Professional Documents
Culture Documents
MATTER
Grade 6
We all need houses
&M ATERIALS
1. We use many different materials to build our houses
2. Different materials have different properties
3. Building materials – introducing a table of properties
4. Investigation: What kinds of materials are suitable for foundations,
damp courses and walls?
5. Investigation: What materials will we use for our roof to keep
our house at a comfortable temperature?
6. Can you make the temperature inside your box house more
comfortable?
7. Investigation: How easily do
our roofing materials burn?
8. What kind of housing
is suitable?
© Western Cape Primary Science Programme (PSP)
Rationale
These materials were written to support teachers in their work with learners around
the content area of Matter and Materials. This is not a complete work schedule. It
offers possibilities for teachers to include other learning experiences and to extend
and develop it further. This example learning experience shows how you can work
towards the three Learning Outcomes in the Natural Sciences of the National
Curriculum Statements (NCS).
LO1: Scientific Investigations
A 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
LO2: Constructing Science Knowledge
A The learner will know and be able to interpret and apply scientific, technological
and environmental knowledge
LO3: Science, Society and the Environment
A 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 the
world by observing, asking questions and trying to make sense of what they
experience. Science teaching should allow these natural tendencies to keep growing.
Encourage your learners to ask questions. Questions are an opportunity to engage the
class in observations and discussions.
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
this curiosity will learn and become creative human beings too.
Assessment
The assessment tasks in this group of learning experiences are directly linked to the
Learning Outcomes of the NCS. They are designed to encourage learners to show
what they know, 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.
Illustrated by Janet Ranson and Nicci Cairns
4
We use many different
1 materials to build our houses
Key concepts Teacher Task
• Most houses have common
Introduction
features in their structures,
1. Introduce the lesson by discussing a story about building a house such
e.g. roofs, walls, doors etc as ‘The Three Little Pigs’, pointing out the following
• We use different materials L The different parts in the little pigs’ houses e.g. roofs doors etc
to make the different parts
of our houses
L The different solid materials they used to build the parts of their
• We use many different solid houses e.g. roof made of grass etc
materials to build our 2. Give each learner some paper to make a drawing with labels of an
houses.
interesting house (learners can use their home language to label their
houses)
Teacher Note
Flat-roofed house
roof (asbestos) You will have to help
learners with the
names of some
materials, e.g. asbestos.
beams window pane Also help them with
their drawings.
window
foundation
door frame door
5
1. Make a drawing of a house on the chalkboard or use one of the learner’s
Teacher Task drawings. Refer to the drawing to introduce the names for the different
parts of a house in as many languages as possible. N.B. learners may
have to improve their drawings to include the parts they did not draw.
Checklist
task card to English isiXhosa Afrikaans
photocopy on Roof Uphahla Dak
page 44.
Foundation Isiseko Fondasie
6
Assessment task for LO2
Comparing houses
Assessment task Assessment criteria for LO2
Sentences comparing the materials L The sentences should compare
used in two different houses the same part of the two houses
e.g. compare roof with roof
L The learner must use the key
words for the parts and the
materials correctly (such as walls,
asbestos, roof, zinc, windows,
glass, etc.)
Consolidation
Facilitate a class discussion in order to start learners thinking about
L Why certain materials were used (usually chosen because of their unique
[special] properties, or because of their price or availability)
L Where they came from (they can always be traced back to the
environment). This discussion lays the foundation for the next activity.
Ask
are all houses made
of the same
can a house be made
materials?
of only one
material? why or
why not?
what can you do with
them and how do they
contribute to the
structure of the
house?
what is special
about the different
materials?
think of many
reasons why they
used different
materials.
7
Different materials have
2 different properties
Key concepts Teacher task
• Different solid materials
have different properties
Introduction
e.g. hard, soft, shiny,
transparent, waterproof, Explain
smooth, strong, flexible, Explain to the learners that when we talk about the properties of materials
brittle, hardwearing etc.
we are talking about the unique features of that material that makes it
• The materials are used
because they have suitable
useful in a house. For example we use glass for windows that we want to see
properties for a specific through because it is transparent and strong. But we might choose ‘frosted’
purpose or they look nice glass for our bathroom windows because it lets the light through (is
(they have aesthetic translucent) but is not transparent.
qualities).
