TEACHING NATURAL SCIENCES

LADNSCC

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TABLE OF CONTENT

Question 1…………………………………………………………………………..3

Question2………………………………………………………………………5

Reference………………………...……………………………………………13

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QUESTION 1

1.1 Careful selection of content, and use of a variety of approaches to teaching and learning Science, should
promote the understanding of:

 The contribution of Science to social justice and societal development.

 The history of Science and the relationship between Natural Sciences and other subjects.
 Science as a discipline that sustains enjoyment and curiosity about the world and natural
phenomena.
 The practical and ethical consequences of decisions based on Science.
 The different cultural contexts in which indigenous knowledge systems have developed.
 The need for using scientific knowledge responsibly in the interest of ourselves, of society and the
environment.
Natural Sciences at the Senior Phase level lays the basis of further studies in more specific Science
disciplines, such as Life Sciences, Physical Sciences, Earth Sciences or Agricultural Sciences. It
prepares learners for active participation in a democratic society that values human rights and
promotes responsibility towards the environment. Natural Sciences can also prepare learners for
economic activity and self-expression.

1.2 The ability to read well is central to successful learning across the curriculum. Writing is also a powerful
instrument of communication. Writing allows learners to construct and communicate thoughts and ideas
coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to
communicate functionally and creatively. Learners are required to read and write genres of texts (including
instructions, reports and explanations) during natural sciences lessons. Leaners need regular opportunities to read
and write a range of genres in order to improve their reading and writing skills. The ability to read and write
well is also critical when learners are assessed both informally and formally.

1.3 Our forebears would not have survived if they had not been able to learn about the natural world they
depended on. They made careful observations, recognized regular patterns in seasons, the life cycles of plants,
and the behaviour of animals. They had theories about cause and effect too and understood many of the
relationships in the environment where they lived. These sets of knowledge, each woven into the history and
place of people, are known as indigenous knowledge systems.

Indigenous knowledge includes knowledge about agriculture and food production, pastoral practices and animal
production, forestry, plant classification, medicinal plants, management of biodiversity, food preservation,
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management of soil and water, iron smelting, brewing, making dwellings and understanding astronomy. As
society changes, some of that knowledge is being lost. People such as biologists, pharmacists and
archaeologists are seeking it out and writing it down before it is gone.

Indigenous knowledge systems have an important contribution to make to socioeconomic growth and
sustainable development and should be promoted and encouraged. According to the World Health
Organisation, a large majority of the African population make use of traditional medicines for health, social-
cultural and economic reasons. In Africa, up to 80% of the population uses traditional medicine for primary
healthcare. In South Africa specifically, studies have shown traditional medicine to play an important role in
the management of certain ailments, while at the same time the sale of traditional and indigenous products
has beneficial effects on poverty reduction and employment creation.

Indigenous fire management techniques developed thousands of years ago, and which today protect large
landscapes in Australia, Indonesia, Japan and Venezuela. Early dry season-controlled burns create patchy mosaics of
burnt country, minimizing destructive late dry season wildfires and maximizing biodiversity protection.

Animal herd management in the Arctic, where remote satellite sensing, meteorology and modelling are
complemented with the indigenous knowledge of Sami and Nenets reindeer herders to co-produce datasets.
The indigenous observers can make sense of complex changes in the environment through qualitative
assessment of many factors, complementing scientist’s quantitative assessment of variables. This holistic
approach produces better monitoring and more effective decision-making.

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QUESTION 2

2.1
Natural Sciences
Grade: 7
Topic: Biodiversity

Learning Outcomes:
 Learners should be able to describe what makes up biodiversity on Earth.
 Learners should be able to classify organisms into the five main kingdoms.
 Learners should be able to list the distinguishing characteristics of the 5 classes of vertebrates, list the
distinguishing characteristics of the 4 groups (Classes/Phyla ) of invertebrates observe and describe the
land snail
 Learners should be able to identify and describe the observable differences between Angiosperms and
Gymnosperms as well as monocotyledons and dicotyledons

Teacher’s Activities:
 Introduce the lesson by asking learners questions. Examples, what is biodiversity? What is a habitat?
Brainstorm characteristics that differentiate animals from plants.
 Set up and copy worksheets with activities.
 Teach content
 Facilitate the lesson
 Give clear instructions for group work (to introduce the dichotomous key)
Learners’ Activities:
 Prior to lesson pre-read relevant content in textbook
 During lesson: participate by answering questions
 During lesson: learners had to take notes about the concepts being explained.
 Work in groups and be able to peer assist each other.
 Be active in the teaching and learning process.

Content:
 living organisms are sorted and classified according to their shared characteristics
 Plants, animals and microorganisms and their habitats make up the total biodiversity of the Earth.

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Resources:
 textbook\workbook
 smart board and white board
 Worksheet

Assessment strategy:
 learners had to answer questions asked by the educator.
 Informal activity: learners are instructed to use the dichotomous keys to identify objects with shared
characteristics. Learners had to complete this activity in workbooks.

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2.2
Natural Science
Grade: 8
Topic: Static electricity
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Learning outcome:

 Learners should be able to gain knowledge on the concept of static electricity.

 Learners should be able to gain knowledge on the different types of static electricity transfer (charge
by friction, conduction and induction)
 Learners should develop skills to be able to identify static electricity.

