NATURAL SCIENCE AND TECH Grade 4 LP

NATURAL SCIENCE
AND TECHNOLOGY
GRADE 4 LESSON PLANS 2019

&KZtKZ
ĞĂƌEĂƚƵƌĂů^ĐŝĞŶĐĞƐΘdĞĐŚŶŽůŽŐǇƚĞĂĐŚĞƌƐ͕
tĞůĐŽŵĞƚŽƚŚĞ'EĂƚƵƌĂů^ĐŝĞŶĐĞƐΘ dĞĐŚŶŽůŽŐǇ>ĞƐƐŽŶWůĂŶĞǀĞůŽƉŵĞŶƚWƌŽŐƌĂŵ͘dŚĞƐĞ ůĞƐƐŽŶ

ƉůĂŶƐǁĞƌĞĚĞƐŝŐŶĞĚĂƐƉĞƌƚŚĞW^ĚŽĐƵŵĞŶƚ͕ĂŶĚĐŽǀĞƌƐĂůůƐƚƌĂŶĚƐŝŶEĂƚƵƌĂů^ĐŝĞŶĐĞƐΘdĞĐŚŶŽůŽŐǇ͘
ĂĐŚ ůĞƐƐŽŶ ƉůĂŶ ŝƐ ďĂƐĞĚ ŽŶ Ă ϯϬͲŵŝŶƵƚĞ ƚŝŵĞ ĨƌĂŵĞ ĂŶĚ ǁŚĞƌĞ ƉƌĂĐƚŝĐĂů ĂĐƚŝǀŝƚŝĞƐ ĂƌĞ ŶĞĐĞƐƐĂƌǇ ĨŽƌ
ĐŽŶĐĞƉƚĚĞǀĞůŽƉŵĞŶƚƚŚĞůĞƐƐŽŶƉůĂŶǁŝůůĞǆƚĞŶĚŽǀĞƌŵŽƌĞƉĞƌŝŽĚƐ͘dŚĞůĞƐƐŽŶƉůĂŶƐĐŽŵĞǁŝƚŚ͗
●/ŵĂŐĞƐĂŶĚǀŝĚĞŽƐĨŽƌĞĂƐǇĂĐĐĞƐƐƚŽĐŽŶƚĞŶƚĂŶĚƐƵƉƉŽƌƚŵĂƚĞƌŝĂů͘
● Informal activities for learners to engage with, based on the content covered for that lesson͘
/ƚŝƐŽĨŝŵƉŽƌƚĂŶĐĞƚŽŶŽƚĞƚŚĂƚĞĂĐŚůĞƐƐŽŶƉůĂŶŝƐĚĞǀĞůŽƉĞĚĂƚĂďĂƐŝĐůĞǀĞůƚŽƐĞƌǀĞĂƐĂŐĞŶĞƌŝĐƐƚƌƵĐƚƵƌĞ
ƚŚĂƚĐĂŶďĞďƵŝůƚƵƉŽŶĂĐĐŽƌĚŝŶŐƚŽĐŽŶƚĞǆƚĂŶĚƌĞƐŽƵƌĐĞĂǀĂŝůĂďŝůŝƚǇ͘ZĞĨĞƌĞŶĐĞŚĂƐďĞĞŶŵĂĚĞƚŽƚŚĞ
^ĂƐŽů/ŶǌĂůŽůĞĂƌŶĞƌďŽŽŬƐĂƐƚŚĞƐĞǁĞƌĞŵĂĚĞĂǀĂŝůĂďůĞƚŽƐĐŚŽŽůƐŝŶĞŝƚŚĞƌŚĂƌĚĐŽƉǇŽƌĂƐĂƐŽĨƚĐŽƉǇ
ƚŚĂƚĐŽƵůĚďĞĚŽǁŶůŽĂĚĞĚĨƌĞĞŽĨĐŚĂƌŐĞĨƌŽŵƚŚĞǁĞď͘ůůůĞƐƐŽŶƉůĂŶƐĂůůŽǁĨŽƌƐƵƉƉůĞŵĞŶƚĂƌǇƌĞƐŽƵƌĐĞƐ
ƚŽďĞƵƐĞĚĞ͘Ő͘ƚĞǆƚďŽŽŬƐ͕ĚĞǀĞůŽƉĞĚĐŽŶƚĞŶƚŵĂŶƵĂůƐĞƚĐ͘
/ƚŝƐŽĨĨŝŵƉŽƌƚĂŶĐĞƚŽƌĞŵĞŵďĞƌƚŚĂƚŵƵĐŚŽĨƚŚĞǁŽƌŬĚŽŶĞŝŶĨƵƚƵƌĞŐƌĂĚĞƐŚĂƐƚŽďĞĨŝƌŵůǇĚĞǀĞůŽƉĞĚ
ŝŶ ƚŚĞ ŝŶƚĞƌŵĞĚŝĂƚĞ ĂŶĚ ƐĞŶŝŽƌ ƉŚĂƐĞƐ͕ ǁŝƚŚ Ă ƐŽƵŶĚ ĨŽƵŶĚĂƚŝŽŶ ŝŶ EĂƚƵƌĂů ^ĐŝĞŶĐĞƐ Θ dĞĐŚŶŽůŽŐǇ͕
ƐƉĞĐŝĂůŝƐƚƐƵďũĞĐƚƐůŝŬĞ>ŝĨĞ^ĐŝĞŶĐĞƐĂŶĚWŚǇƐŝĐƐǁŝůůďĞĂďůĞƚŽĨůŽƵƌŝƐŚŝŶƚŚĞ&dďĂŶĚ͘
WůĞĂƐĞƚĂŬĞŶŽƚĞƚŚĂƚEĂƚƵƌĂů^ĐŝĞŶĐĞƐΘdĞĐŚŶŽůŽŐǇŝƐĂƐƵďũĞĐƚƚŚĂƚŶĞĞĚƐƚŽďĞƚĂƵŐŚƚŝŶĂŶŝŶǀĞƐƚŝŐĂƚŝǀĞ
ĂŶĚ ĞǆƉůŽƌĂƚŽƌǇŵĂŶŶĞƌ ĨŽƌǀĂƌŝŽƵƐ ƐĐŝĞŶƚŝĨŝĐ ƉŚĞŶŽŵĞŶĂƚŽ ďĞ ƵŶĚĞƌƐƚŽŽĚ͘ dŚŝƐ ǁŝůů ďĞ ƚŚĞ ďĂƐŝƐ ĨŽƌ
ĨƵƚƵƌĞĚĞǀĞůŽƉŵĞŶƚŝŶ^dD;^ĐŝĞŶĐĞ͖dĞĐŚŶŽůŽŐǇ͖ŶŐŝŶĞĞƌŝŶŐĂŶĚDĂƚŚƐͿƐƵďũĞĐƚƐ͘tŚĞƌĞŶĞĐĞƐƐĂƌǇ
the principle of “Science on a shoe string” must be applied. Resources must be used with care and respect,
ƐƵĐŚƚŚĂƚŝƚĐĂŶďĞŽƉƚŝŵŝǌĞĚĨŽƌĞĂĐŚůĞƐƐŽŶĂŶĚĨŽƌǇĞĂƌƐƚŽĨŽůůŽǁ͘
tĞ ŚŽƉĞ ƚŚĂƚ ƚŚĞ ůĞƐƐŽŶ ƉůĂŶ ƌĞƐŽƵƌĐĞ ďĞŝŶŐ ŵĂĚĞ ĂǀĂŝůĂďůĞ ǁŝůů ďĞ ŽĨ ďĞŶĞĨŝƚ ƚŽ ǇŽƵ ĂŶĚ ƚŚĂƚ ŝƚƐ
ŝŵƉůĞŵĞŶƚĂƚŝŽŶǁŝůůďĞŶĞĨŝƚǇŽƵƌůĞĂƌŶĞƌƐĞǆƚĞŶƐŝǀĞůǇ͘tĞĞŶǀŝƐĂŐĞƚŚĂƚƚŚĞůĞƐƐŽŶƉůĂŶƐƉƌŽǀŝĚĞĚǁŝůůďĞ
ŽĨŐƌĞĂƚĂƐƐŝƐƚĂŶĐĞƚŽǇŽƵ͕ƚŚĞƚĞĂĐŚĞƌ͕ĂŶĚƚŚĂƚĂůůĞĨĨŽƌƚƐǁŝůůŵĂĚĞƚŽĞŶŚĂŶĐĞƚŚĞƋƵĂůŝƚǇŽĨƚĞĂĐŚŝŶŐ
ĂŶĚ ůĞĂƌŶŝŶŐ͘ /ƚ ŵƵƐƚ ĂůƐŽ ďĞ ŵĞŶƚŝŽŶĞĚ ƚŚĂƚ ƚŚĞ ĚĞǀĞůŽƉĞĚ ůĞƐƐŽŶ ƉůĂŶƐ ǁŝůů ŐƌĞĂƚůǇ ƌĞĚƵĐĞ ƚŚĞ
ĂĚŵŝŶŝƐƚƌĂƚŝǀĞǁŽƌŬůŽĂĚƚŚĂƚƚĞĂĐŚĞƌƐĂƌĞĨĂĐĞĚǁŝƚŚŽŶĂĚĂŝůǇďĂƐŝƐ͘,ŽǁĞǀĞƌ͕ƚŚĞƐĞůĞƐƐŽŶƉůĂŶƐŵƵƐƚ
ďĞĞŶŐĂŐĞĚǁŝƚŚƉƌŝŽƌƚŽƚŚĞůĞƐƐŽŶďĞŝŶŐĚĞůŝǀĞƌĞĚĨŽƌŝƚƐƚƌƵĞƉŽƚĞŶƚŝĂůĂŶĚŝŵƉĂĐƚƚŽďĞĚĞƚĞƌŵŝŶĞĚ͘
'EĂƚƵƌĂů^ĐŝĞŶĐĞƐΘdĞĐŚŶŽůŽŐǇdĞĂŵ
WƵďůŝƐŚĞĚϮϬϭϴ
ŽƉǇƌŝŐŚƚŽĨƚŚĞŵĂƚĞƌŝĂůŝŶƚŚŝƐĨŝůĞŝƐƚŚĞƐŽůĞƉƌŽƉĞƌƚǇŽĨƚŚĞ'ĂƵƚĞŶŐĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƚŝŽŶ;'Ϳ͘
ĚƵĐĂƚŽƌƐŵĂǇƵƐĞƚŚŝƐŵĂƚĞƌŝĂůĨŽƌĞĚƵĐĂƚŝŽŶĂůƉƵƌƉŽƐĞƐŽŶůǇ͘ŶǇŽŶĞĞůƐĞǁŝƐŚŝŶŐƚŽƌĞƉƌŽĚƵĐĞĂŶǇ
ƉĂƌƚŽĨƚŚĞŵĂƚĞƌŝĂůƐŚŽƵůĚŽďƚĂŝŶǁƌŝƚƚĞŶƉĞƌŵŝƐƐŝŽŶĨƌŽŵ͗
dŚĞ,ĞĂĚŽĨĞƉĂƌƚŵĞŶƚ
'͕ŽǆϳϳϭϬ
:ŽŚĂŶŶĞƐďƵƌŐ
ϮϬϬϬ

The Importance of Lesson Planning
Lesson planning is the most essential element of being an effective and resourceful
teacher. The lesson planning process has to consider the learner; the school or
classroom context and whether the essence of the content found within the curriculum
can be addressed effectively. Integral to this process is the pedagogical knowledge the
teacher possesses and how it will be used to elicit the content that needs to be taught.
The time allocated to the subject must be effectively utilized and optimized such that a
suitable learning environment can be created for the learner to engage with the learning
process. It should be an experience that would articulate the content in a manner that
the learner will be able to imbibe and reflect its worth and value in context of the real
world. Each lesson provides an opportunity for the teacher to reflect and improve and
scaffold the content for the next lesson. Lesson planning proposes and intention for the
lesson, while preparation emphasizes the execution of the lesson plan.
Why plan?
Lesson planning is a vital component of the teaching-learning process. Proper
classroom planning will keep teachers organized and on track while teaching, thus
allowing them to teach more, help students reach objectives more easily and manage
less. The better prepared the teacher is, the more likely she/he will be able to handle
whatever unexpectedly happens in the lesson.
Lesson planning:
- provides a coherent framework for smooth efficient teaching.
- helps the teacher to be more organized.
- gives a sense of direction in relation to the syllabus.
- helps the teacher to be more confident when delivering the lesson.
- provides a useful basis for future planning.
- helps the teacher to plan lessons which cater for different students.
- Is a proof that the teacher has taken a considerable amount of effort in his/her
Teaching.
Published 2018
Copyright of the material in this file is the sole property of the Gauteng Department of Education (GDE).
Educators may use this material for educational purposes only. Anyone else wishing to reproduce any
part of the material should obtain written permission from:
The Head of Department
GDE, Box 7710
Johannesburg
2000
Decisions involved in planning lessons:
Planning is imagining the lesson before it happens. This involves prediction,
anticipation, sequencing, organizing and simplifying. When teachers plan a lesson, they
have to make different types of decisions which are related to the following items:
- the aims to be achieved;
- the content to be taught;
- the group to be taught: their background, previous knowledge, age, interests, etc.
- the lessons in the book to be included or skipped;
- the tasks to be presented;
- the resources needed, etc.
The decisions and final results depend on the teaching situation, the learners level,
needs, interests and the teacher’s understanding of how learners learn best, the time
and resources available.
Hints for effective lesson planning:

 When planning, think about your students and your teaching context first.
 Prepare more than you may need: It is advisable to have an easily presented,
light “reserve” activity ready in case of extra time. Similarly, it is important to think
in advance which component(s) of the lesson may be skipped. if you find yourself
with too little time to do everything you have planned.
 Keep an eye on your time. Include timing in the plan itself. The smooth running of
your lesson depends to some extent on proper timing.
 Think about transitions (from speaking to writing or from a slow task to a more
active one).
 Include variety if things are not working the way you have planned.
 Pull the class together at the beginning and at the end.
 End your lessons on a positive note.
Published 2018
GDE, Box 7710
Johannesburg
2000
Planning enables you to think about your teaching in a systematic way before you enter
the classroom. The outcome of your planning is a coherent framework which contains a
logical sequence of tasks to prepare the field for more effective teaching and learning.
Plans only express your intentions. Plans are projects which need to be implemented in
a real classroom with real students. Many things may happen which you had not
anticipated. In the end you need to adapt your plans in order to respond to your pupils´
actual needs. It is important to bear in mind Jim Scrivener’s words:
“Prepare thoroughly. But in class, teach the learners not the plan.”
BIBLIOGRAPHY
- Moon, J. (2005) Children Learning English. Macmillan.
- Scrivener, J. (2011) Learning Teaching. Macmillan
- Ur, P. (1996) A Course in Language Teaching. Cambridge: CUP
Use of the developed lesson plans

The developed lesson plans were designed with the intention of providing teachers with
an exemplar that could be used as is or customized to suite the context of each
individual class situation. As is the case in most instances, when it comes to lesson plan
development, it is very difficult to establish a plan that will satisfy everyone and every
situation and context, thus the lesson plans provided here are merely a base document
that can be contextualized as per each teachers own liking, as lesson plans are a
personal document that also expresses the teachers own creativity and professionalism.
Lesson plans were developed for all strands, namely:
 Life & Living
 Matter & Material
 Energy & Change
 Planet Earth & Beyond
Each lesson plan was developed according to the notional times as prescribed within
the CAPS document, that is 30 minute periods with seven periods a week for a 5-day
cycle. In some instances, to cater for practical activities the lesson plan will be indicated
as components and not as one lesson plan.
Published 2018
GDE, Box 7710
Johannesburg
2000
The lesson plans are accompanied with informal class activities to assist in reinforcing
the content and concepts expressed in the lesson. The developed lesson plans also
make use of PowerPoint presentations, videos and other ICT related resources to help
facilitate the learning process in the digital age, these are optional and can be used as
is or the teacher can contextualize it according to resources and infrastructure available
at school.
We envisage that the lesson plans provided will be of great assistance to you, the
teacher, and that all efforts will made to enhance the quality of teaching and learning. It
must also be mentioned that the developed lesson plans will greatly reduce the
administrative workload that teachers are faced with on a daily basis. However, these
lesson plans must be engaged with prior to the lesson being delivered for its true
potential and impact to be determined.
Published 2018
GDE, Box 7710
Johannesburg
2000
Acknowledgement
The following colleagues from the various district offices within Gauteng played an integral role in the
development of the lesson plans being presented. Their unwavering dedication and high degree of
professionalism and discipline is greatly appreciated and acknowledged.
No. Title Name Prov. District Phase E-mail
1. Mr
Perumal.Padayachee@gauteng.gov.za
Padayachee, Perumal GAU Head Office Intersen
mrgrt.cornelius@gmail.com
2. Ms Cornelius, Margaret GAU Tshwane West IP Margaret.Cornelius@gauteng.gov.za
3. Mr Mothuhu Makhuba GAU Tshwane North IP

Mothuhu.Makuba@gauteng.gov.za
4. Ms
Mmekwa Makwena GAU Tshwane South IP
Makwena.Mmekwa@gauteng.gov.za
5. Mrs
Ralethe Mudzhadzhi GAU Tshwane South IP
Mudzhadzhi.Ralethe@gauteng.gov.za
6. Mr Clemance Ngobeni GAU Ekurhuleni North IP

Clemance.Ngobeni@gauteng.gov.za
7. Mr Paul Ndlovu GAU Gauteng East IP

jubie.ndlovu@hotmail.com
8. Mrs Suzetta Esbend GAU Gauteng East IP

Suzetta.Esband@gauteng.gov.za
Zanele.Makweya@gauteng.gov.za
9. Ms Gulston, Zanele GAU Gauteng North IP
Hendrietta.Peloyahae@gauteng.gov.za
10. Ms Peloyahae Fikile GAU Johannesburg East IP
Tebogo.Kheswa@gauteng.gov.za
11. Ms Kheswa, Tebogo GAU Johannesburg South IP
Johannesburg
12. Ms Motshephe, Norah GAU IP Norah.Motshephe@gauteng.gov.za
Central
Johannesburg namso786@yahoo.com
13. Mr Naeem Abdulla GAU IP
Central
14. Ms Teffo, Maria GAU Gauteng West IP Maria.Teffo@gauteng.gov.za
Bella.Tsele@gauteng.gov.za
15. Ms Tsele, Bella GAU Sedibeng East IP
16. Mrs. Grace Mosoue GAU Ekurhuleni South IP

kdmasilo@gmail.com
17. Mrs. Rachel Marokoane GAU Johannesburg North IP

rachel.marokoane@gmail.com
18. Mr Derick Ndou GAU Johannesburg North IP

derickndou6@gmail.com
19. Mrs Annelie De Klerk GAU Johannesburg West IP

anniedeklerk@gmail.com
CONTENTS
GRADE 4
LIFE AND LIVING 1

• LIVING AND NON-LIVING THINGS
• STRUCTURES OF PLANTS AND ANIMALS
• WHAT PLANTS NEED TO GROW
• HABITATS OF ANIMALS
• STRUCTURES FOR ANIMAL SHELTERS
MATTER AND MATERIAL 127
• MATERIAL AROUND US
• SOLID MATERIALS
• STRENGTHENING MATERIALS
• STRONG FRAME STRUCTURES
ENERGY AND CHANGE 229
• ENERGY AND ENERGY TRANSFER

• ENERGY AROUND US
• MOVEMENT ENERGY IN A SYSTEM
• ENERGY AND SOUND
PLANET EARTH AND BEYOND 283
• PLANET EARTH
• THE SUN
• THE EARTH AND THE SUN
• THE MOON
• ROCKET SYSTEMS
NATURAL SCIENCE & TECH: LESSON PLAN GRADE 4
PERIOD/DURATION: 30 MINUTES STRAND: LIFE & LIVING
CAPS INTERMEDIATE PHASE TERM 1
Lesson Plan 1 OBJECTIVES: LEARNERS MUST BE ABLE TO:

TOPIC: Living and Non-Living things  Explain the features of living and non-living things
Content & Concepts/Subtopic  Identify and distinguish between living and non-living things
Livings things  Observe whether a seed is alive or dead and write a report on it
 Write observations and draw scientific drawings
Terminology germs/ bacteria ; life processes; excretion; reproduction; respiration; nutrition

Covered environment; sensing ; organism
1. DOING SCIENCE
SPECIFIC AIMS 2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE
PROCESS SKILLS
X Accessing & recalling X Identifying problems & Doing Investigations
Information issues
Observing X Raising Questions Recording Information
Comparing Predicting Interpreting Information
-1-
Measuring Hypothesizing X Communicating
X Sorting & Classifying Planning Investigations
CONTENT Resources
TEACHING & LEARNING ACTIVITIES
 There are many different kinds of living INTRODUCTION:  Smartboard presentation

things - Explain that all things on Earth can be divided into 2 groups (either living  Internet
or non-living things).  Worksheet
 Living things carry out ALL seven life - Show images/ video clips that have both living and non-living things in
them and ask the learners to identify what is living and what is non-
 Books
processes, non- living things do not.
living.  Video clips
 Some things were once living but are SEQUENCE OF LESSON:
now dead  Discuss living and non-living.
 Explain features of living and non-living.
 Learners identify and sort living and non-living things.
1|Page
CONTENT Resources
Teacher Activity:
 Explain concepts and lesson title
 Discuss- Ask leading questions and share information
 Answer learner questions
 Feedback after the activities – corrections and memos
Learner Activity:
Discussion – give comments and ideas and ask questions
Written work – complete worksheets
Group living and non-living things on the smartboard/blackboard
Complete related worksheets
Computer research
-2-
ASSESSMENT
Informal
TEACHER REFLECTION
2|Page
PERIOD/DURATION: 30 MINUTES STRAND: LIFE
& LIVING
Lesson 1: Worksheet with MEMO- Living and Non-Living things
Date: ___________________
Name: ____________________________ Grade 4: ___
1. COMPLETE THE TABLE BELOW BY DESCRIBING HOW A DOG CARRIES

OUT THE SEVEN LIFE PROCESSES
LIFE PROCESS EXAMPLE IN A DOG

MOVING Sit, run, walk, roll over, etc.
REPRODUCING Have puppies
SENSING Smell, see, hear
BREATHING Breathes in oxygen O2 and breathes out carbon dioxide gas CO2
FEEDING Eats food, drinks water
EXCRETING Excretes faeces and urine
GROWING Puppy first then grows into an adult dog
2. STUDY THE FOLLOWING PICTURES AND LABEL THEM AS EITHER:

- living
- non-living
- once alive, now dead
- looks dead, but can come alive
A. RIVER: Non- Living
3|Page
-3-
& LIVING
B. GERMS: Living Organisms
C. DRY YEAST: Looks dead but can come alive
4|Page
-4-
& LIVING
3. MATCH COLUMN A WITH COLUMN B. WRITE THE CORRECT LETTER

ONLY IN COLUMN C:
COLUMN A COLUMN B COLUMN C

1. Dormant A. The way different parts have been put together  1. E
2. Germinate B. The first leaves of a seedling  2. D
3. Structure C. A young root  3. A
4. Plumule D. When a new plant grows  4. B
5. Radicle E. In a state of rest  5. C
4. DRAW THE INTERNAL STRUCTURE OF A SEED ACCORDING TO

SCIENTIFIC RULES
5|Page
-5-

TOPIC: Living and Non-Living things  explain how sometimes things appear dead but are actually living (yeast, beans and eggs)
Content & Concepts/Subtopic  observe whether a seed is alive or dead and write a report on it
Non-Living things  write observations and draw scientific drawings
 distinguish between things that are dormant and things that are actually dead
Terminology *Dormant *hatching * seedling *germinate *incubate

Covered
1. DOING SCIENCE X
SPECIFIC AIMS 2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS X
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE X
PROCESS SKILLS
x Accessing & recalling x Identifying problems & x Doing Investigations
Information issues x
x Observing x Raising Questions Recording Information
Comparing x Predicting x Interpreting Information
-6-
Measuring x Hypothesizing x Communicating
Sorting & Classifying Planning Investigations
CONTENT Resources
 Some things were living and are now INTRODUCTION:  Smartboard presentation
dead. - Explain that all things on Earth can be divided into2 groups (either living  Internet
or non-living things).  Worksheet
 Some living things may appear dead but - Show images that have both living and non-living things in them and
 Books
are actually alive and given the right ask the pupils to identify what is living and what is non-living.
 Video clips
conditions will grow- Germination of
bean seed SEQUENCE OF LESSON:
 Discuss keywords and write into books.
 Discuss seeds and eggs.
 Siyavula
(p.16-17)
 Explain formal task.
Germination of Beans
1|Page
CONTENT Resources
 Complete the observation over 3 weeks. observation sheet

 Learners practise observing. worksheet
Teacher Activity:
 Explain the concepts of germination; incubate and dormant
 Answer learner questions relating to what they understand by living
and non-living and germination.
Learner Activity:
Discussion – give comments and ideas and ask questions
Written work – complete worksheets
ASSESSMENT
-7-
To investigate if beans are living
 Learners plant a bean and take care of it for 3 weeks
 Learners have to make and record the growth and observations of the bean
Teacher designs observation record sheet for learners.
TEACHER REFLECTION
2|Page
& LIVING
Activity on Seed Germination

MATERIALS (what you need):
 bean seeds
 cotton wool
 plastic lids (from empty peanut butter jars for example)
INSTRUCTIONS:
1. Place two layers of cotton wool in the plastic lid.

