Department: Education PROVINCE OF KWAZULU-NATAL...

THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

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Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

ISBN: 978-1-928319-81-8

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

CAPS Planner and Tracker

ENDORSED BY

TEACHER TOOLKIT

2018 TERM 4

NATURAL SCIENCES

Gr 8 Science Tracker Term 4 2018 cover KZN p100.indd 1 5/17/2018 4:29:57 PM

Teacher Toolkit: CAPS Planner and TrackerNatural Sciences

GRADE 8

2018 TERM 4

Published in 2015, and revised in 2016, 2017 and 2018, by Jika iMfundo.Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

The Programme to Improve Learning Outcomes (PILO)The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193Tel: +27 11 351 2430/2457Email: [email protected]

© The National Education Collaboration Trust (NECT)A partnership involving business, civil society, government and labour that strives to improve education outcomes.

The National Education Collaboration TrustGround Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163Tel: +27 12 752 6200Email: [email protected]: www.nect.org.za

No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation.

ISBN: 978-1-928319-81-8

Materials development by the PILO team along with representatives from the districts and province.

Publishing management by The Word Horse, www.wordhorse.co.zaDesign and typesetting by COMPRESS.dsl, www.compressdsl.com

A. About the Tracker and Resources ___________________________________ 2

1. Your quick guide to using this planner and tracker ____________________ 2

2. Purpose of the tracker ____________________________________________ 4

3. Links to the CAPS ________________________________________________ 4

4. Links to approved LTSMs __________________________________________ 4

5. Managing time allocated in the tracker ______________________________ 4

6. Links to assessment ______________________________________________ 5

7. Resource list ____________________________________________________ 5

8. Columns in the tracker ____________________________________________ 5

9. Weekly reflection ________________________________________________ 5

B. Planning for the Term ______________________________________________ 6

1. Check the term focus ____________________________________________ 6

2. Prepare resources ________________________________________________ 6

3. Plan for assessment ______________________________________________ 6

C. Daily Lesson Planning and Preparation ______________________________ 7

D. Trackers for Each Set of Approved LTSMs __________________________ 10

1. Pelican Natural Sciences (Global MBD Africa Publishing) _____________ 12

2. Platinum Natural Sciences (Maskew Miller Longman) _________________ 19

3. Solutions for All Natural Sciences (Macmillan) _______________________ 26

4. Spot On Natural Sciences (Heinemann) ____________________________ 33

5. Step by Step Natural Sciences (Lingua Franca) ______________________ 40

6. Successful Natural Sciences (Oxford University Press) ________________ 47

7. Top Class Natural Sciences (Shuter & Shooter) ______________________ 54

8. Via Afrika Natural Sciences (Via Afrika) _____________________________ 61

9. Sasol Inzalo Natural Sciences (Siyavula) ____________________________ 68

E. Additional Information and Ideas for Extension _____________________ 75

F. Assessment Resources ____________________________________________ 77

1. Sample item analysis sheet _______________________________________ 77

2. Natural Sciences Grade 8: End-of-year examination __________________ 79

3. Natural Sciences Grade 8: End-of-year examination memorandum ____ 84

4. Cognitive level demand analysis for end-of-year examination _________ 87

5. Additional worksheets for learners _________________________________ 88

CONTENTS

2 Grade 8 Natural Sciences

A. ABOUT THE TRACKER AND RESOURCES

1. Your quick guide to using this planner and tracker

What is Jika iMfundo and where do I fit in?

But who will help me?

What you do matters! What you do every day as a teacher can change the life-chances of every child that you teach. Jika iMfundo is a campaign that supports teachers by providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind.

Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems.

I have looked at the planner and tracker. It goes too fast!

How do I use the planner and tracker?

The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching team without feeling blamed. The pace of coverage will be determined by the pace of learning. That is why coverage must be tracked by the teacher and the SMT.

See the "Quick 5-step Guide to Using theCAPS Planners and Trackers" on the opposite page.

Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 3

The CAPS planners and trackers also provide guidelines for assessment with samples, and may also have enrichment and remedial suggestions. Read the introduction pages carefully for a full explanation.

QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS

1. Find the textbook that YOU are using.

2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the DBE workbook.

3. Keep a record of the date when you were able to complete the topic. It may be different from the date you planned, and for different classes. Write this date in the column on the right for your records.

4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space.

5. Be ready to have a professional and supportive curriculum coverage conversation with your HoD (or subject or phase head).

If this is a campaign, who is part of it?

All teacher unions in KwaZulu-Natal support Jika iMfundo because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum coverage. You, as a teacher, and your colleagues on the staff and the SMT of the school are invited to join Jika iMfundo. Because what you do matters.

If you see mistakes in the planners and trackers, please send details of these to [email protected].

If you would like to be kept informed about developments in Jika iMfundo, send the following information to [email protected]:

• your cell phone number • the grade/s you teach• the subject/s you teach.

We will add you to a WhatsApp group that will operate in your circuit.

Look for Jika iMfundo on Facebook.


2. Purpose of the tracker

The Grade 8 Natural Sciences Curriculum and Assessment Planner and Tracker is a tool to support you in your role as a professional teacher. Its main purpose is to help you keep pace with the time requirements and the content coverage of the CAPS by providing the details of what should be taught each day of the term; and of when formal assessments should be done.

The tracker provides a programme of work that should be covered each day of the term and a space for reflection of work done for each of the LTSMs on the National Catalogue. By following the programme in the tracker for the Learner’s Book you are using, you will cover the curriculum in the allocated time, and complete the formal assessment programme. By noting the date when each session is completed, you can assess whether or not you are on track. If you are not, strategise with your head of department (HOD) and colleagues to determine the best way in which to make up time to ensure that all the content prescribed for the term is completed. In addition, the tracker encourages you to reflect on what parts of your lessons were effective, and what parts of your lessons can be strengthened. These reflections can be shared with colleagues. In this way, the tracker encourages continuous improvement in practice.

This tracker should be kept and filed at the end of the term.

3. Links to the CAPS

The Grade 8 Natural Sciences tracker is based on the requirements prescribed by the Department of Basic Education’s Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences in the Senior Phase. The CAPS prescribes three hours per week for Natural Sciences. The work set out in the tracker for each day is linked directly to the topics and subtopics given in the CAPS, with the specified amount of time allocated to each topic. It gives the page number in the CAPS document of the topics and subtopics being addressed in each session. This enables you to refer to the CAPS document directly should you wish to do so.

4. Links to approved LTSMs

There is a tracker for each set of Learner’s Books and Teacher’s Guides of the approved books on the national catalogue, and also one for the Sasol Inzalo Natural Sciences (in partnership with Siyavula) books for this grade and term. The Sasol Inzalo Natural

Sciences (in partnership with Siyavula) books are also cross-referenced in each of the other eight trackers so that teachers may easily find additional resources in them .

The tracker aligns the CAPS requirements with the content set out in the approved Learner’s Books and Teacher’s Guides. You must refer to the tracker for the book that is used by learners at your school. If you have copies of other Learner’s Books, you can also refer to these trackers to give you ideas for teaching the same content in a different way. However you must ensure that you cover the content systematically. For each set of LTSM in the tracker, links are given to the relevant pages in both the Learner’s Book and Teacher’s Guide to make it easier for teachers to access the correct resources.

In addition, further suggestions for extension, enrichment, and/or homework exercises have been made. We recommend that you always have an extra activity available for those learners who complete their work earlier than others.

Each tracker is based on the latest print editions of the approved LTSMs. Take note that page numbers may differ slightly from other print runs of the same Learner’s Book. If the page numbers in your edition are not exactly the same as those given in the tracker, you should use the activity/exercise numbers given in the tracker to guide you to the correct pages. These should only differ by a page or two from those given in the tracker.

5. Managing time allocated in the tracker

The CAPS prescribes three hours of Natural Sciences per week in Grade 8. The tracker provides a suggested plan for 54 half-hour sessions, organised into six sessions per week. Depending on your school’s timetable, you may use two of these sessions in one double period. You might also need to adjust the work prescribed for a session to meet the demands of your timetable. However, the content that needs to be covered in a week, should always be covered in a week.

The breakdown of work to be done each week corresponds to the ‘annual teaching plan and programme of assessment’ drawn up by the Department of Education; however the tracker gives a more detailed outline of what should be taught each day.

If some learners complete their work well ahead of schedule, consider providing them with enrichment activities. We have provided some examples of enrichment activities in this tracker. If some learners do not complete their written work in time, they can complete the enrichment activity for homework. If for any reason you miss a lesson, or


find that you need to spend more time than planned on some aspect of the work, find a way to get back on track so that the curriculum for the term is covered as required.

This tracker has been designed for a term that is nine weeks long. The programme in the tracker completes the formal teaching programme in six weeks. This leaves Week 7 for you to complete any work you have not managed to cover in the first six weeks, review assignments and tests, and do remediation work with your learners. The work to be done during this week will vary from class to class so we have left Week 7 blank for you to complete on your own. Weeks 8 and 9 are for the examinations.

Note: If you use this tracker in a fourth term of a different length, or if the end-of-year examinations start before the end of Week 6, you will need to adjust the programme accordingly. It is important to check this at the start of the term.

6. Links to assessment

The tracker indicates where in the series of lessons the CAPS formal assessment activities/tasks/practical activities should be done. This varies slightly from Learner’s Book to Learner’s Book, but is always in line with the CAPS specifications. It is important to note that the DBE makes changes to the CAPS assessment requirements from time to time; when such changes are made, you should adjust the assessment programme provided here to accord with them.

We suggest that you discuss testing times with your colleagues, who are teaching other subjects. In this way you can avoid having the learners write several tests on the same day in a single week.

7. Resource list

The tracker suggests resources that you could use for certain lessons. In addition, suggestions for alternative equipment and resources have been made. Learners need to interact with learning material as much as possible, therefore every attempt has been made to allow for such interaction.

8. Columns in the tracker

The following columns can be found in the tracker for each set of LTSMs:

1. Session number 2. CAPS concepts, practical activities and assessment tasks

3. CAPS page numbers 4. Learner’s Book page numbers 5. Learner's Book activity numbers 6. Teacher’s Guide page numbers 7. Sasol Inzalo Learner's Book page numbers8. Sasol Inzalo Teacher's Guide page numbers9. Date completed – this needs to be filled in each day and there are columns for

each of the classes you teach.

9. Weekly reflection

The tracker provides a space to record reflections on a weekly basis. This weekly reflection provides you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and colleagues. It should be shared both informally and at regular departmental meetings. Together with your HOD and colleagues, think of ways of improving your lessons and in turn your learners’ work. If for some reason not all the work for the week has been covered, strategise with your HOD and colleagues as to how best to catch up so that the curriculum is covered.

You are encouraged to reflect on your lessons daily – thinking about what went well, or did not go so well in each, and how better to help your learners grasp the content being taught. Briefly jot down your reflection by following the prompts in the tracker. When reflecting, you could think about things such as:

• Was my preparation for the lesson adequate? For example: Did I have all the necessary resources? Had I thought through the content so that I understood it fully and could teach it effectively?

• Did the purpose of the lesson succeed? For example: Did the learners reach a good understanding of the key concepts for the day? Could the learners use the language expected from them? Could the learners write what was expected from them?

• Did the learners cope with the work set for the day? For example: Did they finish the classwork? Was their classwork done to an adequate standard? Did I assign any homework?

• What can I do to support learners who did not manage the work, or to extend those who completed the work easily?

• What might I change next time I teach this same content? Will I try a different approach?


B. PLANNING FOR THE TERM

Before considering weekly and daily plans which are set out in the tracker, think about the term as a whole.

1. Check the term focus

You should note the focus for the term. The CAPS document provides clear details regarding the focus for Grade 8, as set out below:Term 1 – Life and living (Life Sciences or Biology)Term 2 – Matter and materials (Basic Chemistry)Term 3 – Energy and change (Basic Physical Phenomena)Term 4 – Planet Earth and beyond (Physical Geography or Earth Science with minor Life Science inclusions).

2. Prepare resources

This stage in your preparation is vital. Details of some possible Natural Sciences resources are listed below and specific details regarding resources for each lesson are given in the tracker:

• old cloth remnants some of which can be used to wipe up spills• Prestik or play dough• pamphlets from observatories and planetaria• newspaper and magazine articles and pictures• pictures from cards and calendars• scraps of cardboard and paper• sticky tape• dowel sticks• paint• paintbrushes• measuring tape• string• drawing pins• coloured paper, white paper, black paper• lamps and globes• short pencils• charts and models of the solar system and the planets.

Much of the practical work can be conducted with the materials listed above.

3. Plan for formal assessment tasks

In the fourth term, the minimum formal assessments required by the CAPs are a practical task or investigation and an examination (Examination 2) on work from Terms 3 and 4. In addition, if your learners have not yet done the project for including in the Term 4 marks, they must do it this term.

All the Learner’s Books and or Teacher’s Guides provide examples of CAP-compliant formal assessment tasks for this term. In some of the LTSMs, there are two examples of a practical task or investigation. In such cases, you can use one for informal assessment and the other for formal assessment purposes. In addition, an exemplar examination is provided in Section F of this tracker. Where the LTSMs used at your school have the examination in the Learner’s Book you clearly cannot use it as learners will have been able to prepare for it in advance. Instead, you should set your own examination, use one in one of the other Teacher’s Guides, or the examination in Section F. The exemplar in the Learner’s Book can be used for revision or examination practice.

