Study Master Natural Sciences and Technology Teachers Guide Grade 6 9781107381063AR

Study & Master
Natural Sciences
and Technology
Grade 6
Teacher’s Guide
David Green • Ria de Jager • Linda Bredenkamp

Marietjie van den Heever
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
The Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambridge.org/9781107381063
© Cambridge University Press 2013, 2020
This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2013

Updated 2020
Reprinted 2021
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-38106-3
Editor: Robyn Hoepner

Proofreader: Michel Cozien
Illustrators: Rob Foote
Cover photographer: Robyn Minter
Typesetting: Baseline Publishing Services, IO Publishing
……………………………………………………………………………………………………………
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work are correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.
……………………………………………………………………………………………………………
Acknowledgements
The publishers would like to thank the following copyright holders for permission to
reproduce the following:
Term 1 opener: Food pyramid – Big Stock; Term 2 opener: South African seascape –
South African Tourism; Term 3 opener: Johannesburg skyline – South African Tourism;
Term 4 opener: Saturn – NASA
……………………………………………………………………………………………………………
Every effort has been made to trace copyright holders. Should any infringements have
occurred, please inform the publishers who will correct these in the event of a reprint.
……………………………………………………………………………………………………………
If you want to know more about this book or any other Cambridge University Press
publication, phone us at +27 21 4127800, fax us at +27 21 419-8418 or send an e-mail to
[email protected]
Contents
Expanded contents pages v
Section A: Introduction A1
Section B: Teaching guidelines B1
Section C: Photocopiable resources C1
Section D: Documents D1
The table below summarises the main changes made to the amended and updated Grade 6
Learner’s Book, with matching changes reflected where relevant in this Teacher’s Guide.
If some of your learners are still using the original version of the Learner’s Book, you may
photocopy changed pages listed below from the amended and updated version for them to
use. You may especially wish to do so for pages where updates were done to revision activities,
indicated in bold below, to align them with the revised GET CAPS Amendments related to
assessment requirements.
Page no.
(old and new Nature of changes
version)
In Activities, references to What to do/Instructions used on a few pages changed
to Method, as used generally, for consistency.
4, 6 References to Terms 2 and 4 changed to refer to exams, not tests.
7–8 Note for teacher added; layout updated with latest page images.
14, 22, 64, 74, How are you doing revision note box added.
87
37, 55, 65, Margin notes added about formal assessment/choice of tasks for formal
78, 86, 91/92, assessment as per revised GET CAPS Amendments related to assessment
112, 159, 163 requirements.
51 Springbok changed to springbuck in text and diagram.
56 Term 1 Revision Test: Intro paragraph added.
86 Activity 2 now also marked as an alternative Project/Practical Task for the
formal assessment requirements for Term 2.
91/92 Activities 1 and 2 now also marked as an alternative Practical Task option for
formal assessment requirements for Term 2.
94–95 Revision Test changed to Mid-year examination sample questions. Question 2
deleted to create space for more Term 2 questions, to bring in more in line with
balance between weighting of Term 1 and Term 2 work in the actual mid-year
exam. New questions added at start of Section B; old question 4 b deleted.
Numbering and marks adjusted generally.
iii
100 Reference to LED bulbs added as another example of energy-saving light bulbs.
103 Italics added for emphasis and some small changes made in description below
open/closed circuits to help learners understand that switch turned ON closes
the switch/circuit so electricity can flow, and vice versa for switch turned OFF.
105, 107 These two tasks have been highlighted as Practical Tasks (for informal
assessment) as the form the background steps that lead into the Technology
task (building a conductivity tester) which is the Practical Task that you will
assess for formal assessment requirements in Term 3 (LB page 112).
133 Term 3 Revision Test: Intro para added.
143 Information about Curiosity updated with more recent findings.
159 Margin box added here to explain that Practical Tasks for Term 4 no longer form
part of the formal assessment requirements as per the GET CAPS Amendments,
but are still useful to do to aid in understanding of the content.
162 Information about SKA/Meerkat telescope updated.
163–172 Activity 2 now also highlighted as a Practical Task, with margin box indicating
that as for task on page 159, it no longer forms part of the formal assessment
requirements for Term 4, but is still useful to do to aid in understanding of the
content.
164 Flash Facts box added with updated information about 2019 landing of robotic
spacecraft on dark side of the Moon for the first time by China. (Layout of rest
of Practical Task was adjusted slightly to accommodate this, although content
was not changed.)
173–175 Information about earlier Mars rovers updated, and Flash Facts box added about
July 2020 launches of three new Mars missions by China, the USA and the UAE.
176–177: Revision Test changed to End-of-year examination sample questions. Questions
added for Term 3 part, and changes made to Term 4 part.
178 Word list renamed as Indexed Glossary (to start introducing learners to the
terms Index/Glossary that they will generally be exposed to in books).
iv
Section A: Introduction A1
Section B: Teaching guidelines: as listed below B1
Time
Term Strand Topic Unit Natural Sciences and Technology CAPS content allocation Resources LB page TG page
1 Natural 1: 1.1: Plants • Plants make their own food (glucose sugar) through a 2½ weeks Glucose powder, 10 B4
Sciences: Photosynthesis and food process called photosynthesis (8¾ hours) maize flour, iodine
Life and • Photosynthesis takes place mainly in the leaves solution, plastic
living droppers, examples
Technology: • During photosynthesis the plant uses sunlight energy, of food such as
Processing carbon dioxide (from the air) and water to make cooked rice, flour,
glucose sugar potato, bread, oil,
• Plants change some of the glucose sugar into starch boiled egg, cheese;
which they store in their leaves, stems and roots, video clips from the
Internet
flowers, fruits and seeds
1.2: Plants • During photosynthesis the plant uses carbon dioxide Small plants, 13 B6
and air from the air and gives off oxygen into the air candles, matches,
• Animals, including people, use the oxygen from the bell jars, rubber
stoppers, Vaseline,
air for breathing and give out carbon dioxide which is clear lime
used by plants for photosynthesis water, beakers
or transparent
containers, straws
2: Nutrients in 2.1: Food • Foods can be grouped according to their functions in 1½ weeks Drawings of 15 B8
food groups the body and the main nutrients they supply: (5¼ hours) different food
——foods for energy – carbohydrates types and food
packaging, different
——foods for growth and repair – proteins foods, iodine
——foods for storing energy (in the form of body fats) solution, potatoes,
and providing insulation and protection for nerves white bread,
and organs – fats and oils eggs (separated),
——foods for building bones and teeth, and maintaining surgical gloves
a healthy immune system – vitamins and minerals
• Most natural foods contain a mixture of more than
one nutrient group
• Most processed (manufactured) foods have added
salt, sugar, preservatives, flavourings and colourings
3: Nutrition 3.1: Balanced • A diet refers to the selection of foods we eat every day 1½ weeks Pamphlets, charts 23 B11
diets • A balanced diet contains sufficient quantities of food (5¼ hours) and posters,
from all four nutrient groups, as well as water and fibre lists of different
diets, drawings
v
• Some diseases can be related to diet and information
about food-related
illnesses
vi
Time
1 4: Food 4.1: Need for • Food is processed to: 2½ weeks Drawings and 30 B14
processing processing ——make it edible (preparing, cooking) (8¾ hours) information
food ——make it last longer (preserving) about how food is
processed, foods
——improve its nutrient value (fermenting) for processing
• During processing many foods may lose some of their
nutrients
4.2: • There are many different methods (ways) to process 35 B17
Methods for food
processing
food
5: Ecosystems 5.1: Different • An ecosystem is an area where living and non-living 2 weeks Drawings of 40 B18
and food webs ecosystems things depend on each other in many different ways (7 hours) ecosystems such
• There are many different ecosystems such as rivers, as rivers, mountain,
seas, rocky shores,
mountains, sea, rocky shores, ponds, wetlands, ponds, wetlands,
grasslands, forests and deserts, which support grasslands, forests
different kinds of living things and deserts
5.2: Living • In an ecosystem there are certain relationships 48 B19
and non- between living things (plants, animals/people,
living things microorganisms) and non-living things (air, water,
in eco-
systems sunlight, soil) in a particular area*
5.3: Food • In an ecosystem plants and animals are connected by 50 B20
webs their feeding relationships; this is called a food web
• A food web consists of:
——plants (producers) which produce food for
themselves and animals
——animals (consumers) which are herbivores,
carnivores or omnivores
——microorganisms (decomposers) that break down
dead plant and animal matter and return nutrients
to the soil
Notes: * Healthy ecosystems depend on sufficient biodiversity of plants, animals and their habitats.
Assessment Revision: Test 56 B22
Selected Practical Task 37 B17
55 B21
Total: 10
weeks
(35 hours)
Time
2 Natural 1: Solids, 1.1: • All matter (solids, liquids and gases) is made up of particles ½ week Diagrams to show 59 B24
Sciences: liquids and Arrangement • The particles are arranged differently in solids, liquids (1¾ hours) particles in matter,
Matter and gases of particles and gases: video clips from the
materials Internet
Technology: ——in solids the particles are closely packed in a regular
Processing pattern – spaces between the particles are small and
particles vibrate in one place
——in liquids the particles are closely packed in no fixed
pattern – spaces between the particles are small but
particles can move around each other
——in gases the particles are far apart from each other
– spaces between the particles are big and particles
move in all directions
2: Mixtures 2.1: Mixtures • A mixture consists of at least two different substances/ 1 week Examples of 62 B26
of materials materials mixed together (3½ hours) materials such as
• In some mixtures, the different substances are still salt, sand, sugar,
tea leaves, peanuts,
clearly visible after mixing: dried beans, coins,
——the substances in such mixtures can be separated by sweets, curry
physical means such as sieving, filtering, hand sorting, powder, grated
settling and decanting cheese, milk, oil;
video clips from the
Internet
3: Solutions 3.1: Solutions • Solutions are also mixtures 2½ weeks Basic science 65 B27
as special • Some solutions can be made by mixing a solid and a (8¾ hours) apparatus and
mixtures liquid together such as sugar and water, or salt and materials for
the various
water experiments in
• Solutions are uniform in appearance and the solid this topic, e.g.
cannot be seen after mixing glass beakers, hot
plate or Bunsen
burner, turpentine,
measuring
cylinders, funnels,
filter paper,
evaporative dish,
food colouring;
examples of
materials and
substances such as
salt, sugar, sand,
vii
mealie meal, flour,
maize flour, samp,
curry powder,
custard powder
Time
viii
2 3.2: Soluble • Soluble solids (solutes) can dissolve* in water (solvent) Basic science 67 B29
substances • The substances in solutions cannot be separated by apparatus and
sieving, filtering, hand sorting, settling or decanting materials for
the various
• Some solutes can be recovered (separated) by experiments in this
evaporating the solvent (such as recovering salt from topic, e.g. glass
sea water) beakers, hot plate
• When substances dissolve, solute particles become or Bunsen burner,
dispersed in the spaces between the solvent particles turpentine (refer
to the various
activities for what
you need)
3.3: • A solution is saturated when no more solute can Glass beakers, hot 71 B30
Saturated dissolve in a given amount of solvent water, sugar
solutions
3.4: Insoluble • Some solids will not form a solution in water Basic science 72 B30
substances (insoluble solids) apparatus and
materials for
the various
experiments
in this topic;
bottom halves of
plastic 2ℓbottles,
glass beakers,
soil, oil paint,
turpentine, candles,
methylated spirits;
if possible, water-
based craft paint
can be dissolved
in water as a
comparative test
4: Dissolving 4.1: Rates of • Factors that affect the rate (time taken) of dissolving: 1 week Containers, 75 B31
dissolving ——temperature of the mixture (3½ hours) beakers, ice-cream
——stirring or shaking the mixture sticks for stirring,
measuring spoons,
——grain size of the solute hot water, salt
(coarse and fine)
Time
2 5: Mixtures 5.1: Water • In the environment, many things mix or dissolve in water 2½ weeks Texts for reading 81 B34
and water pollution • Water can be polluted by (8¾ hours) about water
resources ——insoluble substances such as oil, plastics, tyres, tins, pollution, video
clips from the
glass and toilet waste Internet
——soluble substances such as soaps, fertilizers,
insecticides, acids and other poisons
——living germs from toilet waste causing water-borne
illnesses such as diarrhoea
5.2: • Natural wetlands are important for Information 83 B35
Importance ——removing soluble and insoluble substances from water about wetlands
of wetlands ——acting like sponges and regulating the flow of water in your own area;
if possible, try to
take your class on
an excursion to a
nearby wetland
6: Processes to 6.1: Clean • A clean supply of water is important for people, plants 2½ weeks Sieves, filter paper, 88 B37
purify water water and animals (8¾ hours) funnels, containers,
• Water can be cleaned by processes such as sieving, kettles, water
purification tablets
filtering, settling, decanting, boiling and adding (if possible)
chemicals to kill germs
Notes: * A common misconception is that sugar or salt “melts” away when added to water. Dissolving (in the case of sugar and salt in water)
requires two materials to be mixed together. This is different from melting (in the case of ice) which is a result of heating one material to change
its state.
Assessment Revision: Mid-year Examination 94 B39
78 B32
Total:
10 weeks
(35 hours)
ix
x
Time
3 Natural 1: Electric 1.1: A simple • An electric circuit is a system for transferring energy 2½ weeks Cells, bulbs, 97 B42
Sciences: circuits circuit • A simple circuit always has the following components: (8¾ hours) insulated wires,
Energy and ——source of energy (such as a cell/battery) switches, diagrams
change
Technology: ——conducting material (such as wires)
Systems and ——device (such as a light bulb, buzzers or motors) for
control changing electricity into useful output energy
• a circuit is a complete, unbroken pathway for electricity
• a switch can be added to break or complete the circuit
pathway
1.2: Circuit • symbols are used when drawing circuit diagrams 102 B44
diagrams
2: Electrical 2.1: • some materials conduct electricity and are called 2 weeksCells, bulbs, 104 B46
conductors and Conductors conductors (7 hours)
insulated wires,
insulators ——most metals, especially copper, conduct electricity switches; coins,
paper clips, pieces
of wire, metal
utensils, etc.
2.2: • some materials do not conduct electricity and are Cells, bulbs, 106 B47
Insulators called insulators insulated wires,
• most non-metals, especially plastic, do not conduct switches; plastic,
cardboard, wood,
electricity rubber objects,
ceramic, etc.
3: Systems to 3.1: Using • electric circuits are often used to solve problems 2½ weeks Drawings, posters, 109 B49
solve problems electric that require energy, such as street lighting, alarms, (8¾ hours) real examples of
circuits electric gates, traffic lights, fans and heaters circuits; cells, bulbs,
insulated wires,
• electric circuits can also be used in models and toys switches, buzzer
bells
4: Mains 4.1: Fossil • Fossil fuels were formed in the Earth’s crust millions 3 weeks Drawings and video 116 B53
electricity fuels and of years ago from dead plants and animals (10½ hours) clips of fuels and
electricity • Coal, oil and natural gas are fossil fuels their various uses;
drawings to show
• In South Africa coal is mostly used as a fuel in power how electricity
stations and to make synthetic petrol, diesel etc SASOL is generated in a
• Coal was formed from fossilised plants which got their coal-fired power
energy from the Sun originally station; examples
• In a power station coal is used to boil water, the of electrical
appliances
steam turns a turbine which turns a generator, which
produces electricity
• Fossil fuels are non-renewable resources
Time
3 4.2: Cost of • Electricity is costly because: 122 B55
electricity ——it requires infrastructure including coal mines,
transport, power stations, pylons, substations, wiring
——some electrical appliances require more electricity
than others (heating appliances use the most)
• The more electricity we use the more we pay, and the
more coal is used up
• We can save energy in many ways, including using
energy-saving light bulbs and solar water heaters
4.3: Illegal • Illegal electrical connections are a danger to people Drawings of safety 126 B56
connections because they are often unsafe signs
4.4: • People are looking for renewable ways to generate Drawings of 128 B56
Renewable electricity renewable ways to
ways to generate electricity,
generate including examples
electricity of wind power
generator, solar
power generator,
hydroelectric
generators
Assessment Revision: Test 133 B57
112 B50
Total:
10 weeks
(35 hours)
xi
xii
Time
4 Natural 1: The solar 1.1: The Sun, • The Sun (a star) is at the centre of our Solar System 2½ weeks Detailed drawings 136 139 B60 B62
Sciences: system planets and • There are eight planets and the asteroid belt (8¾ hours) and models of the
Planet Earth asteroids (Mercury, Venus, Earth, Mars, Asteroid Belt, Jupiter, solar system, any
and beyond extra information
Technology: Saturn, Uranus and Neptune) in orbit around the Sun about the solar
Systems and • Each planet has its own: system
control ——features, size, orbit and position in relation to
the Sun, composition (rocky and gas planets) and
number of Moons (some have no Moons)
• The planets and asteroids take different amounts of
time to revolve around the Sun*
1.2: Moons • Moons, including our Moon, do not give out their own Drawings of the 146 B62
heat and light Moon
• Our Moon can be seen from Earth because the light
from the Sun shines onto its surface
• On the Moon we can see craters, lighter areas which
are mountains, and darker areas which are flat plains
2: Movements 2.1: Rotation • In our solar system, each planet rotates (spins) on its 1 week Models and a 149 B63
of the Earth (Earth) own axis: (3½ hours) light source such
and planets ——the planet Earth is spinning, and one complete as a torch, lamp
or candle to
rotation takes about 24 hours and we experience demonstrate the
this as day and night movement of the
——during rotation the side of the Earth facing the Sun Earth
experiences daytime, and the opposite side of the
Earth experiences night time
2.2: • All planets also revolve (travel) around the Sun in 151 B64
Revolution their own orbits
(Earth) • Planet Earth revolves around the Sun in its own orbit
(pathway); one complete revolution takes 365¼ days
and we experience this as a year
3: The 3.1: Rotation • The Moon is spinning and one complete rotation takes 1 week Models and a light 156 B66
movement of (of the about 28 days (3½ hours) source such as a
the Moon Moon) torch, lamp or candle
3.2: • The Moon revolves around the Earth and one to demonstrate the 157 B66
Revolution revolution also takes about a month (about 28 days) movement of the
(of the Moon) Moon
4: Systems for 4.1: • Telescopes are used to look into space and gather 1 week Drawings and 160 B68
looking into Telescopes information (3½ hours) information about
space • South Africa has built and uses some of the largest telescopes
telescopes
Time
4 5: Systems to 5.1: Vehicles • A few people have visited the surface of the Moon and 2½ weeks Drawings of the 163 B69
explore the used on the explored it using a vehicle called a Moon Rover (8¾ hours) Moon and Mars
Moon and Mars Moon rovers; apparatus
5.2: Vehicles • Robots called Mars Rovers have been used to visit including bottle 173 B70
used on Mars and explore the surface of Mars (people have not yet tops or lids, round
tins or cardboard
visited Mars) circles for the
wheels, sosatie
sticks or dowels and
straws for the axles
Notes: * It is not necessary to memorise exact numbers of size of planets, number of Moons, and distance from the Sun.
Assessment Revision: End-of-year Examination 176 B70
Total:
8 weeks
(28 hours)
Section C: Photocopiable resources C1
Section D: Documents D1
xiii
xiv
Introduction
Section A: Introduction
Personal and social well-being lessons page XXX

Physical education lessons page XXX
Creative arts: Performing arts pages XXX
Creative arts: Visual arts pages XXX
Curriculum and Assessment Policy Statement (CAPS) A3

Inclusivity A5
Natural Sciences and Technology in the school curriculum A9
Classroom management A15
Resources for Natural Sciences and Technology A17
Assessment A18
How to use this course with the Curriculum and Assessment
Policy Statement for Natural Sciences and Technology A24
A1
A1
A2
Note:
Curriculum and Assessment Policy Statement
This course has (CAPS)
been amended The National Curriculum Statement Grades R–12 (NCS), which
and updated stipulates policy on curriculum and assessment in the schooling sector
to match the was amended, with the amendments coming into effect in January
latest changes in 2012. A single comprehensive National Curriculum and Assessment
the assessment Policy Statement (CAPS) was developed for each subject to replace
requirements for the old Subject Statements, Learning Programme Guidelines and
Natural Sciences Subject Assessment Guidelines in Grades R–12. The CAPS for each
and Technology, subject details the minimum outcomes and standards of the learning
as published in process as well as assessment processes and procedures.
the GET CAPS
Amendments
General aims of the South African Curriculum
document.
The National Curriculum Statement Grades R–12 gives expression to
Please refer to
what are regarded to be knowledge, skills and values worth learning.
the updated
It will ensure that children acquire and apply knowledge and skills
section on pages
in ways that are meaningful to their own lives. In this regard, the
A20–A26 in this
curriculum promotes the idea of grounding knowledge in local
Introduction,
contexts, while being sensitive to global imperatives.
which includes a
summary of these
The purpose of the National Curriculum Statement
latest assessment
Grades R–12
requirements for
Grade 6. • To equip learners irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self-fulfilment, and
meaningful participation in society as citizens of a free country.
• To provide access to higher education.
• To facilitate the transition of learners from education institutions
to the workplace.
• To provide employers with a sufficient profile of a learner’s
competences.
The principles of the National Curriculum Statement

Grades R–12
• Social transformation
The Constitution of the Republic of South Africa forms the
basis for social transformation in our post-apartheid society.
Social transformation in education is aimed at ensuring that the
educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of our
population.
What does this mean in your classroom? Your learners will come
from families and communities that have been affected in diverse
ways by South Africa’s past. They will have many different ideas
about what kind of future they want, and what kind of society
they want to live in. In the learning program that you plan for the
year, you need to provide opportunities for the learners to explore
SECTION A INTRODUCTION A3
and come to understand the kind of society we all want to create
in South Africa and offer them possibilities for their future.
• Active and critical learning
The National Curriculum Statement encourages an active and
critical approach to learning, rather than rote and uncritical
learning of given truths.
What does this mean in your classroom? You should use a
variety of activities that encourage the learners to engage with
the content and with their fellow learners and explore the world
around them.
• High knowledge and high skills in learners
It specifies the minimum standards of knowledge and skills at
each grade and sets high, achievable standards in all subjects.
What does this mean in your classroom? You as the teacher
should inspire your learners with relevant knowledge and activities
that will encourage them to want to explore the world around
them and relate what they learn to their lives outside school. Strive
to develop a high level of knowledge and skills in all your learners.
• Progression
Progression refers to the process of developing more advanced and
complex knowledge and skills. The content and context of each
grade show progression from simple to complex.
What does this mean in your classroom? If you plan a learning
programme using this course, you will ensure that your learners
are progressing appropriately through the levels of knowledge and
skills that the curriculum requires.
• Human rights, inclusivity, environmental and social justice
The National Curriculum Statement is infused with the principles
and practices of social and environmental justice and human
rights as defined by the Constitution of the Republic of South
Africa. In particular, they are sensitive to issues of diversity, such as
poverty, inequality, race, gender, language, age and disability.
What does this mean in your classroom? In all activities that
you organise and facilitate you should create opportunities to
relate your subject to the broader social goal of promoting human
rights, environmental justice and social justice. Take into account
that some of your learners might be grappling with issues, such as
poverty, language, disability, etc. in their daily lives, and encourage
them to explore these issues in ways that relate to this subject.
• Valuing indigenous knowledge systems
Indigenous knowledge systems in the South African context
refer to a body of knowledge embedded in African philosophical
thinking and social practices that have evolved over thousands of
years. The National Curriculum Statement acknowledges the rich
history and heritage of this country as important contributors to
nurturing the values contained in the Constitution.
What does this mean in your classroom? Draw on the expertise
in your subject that may be available in your local community.
Find out about individuals and organisations in your region that
A4 SECTION A INTRODUCTION
can support your classroom work by means of relevant indigenous
knowledge to which they have access. Encourage learners to
tap into sources of relevant indigenous knowledge in their own
communities. For example: People from indigenous cultures have
always found ways to collect and preserve uncontaminated water.
By finding out about such water collection practices, we can
learn how to minimise contamination of water resources.
• Credibility, quality and efficiency
The National Curriculum Statement aims to achieve credibility
through providing an education that is comparable in quality,
breadth and depth to the curricula of other countries. We live in a
world community in which knowledge and people are circulated
all the time. It is important that other countries in the world
recognise the qualifications acquired in the South African school
system and that these standards are set from the ground up.
Qualities and skills of learners