2. Place a few of your seeds between the two layers of cotton wool.
3. Drizzle water over the seeds. You need to water the cotton wool enough to wet it but NOT TO DROWN
THE SEEDS! There should be NO WATER running over the sides of the lid or your seed will drown!
4. Place your seeds in a warm place near a window.
5. Water your seeds whenever you feel the cotton wool is almost dry. Be careful not to drown your seeds!
QUESTIONS:
Before you water your seeds, describe how they look and feel.
Draw your seeds between the cotton wool on the first day.
Check the progress of your seeds every day. How long did it take them to germinate? And what do your
seeds look and feel like now?
What do you think made your seeds revive?
3|Page
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NATURAL SCIENCE: LESSON PLAN GRADE 4

TOPIC: Living and Non-Living things  Explain the features of living and non-living things
Content & Concepts/Subtopic  Identify and distinguish between living and non-living things
Livings things  Predict what can grow on bread if the conditions are right
Non-Living things
Terminology Living components (biotic); Non-living components (abiotic)

Covered Seven Life processes like- excretion; reproduction; respiration; nutrition; sensing ; feeding; movement
1. DOING SCIENCE x
SPECIFIC AIMS 2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS x
PROCESS SKILLS
x Accessing & recalling x Identifying problems & Doing Investigations
Information issues
x Observing x Raising Questions x Recording Information
x Comparing Predicting x Interpreting Information
-9-
Measuring Hypothesizing x Communicating
x Sorting & Classifying Planning Investigations
CONTENT Resources
 There are many different kinds of INTRODUCTION:

living things  Life is composed of living things, known as biotic  Observation worksheet
components, and non-living things, known as abiotic  Bread
components.  Water
 Living things are plants and animals.  3 plastic sealable plastic
 Non-living things are very essential to support life and are bags
water, sun, soil, air and other objects.
 Everything that we come across every day is either living or
non–living.  Platinum Natural
1|Page
CONTENT Resources
 Both living and non-living things have their own Sciences and Technology
characteristics. (p.1-9)
Teacher Activity:
 Teacher discuss concepts of living and non-living things/
components
 Explains features of living and non-living
 Living things carry out ALL seven Living plants and animals can carry out all the seven life
processes, non- living things do not processes, namely:
• Movement: All living things move in some way. This may be
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obvious, such as animals that are able to walk, or less obvious,
such as plants that have parts that move to track the movement
of the sun.
• Growing: All living things have the ability to grow.
• Breathing: This the process of using air to release energy
from food.
• Excretion: Removal of waste products from the body.
• Sensing: The ability to detect changes in the surrounding
environment.
• Reproduction: The ability to reproduce and pass genetic
information onto their offspring.
• Nutrition: The intake and use of food (nutrients). This occurs
in very different ways in different kinds of living things.
 Some living things appear to be dead whilst they are living,
2|Page
CONTENT Resources
 Some things were once living but are such as dry seeds.
now dead  They need favourable conditions to come back to life.
 Some living things on Earth cannot be seen with the naked
eyes.
 Aids such as microscopes and magnifying glasses are needed
to see them e.g. germs
Learner Activity:
 Class discussion – give comments and ideas and ask questions
about topic and content shared with them
 Practical work- learners do experiments at home
 Written work – learner’s complete observation worksheets
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ASSESSMENT
TEACHER REFLECTION
3|Page
& LIVING
Worksheet: Living and Non- Living things
1. Complete the following sentence:

A living thing is something which can ______________________________.
2. Study the pictures below and mark all living things with a [ x ]
2. Look at the picture of a flower and decide whether it is living or non-living?
3. Are the clothes on the bed living or non- living?

4
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& LIVING
WORKSHEET: Living and Non- Living things
In groups, discuss what you understand by the words living and non-living
things and give 5 examples each of what you think is a living thing and what is
a non-living thing.
Living things: Non-Living things:
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
2. Fill in the missing letters which are the characteristics of living things that
make them different to non-living things.
1. Living things are able to m ___ ___ e.
2. Living things need f ___ ___ ___ and a ___ a ___ t to survive.
3. Living things g __ __ w and r ___ p ___ ___ d ___ c ___.
4. Living things ___ x ___r ___ t ___.
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& LIVING
3. Discuss whether you think living things need non-living things to survive?
Write down your answer and explain why you think so.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
WORKSHEET: Living and non-living things
Fill in the blanks on the concept map below
Things around us
which are either
a. Living things Non –living things
which which do not
Have different characteristics
6
Need air, water, soil and b) sunlight
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& LIVING
Finding out the differences between living and non - living things
Look at the pictures below and answer the following questions:
 Does Teddy need the things Bibi need?

No, Teddy ………………………………………… because Teddy is not alive.
 Can Teddy do the things Bibi does?

No, Teddy does not need …………………………………..Teddy is not alive.
Comparing living and non-living things
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& LIVING
Use these sentences to complete the information requested below
1. The boy is living and stays in a house

2. The robot is made of metal and non-living
3. Both have arms and legs
4. The boy needs to eat food, the robot does not.
5. The boy needs to breathe, the robot does not.
6. The boy will grow, the robot will not.
Living things
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
Non – living things

1. _____________________
2. _____________________
3. _____________________
4. _____________________
5. _____________________
6. _____________________
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DATE: OBJECTIVES: LEARNERS MUST BE ABLE TO:
TOPIC: Living and Non-Living things  Know the causes and effects of veld fires
 Answer questions on veld fires
Content & Concepts/Subtopic
Non-Living things
Terminology Biotic/ Abiotic/ Extinguish

Covered
1. DOING SCIENCE x
SPECIFIC 2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS x
AIMS
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE x
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PROCESS SKILLS
Information issues
Observing x Raising Questions x Recording Information
CONTENT Resources
1|Page
CONTENT Resources
 Some things were living and now are INTRODUCTION:

dead; dead wood, dry leaves  Life is composed of living things, known as biotic components,  Worksheet
and non-living things, known as abiotic components.  Internet -
 Some living things were once alive but are now dead, e.g. (www.HaveFunTeaching.
vegetation before a veld fire com)
 They need favourable conditions to come back to life.  Fun game activity
 Earthworms/ gummy
Teacher Activity:
worm sweets
 Explains causes of fires and how to avoid them
 Rulers
 Ask leading questions and share information
 Answer learner questions on similar situations, e.g. fires at home  Pencils
 Feedback after the activities – corrections and memos  Erasers
 Paper clips
Learner Activity:
 Group discussion – give comments and ideas and ask questions
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about topic and content shared with groups
 Practical/ Written work – learner’s complete observation
worksheets in groups/ on own
ASSESSMENT
Informal/Formal
TEACHER REFLECTION
2|Page
& LIVING
Causes of and how to avoid veldfires

READ THE FOLLLOWING INFORMATION AND ANSWER THE QUESTIONS BELOW:
1.1. a. Name the affected town that this newspaper article reported on?
____________________________________________
a. Who were killed in the fire, per the article? __________________________
b. Give a reason why the fire could not be extinguished by the residents?
_______________________________________________________
3|Page
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& LIVING
1.2. In which year did the Knysna veld fires occur? ___________________
1.3. Name at least ONE (1) manner in how you can get a copy of the book “Knysna Fire Stories”?
____________________________________________________________________________________________
______________________________________________________________________
1.4. If you have a R500,00 how much change will you receive back? _____________________________
1.5. What will happen to all the monies collected after the book has been sold?
_________________________________________________________________________________
_________________________________________________________________________________
4|Page
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& LIVING
READ THE FOLLOWING INFORMATION AND ANSWER THE QUESTIONS THAT FOLLOW:
Veld Fires are common in dry seasons
Emergency Management Services (EMS) spokesperson Robert Mulaudzi provides veld fire safety tips.
Mulaudzi said, “Veld fires are a risk to life, property and environment. These fires will continue to burn
for as long as the weather is favourable and there is vegetation to burn.”
He said, “During this time of the season, the City of Joburg EMS responds to a large number of veld
fire incidents through all the seven city regions.”
Mulaudzi said that fires that often occur around this time of the year can be very strenuous to
firefighters because these fires can burn for days, if not weeks.
1. Write down the name of the spokesperson for the EMS (Emergency Management Services) in
Johannesburg.
___________________________________________
2. List THREE (3) things that a veld fire can damage?
______________________________ /__________________________/ ______________________
3. Veld fires will continue to burn for as long as ………….?
_________________________________________________________________________________
_________________________________________________________________________________
4. List THREE (3) CAUSES of fires.
a. ____________________________________________________________________________
b. ____________________________________________________________________________
c. ____________________________________________________________________________
5|Page
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& LIVING
The following are some of the causes for Veld fires:

1. Reckless disposal of cigarette butts
2. Burning fires in metal drums at bus stops while waiting for the bus
3. Land clearings
4. Deliberate fire setting
5. Children playing with matches
6. Improper household ash disposal.
The following are some of the ways to avoid/ deal with fires:
1. Prepare fire breaks on their side if there is a reasonable risk of veld fires.
2. Have the necessary equipment, protective clothing and trained personnel to extinguish these fires.
3. Avoid throwing cigarettes butts on the ground.
4. Have grass beaters handy to extinguish the fire.
5. Always have the emergency number handy to call emergency services 10177 on Telkom landlines
or 112 on your cell phones.
6. Sand can be a very effective method of veld fire control since water will not be readily available.
7. Visit your nearest Basic Emergencies, Safety And Fire (Be safe) centres for more information on fire
safety education.
USEFUL CONTACT NUMBERS TO HAVE IN CASE OF A FIRE AT HOME/ SCHOOL
Knowing the following numbers, are important:

Fire and Emergency Services: Landline 107/017 620 6290, Cell phone 112
Traffic Department: 017 638 0600
SAPS 10111
Ambulance 10177
6|Page
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TOPIC: Living and Non-Living things
Content & Concepts/Subtopic  Identify, sort and compare a selection of non-living things and all the interesting
Non-Living things differences between them
 Predict what will happen with a veldfire
Terminology Living components (biotic); Non-living components (abiotic)

Covered
1. DOING SCIENCE x
PROCESS SKILLS
Information issues
Observing x Raising Questions x Recording Information
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CONTENT Resources
1|Page
CONTENT Resources
 Non-living things cannot carry out the INTRODUCTION:

seven life processes  Life is composed of living things, known as biotic components,  Worksheet
and non-living things, known as abiotic components.  Internet -
 Some things were living and now are  Some living things appear to be dead whilst they are living, (www.HaveFunTeaching.
dead; dead wood, dry leaves such as dry seeds. com)
 They need favourable conditions to come back to life.  Fun game activity
 Earthworms/ gummy
Teacher Activity:
worm sweets
components
 Rulers
 Explains features of living and non-living  Pencils
 Ask leading questions and share information  Erasers
 Answer learner questions  Paper clips
- 24 -
Learner Activity:
 Group discussion – give comments and ideas and ask questions
about topic and content shared with groups
 Practical/ Written work – learner’s complete observation
worksheets in groups/ on own
 Learners play a group gameboard activity after all work is done
ASSESSMENT
Informal/Formal
TEACHER REFLECTION
2|Page
& LIVING
Worksheet: Characteristics of Non-Living Things
• Non-living things cannot carry out all of the seven life processes.
• Some things that were living could have died and are now classified as a
non-living thing, i.e. dead wood, dry leaves, etc.
Activity:
Using the characteristics of living and non–living things, decide which each of these
is. Draw a line from the picture to the words in the center.
LIVING
NON-LIVING
3|Page
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NATURAL SCIENCES AND TECHNOLOGY: LESSON PLAN GRADE 4
Lesson Plan 6
TOPIC: Structure of Plants and Animals • Identify, Label and describe the parts of a plant
Structure of Plants
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
X Accessing & recalling Identifying problems & Doing Investigations
Information issues
X Observing x Raising Questions X Recording Information
X Comparing Predicting X Interpreting Information
- 26 -
CONTENT TEACHING & LEARNING ACTIVITIES Resources
Structure of plants Teacher Activity:

• Basic structure of plants: - The teacher shows and explains to learners the different parts of a plant. Internet
Roots, stems, leaves; flowers; - Teacher asks learners to discuss the structure of the plants and try to determine Pencils
fruits and seeds. what are their functions A4 Paper
Learner Activity:
Colour-pencils
- Learners study the picture as mentioned above on the white board/worksheet and
discuss the basic structure of plants.
ASSESSMENT Informal
TEACHER REFLECTION
1|P ag e
PARTS OF A PLANT
2|P ag e
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WORKSHEET: Structures of plants and animals
Label the parts of the plant
3|P ag e
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Lesson Plan 7

TOPIC: Structure of Plants and Animals • Identify and explain the function of roots
Structure of Plants - Roots
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 29 -
Structure of Plants Teacher Activity:

Basic structure of roots is: - The teacher shares various pictures of roots of different plants and explains why Internet
• Roots anchor the plant into the they are different and what are their functions as described in each picture. A chart Pencils
ground. with pictures or a whiteboard may be used. A4 Paper
• Roots absorb water & nutrients Colour-pencils
from the soil, which is then
transported to the rest of the
plant. Learner Activity:
• Some plants store their food in - Learners study the picture as mentioned above on the white board and make
their roots e.g. carrots, simple notes of what the teacher is saying.
potatoes. - Learners draw a simple diagram of a root.
4|P ag e
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ASSESSMENT Informal
TEACHER REFLECTION
5|P ag e
Lesson Plan 8
TOPIC: Structure of Plants and Animals • Identify and explain the function of stems
Structure of Plants - Stems
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 31 -

Basic structure of stems is: - The teacher shares various pictures of stems of different plants and explains why Internet
• Stems support the leaves, they are different and what are their functions as described in each picture. A chart Pencils
flowers and fruits. with pictures or a whiteboard may be used. A4 Paper
• Stems transport water and Colour-pencils
nutrients from the roots to the Learner Activity:
rest of the plant. - Learners study the picture as mentioned above on the white board and make
• Some plants store their food in simple notes of what the teacher is saying.
their stems e.g. sugar cane, - Learners draw a simple diagram of a stem.
asparagus.
ASSESSMENT Informal
TEACHER REFLECTION
6|P ag e
Lesson Plan 9
TOPIC: Structure of Plants and Animals • Identify and explain the function of leaves
Structure of Plants - Leaves
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 32 -

Basic structure of leaves is: - The teacher shares various pictures of leaves of different plants and explains why Internet
• Leaves absorb sunlight to make they are different and what are their functions as described in each picture. A chart Pencils
food for the plant. with pictures or a whiteboard may be used. A4 Paper
• Some plants use their leaves to Colour-pencils
store water like the cactus or to Learner Activity:
store food like lettuce and - Learners study the picture as mentioned above on the white board and make
spinach. simple notes of what the teacher is saying.
• Leaves have tiny veins that - Learners draw a simple diagram of a leaves.
carry water and nutrients from - Learners go on a walk about in the school and collect different types of leaves they
the roots. The veins also carry find, which they will now paste in their books.
food made in the leaves to the
rest of the plant.
ASSESSMENT Informal
TEACHER REFLECTION
7|P ag e
Lesson Plan 10
TOPIC: Structure of Plants and Animals • Identify and explain the function of flowers
Structure of Plants - Flowers
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 33 -

Basic structure of flowers is: - The teacher shares various pictures of flowers of different plants and explains why Internet
• Flowers make pollen to make they are different and what are their functions as described in each picture. A chart Pencils
seeds that will grow new plants. with pictures or a whiteboard may be used. A4 Paper
• Flowers attract birds and insects Colour-pencils
Learner Activity:
to spread their pollen and get - Learners study the picture as mentioned above on the white board and make
pollen from other plants. simple notes of what the teacher is saying.
• Flowers make fruit and seeds - Learners draw a simple diagram of a flowers.
• There are different flowers. - Learners go on a walk-about in the school and collect different types of flowers.
They will observe the colours and the number of petals in different flowers, they will
paste only one flower in their books.
- Learners complete a worksheet.
ASSESSMENT Informal
TEACHER REFLECTION
8|P ag e
Activity Sheet: Functions of different parts of a plant

Use the following descriptions and place them next to the correct labels.
This part helps to make seed This part holds up the plant. It
which turn into fruit carries water and nutrients to
other parts of the plant
This part takes in light and air to This part holds the plant in place and takes
make food for the plant in water and nutrients that the plant
needs
9|P ag e
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Lesson Plan 11
TOPIC: Structure of Plants and Animals • Identify and indicate the visible differences between plants (size, shape and
Content & Concepts/Subtopic colour of roots, stems, leaves, fruit and seeds).
Structure of Plants – Visible Differences
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 35 -

Visible differences in plants: - The teacher shows and explain the differences amongst many plants in relation to Internet
• Structures of plants can be their shape, colour and size. Pencils
compared in relation to shape, Learner Activity: A4 Paper
- Learners complete the worksheets provided on plant structure comparisons.
size and colour. Colour-pencils
- Learners also complete a practical task on making a flowering plant.
ASSESSMENT Informal
TEACHER REFLECTION
10 | P a g e
Comparing plants
Plant A Plant B Plant C
Describe three things that make the above plants different from each other.
Shape, height, density, colour, flowers, roots, fruit, stem, leaves, edibility, medicinal
value, shape
The parts of the plant that is edible
Work in groups to complete the table below
Picture Part of the plant Examples
1
Inside of the fruit
2.
Name: Water melon
1
Flowers and stems
2.
Name: Broccoli
1.
Inside of the seed
2.
Name: Sunflower seeds
1.
Inside of the bulb
2.
Name: Beetroot
1.
Leaves
2.
Name: Spinach
11 | P a g e
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How plants make their food
Photosynthesis occurs when a tree uses the sunlight and chlorophyll from the leaves and air (carbon
dioxide) and water into food. Trees grow the most in the spring and summer, where there is a lot of
sunshine every day. When autumn begins, the days grow shorter and there is less sun. This alerts
the tree to begin getting ready for winter. The leaves begin to turn red, orange, gold, and brown,
because with less sunlight and water for photosynthesis, the green chlorophyll begins to disappear.
The leaf colours we see in the autumn have been in the leaves all along, but with so much green
chlorophyll, we can’t see them until the chlorophyll is gone.
1. What four things do plants need for photosynthesis?

……………….,…………..,……………….,………………….. (carbon dioxide)
2. What causes a tree's leaves to appear green?

…………………………………………………..
3. What signals a tree to preparing for winter?

……………………………………………………………………………………….
4. How does a tree get water?

…………………………………………………………………………………………
5. Why do tree leaves change colour during autumn?

The green …………………………………………………………………………….
12 | P a g e
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Worksheet: Structure of plants Date: _______________________
1. Identify, label and describe the VISIBLE DIFFERENCES of the following plants.
VISIBLE PLANT A PLANT B PLANT C

DIFFERENCES
a. Name of plant
b. Size
c. Shape
d. Colour of roots
e. Stems
f. Leaves
g. Flowers
h. Fruits
i. Seeds
13 | P a g e
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MEMORANDUM:
VISIBLE PLANT A PLANT B PLANT C

DIFFERENCES
a. Name of plant
Sunflower Tomato Banana
b. Size The stem of a sunflower Those seedlings may Most are around 5
can grow up to 3m look small now, but a m (16 ft) tall, with a
full-grown tomato range from 'Dwarf
plant needs a lot of Cavendish' plants
space for a strong root at around 3 m (10 ft) to
system. For maximum 'Gros Michel' at 7 m
production, the ideal (23 ft) or more.
pot size is 18-inch
(45,72cm) diameter for
determinate
tomatoes and 24-inch
(60,96 cm) diameter for
indeterminate tomatoes.
c. Shape The flower head is Along with fruit It is a giant
actually made of many colour and plant growth herbaceous plant
tiny flowers called habit, the shape and with an apparent trunk
florets. Central florets size of tomato fruit are that bends without
look like the center of a defining features that breaking
normal flower while the distinguish one variety
outer florets look like from another. Shape
yellow petals and depends on the
together they make up appearance of the fruit
a "false flower". from their side, in a
silhouette fashion, and
assigning a specific
shape is a hazy
business that is
something of an art
form.
14 | P a g e
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d. Root system A rather Tomatoes can have Adventitious roots

large root system have either of
a single taproot and these root systems;
smaller, hairy plants grown from seed
secondary roots. usually have a taproot
Sunflower roots usually system, where plants
grow 1 to 3 feet deep grown from cuttings
have
fibrous root systems.
e. Stems The stem of a sunflower The main trunk of Alongside the main
can grow up to 3 m the tomato plant is stem, it has other
comprised of three parts. stems called
The first, the shoot apical suckers. These stems
meristem (SAM), is the
grow into banana
actively growing portion
located at the crown of the plants.
plant. The second portion
consists of primary tissues,
newly grown stem just
behind the SAM. All other
stem-wood is referred to as
secondary tissue, or old
growth. As the SAM grows
upward, the secondary
tissue grows outward,
expanding the lower
vascular tissue to keep up
with the tomato’s
increasing water and
nutrient requirements.
f. Leaves Wild sunflower The leaves of a tomato Leaves are spirally
leaves have a rough, plant are compound; that arranged and may
scratchy texture and is, each branch arising grow 2.7 metres (8.9 ft)
are lance-ovate, egg- from the main stem long and 60 cm (2.0 ft)
consists of a leaf, and
shaped, or heart- wide. The banana
leaflets grow along that
shaped, and can central stem, or rachis. plant has large leaves
measure up to 30 cm Where this branch closely rolled up one
long. The leaves are attaches to the trunk of over the other. Together
alternate ad both the tomato plant is known they look like a trunk,
the leaves and stems as the petiole; the stem but they form only
have course hairs. where each leaflet an apparent trunk.
attaches to the rachis is
called the petiole.
Additionally, each leaflet
can itself be a compound
leaf, with smaller leaflets
arising along the stem
before terminating in a
large primary leaflet at the
end of this branch.
15 | P a g e
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g. Flowers The flower head can be Tomato flowers are yellow Inside the leaves there
30 cm wide. and about 2,54cm in is a bud which
diameter when they are produces leaves. After
ready for fertilization. 7 or 8 months, when
Tomato plants produce
some 30 leaves
yellow flowers (usually less
than 1 inch in diameter) have grown,
that feature an inner, fused the bud produces
stamen surrounded by a flowers.
corolla of outer petals. The
green female reproductive
carpels sit within the
cylindrical yellow outer
stamen, which produce
pollen to fertilize the
female organs. After
fertilization, the carpels
swell to develop into the
tomato fruit.
h. Fruits The sunflower seed is Cutting open a ripe tomato The banana plant
the fruit of fruit, the observer sees two produces its fruit and
the sunflower or more inner chambers dies.
(Helianthus annuus). where seeds are housed, Another sucker
encased in a gelatinous
replaces it. These fruits
mass; surrounding these
chambers is a denser are long in shape with
fleshy material that is yellow or green
protected overall by a skin.The spike
smooth outer wall. The produces many
interior chambers are bananas.
known as locular cavities,
and the dense material that
encloses these cavities is
the placental tissue.
Nearer to the skin of the
tomato are the vascular
bundles, which carry water
and nutrients to the interior
of the fruit, which are
enclosed in the pericarp, or
outer flesh of the tomato.
i. Seeds Sunflower seeds grow Tomato seed germinates In the middle of the fruit
from the flowers in the fairly quickly, within 5 to you can see little black
centre of the head of 10 days. The plants also specks; these are
the sunflower and are develop fast, so seeds the seeds, but they will
the means of sunflower can be started 6 to 8 not germinate
reproduction, as each weeks before you intend
sunflower seed can be to transplant outdoors.
planted to grow into a
new sunflower the
following growing
season. Each sunflower
head can contain as
many as 1000 to 2000
seeds.
16 | P a g e
- 41 -
Practical work:
Worksheet: Structure of plants Date: _______________________
Make a 3-dimensional flower showing all the parts of a plant. Label your plant and write the
functions for the parts
Materials needed:
1. Green straws/ pipe cleaners to make the stems

2. Cupcake papers/ colourful paper/ felt to make the flower
3. Sunflower seeds are glued in the middle of the cupcake paper.
4. Break apart one seed and put part of the shell down in the soil to represent where the plant
sprouted from. Any kind of seed could be used.
5. Rafia/ brown paper/ pipe cleaners to make roots
6. Paper/ felt/ real leaves to make leaves
17 | P a g e
- 42 -
Lesson Plan 12

TOPIC: Structure of Plants and Animals • Identify and Label various animals body parts: head; tail; body; limbs; sense
Content & Concepts/Subtopic organs
Structure of Animals
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 43 -
Structure of animals Teacher Activity:

• Basic structure of animals: - The teacher shares various pictures of animals, by pasting the pictures on the Internet
Head, tail, body; limbs; sense white board, e.g. a lion, giraffe, dog, bear, etc. with learners Pencils
organs. - A4 Paper
Learner Activity:
Colour-pencils
- Learners study the picture as mentioned above on the white board and discuss the
basic structure of the animals
- Learners then draw a picture with labels of their pet at home or favourite animal
ASSESSMENT Informal
TEACHER REFLECTION
18 | P a g e
Lesson 1:
Worksheet: Structure of animals
1. Identify the following animals and paste the correct label next to
the animal on the board:
19 | P a g e
- 44 -
20 | P a g e
- 45 -
21 | P a g e
- 46 -
22 | P a g e
- 47 -
23 | P a g e
- 48 -
Lesson 1: Draw and label your favourite animal. Label the animals’
body parts: head; tail; body; limbs; sense organs
24 | P a g e
- 49 -
Lesson Plan 13

TOPIC: Structure of Plants and Animals • Compare various animals visible differences: size; shape; body cover; sense
Content & Concepts/Subtopic organs
Structure of Animals
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
- 50 -
Structure of animals Teacher Activity:

• Visible differences between animals: - Teacher asks learners to discuss the structure and different body parts and to Internet
such as size, shape, body covering compare the visible differences between these animals Pencils
and sense organs. Learner Activity: A4 Paper
- Colour-pencils
ASSESSMENT Informal
TEACHER REFLECTION
25 | P a g e
Worksheet for Lesson 2:
Study the pictures below and list the animals’ visible features in
terms of their size, shape, body cover, sense organs, etc.
ANIMALS VISIBLE FEATURES

Example of a Chicken’s features:
- head - internal ears
- body - mouth
- tail - 2 legs + fingers
- feathers - beak
- eyes - wings
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
26 | P a g e
- 51 -
Worksheet for Lesson 2

From the pictures above, choose any THREE animals and describe the
visible differences between them, in terms of their size, shape, body
cover, sense organs.
VISIBLE EXAMPLE ANIMAL A ANIMAL B ANIMAL C

FEATURES? (cat) -------------- -------------- --------------
CHARACTERISTICS
Head
Size Height: 23-25cm
Length: 46cm
excluding the tail
Body
Shape Thin/ Fat
Body covering Skin with hair
Sense organs Ears

Eyes
Smell
Taste
Limbs 2 front legs
2 hind/ back legs
Whiskers Long, wiry

sensory hairs
attached to the
face
Movement Walk, run, leap,
twist, roll in a
ball
Pads and Nails Adapted for
hunting
Pads under
paws- provides a
grip on surfaces
27 | P a g e
- 52 -

TOPIC: What plants need to grow  Identify what is needed for plants to grow
Content & Concepts/Subtopic: Conditions for
growth, Plants need light, water and air to grow
Terminology Cutting; germinate; sprout; seedlings; absorb; oxygen; carbon dioxide; nutrients
1. DOING SCIENCE
PROCESS SKILLS
Information issues
Observing Raising Questions Recording Information
Measuring Hypothesizing Communicating
- 53 -
CONTENT Resources
Teacher Activity: Siyavula Natural Sciences and

Plants need light, water and air to grow - Teacher pastes laminated flashcards on white board and request learners Technology textbook
to read out loud and spell the words.
- Teacher explains each concept and learners repeats the meanings of the Flashcards
words on the flashcards
Power Point presentation
Learners Activity:
- Learners are learning new vocabulary whilst reciting flashcard word Laptop and Projector
repeatedly
- Learners Identify the importance of different things for plant growth. Asking
why it is of importance.
ASSESSMENT Informal
TEACHER REFLECTION
1|Page
FLASH CARD WORDS FOR CONSOLIDATION OF CONCEPTS (Cut out along perforated areas,
laminate and use Prestik to stick on chalk/ white board)
cutting
germinate
sprout
seedlings
- 54 -
absorb
oxygen (O2)
carbon dioxide
(CO2)
nutrients
- 55 -

TOPIC: What plants need to grow  Identify how new plants can be grown.
New plants can grow from cuttings and seeds
Terminology conditions; cutting; germinate; sprout; seedlings; absorb; oxygen; carbon dioxide; nutrients
1. DOING SCIENCE
PROCESS SKILLS
Information issues
Observing Raising Questions X Recording Information
Comparing Predicting X Interpreting Information
- 56 -
CONTENT Resources
Flash words
New plants can grow from cuttings Teacher Activity: Sciences and
and seeds -Words are pasted on white board and learners recite each word 3 times to Technology
consolidate concepts textbook.
-Teacher explains concepts in more depth and learners are instructed to learn Power Point
words on white board (20 minutes) for spelling and dictation test the next period presentation.
Laptop. Projector.
Learner Activity:
- Learners recite new words and learn them for spelling and dictation test
ASSESSMENT Informal - Spelling and Dictation Test (at back of work books)
TEACHER REFLECTION
1|Page

TOPIC: What plants need to grow  Identify what seeds need to germinate
Germination of seeds
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
X Accessing & recalling Identifying problems & X Doing Investigations
Information issues
X Observing Raising Questions X Recording Information
X Measuring X Hypothesizing X Communicating
- 57 -
CONTENT Resources
Teacher Activity: Siyavula Natural

What seeds need to germinate? -Learners are divided in groups of four and the practical activity is explained Sciences and
by going through it with them- Identifying what seeds need to germinate. Technology textbook
Power Point
Learner Activity: presentation
-Learners are carrying out an investigation. Laptop
Projector
ASSESSMENT Investigation & Activity

TEACHER REFLECTION
1|Page
Lesson 1: MEMO- What plants need to grow Date: ___________________
Name: ____________________________ Grade 4: ___
 Answer the following questions on the worksheet provided:
1. Explain what germination means.

