Grade 5 Platinum Natural Sciences and Technology Teachers Guide

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CAPS

R Adt • F Cltheroe • S Cohen •  Cown • R De VllersA onndes • R Sde •  Vn Zl • L Vse • H ters •  ebb

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Pearson Marang (Pty) Ltd Forest Drive, Pinelands, Cape TownOces in Johannesburg, Durban, East London, Polokwane, Bloemontein, Rustenburg and Mbombela.website: http://schools.pearson.co.za© Pearson Marang (Pty) LtdAll rights reserved. No part o this publication may be reproduced, stored in a retrieval system, or transmitted in any orm or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission o the copyright holder.Every efort has been made to trace the copyright holders o material produced in this title. We would like to apologise or any inringement o copyright so caused, and copyright holders are requested to contact the publishers in order to rectiy the matter.Maskew Miller Longman is an imprint o Pearson Marang (Pty) Ltd

First published in 2013ISBN 978-0-636-13554-3Pack ISBN 978-0-636-13735-

6ePDF ISBN 978-0-636-17809-0

Book design by MML StudioCover design by MML StudioCover artwork by Martin Harvey/Corbis Typesetting by Karien van der WesthuizenPrinted by Photo acknowledgements The publisher and authors wish to thank the following individuals and/or companies for permission to reproduce photographic material:Bigstock.com: p. 95 Illustrations by:Will AlvesClaudia Eckard


Topic X, Unit X

iii

CONTENTS

INTRODUCTION

Natural Sciences and Technology and the Curriculum and Assessment Policy Statement ................vHow to use this book .................................................................................................................................vPlanning for Natural Sciences and Technology ......................................................................................viAnnual Teaching Plans ............................................................................................................................viiiAssessment ..............................................................................................................................................xiiInclusive education in

this book ............................................................................................................xiv

TERM 1

TOPIC 1: PLANTS AND ANIMALS ON EARTH ..........................................................................................2

Unit 1: Many different plants and animals .................................................................................................2Unit 2: Interdependence .............................................................................................................................3Unit 3: Animal types ..................................................................................................................................4Skills focus: Sort and classify .....................................................................................................................5

Topic revision .............................................................................................................................................5

TOPIC 2: ANIMAL SKELETONS .................................................................................................................6

Unit 1: Skeletons of vertebrates .................................................................................................................7Unit 2: Movement ....................................................................................................................................10

Topic revision ...........................................................................................................................................11

TOPIC 3: SKELETONS AS STRUCTURES ...............................................................................................12

Unit 1: Frame and shell structures ...........................................................................................................13Skills focus: Make struts for a frame structure .........................................................................................13Practical task: Make a model of a vertebrate skeleton .............................................................................14

Topic revision ...........................................................................................................................................15

TOPIC 4: FOOD CHAINS ..........................................................................................................................16

Unit 1: Food and feeding .........................................................................................................................17Unit 2: How a food chain works ..............................................................................................................18Translation task: Construct food chains and draw a graph ......................................................................19Skills focus: Record information in a table ...............................................................................................20

Topic revision ...........................................................................................................................................20

TOPIC 5: LIFE CYCLES .............................................................................................................................21

Unit 1: Growth and development .............................................................................................................22

Topic revision ...........................................................................................................................................25

TERM 1: PRACTICE TEST MEMORANDUM ............................................................................................26

TERM 2

TOPIC 6: METALS AND NON-METALS ....................................................................................................28

Unit 1: Properties of metals .....................................................................................................................29Skills focus: Plan and carry out an investigation ......................................................................................30Unit 2: Properties of non-metals ..............................................................................................................31Practical task: Investigate, compare and record properties metals and non-metals...................................33

Topic revision ...........................................................................................................................................35

TOPIC 7: USES OF METALS ....................................................................................................................36

Unit 1: Other properties of metals ...........................................................................................................37Skills focus: Control variables ..................................................................................................................38Unit 2: Uses of metals .............................................................................................................................39

Topic revision ...........................................................................................................................................40

TOPIC 8: PROCESSING MATERIALS ......................................................................................................41

Unit 1: Combining materials ....................................................................................................................42

Topic revision ...........................................................................................................................................44


ivTOPIC 9: PROCESSED MATERIALS .......................................................................................................45

Unit 1: Properties and uses of processed materials ...................................................................................46Project: Research the uses of non-metals .................................................................................................48Unit 2: Traditional processing ..................................................................................................................49

Topic revision ...........................................................................................................................................49

TERM 2 PRACTICE EXAM MEMORANDUM ............................................................................................50

TERM 3

TOPIC 10: STORED ENERGY IN FUELS..................................................................................................52

Unit 1: Fuels ............................................................................................................................................53Unit 2: Burning fuels ...............................................................................................................................54Practical task: Investigate how long a candle will burn ............................................................................55Skills focus: Write a hypothesis and predict results ..................................................................................56Unit 3: Safety with fire .............................................................................................................................56

Topic revision ...........................................................................................................................................57

TOPIC 11: ENERGY AND ELECTRICITY ..................................................................................................58

Unit 1: Cells and batteries ........................................................................................................................58Unit 2: Mains electricity ..........................................................................................................................60Unit 3: Safety with electricity ...................................................................................................................62

Topic revision ...........................................................................................................................................63

TOPIC 12: ENERGY AND MOVEMENT ....................................................................................................64

Unit 1: Stored energy ...............................................................................................................................65

Topic revision ...........................................................................................................................................66

TOPIC 13: SYSTEMS FOR MOVING THINGS ...........................................................................................67

Unit 1: Wheels and axles ..........................................................................................................................67

Topic revision ...........................................................................................................................................70

TERM 3 PRACTICE TEST MEMORANDUM ............................................................................................71

TERM 4

TOPIC 14: PLANET EARTH ......................................................................................................................73

Unit 1: The Earth moves ..........................................................................................................................73

Topic revision ...........................................................................................................................................75

TOPIC 15: THE SURFACE OF THE EARTH ..............................................................................................76

Unit 1: Rocks ...........................................................................................................................................77Unit 2: Soil comes from rocks ..................................................................................................................77Unit 3: Soil types .....................................................................................................................................78Skills focus: Draw a bar graph .................................................................................................................80Practical task: Investigate different soil types and grow seedlings in them ................................................83

Topic revision ...........................................................................................................................................84

TOPIC 16: SEDIMENTARY ROCKS ..........................................................................................................86

Unit 1: Formation of sedimentary rock ...................................................................................................86Unit 2: Uses of sedimentary rock .............................................................................................................88

Topic revision ...........................................................................................................................................89

TOPIC 17: FOSSILS ..................................................................................................................................90

Unit 1: Fossils in rock ..............................................................................................................................91Unit 2: Body and trace fossils...................................................................................................................91Skills focus: Do research and write a report .............................................................................................92Unit 3: Importance of South African fossils ............................................................................................92

Topic revision ...........................................................................................................................................93

TERM 4 PRACTICE EXAM MEMORANDUM ............................................................................................94PRACTICE TESTS AND EXAMS ...............................................................................................................95TARGET WORKSHEET ANSWERS ........................................................................................................105


v

NATURAL SCIENCES AND TECHNOLOGY AND THE CURRICULUM AND ASSESSMENT POLICY STATEMENT

The Curriculum and Assessment Policy Statement (CAPS) is a revision of the National Curriculum Statement (NCS). In developing the CAPS, a key aim has been to have just one document providing guidelines for planning, content and assessment for each subject. The CAPS also continues to support the key principles that underline the NCS, including: social transformation; high knowledge and high skills; integration and applied competence; progression; articulation and portablility; human rights, inclusivity, environmental and social justice; valuing of indigenous knowledge systems (IKS) and credibility, quality and efficiency.• This book has been especially developed to comply with the Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Technology. Work is divided into terms and follows the CAPS sequence.• Each term works through topics, covering the required content and skills.• Clear guidelines are given on how to carry out the required formal assessment activities. Teaching guidelines follow CAPS-specified methodology and time to be spent on each section of content.

HOW TO USE

THIS BOOK

Platinum Natural Sciences Teacher’s Guide:

•

Planning:

The term and topic overviews help you with planning and preparation. Each topic starts by listing the key concepts addressed (linked to Specific aim 1), skills introduced or practised (linked to Specific aim 2) and history, indigenous knowledge or applications discussed (linked to Specific aim 3). •

Teaching:

Each topic starts with general teaching guidelines. Natural Sciences and Technology is an integrated subject by nature and content should never be taught in a ‘recipe ‘ style. The Platinum Natural Sciences Learner’s Book was specifically designed in a two-page style to make it easy to return to a certain chunk of content or a certain skill whenever necessary. You will find more specific teaching guidelines at the start of a unit or a formal assessment task. Where applicable, you will find information about prior knowledge needed for a certain topic and common mistakes learners make. These sections supply you with tools to assist your learners in a meaningful manner.•

Resources:

The resources needed for a specific topic is given at the beginning of the topic. This is done so that you can get your resources for the whole topic ready before you start with the topic. It should enable you to focus on the teaching and learning process as you move through the topic, rather than on logistics. Where applicable, you will find suggestions for additional resources that you can use for a specific topic.•

Language support for learners:

At the beginning of each topic you will find the science and technology vocabulary introduced or revised in that topic. It is strongly advised that you engage with this list thoroughly. It will correspond with the keywords found in the Learner’s Book throughout that topic. Many learners in South Africa struggle with this subject for no other reason than a language barrier. If this is the case for your learners, use the list of new vocabulary actively. Write the words on cards, stick them against one of the classrooom walls as the year proceeds and revise a few words at the start of each lesson. You could let your learners write a class test about the new words at the end of each topic. You could give each learner a small n otebook that they can use to make their own science and technology dictionary as the year proceeds. Let them allocate a page or two for each letter of the alphabet. Then they can rewrite the key words with their definitions as they encounter them and also add any words or phrases that they struggle with. This will be an invaluable revision tool that they can even carry with them to the next grade.•

Support and extension activities:

At the end of units you will find ideas on how to support weaker learners or extend stronger learners. It is strongly advised that you let all your learners do the support activities. Encourage as many of your learners as possible to try the extension activities. It may boost

INTRODUCTION

Introduction


vi

the confidence of some weaker learners and will keep stronger learners stimulated. However, keep in mind that tasks that are too difficult might discourage some weaker learners.•

Assessment:

Formal assessment tasks, with assessment tools and teaching guidelines are provided for each required activity for full CAPS programme of assessment coverage.•

Teacher support:

Teaching guidelines in the Teacher’s Guide tell you how to use the Learner’s Book with your learners. Answers and guidance on how to assess learners has been provided for each activity.•

Comprehensive content:

All content as stipulated in the CAPS programme has been covered within Platinum Natural Sciences. There are some concepts included in the CAPS document that you might find quite difficult to teach at Intermediate Phase level. Do not shy away from these sections. It is very important that the content in this subject is not ‘dumbed down’, but that we rather guide our future scientists and technologists towards a solid foundation of knowledge, skills and values.•

Target

worksheets:

These worksheets support curriculum coverage within each content area. Target worksheets can be used for support and extension. For further details see explanation below.

Platinum Natural Sciences

Learner’s Book:

•

Planning:

Work for the year is planned across terms and weeks, matching the required CAPS sequence.•

Content,

concepts and skills:

Topics are carefully planned according to those presented in the CAPS document. Each topic is broken down into units so that the content and concepts are presented to the learner in chunks that are easy to handle. Skills Focus pages are provided to introduce learners to a new skill or to revise a prior skill. The two-page design makes it easy for teachers to revisit specific content or skills at any time.•

Support for learners:

Science and technology vocabulary are presented throughout the Learner’s Book in easily recognisable key words boxes. Each unit ends with a Key Concepts box that summarises the unit in a few sentences. At the end of each topic you will find a revision section. It always starts with a language activity that can be used to revise new vocabulary. This is followed by a revision activity that can either be given as homework, or used as a class test. Both uses will help learners to revise the whole topic. •

Assessment:

Formal assessment pages cover the formal assessment for the year as required by the CAPS document.

How to use the target worksheets:

• The Target Worksheets are a unique tool providing additional practice targeted at different ability levels.

• Platinum Natural Sciences

includes 17 sets of two worksheets to provide additional practice for each of the content areas. Answers are provided for each worksheet. The worksheets target two different levels:• Basic level: For learners who have not achieved or only partially achieved on a very elementary level. They need intervention. These worksheets revise and consolidate basic concepts.• Advanced level: For learners who are completely confident and competent in the skills and concepts covered in the content area. They need enrichment opportunities. These worksheets challenge learners to further explore the concepts.• Use your formal and informal assessment results to place learners on one of the two levels. Once you have dealt with a topic within one of the content areas, give each learner a copy of the worksheet at their level for them to work through for homework or during class time.”

Introduction


vii

Term 1

PLANNING FOR NATURAL SCIENCES AND TECHNOLOGY

What is Natural Sciences and Technology?

Science is a systematic way of looking for explanations and connecting the ideas that we have. It involves different methods of inquiry, but always a systematic approach. Scientists formulate hypotheses, and design and carry out experiments to these hypotheses. This is an ongoing process, which happens in all cultures and in all times, and which continues to develop a changing view of the world.Technology is about finding ways to invent, develop and make things to solve problems. All throughout history, people have been applying their knowledge and skills to solve problems, from stone-age tools through to modern-day cars.

Knowledge strands

There are seven knowledge strands in the Natural Sciences and Technology Grade 5 curriculum, which are used as organisers for the Physical Sciences, Life Sciences, Earth Sciences and Technology components of the subject.The knowledge strands are:Links should be made both within and between each knowledge strand across the Intermediate Phase.

Specific aims and skills

Specific aims

There are three specific aims in Natural Sciences and Technology, which relate to the purposes of learning sc1ence:1.

Specific aim 1

relates to doing science and technology. Learners should be able to complete investigations, analyse problems and use practical processes and skills in designing and evaluating solutions.2.

Specific aim 2

relates to understanding and connecting ideas. Learners should have a grasp of scientific, technological and environmental knowledge, and be able to apply it in new contexts.3.

Specific aim 3

relates to the understanding of the applications of science and technology in society and the environment, in order to instil values that make the the learners caring and creative citizens.Across each of these specific aims, learners must develop science process skills through scientific investigations, and technological skills through the design process. Specifically: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 framework2.

Observing

– noting in detail objects, organisms and events3.

Comparing

– noting similarities and differences between things4.

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 format6.

Identifying problems and issues

– being able to articulate the needs and wants of people in society7.

Raising questions

– being able to think of, and articulate relevant questions about problems, issues, and natural phenomena8.