The National Curriculum Statement aims to produce learners that are
able to:
• identify and solve problems and make decisions using critical and
creative thinking
• work effectively as individuals and with others as members of a
team
• organise and manage themselves and their activities responsibly
and effectively
• collect, analyse, organise and critically evaluate information
• communicate effectively using visual, symbolic and/or language
skills in various modes
• use science and technology effectively and critically showing
responsibility towards the environment and the health of others
• demonstrate an understanding of the world as a set of related
systems by recognising that problem solving contexts do not exist
in isolation.
Inclusivity
Inclusivity should form part of your planning, so be aware of the
barriers to learning in your class and plan accordingly.
As teachers we must always remember that every learner has the
right to learn no matter what their learning barriers are. Inclusion
means that all the learners should belong. Each learner is unique and
the teacher must learn to build on the individual strengths of each
learner. It is important that the other learners in the class be informed
about a learner’s barriers as this may make them more compassionate,
tolerant and accepting.
When children are included and involved in the subject it will
often improve their attention span, persistence and commitment
to the subject. It is important that all learners have a sense of
achievement no matter what the challenges are. This will improve
their self-esteem.
When a learner is struggling with some activity, allocate a ‘buddy’
who can help them. Make sure the tasks that are given to the learners
with barriers are more focused and shorter. If the class is doing
movement, the learner with a physical barrier can sit in a chair and
move their arms and the buddy learner can move around them.
It is also the teacher’s job to encourage the learners with barriers
to ask for help either from their ‘buddy’ or the teacher.
‘It is easier for us (teachers) to change the way in which we teach
than for them (the learner) to change the way in which they learn’ –
Chasty 1985.
Inclusivity should become a central part of the organisation,
planning and teaching at each school. This can only happen if all
teachers have a sound understanding of how to recognise and address
barriers to learning, and how to plan for diversity.
Inclusive education and training should:
• acknowledge that all children and youth can learn and that all
children and youth need support
• accept and respect the fact that all learners are different and have
different learning needs, which are equally valued
• enable education structures, systems and learning methodologies
to meet the needs of the learner
• acknowledge and respect differences in children, whether due to
age, gender, ethnicity, language, class, disability, HIV status, etc.
• maximise the participation of all learners in the culture and the
curriculum of educational institutions and uncover and minimise
barriers to learning.
What does this mean in your classroom? In this series of books the
learners work together in groups and pairs, which gives them the
opportunity to learn from each other, as well as at their own pace. The
learning methodologies also cater for learners with different learning
abilities. A wide range of activities is included in this series. This allows
you to decide, based on your particular situation and the skills levels of
your learners, which activities should be done by which learners. Some
of the activities could be used as extension work for more advanced
learners, while others can be used as remedial work for learners
requiring additional support. Gender is also addressed as both boys and
girls are able to participate in all the activities. Learners also have the
opportunity to learn about diversity within the subject matter covered.
Learners with physical barriers can work in groups or with a
partner so they can be assisted where necessary. The teacher must
therefore group learners with disabilities together with learners with
other disabilities or no disabilities so they can support each other.
Special needs
In many classrooms, learners with special needs require additional
attention – in some cases very little, and in others more extensively.
Teachers should be especially sensitive towards these learners without
drawing too much attention to the learner’s possible barrier to
learning, and somehow making fellow learners aware of the need to
treat each other with respect without exception. This vital life skill
should be engrained in all young people so that it becomes part of
their personalities for the rest of their lives. The information that
follows will assist you in addressing some of these special needs in
your classroom in an inclusive way. Be aware of these and other special
needs of learners in your classroom.
Partial sight or blindness: For partially-sighted learners who find
it difficult to read text, text could be enlarged by using a photocopy
machine. Also, ensure that these learners sit in the middle at the front
of the class so that their poor eyesight does not become a barrier to
their learning.
Alternatively – especially in group work – text could be read aloud
to these learners. Remember to read loudly, clearly and slowly as
partially sighted and blind learners rely heavily on their memories.
Hard of hearing: Once again, these learners should sit in the
front of the class. Remember to face the learner directly and speak
loudly and clearly, but without exaggerating when giving instructions,
or when reading text to these learners. Learners who are hard of
hearing learn very early in life to lip-read.
Impaired social skills: The nature of these difficulties varies, but
could, in some cases, become a serious barrier to learning.
• Learners who are very shy or highly-strung might find speaking
in front of the class extremely stressful. Although they should be
encouraged to develop this life skill, it should be remembered that
one can never change someone’s nature completely. Work gently
with these learners – their shyness or nervousness may even be the
result of negative circumstances at home. Let them do their ‘class
presentations’ in written form at first, and then move slowly as the
year progresses, at first letting them speak to one classmate only,
then to a small group, and finally to the whole class.
• Children with ADS (Attention Deficit Syndrome, also known as
ADD – Attention Deficit Disorder) will find it extremely difficult
to work in groups or to sit still and concentrate for very long – in
some cases simply having to listen for two minutes is too long.
Learners with ADS could affect the class atmosphere and class
discipline in a negative way, and although everyone will agree that
the deficiency is no fault of their own, they should not be allowed
to ruin their fellow learners’ education.
The school should have a policy that parents must inform the
school confidentially if their child suffers from ADS. If learners
have been diagnosed, they could be on medication. It is essential
that teachers are informed, otherwise the learner could simply
be branded as ‘extremely naughty’, which would be unfair and
result in inappropriate handling. Teachers should be very careful
not to judge a ‘naughty’ learner too soon. ADS is becoming quite
common, and in some cases may not have been diagnosed at all.
Be on the look-out for a learner who:
• finds it hard or even impossible to concentrate
• frequently interrupts the teacher with irrelevant or seemingly
‘stupid’ questions
• fidgets all the time to the point of irritating peers
• jumps up frequently and asks to go to the bathroom (or
somewhere else) at inappropriate times
• shouts out answers or remarks when the class has been asked
to put up their hands
• is unable to deal with group work or pair sessions – these
periods are ‘interpreted’ as a ‘free for all’
• shows signs of aggression when fairly disciplined
• argues with the teacher when asked to keep quiet.
Please note that:
• the disorder is more prolific among boys than among girls
• diet could play a role in controlling the disorder – fast foods
and junk foods should be kept to a minimum
• not all ‘naughty’ children have ADS.
Extreme poverty: This barrier to learning requires extreme sensitivity
from the teacher. If you know that there are one or more learners in
your class who come from poverty-stricken backgrounds, you could
handle the situation as follows:
• Learners are often required to bring resources from home,
especially for practical activities in subjects like visual arts,
technology and science. Some learners may be unable to afford
additional resource materials: magazines for research and making
posters; cereal boxes; colour pencils or Kokis; paper plates; their
own scissors; plastic straws; rulers; calculators. Keep a supply of
these items in your classroom without informing your learners
and unobtrusively give them to those learners whom you know
have difficulty in acquiring them. Be careful not to encourage
‘forgetters’ to make use of this offer! You could ask community
groups and businesses in your area to provide support in collecting
supplies of materials for you to keep in your classroom.
The key to managing inclusivity is ensuring that barriers are identified

and addressed by all the relevant support structures that are available
within the school community, including teachers, District-based
Support Teams, Institutional-level Support Teams, parents and Special
Schools as resource centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies, such
as those included in the Department of Basic Education’s Guidelines
for Inclusive Teaching and Learning (2010).
Time allocation per subject
The instructional time in the Intermediate Phase is as follows:
Subject Time allocation per week (hours)
Home language 6
First additional language 5
Mathematics 6
Natural Science and Technology 3½
Social Sciences 3
Life Skills 4
• Creative Arts (1 ½)
• Physical Education (1)
• Personal and Social Well-being (1 ½)
TOTAL 27 ½
The allocated time per week may be utilised only for the minimum required
NCS subjects as specified above, and may not be used for any additional
subjects added to the list of minimum subjects.
Natural Sciences and Technology in the school

curriculum
Aims
Science and Technology is an integrated subject that is compulsory for
all learners in the Intermediate Phase. This is so because the subject
is critical for promoting and developing scientific and technological
literacy in preparation for the compulsory, but separate subjects
Natural Sciences and Technology in the Senior Phase (Grades 7 to 9).
This integrated subject aims to build learners’ investigative skills by
honing their discovery skills with practical investigations and developing
their research skills by encouraging them to use reference books and other
media. In the course of analysing the results of practical experiments,
learners get to practise their observation skills and critical thinking and
learn to draw conclusions from a set of results. Learners will also learn
how to represent experimental apparatus and design ideas by drawing
simple diagrams showing a single viewpoint in two dimensions. Through
the application of the design process in Technology they will also begin to
evaluate designs in terms of fitness-for-purpose, aesthetic appearance and
possible impact on society and the environment.
Purpose
The Curriculum and Assessment Policy Statement (CAPS) for Natural
Sciences and Technology identifies the following as the three main
purposes of the subject:
• Development of scientific and technological knowledge and
understanding
• Development of science process skills (scientific investigations)
and technological skills (the design process)
• Development of an understanding of the relevance of Science and
Technology in society.
Refer to your copy of the CAPS for Natural Sciences and Technology
(page 8) for further explanation of the above.
The main Science process skills and technological
and design skills
The development of the skills referred to on page A9 and listed below are
essential for the teaching and learning of Natural Sciences and Technology.
1. Accessing and recalling information – being able to use a variety
of sources to acquire information, and to remember relevant facts
and key ideas, and to build a conceptual framework
2. Observing – noting in detail objects, organisms and events
3. Comparing – noting similarities and differences between things
4. Measuring – using measuring instruments such as rulers,
thermometers, clocks and syringes (for volume)
5. Sorting and classifying – applying criteria in order to sort items
into a table, mind-map, key, list or other format
6. Identifying problems and issues – being able to articulate the
needs and wants of people in society
7. Raising questions – being able to think of, and articulate relevant
questions about problems, issues, and natural phenomena
8. Predicting – stating, before an investigation, what you think the
results will be for that particular investigation
9. Hypothesising – putting forward a suggestion or possible explanation
to account for certain facts. A hypothesis is used as a basis for further
investigation, which will prove or disprove the hypothesis
10. Planning investigations – thinking through the method for an
activity or investigation in advance. Identifying the need to make
an investigation a fair test by keeping some things (variables) the
same whilst others vary
11. Doing investigations – this involves carrying out methods
using appropriate apparatus and equipment, and collecting
data by observing and comparing, measuring and estimating,
sequencing, or sorting and classifying. Sometimes an
investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a
systematic way, including drawings, descriptions, tables and graphs
13. Interpreting information – explaining what the results of an
activity or investigation mean (this includes reading skills)
14. Designing – showing (e.g. by drawing) how something is to be made
taking into account the design brief, specifications and constraints
15. Making/constructing – building or assembling an object
using appropriate materials and tools and using skills such as
measuring, cutting, folding, rolling, gluing
16. Evaluating and Improving products – using criteria to assess a
constructed object and then stating or carrying out ways to refine
that object
17. Communicating – using written, oral, visual, graphic and other forms
of communication to make information available to other people
Specific Aims
Three broad subject-specific aims have been identified for Natural Sciences
and Technology. These are tabulated overleaf for your information.

Specific Aim Cognitive skill Requirements for development Assessment of skill
of skill
Specific Aim 1: Note: Doing practical • Follow instructions
Doing science and investigations and designing • Handle equipment, apparatus
technology and making solutions involves a and tools
Learners should be able to specific range of skills, which are • Make observations
complete investigations, analyse indicated in the next column. The • Record information or data
problems and use practical knowledge and understanding • Measure
processes and skills in designing of doing science and technology • Interpret
and evaluating solutions. should be assessed within the • Design/plan investigations,
context of the cognitive domains experiments or solutions to
of Specific Aim 2. everyday problems
Specific Aim 2: Acquire knowledge. The focus Learners must: Teachers should use verbs that show that knowledge
Understanding and is on the theory of science • access information from a variety of the subject is being assessed in the tasks or
connecting ideas (concepts, processes, phenomena, of sources assessments that they set, for example:
Learners should have a grasp mechanisms, principles, theories, • select key ideas • state
of scientific, technological laws, models, etc.). • recall facts • name
and environmental knowledge • describe concepts, processes, • label
and be able to apply it in new phenomena, mechanisms, principles, • list
contexts. theories, laws and models • define
• sketch design ideas • describe, and any others.
• draw simple 2D plans
Understand, comprehend, make Learners must: Teachers should use suitable verbs in tasks or
connections between ideas and • build a conceptual framework of assessments they set which indicate that understanding
concepts to give meaning to scientific and technological ideas of the subject is being assessed, for example:
SECTION A
science and technology. • organise or reorganise knowledge to • explain
derive new meaning • compare
• write summaries • rearrange
• write design briefs • give an example of
• develop flow charts, diagrams and • illustrate
mind maps • calculate
• recognise patterns and trends • interpret
• understand the impact of technology • suggest a reason
INTRODUCTION
and science • make a generalisation
• write specifications and constraints • interpret information or data
• predict
• select
A11
• differentiate
A12
of skill
Specific Aim 2: Apply knowledge of science and Learners must be able to: Teachers should use suitable verbs in tasks or
Understanding and technology in new and unfamiliar • use information in a new way assessments they set, which assesses a learner’s
connecting ideas contexts. • apply knowledge to new and ability to apply knowledge, for example:
Learners should have a grasp unfamiliar contexts • demonstrate
of scientific, technological • use knowledge to design solutions to • interpret
and environmental knowledge problems, needs and wants. • predict
SECTION A
and be able to apply it in new • compare
contexts. • diferentiate
• illustrate
• solve
• select.
Learners need to show application of knowledge
INTRODUCTION
about something that they have learnt, and which
they understand, in a context or situation about
which they have not yet acquired specific knowledge,
or they must show the use of this knowledge in a
new way.
Analyse, evaluate and synthesise Learners must be able to: Teachers should use suitable verbs in tasks or
scientific and technological • analyse information/data assessments they set which indicate that analysis,
knowledge, concepts and ideas. • recognise relationships between evaluation and synthesis are being assessed, for
existing knowledge and new ideas example:
• critically evaluate scientific • appraise
information • argue
• critically evaluate issues, proposed • judge
solutions, products and processes • select
• identify assumptions • evaluate
• categorise information. • defend (a point of view)
• compare
• contrast
• criticise (an argument or assumption)
• differentiate
• distinguish
• discuss.
of skill
Specific Aim 3: Science, Note: The skills that are linked Understanding the history and
technology and society to this Specific Aim are cognitive relevance of some scientific discoveries
Learners should understand rather than practical and are the and technological developments
the practical uses of Natural same as for Specific Aim 2. Relationship of indigenous knowledge
Sciences and Technology in to science and technology
society and the environment,
The value and application of scientific
and have values that make
and technological knowledge in
them caring and creative
industry, and the impact on the quality
citizens.
of people’s lives and/or the environment
SECTION A
INTRODUCTION
A13
Natural Sciences and Technology ‘Knowledge
Strands’
Natural Sciences and Technology for the Intermediate Phase has been
divided into seven Knowledge Strands in the CAPS. These Knowledge
Strands are used as organisers for the Physical Sciences, Life Sciences,
Earth Sciences and Technology components of this integrated subject:
Subject Knowledge Strand Area of science
Natural Sciences Life and living Life Sciences
Natural Sciences Matter and materials Physical Sciences
Natural Sciences Energy and change Physical Sciences
Natural Sciences Planet Earth and beyond Earth Sciences
Technology Structures
Technology Processing
Technology Systems and control
Sequencing and progression

The Natural Sciences and Technology CAPS sets out the content to be
covered for each of the Knowledge Strands for each grade as follows:
Natural Sciences Technology

Strand Life and living Matter and Energy and Planet Earth Structures Processing Systems and
materials change and beyond control
• Living and non- • Materials • Energy • Planet Earth • Term 1: • Term 3:
living things around us and energy • The Sun Structures Movement
• Structure of • Solid transfer • The Earth for animal energy in a
plants and materials • Energy and the Sun shelters system
Grade 4
animals around us • The Moon • Term 2: • Term 4:

• What plants • Energy and Strengthening Rocket
need to grow sound materials systems
• Habitats of • Term 2:
animals Strong frame
structures
• Plants and • Metals and • Stored • Planet Earth • Term 1: • Term 2: • Term 3:
animals on non-metals energy in • Surface of Skeletons as Processing Systems
Grade 5
Earth • Uses of fuels Earth structures materials for moving

• Animal metals • Energy and • Sedimentary • Processed things
skeletons electricity rocks materials
• Food chains • Energy and • Fossils
• Life cycles movement
• Photosynthesis • Solids, • Electric • The solar • Term 1: • Term 3:
• Nutrients in liquids and circuits system Food Systems
food gases • Electrical • Movements processing to solve
• Nutrition • Mixtures conductors of the Earth • Term 2: problems
• Ecosystems • Solutions and and planets Processes • Term 4:
Grade 6
and food webs as special insulators • The to purify Systems for

mixtures • Mains movement water and looking into
• Dissolving electricity of the Moon water space
• Mixtures resources • Systems to
explore the
Moon and
Mars

It is recommended in the CAPS that teachers teach the Natural
Sciences Knowledge Strands in the sequence mapped out below for all
three grades:
1. Life and living
2. Matter and materials
3. Energy and change
4. Planet Earth and beyond
Each term also includes a Technology strand (terms indicated in table on

page A14) and at least two Technology strands are developed in each grade.
This Natural Sciences and Technology course follows the
recommended sequence above.
Time allocation for Natural Sciences and Technology

Time allocation for Natural Sciences and Technology 3½ hours
in the Intermediate Phase: per week
Time allowed for curriculum to be completed 38 weeks
Time allowed for end of year examinations 2 weeks
Total teaching time per school year 40 weeks
The allocated time per topic in the CAPS is an indication of

the weighting of that topic for allocation of marks in tests and
examinations.
Seven hours per term must be used for formal and informal
assessment (see CAPS p. 15).
Classroom management
With the learners, create a set of rules for classroom behaviour. Agree
together what the rules of the classroom are and write the rules on a
poster, which can be displayed in the classroom. State the rules in a
positive way, for example, ‘We listen quietly when others speak’.
You may find that situations arise which you did not consider when
creating the rules. In these instances, if it is necessary to create a rule
for it, add it to the rules. Rules may vary slightly, depending on the
activities you are doing, for example, a classroom theory lesson versus a
practical lesson versus an outdoors lesson versus a class outing.
Learners must also be made aware of the repercussions of breaking
the rules. When rules are broken, follow through with a suitable
reprimand or punishment. It is important that rules are applied
consistently. This reinforces the effectiveness of the rule in that the
learner knows what to expect. Most learners are aware of the dynamics
of power in the classroom. However, there are learners who will try
and see how far they can push you.
If you have a difficult learner/s in your class, approach your
colleagues or principal for guidance. Some of them may have
experience dealing with a similar situation or may know the learner/s
involved and know how to address the situation constructively. It
is important that this be done in a positive way. The learner must

be protected from being stereotyped as an ill-disciplined learner
otherwise he or she will always perpetuate that behaviour.
Here are some ideas or tools to assist with classroom management:
Preparation
Prepare more than you need to for the day’s lessons. Create additional
worksheets on the topic you are working on, so that if learners
complete their work sooner than expected, they may do the additional
worksheet. It will keep them occupied and less likely to disrupt
the class. This is a good opportunity to create enrichment activities.
Resources
Create a secure storage space where you store collected resource
material, equipment and tools for investigations and projects. While
it is not ideal to have to use improvised equipment, teachers should
improvise and encourage learners to collect materials that could be
used for making technology models. Plant materials for investigations
could be obtained from the school grounds if appropriate plants are
planted there in advance and animal material can be purchased from
the local butcher at a reasonable cost.
Group or pair work

Throughout this course, learners will work in a variety of ways –
sometimes on their own, sometimes in pairs or in small groups.
Providing guidance for your learners in class discussions is important.
Introduce each topic or activity to them by looking at what is required
together and finding out what they know already. Before they get on
with an activity, make sure that:
• everybody knows what they have to do and everybody knows
whether they are to work on their own, in pairs or in groups
• if working in pairs or groups, the learners should not find
themselves with the same partners or group members each time;
this will help to avoid groups that are constantly disruptive
• they have the resources to carry out the activity
• you agree on how the learners will get your attention if they need
help
• the learners have an idea of how much time the activity
should take
• they understand how they will be assessed for the activity.
Organising the classroom
Find a way to organise the class so that the learners can work
comfortably in the different modes (alone, in pairs and in groups).
Remember that if the group size is too large then some learners may
sit back and let others do all the work. There is a danger of these
learners becoming bored and disrupting the rest of the class too.
It is a good idea to keep some wall and shelf space for displaying
learners’ work. Put up a representative sample of the class’s work – not
just the best ones.

You can use posters that are relevant to the subject, topic or skill
that you are teaching to ignite the learners’ interest in the subject and
make the classroom more engaging. Posters and resources are obtainable
from many organisations and institutions and are often free.
Safety
All the activities in this course have been designed with the learners’
safety in mind, however, you will still need to be careful when they
work outside, or with tools, science equipment, chemicals and heat.
The following guidelines will help you to ensure that the environment
is safe for learners to explore:
• Check the learners’ health records so that you are aware of those
who have allergies and other health problems.
• Tell the learners that they should never taste anything unless you
give them permission to do so.
• Alert learners to possible dangers before they begin any activity.
• Remind learners not to run when using a sharp object, nor to
point it at someone close to them.
• Always let learners be involved in cleaning up. Allow sufficient
time for this to be done properly and make sure that spills are
cleaned up immediately or they could lead to accidents.
These are just a handful of ideas to manage your classroom. Speak to

your colleagues about effective methods they use in their classrooms.
Resources for Natural Sciences and Technology

Every learner should have a textbook and an exercise book, as well as
sufficient workspace and equipment to carry out investigations, and
design and make things.
Schools must make every effort to ensure that essential equipment
is provided, but where the proper equipment is not available, teachers
should improvise, as it is important for learners to have the experience
of carrying out investigations and for learners to make their own
technology models in order to develop science and technology skills.
In this course we have tried to make use of basic equipment and
consumables that can easily be obtained from recyclable sources.
The list of resources that should be available for each activity are
listed at the beginning of each topic and with each practical activity
and technology project in Section B of this Teacher’s Guide.
Language skills across the curriculum

Natural Sciences and Technology teachers should be aware that
they are also engaged in developing reading and writing skills when
teaching their subject. This is important when teaching learners for
whom the Language of Learning and Teaching (LOLT) is not their
home language. These skills can be developed by providing learners
with the opportunity to read scientific and technological texts, and
write reports, paragraphs and short essays in the context of learning
science and technology.

Assessment
Note: Assessment is a continuous, planned process of identifying, gathering
These general and interpreting information about the performance of learners, using
guidelines on various forms of assessment. It involves four steps:
assessment • generating and collecting evidence of achievement
should be used in • evaluating this evidence
conjunction with • recording the findings
the updated and • using this information to understand and thereby assist the
amended section learners’ development in order to improve the process of learning
that follows, and teaching.
which outlines the
latest assessment Formal and informal assessment
requirements for Two types of assessment need to be done:
Natural Sciences • informal (Assessment for Learning)
and Technology • formal (Assessment of Learning).
Grade 6 as
published in the In both cases, regular feedback should be provided to learners to
GET CAPS enhance the learning experience.
Amendments
document. Process and purpose of assessment
Assessment is a process that measures individual learner’s attainment
of knowledge (content, concepts and skills) in a subject by collecting,
analysing and interpreting the data and information obtained from
this process to:
• enable you as the teacher to judge a learner’s progress in a
reliable way
• inform learners of their strengths, weaknesses and progress
• assist teachers, parents and other stakeholders in making decisions
about the learning process and the progress of learners.
Assessment should be mapped against the content and intended aims

specified for Natural Sciences and Technology. In planning your
informal and formal assessments, it is important to ensure that in the
course of a school year:
• all of the subject content is covered
• the full range of skills is included
• a variety of different forms of assessment are used.
Barriers to learning and assessing
All learners should have the opportunity to experience success – even
learners who may be experiencing barriers to learning. Alternative
strategies may need to be applied to accommodate learners with
special needs, such as more time, enlarged text, use of information
communication technology, or the use of scribes. The use of
alternative assessment relates to the change in the form of assessment
used to accommodate all learners. It is important to vary the
assessment strategy appropriately.

The section on Inclusivity on page A5 of this Teacher’s Guide could
give ideas on how to overcome such barriers.
Informal assessment (daily assessment)

Assessment for learning has the purpose of continuously collecting
information on a learners’ achievements that can be used to improve their
learning. Informal assessment is a daily monitoring of learners’ progress.
This is done through observations, discussions, practical demonstrations,
learner-teacher conferences, informal classroom interactions, etc. Informal
assessment may be as simple as stopping during the lesson to observe
learners or to discuss with learners how learning is progressing. Informal
assessment should be used to provide feedback to the learners and to
inform planning for teaching, but need not be recorded. It should not be
seen as separate from learning activities taking place in the classroom.
You can mark these assessment tasks, or let the learners mark
their own or another learner’s task. Self- and peer assessments actively
involve learners in assessment. This is important as it allows learners to
learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally
recorded unless you wish to do so. The results of daily assessment tasks
are not taken into account for promotion and certification purposes.
Informal, ongoing assessments should be used to scaffold the
acquisition of knowledge and skills and should be the stepping stones
leading up to the formal tasks in the Programmes of Assessment.
Formal assessment
Formal Assessment Tasks are all the tasks that make up a Formal
Programme of Assessment for the year. They are marked and formally
recorded by you for progression purposes. All Formal Assessment
Tasks are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained.
Formal assessment provides you with a systematic way of evaluating
how well learners are progressing in a grade and in a particular subject.
Examples of formal assessments include tests, examinations, Practical
Tasks, projects, oral presentations, demonstrations, performances, etc.
Formal Assessment Tasks form part of a year-long formal Programme of
Assessment in each grade and subject.
Very important: The cognitive demands of assessment used should be

appropriate to the age and developmental level of the learners in the
grade. Assessments in Natural Sciences and Technology must cater for
a range of cognitive levels and abilities of learners within this context.
The assessment tasks should be carefully designed to cover the content
of the subject, as well as the range of skills that have been specified
under the Specific Aims. The design of these tasks should therefore
ensure that the full range of content, and skills are assessed within
each year of the Intermediate Phase. The Specific Aims, the topics and
content, and the range of skills must be used to inform the planning
and development of assessment tasks.

Sample exam and tests
The Revision:Tests/Examinations at the end of each term in the
Learner’s Book provide learners with a range of questions that can
be used for revision and preparation for exams and tests. Answers for
these questions are provided in the lesson guidelines in this Teacher’s
Guide.
Sample mid-year and end-of-year examinations, as well as
marking memorandums and rubrics, are included in Section C of this
Teacher’s Guide. They may be photocopied or adapted for use with
this course. These sample exams have been set in accordance with the
latest guidelines in the GET CAPS Amendments. Refer to the GET
CAPS AMENDMENTS – Formal Programme of Assessment section of
this Introduction for guidelines on setting your own exam papers.
Rating scale
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
GET CAPS AMENDMENTS – Formal Programme

of Assessment
The National Curriculum Statement, Grades R – 12 was approved
as National Policy and published in the Government Gazette 34600,
Notices 722 and 723 of 12 September 2011. Following concerned
from various groups about the challenges in the implementation
of the Curriculum and Assessment Policy Statements (CAPS), the
Department of Basic Education has addressed these concerns in
the approved GET CAPS Amendments. This document specifically
provides for interim changes made to the programme of assessment
for certain subjects, including Natural Sciences and Tehnology Grades
4 to 6. The changes were made to relieve teachers from the burden of
overload regarding the number of assessment tasks, thus improve the
focus on teaching and learning.
The documents that follow in this section are extracts from the GET
CAPS Amendments, highlighting the changes made with regard to
assessment for Natural Sciences and Technology Grade 6.