Table 1 below gives an overview of the practical tasks or investigations, projects and examinations in each of the LTSMs and the weeks when they are scheduled in the tracker to help you plan for these well in advance.

TABLE 1: ASSESSMENT TASKS IN EACH APPROVED SET OF LTSMs

Name of book

Practical task/investigation/project

Examination* = cannot be used for formal assessment

Pelican Natural Sciences

Week 2: Construct a model of the solar systemLB pp. 218–220; TG pp. 40–42

Week 8: Examination * LB pp. 265–268; TG p. 167. See assessment resources or set your own examination.

Platinum Natural Sciences

Week 2: Interpret a table of facts about the solar systemLB pp. 202–203; TG p. 97

Week 8: Examination TG pp. 132–137 orsee assessment resources or set your own examination.

Solutions for All Natural Sciences

Week 2: Compare and write about conditions on other planetsLB pp. 207–208; TG p. 32

Week 8: Examination TG pp. 194–200 or see assessment resources or set your own examination.

Spot On Natural Sciences

Week 1 and 2: Interpret a table of facts about the solar systemLB p. 152; TG p. 227

Week 8: Examination TG pp. 254–260 or see assessment resources or set your own examination.


Name of book

Practical task/investigation/project

Examination* = cannot be used for formal assessment

Step by Step Natural Sciences

Week 4: Construct a model of the solar systemLB pp. 137–138; TG p. 132

Week 8: Examination * LB p. 158; TG p. 137.See assessment resources or set your own examination.

Successful Natural Sciences


Week 8: Examination * LB p. 195; TG p. 140.See assessment resources or set your own examination.

Top Class Natural Sciences

Week 2: Construct a model of the solar systemLB pp. 144–145; TG p. 80

Week 8: Examination * LB p. 167; TG pp. 123–124. See assessment resources or set your own examination.

Via Afrika Natural Sciences

Week 1: Construct a model of the solar systemLB p. 148; TG pp. 107– 108

Week 8: Examination * LB p 124; TG pp. 204–205. See assessment resources or set your own examination.

Sasol Inzalo Natural Sciences


Week 8: Examination. See assessment resources or set your own examination.

Please note that the marks for the project completed in any of the terms must be included in the marks for Term 4.

Consult the CAPS for further information.

C. DAILY LESSON PLANNING AND PREPARATION

The tracker provides details of the content (in half-hour sessions) that you need to teach to your class. However, to deliver the lessons successfully, you must do the necessary preparation yourself. This entails a number of key steps that range from ensuring that you have a good understanding of the term focus, through to checking the detailed preparation of resources needed for each lesson. Natural Sciences require a range of resources – from printed material to typical science apparatus, such as test tubes or household items including food items.

1. Check your own knowledge of the content

However well you know your work, it is easy to make small mistakes when in a classroom with learners asking questions. Always read through the content to be covered to ensure that you are familiar with the work. If possible, also do additional reading from other sources. Refer to Section E Additional Information and Ideas for Extension of this document where additional information about many of the topics for the term and some common errors – not always made explicit in the Learner’s Books or Teacher’s Guides – are addressed.

2. Prepare the conceptual framework for the lesson topic

When preparing the content to be taught think carefully about how the concepts are organised in a conceptual framework; how to help learners develop this framework for themselves; what possible questions learners might ask; or difficulties they might have and how to address these.

One way of preparing the content is to summarise it using a tool like a mind map, an example of which appears below.

FIGURE 1: MIND MAP OF THE SOLAR SYSTEM

The Sun

is

and is the centre of the solar system

with

orbiting objects

such as

planets, moons, asteroids, comets, satellites, dust, ice

A Star

Figure 1 above represents a simple summary of the solar system.


Do not give the learners your mind map; rather let them make their own summaries in words and/or pictures. In this case, learners could be encouraged to illustrate the mind map with planets, moons and so on, like the sun and star illustrated above. In this way, the learners will interact with concepts, helping them to assimilate ideas by working on them. This type of activity promotes deep learning.

It is also a good idea to leave a question unanswered for a short time and let the lesson activities suggest a possible answer. If the question is still unanswered, then you should provide the necessary help. Doing this will provide good opportunities for you to correct any wrong ideas or misconceptions.

3. Baseline assessment and remediation of misconceptions

Baseline assessment should take place at the beginning of each new topic. This enables you to establish what learners already know and to pick up any possible misconceptions. Some of the most common misconceptions have been addressed in relation to the relevant CAPS content in Section E Additional Information and Ideas for Extension of this document. Baseline assessment can take many forms – such as a quick question and answer session, or a paper and pencil activity. Once a gap in understanding or a misconception has been identified, address these misconceptions before moving on to teaching the new work for the term. In this context the word remediation refers to overcoming the learners’ wrong ideas.

4. Learner activities

Think about the tasks that learners need to complete in each lesson because it is important that they do something constructive. On rare occasions they may copy something from the chalkboard or another medium, but this activity should not be the sole focus of the lesson. Some examples of activities they can do in each lesson include, answering questions by writing the answers (the CAPS encourages writing); completing translation activities by converting a drawing to a description, or a table to a graph. You set the stage for the learner activities by giving explanations about different concepts, asking questions, setting problem-solving activities, or giving clear instructions about what learners need to do.

In Section E Additional Information and Ideas for Extension of this document you will find ideas for activities linked to several of the CAPS topics beyond those given in many of the LTSMs. Refer to this resource when preparing your lessons. Where there is an

asterisk (*) in the tracker for the book your learners are using, it indicates insufficient content or an inadequate amount of work for them to do. In some cases, a more appropriate practical activity than the one in the Learner’s Book is included for your use.

Ensure that you have enough chalk or markers. Where instructions in the Learner’s Book that you are using is not clear, use the chalkboard (or whatever media you use in your classroom) to draw or write instruction about what the learners need to do in order to complete the prescribed activity. Chalkboards are also useful for writing down and explaining new vocabulary.

Always allow time in your lessons to review learners’ work and to give formative feedback on any assessment that has been done. Ensure that during peer or self-assessment you have a list of possible answers.

5. Informal assessment

In addition to specifying the number and nature of the formal assessment tasks, the CAPS suggests that there should be on-going informal assessment each term. Learners can do a variety of informal assessment tasks, both in class and for homework, and many of the Learner’s Book activities are useful for this purpose. Informal assessment tasks do not have to be marked by the teacher. You can allow learners to mark their own or each other’s work. You should consider collecting about five or six pieces of work from time to time to help you assess progress informally and also to keep learners attentive. Also change your review techniques from time to time.

While learners do not always need marks for their work, they do need feedback. You need to know which concepts they understood and which ones they did not. This will also enable you to correct and support their learning. Record any marks that are awarded or key comments for your own interest.

6. Learners with special needs

People are not all the same. Learners will attend the Natural Science classes with different needs, styles of learning and also with a variety of alternative ideas about scientific phenomena. It is challenging for a teacher to accommodate all these differences, but it is important that you consider these differences during your preparation.

For different learning styles, the teacher can use a variety of teaching methods. These include whole class teaching, peer interaction, small-group learning, writing activities,


drawing and mind-mapping activities, presentations, debates and role play. Wherever possible, encourage reading, writing and speaking skills.

There is a large amount of additional information to help you in the Teacher’s Guides. The Learner’s Books also provide useful suggestions. In addition, the DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:

• Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.

• Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.

7. Enrichment

In certain tasks, learners will work at different speeds. For those learners who complete their work earlier than others refer to enrichment or extension activities in the Teacher’s Guide, those suggested in Section E Additional Information and Ideas for Extension of this document, or those provided in Section F Printable Resources of this document. Some enrichment activities provided in this document go beyond the requirements specified in the CAPS. Use these resources at your own discretion.

8. Homework

Examine the tracker and decide what sorts of tasks are appropriate for homework each week. Allow a few minutes at the end of the each lesson to provide homework instructions. Homework can be a useful consolidation exercise and need not take learners very long. If well planned in advance, learners can sometimes be given a longer homework exercise to be handed in within a week. This arrangement allows for flexibility.

If homework tasks are allocated, it is essential to allow a few minutes at the start of the following lesson to review the previous day’s homework.

9. Practical investigations

The science process skills as outlined on page 11 in the CAPS are as follows:• Writing the topic• Raising a question to investigate• Making a prediction or hypothesis• Planning the investigation• Collecting data• Recording data• Evaluating and communicating results.

Others include handling apparatus, observing changes, classifying, following safety precautions, and working independently/as a team member.

We suggest that a minimum of two and a maximum of four process skills are assessed in a single investigation for purposes of assessment.

It is important that the learners are well disciplined (self-discipline is best) and do not play around with equipment and materials. There are several websites dealing with laboratory safety, some of which provide cartoons of people doing irresponsible, silly things in a school laboratory. An activity that requires learners to identify the mistakes in a cartoon will be a better way of teaching learners about laboratory safety, and is more likely to change their behaviour, than giving them a list of forbidden activities.

To conduct a successful practical activity, we suggest the following procedures:• Before the practical session, check that the materials are the correct ones so

that no mistakes occur.• Talk through the activity with learners or read from the Learner’s Book

with them.• Stop from time to time to emphasise certain points. For example, Remember

never to look directly into the sun. We suggest that you let learners work in their chosen groups of friends on some occasions, but then to change the groups on other occasions.

• Keep a watchful eye on the learners during the activity. Walk around looking at what learners are doing and provide assistance, where necessary. This teaching strategy provides the you with an opportunity to assess learners’ skills of working with apparatus.

• Drawing the experimental set-up on the chalkboard or another medium helps learners to focus.


• Ensure that books and bags are safely stowed away from the practical workarea.

• Enforce a strict rule of no tasting. There should be no eating of any kind in the laboratory or classroom where investigations are conducted.

• Ensure that work areas are clean both before and after the practical activity.• Encourage learners to wear plastic aprons and safety glasses and insist on

closed shoes wherever possible.• Insist on the correct labelling of all tubes and bottles.• Set a good example by following correct procedures at all times.• Insist that learners tidy their work places when they have finished.• Have a supply of tap water at hand in case of accidental acid spills. Do not

attempt to neutralise acids and bases on a learner or yourself. Simply wash with plenty of water.

• Have a fire extinguisher handy and know how to use it.• Keep a supply of gauze and plasters in a simple first aid box. A plastic

container works well.

D. TRACKERS FOR EACH SET OF APPROVED LTSMs

This section maps out how you should use your Natural Sciences Learner’s Book and Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in a well-paced manner, aligning with the CAPS for meaningful teaching.

The following components are provided in the columns of the tracker:1. Lesson number2. CAPS concepts, practical activities and assessment tasks3. CAPS page reference numbers4. Learner’s Book page numbers5. Learner’s Book activity/task numbers6. Teacher’s Guide page numbers7. Sasol Inzalo Learner’s Book page numbers

8. Sasol Inzalo Teacher's Guide page numbers9. Completion date.

In addition, a list of resources for each session and extension/enrichment ideas are provided.

Weekly reflection

The tracker provides space for the you to jot down both successes and ideas for a different approach in future years. This reflection should be based on the daily sessions you have taught during the week.

Share your ideas with colleagues and with your HOD. Discuss aspects that went well and aspects that did not go as well as you expected.

• Did the learners grasp the main concepts of the lesson?• Was my content preparation adequate?• Did I have all the correct resources in sufficient numbers?• Did the learners interact with the learning material provided?• Did learners ask and answer questions relating to the concept?• Did the learners finish their work in time?• Was there enough work to keep learners busy for the allocated time?• What quality of homework did learners produce?

Put your thoughts in writing by briefly jotting down your reflections each week but think about your lessons daily.

The prompts for reflection in the tracker are as follows: What went well? What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support or extend learners? What will you change next time? Why? Did you complete all the work set for the week? If not, how will you get back

on track?


The reflection should be based on the daily lessons you have taught each week. It will provide you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and peers.

Explanation of abbreviations and symbols used in the trackers

Act. ActivityCA Class activityEx. ExerciseHOD Head of DepartmentIA Informal assessmentLB Learner’s Bookp. PagePA Practical activitypp. PagesPT Practical taskQ QuestionRA Revision activityS # Half-hour sessionTG Teacher’s GuideWS Worksheet* Additional or alternative activity provided


1. Pelican Natural Sciences (Global MBD Africa Publishing)

Pelican: The SunPelican Natural Sciences Week 1: The sun and the solar system

S # CAPS concepts, practical activities and assessment tasks CAPS pp.

LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 The Sun is like all other stars – it produces large amounts of heat and light continuously

53 211–213 IA 137–138 144–145* Activity

164–168

2 The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas

53 213–215 145–153 164–168

3 Interpreting a table of facts about the Solar System 53 215 139CA 1

153–156* Activity

186–197

4 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, and many distant icy and dusty objects

53 215–216 IA 141–142 153–156* Activity

177–178


53 216–217 * 153–156* Activity

178–186

6 Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets

53 218–220 Act. I 140–141 153–156 178–180

Reflection

Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?

What will you change next time? Why?