Predicting

– stating, before an investigation, what you think the results will be for that particular investigation• Life and living• Matter and materials • Energy and change • Planet Earth and beyond• Structures• Processing• Systems and control

Introduction


viii

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 hypothesis10.

Planning investigations

– thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary11.

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 graphs13.

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 constraints15.

Making/constructing

– building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing16.

Evaluating and improving products

– using criteria to assess a constructed object and then stating or carrying out ways to refine that object17.

Communicating

– using written, oral, visual, graphic and other forms of communication to make information available to other peoplePlatinum Natural Sciences builds in opportunities to develop these skills throughout the year. Activities develop skills as required by the CAPS document. Special skills focus pages occur throughout the Learner’s Book to help learners in the development of specific skills.Activities in Platinum Natural Sciences provide many opportunities for developing language skills through reading and writing.

Notional time

Table 1: Instructional time in the Intermediate Phase

ANNUAL TEACHING PLAN

The following provides a suggested plan for covering content in Platinum Natural Sciences

Grade 5

. This can be used as a starting point for your own individual planning. Platinum Natural Sciences

Grade 5

also includes a variety of skills focus pages. Include these in your planning whenever you need to support your class in the development of a specific skill.

SubjectHours

Home language6First Additional Language5Mathematics6Natural Sciences and Technology3,5Social Sciences3Life Skills4• Creative Arts(1,5)• Physical Education(1)• Personal and Social Wellbeing(1,5)Total27,5

Introduction


ix

Term 1

How formal assessment fits into the annual teaching plan

In Natural Sciences and Technology, assessment forms part of the teaching and learning process. It should not be handled as something that is done arbitrarily at the end of a certain period of time. It is of vital importance that learners get feedback on all formal assessments. Teachers are strongly advised against only performing the minimum number of formal assessments of which the marks must be recorded. This does not give learners the opportunity to learn from their mistakes and improve their performance.In Platinum Natural Sciences

Grade 5

, we have provided you with the number of formal assessments required by the CAPS document. Some formal assessment tasks have the purpose of giving learners an opportunity to learn from, and improve, on their performance. In other cases, the marks obtained must be recorded. Note that the recording of marks does not necessarily coincide with the time that the assessment takes place. You will find more information about this in the next section.

ANNUAL TEACHING PLAN: Term 1WeekTopicsContent, concepts and skillsTime allocation (hours)

1Topic 1: Plants and animals on EarthUnit 1: Many different plants and animals3,52Topic 1: Plants and animals on EarthUnit 2: InterdependenceUnit 3: Animal types30,53Topic 1: Plants and animals on EarthTopic 2: Animal skeletonsUnit 3: Animal typesTopic 1 RevisionUnit 1: Skeletons of vertebrates1,250,51,754Topic 2: Animal skeletonsUnit 1: Skeletons of vertebratesUnit 2: MovementTopic 2 Revision 0,752,250,55Topic 3: Skeletons as structuresUnit 1: Frame and shell structures3,56Topic 3: Skeletons as structuresUnit 1: Frame and shell structuresPractical task: Make a model of a vertebrate skeleton30,57Topic 3: Skeletons as structuresTopic 4: Food chainsPractical task: Make a model of a vertebrate skeletonTopic 3 RevisionUnit 1: Food and feeding1,250,51,758Topic 4: Food chainsUnit 2: How a food chain worksTopic 4 Revision30,59Topic 5: Life cyclesUnit 1: Growth and development3,510Topic 5: Life cyclesTerm 1 TESTUnit 1: Growth and developmentTopic 5 Revision20,51

Introduction


xANNUAL TEACHING PLAN: Term 2WeekTopicsContent, concepts and skillsTime allocation (hours)

11Topic 6: Metals and non-metalsUnit 1: Properties of metals3,512Topic 6: Metals and non-metalsUnit 2: Properties of non-metalsPractical task: Investigate, compare, record properties metals and non-metalsTopic 6 Revision210,513Topic 7: Uses of metalsUnit 1: Other properties of metals3,514Topic 7: Uses of metalsUnit 2: Uses of metals3,515Topic 7: Uses of metalsTopic 8: Processing materialsUnit 2: Uses of metalsTopic 7 RevisionUnit 1: Combining materials1,250,51,7516Topic 8: Processing materialsUnit 1: Combining materials3,517Topic 8: Processing materialsUnit 1: Combining materials3,518Topic 8: Processing materialsUnit 1: Combining materialsRevision Topic 830,519Topic 9: Processed materialsUnit 1: Properties and uses of materials3,520Topic 9: Processed materialsTerm 2 mid-year EXAMUnit 2: Traditional processingRevision Topic 920,51


21Topic 10: Stored energy in fuelsUnit 1: FuelsUnit 2: Burning fuels30,522Topic 10: Stored energy in fuelsUnit 2: Burning fuelsPractical task: Investigate how long a candle will burn2,5123Topic 10: Stored energy in fuelsUnit 3: Safety with fireTopic 10 Revision30,524Topic 11: Energy and electricityUnit 1: Cells and batteries3,5

Introduction


xi

Term 1

25Topic 11: Energy and electricityUnit 2: Mains electricity3,526Topic 11: Energy and electricityUnit 3: Safety with electricityTopic 11 Revision30,527Topic 12: Energy and movementUnit 1: Stored energyTopic 12 Revision30,528Topic 13: Systems for moving thingsUnit 1: Wheels and axles3,529Topic 13: Systems for moving thingsUnit 1: Wheels and axles3,530Topic 13: Systems for moving thingsTerm 3 TESTUnit 1: Wheels and axlesTopic 13 Revision20,51


31Topic 14: Planet EarthUnit 1: The Earth movesTopic 14 Revision30,532Topic 15: The Surface of EarthUnit 1: RocksUnit 2: Soil comes from rocks30,533Topic 15: The Surface of EarthUnit 2: Soil comes from rocksUnit 3: Soil types2,5134Topic 15: The Surface of EarthTopic 16: Sedimentary rocksUnit 3: Soil typesPractical task: Investigate different soil types and growing seedlings in themTopic 15 RevisionUnit 1: Formation of sedimentary rock0,2510,51,7535Topic 16: Sedimentary rocksUnit 1: Formation of sedimentary rockUnit 2: Uses of sedimentary rock1,751,7536Topic 16: Sedimentary rocksTopic 17: FossilsUnit 2: Uses of sedimentary rockTopic 16 RevisionUnit 1: Fossils in rock1,250,51,7537Topic 17: FossilsUnit 1: Fossils in rockUnit 2: Body and trace fossils1,5238Topic 17: FossilsUnit 2: Body and trace fossilsUnit 3: Importance of South African fossilsTopic 17 Revision0,52,50,539-40Revision andTerm 4 EXAM7

Introduction


xii

ASSESSMENT

Informal assessment

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 discusswith 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.

Formal assessments

Programme of Assessment

The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. It consists of formal, recorded school-based assessments (75%) and end-of-year internal school-based examinations (25%).The CAPS document suggests a certain number of formal assessment items. Not all marks have to be recorded. It is advised that the first assessment item of a grade not be recorded, so that learners can usethe feedback they get to improve their performance. The recording of marks does not necessarily coincidewith the time that the assessment takes place.

PROGRAMME OF FORMAL ASSESSMENTFORMAL ASSESSMENTSTERM 1TERM 2TERM 3TERM 4TOTAL MARKS FOR THE YEARTOTAL

School-based assessments1 Test [15 marks]1 selected practical task [15 marks]1 Exam or test on work from terms 1 & 2 [45 marks]1 selected practical task [15 marks]1 Test [15 marks]1 selected practical task [15 marks]1 selected practical task [15 marks]135 marksTogether make up 75% of total marks for the yearExams (60 minutes)Exam on work from terms 3 & 4 [45 marks]45 marksMakes up 25% of total marks for the yearNumber of formal assessments2222Total 8 assessments [180 marks]Total: 100%

Introduction


xiii

Term 1

Recording and reporting

The forms below serve as a guideline for teachers to record marks for skills in natural sciences and technology. Many of the major process skills can be combined in single activities, and note very major skill needs to be marked and recorded in every task.

NATURAL SCIENCES MAJOR INVESTIGATION PROCESS SKILLS MARK ALLOCATION

Writing the topicRaising/writing a question to investigateMaking a prediction/hypothesisPlanning the investigationCollecting dataRecording dataEvaluating and communicating results

TOTALTECHNOLOGY MAJOR PROCESS SKILLS MARK ALLOCATION

Stating a design briefListing specifications Listing constraints Planning the productDrawing/designing the product and making the product Evaluating the product Presenting the product

TOTAL

In the Intermediate Phase, teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. Percentages are reported and may be related to the 7-point rating code as given below.

Rating codeDescription of competencePercentage

7Outstanding achievement80–1006Meritorious achievement70–795Substantial achievement60–694Adequate achievement50–593Moderate achievement40–492Elementary achievement30–391Not achieved0–29

How

Platinum Natural Sciences

helps you with assessment

The Natural Sciences and Technology Programme of Assessment is built in throughout each term of the Platinum Natural Sciences Learner’s Book, exactly where you need them.At the end of every topic you will find a revision section, which is laid out in the form of a test. You can use this to consolidate learning, as preparation for the class tests that form part of the Programme of Assessment or as a basis for compiling the mid-year and end-of-year examinations. The table on page xiv lists all items that should be formally assessed.

Introduction


Term 1

xiv

Formal Programme of Assessment in Platinum Natural Sciences

Grade 5Learner’s Book page number

Term 1Practical task: Make a model of a vertebrate skeleton34Term 1 Test59Term 2Practical task: Investigate, compare and record properties metals and non-metals70Term 2 Exam109Term 3Practical task: Investigate how long a candle will burn120Term 3 Test159Term 4Formal assessment activity: Investigate different soil types and growing seedlings in them184Term 4 Exam211

INCLUSIVE EDUCATION IN

PLATINUM NATURAL SCIENCES GRADE 5

Our schools are all different; however, what we have in common is that there are generally many learners in mainstream classes who experience barriers to learning. These barriers differ depending on a range of circumstances. It is important to understand and acknowledge the main barriers to learning in your class. We suggest you draw up a profile of your class to help you identify and understand the main barriers to learning in your particular class. The table below will help you to get a general idea of the barriers preventing learning. Of course, some of the difficulties may be small whereas others may be more extreme. For example, you may have a learner with a minor hearing loss in one ear, requiring minimal support, or you could have a learner with a severe loss in both ears, requiring far more support. Additional advice can be gained from your local education office on management of barriers to learning.

Type of barrierExamples

PhysicalHearing loss; visually impaired; chronically sick; unable to walk and needs awheelchairCognitiveMentally challenged; specific learning difficulties. This could be due to a syndrome such as foetal alcohol syndrome (FAS)Specific academicexperiences/difficultiesGaps in learning. For example a learner may have missed school during the early years, subsequently has limited reading I writing skillsPsychological/emotionalToo many experiences of failure; no motivation; post traumatic stress; depressionInvolving the family or societyFamily moves continuously; natural disaster, for example fire or floods; physical or sexual abuse at home; excessive violence at home or in the community; hunger, neglect and general deprivationSpecific language issuesThe language of learning and teaching (LOLT) is different from the learner’s home language and the learner is not fluent in the LOLT

For most teachers, the most difficult aspect of inclusive education is classes having a very diverse range of learners with different abilities, as well as different types of barriers to learning. Below are some practical suggestions for accommodating diversity in your classroom.• Create a safe working environment.• Praise whenever possible and make positive comments; notice positive behaviour (and do not just focus on the negative behaviour).• Create a positive atmosphere of mutual respect and trust in your classroom with ground rules, for example:

Introduction


xv

Term 1

–Learners laugh together, never at each other. Don’t allow teasing or bullying. –Most important, there should be only one speaker at a time, who is closely listened to. –Develop a ‘team’ relationship between the learner, educator, parent and anyone working towards the success of the learner.• We all receive information, process and express information differently, depending on our learning styles. Keep in mind that in your class there will be learners whose learning style is different from yours.• Set up different group work systems. –Same ability groups: This is useful when learners are working on a task that develops specific skills. It enables you to adjust the task slightly depending on the level of the group. It also enables groups of learners to work at different paces. –Mixed ability groups: These work well for tasks, projects and activities where you want learners to work together and learn from each other.• Allow learners to help each other• Train learners in your class to become tutors and introduce peer tutoring.• You may want to train learners from highe r grades to become tut ors or develop a volunteer system using willing and able adults from the community.Platinum Natural Sciences helps you teach learners of diverse abilities byproviding the following:• A range of activities to cater for different learning styles. Opportunities for group, pair and individual work.• Many opportunities to develop and practice the same skill. This is based on the spiral approach to learning, where learners are exposed to the same concepts and skills but in increasing complexity throughout a grade and phase.• Key words and their explanations are listed on the relevant pages and in the glossary at the back of the Learner’s Book. These definitions assist learners to understand the key words covered in each unit.• Each unit of work has a short activity that is completed at the end of the unit to assist the learner with consolidating their knowledge.• Revision activities are used to consolidate a whole topic once it has been taught.• Case studies assist in getting the learners to relate to real-life occurrences, the consequences thereof and for them to come up with relevant solutions.

Introduction


Term 1

xvi

Integration in Platinum Natural Sciences

Natural Sciences and Technology is an integrated subject by nature. Throughout the Learner’s Book, as well as in the teaching guidelines and topic overviews in the Teacher’s Guide, you will find references to previous topics dealt with, topics that follow later in the year or topics that will be dealt with in Grade 6. The technology design process, for example, is revised thoroughly in grades 5 and 6. Scientific processes, such as conducting a fair test, are handled in Grade 4 and reinforced throughout grades 5 and 6.


1

Term 1

TERM 1

TERM 1

Within Term 1, your Grade 5 learners will cover the following sections of content:

StrandTopics and time allocationUnitLB pages

Life and living and structures1 Plants and animals on Earth(8¾ hours)Unit 1: Many different plants and animalsUnit 2: InterdependenceUnit 3: Animal types26102 Animal skeletons(5¼ hours)Unit 1: Skeletons of vertebratesUnit 2: Movement16223 Skeletons as structures(8¾ hours)Unit 1: Frame and shell structures284 Food chains(5¼ hours)Unit 1: Food and feedingUnit 2: How a food chain works38425 Life cycles(7 hours)Unit 1: Growth and development48

Term 1 ASSESSMENT

The following Formal Assessment Tasks will need to be completed in Term 1. You may use the examples in this book for your learners or you may want to develop your own.