Forms of assessment
No Form of assessment Description
1. Practical tasks In carrying out practical tasks, learners are required to
demonstrate a skill or proficiency. Learners use materials, tools
and equipment to create, produce or do something. The teacher
observes the learner demonstrate specific practical skills (e.g.
measure the voltage of a cell, use 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 the skills listed under Specific Aim 2. These may
or may not include design/plan investigations 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. (CAPS, page 17)
Assessment of practical tasks
The assessment may be based on the end-result of the activity

(the product), or the carrying-out of the activity (the process), or a
combination of both. Assessment tools could be a combination of
rubric, memorandum, checklist, etc.
2. Tests and Tests consist of a range of questions that cover the different
examinations cognitive levels – knowledge recall, understanding, application,
evaluation, analysis and synthesis. Learners are required to
respond to questions within a specified time under controlled
conditions. Since they are generally easy to mark reliably, they are
a good way conduct formal assessment, however, they can be a
very useful informal tool too. Examinations are similar to tests –
the only difference is that they cover more content.
3. Investigation The investigation activities are about ‘Doing Science’. They are
activities about investigating relationships and solving problems in the
natural world. These usually start off with a question that is
followed by a hypothesis (a speculative answer to the question),
the validity of which will be tested. Investigation activities are one
type of performance activity that engage learners in some form of
systematic inquiry of a phenomenon. Learners can investigate and
solve: problems of making, problems of observing, surveying and
measuring, problems of comparing, and problems of determining
the effect of certain factors.
Assessment of investigation activities
Each stage of an investigation activity involves a range of

thinking skills, therefore it is important to assess each stages
of an investigation activity (process), as well as the end-result
(the product). Assessment tools can be a combination of rubric,
memorandum, checklist, etc.

Cognitive levels for the assessment in Grades 4, 5 and 6
A22
Low order questions 50% Middle order questions 35% High order questions 15%
Leve1 Remembering Level 2 Understanding Level 3 Applying Level 4 Analysing Level 5 Evaluating Level 6 Creating
Exhibit memory of Demonstrate Solve problems to new Examine and break Present and defend Compile information
previously learned understanding of facts situations by applying information into parts opinions by making together in a different
material by recalling and ideas by organizing, acquired knowledge, by identifying motives judgments about way by combining
facts, terms, basic comparing, translating, facts, techniques and or causes. Make information, validity elements in a new
SECTION A
concepts, and answers. interpreting, giving rules in a different way. inferences and find of ideas, or quality of pattern or proposing
descriptions, and evidence to support work based on a set of alternative solutions.
stating main ideas. generalizations. criteria.
acquire classify apply analyse appraise adapt
categorise compare build assume argue appraise
choose conclude calculate attribute arrange argue
copy contrast carry out break down assess assess
INTRODUCTION
define define change calculate choose build
describe demonstrate choose categorise compose change
find describe compute classify conclude choose
identify differentiate construct compare construct combine
label discuss demonstrate conclude criticise compare
list distinguish develop contrast critique compile
locate draw dramatise correlate decide compose
match estimate employ criticise deduct conclude
memorise exemplify execute deconstruct defend consider
name explain exhibit deduce derive construct
omit express experiment with detect design create
point out extend identify devise detect criticise
quote identify illustrate differentiate determine decide
recall illustrate implement discover develop deduce
recite infer interpret discriminate disprove design
recognise interpret interview dissect document develop
record locate make use of distinguish estimate devise
relate match model divide evaluate elaborate
repeat outline modify examine experiment estimate
respond paraphrase operate experiment explain evaluate
retrieve recognise organise find formulate formulate
select relate plan infer generalise generalise
show rephrase practice inspect hypothesise hypothesise
state report predict integrate interpret imagine
tabulate represent relate investigate judge improve
tell restate restructure motivate justify infer
trace review select organise measure integrate
show sketch outline modify invent
summarise solve probe order judge
translate scrutinise organise measure
separate predict modify
simplify prioritise plan
structure produce predict
survey propose produce
test for prove propose
rank rate
rate rearrange
recommend solve
relate suppose
select test
test validate
Adapted from: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
SECTION A
INTRODUCTION
A23
Weighting of marks for tests and examinations
The following tables illustrate weighting of marks according to
cognitive levels, as well as distribution of marks across topics. The
purpose of these tables is to show possible distribution of marks for
coverage of topics for assessment. This is not related to the weighting
of marks per term; teachers can decide on how to effect the weighting,
as descrbed in the next table.
(a) Grade 6 Mid-Year Examinations

Cognitive levels Allocated Suggested
Topics Low Middle High Time in mark
(50%) (35%) (15%) CAPS allocation
Photosynthesis 2½ weeks ± 10
Nutrients in food 1½ weeks ±4
Nutrition 1½ weeks ±4
Food processing 2½ weeks ±6
TERM 1
Ecosystems and Food 2 weeks ±8

webs
Solids, liquids and gases ½ weeks ±2
Mixtures 1 week ±4
Solution as special 2½ weeks ±6
mixtures
Dissolving 1 weeks ±4
±6
TERM 2
Mixtures and water 2½ weeks

resources
Processes to purify water 2½ weeks ±6
TOTAL ± 30 marks ± 21 marks ± 9 marks 20 weeks 60 marks
(b) Grade 6 End-of-year Examinations

Cognitive levels Allocated Suggested
Topics Low Middle High Time in mark
(50%) (35%) (15%) CAPS allocation
Electric circuits 2½ weeks ± 10

Electrical conductors and 2 weeks ±6
insulators
TERM 3
Systems to solve problems 2½ weeks ±7

Mains electricity 3 weeks ± 10
The Solar System 2½ weeks ±9
Movements of the Earth 1 week ±4
and Planets
The movement of the 1 week ±4
Moon
Systems for looking into 1 week ±3
TERM 4
space
Systems to explore the 2½ weeks ±7
Moon and Mars
TOTAL ± 30 marks ± 21 marks ± 9 marks 20 weeks 60 marks

Specifications to programme of formal assessment
The following should be noted for the programme of formal
assessment:
• The programme of formal assessment consists of five SBA tasks
in terms 1, 2, and 3; and two examinations (mid-year and end-
of-year). Refer to the programme of assessment summary table
below.
• A minimum mark allocation is prescribed for each assessment
task. Box 1 below provides a way of calculating and weighting of
marks.
• Weighting of content in examinations:
• The mid-year examination should comprise 40% of content
from term 1, and 60% of content from term 2.
• end-of-year examination should comprise 60% of content
The
from term 3, and 40% of content from term 4.
• Weighting of marks in a term:
• Practical tasks and investigations count 40% towards the total
term mark.
• Tests count 60% towards the total term mark.
• Practical tasks and/or investigations cover any content within a
specific term.
• At least one investigation should be done in each grade during the
year.
• At least one practical task should cover technology process skills.
• Concepts and skills across all the topics, including skills associated
with investigations and practical tasks must be assessed in the
written exams.
• At the end of each term, marks can be reported as a percentage
and related to the 7-point rating code.
• For any formal assessment, learners should be made aware of what
will be assessed and how it will be assessed.
Summary of the programme of assessment in the

Intermediate Phase
FORMAL TOTAL
ASSESSMENT TERM 1 TERM 2 TERM 3 TERM 4 %
School-Based Practical Task/ Practical Task/ Practical Task/
Assessment Investigation Investigation Investigation 75%
Test Test
Exam on work Exam on work

Exams from terms 1 from terms 3 25%
and 2 and 4
Number of
Tasks 2 2 2 1 100%

A26
SECTION A
Programme of Formal Assessment for Grade 6
Term 1 Term 2 Term 3 Term 4
Form of Practical Task/ Test (60%) Practical Task/ Examination Practical Task/ Test (60%) *
Assessment Investigation Investigation (60%) Investigation Examination
INTRODUCTION
(40%) (40%) (40%)
Tools of Memo & rubric Memo Memo & rubric Memo Memo & rubric Memo Memo
Assessment
Minimum Marks 20 40 20 60 20 40 60
Maximum Time Dependent on 60 minutes Dependent on 90 minutes Dependent on 60 minutes 90 minutes
Allocation nature of the task nature of the task nature of the task
and context and context and context
Content and Term 1 Term 1 Term 2 Term 1 (40%) Term 3 Term 3 Term 3 (60%)
skills focus Term 2 (60%) Term 4 (40%)
No. of Tasks 2 2 2 1
How to use this course with the Curriculum
and Assessment Policy Statement for Natural
Sciences and Technology
Structure of course according to CAPS
• This Study & Master Natural Sciences and Technology course
consists of a Learner’s Book, which has been carefully structured to
match the requirements of the CAPS, as well as
this Teacher’s Guide that provides step-by-step guidance on how to
introduce and teach the topics and activities in the Learner’s Book.
• This Study & Master Natural Sciences and Technology course has
been designed according to the contents and sequence of the
CAPS to make it easier for teachers to develop their own teaching
plans in accordance with the CAPS guidelines.
• The features of this Study & Master Natural Sciences and
Technology course, outlined below, ensure that teachers can meet
the CAPS requirements by following this course.
Integration with general aims and principles of the

South African curriculum
• Examples and case studies have been selected to reflect the
general aims and principles of the South African curriculum,
as well as the specific aims of the science curriculum. For
example, there are examples that relate the content to the work
that different types of scientists do. Inclusivity is emphasised,
for example by making learners aware of how people with
different disabilities would use their senses. Environmental and
social justice form the basis for many of the real-life examples
throughout, with an emphasis on practical involvement, for
example in starting a vegetable garden or recycling project.
• The variety of activities allow for a wide range of opportunities to
develop language across the curriculum, especially with regard
to reading and writing, for example by letting learners read real-
life examples and articles and write short reports.
Expanded Contents provides an overview of the CAPS

• The Expanded Contents provides an overview of the
requirements of the CAPS for Natural Sciences and Technology in
terms of content and pacing. It can also serve as a Work Schedule
for the teaching of Natural Sciences and Technology.
Weighting and sequencing

• The course structure has been aligned to the recommended weighting
of different Topics in the CAPS, in terms of numbers of hours.
• The structure has been planned to allow for a progression
of knowledge acquisition across Topics. Although we would
therefore recommend that you follow the structure for the year
in the sequence as presented, you may of course make whatever

adjustments you may regard as necessary to match your local and
classroom situation. For example, if you live in Namaqualand,
you may want to devote time during spring to topics related to
Life and living so that you can link in the natural floral wonders
of your region as part of your teaching plan.
• On average, one page in the Learner’s Book reflects roughly one
hour of recommended teaching time in the CAPS. You may
however find that some aspects require more teaching time,
and you should therefore do your own pace planning to ensure
appropriately weighted coverage of the content during the course
of the year.
• Because the weighting for Technology includes allowance for the
completion of Technology Practical Tasks in class time, fewer
Learner’s Book pages are usually allocated to the Technology
topics than reflected in the recommended number of hours.
Terms, Topics and Units = CAPS Topics and

Sub-topics
• The structure for each Term reflects the coverage of the different
Knowledge Strands as in the CAPS.
• Each Term in the Learner’s Book and corresponding Teacher’s
Guide is divided into Topics and Units that are structured
according to the recommended sequence of Topics and Sub-topics
in the CAPS.
Establishing links across topics

• The Knowledge Strands, as well as the Topics and Sub-topics
in the CAPS, are used throughout as an organising tool for the
subject content. However, as the CAPS emphasises, learners need
‘to make links to related Topics to help them achieve a thorough
understanding of the nature of and connectedness in science and
technology. Links must also be made progressively, across grades
to all Knowledge Strands.’
• For this purpose, Arrow note features have been introduced
throughout to help learners see the links between different
themes, both in terms of what they have already learnt and what
they will still be learning about later. The What do you already
know? features for baseline assessment at the start of Topics also
help to reinforce this important aspect.
• Flash facts features provide extra interesting bits of information to
stimulate interest in the topics being studied. They can be used as
talking points during class discussions.
Concept development
• Keywords are introduced and explained throughout in the text, and
are highlighted in colour in the text where they are first explained.
• Keyword boxes in the margin list these words where they are
first explained, as a reminder for learners to make sure that they
understand the meaning of these words.
• The Word list feature at the back of the Learner’s Book gives learners
the opportunity to practise their dictionary skills by giving short
definitions for key words, along with page references to the pages
where these words are first explained. You can develop learners’
abilities in this regard by making the looking up of words in the Word
list a regular part of your teaching routine. For example, as a warm-
up activity at the start of a lesson, you can do a short class quiz to see
which groups can look up words the quickest.
Practical skills development

• Skills development, as outlined in the Specific Aims of the CAPS,
forms an integral part of the structure of the course.
• In addition to general integration of skill-related activities and
content, the course includes Science and technology skills features
that introduce and reinforce key skills throughout the course.
• These skills features also help to make learners aware of the
real scientific purpose of the activities that they are doing. For
example, many teachers dread group work activities that focus
on discussion, as it could easily deteriorate into idle chatter if not
properly supervised. The skills feature on group work however
makes learners feel like ‘real’ scientists when doing group work by
explaining how scientists often work together to make important
scientific discoveries.
• In the development of skills and their application in activities,
the emphasis in the course is on providing practical ideas for
using everyday materials where scientific equipment may not be
available. For example, empty cooldrink bottles are suggested as
containers for growing plants, and glass storage jars instead of
glass beakers for relevant experiments.
• Safety first! features are used throughout to emphasise the
importance of working safely, for example, when doing
experiments or when collecting insects for study.
Activities for concept development and assessment

• Activities match the recommended activities in the CAPS and
also allow for the progressive development, consolidation, and
informal and formal assessment of knowledge and skills that are
required by the CAPS.
• What do you already know? features at the start of new topics,
allow for baseline assessment of the following:
—— what learners have already learnt in earlier topics or grades
—— what general background knowledge learners already have on
familiar aspects of topics.
• How are you doing? features at the end of Topics serve as a
reminder to reflect on what learners can remember of what
they have learnt in each Topic before introducing a new Topic.
Encourage learners to ask questions about aspects that they are
still unsure of, and do revision as necessary, either with individuals
or groups of learners, or with the class as a whole.

• Practical Tasks are explained in a way that allows these tasks to be
used as options for formal assessment, as explained in the section
in the Teacher’s Guide.
• Revision: Test questions at the end of each term help learners to
review the work for the whole term, and to prepare for tests
and exams.
• Enrichment tasks are suggested at the end of each term to allow for
extension work, and further ideas for extension and remediation are
provided in the Teacher’s Guide throughout the course.
• Worksheets that may be photocopied for use with this course are
provided in Section C of the Teacher’s Guide for activities where
learners may, for example, need them to record Practical Tasks, or
for additional enrichment activities.
Additional teacher support in the Teacher’s Guide

• The Teacher’s Guide comes in loose-leaf folder form. This allows
for convenient filing of additional information in one place with
the general teaching information in the Teacher’s Guide.
• The Teacher’s Guide provides step-by-step guidelines for introducing
the different Topics and Activities in the Learner’s Book.
• Background information, such as relevant websites, is included
where relevant.
• Answers are provided for all activities.
• Formal and informal assessment guidelines are included in
the lesson notes where relevant. Also refer to the section on
Assessment in this Introduction.
• Assessment tools, such as rubrics and checklists, which may be
photocopied for use with this course, are provided in Section C
for Formal Assessment Tasks, as well as for informal assessment
where relevant.

Section B: Teaching guidelines

Term 1: Natural Sciences: Life and living
Technology: Processing
Topic 1: Photosynthesis.................................................................................................... B4
Unit 1.1 Plants and food...................................................................................... B4
Unit 1.2 Plants and air........................................................................................ B6
Topic 2: Nutrients in food................................................................................................. B8
Unit 2.1 Food groups........................................................................................... B8
Topic 3: Nutrition . ............................................................................................................. B11
Unit 3.1 Balanced diets....................................................................................... B11
Topic 4: Food processing ................................................................................................B14
Unit 4.1 Need for processing food..................................................................B14
Unit 4.2 Methods for processing food........................................................... B17
Topic 5: Ecosystems and food webs .............................................................................B18
Unit 5.1 Different ecosystems..........................................................................B18
Unit 5.2 Living and non-living things in ecosystems.................................B19
Unit 5.3 Food webs............................................................................................B20
Revision: Test ............................................................................................................. B22
Term 2: Natural Sciences: Matter and materials

Topic 1: Solids, liquids and gases . ............................................................................... B24
Unit 1.1 Arrangement of particles.................................................................. B24
Topic 2: Mixtures............................................................................................................... B26
Unit 2.1 Mixtures of materials . ...................................................................... B26
Topic 3: Solutions as special mixtures ....................................................................... B27
Unit 3.1 Solutions .............................................................................................. B27
Unit 3.2 Soluble substances ..........................................................................B29
Unit 3.3 Saturated solutions . ........................................................................B30
Unit 3.4 Insoluble substances .......................................................................B30
Topic 4: Dissolving . .......................................................................................................... B31
Unit 4.1 Rates of dissolving ............................................................................. B31
Topic 5: Mixtures and water resources . .....................................................................B34
Unit 5.1 Water pollution ..................................................................................B34
Unit 5.2 Importance of wetlands .................................................................. B35
Topic 6: Processes to purify water .............................................................................. B37
Unit 6.1 Clean water ......................................................................................... B37
Revision: Mid-year Examination ............................................................................. B39
B1
Term 3: Natural Sciences: Energy and change
Technology: Systems and control
Topic 1: Electric circuits..................................................................................................B42
Unit 1.1 A simple circuit.....................................................................................B42
Unit 1.2 Circuit diagrams ................................................................................B44
Topic 2: Electrical conductors and insulators ...........................................................B46
Unit 2.1 Conductors . ........................................................................................B46
Unit 2.2 Insulators.............................................................................................B47
Topic 3: Systems to solve problems ............................................................................B49
Unit 3.1 Using electric circuits........................................................................B49
Topic 4: Mains electricity................................................................................................ B53
Unit 4.1 Fossil fuels and electricity................................................................ B53
Unit 4.2 Cost of electricity..............................................................................B55
Unit 4.3 Illegal connections............................................................................B56
Unit 4.4 Renewable ways to generate electricity......................................B56
Revision: Test ............................................................................................................. B57
Term 4: Natural Sciences: Planet Earth and beyond

Technology: Systems and control
Topic 1: The solar system ..............................................................................................B60
Unit 1.1 The Sun, planets and asteroids........................................................B62
Unit 1.2 Moons....................................................................................................B62
Topic 2: Movements of the Earth and planets ..........................................................B63
Unit 2.1 Rotation (Earth)..................................................................................B63
Unit 2.2 Revolution (Earth).............................................................................B64
Topic 3: The movement of the Moon...........................................................................B66
Unit 3.1 Rotation (of the Moon)......................................................................B66
Unit 3.2 Revolution (of the Moon).................................................................B66
Topic 4: Systems for looking into space......................................................................B68
Unit 4.1 Telescopes............................................................................................B68
Topic 5: Systems to explore the Moon and Mars .....................................................B69
Unit 5.1 Vehicles used on the Moon..............................................................B69
Unit 5.2 Vehicles used on Mars...................................................................... B70
Revision: End-of-year Examination ........................................................................ B70
B2
1
TERM
Natural Sciences:
Life and living
TOPIC 1: Photosynthesis
Unit 1.1 Plants and food
Unit 1.2 Plants and air
TERM 1
Natural Sciences:
TOPIC 2: Nutrients in food
Life and living
Unit 2.1 Food groups
Technology:
Processing
TOPIC 3: Nutrition
Unit 3.1 Balanced diets
TOPIC 5: Ecosystems and

food webs TOPIC 4: Food processing
Unit 5.1 Different ecosystems Unit 4.1 Need for processing
Unit 5.2 Living and non-living food
things in ecosystems Unit 4.2 Methods for
Unit 5.3 Food webs processing food
B3
B1
Topic
UnitPhotosynthesis
1
1 8 ¾ hours
Curriculum content and concepts

Plants and food
• Plants make their own food (glucose sugar) by a process called
photosynthesis.
• Photosynthesis takes place mainly in the leaves.
• During photosynthesis the plant uses sunlight energy, carbon
dioxide (from the air) and water to make glucose sugar.
• Plants change some of the glucose sugar into starch which they
store in their leaves, stems and roots, flowers, fruits and seeds.
Plants and air

• During photosynthesis the plant uses carbon dioxide from the air
and gives off oxygen into the air.
• Animals, including people, use the oxygen from the air for breathing
and give out carbon dioxide which is used by plants for photosynthesis.
What do you already know? LB p. 10

Learners work on their own.
1. Energy from the Sun, carbon dioxide and water.
2. There would be no life.
Unit 1.1 Plants and food LB p. 10
Resources needed
• Glucose powder, maize flour, iodine solution, plastic droppers,
examples of foods such as cooked rice, flour, potato, bread, oil,
boiled egg, cheese
• Video clips from the Internet.
Teaching the lesson

Photosynthesis is an important process that must be taught with the
aim of further studies in Senior Phase and FET studies. A mind map or
flow chart will be ideal to instruct the learners. Learners must be able
to draw or design their own diagram. Learners must understand that
plant leaves are like food factories that need raw products such as water,
carbon dioxide and sunlight energy to make food. The raw products
are transported to the leaves, while the produced food is transported to
different parts of the plant. The leaves are the “factory part of the plant”,
e.g. roots, stems, leaves, fruit and flowers, where it is stored. Humans
and animals eat these parts of the plant to obtain their energy.
B4 SECTION B TEACHING GUIDELINES

ACTIVITY 1 Draw and write about photosynthesis
LB p. 11

1. Learners create a mind map to explain what happens during
photosynthesis. Their mind maps should include the main
elements of the process: plant uses energy from the Sun, carbon
dioxide from the air and water to make food (glucose).
2. Sunlight, water, carbon dioxide
3. They store their food in their leaves, stems, roots, flowers, fruits
and seeds.
ACTIVITY 2 Compare glucose sugar (such as

glucose sweets) and starch (such
as maize flour) LB p. 11
Learners work in groups.
Make sure you have all the necessary equipment and other items
for the activity. You will need to give each group glucose and starch to
examine. Learners must look at the colours of the glucose and starch
and they must taste them. Remind learners that everyone needs to
taste and that they must not take big amounts.
Learners compare the glucose and starch in a table like the one
given in the Learner’s Book.
In science it is important for learners to be able to compare one
thing with another. In this case they will compare the characteristics of
glucose and starch. NB: Colour and taste will depend on the products
that the teacher chooses to supply to the learners. Starch is normally a
white powder and tasteless. Glucose sweets may have different colours
and taste sweet. An example of an answer may look as follows:
Colour Taste
Glucose white/yellow/orange, etc. sweet
Starch white tasteless
ACTIVITY 3 Use iodine solution to test foods for

starch LB p. 12
Make sure you are prepared for the activity. You will need to have
iodine solution, starch, cooked rice, flour, potato, bread, oil, boiled
egg and cheese.
Part 1: Use iodine solution

Give each group some starch as well as iodine solution.
1. Learners place a drop of the iodine solution on the starch.
2. The starch becomes blue-black in colour.
3. Iodine solution can be used to test foods for starch.
Unit 1.1 TOPIC 1 TERM 1 B5

Part 2: Test foods for starch
Give learners some more iodine solution as well as cooked rice, flour,
potato, bread, oil, boiled egg and cheese.
1. Learners’ answers will vary.
2. Learners experiment with the iodine solution and the various
foodstuffs. They must observe and record what happens.
3. Learners then compare their answers in Question 1 to the results
of the investigation in Question 2.
5. Rice, flour, potato and bread are starches. Oil, boiled egg and
cheese are not starches.
Teaching tip:
Learners can design their own table based on the example in Activity 2.
It is important for learners to demonstrate the scientific skills they
have mastered throughout the year.
Example of a table:
Title: Foods with starch and foods with no starch
Starch No starch
rice oil
flour boiled egg
potato cheese
bread
Learners must now interpret the table and draw a conclusion. For
example, rice, flour, potatoes and bread contain starch. Oil, boiled egg
and cheese contain no starch.
Unit 1.2 Plants and air LB p. 13
Resources needed
• one small plant
• two candles
• matches
• two bell jars
• two rubber stoppers
• Vaseline
• clear lime water
• beaker or transparent container
• a straw
Teaching the lesson

Learners must learn that plants keep our air clean and fresh. They
remove carbon dioxide from the air and release oxygen into the air.
The oxygen is used by people and animals to breathe.

Teaching tip:
Learners must realise the importance of nature conservation, the
natural parks in their environment and calendar events like Arbour
Day. The teacher should use this opportunity to emphasise the
importance of plant protection.
ACTIVITY 4 Plants produce oxygen LB p. 13

Learners can perform Activities 4 and 5 in pairs, groups or
individually. If this is not possible, the teacher can set up the
apparatus and demonstrate the experiment. Learners can observe and
record their observations. When performing this experiment, the
learner’s ability to follow instructions will be tested. They must be able
to make accurate observations and draw correct conclusions. They
must also be exposed to the scientific terminology such as bell jars,
rubber stoppers, observations and conclusions.
1. The candle went out sooner than the candle with the plant next
to it.
2. The candle burned longer.
3. In the bell jar without the plant, the flame went out because
there was no oxygen in the bell jar. In the bell jar with the
candle and the plant, the candle burned longer because the plant
produced oxygen.
4. This makes sure that no gas escapes or enters the bell jar.
ACTIVITY 5 Test for carbon dioxide LB p. 14

Learners work in pairs.
Give each pair the necessary apparatus.
1. Learners blow air into the clear lime water.
2. It turns milky.
3. We breathe out carbon dioxide.
How are you doing? LB p. 14

Take this opportunity to ask learners if there is anything that they
do not understand in the topic. You can check their understanding
by asking them some questions about the information covered in
the topic. Explain anything that learners do not understand.

Topic
UnitNutrients
1 in food
2 5 ¼ hours

Food groups
• Foods can be grouped according to their functions in the body
and the main nutrients they supply:
—— Foods for energy – carbohydrates
—— Foods for growth and repair – proteins
—— Foods for storing energy (in the form of body fats) and
providing insulation and protection for nerves and organs –
fats and oils
—— Foods for building bones and teeth, and maintaining a healthy
immune system – vitamins and minerals.
• Most natural foods contain a mixture of more than one
nutrient group.
• Most processed (manufactured) foods have added salt, sugar,
preservatives, flavourings and colourings.
Unit 2.1 Food groups LB p. 15
Resources needed
• Drawings of different food types and food packaging
• Different foods
• Iodine solution
• Potato, slice of white bread, egg (separated)
• Box of surgical gloves

This is a baseline assessment to determine learners’ existing knowledge
on healthy diets.
Learners work with another learner.
Learners must be able to distinguish between healthy and unhealthy
diets. It is important that learners understand the importance
of healthy eating habits and a balanced diet. They possess prior
knowledge that can be useful in introducing the topic. Learners must
be able to distinguish among the different food types, examples of
each type and their biological importance. The danger of unhealthy
eating habits and possible disease must be highlighted.
1. Yes. She looks healthy.

