Phase Intermediate Work Schedules€¦ · energy saving, recycling, alternative energy sources). 6 - 7 LO 2 Constructing Science Knowledge LO 1 Scientific Investigations ⇒ Electrical

Inte

rmed

iate

Pha

se

Wor

k Sc

hedu

les

Grade

6

Natural Sciences

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

Dr. S. Naicker, Chief Director: Curriculum Development

Natural Sciences Intermediate Phase

Work Schedule and Teacher’s Guide

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

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

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

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

Sciences. The Teacher’s Guide

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

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

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

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

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

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

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

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

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

ACKNOWLEDGEMENTS

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

NATURAL SCIENCES

INTERMEDIATE PHASE: GRADE 6 ASSESSMENT PROGRAM: Formal Assessment Tasks Term 1 Assessment Task 1: Week 10 Term 2 Assessment Task 2: Week 20

Assessment Task 3: Week 21

Term 3 Assessment Task 4: Week 30 Term 4 Assessment Task 5: Week 31 Assessment Task 6: Week 40

LEARNING OUTCOME 1: SCIENTIFIC INVESTIGATIONS 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the

kind of information which would be needed to answer the question.

6.1.2 Conducts investigations and collects data: Conducts simple tests or surveys and records observations or response.

6.1.3 Evaluates data and communicate findings: relates observations and responses to the focus questions. LEARNING OUTCOME 2: CONSTRUCTING SCIENCE KNOWLEDGE 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another 6.2.2 Categorize information: categorizes objects and organisms by two variables 6.2.3 Interpret information: At the minimum interpret information by using alternative forms of the same information LEARNING OUTCOME 3: SCIENCE, SOCIETY AND THE ENVIRONMENT 6.3.1 Understand science and technology in the context of history and indigenous knowledge: Describe similarities in problems and solutions in own and other societies in the present, the past and the possible future 6.3.2 Understand the impact of science and technology: suggests ways to improve technological processes to minimize negative effects on the environment. 6.3.3 Recognize bias in science and technology: suggest how technological products and services can be made accessible to those presently excluded

WORK SCHEDULE NATURAL SCIENCES

GRADE 6

TERM 1: ENERGY AND CHANGE

WK LO

ASSESSMENT STANDARD AND CORE TEACHING

TG

1

1-3 Briefly revise:

o Forms of energy o Energy sources (renewable and non-renewable) o Energy transfer (energy moves from one place to another) o Energy systems (a system through which energy moves e.g.

ecosystem, torch)

Wk 1

2

LO 2

Constructing

Science Knowledge

Energy sources Briefly define concepts:

o Forms of energy o Potential energy (stored energy) o Kinetic energy (movement energy) o Sources of energy

solar food falling water fuels wind animal muscles springs electric cells chemicals stretched elastic band

6.2.2 Categorise information: categorises objects and organisms by two variables

⇒ Categorise energy sources by 2 variables (e.g. renewable and non-renewable energy sources, and potential energy & kinetic energy).

6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

⇒ Describe the features of the above energy sources that distinguish the one category from another (e.g. renewable and non-renewable energy sources).

Wk 2

- 1 -

3

LO 2

Constructing Science

Knowledge

Energy transfers and conversions from energy sources Briefly define concepts:

o Potential energy sources: battery, cell, elastic, chemicals o Kinetic energy sources: wind, falling water, waves o Energy transfer (energy moves from one object or part of a

system to another) o Energy conversion (energy changes from one form to

another) 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

⇒ Describe the difference between energy transfer and energy conversion (e.g. draw and write notes to show how energy is transferred and converted in a torch).

⇒ Describe how energy is transferred from the above energy sources to other parts of a system (e.g. in a spring - release the tension, and in an electric circuit – ‘switch on’ the current);

⇒ Describe how energy is converted in two different energy systems (e.g. one converts potential energy into light and heat – torch or candle; the other one converts potential energy into heat and sound - radio)

Wk 3

4

LO 2

Constructing

Science Knowledge

LO 1

Scientific Investigations

Energy transfer and conversions in energy systems Briefly define concepts:

o Potential energy (stored energy) o Kinetic energy (movement energy) o Energy conversions:

• From potential energy to kinetic energy – e.g. battery turns motor

• From kinetic energy to potential energy – e.g. compressing a spring


⇒ Using the following examples e.g. a kitchen and a factory, motor industry, write down where potential and kinetic energy are being used (distinguish potential energy from kinetic energy).

