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Intermediate Phase Grade 4 • Facilitator’s Guide

Natural Sciences and Technology CAPS IEB

home classroom college workplace

Natural Sciences and Technology Facilitator’s guide

1804-E-NST-FG01

Í2$È-E-NST-FG01’Î

Grade 4

CAPS aligned

L Young

Facilitator’s Guide G04 ~ Natural Sciences and Technology

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 4 RECOMMENDED BOOK .................................................................................................... 4 INTRODUCTION ................................................................................................................. 4 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 STUDY TIPS........................................................................................................................ 7 YEAR PLAN ........................................................................................................................ 8 UNIT 1: Life and living things, and structures ................................................................. 9 LESSON 1: Living and non-living things .................................................................... 10 Investigation 1.1: MEMORANDUM ................................................................... 10 Activity 1.1: MEMORANDUM ............................................................................ 11 Activity 1.2: MEMORANDUM ............................................................................ 12 LESSON 2: What plants need to grow ...................................................................... 13 Investigation 2.1: MEMORANDUM ................................................................... 13 LESSON 3: Habitats of animals ................................................................................ 13 Activity 3.1: MEMORANDUM ............................................................................ 13 Activity 3.2: MEMORANDUM ............................................................................ 15 LESSON 4: Structures of plants and animals ............................................................ 15 Activity 4.1: MEMORANDUM ............................................................................ 15 Activity 4.2: MEMORANDUM ............................................................................ 16 LESSON 5: structures for animal shelters ................................................................. 20 Activity 5.1: MEMORANDUM ............................................................................ 20 UNIT 2: Matter and materials, and structures ................................................................ 22 LESSON 6: Material around us ................................................................................. 23 Activity 6.1: MEMORANDUM ............................................................................ 23 Activity 6.2: MEMORANDUM ............................................................................ 24 Investigation 6.2: MEMORANDUM ................................................................... 24 Activity 6.3: MEMORANDUM ............................................................................ 25 Investigation 6.3: MEMORANDUM ................................................................... 26 LESSON 7: Solids ..................................................................................................... 27 Investigation 7.1: MEMORANDUM ................................................................... 27 Activity 7.2: MEMORANDUM ............................................................................ 28 LESSON 8: Reinforcing material ............................................................................... 28 Investigation 8.1: MEMORANDUM ................................................................... 28 LESSON 9: Strong frame structures ......................................................................... 29 Investigation 9.1: MEMORANDUM ................................................................... 29 Activity 9.2: MEMORANDUM ............................................................................ 30

Facilitator’s Guide G04 ~ Natural Sciences and Technology

UNIT 3: Energy and change, and systems and control ................................................ 31 LESSON 10: Energy and energy transfer ................................................................. 32 Activity 10.2: MEMORANDUM .......................................................................... 32 LESSON 11: Energy around us................................................................................. 33 Activity 11.1: MEMORANDUM .......................................................................... 33 Activity 11.2: MEMORANDUM .......................................................................... 34 LESSON 12: Motion and energy in a system ............................................................ 35 Activity 12.1: MEMORANDUM .......................................................................... 35 LESSON 13: Energy and sound ................................................................................ 35 Activity 13.2: MEMORANDUM .......................................................................... 35 Activity 13.3: MEMORANDUM .......................................................................... 36 UNIT 4: Planet Earth and space, and systems and control .......................................... 37 LESSON 14: Planet Earth ......................................................................................... 38 Activity 14.1: MEMORANDUM .......................................................................... 38 Activity 14.2: MEMORANDUM .......................................................................... 39 LESSON 15: The sun ................................................................................................ 40 Activity 15.1: MEMORANDUM .......................................................................... 40 LESSON 16: The earth and the sun .......................................................................... 41 Activity 16.1: MEMORANDUM .......................................................................... 41 LESSON 17: The moon ............................................................................................. 41 Activity 17.1: MEMORANDUM .......................................................................... 41 Activity 17.2: MEMORANDUM .......................................................................... 42 LESSON 18: Rocket systems.................................................................................... 43 Activity 18.1: MEMORANDUM .......................................................................... 43 REFERENCES .................................................................................................................. 44

Facilitator’s Guide G04 ~ Natural Sciences and Technology

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.

