Matter and Materials (Grade 5 English)

M&M5 (2008 reprint) 10/20/08 3:32 PM Page i
Western Cape Primary Science Programme (PSP)

An example of a learning experience in the Natural Sciences
MATTER AND
G 5
M
RADE
ATERIALS
Water is Precious 5 Can we get the solids back after we have
mixed them with water?
1 Solids, liquids and gases
2 Mixing solids and liquids 6 Water is a precious liquid
3 Which solids are soluble and which solids 7 Making polluted water clean again
are insoluble in water? 8 Making sewage water clean again
4 Can we make a solid dissolve faster? 9 How do we get clean drinking water?
We welcome the wide use of these materials. Please acknowledge PSP ©PSP 2008
M&M5 (2008 reprint) 10/20/08 3:32 PM Page ii
DEVELOPED BY WESTERN CAPE PSP team AND TEACHERS

These materials were written to support teachers in their work with learners around the
content area of Matter & Materials. While this is not a complete work schedule, it offers
possibilities for teachers to include other learning experiences and to extend and
develop this further.
This example learning experience shows how you can work towards the following
learning outcomes in the Natural Sciences.
A LO1: Scientific Investigations

The learner will be able to act confidently on curiosity about natural phenomena,
and to investigate relationships and solve problems in scientific, technological
and environmental contexts
A LO2: Constructing Science Knowledge
The learner will know and be able to interpret and apply scientific, technological
and environmental knowledge
A LO3: Science, Society and the Environment
The learner will be able to demonstrate an understanding of the interrelationships
between science and technology, society and the environment.
Courses presented by Rose Thomas and Nontsikelelo Mahote

Booklet designed by Welma Odendaal
Illustrated by Nicci Cairns and Janet Ranson
Western Cape Primary Science Programme

Edith Stephens Wetland Park
Lansdowne Road
Philippi, 7785
P O Box 24158
Lansdowne 7779
South Africa
Tel: 021 691-9039 Fax: 021 691-6350
e-mail: info@psp.org.za
website: ww.psp.org.za
The PSP is grateful for support from PETROSA

M&M5 (2008 reprint) 10/20/08 3:32 PM Page iii
Contents
Section 1 – Learning Experiences

1 Solids, liquids and gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2 Mixing solids and liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
3 Which solids are soluble and which solids are insoluble? . . . . . . . . . . . . . . . . . . .8
4 Can we make a solid dissolve faster? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Assessment Task for LO 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
5 Can we get the solids back after we have mixed them with water? . . . . . . . . . . .16
6 Water is a precious liquid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
7 Making polluted water clean again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
8 Making sewage water clean again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
9 How do we get clean drinking water? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Suggested Work Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34–35
Section 2 – Teacher Resources

Task cards to photocopy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-50
Assessment task cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39, 48, 50
A3 diagrams and pictures to photocopy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54–57
Section 3 – Extracts from NCS

Core knowledge and concepts in Matter and Materials . . . . . . . . . . . . . . . . . . . . .60–61
Learning Outcomes and Assessment standards . . . . . . . . . . . . . . . . . . . . . . . . . .62–67
M&M5 (2008 reprint) 10/20/08 3:32 PM Page iv
Section 1
Learning Experiences
Assessment tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1-33
LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Work Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34-35

M&M5 (2008 reprint) 10/20/08 3:32 PM Page 1
1
Key concepts
Solids, Liquids and Gases
g Matter exists in 3 Teacher Task

different forms: solid,
liquid and gas.
Introduction
g Solids, liquids and Revise the 3 states of matter: solids, liquids and gases. Show your
gases have their own learners many examples of different kinds of matter and ask them to help
characteristics and you sort them into solids, liquids and gases.
properties.
Choose an example of a solid, liquid and a gas. Remind your learners that
the different forms of matter have different properties.
what can i
say about a A book ooth
The pages are sm
book?
It is solid
It is brown
The cover is hard

it
n bend
Ic a
I can fold
IT CAN it
what can we
say about this
BURN!
cool drink?
A cool drink
We c We can drink it
a n po
ur th
e wa t e
r
It is runny
t
t hrough i It is wet
e
an s e
We c
It takes the shape of the container

1
Poem about water and its properties
The rain
Swishing, swashing down the lane,
Come the lorries in the rain.
Shunkle, shonkle is the mutter
Of water flowing down the gutter.
Shillop, shallop, through the mud,
what can we Go the cows chewing the cud.

say about the Splashing , splishing, cars go by,
air in a But I’m inside and nice and dry!
balloon?
It presses on the
inside of the balloon
air
it
We can squa sh
We c
e an
s up a ll the spac comp
r es s
It t ake it
d e t he balloon It bo
ins i t unce
e le t it ou s
fw
a s ound i It f loat
s
kes
It ma
n e s cape
It ca
Consolidation
Remind your learners that the properties of solids are the things that all
solids have in common. Similarly, the properties of liquids are something
that all liquids have in common. The properties of gases are the things that
all gases have in common.
2
Write the table on the chalkboard and ask your learners to help you to complete it.
Afterwards they can copy the completed table into their books.
Summary
The properties of solids, liquids and gases
Form of matter Everyday examples Properties

Solid book, eraser, brick, All solids keep their
cup, table, pot, shape.
chair, tin, pencil
Liquid tea, water, milk, All liquids can pour.
cool drink, juice, All liquids are runny.
washing-up liquid All liquids take the
shape of their
container.
Gas bubbles in Coca-Cola, Gases spread out
air, motor car fumes, and fill the available
smell of vinegar, smell space.
of onion, smell of When a gas is in
perfume a container it
spreads throughout
the whole container.
3
2
Key concepts
Mixing solids and liquids
g Certain solids dissolve

Teacher Task
in water eg, salt and
sugar. We say they are Introduce
soluble in water. Discuss with your learners some everyday examples of when we have to
g Some solids cannot measure solids and liquids and then mix them together to make some-
dissolve in water. We thing (eg making porridge, vetkoek, bread; mixing cement, gravel, sand
say they are insoluble. and water to make concrete for building; or mixing coffee and water to
g When we mix solids
make a cup of instant coffee, etc).
and liquids: Give your learners the opportunity to do the following
– If the solid is soluble activity in groups. Make sure that every child in
we get a special the group participates and gets the
mixture called a chance to measure and mix.
solution Check that your learners have done
some measuring with syringes, medicine
spoons and small measuring cylinders.
You will find a section on measuring
in the Grade 4 Matter & Materials
booklet.
Mixing solids and liquids to find out what happens

Learner Task Mix together Mix together
1 medicine spoon of sand 1 medicine spoon of salt
Task card to
photocopy on page
37.
100ml 100ml
100ml of water 100ml of water

Draw and label to show what Draw and label to show what
happened happened.
100ml
100ml
sand The salt has

disappeared
The sand has not dissolved The salt has dissolved in

in the water. the water.
We say that the sand is We say that the salt is
insoluble in water. soluble in water
4
Teacher Task Explain

Solutions
A Discuss the difference between the two mixtures.
A Refer to the salt and water mixture in which the salt dissolves.
A Introduce the terms “dissolve”, “solute” and “solvent” and “solutions”
A Draw and explain these diagrams on the chalkboard.
How to make a solution
salt
water salt-water solution

We say the salt has dissolved.
This salt water is now called a solution.
It is a special kind of mixture because the solid has
dissolved in the liquid.
Mixtures
A Refer to the mixture of sand and water.
A Introduce the term “insoluble”.
A Draw and explain these diagrams on the chalkboard.
How to make a mixture

sand
sand and water
mixture
water
The sand can still be seen in the water.

We say it is insoluble in water.
This sand and water is not a solution.
5
Consolidation
Write these sentences on the chalkboard and learners can copy them into
their books.
SOLUBLE AND INSOLUBLE