 Larners should be able to rub a plastic or perspex ruler with a piece of wool or nylon or silk fabric.
Bring the ruler close to small pieces of tissue paper or sawdust. Observe what happens and
describe in terms of same or opposite charge on the materials

Role of the teacher:

 Allowing learners to construct their own knowledge (learner-centred)

 Use everyday life examples to demonstrate static electricity (friction on a jersey\hair standing up)

 Use of practical’s (rub a ruler to your hair\jersey and use the charged ruler to pick up papers from a flat
surface).
 To make use of visual aids (videos\ diagrams)

 To facilitate the lesson and teach content.

Role of the learners:

 Participate in the practical activity.

 Work in groups and be able to peer assist each other.

 Carry out the practical task

 Be active in the teaching and learning process, by constructing their own knowledge. This limits regurgitation
of information.
 Learners must be able to work individually and complete written tasks

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 Content:

 Friction (rubbing) between certain materials (such as plastic, glass and silk) transfers electrons between the
atoms of the two materials being rubbed.
 The electrons move from one material causing a positive charge on its surface and causing a negative charge
on the surface of the other material.
 Objects with the same\like charges repel each other.

 Objects with opposite\unlike charges attract each other.

Resources:
 textbook and reference material

 Videoclips from the internet

 Plastic and rulers

 Small pieces of paper

Assessment strategy:
 Observation of learners’ practical

 Informal assessment: learners had to complete activity in workbook.

 Class activity was given to assess each stage of the section

 Formal assessment given at the end of the section (investigation\ assessment)

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2.3

Natural Sciences
Grade: 9
Topic: Reaction of metals with Oxygen

Learning outcomes:
 Learners should beable to identify the relevant elements, mentioned in the reactions, on the periodic table of
elements.
 Learners should be able to write the names and the formulae of all the substances for every reaction that
follows.
 Learners should be able to balance an unbalanced chemical equation
 Learners should be able to name, write symbols, and draw pictures or make models (using beads,
beans or plasticine or playdough) of the chemical reaction: -- S + O2= SO2
 Learners should develop skills to be able to identify reactions of metals with oxygen.

Role of the teacher:

 Conduct practical activity.

 Allow learners to construct their own knowledge (learner- centred).

 Teach content

 Explain step by step on how to balance equations.

 Help learners to balance equations by doing examples on the board.

 Explain concepts such as corrosion and combustion to learners.

 Set up notes for learners.

Role of the learner:

 Participate in practical activity by observing.

 Be active in the teaching and learning process, by constructing their own knowledge. This limits regurgitation
of information.
 Learners should be able to work individually and complete written task.

 Learners should peer assist each other.

 Record information and take down short notes.

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Resources:
 Heat source (Bunsen burner)

 Matches

 Worksheet

 Chalkboard

 Safety goggles

 Tongs

 Steel wool Content:

 The general reaction of metals with oxygen, reactions of iron with oxygen, reaction of magnesium
with oxygen.

Assessment strategy:
 Informal assessment: learners had to complete activity given by the teacher.

 Class activity was given to assess each stage of the section.

 Homework was given whereby learners had to explain the formation of rust and ways of preventing rusting.

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2.4
Natural Sciences
Grade: 9
Topic: Mining of mineral resources

Learning outcomes:
 Learners should be able to identify from pictures and information given the three most common
mining methods in South Africa and elaborate.
 Learners should be able to demonstrating how lead is extracted from its ore by heating lead oxide
on a carbon block
 Learners should be able to illustrate the physical separation processes used in mining [hand sorting
or sifting stones from sand]
 Learners should be able to explain the negative environmental impacts of mining as well as
mining rehabilitation.

The role of the teacher:

 Teach content

 Facilitate the lesson

 Introduce the lesson by testing prior knowledge.

 Set up and copy worksheet.

 Read and explain how metals is extracted from the ore

 Make use of visual aids during the lesson to enhance meaning.

The role of the learner:

 Take down notes given by the educator

 Listen attentively.

 Participate in class discussion

 Be active in the teaching and learning process by constructing their own knowledge. This limits regurgitation
of information.
 Ask the educator questions to get a better understanding of the content being thought.

 Be active in the teaching and learning process

 Complete activities given by the educator.

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 Content to be taught:
 Extracting ores

 People extract valuable minerals from the lithosphere.

 The ore is removed from the crust by mining.

 Refining minerals

 Some other minerals require a chemical or physical process to extract the required material such as iron
from iron ore (chemical) or gold from gold ore(physical).
 Knowledge of iron and copper extraction in thousands of years old.

 Mining in South Africa

 Large scale mining in South Africa

 The significant environmental impacts of this activity.

Resources:
 Videoclips from the internet showing metals being extracted from the ore

 Smartboard

 Chalkboard

 Worksheet

 Pictures to show various methods of mining.

Assessment strategy:

 Informal activity: learners had to complete activity displayed on the board in their workbooks.

 Feedback from learners respond to questions asked by the educator.

 An investigation was done at the end of the section (formal assessment)

 Class activity was given as part of homework.

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 REFRENCE

 www.education.gov.za/LinkClick.aspx?fileticket=zhaFloMyZTs=&tabid.
 Govender. Natural Sciences. Exam Fever. Grade 9
 Govender. Natural Sciences. Exam Fever. Grade 8
 Govender. Natural Sciences. Exam Fever. Grade 7
 Annual teaching plan for grades 7, 8 and 9
 Grade 7 isanzalo textbook

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