Refer to the houses of the three little pigs again and discuss with learners
the properties of the materials that each little pig used to build his
particular house.
at
fl
rigid
Steel (hard,
flexible and
strong)
8
Ceramic tiles (smooth and flat)
9
3. Send different groups to different parts of the school to
look at the building materials used. (Provide the
task sheet to photocopy following task sheet.)
on page 45.
Instructions
1. Choose an area of your school building for example, the foyer, the corridor, a classroom, the
bathrooms, etc.
2. Name the different materials used in that area
3. Describe the properties of those materials
4. Record the information on the table below.
Why did the builder use this
Part of the school Materials used for building
material?
Write down the properties below
10
this gutter is made of Teacher task
plastic … 1. Lead a class discussion about what the learners found out.
Ask
M Who went to the corridor/ admin block etc.?
these tiles M What building materials were used to build the corridor/
are made admin block etc., and what are the properties of these
building materials?
of concrete.
M Why do you think the builder decided to use this material?
2. Complete the chart using the learners’ feedback from the
whole class. The learners can copy this into their books at
the same time.
Part of the school Materials used for building Why did the builder use this
material? Write down the
properties below
Foyer
Roof Roof tiles Waterproof
Walls Cement bricks Strong
Windows Glass Transparent
Floor Ceramic tiles Smooth, easy to walk on, easy to
clean
Classroom
Roof Asbestos Weather proof and fireproof
Walls Cement bricks Strong
Door Wood Weather proof
Chalkboard Metals (covered with special paint) Smooth, easy to write on (flat)
School hall
Roof Tiles Water proof
Walls Cement bricks Strong
Doors Wood Weather proof
Foundation Concrete Very strong
Bathroom
Sink Stainless steel Light, smooth, not breakable, can
hold water
Pipes Plastic Light, durable, does not rust,
waterproof
Toilet bowl Porcelain Smooth, easy to clean
Corridor
Roof Fibre glass Translucent, (lets in light)
waterproof
Poles Concrete Strong
11
Consolidation
Help the learners to write sentences like the following describing the
different materials and their properties.
Learner
Our school building
writing task
Our school building is made of different kinds of materials. We use each
material because of its useful properties for a particular purpose.
Glass is used for windows because it is weatherproof and transparent
Cement bricks are used for building walls because they are strong and hard.
Asbestos is used for making the roof of the classrooms because it is weatherproof
and fireproof.
The builder used fibreglass to make the roof of the corridor because it lets in the
light and is waterproof.
Concrete poles are used along the corridor because they are very strong and hold
up the roof.
ceramic tiles
stainless steel
plastic.
12
3
• Certain materials have
Properties of Materials
Explain
Property of the Glass Metals Wood Plastic Plant & Animal Clay products Stone and
properties.
fibreboard, etc.)
Being re-shaped Can be re-shaped Can be re-shaped Can be re- Can be re- shaped,
by cutting or after after heating shaped by by cutting, bending
heating cutting and etc.
sanding
missing information on the table.
Keeping its shape Retains its shape Many retain their Bends at 200°C Decomposes It goes hard after
at high shape and burns above (undergoes a firing at over 500°C
temperatures this temperature chemical change)
(500°C to 800°C) or melts and burns
and when exposed
to fire
Building materials
Conducting Does not conduct Many are good Does not Does not conduct
electricity electricity conductors conduct electricity
electricity
more about the properties of different building materials.
Being tested for Shatters easily Most are strong Strong Stronger than glass
strength
Introduce the following table of materials and some of their useful
2. Tell learners that some of the information on the table is missing but
1. Read through the table below with the learners to help them find out
13
4 Investigation
What kinds of materials are suitable for
foundations, damp courses and walls?
Key concepts Introduction
• Some materials naturally
1. Lead a class discussion about houses and the materials they are made of.
absorb water and some are
waterproof Ask
• Sometimes walls are made
from materials that can
absorb water from the soil.
what materials are houses
In this case the water will made of?
rise up the wall making it
damp; this is called rising
damp
• Inserting a damp course, what are formal houses
made of a waterproof
material, into a building made of?
between the foundation
and the walls can stop
rising damp.
what are informal houses
made of?
Rising damp
In the early 1990s when Khayelitsha near Cape
Town was being developed into a new suburb of
Cape Town, developers built many houses. People
bought the houses but soon afterwards took to the
streets to toyi-toyi because their houses had been
badly built.
One of the complaints was that after a few years
all the houses had developed rising damp in the
walls.