⇒ Briefly define concepts:

o Expansion (increase in size) o Contraction (decrease in size)

Investigation: Do solids, liquids and gases expand and contract when they are heated and cooled? (transfer of heat energy) 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

Wk 4

- 2 -

LO 3

Science, Society and the

Environment

⇒ Clarify a focus question to investigate expansion and

contraction. ⇒ Describe information needed to answer the focus question.

6.1.2 Conducts investigations and collects data: Conducts simple tests or surveys and records observations or response

⇒ Conduct simple tests. ⇒ Heat and cool – a coin and slot, coloured liquid in a bottle with

straw, air in bottle covered by balloon. ⇒ Record observations: draw and describe.

6.1.3 Evaluates data and communicate findings – relates observations and responses to the focus questions.

⇒ Evaluate data. ⇒ Relate observations to focus questions by communicating

findings. (Explain observations in terms of energy transfer, contraction and expansion.)

6.3.2 Understanding the impact of science and technology on the environment and people’s lives Learners research how the contraction and expansion of materials are taken into account when building (Expansion joints in e.g. railway tracks, concrete slabs, bridges etc.).

5

LO 3


Environment

Safety of common energy sources Briefly define concepts:

o Fossil fuels o Electricity o Nuclear energy o Hazard signs o Effects o Environment o Electrical mains o Circuit o Unsafe practices

6.3.1 Understand science and technology in the context of history and indigenous knowledge: Describe similarities in problems and solutions in own and other societies in the present, the past and the possible future

⇒ Describe similarities in problems in own and other societies in the past and the present when working with fossil fuels (e.g. fire, pollution, availability).

⇒ Describe safe ways of using fire, fossil fuels, electricity etc. in own and other societies in the past and the present.

6.3.2 Understand the impact of science and technology: suggests ways to improve technological processes to minimize negative effects on the environment.

Wk 5

- 3 -

⇒ Suggest ways to improve technological processes (e.g. in the

kitchen and an industry) to minimize negative effects on the environment (e.g. avoid unsafe practices, reduce pollution, energy saving, recycling, alternative energy sources).

6 - 7

LO 2

Constructing

Science Knowledge

LO 1

Scientific Investigations

Electrical circuits

Briefly define concepts: o electrical circuits o electrical components:

o light bulbs (globes) o motors o heating wires (e.g. kettle element, filament in light bulb) o conducting wires o switches o battery (electrical cell)


⇒ Describe the functions (i.e. what it can do) of each electrical component listed above, to distinguish one electrical component from another (use a drawing and brief note for each).

Investigation: Build an electric circuit that includes components that will produce heat, light and sound energy and makes an object move 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

⇒ Clarify a focus question to investigate an electrical circuit. ⇒ Describe information needed to answer the focus question.

6.1.2 Conducts investigations and collects data: Conducts simple tests or surveys and records observations or responses

⇒ Conduct simple tests: Build a circuit (or circuits) which contain the components listed above.

⇒ Record observations: Draw the circuit(s) with clear labels.

6.1.3 Evaluates data and communicate findings – relates observations and responses to the focus questions.


findings: Describe the energy transfers and conversions in each circuit.

Further investigation: What happens when more cells are added to the circuit above?

Wk 6 - 7

- 4 -

LO 2

Constructing

Science Knowledge

Learners draw and explain their observations. 6.2.3 Interpret information: At the minimum interpret information by using alternative forms of the same information

⇒ Learners read a short description of a completed electrical circuit. They draw the electrical circuit based on the description.

⇒ They explain energy transfers and conversions by using labels.

