Curriculum, Subject Management and Technology

CATEGORY A

CURRICULUM, SUBJECT MANAGEMENT AND TECHNOLOGY

Name:
TERM 3
NATURAL SCIENCE & TECHNOLOGY
PLANNING - GRADE6
2015

Table of Contents

WORKSHOP SCHEDULE 2015

CAPS REQUIREMENTS

THIRD TERM CALENDAR

TIME TABLE

TERM THREE PLANNER CHECKLIST

TERM 3 - WEEKLY PLANNER

DAILY LESSON PLAN

SCHOOL BASED MODERATION TOOL

FORMAL ASSESSMENT

MONITORING SUPPORT TOOL

CURRICULUM, SUBJECT MANAGEMENT AND TECHNOLOGY

WORKSHOP SCHEDULE 2015

Venue: ETC Conference Centre

Times: 14h30 – 16h30

DATE / WORKSHOP / TOPIC / HOMEWORK
TERM 2
14 Apr / Workshop 5
28 Apr / Workshop 6
12 May / Workshop 7
26 May / Workshop 8
09 June / Workshop 9
**01 July / **** Holiday Workshop (9 am to 4 pm)
TERM 3
28 July / Workshop 10
18 Aug / Workshop 11
01 Sep / Workshop 12
15 Sep / Workshop 13
TERM 4
13 Oct / Workshop 14
20 Oct / Workshop 15 : Portfolio Submission
27 Oct / Workshop 16: TTS Colloquium
17 Nov / TTS Awards

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS): NATURAL SCIENCE AND TECHNOLOGY

CAPS REQUIREMENTS

Allocation of teaching time

Time for Natural Sciences and Technology has been allocated in the following way:

• 10 weeks per term, with 3½ hours per week

• Grades 4, 5 and 6 have been designed to be completed within 38 weeks

• 7 hours have been included for assessment in terms 1, 2 & 3

• Term 4 work will cover 8 weeks plus 2 weeks for revision and examinations

The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroomand to accommodate the interests of the learners.

The time allocations given to the different topics provide an indication of the weighting of each topic.

In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are anintegral part of the teaching and learning process.

Specific aims

This curriculum aims to provide learners with opportunities to put together ideas they have about nature so that theymake sense. It also encourages learners to ask questions that could lead to further research and investigation.

There are three specific aims in Natural Sciences and Technology:

Specific Aim 1: ‘Doing Science and Technology’

Learners should be able to complete investigations, analyse problems and use practical processes and

skills in designing and evaluating solutions.

This means that learners plan and do simple investigations and solve problems that need some practical ability.There are attitudes and values that underpin this ability. Respect for living things is an example of this – learnersshould not strip leaves off bushes just to compare them; if they examine small animals they should care for them andrelease them unharmed in the place where they found them.

Specific Aim 2: ‘Understanding and connecting ideas’

Learners should have a grasp of scientific, technological and environmental knowledge and be able to applyit in new contexts.

The main task of teaching is to build a framework of knowledge for learners and to help them make connectionsbetween the ideas and concepts in their minds – this is different to learners just knowing a lot of facts. Whenlearners do an activity, just answering the set questions is not enough. Discussion must relate to previously acquiredknowledge and experience and connections must be made.

Specific Aim 3: ‘Science, Technology and Society’

Learners should understand the practical uses of Natural Sciences and Technology in society and the

environment and have values that make them caring and creative citizens.

Science and Technology learnt at school should produce learners who understand that school science can be relevantto their lives outside of school. Issues such as improving water quality, growing food without damaging the land, andbuilding energy-efficient houses are examples of everyday applications. Similarly, Science and Technology can leadlearners to a range of career and job possibilities.

An appreciation of the history of scientific discoveries and technological solutions, and their relationship to indigenousknowledge and different world views, enriches our understanding of the connections between Science, Technologyand Society.

Major Process and Design Skills

The teaching and learning of Natural Sciences and Technology involves the development of a range of process anddesign skills that may be used in everyday life, in the community and in the workplace. Learners also develop theability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain theseskills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility andgrowing confidence.

The following are the cognitive and practical process and design skills that learners will be able to develop in NaturalSciences and Technology.

