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LSK3701 Life Skills: Science and Technology in Foundation Phase
Life skills (Lsk3701)
University of South Africa
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Assignment 2
Miss Chantè Krüger
Student number: 53918320
Unique code: 655228
Course code: LSK
Mrs S Mahan
####### Chantè Krüger
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Assignment 2
Table of Contents PAGE STEP 3 : Complete the assignment. All the answers should be based on your selected book, topic, concept and grade. From the teaching ideas and knowledge you gathered in Step 1 and Step 2, answer the following questions for your assignment:
Write a summary of your chosen children’s book and highlight the science concepts that are included (± half a page). Include the name of the book and the author, as well as an........................................................................
image of the front cover of the book........................................................................................................
Select the (CAPS social science) big ideas described in unit 2 that would be appropriate to weave through your theme plan? Give reasons for your choice....................................................-
Plan an inquiry-based lesson using the seven-phase cycle as described in unit 3 by Van Uum et al (2016) using your children’s story book, the topic and the science concept that you have chosen in STEP 2. You must use the blank template in Addendum A which is also available on myUnisa. Read what is required in each section of the lesson plan carefully before filling it in. You can also refer to Table 3 and Table 3 and Figure 3 in your study guide, which explains each phase of the seven-phase cycle in respect of open IBS..................................................
List and explain the different questions you planned have allowed you to weave the following ideas through your theme plan: social science “big idea” nature of science conceptual change social or group work skills process skills..................................................................................................................................... 9
Illustrate how “habits of body” are developed throughout your inquiry-based theme.......................................... 9
Name and describe at least three process skills, apart from observation, that you as the teacher could assess informally for learning.........................................................................................................................
Suggest a design and technology activity that you could add to the inquiry-based theme plan. (± half a page). Consult Unit 6 in your study guide, planning for technology teaching and assessment, and make sure to include the design stages in your answer................................................................................................................
Design a framework of assessment for science learning in the form of a concept map to assess your inquiry-based lesson that you prepared......................................................................................................................
In the teaching science, placeholders are important to develop science concepts. Indicate the placeholders (words to develop concepts) that your theme plan used and how you would use the following activities to informally assess whether learners use the science words correctly. Activity in learners’ science journals Creative art activity Creative drama activity Poetry.......................................................................................................................................... 12
Bibilography...............................................................................................................................................
####### Chantè Krüger
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- Select the (CAPS social science) big ideas described in unit 2 that would be appropriate to weave through your theme plan? Give reasons for your choice.
Change The story about plants is a good example of how teachers can illustrate the concept of change, the plant changes by when the seed gets planted into the soil with water and sun, then it will start to grow into a small sprout. When the sprout begins to grow a roots that go deep into the ground and a stem that stretches through the soil, then the plant will start to grow leaves towards the sun.
The sun helps the plant to produce food which it will need when it becomes a small plant. When the plant becomes an adult, then you will either see it bloom into beautiful flowers, fruits, or vegetables and possibly attract some pollinators, birds, or other creatures. Birds and other animals can spread the seeds around from the plant and start the process all over again.
The following Steps:
How does plants grow? STEP 1: You will plant a seed in the soil, it becomes a sprout. STEP 2: Then if that sprout gets lots of sun, rain, and nutrients, it will grow. STEP 3: Once the flowers have been pollinated and become mature, the plant begins to wither and return its body to the soil to nurture the next generation. STEP 4: Then it will become an Adult plant.
####### Chantè Krüger
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- Plan an inquiry-based lesson using the seven-phase cycle as described in unit 3 by Van Uum et al (2016) using your children’s story book, the topic and the science concept that you have chosen in STEP 2. You must use the blank template in Addendum A which is also available on myUnisa. Read what is required in each section of the lesson plan carefully before filling it in. You can also refer to Table 3 and Table 3 and Figure 3 in your study guide, which explains each phase of the seven-phase cycle in respect of open IBSE.
ADDENDUM C: LESSON PLAN
Student name & number
Chanté Kruger 53918320
Grade & date
Grade 3 15 July 2021
Content area Ruimsig Subject Life Skills: Science and Technology Teaching in Foundation Phase
Type of lesson Plant Life cycle
Class lesson/Group work/Outdoor/Fieldwork Class lesson
Theme of the week
Life skill
Name of school Laerskool Horison Name of teacher
Lizelle Nel
Outcomes Learners are able to: Recite and draw the life cycle of a plant and name the three things plants need to grow. Concepts and new knowledge taught by means of the lesson
What concepts or new knowledge are you planning on teaching?