It means the seeds start growing and developing all the necessary parts
2. What does a seed need to germinate?

Water, warmth and air
3. What does a plant need to grow?

Water, food and air. Some plants need soil
4. Two of the same plants were grown in different places on the school premises. One plant got
a lot of rain and was planted where there was a lot of sunshine. The other plant also got a lot
of rain, but hardly any sunshine.
After two weeks the following measurements were taken:
Plant Length of plant

Plant 1 15 cm
Plant 2 4 cm
5. Which plant do you think grew in a shadowy place? Give a reason for your answer?
- Plant 2
- It did not grow very well (only 4cm high)
- The plant did not receive sunlight at all
- 58 -
6. To show the difference in growth/ height for the 2 plants used in the investigation, you are
going to colour the columns of the bar graph below by making use of the following colours:
(a) PLANT 1 = Yellow
(b) PLANT 2 = Purple
(c) The small boxes on the right-hand side of the graph is called the legend.
Use the same colours as above, to colour the boxes- this will indicate which plant
received sunlight and which plant did not receive sunlight at all.
- 59 -

TOPIC: What plants need to grow.  Identify what seeds need to germinate.
Growing new plants
Terminology
1. DOING SCIENCE X
PROCESS SKILLS
Information issues
X Measuring X Hypothesizing X Communicating
- 60 -
CONTENT Resources
Siyavula Natural
What seeds need to germinate? - Carrying out an investigation. Sciences and
Technology
- Identifying what seeds need to germinate. textbook.
Power Point
presentation.
Laptop. Projector.
ASSESSMENT Investigation & Activity 2
TEACHER REFLECTION
1|Page
LESSON 1: INTRODUCTION TO TOPIC
What plants need to grow
Conditions for growth
Teacher Activity: Words are pasted on white board and learners recite each word 3 times to
consolidate concepts:
New words:
 Conditions: the circumstances or factors affecting the way in which people live or work,
especially regarding their well-being.
 Cutting: A plant cutting is a piece of a plant that is used in horticulture for vegetative
(asexual) propagation. A piece of the stem or root of the source plant is placed in a suitable
medium such as moist soil.
 Germinate: begin to grow and put out shoots after a period of dormancy.
 Sprout: put out shoots.
 Seedlings: a young plant, especially one raised from seed and not from a cutting.
 Absorb: take in or soak up (energy or a liquid or other substance) by chemical or physical
action.
 Oxygen: the chemical substance that plants produce after photosynthesis. Animals breathe
it in.
 carbon dioxide: a chemical substance that plants use for photosynthesis. Animals breathe
it out.
 Nutrients: a substance that provides nourishment essential for the maintenance of life and
for growth.
* Teacher ask learners to write a Spelling and Dictation test

by using the words above
* Learners write at back of book.
DICTATION:
Seeds need the right conditions and a lot of nutrients
before it can germinate into a new plant. After
germination, the seed will grow big and strong and
bear fruits for us to eat.
- 61 -
LESSON 2:
What plants need to grow:
Conditions for growth- Plants need light, water and air to grow
INTRODUCTION FROM TEACHER

 What do plants need to grow?
 Do you remember learning about living and non-living things?
 We said that almost all things on earth are either living or non-living.
 The plants and animals that are living need to carry out the seven life processes - do you
still remember what they are?
 Plants make all the food that all the animals on Earth need to stay alive.
 If all the plants were to suddenly vanish, life on Earth would be not be possible.
 We need to take care of the plants on our planet because they take care of us.
 We are going to learn specifically what makes plants grow and keeps them alive.
 We will also look at growing new plants and how you can make sure that as many of your
seeds as possible grow into healthy plants.
Conditions for growth- NOTES/ DRAWINGS TO BE DONE FROM CHALK/ WHITE BOARD
1. Sunlight
• Plants need sunlight to grow and live.
• Green plants use sunlight, water and carbon dioxide gas to make food.
• The plant can use some of this food to grow and develop.
• It stores the rest of the food; which animals can eat.
• When animals and humans eat plants, they get energy from the plant.
2. Air
 Just like animals and people, plants also need air to live and grow.
 Plants use carbon dioxide to make food so that they can grow.
3. Water
 Plants need water to grow and to make food.
 Some plants need more water than others.
 The amount of water a plant needs depends on the type of plant.
 If the plant does not get the amount of water it needs it will die.
 Some plants are able to grow in very dry areas, such as cacti in the desert.
 These plants have adapted (changed) over many, many years to be able to survive in these
conditions.
 The roots of the plant absorb water from the soil.
 This water carries nutrients from the soil to all the parts of the plant.
 In the picture below, the raindrops are collecting on the leaves.
 They will then fall to the ground and soak into the soil.
- 62 -
 The roots will then absorb the water for the plant.
Remember: a plant needs water, sunlight and carbon dioxide to make food.
(Learners to draw a leave and colour water drops with blue colour-in pencils)
4. Soil
Most plants grow well if they are planted in soil.
• Plants are anchored in the soil by their roots.
• Their roots absorb the dissolved nutrients from the soil.
• To make sure plants get enough of these mineral nutrients we often add some fertilizer or
compost to the soil.
• We say that soil that has a lot of nutrients is rich and soil that does not have many nutrients
is poor.
- 63 -
LESSON 3:
What plants need to grow:
a. New plants can grow from cuttings and seeds
b. Seeds need water and warmth to grow (germination of seeds)
INTRODUCTION FROM TEACHER: (Questions and Answer session)
a. New plants can be grown from seeds or cuttings.

• Seeds grow from flowers that have been fertilized with pollen from another flower. Fertilized
seeds can germinate to start growing into a new plant.
• A cutting is made when a piece of a plant (usually the stem) is cut off and planted in new soil
to start growing roots and form a new plant.
• Plants can also grow from shoots which are little roots that shoot out of special places in the
stem of the plant and start to grow into a new plant.
- 64 -
1. List three important conditions that plants need to grow?
a. Sunlight (solar energy)
b. Water
c. Carbon Dioxide (Air)
2. Do you remember that one of the life processes is reproduction? How do plants make
new plants?
They make seeds which then germinate to grow into new pla
3. What seeds need to germinate?

 Seeds are important to grow new plants.
 A plant needs to germinate from the seed to start growing.
 This means that the seed must develop into a new plant and grow all the necessary plant parts.
 We germinated a seed and saw that although it seemed to be non-living, it can be revived.
 Have you ever wondered what seeds need to germinate and grow into new plants?
- 65 -
b. Seeds need water and warmth to grow (germination of seeds)
Aim of experiment? __________________________________________
Hypothesis: _______________________________________________
Results and observation: Will be determined by your experiment.
Conclusion: Should state what was proven to be needed for seeds to germinate, i.e. Warmth and
water. Also inform learners that if the experiment did not work out as it should have, that the
conclusion is where that needs to be explained.
Key Concepts:
• Plants need light, water and air to grow.

• You can grow new plants from cuttings or seeds.
• A cutting is a stem, leaf or part of a plant that can be used to grow a new plant.
• Germinate: when seeds come alive and start to grow.
• Seeds need water, warmth and air to germinate and grow.
Practical Investigation: What does a seed need to germinate?

You will be working in groups of four. Each group will investigate a different question. Your aim and
prediction will depend on the question you want to answer in your investigation!
Aim-: What do plants need to germinate?

An aim in a science investigation is where we state what the purpose (aim) of the investigation is.
What do you want to find out by doing this investigation?
Hypothesis- Plants need water and sunlight (warmth) to germinate:

A hypothesis is when you predict (make a guess) what the result of your investigation will be. But it
is not just any guess! You must think about what you expect will happen in your investigation. What
do you think will happen to your seed and how will it change?
Apparatus (Equipment you will need):

• bean seeds for each group
• a shallow container for each group, such as a saucer or the lid of a large jar or yoghurt tub
• cotton wool (if no cotton wool is available, use strips of newspaper instead)
• a dark cupboard
• a fridge (perhaps there is one in the staff room)
• a ruler
Method (what you will use):

Each group will have a slightly different method depending on what question they are investigating.
Follow the instructions for your group.
- 66 -
Group 1 - Control
NB! A control is where the bean seed is given everything that we think it needs to
germinate. In the other investigations, one of these things will be left out.
1. Wrap your bean in cotton wool (or newspaper if you do not have cotton wool).
2. Place it in the shallow container (saucer or lid).
3. Wet the cotton wool (be careful not to flood it!).
4. Place the container with the wet cotton wool and bean in a sunny spot.
5. Water your cotton wool DAILY and make sure that it stays damp.
6. Regularly check your bean's progress.
7. Keep a diary during the next few weeks to write down what you see happening. This is called recording your
observations.
8. Once the seeds germinate, measure the length of the stems each day and record your results. Your teacher
will show you how to do this.
Group 2 - No water
3. DO NOT wet the cotton wool! You want to see if a plant needs water to germinate so you must not give it
water.
4. Place the container with the cotton wool and bean in a sunny spot.
6. Keep a diary during the next few weeks to write down what you see happening. This is called recording your
observations.
Group 3 - No warmth
3. Wet the cotton wool (be careful not to flood it!).
4. Place the container with the wet cotton wool and bean in the fridge.
5. Water your cotton wool DAILY and make sure that it stays damp.
7. Keep a diary during the next few weeks to write down what you see happening. this is called recording your
observations.
Results and observation (What you observed and found out):

Record the results from each group in the table below.
Control No water No warmth

Was there a change on
Day 1?
Did the seeds
germinate?
When did the seeds
first germinate?
Did the new plants
grow once they had
germinated?
- 67 -
Now let's focus on the data we collected from the Control Group so we can see how the plants
grew over time.
Make a drawing of a bean that has just started to germinate and of the first root that appeared.
Make a drawing of the plants that had grown further. Include the bean, the root and the first leaf in
the drawing.
Use the space below to draw a table where you record the data you collected from the Control
Group and the length of the stems each day after they germinated. A table is very useful in
science investigations to record and present a lot of data. A table must also have a heading!
Date Average length of stems (mm)
We are now going to draw a graph! Graphs are another way of presenting (showing) our results.
They are often used by scientists to show their results. Drawing graphs is a very important skill! We
will use the results from the table above to draw a graph. There are also many different types of
graphs, but we will draw a line graph to show the growth of the seedlings each day. If this is the
first time you are drawing a graph, do not worry! Your teacher will help you.
Conclusion (What we have learnt):

When we do a scientific investigation, we always should write a conclusion at the end. This
summarises what we have learnt from the results of our experiment. From this science
investigation, write a conclusion where you state what you have learnt.
- 68 -
UNIT 4: WHAT PLANTS NEED
TO GROW?
- 69 -
New words:
• Cutting: A plant cutting is a piece of

a plant that is used in horticulture for
vegetative (asexual) propagation. A piece of
the stem or root of the source plant is placed
- 70 -
in a suitable medium such as moist soil.
• Germinate: begin to grow and put out shoots
after a period of dormancy.
• Sprout: put out shoots.
• Seedlings: a young plant, especially one raised
from seed and not from a cutting.
• Absorb: take in or soak up (energy or a liquid
or other substance) by chemical or physical
action.
www.website.com
• Oxygen: the chemical substance
that plants produce after
photosynthesis. Animals breath it in.
• Carbon dioxide: a chemical
- 71 -
substance that plants use for
photosynthesis. Animals breath it
out.
• Nutrients: a substance that provides
nourishment essential for the
maintenance of life and for growth.
• What do plants need to grow? Do you remember learning
about living and non-living things? We said that almost all
things on earth are either living or non-living. The plants and
animals that are living need to carry out the seven life
processes - do you still remember what they are?
- 72 -
www.website.com
• Plants make all the food that all the animals on Earth need to
stay alive. If all the plants were to suddenly vanish, life on
Earth would be not be possible. We need to take care of the
plants on our planet because they take care of us.
• In this section we are going to learn specifically what makes
plants grow and keeps them alive. We will also look at growing
new plants and how you can make sure that as many of your
seeds as possible grow into healthy plants.
- 73 -
www.website.com
Sunlight
• Plants need sunlight to grow and

live.
• Green plants use sunlight, water and
carbon dioxide gas to make food.
- 74 -
• The plant can use some of this food
to grow and develop.
• It stores the rest of the food; which
animals can eat.
• When animals and humans eat
plants, they get energy from the
plant.
Air
• Just like animals and people, plants

also need air to live and grow.
Plants use carbon dioxide to make
food so that they can grow.
- 75 -
Water
• Plants need water to grow and to make food.

Some plants need more water than others.
The amount of water a plant needs depends
on the type of plant. If the plant does not get
- 76 -
the amount of water it needs it will die. Some
plants are able to grow in very dry areas, such
as cacti in the desert. These plants have
adapted (changed) over many, many years to
be able to survive in these conditions.
• The roots of the plant absorb water from the
soil. This water carries nutrients from the soil
to all the parts of the plant. In the picture, the
raindrops are collecting on the leaves. They
will then fall to the ground and soak into the
soil. The roots will then absorb the water for
the plant.
Soil
• Most plants grow well if they are

planted in soil.
• Plants are anchored in the soil by
their roots.
- 77 -
• Their roots absorb the dissolved
nutrients from the soil.
• To make sure plants get enough of
these mineral nutrients we often add
some fertilizer or compost to the
soil. We say that soil that has a lot
of nutrients is rich and soil that does
not have many nutrients is poor.
Growing new
plants
• New words:
• Conditions: the circumstances or
factors affecting the way in which
people live or work, especially
- 78 -
regarding their well-being.
• Plants can generally be grown from seeds or
cuttings.
• Seeds grow from flowers that have been
fertilized with pollen from another flower.
- 79 -
Fertilized seeds can germinate to start
growing into a new plant.
• A cutting is made when a piece of a plant
(usually the stem) is cut off and planted in
new soil to start growing roots and form a
new plant.
• Plants can also grow from shoots which are
little roots that shoot out of special places in
the stem of the plant and start to grow into a
new plant.
Activity 1: Important
things for plant growth.
1. What three important
things do plants need to
grow?
- 80 -
2. Do you remember that one
of the life processes is
reproduction? How do
plants make new plants?
What seeds need
to germinate?
• You have learnt that seeds are important
to grow new plants. A plant needs to
germinate from the seed to start
growing. This means that the seed must
- 81 -
develop into a new plant and grow all the
necessary plant parts.
• In the first chapter of this term, we
germinated a seed and saw that
although it seemed to be non-living, it
can be revived. Have you ever wondered
what seeds need to germinate and grow
into new plants?
Key Concepts
• Plants need light, water and air to

grow.
• You can grow new plants from
cuttings or seeds.
- 82 -
• A cutting is a stem, leaf or part of a
plant that can be used to grow a
new plant.
• Germinate: when seeds come alive
and start to grow.
• Seeds need water, warmth and air
to germinate and grow.
Activity: What plants
need to grow?
- 83 -
A. Structures of plants and animals
Label the parts of the plant
- 84 -
Functions of different parts of a plant
This part helps to make seed

which turn into fruit
This part holds up the plant. It

carries water and nutrients to
other parts of the plant
This part takes in light and air to

make food for the plant
This part holds the plant in place and takes

in water and nutrients that the plant needs
- 85 -
Comparing plants
Plant A Plant B Plant C
Describe three things that make the above plants different from each other.
Shape, height, density, colour, flowers, roots, fruit, stem, leaves, edibility,
medicinal value, shape
The parts of the plant that is edible
Work in groups to complete the table below
Picture Part of the plant Examples
1
Inside of the fruit
2.
Name: Water melon
1
Flowers and stems
2.
Name: Broccoli
1.
Inside of the seed
2.
Name: Sunflower seeds
1.
Inside of the bulb
2.
Name: Beetroot
1.
Leaves
2.
Name: Spinach
- 86 -
How plants make their food
Photosynthesis occurs when a tree uses the sunlight and chlorophyll from the leaves
and air (carbon dioxide) and water into food. Trees grow the most in the spring and
summer, where there is a lot of sunshine every day. When autumn begins, the days
grow shorter and there is less sun. This alerts the tree to begin getting ready for winter.
The leaves begin to turn red, orange, gold, and brown, because with less sunlight and
water for photosynthesis, the green chlorophyll begins to disappear. The leaf colours we
see in the autumn have been in the leaves all along, but with so much green
chlorophyll, we can’t see them until the chlorophyll is gone.
1. What four things do plants need for photosynthesis?

……………….,…………..,……………….,………………….. (carbon dioxide)
2. What causes a tree's leaves to appear green?

…………………………………………………..
3. What signals a tree to preparing for winter?

……………………………………………………………………………………….
4. How does a tree get water?

…………………………………………………………………………………………
5. Why do tree leaves change colour during autumn?

The green ……………………………………………………………………………
- 87 -

TOPIC: HABITATS OF ANIMALS  use a variety of sources to acquire information
Content & Concepts/Subtopic  remember relevant facts and key ideas, and to build a conceptual framework
Different Habitats- Lesson 1
Terminology habitat, grassland, forest, desert

1. DOING SCIENCE
PROCESS SKILLS
x Accessing & recalling Identifying problems & Doing Investigations
Information issues
x Observing X Raising Questions X Recording Information
x Comparing Predicting X Interpreting Information
- 88 -
CONTENT Resources
HABITATS OF ANIMALS Teacher Activity:

Different Habitats - The teacher pastes a few laminated pictures of plants and animals and their habitats on
the white board and asks random, volunteer learners to answer a few questions as stated
• A habitat is the place where a plant or below in the learners’ activity. Pictures of plants
animal lives and animals and
- Teacher hands out worksheet with notes about different kinds of animals’ habitats and their habitats
• There are different kinds of habitats their adaptations. Teacher requests learners to read the information out loud. Teacher
such as grassland, forest, river, sea instructs learners to match all ten animals with their natural habitats on the worksheets
with notes provided.
- Teacher explains whilst providing answers and facilitates the marking of worksheet in
class (peer assessment)
1|Page
CONTENT Resources
Learner Activity:
- Random, volunteer learners do the following:
(a) Identify and write the names of different habitats on white board
(b) Describe the different habitats on or close to school grounds
(c) Explain what they understand under a “habitat”.
Worksheet with
- Learners read out loud through the different kinds of habitats of animals with their notes of different
adaptation and match all ten animals with their natural habitats habitats and
(on the worksheets with notes provided) adaptations
- Learners mark their peers’ worksheets using the correct answers provided by teacher
(peer assessment)
ASSESSMENT Informal
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TEACHER REFLECTION
2|Page
Lesson 1: Worksheet- Different habitats Date: ___________________
Name: ____________________________ Grade 4: ___
* Match each animal’s number (1-10) with its natural habitat (A-J). Write the correct letter
only (A-J) in the squares provided.
* Provide a reason why the animal lives where it does (briefly state its adaptations).
Animal Animal Images Natural Habitats Reasons/ Adaptations

Names
A. Dry regions of the
Scorpion 1. Southern Hemisphere,
e.g. Cape Town
B. Land and air

Polar bear 2.
C. Terrestrial habitats
Frog 3. (on land)
D. Forests, grasslands,
Humans 4. scrub-jungle and rocky
hills
E. Aquatic
Seagull 5. habitats
F. Lotic and semi-lotic

Shark 6. artificial reservoirs
G. Arid (dry)
Meerkat 7. subtropical
habitats
H. Deserts
Protea 8.
I. Icy habitats
Lion 9.
J. Land and in water

Dragonfly 10.
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Lesson 1: MEMO- Different habitats
Animal Names Animal Images Natural Habitats Reasons/ Adaptations
Scorpions are nocturnal and occur on all continents except for

A. Scorpion 1. G A. Dry regions of the Antarctica, being most diverse in arid subtropical habitats. They have
Southern Hemisphere, many adaptations such as the ability to slow their metabolism, high
e.g. Cape Town tolerance to temperature fluctuations, venom for subduing prey, an
exoskeleton to prevent desiccation, and the ability to glow under UV light.
Many adaptations make polar bears uniquely suited to life in

B. Polar bear 2. I B. Icy habitats icy habitats. Their fur is thicker than any other bears' and covers even
their feet for warmth and traction on ice. A thick layer of blubber beneath
their fur provides buoyancy and insulation
Frogs are amphibians, they have adaptations that help them live on land
C. Terrestrial habitats and in water. They are cold blooded, which means that their body
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C. Frog
3. J (on land) temperatures change with that of the environment. While they are most
commonly found in warm, humid places, they also inhabit dry deserts
and cold mountain climates.
Because of cultural adaptations, people have adapted to almost all of the

D. Humans D. Forests, grasslands, earth's terrestrial/ on land habitats.
4. C scrub-jungle and rocky
hills
The hunting behaviour of a flock of seagulls is adapted to the prey and

E. Aquatic opportunities around their natural habitat. For example, seagulls that feed
E. Seagull E. B habitats largely on molluscs will crack them open on rocks with strong beaks,
while those living near efficient hunters such as penguins may swoop/ fly in
and steal their food.
Animal Names Animal Images Natural Habitats Reasons/ Adaptations
Sharks have adapted to living in a wide range of aquatic habitats at various

F. Lotic and semi-lotic temperatures. While some species inhabit shallow, coastal regions, others live in
F. Shark 6. E artificial reservoirs deep waters, on the ocean floor and in the open ocean. Some species, like the
bull shark, are even known to swim in salt, fresh and brackish waters.
Meerkats are specially adapted to living in the harsh desert environment. Dark
G. Arid (dry) patches around their eyes help them be effective lookouts by reducing the glare
G. Meerkat 7. H subtropical of the sun, much like a baseball player who paints dark lines beneath his eyes. Their
habitats eyes also allow them to take in a wide angle view of the scene.
Proteas are evergreen trees and shrubs and they grow mostly in dry regions of
the southern hemisphere, especially in Australia and South Africa. The King
H. Protea 8. A H. Deserts Protea is the largest of all proteas and South Africa’s national flower, appearing on
birth certificates, passports and the R5 coin. Proteas are also grown in New Zealand,
Australia and Hawaii! Fynbos plants have adapted by growing very fine
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roots near the surface to absorb nutrients .
Lions are mainly found in forests, grasslands, scrub-jungle and rocky

hills. Loose belly skin allows animal to be kicked by prey with little chance of
injury. Thick mane helps male look bigger and protects the throat. Their paws
I. Lion 9. D I. Icy habitats have sharp claws that make it easy to kill their prey and tear it apart. Their claws are
retractable, meaning that they can go back inside of their paws when the lions are
not using them. A lion's tongue is adapted for hunting, as it is rough enough to peel
off the prey's skin.
They have a bullet shaped body that helps them survive by being able to change
directions fast. The dragonfly has fast wing flapping and that allows them to fly
J. Dragonfly 10. F J. Land and in water faster. They have very big eyes and that helps them survive by having very good
vision. Different types of adaptations of dragonflies to climatic conditions of the
desert zone are described. The main habitats of the dragonfly nymphs are lotic
and semi-lotic artificial reservoirs
(LAMINATED) PICTURES OF PLANTS AND ANIMALS AND THEIR HABITATS
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TOPIC: HABITATS OF ANIMALS 
Give a brief unprepared oral description/ account of their personal experience with an
Content & Concepts/Subtopic indigenous wild African animal
Need for a habitat- Lesson 2  Draw/ make a collage with labels of their favourite wild African indigenous animal
 Write a paragraph about their favourite African wild animal and why they are suited to
live in special habitats
Terminology habitat, African indigenous, nature reserves, national parks, zoo’s
1. DOING SCIENCE
SPECIFIC AIMS 2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE X
PROCESS SKILLS
Information issues
Observing X Raising Questions X Recording Information
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CONTENT Resources
HABITATS OF ANIMALS BACKGROUND INFORMATION

