Gr 10-Life Sciences-Facilitator's Guide by Impaq

Í2*È-E-LIS-FG013Î 1

LIFE SCIENCES FACILITATOR’S GUIDE Grade 10

A member of the FUTURELEARN group

Life Sciences Facilitator’s guide

1810-E-LIS-FG01

Í2*È-E-LIS-FG013Î

Grade 10

CAPS aligned

FACILITATOR’S GUIDE

AUTHORS Lorraine Kuun Susara Nortje

LIFE SCIENCES GRADE 10 (CAPS) FACILITATOR’S GUIDE i

ALL RIGHTS RESERVED ©COPYRIGHT BY THE AUTHORS The whole or any part of this publication may not be reproduced or transmitted in any form or by any means without permission in writing from the publisher. This includes electronic or mechanical, including photocopying, recording, or any information storage and retrieval system. Every effort has been made to obtain copyright of all printed aspects of this publication. However, if material requiring copyright has unwittingly been used, the copyrighter is requested to bring the matter to the attention of the publisher so that the due acknowledgement can be made by the author.

Life Sciences Grade 10 Facilitator’s Guide (CAPS) ISBN 13 :

978-1-869-21380-0

Product code:

LFS 26

Authors:

Lorraine Kuun Susara Nortje

First Edition:

June 2011

PUBLISHERS ALLCOPY PUBLISHERS P.O. Box 963 Sanlamhof, 7532

Tel: (021) 945-4111, Fax: (021) 945-4118 Email: info@allcopypublishers.co.za Website: www.allcopypublishers.co.za

LIFE SCIENCES GRADE 10 FACILITATOR’S GUIDE (CAPS) CONTENTS WELCOME TO LIFE SCIENCES 10!

1 - 21

Learning Programmes for Life Sciences

22 - 32

Resources

33 - 36

Biochemistry – The molecules of life

37 - 42

The Cell – The basic unit of life

43 - 51

Plant Tissues

52 - 56

Mammalian tissues

57 - 60

Leaves – Plant organs for photosynthesis

61 - 62

Anatomy of dicotyledonous plants

63 - 71

Support systems in animals – The human skeleton

72 - 76

Transport systems in the human body

77 - 80

Biospere to ecosystems

81 - 87

10.

Biodiversity and classification

88 - 91

11.

History of life on Earth

92 - 98

Practical Guidelines for microscope work.

99 - 101

Addendum 1

102 - 123

Addendum 2

124 - 135

iii

LIFE SCIENCES 10 DEAR FACILITATOR This is the facilitatorâ&#x20AC;&#x2122;s guide to navigating your way through Life Sciences 10 and the CAPS document. We hope you will have as much fun and enjoyment as we had; our subject really is the best of all! The first section of this book deals with the CAPS document and the Specific Aims for Life Sciences. It includes sections on the assessment programmes and requirements, as well as detailed information on planning your assessment programme, exam papers and learning programmes. The section with the answers to the learning activities, practical investigations and assessment activities contains suggested answers. The answers for each chapter were organised in a specific sequence: Learning Activities, Practicals, and Assessment Activities. Addendum 1 contains worksheets for the practicals that may be copied and used as formal assessment activities, as well as extra practicals not included in the book. These may be used for enrichment or as alternative practicals. All of these practicals are about topics/sections covered in the curriculum. Addendum 2 contains general information on plants. This is for the teacher who did not have Botany or modules on Botany as part of his/her training. It is to broaden the teacherâ&#x20AC;&#x2122;s knowledge base and to put Chapter 6 into perspective regarding work done in the GET and work still to come in grade 11. It also includes a few pages on the use of plants as medicines. TABLE OF CONTENTS: Welcome to Life Sciences Background, documents and policies General aims of the South African curriculum What is Life Sciences? Life Sciences as a school subject Organisation of the Life Sciences Curriculum Why study Life Sciences? Specific Aims Assessment in Life Sciences Learning Programmes for Life Sciences: Grade 10 Resources Answer Guide Practical Guidelines for Microscope Work Addendum 1: Practical Worksheets Addendum 2: General Plant Studies Good luck with your year of teaching grade 10; we hope that your love of the subject will grow even more and that your passion and dedication will inspire a generation of young scientists. The Authors January 2012