Formal Assessment TaskMark allocationLearner’s Book pagesTeacher’s Guide pages

Practical task: Make a model of a vertebrate skeleton153414Term 1 Practice test155926

Introduction


Term 1

2

TOPIC 1: PLANTS AND ANIMALS ON EARTH

Topic overview

Learners learnt about living things and non-living things, as well as different habitats in Grade 4. In this topic, the focus is on the interdependence between plants and animals on each other, as well as the interdependence between the living things and the resources (non-living things) available in the organism’s habitats. In Grade 4, the learners learnt about the structures of plants and animals. In this topic, they learn about different animal types and how the features of animal body structures have adapted to survive in their own habitats. Organisms are classified into different groups according to their different features.

Common errors learners make

Learners need to understand that plants are also living things with organs, although they do not move from one place to another like animals do.

Resources for this topic

• Pictures of plants and animals• Dead insects, such as locusts and cockroaches• Hand lenses• Dissecting needles• A stereo microscope

Suggestions for additional resources

Learners can bring (dead) insects such as locusts and cockroaches to class to look at exoskeletons.

Starting off

Teaching guidelines

Revise living things and non-living things, as well as the different habitats that were covered in Grade 4. Explain that these living things do not live on their own in a habitat, but rely on other living organisms and non-living things in their habitat to survive.

Activity 1: Revise your knowledge of habitats (Individual)

LB page 1

Answers

1. Terrestrial habitat2. Aquatic habitat3. Elephant, warthog and kudu eat plants; lion eats a zebra; plants are shelter for the animals; fish swim in the water.

Unit 1: Many different plants and animals

Teaching guidelines

Revise the structures of plants and animals, and the visible differences between these plants and animals. The habitat of an organism determines the features of an organism. Organisms are classified into different groups according to their structural differences.

Topic 1, Introduction


3

Term 1

Activity 2: Identify habitats of plants (Individual)

LB page 2

Answers

PlantHabitatDifferencesReason

Protea plantRocky soil in mountain areasSmall, hard leaves;large flowersLessen water loss;ensures pollination Water lily WaterLarge leaves;large flowersFloats on water;ensures pollinationPine treeSandy dry soilNeedle-like leavesReduces water loss

Activity 3: Counting the number of plants and animals in a habitat on the school grounds (Group)

LB page 3

2. b) No. These plants are adapted to different habitats. c) The learners should fill their tables in using examples collected from the school grounds. The table below serves as an example.

PlantsHabitat (terrestrial/ aquatic)NumberShape of leaves/ flowers/seedColour of leaves/flowers/ seed

GrassTerrestrialLearner’s countLong, thin leavesGreenVygiesTerrestrialLearner’s countThick, succulent leavesGreen leaves, brightly coloured flowersWater lilyAquaticLearner’s countLarge, flat leaves Green leaves, coloured flowersNamaqualand daisiesTerrestrialLearner’s countSmall leavesGreen leaves, brightly coloured flowersPine treeTerrestrialLearner’s countNeedle-like leavesGreen leavesHoodiaTerrestrialLearner’s countThick, fleshy leaves, large flowerGreen leaves, red/pink flowerAloeTerrestrialLearner’s countThick, fleshy leavesGreen leaves, red flowersRooibosTerrestrialLearner’s countNeedle-like leavesGreen leaves

Activity 4: Match organisms with their habitats (Individual)

LB page 5

Answers

1. Fish: farm, river; sheep: farm; frog: farm, river, garden, bushveld; elephant: bushveld; lion: bushveld; zebra: bushveld; maize plants: farm; cabbage: farm; water lily: river, garden; rose bush: garden; dog: farm, garden; pig: farm; cow: farm; bird: farm, river, garden, bushveld2. Fish, turtles, whales, crabs, crayfish etc.3. Habitats supply food, water and shelter for organisms.

Support for this unit

Learners can bring different leaves, flowers and fruits to class to compare. They need to understand that the leaves, flowers and fruit of different plants are different because they live in different habitats.

Extension for this unit

Learners need to understand that classification takes place because of different features in living organisms. The features of an organism are determined by their particular habitat. These features enable an organism to survive in its environment.

Topic 1, Unit 2


Term 1

4

Unit 2: Interdependence

Teaching guidelines

Living organisms depend on each other. They help each other in different ways. For example, plants help other plants to grow, and animals depend on plants for food and shelter, plants depend on animals for reproduction, animals depend on other animals to clean each other. Living organisms also depend on the non-living things in the habitat for reproduction and protection.

Activity 5: Answer questions between interdependence of plants and animals (Individual)

LB page 9

Answers

1. Plants, animals, people, bird, worm2. Water, air, sunlight3. Animals can use plants for shelter; animals need plants to build nests; plants need animals for pollination; some animals eat other animals; some animals eat plants.4. Most living things need air to stay alive; plants need sunlight, air and water to grow and make food; nutrients in the soil help plants grow and make food; soil and water are habitats for plants and animals; plants and animals need water to be healthy and stay alive.5. The animals would also die.6. The flowers would not be pollinated. No food would be produced for the animals. The animals would also die. There would also be no shelter for some animals.


Learners can bring pictures that illustrate how living things and non-living things depend on each other. Divide the pictures into different habitats, for example, terrestrial and aquatic habitats.


Ask the learners to list the differences in structural adaptations in different terrestrial habitats, for example, e.g. deserts, grasslands and forests.

Unit 3: Animal types

Teaching guidelines

There are many different types of animals. Animals are classified as vertebrates and invertebrates according to the different skeletons they have. Vertebrates are animals that have skeletons made of bone. Invertebrates do not have a skeleton made of bone, but have a hard outer shell known as an exoskeleton. Animals with exoskeletons are small. Exoskeletons have certain disadvantages including that they cannot support large animals and the animals have to moult to grow. These animals can be attacked easily after moulting. Endoskeletons support animals with larger sizes. Endoskeletons grow with the animal. The muscles and the bones work together. These animals are able to protect themselves against danger.

Activity 6: Describing animals without bones (Individual)

LB page 11

Answers

1. Invertebrates2. Plates which are joined together to make a hard shell.3 a) The leg joints.b) The body must bend there.4. It supports and protects the animal. It provides waterproofing to prevent the animal from drying out.5. It cannot grow so the animal has to moult. The new exoskeleton is soft after moulting. The animal can be attacked easily during this time.

Topic 1, Unit 3


5

Term 1

Activity 7: Compare an exoskeleton to an endoskeleton (Individual)

LB page 12

Answers

1. Vertebrates2. A backbone made of small bones called vertebrae and cartilage. 3. 4. Bird, snake, frog, fish5. Earthworm, spider, cricket, scorpion6. Bird, reptile, amphibian, fish7. Exoskeleton

Skills focus: Sort and classify

LB page 13

Teaching guidelines

• Explain to the learners that sorting and classifying information means to sort it into groups or classes.• We sort and classify things by looking at the features they have in common.• The triangles and rectangles have features in common that we can use to sort and classify them: All the shapes with three sides and three corners belong in the triangle group. All the shapes with four corners and four sides belong in the rectangle group.

TOPIC REVISION

LB Page 14

Science language activity

Answers

1. c 2. a3. b

Revision activity

Answers

1. A habitat is the natural home of a plant and animal. (1) a) Terrestrial and aquatic habitats (2)b) Food and shelter (2)c) Grass, frog, water lilies, ferns, buck, bird, fish, caracal, turtle, dragon fly, insects (any 3) (3)d) The leaves are flat so that it can float. (1) 2. Plants and animals in a habitat depend on each other. (1)a) Plants absorb carbon dioxide from the air and release oxygen into the air; plants absorb water from the soil; plants grow in the soil; plants grow in water. (2) b) The buck eats grass. The frog eats insects. The bird catches the fish. The caracal catches the buck. The turtles eat grass. The bigger fish eats the smaller fish. The bug eats aphids on leaves. The dragonfly eats mosquitoes and bugs. (3) c) The turtles lie on the log in the warm sun. The frog lies in the sun (any one) (1)d) Invertebrates: mosquito, bug, dragonfly; vertebrates: bird, caracal, buck, turtle, fish, frog (4)

Total: 20

AnimalSkeleton

BirdEndoskeletonEarthwormExoskeletonSpiderExoskeletonSnakeEndoskeletonCricketExoskeletonFrogEndoskeletonScorpionExoskeletonFishEndoskeleton

Topic 1, Topic revision


Term 1

6

TOPIC 2: ANIMAL SKELETONS

Topic overview

In this chapter, the learners will discover how skeletons of vertebrates function and how living things move themselves from place to place. They will learn about bones and how the different bones of the skeleton protect soft organs and allow for movement. Many different species move by means of muscles attached to some kind of a skeleton. This skeleton is either inside or outside the body. While not all animals have a bony skeleton, in this topic the emphasis is on vertebrates.Learners need to understand that all motion in animals is determined by the interactions between the skeleton, joints and muscles.


Many learners will think that bones move muscles whereas it is muscles that pull on bones. They may assume that all animals have bony skeletons. It is unlikely that many will have prior knowledge of exoskeletons.Some young learners are a little scared of the concept of a skeleton because of its connection with death. Discuss this early on to help them to get their fears out of the way. It will help them to understand that we all have a skeleton, which we do not see because it is hidden under layers of muscles and skin.


• Activity 5, per group: clean chicken bones; bottles of white vinegar; surgical gloves; jars; labels• Pictures and examples of animal skeletons/bones• Examples of creatures with exoskeletons (1 or 2 per class)• Clean bones, X-rays (3 or 4 per class)• A life size model of a human skeleton (1 per class)


• http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/2_anatomy_skeleton_rev1.shtml• http://www.sciencekids.co.nz/gamesactivities/movinggrowing.html

Starting off

Teaching guidelines

• Encourage learners to discuss why humans are animals.• This topic focuses on different parts of vertebrate skeletons and how different vertebrates move. Ask learners how they think different vertebrates in the picture are able to move.• Discuss and compare the skeletons in the pictures.

Activity 1: Find out what you already know about animal skeletons (Individual)

LB page 15

Answers

1. a) B: frog; C: human; D: bird; E: horseb) Living things need to move to find food, escape from enemies, find a mate and find shelter.2. Frogs have very strong muscular hind legs to help them jump when on land. They are excellent swimmers too. Humans can walk, run, skip, hop and jump. Birds have wings to allow them to fly. A horse has strong, muscular legs that allow it to run very fast and jump.3. Horse and birds skeletons are similar in that both have skeletons inside their bodies, made of bone, with a spine that protects a spinal cord. The skeleton provides anchors onto which muscles can attach. The skeletons have joints. 4. Humans and fish skeletons are different as a fish does not have limbs, hip or shoulder girdles. Humans are upright and their skeletons give them a different shape to fish. Fish bones are lighter, thinner. Fish have fewer bones.



7

Term 1


Learners who struggle to answer questions or who are unable to give explanations may need prompting or sentence starters to help them formulate answers or opinions. You may need to refocus those learners with limited prior knowledge on the introductory pictures for further explanations.


Ask the learners to list three things that all the skeletons in the introductory picture have in common.

Unit 1: Skeletons of vertebrates

Teaching guidelines

• Start this topic by asking the learners what is inside their bodies. Besides body parts such as blood and organs, they are likely to say that they also have bones and a skeleton.• Ask the learners to tell you why living things have skeletons. Build up a mind map on the board of all their answers.• Briefly discuss that there are living things with external skeletons such as insects, crustaceans and arachnids, but that is not the focus of this chapter. • If you can, bring a selection of clean bones to school. The learners will enjoy touching and exploring the bones.• It may be helpful to have a selection of X-rays for learners to see.• Display pictures of animals’ skeletons in the classroom.• For Activity 5: –Pair or group the learners for the activity. –Warn the learners not to drink the vinegar. –Make sure the learners wear surgical gloves when they work with the bones. –Plan where and how to dispose of bones, vinegar and water at the end of the investigation.

Activity 2: Identify vertebrates from their skeletons (Individual)

LB page 17

Answers

1. a) A buckb) A snakec) A frogd) A fishe) A chick2. They all have bony skeletons, a skull and a backbone.3. Differences: size; shape of bones; one has limbs other is limbless; type of teeth and horn4. All have backbones consisting of a series of smaller bones (vertebrae). The size and number of the vertebrae vary.5. a) The spinal cord. b) The spinal cord is a very important part of the central nervous system. Without it vertebrates cannot move.6. It protects the brain of the animal.7. To protect the organs in the animals’ chest, for example, the heart and lungs.8. No. The snake and fish do not have shoulders.9. The snake and fish. 10. They move forward by swimming and crawling, they do not need to walk with legs like the other animals.

Topic 2, Unit 1


Term 1

8

Activity 3: Find out how skeletons give support and protection (Individual)

LB page 18

Answers

1. Vertebrate, we have a backbone.2. Our bodies would be floppy and shapeless, like a jellyfish.3. The ribs, backbone, pelvis and thighbone support the girl.4. Skull5. Ribs (breastbone)6. At the shoulders.7. Attaches the legs to the body and allows the legs to move.

Activity 4: Identify and label parts of a human skeleton (Individual)

LB page 19

Answers

2. 1: Cranium/skull2: Humerus/upper arm3: Radius/lower arm4: Femur/thigh bone 5: Tibia/shin bone 6: Scapula/shoulder bone7: Tarsals/ankle bones

Activity 5: Investigate what happens to bones when calcium is removed (Pair/Group)

LB page 20

Answers

1. Accept any appropriate statement that refers to the relationship between calcium and the strength of bones.2. a) Two jars or beakers, cleaned chicken bones, vinegar, surgical glovese) Jar Af) So we can compare bones that have calcium with bones that have no calcium.g) Yes. We had a bone with calcium in the control Jar A and removed the calcium from the bone in the experiment Jar B. All the variables in the jars were kept the same, except the vinegar that removed calcium from the bone in Jar B.3. a) The bone in the water solution in Jar A looks unchanged. The bone in the vinegar in Jar B has softened and become spongy.b) The bone in Jar A feels hard and rigid. The bone in Jar B feels soft, spongy and pliable.c) The sketch should show the first bone looking as it did when it went into the water, and the second sketch should show a porous, spongy bone. Learners should indicate the obvious differences between the bones and should label each bone.4. Calcium is important in our diets to keep our bones strong for protecting some organs, supporting our body weight and movement. 5. a) Learners’ answers will vary, based on their hypothesis. Make sure their answer corresponds with their hypothesis.b) Accept any valid answer. for example: No, this was a fair test that will give the same results every time.

Topic 2, Unit 1


9

Term 1


Ask learners questions such as:1. What type of skeleton do humans have? (Endoskeleton)2. How many bones are in the human skeleton? (206)3. Are bones living or dead? (Living)4. Can bones heal? (Yes)5. What are the two main functions of your skeleton? (Protects vital organs and provides muscle levers so your body can move.)6. Where is the smallest bone in the human body? (In the ear)Make sure the learners know why calcium is important in their diets. Ask them which foods we should eat more of if we do not have enough calcium in our bones. They should answer that we should eat more foods high in calcium such as cheese, fish and whole grains.


