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Reg. No.: 2011/011959/07
Facilitator’s guide
Grade 4
LESSON ELEMENTS
LEARNING AIMS
What learners should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of the lesson.
DEFINE
Definitions of concepts to help learners understand the content.
IMPORTANT
A summary or explanation of key concepts explained in the lesson.
TIPS
Information in addition to the content to guide learners through the learning process
FOR THE CURIOUS
Encouragement for learners to do in-depth research about the content on their own.
ACTIVITY
Formative assessment to test learners’ progress and knowledge of the lesson completed.
SAMPLE
EXERCISE
Formative assessment to test learners’ progress and knowledge of the unit completed.
CORE CONTENT
Reinforcement of core of content; in-depth explanation of a specific section of the lesson.
STUDY/REVISION
Demarcation or summary of work to be revised in preparation for tests and examinations.
PREFACE
RECOMMENDED BOOK
It is recommended that learners should be exposed to more than one book. This broadens their knowledge as well as their skills in this subject. Natural Sciences and Technology is a wide field and there is never just one illustration of a particular topic. Any science always has alternative ways in which sketches and information can be transferred. The following additional books are recommended:
• Study & Master Natural Sciences and Technology Grade 4
• Platinum Natural Sciences and Technology Grade 4
INTRODUCTION
The study guide motivates the start of self-learning. It has been written so that learners can enter into a dialogue with the text. As learners are now in Grade 4, it is the start of a career of self-learning. However, the support of the facilitator is still necessary, even more so, as learners now need to develop self-confidence for this new challenge.
Throughout the study guide there are questions and even research which needs to be completed. The facilitator needs to assist learners, as this information forms part of the theory that learners need to understand by the end of the lesson. All activities as well as investigations in the study guide must be completed to help learners understand and master the information.
There are four units in the study guide. If you prefer, you could work your way through one unit per term.
SAMPLE
TIMETABLE AND TIME MANAGEMENT
The time allocation per topic is only a guideline and can be adapted to the pace of learners. It is nevertheless important to know that the lessons in question have to be completed before tests or examinations can be written.
The time per week that should be spent on Natural Sciences and Technology is 3,5 hours. Note that this excludes all activities, assessments and examinations. If learners’ progress is slower than recommended, the necessary adjustments must be made to ensure that they master all the work in time.
Below is a guide to the time division per theme which must be completed:
ASSESSMENT REQUIREMENTS
Formal assessment tasks and tests form part of the year-long formal assessment programme. These formal assessment tasks can be found in the portfolio book, and the tests and the memorandums can be found in the portfolio book memorandum. All examinations are made available to the facilitator before the start of the examination.
All formal assessments are marked by the facilitator and the marks are recorded electronically on my.Impaq
These formal assessment tasks and tests comprise 75% of the final mark and the November examination comprises 25%. This makes up the total mark for Natural Sciences and Technology.
The formal assessment programme indicates which components must be completed in each term. (This excludes the activities and investigations in the study guide.)
• The June Examination covers all the work of Term 1 and 2 (Unit 1 and 2)
• The November Examination covers all the work of Term 3 and 4 (Unit 3 and 4)
STUDY TIPS
There are many learners who struggle to study. Even though there are learners who struggle, the marks they obtain are still important, and yet we never teach them how to study optimally. This either leads to learners not studying at all, or sitting for hours every night and never really benefiting from it.
Learners may find it necessary to study more before a test or an examination, but there are ways in which they can stay up to date with the information that has been shared with them, without them having to spend hours on it.
Here are a few tips learners can use to prepare for test and examinations:
1. Firstly, get organised. It is suggested that learners should have a separate file for each subject. On one side of this file, put all the feedback that has been received from formal assessments, and on the other side homework, tasks and even assessments which still have to be done and handed in.
2. About two weeks before learners write tests or examinations, they must be told which units in the study guide will be covered in the test or examination.
3. Learners must mark this clearly in the study guide. (Term 1’s test will be about Unit 1, the June examination will be about Unit 1 and 2, Term 3’s test will be about Unit 3 and the November examination will be about Unit 3 and 4.)
