life and living [grade 5 english]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME

We welcome the wide use of these materials. Please acknowledge PSP. ©PSP 2005

An example of a learning experience in the Natural Sciences

LIFE AND LIVINGGRADE 5

We all depend on each other1. Biodiversity: the many different kinds of plants and animals

2. Sorting animals into classes

3. Food chains and webs - plants and animals depend on each other to survive

4. Life cycles of plants and animals

5. We all depend on bees

6. We all depend on each other

RationaleThese materials were written to support teachers in their work with learners around thecontent area of Life and Living. This is not a complete work schedule. It offerspossibilities for teachers to include other learning experiences and to extend anddevelop it further. This example learning experience shows how you can work towardsthe three Learning Outcomes in the Natural Sciences of the RNCS.

LO1: Scientific InvestigationsA The learner will be able to act confidently on curiosity about natural phenomena,

and to investigate relationships and solve problems in scientific, technological andenvironmental contexts

LO2: Constructing Science KnowledgeA The learner will know and be able to interpret and apply scientific, technological and

environmental knowledge

LO3: Science, Society and the EnvironmentA The learner will be able to demonstrate an understanding of the interrelationships

between science and technology, society and the environment

We know that children are naturally curious and observant. Children learn about theworld by observing, asking questions and trying to make sense of what they experience.Science teaching should allow these natural tendencies to keep growing. Encourage yourlearners to ask questions even if you and the learners do not have the answers.Questions are an opportunity to engage the class in observations and discussions. Theydevelop thinking and curiosity.

In Science we want students:A to develop a lively curiosity about the world around them A to be confident to raise questions A to link their questions to what they observe in their home environments

and in the world This can lead to a rich thinking, talking and writing environment. Children who have thiscuriosity will learn and become creative human beings too.

AssessmentThe assessment tasks in this group of learning experiences are directly linked to theRNCS Learning Outcomes. They are designed to encourage learners to show what theyknow, to show what they are thinking and to record and show you their questions.

Course presented by Nontsikelelo Mahote and Rose Thomas Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci CairnsAcknowledgements: Di and Johnny Hutton-SquireHoney Bee Foundation and Products (contact details page 58)

Western Cape Primary Science Programme (PSP)Edith Stephens Wetland Park

Lansdowne Road, Philippi, 7785

P O Box 24158, Lansdowne 7779 South Africa

Tel: 021 691-9039 Fax: 021 691-6350

E-mail: [email protected]. Website: www.psp.org.za

ContentsSECTION 1Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–29Assessment tasks

LO1 Investigating the diversity of plants around us . . . . . . . . . . . . . . . . . . . . . . . .6LO2 Making our own foodweb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16LO3 Different kinds of beehives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Suggested workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

SECTION 2Teacher resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Task cards to photocopy

Task card 1 Sorting the vertebrates using the classification key . . . . . . . . . . . . .32Classification key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Pictures of animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Task card 2 Assessment task for LO1Investigating the biodiversity of plants around us . . . . . . . . . . . . . .37Key for sorting leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Task card 3 Food chains and food webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Garden ecosystem puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Task card 4 Assessment task for LO2Making our own food webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Identification key for invertebrates . . . . . . . . . . . . . . . . . . . . . . . . .43

Task card 5 Life cycles of plants and animals . . . . . . . . . . . . . . . . . . . . . . . . . .45Life cycle pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Task card 6 Assessment task for LO3Different kinds of beehives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Fact sheet: Why are bees so important to the world? . . . . . . . . . . . .56

Task card 7 Biodiversity of the Kowie River . . . . . . . . . . . . . . . . . . . . . . . . . . .59Poster of the Kowie River . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Key of the Kowie River Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . .62Key to the animals of the Kowie River . . . . . . . . . . . . . . . . . . . . . . .64Background information on Biodiversity . . . . . . . . . . . . . . . . . . . . .65

SECTION 3Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Class recording sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Assessment tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

SECTION 4Extracts from the Revised National Curriculum Statements (RNCS) . . . . . . . . . . .71

Core knowledge and concepts for Life and Living (RNCS) . . . . . . . . . . . . . . . . . . .72Learning Outcomes and assessment standards (RNCS) . . . . . . . . . . . . . . . . . . . . . .78

SSEECCTTIIOONN 11Learning Experiences

We all depend on each other1. Biodiversity: the many different kinds of plants and animals . . . . . . . . . . . . . . . 1

2. Sorting animals into classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Assessment task for LO1: Investigating the biodiversity of plants around us . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

3. Food chains and webs – plants and animals depend on each other to survive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Assessment task for LO2: Making our own food web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

4. Life cycles of plants and animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

5. We all depend on bees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Assessment task for LO3: Different kinds of beehives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

6. We all depend on each other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

1

1 Biodiversity: the many differentkinds of plants and animals

Introduction1. Ask learners to work in pairs and tell each other about the different

plants and animals they know.2. Hand out a variety of pictures of plants and animals (see pictures

to photocopy from page 34.)3. Discuss these questions with the learners. Accept many different

ideas and opinions.

AskWhy do you think there are so many different types of plants andanimals on Earth?

4. Introduce the term biodiversity. Write it on the board in largeletters and explain that we are going to find out what it means.

5. Ask learners to find an animal or plant with a name that beginswith B, I, O, D, V, E, R, S, I, T, Y. Write the name of the plant oranimal next to the letter and thus build up the word.

6. Ask learners what they think the word Biodiversity means. Explainthat biodiversity is a word that refers to the many different plantsand animals living on Earth. Explain that we humans are also partof Earth’s biodiversity.

Make a class display or poster7. Make a colourful display or poster of plants and animals. Organise

it around the word biodiversity. The learners can bring pictures,draw, write about, or bring plants and animals.The display or poster must show a lot of plant and animal diversity.Over the next week or two in your class get learners to add picturesand the names of plants and animals to the poster. They do notnecessarily have to match the letters in the word biodiversity. What you are trying to do here is create a picture showing thegreat diversity of living things.

ConsolidationWrite a summary on the chalkboard to explain what biodiversitymeans. The learners can copy this into their books.

Biodiversity means all the living things on Earth and theirhabitats. (The special places where they live)Biodiversity is all life on our planet Earth and where it lives.Biodiversity is all the different forms of life that live together on our Earth. This includes plants, animals, people and microorganisms and their habitats.

• There are many differentkinds of plants and animals.This is called biodiversity.(Bio- means living, anddiversity- means manydifferent kinds)

Key concepts Teacher Task

2

Explain that micro organisms are the small germs (bacteria andviruses) that are also living on Earth. These are also part of the Earth’sbiodiversity even though we cannot see them easily.

Ask and think aboutA Why do you think it is important that there are many different

kinds of plants and animals on Earth?A Why do you think we should be worried if there are only a few of

each kind of plant or animal left?A Why do you think we should be worried if there are fewer and fewer

natural areas (habitats) left on Earth?

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BIO-D

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IntroductionBring some bones to the class or ask learners to bring bones.

Ask learners to say which animals the bones come from.

Explain that some animals have bones but others do not. Ask learnersto mention some examples.

The animals with bones are called vertebrates and the animals that donot have bones are called invertebrates.

1. Hand out pictures of animals from page 34.

2. Ask learners to decide which they think are vertebrates and whichare invertebrates. Then ask them to sort the vertebrates into groupsthat they think go together. They must give reasons why they havegrouped them as they have.

3. Explain to learners that they are going to sort vertebrate animals ina more scientific way.

4. Use the same pictures again and also hand out the sorting key onpage 5.

5. Help the learners to name the five classes of vertebrates.

3

2 Sorting animals into classes

• Scientists sort animals intotwo main groups: vertebrates (animals withbackbones) andinvertebrates (animalswithout backbones)

• Vertebrates can be sortedfurther into 5 differentgroups (classes)

• There are many differentgroups of invertebrates andthere are so many differentkinds of invertebrates.

For this exercise,learners may havedifficulty classifyingdolphins and whales(mammals), penguins(birds), and bats(mammals). They arenot easy to classifyusing the key. Howeveryou can tell thelearners what classesthey belong to.

Key concepts

Teacher Task

Earthworm Jellyfish

Invertebrates

Vertebrates

Teacher Note The skeleton of a typical mammal The bones in a hand

4

Sorting the vertebrates using a classification key

1. Sort the pictures of animals into vertebrates and invertebrates.Then sort the vertebrates into groups. Give a reason why you havegrouped certain animals together.

2. Use the sorting key on page 5. Follow the questions one by one tosort your pictures until you have five different groups.

3. Find a name for each group.4. When you have sorted the animals into their classes, copy and

complete the table below.

task card to photocopyon page 32.

fishes frogs reptiles birds mammals

yellowtail toad tortoise chicken pig

snoek frog crocodile owl bucksardine snake ostrich weaver elephantleervis

fins breathes scaly lays warm air skin eggs blood

Name of class

Drawing ofone animal

Names of moreexamples

Onecharacteristic

Learner TaskTASK CARD 1

Classes of vertebrate animals

Sorting key for Activity 2In biology, we study living things. It helps to study living things if we put them into groups or sets. We must put all living things of the same kind into each set.

Here are fourteen animals. They all look different. They can all do different things. We can divide these animals into groups.

bat

frog

trout

salmon

lizard

ostricheagle

baboon shark

lion

aa ttrroouutt

rabbit

crocodile

chicken

snake

5

FACTS1. Where do the animals live?

(a) Put all the animals that live on land in oneset.

(b) Put all the animals that live in water inanother set.

(c) Which animals do not fit well into these twosets?

2. How do the animals move?(a) Put all the animals that fly into one set.(b) Put all the animals that swim into another

set.(c) Put all the animals with wings into another

set.(d) Are all the animals that fly birds?(e) Are all the animals that swim fish?(f) Do all the animals with legs live on land?

3. What kind of skin do the animals have?(a) Put all the animals with feathers into one set(b) Can all these animals fly?(c) Put all the animals with scales into one set.(d) Are all these animals fish?(e) Make sets of all the animals with:

(i) feathers(ii) hair or fur(iii) scales(iv) scales and fins(v) a smooth dry skin with segments.

EXAMPLEA Animals that live on the land: a snake, a lizard, a

frog, a rabbit, a baboon, a lion, an eagle, a bat,an ostrich and a chicken.

A A crocodile lives on land and in water.