1 / Accessing and recalling information / being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework
2 / Observing / noting in detail objects, organisms and events
3 / Comparing / noting similarities and differences between things
4 / Measuring / using measuring instruments such as rulers, thermometers, clocks and syringes (for volume)
5 / Sorting and classifying / applying criteria in order to sort items into a table, mind-map, key, list or other format
6 / Identifying problems and issues / being able to articulate the needs and wants of people in society
7 / Raising questions / being able to think of, and articulate relevant questions about problems, issues, andnatural phenomena
8 / Predicting / stating, before an investigation, what you think the results will be for that particular investigation
9 / Hypothesizing / putting forward a suggestion or possible explanation to account for certain facts. A hypothesisis used as a basis for further investigation which will prove or disprove the hypothesis
10 / Planning investigations / thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary
11 / Doing investigations / this involves carrying out methods using appropriate apparatus and equipment, andcollecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying.
Sometimes an investigation has to be repeated to verify the results.
12 / Recording information / recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs
13 / Interpreting information / explaining what the results of an activity or investigation mean (this includes reading skills)
14 / Designing / showing (e.g. by drawing) how something is to be made taking into account the design brief, specifications and constraints
15 / Making/constructing / building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing
16 / Evaluating and Improving products / using criteria to assess a constructed object and then stating or carrying
out ways to refine that object
17 / Communicating / using written, oral, visual, graphic and other forms of communication to make information available to other people

NS GRADE 6 - YEAR PLANNER

TERM / STRAND AND TOPIC
ONE / Life and Living and structures (10 weeks)

1. Photosynthesis (2½ weeks)
2. Nutrients in food (1½ weeks)
3. Nutrition (1 ½ weeks)
4. Food Processing (2½ weeks)
5. Ecosystems and Food Webs (2 weeks)

TWO / Matter and Material and Processing(10 weeks)

1. Solids, liquids and gases (½ week)
2. Mixtures (1 week)
3. Solutions as special mixtures (2½ weeks)
4. Dissolving (1 week)
5. Mixtures and water resources (2½ weeks)
6. Process to purify water (2½ weeks)

THREE / Energy and Change (10 weeks)

1. Electric Circuits (2½ weeks)
2. Electrical conductors and insulators (2 weeks)
3. Systems to solve problems (2½ weeks)
4. Mains electricity (3 weeks)

FOUR / Planet Earth and Beyond (8 weeks)

1. The Solar system (2½ weeks)
2. Movements of the Earth and planets (1 week)
3. The movement of the Moon (1 week)
4. Systems for looking into space (1 week)
5. Systems to explore the Moon and Mars (2½ weeks)

THIRD TERM CALENDAR

SCHOOL TERM 20 JULY – 2 OCTOBER 2015

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◄ Jun 2015 ~ July 2015 ~ Aug 2015 ►
Sun / Mon / Tue / Wed / Thu / Fri / Sat
1 / 2 / 3 / 4
5 / 6 / 7 / 8 / 9 / 10 / 11
12 / 13 / 14 / 15 / 16 / 17 / 18
19 / 20 / 21 / 22 / 23 / 24 / 25
26 / 27 / 28 / 29 / 30 / 31 / Notes:
◄ Aug 2015 ~ September 2015 ~ Oct 2015 ►
Sun / Mon / Tue / Wed / Thu / Fri / Sat
1 / 2 / 3 / 4 / 5
6 / 7 / 8 / 9 / 10 / 11 / 12
13 / 14 / 15 / 16 / 17 / 18 / 19
20 / 21 / 22 / 23 / 24
Heritage Day / 25 / 26
27 / 28 / 29 / 30 / Notes:
◄ Jul 2015 ~ August 2015 ~ Sep 2015 ►
Sun / Mon / Tue / Wed / Thu / Fri / Sat
1
2 / 3 / 4 / 5 / 6 / 7 / 8
9National Women's Day / 10
Public Holiday / 11 / 12 / 13 / 14 / 15
16 / 17 / 18 / 19 / 20 / 21 / 22
23 / 24 / 25 / 26 / 27 / 28 / 29
30 / 31 / Notes:
◄ Sep 2015 ~ October 2015 ~ Nov 2015 ►
Sun / Mon / Tue / Wed / Thu / Fri / Sat
1 / 2 / 3
4 / 5 / 6 / 7 / 8 / 9 / 10
11 / 12 / 13 / 14 / 15 / 16 / 17
18 / 19 / 20 / 21 / 22 / 23 / 24
25 / 26 / 27 / 28 / 29 / 30 / 31