The learners can make a pasta skeleton. They can use different types of pasta and dried beans to paste onto a piece of cardboard to represent the human skeleton. They can use different pasta shapes such as macaroni, shell pasta, spaghetti and wagon wheels. Ask them to label all the bones that they know.Learners can also make a cardboard figure using split pins as the major joints. They can cut the head, neck and torso out in one shape, but they should attach the limbs using split pins. Learners can then ‘clothe’ their paper bodies and ‘bend’ the limbs in different directions. For example, they can colour in shorts, running vest and running shoes of an athlete. They can bend the limbs at the joints to make the athlete appear to be running, jumping, weightlifting, and so on.The learners can find out how human limb (arm and leg) bones differ from these bones in other vertebrates, such as birds and fish. Suggest that they think about how these other animals move.Ask the learners more questions about calcium and how important it is in our diets. For example:1. What is the disease called when there is not enough calcium in the bones? (Osteoporosis)2. Are women or men more likely to get the disease? At what age do people get this disease? (Women over 50 years old.)3. Apart from the correct foods containing calcium, what else can we do to keep our bones strong and healthy? (Exercise, especially weight-bearing exercise for females between 20–30 years old. Take in Vitamin D which is important for increasing calcium absorption. Avoid smoking and drinking alcohol.)

Topic 2, Unit 1


Term 1

10

Unit 2: Movement

Teaching guidelines

• Start this unit by getting the learners to think about and to express how they think their bodies move.• This unit covers the relationship between muscles and bones. The learners must understand that no movement can take place without the muscles pulling on the bones. They must also understand that tendons attach the muscles to the bones.• Make sure the learners know that while bones do not bend, we have a whole range of movement in our bodies. This is due to joints. We have different kinds of joints that allow for different kinds of movement. Joints have a thin lining or membrane filled with a fluid (synovial fluid) that allows bones to slide easily.• Allow learners some time to experiment with their own joint movements, particularly their shoulders, hips, knees and elbows. Encourage them to compare the range of movement between the different joints.• Draw their attention to a hinge on the classroom door and the movement that it allows.• Encourage learners to predict/compare/discuss movement in vertebrates other than humans. • Lead learners to connect animal skeleton to their habitat, lifestyle and method of movement in preparation for the introduction to movement of ‘non-human’ vertebrates that are covered in this unit, namely amphibians and birds.

Activity 6: Find out how muscles work in pairs (Individual)

LB page 22

Answers

5. The muscle (biceps) in your upper arm contracts and shortens as you bend your arm at the elbow, causing it to bulge, while the muscle at the back of your arm relaxes and lengthens.

Activity 7: Find out about the joints in your body (Individual)

LB page 23

Answers

1. Without joints, our bodies would be rigid and inflexible. Our limbs would be stiff and movement would be limited and clumsy.2. Learners move their arms as instructed.a) The elbow moves like a hinge.b) The wrist can rotate, glide and work like a hinge.c) The shoulder joint can rotate.d) The thumb can rotate and work like a hinge.3. No. The thumb has two joints while fingers have three.4. Shoulder joint (a ball-and-socket joint) allows the widest movement.

Activity 8: Describe amphibian movement (Individual)

LB page 25

Answers

1. Leap, hop, swim2. Four3. Back legs are muscular and strong to help amphibian jump. They act like ‘catapults.’4. Skeletons are made from bone, bones are different sizes and shapes, have muscles attached to them, protect internal organs, give shape.5. False. The frog has far fewer bones than other vertebrates (including humans).

Topic 2, Unit 2


11

Term 1


The learners should now know that their legs have more than one kind of joint. They can find out how many ways they can move their hip joints, knee joints, ankle joints and toe joints.


Show the learners safety equipment such as helmets, shin pads, elbow pads and kneepads. Ask a few learners to put each one on and to tell the class which bones/joints are being protected. Can they move the joint in the same way that they could before? Ask other learners to give an example of when you would wear the protective equipment.

TOPIC REVISION

LB page 26


Answers

1. b2. a3. e4. c5. d

Revision activity

Answers

1. A skeleton gives a body support, protection and helps the animal move (3)2. a) Human skeleton/endoskeleton (1)b) When one muscle contracts to pull on a bone, the opposite muscle relaxes. (2)c) Patella (1)3. Joint (1)4. Tendons (1)5. Brain/eyes (1)6. Bone is living tissue. If a bone breaks, lots of new cells and tiny blood vessels will rebuild the bone. (2)7. Their hindlegs are strong, powerful and muscular, and the feet are small for soft landing. (2)8. It has wings, its body is streamlined and its bones are light and hollow. (Any 2) (2)9. Vertebrae (1)10. Calcium (1)11. Cartilage (1)12. They all have a backbone and a skeleton made predominately of bone (1)

Total: 20



Term 1

12

TOPIC 3: SKELETONS AS STRUCTURES

Topic overview

This topic introduces learners to skeletons as structures. They will become knowledgeable about frame structures and learn how vertebrate skeletons are struts joined together to form a strong frame. They will also learn about shell structures and that they consist of a hard outer covering that can support itself. They will also learn that some invertebrate animals have exoskeletons.The learners will engage in a range of practical activities in this topic, including making paper struts and using these to make different shapes. They will also test the strength of these struts by applying pressure. They will then use these struts to construct a model vertebrate skeleton.


Learners can sometimes get confused between different structures. Use everyday objects in your classroom to look at and discuss what types of structures they might be to clear up any confusion.Learners might also confuse invertebrates and vertebrates. Using model frame structures and model animal skeletons, ensure you make the connection between the vertebrates and the frame structure by pointing out the frames in each structure to the learners. Compare the skeleton to an exoskeleton of a crab. If at all possible, have examples in the class so that the learners can handle them as they are passed around.


• Skills focus, per group: paper; drinking straws; wooden dowels or sticks (30 cm

×

10 mm); glue; scissors• For Activity 4, per learner: paper struts; metal paper fasteners; hole punch; sticky tape• For the practical task, per learner: paper struts; hole punch; metal paper fasteners; scissors; white paper; pencils


• Take a walk around your school building and identify different shell and frame structures where struts are evident.• Ask the learners to bring in crab shells, snail shells and sea shells to look at their structures in class. • Bring in extra pictures of famous architectural structures to show your learners.

Starting off

Teaching guidelines

• Remind the class that they learnt in the previous topic that vertebrates have skeletons inside their body, and that these are strong frame structures. • Ask the class to help identify another type of skeleton (exoskeleton). • Ask the class for examples of animals that have skeletons outside their body (crab, snail).

Activity 1: Find out what you already know about skeleton structures (Individual)

LB page 27

Answers

1. Vertebrates: horse; invertebrates: snail, crab2. A frame structure3. A shell structure4. To protect its body 5. They can stand up without a frame structure and protect what is inside them.6. The crab is completely covered by its shell, and the snail is only partially covered by its shell.



13

Term 1

Unit 1: Frame and shell structures

Teaching guidelines

• In this unit, the learners investigate making struts and joining them together to form strong structures. • Learners must understand that the triangle is the strongest shape to create a frame structure with.

Activity 2: Compare the human skeleton to a frame structure (Individual)

LB page 29

Answers

1. A frame structure – it is made up of struts joined together in triangular shapes.2. A frame structure – it is made up of struts joined together in triangular shapes.3. The triangle can take force from all sides and remain strong.4. Limb bones are shaped like hollow pillars and are very strong. Limb bones also form struts in the human skeleton. Some bones form triangular shapes, as in the human ribcage, which is very strong. 5. Skeleton struts are joined together to form frame structures, which are strong.6. The pylon struts are joined together in triangular shapes to form a frame structure.7. They are both strong and can withstand force applied to them. The skeleton is natural frame structure, and the pylon is a man-made structure. The skeleton can grow and repair itself, the pylon cannot.

Activity 3: Identify invertebrate shell structures (Individual)

LB page 31

Answers

1. A: jellyfish; B: crab; C: octopus; D: snail; E: earthworm; F: oyster2. The crab, snail and oyster have an exoskeleton.3. Crab, snail and oyster exoskeletons are shell structures.4. It forms a hard outer layer that protects the insides of the crab.

Skills focus: Make struts for a frame structure

Teaching guidelines

In this skills focus, the learners will roll paper tubes to make struts. They will use these struts to build a strong frame structure.

Activity 4: Connect struts to form different shapes (Individual)

LB page 33

Answers

1. Each learner will connect their struts to make three shapes.2. Discuss the results recorded for each shape according to strength. 7. Get the learners to draw a conclusion based on the results. (The triangle will be the strongest shape.)


Ask the learners to make a poster or do a presentation about five famous frame and shell structures in the world. Spend time discussing what makes these structures a frame or shell structure.


During the skills focus, ask the learners to make new different shapes to compare. Try adding two or three shapes within one shape. Ask them which shape is the easiest to build with. Which is the strongest? Why?

Topic 3, Unit 1


Term 1

14

PRACTICAL TASK: MAKE A MODEL OF A VERTEBRATE SKELETON (INDIVIDUAL)

LB page 34

Teaching guidelines

In this section, the learners will have the opportunity to build a model of a vertebrate skeleton. Building the model will assist the learners in understanding how frame structures are made up of triangular shapes made from struts joined together.To prepare for the lesson:1. Construct examples of model skeletons for different vertebrates. It will help you explain to the learners how to join the struts together, once they start the activity.2. Every learner needs the following material:• Struts made in the Skills Focus• 20 paper fasteners

Assessment tool

Rubric for model vertebrate skeleton

CriteriaLevel 7(80–100%)Level 6(70–79%)Level 5(60–69%)Level 4 (50–59%)Level 3(40–49%)Level 2(30–39%) Level 1(0–29%)

Short paragraphParagraph is well structured and written; contains 8 or more relevant factsParagraph has structure; contains not more than 8 relevant factsParagraph has some structure, but contains no more than 6 relevant factsParagraph is not very structured; contains no more than 4 relevant factsParagraph has no structure and contains less than 4 relevant factsParagraph is poorly written, with few relevant factsIrrelevant facts with no structure

Mark allocation10/9/8765432/1

Skeleton is accurately assembled according to aerial view of chosen animalSkeleton is expertly assembled with no mistakes Skeleton is expertly assembled with less than 3 mistakesSkeleton is well assembled with more than 3 mistakesSkeleton is assembled; more than 5 mistakesSkeleton is assembled with some help; more than 7 mistakesSkeleton is assembled; much help needed; more than 10 mistakesSkeleton is only partially assembled; much help is needed; more than 12 mistakes


FORMAL ASSESSEMENT TASK

Topic 3, Formal Assessment Task


15

Term 1

CriteriaLevel 7(80-100%)Level 6(70-79%)Level 5(60-69%)Level 4 (50-59%)Level 3(40-49%)Level 2(30-39%) Level 1(0-29%)

Frame structure is strong and joined in triangular shapesFrame is strong, using triangles to strengthen the structure; split pins allow movement, but no breakingFrame structure is strong, using triangles to strengthen structure; movement is slightly restrictedFrame structure is moderately strong, bending slightly in places when pressure is applied; movement of struts slightly restrictedFrame structure is slightly weak; only a few triangular shapes are evident; movement of struts is restrictedFrame structure is weak; few triangular shapes are evident; many weak areas when force is applied; movement is either too loose or too tightFrame structure is poorly assembled and weak in most areas; no triangle shapes are evidentFrame shape is poorly constructed and does not stay together when force is applied; no evidence of triangles


Mark: /30Educator: Comment:Date :

Total: 302 = 15 marks

Support for learners with barriers to learning

• Learners who are not able to draw or construct the model vertebrate skeleton can be paired with a stronger learner so that they can work together. (If time allows, they can construct two vertebrate skeletons.)• Learners who cannot see properly can feel a plastic model vertebrate skeleton and copy it by constructing it by touch.

TOPIC REVISION

LB page 36

Technology language activity

Answers

1. c2. b3. a4. e5. d

Revision activity

Answers

1. a) A: vertebrate; B: invertebrate; C: vertebrate; D: vertebrate (2)b) A: frame; B: shell; C: frame; D: frame, but also has a shell structure protection (2) c) The tortoise is a vertebrate but has a shell, which is a strong shell structure to protect it. (1)d) The skeleton forms a frame that supports the weight of the other body parts and protects the muscles and other body organs. (3)e) Exoskeletons cover and protect the animals’ soft body parts inside the skeleton. (2)

Total: 10



Term 1

16

TOPIC 4: FOOD CHAINS

Topic overview

In this topic, the learners will find out why living things need food and how they get it. In Unit 1, they will learn about how plants make their own food, how animals need plants for food and how we classify animals according the type of food they eat. In Unit 2, the learners will see how energy passes from one organism to another organism in a food chain.


There are a number of misconceptions related to photosynthesis. One of the most common of these is that plants take in food from the outside environment, and/or plants get their food from the soil through their roots. This misconception is reinforced by the fact that we use fertilisers and compost to enrich the soil to make plants grow better. Sometimes we even say we are feeding the plants. Children thus intuitively understand that plants obtain their food from the soil. When this misconception is challenged with the example of water plants, children often say that these plants get food from the water. Hence, water is regarded by learners as a ‘food’ for plants. Although you can explain that these ideas are erroneous and that plants use the energy in sunlight to make food, it is only once they understand the biochemical pathways of photosynthesis in Grades 10–12 that they can fully understand where the energy comes from that plants need and store.


• Pictures of various plants and animals (bring some for the class)• Crayons; a sheet of white paper; a pair of scissors; glue (one per learner)


You may wish to look at these websites when teaching feeding and food chains:• http://www.teachingandlearningresources.co.uk/foodchains – simple introduction to topic• http://bogglesworldesl.com/foodweb_worksheets.htm – for developing vocabulary related to food chains• http://www.schooltrain.info/science/animals/ws_make_food_chains.htm – has nice template for cutandpaste food chains• http://www.instructorweb.com – has lesson plans and printable worksheets on food chains, but you will need to register in order to access them• http://www.teacherplanet.com – for a number of lesson plans, worksheets and topic information related to food production and energy flow

Starting off

Teaching guidelines

Start a class discussion on why living things need food and how they get the food they require.

Activity 1: Check what you already know (Individual)

LB page 37

Answers

1. Meat from other animals2. Leaves and plants3. A snail4. Giraffe, wildebeest, zebra or any other suitable answer.5. Leopard, cheetah, crocodile or any other suitable answer.6. Monkey, human, pig7. The animals get their energy from the food they eat. They get their food from other living organisms.