Look for the facts (characteristics) about each animal. We can make sets of theanimals with the same characteristics. Write the names of the animals in each set.

6

Assessmenttask for LO1 Investigating the biodiversity

of plants around us

Encourage the learners to begin to think about plant diversity bydoing an investigation. The investigation takes the form of a survey ofthe different plants in your area. Learners collect and sort thedifferent kinds of leaves. This will help them describe and classify theleaves and to tell how many different kinds of plants there are in theirarea.

Investigating the biodiversity ofplants around usA. Planning the investigation

Ask:

• There are many differentkinds of plants

• Each kind of plant hasleaves of a specific shape.We can identify a plant bylooking at its leaf shape.We can also tell if twoplants are different bycomparing their leaf shapes

• We can count the bio-diversity of plants in anarea by counting how manydifferent kinds of leaves wecan find

• Leaves can be classified intodifferent shapes.


This investigationworks towards thefollowing assessmentstandards:Planning investigationsA Learner lists with

support, what isknown about familiarsituations andmaterials, andsuggests questions forinvestigation.

Conducting investigationsand collecting dataA Learner carries out

instructions andprocedures involving asmall number ofsteps.

Evaluating data andcommunicating findingsA Learner reports on

the group’s procedureand the resultsobtained.

how many different kinds ofplants do you think there arein our area? (in our schoolgrounds, neighbourhood etc)

do they all look the same?

in what way are theydifferent or the

same?

do all plants have the sameleaves or bark or seeds or

fruits?

how can we find outhow many different

types of plants thereare?

do plants of the same kind havethe same or different leaves or

stems or seeds or fruits?

7

Encourage learners to list as many ways as they can to sort plants.They can list the different ways on the chalkboard and then copy theminto their books. Accept a wide range of ideas. After learners have putforward their suggestions, explain that one of the ways we can findout how many different plants there are is by collecting, sorting andcounting their leaves.

So the focus is on this ideaWe count the number of different leaves we can find in an area orhabitat and this will tell us how many different kinds of plants thereare.

PreparationDivide the learners into groups and decide in which area they willcollect their leaves. We always count biodiversity in a particular areathat is clearly defined. In that way you can compare the biodiversitybetween two different areas. Ask learners to go and collect a leaf fromevery different plant they can find in that area. When they havecollected their leaves they must sort them in their own way. Checkwhat they have done. They must be able to explain why they havesorted them as they have.

After they have done their own sorting, explain that scientists find ithelpful to sort the leaves by looking at their shape and their edges.This helps them understand the differences between the leaves so thatthey can count the different leaves and plants more easily.

Different leaf shapes

You can alsoinvestigate the varietyof flowering plants bylooking at theirdifferent types offlowers or fruits orseeds. You can tell thevariety of trees bydoing bark rubbings –learners will need apaper and pencil forthis.

g palmate h hand-shaped i strap leaves(like the palm of your hand)

a circular b heart-shaped c ovate (egg-shaped) d kidney-shaped e arrow-shaped f elliptical

Teacher Note

8

Prepare large pieces of paper with the table shown on the next page.The learners can classify their leaves onto such a table.

a entire (smooth) b serrated c toothed d bumpy e wavy

Different leaf edgesTASK CARD 2

9

Investigating the biodiversity of plants around youA. Planning the investigation1. Decide on the area where you will go and collect leaves.

B. Collecting and sorting the leavesA Collect as many different kinds of leaves as you can find in your

area.A With your whole group, sort the leaves that you think go

together into groups.A Explain why you put them into those groups.

C. Classifying, describing and counting the leaves and sharing the results

1. Look at the leaf shapes. Also look at the leaf edges.2. Make a table or poster like the one below. (You will need a big

piece of paper). Cut out the shapes in the key provided on page39 and paste them next to the appropriate heading. Then sortthe leaves you found according to the table.

3. Place the leaf in the column according to its shape. Place it inthe row next to the correct leaf edge.

task card tophotocopy on

page 37.

Learner Task ASSESSMENT TASK FOR LO1

Leafshapes

Leafedges

Smoothedge

Serrated

Toothed

Bumpy

Wavy

TotalNumber

Circular Heart Oval Kidney Arrow Elliptical Hand Palm Strap shaped shaped shaped shaped shaped shaped

See example of completed chart on page 8

10

4. If you find leaves with shapes or edges different to the ones shownon the table then draw the shape or edge and make up your ownname for its edge and shape.

5. Add up the total of each kind that you found.

D. Sharing the resultsDrawing and writing task1. Choose three different leaves that you found interesting. Draw them.

Make a heading and write what shape they are. Name and label theiredges.

2. Write a few sentences to describe the leaves. Describe their shape,edges, colour and any other interesting features.

3. Write a sentence to tell how many different kinds of leaves the wholeclass found altogether.

4. Display your drawings on the classroom wall.

ConsolidationWhat have we learned about our plant diversity?Ask each group to report on their findings and to count the number ofall the different types of leaves that they found. The number of differentleaves counted will give you a biodiversity count of the plants. Theplant biodiversity in your area is the number of different types of plantsidentified using their leaves.

Ask and think aboutA Did you all get the same number of each type of leaf? A Can you explain why or why not?A What do the different types of leaves tell you?A Why do you think there are so many different types of leaves and

plants? A Different plants can have similar leaves. Why do you think this is?A If you counted the biodiversity in another area would you expect to

get the same types and numbers? Why or why not?

Learner Task Task Card Continued

11

Assessment task Assessment criteria for LO1

Investigating the biodiversity of plants around us A. Planning the investigationLearners must:

List at least two ways in which we can find out thenumber of different types of plants. Eg. by notingdifferent features such as:

A different flowersA different bark A different leaves etc A and then counting the number of the different

kinds.

B. Collecting and sorting the leavesLearners must:

A Collect a range of different leavesA Sort leaves into groups based on similar

features and be able to explain what thesefeatures are (work out their ownclassification system and be able to explain it).

C. Classifying, describing and countingthe leaves and sharing the resultsLearners must:

A Correctly classify the leaves according to thetable

A Be able to draw and describe 3 leaves usingthe key words for the shapes and edges fromthe table

A The drawings must be neat, clear and showthe shape and edge distinctly

A The drawings must have a suitable headingand correct labels

A Be able to describe the leaves in other ways,such as their colour, size and texture

A Display their leaves.

12

3 Food chains and webs – Plants and animals depend on each other to survive

IntroductionExplain and ask A Can you survive without other people?A Could you have survived from babyhood without other people?

What did other people do for you?A Can you survive now without other people?

But it’s not just people we all need. What else do we need?

What do you think would happen to the Earth and to us if there werenot so many plants and animals?

Food chainsAsk learners to think of one food they have eaten today and to trace itback to the plants it came from and then to the sun.

Note: The arrows always go from the food to the animal eating it. Thearrows go in the direction of the energy flow.

For example

Sun d Mealie seeds d Chicken d Person

The sun gives energy to the mealies and helps them to grow. Thechicken eats the mealies and gets energy from them. The person eatsthe chicken to get energy.

Sun d Grass d Cow d Person(meat and milk)

The sun helps the grass to grow. The cow eats the grass. The personeats the meat and milk from the cow.

• All animals depend onplants for their food

• We all depend on a varietyof plants and animals tosurvive

• Plants make their own foodand are called producers.They produce food forthemselves and theanimals.

Extension concepts• Animals that eat only

plants are called primary(the first) consumers

• Animals that eat otheranimals and plants arecalled secondary (thesecond) consumers

• Animals that eat thesecondary consumers arecalled tertiary (the third)consumers. They arealways carnivores (meateaters).


13

This is called a food chain and it shows the different plants andanimals that we depend on. However we know that we eat more thanone food and so we depend on more than one plant or animal for ourfood. Animals and plants are dependent on each other. In fact all lifeis interdependent. For example, many plants cannot reproducethemselves unless an animal pollinates them or disperses their seed.

Food WebsPlants, animals and people are interdependent. This means we alldepend on each other for our survival. It is more realistic to representthe connections between plants and animals using a food web ratherthan a food chain since it can show the multiple connections betweenliving organisms.

1. Hand out the food web puzzle of the Garden Ecosystem (page 41).If possible provide one puzzle between every two learners. Askthem to work out the puzzle and then draw it into their books andput in the arrows. The arrows go from the food to the animal eatingit. There will be more than one arrow linking some animals andplants.

2. Learners must answer questions about the food web in their books.

Food chains1. Choose any food that you ate today. Draw and label a food chain to

show where your food came from. Show the steps all the way backto the sun. Write to explain your food chain. Remember the arrowsgo from the food to the animal eating it.

Food Webs1. Use the Garden Ecosystem puzzle on page 41. 2. Work out the food web in the puzzle. 3. Then draw it into your books and put in the arrows. The arrows go

from the food to the animal eating it. There will be more than onearrow linking some animals and plants.

QuestionsAnswer these questions about the Garden Ecosystem. Write the answersin your books.A Why does the food web start with plants at the bottom?

The plants are on the bottom because they don’t feed on anything.They make their own food using air, water, and energy from the sun.All animals depend on the plants for food.

A What do the arrows show?The arrows show the energy from the food going to the animal eating it.

A Why do some animals have more than one arrow going to them?Some animals have more than one arrow going to them because they eat more than one thing and each has its own arrow.

Teacher Task

Learner Task


page 40.

14

A Why do some animals and plants have more than one arrowgoing from them?Some animals and plants have more arrows going from thembecause they are eaten by more than one animal.

A What is decomposition? Why is it important for the food web?Decomposition is when dead plants and animals rot in the soil. This enriches the soil. This is important because good soil helps the plants to grow. These plants provide food for the animals.

Introduce and explain

Note to the teacherFood websIn a food web there are always both plants and animals. They obtain theirfood in different ways.

ProducersThe plants make their own food and also provide food for the animals.Therefore they are called the producers.Herbivores, carnivores, and trophic levelsSome animals are herbivores; they eat plants. Other animals are carnivores;they eat animals. But, certain carnivores eat animals that in turn have fed onplants. For example a lion eats a springbok, which has fed on grass. However,other carnivores eat animals that have fed on animals. For example a birdeats a lizard, which has fed on flies and locusts. So in a food web there aredifferent kinds of feeding. These different kinds (levels) of feeding are calledTrophic levels (feeding levels).

