GR 5 Term 3 2018 NS&T Lesson Plan

Interesting Science fact #9
Birds sitting on power lines don’t get

electrocuted, because they sit on only
one power line. If the bird touches
any part of its body to another line, it
creates a circuit, causing electrocution.
NATURAL
SCIENCES
&
TECHNOLOGY
LESSON PLAN
GRADE 5 TERM 3
1 Grade 4 NATURAL SCIENCES TECHNOLOGY Term 3
A MESSAGE FROM THE NECT
NATIONAL EDUCATION COLLABORATION TRUST (NECT)
Dear Teachers
This learning programme and training is provided by the National Education Collaboration Trust (NECT)
on behalf of the Department of Basic Education (DBE)! We hope that this programme provides you with
additional skills, methodologies and content knowledge that you can use to teach your learners more
effectively.
What is NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate poverty
and reduce inequality by the year 2030. Improving education is an important goal in the NDP which
states that 90% of learners will pass Maths, Science and languages with at least 50% by 2030.
This is a very ambitious goal for the DBE to achieve on its own, so the NECT was established in 2015 to
assist in improving education.
The NECT has successfully brought together groups of people interested in education to work together
to improve education. These groups include the teacher unions, businesses, religious groups, trusts,
foundations and NGOs.
What are the learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District Development
Programme’. This programme works directly with district officials, principals, teachers, parents and
learners; you are all part of this programme!
The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
Curriculum learning programmes were developed for Maths, Science and Language teachers in
FSS who received training and support on their implementation. The FSS teachers remain part of the
programme, and we encourage them to mentor and share their experience with other teachers.
The FSS helped the DBE trial the NECT learning programmes so that they could be improved and used
by many more teachers. NECT has already begun this scale-up process. NECT has already begun this
scale-up process in its Universalisation Programme and in its Provincialisation Programme.
Everyone using the learning programmes comes from one of these groups; but you are now brought
together in the spirit of collaboration that defines the manner in which the NECT works. Teachers with
more experience using the learning programmes will deepen their knowledge and understanding, while
some teachers will be experiencing the learning programmes for the first time.
Let’s work together constructively in the spirit of collaboration so that we can help South Africa eliminate
poverty and improve education!
www.nect.org.za
2 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

CONTENTS
PROGRAMME ORIENTATION 4
CAPS AND THE LESSON PLANS 8-14
TOPIC OVERVIEW STORED ENERGY IN FUELS 1A - 3C 15-16
Week 1 Lesson 1A 17
Week 1 Lesson 1B 22
Week 1 Lesson 1C 27
Week 2 Lesson 2A 32
Week 2 Lesson 2B 37
Week 2 Lesson 2C 42
Week 3 Lesson 3A 46
Week 3 Lesson 3B 52
Week 3 Lesson 3C 57
TOPIC OVERVIEW ENERGY AND ELECTRICITY 4A - 6B 62-63
Week 4 Lesson 4A 64
Week 4 Lesson 4B 68
Week 4 Lesson 4C 72
Week 5 Lesson 5A 77
Week 5 Lesson 5B 81
Week 5 Lesson 5C 85
Week 6 Lesson 6A 90
Week 6 Lesson 6B 95
TOPIC OVERVIEW ENERGY AND MOVEMENT 6C - 7B 101-102
Week 6 Lesson 6C 103
Week 7 Lesson 7A 107
Week 7 Lesson 7B 112
TOPIC OVERVIEW SYSTEMS FOR MOVING THINGS 7C - 9C 117-118
GRADE 5 ASSESSMENT 151
Term 3 Assessment 152-153
Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 3

PROGRAMME ORIENTATION
Welcome to the NECT Natural Sciences & Technology learning programme! This CAPS compliant
programme consists of:
• A full set of lesson plans for the term (3 lessons per week)
• A resource pack with images to support the lesson plans
• A full colour poster for one topic
• An outline of the assessment requirements for the term
• A tracker to help you monitor your progress
Lesson Plan Structure
1. The Term 3 lesson plan is structured to run for 9 weeks.
2. Each week, there are three lessons, of the following notional time:
1 x 1 hour 30 minutes
2 x 1 hour
This time allocation of 3.5 hours per week is CAPS aligned.
Lesson Plan Contents
1. The lesson plan starts with a CONTENTS PAGE that lists all the topics for the term, together with
a breakdown of the lessons for that topic. You will notice that lessons are named by the week and
lesson number, for example, Week 8 Lesson 8C.
2. Every topic begins with a 2 - 4 page TOPIC OVERVIEW. The topic overview pages are grey,
making them easy to identify. The topic overview can be used to introduce the topic to learners.
The topic overview includes:
a. A general introduction to the topic that states how long the topic runs for, the value of the
topic in the final exam and the number of lessons in the topic.
b. A table showing the position of the topic in the term.
c. A sequential table that shows the prior knowledge required for this topic, the current
knowledge and skills that will be covered, and how this topic will be built on in future years.
Use this table to give learners an informal quiz to test their prior knowledge. If learners are
clearly lacking in the knowledge and skills required, you may need to take a lesson to cover
some of the essential content and skills. It is also useful to see what you are preparing learners
for next, by closely examining the ‘looking forward’ column.
d. A glossary of scientific and technological vocabulary, together with an explanation of each

word or phrase. It is a good idea to display these words and their definitions somewhere in the
classroom, for the duration of the topic. It is also a good idea to allow learners some time to
copy down these words into their personal dictionaries or science exercise books. You must
explicitly teach the words and their meanings as and when you encounter these words in the
topic. A good way to teach learners new vocabulary is to use ‘PATS’:

o POINT – if the word is a noun, point at the object or at a picture of the object as you say the
word.
o ACT – if the word is a verb, try to act out or gesture to explain the meaning of the word, as
you say it.
o TELL – if the word has a more abstract meaning, then tell the learners the meaning of the
word. You may need to code switch at this point, but also try to provide a simple English
explanation.
o SAY – say the word in a sentence to reinforce the meaning.
e. Understanding the uses / value of natural sciences & technology. It is very important to
give learners a sense of how science applies to their daily lives, and of the value that science
adds to their lives. Hold a brief discussion on this point when introducing the topic, and invite
learners to elaborate on the uses and value that this topic will have to their lives.
f. Personal reflection. At the end of every topic, come back to the topic overview, and
complete this table. In particular, it is important to note your challenges and ideas for future
improvement, so that you can improve your teaching the next year.
3. After the topic overview, you will find the INDIVIDUAL LESSONS. Every lesson is structured in
exactly the same way. This helps you and the learners to anticipate what is coming next, so that
you can focus on the content and skills. Together with the title, each lesson plan includes the
following:
a. Policy and Outcomes. This provides you with the CAPS reference, and an overview of the
skills that will be covered in the lesson. You can immediately see the SCIENCE PROCESS
AND DESIGN SKILLS that will be covered, and whether they are lower or higher order skills.
b. Possible Resources. Here, you will see the resources that you should ideally have for the
lesson. If you need to use the poster or pages from the resource pack, this will be listed here.
There is also a space for improvised resources, and you are invited to add your own ideas
here.
c. Classroom Management. Every lesson starts in the same way. Before the lesson, you must
write a question that relates to the previous lesson on the chalkboard. Train your learners to
come in to the classroom, to take out their exercise books, and to immediately try to answer
this question. This links your lesson to the previous lesson, and it effectively settles your
learners.
Once learners have had a few minutes to answer, read the question and discuss the answer.
You may want to offer a small reward to the learner who answers first, or best. Get your
learners used to this routine.
Next, make sure that you are ready to begin your lesson, have all your resources ready, have
notes written up on the chalkboard, and be fully prepared to start. Remember, learners will get
restless and misbehave if you do not keep them busy and focussed.
d. Accessing Information. This section contains the key content that you need to share with
learners. Generally, it involves sharing some new information that is written on the chalkboard,
explaining this information, and allowing learners some time to copy the information into their
exercise books. Train learners to do this quickly and efficiently. Learners must anticipate this
part of the lesson, and must have their books, pens, pencils and rulers ready.

Explain to learners that this is an important resource for them, because these are the notes
they will revise when preparing for tests and exams.
Checkpoint 1. Straight after ‘Accessing Information’, you will find two checkpoint questions.
These questions help you to check that learners understand the new content thus far.
e. Conceptual Development. At this point, learners will have to complete an activity to think
about and apply their new knowledge, or to learn a new skill. This is the most challenging part
of the lesson. Make sure that you fully understand what is required, and give learners clear
instructions.
Checkpoint 2. Straight after ‘Conceptual Development, you will find two checkpoint questions.
These questions help you to check that learners understand the new concepts and skills that
they have engaged with.
f. Reference Points for Further Development. This is a useful table that lists the relevant
sections in each approved textbook. You may choose to do a textbook activity with learners in
addition to the lesson plan activity, or even in place of the lesson plan activity. You may also
want to give learners an additional activity to do for homework.
g. Additional Activities / Reading. This is the final section of the lesson plan. This section
provides you with web links related to the topic. Try to get into the habit of visiting these links
as part of your lesson preparation. As a teacher, it is always a good idea to be more informed
than your learners.
4. At the end of the week, make sure that you turn to the TRACKER, and make note of your prog-
ress. This helps you to monitor your pacing and curriculum coverage. If you fall behind, make a
plan to catch up.
5. POSTER AND RESOURCE PACK. You will have seen that the Possible Resource section in the
lesson plan will let you know which poster or reference pages you will need to use in a lesson.
Please note that you will only be given these resources once. It is important for you to manage and
store these resources properly. Do this by:
●● Writing your name on all resources

●● Sticking Resource onto cardboard or paper
●● Laminating all resources, or covering them in contact paper
●● Filing the resource papers in plastic sleeves once you have completed a topic
Have a dedicated wall or notice board in your classroom for Natural Science and Technology.
●● Use this space to display the resources for the topic

●● Display the vocabulary words and meaning here, as well as the resources
●● Try to make this an attractive and interesting space
●● Display learners’ work on this wall – this gives learners a sense of ownership and pride

6. ASSESSMENT. At the end of the lesson plans, you will find the CAPS assessment requirements
for the term. You should refer to your prescribed textbooks and departmental resources for
examples of the relevant assessments.
Lesson Plan Routine
Train your learners to know and anticipate the routine of Natural Science and Technology lessons. You
will soon see that a good knowledge of this routine will improve time-on-task and general classroom
discipline and that you will manage to work at a quicker pace.
Remember, every Natural Science and Technology lesson follows this routine:
1. Classroom Management: settle learners by having two questions written on the chalkboard.
Learners take out their exercise books and pens, and immediately answer the questions. Discuss
the answers to the questions, and reward the successful learner.
2. Accessing Information: have key information written on the chalkboard. Explain this to learners.
Allow learners to copy this information into their books.
3. Checkpoint 1: ask learners two questions to check their understanding.
4. Conceptual Development: complete an activity to apply new knowledge or skills.
5. Checkpoint 2: ask learners two questions to check their understanding.
6. Reference Points for Further Development: links to textbook activities – you may choose to use
these activities as additional classwork activities, or as homework activities.
7. Tracker: fill in your tracker at the end of the week to track your progress.

A vehicle to implement CAPS
Teaching Natural Sciences & Technology can be exciting and rewarding. These lesson plans have been
designed to guide you to implement the CAPS policy in a way that makes the teaching and learning
experience rewarding for both the teacher and the learners.
To support the policy’s fundamentals of teaching Natural Sciences & Technology, these lesson plans use
the CAPS content as a basis and:
●● provide a variety of teaching techniques and approaches

●● promote enjoyment and curiosity
●● highlight the relationship between Natural Science and Technology and other subjects
●● where appropriate, draw on and emphasise cultural contexts and indigenous knowledge
systems
●● show the relationship between science, learners, their societies and their environments
●● aim to prepare learners for economic activity and self-expression
Content and Time Allocation
These lessons plans have been developed to comply with CAPS in respect of both content and time
allocation. In developing these lesson plans, we took into consideration the realities of teachers and to
this end, we made some simple adjustments, without deviating from policy, to make the teaching of these
lesson plans more achievable. The kinds of adjustments made include using some of the practical tasks
in the lesson plans for assessment purposes; and building in time for revision and exams during terms 2
and 4.
CAPS assigns one knowledge strand to form the basis of content in each term. These strands are as
follows:
●● Term 1: Life and Living

●● Term 2: Matter and Materials
●● Term 3: Energy and Change
●● Term 4: Planet Earth and Beyond
In most terms, there are Technology knowledge strands that complement the Natural Sciences strands.
There are three Technology strands, they are:
●● Structures
●● Systems and Control
●● Processing

Grade 5
Term 1 Term 2 Term 3 Term 4
Strands Strands Strands Strands

NS & Tech NS & Tech NS & Tech NS & Tech
Life and Living Structures Matter and Processing Energy and Systems and Planet Earth Systems and
Materials Change Control and Beyond Control
Plants and Skeletons and Metals and Processing Stored energy Systems for Planet Earth -
animals on structures non-metals materials in fuels moving things
Earth
Surface of the
Uses of metals Processed Energy and Earth
Animal materials electricity
Skeletons
Sedimentary
Energy and Rocks
Food Chains movement
Fossils
Life cycles
These lesson plans have been designed against the stipulated CAPS requirements with topics being allocated for the time prescribed by CAPS.
(Remember that some slight changes have been incorporated to accommodate time for revision, tests and examinations).
Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

The distribution of these strands across the year is summarised in the tables below:
9
These lesson plans have been designed against the stipulated CAPS requirements with topics
being allocated for the time prescribed by CAPS. (Remember that some slight changes have been
incorporated to accommodate time for revision, tests and examinations).
The time allocation by topic is summarised in the table below.

Remember that one week equates to 3,5 hours or three lessons: two lessons of 1 hour each; and one
lesson of 1½ hours.
GRADE 4 GRADE 5 GRADE 6

TERM Topic Time in Topic Time in Topic Time in
weeks weeks weeks
Term 1: • Living and non- 2 • Plants and 2½ • Photosynthesis 2½
living things animals on • Nutrients in 1½
Life and Earth
• Structures of 2½ Food
Living
plants and • Animal 1½ • Nutrition 1½
animals Skeletons
• Food 2½
• What plants • Food Chains 2½
1 Processing
need to grow • Life cycles 1½
• Eco Systems 2
• Habitats of • Skeletons and 2 and food webs
1
animals Structures
• Structures for
2½
animal shelters
(10 wks) (10 wks) (10 wks)
Term 2: • Materials around 3½ • Metals and 2 • Solids, liquids ½

us non-metals and gases
Matter
• Solid materials 2 • Uses of metals 2½ • Mixtures 1
and
Materials • Strengthening 2 • Processing 3½ • Solutions as 2½
materials materials special mixtures
• Strong frame 2½ • Processed ma- • Dissolving
2 1
structures terials • Mixtures and
2½
water resources
• Processes to
2½
purify water
(10 wks) (10 wks) (10 wks)

Term 3: • Energy and 2½ • Stored energy 3 • Electric circuits 2½
Energy transfer in fuels • Electrical 2
Energy • Energy around 2½ • Energy and 3 conductors and
and us electricity insulators
Change • Movement • Energy and • Systems to
2½ 1 2½
energy in a movement solve problems
system • Systems for • Mains
2½ 3 3
• Energy and moving things electricity
sound
(10 wks) (10 wks) (10 wks)

Term 4: • Planet Earth 2 • Planet Earth 1 • The solar 2½
• The Sun 1 • Surface of the 2½ system
Planet
• The Earth & the 1 Earth • Movements of 1
Earth
Sun • Sedimentary the earth and
and 2
Rocks planets
Beyond • The Moon 2
• Fossils • The movement
• Rocket Systems 2 2½ 1
of the Moon
• Systems
1
looking into
space
• Systems to 2½
explore the
Moon and Mars
(8 wks) (8 wks) (8 wks)

TOTALS 38 weeks 38 weeks 38 weeks

REFLECTING ON THE LESSONS THAT YOU TEACH
It is important to reflect on your teaching. Through reflection, we become aware of what is working and
what is not, what we need to change and what we do not. Reflecting on your use of these lesson plans
will also help you use them more effectively and efficiently.
These lesson plans have been designed to help you deliver the content and skills associated with CAPS.
For this reason, it is very important that you stick to the format and flow of the lessons. CAPS requires a
lot of content and skills to be covered – this makes preparation and following the lesson structure very
important.
Use the tool below to help you reflect on the lessons that you teach. You do not need to use this for
every lesson that you each – but it is a good idea to use it a few times when you start to use these
lessons. This way, you can make sure that you are on track and that you and your learners are getting
the most out of the lessons.
LESSON REFLECTION TOOL
Preparation
1. What preparation was done?
2. Was preparation sufficient?
3. What could have been done better?
4. Were all of the necessary resources available?
Classroom Management
Yes No
5. Was the question written on the board?
6. Was the answer written on the board?
7. Was the answer discussed with the learners in a meaningful way?
8. Overall reflection on this part of the lesson:
What was done well?
What could have been done better?