Need for a Habitat -Internet
Why do animals need a habit?- check on internet
• Animals need a habitat for food, -Pictures of plants
water, a place to shelter, have babies Teacher Activity: and animals and
and escape from dangers - The teacher pastes a few laminated pictures of indigenous animals on the white board their habitats
and asks random, volunteer learners to answer a few questions on the background
information provided. -Worksheet
- Teacher explains what “habitat”, “indigenous”, “nature reserves”, “national parks”, etc.
mean and request learners to talk about any life experience where they came into contact -Rubric
with some of these animals in the mentioned habitats.
- Teacher allows learners to come up to the front of the class and briefly state when,
1|Page
CONTENT Resources
where and which animal they have had an encounter with and why these animals are kept
in zoo’s, nature reserves and national parks.
- Teacher assists with vocabulary and making learners to feel at ease whilst they tell
about their personal experiences with a wild African indigenous animal.
- Teacher hands out worksheet and rubric and explains the instructions on how to
complete the activities as well as the criteria on the rubric which will be used to mark the
learners’ drawing/ collage with labels.
-Teacher provides guidance in-between and facilitates the completion of class/ homework
Learner Activity:
- Learners listens attentively to the background introduction and new vocabulary/ concepts
taught.
-Learners answer questions posed by teacher.
-Selected learners stand in front of class and give an unprepared, personal account/
interaction with a wild African animal (about 6 learners x 2 minutes each= 12 minutes)
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- Learners completes class work/ homework activities as explained by teacher
ASSESSMENT Informal
TEACHER REFLECTION
2|Page
Lesson 2: Worksheet- Need for a habitat Date: ___________________
Name: ____________________________ Grade 4: ___
* Choose any ONE (1) of the THREE (3) African wild animals, as discussed in class, and write a
short paragraph of not more than 100 words about your chosen animal. Remember to include
the following information:
(a) A labelled drawing / collage of pictures of your favourite African wild animal- heading must
be written in BOLD and in UPPERCASE.
(b) A paragraph about the animals’ habitat (where it stays) and the reasons (adaptations) why
the animal would choose to stay in this particular shelter or habitat.
(a) Labelled drawing/ collage of pictures of my favourite wild African indigenous

animal.
______________________________ (Heading)
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(a) Write a PARAGRAPH (not more than 100 words)
My favourite wild African animal stays in ……………………………………………...………
(b) Why my animal choose to stay in this habit

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………
NB!! Please count your words and write it down here [ ________ ]
CRITERIA Meet the Satisfactory Not done/ RAW LEARNER

criteria partially done MARKS MARKS
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RUBRIC TO MARK THE DRAWING/ COLLAGE AND PARAGRAPH
CRITERIA Meet the Satisfactory Not done/ RAW LEARNER

criteria partially done MARKS MARKS
1. Suitable neat and labelled

drawing/ collage of pictures as
4-5 2-3 0-1 5
per any 1 of the 3 wild African
animals chosen and discussed in
class
2. Heading (animals name) is clearly

inserted in BOLD and in
UPPERCASE above the 2 1 0 2
drawing/ collage
3. Paragraph is factual and

informative with no punctuation
errors and does not exceed 100 11-13 6-10 0-5 13
words
TOTAL MARK 20
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TOPIC: HABITATS OF ANIMALS  use a variety of sources to acquire information
 remember relevant facts and key ideas, and to build a conceptual framework
Need for a habitat
Terminology predator, shelter

1. DOING SCIENCE
PROCESS SKILLS
Information issues
X Observing X Raising Questions X Recording Information
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X Sorting & Classifying Planning Investigations
CONTENT Resources
HABITATS OF ANIMALS Teacher activity:

Need for a habitat - The teacher introduces the topic and shows examples of laminated pictures of about 5 Cut out laminated
different types of human shelter, e.g. a house and family members staying in the house. pictures of different
kinds of human
• Animals need a habitat for food, - Teacher poses following leading questions to learners. shelters and
water, a place to shelter, have 1. What do we call these different types of shelter where humans live in? (House/ flats/ tents/ reasons why the
babies and escape from dangers caravans/) shelter is needed/
2. Explain why do we need to have a shelter? (Be warm/ protected/ decorate, raise kids, sleep used
in, do our homework, etc.)
3. Do animals also need a safe place to stay? Elaborate? (Animals need a habitat for food,
water, a place to shelter, have babies and escape from dangers just like humans).
- Teacher divides class in groups of four-six (4-6) learners and provide them with the following:
1|Page
CONTENT Resources
* 3 examples of cut-out laminated indigenous African wild animals

* laminated pictures of different habitats for the wild animals
* different reasons why these habitats are suited for the African wild animals
- Teacher explains the classwork/ homework (below) to learners. This is done on an A4 page
and pasted in the learners’ workbooks and will be marked with a suitable rubric provided by
the teacher.
Learner activity:
- Learners listen attentively to introduction and answer questions about human shelters as
posed by teacher (individually) Wikipedia/Google
- Learners move to their groups and interact with the laminated pictures, habitats and suitability
of the habitats A4 worksheets
- Learners read and discuss content/ notes from the textbooks/internet (within the group)
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Pencils/ colour-in
CLASSWORK/ HOMEWORK: pencils
* Learners go back to their desks and must each choose any one (1) of the 3 African wild
animals and write their own paragraph with the following elements: Pictures from
(a) A labelled drawing/ collage of pictures of their favourite wild animal magazines/ labelled
(b) The animals’ habitat drawings
(c) Reasons why the animal would choose to stay in its shelter.
ASSESSMENT Informal
TEACHER REFLECTION
2|Page
WORKSHEET: Habitat for animals
A. Garden habitat B. Desert habitat
C. Mountain habitat D. River habitat
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Complete the table below:
Name the habitat Identify three animals that can be found in this habitat
1 . ……………………
2. ………………………
A. Garden habitat 3………………………..
1. ……………………….
2. …………………….....
B. Desert habitat 3. ………………………..
1………………………….
2. …………………………
C. Mountain habitat
3. ………………………….
1. …………………………….
2. …………………………….
D. River habitat 3. …………………………….
2. Choose one plant or animal that lives in a habitat of your choice.
Name: As per learner - ………………………………………
a). How does the habitat provide food for this plant or animal?
It ………………………………………………………………..
b). How does the habitat provide water?
The …………………………………………………………………
c). How does the habitat provide shelter?
……………………………………………………………………….
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MATCHING ANIMALS WITH THEIR HABITATS
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MEMO: MATCHING ANIMALS WITH THEIR HABITATS
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On land
Desert
Sea
Fresh water
Farm
Grassland
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MEMO: MATCHING ANIMALS WITH THEIR HABITATS
Sea
Desert
On Land
Fresh water
Farm
Grassland
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TOPIC: Animal shelters  Identify natural and human-made structures.
Content & Concepts/Subtopic  List ways in which animals protect themselves.
Animal shelters can be natural, including nests,  Differentiate between natural and human – made shelters.
shells, hollow trees, etc.  Create a table to compare natural and human-made shelters.
 Identify different types of natural and human-made shelters.
Terminology shelter; natural; man-made; structure; shell structure; frame structure

1. DOING SCIENCE x
PROCESS SKILLS
x Accessing & recalling x Identifying problems & x Doing Investigations
Information issues
Comparing x Predicting x Interpreting Information
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Measuring x Hypothesizing x Communicating
Sorting & Classifying x Planning Investigations
CONTENT Resources
Animal shelters can be natural, INTRODUCTION TO THE LESSON:  Discussions

including nests, shells, hollow Look at pictures of shelters and discuss how they are made and who they are  Explanations
trees, etc. made by.  Visuals on the
board
 Animal shelters can be natural or SEQUENCE OF LESSON:
human made.  With the aid of photographs look at different pictures to assist in the
understanding of natural structures.
 Natural made – nests, shells, hollow  Discuss the different ways in which animals protect themselves within their
trees and wasps nests, etc. environment.
 Learners apply knowledge learnt by interacting with the smartboard.
1|Page
CONTENT Resources
 Learners complete an activity in their work books.

 Human-made – dog kennels, cages,
kraals, stables, fish tanks, etc.
Teacher Activity:
 Animal shelters can be shell or frame  Explain content
structures and be made in different  Discuss- Ask leading questions and share information
shapes and sizes with different  Answer learner questions
materials.  Feedback after the activities – corrections and memos
Learner Activity:
 Discussion – give comments and ideas and ask questions
 Written work – complete table comparing natural and human-made shelters
 Interaction with smartboard
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 Computer research
ASSESSMENT
TEACHER REFLECTION
2|Page
Animal shelters
STRUCTURES
 Animal shelters can be natural including nests, shells, hollow trees, wasp nests or human made including dog
FOR ANIMAL SHELTERS kennels, cages, kraals, stables
 Animal shelters can be shell or frame structures, can have different shapes and sizes, and can be made from
different materials
Animal shelters
Animal shelters can be natural including
Nests
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Shells
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Hollow trees
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Wasp nests
Man-made Shelters like
Dog kennels
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Cages
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Kraals
Stables
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TOPIC: Structure of plants and animals
Content & Concepts/Subtopic  Identify, label and describe the parts of at least one animal
Structure of animals  Describe the differences between at least three animals
Terminology Size, shape, body covering, sense organs

Covered
1. DOING SCIENCE x
PROCESS SKILLS
Information issues
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CONTENT Resources
 Basic structure of animals INTRODUCTION:

head; body; tail; limbs; sense organs  Life is composed of living things, known as biotic  Worksheets
components, and non-living things, known as abiotic  Internet
components.  Rubric
 Visible differences between animals  Living things are plants and animals.  Paper
such as size; shape; body covering  Animals form a large group in the ecosystem in the world  Glue
and sense organs  Animals can be grouped into 5 groups  Colour pens
 Animals have different shapes; body coverings; shelters;
etc.
1|Page
CONTENT Resources
Teacher Activity:
components
 Explains features of animals
Learner Activity:
 Learners complete worksheets on structure of animals
 Learners do practical activity in class (to make an elephant out of
paper)
 Learner’s complete extension activities/ worksheets
 Learners play elephant game- colour an elephant
ASSESSMENT
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TEACHER REFLECTION
2|Page
PRACTICAL ACTIVITY- Structures for animal shelters
Design and draw an animal shelter. Give your shelter a name and identify the animal that will
use it and how it is suitable for that shelter. Use the criteria for assessment to guide you in
making your shelter.
Criteria for assessment
1. Does the shelter have a name?
……………………………………………
2. Is the animal using the shelter identified?
………………………………………………….
3. Describe how the shelter is suitable for the animal?
………………………………………………………….
4. Is the material used suitable for the shelter?
………………………………………………………….
5. Is the shelter strong and neat?
…………………………………………………………
Rubric for Animal Shelter

Rating Scale
1 = Weak 2 = So-so 3 = Nice 4 = Excellent

0 1 2 3 4
My project was submitted on time.
I followed directions given to me by my teacher.
All of my information is organized with correct spelling,

grammar, and punctuation.
My project is neat and detailed.
I used creative materials.
My project is interesting to look at.
My project shows accurate knowledge of my animal.
I took my time, and this is a project I am proud of.
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NATURAL SCIENCE & TECHNOLOGY: LESSON PLAN GRADE: 4
PERIOD/DURATION: 30 MINUTES STRAND: MATTER AND MATERIAL

TOPIC: Materials around us  Identify solids materials around us.
Solids, liquids and gases
Terminology Material, properties, solid
1. DOING SCIENCE AND TECHNOLOGY
SPECIFIC AIMS 2. UNDERSTANDING AND CONNECTING IDEAS
3. SCIENCE, TECHNOLOGY AND SOCIETY
PROCESS SKILLS
Information issues
X Observing Raising Questions Recording Information
X Comparing Predicting Interpreting Information
X Sorting & Classifying Planning Investigations Making/Constructing
Evaluating & Improving Designing
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CONTENT Resources
 Materials are objects The teacher displays different solid materials on the table. Examples of
Properties are qualities of a - Explains and show properties of solids: shapes and visibility. different solid
material that make one material - Instructs learners to do the activity below. materials.
different from the other.
 Solids make up most of the Learners: Look, touch, smell the materials. Pictures of solid
materials around us. - Read the notes on the board. materials
 Solids are things that keep - Learners write notes, Draw or cut, paste and name the few pictures of solids.
shape and can be seen clearly
(visible).
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity 1: Cut, paste and name any solid materials

Solids
Solids have shape and are clearly seen (visible).
2|Page
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TOPIC: Materials around us  Identify liquids around us.
Solids, Liquids and gases
Terminology/ Liquids, flow, container
Vocabulary
PROCESS SKILLS
X Measuring Hypothesizing Communicating
Sorting & Classifying Planning Investigations Making/Constructing
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CONTENT Resources
 Liquids flow and take the The teacher displays different liquids on the table. Examples of
shape of the container - Demonstrate by pouring a liquid (water) in a glass. different liquids.
 Liquids can be poured. - Ask a question: what is the difference between the solid materials and water as
liquid? Pictures of
- Provide learners with magazines or pamphlets (Teacher can ask learners to liquids.
come with pictures of liquids)
Learners observe and answer the question.
- Read and write the sentence on the board.
- Learners cut and paste pictures of liquids.
ASSESSMENT Informal activity below
TEACHER REFLECTION
1|Page
Activity: Cut, paste and name the liquids.

Liquids
2|Page
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3|Page
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TOPIC: Materials around us  Identify gases.
Terminology/ Gas, air, spread, compress
Vocabulary
PROCESS SKILLS
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CONTENT Resources
 Gases like air spread out. The teacher displays different gas products on the table. Examples of gas
 Gases no shape. Explain how gas/air can be compressed by blowing into the balloon. products;
 Gases can be contained by - Demonstrate by blow air into the balloon; tie the mouth of the balloon to show balloons, air
compression that gas can be contained. freshener,
 Vocabulary - The second balloon is left open to that gases spread out when container is left cooking gas
Spread/ disperse open.
Compress: Squeeze together - Gases cannot be seen but some can be smelled: Carbon dioxide Pictures of gas
or use pressure to put it in. Teacher sprays the air freshener and explained that gas was compressed into products.
the container.
- Provide learners with magazines or pamphlets (Teacher can ask learners to
come with these from home.)
1|Page
CONTENT Resources
Learners observe and ask questions for clarity.

- Read and write the sentences on the board.
- Draw balloons, cut and paste at least one picture of a gas product.
ASSESSMENT Informal activity below
TEACHER REFLECTION
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2|Page
Activity
1. Cut and paste one (1) picture of a gas product.
3|Page
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2. How was gas put in the Balloon?
____________________________________________________________
3. How was gas put in the cylinder?
Answers
2. Air was blown in.
3. Gas was compressed into the cylinder.
4|Page
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TOPIC: Materials around us  Distinguish between solids, liquids and gases.
Terminology
PROCESS SKILLS
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CONTENT Resources
 Solids, liquids and gases make The teacher group learners provide charts and instruct learners in their groups to Pictures of
up all the materials around us. cut different materials from magazines. Sort, classify and paste the pictures on the different materials
charts, into Solids, liquids and gases. from magazines
Learners Cut the different materials, sort, classify and paste them into the three and pamphlets
sections; Solids, liquids and gases. from retails
ASSESSMENT Practical activity as instructed in the lesson plan

TEACHER REFLECTION
1|Page
Activity (Group practical work on charts)
Solids Liquids Gases
CHARTS are to be displayed in the classroom walls.
2|Page
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Rubric Marks: 25
Classification of materials
Guide Marks Mark obtained
Is there a heading: bold and visible? 5
Are there columns with sub-headings? 5
Are the different materials classified correct? 5
Is the poster neat and have a border? 5
Did the group put an extra effort; decorate the poster? 5
3|Page
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TOPIC: Materials around us  Distinguish particles in solids, liquids and gases
Solids, Liquids and Gases
Terminology/ Particles, microscope
Vocabulary
PROCESS SKILLS
Information issues
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CONTENT Resources
 All materials consists of tiny The teacher: Draw and explain the arrangement of particles in Solids, liquids and Illustration of the
particles that can be seen only gases.: arrangement of
with a microscope Learners: read and write note particles in Solids,
Particles are the smallest parts Do the activity as instructed. liquids and gases
of the material.
Microscope is an instrument
with a lenses that magnifies
objects
Solid – particles are close
together.
Liquid – particles are apart than
1|Page
CONTENT Resources
in solids.
Gases – Particles are far apart
from each other.
ASSESSMENT
TEACHER REFLECTION
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2|Page
Activity: Tick √ the correct state of the materials
Materials Solid Liquid Gas

Milk
Glass
Spirit
bottle
Perfume
Ice block
Carbon dioxide
Tea
Petrol
Steam
3|Page
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TOPIC: Materials around us  Investigate processes of evaporation using water’
Change of state
Heating can change liquids to gas
Terminology Heating, , water vapour, evaporation
PROCESS SKILLS
Information issues
X Observing X Raising Questions Recording Information
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CONTENT Resources
The teacher: From previous lesson teacher asks: how heating and cooling changed the Tripod, burner,
 The water is liquid, when heated it solids? Recap on the previous lesson. beaker and water
changes to gas. This gas is called Teacher inform learners: Let’s see how heating change the state of liquid (water) (An electric kettle
water vapour. Teacher demonstrates by pouring little water in the beaker and heats it on the tripod with can be used as an
 Evaporation is when water a lit burner. The teacher asks questions leading to the understanding of what is alternative)
changes from being liquid to gas happening.
(water vapour) 1. What do you see? Pictures of water
2. What happens to the water in the beaker? vapour.
The teacher provides correct vocabulary and terminology for the words that learners use
when answering questions; steam or smoke as gas.
Learners are to observe, ask questions for understanding and answer question asked by
the teacher.
1|Page
CONTENT Resources
Learners read the notes on the board and write them in their workbooks
ASSESSMENT
TEACHER REFLECTION
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2|Page
Activity:
1. --------------------------- comes out of the mouth of the kettle when the water boils.
2. This steam is called -----------------------------.
3. When the steam disappears we say it ------------------------------.
3|Page
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TOPIC: Materials around us  Understand that water can change to the 3 states (Solid, liquid and gas)
Change of state
Terminology Heating, cooling, evaporation, condensation, freezing and melting.
PROCESS SKILLS
Information issues
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CONTENT Resources
 Water can change into 3 states: The teacher: Recap on previous lesson on evaporation, condensation, freezing 3 states of water:
Solid, liquid and gas. and melting. water, hot water,
 Water is liquid. Learners read the statements and write them in their workbooks ice cubes
 Heated water change to gas.
 Cooled gas change to liquid.
 Frozen water change to solid (ice)
ASSESSMENT
TEACHER REFLECTION
1|Page
Water can change into 3 states; solids, liquid and gas
Activity
Complete the statement by filling the missing words
When we leave ice cubes in the heat, they will ----------------------------- to become ---------------------.
When you put the water into the freezer, it will turn to ----------------------, which is ----------------------.
When you heat the water, it will release ---------------------- which is called water -----------------------.
2|Page
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TOPIC: Materials around us  Investigate processes of Freezing, melting and solidifying using water
Change of state
Terminology Heating, melting, freezing and Solidifying

PROCESS SKILLS
Information issues
- 147 -
CONTENT Resources
 Heating and cooling (removing The teacher: Takes blocks of ice and puts them in a glass. A block is place on a Solids of ice
heat) cause solids, liquids and saucer and put in the sun. blocks in glass
gases to change state. Asks question: how do we make ice tubes?
 When we put water in the coldest Learners: observe as the ice cubes melt and turn into liquid. Pictures of solid
temperature, like in the freezer, it Learners fill in an observation form and write notes and melting ice
will harden and become solid. blocks
 Freezing and Solidifying is when
liquids change to be solid.
 Blocks of ice are solid. When
heated, they melt and become
liquid.
 Melting is the process where
1|Page
CONTENT Resources
solids change into liquid,

ASSESSMENT
TEACHER REFLECTION
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2|Page
Activity
Investigating process of melting
Observation report
Use the following words to complete the report: water, solid, cold, hard, shape, melt,
lost, liquid
Investigating the process of melting

1. When I touch the ice block, it felt _____________ and _______________
2. The Ice block is _________________
3. The ice block put in the sun, starts _____________
to
4. It became _____________ and _____________
___________ .
5. In the end what was left in the _________________
saucer was
3|Page
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Answers
1. Hard and cold
2. Solid
3. Melt
4. Liquid and lost shape
5. Water/ liquid
4|Page
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TOPIC: Materials around us  Investigate melting using chocolate slaps
Change of state
Terminology Heating, melting, and Solidifying

PROCESS SKILLS
Information issues
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CONTENT Resources
 Chocolate is Solid, when heated, it The teacher: provide learners with chocolate slabs and ask them questions Slabs of
melts and become liquid. ( A slab of chocolate is placed on a petri dish and heated on tripod chocolate
 Liquid chocolate becomes solid with a lit burner) Petri dish or
again when cooled. This process  Are these pieces of chocolate solids, liquid or gas? saucer, tripod,
is called Solidification. burner
 Give reason for your answer. (Solid, because they are firm and have shape
 Chocolate does not need to be put (pictures)
Learners observe as the chocolate melt and turn into liquid.
in the freezer to solidify.
Learners write note in their workbooks
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
1. What is the state of the chocolate before it was heated?

___________________________________________________________________
2. When the chocolate is heated, it starts to __________________ and become
__________________
Answers
1. Solid, because they are firm and have shape
2. Melt and become liquid
2|Page
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NATURAL SCIENCE & TECHNOGY: LESSON PLAN GRADE: 4

TOPIC: Materials around us  Investigate processes of solidifying using chocolate
Change of state
Terminology solidifying
PROCESS SKILLS
Information issues
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CONTENT Resources
 The melted chocolate change to The teacher: Shows the learners the melted chocolate. Melted chocolate
solid when cooled. Ask questions: What caused the chocolate to melt? (heat)
 Solidifying is the process of What will happen to the chocolate when cooled? (become solid) (Pictures)
changing liquid to solid. The teacher put the chocolate in the freezer for few minutes.
Learners write date, sub-topic and the two content sentences.
The chocolate is taken out of the freezer, shown to the learners to verify
solidifying.
ASSESSMENT
TEACHER REFLECTION
1|Page
NATURAL SCIENCE & TECHNOGY: LESSON PLAN GRADE: 4
Activity 1
1. We can now stir the melted chocolate because is ________________ and
_________________
2. As it cools down, it ____________________
Activity 2
Write True or False
a. A melted chocolate change to liquid when cooled. ---------------------------
b. Solidifying is when liquids change to solids. ----------------------------
c. When we heat ice and chocolate they change to liquids. ---------------------------------
Answers:
a. False
b. True
c. True
2|Page
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TOPIC: Materials around us  Investigate processes of melting and solidifying using candle (wax)
Change of state
Terminology solidifying
PROCESS SKILLS
Information issues
- 155 -
CONTENT Resources
 When candle wax is heated, it The teacher: lights up the candle. Candle, candle
melts and become liquid. Explains that the candle is made up of the wax. holder, matches
 The melted candle (wax) change to Shows learners that the wax can melt and be liquid by tilting the lit
solid when cooled. candle. Drops of the melted wax fall to the saucer, when cooled they will become
 Solidifying is the process of solid again. This process is solidifying
changing liquid to solid. Learners: Observe as the candles heats and the wax flows down from the candle
Read and write notes
Do the activity given.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity: Observation Report
a. A candle is -------------------------- it keeps ---------------------- and can be clearly seen.

b. The heated candle ------------------------- and changes to ------------------------------
c. A melted candle changes to solid when ------------------------.
d. Solidifying is when ------------------------ change to solids.
e. A candle is solidifying when after it melted it hardens to be ------------------------
Answers:
a. Solid/ shape
b. Melts/ liquid
c. Cooled
d. Liquid
e. Solid
2|Page
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TOPIC: Materials around us  Compare solidifying of water, chocolate and wax/ candle.
Change of state
Terminology Freezing/solidify
PROCESS SKILLS
Information issues
- 157 -
CONTENT Resources
 When we put water in a very cold The teacher: Recaps on solidifying Water, Ice tube,
place, it will freeze/ become ice Asks questions: In what state is water? melted chocolate,
which is solid. In what state are the ice tubes? lit candle.
 When a melted chocolate is How did we get these ice tubes?
cooled, it turns back to be solid How did we melt the chocolate?
 A melted wax/candle becomes How do we melt the wax/candle?
solid, when cooled.
Learners: Answer questions
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity:
Ice, chocolate, wax
1. Compare melting amongst the three materials.
Which one can melt in the room temperature? --------------------------------------
Which need more heat to melt? --------------------------------------
2. Compare solidifying amongst three materials.
Which one can become solid immediately it cooled? -----------------------------
Which one needs a freezer to become solid? ---------------------------------------
2|Page
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TOPIC: Materials around us  Investigate the process of condensation.
Change of state
Cooling can change gas to liquids
Terminology cooling, condensation
PROCESS SKILLS
Information issues
- 159 -
CONTENT Resources
 Condensation is when gas The teacher: use the previous demonstration, this time with hot water to quicken the Tripod, burner,
or water vapour changes process. A lid or saucer is placed on the beaker. After the evaporation has taken place, beaker, water and
into liquid when cooling the lid is turned upside down, place on the side to cool. There will be water on the lid. a lid or saucer.
(remove heat). More examples can be given; A warm room when it’s cold outside, windows filled with
water vapour and drops of water are noticed rolling down the window.
Learners observe and ask questions
Pictures of water
vapour
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Explain why windows of the room become misty on a cold day.
________________________________________________________________________
________________________________________________________________________
2|Page
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TOPIC: Materials around us  Draw and write about the water cycle.
The water cycle
Terminology Evaporation, condensation, freeze, melting, precipitation, cycle
PROCESS SKILLS
Information issues
- 161 -
CONTENT Resources
 Cycle is rotation The teacher: Asks learners where they think water comes from. A picture of the
 The water cycle shows how Explain using the picture that the Sun heats water from the sea, water cycle.
water changes from one state to rivers, dams, lakes and from the ground.
the other in a repetitive Asks question: what happens when water is heated?
cycle/rotation Evaporation takes place; water vapour moves to the sky. It’s cold in the up in the
 There are four (4) important sky.
processes that make up the
What happens when steam or water vapour is cooled?
water cycle:
Condensation takes place; water vapour changes to liquid.
 Evaporation, condensation, rain
and run off
The clouds are filled with water through evaporation and condensation.
When the clouds are heavily filled with water (precipitation) it rains.
What happens to the rain? Water return back to the sea, rivers, dams, lakes and
ground.
1|Page
CONTENT Resources
When it too cold we have hail storm or snow.

What happens to the snow? What happens to ice in a room temperature?
It melts and become liquid.
ASSESSMENT
TEACHER REFLECTION
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2|Page
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3|Page
Activity
Match column A with column B
A B
1. Evaporation a. When liquid change to a solid 1.
2. Condensation b. When solid changes to a solid when heated. 2.

