotes responsibility towards the environment. Natural Sciences and Technology can also prepare learners for economic activity and self-expression.

2.3 How natural sCienCes and teCHnoloGy ComPlement eaCH otHer

natural sCienCes teCHnoloGy

Goal Pursuit of new knowledge and understanding of the world around us and of natural phenomena

The creation of structures, systems and processes to meet peoples’ needs and improving the quality of life

Focus Focus is on understanding the natural world

Focus is on understanding the need for human–made objects and environments to solve problems

developmental methods Discovery through carrying out investigations

making products though design, invention and production

major processes Investigative and logical processes

• planning investigations

• conducting investigations and collecting data

• evaluating data and communicating findings

Practical solution-orientated processes

• identifying a need

• planning and designing

• making (constructing)

• evaluating and improving products

• communicating

evaluation methods Analysis, generalisation and creation of theories

Analysis and application of design ideas



2.4 orGanisation oF tHe natural sCienCes and teCHnoloGy CurriCulum

In this curriculum, Grades 4 to 6 Natural Sciences and Technology are combined into one subject which is compulsory for all learners. Natural Sciences and Technology are also both compulsory subjects for all learners in Grades 7 to 9.

the Knowledge strands in natural sciences and technology

In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural Sciences and Technology.

natural sCienCes strands teCHnoloGy strands

Life and Living

matter and materials

Energy and Change

Planet Earth and Beyond

Structures

Processing

Systems and Control

2.5 alloCation oF teaCHinG time

time for natural sciences and technology has been allocated in the following way:

• 10 weeks per term, with 3½ hours per week

• Grades 4, 5 and 6 have been designed to be completed within 38 weeks

• 7 hours have been included for assessment in terms 1, 2 & 3

• Term 4 work will cover 8 weeks plus 2 weeks for revision and examinations

The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom and to accommodate the interests of the learners.

the time allocations given to the different topics provide an indication of the weighting of each topic.

In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an integral part of the teaching and learning process. See detailed time allocation in section 2.9

2.6 sPeCiFiC aims

This curriculum aims to provide learners with opportunities to put together ideas they have about nature so that they make sense. It also encourages learners to ask questions that could lead to further research and investigation.

There are three specific aims in Natural Sciences and Technology:

SpecificAim1:‘DoingScienceandTechnology’

learners should be able to complete investigations, analyse problems and use practical processes and skills in designing and evaluating solutions.

This means that learners plan and do simple investigations and solve problems that need some practical ability. There are attitudes and values that underpin this ability. Respect for living things is an example of this – learners


11CAPS

should not strip leaves off bushes just to compare them; if they examine small animals they should care for them and release them unharmed in the place they found them.

SpecificAim2:‘Understandingandconnectingideas’

Learnersshouldhaveagraspofscientific,technologicalandenvironmentalknowledgeandbeabletoapplyit in new contexts.

The main task of teaching is to build a framework of knowledge for learners and to help them make connections between the ideas and concepts in their minds – this is different to learners just knowing a lot of facts. When learners do an activity, just answering the set questions is not enough. Discussion must relate to previously acquired knowledge and experience and connections must be made.

SpecificAim3:‘Science,TechnologyandSociety’

learners should understand the practical uses of natural sciences and technology in society and the environment and have values that make them caring and creative citizens.

Science and Technology learnt at school should produce learners who understand that school science can be relevant to their lives outside of school. Issues such as improving water quality, growing food without damaging the land, and building energy-efficient houses are examples of everyday applications. Similarly, Science and Technology can lead learners to a range of career and job possibilities.

An appreciation of the history of scientific discoveries and technological solutions, and their relationship to indigenous knowledge and different world views, enriches our understanding of the connections between Science, Technology and Society.

2.7 maJor ProCess and desiGn sKills

The teaching and learning of Natural Sciences and Technology involves the development of a range of process and design skills that may be used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence.

The following are the cognitive and practical process and design skills that learners will be able to develop in 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. Hypothesizing – 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, 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

developing language skills: reading and writing

The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and creatively.

Learners are required to read and write particular genres of texts (including instructions, reports and explanations) during Natural Sciences and Technology lessons. Learners need regular opportunities to read and write a range of genres in order to improve their reading and writing skills. The ability to read and write well is also critical when learners are assessed, both informally and formally.

2.8 resourCes

The resources needed for teaching Natural Sciences and Technology are listed against each topic in order to assist teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used.


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Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment, can be stored safely.

Ideally every learner should have access to sufficient workspace and equipment to carry out investigations and for designing and making things. For safety and educational reasons it is recommended that no more than three learners share space and equipment. Teachers should ensure that learners are familiar with rules regarding the safe use of equipment.

Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be provided by the school.

While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more important for learners to have the experience of carrying out a variety of investigations and for learners to make their own technology models than to depend on the availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The same knowledge and skills can be successfully developed using improvised equipment.

In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to do investigations or construct models due to a lack of equipment.

2.9 ProGression maP oF natural sCienCes and teCHnoloGy Content KnowledGe and ConCePts

In all Grades, learners must be supported when doing Investigations and addressing the technological design process. They need to expand on the concepts or knowledge to which they have been introduced and to deepen their understanding of the subject matter.

• Each term includes a Natural Sciences and Technology strand

• The strands are organised to promote clear progression of concepts across the Grades and in the phase.

• It is important to emphasise the conceptual links between the Science and Technology in the different topics. However in certain topics the conceptual links are stronger and more obvious.

• At least two Technology strands will be developed in each Grade. All strands will have been developed over the Intermediate phase.



Grade 4

strands

ns & tech

strands

ns & tech

strands

ns & tech

strands

ns & tech

life and living structures matter and

materials structures energy and Change

systems and control

Planet earth and Beyond

systems and control

Living and non- living things

Structure of plants and animals

What plants need to grow

Habitats of animals

Structures for animal shelters

materials around us

Solid materials

Strength-ening materials

Strong frame structures

Energy and Energy transfer

Energy around us

Energy and sound

movement energy in a system

Planet Earth

The Sun

The Earth & the Sun

The moon

Rocket systems

Grade 5

strands

ns & tech

strands

ns & tech

strands

ns & tech

strands

ns & tech

life and living structures matter and

materialsProcessing energy and

changesystems

and controlPlanet earth and Beyond

systems and control

Plants and animals on Earth

Animal skeletons

Food chains

Life cycles

Skeletons as structures

metals and non-metals

Uses of metals

Processing materials

Processed materials

Stored energy in fuels

Energy and electricity

Energy and movement

Systems for moving things

Planet Earth

Surface of the Earth

Sedimentary rocks

Fossils

Grade 6

strands

ns & tech

strands

ns & tech

strands

ns & tech

strands

ns & tech

life and living Processing matter and

materials Processing energy and change

systems and control

Planet earth and Beyond

systems and control

Photosyn-thesis

Nutrients in food

Nutrition

Ecosystems and Food webs

Food Processing

Solids, liquids and gases

mixtures

Solutions as special mixtures

Dissolving

mixtures and water resources

Processes to purify water

Electric circuits

Electrical conductors and insulators

mains electricity

Systems to solve problems

The Solar System

movements of the Earth and planets

The movement of the moon

Systems for looking into space

Systems to explore the moon and mars

Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances.

Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South African cultural groupings. They should also link directly to specific content in the Natural Sciences and Technology.


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2.10 detailed summary oF natural sCienCes and teCHnoloGy ConCePts and Content, and time alloCations

Grade 4 Grade 5 Grade 6term toPiC time in

weeKs toPiC time in weeKs toPiC time in

weeKsterm 1Life & Living

• Living and non- living things

• Structures of plants and animals

• What plants need to grow

• Habitats of animals

• Structures for animal shelters

2

2 ½

1

2

2 ½(10 weeks)

• Plants and animals on Earth

• Animal skeletons• Skeletons as

structures• Food chains • Life cycles

2 ½

1 ½

2 ½

1 ½2(10 weeks)

• Photosynthesis• Nutrients in food• Nutrition • Food Processing• Ecosystems

and Food webs

2 ½1 ½1 ½2 ½2(10 weeks)

term 2matter & materials

• materials around us

• Solid materials• Strengthening

materials• Strong frame

structures

3 ½

22

2 ½(10 weeks)

• metals and non-metals

• Uses of metals• Processing

materials• Processed

materials

2

2 ½

3 ½

2(10 weeks)

• Solids, liquids and gases

• mixtures • Solutions as

special mixtures• Dissolving• mixtures and

water resources• Processes to

purify water

½12 ½12 ½2 ½(10 weeks)

term 3Energy & Change

• Energy and Energy transfer

• Energy around us• movement

energy in a system

• Energy and sound

2 ½

2 ½

2 ½

2 ½(10 weeks)

• Stored energy in fuels

• Energy and electricity

• Energy and movement

• Systems for moving things

3

3

1

3

(10 weeks)

• Electric circuits • Electrical

conductors and insulators

• Systems to solve problems

• mains electricity

2 ½

2

2 ½

3(10 weeks)

term 4Planet Earth & Beyond

• Planet Earth• The Sun• The Earth & the

Sun• The moon• Rocket systems

211

2

2

(8 weeks)

• Planet Earth • Surface of the

Earth• Sedimentary

rocks • Fossils

12 ½

2

2 ½(8 weeks)

• The Solar System

• movements of the Earth and planets

• The movement of the moon

• Systems for looking into space

• Systems to explore the moon and mars

2 ½1

1

1

2 ½(8 weeks)

totals* 38 weeks 38 weeks 38 weeks

notes: * These totals include the 7 hours per term for continuous assessment but exclude the 2 weeks set aside for the end of year examinations

General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The purpose of using times as guidelines is to ensure that all topics are assessed.



SE

CTI

ON

3: C

ON

TEN

T TA

BLE

S

nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 4

Gr

ad

e 4

ter

m 1

str

an

ds:

n

atu

ra

l sC

ien

Ces

: liF

e &

liV

inG

t

eCH

no

loG

y: s

tru

Ctu

res

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

livi

ng a

nd

non-

livin

g th

ings

livi

ng th

ings

• th

ere

are

man

y di

ffere

nt k

inds

of l

ivin

g th

ings

• liv

ing

plan

ts a

nd a

nim

als

can

carr

y ou

t all

the

seve

n lif

e pr

oces

ses

- fee

ding

, gro

win

g, re

prod

ucin

g, b

reat

hing

, ex

cret

ing,

sen

sing

, mov

ing

• so

me

thin

gs a

ppea

r not

to b

e liv

ing

(suc

h as

drie

d be

ans,

dr

ied

yeas

t, a

ferti

lised

bird

egg

), bu

t car

ry o

n ‘li

ving

’ giv

en

the

right

con

ditio

ns

non

-livi

ng th

ings

• no

n-liv

ing

thin

gs c

anno

t car

ry o

ut a

ll of

the

seve

n lif

e pr

oces

ses

• so

me

thin

gs w

ere

livin

g an

d ar

e no

w d

ead:

dea

d w

ood,

dry

le

aves

.

•be

gin

Inte

rmed

iate

Pha

se b

y lo

okin

g at

pic

ture

s an

d/or

re

al e

xam

ples

of d

iffer

ent l

ivin

g th

ings

, inc

ludi

ng p

lant

s,

anim

als,

bre

ad m

ould

, ger

ms*

• ge

rmin

atin

g be

an s

eeds

(pro

vidi

ng w

arm

th, a

nd

moi

stur

e)**

• gr

owin

g ye

ast (

in w

arm

wat

er w

ith s

ugar

)

• lo

okin

g at

pic

ture

s of

hat

ched

egg

s (w

arm

th)

• id

entif

ying

, sor

ting

and

com

parin

g a

sele

ctio

n of

livi

ng a

nd

non-

livin

g th

ings

(inc

ludi

ng fi

re, r

iver

s, ro

cks)

and

all

the

interestingdifferencesbetweenthem

.

• Ex

ampl

es a

nd

pict

ures

of l

ivin

g an

d no

n-liv

ing

thin

gs,

incl

udin

g pl

ants

, an

imal

s, b

read

m

ould

• Se

eds

• ye

ast

• Pi

ctur

es o

f hat

ched

eg

gs

not

es:

* P

oint

out

that

ger

ms

are

livin

g al

thou

gh th

ey a

re to

o sm

all t

o be

see

n w

ith th

e na

ked

eye

** T

he g

erm

inat

ed s

eeds

can

be

used

for t

he in

vest

igat

ion

belo

w


17CAPS

Gr

ad

e 4

ter

m 1

str

an

ds:

n

atu

ra

l sC

ien

Ces

: liF

e &

liV

inG

t

eCH

no

loG

y: s

tru

Ctu

res

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

stru

ctur

e of

pl

ants

and

an

imal

s

stru

ctur

e of

pla

nts

• ba

sic

stru

ctur

e of

pla

nts:

root

s, s

tem

s, le

aves

, flow

ers,

fru

its, s

eeds

• vi

sibl

e di

ffere

nces

bet

wee

n pl

ants

: suc

h as

siz

e, s

hape

and

co

lour

of r

oots

, ste

ms,

leav

es, fl

ower

s, fr

uits

and

see

ds

stru

ctur

e of

ani

mal

s

• ba

sic

stru

ctur

e of

ani

mal

s: h

ead,

tail,

bod

y, li

mbs

, sen

se

orga

ns

• vi

sibl

e di

ffere

nces

bet

wee

n an

imal

s: s

uch

as s

ize,

sha

pe,

body

cov

erin

g an

d se

nse

orga

ns

• id

entif

ying

, lab

ellin

g an

d de

scrib

ing

the

parts

of a

pla

nt

• de

scrib

ing

the

visi

ble

diffe

renc

es b

etw

een

at le

ast t

hree

pl

ants

• dr

awin

g, la

bellin

g an

d de

scrib

ing

the

parts

of a

t lea

st o

ne

anim

al

• de

scrib

ing

the

visi

ble

diffe

renc

es b

etw

een

at le

ast t

hree

an

imal

s

• Pi

ctur

es /

exam

ples

of

pla

nt p

arts

• Pi

ctur

es o

f ani

mal

s

1 w

eek

(3

½ h

ours

)

wha

t pla

nts

need

to g

row

Con

ditio

ns fo

r gro

wth

• pl

ants

nee

d lig

ht, w

ater

and

air

to g

row

• ne

w p

lant

s ca

n gr

ow fr

om c

uttin

gs a

nd s

eeds

• se

eds

need

wat

er a

nd w

arm

th to

gro

w (g

erm

inat

ion

of

seed

s)

•in

vest

igat

ing

the

grow

th o

f pla

nts

from

see

ds a

nd c

uttin

gs

by o

bser

ving

, mea

surin

g***

and

reco

rdin

g th

e gr

owth

ove

r tim

e **

** [T

his

can

be u

sed

as a

pos

sibl

e pr

ojec

t]

• Se

eds

and

cutti

ngs

• R

uler

s an

d m

easu

ring

tape

not

es:

***

Lea

rner

s ca

n co

unt t

he n

umbe

r of l

eave

s as

the

plan

t gro

ws

and

mea

sure

the

heig

ht o

f the

ste

m

**

** T

he in

vest

igat

ion

and

obse

rvat

ions

of t

his

prac

tical

task

will

be

done

ove

r tim

e w

hile

lear

ners

con

tinue

with

furth

er w

ork



Gr

ad

e 4

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

2 w

eeks

(7 h

ours

)

Hab

itats

of

anim

als

diff

eren

t hab

itats

• a

habi

tat i

s th

e pl

ace

whe

re a

pla

nt o

r ani

mal

live

s

• th

ere

are

diffe

rent

kin

ds o

f hab

itats

suc

h as

gra

ssla

nd,

fore

st, r

iver

, sea

nee

d fo

r a h

abita

t

• an

imal

s ne

ed a

hab

itat f

or fo

od, w

ater

, a p

lace

to s

helte

r, ha

ve b

abie

s an

d es

cape

from

dan

gers

• id

entif

ying

, dra

win

g an

d de

scrib

ing

a ha

bita

t on

or c

lose

to

the

scho

ol g

roun

ds

• m

atch

ing

diffe

rent

ani

mal

s to

thei

r hab

itats

and

giv

ing

reas

ons

why

the

anim

al c

an li

ve th

ere

• de

scrib

ing

and

writ

ing

abou

t hab

itats

of t

hree

Afri

can*

wild

an

imal

s an

d w

hy th

ey a

re s

uite

d to

livi

ng in

thos

e ha

bita

ts

• Pi

ctur

es o

f pla

nts

and

anim

als

and

thei

r hab

itats

2 ½

wee

ks

(8 ¾

ho

urs)

stru

ctur

es

for a

nim

al

shel

ters

ani

mal

she

lters

• an

imal

she

lters

can

be

natu

ral i

nclu

ding

nes

ts, s

hells

, ho

llow

tree

s, w

asp

nest

s or

hum

an m

ade

incl

udin

g do

g ke

nnel

s, c

ages

, kra

als,

sta

bles

• an

imal

she

lters

can

be

shel

l or f

ram

e st

ruct

ures

, can

hav

e di

ffere

nt s

hape

s an

d si

zes,

and

can

be

mad

e fro

m d

iffer

ent

mat

eria

ls

• id

entif

ying

nat

ural

and

hum

an m

ade

anim

al s

helte

rs

• lo

okin

g at

pic

ture

s of

diff

eren

t she

ll an

d fra

me

stru

ctur

es

for s

helte

ring

anim

als

• ca

se s

tudy

abo

ut th

e ne

ed fo

r an

anim

al s

helte

r

•de

sign

ing

and

draw

ing

an a

nim

al s

helte

r, ta

king

into

ac

coun

t its

:

-pu

rpos

e

-sh

ape

and

size

-m

ater

ials

• ev

alua

ting

the

suita

bilit

y of

the

desi

gn

• Pi

ctur

es a

nd

exam

ples

of a

nim

al

shel

ters

not

es:

* Thi

s re

fers

to a

nim

als

that

are

indi

geno

us to

Afri

ca


19CAPS

Gr

ad

e 4

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• so

rt a

sele

ctio

n of

livi

ng a

nd n

on-li

ving

thin

gs

• id

entif

y an

d de

scrib

e th

e pa

rts o

f a p

lant

• id

entif

y an

d de

scrib

e th

e pa

rts o

f an

anim

al

• gr

ow p

lant

s fro

m s

eeds

and

mea

sure

and

reco

rd th

eir g

row

th

• de

scrib

e di

ffere

nt h

abita

ts

• de

sign

, dra

w a

nd e

valu

ate

an a

nim

al s

helte

r



Gr

ad

e 4

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

3 ½

wee

ks

(12

¼

hour

s)

mat

eria

ls

arou

nd u

sso

lids,

liqu

ids

and

gase

s

• so

lids,

liqu

ids

and

gase

s m

ake

up a

ll th

e m

ater

ials

aro

und

us

• so

me

prop

ertie

s of

sol

ids,

liqu

ids

and

gase

s

-so

lids

keep

thei

r sha

pe

-liq

uids

flow

and

take

the

shap

e of

thei

r con

tain

er

-ga

ses,

suc

h as

air,

tend

to s

prea

d ou

t, ha

ve n

o de

finite

sh

ape

but c

an b

e co

ntai

ned

(like

in a

bal

loon

)

Cha

nge

of s

tate

• he

atin

g an

d co

olin

g (r

emov

ing

heat

) cau

se s

olid

s, li

quid

s an

d ga

ses

to c

hang

e st

ate

-a

solid

firs

t cha

nges

to a

liqu

id (m

eltin

g) w

hen

heat

ed a

nd

then

the

liqui

d ch

ange

s to

a g

as (e

vapo

ratin

g) o

n fu

rther

he

atin

g

-ga

s fir

st c

hang

es t

o a

liqui

d (c

onde

nsin

g) w

hen

cool

ed

and

then

the

liqui

d ch

ange

s to

a s

olid

(fre

ezin

g/so

lidify

ing)

w

hen

cool

ed fu

rther

the

wat

er c

ycle

• w

ater

eva

pora

tes,

con

dens

es, f

reez

es a

nd m

elts

in th

e w

ater

cyc

le

• so

rting

exa

mpl

es o

f com

mon

mat

eria

ls in

to s

olid

s, li

quid

s an

d ga

ses

incl

udin

g w

ood,

sto

ne, p

last

ic, f

abric

, wat

er,

juic

e, te

a, a

ir, c

ooki

ng o

il, c

ooki

ng g

as, a

nd d

escr

ibin

g th

em

•in

vest

igat

ing

evap

orat

ing,

con

dens

ing,

free

zing

and

m

eltin

g us

ing

wat

er a

nd ic

e

•in

vest

igat

ing

mel

ting

and

solid

ifyin

g us

ing

diffe

rent

su

bsta

nces

suc

h as

but

ter/

fat/

mar

garin

e, w

ax, i

cecr

eam

, ch

ocol

ate

• dr

awin

g an

d w

ritin

g ab

out t

he w

ater

cyc

le

• Ex

ampl

es o

f m

ater

ials

and

su

bsta

nces

incl

udin

g w

ood,

sto

ne, p

last

ic,

fabr

ic, w

ater

, jui

ce,

tea,

air,

coo

king

oil,

co

okin

g ga

s

• Ex

ampl

es o

f diff

eren

t su

bsta

nces

suc

h as

ic

e, b

utte

r, w

ax, i

ce

crea

m, c

hoco

late

• Vi

deo

clip

s fro

m

inte

rnet


21CAPS

Gr

ad

e 4

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

solid

m

ater

ials

raw

and

man

ufac

ture

d m

ater

ials

• ex

ampl

es o

f som

e ra

w m

ater

ials

we

use

to m

ake

othe

r us

eful

mat

eria

ls

-sa

nd is

use

d to

mak

e gl

ass

-cl

ay is

use

d to

mak

e ce

ram

ics

-co

al a

nd o

il ar

e us

ed to

mak

e pl

astic

s, p

aint

s an

d fa

bric

s

-w

ood

and

fibre

from

pla

nts

are

used

to m

ake

pape

r

-an

imal

woo

l and

hid

e ar

e us

ed to

mak

e fa

bric

s an

d le

athe

r

Prop

ertie

s of

mat

eria

ls

• ra

w a

nd m

anuf

actu

red

mat

eria

ls h

ave

spec

ific

prop

ertie

s.

Thes

e pr

oper

ties

can

incl

ude

bein

g ha

rd o

r sof

t, st

iff o

r fle

xibl

e, s

trong

or w

eak,

ligh

t or h

eavy

, wat

erpr

oof o

r ab

sorb

ent

• re

adin

g ab

out h

ow p

aper

is m

ade

from

pla

nt fi

bres

• de

scrib

ing

the

prop

ertie

s of

raw

and

man

ufac

ture

d m

ater

ials

• Ex

ampl

es o

f raw

an

d m

anuf

actu

red

mat

eria

ls to

exa

min

e th

e pr

oper

ties

such

as

gla

ss p

rodu

cts,

le

athe

r, ce

ram

ics,

fa

bric

s, w

oode

n ite

ms,

pla

stic

pr

oduc

ts



Gr

ad

e 4

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

stre

ngth

enin

g m

ater

ials

way

s to

str

engt

hen

mat

eria

ls

• th

ere

are

diffe

rent

way

s to

stre

ngth

en m

ater

ials

(suc

h as

pa

per)

to b

uild

a s

trong

stru

ctur

e:

-w

e ca

n fo

ld p

aper

into

hol

low

pilla

rs w

hich

are

circ

ular

, tri

angu

lar o

r squ

are

-w

e ca

n ro

ll pa

per i

nto

long

thin

tube

s (s

truts

)

•in

vest

igat

ing

whi

ch s

hape

of p

illar

is th

e st

rong

est (

can

supp

ort t

he m

ost w

eigh

t). D

raw

a b

ar g

raph

of t

he re

sults

• m

akin

g pa

per s

truts

by

rolli

ng in

to lo

ng th

in tu

bes

(stru

ts)

• Pa

per,

woo

den

dow

els

(30c

m X

10

mm

) or s

ticks

, st

icky

tape

, pap

er

fast

ener

s to

mak

e st

ruts

2 ½

wee

ks

(8 ¾

ho

urs)

stro

ng fr

ame

stru

ctur

esst

ruts

and

fram

e st

ruct

ures

• st

ruts

are

join

ed in

to tr

iang

ular

sha

pes

mak

ing

a st

rong

, st

able

stru

ctur

e, s

uch

as in

roof

trus

ses,

brid

ges,

cra

nes,

py

lons

and

ske

leto

ns (l

imb

bone

s ar

e st

ruts

)

indi

geno

us s

truc

ture

s

• in

dige

nous

, tra

ditio

nal h

omes

suc

h as

a Z

ulu

hut

(ugu

qa),

Xhos

a (r

onta

bile

and

ung

qu-p

hant

si) a

nd N

ama

(mat

jiesh

uis)

mak

e us

e of

a fr

amew

ork

of s

truts

(suc

h as

br

anch

es)

• lo

okin

g at

pic

ture

s of

fram

e st

ruct

ures

stre

ngth

ened

with

st

ruts

• ex

plor

ing

way

s to

join

stru

ts to

mak

e a

stro

ng s

truct

ure

(join

ing

stru

ts in

to tr

iang

ular

and

squ

are

shap

es)

•de

sign

ing,

mak

ing

and

eval

uatin

g a

stro

ng s

truct

ure

usin

g tu

bula

r stru

ts, s

uch

as a

mod

el o

f a to

wer

, brid

ge,

pylo

n, c

hair

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• Pi

ctur

es o

f fra

me

stru

ctur

es

• Pa

per,

woo

den

dow

els

(30c

m X

10

mm

) or s

ticks

, st

icky

tape

, pap

er

fast

ener

s

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• di

stin

guis

h be

twee

n so

lids,

liqu

ids

and

gase

s

• ex

plai

n ho

w s

elec

ted

mat

eria

ls m

ay c

hang

e th

eir s

tate

• ex

plai

n th

e w

ater

cyc

le in

term

s of

cha

nge

of s

tate

of w

ater

• gi

ve e

xam

ples

of r

aw m

ater

ials

use

d to

mak

e m

anuf

actu

red

mat

eria

ls

• de

scrib

e th

e pr

oper

ties

of ra

w a

nd m

anuf

actu

red

mat

eria

ls

• de

mon

stra

te w

ays

of s

treng

then

ing

mat

eria

ls

• de

mon

stra

te w

ays

of m

akin

g an

d jo

inin

g pa

per s

truts

• de

sign

, mak

e an

d ev

alua

te a

stro

ng s

truct

ure


23CAPS

Gr

ad

e 4

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

ener

gy

and

ener

gy

tran

sfer

ener

gy fo

r life

• w

e us

e en

ergy

for e

very

thin

g w

e do

• w

e ge

t our

ene

rgy

from

food

• en

ergy

in o

ur fo

od c

omes

from

the

Sun

(pla

nts

use

the

ener

gy fr

om th

e Su

n to

mak

e fo

od fo

r the

mse

lves

and

for

anim

als

and

peop

le)

ener

gy fr

om th

e su

n

• en

ergy

is tr

ansf

erre

d fro

m th

e S

un, t

o pl

ants

, to

anim

als

in

a se

quen

ce k

now

n as

an

ener

gy c

hain

/ foo

d ch

ain

• id

entif

ying

thin

gs th

at p

eopl

e an

d an

imal

s do

that

requ

ire

ener

gy s

uch

as c

arry

ing

out t

he li

fe p

roce

sses

and

all

othe

r ac

tions

• dr

awin

g an

d w

ritin

g ab

out h

ow th

e en

ergy

from

the

Sun

is

trans

ferr

ed th

roug

h th

e fo

od m

ade

by p

lant

s, to

ani

mal

s/a

pers

on’s

bod

y (e

nerg

y ch

ain

– us

e ar

row

s to

sho

w th

e di

rect

ion

in w

hich

the

ener

gy is

tran

sfer

red

from

the

Sun

)

• Pi

ctur

es a

nd

exam

ples

of

a se

lect

ion

of

mac

hine

s an

d ap

plia

nces

incl

udin

g a

kettl

e, s

tove

, tor

ch,

radi

o, ir

on, f

an/h

air

drye

r, ca

r/bic

ycle

, dr

um

• Vi

deo

clip

s fro

m th

e in

tern

et

2 ½

wee

ks

(8 ¾

ho

urs)

ener

gy

arou

nd u

sen

ergy

• w

e ar

e aw

are

of e

nerg

y ar

ound

us,

incl

udin

g m

ovem

ent,

heat

, lig

ht, s

ound

• en

ergy

is a

lso

stor

ed in

sou

rces

suc

h as

food

, woo

d, c

oal,

oil p

rodu

cts*

, nat

ural

gas

• en

ergy

can

be

trans

ferr

ed fr

om a

sou

rce

to w

here

it is

ne

eded

inpu

t and

out

put e

nerg

y

• m

achi

nes

and

appl

ianc

es n

eed

an in

put o

f ene

rgy

to m

ake

them

wor

k

• m

achi

nes

and

appl

ianc

es p

rovi

de a

n ou

tput

of e

nerg

y (w

ork)

use

ful t

o us

• U

sing

pic

ture

s to

iden

tify

situ

atio

ns w

here

ene

rgy

is

invo

lved

or t

rans

ferr

ed

• de

scrib

ing

the

inpu

t and

out

put o

f ene

rgy

of a

sel

ectio

n of

m

achi

nes

and

appl

ianc

es in

clud

ing

a ke

ttle,

sto

ve, t

orch

, ra

dio,

iron

, fan

/hai

r dry

er, c

ar/b

icyc

le, d

rum

not

es:

* p

etro

l, di

esel

, par

affin

, jet

fuel

, can

dle

wax

are

all

prod

ucts

mad

e fro

m n

atur

al c

rude

oil



Gr

ad

e 4

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

mov

emen

t an

d en

ergy

in

a sy

stem

mov

emen

t and

mus

ical

inst

rum

ents

• m

any

mus

ical

inst

rum

ents

(sys

tem

s) u

se m

ovem

ent i

nput

en

ergy

(suc

h as

blo

win

g, b

eatin

g an

d pl

ucki

ng) t

o m

ake

them

wor

k

• m

any

inst

rum

ents

hav

e pa

rts th

at c

an m

ove

or v

ibra

te

• m

usic

al in

stru

men

ts p

rodu

ce s

ound

as

the

mai

n ou

tput

en

ergy

• re

adin

g ab

out /

look

ing

at in

dige

nous

mus

ical

inst

rum

ents

an

d ho

w th

ey w

ork

• re

sear

chin

g, d

esig

ning

, mak

ing

and

eval

uatin

g a

mus

ical

in

stru

men

t (su

ch a

s a

guita

r, sh

aker

, dru

m, b

low

ing

inst

rum

ent s

uch

as p

an p

ipes

, whi

stle

s, fl

utes

) tha

t use

s m

ovem

ent e

nerg

y to

mak

e so

unds

[Thi

s ca

n be

use

d as

a

poss

ible

pro

ject

]

• Ex

ampl

es o

f mus

ical

in

stru

men

ts

• m

ater

ials

to m

ake

mus

ical

inst

rum

ents


25CAPS

Gr

ad

e 4

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

ener

gy a

nd

soun

dVi

brat

ions

and

sou

nd

• m

usic

al in

stru

men

ts m

ake

soun

ds th

roug

h vi

brat

ions

-th

e so

und

alw

ays

mov

es o

utw

ards

from

the

par

t tha

t is

vibr

atin

g

-w

e ca

n fe

el o

r hea

r vib

ratio

ns

-vi

brat

ions

tra

vel

thro

ugh

mat

eria

ls s

uch

as a

ir, w

ater

, pl

astic

, met

al a

nd w

ood

mak

ing

soun

ds

• so

unds

can

be

mad

e lo

ud o

r sof

t (vo

lum

e)

• so

unds

can

be

mad

e hi

gh o

r low

(pitc

h)

noi

se p

ollu

tion

• so

und

that

is lo

ud, u

nple

asan

t or h

arm

ful t

o ou

r ear

s an

d co

ntin

ues

for a

long

tim

e, is

des

crib

ed a

s no

ise

pollu

tion

• no

ise

pollu

tion

can

caus

e pe

rman

ent

dam

age

to h

earin

g (h

earin

g ai

ds c

an h

elp

peop

le w

ho a

re h

earin

g-im

paire

d)

• lo

okin

g at

pic

ture

s of

the

hum

an e

ar, i

ts p

arts

and

how

so

und

trave

ls th

roug

h it

• m

akin

g lo

ud a

nd s

oft s

ound

s w

ith y

our v

oice

and

/or

mus

ical

inst

rum

ents

• m

akin

g hi

gh a

nd lo

w p

itche

d so

unds

with

you

r voi

ce a

nd/o

r m

usic

al in

stru

men

ts

• de

scrib

ing

sour

ces

of n

oise

pol

lutio

n in

clud

ing

at h

ome,

sc

hool

, in

the

com

mun

ity a

nd h

ow b

est t

o pr

otec

t our

selv

es

from

it

• Pi

ctur

es o

f the

hu

man

ear

, it’s

par

ts

and

how

one

hea

rs

• Ex

ampl

es o

f mus

ical

in

stru

men

ts m

ade

by

lear

ners

• Vi

deo

clip

s fro

m th

e in

tern

et



Gr

ad

e 4

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills fo

r

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm.