People complained about the black mould and
fungus that was damaging their carpets and
cupboards that stood against the damp walls. In
addition people were complaining of asthma and
skin irritations because of allergies to the fungus
and mould.
14
Ask
why do you think
these houses had
rising damp?
what do you
think went
wrong when
these houses were
built?
whose fault is it
that they are
damp?
Teacher Note
The problem of rising damp
One of the problems for a builder is that water from the soil will slowly rise up
the foundations and walls of a building, even when the material is fairly hard
and waterproof. The water rises up the tiny pores and cracks in the material.
This is called rising damp and it occurs naturally. If rising damp is not stopped
it will eventually make the walls soft and spongy and will cause the roof beams
to rot if it reaches that high. Also you will see fungus and mould growing on
the walls and carpets (this has serious health implications for people especially
asthmatics). The fungus likes to grow on the damp walls. It feeds on the
minerals in the wall.
Preventing rising damp
The builder can prevent rising damp by laying down a damp course. The damp
course is usually made of a waterproof material such as a thick sheet of plastic.
The builder lays down a thick plastic sheet on top of the foundations and
under the floor of the house. This forms a waterproof barrier and prevents
water from rising any further. So the walls and floor will stay dry.
The need to have building plans
Most municipalities provide strict regulations for new buildings. These
regulations require that the builder must submit his plans for the building. The
plan must comply with various specifications for safety reasons. For example,
the roof beams must be strong enough to support the roofing material; the
foundations must be deep and strong enough to support the walls and there
must be a damp course between the foundations and the walls. During the
building process the building inspector has to come and check that the builder
is actually making the building according to the plan.
15
House showing the position of a damp course
roof
door
window
the floor inside window pane
the house is
above the damp wall above
course damp course
16
Making a clay brick
small pieces of
grass or straw
raw clay
A B
The bricks
are damp
and wet.
Do the bricks absorb the water? Does the water rise up the bricks?
A. One pile of bricks 2. Leave the bricks like this for at least a week, making sure the bricks at
has a damp course the bottom are always standing in water.
B. The other does not.
3. Write and draw to show what happened to your bricks when there was no
damp course.
4. Draw and write to show what happened to the
bricks that had a damp course.
5. Write to tell what happened to the bricks
above the damp course.
The bricks above the damp course
remained dry.
6. Explain why we must have a damp course laid
when we are building our house?
We want to stop the water rising from the
ground up through the foundations into the floor
and walls.
The bricks below the damp course are wet. The
bricks above are dry
17
Investigation continued
7. Now look at your drawing of a house and draw where you would put the
damp course.
8. Write to explain why a house should have a damp course.
A house should have a damp course to protect the walls and floor from
rising damp. After some time rising damp will make the people ill and
weaken the structure of the house.
matchbox bricks
container
rising damp
water level
container
no rising damp
water level
Explain that the damp course (sheet of plastic) prevented the damp from
rising in the matchbox bricks.
18
Consolidation
Help learners to share their results. Each group must present a short report
on their results. Place all the different bricks at the front of the classroom
and together with the learners decide on the best materials to use for the
L Walls
L The damp course
L The foundations.
Explain that if we know about the properties of a material it helps us to
choose the best one for a particular purpose.
Finally the learners complete the following writing task and table.
Learner task 1. What are the best materials to use for our foundations, walls, and damp
course? Explain why you have chosen those materials.
2. Copy and complete the table of properties.
19
5 Investigation
What materials will we use for our roof to
keep our house at a comfortable temperature?
Key concepts Introduction Teacher task
• Different roofing materials A. Planning: Developing questions to investigate
can affect the air
temperature inside a house Start by asking:
• Different roofing materials What makes a room comfortable to live in?
absorb or reflect heat
differently.
(Learners will give answers like: comfortable furniture, right size, enough
light, not too much noise, carpet, curtains, security, comfortable
temperature, good view etc.)
20
1. Ask learners what factors (things) might influence the temperature inside
Teacher task a house?
L Do you think the materials that the roof is made of can influence
the temperature inside the house?
2. Make a mind map on the chalkboard of all the factors that could
influence the air temperature inside a house.
If the doors
and windows If there are carpets or not
are open or shut FACTORS THAT
AFFECT THE AIR
If it has air
TEMPERATURE
conditioning
The roofing material INSIDE A HOUSE
– is there a tiled
roof or a plastic roof? If other buildings
If there are curtains to or trees nearby
If there is heating block out the sun
block out the sun or keep
in the heat Etc.