Accessing Information
Yes No
9. Was the text and/ or diagrams written on the chalkboard before the
lesson started?
10. Was the work on the board neat and easy for the learners to read?
11. Was the explanation on the content easy to follow?
12. Was the information on the board used effectively to help with the
explanations?
13. Was any new vocabulary taught effectively? (in context and using
strategies like PATS)
14. Were the learners actively engaged? (asked questions, asked for
their opinions and to give ideas or suggestions)
15. Were the checklist questions used effectively?

What was done well?

Conceptual Development
Yes No
17. Was the information taught in the ‘Accessing Information’ part of the
lesson used to foreground the activity?
18. Were clear instructions given for the conceptual development
activity?
19. Were the outcomes/answers to the activities explained to the
learners?
20. Could the learners ask questions and were explanations given?
21. Was a model answer supplied to the learners? (written or drawn on
the board)
21. Were the checklist questions used effectively?
22. At the end of the lesson, were the learners asked if they had
questions or if they needed any explanations?
What was done well?

TOPIC OVERVIEW:
Stored energy in fuels
Term 3, Weeks 1A – 3C
A. TOPIC OVERVIEW
TERM 3, WEEKS 1A – 3C
●● This topic runs for 3 weeks.

●● It is presented over 9 lessons.
●● This topic counts for 18% in the end-of-year exam.
●● This topic’s position in the term is as follows:
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON
A B C A B C A B C A B C A B C

LESSON
B. SEQUENTIAL TABLE
GRADE 4 GRADE 5 GRADE 6&7
LOOKING BACK CURRENT LOOKING FORWARD
●● Energy for life: we use energy ●● Fuels: energy stored in ●● Fossil fuels and electricity:
for everything we do fuels; the use of fuels as formed millions of years
●● Energy around us: energy sources of energy; everyday ago; coal, oil and gas; coal
stored in wood, coal, oil fuels such as coal, wood, used for power stations;
products, natural gas petrol, paraffin, gas, candle non-renewable resources
wax; output energy such as ●● Renewable and non-
heat and light
renewable sources of
●● Burning fuels: fuels need
energy
heat and air to burn
●● Heat transfer: conduction,
●● Safety regarding fire: threat
convection, radiation
to communities
●● Insulation and energy
saving
Grade 5 NATURAL SCIENCES TECHNOLOGY Term 3 15

●● We are aware of energy
around us, including
movement, heat, light,
sound
C. SCIENTIFIC AND TECHNOLOGICAL VOCABULARY

Ensure that you teach the following vocabulary at the appropriate place in the topic:
TERM EXPLANATION
1. sources A thing from which something comes from, from where it originates
2. released (release) When something flows or moves freely; allow to escape; to set free
3. rate One quantity measured against another; speed is a rate as it measures

distance against time.
4. input energy Input energy is the amount of energy going into a system.
5. output energy Output energy is the amount of energy going out of a system.
6. combustion Burning, or a chemical change that produces heat and light
7. deprived Removed or withheld from
D. UNDERSTANDING THE USES / VALUE OF SCIENCE

We use fuel in some form every day, so it is important to understand the uses and the safety
precautions needed when using fuels in any form. Fuels are non-renewable, so it is important to learn
ways in which to conserve this energy. Fires are a big threat to communities, so learning what to do in
the event of a fire could save lives.
E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:
Date completed:
Lesson successes:
Lesson challenges:
Notes for future

improvement:

TOPIC: Stored energy in fuels
Term 3, Week 1, Lesson A

1A Lesson Title: Energy is stored in fuels
Time for lesson: 1 hour
A POLICY AND OUTCOMES

Sub-Topic Fuels
CAPS Page Number 39
Lesson Objectives
By the end of the lesson, learners will be able to:
• describe different types of fuels

• describe what stored energy is.
1. DOING SCIENCE & TECHNOLOGY 

Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE
SCIENCE PROCESS SKILLS

1. Accessing & recalling 13. Interpreting
Information
 7. Raising Questions
Information

2. Observing 8. Predicting 14. Designing
3. Comparing 9. Hypothesizing 15. Making/ constructing
10. Planning 16. Evaluating and

4. Measuring
Investigations improving products
5. Sorting & Classifying  11. Doing Investigations 17. Communicating 

6. Identifying problems 12. Recording
& issues Information


B POSSIBLE RESOURCES
For this lesson, you will need:
IDEAL RESOURCES IMPROVISED RESOURCES

Resource 1: Food is fuel for your body
Resource 2: Stored energy
Resource 3: Energy from the Sun is stored
C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Where do we get our energy from?
3. Learners should enter the classroom, then discuss the question with the teacher and
answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
We get our energy from the food we eat.
D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):
FUELS
1. We use fuels every day.

2. We cook food, heat water to wash and we use light at night-time.
3. Fuels are substances that store energy.
4. Fuels are burned to make light or heat.
5. Coal, wood, paraffin, gas, candle wax, oil and petrol are types of fuels.
6. Food is also a fuel.
7. We eat food which is broken down by our bodies.
8. This process gives us energy.
2. Explain this to the learners as follows:
a. Remind the learners that in Grade 4 they learnt that there are many types of energy.
b. All our energy on Earth comes from the Sun.
c. Energy is then stored in many types of fuels.
d. Show learners Resource 2: ‘Stored energy’.
e. Explain that coal and wood are both types of fuel.
f. They have stored energy which is waiting to be used.
g. Food stores energy for us.

h. We use this energy to move and work.
i. Show learners Resource 1: ‘Food is fuel for your body’.
j. Explain that all the food we eat gives us energy to move and work.
3. Give learners some time to copy the above information from the chalkboard into their
workbooks.
Checkpoint 1
Ask the learners the following questions to check their understanding at this point:
a. What is a fuel?
b. Can you name three different fuels?
Answers to the checkpoint questions are as follows:

a. Fuels are substances that can be burned to make heat and light.
b. Any three of the following: coal, wood, paraffin, gas, candle wax, oil and petrol.
E CONCEPTUAL DEVELOPMENT
1. Explain the following to the learners:
FOSSIL FUELS
1. Plants use energy from the Sun, carbon dioxide and water to grow.
2. Plants store this energy in their leaves, roots and stems.
3. Wood also contains energy.
4. Burning wood changes this energy into light and heat.
a. Show learners Resource 3: ‘Energy from the Sun is stored’.
b. Point out that energy from the Sun is stored in the wood of the tree.
c. When this wood is burned, the energy that is stored in the wood is changed to light
and heat.
d. All fuels store energy.
3. Task 1: A Flow Diagram of Energy Changes
Draw a flow diagram from the following drawing:
Tree Wood Fire

Energy from the sun is stored in the tree's wood which is
released as light and heat when we burn wood.

Explain this to the learners as follows:
a. Draw a flow diagram of the drawing from the chalkboard.
b. Use arrows to show the direction in which the energy flows.
c. Discuss the answer with the class.
4. Model answer: Task 1
TASK 1 - FLOW DIAGRAM OF ENERGY FLOW
Sun tree wood fire
5. Task 2: Fuels are solids, liquids or gases.
TASK 2 - FUELS ARE SOLIDS, LIQUIDS OR GASES

Copy and complete the table below in your workbooks:
FUEL SOLID, LIQUID OR GAS?
coal
wood
candle wax
petrol
gas (methane)

a. Learners must copy the table into their workbooks.
b. Learners must complete the table.
c. Discuss the answers with the class.
7. Model answer: Task 2
MODEL ANSWER FUELS ARE SOLIDS, LIQUIDS OR GASES
FUEL SOLID, LIQUID OR GAS?
coal solid
wood solid
candle wax solid
petrol liquid
gas (methane) gas

Checkpoint 2
a. Where does all the energy on Earth start?
b. Is candle wax a solid, liquid or gas?

a. It starts with the Sun.
b. Candle wax is a solid.
8. Ask the learners if they have any questions and provide answers and explanations.
F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:
NAME OF TEXTBOOK TOPIC PAGE NUMBER

Study & Master Stored energy in fuels 108-109
Viva Stored energy in fuels 114-115
Platinum Stored energy in fuels 111-112
Solutions for All Stored energy in fuels 129-131
Day-by-Day Stored energy in fuels 103
Oxford Stored energy in fuels 80-81
Spot On Stored energy in fuels 47-48
Top Class Stored energy in fuels 75-76
Sasol Inzalo Bk B Stored energy in fuels 4-10
G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/energy_transfer_
storage/revision/6 [Energy transfer and storage]
2. https://goo.gl/k51yz7 (4min 18sec) [What is energy?]

Term 3, Week 1, Lesson B

1B Lesson Title: Fuels as sources of energy

Sub-Topic Fuels
CAPS Page Number 39
Lesson Objectives
• describe how energy from fuels keeps us warm and cooks our food
• describe how energy from fuels gives us light.

Specific
Aims

Information
 7. Raising Questions  Information


4. Measuring

& issues
 Information


Resource 4: Petrol and paraffin are fuels
Resource 5: Gas is a fuel
Resource 6: Candle wax is a fuel
What gives us our energy?
The food we eat gives us our energy.
SOURCES OF USEFUL ENERGY
1. Fuels are sources of useful energy.

2. Petrol or diesel are used in cars and trucks so that they can move.
3. The stored energy is changed into movement energy.
4. Coal is burned in power stations to make electricity.
5. We use electricity to do many things.
6. Electricity is used to run appliances, for cooking and for lighting.
7. Candle wax is a fuel.
8. When the wick is lit, the wax burns.
9. This gives us light and heat.
10. Paraffin and gas are fuels used for lighting, heating and cooking.
2. Explain fuels and petrol to the learners as follows:
a. Fuels are used every day.
b. We use the energy stored in them to do useful things.
c. Petrol and diesel give vehicles energy to move
d. Show learners Resource 4: ‘Petrol and paraffin are fuels’.
e. Petrol is a fuel made from oil that is drilled from deep down in the Earth.
f. It is put into vehicles to make them move.

3. Explain coal and candle wax as fuels to the learners as follows:
a. Coal is burned to turn the turbines in power stations.
b. This gives us electricity.
c. We use electricity to cook, provide light, for traffic lights and to run appliances.
d. Candle wax is burned to give light and heat.
e. Show learners Resource 6: ‘Candle wax is a fuel’.
f. Candles are an inexpensive way to provide light.
4. Explain paraffin and gas as fuels to the learners as follows:
a. Paraffin and gas are both used for lighting, cooking and heating.
b. Show learners Resource 5: ‘Gas is a fuel’.
c. Gas is used for cooking, as well as heating.
d. Show learners Resource 4: ‘Petrol and paraffin as fuels’.
e. Paraffin is an inexpensive fuel used for heating, lighting and cooking.
5. Give learners time to copy this information into their workbooks.
Checkpoint 1
a. Which two fuels do cars and trucks use?
b. What fuel do power stations use to make electricity?

a. Cars and trucks use diesel and petrol.
b. Power stations use coal.
1. TASK: FUELS AS SOURCES OF USEFUL ENERGY
Write the following on the chalkboard (always try to do this before the lesson starts):
FUELS AS SOURCES OF USEFUL ENERGY
Copy and complete the following table:
EXAMPLES OF FUELS WHAT IT IS USED FOR
petrol/diesel
gas
candle wax
coal
gas (methane)

2. Explain to the learners as follows:
a. Copy the table into their workbooks.
b. Fill in as many uses for the fuel as the learners can think of.
c. When the learners have completed their table, get them to share their answers with
a partner. They can change and adapt their own answers, if necessary.
d. Get some learners to share their answers with the class. Discuss these answers.
3. Model answer: Fuels as sources of useful energy
FUELS AS SOURCES OF USEFUL ENERGY
1. Copy and complete the following table:
EXAMPLES OF FUELS WHAT IT IS USED FOR
petrol/diesel to run cars and trucks
gas heating and cooking
candle wax lighting
making electricity in power stations,

coal
heating and cooking
gas (methane) heating and cooking
Checkpoint 2
a. What is petrol used for?
b. What is coal used for?

a. Petrol is a fuel that is used in cars and trucks to make them move.
b. Coal is used to make electricity in power stations and for heating and cooking.



Study & Master Stored energy in fuels 109
Platinum Stored energy in fuels 113
Oxford Stored energy in fuels 80
Spot On Stored energy in fuels 48

1. https://goo.gl/Z3R9KV [Stored energy in fuels]
2. http://www.kids.esdb.bg/basic.html [What is energy]
3. https://goo.gl/Z3R9KV (4min 38sec) [What is energy]

Term 3, Week 1, Lesson C

1C Lesson Title: Everyday fuels
Time for lesson: 1½ hours

Sub-Topic Fuels
CAPS Page Number 39
Lesson Objectives
• name examples of everyday fuels

• identify things that use fuel
• identify fuels as solid, liquid or gas.

Specific
Aims

Information
Information

2. Observing  8. Predicting 14. Designing
3. Comparing  9. Hypothesizing 15. Making/ constructing

4. Measuring
5. Sorting & Classifying 11. Doing Investigations 17. Communicating 




Resource 6: Candle wax is a fuel
What type of fuel do power stations use to make electricity?
Power stations use coal to make electricity.
EVERYDAY FUELS
1. Fuels are useful in our daily lives.