4. Revise/organise/rewrite your notes. Learners must look at their notes from previous tests and examinations. Is it neat and do they make sense? Can it be organised in a better way? For example, can concepts perhaps be grouped together? One of the best ways to remember information is to organise it, and to write it down. Learners should write the notes neatly before studying
SAMPLE
5. Revise/organise/rewrite the notes of your facilitator. If your facilitator made the time to find extra information for you, it is important to look at that too. It can even be information you found for yourself and printed out. Do you understand these notes? It may be a good idea to write all the additional information on a separate page/pages.
6. Know all the definitions, concepts and ideas which you have been introduced to since the previous test or examination. Learners can find these words at the end of each lesson in the study guide Learners must write down all these words.
7. Memorise. Learners will be surprised how much information they already know just by organising their notes and taking note of the important words. They must also make sure that they can apply the theory.
Take a look at the good ideas on how to study with flash cards and folded paper at http://www.schoolfamily.com/school-family-articles/article/859-teach-your-kids-how-study.
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YEAR PLAN
Lesson 1: Living and non-living things
Lesson 2: What plants need to grow
Lesson 3: Habitats of animals
Lesson 4: Structures of plants and animals
Lesson 5: Structures for animal shelters
Lesson 6: Materials around us
Lesson 7: Solids
Lesson 8: Reinforcement of materials
Lesson 9: Strong frame structures
Lesson 10: Energy and the transfer of energy
Lesson 11: Energy around us
Lesson 12: Motion and energy in a system
Lesson 13: Energy and sound
Lesson 14: Planet Earth
Lesson 15: The sun
4
Lesson 16: The earth and the sun
Lesson 17: The moon
Lesson 18: Rocket system
UNIT 1: Life and living things, and structures
LEARNING AIMS
After the learner has completed this unit, he/she should be able to do the following:
• Sort a selection of living and non-living things
• Identify and describe the parts of a plant
• Identify and describe the parts of an animal
• Grow plants from seeds, measure and record their growth
• Describe different habitats
• Design, draw and evaluate an animal shelter
This unit should be completed in 10 weeks. Remember that these 10 weeks exclude all assessments and activities. Ensure that the learner leaves enough time to complete all the activities as well as the assessments in the portfolio book. In this unit the learner will learn about things we see every day.
IMPORTANT TERMINOLOGY
SAMPLE
At the end of each lesson there is a list of important terminology. Make sure that you know these terms and that you know what each one of these terms means.
LESSON 1: Living and non-living things
Investigation 1.1: MEMORANDUM
Number 1 to 4 of this method are marked by means of the following rubric. Number 5 and 6 are marked according to a memorandum.
Number 1 0
1 The learner put a bit of water in the bottle and swirled it around so that the sides of the bottle became wet.
2 The learner put the moist paper towel into the glass bottle.
3 The learner placed the bean into the bottle.
4 The learner gave the bean a bit of water every few days.
The learner did not put water in the bottle or did not swirl the bottle around so that the sides of the bottle became wet.
The learner did not put the moist paper towel into the glass bottle.
The learner did not place the bean into the bottle.
The learner did not give the bean a bit of water every few days.
5. The learner must refer to what has been observed:
• The germination of the bean.
• The roots that can be seen (2)
6.
Bean that grows in a bottle
Activity 1.1: MEMORANDUM
1.
One mark for each correct tick (14)
One mark for every reason. The learner must refer to feeding, growth, reproduction, breathing, excretion, senses and movement (The seven life processes.) (14)
2. Guidelines for the marking of the mind map: Mind map Colourful
Heading/clear centre
Seven life processes
Explanation for every life process (17) [45]
Activity 1.2: MEMORANDUM
1. Headings correct on both papers
All living things grouped together on a page
All non-living things grouped together on a page
Pictures cut from old magazines and pasted (6)
2. Bacteria
Fungi
Viruses
Amoeba (this is a single-cell creature) (Any three) (6)
3.
The learner did not look for any pictures The learner looked for pictures, but did not save them, or print them. Only looked for and saved or printed 1 or 2 pictures. 3 or 4 pictures saved or printed 5 pictures saved or printed. More than 5 pictures saved or printed.
Living or non-living
Non-living
Non-living
Non-living
Reason
Fire or a flame is not alive. It does not breathe and doesn’t have senses. It does not procreate. A fire does not perform biological processes and therefore does not need any feeding.