3. Melting c. When liquid changes to gas 3.
4. Solidifying d. Water in a gas state 4.
5. Water vapour E Gas changes to liquid when cooling, 5.
4|Page
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TOPIC: Materials around us  Draw and write about the water cycle.
The water cycle
Terminology Evaporation, condensation, freeze, melting, precipitation, cycle
PROCESS SKILLS
Information issues
- 165 -
CONTENT Resources
Water cycle The teacher: Instructs learners to write notes and the activity. A picture of the
The Sun heats water from the sea, water cycle.
rivers, dams, lakes and from the Learners: Write note and draw the own water cycle
ground.
Evaporation takes place; water
vapour moves to the sky. It’s cold in
the up in the sky.
Condensation takes place; water
vapour changes to liquid.
The clouds are filled with water
through evaporation and condensation.
When the clouds are heavily filled with
1|Page
CONTENT Resources
water (precipitation) it rains.

Water return back to the sea, rivers,
dams, lakes and ground.
ASSESSMENT Interpreting information: drawings of the water cycle

TEACHER REFLECTION
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2|Page
- 167 -
3|Page
Activity
Use the space provided to draw your own water cycle and label it.
Water cycle
4|Page
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5|Page
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TOPIC: Solid materials  Identify manufactured material.
Raw & Manufactured Materials
Terminology Manufactured, products
PROCESS SKILLS
Information issues
- 170 -
CONTENT Resources
 Manufactured materials are man- The teacher: Asks learners where they think water comes from. Examples of
made materials. manufactured
 Raw materials are mixed with other materials: pens,
products to make the pencils, books,
manufactured materials. furnisher etc.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
List manufactured material and raw materials they were made from:
Manufactured material Raw material
E.g. Book Wood
2|Page
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TOPIC: Solid material  Identifying raw materials.
Raw & Manufactured materials
Terminology raw
PROCESS SKILLS
Information issues
- 172 -
CONTENT Resources
Raw materials are natural resources The teacher: Raw materials are display in the classroom. Some raw
Ask questions: materials: wood,
Learners touch and feel the materials. grass, sand, coal,
Cut, paste and name pictures of raw materials clay
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Cut, paste and name the raw materials.
2|Page
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TOPIC: Solid Materials  Identifying manufactured materials.
Raw & Manufactured Materials
Terminology Manufactured
PROCESS SKILLS
Information issues
- 174 -
CONTENT Resources
Manufactured materials are man-made The teacher: Manufactured materials are display in the classroom. Some and
materials we use in are daily life. Ask questions: What is the difference between the raw materials and manufactured
manufactured materials. materials: Paper,
Which materials are used mostly in our daily lives? glass, plastic,
Learners touch and feel the materials. leather, clothes,
Cut, paste and name pictures of manufactured materials furnisher in class,
etc.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Cut, paste and name the manufactured materials.
2|Page
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TOPIC: Solid materials  Distinguish between raw and manufactured materials.
Raw and manufactured materials.
Terminology manufactured
PROCESS SKILLS
Information issues
- 176 -
CONTENT Resources
Raw materials- natural materials The teacher: Both raw and manufactured materials are displayed. All materials both
Manufactured materials- are made by Recap on what raw and manufactured materials are. raw and
people. Learners: Do the activity as instructed. manufactured.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Sand, paper, glass, wood, coal, ceramic, clay, shoes, plastic, cow skin,
Sort and classify the materials given in the box, in raw and manufactured materials
Raw materials Manufactured materials

1.
2.
3.
4.
5.
2|Page
- 177 -
TOPIC: Solid materials  Investigate the use of raw materials to make other useful materials
Content & Concepts/Subtopic (manufactured).
Raw and manufactured materials
Terminology
PROCESS SKILLS
Information issues
- 178 -
CONTENT Resources
Examples of some raw materials we use The teacher: Remedial work on previous activity: Classifying materials. Grass, sand, clay,
to make other useful materials. Holds grass and ask learners if they know any materials made from wood, glass,
 Sand is used to make glass. grass. (Hats, mats, brooms, etc. ceramic, coal, oil
 Clay is used to make ceramic Teacher teaches learners about the content on the board. and pictures of
 Coal and oil are used to make other materials
plastics, paints and fabrics. Learners: Answer and ask questions for clarity. mentioned in the
 Wood and fibre from plants are Reads and writes notes on the board. content.
used to make paper.
 Animal wool and hide are used to
make fabrics and leather.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Identify 5 manufactured materials and tell which raw materials are they made from.
Possible answers
1. The chairs are made of plastic and plastic is made from oil.
2. The desks are made of wood; the wood was cut from the tree.
3. The windows are glass and glass is made from?
- 179 -
2|Page
3|Page
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TOPIC: Solids materials  Read about how paper is made from plants fibres.
Where does paper come from?
Terminology Log, processed
PROCESS SKILLS
Information issues
- 181 -
CONTENT Resources
How paper is made from wood and plant The teacher: reads, explains and demonstrates the processes of making paper. h Pencil and
fibres. (from text book or other references) sharpener, wood,
1. Trees are cut down and cut into  Sharpen the wooden pencil for wood fibre. dough and roller,
logs. Pictures or video
 Roll dough into a flat sheet
2. A machine is used to chop the logs clip of how paper
into small pieces (wood fibre).
The teachers refer learners to the pictures for visualisation.
Learners: read and review in writing the text. is made.
3. The wood fibres are cooked in big
steam pots, until soft and are a
runny mixture called pulp.
4. The mixtures is mixed with
chemical into a thick liquid,
5. The thick mixture is rolled over by
the roller machine.
6. In the rolling process the water is
1|Page
CONTENT Resources
drained or pressed out from thick

mixture.
7. A plat sheet remains to be dried
over by hot rollers.
ASSESSMENT
TEACHER REFLECTION
- 182 -
2|Page
Activity
Read the text on ‘How paper is made’ and answer the following questions:
1. In your own words describe how paper is made.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. The wood is a __________ material and the paper is a__________________

Material.
3. Wood is _____________________ to manufacture paper.

Answers
How to paper is made
1.
1.1 The trees are cut into logs.
1.2 The logs are chopped into small pieces.
1.3 The small pieces of wood are cooked in big steam pots.
1.4 These are cooked till they are soft and become a runny liquid.
1.5 The liquid is mixed with chemicals to be thick.
1.6 The thick product is rolled with a roller machine.
1.7 Water is drained or pressed out.
1.8 A flat sheet remains and is dried with hot rollers.
2. The wood is a raw material and the paper is a manufactured material.

3. Wood is processed to manufacture paper.
3|Page
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TOPIC: Solid materials  Investigate properties of raw materials.
Properties of materials
Terminology Properties,
PROCESS SKILLS
Information issues
- 184 -
CONTENT Resources
Raw and manufactured materials have The teacher: resources are displayed in the classroom, learners are instructed to Different raw and
specific properties. touch and feel their textures. manufactured
They can be hard or soft materials.
Learners investigate and do the activity. Different forms of
paper (book,
newspaper and
tissue paper.
Clay and ceramic,
wool.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Name any 2 hard and soft materials
Hard Soft
Answers
Hard Soft
Wood Tissue paper
Ceramic clay
Book wool
2|Page
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TOPIC: Solid materials  Investigate properties of raw and manufactured materials.
PROCESS SKILLS
Information issues
- 186 -
CONTENT Resources
Some materials are stiff or flexible. The teacher: group learners into small groups, each group is provided with a 2 rulers: wooden
wooden and a plastic ruler. Based on the previous lessons learners are asked: and plastic
What makes the two rulers to be different?
‘What are the properties of the two materials?
Learners investigate and answer the questions.

ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
1.
1.1 A wooden ruler is --------------------------- because it cannot ------------------------.
1.2 A plastic ruler is --------------------------- because it can -------------------------.
2. Name any 2 stiff materials
---------------------------------------
---------------------------------------
3. Name any 2 flexible materials
-----------------------------------------
-----------------------------------------
2|Page
- 187 -
Content & Concepts/Subtopic  Distinguish between strong and weak materials.
Terminology Properties, strong, weak

PROCESS SKILLS
Information issues
- 188 -
CONTENT Resources
 Some materials are strong and The teacher: different materials are displayed. Different raw and
others are weak. Instructs learners to touch and feel the materials and complete the manufactured
 Strong materials last long. table below. materials:
 Weak materials break very easy. Learners Stretch, pull and drop materials to investigate which materials are strong wooden items ,
and which ones are weak. They have to give reasons for their investigations grass, steel,
plastic products,
enamel, ceramic,
leather, cotton
cloth, cardboard,
paper, etc.
ASSESSMENT
1|Page
CONTENT Resources
TEACHER REFLECTION
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2|Page
Activity
Tick √ whether the following materials are weak or strong.
Material Strong Weak

Wood
Grass
Paper
Steel
Rubber band
Cardboard
plastic
Wool
Enamel
Clay
3|Page
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4|Page
- 191 -
Content & Concepts/Subtopic  Distinguish between light and heavy materials.
Terminology Properties, light, heavy, weight.

PROCESS SKILLS
Information issues
- 192 -
CONTENT Resources
 Some materials are light, others The teacher: Displays the different materials. Different
are heavy. Explains the words light and heavy. materials:
 Light materials have far less Learners: Touch, hold and drop the materials/ objects. feathers, stones,
weight. Write notes and do the activity. cotton shirt,
 Heavy materials have weight. winter jacket,
plastic bag,
leather bag.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Use the words in the box to fill the spaces.
fast, slow, warm, cool, break
1. The feather drops very ----------------------------- because it is light.

2. The stone drops very ------------------------------ because it is heavy.
3. Our school shirts are light and --------------------------- to wear in summer.
4. Jackets are heavy and ------------------------------ to wear in winter.
5. The plastic bag is light and can easily ------------------------ when you carry heavy load.
Answers
1. Slow
2. Fast
3. Cool
4. Warm
5. break
2|Page
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Content & Concepts/Subtopic  Distinguish between waterproof and absorbent materials.
Terminology Properties, waterproof, absorbent

PROCESS SKILLS
Information issues
- 194 -
CONTENT Resources
 Some materials are waterproof The teacher: Pours water in a transparent plastic bag, water cannot run through Different
and some are absorbent, the plastic, plastic is waterproof. Raincoats and umbrellas are made from nylon, materials:
 Waterproof materials are which has same properties as plastic but stronger. raincoat,
materials which water can run ‘Why do we need raincoats and umbrellas on rainy days?’ umbrella, dish
through them. The teacher spills a little water on the table, takes some plastic and tries to wipe it cloth, paper and
 Absorbent materials are spongy/ off. The water remains on the table. cloth towels,
take in water.
The teacher asks questions; Why is the water still on the table? sponge, plastic
Which materials can we use to wipe the water? bag
Other materials are tried out; dish cloth, towel, tissue paper, sponge, etc. These
materials are absorbent, they can take in water.
1|Page
CONTENT Resources
Learners observe and answer questions.

Write the notes and complete the task given.
ASSESSMENT
TEACHER REFLECTION
- 195 -
2|Page
Activity
1. What are the common/same properties of the paper towel and the cloth towel?
They both are ------------------------------------------ and --------------------------------------
2. What are the different properties of the paper towel and the cloth towel?
The paper towel is --------------------------------------------------------------------------------
The cloth towel is ---------------------------------------------------------------------------------
3. Raincoats prevent us from being wet because they are --------------------------------.
Answers
1. Soft and absorbent.
2. Paper towel is weak, is easily breaks.
Cloth towel is strong and lasts long.
3. Waterproof
Cut and paste at least one waterproof and one absorbent material.
3|Page
- 196 -
Content & Concepts/Subtopic  Identify common/similar and different properties of different materials
PROCESS SKILLS
Information issues
- 197 -
CONTENT Resources
Raw and manufactured materials have The teacher: Recaps on the content by asking questions. Different
specific properties. These properties can Learners: Answer and ask questions for clarity. materials: clay,
include being hard or soft, stiff or flexible, Complete the worksheet. (pictures)
strong or weak, light or heavy, waterproof
or absorbent.
ASSESSMENT
TEACHER REFLECTION
1|Page
Activity
Tick √ the correct properties of the given materials.
Materials Properties
Hard Soft Stiff Flexible Strong Weak Waterproof Absorbent
Clay
Raincoat
Steel
spoon
Cotton
towel
2|Page
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TOPIC: Strengthening materials  Demonstrate ways of strengthening materials
Content & Concepts/Subtopic  Investigate which shape of pillar is the strongest
Ways to strengthen materials
Terminology Structure
PROCESS SKILLS
Accessing & recalling Identifying problems & Doing Investigations
Information issues X
X Evaluating & Improving Designing
- 199 -
There are different ways to strengthen Teacher and Learners: discuss all the structures learned and made in term 1, Some structures
materials (such as paper) to build strong identify different parts. made in term 1:
structure. Practical Work animal shelters
A Structure is something made of several Teacher: Group learners, each group is provided with 3 sheets of A4 paper. and pictures of
parts and supports an object. Give instructions: structures
We can fold paper into hollow (has empty
space inside) pillars which are circular,  Use the papers to make different tubes, a circular, triangle and square
triangle or square. shape. Paper, sticky tape
 Use the tape to join the edges. and workbooks
 Stand the three hollow pillars upright on a flat surface.
 Place one workbook at a time on the pillar/tube.
 Test how many books each pillar can support before bending or collapsing.
Learners: follow the instruction and record the findings
1|Page
ASSESSMENT Recording the results :
TEACHER REFLECTION
- 200 -
2|Page
Activity 1
1.1 Record the strength of different paper pillars:
Number of books supported
Circular pillar 4
Triangular pillar 2
Square pillar 1
1.2 Write your findings in a sentence:
-----------------------------------------------------------------------------------------------------------------------
A bar graph for the next activity
4.5
3.5
2.5 Circular
Triangular
2
Square
1.5
0.5
0
Number ob Books
3|Page
- 201 -
TOPIC: Strengthening materials  Draw a bar graph of the result found when test the strength of different
Content & Concepts/Subtopic pillars/tubes
Terminology Structure
PROCESS SKILLS
Accessing & recalling Identifying problems & Doing Investigations
- 202 -
A bar graph is a diagram that shows Teacher: explains what a bar graph is, use the exemplar to retrieve the An example of a
information in bars or columns information displayed. bar graph (drawn
Instructs learners to draw a bar graph to show the strength of the different in maths class)
pillars made in the previous lesson.
Learners: ask questions for clarity and do the activity as instructed.
ASSESSMENT :
TEACHER REFLECTION
1|Page
Activity
Heading: A bar graph to show the strength of the paper pillars:
2|Page
- 203 -
TOPIC: Strengthening materials  Make paper struts
Terminology Struts, rigid
PROCESS SKILLS
Accessing & recalling X Identifying problems & Doing Investigations
X Evaluating & Improving X Designing
- 204 -
Practical work Teacher: Provide every learner with paper sheet, wooden dowel and sticky tape Sheets of A4
We can roll paper into long thin tubes to for the group. paper, sticky
make paper struts. Instructions: Place the dowel at one corner of the paper. tape, wooden
Struts support structures to be rigid. Roll the paper as tight as possible around the dowel. dowels (30 cm by
Rigid means to be firm Attach the sticky tape to the tube to prevent it from unrolling. 10mm)
Remove the dowel by sliding it out of the tube.
Test how strong the tube is by bending it.
Learners: Do as instructed. Write the notes and activity.
ASSESSMENT Evaluating and improving: Making paper struts :
1|Page
TEACHER REFLECTION
- 205 -
2|Page
Activity
Complete the statements
A plain sheet of paper is ------------------------- to bend. A rolled paper is ----------------- so easy to
bend. This means we can strengthen paper by --------------------- it. These strong tubes can be
used as --------------------
Answers
1. Easy
2. Not
3. Rolling
4. Struts
3|Page
- 206 -

TOPIC: Strong frame structures • Identify struts in a frame structure
Struts and frame structures
Terminology Frame, structure
PROCESS SKILLS
- 207 -
• Struts are joined into triangular Teacher: Shows learners the pictures one by one showing and asking learners Pictures of
shapes making a strong, stable to identify the struts. different frame
structure, such as in roof trusses, structures.
bridges, cranes, pylons and Learners: Observe and ask questions for clarity. A human skeleton
skeletons Use the paper struts made to design a structure of their choice in
• Struts strengthen groups
buildings/structures not to fall
apart when heavily loaded.
• Limb bones are struts. Arms and
legs need strong struts to be able
to work properly.
1|P ag e
ASSESSMENT Identifying struts in different structures. :
TEACHER REFLECTION
- 208 -
2|Page
Activity
3|Page
- 209 -
1. The first picture is the structure used to build a stadium; why do you think this structure needs
to be strong?
2. Where do we find struts in the human skeleton?
3. What is the purpose of the joints in the human skeleton?
-------------------------------------------------------------------------------------------------------------------------
4|Page
- 210 -

TOPIC: Strong frame structures  To compare the strength of different frame structures
Struts and frame structures
Terminology Frame, structure
PROCESS SKILLS
Sorting & Classifying Planning Investigations X Making/Constructing
- 211 -
Practical task Teacher: Groups learners (depending on the number of learners in a class) there Drinking straws
Make and compare the strength of frame can be three (3) group1s and group 2s. Sticky tape
structures: Provide each group with the required resources.
We need: Give instruction as per group.
 Drinking straws Monitor and assist in the processes.
 Sticky tape
What to do: Learners: Do as instructed.
Group 1: use four drinking straws to make
Write the practical task and draw the structures in their workbooks.
a square structure. Join the corners using
the sticky tape. Compare the structures made by pulling the sides.
Group 2: use three drinking straws to
make a triangular structure. Join the
corners with the sticky tape.
1|Page
ASSESSMENT Design and make structures. :
TEACHER REFLECTION
- 212 -
2|Page
Activity : Practical Task

1. When pulling the two structures (square and triangle):
Which one is stronger than the other?
____________________________________________________________
2. Why do you think this makes the structure mentioned in question 1 to be stronger?
_____________________________________________________________
3|Page
- 213 -
TOPIC: Strong frame structures  To identify different raw material used in building indigenous houses.
Indigenous structures
Terminology Indigenous, traditional
PROCESS SKILLS
X Comparing X Predicting Interpreting Information
- 214 -
Teacher: Asks question to remind learners of raw materials and how to strengthen Pictures of
Indigenous people use different raw them. Shows learners pictures of different indigenous houses. indigenous
materials to build their traditional houses. traditional homes:
These ethnic houses were built with the Learners: Write note and activity given Zulu hut, Xhosa
available raw materials in the area. Tree rondavel, Nama
branches, grass, reed and different types
matjieshuis
of soil or clay were used.
Bricks and corrugated iron were not (these can be
available, found in the
Traditional means the old ways of doing textbooks)
things. Grass mats
ASSESSMENT .Activity given on identifying raw material in indigenous houses :

1|Page
TEACHER REFLECTION
- 215 -
2|Page
Activity : Study the pictures of the two indigenous houses.

List the raw materials used
Zulu hut Nama Matjieshuis
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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TOPIC: Strong frame structures  Investigate how raw materials were used to build indigenous houses.
PROCESS SKILLS
X Comparing X Predicting Interpreting Information
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The traditional Xhosa and Zulu huts were Teacher and learners: Discuss the indigenous houses. Pictures of
made of tree branches and covered with Questions: What were these indigenous houses need? (To protect people indigenous
grass. The floor is sealed with cow dung. from cold, rains, snow, storm, winds, heat from the sun, etc. traditional homes:
There were no windows, just a low door Teacher: shows learners the grass straws and the grass mat. Zulu hut, Xhosa
opening. In the middle of the hut there is a rondavel, Nama
supporting pole.
Learners: identify the difference between the two; (grass straws are weak than the matjieshuis
The Nama Matjieshuis is made of grass mat. Grass mats were strengthened by weaving the reeds together. (these can be
branches covered with grass mats. The Write notes and the activity found in the
structures were sometimes covered with textbooks)
animal skin. Branches were used as Grass mats
struts. The young branches were bent
and tied together to form a dome or arch
shape.
1|Page
ASSESSMENT Identify the needs for the structures and how struts were used to strengthen them. :
TEACHER REFLECTION
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2|Page
Activity :
1. Explain why Zulu and Xhosa people used dung to seal the floor in the huts.
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2. What is the difference between young braches and old branches?

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3. Why were the Nama people using young branches when building their matjieshuis?
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4. What do you think the Nama people used to do to protect themselves from heavy rain?
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Answers
1. To alleviate dust, soil erosion.
2. Young branches are flexible; they bent very easy without breaking.
Old branches are stiff they cannot be bent.
3. To be able to bend the branches, tie them to form a dome or arch shape.
4. They covered their structure with many layers of grass mats
3|Page
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TOPIC: Strong frame structures  Draw any indigenous or modern frame structures.
PROCESS SKILLS
Information issues
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Indigenous frame structures are made Teacher: instructs learners to draw indigenous and modern structures Pictures of
with mainly raw materials.  Use half the page to draw any indigenous structure and the remaining half indigenous and
Modern frame structures are made of for the modern structure. modern frame
manufactured materials structures
 Use a pencil.
 Write a heading for each drawing.
 What do these structures made of?
 What makes one structure to be better and stronger than the other?
1|Page
ASSESSMENT Drawings of indigenous and modern structures :
TEACHER REFLECTION
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2|Page
Activity: use the spaces provided to draw any indigenous and modern frame structure
Indigenous frame structure
Modern frame structure
3|Page
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TOPIC: Strong frame structures  Design, make and evaluate a strong structure.
PROCESS SKILLS
Information issues
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Project : Design, make and evaluated a Practical task Pictures of

strong structure Teacher: Instructs learners to write step by step how they are going to build a different
structure. Explains the required steps. structures
Step 1: Identify a need.
Step 2: Plan your design. Learners: Identify the structure they want to make, write a clear brief,
Step 3: Design your structure.
specifications (how big it will be and what materials to use and draw the idea in the
exercise book.
ASSESSMENT Designing, making and evaluating structures :
1|Page
TEACHER REFLECTION
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2|Page
An examplar
Step 1. A bridge to cross a river
Step 2. Materials: corrugated cardboard
paper struts
Glue
A pair of scissors
The bridge will be 30cm long x 15cm height
Step 3. Experiment by trial and error until you get a similar structure as indicated.
3|Page
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TOPIC: Strong frame structures  Design, make and evaluate a strong structure.
PROCESS SKILLS
Information issues
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Project : Design, make and evaluated a Practical task ( continuation of previous work) Pictures of
strong structure Teacher: Instructs learners to bring the materials to build their structures to different
school. These structures are to be built in class. structures
Step 4: Make the structure
Step 5: Evaluate the model Learners: Build structures in class (this can take a week,(3.5 hours) more time
Step 6: Communicate about your structure
can be given as needs arise.
.
ASSESSMENT Designing, making and evaluating structures :
1|Page
TEACHER REFLECTION
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2|Page
Activity
Checklist to evaluate the structure
Yes/No
1. Is the structure stable?
2. Can it curry more than 100g weight?
3. Did I follow all the specifications
4. Am I comfortable to talk about my
structure?
5. What can I do next time to better my
structure
3|Page
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NATURAL SCIENCES & TECHNOOGY: LESSON PLAN GRADE 4 TERM 3
PERIOD/DURATION: 30 MINUTES STRAND: ENERGY & CHANGE
LESSON PLAN 1

 Learners should have a grasp of scientific, technological and environmental
TOPIC: Energy and Energy Transfer knowledge and be able to apply it in the new context.
Content & Concepts/Subtopic  They should be able identify things that need energy to function.
Energy for life  They must be able to sequence and draw the food chain.
Terminology Energy, Transfer, Solar, Sun, Ability,

1. DOING SCIENCE AND TECHNOLOGY √
SPECIFIC AIMS 2. UNDERSTANDING AND CONNECTING IDEAS √
3. SCIENCES, TECHNOLOGY & SOCIETY √
PROCESS SKILLS- Tick applicable process skills from the table below.
Accessing & recalling √ Identifying problems & Doing Investigations
Information issues
Observing Raising Questions √ Recording Information
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Sorting & Classifying √ Planning Investigations
CONTENT Resources
TEACHING ACTIVITIES LEARNER ACTIVITIES
Energy for life  Pictures and

• We use energy for everything we do.  The educator asks learners questions - Learners discuss in pairs examples of a
to establish their pre-existing - Learner’s give verbal selection of
 We get our energy from food. knowledge.i.e. Ask learners to responses of their machines and
identify things that require energy to knowledge on- appliances
 Energy in our food comes from the work/ do an action. - Reasons for need for energy including a
Sun (plants use the energy from the kettle, stove,
 Ask learners the reasons for the need - Responses on origin of torch, radio,
Sun to make food for themselves and
for animals and people). for energy energy. iron, fan/hair
 Verbal questions on origin of energy.
1|Page
CONTENT Resources
 Teacher asks learners to identify dryer,

things that people and animals do - Identify things that people and car/bicycle,
that require energy such as carrying animals do that require energy drum.
out the life processes and all other such as carrying out the life
actions. processes and all other actions.
 Teacher Instructs learners to: - Learners carry the following

Instructions:
 To be in heterogeneous groups of six - Learners have instruction
and go outside for 10 minutes to play sheets as groups and each
“Hide and seek” group leader reads instructions
on how the game is played.
 The teacher hands out an instruction - Learners play the game
sheet to learners no how the game - Learners return to class after
should be played 10 minutes and talk about how
Worksheet: Activity 1 Hide & seek they felt during play
- Each group chooses a member
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who will report back
ASSESSMENT Baseline assessment, ASSESSMENT

Peer assessment
Teacher assessment
TEACHER REFLECTION
2|Page
NATURAL SCIENCES & TECHNOOGY: LESSON PLAN
GRADE 4 TERM 3
PERIOD/DURATION: 30 MINUTES
STRAND: ENERGY & CHANGE
GRADE 4
LESSON PLAN 1
ACTIVITY 1 GAME “HIDE AND SEEK”
INSTRUCTIONS:
1. Divide into groups of six and go outside for 10 minutes to play
“Hide and seek”
2. These are the rules of the game:
a) One person needs to be the seeker

b) The seeker needs to find a home- a tree or the wall will work well
c) The seeker closes their eyes and counts to 20
d) Everyone else must hide. They are the hiders.
e) When the seeker has counted to 20, (S) he must find the others and tag them by touching.
f) If the hiders can get to the seekers’ home without him or her seeing them, they can block
themselves and cannot be tagged by the seeker.
g) If the seeker finds a hider S/he runs to their home, touches it and
says “1, 2, 3, Tag Emma!” (or whoever they saw).
h) If there is time left over, you can choose a new seeker and play again.
3. Return to class after ten minutes and talk in your group about how you feel.
4. Each group must choose a leader who will report back to the class
5. Write down the words that are being used to describe how you are feeling after the game.
6. Write some of the descriptive words below