17

Term 1

8. Plants make their own food. If the learners are familiar with the concept of photosynthesis, they should be able to state that plants need light, carbon dioxide and water to make food.

Unit 1: Food and feeding

Teaching guidelines

Ask the learners what they like to eat for supper. Note that most will eat foods that come from both plants and animals. Then ask them where plants and animals get their food from.

Activity 2: Draw a picture to show how plants make food (Individual)

LB page 39

Answers

1–6.The things plants need to make food For photosynthesis, plants need: sunlight, water, carbon dioxide. During photosynthesis, plants make sugar and starch. (At this point you could also mention that plants make or give off oxygen during photosynthesis.)

Activity 3: Classify animals (Individual)

LB page 41

Answers

1. This list may include any animals, as long as ten are given.2. Any suitable examples of food eaten are acceptable, examples include:• Lion: carnivore, eats zebra, wildebeest• Python: carnivore, eats rats, small buck• Cow: herbivore, eats grass, lucerne• Hen: omnivore, eats mealies, worms, snails• Locust: herbivore, eats mealie plants, bean plants• Giraffe: herbivore, eats leaves, twigs• Zebra: herbivore, eats grass, bark• Elephant: herbivore, eats grass, leaves• Pigs: omnivore, eats fruit, meat• Sharks: carnivore, eats fish, seals3. Learners should provide an example of the food that each animal eats.


Discuss how to differentiate between carnivores, omnivores, herbivores. Carnivores have got long sharp canine teeth, next to the front teeth, and sharp back teeth (molars) to tear meat. They have eyes in front to spot prey and have claws to hold prey and fight.

Topic 4, Unit 1

sunlightcarbon dioxideleaves make foodwater and nutrients


Term 1

18

Omnivores have got all kinds of teeth. They have eyes in front and have hands or claws for grabbing food.Herbivores have blunt or flat teeth. They have eyes on the sides of their heads to see predators and have hooves for running away.


To demonstrate that plants make and store foods such as starch, you can carry out a starch test by puttinga few drops of iodine solution on a piece of potato. The iodine will change from a brown to a blue-blackcolour, which is the positive reaction for the presence of starch.

Unit 2: How a food chain works

Teaching guidelines

• Recap on what the learners know about how plants and animals get their food, and why they need food.• Introduce the term ‘food chains’ by drawing one on the board.

Activity 4: Analyse food chains (Individual)

LB page 42

Answers

1. The producer is the first link, the mealie plant. 2. The producer/mealie plant is at the beginning of the food chain because all animals need plants for food. They either eat the plants directly (herbivores) or they eat the animals that eat plants (carnivores). 3. Locust (herbivore), duck (carnivore), jackal (carnivore). 4. Yes. Herbivores eat plants. Plants are producers. 5. It could be a carnivore or an omnivore. Both carnivores and omnivores eat herbivores/first consumers. 6. The arrows in the food chain show the direction in which energy moves form organism to organism in the food chain.

Activity 5: Draw and sequence food chains (Individual)

LB page 43

Answers

1. a) Learners should draw a food chain as follows: mealie plant

→

mouse

→

wildcat

→

eagle.b) Labels can be written on the food chain drawing: Mealie plant: producer; mouse: first consumer/herbivore; wildcat: second consumer/carnivore; eagle: third consumer/carnivore.2. a) cabbage plant

→

snail

→

bird

→

cat b) Learners should draw pictures of the different organisms. c) The producer is the cabbage plant. d) The snail is the herbivore. e) Two carnivores: the bird eats the snail; the cat eats the bird.

Topic 4, Unit 2


19

Term 1

TRANSLATION TASK: CONSTRUCT FOOD CHAINS AND DRAW A GRAPH (INDIVIDUAL)

LB page 44

Teaching guidelines

Ensure that the learners understand the differences between omnivores, herbivores and carnivores. Talk tothem about the picture in the Learner’s Book on page 44 before they start the task, and point out the different animals, providing hints to get them thinking. The learners’ tables do not need to have an extra row to categorise each column.

Assessment tool

Assess the learners’ work using this marking scheme: 1. a) to c) Learners’ tables will vary, but must be similar to the one below:

Lion Carnivore Zebras, buck Locust Herbivore Corn, grass, leaves Baboon Omnivore Scorpions, small insects ; berries, roots Zebra Herbivore Grass Snake Carnivore Small animals and insects Hornbill Omnivore Scorpions, lizards, snails, insects ; berries, fruits, seeds Springbuck Herbivore Grass

Allocate one mark for correctly drawn table. (24)d) Learners’ answers will vary, for example:grass

→

impala

→

lion (3)e) Learners’ answers will vary, for example:grass

→

locust

→

hornbill

→

snake (4)2. The learners should draw a bar graph to compare the number of omnivores, carnivores and herbivores in the picture. Each bar graph should have a heading. Graph heading: Graph of carnivores, omnivores and herbivores (1) Correctly labelled axes:

x

-axis: Type of animal (or similar) (1)

y

-axis: Number of animals (1) Labels on bars: Carnivores ; Herbivores ; Omnivores (3) Bars correct height: Carnivores ; Herbivores ; Omnivores (3)

Total: 40

Support for learners with barriers to learning

Allow any learners with fine motor skills or spatial planning difficulties who struggle with handwriting and spacing to present their work typed on a computer.

Topic 4, Translation task

CarnivoresHerbivores

Type of animalNumber of animals

Omnivores0123


Term 1

20

Skills focus: Record information in a table

Teaching guidelines

Explain the concept of a table to the learners using a few examples. Start with simple concepts and fewcolumns and rows. Draw a few examples on the blackboard and prompt the learners to contribute. Then give them a few relevant topics from which to create their own tables.

TOPIC REVISION

LB page 46


Answers

1. Every organism needs

food

in order to live.2. Plants get their energy from the

Sun

and make their own food.3. Some animals eat plants. These animals are called

herbivores

.4. Some animals eat other animals. These animals are called

carnivores

.5. All

animals

depend on green plants for their food.6. The order in which animals eat plants and other animals to get energy is called a

food chain

. 7. A food chain always starts with

plant

.

Revision activity

Answers

1. a) The Sun (1) b) Carbon dioxide (1) c) Water (1) 2. a) tomato plant

→

snail

→

guinea fowl (3) b) Accept any suitable answer, such as a jackal, human, wildcat (1) c) The arrows show the flow of energy in the food chain. (1) d) The guinea fowl will not have enough to eat and will die. The guinea fowl will eat the poisoned snails and will die. (2)

Total: 10



21

Term 1

TOPIC 5: LIFE CYCLES

Topic overview

The focus in this unit is on life cycles and the understanding that all living things, animals and plants, have a life cycle. The learners will see that life begins and life ends. Throughout the cycle, changes occur as the living things go through stages and processes while they grow and develop, getting ready to reproduce and provide the world with their next generation. The idea that death can occur at any time in a life cycle is covered. How babies are cared for and protected so they may grow and develop is also explained.


Many learners will associate an end of a life cycle with ‘being old’ and may have to adjust to understanding that death can occur at any time.Learners may think that bees or pollinating agents make new flowers (without understanding the process of pollination).


• Activity 3, per group: a magnifying glass; a flower; straight pins; a sheet of white paper• Pictures of different stages in the development of an assortment of plants and animals.• An apple or orange for the introductory lesson.

Starting off

Teaching guidelines

A brief revision to establish the definition of a living thing is a good start. Use a Venn diagram on the board to compare similarities and differences between animals and plants. Lead the class into the term ‘life cycle’, should that term not be given as an answer. Allow learners to relate their own ‘life story’ to emphasise the cycle of life.

Activity 1: Find out what you already know about the life cycles of plants and animals (Individual)

LB page 47

Answers

1. Plants produce their own food to grow. Animals need to feed. Plants keep growing throughout their lives. Animals grow and then stop when fully grown. Animals are born with all their body parts while plants develop theirs as they grow. 2. Tomato, cucumber, apple, pumpkin, butternut (any three)3. A plant may grow.4. Birds, fish5. The animals’ offspring develops in the egg. The egg is a form of protection for the embryo before it is born.



Term 1

22

Unit 1: Growth and development

Teaching guidelines

• Have a discussion with the learners about why the word ‘cycle’ is used in the term ‘life cycle’. • Studying life cycles of living things helps learners make connections between real-life events they witness (for example, how a puppy grows into a dog or how plants grow) and gives them a better understanding of the bigger picture.• Ensure that the learners understand that in animals, young are born and have all the body parts they need to survive, whereas plants continue to grow and develop throughout their lives. • It is up to you as to whether you want to include sexual education and how eggs are fertilised or to start the section on life cycles off by simply the life cycle begins once an egg is fertilised.• To introduce the section on the life cycle of a plant, emphasise that trees and plants also have life cycles. Hold up an apple or orange. Ask the learners if they know how an apple or orange tree starts its life. What is the first stage in the life of an apple tree? Cut open the apple to expose the seeds. • You will need to establish that all learners understand the term ‘reproduction’. This is not a commonly used term for this age group.• The learners need to understand that a flower can have both male and female parts, and that each plays an important role in reproduction. Some flowers can actually fertilise themselves. However, this is not what usually happens, as male and female parts of the flower are situated in such a way to make self-pollination difficult. Other flowers are either male or female. • The concept of ‘death’ comes up in this section. Be sensitive to those learners who have lost loved ones. A broad discussion of death and how or why it occurs early on will pave the way for the lesson to continue.• Anticipate some reaction when teaching fertilisation and when mentioning terms such as sperm.

Activity 2: Identify stages in the life cycle of an avocado tree (Individual)

LB page 50

Answers

1. 1: Avocado seeds germinate 4-6 weeks after planting. 2: The young plant is known as a seedling. 3: The seedling grows into a healthy adult plant. 4: Yellow flowers grow on the adult tree. 5: Avocado trees can start producing fruit in 10 to 15 years: They can produce food for more than 50 years.2. a) A seed germinates when it begins to grow and turns into a seedling.b) A taproot is the first root that appears when a seed starts sprouting.c) A mature plant is one that is fully grown.d) Pollination takes place when pollen from the male parts of a flower reaches the female parts of a flower.e) When the male cells in the pollen join the eggs in the female parts of a flower, fertilisation takes place.f) A seed comes from inside the fruit of a plant and can grow into a new plant.

Topic 5, Unit 1


23

Term 1

Activity 3: Identify, draw and label the male and female parts of a flower (Group)

LB page 51

When studying a typical flower, the learners need to know that most flowers follow the same general design. Guide them in the process of ‘dissecting’ the flower as follows:• Step 1: From the outside, you will notice the petals first. Ask the learners what they think the petals do. Accept all reasonable answers, as some learners will be quite creative with their thoughts. They are what make the flower attractive to birds and insects. They also form a protective band around the softer inner parts.• Step 2: Gently pull the petals off the flower and keep them safe on a piece of card or paper. You are now looking at a flower without its petals. This will allow you to see two major parts of the flower: the stamens and the pistil. Concentrate on the stamens first. The stamens are the male part of the flower. They form a ring around the female part of the flower which is called the carpel or the pistil. The stamen is made up of a ‘head’ called the anther and a tube called the filament. The anther produces male seed called pollen. Gently pull a stamen off your flower and place it on your paper or card.• Step 3. Focus your attention on the carpel/pistil (two names for the same part). The pistil is made up of the stigma, style and ovary. The stigma is the sticky head of the pistil. It receives the pollen and from there and the pollen grows a pollen tube down the style to the ovary. In the ovary are tiny eggs called ova (plural) or an ovum (singular). The pollen combines with the ovum. This is called fertilisation.• Step 4: Carefully and gently slice the ovary open with a pin. You will then see the ova.• Step 5: Fertilisation leads to a brand new seed developing from the male and female parts of two different plants. The seed is a complete plant waiting for the right conditions to sprout into a new plant. Just add water, warmth and the nutrients from the soil and the new plant will grow.• Step 6: Draw learners’ attention to the calyx which is made up of the small green sepals. They enclose the bud (immature flower) and hold the petals of the flower together. They also provide some protection for the ovary.

Answers

1. a) Members of the lily family have six stamens, although some may be lacking anthers. Students must count the visible stamens on their flower. If they are working from Figure 4 on page 51 of the Learner’s Book, three stamens are visible.b) Antherc) Filamentd) The stamens produce the male ‘seed’ pollen which is stored in the anther.e) Learners should draw a reasonable likeness of the stamen. The anther and filament must be clearly labelled.2. a) The pistil is generally a light yellow or green colour.b) The stigma needs to be sticky to trap pollen.c) The stigma is connected to the ovary via the style, a long stalk-like tube in the middle of the pistil.d) The ovary contains egg cells called ovules.e) Learners should draw a reasonable likeness of the pistil, clearly showing and labelling the stigma, style, ovary and ovules.

Assessment

This activity is for informal assessment. You observe while the flower is being investigated.Assess the individual task of drawing and labelling every part of the flower according to the checklist below.

Followed all instructions to draw and label all parts of the flower neatly and accuratelyExcellentFollowed most instructions closely and accuratelyGoodDid not follow instructions; labels were untidy and/or incorrectPoor

Topic 5, Unit 1


Term 1

24

Activity 4: Revise the life cycle of a mammal (Individual)

LB page 55

Answers

1. Refer to Figure 11 in the Learner’s Book.2. a) When the male sperm and the female egg join to form new life, this is called fertilisation.b) When a female mammal has a fertilised egg inside her, the fertilised egg becomes an embryo and we say that the female is pregnant.c) The process during which a developed baby mammal comes out of its mother.d) When a chick comes out of an egg, it hatches.3. The male and female cats mate and fertilisation takes place inside the female’s body.• The male and female cats mate and fertilisation takes place inside the female’s body. • The female cat is pregnant for 65 days.• The female cat gives birth to her kittens.• The female cat feeds her kittens with milk.• The kittens grow until they are mature.• The mature cat can reproduce and the cycle starts again.


For learners who struggle to grasp the concept of a life cycle, use pictorial support such as a picture of a merry-go-round or a bicycle wheel to explain the concept of a cycle that goes around and around, constantly returning to the place where it started. Have the learners act out different stages in a life cycle: baby, child, teenager, adult and so on.


Have students grow their own bean plants. They can design a germination observation sheet to record their observations. They may measure the lengths of the root and stem in centimetres every three or four days and draw what they see on their observation sheet.