Facilitator’s Guide G10 ~ Life Sciences

WELCOME TO LIFE SCIENCES 10! National Curriculum and Assessment Policy Statement for Life Sciences Grades 10 to 12 (CAPS) BACKGROUND, DOCUMENTS AND POLICIES The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in schools. To improve the implementation of the NCS the document was amended, with the amendment coming into effect in January 2013. The single CAPS document (National Curriculum and Assessment Policy Statement) was developed to replace the following documents: · National Curriculum Statements (Grades R – 9, 2002; Grades 10 -12, 2004) · Learning Programme Guidelines · Subject Assessment Guidelines The CAPS document constitute the norms and standards of the National Curriculum Statements Grades R – 12 and, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 0f 1996), form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM 1. The National Curriculum Statement Grades R – 12 (NCS) gives expression to what is regarded to be knowledge, skills and values worth learning, and in ways that are meaningful to their lives. The curriculum promotes the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. 2. The NCS serves the purpose of: · equipping learners with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation as citizens of a free society. All learners should have this opportunity regardless of their socio-economic background, race, gender, physical or intellectual ability; · providing access to higher education; · facilitating the transition of learners from education centres to the workplace; and · providing employers with a sufficient profile of a learner’s competences. 3. The NCS is based on the following principles: · Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sectors of the population. · Active and critical learning: encouraging an active and critical approach to learning, rather than learning by rote and uncritical acceptance of given truths. · High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects. · Progression: content and context of each grade shows progression from simple to complex. · Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice, as well as human rights as defined in the Constitution of the Republic of South Africa. The NCS (general) is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors. · Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.

Facilitator’s Guide G10 ~ Life Sciences

Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

4. The NCS aims to produce learners that are able to: · identify and solve problems and make decisions using critical and creative thinking; · work effectively as individuals and with others as members of a team; · organise and manage themselves and their activities responsible and effectively; · collect, analyse, organise, and critically evaluate information; · communicate effectively using visual, symbolic and/or language skills in various modes; · use science and technology effectively and critically showing responsibility towards the environment and the health of others; and · demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. 5. Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, district-based support teams, institutional-level support teams, parents, and special schools as resource centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 6. Time allocated to Life Sciences as one of a learner’s elective subjects in grades 10 to 12 is 4 hours per week. If a learner takes more subjects that the minimum number stipulated by the NCS, no time should be taken from the time allocated, but additional time should be spent on additional subjects.

WHAT IS “LIFE SCIENCES”? “Life Sciences” is the study of life, a scientific approach to studying living things, from molecular level to their interactions with one another and their environments. To be accepted as a science a certain method of looking at things, broadening existing knowledge and discovering new things are followed. These methods must lend themselves to replication and a systematic approach to scientific enquiry. The methods include formulating hypotheses, and then performing investigations and experiments as objectively as possible to test these hypotheses. Repeated investigations are carried out and adapted. The methods and results are analysed, evaluated and debated before they are accepted as valid by the scientific community. Knowledge production, the “discovery” of new facts and concepts, is an ongoing endeavour that happens gradually most of the time through pure hard work and slogging, but every now and then knowledge and insights take a leap forward as new knowledge or a new theory replaces what was previously known or thought. As with all knowledge, scientific knowledge changes over time as scientists improve their knowledge and understanding, and people change their views of the world around them. Scientific investigations are mostly about things that are only partially understood or not understood at all. Scientists are often involved in debates and disagreements; argumentation is one of the keystones of scientific thought. As more people work on these questions, more knowledge is discovered and consensus is reached. The scientific knowledge taught at school is usually not in doubt as most of it has been tested and has come to be generally accepted. A good teacher will tell learners about the debates, arguments and challenges scientists experienced when they first started to study a phenomenon. © Impak Onderwysdiens (Pty) Ltd

