CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ORIENTATION 2012 Natural Sciences and Technology Section 2 Activities Presentation 1

ACTIVITY 2.1: Setting the scene TIME: 30 minutes Outcome: Delegates will list expectations for the orientation workshop Resources: Flip charts, koki pens and prestik Method: Individual and Group discussion and Presentations

ACTIVITY 2.1: Setting the scene Instructions Discuss your expectations for the orientation in your group. Appoint a scribe to list your expectations for the group on a flip chart and display on the wall. Groups provide feedback.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase TIME: 60 minutes OUTCOMES: At the end of the activity, you will be able to: describe Natural Sciences and Technology as a subject in the Intermediate Phase; describe the purpose of Natural Sciences and Technology as a subject; demonstrate understanding of the three Specific Aims listed for Natural Sciences and Technology.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase RESOURCES: Natural Sciences and Technology CAPS (pages and ), Flip charts and Koki pens METHOD: Individual, pairs and group activity, discussion and written presentation

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase INSTRUCTIONS: 1. Work in your group. 2.Prepare your responses on a flip chart. 3.Read section 2 of the CAPS individually (pages 8-20) for 15 minutes and make notes.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase 4.Discuss and make notes on the following questions for a presentation. i.Describe Natural Sciences and Technology as a subject in the Intermediate Phase. (see CAPS page 9) ii.What is the purpose of Natural Sciences and Technology in the Intermediate Phase? (see CAPS pages 11 – 12) iii.What are the implications of the 3 Specific Aims for teaching, learning and assessment in the classroom? iv.Give one grade specific example of what learners would learn or do in each of these Specific Aims. (see CAPS pages for possible grade specific examples)

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Wrap Up POSSIBLE ANSWERS: i.Describe Natural Sciences and Technology as a subject in the Intermediate Phase. (see CAPS page 9) – Integration of Natural Sciences and Technology as one subject; – Develop investigative skills …

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Wrap Up POSSIBLE ANSWERS: ii.What is the purpose of Natural Sciences and Technology in the Intermediate Phase? (see CAPS pages 11 – 12) – Development of scientific and technological knowledge and understanding; – Development of science process skills and technological design process skills; – Development of an understanding of the relevance of science and technology in society.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Wrap Up POSSIBLE ANSWERS: iii.What are the implications of the 3 Specific Aims for teaching, learning and assessment in the classroom? – Specific Aim 1 – learners should make connections between the ideas and concepts in their minds. This is the content to be taught, learnt and assessed. – Specific Aim 2 – learners investigate phenomena in Natural Sciences as well as design and make solutions in Technology. Gives the skills to be taught, applied and assessed.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Specific Aim 3 – learners appreciate and understand the history, importance and applications of Science and Technology in Society.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Wrap Up POSSIBLE ANSWERS: iv.Give one grade specific example of what learners would learn or do in each of these Specific Aims. (see CAPS pages for possible grade specific examples) – Specific Aim 1 – learners learn about the concepts of potential and kinetic energy and connect these concepts to ideas of energy transfer and energy systems. – Specific Aim 2- In Natural Sciences and Technology learners investigate the effect of increasing the number of lamps in series on the brightness of the lamps. In Technology learners design and make a musical instrument.

ACTIVITY 2.2: Understanding Natural Sciences and Technology as a subject in the Intermediate Phase Specific Aim 3 – Learners learn about how their ancestors preserved food for a long time.

ACTIVITY 2.3: Organisation of the subject TIME: 120 minutes OUTCOMES: At the end of the activity, you will be able to: identify and describe the focus of each knowledge strand in Natural Sciences and Technology; identify and describe the skills related to Natural Sciences and Technology.

ACTIVITY 2.3: Organisation of the subject RESOURCES: Natural Sciences and Technology CAPS (pages ), Flip charts, Koki pens, ANNEXURE 10: RNCS 2002 for Technology and Natural Sciences Learning Areas METHOD: Individual and group activity, discussion and written presentation

ACTIVITY 2.3: Organisation of the subject INSTRUCTIONS: 1.Use the National Curriculum Statement (RNCS 2002) for Technology and of Natural Sciences Learning Areas to find content areas or knowledge strands for each of the Learning Areas. Respond to the following questions: i.List and describe the focus of each of the content areas or knowledge strands. (ANNEXURE 10) ii.Compare the content areas and knowledge strands as listed in the RNCS 2002 for Technology and Natural Sciences Learning Areas (ANNEXURE 10) with those listed in the Natural Sciences and Technology. (CAPS page 9).

