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Teacher’s Guide
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http://schools.pearson.co.za
R. Adatia • K. Barker • F. Clitheroe • S. Cohen • R. De Villiers

A. Joannides • M. Van Zyl • L. Visagie • J. Webb
MASKE W MILLER LONGMAN
9780636135529_plt_nst_G04_tg_eng_za_cvr.indd All Pages 2014/09/10 10:44 AM

Pearson Marang (Pty) Ltd
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publishers in order to rectify the matter.
Maskew Miller Longman is an imprint of Pearson Marang (Pty) Ltd
First published in 2013
ISBN 978-0-636-13552-9
Pack ISBN 978-0-636-13742-4
ePDF ISBN 978-0-636-17808-3
Book design by MML Studio

Cover design by MML Studio
Cover artwork by NASA/Getty Images/Gallo Images 700-00010479a
Typesetting by Davidson Design Solutions
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Photo acknowledgements
The publisher and authors wish to thank the following individuals and/or companies for permission to reproduce
photographic material:
Bigstock: p. 133, 134
Thomas Talkner: p. 141
Illustrations by:
Antoinette Cloete Nel
Tanza Crouch
Claudia Eckard
Dedre Fouquet
Rob Foote
Adrian Owen
Barend Potgieter
Robin Taylor
Lynda Ward
9780636135529_plt_nst_g04_tg_eng_za.indb 2 9/23/14 5:06 PM

CONTENTS
INTRODUCTION VII
Natural Sciences and Technology and the curriculum and assessment policy statement ...................vii
How to use this Natural Sciences and Technology series .........................................................................vii
Planning for Natural Sciences and Technology ...........................................................................................ix
Annual Teaching plan .....................................................................................................................................xi
Formal assessment .......................................................................................................................................xv
How this Natural Sciences and Technology series helps you with assessment ...................................xvi
Inclusive education in Natural Sciences and Technology Grade 4 .........................................................xvii
TERM 1 – LIFE AND LIVING AND STRUCTURES
TOPIC 1 LIVING AND NON-LIVING THINGS ...................................................................................................2

Unit 1 Living things �� 3
Skills focus: Observe �� 5
Unit 2 Non-living things �� 6
Topic revision �� 7
TOPIC 2 STRUCTURES OF PLANTS AND ANIMALS ....................................................................................8

Unit 1 Structure of plants �� 9
Unit 2 Structure of animals �� 10
Skills focus: Draw observations �� 11
TOPIC 3 WHAT PLANTS NEED TO GROW ................................................................................................... 13

Unit 1 Conditions for growth �� 14
Practical task: Investigate the growth of plants from seeds
and cuttings �� 15
TOPIC 4 HABITATS OF ANIMALS ................................................................................................................. 17

Unit 1 Different habitats �� 18
Skills focus: Compare�� 19
Unit 2 Need for a habitat �� 20
TOPIC 5 STRUCTURES FOR ANIMAL SHELTERS ......................................................................................22

Unit 1 Animals shelters can be natural or human-made�� 24
Unit 2 Animal shelters are structures �� 25
Skills focus: Design and draw to solve a problem �� 27
Skills focus: Design drawings �� 29
Term 1 test memorandum �� 31

TERM 2 – MATTER AND MATERIALS AND STRUCTURES
TOPIC 6 MATERIALS AROUND US...............................................................................................................33

Unit 1 Solids, liquids and gases �� 35
Unit 2 Change of state �� 36
Practical task: Investigate melting and solidifying �� 37
Skills focus: Measure temperature �� 38
Unit 3 The water cycle �� 39
TOPIC 7 SOLID MATERIALS .........................................................................................................................41

Unit 1 Raw and manufactured materials �� 43
Unit 2 Properties of materials �� 46
TOPIC 8 STRENGTHENING MATERIALS .....................................................................................................50

Unit 1 Ways to strengthen materials�� 51
Skills focus: Carry out a fair test �� 52
Skills focus: Draw a bar graph �� 54
TOPIC 9 STRONG FRAME STRUCTURES ...................................................................................................56

Unit 1 Struts and frame structures �� 57
Unit 2 Indigenous structures �� 59
Practical task: Design, make and evaluate a strong structure �� 61
Term 2 examination memorandum �� 64
TERM 3 – ENERGY AND CHANGE AND SYSTEMS AND CONTROL
TOPIC 10 ENERGY AND ENERGY TRANSFER ............................................................................................66

Unit 1 Energy for life �� 68
Practical task: Find out which parts of a seedling need sunlight to grow �� 70
Unit 2 Energy from the Sun �� 71
TOPIC 11 ENERGY AROUND US ..................................................................................................................73

Unit 1 Energy can be stored and transferred �� 75
Skills focus: Draw a flow diagram for a process �� 76
Unit 2 Input and output of energy �� 77
TOPIC 12 MOVEMENT AND ENERGY IN A SYSTEM ...................................................................................80

Unit 1 Movement and musical instruments �� 82
Skills focus: Evaluate a product �� 84
Practical task: Design and make a musical instrument �� 85

TOPIC 13 ENERGY AND SOUND ..............................................................................................................87
Unit 1 Vibrations and sound �� 89
Unit 2 Making sounds �� 91
Unit 3 Noise pollution �� 93
Term 3 test memorandum �� 95
TERM 4 – PLANET EARTH AND BEYOND AND SYSTEMS AND CONTROL
TOPIC 14 PLANET EARTH ........................................................................................................................97

Unit 1 Features of Earth �� 98
Unit 2 Earth and space �� 100
TOPIC 15 THE SUN AND ITS EFFECT ON EARTH ................................................................................ 102

Unit 1 The Sun is our closest star �� 104
Unit 2 Moving around the Sun �� 105
Unit 3 The Sun and life �� 106
Skills focus: Communicate information to others �� 107
TOPIC 16 THE MOON ............................................................................................................................... 109

Unit 1 Features of the Moon �� 111
Unit 2 Phases of the Moon �� 112
Practical task: Investigate the changing shape of light on
the Moon �� 113
Unit 3 Moon stories �� 114
TOPIC 17 ROCKET SYSTEMS ................................................................................................................. 116

Unit 1 Modelling a rocket �� 117
Skills focus: Make a model �� 119
Practical task: Design, make and evaluate a rocket model�� 120
Term 4 examination memorandum �� 123
Term tests and memorandums �� 124
Target worksheet answers �� 133

INTRODUCTION
NATURAL SCIENCES AND TECHNOLOGY AND
THE CURRICULUM AND ASSESSMENT POLICY
STATEMENT
The Curriculum and Assessment Policy Statement (CAPS) is a revision of the
National Curriculum Statement (NCS)� In developing the CAPS, a key aim
has been to have just one document providing guidelines for planning, content
and assessment for each subject� The CAPS also continues to support the
key principles that underline the NCS, including: social transformation; high
knowledge and high skills; integration and applied competence; progression;
articulation and portablility; human rights, inclusivity, environmental and social
justice; valuing of indigenous knowledge systems (IKS) and credibility, quality
and efficiency�
This Natural Sciences and Technology Grade 4 series has been especially
developed to comply with the Curriculum and Assessment Policy Statement
(CAPS) for Natural Sciences and Technology: Work is divided into terms and
follows the CAPS sequence�
• Each term works through topics, covering the required content and skills�
• Clear guidelines are given on how to carry out the required formal assessment
activities� Teaching guidelines follow CAPS-specified methodology and time
to be spent on each section of content�
HOW TO USE THIS NATURAL SCIENCES AND

TECHNOLOGY SERIES
Natural Sciences and Technology Teacher’s Guide:
• Planning: The term and topic overviews help you with planning and
preparation� Each topic starts by listing the key concepts addressed (linked
to Specific aim 1), skills introduced or practised (linked to Specific aim 2) and
history, indigenous knowledge or applications discussed (linked to Specific
aim 3)�
• Teaching: Each topic starts with general teaching guidelines� Natural Sciences
and Technology is an integrated subject by nature and content should never
be taught in a ‘recipe’ style� This Natural Sciences and Technology Learner’s
Book was specifically designed in a two-page style to make it easy to return to
a certain chunk of content or a certain skill whenever necessary�
• You will find more specific teaching guidelines at the start of a unit or a
formal assessment task� Where applicable, you will find information about
prior knowledge needed for a certain topic and common mistakes learners
make� These sections supply you with tools to assist your learners in a
meaningful manner�
• Resources: The resources needed for a specific topic is given at the beginning
of the topic� This is done so that you can get your resources for the whole
topic ready before you start with the topic� It should enable you to focus
on the teaching and learning process as you move through the topic, rather
than on logistics� Where applicable, you will find suggestions for additional
resources that you can use for a specific topic�
• Support and extension activities: At the end of units, you will find ideas on
how to support weaker learners or extend stronger learners� It is strongly
advised that you let all your learners do the support activities� Encourage
as many of your learners as possible to try the extension activities� It may
vii

boost the confidence of some weaker learners and will keep stronger learners
stimulated� However, keep in mind that tasks that are too difficult might
discourage some weaker learners�
• Assessment: Formal assessment activities, with assessment tools and teaching
guidelines are provided for each required activity for full CAPS programme of
assessment coverage�
• Teacher support: Teaching guidelines in the Teacher’s Guide tell you how to
use the Learner’s Book with your learners� Answers and guidance on how to
assess learners has been provided for each activity�
• Comprehensive content: All content as stipulated in the CAPS programme
has been covered within Target Worksheets:
• Target Worksheets: These worksheets support curriculum coverage within
each content area� Target worksheets can be used for support and extension�
For further details see explanation below�
This Natural Sciences and Technology Series
There are some concepts included in the CAPS document that you might find
quite difficult to teach at Intermediate Phase level� Do not shy away from these
sections� It is very important that the content in this subject is not ‘dumbed down’,
but that we rather guide our future scientists and technologists towards a solid
foundation of knowledge, skills and values�
This Natural Sciences and Technology Learner’s Book:
• Planning: Work for the year is planned across terms and weeks, matching the
required CAPS sequence�
• Content, concepts and skills: Topics are carefully planned according to those
presented in the CAPS document� Each topic is broken down into units so
that the content and concepts are presented to the learner in chunks that are
easy to handle� Skills focus pages are provided to introduce learners to a new
skill or to revise a prior skill� The two-page design makes it easy for teachers
to revisit specific content or skills at any time�
• Support for learners: Science and technology vocabulary are presented
throughout the Learner’s Book in easily recognisable key words boxes�
• Each unit ends with a key concepts box that summarises the unit in a few
sentences�
• At the end of each topic you will find a revision section� It always starts with
a summary activity that can be used to revise the main content and concepts
that were encountered in the topic� This is followed by a language activity that
can be used to revise new vocabulary� The last section is a revision activity
that can either be given as homework, or used as a class test� Both uses will
help learners to revise the whole topic�
• Assessment: Formal assessment pages cover the formal assessment for the
year as required by the CAPS document�
How to use the Target Worksheets:
The Target Worksheets are a unique tool providing additional practice targeted at
different ability levels�
This Natural Sciences and Technology series includes 17 sets of two
worksheets to provide additional practice for each of the content areas� Answers
are provided for each worksheet� The worksheets target two different levels:
• Basic level: For learners who have not achieved or only partially achieved on
a very elementary level� They need intervention� These worksheets revise and
consolidate basic concepts�
viii

• Advanced level: For learners who are completely confident and competent
in the skills and concepts covered in the content area� They need enrichment
opportunities� These worksheets challenge learners to further explore the
concepts�
Use your formal and informal assessment results to place learners on one of the
two levels� Once you have dealt with a topic within one of the content areas, give
each learner a copy of the worksheet at their level for them to work through for
homework or during class time�
PLANNING FOR NATURAL SCIENCES AND

TECHNOLOGY
What is Natural Sciences and Technology?
Science is a systematic way of looking for explanations and connecting the ideas
that we have� It involves different methods of inquiry, but always a systematic
approach� Scientists formulate hypotheses, and design and carry out experiments
to test these hypotheses� This is an ongoing process, which happens in all cultures
and in all times, and which continues to develop a changing view of the world�
Technology is about finding ways to invent, develop and make things to solve
problems� All throughout history, people have been applying their knowledge and
skills to solve problems, from stone-age tools through to modern-day cars�
Knowledge strands
There are six knowledge strands in the Natural Sciences and Technology
curriculum, which are used as organisers for the Physical Sciences, Life Sciences,
Earth Sciences and Technology components of the subject�
The knowledge strands are:
• Life and living
• Matter and materials
• Energy and change
• Planet Earth and beyond
• Structures
• Systems and control
Links should be made both within and between each knowledge strand across the
Intermediate Phase�
Specific aims and skills
Specific aims
There are three specific aims in Natural Sciences and Technology, which relate to
the purposes of learning science:
1� Specific aim 1 relates to doing science and technology� Learners should be able
to complete investigations, analyse problems and use practical processes and
skills in designing and evaluating solutions�
2� Specific aim 2 relates to understanding and connecting ideas� Learners should
have a grasp of scientific, technological and environmental knowledge and be
able to apply it in new contexts�
3� Specific aim 3 relates to the understanding of the applications of science and
technology in society and the environment, in order to instil values that make
them caring and creative citizens�
Across each of these specific aims, learners must develop science process skills
through scientific investigations, and technological skills through the design
process� Specifically:
ix

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

Notional time
Table 1: Instructional time in the Intermediate Phase
Subject Hours
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
• Creative Arts (1,5}
• Physical Education (1)
• Personal and Social Well-being (1,5)
Total 27,5
Annual teaching plan

The following annual teaching plan provides a suggested plan for covering
content in this Natural Sciences and Technology Grade 4 series� This can be
used as a starting point for your own individual planning� This Natural Sciences
and Technology Grade 4 series also includes a variety of Skills focus pages�
Include these in your planning whenever you need to support your class in the
development of a specific skill�
How formal assessment fits into the Annual teaching plan
In Natural Sciences and Technology, assessment forms part of the teaching and
learning process� It should not be handled as something that is done arbitrarily
at the end of a certain period of time� It is of vital importance that learners get
feedback on all formal assessments� Teachers are strongly advised against only
performing the minimum number of formal assessments of which the marks
must be recorded� This does not give learners the opportunity to learn from their
mistakes and improve their performance�
In this Natural Sciences and Technology Grade 4 series, we have provided you
with the number of formal assessments required by the CAPS document� Some
formal assessment tasks have the purpose of giving learners an opportunity to
learn from and improve on their performance� In other cases, the marks obtained
must be recorded� Note that the recording of marks does not necessarily coincide
with the time that the assessment takes place� You will find more information
about this in the next section�
Annual teaching plan: Term 1

Week Topics and Units Content, concepts and skills Time allocation
(hours)
1 Topic 1: Living and non-living things
Unit 1: Living things 3.5
2 Topic 1 Unit 2: Non-living things 3
Topic 1 Revision 0.5
3 Topic 2 Structures of plants and animals
Unit 1: Structure of plants 3.5
xi

4 Topic 2 Unit 1: Structure of plants 0.5
Unit 2: Structure of animals 3
5 Topic 2 Unit 2: Structure of animals 1.25
Topic 2 Topic 2 Revision 0.5
Topic 3 What plants need to grow
Unit 1: Conditions for growth 1.75
6 Topic 3 Unit 1: Conditions for growth 0.25
Practical task: Investigate the growth of plants from 1
seeds and cuttings
Topic 4 Habitats of animals
Unit 1: Different habitats 1.75
7 Topic 4 Unit 1: Different habitats 1.75
Unit 2: Need for a habitat 1.75
8 Topic 4 Unit 2: Need for a habitat 1.25
Topic 5 Structures for animal shelters
Unit 1: Animal shelters can be natural or human-made 1.75
9 Topic 5 Unit 1: Animal shelters can be natural or human-made 1.25
Unit 2: Animal shelters are structures 2.25
10 Topic 5 Unit 2: Animal shelters are structures 2
Term 1 Test 1
11 Topic 6 Materials around us

Unit 1: Solids, liquids and gases 3.5
12 Topic 6 Unit 1: Solids, liquids and gases 0.75
Unit 2: Change of state 2.75
13 Topic 6 Unit 2: Change of state 1.75
Investigate melting and solidifying 1
Unit 3: The water cycle 0.75
14 Topic 6 Unit 3: The water cycle 1.25
Topic 7 Solid materials
Unit 1: Raw and manufactured materials 1.75
15 Topic 7 Unit 1: Raw and manufactured materials 1.75
Unit 2: Properties of materials 1.75
xii

16 Topic 7 Unit 2: Properties of materials 1.25
Topic 8 Strengthening materials
Unit 1: Ways to strengthen materials 1.75
17 Topic 8 Unit 1: Ways to strengthen materials 3.5
18 Topic 8 Unit 1: Ways to strengthen materials 1.25
Topic 9 Strong frame structures
Unit 1: Struts and frame structures 1.75
19 Topic 9 Unit 1: Struts and frame structures 1.25
Unit 2: Indigenous structures 2.25
20 Topic 9 Unit 2: Indigenous structures 0.75
TERM 2 Exam 0.5
1

(hours)
21 Topic 10 Energy and energy transfer
Unit 1: Energy for life 3.5
22 Topic 10 Unit 1: Energy for life 1
Unit 2: Energy from the Sun 2.5
23 Topic 10 Unit 2: energy from the Sun 1.25
Topic 11 Energy around us
Unit 1: Energy can be stored and transferred 1.75
24 Topic 11 Unit 1: Energy can be stored and transferred 2.75
Unit 2: Input and output of energy 0.75
25 Topic 11 Unit 2: Input and output of energy 3
26 Topic 12 Movement and energy in a system
Unit 1: Movement and musical instruments 3.5
27 Topic 12 Unit 1: Movement and musical instruments 2.5
Practical task: Research, design, make and evaluate a 1
musical instrument
28 Topic 12 Practical task: Research, design, make and evaluate a 1.25
musical instrument
Topic 13 Energy and sound
Unit 1: Vibrations and sound 1.75
xiii

29 Topic 13 Unit 1: Vibrations and sound 1.25
Unit 2: Making sounds 2.25
30 Unit 3: Noise pollution 2
Term 3 Test 1

(hours)
31 Topic 14 Planet Earth
Unit 1: Features of Earth 3.5
32 Unit 1: Features of Earth 0.5
Unit 2: Earth and space 2.5
33 Topic 15 The Sun and its effect on Earth
Unit 1: The Sun is our closest star 3.5
34 Topic 15 Unit 2: Moving around the Sun 1.5
Unit 3: The Sun and life 1.5
35 Topic 16 The Moon
Unit 1: Features of the Moon 2.5
Unit 2: Phases of the Moon 1
36 Topic 16 Unit 2: Phases of the Moon 1.5
Practical task: Investigate the changing shape of light 0.5
on the Moon
Unit 3: Moon stories 1
37 Topic 17 Rocket systems
Unit 1: Modelling a rocket 3.5
38 Topic 17 Unit 1: Modelling a rocket 3
39-40 Revision and 7
Term 4 EXAM
ASSESSMENT
Informal assessment
Informal assessment is a daily monitoring of learners’ progress� This is done through observations,
discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc�
Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with
learners how learning is progressing� Informal assessment should be used to provide feedback to the learners
and to inform planning for teaching, but need not be recorded�
xiv

Formal assessments
Programme of Assessment
The Programme of Assessment is designed to spread formal assessment tasks in
all subjects in a school throughout a term� It consists of formal, recorded school-
based assessments (75%) and end-of-year internal school-based examinations
(25%)�
The CAPS document suggests a certain number of formal assessment items�
Not all marks have to be recorded� It is advised that the first assessment item of a
grade not be recorded, so that learners can use the feedback they get to improve
their performance� The recording of marks does not necessarily coincide with the
time that the assessment takes place�
PROGRAMME OF FORMAL ASSESSMENT

FORMAL TERM 1 TERM 2 TERM 3 TERM 4 TOTAL TOTAL
ASSESSMENTS MARKS FOR
THE YEAR
School-based 1 Test [15 1 Exam or 1 Test [15 1 selected 120 marks Together
assessments marks] test on work marks] practical task make up 75%
1 selected from terms 1 selected [15 marks] of total marks
practical task 1 & 2 [40 practical task for the year
[10 marks] marks] [15 marks]
1 selected
practical task
[10 marks]
Exams (60 Exam on 40 marks Makes up
minutes) work from 25% of total
terms 3 & 4 marks for the
[40 marks] year
Number of formal 2 2 2 2 Total 8 Total: 100%
assessments assessments
[160 marks]
Recording and reporting

The forms below serve as a guideline for teachers to record marks for skills
in Natural Sciences and Technology� Many of the major process skills can be
combined in single activities, and note very major skill needs to be marked and
recorded in every task�
NATURAL SCIENCES MAJOR INVESTIGATION MARK ALLOCATION
PROCESS SKILLS
Writing the topic
Raising/ writing a question to investigate
Making a prediction/ hypothesis
Planning the investigation
Collecting data
Recording data
Evaluating and communicating results
TOTAL
xv

TECHNOLOGY MAJOR PROCESS SKILLS MARK ALLOCATION
Stating a design brief
Listing specifications
Listing constraints
Planning the product
Drawing/designing the product making the product
Evaluating the product
Presenting the product
TOTAL
Teachers will record actual marks against the task by using a record sheet; and
report percentages against the subject on the learners’ report cards� Percentages are
reported and may be related to the 7-point rating code as given below�
Rating code Description of competence Percentage
7 Outstanding achievement 80-100
6 Meritorious achievement 70-79
5 Substantial achievement 60-69
4 Adequate achievement 50-59
3 Moderate achievement 40-49
2 Elementary achievement 30-39
1 Not achieved 0-29
How this Natural Sciences and Technology series

helps you with assessment
The Natural Sciences and Technology Programme of Assessment is built in
throughout each term of the Natural Sciences and Technology Learner’s Book,
exactly where you need them�
At the end of every topic you will find a revision section, which is laid out
in the form of a test� You can use this to consolidate learning, as preparation for
the class tests that form part of the Programme of Assessment or as a basis for
compiling the mid-year and end-of-year examinations�
The table below lists all items that should be formally assessed�
Table 4 Formal Programme of Assessment in Natural Sciences
and Technology
Grade 4 Learner’s Book
page number
Term 1 Practical task: Investigate the growth of plants from 28
seeds and cuttings
Class test 53
Term 2 Practical task: Investigate melting and solidifying 62
Class test 107
Term 3 Practical task: Research, design, make and 134
evaluate a musical instrument
Class test 151
Term 4 Practical task: Investigate the changing shape of 182
light on the Moon
Exam 195
xvi

INCLUSIVE EDUCATION IN NATURAL
SCIENCES AND TECHNOLOGY GRADE 4
Our schools are all different; however, what we have in common is that there are
generally many learners in mainstream classes who experience barriers to learning�
These barriers differ depending on a range of circumstances� It is important to
understand and acknowledge the main barriers to learning in your class� We
suggest you draw up a profile of your class to help you identify and understand
the main barriers to learning in your particular class� The table below will help
you to get a general idea of the barriers preventing learning� Of course some of
the difficulties may be small whereas others may be more extreme� For example,
you may have a learner with a minor hearing loss in one ear, requiring minimal
support or you could have a learner with a severe loss in both ears, requiring far
more support� Additional advice can be gained from your local education office on
management of barriers to learning�
Type of barrier Examples

Physical Hearing loss; visually impaired; chronically sick; unable to walk and needs a
wheelchair
Cognitive Mentally challenged; specific learning difficulties. This could be due to a syndrome
such as foetal alcohol syndrome (FAS)
Specific academic Gaps in learning. For example a learner may have missed school during the early
experiences/ difficulties years, subsequently has limited reading I writing skills
Psychological /emotional Too many experiences of failure – no motivation; post-traumatic stress; depression
Involving the family or Family moves continuously; natural disaster, for example fire or floods; physical
society or sexual abuse at home; excessive violence at home I in the community; hunger,
neglect and general deprivation
Specific language issues The language of learning and teaching (LOLT) is different from the learner’s home
language and the learner is not fluent in the LOLT
For most teachers, the most difficult aspect of inclusive education is classes having
a very diverse range of learners with different abilities, as well as different types
of barriers to learning� Below are some practical suggestions for accommodating
diversity in your classroom�
• Create a safe working environment�
• Praise whenever possible and make positive comments; notice positive
behaviour (and do not just focus on the negative behaviour)�
• Create a positive atmosphere of mutual respect and trust in your classroom
with ground rules, for example:
• Learners laugh together, never at each other� Don’t allow teasing or bullying�
• Most important, there should be only one speaker at a time, who is closely
listened to� Develop a ‘team’ relationship between the learner, educator, parent
– anyone working towards the success of the learner�
• We all receive information, process and express information differently,
depending on our learning styles� Keep in mind that in your class there will be
learners whose learning style is different from yours�
• Set up different group-work systems�
• Same ability groups: This is useful when learners are working on a task that
xvii

develops specific skills� It enables you to adjust the task slightly depending on
the level of the group� It also enables groups of learners to work at different
paces�
• Mixed ability groups: These work well for tasks, projects and activities where
you want learners to work together and learn from each other�
• Allow learners to help each other�
• Train learners in your class to become tutors and introduce peer tutoring�
• You may want to train learners from higher grades to become tutors or
develop a volunteer system using willing and able adults from the community�
This Natural Sciences and Technology series helps you teach learners of
diverse abilities by providing the following:
• A range of activities to cater for different learning styles� Opportunities for
group, pair and individual work�
• Many opportunities to develop and practise the same skill� This is based
on the spiral approach to learning, where learners are exposed to the same
concepts and skills but in increasing complexity throughout a grade and
phase�
• Key words and their explanations are listed on the relevant pages and in the
glossary at the back of the Learner’s Book� These definitions assist learners to
understand the key words covered in each unit�
• Each unit of work has a short activity that is completed at the end of the unit
to assist the learner with consolidating their knowledge�
• Revision activities are used to consolidate a whole topic once it has been
taught�
• Case studies assist in getting the learners to relate to real-life occurrences, the
consequences thereof and for them to come up with relevant solutions�
Integration in Natural Sciences and Technology is an integrated subject by nature�
Throughout the Learner’s Book, as well as in the teaching guidelines and topic
overviews in the Teacher’s Guide, you will find references to previous topics dealt
with, topics that follow later in the year or topics that will be dealt with in Grade
5� The technology design process, for example, is revised thoroughly in Grades 5
and 6� Scientific processes, such as conducting a fair test, are handled in Grade 4
and reinforced throughout Grades 5 and 6�
xviii

TERM 1
Within Term 1, your Grade 4 learners will cover the following sections of content�
Strand Topics and time Unit Learner's

allocation Book
pages
Life and living 1 Living and non-living things Unit 1: Living things 2–7
and structures (7 hours) Unit 2: Non-living things 8–9
2 Structures of plants and Unit 1: Structure of plants 12 – 15

animals Unit 2: Structure of animals 16 – 21
(8¾ hours)
3 What plants need to grow Unit 1: Conditions for growth 24 – 29
(3½ hours)
4 Habitats of animals Unit 1: Different habitats 32 – 37
(17 hours) Unit 2: The need for a habitat 38 – 39
5 Structures for animal Unit 1: Animal shelters can be natural or 42 – 43
shelters human-made
(8¾ hours) Unit 2: Animal shelters are structures 44 – 51
TERM 1 ASSESSMENT
The following Formal Assessment Tasks will need to be completed in Term 1� You may use the examples
in this book for your learners or you may want to develop your own�
Formal assessment Task Mark allocation Learner’s Book Teacher’s Guide
pages pages
Practical task: Investigate the growth of
plants from seeds and cuttings 10 28 – 29 15
Term test 1 15 53 – 54 31

TOPIC 1: LIVING AND NON-LIVING THINGS
Topic overview
This topic introduces the learners to the ideas of something being living, non-living or dead� They will
learn that all living things carry out seven life processes� The learners will engage in identifying, sorting
and comparing living and non-living things according to the life processes they display�
Common errors learners make
There are some common misconceptions about the idea of living and non-living things� The learners
frequently associate the characteristic of movement with living things� Although this idea is correct,
it may lead them to think that plants are non-living because they do not move, or that water is living
because it moves� You will need to explain that plants do move� For example, when you place a plant on
a windowsill, its leaves will move by growing towards the light source� Water moves because of external
forces such as gravity or wind� It cannot move on its own� Learners often think that the Sun and fire are
living because they give off heat and light, and fire also shows movement�
Resources for this topic
• Examples of living and non-living things; if unavailable use pictures� Examples should include plants,
animals and bread mould�
• Pictures of living things; glue – per learner
• Bean seeds; cotton wool or paper towel; saucer or small polystyrene food tray; water – per group
• Fresh or dry yeast; beaker, glass or jar; warm water; sugar; teaspoon – per group
• Pictures of eggs hatching – per group
• An apple that has been cut in half; a knife – per group
Suggestions for additional resources
National Geographic Kids has good quality pictures of living things� It is on sale in most news agencies�
You can also contact them at: National Geographic Kids, PO Box 1802, Cape Town, 8000; telephone:
0860 103578; facsimile: (021) 406 4977; website: www�ngkids�co�za
(Details correct at time of going to print�)
Starting off
Teaching guidelines
• Ask the class to look at the picture on page 1 of the Learner’s Book� Ask them to tell you which
things in the picture need food, water and air, and which can change and grow� Ask them to suggest
ways they could group the things they see in the picture�
• Organise the learners into pairs to do Activity 1� Allow about fifteen minutes for the activity�
Activity 1: living and non-living things

LB page 1
Answers
1� Yes, they are living�
2� Yes, they are living�
3� They are non-living�
4� They are not living now, but they were once part of a living tree�
5� The learners should give their own criteria here and list at least two points�

Unit 1: Living things
Teaching guidelines
Ask the learners to describe an inanimate object such as a bicycle and its various parts, for example
wheels� Then ask them to describe a living thing, such as a dog, and the things it does, for example it runs�
Then discuss the seven life processes shown by all living things�
Explain that sometimes it is hard to the see the signs of life in living things, especially plants� For
example, we do not see plants walk around, but we do know that plants grow upwards towards the light�
Plants show growth movements towards stimuli they sense in their environment� Learners will know from
their own experience that grass grows, because we cut the grass when it gets too long�
The learners may get confused about things that are alive but appear to be dead� Make sure you
clarify the difference between dead things and living things that seem dead but are not, such as a
hibernating tree in winter�
• Ask the learners to give examples of things that seem dead, but which can come alive given certain
environmental changes, such as a seed�
• Discuss what a seed needs to start growing and then explain what the learners need to do to complete
Activity 3�
Activity 2: Look at living things

LB page 2
Answers
1� Answers will depend on the living things that learners find�
2� Learners will bring different pictures from magazines�
3� Check that learners stick the pictures in their workbooks and name the living things� Help them with
the names if needed�
Activity 3: Germinate bean seeds

LB page 4
Answers
1to 5� The learners should observe that the seeds start to grow after a few days� Growth is a sign of life
so the seeds are living� Explain that the seeds use the air around them, and also use water and food
stored in the seeds to help them grow�
6� The learners should draw diagrams with labels showing a small seed, the seed cracking open, the
plant growing out of the seed, or a small plant with leaves (plumule) and a small root (radicle)�
7� Learners should recognise that the seeds needed water and warmth to germinate� You can explain
that the seed stores food for the new plant�
Activity 4: Grow yeast

LB page 5
Answers
1 to 5� The learners should observe that the solution of yeast and sugar starts to form little bubbles� These
bubbles are the carbon dioxide that yeast gives off as a result of respiration� The bubbles are a sign of
life� If you leave the yeast for an hour or more, you should see that the solution becomes more cloudy
in appearance� This is because the yeast cells reproduce and increase in number�
6� The yeast needs food (sugar) and warmth to grow�

Activity 5: Look at pictures of eggs hatching
LB page 6
Answers
1 to 2� The learners should sort the pictures into the correct order�
3� B, D, C, A
4� Eggs need warmth to make them hatch� You can explain that the egg contains food for the develop-
ing chicks�

Skills focus: Observe
LB page 7
Teaching guidelines
Many learners will only rely on sight for observation� Remind the learners that they can use all five senses�
This will be demonstrated in the activity that involves observing an apple� Using all five senses will teach
learners more about the object in question� If they only look at an apple they will observe that it is green
or red, but if they also taste it, smell it and touch it, they will discover that it tastes sweet and juicy, it
smells delicious and the skin feels smooth� Make it clear that sometimes a certain sense cannot be used,
for example touch is not a good idea when observing a cactus, and taste is not used when observing
flowers�
• This skill is extremely important for the learners’ development in Natural Sciences and Technology�
• The learners must understand that an observation is something you can see, feel, hear, smell or taste�
Activity 6: Practise observing

LB page 7
Answers
1� a� Green or red, or a combination of both; some are pink�
b� White; it may become brown after some time has passed�
c� Heart-shaped or circular
d� About 7 cm, depending on the size of the apple�
e� Between one and five, depending on how many seeds the learners can see�
f� Some examples are sweet, juicy, tangy or delicious�
g� Yes, the apple smells sweet and delicious (accept any other word that describes the smell)�
h� Smooth
i� Some parts may seem rough if bitten, but if cut, the apple will feel smooth�
Support for this unit
• Use a ruler and a magnifying glass to help make your observations more accurate�
• Make sure the learners know about safety when observing, e�g� is the plant safe to taste?
Extension for this unit
You could bring some blindfolds and get the learners to cover their eyes� You could then make different
sounds and get learners to say what the sounds are� Give them an item so they can feel what it is without
looking, and taste something and say what it is without knowing what they are about to eat or drink�

Unit 2: Non-living things
Teaching guidelines
Explain to the learners that living things can do things that non-living things cannot do� For example, a
non-living thing cannot eat, run, grow or have babies� Non-living things do not show any of the seven life
processes, although things like fires may seem to move and grow�
The learners may also not yet understand the cycle of life (birth, growth and death) and may
therefore classify anything that has died as non-living� Make sure they understand the scientific meaning
of living: anything that is, or has ever been, alive, and non-living: anything that is not, or has never been,
alive�
Anticipate questions about growth� For example, fires and puddles of water ‘grow,’ yet they are not
alive� Explain that all living things grow at some point in their lives, but that some non-living things seem
to get bigger too� For this reason, growth cannot be used by itself to classify something as living� Use the
drawings showing the signs of life in Unit 1 on page 3 of the Learner’s Book to help the learners grasp
that to be classified as living, something must display all of the signs of life shown�
Activity 7: Identify, sort and compare living and non-living things

LB page 8
Answers
1 to 2�
Object Life processes it carries out Is it living? Is it non-

living?
Hen It moves and eats food. (plus all other life processes Yes No
not visible in the pictures)
Rocks Shows no life processes No Yes
Fire Shows no life processes No Yes
River Shows no life processes No Yes
Sun Shows no life processes No Yes
Boy He moves, breathes (plus all other life processes not Yes No
visible in the pictures)
Bicycle Shows no life processes No Yes
Tree It grows (plus all other life processes not visible in the Yes No
pictures)

Topic revision
LB page 10
Science language activity

Answers
1� Air, soil and water are non-living things�
2� Trees, fish and germs are living things�
3� Feeding, growing and moving are life processes�
4� Getting rid of waste products is called excretion�
5� A seed starts to grow when it germinates�
6� When a chick hatches it breaks out of the egg it was growing in�
7� The environment is everything around us�
Revision activity
Answers
Living Non-living Was living, but is now Seems dead, but is alive
dead
peach tree (1) air (1) leather belt (1) bean seed (1)
sheep (1) water (1) grass basket (1) hen’s egg (1)
ant (1) soil (1) wood (1) yeast (1)
germ (1) fire (1)
stone (1)
Total: 15

TOPIC 2: STRUCTURES OF PLANTS AND ANIMALS
Topic overview
In this topic, the learners will focus on the structures of the bodies of plants and animals� They will
observe parts of different plants and animals and compare them by means of drawings and written
descriptions�
While most learners will recognise the stem, leaves, and flowers of plants, fewer identify roots as a
common structure� They may need more experience observing root systems of various plants�
A common but incorrect belief is that plants take in all substances they need to grow through their
roots� Plants take in air through their leaves� Water and minerals are taken in through the roots�
Some learners may think that all animals have visible limbs� This is not true as animals such as snakes
have very reduced limbs which are not visible� Other soft-bodied animals such as snails and worms do not
have any limbs�
• Examples and pictures of plant parts – per class
• Pictures of animals – per class
• Plant; small spade; newspaper – per group
• Sharp HB pencils; a knife; an apple (or a tomato) – per group�
Fruits such as a plum or avocado pear – per group�
Starting off
Teaching guidelines
Ask learners to look at the picture on page 11� They must then name as many parts of the lion and the
tree as they can�
Activity 1: Find parts of plants and animals

LB page 11
Answers
1� Learners must find the lion’s head and body in the picture�
2� four legs
3� at the back end
4� eyes, ears, nose, tongue, whiskers
5� many
6� branches
7� roots

Unit 1: Structure of plants
Teaching guidelines
Demonstrate the different parts of a plant using a flowering plant� Show the learners the root, stem, leaves,
flower and fruit or seeds� Indicate which parts are below the ground and which are above the ground�
Ask the class to describe what they see, such as the colours of the leaves and flowers of the plants, their
shape and size, which parts are joined, e�g� the roots are connected to the stem and so on�
Activity 2: Identify, label and describe the parts of a plant

LB page 13
Answers
2� a� The plant has four or five parts, depending on whether it is flowering and has fruit or not�
b� Root, stem, leaves, (flower, fruit)
c� The learners’ drawings will depend on the plants they choose� They must be clear and follow the
guidelines for drawings on page 21 of the Learner’s Book�
3� These are suggested answers� Actual answers may vary as learners will choose different plants�
a� The roots of the plant grow under the ground� They have a white colour and look hairy�
b� The stem of the plant is above the ground� It is green in colour�
c� The leaves are green in colour� They are big/small in size� The leaves have a hand/heart/strap/oval
shape� The leaves are joined to the stem�
d� The flower is red (or state other colour) in colour� It is big/small in size� There is yellow powder in
the middle of the flower�
The learners may not find any plants with flowers or fruit; in this instance show the class a picture of a plant
with a flower from a book or the Internet, if available�
The learners can draw a diagram showing the cycle of a seed: a seed germinates to become a plant, the plant
flowers, the flower produces a seed� The diagram can include labels showing what the seed needs to grow�
The learners should understand the life cycle of a plant, starting with the seed, and that the seed of the
plant comes from the flower�
Activity 3: Compare plants

LB page 15
Answers
2�
Plants Maize Tomato Orange tree
Is the plant stem big or small? big small big
Does the plant have big or small leaves? big small small
Does the plant have: long, strap- pointed, flat leaves oval, flat leaves
long, strap-shaped leaves? shaped leaves
oval, flat leaves?

pointed, flat leaves?
Does the plant have big or small flowers? small small small
What colour are the flowers? pale yellow yellow white
Does the plant have fruit? yes yes yes
Is the fruit big or small? big small small
What colour is the fruit? yellow/green red/green orange

Unit 2: Structure of animals
Teaching guidelines
Introduce the body parts of animals by showing the learners pictures and asking them to name the
different parts of the animal� This unit focuses on the body structure of vertebrates� Try to use familiar
examples�
Activity 4: Identify, label and describe the parts of an animal

LB page 17
Answers
1 to 2� Answers will depend on which animal learners observe� The answers given here are based on obser-
vation of the picture of the mouse on page 17 in the Learner’s Book�
3� Learners must find the mouse’s head, body tail, sense organs and legs in the picture�
4� Learners must make a labelled drawing of the animal�
5� a� three
b� head, body, tail
c� four
d� to the body
e� no
f� nose – smelling
eyes – seeing
ears – hearing
mouth – tasting
whiskers – feeling
Activity 5: Describe differences between animals

LB page 20
2. Answers
Animals Pigeon Zebra Lizard
How big is the animal? small big small
What shape is the animal’s body? round with a long barrel-shaped with long long and thin
neck and long tail legs and thick neck
How many limbs does the animal four four four
have?
What type of limbs does the wings and legs legs legs
animal have?
How does the animal move? flies, walks, hops walks, runs walks, runs
Does the animal have a tail? yes yes yes
What sense organs can you see? eyes, nose, mouth eyes, ears, nose, mouth eyes, nose, mouth
What type of body covering does feathers hair/fur scales
the animal have?
10

Skills focus: Draw observations
LB page 21
Teaching guidelines
Apart from being able to make observations, the learners must also be able to communicate them�
Drawing an observation is one way of communication and a skill that is especially important in Life
Sciences in higher grades�
Activity 6: Practise recording observations using a drawing

LB page 21
Answers
The diagram should be of the half apple or tomato; the shape must resemble the fruit; there should be
many small seeds if they are drawing a tomato and at least one brown seed if drawing an apple� Diagrams
must have clear labels showing skin, flesh and seeds�
You can redo Activity 6 with a stone fruit such as an avocado, to show the learners that some plants have
many seeds and others have just one seed�
Support for learners with barriers to learning
Learners who are visually impaired can use their sense of touch to assist them in observing and describing
plants and animals�
11

Topic revision
LB page 22

Answers
1� a� Limbs – body parts used for movement
b� Structure – the different parts of something
c� Stem – holds the leaves and flowers of a plant
d� Observation – using your senses to find information about something
e� Sense organs – parts of the body that are used for seeing, smelling, tasting, hearing and feeling�
Revision activity
Answers
1� A – flower (1)
B – fruit (1)
C – stem (1)
D – leaves (1)
E – roots (1)
2�
Body structure Mouse Hen
Is it big or small? small (1) big (1)
What type of limbs does it have? legs (1) wings and legs (1)
What body shape does it have? tear-drop (1) triangular (1)
What sense organs does it have? eyes, ears, nose, tongue, whiskers (1) eyes, nose, mouth,
internal ear (1)
What body covering does it have? hair (1) feathers (1)
Total: 15
12

TOPIC 3: WHAT PLANTS NEED TO GROW
Topic overview
The idea that plants have needs or requirements in order for them to survive is addressed in this topic�
The physical requirements of plants are listed and discussed and the learners will have opportunities to
engage in practical work to investigate these ideas�
The learners may not yet understand that plants require specific amounts of water, food and light, and
that different plants require varying amounts of these� For example, a cactus requires far less water than a
tomato plant� Some plants require direct sunlight while others grow better in the shade�
• Seeds; cuttings; ruler; measuring tape; empty jar; water; cotton wool or paper towel – per group
Pictures of healthy and unhealthy pants
Starting off
Teaching guidelines
• It is advisable to grow plants from cuttings� This is often easier than growing plants from seeds�
Cuttings grow copious amounts of roots in a relatively short time and are easily transplanted into
soil� You can use the seedlings from Activity 3 in Topic 1 to save time�
• Remind the learners what plants need: light, air, warmth and water�
Activity 1: Explain what plants need

LB page 23
Answers
1� The plant being watered looks healthy�
2� The plant with shrivelled leaves does not look healthy�
3� The healthy plant gets water and the unhealthy plant does not�
4� They dry out/shrivel up and die�
13

Unit 1: Conditions for growth
Teaching guidelines
Quiz the learners on what plants need to grow� Ask them if they remember the seeds they sprouted in
Topic 1 and what it was that helped the seeds to germinate�
Activity 2: Identify the things plants need to grow

LB page 25
Answers
1� Plants that do not get enough water will have weak stems and dried leaves�
2� Plants need light so they can make food to help them grow�
3� Plants grow best when it is not too hot or too cold�
4� Plants need air because they are living things�
Support
If the learners are still struggling to remember what plants need, try an acronym:
LAWW = Light, Air, Water and Warmth�
Extension
Take two pot plants, and place one in the dark and the other in the sun (or a light place if the plant does
not like direct sunlight)� Observe the differences between the plants after a few days and discuss these
observations with the class�
Teaching guidelines
• Remind the learners that plants need water, warmth and air to grow�
• Using the picture on page 27 of the Learner’s Book, explain to the learners what the radical and
plumule are�
• Make sure the learners are aware that not all plants will grow from cuttings�
Activity 3: Grow a plant from a stem cutting

LB page 26
Answers
There are no questions to answer in this activity� Observe the learners as they make their cuttings�
You could ask them to make labelled drawings of their cuttings�
14

FORMAL ASSESSMENT
Practical task: Investigate the growth of plants from seeds and
cuttings
LB page 28
Teaching guidelines
• The learners must be formally assessed and receive feedback on their performance� The marks are to
be recorded�
• Ensure the learners observe and record their findings over time� This can continue as they engage
with the next section of work�
• The learners should be aware that not all plants will grow from cuttings� Suggest the use of plants
such as geraniums, [Busy Lizzie (Impatiens)] and begonias�
• Learners should use the seedlings they germinated in Topic 1� If these have not survived, they should
germinate new radish or lentil seeds as these grow much faster than bean seeds�
Assessment tool
Use the following as a guideline to allocate marks�
Part 1:
1� Measurements were taken every day and table completed (4)
2� Final drawing of cutting must include:
Heading: Drawing of (plant name) cutting (1)
Labels: roots (1), stem (1), leaves (1) (3)
Accuracy: shape and proportions of parts correct (2)
Final height of plant recorded (1)
[11]
Part 2:
1� Measurements were taken every day and table completed� (4)
2� Final drawing of cutting must include:
Heading: Drawing of [plant name] seedling (1)
Labels: seed (1), plumule (1), radicle (1), leaf (1) (4)
Accuracy: shape and proportions of parts correct (2)
Final height of plant recorded (1)
[12]
Conclusion:
1� Answer will depend on type of plants used and growth conditions� Cuttings generally grow faster (2)
2� Suggestions can include putting cutting and seedling in a warmer place or a place with more light
or any other suitable suggestion� (5)
[7]
Total: 30
Divide total by 3 to obtain a mark out of 10
Read through the instructions with the class to ensure that learners who are not fluent readers understand
the task�
15

Topic revision
LB page 30

Answers
1� A cutting is a part of a plant we cut off to grow a new plant�
2� When a seed starts to grow it geminates�
3� New plants that grow from seeds are called seedlings�
4� The radicle is the first root of a new plant that grows from a seed�
5� The plumule is the first shoot of a new plant that grows from a seed�
Revision activity
Answers
1� a) Jabu’s (1)
b) Nasreen’s (1)
c) They did not get enough water� (1)
d) They did not get enough light� (1)
e) They grew slower because of the lack of light and warmth� (1)
f) She should have put them outside so that the plants could get air and sunlight� (1)
g) Water, (1) light, (1) warmth, (1) and air� (1) (4)
Total: 10
16

TOPIC 4: HABITATS OF ANIMALS
Topic overview
In this topic, learners find out about a range of different habitats of plants and animals� They also learn
about the importance of a habitat for living organisms and describe and write about the habitats of some
indigenous animals and why they are suited to living in those habitats�
The notion of a natural habitat can be confusing because of game parks, domesticated animals and zoos
which contain animals from around the world� Be prepared for questions about pets at home and whether
this is their natural habitat or not�
• Pictures of plants and animals and their habitats – per class
Magazines such as Environment – People and Conservation in Africa, EnviroKids, Africa Geographic and
National Geographic Kids contain information about plants and animals and their habitats and way of
life�
Starting off
Teaching guidelines
• Explain what a habitat is� Give examples from the local environment, e�g� ants live under rocks or in
the soil�
• Ask the class to suggest some examples of their own�
Activity 1: Discuss where animals live

LB page 31
Answers
1� Camels live in the desert�
2� The frog lives in water/a river/ pond�
3� The nest protects the baby birds and gives them shelter�
4� a� the sea
b� in the soil
c� in rivers or lakes
17

Unit 1: Different habitats
Teaching guidelines
• Remind the learners that indigenous animals are animals that have always lived in a specific country�
• Ask the learners to name animals that have always lived in South Africa, for example crocodiles,
zebras and Knysna Turacos�
• Explain the difference between animals that have always lived here and animals you can see here, for
example in a zoo, but which come from other countries�
Activity 2: Identify, draw and describe a habitat

LB page 32
1 to 2� Learners walk around school to identify living things and their habitats�
3� Learners should draw the habitat and show the animal in the habitat� Drawings will differ depending
on the habitats they identify� They must include labels for the living and non-living things they find in
the habitats they identify�
4� The learners may state something like:
The area where the ants live is dry and sandy� They have an ant nest in the ground that gives them
shelter and where they can reproduce�
The snail’s habitat is in a juicy succulent pot plant whose leaves contain a lot of moisture even though
there is not much water to be found� The snail preferred to be in the shade of the leaves rather than in
the direct sunlight�
The frog’s habitat is in a pond� The water is cool and muddy�
Activity 3: Match animals with their habitats

LB page 36
Answers
1� fish – river, sea; frog – river; fish eagle – river; lion, zebra, buffalo – grassland; seal, shark – sea; water
boatman – river, pond; blue duiker – forest
2� a) zebra, buffalo
b) seal, fish
c) fish
d) water boatman
e) fish
f) fruit, leaves, insects
3� They can find food and they can raise their young in their habitat�
Read a book about habitats to the class� Some references are Animal Habitats by Michelle Kramer,
(2006, ISBN: 978-1426350573) and Crinkleroot’s guide to knowing animal habitats by Jim Arnosky,
(2000, ISBN: 978-0689835384)�
Help the learners understand that different animals are suited to different living conditions�
Ask the learners to write down two habitats on the school grounds (other than the one described in
Activity 3) and what they would expect to find there� For example, a grassy field may be home to a
grasshopper�
Ask a learner to write an animal that is indigenous to South Africa on the board� Get the other
learners to write down where the animal lives� For example, zebras live in grasslands, crocodiles live in
rivers, etc�
18

Skills focus: Compare
LB page 37
Teaching guidelines
Comparing is a very important skill in Natural Sciences and later on in Life Sciences at FET level�
Learners need to be able to identify similarities and differences in objects in order to compare them� A
Venn diagram does this visually, which helps learners to see the features objects have in common and
identify those which are different�
Activity 4: Practise using a Venn diagram to compare

LB page 37
Answers
Grassland – grasses, Animals find food Forest – tall trees,

few trees, summer and water in habitat ferns, rain all
rain, fresh water; hot year round; not
in summer and cold much change in
in winter; impala, temperature; birds,
buffaloes, zebra and monkeys, bush pigs,
lions live in habitat bushbuck and duikers
live in habitat
19

Unit 2: Need for a habitat
Teaching guidelines
• Tell the learners that habitats provide animals with shelter, protection from enemies, a safe place to
reproduce, and food�
• Write the name of three indigenous animals on the blackboard, and ask the learners to name the
habitat for each� Tell them why each animal is suited to its habitat�
Activity 5: Describe and write about the habitats of African wild animals
LB page 39
Answers
Animal Description of habitat How is the animal suited to living there?
Impala Grasslands Impala feed on the grass and small trees; the impala are
brown in colour so they are not very easy to see in the
grassland; they hide under small bushes and trees to escape
from predators and to shelter in bad weather.
Knysna Forest with many green trees Its green colour blends in with the trees; it builds nests in trees
Turaco or in creepers that grow on the trees to keep the chicks safe;
it gets food from forest trees, and insects and worms in the
forest.
African wild Grasslands and savannah, Hunt in packs to catch prey; make dens to protect young; they
dog which has grassland and trees cannot be seen easily when hunting because of their mottled
coat colour.
20

Topic revision
LB page 40

Answers
1� Lions and zebras live in grassland habitats�
2� Crocodiles and fish live in river habitats�
3� Animals get food, water and shelter from their habitats�
4� Habitats help animals to escape from danger�
Revision activity
Answers
1� a� River habitat (1)
b� Food, (1) water, (1) place to reproduce (1) (any 2) (2)
c� Shelter, (1) to escape from danger (1) (2)
d� fish eagle, (1) crocodile (1) (2)
e� fish eagle eats fish; (1); crocodile eats buck (1) (2)
f� Tadpoles hide in the reeds and cannot be seen easily� (1)
Total: 10
21

TOPIC 5: STRUCTURES FOR ANIMAL SHELTERS
Topic overview
This Topic introduces learners to the concept of structures as they occur in animal shelters� Learners will
learn about animals, birds and insects which make their own shelters by digging burrows or by building
structures using materials from the environment, or materials that are produced by their own bodies�
In Unit 1 learners will read about natural and human-made shelters� Natural shelters are made by
wild animals, insects or birds� Human-made shelters are shelters that people construct for animals that
do not live in the wild� Learners will compare natural and human-made shelters and will consider how
shelters meet the needs of the animals using them�
In Unit 2 learners are introduced to the concept of structures – all animal shelters are structures�
They will learn how to identify two types of structures namely frame structures and shell structures� They
will describe the size and shape of different animal shelters and look at the materials used to make them�
A Skills focus then introduces learners to the technological process, with a focus on design skills and
design drawings�
Learners then undertake a practical task in which they will design an animal shelter according to
certain specifications, and then evaluate their design�
Learners may confuse the concept of a ‘shelter’ and a ‘structure’� Point out to learners that a structure
can be anything that people have made in order to hold something up, contain and protect something,
or bridge the gap between two places� A ‘shelter’ is a particular type of structure that has been made
to protect people or animals from bad weather and danger� This topic focuses on natural shelters and
shelters made by humans�
A further source of confusion might be the idea that a snail or tortoise ‘makes’ its shelter� Although
they do not construct their shells in the same way as a bird constructs a nest, or a colony of bees
constructs a hive, a tortoise or snail’s body does produce (make) the material that their shells are made
out of�
• One old (abandoned, no longer used) bird’s nest
• Bring any real examples of animal shelters to class e�g� coral, shells, nests, bee or wasp hives, etc�
• Take a walk around your area with learners to identify and describe different animal shelters�
• A useful site for animal shelters can be found in the online Kidport Reference library: http://www�
kidport�com/reflib/science/animalhomes/animalhomes�htm
• A useful resource for structures for Grade 4 can be found on the Technology Association
of South Africa’s website: http://www�tech�org�za/documents/intermediate/structure/
GRADE4STRUCTURES�pdf
Starting off
Teaching guidelines
• This page introduces learners to the idea that many animals, birds and insects make or find shelters
to protect themselves and/or their babies from danger�
• Ask the class if they have any ideas about how animals protect themselves and their babies from very
cold or hot weather or from danger (it would be useful to remind learners of the meaning of the
word ‘predator’�
• Discuss their responses�
• Ask learners to look at the title of the topic and the photographs on the topic opener page and to tell
you what they think the topic will be about�
22

• Discuss the photograph of the warthog� Ask learners what animal they see (warthog) and how they
think it made its shelter�
• Then read the first paragraph aloud to the class� Make sure they understand the word ‘shelter’�
• Ask learners to complete Activity 1 on their own�
Activity 1: Discuss animal shelters in nature

LB page 41
Answers
1� a� The warthog’s shelter is a burrow under the ground�
b� Warthogs need a safe place to have their babies�
c� Warthogs are in danger from predators like lions and leopards if they sleep in the open�
2� Learners’ answers will vary� Their descriptions of the shelters must be relevant�
23

Unit 1: Animal shelters can be natural or human-made
Teaching guidelines
• In this unit, learners will compare natural and human-made shelters� They will also consider how
each shelter fulfils its function�
• Start by asking learners if they have any animals living in or near their home� Ask them if those
animals made their own shelters or if they sleep in shelters made by people� Ask learners to describe
any animal shelters made by people that they have seen in or near their home (examples could be: dog
kennel, cattle kraal, fenced enclosure for sheep, pigs, goats etc�; cage for bird, hamster, rabbit; tank for
fish etc�)
• Read through the text with learners� Discuss the photographs� Take learners through Activity 2 and
ensure that they understand what is expected�
Activity 2: Identify natural and human-made animal shelters

LB page 43
Answers
1� a� A – fish; B – bird; C – dog; D – squirrel
b� The bird’s nest and the squirrel’s hole are natural shelters�
The fish tank and dog’s kennel are human-made shelters�
c� Learners will each give their own descriptions� Their descriptions should be based on their obser-
vations of the photographs� The sentences below are examples of what they could write�
A� The fish tank has straight sides and is a rectangular shape� It is about two rulers long, one
ruler high and one ruler wide�
B� The bird’s nest is a round shape with the sticks piled up on top of each other� It is about the
size of a dinner plate�
C� The dog’s kennel has straight sides and is shaped like a simple house� The walls are rectangles
and the roof is shaped like a triangle� The kennel is big enough for a large dog to stand up in�
D� The squirrel’s hole is round and quite small so that nothing bigger than a squirrel could fit
inside�
d� A: glass
B: sticks, twigs, feathers, soft grasses
C: wood, nails
D: hollowed trunk of a tree�
2�
Natural animal shelter Human-made animal shelter

spider’s web stable for horses
bee hive hamster cage
meerkat burrow chicken coop
weaver bird’s nest cattle kraal
tortoise shell sheep pen

Provide learners with a list of names of animal shelters e�g� barn, rabbit hutch, burrow, wasp’s nest, etc�
and for each one discuss whether the shelter is natural or human-made� Ask the learners to give their own
examples of animal shelters and decide whether each one is natural or human-made�
24

Unit 2: Animal shelters are structures
Teaching guidelines
• In this unit, learners are introduced to the concept that all animal shelters are structures, and that
there are different types of structures�
• Gather and display interesting structures in your classroom during this week� Make sure that you
have some shell structures such as different containers (e�g� cups, cartons, boxes, bags, baskets) and
some frame structures (e�g� a side table, a vegetable rack, a chair, a ladder, a bookcase)�
• At the beginning of the first lesson explain to learners that all animal shelters are structures� In this
lesson you will focus on different types of structures�
• Show learners your display of different structures�
• Ask learners to sort the items you have brought into two groups� This may take some discussion and
negotiating amongst the learners� Ask them to explain how they have grouped them�
• If they have not already done so, show them how to group the items into frame structures and shell
structures� Explain the difference between the two�
• Ask learners to work in pairs and to read and discuss the text and photographs about frame and shell
structures, size and shape of animal shelters and materials used to make shelters� They should then
complete Activity 3 together, each writing the answers in their own workbook�
Activity 3: Describe animal shelters

LB page 45
Answers
1� a� Kennel A has a frame structure� It is made out of parts that are joined together to make a frame�
Kennel B has a shell structure� It has a layer on the outside that holds itself up�
b� Kennel A is made out of wood� Kennel B is made out of plastic�
c� Learners’ sentences will differ but must demonstrate an ability to describe what they see in the
photographs� The following sentences are just examples:
Kennel A has rectangle-shaped sides and square ends� The roof is a triangle� It is big enough for
a large dog to fit into it�
Kennel B is a rounded, dome shape� It does not have any sharp corners� It is big enough for a
large dog to fit inside it�
2 to 3�
Frame structure Shell structure

bird’s nest – N fish tank – H
dog kennel – H squirrel’s hole – N
ostrich shelter – H swallow’s nest – N
snail’s shell – N
4� Learners will choose their own five shelters� Use the examples as a guide when assessing their re-
sponses�
Which materials are used What shape is the What size is the shelter?
to make the shelter? shelter?
fish tank glass; plastic rectangular sides, square about a metre long, half a
ends metre deep and half a metre
high
swallow’s nest mud Rounded, bumpy, not smooth, About the size of a 2-litre
stuck up against the wall and coke bottle on its side. The
ceiling so its one side and its opening is about the size of
roof will be flat and straight. my fist.
5� Each pair of learners will write a short report about their bird’s nest� The report should include:
25

a� A short description of the size and shape of the nest�
b� A list of all the materials used in building the nest, with a sentence for each material explaining
why they think the bird used that particular material�
Ask learners to go on a ‘structure walk’ in the neighbourhood (or just to look out for different types of
structures on their way home or in their home)� Ask them to make a list of all the structures they see and
to decide if each one is a frame or shell structure�
26