2. Many people use wood, gas, oil, candle wax, coal and paraffin for heating, cooking
or lighting.
3. Paraffin is a liquid fuel and must be carefully handled.
4. Methane gas is a gas and must also be carefully handled.
5. All fuels have stored energy.
6. This energy is released when it is burned.
7. The energy that is used to make the fuel burn is known as input energy.
8. Input energy can be from a match or lighter that is lit.
9. Different fuels need different amounts of input energy.
10. A paraffin lamp or gas catches alight very easily when a lit match is put to the fuel.
11. A wood fire needs more input energy than a paraffin lamp to make it burn.
a. Many types of fuels are useful to us in our everyday lives.
b. We use these fuels for heating and cooking.
c. Coal is burned to give us electricity.
d. We use electricity for many things every day.
e. We use it for cooking, heating and lighting.
f. Fuels need an input energy to light them.

g. A match or lighter can be used as input energy.
h. Show learners Resource 6: ‘Candle wax is a fuel’.
i. The match lights the wick of the candle.
j. The match is an input energy.
Checkpoint 1
a. Can you name two fuels that are used in everyday lives?
b. What can be used as input energy to light fuels?

a. Any two of the following: wood, oil, coal, paraffin
b. Either of the following answers: a match, a lighter
1. Write the following on the chalkboard (always try to do this before the lesson starts):
EVERYDAY FUELS
Copy and complete the following sentences. Choose a word from the list below. Underline
the chosen word.
petrol, stored, lighter, liquid, match, wood
1. A car needs fuel to make it move. Its fuel is ____.
2. This type of fuel is a ____.
3. An example of a solid fuel is ____.
4. All fuels have ___ energy.
5. Fuels need an input energy like a ____ or a ____ to get them to burn.
a. Copy and complete the sentences by choosing the correct word from the list.
b. Rewrite the sentences and underline the chosen word.
3. Give learners time to complete this task.
4. Model answer:
EVERYDAY FUELS
1. A car needs fuel to make it move. Its fuel is petrol.

2. This type of fuel is a liquid.
3. An example of a solid fuel is wood.
4. All fuels have stored energy.
5. Fuels need an input energy like a match or a lighter to get them to burn.

5. Task: An energy diary
TASK: AN ENERGY DIARY
1. Copy the table below into your workbook.

2. Fill in yesterday’s date, what time of the day you used a product that used fuel, what
it was you used, what did it do, and what fuel did it use.
What thing did
Date Time of day you use that What did it do? Type of fuel
uses fuel?
(morning,
midday or coal (to make
17th September kettle boiled water
evening) electricity)
morning
6. Explain this to the learners as follows: Copy and fill in the table using yesterday’s date.
a. The first example has been filled in.
b. Learners must remember all the things they used that use fuel.
c. Remember that in South Africa electricity is made by burning coal.
d. When learners have completed the table, discuss the different products that use
fuel.
e. Note: answers will vary.
7. Give learners time to complete this task.
Checkpoint 2
a. Can you give an example of a fuel that is a liquid?
b. What type of energy do all fuels have?

a. Petrol/ diesel is a liquid fuel.
b. All fuels have stored energy.



Day-by-Day Stored energy in fuels 104-105
Top Class Stored energy in fuels 77

1. https://goo.gl/gqSD92 [Fuels used in our daily life]
2. https://goo.gl/4Msyvw [Fossil fuel facts]


2A Lesson Title: Fuels give useful output energy

Sub-Topic Fuels
CAPS Page Number 39
Lesson Objectives
• identify the output energy of certain fuels

• describe the output energy from a fuel
• describe the usefulness of the output energy.

Specific
Aims

Information
Information

3. Comparing 9. Hypothesizing 15. Making/ constructing 

4. Measuring
5. Sorting & Classifying 11. Doing Investigations  17. Communicating 



Matches, candle, saucer
Can you give an example of a fuel that is a solid?
Either of the following answers: coal, wood
USEFUL OUTPUT ENERGIES FROM FUELS
1. When fuels start burning, their stored energy is released and changed to other forms
of energy.
2. We call this output energy.
3. Output energy can be heat, light and movement.
4. Fuels are used to get many useful forms of output energy.
5. Fuels have stored energy.
6. An input energy is used to light the fuel.
7. A match stick ia a source of an input energy.
8. A match has a small amount of energy.
9. When a fuel is lit, the stored energy is changed to an output energy.
a. All fuels have stored energy.
b. They need a small input energy to light them.

Checkpoint 1
a. Give two examples of output energy from a particular fuel?
b. What must happen to a fuel to change the stored energy of the fuel to an output
energy?

a. Any of the following answers: heat, light, movement
b. The fuel must be lit.
CHANGING STORED ENERGY TO OUTPUT ENERGY
output energy
small input light fuel such stored energy of
such as heat,
energy such as as candle wax, fuel is changed
light and
match or lighter is paraffin, coal, to useful output
movement is
uaed wood energy
used

a. The burning of fuel is a process.
b. This can be shown in a flow diagram.
c. Point out that the input energy used is small compared to the stored energy of the
fuel.
d. The matchstick will burn out quickly.
e. The candle it has lit will stay alight for a long time.
f. This is because it has stored energy.
g. The stored energy of the fuel changed into useful output energy.
3. Give learners time to write this information in their workbooks.

4. Do the following as a teacher-led demonstration:
ENERGY STORED IN A FUEL
You will need:
some matches
a short, small candle
a saucer.
METHOD
1. Light a match.
2. Leave the match in the saucer to burn.
3. Count how many seconds this takes.
4. Use a second match to light a candle.
5. Drip some wax into the saucer and place the candle upright on this wax.
6. Leave the candle to burn.
7. Time how long it takes for the candle to burn out.
a. The match has a small amount of stored energy.
b. It did not take long to burn out.
c. A match is used to light the candle.
d. The candle takes a long time to burn out.
e. The difference between the energy you put in and the energy the candle gave out is
how much energy was stored in the candle.
f. The output energy from the fuel is bigger than the input energy needed to make the
fuel burn.
Checkpoint 2
a. Does a match have a little or a lot of input energy when it is lit?
b. What is the output energy of a candle once it is lit?

a. A match has little input energy when it is lit.
b. A candle will have light energy (and a bit of heat energy) once it is lit.



Study & Master Stored energy in fuels -

1. http://www.tomnewbyschool.co.za/wp-content/uploads/2016/07/Grd-5-NS-Tech-T3-
2016-approved.pdf [Stored energy in fuels]
2. https://goo.gl/fCdM1D [Fuels - Teachers for Technology and Science]


2B Lesson Title: Burning fuels

Sub-Topic Fuels
CAPS Page Number 39
Lesson Objectives
• investigate various fuels by burning them

• describe the input energy needed to burn them
• describe the output energy obtained from the fuel.

Specific
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

Information
Information


4. Measuring




Any three of the following fuels: a small piece
of wood, a small piece of coal, a candle, a
piece of string soaked in paraffin, a peanut,
matches or a lighter, a pair of tongs
What is the output energy of coal once it is lit?
The output energy of coal is heat and a little light.
COMPARING DIFFERENT FUELS
1. When fuels start burning, the stored energy inside is released.

2. Some fuels burn more quickly than others.
3. Some fuels catch alight more easily than others.
4. Some fuels produce more waste than others.
5. When fuel is burned, it is changed into other forms of energy, like heat and light.
a. Fuels are burned to release the stored energy inside the fuel.
b. Fuels burn at different rates.
c. Some fuels, like paraffin and petrol, catch alight easily.
d. Some fuels, like coal and wood, take more input energy to catch alight.
e. Some fuels, after they have been burned, produce waste.
f. Coal leaves ash behind, and petrol releases carbon dioxide into the air.

Checkpoint 1
a. Do all fuels burn at the same rate? Give examples to explain your answer.
b. What waste does coal leave behind once it has been burned?

a. No, fuels burn at different rates. Gas will burn quickly while coal will burn slowly.
b. Coal leaves ash behind as waste.
COMPARE DIFFERENT FUELS
Type of fuel Input energy Time needed to Output energy

catch alight
1.
2.
3.

b. Learners can fill in the type of fuel before the investigation.
c. After each fuel is burned, they must complete the relevant section on the table.
3. Do the following investigation as a teacher-led demonstration:
INVESTIGATION: COMPARE DIFFERENT FUELS
You will need any three of the following fuels:
a small piece of wood
a small piece of coal
a candle
a piece of string soaked in paraffin
a peanut
matches or a lighter
a pair of tongs.

METHOD
1. Choose any three of the fuels above.
2. Use the tongs to hold one fuel at a time.
3. Light the fuel with matches or a lighter.
4. Learners must observe what happens by:
a. timing how long each fuel takes to catch alight from when the input energy
makes contacts with the fuel
b. working out the output energy (light and/or heat).
5. Learners must record their observations in the table in their workbooks.
a. Each fuel will take different times to catch alight.
b. Each fuel will have different levels of output energy (some will be hotter or give a
brighter light than others).
c. Discuss the different fuels that have been burned.
d. Ask the learners which fuel they would choose to keep warm.
Coal or wood
e. Ask the learners which fuel they would use to give them light.
Candle
5. Model answer: (Answers will vary depending on fuels chosen.)
COMPARE DIFFERENT FUELS
Type of fuel Input energy Time needed to Output energy

catch alight
1. coal lighter 30 seconds heat, little light
2. candle lighter 3 seconds light, little heat
3. paraffin lighter immediate light and heat
Checkpoint 2
a. Name a fuel that would take more input energy to catch alight (take a longer time)
than candle wax?
b. What useful output energy does paraffin give us?

a. Either of the following: coal, wood
b. Paraffin gives us heat and light energy.




1. https://www.mycyberwall.co.za/get-smart/science/grade-5/stored-energy-fuels
[Stored energy fuels]
2. https://goo.gl/2KYyku (2min 58sec) [Energy in a peanut experiment]
3. idrange.org/_literature_143086/Fires – Favourites - Demonstration [Lesson plan: fire
favourites]


2C Lesson Title: Fuels need heat and air

Sub-Topic Burning fuels
CAPS Page Number 39
Lesson Objectives
• describe the three things needed for a fire to burn

• draw the fire triangle.

Specific
Aims

Information
Information


4. Measuring
5. Sorting & Classifying 11. Doing Investigations 17. Communicating




Resource 7: The fire triangle
What useful energy does coal give us when it is burned?
Coal gives us heat and a little light when it is burned.
FUELS NEED HEAT AND AIR
1. Burning fuel provides us with energy that we can use.

2. Burning fuel needs some energy to start burning.
3. Heat energy is needed to make the fuel catch alight.
4. A match or lighter gives this input energy.
5. Once fuel is burning, it needs oxygen to keep burning.
6. Fuel gets oxygen from the air around it.
a. A fire needs fuel, heat and oxygen from the air to burn.
b. A match or lighter provides the input energy as heat.
c. This sets the fuel alight.
d. The fire gets oxygen from the air to keep burning.
e. Fuel will not burn if it does not have the heat to set it alight or the oxygen to keep it
burning.

Checkpoint 1
a. What three things does a fire need to burn?
b. Where is the oxygen that a fire needs to keep burning?

a. A fire needs fuel, heat and oxygen to burn.
b. Oxygen is in the air.
1. Write and draw the following on the chalkboard (always try to do this before the lesson
starts):
THE FIRE TRIANGLE
1. A fire needs fuel, heat and oxygen to burn.

2. If any of these three parts is missing, the fire will not burn.
3. Another word for burning is combustion.
4. When we take one of the three things away from a fire, we say we are depriving it.
a. Without fuel, heat or oxygen, a fire will not burn.
b. If one of these three things is taken away from the fire, we say we deprive it.
c. Another important word is combustion.
d. Combustion is another word for burning.
Checkpoint 2
a. What does combustion mean?
b. What happens if fuel, heat or oxygen is taken away from a fire?

a. Combustion means burning.
b. The fire is deprived, and it will not burn.



Solutions for All Stored energy in fuels 136
Oxford Stored energy in fuels 86

1. http://k8schoollessons.com/burning-and-change/ [Combustion facts]
2. https://goo.gl/wTxFre (5min 35sec) [Epic Science - Fire Triangle Experiment]


3A Lesson Title: Burning fuels

Sub-Topic Investigate candles burning
CAPS Page Number 39
Lesson Objectives
• conduct an experiment to investigate candles being deprived of oxygen, and their
burning times
• observe the results of the investigation
• record information in a table.

Specific
Aims

Information
Information

2. Observing 8. Predicting  14. Designing

4. Measuring  Investigations improving products



Four candles, four saucers, matches or a
lighter, a watch or clock, four glass bottles or
containers of different sizes (small, medium,
large, extra-large), water
What three things does a fire need to burn?
A fire needs fuel, heat and oxygen to burn.
COMBUSTION
1. For combustion to take place, a heat source, fuel and oxygen are needed.
2. To burn a candle, a heat source such as a match is needed to light it.
3. Candle wax is the fuel.
4. When the candle wax has burned down, the candle will go out.
5. The candle will also need oxygen to keep burning once it is alight.
a. Ask learners to look at the fire triangle they drew in their workbooks in the previous
lesson.
b. A fire needs fuel, heat and oxygen to burn.
c. Heat is needed to set the candle alight.
d. This heat can be a match or a lighter.
e. The candle wax is the fuel.
f. When the candle wax has burned down, the candle will go out.

Checkpoint 1
a. What is the heat source used to light a candle?
b. What is the fuel used to keep a candle alight?

a. Either of the following answers: a match or a lighter.
b. Candle wax is the fuel used to keep a candle alight.
1. Draw the following on the chalkboard (always try to do this before the lesson starts):
WHAT HAPPENS WHEN A LIT CANDLE IS DEPRIVED OF OXYGEN?

Results:
Time taken for candle to go out
Size of glass container
(seconds)
small
medium
large
extra-large
2. Do this investigation as a teacher-led demonstration.
WHAT HAPPENS WHEN A LIT CANDLE IS DEPRIVED OF OXYGEN?
YOU WILL NEED:

four candles
four saucers
matches or a lighter
a watch or clock
four glass bottles or containers of different sizes (small, medium, large, extra-large)
water.

METHOD
1. Light one candle.

2. Drip some wax in the middle of a saucer.
3. Mount the candle on the saucer.
4. Pour some water in the saucer.
5. Repeat Steps 1-4 for the other three candles and saucers.
6. Light the first candle.
7. Place the small container over the candle.
8. Time how long it takes for the candle to go out.
9. Learners must record this time in the table in their workbooks.
10. Repeat this with the other three candles.

a. Learners must observe the investigation carefully.
cover the candle as shown with each of the different sized bottles
b. The time it takes for the candle to burn out when a container is placed over the lit
candle must be recorded in the table.
QUESTIONS
1. What was the heat source that provided the energy to light the candle?
2. What is the fuel?
3. In which glass container did the candle stay alight the longest?
4. In which glass container did the candle burn out the fastest?
5. Why did the candle stay alight for longer in the largest container?

a. Learners must answer the questions in their workbooks.
b. When learners have finished writing their answers down, they must share their
answers with a partner.
c. Ask some leaners to share their answers with the class.
d. Discuss these answers with the learners.
6. Model answer:
ANSWERS
1. What was the heat source that provided the energy to light the candle?
Either a match or a lighter
2. What is the fuel?
The candle wax is the fuel.
3. In which glass container did the candle stay alight the longest?
The largest container
4. In which glass container did the candle burn out the fastest?
The smallest container
5. Why did the candle stay alight for longer in the largest container?
The candle stayed alight in the largest container as there was more oxygen in the
largest container.
Checkpoint 2
a. In which size glass container will a candle burn the longest: small, medium or large?
b. Why does the candle burn longest in this glass container?

a. A candle will burn longest in a large glass container.
b. A large glass container will have more oxygen than the smaller containers.




