TERM
LOs & ASs
CORE CONTENT
INTEGRATI ON
LOs & ASs
CORE CONTENT
INTEGR ATION
CALENDER EVENTS
2.1 3.2 1.1 – 1.3 2.1 – 2.4 3.1
SUN AS SOURCE OF ENERGY
T L
2.1 – 2.4 3.1
PLATE TECTONICS
IK SS
2.3 3.1
CELESTIAL MOTION
IK A&C
METEOROLOGY DAY
ENERGY ABSORPTION
T M
2.1 - 2.3
ELEMENTS AND COMPOUNDS
M L
2.1 – 2.3
BIOCHEMISTRY
Energy and Change
2.1, 2.3
LIGHT
M
2.1 – 2.3 3.2
FORCE
Life and Living
1.1 – 1.3 2.1, 2.3
PHOTOSYNTHESIS
Earth and Beyond
2.1, 2.3
SOLAR SYSTEM
L IK
Matter and Material
2.1, 2.3
PARTICLE MODEL OF MATTER
L
Energy and Change
2.2, 2.4 3.2
ENERGY SYSTEMS
T EMS
Life and Living
2.1, 2.2
CELL BIOLOGY
Earth and Beyond
2.1, 2.3, 2.4 3.2
ATMOSPHERE
Matter and Material Energy and Change Life and Living
1.1 – 1.3 2.1 – 2.3 2.2, 2.4
PHASES OF MATTER
Earth and Beyond
th
HEAT TRANSFER
2.1 – 2.3
HUMAN REPRODUCTION
Earth and Beyond
2.1, 2.2
BIOSPHERE
Matter and Material
1.1 – 1.3 2.1 – 2.4 3.1, 3.2
GASES
Energy and Change
2.1
WASTE ENERGY
Life and Living
1.1 – 1.3 2.1 – 2.3 3.1
RAISING CHILDREN
ABBREVIATIONS: LO – Learning Outcome Management Sciences L – Languages
EE – Environmental Education M – Mathematics
Phase Organiser: Natural Science (Senior Phase)
-
T EMS M
HUMAN RIGHTS DAY
1.1 – 1.3 2.1, 2.2
FOOD
LANDFORMS
SS L
2.2 – 2.4 3.1
SPACE EXPLORATION
1.1 – 1.3 2.1 – 2.3 3.1
CHEMICAL REACTIONS
T M
2.1, 2.2 3.2
ENERGY RESOURCES
EE T EMS
2.1, 2.3, 2.4
POTENTIAL ENERGY
T
DESERTIFICATION DAY
2.1, 2.2, 2.4 3.1
BIODIVERSITY
IK SS EE
2.1 – 2.4
ANIMAL SYSTEMS
L LO
BIODIVERSITY DAY
EE
3.1, 3.2
FOSSILS
EE
1.1 – 1.3 3.1
CLIMATE AND WEATHER
SS M
TOURISM DAY
L
1.1 – 1.3 2.2, 2.4
SEPARATION OF MIXTURES GENERATING ELECTRICITY LOSS OF BIODIVERSITY
IK
2.1 – 2.4
MAGNETISM AND ELECTRICITY
T M
OZONE DAY
T EMS HR LO
2.1, 2.3, 2.4 3.2 1.1 – 1.3 2.1 – 2.3
KINETIC ENERGY
T
WOMENS DAY
ECOLOGY
LO EE
ARBOR DAY & HERITAGE DAY
3.2 3.1
1.1 – 1.3 2.1, 2.2, 2.4
ACIDS AND BASES
LO M L A&C M L
WATER WEEK
HR EE SS
EMS LO HR LO
1.1 – 1.3 2.1 – 2.3 3.1 1.1 – 1.3 2.1, 2.2, 2.4
L
SPECIE VARIATION & NATURAL SELECTION
n
rd
4
GRADE 9
INTEGR ATION
st
2
3
GRADE 8
CORE CONTENT
LOs & ASs
Matter and Material 1
GRADE 7
STRAND
LO SS
WETLANDS DAY ENVIRONMENT WEEK FREEDOM DAY
1.1 – 1.3 3.1, 3.2
MINING
SS L IK
-
MARINE DAY & SPACE WEEK
2.1, 2.2
INDUSTRIAL CHEMISTRY
M EMS
-
WEEDBUSTER DAY
IK T
3.2
SAVING ENERGY
EMS LO
2.3 3.2
BIO-ENERGY
T
AIDS DAY
LO HR SS
1.1 – 1.3 2.1 – 2.4
ADAPTATIONS
EE
2.1, 2.2
BACTERIA
T EE
HABITAT DAY
EE L
LO – Life Orientation A&C – Arts and Culture
SS - Social Sciences AS – Assessment Standard IK – Indigenous Knowledge
HR - Human Rights
Page 1 of 29
T - Technology
EMS – Economic &
Phase Organiser Rationale Natural Science: Senior Phase (2007) 1. Checklist for planning and index: Element
Requirements
Time frames
Appropriate weighting of LA in weeks for Phase/Grades CO’s, DO’s, CV’s, CP’s & HV’s: Complete list of all. Link to phase in LA with LO’s. Short explanation.
Critical Areas Learning Outcomes Assessment Standards Content: concepts and knowledge Context or themes Integration with other LA’s Assessment Barriers to learning Expanded opportunities Enrichment Progression Resources
Evidence Page Heading 4 2 4
3
All completely listed
7
4
All completely listed in sequence over grades
7
4
Brief description of concepts and knowledge focus
15
5
Broad and common over whole phase
21
6
Relevant and broad mention of LA’s
24
7
List techniques relevant to LA List barriers general to phase
25 25
8 9
List teaching activities or special events relevant to phase
28
10
Clear in content across grades General list for phase
28 28
11 12
Phase Organiser: Natural Science (Senior Phase)
Page 2 of 29
2. Time frames: The following is an explanation of the time allocated to the Natural Science Learning Area:
2.1. General allocation of time: Grade Contact time 40 min periods Adjusted periods* 26 hours 30 minutes 40 37 7 27 hours 30 minutes 42 39 8,9 * Three periods per week are deducted for the following: 2 X 5 min prayer per day = 50 min 1 X 15 Devotion per day = 75 min Total = 125 min
2.2. Specific allocation of time to the Natural Science Learning Area: Grade 7 8,9 4 X 40 minute periods Dates Seq Weeks Weeks Assessment Teaching weeks NS Periods Total
Total periods 37 39 =
NS Periods 4 4
% of Total 10.8% 10.3%
Required % 13 13
2 Hrs 10 Min (Appropriate time = 3 Hrs 36 Min)
Term 1 18/01-31/3 1-11 11 2 9 42
Term 2 10/4-23/6 12-23 11 3 8 41
Term 3 17/7-22/9 24-34 10 2 8 38
Term 4 2/10-1/12 34-43 9 3 6 33
154
3.) Links with overriding outcomes, values and principles The following tables illustrate the links that exist with the overriding outcomes, values and principles:
Phase Organiser: Natural Science (Senior Phase)
Page 3 of 29
Natural Science Assessment Standards links with Critical Outcomes
CO1
CO2
CO3
CO4
CO5
identify and solve problems and make decisions using critical and creative thinking;
work effectively with others as members of a team, group, organisation and community;
organise and manage themselves and their activities responsibly and effectively;
collect, analyse, organise and critically evaluate information;
communicate effectively using visual, symbolic and/or language skills in various modes;
√
1.1 Plans investigations
√
1.2 Conducts investigations and collects data 1.3 Evaluates data and communicates findings
√ √ √
CO6 use science and technology effectively and critically, showing responsibility towards the environment and the health of others; and
CO7 demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
√
√
2.1 Recalls meaningful information
√ √ √
2.2 Categorises information 2.3 Interprets information 2.4 Applies knowledge
√ √ √
√ √ √ √
3.1 Understands science as a human endeavour 3.2 Understands sustainable use of the earth’s resources
√ √
Notes: CO2 will apply when learners are doing group work AS2.1 applies when learners write tests or are required to recall information to create new understanding.
