Natural Sciences And Technology - Cambridge

ixNS&T Gr 6 TG Final 14-6-13.indb 92013/06/15 2:05 PM5.2:Importanceof wetlands5.1: Waterpollution In the environment, many things mix or dissolve in water Water can be polluted by——insoluble substances such as oil, plastics, tyres, tins,glass and toilet waste——soluble substances such as soaps, fertilizers,insecticides, acids and other poisons——living germs from toilet waste causing water-borneillnesses such as diarrhoea Natural wetlands are important for——removing soluble and insoluble substances from water——acting like sponges and regulating the flow of waterNatural Sciences and Technology CAPS content2½ weeks(8¾ hours)Informationabout wetlandsin your own area;if possible, try totake your class onan excursion to anearby wetlandSieves, filter paper,funnels, containers,kettles, waterpurification tablets(if possible)Texts for readingabout waterpollution, videoclips from theInternet8381B35B34LB page TG pageTotal:10 weeks(35 hours)78B32 A clean supply of water is important for people, plants 2½ weeks88B37(8¾ hours)and animals Water can be cleaned by processes such as sieving,filtering, settling, decanting, boiling and addingchemicals to kill germsNotes: * A common misconception is that sugar or salt “melts” away when added to water. Dissolving (in the case of sugar and salt in water)requires two materials to be mixed together. This is different from melting (in the case of ice) which is a result of heating one material to changeits state.AssessmentRevision: Test94B39Selected Practical Task65B285: Mixturesand waterresources2Unit6: Processes to 6.1: Cleanpurify waterwaterTopicTerm StrandTimeallocation Resources

xNS&T Gr 6 TG Final 14-6-13.indb 102013/06/15 2:05 PM3Topic1.1: A simplecircuitUnit4: Mainselectricity4.1: Fossilfuels andelectricity3: Systems to3.1: Usingsolve problems electriccircuits2.2:Insulators1.2: Circuitdiagrams2: Electrical2.1:conductors and ConductorsinsulatorsNatural1: ElectricSciences:circuitsEnergy andchangeTechnology:Systems andcontrolTerm Strand2 weeks(7 hours)2½ weeks(8¾ hours)Cells, bulbs,insulated wires,switches, diagramsTimeallocation Resources some materials conduct electricity and are calledconductors——most metals, especially copper, conduct electricityCells, bulbs,insulated wires,switches; coins,paper clips, piecesof wire, metalutensils, etc. some materials do not conduct electricity and areCells, bulbs,insulated wires,called insulatorsswitches; plastic, most non-metals, especially plastic, do not conductcardboard, wood,electricityrubber objects,ceramic, etc. electric circuits are often used to solve problems2½ weeks Drawings, posters,(8¾ hours) real examples ofthat require energy, such as street lighting, alarms,circuits; cells, bulbs,electric gates, traffic lights, fans and heatersinsulated wires, electric circuits can also be used in models and toysswitches, buzzerbells Fossil fuels were formed in the Earth’s crust millions3 weeks Drawings and video(10½ hours) clips of fuels andof years ago from dead plants and animalstheir various uses; Coal, oil and natural gas are fossil fuelsdrawings to show In South Africa coal is mostly used as a fuel in powerhow electricitystations and to make synthetic petrol, diesel etc SASOLis generated in a Coal was formed from fossilised plants which got theircoal-fired powerstation; examplesenergy from the Sun originallyof electrical In a power station coal is used to boil water, theappliancessteam turns a turbine which turns a generator, whichproduces electricity Fossil fuels are non-renewable resources An electric circuit is a system for transferring energy A simple circuit always has the following components:——source of energy (such as a cell/battery)——conducting material (such as wires)——device (such as a light bulb, buzzers or motors) forchanging electricity into useful output energy a circuit is a complete, unbroken pathway for electricity a switch can be added to break or complete the circuitpathway symbols are used when drawing circuit diagramsNatural Sciences and Technology CAPS content11610910610410297B53B49B47B46B44B42LB page TG page