We say a solid is soluble when
* It disappears when mixed with water.
* It does not settle to the bottom after some
time.
* It does not separate from the water when
passed through a filter.
We say a solid i s insoluble when
* It does not disappear in water.
* It settles to the bottom after some time.
* It separates from the water when passed
through a filter.
not e t
o t eac
Instan
hers DISSOLVED
t co
coffee) ffee (and filter
ha
substan s some
ces diss Funnel
it which olved in
p
filter pa ass through
pe
coffee a r. But instant Solution
lso has
solids w so
hich do me Nothing solid
dissolve not
.T
which d he solids is left in the
on
are cau ot dissolve filter paper
ght by t
paper. he filter Solution
NOT DISSOLVED
Mixture
Funnel Solids
are left in
the filter
paper
Clean liquid (water)
6
note to teachers
Helping children to decide whether a solid has
dissolved or not
When you mix flour and water, or Maizena and water, or
mieliemeel and water, it is sometimes difficult to tell
whether the solid has dissolved. This is because the
solid has spread uniformly throughout the mixture.
But if you let the mixture stand for a while (sometimes
even overnight), you will find that the solid settles to
the bottom. This means it is not a solution. The solid
has not dissolved.
In a solution, even if you let it stand for a long time, the
solid will not sink to the bottom - it remains in the
solution. Usually you can see right through a solution
even if it has changed colour. You can see through it
like coloured glass.
If you are still not sure, you can filter the mixture. If it is
a solution, everything will go through the filter paper. If
it is not a solution, the solid will be caught in the filter
paper and the liquid will go though.
Further discussion
Start a discussion about mixtures and solutions. Explain that a solution
is a special kind of mixture because after you have mixed the solid and
the liquid the solid seems to disappear.
Ask your learners:
A Do you think the solid has really disappeared?
A Where did the solid go?
A Do you think the solid is still in the solution? Explain why you say
so?
A What do you think happens to the solid in the solution to make it
disappear?
A Is the water still pure water after the salt has dissolved in it?
Accept a wide range of ideas and explanations from your learners.
7
3
Key concepts
Which solids are soluble and
which solids are insoluble?
g Certain solids dissolve Teacher Task
in water eg, salt and
sugar. We say they are
Preparation
soluble in water. Provide the following equipment:
g Some solids cannot Water
dissolve in water. We Filter paper
say they are insoluble. Filter funnel
g When we mix solids Cups or baby food bottles
and liquids: Medicine spoons
– If the solid is soluble A selection of soluble and insoluble solids to test.
we get a special mix- (It would be best if the learners can bring some from home.)
ture called a solution
Which solids are soluble and which solids are insoluble?
1. Bring some solids from home and test them to see if they
are soluble or insoluble in water.
2. Take water and different solids and mix them. Then complete the
Learner Task table.
Task card to
photocopy on
page 38.
Mix Does the solid Does the solid Can the solid Is the solid Do we have a
5ml solid + 100ml disappear in settle to the be separated soluble or solution here?
water the water? bottom after by the filter insoluble?
some time? paper?
5 ml flour + 100ml No Yes Yes Insoluble No

water
5 ml Epsom salts Yes No No Soluble Yes

+ 100 ml water
5 ml Bicarbonate Yes No No Soluble Yes

of soda + 100 ml
water
5 ml Maizena + No Yes Yes Insoluble No

100 ml water
3. Draw and write to explain how you can tell whether a solid is soluble.
Then draw and write to explain how you can tell when a solid is
insoluble. Use some of the words in the table above to help you.
8
Solutions Mixtures
What things must you look for to What things must you look for to
decide if the solid is soluble in water? decide if the solid is not soluble?
Solid can be
seen
Solid has
disappeared Liquid can be
We can see through clear or cloudy
the liquid
Solid on the filter paper

No solid on the filter
paper
Clear or
cloudy liquid
Clear liquid
Questions
Discuss these questions in your group.
1. Why did we use the same amount of solid and water every time?
(So that we can make a fair comparison.)
2. Does the amount of solid and water we use make a difference?
(Yes, because if we use a lot of solid and a little water, it
won’t dissolve.)
3. What would happen if we kept adding more and more of the solid to the
solution?
(Eventually no more will be able to dissolve.)
4. Could we get the solid back again after it has dissolved? How do you
think you could do this?
(Yes, we could boil off the water.)
no, try letting it

has this dissolved?
i can’t tell. try stand for a while.
shaking it. can you see through
it?
9
4
Key concepts
Can we make a solid dissolve
faster?
g We can speed up the Teacher Task
time it takes for a
solid to dissolve. Preparation
g We can speed up Prepare the learners for the investigation. Explain that they are going to
dissolving by: experiment to find the fastest way to dissolve medicine spoons of solid.
– heating the solvent They can use any solid that dissolves in water. Explain that every
– grinding up the investigation starts with a good question.
solute into small Discuss
pieces Ask these questions to get your learners thinking about how they will do
–shaking or stirring the investigation.
the solution. 1. What do you think will make the solid dissolve faster?
2. What can you do to the solid to make it dissolve faster?
3. What can you do to the water to make the solid dissolve faster?
4. What do you think will make the solid dissolve slower?
5. What will we have to measure if we want to find out how long a solid
takes to dissolve? (We will have to measure the time.)
do the big lumps do different solids

dissolve more slowly dissolve at different
than small lumps? speeds?
will the sugar
dissolve slower
if i use less
water?
Developing questions for investigations

Class discussion
1. Suggest the following question for investigation:
Which will make sugar dissolve faster:
A hot water?
A tap water?
A fridge water?
(The learners can use salt or sugar in their investigations.)
2. Ask your learners to add more questions of their own. Try to phrase
them in the same way.
10
The following are two other examples of questions that could be

investigated.
Which will dissolve faster?
A 1 spoons of sugar?
A stirring it 10 times?
3. Ask learners to suggest some ways that they could go about doing
these investigations
4. Ask each group to choose one of the questions to investigate.You will
need to help them to set up their investigations.
Note
See the assessment In an investigation the learners have to:
standards for LO1, A Plan an investigation by suggesting things that could be
grade 5 on page 63. investigated
A Carry out an investigation involving a small number of steps
A Report back about what they did and what they found out
On the following page is an example of an assessment task for an

investigation which works towards these assessment standards.
11
Assessment Task for LO1 Task card to

Investigation: Can we make a solid dissolve faster?
photocopy on
page 40.
Before you start the investigation:
A Choose or help to think up a question to start your investigation.
A Discuss how you will set up the investigation. Then do the investigation.
1. Write down the question you are investigating
Question: Which will make sugar dissolve faster:
• fridge water?
• tap water?
• hot water?
fridge water tap water hot water

1 spoon sugar 1 spoon sugar 1 spoon sugar
100ml water 100ml water 100ml water
2. Draw how you set up the apparatus.
3. Record the time it takes for the sugar to dissolve .Do not stir the mixture.
4. Record your observations on the recording sheet:
Amount of sugar Amount of water Temperature of Time taken for sugar

the water to dissolve
1 spoon 100ml fridge 8 minutes and 50 seconds
1 spoon 100ml tap 6 minutes
1 spoon 100ml hot 3 minutes and 20 seconds
5. Draw a graph of your results.

6. Share with another group. Explain to them what you did and what you found out
7. Exchange your results with another group who investigated a different question
8. Draw a graph of their results. Discuss: What did you learn from them?
Assessment task
for LO1 (cont)
There are more examples of investigations on page 42 and 43.
note to teachers
We used the same amount of water and sugar and the bottles were the same size. This ensured that we could
make a fair comparison between the different water temperatures and how quickly the sugar dissolved.
12
Assessment task for LO1 (cont)

Graph to show how fast the sugar dissolves in fridge water, hot
water and tap water
y
16
14
12
Time (minutes)
10
0
Fridge water Tap water Hot water x
Temperature of water
ASSESSMENT CRITERIA
Assessment Task Assessment Criteria
Investigation to find out Planning the investigation

if we can make a solid dissolve Learners must be able to:
faster A Contribute to thinking up a suitable question for
investigation.
A Contribute useful ideas about how to carry out the
investigation.
Conduct the investigation
Learners must be able to :
A Take regular readings and record these on a suitable table
A The readings must be reasonable and accurate.
A Learners must draw a graph to show their results.
A The graph must be correctly plotted.
A The graph must have a suitable heading, labelled axes
and a suitable scale.
Report on their findings
Learners must be able to :
A Explain with confidence what they did and what they
found out.
13
Teacher Task What have we learned?

Discussion
note to teachers This is a useful way to get your learners to share what they have found
If this is the first time out and learned from the investigation.
that the learners draw a Ask two learners from each group to move to another group. They need
graph, they will need a
to take their group’s results and the graph that they made to share with
great deal of help. Draw
the new group. Then they should explain to the other group what they
a bar graph on the
did and what they found. Then together they should discuss their results.
chalkboard and explain
The questions below should guide them.
how we draw and label
the axes. Use a suitable 1. Did your investigation give you an answer to your question?
scale and write a 2. Was it the answer you expected?
heading. Let your 3. Was your investigation accurate? How could you have improved it?
learners copy this graph 4. What does your graph tell you?
into their books so that 5. What do the other graphs tell you?
they can refer to it when
they draw their own.
Note to teachers on how to facilitate this
Whilst learners are planning
A Help learners to think up some ways to make solids dissolve faster
A Then help them to formulate these ideas into questions. You can
structure the questions in the following ways:
If we heat the water will the salt dissolve faster?
What will make the salt dissolve faster? Hot water or tap water or
fridge water?
Whilst learners are setting up their apparatus

A Check that they are measuring the amounts of their solids and
liquids.
A Check that they are able to handle the apparatus confidently.
A Help them to record the time by using a clock or wristwatch.
Otherwise they can count the seconds by saying: ‘one and two and
three and four’ (four seconds).
Whilst learners are making observations

A Check that the learners have recorded their findings in a suitable
table.
A Check that their results are reasonable and accurate.
Helping learners to draw a graph

Choose a group with a good set of results. Use these results to show
learners how to make a bar graph of their results. Do this on the
chalkboard with the whole class.
How to decide what to put on each axis