2. a) The girl. She is eating fruit.
b) The boy because he is eating junk food – burger, chips
and soda

c) Learners’ answers will vary. In general, sweet unhealthy food
can give a short burst of energy but this is not long-lived.
Healthier food like fruit and wholegrain cereals also give the
body energy but in a more sustained manner.
Teaching the lesson
Classification of food types LB p. 16

Go through the table with the learners indicating that there are five
different food groups. Learners must be able to distinguish between
the major food groups. They must also be able to classify or sort lists
of food products into the main food groups. The opportunity is there
for learners to identify, interpret, sort, classify and tabulate any data
on food they are supplied with.
Learners must know the importance of each food group. The
table of the food groups can be used to revise the requirements for a
table. Use the drawings to highlight the relevant food groups. Ask the
learners to summarise the most important facts on pages 17, 18 and
19 in a colourful mind map in their exercise books.
ACTIVITY 1 Sort foods and create a table

LB p. 20
1. to 2. Create or photocopy the table provided on page C9 for each
learner. They will need to take it home with them and record
their meals for the week. Make sure learners are very clear on
what each food group is.
3. Learners’ answers will vary. Provide guidance to help them identify
realistic improvements to their diet. Handle this sensitively where
you are aware of learners whose financial circumstances may affect
their dietary choices.
ACTIVITY 2 Match the food to the nutrient group

LB p. 20
1. Learners examine the food types given in the Learner’s Book.
2. They copy and complete the table.
3. Learners have to find two examples of natural food types at home
that have more than one nutrient group.
4. Learners research two food types and write a paragraph on them.
Understanding food labels LB p. 21

Learners must be able to analyse food labels for their nutritive value. They
must know what labels tell us about the balance between the different
food groups in a product. Some foods may have extra sugar and fat to
make them tastier, but this means that they are less healthy. Fat-free
products may contain less fat, but more sugar which is unhealthy.

Explain that legislation now forces suppliers to indicate on their
packaging what the ingredients and nutritional value of a product
are. There is still much ignorance amongst buyers as to what certain
terminology actually means.
Ask the learners to collect three food labels for the following activity.
ACTIVITY 3 Read food labels LB p. 22

1. Learners collect three food labels from the packaging of food
they eat.
2. Ask a few learners to bring their labels to the front of the class.
Read the labels to the class and tell them what information the
labels give.
3. Learners look at their examples they have brought from home.
4. Learners then create a table in which they compare the nutritional
content of the three food products.


Topic
UnitNutrition
1
Materials
3
1 5
5.25
¼ hours
Hours

Balanced diets
• A diet refers to the selection of foods we eat every day.
• A balanced diet contains sufficient quantities of food from all four
nutrient groups, as well as water and fibre.
• Some diseases can be related to diet.
Unit 3.1 Balanced diets LB p. 23
Resources needed
• Pamphlets, charts and posters
• Lists of different diets
• Drawings and information about food-related illnesses

on balanced diets.
When teaching this topic the teacher must remember that the
previous two topics already introduced the concept of balanced diets.
The baseline activity provides continuity between the different topics.
1. Food provides much needed energy we need to do our work.
2. Cabbage – more nutritious, more fibre
Chocolate – contains energy for sugar
Learner may choose any one with a substantial reason in order to
receive credit.
3. Cabbage; more nutritious, more fibre.
Teaching the lesson
The importance of a balanced diet LB p. 23

This topic provides more detail and reflects on the importance of a
balanced diet. Learners will learn about the components of a balanced
diet and its importance for their normal growth and development.
Read the information on pages 23 and 24 in the Learner’s Book
with the learners. Ask the learners what constitutes a balanced diet.
Which foods would come under healthy food? Learners must know
and understand the importance of a balanced diet to live a healthy
life. They must know that a balanced diet consists of sufficient
quantities of proteins, fats and oils and carbohydrates, as well as

vitamins and minerals. Discuss the drawing on page 24 in the Learner’s
Book with this in mind. Point out the proportions of each food group
on the plate.
ACTIVITY 1 Assess and create a diet LB p. 25

1. Partners discuss Adam’s diet.
2. Learners give a breakdown of the nutrient content of each meal.
Breakfast: carbohydrates, vitamins and minerals, fats and oils, small
amount of protein from peanut butter; Snack: carbohydrates, fats
and oils; Lunch: carbohydrates, protein, fats and oils, vitamins and
minerals; Snack: protein, vitamins and minerals; Supper: protein,
vitamins and minerals, carbohydrates, fats and oils
3. Snack 1, Snack 2, Supper: hamburger and chips or meat pasta
4. Breakfast and supper (meat or fish, potatoes, carrots, peas and
broccoli option). Yes.
5. Learners say what they would change about Adam’s diet. Their answers
could include: make snacks more substantial by adding a carbohydrate
for energy and by reducing or replacing junk food (chocolate and
crisps); add vegetables to supper to include vitamins and minerals.
6. Partners create their own dietary plan which will incorporate all
the food groups and will give them sustained energy.
7. Pairs compare their plans with the rest of the class.
Different people — different diets LB p. 26

Learners must study the case study and discuss the different dietary
needs of people. Ask the learners to look up the difference between a
dietician and a nutritionist in their dictionaries (or use google).
Teaching tip:
The case study can also be used a comprehension exercise to test
learners’ ability to extract knowledge or make meaning of a written
text. For example:
• Explain the difference between the work of a nutritionist and a
dietician. Dieticians and nutritionists are both food and nutrition
experts. They’ve studied how food and food supplements affect the
body and your health.
• What is meant by carboloading? Eating lots of carbohydrates.
• List two vital food groups that HIV/AIDS patients need to fight
the disease. Vitamins and minerals.
• What do babies need a special diet for? Growth.
• Explain why older people must eat smaller portions of food.
Slower digestion. Less exercise.
Diseases that result from not eating a balanced diet LB p. 27

Learners must know that an imbalanced diet cause abnormal growth and
development. It can lead to diseases like tooth decay, rickets, constipation,
kwashiorkor and obesity. They must know the causes of each disease and

how they can be prevented or treated. More information on these diseases
can be read at: http://www.thirdplanetfood.com/malnutrition.htm
Teaching tip:
Learners should read the content about diseases caused by
malnutrition on pages 27 and 28 and design a mind map to
distinguish between the cause and effect of the different diseases.
ACTIVITY 2 Evaluate different diets and consider

diseases linked to diet LB p. 29
Learners do the activity first on their own in their exercise books and
then as a class. They must prepare a list of questions as a class to ask a
nutritionist. Invite a nutritionist or health worker to visit the class to
tell them more about balanced diets.
1. a) Learners will write a paragraph based on their diet analysis.
The teacher will evaluate each learner’s response accordingly.
b) Learners must make suggestions based on their dietary needs.
Learners work as a class.
2. a) No. Nowadays people eat processed or junk food. Many
chemicals used in food production have a negative effect on
people’s health. In the past, no chemicals were used. People ate
natural food often directly from the garden.
b) No. Modern technology is used to produced more food much
faster. Some products are genetically modified (GMOs) and
differ from the original products. The effect of GMOs on
people’s health is not known.
3. A balanced diet will contain sufficient amounts of protein,
carbohydrates, fats, vitamins and minerals. It must also contain
sufficient amounts of fibre for proper digestion. Athletes may
need more protein and carbohydrates to build their muscles and
provide energy.
4. a) Learners will prepare a set of questions that should be
evaluated by you for relevance and substance. Asking the
correct questions under specific circumstances is a skill that
should be practised by all science learners. They must be
taught to be inquisitive.
b) Learners must be able to make accurate notes when listening to a
speaker. This is a skill required for further studies. Make sure that
you teach and assess learner’s ability to make accurate notes.


Topic
UnitFood
1 processing
4 8 ¾ hours

Need for processing
• Food is processed to:
—— make it edible (preparing, cooking)
—— make it last longer (preserving)
—— improve its nutrient value (fermenting).
• During processing many foods may lose some of their nutrients.
Methods for processing food
• There are many different methods (ways) to process food
Unit 4.1 Need for processing food LB p. 30
Resources needed
• Drawings and information about how food is processed
• Foods for processing

on food processing.
1. You put them in the fridge. They will go off/sour if you leave
them out of the fridge.
2. You put them in the fridge or freezer. Meat needs to be kept
frozen until you use it. If you leave it out of the fridge it will
go rotten.
3. We need to put vegetables with high water content in the fridge.
Carrots and cabbage can be stored for a short while on the vegetable
shelf or be put into the fridge. Some vegetables, such as potatoes
and onions, can be stored on a shelf until they are needed.
4. We need to put vegetables with high water content in the fridge
otherwise they will lose water and become limp. Carrots and
cabbage and other vegetables need to be used soon after they are
bought to keep the maximum nutrition.
5. No. Raw meat is harmful for the body as it contains a lot of
micro-organisms that can cause illnesses. Meat needs to be cooked
to kill those harmful micro-organisms.

Teaching the lesson
Need for processing food LB p. 31
Make sure learners understand what is meant by the term ‘process’.
Learners must understand that we process food to make it edible, last
longer and to improve the nutritional value. Collect different packages
of food or drawings of food. Discuss the difference between perishable
and non-perishable foods with the learners. Allow learners to give
reasons why food can be classified in this way and let them give more
examples. They can also look in their lunch box to see if they can
classify the food in there into the two groups.
Explain briefly that micro-organisms can cause food to go off, e.g.
an apple that has gone brown, fruit, cheese or bread with mould on it.
ACTIVITY 1 Think about ways to process a fruit

LB p. 32
Learners work in a small group.
Learners must follow the instructions in the Learner’s Book.
Help learners who can’t think of a fruit to process. To assist learners,
you could bring examples of processed food to class and you could
have books and/or posters on processing food displayed in the
classroom.
Some food is not nice to eat raw and needs to be cooked to
change the taste and make it more digestible. You can have raw
and cooked pasta in the classroom and one of the learners can taste
the difference.
We need to process food to make it last longer, especially when it
is in season. Some foods are only available during certain seasons, for
example peaches are only ripe towards the end of spring and in summer.
We need to make the maximum use of the fruit while it is around.
Because some food loses its nutritional value if it is kept for a
long time, nutrients are added to it when it is processed. Look on
packaging of fruit juices or milk to see what is added to the product.
1. Learners can decide on the fruit they want to discuss in their group.
Let them use something that is known to them in the area they are
living. Ask learners to bring drawings of the fruit to the classroom.
2. Explain a spider diagram again to the learners. Give the learners a
piece of chart paper and let them put the fruit they selected in the
middle. Show them how to make use of the space available on
the paper.
3. Learners discuss different products that can be made from the
fruit and cut or draw the different products on the spider diagram.
Help learners where necessary.
4. Display the different posters on the classroom wall and allow
learners to look at the posters. Let them make notes on things that
they can add to the posters. Have a class discussion afterwards.

ACTIVITY 2 What do we find inside processed
food? LB p. 32
In this activity learners read the labels. Explain difficult words to
learners. Ask a few learners to share with the class what information
they found on their labels.
Processing food to improve the nutritional value

LB p. 33
Explain that micro-organisms can be useful in daily life but can also
be harmful to the body. Micro-organisms are so small that you cannot
see them with your eyes. Yeast is an example of a micro-organism that
can be used in the fermentation process to make certain products and
break sugars down so that can be more easily digested, but it can also
be harmful, for example it causes fresh fruit to rot.
Washing hands LB p. 34
As a fun activity, you can test to see whose hands are really clean. This
activity will show learners the importance of washing their hands with
warm water and soap to clean their hands. This will lead to other ways
to work safely with food.
Processing food can contribute to food losing some

of its nutrients LB p. 34
Some nutrients (such as Vitamin C) are very sensitive to heat and
light. When nutrients are exposed to heat and light they lose their
nutrients. That is why it is important to use food as soon as you
can after it is bought. When food is cooked some nutrients are also
destroyed. Therefore if you make jam from fruit, the Vitamin C
will be destroyed.
Additives are added to food to make it last longer. Some people are
allergic to certain additives and that is why it is important to read the
labels of processed food to check what has been added to the product.
Discuss the different ways of food processing. Learners can give
examples of food processed in the different methods.
Discuss indigenous ways of processing food. Learners can give their
own examples of how their parents or grandparents process food to
make it last longer.

Unit 4.2 Methods for processing food LB p. 35
Resources needed
• Foods for processing
Teaching the lesson

Learners need to know that there are many ways to process food.
The main methods you need to cover with them are: refrigeration or
freezing, drying and salting, pickling, combining. If possible, have
examples of each method of processing available for learners to sample.
Indigenous ways of processing food LB p. 36

Read the information about different indigenous foods and how
they are processed with the class. Ask the learners if they know of
other indigenous foods and then ask them to describe how these are
processed. If they do not know, ask them to find out for homework.
Formal PRACTICAL TASK — ACTIVITY 3 Research how to

assessment: process food LB p. 37
You may choose
to assess this task, 1. Bring recipe books to school, visit the library or ask learners to
or the ecosystem bring their favourite recipe to school.
case study on 2. The recipes that the learners bring to school can be exchanged
LB page 55, between the learners and they can make their own recipe books,
as part of the or they can use recipes in the books to make their books.
formal assessment 3. Discussed how the food is processed in the recipes.
requirements 4. If you have facilities, learners can make their favourite recipe or
for Term 1. they can use the recipes in the Learner’s Book.
The other task
may be assessed Learners evaluate the food that was made and talk about ways to
informally. improve it.
ENRICHMENT Locate countries on an atlas

LB p. 39
This is meant to be a fun activity. If you have time and you feel your
learners would enjoy the activity, allow them to do the task. They will
need a few atlases or a large map of the wall to find the countries listed
in the artwork on page 39.

Topic
UnitEcosystems
1 and food webs
5 7 hours

Different ecosystems
• An ecosystem is an area where living and non-living things
depend on each other in many different ways.
• There are many different ecosystems such as rivers, mountains, the
sea, rocky shore, ponds, wetlands, grasslands, forests and deserts,
which support different kinds of living things.
Living and non-living things in ecosystems

• In an ecosystem there are certain relationships between living
things (plants, animals or people, micro-organisms), and non-
living things (air, water, sunlight, soil) in a particular area
Food webs
• In an ecosystem plants and animals are connected by their
feeding; this is called a food web
• Plants (producers) produce food for themselves and animals
• Animals (consumers) are herbivores, carnivores or omnivores
• Micro-organisms (decomposers) break down dead plant and
animal matter and return nutrients to the soil
Unit 5.1 Different ecosystems LB p. 40
Resources needed
• Drawings of ecosystems such as rivers, mountains, the sea, rocky
shores, ponds, wetlands, grasslands, forests and deserts
Teaching the lesson

Learners must be able to distinguish between the different ecosystems.
They must know the main features that characterise each ecosystem,
e.g. plants, animals and rainfall. Learners must study the text on pages
40 to 47. The teacher should facilitate this process carefully and make
sure that learners know the main characteristics of each ecosystem.
Then the teacher can assess the learners’ knowledge via the next
activity. Remember at this level we look for main trends and not too
much detail. Focus on key knowledge items. The skill is for learners to
read and understand what they read.

ACTIVITY 1 Find out more about an ecosystem
LB p. 47
Learners choose an ecosystem that they’ve read about, and find
information about the types of plants and animals found in that
ecosystem. Once they’ve gathered all the information, they can present
their information as a short oral presentation, or in a colourful poster.
Unit 5.2 Living

and non-living things in
ecosystems LB p. 48
Teaching the lesson

The best way to teach this topic is to take learners outside the
classroom onto the school grounds and have them investigate a small
plot (2 m × 2 m). They need to identify the living (plants, animals)
and non-living things (Sun, soil, water, gases, wind, temperature,
etc.) in their plots. Then they have to look at interactions between
the living and non-living things. For example, plants use the energy
of the Sun, carbon dioxide and water to make food. Insects or birds
get their food from the plants. Some birds eat the insects or worms in
the plot. From this discussion they must then construct a food chain
and a food web if possible. We can teach them the difference between
natural and human-made ecosystems and at the same time highlight
the factors that threaten the ecosystem. Learners can come up with
suggestions how to prevent or deal with the threats.
ACTIVITY 2 Consider how humans affect

ecosystems LB p. 48
1. a) There is toxic waste running into the river. The crops are being
sprayed with harmful pesticides. People are polluting the river.
b) They should redirect the toxic waste pipes to a safer place
where they can dispose of it better with no harm caused to
the environment. They could use other methods of farming
practices that won’t harm ecosystems. The people should have
proper areas where they throw away their solid waste.
2. a) – b) Learners list ways in which people damage the air and soil
in ecosystems, and give suggestions on how to prevent damage to
the environment in each scenario.

Unit 5.3 Food webs LB p. 50
Teaching the lesson

Learners must know that ecosystems are dynamic systems with
much on-going activity. In the previous unit they learnt about the
living and non-living things in an ecosystem. In this unit they need
to interrogate the interactions between the living and the non-living
environment, and between the different living organisms. These
relationships are referred to as food chains and food webs. Teach them
about the interdependency of the living organisms and that the one
cannot exist without the other. Learners must know the difference
between a food chain and a food web.
ACTIVITY 3 Work with food chains LB p. 50

This activity determines learners’ existing knowledge.
1. a) Plants use the sunlight to make their own food.
b) The animals eat the plants and the person in turn eats the
animals.
2. Sun → maize plant → cattle eat → girl
(make food) (eat maize seeds) (eats meat)
Food chains in nature LB p. 51

Learners must be able to identify and describe food webs in nature,
especially their own environment. They must understand the flow of
energy from the Sun through the plant to animals and back into the
environment via the decomposers. Remember the physics LAW of
ENERGY: Energy cannot be destroyed or created, but it can be passed
from one level to another and released back into the environment.
ACTIVITY 4 Compare and explain food chains

LB p. 53
1. a) Grass uses sunlight energy to make food. The dead zebra
was a herbivore that ate the grass. The lion gets its energy
from the zebra.
b) The second food chain is represented by the hyenas or the
vultures waiting for the lion to finish so that they can feed.
grass → zebra → hyena/vulture
c) The body will be decomposed by micro-organisms like bacteria.
grass → zebra → hyena/vulture → bacteria
2. a) Locusts are herbivores. They eat plants.
b) Bird
c) plants → locusts → praying mantis → bird

3. Pigs eat plant material and humans eat the pig.
plants → pigs → humans
4. Learners’ example from their immediate environment should
be credited.
ACTIVITY 5 Draw and label a simple food web

LB p. 54
1. A food web is the way in which plants and animals are connected
by their feeding relationships in an ecosystem.
2. Learners draw and label a simple food web.
Formal PRACTICAL TASK — ACTIVITY 6 Research a local

assessment: ecosystem as a case study LB p. 55
You may choose
to assess this
This Practical Task aims to take learners out of the classroom. They
task, or the food
need to engage with their environment and be aware of what is going
processing task
on around them. They must make clear decisions on selecting a plot;
on LB page 37,
they must measure, observe, collect data, think out of the box and
as part of the
identify threats to their ecosystems. They need to suggest solutions
formal assessment
on how to prevent or save their ecosystem and prepare a presentation
requirements
to make their class aware of their findings. The task can be used as a
for Term 1.
formal assessment, but then learners must work alone or in pairs.
The other task
Use a rubric or memorandum to assess this task.
may be assessed
informally.
Example:
1. Selection of the ecosystem (1)
2. Correct dimensions of the ecosystem (1)
3. a) Three plants found in the ecosystem (1)
b) Three animals found in the ecosystem (1)
4. Non-living things: Sun, water, soil, gases, mineral
elements, wind, temperature, etc. Any three. (1)
5. ONE threat (1)
6. ONE good suggestion (1)
7. Presentation (poster and/or oral) (2)
Total [15]


• You can use Revision: Test LB p. 56
the questions Answers
for an informal 1. a) Water, sunlight, carbon dioxide (3)
class test to b) Photosynthesis (1)
help your c) Oxygen (1)
learners revise 2. a) Energy (1)
the Term 1 b) Meat, fish, eggs, milk, nuts, beans, etc. (Any 1) (1)
work before c) Storing energy (1)
they write the d) Vitamins and minerals (1)
actual test that 3. a) 1 Proteins
you will set for 2 Fruits and vegetables
them as part 3 Carbohydrates
4 Dairy products
of the formal
5 Fats and oils (5)
assessment
b) Fruits and vegetables; Carbohydrates (2)
requirements
c) Proteins; Dairy products; Fats and oils (3)
for Term 1.
4. a) Water (2)
• The test will
b) Kwashiorkor, or any other appropriate example of a disease(1)
contribute 5. a) We process food to make it edible, make it last longer
60% to and to improve the nutritional value. (Any 2) (2)
learners’ term b) Cooking, drying and salting, pickling, combining (Any 2) (2)
marks. The c) Processing food can contribute to food losing some of its
practical task/ nutrients, processed food often contains unhealthy additives.
investigation (Any 1) (1)
that you 6. a) Air, water, sunlight, soil (learners must give one example,
selected as well as a brief explanation of one of its functions, e.g.
for formal sunlight gives plants energy to produce their own food
assessment for through photosynthesis) (2)
this term will b) A food web shows how plants and animals are connected
contribute the in many different ways to help them all survive. A food
other 40%. chain follows just one path of energy as animals find food. (1)
• Refer to the c) Producers, consumers, decomposers (3)
GET CAPS d) Any food chain which follows logically and shows that
Amendments the learners understand the concept. (2)
– Formal 7. a) lime; milky (2)
Assessment b) The air that we breathe out contains carbon dioxide. (1)
Guidelines 8. When we mix yeast with lukewarm water and place it in a
section in the warm place, the dormant yeast starts growing again. When
Introduction to we mix the yeast with flour to make bread, it makes little
this Teacher’s bubbles that allow the bread to rise. (2)
Guide for 9. Learners’ paragraphs should reflect suitable answers about the
further ecosystem that they chose, reflecting the ecosystems they learnt
about in this topic.
guidelines
a) type of ecosystem correctly identified (1)
and mark
b) location correctly described (1)
allocations for
c) appropriate description of climate and living conditions (2)
each term.
d) correct identification of two plants found in ecosystem (2)
e) correct identification of two animals found in ecosystem (2)
f ) learner’s own opinion about why the ecosystem should be
protected, appropriately expressed (4 × ½) (2)
TOTAL: [50]

2
TERM
Natural Sciences:
Matter and materials
TOPIC 1: Solids, liquids

and gases
Unit 1.1 Arrangement of
particles
TOPIC 2: Mixtures
Unit 2.1 Mixtures of materials
TERM 2 TOPIC 3: Solutions as

special mixtures
Natural Sciences: Unit 3.1 Solutions
Matter and Unit 3.2 Soluble substances
Unit 3.3 Saturated solutions
materials Unit 3.4 Insoluble substances
Technology:
Processing TOPIC 4: Dissolving
Unit 4.1 Rates of dissolving
TOPIC 5: Mixtures and water

resources
Unit 5.1 Water pollution
Unit 5.2 Importance of
wetlands
TOPIC 6: Processes to
purify water
Unit 6.1 Clean water
B23
B1
Topic
UnitSolids,
1 liquids and gases
1 1 ¾ hours

Arrangement of particles
• All matter (solids, liquids and gases) is made up of particles.
• The particles are arranged differently in solids, liquids and gases.
—— In solids the particles are closely packed in a regular pattern –
spaces between the particles are small and particles vibrate in
one place.
—— In liquids the particles are closely packed in no fixed pattern –
spaces between the particles are small but particles can move
around each other.
—— In gases the particles are far apart from each other – spaces
between the particles are big and particles move in all directions.
Unit 1.1 Arrangement of particles LB p. 59
Resources needed
• Diagrams to show particles in matter
• Video clips from the Internet

on matter.
1. Matter is everything on Earth. The whole universe consists of matter.
2. Solid, liquid and gas.
3. Solid – ice; liquid – water; gas – water vapour
4. Heat and cold
5. No, water vapour is not visible because the particles it consists of
are too wide-spread to see.
6. Material
7. We cannot create or destroy matter. A scientist can only use
existing matter to make another type of matter.
8. Yes, steam drives turbines that generate electricity. Food creates
heat energy. Machines create movement energy and so on.
9. No
Teaching the lesson

Particles in solids LB p. 59
Explain the arrangement of particles in all three states of matter by
drawing diagrams of them, discussing diagrams in the Learner’s Book

and by demonstrating with ice, water and steam. A handy method
to explain this is by using marbles or coloured plastic balls in three
different sized (small, medium and large) see-through plastic containers.
The number of marbles in all three containers must be the same. The
learners will see that the marbles in the ‘liquid’ and ‘gas’ container have
more space to move in and will therefore spread out more.
ACTIVITY 1 Draw the arrangement of particles in

solids, liquids and gases LB p. 60
Learners should be taught how a scientific drawing should look.
Discuss and explain the content on page 61 and have them practise
it by drawing something simple such as a pen or pencil. Teach
them to draw a frame before commencing with the actual drawing.
They should remember to leave sufficient space for the labels and
connecting lines. Every drawing from here on should adhere to the
rules stated on this page.
Their drawings should look like this:
a)
Particles in a solid
b)
Particles in a liquid
c)
Particles in a gas
The atoms in a solid have an ordered pattern, while the atoms in a liquid
are randomly arranged. Atoms in a gas spread outwards and upwards.

Topic
UnitMixtures
1
2 3 ½ hours

Mixtures of materials
• A mixture consists of at least two different substances/materials
mixed together.
• In some mixtures, the different substances are still clearly visible
after mixing.
• The substances in such mixtures can be separated by physical means
such as sieving, filtering, hand sorting, settling and decanting.
Unit 2.1 Mixtures of materials LB p. 62
Resources needed
• Examples of material such as salt, sand, sugar, tea leaves, peanuts,
dried beans, coins, sweets, curry powder, grated cheese, milk, oil

1. A mixture is something that is produced by combining other things.
2. An example of a mixture is milk and chocolate powder to make
a milkshake or tea (a combination of a tea bag, sugar, milk and
hot water).
Teaching the lesson

Divide the learners in groups. Each group must have a leader who
assigns tasks to the group members. Ensure that each learner has an
opportunity to be leader throughout the course of the year.
Provide small containers such as paper cups, for each mixture. Ask
learners to mark each cup with a Koki stating the ingredients of the
mixture inside. Each learner should touch the ingredients before mixing.
Learners should take turns to make one or more of the mixtures. They
should record their observations in a table as requested on page 63 in the
Learner’s Book. On page 64, read and discuss the different methods of
separation. Try to demonstrate each method if possible.
ACTIVITY 1 Observe mixtures LB p. 62

Learners work in groups to observe what happens when they mix a
variety of things.
1. Learners examine and discuss each substance before mixing.
2. They predict what they think the mixtures will look like.
3. Learners mix the substances and test their predictions.
4. They record their observations in a table.