Explain
after doing the investigation you will
be able to decide whether your
statement is true or not.
21
B. Conducting the investigation and collecting data
Prepare
a) Collect the cardboard lids from A4 size photocopy paper boxes - one per
group. Every group should have the same sized box.
(Alternatively collect shoeboxes)
b) Collect a different roof material for each group e.g. tiles, black plastic,
Teacher Note tin foil, cardboard, transparent plastic, grass, newspaper etc.
Before the learners do c) Provide laboratory thermometers (one per group) and sticky tape
this task, make sure d) Provide graph paper for each learner. The learners must draw the vertical
they know how to plot
a graph correctly.
(y) axis to plot the temperature in °C and the time of the day on the
horizontal (x) axis.
Task card to photocopy on page 50.
grass
wood
black plastic
thermometer
thermometer
2. Choose one of the materials and make a roof for your box. Use sticky
tape to seal it.
3. Insert the thermometer in the hole and seal the hole with Prestik. The
bulb of the thermometer must be inside the house and the rest of the
thermometer must stick out so that you can read the temperature without
taking it out of the box.
4. Put the box houses next to each other outside your classroom in a sunny
place.
5. Measure the temperature every hour and record it below.
22
Learner task B. Measuring the temperature in my box house to find out:
Does our roofing material keep our house at a comfortable
temperature?
1. What material is the roof of your box house made of?
Black plastic
2. What are some of the properties of your roof material?
Not transparent (opaque), strong, waterproof, flexible, smooth, shiny
3. Our hypothesis
We think that: Our roofing material helps to maintain a comfortable
temperature (about 21°C to 27°C) in our houses during the day.
9 am 15°C
10 am 20°C
11 am 23°C
12 pm 29°C
1 pm 35°C
2 pm 44°C
Etc.
23
Learner task
A graph to show how the air temperature changes inside
my box house.
24
task card to
photocopy on
Questions about the graph
page 51
1. What is the highest air temperature inside your box house?
The highest temperature in the house was 44°C
2. Would your box house be comfortable to live in? Explain why or why not.
No, the box house would not be comfortable to live in because the temperature reaches 44°C during
the day. After 12 pm the temperature is already 29°C, which is too hot for comfort. A comfortable
temperature in the house would be 21°C to 27°C. Above that temperature it becomes uncomfortable.
3. Was your hypothesis correct or not? Explain why or why not.
No, our hypothesis was not correct. We thought that the roof would keep the temperature even
throughout the day. But we have proved that this is wrong, because we measured the temperature
and it went up.
task card to
photocopy on
page 53,
25
Ask
what do these
readings tell us?
These readings tell us that none of the roofing materials keeps the
temperature even throughout the day. Aluminium foil is the best to keep
the temperature cooler in the house. On the other hand, black plastic
makes the house very hot. We can see that the roofing material does
have an influence on the temperature inside the house.
Does it keep Yes Absorbs some Yes Clear Wood, card Absorbs some
the heat in? heat but traps the or paper heat
(Absorbs reflects a lot heat absorbs some
heat) heat
Black Grass or
absorbs heat reed
very much absorbs some
heat
Writing task
L What material will you use for your roof if you want to keep a steady
temperature in the house?
L Write a few sentences to explain why you would choose it.
26
6 Investigation
Can you make the temperature inside
your box house more comfortable?
Key concepts Explain Teacher input
• Materials respond to heat Different materials respond to heat and light energy in different ways. Some
and light energy in different materials absorb energy whilst others reflect the energy. Transparent
ways materials let light through and you can also see clearly through them.
• Some materials absorb
Transparent materials trap heat energy.
energy while others reflect
the energy With the help of the drawings explain the following
• Translucent and transparent L Transparent surfaces transmit heat and trap it
materials trap energy
L Shiny surfaces reflect heat
L Dark surfaces absorb heat.
sunlight energy
some energy is
reflected
Clear plastic
(transparent)
energy is
trapped
energy is
reflected
away
Aluminium Foil
(shiny)
L Explain that some materials prevent the heat from coming in or going
out – these materials are called heat insulators.
