LADNSCC
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TABLE OF CONTENT
Question 1…………………………………………………………………………..3
Question2………………………………………………………………………5
Reference………………………...……………………………………………13
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QUESTION 1
1.1 Careful selection of content, and use of a variety of approaches to teaching and learning Science, should
promote the understanding of:
1.2 The ability to read well is central to successful learning across the curriculum. Writing is also a powerful
instrument of communication. Writing allows learners to construct and communicate thoughts and ideas
coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to
communicate functionally and creatively. Learners are required to read and write genres of texts (including
instructions, reports and explanations) during natural sciences lessons. Leaners need regular opportunities to read
and write a range of genres in order to improve their reading and writing skills. The ability to read and write
well is also critical when learners are assessed both informally and formally.
1.3 Our forebears would not have survived if they had not been able to learn about the natural world they
depended on. They made careful observations, recognized regular patterns in seasons, the life cycles of plants,
and the behaviour of animals. They had theories about cause and effect too and understood many of the
relationships in the environment where they lived. These sets of knowledge, each woven into the history and
place of people, are known as indigenous knowledge systems.
Indigenous knowledge includes knowledge about agriculture and food production, pastoral practices and animal
production, forestry, plant classification, medicinal plants, management of biodiversity, food preservation,
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management of soil and water, iron smelting, brewing, making dwellings and understanding astronomy. As
society changes, some of that knowledge is being lost. People such as biologists, pharmacists and
archaeologists are seeking it out and writing it down before it is gone.
Indigenous knowledge systems have an important contribution to make to socioeconomic growth and
sustainable development and should be promoted and encouraged. According to the World Health
Organisation, a large majority of the African population make use of traditional medicines for health, social-
cultural and economic reasons. In Africa, up to 80% of the population uses traditional medicine for primary
healthcare. In South Africa specifically, studies have shown traditional medicine to play an important role in
the management of certain ailments, while at the same time the sale of traditional and indigenous products
has beneficial effects on poverty reduction and employment creation.
Indigenous fire management techniques developed thousands of years ago, and which today protect large
landscapes in Australia, Indonesia, Japan and Venezuela. Early dry season-controlled burns create patchy mosaics of
burnt country, minimizing destructive late dry season wildfires and maximizing biodiversity protection.
Animal herd management in the Arctic, where remote satellite sensing, meteorology and modelling are
complemented with the indigenous knowledge of Sami and Nenets reindeer herders to co-produce datasets.
The indigenous observers can make sense of complex changes in the environment through qualitative
assessment of many factors, complementing scientist’s quantitative assessment of variables. This holistic
approach produces better monitoring and more effective decision-making.
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QUESTION 2
2.1
Natural Sciences
Grade: 7
Topic: Biodiversity
Learning Outcomes:
Learners should be able to describe what makes up biodiversity on Earth.
Learners should be able to classify organisms into the five main kingdoms.
Learners should be able to list the distinguishing characteristics of the 5 classes of vertebrates, list the
distinguishing characteristics of the 4 groups (Classes/Phyla ) of invertebrates observe and describe the
land snail
Learners should be able to identify and describe the observable differences between Angiosperms and
Gymnosperms as well as monocotyledons and dicotyledons
Teacher’s Activities:
Introduce the lesson by asking learners questions. Examples, what is biodiversity? What is a habitat?
Brainstorm characteristics that differentiate animals from plants.
Set up and copy worksheets with activities.
Teach content
Facilitate the lesson
Give clear instructions for group work (to introduce the dichotomous key)
Learners’ Activities:
Prior to lesson pre-read relevant content in textbook
During lesson: participate by answering questions
During lesson: learners had to take notes about the concepts being explained.
Work in groups and be able to peer assist each other.
Be active in the teaching and learning process.
Content:
living organisms are sorted and classified according to their shared characteristics
Plants, animals and microorganisms and their habitats make up the total biodiversity of the Earth.