1. https://www.education.com/activity/article/candle-snuffing-contest/ [Candle Burning
Experiment]
2. https://goo.gl/OgGQ6w (1min 51sec) [Underwater Candle - Science Experiment]
3. https://goo.gl/ZLpzAB [Candle in a bottle experiment]


3B Lesson Title: Safety with Fire

Sub-Topic Fires can be a threat
CAPS Page Number 39
Lesson Objectives
• name some of the causes of fires
• conduct a fire drill both at home and at school
• critically evaluate the fire drill practice.

Specific
Aims

Information
Information

2. Observing 8. Predicting 14. Designing 
4. Measuring



Resource 9: Five fire safety tips
What gas does a fire need to keep burning?
A fire needs oxygen to keep burning.
CAUSES OF FIRES
1. Controlled fires are useful as they provide heat to keep us warm and enable us to
cook our food.
2. When not controlled, fires can be very harmful.
3. Cooking and heating are the most common causes of uncontrolled fires in homes.
4. Uncontrolled fires can harm plants, animals and people.
5. It is important to prevent fires.
6. Be careful when using fuel, especially candles and paraffin lamps.
7. Both fall over easily.
a. Fires are a big threat to some communities.
b. In areas where houses are built close together, a fire can jump from house to house.
c. It is important to be careful when fuel is being lit for heating or lighting.

Checkpoint 1
a. What are the two most common causes of fire accidents in the home?
b. Why is it dangerous to leave a candle unattended?

a. Unsupervised heating and cooking are the two most common causes of fire
accidents in homes.
b. It is easy for the wind to blow some item onto the candle, or for the candle to fall
over, and this will start a fire.
SOME FIRE RULES
1. Keep matches and lighters away from children.

2. Do not light a fire outside on a windy day.
3. Do not leave a room with a candle burning.
4. Never leave candles or lamps unattended.
5. Do not put candles and paraffin lamps near the edges of tables.
6. Do not throw water on a fire in the kitchen.
7. If you throw water on burning oil, the fire will spread.
8. Try and put a lid on the pan.
A FIRE DRILL FOR YOUR HOME
1. Make a family escape plan and make sure everybody knows what to do.
2. There should be two escape routes.
3. Have a meeting place outside your home so that you will know whether everyone is
safe, if there is a fire.
4. Crawl along the floor if there is smoke.
5. Roll up in a blanket or carpet if your clothes catch alight.
6. This stops the oxygen from getting to the flames.
2. Explain the following about fires to the learners:
a. There are many things you should know about what to do if there is a fire.
b. Not all fires are the same.
c. Water will put out most fires, but do not use water on burning oil, or anywhere near
electricity.
d. If you do this, the fire will spread.
e. Switch off the electricity and try to put a lid on the pot with burning oil.
f. Do not leave candles, paraffin lamps or stoves unattended.

3. Explain the following about making a fire drill plan for their families to the learners:
a. Learners should make a fire drill plan for their families.
b. Plan two escape routes from the house.
c. All people living in the house need to know about these escape routes.
d. In a house that is on fire, crawl along the floor as smoke rises.
e. Do not open a closed door, in case there is a fire in that room.
f. Test the handle of the door to see if it is hot.
g. If it is not hot, then you can open the door.
h. If your clothes catch fire, roll up in a blanket. This stops the oxygen from getting to
the flames and the fire will die out.
i. It is important that you decide on a meeting point outside the house.
j. This will help you to know if everyone is safe.
k. Show learners Resource 9: ‘Five fire safety tips’.
l. Read through all the safety tips to the learners.
Checkpoint 2
a. Why should you roll up in a blanket or carpet if your clothes catch alight?
b. Should all uncontrolled fires be treated in the same way?

a. The blanket stops oxygen from getting to the flames, so the fire will go out.
b. No, fires are different. Water should not be put on oil or electrical fires.




1. https://goo.gl/6BN97o (4min 38sec) [The seven most common causes of house fires]
2. http://www.ducksters.com/science/earth_science/forest_fires.php [Forest fires]
3. https://www.youtube.com/watch?v=JJlSJokQE4g (6min 59sec) [Super smart fire
safety rules for kids]


3C Lesson Title: Safety with fire

Sub-Topic What to do if there is a fire accident.
CAPS Page Number 39
Lesson Objectives
• give appropriate ways of stopping fires
• know emergency phone numbers
• describe the steps for a fire drill.

Specific
Aims

Information
Information

2. Observing  8. Predicting 14. Designing 

4. Measuring




Resource 10: Fire drill safety tips
If there is a lot of smoke, what should you do to get outside?
If there is a lot of smoke, you should crawl on the floor to get out as smoke rises.
FIRES
1. Fires need three things to burn:

a. an input energy to catch alight, like a match or a lighter
b. fuel, such as candle wax, paraffin, coal or petrol
c. oxygen.
2. You can stop a fire by:
a. stopping access to oxygen by covering a person in a blanket
b. pouring water on fires that are not caused by oil or electricity
c. putting a lid on a pot of burning oil to stop the supply of oxygen
d. turning off the electricity at the mains switch.
3. If you see a fire:
a. get out of the building
b. learn these important emergency numbers:
c. Fire: 107
d. Police: 10111
e. Cell phone operators: 112.

a. It is important to know what to do if there is a fire.
b. It is a good idea to practise with your family and your school, in case there is a fire.
c. This is called a fire drill.
Checkpoint 1
a. What is the phone number of the fire department?
b. If there is a fire, what do we call the practice we then follow?

a. The phone number is 107.
b. This practice is called a fire drill.
PLAN AND PRACTICE A FIRE ESCAPE PLAN FOR THE SCHOOL
1. If there is a fire in your school, it is important that everyone moves to a safe place.
2. This is called a fire drill.
3. Find out what steps need to be taken during a fire drill, so you know how it works:
a. What signal is used?
b. Which grades go through which exits?
c. Where are the assembly points?
d. Where are the class registers kept?
e. Who takes the roll call to make sure everyone is outside and safe?
f. Who will call the emergency services?
4. Copy and complete the table below (keep a copy behind the classroom
door):
TABLE OF INFORMATION FOR FIRE DRILL
Signal (siren, school bell, whistle)
Exits for each grade Gr 1:

Gr 2:
Gr 3:
Gr 4:
Gr 5:
Gr 6:
Gr 7:

Assembly points
Place where class registers are kept
People in charge of roll call Gr 1:

Gr 2:
Gr 3:
Gr 4:
Gr 5:
Gr 6:
Gr 7:
Phone number for emergency services

a. Show learners Resource 10: ‘Fire drill safety tips’.
a. Read through these steps with the learners.
b. Learners must find out about the fire drill steps for the school.
c. Ask them to compare these steps to the steps in Resource 10: ‘Fire Drill Safety
Tips’.
d. Ask learners to copy the table from the chalkboard.
e. Learners must fill the required information in on the table drawn in their workbooks.
f. Assist them to get this information.
g. Information will vary for each school.
h. Once you have completed the table, place a copy behind the classroom door.
3. ACTIVITY: FIRE DRILL PRACTICE
1. Tell the whole school in an assembly about what to do in case of a fire.

2. Hold a fire drill practice.
3. Observe what happens.
4. Discuss ways in which the fire drill can be improved.
5. Write these improvements down in your workbook.
6. If possible, have a second fire drill practice with the improvements implemented.
a. Get the learners to present the steps for a fire drill to the rest of the school.
a. Ask the head’s permission to hold a fire drill practice.
a. Learners must observe what happens.
a. After the fire drill, learners must write down the improvements in their workbooks.
5. Model answer (answers may vary):
IMPROVEMENTS FOR FIRE DRILL PRACTICE
1. Classes must walk quickly to the assembly point in a line.

2. Learners must be quiet until dismissed after the roll call.
3. No running is allowed.

Checkpoint 2
a. What is an assembly point?
b. What is the signal for a fire in your school?

a. An assembly point is a place for a group to meet in an emergency.
b. Answers will vary according to the signal that the school uses.



1. http://classroom.kidshealth.org/3to5/personal/safety/fire_safety.pdf [Fire safety]
2. https://goo.gl/3VmKCL (9min 32sec) [Fire safety: what every child should know]
3. https://goo.gl/N6lx5D (4min 13sec) [Stop, drop and roll]

TOPIC OVERVIEW:
Energy and electricity
Term 3, Weeks 4A – 6B
A. TOPIC OVERVIEW
TERM 3, WEEKS 4A – 6B
●● This topic runs for 2½ weeks.


LESSON

LESSON
B. SEQUENTIAL TABLE
●● Input and output energy ●● Cells and batteries store ●● Simple circuits: systems for
●● Energy can be transferred energy transferring energy
from a source to where it is ●● Circuits are systems that ●● Simple circuits have
needed transfer electrical energy to a source of energy,
where it is needed conducting material, devices
●● Make a simple circuit with a for changing electricity into
cell, wires and a light bulb
a useful output energy
●● From the power station,
●● A circuit is a complete
electricity is transferred in
pathway for electricity
a circuit to our homes and
●● A switch can break or
back to the power station
complete the circuit pathway
●● The power station needs a
source of energy in the form ●● Draw simple closed circuit
of a fuel such as coal diagrams
●● Draw and write the pathway ●● The national electricity
that electrical energy makes supply system: energy
from the power station to transfers in the national
our homes and schools grid; conserving electricity in
the home

●● Safety precautions to be
taken when working with
electricity

TERM EXPLANATION
1. transferred Moved from one place to another
2. component A part of something, especially in an electrical circuit or motor
3. generated Has been made
When water is heated up it changes to a gas (vapour) called steam; the

4. steam
white mist of water droplets in the air from boiling water
5. overload Too many of something
6. exposed Make something visible by uncovering it
7. conductor A material that allows the flow of electrical energy through it is called a
conductor – this material conducts electricity
8. electrical circuit Pathway to and from the electrical source where it is needed
9. pylons High structures designed to hold electrical cables off the ground
10. transmission lines Thick cables that carry electricity from the power station to a substation
11. turbine A giant fan that turns and makes electricity

Modern life depends on the availability of electrical energy, so it is important for us to understand
simple electrical circuits. Most of us use electricity every day to run appliances, give us light and
to make things move. Electricity can be dangerous so it is important to know what to do in an
emergency.
Date completed:
Lesson successes:
Lesson challenges:
Notes for future

improvement:

TOPIC: Energy and electricity

4A Lesson Title: Cells and batteries

Sub-Topic Cells and batteries
CAPS Page Number 40
Lesson Objectives
• describe how electrical energy is stored in cells and batteries
• define what a cell and battery are.

Specific
Aims

Information
Information


4. Measuring




Resource 11: Cells A torch with batteries
Resource 12: A battery
Resource 13: A torch
Why is it important to practise a fire drill?
It is important to practise a fire drill, so that if there is an emergency, learners will know what to
do and where to go.
CELLS AND BATTERIES
1. Fuels store energy.

2. Fuels are burned to give heat, light or movement energy.
3. Cells and batteries store energy.
4. They store chemical energy that is changed into electrical energy.
5. Energy is stored inside the cell until it is needed to power a device.
6. The two ends of a cell are different.
7. One is called the positive (+) end and the other the negative (-) end.
8. Two or more cells together make a battery.

9. A battery will store more chemical energy than a cell.
10. When all the chemical energy has been used up, we say the cell or battery is flat.

a. Show learners Resource 11: ‘Cells’.
b. Explain that in everyday life we talk about batteries.
c. In science, we talk about cells.
d. One battery is a number of cells joined together.
e. Show learners Resource 12: ‘A battery’.
f. Explain that inside the plastic casing, there will be a number of cells.
g. Cells and batteries store chemical energy.
h. This energy is changed to electrical energy.
i. Batteries and cells are dead when all the chemical energy has been used up.
Checkpoint 1
a. What type of energy does a cell store?
b. What is a battery?

a. A cell stores chemical energy.
b. A battery is a number of cells joined together.
HOW A TORCH WORKS
1. Cells are used to make a torch light up.

2. Together they make a battery.
3. The energy from the battery is transferred to the torch bulb.
4. The torch bulb lights up when it is switched on.
5. The torch bulb gives off light energy and heat
energy.
a. Show learners Resource 13: ‘A torch’.
b. The two cells make a battery.
c. When you switch on the torch, the energy stored in the battery is transferred to the
torch bulb.
d. The bulb gives off light and a little heat.
e. When the battery is dead, the torch will not give off light.
f. Point out the switch on the torch.
g. Point out the two cells with their positive and negative ends.
h. If the teacher has a torch, demonstrate this to the learners.
i. Also show them that the positive end of a cell has to connect with the negative end
of the next cell.

Checkpoint 2
a. Where does a torch get its energy from?
b. What energy does a torch give off?

a. A torch gets its energy from the battery (or cells).
b. A torch gives off light and heat energy.


Study & Master Energy and electricity 120-121
Viva Energy and electricity 129-130
Platinum Energy and electricity 128-129
Solutions for All Energy and electricity 148-149
Day-by-Day Energy and electricity 113-114
Oxford Energy and electricity 91-92
Spot On Energy and electricity 54
Top Class Energy and electricity 88
Sasol Inzalo Bk B Energy and electricity 30-34

1. https://goo.gl/87sAVY [Cells and batteries]
2. https://goo.gl/ucRqj6 (7min 47sec) [Science - Electricity – Cell, battery and symbols
for circuit]


Lesson Title: Electrical energy is transferred / Cells
4B & Batteries

Sub-Topic Electrical energy transfer
CAPS Page Number 40
Lesson Objectives
• follow the pathway of an electrical circuit
• list the three parts that a circuit must always have
• identify these three parts in the electrical circuit of a torch.

Specific
Aims

Information
Information


4. Measuring



Resource 13: A torch
What type of energy does a cell store?
A cell stores chemical energy.
ELECTRICITY IS TRANSFERRED IN A CIRCUIT
1. Electricity is a type of energy.

2. Electricity travels from the battery to the light bulb.
3. It then travels back again to the battery.
4. This path is called the electrical circuit.
5. The path is made using connecting metal wire.
6. A circuit transfers electricity from its source (a battery or mains electricity) to where it
is needed.
7. Electrical energy needs a complete pathway to travel along.
8. An electric circuit must always have three parts:
a. a source of energy like a cell or battery
b. a path for the electrical energy to flow along
c. an output component that changes the electrical energy to the needed energy,
such as a light bulb or a buzzer.

a. Electrical energy must flow along a pathway.
b. This pathway must be a loop.
c. It must go from the source, to the output device and back again.
d. Three things must be present in a circuit: the source of energy (cell or battery), the
path for the electrical energy to flow along, and an output component such as a
blight bulb, a buzzer or a motor.
e. If there is a break in the pathway, the circuit will not work.
Checkpoint 1
a. What three things must an electrical circuit have?
b. Can you give an example of a source of energy?

a. A circuit must have a source of energy, a pathway and an output device.
b. A source of energy for an electrical circuit would be a cell or a battery.
2. THE CIRCUIT FOR A TORCH
The electrical circuit in a torch

1. The arrows show the direction in which the electrical energy flows.
2. When the switch is on, the electrical energy will flow from the cells.
3. It flows through the light bulb and back to the cells.
4. This is a complete pathway.
a. Point out the three parts that a circuit must have on the drawing of a torch.
b. A circuit must have a source of energy (the cell), a path (follow the arrows) and an
output component (the light bulb).
c. Get learners to trace the path with their fingers once they have drawn the torch in
their workbooks.

Checkpoint 2
a. What is the output component in a torch?
b. When the switch is switched on, does this make the pathway complete?

a. The output component is the light bulb.
b. Yes, it does.