27
Introduction
Ask
L Can we make our houses in such a way that the temperature inside
remains even and steady? (By ventilating the house; by opening doors
and windows and by insulating the house;)
L Explain to the learners that they will be doing a project in which they
will experiment with materials to make the temperature in their box
houses more comfortable (steady and even throughout the day at a
suitable temperature).
Task card to photocopy on page 55.
28
Suggested guide for assessment
Assessment task Assessment criteria for LO1
1. Plan The learners must
Planning and making the house L Make their own choice of suitable materials
(Planning investigations) L Use the materials imaginatively and with
knowledge of their properties to control the
temperature better.
To earn 80% and above The learner must choose a selection of unusual
materials and use them exceptionally imaginatively.
29
7
Key concepts
Investigation
How easily do our roofing materials burn?
Safety Note for Teachers
• Some materials burn more When learners are testing their roofing materials to see how well they burn,
easily than others, which take the following precautions
make them unsafe to use • Burn very small amounts of each roofing material. Cut the materials into
as building materials pieces no more than the size of a child’s little finger nail
• Materials that burn easily • Do not burn substances that produce poisonous fumes like linoleum and
are called flammable polystyrene, etc.
materials and those that do • Open the windows because this activity produces bad fumes and smoke.
not burn easily are called
Some materials will not catch alight very easily when placed on top of the
non-flammable
gauze mat. They can be held directly in the flame using a piece of wire or
needle stuck into a cork.
Ask
A.
There are L Have any of you experienced or heard
many
about a house or houses burning down?
different
causes of L What kinds of houses catch fire?
house fires L How does a house catch fire? What are
some of the causes of fires in houses?
L Why do houses burn so easily?
B.
L How can we prevent a fire in our house?
30
A. Planning: Developing questions for investigation
Ask learners to think about the materials that houses are made of. Ask which
materials they think will burn easily.
1. Tell the learners that they are going to test roofing materials to find out
how they burn and which ones will burn more easily.
2. Introduce the following vocabulary in as many languages as possible:
Flammable (something that burns easily); ezitsha lula, vlambaar
Non-flammable (something that does not burn easily), ezingatshi lula,
nie-vlambaar
Sooty, umsizi, vol roet; fumes, umsi, dampe; bad smell, uvumba elibi,
slegte reuk; poisonous substances, ezinetyefu, gifstowwe; etc.
31
Observing how easily our roofing materials will burn
OBSERVATION SHEET
Black Tin foil Ceramic Cardboard Grass Paper
plastic tiles
Does it burn Big flame – No flame No flame Small flame Big flame Big
with a big or and it melts flame
a small flame?
What colour Yellow flame No flame No flame Orange Yellow/ orange Yellow/
is the flame? orange
How does it Very, very A little bit – Bad, a very Very bad, catches Bad
smell when it bad, chemical bad acrid smell at the back of
burns?
smell your throat
What is left Sticky stuff White ash – Black ash Black and white White
after it has ash ash
burnt?
32
Teacher Note Teacher task
Most people who live
Class discussion
in informal settlements 1. Facilitate a class discussion on choosing safer materials for roofing
in South Africa have
very little choice about Ask
the materials they use L Which roofing material is most likely to suffocate people or damage
for building. This is their lungs when it burns?
because of the cost of
L Which material gives off unpleasant (probably poisonous) fumes?
the materials. Many
cheap and recycled L Which material just smoulders and gives off lots of smoke?
materials do have L Which material melts as it burns? Why is this very dangerous as roof
useful properties, material when it is on fire? (Because as plastic melts it drops down
which make them
onto people and sticks to their skin causing bad burns)
suitable for building.
However these useful L Why do people choose flammable materials to build their homes?
properties must also be L Are there other materials that they could choose?
weighed up against L What else could people do to prevent fires?
their adverse
(unfavourable)
properties such as their we keep a bucket
flammability. While
poor communities may of sand in our
not be able to replace house to put out
their building materials fires
with more suitable
ones, at least if they
are aware of the
flammability of the
material, such as a
plastic roof, they may
be able to take special
precautions to use fire
more safely in their
homes. Task card to photocopy on page 58.
Learner task
Refer to the Assessment
Standards for LO2
Assessment task for LO2
Grade 6 on page 80. Drawing and writing about what we have learnt about
materials and houses
A. Complete a table
1. Complete the table of the properties of materials on page 34 using the
information from the investigations you have done so far and using your
own knowledge.
2. Is there any information on the table that you could not fill in yet?
Which information?