Skills focus: Design and draw to solve a problem
Preparation
Draw a simple sketch showing your own design of an animal shelter (such as a kennel, bird cage or rabbit
hutch)� Label the drawing and write any additional notes you need to explain your design� Use this as an
example when teaching learners how to do design drawings�
Teaching guidelines
• This Skills focus introduces learners to the technological process but focuses on the skill of designing�
Learners will come to understand what a design is and how they can produce their own designs�
We have used learners’ designs to show that designing is a skill that every learner can practise and
develop�
• Ask learners: ‘Who thinks that they can draw well and who thinks that they cannot draw well?’
Emphasise that while some people are more artistically talented, drawing and designing are skills that
can be learnt�
• The first step in designing is to understand what the problem is that we are designing a solution for�
This information is provided in the design brief�
• The specifications which go with the design brief tell designers exactly what the product needs to do,
what materials it should be made of and what it should look like�
• Ask learners if they did Technology in Grades 1 to 3� Have a class discussion about the technological
process�
• Have a few everyday products on display such as toothpaste, tomato sauce, a pair of takkies, a pot�
Explain to learners that all of these products were designed by particular people at a particular time,
in order to meet a particular need that people had� Ask learners what human need each product
meets�
• Ask if they have any ideas about how to improve any of the products (make it even better)� Explain
that designers sometimes design new products from scratch and sometimes improve on existing
products�
• Take learners through the text on page 48� Make sure they understand what a design brief and
specifications are� Provide them with additional examples if necessary� For example you could read
the story below� Write the brief with the gaps on the chalk board� Write the words that learners can
fill in underneath� Ask learners to identify which word fits in which gap�
Story:
Mpho is just learning to walk� She can’t walk very well yet and keeps falling over�
She pushes a little chair along the floor but it gets stuck� Mpho needs something
just the right height, to push along easily as she walks�
Design brief:
Design and make a wagon for Mpho to push as she learns to walk� The wagon must not
fall over easily� It must be easy to push�
• Take learners through Activity 4�They should answer the questions on their own�
• The Skills focus also introduces learners to the skill of two dimensional (2D) drawing� Take learners
through the ‘How to’ steps� Point out that design drawings need to be simple and clear� The labels and
notes that we add to the drawing should help to explain how a design works�
• Now take learners through Activity 5 and make sure they understand what is expected�
27

Activity 4: Understand a design brief and specifications
LB page 47
Answers
1� a� a cage
b� Malusi’s rat will live in it�
c� It must protect the rat from cats, it must give the rat space to run and it must stop any mess from
getting through the bottom/base of the cage�
d� Each learner will have their own ideas�
Activity 5: Practise designing and drawing

LB page 48
Answers
Each learner will make a 2D drawing of their design idea and label it� They may also write notes to the
drawing to help explain their ideas�
Support
This activity is useful for you to carry out a baseline assessment of learners’ drawing skills� Observe as
learners are drawing and assess:
• Does the learner hold the pencil correctly?
• Does the learner draw a light outline and then draw firm, clear lines over the outline?
• Can the learner pivot his/her wrist to draw curves?
Encourage learners whose skills are not yet well-developed to practise drawing lines and then simple
shapes� They can later put these together into more complex pictures� Point out any improvements and
encourage their efforts�
Extension
Learners whose drawing skills are better developed could be asked to produce both a 2D and a 3D
drawing of their design ideas�
Activity 6: Write a design brief and answer questions about animals’ shelters
LB page 50
Answers
1� Learners may provide any three of the following possible answers: If animals are not in the wild they
need a place where they can live safely and comfortably� They need protection from predators, bad
weather and illness� They need to be enclosed in a space so that they don’t wander off� They need a
place to hide away and rest�
2� Fresh, clean water and proper food
A comfortable place to live
To be safe and healthy
To feel safe and happy
To be able to do the kinds of things they would do in the wild�
3� a� Design and make new nesting boxes for Hoot and Toot to hide in and rest�
b� The boxes must be big enough for the owl to turn around in without touching its head; stand on
the ground; protect the birds from sun, wind and cold; be safe, comfortable and easy to clean�
c� The boxes must not cost a lot to make�
4� a� frame structure
b� wood and steel nails
c� The nesting box is shaped like a box� It has straight rectangular sides� It is big enough for the owl
to turn around inside without its head touching the top�
5� Give learners a time limit for their discussion� Invite each group to report back to the class about
their discussion�
28

Project: Design an animal shelter
Learners must be formally assessed and receive feedback on their performance� The marks are to be
recorded�
Teaching guidelines
• This project builds on the drawing and designing skills that were introduced in the Skills focus�
Learners are required to use the technological process, but they will not actually make an animal
shelter�
• Give learners a deadline by which they should have completed the project – it should take them one
week� They should plan and manage their time within the limits you set�
• As this is the first technology project of the year, it is structured to guide learners through the process
step-by-step� Read through the instructions with learners and make sure they understand what is
expected� Learners should work on their own, and should keep a record of all their research, design
ideas, initial drawings, feedback and improvements along the way� These must all be handed in with
their final design drawing�
Preparation
It would be helpful to gather information about and pictures of chicken coops to make available to
learners� Find useful websites that you can direct them to�
Assessment tool
LB page 51
Activity 7: Design a chicken coop and evaluate your design

1� a� The coop must keep the chickens safe from jackals/cats/predators/other animals/danger/bad
weather� (Any of these answers is acceptable�) (1)
b� It must be big enough for four chickens� (1)
c� It should be made out of these materials: planks of wood, chicken wire and corrugated iron� (2)
2� a� Shows evidence of having done research� (2)
b� Has at least two design ideas� (1)
Provides sketches, (1) with notes (1) to explain their design ideas (2)
3� a� Final design drawing
Allocate marks for drawing: Is it neat, (1), simple (1) and clear (1) ? (3)
Allocate marks for labels: Straight, neat lines (1) Clear labels (1) (2)
Allocate marks for extra notes: Neat and clear (1) Add useful information (1) (2)
b� Is there evidence that learners got feedback regarding their design? (2)
Is there evidence that learners improved their design? (1) (1)
4� Evaluate
Learners answer questions a� and b� (3)
5� Learners submit their research, design ideas, first design drawings and final, improved design draw-
ings to their teacher for marking� (3)
Total: 25
Support
You may need to make the time-frame for the project more flexible for learners who will need more
support� Learners with poor vision or poor fine motor co-ordination may prefer to dictate/describe their
design ideas verbally� Assessment should then focus on the creativity and clarity of their ideas rather than
on the drawing itself�
29

Topic revision
LB page 52
Technology language activity

Answers
1
D E 4
S I G N F
5
H R
2
E V A L U A T E
L M
T 3
S H E L L
E
R
Revision activity
Answers
1� kennel; barn; cage (3)
2� a� The web and the barn are examples of frame structures�
b� The weaver’s nest and the burrow are examples of shell structures� (2)
Total: 5
30

MEMORANDUM FOR TERM 1 TEST
LB page 53 – 54
LB Test Answers
1� A, B and D show living things� (2)
A Living things need food� (1)
B Living things reproduce� (1)
D Living things move� (1)
[5]
2 � a� roots – absorb water and mineral salts (1)
b� stems – keep the plant upright (1)
c� leaves – make food for the plant (1)
d� flowers – attract insects for reproduction (1)
e� seeds – grow into new plants (1)
[5]
3� a� The seedlings on the windowsill will grow best� They will get water, light, warmth and air� (2)
b� The seedlings under the bed will not get enough light� The seedlings in the fridge will not get
enough warmth and air� (2)
c� The leaves will dry up and the stems will get weak� OR They will die� (1)
[5]
4� a� Meerkats are found naturally in South Africa OR

Meerkats do not come from another country� (1)
b� Hot, dry areas like the Kalahari Desert (1)
c� The burrow protects them from the hot sun� It is a safe place to give birth to their babies� They
can hide from enemies, such as hawks, in the burrow� (3)
[5]
5� [8]
Structure Natural Human-made Frame structure Shell structure

Bird cage ✓ ✓
Nest ✓ ✓
Rabbit hutch ✓ ✓
Termite ✓ ✓
mound
6� a� metal wire, sometimes a plastic base (1)
b� mud or soil (1) [2]
TOTAL: 30/2 = 15 Total: 15
31

1
TERM 2
Strand Topics and time allocation Unit Learner’s

Book
pages
Matter and 6 Materials around us Unit 1: Solids, liquids and gases 56 – 57
materials and (12¼ hours) Unit 2: Change of state 58 – 65
structures
Unit 3: The water cycle 66 – 67
7 Solid materials Unit 1: Raw and manufactured 70 – 75

(7 hours) materials
Unit 2: Properties of materials 76 – 79
8 Strengthening materials Unit 1: Ways to strengthen materials 82 – 91
(7 hours)
9 Strong frame structures Unit 1: Struts and frame structures 94 – 98

(8¾ hours) Unit 2: Indigenous structures 99 – 105
TERM 2 ASSESSMENT
Formal assessment task Mark allocation Learner’s Book Teacher’s Guide

pages pages
Practical task: Investigate melting and 10 62 – 63 37
solidifying
Term 2 Exam 40 107 – 108 64
32

TOPIC 6: MATERIALS AROUND US
Topic overview
This topic explores the concept that substances occur in three different states: solids, liquids and gases�
The learners must be able to recognise these sates and investigate how substances change their state�
The properties of substances in the different states must also be introduced�
The learners may not yet be able to differentiate between the different phases of substances and what
defines them� For example, sugar and sand can be poured, so are they examples of solids or liquids?
Explain to the learners that they are solids because each individual grain holds its own shape, even though
as a collective, they act the same as a liquid and take the shape of a container� Clearly explain to the
learners what defines a solid and a liquid�
There may be misunderstandings about how a solid can become a liquid and a liquid can become
solid� Explain that this is possible but it requires an external influence, such as heating or freezing, to
change the state of a substance� The learners may ask you how solids can become solid again after they
have been melted, and if that happens, how to classify the substance, i�e� is it still a solid?
The learners may get confused about the nature of gases� Gases cannot be seen or felt, and most
cannot be smelled, so they remain somewhat of a mystery� In comparison, liquids and solids are more
tangible and more easily understood� Reiterate that gases are substances that have no shape but they take
up space� Gases will not stay in an open container as they move around freely�
• Materials such as wood; stone; plastic; fabric; cooking oil; juice, tea; water; air; cylinder of cooking
gas – per group
• Two saucers; a piece of cling film; water – per group
• Saucer; blocks of ice; beaker or glass; hot water; small pot or other heatproof container; sheet of
glass or plastic wrap – per group
• A square of chocolate; a cube of butter; small block of candle wax; three beakers or pans; Bunsen
burner or hot plate; thermometer – per group
• A thermometer; beaker or jar of cold water; beaker or jar of hot water – per group
• Video clips from the internet, such as www�bbc�co�uk/schools/scienceclips/ages/8_9/solid_liquids�
shtml http://www�bing�com/search?q=solid+liquids+and+gases+bbc+schools&FORM=AWRE - # –
per class�
Starting off
Teaching guidelines
• Give the learners guidelines for classifying liquids, solids and gases�
• Provide them with some examples� Try to bring examples of each to school to show them�
Activity 1: Find out what you know about solids, liquids and gases
LB page 55
Answers
2� Solids: kettle, teapot, cake, candles, cups, saucers, chips, sugar, jar, streamers, plates, jugs,
marshmallows, ice-cream cone, table, tablecloth
Liquids: water, juice, melted wax
Gases: air and helium in balloons
33

3� Learners may give their own differences between solids and liquids, such as a solid is hard and liquid
is runny� The scientifically correct differences given here are:
Solid Liquid
A substance that has a particular size and shape A substance that has a size and takes up space, but
does not have a fixed shape
The shape of a solid does not change easily The shape of water changes easily
A solid changes shape when force is used Liquid changes shape when it is poured; it flows
4� Answers from learners could include: you can see and feel liquid but you can’t see or feel a gas� The
scientifically correct differences given here are:
Liquid Gas
A substance that has a size and takes up space, but A substance that has no shape but takes up space
does not have a fixed shape
The shape of water changes easily You cannot see a gas
Liquid changes shape when it is poured; it flows A gas moves around freely
5� Yes, water can become ice�

6� Yes, water can become steam�
7� Solid ice melts to become liquid�
34

Unit 1: Solids, liquids and gases
Teaching guidelines
• Indicate to the learners that solids, liquids and gases are called states of substances�
• You can ask the learners to name substances that are solids, liquids and gases, and to name the
properties of each�
• Make sure the learners understand that when something is filled with air (for example, a balloon), the
air is a substance� The balloon is not filled with ‘nothing’�
• Activity 2 can be done as a class if you are short of materials for groups� The stone, plastic and fabric
can be passed around so that all the learners can feel it� Ask volunteers to pour the water and other
liquids�
Activity 2: Sort and describe solids, liquids and gases

LB page 57
Answers
3�
Material Is it a solid, a liquid or a gas? Describe the material
stone solid It is hard. It does not change shape when I squeeze it.
wood solid It is hard. It does not change shape when I squeeze it.
plastic solid It is hard. It does not change shape very much when I
squeeze it.
fabric solid It is soft. It changes shape when I squeeze it but it
goes back to its original shape when I let it go.
cooking oil liquid It flows.
It takes the shape of the container.
juice liquid It flows.
tea liquid It flows.
water liquid It flows.
air gas You can’t see it or smell it.
It can be contained.
cooking gas gas You can’t see it.
You can smell it.
It can be contained.
Support
The following rhyme may help the learners remember the three states:
Solid has shape,
Liquid takes one,
Gas has none.
Write the rhyme on the blackboard and ask the learners to recite it�
Extension
To demonstrate solid, liquid and gas phases, dissolve an effervescent powder such as Eno or a tablet such
as Corenza C in water� Ask the learners to state whether the tablet is liquid, solid or gas throughout the
demonstration�
35

Unit 2: Change of state
Teaching guidelines
• Explain to the learners that a change of state is when a substance changes from a solid to a liquid,
• from a liquid to a gas or from a gas to a liquid�
• You can show the learners how jelly is made� Jelly starts off as a solid (in powder form) and becomes
a liquid when hot water is added� The steam from the hot water is a gas� The jelly is then placed in
the fridge and becomes a solid again� Ask the learners what they predict will happen when the jelly is
placed in the freezer� Once the experiment is done, you can all eat the jelly�
Activity 3: Observe evaporation and condensation

LB page 59
Answers
4� a� No
b� The covered saucer has more water than the open saucer�
5� a� The water in the open saucer gained heat and evaporated to form water vapour�
b� In the covered saucer the water vapour cooled and condensed to form water droplets on the cling
film�
Activity 4: Investigate evaporation, condensing, freezing and melting using water
and ice
LB page 60
Answers
1� b� solid
c� cold
3� b� ice blocks melt
c� they gain heat
4� b� steam
c� The water in the kettle is heated� It evaporates to form water vapour�
5� b� Water droplets form on the plastic/glass�
c� The water vapour in the steam cools and condenses on the plastic or glass to form water droplets�
6� a� Make it very cold/put it in a freezer�
b� Solidifying or freezing� Note that not all substances have to freeze in order to solidify�
7� a� Ice melts when it gains heat and forms water�
b� Water evaporates when it gains heat and forms water vapour�
c� Water vapour condenses when it loses heat and forms water�
d� Water solidifies when it loses heat and forms ice�
36

FORMAL ASSESSMENT
Practical task: Investigate melting and solidifying
LB page 62
Teaching guidelines
• Closely supervise the lighting of the Bunsen burners and the melting of the solids to prevent learners
burning themselves�
• Make sure you observe all groups at some stage and offer guidance where needed�
• Each learner must hand in their own graph and written answers�
Assessment tool
Assess learners’ work using this marking scheme:
A� Table of results
Material Melting temperature Solidifying temperature
Chocolate 50 degrees C (1) Any temperature below 50 degrees C (1)
Butter 35 degrees C (1) Any temperature below 35 degrees C (1)
Candle wax 60 degrees C (1) Any temperature below 60 degrees C (1)
(6)
B� Graph
Graph heading: graph of melting points of different solids (1)
Labels on bars: Chocolate (1); Butter (1); Candle wax (1) (3)
Bars correct height: Chocolate (1); Butter (1); Candle wax (1) (3)
Correct width and spacing of bars (1)
C� Questions
1� Candle wax (1)
2� Butter (1)
3� a� yes (1)
b� ice (1); ice cream (1) (2)
4� Candle wax (1)
Total: 20
Some learners may struggle to measure temperature with the thermometer� Give these learners opportunities
to practise this skill, but ensure that other group members take the readings in the practical task�
37

Skills focus: Measure temperature
Teaching guidelines
• Measuring temperature is an important science process skill� It has every day applications�
• Explain that there are different kinds of thermometers that measure temperatures in different ranges�
We use a clinical thermometer to measure body temperature� It has a limited range of measurements,
usually up to 50 degrees C, and is not suitable for science experiments� Learners will use a scientific
thermometer which measures temperatures to above 100 degrees C�
• Explain how a thermometer works�
Activity 5: Practise reading temperature

LB page 65
Answers
1 to 2� Exact measurements will depend on how hot or cold the water is�
3� Learners should predict that the water temperature will be in between that of the hot water and the
cold water�
38

Unit 3: The water cycle
Teaching guidelines
• Ask learners to think of examples in nature of water in the liquid, solid and gaseous states� Explain
that changes of state occur in nature in the water cycle�
Activity 6: Identify changes of state in the water cycle

LB page 67
Answers
1� the Sun
2� b�
A – start of water cycle
B – evaporation
C – condensation
D – freezing
E – melting
3� It goes into the air as water vapour�
4� It forms clouds�
5� It falls to Earth as rain, snow, hail�
6� a� Water on the Earth’s surface evaporates and moves up into the air as water vapour�
b� The water vapour cools and condenses as it rises into the air�
c� Drops of water high in the air form clouds�
d� Drops of water fall to the Earth as rain�
e� Water in clouds freezes and falls to the Earth as snow or hail�
f� Rain, snow and hail bring water back to the Earth’s surface�
39

Topic revision
LB page 68

Answers
1� a� The states of substances are solid, liquid and gas�
b� Solids keep their shape�
c� Liquids take the shape of the container they are in�
d� Gases have no shape, but they take up space�
e� When we heat solids, they melt and become liquid�
f� When liquids are heated they evaporate to form gases�
g� When gases cool they condense to form liquids�
h� When liquids cool, they solidify and become solid�
Revision activity
Answers
1� A� liquid (1)
B� solid (1)
C� gas (1)
D� solid (1)
E� liquid (1)
2� a� Melting (1): solid chocolate heats up on a hot day and melts to become liquid� (1) (2)
b� Solidification (1): jelly becomes solid when it is cooled in the fridge� (1) (2)
c� Melting (1): the heat of the stove melts the butter in the pan� (1) (2)
3� a� condensing (1)
b� solidifying (1)
c� evaporation (1)
d� melting (1)
Total: 15
40

TOPIC 7: SOLID MATERIALS
Topic overview
In this topic, learners will be introduced to raw and manufactured materials� Learners will gain more
knowledge about where the different materials come from� They will learn about which raw materials
were used to manufacture glass, ceramics, plastics, paints, fabrics, paper and leather� They will explore
properties of materials used in daily life� In Unit 2 the properties of raw materials used to manufacture
these materials such as sand, clay, coal and oil, wood and fibre from plants and animal wool and hide
will be explored� Properties that will be investigated are hardness, flexibility, strength, weight and ability
to absorb� Learners are expected to read about how paper is made from plant fibres, and to describe the
properties of raw and manufactured materials
Encourage the learners to observe these materials and what they are used for in everyday life� The
learners will also learn to appreciate indigenous ways in which natural raw materials were used to solve
problems in the past� They will evaluate and compare objects made from different materials� The link
between Natural Sciences and Technology becomes clear because people’s needs and wants are reflected in
their use of different materials
Key concepts addressed
• Sand is used to make glass�
• Clay is used to make ceramics�
• Coal and oil are used to make plastics, paints and fabrics�
• Wood and fibre from plants are used to make paper�
• Glass, plastics and paper are also made from recycled waste glass, plastic and paper products�
• Animal wool and hide are used to make fabrics and leather�
• Raw and manufactured materials have certain properties�
• These properties can include being hard or soft, stiff or flexible, strong or weak, light or heavy,
waterproof or absorbent�
• Properties of materials tell us what they are like and how they behave�
The idea of natural and man-made materials could cause confusion� If something has been through a
manufacturing process, it is man-made and is called a manufactured material� This means that even if a
natural substance such as clay is used to make a pot, the pot is in fact man-made, or manufactured�
The word ‘raw materials’ does not mean materials that are not cooked� They simply mean the
materials used to make something else� Two slices of bread, which have been baked and are not raw dough
any more, can be a raw material when they are used to make a toasted sandwich�
Learners need to know the difference between sand and clay� To explain the difference, take a little
sand and a little clay and shake them up in water� The clay will make the water muddy and it will take a
long time before the mud settles at the bottom, because the particles are so small and light� Sand will not
discolour water that much and will settle much sooner at the bottom of the container� The particles are
bigger and heavier�
• Examples of raw and manufactured materials to examine the properties such as glass products;
leather; ceramics; fabrics; wooden items; plastic products – per group of learners�
The internet always gives a lot of information by simply providing a key word�
Pictures of leather objects, as an example, can be viewed on the websites of factories that make and
sell them�
41

Starting off
Teaching guidelines
• Bring the objects in the pictures on page 69 of the Learner’s Book and display them in class� Make
labels to put next to the objects, or make flashcards with the names of the objects�
• Let the learners read the flash cards to make sure they know the names of the objects�
Activity 1: Find out what you know about solid materials

LB page 69
Answers
1� a� glass bottle for keeping milk, cool drink, water, jam or canned fruit; leather jacket and shoes to
dress yourself; ceramic bowl or dish made of clay for keeping fruit; wooden spoon for stirring
porridge or stews; wooden cutting board to cut bread on; newspaper to read from or wrap
something in; paper cup to drink tea, coffee or cool drinks when not at home, or from take-away
restaurants; plastic toy to play with; plastic bucket to carry water; woollen jersey to wear when it
is cold; dishwashing cloths to dry dishes; pillows to put my head on when I sleep�
b� glass bottle: glass; leather jacket and shoes: leather; ceramic bowl: clay; wooden spoon: wood;
wooden cutting board: wood; newspaper: paper; paper cup: paper; plastic toy: plastic; plastic
bucket: plastic; woollen jersey: wool; dishwashing cloths: fabric, cotton; pillows: feathers, sponge,
foam
2� Hard objects: glass bottle, ceramic bowl, wooden spoon, wooden cutting board, plastic bucket,
plastic toy (depends what it is)
Soft objects: leather jacket and shoes, newspaper, paper cup, plastic toy, woollen jersey, dishwashing
cloths, pillows
3� wooden spoon; wooden cutting board; newspaper, woollen jersey, dishwashing cloths, pillows
4� glass bottle; ceramic bowl; wooden spoon; paper cup; plastic toy, depending on the shape; plastic
bucket
5� Toys are meant for children to play with� A glass toy is not safe because it can break, it is brittle�
Plastic cannot break easily, it is soft
Assessment
Discuss the answers with the class and get feedback from the learners�
42

Unit 1: Raw and manufactured materials
Teaching guidelines
• Introduce key words and let the learners practise the pronunciation�
• New concepts like fibres, fabric, leather, animal hide, can be shown using real examples� For example,
a leather shoe, different fabrics, slipper made of sheep’s wool�
• Explain the meaning of raw materials versus raw or uncooked food�
• Distinguish between sand and clay: see ‘common errors’�
• Bring examples of cloth that has been woven or a jersey that has been knitted, knitting wool and
needles, pattern for knitting, coal, wood�
• The learners can read the labels on their own school uniforms to see what they are made of�
• Explain the difference between coal and wood: coal is the remains of trees that lived millions of years
ago; wood is from trees that live now or lived recently� Plastic is made from coal�
• Explain and give examples of natural materials� Introduce the word ‘properties’ here� Discuss the
properties of clay and sand� Ask them whether they know what can be manufactured out of sand
and clay� They might know that clay can be used to make clay pots� They will perhaps give uses like
building with cement and sand, etc�
• Discuss the pictures of manufactured materials� Here you can put a glass bottle next to a container
with sand� Tell them that sand is used to make glass� Let them compare the properties of sand and
glass� They must understand the concept that manufactured materials can be different from the raw
materials used to make it� Put a card with labels on both: raw material on the sand, manufactured
material on the bottle� Keep this as an exhibition on the window-sill of your classroom to remind
them�
• Ask them what they think paper was made from� Take out a wooden block and put it next to
the paper� Ask: Do they look the same? How do they differ? Let them describe the properties of
both materials� Which one is the raw material? Which one is the manufactured material? Let them
understand that natural materials can be changed into manufactured materials�
• Why would people like to change raw materials? Let the learners come up with reasons� Put them all
together in one word: Needs: What are the objects in the pictures needed for?
• Sand is used to make glass�
• Examples of raw and manufactured materials to examine the properties such as glass products;
leather; ceramics; fabrics; wooden items; plastic products – per group of learners�
• For each group you need: four pairs of objects – a nail or pin; a stone; mud; clay; a clay brick; a
plastic bottle top; a metal bottle top; a wooden cutting board; a ceramic clay tile; a wooden ruler and
a plastic ruler, both the same length; a plastic container; paper cup; wooden ruler; stone sculpture;
cotton fabric; nylon fabric; a glass bottle; a ceramic pot�
43

Activity 2: Identify and classify materials
LB page 73
Answers
1�
Objects Sand Clay Coal or oil

1. Plastic spoon ✓
2. Glass vase ✓
3. Nylon nightdress ✓
4. Ceramic tile ✓
5. Plastic ball ✓
2� plastic ruler: could be made out of wood
plastic shopping bag: could be made out of fabrics like cotton, or woven grass
plastic bucket: could be made out of wood, leather or finely woven reeds
Assessment
Continuous assessment while learners read in groups or individually� Correct mistakes and let them repeat the
correct pronunciation�
Test reading with understanding in the written Activity 3�
Activity 3: Answer questions about fabrics and leather

LB page 74
Answers
1� It is a material made from the skins or hides from animals� The hides are hard and dry, but they are
changed into soft and flexible leather by tanning them�
2� a Small suitcase or briefcase; bag; hat; a man’s small bag or holder; boots; wallet; purse; lady’s ‘clutch’
purse; two belts; drum (any three)
b� cows, pigs, goats, sheep, crocodiles, ostriches, snakes, kangaroos, and any other relevant animal
c� Yes, some people do still hunt wild animals like buck for their meat� Many animals, like wild game,
cattle, ostriches, sheep and crocodiles, are also raised and kept in captivity to be sold for their meat
and the hides are then processed into leather products� Encourage the learners to express their own
opinions about this in their group discussions�
3� Sheep’s wool is sheared, spun into threads or yarn and used for knitting or weaving� It is used to make
knitting wool and fabric used to make warm clothes�
Assessment
The learners can mark and correct their own work, using the answers above as a memo� Teacher checks their
answers�
44

Activity 4: Answer questions about how paper is made
LB page 74
Answers
1� Trees are chopped down and cut into logs; bark is taken off by machines; logs are chipped into small
pieces�
2� Stems of trees
3� Wood fibres that have been cooked in big steam pots�
4� It is shredded into strips, soaked in water and added to the pulp in the paper-making process�
5� There are not enough forestry trees in the plantations; prevent pollution
Support
Ask the learners to bring pictures of raw materials and manufactured objects from home� Make a table
with two columns on the blackboard, one headed ‘Raw materials’ and one headed ‘Manufactured
products’� Each learner must place a picture in either of the columns�
Extension
Learners can create a fabric by weaving over and under threads spun across an old picture frame� They
can collect their own fibres from plant leaves and stems�
45

Unit 2: Properties of materials
Teaching guidelines
• New concepts like properties, and the properties addressed in this unit are introduced and real objects
can be used to demonstrate the properties�
• Read and discuss the text together with the pictures�
• Introduce the learners to testing for hardness� You can collect a few hard or soft materials and
demonstrate testing hardness by scratching it with objects of different hardness� You can test
hardness by using your fingers to dent or a finger nail to scratch� You can use objects such as a nail
file, a steel nail, a pin or a tooth pick� Use waste materials to test�
• Read the text and let the learners contextualize the content by asking them questions about the text�
• Refer to the Skills focus on a fair test in Topic 8, and apply the skill in the activity on hardness�
Activity 5: Compare the hardness of different materials

LB page 77
Answers
1�
Materials scratched Material that is easy to Material that is more
scratch or dent difficult to scratch or dent
stone and clay clay stone
clay, clay brick clay clay brick
plastic bottle top, metal bottle top both
wooden cutting board, ceramic clay tile wooden board ceramic clay tile
2�
Raw materials: clay, stone, wood Manufactured materials: clay brick, plastic bottle top, metal bottle
top, ceramic clay tile
3� Clay brick and ceramic tile are harder than the clay they are made of� They were fired� That made
them hard�
Clay is malleable; clay tile is brittle; clay brick is strong�
Activity 6: Compare the flexibility and stiffness of different materials