Activity 5: Name, label and sequence stages in plant and animal life cycles (Individual)

LB page 56

Answers

Part 1: Plant life cycles

1. a) and b) D (seeds), C (seedling), A (vine), B (flower), E (green pumpkin), F (ripe pumpkin)c) Learners’ answers will vary but must be similar to the following: Seed: The seed takes in water and germinates. Seedling: The seed starts to sprout and grows into a seedling. Vine: The roots and stems of the plant begin to grow into a vine and the plant starts making its own food. Flower: Pollination takes place when the male parts of the flower reaches the female parts. Green pumpkin: When male cells in the pollen join eggs in the female parts of a flower, fertilisation takes place and flowers turn into fruit like the pumpkin. Pumpkin: The fruit ripens with seeds inside that in turn can become mature plants again.2. a) The learners should draw and label the life cycle of the plant. Refer to page 56 of the Learner’s Book for an example of such a diagram.b) The life cycle of the plantc) Germinationd) A seedling is a seed that has sprouted/has started to grow. A seed is contained in a seed coat with no evidence of a plant growing yet. e) In the flower f) Seeds can be dispersed by wind, water and animals.g) Birds and insects are attracted to the colour and sweet nectar of flowers. They brush off pollen from the male parts of the flower and deposit the grains on the sticky stigmas of the female parts.

Topic 5, Unit 1


25

Term 1

Part 2: Animal life cycles

3. Learners’ drawings will differ, but must depict the following five stages:• The hen and rooster mate.• The egg develops inside the hen and she lays it.• The egg hatches and a chick emerges.• The chick grows more feathers and matures.• The chick becomes a mature hen or rooster.4. Hen lays eggs: within 24 hours of fertilisation; embryo becomes chick within 21 days; chicks grow more feathers within 4 weeks; chicks reach maturity within 6 months. 5. Learners’ sentences will vary, but must convey the stages as explained in question 1 above.

TOPIC REVISION

LB page 58


Answers

1. g2. a3. b4. e5. c6. f 7. d

Revision activity

Answers

1. c (1)2. a) Falseb) Truec) Falsed) Falsee) Truef) Trueg) Falseh) True (1

×

8

=

8)3. a) Seedlings develop

after

germination.b)

Before

a baby is born, it is a developing embryo.c) A pollen tube grows

after

pollen has landed on the stigma)d) Seeds are produced

after

fertilisation.e)

After

seed dispersal, a seedling can develop.f) Pregnancy occurs

after

fertilisation. (1

×

6

=

6)

Total marks: 15



Term 1

26

1. a) Aquatic / water habitat (1)b) Fish have fins to swim. (1)c) Terrestrial habitat (1)d) The school of fish swim together to warn each other of danger. (1)e) The snake is the same colour as the sand. In this way its prey does not see the snake. (1)2. a) Pollination (1)b) Fertilisation (1)c) Pits from fruit fall to the ground and become seeds) (1)d) The seeds germinate in the ground) (1)e) Taproot (1) f) The seed and young plant grow. (1)3. 2 = B; 3 = C; 4 = A (3)4. A chicken hatches from an egg outside of the mother’s body, whereas a kitten is born alive. (1)5. a) Vertebrates and Invertebrates (2)b) Vertebrate: rabbit; invertebrates: millipede (2)c) The rabbit has an endoskeleton and the millipede has an exoskeleton. OR The rabbit has a backbone and the millipede does not have a backbone. (2) d) The rabbit moves with muscles attached to its skeleton. The joints allow the bones of the skeleton to bend where needed to move. (2)e) A frame structure. It consists of pillars (bones) and struts (limbs) that are connected to form a strong framework. (2)6. a) Learners should draw the food chain in the correct order as follows: Mealie plant

→

locust

→

jackal (3)b) The arrows in the food chain show the flow of energy that is transferred from the mealie to the jackal. (2)

Total: 302 = 15

TERM 1 PRACTICE TEST MEMORANDUM

Practice test memorandum


27

TERM 2

Within Term 2, your Grade 5 learners will cover the following sections of content:

StrandTopics and time allocationUnitLB pages

Matter and materials and processing6 Metals and non-metals (7 hours)Unit 1: Properties of metalsUnit 2: Properties of non-metals62687 Uses of metals(8¾ hours)Unit 1: Other properties of metalsUnit 2: Uses of metals74808 Processing materials(12¼ hours)Unit 1: Combining materials869 Processed materials(7 hours)Unit 1: Properties and uses of processed materialsUnit 2: Traditional processing96 104

Term 2 ASSESSMENT

The following Formal Assessment Tasks will need to be completed in Term 2. You may use the examples in this book for your learners or you may want to develop your own.

Formal Assessment TaskMark allocationLearner’s Book pagesTeacher’s Guide pages

Practical task: Investigate, compare and record the properties of metals and non-metals157033Project: Research the uses of non-metal materials at home, school or community1510248Term 2 Practice exam4510950

TERM 2

Term 2, Introduction


Term 2

28

TOPIC 6: METALS AND NON-METALS

Topic overview

This topic is about the properties of metals and non-metals. In Unit 1, the learners will learn about the properties of metals and then identify the properties that are useful in making certain metal objects. They will also learn about some common metals and the special properties of those metals. Unit 2 deals with the properties of non-metals. Learners are encouraged to compare the properties of metals and non-metals and should be able to sort materials into the two groups by the end of Unit 2. The skills focus clearly formalises the investigation process, showing the structured way which investigations are done. Learners are reminded about what a fair test is and are given a practice in planning an investigation. The practical task requires learners to investigate, compare and record the properties of certain metals and non-metals. The case study shows that metals in everyday life are rarely pure metals. They are usually either alloys or are plated.


Some learners may have problems understanding some of the following properties of metals:• Shininess: the learners may confuse the shine that comes from polishing, or using polish, with the shininess of metals. Point out that a metal’s natural shine can be seen by scratching the surface of the metal. • Hardness: all metals are hard, but some are harder than others. A sheet of lead 2 mm thick can easily be bent by hand. Pure gold is soft compared to other metals. • Lead is not referred to in the Learner’s Book, but learners may refer to pencil leads. These days, pencils do not have the metal lead, but graphite (carbon).


• Activity 3, per group: four small pieces of dull metal (you could use 5c coins); four different cleaning materials; a piece of soft cloth• Practical Task, per group: metals: a piece of wire (10 cm long), coin, two nails; non-metals: a piece of chalk (about 10 cm long), a piece of coal, a stone, a piece of sandpaper


• To make the topic more interesting and relevant, it would be good to have a selection of metal and non-metal objects, or pieces of different kinds of metal for identification and comparison purposes. Objects such as copper wire, coins, nails, screws, cooking pots, knives, forks, spoons, steel wool, cooldrink can, piece of chalk, coal, wood, glass jar, pile of sand and stones would help you teach this topic.You could ask the learners to try to find and bring in small items of different kinds of metals. • Useful websites to refer to: –http://www.sciencekids.co.nz/sciencefacts/metals.html http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemicals/metalpropertiesrev1.shtml –http://www.bbc.co.uk/schools/scienceclips There are excellent animations on this site. The ‘Age 7–8’ section has a piece on ‘Characteristics of materials ‘, including metals.

Starting off

Teaching guidelines

• Read through the text with the learners, asking and answering questions. Lead discussions about what they already know. • Organise the learners into pairs or small groups to do Activity 1. One learner should write down the group’s answers. Allow about fifteen minutes for the activity.

Term 2 Topic 6, Introduction


29

Activity 1: Discuss what you already know about materials (Individual)

LB page 61

Answers

1. Rubber gloves: protect hands, made from rubber (or a man-made material); clay pot: store items, made from clay; basket: carry items, made from grass or reeds; child’s spade: to dig, made from metal; rubber bands: keep items together, made from rubber; wooden spoon: to stir food, made from wood; mug: to drink out of, made from pottery (china); pot: to cook in, made from metal (iron); cooldrink can: to hold cooldrink, made from metal (steel); glass jar: to store items, made from glass; milk container: to hold milk, made from plastic; soccer ball: for playing soccer; socks: to keep feet warm2. Rubber, clay, grass/reeds, wood, iron, pottery, steel, glass, plastic, cotton (or polyester)3. Glass, pottery, possibly metal4. Clay is easily shaped into pot shapes. It is probably easy to find nearby.5. Plastic melts when heated, so it would melt if used for cooking.6. The cooking pot was made, or cast, in a mould. Iron was heated to a very high temperature and poured into a mould with the shape of a pot. 7. Clay pot, mug, glass jar. The metal pot is actually fairly brittle and would break if dropped from a height.

Unit 1: Properties of metals

Teaching guidelines

• Referring to each of the photographs on pages 63–69 of the Learner’s Book, read the text and discuss each of the properties of metals – hardness, strength, shininess, malleability, ductility, melting at high temperatures.• Introduce the key words ‘malleable’ and ‘ductile’ and clarify the meanings for the learners.• Discuss how everyday metal objects display these properties. • It would helpful to have examples of the common metals to show the learners. If possible, allow them to feel the hardness of the metals and to see that they shine when scratched. Show that they will not break if dropped. • For Activity 3: – Divide the learners into small groups. Provide each group with four small pieces of the same metal which should be dull or tarnished. Used 5c coins would be ideal. (R1, R2 and R5 coins will not work) –Prepare a set of cleaning materials from the suggested set listed below. One cleaning material needs to be prepared as follows: mix a small quantity of flour (one tablespoon) with a small quantity of salt (half a teaspoon). Add a little vinegar to make a firm paste. You could either provide a set of cleaning materials for each group, or they could share. –Do not tell the learners what the cleaning materials are until they have recorded what they think they are. –Suggested cleaning materials are: cream cleaner, soapy water, vinegar, vinegar/salt/flour paste. –Read through the instructions for Activity 3 on page 65 of the Learner’s Book with the learners and allow them to carry out the investigation. They should prepare the suggested table before starting so they can record their observations as they go along. –Safety: Warn the learners not to put the cleaning mixture/reagents in their mouths or near their eyes. They should wash hands after using the materials.

Topic 6, Unit 1


Term 2

30

Activity 2: Identify the properties of metals (Individual)

LB page 62

Answers

1. Silver ring2. Aluminium tray3. Silver ring, rhino4. Many possible answers, for example, car engine (the high temperature would melt any engine made of polymer, or burn any engine made of wood), braai grid, cooking pot

Activity 3: Investigate ways to make dull metals shiny (Group)

LB page 65

Answers

Rubbing with the cloth only should have very little effect. The best cleaning material should be the paste. However, the order of the best cleaning materials may vary from group to group. To make the metal shine the learners could rub it with an abrasive material, like steel wool or sandpaper. For a precious object, like a silver jug, this would not be desirable.


To show the malleability of metals, the learners could be asked to tackle a practical task:The learners should flatten and smooth an aluminium foil tray (often used as food containers by take-away outlets). They should then draw an animal shape (like a horse) on the foil, as if the animal had been flattened. They then cut the shape out and bend the foil so that the animal stands on its legs. They can try to shape the animal so that it is as realistic as possible. They could add wire to represent hair. This could be done at home or at school.

Skills focus: Plan and carry out an investigation

Teaching guidelines

• In this skills focus, the learners are introduced to the widely accepted structure for planning investigations. Start by discussing the need for having a plan when tackling a project, rather than having a haphazard approach. (Some scientific discoveries have been the result of an accidental event, but many more discoveries have been the result of methodical research.)• Discuss each stage of the investigation process in detail, explaining and reinforcing the keywords. It would be good to link the discussion to an investigation already done, or a simple investigation that would interest the learners, for example, comparing the bounce of a soccer ball to the bounce of a netball or tennis ball. • Identify a topic: This stage is often the result of something one has observed – a general observation which leads to a specific question being asked. (“I noticed that a soccer ball bounces higher than other balls, and also that the soccer ball is bigger than the other balls.”)• Ask a question to investigate: Here the learner must ask a specific question which will be investigated. This is the specific aim. Learners must be encouraged to keep the question simple and clear. It should be limited to an achievable level.• Make a prediction: The learners should give their prediction as to what they think the result of the investigation will be. It is important to emphasise to the learners that they should not worry about being wrong, and that all predictions are valid. Predictions are based on prior knowledge and experience, and everyone has different experiences. Encourage the use of the word hypothesis (an educated guess).• Plan the investigation: Remind the pupils of the concept of conducting a fair test. Start by identifying the variables which must be kept the same and the one variable which will change. Encourage the learners to write a step-by-step plan, like a recipe.• Collect and record data: Explain that data, results and observations, should always be recorded. A variety of ways of recording the data is possible: tables, lists, graphs, photographs and so on. Data

Term 2 Topic 6, Unit 1


31

recorded in one way can be transferred to a more visual way, for example, from a table to a graph.• Draw conclusions: The learners may find this difficult. Ask them to look back at the question they asked and see if the results give an answer to their original question. See if there is anything else one can decide from the results. If the question could not be answered, it would be more honest to say this than guess what the result should have been. • Evaluate: The learners should be encouraged to evaluate the investigation realistically, suggesting ways the investigation could be improved or varied.

Activity 4: Practise the skill of planning an investigation (Individual)

LB page 67

Each learner may have a slightly different angle on this investigation. Different investigations may be equally valid. This is one possible investigation.

Answers

1. Are metal rulers more flexible than non-metal rulers?2. I predict the metal ruler will not be as flexible as other rulers.3. I will need two different plastic rulers, a wooden ruler, a metal ruler, a plastic cup with sand, a clamp and a tape measure.4. Factors to keep the same: • The rulers should be the same length and thickness.• Clamp each of the rulers to the desk at the same distance from the end. • Hang the cup with sand at the same point on each ruler.5. The variable that is different is the type of ruler. 6. I will record the data (distance from ruler to desk) in a table.7. I will transfer the data in the table onto a bar graph.8. Richard could have been more scientific and accurate by having an investigation in which he measured how flexible the rulers were.

Unit 2: Properties of non-metals

Teaching guidelines

• Use real objects wherever possible. • Introduce the key words and explain their meanings. Use examples where necessary.• Read the text and look at pictures. Link information on the pictures to the text in the Learner’s Book.• If possible, demonstrate and compare the properties of non-metals to metals: –Hit a small piece of pottery with a hammer, showing it is brittle. (Safety: protect your eyes from flying pieces of pottery.) Hit a piece of metal with the same force. –Put a kitchen knife into hot water for a few minutes. Take it out and leave it for about a minute and let the learners feel the difference in temperature between the handle and the blade.• Emphasise that non-metals may conduct some heat, but they are poor conductors compared to metals.

Activity 5: Identify metals and non-metals (Individual)

LB page 69

Answers

1.