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This game requires that you do a lot of running. You might even get tired from it.
This means that energy is being used to do work.
3|Page
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LESSON PLAN 2
TOPIC: Energy and Energy Transfer  Learners should have a grasp of scientific, technological and environmental
Content & Concepts/Subtopic knowledge and be able to apply it in the new context.
Energy for life  They should be able identify things that need energy to function.
 They must be able to sequence and draw the food chain.
Terminology Energy, Transfer, Solar, Sun, Ability, Work, Movement
Accessing & recalling √ Identifying problems & √ Doing Investigations
Information issues
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CONTENT Resources
Energy for life  Pictures of

• We use energy for everything we do.  The educator asks pre-existing  Learners answer questions on children playing
knowledge on things that need things that need energy to  Picture oF
 We get our energy from food. energy to work or do action work’s give verbal responses on radios, stove,
 Teacher shows pictures of learners what they do in the morning fan , different
 Energy in our food comes from the doing various activities for example  In groups learners explain what pictures of
Sun (plants use the energy from the things that use
kicking ball, running or jumping they can do if they are full of
Sun to make food for themselves and energy to work.
for animals and people).  Teacher discusses with learners on energy.
things that use energy to work, for  Learners role play what they can
4|Page
CONTENT Resources
example radio and torch need do if they are full of energy

cell/battery to work, fan or stove need  Learners write an exercise on
electricity to work. the work learned.
ASSESSMENT Baseline assessment,
Sequence an energy / food chain showing how the energy from the Sun is
transferred through the food made by plants, to animals/a person’s body.
TEACHER REFLECTION
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5|Page
LESSON PLAN 3
TOPIC: Energy and Energy Transfer  Learners should have a grasp of scientific, technological and environmental
Energy for life  They should be able identify things that need energy to function.
 They must be able to sequence and draw the food chain.
Terminology Energy, Transfer, Solar, Sun, Ability, Work, Movement
Information issues
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CONTENT Resources
Energy for life  Pictures and

• We use energy for everything we do.  The educator asks learners to think Learners carry out the following examples of a
about the following; instructions: selection of
 We get our energy from food.  Activity 3a Activity 3a machines and
*What they do when they get up in  Learner’s give verbal responses appliances
 Energy in our food comes from the the morning until they go to sleep at on what they do in the morning including a
Sun (plants use the energy from the kettle, stove,
night *Think about what happens  Learners give verbal responses torch, radio,
Sun to make food for themselves and
for animals and people). around them everyday on what happens around them iron, fan/hair
*Write down five things that they daily
6|Page
CONTENT Resources
thought about that they could not do  Learners write five things about dryer,
without energy what they thought they could not car/bicycle,
do without energy drum.
 The teacher gives a reinforcement  Learners answer a worksheet

activity worksheet (Activity 3b) on on Energy for life (Activity 3b)
Energy for life learners to give
responses.
Sequence an energy / food chain showing how the energy from the Sun is
transferred through the food made by plants, to animals/a person’s body.
TEACHER REFLECTION
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7|Page
GRADE 4 TERM 3
GRADE 4
LESSON PLAN 3
ACTIVITY 3b
ACTIVITY 3b Energy for Life
Human/Animals Activity What Activity Where would the energy

Requiring energy come from?
8|Page
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GRADE 4 TERM 3
GRADE 4
LESSON PLAN 2
Memo
ACTIVITY 2b Energy for Life
Human/Animals Activity What Activity Where would the

Requiring energy energy come from?
Playing Hide and seek Food from plants
Balancing on one hand Food from plants
Running Food from plants
Swimming Food from plants
Eating Food from plants
9|Page
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LESSON PLAN 4

Energy from the Sun  They must be able to sequence and draw the food chain.
Terminology Energy, Transfer, Solar, Sun, Ability, Sequence, Food chain

Information issues
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CONTENT Resources
Energy from the Sun  Pictures and

 The educator introduces the content - Learners pronounce the examples of a
(Energy from the Sun) by initially words individually as the selection of
Energy is transferred from the Sun, to machines and
introducing the new words that will be teacher writes on the
plants, to animals in a sequence appliances
forming part of content through a chalkboard
known as an energy chain/ food chain including a
word search activity
kettle, stove,
 The words are written on the board torch, radio,
and learners are asked to pronounce iron, fan/hair
words as they are individually written dryer,
on the chalkboard. car/bicycle,
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CONTENT Resources
 Learners are given worksheet on - Learners individually drum.

word search to complete, Activity 3 complete the word search by
 The teacher instructs the learners to circling words with a
circle the words with a coloured pen coloured pen or pencil
or pencils Worksheet: Activity 4 - After finding all the words
Word search they discuss in pairs the
 Learners are expected to discuss in meaning of the words.
pairs the meaning of words. - Learners give verbal
 Teacher asks for meaning of words responses of meaning of
after pair discussions words.
 Teacher corrects the learner - The learners write meaning
responses by giving correct of words on their vocabulary
meanings in cases where learners / dictionary books
defined the words wrongly
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Peer assessment
Teacher assessment
TEACHER REFLECTION
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GRADE 4 TERM 3
GRADE 4
LESSON PLAN 4
ACTIVITY 4: Word search
INSTRUCTIONS:
1. Complete the word search by finding the words listed below.

2. Circle them with a coloured pen or pencil.
3. Once you have found all the words, discuss with your partner what you think the word means
to you.
Words to find:
Food, energy, work, movement, sun, energy, change, light, heat, absorb, transfer,
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GRADE 4 TERM 3
MEMO
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LESSON PLAN 5


Information issues
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CONTENT Resources

 The educator asks learners questions - Learners give responses on examples of a
about the importance of the sun what they think are the selection of
 The teacher explains to the learners importance of the sun.
the importance of the sun as it is the - Learners discuss and give
main source of energy responses on how
kettle, stove,
 Solar energy is explained and the environment/species benefit torch, radio,
role of the sun to the earth and from the sun iron, fan/hair
everything on earth. - Learners use their dryer,
 Teacher asks learners to explain how dictionaries to write down car/bicycle,
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CONTENT Resources
the living things benefit out of the definitions for drum.

sun, the activity is to check the 1. Reflect
understanding on the importance of 2. Absorb
the sun to the ecosystem
 The teacher explains to the learners
the features of the sun, how the sun
rays travels, the reaction of the sun
when they reach the earth ( reflection
and absorption)
Peer assessment
Teacher assessment
TEACHER REFLECTION
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LESSON PLAN 6


Information issues
Comparing Predicting √ Interpreting Information
- 244 -
CONTENT Resources

 The educator asks learners questions - Learners discuss in their examples of a
on how energy from the sun travels groups on how energy from selection of
up until it reaches animals and the sun travels to reach
people animals and people.
 Learners have to discuss in groups - Groups take turns in
kettle, stove,
on how the energy from the sun reporting on how energy torch, radio,
travels to reach animals and people. from the sun travels iron, fan/hair
dryer,
car/bicycle,
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CONTENT Resources
 Teacher Instructs learners to: drum.

- Drawing and writing about how
 Draw and write about how the energy the energy from the Sun is
from the Sun is transferred through the transferred through the food
food made by plants, to animals/a made by plants, to animals/a
person’s body. person’s body (energy chain –
use arrows to show the
direction in which the energy is
transferred from the Sun).

Sequence an energy / food chain
showing how the energy from the Sun is
transferred through the food made by
plants, to animals/a person’s body.
Peer assessment
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Teacher assessment
TEACHER REFLECTION
17 | P a g e
LESSON PLAN 7


Information issues
Comparing Predicting √ Interpreting Information
- 246 -
CONTENT Resources
Energy from the Sun  Teacher Instructs learners to:  Pictures and
examples of a
 The teacher does remedial work on the - The learners correct their selection of
Energy is transferred from the Sun, to drawings on transfer of energy drawings and sequencing machines and
plants, to animals in a sequence - The learners describe the appliances
known as an energy chain/ food chain  The teacher asks learners to describe transfer of energy from the sun including a
the transfer of energy from the sun by interacting with worksheet: kettle, stove,
 Worksheet: Activity 7 Describe Activity 7 torch, radio,
transfer of energy is provided to the iron, fan/hair
learners dryer,
car/bicycle,
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CONTENT Resources
drum.

Sequence an energy / food chain
showing how the energy from the Sun is
transferred through the food made by
plants, to animals/a person’s body.
Peer assessment
Teacher assessment
TEACHER REFLECTION
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GRADE 4 TERM 3
LESSON PLAN 7
ACTIVITY 8: Describing the transfer of energy from the Sun
INSTRUCTIONS:
1. Look at the following food chain.
2. In the space below, describe the transfer of energy from one organism to the next.
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GRADE 4 TERM 3
Memo
ACTIVITY 5: Describing the transfer of energy from the Sun
INSTRUCTIONS:
1. Look at the following food chain.
2. In the space below, describe the transfer of energy from one organism to the next.
1. The sun gives off light energy which is used by the plant to make food.
2. The caterpillar eats the leaf to get energy to grow and move.
3. The chameleon then eats the caterpillar.
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GRADE 4
Lesson Plan 8
TOPIC: Energy around us  Learners should have a grasp of scientific, technological and environmental
Energy  They should be able identify things that need energy to function.
 They must be able to identify situations where energy is involved or transferred
3. SCIENCES, TECHNOLOGY & SOCIETY
Information issues
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CONTENT Resources
Energy  Pictures and

• We are aware of energy around us  Teacher Instructs learners to: examples of a
including movement, heat, light and  Learner’s give verbal responses selection
sound.  Divide into small groups and to discuss of their knowledge. machines and
different situations where energy is appliances
 Energy is also stored in sources such required. including a
as food, wood, coal, oil products*, kettle, stove,
 Learners give their responses
natural gas.  The teacher asks learners to mention torch, radio,
verbally
different forms in which energy take. iron, fan/hair
 Energy can be transferred from a dryer,
22 | P a g e
CONTENT Resources
source to where it is needed.  Teacher will then show learners the  Learners carry the following car/bicycle,
picture and ask the learners to circle at Instructions: drum.
least 5 pictures depicting the various  Work in groups
situations where energy is required.  Present feedback
Worksheet: Activity 8 is handed to
learners  Circle 5 pictures
 Write down five of the activities that

you circled
 Teacher will discuss different types of  Discuss why energy is involved

energy.
 The teacher engages learners in  Learners should try to make the
Lesson2 Activity 2 discussion on stored energy. connection that the energy
 The teacher asks learners to stored in our bodies enables us
discuss in groups about sources to work/do things.
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which store food  Transferred energy provides us
 will now introduce the concept of with light, heat, movement and
energy as being able to be sound.
transferred or stored. Energy
comes from a source. Discuss  Drawing and writing about energy
that there are many sources of sources.
energy.
 Complete the worksheet.
 The teacher will now introduce the
concept of energy provides light,
heat, movement and sound.
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CONTENT Resources
 Teacher Instructs learners to:
 draw and write about how the energy

is derived from different sources.
This energy enables us to perform
many of our everyday activities like
cooking, driving to school. etc.

Complete the activity on the sources of energy.
TEACHER REFLECTION
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GRADE 4 TERM 3
ACTIVITY 8: I identifying energy all around us
INSTRUCTIONS
1. Look at the following picture below
2. Draw a circle around all the places where you think energy is being used
3. If you have coloured pencils, you can colour the pictures in
Lastly, write down five of the activities that you circled
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Lesson Plan 9

TOPIC: Energy around us  Learners should have a grasp of scientific, technological and environmental
Input and Output Energy  They should be able identify things that need energy to function.
 They must be able to describe the input and output energy of machines and
appliances.
Information issues
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CONTENT Resources
Input and output  Pictures and

• Machines and appliances need an input  The educator asks learners questions  Learner’s give verbal responses examples of a
to make them work. to establish their pre-existing of their knowledge. selection of
knowledge.i.e.: Ask learners to machines and
 Machines and appliances provide an identify the energy sources. appliances
output of energy(work) that is useful to including a
us. kettle, stove,
 Teacher Instructs learners to:
torch, radio,
 Learners carry the following iron, fan/hair
 Look at the objects or pictures of the Instructions:
26 | P a g e
CONTENT Resources
objects and appliances.  Learners look at appliances and dryer,

identify the input and output. car/bicycle,
 Ask about the work the appliance does  Learners discuss with a friend drum.
how the appliances have
 The teacher will now introduce the benefitted/improved the
concept of electricity (input) and how it is environment and/or everyday life
transferred to where it is needed(output)
 Complete the worksheet.
 The teacher further explains that the
appliances might have more than one  Write down the type of output next
type of output e.g. light and heat to the appliance.
 The teacher will now propose that  Learners be able to describe the
Lesson 1 Activity 2 most appliances normally use input and output of appliances
electricity as the input
 The teacher further explain that
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the output depends on the
appliance
 Complete the table on input and

output of various appliances

Learners should be able to describe the input and output of energy.
TEACHER REFLECTION
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GRADE 4 TERM 3
Grade 4: Input & Output Devices
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GRADE 4 TERM 3
Memo
Grade 4: Input & Output Devices
29 | P a g e
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Lesson Plan 10
TOPIC: Movement and Energy in a system  Learners should have a grasp of scientific, technological and environmental
Movement and musical instruments  They should be able to understand that we need energy for movement and
sound.
 They must be able make an instrument.
Terminology indigenous
Information issues
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CONTENT Resources
Movement and musical instruments  Examples of

• many musical instruments (systems) use  The educator asks learners questions  Learner’s give verbal responses musical
movement input energy (such as blowing, to establish their pre-existing of their knowledge. instruments
beating and plucking) to make them work knowledge.i.e. Who plays an  Materials to
. many instruments have parts that can make musical
instrument
move or vibrate instruments
Teacher Instructs learners to complete
Musical instruments produce sound as the
Activity that follows:  Learners carry the following
main output energy
Instructions
30 | P a g e
CONTENT Resources
ACTIVITY: The joy of sound -

 Work in groups
making a body band
 Present to the class
INSTRUCTIONS:
1. Work in groups of 4 - 5.
2. You can make music with your body.
You can clap your hands
or stamp your feet. You can make
clicking sounds with your
tongue or puff out your cheeks and tap
them. You can beat a rhythm on your
thighs.
3. In your group, find interesting ways to
use your bodies to make a short (1
minute) music piece.
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4. Be creative. Present your 'body band
beat' to your class.
5. Some of you could even dance while
the others make the
 music!
 The teacher will now introduce the  Discuss with a partner: your
Lesson Plan 10 Activity 2 application of input and output favourite instrument.
produce movement  Draw the instrument
 The teacher further explains that
depending on the input the  Write notes about the different
musical instrument can vibrate or instruments
move (Activity 2)
 The teacher can then introduce  Complete the table
indigenous instruments. Discuss
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CONTENT Resources
how they are made
 draw and write about the instruments
ASSESSMENT Project: Design and make a musical instrument
How a flute is made

(video).
goo.gl/XW0qd
Harpist playing
(video).
TEACHER REFLECTION
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GRADE 4 TERM 3
GRADE 4
ACTIVITY
DIFFERENT MUSIC INSTRUMENTS
Look at the different musical instruments and indicate how each instrument is played and how it is
made of.
Flute French horn Harp Krar
Kwela flute
Traditional
Violin
Kudu horn
ACTIVITY 2
INSTRUCTIONS:
Compare the instruments by filling in the table below
Instrument How it is played? What is it made

from?
Flute
Kwela Flute
French horn
Kudu horn
Harp
Krar
Violin
Traditional musical
Bow
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GRADE 4 TERM 3
GRADE 4
ACTIVITY
MEMO
Instrument How it is played? What is it made

from?
Flute Blowing Silver plated metal
Kwela Flute Blowing Wood
French horn Blowing Brass
Kudu horn blowing Horn of a kudu,
beads to decorate
Harp Plucking Wood and nylon
Strings
Krar Plucking Wood, cloth and
string
Violin Plucking Wood and string
made from steel
How a flute is made (video)?
goo.gl/XW0qd
34 | P a g e
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Lesson Plan 11
Date: OBJECTIVES: LEARNERS MUST BE ABLE TO:

TOPIC: Energy and Sound  Learners should have a grasp of scientific, technological and environmental
Vibrations and sound  They should be able identify things that use energy to create sound
 They must be able to sequence a flow chart showing the pathway sound waves
travels.
Terminology Vibrations
Information issues
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CONTENT Resources
Vibrations and sound  Pictures of the

• musical instruments make sounds  The educator asks learners questions  Learner’s give verbal responses human ear, its
through vibrations to establish their pre-existing of their knowledge. parts and how
knowledge, i.e.: Ask learners how the one hears
 The sound always moves outwards sound was made and were the  Examples of
from the part that is vibrating musical
vibrations felt or heard.
instruments
 We can feel or hear vibrations made by
 Teacher Instructs learners to:  Learners carry the following
 Vibrations travel through materials learners
Instructions:
such as air, water, plastic, metal and  Video clips from
35 | P a g e
CONTENT Resources
wood  Investigate how sound travels through Group 3 the internet

different mediums
ACTIVITY: How do we make
 Discuss the pathway that sound travels
through the ear. sound when we talk or sing?
INSTRUCTIONS:
 Divide into groups 1. Rest your hand gently on your neck
and hum.
Give each group their instructions to follow 2. Make low humming sounds and
higher humming sounds.
ACTIVITY: Observing vibrations 3. What do you hear?
MATERIALS: 4. What do you feel?
• a deep glass dish
• cling film Group 4
• some rice grains (or any other 1. Cover ACTIVITY: Secret code through
the bowl with the cling film.) a wall
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2. Make sure it is tightly covered, but not INSTRUCTIONS:
too tight to start tearing. 1. Work in pairs.
3. Put the rice grains between the middle 2. Make up a secret tap code: maybe
and the edge of the cling film. three quick taps means
4. Tap the cling film lightly. Do this away hello. You can make up words using
from where you put the rice grains. taps.
5. Now tap it harder. 3. Sit on opposite sides of a wall with
6. Do you see that your rice grains are your partner.
moving or jumping up and down? 4. Put your ears to the wall and talk
Chapter with your tap code through the wall.
5. You may have to knock if tapping is
too soft.
Group 2  Follow the teachers instructions

Can you get the rice grains to jump using and answer the questions
36 | P a g e
CONTENT Resources
just your voice? When

they jump you know the cling film is
vibrating.
1. Hum over the bowl. Near the cling film
but away from the rice grains.
2. Make your voice deep and try again.
3. Make your voice high and try again.
4. Hum louder. Hum softly.
5. Try SHOUTING, but do not blow on
the cling film or the rice. Your sound
must make the rice jump about, not
your breath.
QUESTIONS:
1. What happens to the rice grains when
you tap the cling film?
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The rice jumps when the cling film
moves.
2. When you hum, the cling film
vibrates? Explain why there is a
vibration.
The cling film vibrates because of the
sound waves traveling through it make
it vibrate.
So what did we learn from this activity?
• Tapping the cling film gives it energy to
vibrate.
• The rice grains are only there so we
can see the vibrations. They do the job
well!
• Making a sound near the cling film
causes the rice grains to move.
• This means the cling film is vibrating
37 | P a g e
CONTENT Resources
from the sound.

• Sound causes vibrations that you can
see. Can we feel vibrations too? Let's
find out!

Making a telephone using two tin cans/ paper cups
TEACHER REFLECTION
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Lesson Plan 12
38 | P a g e

Making Sounds  They should be able identify things that movement creates sounds
 They must be able to understand and connect the correlation between sound
and movement
Terminology Pitch, volume
Information issues
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CONTENT Resources
Making Sounds  Pictures

• Sounds can be made loud or  The educator asks learners questions  Learner’s give verbal responses instruments and
soft(volume) to establish their pre-existing of their knowledge. the examples of
knowledge.i.e.: Ask learners to instruments that
 Sounds can be made high or low identify different sounds the learners
(pitch) made.
 Teacher Instructs learners to:
 Learners carry the following
 Listen carefully to the sounds Instructions:
 Learners will listen attentively and
 Describe the sounds that you hear respond to the teacher’s questions
39 | P a g e
CONTENT Resources
Sometimes you need to speak softly

Lesson 1 Activity 2 when you whisper a secret to
a friend. But other times you need to
shout loudly to your friend on
the other side of the playing field!
Sounds have different volumes.
Also, a mouse makes a very squeaky,
high sound. But a lion makes
a low growl. The sounds that these
animals make have different
pitches.
This activity can also be done as a
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demonstration. Instead of
cutting the elastic bands, it can be pulled
over a lunch box. Pulling
it tighter or more loosely will change the
sound. You can also use
elastic bands of different thickness to
produce different sounds.
MATERIALS:
• The biggest elastic or rubber band you
can find (a hair band
will not work very well)
INSTRUCTIONS:
1. Work in pairs.
40 | P a g e
CONTENT Resources
2. Cut your elastic band in one place to

make one long elastic
strip.
60 Energy and Change
3. One partner must hold the elastic at
both ends.
4. The other partner can pluck the elastic
to make it move.
5. Try to make loud and soft sounds with
your elastic.
6. Try to make high and low sounds as
well. (High sounds are
squeaky like a mouse, low sounds are
deep like a lion's growl)
The elastic makes a sound when it moves.
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QUESTIONS:
1. Describe how you made the sound
loud.
2. Describe how you made a high sound.
3. Describe the movement of the elastic
band.
Teacher's Note
The teacher should emphasise here that
the we get different types
of movement - running, riding a bicycle,
water flowing, clouds
blown by the wind. Teach learners that
the movement made by the
elastic is another type of movement that
we call vibration and that
this vibration causes sound.
In this activity we have seen that
41 | P a g e
CONTENT Resources
movement causes vibration that

causes sound. Different types of
movement cause different sounds.
• When the elastic is plucked (pulled)
hard the sound is loud.
You can see the elastic makes big
movements.
• When it is plucked gently (pulled just a
little) the sound is
soft. You can see the elastic makes
small movements.
• When the elastic is looser and your
partner's hands were
closer together, the sound has a lower
pitch. Did you see the
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elastic move slower?
• When the elastic is tighter and your
partner's hands were
farther apart, the sound has a higher
pitch. Did you see the
elastic move quicker?
What we have learnt about volume:
• Soft sounds are caused by small
vibrations.
• Loud sounds are caused by big
vibrations.
What we have learnt about pitch:
• A high sound is made by fast
vibrations.
• A low sound is made by slow
vibrations.
Teacher's Note
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CONTENT Resources
Use some of the instruments made by

the learners to show the
difference between loud and soft
sounds, for example hitting softly
or loudly on a drum to make small and
big vibrations respectively.
Or if you have another instrument with
different length strings,
pluck the strings to show the difference
in pitch. The shorter
strings will vibrate quicker and therefore
produce a higher pitch,
whereas the longer strings will vibrate
more slowly and produce a
lower pitch.
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6
Differentiate between loud and soft, high and low
TEACHER REFLECTION
WORKSHEETS
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GRADE 4 TERM 3
GRADE 4
ACTIVITY
ACTIVITY: Making a water marimba

MATERIALS:
• Six or more glass bottles or jars (they must all be the same kind)
• Water
INSTRUCTIONS:
1. Pour a small amount of water into one bottle.

2. Pour a lot of water into another bottle.
3. Pour water into the other bottles - all bottles must have different amounts of water as shown in
the picture.
4. Arrange the bottles from the fullest to the emptiest, like in the picture below.
5. Blow over the mouth of the bottles or tap them with a pencil.
6. You have made a water marimba!
7. Try making up a song.
QUESTIONS:
1. If you hit the bottles with the same strength, which bottle made the highest sound?
2. If you hit the bottles with the same strength, which bottle made the lowest sound?
3. Compare the sound made by the same bottle when you tap it gently or tap it hard.
Answers and observations

Tapping gently makes a soft sound. Tapping hard makes a loud
sound
What did we learn from our water marimba?