LB page 77
Answers
2� plastic; wooden
3� A short ruler is stiffer than a long ruler� It must be a fair test�
Test each pair of materials in the same way� Keep on reminding the learners about fair testing�
46

Activity 7: Examine the properties of raw and manufactured materials
LB page 78
Answers
2�
Object What material is Manufactured or Is it strong or Is it light or

this made from? raw material? weak? heavy?
plastic spoon plastic manufactured weak light

paper cup wood manufactured weak light
wooden ruler wood raw strong light
stone sculpture stone raw strong heavy
cotton fabric cotton fibres manufactured weak light
nylon fabric oil and coal manufactured strong light
glass bottle sand manufactured strong heavy
ceramic pot clay manufactured strong heavy
Activity 8: Describe properties of raw and manufactured solid materials

LB page 79
Answers
1�
Hard Soft Strong Weak Stiff Flexible Light Heavy Waterproof Absorbent
feather ✓ ✓ ✓ ✓ ✓
wooden spoon ✓ ✓ ✓ ✓ ✓
plastic spoon ✓ ✓ ✓ ✓ ✓
plastic bag ✓ ✓ ✓ ✓ ✓
paper bag ✓ ✓ ✓ ✓ ✓
clay brick ✓ ✓ ✓ ✓ ✓
glass marble ✓ ✓ ✓ ✓ ✓
rusk ✓ ✓ ✓ ✓ ✓
newspaper ✓ ✓ ✓ ✓ ✓
towel ✓ ✓ ✓ ✓ ✓
leather belt ✓ ✓ ✓ ✓ ✓
nylon sock ✓ ✓ ✓ ✓ ✓
2� A clay pot is brittle�

A broom stick is stiff
A glass marble is hard�
A pillow is soft�
A plastic ruler is flexible�
Tissue paper is weak�
A raincoat is waterproof�
A dish cloth is absorbent�
A rock is heavy�
A feather is light�
3� a� glass marble
47

b� clay brick,
c� plastic bag, plastic spoon, nylon sock
d� wood, paper bag, rusk, newspaper, towel
e� feather, leather belt
Assessment
Check the learners’ answers and provide them with feedback�
Support
Talk through the activity and tell the learners what you expect from them� You can do this slowly,
discuss one object at a time� It will help if the learners handle the real objects�
Extension
While oil is becoming scarcer and more expensive, all the by-products of oil are also becoming more
expensive and scarce� One of these by-products is plastic materials� Industries that use natural fibres
produced by forestry companies like SAPPI are making materials to substitute plastic materials� The
learners can do research and obtain information from SAPPI� They can also research all the by-products
of the oil refinery industries�
48

Topic revision
LB page 80

Answers
1� c
2� e
3� d
4� a
5� b
Revision activity
Answers
1� Describe the raw material of each:
a� clay
b� hard and stiff animal hide is tanned into a soft, flexible leather (2)
2� Glass is made from sand that is heated until it melts� (1)
3� Any 5 correct answers (5)
✓ Glass Clay Plastics
a. flexible ✓
b. brittle ✓ ✓
c. becomes hard when baked ✓
d. waterproof ✓ ✓
e. soft ✓
4� a� wooden walking stick, glass jug, floor tile, plastic knitting needle (any one of these) (1)
b� wool slippers, a pillow, knitting wool plastic bag (any two of these) (2)
c� walking stick, floor tile, knitting needles (any two of these) (2)
d� knitting wool, plastic bag, pillow (any two of these) (2)
Total: 15
49

TOPIC 8: STRENGTHENING MATERIALS
Topic overview
This topic deals mostly with strengthening of materials, doing fair tests and drawing a bar graph, using
their results�
Various ways of strengthening paper will be practically done by learners and tested�
The learners will learn about fair tests and do practical activities in which they practise fair tests�
Learners will be assisted to record their test results by drawing bar graphs�
Key concepts
There are different ways to strengthen materials, such as paper to build strong structures�
We can fold paper into hollow pillars, which are circular, triangular and square�
We can roll paper into long, thin tubes to make struts�
Learners must be able to distinguish between hollow pillars and struts, which are long, thin tubes�
• Paper: A4 paper sheets, can be waste paper printed on both sides, cut in half to make 3 sheets of A5
paper
• Wooden dowels (300 mm x 10 mm) or sticks – 1 per pair of learners
• Sticky tape – 1 small roll per pair of learners
• Paper fasteners to make struts – 10 per pair of learners
• Four empty jelly boxes; two pencils
Starting off
Teaching guidelines
The pictures show ways in which traditional homes were built� They are built in different shapes� Let the
learners identify the shapes they know and think of other structures or objects having the same shapes�
Learners might come up with the cone shaped roof of the rondavel, which you could add to the list�
They might think of an ice-cream cone, and cone-shaped party hats, red cones to mark areas on roads�
You can challenge them to draw the roof of the square house or fold a sheet of paper to make the shape
of the roof�
Activity 1: Find out what you know about the shape of strong structures
LB page 81
Answers
1� round or circular
2� square or rectangular
3� triangular
4� cement dam, silo, lamp post, a water tank, a bottle, a pot for cooking, strengthening roll inside
kitchen paper
5� rooms in a house, boxes for packaging, boxes for cereals, milk cartons, square pillars
6� pencil, pen, inner part of a cotton reel, cool drink straw, water pipe
7� Structures include or protect something, carry something, hold something up� Keep parts together�
50

Unit 1: Ways to strengthen materials
Teaching guidelines
• Explain to the learners why we need to strengthen or reinforce some materials�
• You can show the learners models of strengthening components and how they provide support when
they are folded� Use paper to test and make models of circular, square and rectangular hollow pillars�
• Explain that pillars must be able to carry heavy loads and that they will compare the strength of each
kind of pillar�
• Explain the concept of a fair test to the learners, use the Skills focus on page 86 of the Learner’s
Book to assist you�
• New concepts like folding, tubing, strut and hollow pillars and their meanings must be explained�
Real objects can be used to demonstrate the shapes used in everyday life�
• Read and discuss the text together with the pictures� Learners should understand why materials must
be strong�
Activity 2: Strengthen by folding

LB page 83
Answers
4� Sheet A is stiff� Sheet B is flexible
5� Sheet B is easier to bend�
6� Yes�
Activity 3: Create hollow pillars

LB page 84
Discuss the folding of paper into hollow pillars in Activity 3� Hint: If learners find it difficult to fold the
paper into pillars, you can use the rolled carton inside a lunch wrap box for circular pillars, use the box
for the square pillar� The triangular pillar can be made by overlapping one of the sides of another square
pillar� In this way the pillars will be more or less the same size� Cut A4 sheets in half to get A5 paper�
Learners use sticky tape to keep the pillars in shape�
Support
Pay special attention to learners with physical disabilities� Let them work in pairs so that learners can help
each other� If learners find it difficult to roll and stick the paper, use a damp cloth and wipe the paper
before rolling it� Dry the struts in the sunlight�
Extension
Learners could conduct tests to compare different circular pillars by making pillars with bigger or smaller
bases� (Bigger and smaller rolls�)
51

Skills focus: Carry out a fair test
Teaching guidelines
• Explain new concepts regarding fair tests, like factors, control, experiment and interpret�
• Read through the text where the key words are explained in the context of a fair test�
• Let the learners come up with fair tests they can do on their level� For example, does the wearing
of soccer boots help to kick a soccer ball further? Let them discuss and identify factors that will
influence the results� What will be the control and what will be the experiment? How will they
interpret the results?
• Use the folded paper they made in Activity 2 to do this fair test�
• Look at the pictures and let the learners put up their own fair test� Work in groups�
• Draw their attention to the factors playing a role, and point out how they must keep all factors the
same in the control, and test one factor in the experiment� Let them write down their conclusion�
Activity 4: How to do a fair test

LB page 86
Answers
3� Learners can write down how many pencils the folded paper can carry, while the sheet of paper could
not carry any pencils�
4� a� We found out that a sheet of folded paper is stronger than a single sheet of paper�
b� We kept all the factors the same in the control, and only changed the shape of the paper in the
experiment�
52

Practical task: Test and compare the strength of hollow pillars
Activity 5: Test the strength of hollow pillars
LB page 87
Teaching guidelines
1� Learners use the hollow pillars they made in Activity 3�
2� The learners should set up the experiment as shown on page 87 of the Learner’s Book� (3)
a� and b� They test the strength of the pillars by piling similar textbooks on to them until they
collapse� (4)
(2 marks per testing of pillar)
c� They record their results in a table similar to that in the Learner’s Book� (3)
Circular pillar Square pillar Triangular pillar

Number of textbooks supported by pillars
3� They have to write down how they interpret the results, by completing the sentences below�
a� The _________ supported the heavier load� (1)
b� _________ pillars are stronger than _________ � (1)
4� All the factors that could have affected the results of the experiment were kept constant throughout�
A control was also included to control for any variables� (3)
Total: 15
53

Skills focus: Draw a bar graph
LB page 88
Preparation
Make sure learners have rulers and can measure in centimetres� You could give a page of graphpaper or a
page ruled in blocks to each learner.
Teaching guidelines
• Explain a bar graph to the learners�
• Remind them of all the tables they have drawn for recording findings� Tell them that we can also draw
• a graph or a picture to show this information�
• Let them study the information in the table�
• Compare the table with the information on the bar graph�
• Point out the axes and what each column represents�
• Let the learners draw the bar graph step by step in their workbooks�
• Ask them what they think about the different ways of showing results� Ask them to suggest why
• people use bar graphs�
• Tell them we can use a bar graph to compare different things easily at one glance�
Activity 6: Record results in a bar graph

LB page 89
• This activity must be done after learners have conducted the practical task in Activity 5
• Learners must use the results they have tabulated in the practical task�
• Assist the learners while they follow the instructions in the Learner’s Book step by step�
Activity 7: How to make paper struts

LB page 90
The learners work through the four steps in the Learner’s Book to practise making struts�
Support
Encourage learners to use both hands when they are conducting the tests� Support the learners who
experience problems with small motor skills in handling equipment when folding� Allow slower learners
more time to complete practical activities�
54

Topic revision
LB page 92

Answers
1� c
2� a
3� d
4� b
Answers
1� e
2� c
3� a
4� f
5� b
6� d
Revision activity
Answers
1� dam, water tank, silo, rondavel (any one) (1)
2� A circular shape is a strong shape� (1)
3� house, rooms in a house, pillars upholding structures (any one) (1)
4� The roof of a rectangular house is an overturned triangular pillar� (1)
5� a� Paper in both control and experiment must be the same thickness; the load must be the same
pencil� (2)
b� No, in a fair test all the factors except one must be kept the same� (4)
Total: 10
55

TOPIC 9: STRONG FRAME STRUCTURES
Topic overview
This topic is taking the concept of strengthening further, from strengthening materials to using the
strengthened materials to build strong structures� In Unit 1 learners will join the struts they made in Topic
8 into triangular and square shapes to discover that triangles are strong, stable structures� Learners will
identify, look at pictures of and explore such strong frame structures like roof trusses, bridges, cranes,
pylons, and skeletons� In a project learners will design, make and evaluate their own model of a strong
structure, using the struts they have made in Topic 8� In Unit 2 learners will explore how indigenous
traditional homes such as a Zulu hut, Xhosa rondavel and Nama matjieshuis were made using a
framework of struts to make them strong� Branches from trees were used as struts and other raw materials
from the area where they lived, were used to cover the frameworks�
Learners should be able to distinguish between a solution which is a mixture of salt and water, and a
solution to a problem�
• Pictures of frame structures; paper; wooden dowels (30cm x 10mm) or sticks; sticky tape; paper struts
• The struts you made in Activity 7, Topic 8; split pins or other paper fasteners
• 4 identical paper struts 20 cm long, same as in A; 4 identical paper struts of 10 cm long; 12 identical
split pins or other paper fasteners, same as in A; scissors; ruler
• 4 identical paper struts; 4 identical split pins or other paper fasteners; scissors; ruler
Starting off
Teaching guidelines
• Refer to what the learners did in Topic 8� Remind them about the pillars and struts they made�
• The picture is about a structure that was made by joining struts�
• Let them look at the picture and perhaps ask them where they have seen such a structure
Activity 1: Find out what you know about structures

LB page 93
Answers
1� In the picture we see a high structure, called a pylon�
2� The pylon is built of many struts that are joined to be strong�
3� Pylons must be high so that they are out of reach of people who could be killed if they touched the
wires�
4� Pylons carry many electric wires�
5� More than 50 on one pylon
6� Learners can come up with their own ideas such as: to keep the structure together, make it strong,
and many more�
56

Unit 1: Struts and frame structures
Teaching guidelines
• Introduce learners to the key words� Some of them they have learned about before, but the concept
of triangulation might be new to them� Refer to the picture in Activity 1 and point at the struts in the
frame structure, and the triangles they have counted�
• Revise the functions of frame structures, and consolidate their answers�
• Read the text and let them observe the struts in the pictures of the frame structures� Let them
identify the triangles in the structure and let them use the word triangulation in sentences about these
structures� Let them do Activity 2 in writing�
• Read the text about the frame structure in our bodies� Integrate with Life and Living� Explain that
the joints in our bodies must enable us to bend certain long struts or limbs� The joints of a chair must
be such that they do not allow bending, otherwise we will fall! The chair must be strong at its joints�
Struts are used to make the chair stable and strong at its joints� The struts are joined in the form of
a square� Let them look at the pictures of the skeleton and the chair� They must identify the struts
keeping the legs of the chair together�
• In Activity 4 learners are going to explore ways to join struts to make a strong structure using
triangular and square shapes� They will compare the strength of both structures and then use struts
to strengthen unstable square structures�
• Let them work in groups and follow the instructions step by step�
• In Activity 5 the learners will use triangles to strengthen squares, just like the squares that hold the
legs of a pylon together are triangulated� The pylon is much higher than the chair, so the square
should be strengthened by triangulation� Follow the steps for this activity and let them record their
findings and write their conclusions in a table�
Activity 2: Look at struts in strong, stable structures

LB page 95
Answers
1� a� Structure A holds up the roof of a building and gives a certain shape to it�
b� It has the shape of a triangle�
c� Triangles are strong and stable�
d� The roof must be strong to withstand storms and strong winds�
2� a� Structure B bridges a gap�
b� It is strengthened with struts that form triangles�
c� Bridges must be strong because they carry the load of many cars and trucks passing over them�
3� a� cement, bricks, concrete
b� They use big and strong cranes to lift the heavy building materials to the top of the stadium�
c� The materials they lift and put in place are very big and heavy�
d� The cranes are strengthened by struts that form triangles� This is called triangulation�
Activity 3: Identify and compare struts and joints in the human body and in a chair
LB page 95
Answers
1� Legs and arms are struts�
2� They are joined at our knees and elbows�
3� Chairs are joined at the corners� Their legs do not have joints�
4� The person sitting on the chair can bend his leg� The chair is also bent at its joint, but there are struts
between the legs to prevent the legs from moving apart from each other�
5� Without the struts, the legs can split open or fold to the inside and collapse, with the person sitting on
it falling to the floor� The struts are joined in the form of a square�
57

Activity 4: Explore ways to join struts to make a strong structure using triangular
and square shapes
LB page 96
Answers
7� The sides of the square structure split open when pushed, while the other two sides moved closer to
each other� The sides of the triangle stayed strong and stable�
8� A triangular shape is stronger than a square shape�
Activity 5: Investigate how struts can change unstable squares into stable
triangles
LB page 97
Answers
Frame structure A
4� The corner joints split open at opposite corners, and move closer together at the other two corners�
Frame structure B
5� Nothing happens at the corner joints�
7�
Structure A Structure B
Sides of frame split open at two corner joints ✓
Sides of frame moved closer together at two corner joints ✓
Corner joints stay stable and strong ✓
Frame is stable ✓
Frame is unstable ✓
8� Triangular struts prevent the sides of a structure from splitting open at a corner joint� They also pre-
vent two sides of a structure from moving closer together at the corner joints�
Support
Learners with physical disabilities should be assisted by peers in the group to make all the structures on
which the knowledge is based�
58

Unit 2: Indigenous structures
Teaching guidelines
• Ask learners to describe their homes� If the answers are too general, lead the discussion towards the
materials from which the homes are built�
• Introduce the key words ‘traditional’ and ‘indigenous’, and their meanings and read the text about
traditional houses and indigenous materials�
• Let them look at the map of the world and identify South Africa on the map�
• Take them on an imaginary tour around the world to the indigenous people of other parts of the
world and read about their traditional homes�
• Discuss these houses and give extra information as in the memo below�
• Ask the learners to answer the questions in Activity 6 in writing�
• Read the text about different shapes of traditional houses as they are used all over the world� Let the
learners identify the different shapes in the pictures� Integrate with maths�
• Remind the learners of what they have learned about hollow pillars and strong shapes� You can make
drawings of the different shapes on the board, or collect some food containers like circular plastic
bottles or empty milk cartons� Cut a plastic bottle in half to form an arch shape, or use an old ball,
cut in half, to show a bee-hive shape� Experiment with different materials and shapes to make models
of the houses in the pictures� For example, roll paper into a cone shape� Ask learners to make their
own models to demonstrate houses with different shapes� Make roof structures from sticks and cover
with grass and many more�
• Groups of learners can study one of the indigenous traditional homes and present it to the rest of the
class� The presentation must include pictures they have drawn, photos they have taken, and models
they have made of the house�
Activity 6: Explore indigenous homes from all over the world

LB page 100
Answers
1� The house is covered with mats� The mats are made of grass they get from the grasslands� Inside
should be a structure giving the beehive shape� Maybe it is made of flexible branches of trees�
2� Stilt houses are houses raised on poles over the surface of the ground or a body of water� Stilt houses
are built primarily as a protection against flooding, but can also serve to keep out mice and rats� The
shady space under the house can be used for work or storage�
3� The areas where these people live have abundant trees� Little clay or stone reserves are available, so
their houses are constructed from wood and bamboo instead.
4� Bedouin people are desert-dwelling� They herd camels and goats which provide the best materials for
their tents�
5� It is called an igloo�
6� The ice they used to construct their homes was cut from hardened or compacted snow� They were
also able to cut ice from frozen lakes� Additional information can be provided at your own discretion:
Snow is used to build these houses because the air pockets trapped in it make it a good insulator�
On the outside, temperatures may be as low as -45°C, but on the inside the temperature may range
from -7°C to 16°C when warmed by body heat alone�
7� Mixed forest, which includes lots of trees, bushes, shrubs, orchards, etc�
8� They had plenty of clay to cover the outside of their houses�
59

Activity 7: Compare indigenous structures to modern houses
LB page 103
Answers
a to b�
Indigenous structure The house I live in

Uguqa or Zulu beehive shaped hut: Roof and walls Walls of fired clay bricks; roof of ceramic tiles, roof
a framework of flexible young trees in the form of an trusses in triangular shape;
arch, covered with grass mats, tied with grass ropes.
Xhosa rondavel: The roof is covered with thatch sewn This will differ from learner to learner.
to the poles with grass ropes. It is sewn from the bottom
working towards the top; they have round walls and
thatched roofs; sticking poles or pillars into the ground.
Planks or laths are attached to the poles, like struts in a
framework. Rocks are inserted between the laths. The
whole structure is covered with a mixture of clay and
cattle dung. These walls are decorated with paint.
Nama Matjieshuis: No separate roof or walls, branches,
mainly from tamarisk trees. The bent branches are tied
together to form a dome or arch shape. More branches
are used as struts to strengthen the framework. The
women harvest reeds. They dry the reeds in the Sun,
cut them to the correct length and weave them into
mats. Finally, they drape and fasten the mats over the
framework.
c� The same: It is a safe place to live in�
Extension
Learners can make models of the different kinds of indigenous traditional houses�
60

Practical task: Design, make and evaluate a strong structure
LB page 104
Teaching guidelines
• Learners need to know and follow the technological process in this activity�
• Discuss the key words related to the technological process�
• Point out the safety rules they must practise while working on this task�
• Prepare the classroom to allow learners to work in small groups, about 5 per group�
• Make sure learners have made enough tubular struts and that there are enough suitable paper
fasteners and one small roll of sticky tape per group�
• Read the text and look at the pictures� Discuss the situation and possible solutions with the learners:
Floods and a solution to the problem� Link it to the house built on stilts in Activity 6� What about
building a strong structure or platform on which people can build their informal house? Learners are
not expected to build the house, only the structure to lift the floor of the house higher than the water�
The platform or floor for the house can be made from struts�
• Read through the steps the learners should follow to make their platform�
• Learners are expected to design, make and evaluate the solution to the problem�
• Learners are expected to stay within the specifications and constraints given to them� Make sure they
understand the specifications�
• Learners can also use a box with a layer of sand to make their structure stand in� A structure which is
standing upright will be better for the learners to work with� Show the learners how to do this�
• Learners should be given sufficient time to manufacture their products� Once again, time permitting,
you can decide whether the learners should be given time to assemble a rough model of their
solution� This entails no decorations and refinement, just a smaller version of what the final product
will look like�
• Sometimes it is better to start building the actual product, as learners tend to go through a trial-and-
error phase during the manufacturing process regardless of whether they made a model first or not�
• You SHOULD NOT try to save time by asking learners to manufacture their products at home�
These products tend to be made by parents�
• Evaluation of the product unfortunately tends to be rushed or left out� It is very important that the
teacher explains to learners the importance of the evaluation process� This is where learners can learn
from their mistakes� They get the opportunity to provide positive criticism and relevant feedback�
Assessment
• Learners should put all the written/sketch work they completed in this section together in one learner
portfolio, which should accompany the final product� Assessment of the learner portfolio is at your
discretion�
1� Design possible solutions (6 marks: 2 marks per idea)
2� Choose the best idea (6 marks: 3 marks for the drawing and labels; 3 marks for extra notes to explain
the idea)
3� Plan to make the structure� (10 marks: 5 marks for the completion of the plan in writing; 5 marks for
how the group work together on this plan) The teacher can visit 8 groups during half an hour and
give a mark out of 5�
4� Evaluate your model of the tower structure� (3 marks for the completion of this form)
Use the form below to evaluate your structure and how well you worked�
61

Yes / no
1. Can our structure stay put when we try to push it from the top?
2. Can it carry a tin of condensed milk?
3. Does it collapse towards the inside?
4. Did we finish in time?
5. Did we follow all the specifications?
6. Have we followed our plan?
7. What should we do differently next time?
Total: 15
Support
Ask learners to complete other learners’ Section C of the evaluation process� This can provide another
point of view about the learner’s product�
Extension
Organise a show-and-tell evening where learners present their product solutions and learner portfolios�
Parents can visit the classroom and have a look at their children’s work�
62

Topic revision
LB page 106
Revision activity
Answers
1� A: Pillars
B: Struts
C: Triangulation (3)
2�
People Materials used to build their Houses they built
houses
Inuit people from Alaska ice blocks igloo
Zulu people from KwaZulu-Natal young trees and grass mats beehive hut
Nama people tamarisk branches, mats made of matjieshuis

reeds.
Xhosa poles, stone, thatch rondavel
Bedouin people from the Sahara Desert woven camel and goat hair tents
(5)
3� Wattle refers to flexible wooden twigs or strips woven into a lattice, called wattle� These lattices or
panels are then tied to a framework of poles or struts�
This frame structure is then covered with a sticky material, called daub� Daub is a mixture of wet soil,
clay, sand, animal dung and straw� (4)
4� a� Struts are joined in such a way that it forms a triangle� This is done to strengthen a structure,
because a triangle is a strong and stable structure� (1)
b� Pylons, bridges, towers, cranes (any two of these)� (2)
Total: 15
63

MEMORANDUM FOR TERM 2 EXAM
1� Learners draw a Venn diagram (5)
2� a� water (1)
b� condensation (1)
c� less (1) Water evaporated from the beaker (1) to form water vapour so there was less liquid water
in the beaker� (1) (3)
3� a� Liquid (1)
b� Solid (1)
c� It lost heat in the freezer� (1)
d� Solidification (1)
e� The milk was a liquid and liquids can flow� (1)
4� a� dish cloth, towel, newspaper, leather belt (any two) (2)
b� glass jug, gum boots, plastic plate (any one) (1)
c� dish cloth, towel, newspaper (any two) (2)
d� glass jug, clay pot (2)
5� The object can be scratched or dented easily� (1)
6� You can fold it in a square, circular or triangular hollow pillar� (2)
7� a� sand (1)
b� clay brick, clay pot (1)
c� It is fired, baked in a very hot oven or kiln� (1)
d� A glass jug is brittle and will break easily if dropped; a plastic jug is not brittle and will not break
easily if it is dropped� (2)
e� A fabric is made from threads or fibres that are woven into a sheet of material�
You weave fibres into a fabric, for example wool fabric for making a jacket, or silk fabric
to make a blouse, nylon fabric is made from fibres made of the raw material called
crude oil� (2)
8� Simple labelled drawings� If you press on the sides of the square, the sides split open or move
closer to each other� A triangle is more stable than a square: if you press on it, it stays stable� (3)
9� a� chicken coop (1)
b� human-made (1)
c� wood and wire mesh or wire fencing or chicken wire (1)
d� frame structure (1)
e� Give learners marks for sentences that show that they have studied the picture� (1)
Exact measurements are not necessary� This is an example: The chicken coop is a
triangular shape�
It is about 3 metres long and about a metre high� It has a closed wooden house
at one end�
TOTAL: 40
64 Term 3

TERM 3
Strand Topics and time Unit Learner’s
allocation Book
pages
Energy and 10 Energy and energy Unit 1: Energy for life 110 – 113
change and transfer Unit 2: Energy from the Sun 114 – 115
systems and (10 hours)
control
11 Energy around us Unit 1: Energy can be stored and transferred 118 – 121
(10 hours) Unit 2: Input and output of energy 122 – 125
12 Movement and energy in Unit 1: Movement and musical instruments 128 – 135
a system
(10 hours)
13 Energy and sound Unit 1: Vibrations and sound 138 – 143
(14 hours) Unit 2: Making sounds 144 – 147
Unit 3: Noise pollution 148 – 149
TERM 3 ASSESSMENT
Formal assessment task Mark allocation Learner’s Book Teacher’s Guide

pages pages
Practical task: Design and make a musical 15 134 – 135 85
instrument
Term 3 Test 15 151 – 152 95
65

TOPIC 10: ENERGY AND ENERGY TRANSFER
Topic overview
In this topic, learners find out about energy – what we need it for and where we get energy from� Energy
can be thought of as the capacity to make something happen, move or change� The focus in this unit is on
what our bodies need energy to do (rather than the energy we need for cooking, lighting, etc�)� They learn
how the energy from the Sun is transferred to our food through food chains�
• We use energy for everything we do�
• We get our energy from the food we eat�
• Energy in our food comes from the Sun�
• Energy is transferred from the Sun to plants and from plants to animals in a sequence called the
energy chain�
Skills introduced or practised
• Accessing and recalling information
• Making observations
• Comparing – noting similarities and differences between things
• Sorting and classifying
• Predicting
• Doing an investigation
• Recording information
• Interpreting information
• Communicating
• Identifying things that people and animals do that require energy�
Energy in our bodies can be a difficult concept for learners to understand� It can help to talk about the
difference in how we feel when are tired, and when we feel ‘full of energy’ and can run, jump and play�
Also point out that although we may not see energy, we see the effects of energy� For example, we see a
ball moving when we kick it, we can see changes in things that we make and we are aware of energy from
the Sun as light and heat�
Learners may find it difficult to understand that energy is not ‘used up’, but it changes as it is
transferred through food chains� For example, some of the energy transferred goes into our surroundings
and may not be used again, such as the heat energy that our bodies give out when we exercise and sound
energy produced when we sing� But the energy stored in the bodies of dead plants and animals can be
used by the soil organisms that depend on them for food� This also relates to the concept of the world as a
set of related systems (one of the general aims of CAPS)�
For the practical activity each group will need:
• 4 bean seeds (the beans must be soaked in water overnight)
• 2 jam jars
• 2 pieces of cardboard – can be cut out from a cardboard box, a bit longer than the jam jars and wide
enough to go around the inside of the jars (you could also use sheets of newspaper)
• Some water
• Pictures and examples of different types of food, plants and animals that can be used in food chains
(some are provided in the Learner’s Book)
• There are some useful video clips relating to energy chains on the internet� For example here is a link
to a site that has a video game in which children make their own food chains:
http://www�ecokids�ca/pub/eco_info/topics/frogs/chain_reaction/index�cfm
66

Starting off
Teaching guidelines
• Use this activity to help learners to recall what they already know about living things and energy�
For example in Grade 4 Term 1 they learnt about life processes and what living things need to grow�
Facilitate a class discussion to help learners relate what they learnt to their own bodies, and where
they get the energy they need from�
Activity 1: Find out what you know about living things and energy
LB page 109
Answers
1� feeding, growing, reproducing, breathing, excreting, sensing, moving
2� If living things get no food they die�
3� a� Accept any reasonable answer; examples include playing football, running, making something,
school work�
b� food
c� food, the Sun� (As plants get energy from the food they make, the energy they need to make food
comes from the Sun�)
67