3. If you could not fill it in yet explain why?
33
34
Properties of Materials
Property of the Glass Metals Wood Plastic Plant & Animal Clay products Stone and
material fibre products (Fired and unfired concrete
How the material (Grass, reeds, paper, clay)
responds to: cardboard, carpet,
fibreboard, etc.)
Transmission of Transmits light Does not transmit Does not May Do not transmit Do not transmit Do not transmit
light light; may reflect transmit light transmit light light light light
light
Being re-shaped Can be re-shaped Can be re-shaped Can be re- Can be re- shaped, Can be re-shaped, Can be re-shaped, Stone can be cut
by cutting or after after heating shaped by by cutting, bending by cutting, bending, before heating into shape
heating cutting and etc.
folding. (before it is fired).
sanding
Keeping its shape Retains its shape Many retain their Bends at 200°C Decomposes It burns It goes hard after Keep its shape
at high shape and burns above (undergoes a firing at over 500°C
temperatures this temperature chemical change)
(500°C to 800°C) or melts and burns
and when exposed
to fire
Conducting heat Conductor Good heat Bad heat Bad heat Bad heat Bad heat Bad heat
conductor conductor conductor conductor conductor conductor
Conducting Does not conduct Many are good Does not Does not conduct Does not conduct Does not conduct Does not conduct
electricity electricity conductors conduct electricity electricity electricity electricity
electricity
Being tested for Shatters easily Most are strong Strong Stronger than glass Strength varies Fired clay is strong Very strong
strength depending on the but shatters when
thickness hit or dropped
Absorbing water Not absorbent Not absorbent Absorbs water Is waterproof Absorbs water Fired clay does not Does not absorb
absorb water water
Unfired clay does
35
Suggested guide for assessment
Assessment task Assessment criteria for LO2
Filling in the table of properties of materials The table must
M Be filled in correctly except for the information
that learners have not had access to, for
example the information about the conduction
of electricity by the materials. Some of the
other information they will be able to fill in
from their own knowledge
M Contain the key words describing the
properties used correctly e.g. Transmit,
conduct, absorb, shatter, etc.
To earn 80% and above The learner can fill in all the information correctly
(even that which they have not investigated).
Write and draw to tell what you have learnt The drawing and writing about materials and their
about different roofing materials properties should show that the learner
M Understands the effect of materials and their
properties on the temperature and safety and
comfort inside the house
M Has correct concepts about materials and their
properties
M Can make connections to their own context
e.g. drawings and writing about the role of the
materials in shack fires, effects of flooding on
the material, effects of smoke inhalation, etc
M Can write clear and correct explanations.
To earn 80% and above Can include any other relevant information which
shows deeper understanding.
36
What kind of housing is
8 suitable?
Key concepts Introduction
1. Collect some pictures of different types of houses and show them to the
• All people should have
suitable housing. This is a learners (examples to photocopy on pages 61–66).
human right Ask
• There are many different
M Which house has the most advantages? Give reasons for those advantages
kinds of suitable houses
• Governments, towns and M Which house has the most disadvantages? Give reasons for those
individuals supervise the disadvantages.
building of houses
• People choose building 2. Read the newspaper article called ‘Are
materials that are easily
accessible and that have prefabricated houses the solution?’ with the Teacher Note
suitable properties learners on page 39. Alternatively, find other
appropriate newspaper articles about housing. Learners will have
different opinions
Help learners with the difficult words. Explain
about which type of
that ‘Prefabricated housing’ refers to buildings housing is most
that are made in pieces in a factory and then suitable. The
assembled at the place where the house must advantages of the
be built. house may depend on
the access to services
3. Let learners carry out the learner task below. more than the actual
You must pretend to be the mayor (or choose construction of the
a learner to play the role of the mayor). Make house.
sure that all the questions are dealt with. Each
group takes one or two questions from part B.
37
2. If you were a building inspector, what rules would you make for building
safe, comfortable houses? Make up six rules and give reasons for making
those rules.
3. How would you help or advise people about the best (safest, strongest,
cheapest, etc.) materials to build houses?
4. Would you supply people with building materials if they want to build
their own houses? Why? Would they have to pay for them? Why or why
not?
5. What kind of materials would be suitable for people to build with and
why? Would the same materials be suitable for all towns in South Africa?
Why?