• The height of water in the bottle changes the pitch of the sound made.
• When you tap a bottle gently or hard, you change the volume of the sound.
How can we make sounds louder? Have you ever seen someone talking over a megaphone? A
megaphone makes our voices louder
and travel further. Let's make our own megaphone.
44 | P a g e
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GRADE 4 TERM 3
ACTIVITY: Make a megaphone

MATERIALS:
• Thin cardboard or stiff paper

• Sticky tape
• A pair of scissors
INSTRUCTIONS:
1. Roll the card or paper into a funnel shape. There must be a hole at the narrow end (about 5cm
wide).
2. Tape the card so that the funnel will keep its shape.
3. Neaten up the funnel. Use the pair of scissors to cut off any pointy bits at the two open ends.
4. If you have some extra paper you can make a handle for your megaphone. Decorate your
megaphone.
5. Now you can speak or sing through the small opening.
6. Test the difference if you speak normally or into the megaphone.
QUESTIONS:
1. The megaphone (also called a loudhailer) makes your voice sound louder. How do you think it
does this? Discuss this as a class and write an answer down.
This can be quite tricky for learners to answer by themselves so do it as a class discussion. This
presents a good opportunity to allow a bit of reasoning to take place in these discussions. There
is a paradox to be resolved: louder sounds mean more sound energy reaching your ears, but if
you speak in the same way with and without a megaphone, the sound must have the same
energy. The idea is that the sound is reflected from the internal walls of the funnel and projected
forwards towards the large opening. The sound is therefore concentrated in one direction
meaning that more of the sound energy travels towards the hearer making it seem louder than
it is without the device.
2. Is your voice really louder or does the funnel shape just make it seem that way? The funnel
makes your voice seem louder.
Chapter 4. Energy and Sound
Many instruments make sounds louder in some way. Wind instruments (tube instruments use a
tube as a funnel to make sounds seem louder, similar to what you did with the megaphone. String
instruments do the same, but using a hollow shape.
45 | P a g e
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Lesson Plan 13
Noise Pollution  They should be able identify things that are harmful to us in the environment
 They must be able to communicate to others the importance of preventing noise
pollution
Terminology Noise pollution, hearing aid, hearing impaired
SPECIFIC AIMS 2. UNDERSTANING AND CONNECTING IDEAS √
Information issues
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CONTENT TEACHING ACTIVITIES LEARNER ACTIVITIES Resources
Noise Pollution  Pictures and

• Sound that is loud, unpleasant or harmful  The educator asks learners questions  Learner’s give verbal responses examples of a
to our ears and continues for a long time, to establish their pre-existing of their knowledge. selection of
is described as noise pollution knowledge i.e. Have you met a deaf machines that
person, have you ever seen a make noise
hearing aid? How do deaf people  Examples of
Noise pollution can cause permanent noisy situations,
communicate etc.?
damage to hearing (hearing aids can posters,
 Teacher will discuss different types of  Learners carry the following
help people who are hearing impaired. pictures etc.
pollution that the learners are familiar Instructions
with e.g. Litter, air pollution, smog.
 Talk about how noise affects us  Identifying sounds
46 | P a g e
 Teacher Instructs learners to:  Learners to write down the noisy

sounds
ACTIVITY: Identifying noise
pollution.
QUESTIONS:
List five sounds that are very noisy.
Sounds that can hurt your ears. Or just
sounds that are difficult to live with.
Energy and Change
1. Teacher to bring 'noise making

instruments' to school - pots
and pans to bash together, lids of the
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pots and pans to bash
together, repeatedly running nails over a
chalkboard, playing a
trumpet or other similar instrument
without any knowledge of
how to do this - all just MAKING NOISE!
motor bike revving,
loud music, cheering at sports games,
aeroplane taking o_,
formula 1 racing, drilling holes with a
drill.
2. Look at the picture of a learner in a

very noisy environment.
Identify all the sources of noise pollution.
A very noisy environment!
People talking, noise from the taxi,
47 | P a g e
people shouting out the

taxi, the jackhammer on the pavement,
the aeroplane in the
sky, the exhaust and hooter from the red
car, the music
blasting from the stereos in the furniture
shop.
3. List some sounds that are sometimes
not noisy, but other
times can be noisy.
Music from other cars/neighbours,
children playing, sports
games, car driving, barking dog
4. Are there any noises at school which
you find distract you
during class and cause a disruption?
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This is also noise
pollution. Write down some of these, and
also some ways
which you think your class could
minimize the noise pollution
in your class.
Can include noise pollution from other
learners walking past
the classroom outside, perhaps workers
or builders are at the
school and making a noise, perhaps
there are noisy
lawnmowers outside. Possible solutions
would be to maybe
put up signs outside the classroom to tell
learners to be quiet
when walking down the corridors during
48 | P a g e
lesson time, or
working out a solution with the school
that the noisiest activities, whether
building or lawn mowing happens
outside of lesson time (i.e. in the
afternoon)
ACTIVITY:  Learners will follow the

Role Play about noise pollution Teachers instructions.
 Will write about the importance
Teacher's Note of preventing noise pollution
You will have to facilitate this activity with
the class. Go through the brief with them
and give them time to develop a script.
Then give the pairs an opportunity to act
out their situation. It is very important to
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open the situation up to a general
discussion. There is usually no clear
right or wrong in these matters. Only
consideration and respect for others.
Sometimes "noise" is a necessary result
of work and sometimes it is a natural
result of relaxation activities. Allow the
learners to see their own responsibility
towards others in a situation, no matter
whether they are the "noise makers” or
the "noise” silencers.
49 | P a g e
INSTRUCTIONS:
1. You are going to role-play a situation
where noise may cause a problem. Do
this in pairs.
2. Choose an activity that may be noisy
(watching television, playing music,
drilling holes with an electric drill, or
any other activity you can think of).
3. One of you must be the person doing
this activity. You must have your own
reasons for making the "noise". You
must also have your own ideas about
how much noise you are making.
4. The other person must be nearby.
This person feels that the first person
is making too much "noise". You must
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have your own ideas about what too
much "noise" is.
5. Act out a discussion for the class
between the two members of the
group. Think about the following:
70 Energy and Change
The person who is making the "noise"
has rights. The person who
is complaining also has rights. Can you
get along? Can you come
to an agreement? Can you make a
compromise?
Each person has their own idea about

noise. We need to get along
50 | P a g e
with each other. No one likes to feel

uncomfortable. Always be
aware of the comfort of others. We also
need to understand that sometimes
noisy activities are necessary. Always
remember: What is okay for you may not
be okay for someone else.
Loud noise can damage your

ears
Noise pollution makes the area we live
or work in very unpleasant.
Noise pollution can be harmful and
cause permanent damage to
hearing. Even music that is too loud is
noise pollution.
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Most outdoor noise pollution comes from
construction sites and
noise from cars and trucks. If you live
near an airport, there is a lot
of noise pollution from the sounds made
by the aeroplanes.
• Loud sounds can damage your

hearing.
• Doctors have found that people who
work with very loud machinery become
hearing-impaired when they are still
young.
• They have also found that loud music
can also cause hearing loss. Powerful
51 | P a g e
amplifiers and speaker systems can be

bad for your hearing. Headphones
playing loud music can damage
your hearing.
• Do not listen to very loud music,
especially through ear phones.
• Some people are born with a hearing
problem and they can use hearing aids
to help them hear better.
Chapter 4. Energy and Sound 71
Ocean noise pollution
(video).
goo.gl/vCHf8
ASSESSMENT Baseline assessment

Worksheet developed by the teacher.
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TEACHER REFLECTION
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PERIOD/DURATION: 30 MINUTES STRAND: PLANET EARTH & BEYOND
DATE: Week 1 Lesson 1 OBJECTIVES: LEARNERS MUST BE ABLE TO:
TOPIC: Planet Earth  Identify objects from above
Features of the Earth – Shape
Terminology Space, sphere, atmosphere, features, surface
SPECIFIC AIMS 2. UNDERSTANDING AND CONNECTING IDEAS x
PROCESS SKILLS
X Accessing & recalling Information Identifying problems & issues Doing Investigations
X Comparing Predicting x Interpreting Information

 Looking at objects from above Teacher: Globe
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 Shape of Earth  Show learners how things look when you look at it from above. Pictures of Earth
 Explain how photo of Earth is taken – via telescope or from satellites. Picture of features
 . Work sheets
Learners:
 Activity 1.1 – Look at things from above
ASSESSMENT Informal – completion of work sheet.

TEACHER REFLECTION
1|Page
Activity 1.1 How things look from above.

(Credit to www.thuderboltkids.co.za)
1. Draw your glue stick that is standing upright, from above:
2. Look at the picture of a school taken from an aeroplane.
a. Label the following objects:

 soccer field with A
 School’s roof with B
 Street with C
 Building across from school with D
b. What type of building do you think is at D? Why do you think so?
___________________________________________________________________________
___________________________________________________________________________
2|Page
- 284 -
Memorandum
Memo: Activity 1.1 How things look from above.
3. Draw your glue stick that is standing upright, from above:
4. Look at the picture of a school taken from an aeroplane.
D C
c. Label the following objects: (see above)

 soccer field with A
 School’s roof with B
 Street with C
 Building across from school with D
d. What type of building do you think is at D? Why do you think so?
Building D is a shopping centre or cafe.
3|Page
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TOPIC: Planet Earth  Identify features of Earth
Features of the Earth –Features of Earth
Terminology Space, sphere, atmosphere, features, surface
SPECIFIC AIMS 2. UNDERSTANDING AND CONNECTING IDEAS X
PROCESS SKILLS
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 The main surface features: land, Teacher: Globe
water, air.  Show picture of earth or use globe and ask about shape and features. Pictures of Earth
Picture of features
Learners: Work sheets
 Activity 1.2 – Features of Earth
ASSESSMENT Informal – Completion of worksheet.

TEACHER REFLECTION
1|Page
Activity 1.2 Looking at the Earth from Space
Look at the given picture of Planet Earth and answer the given questions.
QUESTIONS:
1. What shape is the Earth? ____________________
2. What are the darker gray parts of the photograph? __________________________
3. What are the white things in the photograph? ______________________________
4. Where is Earth's air, in the photograph? ___________________________________
5. Is there more sea or more dry land on the surface of the Earth? Look at the picture and work
out your answer. ____________________________________________________
2|Page
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MEMORANDUM
Activity 1.2 Looking at the Earth from Space
1. It is round like a ball
2. Oceans or sea
3. Clouds
4. All over the Earth and around it.
5. There is more sea than dry land.
3|Page
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TOPIC: Planet Earth  Identify the 3 oceans on Earth
Features of the Earth – Oceans and seas
Terminology Oceans, seas, Pacific ocean, Atlantic ocean, Indian ocean
PROCESS SKILLS

 Most of the surface of Earth is covered Teacher: Globe or World
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with water.  Use a globe or world map to show learners where the different oceans are located as map
 Oceans and seas well as their names. Work sheets
 Show learners where seas are located.
 Difference between ocean and sea
 Biggest part of surface is covered by water
Learners:
 Learners must indicate on the map or globe where oceans are located when teacher
ask them.
 Activity 1.3 – Oceans and seas
ASSESSMENT Informal – Completion of worksheets

TEACHER REFLECTION
1|Page
Activity 1.3 Oceans and seas.
(Credit to www.thunderboltkids.co.za )
1. Look at a map or globe of the world and find these oceans: the Indian Ocean, the Atlantic
Ocean, the Pacific Ocean.
2. Now write the names of those three oceans on the flat map of the world.
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________
3. Is there more dry land or more water on the surface of the Earth?
_____________________________________________________________________
Chapter
2|Page
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MEMORANDUM
MEMO - Activity 1.3 Oceans and seas.

1. Look at a map or globe of the world and find these oceans: the Indian Ocean, the Atlantic Ocean, the
Pacific Ocean.
Atlantic Ocean
Pacific Ocean
Atlantic Ocean
Indian Ocean
2. Now write the names of those three oceans on the flat map of the world.
3. Is there more dry land or more water on the surface of the Earth?
More water
Chapter
3|Page
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TOPIC: Planet Earth  Identify the continents
Content & Concepts/Subtopic  Know the difference between island and continent
Features of the Earth – Continents and Islands
Terminology Island, continent
3. SCIENCE, TECHNOLOGY AND SOCIETY X
PROCESS SKILLS

 The land we see is made up of Teacher: Globe or World
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continents and islands  Use a globe or world map to show learners where the different continents are and map
 Names of continents also show islands like Madagascar etc. Work sheets
 Help is given where needed when completing work sheet.
Learners:
 Learners must complete work sheet by colouring the continents according to colours
given.
ASSESSMENT Informal – Completion of the worksheet.

TEACHER REFLECTION
1|Page
Activity 1.4 – Identification of continents
2|Page
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MEMORANDUM
Activity 1.4
( credit to: https://za.pinterest.com)
3|Page
- 294 -
TOPIC: Planet Earth  Construct a globe with given template
Features of the Earth – Continents and Islands - continued
Terminology Island, continent, globe
1. DOING SCIENCE AND TECHNOLOGY X
PROCESS SKILLS

 Revise the names of continents Teacher: Globe or World
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 Give learners worksheet with template of globe. map
 Assist where needed with constructing Template of globe
Learners:
 Learners must cut out the template and construct the globe. Activity 1.5
ASSESSMENT Informal – Accurate construction of the globe.

TEACHER REFLECTION
1|Page
Activity 1.5
Cut out the following template and construct a globe.
2|Page
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TOPIC: Planet Earth  Learner must understand where Atmosphere is and what it is.
Content & Concepts/Subtopic  Learner must be able to identify different habitats on Earth
Features of the Earth – Atmosphere and habitats
Terminology Atmosphere, clouds, oxygen, habitat
PROCESS SKILLS

 The atmosphere – thin layer of air Teacher: Pictures of habitats
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surrounding Earth  Explain what atmosphere is and what it consist of – e.g. oxygen
 Clouds in the atmosphere  Explain what habitat is and show different habitat pictures.
 Habitats for living things on Earth
Learners:
 Activity 1.6 – Complete work sheet on Habitats

TEACHER REFLECTION
1|Page
Activity 1.6 Habitats
Study the following pictures and then answer the questions on it.
QUESTIONS:
1. Name some of the living things you can find on the Earth._____________________________________
2. In the pictures, where do the birds live? __________________________________________________
3. In the pictures, where do fish live? ______________________________________________________
4. Where can cattle live? _______________________________________________________________
5. What kind of animals can live in deserts? A desert is a place with almost no water.
___________________________________________________________________________________
6. What kinds of animals live in forests? __________________________________________________
7. Name four non-living things you can see in the picture.

___________________________________________________________________________________
2|Page
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MEMORANDUM
1. Animals, people and plants
2. In the air / nests / trees
3. In water / sea / ocean / river / pond
4. Sea / river
5. Camels
6. Animals like lions / zebras / elephants etc.
7. Mountains / seas / oceans / rivers / clouds
3|Page
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TOPIC: Planet Earth  Learner must understand what a planet is
Content & Concepts/Subtopic  Learner must be able to know the names of planets.
Earth and Space - planets
Terminology Planets, space, solar system
PROCESS SKILLS

 The different planets and their names Teacher: Pictures of planets
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in our solar system  Show learners the planets in our solar system and give names. Video of solar
 Show video on planets (if possible) system
https://www.youtube.com/watch?v=ZHAqT4hXnMw
Learners:
 Let learners show on poster if they could recall the names.
 Complete Activity 1.7 on planets can be given as homework
ASSESSMENT Informal – Completion of work sheet.

TEACHER REFLECTION
1|Page
Activity 1.7 Word search
Find the words given and circle them in colour.
2|Page
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MEMORANDUM
Memo - Activity 1.8 Word search
( credit to - www.lovelaughterforeverafter.com)
Find the words given and circle them in colour.
3|Page
- 302 -
TOPIC: The Sun  Learner must know the difference between sun, moon, stars
Earth and Space – Sun, moon, stars
PROCESS SKILLS

Teacher: Pictures of sun,
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 Difference between the light of sun  Discuss the sun, moon and stars with learners, also indicating why we can see it – moon, stars
and that of the moon – reflecting the moon and stars reflect sun.
sun  Quiz to reflect on the work of the week or give them revision page.
Learners:
 Take part in quiz AND/ OR Revision page
ASSESSMENT Informal – Correct completion of the work sheet.

TEACHER REFLECTION
1|Page
Activity 2.1 The sun
1. Choose the correct answer and colour the circle of the correct answer yellow in front of it.
1.1 What is the Sun?

A planet
A star
1.2 The sun is made from.....?

Gas
Rock
1.3 The sun gives us heat and.....?

Water
Light
2. Why do you think we need the light and heat of the sun?
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2|Page
- 304 -
MEMORANDUM

A planet
A star

Gas
Rock

Water
Light
 To be able to see during the day.

 To keep our bodies warm.
 To make plants grow.
 To keep bodies of animals like lizards and crocodiles warm.
3|Page
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TOPIC: The Sun  Learner must understand that Sun is a star.
Content & Concepts/Subtopic  They must know that sun is made from gas and gives heat and light.
Our closest star – its a star, made from gas, gives
heat/light
PROCESS SKILLS
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 Sun is a star. Teacher: Pictures of sun
 There are many other stars  Discuss the sun, what it is and what it is made of. Looking at sun –
 The gases produce light and heat  Discuss sun giving heat and light. use safety lens
 Hottest part is the core.
Learners:
 Activity 2.1 on the Sun
ASSESSMENT Informal – Completion of work sheet.

TEACHER REFLECTION
1|Page
Activity 2.1 The sun
Choose the correct answer and colour the circle yellow in front of it.
1. What is the Sun?

A planet
A star
2. The sun is made from.....?
Gas
Rock
3. The sun gives us heat and.....?
Water
Light
Why do you think we need the light and heat of the sun?
________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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MEMORANDUM

A planet
A star

Gas
Rock

Water
Light
 To be able to see during the day.

 To keep our bodies warm.
 To make plants grow.
 To keep bodies of animals like lizards and crocodiles warm.
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TOPIC: The Sun  Learner must understand that the Sun is much bigger than Earth
Our closest star – Size of Sun compared to Earth
PROCESS SKILLS
X Sorting & Classifying Planning Investigations X Making/Constructing

 The Sun is very big – much bigger Teacher: Pictures of sun
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than Earth  Discuss the size of the Sun and that bigger Earth. Materials needed in
 1,3 million Earths can fit into the Sun  Do Practical activity on size of Sun with learners Practical
Learners:
 Practical activity 1
ASSESSMENT Answer the question on the Practical Activity

TEACHER REFLECTION
1|Page
PRACTICAL ACTIVITY 1: How big is the Sun, compared to the Earth?
MATERIALS:
• Piece of pavement
• Ruler or tape measure
• Piece of string longer than 60 cm
• Piece of chalk
INSTRUCTIONS:
1. Draw a circle 1 cm in diameter on the pavement with the piece of chalk. This represents the
Earth.
2. Now, move about 1.5 to 2 meters away from the little Earth and give yourself enough space to draw
the Sun.
3. Draw a circle 108 cm in diameter – this represents the Sun.
4. To draw a circle with a diameter of 108 cm, tie a string around the chalk. Measure 54 cm of string
from the chalk and tie a knot there. Hold the knot on the board and move the
chalk around the knot to draw a circle
QUESTIONS:
1. If the Sun is so much bigger than the Earth, why does it look so small to us?
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MEMORANDUM
If the Sun is so much bigger than the Earth, why does it look so small to us?
Because it is so far away from the Earth.
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TOPIC: The Sun  Learner must be able to understand that the Sun is bigger than Earth and far away.
Content & Concepts/Subtopic  Learner must understand that the further away an object is, the smaller it looks.
Our closest star
PROCESS SKILLS
X Accessing & recalling Information Identifying problems & issues X Doing Investigations

 Sun is very far away. Teacher: Pictures of sun and
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 Objects that is further away looks  Discuss distance between Sun and Earth Earth
smaller  Do practical activity 2 with learners to show distance between Earth and Sun Materials needed
for practical
Learners:
ASSESSMENT Oral answering of questions.

TEACHER REFLECTION
1|Page
PRACTICAL ACTIVITY 2:
Use a model to show how far the Earth is from the Sun.
MATERIALS:
• Grain of rice; break it in half.
• Soccer ball
• Space to move, such as the playground or soccer field
INSTRUCTIONS:
1. Look at the picture below.
2. One learner stands in a place where there is a lot of room all around them. This learner
holds the soccer ball; this ball represents the Sun.
3. Another learner stands next to her and holds the half-grain of rice. It represents the
Earth.
4. The learner holding the rice walks away from the learner holding the soccer ball with 24
of the biggest steps he can make. That distance is about 24 metres. The 24 metres
represents the distance from the Sun to the Earth.
5. Now the learner carries the half-grain of rice, walking to walk to his right side. He must
always stay 24 metres from the soccer ball. If he does this he will walk in a circle around
the soccer ball.
This model shows us that the small Earth moves in a circle around the big Sun.
The soccer ball represents the Sun, and the half-grain of rice represents the Earth.
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QUESTIONS:
1. Stand 24 metres away from the soccer ball. Hold up one finger in front of you, and cover the
soccer ball with your nail. Is the soccer ball really as big as your fingernail? He Sun 109
2. Why does the ball look as big as your nail?
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MEMORANDUM
1. No
2. Because it is far away. Object which are far look small and those which are near look big.
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TOPIC: The Sun  Learners must be able to recognize that the Sun can be good or bad.
Content & Concepts/Subtopic  They must be able to name the good things about the Sun.
Our closest star – light to Earth for living things – good
things
PROCESS SKILLS
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 The Sun provides heat and light for Teacher: Pictures of sun
living things.  Discuss ways that the Sun is good for living things on Earth. giving energy etc
 The Sun is doing a lot of good things
for the livings things eg. Helps plants
to grow, helps us to keep warm etc. Learners:
 Activity 2.2

TEACHER REFLECTION
1|Page
Activity 2.2 Paragraph on why we need the Sun
Heat, light, plants, energy, life , animals, growing, happy, weather, sunshine, warm, holiday
Explain why we need the Sun on Earth. Use the words in the box to help you.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________________________________________________
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MEMORANDUM
MEMO - Activity 2.2 Paragraph on why we need the Sun
Heat light plants energy life animals growing happy weather sunshine warm holiday
Explain why we need the Sun on Earth. Use the words in the box to help you.
EXAMPLE: The learner can write sentences on the Sun giving heat and light for plants to grow.
The plants get energy from the sun and animals eat the plants for energy and for growing.
The sun makes us happy and we can do activities like swimming and playing.
When the weather is warm and there is sunshine we can play outside.
During summer holidays the sun is hot and we can do a lot of things.
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TOPIC: The Sun  Learners must be able to recognize that the Sun can be good or bad.
Content & Concepts/Subtopic  They must be able to name the bad things about the Sun.
Our closest star – light to Earth for living things – bad
things
PROCESS SKILLS
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 The Sun is doing a lot of bad things for Teacher: Pictures of sun
the livings things eg. Sunburn, harmful  Discuss ways that the Sun is bad for living things on Earth. Something to use
to eyes. to look at sun
 Needs special equipment to look at the
sun. Learners:
 Activity 2.3

TEACHER REFLECTION
1|Page
2|Page
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MEMORANDUM
The rays of the sun can be harmful and we need a hat to protect us from the rays.
The sun can be harmful to your eyes as well. With sunglasses it helps that the rays does not damage it.
Sunscreen has a protecting element that keeps harmful rays away from your skin.
Under the trees and shelters
google
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TOPIC: The Sun  Learners must be able to do revision on the Sun
Revision
PROCESS SKILLS

 Do revision on the Sun Teacher: Worksheets
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 Do revision on the Sun by asking questions
Learners:
 Revision 2
ASSESSMENT Informal – Completion of revision activity.

TEACHER REFLECTION
1|Page
REVISION: 1
1. A person's nose and eyes and mouth are features of his or her face. Name four features of the Earth.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. List the 7 continents of the Earth.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Name an island near South Africa. ______________________________________________________
4. If we look up into the sky during the day, we can see objects up there. At night, we can see different
objects up there. What are those objects?
_________________________________________________________________________________
5. Complete these sentences. Write out the whole sentence and use some of the words in the word-box
to complete your sentence.
water; continent; Blue Planet; one part; clouds
a. The planet Earth looks blue and white from space. It is called the _________ because it is
covered with ____________ and _____________.
b. A continent is a large piece of land. For example, Africa is a ___________ and South Africa is
just ___________ of Africa.
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MEMORANDUM
1.
 Hills
 Valleys
 Rivers
 Cliffs
2.
 Africa
 Asia
 South America
 North America
 Australia
 Europe
 Antarctica
3. Robben Island
4. At night we see the moon and the stars and during the day we see the moon and the sun.
5.
a. The planet Earth looks blue and white from space. It is called the Blue Planet because it is
covered with water and clouds.
b. A continent is a large piece of land. For example, Africa is a continent and South Africa is just
one part of Africa.
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REVISION 2: Revision
Write out these sentences and complete them. Choose some of the words from the word box to complete
the sentences. Write out the whole sentence.
Word box: (You do not need to use all the words)
hydrogen helium plants light heat half a Sun a soccer the

gas gas grain of ball Moon
rice
1. When we compare the size of the Earth to the size of the __________, the Earth is the size of
_________ compared to the size of a soccer ball.
2. The Sun gives ___________ and ___________ to the Earth. All ___________ need light and heat.
3. The Sun is not burning like a wood fire. The Sun is hot because ___________ is changing into
_________.
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Chap
MEMORANDUM
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TOPIC: The Earth and the Sun  Learners must understand the concept of orbit.
Content & Concepts/Subtopic  Learners must understand that Earth moves around Sun
Earth moves around Sun
Terminology Galaxies, solar system, milky way, orbit, revolve
PROCESS SKILLS

 Earth orbits around Sun Teacher: Model of Earth and
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 Takes one year to complete  Discuss the movement of Earth around Sun Sun
 Causes seasons  If possible – show video on orbit. https://www.youtube.com/watch?v=ZHAqT4hXnMw Pictures showing
 Earth also revolves around itself orbit of Earth
Learners:
 Activity 3.1 Difference between rotation and revolution
ASSESSMENT Informal – Completion of the work sheet

TEACHER REFLECTION
1|Page
Activity 3.1 Difference between rotation and revolution
Compare the pictures of a rotation and revolution and answer the questions below.
Rotation Revolution
ROTATION:
1. What happens during a rotation?

____________________________________________________________________________
2. How long does it take? __________________________________________________________
3. What does it cause? ____________________________________________________________
REVOLUTION:
4. What happens during a revolution?

______________________________________________________________________________
5. How long does it take? ____________________________________________________________
6. What does it cause? ______________________________________________________________
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Memorandum
ROTATION:
1. The earth spins on its axis
2. 24 hours / day and night
3. Day and night
REVOLUTION:
4. The earth moves around the sun.
5. 365 days / 1 year
6. A year
3|Page
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TOPIC: The Earth and the Sun  Learners must understand the concept of orbit.
Content & Concepts/Subtopic  Learners must understand that Earth moves around Sun
Earth moves around Sun - continue  Learner must be able to construct the model showing orbit and to explain it.
Terminology Galaxies, solar system, milky way, orbit, revolve
PROCESS SKILLS
Evaluating & Improving X Designing

 Earth orbits around Sun Teacher: Model of Earth and
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 Build the model that show how the  Give instruction on the model that must be constructed. Sun
orbit takes place. Pictures showing
orbit of Earth
Learners:
 Practical Activity 3 – learners cut out the template and construct the model.
 Communicate to other how Earth moves as well as showing it.
ASSESSMENT Could learner communicate on the orbit of Earth?

TEACHER REFLECTION
1|Page
Practical Activity 3: How the Earth moves
The following is a guideline for the constructing of the model. The template is on next page.
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3|Page
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TOPIC: The Earth and the Sun  Learner must understand that Sun is a star.
Content & Concepts/Subtopic  Learner must be able to identify Earth as one of 8 planets.
Sun is a star, Earth is one of 8 planets
Terminology Galaxies, solar system, names of planets
PROCESS SKILLS

 Planets orbit around Sun Teacher: Model of Earth and
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 Names of planets  Explain the solar system with planets orbiting the Sun. Sun
 What they are made of – 1st four are  If possible – show video on planets https://www.youtube.com/watch?v=ttS4IKUUtIA Model of planets
rock planets, others are made from Pictures/photos
gas. showing planets
Learners:
 Activity 3.2 The Solar System
ASSESSMENT Informal – Completion of the worksheet

TEACHER REFLECTION
1|Page
Activity 3.2 The Solar System
Complete the Solar System by writing the correct names in the Block at each planet
2|Page
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Memorandum
MEMO- Activity 3.2 The Solar System
(Credit to: https://www.tes.com)
Complete the Solar System by writing the correct names in the Block at each planet
Sun
Earth Uranus
Mercury Jupiter
Mars Neptune
Venus Saturn
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TOPIC: The Earth and the Sun  Learner must understand that Sun is necessary for life on Earth.
The Sun and life
Terminology Life, atmosphere, weather
PROCESS SKILLS

 The Sun gives heat to Earth Teacher: Pictures of life on
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 The Sun also gives light  Explain the role of the Sun in our life. Earth
 It also gives us energy through plants
 Sun has an effect on weather – causes
rain etc Learners:
 Activity 3.3 The Sun provides warmth and rain
ASSESSMENT Informal – completion of the worksheet.