Natural Science Assessment Standards links with Developmental Outcomes 1.1 Plans investigations 1.2 Conducts investigations and collects data 1.3 Evaluates data and communicates findings 2.1 Recalls meaningful information 2.2 Categorises information 2.3 Interprets information 2.4 Applies knowledge 3.1 Understands science as a human endeavour 3.2 Understands sustainable use of the earth’s resources
Phase Organiser: Natural Science (Senior Phase)
DO1
DO2
reflect on and explore a variety of strategies to learn more effectively;
participate as responsible citizens in the life of local, national, and global communities;
DO3 be culturally and aesthetically sensitive across a range of social contexts;
DO4
DO5
explore education and career opportunities; and
develop entrepreneurial opportunities.
√ √ √ √ √ √ √ √ √
√ √
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√ √
Natural Science Assessment Standards links to Values and Principles
1.1 Plans investigations
1.2 Conducts investigations and collects data
1.3 Evaluates data and communicates findings
2.1 Recalls meaningful information
2.2 Categorises information
2.3 Interprets information
2.4 Applies knowledge
Curriculum Principles
Social justice
3.1 Understands science as a human endeavour
3.2 Understands sustainable use of the earth’s resources
√
√ √ √
√
Healthy environment
√ √ √
Human rights Inclusivity Democracy
Constitutional Values
Social Justice and Equity Non-Racism and Non-Sexism
√
Ubuntu (Human Dignity) An Open Society Accountability (Responsibility)
√
Respect
√
The Rule of Law
√ √
√ √ √ √
√
√
Reconciliation
√
√ √
√ √
√
√
√
Hebron CA Values
TRANSPARENCY BIBLE BASED ACCOUNTABILITY INTEGRITY UNITY IN SPIRIT
Phase Organiser: Natural Science (Senior Phase)
√ √ √ √ √ √
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4.) Learning Outcomes and Assessment Standards Learning Outcome 1: SCIENTIFIC INVESTIGATIONS The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Grade 6
Grade 7
Grade 8
Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner:
We know this when the learner:
We know this when the learner:
We know this when the learner:
Plans investigations:
7.1.1 Plans investigations:
8.1.1 Plans investigations:
9.1.1 Plans investigations:
Helps to clarify focus questions for investigation and describes the kind of information which would be needed to answer the question.
Plans simple tests and comparisons, and considers how to make them fair.
Identifies factors to be considered in investigations and plans ways to collect data on them, across a range of values.
Plans a procedure to test predictions or hypotheses, with control of an interfering variable.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• expresses focus questions in own words;
• identifies a testable question among a set of possible questions;
• modifies a vague question to make it testable;
• considers classmates’ ideas about kinds of information which could be relevant;
• contributes in ways that aid the investigation (e g asks: ‘How could we measure X?’ or ‘Are we treating these two things in the same way?’);
• discusses suitable headings of instruments (e.g. tables, interview schedules) which will be needed to record data while working;
• expresses a question in a testable form (e g ‘if we do X, then Y will happen’ or ‘X and Y are always related’);
• gives reasons why a particular test is or is not fair.
• identifies factors which may be important to the investigation.
• suggests ways that the information could be gathered; • clarifies task for other learners (e.g. ‘What we need to find out is’).
• identifies an interfering variable and explains how it will be taken into account; • suggests sources of information which would provide suitable data; • pilot-tests an interview schedule before doing a survey.
Phase Organiser: Natural Science (Senior Phase)
Page 6 of 29
Conducts investigations and collects data:
7.1.2 Conducts investigations and collects data:
8.1.2 Conducts investigations and collects data:
9.1.2 Conducts investigations and collects data:
Conducts simple tests or surveys and records observations or responses.
Organises and uses equipment or sources to gather and record information.
Collects and records information as accurately as equipment permits and investigation purposes require.
Contributes to systematic data collection, with regard to accuracy, reliability and the need to control a variable.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• interviews people about their preferences on a particular matter or product;
• systematically tests two or more items in order to compare them on the same common property;
• takes sufficient measurements or responses to gauge reliability;
• records new notes and measurements if teacher gives format for recording (e.g. lists, tables with headings);
• modifies procedure to obtain better observations or readings;
• reviews data-collecting procedures during the investigation (e g varies the independent variable systematically while collecting data on the dependent variable); • sees the need to use measuring instruments, and does so with reasonable accuracy.
• compares information from other sources when different views are likely or important;
• contributes entries to the class logbook (e.g. about changes in a growing plant or a caterpillar).
• uses indexes and glossaries to find useful data in books and catalogues.
Phase Organiser: Natural Science (Senior Phase)
• effectively controls at least one variable during data collection;
• discusses the meaning of the data being collected, comparing them with the focus question.
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Evaluates data and communicates findings:
7.1.3 Evaluates data and communicates findings:
8.1.3 Evaluates data and communicates findings:
9.1.3 Evaluates data and communicates findings:
Relates observations and responses to the focus question.
Generalises in terms of a relevant aspect and describes how the data supports the generalisation.
Considers the extent to which the conclusions reached are reasonable answers to the focus question of the investigation.
Seeks patterns and trends in the data collected and generalises in terms of simple principles.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• points to examples of data which confirm the finding;
• offers a strong example of evidence that supports the finding;
• lists items of evidence supporting the finding;
• shows how items of evidence support each other;
• describes the data-collection methods and how data were recorded.
• considers what further work would be needed to decide whether the findings apply to other, similar situations.
• describes how the plan and data collection procedure was checked against the focus question;
• presents data in suitable forms in order to show trends and patterns;
• considers factors in the group which might have affected their data.
• considers possible bias in sources of information that are used; • suggests further investigations which would help to confirm the generalisation.
Learning Outcome 2: CONSTRUCTING SCIENTIFIC KNOWLEDGE The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Grade 6
Grade 7
Grade 8
Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner: Recalls meaningful information:
We know this when the learner: 7.2.1 Recalls meaningful information:
We know this when the learner: 8.2.1 Recalls meaningful information:
We know this when the learner: 9.2.1 Recalls meaningful information:
At the minimum, recalls definitions and complex facts.
At the minimum, recalls procedures, processes and complex facts.
At the minimum, recalls principles, processes and models.
At the minimum, describes the features which distinguish one category of thing from another.
Phase Organiser: Natural Science (Senior Phase)
Page 8 of 29
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• explains the definitions that distinguish mammals (which suckle their young) and reptiles (which do not);
• distinguishes vertebrates from invertebrates;
• describes some symbiotic relationships among living things;
• describes how heart, lungs and stomach work together to provide a human with energy;
• lists the planets in our solar system, in their correct order and relations of size;
• describes the steps in separating alcohol and water;
• describes and names different cloud formations and links them to coming weather; • recalls the difference between planets and stars.