The thing that you will observe or measure during the course of the
investigation will be recorded on the y-axis.
The thing that you made sure will stay the same throughout the
investigation is what we put on the x-axis.
14
For example:
you put the time here on the “y”

(or vertical) axis because that is
what you are trying to find out.
you put the different substances
and amounts that you
chose and set up
on the “x” (or
horizontal) axis.
How to decide what to put in the heading

The heading for the graph depends on what you are recording on each axis.
Start the heading with the words, Graph to show …, and then say what you
are measuring. You will need to refer to what is on each axis. For example:
Graph to show how fast (y axis) sugar dissolves when we use different
amounts of sugar (x axis).
Consolidation
note to teachers Help learners to interpret the graphs in a class discussion. This is a very
important step. There is no point in drawing a graph if you don’t also
This is a good interpret what the graph is telling you. Learners need help and practise to
opportunity to help
interpret graphs. If they make their own, they are more likely to understand
your learners use the
the purpose of graphs and how they work.
terms, “more
quickly”, “less Use these questions to help you guide your learners. Write the answers on
quickly”; “bigger the chalkboard.
amount”, “smaller A What effect does heating the liquid have on the dissolving? (When we
amount”; etc. increase the temperature of the water, this should speed up dissolving.)
A When we increase the amount of solid what effect does it have on the
dissolving? (The more solid we have, the longer it takes to dissolve in
the same amount of water.)
A When we stir the mixture, what effect does it have on the mixture? (The
more you stir the mixture, the more quickly it dissolves.)
Summary
Write this on the chalkboard so that your learners can copy it into their
books.
What do the graphs tell us?
What we learnt about dissolving
A We have learnt that a solid dissolves more quickly in hot water.
A We have learnt that a bigger amount of solid dissolves more slowly.
A We have learnt that a solid dissolves more quickly when we stir the
mixture more times. Etc.
15
5
Key concepts
Can we get solids back after we
have mixed them with water?
g When a solid is
Teacher Task
insoluble we can
separate it from the Tell your learners a story which will bring out the idea of decanting,
mixture by sieving and getting substances back out of solutions and mixtures. Try to
– letting the solid make sure that the story is about something which your learners are
settle to the bottom likely to be familiar with. For example, straining home-brewed beer, or
and then decanting sieving rice.
(pouring off) the
water, and drying the
solid
– filtering (sieving)
the mixture so that the
solid stays behind on
the filter paper
g When a solid is soluble
we can separate it
from the solution by
allowing the water to
evaporate by putting it
in a warm place or
boiling the solution decanting
until all the water has
evaporated.The solid
will crystallize and be
left behind in the
container.
sieving
water evaporating
Explain
Make a salt solution
Introduce the idea that when we have dissolved some salt in water, the
solution looks like pure water. But when we drink the solution, we can
still taste the salt. Get your learners to prove this by tasting the
solution. This is because the salt has not disappeared. It has just spread
out in the water.
Explain that we can get the solid back by evaporating the water from the
solution and then we are left with the solid. The water can be evaporated
by boiling it. Another way we can evaporate the water is to spread it out
in a shallow container and stand it in a warm place. The process of
getting the solid back from a solution is called crystallization.
16
Preparation
Provide the following apparatus note to teachers
It is best to demonstrate
this with salt. If you use
sugar, it often burns
before it crystallizes.
matches
Learner Task A
Can we get the solid back from a solution?
1. Boil a small amount of salty water until the salt has
crystallized.
2. Pour a small amount of salty water in a saucer
or lid and place it in a warm dry place.
3. Make a labeled drawing to explain what
happened to the salty water.
Use these words to help you: evaporate,
crystallize, boil
Questions
When you boiled the salty water:
A What happened to the water? Where did it go?
A What happened to the salt? Task card to
photocopy on
A Do you think you could get the water back from a solution?
page 44.
A How would you do this?
17
Task card to Learner Task B

photocopy on Home Project
page 44. Looking for examples of settling, decanting, filtering
(sieving), crystallizing and evaporating in our daily lives
hand-made metal
strainer with small
holes.
beer sieve
1. Look at home to find as many examples as you can of the
ways we do settling, decanting, filtering (sieving),
crystallizing and evaporating in our daily lives.
2. Draw and write about how we make use of decanting,
filtering (sieving), crystallizing and evaporating around
our homes.
note to teachers Consolidation

Your learners may struggle to find Check that your learners have found good, correct
examples of crystallizing in their examples of these processes from home. Check, too, that
daily lives. Don’t worry if they are they show they understand what these concepts mean.
unable to do so. The important If necessary, explain the concepts soluble and insoluble
thing is for them to try to find again to learners. Then explain the new concepts,
ordinary examples of these evaporation, decanting and settling, filtering,
processes. crystallizing. These terms will be used again and again
in the learning experiences that follow.
18
6
Key concepts
Water is a precious liquid
Teacher Task
g Water is precious
because it is so useful
Find a story (or ask your learners to bring one), which illustrates the
to us.
importance of water. Tell it to your class.
g All life depends on
water. Discuss why it is important to have clean water.
g We use it for cleaning, Introduce the idea that one of the reasons why water is so useful to us is
drinking and cooking. because of its properties.
A It is runny. So we can use it to rinse things. For example to wash the
sand off our hands. The runniness of the water washes the insoluble
sand off our hands.
A It is a good solvent. This means that all sorts of substances are
soluble in water. So we can use it to dissolve some of the dirt and
stains out of our clothes. Soaps and washing powders help in this
process. We also use it to dissolve things when we prepare food and
when we cook. For example, making jelly, making tea with sugar,
making gravy from meat juices, and so on.
A It flows. So we can use it to carry things in boats. But we also use it
to carry away unwanted substances like sewage from our toilets.
Explain
Water is also essential for life. This is because most
of the chemical reactions and life processes which
take place inside the bodies of plants and animals
depend on water. For example, photosynthesis
depends on water. In other words, plants make their
own food, using water as one of the ingredients. A
plant also depends on water to transport nutrients
around its body.
The human body depends on water, which makes up
the major constituent of the blood and cells.
Because we use water in so many ways, it becomes
polluted. Then it is difficult to make the water
clean again so that plants and animals can use it.
But how does water become polluted? The next task
will demonstrate how water becomes polluted. The
task will remind learners that everything that gets
washed, poured off, and carried by water eventually
pollutes that same water.
19
Discuss
Ask your learners about the different ways that they use water. Then ask
them about the things that they put into water.
Ask:
A When you wash with water, what are some of the things that you add
to the water to make washing easier? (Soap, shampoo, bath salts,
bubble bath, bath oil, dishwashing liquid, etc.)
A When you clean toilets and floors, what do you add to the water?
(Bleach, Handy Andy, antiseptics, Dettol, Jeyes fluid, etc.)
A When you wash your clothes, what do you

add to the water? (Soap, detergent,
bleach, fabric softener, etc.)
A When you wash the dishes, what do you add to the
water? (Soap, dish washing liquid, etc.)
A When you cook, what things do you add to the water?
(Salt, pepper, spices, herbs, etc.)
Ask your learners to think of all the other things

that people use when they wash. For example,
when they wash motorcars, motorcar engines,
carpets, windows, etc. Try to get learners to think
of as many different examples as they can.
Remind your learners that anything that we pour onto the ground or into
the soil eventually gets into the water. Farmers also use fertilizers on
their land. When it rains, this polluted water sometimes runs off into the
rivers. Sometimes the polluted water sinks into the ground and then
ends up in the rivers. Everything we add to water eventually pollutes our
rivers and seas.
Ask your learners
What else makes water dirty? (Leaves, grass, papers and plastics, oil
poured into water, sticks, dust, sewage, etc)
20
Learner Task Group work