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TIME TABLE

TERM THREE PLANNER CHECKLIST

Natural Science and Technology - Grade 6

ENERGY AND CHANGE

TOPICS AND SUB-TOPICS / HOURS / DATE
STARTED / DATE
COMPLETED
TOPIC 1 (2½ WEEKS)
ELECTRIC CIRCUITS
A simple circuit
• an electric circuit is a system for transferring energy
• a simple circuit always has the following components:
-- source of energy (such as a cell/battery)
-- conducting material (such as wires)
-- device (such as a light bulb, buzzers, motors) for changingelectricity
into a useful output energy
• a circuit is a complete, unbroken pathway for electricity
• a switch can be added to break or complete the circuitpathway
Circuit diagrams
• symbols are used when drawing circuit diagrams
TOPIC 2 (2 WEEKS)
ELECTRICAL CONDUCTORS AND INSULATORS
Conductors
• some materials conduct electricity and are calledconductors
-- most metals, especially copper, conduct electricity
Insulators
• some materials do not conduct electricity and are calledinsulators
-- most non-metals, such as plastics, do not conductelectricity
TOPIC 3 (2½ WEEKS)
SYSTEMS TO SOLVE PROBLEMS
Using electric circuits
• electric circuits are often used to solve problems thatrequire energy,
such as street lighting, alarms, electricgates, traffic lights, fans and
heaters
• electric circuits can also be used in models and toys
TOPIC 4 (3 WEEKS)
MAINS ELECTRICITY
Fossil fuels and electricity
• fossil fuels were formed in the Earth’s crust millions ofyears ago from
dead plants and animals
• coal, oil and natural gas are fossil fuels
• in South Africa coal is mostly used as a fuel in powerstations
• coal was formed from fossilised plants which got theirenergy from the
Sun originally
• in a power station coal is used to boil water, the steamturns a turbine
which turns a generator, which produceselectricity
• fossil fuels are non-renewable resources
Cost of electricity
• electricity is costly because
-- it requires infrastructure including coal mines, transport,power stations,
pylons, substations, wiring
-- some electrical appliances require more electricity thanothers (heating
appliances use the most)
• the more electricity we use the more we pay and the morecoal is used
up
• we can save energy in many ways including using energysaving light
bulbs and solar water heaters
Illegal connections
• illegal electrical connections are a danger to peoplebecause they are
often unsafe
Renewable ways to generate electricity
• people are looking for renewable ways to generateelectricity

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TERM 3 - WEEKLY PLANNER

Month:______Week

Class:______(NS = 3.5 hours per week)

MONDAY
Date: / TUESDAY
Date: / WEDNESDAY
Date: / THURSDAY
Date: / FRIDAY
Date:
STRAND
TOPIC
SUB-TOPIC
CONTENT
NOTES

TERM 3 - WEEKLY PLANNER

Month:______Week

Class:______(NS = 3.5 hours per week)

MONDAY
Date: / TUESDAY
Date: / WEDNESDAY
Date: / THURSDAY
Date: / FRIDAY
Date:
STRAND
TOPIC
SUB-TOPIC
CONTENT
NOTES

TERM 3– WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
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WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
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WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
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TUESDAY
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WEDNESDAY
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THURSDAY
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FRIDAY
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CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
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WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
DATE:

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TERM 3 – WEEKLY PLANNER

NS = 3.5 hours p/week

CLASS / STRAND / TOPIC / SUB-TOPIC / CONTENT / NOTES
MONDAY
DATE:
TUESDAY
DATE:
WEDNESDAY
DATE:
THURSDAY
DATE:
FRIDAY
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DAILY LESSON PLAN – GRADE 6
TERM 3 / STRAND – ENERGY AND CHANGE
TOPIC 1 – ELECTRIC CIRCUITS
DURATION – 2½ WEEKS = 8¾ HOURS
LESSON NO: / CONTENT / TIME (DURATION) / WEEK 1
TOPIC / ELECTRIC CIRCUITS / SUGGESTED ACTIVITIES / EQUIPMENT AND RESOURCES / TEXTBOOK(S) (PAGE NO: )
SUB-TOPICS / A SIMPLE CIRCUIT / • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit / • Equipment such as cells/batteries, conducting wires, light bulbs and switches
OTHER
Magazine
Newspaper
Internet
CIRCUIT DIAGRAMS / • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch / TEXTBOOK(S) (PAGE NO: )
OTHER
Magazine
Newspaper
Internet
LESSON CONTENT
CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating
ASSESSMENT:
Check the learner’s knowledge and that they can:
• draw and label an electric circuit correctly
• demonstrate open and closed circuits with the use of a switch
• distinguish between conductors and insulators in a range of materials
• trace the electrical energy in a sequence from an appliance, such as from your TV
set, to the coal-fired power station and back to the original source, the Sun
• explain how fossil fuels such as coal are formed
• determine which appliances use more energy and explain why this is so / LEARNER HOMEWORK: (PAGE NO: )
CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION:

*Note areas of concern; concepts to reinforce in next lesson; other comments.

DAILY LESSON PLAN – GRADE 6
TERM 3 / STRAND – ENERGY AND CHANGE
TOPIC 1 – ELECTRIC CIRCUITS
DURATION – 2½ WEEKS = 8¾ HOURS
LESSON NO: / CONTENT / TIME (DURATION) / WEEK 1
TOPIC / ELECTRIC CIRCUITS / SUGGESTED ACTIVITIES / EQUIPMENT AND RESOURCES / TEXTBOOK(S) (PAGE NO: )
SUB-TOPICS / A SIMPLE CIRCUIT / • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit / • Equipment such as cells/batteries, conducting wires, light bulbs and switches
OTHER
Magazine
Newspaper
Internet
CIRCUIT DIAGRAMS / • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch / TEXTBOOK(S) (PAGE NO: )
OTHER
Magazine
Newspaper
Internet
LESSON CONTENT
CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating
ASSESSMENT:
Check the learner’s knowledge and that they can:
• draw and label an electric circuit correctly
• demonstrate open and closed circuits with the use of a switch
• distinguish between conductors and insulators in a range of materials
• trace the electrical energy in a sequence from an appliance, such as from your TV
set, to the coal-fired power station and back to the original source, the Sun
• explain how fossil fuels such as coal are formed
• determine which appliances use more energy and explain why this is so / LEARNER HOMEWORK: (PAGE NO: )
CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION:

*Note areas of concern; concepts to reinforce in next lesson; other comments.

DAILY LESSON PLAN – GRADE 6
TERM 3 / STRAND – ENERGY AND CHANGE
TOPIC 1 – ELECTRIC CIRCUITS
DURATION – 2½ WEEKS = 8¾ HOURS
LESSON NO: / CONTENT / TIME (DURATION) / WEEK 2
TOPIC / ELECTRIC CIRCUITS / SUGGESTED ACTIVITIES / EQUIPMENT AND RESOURCES / TEXTBOOK(S) (PAGE NO: )
SUB-TOPICS / A SIMPLE CIRCUIT / • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit / • Equipment such as cells/batteries, conducting wires, light bulbs and switches
OTHER
Magazine
Newspaper
Internet
CIRCUIT DIAGRAMS / • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch / TEXTBOOK(S) (PAGE NO: )
OTHER
Magazine
Newspaper
Internet
LESSON CONTENT
CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating
ASSESSMENT:
Check the learner’s knowledge and that they can:
• draw and label an electric circuit correctly
• demonstrate open and closed circuits with the use of a switch
• distinguish between conductors and insulators in a range of materials
• trace the electrical energy in a sequence from an appliance, such as from your TV
set, to the coal-fired power station and back to the original source, the Sun
• explain how fossil fuels such as coal are formed
• determine which appliances use more energy and explain why this is so / LEARNER HOMEWORK: (PAGE NO: )
CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION: / CLASS: ______
DATE LESSON TAUGHT: ______
REFLECTION:

*Note areas of concern; concepts to reinforce in next lesson; other comments.