MetalNon-metal

CopperCottonPlasticGoldWoodOxygenIronPorcelainGlassAluminiumRubberCharcoalSteelWoolSilkClayCoal

Topic 6, Unit 2


Term 2

32

Activity 6: Identify metals and non-metals around us (Individual)

LB page 69

Answers

• Windscreen: glass, non-metal• Headlight: glass, non- metal (the frame may be metal)• Tyre: rubber, non-metal• Engine: iron, metal (some other metals like aluminium or alloys are used)• Body: steel, metal (other materials could be used. Many car bodies use aluminium alloys, for lightness. Carbon fibre (non-metal) is also increasingly used)• Seats: plastic, non-metal (seats could also be leather, which is also a non-metal)• Aerial: steel, metal (plastic coating on outside, non-metal)


As an extension, you could demonstrate practically how metals conduct heat better than non-metals (plastic).• You need: a plastic spoon and a metal spoon (as far as possible, the same size and thickness); small amount of butter or chocolate. • Put both spoons in very hot water for about 4 minutes.• Take them out and leave them for about 1 minute.• Ask the learners to predict which spoon will melt the butter or chocolate quickest. • Put the same amount (about 1 cm

3

) of butter or chocolate into the round part of the spoons and observe how quickly the butter or chocolate melts. • The result should be clear – the butter or chocolate melts far quicker in the metal spoon.



33

PRACTICAL TASK: INVESTIGATE, COMPARE AND RECORD THE PROPERTIES OF METALS AND NON-METALS (INDIVIDUAL)

LB page 70

Teaching guidelines

• This practical task is intended to follow on from the skills focus, ‘Plan and carry out an investigation’ on page 66 of the Learner’s Book. The assessment focuses on the planning aspects rather than the carrying out of the investigation. Learners can do this task in groups, but they should complete their answers on their own.• Supply every group with the items listed in the Learner’s Book. If you have to substitute some materials, make sure that the investigation will still work. For example, if you use rubber as a non-metal, it will bend, and non-metals are brittle.• Discuss the Practical Task with the learners. They should only begin when they have a clear idea of what is required. Emphasise that the planning is the main focus of the practical. Emphasise that the aim of each part of the investigation is to compare metals and non-metals. • Before starting the practical work, the learners should write the question and make a prediction for each part of the practical. They should also prepare the table for recording the data. • Supervise the learners closely to prevent accidents or damage. • After doing the practical work, the learners should record whether their predictions were correct or not. They should also complete an evaluation of their experiment.

Assessment tool

2. There are a number of possible questions that the learners can formulate about the investigation and different ways of asking them. You need to look for questions that involve the comparison between metals and non-metals. A question like, “Will the metals shine?” does not show comparison. Award one mark for each question that will give a comparison. Award one bonus mark if two or more questions add some detail of how the investigation is done) (5)

Possible questions:

Shine: Will the metals shine more than the non-metals?Will the metals and non-metals shine when polished?Will non-metals shine less than metals?Will the metals shine more than the non-metals when rubbed with sandpaper? (qualifies for added detail bonus)Hardness: Will the metals show scratches more easily than the non-metals?Is it easier to scratch metals than non-metals?Can fingernails and iron nails scratch metals more easily than non-metals? (qualifies for added detail bonus)Malleability: Will the wire bend more easily than the chalk?Will the chalk bend more easily than the wire?Will the wire bend more easily than the chalk when pushed across the corner of a desk? (qualifies for added detail bonus)Brittleness: Will the coal break before the coin?Which will shatter first – the coin or the coal? Will the coal shatter before the coin when dropped from a height? (qualifies for added detail bonus) (5)3. Remember, the learners’ predictions do not have to be correct. Accept any reasonable prediction. However, the prediction must relate to the question the learner asked in question 2, above. Award one mark for each reasonable prediction. Award one bonus mark for additional detail , for example, ‘I predict the coal will break, but only if dropped from 1,2 m.’ (5)

FORMAL ASSESSMENT TASK

Topic 6, Formal Assessment Task


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34

5. (10)6. Draw conclusions. Award one mark for each statement whether each prediction was correct or not (4 marks). Award a bonus mark if all the predictions were correct. (5)7. Award one mark for each statement made as to whether the test were fair tests or not (4 marks). Award one mark for a statement of whether the tests could have been done better. (5)

Total: 302 = 15

Support for learners with barriers with learning

Some learners may struggle with writing down their predictions, observations or results. Give these learners an opportunity to communicate their work orally.

Property to testItemsWhat happened

ShineWire½ mark for each sensible record of observation(total 3 marks)CoinNailsChalkCoalStone HardnessWire(3 marks)CoinNailsChalkCoalStone MalleabilityWire(1 mark)chalkBrittlenessCoin(1 mark)coal

Term 2 Topic 6, Topic revision


35

TOPIC REVISION

LB page 72


Answers

1. d2. a3. e4. c5. b

Revision activity

Answers

1. Iron, steel, stainless steel, copper, zinc, nickel, silver, gold, aluminium, brass, bronze (any two) (2)2. Wood, wax, plastic, clay, pottery, rubber, grass, glass (any two) (2)3. Malleable means the material can be hammered or beaten into different shapes. (2)4. Ceramic materials are materials made from sand or clay. (2)5. Metals are better at conducting heat. (1)6. Two of the following: you could test to see if it conducts heat easily. You could scratch it to see whether it shines or is dull or you could hammer it to see whether it is malleable or brittle). (2)7. We choose to make objects out of certain materials and not others because of their properties, for example, whether they are strong or not, malleable or not, flexible or not. (2)8. Metal cup: hard, conducts heat well; plastic cup : not so hard, conducts heat poorly. It might be hard to hold a metal cup holding a hot liquid. It might be difficult to drink from a metal cup holding a hot liquid. The hot liquid in a metal cup might cool down quicker than in a plastic cup. (Accept any reasonable answer.) (2)

Total: 15

Topic 6, Topic Revision


Term 2

36

TOPIC 7: USES OF METALS

Topic overview

This topic follows on from Topic 6 and expands on the properties and the uses of metals. In Unit 1, new properties introduced are those of conduction of heat, magnetism and rusting or tarnishing. Learners are taught that all metals are good conductors of heat, some metals are magnetic and some metals tarnish, but only iron rusts. In the skills focus, the learners will learn about controlling variables and practice controlling variables.In Unit 2, the uses of metals are categorised into a few groupings: structures, transport, industry, decorative items and everyday items. Learners are asked to think about why certain metals are used for particular jobs. The case study allows the learners to think about recycling metals.


Learners often confuse the terms ‘magnetic’ and a magnet. Explain carefully to learners that not all metals are magnetic, and that some are magnetic but that does not make them a magnet. Try to show them that a magnet attracts a magnetic material (like a metal paper clip) but that a magnetic material (another paper clip) does not attract another magnetic material.


• Activity 2, per class: a pot with a metal handle; a candle; a heat source (small gas stove, electric stove or fire)• Activity 3, per class: a magnet; a number of different metal objects, preferably made from different metals (a good selection would be: 5c coin; 50c coin; R2 coin; nails; drawing pins; paper clips; safety pins; copper wire; scissors; spoon.• Activity 4, per class: different metal objects, such as different coins; iron filings; nails; drawing pins; paper clips; paper clips coated with plastic; wire; brass screws; roofing nails; plastic container; water


These are a few websites that help explain principle of magnetism. • http://www.neok12.com/Magnetism.htm • http://www.explainthatstuff.com/magnetism.html • A fun website that allows learners to see what objects a magnet picks up: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml

Starting off

Teaching guidelines

• Start by revising what the learners already know about the properties of metals. Ask them if they can think of other properties that have yet to be mentioned. Then explain that one property not yet mentioned is magnetism. Lead a class discussion about magnetism, using the questions in Activity 1. • It would be good to have some magnets as well as some magnetic and non-magnetic materials available for demonstration during the discussion. • The learners may not know about magnetism, but in discussing this activity, they can share what they do know and pose questions that they will answer as they progress through the topic.• You may not wish to give the learners all the answers now, but you should point out any wrong ideas they may have.

Term 2 Topic 7, Introduction


37

Activity 1: Discuss what you know about magnets (Individual)

LB page 73

Answers

1. Some metal pieces are attracted to the magnet because they are magnetic. Other pieces are not attracted because they are not magnetic.2. Not all metals are attracted to magnets.3. No non-metals are attracted to magnets.4. No, magnets attract any size of metal, as long as it is magnetic.5. Magnets will attract any metal which is magnetic, including other magnets.6. There are many answers the learners can give here. Magnets are used in speakers and motors, to keep fridges closed, and magnetic strips are used on bank credit and debit cards.

Unit 1: Other properties of metals

Teaching guidelines

• If possible, demonstrate the properties of materials using real-life examples.• Introduce the key words as you need them and allow the learners to practice pronunciation. • Make sure the learners know the meanings of key words.• Emphasise that what makes metals useful is their properties. • Encourage the learners to look out for examples of metals that have tarnished or rusted.• Encourage the learners to look out for examples of metals that have been protected from rusting. • Collect small objects of different materials for a class display. Encourage the learners to add to the collection.• Activity 2 is a class observational activity and will work best if the first part of the activity is prepared beforehand. Put a drip of candle wax every 5 cm along the length of the metal handle of a metal pot. Allow the wax to harden. You can explain the preparation of this part to the learners. To save time, put warm water in the pot before heating the water pot to boiling point. The learners should observe the melting of the wax. It is important to keep the learners a safe distance from the source of heat and from the boiling water. • Activity 3 is a group activity and each group will need a magnet and magnetic and non-magnetic metals. It is not essential to use this list, but it is suggested that the metals are checked before the activity so that a fairly even spread of magnetic and non-magnetic materials is available. Demonstrate to the learners how to use the magnet to see if a material is magnetic. After the demonstration, the learners should be able to do the activity on their own.• Activity 4 is an observational activity. It would be best if this activity was prepared one or two days in advance. Briefly explain to the learners that you are putting the test materials into water and show them what you are doing. It is not essential to use the suggested list of metal objects, but try to have a range of metals, some of which will rust and some which will not. The learners may work in groups, recording their observations of rusting each day. After day 5, it should be clear which metals are rusting, so questions 4 to 6 can be completed.

Activity 2: Observe heat being conducted (Class)

LB page 74

Answers

4. The learners should observe that the wax melts in order, from the side of the pot towards the outside. This is because heat is conducted along the length of the handle.

Topic 7, Unit 1


Term 2

38

Activity 3: Test metals for magnetism (Class/Group)

LB page 75

Answers

4. The answers in the table will depend on the materials used. 5. The magnetism ‘passes through’ the first paper clip, so the second paper clip will be attracted to the first paper clip.6. Brass drawing pins have a coating of brass (they are brass-plated) but they are made of iron inside. This makes them magnetic.7. a) A magnet should attract a nail through paper. b) A magnet might attract a nail through a wooden ruler, depending on the thickness of the wood and the strength of the magnet.c) A magnet is unlikely to attract a nail through your hand, unless the magnet is very strong.

Activity 4: Test metals for rust (Class)

LB page 77

Answers

4. Objects that will rust: iron filings; nails; paper clips (probably); wire (this depends on type of wire)5. Objects that will not rust: all South African coins; drawing pins; paper clips coated with plastic; brass screws; roofing nails6. An ironing board is painted to prevent it rusting; buckets can be coated with zinc; a lamp can be painted; a bicycle chain can be oiled; a clothes dryer can be covered with plastic. (Accept any reasonable answers.)


Where possible, use real objects in the class discussion. You can highlight key words, headings and sub-headings in the unit, drawing attention to concepts illustrated in pictures. Learners with poor eyesight can be given assistance when asked to make observations. Learners with barriers to learning may struggle with writing down their observations or use appropriate vocabulary. Give these learners an opportunity to communicate their work orally.


Collect small objects of different metals for a class display. Encourage the learners to add to the collection. Set up an investigation for rusting using some iron nails in a series of open containers with boiled water, ordinary tap water and tap water with a layer of cooking oil on the top to see which of the nails rusts the quickest. The learners can observe and record their results, and communicate them orally to the class.

Skills focus: Control variables

Teaching guidelines

• This skills focus focuses on an aspect of the investigation planning process. Learners are encouraged to think about which variable is changed in an investigation and which variables are kept the same. • Spend some time revising the concept of a fair test and what makes a test fair. • Ask the learners to suggest an investigation that interests them and ask them to identify the variables that will stay the same and those that will change. • You may have to do this more than once before you begin Activity 5. • Ask the learners to work through the questions in Activity 5, ensuring that they understand the concept at each step. Each concept builds on the previous concept.

Topic 7, Unit 1


39

Activity 5: Use an everyday example to show how to control variables (Individual)

LB page 78

Answers

1. Each of the examples given is a factor that can vary (be changed).2. With the exception of the people the learners talk to and what they wear during the day, all the factors would probably affect the experiment.3. The experiment focuses on how well the learners sleep with and without exercise.4. The variables the learners need to control include how long they exercise; the level of difficulty of their exercise; the kind of food they eat; the amount of food eaten; the time of day at which food is consumed; the kind of television programme watched before they go to bed; whether your bedroom light is on or off when you sleep.

Activity 6: Practise controlling variables (Individual)

LB page 79

Answers

Decide which variables to control by asking the same four questions as we asked on page 78 of the Learner’s Book. 2. Yes, all the variables will affect the results.3. The learners want to know which type of metal conducts heat the best.4. The learners need to keep the amounts of butter in each spoon the same, the spoons must be the same size and thickness and, the butter or bowl of the spoons must be the same distance from the heat source, the candle or heat source should remain constant.

Unit 2: Uses of metals

Teaching guidelines

• Explain to the learners that there are many more examples than those given in the Learner’s Book of how metals are used.• Tell them that there are also different ways of categorising the uses of metals.• The important concept to reinforce is that metals are used because of their particular useful properties. The learners should be encouraged to think about the property of a metal in conjunction with its use.

Activity 7: Choose the right metal (Individual)

LB page 81

Answers

1. a) Steel (or iron)b) Silverc) Aluminiumd) Irone) Copperf) Brassg) Iron (or steel)h) Copper2. Rubber soccer posts would not be strong enough and they would bend due to their weight.3. A string fence would not be strong enough to keep animals from breaking through it and the string would not last very long because it would rot.

Topic 7, Unit 2


Term 2

40

Activity 8: Replacing metal objects with non-metal objects (Individual)

LB page 82

The answers for this activity will depend on the items that the learners choose to comment on. All metals should be able to be recycled. Here are some example answers:• Metal chair: The metal in the metal chair could be recycled. I would replace the chair with a plastic chair. The plastic chair might be warmer than a metal chair, but it might not be as strong. I think the chair was made of metal because the metal is strong and can be easily shaped. • Metal door handle: The metal of the handle could be recycled. I would replace the handle with a wooden or plastic handle. Handles can be made out of different materials, like wood or plastic. The handle would not be better if it was made of wood. It might break more easily. I think the handle was made of metal because the metal is easily shaped. • Cooking pot: The metal of the pot could be recycled. I would have to replace the pot with another metal pot. Pots are nearly always metal, but some pots can be made of clay. Pots would not be better if they are made of clay. I think the pot was made of metal because the metal is strong and conducts heat well.