Facilitator’s Guide G10 ~ Life Sciences

Scientists continue to explore the unknown. The “enquiring mind” is a characteristic of a true scientist. As long as we are confronted with changes in the climate of the earth, changes in the earth’s magnetic fields and the wonder of the human mind, there will be scientists. We hope that Life Sciences 10, part of the MIND ACTION SERIES of Allcopy Publishers will aid in forming learners through science, learners that will develop: · their knowledge of key biological concepts, processes, systems and theories. · an ability to critically evaluate and debate scientific issues. · greater awareness of the ways in which knowledge of Life Sciences have benefitted mankind. · an understanding of the negative impact man has had (and still has) on the environment and organisms living in it. · a deep appreciation of the unique diversity of biomes in Southern Africa, past and present, as well as the importance of conservation. · an awareness of what it means to be a responsible citizen in term of the environment, but also in the life-style choices that they make. · an awareness of the contributions of South African scientists to the body of scientific knowledge. · scientific skills and ways of scientific thinking that enable them to recognize misconceptions and flaws in pseudo-science in the popular media. · a level of scientific and academic literacy that enables them to read, talk about, write and think about biological processes, concepts and investigations.

LIFE SCIENCES AS A SCHOOL SUBJECT Life Sciences as a subject comprises a variety of sub-disciplines, or specialisations, or elements thereof: · Biochemistry · Biotechnology · Microbiology · Genetics · Zoology · Botany · Entomology · Physiology · Anatomy · Morphology · Taxonomy · Environmental studies · Socio-biology · Palaeontology · Geology · Climatology At school these disciplines are introduced at various levels of detail and complexity to provide a broad overview of the subject, Life Sciences. There are three reasons why a learner should take Life Sciences as a school subject: 1. To provide useful knowledge and skills that are needed in everyday living; 2. To expose learners to the range and scope of biological studies to stimulate interest in and create awareness of possible specialisations. 3. To provide sufficient background for further studies in one or more of the biological subdisciplines.

Facilitator’s Guide G10 ~ Life Sciences

ORGANISATION OF THE LIFE SCIENCES CURRICULUM Four Knowledge Strands are used to organise the Life Sciences content framework. These knowledge strands are developed progressively over the three years of the FET, and link to the relevant content of Natural Sciences in the senior phase in the GET. The four knowledge strands are: 1. Life at the Molecular, Cellular and Tissue Level 2. Life Processes in Plants and Animals 3. Environmental Studies 4. Diversity, Change and Continuity The knowledge strands and the topics within each knowledge strand cannot be studied separately and in isolation. It is important to help learners to understand that topics are related and that biological systems do not function independently and in isolation. Their awareness of these links should be made across grades. The four knowledge strands do not need to be taught in the same sequence each year, nor do all four knowledge strands be taught in each year. They are not weighted equally; the knowledge strands is a categorisation used to organise the curriculum. KNOWLEDGE STRANDS

GRADE 10

LIFE AT THE MOLECULAR, CELLULAR AND TISSUE LEVEL

LIFE PROCESSES IN PLANTS AND ANIMALS

ENVIRONMENTAL STUDIES

DIVERSITY, CHANGE AND CONTINUITY

Biosphere to Ecosystems

Population ecology Human impact on environment: current crises

· · · ·

Chemistry of Life – Inorganic and organic compounds Cell – unit of life Cell division – mitosis Plant tissues Animal tissues

· ·

GRADE 11

· ·

GRADE 12

DNA - code of life RNA and protein synthesis Meiosis

· · · · · · · ·

Support and transport systems in plants Support systems in animals Transport systems in mammals (human) Energy transformations to support life: Photosynthesis Animal nutrition Energy transformations: Respiration Gas exchange Excretion Reproduction in Vertebrates Human reproduction Nervous system Senses Endocrine system Homeostasis

· ·

· · · · ·

Biodiversity and classification History of Life and Earth

Biodiversity – classification of micro-organisms Biodiversity – plants Reproduction – plants Biodiversity animals Darwinism and Natural Selection Human Evolution

Grade 10 is the only year in which all four knowledge strands are addressed; this also serves to introduce learners to the four strands. The content framework of the knowledge strands focuses on ideas, skills, concepts and connections between them, rather than listing the facts and procedures that need to be learned. The teacher is not prescribed certain instructional strategies or methodologies. Instead, they are free to expand concepts and to design and organise learning experiences according to their local circumstances. These may include availability of resources, diversity, barriers to learning and physical and/or mental disabilities. © Impak Onderwysdiens (Pty) Ltd