How does water become polluted?
1. Look at home and find all the things that you add to water when
Task card to you are washing, cleaning and cooking.
photocopy on 2. Bring a small sample of each substance to school.
page 45. 3. Show and tell to your group what you have brought.
4. Take a bottle or some container that has a lid. Add clean water to
it.
5. Now mix all the things you brought from home into the water.
6. Also add some dead leaves and grass and some soil.
Discuss
Inyour group, discuss these questions.
A What does your water look like now?
A Would you drink this water or wash with it now?
A Which of the things that you added to the water have dissolved?
A Which of the things that you added to the water did not dissolve?
A When you pour this water down the drain, where will it go?
ers
not e to t each A What will happen to the substances in the water? Where will they
e go?
Make sure that th
learners keep thei
r A How can we make the water clean again?
ater for
bottles of dirty w
the next learning
they
experience when
clean
will try to make it
again.
21
7
Key concepts
Making polluted water clean
again
Teacher Task
g Water can be polluted
by solid substances Hand out pictures of water pollution.
(soluble as well as Photocopy picture A on pages 54–55.)
insoluble).
Discuss with your learners how water becomes polluted.
g Polluted water can be
made clean again by Refer to the picture of the polluted river as you ask them the following
carrying out purifying questions.
processes eg, A What are all the things that cause pollution in this river?
decanting and settling, A Do you think this picture shows all the ways that water can be
filtering, evaporating polluted?
and crystallizing. A Is there anything you would add to this picture to show another kind
g Water may contain of pollution?
dissolved substances A Does it matter that the water is polluted? (Let learners argue both
such as poisons, which sides of this issue)
make the water A How does a polluted river affect people, plants and animals?
dangerous to drink. Refer to the drawing of the river that has been cleaned up.
(Photocopy picture B on pages 56–57.)
A
Many rivers in the world are polluted. Ask your learners:
Can you see what is happening to this river?
A What did the people do to clean up this river?
A In what ways did these things help to clean up the river?
Look at the picture of the boys playing on the water near their
homes in Nyanga on page 23.
Ask your learners,
A Do you think these boys are having fun?
A What do you think about children playing like this?
A Do you think this is a safe place for these boys to play?
A Is the water at this place clean?
A What are some of the things that could pollute it?
A Where do you think that this water comes from?
B A What will happen if the boys drink this polluted water?
What was done to save this river?
A What can the community do to make it safer for the boys to
play here?
Ask your learners to make a play, or a story, or a rap song about
what could happen to the boys who swim here. Tell them to think
what could happen if they drank some of this polluted water. They
should also think about what the community could do to make
this a safer place to play – a place with with cleaner water. In
their play, song or story they must describe the consequences of
having contact with polluted water, such as illness. They should
also suggest ideas of suitable steps to take to improve the
environment, for example, moving the toilets further from the
water, cleaning up the litter and disposing of it properly, etc.
22
23
Learner Task Card A

Task card to
photocopy on What we can do to improve our environment and the water
page 46. nearby?
Make up a play, or a story, or a rap song about
what happened to the boys who swam in the
river, and how the people cleaned up the river.
A What would happen if one of them drank
some of the water?
A What did the community do to make this a
safer place to play?
A How did the people make the water cleaner?
Discuss different ideas about how to make water clean again when it is
Teacher Task dirty. Get your learners to bring out their containers of dirty water.
Provide a table full of different equipment eg fabric, cotton-wool, filter
paper and funnels, glass baby-food jars, spirit burners, tripods, gauze,
tissues and toilet paper.
Ask your learners to choose anything on the table to make their water
clean again. Then ask your learners to tell you how they made the water
clean. Tell them that they can do this in the form of a report, a story
with pictures, or a rap song.
As they report on what they did (in any language), they should use
vocabulary like, ‘pour’ ,‘decant’, ‘strain’, ‘filter’, ‘settle’, etc.
24
Task card to Learner Task Card B

photocopy on Making polluted water clean again
page 47. 1. Group task: Use anything on the table to make the water
clean again.
2. Draw and tell a story with pictures, a rap song or a report to
show how you made the water clean.
Questions to discuss:
A Did you manage to make your water clean again?
A Was it completely clean and pure?
A Was it clean enough to drink? Explain why you think so?
Funnel
Cut-off cooldrink bottle

Toilet paper
Dirty water Filter paper

Gauze
Cotton wool
Baby food jar Empty bottle
Write to explain how you made the water clean.
Today I tried to make dirty water clean.

First I put some cotton wool in a funnel.
Then I put tissues over that.
Next I poured the water through.
Finally the water came out a little bit cleaner.
Is your water clean enough to drink? Give a reason for your
answer.
No, the water still looked brown and dirty.
Maybe it has germs in it.
25
Teacher Task Consolidation

Lead a discussion about whether the water is now clean enough to drink.
(NB Do not let your learners drink this water.) Discuss whether it is
possible to ever get water entirely clean again after it has been polluted.
(In fact, it is very difficult and very expensive.)
Bring out the following points:
A Learners will have managed to remove or filter out only the insoluble
solids from the water.
A There may be other substances dissolved in the water, which we
cannot see or remove, such as: salt, chemicals and poisons.
A There may also be germs in the water that are harmful. These can be
made less harmful by adding chemicals such as chlorine (eg swimming
pool chemicals or a drop of bleach, or by boiling the water for 15
minutes).
A Even after boiling the water there may be poisons left in the water,
which were produced by the germs.
A There may also be poisonous chemicals in the water. Many of these
poisons are not made safe by boiling or bleaching.
26
8
Key concepts
Making sewage water clean again
Teacher Task
g Sewage is water that
carries away the Introduce and explain
waste from our toilets Introduce the term “sewage” and explain what it means. Sewage water is
and drains. the water that comes from our toilets after we have flushed them. It is
g People (municipali- also the water from our drains.
ties) have to make
Tell your learners that these days in cities and towns, most of the sewage
sewage water and
water is made clean again so that it can be put back into the river. The
drain water clean
sewage pipes and drainpipes take the dirty water to the sewage farm.
again before it can go
This is called a sewage treatment works or a sewage disposal system.
back to the river.
There it is purified. The municipality runs the sewage treatment works.
g Sewage water is
cleaned (or purified) at Ask your learners:
a sewage treatment A Why do you think the water must go back to the river?
works where it is A Why must the sewage water be made clean again?
allowed to settle and Provide your learners with this picture of the sewage works (to
then it is filtered. photocopy, see page 49).
Diagram of a sewage treatment process
A visit to a sewage works is useful for intermediate phase learners because all the processes are open to view
and with good preparation, children can understand what is happening. Waste from toilets, sinks and baths
passes to the sewers as well as water run-off from streets and waste from factories.
All this is taken to the sewage works,
where bacteria play
a significant part in
its breakdown.
1. Dirty water 2. The water passes

through grit channels 3. The solid sludge settles
comes in and on the bottom.
is sieved for and the solids drop to
SIEVES the bottom.
the first
time.
SLUDGE TANKS
SLUDGE GRIT CHANNELS
DIGESTER
6. The germs are removed from the

water and chemicals are added
FILTER TANK 7. Clean water goes

5. The sludge is 4. The liquid is out to the river
digested by filtered and the PURIFYING TANK
bacteria and used germs are
for fertiliser digested
OUTLET PIPE
27
Teacher Task
The sewage treatment process
Explain the following processes that happen in a sewage treatment plant
1. Dirty water from storm water drains, household drains and toilets comes into
the sewage treatment plant. Here it is sieved to remove paper, plastic, leaves
and rags from it.
2. Then the water is slowly passed through grit channels. Here, any sand or heavy
particles in the water settle to the bottom. The water from the top of the tank
still contains lighter particles of organic matter from the toilets and drains.
3. This water passes into the sludge tanks. In these tanks the water is allowed to
stand for a longer time. The organic matter now settles to the bottom. It is
called sludge and looks like a thick black mud.
4. From the sludge tanks the water passes into the filter tanks. The water still has
some small germs in it even though most of the sludge has already been
removed. In the filter tanks these germs are filtered out of the water.
5. Meanwhile, the sludge from the sludge tanks is pumped to separate tanks
called sludge digesters. Here the black sludge, which looks like mud, is
digested and broken down by good bacteria. Then it is pumped out and used
for fertilizer.
6. The water that has been filtered flows into the purifying tanks. The remaining
germs are removed and chemicals are added to kill of any germs that may be
left in the water.
7. The water, which has been treated, is now much cleaner. It is now safe enough
to be piped back into the river.
Talk through the flow chart of sewage treatment works with your learners and
identify the processes. These are:
• Straining / sieving
• Settling
• Filtering
• Digesting (breaking down the germs + solid substances)
• Adding chemicals
Preparation
1. Ask your learners to build a model of the sewage works. They can do this with
a selection of containers such as yogurt cups, ice cream boxes etc. Toilet roll
insides can be used for the pipes. The learners will have to be able to explain
what the different purification processes are in their sewage works. They will
also have to show where each process takes place.
2. Arrange the class so that there are six learners in each group. Two learners
must take responsibility for building the model. Two learners must take
responsibility for writing the labels and explanations. Two learners must take
responsibility for the report back and question session.
3. During the report back session, encourage other learners from each group to
ask questions about the sewage treatment system.
4. Develop the assessment criteria with your learners or adapt the ones on
page 29.
28
Task c
photoc ard to
opy
Assessment Task for LO2 page 4 on
8
The purpose of this assessment task is to recall meaningful information. The learners must use
the language that they are fluent in. They must name and describe and explain the features
and processes of sewage treatment. (See assessment standards for LO2 grade 5 page 64)
1. Build
Look at the diagram on page 48. In your group, discuss how you can build a sewage
treatment works using plastic ice cream containers, margarine containers and plastic and
cardboard tubes and bottles as shown in the picture. Then build your sewage treatment
works.
2. Write
Make labels and write an explanation of what is happening to the sewage in each part of
your model.
3. Report back
You must be able to explain how water would be purified in your model. You must also be
able to answer any questions about your model and how water is purified.
Questions
A Do you think that sewage water which goes back into the river after it has been treated, is
clean enough to drink? Why do you think so?
A Do you think it is expensive to purify water? If so, why do you say so?
ASSESSMENT CRITERIA
Making a model of a disposal system
Assessment task Assessment criteria
Building the model What we expect from learners
of a sewage disposal The model must:
system
A Have suitable containers which represent the different tanks.
A Have sieves for the water to pass through the ‘pipes’.
A The ’tanks’ must be connected in the correct order.
A Fit together when connected.
A Include any other details which relate to water purification.
Make labels and The labels must:

write to explain how A Identify correctly the processes that happen at the different tanks, eg
the water is purified sieving, settling, filtering, adding chemicals.
A Explain how the dirty water is made cleaner during each process.
Report back and The report back and answers must:

answering questions A Show understanding of the processes that are used in water purification eg
about water sieving, settling, filtering, adding chemicals.
putification A Show understanding of the different stages represented by the model.
A Contain the correct key words for the different processes.
A Must be delivered in a clear and confident way.
29
SIEVES
1 Dirty water comes in and
is sieved for the first time. Model of a water treatment works
GRIT CHANNELS
2 The water passes through grit
channels and the solids drop
to the bottom (ice cream 6
7
boxes)
SLUDGE TANKS 5
4
3 The sludge settles on the
bottom (bottles). 3
2
FILTER TANKS
4 The liquid is filtered and
the germs are digested.
SLUDGE DIGESTER
5 The sludge is digested
(yoghurt cups). 1
PURIFYING TANKS
6 The germs are removed
and chemicals are added.
OUTLET PIPE
7 Clean water goes out to the
river (pipe at the very end).
5 5
1 2 3 7
4
6
7
2
3 4 6
Model of a water treatment works
30
9
Key concepts
How do we get clean drinking water?
g Long ago people had to Introduction

fetch their own water. Long ago, how do you think people made sure that their water was clean
g People had ways to
enough to drink?
decide whether their
water was clean
enough to drink.
g They had special ways
of transporting and
storing their water so
that it would remain
clean.
river
Preparation
Prepare for your learners to find out the following:
• How people long ago found water and kept it clean.
Teacher Task • How people in rural areas make sure that their water is clean.
• What can happen if you drink or swim in water that isn’t clean.
1. Tell your learners to try to find out at home how people in the past
ensured that they had clean water. Afterwards, facilitate a class
discussion about what they found out. Listen carefully for points your
learners make which provide relevant information about the processes
people have used to make water clean.
2. Read Sweet Water /Amanzi Mnandi page 51.
3. Ask learners to draw or find pictures that illustrate some of the points
they discussed and read about.
4. Find a space on the classroom wall and put up flashcards of the task
card questions on the wall (see page 50). Make sure there is enough
space for the children to place their pieces of work under the various
headings. Alternatively, if learners have enough information they can
make group posters, which you can display on the walls.
31
Assessment Task for LO3 Task card to

photocopy on
Find out how today, and long ago, people made page 50.
sure their water was clean
The purpose of this learning experience is to help learners understand science and
technology in the context of history and indigenous knowledge.
(See assessment standards for LO3 Grade 5 page 66)
1. Ask and Find Out
Find out from someone at home:
A Long ago, how did people find water and keep it
clean? How is this done today?
A In the past, how did people in rural areas
make sure that their water
was clean? How is this done today?
A How did they make sure it was clean
enough to drink? How do people do this today?
A What can happen if you drink or swim in water
that isn’t clean?
A Which is better? The old way or the new
way? (You can choose either way, but you
must be able to give reasons for your choice.)
2. Report back in a class discussion
3. Contribute to a class display.
Write and draw what you found out at home.
32
Suggested writing frame

Today and long ago people made sure their water was clean
They collected it in a clean place
Long ago ........................................................
Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
They carried it in clean containers
Long ago ........................................................
Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
They stored it carefully and kept it clean.
Long ago ........................................................
Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sometimes they had to make it clean by:
Long ago ........................................................
Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If you drink dirty water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...............................................................
...............................................................
ASSESSMENT CRITERIA
Assessment task Assessment criteria
Find out how people made sure that their Learners must:
water was clean long ago. A Contribute relevant information about long ago
Find out how people make sure that their methods of keeping water clean.
water is clean today. A Understand how the long ago methods worked
for keeping water clean.
A Be able to make comparisons between today’s
methods and long ago methods.
Consolidation
Discuss with your learners
A Why is it important to have fresh clean water?
A How do we know if our water is clean?
A What happens when people don’t have fresh clean water?
A Why do some people have access to clean water but other people
don’t?
A What can our communities do to make sure we have fresh water?
33
34
Suggested work schedule for this sequence of learning experiences
PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 PERIOD 5
1. Solids, liquids and gases 2. Mixing solids and liquids 3. Which solids are soluble 3. Contd. 4. Contd.
M&M5 (2008 reprint)
• Teacher introduces the three • Teacher introduces every day and which solids are • Learners finish explanations • Teacher assists learners to
states of matter examples insoluble? and discuss questions develop questions for
• Learners write a summary of • Learners make mixtures with • Learners test various 4. Investigation: Can we investigation
the properties of solids, liquids different solids and water substances for solubility make a solid dissolve Assessment task. LO1
10/20/08
and gases • Teacher consolidation and • Learners draw and write faster? • Teacher explains the
explanations explanations • Teacher introduces the idea of assessment task and
(Start getting learners to collect investigations to learners criteriaframe
3:32 PM
items for building a model for • Learners think up or choose a

learning experience 8) question for their investigation.
Learners discuss how they will
do the investigation
Page 34

4. Contd. 4. Contd. 4. Contd. 4. Contd. 5. Can we get the solids
Assessment task. LO1 contd. Assessment task. LO1 contd. Assessment task. LO1 contd. • Teacher consolidates learnings back after we have mixed
• Learners finish their planning • Learners continue with the • Learners draw their own graphs from the investigation them with water?
• Teacher checks the plan investigation and then swap results and • Teacher and learners write • Teacher explains how to get the
• Learners begin the investigation • Teacher uses one group’s draw a second graph summary solid back from a mixture or
results as an example and • Learners move from group to Note: you will have to schedule solution
shows learners how to draw a group and share results time to give learners feedback • Learners crystallize the salt
graph after you have assessed the from a salt solution
investigations • Teacher consolidation
PERIOD 11 samples from home PERIOD 13 PERIOD 14 PERIOD 15

6. Water is a precious PERIOD 12 7. Making dirty water clean 7. Contd. 7. Contd.
liquid. 6. contd. again. • Learners complete their plays • Learners perform their songs
• Discussion about the • Learners add their pollutants to • Class discussion about a and songs and plays
importance of having clean water polluted river using pictures • Learners perform their songs
water • Learners’ group discussion • Discussion about boys and plays
• Teacher explains why water is about the dirty water swimming in polluted water
so precious • Learners start to develop a play
• Learners discuss the different or rap or song about how the
uses of water and what we add community can improve the
to water water quality
• Learners prepare to bring
7. Contd. 7. Contd. 8. Making sewage water 8. Contd. 8. Contd.
• Learners make their dirty water • Learners reflect on the process clean again. • Teacher explains that learners Assessment task LO2 contd.
M&M5 (2008 reprint)
clean of making water clean • Teacher introduces and will build a model of a sewage Learners begin to build their
• Teacher sets up equipment to • Learners write a report on their explains the term ‘sewage’ treatment works, using the model
purify water. method • Teacher explains the process of picture as a guide
• Teacher consolidation sewage treatment using picture Assessment task LO2
10/20/08
• Teacher prepares learners for • Teacher explains the task and

assessment task assessment criteria
3:32 PM

8. Contd. 8. Contd. 8. Contd. 9. How do we get clean 9. Contd.
Assessment task LO2 contd. Assessment task LO2 contd. Assessment task LO2 contd. drinking water? • Teacher prepares learners for
Page 35
• Learners continue to build their • Learners present their models • Learners present their models • Teacher introduces idea that assessment task
models and report back and report back people through the ages made Assessment task LO3.
• Learners prepare their labels Note: you will have to schedule sure that their water was clean • Teacher explains the task and
explanations and report back time to give learners feedback • Prepare learners to find out by assessment criteria
after you have assessed the asking at home, using some
models and report backs questions
PERIOD 26 PERIOD 27 PERIOD 28

9. Contd. 9. Contd. 9. Contd.
Assessment task LO3. Assessment task LO3. • Teacher consolidation
Contd. Contd.
• Learners share their • Learners add their information
information in a class to the class poster
discussion Note: you will have to schedule
• Learners draw and write time to give learners feedback
information which will produce after you have assessed their
a class poster contributions to the poster
This work schedule is only a suggestion. It assumes lessons that last for
50- 60 minutes. You will have to adapt it according to your circumstances.
35
Section 2
Teacher Resources
Task Cards to photocopy
1. Task card 1. Mixing solids and liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2. Task card 2. Which solids are soluble, and which solids
are insoluble in water? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3. Task card 3. Assessment Task for LO1
Investigation: can we make a solid dissolve faster . . . . . . . . . . . . . . . . . . . 39
4. More examples of investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41–43
5. Task card 4 A. Can we get the solid back from a solution? . . . . . . . . . . . 44
Task card 4 B. Home Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6. Task card 5 How does water become polluted? . . . . . . . . . . . . . . . . . . . . . 45
7. Task card 6 A. What we can do to improve our environment
and the water nearby? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Task card 6 B. Making polluted water clean again . . . . . . . . . . . . . . . . . . . 47
8 Task card 7. Assesment Task for LO2
Making sewage water clean again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Picture of sewage treatment process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
9 Task card 8. Assessment Task for LO3 How did people today
and long ago make sure that their water was clean? . . . . . . . . . . . . . . . . . 50
10. Sweet water/Amanzi Amnandi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51–53
11. Pictures and diagrams to photocopy . . . . . . . . . . . . . . . . . . . . . . . . . . . 54–57
• Water pollution
• Cleaning rivers
36
LEARNER TASK CARD 1 TASK CARDS TO PHOTOCOPY
Mixing solids and liquids
Mixing solids and liquids to find out what happens