• tells how electric and magnetic forces affect materials differently; • explains what is meant by a variable in an investigation.
• makes and uses a model of a flower to explain how the parts (e g petals, sepals, anthers, stigma) enable the functions of pollination and fertilisation.
• describes separation of alcohol and water in terms of the relevant principle; • describes the key statements of the particle kinetic model of matter;
Categorises information:
7.2.2 Categorises information:
8.2.2 Categorises information:
• describes the difference between a dependent and an independent variable. 9.2.2 Categorises information:
Categorises objects and organisms by two variables.
Compares features of different categories of objects, organisms and events.
Applies classification systems to familiar and unfamiliar objects, events, organisms and materials.
Applies multiple classifications to familiar and unfamiliar objects, events, organisms and materials.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• categorises animals as mammals or reptiles, and then as carnivorous and herbivorous mammals, or carnivorous and herbivorous reptiles;
• uses a simple classification system to group root types of familiar plants;
• uses a simple classification system to group root types of plants, including unfamiliar species, and link them to dicotyledon vs. monocotyledon classification;
• uses alternative classifications for the same thing (e.g. uses information to construct three classifications of copper):
• categorises leaves by the type of vein patterns, and then each class of leaf by the type of margin.
• compiles a list of uses of household acids, based on common properties, and compares them with a list of household bases; • takes the role of a zookeeper who needs to build animal enclosures in suitable groups, based on the particular needs of the animals.
• recalls and correctly applies classifications (e.g. mammals vs. birds, fish, reptiles and amphibians; metals vs. non-metals; insulators vs. conductors; planets vs. stars).
- copper is a solid (rather than a liquid or gas), - copper is also a metal (rather than a non-metal), - copper is also an element (rather than a compound); • considers the implications of categorizing humans by physical characteristics.
Phase Organiser: Natural Science (Senior Phase)
Page 9 of 29
Interprets information:
7.2.3 Interprets information:
8.2.3 Interprets information:
9.2.3 Interprets information:
At the minimum, interprets information by using alternative forms of the same information.
Interprets information by identifying key ideas in text, finding patterns in recorded data, and making inferences from information in various forms (e.g. pictures, diagrams, text).
Interprets information by translating tabulated data into graphs, by reading data off graphs, and by making predictions from patterns.
Interprets information by translating line graphs into text descriptions and vice versa, by extrapolating from patterns in tables and graphs to predict how one variable will change, by identifying relationships between variables from tables and graphs of data, and by hypothesizing possible relationships between variables.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• finds information in science texts by using glossaries, indexes and tables of contents;
• creates headings for paragraphs in some passages from a textbook;
• annotates diagrams by interpreting text passages about the topic;
• creates word-webs and mind maps by previewing chapters of text;
• reconstructs jumbled or partlydeleted text by reference to photos or diagrams;
• draws graphs of population growth over time, from data provided in a table;
• estimates the doubling time of a population from graph data of an increasing population;
• identifies properties of materials from reading a story about the Wright brothers choosing materials to make the first aeroplane;
• studies photographs of fossil animals and makes inferences about their ways of feeding and moving;
• reads off, from a line graph, the range of temperatures at which yeast is most active;
• generates own sentences about relationships of the type ‘when X happens, then Y also happens’.
• generates own sentences about relationships (e.g. of the type ‘if you change X, then Y changes also’).
• extracts information from bar graphs; • puts in order pictures of the stages in the life cycle of fruit flies, when observing real fruit flies reproducing; • identifies external parts of animals (e g noses, ears, tails, fur, gills, fins, scales, feathers), and tells as much as possible about their function in the animal’s way of living.
Phase Organiser: Natural Science (Senior Phase)
• relates melting and freezing, evaporation and condensation to a particle kinetic model of changes of state; • generates own sentences such as ‘we think that X is the cause of Y, because Y happens only if X happens’.
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7.2.4 Applies knowledge:
8.2.4 Applies knowledge:
9.2.4 Applies knowledge:
Applies conceptual knowledge by linking a taught concept to a variation of a familiar situation.
Applies conceptual knowledge to somewhat unfamiliar situations by referring to appropriate concepts and processes.
Applies principles and links relevant concepts to generate solutions to somewhat unfamiliar problems.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• identifies which processes of energy transfer were involved as a hot car engine cooled down;
• explains why a thermal insulator keeps cold objects cold as well as keeping hot objects hot;
• interprets simple models of ecosystems in order to make predictions of the effects when one factor changes;
• applies the concept of reproduction to debate the question of whether rivers and fires are living or non-living things;
• applies the concept of saturation to explain why a crystal growing in solutions begins to shrink if the water is warmed;
• uses molecule models to hypothesise possible products in a simple chemical reaction;
• evaluates the ‘fair test’ aspect of simple investigations carried out by other people.
• writes a story about survival from the point of view of an animal in the middle of a food chain in a natural habitat, a garden or a farm.
• uses provided data and concepts of life processes to list and describe the problems explorers would have in surviving on Mars.
Phase Organiser: Natural Science (Senior Phase)
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Learning Outcome 3: SCIENCE, SOCIETY AND THE ENVIRONMENT The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment. Grade 6
Grade 7
Grade 8
Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner:
We know this when the learner:
We know this when the learner:
We know this when the learner:
Understands science and technology in the context of history and indigenous knowledge: Describes similarities in problems and solutions in own and other societies in the present, the past and the possible future.
7.3.1 Understands science as a human endeavour:
8.3.1 Understands science as a human endeavour:
9.3.1 Understands science as a human endeavour:
Compares differing interpretations of events.
Identifies ways in which people build confidence in their knowledge systems.
Recognises differences in explanations offered by the Natural Sciences Learning Area and other systems of explanation.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• describes different ways that people in the past might have produced light at night;
• identifies and explains differences in two reports of the same event or investigation;
• replicates an interesting investigation and findings of a learner at another school;
• identifies sources and nature of authority in two differing explanations for an event, coming from two differing world-views;
• generates a list of basic human needs that are common to all societies, now and in the past.
• describes difficulties in observing certain phenomena (e.g. behaviour of nocturnal animals), and suggests ways of gaining better information.
• reports on difficulties that scientists have had in clarifying ideas and dealing with doubts; • describes ways in which traditional wisdom is accumulated and passed on.
Phase Organiser: Natural Science (Senior Phase)
• compares ways that knowledge is held in an oral tradition and in a written, public tradition; • traces the way a theory about nature has changed over the centuries.
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Understands the impact of science and technology:
7.3.2 Understands sustainable use of the earth’s resources:
8.3.2 Understands sustainable use of the earth’s resources:
9.3.2 Understands sustainable use of the earth’s resources:
Suggests ways to improve technological products or processes and to minimise negative effects on the environment.
Analyses information about sustainable and unsustainable use of resources.
Identifies information required to make a judgement about resource use.
Responds appropriately to knowledge about the use of resources and environmental impacts.
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
Achievement is evident when the learner, for example,
• describes how technology can be used to save energy by switching lights off automatically when not needed;
• analyses data provided about water use in South Africa, comparing the amounts used in various production processes and noting amounts released as effluent;
• plans and carries out an audit of all uses of water around the school premises (including gardening, carwashing and drinking), and develops an implementation plan to improve water management in the school;
• organises an audit of water use in sections of the community, analyses the data and prepares it for presentation in a local newspaper or radio talk show;
• uses personal observation or information from the local authority to flow-chart the water supply system from the taps (or water tank) back to the source, noting points of potential contamination.