HOD: Date:


Pelican: The Solar SystemPelican Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 FAT: Constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets

53 218–220 Act. IIA

140–141141–142

156 181


53 221–222 IA 141–142 156–170* Activity

186–199


53 224 Act. II 140–141 171–174* Activity

199–200

4 Objects around the Sun: a variety of objects orbit the Sun; dwarf planets, moons, asteroids, and many distant icy and dusty objects

53 224–225 IA 141–142 174–178* Activity

200–207

5 The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life

53 225–226 IA 144–145 178–181 207–212

6 The Earth is the third planet from the Sun 53 * 181–183* Activity

207–212

Reflection



HOD: Date:


Pelican: The Solar SystemPelican Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Constructing a model of the Solar System 53 230 In the Labs 140 Revision185–187

216–217

2 The Solar System 55 231 Investigate Revision185–187

216–217

3 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity

54 232–233 149–150 188–189* Activity

219–224

4 The Milky Way Galaxy is in the shape of a spiral with many arms 54 233–234IA

CA I153–154

189–191* Activity

225–226

5 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show its location in the galaxy

54 237 Act. IIA

152 191–192* Activity

226

6 A galaxy is a collection of stars 54 237–238 Act. II 152–153 192–193 224–225

Reflection



HOD: Date:


Pelican: Beyond the Solar SystemPelican Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 A galaxy is a collection of stars 54 237–238 Act. II 152–153 192–193* Activity

226

2 The size of the observable Universe is estimated to be about 28 billion light years

54 237–238 151CA II

192–193* Activity

226

3 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun

54 239IA

153–154162 or

163

194–194 226–229

4 Light years, light hours and light minutes: people use light years to measure distances to stars and other objects beyond the Solar System

54 239–240IA

153–154162 or

163

194–199* Activity

229–236

5 Beyond the Milky Way Galaxy: our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe

54 240–241IA

153–154162 or

163

201–205 236–239

6 Beyond the Milky Way Galaxy 54 245 Application Exercise

156–157 205–206Revision209–211

239–246

Reflection



HOD: Date:


Pelican: Beyond the Solar SystemPelican Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Early viewing of space: people can see planets and stars in the night sky 55 246–247 158–159 153–154 212–217 252–254

2 Stars can be arranged into visible constellations 55 247–248 * 212–217 252–254

3 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations

55 248–250 * 212–217 252–254* Activity

4 Stars can be arranged into visible constellations 55 250 Act. I See printable resources

See printable resources

5 Stars can be arranged into visible constellations; some constellations have stories linked to them

55 250–251 160CA I



6 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them

55 251 * 217–218 See printable resources

Reflection



HOD: Date:


Pelican: Beyond the Solar SystemPelican Natural Sciences Week 6: Looking into space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets

55 252 Act. II 161–162 217–218* Activity

256–257


55 252 Act. II 161–162 217–218* Activity

256–257

3 Constellations 55 261 Ex. C 1–10 217–218* Activity

258–259

4 Telescopes: people can see more details in the sky when they use a telescope

535 253–254 218–223* Activity

259–261

5 There are different types of telescopes including: optical telescopes; the Hubble Space telescope; SKA (Square Kilometre Array)

55 254–257 IA 223–235* Activity

264–281

6 Telescopes 55 262 ApplicationExercise

Revision241–242

Revision286–287

Reflection



HOD: Date:


PelicanPelican Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year

Think about and make a note of: 1. Did you complete the curriculum according to the CAPS requirements? If not, why

not and what could you do to cover all of the work next year?

2. Did the tracker help with curriculum planning and coverage? How could you use it even more effectively next year?

3. What concepts and skills did learners grasp well this year? What good practice could you use again next year?

4. What did learners struggle with? How can you help your group next year

understand these concepts and develop these skills better?

5. What needs to be communicated to the teacher who will teach this group of learners next year?

6. What aspects of your teaching and assessment practices would you like to develop further next year? How will you go about this?

HOD: Date:

PelicanPelican Natural Sciences Weeks 8 and 9: Examinations


2. Platinum Natural Sciences (Maskew Miller Longman)

Platinum: The Solar SystemPlatinum Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 191 Act. 1 92–93 144–145 164–168


53 192–193 93 146–152 169–171


53 193 Act. 2 94 146–152 171–177


53 194–195 Act. 3 94 153–154 177–178


53 194–195 Act. 3 94 154–159 178–180


53 200–201 Act. 4 95 155–156 181–186

Reflection



HOD: Date:


Platinum: The Solar SystemPlatinum Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 200–201 Act. 4 95–96 155–156 181–186

2 FAT: Interpreting a table of facts about the Solar System 53 202–203 PT (A) 97 163–168 187–197

3 Comparing and writing about the conditions on other planets in our Solar System

53 202–203 PT (B) 97 171–78 199–207

4 The Earth is the only planet that is known to support life 53 206–207 98 178–182 207–212

5 Writing about why the conditions on Earth are ideal for life 53 204–205 Act. 5Act. 6

98 178–182 207–212

6 The Solar SystemTopic 11 Target worksheets A and BExtension and remediation worksheet book

53 Revision185–187

Revision216–217

Reflection



HOD: Date:


Platinum: The Solar SystemPlatinum Natural Sciences Week 3: The Milky Way Galaxy


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 209 Act. 1 100–101 188–189 218–224

2 Our Sun is only one of billions of stars in the Milky Way Galaxy; the Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms

54 210–211 100 190–191 218–224

3 Demonstrating the shape of the Milky Way Galaxy with a spiral shape 54 211 Act. 2 101 192–193 225–226


54 212 Act. 3 102 191–192 224–225


54 212 Act. 3 102 191–192 224–225

6 Our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms

54 212 Act. 4 102 193–194 225

Reflection



HOD: Date:


Platinum: Beyond the Solar SystemPlatinum Natural Sciences Week 4: Our nearest star; Light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 214 102 193–194 226–229

2 Alpha Centauri is 4,2 light years away from our Solar System 54 215 Act. 5 103 193–194 226–229


54 216 Act. 6 103 194–199 229–236

4 Light years, light hours and light minutes 54 218 Act. 7 103–104 194–199 229–236

5 Light years, light hours and light minutes 54 219 Act. 8 104 194–199 229–236


54 220–221 104 201–206 236–239

Reflection



HOD: Date:


Platinum: Beyond the Solar SystemPlatinum Natural Sciences Week 5: Beyond the Milky Way Galaxy


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 The size of the observable Universe is estimated to be about 28 billion light years; beyond the Milky Way Galaxy

54 222 Act. 9 104–105 201–206 236–239

2 The solar system and beyondExtension and remediation worksheet bookTarget worksheets A and B

54 203–207

Revision209–211

240–249

Revision250–251

3 Early viewing of space: people can see planets and stars in the night sky 54 225–227 Act. 1 106–107 212–214 252–255

4 Stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them

54 227 106 217–218 258–259


55 228–230 Act. 2 107 212–217 256–257


55 231 Act. 3Act 4

108 218–223 259–264

Reflection



HOD: Date:


Platinum: Looking into spacePlatinum Natural Sciences Week 6: Early viewing of space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 234–236 108–109 223–235 262–281

2 Presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured

55 233 Act. 5 108 236–238 282–283


55 233 Act. 5 108 236–238 282–283

4 Drawing with labels to explain how a telescope works 55 237 Act. 6 109 236 282–283

5 Drawing with labels to explain how a telescope works 55 237 Act. 6 109 236 281–282

6 Viewing of space and telescopesExtension and remediation worksheet bookTarget worksheets A and B


Revision286–287

Reflection



HOD: Date:


PlatinumPlatinum Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

PlatinumPlatinum Natural Sciences Weeks 8 and 9: Examinations


3. Solutions for All Natural Sciences (Macmillan)

Solutions: The Solar SystemSolutions for All Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 195 Checkmyself

126–128 144–145 164–169


53 195 * 129 146–152 169–176

3 Objects around the Sun: a variety of objects orbit the Sun; planets 53 196–197 129 153–156 176–183

4 Objects around the Sun: a variety of objects orbit the Sun; moons, asteroids, and many distant icy and dusty objects

53 200–201 129 171–178 183–186


53 202–204 PA 1A 129–130 155–156 178–180


53 202–204 PA 1B 129–130 155–156 178–180

Reflection



HOD: Date:


Solutions: The Solar SystemSolutions for All Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 202–204 PA Questions

129–130 156–157 181–182

2 Interpreting a table of facts about the Solar System 53 204–205 CA 1 130–131 159–164 186–190

3 The Earth’s position in the solar system 53 206 131–132 178–180 207–208


53 206–207 131–132 180–183 207–208

5 FAT: Comparing and writing about the conditions on other planets in our Solar System including their special features

53 207–209 32 132Challenge

165–169 193–197

6 FAT: Comparing and writing about the conditions on other planets in our Solar System including their special features

53 207–209 32 132 165–169 193–197

Reflection



HOD: Date:


Solutions: The Solar SystemSolutions for All Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Writing about why the conditions on Earth are ideal for life 53 209 CA 2 132 178–182 210–212

2 The Solar System 53 209–210 Extra practice


Revision216–217


54 212–213 Check myself

134–136 188–189 218–221

4 Our Sun is only one of billions of stars in the Milky Way Galaxy; the star called Alpha Centauri is the nearest easily visible star to the Sun

54 214–216 137 193–194 226–229

5 The Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms

54 216–217 PA 1 137–138 189–191 221–222


54 216–217 PA 1 137–138 191–192 224–225

Reflection



HOD: Date:


Solutions: Beyond the Solar SystemSolutions for All Natural Sciences Week 4: The Milky Way and light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Our nearest star: the Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun and is 4,2 light years away from our Solar Syste

54 138 193–194 226–229


54 217–218 138 194–199 229–234

3 The Milky Way Galaxy 54 219–220 CA 1Challenge

139140

194–199 229–234


54 220 Extrapractice

140 201–207Revision209–211

236–239Revision250–251

5 Looking into space 54 222–223 141–142 212–214 252–254

6 Early viewing of space: people can see planets and stars in the night sky; stars can be arranged into visible constellations

54 223–224 Checkmyself

143 212–214 254–256

Reflection



HOD: Date:


Solutions: Beyond the Solar SystemSolutions for All Natural Sciences Week 5: The Milky Way and looking into space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Early viewing of space: people can see planets and stars in the night sky; different cultures have identified and named certain constellations

54 225–226 144 214–217 256–257

2 Early viewing of space: people can see planets and stars in the night sky; some constellations have stories linked to them

54 227– * 144 214–217 256–257

3 Early viewing of space: people can see planets and stars in the night sky 54 230 CA 1 144–145 214–217 256–257

4 Early viewing of space: people can see planets and stars in the night sky 54 230 CA 1 144–145 214–217 256–257

5 Stars can be arranged into visible constellations 55 * 217–218 258


55 230 PA 1 145–146 217–218 255–257

Reflection



HOD: Date:


Solutions: Looking into spaceSolutions for All Natural Sciences Week 6: Early viewing of space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 230 PA 1 145–147 See printable resource

See printable resource


55 231 147–148 218–220 259–261


55 231–237 Challenge148

220–225 264–269


55 237 CA 2 148 225–238 282–283


55 237 CA 2 148 225–238 282–283

6 Viewing of space and telescopes 55 238 Extra practice

149 241–242 286–287

Reflection



HOD: Date:


SolutionsSolutions for All Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

SolutionsSolutions for All Natural Sciences Weeks 8 and 9: Examinations


4. Spot On Natural Sciences (Heinemann)

Spot On: The Solar SystemSpot On Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 147–148 222 144–145 164–168


53 149 Act. 1.1 223 145–153 169–173


53 150–151 TGResource

30

224 153–154 177–180


53 150–151 TGResource

31

225 155–156 181–182

5 FAT: Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System

53 152 FAT 9 227 156–170 186–191

6 FAT: Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System

53 152 FAT 9 227 156–170 186–191

Reflection



HOD: Date:


Spot On: The Solar SystemSpot On Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Objects around the Sun: a variety of objects orbit the Sun 53 153 Act. 2.1 228 171–178 199–207

2 The conditions on Earth are ideal for life 53 229 178–180 208–211


53 154 Act. 3.1 229 178–180 207–208

4 Writing about why the conditions on Earth are ideal for life 53 155 Act. 3.2 230–231 181–183 211–212

5 The Solar System 53 156 RA 11 232 185–187 216–217


54 157–158 233–234 188–189 218–219

Reflection



HOD: Date:


Spot On: The Solar SystemSpot On Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 158 233–234 190–191 220–222


54 159 Act. 1.1 234 191 224–226


54 160 Resource 33 p. 235

191–193 226–229

4 Alpha Centauri is 4,2 light years away from our Solar System 54 160–161 Act. 2.1 236 193–194 226–229


54 161 Act. 2.2 236 194–201 229–235


54 Act. 3.1 236 201–202 236–241

Reflection



HOD: Date:


Spot On: Beyond the Solar SystemSpot On Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 163 Act. 3.1 237 203–207 241–245

2 Beyond the Solar System 54 164 RA 12 239 209–211 250–251

3 Early viewing of space: people can see planets and stars in the night sky 55 165–166 Act. 1.1 241 212- 252–254

4 Early viewing of space: people can see planets and stars in the night sky 55 166 Act. 1.1 241 212 254

5&6

Stars can be arranged into visible constellations; different cultures have identified and named certain constellations

55 167–169 242 212–214 254–255

Reflection



HOD: Date:


Spot On: Beyond the Solar SystemSpot On Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Stars can be arranged into visible constellations 55 170 242 214–217 255–256