Study & Master Energy and electricity 122
Viva Energy and electricity 130-131
Platinum Energy and electricity 130
Day-by-Day Energy and electricity 114-115
Oxford Energy and electricity 93-94
Top Class Energy and electricity 89

1. https://goo.gl/vThN0u (6min 49sec) [Electricity - Bill Nye the Science Guy]
2. https://goo.gl/p42HM3 [Lesson plan of electric circuit Grade V]
3. https://goo.gl/wsdAA9 (4min 21sec) [Electrical circuits: energy transfer and
conservation]


Lesson Title: Making a simple circuit - Cells &
4C Batteries

Sub-Topic Making a simple circuit
CAPS Page Number 40
Lesson Objectives
• make a simple circuit with a cell and a light bulb
• describe that a circuit needs to be closed for the output device to work.

Specific
Aims

Information
Information


4. Measuring




Resource 14: A simple circuit
Resource 15: Components of an electrical
circuit
A 1,5V cell; electrical wire – about 40 cm, a A pair of scissors may be used instead of a
light bulb, a light bulb holder, a wire stripper wire stripper
(to take the plastic off the ends of the wire), a A knife may be used instead of a screw
small screw driver, insulation tape driver
What three things must an electric circuit have?
An electric circuit must have a source of power, a pathway and an output component.
PARTS OF ELECTRICAL CIRCUITS
1. Electrical circuits are made up of many parts.

2. These parts are called components.
3. The cell is the source of energy for the circuit.
4. The wire connects the components.
5. This makes the pathway for the electrical energy to flow along.

a. Electrical circuits are made up of a number of components.
b. For electricity to flow through a circuit, all the components must be connected with
wire.
c. If there is a switch, the switch must be on for the circuit to work.
d. Show learners Resource 15: ‘Components of an electrical circuit’.
e. Explain each component to the learners.

Checkpoint 1
a. What do we call the parts that make up an electrical circuit?
b. Which of these components is the source of energy for a circuit?

a. We call these components.
b. The cell will be the source of energy for a circuit.
ACTIVITY: MAKE A SIMPLE CIRCUIT
MAKE A SIMPLE CIRCUIT

You will need:
a 1,5V cell
electrical wire – about 40 cm
a light bulb
a light bulb holder
a wire stripper (to take the plastic off the ends of the wire)
a small screw driver
insulation tape
METHOD
1. Cut the wire into two equal lengths.
2. Remove about 1cm of plastic from each end.
3. Tape one end of a piece of wire to the positive (+) end of the cell.
4. Tape one end of the other piece of wire to the negative (-) end of the cell.
5. Join the two free ends of the wires to the bulb holder.
6. Either unscrew the screws a bit, or twist the wire around the screw and tighten,
or tape the ends of the wire to the screws.
8. Take the one wire off the light bulb.
10. Tidy up the workspace.


a. This can be a teacher-led demonstration or put learners into groups of 4-6.
b. Read through what is on the chalkboard.
c. Make sure the learners understand what all the components and tools are.
d. Hold up each component and name it.
e. Explain how the tools work.
f. Demonstrate the wire stripper.
g. Read through the method, explaining each step carefully.
h. Show learners Resource 14: ‘A simple circuit’.
i. Explain that the electrical energy flows from the positive end of the cell through the
wire and the components and back to the negative end of the cell.
j. The learners’ circuit will not have a switch.
k. One learner from each group must fetch the materials and tools.
l. Learners must tidy up their workspace and return all the components and tools.
3. Write the following on the chalkboard (always try to do this before the lesson starts).
Then ask the learners to answer the following questions:
TASK: A SIMPLE CIRCUIT
1. When the wires were all joined, did the light bulb glow?
2. Explain why this happened.
3. When the one wire was taken off the light bulb, did the light bulb glow?
4. Explain why this happened.
4. Give learners time to complete this task in their workbooks.
5. A model answer:
TASK: A SIMPLE CIRCUIT
1. Yes, the bulb did glow.

2. Three things were present that were necessary for a circuit: a source of electrical
energy, a pathway and an output component.
3. No, the light bulb stopped glowing.
4. The pathway was not complete.
Checkpoint 2
a. What is a wire stripper used for?
b. What happens when the one wire is taken off the light bulb?

a. A wire stripper is used to take the plastic off the ends of the electrical wire.
b. The light bulb stops shining.



Study & Master Energy and electricity 123-124
Viva Energy and electricity 131
Platinum Energy and electricity 131
Day-by-Day Energy and electricity 116
Oxford Energy and electricity 95
Top Class Energy and electricity 89-90

1. https://www.wikihow.com/Make-a-Simple-Electrical-Circuit [Make a simple circuit]
2. https://goo.gl/vBtnLA (5min 37sec) [Simple circuit for kids]
3. https://goo.gl/TmvXiJ (2min 26sec) [Explaining an electrical circuit]


5A Lesson Title: Mains electricity

Sub-Topic Mains electricity
CAPS Page Number 40
Lesson Objectives
• define mains electricity
• describe the circuit from the power station to our homes and back
• understand the purpose of a substation.

Specific
Aims

Information
Information


4. Measuring

& issues
 Information



Resource 16: From the power station to your
home and back
Can you name an output component in an electrical circuit?
Any of the following: a light bulb, a buzzer, a motor.
MAINS ELECTRICITY
1. Electricity is generated at a power station.

2. This type of electricity is called mains electricity.
3. When the electricity is generated, it then travels through electrical cables to a
substation.
4. These cables are held high above the ground by pylons.
5. A substation is where the strength of the electricity is changed.
6. From the substation, the electrical energy is transferred to an electrical box on a
house.
7. The electrical energy goes to the wall sockets.
8. Appliances such as stoves, heaters, and lights are plugged into the sockets.
9. The electrical energy will travel through the appliance, back to the wall socket,
through the substation and back to the power station.
10. The electrical energy has to travel in a circuit.

a. Electricity is generated (made) at a power station.
b. It then travels along thick metal cables called transmission lines.
c. These cables are held up by pylons.
d. The electrical energy goes to a substation where the strength of the electricity is
changed.
e. This is to make it safe for houses to use.
f. Electrical energy is used in homes and businesses and it then travels back to the
power station.
g. Show learners Resource 16: ‘From the power station to your home and back’.
h. Point out the circuit that electrical energy travels along from the power station to
your home and back to the power station.
Checkpoint 1
a. What do we call the structure that holds up electrical cables high above the ground?
b. What does a substation do?

a. Pylons hold up electrical cables.
b. A substation changes the strength of the electrical energy.
THE MAINS ELECTRICITY CIRCUIT
power transmission transmission

substation house
station lines lines

a. Show learners Resource 16: ‘From the power station to your home and back’.
b. Point out the circuit (pathway) that the electrical energy travels along.
c. Electrical energy starts at the power station, then travels along the transmission
lines held up by pylons, to the substation, and then along more transmission lines to
your home.
d. The electrical energy then travels back along this path to the power station.
3. Give learners time to copy the flow diagram into their workbooks.

Checkpoint 2
a. What do we call the thick metal cables that electrical energy travels along?
b. What do we call the place where electrical energy is generated (made)?

a. These cables are called transmission lines.
b. Electrical energy is generated in a power station.


Study & Master Mains electricity 124-125
Viva Mains electricity 132-133
Platinum Mains electricity 134-135
Solutions for All Mains electricity 152-153
Day-by-Day Mains electricity 117
Oxford Mains electricity 96-97
Spot On Mains electricity 57
Top Class Mains electricity 91
Sasol Inzalo Bk B Mains electricity 35

1. http://www.alliantenergykids.com/EnergyBasics/AllAboutElectricity/000416 [How
electricity gets to your house]
2. https://goo.gl/kuQzLU [Energy transfers]
3. https://goo.gl/3PBP04 (5min 18sec) [Energy 101: Electricity generation]
4. https://goo.gl/DqTs7n (2min 12sec) [How a coal power station works]


5B Lesson Title:Source of energy for a power station

CAPS Page Number 40
Lesson Objectives
• describe what source of energy is used in our power stations
• describe the energy change that the power station generates.

Specific
Aims

Information
Information


4. Measuring

& issues
 Information



Resource 17: A coal mine
Where is mains electricity generated?
Mains electricity is generated at a power station.
A SOURCE OF ENERGY FOR A POWER STATION
1. All power stations need a source of energy to generate electricity.

2. In South Africa, most of our power stations use coal.
3. South Africa has a good supply of coal.
4. Coal is mined from underground.
5. Coal is used in a power station to heat water.
6. This changes to steam.
7. The steam is used to turn the blades of a turbine.
8. A turbine is a giant fan.
9. When the turbine turns, it makes electricity.
10. Burning coal releases carbon dioxide into the air.
11. This pollutes the air.
a. Show learners Resource 17: A coal mine.
b. South Africa has a good amount of coal to be mined.
c. This makes it a good source of fuel to generate electricity.
d. However, it creates a great deal of air pollution.

Checkpoint 1
a. What do we use in South Africa as a source of fuel for the power stations?
b. What is a turbine?

a. We use coal as a source of fuel to generate electricity.
b. A turbine is a giant fan that is turned by steam.
TASK: COAL AS A SOURCES OF FUEL FOR POWER STATIONS

THE MAINS ELECTRICITY CIRCUIT
Copy and complete the following sentences by choosing a word from the list below.
Underline the word you have chosen when rewriting the sentences.
pollution, coal, fan, carbon dioxide, steam, turbines
1. In South Africa, our power stations use ____ as a fuel.
2. Coal is burned to turn water into ____.
3. This steam is used to turn the ____.
4. The turbine is a big ____.
5. Burning coal releases ____ ____ into the air.
6. This causes air ____.
a. Learners must copy and complete the sentences in their workbooks.
b. The chosen word must be underlined.
c. Read through the list of words and the sentences before the learners start the task.
d. When complete, go through the correct answers and discuss these with the
learners.
4. A model answer
TASK: SOURCES OF FUEL FOR POWER STATIONS
1. In South Africa, our power stations use coal as a fuel.

2. Coal is burned to turn water into steam.
3. This steam is used to turn the turbines.
4. The turbine is a big fan.
5. Burning coal releases carbon dioxide into the air.
6. This causes air pollution.

Checkpoint 2
a. What does coal heat up in a power station?
b. What gas is released when coal is burned?

a. Coal heats up water to turn it into steam.
b. Coal releases carbon dioxide when it is burned.


Study & Master Mains electricity -
Solutions for All Mains electricity 154
Oxford Mains electricity 98
Sasol Inzalo Bk B Mains electricity 35-36

1. https://goo.gl/NwfnkE [Mains electricity]
2. https://goo.gl/cN9yl5 (2mins 59sec) [Fossil fuels]
3. https://www.youtube.com/watch?v=IdPTuwKEfmA (7min 02sec) [How does a
thermal power plant work?]


Lesson Title: How mains electricity gets into our
5C homes / schools

CAPS Page Number 40
Lesson Objectives
• identify a wall socket
• describe what an appliance is
• describe the useful output energy of an appliance.

Specific
Aims

Information
Information


4. Measuring  Investigations improving products




Resource 18: A wall socket and an appliance
What fuel do South African power stations use?
South African power stations use coal as their fuel.
USING APPLICANCES
1. If a building is connected to mains electricity, it will have an electrical box.

2. This is where the transmission lines are connected from the substation.
3. There will be an electricity meter which will record the amount of electricity used.
4. In the building, the wires run through the ceiling and then down to the wall sockets.
5. When an appliance is plugged into a wall socket and the switches on the wall socket
and the appliance are turned on, the appliance will work.
6. An appliance will change electrical energy into some form of useful energy.
a. Electrical energy is transferred from a substation to our homes and buildings.
b. It goes through an electrical box, through wires to wall sockets.
c. Appliances are plugged into wall sockets.
d. When both the wall socket and the appliance are turned on, the electrical energy is
changed into other useful energy such as heat or movement.

Checkpoint 1
a. What measures the amount of electricity we use in our homes?
b. What is an electrical appliance plugged into so that it can work?

a. An electrical meter measures the electricity we use.
b. An electrical appliance is plugged into a wall socket.
TASK: HOW MUCH MAINS ELECTRICITY DO I USE EVERY DAY?
1. When an appliance is plugged into a wall socket, it is connected to mains electricity.

2. The appliance changes electrical energy into another useful energy, such as heat or
movement.
3. Copy and complete the table below:
TABLE SHOWING USAGE OF MAINS ELECTRICITY

Appliance (heater, stove, Time in minutes If electricity costs R1,25
etc.) per minute, find the cost.
4. How much would it cost you per week to use these electrical goods?

a. Copy the table into your workbook.
b. Learners must write down three appliances that they used the day before. These
appliances must use mains electricity.
c. Hot water from a geyser, stove, heater, hair dryer or anything else that plugs into a
wall socket can be put into the table.
d. Ask learners to write down how long they used mains electricity for.
e. They must then calculate the cost by multiplying the minutes by R1, 25.
f. This is not the actual cost of electricity, as this cost changes.
g. Learners must answer Question 4 in their workbooks.
4. Model answer (answers will vary):

TASK: HOW MUCH MAINS ELECTRICITY DO I USE EVERY DAY?
Appliance (heater, stove, Time in minutes If electricity costs R1,25

etc.) per minute, find the cost.
heater 60 minutes R75
stove 15 minutes R18,75
hair dryer 10 minutes R12,50
4. It costs R106,25 per day so it would cost R743,75 per week
Checkpoint 2
a. When does an appliance start to use mains electricity?
b. Is a hair dryer an electrical appliance? How do you know?

a. When an appliance is plugged into a wall and is switched on, it uses mains
electricity.
b. Yes, a hair dryer is an electrical appliance as it is plugged into a wall socket.



Study & Master Mains electricity -
Viva Mains electricity -
Platinum Mains electricity 134
Oxford Mains electricity 97

N/A


6A Lesson Title: Path of mains electricity

CAPS Page Number 40
Lesson Objectives
• list in order the path of mains electricity
• describe the purposes of the parts that make up the path.

Specific
Aims

Information
Information


4. Measuring



Resource 16: From the power station to your
house and back
Resources 19-24: The National Grid
Where do the transmission lines go to before electrical energy reaches a wall socket?
Transmission lines go into electrical boxes in buildings.
THE ELECTRICAL ENERGY PATH IN DETAIL
1. Electrical energy is generated at power stations, at 22 000 volts.

2. It then goes to a step-up transformer (a substation), where the voltage is raised to
400 000 volts.
3. This occurs so that the energy can travel along the power cables across the country.
4. Pylons hold up the cables.
5. The cables then go to a step-down transformer (a substation), where the voltage is
lowered to 11 000 volts.
6. The electrical energy then travels along thinner wires on single poles.
7. A local transformer will step-down the voltage to 240 volts.
8. This then travels to our homes and businesses, and back again.
9. This is known as the National Grid.
a. In lesson 5A, the learners learnt about the path that electrical energy travels along.
b. In this lesson, they will learn about step-up and step-down transformers.
c. The voltages at each stage show the strength of electrical energy.