Mix together Mix together
1 medicine spoon of sand 1 medicine spoon of salt
100ml
100ml
100ml of water 100ml of water
Draw and label to show what happened Draw and label to show what happened.
The sand has not dissolved in the water. The salt has dissolved in the water.
We say that the sand is ———————— We say that the salt is ————————
———————————————————— ————————————————————
37
Which solids are soluble and which solids are insoluble

in water?
A. Bring some solids from home and test them to see if they are soluble or insoluble
in water.
B. Take water and different solids and mix them. Then complete the table.
Mix Does the solid Does the solid Can the solid Is the solid Do we have a
5ml Solid + 100ml disappear in settle to the be separated soluble or solution here?
water the water? bottom after by the filter insoluble?
some time? paper?
5 ml Flour + 100ml
water
5 ml Epsom salts
+ 100 ml water
5 ml Bicarbonate
of soda + 100 ml
water
5 ml Maizena +
100 ml water
C. Draw and write to explain how you can tell whether a solid is soluble. Then draw
and write to explain how you can tell when a solid is insoluble. Use some of the
words in the table above to help you.
A What things must you look for to decide if the solid is soluble in water?
A What things must you look for to decide if the solid is not soluble?
D. Questions
1. Why did we use the same amount of solid and water every time?
2. Does the amount of solid and water we use make a difference?
3. What would happen if we kept adding more and more of the solid to the solution?
4. Could we get the solid back again after it has dissolved?
38
Learner task card 3 Assessment Task for LO1
The purpose of this assessment task is to:

A Plan an investigation by suggesting things that could be investigated
A Carry out an investigation involving a small number of steps
A Report back about what you did and what you found out
(See the assessment standards for LO1, grade 5 page 63)
Before you start the investigation:
A Choose or help to think up a question to start your investigation.
A Discuss how you will set up the investigation. Then do the investigation.
1. Write down the question you are investigating.
Question: Which will make sugar dissolve faster:
A Fridge water? A Tap water? A Hot water?
2. Draw and label how you set up the apparatus.
39
LEARNER TASK CARD 3 (CONT) TASK CARDS TO PHOTOCOPY
3. Record the time it takes for the sugar to dissolve. Do not stir the mixture.
4. Record your observations on the recording sheet:
Amount of sugar Amount of water Temperature of the water Time taken for sugar
to dissolve
5. Draw a graph of your results (remember to write a heading and label the axes).
6. Share with another group. Explain to them what you did and what you found out.
7. Exchange your results with another group who investigated a different question.
8. Draw a graph of their results. Discuss: What did you learn from them?
40
Examples of Investigations
EXAMPLE 1
Question: Which will dissolve faster:
1. Set up the investigation like this:
1 spoon sugar 2 spoons sugar 3 spoons sugar

100ml tap water 100ml tap water 100ml tap water
2. Do not stir the mixture.

3. Record the time it takes for the sugar to dissolve.
4. Example of the recording sheet:
Amount of sugar Amount of water Time taken for sugar to dissolve
41
EXAMPLES OF INVESTIGATION TASK CARDS TO PHOTOCOPY
5. Example of the graph

y
Graph to show the time it takes to dissolve 1 spoon,
16 2 spoons and 3 spoons of sugar
14
Time (in minutes)
12
10
2
0
2 spoons 4 spoons 6 spoons x
Note: We used the same amount of tap water and the bottles were the same size. This
ensured that we could make a fair comparison between the different amounts of sugar
and how quickly it dissolved.
EXAMPLE 2
Question:
A stirring it 20 times ?
1. Set up the investigation like this:
10 stirs 20 stirs 30 stirs

1 spoon sugar 1 spoon sugar 1 spoon sugar
100ml tap water 100ml tap water 100ml tap water
42
EXAMPLES OF INVESTIGATION TASK CARDS TO PHOTOCOPY
1. Record the time it takes for the sugar to dissolve

2. Example of the recording sheet:
Amount of sugar Amount of water Number of times Time taken for sugar to
we stirred dissolve
3. Example of the graph

y
Graph to show the time it takes for the sugar to
4 dissolve when we stir the solution.
3™
Time (in minutes)
2™
1™
™
0
10 stirs 20 stirs 30 stirs x
Number of stirs
Note: We used the same amount of tap water and sugar and the bottles were the
same size. This ensured that we could make a fair comparison between the number
of times we stirred and how quickly the sugar dissolved.
43
Can we get the solids back after mixing them

with water?
A Can we get the solid back from a solution?

1. Boil a small amount of salty water until the salt has crystallised.
2. Pour a small amount of salty water in a saucer or lid and place it
in a warm dry place.
3. Make a labeled drawing to explain what happened to
the salty water.
Use these words to help you:
evaporate, crystallize, boil
Questions
When you boiled the salty water:
A What happened to the water? Where did it go?
A What happened to the salt?
A Do you think you could get the water back from a solution?
A How would you do this?
B Home Project
Looking for examples of settling, decanting, filtering (sieving), crystallizing
and evaporating in our daily lives
1. Look at home to find examples of the ways we do settling, decanting,
filtering (sieving), crystallizing and evaporating in our daily lives.
2. Draw and write about how we make use of decanting, filtering (sieving),
crystallising and evaporating around our homes.
3. Discuss: Did you find examples of all the processes at home? Which ones
were difficult to find? Why?
44
How does water become polluted?
Group work
1. Look at home and find all the things that you add to
water when you are washing, cleaning and cooking.
2. Bring a small sample of each substance to school.
3. Show and tell to your group what you have
brought.
4. Take a bottle or some container that has a lid.

Add clean water to it.
5. Now mix all the things you brought from home into the water.
6. Also add some dead leaves and grass and some soil.
Discuss
In your group, discuss these questions.
A What does your water look like now?
A Would you drink this water or wash
in it now?
A Which of the things that you added
to the water have dissolved?
A Which of the things that you
added to the water did not
dissolve?
A When you pour this water down
the drain, where will it go?
A What will happen to the
substances in the water?
Where will they go?
A How can we make the water
clean again?
45
A. Improving the environment
A What we can do to improve our environment and

the water nearby?
Make up a play, or a story, or a rap song about what
happened to the boys who swam in the river and
how the people cleaned up the river.
A What would happen if one of them drank
some of the water?
A What did the community do to make this a
safer place to play?
A What did the people do to make
the water cleaner?
46
B. Making polluted water clean again
1. Group task
A Use anything on the table to make the water clean again.
Funnel
Toilet paper Cut-off cooldrink bottle
Dirty water Filter paper

Gauze
Cotton wool
Baby food jar Empty bottle
2. Draw and tell a story with pictures, a rap song or a report to show how you
made the water clean.
3. Questions to discuss
A Did you manage to make your water clean again?
A Was it completely clean and pure?
A Was it clean enough to drink? Explain why you think so?
3. Write to explain how you made the water clean.
Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Then . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Next . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Finally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................................................
5. Is your water clean enough to drink? Give a reason for your answer.
..........................................................................
..........................................................................
..........................................................................
..........................................................................
47
Assessment Task for LO2

The purpose of this assessment task is to recall meaningful information. The
learners must use the language that they are fluent in. They must name and describe
and explain the features and processes of sewage treatment. (See assessment
standards for LO2 grade 5, page 64)
1. Build
Look at the diagram below. In your group, discuss how you can build a sewage
treatment works using plastic ice cream containers, margarine containers and
plastic and cardboard tubes and bottles as shown in the picture. Then build your
sewage treatment works.
2. Write
Make labels and write an explanation of what is happening to the sewage in each
part of your model.
3. Report back
You must be able to explain how water would be purified in your model. You must
also be able answer any questions about your model and how water is purified.
Questions
A Do you think that sewage water which goes back into the river after it has been
treated, is clean enough to drink? Why do you think so?
A Do you think it is expensive to purify water? if so, why?
5 5
1 2 3 4 7
6
7
2
3 4 6
48
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3. The solid sludge