DecompositionWhen plants and animals die they decompose (rot). This means that theirdead bodies are eaten and broken down by small animals, fungi and bacteriain the soil. These organisms are called decomposers. They help to return allliving things to the soil eventually. This enriches the soil and allows new lifeto grow.

Introduce and explain the following terms to the learners and for anextension activity, point out the trophic levels on a picture of thegarden food web.

Primary producers: The plants in a food web are called the primaryproducers. This is because they produce food for themselves and otherliving things during photosynthesis. They use sunlight energy, waterand carbon dioxide from the air to make carbohydrates (eg glucose andstarch). These are the staple foods of all living organisms.

Primary consumers: The animals in a food web, which feed only onplants, are called primary consumers. This is because they only feed onthe primary producers, which are the plants. These animals are alsocalled herbivores. This means they eat only plants. Examples ofherbivores are sheep, buck and cows and many insects.

Learner Task

Teacher Task

15

Secondary consumers: The animals in a food web that eat the primaryconsumers are called secondary consumers. This is because they feedon animals, which have fed on plants.

Tertiary consumers: The animals in a food web that eat the primaryand secondary consumers are called tertiary consumers. These arealways carnivores.

Decomposers: These are small organisms such as bacteria, fungi,earthworms; fly larvae etc. that live in soil and in compost. They feedon dead plant and animal bodies and help them to rot and break downuntil they become part of the soil again.

Ask learners to write in the names of these food levels on theirdrawings of the garden ecosystem.

ConsolidationCheck that the learners have completed the food web correctly. Alsocheck in the extension exercise that they have understood thedifferent trophic levels.

Discuss the questions with the learners after they have attempted toanswer them. Then let them add more detail to their answers ifnecessary after the discussion.

GARDEN ECOSYSTEM Fiscal Shrike

TERTIARY CONSUMERS

Ladybird Spider Frog

SECONDARY CONSUMERS

Aphid Cricket Moth / caterpillar Earthworm Millipede

PRIMARY CONSUMERS

DECOMPOSERS

Detritus

Rose bush Arum lily GazaniaPRIMARY PRODUCERS

16

Assessmenttask for LO2 Making our own food web

This assessment task works towards the following assessment standards for grade 5:

Recalling meaningful information when neededLearner, at the minimum, uses own fluent language to name and describefeatures and properties of objects, materials and organisms.

Categorising information to reduce complexity and look for patternsLearner creates own categories of objects and organisms, and explains own rulefor categorising.

Draw your own food web The food web must have1. At least 10 living things in it; including both vertebrates and invertebrates 2. A human as part of the food web3. Labels showing the names of the plants and animals 4. Arrows showing what the different animals feed on 5. For the extension activity: Labels showing the primary producers, primary

consumers, secondary consumers and tertiary consumersA Try to make your food web using some real plants and animals that you

have seen near your home or school.A Use the identification list of invertebrates from page 43 to help you

name and identify some of the animals.

WriteWrite a few sentences on what you have learnt about food webs.

ConsolidationExplainWe have an expression in South Africa, “Umntu ngumntu ngabantu.” In otherwords, “A person is a person through other people.” So we all depend on andneed others. 1. What does this mean?2. Is this true?3. Is it only people that we depend on?4. Why do you say so?


Drawing a food web The food web must haveA At least 10 living things in it including vertebrates and invertebrates as

well as a human. For extension these must be correctly set out into thefour trophic levels

A Labels showing the names of the plants and animals A Arrows showing what the different animals feed on. The arrows must

point from the food to the animals eating itA Drawing must be neat and clearA Extension activity:

Labels correctly showing the primary producers, primary consumers,secondary and tertiary consumers. (Humans will be secondaryconsumers as they feed on plants and also on animals).

Learner Task

17

4 Life cycles of plants andanimals

IntroductionThe human life cycle A Introduce the pictures of Madiba below.A Facilitate a class discussion about his life.

AskA How old is he?A What did he do before he became President?A Where was he born?A Where did he grow up?A Does he have any children?A etc.

Find pictures of the stages in the human life cycle (examples on page 18).

A Ask learners to help you sequence these pictures on the chalkboard.A Introduce and write the key words such as: baby, toddler, child,

teenager, young person, adult, old person.A Introduce the processes of growth and development.

• All plants and animals gothrough different stageswhile they grow

• The growing process of aliving thing is called its lifecycle

• The life cycle repeats itselffrom generation togeneration

• When an animal can’tcomplete its life cycle thenthe diversity and survival ofthe whole species isaffected


Former President Nelson Mandela as a youngman in the 1960s, left, and a more recentpicture of Madiba in his seventies.

Picture: Iziko SA National Gallery

18

AskA How did the person become a toddler from a baby? (He/she grew

and learned to walk)A How did the child become a teenager? (grew older, bigger and

developed breasts, muscles underarm hair etc)A How did the young person grow into an adult? (He/she matured,

married etc, had children, etc)A And so on.

A. Sequence a life cycleA Sequence the pictures of a person’s life from birth to old age. You

can also use or draw pictures from your own family.A Write labels for each stage and place them under the pictures.A Write the story of the life cycle.

1. Explain that when Madiba dies it is not the end of the Madiba clan,because he has children who in turn will have children. And theywill have their own life cycles. So the clan will continue fromgeneration to generation.

2. Explain that we can use a picture called a story wheel to show alife cycle. Show how to arrange the story wheel using the frog andthe apple tree as examples. Explain the different stages andprocesses to the learners. In the case of the apple tree explain thatthe bee takes pollen from one apple flower to another. Pollinationmust take place otherwise no apples will grow from the flowers.

3. Hand out more pictures of life cycles and story wheels for thelearners to sequence and write about (see examples on page 46).

Learner Task

Teacher Task

task card to

photocopy on

page 45

19

B. Sequence a life cycle on to a story wheelA Sequence the pictures of a life cycle. A Place them on to a story wheel. Make sure you have enough spaces

in the story wheel to place all your pictures.A Label each stage.A Show and tell your sequence to the class.A Write the story of the life cycle next to the pictures in the story

wheel.A Write to explain how the plants or animals in the life cycles depend

on other living things in order to complete their life cycles.

While learners tell their life cycle sequence on the story wheel,develop a list of relevant stages and processes on the chalkboard.

(Stages: grown up, adult, baby, eggs, caterpillar, larva, pupa, youngones, teenagers, adolescents, old ones, tadpoles, seed, seedling, fruit,flower etc. Processes: Laying eggs, reproducing, hatching, growing anddeveloping, growing old, germinating, flowering, pollinating, fruiting,ripening, dispersing seeds, etc.)

Explain the processes to the learners. Then ask the learners to labelthe different processes that take place in their life cycle.

ConsolidationLet learners understand that each plant and animal goes through thesame stages of development as others of its kind.

Write this on the board with the learners and they can copy it intotheir books.

Learner TaskIn groups

adult frogneeds waterand land andinsects forfood

eggs need water

tadpoles need waterand plant food

tadpoles with legs need water and also need plant and animal food

adult frog

eggs

tadpolestadpoles with legs

A life cycle story wheel

Teacher Task

20

Individual

C. Make a life cycle of your ownA Draw a life cycle of a plant or animal that you have seen or

know about.A Place your drawings onto a story wheel. Make sure you have

enough spaces in the story wheel to place all your pictures.A Label each stage.A Label each process that the animal goes through as it

develops.A Write the story of the life cycle next to the pictures you have

sequenced in the story wheel.A Write to explain how the plants or animals, in the life cycles

that you drew depend on other living things in order tocomplete their life cycles.

AskWhat do you think will happen to the plant or animal if, for somereason, it can’t complete its life cycle? (It would not produce any morebabies)A What would happen to its babies or young ones? (No more young

ones would be born)A What would happen to the rest of the species if one animal can’t

complete its life cycle? (The gene pool of that species would getsmaller and there would be less variation in the species as a whole)

A Can you think of some things that could prevent an animal fromcompleting its life cycle? (If there was no food for the animal; ifthe habitat or landscape changed and the animal had no more safeplaces to raise its young; if the climate changed and the adults andbabies could not survive those conditions; if the animals werethreatened in any way by people or predators or diseases, etc.)

The learners must understand that there are natural threats to a plantor animal completing its life cycle and there are also man-madethreats such as pollution, destruction of the landscape, hunting, over-fishing, open-ore mining etc.

A Life CycleEvery plant and animalhas a life cycle. Thismeans that it goesthrough the samestages in its life asothers of its kind.Plants and animalsgrow and develop asthey change from onestage to another.

Learner Task

Teacher Note

Man-made threats to the environment …Hunting, open ore-mining, off-road four-wheel drive vehicles

21

5 We all depend on beesIntroductionRead and discussBring some honey to the classroom for the learners to taste. (If you can get some honey on the comb, that is even better, because then you can show them the wax comb). Also bring golden syrup.

Ask A How does it taste?A Where does the honey come from?A Who makes it?A Is it the same as golden syrup? What is different about it?

Note to teacher – How bees make honeySome learners will probably know and have tasted golden syrup. This is man-made syrup produced from sugar cane. However honey is made by honeybees,which are insects. The bees drink the nectar from flowers and they producehoney inside their bodies. They then regurgitate the honey (spit it out again)and store it in the honeycomb to feed their babies. In other words the nectarpasses through the body of the bee and changes into honey in the process.This is rather like cows eating grass and producing milk.

Bees pollinate the flowers of most fruits such as, tomatoes, apples, plums,pears, oranges, naartjies, grapefruit, lemons, peaches and apricots andpumpkins. (These are all fruits because they have a seed inside a fleshy fruit.)Bees also pollinate the flowers of vegetables such as sweet potatoes, onions,and potatoes. Bees also pollinate the flowers of nuts, such as almonds.

With the learners, read the information about the apple farmers in Elginnear Cape Town and how they use bees: Bees and farmers depend oneach other (page 22). Start a class discussion about bees.

Ask and think aboutA Do you know of any plants that depend on bees for their pollination?A Think of all the foods you ate today, what plants did they come from

and what pollinated them?A What would happen to our food and to us if all the bees died?A How do you feel about bees? Are you scared of them? A How should we behave if a bee comes close to us?

(We should remain very still and calm and not run around and scream.Eventually the bee will fly away. We should not kill bees)

A What would we do without bees?A What would farmers do without bees?A Why should we be kind to bees and protect them?