• presents the analysis as a report to a policy-making body such as Parliament, with recommendations; • prepares several devices for cooking on, using different types of fuel and finding out the costs and sources of the fuels.
• conducts a waste-production audit at the school, analysing types of waste, their sources, potential health hazards, and whether or not the waste is biodegradable.
• contributes to formulating a school environment policy, including constructive ways to deal with waste material and to improve water management.
Recognises bias in science and technology: Suggests how technological products and services can be made accessible to those presently excluded. Achievement is evident when the learner, for example, • suggests ways that light could be made available to remote rural areas.
Phase Organiser: Natural Science (Senior Phase)
Page 13 of 29
5.) Content, concepts and knowledge: The Core Knowledge and Concepts make up the content of the Natural Science Learning Area. The following is the focus for the Senior Phase.
5.1.
CORE KNOWLEDGE AND CONCEPTS IN LIFE AND LIVING
5.1.1. Life Processes and Healthy Living Unifying statement: Living things, including humans and invisibly small organisms, can be understood in terms of life processes, functional units and systems. 5.1.1.1. Humans go through physical changes as they age; puberty means that the body is ready for sexual reproduction. 5.1.1.2. Human reproduction begins with the fusion of sex cells from mother and father, carrying the patterns for some characteristics of each. 5.1.1.3. Conception is followed by a sequence of changes in the mother’s body, and during this period the future health of the unborn child can be affected. 5.1.1.4. Knowledge of how to prevent the transmission of sexually transmitted diseases, including the HIVirus, must be followed by behaviour choices. 5.1.1.5. Green plants use energy from the sun, water and carbon dioxide from the air to make food by photosynthesis. This chemical reaction is central to the survival of all organisms living on earth. 5.1.1.6. Animals, including humans, require protein, fat, carbohydrates, minerals, vitamins and water. Food taken in is absorbed into the body via the intestine. Surplus food is stored as fat or carbohydrate. 5.1.1.7. Animals, including humans, have a circulatory system which includes the heart, veins, arteries and capillaries, and which carries nutrients and oxygen to all parts of the body and removes waste products. Oxygen, which is provided by the breathing system, reacts with food substances to release energy. (Links with Energy and Change) 5.1.1.8. All living things, including humans, have means of eliminating waste products which are produced during life processes. Water plays an important role in this process. 5.1.1.9. Water makes up a large proportion of all living things, and their health depends on water passing through them in various ways, using structures (such as kidneys, skin or stomata) which can fulfil this function.
5.1.2. Interactions in Environments Unifying statement: The huge diversity of forms of life can be understood in terms of a history of change in environments and in characteristics of plants and animals throughout the world over millions of years. 5.1.2.1. Human reproduction is more than conception and birth; it involves adults raising children, which requires judgement and values and usually depends on the behaviour of other people in a community and environment. 5.1.2.2. Each species of animal has characteristic behaviours which enable it to feed, find a mate, breed, raise young, live in a population of the same species, or escape threats in its particular environment. These behaviours have arisen over long periods of time that the species population has been living in the same environment.
Phase Organiser: Natural Science (Senior Phase)
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5.1.2.3. All organisms have adaptations for survival in their habitats (such as adaptations for maintaining their water balance, obtaining and eating the kind of food they need, reproduction, protection or escape from predators.) 5.1.2.4. An ecosystem maintains numerous food webs and competition for food among different individuals and populations. South Africa has certain ecosystems which have exceptional biodiversity. All uses of these areas must be based on principles of sustainable development 5.1.2.5. Pollution interferes with natural processes that maintain the interdependencies and diversity of an ecosystem. 5.1.2.6. Many biological changes, including decomposition and recycling of matter in ecosystems and human diseases, are caused by invisibly small, quickly reproducing organisms.
5.1.3. Biodiversity, Change and Continuity Unifying statement: Organisms in ecosystems are dependent for their survival on the presence of abiotic factors and on their relationship with other organisms. 5.1.3.1. Offspring of organisms differ in small ways from their parents and generally from each other. This is called variation in a species. 5.1.3.2. Natural selection kills those individuals of a species which lack the characteristics that would have enabled them to survive and reproduce successfully in their environment. Individuals which have characteristics suited to the environment reproduce successfully and some of their offspring carry the successful characteristics. Natural selection is accelerated when the environment changes; this can lead to the extinction of species. 5.1.3.3. Variations in human biological characteristics such as skin colour, height, and so on. have been used to categorise groups of people. These biological differences do not indicate differences in innate abilities of the groups concerned. Therefore, such categorization of groups by biological differences is neither scientifically valid nor exact; it is a social construct. 5.1.3.4. Biodiversity enables ecosystems to sustain life and recover from changes to the environment. Loss of biodiversity seriously affects the capacity of ecosystems and the earth, to sustain life. Classification is a means to organise the great diversity of organisms and make them easier to study. The two main categories of animals are the vertebrates and invertebrates, and among vertebrates the five classes are amphibians, birds, fish, reptiles and mammals. 5.1.3.5. Human activities, such as the introduction of alien species, habitat destruction, population growth, pollution and over consumption, result in the loss of biodiversity. This becomes evident when more species become endangered, or, ultimately, extinct. 5.1.3.6. Extinctions also occur through natural events. Mass extinctions have occurred in the past, suggesting that huge changes to environments have occurred. However, these changes occurred very slowly, compared to the fast rate at which humans can destroy plant and animal species. (Links with Planet Earth and Beyond) 5.1.3.7. The cell is the basic unit of most living things, and an organism may be formed from one or many cells. Cells themselves carry on life processes such as nutrition, respiration, excretion and reproduction, which sustain the life of the organism as a whole.
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5.2.
CORE KNOWLEDGE AND CONCEPTS IN ENERGY AND CHANGE
5.2.1. Energy Transfers and Systems Unifying statement: Energy is transferred through biological or physical systems, from energy sources. With each energy transfer, some of the energy becomes less available for our use, and therefore we need to know how to control energy transfers. 5.2.1.1. Energy can be stored in a system as potential energy, either by the positions of the bulk parts of the system or by its particles (atoms and molecules) which have the potential to react with each other and release energy. Examples of potential energy are the stored energy of a compressed spring or the stored energy of particles which could react in a fuel-and-air mixture, or in the food and body of a living thing. 5.2.1.2. Potential energy can be released as kinetic energy in the motion of parts of the system, either in the motion of bulk parts of the system or in the motion of particles of the system. Examples of the release of kinetic energy are the motion of a released spring or the faster motion of the particles of hot gases when a fuel-air mixture burns, or the body movement of humans and animals. Kinetic energy is transferred to parts within the system and energy is also transferred to the system’s surroundings. When energy is transferred, it causes changes in the system and the system’s surroundings. 5.2.1.3. There is an unlimited number of systems which can be made to store or transfer energy. The possible systems include electrical, mechanical (including spring and friction systems), chemical, gravitational, nuclear, solar, biomass, optical (light), acoustical (sound) and thermal (heat) systems as well as human bodies and ecosystems. 5.2.1.4. All physical systems that people use (for example, appliances, vehicles and human bodies) waste some of the energy they receive, and the wasted energy goes to heat up the surroundings. When the energy has gone into heating the surroundings, we can no longer use that energy to do work for us. 5.2.1.5. Hot objects transfer energy to colder objects, until the objects reach the same temperature. Hot objects transfer their energy, as heat, in three ways: by conduction, by convection and by radiation. These transfers may be useful or wasteful. Wasteful heat transfer can be controlled by reducing conduction, convection and radiation in a system. Similarly, useful heat transfer can be increased by improving conduction, convection and radiation in a system. 5.2.1.6. All organisms in an ecosystem need energy from other parts of the ecosystem. Energy is transferred from part to part of an ecosystem and each part retains only a fraction of the energy it received. (Links with Life and Living) 5.2.1.7. Light travels away from a light-giving body until it strikes an object. The object may then absorb the light, or refract it or reflect it. Light transfers energy to other objects. (Links with Life and Living) 5.2.1.8. Objects can exert forces on each other, thereby forming a system which can store or transfer energy. They may do so by physical contact or by forces which act through a field. Field forces are the magnetic, electric and gravitational forces. All forces act in pairs, so that if body A exerts a force on body B, B exerts an equal and opposite force on A.