Topic
UnitSolutions
1
Materials as special mixtures
3
1 8
5.25
¾ hours
Hours

Solutions
• Solutions are also mixtures.
• Some solutions can be made by mixing a solid and a liquids
together such as sugar and water, salt and water.
• Solutions are uniform in appearance and the solid cannot be seen
after mixing.
Soluble substances
• Soluble solids (solutes) can dissolve in water (solvent).
• The substances in solutions cannot be separated by sieving,
filtering, hand sorting, settling and decanting.
• Some solutes can be recovered (separated) by evaporating the
solvent (such as recovering salt from sea water).
• When substances dissolve, solute particles become dispersed in the
spaces between the solvent particles.
Saturated solutions
• A solution is saturated when no more solute can dissolve in a
given amount of solvent.
Insoluble substances
• Some solids will not form a solution in water (insoluble solids).
Unit 3.1 Solutions LB p. 65
Resources needed
• Basic science apparatus and materials for the various experiments
in this topic, e.g. glass beakers, hot plate or Bunsen burner,
turpentine (refer to the various activities for what you need)
• Examples of materials and substances such as salt, sugar, sand,
mealie meal, flour, maize flour, samp, curry powder, custard powder
• Measuring cylinders, funnels, filter paper, beakers, evaporating
dish, salt, food colouring
Teaching the lesson

Ensure that the learners understand the difference in meaning
between a solute, solvent and solution and that they understand what
the terms ‘soluble’ and ‘insoluble’ mean. They should be encouraged

to use the correct scientific terminology during the practical task. By
repetition the terminology will become familiar to them. Should there
be a shortage of scientific equipment at the school, try to improvise or
ask the learners for ideas.
Formal PRACTICAL TASK — ACTIVITY 1 Investigate different

assessment: solids to see if they dissolve in water LB p. 65
You may choose
any one of the Learners work with another learner.
Projects/Practical Discuss the importance of fair testing in scientific investigations or
Tasks in this term experiments. Ensure that equal amounts of solvent and solutes are
(LB pages 65, used during the investigation. Encourage learners to watch closely and
78, 86, 91/92) to ask questions where needed. Remind them to take notes during the
to assess as part investigation as they will have to record their findings in a table later.
of the formal Discuss the activity and questions beforehand so that they will know
assessment what to look out for. Learners should be taught how to predict and
requirements draw conclusions from every result.
for Term 2.
The other tasks ACTIVITY 2 Draw and describe solutions LB p. 66
may be assessed
informally. Learners work on their own.
Remind learners to stir each solution for at least a minute to
determine if the substance added to the water is indeed soluble or not.
Their tables should reflect the same answers as the one below.
Remember: Learners have to choose only ten solutes for this
investigation.
Solvent Solute Dissolved in Partly dissolved in water — Did not dissolve

water some residue left in water
water instant coffee √
water sand √
water sugar √
water salt √
water mealie meal √
water jelly powder √
water flour √
water samp √
water curry powder √
water custard powder √
water Maizena √
water cooldrink powder √
Drawings should be done according to specifications – colour may

be used.
Descriptions should include the components that were mixed
and the process of stirring. The conclusion would either be that the
substance is soluble, partly soluble or insoluble depending on the
result of each example they chose.

Unit 3.2 Soluble substances LB p. 67
Resources needed
in this topic, e.g. glass beakers, hot plate or Bunsen burner,
turpentine. Refer to the various activities for what you need.
Teaching the lesson

Explain the purpose of separating solutes from solvents by using the
example of salt production and copper sulphate.
ACTIVITY 3 Investigate solutions to see if we can

recover the solute LB p. 68
For Parts 1 and 2: discuss the purpose of the investigation. Ask
learners to predict the outcome. Read the information on fair tests on
page 71 with learners and ask learners to determine if the investigation
in Activity 3 meets the requirements of a fair test. Ask the learners
what the main difference between this investigation and the one in
Activity 1 is. The difference is, in Activity 1 cold water was used, and
in this activity hot water is being used.
The amount of salt added will depend on the size of the glass jar
being used. Add about two tablespoons of salt to 250 ml hot water.
The three methods used to separate become apparent in Part 2 of the
investigation.
1) Settling 2) Filtering 3) Evaporation
Part 3: Learners record their findings in a table in their exercise books

and then compare them. The conclusion should be that salt can be
separated from a saltwater solution by evaporation only. Unless the
solutions were overly saturated, no crystals should be left when the
solution has settled or has been filtered. Learners write what they have
learnt from the investigation.
ACTIVITY 4 Investigate evaporation with copper

sulphate LB p. 69
Ensure that learners keep a safe distance from open flames. Follow
the method as set out on page 70. Ask learners to clarify what is being
investigated and what they predict the outcome will be. Learners
answer question 5 in their exercise books while they wait for the
solutions to filter. After the filtration process has completed, learners
must answer Questions 11 and 12 in their exercise books as well. Ask
the learners to make notes about the fairness of the test. They should
also determine if their prediction and the final results correlate.

Unit 3.3 Saturated solutions LB p. 71
Resources needed
• glass beakers
• hot water
• sugar
Teaching the lesson

Learners should be clear about the difference between a saturated
solution and insoluble substances.
Explain that some residue of the solute will be visible in a saturated
solution. It shows that the solvent has reached its capacity and no
more solute will dissolve in the solution.
Demonstrate the saturation point of water by adding sugar to a
glass beaker filled with hot water. At some point the sugar will not
dissolve any more and will settle at the bottom of the glass.
Unit 3.4 Insoluble substances LB p. 72
Resources needed
in this topic: bottom half of a plastic 2ℓ bottle, two glass beakers,
soil, oil paint, turpentine, candle and methylated spirits. If
possible, water-based craft paint can be dissolved in water as a
comparative test.
Teaching the lesson

You should perform this investigation while learners observe. Learners
should not touch or handle any apparatus. Ask learners to record what
they see while the solutions are made. They should draw conclusions
to answer the questions in Activity 5.
ACTIVITY 5 Observe the dissolving of oil paint

and wax LB p. 74
You will do this demonstration.
Follow the method given on page 74 while learners observe.


Topic
UnitDissolving
1
Materials
4
1 3
5.25
½ hours
Hours

Rates of dissolving
Factors that affect the rate (time taken) of dissolving:
• Temperature of the mixture
• Stirring or shaking the mixture
• Grain size of the solute.
Unit 4.1 Rates of dissolving LB p. 75

1. Learners explain what dissolving means.
2. The temperature of the mixture, stirring or shaking the mixture
and the grain size of the solute.
Resources needed
• Containers, beakers, ice-cream sticks for stirring, measuring
spoons, hot water, salt (coarse and fine)
Teaching the lesson

Discuss the three factors that influence the rate of dissolving. Refer to
the photographs on page 75 of the Learner’s Book. Draw a diagram
on the board showing the following:
• sugar + water + heat = faster rate of dissolving
• sugar + hot water + stirring or shaking = faster rate of dissolving
• milk + chocolate powder + shaking = faster rate of dissolving
• oil + vinegar + shaking = will mix for a short time and then
separate again
We say that oil and vinegar or oil and water are immiscible (not able
to stay mixed).

ACTIVITY 1 Observe the dissolving of substances
LB p. 76
Learners work in groups, under supervision.

Make sure you have all the necessary equipment and other things
necessary for the activity. Prepare learners for the activity by going
through the activity with them beforehand. You will need to assist
learners with the various steps involved in the activity. Learners must
follow the instructions carefully. They must also record their answers
to the questions in the Learner’s Book in their exercise books.
ACTIVITY 2 Consider how heating affects

dissolving LB p. 77
Learners work with another learner to discuss the picture story in the
Learner’s Book.
1. a) The boy and girl wanted to make their mother coffee on
Mother’s Day. When the boy poured the water into the cup,
the coffee did not dissolve. This is because he did not add hot
water to the coffee granules.
b) Heat helps substances to dissolve.
2. Learners should be able to identify that substances (e.g. coffee
powder) dissolve better in hot water.
Formal PRACTICAL TASK — ACTIVITY 3 Conduct a fair test

assessment: about factors that influence the rate of dissolving
You may choose LB p. 78
any one of the
Projects/Practical Learners work with another learner with guidance from the teacher.
Tasks in this term Guide the learners by reading Activity 3 with them.
(LB pages 65, Learners should write down:
78, 86, 91/92) 1. What do they hope to accomplish by doing the investigation?
to assess as part 2. What do they want to find out?
of the formal 3. What do they predict will happen?
assessment 4. What do they need to do the investigation?
requirements 5. How will they ensure that it is a fair test?
for Term 2. 6. How will they go about conducting the investigation? Guide
The other tasks learners to choose a solvent, solute and method of heating.
may be assessed Fine salt and coarse salt can be used. Or you can give them a copy
informally. of the guidelines provided on page C10 of the Teacher’s Guide.
Explain the examples of a bar and pie graph on pages 79 and 80.
Guide them to choose a graph to illustrate their findings. It should
have a heading: FACTORS THAT INFLUENCE THE RATE OF
DISSOLVING OF SALT IN WATER. The x-axis should be labelled:
Rate of dissolving in seconds. The y-axis should be labelled: Factors
influencing rate of dissolving. Use the graph on the next page as an
example but allow variations from learners as long as data is correctly
illustrated.

Learners must write about the conclusions they have reached after
examining their findings.


Topic
UnitMaterials
1
Mixtures and water resources
5
1 5.25
8 ¾ hours
Hours

Water pollution
In the environment, many things mix or dissolve in water. Water can
be polluted by:
• Insoluble substances, such as oil, plastics, tyres, tins, glass,
toilet waste
• Soluble substances, such as soaps, fertilisers, insecticides, acids and
other poisons
• Living germs from toilet waste causing water-borne illnesses such
as diarrhoea.
Importance of wetlands
Natural wetlands are important for:
• Removing soluble and insoluble substances from water
• Acting like sponges and regulating the flow of water.
Unit 5.1 Water pollution LB p. 81
Resources needed
• Texts for reading about water pollution

on water pollution.
1. Rivers, lakes, dams, springs, groundwater
2. They are sustained by precipitation.
3. Oil, plastics, tyres, tins, glass, toilet waste, medical waste, ropes
4. Soaps, fertilisers, insecticides, acids, chemicals from
manufacturing processes, poisons
5. Cholera, typhoid fever, e-coli, diptheria

Teaching the lesson
Discuss and explain the importance of water for living things. Our
fresh water resources make up only 1% of all water on Earth. Focus
on the importance of preserving our natural and manufactured
water resources to ensure sustained life on the planet. One of the
disadvantages of new technology is the pollution of our water
resources with manufactured substances and material.
ACTIVITY 1 Answer questions on water pollution

LB p. 82
Learners work on their own to answer the questions about the pictures
in the Learner’s Book.
1. a) oil, plastic, glass, tyres
b) chemicals, poisons
2. a) 8
b) They are playing in the overflow water from a drain.
c) No, it is not safe as the water may contain human faeces.
d) Washing powder or soap, urine, dirt in clothes.
e) Yes, water containers are being filled.
Unit 5.2 Importance of wetlands LB p. 83
Resources needed
• The Learner’s Book provides an example of a wetland area in
South Africa, but it would be good if you could supplement this
with information about wetlands in your own area. Unless you
live in a very dry part of the country, there should be at least a
small wetland close to you. In many areas there are wetlands with
well-developed information centres that also provide educational
tours for learners.
• If at all possible, try to take your class on an excursion to a
wetland when you are covering this topic with them. Most of
these wetlands also have their own websites with an educational
focus which give detailed information and often supplementary
activities that can be used for extension work.
Teaching the lesson

Discuss the importance of wetlands as set out in text on pages 83 to 84.
Ask the learners about wetlands and if there are some located near
them. Do the case study by dividing the learners into groups to read
and discuss the content of page 85 and the top of page 86.

Formal ACTIVITY 2 PROJECT: Research and write a
assessment: report about a wetland LB p. 86
You may choose
any one of the Learners work with another learner.
Projects/Practical Explain how to write a report by discussing the skills box on page 87
Tasks in this term with learners. If possible, arrange a visit to a local wetland or ask
(LB pages 65, someone to come and talk to the learners about it. Assist learners
78, 86, 91/92) with research by sourcing books and other resources with information
to assess as part about wetlands. Learners must plan first by making a mind map of
of the formal what they hope to find out about the wetland, where they will get
assessment information and how to go about processing the information they have.
requirements Learners should first write a rough draft, present it to the teacher
for Term 2. for comment, and then refine and rewrite the final report. This should
The other tasks be done in class and not at home.
may be assessed
informally.
Take the learners’ reports and assess them according to the rubric below.
Criteria Level 1 Level 2 Level 3 Level 4 Level 5

The learner planned the report.
The report had a clear structure.
The learner drafted the report and made
improvements.
The learner completed the final report with all
the necessary criteria.
Key to levels
Level 1 Learner made no attempt to meet the criteria.
Level 2 Learner attempted the criteria but was unable to complete it successfully.
Level 3 Learner managed an acceptable level of completion of the criteria.
Level 4 Learner understood the requirements and completed the criteria successfully and correctly.
Level 5 Learner showed exceptional knowledge and skill in the correct completion of the criteria.


Topic
UnitProcesses
1
Materials to purify water
6
1 8
5.25
¾ hours
Hours

Clean water
• A clean supply of water is important for people, plants and
animals.
• Water can be cleaned by processes such as sieving, filtering,
settling, decanting, boiling and adding chemicals to kill germs.
• Municipal water is cleaned before and after we use it.
Unit 6.1 Clean water LB p. 88
Resources needed
• Sieves, filter paper, funnels, containers, kettle, water purification
tablets (if possible)
Teaching the lesson

Discuss pages 88 to 90 with learners. Ask questions about their fresh
water availability and resources. Make them aware of other South
Africans that may be less fortunate than them. Discuss the different
methods of cleaning water and why it is necessary to drink only clean,
safe water.
Alternative methods of obtaining clean drinking water include
desalinated sea water and purifying/recycling sewage water. Refer to the
drawing on page 90. Ask learners how they feel about these options.
Introduce Activity 1 by asking learners how many of them have had to
purify drinking water and why.
ACTIVITY 1 Investigate how to best purify dirty

water LB p. 91
Sometimes we do not have the luxury of sophisticated purifying systems
but do need to purify our drinking water. Guide and assist the groups
of learners through the activity. Discuss the why and how of what
is being done throughout the activity. Refer learners to information
about earlier methods of purifying water resources by ancient cultures
that is contained in the fact sheet overleaf.

Ancient cultures’ water purification systems — fact sheet
Time frame
• here is evidence of water purification methods dating back to 4000 BC. Improvements
T
made included taste and how the water looked, though some types of bacteria were not
removed by those methods. Between 4000 BC and 1000 AD, different natural minerals were
used to purify water. Distillation also began to be used.
Material used
• To disinfect water, many ancient cultures would use copper, iron or hot sand in conjunction
with boiling the water. Herbs such as amla, which is high in vitamin C, and khus, were
often used in well filtration. Plants, such as water lily roots and the seeds of the nirmali
(Strychnos potatorum) were sometimes used to purify water.
In ancient Egypt, aluminum sulfate, iron sulfate or a mix of the two was used to extract
suspended solids from the water. In Greece a fabric bag, called the Hippocrates’ Sleeve, was used
to strain water before boiling it. In ancient India, sand and gravel were used to filter water before
boiling it. This method was found in the Sanskrit manuscript called the Susruta Samhita.
How water was judged
• Ancient civilisations did not know about tasteless toxins that could grow in water.
Their main way of testing water purity was through its clearness, taste and odor.
Storage
• Certain metals, including copper disrupt bacteria cycles. In ancient India brass, an alloy of
copper and zinc and sometimes other metals, was used to store water. The ancient Greeks and
Romans used basins or reservoirs to store water and as a means to let particles settle.
Considerations
• The Romans, Greeks and Mayans all used aquaducts to keep water pure. When these cultures
collapsed, water purification advancements were halted. Hundreds of years later, in 1627, Sir
Francis Bacon began to experiment with salt water purification. He tried to remove salt from
water using sand, and though he failed, he helped to restart interest in water filtration.
Read more: Ancient Water Purification Methods | eHow.com http://www.ehow.com/

about_4794725_ancient-water-purification-methods.html#ixzz2DETjJkll

Read and discuss the water purification systems with learners.
Learners should understand that these are basic systems that will get
rid of impurities but not harmful bacteria and germs. These systems
should be used together with a chemical such as bleach to kill bacteria.
Formal PROJECT — ACTIVITY 2 Design, make and evaluate

assessment: a simple system to clean dirty water LB p. 92
You may choose
any one of the Discuss the problem and questions on page 93 with learners.
Projects/Practical Explain what is expected of them and how they should go
Tasks in this term about gathering information for this task. Learners are expected
(LB pages 65, to follow the technological process in completing this task.
78, 86, 91/92) They should:
to assess as part • investigate existing products or systems
of the formal • do research on alternative methods suitable to the scenario
assessment presented in the problem
requirements • write a design brief with specifications and constraints
for Term 2. • design possible solutions and choose one
The other tasks • write the order of work in sequence
may be assessed • make the filter
informally. • test the filter according to the specifications
• evaluate the success of the filter and suggest ways to improve on
the original design by making minor adjustments.

Assess learners’ projects according to the following rubric:
Criteria Level 1 Level 2 Level 3 Level 4 Level 5
Learners investigated existing products or systems.
Learners did research on alternative methods
suitable to the scenario presented in the problem.
Learners constructed a design brief with
specifications and constraints.
Learners designed possible solutions and chose one.
Learners wrote the order of work in sequence.
Learners made the filter.
Learners tested the filter according to the
specifications.
Learners wrote an evaluation report on the success
of the filter and suggested ways to improve the
original design and made minor adjustments.
Learners worked together as a team.
(Refer to the Key to levels on page B36.)
• You can use the

Revision: Mid-year Examination LB p. 94
questions for an Answers
informal class test to Section A: Term 1 (Life and living; Processing)
help your learners 1. a) Photosynthesis, sunlight, carbon dioxide, water,
revise the Term 1 glucose sugar, oxygen (6)
and Term 2 work b) The resulting energy is stored in the leaves, stem, fruit and
before they write roots of the plant, in the form of starch (chemical energy). (2)
the actual mid-year c) People and animals get their energy from the food they eat.
examination that They eat plants or products made from plants, or they eat
meat from other animals that have eaten plants. (2)
you will set for them
2. a) A balanced diet contains food from all the nutrient
on the work covered
groups, as well as water and fibre. (2)
in the first two b) To provide our bodies with enough nutrients for energy
terms as part of the and growth; but eating too much of certain food groups
formal assessment (especially fats and oils) can lead to us becoming overweight,
requirements for and this in turn can affect our health negatively. (2)
Term 2. 3. a) Carbohydrates, such as bread and pasta, for energy (2)
• The mid-year b) Easy digestible food (no teeth to chew food): nutrient-rich
examination will food to ensure healthy growth. (2)
contribute 60% to 4. a) It helps food move smoothly through the body. (2)
learners’ term marks. b) Dried fruits, e.g. raisins/apricots; – or any other good examples(1)
The practical task for 5. Accept a labelled diagram of a food web in a savanna, including
formal assessment two savanna animals labelled producer, consumer or decomposer. (5)
for this term will 6. a) Easier to prepare; found any time of the year; can be kept for
longer; extra nutrition is added. (2)
contribute the other
b) Butter (not margarine), yoghurt, Maas, cheese, buttermilk,
40%.
ice-cream, or any other correct answer (2)
• Refer to the GET [30]
CAPS Amendments
– Formal Assessment Section B: Term 2 (Matter and materials; Processing)
Guidelines section in 7. a) soluble b) solution c) solute d) solvent (4)
the Introduction to 8. Learners’ drawings should show what happens to mixtures
this Teacher’s Guide shortly after mixing, and after standing for a few hours:
for further guidelines a) A1 and A2: cooldrink powder has dissolved completely;
and mark allocations water is coloured evenly; it looks the same after a few hours
for each term. (A solution has formed.). (2×2) (4)
REVISION: TEST TOPIC 6 TERM 2 B39

b) B1: mixing soil with water forms a cloudy mixture initially;
B2: after a few hours, soil particles settle at the bottom,
leaving clear water above, perhaps with humus floating on
top (soil does not dissolve in water to form a solution).(2×2) (4)
9. a) Drawings should show diagrams as per LB, pp. 59–60,
with these descriptions: Solids: particles are packed
together in regular pattern; spaces between particles are
small; particles vibrate in one place. Liquids: particles
closely packed; no fixed pattern; spaces between particles
are small; they can still move around each other. Gases:
particles far apart; spaces between are big; particles move
in all directions. (3 × 3) (6)
10. a) Hand sorting, sieving, filtering, settling, decanting,
magnetised extraction (Any 2)
b) The magnet will attract the iron filings, but not the sand.
Magnetised extraction (2)
11. a) A solution is a mixture in which a substance is dissolved in
another substance. Solutions are uniform in appearance.
In a solution of a liquid and a solid, the solid cannot be
seen after mixing. (Any 2)
b) The salt is the solute and the water is the solvent. (2)
c) Soluble (1)
d) Evaporation (1)
e) A saturated solution is a solution in which the maximum
amount of solute has been dissolved into the solvent. (1)
f ) The temperature of the mixture, stirring or shaking the
mixture, the grain size of the solute (3)
12. Soluble substances, such as [any suitable examples, e.g. soaps,
fertilisers, acids] can dissolve in water to form solutions.
Insoluble substances, such as [any suitable examples, e.g. soil, oil,
plastic, toilet waste, tins, tyres, glass] cannot dissolve in water. (2)
13. a) Any suitable example, e.g. cholera (1)
b) Filtering or sieving (2)
c) Add 5 ml of bleach to 25 litres of cooled-down boiled
water. Let it stand for an hour before drinking. (2)
14. a) Wetlands are permanently waterlogged areas like swamps
and marshes. They are important freshwater ecosystems. (2)
b) Wetlands: • act like sponges to preserve and regulate the
flow of water; • ensures not all fresh water runs off to the ocean;
• preserve and sustain a variety of plants and animals; • filters and
purifies water as it drains through soil to the groundwater table;
• wetland plants removes pollutants and chemicals from water. (4)
[45]
Total: [75]

3
TERM
Natural Sciences:
Energy and change
Technology:
Systems and control
TOPIC 1: Electric circuits

Unit 1.1 A simple circuit
Unit 1.2 Circuit diagrams
TOPIC 2: Electrical conductors

and insulators
Unit 2.1 Conductors
Unit 2.2 Insulators
TERM 3
TOPIC 3: Systems to solve
Natural Sciences:
problems
Energy and change Unit 3.1 Using electric circuits
Technology:
Systems and TOPIC 4: Mains electricity
Unit 4.1 Fossil fuels and
control electricity
Unit 4.2 Cost of electricity
Unit 4.3 Illegal connections
Unit 4.4 Renewable ways to
generate electricity
B41 B1
Topic
UnitElectric
1 circuits
1 8 ¾ hours

A simple circuit
• An electric circuit is a system for transferring energy.
• A simple circuit always has the following components:
—— source of energy (such as cell)
—— conducting material (such as wires)
—— device (such as light bulb, buzzers, motors) for changing
electricity into a useful output energy.
• A circuit is a complete, unbroken pathway for electricity.
• A switch can be added to break or complete the circuit pathway.
Unit 1.1 A simple circuit LB p. 97
Resources needed
• Cells, bulbs, insulated wires, switches, diagrams

on energy. Learners work as a class.
1. Energy is the ability to do work.
2. Children playing in the park, person pushing a pram, car hooting,
car driving, boy riding a bicycle, sunlight from the Sun, wind,
electric power lines.
3. The car driving and the electric power lines are non-renewable
sources of energy.
4. Learners list examples of kinetic and potential energy and give
reasons for their answers.
5. Light – Sun shining
Heat – Sun
Sound – radio in car
6. All need some kind of energy.
Teaching the lesson

Electrical charge LB p. 98
Discuss the content on page 98 in the Learner’s Book. Show learners
a cell. Point out the + on the one side which is the positive side, and
the – on the other side, which is the negative side. Explain key words
to learners.

Electrical current LB p. 98
Discuss the content on page 98 in Learner’s Book. Explain key words
to learners.
Electric circuit components LB p. 98

Bring different examples of light bulbs and cells to school. Discuss
each component separately with the learners.
Remember that the plastic covering of the electrical wire must be
removed for about 2 cm to expose the wire. If this is not done, the
connection will not be effective. Show learners how to do this.
Show different switches to the learners. Explain the reason for
using switches as on page 101 in Learner’s Book.
Connecting more than one cell LB p. 99

Be sensitive, as some of the learners might not have electricity at
home. Don’t assume that all learners know about electricity. Discuss
the content on page 99 in the Learner’s Book.
ACTIVITY 1 Demonstrate electrical current in an

electrical circuit LB p. 99
Bring a working radio or torch with cells to school. As a class,
discuss the diagram on page 99. Talk about the connection of cells
in a radio or torch. Change the way in which the cells should be
connected and show learners that the radio or torch will not work if
cells are connected incorrectly.
1. So that the current can flow in one direction through all the cells.
2. An appliance shows which way batteries must be inserted.
3. The appliance would not work.
Electrical wires and light bulbs LB p. 100

Explain to the learners what the purpose of electrical wires are and
why the ends must be stripped to connect a circuit. Also explain what
the purpose of light bulbs are and discuss the different types available.
ACTIVITY 2 Design and make a switch LB p. 101

Use the copper wires and give learners a METAL paper clip and two
thumb tacks or paper fasteners. Learners connect the wires in a circuit
and make a switch with the components that you have given them.
Remember that the plastic covering must be removed where it touches
the metal to make a good connection.
To make sure that the switch works, you must add the light bulb
to the other components to see if it lights up. This will mean that the
current flows when the switch is closed.