8

LO 1

Scientific investigations

Sound Energy Briefly define concepts:

o Sound is made by a vibrating object o Sources of sound o Sound travels through a medium o Medium - solid, liquid, gases o Vibrate – fast and slow o Pitch – high and low sounds / notes o Volume – soft and loud sounds

Investigation: How are sounds made? 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

⇒ Clarify a focus question to investigate how sounds are made,

using a variety of materials. ⇒ Describe information needed to answer the focus question.


⇒ Conduct simple tests: Make sounds in different ways by vibrating objects (e.g. a ruler off the edge of a table, an elastic band, air flowing out of a balloon, fingers against voice box etc).

⇒ Record observations: Describe what they observe in each experiment.

⇒ Describe the different sounds made e.g. drumming, squeaking, ringing, etc.

6.1.3 Evaluates data and communicate findings – relates observations and responses to the focus questions


findings: (e.g. Do any of the objects produce a sound when they are not vibrating? Each time an object vibrates a sound is produced; etc).

Wk 8

- 5 -

Further investigation:

⇒ Can sound travel through solids, liquids and gases? ⇒ Sound travels through gases (air): describe how the sound from

the vibrating objects reached your ears. ⇒ Sound travels through solids: e.g. close your ear with a hand and

knock on your elbow. ⇒ Sound travels through liquids: e.g. whale communication.

Investigation: How does the pitch (high or low) of a sound relate to the speed of the vibration? 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

⇒ Clarify a focus question to investigate how high and low pitches

are produced. ⇒ Describe information needed to answer the focus question.


⇒ Conduct simple tests: o Vibrate different lengths of ruler off the edge of a table. o Vibrate taut and slack elastic bands. o Vibrate a wine glass or bottles containing much or little

water. ⇒ Record observations: e.g. in the form of a table.



findings: Write a paragraph to explain the relationship between the high and low sounds (pitch) and the speed at which the objects vibrate.

9

1-3

Suggestions for Consolidation:

o Sources of energy: Make posters with headings, labels and notes to show e.g. renewable and non-renewable energy sources; potential and kinetic energy sources.

o Forms of energy: Make posters with headings, labels and notes of different forms of energy to show different forms of kinetic and potential energy.

o Energy changes: Collect machines and objects that bring about energy changes. Describe the energy changes that take place in each machine.

o Energy safety: Do a survey at home to find where energy is used safely and unsafely in your home. Draw and write report and suggest ways to improve the safety at home.

Wk 9

- 6 -

o Electric circuits: Find out how electricity comes from the power

station to our homes and back to the power station. Draw and write to explain.

10

FORMAL ASSESSMENT TASK 1

Wk 10

- 7 -

WORK SCHEDULE NATURAL SCIENCE

GRADE 6

TERM 2: MATTER AND MATERIALS

WK LO


TG

11

1-3 Briefly revise:

o Materials and their properties o Substances/ Changes in mixtures o Matter o Materials (Difference between Matter and Materials)

Wk 11

12 -

13

LO 1

Scientific

investigations

Properties of materials (rusting, magnetism; electrical conduction and insulation; heat conduction and heat insulation; solubility) Briefly define concepts:

o Rusting o Magnetism o Electrical conduction and insulation o Heat conduction and insulation o Solubility o Composite material (two or more materials joined or fused

together)

6.1.1 Learner helps to clarify focus questions for investigation and describes the kind of information that would be needed to answer the question

⇒ Contribute what is known about the properties of metals, ceramics and plastics (e.g. rusting, magnetism; electrical conduction and insulation; heat conduction, and heat insulation; solubility).

⇒ Clarify focus questions to investigate these properties. Examples of Questions:

Can metals, ceramics and plastics rust when placed in water?

Do all metals rust? Do metals, ceramics and plastics respond to magnets? Do metals, ceramics and plastics conduct electricity or not? Do metals, ceramics and plastics conduct heat or not? Do metals, ceramics and plastics dissolve in water or other

solvents?

⇒ Learners describe what information is needed before the investigations can be done.

6.1.2 Learner conducts simple tests or surveys and records observations or responses

Wk 12 -

13

- 8 -

LO 2

Constructing knowledge

⇒ Learners test metals, ceramics and plastics for rusting,

magnetism; electrical conduction and insulation; heat conduction, and heat insulation.