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5.2.2. Energy and Development in South Africa Unifying statement: Energy is available from a limited number of sources, and the sustainable development of countries in our region depends on the wise use of energy sources. 5.2.2.1. Energy sources such as wind, sun, and water in high dams are renewable. Fuels such as coal, gas and oil are not renewable energy sources, because they cannot be replaced. (Links with Planet Earth and Beyond) 5.2.2.2. Development and relief of poverty depends on energy supplies, particularly electrical energy, and the systems to deliver the energy to where it is needed. 5.2.2.3. Large-scale electricity supply depends on generation systems which use a few energy sources such as burning coal, nuclear reactions, burning gas and falling water. Use of any of these sources has environmental implications. For example, when coal is burned to generate electricity, gases are produced that affect the atmosphere and local and global environments. (Links with Planet Earth and Beyond) 5.2.2.4. Other electricity-generation systems have smaller environmental impact but may cost more in the short term. Better design of buildings and appliances, and better practices in using energy, can save costs to consumers and lessen the environmental impact of exploiting energy sources 5.2.2.5. Many people in South Africa use wood for heating and cooking. Plants such as trees can be a renewable energy source if more trees are planted and the soil is managed well. (Links with Planet Earth and Beyond)
5.3. CORE KNOWLEDGE AND CONCEPTS IN THE PLANET EARTH AND BEYOND 5.3.1. Our Place in Space Unifying statement: Our planet is a small part of a vast solar system in an immense galaxy. 5.3.1.1. The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system. 5.3.1.2. Most objects in the solar system are in regular and predictable motion. The motions of the earth and moon explain such phenomena as the day, the year, phases of the moon, and eclipses. 5.3.1.3. Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth’s surface. 5.3.1.4. The sun is the major source of energy for phenomena on the earth’s surface, such as growth of plants, winds, ocean currents, and the water cycle. 5.3.1.5. Space exploration programmes involve international collaboration in the use of earth-based telescopes (such as SALT in South Africa) and telescopes in orbit. Robotic spacecraft travel long distances to send back data about the planets and other bodies in our solar system, and research is being done on ways to send people to investigate the planet Mars.
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5.3.2. The Changing Earth Unifying statement: The Earth is composed of materials which are continually being changed by forces on and under the surface. 5.3.2.1. The planet earth has a layered structure, with a lithosphere, a hot, convecting mantle and a dense, metallic core. 5.3.2.2. Lithospheric plates larger than some continents constantly move at rates of centimeters per year, in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions and mountain building, result from these plate motions. 5.3.2.3. Landforms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. 5.3.2.4. Many of the organisms in South Africa’s fossil record cannot be easily classified into groups of organisms alive today, and some are found in places where present-day conditions would not be suitable for them. This is evidence that life and conditions on the surface of earth have changed through time. (Links with Life and Living) 5.3.2.5. Fossil fuels such as coal, gas and oil are the remains of plants and animals that were buried and fossilised at high pressures. These fuels are not renewable in our lifetimes. (Links with Energy and Change) 5.3.2.6. Mining is a major industry in South Africa, with local examples in all the nine provinces. It is important in terms of the supply of coal for energy, essential raw materials for other industries, employment and earnings for the country. A great number of other industries depend on the mining industry. Legislation controls mining, with regard to safety and environmental effects.
5.3.3. Atmosphere and Weather Unifying statement: The atmosphere is a system which interacts with the land, lakes and oceans and which transfers energy and water from place to place. 5.3.3.1. The outer layers of the earth are the atmosphere, the hydrosphere and the lithosphere. We live in the biosphere, which is where all these layers interact to support life. 5.3.3.2. Climate varies in different parts of the globe. It tends to be cold in the Polar Regions and hot in the tropics. Different types of plants and animals are adapted to living in different climatic regions. (Links with Life and Living) 5.3.3.3. The atmosphere is a mixture of nitrogen and oxygen in fairly constant proportions, and small quantities of other gases that include water vapour. The atmosphere has different properties at different elevations. 5.3.3.4. The atmosphere protects the earth from harmful radiation and from most objects from outer space that would otherwise strike the earth’s surface. The atmosphere is the most important factor in keeping the earth’s surface temperature from falling too low or rising too high to sustain life. 5.3.3.5. Human activities and natural events can slightly change the composition and temperature of the atmosphere. Some effects of these small changes may be changes in annual weather patterns and long-term changes in rainfall and climate.
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5.4.
CORE KNOWLEDGE AND CONCEPTS IN MATTER AND MATERIALS
5.4.1. Properties and Uses of Materials Unifying statement: We can classify materials by their properties, in order to establish types and patterns. Properties determine the selection of materials for particular uses. 5.4.1.1. A particle model of matter can explain physical changes of substances such as melting, evaporation, condensation, solidification, diffusion and heating by conduction. 5.4.1.2. Many household substances are acidic or basic. Indicators are substances that react with acids and soluble bases to produce products that have distinctive colours. Acids and bases neutralize one another to form salts. Acids have characteristic reactions with metals, metal oxides, hydroxides and carbonates. 5.4.1.3. Many chemical reactions need some energy to get started; many chemical reactions give off energy as they happen. 5.4.1.4. Elements are made of just one kind of atom, whereas compounds are made of two or more kinds of atoms in fixed proportions. Elements may react to form compounds, and compounds may be decomposed into their elements. Energy input is needed to break a compound into its elements, whereas energy is given out when elements react to form a compound. 5.4.1.5. Oxygen has characteristic reactions with metals and non-metals, forming oxides. Some of these oxides dissolve in water to form acidic or alkaline solutions. Some metals react more readily with oxygen than other metals. Corrosion of iron is an economically important reaction which can be prevented through an understanding of the reactions between iron, water and oxygen. 5.4.1.6. The reaction of oxygen with food releases energy in the cells of living things. (Links with Life and Living)
5.4.2. Structure, Reactions and Changes of Materials Unifying statement: We can modify materials in ways we choose, through our understanding of their substructure. 5.4.2.1. Substances in different states (‘phases’) have distinct properties such as crystalline structures, or compressibility/incompressibility, or tendency to diffuse. 5.4.2.2. Dark-coloured surfaces get hotter than light-coloured surfaces when exposed to radiating sources of energy like the sun. Darkcoloured objects radiate their energy as heat more readily than shiny light-coloured objects. (Links with Energy and Change) 5.4.2.3. Some materials are magnetised by electric currents or magnets. Some materials can be electrically charged by rubbing them with a different material. (Links with Energy and Change) 5.4.2.4. Some conductors and circuit components reduce the current in an electric circuit to a significant extent and are called resistors. Resistors can be selected or designed to control currents. 5.4.2.5. A pure substance cannot be separated into different substances, while a mixture can be separated, usually by physical means. Differences in properties can be used to separate mixtures of different substances (by methods such as filtration, distillation, evaporation, chromatography or magnetism). (Links with Matter and Materials) 5.4.2.6. Specific gases may be separated from the air or produced in reactions, and have many uses in industry and other sectors of the economy. Oxygen, hydrogen and carbon dioxide have characteristic properties and reactions by which we can identify them.