55 171 Act. 2.1 242 214–217 255–256


55 171 Act. 2.1 242 214–217 255–256


55 171 Act. 2.1 242 See printable resource


5 Using star maps of the Southern Sky to identify a few easily recognisable constellations

55 172 Act. 2.2 242Resource

35p. 243

217–218 258–259


55 174–175 Act. 3.1 244 218–220 259–269

Reflection



HOD: Date:


Spot On: Looking into spaceSpot On Natural Sciences Week 6: Early viewing of space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 174–175 Act. 3.1 244 220–225 260–264


55 176 Resource 36 p. 246

225–237 264–281


55 177 Act. 4.1 245 238 282–283


55 177 Act. 4.1 245 238 283–283


55 177 Act. 4.1 245 238 282–283

6 Viewing of space and telescopes 55 178 RA 13 247 241–242 286–287

Reflection



HOD: Date:


Spot OnSpot On Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

Spot OnSpot On Natural Sciences Weeks 8 and 9: Examinations


5. Step by Step Natural Sciences (Lingua Franca)

Step by Step: The Solar SystemStep by Step Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 123–124 125 144–153 164–169


53 125–126 Act. 1 127 144–153 169–171

3 The energy in our Sun comes from powerful nuclear reactions 53 127 Act. 2 127 144–154 171–177


53 128 Act. 3 128 153–154 177–180


53 129–130 Act. 4 128 153–154 180–186


53 130–131 Act. 5 129 153–154 186–190

Reflection



HOD: Date:


Step by Step: The Solar SystemStep by Step Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Objects around the Sun: a variety of objects orbit the Sun; planets, moons, asteroids, comets, and many distant icy and dusty objects

53 132–133 Act. 6 129 156–169 193–197

2 Interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets in our Solar System

53 133–134 Act. 7 130 159–164 191–192


53 133–134 Act. 7 130 159–164 101–192

4 Objects around the Sun: a variety of objects orbit the Sun 53 134 Act. 8 130and 140

171–178 199–207

5 Gravity is the force that keeps all these objects in their stable, predictable orbits around the Sun

53 135 * 130 171–178 199–207


53 136 131and 143

178–180 208–212

Reflection



HOD: Date:


Step by Step: The Solar SystemStep by Step Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 The Solar System: constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets

53 137–138 Act. pp.

137–138

131 155–156 178–180


53 137–138 Act. pp.

137–138

131 155–156 181–182


53 137–138 Act. pp.

137–138

131 155–156 181–182

4 Comparing and writing about the conditions on other planets in our Solar System including their special features

54 139 Act. 10 131 181–182 183–186


54 140 Act. 11 132 188 218–219

6 The Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms; drawing spiral arms to represent the Milky Way Galaxy

54 141 Act. 12 132 188–191Revision185–187

220–222Revision216–217

Reflection



HOD: Date:


Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 4: The Milky Way Galaxy


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 141 Act. 12*

132 188–191 224–225




54 143 Act. 14 133 193–194 226–229


54 144–145 Act. 15 134 194–201 229–236


54 145–146 Act. 16 134 194–210 236–241

Reflection



HOD: Date:


Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 5: The Milky Way and our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 144–145 134 194–201 229–236

2 Beyond the Milky Way Galaxy 54 147 Act. 17 135 202–206 241–246

3 Early viewing of space: people can see planets and stars in the night sky 55 148–149 136 212 256–257


55 149–151 136 217–218 252–255


55 152–153 136 See printable resource



55 136 213–216Revision209–211

255–256Revision250–252

Reflection



HOD: Date:


Step by Step: Beyond the Solar SystemStep by Step Natural Sciences Week 6: Light years, light hours and light minutes; Beyond the Milky Way Galaxy


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 154 Act. 18 136 218–220 259–261


55 155–156 136 221–235 262–280


55 136 238 282–283


55 136 238 282–283

5 Discussing the many opportunities in South Africa for careers in astronomy

55 136 235 280

6 Revision 55 158 137 Revision241–242

Revision286–287

Reflection



HOD: Date:


Step by StepStep by Step Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

Step by StepStep by Step Natural Sciences Weeks 8 and 9: Examinations


6. Successful Natural Sciences (Oxford University Press)

Successful: The Solar SystemSuccessful Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 161–162 111–112 144–145 164–168


53 163 Act. 1 113–114 146–153 169–177


53 164–165 115 153–159 178–186

4 Interpreting a table of facts about the Solar System 53 166 Act. 1 116 159–164 190–192

5 Interpreting a table of facts about the Solar System 53 166 Act. 1 116 159–164 190–192


53 166 ChallengeAct. 2

117 165–169 193–197

Reflection



HOD: Date:


Successful: The Solar SystemSuccessful Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Objects around the Sun: a variety of objects orbit the Sun 53 166–167 118 144–145 164–168

2 FAT: Constructing a model of the Solar System 53 167–169 Act. 3 119–120 146–153 169–177

3 FAT: Constructing a model of the Solar System 53 167–169 Act. 3 119–120 153–159 178–186

4 Presenting a fact sheet about any object found in our Solar System 53 169 Act. 4 120–122 159–164 190–192

5 Presenting a fact sheet about any object found in our Solar System 53 169 Act. 4 120–122 159–164 190–192

6 Earth’s position in the Solar System: the Earth is the third planet from the Sun; the Earth is the only planet that is known to support life

53 170–171 122–123 165–169 193–197

Reflection



HOD: Date:


Successful: The Solar SystemSuccessful Natural Sciences Week 3: Objects around the Sun; Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Writing about why the conditions on Earth are ideal for life 53 171 Act. 1 123–124 180–182 207–211

2 Writing about why the conditions on Earth are ideal for life 53 171 Act. 1 123–124 180–182 211–213

3 Our Solar System is in the Milky Way Galaxy 54 172 124–125 Revision185–187188–190

Revision216–217


54 172–173 * 124–125 190–191 218–221


54 174 124–125 190–191 221–223


54 175 Act. 1 125 191–192 224–225

Reflection



HOD: Date:


Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 175 Act. 1 125 192–193 225–226


54 176–177 * 126 193–194 226–229


54 179 Act. 1 127–128 194–201 229–236


54 180–181 129 201–204 236–239


54 181 Act. 1 129–131 204–206 241–246

6 Early viewing of space: people can see planets and stars in the night sky 55 182 131–132 Revision209–212

Revision250–251

Reflection



HOD: Date:


Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 5: Our nearest star; Light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Early viewing of space: people can see planets and stars in the night sky 55 182–183 * 132 212–213 252–254


55 183 132 213–214 255–256

3 Some constellations have stories linked to them 55 183–184 Act. 1 132 217–218 258–259

4 Some constellations have stories linked to them 55 183–184 Act. 1 132 217–218 258–259


55 185 Act. 2 132–133 214–216 256–258


55 185 Act. 2 132–133 214–216 256–258

Reflection



HOD: Date:


Successful: Beyond the Solar SystemSuccessful Natural Sciences Week 6: Light years, light hours and light minutes; Beyond the Milky Way Galaxy


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 187 Act. 1 134–135 218–220 259–261


55 187–188 134–135 230–236 264–280


55 189 Act. 2 136–137 238 282–283


55 189 Act. 2 136–137 238 282–283


55 190–191 137–138 235 280

6 Revision 55 193–194 139–141 241–242 286–287

Reflection



HOD: Date:


SuccessfulSuccessful Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

SuccessfulSuccessful Natural Sciences Weeks 8 and 9: Examinations


7. Top Class Natural Sciences (Shuter & Shooter)

Top Class: The Solar SystemTop Class Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 139 * 78WS 11.1 p. 106

144–145 164–167


53 140–141 78–79 146–153 167–168


53 142–143 79 171–178 199–202

4 Interpreting a table of facts about the Solar System 53 143–144 Act. 11.1 79–80 160–164 187–191

5 Interpreting a table of facts about the Solar System 53 143–144 Act. 11.1 79–80 164–169 187–191


53 144–145 Act. 11.2 80 155–156 181–183

Reflection



HOD: Date:


Top Class: The Solar SystemTop Class Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 FAT: Constructing a model of the Solar System 53 144–145 Act. 11.2 80 155–156 181–183

2 FAT: Constructing a model of the Solar System 53 144–145 Act. 11.2 80 155–156 181–183


53 145 Act. 11.3 80–81 156–158 170

181–183 198


53 145 Act. 11.3 80–81 156–158 170

181–183 198


53 146 81 178–180 207–209

6 The Earth is the only planet that is known to support life; writing about why the conditions on Earth are ideal for life

53 146 Act. 11.4 81–82 180–182 210–212

Reflection



HOD: Date:


Top Class: The Solar SystemTop Class Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 The Solar System 53 146 Revision 82 185–187 216–217

2 The Solar System 53 146 Revision 82 185–187 216–217

3 A galaxy is a collection of stars held together by their mutual gravity 54 147 * 83 188 218–220


54 147–148 83 189–191 221–223

5 The Milky Way Galaxy is in the shape of a spiral with many arms; demonstrating the shape of the Milky Way Galaxy with a spiral shape

54 148 Act. 12.1 84 192–193 225–226


54 148 Act. 12.2 84 191–192 225–226

Reflection



HOD: Date:


Top Class: Beyond the Solar SystemTop Class Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 148 Act. 12.2 84 191–192 225–226


54 148 Act. 12.2 84 191–192 225–226


54 149 * 84 193–194 226–228


54 149 84–85 194–201 229–236


54 150 85 201–202 236–239

6 Beyond the Milky Way Galaxy 54 151 Revision 85 203–204 239–241

Reflection



HOD: Date:


Top Class: Beyond the Solar SystemTop Class Natural Sciences Week 5: Our nearest star and Light years, light hours and light minutes


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Beyond the Milky Way Galaxy 54 151 Revision 85 205–206 241–246

2 Early viewing of space: stars can be arranged into visible constellations; some constellations have stories linked to them

55 152–153 * 86 Revision209–211

Revision209–211

3 Early viewing of space: stars can be arranged into visible constellations; some constellations have stories linked to them

55 152–153 WS 13.1pp.

107–108

212–214 252–254

4 Early viewing of space: different cultures have identified and named certain constellations

55 153 WS 13.1pp.

107–108

216–218 254–256


55 154 Act. 13.1 (A)

87 216–218 256–257

6 Observing, recording and comparing the appearance of the Southern Cross constellation by viewing it at least three times during the months of September and October

55 155 Act. 13.1 (B)

87 214–216 256–257

Reflection



HOD: Date:


Top Class: Looking into spaceTop Class Natural Sciences Week 6: Viewing space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 155–156 88 218–223 259–261


55 156–160 88 223–235 264–269

3 Drawing with labels to explain how a telescope works 55 160 Act. 13.2 88–89 237 281–282


55 160 Act. 13.3 89 238 282–283


55 160 Act. 13.4 89 235 280

6 Viewing of space 55 161 Revision 89–90 241–242 286–287

Reflection



HOD: Date:


Top ClassTop Class Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

Top ClassTop Class Natural Sciences Weeks 8 and 9: Examinations


8. Via Afrika Natural Sciences (Via Afrika)

Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 1: The Sun and objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 144–146 103–106 144–145 164–168


53 146–147 Ex. 1 107 146–153 169–171


53 148 Act. 1FAT

107–108 153 177–178


53 148 Act. 1FAT

107–108 154–155 178–180


53 148 Act. 1FAT

107–108 155–159 181–186


53 149–151 Act. 2 108–109 160–169 187–192

Reflection



HOD: Date:


Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 2: Objects around the Sun


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Objects around the Sun: a variety of objects orbit the Sun 53 154–155 Act. 3 109 171–178 199–207

2 Objects around the Sun: a variety of objects orbit the Sun 53 156–157 Ex. 2 110 171–178 199–207


53 159 Act. 4 110 178–180 207–208

4 The Earth is the only planet that is known to support life; writing about why the conditions on Earth are ideal for life

53 159 Ex. 3 110–111 180–182Revision 185–187

208–212Revision216–217

5 A galaxy is a collection of stars held together by their mutual gravity 54 157–159 * 112 188–191

6 The Milky Way Galaxy: our Solar System is in the Milky Way Galaxy; demonstrating the shape of the Milky Way Galaxy with a spiral shape

54 160–162 Act. 1 113–114 192–193

Reflection



HOD: Date:


Via Afrika: The Solar SystemVia Afrika Natural Sciences Week 3: Earth’s position in the Solar System


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show our location in the galaxy

54 162 Act. 2 114 191–192 225–226

2 The Milky Way Galaxy 54 162 Ex. 1 114–115 191–192 225–226


54 162–163 115 193–194 226–229

4 Alpha Centauri is 4,2 light years away from our Solar System 54 163–164 Ex. 2 115 194 229


54 165 Ex. 3 115 194–201 229–234


54 166–167 115–116 201–204 236–241

Reflection



HOD: Date:


Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 4: The Milky Way Galaxy; Our nearest star


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 167 Ex. 4*

116–117 205–206 241–246


55 168–169 118–119 Revision209–211

Revision250–251

3 FAT: Early viewing of space: people can see planets and stars in the night sky

55 169–171 Act. 1FAT

119–120 Revision209–211

Revision250–251


54 169–171 Act. 1FAT

119–120 212–214 245–246


54 169–171 Act. 1FAT

119–120 212–214 245–246


54 169–171 Act. 1FAT

119–120 214–217 256–257

Reflection



HOD: Date:


Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 5: Light years, light hours and light minutes; Beyond the Milky Way


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 168–172 * 118–120 214–217 256–257


55 172–173 Case Study

120 See printable resource



55 172–173 Case Study

120 See printable resource


4 Different cultures have identified and named certain constellations 55 174–175 Ex. 1 120 217–218 258–259

5 Different cultures have identified and named certain constellations 55 174–175 Ex. 1 120 217–218 258–259


55 176–177 120–121 218–223 259–261

Reflection



HOD: Date:


Via Afrika: Beyond the Solar SystemVia Afrika Natural Sciences Week 6: Looking into space


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


55 176–177 120–121 218–223 259–261

2 Drawing with labels to explain how a telescope works 55 177–178 Act. 2 121 236 281–282


55 179 Act. 3 121–122 238 282–283


55 179 Act. 3 121–122 238 282–283


55 179 Ex. 2 122 223–235237

262–280281


55 179 122–123 280Revision241–242

280Revision286–287

Reflection



HOD: Date:


Via AfrikaVia Afrika Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


LB pp.