⇒ Record observations on a table comparing metals, ceramics and plastics.

6.1.3. Learner relates observations and responses to the focus question

⇒ Learners report on (‘show and tell’) what they have learnt from the investigation and whether the investigative questions have been answered.

6.2.2. Learner categorises objects and organisms by two variables

⇒ Categorise metals, ceramics and plastics according to the above properties.

14

LO 2


Knowledge

LO 3


Environment

Phases of matter 6.2.1 Recall meaningful information: At the minimum, describes the features which distinguish one category from another Briefly define concepts:

o Absorbed energy o Released energy o Evaporate

⇒ Describe the features which distinguish a solid, liquid and gas

from one another (e.g. refer to the spaces between the particles, the movement energy of the particles, the forces between the particles – use the particle model of matter).

⇒ Describe what happens when substances change phase as energy is absorbed/ gained or released/lost (e.g. more or less space between particles, more or less movement of particles, stronger or weaker forces between particles).

6.3.1 Understand science and technology in the context of history and indigenous knowledge: Describes in the present, the past and the possible future

⇒ Describe how different phases of matter are and were used to solve problems (e.g. the steam engine for transport, windmills for pumping water, hydroelectric (water) turbines for generating electricity).

Wk 14

15

LO 1

Scientific

Investigations

Permanent or temporary phase changes

6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

Wk 15

- 9 -

Briefly define concepts:

o Melting/solidification o Permanent change o Temporary change

⇒ Clarify a focus question for investigations. E.g. Are phase changes in matter and materials permanent or temporary? (e.g. heating and cooling chocolate, egg, jelly, vetkoek and pancakes etc.)

⇒ Describe (draw and write) information needed to answer the focus question.

6.1.2 Conducts investigations and collects data – Conducts simple tests or surveys and records observations or response

⇒ Carry out phase changes to chocolate, egg, jelly etc. ⇒ Record (draw and write) observations.

6.1.3 Evaluates data and communicates findings – relates observations and responses to the focus questions

⇒ Evaluate data and communicate findings - make a table listing the substances that undergo permanent changes and those that undergo temporary changes.

⇒ Explain the difference between a permanent change and a temporary change.

16

LO 1

Scientific

Investigations

Crystallisation ( e.g. getting solid salt back from a salt water solution)

Briefly define concepts: o Substance o Condensation o Evaporation o Separation o Solidification o Distillation o Crystallisation


⇒ Clarify a focus question to start investigations on the

crystallisation of a substance (e.g. salt in water). E.g. How do we get salt back from the salt water? ⇒ Describe information needed to answer the focus question.


Wk 16

- 10 -

⇒ Explore different methods to separate the solution (e.g. salt

solution) (Try decanting, filtering, boiling to evaporate the water and crystallise the salt).

⇒ Record (write and draw) observations.


⇒ Relate observations to the focus questions by communicating findings.

⇒ Report on (write about) the best way to get the solute back out of the solution.

17 -

18

LO 1

Scientific

Investigations

Boiling points of different liquids

Briefly define concepts: o Boiling point o Melting point o Thermometer o Units of measuring temperature - Degree Celsius (ºC )


⇒ Clarify a focus question to start investigations on the boiling

points of different liquids (e.g. coke, orange juice, energade, sugar water, salt water etc).

Examples of questions; How long does it take for the liquids to reach boiling point?

(measure time ) Do the different liquids have different boiling points?

(measure temperature every five minutes for each liquid and compare)

Do the different liquids boil at a higher or lower temperature than water? (measure temperature every five minutes of each liquid and water and compare them)

⇒ Describe information needed to answer the focus question.

6.1.2 Conducts investigations and collects data – conducts simple tests or surveys and records observations or responses

⇒ Heat the liquids while taking the temperature and making

observations every five minutes until boiling point (temperature does not rise any further after boiling).

⇒ Record observations by making notes and recording the temperature at five minute intervals.


Wk 17 -

18

- 11 -

LO 2


Knowledge

LO 3


Environment

⇒ Draw graphs. ⇒ Relate observations to focus questions: did the results

(observations and temperature readings) provide answers to the focus question? Discuss what was learnt from the investigation.