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5.4.2.7. Extracting useful materials from raw materials depends on chemical reactions and methods of separation. 5.4.2.8. Raw materials, from which processed materials are made, must be mined, grown or imported from other countries. Raw materials that are mined are non-renewable and mining has environmental costs. Growing raw materials involves choices about the use of arable land and water catchment areas.
5.5.
Process skills across the three Learning Outcomes The process skills listed below are applicable to all three Learning Outcomes, and do not refer only to the investigative activities in Learning Outcome 1. This is the vehicle we use to develop scientific knowlwdge.
5.5.1. The meaning of the term ‘process skills’ The term ‘process skills’ refers to the learner’s cognitive activity of creating meaning and structure from new information and experiences. Examples of process skills include observing, making measurements, classifying data, making inferences and formulating questions for investigation. The term should not be understood as referring to the manipulative skills which are a small subset of process skills.
5.5.2. The role of process skills in the teaching and learning of science From the teaching point of view, process skills can be seen as building blocks from which suitable science tasks are constructed. A framework of process skills enables teachers to design questions which promote the kinds of thinking required by the Learning Outcomes. From the learning point of view, process skills are an important and necessary means by which the learner engages with the world and gains intellectual control of it through the formation of concepts. A framework of process skills is also valuable to teachers in assessment, when they are designing rating scales, marking memos and instruments to record the day-to-day participation of learners. The following should be noted with regard to the process skills: ■ Not all the process skills will be suitable for assessment of every Assessment Standard. ■ Other skills, over and above these process skills, may also be used to assess each Assessment Standard.
5.5.3. A set of process skills which are essential in creating outcomes-based science tasks: 5.5.3.1. Observing and comparing may involve the learner in noting detail about objects, organisms and events with and without prompting by the teacher, noting similarities and differences, describing them in general terms, or describing them numerically.
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5.5.3.2. Measuring may involve the learner in using instruments accurately, reading scales and using intermediate points between divisions on scales, choosing appropriate instruments or appropriate scales on instruments, knowing when it is appropriate to measure, and choosing to do so without prompting by the teacher. 5.5.3.3. Recording information may involve the learner in recording on a form which is prescribed (sentences, lists, tables, labelled diagram), selecting a suitable form in which to record the information when asked to do so, knowing when it is important to record, and doing so without being prompted by the teacher. 5.5.3.4. Sorting and classifying may involve the learner in using a given rule to sort items into a table, mind map, list or other system, deciding on own rules for classifying, or choosing a suitable system such as a table, dichotomous key, or mind map. 5.5.3.5. Interpreting information may involve the learner in a large number of ways of creating meaning and structure. Among these, two are particularly important in Natural Sciences - knowing how to get information from a book, and learning from the printed page. Skills include cross-referencing information in books, finding information from knowing how a book is structured, and organising information using summaries or concept maps. Other aspects of interpreting include changing the form of information to other forms in order to reveal its meaning, looking for patterns in recorded information, predicting, interpolating for missing data, making an inference from given information, perceiving and stating a relationship between two variables, and constructing a statement to describe a relationship between two variables. 5.5.3.6. Predicting involves the learner in using knowledge to decide what will happen if something is changed in a situation. This skill includes predicting from patterns in information, or interpreting a model of a system to predict how a change in one variable will cause a change in another variable. 5.5.3.7. Hypothesising may involve the learner in naming possible factors which could have an effect on a situation, giving reasons why something has happened, stating a reason or cause for something, or using prior knowledge as well as information given in the task. 5.5.3.8. Raising questions about a situation involves thinking of questions which could be asked about a situation, recognising a question which can be answered by scientific investigation (as opposed to a question which science cannot answer), or rewording the question to make it scientifically testable. 5.5.3.9. Planning science investigations is a composite of many of the skills above and is in fact an Assessment Standard in its own right. The learner will be involved in rewording a vague question to make it into a testable prediction, deciding which variables matter in the problem or question, planning how to change one variable and keep the other variables constant (controlling variables), planning what variables to measure and how to measure them, knowing how to improve the accuracy and validity of the measurements, making inferences from results (their own results or someone else’s results), and evaluating someone else’s plan for a fair test. 5.5.3.10. Conducting investigations is also an Assessment Standard, in which the learner sets up a situation in which the change in the dependent variable can be observed, while controlling interfering variables, measuring the variables, recording data, interpreting data to make findings, and reporting in qualitative and quantitative terms. 5.5.3.11. Communicating science information: This skill links directly with Critical Outcome 5 and is important both in helping the learner reflect on own learning and in building confidence as a person. Competence in communicating involves knowing when it is important to make extra effort to communicate one’s ideas or results, and choosing an
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appropriate means to communicate with the specified audience. In the science classroom, this skill may involve learners in forms of communicating such as giving oral reports in English or other languages, writing prose text, using an art form such as poetry or drama or comic strip, and using graphic forms such posters, diagrams, piecharts. Communicating also involves more conventional science forms such as tables, concept maps, word-webs, graphs, making physical, constructed models, or enacted models such as using people to show the motion of the planets around the Sun.
6.) Context or themes. (Strands) Always strive to select a context that is of interest or local relevance. For example, in some areas of the country, it might be the range of plants and animals along the seashore, in others it may be plants found in semi-arid regions. Look through all the statements of Core Knowledge and Concepts and select those that might contribute to this Phase Organiser for the grade being considered. Possible links include food chains, ecosystems and the role of water in ecosystems (Life and Living), the energy of falling water (Energy and Change), the water cycle and the quality of water resources (Planet Earth and Beyond), properties of water and change of phase (Matter and Materials).
6.1.
Strand Sub-strand
6.1.1. Life and Living 6.1.1.1.1. Life Processes and Healthy Living 6.1.1.1.2. Interactions in Environments 6.1.1.1.3. Biodiversity, Change and Continuity 6.1.2. Energy and Change 6.1.2.1.1. Energy Transfers and Systems 6.1.2.1.2. Energy and Development in South Africa 6.1.3. Planet Earth and Beyond 6.1.3.1.1. Our Place in Space 6.1.3.1.2. Atmosphere and Weather 6.1.3.1.3. The Changing Earth 6.1.4. Matter and Materials 6.1.4.1.1. Properties and Uses of Materials 6.1.4.1.2. Structure, Reactions and Changes of Materials
6.2.