For m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• se

quen

ce a

n en

ergy

/ fo

od c

hain

sho

win

g ho

w th

e en

ergy

from

the

Sun

is tr

ansf

erre

d th

roug

h th

e fo

od m

ade

by p

lant

s, to

ani

mal

s/a

pers

on’s

bod

y

• ex

plai

n th

e in

put a

nd o

utpu

t of e

nerg

y of

a s

elec

tion

of m

achi

nes

and

appl

ianc

es

• de

sign

, mak

e an

d ev

alua

te a

mus

ical

inst

rum

ent

• de

scrib

e no

ise

pollu

tion

and

how

bes

t to

prot

ect o

ur h

earin

g


27CAPS

Gr

ad

e 4

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

Plan

et e

arth

Feat

ures

of t

he e

arth

• th

e Ea

rth is

roun

d lik

e a

ball

(sph

ere)

and

is m

ade

of ro

ck

• th

e m

ain

surfa

ce fe

atur

es o

f the

Ear

th a

re la

nd (r

ocks

and

so

il), w

ater

and

air

• m

ost o

f the

sur

face

of t

he E

arth

is c

over

ed w

ith w

ater

(o

cean

s an

d se

as)

• th

e la

nd w

e ca

n se

e is

mad

e up

of c

ontin

ents

* and

isla

nds

• th

ere

is a

thin

laye

r of a

ir su

rrou

ndin

g th

e Ea

rth

• th

e Ea

rth h

as m

any

diffe

rent

hab

itats

for l

ivin

g th

ings

eart

h an

d sp

ace

• th

e Ea

rth is

a p

lane

t in

spac

e

• fro

m th

e E

arth

we

can

see

the

Sun,

moo

n an

d st

ars

• in

terp

retin

g pi

ctur

es a

nd m

odel

s sh

owin

g fe

atur

es o

f the

E

arth

incl

udin

g vi

sibl

e fe

atur

es s

uch

as o

cean

s, s

eas,

la

kes,

con

tinen

ts, i

slan

ds a

nd p

olar

ice

caps

• m

akin

g dr

awin

gs o

r mod

els

of th

e Ea

rth

• w

ritin

g de

scrip

tions

of t

he E

arth

and

its

feat

ures

• Pi

ctur

es o

f Ear

th

show

ing

its m

ain

feat

ures

• Pi

ctur

es o

f the

moo

n,

Sun

and

plan

ets

• m

odel

s of

the

Ear

th,

moo

n an

d th

e S

un

• Vi

deo

clip

s

1 w

eek

(3 ½

ho

urs)

the

sun

our

clo

sest

sta

r

• th

e S

un is

a s

tar

-th

e Su

n is

mad

e of

hot

gas

and

giv

es o

ut h

eat a

nd li

ght

-th

e Su

n is

ver

y bi

g (m

uch

bigg

er th

an th

e Ea

rth)

-th

e Su

n is

ver

y fa

r aw

ay, b

ut is

the

clos

est s

tar t

o th

e E

arth

-th

e Su

n pr

ovid

es h

eat

and

light

to

the

Ear

th f

or l

ivin

g th

ings

• in

terp

retin

g pi

ctur

es a

nd m

odel

s of

the

Sun

• m

akin

g dr

awin

gs o

r mod

els

of th

e Su

n

• w

ritin

g de

scrip

tions

of t

he S

un

not

es:

* C

ontin

ents

refe

r to

larg

er la

nd m

asse

s on

the

surfa

ce o

f the

Ear

th



Gr

ad

e 4

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

the

eart

h an

d th

e su

nm

ovin

g ar

ound

the

sun

• th

e Ea

rth m

oves

aro

und

the

Sun

in a

pat

hway

cal

led

the

orbi

t

-th

e Su

n is

a s

tar a

nd is

at t

he c

entre

of t

he s

olar

sys

tem

**

-th

e Ea

rth is

one

of e

ight

pla

nets

*** i

n th

e so

lar s

yste

m

the

sun

and

life

• th

e Ea

rth g

ets

the

right

am

ount

of l

ight

and

hea

t fro

m th

e S

un fo

r sup

porti

ng li

fe

• in

terp

retin

g pi

ctur

es a

nd m

odel

s of

the

sola

r sys

tem

• m

akin

g dr

awin

gs a

nd w

ritin

g ab

out t

he E

arth

and

its

orbi

t ar

ound

the

Sun

not

es:

**

This

is a

bas

ic in

trodu

ctio

n to

the

conc

ept o

f the

sol

ar s

yste

m

**

* Pl

uto

is n

ow c

alle

d a

dwar

f pla

net,

and

is th

eref

ore

not i

nclu

ded

as a

pla

net


29CAPS

Gr

ad

e 4

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

2 w

eeks

(7 h

ours

)

the

moo

nFe

atur

es o

f the

moo

n

• th

e m

oon

is a

bal

l of r

ock

in s

pace

-th

ere

is n

o ai

r and

wat

er o

n th

e m

oon

-th

e m

oon

is s

mal

ler t

han

the

Ear

th

-th

e m

oon

is c

lose

r to

the

Ear

th th

an th

e Su

n

Phas

es o

f the

moo

n

• th

e Su

n’s

light

shi

nes

onto

the

surfa

ce o

f the

moo

n

-w

e ca

n on

ly s

ee th

at p

art o

f the

moo

n w

hich

the

sunl

ight

sh

ines

on

-th

e ch

angi

ng p

atte

rn o

f sun

light

on

the

moo

n is

cal

led

the

phas

es o

f the

moo

n

-th

e pa

ttern

repe

ats

ever

y 29

½ d

ays

(abo

ut a

mon

th)

moo

n st

orie

s

• cu

ltura

l sto

ries

abou

t the

moo

n te

ll us

abo

ut th

e im

porta

nce

of th

e m

oon

in p

eopl

e’s

lives

• in

terp

retin

g pi

ctur

es a

nd m

odel

s of

the

moo

n

• m

akin

g dr

awin

gs o

r mod

els

of th

e m

oon

• w

ritin

g de

scrip

tions

of t

he m

oon

•in

vest

igat

ing

- obs

ervi

ng a

nd re

cord

ing

the

chan

ging

sh

ape

of li

ght o

n th

e m

oon

each

nig

ht fo

r at l

east

a m

onth

(m

oon

wat

ch)*

• C

alen

dar f

or

reco

rdin

g ph

ases

of

the

moo

n

• C

ultu

ral s

torie

s ab

out

the

moo

n

• vi

deo

clip

s

2 w

eeks

(7 h

ours

)

roc

ket

syst

ems

mod

ellin

g a

rock

et

• pe

ople

hav

e us

ed ro

cket

s to

go

into

spa

ce a

nd to

trav

el to

th

e m

oon

• a

rock

et is

a s

yste

m u

sed

to p

rope

l veh

icle

s in

to s

pace

-A

rock

et m

oves

by

push

ing

exha

ust g

ases

out

thro

ugh

its

back

end

•d

esig

ning

, mak

ing

and

eval

uatin

g a

rock

et m

odel

usi

ng

a ba

lloon

-at

tach

a b

allo

on to

a d

rinki

ng s

traw

thre

aded

ont

o a

fishi

ng

line

pulle

d tig

ht b

etw

een

two

poin

ts

-re

leas

e th

e in

flate

d ba

lloon

and

mea

sure

how

far i

t tra

vels

al

ong

the

fishi

ng l

ine.

Dra

w b

ar g

raph

s an

d ev

alua

te

diffe

rent

bal

loon

rock

ets

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• Ap

para

tus

incl

udin

g ba

lloon

s of

diff

eren

t si

zes,

stra

ws

and

fishi

ng li

ne, h

ooks

, m

easu

ring

tape

s

not

es:

* car

ry o

ut th

e m

oon

wat

ch w

hile

con

tinui

ng w

ith o

ther

wor

k



Gr

ad

e 4

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

As th

is is

the

exam

term

, the

fina

l tw

o w

eeks

may

be

requ

ired

for r

evis

ion

of th

e ye

ar’s

wor

k an

d fo

r exa

min

atio

ns.

For m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• id

entif

y an

d de

scrib

e th

e m

ain

feat

ures

of t

he E

arth

• de

scrib

e th

e m

ain

feat

ures

of t

he S

un a

nd th

e m

oon

• ex

plai

n ho

w E

arth

mov

es a

roun

d th

e S

un

• re

cogn

ise

that

the

phas

es o

f the

moo

n ar

e a

resu

lt of

the

chan

ging

pat

tern

of s

unlig

ht

that

we

can

see

on th

e m

oon

• m

ake

a m

odel

of a

bal

loon

rock

et, a

nd te

st it

• re

cord

and

com

pare

the

dist

ance

s tra

velle

d by

diff

eren

t bal

loon

rock

ets

• ev

alua

te b

allo

on ro

cket

s


31CAPS

nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 5

Gr

ad

e 5

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

Plan

ts a

nd

anim

als

on

eart

h

man

y di

ffere

nt p

lant

s an

d an

imal

s

• th

ere

are

man

y di

ffere

nt p

lant

s an

d an

imal

s liv

ing

in

diffe

rent

hab

itats

on

Earth

* (S

outh

Afri

ca h

as a

wid

e va

riety

of i

ndig

enou

s pl

ants

and

ani

mal

s an

d th

eir h

abita

ts)

inte

r-de

pend

ence

• pl

ants

and

ani

mal

s de

pend

on

each

oth

er

• th

ey a

lso

depe

nd o

n th

e re

sour

ces

avai

labl

e (s

uch

as a

ir,

wat

er, s

oil,

food

, and

pla

ces

to h

ide)

in th

eir o

wn

habi

tats

ani

mal

type

s

• th

ere

are

man

y di

ffere

nt k

inds

of a

nim

als,

-so

me

do n

ot h

ave

bone

s, a

nd s

ome

have

har

d ou

ter

‘ski

ns’ o

r she

lls (i

nver

tebr

ates

)

-so

me

have

bon

es (v

erte

brat

es)

• co

untin

g th

e nu

mbe

r of p

lant

s in

a g

iven

are

a an

d di

stin

guis

hing

them

apa

rt by

look

ing

at th

e sh

apes

and

co

lour

s of

thei

r lea

ves

or fl

ower

s or

frui

ts

• de

scrib

ing

-an

imal

s w

ithou

t bon

es, s

uch

as w

orm

s, m

illipe

des,

in

sect

s, s

pide

rs, s

corp

ions

, cra

bs

-an

imal

s w

ith b

ones

, suc

h as

fish

, fro

gs, r

eptil

es, b

irds,

m

amm

als

• Pi

ctur

es o

f pla

nts

and

anim

als

not

es:

* P

lant

s an

d an

imal

s, a

nd th

eir h

abita

ts m

ake

up th

e to

tal b

iodi

vers

ity o

f the

Ear

th



Gr

ad

e 5

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 ½

wee

ks

(5 ¼

ho

urs)

ani

mal

sk

elet

ons

skel

eton

s of

ver

tebr

ates

• a

verte

brat

e sk

elet

on c

onsi

sts

of b

ones

and

join

ts, a

nd is

in

side

the

body

• bo

nes

are

hard

and

form

a s

trong

fram

e st

ruct

ure

• a

skel

eton

pro

vide

s su

ppor

t for

an

anim

al’s

bod

y an

d pr

otec

tion

for i

ts o

rgan

s;

-sk

ull -

pro

tect

s th

e br

ain

-ba

ckbo

ne w

ith v

erte

brae

- pr

otec

ts th

e sp

inal

cor

d

-rib

s - p

rote

ct th

e lu

ngs

and

hear

t

-sh

ould

er b

lade

s, a

rms,

legs

, hip

bon

es –

for m

ovem

ent

mov

emen

t

• ve

rtebr

ate

anim

als

can

mov

e be

caus

e th

ere

are

- m

uscl

es a

ttach

ed to

the

skel

eton

- jo

ints

bet

wee

n th

e bo

nes*

**

• lo

okin

g at

exa

mpl

es o

f ske

leto

ns in

clud

ing

- fish

, fro

gs,

bird

s, re

ptile

s, m

amm

als

(incl

udin

g hu

man

s), a

nd

iden

tifyi

ng th

e fo

llow

ing

parts

:

-th

e sk

ull

-th

e ba

ckbo

ne

-rib

s

-lim

bs

-sh

ould

er a

nd h

ip g

irdle

s**

• de

scrib

ing

how

diff

eren

t ver

tebr

ate

anim

als

mov

e (in

clud

ing

hum

ans)

• Pi

ctur

es a

nd

exam

ples

of a

nim

al

skel

eton

s / b

ones

not

es:

**

Not

all

anim

als

have

sho

ulde

r and

hip

gird

les

or li

mbs

(suc

h as

fish

and

sna

kes)

**

* In

this

gra

de, d

etai

ls a

bout

how

mus

cles

are

atta

ched

, and

the

stru

ctur

e of

join

ts a

re n

ot re

quire

d


33CAPS

Gr

ad

e 5

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

2 ½

wee

ks

(8 ¾

ho

urs)

skel

eton

s as

st

ruct

ures

Fram

e an

d sh

ell s

truc

ture

s

• a

verte

brat

e sk

elet

on is

a fr

ame

stru

ctur

e (a

lso

refe

r to

grad

e 4

Mat

ter &

Mat

eria

ls)

• so

me

inve

rtebr

ate

skel

eton

s ar

e sh

ell s

truct

ures

suc

h as

th

at o

f a c

rab

• m

akin

g a

mod

el* o

f a v

erte

brat

e sk

elet

on u

sing

stru

ts

mad

e fro

m ro

lled

pape

r or d

rinki

ng s

traw

s [T

his

can

be

used

as

a po

ssib

le p

roje

ct]

• Pa

per,

drin

king

st

raw

s, w

oode

n do

wel

s or

stic

ks

(30c

m X

10m

m),

stic

ky ta

pe, m

etal

pa

per f

aste

ners

1 ½

wee

k

(5 ¼

ho

urs)

Food

cha

ins

Food

and

feed

ing

• gr

een

plan

ts m

ake

thei

r ow

n fo

od**

and

bui

ld th

eir

bran

ches

and

ste

ms

usin

g w

ater

and

car

bon

diox

ide

from

the

air,

and

ener

gy fr

om s

unlig

ht. P

lant

s us

e ca

rbon

di

oxid

e fro

m th

e ai

r and

rele

ase

oxyg

en in

to th

e ai

r

• an

imal

s ne

ed fo

od to

car

ry o

ut th

eir l

ife p

roce

sses

(to

mov

e, fe

ed, g

row

, sen

se th

e en

viro

nmen

t, ex

cret

e, b

reat

he

and

repr

oduc

e)

• al

l ani

mal

s de

pend

on

plan

ts a

s th

eir p

rimar

y so

urce

of

food

(her

bivo

res,

car

nivo

res

and

omni

vore

s)

• a

food

cha

in d

escr

ibes

the

feed

ing

rela

tions

hips

bet

wee

n pl

ants

and

ani

mal

s.

• a

food

cha

in

-st

arts

with

a p

lant

, (pr

oduc

es fo

ods)

-th

en fo

llow

s w

ith a

n an

imal

that

eat

s th

e pl

ant

-af

ter t

hat w

ith a

n an

imal

that

eat

s th

at a

nim

al

-in

clud

es th

e tra

nsfe

r of e

nerg

y w

hich

flow

s fro

m th

e pl

ant

thro

ugh

to th

e la

st a

nim

al in

the

chai

n

• se

quen

cing

pic

ture

s an

d dr

awin

g pl

ants

and

ani

mal

s w

hich

form

food

cha

ins

with

up

to fo

ur o

rgan

ism

s ea

ch,

desc

ribin

g th

eir r

elat

ions

hips

• Pi

ctur

es o

f var

ious

pl

ants

and

ani

mal

s

not

es:

* T

his

is a

pro

blem

sol

ving

act

ivity

, whe

re le

arne

rs h

ave

to w

ork

out h

ow a

ske

leto

n fit

s to

geth

er

**

Thi

s im

porta

nt p

roce

ss is

cal

led

“pho

tosy

nthe

sis.