Further investigation: Investigation on melting points

⇒ Design an investigation to find out what happens when a solid melts (e.g. ice, frozen juice, frozen coke, ice cream, butter or margarine, melting chocolate, etc.). Make observations, temperature measurements at regular time intervals and draw graphs.

⇒ Write a report which contains the following: Focus question Method Results (observations and measurements) Graphs What has been learnt about melting points of different

substances? 6.2.1 Recall meaningful information: At the minimum, describes the features which distinguish one category from another

⇒ Find information about the boiling and melting points of different substances (e.g. salt, sugar, copper, gold, lead, dry ice (nitrogen), water, mercury, etc.).

6.3.3 Recognise bias in science and technology: suggest how technological products and services can be made accessible to those presently excluded

⇒ Find out, report and present information about how refrigeration helps people. (E.g. What are some of the problems (health and food costs, etc.) that people experience if they do not have fridges? What other methods do people use to keep food cool?).

19

2-3

Suggestions for Consolidation

⇒ Properties: Find out (write and present) how people prevent rusting and why it is important.

⇒ Phases of Matter: Safety concerns when using cooking gas in the home. Write safety rules.

⇒ Permanent and Temporary Changes: Demonstrate (‘show and tell’) how to make a permanent or temporary change to substances used in every day life by heating or cooling.

⇒ Crystallisation: Grow sugar or alum crystals from saturated solutions.

⇒ Boiling Points: Research (write and draw) how the melting point of gold is important to the gold industry.

Wk 19

- 12 -

20

1

FORMAL ASSESSMENT TASK

Wk 20

21

2-3 FORMAL ASSESSMENT TASK 3

Wk 21

- 13 -


GRADE 6

TERM 3: LIFE AND LIVING

WK LO


TG

21

1-3 Briefly revise

o Life processes o Biodiversity, Change in nature, Continuity o Interaction in Environment, Photosynthesis o Ecosystem, Habitat, Organism, Food chain

Wk 21

22

LO 2

Constructing

Science Knowledge

LO 3


Environment

Food groups that enhance healthy living 6.2.2 Categorise information: categorises objects and organisms by two variables

Briefly define concepts: o Food pyramid o Food groups o Supplements o Services: clinic, community vegetable gardens

⇒ Categorise food into proteins, carbohydrates, fats and oils

vitamins and minerals by two variables (e.g. healthy and unhealthy).

6.2.3 Interpret information: At the minimum interpret information by using alternative forms of the same information

⇒ Interpret information on labels for a healthy diet for a child.

6.3.3 Recognize bias in science and technology: suggest how technological products and services can be made accessible to those presently excluded

⇒ Suggest how technological products (e.g. healthy products like supplements) could be made accessible for people with HIV/AIDS (e.g. sponsors).

Wk 22

23

LO 1

Scientific

Investigations

Skeletons 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question

Wk 23

- 14 -

LO 2


Knowledge


o Muscles o Kind of muscles o Attachments, e.g. ligaments o Internal skeleton (endo-skeleton) o External skeleton (exo-skeleton) o Mammals

⇒ Clarify a focus question for investigations on skeletons. ⇒ Describe information needed to answer the focus question.


⇒ Conduct a simple survey on school grounds. ⇒ Record observations.



findings. 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

⇒ Describe the features of different skeletons in animals and the muscles responsible for movement which distinguish one category from another.

6.2.3 Interpret information: At the minimum interpret information by using alternative forms of the same information.

⇒ Interpret diagrams of two different skeletons and muscles by describing the differences.

24

LO 2


Knowledge

Photosynthesis Briefly define concepts:

o Dependence on sun’s energy o Interaction in the environment o Habitat o Survival o Diversity


⇒ Describe the features of photosynthesis at different times of the day (e.g. produce more oxygen with more sunlight energy).

Wk 24

- 15 -

Variations of plants 6.2.2 Categorise information: categorises objects and organisms by two variables

⇒ Categorise features of the new and parent plant by two variables (similarities and differences).