Other possible contexts:
6.2.1. General 6.2.1.1. natural disasters 6.2.1.2. sports 6.2.1.3. food and cooking 6.2.1.4. transportation 6.2.1.5. diseases 6.2.1.6. tourism 6.2.1.7. mining
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6.2.2. Sustainable Living 6.2.2.1. water is life 6.2.2.2. energy for all 6.2.2.3. air 6.2.2.4. diversity 6.2.3. Our Changing World 6.2.3.1. natural disasters 6.2.3.2. the soil story 6.2.3.3. mining 6.2.3.4. materials in the environment 6.2.4. Healthy Living 6.2.4.1. sport 6.2.4.2. diseases 6.2.5. Food and Shelter for Survival 6.2.6. Transport 6.2.6.1. transport in society 6.2.6.2. transport in the body
7.) Integration with other Learning areas The Natural Science Learning Area integrates with the following Learning Areas:
Life Orientation L.O.1 Health Promotion L.O.5 Orientation to the World of Work
Languages L.O.2 Speaking
Mathematics L.O. 5 Data Handling
Social Sciences L.O.1 Historical Enquiry (History) L.O.3 Exploring issues (Geography)
Arts and Culture L.O.1 Creating, interpreting and Presenting
Economic and Management Sciences L.O.2 Understanding of Sustainable Growth and Development
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Technology L.O.1 Technological Processes and Skills L.O.3 Technology, Society and Environment
8.) Assessment Assessment is a process which involves generating and collecting evidence of learner achievement, evaluating the evidence against outcomes, recording the findings of this evaluation, reflecting and reporting on the level of performance.
Recording the findings of the evaluation Evidence
Outcomes
Information
Evaluate
Gathering & collecting evidence of learner achievement
Assist learner development Improve the process of learning and teaching
8.1. The following strategies are followed: Assessment Techniques (How to collect evidence) Assessment tools (Instrument used to collect evidence) Assessment methods (Procedure followed)
Project work, Collage, Tests, Research, Assignment Survey, Debate, Role-play, Interview, Drama , Presentation, Panel discussion, Practical demonstration, Scenario, Construction, Graphs, Music/songs, Poetry, rhymes, Oral presentation, Sculpture, paintings, Model making/plans/designs, Mind mapping, Game design, Physical activities, Maps, Posters, Charts, Tables, Descriptions, Posing questions, Written presentations (Reports or essays) Observation sheet, Journal, Assessment grids, Class lists, Profile, Portfolio, Worksheets, Questionnaires, Cassette, Rubrics, Exhibition Self assessment, Peer assessment, Group assessment, Self reporting (Answer by learners), Conferencing, Interviews, Observation, Oral questions and answers, Performance assessment, Recognition of prior learning
8.2. Forms / techniques relevant to Natural Science Learning Area: The Phase Organiser uses the following forms of assessment: Assignment, Model, Translation activity, Practical activity, Investigation, Project, Standardised test, Presentations and Examination
8.3. Allocation of assessment activities per term: See table in beginning of document
9.) Barriers to learning general to the Senior Phase Natural Science Learner In addition to the many general barriers that hinder the development of all learners to their full potential, the following factors have been identified as examples of issues that may become barriers to effective teaching, learning and assessment in the Natural Sciences:
9.1. Language For many learners, the Language of Learning and Teaching (LOLT) is not their home language. This places them at a considerable disadvantage. The problem is intensified for those learners who are deaf or whose hearing has been impaired. In the Natural Sciences, the
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problem is often compounded by the special terminology used and by the very specific language style demanded of report writing in the Learning Area.
9.1.1. The following strategies are recommended to make the Learning Area accessible to a greater number of learners: a) The Learning Area Statement should be "versioned" for use among the hearing impaired and the deaf. Alongside this "versioning", augmentative and alternative communication (AAC) strategies, such as alternative communication systems, supplements to vocal communication and communication through facilitators, should be developed. b) Acceptance by teachers, especially by those in the Foundation and Intermediate Phases, of responses by learners in their most fluent language. This has obvious implications for the teacher's language ability. c) Acceptance of a less rigid style of reporting of scientific investigations. For example, "I put a teaspoon of sugar in a glass of water and stirred it" should be equally acceptable to the more conventional "A spatula of sugar was placed in a beaker of water and stirred". d) Frequent use and acceptance of mind maps, flow charts, spider-grams, annotated drawings and the like instead of descriptions in words. e) An understanding by teachers that the loose use of English words might not reflect lack of conceptual understanding; instead it might indicate that the English word does not have an exact translation in the home language of the learner. For example, in the Life Sciences to say that a blood vessel is wider than another one is very different from saying that it is bigger; yet "bigger" and "wider" translate to the exact same word in isiZulu. So when an isiXhosa speaking learner reads/hears the word "wider", translates it into the mother tongue (as "bigger") and re-translates it to English in response to a question, it comes out as "bigger", which might suggest a lack of conceptual understanding. f) While the use of scientific terminology in the teaching and learning of the Natural Sciences cannot be avoided altogether, efforts must be made to show the derivation of the terms so that learners can work out the meaning of similar terms for themselves later on. For example, if "arthropoda" can be shown to come from the two words arthros ( = jointed) and poda (= feet) it should become much easier to understand the term "Decapoda" and "millipede". Furthermore, words which may have a slightly different meaning in science and in everyday life need to be clearly explained in order to avoid misconceptions i.e "battery", "community".
9.2. Inadequate prior knowledge The fragmented and unequal educational practices of the past has led to a situation where a large percentage of learners find themselves in a situation where their knowledge, skills, attitudes and values are not yet at the grade level indicated by the different Assessment Standards. Thus, in any one grade-level, it is possible that some learners may be functioning at one or more levels below the expected grade level, while others may be functioning at levels beyond the expected grade level.
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It is important, therefore, for the teacher to take into account such differences when planning activities within the Phase Organiser, or else one group of learners will struggle with the work, while another may become bored. Core knowledge and Concepts selection must take into account the prior knowledge, experience and skills of all the learners within the class. Frequent and regular adjustments need to be made to the activities, based on feedback back of the extent to which learners are coping with the original tasks planned. The Assessment Standards are written in a continuum which assists in this type of situation. Teachers can report any progress a learner makes from level to level, even if that learner is not performing at the minimum standard for the grade. The teacher can meaningfully say, for example, that a learner. Grade 8 "works mostly at Grade 6 on Learning Outcome 1" and the teacher can then give the learner a description of what she must do to get up to Grade 7 and then to Grade 8 level. This continuum also allows teachers to recognise and report on learners' work which may be beyond the Grade level.
9.3. Teachers' not realising that learners may hold different world-views Most learners within South African classrooms think in terms of more than one world-view. The existence of these different world-views may not in itself be a barrier towards effective teaching and learning in the Natural Sciences. In fact, it is a powerful motivation for the inclusion of Indigenous Knowledge Systems (IKS). However, ignoring these different worldviews and the challenges they bring with them, would probably make science teaching and learning more difficult than it should be.