Bacteria and viruses are living things. They perform all seven life processes. They are just too small for us to see with the naked eye
Water is not alive. It doesn’t breathe and doesn’t have senses. It also does not procreate. Water does not perform any biological processes and therefore does not need any feeding. Water is a habitat for many living things and we need it in order to live, but it is not alive itself.
Stones are not alive. They do not breathe and do not have senses. They does not procreate. Stones do not perform biological processes and therefore do not need any feeding.
4. (8) [25]
LESSON 2: What plants need to grow
Investigation 2.1: MEMORANDUM
This investigation is marked by using the following rubric. 1 2 3 4 5
Apparatus The learner does not have all the necessary equipment The learner is short of one of the pieces of equipment The learner has all the equipment
Method The learner did not follow the method.
Observation The learner did not make notes of any observations.
Results No results were obtained.
The learner followed the method, but needed a lot of help, or left out more than one step.
The learner followed the method, and needed very little help. The learner followed the method fully and did not need any help from the facilitator.
The learner made incomplete notes. The learner made complete notes.
The results were incomplete The results were recorded, but the measurements were in mm. The results were complete, but were not in table format. The results were complete and noted in table format.
LESSON 3: Habitats of animals
Activity 3.1: MEMORANDUM
1. This question is marked according to the following rubric. 0 1 2
Habitat The learner did not identify a habitat. The learner identified the habitat with the help of the facilitator The learner identified the habitat without the help of the facilitator.
Drawing No drawing was made. The drawing of the habitat is incomplete. The drawing of the habitat is complete.
Physical factors No physical factors were pointed out. Physical factors were pointed out, but are incomplete
Available food No available food was indicated. Available food was indicated, but is incomplete.
Physical factors were pointed out and were complete.
Available food was indicated and is complete.
Predators No predators were indicated. Predators were indicated, but it is incomplete. Predators were indicated, and are complete. (10)
1 for each correct picture in the land
1 for each correct picture in the water habitat (3)
2 for each correct picture in the land and water habitat (4)
2 marks for overall impression and completeness (2) (15)
Activity 3.2: MEMORANDUM
1. Wild dog
Zebra Rhinoceros
Cheetah
African elephant (Any three) (The learner can also name other African animals.) (3)
2. This question must be marked according to the learner’s answer. The learner must discuss the following three things about all three animals in connection with their habitat:
• Physical characteristics
• Climate/temperature
• Predators (3 marks × 3 animals) (9)
3. This question must be marked according to the learner’s answer. The learner only has to provide one valid reason per animal. (3) [15]
LESSON 4: Structures of plants and animals
Activity 4.1: MEMORANDUM
1. For every part correctly indicated on the learner’s model, 2 marks are awarded:
• Flowers
• Seeds
• Leaves
• Stem
• Roots
(10)
2. 1 mark is awarded for every complete cell. The learner has to give complete descriptions to get a mark. Type of plant How do its flowers look? How do its leaves look? What does the stem look like (long/short, thick/thin) Does the plant have seeds? Does this plant bear fruit? What do the roots of the plant look like?
(30)
3. The reason why the structures of plants differ from one another is because they live in different habitats and therefore need to have different survival and protective mechanisms. The learner can give his/her own answers here, as found in the different sources.
Sources must be listed.
Activity 4.2: MEMORANDUM
1. Desert:
Animal: Camel
Habitat: Desert
Animal: Meerkat
Habitat: Desert
Forest:
Animal: Orangutan
Habitat: Forest
Animal: Tiger
Habitat: Forest
Marshland (water):
Animal: Otter
Habitat: Marshland
Animal: Crocodile
Habitat: Marshland (12)
2. Desert: A desert is very hot and dry.
SAMPLE
Forest: A forest can be hot or cold It depends on whether it is night or day and whether it is raining or not. A forest is usually wet.
Marshland (water): It will be cold in water and of course very wet. (6)
3. For every animal the following rubric must be used. 10 marks are awarded per animal.
Camel
Covering (skin/fur)
0 1 2
No reference to the covering of the animal
Tail There is no reference to the tail of the animal
Head There is no reference to the head of the animal.