Unit 1.2 Circuit diagrams LB p. 102
Resources needed
• Learner’s Book pages 102 and 103 with diagrams to refer to.
Teaching the lesson

• Show learners the symbols for drawing an electrical circuit once
they have done Activity 3.
• Discuss and explain the various symbols to use when drawing a
circuit diagram.
• Point out that these symbols are internationally recognised, just
like road symbols, and that they cannot draw their own version of
the symbol.
ACTIVITY 3 Match electrical symbols to electric

circuit components LB p. 102
1. a) cell
b) wire
c) switch
d) bulb
e) battery
2. Discuss the correct answers in class so that learners can see if their
predictions were correct.
3. Learners redraw the circuit using international symbols. Their
diagram should look like the one below.

ACTIVITY 4 Draw circuit diagrams LB p. 103
1.
a)
b)
c)
ACTIVITY 5 Draw circuit diagrams of open and

closed circuits LB p. 103
1.
2.

Topic
UnitElectrical
1 conductors and insulators
2 7 hours

Conductors
• Some materials conduct electricity and are called conductors.
• Most metals, especially copper, conduct electricity.
Insulators
• Some materials do not conduct electricity and are called insulators.
• Most non-metals, such as plastics, do not conduct electricity.
Resources needed
• Cells, bulbs, insulated wires, switches
• Conductors: coins, paper clips, pieces of wire, metal utensils, etc.
• Insulators: plastic, cardboard, wood, rubber objects

This activity is a baseline assessment to determine the learner’s existing
knowledge about conductors and insulators. Discuss the questions
with the learners, engaging all the learners by letting them take turns
to answer.
1. The copper wire
2. It functions as an insulator.
3. No, it won’t because the plastic coating will prevent the current
from flowing.
Unit 2.1 Conductors LB p. 104
Teaching the lesson

• Introduce the content to the learners by reminding them of the
basic electrical circuit they built earlier.
• Explain that electrical current would not have been able to reach
the light bulb from the battery, if it wasn’t for the copper wire.
• Explain that some materials are good conductors of electricity and
heat and others are poor conductors, called insulators.
• Show them the electrical cords in the classroom, for example that
of the overhead projector, as well as the plug attached to the end
of the cord. The cord is covered with a rubbery plastic and the
plug has a rubber or plastic casing with three or two brass pins.
They should know by now that metal (especially copper) is a good
conductor of electricity, but humans are also good conductors of
electricity. Therefore we have to cover electrical conductors with an

insulation material to prevent the current from entering our bodies.
• Ask them to imagine how much more powerful residential
electricity of 220-240V is in comparison to the 1,5V bulb or cell
we are using.
• Tell them that to find out about the conductivity potential of a
material we have to build a conductivity tester.
Informal PRACTICAL TASK — ACTIVITY 1 Build a conductivity

assessment: tester LB p. 105
Assess this task
informally. Learners work in small groups.
Learners will use • Discuss with and refer the learners to the investigative process
their conductivity shown on page 23 of the Learner’s Book while doing this task.
tester further • Learners work in groups of 3 to 4.
in the tasks on • They collect all the equipment needed for this task.
LB page 105 • Explain what they are going to build and how they should go
in preparation about it.
for the formal • The test will show conductivity if the light bulb lights up.
assessment task • Learners will be able to build the circuit board in one to two periods.
on LB pages • Read carefully through the instructions on page 105 in the
112–115. Learner’s Book. Learners follow the process step by step.
• Learners that can do it quickly can assist other groups that are slower.
• Make sure that the simple circuit works before you can test for
insulators and conductors.
Unit 2.2 Insulators LB p. 106
Resources needed
• Different materials including plastic insulated wires, rubber gloves
used by electricians, glass and ceramic
• The conductivity tester built in Activity 1.
Teaching the lesson

Assess this task
informally. Insulation LB p. 106
Learners will use Discuss content in Learner’s Book pages 106 and 107.
the conductivity
testers they built
PRACTICAL TASK — ACTIVITY 2 Investigate
(LB page 105)
to explore the the conductivity of different materials LB p. 107
conductivity of • Learners remain in the same groups as for Activity 1.
different materials • Warn them prior to these activities to collect all the objects in the
in preparation table on page 107 of the Learner’s Book.
for the formal • Give each group a copy of the worksheet on page C13 of this
assessment task Teacher’s Guide.
on LB pages • Learners commence testing the objects using the conductivity tester
112–115. they built and complete the worksheet.

Answers
2. Object Conductor Insulator
Metal spoon X
5 cent piece X
R1 coin X
Pencil X
Metal paper clip X
Plastic paper clip X
Cardboard X
Eraser X
Plastic spoon X
Plastic ruler X
Piece of wire X
Book X
Aluminium foil X
Drinking straw X
4. a) The conclusion should be that all the metal objects made good
conductors while plastic, wood and paper are poor conductors
and are thus insulators.
b) The learners’ table should look like this:
Conductors Insulators
Metal spoon Pencil
5 cent piece Plastic paper clip
R1 coin Cardboard
Metal paper clip Eraser
Piece of wire Plastic spoon
Aluminium foil Plastic ruler
Book
Drinking straw
ACTIVITY 3 Identify where insulators are used

LB p. 108
1. An insulator is something that does not allow electricity to flow
through it or does not light up the bulb.
2. Plastic around wires, rubber gloves, glass or ceramic insulators on
power lines.

by giving them some questions about the information covered in
the topic in a worksheet that they answer on their own. Discuss the
answers and learners can check the answers. Explain anything that
learners do not understand.

Topic
UnitSystems
1 to solve problems
3 8 ¼ hours

Using electric circuits
• Electric circuits are often used to solve problems that require
energy, such as street lighting, alarms, electric gates, traffic lights,
fans and heaters.
• Electric circuits can also be used in models and toys.
Unit 3.1 Using electric circuits LB p. 109
Resources needed
• Drawings, posters, real examples of circuits
• Cells, bulbs, insulated wires, switches, buzzers, bells
Teaching the lesson

As reading and writing is very important in all subjects in the CAPS
document, we need to include it as far as possible in this subject.
Learners must know that spelling and sentence construction will also
be assessed in this activity.
ACTIVITY 1 Think about a world without

electricity LB p. 109
1. Learners write a short paragraph on what the world would be like
without electricity.
2. They write down three ways in which their life would be most
affected by having electricity.
3. Learners discuss the possible advantages of not having electricity.
4. Learners discuss and compare the advantages and disadvantages of
not having electricity.

ACTIVITY 2 Complete a worksheet on energy
transfer in systems LB p. 110
Learners work with a partner to discuss and complete the table.

Object Input: Energy from... Output: Energy changed to...
Cells or battery electricity Light
Mains electricity Heat
Mains electricity Drawing and sound
Battery Sound and drawings
Coal Heat
Battery or mains electricity Sound
You can provide them with a photocopy of the table that appears on
page C14.
Formal PRACTICAL TASK — ACTIVITY 3 Design and make a

assessment: simple alarm system LB p. 112
Assess this
activity as the Learners work in groups.
Practical Task • The learners work in groups.
for Technology • In Grade 4 and 5, the learners were introduced to the technology
for the year, process.
as part of the STEP 1:
formal assessment • Refresh the learners’ understanding of the technology process.
requirements in • The different activities in the process are:
Term 3. —— Investigate
—— Design
—— Make
—— Evaluate
—— Communicate
• Refer learners to the diagram on the technology process on
page 111 of the Learner’s Book.

• Discuss the problem scenario with the learners.
• The learners are going to use the technology process to solve
the problem as set out in the scenario on page 122 of the
Learner’s Book.
• You can photocopy and give them the Information sheet on
‘Understanding the activities of the technology process’ to guide
them through the task. You will find this on pages C15– C18.
Background knowledge on the technology

process
The technology process
Before a product can be manufactured the designer has to do many
different activities to design the product. These activities form the
technology process. The activities most commonly used in the
technology process are: investigate, design, make, evaluate and
communicate. These activities can be done in any order, but every
activity needs to be evaluated against the identified problem that has
to be solved to satisfy a specific need or want.
The design process is not linear, but interactive. Often it is driven
by evaluation. Evaluation at each stage determines the next step.
Stage 1: Investigate
Investigate possible solutions to the problem.
Stage 2: Plan the design

Plan how to put your design into action to solve
the problem.
Stage 3: Make the design

Decide what tools and materials are needed.
You make or construct something.
Stage 4: Evaluate the design

Test, evaluate and record how successful your
design was. Change the design if necessary.
Stage 5: Communicate
Communicate or report on the process
and solution.

STEP 2: Investigate alarm systems to see how it works
—— Read and discuss the relevant content on pages 113 and 114
with the learners.
—— Make sure that they know the different parts of an alarm
system and the function of each part.
STEP 3: Design
—— Learners follow the steps of design as laid out on page 115 of
the Learner’s Book.
STEP 4: Make
—— Use 3 weeks to complete the practical task.
—— It is important that the practical task must be done in the classroom
for you to assess the skills and knowledge of the learners.
—— All work must be recorded in the learners’ exercise books. It
will form part of their project portfolio.
—— You can use the analytical rubric in Section C of this book on
page C6 to assess the learners.
—— Give the learners a copy of the rubric before they start the task
so that they know how they will be assessed.
• This task can be overwhelming for the learner, therefore they will
need to be systematically lead through the 3 weeks of theory on
the practical task.
—— Preparing learners for the task – about 3 lessons
—— Investigation – already done in Term 1
—— Design – about 4 lessons
—— Make – about 10 lessons
—— Evaluate – about 2 lessons
—— Communicate – about 2 lessons
• Don’t cramp the creativity of the learner, but assist where needed.
• Safety is very important and learners need to be made aware of the
dangers of the tools they will use.
• Do not allow the learners to work with the tools if you are not in
the classroom.
• Make posters highlighting safety aspects and put them up in
the classroom.
• The last week must be spent on finalising the practical task,
evaluation and communication.
• Give learners the checklist for self assessment for the Practical
Task, which appears on page C4 in Section C, to complete.
• Give learners the checklist for group activity for the Practical Task,
which appears in Section C on page C5.
• Ask the various groups to show their products to the class and
discuss the decisions they have made to solve the problem set out
in the problem scenario.


Topic
UnitMains
1 electricity
4 10 ½ hours

Fossil fuels and electricity
• Fossil fuels were formed in the Earth’s crust millions of years ago
from dead plants and animals.
• Coal, oil and natural gas are fossil fuels.
• In South Africa coal is mostly used as a fuel in power stations.
• Coal was formed from fossilised plants which got their energy
from the Sun originally.
• In a power station coal is used to boil water, the steam turns the
turbine which turns a generator, which produces electricity.
• Fossil fuels are non-renewable resources.
Cost of electricity
Electricity is costly because:
• It requires infrastructure including coal mines, transport, power
stations, pylons, substations, wiring.
• Some electrical appliances require more electricity than others
(heating appliances use the most).
• The more electricity we use, the more we pay and the more coal is
used up.
• We can save energy in many ways, including using energy-saving
light bulbs and solar water heaters.
Illegal connections
• Illegal electrical connections are a danger to people because they
are often unsafe.
• Renewable ways to generate electricity.
• People are looking for renewable ways to generate electricity.
Unit 4.1 Fossil fuels and electricity LB p. 116
Resources needed
• Drawings and video clips of fuels and their various uses
• Drawings to show how electricity is generated in a coal-fired
power station
• Examples of electrical appliances

Teaching the lesson
What are fossil fuels? LB p. 116
Go through the explanation of fossil fuels in the Learner’s Book.
Use the diagram to assist you. Make sure learners understand the
information.
ACTIVITY 1 Answer questions on fossil fuels

LB p. 118
1. Coal, oil and natural gas
2. 300 to 400 million years ago
3. Learners explain what sedimentation is.
4. Heat and pressure
5. Plants on Earth used the energy from the Sun for photosynthesis
and to grow. This energy was stored in leaves, flowers and stems of
plants. When the plants died the energy was trapped.
6. Learners draw a diagram to explain the formation of coal. Their
diagrams should contain the three main stages outlined in the text.
ACTIVITY 2 Research where fossil fuels are found

LB p. 119
1. Learners research which countries have large oil, coal and natural
gas reserves.
2. They then research the three countries that use the most fossil fuels.
Discuss their findings as a class.
Fossil fuels and electricity LB p. 119

Go through the content in the Learner’s Book with learners. Make
sure they understand it.
ACTIVITY 3 Make a poster to trace the source of

the electricity you use at home
LB p. 121
Make sure learners have all the necessary equipment. Go through
the instructions in the Learner’s Book and give them guidance where
necessary. Display their posters in class.
Learners who do not have electricity at home may need extra
guidance, but should still be able to explain the process of how
electricity reaches homes, businesses, etc.
Fossil fuels are a non-renewable source of energy LB p. 121

Make sure learners understand what ‘non-renewable’ means. Go
through the content in the Learner’s Book with the learners.

Unit 4.2 Cost of electricity LB p. 122
Teaching the lesson

Why is electricity expensive? LB p. 122
As a class, discuss the possible reasons for electricity being expensive.
Learners should link the cost of producing electricity to the fact that it
is expensive.
Read and discuss the information provided on this page in the
Learner’s Book.
ACTIVITY 4 Find out the amount of energy

required by electrical appliances
and devices LB p. 123
This activity will depend entirely on learners’ input. Their answers will
vary depending on what they bring from home. Assist learners who
have trouble implementing the instructions.
Teaching the lesson

Energy loss (wasted energy) LB p. 124
Go through the examples given in the Learner’s Book. At the end of
this section, learners should realise that energy can be wasted and that
they can conserve energy.
ACTIVITY 5 Consider ways to reduce energy loss

LB p. 126
1. Learners discuss the reason for electricity usage warnings that
are broadcast on television. Encourage discussion around this
topic. Learners should realise that the message is a result of high
electricity usage in homes. Many people watch television and this
is a good way to communicate with the people. If everyone turns
off the unnecessary appliances, the electricity consumption will
go down.
2. Learners’ captions will vary, but will focus on the fact that the
newer energy-saving light bulbs are better than the old type for
reducing energy loss.
3. Learners create a poster to explain how we can save electricity.

Unit 4.3 Illegal connections LB p. 126
Resources needed
• Drawings of safety signs
Teaching the lesson
Illegal electrical connections LB p. 126

Be sensitive while discussing this. Some learners only have electricity
due to illegal connections. Rather focus on the dangers.
ACTIVITY 6 Consider the dangers of illegal

electrical connections LB p. 127
1. Electrical shock and electrical fires
2. a) Legal connections are insulated and in a electrical box so that
no one without knowledge of electricity can touch it.
b) The illegal connections are open and exposed to the weather
and people can touch them. When wires are exposed you can
easily get an electrical shock.
Unit 4.4 R
enewable ways to generate
electricity LB p. 128
Resources needed
• Drawings books, posters or DVDs of renewable ways to generate
electricity, including examples of wind power generators, solar
power generators, hydro-electric power generators
Teaching the lesson
Systems for using wind energy LB p. 128

Work through the content in the Learner’s Book with the learners.
If possible, have books, posters or DVDs on this topic available for
learners to view.
Systems for using water energy LB p. 129

learners to view.

Systems for using solar energy LB p. 129
learners to view.
Systems for using elastic energy LB p. 131

learners to view.
• You can use
the questions
for an informal ACTIVITY 7 Review energy sources, systems
class test to and uses LB p. 132
help your Learners work in groups.
learners revise 1. a) Learners discuss the drawings in the Learner’s Book. They
the Term 3 should be able to identify the source and uses of energy in
work before each drawing.
they write the b) Learners discuss the similarities and differences of the source
actual test that and uses of energy in the past and today.
you will set for c) Learners create a table on a piece of newsprint or cardboard to
them as part summarise their discussions.
of the formal 2. a) Learners identify three energy systems and transfers in
assessment photographs, e.g. wind energy, solar energy, water energy.
requirements b) Learners write the energy systems and energy transfers in the
for Term 3. form of a flow diagram.
• The test will
contribute Revision: Test LB p. 133
60% to Answers
learners’ term 1. Allocate marks for neatness, accurate representation of the information
marks. The given, use of the correct international symbols and the key. (4)
practical task/ 2. a) A conductor is a material that allows electricity to flow
investigation through electric circuits. An insulator prevents electricity
that you from flowing. (2)
selected b) Conductor: copper
for formal Insulator: rubber (2)
assessment for 3. a) Fossil fuels are the remains of dead plants and animal which
this term will were trapped in the Earth’s crust millions of years ago. (4)
contribute the b) Through heat and pressure. They contain energy which is
other 40%. released when the are burnt. (4)
• Refer to the c) No. There is a limited amount of fossil fuels on Earth,
GET CAPS and because fossil fuels take millions of years to form they
Amendments cannot be quickly produced and used. (2)
– Formal 4. a) The Sun is the source of all energy. (2)
Assessment b) It provided the energy for the plants and animals which
Guidelines were trapped in the Earth’s crust millions of years ago and
section in the formed fossil fuels. These fossil fuels are burnt in power
Introduction to stations to create the electrical energy which is used to
this Teacher’s power your kettle. (3)
Guide.
B57
c) You can use geysers effectively, unplug appliances when
they are not in use and switch off lights when you are not
in the room. (Accept any reasonable answers.) (2)
5. Illegal electricity connections are dangerous because they are often
unstable and can cause electric shocks. They also waste energy. (2)
6. a) Energy that does not run out; it comes from resources that
can be replenished, such as wind, sunlight and rain. (3)
b) Solar, wind or hydro-electric energy (2)
7. Learners’ own descriptions should reflect an understanding of
the concepts of conductors and insulators as they relate to
damaged electrical cable. For example: The metal wires inside
the cable conduct the electricity. If the plastic coating is
damaged, these metal wires are no longer insulated, and
you can get an electrical shock if you touch the wires. (2)
8. a) 1. Coal is transported from a coal mine to a power station.
2. At the power station, the coal is ground into a fine powder.
3. The ground coal then goes into a furnace where it is burned.
4. The heat generated from the burning coal is used to boil
water in a huge boiler.
5. The boiling water produces steam that turns a turbine
(a turbine is a big wheel which turns).
6. The turbine is linked to a generator which uses a coil
to produce energy. (6)
b) Generation of electricity (1)
9. Accept any reasonable explanation that shows learners’
understanding of the importance of wind energy as a renewable
form of energy production that should be developed as an
alternative to only relying on coal (which is non-renewable) for
generating electricity. (4)
Total: [45]
Enrichment tasks
There are many educational websites that provide worksheets for
interesting additional activities about electricity, including how
to make simple electrical toys. You can, for example, look at the
following site for ideas that you can print out for learners to make
themselves: www.scitoys.com.
A Google search for ‘make simple electrical toys’ will lead you to
various sites that can be used for suitable extension activities.

4
TERM
Natural Sciences:
Planet Earth and beyond
Technology:
Systems and control
TOPIC 1: The solar system

Unit 1.1 The Sun, planets
and asteroids
Unit 1.2 Moons
TOPIC 2: Movements of the

Earth and planets
Unit 2.1 Rotation (Earth)
Unit 2.2 Revolution (Earth)
TERM 4 TOPIC 3: The movement of

Natural Sciences: the Moon
Planet Earth Unit 3.1 Rotation (of the Moon)
Unit 3.2 Revolution (of the Moon)
and beyond
Technology:
TOPIC 4: Systems for looking
Systems and into space
control Unit 4.1 Telescopes
TOPIC 5: Systems to explore the

Moon and Mars
Unit 5.1 Vehicles used on
the Moon
Unit 5.2 Vehicles used on Mars
B59
Topic
UnitThe
1 solar system
1 8 ¾ hours

The Sun, planets and asteroids
• The Sun (a star) is at the centre of our solar system.
• There are eight planets and the asteroid belt (Mercury, Venus,
Earth, Mars, asteroid belt, Jupiter, Saturn, Uranus and Neptune)
in orbit around the Sun.
• Each planet has its own:
—— features, size, orbit and position in relation to the Sun,
composition (rocky and gas planets) and number of moons
(some have no moons).
• The planets and asteroids take different amounts of time to revolve
around the Sun.
Moons
• Moons, including our Moon do not give out their own heat
or light.
• Our Moon can be seen from Earth because the light from the Sun
shines onto its surface.
• On the Moon we can see craters, lighter areas which are
mountains, and darker areas which are flat plains.
Resources needed
• Globe to explain movement of the Earth
• Poster of the solar system
• Photographs and extra information about the solar system:
www.nasa.gov is an excellent source of additional information,
with special sections for learners and educators
• DVDs or recordings of TV documentary programmes about the
solar system, if possible
• If you live in or near a city or town that has a bookstore, look
out for children’s books about space to add to your own class
collection. There are, for example, many books available that have
pop-up models of the solar system that help learners to get a better
understanding of space concepts. Encourage learners to bring such
books to show to the class if they have them at home.
• If you live in or near a centre that has a planetarium, try to
arrange a class outing.

Let learners work in pairs to do this baseline assessment activity, which
assesses what they can remember about some of the space-related
concepts that they learnt about in previous grades. Let pairs share
their answers with the class, and use this as an opportunity to make
sure that they still remember correctly what they learnt in previous
grades. If any aspects need further attention, you can focus more
strongly on these in the different units that follow.
1. h
2. f
3. e
4. a
5. c
6. m
7. b
8. d
9. l
10. k
11. n
12. i
13. j
14. g
ACTIVITY 1 A class quiz LB p. 137

True or False
Learners work with a partner.
1. False: The Earth rotates on its own axis. This causes day and night.
OR The Earth revolves in an orbit around the Sun. This results in
1
a year that is equal to 365––
4 days.
2. False: The Moon revolves around the Earth.
3. True
4. False: There are eight planets in our solar system.
5. False: An astronomer is someone who studies the stars through a
telescope. OR An astronaut is someone who travels into space
in a spaceship.
6. False: A crescent Moon is when only a sliver of the Moon is visible.
7. False: Curiosity is an unmanned spacecraft that landed on Mars.
Complete the sentences

1. astronaut
2. telescope
3. Mars
4. atmosphere
5. rotation
6. Pluto
7. satellites
8. Voyager
TOPIC 1 TERM 4 B61

Unit 1.1 The Sun, planets and asteroids LB p. 139
Resources needed
• Detailed drawings and models of the solar system
Teaching the lesson

Read and discuss the content on pages 139 and 140 with learners.
Learners should have a clear understanding about the composition
of the Sun, its size, its distance from the Earth and that all the objects
in our solar system revolve around the Sun. Discuss the text on
pages 144 to 145 with learners. They should have a good grasp of the
differences between a planet, star, asteroid and meteorite. Discuss the
largest asteroids that have been classified as dwarf planets.
ACTIVITY 2 Research and draw the solar system

LB p. 146
Learners work in small groups.
Learners do research about the planets and bring it to school. They
write down the information for Part 1 a)–e). For Part 2, each learner
must be assigned a couple of planets to draw. Once the drawings are
done, they paste them on an A2 manilla sheet. For Part 3, one learner
of each group will present their poster to the class.
Unit 1.2 Moons LB p. 146
Resources needed
• Drawings of the moons on different planets
Teaching the lesson

Read and discuss the text on pages 146 to 148 with the learners.
This text is not essential knowledge and is just interesting information
about the different moons. It is only the Earth’s Moon that will be
done in detail.

Topic
UnitMovements
1
Materials of the Earth and planets
2
1 3
5.25
½ hours
Hours

Rotation (Earth)
• In the solar system, each planet rotates (spins) on its own axis
• The planet Earth is spinning, and one complete rotation takes
about 24 hours; we experience this as day and night
• During rotation, the side of the Earth facing the Sun experiences
daytime, and the opposite side of the Earth experiences night time.
Revolution (Earth)
• All planets also revolve (travel) around the Sun in their own orbits.
• Planet Earth revolves around the Sun in1its own orbit (pathway),
and one complete revolution takes 365 –– 4 days, we experience this
as a year.
Unit 2.1 Rotation (Earth) LB p. 149
Resources needed
• Models and a light source such as a torch, lamp or candle to
demonstrate the movements of the Earth.
Teaching the lesson

Use as many resources as possible when explaining this content.
Some learners may find it difficult to comprehend the simultaneous
rotation and revolution of the Earth. Learns should have a clear
understanding of the position of the Earth, that it is tilted on its axis
and that the angle stays the same, even thought it rotates and revolves
around the Sun.
Learners have to know where the Equator is to be able to
understand northern and southern hemisphere. It is important that
they understand that the Sun’s ‘rising’ and ‘setting’ is actually the
result of the Earth’s rotation.

Unit 2.2 Revolution (Earth) LB p. 151
Resources needed
• Models and a light source such as a torch, lamp or candle to
demonstrate the movements of the Earth
Teaching the lesson

Learners must know the difference between a rotation and a
revolution. They have to know how long it takes the Earth to
complete both. Discuss the key words thoroughly and test the learners
on it from time to time. During this year the learners do not have to
learn the detail of how seasons are formed, but it is important that
they understand the short version given on pages 152 to 153.
Try to make a large poster of the drawing on page 152 to
demonstrate how the Sun sometimes lights up the southern
hemisphere for longer and other times the northern hemisphere.
Draw Africa prominently to orientate the learners.
ACTIVITY 1 Describe and demonstrate how the

Earth moves LB p. 154
1. The Earth rotates once every 24 hours on its axis. At the same
time it revolves around the Sun. This is called a revolution and
1
one revolution takes 365 ––4 days to complete. The Earth remains
in the same position while rotating on its axis and revolving
around the Sun.
3. Sunlight lights up one half of the Earth during its rotation. This
part will have day and the dark part will have night. As the Earth
rotates once every 24 hours, it will have a day and a night in that
period. As the Earth rotates in front of the Sun, it may appear that
the Sun rises in the East and sets in the West. It is just that part of
the Earth being lit by the sunlight as the Earth’s rotation exposes
that side to the Sun. It takes more or less 12 hours to turn away
from the Sun again into darkness (night).