xiNS&T Gr 6 TG Final 14-6-13.indb 112013/06/15 2:05 PM3Term StrandAssessmentTopicUnit4.4:Renewableways togenerateelectricity4.3: Illegalconnections4.2: Cost ofelectricityNatural Sciences and Technology CAPS contentRevision: TestSelected Practical Task Electricity is costly because:——it requires infrastructure including coal mines,transport, power stations, pylons, substations, wiring——some electrical appliances require more electricitythan others (heating appliances use the most) The more electricity we use the more we pay, and themore coal is used up We can save energy in many ways, including usingenergy-saving light bulbs and solar water heaters Illegal electrical connections are a danger to peoplebecause they are often unsafe People are looking for renewable ways to generateelectricityTotal:10 weeks(35 hours)Drawings ofrenewable ways togenerate electricity,including examplesof wind powergenerator, solarpower generator,hydroelectricgeneratorsDrawings of safetysignsTimeallocation ResourcesB57B47B50112B56B56B55TG page133105128126122LB page

xiiNS&T Gr 6 TG Final 14-6-13.indb 122013/06/15 2:05 PM4Topic4: Systems forlooking intospace3: Themovement ofthe Moon2: Movementsof the Earthand planetsNatural1: The solarSciences:systemPlanet Earthand beyondTechnology:Systems andcontrolTerm StrandUnitNatural Sciences and Technology CAPS content The Sun (a star) is at the centre of our Solar System There are eight planets and the asteroid belt(Mercury, Venus, Earth, Mars, Asteroid Belt, Jupiter,Saturn, Uranus and Neptune) in orbit around the Sun Each planet has its own:——features, size, orbit and position in relation tothe Sun, composition (rocky and gas planets) andnumber of Moons (some have no Moons) The planets and asteroids take different amounts oftime to revolve around the Sun* Moons, including our Moon, do not give out their ownheat and light Our Moon can be seen from Earth because the lightfrom the Sun shines onto its surface On the Moon we can see craters, lighter areas whichare mountains, and darker areas which are flat plains In our solar system, each planet rotates (spins) on itsown axis:——the planet Earth is spinning, and one completerotation takes about 24 hours and we experiencethis as day and night——during rotation the side of the Earth facing the Sunexperiences daytime, and the opposite side of theEarth experiences night time All planets also revolve (travel) around the Sun intheir own orbits Planet Earth revolves around the Sun in its own orbit(pathway); one complete revolution takes 365¼ daysand we experience this as a year The Moon is spinning and one complete rotation takesabout 28 days3.1: Rotation(of theMoon)3.2: The Moon revolves around the Earth and oneRevolutionrevolution also takes about a month (about 28 days)(of the Moon)4.1: Telescopes are used to look into space and gatherTelescopesinformation South Africa has built and uses some of the largesttelescopes2.2:Revolution(Earth)2.1: Rotation(Earth)1.2: Moons1.1: The Sun,planets andasteroids1 week(3½ hours)1 week(3½ hours)1 week(3½ hours)2½ weeks(8¾ hours)Drawings andinformation abouttelescopesModels and a lightsource such as atorch, lamp or candleto demonstrate themovement of theMoonModels and alight source suchas a torch, lampor candle todemonstrate themovement of theEarthDrawings of theMoonDetailed drawingsand models of thesolar system, anyextra informationabout the solarsystemTimeallocation ResourcesB68B66157160B66B64B63B62156151149146139 B60 B62LB page TG page136

xiiiNS&T Gr 6 TG Final 14-6-13.indb 132013/06/15 2:05 PMD1B70B67176159Section D: DocumentsB70173C1B69163LB page TG pageSection C: Photocopiable resourcesDrawings of theMoon and Marsrovers; apparatusincluding bottletops or lids, roundtins or cardboardcircles for thewheels, sosatiesticks or dowels andstraws for the axlesNotes: * It is not necessary to memorise exact numbers of size of planets, number of Moons, and distance from the Sun.AssessmentRevision: TestSelected Practical TaskTotal:8 weeks(28 hours)5: Systems to5.1: Vehicles A few people have visited the surface of the Moon and 2½ weeksexplore theused on the(8¾ hours)explored it using a vehicle called a Moon RoverMoon and Mars Moon5.2: Vehicles Robots called Mars Rovers have been used to visitused on Mars and explore the surface of Mars (people have not yetvisited Mars)Natural Sciences and Technology CAPS content4UnitTopicTerm StrandTimeallocation Resources

xivNS&T Gr 6 TG Final 14-6-13.indb 142013/06/15 2:05 PM

IntroductionSectionA: IntroductionPersonal and social well-being lessonspage XXXPhysical education lessonspage XXXCreative arts: Performing artspages XXXCreative arts: Visual artspages XXXCurriculum and Assessment Policy Statement (CAPS)A3InclusivityA5Natural Sciences and Technology in the school curriculumA9Classroom managementA15Resources for Natural Sciences and TechnologyA17AssessmentA18How to use this course with the Curriculum and AssessmentPolicy Statement for Natural Sciences and TechnologyA24A1A1NS&T Gr 6 TG Final 14-6-13.indb 12013/06/15 2:05 PM