Feet/paws
There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map
Orangutan
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
0 1 2
Covering (skin/fur) No reference to the covering of the animal.
Tail There is no reference to the tail of the animal.
SAMPLE
Head There is no reference to the head of the animal.
Feet/paws There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map.
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing.
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
Otter 0 1 2
Covering (skin/fur)
No reference to the covering of the animal.
Tail There is no reference to the tail of the animal.
Head There is no reference to the head of the animal.
Feet/paws There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map.
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing.
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
Crocodile 0 1 2
Covering (skin/fur)
No reference to the covering of the animal.
Tail There is no reference to the tail of the animal.
Head There is no reference to the head of the animal.
SAMPLE
Feet/paws There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map.
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing.
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
Tiger
Covering (skin/fur)
0 1 2
No reference to the covering of the animal.
Tail There is no reference to the tail of the animal.
Head There is no reference to the head of the animal.
Feet/paws
There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map.
Meerkat
Covering (skin/fur)
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing.
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
0 1 2
No reference to the covering of the animal.
Tail There is no reference to the tail of the animal.
Head There is no reference to the head of the animal.
Feet/paws There is no reference to the feet/paws of the animal.
Mind map Not done in the form of a mind map.
4. Face with eyes looking ahead
Hands that can hold objects
Little hair on our skin.
Refers to the covering of the animal, but not to how it has been adapted to its environment.
Refers to the tail of the animal, but not to how it is adapted to its environment.
Refers to the head of the animal, but not to how it is adapted to its environment.
Refers to the feet/paws of the animal, but not to how it is adapted to its environment.
Mind map is untidy and confusing.
Refers to the covering of the animal and to how it is adapted to its environment.
Refers to the tail of the animal and to how it is adapted to its environment.
Refers to the head of the animal and to how it is adapted to its environment.
Refers to the feet/paws of the animal and to how they are adapted to its environment.
Mind map is neat and complete.
(60)
Upright posture (Any two – the learner can also provide his/her own valid structures) (2) [80]
LESSON 5: structures for animal shelters
Activity 5.1: MEMORANDUM
This activity is marked according to the following rubric. For the sake of the facilitator, the rubric has been divided into the different steps for which the learner must be awarded marks, and also what the facilitator must look out for.
Step 1: Investigation
Because the learner has already been given the problem to make the shelter for the wild dogs, the learner must have done some research on the structure of the wild dog, and also how they would make their own shelter in nature.
1. Investigation
The learner did not do any investigation
2. Design
Step 2: Design
The learner did not design a shelter.
SAMPLE
The learner only referred to the structure of the animal OR the natural shelter
The learner designed a shelter without taking the structure of the wild dog and its natural habitat into account
The learner designed the shelter according to the structure of the wild dog and its natural shelter and said whether it is a shell or frame structure, but did not mention the materials that were used.
The learner referred fully to the structure of the animal, and also to the natural shelter of the animal, and came up with a solution.
The learner designed the shelter according to the wild dog’s structure and natural shelter and mentioned whether it is a shell or frame structure. Materials that were used were given.
3: Building
3. Building The learner did not make the shelter.
Step 4: Evaluate
The learner made the shelter, but not according to the design. The learner made the shelter according to the design.
Complete steps of evaluation include the answers to the following questions:
• Did my design solve the problem?
• Did I stay within the specifications and limitations?
• If changes were made to the specifications, why were they changed?
• Can I improve my design, and how?
4. Evaluate The learner provided no evaluation
5. Communicate
Step 5: Communicate
The learner answered one of the questions.
The learner answered two of the questions.
The learner answered three of the questions.
The learner evaluated everything fully and answered all four (and even more) questions
This step must be facilitated by the facilitator. The learner may have his/her communication with him in writing, but the facilitator must ask the learner the following questions:
• What have you (the learner) designed and made?
• Why did you (the learner) decide on this specific type of design?
• Why did you (the learner) decide on these materials?
• Why did you (the learner) decide on this size for the model, and how much bigger or smaller would it have to be to be used in real life?
The learner could not answer any of the facilitator’s questions.
The learner answered one of the questions
The learner answered two of the questions
The learner answered three of the questions.
The learner communicated well and answered all four of the questions (and even more) [25]