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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

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: Unit Unit 1 Life, living things, and structures

Unit 2 Matter and materials, and structures Unit 3 Energy and change, and systems and control

Unit 4 Planet Earth and space, and systems and control

Themes 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 of animal shelters Lesson 6: Material 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: The energy around us Lesson 12: Motion and energy in a system Energy and sound Lesson 14: Planet Earth Lesson 15: The sun Lesson 16: The earth and the sun Lesson 17: The moon Lesson 18: Rocket system

Time duration in weeks 2 1 2 2½ 2½ 3½ 2 2 2½ 2½ 2½ 2½ 2½ 2 1 1 2 2

Facilitator’s Guide G04 ~ Natural Sciences and Technology

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.)

Term (unit)

1 2 3 4 Total • •

Number of formal assessments per term/unit

Formal assessment • 1 × test • 1 × practical task • 1 × June Examination • 1 × practical task • 1 × test • 1 × practical task • 1 × practical task • 1 × November Examination

Total % contribution to the final mark

2 2

75%

2 2 8

25% 100%

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).

Facilitator’s Guide G04 ~ Natural Sciences and Technology

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. 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. Adapted from: http://www.schoolfamily.com/school-family-articles/article/859-teach-your-kids-howstudy

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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

YEAR PLAN UNIT

LESSON 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 Lesson 16: The earth and the sun Lesson 17: The moon Lesson 18: Rocket system

DATE STARTED

DATE COMPLETED

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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 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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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 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. 5.

0 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.

The learner must refer to what has been observed: • The germination of the bean.  • The roots that can be seen. 

(2)

Bean that grows in a bottle Bean plant

Glass bottle

Bean Paper towel Roots Heading  Correct drawing Any two captions 

(4) [10] 10

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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] © Optimi

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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)

Bacteria Fungi Viruses Amoeba (this is a single-cell creature) (Any three)

(6)

0 The learner did not look for any pictures.

1 The learner looked for pictures, but did not save them, or print them.

Living or non-living Non-living

2 Only looked for and saved or printed 1 or 2 pictures.

Non-living

4 5 pictures saved or printed.

5 More than 5 pictures saved or printed.

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.

Living

Non-living

3 3 or 4 pictures saved or printed.

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. (8) [25] 12

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

LESSON 2: What plants need to grow Investigation 2.1: MEMORANDUM This investigation is marked by using the following rubric. 1 The learner does not have all the necessary equipment. The learner did not follow the method.

Apparatus

Method

Observation

Results

The learner did not make notes of any observations. No results were obtained.

2 The learner is short of one of the pieces of equipment.

3 The learner has all the equipment.

The learner followed the method, but needed a lot of help, or left out more than one step. The learner made incomplete notes.

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 results were incomplete.

The learner made complete notes. 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.

[15]

LESSON 3: Habitats of animals Activity 3.1: MEMORANDUM 1.

This question is marked according to the following rubric.

Habitat

0 The learner did not identify a habitat.

Drawing

No drawing was made.

Physical factors

No physical factors were pointed out.

Available food

Predators

No available food was indicated. No predators were indicated.

1 The learner identified the habitat with the help of the facilitator. The drawing of the habitat is incomplete. Physical factors were pointed out, but are incomplete. Available food was indicated, but is incomplete. Predators were indicated, but it is incomplete.

2 The learner identified the habitat without the help of the facilitator. The drawing of the habitat is complete. Physical factors were pointed out and were complete. Available food was indicated and is complete. Predators were indicated, and are complete.

(10) 13

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

Land

Land and water

Water 1 for each correct picture in the land habitat (6) 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) [25]

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

Activity 3.2: MEMORANDUM 1.

Wild dog Zebra Rhinoceros Cheetah African elephant (Any three) (The learner can also name other African animals.)

(3)

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) 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)

1 mark is awarded for every complete cell. The learner has to give complete descriptions to get a mark.

Type of plant

1. 2. 3. 4. 5.

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)

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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.   (5) [45] 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)

Desert: A desert is very hot and dry. 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)

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

For every animal the following rubric must be used. 10 marks are awarded per animal. Camel Covering (skin/fur)

0 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. Not done in the form of a mind map.