TEACHER REFLECTION
1|Page
Activity 3.3 The Sun provides warmth and rain
This is the planet Earth; this photo was taken from a spacecraft far away from Earth.
QUESTIONS:
1. Is it daytime or night-time in South Africa? ___________________________________________
2. Is the weather cloudy or sunny in South Africa? ______________________________________
3. Where does the rain come from, to give water to the plants, animals and people? Write two or three
sentences.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2|Page
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Memorandum
MEMO - Activity 3.3 The Sun provides warmth and rain

This is the planet Earth; this photo was taken from a spacecraft far away from Earth.
QUESTIONS:
1. Day-time; we can see that all of Africa is in sunshine. Teach learners that they can interpret a photo
2. Most of South Africa is under cloud, in the photo
3. Water evaporates from the sea
The water vapour condenses into clouds
The rain falls from the clouds.
(This is a link to Matter and Materials in Term 2 when the Water Cycle was done.)
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4|Page
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TOPIC: The Earth and the Sun  Learner must observe what happens to plant without light
Content & Concepts/Subtopic  Learner must be able to interpret what they see in investigation.
The Sun and life - continue
Terminology Life, atmosphere, weather,
PROCESS SKILLS
X Comparing X Predicting X Interpreting Information
Sorting & Classifying X Planning Investigations Making/Constructing

 Investigation on what happens to Teacher: Plant in pot
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plants without light.  Do investigation with plant. (NB - Teacher must start the investigation a week before
so that learners can observe and record the information.
Learners:
 INVESTIGATION: What happens to a plant that grows without light? – see worksheet
ASSESSMENT Could learners record information correctly

TEACHER REFLECTION
1|Page
INVESTIGATION: What happens to a plant that grows without light?
AIM (What do you want to find out?):
_______________________________________________________________________________
PREDICTION (What do you think will happen?):
_______________________________________________________________________________
APPARATUS (What you will need):
• a growing bean plant in a pot
• a small box with a lid that you can close.
• a bottle of water for the plant.
METHOD:
1. The bean plant must be growing well. Put the plant in a place where it gets light and where you
can watch it every day.
2. Make a cut in the lid of the box and put the box over one branch with leaves. The box must be
dark inside
3. Give the plant a tablespoon of water every day and keep the plant healthy
4. After a week, open the box and look at the leaves that were growing inside.
5. Compare the leaves that grew in the dark with the leaves that grew in the light.
124 Earth and Beyond
Put the small box over some leaves and make sure that light cannot reach those leaves
RESULTS (What you observed):
Draw two drawings of the plant. One drawing must be of the leaves that were covered in the box; the other
drawing must be of the leaves that were exposed to the sunlight. Give your drawings a heading and labels.
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The Earth and the Sun
CONCLUSION (What you learnt):
Write your conclusion from this investigation below.
_______________________________________________________________________________
How could you do this investigation better?
_______________________________________________________________________________
3|Page
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Memorandum
INVESTIGATION: What happens to a plant that grows without light?

AIM (What do you want to find out?):
What will happen to a plant if it doesn’t get any light?
PREDICTION (What do you think will happen?):
The leaf will turn yellow and start to die without any light.
APPARATUS (What you will need):
• a growing bean plant in a pot
• a small box with a lid that you can close.
• a bottle of water for the plant.
METHOD:
1. The bean plant must be growing well. Put the plant in a place where it gets light and where you can
watch it every day.
2. Make a cut in the lid of the box and put the box over one branch with leaves. The box must be dark
inside.
3. Give the plant a tablespoon of water every day and keep the plant healthy
4. After a week, open the box and look at the leaves that were growing inside.
5. Compare the leaves that grew in the dark with the leaves that grew in the light.
Put the small box over some leaves and make sure that
light cannot reach those leaves
4|Page
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RESULTS (What you observed):
Draw two drawings of the plant. One drawing must be of the leaves that were covered in the box, the other
drawing must be of the leaves that were exposed to the sunlight. Give your drawings a heading and labels.
EXAMPLE:
Plants need light to grow.
Plant with light
Plant without light.
CONCLUSION (What you learnt):
Write your conclusion from this investigation below.
All plants need light to grow.
How could you do this investigation better?
Each learner can write his own answer here.
5|Page
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TOPIC: The Earth and the Sun  Learner must observe what happens to plant without light
Content & Concepts/Subtopic  Learner must be able to interpret what they see in investigation.
The Sun and life - continue
Terminology Life, atmosphere, weather,
PROCESS SKILLS
X Comparing X Predicting X Interpreting Information

 Investigation on what happens to Teacher: Plant in pot
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plants without light.  Do investigation with plant. (NB - Teacher must start the investigation a week before
so that learners can observe and record the information.
Learners:
 INVESTIGATION: What happens to a plant that grows without light? – see worksheet
ASSESSMENT Could learners record information correctly

TEACHER REFLECTION
1|Page
…continuation of Lesson 5
2|Page
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TOPIC: The Moon  Learner must understand what moon is made of.
Content & Concepts/Subtopic  Learner must understand the size and other features of the moon.
Features of the moon - continue
Terminology Moon, craters, meteorites, atmosphere
PROCESS SKILLS

 Looking at the Moon Teacher: Pictures or photos
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 Space travel - astronaut  Discuss how people can see the moon from UP close of the Moon
 Travelling in space and walking on the moon
Learners:
 Complete Activity 3.4 and 3.5

TEACHER REFLECTION
1|Page
ACTIVITY 3.4: I am an astronaut on the Moon
QUESTIONS:
1. Why is the astronaut in the picture wearing a glass mask that covers his whole face? Could he just wear
dark glasses?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. He is carrying the big pack on his back. Think of three things that are in the pack.
_____________________________________________________________________________________
_____________________________________________________________________________________
3. The sand on the Moon appears to have a light colour. Why does the Moon give us light at night?
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Make a drawing of yourself on the Moon. Write a heading for your picture: This picture shows me on the
Moon. Show the protective suit that you wear, and write labels for the parts of your protective suit.
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Memorandum
MEMO - ACTIVITY 3.4: I am an astronaut on the Moon
QUESTIONS:
1. Why is the astronaut in the picture wearing a glass mask that covers his whole face? Could he just wear
dark glasses?
No. The glass mask also keeps the air in his suit.
2. He is carrying the big pack on his back. Think of three things that are in the pack.
Water, air, batteries, radio and a fridge system to keep him cool.
3. The sand on the Moon appears to have a light colour. Why does the Moon give us light at night?
The sand does not make its own light. The Moon is like a grey wall with the Sun shining on it. The grey wall
lights up a dark room.
4. Do a drawing of yourself on the Moon. Write a heading for your picture: This picture shows me on the
Moon. Show the protective suit that you wear, and write labels for the parts of your protective suit.
The learners must read the instructions carefully and see to it that all the required information is done –
 Drawing of self on moon with protective suit

 Heading
 Label the parts of the suit
3|Page
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Activity 3.5
The Moon
Circle the correct answer
1. The Moon cycle take

a) 7 days
b) 23 days
c) 6 weeks
d) 15 days
2. What would you find on the surface of the moon?

a) Forests
b) Oceans
c) Rivers
d) Craters
3. The moon looks big because it is _________________________

a) So close to Earth
b) Far away from Earth
c) Bigger than Earth
4 |Page
Activity 3.5
The Moon
Circle the correct answer
1. The Moon cycle take

a) 7 days
b) 23 days
c) 6 weeks
d) 15 days
2. What would you find on the surface of the moon?

a) Forests
b) Oceans
c) Rivers
d) Craters
3. The moon looks big because it is _________________________

a) So close to Earth
b) Far away from Earth
c) Bigger than Earth
4|Page
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d) Bigger than the Sun
4. Why can we see the moon? ___________________________________

a) Because the moon is hot.
b) Because the sun’s light shines on it.
c) Because the moon is on fire
d) Because it makes its own light.
5. What can we use to see the moon better? ____________________________

a) Balance
b) Stopwatch
c) Microscope
d) Telescope
Memorandum
1.
2.
3.
4.
5.
5|Page
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TOPIC: The Moon  Learner must understand what the phases of the moon are and what causes it.
Phases of the moon
Terminology Moon phases, crescent
PROCESS SKILLS

 Sun shines on moon Teacher: Pictures or photos
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 We can only see part of the moon.  Discuss the moon and how phases are formed. of the Moon’s
 Pattern changes – phases of the moon  Ask questions to see if learners understand phases
 Pattern repeats every 29 ½ days  Video on phases of moon https://www.youtube.com/watch?v=GvkrC4HSLkM
(about a month)
Learners:
 Answer questions of teacher to see if work is understood.
ASSESSMENT Oral questioning and answering

TEACHER REFLECTION
1|Page
Oral questioning
2|Page
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Phases of the moon -continue
Terminology Moon phases, crescent
PROCESS SKILLS

 Revise phases of moon Teacher: Pictures or photos
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 Give activity to see if understand new  Revise knowledge on phases of the moon of the Moon’s
concepts of phases.  Give activity to see if the know the names. phases
Learners:
 Activity 4.1 on phases of the moon
ASSESSMENT Informal – activity completion

TEACHER REFLECTION
1|Page
2|Page
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MEMORANDUM
3|Page
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Terminology Moon phases, crescent,
PROCESS SKILLS

 Revise phases of moon Teacher: Pictures or photos
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 Practical activity on shadow of the mon  Revise knowledge on phases of the moon of the Moon’s
 Do practical activity on moon phases phases
Learners:
ASSESSMENT Informal – Answer questions on the Practical Activity.

TEACHER REFLECTION
1|Page
Practical Activity 4
ACTIVITY: Make a model of the Earth, Sun and Moon
This model will help you understand why the Moon's shape changes during the month.
MATERIALS:
• a small ball to represent the moon
• a sunny day!
INSTRUCTIONS:
1. You must do this activity outside, early in the morning while the Sun is still low.
2. Begin with your back to the Sun.
3. Hold out your "Moon" in front of you, as you see in the picture.
161
4. Your head is the Earth and your nose is Africa. You are looking from Africa. Which phase of the model
Moon do you see?
5. Keep your arm stretched out and swing around until the model Moon is between you and the Sun. Now
you see only the shadow side of your "Moon". You are seeing new Moon.
6. Keep your arm stretched out and move the "Moon" to your right until a little sunlight shines on the side of
the "Moon".
7. Which shape of the Moon do you have now? Point to the pictures in the table showing the moon phases.
8. Turn more to your right until half the Moon has light on it.
9. Which shape are you seeing now? Point to the pictures in the table.
10. Turn your back to the Sun, so that you see light all over the side of the Moon. This is like 14 days
passing.
11. Which shape of the Moon do you have now? Point to the pictures in the table.
12. Turn further to your right. Show your teacher how you can get the shape in the table. This is like
21 days passing
2|Page
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QUESTIONS:
1. If it were new Moon tonight, how many days will it take for the Moon to be full again?
____________________________________________________________________________________
2. How many days will it take for the Moon to be a new Moon again?
____________________________________________________________________________________
3|Page
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MEMORANDUM
1. About 14 days
2. 291/2 days from new Moon to next new Moon
4|Page
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PROCESS SKILLS

 Explain the activity about recording the Teacher: Pictures or photos
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moon  Hand out activity on moon phases – Moon tracker. of the Moon’s
 Show that it is also seen on calendars.  Explain to learners how it works and where they must look. phases
Learners:
 Receive Moon tracker and must start to observe the moon for 7 nights – Activity
Moon Tracker
ASSESSMENT
TEACHER REFLECTION
1|Page
2|Page
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3|Page
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TOPIC: The Moon  Learner must understand what the phases of the moon is and what causes it.
Phases of the moon -revision
PROCESS SKILLS
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 Revision on phases of the moon Teacher: Pictures or photos
 Revise phases of the moon and hand out activities of the Moon’s
phases
Learners:
 Activity on moon phases and revision activity.
ASSESSMENT Informal - accurate completion of activities

TEACHER REFLECTION
1|Page
REVISION on Moon phases:

1. What is the Moon made of?

___________________________________________________________________________
2. Why does the Moon give us light at night?

___________________________________________________________________________
3. How many days must pass between a night when the Moon is full, and the next full Moon?
___________________________________________________________________________
4. When we see a half-Moon it looks like a letter D. Why can we see only half of the Moon?
___________________________________________________________________________
5. What do we call the changing pattern of shapes of the Moon during the month?
___________________________________________________________________________
6. Arrange the Earth, the Sun and the Moon in order from biggest to smallest.
___________________________________________________________________________
2|Page
- 365 -
MEMORANDUM
-REVISION on Moon phases:

1. What is the Moon made of?

Rock
2. Why does the Moon give us light at night?
Sunlight shines on the Moon and some of it bounces back to Earth
3. How many days must pass between a night when the Moon is full, and the next full Moon?
29 1/2 days
4. When we see a half-Moon it looks like a letter D. Why can we see only half of the Moon?
The other half is not getting any light from the Sun and so no light comes from it to our eyes.
5. What do we call the changing pattern of shapes of the Moon during the month?
Phases of the Moon
6. Arrange the Earth, the Sun and the Moon in order from biggest to smallest.
Sun, Earth, Moon
3|Page
- 366 -
TOPIC: The Moon  Learner must enjoy and read stories about the moon.
Moon stories
Terminology Cultures, legends
PROCESS SKILLS

 Read stories on the Moon Teacher: Stories
- 367 -
 Read stories on the moon
Learners:
 Read story and do activity 4.2.
ASSESSMENT Informal – completion of the activity

TEACHER REFLECTION
1|Page
Activity 4.2
The Moon and the Sun

Once upon a time the Sun and the Moon were married and they had many children known as Stars.
The Sun was very fond of his children and he always wanted to hold them. But he was very hot and so the
stars got burnt.
The stars did not like to be burnt and so they always ran away to hide when he came up into the sky. But
the stars liked to be with their mother, the Moon, because she was the cool one. The Moon had markings
on her face and she was beautiful.
This made the Sun very jealous, and he was angry with the Moon. So that is the reason why the Sun chases
the Moon out of the sky.
On some days you can see her in the daytime but the Sun almost never catches her.
There are times when the Moon comes between the Sun and the Earth, and we see the Sun go dark. These
events are called eclipses of the Sun.
2|Page
- 368 -
QUESTIONS
1. In this story, who is the father, who is the mother, and WHO are the stars?
_______________________________________________________________________________________
2. In this story, what happens in the morning when the Sun comes up?
_______________________________________________________________________________________
3. How do you know that this story is not true?
_______________________________________________________________________________________
4. The story does help us remember some true facts. Name one of the true facts we get from the story.
_______________________________________________________________________________________
5. Why are the sun and the other stars hot?
_______________________________________________________________________________________
6. In the real sky, why do the stars disappear when the sun comes up?
_______________________________________________________________________________________
7. In the real sky, can you ever see the moon in daytime?
______________________________________________________________________________________
3|Page
- 369 -
MEMORANDUM
Activity 4.2
QUESTIONS
1. In this story, who is the father, who is the mother, and WHO are the stars? The sun is the father, the
moon the mother and the stars the children
2. In this story, what happens in the morning when the Sun comes up? The stars run away to hide in the
morning
3. How do you know that this story is not true? The Sun and moon cannot get married; they cannot have
children; the sun does not have feelings like jealousy and anger.
4. The story does help us remember some true facts. Name one of the true facts we get from the story. The
sun and the moon move across the sky on almost the same paths; the full moon sets in the west when the
sun comes up in the east; sometimes the sun does go dark when the moon passes in front of it.
5. Why are the sun and the other stars hot? They are big balls of gas; one kind of gas is changing into
another kind of gas and that is why they are so hot.
6. In the real sky, why do the stars disappear when the sun comes up? The sun is much brighter than the
stars and so we cannot see the light from the stars, but they are still there in daytime
7. In the real sky, can you ever see the moon in daytime? Yes, you can on some days.
4|Page
- 370 -
TOPIC: Rocket system  Learner must gain knowledge about space travelling.
People travelling to space
Terminology Satellite, astronaut,
PROCESS SKILLS

 People used rockets to go into space and Teacher: Pictures of space
travel to the moon.  Discuss Space travel end exploration with learners. travel and rockets
- 371 -
 Give more info on people and space crafts
being used.
Learners:
 Do Space word search.

TEACHER REFLECTION
1|Page
2|Page
- 372 -
PERIOD/DURATION: 30 MINUTES STRAND: PLANET EARTH &
BEYOND
MEMORANDUM
Space word search
3|Page
- 373 -
TOPIC: Rocket system  Learners must understand what a rocket is and uses.
Content & Concepts/Subtopic  Learners must be able do design a rocket system.
Rockets FAT
Terminology Rocket, space shuttle
PROCESS SKILLS
X Accessing & recalling Information X Identifying problems & issues Doing Investigations

 Rockets – fuel used, how does it move Teacher: Pictures of space
- 374 -
 Give instructions on rocket system  Discuss the Practical task with learners. travel and rockets
task.  Give instructions on what they are going to do.
Learners:
 Get homework to collect everything they need for rocket.
ASSESSMENT
TEACHER REFLECTION
1|Page
Practical task: - for teacher
Compare different balloon rockets
What you need:
 3 balloons of different sizes but the same shape

 Clothes pegs
 Two metres fishing Line
 Drinking straws
 Tap
 Tape measure
Do the Investigation:
Step 1: Ask a question – Consider shape and speed of balloon
Step 2: Predict what will happen – Yes or No and give reason
Step 3: Plan the investigation – What do we want to achieve from the experiment & what is needed.
Step 4: Do the investigation – Observe and record data
Step 5: Evaluate your data and communicate results – Draw a bar graph, tell other groups about
results/findings
2|Page
- 375 -
TOPIC: Rocket system  Learners must be able do design a rocket system.
Rockets FAT - continue
PROCESS SKILLS

 Show an example of a rocket made Teacher: Pictures of space
- 376 -
from balloons  Show example of rocket from balloons travel and rockets
Learners:
 Design rocket made from balloons
ASSESSMENT
TEACHER REFLECTION
1|Page
2|Page
- 377 -
TOPIC: Rocket system  Learners must be able to build and evaluate a rocket system.
PROCESS SKILLS
Sorting & Classifying X Planning Investigations X Making/Constructing

 Show methods on how balloon can be Teacher: Pictures of space
- 378 -
attached to straw  Help where needed with building of rocket travel and rockets
Learners:
 Build rocket made from balloons
ASSESSMENT
TEACHER REFLECTION
1|Page
2|Page
- 379 -
TOPIC: Rocket system  Learners must be able to collect and record data.
PROCESS SKILLS

 Practical will be tested and data Teacher: Pictures of space
recorded.  Give the learners guidelines on recording the data in the table. travel and rockets
- 380 -
 Also give guidelines on completing the investigation worksheet.
Learners:
 Test rockets.
 Record the data
 Complete the Worksheet up to table.
ASSESSMENT See if learners complete all the data up to table.

TEACHER REFLECTION
1|Page
Practical task:
Formal Assessment Task – 15 marks
Compare different balloon rockets
Step 1: Ask a question
Complete: Does the _______________ of the balloon affect how _______________ the balloon rocket will travel?
Step 2: Predict what will happen
_______________________________________________________________________________________
_______________________________________________________________________________________
Step 3: Plan the investigation – How are you going to do it, what you need etc.
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Step 4: Do the investigation – collect data
Write down how far each balloon travelled:
Balloon Distance travelled
2|Page
- 381 -
Step 5: Evaluate your data and communicate results –
Draw bar graph; tell other group about results/findings
(Name both axis, y-axis will be “Distance in mm and x-axis will be “Types of balloons”)
Evaluate rockets:
1. Which balloon worked the best? ___________________________________________________
2. Why do you think that balloon worked the best? _______________________________________
_____________________________________________________________________________
3|Page
- 382 -
TOPIC: Rocket system  Learners must be able to draw a graph.
PROCESS SKILLS
Observing Raising Questions X Recording Information

 Guidelines must be given on drawing a Teacher: Pictures of space
- 383 -
bar graph..  Give the learners guidelines on drawing a bar graph. travel and rockets
Learners:
 Draw a bar graph of results on given worksheet.
 Complete rest of worksheet on evaluation
ASSESSMENT See if learners completed bar graph correctly.

TEACHER REFLECTION
1|Page
………CONTINUATION FROM LESSON 4
Step 5: Evaluate your data and communicate results –
Draw bar graph, tell other group about results/findings
(Name both axis – y-axis will be “Distance in mm and x-axis “ Types of balloons”)
Evaluate rockets:
1. Which balloon worked the best?

___________________________________________________________________________________
2. Why do you think that balloon worked the best?

____________________________________________________________________________________
____________________________________________________________________________________
2|Page
- 384 -
TOPIC: Rocket system  Learners must be able to communicate on their findings in investigation.
PROCESS SKILLS

 Communication on results of the Teacher:
- 385 -
investigation  Teacher can now mark the practical tasks according to rubric.
Learners:
 Communicate on the results of the investigation – give a few learners a chance to
communicate.
ASSESSMENT Teacher mark the Practical task ( Formal Assessment Task) on Rockets according to rubric designed by
teacher.
TEACHER REFLECTION
1|Page
2|Page
- 386 -
TOPIC: Revision  Learners must be able to complete revision on work.
Revision on work
PROCESS SKILLS

 Revision on work of term 4 with a Teacher: Worksheets
- 387 -
worksheet to complete.  Teacher hand out worksheet with revision – can help learners if they do not
understand something.
Learners:
 Complete revision worksheet.
ASSESSMENT Informal – could they complete revision successfully?

TEACHER REFLECTION
1|Page
REVISION:
1. What is at the centre of our solar system?

________________________________________________________________________
2. Name the 8 planets in our solar system.

________________________________________________________________________
3. What do plants get from the sun that they need to grow?
________________________________________________________________________
4. What is the shape of the Earth's path around the Sun?

________________________________________________________________________
5. What is the name of the Earth's path around the Sun?

________________________________________________________________________
6. Why does the Earth move in a circle around the Sun?

________________________________________________________________________
7. We cannot fly to the Moon in an aeroplane. Give a reason why we cannot.

________________________________________________________________________
8. Explain how a rocket moves.

________________________________________________________________________
9. Give a reason why the nozzle at the back of the rocket must be small.
________________________________________________________________________
Chapter
2|Page
- 388 -
MEMORANDUM
REVISION:
1. The sun
2. Mercury, Venus, Earth, Mars, Saturn, Jupiter, Neptune and Uranus.
3. Light and heat
4. A circle, or very nearly a circle - an ellipse
5. Its orbit
6. The force of gravity between the Sun and the Earth pulls the Earth towards the Sun; otherwise the Earth
would go in a straight line into Space, and move far away from the Sun.
7. In space there is no air. Aeroplane wings work only in air
8. Rockets work by pushing hot gases out of the nozzle in the back end. This propels them forward.
9. The gases must come out very fast
3|Page
- 389 -
- 390 -

NATURAL SCIENCE AND TECH Grade 4 LP

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NATURAL SCIENCE

tĞůĐŽŵĞƚŽƚŚĞ'EĂƚƵƌĂů^ĐŝĞŶĐĞƐΘ dĞĐŚŶŽůŽŐǇ>ĞƐƐŽŶWůĂŶĞǀĞůŽƉŵĞŶƚWƌŽŐƌĂŵ͘dŚĞƐĞ ůĞƐƐŽŶ

Hints for effective lesson planning:

Use of the developed lesson plans

No. Title Name Prov. District Phase E-mail

3. Mr Mothuhu Makhuba GAU Tshwane North IP

6. Mr Clemance Ngobeni GAU Ekurhuleni North IP

7. Mr Paul Ndlovu GAU Gauteng East IP

8. Mrs Suzetta Esbend GAU Gauteng East IP

14. Ms Teffo, Maria GAU Gauteng West IP Maria.Teffo@gauteng.gov.za

16. Mrs. Grace Mosoue GAU Ekurhuleni South IP

17. Mrs. Rachel Marokoane GAU Johannesburg North IP

18. Mr Derick Ndou GAU Johannesburg North IP

19. Mrs Annelie De Klerk GAU Johannesburg West IP

LIFE AND LIVING 1

MATTER AND MATERIAL 127

ENERGY AND CHANGE 229

• ENERGY AND ENERGY TRANSFER

PLANET EARTH AND BEYOND 283

Lesson Plan 1 OBJECTIVES: LEARNERS MUST BE ABLE TO:

Terminology germs/ bacteria ; life processes; excretion; reproduction; respiration; nutrition

 There are many different kinds of living INTRODUCTION:  Smartboard presentation

Lesson 1: Worksheet with MEMO- Living and Non-Living things

1. COMPLETE THE TABLE BELOW BY DESCRIBING HOW A DOG CARRIES

LIFE PROCESS EXAMPLE IN A DOG

2. STUDY THE FOLLOWING PICTURES AND LABEL THEM AS EITHER:

A. RIVER: Non- Living

B. GERMS: Living Organisms

C. DRY YEAST: Looks dead but can come alive

3. MATCH COLUMN A WITH COLUMN B. WRITE THE CORRECT LETTER

COLUMN A COLUMN B COLUMN C

4. DRAW THE INTERNAL STRUCTURE OF A SEED ACCORDING TO

Lesson Plan 2 OBJECTIVES: LEARNERS MUST BE ABLE TO:

Terminology *Dormant *hatching * seedling *germinate *incubate

 Complete the observation over 3 weeks. observation sheet

Teacher designs observation record sheet for learners.

Activity on Seed Germination

1. Place two layers of cotton wool in the plastic lid.

What do you think made your seeds revive?

Lesson Plan 3 OBJECTIVES: LEARNERS MUST BE ABLE TO:

Terminology Living components (biotic); Non-living components (abiotic)

 There are many different kinds of INTRODUCTION:

• Movement: All living things move in some way. This may be

 Some living things appear to be dead whilst they are living,

Worksheet: Living and Non- Living things

1. Complete the following sentence:

2. Look at the picture of a flower and decide whether it is living or non-living?

3. Are the clothes on the bed living or non- living?

WORKSHEET: Living and Non- Living things

Living things: Non-Living things:

1. Living things are able to m ___ ___ e.

3. Living things g __ __ w and r ___ p ___ ___ d ___ c ___.

4. Living things ___ x ___r ___ t ___.

WORKSHEET: Living and non-living things

Fill in the blanks on the concept map below

which are either

a. Living things Non –living things

which which do not

Have different characteristics

Look at the pictures below and answer the following questions:

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Terminology Dormant hatching * seedling germinate incubate

1. Living things are able to m _ _ e.

3. Living things g w and r _ p _ _ d _ c ___.

4. Living things _ x _r _ t _.

______ //

Name: __________________________ Grade 4: _