A2NS&T Gr 6 TG Final 14-6-13.indb 22013/06/15 2:05 PM

Curriculum and Assessment Policy Statement(CAPS)The National Curriculum Statement Grades R–12 (NCS), whichstipulates policy on curriculum and assessment in the schooling sectorwas amended, with the amendments coming into effect in January2012. A single comprehensive National Curriculum and AssessmentPolicy Statement (CAPS) was developed for each subject to replacethe old Subject Statements, Learning Programme Guidelines andSubject Assessment Guidelines in Grades R–12. The CAPS for eachsubject details the minimum outcomes and standards of the learningprocess as well as assessment processes and procedures.General aims of the South African CurriculumThe National Curriculum Statement Grades R–12 gives expression towhat are regarded to be knowledge, skills and values worth learning.It will ensure that children acquire and apply knowledge and skillsin ways that are meaningful to their own lives. In this regard, thecurriculum promotes the idea of grounding knowledge in localcontexts, while being sensitive to global imperatives.The purpose of the National Curriculum StatementGrades R–12 To equip learners irrespective of their socio-economic background,race, gender, physical ability or intellectual ability, with theknowledge, skills and values necessary for self-fulfilment, andmeaningful participation in society as citizens of a free country.To provide access to higher education.To facilitate the transition of learners from education institutionsto the workplace.To provide employers with a sufficient profile of a learner’scompetences.The principles of the National Curriculum StatementGrades R–12 Social transformationThe Constitution of the Republic of South Africa forms thebasis for social transformation in our post-apartheid society.Social transformation in education is aimed at ensuring that theeducational imbalances of the past are redressed, and that equaleducational opportunities are provided for all sections of ourpopulation.What does this mean in your classroom? Your learners will comefrom families and communities that have been affected in diverseways by South Africa’s past. They will have many different ideasabout what kind of future they want, and what kind of societythey want to live in. In the learning program that you plan for theyear, you need to provide opportunities for the learners to exploreSECTION ANS&T Gr 6 TG Final 14-6-13.indb 3INTRODUCTIONA32013/06/15 2:05 PM

A4NS&T Gr 6 TG Final 14-6-13.indb 4SECTION Aand come to understand the kind of society we all want to createin South Africa and offer them possibilities for their future.Active and critical learningThe National Curriculum Statement encourages an active andcritical approach to learning, rather than rote and uncriticallearning of given truths.What does this mean in your classroom? You should use avariety of activities that encourage the learners to engage withthe content and with their fellow learners and explore the worldaround them.High knowledge and high skills in learnersIt specifies the minimum standards of knowledge and skills ateach grade and sets high, achievable standards in all subjects.What does this mean in your classroom? You as the teachershould inspire your learners with relevant knowledge and activitiesthat will encourage them to want to explore the world aroundthem and relate what they learn to their lives outside school. Striveto develop a high level of knowledge and skills in all your learners.ProgressionProgression refers to the process of developing more advanced andcomplex knowledge and skills. The content and context of eachgrade show progression from simple to complex.What does this mean in your classroom? If you plan a learningprogramme using this course, you will ensure that your learnersare progressing appropriately through the levels of knowledge andskills that the curriculum requires.Human rights, inclusivity, environmental and social justiceThe National Curriculum Statement is infused with the principlesand practices of social and environmental justice and humanrights as defined by the Constitution of the Republic of SouthAfrica. In particular, they are sensitive to issues of diversity, such aspoverty, inequality, race, gender, language, age and disability.What does this mean in your classroom? In all activities thatyou organise and facilitate you should create opportunities torelate your subject to the broader social goal of promoting humanrights, environmental justice and social justice. Take into accountthat some of your learners might be grappling with issues, such aspoverty, language, disability, etc. in their daily lives, and encouragethem to explore these issues in ways that relate to this subject.Valuing indigenous knowledge systemsIndigenous knowledge systems in the South African contextrefer to a body of knowledge embedded in African philosophicalthinking and social practices that have evolved over thousands ofyears. The National Curriculum Statement acknowledges the richhistory and heritage of this country as important contributors tonurturing the values contained in the Constitution.What does this mean in your classroom? Draw on the expertisein your subject that may be available in your local community.Find out about individuals and organisations in your region thatINTRODUCTION2013/06/15 2:05 PM