” How

ever

no

furth

er d

etai

l is

requ

ired

in th

is g

rade

, lea

rner

s w

ill de

al w

ith it

in d

etai

l onl

y in

hig

her g

rade

s



Gr

ad

e 5

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

str

uC

tur

eseq

uipm

ent a

nd

res

ourc

es:

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

2 w

eeks

(7 h

ours

)

life

Cyc

les

Gro

wth

and

dev

elop

men

t

• pl

ants

and

ani

mal

s gr

ow a

nd d

evel

op th

roug

hout

thei

r liv

es

• a

life

cycl

e de

scrib

es th

e st

ages

and

pro

cess

es th

at ta

ke

plac

e as

a p

lant

or a

nim

al g

row

s an

d de

velo

ps

• a

life

cycl

e de

scrib

es h

ow o

ne g

ener

atio

n of

a p

lant

or

ani

mal

giv

es ri

se to

the

next

gen

erat

ion

thro

ugh

repr

oduc

tion

• de

ath

can

occu

r at a

ny s

tage

of t

he li

fe c

ycle

• m

any

anim

als

care

for t

heir

youn

g in

ord

er fo

r the

m to

gro

w

and

deve

lop

• se

quen

cing

pic

ture

s an

d dr

awin

gs o

f the

sta

ges

of

deve

lopm

ent i

n lif

e cy

cles

of

-a

plan

t –

iden

tifyi

ng a

nd la

belli

ng t

he s

tage

s (in

clud

ing

seed

, se

edlin

g,

adul

t pl

ant,

flow

erin

g pl

ant,

fruiti

ng

plan

t) an

d so

me

of t

he p

roce

sses

tha

t oc

cur

(incl

udin

g ge

rmin

atin

g,

grow

ing,

m

atur

ing,

flo

wer

ing,

be

ing

pollin

ated

and

dis

pers

ing

seed

s)

-a

verte

brat

e an

imal

- id

entif

ying

and

labe

lling

the

stag

es

[incl

udin

g ba

by,

youn

g an

imal

, m

atur

e ad

ults

(m

ale

&

fem

ale)

] and

som

e of

the

proc

esse

s th

at o

ccur

incl

udin

g gr

owin

g, m

atur

ing,

mat

ing,

pro

duci

ng e

ggs

and

babi

es

• Pi

ctur

es o

f diff

eren

t st

ages

in th

e de

velo

pmen

t of

vario

us p

lant

s an

d an

imal

s

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• de

mon

stra

te a

n un

ders

tand

ing

of th

e va

riety

of p

lant

s an

d an

imal

s on

Ear

th a

nd th

eir

inte

r-de

pend

ence

• id

entif

y an

imal

s w

ith a

nd w

ithou

t bon

es

• id

entif

y an

d de

scrib

e di

ffere

nt b

ones

and

thei

r fun

ctio

ns in

a v

erte

brat

e sk

elet

on

• us

e st

ruts

to m

ake

a m

odel

of a

ver

tebr

ate

anim

al s

kele

ton

• sh

ow th

e lin

ks a

nd re

latio

nshi

ps in

diff

eren

t foo

d ch

ains

• sh

ow th

e st

ages

and

pro

cess

es in

the

life

cycl

e of

a p

lant

and

an

anim

al


35CAPS

Gr

ad

e 5

ter

m 2

str

an

ds:

n

atu

ra

l sC

ien

Ces

: mat

ter

& m

ater

ials

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

met

als

and

non-

met

als

Prop

ertie

s of

met

als

• m

etal

s ar

e us

ed to

mak

e th

ings

bec

ause

they

hav

e ce

rtain

pr

oper

ties

• so

me

prop

ertie

s of

met

als

-sh

iny

-ha

rd

-st

rong

-ca

n be

ham

mer

ed, s

hape

d (m

alle

able

) and

mad

e in

to th

in

wire

s w

ithou

t bre

akin

g (d

uctil

e)

-m

elt a

t hig

h te

mpe

ratu

res

• m

etal

s ar

e m

ined

from

the

Ear

th*

Prop

ertie

s of

non

-met

als

• no

n-m

etal

s ar

e us

ed to

mak

e th

ings

bec

ause

they

hav

e ce

rtain

pro

perti

es

• so

me

prop

ertie

s** o

f sol

id n

on-m

etal

s

-du

ll

-ca

n br

eak

easi

ly (b

rittle

)

•in

vest

igat

ing,

com

parin

g an

d re

cord

ing

the

prop

ertie

s of

som

e m

etal

obj

ects

(suc

h as

cop

per w

ire, c

oins

, nai

ls,

cook

ing

pots

, kni

ves

and

fork

s) a

nd s

ome

non-

met

al

obje

cts

(suc

h as

a p

iece

of c

halk

, a s

tone

, a p

ile o

f san

d, a

pi

ece

of c

oal)

•in

vest

igat

ing

way

s to

mak

e ol

d an

d du

ll m

etal

obj

ects

sh

iny

agai

n

• Ex

ampl

es o

f met

al

obje

cts

such

as

copp

er w

ire, c

oins

, na

ils, c

ooki

ng p

ots,

kn

ives

and

fork

s

• Ex

ampl

es o

f non

- m

etal

obj

ects

suc

h as

a p

iece

of c

halk

, a

pile

of s

and,

a p

iece

of

coa

l

not

es:

*

How

and

whe

re m

etal

s ar

e m

ined

is c

over

ed in

Soc

ial S

cien

ces

**

T

here

are

man

y di

ffere

nt n

on-m

etal

s an

d th

ey h

ave

a va

riety

of d

iffer

ent p

rope

rties

. Her

e th

e fo

cus

is o

nly

on tw

o of

the

mos

t gen

eral

pro

perti

es



Gr

ad

e 5

ter

m 2

str

an

ds:

n

atu

ra

l sC

ien

Ces

: mat

ter

& m

ater

ials

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

use

s of

m

etal

so

ther

pro

pert

ies

of m

etal

s

• m

etal

s ar

e us

eful

bec

ause

of t

heir

spec

ial p

rope

rties

-m

etal

s co

nduc

t hea

t

-so

me

met

als

are

mag

netic

and

som

e ar

e no

t

-on

ly ir

on ru

sts

(som

e m

etal

s ta

rnis

h or

bec

ome

dull)

use

s of

met

als

• m

etal

s ar

e us

ed to

mak

e th

ings

suc

h as

coi

ns, w

ire,

jew

elle

ry, f

urni

ture

, bui

ldin

gs a

nd b

ridge

s, m

otor

car

s,

kitc

hen

uten

sils

, roo

fs

• te

stin

g di

ffere

nt m

etal

obj

ects

(suc

h as

coi

ns, i

ron

filin

gs,

nails

, dra

win

g pi

ns, p

aper

clip

s, w

ire) t

o se

e if

they

are

at

tract

ed b

y a

mag

net

• pl

acin

g di

ffere

nt o

bjec

ts in

wat

er (s

uch

as c

oins

, iro

n fil

ings

, nai

ls, d

raw

ing

pins

, pap

er c

lips,

wire

) to

see

if th

ey

rust

***

•re

sear

chin

g an

d w

ritin

g ab

out t

he u

ses

of m

etal

s an

d gi

ving

reas

ons

for t

heir

use*

*** [

This

can

be

used

as

a po

ssib

le p

roje

ct]

• m

agne

ts a

nd o

bjec

ts

such

as

coin

s, ir

on

filin

gs, n

ails

, dra

win

g pi

ns, p

aper

clip

s,

wire

not

es:

***

Rus

ting

is a

slo

w p

roce

ss; l

earn

ers

carr

y on

with

oth

er w

ork

whi

le w

aitin

g fo

r the

resu

lts

**

** F

ocus

on

uses

of m

etal

s in

dai

ly li

fe


37CAPS

Gr

ad

e 5

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

3 ½

w

eeks

(12

¼

hour

s)

Proc

essi

ng

mat

eria

lsC

ombi

ning

mat

eria

ls

• m

ater

ials

can

be

proc

esse

d to

mak

e ne

w m

ater

ials

/pr

oduc

ts, s

uch

as

-m

ixin

g an

d se

tting

(su

ch a

s pl

aste

r of

Par

is (

or P

olyfi

lla)

and

wat

er to

mak

e pl

aste

r)

-m

ixin

g an

d se

tting

(su

ch a

s sa

nd,

grav

el,

cem

ent

and

wat

er to

mak

e co

ncre

te)

-m

ixin

g (s

uch

as fl

our

and

wat

er t

o m

ake

a st

icky

pas

te

that

can

be

used

as

glue

)

-m

ixin

g an

d co

okin

g (s

uch

as m

akin

g do

ugh)

-m

ixin

g an

d co

olin

g (s

uch

as j

elly

pow

der

and

wat

er t

o m

ake

jelly

)

-m

ixin

g, d

ryin

g an

d/or

firin

g (s

uch

as w

et c

lay

and

stra

w to

m

ake

clay

bric

ks)

• th

e pr

oper

ties

of th

e ne

w m

ater

ials

/pro

duct

s m

ay b

e di

ffere

nt fr

om th

e pr

oper

ties

of th

e m

ater

ials

we

star

ted

with

• pr

oces

sing

sel

ecte

d* d

iffer

ent m

ater

ials

, rec

ordi

ng a

nd

com

parin

g th

eir p

rope

rties

bef

ore

and

afte

r

• w

ritin

g ab

out t

he u

ses

of th

ese

proc

esse

d m

ater

ials

/pr

oduc

ts

• m

ater

ials

and

su

bsta

nces

suc

h as

: pla

ster

of

Paris

(or P

olyfi

lla),

sand

,gra

vel,

cem

ent,

flour

, ing

redi

ents

to

mak

e do

ugh,

jelly

po

wde

r, w

et c

lay

and

stra

w

not

es:

* Lea

ners

nee

d no

t car

ry o

ut a

ll th

ese

exam

ples

, but

sho

uld

expe

rienc

e at

leas

t tw

o of

them

.



Gr

ad

e 5

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

Proc

esse

d m

ater

ials

Prop

ertie

s an

d us

es

• m

ater

ials

suc

h as

pla

ster

of P

aris

, con

cret

e, fa

bric

s,

cera

mic

s an

d gl

ass,

pla

stic

s an

d pa

ints

, hav

e th

eir o

wn

spec

ial p

rope

rties

• pr

oces

sed

mat

eria

ls a

re u

sefu

l bec

ause

of t

heir

spec

ial

prop

ertie

s. T

hey

can

be s

trong

, dur

able

, wat

erpr

oof,

fire

resi

stan

t, ha

ve in

tere

stin

g co

lour

s or

text

ures

trad

ition

al p

roce

ssin

g

• in

Afri

ca p

eopl

e ha

ve p

roce

ssed

mat

eria

ls fo

r hun

dred

s of

ye

ars

to m

ake

-cl

ay p

ots

and

bric

ks

-ba

sket

s, h

ats,

mat

s, th

atch

ed ro

ofs

mad

e fro

m p

lant

fibr

e su

ch a

s gr

asse

s an

d re

eds

• fin

ding

exa

mpl

es o

f whe

re a

nd h

ow d

iffer

ent n

on-m

etal

m

ater

ials

are

use

d at

hom

e, s

choo

l and

in th

e co

mm

unity

an

d ex

plai

ning

the

prop

ertie

s th

at m

ake

them

use

ful

-pr

esen

ting

findi

ngs

thro

ugh

writ

ing,

dra

win

g an

d pi

ctur

es

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• m

akin

g an

obj

ect f

rom

cla

y (m

odel

ling)

• fin

ding

exa

mpl

es o

f obj

ects

mad

e fro

m p

lant

fibr

e (b

y w

eavi

ng a

nd s

titch

ing)

• C

lay

• Pi

ctur

es a

nd

exam

ples

of o

bjec

ts

mad

e by

wea

ving

pl

ant m

ater

ial

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• co

mpa

re th

e pr

oper

ties

of s

ome

met

al a

nd s

ome

non-

met

al o

bjec

ts

• id

entif

y ob

ject

s th

at a

re a

ttrac

ted

by m

agne

ts

• id

entif

y ob

ject

s th

at c

an ru

st in

wat

er

• pr

oces

s se

lect

ed m

ater

ials

by

mix

ing

them

and

des

crib

e th

eir p

rope

rties

bef

ore

and

afte

r mix

ing

• de

scrib

e th

e us

eful

ness

of d

iffer

ent m

ater

ials

at h

ome,

sch

ool o

r com

mun

ity


39CAPS

Gr

ad

e 5

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

3 w

eeks

(10

½

hour

s)

stor

ed

ener

gy in

fu

els

Fuel

s

• en

ergy

is s

tore

d in

fuel

s (in

clud

ing

food

*)

• w

e us

e fu

els

as s

ourc

es o

f use

ful e

nerg

y

• ev

eryd

ay fu

els

that

we

use

incl

ude

coal

, woo

d, p

etro

l, pa

raffi

n, g

as a

nd c

andl

e w

ax

• w

hen

we

burn

thes

e fu

els

we

get u

sefu

l out

put e

nerg

y su

ch a

s he

at a

nd li

ght

Bur

ning

fuel

s

• fu

els

need

hea

t to

set t

hem

alig

ht, a

nd a

ir (o

xyge

n) to

kee

p on

bur

ning

Safetywith

fire

• fir

es c

an b

e a

thre

at in

our

com

mun

ities

• ex

amin

ing

vario

us fu

els

incl

udin

g w

ood,

coa

l, ca

ndle

(wax

), pa

raffi

n, p

eanu

t, a

bisc

uit.

Burn

ing

thre

e di

ffere

nt fu

els

from

abo

ve, a

nd c

ompa

ring

and

desc

ribin

g th

e

-in

put e

nerg

y ne

eded

to m

ake

them

bur

n

-ou

tput

ene

rgy

obta

ined

from

the

fuel

•in

vest

igat

ing

how

long

a c

andl

e w

ill bu

rn w

hen

cove

red

with

diff

eren

t siz

ed g

lass

con

tain

ers

(the

cand

les

will

sto

p bu

rnin

g w

hen

all t

he o

xyge

n is

use

d up

)

• w

ritin

g an

d dr

awin

g ab

out fi

res

in o

ur c

omm

uniti

es

incl

udin

g ca

uses

, pre

vent

ion

and

act o

ut w

hat a

ctio

n to

ta

ke d

urin

g a

fire

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• Ex

ampl

es o

f su

bsta

nces

incl

udin

g w

ood,

coa

l, ca

ndle

(w

ax),

para

ffin,

pe

anut

, a b

iscu

it.

• C

andl

es a

nd

diffe

rent

siz

ed g

lass

co

ntai

ners

not

es:

* F

ood

is o

ften

desc

ribed

as

fuel

for t

he b

ody.

Oxy

gen

is re

quire

d to

rele

ase

ener

gy fr

om fo

od. T

his

proc

ess

is c

alle

d re

spira

tion

and

is n

ot a

focu

s fo

r gra

de 5



Gr

ad

e 5

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

3 w

eeks

(10

½

hour

s)

ener

gy a

nd

elec

tric

ityC

ells

and

bat

terie

s

• en

ergy

can

be

stor

ed in

torc

h ce

lls a

nd b

atte

ries

• a

circ

uit i

s a

syst

em th

at tr

ansf

ers

elec

trica

l ene

rgy

to

whe

re it

is n

eede

d

mai

ns e

lect

ricity

• el

ectri

city

from

the

pow

er s

tatio

n is

tran

sfer

red

in a

circ

uit

to o

ur h

omes

and

bac

k to

the

pow

er s

tatio

n

• a

pow

er s

tatio

n ne

eds

a so

urce

of e

nerg

y

• th

e so

urce

of e

nerg

y in

a p

ower

sta

tion

can

be a

fuel

suc

h as

coa

l**

safe

ty w

ith e

lect

ricity

• sa

fety

pre

caut

ions

sho

uld

be ta

ken

whe

n us

ing

elec

trici

ty

• co

nnec

ting

up a

cel

l, w

ires,

and

a li

ght b

ulb

to m

ake

a si

mpl

e ci

rcui

t

• dr

awin

g an

d w

ritin

g to

trac

e ho

w th

e el

ectri

city

com

es f

rom

th

e po

wer

sta

tion

to o

ur h

omes

/sch

ools

, inc

ludi

ng p

ower

st

atio

n, p

ylon

s, s

ubst

atio

n, e

lect

ricity

box

es, w

all s

ocke

ts,

plug

s an

d ap

plia

nces

• C

ells

(bat

terie

s),

leng

ths

of w

ire, l

ight

bu

lbs

not

es:

** T

he fo

cus

here

is o

n co

al-fi

red

pow

er s

tatio

ns. T

here

are

als

o ot

her p

ower

sta

tions

suc

h as

hyd

ro-e

lect

ric a

nd n

ucle

ar p

ower

sta

tions


41CAPS

Gr

ad

e 5

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

ener

gy a

nd

mov

emen

tel

astic

and

spr

ings

• w

e ca

n m

ake

thin

gs m

ove

usin

g st

retc

hed

or tw

iste

d el

astic

and

com

pres

sed

sprin

gs

• w

hen

we

stre

tch

or tw

ist e

last

ic o

r com

pres

s a

sprin

g, w

e st

ore

ener

gy in

it

• w

hen

we

rele

ase

the

elas

tic o

r spr

ing

agai

n, w

e ge

t m

ovem

ent e

nerg

y

• de

scrib

ing

how

thin

gs w

ork

that

use

stre

tche

d el

astic

ba

nds

and

com

pres

sed

sprin

gs in

ord

er to

mov

e, in

clud

ing

a ca

tapu

lt*, e

last

ic p

ower

ed a

erop

lane

s, ‘j

ack-

in-a

-box

’

• El

astic

ban

ds a

nd

and

com

pres

sed

sprin

gs, a

cat

apul

t, el

astic

pow

ered

ae

ropl

anes

, ‘ja

ck-in

- a-

box

’

3 w

eeks

(10

½

hour

s)

syst

ems

for m

ovin

g th

ings

whe

els

and

axle

s

• m

any

vehi

cles

are

sys

tem

s th

at u

se w

heel

s an

d ax

les

• w

heel

s an

d ax

les

help

veh

icle

s to

mov

e m

ore

easi

ly

• id

entif

ying

diff

eren

t veh

icle

s th

at h

ave

whe

els

and

axle

s in

clud

ing

pram

s, b

icyc

les,

mot

or b

ikes

, car

s, tr

ucks

• m

akin

g w

heel

s an

d ax

les

and

eval

uatin

g w

heth

er th

ey

mov

e ea

sily

(use

mat

eria

ls s

uch

as b

ottle

tops

, rou

nd

tins

or c

ardb

oard

circ

les

for t

he w

heel

s, s

osat

ie s

ticks

or

dow

els

and

stra

ws

for t

he a

xles

)

• Ap

para

tus

incl

udin

g ca

rdbo

ard,

bot

tle

tops

, rou

nd ti

ns o

r ca

rdbo

ard

circ

les

for

the

whe

els,

sos

atie

st

icks

or d

owel

s an

d st

raw

s fo

r the

axl

es

ass

essm

ent g

uide

lines

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• de

scrib

e th

e ou

tput

ene

rgy

we

get f

rom

bur

ning

mos

t fue

ls

• ex

plai

n w

hat a

fire

nee

ds to

sta

rt an

d co

ntin

ue b

urni

ng (f

uel,

heat

, oxy

gen)

• de

mon

stra

te a

n un

ders

tand

ing

of th

e ca

uses

of fi

re, a

long

with

met

hods

of p

reve

ntio

n an

d w

hat a

ctio

ns to

take

dur

ing

a fir

e

• dr

aw a

nd la

bel t

he c

ompo

nent

s of

a s

impl

e ci

rcui

t cor

rect

ly

• tra

ce th

e el

ectri

city

from

the

pow

er s

tatio

n to

our

hom

es/s

choo

ls

• de

scrib

e th

e ou

tput

ene

rgy

(mov

emen

t) ob

tain

ed fr

om a

stre

tche

d el

astic

ban

d or

co

mpr

esse

d sp

ring

• m

ake

and

eval

uate

set

s of

whe

els

and

axle

s

not

es:

* A c

atap

ult c

an b

e ex

trem

ely

dang

erou

s –

Teac

her d

emon

stra

tion

only



Gr

ad

e 5

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

Plan

et e

arth

the

eart

h m

oves

• th

e Ea

rth tr

avel

s in

an

orbi

t (pa

thw

ay) a

roun

d th

e S

un

• th

e Ea

rth ta

kes

abou

t 365

day

s to

trav

el o

nce

arou

nd th

e S

un, t

his

is c

alle

d a

year

• th

e Ea

rth s

pins

on

its o

wn

axis

• th

e Ea

rth ta

kes

abou

t 24

hour

s to

spi

n on

ce, t

his

is c

alle

d a

day

• in

terp

retin

g pi

ctur

es a

nd m

odel

s of

the

sola

r sys

tem

• m

akin

g dr

awin

gs a

nd w

ritin

g ab

out t

he E

arth

and

its

orbi

t ar

ound

the

Sun

• Pi

ctur

es a

nd m

odel

s of

Ear

th, m

oon,

Sun

an

d pl

anet

s.