Checkpoint 1
a. What voltage leaves the step-up transformer?
b. Why is the voltage raised to such a high level?

a. The step-up transformer sends out a voltage of 400 000 volts.
b. The voltage is raised so that electricity can travel along the cables across the
country.
TASK: THE PATHWAY FOR MAINS ELECTRICITY
1. Match the following sentences to the correct pictures in Resources 19-24:

‘The National Grid’.
2. Rewrite the sentences below in the correct order.
a. The electrical energy travels along single poles.
b. In a power station, a turbine spins to generate electricity.
c. This substation has step-down transformers that lower the voltage to 11 000
volts.
d. A local transformer steps the voltage down to 240 volts for use in our homes and
buildings.
e. The heavy power cables are carried by pylons across the country.
f. This substation has step-up transformers that raise the voltage to 400 000 volts.
a. Show learners Resources 19 – 24: ‘The National Grid’.
b. Learners must look carefully at the pictures.
c. Learners must also use what they wrote in their workbooks.
d. Learners must put the sentences on the chalkboard in the correct order according to
the National Grid.
e. They must write the sentences in their correct order in their workbooks.
f. When learners have finished this task, go through the model answer.
g. Discuss the correct order with the learners.
4. Model answer

TASK: THE PATHWAY FOR MAINS ELECTRICITY
a. In a power station, a turbine spins to generate electricity.

b. This substation has step-up transformers that raise the voltage to 400 000 volts.
c. The heavy power cables are carried by pylons across the country.
d. This substation has step-down transformers that lower the voltage to 11 000 volts.
e. The electrical energy travels along single poles.
f. A local transformer steps the voltage down to 240 volts for use in our homes and
buildings.
Checkpoint 2
a. What voltage is the electrical energy we use in our buildings in South Africa?
b. What do we call the place where voltage is either lowered or raised?

a. In South Africa, the voltage is 240 volts.
b. A substation is where voltages are lowered or raised.



Study & Master Mains electricity 124
Viva Mains electricity 134
Platinum Mains electricity 136

1. https://goo.gl/553BpP [Energy transfers in the national grid]
2. https://goo.gl/NwfnkE [Mains electricity]


6B Lesson Title: Safety with electricity

CAPS Page Number 40
Lesson Objectives
• list some safety rules when working with electricity
• identify unsafe practices when working with electricity.

Specific
Aims

Information
Information


4. Measuring



Resource 25: A worn electrical cord
Resource 26: An overloaded wall socket

A shoe box or similar to represent the electric
box with a mains switch
Another box to represent the wall socket, the
heater or the electric appliance.
A blanket
What is the electricity voltage in our homes?
Our homes use 240 volts.
SAFETY WITH ELECTRICITY
1. Electricity can be very dangerous.

2. Mains electricity can cause your body to heat up and burn badly.
3. It can even kill you.
4. Never put your fingers or a metal object into a wall socket.
5. Do not overload sockets.
6. This can cause a fire.
7. Do not use an electrical appliance with wires that are exposed.
8. Do not use electrical appliances near water.
9. Water conducts electricity.
10. Do not play near electrical poles, wires or near a substation.

a. Electricity can kill.
b. Be very careful when using electricity.
c. Never put anything into a wall socket except an electrical plug.
d. Overloading a wall socket can lead to a fire.
e. Show learners Resource 25: ‘A worn electric cord’.
f. If the metal wire becomes exposed, you could get a shock from the mains electricity.
g. If an appliance has exposed wires, ask an electrician to fix it.
h. Show learners Resource 26: ‘An overloaded wall socket’.
i. Explain that this can cause a fire.
j. Water is a good conductor of electricity.
k. This means electricity will travel easily through it.
l. Never use an electrical appliance in a bathroom or near water.
Checkpoint 1
a. Why should you not use an electrical appliance in a bathroom?
b. What could happen if you overload a wall socket?

a. Water is a good conductor of electricity, so you could get shocked.
b. A fire can start if you overload a wall socket.
WHAT TO DO IN AN EMERGENCY
1. If there is a problem with any electrical appliance or wires sparking, switch off the
device or switch off the main switch at the electrical box.
2. Unplug the electrical appliance.
3. Get the wires fixed by an electrician.
4. If someone is being shocked by electrical energy, do not touch him or her.
5. If you do this, you will also get shocked.
6. Switch off the main switch in the electrical box.
7. Call an ambulance on 10111.
8. Do not pour water on a fire that is electrical.
9. To deal with an electrical fire, use sand or a dry chemical fire extinguisher.
10. Water is a good conductor of electricity.
11. If someone’s clothes have caught alight from a fire, roll him or her up in a blanket.


a. Electrical energy can be very dangerous, and it can kill people.
b. Knowing what to do when there is a problem can save people’s lives.
c. Go through the steps of what to do in an emergency.
3. ACTIVITY: ROLE PLAY AN EMERGENCY SITUATION
ACTIVITY: ROLE PLAY AN EMERGENCY SITUATION
1. Get learners to role play the following scenarios:

a. A child has stuck her finger in a wall socket and is being shocked.
b. A fire has started on an electrical heater.
c. An electrical appliance is sparking.
d. A person’s clothing has caught alight from a fire.
a. Go outside with the learners.
b. Find a shoe box or similar box and let this be the electric box.
c. Find another box to represent the wall socket, the heater and the electric appliance.
d. Find a blanket.
e. Choose two learners for each scenario.
f. Role play each scenario.
5. Model answer:
ACTIVITY: ROLE PLAY AN EMERGENCY SITUATION
Scenario a.: A child has stuck her finger in a wall socket and is being shocked
1. One learner must play the child and pretend to be shocked with fingers in a wall
socket.
2. The second learner should go to the electrical mains box and switch the mains
switch off.
3. Then someone should call the ambulance on 10111.
Scenario b.: A fire has started on an electrical heater

1. One learner needs to find sand.
2. Sand must be poured on the fire to put it out.
3. A second learner needs to switch off the mains switch at the electrical box.
Scenario c.: An electrical appliance is sparking
1. One learner must switch off the wall socket and unplug the appliance.
2. One learner must switch the mains switch off.

Scenario d.: A person’s clothing has caught alight from a fire
1. One learner must play the role of the person whose clothes are alight.
2. A second learner must roll the first learner up in a blanket.
3. This stops the oxygen from getting to the flames.
4. Someone should call an ambulance on 10111.
Checkpoint 2
a. Where do you find the mains switch?
b. What is the phone number for an ambulance?

a. It is found in the electrical box.
b. To call an ambulance, phone 10111.



Study & Master Mains electricity 127-129
Solutions for All Mains electricity 156-159
Day-by-Day Mains electricity 119-120
Spot On Mains electricity 59-61
Top Class Mains electricity 95-97
Sasol Inzalo Bk B Mains electricity 38-40

1. https://www.bchydro.com/safety-outages/electrical-safety/safety-at-home/safety-for-
kids.html [Electrical safety for kids]
2. https://goo.gl/bVe9zW [Top 10 rules for electric safety]
3. https://goo.gl/Av8VKl (4min 26sec) [Kids safety]
4. https://goo.gl/X5i2if (3min 30sec] [Electrical safety tips]

TOPIC OVERVIEW:
Energy and movement
Term 3, Weeks 6C – 7B
A. TOPIC OVERVIEW
TERM 3, WEEKS 6C – 7B
●● This topic runs for 1 week.


LESSON

LESSON
B. SEQUENTIAL TABLE
●● Energy around us: movement, ●● Elastic and springs: we can ●● Potential and kinetic energy:
heat, light, sound; energy is make things move using potential energy; kinetic
stored in sources such as stretched or twisted elastic energy; potential and kinetic
food, wood, coal, oil, gas; and compressed springs; energy in systems
energy is transferred from a describing how things work ●● Energy transfer to
source to where it is needed that use stretched elastic surroundings: useful and
bands and compressed
●● Input and output energy: ‘wasted’ energy
springs: aeroplanes, a
machines and appliances
catapult, a jack-in-a-box
need an input energy to make
them work; machines and
appliances provide an output
energy useful to us

TERM EXPLANATION
1. elastic A material that returns quickly to its original shape after it has been bent or
stretched
2. compressed Parts of something pushed or squeezed together
3. propeller Piece of equipment consisting of blades that swing around

Understanding elastic energy is important as it leads to a better understanding of mechanical
systems.
Date completed:
Lesson successes:
Lesson challenges:
Notes for future

improvement:

TOPIC: Energy and movement

6C Lesson Title: Elastic and Springs

Sub-Topic Make things move with elastic and springs
CAPS Page Number 41
Lesson Objectives
• describe how things move when using stretched or twisted elastic
• describe how things move when using compressed springs.

Specific
Aims

Information
Information

4. Measuring
Investigations
 improving products
5. Sorting & Classifying 11. Doing Investigations  17. Communicating




Elastic bands, springs
Why should you not use electrical appliances near water?
Water is a good conductor of electricity and, so you might get shocked by mains electricity.
MAKING THINGS MOVE USING ELASTICS AND SPRINGS
1. To make elastic move things, it needs to be twisted or stretched.

2. The elastic in a toy aeroplane is twisted.
3. When the elastic is released, the aeroplane will move.
4. The elastic in a catapult is stretched.
5. When the elastic is released, the catapult will shoot an object off the catapult.
6. To make a spring move things, it needs to be compressed.
7. When a compressed spring is released, it will make something move.
a. If you let go of an elastic band when stretched or twisted, it will move.
b. The same thing happens when a spring is compressed (squashed) and released.
c. The spring will move.

Checkpoint 1
a. What must you do to an elastic band before it will move?
b. What must you do to a spring before it will move?

a. The elastic band must be twisted or stretched before it will move.
b. The spring must be compressed before it will move.
ACTIVITY: MAKE AN ELASTIC BAND AND A SPRING MOVE
YOU WILL NEED:

elastic bands
springs.
METHOD
1. Take an elastic band.
2. Stretch the elastic band between the two fore-fingers on each hand.
3. Let the elastic band go.
5. Take a spring.
6. Place the spring on a table.
7. Press the spring downwards.
8. Let the spring go.
10. Write down your observations in your workbook.
a. This can be a teacher-led demonstration or learners can be grouped into pairs.
b. Tell learners to observe what happens when elastic bands are stretched and
released.
c. Tell learners to observe what happens when springs are compressed and released.
d. Learners must write down their observations in their workbooks.Give learners time
to complete this task in their workbooks.
3. Model answer
MAKE AN ELASTIC BAND AND A SPRING MOVE
My observations:
The elastic band was stretched between two fingers and released. The elastic
band shot off – it moved very fast.
The spring was compressed on a table. When released, the spring shot up.

Checkpoint 2
a. What do we mean when we say a spring is compressed?
b. What happens when the spring is released?

a. A spring is compressed when it is squashed.
b. The spring will shoot up.


Study & Master Energy and movement 130
Viva Energy and movement 147
Platinum Energy and movement 142-143
Solutions for All Energy and movement 163
Day-by-Day Energy and movement 123
Oxford Energy and movement 102-103
Spot On Energy and movement 62
Top Class Energy and movement 99
Sasol Inzalo Bk B Energy and movement 44

1. https://www.scienceworld.ca/resources/units/elastic-energy [Elastic energy]
2. https://goo.gl/t5Zyim (2min 24sec) [Elastic potential energy with the science geeks]
3. https://goo.gl/Cca5m9 (3min 44sec) [Potential and kinetic energy lesson for kids]


7A Lesson Title: Elastic and Springs

Sub-Topic Energy is stored
CAPS Page Number 41
Lesson Objectives
• describe how an elastic band that is twisted or stretched has stored energy
• describe how, when a spring is compressed, it has stored energy
• investigate stored energy in an elastic band.

Specific
Aims

Information
Information


4. Measuring




Elastic bands, a spring, a ruler
What must you do to a spring before it will move?
A spring must be compressed before it will move.
STORED ENERGY IN ELASTIC BANDS AND SPRINGS
1. Food and fuels are forms of stored energy.

2. Cells and batteries are forms of stored energy.
3. When an elastic band is being stretched or twisted, it is being loaded with stored
energy.
4. To give the elastic band more stored energy, it can be stretched or twisted more.
5. When a spring is compressed, it is being loaded with stored energy.
a. There are many types of stored energy such as food, cells/ batteries and fuels.
b. An elastic band has stored energy when it is stretched or twisted.
c. The more an elastic band is twisted or stretched, the more stored energy it will have.
d. The more a spring is compressed, the more stored energy it will have.

Checkpoint 1
a. Name three things that have stored energy?
b. What must you do to an elastic band to give it more stored energy?

a. Food, fuels and cells/ batteries have stored energy.
b. An elastic band will have more stored energy if it is twisted or stretched more.
ACTIVITY: GIVING MORE STORED ENERGY TO ELASTIC BANDS AND SPRINGS
YOU WILL NEED:

elastic bands
a spring
a ruler.
METHOD
1. Take an elastic band.
2. Stretch the elastic band between two forefingers.
3. Get someone to measure the distance between your two forefingers.
4. Let it go.
5. Measure with a ruler how far the elastic band travelled.
6. Take the elastic band.
7. Stretch the elastic band another 2 cm.
8. Let it go.
9. Measure with a ruler how far the elastic band travelled.
Results of activity
Distance elastic band is stretched Distance elastic band moved


a. We observed the movement of elastic bands and springs in the previous lesson.
b. The more an elastic band is stretched, the more stored energy it will have.
c. Learners must work in groups and perform this activity.
d. Learners must record the results of the activity in their workbooks.
3. Model answer (Answers will vary):
Results of activity
Distance elastic band is stretched Distance elastic band moved
10 cm 1 metre 20 cm
12 cm 1 metre 50 cm
Checkpoint 2
a. Is the following statement true or false: An elastic band will have more stored energy
when it is stretched the furthest?
b. When is a spring loaded with stored energy?

a. True
b. A spring is loaded with stored energy when it is compressed.



Study & Master Energy and movement 130
Viva Energy and movement 147-149
Platinum Energy and movement 143
Solutions for All Energy and movement 164-165
Day-by-Day Energy and movement 124-125
Spot On Energy and movement 62-63
Top Class Energy and movement 99-100
Sasol Inzalo Bk B Energy and movement 45-52

1. https://goo.gl/sFbN33 [Forces and elasticity]
2. https://goo.gl/SrWy8B [Potential energy]
3. https://goo.gl/n5Eq3C [Stretched rubber bands are loaded with potential energy]


7B Lesson Title: Movement energy

Sub-Topic Elastic and springs
CAPS Page Number 41
Lesson Objectives
• describe when an elastic band has the most stored energy
• describe when a spring has the most stored energy
• demonstrate an example of stored energy being converted into movement energy.

Specific
Aims

Information
Information

2. Observing 8. Predicting  14. Designing 
4. Measuring  Investigations improving products




Resource 27: A catapult
Resource 28: A jack-in-a-box

Resource 29: An elastic band powered
aeroplane
A catapult, a small stone
When does an elastic band have stored energy?
An elastic band has stored energy when it is stretched or twisted.
MOVEMENT ENERGY
1. When an elastic band has been loaded with stored energy and the elastic band is
released, the stored energy turns into movement energy.
2. When the elastic band on a catapult is stretched and fired, the stored energy turns
into movement energy.
3. When released, the elastic band on a toy aeroplane will turn its propeller.
4. A jack-in-a-box will have stored energy when the box is closed.
5. This compresses the spring.
6. When the lid is opened, the stored energy changes into movement energy.
a. With elastic bands and springs, the stored energy is changed into movement energy.
b. When an elastic band is stretch or twisted, it is loaded with stored energy.
c. When it is released, this stored energy is changed into movement energy.