can support your classroom work by means of relevant indigenousknowledge to which they have access. Encourage learners totap into sources of relevant indigenous knowledge in their owncommunities. For example: People from indigenous cultures havealways found ways to collect and preserve uncontaminated water.By finding out about such water collection practices, we canlearn how to minimise contamination of water resources.Credibility, quality and efficiencyThe National Curriculum Statement aims to achieve credibilitythrough providing an education that is comparable in quality,breadth and depth to the curricula of other countries. We live in aworld community in which knowledge and people are circulatedall the time. It is important that other countries in the worldrecognise the qualifications acquired in the South African schoolsystem and that these standards are set from the ground up.Qualities and skills of learnersThe National Curriculum Statement aims to produce learners that areable to: identify and solve problems and make decisions using critical andcreative thinking work effectively as individuals and with others as members of ateam organise and manage themselves and their activities responsiblyand effectively collect, analyse, organise and critically evaluate information communicate effectively using visual, symbolic and/or languageskills in various modes use science and technology effectively and critically showingresponsibility towards the environment and the health of others demonstrate an understanding of the world as a set of relatedsystems by recognising that problem solving contexts do not existin isolation.InclusivityInclusivity should form part of your planning, so be aware of thebarriers to learning in your class and plan accordingly.As teachers we must always remember that every learner has theright to learn no matter what their learning barriers are. Inclusionmeans that all the learners should belong. Each learner is unique andthe teacher must learn to build on the individual strengths of eachlearner. It is important that the other learners in the class be informedabout a learner’s barriers as this may make them more compassionate,tolerant and accepting.When children are included and involved in the subject it willoften improve their attention span, persistence and commitmentto the subject. It is important that all learners have a sense ofachievement no matter what the challenges are. This will improvetheir self-esteem.SECTION ANS&T Gr 6 TG Final 14-6-13.indb 5INTRODUCTIONA52013/06/15 2:05 PM

When a learner is struggling with some activity, allocate a ‘buddy’who can help them. Make sure the tasks that are given to the learnerswith barriers are more focused and shorter. If the class is doingmovement, the learner with a physical barrier can sit in a chair andmove their arms and the buddy learner can move around them.It is also the teacher’s job to encourage the learners with barriersto ask for help either from their ‘buddy’ or the teacher.‘It is easier for us (teachers) to change the way in which we teachthan for them (the learner) to change the way in which they learn’ –Chasty 1985.Inclusivity should become a central part of the organisation,planning and teaching at each school. This can only happen if allteachers have a sound understanding of how to recognise and addressbarriers to learning, and how to plan for diversity.Inclusive education and training should: acknowledge that all children and youth can learn and that allchildren and youth need support accept and respect the fact that all learners are different and havedifferent learning needs, which are equally valued enable education structures, systems and learning methodologiesto meet the needs of the learner acknowledge and respect differences in children, whether due toage, gender, ethnicity, language, class, disability, HIV status, etc. maximise the participation of all learners in the culture and thecurriculum of educational institutions and uncover and minimisebarriers to learning.What does this mean in your classroom? In this series of books thelearners work together in groups and pairs, which gives them theopportunity to learn from each other, as well as at their own pace. Thelearning methodologies also cater for learners with different learningabilities. A wide range of activities is included in this series. This allowsyou to decide, based on your particular situation and the skills levels ofyour learners, which activities should be done by which learners. Someof the activities could be used as extension work for more advancedlearners, while others can be used as remedial work for learnersrequiring additional support. Gender is also addressed as both boys andgirls are able to participate in all the activities. Learners also have theopportunity to learn about diversity within the subject matter covered.Learners with physical barriers can wor

Grade CAPS SM_Nat sci_G6_TG_English_promo.indd 1 2013/06/15 1:38 PM. . Solids, liquids and gases . Some solids will not form a solution in water (insoluble solids) Basic science apparatus and materials for the various experiments in th