Unit 1: Energy for life
Teaching guidelines
Begin the unit by helping learners to understand what energy is, by thinking about different uses of
energy� Remind learners that even at rest, their hearts are beating, their lungs are moving – simply staying
alive requires energy�
For their food survey in Activity 3, ask learners to interview learners from another grade at school, or
people from their home environment� When they research the meanings of the words herbivore, carnivore
and omnivore they could begin by looking up the meaning of the words in a dictionary, and then finding
out more about them using the internet or other books in a library�
When discussing what type of food people eat, it is important to appreciate diversity and be sensitive
to cultural preferences, so that learners do not feel criticised or judged because of the type of food they
eat�
Activity 2: Identify uses of energy

LB page 110
Answers
2� Picture 1 – b This man is using energy to travel in a canoe�
Picture 2 – d Riding a bicycle uses energy�
Picture 3 – a We need energy to play music� Listening to music also uses energy�
Picture 4 – c Sleeping animals use energy�
3� Allow any reasonable answer, for example canoeing�
4� sleep
5� Breathing, growing and if you are sick, your body heals when you are asleep� Note: Learners might
not suggest the last two, so you can mention them if they do not�
6� Accept anything that has not yet been mentioned� For example, they may include any of the life pro-
cesses as well as activities, such as running, playing�
7� No, there is nothing we can do without energy�
8� The learners have a general discussion about their answers�
Activity 3: Do a food survey

LB page 111
Answers
1� b� Check learners’ tables to ensure they have listed the food in the correct columns (food from
plants or animals)� Note that some types of food we eat contain both plant and animal food, e�g�
a hamburger can contain both minced meat and onion and garlic�
2� a� A herbivore is an animal that only eats plants�
b� A carnivore is an animal that only eats animals�
c� An omnivore is an animal that eats plants and animals�
3� Ensure the learners have correctly described the person as herbivore, omnivore or carnivore in the
first column of the table�
4� The learners must say which type they think they are�
Activity 4: Identify the source of energy in our food

LB page 112
Answers
2� Plants shown in the picture: grass, trees, maize, cabbages, tomatoes� Of these, maize, cabbages, toma-
toes provide food for people� If learners also say grass, allow this as the cow provides food for people
and the cow is eating the grass�
68

3� a� to make their food
b� the Sun
c� grass or plants
d� the Sun
Topic 10, Unit 1 69

Practical task: Find out which parts of a seedling need sunlight
to grow
LB page 113
Teaching guidelines
Learners can do this activity on their own or in pairs� Ask learners in advance to collect empty jam jars
(washed) and cardboard from home�
Link the findings of this activity to any similar investigations done in Life and Living� The focus here
is on the fact that plants use stored energy in their seed to germinate� Later, the parts of the seedling that
grow above ground (green leaves and stem) have the ability to use energy from the sun to make food� If
seedlings that have developed leaves do not get light, they will die� They cannot make enough food to keep
growing and they have used up all their stored food in the seed�
Set up a jam jar with a cardboard roll inside it yourself to show learners� You need to make sure that
the bean seeds can be positioned about two-thirds of the way down the jar, between the glass and the
cardboard� This works better with straight jars, with broad-tops, rather than curved jars with small tops�
Identify suitable places (e�g� a window sill or tables positioned near a window and an empty
cupboard) where the learners can put their jars for a couple of weeks, or until the seedlings develop leaves�
Encourage learners to check their jars every day to make sure the cardboard stays damp and there is
a little water in the jar�
Remember that due to genetic variation in plants some seeds may not germinate, and some seedlings
may not grow as fast as others� Therefore, if some seeds do not grow, even though they have been given
adequate water, discuss this with learners� This is one reason why we suggest two seeds are given for each
jar (in case one does not grow)� If some learners’ seeds do not grow, allow them to try with other seeds, or
ask another group to give them one of their germinating seeds�
Assessment tool
Checklist
Suggested mark allocations
1. The learner/pair took care of their seedlings and 0 (plant died due to neglect)
did not let them dry out 1 (plant grew)
2. The learner/pair clearly recorded changes in the 0 (nothing recorded in table)

appearance of the beans in each jar, gave a date for 2 (changes recorded, but not clearly or some information
each record missing, e.g. no date for some records)
3 (records made clearly, with dates)
4 (records made clearly, with dates, and measurements
of part of the seedling made and recorded)
3. The learner/pair was able to compare the 5 (take marks off if facts are incorrect or reasons given
differences between the seedlings grown (a) in the were not reasonable).
light and (b) in the dark. And give reasons for the
similarities/differences.
Highest score 10
70

Unit 2: Energy from the Sun
Teaching guidelines
• This unit is about how we depend on energy from the Sun for all our food� Encourage learners to
think about the variety of plants and animals that they see around them, including insects and other
small animals�
• Remind them of the plants and animals they learned about in the Life and Living strand� Make links
with what they learned about habitats, for example habitats are places where plants and animals find
food�
Activity 5: Draw and write about energy transfer

LB page 115
Answers
1� Correct order for the pictures is: C) sun; A) apple tree; B) child eating an apple�
2� Light energy from the Sun is used by the apple tree to make its own food�
A child eats the apple� Energy in the apple goes to the child’s body�
3� Check the learners’ drawings to ensure one energy chain is for a herbivore and one is for a carnivore�
4� Ensure the learners’ paragraph includes the words ‘light energy’ and ‘food’�
5� no
6� no
Support
Ask learners to draw pictures of the plants and animals they see around them, for example, in the school
grounds or on the way to school, including small animals, like insects� They can also cut out pictures of
plants and animals from magazines� Learners put the pictures on the wall� Learners group the pictures
and make links between them based on what the animals eat� If they do not know what an animal eats,
encourage them to do some research in the library or the Internet, or make their own observations
to find out�
Extension
Once learners understand the concept of food chains, you could challenge them to link different food
chains together to create a food web� Introduce the concept of a food web by asking learners if they think
animals only eat one type of food� Learners could work in small groups to draw a food web that links
different types of plants and animals together�
The idea of an energy pyramid could also be introduced� Plants form the base of the pyramid which
support herbivores and, at the top, a relatively fewer number of carnivores�
Learners can work together to share skills with each other� For example, learners who have difficulty
writing in their record table can tell a partner what they would like to record� Their partner can help them
to complete their table�
71

Topic revision
LB page 116

Answers
1� a� Something that we get energy from is a source of energy�
b� Nutrients are substances in food that living things need to live, grow and stay healthy�
c� Energy transfer is the process by which energy goes from one part of an energy chain to another
d� Energy makes things happen, move or change�
Revision activity
Answers
1� Allow any reasonable answer� (3)
2� no (1)
3� a� My body gets energy from the food I eat�
b� The energy in food comes from the Sun�
c� Plants use light energy from the Sun to make their own food� (5)
4� The learners draw an energy chain to show how energy is transferred from the Sun to a person eating
a piece of cheese� (They must show the cheese and the person as separate parts of the chain�)
Sun → grass → cow/sheep/goat → cheese → person (9)
5� a� food stored in seed (1)
b� Allow any of these answers: light, the Sun, sunlight� (1)
Total: 20
72

TOPIC 11: ENERGY AROUND US
Topic overview
This topic builds on the concepts related to energy that learners developed in Topic 10� In Topic 10,
the focus was on living things and energy transfer through food chains� They found out that light from
the Sun was a type of energy, and that energy can be stored in food� In this topic, learners find out that
sound, heat, movement and electricity are also types (or forms) of energy� They will learn about systems
that people use to transfer energy from a source to where it is needed� Some of these systems are machines
and appliances� They need an input of energy to work� This energy comes from sources of stored energy,
such as wood, coal and paraffin� The energy in these sources also came from sunlight long ago�
• We are aware of energy around us, including movement, heat, light and sound�
• Energy is stored in food, wood, coal, crude oil, natural gas� We use these as sources of energy to do
different activities�
• Energy can be transferred from a source of energy to where it is needed�
• Machines and appliances need an input of energy to make them work� They provide an output of
energy that is useful to us�
Skills introduced or practised
• Accessing and recalling information
• Making observations
• Sorting and classifying
• Doing an investigation
• Recording information, particularly in a flow diagram
• Interpreting information
• Communicating
• Identifying what we use different types of energy for, and different sources of energy�
Learners may confuse sources of energy with types of energy� For example, electricity is a type of energy
and not a source of energy� When identifying sources of energy it depends on how far back you want
to trace the energy pathway� For example, although mains electricity is a source of electricity for some
appliances, the source of the energy to generate electricity is coal� The source of the stored energy in the
coal was the plants that lived long ago, and the source of their energy was the Sun� Referring back to the
food chains learners drew in Topic 10 may help learners understand this concept�
Be careful if learners refer to the appliances as a source of energy, for example a torch as a source of
light, or a heater as a source of heat� In a way they are not incorrect, but explain that when we identify a
source of energy, we focus on what gives the appliance the energy to work� Then you could ask questions
to help learners identify where the energy for the appliance came from, for example, if the torch had no
batteries, would it work?
Help learners to distinguish between different types of energy by showing them practical examples
in class, using everyday objects� For example, shine a torch and ask them to identify the type of energy
produced�
• Pictures and examples of machines and appliances given in the Learners’ Book, such as a stove,
torch, paraffin lamp, iron, fan, kettle, radio, drum, bicycle, car�
73

Using some sources of energy in the home can be dangerous, especially if learners are not aware of the
risks and what they can do to avoid accidents� Two useful websites for information, which you can share
with learners about safely using sources of energy are: The Paraffin Safety Association: www�pasasa�org/
and Childsafe (a campaign of the Child Accident Prevention Foundation of Southern Africa (CAPFSA)
and Safe Kids Worldwide http://www�childsafe�org�za� (their educational brochures include one on candles
and first aid for burns)�
To help with Activity 7, here are some useful links to find out about solar powered appliances:
• http://en�wikipedia�org/wiki/List_of_solar_powered_products
• For sunstoves: www�sunstove�com
• For solar cookers, lamps and stoves: http://www�sunfire�co�za/products
• For a selection of pictures of solar powered appliances:
www�google�com/images?client=safari&rls=en-us&q=solar�powered�appliances&oe=UTF-
8&hl=en&sa=X&oi=image_result_group
Starting off
Teaching guidelines
Use this activity to encourage learners to talk about what they already know about energy� The activity
introduces two natural sources of energy that we are aware of around us� We feel heat from the Sun, and
use its light to see� We also feel and hear the movement energy in the wind� If learners want to know the
source of the energy in the wind, it is the Sun� For example, hot air rises and cooler air moves in to take
its place� They will learn more about that in higher grades when they learn about climate and how air
moves around the world�
Activity 1: What do you know about the energy around us?

LB page 117
Answers
1� a� Day� The light is coming from the Sun�
b� heat
c� Encourage learners to suggest many different answers here, such as moving, walking or running,
flying a kite, breathing�
d� wind
e� moving air
2� a� food
b� sunlight or light energy
c� the Sun
74

Unit 1: Energy can be stored and transferred
Teaching guidelines
In this unit, learners identify the types of energy that are used for different activities� Encourage them to
think about all their senses and the ways in which we are aware of the different types of energy around us�
Also draw on the diversity of experiences amongst your learners as they share a variety of activities that
use different sources of stored energy� Be sensitive to the fact that some sources of energy are dangerous,
for example in a room without adequate ventilation fumes from paraffin and smoke from coal can
damage our health, and electricity, if not used safely, can cause fires or give someone an electric shock�
Activity 2: Identify types of energy

LB page 118
Answers
1� At the minimum learners should be able to see the following happening in each picture�
1 a girl using a torch to see something in the dark; 2 a girl listening to the radio; 3 a child warming
hands by a heater; 4 a girl getting ready to kick a ball;
2� a� – 2
b� – 3
c� – 1
d� – 4
Activity 3: Identify sources of energy

LB page 119
Answers
1� A� food
B� batteries
C� liquid petroleum gas (LPG)
D� mains electricity
2� A� matches with 4
B� with 1
C� with 3
D� with 2
3� Answers will vary according to learner’s own experience� But make sure the objects are listed in the
correct columns for the relevant type of energy�
4� Answers will vary according to learner’s own experience� Make sure the source of energy used by the
object is correct�
Activity 4: Discuss examples of energy transfer

LB page 120
Answers
1� Allow learners to talk about the picture in general, and what the children are using the campfire for�
2� a� wood
b� heat
c� light
d� Learners should identify three uses of the fire: cooking, to keep warm, light to see in the dark�
e� the Sun
3� Have a class discussion so the groups can share their answers�
4� Facilitate a class discussion, about other activities where energy is transferred� For example, when you
listen to a radio, what type of energy is transferred to your ears?
75

Skills focus: Draw a flow diagram for a process
Teaching guidelines
To help learners understand flow diagrams use some of the energy chain drawings they drew in Topic
10 as examples� Place one of the drawings on the board and ask a learner to explain what it shows� The
arrows may be seen to represent ‘something happening’, a change in a process� In the case of the energy
chain this process was the transfer of energy from the Sun, to a plant and then from one type of animal to
another�
Use a real, practical example to explain the flow diagram in the Learner’s Book� For example, take a torch
and switch it on, or switch on a light or lamp in the classroom�
Activity 5: Practise drawing a flow diagram

LB page 121
Answers
1� a� Here is an example of a simple flow diagram for the process of making a cup of tea – with the
main steps included� Learners may add extra detail or steps, such as ‘turn on the tap to get
water’� Accept any reasonable steps that learners may include for the process they use� Encour-
age them to include the source of heat for boiling the water (for example, some learners may boil
water on a paraffin stove, others may use an electric kettle)� The important thing is to check that
the steps have been put in the correct order, with arrows going in the correct direction� If learners
want to make a more detailed flow diagram, they can draw it so it goes down the page instead of
horizontally�
Fill a kettle/pan heat the water pour hot water onto a teabag in a cup,
with water → until it boils → add milk
b� An example of a simple flow diagram for the transfer of energy from the Sun to a pot, in which
water is heating over a campfire�
dead branch wood burning in
heat goes to the pot of
the Sun a tree collected for the fire, produces
water, the water gets hot
firewood light and heat
Support
Help learners to think through the transfer of energy and energy change� For example, switch on a
torch or a lamp� Ask learners to identify the type of energy it produces, and the source of the energy�
Show them the batteries in the torch (or the connection to the mains electricity if you use a lamp)� Ask
learners to put their hand near the bulb� What type of energy can they feel? In the case of a torch, explain
that the energy stored in the battery is changed into electrical energy, which goes to the light bulb� The
light bulb changes electricity into light and heat� The light and heat energy goes (is transferred) into the
surroundings� Which type of energy is useful for us? (light)
Extension
Ask learners what they already know about the dangers of using some sources of energy� For example,
the dangers of breathing in paraffin fumes or smoke from coal, or storing paraffin in places where young
children may find it and drink it, and the risk of fires or electric shocks from the unsafe use of electricity�
With your help, learners could do some research and compile a simple leaflet about how to use energy
sources in their home safely�
76

Unit 2: Input and output of energy
Teaching guidelines
In this unit, learners describe the input and output of energy of a variety of machines and appliances�
Do not be limited by the examples given in the Learner’s Book� Encourage learners to tell you about
machines and appliances that they have used, including toys�
It is also important for learners to see real examples in class� Do not rely on them understanding
the concepts just by looking at pictures� For example, perhaps a learner or a teacher rides a bicycle to
school that you could borrow for a lesson, or there may be an electric fan in the staff room that you could
borrow� Learners could find something to use as a drum, or make their own windmills to blow�
In Activity 7, encourage learners to find out about appliances that use energy directly from the Sun,
through using the Internet and/or books and magazines in the library� See ‘Suggestions for additional
resources’ for some useful websites� Before they do the research, have a class discussion about the range
of appliances that use energy directly from the Sun� Some learners may like to choose a particular type
of appliance to research, for example solar powered boats, or solar cooking devices� Talk about the ways
in which learners can present the results of their research, such as making a poster with labelled pictures
of the appliance to display, or giving a short talk about the appliance� After they have done their research
facilitate a session in which learners share what they found out with the rest of the class�
Activity 6: Describe the input and output of energy

LB page 123
Answers
A coal stove
1� The source of energy for the stove is coal�
2� The input of energy for this stove is one bucket of coal� When the coal burns it makes enough heat to
cook our food� It also makes the room warm� The output of energy for the stove is heat�
A drum
3� Beat the drum hard to make a loud sound� Beat it gently to make a quieter sound�
The energy you need to beat the drum is the input of energy� The sound the drum makes is the output
of energy�
Riding a bicycle
2� a� The input of energy for a bicycle comes from the muscles in the legs of the person riding it� They
get the energy from the food they eat�
b� The output of energy is the movement of the bicycle’s wheels�
3� To make the bicycle go faster, the girl needs to pedal, or move her legs, faster�
4� To go up a hill the bicycle will need more input of energy�
Activity 7: Draw a flow diagram to show input and output of energy

LB page 124
2� Examples of learners’ flow diagrams
Note: Praise learners if they include: ‘Sun →Coal’ before mains electricity� However, explain that the
focus of this activity is on the type of energy needed to make the appliance work, rather than the
original source of the energy�
For the picture of ironing, learners may also say movement energy or pressure from the person do-
ing the ironing� Again praise learners for this as it shows an understanding of the concept of energy
transfer� However, explain that the focus of the activity is on the energy needed to make the appliance
work, rather than any additional energy needed from the operator�
77

input of energy appliance output of energy
movement energy
mains electricity iron
(or moving air)
batteries torch light and heat
Sun solar light light and heat
3� Appliances that use energy directly from the Sun, that learners may research include: solar cookers
and Sun stoves, solar calculators, solar cell phones, solar torches, solar cars and boats, laptop com-
puter chargers, fridges�
78

Topic revision
LB page 126

Answers
1� a� A source of energy is something we get energy from�
b� Energy is stored in sources such as food, wood, coal, oil and natural gas�
c� In a system, energy can be transferred from a source to where it is needed�
d� Machines and appliances need an input of energy to work�
e� They produce an output of energy that is useful to us�
Revision activity
1�
Something that uses energy Input of energy Output of energy
a. A torch to help us see in the batteries light

dark
b. A radio to listen to music electricity (or movement if learners decide sound
this is a wind up radio)
c. Person playing a drum food sound
d. A wood fire to keep us warm wood heat, light
and to help us to see at night
(9)
2� and 3� Answers depend on learner’s own experience� (6)
An example of a flow diagram learners may draw is:
mains electricity electric kettle heat
If a learner also says sound, allow this as we hear the water boiling�
Total: 15
79

TOPIC 12: MOVEMENT AND ENERGY IN A SYSTEM
Topic overview
This topic introduces the concept of movement and energy in systems with particular reference to musical
instruments as systems that produce sounds� We look at how many musical instruments need movement
input of energy (such as blowing, beating/hitting, plucking, scraping or shaking) to make them work� The
musical instrument as a system changes movement input of energy into sound as the main output
of energy�
The topic also introduces learners to the relationship between sound and vibration� They discover
that many musical instruments have parts that vibrate and that without that vibration there will be no
sound�
The final project of the topic is a technology project and learners will follow a process involving
designing, making, evaluating and presenting their solution to a given problem�
The topic assumes some knowledge about common musical instruments and how they are played� If
any learners play musical instruments themselves that are portable, ask them to bring the instrument to
class and demonstrate how it is played�
This will be the learners’ first Technology Project where they design, make and evaluate a product� It is
common for learners to have difficulty managing the time that they have available for the project� They
should allow sufficient time for each stage so that they don’t have to rush the making and evaluation�
Work with learners to plan how they will use their available time and to write their plan up as a schedule�
• Examples of musical instruments, including African indigenous instruments
• Flexible 30 cm plastic ruler – one per group
• Materials for making musical instruments
• Gather pictures and examples of musical instruments and put up a display for the duration of this
unit�
Starting off
Teaching guidelines
• Ask learners to name all the musical instruments they can think of� Write these on the board�
• Explain to learners that musical instruments make special kinds of sounds that we call music� Take
some time to discuss the types of music that learners enjoy, and which instruments they prefer
listening to and why�
• Ask if any of the instruments will play music by themselves� Ask: What do we need to do to each of
the instruments to make music?
• Ask learners to look at the photograph on the Topic opener page in the Learner’s Book� Talk about
the instruments and how they are played�
• Divide learners into groups of four� Ask them to complete Activity 1�
• If you have a display of pictures and musical instruments, encourage learners to spend time exploring
it when they have completed the activity�
80

Activity 1: Discuss musical instruments
LB page 127
Answers
1� a� From left to right: 1� Ngoni (West African string instrument) The learners may know it by other
names� Talk about the fact that many different cultures in Africa have similar instruments,
differing in small ways (e�g� made out of different materials, different sizes, different number of
strings, finished off/decorated in different ways) and they are called different names� 2� flute 3�
drum 4� guitar 5� clarinet 6� shaker or rattle
b� Learners will discuss their own ideas� This question will help to develop their vocabulary for
the sounds that instruments make� Some vocabulary ideas: high, low/deep, loud, soft, soothing,
sharp, clear, blurry, sweet, squeaky�
c� no
d� Ngoni: Pluck the strings
Flute: blow air into it, cover more or fewer holes to create different notes�
Drum: Tap or bang it with your hand�
Guitar: Strum or pluck the strings with your fingers�
Clarinet: Blow into it� Press down on more or fewer of the flaps to create different notes�
Rattle: Shake it or tap it�
2� Learners answer ‘yes’ or ‘no’ and give reasons for their answer�
3� Music is a noise that we create on purpose; noise often just happens because we are doing something
else� Music sounds are sounds that we enjoy, that are pleasant; noise is often unpleasant� Music has a
pattern and a rhythm; noise is often random sounds with no pattern or rhythm�
81

Unit 1: Movement and musical instruments
Teaching guidelines
• There is only one unit in this topic� Read through the entire topic and plan time carefully� It is
important for the learners to have enough time to research, design, make and evaluate their musical
instrument as this is a possible project for formal assessment�
• The first part of this unit draws on what learners already know about machines and systems� It is
important that learners understand that musical instruments are systems� They require input of
energy (movement) which is transferred to part of the musical instrument (or all of it in the case of
bells, triangle etc) which then starts to vibrate� These vibrations are transferred to the air (and are
also a form of movement energy) and we hear them as sound�
• It is important that all aspects of the topic are covered, in the order that they are presented in the
Learner’s Book�
Activity 2: Describe how movement input of energy makes musical instruments work
LB page 129
Answers
1� Tambourine: Shake it or tap it
Guitar: Pluck or strum the strings with your fingers
Drum: Hit it with sticks or with your hand
Whistle: Blow air through it
2� a� Drum: we hit it with sticks or hands
Banjo: we pluck or strum the strings
Saxophone: we blow into it
Pennywhistle: we blow into it
Harp: we pluck the strings
Triangle: we hit it with a metal stick
Violin: we rub a special stick across the strings
Flute: we blow air into it
b� Learners will draw a picture showing a musical instrument not listed in the Learner’s Book and
will write a sentence to describe how it is played�
Activity 3: Fill in a table

LB page 129
Answers
1�
Percussion instruments Wind instruments String instruments
drum saxophone banjo
triangle pennywhistle harp
flute violin
Activity 4: Investigate vibrations and sound

LB page 130
Answers
1� a� The ruler will move up and down very quickly (vibrate) and will continue moving
for a few seconds�
b� The movements get smaller and smaller until they stop� Learners should hear the sound
produced by the vibrations�
2� a� It will vibrate more slowly and the sound should be lower in pitch than before�
b� The ruler should vibrate very fast and the sound should be higher in pitch than before�
82

Activity 5: Read to compare indigenous musical instruments
LB page 132
Answers
1� Group discussion
2� Learners have not been asked to record the information in a table� The table below simply shows the
correct answers�
Instrument Input of movement energy Type of instrument
mbira Pluck the keys percussion
horn Blow through a hole in the side wind
gwashi Pluck the strings string
bow Pluck, hit or rub the string string
drum Hit with hand or stick percussion
marimba Hit with a special stick percussion
3� Learners do research
4� Each learner’s table will show the information they have collected� Mark allocations are provided if
you wish to use this as a formal assessment�
Instrument Instrument 1: Instrument 2:
Draw a picture of the instrument. (2) (2)
Which cultural group plays this instrument? (1) (1)
What materials is the instrument made out of? (1) (1)
Is it a wind, string or percussion instrument? (1) (1)
Describe the sound the instrument makes. (1) (1)
When is the instrument usually played? (1) (1)
One additional mark for neatness/layout (1)

Total: 15
Support
• Some learners might need support in selecting indigenous instruments to research, planning their
research, or selecting relevant information� Offer extra guidance where needed�
• Many learners struggle to rewrite the relevant information in their own words� It may be helpful to
provide practice exercises, using relevant material, in which learners have to identify the main points
and summarise or rewrite these using their own words�
Extension
Ask learners to do research to find out what it is that creates the vibrations that we know as our voice,
i�e� ask them to find out how our voices work� Learners can present their research as a short report (one
paragraph and a labelled drawing) or as a one-minute oral presentation to the class�
83

Skills focus: Evaluate a product
Preparation
Bring a product to class that has been made by hand� For example, it could be a food item like a sandwich
or cake, a garment that has been sewn or knitted, or an item made out of wood�
Teaching guidelines
• Evaluation is an essential part of every stage of the technology process� It happens when learners ask
themselves questions that help them to think critically and creatively about their own designs and
products� The main purpose of evaluation is to learn from what we did and how we did it so that we
can do things better next time� Over time it should become a way of thinking for learners�
• Begin the lesson by displaying a handmade item you have brought� Ask learners to look at it, touch
it, if appropriate, taste it or try it out�
• Ask learners to tell you
— What they like about the product
— What they don’t like
— How it can be improved�
• Write their answers in three columns on the chalkboard� Explain that they have just evaluated the
product and that evaluation is an important skill to learn for technology (and for life!) as it helps
them to keep improving�
• Introduce Activity 6� Learners will first read the evaluation carried out by other learners� Then the
first question is a class discussion�
• Ask learners to work in groups to complete question 2� One learner in each group should record their
answers�
• Give each group time to report on their group’s evaluation�
Activity 6: Practise evaluating products

LB page 133
Answers
1� a� Learners read the evaluation alone, or you could read it aloud to the class�
b� Ask learners what the learners in the example were thinking about when they evaluated the
musical instrument� Write their answers on the chalkboard� Here are some possible questions:
• What does it look like?
• Is it comfortable to hold?
• What does it sound like when you play it?
• Is it strong?
• Does it do what it is supposed to do?
Ask learners to think about other questions they could have asked� When we evaluate a product we look
at things like:
• Does it do the job it is supposed to do?
• How could it do its job better?
• Does it look good?
• How could it be made even better?
• Could it be made more cheaply?
84

FORMAL ASSESSMENT
Practical task: Design and make a musical instrument
LB page 134
Teaching guidelines
• This is a substantial project and as it is the first technology project of Grade 4, learners will need your
support and guidance as they follow the technology process�
• Encourage learners to plan their time carefully so that they have sufficient time for all steps in the process�
• Gather resources required for the project before the project commences�
• Arrange the space so that learners can carry out the practical making tasks safely and efficiently�
Assessment
Use the following memo to assess learners’ projects�
Part 1: Problem Statement
a� Musical instruments (1)
2b� I could design and make a musical instrument for the Grade 1s to use� (1) (2)
Part 2: Design Brief
a� Learners read the design brief�
b� Learners write down all the important words� (2) (2)
Part 3: Research
1� Learners copy and fill in the mind map� (2)
2� Learners conduct research to find an answer for each question on the mind map� (5) (7)
Part 4: Design
1� Learners make two simple annotated drawings of their ideas� (6)
2� Learners evaluate and improve their drawings�
3� Learners draw and annotate their final design� (5)
4� Learners list everything that they need to do to make their musical instrument� (2)
5� Learners plan how they can get the materials that they need�
6� Learners plan how they will use their time and write down their plan� (2) (15)
Part 5: Make
Assess the musical instrument using the following criteria�
a� Does the instrument fulfil the design brief ?
— does the instrument use movement input of energy to produce sound? (1)
— is the instrument strong so that it will not break easily? (1)
— is the instrument made using recycled materials? (1)
— is the instrument neatly finished and decorated? (1)
b� Is the instrument suitable for its purpose (to be played by Grade 1s)? (1)
c� Did the learner follow his/her design or did he/she explain why they changed their design as they were
making the instrument? (1)
d� Did the learner work safely and efficiently in the time available? (2)
e� Did the learner demonstrate competence in selecting and using tools and materials? (2) (10)
Part 6: Evaluate
Learners complete the form to evaluate their musical instrument� (9) (9)
Total: 45
• Learners with limited fine motor co-ordination may need extra time and/or assistance in the design and
making steps of the process� In your assessment of their work, focus more on creativity of ideas than on
neatness or successful execution of the ideas�
• Allow learners to present their ideas verbally rather than in writing or drawing�
• Assist learners with ADD or ADHD to plan their time carefully� Provide them with reminders in the form
of auditory or visual cues when it is time to move from one task to the next�
85

Topic revision
LB page 136

Answers
1�
A B
Input of energy The energy that goes into a system (like a musical instrument) and makes it work
Percussion instrument Instrument that is played by hitting or shaking it
Wind instrument Instrument that is played by blowing it
Output of energy The energy that comes out of a system (like a musical instrument)
String instrument Instrument that is played by plucking or rubbing the strings
Revision activity
Answers
1�
String instrument Wind instrument Instrument played by hitting it
guitar recorder drum
gwashi trumpet marimba
(6)
2� Which sentences are true and which are false?
a� true
b� false
c� false
d� true
e� false (5)
3� Learners will each write their own sentences� Here are some examples:
This instrument is a wind instrument�
This instrument is played by blowing into tubes�
The instrument is made of bamboo tubes of different lengths, all joined together�
This instrument would make quite soft, sweet music� (4)
Total: 15
86