3. Explain the catapult to the learners as follows:

a. Show learners Resource 27: ‘A catapult’.
b. When the elastic band is stretched and released, the stored energy is changed into
movement energy.
c. The stone in the catapult will fly out of the elastic band.
d. The more the elastic band is stretched, the greater the stored energy and the more
movement energy it will release.
4. Explain the elastic band powered aeroplane to the learners as follows:
a. Show learners Resource 29: ‘An elastic powered aeroplane’.
b. When the elastic band is twisted and released, the stored energy is changed into
movement energy.
c. The propeller of the aeroplane will turn quickly and make the aeroplane fly.
d. The more the elastic band is twisted, the greater the stored energy and the more
movement energy it will release.
5. Explain the jack-in-a-box to the learners as follows:
a. Show learners Resource 28: ‘A jack-in-a-box’.
b. A jack-in-a-box is a toy.
c. When you open the lid of the box, the jack pops out on a spring.
d. The spring is compressed, and when it is released it changes into movement
energy.
Checkpoint 1
a. How do you give an elastic-powered aeroplane movement energy?
b. What does a jack-in-a-box use to give it movement energy?

a. You twist the elastic band as far as it will go. When it is released, it changes stored
energy into movement energy.
b. A jack-in-a-box will use a compressed spring to give it energy.
ACTIVITY: ESTIMATE HOW FAR A CATAPULT WILL FIRE A STONE
YOU WILL NEED:

a catapult
a small stone.

METHOD
1. Make a line on the ground and stand on this line.
2. Put a small stone in the catapult.
3. Pull the catapult back a small distance.
4. Fire the catapult.
5. Measure the distance the stone travels and record this information on the table.
6. Pull the catapult back a medium distance.
8. Pull the catapult back as far as you can.
10. Measure the distance the stone travels and record this information on the table.
Distance stone travelled
Stored energy of catapult Distance stone travelled
Elastic pulled back a small distance
Elastic pulled back a medium distance
Elastic pulled back to its full distance

b. This should be a teacher-led demonstration as it is dangerous.
c. Tell learners about the safety aspect of a catapult.
d. It can be used as a weapon and therefore needs to be treated carefully.
e. Conduct the investigation as described on the chalkboard.
f. Get learners to record the distances the stone travelled for each case.
3. A model answer (answers will vary greatly):
Distance stone travelled
Stored energy of catapult Distance stone travelled
Elastic pulled back a small distance 1,25 m
Elastic pulled back a medium distance 1, 75 m
Elastic pulled back to its full distance 2,5 m

Checkpoint 2
a. What does a catapult use as stored energy?
b. When will a catapult have its biggest stored energy?

a. A catapult uses a stretched elastic band as stored energy.
b. A catapult will have its greatest stored energy when the elastic band is pulled back
as far as it will go.


Study & Master Energy and movement 131-132
Viva Energy and movement 149-151
Platinum Energy and movement 144-147
Solutions for All Energy and movement 166-171
Day-by-Day Energy and movement 126
Spot On Energy and movement 64-65
Top Class Energy and movement 100-102
Sasol Inzalo Bk B Energy and movement 44-52

1. https://goo.gl/e18Awm (5min 13sec) [How to make a rubber band plane out of paper]
2. https://goo.gl/KT98c8 (4min 47sec) [What is potential energy?]
3. https://goo.gl/g1Jy7w [Energy and movement]

TOPIC OVERVIEW:
Systems for moving things
Term 3, Weeks 7C – 9C
A. TOPIC OVERVIEW
Term 3, Weeks 7c – 9b
●● This topic runs for 2 ½ weeks.


LESSON

LESSON
B. SEQUENTIAL TABLE
●● Energy around us, including ●● Many vehicles are systems ●● Potential and kinetic energy:
movement that use wheels and axles; potential energy; kinetic
●● Machines need an input of identify different vehicles energy; potential and kinetic
energy to make them work that have wheels and axles energy in systems
●● Machines provide an output like prams, bicycles, motor
energy useful to us bikes, cars, trucks
●● Wheels and axles help
vehicles to move more
easily
●● Make and evaluate wheels
and axles

TERM EXPLANATION
1. systems Two or more things working together
2. friction When one surface or object rubs against another
3. vehicles A vehicle is a machine used to transport people or goods
4. spokes The wire rods going from one side of a wheel to the centre
5. rotate To turn

Many vehicles use wheels and axles to make them move. Prams, cars, trucks, motor bikes and
bicycles all use wheels and axles. Gears are wheels with teeth and pulleys are wheels with grooves.
Both gears and pulleys make work easier.
Date completed:
Lesson successes:
Lesson challenges:
Notes for future

improvement:

TOPIC: Systems for moving things

7C Lesson Title: Wheels and axles

Sub-Topic Wheels and axles
CAPS Page Number 41
Lesson Objectives
• identify wheels and axles on different vehicles
• describe wheels and axles as a system

Specific
Aims

Information
 7. Raising Questions  Information


4. Measuring




Resource 30: Wheels and an axle
Resource 31: A wheel barrow
Resource 32: A bicycle
Resource 33: A taxi
Resource 34: A donkey cart
What type of energy does a compressed spring produce when it is released?
A compressed spring releases movement energy when it is released.
WHEELS AND AXLES ARE SYSTEMS
1. A system is something that is made from two or more parts that work together.
2. Wheels and axles are a system used in vehicles.
3. Vehicles transport people and goods on land.
4. A wheel and axle make it easier to move a heavy load.
5. A wheel cannot work on its own.
6. An axle is needed to connect two wheels.
7. An axle is a rod going through the centre of the wheels.
8. An axle keeps the wheels in place.

a. Wheels and axles are a system as they are made from two or more parts that work
together.
b. Wheels need to be round to work smoothly.
c. An axle is a rod that goes through the centre of the wheels.
d. Show learners Resource 30: Wheels and an axle.
e. These are train wheels with an axle going through the wheels centres.
Checkpoint 1
a. What is a system?
b. What is an axle?

a. A system is made up of two or more parts that work together.
b. An axle is a rod that goes through the centre of wheels and connects them.
WHEELS AND AXLES MOVE VEHICLES
1. The wheels and axle of a cart are a system.

2. The wheels turn on the axle.
3. The axle is attached to the cart.
4. The axle holds the wheels in place.
a. Wheels need to be round (circular) in order to run smoothly.
b. Wheels will not work without an axle holding them place.
c. Axles also attach the wheel and axle system to the cart.
d. Show learners Resource 34: A donkey cart.
e. Point to the wheels and axle.
f. Discuss how the wheels are round (circular).
g. Point to the axle running through the centres of the wheels.
h. Show how the axle attaches the wheels to the cart.
3. Discuss the following with the learners:
a. Show learners Resource 31: A wheelbarrow.
b. A wheelbarrow only has one wheel.
c. It still needs an axle to attach the wheel to the wheelbarrow.
d. The wheel turns on the axle.
e. Show learners Resource 32: A bicycle.
f. Show learners Resource 33: A taxi.

g. For both of these resources, point out the wheels and axle.
h. Discuss with the learners how the axle is attached to the vehicle.
i. Discuss with the learners how the wheel turns on the axle.
4. Activity: Wheels and Axles
ACTIVITY: WHEELS AND AXLES
Copy and complete the following sentences by using the words from the list
below.
axle, round, wheel, one, centre
1. An ___ holds wheels in place.

2. The axle must go through the ____ of the wheel.
3. All wheels must be ____ in shape.
4. A wheelbarrow only has ___ axle.
5. A ____ turns on the axle.
5. Model answer:
ACTIVITY: WHEELS AND AXLES
1. An axle holds wheels in place.

2. The axle must go through the centre of the wheel.
3. All wheels must be round in shape.
4. A wheelbarrow only has one axle.
5. A wheel turns on the axle.
Checkpoint 2
1. How are wheels attached to a vehicle?
2. How are wheels connected to each other?

1. An axle attaches wheels to a vehicle.
2. An axle holds the wheels in place and connects them so they turn together.



Study & Master Systems for moving things 133-134
Viva Systems for moving things 152
Platinum Systems for moving things 150-152
Solutions for All Systems for moving things 176-177
Day-by-Day Systems for moving things 129-131
Oxford Systems for moving things 108
Spot On Systems for moving things 66-67
Top Class Systems for moving things 103-104
Sasol Inzalo Bk B Systems for moving things 54-58

1. https://goo.gl/USXUlB (1min 42sec) [Wheel and axle – simple machines]
2. https://goo.gl/e4zHfm (2min 16sec) [Simple machines - the axle and wheel]
3. https://goo.gl/xz91YV (2min 57sec) [Simple machines: wheel and axle]


8A Lesson Title: Wheels and Axles

Sub-Topic How wheels and axles work
CAPS Page Number 41
Lesson Objectives
• describe how wheels and axles help vehicles convert stored energy to movement
energy
• describe the difference between solid wheels and wheels with spokes
• investigate the force of friction on objects
• describe the impact of friction on movement energy.

Specific
Aims

Information
Information

4. Measuring  Investigations




Resource 30: Train wheels and an axle
Three pencils, a book
What holds wheels in their place?
An axle holds wheels in their place.
WHEELS AND AXLES
1. A car or van travels fast.

2. The wheels of these vehicles will be turning fast.
3. For a vehicle to move, it needs an input energy.
4. The energy used in vehicles is a fuel called petrol or diesel.
5. This is stored energy.
6. The vehicle needs a system to change the stored energy into movement energy.
7. One of the systems consists of wheels and axles.
8. Wheels and axles are simple machines that change stored input energy into an
output energy of movement.

a. A vehicle such as a car or taxi needs to move.
b. The stored energy used in vehicles is a fuel called petrol or diesel.
c. This input energy needs to be changed to movement energy.
d. Movement energy will be the output energy.
e. Wheels and axles form one of the systems that help the energy to change.
Checkpoint 1
a. What is the stored input energy that vehicles use?
b. What energy is this changed to with the help of wheels and axles?

a. Vehicles use petrol or diesel as their input energy.
b. This energy is changed to movement energy.
WHEELS AND AXLES MAKE MOVEMENT EASIER
1. As a wheel turns, it makes the vehicle move.

2. Only a small part of the wheel touches the ground.
3. This makes it easier to move.
4. The type and size of the wheel is important.
5. Small wheels will turn faster.
6. Large wheels will turn more slowly and it will be more difficult to start them moving.
7. Wheels can be solid.
8. Train wheels are solid.
9. Wheels are made lighter by having spokes.
10. Bicycle wheels have spokes.
a. Wheels make movement easier as only a small part of the wheel touches the
ground.
b. Wheels can be solid or have spokes.
c. Show learners Resource 30: ‘Train wheels and an axle’.
d. These wheels are solid.
e. Train wheels need to be strong and durable (last a long time).
f. Show learners Resource 32: ‘A bicycle’.
g. A bicycle’s wheels have spokes.
h. The wheel is not solid.
i. Bicycle wheels need to be light.

4. ACTIVITY: Investigate whether an object moves more easily on wheels
ACTIVITY: MOVE A BOOK ON WHEELS
YOU WILL NEED:

three pencils
a book.
METHOD
1. Place a book on your desk.
2. Push the book along the surface of the desk.
3. Feel how much effort you need to push the book.
4. Place three pencils apart from each other under the book.
5. Push the books again.
6. Feel how much effort you need to push the book with the ‘wheels’ under it.
a. Read through the activity with the learners.
b. Put learners into pairs to do this activity.
c. Let each learner feel the difference between pushing the book with and without
‘wheels’.
d. The pencils act as wheels.
6. After the activity, explain the following to the learners:
a. The first time you pushed the book, the bottom of the book rubbed against the desk.
b. This slowed down the movement.
c. This is called friction.
d. When the book was rolled with three pencils under it, a small part of the pencils
touched the desk.
e. There is less friction.
f. This makes the book easier to move.
g. This is how wheels help vehicles to move.
Checkpoint 2
a. Which turn faster: small wheels or large wheels?
b. Why does a bicycle wheel have spokes?

a. Small wheels will turn faster.
b. The spokes make the wheel much lighter, which is a requirement of bicycles.



Study & Master Systems for moving things 134
Viva Systems for moving things 154-159
Platinum Systems for moving things 151
Spot On Systems for moving things 66

1. http://www.ducksters.com/science/friction.php [Friction]
2. https://goo.gl/lyyO0y (2min 21sec) [What is friction?]


8B Lesson Title: Wheels and Axles

Sub-Topic Invesitgate wheels and axles
CAPS Page Number 41
Lesson Objectives
• describe how wheels help a vehicle to move
• investigate whether the axle turns or not.

Specific
Aims

Information
Information

4. Measuring  Investigations




Resource 31: A wheelbarrow

Waste materials to make two wheels
(cardboard, coke cans, bottle tops, etc.)
Waste materials to make an axle (dowel
sticks, wooden pencils, straws)
A pair of scissors
Elastic bands
Which will turn faster: small wheels or large wheels?
Small wheels will turn faster than large wheels.
FIXED AXLES
1. A fixed axle is one that does not turn.

2. The wheels rotate (turn) around the axle.
3. Most vehicles have a fixed axle and not a turning axle.
4. With a turning axle, the wheels will not turn.
5. The wheels move with the axle.
6. When turning, one wheel will be dragged.
7. With a fixed axle, the axle does not turn but the wheels turn.
8. When turning, the inside wheel will turn more slowly than the outside wheel.
9. A fixed axle is much better for vehicles as the wheels do not drag when turning.

a. A fixed axle works better than a turning axle.
b. Wheels do not drag if a fixed axle is used.
c. Show learners Resource 31: ‘A wheelbarrow’.
d. The wheelbarrow has a fixed axle.
e. The axle does not turn but the wheels turn around the axle.
f. Show learners Resource 32: ‘A bicycle’.
g. The bicycle has a fixed axle. .
Checkpoint 1
a. With a fixed axle, what moves: the axle or the wheels?
b. Do most vehicles have a fixed axle or a moving axle?

a. With a fixed axle, the wheels move.
b. Most vehicles have a fixed axle.
MAKE WHEELS AND AN AXLE
YOU WILL NEED:

waste materials to make two wheels (bottle caps, coke cans, cardboard)
waste materials to make an axle (straws, dowel sticks, wooden pencils)
elastic bands
a pair of scissors.
METHOD
1. Make a hole in the middle of the wheels for the axle to fit through.
2. The wheels must fit tightly onto the axle.
3. If the wheels are loose, tie elastic bands over the axle inside the wheel.
4. When the wheels and axle have been made, roll your them on a flat surface.
5. Evaluate your set of wheels and axle by answering the following questions:
a. Do the wheels turn smoothly?
b. Do the wheels stay on the axle?
c. How can you improve your set of wheels?

a. Put learners into pairs.
b. Each group of learners must make a set of wheels on an axle.
c. The axle must be fixed.
d. Learners might need to use elastic bands to fix the wheels to the axle.
e. Learners must then test their sets of wheels.
f. The set of wheels must be evaluated.
g. Improvements to the sets of wheels must be made.
h. Test the sets of wheels again.
i. Keep doing this until the sets of wheels run smoothly and straight.
Checkpoint 2
a. Which wheel will turn faster when turning: the inside wheel or the outside wheel?
b. What happens to wheels if a turning axle is used?

a. The outside wheel will turn faster when turning.
b. The wheels will drag when turning.