• Many plants depend onbees for pollination, so thatthey can produce fruit andseeds and complete theirlife cycle

• Bees also need the nectarand pollen from flowers tocomplete their own lifecycles

• Farmers depend on bees topollinate their crops inorder to produce goodfruit for the market

• Beekeepers make use ofbees to produce honey,which they can sell. Theyalso hire out the bees tofarmers

• Beekeepers have developedthe technology of keepingbees.


most of our staplefoods such as rice,

sugar, mealies,wheat, rye and oatsbelong to the grassfamily and they are

mostly windpollinated. however,bees often pollinate

these as well.

22

Farmers need bees to pollinate their cropsBees are very important to the farmers in Elgin, near Cape Town. They depend on bees topollinate their fruit trees in order to produce good fruit. In the spring the apple, pear orplum trees all begin to blossom at the same time. The orchards are big and many millionsof flowers need to be pollinated in just a few days. There are not enough wild bees in thearea to pollinate all these flowers. So the farmer has to hire some bees from a beekeeperto come and do the job.

Farmers need many bees for pollinationFirst the farmer has to work out how many beehives will be needed. Usually two hives areneeded for an orchard depending on its size. There are about 3 000 bees in each hive.Each hive has a queen bee and worker bees. The queen bee lays the eggs and the workerbees look after the queen and the eggs until they hatch. The older worker bees fly out tocollect pollen and nectar from flowers and they pollinate the flowers at the same time.

The farmer grows special trees to attract the beesIn each orchard, (for example in an apple orchard), the farmer prunes (cuts) the trees intoshape so that they are not too tall and all the branches will get the right amount ofsunlight. He also plants a few trees in the middle of the orchard, which he does not prune,and they stand out above the other trees. These are called the pollenizers. A pollenizer is atree of a different apple variety, which flowers at the same time as the other apple trees.Because it stands up so high above the other trees the bees are attracted to it first. Thebees collect pollen from the pollenizer and they take it to the other trees. This is so thatcross-pollination can take place. Cross-pollination produces better fruit.

Worker bee collecting pollenand nectar from a flower

Worker bee busy on thehoneycomb in the hive

Queen beelaying eggsin cells aftermating witha male bee(drone)

Cells of the comb

Bee pupae

Bee larvae

Bees and farmers depend on each other

Pollen basket

23

Properly pollinated trees make good fruitApple trees can also be pollinated by wind. But the farmer cannot rely on windpollination because not all the flowers will be pollinated and the size andevenness of the fruit is not as good. The farmer keeps his orchards free offlowering weeds so that the bees don’t go to them instead.

Beekeepers bring bees to the farmerBeekeepers bring their bees (in beehives) to the farmers. The farmer has to paythe beekeeper for every day that the bees are in the orchards. The beekeeper inturn, has to look after his bees well. The beekeepers like to bring their bees tothe apple orchards because apple blossoms contain a good supply of nectar tofeed the bees. Pear blossoms, however, do not contain a lot of nectar and thebees become exhausted because they do not get enough nectar. The beekeepermust also see that the bees are kept in a clean hive and at the right temperatureand have enough water. The beekeepers also make money from selling honey.

More people are training to become beekeepersMany people in rural areas of South Africa are learning to become beekeepersso that they can keep bees and earn a living. They hire the bees out to pollinatethe farmers’ orchards, and they also sell the honey made by the bees.Beekeepers also help to protect bees. Bees are one of our living nationaltreasures because we depend on them to pollinate our food plants.

ObserveTake learners outside to some flowers or bring some and show learnersthe yellow pollen in the flowers. Let them rub some pollen off ontotheir skin. See if you can find any bees pollinating flowers. Also showlearners the sticky sweet juice called nectar which is inside theflowers. This is what the bees feed on and make honey from. Whenbees pollinate flowers they transfer the pollen from one flower to thenext whilst they are collecting pollen for themselves.

Explain1. Explain that bees are very important because:

Firstly, bees are essential to the food web because they arepollinators.A Fruits and seeds can develop from flowers only after they have

been pollinated.A Without pollinators such as bees farmers would not be able to

grow our foods.A Seeds, nuts and fruit that develop after pollination provide food

for animals.A Pollination also ensures that there are fertilised seeds so that a

new generation of plants can grow.– Other insects such as butterflies, wasps, beetles and moths

also pollinate flowers.Secondly, bees are important because they produce honey andbeeswax and propolis.

2. Ask learners to read the fact sheet on page 56. Discuss the factsabout the bees and beekeeping with the learners.

Teacher Task

Pollen is found here onthe anthers

A beekeeper

24

Different kinds of beehivesBees have been farmed in different kinds of hives for thousands of years. Hereare some examples of beehives.

1. Read about the beehives

Ancient Egyptian hives. This shows Egyptianbeekeepers taking honeycombs out of their hives. Thesehives were hollow and were made of dried mud from theNile River. Hives like this were first used 4 400 years ago.The bees build their wax combs inside, hanging down fromthe top.

This assessment task works towards the followingassessment standards for LO3 grade 5• Learner identifies ways in which products and

technologies have been adapted from other timesand cultures.

• Learner identifies the positive and negative effectsof scientific developments or technologicalproducts on the quality of peoples’ lives and/orthe environment.

Assessment standards


page 53

Wall painting inthe tomb ofRekhmire, WestBank, Luxor.The upperregister showshoney beingharvested fromhives andpacked intocontainers.Egypt, c.1450B.C

Entrances for the bees

Clay pipes

African tree trunk hives. These hivesare made from hollow wooden logs. Theyare used in Kenya in Africa. The beesbuild their wax combs inside, hangingdown from the top. The hives are placedin the trees where the bees collect pollen.They are still used today. The beekeepertakes the honey from the back.

Modern Egyptianhives. Thesebeehives are stillused in Egypt today.They are made fromclay. The bees buildtheir wax combsinside, hanging downfrom the top. Thebeekeeper takes thehoney out of theback of the hive.

Learner Task

Assessmenttask for LO3

25

Crib shaped hives. This kind of beehivewas first used in Kenya and in Tanzania.They are now also used in other parts ofAfrica. They are made of wood. Thecombs hang down from the woodenframes, which can be removed.

Langstroth hive. This kind of box hive is usedin Africa and in many parts of the world. It isnamed after the man who invented it. It ismade of wood. The combs hang down fromthe frames, which can be removed. Thesehives are used by beekeepers that hire outtheir beehives to farmers. They are easy tomove from place to place. Commercialbeekeepers use special clothes to protectthemselves from being stung.

lid

wooden frame

holes for the bees to enter

Beekeeper wearing protective clothing

Smoker

Frame with honeycomb fits into the box

Honey boxes

Brood box

Group work

Type of hive What is thehive madefrom?

Where do thebees enter thehive?

Where do thebees attachtheir comb tothe hive?

Where doesthe beekeeperopen the hiveto take thehoney out?

What are theadvantages ofthis kind ofhive?

AncientEgyptian hives

ModernEgyptian hives

African treetrunk hives

Crib shapedhives

Langstroth hive

honey comb

3. Make a table like the one below and fill in the information about each type of hive

2. Discuss with your groupA How do these beehives work?A What do you think is good about these beehives?A Have beehives changed very much from those of ancient Egypt?A What do all beehives have in common?A Where would you put a beehive?A Is beekeeping helpful to the environment?A How does beekeeping help the environment?

26

ConsolidationGive learners constructivefeedback about the task.

Discuss a Would you like to

keep bees for ahobby? Why?

a What kind ofperson mightbecome abeekeeper?

a Would you like tohave a career as abeekeeper? Why?


Make your owndesign of abeehive.

The drawing and /or explanation of the design should show application andunderstanding of the following knowledge:

About the hivea A hollow container a An opening for the bees to come in and out a A small platform for the bees to land and take offa Placed high above the ground for safetya Be placed in a suitable areaa Have places for the bees to build brood combs and honey storage combs

hanging down from the top a An opening for the beekeeper to collect honey from the combs that are

nearest the outside of the hive, without disturbing the brood combs

About processes of beekeeping and behaviour of beesa Understand some of the processes of beekeeping, such as honey

harvesting, trapping a swarm, moving the hives to place them in anorchard, bees becoming drowsy when smoked etc

a Explain a few points that show understanding of how bees and beekeepingbenefit the environment. E.g. They pollinate flowers so that fruits andseeds are formed and the plant can reproduce, provide food for otherliving things, produce honey for food, etc.

Assessment criteria to assess understandingabout bees, hives and beekeeping

The African bee hive

4. Make your own design of a beehive. It must be comfortable for the bees and easyfor the beekeeper to use. Make a picture to show your hive and its environment.Draw and write to explain how it works. Explain how bees and beekeepers helpthe environment.

27

Introduction1. Ask learners to look at the poster showing the life in the Kowie

River in the Eastern Cape. See poster and key, pages 60 and 64.2. Read the story about this poster to the learners.

AAsskka What can you see in the poster?a What kind of landscape is this?a Have you ever been to a place like this?a Do you know any of these plants or animals?a Why do you think there are so many plants and animals in this

place; what are they all doing there?a Can you see any life cycles in the poster?

3. Ask learners to answer the questions about the poster on page 28.4. After the activity the groups can display their coloured posters, and

answers on the walls.

6 We all depend on each otherPreparationKowie River Poster: If possible get the learners to colour in aphotocopied version of the poster on page 62 before doing thisactivity. This helps kids to get to know the poster better. If the learnersare working in a group, then fold the paper into 4 or 6 depending onthe size of the group and get a different learner to colour in eachsection. Give them several days to do this during free time.

Teacher Task• Plants and animals live

together and they dependon each other to completetheir life cycles successfully.

• We should value all life onEarth

Key concepts

28

The biodiversity of the Kowie Rivera Look at the poster. Can you see any life cycles in the poster?a Choose two plants or animals in the picture and draw their life cycles. Label

the life cycles. Say what the plant or animal depends on to complete its lifecycle.

a Count the biodiversity in this picture and then record the number on yourcopy of the poster.

a Where do you think people would fit into this poster? Draw a person andshow what the person is doing. Will the person affect any of the plants andanimals? Write a sentence to explain how.

a Where would you find bees in this picture? What would they be doing?Draw a bee in the picture, where do you think they would make their nests?

a Look for the following plants and animals in the picture and say what youthink they need to survive.


page 59

Learner Task

Plants and animals What do they need, and why?