LB Act.

TG pp.

Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

Via AfrikaVia Afrika Natural Sciences Weeks 8 and 9: Examinations


9. Sasol Inzalo Natural Sciences (Siyavula)

Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 1: The Sun and objects around the Sun


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


53 144–145 164–168


53 146–153 169–177


53 153–159 178–186

4 Interpreting a table of facts about the Solar System 53 159–164 190–192

5 Interpreting a table of facts about the Solar System 53 159–164 190–192


53 165–169 193–197

Reflection



HOD: Date:


Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 2: Objects around the Sun


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Objects around the Sun: a variety of objects orbit the Sun 53 171–178 199–206

2 FAT: Constructing a model of the Solar System 53 155–156 181–182

3 FAT: Constructing a model of the Solar System 53 155–156 181–182

4 Presenting a fact sheet about any object found in our Solar System 53 171–178 199–207

5 Presenting a fact sheet about any object found in our Solar System 53 171–178 199–207

6 Earth’s position in the Solar System: the Earth is the third planet from the Sun; the Earth is the only planet that is known to support life

53 178–180 199–207

Reflection



HOD: Date:


Sasol Inzalo: The Solar SystemSasol Inzalo Natural Sciences Week 3: The Milky Way Galaxy


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Writing about why the conditions on Earth are idea for life 53 180–182 207–211

2 Writing about why the conditions on Earth are ideal for life 53 180–182 211–213

3 Our Solar System is in the Milky Way Galaxy 54 Revision185–187188–190190–191

Revision216–217


54 190–191 218–221

5 Milky Way Galaxy is in the shape of a spiral with many arms; our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms;

54 190–191 221–223


54 191–192 224–225

Reflection



HOD: Date:


Sasol Inzalo: Beyond the Solar SystemSasol Inzalo Natural Sciences Week 4: Our nearest star; Light years, light hours and light minutes


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed


54 192–193 225–226

2 Our nearest star: the Sun is the nearest star to Earth; The star called Alpha Centauri is the nearest easily visible star to the Sun

54 193–194 226–229


54 194–201 229–236


54 201–204 236–239


54 204–206 241–246

6 Early viewing of space: people can see planets and stars in the night sky 55 Revision209–212

Revision250–251

Reflection



HOD: Date:


Sasol Inzalo: Beyond the Solar SystemSasol Inzalo Natural Sciences Week 5: Beyond the Milky Way Galaxy


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Early viewing of space: people can see planets and stars in the night sky 55 212–213 252–254


55 213–214 255–256

3 Some constellations have stories linked to them 55 217–218 258–259

4 Some constellations have stories linked to them 55 217–218 258–259


55 214–216 256–258


55 214–216 256–258

Reflection



HOD: Date:


Sasol Inzalo: Looking into spaceSasol Inzalo Natural Sciences Week 6: Early viewing of space


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1 Telescopes: people can see more details in the sky when they use a telescope 55 218–220 259–261


55 230–236 264–280


55 238 282–283


55 238 282–283

5 Discussing the many opportunities in South Africa for careers in astronomy 55 235 280

6 Revision 55 241–242 286–287

Reflection



HOD: Date:


Sasol InzaloSasol Inzalo Natural Sciences Week 7: Catch up, consolidation, and remediation – plan your week


Sasol InzaloLB pp.

Sasol InzaloTG pp.

Class

Date completed

1

2

3

4

5

6

Reflect on the year









HOD: Date:

Sasol InzaloSasol Inzalo Natural Sciences Weeks 8 and 9: Examinations


E. ADDITIONAL INFORMATION AND IDEAS FOR EXTENSION

CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension

Weeks 1–2: The Solar System

The Sun: The energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas

Ensure that learners know that the sun is a star and behaves like all stars, releasing energy from nuclear reactions. Distinguish between nuclear fusion and nuclear fission. These words sound very similar and could cause confusion. Remind learners that fusion is joining and fission is splitting.

Objects around the Sun: a variety of objects orbit the Sun – eight planets and their moons, rocky asteroids, outer dwarf planets and many distant icy and dusty objects in the Kuiper Belt and Oort Cloud, at the edge of the Solar System; the Solar System looks like a flat disc or plate; the Sun spins at the centre and the planets and all other objects orbit around it in the same direction; gravity is the force that keeps all these objects in their orbits around the Sun

Many people, including adults, hold erroneous ideas about the Solar System. These include: planets cannot be seen with the naked eye; planets appear in the sky in the same place every night; gravity acts differently or not at all on some matter; gravity increases with height; gravity cannot exist without air; gravity requires a medium to act.It is a good idea to check the learners’ prior knowledge, possibly with a diagnostic question like: ‘What objects can we see in the sky at night?’ Some of the worksheets provided can also alert you to possible misconceptions. Remember that a diagnostic test is not ‘for marks’, but is an instrument to assist you. See Worksheets 1, 2 and 3.

Earth’s position in the Solar System: The Earth is the third planet from the Sun; the Earth is the only planet that is known to support life; the conditions that support life on Earth include: temperature, water, sunlight, oxygen

The Earth, our home, needs some special consideration. Impress upon learners that the conditions for life are met by Earth and no other planet as far as we know. There is a very narrow window for the existence of life as we know it and if any one of the conditions for life is eliminated or altered life as we know it may not exist. Erroneous ideas about the Earth include: the Earth is round, but flat like a coin; the Earth’s revolution around the Sun causes night and day; day and night are caused by the Sun going around the Earth; the Earth is bigger than the Sun; the Sun goes around the Earth; the Sun goes around the Earth in less than a year; the Sun will never burn out; the Earth’s orbit is strongly elliptical.Again, check the learners’ prior knowledge. A possible diagnostic question could be: ‘Which is the biggest – Sun, moon or Earth?’ Despite the drawings in some books, the orbit of the Earth round the Sun is nearly circular.

Constructing a model of the Solar System; interpreting a table of facts about the Solar System; comparing and writing about the conditions on other planets; presenting a fact sheet about any object in our Solar System; writing about why the conditions on Earth are ideal for life

These suggested activities are all worthwhile and should assist learners to understand aspects of the Solar System. They do not require sophisticated equipment and thus provide an opportunity for recycling found materials.The model building activity provides an excellent opportunity for you to note and remediate many of the misconceptions about the Solar System noted above.

Weeks 3–4: Beyond the Solar System

The Milky Way Galaxy: Our Solar System is in the Milky Way Galaxy; a galaxy is a collection of stars held together by their mutual gravity; our Sun is one of billions of stars

The vastness of space is difficult to conceptualise. Therefore, it is understandable that many people hold unscientific ideas about galaxies in general. Some of these are: the Milky Way is the only galaxy; the Solar System is not in the Milky Way; the Sun is at the centre of the Milky Way Galaxy; the Milky Way is just stars – no gas and dust.Help learners to understand orders of magnitude: the Universe – many galaxies – Milky Way Galaxy – many stars – our star (Sun) with orbiting objects is called Solar (sun) System.Some people also believe that the Universe is static, not expanding and that the Universe contains only the planets in our Solar System. See Worksheet 4.


CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension

Demonstrating the shape of the Milky Way Galaxy; drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show our location in the galaxy

These activities are very useful for reinforcing the orders of magnitude mentioned earlier; objects seen in books as two-dimensional structures are difficult to conceptualise in three dimensions; modelling these objects goes a long way to develop deep understanding.

Our nearest star: The Sun is the nearest star to Earth; the star called Alpha Centauri is the nearest easily visible star to the Sun (it is the brighter of the two Pointers of the Southern Cross constellation)

Emphasise that a constellation is a group of stars seen and interpreted by people and that these stars are usually not close together. It is essential at this stage to introduce learners to the Southern Cross constellation because Alpha Centauri (mentioned in the CAPS) points to the constellation and also because the Southern Cross is important in the southern skies. You could also remind learners that the word alpha is the Greek for A, and it is used to name the brightest star in any constellation. Alpha Centauri is thus the brightest star in the constellation of the centaur – a mythical creature which ancient observers believed they could see in the stars. Also, although we can only see this with binoculars or a telescope, Alpha Centauri is actually two stars that move around each other.

Light years, light hours and light minutes The most important aspect in this section is that despite its name, a light year is a measure of distance, not of time.

Beyond the Milky Way Galaxy: Our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe; the size of the observable Universe is estimated to be about 28 billion light years; galaxies have various shapes and sizes

Some learners may hold erroneous ideas like: all galaxies are spiral; new planets and stars don’t form today. On the contrary, galaxies are of different shapes and the universe is expanding and changing all the time, as planets and stars are born and die.

Weeks 5–6: Looking into space

Early viewing of space: People can see planets and stars in the night sky; stars can be arranged into visible constellations; different cultures have identified and named certain constellations; some constellations have stories linked to them

This section provides an opportunity to discuss and appreciate the ideas of different cultures; learners can also be given a limited number of sticky stars and invited to construct their own ‘constellations’ and stories. Remind them that they should be imaginative because most constellations do not look exactly like the (for example) bears, lions, goats, crabs and bulls they represent. See Worksheet 5.

Using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets; observing, recording and comparing the appearance of the Southern Cross constellation by viewing it at least three times during the months of September and October

Do remind learners that looking directly into the Sun is extremely dangerous; do not allow them to challenge each other to be ‘brave’. Using star maps is a good exercise in interpreting symbols and relating these to the actual stars. It is also a skill that requires some practice. If learners see planets in the sky (Venus is visible in the early morning and evening), they will overcome the misconception that only stars are visible in the sky.

Telescopes: People can see more details in the sky when they use a telescope; a telescope forms an image of the object and magnifies it; there are different types of telescopes; good conditions for looking into space include cloudless skies with limited light and air pollution; South Africa has many locations that meet these requirements

It is not always possible to obtain a telescope, so provide plenty of opportunities for research into telescopes (see below). Refer learners back to the section on light and lenses where the uses and functioning of microscopes and telescopes was studied.Some of the rural and farming areas of South Africa are perfect for seeing stars. Unfortunately, many of the cities suffer from light pollution.

Drawing with labels to explain how a telescope works; presenting an information poster on a telescope; discussing the many opportunities in South Africa for careers in astronomy

These activities go some way towards helping learners understand the value of telescopes and observatories.We often hear that South Africa has a shortage of scientists, so encourage learners who are interested in this section to consider a career in astronomy.


F. ASSESSMENT RESOURCES

1. Sample item analysis sheet

NATURAL SCIENCES TERM 4 GRADE 8

Learner surname Learner name Task 1Investigation

Task 2Written test

Process skills QuestionsA B C D 1 2 3 4 5


Learner surname Learner name Task 1Investigation

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Process skills QuestionsA B C D 1 2 3 4 5


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t w

oul

d h

app

en t

o t

he b

right

ness

of t

he la

mp

s o

r b

ulb

s if

the

switc

h w

ere

op

ened

? (1

)

3.2

Wha

t w

oul

d h

app

en t

o t

he b

right

ness

of t

he la

mp

s o

r b

ulb

s if

one

ext

ra c

ell w

ere

add

ed?

(1)

3.3

Wha

t w

oul

d h

app

en t

o t

he b

right

ness

of t

he la

mp

s o

r b

ulb

s if

one

of t

he la

mp

s o

r b

ulb

s w

ere

rem

ove

d a

nd t

he c

ircui

t re

conn

ecte

d?

(1)

3.4

Pro

vid

e an

exp

lana

tion

for

your

ans

wer

in 3

.3 (a

bo

ve).

(2)

3.5

If I w

ant

to m

easu

re t

he c

urre

nt in

the

circ

uit,

wha

t in

stru

men

t sh

oul

d I

use?

(1

)

3.6

If I w

ant

to m

easu

re t

he v

olta

ge

in t

he c

ircui

t, w

hat

inst

rum

ent

sho

uld

I us

e?

(1)

3.7

With

out

ad

din

g a

ny e

xtra

co

mp

one

nts,

nea

tly a

nd le

gib

ly r

edra

w t

he c

ircui

t so

tha

t th

e la

mp

s o

r b

ulb

s w

ill s

hine

mo

re b

right

ly.

(2)

3.8

Exp

lain

why

the

lam

ps

or

bul

bs

will

shi

ne m

ore

brig

htly

in t

he c

ircui

t th

at y

ou

dre

w.

(5)

(1

4)

Que

stio

n Fo

ur

This

que

stio

n re

fers

to

Fig

ure

3 b

elo

w. S

tud

y th

e fig

ure

and

ans

wer

the

que

stio

ns w

hich

follo

w.