25 -

26

LO 2

Constructing

Science Knowledge

Ecosystem 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

Briefly define concepts: o Fertile o Natural processes o Substances o Maintain o Growth o Sustainability o Dependence on sun’s energy o Interaction in the Environment o Habitat o Survival o Diversity

⇒ Describe how plants and animals are dependent on non-living

things (e.g. water, soil, dead plants and animal material). ⇒ Compare one kind of animal or plant with another (e.g. living on

land and in water). 6.2.3 Interpret information: At the minimum interpret information by using alternative forms of the same information

⇒ Find information about different environments that are sustainable or not sustainable (e.g. interpret pictures). Describe their features.

Wk 25 -

26

27

LO 2

Constructing

Science Knowledge

Habitat Briefly define concepts:

o Habitat o Social patterns: solitary, pairs, packs, prides, herds, troops,

colonies o Species


⇒ Compare the differences and similarities of 2 animal species referring to their social patterns (e.g. living in troops).

Wk 27

- 16 -

28

LO 2

Constructing

Science Knowledge

Integration with Energy & Change

Food chain 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

Briefly define concepts: o Interaction o Producers (plants) o Primary consumers (herbivores) o Secondary consumers (omnivores and carnivores) o Tertiary consumers (humans) o Decomposers

⇒ Describe the features (e.g. interactions) of plants and animals in

the ecosystems with reference to transfer of energy. 6.2.2 Categorise information: categorises objects and organisms by two variables

⇒ Categorise animals in a food chain by two variables (e.g. primary and secondary consumers).


⇒ Translate the food chains into a food web and then into food pyramid in an ecosystem.

Wk 28

29

LO 1

Scientific

Investigations

Investigate the food chain on your school grounds 6.1.1 Plans investigations –Helps to clarify focus questions

for investigations and describes the kind of information which would be needed to answer the question.

⇒ Clarify a focus question to start investigations on food chains on school grounds.

⇒ Describe information needed to answer the focus question.


⇒ Conduct simple tests. ⇒ Record observations.


⇒ Evaluate data. ⇒ Relate observations on the focus questions.

Wk 29

- 17 -

30

1-3

Suggestions for consolidation:

o Food groups: ‘Show and tell’ about food from a recipe and explain the food groups used in the recipe.

o Skeleton: Make a rap song about the bones in the human skeleton (name the bones).

o Photosynthesis: Draw and label a picture to show photosynthesis. Write to explain how photosynthesis benefits us.

o Ecosystem: Draw and write about an ecosystem in your neighbourhood. Show a food chain and different habitats in the ecosystem.


Wk 30

- 18 -


GRADE 6

TERM 4: PLANET EARTH AND BEYOND WK LO ASSESSMENT STANDARD AND CORE TEACHING TG

31

1-3


Wk 31

32

LO 2


Knowledge

Briefly revise:

o Day and night o The Moon o Weather and climate o Seasons: Summer, Autumn, Winter, Spring o Gases: water vapour, nitrogen, oxygen, carbon dioxide o Deposition of rock particles o States of water: solid, liquid, gas o Water cycle o Greenhouse gases and their effect on temperature of the

atmosphere o Global warming and its effect on weather o Sustainable living (looking after water, soil, energy and air)

Wk 32

33

LO 2

Constructing

Science Knowledge

The Stars 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

Briefly define concepts: o Galaxies o Solar System o Sun o Relative position of Sun, Moon, Earth and stars, etc. o Relative motion of Sun, Moon, Earth and stars, etc. o Star patterns in constellations o Planets o Stars

⇒ Describe the features of a star (e.g. our Sun radiates light;

Birth, life and death of stars, etc.). ⇒ Describe the features of different star patterns (e.g. Southern

Cross constellation, Scorpio constellation, etc...). ⇒ Describe the features (positions in the sky and movements) of

star patterns (constellations) at different times at night and their relation to one another (e.g. stars remain in the same place, the Earth rotates and therefore different stars patterns are visible).