Spider e.g. a place to make its web to catch insects for food

Snake

Water boatman (insect)

Leopard

Dragonfly (baby nymph)

Eastern Cape Rocky (fish)

Yellow pansy butterfly

Dassies

Plumbago (shrub)

Crab

Reeds

Terrapin (water tortoise)

Cape chestnut (tree)

Otters

Nile monitor (big lizard)

Waterbuck

29

ConsolidationWhat do you now know and understand about biodiversity and whatwould you still like to find out more about?

Talk about it, write and draw.

Or

Write a praise poem about biodiversity.

To find out more about the Kowie River poster contact:

Dr Jim Cambray

Makana Biodiversty Centre

Albany Museum

Somerset Street

Grahamstown

6139

Learner Task

30

Suggested Work SchemePeriod 1 Period 2 Period 3 Period 4 Period 5

Learning Exp 1 Biodiversity• Teacher introduces

biodiversity• Learners sort pictures

and make class display• Teacher summarizes• Learners copy summary

into books• Learners add to display

over the week • Teacher consolidates

Learning Exp. 2• Sorting• Teacher introduction to

show bones• Learners classify

animals using key andrecord on table

Learning Exp. 2 contd.• Learners draw bones and

write explanation aboutvertebrates

• Teacher consolidates

Assessment task forLO1: Investigatingbiodiversity• Teacher prepares

learners for assessmenttask

• Class discussion to planinvestigation

• Learners go outside andcollect and sort leaves

Assessment task contd.• Learners complete

classification table• And draw leaves and

write about them• Display their work in

classroom

NB Decide when to givefeedback aboutassessment task

Period 6 Period 7 Period 8 Period 9 Period 10

Learning Exp 3Food chains and webs• Teacher introduces:• We depend on others,

food chains• Learners draw food

chains • Teacher explains food

webs

Learning Exp 3 contd.• Learners work out the

garden food web anddraw it

• Teacher consolidates andexplains concepts in foodweb: producers,consumers, decomposers,trophic levels (forextension)

Assessment task forLO2: Teacher prepareslearners for assessmenttask• Learners draw and label

their own food web

Assessment task contd• Learners write about

what they have learnedabout food webs

NB Decide when to givefeedback aboutassessment task

Learning Exp 4Life cycles• Teacher introduces

Madiba’s life cycle, classdiscussion

• Sequence human lifecycle on board

• Teacher explains storywheel

• Learners sequence lifecycles onto story wheel


Learning Exp 4 contd.• Learners complete life

cycles onto story wheelsand display them

• Teacher consolidates andwrites summary aboutlife cycles

• Learners copy summary

Learning Exp 4 Contd.• Learners make life cycle

of their own choice• They write and draw

Learning Exp 4 Contd. • Teacher checks learners

life cycles andconsolidates

• Learners display lifecycles

• Class discussion aboutimportance of animalcompleting its life cycle

Learning Exp 5.• Teacher introduces bees

and taste honey• Discussion about

difference betweenhoney and syrup.

• Teacher reads storyabout apple farmer andpollination

• Learners visit flowers tosee pollen and beespollinating

Learning Exp 5 contd.• Teacher explains why

bees important in foodweb

• Teacher helps learners toread the fact sheet aboutbees

• Class discussion aboutbees and beekeeping


Assessment task forLO3• Teacher prepares

learners for assessmenttask

• Learners read aboutbeehives and discuss ingroups

• Learners make asummary table abouthives

Assessment task contd.• Learners do individual

designs and explanationsof beehives

NB Decide when togive feedback aboutassessment task

Learning Exp 6: We alldepend on each other• Teacher introduces

Kowie River poster• Learners colour in their

section of the poster• Teacher reads

information about theposter

• Discussion about theposter

Learning Exp 6 contd.• Learners do task about

the poster

Learning Exp 6 contd.• Teacher checks learners

task and consolidates.• Learners talk write and

draw about biodiversity

this suggested work scheme assumes 50-minuteperiods. make your own

adjustments.

31

SSEECCTTIIOONN 22Teacher resources Learner task cards to photocopy

Task card 1 Sorting the vertebrates using a classification key . . . . . . . . . . . . . . . . 32Pictures of animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Task card 2 Assessment task for LO1Investigating the biodiversity of plants around us . . . . . . . . . . . . . . . . . 37Key for sorting leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Task card 3 Food chains and Food webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Garden ecosystem puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Task card 4 Assessment task for LO2Making our own food web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Identification chart of invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Task card 5 Life cycles of plants and animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Life cycle pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Task card 6 Assessment task for LO3Different kinds of beehives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Fact sheet:Why are bees so important to the world? . . . . . . . . . . . . . . . . . . . . . . . . 56

Task card 7 – The biodiversity of the Kowie River . . . . . . . . . . . . . . . . . . . . . . . . . . 59Poster of the Kowie River . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Key of the Kowie River Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Key to the animals of the Kowie River . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Background information on Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

32

Learner Task

TASK CARD 1 Task card to photocopy

Sorting the vertebrates using a classification key1. Sort the pictures of animals into vertebrates and invertebrates. Then sort the vertebrates

into groups. Give a reason why you have grouped certain animals together.2. Use the sorting key. Follow the questions one by one to sort your pictures until you have

five different groups.3. Find a name for each group.4. When you have sorted the animals into their classes, copy and complete the table below.

Classes of vertebrate animals

Name of class

Fishes Frogs Reptiles Birds Mammals

Drawing ofone animal

Names ofmoreexamples

Somecharacteristicsof this class

33

Sorting key for Activity 2In biology, we study living things. It helps to study living things if we put them into groups or sets. We must put all living things of the same kind into each set.

Here are fourteen animals. They all look different. They can all do different things. We can divide these animals into groups.

bat

frog

trout

salmon

lizard

ostricheagle

baboon shark

lion

aa ttrroouutt

rabbit

crocodile

chicken

snake

FACTS1. Where do the animals live?

(a) Put all the animals that live on land in oneset.

(b) Put all the animals that live in water inanother set.

(c) Which animals do not fit well into these twosets?

2. How do the animals move?(a) Put all the animals that fly into one set.(b) Put all the animals that swim into another

set.(c) Put all the animals with wings into another

set.(d) Are all the animals that fly birds?(e) Are all the animals that swim fish?(f) Do all the animals with legs live on land?

3. What kind of skin do the animals have?(a) Put all the animals with feathers into one set(b) Can all these animals fly?(c) Put all the animals with scales into one set.(d) Are all these animals fish?(e) Make sets of all the animals with:

(i) feathers(ii) hair or fur(iii) scales(iv) scales and fins(v) a smooth dry skin with segments.

EXAMPLEA Animals that live on the land: a snake, a lizard, a

frog, a rabbit, a baboon, a lion, an eagle, a bat,an ostrich and a chicken.

A A crocodile lives on land and in water.

Look for the facts (characteristics) about each animal. We can make sets of theanimals with the same characteristics. Write the names of the animals in each set.

34

Pictures to sort

Weavers

Reindeer

Geometric tortoise

Skink

Bullfrog

Cat

Butterfly

Cobra Black oystercatcher

Centipede

Cock

Impala

Star fishBeetle

Whale

Chick

Giraffe

35

Jelly fish

Crab Rhino

Goat

Lioness

Fly

Penguin

Sea anemone

Volstruis

Suricate (meerkat)

Grasshopper Earthworm

Owl

Snail

Bushbaby

Fish

Leervis

Pigeon

36

Fir tree

Fern

daisy

Boerboom

King protea

Aloe

Cycad

Boabab

Grape

Seaweed

Brandy bush

Pincushion

Bushman tea Grapes

Potato

Succulent

37

Learner Task


ASSESSMENT TASK FOR LO1

Investigating the biodiversity of plants around usThe purpose of this assessment task is for the learners to plan and carry out aninvestigation, and to communicate their findings

A. Planning the investigation1. Decide on the area where you will go and collect leaves.

B. Collecting and sorting the leavesa Collect as many different kinds of leaves as you can find in your area.a With your whole group, sort the leaves that you think go together into groups.a Explain why you put them into those groups.

C. Classifying, describing and counting the leaves and sharing a Look at the leaf shapes. Also look at the leaf edges.a Make a table or poster like the one below. (You will need a big piece of paper).

Copy or cut out the shapes in the key below and paste them next to theappropriate heading. Then sort the leaves you found according to the table.

Leafshapes

Leafedges

Smoothedge

Serrated

Toothed

Bumpy

Wavy

TotalNumber

Circular Heart Oval Kidney Arrow Elliptical Hand Palm Strap shaped shaped shaped shaped shaped shaped

38

a Place the leaf in the column according to its shape. Place it in the row nextto the correct leaf edge.

a When you find leaves with shapes or edges different to the ones shown onthe table, then draw the shape or edge and make up your own name for itsedge and shape.

a Add up the total of each kind that you found.

D. Sharing the resultsDrawing and writing task1. Choose three different leaves that you found interesting. Draw them. Make

a heading and write what shape they are. Name and label their edges.2. Write a few sentences to describe the leaves. Describe their shape, their

edges, their colour and any other interesting features.3. Write a sentence to tell how many different kinds of leaves the whole class

found altogether.4. Display your drawings on the classroom wall.

TASK CARD 2 (cont.)

39

g palmate h hand-shaped i strap leaves(like the palm of your hand)

a circular b heart-shaped c ovate (egg-shaped) d kidney-shaped e arrow-shaped f elliptical

a entire (smooth) b serrated c toothed d bumpy e wavy

Different leaf edges

Different leaf shapes

Key for sorting leaves

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Learner TaskTASK CARD 3 Task card to photocopy

Food chains and food websFood chains1. Choose any food that you ate today. In your books, draw a food chain to show where

your food came from. Write labels for your food chain. Show the steps all the wayback to the sun. Write to explain your food chain. Remember the arrows go from thefood to the animal eating it.

Food webs1. Use the Garden Ecosystem puzzle. 2. Work out the food web in the puzzle. 3. Then draw it into your books and put in the arrows. The arrows go from the food to

the animal eating it. There will be more than one arrow linking some animals andplants.

QuestionsAnswer these questions about the Garden Ecosystem. Write the answers in your books.a Why does the food web start with plants at the bottom?a What do the arrows show?a Why do some animals have more than one arrow going to them?a Why do some animals and plants have more than one arrow going from them?a What is decomposition? Why is it important for the food web?

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A garden ecosystem

42

Learner Task



Making our own food web The purpose of this assessment is for the learners to name and describe, and sort plants andanimals into categories.