FIG

UR

E 3

: AN

EX

PE

RIM

EN

T


4.1

Wha

t p

heno

men

on

or

hap

pen

ing

do

es t

he e

xper

imen

t ill

ustr

ate?

(1

)

4.2

Wha

t w

as t

he o

rigin

al s

ubst

ance

bef

ore

the

bat

tery

was

co

nnec

ted

? (1

)

4.3

Giv

e a

reas

on

for

your

ans

wer

in 4

.2 (a

bo

ve).

(2)

4.4

Why

is t

he v

olu

me

of o

xyg

en h

alf t

he v

olu

me

of h

ydro

gen

in F

igur

e 3?

(2

)

4.5

Ho

w d

o y

ou

thin

k p

eop

le c

an a

pp

ly t

he p

heno

men

on

sho

wn

in t

he fi

gur

e fo

r us

e in

our

ev

eryd

ay li

ves?

(1

)

(7

)

Que

stio

n Fi

ve

Ref

er t

o F

igur

e 4

bel

ow

whe

n yo

u an

swer

que

stio

ns 5

.1 a

nd 5

.2.

FIG

UR

E 4

: SE

EIN

G T

HIN

GS

5.1

Red

raw

the

fig

ure.

Do

no

t sp

end

muc

h tim

e o

n yo

ur d

raw

ing

bec

ause

onl

y 1

mar

k is

aw

ard

ed fo

r d

raw

ing

in t

his

case

. (1

)

5.2

The

girl

can

see

the

bal

l. O

n yo

ur d

raw

ing

, sho

w t

he li

ght

ray

s th

at e

nab

le h

er t

o s

ee it

. Use

line

s w

ith a

rro

ws

for

the

light

ray

s.

(4)

5.3

Exp

lain

why

the

girl

wo

uld

no

t se

e th

e b

all i

f a w

oo

den

pla

nk w

ere

pla

ced

bet

wee

n th

e g

irl a

nd

the

bal

l. (2

)

(7

)

Que

stio

n Si

x

Fig

ure

5 b

elo

w is

a d

iag

ram

mat

ic re

pre

sent

atio

n o

f the

So

lar

Syst

em. R

efer

to

the

dia

gra

m a

nd a

nsw

er

que

stio

ns 6

.1 t

o 6

.5 b

elo

w.

6.1

Writ

e th

e le

tter

s A

to

D o

ne b

elo

w t

he o

ther

in y

our

ans

wer

bo

ok,

and

bes

ide

each

, the

co

rrec

t na

me

of t

he p

lane

t.

(4)

6.2

Whi

ch p

lane

t ha

s a

gia

nt re

d s

po

t?

(1)

6.3

Nam

e th

ree

pla

nets

in o

ur S

ola

r Sy

stem

tha

t ha

ve o

ne o

r m

ore

mo

ons

. (3

)


A B C D

FIG

UR

E 5

: DIA

GR

AM

OF

THE

SO

LAR

SY

STE

M

6.4

Giv

e th

e le

tter

of o

ne p

lane

t sh

ow

n in

Fig

ure

5 th

at is

a g

as g

iant

. (1

)

6.5

Imag

ine

that

yo

u ar

e g

oin

g o

n a

mis

sio

n to

pla

net

A.

Li

st fo

ur t

hing

s th

at y

ou

wo

uld

hav

e to

tak

e to

the

pla

net

St

ate

why

yo

u w

oul

d n

eed

the

thi

ngs

you

wo

uld

tak

e.

(7)

(1

6)

Que

stio

n Se

ven

Ref

er t

o F

igur

e 6

and

Fig

ure

7 b

elo

w t

o h

elp

yo

u an

swer

que

stio

ns 7

.1 t

o 7

.8.

FIG

UR

E 6

: TH

E N

IGH

T SK

Y (P

HO

TOG

RA

PH

)


A

FIG

UR

E 7

: TH

E N

IGH

T SK

Y (S

TAR

MA

P)

7.1

Exp

lain

wha

t a

cons

tella

tion

is.

(2)

7.2

Wha

t co

nste

llatio

n d

o t

hese

tw

o fi

gur

es h

ave

in c

om

mo

n?

(1)

7.3

In w

hich

gal

axy

wo

uld

we

find

the

co

nste

llatio

n (in

7.2

ab

ove

)?

(1)

7.4

Wha

t is

the

sha

pe

of t

he g

alax

y in

7.3

(ab

ove

)?

(1)

7.5

Loo

k at

Fig

ure

7. T

wo

sta

rs h

ave

bee

n ci

rcle

d a

t A

.

W

hat

are

they

cal

led

to

get

her?

(1

)

7.6

Why

hav

e th

ey b

een

giv

en t

his

nam

e?

(1)

7.7

One

of t

hese

sta

rs (i

n 7.

6 ab

ove

) is

calle

d A

lpha

Cen

taur

i. G

ive

one

imp

ort

ant

fact

ab

out

thi

s st

ar.

(2)

(9

)

Que

stio

n E

ight

CC

F

D

CC

E

FIG

UR

E 8

: DIA

GR

AM

OF

OP

TIC

AL

OR

RE

FRA

CTI

NG

TE

LESC

OP

E

Fig

ure

8 ab

ove

is a

sim

ple

dia

gra

m o

f an

op

tical

or

refr

actin

g t

eles

cop

e.

8.1

Usi

ng t

he c

orr

ect

wo

rds

for

C, D

, E a

nd F

, exp

lain

ho

w t

he t

eles

cop

e w

ork

s.

(6

)


3.

Nat

ural

Sci

ence

s G

rad

e 8:

End

-of-

year

exa

min

atio

n m

emo

rand

um

Tota

l mar

ks: 7

0

No

te: N

umb

ers

in b

old

ind

icat

e th

e to

tal m

arks

for

each

que

stio

n.

Que

stio

n O

ne

1.1

refr

actio

n

Re

frac

tion

is th

e ‘b

end

ing

’ of l

ight

rays

whe

n m

ovin

g fr

om o

ne m

ediu

m to

ano

ther

✓

1.2

tran

sluc

ent

A

tran

sluc

ent s

ubst

ance

or o

bje

ct is

one

thro

ugh

whi

ch s

ome

light

can

pas

s ✓

1.3

illum

inat

ed

A

n ill

umin

ated

ob

ject

lig

hts

up b

ecau

se li

ght

was

sho

ne o

n it

✓

1.4

lum

ino

us

W

e sa

y th

e su

n is

lum

inou

s b

ecau

se it

has

its

own

light

✓

1.5

tran

spar

ent

A

tran

spar

ent o

bje

ct a

llow

s lig

ht to

pas

s th

roug

h it

✓

1.6

refle

ctio

n

I s

ee m

y re

flect

ion

in th

e m

irror

bec

ause

lig

ht b

ounc

es b

ack

from

the

mirr

or in

to m

y ey

es ✓

(6

)

Que

stio

n Tw

o

2.1

The

bal

loon

was

sub

ject

ed to

fric

tion

✓ fr

om a

noth

er o

bje

ct. T

he o

bje

ct lo

st e

lect

rons

✓ to

the

bal

loon

whi

ch th

en b

ecam

e ne

gat

ivel

y ch

arg

ed. ✓

Th

is is

a m

idd

le le

vel q

uest

ion

as le

arne

rs a

re re

qui

red

to

ap

ply

the

ir kn

ow

led

ge

of e

lect

rost

atic

forc

es

and

giv

e a

po

ssib

le e

xpla

natio

n fo

r w

hy t

he b

allo

on

has

bec

om

e ne

gat

ivel

y ch

arg

ed.

2.2

The

neg

ativ

ely

char

ged

bal

loon

att

ract

ed p

ositi

ve ✓

cha

rges

in th

e b

oy’s

hair;

thes

e p

ositi

ve c

harg

es

rep

elle

d e

ach

othe

r. ✓

Th

is a

mid

dle

leve

l que

stio

n as

lear

ners

are

req

uire

d t

o t

heir

kno

wle

dg

e o

f ele

ctro

stat

ic fo

rces

and

giv

e a

po

ssib

le e

xpla

natio

n fo

r w

hy t

he b

oy’

s ha

ir st

oo

d u

p o

n en

d.

(5

)

Que

stio

n Th

ree

3.1

They

wou

ld g

o ou

t or t

hey

wou

ld s

top

glo

win

g o

r the

re w

ould

be

no b

right

ness

. ✓

3.2

They

wou

ld b

ecom

e b

right

er o

r the

brig

htne

ss w

ould

incr

ease

. ✓

3.3

They

wou

ld b

ecom

e b

right

er. ✓

3.

1 to

3.3

are

low

ord

er q

uest

ions

as

the

lear

ners

hav

e to

reca

ll kn

ow

led

ge

lear

nt.

3.4

By

rem

ovin

g a

lam

p o

r bul

b, t

he to

tal r

esis

tanc

e of

the

circ

uit i

s d

ecre

ased

, the

refo

re th

e cu

rren

t is

incr

ease

d ✓

and

ther

efor

e th

e re

mai

ning

lam

ps

or b

ulb

s ar

e b

right

er. ✓

Th

is is

a m

idd

le o

rder

que

stio

n b

ecau

se le

arne

rs m

ust

dem

ons

trat

e un

der

stan

din

g o

f a p

rinci

ple

.

3.5

Am

met

er ✓

3.6

Voltm

eter

✓

3.

5 an

d 3

.6 a

re lo

w o

rder

que

stio

ns a

s th

e le

arne

rs h

ave

to re

call

kno

wle

dg

e le

arnt

.


3.7

La

mp

s in

par

alle

l ✓ n

eat a

nd le

gib

le d

raw

ing

✓

Th

is is

a m

idd

le o

rder

que

stio

n as

the

lear

ners

hav

e to

ap

ply

kno

wle

dg

e an

d s

how

tha

t th

ey u

nder

stan

d

a p

rinci

ple

.

3.8

Whe

n re

sist

ors

or la

mp

s or

bul

bs

are

conn

ecte

d in

par

alle

l ✓ a

s sh

own

abov

e, th

e cu

rren

t is

giv

en

one

or m

ore

alte

rnat

ive

pat

hway

s ✓

and

can

mov

e m

ore

rap

idly

thus

sup

ply

ing

the

lam

ps

or b

ulb

s w

ith m

ore

curr

ent

✓ th

an b

efor

e. T

he to

tal r

esis

tanc

e is

dec

reas

ed ✓

and

ther

efor

e th

e to

tal c

urre

nt

is in

crea

sed

. ✓

Th

is is

a m

idd

le o

rder

que

stio

n as

the

lear

ners

hav

e to

ap

ply

kno

wle

dg

e an

d s

how

tha

t th

ey u

nder

stan

d

a p

rinci

ple

.

(1

4)

Que

stio

n Fo

ur

4.1

Elec

trol

ysis

✓

4.2

Wat

er ✓

4.3

Hyd

rog

en a

nd o

xyg

en a

re b

eing

rele

ased

✓ a

nd w

ater

con

sist

s of

hyd

rog

en a

nd o

xyg

en. ✓

4.4

The

form

ula

for w

ater

is H

2O w

hich

mea

ns th

at th

ere

are

two

par

ts (a

tom

s) o

f hyd

rog

en fo

r eve

ry

par

t (at

om) o

f oxy

gen

in a

mol

ecul

e of

wat

er ✓

✓

4.5

Elec

trop

latin

g ✓

or b

reak

ing

dow

n an

unw

ante

d s

ubst

ance

✓ o

r pro

duc

ing

a u

sefu

l sub

stan

ce fo

r ex

amp

le h

ydro

gen

and

oxy

gen

✓ in

this

cas

e. (A

ny o

ne)

Th

is is

a h

igh

ord

er q

uest

ion

as le

arne

rs h

ave

to a

naly

se w

hat

is h

app

enin

g a

nd a

pp

ly t

heir

kno

wle

dg

e to

a n

ew s

ituat

ion.

(7

)

Que

stio

n Fi

ve

5.1

Dra

win

g ✓

Th

is is

a lo

w o

rder

que

stio

n as

lear

ners

nee

d o

nly

cop

y a

sim

ple

dra

win

g.

5.2

One

str

aig

ht a

rrow

ed ra

y g

oing

from

sun

to b

all ✓

✓; o

ne s

trai

ght

arr

owed

ray

goi

ng fr

om th

e b

all t

o th

e g

irl. ✓

✓

Th

is is

a m

idd

le o

rder

que

stio

n as

lear

ners

hav

e to

ap

ply

the

ir kn

ow

led

ge

of l

ight

to

thi

s d

iag

ram

, thu

s sh

ow

ing

tha

t th

ey u

nder

stan

d t

hat

light

tra

vels

in s

trai

ght

line

s an

d t

hat

sunl

ight

on

ob

ject

s en

able

s th

em t

o b

e se

en.


5.3

The

girl

wou

ld s

ee th

e p

lank

onl

y an

d n

ot th

e b

all b

ecau

se li

ght

trav

els

in s

trai

ght

line

s ✓

and

wou

ld

ther

efor

e no

t tra

vel r

ound

the

pla

nk to

the

eyes

of t

he g

irl. ✓

Th

is is

a h

igh

ord

er q

uest

ion

bec

ause

lear

ners

hav

e to

ap

ply

kno

wle

dg

e to

a n

ew s

ituat

ion

and

sy

nthe

sise

it c

ohe

rent

ly.