Wk 33

- 19 -

34

LO 2

Constructing

Science Knowledge

Rocks 6.2.1 Learner, at the minimum, describes the features which distinguish one category of thing from another

⇒ Briefly define concepts: o Igneous rocks o Sedimentary rocks o Metamorphic rocks o Rock cycle

⇒ Describe (draw and write notes) on the rock cycle. ⇒ Describe the origin (how they are made in the Earth’s crust) of

igneous, sedimentary and metamorphic rocks. 6.2.1 At the minimum, describe the features which distinguish one category from another

⇒ Describe and distinguish (tell apart) how the one category of rocks differs from another (e.g. igneous (pumice and granite, etc.), sedimentary (sandstone, shale, limestone, coal, etc) and metamorphic rocks (slate and marble, etc.).

6.2.2 Categorise information: categorises objects and organisms by two variables

⇒ Categorise rocks into igneous, sedimentary and metamorphic categories.

⇒ Describe at least two features of each rock type. 6.2.3 Learner, at the minimum, interprets information by using alternative forms of the same information

⇒ Research (read) to find further information about the rocks and construct and complete a table of comparison.

Wk 34

35

LO 2


Knowledge

Soil 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another.

⇒ Briefly define concepts: o Weathered rocks o Soil particles (clay, silt and sand) o Particle size of clay, silt and sand o Decomposed organic material o Bacteria o Texture o Capacity o Retain water o Support growth o Food supply

Wk 35

- 20 -

LO 3


Environment

⇒ Distinguish between the types of soil (e.g. loamy soil, sandy

soil and clayey soil). ⇒ Describe the properties of the soil samples.


Make a diagram with labels and notes to illustrate how soil is formed by natural processes.

6.3.3 Recognise bias in science and technology: suggest how technological products and services can be made accessible to those presently excluded

⇒ Suggest ways (research and write about) how technological products can improve the quality of infertile soil for the growing of crops.

36

LO 1

Scientific Investigation

The properties of soil 6.1.1 Plans investigations: Helps to clarify focus questions for investigations and describes the kind of information which would be needed to answer the question


o Soil o Texture o Capacity o Fertile soil o Heat absorption o Heat radiation o Units of measurement for temperature, weight, capacity

and volume o Sustainablity of soil

⇒ Clarify a focus question to start an investigation on the

properties of soil. ⇒ Describe information needed to answer the focus question.

Examples of Questions:

What is the proportion of sand, clay, silt and humus in different soils?

How much water do different soils hold? How much heat do different soils absorb and radiate? Do different soils weigh the same? What does their weight

depend on? What is the best mixture of soil for growing plants?

6.1.2 Conducts investigations and collects data – Conducts simple tests or surveys and records observations or response.

⇒ Conduct the investigation by setting up apparatus and measuring aspects of soil properties.

⇒ Record observations on recording sheet.

Wk 36

- 21 -

6.1.3 Evaluates data and communicates findings – relates observations and responses to the focus questions.

⇒ Evaluate data (draw graphs if appropriate). ⇒ Relate observations to focus questions by communicating

findings (write a conclusion).

37

LO 2

Constructing

Science Knowledge

LO 3


Environment

Fossils 6.2.1 Recall meaningful information: At the minimum, describe the features which distinguish one category from another

⇒ Briefly define concepts: o Fossils o Preserved animal and plant remains o Stone o Fossilisation o Natural disasters o Fossil imprints o Fossil casts o Sedimentary rock o Sedimentary rock strata o Fossil fuels

⇒ Describe the features which distinguish one category of fossils

(from pictures or real fossils) from another category of fossils (e.g. plants, shells, animals, etc.).


⇒ Read to research how fossils are formed. Compile own notes. ⇒ Make a drawing of fossilisation with labels to explain.

6.3.1 Understand science and technology in the context of history and indigenous knowledge: Describe similarities in problems and solutions in own and other societies in the present, the past and the possible feature

⇒ Describe similarities in problems from the past, present and

possible future that is evident in fossils (adaptation by plants and animals or extinction as a result of climate or environmental change).