• Li

ght s

ourc

e su

ch

as to

rch,

lam

p, o

r ca

ndle

• Sa

mpl

es o

f diff

eren

t ty

pes

of s

oil

• m

easu

ring

cylin

ders

, fu

nnel

s an

d fil

ter

pape

r, be

aker

s

• Se

eds

and

rule

rs to

m

easu

re le

ngth


43CAPS

Gr

ad

e 5

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

surf

ace

of

the

eart

hr

ocks

• th

e su

rface

of t

he E

arth

is c

alle

d th

e cr

ust,

and

cons

ists

of

rock

s (e

ven

unde

r the

oce

ans)

, and

soi

l

• so

il, a

ir, w

ater

and

sun

light

sup

port

life

on E

arth

soil

com

es fr

om ro

cks

• th

e la

nd is

mad

e up

of r

ocks

, sub

soil

and

top

soil

• so

il su

ppor

ts li

fe o

n Ea

rth

• to

p so

il lie

s on

the

surfa

ce

-to

p so

il is

form

ed w

hen

rock

s br

eak

into

sm

all g

rain

s ov

er

time

soil

type

s

• so

il is

usu

ally

a m

ixtu

re o

f diff

eren

t typ

es o

f soi

l gra

ins

in

diffe

rent

pro

porti

ons

-sa

ndy

soil

– ha

s a

high

pro

porti

on o

f cou

rse

sand

gra

ins

-cl

ayey

soi

l – h

as a

hig

h pr

opor

tion

of fi

ne g

rain

s of

cla

y

-lo

amy

soil

– ha

s a

mix

ture

of

sand

, cl

ay a

nd o

ther

soi

l gr

ains

. Lo

amy

soil

also

con

tain

s hu

mus

(de

com

pose

d co

mpo

st)

• th

e so

il al

so h

as a

ir, w

ater

, rem

ains

of d

ead

orga

nism

s an

d ve

ry s

mal

l liv

ing

orga

nism

s in

it

• so

il fo

rms

very

slo

wly

in n

atur

e –

once

tops

oil i

s lo

st, i

t ca

nnot

be

repl

aced

, and

thus

we

need

to c

onse

rve

it

•in

vest

igat

ing

– di

ffere

nt s

oil t

ypes

-w

ritin

g an

d dr

awin

g ab

out

the

colo

ur,

smel

l and

tex

ture

of

the

soil

-m

easu

ring

and

reco

rdin

g on

a t

able

how

muc

h w

ater

di

ffere

nt s

oils

can

hol

d*

-us

ing

the

resu

lts to

dra

w b

ar g

raph

s

and

/ or

inve

stig

atin

g –

grow

ing

seed

lings

in d

iffer

ent s

oil t

ypes

**

(IntegratingwithLife&Living)

-m

easu

ring,

rec

ordi

ng a

nd c

ompa

ring

the

heig

hts

of t

he

seed

lings

-us

ing

the

resu

lts to

dra

w b

ar g

raph

s [T

his

can

be u

sed

as

a po

ssib

le p

roje

ct]

not

es:

* Th

e sa

me

volu

mes

of s

oil a

nd w

ater

mus

t be

used

to m

ake

it a

fair

test

**

Thi

s in

vest

igat

ion

can

be d

one

whi

le c

ontin

uing

with

oth

er w

ork



Gr

ad

e 5

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

sedi

men

tary

ro

cks

Form

atio

n of

sed

imen

tary

rock

• se

dim

enta

ry ro

cks

are

form

ed o

ver a

ver

y lo

ng ti

me

in th

e fo

llow

ing

way

:

-fir

st, r

ocks

bre

ak d

own

into

sm

all g

rain

s

-th

en, m

ud a

nd s

and

is m

oved

by

win

d an

d w

ater

-af

ter t

hat,

mud

and

san

d ge

ts d

epos

ited

in lo

w ly

ing

area

s

-ov

er ti

me,

new

laye

rs o

f mud

and

san

d ar

e de

posi

ted

on

top

of e

xist

ing

laye

rs

-af

ter

a ve

ry lo

ng t

ime,

thes

e la

yers

bec

ome

com

pact

ed

and

hard

ened

and

form

sed

imen

tary

rock

• se

dim

enta

ry ro

cks

alw

ays

have

vis

ible

laye

rs w

ithin

the

rock

• ex

ampl

es o

f sed

imen

tary

rock

are

sha

le, s

ands

tone

and

lim

esto

ne

use

s of

sed

imen

tary

rock

• lim

esto

ne is

use

d to

mak

e ce

men

t

• sa

ndst

one

and

shal

e ar

e us

ed in

bui

ldin

gs

• m

akin

g a

serie

s of

dra

win

gs to

sho

w a

rock

bre

akin

g do

wn

into

sm

alle

r gra

ins

over

tim

e

• dr

awin

g an

d ex

plai

ning

how

sed

imen

tary

rock

s ar

e fo

rmed

• in

terp

retin

g pi

ctur

es s

how

ing

the

laye

rs in

sed

imen

tary

ro

cks

• lo

okin

g at

spe

cim

ens/

pict

ures

of s

edim

enta

ry ro

ck

incl

udin

g sh

ale,

san

dsto

ne a

nd li

mes

tone

• Pi

ctur

es a

nd

or s

ampl

es o

f se

dim

enta

ry ro

cks

such

as

limes

tone

an

d sa

ndst

one


45CAPS

Gr

ad

e 5

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

Foss

ilsFo

ssils

in ro

ck

• fo

ssils

are

the

rem

ains

of a

ncie

nt p

lant

s an

d an

imal

s pr

eser

ved

in ro

ck

-fo

ssils

are

foun

d in

som

e la

yers

of s

edim

enta

ry ro

ck

-fo

ssils

are

evi

denc

e/a

reco

rd o

f the

his

tory

of l

ife o

n Ea

rth

• th

ere

are

two

mai

n ty

pes

of fo

ssils

; bod

y an

d tra

ce fo

ssils

Bod

y an

d tr

ace

foss

ils

• bo

dy fo

ssils

form

from

the

hard

par

ts o

f pla

nt a

nd a

nim

al

bodi

es in

clud

ing

teet

h, b

ones

, she

lls, s

tem

s, le

aves

and

se

eds

• tra

ce fo

ssils

form

from

trac

es le

ft by

ani

mal

s in

clud

ing

foot

prin

ts, n

ests

, egg

s an

d dr

oppi

ngs

• so

me

feat

ures

of f

ossi

ls re

sem

ble

the

feat

ures

of p

lant

s an

d an

imal

s liv

ing

toda

y

impo

rtan

ce o

f sou

th a

fric

an fo

ssils

• So

uth

Afric

a ha

s a

parti

cula

rly ri

ch fo

ssil

reco

rd o

f pla

nts,

an

imal

s an

d ea

rly h

uman

s

• im

porta

nt fo

ssils

foun

d in

Sou

th A

frica

incl

ude

the

Coe

laca

nth

and

Afric

an d

inos

aurs

• th

e “C

radl

e of

hum

anki

nd” i

s on

e of

the

site

s w

here

im

porta

nt fo

ssils

of h

uman

kind

hav

e be

en fo

und

in S

outh

Af

rica

• m

akin

g a

mod

el to

sho

w th

e la

yers

of s

edim

enta

ry ro

cks

with

foss

ils e

mbe

dded

in th

em (u

sing

a m

ediu

m s

uch

as

play

dou

gh, c

lay,

pla

ster

of P

aris

, and

rem

ains

of l

ivin

g th

ings

suc

h as

leav

es, s

hells

and

bon

es)

• in

terp

retin

g pi

ctur

es o

f fos

sils

and

com

parin

g th

em to

pl

ants

and

ani

mal

s liv

ing

toda

y

• re

adin

g ab

out f

ossi

ls in

clud

ing

the

Coe

laca

nth

and

Afri

can

dino

saur

s

• Pi

ctur

es a

nd

or s

ampl

es o

f se

dim

enta

ry ro

cks

• Pl

ay d

ough

, cla

y,

plas

ter o

f Par

is,

varie

ty o

f par

ts o

f pl

ants

and

ani

mal

s

• Pi

ctur

es o

f fos

sils

• In

form

atio

n te

xts

abou

t Sou

th A

frica

n fo

ssils



Gr

ad

e 5

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

As th

is is

the

exam

term

, the

fina

l tw

o w

eeks

may

be

requ

ired

for r

evis

ion

of th

e ye

ar’s

wor

k an

d fo

r exa

min

atio

ns.

For m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• de

mon

stra

te th

e Ea

rth’s

mov

emen

t in

its o

rbit

arou

nd th

e S

un

• de

scrib

e th

e Ea

rth’s

mov

emen

t on

its o

wn

axis

• id

entif

y th

e m

ain

elem

ents

(soi

l, ai

r, w

ater

, sun

light

) tha

t sup

port

life

on E

arth

• id

entif

y an

d de

scrib

e di

ffere

nt s

oil t

ypes

cor

rect

ly

• ex

plai

n th

e fo

rmat

ion

of s

edim

enta

ry ro

ck

• di

stin

guis

h be

twee

n bo

dy a

nd tr

ace

foss

ils

• ex

plai

n as

pect

s of

Sou

th A

frica

’s fo

ssil

reco

rd


47CAPS

nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 6

Gr

ad

e 6

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

r

esou

rces

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

2 ½

w

eeks

(8 ¾

ho

urs)

Phot

osyn

thes

isPl

ants

and

food

• pl

ants

mak

e th

eir o

wn

food

(glu

cose

sug

ar) b

y a

proc

ess

calle

d ph

otos

ynth

esis

• ph

otos

ynth

esis

take

s pl

ace

mai

nly

in th

e le

aves

• du

ring

phot

osyn

thes

is th

e pl

ant u

ses

sunl

ight

ene

rgy,

ca

rbon

dio

xide

(fro

m th

e ai

r) a

nd w

ater

to m

ake

gluc

ose

suga

r

• pl

ants

cha

nge

som

e of

the

gluc

ose

suga

r int

o st

arch

whi

ch

they

sto

re in

thei

r lea

ves,

ste

ms

and

root

s, fl

ower

s, fr

uits

an

d se

eds

Plan

ts a

nd a

ir

• du

ring

phot

osyn

thes

is th

e pl

ant u

ses

carb

on d

ioxi

de fr

om

the

air a

nd g

ives

off

oxyg

en in

to th

e ai

r

• an

imal

s, in

clud

ing

peop

le, u

se th

e ox

ygen

from

the

air f

or

brea

thin

g an

d gi

ve o

ut c

arbo

n di

oxid

e w

hich

is u

sed

by

plan

ts fo

r pho

tosy

nthe

sis

• dr

awin

g an

d w

ritin

g ab

out h

ow p

lant

s m

ake

food

and

the

thin

gs th

ey ta

ke in

and

giv

e ou

t dur

ing

this

pro

cess

• co

mpa

ring

gluc

ose

suga

r (su

ch a

s gl

ucos

e sw

eets

) and

st

arch

(suc

h as

mai

ze fl

our)

acc

ordi

ng to

thei

r tas

te a

nd

colo

ur

• te

stin

g st

arch

with

iodi

ne s

olut

ion

to s

how

the

colo

ur

chan

ge*

• te

stin

g fo

ods

for s

tarc

h in

clud

ing

cook

ed ri

ce, fl

our,

pota

to,

brea

d, o

il, b

oile

d eg

g, c

hees

e**

• G

luco

se p

owde

r, m

aize

flou

r, io

dine

sol

utio

n,

plas

tic d

ropp

ers,

ex

ampl

es o

f foo

ds

such

as

cook

ed

rice,

flou

r, po

tato

, br

ead,

oil,

boi

led

egg,

che

ese

• Vi

deo

clip

s fro

m

the

inte

rnet

not

es:

* Io

dine

sol

utio

n is

use

d as

an

indi

cato

r - w

hen

drop

ped

onto

sta

rch

it tu

rns

from

bro

wn

to a

blu

e-bl

ack

colo

ur

**

man

y fo

ods

that

com

e di

rect

ly fr

om p

lant

s co

ntai

n st

arch

whi

le fo

ods

that

com

e di

rect

ly fr

om a

nim

als

do n

ot c

onta

in s

tarc

h



Gr

ad

e 6

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

r

esou

rces

tim

eto

pic

Con

tent

& C

once

pts

sugg

este

d a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k, a

nd

dem

onst

ratio

ns

1 ½

wee

k

(5 ¼

ho

urs)

nut

rient

s in

fo

odFo

od G

roup

s

• fo

ods

can

be g

roup

ed a

ccor

ding

to th

eir f

unct

ions

in th

e bo

dy a

nd th

e m

ain

nutri

ents

they

sup

ply:

-fo

ods

for e

nerg

y -

carb

ohyd

rate

s

-fo

ods

for g

row

th a

nd re

pair

- pro

tein

s

-fo

ods

for

stor

ing

ener

gy (

in t

he f

orm

of

body

fat

s) a

nd

prov

idin

g in

sula

tion

and

prot

ectio

n fo

r ner

ves

and

orga

ns

- fat

s an

d oi

ls

-fo

ods

for

build

ing

bone

s an

d te

eth,

and

mai

ntai

ning

a

heal

thy

imm

une

syst

em -

vita

min

s an

d m

iner

als

• m

ost n

atur

al fo

ods

cont

ain

a m

ixtu

re o

f mor

e th

an o

ne

nutri

ent g

roup

• m

ost p

roce

ssed

(man

ufac

ture

d) fo

ods

have

add

ed s

alt,

suga

r, pr

eser

vativ

es, fl

avou

rings

and

col

ourin

gs

• so

rting

food

s in

to th

e fo

ur d

iffer

ent n

utrie

nt g

roup

s

-ca

rboh

ydra

tes

in f

oods

suc

h as

bre

ad,

suga

r, m

ealie

m

eal,

pota

to, r

ice,

pas

ta

-pr

otei

ns in

food

s su

ch a

s eg

gs, b

eans

, mea

t, fis

h, c

hees

e

-fa

ts a

nd o

ils i

n fo

ods

such

as

mar

garin

e, c

ooki

ng o

il,

butte

r

-vi

tam

ins

and

min

eral

s in

foo

ds s

uch

as f

resh

fru

its a

nd

vege

tabl

es, m

ilk (s

ourc

e of

cal

cium

) •

read

ing

labe

ls o

n fo

od p

acka

ging

to lo

ok fo

r the

nut

rient

s an

d/or

the

addi

tives

in th

e fo

od

• Ex

ampl

es o

f di

ffere

nt fo

ods

repr

esen

ting

the

diffe

rent

food

gr

oups

and

food

pa

ckag

ing.


