Learning Area : natural Sciences Grade : 5

Context : life and living Content : Plants

Time Frame : From 21 February To : 11 March
Learning Outcomes
Lo 1 : Scientific Investigations

The learner will be able to act confidently on curiosity about natural phenomena, &
to investigate relationships and solve problems in scientific; technological and
environmental contexts.

1.1 PLANS AN INVESTIGATION

Contributes ideas of familiar situations, needs or materials & identifies
interesting aspects, which could lead to investigations
1.2 CONDUCTS INVESTIGATION & COLLECTS DATA
Explores the possibilities in available materials, finding out how they can
be
1.3 EVALUATES DATA & COMMUNICATES FINDINGS
Talks about observations and suggests possible connections to other
situations
Lo 2 : constructing knowledge

The learner will know and be able to interpret and apply scientific; technological
and environmental knowledge.

2.1. RECALLS MEANINGFUL INFORMATION

At minimum, uses own most fluent language to name and describe
objects, material & organisms
2.2. CATEGORISES INFORMATION
Sorts objects & organisms by a visible property
Lo 3 : science, society and environment

The learner will be able to demonstrate an understanding of the interrelationships

between science and technology, society and environment.

3.1. UNDERSTANDS SCIENCE AND TECHNOLOGY IN THE CONTEXT OF HISTORY

AND INDIGENOUS KNOWLEDGE:
Describes how local indigenous culture have used scientific principles &
technological products for specific purposes
3.2. UNDERSTANDS THE IMPACT OF SCIENCE AND TECHNOLOGY
Identifies features of science and technological devices around him/her; &
tells about their purpose & usefulness
3.3. RECOGNIZES BIAS IN SCIENCE & TECHNOLOGY:
Identifies difficulties some people may have in using technological devices.

LANGALIBALELE DUBE PRIMARY

 Strands and Sub-strands
strands Planet Earth & Life &Living Energy & Change Matter &
Beyond Materials

Sub- Our place in Life process Energy Properties &

strands space transfer & uses of
systems materials
Atmosphere & Interaction Energy and Structures;
weather in development reactions &
environment in SA changes of
materials
The changing Biodiversity,
earth change &
continuity

Activity Day 1
1
Educator distributes prepared notes to learners. Learners cut
and paste the notes in their Natural Science books.

Day 2
The educator guides learners while reading the paragraphs about the background
information about plants under the following headings:
WHAT IS A PLANT?
Plants are one of the five main groups of living things. These groups are called
kingdoms. The plant kingdom includes such living things as grasses, trees, ferns,
bushes, and flowers. Botanists, the scientists who study plants,
WHAT ARE THE MAIN KINDS OF PLANTS?
Almost all the members of the plant kingdom are seed plants. They grow from
seeds. Most seed plants are flowering plants, or angiosperms.
WHAT ARE FLOWERING PLANTS?
People who plant flower gardens fill them with flowering plants. Almost
all the fruits and vegetables you eat come from flowering plants.
Flowering plants make seeds that are inside a covering. Angiosperm,
the name for flowering plants, means “enclosed seed.”

WHAT ARE OTHER SEED PLANTS?

 Unlike flowering plants, some seed plants make seeds that are not inside a
covering. They are called gymnosperms, a word that means “naked seed.”

Day 3
Learners write about the following activity:

1. Write down five examples of plants kingdom

Learners’ books are marked. Learners write corrections.

Day 4

Learners define the following:

1. Botanist
2. Angiosperms
3. Gymnosperms

Educator marks learners’ books. Learners write corrections.

Day 5
Educator revises with learners the following terminology.
1. Botanist
2. Angiosperms
3. Gymnosperms

These terminologies are displayed on their classroom walls.

Day 6
Learners research about the different parts of plants as follows :

PARTS OF THE PLANT

Start>>All Programs>>Microsoft Encarta>>Encarta kids
 2008>>science>>the environment>>plants>> parts of a plant.

Learners are then given the homework to write down the five
different parts of a plant

Day 7
Educator marks learners’ books. Learners write corrections.

Day 8
Learners research about the different parts of plants as follows :

PARTS OF THE LEAF

Start>>All Programs>>Microsoft Encarta>>Encarta kids
2008>>science>>the environment>>plants>> parts of a leaf

Learners are then given the homework to a labeled leaf of a plant

showing:

• petiole,
• blade,
• veins

Day 9

Educator marks learners books, learners write corrections

Day 10

PARTS OF THE FLOWER

Flowers help some plants reproduce, or make new plants.
 Parts of a flower include petals, sepals, stamens, and the
pistil. Open the Microsoft Encarta program as follows:
Start>>All Programs>>Microsoft Encarta>>Encarta kids
2008>>science>>the environment>>plants>> parts of a flower.

Educators asks learners to label the flower pasted

in their books.
Day 11

Educator marks learners books, learners write corrections

DAY 12

LEARNERS RESEARCH HOW PLANTS MAKE FOOD

Start>>All Programs>>Microsoft Encarta>>Encarta kids

2008>>science>>the environment>>plants>> how plants
make food

CLASSWORK: WHAT IS PHOTOSYNTHESIS?