Wk 37

38

1-3

Fossil fuels

Briefly define concepts o Preserved o Plant and animal remains o Fossil fuels o Solid coal o Liquid oil o Gas – fossil gas

Wk 38

- 22 -

6.2.3 Interpret information by using alternative forms of the same information

⇒ Make a drawing of the origins of fossil fuels. 6.3.2 Understand the impact of science and technology; suggest ways to improve technological processes to minimize negative effects on the environment

⇒ Suggest (research and write about) ways to improve technological processes to minimize negative effects of fossil fuels on the environment (e.g. ways to save electricity and fuel).

⇒ Suggest the possible negative effects global warming (as a result of using fossil fuels) on South Africa’s weather. Explain (draw and write) how this may increase or decrease soil erosion.

39

1-3 Suggestions for Consolidation:

o Constellations :Research stories of constellations from other cultures and report by telling the stories.

o Rocks: Research, write and draw how different kinds of rocks and gems are used for buildings, jewellery, statues, gravestones.

o Soils: Research, write and present information about different farming methods in different soils (e.g growing rice in paddys).

o Fossils: Find out, draw and write about plants and animal fossils in South Africa (e.g. Karoo fossils).

o Extinction: Find out, draw and write about plants and animals that became or could become extinct (e.g. the quagga).

Wk 39

40

1-3


Wk 40

- 23 -

SCIENTIFIC INVESTIGATION : GRADE 6 A guide to investigations for teachers and their learners Identify an aspect of a natural phenomenon (plants, animals, weather, rocks, burning, electricity etc.) that you want to investigate. When you investigate something you find out more about it by observing or measuring something that occurs naturally (e.g. observing and measuring the natural daily changes in the weather). You can also investigate what happens when you do something to influence a natural phenomenon (e.g. adding salt or sugar to the water to see if it influences the temperature of boiling water). You can also investigate how to make something that relates to a natural phenomenon (e.g. how to make your house cooler in hot weather). You can use the following format to guide you through an investigation. LO1 AS1: PLAN AN INVESTIGATION NB: This part to be done as a class with teacher and learners A. What do we know already?

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

B. What more do we want to find out?

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

2. Teacher writes all questions on the board. 3. Teacher and learners decide which of the questions are possible to investigate in a

classroom situation and which are not (could be researched in books). 4. Teacher and learners identify one specific question to investigate.

LO1 AS1 : PLAN NB: the following part to be done by learners What do we want to find out?

1. Decide on the following: • What information, apparatus or materials will you need? • What will you have to observe or measure or collect? • How many times will you make observations or take measurements? • What measuring instruments will you need? • Where will you record your observations? (on what format) • What safety measures must you carry out?

2. Topic / natural phenomenon to be investigated (write) 3. Your investigation question (write) 4. Make a hypothesis about your investigation question. (Write: I think the following will

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

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

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

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

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

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

Assessment instrument for NS Investigations Strand : ________________________ Topic_____________ ASSESSMENT TASK ________________________________ Form of assessment: SCIENTIFIC INVESTIGATION for Grade 6 NS LO 1 AS 1 Plan Learner could contribute prior knowledge Learner was able to identify an aspect to investigate Learner was able to describe the information needed to answer the question 1 mark each = 3 marks

Comments:

LO1 AS2 Conduct

Could decide (work out) on their own what appropriate information, materials and apparatus is needed for the investigation 3 marks

Could decide (work out) what appropriate information, materials and apparatus is needed for the investigation with the teachers’ help 2 marks

Learners struggled to decide (work out) / had misconceptions about what was the appropriate information, materials and apparatus needed for the investigation 1 mark

Not done 0

Could write the correct steps and carry them out safely and carefully on their own 5 marks

Could write the correct steps and carry them out correctly with teachers’ help 3 marks

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

Not done 0

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

Could make measurements and observations correctly with teachers help 4 marks

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

Not done 0

LO1 AS3 Evaluate

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

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

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

Not done 0

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

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

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

Not done. 0

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

Total marks 30:______ Teacher: _______________ Date: ___/___/2009

Documents

Phase Intermediate Work Schedules€¦ · energy saving, recycling, alternative energy sources). 6 - 7 LO 2 Constructing Science Knowledge LO 1 Scientific Investigations ⇒ Electrical