Facilitator’s Guide G10 ~ Life Sciences

It is important, however, that the identified range of cognitive and practical skills be taught and addressed, in an integrated way in the context provided by the topics in the four knowledge strands. The recommended Grade 10 teaching sequence for the four knowledge strands is: 1. Life at the molecular, cellular and tissue level (Molecules to Organs) 2. Life processes in plants and animals (Processes that sustain life) 3. Environmental studies (Biosphere to Ecosystems) 4. Diversity, change and continuity (History of Life on Earth) The rationale behind this order is that many areas in South Africa are best suited for an environment study during early spring, and also because seasonal comparisons in a chosen ecosystem are required (where possible). Some teachers may choose to do Environmental Studies at the beginning of the year. However, it is important to keep the sequence of Knowledge Strand 1 before 2, and Knowledge Strand 3 before 4. Teachers have the freedom to choose whether they begin the academic year with knowledge strands 1 and 2, or 3 and 4. The first section in Grade 10, “Subject Orientation”, is designed to prepare learners for the FET phase, and is intended to ... · connect what learners learned in the GET (Natural Sciences) with what they will be learning in the FET (Life Sciences). Life Sciences as a subject build on the knowledge, skills and values acquired from the biological (Life Sciences) part of Natural Sciences in the GET. · describe how knowledge is built/constructed in science, and introduces the scientific approach that both learners and teachers use when learning or teaching Life Sciences. · introduce learners to some basic principles related to science. · familiarise learners with the range of skills that they will need to develop. This first section should be done in the first lessons, but is not part of the assessable curriculum as such. In Life Sciences 10 the first section called “Life Sciences – the Study of Life” deals with this orientation, as well as introducing various process skills (scientific method) learners will need to apply in the assessable part of the curriculum. It links concepts learned during the GET with what is expected in the FET phase, and makes sense of the transition from the GET to the FET.

WHY STUDY LIFE SCIENCES? There are three reasons why the study of Life Sciences is regarded as important: 1. Development of scientific knowledge and understanding 2. Development of science process skills 3. Development of an understanding of the roles of science in society 1. Development of scientific knowledge and understanding Scientific knowledge and understanding can be used to answer questions about the nature of the living world around us. It can prepare learners for self-expression and self-fulfilment. It lays the basis for further studies in science and prepares learners for active participation in our democratic society, valuing human rights, acting responsibly towards the environment and becoming part of the economic society. 2. Development of science process skills (scientific investigation) The teaching and learning of science involves the development of a range of process skills that may be used in everyday life, in the community and workplace. Learners can acquire these skills in an environment that supports creativity, responsibility and growing confidence. Learners develop the ability to think objectively and use a variety of forms of reasoning while they use process skills to investigate, reflect, synthesise and communicate. 3. Development of an understanding of the roles of science in society Both Science and Technology have made a major impact, both positive and negative on our world. Careful selection of scientific content, and use of a variety of ways of teaching and learning science, should promote understanding of science as a human activity as well as the history of © Impak Onderwysdiens (Pty) Ltd

Facilitator’s Guide G10 ~ Life Sciences

science and the relationship between Life Sciences and other subjects. It also helps learners to understand the contribution of science to social justice and development of societies. It helps them to understand the need to use scientific knowledge responsibly in the interest of ourselves, society and the environment. Understanding science also helps us to understand the consequences of decisions and actions that involve ethical issues.

SPECIFIC AIMS There are three specific aims in Life Sciences. They are broad subject-specific and relate to the purpose of studying and learning science. 1. Specific aim 1 relates to the subject content (theoretical knowledge) and obtaining this knowledge. 2. Specific aim 2 relates to practical work and scientific investigations. 3. Specific aim 3 relates to the understanding of the role and application of Life Sciences in everyday life, as well as the history of science and scientific discoveries, and the relationship between indigenous knowledge and science. SPECIFIC AIM 1:

KNOWING LIFE SCIENCES

This involves knowing, understanding and making meaning of scientific concepts, processes, phenomena, mechanisms, principles, theories, laws, models etc. Learners do not need to know Life Sciences contents by rote, but knowing science should include the ability to make connections between ideas and concepts. Learners should be able to apply acquired knowledge to new and unfamiliar situations. Knowledge alone is not enough; learners should have the skills to test knowledge against current thinking and new ideas. They should also have mastered the necessary process skills to perform practical investigations; either confirming what they already know, or acquiring new knowledge. Educators should teach and facilitate in such a way that learners acquire the necessary grade-appropriate skills and knowledge by working through the curriculum in a school year. These skills and knowledge should also be assessed throughout the year. Educators should be mindful of the reality that not all knowledge and/or skills can be assessed in a single assessment. It is important, however, that all skills and knowledge be assessed as part of the formal as well as informal assessment programme throughout the year. The informal assessment programme should ideally provide opportunities to practice and hone skills and to establish a strong knowledge basis. THE FOLLOWING COGNITIVE SKILLS SHOULD BE DEVELOPED THROUGHOUT THE YEAR AT A GRADE-APPROPRIATE LEVEL: · Acquiring knowledge · Understanding, comprehending and making connections between ideas and concepts · Applying knowledge in new and unfamiliar contexts · Analyse, evaluate and synthesis scientific knowledge, concepts and ideas ACQUIRING KNOWLEDGE In the process of acquiring knowledge learners must: · Access information from a variety of resources e.g. teachers, popular magazines, subject magazines, books, reference books, textbooks, internet, electronic reference suites, experts, peers, parents, etc. · Select key ideas and concepts · Recall facts · Describe concepts, processes, phenomena, mechanisms, principles, theories, laws, models etc.

Facilitator’s Guide G10 ~ Life Sciences

UNDERSTANDING, COMPREHENDING AND MAKING CONNECTIONS BETWEEN IDEAS AND CONCEPTS Understanding, comprehending and making connections between ideas and concepts are obtained by: · Building a conceptual framework of science and scientific ideas · Organising or reorganising knowledge to derive new meaning · Writing summaries · Developing flow charts, diagrams and mind maps · Recognising patterns and trends APPLYING KNOWLEDGE IN NEW AND UNFAMILIAR CONTEXTS Learners must be able to: · Use current information in a new way · Apply knowledge to new and unfamiliar contexts ANALYSING, EVALUATING AND SYNTHESISING SCIENTIFIC KNOWLEDGE, IDEAS AND CONCEPTS In the process of learning science it is important that learners are able to: · Analyse information/data · Recognise relationships between existing knowledge and new ideas · Critically evaluate scientific information/data · Identify assumptions · Categorise information/data IN ORDER TO ASSESS THESE COMPETENCIES/COGNITIVE SKILLS SPECIFIC VERBS SHOULD BE USED WHEN SETTING TASKS/EXAMINATIONS/ASSESSMENTS: VERBS TO BE USED WHEN SETTING TASKS/EXAMINATIONS/ASSIGNMENTS COGNITIVE SKILL Acquiring knowledge Understanding, making connections Applying knowledge in new and unfamiliar contexts Analysing, evaluating and synthesising scientific knowledge

VERBS TO BE USED

WEIGHTING OF COGNITIVE LEVELS FOR ASSESSMENT

State, name, label, list, define, describe, draw or any other appropriate verb Explain, compare, rearrange, give an example of, illustrate, calculate, interpret, suggest a reason, make a generalisation, predict, select, differentiate or any other appropriate verb Demonstrate, interpret, predict, compare, differentiate, illustrate, solve, select or any other appropriate verb Appraise, argue, judge, select, evaluate, defend, compare, contrast, criticise, differentiate, distinguish, discuss or any other appropriate verb

40% 25%

20% 15%

SPECIFIC AIM 2: INVESTIGATING PHENOMENA IN LIFE SCIENCES Science per definition is a subject with an important practical component. Scientific theories are supported by a body of evidence acquired in various ways, experiments and investigations included. Learners must be able to plan and perform scientific investigations and experiments; they should be able to solve problems that require some practical skills. This implies an attitude of scientific curiosity and interest in wanting to find out how the natural world and living organisms work; it needs the enquiring mind. © Impak Onderwysdiens (Pty) Ltd