ACTIVITY 2.3: Organisation of the subject INSTRUCTIONS (cont...) iii.List the seven skills as applicable under Specific Aim 2 that relate to the science process skills and the design process. (CAPS pages ) iv.To which of the 3 Specific Aims do the skills apply? v.Tabulate the skills associated with the 7 th skill for: a)Science Investigation process, and b)Design process in the subject Natural Sciences and Technology? 2. Present your responses on a flip chart for feedback.

ACTIVITY 2.3: Organisation of the subject Wrap Up Possible Answers i.List and describe the focus of each of the content areas or knowledge strands. (Annexure 10) – Technology has three content areas; – Structures - designed to withstand forces and carry loads – Processing - changing the properties of material – Systems and Control - mechanical and electrical systems that change an input to a specific output using a suitable process – Natural Sciences has four main content areas or knowledge strands;

ACTIVITY 2.3: Organisation of the subject – Life and living- life processes and healthy living – Energy and change- how energy is transferred – Planet earth and beyond – structure of the planet – Matter and material- properties and uses of materials

ACTIVITY 2.3: Organisation of the subject Wrap Up Possible Answers ii.Compare the content areas and knowledge strands as listed in the RNCS 2002 for Technology and Natural Sciences Learning Areas (ANNEXURE 10) with those listed in the Natural Sciences and Technology CAPS (page 9). – The content areas and knowledge strands in the Technology and Natural Sciences Learning Areas are similar to those in Natural Sciences and Technology subject (CAPS); – (Any other relevant similarity)

ACTIVITY 2.3: Organisation of the subject – Differences between the knowledge strands (RNCS and CAPS) – Processing; although not listed as a separate knowledge strand, processing is embedded in Matter and Material. Where aspects of natural integration occur within the subject Natural Sciences and Technology they should not be listed separately.

ACTIVITY 2.3: Organisation of the subject Technology and Natural Sciences Learning Areas (RNCS 2002) Natural Sciences and Technology (CAPS) There are 4 knowledge strands for Natural Sciences and 3 content areas for Technology. All 4 Natural Sciences knowledge strands are present here but only 2 for the Technology aspect of the subject. (See comment above regarding processing. Each knowledge strand is described in terms of its focus. The knowledge strands are not described, but detail is provided in the content tables in Section 3 (Any other relevant difference)

ACTIVITY 2.3: Organisation of the subject Wrap Up: Possible Answers iii.List the seven skills applicable under Specific Aims 2 that relate to the science process skills and the design process. (CAPS pages ) – Follow instructions – learners follow instructions on handling equipment; – Handling equipment, apparatus and tools – learners would name and know what tools and apparatus, including the improvised, are used for; – Make Observations – learners observe different kinds of phenomena and record data in different ways;

ACTIVITY 2.3: Organisation of the subject – Record information or data – learners record observations or information in various forms, e.g. drawings, tables, graphs, etc. – Measure – learners should know what to measure and how to measure accurately. – Interpret – learners make meaning of information and present it in various ways; – Design/plan investigations, experiments or solutions to everyday problems – learners design or plan investigations to solve a real life problem; or understand a real life phenomenon. iv.To which of the 3 Specific Aims do the skills apply? – The skills apply to all three Specific Aims.

ACTIVITY 2.3: Organisation of the subject Wrap Up: Possible Answers v.Tabulate the skills associated with the 7 th skill for: (a)Science Investigation process and (b)Design process in the subject Natural Sciences and Technology

ACTIVITY 2.3: Organisation of the subject (i)Science investigation process (ii) Design Process  Hypothesising  Identify a problem  Selecting apparatus, equipment and /or material  Investigating a situation  Selecting appropriate materials and tools  Selecting equipment and or material  Identify variables  selecting appropriate material and tools  suggest ways of controlling variables  Planning  Planning an experiment  Write a design brief

ACTIVITY 2.3: Organisation of the subject (i)Science investigation process (ii) Design Process  Suggest ways of recording results  Identifying specifications and constraints  Understand the need for replication or verification  Designing solutions to everyday problems  Making/ building a model of the solution designed  Evaluating the final product Note: Learners need to present the process using a suitable communication method.