TOPIC 13: ENERGY AND SOUND
Topic overview
This topic focuses on sound as a form of energy: what it is, how it is made, how it travels and how people
hear sounds� We investigate the relationship between vibrations and sound� We look at how to make loud
and soft sounds and high and low pitched sounds and we also discuss the damage that can be done to our
hearing by noise pollution�
This topic offers the learners many opportunities for investigation and active learning�
Learners often get confused between the concepts of pitch and volume� In particular they might confuse
‘high’ pitch and ‘loud’ volume or ‘low’ pitch and ‘soft’ volume� It can be helpful if learners can feel the
difference using their own voices� First let them hear the difference between loud and soft noises using
your own voice� Make loud and soft noises until they are clear which is loud and soft� Then let them make
loud and soft sounds with their own voices�
Next, make a range of high and low pitched sounds using your voice, until they are clear on the
difference between these� Then let them make high and low pitched sounds themselves to feel and hear the
difference�
Lastly, ask learners to make a ‘high pitched loud sound’ and then a ‘high pitched soft sound’ so that
they can more clearly understand the difference between the concepts of pitch and volume – they have to
keep pitch the same and only change volume� Then give them exercises where they keep volume the same
and change pitch� This is not easy, but will help them to differentiate between the concepts�
• One tuning fork
• One portable radio/hi-fi/CD player/ipod with speakers
• One empty tin can (washed and edges must be smooth); piece of cling wrap; elastic band; 1 teaspoon
of salt; metal teaspoon
• Video clips from the Internet showing ripples in a pond and how sound waves travel through the air
• Noisemaker – one per group
• Pictures of the human ear, showing its parts and how it works (pictures must be large enough for the
whole class to see clearly)
• Video clips showing Darren Rajbal and/or Evelyn Glennie performing
• A jug of water; a plastic bag; a stone; a metal spoon; metal cup; plastic container; block of wood –
one per class if you demonstrate; one per group if group work
• Two different-sized drums
• Elastic band, door handle, one per group
• Eight empty glass bottles, all the same size; water or sand; a spoon or stick, one set per group�
• Lovely discussion about how ears work: http://www�cyh�com/HealthTopics/HealthTopicDetailsKids�
aspx?p=335&np=152&id=1463
• Interactive activities on sound: http://www�bbc�co�uk/schools/ks2bitesize/science/physical_processes/
sound/play�shtml
• A website created by a Grade 4 class at Briargreen Public School looking at the concepts of sound
and light� Simple, clear explanations: http://briargreenps�ocdsb�ca/DavidsonSandL/index�htm
87

Starting off
Teaching guidelines
• Tell learners that you are going to play a game: The Silent Game� In the Silent Game you have to see
if you can be quiet for 30 seconds without making any noise� Let them try� Then ask them to play
again, but this time to see how many things they can hear while everyone is quiet� For example, can
they hear a bird, dog, car, other children, etc� After 30 seconds, ask them what they heard� Make a list
on the board� Ask them to give you one name for all the things that they heard� They are all sounds�
• Ask learners what they already know about sound (refer back to Topic 12 and what they learnt about
how musical instruments make sounds)�
• Direct learners to page 137 in the Learner’s Book (opener page for Topic 13)� Read the ‘Starting off’
paragraph aloud� Ask them what they see in the pictures� Question 1 (a–c) of Activity 1 can be done
in pairs or as a class discussion�
• Ask learners to complete Activity 2 on their own�
Activity 1: Discuss sounds

LB page 137
Answers
1� Questions are for discussion, not written answers�
a� An alarm clock makes a loud, high-pitched, shrill sound; a chain saw makes a very loud, deep,
rough sound; a guitar string makes a soft, clear musical note�
b� The metal hammer on the side of the alarm clock moves backwards and forwards very quickly
and hits a metal bell, which makes the sound; the chainsaw has a motor and the moving saw
blade which both create vibrations (sound); the whole guitar string vibrates�
c� Learners will discuss their own theories of how sound gets to the ear� You do not need to correct
them at this stage, just say that you will get back to it later in the topic�
2� Learners will each draw a picture and will answer questions in relation to their own picture�
88

Unit 1: Vibrations and sound
Teaching guidelines
• This unit allows learners to experience and investigate how vibrations work� There are a number
of demonstrations and group investigations� These will need advance planning to ensure that you
have all the equipment and materials needed by the groups� Group activities can be adapted to class
demonstrations if you do not have sufficient materials or time� However, it is important to do all
demonstrations and activities�
• Activity 6 in particular may work better as a demonstration in a big class� You can decide if you want
to demonstrate (or have a pair of learners demonstrate) the activity or if you want the learners to
work in pairs� If you choose a demonstration, suggest that the learners try the activity on their own at
home�
• If you demonstrate the activity, have the learners who are participating say out loud what they heard
for each step of the activity� The rest of the class can then use their responses to fill in the table in
Question 2�
Activity 2: Investigate how sounds are made

LB page 138
Answers
1� Learners should notice the surface of the water being disturbed and/or ripples of water on the surface
of the water, moving out from the place where you are holding the tuning fork�
2� Each learner will write what they felt� Some possibilities include: my throat moving/shaking/
vibrating�
3� Learners may or may not see the speakers vibrating, depending on how loud the sound is� You can
feel the radio shaking (vibrating)� The movement (vibration) gets stronger, the louder the radio is
played�
4� The salt grains jump and bounce around on the plastic�
5� All sounds are made when something vibrates� If there is no vibration there will be no sound� We
usually can’t see vibrations but we can feel them when they are loud� Sound can pass its energy on to
other objects to make them vibrate too�
Activity 3: Investigate how far a sound travels from its source

LB page 139
Answers
1� This Activity gives learners the opportunity to plan their own investigation� Therefore each group of
learners will come up with their own ideas, and each group’s investigation and report will be a little
different from the others� The learners themselves will evaluate whether or not their investigation gave
them correct answers�
In its simplest form, the investigation requires that one learner make sounds with the noisemaker and
that another learner/group of learners gradually moves away from the source of the sound until they
can no longer hear it� They then need to find a way to measure the distance between the source of
the sound and the last place where they can hear it� Ideally this should happen in an open space like
a sports field� However, this might not be possible and might need to be inside the school building�
Factors that can interfere with getting a correct answer:
• Other noises in the environment
• Wind
• Learners’ hearing ability
• Accuracy of measurements
• Echoes
• Doors, walls and other obstacles
89

If there are walls and doors, learners will discover that sound can travel through these obstacles but that
the sound has less energy after passing through a solid obstacle (this is because some sound is reflected
and some is absorbed by the solid object)�
Activity 4: Complete a flow chart

LB page 140
Answers
The sound wave passes through the air�
➧
The outer ear catches the sound wave�
➧
The sound wave travels along the ear canal�
➧
The sound wave hits the eardrum and makes it vibrate�

➧
Vibrations travel through the bones of the middle ear�

➧
Vibrations travel through the inner ear�

➧
A nerve takes the message to the brain which makes sense of the sound�
Activity 5: Feeling sound vibrations

LB page 141
Answers
1� Learners discuss experiences of feeling sound vibrations in their body� This would usually be when
they have been near to the source of a very loud sound like an aeroplane, a large truck, a train etc�
2� Learners brainstorm ideas for devices which use vibrations in ways that are helpful to deaf people�
Two examples could be a cellphone that vibrates when a message is received, or vibrating dance floors
which allow deaf people to feel the music�
Activity 6: Listen to sound vibrations through different materials

LB page 142
Answers
1� Learners follow the instructions�
2� Learners will record their results� They should be able to hear the sound through air, water and wood�
It should be softest through the air and loudest through the wood�
Support
If learners struggle with the idea that sound travels through solids, ask one child to go and stand outside
and close the door� Call the child to come in� Ask: ‘How did [child’s name] hear me calling? Answer: The
sound travelled through the closed door� Also, you could tap on a child’s desk and have them listen to the
sound� Then ask the child to put his ear on the desk� Tap again� Does he hear the sound louder or softer?
He should hear it louder, showing that the sound has travelled through the wood as well as through
the air�
90

Unit 2: Making sounds
Teaching guidelines
• This unit introduces learners to volume and pitch�
• When you are teaching learners to tell the difference between loud and soft sounds, bring a radio or
CD player to class that has a volume control� Ask learners what the volume control is for (to make
the sounds coming from the radio/CD louder or softer)� Explain that volume means how loud or soft
something is�
• Demonstrate loud and soft sounds using a recorder (playing the same note loudly and then softly so
as not to confuse pitch and volume), your voice or clapping your hands together�
• Ask learners to make a soft sound with their feet and then a loud sound� Ask them to whisper softly
and then to shout loudly�
• Read through Activity 7 with learners� You could either invite learners up to the front of the class to
demonstrate the banging of the drums, or you could pass the drums around the class for
learners to try�
• Ask learners to work in pairs to complete the activity�
• When you are teaching learners about high and low pitched sounds, bring to class a simple
instrument that can play a range of sounds from high to low pitched, or use your voice�
• Demonstrate high and low pitched sounds, then ask learners to identify high and low pitched sounds
as you play/sing them�
• Divide learners into pairs for Activity 8� Give each pair one elastic band� If they are not able to
hook the elastic band over a door handle you can suggest alternatives e�g� hook it over a ruler, over
someone’s finger, over a hook attached to the wall etc� Warn learners not to let the elastic bands shoot
off as they can cause injury� Allow ten minutes for the activity�
• For Activity 9 you may choose to select a few learners to demonstrate the activity to the class and
the class record their observations� However, it would be better for learners to carry out the activity
themselves� Divide the learners into groups� Go through the activity with them and make sure that
they understand what is expected�
• Each group should then complete the activity�
• Invite each group to report back briefly on their findings to the rest of the class� Discuss what they
have learnt about tube length and pitch�
• Bring a bag of elastic bands to class for Activity 8�
Preparation
Bring sets of glass bottles, jugs of water or buckets of sand and metal spoons for tapping the glasses
for Activity 9� Place each set of items on a desk, spread out across the classroom, so that the class can
organise themselves into groups easily�
Activity 7: Investigate loud and soft sounds

LB page 144
Answers
1� a� person blinking; person whispering; kettle boiling; people talking; car starting; train passing by;
explosion (depending on the make of car and how loudly people are speaking, people talking
may be louder than a car starting, so either order would be correct)�
b� Learners discuss ideas about why some sounds are louder than others�
2� b� Learners might say that they pushed harder� Guide them towards the idea that they are adding
an extra input of energy to their voice to make it louder
3� a� Learners should hear that when they tap the drum gently it makes a soft sound and when they
hit it hard it makes a loud sound�
b� When a drum is hit hard it makes a loud sound� When it is hit gently it makes a soft sound�
91

4� a� The rattle makes a low pitched rattling sound, the whistle makes a high pitched note and a gong
makes a middle or low pitched note that goes on for some time after the gong has been hit�
b� Shake the rattle hard; take a deep breath and blow hard into the whistle; lift your arm high and
hit the gong hard with a big stick�
c� Shake the rattle very gently; blow softly into the whistle; tap the gong gently with a small stick�
Activity 8: Investigate what makes sounds higher and lower

LB page 146
Answers
1 to 6� Learners follow instructions
7� Learners will write their own observations� The tighter the elastic band is stretched, the higher the
sound will be�
8� The looser the elastic band, the lower the sound it makes; the tighter the elastic band, the higher the
sound it makes�
Activity 9: Make sounds at different pitches

LB page 147
Answers
1 and 2� Learners follow instructions�
3� Learners will write their observations� They should notice that the more sand or water there is in the
bottle, the higher the sound (note) that is made (played) when they tap the bottle�
4� When you hit a short tube it makes a higher sound than a long tube�
5� Learners play a tune on their bottles�
Support
Play a game with learners that can be called ‘High, Middle, Low’� Play a simple tune on an instrument
like a recorder (even just playing random notes would be fine) or ‘lala’ a tune with your voice� Learners
dance around while you play/sing� Then pause and play/sing a single note that is either high, middle or
low pitched�
When you play a high note learners must stretch their arms up, when you play a middle note they
must cross their arms on their chests, and when you play a low note they must crouch down into a ball�
92

Unit 3: Noise pollution
Teaching guidelines
• This unit encourages learners to consider the effects of noise pollution on hearing� You can use the
unit as a platform for discussing issues of health and safety in the workplace�
• There is the opportunity for a class debate regarding the use of vuvuzelas at sports matches� Divide
the class in half, one half arguing for and one half arguing against their use� Give the debaters some
time to prepare their arguments (15 minutes) and then hold the debate in a carefully structured way,
with alternate sides each getting a chance to speak�
Activity 10: Talk about noise pollution

LB page 148
Answers
1� Learners will discuss with partners� Some ideas include: noise pollution is bad because it irritates
people and they get angry and frustrated; when you are exposed to loud noises over a long period of
time, for example in your workplace, it can cause permanent damage to your hearing�
2� a� The earmuffs were hot and uncomfortable to wear and the miners couldn’t hear each other when
they were wearing them�
b� It makes sounds louder so that the person can hear them�
3� Learners will list all the ways their family listens to music e�g� hi-fi, i-pod, radio, cd player, car stereo
system, cellphone, laptop, live concerts/clubs, play musical instruments themselves etc�
a� Learners give their own ideas� The correct answer is ‘yes’�
b� Never turn the volume up to full volume, keep it at a reasonable level�
Support
Invite a local doctor or audiologist to come and speak to learners about noise pollution and noise-
induced hearing loss�
Extension
Ask learners to do research on how a hearing aid works� They can prepare a short report with labelled
pictures and information� Ask them to present their research to the class�
93

Topic revision
LB page 150

Answers
1� Volume – how loud or soft a sound is
2� Energy – what is needed for things to happen
3� Vibrate – to move to and fro with small, fast movements
4� Pitch – how high or low a sound is
5� Pluck – to stretch a string and let it go
Revision activity
Answers
2� a� Sound wave passes through the air → outer ear (1) → ear canal → ear drum (1) → middle ear (1)
→ inner ear → nerve (1) → brain (4)
b� Your hand covering your ear would block the sound waves (1) from reaching the ear drum� (1)
The sound waves would have to travel through your hand or around your hand to reach the ear
drum� (1) Some vibrations would bounce back and so the sound would be softer� (3)
3� Each learner will write their own sentences� Learners could describe any activity that demonstrates
how sound travels through solids� For example, if one person stands with his ear against a wall and
someone else goes to the other side of the wall (outside or in another room) and taps on the wall, you
would be able to hear it, showing that sound can travel through solids� Or, when you are inside, with
doors, windows, curtains etc� closed, you can still hear sounds from outside� (3)
Total: 10
94

MEMORANDUM FOR TERM 3 TEST
LB page 151
Answers
1� a� vibrations (1)
b� away (1)
c� volume (1)
d� feel (1)
e� output (1) [5]
2� a� false
b� true
c� false
d� true
e� false [5]
3� a� Jar A (1)
b� Jar D (1)
c� Tap very softly/gently on the bottle (1) [3]
4� The answers will depend on which instruments the learners choose to name� Give half a mark for
each indigenous instrument named and half a mark if they correctly say whether it is a percussion,
wind or string instrument� (2) [2]
5� b (1) [1]
6� a� food (1 )
b� There are several correct answers, including wood, paraffin, crude oil, coal, natural gas, batteries�
(1) [2]
7� Sun → apple tree → child (3) [3]
8� a� sound (1)
b� heat (1)
c� light (1)
d� movement (1) [4]
9� Wood is a source of energy for a campfire� Water in a pot on the campfire gets hot because heat
energy is transferred from the fire to the water in the pot� (3) [3]
10� a� No, because the radio needs mains or battery electricity to work� (1)
b� sound (1) [2]
TOTAL: 30/2 = 15 Total: 15
95

TERM 4
1
Strand Topics and time Unit Learner’s

allocation Book
pages
Planet Earth 14 Planet Earth Unit 1: Features of Earth 154 – 159
and beyond and (10 hours) Unit 2: Earth and space 160 – 161
systems and
control
15 The Sun and its effect on Unit 1:The Sun is our closest star 164 – 166
Earth Unit 2: Moving around the Sun 167 – 169
(14 hours) Unit 3:The Sun and life 170 – 173
16 The Moon Unit 1: Features of the Moon 176 – 179

(12 hours) Unit 2: Phases of the Moon 180 – 183
Unit 3: Moon stories 184 – 185
17 Rocket systems Unit 1: Modelling a rocket 188 – 193
(8 hours)
TERM 4 ASSESSMENT
Formal assessment task Mark allocation Learner’s Book pages Teacher’s Guide pages
Practical task: Investigate the 15 182 – 183 113
changing shape of light on
the Moon
Term 4 EXAM 40 195 – 196 123
96

TOPIC 14: PLANET EARTH
Topic overview
The Earth is a round ball, made of rock� The land surfaces which we can see and on which we live are
continents or islands� Water covers large parts of the surface� Earth has a protective layer of air above it�
It is a planet in space and from Earth we can see the Sun, Moon and stars�
It is common for learners to think that the land surface of Earth ends where it meets a large water surface,
such as an ocean or a large lake� The ocean or lake floor is also part of Earth’s land surface� If possible,
let learners make (or show them) a model that shows part of Earth’s uneven surface� Let them see that the
hollows can fill with water�
It is difficult for learners to grasp that Earth is just one of the bodies in space, like the Sun, Moon
and stars� A three-dimensional model or picture will help them grasp this idea�
• Pictures of Earth showing its main features
• Pictures of the Sun, Moon and the planets
• Models of Earth, Moon and Sun
• Video clips
Starting off
Teaching guidelines
• Learners examine the opening page picture
• Prompt discussion about why each element of the picture can be called ‘home’
• Talk about Earth as our home and draw parallels: home provides, nurtures, protects etc�
Activity 1: Learn from a picture

LB page 153
Answers
1� A is the Sun; B is the Earth; C is the Moon�
2� The small bright lights are stars�
3� The shape of the earth’s movement around the Sun is oval or elliptical (learners probably do not
know the latter term yet)�
4� The Earth’s surface has more water than land�
5� The Moon moves around the Earth�
6� The Sun gives light and warmth�
97

Unit 1: Features of Earth
Teaching guidelines
• Introduce the idea that Earth is round� No need to mention that Earth is slightly wider at the equator
than at the poles in Grade 4�
• Explain that the hard surface of Earth extends under the water surfaces�
• Earth’s main surface features are land, water and air�
• Earth’s surface is made of rock�
• Some of Earth’s surface rock breaks down into sand and soil�
• Large water surfaces occur where the rocky surface has developed hollows which hold water�
• Earth is surrounded by a layer of air which protects life on Earth� This is Earth’s atmosphere�
Activity 2: Draw and describe what you see and what you know
LB page 155
Answers
1� Learners observe and draw an open space� Help them find a space where they can see and draw the
horizon�
2� People used to think that the Earth was flat because it looked as though the Earth ended where it
seemed to touch the sky�
3� Learners draw a circle to represent the shape of Earth�
4� We can see the shape of Earth on photographs taken from satellites in space�
5� Earth is made of rock�
Activity 3: Show what you know

LB page 156
Answers
1 to 3� Learners draw a round shape to represent the Earth� The surface should be uneven� They colour
the land surfaces brown and water surfaces blue� They label the drawing appropriately: ‘rocky surface’
and ‘water surface’�
4� Sea sand comes from rocks on the shore or under the sea bed that have broken down into sand�
5� The soil in a field is also part of the Earth’s rocky surface because it is made up of sand (rock par-
ticles) and loam (sand mixed with organic material)�
6� We cannot see the surface which is below the large water surfaces, like the oceans, seas and lakes�
7� The learners must write two or three sentences describing the Earth and its features using the words
sphere; rocky; sand and soil; water and atmosphere�
Activity 4: Identify oceans, continents and islands

LB page 158
Answers
1� Africa, Australia, Asia, Europe, North America, South America, Antarctica
2� Atlantic Ocean
3� Indian Ocean
4� Madagascar
5� Mauritius (This is the only other island that is named on the map� You might want to name a few
more, such as Ireland, the islands of Japan etc�)
6� Europe
7� South America
8� Indian on West and Pacific on East
9� a� Africa b� Madagascar
98

Activity 5: Describe three habitats
LB page 159
Answers
1� Termites must have soil�
2� Fish feed off other animals, plants and decaying matter that also live in the water�
3� The leopard can hide in the bushes or on rocky outcrops or in branches of a tree�
Support
Use a globe to teach the shape of the Earth, the continents, islands and oceans�
Extension
Learners can make a model of Earth by layering papier mache over a balloon� They can make
the surface uneven and paint protruding land surfaces brown and water surfaces blue�
99

Unit 2: Earth and space
Teaching guidelines
• Introduce the concept of planets as objects that move around another larger object�
• Earth is one of eight planets that move around the Sun� Use the illustration in the Learner’s Book to
teach this�
• Let learners talk about how they imagine space� Point out that space is not empty; there are objects in
space, as well as dust and gases�
• From Earth we see the Sun, Moon and other stars� Talk about the Sun as a large star�
Activity 6: Write about the Sun, Earth and Moon

LB page 161
Answers
Learners might write different sentences from those provided below� Accept other sentences provided the
facts are correct�
1� The Sun is a star� It gives light and warmth to the Earth�
2� The Earth is a planet of the Sun� It moves around the Sun in a fixed path�
3� The Moon moves around the Earth� It gets its light from the Sun�
4� A planet is a body in space that moves around a star� There are eight planets in the solar system�
Extension
Learners can also use three different size balls to create a model of the Sun, Earth and Moon� You can
use a soccer ball, a tennis ball and a golf ball or any small ball� You can even make three balls out of
newspaper� The balls can be hung up to show that Earth is a planet of the Sun and the Moon is a planet
of Earth� Or learners can handle the balls and demonstrate how Earth and the Moon move around the
Sun and Earth respectively�
100

Topic revision
LB page 162

Answers
a� Earth moves around the Sun�
b� Earth is a planet because it moves around the Sun�
c� Each living thing on Earth has its own habitat where it lives, grows and survives�
d� The layer of air that belongs to Earth is called the atmosphere�
e� The continents are the large pieces of Earth’s land surface�
Revision activity
Answers
1� Learners draw the Sun with a smaller sphere (Earth) moving around it� (5)
2� The Moon does not give its own light� It shines because light from the Sun is reflected from it� (5)
3� Learners draw a sphere to represent Earth� The surface must be uneven and labelled to show a land
and a water surface� (5)
4� Plants and animals must have food, water, shelter, air, warmth from the Sun to survive�
(any three needs) (3)
5� There is no air in outer space so people would not be able to breathe� The Earth’s atmosphere also
protects people from the hot rays of the Sun� (Learners might also mention lack of water, food, shel-
ter� Accept these answers too)� (2)
Total: 20 marks
101

TOPIC 15: THE SUN AND ITS EFFECT ON EARTH
Topic overview
In this topic, learners are introduced to the Solar system� They start by learning that the Sun is a large
distant star made of very hot gas� It is the nearest star to Earth, and the only one close enough for Earth
to benefit from its heat and light� They learn that the Sun is the centre of the solar system, and that eight
planets including Earth orbit the sun� They find out that the Earth’s distance from the Sun makes it the
only planet which receives the right amount of heat and light to support life� They learn that it does this
as its light provides energy to plants which is passed along the food chain, and as its heat provides warmth
for living things, and drives the water cycle� To support their learning, learners build a model of the Sun
and use their bodies to model the movement of the planets around the Sun in their own orbits� They
practise many skills, and are given focused support in the skill of communicating information to others� If
possible find appropriate video clips and show them to the learners�
Learners sometimes confuse stars and planets� The main difference between the two is that stars are balls
of very hot gas, while planets are cold and made of rock or of very cold gas� Stars give out their own light
and heat, but planets do not� The Sun is a star as it is a ball of very hot gas�
• The Learner’s Book
• Paper and marking pens for learners to make labels or hats
• Pairs of scissors for learners to share
• Glue for learners to share
• Paint, crayons or colouring pens for learners to share
• Sheets of scrap paper –enough for each learner to draw their hand shape 7 times
• Cardboard – sufficient for each learner to cut out a large round shape; or paper plates
• A large round object, like a large pot, its lid, or a large bowl unless paper plates are being used
• Pictures of the Sun and planets
• Models of the Earth, such as a globe, and models of the Sun�
• video clips of the Sun, planets and the importance of the Sun for life on Earth�
Starting off
Teaching guidelines
• Ask learners what they see when they look out into the sky at night� Confirm that they see millions of
stars, the Moon and maybe some will have seen a planet� Explain that these are all objects in space�
• Tell them that space is all the black part of what they see, with nothing in it�
• Ask learners what they see in the sky during the day, and confirm that they can see the Sun� Stress
that they should never look directly at it as doing so can damage their sight�
• Tell learners that the Earth is an object in space� In this topic, they will learn about the Earth and
other objects in space, and how they are arranged in space�
• Ask them to look at the diagram, and ask them to answer the questions in Activity 1 orally�
102

Activity 1: Look at the picture of the Sun and the planets
LB page 163
Answers
1� the Sun
2� 8
3� 2 (Mercury and Venus)
4� 5
5� The names are, in order from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Neptune, Saturn,
Uranus, Neptune�
103

Unit 1: The Sun is our closest star
Teaching guidelines
• Ask learners what they can tell you about the Sun� What colour is it? What is it made of ? What effect
does it have on us on Earth? How would things be different if the Sun stopped shining?
• Tell learners that in this unit they will find out a lot about the Sun�
• Then work though the content and the activities with the class�
• Check learners’ understanding by their responses to the class discussion and their answers to the
questions in the activities – which you can assess orally or by taking in written work and marking it�
• Prepare resources for the model of the Sun activity in advance� You might like to use paper plates
(yellow if you can find them) instead of asking learners to cut out circles of cardboard for the Sun
model – but drawing a large circle, colouring and cutting are in themselves useful activities�
Activity 2: Write about the Sun

LB page 165
Answers
1� very hot gas
2� Because all stars are huge balls of very hot gas� As the Sun is a ball of very hot gas, it, too, must be a
star�
3� The Sun is much bigger than the Earth�
4� The other stars are further away�
5� The Sun provides heat and light to the Earth�
6� Other stars do not provide these because they are too far away�
Activity 3: Make a model of the Sun and the Earth

LB page 166
Answers
7� a� It shows that the Sun is round in shape�
b� It shows that the Sun is yellow in colour�
c� The fingers represent heat and light being given off from the Sun�
d� Any of the following are acceptable – and some learners might have other valid answers� Perhaps
share answers with the class so that everyone hears the range of valid answers� The model does
not show: that the Sun is like a ball – it is a 3D object, not a flat round object; it does not show
how hot the Sun really is; it does not show how big the Sun really is�
Extension
Tell learners that the star is yellow in colour because of its temperature� Some stars are much hotter even
than the sun, and they appear white; some are much cooler, and they appear red�
104

Unit 2: Moving around the Sun
Teaching guidelines
• Refer back to the opening artwork and activity� Remind learners that the objects arranged around the
Sun are planets� Tell them that the Sun and the planets are important parts of the Sun’s family, called
the solar system�
• Ask learners if they know the difference between the Sun and a planet, and allow some discussion of
this, confirming correct ideas and redirecting thinking where answers are incorrect�
• Tell learners that a system is something with many parts, and that all the parts have to work together
if the system is to work� Consider a bicycle as a system – it has wheels, handlebars and so on – each
plays its part in making the bicycle work� Tell the learners that the solar system is just like this – the
Sun and each of the planets is important to it�
• Ask learners if they know the difference between the Sun and a planet, and allow some discussion of
this, confirming correct ideas and redirecting thinking where answers are incorrect�
• Ask learners if they know how the planets and the Sun are connected in the solar system� Explain
that one important way is that the planets all move around the Sun�
• If you can, model this movement for the learners� You can use a light source like a candle or lamp to
represent the Sun, and a globe or other round shape to represent the Earth moving around it�
• Refer to the text, and work through it and the activities with the learners�
• Check learners’ understanding of key points and new terminology by asking questions as you work
through the text, and by monitoring their responses to the two activities in this unit�
Tell learners that the picture they can see is of the solar system�
Activity 4: Find out about the solar system from a picture

LB page 168
Answers
1� Mercury, Venus, Earth, Mars� Jupiter, Saturn, Uranus Neptune
2� Mercury
3� Neptune
4� Mercury; because it is closest to the Sun
5� Neptune, because it is furthest from the Sun
6� Jupiter
7� Saturn – and others in fact, but they are not visible in this picture
8� the Sun�
Activity 5: Make a model and a drawing of the solar system

LB page 169
Answers
1 to 7� Learners should have the Sun in the middle, and the planets in order moving around it�
8� Diagrams should show the Sun in the centre and eight planets in orbit around it� They do not need
to know the names of each planet in this grade, but by using the diagram in the Learner’s Book they
should be able to name them correctly in their diagram�
Extension
Tell learners that until 2006 there were 9 planets, but one was disqualified as it was so small� It is now
called a dwarf planet or planetoid� They should find out the name of this ex-planet� (It is Pluto�)
105

Unit 3: The Sun and life
Teaching guidelines
• Ask learners how they think the Sun is important for life on Earth� They can suggest some ways
in which they benefit from it personally – such as seeing what’s around them during the day, being
warmed on a cold morning�
• Tell them that they learnt about two other ways in which the Sun is important in Terms 2 and 3� Ask
if anyone can remember what a food chain is, and where the energy at the very start of the food chain
comes from� Mediate contribution about this�
• Ask if anyone can tell how the Sun is important in the water cycle, which they learnt about in Term 2�
And why the water cycle is important for life on Earth�
• Then work through the text and the activities, checking learner understanding by engaging with their
responses along the way�
• Be sure to remind learners about safety issues regarding the Sun�
Activity 6: Write about the Sun