6. Should people build their own houses? Why? Who should teach them?
7. Why is it important to think and make decisions about housing?
C. Presenting ideas
1. Each group must take two of the above questions and prepare some ideas
about housing that you can suggest to the mayor. Pretend you are
talking to the mayor.
2. You must have 5 or 6 good suggestions about the question. Each person
in the class must present one good suggestion to the mayor.
3. You must write down and draw your ideas and then talk about them.
38
Are prefabricated houses the solution?
This is an article about an idea of how people could address the housing
shortage in South Africa. This idea was put forward by Mr Paul Garner. He is
an engineer who wrote an article in the newspaper. He suggests that we use
prefabricated (built in a factory) buildings to supply houses more quickly.
Questions
1. Measure out the size of a 20m2 house on the ground near your classroom.
Do you think this house is a good size for a family? Why?
3. What are some of the advantages of making prefabricated houses?
What are some disadvantages?
39
Suggested guide for assessment
Consolidation
Ask learners to talk about everything they have learnt about materials, their
properties and the materials we use for housing. Capture their ideas on a class
mind map. (The learners can copy the mind map into their books)
40
Suggested work scheme
PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 PERIOD 5
41
PERIOD 26 PERIOD 27 PERIOD 28 PERIOD 29
42
SECTION 2
Teacher resources
Learner task cards to photocopy
Task card 1 Comparing the materials used in two different houses . . . . . . . . . . . . 44
Task card 2 Finding out about the properties of the materials
our school is made of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Task card 3 A. Investigation: Will all kinds of bricks absorb water?
And does a damp course protect the bricks from the water? . . . . . . . 48
Task card 4 A. Making box houses with different roofing materials . . . . . . . . . . 50
Task card 5 Assessment task for LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Investigation: Can you make the temperature in your box
house more comfortable?
Task card 6 Investigation: Observing how easily our roofing materials
will burn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Task card 7 Assessment task for LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Writing and drawing to tell everything we have
learnt about houses and materials
Properties of Materials: Uncompleted table . . . . . . . . . . . . . . . . . . . .59
Task card 8 Assessment task for LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
How do we provide suitable housing for people?
Article: “Are prefabricated houses the solution?” . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Pictures of houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-67
Classification of materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
43
TASK CARD 1 Task card to photocopy
Learner Task
Comparing the materials used in two different houses
1. Draw a picture of an interesting house.
2. Label the parts of your house.
Wall
Door
Window
Door frame
Window frame
Foundation
5. Write more sentences like the following to compare each part of your two houses:
One house has a roof made of …………………………………… but the other house has a roof
made of ………………………………………
44
TASK CARD 2 Task card to photocopy
Learner Task
Finding out about the properties of the materials our
school is made of
Instructions
1. Choose an area of your school building for example, the foyer, the corridor, a classroom,
the bathroom, etc.
2. Name the different materials used in that area.
3. Describe the properties of those materials.
4. Record the information on the table below.
Part of the school Materials used for building Why did the builder use this
material? Write down the
properties below.
45
TASK CARD 2 (Continued) Task card to photocopy
Learner Task
5. Complete the chart using the feedback from the whole class.
Part of the school Materials used for building Why did the builder use this material?
Classroom
School hall
Bathroom
Corridor
46
TASK CARD 2 (Continued) Task card to photocopy
Learner Task
Write sentences like the following describing the different materials and their properties.
Write sentences about at least six different materials.
Our school building is made of different kinds of materials. We use each material in the building because
of its useful properties. Glass is used for windows because it is weatherproof and transparent.
47
TASK CARD 3 Task card to photocopy
A. Task INVESTIGATION
Learner
Will all kinds of bricks absorb water? And does a damp
course protect the bricks from the water?
Instructions
Each group can test a different kind of brick and then share their results with another group.
1. Set up your bricks like this.
2. Leave the bricks like this for at least a week, making sure that the bricks at the bottom are always
standing in water.
3. Write and draw to show what happened to your bricks when there was no damp course.
4. Draw and write to show what happened to the bricks that had a damp course.
48
TASK CARD 3 (Continued) Task card to photocopy
Learner Task
5. Write to tell what happened to the bricks above the damp course.
6. Explain why we must have a damp course laid when we are building our house.
7. Now look at your drawing of a house (on task card 1) and draw where you would
put the damp course.
8. Write to explain why a house should have a damp course.
Learner task
1. What are the best materials to use for our foundations, walls, and damp course?
Explain why you have chosen those materials.