Mind map

Orangutan Covering (skin/fur)

0 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. Not done in the form of a mind map.

Mind map

1 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.

2 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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Otter

0 No reference to the covering of the animal.

Covering (skin/fur)

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.

Crocodile Covering (skin/fur)

Unit

0 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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Tiger Covering (skin/fur)

0 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)

Unit

0 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.

(60)

4. Face with eyes looking ahead. Hands that can hold objects. Little hair on our skin. Upright posture  (Any two – the learner can also provide his/her own valid structures) (2) [80]

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

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

0 The learner did not do any investigation.

Step 2: Design 2. Design

0 The learner did not design a shelter.

1 The learner only referred to the structure of the animal OR the natural shelter.

1 The learner designed a shelter without taking the structure of the wild dog and its natural habitat into account.

2 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.

5 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.

5 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.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Step 3: Building 3. Building

0 The learner did not make the shelter.

Unit

2 The learner made the shelter, but not according to the design.

5 The learner made the shelter according to the design.

Step 4: Evaluate 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

0 The learner provided no evaluation.

2 The learner answered one of the questions.

3 The learner answered two of the questions.

4 The learner answered three of the questions.

5 The learner evaluated everything fully and answered all four (and even more) questions.

Step 5: Communicate 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? 5. Communicate

0 The learner could not answer any of the facilitator’s questions.

2 The learner answered one of the questions.

3 The learner answered two of the questions.

4 The learner answered three of the questions.

5 The learner communicated well and answered all four of the questions (and even more).

[25]

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

UNIT 2: Matter and materials, and structures LEARNING AIMS After you have completed this unit, you should be able to do the following: • Differentiate between solids, liquids and gases • Explain how selected materials can change their condition • Explain the water cycle in terms of the changing of the condition/state of water • Give examples of unprocessed materials which are used to make processed materials • Describe the characteristics of processed and unprocessed materials • Demonstrate ways in which to reinforce materials • Demonstrate ways of making and sticking together paper supports • Design, make and evaluate a strong structure This unit must be completed in 10 weeks. Remember that these 10 weeks exclude all assessments and activities. Ensure that the learner has enough time to complete all the activities as well as the assessments in the portfolio book. In this unit the learner will learn about materials and the different states in which substances are found. IMPORTANT TERMINOLOGY At the end of each lesson there is a list of important terminology. Make sure that you know these terms and that you what each one of these terms means.

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

LESSON 6: Material around us Activity 6.1: MEMORANDUM 1.

Group 1 (liquids)

Group 2 (solids)

Group 3 (gases)

The learner gets 1 mark for every picture that has been put in the correct group. (10) 2.

The phases in which the groups are, are different. The one group is liquids, the other solids and the last group is gases. The learner gets 1 mark to point out the difference and 3 if the different phases are indicated. (3)

Yes, a solid can be melted to change it into a liquid. A liquid can also be heated to change it into a gas. (The learner gets 1 mark for “yes” and 1 mark for the explanation/reason.) (2) [15] 23

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

Activity 6.2: MEMORANDUM

A solid such as sand. 

(1)

It must melt so that it can become a liquid.  (Elastic and sticky)

(2)

You must make it very hot so that it can melt.

(2)

Yes, the glass has melted so that it can be pulled and twisted and changed into beautiful shapes. (3)

Twice. The first time it was melted and then again when it cooled down to form a solid again. (2) [10]

Investigation 6.2: MEMORANDUM 1.

Part 1: mirror/glass

steam

kettle

Part 2:

water

ice tray

Facilitator’s Guide G04 ~ Natural Sciences and Technology

Unit

ice

1 mark for every correct drawing 2 marks for captions in Part 1 2 marks for captions in Part 2 2.

The particles in Part 1 received more energy, because of heating. In Part 2 the particles received less energy as a result of the cooling down. 

3. 4. 5. 6. 7. 8. 9. 10.

Liquid Gas Liquid From a gas to a liquid Condensation From a liquid to a solid Freeze/freezing/solidifying/ cool it down; cooling

(5) (2) (1) (1) (1) (2) (2) (2) (2) (2) [20]

Activity 6.3: MEMORANDUM 1.

The water cycle

Condensation Precipitation/rain Evaporation

Water flows back to the sea