LB page 171
Answers
1� heat and light energy
2� The Sun can supply this energy because it is a hot mass of gas which gives off heat and light� The
Earth is a solid, rocky body, and does not produce its own heat and light�
3� a� from the Sun’s light
b� They would not have any food to eat�
c� They will die� The eagles need snakes for food for energy� Without snakes, they will not get the
energy they need for their life processes, and so will die�
Activity 7: Explain how heat from the Sun affects life on Earth
LB page 172
Answers
1� The water cycle is necessary for life as all life needs fresh water� Fresh water comes to Earth as rain as
part of the water cycle�
2� Heat from the Sun causes water to evaporate� If it did not do this, there would be no water vapour, no
clouds and no rain�
3� It would stop, and Earth would no longer receive new supplies of fresh water�
4� Many suggestions are possible, such as: do not wash hands under running water – fill basin; put water
in a mug to rinse teeth, do not rinse under running water; shower rather than bath; always turn taps
off; report leaking taps or broken pipes to an adult�
Support
Learners might need extra help with the water cycle� Help them revise the steps by drawing the boxes from
the Learner’s Book on the board, and asking them to help you fill them in without looking at the diagram
in their books� Check that they understand each step as you work through this with them�
106

Skills focus: Communicate information to others
Teaching guidelines
• Ask learners what helps them understand new information when it is presented to them� Help them
consider the value of clear, written and spoken explanations, and of different forms of presenting
information, such as drawings and pictures�
• Help them see that a combination of all of these is often helpful� They could reflect on something
they learnt more easily because a combination was available to them�
• Work through the information in the Leaner’s Book with them, helping them link the steps to the
final poster�
• Discuss how the target audience will influence the selection of information and its presentation�
• Explain that they have to present information on the Sun to a Grade 2 class�
• Give them a timeframe in which their work must be done, and how long they have for their
presentation�
• Help them gather resources they need and stress that they must not tear pictures out of any book�
• Monitor their work as they produce their posters, and offer assistance and guidance where needed�
• Arrange for them to simulate a presentation to the Grade 2 class by presenting it to their peers,
who can offer feedback, or arrange for learners to present it to small groups of Grade 2 learners�
Encourage self reflection on their presentations, and also offer some yourself, although you will not
be able to see the presentation, all the way through�
Activity 8: Use four methods to communicate information to an audience

LB page 173
Answers
There is no correct answer to this activity� Check that learners have made a poster with a drawing, text
and photographs as required, that the information is correct and the poster well set out� Check that
learners can use this poster to give simple information to a Grade 2 class�
107

Topic revision
LB page 174

Answers
1� a Stars are balls of very hot gas�
b� The Earth is one of eight planets�
c� The path that a planet moves round the Sun in is called its orbit�
d� The Sun is the star at the the centre of the solar system�
e� The Sun’s heat and light are important for life on Earth� (could be light and heat)
Revision activity
Answers
1� a� star (1)
b� hot (1)
c� Sun (1)
d� Sun (1)
e� closest (1) [5]
2� The learners must draw a diagram to show how the Earth moves round the Sun� They must label
the following: Sun; Earth; orbit� They must use an arrow to show the direction in which
the Earth moves� [5]
3� a� the others are too far for away (1)

b� It is used by plants to make food, animals eat the plants, and the sun’s energy is transferred up
the chain giving plants energy, too� (1)
c� It causes water to evaporate� (1)
d� It all evaporates� (1)
e� Because the planets closer to the Sun receive more heat from the Sun than Earth does� (1) [5]
Total: 15
108

TOPIC 16: THE MOON
Topic overview
In this topic, learners learn about the Moon’s characteristics such as its composition, surface features,
shape and size� They make a model to show its size and position in space relative to the Earth and the
Sun� They learn that the Moon has no air or liquid water, and that it doe not produce its own light,
but is lit by light from the Sun� They find out that the part of the lit half of the Moon that we see from
Earth changes over a month, and they conduct an investigation into the changing shapes (phases) of the
moon� Finally, they read stories about the moon which show how people at various times and places have
explained their observations about the moon�
Some learners might not realise that unlike stars, which they also see at night, the moon does not give off
its own light� Help them to understand that the moon is rocky, and does not shine on its own� It shines
because the Sun lights it up� You could shine a torch on a dark object to help them understand
this concept�
• A pair of scissors for each learner/pair of learners
• 2 m of string per learner/pair of learners
• Colouring materials like crayons or paint and a brush
• A coat hanger or stick per learner/pair of learners
• Enough cardboard for each learner/pair of learners to cut out large circles
• Round objects of different sizes for each learner/pair of learners, such as a bottle cap or a coin;
the lid of a round 250 ml plastic tub; a saucepan lid or a plastic bowl (or the model of the
Sun made previously)
• Sheet of white A3 paper per learner
• pictures of the Moon
• pictures of samples of Moon rock
• videos of the moon and of the Moon landing
• balls of different sizes – soccer, tennis and golf or table tennis�
Starting off
Teaching guidelines
• Ask learners what they know about the Moon, and allow some discussion
• Ask them to look at the picture, and see what they can tell about the moon from this picture� Use the
questions in Activity 1 to guide their observation�
• Allow a range of answers – but ask learners to justify their ideas by referring to what they can see in
the picture where possible�
Activity 1: Answer questions about a picture of the Moon

LB page 175
Answers
1� Answers will vary depending on learners’ prior knowledge�
2� Learners will offer different interpretations; the correct answers are:
a� Moon’s surface is rough�
b� There are mountains�
109

c� You can’t see any continents�
d� No lakes, rivers or oceans are visible�
e� They are craters�
3� Answers will vary – the correct answer is smaller�
4� Answers will vary – the correct answer is by the light from the Sun�
110

Unit 1: Features of the Moon
Teaching guidelines
• Explain to the learners that the Moon is a large ball made of rock� Use the picture in the Learner’s
Book and any others you have to support this�
• Tell them that people have landed on the moon, and brought back samples of rock and photographs
that have helped us learn a lot about the Moon�
• Work through the text giving the features of the Moon, and discuss how the lack of soil, air and
liquid water mean that life cannot exist there�
• Ask learners to do Activity 2, and check their answers
• Help learners understand the relative sizes and positions of the Sun, Moon and Earth� Use the
pictures in the Learner’s Book to help you� If you have balls of different sizes, you can model these
relationships for them by placing them at appropriate distances from each other on a table�
• Consolidate and check their understanding by asking them to do Activities 3 and 4�
Activity 2: Write about the Moon

LB page 177
Answers
1� round
2� rock
3� dust and pieces of broken rock
4� craters
5� There is no air (to breath), no liquid water (to drink) and no soil (for plants to grow in)�
6� They have to take everything they need with them – food, water and air to breath; they need special
clothing to keep them warm�
Activity 3: Compare sizes and distances

LB page 178
Answers
1� Sun, Earth, Moon
2� 110
3� Moon
4� no
Activity 4: Make a model of the Earth, Sun and Moon

LB page 179
Answers
1� The Earth and the moon are close together, and the Sun is much further away�
2� the Sun
Support
Model the relative sizes and distances of the Moon, Earth and Sun by placing a soccer ball, tennis ball
and golf or table tennis ball at appropriate distances from each (tennis and table tennis/golf balls close to
each other, and very far from the soccer ball) other on a table�
111

Unit 2: Phases of the Moon
Teaching guidelines
• Ask learners if they have seen the Moon shining at night, and ask them why it shines� Discuss
contributions, and then explain that it shines by the Sun’s light, not its own� Use the text and picture
in the Learner’s Book to help you� If you have a torch, you could shine it on a round object like a ball
to show how it shines only where the light falls�
• Ask the learners if the lit part of the moon looks the same every time they look at the moon, and
discuss contributions� Some learners might like to draw different shapes they have seen on the board�
• Refer learners to the picture of the phases of the Moon in the Learner’s Book� Explain the term
‘phases’ and discuss the names and sequences of the phases of the Moon illustrated in the book�
Explain that the whole series of shapes repeats itself about every 29 days, or once a month�
• Ask learners to do Activity 5, and check their understanding by reviewing their answers�
• Explain what must be done for the practical task, and assist learners in making their recording sheet
and understanding exactly what they need to do�
Activity 5: Answer the following questions about the Moon and its phases
LB page 181
Answers
1� sunlight
2� the Moon is a cold rocky body while the sun is a ball of hot gas
3� Crescent
4� Full Moon
5� It gets bigger and bigger�
6� It gets smaller and smaller�
Support
In groups, learners could draw one phase of the Moon on a piece of A4 paper, and arrange them in the
correct order around the class�
112

FORMAL ASSESSMENT
Practical task: Investigate the changing shape of light
on the Moon
LB page 182
Teaching guidelines
• Give every learner a sheet of A3 paper�
• Demonstrate how it should be folded, and assist learners to make their folded squares
where necessary�
• Explain what the learners need to observe each day�
• Use a drawing on the board to show them how to write the day and draw what they see
in each square�
• Monitor their work every few days to check that they are all doing what is required; give formative
feedback to help them improve their drawings�
• At the end of the observation period, ask the learners to answer the questions and take in their
drawings and their answers to mark�
Assessment
Assess the drawings by using the rubric below�
All dates and names of 20–29 dates and 10–19 dates and 1–9 dates and No dates or
the days are correct (2) names are correct names are correct (1) names are names are
(1½) correct (½) correct (0)
All shapes clear and 20–29 shapes clear 10–19 shapes clear 1–9 shapes clear No shapes
neatly fitted inside the and neatly fitted and neatly fitted and neatly fitted clear and neatly
square (2) inside the square inside the square (1) inside the square fitted inside the
(1½) (½) square (0)
Shapes correct for each Shapes correct for Shapes correct for Shapes correct No shape
day (2) 20–29 days (1½) 10–19 days (1) for 1– 9 days correct for any
(½) day (0)
Total: 15
Answers
1� Answers will depend on when this work was started; check that the learner’s answer is correct for the
period of the observation�
2� 29 days
period of the observation�
period of the observation� There should be about 14 days difference from the date of seeing the New
Moon�
period of the observation� The dates must be those from New Moon to Full Moon�
period of the observation� The dates must be those from Full Moon to New Moon�
If there are any learners with poor fine motor co-ordination, allow them to draw a large picture of each
phase each day, rather than having to fit their drawing into the small square on the A3 page�
113

Unit 3: Moon stories
Teaching guidelines
• Review the information in the opening paragraph with learners�
• Ask anyone who knows a Moon story, or how the moon is important in their culture to share this
with the class�
• Read through the stories provided� After each story, ask learners to answer the questions in Activity 6
related to it, and discuss their answers�
• If possible ask learners to do the extension activity, and to share their information with the class�
Activity 6: Read stories and beliefs, and answer questions

LB page 184
Answers
2� a� Crescent (last)
b� Full Moon
3� individual interpretations and drawings
4� once every 29 days/once every month
5� a� Crescent
b� Individual responses based on own experiences�
Extension
Ask learners to interview older people in their family or community about stories about the Moon and
ways in which the Moon is useful or important� They should write the story down, and illustrate it with a
picture� Ask learners to report back to the class what they have found out, and to display their illustrated
information on the classroom wall�
114

Topic revision
LB page 186

Answers
1� a� The Moon has a round shape like a ball�
b� The Moon’s surface has large dents called craters�
c� There is no liquid water on the Moon�
d� There might be some frozen water on the Moon�
e� The changing pattern of sunlight on the Moon is called the phases of the Moon�
Revision activity
Answers
1� rock (1)
2� a� true (1)
b� true (1)
c� false (1)
3� bigger (1)
4� bigger (1)
5� Moon; Sun; Star (3)
6� a� full (1)
b� 29 ½ (also accept 29) (1)
c� because it is a cold rocky body that does not give off its own light (2)
7� First crescent: (2)
Total: 15
115

TOPIC 17: ROCKET SYSTEMS
Topic overview
This topic introduces learners to rocket systems� Learners will read about how people have used rockets
to go into space and travel to the Moon� They will investigate how rocket systems work to propel vehicles
into space� Learners will then design, make and evaluate a rocket model, using a balloon�
Learners may find it difficult to understand that a rocket does not have an engine like a car or an
aeroplane� When demonstrating rocket propulsion using inflated balloons ask if an inflated balloon needs
an engine to make it move when it is released� Clearly it does not� Explain that a rocket also does not need
an engine� It is the downward thrust of the hot gases which propels it upwards�
• Balloons of different sizes
• A long piece of string and a long piece of fishing line; plastic straws; adhesive tape; hooks; measuring
tapes; paper clips
• Power point presentation on rocket propulsion:
http://www�grc�nasa�gov/WWW/k-12/airplane/topics�htm Click on ‘This is Rocket Science’�
Starting off
Teaching guidelines
• Tell learners that they are beginning a topic about rockets that travel into space and to the Moon�
Ask learners what they know about rockets, such as what they look like, how they work, which
countries have launched rockets into space, what else rockets have been used for in history other than
space travel etc� List learners’ responses on the chalkboard�
• Read the text on page 187 aloud to the class and read through the questions in the activity� Divide
learners into pairs or small groups to answer the questions� Question 3 could be a class discussion�
Activity 1: Discuss rockets

LB page 187
Answers
This is an introductory activity, designed to activate and assess prior knowledge regarding space travel
and rocket systems� Learners are not expected to know all the answers�
1� a� Learners will probably be aware that something is burning but may not be aware what it is� It is
the fuel inside the rocket which is burning�
b� Learners are unlikely to know how a rocket works and may suggest various possibilities� Tell
learners that they will find out whose answer was correct as they work through this unit�
2� Each learner will have their own answer� Encourage learners to provide reasons for their answers�
3� Learners will brainstorm� Some of the reasons that NASA are developing new spacecraft include:
• NASA wants to develop a permanent base on the Moon and also wants to send humans to Mars
and beyond in years to come
• NASA needs to serve the needs of the International Space Station (which is now completed)
where astronauts will spend months at a time, doing research�
• The possibility exists that tourists will soon be able to travel in space� New spacecraft are needed
for this� Private companies are also working to develop ‘tourist’ spacecraft�
116

Unit 1: Modelling a rocket
Teaching guidelines
• This unit focuses on how rocket systems work� First it will be necessary to revise the concept of a
system� This was introduced in Topic 12: Movement and energy in a system� Draw the following
diagram on the board:
System
Input of energy → Something happens
→ Output of energy
• Explain that any system needs input of energy to work� Then the parts of the system work together
to make something happen and there is a different output of energy� You can use the example of
an electric light� The input of energy is electricity (learners will know that they need to switch the
light on to make it work)� The light bulb is the system in which something happens and the electrical
energy is turned into light as the main output of energy (there will also be a small amount of heat
output of energy)�
• In the same way a rocket needs input of energy� Something happens inside the rocket to change the
input of energy into movement output of energy�
• Activity 3 is fairly time-consuming to set up� You can choose to demonstrate the activity to the class
and have learners write and then discuss their observations, or you could divide the class into three
or four groups and have them carry out the activity themselves� The instructions in the TG assume
that you will be demonstrating the activity� It is, however, essential that learners get to experience this
activity as it lays the foundation for the project which learners will carry out at the end of the topic�
Activity 2: Investigate how a rocket system works

LB page 189
Answers
1� a� A rocket system gets the energy it needs from fuel�
b� The fuel burns which releases hot gases�
c� A rocket must be light and strong�
d� A rocket carries a payload into space�
2� a� Learners will write their predictions
b� Learners will record their observations� The balloon should have shot forwards when
the gas was released�
c� Learners will write their own explanations�
Activity 3: Investigate balloon movement

LB page 190
Answers
1� Learners read instructions�
2� a� Learners write their predictions� Learners are now more likely to predict that the balloon will
shoot forward along the fishing line�
3� Learners follow the instructions to carry out the activity themselves or they watch as the teacher
demonstrates the activity�
4� Learners will record their observations and draw a labelled picture to show what happened� The
balloon should have shot forwards when the gas was released� Learners should have recorded the
measurement of how far the balloon moved�
5� Learners will record their measurements in a bar graph�
6� It is expected that learners will notice that the less air there is in the balloon when it is released, the
shorter the distance that the balloon will travel along the fishing line�
117

Support
Learners may need to be reminded about how bar graphs work� If learners are struggling to record their
measurements in the bar graph, draw one on the board and fill in the first two measurements for the
learners�
Extension
Learners can also try using different types of string for their balloon rockets to travel along� Does the
balloon travel the same distance along a piece of string as it did along a fishing line? Can they explain why
or why not? (Hint: friction)
118

Skills focus: Make a model
Teaching guidelines
• This Skills focus introduces learners to the idea of making three dimensional models to try out their
design ideas� Learners were introduced to two dimensional drawings in Topic 5� Now you will need
to explain what ‘three dimensional’ means: they are making a model that is not simply a flat drawing
that just shows how high and how wide an object is� It will also have depth� It will be just like the real
thing that they are designing, only smaller� They will be able to touch it and feel it and see the back,
front and sides of it�
• Read the paragraph on page 192 of the Learner’s Book aloud� Divide learners into small groups to
carry out Activity 4�
• Each group of learners will make a model rocket� As these will be similar to the rocket systems used
in Activity 3, learners should not require too many additional materials� Encourage learners to use
simple, recycled materials in their models�
• Each group will need to test their model� Set up a testing station where learners can thread their
model on a fishing line and try it out�
Activity 4: Practise making a model

LB page 192
Answers
1� a� Each learner will draw their own design ideas using labelled 2D drawings�
b� Learners work in a group to choose the best idea�
c� Learners make a model�
d� Groups take turns to try out/test their models�
2� Learners write a paragraph describing what happened when they tested their model� The group
should work on the paragraph together�
3� Each learner will describe how they would improve the design, having tested it�
119

Practical Task: Design, make and evaluate a rocket model
LB page 193
Teaching guidelines
• This project has been carefully scaffolded in that learners have used a similar rocket system in two
previous activities� The challenge in this project is to adapt the rocket system to carry a payload� Also,
the rocket will be launched to travel upwards and not sideways as in previous activities�
• Learners will therefore need similar basic materials to Activities 3 and 4� They will also each need
a number of paper clips for the rocket to carry as a payload (these may be shared between groups)�
However, each group will need to source any additional materials they may need for their improved
designs�
• This project should be done in groups of not more than four learners� Learners should allocate
particular tasks to each group member so that the workload is shared�
• Learners should keep a record of all the steps in the technology process� These should be handed in
along with their final report for assessment�
• Each group will need to test their rocket systems� Set up a testing station where this can be easily and
fairly carried out� You may need to attach a hook to the ceiling or a doorframe to attach the fishing
line� Mark measurements on the fishing line so that it is easy to see how high the rocket systems
travel� Learners should launch their rocket systems from floor level, travelling straight upwards�
Assessment
Use the following memo to assess learners’ projects�
Step 1: Design [10]
— Learners submit evidence that they brainstormed ideas in their group�
(Satisfactory: 1; Good: 2; Excellent: 3)
— Learners submit sketches (1)
— Learners show evidence of evaluation and improvement of their ideas� (1)
— Learners submit a labelled drawing of their final ideas�
(Satisfactory: 1-2; Good: 3-4; Excellent: 5)
Step 2: Make [10]
— Learners collected and/or sourced all the materials they needed (1)
— Assess the rocket system using the following criteria�
• Does the rocket system fulfil the design brief ?
• Does the rocket system use at least one balloon in its design? (1)
• Does the rocket system use a straw to guide the balloon upwards along a string hanging down
from the ceiling? (1)
• Does the rocket system carry a payload of paperclips? (1)
• Did the learners work safely and efficiently in the time available?
• Did the learners demonstrate competence in selecting and using tools and materials?
Step 3: Evaluate [8]
— Did learners record how many paper clips their rocket system carried and how high it went each
time they tested it? (2)
— Did learners make any improvements to their design based on the system’s performance during
testing? (1)
— How successful was the final rocket system in carrying a payload? (Satisfactory: 1-2; Good: 3-4;
Excellent: 5
120

Step 4: Communicate [7]
— Group submits written report (1)
— All drawings and results of testing are included (1)
— Learners described what they did and how they did it�
— Learners described any problems they had and how they solved them� (1)
— Learners described how they would improve their design after testing it� (1)
Total: 35
This is a group project, which makes it possible to team up learners with barriers to learning with other
learners who have different skills� Ensure that learners with barriers to learning (e�g� a visual impairment)
are given meaningful work to do within the group which draws on their strengths�
121

Topic revision
LB page 194

Answers
1� a� When we launch a rocket we send it up into space�
b� A rocket takes people and equipment into space� This is called the rocket’s payload�
c� Rockets are propelled upwards when hot gases shoot downwards�
d� People build models to see if their design ideas will work�
Revision activity
Answers
1� a� People use rockets to propel other spacecraft, equipment and humans into space� (2)
b� A rocket system gets its input of energy from burning fuel� (1)
c� A rocket must be light because every kilogram needs fuel to get it into space� The lighter the
rocket, the heavier the payload it will be able to carry� (2)
d� When a rocket is launched we see fire and smoke because fuel is burning inside the rocket and is
shooting hot gases out of the bottom of the rocket� (2)
e� Sir Isaac Newton’s third law of movement says that for every push in one direction there is an
equal push in the opposite direction� (1)
2� a� Picture and notes should show:
• Gas escaping through the open end of the balloon (1) gas moving in one direction (1)
• The balloon moving forwards (1) in the opposite direction (1) (4)
b� A rocket is also propelled forward by gases moving in the opposite direction� When a rocket is
launched, gas burns inside the rocket� Hot gases shoot downwards� The rocket is then propelled
upwards into the sky�
(3)
Total: 15
122

MEMORANDUM FOR TERM 4 EXAM
TOTAL: 40 marks
1� A drawing such as example provided� Continent does not need to be the correct shape�
Give: 1 mark for drawing each feature correctly (1 x 4)
1 mark for the correct labels attached to each� (1 x 4) [8]
2� Any relevant animal whose habitat is the sea� (2) [2]

3� Give half a mark for each correct step in the energy chain� An example is given below� (2) [2]
Sun
→ maize plant grows
→ earthworm/s eat the
dead maize plant → bird eats earthworm/s
4� A solar lamp needs an input of energy from the Sun to work� The output of energy that is useful for
us is light� (2) [2]
5� Give half a mark for the name of the lamp and half a mark for the correct source of energy�
For example:
A paraffin lamp� Paraffin
An electric lamp that uses mains electricity� Coal (as a source of energy for mains electricity)�
An oil lamp uses oil� (1) [1]
6� a� energy (1)
b� vibrates (1)
c� input (1)
d� travel (1)
e� louder (1) [5]
7� The wording does not need to be the same as this, but check that the five words are used and that
learners have the concepts correct� This is an example: When a rocket is launched, fuel is burned
inside the rocket� The burning fuel pushes hot gases downwards, out of the bottom of the rocket�
This propels the rocket upwards into the sky� [5]
8� a� The Sun is a star� (1)
b� The Earth is a planet� (1)
c� The Sun is much bigger than the Earth� (1)
d� The Sun is at the centre of the solar system� (1)
e� The Moon is made of rock� (1)
f� The Moon is smaller than the Earth� (1)
g� People cannot live on the Moon because there is no air and no water� (2)
h� The Sun provides heat and light for living things on Earth� (2)
i� The Earth and the Moon are both lit by the Sun� (1)
j� Full Moon and New Moon are both phases of the Moon� (1) [12]
9� A: orbit (1)
B: Earth (1)
C: Sun (1) [3]
TOTAL: 40
123

TERM 1 PRACTICE TEST
1� Identify the life process that each of the following pictures shows: (5) [5]
a)
b) c) d) e)
2� Look at the picture of a cat�

Answer these questions:
a� Name the cat’s main body parts� (3)
b� How many limbs does the cat have? (1)
c� What type of body covering does the cat have? (1)
d� Name two sense organs you can see in the picture� (2) [7]
3� a� Name two things that seedlings need to germinate� (2)
b� Name one other way to grow plants� (1) [3]
4� Look at the picture of a habitat�
a� Identify the type of habitat shown� (1)

b� Name two things that the zebra gets from the habitat� (2)
c� Explain one way in which the lion is suited to its habitat� (2) [5]
5� Write down the missing words�
a� A______________ is something that is made or built� (1)
b� A _____ structure has a strong outside layer that holds itself up� (1)
c� A _____ structure is made of different parts that are joined together� (1)
d� Animals build shelters to _____ them from bad weather and predators� (1)
e� A shelter that is not made by humans is called a __________ shelter� (1) [5]
6� Look at the photograph of an animal shelter� Answer the questions�
a� What is the name of the animal shelter in the picture? (1)

b� Is the shelter natural or human-made? (1)
c� What material has been used to make the shelter? (1)
d� Is the shelter a frame structure or a shell structure? (1)
e� Write a sentence to describe the shape and size of the shelter� (1) [5]
TOTAL: 30/2 = 15 Total: 15
124

TERM 1 PRACTICE TEST MEMO
Answers
1� a� growing (1)
b� reproducing (1)
c� feeding (1)
d� sensing (1)
e� moving (1) [5]
2� a� head (1), body (1), tail (1)
b� four legs (1)
c� hair/fur (1)
d� any two: eyes, ears, nose, whiskers (2) [7]
3� a� any two: water, warmth, air (2)
b� cuttings (1) [3]
4� a� grassland (1)
b� food, (1) place to have young (1)
c� The lion’s colour matches the colour of the grass (1) so its prey cannot see it easily� (1) [5]
5� a� structure (1)
b� shell (1)
c� frame (1)
d� protect (1)
e� natural (1)
[5]
6� a� a spider’s web (1)
b� natural (1)
c� A material (silk thread) that came out of the spider’s own body� (1)
d� frame structure (1)
e� The spider’s web is almost round� It has some pieces that stretch out to join it to the branches�
It is flat� It is about the same size as the head of a tennis racquet/frying pan�
[5]
TOTAL: 30/2 = 15 Total: 15
125

TERM 2 PRACTICE EXAM
1� Thabo put a leaf of a Busy Lizzie plant in a beaker of water� After a week he noticed some changes�
a� Make a labelled drawing to show the changes that Thabo noticed� (4)
b� Name this method of growing new plants� (1) [5]
2� State whether each of these statements about solids, liquids and gases is true or false�
a� Solids and liquids always keep their shape� (1)
b� Liquids can flow� (1)
c� Liquids spread out more than gases� (1)
d� Gases have no shape unless they are in a container� (1)
e� Liquids can change to solids or to gases� (1) [5]
3� Fill in the missing words in these sentences:
a� Water vapour is the ________ state of water� (1)
b� Water vapour forms when _____ takes place� (1)
c� In the water cycle, clouds form when water vapour _________� (1)
d� Raindrops are the __________ state of water� (1)
e� Snow forms when water _______________� (1) [5]
4� From this list: glass jug, dish cloth, gum boots, tooth brush, clay pot, clay brick, newspaper,
plastic plate, leather belt, towel
a� Name one object that is manufactured from raw materials coming from oil and coal� (1)
b� Name one object that is waterproof and made from the raw material sand� (1)
c� Name one object that is made from animal hide� (1)
d List the objects that are ceramics� (2)
e� State which raw material is used to make ceramic materials? (1)
f� State which raw material is used to make paper? (1)
g� Name one material which is absorbent� (1)
5� State which structure is more stable: a square or a triangle? (1)
6� Name the length of material we put in a structure to form a triangle� (1) [10]
7� Compare the properties of a ball of wet clay and a clay brick� (2)
8� You have spilled water on the tile floor� What would you take to dry the floor with: a plastic bag
or a sheet of newspaper� Explain� (2)
9� Rearrange these steps into the correct order:
Evaluate a product, design a product make a product� (3) [7]
10� Why is it important that we recycle or re-use plastic waste? (1)
11� A toothbrush has bristles to clean your teeth� Explain why the bristles are flexible and
the handle of the brush is stiff� (2) [3]
12� Are these sentences true or false?
a� Animal shelters are all structures� (1)
b� Frame structures have a strong layer on the outside that holds itself up� (1)
c� A cattle kraal is a natural shelter� (1)
d� Each shelter is made or chosen to meet an animal’s needs� (1)
e� A burrow is a shelter made by humans� (1) [5]
Total: 40
126

TERM 2 PRACTICE EXAM MEMO
Answers
1� a� The learners label their drawings with the changes� (4)
b� cutting (1) [5]
2� a� false (1)
b� true (1)
c� false (1)
d� true (1)
e� true (1) [5]
3� a� gas (1)
b� evaporation (1)
c� condenses (1)
d� liquid (1)
e� solidifies (1) [5]
4� a� plastic plate, tooth brush, gum boots (1)
b� glass jug (1)
c� leather belt (1)
d� clay pot, clay brick, (glass jug) (2)
e� clay (1)
f� wood fibres (1)
g� towel, dish cloth, newspaper (1)
5� triangle (1)
6� strut (1) [10]
7� A ball of wet clay is soft and malleable, can be shaped; a clay brick is hard� (2) [2]
8� A newspaper, because it is absorbent� The plastic bag is waterproof� It will not absorb water� (2) [2]
9� Design a product, make a product, evaluate a product� (3) [3]
10� Plastic is very durable, it does not rot; it is a pollutant in our rivers and oceans� It kills living animals
and plants in the ocean� (1) [1]
11� The handle is stiff so that it does not bend when you reach for the teeth inside your mouth, the
bristles are flexible so that they can bend and go in between your teeth� (2) [2]
12� a� true (1)
b� false (1)
c� false (1)
d� true (1)
e� false (1) [5]
Total: 40
127