49CAPS

Gr

ad

e 6

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 ½

wee

ks

(5 ¼

ho

urs)

nut

ritio

nB

alan

ced

diet

s

• a

diet

refe

rs to

the

sele

ctio

n of

food

s w

e ea

t eve

ryda

y

• a

bala

nced

die

t con

tain

s su

ffici

ent q

uant

ities

of f

ood

from

al

l fou

r nut

rient

gro

ups,

as

wel

l as

wat

er a

nd fi

bre

• so

me

dise

ases

can

be

rela

ted

to d

iet

• ev

alua

ting

a gi

ven

diet

to d

eter

min

e if

it co

ntai

ns fo

od fr

om

all n

utrie

nt g

roup

s

• fin

ding

out

abo

ut a

dis

ease

that

cou

ld b

e di

et re

late

d, s

uch

as to

oth

deca

y, o

besi

ty, d

iabe

tes

or d

efici

ency

dis

ease

s

• Li

sts

of d

iffer

ent

diet

s

• Pi

ctur

es a

nd

info

rmat

ion

abou

t fo

od-r

elat

ed

illnes

ses

2 ½

wee

ks

(8 ¾

ho

urs)

Food

pr

oces

sing

nee

d fo

r pro

cess

ing

food

• fo

od is

pro

cess

ed to

:

- m

ake

it ed

ible

(pre

parin

g, c

ooki

ng)

- m

ake

it la

st lo

nger

(pre

serv

ing)

- im

prov

e its

nut

rient

val

ue (f

erm

entin

g)

• du

ring

proc

essi

ng m

any

food

s m

ay lo

se s

ome

of th

eir

nutri

ents

met

hods

for p

roce

ssin

g fo

od

• th

ere

are

man

y di

ffere

nt m

etho

ds (w

ays)

to p

roce

ss fo

od•

rese

arch

ing

how

to p

roce

ss fo

od (r

aw m

ater

ial)

by

com

bini

ng, c

ooki

ng, f

reez

ing,

pic

klin

g, fe

rmen

ting,

dry

ing

and

salti

ng to

mak

e a

prod

uct,

incl

udin

g in

dige

nous

way

s of

pro

cess

ing

of fo

od in

diff

eren

t com

mun

ities

• ch

oosi

ng a

food

and

pro

cess

ing

it in

som

e w

ay

• Pi

ctur

es a

nd

info

rmat

ion

abou

t ho

w fo

od is

pr

oces

sed

• Fo

ods

for p

roce

ssin

g



Gr

ad

e 6

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

ecos

yste

ms

and

Food

w

ebs

diff

eren

t eco

syst

ems

• an

eco

syst

em is

an

area

whe

re li

ving

and

non

-livi

ng th

ings

de

pend

on

each

oth

er in

man

y di

ffere

nt w

ays

• th

ere

are

man

y di

ffere

nt e

cosy

stem

s su

ch a

s riv

ers,

m

ount

ains

, sea

, roc

ky s

hore

, pon

ds, w

etla

nds,

gra

ssla

nds,

fo

rest

s an

d de

serts

, whi

ch s

uppo

rt di

ffere

nt k

inds

of l

ivin

g th

ings

livi

ng a

nd n

on-li

ving

thin

gs in

eco

syst

ems

• in

an

ecos

yste

m th

ere

are

certa

in re

latio

nshi

ps b

etw

een

livin

g th

ings

(pla

nts,

ani

mal

s/pe

ople

, mic

roor

gani

sms)

, and

no

n-liv

ing

thin

gs (a

ir, w

ater

, sun

light

, soi

l) in

a p

artic

ular

ar

ea*

Food

web

s

• in

an

ecos

yste

m p

lant

s an

d an

imal

s ar

e co

nnec

ted

by th

eir

feed

ing

rela

tions

hips

. Thi

s is

cal

led

a fo

od w

eb

• a

food

web

con

sist

s of

:

-pl

ants

(pr

oduc

ers)

whi

ch p

rodu

ce f

ood

for

them

selv

es

and

anim

als

-an

imal

s (c

onsu

mer

s) w

hich

are

her

bivo

res,

car

nivo

res,

om

nivo

res

-m

icro

orga

nism

s (d

ecom

pose

rs)

that

bre

ak d

own

dead

pl

ant a

nd a

nim

al m

atte

r and

retu

rn n

utrie

nts

to th

e so

il

• se

lect

ing

an e

cosy

stem

on/

near

the

scho

ol g

roun

ds fo

r thi

s st

udy.

Rou

ghly

mea

sure

an

area

of 5

m x

5m

squ

are.

• dr

awin

g an

d w

ritin

g ab

out t

hree

pla

nts

and

thre

e an

imal

s th

at a

re fo

und

ther

e

-de

scrib

ing

the

food

, wat

er, a

mou

nt o

f sun

light

and

she

lter

avai

labl

e

-de

scrib

ing

the

feed

ing

rela

tions

hips

(foo

d w

ebs)

-id

entif

ying

the

pos

sibl

e th

reat

s to

thi

s ec

osys

tem

and

po

ssib

le w

ays

to o

verc

ome

them

• dr

awin

g an

d la

bellin

g si

mpl

e fo

od w

ebs

• Pi

ctur

es o

f ec

osys

tem

s su

ch a

s riv

ers,

mou

ntai

ns,

sea,

rock

y sh

ore,

po

nds,

wet

land

s,

gras

slan

ds, f

ores

ts

and

dese

rts

not

es:

* Hea

lthy

ecos

yste

ms

depe

nd o

n su

ffici

ent b

iodi

vers

ity o

f pla

nts,

ani

mal

s an

d th

eir h

abita

ts


51CAPS

Gr

ad

e 6

ter

m 1

str

an

ds:

nat

ur

al

sCie

nC

es: l

iFe

& l

iVin

G

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• ex

plai

n ho

w p

lant

s m

ake

thei

r ow

n fo

od (p

hoto

synt

hesi

s)

• so

rt fo

od in

to th

e fo

ur n

utrie

nt g

roup

s

• de

scrib

e a

bala

nced

die

t

• pr

oces

s fo

od in

som

e w

ay

• de

scrib

e an

eco

syst

em

• el

abor

ate

on fe

edin

g re

latio

nshi

ps (f

ood

web

s)



Gr

ad

e 6

ter

m 2

str

an

ds:

n

atu

ra

l sC

ien

Ces

: mat

ter

& m

ater

ials

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

½ w

eek

(1¾

ho

urs)

solid

s,

liqui

ds a

nd

gase

s

arr

ange

men

t of p

artic

les

• al

l mat

ter (

solid

s, li

quid

s an

d ga

ses)

is m

ade

up o

f par

ticle

s

• th

e pa

rticl

es a

re a

rran

ged

diffe

rent

ly in

sol

ids,

liqu

ids

and

gase

s

-in

sol

ids

the

parti

cles

are

clo

sely

pac

ked

in a

regu

lar

patte

rn –

spa

ces

betw

een

the

parti

cles

are

sm

all a

nd

parti

cles

vib

rate

in o

ne p

lace

-in

liqu

ids

the

parti

cles

are

clo

sely

pac

ked

in n

o fix

ed

patte

rn –

spa

ces

betw

een

the

parti

cles

are

sm

all b

ut

parti

cles

can

mov

e ar

ound

eac

h ot

her

-in

gas

es th

e pa

rticl

es a

re fa

r apa

rt fro

m e

ach

othe

r –

spac

es b

etw

een

the

parti

cles

are

big

and

par

ticle

s m

ove

in a

ll di

rect

ions

• dr

awin

g* a

nd w

ritin

g ab

out h

ow p

artic

les

are

arra

nged

in a

so

lid, l

iqui

d an

d ga

s•

Vide

o cl

ips

from

the

inte

rnet

1 w

eek

(3½

ho

urs)

mix

ture

sm

ixtu

res

of m

ater

ials

• a

mix

ture

con

sist

s of

at l

east

two

diffe

rent

sub

stan

ces/

mat

eria

ls m

ixed

toge

ther

• in

som

e m

ixtu

res,

the

diffe

rent

sub

stan

ces

are

still

cle

arly

vi

sibl

e af

ter m

ixin

g

-th

e su

bsta

nces

in

such

mix

ture

s ca

n be

sep

arat

ed b

y ph

ysic

al m

eans

suc

h as

sie

ving

, fil

terin

g, h

and

sorti

ng,

settl

ing

and

deca

ntin

g

• m

akin

g m

ixtu

res

incl

udin

g:

-tw

o so

lids

- sal

t and

san

d, s

ugar

and

tea

leav

es, p

eanu

ts

and

drie

d be

ans,

diff

eren

t co

ins,

mix

ture

of

diffe

rent

sw

eets

-a

solid

and

a li

quid

-

sand

and

wat

er, c

halk

and

wat

er,

curr

y po

wde

r and

wat

er, g

rate

d ch

eese

and

milk

-tw

o liq

uids

– o

il an

d w

ater

,

• dr

awin

g an

d w

ritin

g ab

out m

ixtu

res

• Ex

ampl

es o

f m

ater

ials

and

su

bsta

nces

suc

h as

: sa

lt, s

and,

sug

ar,

tea

leav

es, p

eanu

ts,

drie

d be

ans,

coi

ns,

swee

ts, c

urry

po

wde

r, gr

ated

ch

eese

, milk

, oil

• Vi

deo

clip

s fro

m th

e in

tern

et

not

es:

* T

he d

raw

ings

mus

t sho

w th

e sa

me

num

ber o

f par

ticle

s in

the

solid

, the

liqu

id a

nd th

e ga

s. T

he p

artic

les

mus

t all

be th

e sa

me

size

.


53CAPS

Gr

ad

e 6

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2½ w

eeks

(8¾

ho

urs)

solu

tions

as

spe

cial

m

ixtu

res

solu

tions

• so

lutio

ns a

re a

lso

mix

ture

s

• so

me

solu

tions

can

be

mad

e by

mix

ing

a so

lid a

nd a

liqu

id

toge

ther

suc

h as

sug

ar a

nd w

ater

, sal

t and

wat

er

• so

lutio

ns a

re u

nifo

rm in

app

eara

nce

and

the

solid

can

not

be s

een

afte

r mix

ing

solu

ble

subs

tanc

es

• so

lubl

e so

lids

(sol

utes

) can

dis

solv

e* in

wat

er (s

olve

nt)

• th

e su

bsta

nces

in s

olut

ions

can

not b

e se

para

ted

by

siev

ing,

filte

ring,

han

d so

rting

, set

tling

and

dec

antin

g

• so

me

solu

tes

can

be re

cove

red

(sep

arat

ed) b

y ev

apor

atin

g th

e so

lven

t (su

ch a

s re

cove

ring

salt

from

sea

wat

er)

• w

hen

subs

tanc

es d

isso

lve,

sol

ute

parti

cles

bec

ome

disp

erse

d in

the

spac

es b

etw

een

the

solv

ent p

artic

les

satu

rate

d so

lutio

ns

• a

solu

tion

is s

atur

ated

whe

n no

mor

e so

lute

can

dis

solv

e in

a

give

n am

ount

of s

olve

nt

inso

lubl

e su

bsta

nces

• So

me

solid

s w

ill no

t for

m a

sol

utio

n in

wat

er (i

nsol

uble

so

lids)

•in

vest

igat

ing

diffe

rent

sol

ids

to s

ee if

they

dis

solv

e in

w

ater

incl

udin

g:

-sa

lt, s

ugar

(sol

uble

sub

stan

ces)

-sa

nd, m

ealie

mea

l, flo

ur, m

aize

flou

r, sa

mp,

cur

ry p

owde

r, cu

star

d po

wde

r (in

solu

ble

subs

tanc

es)

• dr

awin

g an

d w

ritin

g ab

out w

hat h

appe

ns to

sol

ids

in

solu

tions

•in

vest

igat

ing

solu

tions

to s

ee if

we

can

reco

ver t

he s

olut

e by

:

-fil

terin

g

-se

ttlin

g

-ev

apor

atin

g th

e w

ater

(cry

stal

lisat

ion)

• dr

awin

g an

d w

ritin

g ab

out c

ryst

allis

atio

n

• Ex

ampl

es o

f m

ater

ials

and

su

bsta

nces

suc

h as

sa

lt, s

ugar

, san

d,

mea

lie m

eal,

flour

, m

aize

flou

r, sa

mp,

cu

rry

pow

der,

cust

ard

pow

der

• m

easu

ring

cylin

ders

, fu

nnel

s, fi

lter p

aper

, be

aker

s, e

vapo

ratin

g di

sh, s

alt,

food

co

lour

ing

not

es:

* A c

omm

on m

isco

ncep

tion

is th

at s

ugar

or s

alt “

mel

ts” a

way

whe

n ad

ded

to w

ater

. Dis

solv

ing

(in th

e ca

se o

f sug

ar a

nd s

alt i

n w

ater

) req

uire

s tw

o m

ater

ials

to b

e m

ixed

t

oget

her.

T

his

is d

iffer

ent f

rom

mel

ting

(in th

e ca

se o

f ice

) whi

ch is

a re

sult

of h

eatin

g on

e m

ater

ial t

o ch

ange

its

stat

e.



Gr

ad

e 6

ter

m 2

str

an

ds:

nat

ur

al

sCie

nC

es: m

atte

r &

mat

eria

ls

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

dis

solv

ing

rat

es o

f dis

solv

ing

• Fa

ctor

s th

at a

ffect

the

rate

(tim

e ta

ken)

of d

isso

lvin

g

-te

mpe

ratu

re o

f the

mix

ture

-st

irrin

g or

sha

king

the

mix

ture

-gr

ain

size

of t

he s

olut

e

•in

vest

igat

ing,

mea

surin

g an

d dr

awin

g gr

aphs

of t

he

time

take

n to

dis

solv

e a

solu

te:**

-in

hot

or c

old

wat

er

-w

hen

stirr

ing/

shak

ing

or n

ot s

tirrin

g/sh

akin

g

-us

ing

coar

se o

r fine

sal

t

• C

onta

iner

s, b

eake

rs,

ice

crea

m s

ticks

for

stirr

ing,

mea

surin

g sp

oons

, hot

wat

er,

salt

(coa

rse

and

fine)

not

es:

** F

or a

fair

test

, mak

e su

re to

use

a g

iven

am

ount

of s

olut

e [fo

r exa

mpl

e 1

teas

poon

(5 m

l)], a

nd a

giv

en a

mou

nt o

f wat

er [f

or e

xam

ple

½ c

up (1

25m

l)], e

ach

time


55CAPS

Gr

ad

e 6

ter

m 2

str

an

ds:

n

atu

ra

l sC

ien

Ces

: mat

ter

& m

ater

ials

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2½ w

eeks

(8¾

ho

urs)

mix

ture

s an

d w

ater

re

sour

ces

wat

er p

ollu

tion

• in

the

envi

ronm

ent,

man

y th

ings

mix

or d

isso

lve

in w

ater

• w

ater

can

be

pollu

ted

by

-in

solu

ble

subs

tanc

es,

such

as

oil,

plas

tics,

tyr

es,

tins,

gl

ass,

toile

t was

te

-so

lubl

e su

bsta

nces

suc

h as

soa

ps, f

ertil

izer

s, in

sect

icid

es,

acid

s an

d ot

her p

oiso

ns

-liv

ing

germ

s fro

m

toile

t w

aste

ca

usin

g w

ater

-bor

ne

illne

sses

suc

h as

dia

rrho

ea

impo

rtan

ce o

f wet

land

s

• na

tura

l wet

land

s ar

e im

porta

nt fo

r

• re

mov

ing

solu

ble

and

inso

lubl

e su

bsta

nces

from

wat

er

• ac

ting

like

spon

ges

and

regu

latin

g th

e flo

w o

f wat

er

• re

adin

g ab

out/v

isit

a sp

ecifi

c w

etla

nd

• w

ritin

g a

brie

f rep

ort o

n th

e im

porta

nce

of w

etla

nds

incl

udin

g:

-ha

bita

ts a

nd b

iodi

vers

ity

-w

ater

qua

lity

or • w

ritin

g ab

out t

he im

pact

of l

oss

of w

etla

nds

for b

iodi

vers

ity

and

wat

er q

ualit

y

• Te

xts

for r

eadi

ng

abou

t wat

er p

ollu

tion

• Vi

deo

clip

s fro

m th

e in

tern

et

2½ w

eeks

(8¾

ho

urs)

Proc

esse

s to

pu

rify

wat

erC

lean

wat

er

• a

clea

n su

pply

of w

ater

is im

porta

nt fo

r peo

ple,

pla

nts

and

anim

als

• w

ater

can

be

clea

ned

by p

roce

sses

suc

h as

sie

ving

, fil

terin

g, s

ettli

ng, d

ecan

ting,

boi

ling

and

addi

ng c

hem

ical

s to

kill

ger

ms

• m

unic

ipal

wat

er is

cle

aned

bef

ore

and

afte

r we

use

it

•in

vest

igat

ing

how

to b

est p

urify

dirt

y w

ater

in c

lass

or/a

nd

at h

ome*

•de

sign

ing,

mak

ing

and

eval

uatin

g a

sim

ple

syst

em

to c

lean

dirt

y w

ater

, (su

ch a

s a

sand

filte

r) a

ccor

ding

to

spec

ifica

tions

and

con

stra

ints

(ref

er to

Sec

tion

2.7)

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• Si

eves

, filte

r pap

er,

funn

els,

con

tain

ers,

ke

ttle,

wat

er

purifi

catio

n ta

blet

s (if

po

ssib

le)

not

es:

* Lea

rner

s sh

ould

not

drin

k th

is w

ater



Gr

ad

e 6

ter

m 2

str

an

ds:

n

atu

ra

l sC

ien

Ces

: mat

ter

& m

ater

ials

teC

Hn

olo

Gy:

Pr

oC

essi

nG

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• de

scrib

e so

lids,

liqu

ids

and

gase

s in

term

s of

the

arra

ngem

ent o

f the

ir pa

rticl

es

• ex

plai

n di

ffere

nt k

inds

of m

ixtu

res

(incl

udin

g so

lutio

ns)

• di

stin

guis

h be

twee

n so

lubl

e an

d in

solu

ble

subs

tanc

es

• re

cove

r the

sol

ute

from

the

solv

ent a

nd d

raw

and

writ

e ab

out t

he p

roce

ss

• te

ll w

hat f

acto

rs a

ffect

the

rate

of d

isso

lvin

g

• sh

ow a

n un

ders

tand

ing

of th

e im

porta

nce

of w

etla

nds

• de

sign

, mak

e an

d ev

alua

te a

sys

tem

to p

roce

ss a

nd p

urify

dirt

y w

ater


57CAPS

Gr

ad

e 6

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

elec

tric

ci

rcui

tsa

sim

ple

circ

uit

• an

ele

ctric

circ

uit i

s a

syst

em fo

r tra

nsfe

rrin

g en

ergy

• a

sim

ple

circ

uit a

lway

s ha

s th

e fo

llow

ing

com

pone

nts:

-so

urce

of e

nerg

y (s

uch

as a

cel

l/bat

tery

)

-co

nduc

ting

mat

eria

l (su

ch a

s w

ires)

-de

vice

(suc

h as

a lig

ht b

ulb,

buz

zers

, mot

ors)

for c

hang

ing

elec

trici

ty in

to a

use

ful o

utpu

t ene

rgy

• a

circ

uit i

s a

com

plet

e, u

nbro

ken

path

way

for e

lect

ricity

• a

switc

h ca

n be

add

ed to

bre

ak o

r com

plet

e th

e ci

rcui

t pa

thw

ay

Circ

uit d

iagr

ams

• sy

mbo

ls a

re u

sed

whe

n dr

awin

g ci

rcui

t dia

gram

s

• in

vest

igat

ing

how

to m

ake

a si

mpl

e ci

rcui

t usi

ng c

ell/

batte

ry, c

ondu

ctin

g w

ires,

ligh

t bul

b an

d de

sign

and

mak

e a

switc

h to

con

trol t

he c

ircui

t

• dr

awin

g si

mpl

e el

ectri

cal c

lose

d ci

rcui

t dia

gram

s in

clud

ing

the

sym

bols

for c

ell/b

atte

ry, b

ulb,

con

duct

ing

wire

, sw

itch

• Eq

uipm

ent s

uch

as c

ells

/bat

terie

s,

cond

uctin

g w

ires,

lig

ht b

ulbs

and

sw

itche

s



Gr

ad

e 6

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 w

eeks

(7 h

ours

)

elec

tric

al

cond

ucto

rs

and

insu

lato

rs

Con

duct

ors

• so

me

mat

eria

ls c

ondu

ct e

lect

ricity

and

are

cal

led

cond

ucto

rs

-m

ost m

etal

s, e

spec

ially

cop

per,

cond

uct e

lect

ricity

insu

lato

rs

• so

me

mat

eria

ls d

o no

t con

duct

ele

ctric

ity a

nd a

re c

alle

d in

sula

tors

-m

ost

non-

met

als,

su

ch

as

plas

tics,

do

no

t co

nduc

t el

ectri

city

• te

stin

g di

ffere

nt m

ater

ials

(suc

h as

met

al p

aper

clip

s, n

ails

, w

ire, s

teel

-woo

l, co

ins,

pla

stic

, gla

ss, c

eram

ic, c

ardb

oard

, pa

per,

woo

d, ru

bber

, cha

lk) i

n an

ele

ctric

circ

uit t

o se

e if

they

are

con

duct

ors

or in

sula

tors

, and

reco

rdin

g th

e re

sults

on

a ta

ble

• Id

entif

ying

whe

re e

lect

rical

insu

lato

rs a

re u

sed

such

as

in

plas

tic in

sula

ted

wire

s, ru

bber

glo

ves

used

by

elec

trici

ans,

gl

ass

and

cera

mic

insu

lato

rs o

n po

wer

line

s

• D

iffer

ent m

ater

ials

in

clud

ing

met

al

pape

r clip

s, n

ails

, w

ire, s

teel

-woo

l, co

ins,

pla

stic

, gla

ss,

cera

mic

, car

dboa

rd,

pape

r, w

ood,

rubb

er,

chal

k

• D

iffer

ent m

ater

ials

in

clud

ing

plas

tic

insu

late

d w

ires,

ru

bber

glo

ves

used

by

ele

ctric

ians

, gla

ss

and

cera

mic

2 ½

wee

ks

(8 ¼

ho

urs)

syst

ems

to s

olve

pr

oble

ms

usi

ng e

lect

ric c

ircui

ts

• el

ectri

c ci

rcui

ts a

re o

ften

used

to s

olve

pro

blem

s th

at

requ

ire e

nerg

y, s

uch

as s

treet

ligh

ting,

ala

rms,

ele

ctric

ga

tes,

traf

fic li

ghts

, fan

s an

d he

ater

s

• el

ectri

c ci

rcui

ts c

an a

lso

be u

sed

in m

odel

s an

d to

ys

•de

sign

ing,

mak

ing,

eva

luat

ing

and

pres

entin

g a

syst

em

that

use

s a

circ

uit t

o pr

oduc

e m

ovem

ent,

light

, sou

nd o

r he

at* i

n a

stru

ctur

e su

ch a

s a

stea

dy h

and

gam

e, h

ouse

, lig

ht h

ouse

or a

toy.

The

circ

uit s

houl

d in

clud

e co

mpo

nent

s su

ch a

s ce

ll/s,

ligh

t bul

b/s,

buz

zer/s

, and

sw

itch/

es (r

efer

to

Sect

ion

2.7)

[Thi

s ca

n be

use

d as

a p

ossi

ble

proj

ect]

• Ba

sic

com

pone

nts

for a

circ

uit,

incl

udin

g co

mpo

nent

s su

ch

as c

ell/s

, lig

ht b

ulb/

s co

nduc

ting

wire

/s,

buzz

er/s

, and

sw

itch/

es

not

es:

* It i

s ge

nera

lly m

ore

diffi

cult

to p

rodu

ce h

eat u

sing

cel

ls, b

ut th

is c

an b

e ex

plor

ed


59CAPS

Gr

ad

e 6

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

3 w

eeks

(10

½

hour

s)

mai

ns

elec

tric

ityFo

ssil

fuel

s an

d el

ectr

icity

• fo

ssil

fuel

s w

ere

form

ed in

the

Earth

’s c

rust

milli

ons

of

year

s ag

o fro

m d

ead

plan

ts a

nd a

nim

als

• co

al, o

il an

d na

tura

l gas

are

foss

il fu

els

• in

Sou

th A

frica

coa

l is

mos

tly u

sed

as a

fuel

in p

ower

st

atio

ns•

coal

was

form

ed fr

om fo

ssilis

ed p

lant

s w

hich

got

thei

r en

ergy

from

the

Sun

orig

inal

ly•

in a

pow

er s

tatio

n co

al is

use

d to

boi

l wat

er, t

he s

team

tu

rns

a tu

rbin

e w

hich

turn

s a

gene

rato

r, w

hich

pro

duce

s el

ectri

city

• fo

ssil

fuel

s ar

e no

n-re

new

able

reso

urce

sC

ost o

f ele

ctric

ity•

elec

trici

ty is

cos

tly b

ecau

se -

it re

quire

s in

frast

ruct

ure

incl

udin

g co

al m

ines

, tra

nspo

rt,

pow

er s

tatio

ns, p

ylon

s, s

ubst

atio

ns, w

iring

-so

me

elec

trica

l app

lianc

es r

equi

re m

ore

elec

trici

ty t

han

othe

rs (h

eatin

g ap

plia

nces

use

the

mos

t)•

the

mor

e el

ectri

city

we

use

the

mor

e w

e pa

y an

d th

e m

ore

coal

is u

sed

up•

we

can

save

ene

rgy

in m

any

way

s in

clud

ing

usin

g en

ergy

sa

ving

ligh

t bul

bs a

nd s

olar

wat

er h

eate

rsill

egal

con

nect

ions

• ille

gal e

lect

rical

con

nect

ions

are

a d

ange

r to

peop

le

beca

use

they

are

ofte

n un

safe

ren

ewab

le w

ays

to g

ener

ate

elec

tric

ity•

peop

le a

re lo

okin

g fo

r ren

ewab

le w

ays

to g

ener

ate

elec

trici

ty

• dr

awin

g an

d w

ritin

g ab

out t

o ex

plai

n ho

w fo

ssil

fuel

s su

ch

as c

oal w

ere

form

ed

• dr

awin

g an

d w

ritin

g to

trac

e th

e el

ectri

cal e

nerg

y in

a

sequ

ence

from

an

appl

ianc

e, s

uch

as fr

om y

our T

V s

et, t

o th

e co

al-fi

red

pow

er s

tatio

n an

d ba

ck to

the

orig

inal

sou

rce,

th

e S

un

• ex

amin

ing

labe

ls (i

n ad

verts

, or r

eal e

lect

rical

app

lianc

es)

to fi

nd o

ut h

ow m

uch

pow

er th

ey re

quire

(mos

t ket

tles

requ

ire m

ore

than

200

0 W

, whi

lst a

radi

o m

ight

requ

ire

abou

t 15

W*)

. Rec

ordi

ng fi

ndin

gs o

n a

tabl

e

• R

esea

rchi

ng a

nd w

ritin

g ab

out r

enew

able

way

s to

ge

nera

te e

lect

ricity

incl

udin

g in

win

d po

wer

gen

erat

ors,

so

lar p

anel

s (p

hoto

volta

ics)

**, h

ydro

- ele

ctric

pow

er

gene

rato

rs

• Pi

ctur

es a

nd v

ideo

cl

ips

of fu

els

and

thei

r var

ious

use

s•

Pict

ures

to s

how

ho

w e

lect

ricity

is

gene

rate

d in

a c

oal-

fired

pow

er s

tatio

n•

Exam

ples

of

elec

trica

l app

lianc

es•

Pict

ures

of

rene

wab

le w

ays

to

gene

rate

ele

ctric

ity,

incl

udin

g ex

ampl

es

of w

ind

pow

er

gene

rato

rs, s

olar

po

wer

gen

erat

ors,

hy

dro-

ele

ctric

pow

er

gene

rato

rs

not

es:

* L

earn

ers

in th

is g

rade

do

not h

ave

to k

now

how

Wat

ts (W

), ki

lo W

atts

(kW

) and

kilo

Wat

t hou

rs (k

W.h

) are

mea

sure

d an

d ca

lcul

ated

**

Sol

ar p

anel

s (p

hoto

volta

ics)

are

diff

eren

t fro

m s

olar

wat

er h

eate

rs



Gr

ad

e 6

ter

m 3

str

an

ds:

nat

ur

al

sCie

nC

es: e

ner

Gy

& C

Ha

nG

e

teC

Hn

olo

Gy:

sys

tem

s &

Co

ntr

ol

equi

pmen

t and

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

Allo

w fo

r a m

axim

um o

f 7 h

ours

to b

e us

ed fo

r ass

essm

ent

thro

ugho

ut th

e te

rm. F

or m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• dr

aw a

nd la

bel a

n el

ectri

c ci

rcui

t cor

rect

ly

• de

mon

stra

te o

pen

and

clos

ed c

ircui

ts w

ith th

e us

e of

a s

witc

h

• di

stin

guis

h be

twee

n co

nduc

tors

and

insu

lato

rs in

a ra

nge

of m

ater

ials

• tra

ce th

e el

ectri

cal e

nerg

y in

a s

eque

nce

from

an

appl

ianc

e, s

uch

as fr

om y

our T

V

set,

to th

e co

al-fi

red

pow

er s

tatio

n an

d ba

ck to

the

orig

inal

sou

rce,

the

Sun

• ex

plai

n ho

w fo

ssil

fuel

s su

ch a

s co

al a

re fo

rmed

• de

term

ine

whi

ch a

pplia

nces

use

mor

e en

ergy

and

exp

lain

why

this

is s

o


61CAPS

Gr

ad

e 6

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

the

sola

r sy

stem

the

sun,

Pla

nets

and

ast

eroi

ds

• th

e Su

n (a

sta

r) is

at t

he c

entre

of o

ur S

olar

Sys

tem

• th

ere

are

eigh

t pla

nets

and

the

aste

roid

bel

t (m

ercu

ry,

Venu

s, E

arth

, mar

s, A

ster

oid

Belt,

Jup

iter,

Satu

rn, U

ranu

s,

and

Nep

tune

) in

orbi

t aro

und

the

Sun

• ea

ch p

lane

t has

its

own

-fe

atur

es,

size

, or

bit

and

posi

tion

in r

elat

ion

to t

he S

un,

com

posi

tion

(roc

ky a

nd g

as p

lane

ts)

and

num

ber

of

moo

ns (s

ome

have

no

moo

ns)

• th

e pl

anet

s an

d As

tero

ids

take

diff

eren

t am

ount

s of

tim

e to

re

volv

e ar

ound

the

Sun

*

moo

ns

• m

oons

, inc

ludi

ng o

ur m

oon

do n

ot g

ive

out t

heir

own

heat

an

d lig

ht

• ou

r moo

n ca

n be

see

n fro

m E

arth

bec

ause

the

light

from

th

e S

un s

hine

s on

to it

s su

rface

• on

the

moo

n w

e ca

n se

e cr

ater

s, li

ghte

r are

as w

hich

are

m

ount

ains

, and

dar

ker a

reas

whi

ch a

re fl

at p

lain

s

• re

sear

chin

g/re

adin

g in

form

atio

n ab

out t

he p

lane

ts fo

cusi

ng

on s

ize,

dis

tanc

e fro

m th

e S

un, a

vera

ge te

mpe

ratu

re,

num

ber o

f moo

ns**

and

any

oth

er fe

atur

es

• m

akin

g m

odel

s of

the

Sol

ar S

yste

m ta

king

into

acc

ount

po

sitio

n in

rela

tion

to th

e Su

n, s

ize

and

feat

ures

of t

he

plan

ets*

**

• de

scrib

ing

and

draw

ing

the

obje

cts

in o

ur S

olar

Sys

tem

• D

etai

led

pict

ures

an

d m

odel

s of

the

Sol

ar S

yste

m

• Pi

ctur

es o

f the

m

oon

not

es:

* I

t is

not n

eces

sary

to m

emor

ize

exac

t num

bers

of s

ize

of p

lane

ts, n

umbe

r of m

oons

, and

dis

tanc

e fro

m th

e S

un

**

The

num

ber o

f moo

ns a

roun

d so

me

plan

ets

may

cha

nge

as m

ore

are

disc

over

ed

**

* It i

s no

t nec

essa

ry to

mak

e th

e m

odel

s of

the

Sol

ar S

yste

m to

sca

le



Gr

ad

e 6

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

mov

emen

ts**

**

of th

e ea

rth

and

plan

ets

rot

atio

n (e

arth

)

• in

our

Sol

ar S

yste

m, e

ach

plan

et ro

tate

s (s

pins

) on

its o

wn

axis

-th

e pl

anet

Ear

th is

spi

nnin

g, a

nd o

ne c

ompl

ete

rota

tion

take

s ab

out 2

4 ho

urs.

We

expe

rienc

e th

is a

s a

day

and

a ni

ght

-du

ring

rota

tion

the

side

of

the

Ear

th f

acin

g th

e S

un

expe

rienc

es d

aytim

e, a

nd th

e op

posi

te s

ide

of th

e Ea

rth

expe

rienc

es n

ight

-tim

e

rev

olut

ion

(ear

th)

• al

l pla

nets

als

o re

volv

e (tr

avel

) aro

und

the

Sun

in th

eir o

wn

orbi

ts

• pl

anet

Ear

th re

volv

es a

roun

d th

e S

un in

its

own

orbi

t (p

athw

ay),

and

one

com

plet

e re

volu

tion

take

s 36

5 ¼

day

s.