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Resources:
textbook\workbook
smart board and white board
Worksheet
Assessment strategy:
learners had to answer questions asked by the educator.
Informal activity: learners are instructed to use the dichotomous keys to identify objects with shared
characteristics. Learners had to complete this activity in workbooks.
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2.2
Natural Science
Grade: 8
Topic: Static electricity
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Learning outcome:
Learners should be able to gain knowledge on the different types of static electricity transfer (charge
by friction, conduction and induction)
Learners should develop skills to be able to identify static electricity.
Larners should be able to rub a plastic or perspex ruler with a piece of wool or nylon or silk fabric.
Bring the ruler close to small pieces of tissue paper or sawdust. Observe what happens and
describe in terms of same or opposite charge on the materials
Use everyday life examples to demonstrate static electricity (friction on a jersey\hair standing up)
Use of practical’s (rub a ruler to your hair\jersey and use the charged ruler to pick up papers from a flat
surface).
To make use of visual aids (videos\ diagrams)
Be active in the teaching and learning process, by constructing their own knowledge. This limits regurgitation
of information.
Learners must be able to work individually and complete written tasks
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Content:
Friction (rubbing) between certain materials (such as plastic, glass and silk) transfers electrons between the
atoms of the two materials being rubbed.
The electrons move from one material causing a positive charge on its surface and causing a negative charge
on the surface of the other material.
Objects with the same\like charges repel each other.
Assessment strategy:
Observation of learners’ practical
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2.3
Natural Sciences
Grade: 9
Topic: Reaction of metals with Oxygen
Learning outcomes:
Learners should beable to identify the relevant elements, mentioned in the reactions, on the periodic table of
elements.
Learners should be able to write the names and the formulae of all the substances for every reaction that
follows.
Learners should be able to balance an unbalanced chemical equation
Learners should be able to name, write symbols, and draw pictures or make models (using beads,
beans or plasticine or playdough) of the chemical reaction: -- S + O2= SO2
Learners should develop skills to be able to identify reactions of metals with oxygen.
Teach content
Be active in the teaching and learning process, by constructing their own knowledge. This limits regurgitation
of information.
Learners should be able to work individually and complete written task.
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Resources:
Heat source (Bunsen burner)
Matches
Worksheet
Chalkboard
Safety goggles
Tongs
Assessment strategy:
Informal assessment: learners had to complete activity given by the teacher.
Homework was given whereby learners had to explain the formation of rust and ways of preventing rusting.
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2.4
Natural Sciences
Grade: 9
Topic: Mining of mineral resources
Learning outcomes:
Learners should be able to identify from pictures and information given the three most common
mining methods in South Africa and elaborate.
Learners should be able to demonstrating how lead is extracted from its ore by heating lead oxide
on a carbon block
Learners should be able to illustrate the physical separation processes used in mining [hand sorting
or sifting stones from sand]
Learners should be able to explain the negative environmental impacts of mining as well as
mining rehabilitation.
Listen attentively.
Be active in the teaching and learning process by constructing their own knowledge. This limits regurgitation
of information.
Ask the educator questions to get a better understanding of the content being thought.
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Content to be taught:
Extracting ores
Refining minerals
Some other minerals require a chemical or physical process to extract the required material such as iron
from iron ore (chemical) or gold from gold ore(physical).
Knowledge of iron and copper extraction in thousands of years old.
Resources:
Videoclips from the internet showing metals being extracted from the ore
Smartboard
Chalkboard
Worksheet
Assessment strategy:
Informal activity: learners had to complete activity displayed on the board in their workbooks.
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REFRENCE
www.education.gov.za/LinkClick.aspx?fileticket=zhaFloMyZTs=&tabid.
Govender. Natural Sciences. Exam Fever. Grade 9
Govender. Natural Sciences. Exam Fever. Grade 8
Govender. Natural Sciences. Exam Fever. Grade 7
Annual teaching plan for grades 7, 8 and 9
Grade 7 isanzalo textbook
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