Draw your own food web The food web must have 1. At least 10 living things in it; including both vertebrates and invertebrates 2. A human as part of the food web3. Labels showing the names of the plants and animals 4. Arrows showing what the different animals feed on 5. For the extension activity: labels showing the primary producers, primary consumers,

secondary consumers and tertiary consumers

Try to make your food web using some real plants and animals that you have seen near yourhome or school.

Use the identification chart of invertebrates to help you name and identify some of theanimals.

WriteWrite a few sentences on what you have learnt about food webs

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Identification chart of invertebrates

Centipede

Butterfly

Bee

Crayfish

Earthworm

Earwig

Crab

Aphid

Dung beetle

Lady beetle

Locust Slug

Butterfly caterpillar (eats leaves) Fly

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Millipede

Wood louse

Moth

Plant bugsSnail

Spider

Rove beetle

Stag beetleGround beetle

Praying mantis

Dragonfly

Cutworm (a caterpillar which eats stems closeto the ground)

Mosquito

Scorpion

Identification chart of invertebrates

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Learner Task


Life cycles of plants and animalsGroup task

A. Sequence a life cycleSequence the pictures of a person’s life from birth to old age. You can also use or drawpictures from your own family.

Write labels for each stage and place them under the pictures.

Write the story of the life cycle.

Group task

B. Sequence a life cycle onto a story wheela Sequence the pictures of a life cycle.a Place them into a story wheel. Make sure you have enough spaces in the story wheel

to place all your pictures.a Label each stage.a Show and tell your sequence to the class.a Write the story of the life cycle next to the pictures you have sequenced in the story

wheel.a Write to explain how the plants or animals in the life cycles you sequenced depend on

other living things in order to complete their life cycles.

Individual task

C. Make a life cycle of your owna Draw a life cycle of a plant or animal that you have seen or know about.a Place your drawings onto a story wheel. Make sure you have enough spaces in the

story wheel to place all your pictures.a Label each stage.a Label each process that the animal goes through as it develops.a Write the story of the life cycle next to the pictures you have sequenced in the story

wheel.a Write to explain how the plants or animals, in the life cycles you drew, depend on

other living things in order to complete their life cycles.

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Life cycle of a fish

female swollen with eggs

male

female releases eggs

male releases spermover the eggs

young fishes hatch out

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Life cycle of a tomato

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Life cycle of an apple

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Life cycle of a bean

50

Life cycle of an African Monarch butterfly

Butterfly emerging; Early onemorning before the sun rises, thehard covering of the pupa beginsto break open and an adult AfricanMonarch butterfly emerges. At firstthe butterfly’s skin is damp and thewings are crumpled. As the suntouches the wings, they open outand begin to move. The adultbutterfly flies away to find a mate.

Mating: An adult butterfly must find another AfricanMonarch butterfly to mate with. When the male butterflyfinds a female, he flies just above her. He sprinkles someblack dust that he takes from the spots on his wings andlightly brushes the female’s feelers on her head. Thechemicals in the dust tell the female that he is ready to matewith her. Then they mate.

Egg hatching: The female lays eggs after mating. She laysone egg at a time on each leaf of a milkweed plant. Eachegg is beautifully patterned and has a tiny breathing hole.After some time a baby caterpillar breaks out.

Baby caterpillaremerges from the egg

Caterpillarsfeed on leaves

Pupa hanging froma leaf

Adultbutterflyemergesfrom thepupa

Adult butterfliesjust before

mating

Drawings: Beatrice Bramwell

Caterpillar: Thecaterpillars only eat theleaves of the milkweedplant. They spend alltheir time eating. Theirjaws work like a smallpair of scissors.

Pupa: When the cater-pillar has grown fat fromfeeding, it begins tomove slowly and losesits appetite. It spins alittle string of silk andhangs upside downunderneath a shady leaf.Slowly its skin begins tochange into a hard greenand gold covering. Thecaterpillar is now a pupa.Slowly the caterpillar’sbody begins to changeinside its hard covering.

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Life cycle of a dung beetle

The dung beetle collectsthe dung androlls it into a ball

The dung beetlelays an egg inthe dung The egg grows The egg hatches

into a larvaThe larvabecomesa pupa.

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Life cycle of a the bee

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bee

colle

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and

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om a

flow

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Wor

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bee

busy

on

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Que

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Bee

larv

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sket

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Learner Task



Different kinds of beehivesThe purpose of this task is for the learner to identify ways in which products andtechnologies have been adapted from other times and cultures.

Also the learner must identify the positive and negative effects of scientificdevelopments or technological products on the quality of peoples’ lives and theenvironment.

BeehivesBees have been farmed in different kinds of hives for thousands of years.

Read about the beehives.

Ancient Egyptian hives. This shows Egyptianbeekeepers taking honey combsout of theirhives. Thesehives werehollow andwere made ofdried mud fromthe Nile River.Hives like thiswere first used4 400 yearsago. The beesbuild their waxcombs inside,hanging downfrom the top.

Modern Egyptian hives. These are beehives that are still used in Egypt today.They are made from clay. The bees build their wax combs inside, hanging downfrom the top. The beekeeper takes the honey out of the back of the hive.

Entrances for the bees

Clay pipes

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African tree trunk hives.These hives are made from hollow wooden logs. They are used in Kenya in Africa. The bees build their wax combs inside, hanging down from the top. The hives are placed in the trees where the bees collect pollen. They are still used today. The beekeeper takes the honey from the back.

Crib shaped hives. This kind of hive was first used in Kenyaand in Tanzania. They are now also used in other parts of Africa.They are made of wood. The combs hang down from the woodenframes, which can be removed.

Langstroth hive. This kind of box hive is used in Africa and inmany parts of the world. It is named after the man who invented

it. It is made of wood. The combs hang down from the frames,which can be removed. These hives are used by beekeepers thathire their beehives out to farmers. They are easy to move fromplace to place. Commercial beekeepers use special clothes toprotect themselves from being stung.

Task card 6 cont.

Pouring honey … then and now

Group work Discuss in your group:

How do these beehives work?a What do you think is good

about these beehives?a Have beehives changed very

much from those of ancient Egypt?a What do all beehives have in common?a Where would you put a beehive?a Is beekeeping helpful to the environment?a How does beekeeping help the environment?

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Type of hive What is thehive madefrom?

Where do thebees enter thehive?

Where do thebees attachtheir comb tothe hive?

Where doesthe beekeeperopen the hiveto take thehoney out?

What are theadvantages ofthis kind ofhive?

AncientEgyptian hives.

ModernEgyptian hives.

African treetrunk hives

Crib shapedhives

Langstrothhive.

Assessment taskIndividual work 4. Make your own design of a beehive. It must be comfortable for the bees and easy for the beekeeper

to use. Make a picture to show your hive and its environment. Draw and write to explain how itworks. Explain how bees and beekeepers help the environment.

3. Make a table like the one below and fill in the information about each type of hive.

TASK CARD 6 (cont.)

56

Why are bees so importantto the world?Bees pollinate flowers. After pollination theflowers make fruits and seeds. Beespollinate almost all our food crops. Thereare thousands of different kinds of bees.

Some bees make honey in large amounts;these are called honeybees.

Bees visit flowers to collect pollen andnectar and at the same time they pollinatethe flowers. They carry the pollen back totheir hives to feed their babies. They takenectar back to the hive where they make waxand honey.

Honey and wax

The bees feed on the honey and make wax.They build wax honeycomb in their hives. a They lay their eggs in some of the combs a They store honey and pollen in the other

combs, to feed their larvae

PropolisBees collect the sticky glue from buds of newleaves on certain plants. The bees make thisglue into a chemical called propolis.a Propolis is like a glue. It is called ‘bee

glue’ and the bees use it to repair their hives.a The bees use propolis to cover the inside of their

hives. The propolis is a strong anti-biotic. It preventsthe hive from getting infected with germs from theair.

a When an animal, such as a mouse or other insect,gets into the hive by mistake the bees kill it bystinging it. Normally the body would rot and thegerms from it would infect the hive. Insteadthe bees cover it with propolis and the deadanimal’s body dries out and does not becomerotten. The bees then bite it into little pieces and throw it out of thehive.

a Propolis is also used as a medicine forpeople.

FACT SHEET

Worker bees busy on the honeycomb in the hive.

Queen bee

Worker bee Drone

Honeybee pollinating a flower

There are 3 kinds of bees in each hive

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How do honeybees live?Honeybees live together in large numbers and co-operatewith each other. A large group of bees living together iscalled a colony. They usually live inside something that ishollow, such as an old tree trunk. This hollow container iscalled a hive. A swarm of bees will start a colony whenthey have a queen bee that can lay eggs. There are threekinds of bees in every hive.

One large queen bee that lays about 2 000 eggs a dayall the time after mating.

Thousands of small female worker bees.

They do the following work in the hive depending on theirage.a They keep the larvae warm and feed thema They clean the hive a They make the wax and build the comb a They guard the hive entrancea They pollinate flowersa They collect pollen, nectar, propolis

and watera They make honey.

The younger worker bees stay in the hiveand do the work around the hive. Theolder worker bees go out to collect pollenand nectar and they make the honey.

Large male drones. These male bees matewith the queen bee so that she can begin to lay eggs.

People and honeyHoney gatheringPeople have always collected the sweet honeyfrom beehives. Before people knew aboutgetting sugar from sugar cane, the only sweetfood they could get was honey. So honey wasvery highly prized and the bees wereconsidered to be sacred.

Farming beesPeople realised they could farm bees insteadof going out and searching (hunting) forhoney in the wild. People who farm bees arecalled beekeepers. The oldest evidence of bee-keeping comes from Egypt in Africa. Peoplehave kept bees in Africa for thousands ofyears. Today there are beekeepers all over theworld.

bee hives

A queen bee lays an egg while surrounded by herattendants

The first official mention of bee-keeping datesfrom about 2400 BCE. Cylindrical hives likethe ones in the picture from the tomb ofPabasa in Egypt were made of clay.

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When you farm bees, first you have to understand the life cycle of bees and how they behave. Then you have to collect a swarm of bees from a tree or cave. You knock the swarm into a hollow container, or you put thecontainer over the swarm and they will all fly into the nice dark container (hive) where the bees can feel safe and comfortable. The bees build their combs and nest (in the combs) hanging down inside the container and the beekeeper can collect some of the honey.