We

expe

rienc

e th

is a

s a

year

• de

mon

stra

ting

the

mov

emen

ts (r

otat

ion

and

revo

lutio

n) a

nd

of th

e E

arth

usi

ng m

odel

s an

d bo

dy m

ovem

ents

• de

mon

stra

ting

how

day

and

nig

ht o

ccur

usi

ng a

mod

el o

f th

e E

arth

and

a li

ght s

ourc

e (fo

r the

Sun

)

• dr

awin

g an

d w

ritin

g ab

out t

he ro

tatio

n of

the

Earth

in

rela

tion

to th

e Su

n - h

ow d

ay a

nd n

ight

occ

ur

• m

odel

s an

d a

light

sou

rce

such

as

torc

h, la

mp,

or

can

dle

to

dem

onst

rate

the

mov

emen

ts o

f the

Ea

rth

not

es:

****

Vid

eo c

lips

coul

d be

use

d to

hel

p cl

arify

the

mov

emen

ts o

f the

pla

nets


63CAPS

Gr

ad

e 6

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

1 w

eek

(3 ½

ho

urs)

the

mov

emen

t of

the

moo

n

rot

atio

n (m

oon)

• th

e m

oon

is s

pinn

ing

and

one

com

plet

e ro

tatio

n ta

kes

abou

t 28

days

rev

olut

ion

(moo

n)

• th

e m

oon

revo

lves

aro

und

the

Ear

th a

nd o

ne re

volu

tion

also

take

s ab

out a

mon

th (a

bout

28

days

)

• to

geth

er, t

he E

arth

and

the

moo

n re

volv

e ar

ound

the

Sun

• de

mon

stra

ting

rota

tion,

and

revo

lutio

n of

the

moo

n ar

ound

th

e E

arth

, usi

ng m

odel

s an

d bo

dy m

ovem

ents

• dr

awin

g an

d w

ritin

g ab

out t

he m

ovem

ents

of t

he m

oon

in

rela

tion

to th

e Ea

rth a

nd th

e so

lar s

yste

m

• m

akin

g a

tabl

e of

com

paris

on b

etw

een

the

Sun

(a s

tar)

, th

e E

arth

(a p

lane

t) an

d th

e m

oon

incl

udin

g: s

hape

, co

mpo

sitio

n, s

ize,

mov

emen

t in

rela

tion

to o

ther

spa

ce

obje

cts,

abi

lity

to p

rodu

ce li

ght

• m

odel

s an

d a

light

sou

rce

such

as

torc

h, la

mp,

or

can

dle

to

dem

onst

rate

the

mov

emen

ts o

f the

m

oon

1 w

eek

(3 ½

ho

urs)

syst

ems

for

look

ing

into

sp

ace

tele

scop

es

• te

lesc

opes

are

use

d to

look

into

spa

ce a

nd g

athe

r in

form

atio

n

• So

uth

Afric

a ha

s bu

ilt a

nd u

ses

som

e of

the

larg

est

tele

scop

es

• re

adin

g a

case

stu

dy a

bout

tele

scop

es s

uch

as s

impl

e te

lesc

opes

, SAL

T (S

outh

ern

Afri

can

Larg

e te

lesc

ope)

, SK

A (S

quar

e Ki

lom

etre

Arr

ay)

• Pi

ctur

es a

nd

info

rmat

ion

abou

t te

lesc

opes



Gr

ad

e 6

ter

m 4

str

an

ds:

nat

ur

al

sCie

nC

es: P

lan

et e

ar

tH &

Bey

on

d

t

eCH

no

loG

y: s

yste

ms

& C

on

tro

leq

uipm

ent a

nd

res

ourc

esti

me

topi

cC

onte

nt &

Con

cept

ssu

gges

ted

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork,

and

de

mon

stra

tions

2 ½

wee

ks

(8 ¾

ho

urs)

syst

ems

to

expl

ore

the

moo

n an

d m

ars

Vehi

cles

use

d on

the

moo

n

• a

few

peo

ple

have

vis

ited

the

surfa

ce o

f the

moo

n an

d ex

plor

ed it

usi

ng a

veh

icle

cal

led

a m

oon

Rov

er

Vehi

cles

use

d on

mar

s

• ro

bots

cal

led

mar

s R

over

s ha

ve b

een

used

to v

isit

and

expl

ore

the

surfa

ce o

f mar

s (p

eopl

e ha

ve n

ot y

et v

isite

d m

ars)

•re

sear

chin

g th

e ke

y fe

atur

es a

nd p

urpo

ses

of th

e m

ars

or m

oon

Rov

ers

incl

udin

g w

heel

s an

d ax

les,

cam

eras

, m

echa

nica

l arm

s, a

nd s

yste

ms

for u

sing

sol

ar e

nerg

y an

d co

mm

unic

atio

ns

•de

sign

ing,

mak

ing

and

eval

uatin

g a

mod

el o

f one

of

thes

e ve

hicl

es w

hich

can

mov

e by

mea

ns o

f whe

els

and

axle

s (r

efer

to S

ectio

n 2.

7)

• m

easu

ring

how

far t

he d

iffer

ent v

ehic

les

can

run

dow

n a

ram

p an

d dr

aw b

ar g

raph

s [T

his

can

be u

sed

as a

pos

sibl

e pr

ojec

t]

• Pi

ctur

es o

f the

moo

n R

over

s an

d m

ars

Rov

ers

• Ap

para

tus

incl

udin

g bo

ttle

tops

, rou

nd

tins

or c

ardb

oard

ci

rcle

s fo

r the

w

heel

s, s

osat

ie

stic

ks o

r dow

els

and

stra

ws

for t

he a

xles

• m

easu

ring

tape

s or

m

eter

stic

ks

ass

essm

ent

guid

elin

es

This

con

tent

and

the

asso

ciat

ed c

once

pts

mus

t be

inte

grat

ed

with

the

aim

s an

d sk

ills

for

Nat

ural

Sci

ence

s an

d Te

chno

logy

(ref

er to

Sec

tion

2).

• Le

arne

rs s

houl

d re

ad, w

rite,

dra

w a

nd d

o pr

actic

al ta

sks

regu

larly

• Ev

iden

ce o

f lea

rner

’s w

ork,

incl

udin

g as

sess

men

ts, s

houl

d be

kep

t in

the

lear

ner’s

not

eboo

k

Scho

ol-b

ased

ass

essm

ent (

incl

udin

g pr

actic

al ta

sks

and

clas

s te

sts)

, che

ckin

g fo

r cor

rect

ness

, and

pro

vidi

ng

cons

truct

ive

feed

back

sho

uld

be d

one

regu

larly

.

As th

is is

the

exam

term

, the

fina

l tw

o w

eeks

may

be

requ

ired

for r

evis

ion

of th

e ye

ar’s

wor

k an

d fo

r exa

min

atio

ns.

For m

ore

deta

iled

guid

elin

es o

n as

sess

men

t, re

fer t

o Se

ctio

n 4.

Checkth

elearne

r’skno

wledg

ean

dthatth

eycan

:

• de

scrib

e ob

ject

s in

our

Sol

ar S

yste

m (p

lane

ts, m

oons

, the

Sun

, Ast

eroi

ds)

• de

mon

stra

te th

e Ea

rth’s

rota

tion

and

revo

lutio

n

• ex

plai

n th

e m

ovem

ents

of t

he m

oon

• id

entif

y th

e es

sent

ial d

iffer

ence

s be

twee

n th

e E

arth

, Sun

and

the

moo

n

• ex

plai

n th

e us

es o

f tel

esco

pes

and

the

impo

rtant

tele

scop

es in

Sou

th A

frica

• m

ake

and

eval

uate

a m

odel

veh

icle

feat

urin

g w

heel

s an

d ax

les


65CAPS

SECTION 4: ASSESSmENT

4.1 introduCtion

Assessment is a continuous planned process of identifying, gathering, interpreting and diagnosing, information about the performance of learners. All forms of assessment involve generating and collecting evidence of achievement; evaluating this evidence and using this information to understand and thereby assist the learner’s development and the teaching process.

Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. In both cases regular feedback should be provided to learners.

informal and formal assessment

informal assessment consists of regular checking of learners’ class work (including practical tasks) asking ques-tions orally and giving constructive feedback. marks for informal assessment need not be recorded.

Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These assessment tasks are done throughout the year and include tests and examinations. All marks that are recorded formally contribute to the final year mark.

Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences and Technology. In both 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 major skills is included. (See Section 2.7 and Section 4.5)

• a variety of different forms of assessment are used. (See Section 4.4)

4.2 inFormal assessment or daily assessment

The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be used to improve their learning.

Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning activities taking place in the classroom.

Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom interactions, classwork, investigations and so on. 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 also be used to provide feedback to the learners and to inform planning for teaching.

Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own performance.



Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes, but for improving teaching and learning.

Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4)

4.3 Formal assessment

Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal Assess-ment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a Grade and in a particular subject. Formal assessment tasks in Natural Sciences and Technology are tests, examina-tions, practical tasks, which may include projects. (See details in Section 4.4.1)

the school-Based assessment component in the different phases is as follows:

Grades Formal sCHool-Based end-oF-year examinations

R - 3 100% n/a

4 - 6 75% 25%

7 - 9 40% 60%

10 and 11 25% 75%

12 25% including school-based mid-year and ‘trial’ examinations External examination: 75%

Formally assessed tests and tasks must together reflect the whole term’s work. Weighting of marks should reflect time allotted to each section in the curriculum content.

the cognitive demands of assessment

The cognitive demands of assessment used should be appropriate to the age and developmental level of the learn-ers 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 major skills that have been specified under the major Process and Design skills. (See Section 2.7)

The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and development of assessment tasks.


67CAPS

Cognitive levels for the assessment of content in Grades 4, 5 and 6

setting tests and tasks for different cognitive levels

Knowing science and technology

understanding science and technology

Applyingscientificand technological

knowledge

evaluating, analyzing,

synthesising scientificandtechnological Knowledge

Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams

low order questions

50%

middle order questions

35%

High order questions

15%

useful verbs to use when setting questions

State

Name

Label

List

and others ...

Explain

Describe

Compare

Plan

Rearrange

Give an example

and others …

Predict

Compare

Design

Use knowledge to demonstrate

and others …

Evaluate

Suggest a reason

Interpret

and others ...

These cognitive skills apply to all three Specific Aims for Natural Sciences and Technology. (See Section 2.6)

4.4 ProGramme oF Formal assessment For natural sCienCes and teCHnoloGy Grades 4, 5 and 6

Formal assessments term 1 term 2 term 3 term 4 total % For

tHe year

school-based assessments

• 1 Test

• 1 selected practical task *

• 1 Exam or test on work from terms 1 & 2

• 1 selected practical task

• 1 Test



75%

exams ** • Exam on work from terms 3 & 4

25%

number of formal assessments

2 2 2 2 Total: 100%

notes: * Grade appropriate assessment on aspects of investigations and technological processes should form part of the selected practical tasks in the assessment programme for the year

** The class tests and examinations must include questions on both Natural Sciences and Technology

a note on tests and examinations

Examinations must include questions on both Natural Science and Technology. Weighting of marks should reflect time allotted to each section in the curriculum content.

A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded.



Tests and examinations consist of a range of questions that cover the different cognitive levels – knowledge recall, understanding, application, evaluation, analysis and synthesis. Learners are required to respond to questions within a specified time under controlled conditions. Examinations are similar to tests - the only difference is that they cover more content.

a note on practical tasks

In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materi-als, tools and equipment to create, produce or investigate something. The teacher observes the learner demonstrate specific practical skills (e.g. measuring the height of a plant, using tools to manipulate materials to make models, using a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment).

Any practical task should provide opportunities for learners to demonstrate several different skills listed under Sec-tion 2.7 and Section 4.5. These may or may not include design/plan investigation skills. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task.

Practical tasks include a range of activities where learners communicate what they know and can do. Include a range of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include: acting out, speaking, drawing, making models, doing science practical work, working in the environment, writing and doing calculations.

a note on projects

Certain practical activities in Section 3 have been suggested as suitable for possible projects, in which case the mark will still be included as part of the School-based assessment. A project is optional and varies in extent. It may be done in class and should be sufficiently diverse to promote inclusivity. One project per year may be done.

4.5 reCordinG and rePortinG

4.5.1 Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Cur-riculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next Grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead.

Guidelines on how the major process skills can be recorded for marks in natural sciences and technology

many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill needs to be marked and recorded in each task.


69CAPS

natural sCienCes maJor inVestiGation ProCess sKills marK alloCation

Writing the topic

Raising/ writing a question to investigate

making a prediction/ hypothesis

Planning the investigation

Collecting data

Recording data

Evaluating and communicating results

total

teCHnoloGy maJor ProCess sKills marK alloCation

Stating a design brief

Listing specifications

Listing constraints

Planning the product

Drawing/designing the product

making the product

Evaluating the product

Presenting the product

total

4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other stake-holders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc.

teachers will record actual marks against the task by using a record sheet; and report percentages against thesubjectonthelearners’reportcards.Percentagesarereportedandmayberelatedtothe7-pointratingcode as given below.

Schools are required to provide quarterly feedback to parents on the Programme of Formal Assessment, using a formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of performance of a learner.



4.5.3 mark allocation

A minimum mark allocation is prescribed for the tests, tasks and examinations for each Grade in the Intermediate Phase. See the guideline below for each Grade under a.

However, should the teacher choose to allocate more marks for tests and tasks, these should also be converted to conform to the total weighting percentages for the Intermediate Phase. See the example below under B.

a: minimum mark allocation for Grades 4, 5 and 6

Grade 4

ProGramme oF Formal assessment

Formal assessments term 1 term 2 term 3 term 4

total marKs For tHe year

total

school-based

assessments

• 1 Test [15 marks]

• 1 selected practical task [10 marks]

• 1 Exam or test on work from terms 1 & 2 [40 marks]





120 marks

Together make up 75% of total marks for the

year

exams

[60 minutes]

• Exam on work from terms 3 & 4 [40 marks]

40 marksmakes up 25% of total marks for the year


2 2 2 2Total 8

assessments

[160 marks]Total: 100%

At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code.

At the end of the year:

steP 1: ADD up all the school-based assessment raw marks from each term to get a total out of 120 marks

steP 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1

steP 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required


71CAPS

Grade 5




total

school-basedassessments








135 marks

Together make up 75% of total marks for the year

exams

[60 minutes]


45 marksmakes up 25% of total marks for the year


2 2 2 2Total 8

assessments[180 marks]

Total: 100%

At the end of each term (Terms 1 – 3): The marks can be reported as a percentage and related to the 7-point rating code.

at the end of the year:

step 1: ADD up all the school-based assessment raw marks from each term to get a total out of 135 marks

step 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1

step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required



Grade 6




total

school-based

assessments








150 marks

Together make up 75% of total marks for the year

exams

[60 minutes]


50 marks

makes up 25% of total marks for the

year

number of formal assessments 2 2 2 2

Total 8 assessments

[200 marks]Total: 100%

At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code.

at the end of the year:

step 1: ADD up all the school-based assessment raw marks from each term to get a total out of 150 marks

step 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1

step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required

B: should the teacher choose to allocate more marks for tests and tasks, the example below can be used.

recording and reporting for each term

marks should be recorded and converted into a percentage for each term. Percentages are reported and may be related to the 7-point rating code as given below.

How to calculate each learner’s % for each term

Step 1. Addtogetherformallyassessedmarksachievedbyeachlearner

Step 2.Dividebytotalmarkspossible

Step 3. Multiplythismarkby100togivethe%achieved

For example:Learnerscore=34outofapossible60marksforthetestandtasksaddedtogetherforaterm.

34÷60x100=56.6%*

*ratherthanusedecimalpointsroundanyfractionfrom.5andbiggeruptonextwholepercentage.Theaboveexamplewillberoundedupto57%


73CAPS

recording and reporting at the end of the year

• The four percentages for each term must be calculated to give 75% of the total. this is the school-based assessment mark.

• Thefinalexammarkmust be converted to 25% of the total and added to the School-based assessment mark.

How to calculate each learner’s % for reporting at the end of the year:

Step 1. Use the following formula to convert the four term School-based assessment %’s to 75% of the total:

1stTerm%+2ndTerm%+3rdTerm%+4thTerm%; then divide the total by 400; then multiply by 75.

For example: (57%+65%+74%+60%)÷400X75=48 (This is the equivalent of 48 out of 75)

Step 2. Convert the final year examination mark to 25 % using the following formula:

Markachievedinexambylearner÷totalmarkspossibleinexamX25.

For example: alearnerscores28outofatotalof40marksinthefinalexam:

28÷40X25=17.5 (This is the equivalent of 17.5 out of 25)

Step 3. Add the calculated year mark (School-based assessment) to the exam mark as calculated above to reach the total % for the year.

Thelearnerintheexampleabovehasscored:48+17.5=65.5%fortheyear.(Roundthisupto66%)

• Percentages are reported and may be related to the 7-point rating code as given below.

Codes 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



4.6 moderation oF assessment

moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. moderation should be implemented at school, district and, if necessary provincial levels. Comprehensive and appropriate mod-eration practices must be in place for the quality assurance of all subject assessments.

In all Grades the formal School-based assessment (including the practical tasks) should be moderated by the rel-evant subject specialist(s) at school and district levels in an ongoing way. moderation serves the following purposes:

1. It should ascertain whether the subject content and skills have been taught and assessed.

2. It should ensure that the correct balance of cognitive demands is reflected in the assessment.

3. It should ensure that the assessments and marking are of an acceptable standard and consistency.

4. It should identify areas in which the teacher may need further development and should lead to support for such development.

5. It should reflect the scope covered by the teacher in line with the term’s requirement

4.7 General

This document should be read in conjunction with:

4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and

4.7.2 The policy document, National Protocol for Assessment Grades R – 12.

Documents

natural sCienCes and teCHnoloGy