2. The water passes settles on the
1. Dirty water
Page 49
through grit channels bottom.

comes in and and the solids drop
is sieved for to the bottom.
the first time.
SIEVES
SLUDGE TANKS
DIGESTER
GRIT CHANNELS
6. The germs are removed from the

water and chemicals are added
5. The sludge is digested FILTER TANK 7. Clean water goes

by bacteria and used for out to the river
PURIFYING
fertiliser 4. The liquid is filtered and TANK OUTLET PIPE
the germs are digested
49
Learner Assessment task for LO3
Find out how today, and long ago, people made sure their
water was clean
The purpose of this assessment task is to help learners understand science
and technology in the context of history and indigenous knowledge. (See page
66 for assessment standards for LO3 Grade 5)
1. Ask and Find Out
Find out from someone at home, or read “Sweet water/ Amanzi Amnandi”
on page 51
A Long ago, how did people find water and keep it clean? How is this done
today?
A In the past, how did people in rural areas make sure that their water was
clean? How is this done today?
A How did they make sure it was clean enough to drink? How do people do this
today?
A What can happen if you drink or swim in
water that isn’t clean?
A Which is better? The old way or the new
way? (You can choose either way, but you
must be able to give reasons for your choice.)
2. Report back in a class discussion.
3. Contribute to a class display by

writing and drawing about what you
found out at home.
50
Sweet Water / Amanzi Amnandi
Sweet Water and early Nguni people Amanzi Amnandi nabantu basendulo
T he early peoples of southern Africa had

commonsense ways of collecting and
storing “sweet” water, not unlike early
humans in other parts of the world. This
passage looks at Nguni water collection
A bantu basendulo babenezindlela zabo
ezithile ababezisebenzisa uma bekha
amanzi emfuleni. Izindlela
zazehlukahlukana ngokwezizwe.
Amanzi okuphuza nawokupheka ayebizwa
practices. (Comments and scientific ngokuthi amanzi amnandi. Ngokwesiko
observations are in brackets so that readers lokuhloniphisa kwathi ngesikhathi seNkosi
might see the practical wisdom behind some uShaka, amanzi amnandi abizwa ngamanzi
water collection myths and techniques of the amtoti, kuhlonishwa unina wenkosi, uNandi.
past.) Emandulo amanzi ayekhiwa ezindaweni
Before the time of the Zulu King Shaka, lapho abantu babewezwa khona amanzi ekhala
sweet water was called “ amanzi amnandi”. nasematsheni. Babewakha esiphethwini lapho
Shaka’s mother was called Nandi and it is said ayehlanzekile khona emahle. Izinguba
that because it was not considered respectful zaziwashwa emfuleni nezinkomo futhi
to use the queen mother’s name in this way, zaziphuza khona.
Shaka referred to sweet water as “amanzi Lapho kwakukhiwa khona amanzi
amtoti”. (This is how the town of Amanzimtoti kwakuphenduka kube indawo lapho
south of Durban got its name.) kuhlanganela khona izintombi
Today both terms are used nezinsizwa. Izinsizwa zazilinda
and many people of Nguni osebeni lomfula zihuba ingoma
origin will sniff, smile and hold zidlalisela ezintombini uma
up “sweet” water collected zizokha amanzi. Izintombi
from a river, spring or well for zaziza emfuleni zishaya
their household needs. (Water kancane zihubela phansi
quality scientists today still sezinanela ukuhashwa
have people smell and taste yizinsizwa. Kwakujabulisa
household water. Human senses ukukha amanzi ngoba babazi
give a refined indication of whether ukuthi kwakungenzeka bafice
water is good and clean izinsizwa ezizokweshela.
and fresh.) Ngalesikhathi kuhlangenwe lapho
51
Historically water was usually collected in

areas where people could hear it running over
stones or dripping down rocks. (Well
oxygenated water supports natural biological
cleansing processes.) If a spring was for
human use, it was protected by a circle of musical instrument
rocks with a small outlet. Cattle drank
elsewhere.
An area nearby was cleared and the site babeqiniseka kakhulu ukuthi abazibangeli
soon became a meeting place for young umsindo izilwanyana zasemanzini, hleze
people. Young men would hang around these zethuke ziyaluze kudungeke amanzi. Uma
water collection sites, playing musical amanzi esedungekile kwakufanele ukuthi lowo
instruments and admiring the maidens who ozokha awalinde isikhashana ukuze acwebe.
came to collect water. The girls would saunter Ngaphaqmbi kokuthi umuntu awakhe amanzi
along slowly and gracefully, singing and ayephebezwa ngogqoko ukuze akhe amanzi
flirting. Water collecting was rarely seen as a amahle.
tiring or boring chore because of the prospect Amanzi ayekhiwa agcwaliswe izimbiza
of courtship! ambozwe ngogqoko. Ayethi uma ebekwe
lapho agcineke emnandi futhi ebanda.
Protecting the source of water Ayemaningi amasiko ayegcinwa nezinkolelo
A water source would always be approached ezazibakhona mayelana namanzi.
with care so as not to frighten crabs and Kwakunenkolelo yokuthi uma umuntu
other small water animals. When disturbed, echamela emanzini noma ebhukuda
their movement would stir up sediments and uzoshintsha ubulili bakhe. Izingane
the collector would have to wait for the silt to zazixwayiswa kakhulu ngalokhu.
settle. The surface film was brushed aside for Abantu babengokholelwa ukuthi lapho
“ sweet water” to be collected. (Sediments and kukhona amaxoxo amanzi akhona angaba
surface films have higher bacteria numbers mnandi. Amaxoxo ayedliwa uthekwane.
than the middle waters of pools and rivers. Kwakusabisa ukukha amanzi ubukwa
Today scientists take water samples below the uthekwane kanti futhi kwakungafanele ukuthi
surface film taking care not to suck up uwubulale ngoba kwakuthiwa uma ubulala
sediments. In this way uthekwane noma untshontsha iqanda lawo
scientists can get umuzi wakini uzosha
consistent and reliable Amanzi babengawakhi uma izulu linethile
measures of bacterial ngoba amanzi ayedungekile abanye
contamination.) babedlulisa izinsuku ezine ngaphambi
Collecting water and kokukha amanzi emva kwezimvula ukuze
keeping it clean bawathole esecwebile. Kukhona izitsha
Clay pots were filled ezazibekwa uma kunetha izulu kukhongozelwa
with water and covered with a collecting amanzi, ayephuzwa noma kuphekwe ngawo
bowl, a piece of skin or a mat made from ngoba ayeba mahle.
incema (juncus kraussi) grass. The water
would thus stay cool and fresh. (Water
evaporating through the sides of a porous clay
pot cooled the contents. Most water bacteria
cannot reproduce in cool, dark conditions.
Some micro-organisms envelop themselves in
calcium secretion in the pores of clay pots.
Scientists spoken to were uncertain about detail
of these issues but it is of note that, in earlier
times, great care was taken to scour out a
calcium – like scale in water pots. Also of note
52
is that when the grass ‘lids’ and head rings for central place in everyday social life. Children
carrying pots became old they were simply were told that if they killed this bird or stole
thrown away and new ones were woven. its eggs their homes would go up in flames.
Discarded lids did not pollute the river like (Where there are frogs one will usually find
today’s bottle tops and plastic waste.) snakes. Both animals are feared by many
There were many others customs ad people today, not least children told Nguni
traditional myths of witches and lightning to fill the heart
practices with terror. Today, scientific tests suggest that
surrounding many frog species need ‘sweet water’ if they are
water. Children to live and reproduce successfully. There must
were warned that be some doubt about the Nguni suggestion that
urinating in a frogs are an indication of water that is not fit
river would for human consumption.)
change them to It was also said that it was not advisable to
the opposite sex! (This myth collect water from a river after heavy rain at
was probably sufficiently frightening to prevent the start of annual rainy season. Indigenous
people urinating in streams. This would have commonsense told people to put out to collect
limited a disease like bilharazia. The bilharzia rain-water. River water would again be
parasite is passed on from human urine and collected four days after the rains stopped and
feaces to small water snails. From these its life the water had cleared. (Heavy rains wash
cycle takes the diseases back to people through human and animal wastes into rivers. There is
river water.) thus a rapid increase in faecal bacteria and
disease. In KwaZulu-Natal health workers have
Traditional myths and warnings to warn rural people not to collect river water
Nguni water collectors say that where there after heavy rains as few remember an earlier
are frogs one does not find sweet water. Frogs Nguni practice of not collecting rain-water for
are eaten by hammerkops (uthekwane, ‘the four days.)
lightning bird’) and the prospects of collecting Learning about historical water collection
water while being watched by a ‘witch-bird’ and storage practices can develop a respect for
must have been terrifying in earlier times early people and might also help our
when spirits, myth and mystery had a more understanding of water quality issues.
thanks to share-net for the use of this material

tel 033-3303931
53
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A.
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Many rivers in the world are polluted.

Page 54
Can you see what is happening to this river?

M&M5 (2008 reprint)
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Page 55
Water pollution occurs when people dump

waste, chemicals, metals and oil into water.
Polluted water can look dirty. smell bad, and
contain germs or chemicals that cause disease.
This picture is taken from ‘Water in our World’, a READ Big Book.
55
What was done to save this river?