####### What is a life cycle?
What does it need to survive? How a plant grows? What type of plant or garden plant is it? What are the stages of a flowering plant? Why do plants need sunlight and water?
Differentiation provided (enrichment/learner support/concerns)
How are you making provision for learner enrichment/learner support? What concerns do you have?
Flash cards Picture cart activity Plant (Lesson): How to plant your own seed?
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What will be needed: 1. 2L Bottle 2. Sand or Soil 3. Seed 4. Water
Consolidation/Conclusion Provide a detailed description of your plan for the CONCLUSION of the lesson. Explain how you will consolidate the new knowledge, incorporate assessment of the objectives and wrap up. What follow-up activities will you use to consolidate/reinforce the lesson concepts/content taught?
Each learner learn to plant their own plant, and learn about the Life Cycle of a Plant. The teacher will then ask each learner questions about the Lesson.
Example of Questions:
- What did you learn about the Lesson?
- How does a Plant grow?
- What does the Plant need?
- How long does it take to grow? 5. Where do plant grows? ASSESSMENT
1) Assessor
Provide details of how you will assess the learners at the end of the lesson to determine whether they have achieved the objectives using any of these formats or any other method.
Self-assessment Peer assessment Teacher assessment
2) Forms Participation (answering questions, reading activities, dialogue, role play) Written work (writing exercises, essays, making models, drawings, painting etc.) Demonstrations (physical demonstrations, performing actions, experiments etc.) Models (collages, artwork, constructions, etc.)
3) Strategy/methods Questioning
Listening
Writing Observation
Reading Interpreting
Reviewing Watching video Listening comprehension 4) Assessment instrument
Checklist Assessment scale
Analytical rubric Holistic rubric
Other (give details)
####### Chantè Krüger
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REFLECTION It is necessary to reflect on the lesson you have presented by indicating the strengths, weaknesses and challenges, whether the objectives were met, what you would change, what you learnt from the lesson, and what you would do differently next time.
First of all, think of the curriculum you need to follow, and begin by breaking up subjects and topics into sections that can fit into a lesson time. To do this, you need to be clear about what you want to do. Learning objectives and learning outcomes will help you.
Preparing lessons concentrates on what you need to do to achieve the learning outcomes. Think of preparing your lessons in three parts.
These parts are: Introduction Main part of lesson Checking on learning in which you and your learners will find out what has been learned.
RESOURCES Provide evidence of all the teaching resources used for the lessons, e. photos of learners making the artwork, equipment, your homemade equipment, and teaching resources.
Teaching resources: - Seed - Worksheet - Book (The Amazing Life Cycle of a Plant) Equipment:
- 2L Bottle
- Sand or Soil
- Wool
####### Chantè Krüger
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- Describe how the following have been integrated in your inquiry-based theme plan: Language Learners will learn about the life cycles of a range of plants, they will also learn new vocabulary “words” how to plant witch step come first.
Mathematics – measurement Learners are able to measure the plant with a ruler to see how it is growing every day and make sure they keep record.
Mathematics – data handling Each learner will learn how long the Cycle of a Plant will grow and will do like a Data handling sheet to keep record of their plant.
- Suggest a design and technology activity that you could add to the inquiry-based theme plan. (± half a page). Consult Unit 6 in your study guide, planning for technology teaching and assessment, and make sure to include the design stages in your answer Design stages:
Identify a problem A problem is identified and stated.
Investigate The learners gather data and information, grasp concepts and gain insight. They find out about new techniques to solve technological problems. They use information-processing skills.
Design A design brief and design specifications are written possible solutions are drawn on paper. Several possible solutions are considered teamwork. The best solution that satisfies the specifications is selected.
Make The learners use tools and materials to develop a solution to the identified problem. This step involves building, testing and modifying a product or a system according to the design specifications.
Evaluate Evaluation is based on the design brief and/or specifications.
Communicate The learners’ drawings and written work, such as the design brief, the design specifications and their evaluation reports, form part of their design folios.
####### Chantè Krüger
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- Design a framework of assessment for science learning in the form of a concept map to assess your inquiry-based lesson that you prepared.
Concept map:
PLANT
Cold
Water
Heat
NEED NEED
Enough (Balance)
Not Enough (No Balance)
Plant Die Plant Grow
####### Chantè Krüger
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Study Guide – Life Skills: Science and Technology
Teaching in Foundation Phase
Story Book – The Amazing Life Cycle of a Plant
LSK3701 Life Skills: Science and Technology in Foundation Phase
Course: Life skills (Lsk3701)
University: University of South Africa
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