Facilitator’s Guide G10 ~ Life Sciences

When learners are expected to exhibit/practise the skills acquired during the current year of the FET band, they should have had exposure to and practise in these skills before a formal examination is taken down. No single practical investigation or assignment will necessarily provide experience in all seven skills mentioned in the CAPS. Teachers should select/design practical investigations that are grade-appropriate. However, they must also make sure that all seven skills have been assessed at the end of the year. When setting a practical examination as part of the formal assessment programme, the learners must have had grade-appropriate experience in all the skills required in this examination. The performing and assessment of practical skills should be done within the context of the cognitive domains of Specific Aim 1: Knowing Life Sciences. SKILLS REQUIRED PERFORMING A PRACTICAL EXPERIMENT/INVESTIGATION: · Following of instructions · Handling of equipment and apparatus · Making observations · Recording information or data · Measuring · Interpreting · Designing/planning of investigations or experiments FOLLOWING OF INSTRUCTIONS 1. The ability to follow instructions is essential, and is specifically taught in lower grades. In large classes in the higher grades it is an absolutely vital skill for learners to possess in order for learning to take place effectively. 2. When handling apparatus, learners should receive a clear set of instructions to enable them to use the apparatus effectively and responsible. 3. Complying with safety rules is very important. By following safety measures learners take responsibility for the well-being of themselves as well as their peers. 4. Following of instructions is important in writing the final senior certificate examination; marks are specifically given for instructions followed e.g. drawing of a table or correct type of graph. MAKING OBSERVATIONS 1. It is important to teach learners to make observations when doing practical investigations, and to evaluate observations carefully together with all available information before simply coming to a conclusion. 2. Observations should be recorded carefully in one or more of the following ways: · Making notes · Writing descriptions · Grouping of materials or items based on observable criteria · Measuring and writing down the measurements · Counting and recording numbers · Drawings · Writing descriptions · Comparing before and after procedures

Facilitator’s Guide G10 ~ Life Sciences

HANDLING OF EQUIPMENT OR APPARATUS 1. Learners should not be required to handling and use apparatus without clear instructions. Familiarity with apparatus is required when doing a practical investigation as well as practical examination. 2. Emphasis should be on handling the apparatus and not just recognising and naming a piece of equipment. 3. Practise in improvising apparatus e.g. using empty 2l cool drink bottles as containers/terrarium etc. should be advocated, with the necessary knowledge and safety measures in place (e.g. boiling water not to be poured into thin plastic container). RECORDING INFORMATION OR DATA 1. The skill of recording observations or data is a skill transferable across a range of scientific activities, as well as subjects. It is an essential step in the scientific method and valuable as a tool when having to make conclusions. 2. Recording can be done in one or more of the following ways: · Making brief notes · Filling in of a table · Drawing · Using a checklist · Graphs · Reports MEASURING 1. Measuring is a way of quantifying observations; providing a standard/norm against which subsequent experiments and results can be measured/tested. 2. Learners should know what to measure, when and how, and have an understanding of the importance of accuracy. 3. Learners should be able to use a variety of measuring instruments e.g. ruler, scales, compass, protractor, stopwatch, measuring cylinders, pipettes, biurets, thermometer, barometer, osmometer, sphygmomanometer, etc. 4. Learners should be able to measure a variety of things e.g. length, mass, weight, force, degrees, time, volume, temperature, numbers etc. 5. Learners should have an understanding of the importance of comparing measurements, making estimates as well as being exact. INTERPRETING 1. Learners should be able to convert information from one form to another e.g. table into a graph, data into a formula and calculations. 2. Learners should be able to perform grade-appropriate calculations and interpret formulas. 3. It is important that learners can extract and analyse information from tables, graphs and diagrams, and make relevant conclusions. 4. Learners should be able to apply theoretical knowledge to practical situations, recognise patterns and trends, understand the limits of experimental procedures and make deductions based on evidence. © Impak Onderwysdiens (Pty) Ltd