TERM 3 PRACTICE TEST
1� Can living things live without energy? (1) [1]
2� What source of stored energy do animals and people need? (1) [1]
3� a� Name two types of energy that we get from the Sun� (2)
b� Which type of energy do plants need to make their own food? (1) [3]
4� Draw an energy chain to show how energy from the Sun is transferred to a person eating a mealie�
Use words, arrows and pictures� (3) [3]
5� Copy this table into your workbook and fill in the missing words� (6) [6]
Input of energy Machine/appliance Output of energy that is useful to us

Chemical energy stored in a battery torch
Mains electricity
paraffin lamp light
electric kettle
6� Which source of stored energy is used for most of the mains electricity in South Africa? (1) [1]
For questions 7 to 11, write down the number of the correct answer�
7� Which sentence is not true?
a� Whenever a sound is made, something is vibrating�
b� The pitch of a sound is how high or low it is�
c� Sound can only travel through air, not through liquids or solids�
8� Which two words mean almost the same thing?
a� high and low
b� volume and loudness
c� beat and shake c
9� The harder you hit a drum��
a� the louder the sound will be
b� the higher the pitch of the sound will be
c� the lower the pitch of the sound will be�
10� As you tighten an elastic band, the sound made
when you pluck it
b d
a� becomes higher in pitch
b� becomes lower in pitch inner ear
nerve
c� stays the same� a e
11� Why do people using large noisy machines
often wear earmuffs? ear canal
a� They want to protect their ears from dust�
b� Their ears are cold�
c� Very loud sounds can damage your ears�
(5 x 2) [10]
12� Fill in the missing labels to show how humans hear sounds� Write down the letter and
the label� (5) [5]
TOTAL: 30/2 = 15 TOTAL: 15
128

TERM 3 PRACTICE TEST MEMO
Answers
1� no (1) [1]
2� food (1) [1]
3� a� heat, light (2) [2]
b� light/sunlight/heat from the Sun (1) [1]
4� Sun → mealie/maize plant → person eating mealie (3) [3]
5� [6]
Input of energy Machine/appliance Output of energy that is
useful to us
Chemical energy stored in torch light (1)
a battery
Mains electricity television (1) sound, light (1)
Paraffin (1) paraffin lamp light
Mains electricity (1) electric kettle heat (1)
6� electricity (1) [1]

7� c (2)
8� b (2)
9� a (2)
10� a (2)
11� c (2) [10]
12� a� sound wave (1)
b� outer ear (1)
c� brain (1)
d� bones in middle ear (1)
e� ear drum (1) [5]
TOTAL: 30/2 = 15 TOTAL: 15
129

TERM 4 PRACTICE EXAM
1� The sentences below describe the Earth� Write the complete sentence in your workbook� You can use
the words in the box to help you fill in the spaces�
The Earth is shaped like a _________� Earth’s surface is made of _________� This is covered by
_________ and _________� Large pieces of land are called _________� Smaller pieces of land
surrounded by water are called _________� Large areas of salty water are called _________� Smaller
areas of water are called _________� The atmosphere is a layer of _________ around the Earth� Each
living thing has a _________ on Earth where it can survive� (10)
air; soil; islands; seas; ball; water; habitat; continents; oceans; rock
[10]
2� Choose words from the word box to complete these sentences� Write down the missing word for each
sentence�
a� Energy for my body comes from the _________ I eat�
b� The source of the energy in our food is the _________� (1) [1]
Moon wood Sun coal food
3� Identify the missing words in the sentences below this picture� Write the complete sentences in your
workbook�
A bicycle needs an input of _________ to work� The energy for a bicycle comes from a person’s
_________� The output of energy is _________ energy� (3) [3]
4� Which of these activities needs more energy: (1) [1]
a� riding a bicycle up hill
b� riding a bicycle down hill
5� Look at the instruments and answer the questions�
a� How many of these instruments need movement input of energy to make sounds? (1)
b� What is a musical instrument’s main output of energy? (1)
c� Which instrument is a wind instrument? (1)
d� Which instrument is a string instrument? (1)
e� Which instruments are indigenous African musical instruments? (1) [5]
130

6� Write down the missing words to complete this paragraph� Use the picture to help you�
When a rocket is launched, a� _______ burns inside the rocket� Hot gases shoot
b� ________� And the rocket is c�________________ upwards into the sky� (3)
7� Complete the sentence
A rocket must be light because _______________________________________ (2)
8� Choose the correct word in each sentence below, and then write the sentence into
your workbook�
a� The Sun/Earth is at the centre of the solar system�
b� The Earth moves round the Sun in an orbit/phase�
c� The Earth is bigger/smaller than the Sun�
d� The Earth is bigger/smaller than the Moon�
e� The distance from the Earth to the Moon is bigger/smaller than from the Earth to the Sun�
f� The Moon is lit by light from the Sun/Earth�
g� The Moon is made of gas/rock�
h� If it is Full Moon today, it will be Full/New moon in 29½ days time�
(8 x 1 = 8) [8]
9� Are these statements true or false?
a� The Earth is one of eight planets�
b� The Earth is the planet closest to the Sun�
c� The Sun is the nearest star to Earth�
d� The surface of the Moon is covered in soil�
e� People could survive on the Moon if they found fresh water there�
f� The Sun provides air and light for living things on Earth�
g� We see a different part of the lit part of the Moon every day of the month�
(7 x 1 = 7) [7]
Total: 40
131

TERM 4 PRACTICE EXAM MEMO
Answers
1� (10) [10]
The Earth is shaped like a ball� Earth’s surface is made of rock� This is covered by soil and water�
Large pieces of land are called continents� Smaller pieces of land surrounded by water are called
islands� Large areas of salty water are called oceans� Smaller areas of water are called seas� The
atmosphere is a layer of air around the Earth� Each living thing has a habitat on Earth where it can
survive�
2� a� food
b� Sun (1) [1]
3� A bicycle needs an input of energy to work� The energy for a bicycle comes from a person’s muscles
(also allow any reasonable variation, for example learners may say legs or feet)� The output of energy
is movement energy� (3) [3]
4� a� (1) [1]
5� a� all of them (1)
b� sound (1)
c� saxophone (1)
d� guitar (1)
e� shaker and marimba (1) [5]
6� a� fuel (1)
b� downwards (1)
c� propelled (1) [3]
7� Any answers that cover one of the following ideas would be correct:
a� The heavier the rocket, the more fuel it will take to launch it� Fuel is expensive� Designers keep
the weight of the rocket as low as possible in order to keep the fuel costs as low as possible�
b� The heavier the rocket, the less it can carry (its payload will be smaller)� (2) [2]
8� a� The Sun is at the centre of the solar system�
b� The Earth moves round the Sun in an orbit�
c� The Earth is smaller than the Sun�
d� The Earth is bigger than the Moon�
e� The distance from the Earth to the Moon is smaller than from the Earth to the Sun�
f� The Moon is lit by light from the Sun�
g� The Moon is made of rock�
h� If it is Full Moon today, it will be Full Moon in 29½ days time�
(8 x 1 = 8) [8]
9� a� true
b� false
c� true
d� false
e� false
f� false
g� true
(7 x 1 = 7) [7]
Total: 40
132

TARGET WORKSHEET ANSWERS
Topic 1: Basic Target Worksheet Answers
1� a� moving (1)
b� reproducing (1)
c� feeding (1)
d� excreting (1)
e� sensing (1)
f� growing (1)
g� breathing (1)
2� a� Circles must be around earthworm; (1) plant; (1) bird; (1) zebra; (1) (4)
b� seeds (1); yeast (1); eggs (1)� (3)
Total: 14
Topic 1: Advanced Target Worksheet Answers

1� C
2� B
3� B
4� C
5� A
6� B
7� A
8� B
9� A
10� B (10)
2� a� The seeds on the windowsill will grow better� (1) Seeds need warmth to grow� (1) The seeds in the
fridge did not get any warmth� (1) (3)
b� Water (1)
c� Non-living ( 1)
Total: 15
133

flower
leaves stem
root
1� a� roots, stem, leaves, flowers (4)

b� fruit (1), seeds (1) (2)
body
ear
head
eye
nose
tail
mouth
leg
2� a� head, body, tail, leg, ear, eye, nose mouth (8)

b� hair/fur (1)
Total: 15

1� (14)
Cat: Both: Pigeon:

ears (1) head (1) wings (1)
whiskers (1) body (1) feathers (1)
nose (1) eyes (1) small (1)
fur (1) mouth (1)
large (1) legs, (1)
tail (1)
2� a snake (1)
134

plumule stem
seed
root
radicle
1� a� seed, (1) plumule, (1) radicle, (1) root, (1) stem, (1) (5)
b� cuttings (1)
c� leaves (1) and stem (1) (2)
2 a� plant B (1)
b� plant A (1)
c� To make their stems strong (1) and their leaves firm� (1) (2)
d� light, (1) air, (1) warmth (1) (3)
Total: 15

1� a�
Plant Length of root Length of shoot
(cm) (cm)
A 2 (1) 3.5 (1)
B 3.5 (1) 5 (1)
C 4 (1) 7 (1)
(6)
b�
c� The shoots (1)

d� Count the number of leaves (2)
Total: 15
135

1� a� hippo – river (1)
b� blue duiker – forest (1)
c� impala – grassland (1)
d� fish eagle – river (1)
e� zebra – grassland (1)
f� shark – sea (1)
g� monkey – forest (1) (8)
h� octopus – sea (1) (2)
2� Statements b and c are incorrect�
Total: 10

1� (10)
Grassland Forest River Sea Desert
Plants and buffalo, cheetah, monkey, frog, fish, water whale, turtle, camel, gerbil,
animals acacia tree green pigeon, lilies kelp palm tree
yellowwood tree
Rain and summer rain, rain all year freshwater, not salty water, not little rain, very
temperature warm summers, round, not much change in much change in hot during the
cold nights much change temperature temperature day, very cold
in temperature, at night
shady
2� a� forest habitat (1)

b� The tiger has a striped coat (1) which helps it blend in with the forest trees (1) and also
makes it hard for prey to see the tiger (1)� (3)
c� The tiger has very good hearing� (1)
Total: 15
136

1� a� rabbit hutch, nesting box and kraal are human-made (3)
b� weaver bird’s nest, tortoise shell and cells of wasp’s nest are shell structures� (3)
2� a� weaver bird
b� wood
c� it is attached to the tortoise’s body
d� rabbit hutch; kraal (4)
Total: 10

1� a�
What it is made out What shape is it? How is it made?
of (materials)
Eagles nest twigs and sticks No clear shape, it is quite The eagle collects twigs and
messy and spread out. drops them in a pile.
Weaver’s nest grasses that bend A rounded shape. It The male ties one end of a
easily (1) hangs down from a piece of grass onto a branch.
branch. (1) Then he carefully weaves
grasses into a nest. (1)
Woodpecker’s a hole in a tree trunk The entrance is round The woodpecker pecks at the
nest (1) and the nest is rounded wood of a tree and makes
and hollow. (1) a hole. Slowly the hole gets
bigger. (1)
Swallow’s nest mud (1) No clear shape, it is Swallows work together and
usually made in a space collect lumps of mud which
between the wall and they carry to the nest and add
the roof. The outside is to the nest. (1)
usually rounded. (1)
(9)
b� Birds build nests to contain and protect their eggs and then their babies� (2)
2� a� The chicken coop is shaped like a triangle� The sides and roof are all rectangles� It is big enough
for a person to go inside� It is made out of wood and wire fencing� (3)
The ostrich shelter is shaped like a triangle� It is big enough for the ostrich to stand up in� It has
a wooden frame with bamboo tied onto it� (3)
b� The chicken coop is completely enclosed so that no cats or jackals can get in to kill the chickens�
The roof protects the chickens from rain and strong sunlight� (1)
The ostrich shelter is big enough so that an ostrich can stand up inside� Because an ostrich is so
big, there is not as much danger from predators so it doesn’t have to be enclosed in a fence� (1)
c� The bird’s need for fresh air and space to move� The bird’s need for a place to lay eggs� Maybe
also humans’ need for the shelter to look attractive, to be big enough to get inside and clean
easily� (1)
Total: 20
137

1� Umbrella; (1) Skateboard; (1) Ice cream (1) (3)

2� a� solids (1)
b� liquids (1)
c� gases (1)
3� a� The ice changed from a solid to a liquid state� (1)
b� The ice heated and melted� (1)
c� We call this a temporary change� (1)
4� a� condensing (1)
b� solidifying (1)
5� a�
0°C (1) 23°C (1) 37°C (1) (3)

b� A thermometer is used to measure temperature� (1)
Total: 15

1� a� A is an example of a solid (1)� B is an example of a gas (1)
C is an example of a liquid (1)� All of the above are the different states of matter� (1) (4)
b� C would take on the shape of the container� (1)
2� a� Butter: 35°C (1)
Gold: 1 064°C (1)
Ice: 0°C (1)
Boiling water: 100°C (1)
b� Gold (1) The melting point of metal gold is 1 064°C and this is above 50°C (1) (2)
3� a� evaporation (1)
b� condensation (1)
c� freezing/solidifying (1)
d� melting (1)
Total: 15
138

1� a� paint, plastic plate
b� milk carton
c� paint
d� glass jug
e� paper towel
f� milk carton, glass jug, plastic plate, clay pot; water proof
g� leather handbag
h� paper towels� They are able to take in liquid�
i� clay pot (10)
2� a� wooden spoon, grass broom, a sheet of paper (3)
b� glass bottle, plastic spoon, paint (3)
c� leather belt (1)
d� glass bottle (1)
e� oil and coal (1)
f� wood fibres (1)
Total: 20

1� a� grass basket
b� plastic shopping bag
c� knitting wool
d� plastic shopping bag
e� leather boot
f� ceramic floor tile, clay pot
g� plastic shopping bag
h� knitting wool
i� ceramic floor tile, clay pot� It was fired� (10)
2� a� wood (1)
b� wooden crate feels coarse and hard; tissues are fine and soft (2)
c� newspaper (1) the tissue box is not flexible and the tissue is not strong (2)
d� wooden crate (1)
e� absorbent (1)
f� On the inside is a waterproof layer� (1)
g� Coal is the remains of trees that were buried millions of years ago and changed into coal� (1) (10)
Total: 20
139

1� a� Labelled correctly: A – triangular hollow pillars ; B – circular hollow pillars ;
C – square hollow pillars (3)
b� To strengthen the material� (1)
c� fair test (1)
d� Fold A4 paper in half and cut at folds� Use these sheets to fold into circular, triangular and
square shapes, stack equal objects on each pillar� (2)
e� Draw a bar graph� (1)
2� a� A (1)
b� Any correct description: small boxes or books on which the papers can be placed, some loads,
like pencils or pens� (2)
c� Boxes or books of equal height, equal distance apart, same load used on both experiment and
control� (2) (2)
3� Tubing, roll a sheet of paper around a wooden dowel and stick with sticky tape� (2)
Total: 15

1� Learners should draw simple line diagrams to illustrate folding, circular hollow pillars, and a strut�
6 marks: 3 for the drawings, and 3 for labelling correctly� (6)
a� folding
b� circular hollow pillars
c� strut
2� Answer the questions about a fair test�
a� All the factors will be kept the same for experiment and control�
The only factor that may be different is the one you test�
b� The load you put on each component�
The kind of material you use�
Test both materials in the same way�
c� One piece of material will be folded, the other piece will be flat�
d� The folded paper will carry a heavier load�
e� Folding a material makes it stronger than a flat sheet of the same material� (10)
3� A suitable heading for the graph
Drawing two lines: vertical and horizontal� Labelling the lines correctly: bottom to top, how many
books it could carry, number from 0 to more than 5, 1 cm apart; left to right: kinds of hollow
pillars
labelling and drawing the bars correctly, 2 cms wide, 2 cms apart�showing the correct data� (3) (9)
Total: 25
140

1� Roof trusses: the roof must be strong in storms and strong winds, roof trusses carry the load of
the roof tiles; Bridges: bridges must be strong because they carry the load of many cars and trucks
passing over them; Cranes: the materials they lift and put in place are very big and heavy; Pylons:
they carry heavy and dangerous electric wires over large distances� (3 x 2 = 6 marks) (6)
A B
2� a�
A: square; B: triangle (2)
b� Labels like above in the diagrams� (1)
c� triangle (1)
d� A triangle is a strong and stable structure� (1)
e� When a square shape like A is pressed from above, two of the sides will split apart at the corner
joints, while two opposite sides will move closer to each other at the corner joints� The structure
will collapse� In the triangular structure the sides support each other, and the structure will not
collapse� (2)
f� The struts are circular tubes� Circular tubes are strong structures� (2)
3� Learners should draw bee hive shapes for the Matjieshuis, and for the
Zulu hut� The Xhosa rondavael should be circular with a cone-shaped roof� (3)
Yes, the beehive structures were strengthened with a framework of struts, forming a circular shape�
The Xhosa rondavel was in the form of a circular hollow pillar, which is a strong structure� The roof
was made of a structure of poles, joined with struts to form triangles� (2)
Total: 20
141

1� Give marks as follows: attempted to draw a structure like a bridge� (1) Two long tubular struts cross
the stream� (1) Framework of struts forming triangulation� (1) Correct labels for tubular struts and
triangulation� (2) (5)
2� a� A square is an unstable structure� Pressure on the sides, can make the sides split open� (1)
b� Use short struts to fasten across the corner joints at the back of the picture frame� The stable
triangular structure will strengthen the corner joints� (4)
(1 mark for back view with triangulation, labelled; 1 mark for front of frame, perhaps showing
picture)
struts
load
3� a� They need to lift and move very heavy equipment or materials� (1)
b� The crane consists of tubular struts that can reach far out like an arm� The tubular struts
are joined together with shorter struts that form triangles all along the arm of the crane� The
triangular shape is very stable and strengthens the whole structure of the crane� Correct labels on
diagram� (4)
4� a� Zulu hut: framework of flexible young trees (1)
Matjieshuis: branches, mainly from tamarisk trees (1)
Xhosa rondavel: poles or pillars in the ground� Planks or laths were attached to the poles, like
struts in a framework� Rocks were inserted between the laths� The whole structure was covered
with a mixture of clay and cattle dung� (1)
b� round or circular (1)
c� The Zulu hut and matjieshuis; the bee-hive shape forms the roof� (2)
d� Xhosa rondavel (1)
e� cone shaped (1)
f� Yes, it was in the form of a circular hollow pillar, which is a strong structure� The roof was made
of a structure of poles, joined with struts to form triangles� (2)
Total: 25
142

1� Allow any reasonable answer, for example breathing, sitting, writing, reading … (4)
2� no (1)
3� food (1)
4� plants (1)
5� Sun → plant → snail → bird (4)
6� No� The seedling would not grow because it needs light from the Sun to make food to get energy to
grow� (4)
Total: 15

1� Allow any reasonable answers� (3)
2� Breathing, also allow growing or healing (1)
3� the Sun (1)
4� a� A plant uses energy stored in its seed to grow a radicle�
b� A plant uses light energy from the Sun to make its food� The plant uses energy in food to grow�
As the plant grows, it stores energy in its body� (6)
stored | light | Sun | food | grow | energy
5� Sun → grass → impala → lion (4)

Total: 15
143

1� sound (1)
2� light (1)
3� movement energy (1)
4� electricity, or electrical energy; heat (2)
5� food (1)
6� a� a lamp, a heater (2)
b� The lamp uses electricity as a source of energy� The output of energy from the lamp that is
useful for us is light� (4)
The source of energy for the heater is gas� The heater is used to make the room warm�
7� Complete these sentences� (3)
Energy is stored in coal� The energy in coal came from plants that lived millions of years ago�
The energy in the plants came from the Sun�
Total: 15

1� When a torch is on, the energy stored in the battery changes into light and heat�
The output of energy that is useful for us is light� (4)
2� Mains electricity (1)
a� Sun → plants → coal → electricity
(4)
Give extra marks, or praise, if learners include extra details, such as plants living millions of
years ago, and coal being used in a power station to make electricity�
3� a� coal, mains electricity, paraffin candle (these are the most common types of candles) (3)
b� Examples of what could be done to reduce the risk of accidents or health problems in the
kitchen:
Move the candle away from the curtain�
Repair the electric cord in the kettle (ideally to get a new kettle as the cord may always
be a danger)�
Fix the holes in the stove and chimney so the smoke does not come out into the kitchen� (3)
Total: 15
144

1�
Instrument Type of movement of input of energy
triangle hit with a stick
banjo pluck or strum strings
shaker shake
saxophone blow into it
cello rub strings with a special stick
marimba hit with a special stick
(5)
2� a� Learners draw (1) and label (1) their favourite musical instrument� (2)
b� Learners correctly name the part(s) of the instrument which can move (vibrate)� (1)
c� Sound� (Sound is the main output of energy of every musical instrument�) (1)
d� Learners correctly classify their favourite musical instrument� (1)
Total: 10

1� Learners should have circled as follows:
Harp: strings
Triangle: whole triangle
Snare drum: either skin of drum or whole drum would be correct
Xylophone: the bars of the xylophone
Tubular bells: the hanging tubes
Guitar: strings
Trumpet: whole instrument (7)
2�
Percussion instruments Wind instruments String instruments
triangle trumpet harp
snare drum guitar
tubular bells
xylophone
(7)
3� Give marks for:
describing what the instrument looks like (1)
describing what kind of movement input of energy it needs to make it work (1)
describing what kind of sound it makes (1)
explaining why it is their favourite instrument (2)
writing clear, full sentences (1)
Total: 20
145

1� a� Sifiso (1)
b� Tom (1)
c� Shout louder; ask each person to call the next one; ring a bell or make another loud sound to get
their attention first� (1)
2� Sounds are made when objects vibrate� The sound always moves outwards from the part that is
vibrating� We cannot always see vibrations, but if there is no vibration there will be no sound� (4)
3� a� Sound can travel through wood, metal, plastic (solids), water (liquids) and air (gases)� (1)
b� The pitch of the sound is how high or low the sound is� (1)
c� The volume of a sound is how loud or soft the sound is� (1)
Total: 10

1� to 5� Learners follow instructions� (5)
6� When you speak into the tin can, the shell structure of the tin can collects the sound waves together�
(1) The tin can vibrates (1) and this makes the string vibrate� (1) The vibrations travel along the string
and make the other tin can vibrate� (1) The person holding the other tin can hears those vibrations as
sound� (1) (5)
Total: 10
146

1� a� Earth is the shape of a sphere� (1)
b� Earth is made of rock� (1)
c� Earth moves around the Sun� (1)
d� Earth is one of eight planets that all move around the Sun� (1)
e� The Moon moves around the Earth� (1)
2� a� Earth is often called the Blue Planet because most of it is covered by water which looks blue
from space� (2)
b� continents (1)
c� Africa/Continent of Africa (1)
d� Drawing of an island with labels ‘land’ and ‘sea’� (1)
3� a� Earth has a layer of air all around it� (1)
b� Earth’s atmosphere (1)
c� The atmosphere provides air and warmth� It also protects us from sun damage� (2)
d� habitats (1)
Total: 15

1� Learners draw three round objects to represent:
a� The Sun, Earth and Moon (1½)
b� They write labels: Sun, Earth, Moon (1½)
c� They use arrows to show how the Earth moves around the Sun and how the Moon moves around
the Earth� (2) (5)
2�
The Sun The Earth The Moon
This is a very large, bright star This object in space is our home. We cannot see it when the Sun
that gives us warmth and light. is shining brightly.
Earth is one of its planets. It is a planet of the Sun. It is the smallest of the three
bodies.
It is dangerous to look directly More than half its surface is It moves around the Earth.
at it. covered by water.
It provides all living things with a
habitat.
(10)
Total: 15
147

1� (1 x 9 = 9 marks) (9)
2� the Sun (1)

3� solar system (1)
4� orbit (1)
5� revolution (1)
6� light (1)
7� heat (1) (6)
Total: 15

1� The Sun is the closest star to Earth�
2� The Sun is the largest/biggest object in the solar system�
3� The Sun is at the centre of the Solar system�
4� Each planet moves in a pathway called an orbit�
5� All the planets receive light and heat energy from the Sun�
6� Mercury is much hotter than Earth�
7� Day on Saturn is much dimmer than on Earth�
8� Neptune takes more time to move round the Sun than any other planet�
9� The sun’s light helps plants make their own food�
10� The Sun’s heat causes water to evaporate in the water cycle�
11� The Sun appears brighter than other stars because it is much closer than they are�
12� In a food chain, energy passes from plants to animals�
13� The Sun would not support life on Earth better if Earth were closer to the Sun�
14� Any water on Neptune would freeze�
15� The sun is round like a ball�
(2 x 15 = 30 marks)
Total: 30
148

1� Choose the right end to the incomplete sentences given below� Put an X through the letter of your
choice� (2 x 7 = 14 marks) (14)
The Moon is made of B: smaller than the Earth ✓
A: soil C: bigger than the Sun
B: rock ✓
The closets object to the Earth in space is:
C: dust
A: a star
D: continents
B: the Sun
On the Moon, there is no C: one of the planets
A: rock D: the Moon ✓
B: frozen water
We see the same phase of the Moon
C: liquid water ✓
A: once in about every 29 days ✓
D: dust
B: once a year
The moon does not have any C: every 45 days
A: mountains D: whenever the Sun shines on the Moon
B: craters
The Moon shines because
C: rivers ✓
A: it is a ball of hot gas
D: rocks
B: it gives off its own light
The Moon is C: the Sun’s light shines on it ✓
A: bigger than the Earth D: the Earth shines on it
2� and 3 (6)
Total: 20

1� Number the order of the phases of the Moon� (16)
2� Label N as Full Moon (2)

3� 29 ½ days (2)
Total: 20
149

1� (5)
2�
rocket to send a spacecraft into space
launch the people, equipment or other spacecraft carried
by a rocket
payload long tall structure that can be propelled into
space
propel a machine that is used to carry people or things
from one place to another
vehicle to move or push something forwards
Total:10
150

Marks are to be awarded as follows:
Learner writes a letter using letter writing conventions� (1)
Learner reassures family member that it is quite safe to be propelled into space with a rocket� (1)
Learner explains basic principles of how a rocket works: A rocket is propelled upward by gases that are
being pushed downward/in the opposite direction out of a rocket� (1) When a rocket is launched, gas
burns inside the rocket� (1) Hot gases shoot downwards� (1) The rocket is then propelled upwards into the
sky� (1)
Learner draws a diagram something like this one, using notes to explain what happens (4):
Total: 10
151

Notes
152

Notes
153

Notes
154

Notes
155

Notes
156

Notes
157

Notes
158

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CAPS

Natural Sciences and Technology

• Superior CAPS coverage and

R. Adatia • K. Barker • F. Clitheroe • S. Cohen • R. De Villiers

9780636135529_plt_nst_G04_tg_eng_za_cvr.indd All Pages 2014/09/10 10:44 AM

© Pearson Marang (Pty) Ltd

Maskew Miller Longman is an imprint of Pearson Marang (Pty) Ltd

First published in 2013

Book design by MML Studio

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How to use this Natural Sciences and Technology series .........................................................................vii

Planning for Natural Sciences and Technology ...........................................................................................ix

Annual Teaching plan .....................................................................................................................................xi

Formal assessment .......................................................................................................................................xv

Inclusive education in Natural Sciences and Technology Grade 4 .........................................................xvii

TERM 1 – LIFE AND LIVING AND STRUCTURES

TOPIC 1 LIVING AND NON-LIVING THINGS ...................................................................................................2

TOPIC 2 STRUCTURES OF PLANTS AND ANIMALS ....................................................................................8

TOPIC 3 WHAT PLANTS NEED TO GROW ................................................................................................... 13

TOPIC 4 HABITATS OF ANIMALS ................................................................................................................. 17

TOPIC 5 STRUCTURES FOR ANIMAL SHELTERS ......................................................................................22

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TOPIC 6 MATERIALS AROUND US...............................................................................................................33

TOPIC 7 SOLID MATERIALS .........................................................................................................................41

TOPIC 8 STRENGTHENING MATERIALS .....................................................................................................50

TOPIC 9 STRONG FRAME STRUCTURES ...................................................................................................56

TERM 3 – ENERGY AND CHANGE AND SYSTEMS AND CONTROL

TOPIC 10 ENERGY AND ENERGY TRANSFER ............................................................................................66

TOPIC 11 ENERGY AROUND US ..................................................................................................................73

TOPIC 12 MOVEMENT AND ENERGY IN A SYSTEM ...................................................................................80

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TERM 4 – PLANET EARTH AND BEYOND AND SYSTEMS AND CONTROL

TOPIC 14 PLANET EARTH ........................................................................................................................97

TOPIC 15 THE SUN AND ITS EFFECT ON EARTH ................................................................................ 102

TOPIC 16 THE MOON ............................................................................................................................... 109

TOPIC 17 ROCKET SYSTEMS ................................................................................................................. 116

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HOW TO USE THIS NATURAL SCIENCES AND

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PLANNING FOR NATURAL SCIENCES AND

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Annual teaching plan

Annual teaching plan: Term 1

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Annual teaching plan: Term 2

11 Topic 6 Materials around us

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Annual teaching plan: Term 3

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Annual teaching plan: Term 4

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PROGRAMME OF FORMAL ASSESSMENT

Recording and reporting

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How this Natural Sciences and Technology series

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Type of barrier Examples

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Strand Topics and time Unit Learner's

2 Structures of plants and Unit 1: Structure of plants 12 – 15