(7

)

Que

stio

n Si

x

6.1

A

Satu

rn ✓

B

M

ercu

ry ✓

C

Ju

pite

r ✓

D

M

ars

✓

6.2

Jup

iter

✓

6.3

Mar

s ✓

Sat

urn

✓ J

upite

r ✓

Ura

nus

✓ N

eptu

ne ✓

Ear

th ✓

(any

thr

ee)

6.

1– 6

.3 a

re a

ll lo

w o

rder

que

stio

ns –

onl

y re

call

req

uire

d.

6.4

A o

r C ✓

Th

is is

a m

idd

le o

rder

que

stio

n as

lear

ners

mus

t re

ad t

he d

iag

ram

and

ap

ply

the

ir kn

ow

led

ge.

6.5

I wou

ld n

eed

oxy

gen

tank

✓; v

ery

war

m th

erm

al c

loth

ing

✓; f

ood

✓; w

ater

✓

ox

ygen

tank

bec

ause

no

oxyg

en o

n Sa

turn

✓

w

arm

clo

thin

g b

ecau

se S

atur

n is

ver

y co

ld ✓

fo

od a

nd w

ater

to e

at a

nd d

rink

✓

6.

5 is

a m

idd

le o

rder

que

stio

n as

lear

ners

nee

d t

o a

pp

ly t

heir

kno

wle

dg

e o

f wha

t p

eop

le n

eed

and

the

ir kn

ow

led

ge

of c

ond

itio

ns o

n th

e p

lane

ts in

ord

er t

o a

nsw

er t

he q

uest

ion.

(1

6)

Que

stio

n Se

ven

7.1

It is

a g

roup

of s

tars

, ✓ n

ot n

eces

saril

y cl

ose

tog

ethe

r, fo

rmin

g a

pat

tern

. ✓

7.2

Sout

hern

Cro

ss ✓

7.3

Milk

y W

ay ✓

7.4

Spira

l ✓

7.5

The

poi

nter

s ✓

7.6

They

poi

nt to

the

Sout

hern

Cro

ss ✓

7.7

It is

the

star

clo

sest

to E

arth

✓ e

xcep

t for

the

Sun.

✓

Q

uest

ions

7.1

to

7.5

and

7.7

are

low

ord

er q

uest

ions

– le

arne

rs re

call

kno

wle

dg

e to

ans

wer

. Que

stio

n 7.

6 is

a m

idd

le o

rder

que

stio

n b

ecau

se le

arne

rs d

emo

nstr

ate

abili

ty t

o a

pp

ly k

now

led

ge

to a

situ

atio

n.

(9

)

Que

stio

n E

ight

8.1

The

obje

ctiv

e co

nvex

lens

(E) ✓

focu

ses

light

rays

C ✓

from

a d

ista

nce

into

the

bod

y of

the

tele

scop

e to

the

eyep

iece

lens

at F

. ✓ T

his

conc

ave

lens

✓ d

iver

ges

lig

ht ra

ys fr

om th

e im

age

to th

e ey

e at

D ✓

m

akin

g it

ap

pea

r lar

ger

. ✓

Th

is is

a m

idd

le o

rder

que

stio

n as

lear

ners

mus

t d

emo

nstr

ate

und

erst

and

ing

of h

ow

a t

eles

cop

e w

ork

s.

(6

)


4.

Co

gni

tive

leve

l dem

and

ana

lysi

s fo

r en

d-o

f-ye

ar e

xam

inat

ion

No

te: I

n C

APS

(p. 8

7) t

he o

rder

s o

f co

gni

tive

dem

and

are

des

crib

ed a

s fo

llow

s:

Low

ord

er: K

now

ing

sci

ence

Mid

dle

ord

er: U

nder

stan

din

g s

cien

ce a

nd a

pp

lyin

g s

cien

tific

kno

wle

dg

e

Hig

h o

rder

: Eva

luat

ing

, ana

lysi

ng a

nd s

ynth

esis

ing

sci

entifi

c kn

ow

led

ge

The

tab

le b

elo

w s

how

s th

e nu

mb

er a

nd p

erce

ntag

e o

f mar

ks in

the

tes

t in

eac

h o

rder

, and

the

per

cent

age

spec

ified

for

each

ord

er in

CA

PS (p

. 87)

. It

can

be

seen

tha

t th

is t

est

conf

orm

s to

the

sp

ecifi

ed d

istr

ibut

ion

of c

og

nitiv

e w

eig

htin

g.

Co

gni

tive

dem

and

Que

stio

nLo

w o

rder

Mid

dle

ord

erH

igh

ord

erQ

uest

ion

One

16

Que

stio

n Tw

o

25

Que

stio

n Th

ree

3.1

to 3

.3 a

nd 3

.5 t

o 3

.65

2

3.7

to 3

.87

Que

stio

n Fo

ur

47

Que

stio

n Fi

ve

51

42

Que

stio

n Si

x

6.1

to 6

.38

6.4

to 6

.58

Que

stio

n Se

ven

7.1

to 7

.5 a

nd 7

.78

7.6

1

Que

stio

n E

ight

86

Tota

l mar

ks28

339

Per

cent

age

in e

xam

40%

46%

14%

Per

cent

age

spec

ified

in C

AP

S (p

. 87)

40

%45

%15

%


5.

Ad

dit

iona

l wo

rksh

eets

fo

r le

arne

rs

Wor

kshe

et 1

: The

Sun

Intr

od

uctio

n to

che

ck y

our

kno

wle

dg

e an

d s

om

e ex

tra!

Writ

e yo

ur a

nsw

ers

bes

ide

the

que

stio

ns o

n th

e w

ork

shee

t.

1.

Is t

he S

un a

sta

r, a

pla

net,

or

a ne

bul

a?

2.

Is t

he S

un s

olid

, liq

uid

, or

gas

eous

?

3.

Whe

n is

the

Sun

clo

sest

to

the

Ear

th?

4.

Whe

re is

the

Sun

ho

ttes

t?

5.

Whe

re is

the

Sun

co

ole

st?

6.

Wha

t el

emen

t is

mo

st p

lent

iful o

n th

e Su

n?

7.

Wha

t el

emen

t w

as n

amed

aft

er t

he S

un?

8.

Wha

t is

the

mai

n at

om

ic re

actio

n th

at o

ccur

s w

ithin

the

Sun

?

9.

Wha

t el

emen

ts a

re in

volv

ed in

tha

t re

actio

n? (S

ee 8

ab

ove

)

10.

Whe

re in

the

Sun

do

es t

his

reac

tion

take

pla

ce?

11.

Wha

t is

the

vis

ible

laye

r o

f the

Sun

cal

led

?

12.

Dur

ing

a t

ota

l so

lar

eclip

se, w

e ca

n se

e w

hich

par

t o

f the

Sun

?

13.

Wha

t ar

e th

e re

lativ

ely

dar

k ar

eas

on

the

Sun

calle

d?

14.

Wha

t is

the

nam

e o

f the

str

eam

of c

harg

ed p

artic

les

that

is e

mitt

ed fr

om

the

Sun

?

15.

Wha

t is

the

dis

tanc

e o

f the

Sun

fro

m t

he E

arth

?

16.

Wha

t is

the

sur

face

tem

per

atur

e o

f the

Sun

?

17.

Ho

w m

any

times

the

mas

s o

f Ear

th is

the

mas

s o

f the

Sun

?

18.

Ho

w m

any

times

the

vo

lum

e o

f Ear

th is

the

vo

lum

e o

f the

Sun

?

19.

Wha

t is

the

dia

met

er o

f the

Sun

?

20.

Wha

t is

the

co

re t

emp

erat

ure

of t

he S

un?


AN

SWE

RS

FOR

WO

RK

SHE

ET

1

1.

A s

tar

2.

Gas

eous

3.

In e

arly

Jan

uary

4.

At i

ts c

entr

e (c

ore)

5.

The

pho

tosp

here

(out

sid

e th

e co

re)

6.

Hyd

rog

en

7.

Hel

ium

(fro

m G

reek

hel

ios)

8.

Nuc

lear

fusi

on

9.

Hyd

rog

en a

nd h

eliu

m

10.

The

core

11.

1024

kg

12.

The

coro

na

13.

Sun

spot

s

14.

Sola

r flar

es o

r sol

ar w

ind

15.

Ap

pro

xim

atel

y 15

0 m

illio

n km

16.

Ap

pro

xim

atel

y 5

500°

C

17.

333

x Ea

rth

18.

1,3

mill

ion

x Ea

rth

19.

1,39

2 m

illio

n km

20.

Ap

pro

xim

atel

y 15

mill

ion°

C


Wor

kshe

et 2

: Qui

z on

the

pla

nets

Writ

e yo

ur a

nsw

ers

bes

ide

the

que

stio

ns o

n th

e w

ork

shee

t.

1.

Ho

w m

any

pla

nets

are

the

re in

our

So

lar

Syst

em?

2.

Whi

ch p

lane

t is

nea

rest

the

Sun

?

3.

Whi

ch p

lane

t is

fart

hest

fro

m t

he S

un?

4.

Whi

ch p

lane

t ha

s th

e b

igg

est,

mo

st e

asily

-see

n rin

gs

orb

iting

it?

5.

Whi

ch o

ther

pla

nets

hav

e rin

gs?

6.

Whi

ch p

lane

ts h

ave

mo

ons

?

7.

Wha

t is

the

nam

e o

f the

gro

up o

f ob

ject

s th

at o

rbit

the

Sun

bet

wee

n M

ars

and

Jup

iter?

8.

Whi

ch p

lane

t ha

s th

e g

reat

est

mas

s?

9.

Whi

ch p

lane

t ha

s th

e g

reat

est

volu

me?

10.

Whi

ch is

the

lig

htes

t p

lane

t?

11.

Whi

ch p

lane

t w

as d

isco

vere

d b

y W

illia

m H

ersc

hel?

12.

Wha

t is

at

the

cent

re o

f our

So

lar

Syst

em?

13.

Wha

t ar

e th

e in

ner

pla

nets

mad

e o

f?

14.

Wha

t ar

e th

e ic

y o

bje

cts

with

hug

e ta

ils t

hat

orb

it th

e Su

n?

15.

Whi

ch p

lane

t is

cal

led

the

‘red

pla

net‘

?

16.

Whi

ch p

lane

t is

the

clo

sest

in s

ize

to E

arth

?


AN

SWE

RS

FOR

WO

RK

SHE

ET

2

1.

Eig

ht

2.

Mer

cury

3.

Nep

tune

4.

Satu

rn

5.

Jup

iter,

Nep

tune

, Ura

nus

6.

Eart

h, M

ars,

Jup

iter,

Satu

rn, U

ranu

s, N

eptu

ne

7.

Ast

eroi

ds

8.

Jup

iter

9.

Jup

iter

10.

Mer

cury

11.

Ura

nus

12.

The

Sun

13.

Rock

s

14.

Com

ets

15.

Mar

s

16.

Venu

s


Wor

kshe

et 3

: The

Ear

th

1.

Ho

w lo

ng d

oes

it t

ake

the

Ear

th t

o re

volv

e ar

oun

d t

he S

un?

2.

Ho

w fa

r is

the

Ear

th fr

om

the

Sun

?

3.

Is t

he E

arth

’s o

rbit

aro

und

the

Sun

hig

hly

ellip

tical

or

alm

ost

circ

ular

?

4.

The

Ear

th is

the

den

sest

pla

net

in t

he S

ola

r Sy

stem

. Is

it d

ense

r o

r le

ss d

ense

tha

n w

ater

?

5.

It t

he E

arth

’s ro

tatio

n sl

ow

ing

do

wn

or

spee

din

g u

p s

light

ly o

ver

time?

6.

Wha

t is

the

co

re o

f the

Ear

th m

ade

of?

7.

Wha

t is

the

maj

or

com

po

nent

of t

he E

arth

’s at

mo

sphe

re?

8.

Wha

t is

the

maj

or

com

po

nent

of t

he E

arth

’s cr

ust?

9.

Wha

t is

the

rad

ius

of t

he E

arth

at

the

equa

tor?

10.

Wha

t is

the

nam

e o

f the

low

est

laye

r o

f the

Ear

th’s

atm

osp

here

? Th

is is

the

laye

r in

whi

ch w

eath

er

occ

urs.

11.

Are

the

sea

sons

on

Ear

th c

ause

d b

y th

e re

volu

tion

of t

he E

arth

on

a til

ted

axi

s o

r th

e fa

ct t

hat

the

Ear

th’s

dis

tanc

e fr

om

the

Sun

var

ies

thro

ugho

ut t

he y

ear?

12.

Is t

he E

arth

do

uble

, fo

ur t

imes

, or

eig

ht t

imes

larg

er (i

n d

iam

eter

) tha

n th

e M

oo

n?

13.

Wha

t ar

e th

e sp

ecta

cula

r ‘s

out

hern

lig

hts’

cal

led

?

14.

Nam

e fo

ur fa

cto

rs w

hich

mak

e E

arth

idea

l fo

r lif

e.

a

b

c

d

15.

Giv

e th

e ap

pro

xim

ate

age

of t

he E

arth

.

16.

Wha

t p

erce

ntag

e o

f the

Ear

th’s

surf

ace

is c

ove

red

by

wat

er?


AN

SWE

RS

FOR

WO

RK

SHE

ET

3

1.

Ap

pro

xim

atel

y 36

5,25

day

s

2.

Ap

pro

xim

atel

y 15

0 00

0 00

0 km

3.

Alm

ost c

ircul

ar

4.