Activity 9: Research and write about the uses of metals in transport

LB page 83

Each learner should write a project about metals used in the following forms of transport: cars, bicycles, trains and aeroplanes. Reasons as to why certain metals are used, focussing specifically on the properties learnt in this topic, are required. Allow the learners to present their projects in the form of an oral presentation for the class.


The learners can be motivated to collect all waste metals and non-metals from streets, sort them and contact a waste contractor to pick them up. The learners can sort different materials in boxes. They can establish a recycling project at school.

TOPIC REVISION

LB page 84


Answers

1. c2. d3. e4. a5. b

Revision activity

Answers

1. Coin, nail, drawing pin, cooldrink can (4)2. Coin, nail, drawing pin, brass hinge, cooldrink can (4)3. Nail, cooldrink can (2)4. a) The teaspoon will not rust because it is made of stainless steel. (3)b) A worker would not choose an aluminium spade because it is too light. (3)c) Factories make brass door handles because they are easy to shape (and they are strong). (3)d) We would not usually make a teaspoon from brass because it would be too heavy. (3)e) It is better to make window frames out of aluminium because they will not rust. (3)

Total: 25

Term 2 Topic 7, Topic revision


41

TOPIC 8: PROCESSING MATERIALS

Topic overview

This topic is about the combination of raw materials to make new materials or products with new properties. It also addresses how materials can be added to these combinations to strengthen the new materials. The properties of raw materials, before they are processed to create new materials, will be investigated in this topic. The properties of processed materials and their uses will also be explored. Processing such as mixing, setting, cooking, cooling, drying and firing will be explored. Learners will discover that the properties of new materials or products may differ from the properties of the raw materials used to make the product. They will explore the shaping of materials into strong, hollow pillars. Learners will also read flow diagrams based on raw materials, processes and products.The learners will also do practical activities in which they practice fair tests.


Make sure that the learners can distinguish between ‘raw’ in the context of cooking and ‘raw’ as terminology for materials.


• Activity 2, per group: a small container; flour; water; a nice picture; newspaper • Activity 3, per group: a small plastic dish you can see through; maize meal; salt; a plastic teaspoon; a plastic dish; some water • Activity 4, per group: hot water; 80 grams of jelly; a dish


For extension of this topic, the learners can make objects out of cement, concrete or plaster of Paris. You will need to arrange for the relevant resources, such as cement, sand, gravel, moulds and plaster of Paris.

Starting off

Teaching guidelines

• Refer the learners to what they have learnt about raw materials and manufactured materials in Grade 4. Read the opening text and let them look at the picture of the raw materials. It would be good if you could bring some of these raw materials to class and let the learners prepare the mixture, making use of a recipe and letting them measure the different ingredients in a demonstration. • You could also demonstrate mixing the raw ingredients to the class. Ask the learners to observe the raw materials: they should use their senses. Let them taste and feel the dough and ask them to describe the dough using their own words. • If your school has a stove or microwave oven, you could show the learners the product made from these ingredients. Alternately, let the learners tell you what they know about baking a cake. • Activity 1 tests what the learners know about mixing and baking a cake. Their answers might relate to what they see in the pictures, the demonstration or their previous knowledge (for example, they may say that eggs are runny inside the shell). You can add questions to get more of such information from them. The purpose of this activity is to link what they already know to the new concepts you are about to teach them.• Make a display of real objects that you can discuss with the class, making sure to include the learners with barriers to learning. Always try to bring real objects to class.



Term 2

42

Activity 1: Check what you already know about processing materials (Individual)

LB page 85

Answers

1. a) Eggs, milk, cake flour, baking powder, sugar, margarine or butter. b) Eggs, sugar, baking powder, cake flour, margarine or butter.c) Eggs are solid with a hard, but brittle, shell. Inside the egg, it is runny with a yellow yolk and white, jelly-like liquid. The sugar is small grains or crystals. Margarine or butter is yellow and hard. Milk is a white, runny, cold liquid.d) Dough is runny and does not look like any of the raw materials.2. a) It is solid, spongy with small holes in it and tastes very nice. The cake also smells nice and feels soft. It takes the shape of the pan that it was baked in and does not look runny, like the dough did.b) Baking it at a high temperaturec) The baking powder.

Unit 1: Combining materials

Teaching guidelines

• Introduce the key words in the unit when they appear in the text and discuss their meanings with the learners.• Read the text and discuss the pictures with each paragraph. Make sure the learners understand about each kind of process.• Children learn best by seeing the real objects and exploring the properties of raw materials and products practically.• Make it clear that it is very important to follow the instructions. Reiterate to the learners that they need to obey safety rules when doing experiments.• You can practice making flow diagrams with the learners using examples of mixtures that they read about or make themselves. • Collect resources needed for the activities. Get the learners interested and motivated by asking them to bring some of the materials needed to class.• Learners need to do the practical investigations and activities, using their senses when testing properties of substances. However, you should refrain from asking the learners to taste anything during the practical activities.• Where the learners should work in groups, peers should assist those learners with disabilities.• If there is no facility to make a small pot of porridge at school for use in Activity 3, you could make the porridge at home and bring it to school, or collect some porridge from the school kitchen at break time if your school has a feeding scheme.

Activity 2: Make glue from flour and water (Groups)

LB page 88

Answers

2. Flour is a fine white powder which feels soft.3. When we mix flour and water, the flour absorbs the water and becomes wet. 4. The paste feels sticky.7 a–c) The learners should evaluate their glue. Answers may be: • My paste was too stiff, it had lumps of flour that were not mixed well.• The glue was too runny, there was too much water in the paste.• The glue spoilt my picture because the picture absorbed the water.• We had to make sure the powder was properly mixed and that there was not too much water in the mixture.• We could use this glue in our projects to make objects out of paper or cardboard.d) No, because the plastic would not absorb the glue, so the pieces would not stick together.



43

Activity 3 Explore properties of ingredients before mixing and after cooking (Group)

LB page 89

Answers

1.

Name of materialTasteColourTextureAdd to water

Maize mealBitter/noneWhiteCoarseSinkWaterNoneColourlessSmoothMix completelySaltSaltyWhiteFineDissolves

2. The porridge is smooth, tastes salty and swells because it absorbs the water. We cannot see the water, salt and maize meal separately any more. 3. We cannot see the different raw materials anymore, they have mixed to become a new material. The maize meal had coarse grains, no taste and was dry; the water was wet and runny, had no taste; the salt was dry, tasted salty, and was granular. The porridge had a taste that was a little salty. It tasted different to the individual raw materials. It was thicker than water and was smooth.

Activity 4 Mixing and cooling to make jelly (Group)

LB page 90

Answers

1. The jelly powder tastes sweet, it has a smell of fruit, it looks and feels like sugar grains. It is red/green/yellow (depending on the flavour).3. The jelly powder dissolves in the water, or completely mixes with water. Yes, this is a property of the jelly powder – it can dissolve in water. It does not sink to the bottom.4. We cannot see the jelly powder any longer, the water now has a colour and has completely mixed with the jelly powder.5. The jelly takes the shape of the bowl, it is no longer runny. It has set.

Activity 5 Write about mixing, drying and firing (Individual)

LB page 91

Answers

1. Sentences might be: Clay absorbs water to become wet. Wet clay is malleable and we can shape it with our hands or shape it in a mould. We can shape it into blocks to become mud bricks. Wet clay is sticky and becomes hard when the water dries out in the sun. People mix grass and straw with the clay to make the bricks strong. We get stronger bricks when the clay is fired to become very dry. The heat of a kiln evaporates all the water in the clay and the bricks become very hard and strong.

Activity 6 Read flow diagrams (Individual)

LB page 93

Answers

2. Plaster of Paris mixed with water will set in the shape of a mould; Polyfilla mixed with water forms a paste that can fill cracks when it sets; cement powder, sand, water and gravel can be mixed to make concrete; flour and water can be mixed into a paste that we can use as glue; clay and limestone is mixed and heated and ground into a powder to make cement powder; maize meal, water and salt can be mixed and cooked to make porridge; jelly powder and hot water can be mixed and cooled to make solid jelly; clay can be shaped in blocks, dried in air and heated strongly to become bricks.3. Plaster of Paris ornaments can decorate a garden, it is used to cover broken limbs in such a way that the bones can heal and recover after they were broken; Polyfilla can fill cracks or holes in walls, concrete can be used to make paving slabs, roads, pillars, water pipes; glue can be used to stick together different pieces of paper or cardboard; cement powder is used to make concrete very strong; porridge can be eaten; jelly can be eaten; bricks are used to build with.

Topic 8, Unit 1

















































































123

1. The learners should add in the following labels: Sun (1) Earth (1) Axis (1) Orbit (1) N (for north) and S (for south) on the Earth’s axis (2)2. The learners should draw an arrow in to show the direction in which the Earth moves around the Sun. (2)3. The learners should draw an arrow in to show the direction in which the Earth spins around its axis. (2)4. Complete the sentences below correctly a) The movement of the Earth around the Sun is called

revolution

. (2) b) The movement of the Earth on its axis is called

rotation

. (2) c) It takes the Earth a

year

to move around the Sun once. (2) d) It takes the Earth a

day

to spin on its axis once. (2) e) The Earth’ axis goes though the

centre

of the Earth. (2)

Total marks [20]

Topic 14: Basic Target Worksheet Answers

SunorbitEarthaxisNS


124

1 and 2. Check the learners drawing and labels against the completed and labelled artwork below. Note that they may draw their second Earth anywhere in its orbit, and that the orbit might be a slightly different shape from the one in the model answer below. It should, however, be a complete orbit, with no gaps or overlap at the ends. (16)3. a) Revolution (2) b) Rotation (2)

Total marks [20]

Topic 14: Advanced Target Worksheet Answers

NSNS

SunEarthEarthaxisorbit


125

1. a) The top layer of soil is called

topsoil

. b) When a plant or animal dies, its body breaks down into smaller parts it is made of, or

decomposes

. c) When plants grow well in soil, that soil is called

fertile soil

. d) The layer of soil below topsoil is called

subsoil

. e)

Loamy soil

is a mixture of equal amounts of clay, sand and other soil grains. (5)2. Learners’ tables should resemble the following:

Soil Size of the grainsWhat does the soil consist of?What does the soil feel like?

SandyLarge, coarse grainsSand grainsGritty, roughClayeyFine grainsFine grains of sand, with moistureSoft, smoothLoamy Medium-sized grainsMixture of equal amounts of clay, sand and other soil grainsA mixture of rough and smooth

Total marks [15]

1. a) A: topsoil; B: subsoil; C: pieces of rock and soil; D: solid rock (4) b) The topsoil is dark in colour. It has the remains of dead plants and animals in it. (2) c) Subsoil. There are nutrients in this layer of soil that gets washed down from the topsoil, but it is not as nutrient-rich as topsoil. (2)2. Topsoil is formed when rocks break into small grains over time. This can happen when water or air is in contact with the rocks. Chemicals in the water and in the air cause this rock to weaken and crumble. The roots of plants growing in cracks in the rock help to widen the cracks and break the rock up into smaller and smaller pieces. (2)3. Soil is the habitat of many different animals, and provides plants with nutrients and water; plants then provide food for animals. (2)4. Learners’ answers will vary but must include the following information: a) Sandy soil is soil in which there are more coarse sand grains than fine grains. b) Clayey soil has more fine grains of clay than coarse grains of sand. c) Loamy soil is a mixture of equal amounts of clay, sand and other soil grains. It also contains humus. (3)

Total marks [15]


(10)



126

1. a) Rock that forms when sediments are deposited in layers and harden b) Dropped or put down in a certain place c) Soil and pieces of broken rock deposited by a river or the wind d) Pressed together tightly e) A kind of sedimentary rock made from clay f) A kind of sedimentary rock made from sand g) A kind of sedimentary rock made from the shells and bones of tiny animals (7)2. Limestone is used to make cement. (1)3. Shale can be ground up and mixed with water to make clay. The clay can be shaped and then baked to make bricks. (1)4. Sandstone can be used to make tiles and building blocks for driveways and pavements. (1)5. Learners’ drawings should show each layer of sediment and be clearly labelled to identify shale, sandstone and limestone. Give one mark for each label, for the accuracy of the drawing, and another mark if the learners gave the drawing a caption, for example ‘Layers of sandstone, shale and limestone form under the sea’. (5)

Total marks [15]



127

1. Learners’ answers will vary but should convey the following information: a) Sedimentary rock is rock that forms when sediments are deposited in layers and harden. (1) b) We say something is deposited when it is dropped or put down in a certain place. (1) c) Sediments are soil and pieces of broken rock deposited by a river or by the wind. (1) d) When something is pressed together tightly, it is compacted. (1) e) Shale is a kind of sedimentary rock made from clay. (1) f) Sandstone is a kind of sedimentary rock made from sand. (1) g) Limestone a kind of sedimentary rock made from the shells and bones of tiny sea animals. (1)2. Learners’ paragraphs will vary. Their paragraphs should contain the following information:

•

Rock breaks down into small grains.

•

Mud and sand are moved by wind and water.

•

Mud, dust and sand are deposited in low-lying areas.

•

New layers of mud and sand are deposited on top of existing layers.

•

The layers become compacted and hardened, and form sedimentary rock. (5)3. a) Sandstone or shale b) Limestone c) Shale (3)

Total marks [15]



128

1. They have found fossils of dinosaurs. (1)2. Learners can name any dinosaur, for example.

Tyrannosaurus rex

,

Stegosaurus

,

Triceratops

,

Diplodocus

. Some southern African dinosaurs are

Lesothosaurus

,

Euskelosaurus

and

Massospondylus

. (1)3. They lived 230 to 65 million years ago. (1)4. No. There were some dinosaurs that were the size of a chicken. (2)5. Herbivores (1)6. Carnivores (1)7. Omnivores (1)8. They tell us that the animals were different. There are no animals like the dinosaurs alive today. (1)

Total marks [10]

1. A fossil is the preserved remains of a plant or animal that lived long ago. (2) 2. Footprints/trace fossils and moulds/body fossils. (2)3. Bones and teeth. (2)4. Answers such as skin, eyes, flesh, organs or any non-bony body part other are all acceptable. (1)5. (6)6. Scientists can work out what animals that lived long ago looked like. (2)

Total marks [15]


Substances that can stop an animal’s body from decayingAn example of an animal that has been preserved in this substance

Ice MammothAmberInsectsTarSabre-tooth cat


Grade 5 Platinum Natural Sciences and Technology Teachers Guide

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Grade 5 Platinum Natural Sciences and Technology Teachers Guide

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