When the beekeeper wants to collect the honey from the bees he uses a smoker. The bees think there is a fire and they quickly feed on some honey before they fly away. This makes them drowsy so that they don’t sting the beekeeper.

The structure of a beehiveA beehive has to be a hollow container. It musta have an opening for the bees to come in and go outa have a small platform for the bees to land and take offa be high above the ground for safetya have places for the bees to build the combs (the combs

always hang down from the top).

Some of the combs are brood (nesting) combs where the eggs are laid and the larvae grow.The queen lays her eggs in the combs that are in the most protected part of the hive. Theother combs are where the honey is stored. The bees store the honey in combs that arenearest the outside of the hive. a The beekeeper takes honey from the outside combs without

disturbing the brood combs where the larvae are growing. a The beekeeper never takes all the honey because the bees need it for food in the

seasons when there are few flowers from which to gather nectar and pollen.a It must be placed in a safe place where the bees can go out and collect nectar,

pollen, and propolis.

To find out more about bees and beekeeping contact the:

Honey Bee Foundation & ProductsCnr. Parow and Milner Road Maitland, 7504South Africa

Tel: (021) 511 4567

Fax: (021) 511 9962

Also read this useful book: “Beekeeping A practical guide for Southern Africa”Written by: D Marchand & J Marchand-MaynePublished by: Aardvark Press, 2003Useful websites are: The World Beekeeping Directory (http://www.beehoo.com); Beekeeping in Africa (http://www.biavl.dk/africa/).

Bees building the waxcomb. The bees make thewax shape into cells

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We all depend on each other: The biodiversity of the Kowie RiverLook at the poster. Can you see any life cycles in the poster?

Choose two plants or animals in the picture and draw their life cycles. Label thelife cycles. Say what the plant or animal depends on to complete its life cycle.

Count the biodiversity in this picture and then record the number on the poster.

Where do you think people would fit into this poster? Draw a person and showwhat the person is doing. Will the person affect any of the plants and animals?Write a few sentences to explain how.

Look for the following plants and animals in the picture and say what you thinkthey need to survive. Make a table like the one below.

Learner taskWhat do you now know and understand about biodiversity and what would youstill like to find out more about?

Talk about it, write and draw. Or

Write a praise poem about biodiversity.


Plants and animals What do they need, and why?

Spider

Snake

Water boatman (insect)

Leopard

Dragonfly larvae

Eastern Cape Rocky (fish)

Yellow pansybutterfly

Dassies

Plumbago (shrub)

Crab

Reeds

Terrapin (water tortoise)

Cape chestnut (tree)

Otters

Nile monitor (big lizard)

Waterbuck.

Learner Task

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The biodiversity of the Kowie River

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Abovethesurfaceof thewater

Belowthesurfaceof thewater

BIODIVERSITY COUNT Number of plants and animals

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The biodiversity of the K

owie R

iver

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Key to animals on the Kowie River Poster1. Eastern Cape Rocky fish 23. African black duck

2. Damsel fly 24. Water strider insect

3. Rock dassie 25. Water boatman insect

4. Yellow-throated plated lizard 26. Marsh terrapin (water tortoise)

5. Yellow pansy butterfly 27. Boomslang

6. Small orange-tip butterfly 28. Knysna Lourie bird

7. Citrus swallow-tail butterfly 29. Bushbuck

8. Dragonfly 30. Nile or water monitor (big lizard)

9. Platanna frog 31. Freshwater mullet fish

10. Freshwater crab 32. Estuarine round-herring fish

11. Longfin eel 33. Freshwater mussels (shell fish)

12. Mayfly nymph (baby) 34. Golden orb-web spider

13. Whirlygig insect baby 35. Halfcollard kingfisher bird

14. Freshwater limpets (shell fish) 36. Green-banded swallowtail butterfly

15. Hamerkop bird 37. Yellow-striped reed frog

16. Leopard 38. Painted reed frog

17. Grey heron bird 39. African finfoot bird

18. Cape clawless otter 40. Platanna tadpoles

19. River goby fish 41. Dragonfly nymph (baby)

20. African fish eagle 42. Goldie barb fish

21. Cape weaver bird 43. Dragonfly nymph (baby)

22. Egyptian goose 44. Caddisfly larva (baby)

This poster was designed to remind us that all plantsand animals, including humans, need other forms oflife (biodiversity) to survive. It also reminds us that ifanimals and plants are able to breed and reproduce,they will survive into the future. The poster showsthat rivers (such as the Kowie River) are placeswhere many plants and animals can live andreproduce. People are trying to conserve the KowieRiver in order to protect the biodiversity there.

The main fish shown in the poster is the EasternCape Rocky. The male is mating with the female.During the mating the male squeezes out eggs fromthe female and the fertilized eggs fall into this

nesting site. He is a very good father and fiercelyprotects the nest area from any threat to thedeveloping eggs. Sometimes the male chases off thefemale after she has laid the eggs, in case she eatsthem.

This poster, entitled Kowie River, home of theendangered Eastern Cape Rocky, sponsored byTOTAL SA, can be purchased from the AlbanyMuseum.

Dr Jim CambrayMakana Biodiversty Centre; Albany Museum;Somerset StreetGrahamstown 6139

The story of the poster

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The Earth’s biodiversity depends on three different thingsa The gene poola Many different speciesa The landscape

1. THE GENE POOLDifferences between individualsThere are differences between individuals of the same species.

In any population of plants, animals or people there are differences between individualseven though they are of the same species (type) of plant or animal. For example, inplants of the same kind some individuals grow taller than others. Some have biggerleaves or more brightly coloured flowers, and so on. Another example is in the catspecies. Some individual cats can run faster or slower or grow bigger, or have longerteeth and claws.

In humans some individuals have stronger muscles than others. Some people arenaturally small and agile. Other people are naturally tall and strong. Others are faster orslower runners.

These differences are called variations in a species. These variations occur becauseindividuals are born with genetic differences. When we take all these differences togetherin a population of plants, animals or people we refer to all the differences as a gene pool.

Big and small gene poolsWe say there is a ‘big’ gene pool when there are a lot of individuals with manydifferences. A big gene pool is better for a species because it means the species has abetter chance of surviving changes to the environment. When the environment changes,there is more chance of some individuals surviving because they are different from thosethat cannot survive. For example you may have a gene pool of plants that includes someindividuals that don’t need a lot of water and others that do need a lot of water, althoughthey are of the same species. If there should be a drought then the plants that need a lotof water will die. However, the plants that do not need a lot of water will survive, andthe species will continue because they had a big gene pool.

If the gene pool becomes very small because there are very few individuals, there maynot be enough variation between them and the species would die out.

2. MANY DIFFERENT SPECIESThe Earth’s biodiversity is rich because there are many different species. We know thatevery plant and animal depends on other plants and animals for food, for shelter, forpollination and so on. Every time a species dies out in a habitat it affects all the otherplants and animals directly or indirectly. For example if all the bees in a habitat die outthis will directly affect the plants that need to have their flowers pollinated by bees. Thismeans these plants will not produce fruit and this will affect the animals that feed on thefruit.

When a species dies out it also affects the habitat. For example, in some habitats there

Background information onbiodiversity

66

are dung beetles. The dung beetles collect the droppings of large animals such as cattleand elephants. They roll the droppings into a ball and lay their eggs in the ball of dung.The dung beetle then buries the ball of dung. Eventually new dung beetles hatch from thedung. But the dung also contains the seeds of many plants. The seeds germinate in thedung and grow. If all the dung beetles died, the dung would not be buried and therewould be fewer plants germinating from the seeds in the dung. As a result the habitatwould change.

Every plant or animal that becomes extinct (dies out completely) affects the Earth’sbiodiversity and the survival of everyone. At present many species are dying out becauseof human activity. An example is in the tropical rain forests in South America, Africa andAsia. These tropical rain forests are home to millions of different species. They alsocontain huge trees, which provide valuable wood for furniture and buildings. Manycountries buy this wood. These large trees are cut down for wood. The result is that allthe species of birds, insects, mammals, reptiles and other plants and animals that dependon the trees also cannot survive. Many hundreds of species become extinct in this wayevery year. In time the biodiversity will become less and less and this will affect plants andanimals and people all over the world. It may also affect the climate of the Earth.

3. THE LANDSCAPEThe type of landscape determines what plants and animals live there. In a mountainlandscape you will find plants and animals that can live in rocky exposed places. In a desertlandscape you will find plants and animals that can survive dry harsh conditions. In a low-lying, wet landscape you will find plants and animals that can survive being wet most ofthe time. In a very rocky and stony landscape you will find small plants that grow on therocks and animals that shelter under the stones. In a landscape where there are manycaves you will find plants and animals that are suited to living in or near caves.

So it is important to preserve many different types of landscapes if we want to preservethe Earth’s biodiversity.

Many landscapes are changed by human activity. People change the landscape when theybuild houses and cities. They also change the landscape when they build large dams andhighways, golf courses and other sports grounds. Mining for minerals such as aluminiumand iron ore also changes the landscape. This mining involves cutting away the landscapeand creating large quarries and open cast mines.

All these changes to the landscape destroy the natural biodiversity in that area.

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Assessment tool Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Date: . . . . . . . . . . . . . . . . . . . . . .

Name of learner: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grade: . . . . . . . . . . . . . . . . . . . . .

Learning area: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LO: AS:

Assessment task: Y/N (tick ifdone, cross ifnot done)

Criteria:

Level of performance: Code 1/2/3/4

Comments

Explanation of the Codes

4 The learner’s performance has exceeded the expectations as described in the assessment criteria

3 The learner’s performance has fulfilled the expectations as described in the assessment criteria

2 The learner’s performance is partially completed and/ or does not contain all the detaildescribed in the criteria. The learner needs to do further work

1 The learner’s performance is incomplete and has very little of the necessary detail. It does notmeet the requirements described in the criteria

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SSEECCTTIIOONN 44Extracts from the Revised National Curriculum Statements for Natural Sciences Grades R-7

Core knowledge and concepts for Life and Living (RNCS) ................................................. 72

Learning outcomes and assessment standards (RNCS)...................................................... 78

72

Core Knowledge and Concepts in Life and Living

LLiiffee PPrroocceesssseess aannddHHeeaalltthhyy LLiivviinngg

Unifying statement: Livingthings, including humans andinvisibly small organisms, canbe understood in terms of lifeprocesses, functional unitsand systems.