ACTIVITY 2 Find out how long other planets take
to complete a rotation and revolution
LB p. 155
Learners work on their own. This activity develops their ability to

apply information from a table to answer questions.
Answers are in Earth days and hours
1
1. Mercury – 1 day = 29 –– 2 Earth days
1
Venus – 1 day = 121 2 Earth days
––
1
Mars – 1 day = 12 –– 2 Earth hours
Jupiter – 1 day = 5 Earth hours
Saturn – 1 day = 5 Earth hours
Uranus – 1 day = 9 Earth hours
1
Neptune – 1 day = 9 –– 2 Earth hours
1
2. Mercury – about 249 times [(60 × 365 –– 4 ) ÷ 88]
Jupiter – 5 times
3. Neptune is much further away from the Sun than the Earth
and its orbit around the Sun would therefore be much larger and
take longer.
4. 88÷4 = 22. Each season would be about 22 days.
5. Let learners come up with their own suggestions, using the
information that follows to guide the discussion to develop their
critical thinking skills. Each planet has its own unique rotation
time. In part it is dependent on the mass or density of the planet,
whether it has water (tidal forces) or not. The rotation speed may
also have been influenced by how the planet was formed and if
it had been hit by heavy objects in space. One day on Venus, for
instance, takes longer than one year in Earth time. Venus’ rotation
time is slower than one revolution around the Sun.

Take this opportunity to ask learners if there is anything that
they do not understand. You can check their understanding by
asking them sone questions about the information covered in
the topic. Explain anything that they do not understand.

Topic
UnitMaterials
1 movement of the Moon
The
3
1 5.25
3 ½ hours
Hours

Rotation (of the Moon)
• The Moon rotates on its axis and a rotation takes about 28 days.
Revolution (of the Moon)
• The Moon revolves around the Earth and one revolution also
takes about a month (about 28 days).
• Together, the Earth and Moon revolve around the Sun
Resources needed
• Models and a light source such as torch, lamp, or candle to
demonstrate the movements of the Moon.
Unit 3.1 Rotation (of the Moon) LB p. 156
Teaching the lesson

Read and discuss the text on page 156 with learners. This builds on
what they have already learnt about the Moon in Grade 4. Distinguish
between rotation (on its own axis) and revolution (around the Earth),
and together with the Earth, around the Sun.
Unit 3.2 Revolution (of the Moon) LB p. 157
Teaching the lesson

Explain why only one side of the Moon is ever visible from Earth.
The Moon does not shine, it only reflects the Sun’s light in various
degrees. That is why we see different Moon shapes from Earth.
The phases of the Moon LB p. 157

Discuss the diagram on pages 157 and 158 thoroughly. First look at
the new Moon. The side facing the Earth is dark because the sunlight
cannot reach the front. Its direct opposite is the full Moon where the
half of the Moon that we see receives and reflects sunlight. Although
we see only half of the Moon, it still appears as a round disc in space.
Discuss and refresh the learners’ knowledge about the different
phases of the Moon, which they learnt about in Grade 4.

ACTIVITY 1 Compare drawings about the phase
changes of the Moon LB p. 159

1. a) Learners compare the diagram of the Moon’s orbit around the
Earth to the photographs of the different phases of the Moon.
b) Learners discuss how the phases of the Moon change as the
Moon orbits the Earth.
Demonstrate the parts of the Moon being lit by using a torch
as the Sun. One learner acts as the Earth (standing still for
this demonstration) and a second learner walking in a circle
around the Earth with a white disk facing the ‘Earth’ at all
times. Stop the learner as he passes between the Sun and the
Earth (new moon) and when the Earth is between the Moon
and the Sun (full moon) to orientate learners.
The Moon orbits the Earth once every 28 days. It rotates from
west to east. Take note where the Moon begins to ‘grow’ (wax)
and where it starts to ‘wane’.
c) About 14 days
d) Literal meaning: A blue Moon is the occurence of a second
Formal full moon in one month. Figurative meaning: Once in a blue
assessment: moon – it happens rarely, not very often.
This activity does Learners work on their own.
not have to be 2. a) Learners describe the shape of a crescent moon.
formally assessed, b) Learners describe the shape of a gibbous moon.
as the GET CAPS c) Learners describe the shape of a full moon.
Amendments no
longer require
a practical task PRACTICAL TASK — ACTIVITY 2 Construct a model
to be assessed of the Sun, Earth and Moon LB p. 159
as part of the Learners consolidate what they have learnt about the Earth, Moon
formal assessment and Sun within the solar system to construct a model of these three
requirements in elements of the solar system. Revise with them what they have learnt
Term 4. You can this term. Although the model does not need to be exactly to scale,
however still let they should be able to use and apply the information learnt earlier
learners complete in the term about the relative sizes of the Sun and Moon, compared
this task in class, to the Earth. Their models should also reflect what they have learnt
if there is time, or about the nature of the Earth, Moon and Sun, for example that
let them to do it the Sun is a source of heat and light, and the Earth is known as the
for enrichment at Blue Planet (and is covered with oceans and continents). Encourage
home. It is a fun learners to use waste materials to construct their models. If you wish
practical activity to select this as a project for formal assessment (marks to be recorded
to reinforce their in Term 4), you will need to develop a checklist so that learners know
understanding how they will be assessed. We would, however, rather recommend that
of the structure this be done as a fun activity that allows learners to express their
of the Earth and creativity, while also showing their basic understanding of what they
the importance have learnt.
of protecting our
Earth.

Topic
UnitMaterials
1
Systems for looking into space
4
1 5.25
3 ½ hours
Hours

Telescopes
• Telescopes are used to look into space and gather information.
• South Africa has built some of the largest telescopes.
Unit 4.1 Telescopes LB p. 160
Resources needed
• Drawings and information about telescopes

1. Learners’ answers will vary. They will probably respond that they see
stars and the Moon. Some might say that they see shooting stars.
2. Learners will probably respond that they do see better with
binoculars or through the zoom lens of a camera.
3. Dark shadows/pits/pockets
4. No
5. No
7. A shooting star is actually a meteorite as it moves through the
Earth’s atmosphere. The friction caused by this appears as the
streak of light across the sky.
8. Yes, Venus is visible as the ‘evening star’.
Teaching the lesson

Read and discuss the text on pages 160 to 162 with learners.
Ask learners to share their knowledge about the SALT and the
SKA-project currently underway in Carnarvon. Useful websites
on these are: www.salt.ac.za and www.skatelescope.org.


Topic
UnitSystems
1
Materials
and Mars
to explore the Moon
5
1 5.25 Hours
8 ¾ hours

Vehicles used on the Moon
• A few people have visited the surface of the Moon and explored it,
using a vehicle called a Moon rover.
Vehicles used on Mars

• Robots called Mars rovers have been used to visit and explore the
surface of Mars (people have not yet visited Mars).
Unit 5.1 Vehicles used on the Moon LB p. 163
Formal assessment: Resources needed

This activity does not • Pictures of the Moon and Mars rovers
have to be formally • Recent articles from newspapers or websites such as www.nasa.gov
assessed, as the GET about the latest developments in space exploration.
CAPS Amendments • Apparatus including bottle tops or lids, round tins or cardboard
no longer require circles for the wheels, sosatie sticks or dowels and straws for
it for Term 4. You the axles.
can, however, still let
them do the activity Teaching the lesson
for enrichment. It Discuss the content in the Learner’s Book. Focus on the wheels used
is a fun practical in the different vehicles and how to make the vehicles move.
activity to start
introducing them to ACTIVITY 1 Design and make a vehicle to collect
some of the concepts
soil on the Moon LB p. 163
around systems and
movement that they Recap on the technological process used earlier. Explain the design
will explore further in brief to make sure learners know what they need to do. Learners can
later grades. use the checklist below to access their vehicle.
Ask yourself: Yes No How can I make it better?

Can your rover carry Moon soil back to your Moon
spacecraft?
Do the wheels roll easily?
Does it go in a straight line, or does it go in a curve?
Does the rover have a model of the astronaut sitting on it?
Is there place for the soil?
Is the body of the rover strong enough?
A photocopiable version of this checklist is available on page C7.

Unit 5.2 Vehicles used on Mars LB p. 173
• You can use

the questions Resources needed
for an informal • Drawings of the Moon and Mars rovers
class test to
help your Teaching the lesson
learners revise Refer to the text on page 163 in the Learner’s Book and discuss what
the Term 3 and they can use to make their Moon rover move and pick up soil. Discuss
Term 4 work step-by-step what the learners need to do. As you discuss each part,
before they the learners can do it practically with you. Encourage learners to
write the actual help each other. Walk around in the classroom to make sure that all
end-of-year learners understand and can follow. Where possible, have examples to
examination show learners what to do. Some learners learn better with a practical
that you will example. Learners must evaluate their products by racing against each
set for them other. Make sure it is a fair test. Some groups can talk about what they
on the work have done and why it worked or didn’t work.
covered in
the last two
ACTIVITY 2 Answer questions about Mars rovers
terms as part
of the formal LB p. 175
assessment
1. Pathfinder – smallest wheel
requirements
Opportunity – middle wheel
for Term 4.
Curiosity – largest wheel
• The end-of-year
2. It depends on the work the vehicles had to do.
examination
3. To make the vehicles move more easily.
will contribute
100% to Revision: End-of-year Examination LB p. 176
learners’ term Answers
marks. There Section A: Term 3 (Energy and change; Systems and control) [25]
will be no 1. a) Conductors, copper, wire, coin; Insulators: plastic straw,
formal practical cotton shirt, cardboard tube, piece of wood (6)
assessment task b) Accept any answer that shows an understanding of how the
for Term 4. difference between conductors and insulators are applied in
• Refer to the real life. Example: Conductors are materials that conduct
GET CAPS or transfer electricity from one place to another, while
Amendments insulators prevent the conduction of electricity. Metals are
– Formal good conductors, so copper wire is used inside electrical
Assessment cables to conduct electricity. Materials such as plastics
Guidelines are good insulators that can be used to protect us from
section in the accidental contact with the electricity in electrical cables. (2)
Introduction to 2. a) Yes, both bulbs did shine (if you connected the circuit
this Teacher’s correctly).(1)
Guide for b) Yes, both bulbs did shine equally brightly (if you connected
further the circuit correctly). (1)
guidelines c) When the second bulb was connected, both bulbs shone
and mark equally brightly, but not as brightly as the first shone on
allocations for its own. This is because the electrical current now had to
each term.

power two different bulbs. (2)
3. a) Allocate marks for neatness, use of the correct international
symbols and accurate representation of the information
given (the switch must be open). (4)
b) The cell is the source of energy for the electric circuit (it is
the input energy). (1)
c) The switch breaks or completes the circuit pathway. (1)
d) When an electrical cell is on its own it is called a cell, when
there is more than one cell as a source of energy it is called
a battery. (2)
4. a) A conductor is something that carries electricity well, for
example, copper, iron, steel, water. (any one)
An insulator is something that does not allow the flow of
energy, for example, . rubber, wood, plastic (any one) (2)
c) The plastic coating acts as an insulator and prevents electric
shocks when we touch the cable. We call this an insulator. (3)
5. a) Coal, oil, natural gas (3)
b) The diagram must contain the following information:
Layers of dead plants and animals form in swampy ground
→ these are slowly covered by layers of mud, water, soil
and sedimentary rock, and form part of the Earth’s crust →
millions of years of heat and pressure turn the organic
matter into coal, oil and natural gas. (4)
c) Any two renewable sources of energy (e.g. wind energy,
solar energy, water energy) and their advantages (renewable,
does not release harmful waste products) and disadvantages
(can be expensive to implement, not always consistently
available e.g. solar energy cannot be produced at night). (4)
6. Accept any reasonable explanation that shows learners’
understanding of the importance of not continuing to rely
only on coal (a non-renewable resource) for generating
electricity, and which emphasises the importance of developing
alternative renewable energy sources, such as wind and solar
energy. Their paragraphs should reflect an understanding of the
difference between renewable and non-renewable resources. (5)
[40]
Section B: Term 4 (Planet Earth and beyond; Systems and control)
7. a) The solar system consists of the Sun, the planets and their
Moons, and bodies such as asteroids and comets. (2)
b) Planets orbit the Sun. Moons orbit the planets and follow
them in their orbit around the Sun. Asteroids are smaller
bodies of rock which also orbit the Sun. The larger asteroids
are now classified as dwarf planets. (3)
c) The inner planets are terrestrial planets made of rock, while
the outer planets consist of gas. (2)
8. a) 24 hours (1)
b) This movement causes day and night. When one side of the
Earth is facing the Sun that side experiences daytime, and
when it is turned away from the Sun it experiences night-time.(2)
REVISION: TEST TOPIC 4 TERM 4 B71

1
c) 364 –– 4 days (1)
d) This movement causes the seasons. The Earth is tilted on
its rotational axis; therefore the northern and the southern
hemisphere are not equally distant from the Sun. As the
Earth moves around the Sun, the hemisphere that is closer
to the Sun experiences summer and the hemisphere that is
further from the Sun experiences winter. (2)
9. a) The Moon takes the same amount of time to rotate on its
axis as it does to revolve around the Earth (28 days). Thus, one
side of the Moon is always turned away from the Earth. (2)
b) The Moon is illuminated because it reflects the Sun’s light.
As the Moon makes its way around the Earth we see the
bright part of the Moon at different angles. These are the
phases of the Moon. (1)
c) Any three phases (e.g. new Moon, gibbous Moon, full
Moon, crescent Moon) and a brief description of each. (3)
10. a) Telescopes are used to look into outer space and gather
information about the universe. (1)
b) SALT (South African Large Telescope); SKA; MeerKAT (Any 1) (1)
11. Although humans have not yet visited Mars, we have sent
vehicles called rovers to explore and obtain information
about the planet.
a) Any logical explanation, e.g. Mars is far away and it would
take a long time to get there. (2)
b) Wheels and axles, a system for communication, a system
for gathering information (1)
12. a) Learners should indicate whether they agree or disagree.
b) Learners’ reasons for why they agree or disagree should
reflect their own opinions (for or against) the type of space
research done by SALT and the SKA. For example, they
may argue that they agree it is a waste of money as we can
leave it to richer countries such as the USA to do such
research. Or they could argue that it is not a waste of money,
as it helps to create employment in the towns where these
projects are, that the scientific knowledge is very important
and that it allows South African scientists to take part in
research with scientists from all over the world. Whatever
their views are, they should be able to express a simple but
clear opinion for or against this type of research. (3)
[30]
Total: [70]
Enrichment tasks
There are many educational websites, for example the NASA website
(www.nasa.gov), that offer practical activities on space-related topics.

Section C: P
hotocopiable
resources
This part of your Teacher’s Guide is for storing all photocopiable templates,
worksheets, and resources that are provided and that you may come across in your
planning and research.
Record sheets and assessment templates C2

Worksheets C8
Exemplar exams and tests C20
Please note:
• These exemplars are intended as further general support tools for revision, and
are not intended for use as actual examinations.
• If you have photocopying facilities, these exam papers may be photocopied
for learners to use for extra revision before they write the exams that you will
set for them.
• Alternatively, you could use these questions for further oral revision, or for
ideas when setting your own exam papers.
• These exam papers have been amended and updated in line with the GET
CAPS Amendments document. Also consult the DBE’s GET Natural Sciences
SBA Exemplar Booklet Grades 4–6 for further guidelines on setting your
own exams, as well as how to adapt the practical tasks in the Learner’s Book
further for your own needs, should you wish to do so.
• Further guidelines on assessment and exams may be released from time by the
DBE or by your provincial or regional education authorities.
C1
Teacher assessment
Term 2 Topic 4 Unit 4.1 LB p. 78
Practical Task: Activity 3: Conduct a fair test about factors that influence the
rate of dissolving
Name of learner:_______________________________ Date: ______________

Mark: ______ adapted to ______ ______% Code: ______
30 15
Criteria Level Level Level Level Level

1 2 3 4 5
Learner’s planning is thorough and well
written.
Learner is clear about the purpose of
the investigation and has made a logical
prediction of the outcome.
Learner conducted a fair test.
Learner conducted the investigation
safely and correctly.
Learner was able to report his/her
findings correctly in a suitable graph
with correct labels and heading.
Learner was able to reach the correct
conclusion about the influence that the
investigated factors had on the rate of
dissolving.
Key to levels
Level 1 Learner made no attempt to meet the criteria.
Level 2 Learner attempted the criteria but was unable to complete them
successfully.
Level 3 Learner managed an acceptable level of completion of the criteria.
Level 4 Learner understood the requirements and completed the criteria
successfully and correctly.
Level 5 Learner showed exceptional knowledge and skill in the correct
completion of the criteria.
Teacher’s signature and comment: ____________________________________
____________________________________________________________________
____________________________________________________________________
C2 You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6
Self-assessment checklist for writing a report
Activity 2: Research and write a report about a wetland
Use the checklist below to check that you have done what you needed to do
for your report. If there is something you forgot to include, fix it before you
both hand in your reports. You must work together to do your research and
to plan your reports, and to write the first draft and the final report. Write
both your names on the report.
Names:

Criteria YES NO
1. We based our case study on a selected ecosystem.
2. We did further research about our selected ecosystem.
3. We made notes of all our research and selected the
information we wanted to include in the report.
4. We included the following aspects in our research and final
report:
a) the history of the wetland
b) the nature of the ecosystem in the wetland, including the
plants and animals found there
c) threats to the wetland
d) suggestions for ways to overcome these threats.
4. We structured the report to have clear paragraphs in a
logical sequence.
5. If we based our case studies on the examples of wetlands in
the Learner’s Book, we did further research which formed
the main part of our final report.
6. The report has a clear introduction and conclusion.
7. We included appropriate visual materials, such as drawings
and graphs in suitable places in the report.
8. The report has a clear heading, and we also used sub-
headings where necessary in the report itself.
9. We wrote our names on the report.
10. We checked our report carefully for spelling, language and
other errors.
Your teacher will also give you a copy of the checklist for presentations that she
will be using to assess your team’s report. This mark will be used for both you
and your partner, so you need to work together to get the best mark you can.
You may photocopy this page for use with Study & Master Natural Sciences & Technology Grade 6 C3
Checklist for self-assessment for the Practical Task
Activity 3: Design and make a simple alarm system
Name:
Criteria    Comments
We did some research to find
1
out how an alarm system works.
Our design brief shows clearly
2 what we need to do to solve
the problem.
We listed specifications and
3
constraints.
Our design shows how the
alarm system will look and
4
how the components will be
connected.
We made a list of the tools and
5
materials we will need.
6 We sequenced our work.
It was easy to make the alarm
7 system and we evaluated
the design.
8 We worked neatly.
We used the materials
9
responsibly.
We presented our project to
10
the class.
Checklist for group activity for the Practical Task
Activity 3: Design and make a simple alarm system
Names:
Criteria 7 6 5 4 3 2 1 Comments
1 We worked well together.
2 Our alarm system looks well put
together.
3 We worked neatly and safely.
4 The system adheres to the design
brief and specifications.
5 The system looks like the drawing
we made.
6 We shared the work and took turns
to work with the equipment.
7 The system does what it is supposed
to do.
Rating code
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE
7 Outstanding achievement 80—100
6 Meritorious achievement 70—79
5 Substantial achievement 60—69
4 Adequate achievement 50—59
3 Moderate achievement 40—49
2 Elementary achievement 30—39
1 Not achieved 0—29
If you had to make an alarm system again, is there anything you would
change?
If yes, what would you change?
Teacher assessment
Analytical rubric for learner progression: PRACTICAL TASK — Activity 3:

Design and make a simple alarm system
Learner’s name:
Criteria 10 Points 7—9 Points 4—6 Points 1—3 Points Mark

Participation Volunteers to Sometimes Only does Very seldom
do work volunteers something participates
when asked to
Remains Very focused on Mostly focused Sometimes Not focused on
focused on the task on the task focused on the the task at all
the task task
Used materials Used materials Mostly used Sometimes Did not use
responsibly responsibly materials used materials materials
responsibly responsibly responsibly
Cleaned area Workplace was Workplace was Workplace was Workplace was
before leaving always neat mostly neat sometimes neat mostly a mess
Problem Solved the Some Needed more Did not solve
solving problem limitations work to solve the problem
perfectly the problem at all
Creativity The learner’s The learner’s The learner’s The learner’s
work work work lacked work showed
demonstrated a demonstrated originality little or no
unique level of originality evidence of
originality original thinking
Skills Learner Learner Learner Learner
demonstrated demonstrated demonstrated demonstrated
high level of a fair level of minimum level no level of skills
skills skills of skills
Design Design was neat, Design was neat, Design was neat, Design
labelled and well labelled but not not labelled, not was untidy,
thought through so well thought well thought unlabelled with
through through at all no clear thinking
Time Learner Learner Learner didn’t Learner played
management managed time managed time manage time around and
wisely and well but didn’t wisely and was not finished
finished well finish in time didn’t finish on on time
within time time
Demonstrated Excellent Good Fair Very little
knowledge demonstration demonstration demonstration demonstration
of knowledge of knowledge of knowledge of knowledge
TOTAL
Teacher’s comments:
Teacher’s signature: Date:
Checklist for individual activity
Activity 1: Design and make a vehicle to collect soil on the Moon
Ask yourself: Yes No How can I make it better?

Can your rover carry Moon soil back to
your Moon spacecraft?
Do the wheels roll easily?
Does it go in a straight line, or does it

go in a curve?
Does the rover have a model of the

astronaut sitting on it?
Is there place for the soil?
Is the body of the rover strong enough?
Worksheet 1: Food groups
Activity 1: Sort foods and create a table
Day What I eat from each food group

Proteins Fats and oils Carbohydrates Vitamins and
(starches and sugars) minerals
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Worksheet 2: Food groups
Term 1 Topic 2 Unit 2.1 LB pp. 20—21
Activity 2: Match the food to the nutrient group
Food type Carbohydrates Proteins Fats and oils Vitamins and

(sugar and starch) minerals
Peanuts X X X
Worksheet 3: Guidelines for Practical Task

PRACTICAL TASK — Activity 3: Conduct a fair test about factors that
influence the rate of dissolving
When we design an experiment to test the influence of two variables on the
rate of dissolving, we need to set up our experiment properly to ensure that
it will be a fair test:
• What do we wish to test?
• How can we make sure we are testing what we are setting out to test?
• Is our methodology correct, and appropriate?
• Are our results accurate and unbiased?
Our experiment
• We will test the influence of temperature and grain size on the rate at
which substances dissolve.
• We will hold everything constant (volume of water used, size of beakers
used, heat source) and only alter one variable at a time (temperature and
grain size).
• We will use 200 ml glass beakers (or larger beakers, it doesn’t matter, as
long as all the beakers are the same volume and shape). Our heat source
can be a gas ring, or a hot plate, but not both. We will not stir one beaker,
and not the others. If we do decide to stir, each beaker will be stirred with
exactly the same type of rod or spoon, clockwise (or anti-clockwise, but
not both), and for exactly the same length of time.
• Ideally, all the experiments should be carried out by the same person!
This reduces unintentional operator bias.
Carrying out the experiment
It is not necessary here to explain or go through the same procedure over
and over for each substance used. You will follow the same basic steps for
all the parts of your experiment.
• We suggest you take sugar lumps, coarse sugar, and fine icing sugar for
your experiment.
• The same experiment can be repeated with very coarse salt, medium salt
and fine salt.
• Another nice contrast is a stock cube, a crushed stock cube, and a finely
ground stock cube, because these will colour the water, making an even
bigger impact.
All three solutions (sugar, salt, stock cube) can be tasted along the way to
see if dissolving (dissolution) is occurring!
Here is the sugar example:
1. Weigh four sugar cubes (about 50 g)
2. Now, weigh exactly the same amount of table sugar (same weight as the
cubes) and the same amount of icing sugar (finer grain size than the
ordinary sugar).
3. Place the cubes, the sugar and the icing sugar in three separate,
identical beakers, and cover the different sugar samples with exactly
the same amount of water (100 ml or 200 ml) poured from the same
container (this ensures the same temperature for each solution).
4. Record how long it takes each to dissolve completely at room
temperature.
5. Repeat the experiment in exactly the same way, but this time, place all
three beakers on the same hot plate at the same time, turn it on to low
heat, and see how long the sugar takes to dissolve.
6. Repeat the experiment a third and final time, but this time, turn the hot
plate to medium (not high, we don’t want it to boil).
7. Record your results and draw graphs as in the examples on the next
page to show the results.
Important notes: You must use transparent glass beakers, not tins, so
that you can see the sugar through the glass. Sugar at room temperature
will not dissolve easily; you might need to undertake controlled stirring
(see below).
Results
The above will give you a really useful set of data, with all results in
minutes (and, if you want, seconds). There are two variables (grain size
and temperature) but three different grain sizes and three different
temperatures, giving you 3 x 3 = 9 different combinations of result. Of
course, if you do the same experiment with salt, or stock cubes, you will
generate even more results. You could also work just with sugar, and add
another variable, the influence of stirring on the rate of dissolving. As long
as you decide what you wish to do (which variable or factor to test) and you
hold everything else constant, you have a FAIR TEST.
Here are some imaginary results, recorded in graph form:
Dissolving times of sugar at different temperatures Dissolving times of sugar at different temperatures
and with different grain sizes and with different grain sizes
120 120
Sugar cubes R = Room temperature
R L = low heat
100 100
Table sugar M = Medium heat
80 80
Icing sugar R
Time in minutes
Time in minutes
60 60
R
40 40
L
20 20 L
L
M M M
0 0
Room temperature Low heat Medium heat Sugar cubes Coarse sugar Icing sugar
temperature Different samples (grain size)
Worksheet 4: Insulators
Worksheet 4: Term 3 Topic 2 Unit 2.2 LB p. 107
PRACTICAL TASK — Activity 2: Investigate the conductivity of

different materials
Object Conductor Insulator

Metal spoon
5 cent piece
R1 coin
Pencil
Metal paper clip
Plastic paper clip
Cardboard
Eraser
Plastic spoon
Plastic ruler
Piece of wire
Book
Aluminium foil
Drinking straw
Worksheet 5: Using electric circuits
Activity 2: Complete a worksheet on energy transfers in systems
Learners’ names: and
Object Input: Energy Output: Energy

from … changed to …
Worksheet 6: Using electric circuits
Information sheet for PRACTICAL TASK — Activity 3: Design and make a

simple alarm system
Understanding the activities of the technology process
Here is an explanation of what is involved in the design process for you to
follow while doing this activity:
Investigate
Get a clear drawing of the problem or need you are going to solve. You have
done some thinking about it and this is called investigation, which will lead
you closer to the chosen idea.
Describe the situation