B.
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Page 57
We need to look after our riverbank

vegetation. The roots of plants and grass
stop soil erosion. Some plants clean water
and slow down flood water.
57
This picture is taken from ‘Water in our World’, a READ Big Book.
Section 3
Extracts from the National Curriculum Statement for Natural Sciences Grades R-9
1. Core knowledge and concepts for Matter and Materials (NCS) . . . . . . . .60–61
2. Outcomes and assessment standards (NCS) . . . . . . . . . . . . . . . . . . . . . . . .62–67
59
Revised National Curriculum Statements Grades R–9 (Schools)
Matter and Materials
The paragraphs below have been extracted from the NCS policy
documents. We have numbered each paragraph and supplied a
heading for each paragraph. This makes the paragraphs easier to work
with.The paragraphs describe the knowledge and concepts the learners
must know.
CORE KNOWLEDGE AND CONCEPTS IN

MATTER AND MATERIALS
Structure, Reactions and

Properties and Uses of Materials
Changes of Materials
Unifying statement: We can classify materials by their Unifying statement: We can modify materials in
properties, in order to establish types and patterns. ways we choose, through our understanding of their
Properties determine the selection of materials for sub-structure.
particular uses.
Foundation Phase
1. Sorting materials according to their different 2. Mixing different substances
properties Substances can be mixed and sometimes changes
Materials have different properties such as texture, can be seen, such as the dissolving of a solid, or new
colour, strength and heaviness, and can be classified by colours when food colourings/paints are mixed.
these properties. We make things with materials which
have the properties we want.
Intermediate Phase
1. Boiling and melting points of different substances 4. Temporary and permanent changes to materials
Pure substances have melting temperatures and boiling Some changes to materials are temporary but other
temperatures which are characteristic for each changes are permanent.
substance, and help us to identify the substance. 5. Changes brought about by heating
2. Materials, their properties and classifying them Substances change when they receive or lose energy
Materials are evaluated and classified by their as heat. These changes include contraction and
properties (such as hardness, flexibility, thermal expansion, melting, evaporation, condensation and
conductivity or insulation, electrical conductivity or solidification. (Links with Energy and Change)
insulation whether they can be magnetised, solubility 6. Dissolving-factors that affect the speed of
and rusting). dissolving
3. Metals, ceramics, polymers and composite The dissolving of a substance in a solvent depends
materials on variables which affect the rate of dissolving.
Major classes of materials are metals, ceramics
(including glasses) and polymers (including plastics and
fibres). Composite materials combine the properties of
two or more materials.
60
Structure, Reactions and

Properties and Uses of Materials
Changes of Materials
Senior Phase
9. Particle model of matter
1. Different states of matter and their properties A particle model of matter can explain
Substances in different states (‘phases’) have distinct properties physical changes of substances such as
such as crystalline structures, or compressibility/incompressibility, melting, evaporation, condensation,
or tendency to diffuse. solidification, diffusion and heating by
2. Absorption and radiation by different surfaces conduction.
Dark-coloured surfaces get hotter than light-coloured surfaces 10. Acids and bases, reaction of acids
when exposed to radiating sources of energy like the Sun. Dark- Many household substances are acidic or
coloured objects radiate their energy as heat more readily than basic. Indicators are substances that react
shiny light-coloured objects. (Links with Energy and Change) with acids and soluble bases to produce
3. Magnetism and electrical charging products that have distinctive colours. Acids
Some materials are magnetised by electric currents or magnets. and bases neutralise one another to form
Some materials can be electrically changed by rubbing them with a salts. Acids have characteristic reactions with
different material. (Links with Energy and Change) metals, metal oxides, hydroxides and
4. Conductors and resistors carbonates.
Some conductors and circuit components reduce the current in an 11. Energy in chemical reactions
electric circuit to a significant extent and are called resistors. Many chemical reactions need some energy to
Resistors can be selected or designed to control currents. get started; many chemical reactions give off
5. Separating and purifying mixtures energy as they happen.
A pure substance cannot be separated into different substances 12. Atoms, elements and compounds
while a mixture can be separated usually by physical means. Elements are made of just one kind of atom,
Differences in properties can be used to separate mixtures of whereas compounds are made of two or more
different substances (by methods such as filtration, distillation, kinds of atoms in fixed proportions. Elements
evaporation, chromatography or magnetism). (Links with Matter may react to form compounds, and
and Materials) compounds may be decomposed into their
6. Oxygen, carbon dioxide and hydrogen – properties reactions elements. Energy input is needed to break a
and commercial uses compound into its elements, whereas energy
Specific gases may be separated from the air or produced in is given out when elements react to form a
reactions, and have many uses in industry and other sectors of the compound.
economy. Oxygen, hydrogen and carbon dioxide have characteristic 13. Reactions with Oxygen
properties and reactions by which we can identify them. Oxygen has characteristic reactions with
7. Extraction of raw materials metals and non-metals, forming oxides. Some
Extracting useful materials from raw materials depends on of these oxides dissolve in water to form
chemical reactions and methods of separation. acidic or alkaline solutions. Some metals react
8. Processing and producing raw materials – effect on the more readily with oxygen than other metals.
environment Corrosion of iron is an economically important
Raw materials, from which processed materials are made, must be reaction which can be prevented through an
mined, grown or imported from other countries. Raw materials that understanding of the reactions between iron,
are mined are non-renewable and mining has environmental costs. water and oxygen.
Growing raw materials involves choices about the use of arable 14. Cellular Respiration
land and water catchment areas The reaction of oxygen with food releases
energy in the cells of living things. (Links with
Life and Living)
61
62
63
64
65
66
67
WESTERN CAPE PRIMARY SCIENCE

PROGRAMME (PSP)
The Western Cape Primary Science Programme (PSP) has been operating since 1985.
The PSP is an in-service education organisation that aims to improve the quality of
teaching and learning in the most disadvantaged primary schools. We develop teachers’
knowledge and skills and support them in their work with learners.
We focus on the critical learning areas of the Natural Sciences (including Environmental
Education), Language, Mathematics and the Social Sciences.
The PSP offers a variety of courses, develops learning experiences together with teachers
and offers support in their classes.
Based on this interaction with teachers, the PSP produces innovative materials, including
teacher resource books, learner task cards and display material. All our materials are
written in easily accessible language; include careful concept progression; many activities
and investigations, and include good suggestions for assessment.
The PSP has a vision of an excellent primary schooling for all South Africa’s children,
where all educators are highly skilled, committed and confident; and are well prepared
and resourced to teach.
Contact us for more information
Western Cape Primary Science Programme (PSP)
Edith Stephens Wetland Park
Lansdowne Road
Philippi.
PO Box 24158
Lansdowne 7779
South Africa
Tel: 021 691 9039
Fax: 021691 6350
Email: info@psp.org.za
Website: www.psp.org.za
NPO: 015-822

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M&M5 (2008 reprint) 10/20/08 3:32 PM Page i

Western Cape Primary Science Programme (PSP)

DEVELOPED BY WESTERN CAPE PSP team AND TEACHERS

A LO1: Scientific Investigations

Courses presented by Rose Thomas and Nontsikelelo Mahote

Western Cape Primary Science Programme

The PSP is grateful for support from PETROSA

Section 1 – Learning Experiences

Section 2 – Teacher Resources

Section 3 – Extracts from NCS

Work Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34-35

g Matter exists in 3 Teacher Task

The cover is hard

It takes the shape of the container

Poem about water and its properties

what can we Go the cows chewing the cud.

Form of matter Everyday examples Properties

g Certain solids dissolve

Mixing solids and liquids to find out what happens

100ml of water 100ml of water

sand The salt has

The sand has not dissolved The salt has dissolved in

Teacher Task Explain

How to make a solution

water salt-water solution

How to make a mixture

The sand can still be seen in the water.

SOLUBLE AND INSOLUBLE

Clean liquid (water)

5 ml flour + 100ml No Yes Yes Insoluble No

5 ml Epsom salts Yes No No Soluble Yes

5 ml Bicarbonate Yes No No Soluble Yes

5 ml Maizena + No Yes Yes Insoluble No

Solid on the filter paper

no, try letting it

do the big lumps do different solids

Developing questions for investigations

The following are two other examples of questions that could be

On the following page is an example of an assessment task for an

Assessment Task for LO1 Task card to

fridge water tap water hot water

Amount of sugar Amount of water Temperature of Time taken for sugar

5. Draw a graph of your results.

Assessment task for LO1 (cont)

Investigation to find out Planning the investigation

Teacher Task What have we learned?

Whilst learners are setting up their apparatus

Whilst learners are making observations

Helping learners to draw a graph

How to decide what to put on each axis

you put the time here on the “y”

How to decide what to put in the heading

Task card to Learner Task B

note to teachers Consolidation

A When you wash your clothes, what do you

Ask your learners to think of all the other things

Learner Task Group work

Learner Task Card A

Task card to Learner Task Card B

Cut-off cooldrink bottle

Dirty water Filter paper

Write to explain how you made the water clean.