IInntteerraaccttiioonnss iinnEEnnvviirroonnmmeennttss

Unifying statement:Organisms in ecosystems aredependent for their survivalon the presence of abioticfactors and on theirrelationship with otherorganisms.

BBiiooddiivveerrssiittyy,, CChhaannggee aannddCCoonnttiinnuuiittyy

Unifying statement: The hugediversity of forms of life canbe understood in terms of ahistory of change inenvironments and incharacteristics of plants andanimals throughout the worldover millions of years.

Core Knowledge and Concepts in Matter and Materials

Natural Science

1 Many of our body partscorrespond to parts ofanimals, such as limbs,heads, eyes, ears, feet, andin many cases animals usethem for the samepurposes we do.

2 Animals and plants haveneeds similar needs toours, for food, water andair.

3 We depend on plants andanimals for food, and webreed certain animals andgrow certain plants ascrops.

4 We see cultural diversityin the kinds of foodpeople like to eat.

5 Some animals, like fliesand ticks, carry germswhich can make peoplesick.

6 There is a large variety ofplants and animals, whichhave interesting visibledifferences but alsosimilarities, and they canbe grouped by theirsimilarities.

7 Plants and animals changeas they grow, and as theyears pass, and as theseasons change.

Foundation Phase

Intermediate Phase

1 Green plants produce theirown food and grow byusing water and substancesfrom the air and soil.Energy from light isneeded to change thesesimple substances intofood and plant material.Green plants are the onlyorganisms that canproduce food in their ownbodies.

5 Animals cannot maketheir own food, and sosome animals eat plantsfor food while someanimals eat other animals.All animals ultimatelydepend on green plants fortheir food.

10 New plants can grow fromcertain parts of a parentplant. This is calledvegetative reproductionand does not need seeds.The new plants have allthe characteristics of theparent plant.

CORE KNOWLEDGE AND CONCEPTS IN LIFE AND LIVING

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Core Knowledge and Concepts in Life and LivingCore Knowledge and Concepts in Matter and Materials

Revised National Curriculum Statements Grades R–9 (Schools)

LLiiffee PPrroocceesssseess aanndd HHeeaalltthhyy LLiivviinngg



2 Living things need foodfor energy, to move, growand to repair damage totheir bodies (‘tissues’).Animals includinghumans have digestivesystems for gettingnutrients from food.Humans need a balanceddiet from certain groupsof food to be healthy.

3 All living things canrespond to theirenvironment in variousways; animals, includinghumans, have specialisedsense organs.

6 Ecosystems are self-contained areas where awide variety of plant andanimal species live andreproduce. They dependon each other and on thenon-living environment.The life and reproductionof all the organisms in anecosystem depend on thecontinuing growth andreproduction of plants.

7 Organism habitats are theplaces where they feed,hide, reproduce and, inmany cases, shelter theyoung until they have abetter chance of survival.Animal species live intheir habitats in a varietyof social patterns (such asbeing solitary, pairing forlife, or living in packs,prides, herds or troops).

8 Ecosystems depend onsoil. Soil forms by naturalprocesses from rock anddead plant and animalmaterial, but it takes anextremely long time toform. Substances whichplants take from the soilmust be replaced to mainfertility of the soil. (Linkswith soil in Planet Earthand Beyond)

11 Sexual reproduction is theprocess by which twoindividual plants oranimals produce anothergeneration of individuals.The next generation’sindividuals look like theparents but always haveslight differences(‘variation’) from theirparents and from eachother.

12 South Africa has a richfossil record of animalsand plants which livedmany millions of yearsago. Many of thoseanimals and plants weredifferent from the oneswe see nowadays. Someplants and animalsnowadays have strongsimilarities to fossils ofancient plants andanimals. We infer from thefossil record and othergeological observationsthat the diversity of livingthings, naturalenvironments andclimates were different inthose long-ago times.(Links with fossils inPlanet Earth and Beyond)

Intermediate Phase

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Natural Science




Intermediate Phase

Senior Phase

4 Living things can movethemselves; animals,including humans, canmove themselves fromplace to place. Manyspecies of animals movethemselves by means ofmuscles attached to somekind of skeleton which iseither inside or on thesurface of the body.

9 Water plays an importantrole in ecosystems,sustaining both plant andanimal life. Industrial,agricultural and domesticactivities may have aserious impact on thequality and quantity ofwater available in an area.(Links with Planet Earthand Beyond)

1 Humans go throughphysical changes as theyage; puberty means thatthe body is ready forsexual reproduction.

2 Human reproductionbegins with the fusion ofsex cells from motherand father, carrying thepatterns for somecharacteristics of each.

3 Conception is followedby a sequence of changesin the mother’s body, andduring this period thefuture health of theunborn child can beaffected.

4 Knowledge of how toprevent the transmissionof sexually transmitteddiseases, including theHIVirus, must befollowed by behaviourchoices.

10 Human reproduction ismore than conceptionand birth; it involvesadults raising children,which requiresjudgement and valuesand usually depends onthe behaviour of otherpeople in a communityand environment.

11 Each species of animalhas characteristicbehaviours which enableit to feed, find a mate,breed, raise young, livein a population of thesame species, or escapethreats in its particularenvironment. Thesebehaviours have arisenover long periods oftime that the speciespopulation has beenliving in the sameenvironment.

16 Offspring of organismsdiffer in small ways fromtheir parents andgenerally from eachother. This is calledvariation in a species.

17 Natural selection killsthose individuals of aspecies which lack thecharacteristics thatwould have enabledthem to survive andreproduce successfully intheir environment.Individuals which havecharacteristics suited tothe environmentreproduce successfullyand some of theiroffspring carry thesuccessful characteristics.Natural selection isaccelerated when theenvironment changes;this can lead to theextinction of species.

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Revised National Curriculum Statements Grades R–9 (Schools)




5 Green plants use energyfrom the sun, water andcarbon dioxide from theair to make food byphotosynthesis. Thischemical reaction iscentral to the survival ofall organisms living onearth.

6 Animals, includinghumans, require protein,fat, carbohydrates,minerals, vitamins andwater. Food taken in isabsorbed into the bodyvia the intestine. Surplusfood is stored as fat orcarbohydrate.

7 Animals, includinghumans, have a circulatorysystem which includes theheart, veins, arteries andcapillaries, and whichcarries nutrients andoxygen to all parts of thebody and removes wasteproducts. Oxygen, which isprovided by the breathingsystem, reacts with foodsubstances to releaseenergy. (Links withEnergy and Change)

12 All organisms haveadaptations for survival intheir habitats (such asadaptations formaintaining their waterbalance, obtaining andeating the kind of foodthey need, reproduction,protection or escape frompredators).

13 An ecosystem maintainsnumerous food webs andcompetition for foodamong differentindividuals andpopulations. South Africahas certain ecosystemswhich have exceptionalbiodiversity. All uses ofthese areas must be basedon principles ofsustainable development.

14 Pollution interferes withnatural processes thatmaintain theinterdependencies anddiversity of an ecosystem.

18 Variations in humanbiological characteristicssuch as skin colour,height, and so on, havebeen used to categorisegroups of people. Thesebiological differences donot indicate differences ininnate abilities of thegroups concerned.Therefore, suchcategorisation of groupsby biological differences isneither scientifically validnor exact; it is a socialconstruct.

19 Biodiversity enablesecosystems to sustain lifeand recover from changesto the environment. Lossof biodiversity seriouslyaffects the capacity ofecosystems and the earth,to sustain life.Classification is a meansto organise the greatdiversity of organisms andmake them easier tostudy. The two maincategories of animals arethe vertebrates andinvertebrates, and amongvertebrates the five classesare amphibians, birds, fish,reptiles and mammals.

Senior Phase

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Core Knowledge and Concepts in Life and Living

Core Knowledge and Concepts in Matter and Materials

Natural Science




8 All living things, includinghumans, have means ofeliminating wasteproducts which areproduced during lifeprocesses. Water plays animportant role in thisprocess.

9 Water makes up a largeproportion of all livingthings, and their healthdepends on water passingthrough them in variousways, using structures(such as kidneys, skin orstomata) which can fulfilthis function.

15 Many biological changes,including decompositionand recycling of matter inecosystems and humandiseases, are caused byinvisibly small, quickly-reproducing organisms.

20 Human activities, such asthe introduction of alienspecies, habitatdestruction, populationgrowth, pollution andover-consumption, resultin the loss of biodiversity.This becomes evidentwhen more speciesbecome endangered, or,ultimately, extinct.

21 Extinctions also occurthrough natural events.Mass extinctions haveoccurred in the pastsuggesting that hugechanges to environmentshave occurred. However,these changes occurredvery slowly, compared tothe fast rate at whichhumans can destroy plantand animal species. (Linkswith Planet Earth andBeyond)

22 The cell is the basic unitof most living things, andan organism may beformed from one or manycells. Cells themselvescarry on life processessuch as nutrition,respiration, excretion andreproduction, whichsustain the life of theorganism as a whole.

Senior Phase

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Notes

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Learning Outcome 3: Science, Society and the EnvironmentThe learner will be able to demonstrate an understanding of theinterrelationships between science and technology, society and the environment.

WESTERN CAPE PRIMARY SCIENCEPROGRAMME TRUST (PSP)

The PSP is an in-service education organisation that supports primary schoolteachers in the field of Natural Sciences and related learning areas particularly intownship primary schools in the Western Cape. We are based at the Edith StephensWetland Park, Philippi, situated close to many disadvantaged communities in theCape Flats.

The PSP has been operating since 1984 and has built up good relationships withover 200 primary schools from all the township areas, including the Boland andWest Coast rural areas. More than 1050 teachers from grades 4 to 7 and 126,000children benefit from the work of the PSP.

The PSP works in an environment where most teachers and learners have tooperate in a 2nd or 3rd additional language. We therefore also work on developinglearners’ communication skills while focusing on science related learning areas andenvironment.

The PSP currently operates with a compliment of 9 staff.

CONTACT DETAILSWestern Cape Primary Science Programme (PSP)Edith Stephens Wetland ParkLansdowne RoadPhilippi, Cape Flats, 7785.

P.O. Box 24158 Lansdowne 7779South AfricaTel: (021) 6919039 ( Fax: (021) 6916350e-mail: [email protected] (website: www.psp.org.za)

NPO: 015-822Registration Number: IT2806/99

life and living [grade 5 english]

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