Mor

e d

ense

5.

Slow

ing

dow

n

6.

Iron

7.

Nitr

ogen

8.

Oxy

gen

9.

Ap

pro

xim

atel

y 6

500

km

10.

Trop

osp

here

11.

The

revo

lutio

n of

the

Eart

h on

a ti

lted

axi

s

12.

Four

tim

es

13.

Aur

ora

aust

ralis

14.

a w

ater

b

th

e sp

ecifi

c te

mp

erat

ure

rang

e of

the

Eart

h w

here

mos

t life

form

s ar

e fo

und

c

sunl

ight

d

ox

ygen

15.

Ap

pro

xim

atel

y 4,

5 b

illio

n ye

ars

16.

Ap

pro

xim

atel

y 71

%


Wor

kshe

et 4

: The

Milk

y W

ay

Und

erlin

e th

e co

rrec

t al

tern

ativ

e in

eac

h ca

se.

1.

Wha

t is

the

Milk

y W

ay?

a G

alax

y b

St

ar

c Pl

anet

d

C

om

et

2.

Ho

w fa

r is

the

Sun

fro

m t

he c

entr

e o

f the

Milk

y W

ay?

a 2

light

yea

rs

b

10 li

ght

yea

rs

c 2

000

light

yea

rs

d

26 0

00 li

ght

yea

rs

3.

Wha

t is

the

cen

tre

of t

he M

ilky

Way

cal

led

? a

Cen

tre

Poin

t b

G

alac

tic C

entr

e c

Eye

of t

he s

torm

d

Pl

anet

ary

Cen

tre

4.

Wha

t ty

pe

of g

alax

y is

the

Milk

y W

ay?

a Le

ntic

ular

gal

axy

b

Spira

l gal

axy

c E

llip

tical

gal

axy

d

Irre

gul

ar g

alax

y

5.

Wha

t is

the

leng

th o

f the

dia

met

er o

f the

Milk

y W

ay?

a 2

257

light

yea

rs

b

100

000

light

yea

rs

c 6

000

light

yea

rs

d

48 0

00 li

ght

yea

rs

6.

With

in w

hich

sp

iral a

rm is

the

So

lar

Syst

em is

situ

ated

? a

Orio

n A

rm

b

Pers

eus

Arm

c

Sag

ittar

ius

Arm

d

W

hite

Arm

7.

Whi

ch p

art

of t

he M

ilky

Way

co

ntai

ns t

he o

ldes

t st

ars?

a

Dis

k b

H

alo

c

Gal

actic

Cen

tre

d

Nuc

lear

Bul

ge

8.

Who

is c

red

ited

with

the

dis

cove

ry o

f the

Milk

y W

ay?

a A

risto

tle

b

Dem

ocr

itus

c Pl

ato

d

So

crat

es


AN

SWE

RS

FOR

WO

RK

SHE

ET

4

1.

Wha

t is

the

Milk

y W

ay?

a G

alax

y b

St

ar

c Pl

anet

d

C

om

et

2.

Ho

w fa

r is

the

Sun

fro

m t

he c

entr

e o

f the

Milk

y W

ay?

a 2

light

yea

rs

b

10 li

ght

yea

rs

c 2

000

light

yea

rs

d

26 0

00 li

ght

yea

rs

3.

Wha

t is

the

cen

tre

of t

he M

ilky

Way

cal

led

? a

Cen

tre

Poin

t b

G

alac

tic C

entr

e c

Eye

of t

he s

torm

d

Pl

anet

ary

Cen

tre

4.

Wha

t ty

pe

of g

alax

y is

the

Milk

y W

ay?

a Le

ntic

ular

gal

axy

b

Spira

l gal

axy

c E

llip

tical

gal

axy

d

Irre

gul

ar g

alax

y

5.

Wha

t is

the

leng

th o

f the

dia

met

er o

f the

Milk

y W

ay?

a 2

257

light

yea

rs

b

100

000

light

yea

rs

c 6

000

light

yea

rs

d

48 0

00 li

ght

yea

rs

6.

With

in w

hich

sp

iral a

rm is

the

So

lar

Syst

em is

situ

ated

? a

Orio

n A

rm

b

Pers

eus

Arm

c

Sag

ittar

ius

Arm

d

W

hite

Arm

7.

Whi

ch p

art

of t

he M

ilky

Way

co

ntai

ns t

he o

ldes

t st

ars?

a

Dis

k b

H

alo

c

Gal

actic

Cen

tre

d

Nuc

lear

Bul

ge

8.

Who

is c

red

ited

with

the

dis

cove

ry o

f the

Milk

y W

ay?

a A

risto

tle

b

Dem

ocr

itus

c Pl

ato

d

So

crat

es


Wor

kshe

et 5

: Afr

ican

tal

es

Rea

d t

he A

fric

an s

torie

s ab

out

sta

rs a

nd c

ons

tella

tions

. The

se a

re in

tere

stin

g s

torie

s an

d t

hey

also

giv

e cl

ues

for

the

chal

leng

e ta

sk.

Bri

ght

so

uthe

rn s

tars

The

Sout

hern

Cro

ss (C

rux)

and

the

tw

o b

right

Po

inte

rs (A

lpha

and

Bet

a C

enta

uri)

are

pro

bab

ly t

he

mo

st re

cog

nisa

ble

of t

he s

out

hern

sta

rs, a

nd t

hey

feat

ure

pro

min

ently

in A

fric

an s

tar

lore

.

In S

oth

o, T

swan

a an

d V

end

a tr

aditi

ons

, the

se s

tars

are

Dith

utlw

a, ‘T

he G

iraffe

s’. T

he b

right

sta

rs

of C

rux

are

mal

e g

iraffe

s, a

nd t

he t

wo

Po

inte

rs a

re fe

mal

e. T

he V

end

a ca

lled

the

fain

ter

star

s o

f the

So

uthe

rn C

ross

Thu

dan

a, ‘T

he L

ittle

Gira

ffe’.

They

als

o s

ay t

hat

the

mo

nth

Khu

bvh

umed

zi b

egin

s w

hen

the

cres

cent

Mo

on

can

be

seen

for

the

first

tim

e. S

oth

o lo

re t

ells

tha

t w

hen

the

gira

ffe s

tars

are

see

n cl

ose

to

the

so

uth-

wes

tern

ho

rizo

n ju

st a

fter

sun

set,

the

y in

dic

ate

the

beg

inni

ng o

f cul

tivat

ing

sea

son.

The

Xam

San

saw

the

tw

o P

oin

ters

as

mal

e lio

ns; t

hey

wer

e o

nce

men

, but

a m

agic

al g

irl t

urne

d

them

into

sta

rs. T

he t

hree

brig

htes

t st

ars

of t

he S

out

hern

Cro

ss t

hey

saw

to

be

fem

ale

lions

. To

the

K

hoik

hoi,

the

Poin

ters

wer

e kn

ow

n as

Mur

a, ‘T

he E

yes’

, of s

om

e g

reat

cel

estia

l bea

st. T

he C

oal

Sac

k,

a la

rge

dar

k ne

bul

a ne

ar t

he S

out

hern

Cro

ss, i

s kn

ow

n as

the

‘Old

Bag

of t

he N

ight

’ to

the

Nya

e N

yae

!Kun

g S

an. T

he lo

ng a

xis

of t

he S

out

hern

Cro

ss p

oin

ts t

ow

ard

s a

brig

ht s

tar

calle

d A

cher

nar.

This

sta

r is

cal

led

Sen

akan

e (S

oth

o, T

swan

a) a

nd T

shin

ang

a (V

end

a), m

eani

ng ‘T

he L

ittle

Ho

rn’.

Can

op

us is

one

of t

he b

right

est

star

s in

the

nig

ht s

ky. I

t is

wid

ely

kno

wn

in s

out

hern

Afr

ica

as N

aka,

‘T

he H

orn

Sta

r’. I

n So

tho

tra

diti

on,

a c

aref

ul w

atch

was

kep

t fo

r N

aka

abo

ut t

he e

nd o

f May

. So

tho

ch

iefs

aw

ard

ed a

co

w fo

r N

aka’

s ea

rlies

t si

ght

ing

. The

ap

pea

ranc

e o

f Nak

a he

rald

s th

e co

min

g o

f w

inte

r an

d b

row

ning

of t

he v

eld

. Whe

n N

aka

app

eare

d b

efo

re s

unris

e, t

he T

swan

a kn

ew it

was

tim

e to

st

art

bre

edin

g t

heir

shee

p. I

n V

end

a tr

aditi

on,

the

firs

t p

erso

n to

see

Nak

a in

the

mo

rnin

g s

ky (i

n M

ay,

hera

ldin

g w

inte

r) w

oul

d c

limb

a h

ill a

nd b

low

the

pha

lap

hala

(bla

ck s

able

ant

elo

pe

horn

) and

he

wo

uld

re

ceiv

e a

cow

as

a p

rize.

The

Zul

u kn

ew C

ano

pus

as

isA

ndul

ela,

a m

esse

nger

ap

pea

ring

at

the

end

of

autu

mn,

the

har

vest

tim

e, a

nd a

lso

as

inK

hwen

kwez

i, ‘T

he B

rillia

nt S

tar’

. The

Xam

San

bel

ieve

d t

hat

Can

op

us c

oul

d in

fluen

ce t

he a

vaila

bili

ty o

f ant

s’ e

gg

s, a

ric

h so

urce

of n

our

ishm

ent,

and

the

y ca

lled

it

‘The

Ant

Eg

g S

tar’

.

The

bea

utifu

l co

nste

llatio

n Sc

orp

ius

with

its

slen

der

cur

ved

row

of s

tars

is fa

mo

us fo

r th

e b

right

re

dd

ish

star

Ant

ares

. Thi

s st

ar w

as c

alle

d ‘T

he F

ire-F

inis

hing

Sta

r’ b

y th

e !X

u Sa

n –

not

onl

y d

oes

it

have

a re

dd

ish

colo

ur, b

ut (a

t ce

rtai

n tim

es o

f the

yea

r) it

set

s ve

ry la

te a

t ni

ght

, whe

n th

e ca

mp

fire

s ha

ve d

ied

do

wn.

Alo

ng t

he c

urve

d b

od

y o

f the

sco

rpio

n, ju

st b

efo

re t

he t

ail s

ectio

n, li

es a

clo

se p

air

of

star

s, w

hich

the

Kho

ikho

i cal

led

xam

i di m

ura,

‘The

Eye

s o

f the

Lio

n’. N

ear

Sco

rpiu

s is

a c

ons

pic

uous

ci

rcle

of s

tars

kno

wn

as C

oro

na A

ustr

alis

, the

So

uthe

rn C

row

n. T

he X

am S

an h

ad a

tal

e ab

out

a g

roup

o

f men

who

sat

eat

ing

to

get

her

whe

n a

bew

itche

d g

irl lo

oke

d u

po

n th

em, t

urni

ng t

hem

into

the

se s

tars

.

The

brig

ht s

tar

Fom

alha

ut w

ith it

s rin

g o

f dus

t lie

s in

a r

athe

r st

ar-p

oo

r re

gio

n an

d is

pro

min

ent

in

the

sum

mer

sky

. It

is c

alle

d N

dem

ara,

‘The

Sw

eeth

eart

Sta

r’, b

y th

e Sh

ona

, and

Nts

huna

, ‘Th

e K

iss

Me

Star

’, b

y th

e Ts

wan

a. T

he v

isib

ility

of t

his

star

was

sup

po

sed

to

ind

icat

e th

e tim

e fo

r lo

vers

to

par

t b

efo

re t

heir

par

ents

dis

cove

red

the

m. A

noth

er p

rom

inen

t so

uthe

rn s

tar

is P

eaco

ck; t

he G

wi S

an c

all i

t ‘T

he F

emal

e St

eenb

ok’

.

Cha

lleng

e ta

sk

1.

Iden

tify

the

star

s an

d c

ons

tella

tions

on

the

follo

win

g p

age.

2.

Writ

e th

e na

mes

of t

he s

tars

or

cons

tella

tions

in t

he b

oxe

s b

elo

w e

ach

figur

e.

3.

You

coul

d a

lso

lab

el s

om

e o

f the

imp

ort

ant

star

s in

the

co

nste

llatio

ns.


AN

SWE

RS

FOR

WO

RK

SHE

ET

5

Fom

alha

ut/N

dem

ara/

Nts

huna

/Sw

eeth

eart

Sta

r/K

iss

Me

Star

Can

op

us/i

nKhw

enkw

ezi/

Bril

liant

Sta

r/N

aka/

isA

ndul

ela/

Ant

Eg

g S

tar

Ant

ares

/Fire

-Fin

ishi

ng S

tar

in

Sco

rpiu

s co

nste

llatio

n

Sout

hern

Cro

ss a

nd P

oin

ters

(lef

t), A

cher

nar/

Sena

kane

/Ts

hina

nga/

Litt

le H

orn

(far

rig

ht)

Co

rona

Aus

tral

is/S

out

hern

Cro

wn

Sout

hern

Cro

ss/C

rux/

Dith

utlw

a/G

iraffe

s (t

op

), tw

o P

oin

ters

(lef

t)

Peac

ock

/Fem

ale

Stee

nbo

k in

Pav

o

cons

tella

tion

THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

The StablesHollard Campus22 Oxford RoadParktown2193

Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

ISBN: 978-1-928319-81-8

NATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA

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