Facilitator’s Guide G10 ~ Life Sciences

DESIGN/PLAN INVESTIGATIONS AND EXPERIMENTS 1. Not all investigations/experiments can be performed strictly according to the scientific method and its steps. The investigation/experiment will depend on the topic/subject e.g. observing and recording weather patterns will differ from studying the effect of climatic conditions on the growth of crop plants. 2. Learners should be able to design an experiment/investigation with the following included: · Identifying a problem · Asking focus question(s) · Formulating hypotheses · Identifying variables · Suggesting ways of testing variables · Suggesting ways of controlling variables · Suggesting ways of recording results · Understanding the need for verification and/or replication · Planning an experiment/investigation 3. Learners should be able to plan an investigation taking into consideration practical matters such as · Permission from teacher/principal · Suitable venue · Safety measures · Apparatus needed · Getting other people involved (where applicable) · Costs involved (if any; should be kept to bare minimum) 4. All the skills discussed previously would be required in one way or another in order to plan and carry out an experiment or investigation. The skills can be applied separately or in various combinations in a variety of practical investigations and experiments, suitable for grade 10. Learners can be assessed in a range of circumstances, judging their ability to approach problems in a scientific manner. Not every skill can be assessed in every practical task or investigation, nor should the educator try to “overload” investigations and practicals with skills. PRACTICAL EXAMINATIONS Practical examinations should have the purpose of assessing the practical skills acquired by the learner during the year, as well as their understanding of the body of information relating to the required topics for the year. Practical investigations as well as learning activities (so-called homework) should be done throughout the year in order to prepare him/her sufficiently. Exposure to a range of skills and topics over all knowledge strands is essential; learners should not be disadvantaged by lack of practice. In schools where apparatus such as microscopes are too expensive, or where the handling of apparatus such as blades, dissection needles or tweezers could pose a potential physical threat to learners, paperand-pencil practicals could be done. Another way to test a learner’s practical knowledge is expect him/her to simply identify and describe structures and phenomena. The “real thing” would always be the ideal, but where various constraints prevent the actual experience, learners could still be taught the basic practical skills necessary. Examples of various types of practical investigations are included in a next chapter, as well as in the textbook. The practical exam forms part of the assessment programme and year mark of a learner in grade 10 as well as 11.

Facilitator’s Guide G10 ~ Life Sciences

THE FOLLOWING SKILLS ARE INCLUDED IN PRACTICAL INVESTIGATIONS IN THE TEXT BOOK, LIFE SCIENCES 10; MIND ACTION SERIES: CHAPTER & NUMBER 1

2:1, 2 2:3

KNOWLEDGE STRAND AND CONTENTS Life at the molecular, cellular and tissue level: Molecules of life Life at the molecular, cellular and tissue level: Cell – the basic unit of life

2:4 3:1, 2

5:1 6:1 6:2

Life at the molecular, cellular and tissue level: Plant tissues

Following instructions, handling equipment and apparatus, observations, interpreting, recording information

Life processes in plants and animals: Support and transport in plants

Internal structure of dicot root as seen in cross section Internal structure of dicot stem as seen in cross section Mechanism of closing and opening of stoma The abundance of stomata on upper and lower leaf epidermis The influence of environmental factors on the rate of transpiration The upwards movement of water in a stem The composition of living bone Investigate the structure of a long bone

6:5 6:6 Life processes in plants and animals: Support in animals

7:2

8:2

To investigate effect of salivary amylase on cooked starch To investigate effect of pepsin on cooked egg white Osmosis in plant cells and animal cells Plastids in plant cells Compare structure of plant and animal cell Structure of collenchyma, parenchyma, stone cells Internal structure of leaf as seen in cross section

6:4

8:1

SKILLS ACQUIRED

Life at the molecular, cellular and tissue level: Leaves as plant organs

6:3

7:1

TOPIC

Life processes in plants and animals: Support and transport in the human body

8:3 Environmental studies: Biosphere to ecosystems

Dissection of a heart Comparison of pulse rate before and after exercise To determine the influence of exercise on the production of carbon dioxide Investigating an ecosystem

9 assessment activity

Following instructions, handling equipment and apparatus, observations, interpreting, recording information Following instructions, handling equipment and apparatus, 0bservations, interpreting, recording information Following instructions, handling equipment and apparatus, 0bservations, interpreting, recording information Following instructions, handling equipment and apparatus, observations, interpreting, recording information

Following instructions, handling equipment and apparatus, 0bservations, measuring, interpreting, recording information, planning and designing a practical and investigation Following instructions, handling equipment and apparatus, 0bservations, measuring, interpreting, recording information, planning and designing a practical and investigation Following instructions, handling equipment and apparatus, 0bservations, measuring, interpreting, recording information, planning and designing a practical and investigation