9.4. Lack of school laboratories and equipment The absence of proper school science laboratories, laboratory apparatus equipment is oftcited reasons for the poor performance of learners in the Natural Sciences. Water, electricity and a gas supply are the very basic services required in every school laboratory. While Provincial Education Departments attempt to speed up the provision of these essential services, as well as other simple equipment and apparatus, the myth that the teaching of the Natural Sciences cannot be taught in schools without fully-fledged laboratories with expensive and sophisticated equipment needs to be done away with. Every investigation does not necessarily demand experimental investigation in a laboratory. For example an audit of wateruse in sections of the community (Grade 9) taken from the Revised Learning Area Statement may be undertaken without sophisticated laboratory equipment whatsoever. Besides, many investigations can, and should be, carried out with the use of improvised equipment.
9.5. Public perceptions of the Natural Sciences and social stereotypes The public perception of the Natural Sciences is that it is difficult and reserved for the select few who may have been gifted with superior intellects. This ignorance, coupled with prejudice and social stereotyping creates a negative attitude towards the Learning Area. The fact that only a small percentage of practicing scientists are black or female reinforces the stereotype that blacks and females are not meant to do the Natural Sciences. Expectations of these learners in the Natural Sciences (and their concomitant performances) drop more especially since jobs in this Learning Area are stereotypically undertaken by males and by other race groups.
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It becomes the responsibility of the teacher of the Natural Sciences to ensure that the Phase Organisers and the tasks within them do not carry this stereotyping further; activities selected must be of interest to all learners and opportunities must be provided for all learners to succeed. Furthermore, reporting to parents should focus on the extent to which the learner has progressed over the year or term.
9.6. Inflexible curriculum Where there is no flexibility to adapt to the Learners needs and requirements.
10.) Expanded opportunities and enrichment The following relevant events can be used as extra teaching activities Term 1 2 3 4
Special Events METEOROLOGY DAY WATER WEEK HUMAN RIGHTS DAY WETLANDS DAY ENVIRONMENT WEEK FREEDOM DAY DESERTIFICATION DAY BIODIVERSITY DAY TOURISM DAY OZONE DAY WOMENS DAY ARBOR DAY & HERITAGE DAY MARINE DAY & SPACE WEEK WEEDBUSTER DAY AIDS DAY HABITAT DAY
11.) Progression across Grades in Senior Phase: It is evident that progression is taking place across Grades within the Senior Phase. This is evident in the Assessment Standards and the Knowledge concepts and content
12.) Resources The following is a list of resources available for the Educator and Learner of the Natural Science Learning Area: Science Centres; Tertiary institutions; Libraries; Iziko Museums; Planetarium; Internet; Weather stations; NGOs, e.g. Primary Science Programme; South African Astronomical Observatories; Hermanus Magnetic Observatory; knowledgeable individuals in the community; Research Institutions; National Parks; Botanical gardens; Marine research institute; Aquarium; Ithemba Laboratories; Koeberg nuclear power station; newspapers; videos; Teachers’ Centres; NS curriculum advisers at EMDCs; Handspring Trust, for puppetry in education; SHARENET; Mossgas; Collect-a-can; Fairest Cape Association; Local Government services e.g. for waste management.
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13.) Acknowledgements: This document is situated within the framework provided by the following documents and those listed in the Bibliography: the Revised National Curriculum Statement for Grade R to 9, May 2003 Teacher’s guide for the development of Phase Organisers (20030 Phase Organiser Exemplars WCED (March 2005) National Education Policy Act (1995) Grade R to 9 Assessment Policy (Government Gazette 19640 of 1998) in the General Education and Training (GET) Band for schools the SAQA General Education and Training Policy, October 2001 Education White Paper 6 on Special Education Needs, July 2001 the Language in Education Policy, July 1997 WCED moderation protocol (Circular 128/2002) the Senior Phase CASS guidelines accompanied by Circular 0004/2003 DoE policy on the assessment in the GET band as it relates to barriers in learning DoE Curriculum 2005 Assessment Guidelines for Inclusion, May 2001 the WCED manual on Education Support Teams (DRAFT) the WCED curriculum compliance document (DRAFT) and all other relevant WCED curriculum and assessment circulars.
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14.) Bibliography Baron, R.S., Kerr, N.L. & Miller, N. 1992. Group process, group decision, group action. 1st ed. Buckingham: Open University. Clark, L.H., Starr, I.S. 1996. Secondary and middle school teaching methods. 7th ed. New Jersey: Prentice-Hall. Clitheroe, F., Dilley, L. & Engelbrecht, B. 2003. Oxford successful life orientation, Grade 6 learner's book. Cape Town: Oxford University Press. Dekker, E. and Van Schalkwyk, O.J. (eds) 1998. Modern Education Systems. 1st ed. Durban: Butterworths. Department of Education. 2002. Revised National Curriculum Guides. Department of Education. EMDC: Metropole East. 2003. Assessment Imbizo. EMDC: Metropole East. Gouws, E., Kruger, N & Burger, S. 2000. The adolescent. 2nd ed. Johannesburg: Heinemann. Higgs, P., Smith, J. 2000. Rethinking our world. 1st ed. Kenwyn: Juta. Jaques, D. 2000. Learning in groups: A Handbook for improving group work. 3rd ed. London: Kogan Page. Le Roux, J. 1997. Multikulturele onderwys. 1st ed. Pretoria: Kagiso. Legislation in education. Department of Education. [Online] Available: http://education.pwv.gov.za Legislation in education. Western Cape Education Department. [Online] Available: http://Western Cape Education Department.pwv.gov.za Mc Cown, R., Driscole, M & Roop, P.G. 1996. Educational Psychology. 2nd ed. Massachusetts: Allyn & Bacon. Mol, A. 1990. Help! I'm a manager. Cape Town: Tafelberg. Organisation of education. Department of Education. [Online] Available: http://education.pwv.gov.za Organisation of education. Western Cape Education Department. [Online] Available: http://Western Cape Education Department.pwv.gov.za Pilbeam, E. 2003. Oxford successful life orientation, Grade 6 teacher's book. Cape Town: Oxford University Press. Pretorius, F., Lemmer, E.M. (ed.) 1998. South African Education and Training: Transition in a Democratic Era. 1st ed. Randburg: Hodder and Stoughton Educational. Riordan, C. 1990. Gils and boys in school. New York: Teachers College. Sears, C. 1998. Second language students in mainstream classrooms. 1st ed. Johannesburg: Multilingual matters. South African Qualifications Authority, Act No. 58 of 1995. Pretoria: Government Printers. South African Qualifications Authority. 2000. The National Qualifications Framework: An Overview. Pretoria: South African Qualifications Authority. South African Schools Act, Act No. 84 of 1996. Pretoria: Government Printers. Sprinthall, N.A., Sprinthall, R.C. 1990. Educational Psychology: A Developmental Approach. 5th ed. Singapore: McGraw-Hill. Van Der Horst, H., Mc Donald, R. 2001. Outcomes-based education: Theory and practice. 2nd ed. Unisa: H van der Horst & R. Mc Donald. Van Zyl, H. 2004. Assessment: Assessment representatives. Western Cape Education Department Metropole East. Western Cape Education Department. 2003. Assessment guidelines for GETB. Western Cape Education Department. Western Cape Education Department: Directorate Curriculum Development. 2003. Participants Guide for Foundation Phase Teachers.("Values and human rights within the curriculum") Cape Town: Western Cape Education Department. White paper 6: Special educational needs education – Building an inclusive education and training system. 2001. Department of Education. Wilde, G. 1991. Handling conflict. Loveland: Group. Wilkinson, B. 1988. The 7 laws of the learner. Atlanta: Walk Tru the Bible Ministries.
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