Western Cape Primary Science Programme (PSP) An example of a learning experience in the Natural Sciences
MATTER AND M ATERIALS G 5 RADE
Water is Precious 1
Solids, liquids and gases
2 Mixing solids and liquids 3 Which solids are soluble and which solids are insoluble in water?
4 Can we make a solid dissolve faster?
5 Can we get the solids back after we have mixed them with water?
6 Water is a precious liquid 7 Making polluted water clean again 8 Making sewage water clean again 9 How do we get clean drinking water?
We welcome the wide use of these materials. Please acknowledge PSP
©PSP 2008
DEVELOPED BY WESTERN CAPE PSP team AND TEACHERS These materials were written to support teachers in their work with learners around the content area of Matter & Materials. While this is not a complete work schedule, it offers possibilities for teachers to include other learning experiences and to extend and develop this further. This example learning experience shows how you can work towards the following learning outcomes in the Natural Sciences.
LO1: Scientific Investigations The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environme environmenta ntall context contextss
LO2: Constructing Science Knowledge
The learner will know and be able to interpret and apply scientific, technological and environmental knowledge
LO3: Science, Society and the Environment
The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.
Courses presented by Rose Thomas and Nontsikelelo Mahote Booklet designed by Welma Odendaal Illustrated by Nicci Cairns and Janet Ranson
Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road Philippi, 7785 P O Box 24158 Lansdowne 7779 South Africa Tel: Tel: 021 691-9039 Fax: 021 691-6350 e-mail:
[email protected] [email protected] website: ww.psp.org.za
The PSP is grateful for support from PETROSA
Contents
Section 1 – Learning Experiences 1 Solids, Solids, liqu liquid ids s and gases gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 .1 2 Mixing Mixing solids solids and liquid liquids s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 .4 3 Which Which solid solids s are solub soluble le and whic which h solids solids are insol insolub uble? le? . . . . . . . . . . . . . . . . . . .8 .8 4 Can we make a solid solid dissolve dissolve faster? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 .10 Assessment Task for LO 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 5 Can we get the the solid solids s back after we have mixed mixed them with water? water? . . . . . . . . . . .16 6 Water is a precio precious us liquid liquid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 .19 7 Making Making polluted polluted water clean again again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 .22 8 Making Making sewage water clean again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 .27 Assessment Task for LO 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 9 How How do we get clean clean drin drinkin king g water? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 .31 Assessment Task for LO 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Suggested Suggested Work Schedule Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34–35 .34–35
Section 2 – Teacher Resources Task cards to photoco photocopy py . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-50 .37-50 Assessment task cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39, .39, 48, 50 A3 diagrams and pictures to photoco photocopy py . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54–57
Section 3 – Extracts from NCS Core knowledge and concepts in Matter and Materials . . . . . . . . . . . . . . . . . . . . .60–61 . 60–61 Learning Outcomes Outcomes and Assessment standards standards . . . . . . . . . . . . . . . . . . . . . . . . . .62–67 . 62–67
Section 1 Learning Experiences Assessment tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-33 LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Work Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34-35 . 34-35
1
Solids, Liquids and Gases
Key concepts Teacher Task
g Matter exists in 3
different different forms: solid, liquid and gas. g Solids, liquids and
gases have their own characteristics and properties.
Introduction Revise the 3 states of matter: solids, liquids and gases. Show your learners many examples of different kinds of matter and ask them to help you sort them into solids, liquids and gases. Choose an example of a solid, liquid and a gas. Remind your learners that the different forms of matter have different properties.
what can i say about a book?
A book
th oo th The pages a re sm
I t is solid rown It is brown
The cover is har d
d i t n e n b I c a
IT CAN
what can we
I can f ol d d i t t
BURN!
say about this cool drink?
A cool drin rink W e c a a n n p o ou r u r t h he e
We can drink it
w a t t e e r r
g h i t u o r h see t n a c We
I t is runny
I t is we t
er iner ontain the conta e o f the shape the shap akes the It t akes 1
Poem about water and its properties The rain
Swishing, swashing down the lane, Come the lorries in the rain. Shunkle, shonkle is the mutter Of water flowing down the gutter. Shillop, shallop, through the mud, what can we
Go the cows chewing the cud.
say about the
Splashing , splishing, cars go by,
air in a
But I’m inside and nice and dry!
balloon?
I t presses on the inside o f the balloon
a i r i t We can squa sh W e c a a n
ce t he spa l l a p u I t t a kes oon l l t he ba e d i s in
nd i f u o s k e s a a m t I
o u t t i t e e w e l
c o om p m r r e es s s s i t t
I t t b o ou n u c e es s
I t t f l lo a
t s s
c a p e s e n I t c a
Consolidation Remind your learners that the properties of solids are the things that all solids have in common. Similarly, the properties of liquids are something that all liquids have in common. The properties of gases are the things that all gases have in common.
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