The description of the situation should be short, concise and open for
interpretation. A situation arises out of life’s circumstances and requires a
practical problem to be solved.
Analyse the situation

When analysing the situation you need to identify the problem or need.
Analyse the situation to sort out exactly what the problem is. You do this by
identifying key words and looking at possible restrictions or constraints.
Investigate and research the given situation

• Once you have analysed the situation, you must now go and obtain
as much information about the situation as possible. One learner will
investigate and research the topic by making use of the library, the
internet, collecting and recording data, identifying, questioning and
analysing data.
• In your research, it is important to consider cultural and gender differences,
as well as the effects your product is going to have on the environment.
• Other methods include making predictions, comparing and communicating
data, observing, listening, interpreting, arranging and calculating data. All
of the above forms part of your investigation and research.
Design
Write up a design brief
Once you have fully understood the problem, you need to write a design
brief. A design brief is a short, concise and clear statement, which shows
the general outline of the problem, which needs to be solved. Your design
brief should suggest possible solutions to solving your problem, as well as
satisfying your wants and needs.
List your specifications

• Specifications are a list of requirements that your end product should
fulfil. Specifications can also include a list of possible constraints.
• Your specifications should outline specific details of your design, and
should explain the purpose of the product and what the product should
be able to do.
• The list of specifications must be broad enough to allow for a variety of
solutions.
• Specifications are a set of rules according to which the article is finally
tested. Make a list of what is required in your brief and what the article will
look like when it is finished. Below is an example of a specification list:
Specification Analysis
1 Design It should be practical to make.
2 Material This should be easily available.
3 Working time It should be completed in a set time.
4 Cleanable It should be easily cleaned.
5 Decoration It should be colourfully painted.
6 Costly Will it be expensive or not?
7 Practical Can you use it?
Work out design proposals / initial ideas

• Now you should try and sketch possible solutions to your problem. These
sketches should be done in pencil and can be either two-dimensional or
three-dimensional (oblique or isometric).
• You may make use of grid paper.
• Combine your own ideas, as well as all the information you obtained from
your investigation and research to complete your initial ideas.
Select preferred proposal / final idea and motivate your choice
This is the form of designing and finalising the proposal. It is important to
develop the chosen idea into an acceptable practical article.
• You must now make a decision as to which is going to be your final idea.
• Consider the solution that best satisfies your specifications and best
solves the problem.
• Once you have made your decision, motivate your choice, in full.
• Motivation should be based on a form of assessment. A common form of
assessment, which can be used, is that of a rubric.
• Draw your final idea in colour.
• Can be two-dimensional or three-dimensional. For grades 4 to 6 only two-
dimensional.
Develop final idea
• Your final or your chosen idea should now be prepared.
• Research final idea and consider various options for use in the final idea.
• Ensure all details and labels are included.
Draw up a set of working drawings — optional for Grades 4 to 6
During this stage you start making drawings. These are normally called the
working drawings. They consist of the following:
• drawings with details
• part(s) of the article
• material list
• list of tools to be used
• decoration
Plan how to make the end product by using a flow chart
• Make use of a flow chart to indicate, step-by-step, the making of your end
product.
Draw up a material list
• List all the material that is going to be used to make your end product.
Draw up a cutting list — optional
• List all the materials that need cutting and include the measurements.
Draw up a tool list
• List all the tools that have been used to make your end product.
Draw up a time schedule — optional
• Write down all the dates that you worked on and will work on for each
section of your technological process.
Draw up a cost list — optional
• List the cost of all the materials purchased for your end product.
• Work out the cost of the amount of materials used.
• Total all amounts used to give a final amount.
List the safety requirements that need to be taken into account
• These will include correct and safe use of a range of tools, equipment and
materials that have been used. Examples may include hand and power
tools.
• The importance and application of first aid for cuts, bruises and burns.
• Safety and health hazards relating to toxic materials, fire, dust etc.
Make your final idea
• This is the stage where you finally make the article as planned.
• You will now collect the material and the tools required and use the skills
you were taught while you worked on the project.
• Don’t forget to set yourselves a programme, which you should follow, in
order to keep track of your progress.
• Try to keep the quality of your workmanship high, because you and your
friend or teacher will evaluate the end product.
Evaluate
• Now it is time to test your final product! You must now establish whether
your final product meets the specifications and solves the problem.
• Remember that very few designs are perfect. When you evaluate your
final product, you need to ask questions such as:
—— Is it effective and does it perform the intended function?
—— Does it meet with the required specifications?
—— Is it reliable?
—— Can the product be used safely?
• Lastly, list the faults, give possible improvements and include a
conclusion.
Worksheet 7: The solar system
Term 4 Topic 1 LB p. 137
Activity 1: A class quiz
True or False
Write down if each statement is True or False. If it is false, write down a
correct version of the statement.
1. The Earth revolves on its own axis. This causes a year that is equal to
1
365__
4 days.
2. The Moon revolves around the Sun.
3. The Earth is much closer to the Moon than to the Sun.
4. There are nine planets in our solar system.
5. An astronaut is someone who studies the stars through a telescope.
6. A crescent Moon is when half of the side of the Moon facing the Earth
is visible.
7. Curiosity is an unmanned spacecraft that landed on Jupiter.
Complete the sentences
1. Someone who travels into space in a spacecraft is called an .
2. SALT is a large that is used to observe the stars.
3. The Earth lies between the planets Venus and .
4. The layer of air around the Earth is called the .
5. The Earth’s on its own axis causes day and night.
6. was previously classified as a planet, but was then

later renamed as a dwarf planet.
7. Man-made orbit the Earth in a fixed path and are

used for cell phone communication, GPS systems, etc.
8. The unmanned space probes that were sent into space to explore
Jupiter and Saturn were called I and II.
Exemplar mid-year examination
Term 1 (Life and living; processing)

Photosynthesis
1. Look at the photosynthesis diagram below. Fill in the missing labels to
identify the different inputs and outputs in the process.
b)
a)
c)
e) d)
2. Fill in the correct words to complete the sentences.

a) The cells in the green of plants contain a
chemical called chlorophyll. (1)
b) Some of the glucose sugar (chemical energy) formed
during the process of photosynthesis is changed further into
that is stored in different plants parts. (1)
3. Name the chemicals you will use to test for:

a) starch in foods: (1)
b) carbon dioxide in the air:
4. Plants release a waste gas into the air after photosynthesis has
taken place. Name this gas, and explain how humans and animals
benefit from it. (2x1) (2)
[10]
Nutrients in food
5. Give two examples of foods that are rich in each of the following minerals:
a) calcium (½x2) (1)

b) iron (½x2) (1)
6. a) Identify which of the two minerals in Question 5 is
important for building strong teeth and bones. (1)
b) Explain how the other mineral in Question 5 helps to keep
our bodies working well. (1)
7. Foods rich in vitamins and minerals are even more important during
times of epidemics such as Covid-19. Explain why you agree or disagree
with this statement. (1)
Bread, rice, potatoes

Nutrition Fruit and vegetables and pasta
8. Answer these questions about a

balanced diet diagram.
a) Which nutrient is mainly found

in the Bread, rice, potatoes and
pasta food group? (1)
Meat, fish, eggs
and beans
Milk and
dairy foods
b) What role does the nutrient you Foods and drinks high in fat and/or sugar
named in 8(a) play to keep our
bodies working well? (1)
c) Explain what will happen if your diet consists only of the

nutrient in 8(a)? Mention a disease you can get as a result of
an unbalanced diet. (1)
d) Which foods are unhealthy choices for its food group? Why do you
say so? Name healthier choices for this food group. (2x1) (2)
[5]
Food processing
9. Give one example of a type of food, and one method of processing:
a) used to make the food edible (2x½) (1)
b) used to make the food last longer (2x½) (1)
c) used to improve the nutritional value of the food (2x½) (1)
10. Describe how one type of food you like to eat is processed, and why
it is done. (2)

Ecosystems and food webs

11. Draw lines to match the correct descriptions in Column B to the correct
ecosystems in Column A. Each description may be used only once.
Ecosystems Descriptions
1 Deserts A Small plant kingdom found only in South Africa with
some of the most varied plants in the world. Plants also
called fynbos, like the king protea, our national flower.
2 Cape floral B Grasslands that also contain some trees, such as
kingdom mopane or thorn trees.
3 Savannas C Habitats to many animals adapted to live in water. Some
types help to filter and trap water. Often damaged by
human pollution.
4 Rivers, ponds D Gets almost no rain. Plants such as grasses grow fast
and wetlands when it rains and then die back again. Succulents store
water in their fleshy leaves.
12. Draw a food chain with three living organisms to show the transfer
of energy. Name the organisms, and show which are the producers,
consumers, predators and prey. (5)
[9]
Term 2 (Matter and materials; Processing)
13. Identify the state of matter shown in this diagram.
Explain the arrangement of particles in this state. (2)
Mixtures
14. Draw lines to match the correct sorting methods to the correct pictures.
Each one may be used only once. (4)
Sorting method Picture
A
1 Magnetic extraction
2 Settling
3 Sieving
4 Filtering
[4]
Solutions as special mixtures

15. Fill in the missing words. Use the words from the block.
solution soluble solvent solute
a) If a solid can dissolve in a liquid, it is .
b) The result of what happens in statement (a) is a .
c) The substance that dissolves in a liquid is called .
d) The liquid in which a substance dissolves is called the .
(4)
Dissolving
16. Draw simple pictures to show:
a) Picture A1: what happens Picture A2: what happens
when you add copper when you let this stand for
sulphate to water and stir it. (1) a few hours. (1)
c) Picture B1: what happens Picture B2: what happens when

when you add soil to water you let this stand for a few
and stir it. (1) hours. (1)
[4]

17. Complete each question by filling in the correct word:
a) Wetlands act like ________________ to preserve and regulate the flow
of water.
b) Wetlands also act like __________________ to purify water.
c) Wetlands trap rainwater so that it sinks into the soil and forms
supplies of ____________________. People can get access to this
water by digging wells or boreholes. (3)
C22 You may photocopy this page for use with Natural Sciences & Techonolgy Grade 6.
18. a) Give two examples of how humans pollute water resources. (2)

b) Suggest two ways in which you and other people in your community
can help to prevent the types of water pollution you gave above. (2)

b) Explain two of ways in which water pollution can be harmful
to humans. (2)

Processes to purify water

19. a) Look at this picture. How does this
water filter help to purify water? (1) small pinecones

leaves

wood chips

b) This water filter on its own cannot
sandy dirt
make water totally safe to drink.
Explain why not. (2) grass

gravel

c) Explain what else you can do to make water safe to drink. (2)

[4]
TOTAL MARKS: [50]
You may photocopy this page for use with Natural Sciences & Techonolgy Grade 6. C23
Memorandum for the exemplar mid-year examination

Photosynthesis
1. a) energy from the Sun; b) carbon dioxide from the air; c) oxygen is
released into the air; d) nutrients from the soil; e) water from the soil (4)
2. a) The cells in the green leaves of plants contain a chemical called
chlorophyll. (1)
b) Some of the glucose sugar (chemical energy) formed during the
process of photosynthesis is changed further into starch that is stored
in different plant parts. (1)
3. a) iodine b) clear limewater (2)
4. The gas released by plants as a by-product of photosynthesis is
oxygen. Humans and other animals benefit from this by-product of
photosynthesis because we need to breathe in oxygen to stay alive. (2×1) (2)
[10]
Nutrients in food
5. Give two examples of foods that are rich in each of the following
minerals:
a) calcium: any two appropriate examples of dairy products such as
milk, cheese, yoghurt, amasi (½ x 2) (1)
b) iron: any foods rich in iron, e.g. meat, spinach, etc. (½ x 2) (1)
6. a) calcium (1)
b) Iron is important because it helps to build the part of our blood that
transports oxygen throughout the body. (1)
7. Learners should answers yes, they agree that foods rich in minerals
and vitamins are especially important (even more so when there are
infections doing the rounds) because they contain substances that
strengthen the body’s immune response that help us fight off infections.
(Reason should be included in the answer.) (1)
[5]
Nutrition
8. a) carbohydrates (also accept starch); b) gives the body energy (1 + 1) (2)
c) any appropriate example of a deficiency disease that will result
from only/excessively eating carbohydrates, e.g. obesity, diabetes
or deficiency diseases from lack of specific vitamins or proteins (1)
d) The fats and oils food group shows unhealthy fast foods and sugars
that are not healthy examples or fats and oils. Our bodies need small
amounts of healthy fats and oils, but we should rather get that from
sources such as nuts, peanut butter or fish like sardines. (2×1) (2)
[5]
Food processing
9. a) used to make the food edible to eat: any appropriate example, e.g.
boiling maize to make porridge as we cannot eat it raw (2×½) (1)
b) used to make the food last longer: any appropriate example, e.g.
canning sardines to make them last longer (2×½) (1)
c) used to improve the nutritional value of the food; any appropriate
example, e.g. fermentation to make cheese (2×½) (1)
10. Any appropriate description of how and why the learner’s choice
is processed. (2)
[5]
11. Learners must draw lines to match the following:
1 D; 2 A; 3 B; 4 C (4)
12. Any appropriate food chain that
shows three organisms, and also
identifying producers, consumers,
prey and predators, as shown in the
example (3 marks for showing the
3 organisms in the correct order; ½
mark each for correctly identifying
producer consumer consumer
producer, 2 consumers, prey and
prey predator
predator) (5)
TOTAL: [50]
Term 2 (Matter and materials; Processing)
13. Water. The particles are arranged more loosely than in a solid, but not as
freely as in a gas, so that la liquid can take on the shape of a container. (2)
[2]
Mixtures
14. Learners must draw lines to match the following:
1 C; 2 D; 3 B; 4 A (4)
[4]
17. a) sponges; b) filters; c) groundwater (3)
18. a) Accept any two appropriate examples that reflect what they discovered
in the Learner’s Book, e.g. waste from pit latrines getting into rivers,
pollution from waste from factories, car oil getting into rivers, etc. (2)
b) Accept any reasonable solutions to the examples that they gave above,
e.g. installing proper latrines instead of pit latrines, fining factories that
dump waste into rivers, recycling car oil instead of dumping it, etc. (2)
c) Accept any reasonable examples of the impact of water pollution on
humans, e.g. it causes diseases such as cancer or choleras; it causes
rivers to become overgrown with water plants so that boats cannot
move on it, etc. (2)
[9]
Processes to purify water
19. a) It removes dirt and solid impurities from the water. (1)
b) It cannot kill germs in the water that cause diseases, as these germs are
so tiny that they cannot be trapped by the filter. (2)
c) By boiling the water and then storing it in a clean container, or by using
bleach (5 ml bleach for every 25 litres of water, and letting it stand for
about an hour before drinking the water). (2)
[4]
TOTAL: [60]
C25
Exemplar end-of-year examination

Electric circuits
1. Complete the following table by adding the missing words or symbols.(5)
Component Symbol
a)
Open switch
Cell
Closed switch
e)
3. Redraw the following electrical circuit using the correct symbols to

represent the components. (4)
[10]
C26
Electrical conductors and insulators
4. Which of the following are conductors and which are insulators? (3 x ½) (6)

Copper wire
Plastic straw
Wood
Screw
Cardboard
Key
5. Explain why electrical cables have copper wires on the inside and a
plastic coating on the outside. (2)

Systems to solve problems glue cardboard
6. Look at the diagram. cardboard

a) Identify the problem that base
this electrical system was
designed to solve. (1)
cell
buzzer
glue cardboard
b) Identify two conditions base
that are necessary for this
system to work properly. (2)
cardboard
string

c) An energy transformation takes place in this system. Identify the
input energy and output energy in this system. (2)

d) Name any other electrical energy system that you know of.
Identify the input energy and output energy. (2)

[7]
C27
Mains electricity
7. Look at the diagram below. Match the letter of each description below
to the correct number on the diagram. Write just the letter and the
matching number. (7)
A Coal from a coal mine is
burnt in a furnace (a very large
oven that reaches very high 2 3
temperatures). This heats up
water to produce steam. 1
B The turbines provide power to

the generators that generate the
electricity.
C Electric wires in buildings lead

to light switches and electric
sockets where we can plug in
electrical appliances.
D Transformers step up the

voltage (the force that pushes the 7
electric current) of the electric
current (stream) for transmission
over a high-voltage cable across coal
long distances.
E The steam turns giant fans,

called turbines.
F At substations near homes or

6
businesses, transformers reduce
the voltage of the electric current
to make it safe for home use.
5 4
G Waste gases and water vapour are released through the
cooling towers. These waste gases create large amounts
of pollution and contribute to global warming. [8]
8. What do we call the type of electricity distribution that is described in

this diagram? (1)

Term 4 (Planet Earth and beyond; Systems and control)
The Solar System
9. Underline the incorrect word in each statement. Write down the

correct word on the line. (4)
a) The Sun is a source of heat and light energy for all living things
on the Moon.
b) Mars is known as the blue planet.
c) Pluto is a planet.
d) The rings of the planet Mercury are made of millions of tiny
ice-coated rock fragments.
10. a) Which planet is the furthest from the Sun? (1)

b) Which planet has a shimmering halo of rings? (1)
c) Explain what asteroids are. (2)
d) Explain why the other stars that we see on clear nights look like small
shiny dots, and do not appear as large and bright as our Sun. (1)
e) Give another name for the outer planets, and explain why they
have this name. (2)
11. Choose the correct answer in each case:

a) When it is winter in the northern hemisphere, it is ____________ in
the southern hemisphere.
A spring B summer C autumn D winter
b) When it is Christmas in South Africa, it is ____________ in the
northern hemisphere.
A spring B summer C autumn D winter
c) When it is 8 am in South Africa, it will be ____________ at a place on
the opposite side of the Earth.
A midnight B 8 am C 8 pm D 12 pm (3)
12. Fill in the correct directions: The rotation of the Earth makes it appear
as if the Sun rises in the ____________, rises higher in the sky, and then
sets in the ____________ . (2)
[5]
The Movement of the Moon
13. a) Write down the phases of the First Quarter
Moon labelled A (for Full) and B Waxing Waxing

Gibbous Crescent
(New) in the diagram. (2)
A: ______________________
B: ______________________
Sun
b) Underline the correct word in A B

each pair:
When the Moon’s shape is changing
anticlockwise (in the direction Waning
Gibbous Waning
shown by the arrow) from A to B, Third Quarter

Crescent
we say it is waxing/waning. When

is then is changing anticlockwise
from B back to A, we say it is waxing/waning.
c) Explain why we only see the same one side of the Moon from the Earth
by referring to the movements of both the Earth and the Moon. (2)

[6]

14. Suggest two reasons why Sutherland and Carnarvon in the Karoo
were regarded as suitable sites for the SALT and SKA projects where
astronomers explore the universe by using powerful telescopes. (2)

[2]
Systems to explain the Moon and Mars

15. List three possible energy sources that could be used to power a model
of a Moon rover. (3)
a) b) c)
16. Complete the sentence: The energy system used in the Moon rover
model changes potential energy into ______________ energy. (1)
17. Name two real Moon rovers that have landed on Mars or are on their
way there. (½ x 1) (2)
TOTAL: [60]
Memorandum for the exemplar end-of-year examination
Term 3 (Energy and change; Systems and control)

Electric circuits
1. electrical current (1)
2. Learners complete the table by adding the missing words or diagrams.
a) Wire; b) ; c) ; d) ; e) Light bulb
3. One mark for each component
[10]
Electrical conductors and insulators
4. Which of the following are conductors and which are insulators? (3 x ½) (6)
Copper wire X
Plastic straw X
Wood X
Screw X
Cardboard X
Key X
5. Copper is a good conductor of electricity, so it is used inside electrical
cables to conduct the electrical current from the mains electricity
source to appliances. Plastic is a good insulator, so it is used on the
outside to protect us against electrical shocks from accidental contact
with the electrical current flowing through the wires inside. (2)
Systems to solve problems

6. a) homemade alarm (1)
b) Any two appropriate answers that show an understanding of
the conditions for circuits to work, for example: a power source/
battery must be connected correctly; all components connected
and circuit closed with switch turned on. (2)
c) Input: electrical energy (electrical cell) Output: sound energy (buzzer) (2)
d) Any other energy transfer system that learner is familiar with, with
input/output correctly identified. e.g.: a coal stove – input: chemical
energy (stored energy in coal); output: heat energy (plus some
light energy) (2)
Mains electricity
7. 1. G; 2. E; 3. B; 4. C; 5. F; 6. D; 7. A (7)
8. mains electricity (1)
[8]
Term 4 (Planet Earth and beyond; Systems and control)
The Solar System
9. Also accept alternative correct options for changing a word to
make each sentence true, e.g. for (f) (6)
a) The Sun is a source of heat and light energy for all living things on
the Moon. Earth
b Mars is known as the blue planet. red
c) The rings of the planet Mercury are made of millions of tiny ice-
coated rock fragments. Saturn
10. a) Neptune b) Saturn (2)
c) small, rocky objects that occur in belts (groups) throughout our
solar system (2)
d) gas giants – because they are made of gas, no rock, and are large (2)
11. a) B summer; b) D winter; c) C 8 pm (3)
12. The rotation of the Earth makes it appear as if the Sun rises in the east,
rises higher in the sky, and then sets in the west . (2)
[7]
The Movement of the Moon
13. a) A: full moon B: new moon
b) When the Moon’s shape is changing anticlockwise (in the direction
shown by the arrow) from A to B, we say it is waxing/waning. If it then
changes anticlockwise from B back to A, we say it is waxing/waning.(2)
c) Accept any appropriately explanation that shows an understanding
of the fact that the Moon and the Earth both revolves around the Sun
while the Moon also revolves around the Sun. One revolution of the
Moon around the Earth takes just as long as it takes for the Moon to
rotate on its own axis, so we always see the same side of the Moon.
(2)
[6]
14. There is less pollution than near cities; the weather in the Karoo is very
dry, so there is mostly no cloud cover that makes it difficult to see the
stars; no large cities nearby, so electric lights do not interfere with the
view of the night sky. (Any two). (2)
[6]
Systems to explain the Moon and Mars
15. a) elastic band energy b) energy from a cell or battery
c) air escaping from a balloon (3)
16. The energy system used in the Moon rover model changes potential
energy into kinetic energy. (1)
17. Any two of the Mars rovers that have landed on Mars
(Learner’s Book) (½ x 1) (2)
[6]
TOTAL: [60]
Section D: Documents
This section is for you to file your copy of the Curriculum and Assessment Policy
Statement (CAPS) for Natural Sciences and Technology in the Intermediate Phase.
You may add any other documents you receive in this section and list them above
for easy reference.
D1

Study Master Natural Sciences and Technology Teachers Guide Grade 6 9781107381063AR

Uploaded by

Copyright:

Available Formats

Study Master Natural Sciences and Technology Teachers Guide Grade 6 9781107381063AR

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Study Master Natural Sciences and Technology Teachers Guide Grade 6 9781107381063AR

Uploaded by

Copyright:

Available Formats

Study & Master

David Green • Ria de Jager • Linda Bredenkamp

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

© Cambridge University Press 2013, 2020

This publication is in copyright. Subject to statutory exception

First published 2013

Editor: Robyn Hoepner

Section B: Teaching guidelines B1

Section C: Photocopiable resources C1

Personal and social well-being lessons page XXX

Curriculum and Assessment Policy Statement (CAPS) A3

The principles of the National Curriculum Statement

Qualities and skills of learners

The key to managing inclusivity is ensuring that barriers are identified

Natural Sciences and Technology in the school

A10 SECTION A INTRODUCTION

Learners need to show application of knowledge

Sequencing and progression

Natural Sciences Technology

animals around us • The Moon • Term 2: • Term 4:

Earth • Uses of fuels Earth structures materials for moving

and food webs as special insulators • The to purify Systems for

A14 SECTION A INTRODUCTION

Each term also includes a Technology strand (terms indicated in table on

Time allocation for Natural Sciences and Technology

The allocated time per topic in the CAPS is an indication of

SECTION A INTRODUCTION A15

Group or pair work

A16 SECTION A INTRODUCTION

These are just a handful of ideas to manage your classroom. Speak to

Resources for Natural Sciences and Technology

Language skills across the curriculum

SECTION A INTRODUCTION A17

Assessment should be mapped against the content and intended aims

A18 SECTION A INTRODUCTION

Informal assessment (daily assessment)

Very important: The cognitive demands of assessment used should be

SECTION A INTRODUCTION A19

GET CAPS AMENDMENTS – Formal Programme

A20 SECTION A INTRODUCTION

Any practical task should provide opportunities for learners to

Assessment of practical tasks

The assessment may be based on the end-result of the activity

Assessment of investigation activities

Each stage of an investigation activity involves a range of

SECTION A INTRODUCTION A21

(a) Grade 6 Mid-Year Examinations

Ecosystems and Food 2 weeks ±8

Mixtures and water 2½ weeks

(b) Grade 6 End-of-year Examinations

Electric circuits 2½ weeks ± 10

Systems to solve problems 2½ weeks ±7

A24 SECTION A INTRODUCTION

Summary of the programme of assessment in the

Exam on work Exam on work

SECTION A INTRODUCTION A25

Integration with general aims and principles of the

Expanded Contents provides an overview of the CAPS

Weighting and sequencing

Section B: Teaching guidelines B1

Section C: Photocopiable resources C1

Term 2: Natural Sciences: Matter and materials

Term 4: Natural Sciences: Planet Earth and beyond

What do you already know? LB p. 10

Unit 1.1 Plants and food LB p. 10

ACTIVITY 2 Compare glucose sugar (such as

ACTIVITY 3 Use iodine solution to test foods for

Unit 1.2 Plants and air LB p. 13

How are you doing? LB p. 14

Unit 2.1 Food groups LB p. 15

What do you already know? LB p. 15

Classification of food types LB p. 16

ACTIVITY 1 Sort foods and create a table

ACTIVITY 2 Match the food to the nutrient group

Understanding food labels LB p. 21

ACTIVITY 3 Read food labels LB p. 22

How are you doing? LB p. 22

Unit 3.1 Balanced diets LB p. 23

What do you already know? LB p. 23

The importance of a balanced diet LB p. 23

Different people — different diets LB p. 26

ACTIVITY 2 Evaluate different diets and consider

How are you doing? LB p. 29

Unit 4.1 Need for processing food LB p. 30

What do you already know? LB p. 30

ACTIVITY 1 Think about ways to process a fruit

Processing food to improve the nutritional value

Indigenous ways of processing food LB p. 36