Study & Master Systems for moving things -
Platinum Systems for moving things 149; 152
Solutions for All Systems for moving things 175; 178-179
Day-by-Day Systems for moving things 132

1. https://www.youtube.com/watch?v=2vRiL_ygaG0 [Wheels and axle experiment]
2. http://www.instructables.com/id/Easy-Rubberband-Car/ [Easy rubber band car]


8C Lesson Title: Wheels and Axles

Sub-Topic Design a toy car
CAPS Page Number 41
Lesson Objectives
• write a design brief
• write specifications
• draw a labelled design for a toy car.

Specific
Aims

Information
Information

3. Comparing 9. Hypothesizing  15. Making/ constructing 
4. Measuring  Investigations



Why does a fixed axle work better than a turning axle?
The wheels do not drag on a fixed axle.
DESIGN A TOY CAR
DESIGN BRIEF
Design and build a toy car with two axles and four wheels. Compare your toy car
with other groups by sending the cars down a ramp.
SPECIFICATIONS
Write down the following:
1. The materials to be used to make the toy car
2. The tools to be used
3. The materials needed to fix the axles to the toy car.

a. A Design Brief is a short sentence about what the learners are going to design and
make.
b. Ask learners to copy down the Design Brief in their workbooks.
c. Put learners into pairs.
d. Give them a few minutes to discuss their ideas for the design of a toy car.
e. Specifications give more detail than the design brief, like the materials and tools
required, how big the design will be, and who you are designing for, etc.
f. Each learner must write down the specifications for this task.
Checkpoint 1
a. What is a design brief?
b. What are specifications?

a. A design brief is a short sentence that tells you what you are going to design and
make.
b. Specifications tell you in more detail about the design.
ACTIVITY: DRAW A DESIGN FOR A TOY CAR
1. In your workbooks, draw a labelled design for a toy car.

2. Your drawing should be about half-a- page in your workbook.
3. Give your drawing a heading.
4. Label all the materials you will be using.
5. Label the main parts of the toy car, such as wheels, axles, and chassis.
6. When designing your wheels and axles, put spacers between the body of the car
and the wheels.
7. You can use an elastic band for this.
8. Also put an elastic band on the ends of the axles to stop the wheels from falling off.
9. These are called stoppers.
10. When you have finished designing your toy car, get together with your partner and
decide whose design you are going to make.
a. The design of the toy car must be drawn in detail.
b. The drawing must have a heading and be labelled.
c. Learners must think about how they are going to make the wheels and axles.
Learners will also need to think about the material to be used for the body of the car.
d. The wheels should not touch the body of the car. This will slow the toy car down.

e. Wheels must not fall off the axle, so learners need to put something at the ends of
each axle.
f. When learners have finished designing their toy car, they must get together with
their partners and decide whose design they are going to choose.
Checkpoint 2
a. Why should the wheels not touch the body of the car?
b. Why do you need to make stoppers for the ends of each axle?

a. This will slow the toy car down.
b. Stoppers will stop the wheels from falling off the axles.


Solutions for All Systems for moving things 182--185
Oxford Systems for moving things 112-113

1. https://www.youtube.com/watch?v=QzY9RH_JnL0 (1min 51sec) [How to make an
air-powered car]
2. https://www.youtube.com/watch?v=jEErRzOzEdE (7min 55sec) [How to make a car
using a plastic bottle]


9A Lesson Title: Wheels and Axles

Sub-Topic Make a toy car that can move
CAPS Page Number 41
Lesson Objectives
• select appropriate materials
• use a design to make a vehicle
• use tools safely
• gather the correct materials and tools.

Specific
Aims

Information
Information

4. Measuring
Investigations




Materials for wheels: plastic or metal jar lids,
bottle tops, corks, cotton reels, cardboard
circles cut out
Materials for axles: a skewer stick, a dowel
stick, strong plastic drinking straws
A sharp nail
Sticky tape or glue
A hammer
A pair of scissors
Why do you need to place stoppers on an axle with wheels?
Stoppers prevent the wheels from falling off the axle.
INSTRUCTIONS FOR MAKING A TOY CAR
MAKE THE MAIN BODY AND WHEELS
YOU WILL NEED:

material for the body of the car
material for the wheels
material for the axle
a nail
a hammer
sticky tape or glue
your chosen design.

METHOD
1. Take four wheels.

2. Mark two lines across each wheel.
3. Where the two lines cross is the centre of the circle.
4. Make a hole in the centre by hammering a nail into it.
5. Make sure the hole is big enough for the axle to fit through it.
6. Make two axles each with two wheels.
7. Fit the axles to the body of your car.
8. Tape or glue the wheels to the axles.
9. Test that the wheels turn smoothly.
a. Find waste material that can be used as wheels.
b. The two wheels on each axle need to be the same size.
c. Read through the instructions with the learners before they start the manufacturing
process.
Checkpoint 1
a. How do you find the centre of a wheel?
b. If the wheels are taped to the axle, is the axle then fixed or turning?

a. Draw two lines across the wheel, and the place where they cross will be the centre.
b. The axle is a turning axle.
ACTIVITY: MAKE THE TOY CAR
1. Gather all the tools and materials needed to make the toy car.
2. If necessary, improve the design of the car while you make it.
3. Work safely: do not run, point the pair of scissors downwards, and pay attention to
what you are doing.
4. Tidy up your work space when you are finished.
a. One learner from each team must gather the tools and materials needed.
b. Learners must work safely.
c. Learners must tidy up their workspace when they are finished.

Checkpoint 2
a. Give one safety working rule?
b. What should you do before you start making your toy car?

a. Any of: do not run, point a pair of scissors downwards, or pay careful attention to
what you are doing.
b. You should first gather all tools and materials.


Platinum Systems for moving things -
Spot On Systems for moving things 68-70

1. https://goo.gl/cfzf4O (6min 45sec) [Cereal Box rubber band car]
2. https://inventorsoftomorrow.com/2016/10/25/wheels-and-axles-2/ [Wheels and axles]


9B Lesson Title: Wheels and Axles

Sub-Topic Testing the toy car
CAPS Page Number 41
Lesson Objectives
• test a toy car
• describe a fair test.

Specific
Aims

Information
Information


4. Measuring


& issues
 Information



-
What is a Design Brief?
A Design Brief is a short sentence describing what you must design and make.
A FAIR TEST
1. A fair test occurs when no-one receives an advantage.

2. To test the toy cars, each toy car needs to go down the same ramp.
3. Each toy car needs to start from the same position.
a. Read through what is written on the chalkboard.
b. Discuss what a fair test is with the learners.
Checkpoint 1
a. What is a fair test?
b. What must happen for the toy cars to be given a fair test?

a. A fair test occurs when no-one receives an advantage.
b. The toy cars must use the same ramp and have the same starting position.

TEST THE TOY CAR
1. Find a ramp somewhere at your school.

2. A ramp is a slope made of man-made material like cement.
3. The ramp must be smooth.
4. Place two toy cars at the top of the ramp.
5. A member of each team holds the toy car in place.
6. The teacher counts down from five.
7. The members let the cars go.
8. Each toy car should have a first attempt to see which car can go the furthest.
9. Adjust your toy car if necessary.
10. Check to see:
a. Are the wheels straight?
b. Do the wheels turn smoothly on the axle?
c. How fast does the car go?
11. Decide who the winner is of the two cars.
12. The next two cars do the same.
13. At the end, the winners of each race will race against each other until there is one
winner.
14. This car and team will be named the winners!
a. Find a suitable ramp in the school.
b. Otherwise, raise one side of a table by using bricks or books.
c. Make sure a team member catches the cars at the other end of the table.
d. Two cars will race against each other.
e. See which car will go the fastest.
f. Winners will play against winners until there is one final winner.
g. Read through the process on the chalkboard.

Checkpoint 2
a. What is a ramp?
b. Why must the toy cars start from the same place?

a. A ramp is a slope.
b. This is so each car has no advantage.


Solutions for All Systems for moving things -
Oxford Systems for moving things 114-155
Top Class Systems for moving things 109

N/A


9C Lesson Title: Evaluate the vehicle

Sub-Topic Wheels and axles
CAPS Page Number 41
Lesson Objectives
• evaluate their toy car according to certain criteria
• make improvements to their toy car according to the evaluation.

Specific
Aims

Information
Information


4. Measuring

& issues
 Information



-
Why must the wheels on an axle be straight?
If the wheels are not straight, the car will not run properly, if at all.
EVALUATION
1. To evaluate a product means to examine what is good and what could be improved.
2. You should also evaluate how you worked on making the product.
3. This will help you to improve and get better at designing and making.
4. Before a product is evaluated, you must remind yourself what the purpose of the
product was in the first place.
5. Read through the Design Brief and Specifications to do this.
a. Evaluating a product is a very important step in the process of making and designing
a product.
b. Evaluation helps us to look critically both at how we worked and at the product.
c. This process will enable you to improve the design and manufacture of future
products.

Checkpoint 1
a. Give a reason why evaluation is important?
b. What must you do before you start the evaluation?

a. Either of the following: it makes us look at what can be improved; it makes us look at
how we worked so that we can do better next time.
b. You must look at the Design Brief and Specifications to remind yourself of the
purpose of designing and making the product.
EVALUATE THE TOY CAR

1. Complete and copy the table below:
Criteria Rating: 1 – 5: Comment: suggest
1 is excellent improvements
5 is poor
Do the wheels of the car
turn easily?
Does your car travel in a
straight line?
Is the body of the car made
well?
Are the wheels and axles
made so that the wheels
keep straight and do not fall
off?
a. Give learners time to discuss the evaluation and complete the table.
b. Learners must copy and complete the table in their workbooks.
c. The table must have a heading.
d. They must work together with the team that designed and built the car.
3. Model answer (answers will vary)

EVALUATE THE TOY CAR
Criteria Rating: 1 – 5: Comment: suggest

1 is excellent improvements
5 is poor
Do the wheels of the car 4 The wheels could be kept
turn easily? straighter by putting the
stopper and spacer closer
together.
Does your car travel in a 4 It was quite straight. With
straight line? the wheels being kept
straighter, the car should
travel better.
Is the body of the car made 5 It is sturdy and well-made.
well?
Are the wheels and axles 3 The stoppers did not stay on
made so that the wheels the axles – two fell off. We
keep straight and do not fall need to glue the stoppers
off? on more effectively and test
them
Checkpoint 2
a. What is the purpose of the stopper on an axle?
b. Why must the body of the car be well made?

a. The stopper stops the wheels from falling off the axles.
b. The body of the car must be well made so that it does not collapse when it is going
down the ramp.



Platinum Systems for moving things 157
Solutions for All Systems for moving things 190
Top Class Systems for moving things 109
Sasol Inzalo Bk B Systems for moving things 67

N/A

NATURAL
SCIENCES
&
TECHNOLOGY
ASSESSMENT
GRADE 5 TERM 3

GRADE 5 ASSESSMENT
●● This section presents the CAPS assessment requirements for this grade for this term.
●● See your prescribed textbooks for examples of the required assessments.
CAPS Assessment
Assessment is a continuous planned process that involves identifying, gathering, interpreting and
diagnosing information about the performance of learners.
Assessment involves generating and collecting evidence of learner achievement and progress, and
using this information to understand and provide assistance to the learner during the process of teaching
and learning.
Assessment should be both formal and informal:
a. Informal Assessment involves regular checking of learners’ class work and practical tasks;
asking questions; discussions; informal classroom interactions; and giving constructive
feedback. Informal assessment marks do not need to be recorded, but the teacher can make
notes for future reference.
b. Formal Assessment provides teachers with a systematic way of evaluating how well learners
are progressing. Formal Assessment consists of selected assessment tasks. These tasks are
stipulated by CAPS and the marks need to be recorded. These tasks are done throughout the
year, and include practical tasks, tests and examinations.
i. Tests and Examinations

Examinations must include questions on both Natural Sciences and Technology. The
weighting of the marks should reflect the time allocated to each section in the curriculum
content. Tests and exams should consist of a range of questions that cover different
cognitive levels: recall; understanding; application; evaluation; analysis; and synthesis.
CAPS aligned tests and examinations, with accompanying memoranda, are provided with
these lesson plans.
ii. Practical Tasks

Practical tasks give learners the opportunity to demonstrate knowledge, skills and
understanding. Practical tasks form part of the activities included in these lesson plans.
Each term, one practical task has been selected for assessment. A rubric is provided to
conduct the assessment.
A minimum mark allocation is prescribed in CAPS for tests, practical tasks and examinations for each
grade. For this grade, these are summarised in the table below:

GRADE 5 ASSESSMENT
Grade 5
Programme of Formal Assessment
TOTAL
Formal MARKS
TERM 1 TERM 2 TERM 3 TERM 4 TOTAL
Asessments FOR THE
YEAR
School-based 1 test 1 exam 1 test 1 selected Together
assessments [15 marks] or test on [15 marks] practical make up
work from task 75% of the
terms [15 marks] total marks
1 selected 1 selected of the year
1&2
practical practical
task [45 marks] task 135 marks
[15 marks] [15 marks]
1 selected
practical
task
[15 marks]
Exams Exam on Makes up
work from 25% of the
[60 minutes] terms 3 & 4 45 marks
total marks
[45 marks] of the year
Number Total 8
of formal 2 2 2 2 assessments Total: 100%
assessments [180 marks]
Refer to CAPS on the processes for converting marks to percentages and to the 7-point scale.

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Interesting Science fact #9

Birds sitting on power lines don’t get

What are the learning programmes?

2 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 3

Lesson Plan Structure

1. The Term 3 lesson plan is structured to run for 9 weeks.

This time allocation of 3.5 hours per week is CAPS aligned.

Lesson Plan Contents

b. A table showing the position of the topic in the term.

d. A glossary of scientific and technological vocabulary, together with an explanation of each

4 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 5

●● Writing your name on all resources

●● Use this space to display the resources for the topic

6 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

Lesson Plan Routine

3. Checkpoint 1: ask learners two questions to check their understanding.

4. Conceptual Development: complete an activity to apply new knowledge or skills.

5. Checkpoint 2: ask learners two questions to check their understanding.

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 7

●● provide a variety of teaching techniques and approaches

Content and Time Allocation

●● Term 1: Life and Living

8 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

Term 1 Term 2 Term 3 Term 4

Strands Strands Strands Strands

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

The time allocation by topic is summarised in the table below.

GRADE 4 GRADE 5 GRADE 6

(10 wks) (10 wks) (10 wks)

Term 2: • Materials around 3½ • Metals and 2 • Solids, liquids ½

(10 wks) (10 wks) (10 wks)

10 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

(10 wks) (10 wks) (10 wks)

(8 wks) (8 wks) (8 wks)

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 11

LESSON REFLECTION TOOL

2. Was preparation sufficient?

3. What could have been done better?

4. Were all of the necessary resources available?

12 Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3

11. Was the explanation on the content easy to follow?

16. Overall reflection on this part of the lesson:

Grade 5 NATURAL SCIENCES & TECHNOLOGY Term 3 13

14 Grade 5 NATURAL SCIENCES TECHNOLOGY Term 3

●● This topic runs for 3 weeks.

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

Grade 5 NATURAL SCIENCES TECHNOLOGY Term 3 15

C. SCIENTIFIC AND TECHNOLOGICAL VOCABULARY

3. rate One quantity measured against another; speed is a rate as it measures

6. combustion Burning, or a chemical change that produces heat and light

7. deprived Removed or withheld from

D. UNDERSTANDING THE USES / VALUE OF SCIENCE

Notes for future

16 Grade 5 NATURAL SCIENCES TECHNOLOGY Term 3

Term 3, Week 1, Lesson A

A POLICY AND OUTCOMES