2. Copy and complete the table of properties.
Dried clay:
49
TASK CARD 4 Task card to photocopy
Learner Task
A. Making box houses with different roofing materials
1. Make a box house like the one below.
2. Choose one
of the
materials and
make a roof
for your box.
Use sticky tape
to seal it.
3. Insert the thermometer in the hole and seal the hole with prestik. The bulb of the thermometer
must be inside the house and the rest of the thermometer must stick out so that you can read the
temperature without taking it
out of the box. is it fair to compare the
temperatures if the boxes are no the boxes must all be
4. Put the box houses next to
not the same size? the same size.
each other outside your
classroom in a sunny place.
5. Measure the temperature every
hour and record it below.
8 am (before school)
9 am
10 am
11 am
12 pm
1 pm
2 pm
Etc.
50
TASK CARD 4 (Continued) Task card to photocopy
.............................
2. What are some of the properties of your roof material? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...............................................................................
3. Our hypothesis: We think that: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...............................................................................
.............................................................................
.............................................................................
3. Was your hypothesis correct or not? Explain why or why not.
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
..................................................................
51
52
TASK CARD 4 (Continued) Task card to photocopy
Learner Task
D. Compare the temperature in different houses
1. Gather the class results on a chart like this.
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
53
TASK CARD 4 (Continued) Task card to photocopy
Learner Task
E. Fill in the table of properties of the different materials
Property Glass Metals Wood Plastic Card, Ceramic
paper, tiles
board, fibre
1. Writing task
M What material will you use for your roof if you want to keep a steady temperature in the house?
M Write a few sentences to explain why you would choose it.
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
.............................................................................
54
TASK CARD 5 Task card to photocopy
1. Plan
M Design and carry out an investigation to find out what is the best way of keeping the
temperature of your box house comfortable and steady.
M You can do anything to your house to achieve this.
M For example, you can insulate it, make doors and windows, make the walls and roof
thicker, use different combinations of materials, etc.
2. Do and record
M Make and set up your box house.
M Take temperature measurements and record them on a table.
M Draw graphs to prove that your house has a comfortable, steady temperature.
M Hand in the recording and the graph for assessment.
3. Report
A. Your group must show your house and tell and explain to the rest of the class about
M the materials you used to build the house
M the properties of the materials
M what you did with the materials to make the house more comfortable.
B. Your group must write a few paragraphs on what you learnt about
M the materials you used to build the house
M the temperature inside your house (from the graph).
55
TASK CARD 6 Task card to photocopy
Learner TaskInvestigation
Observing how easily our roofing materials will burn
Instructions
1. Place a small piece of each roofing material (about the size of your small finger nail) on the wire
gauze - one at a time.
2. Light the spirit burner and place it under the wire gauze.
3. Record your observation on the recording sheet.
4. Do the same with all the other samples.
cork wire
small piece of roof
material piece of
material
wire gauze
flame
tripod
spirit burner
Holding a piece of material
in a flame.
Spirit burner with tripod
and wire gauze mat
Does it make
smoke?
56
TASK CARD 6 (Continued) Task card to photocopy
Learner Task
Evaluating data and communicating findings
Sequencing the roofing materials
1. Make a list of the roofing materials and sequence them from the most flammable
(dangerous) to the least flammable (much safer). Use your results from the table above.
2. Use everything you have learnt about the materials to decide which roofing material is
the best. Explain why you say so.
3. Fill in the table of properties of the different materials.
we keep a bucket
of sand in our
house to put out
fires
57
TASK CARD 7 Task card to photocopy
58
Properties of Materials
Property of the Glass Metals Wood Plastic Plant & Animal Clay products Stone and
material fibre products (Fired and unfired concrete
How the material (Grass, reeds, paper, clay)
responds to: cardboard, carpet,
fibreboard, etc.)
Being re-shaped Can be re-shaped Can be re-shaped Can be re- Can be re- shaped,
by cutting or after after heating shaped by by cutting, bending
heating cutting and etc.
sanding
Keeping its shape Retains its shape Many retain their Bends at 200°C Decomposes It goes hard after
at high shape and burns above (undergoes a firing at over 500°C
temperatures this temperature chemical change)
(500°C to 800°C) or melts and burns
and when exposed
to fire
Conducting Does not conduct Many are good Does not Does not conduct
electricity electricity conductors conduct electricity
electricity
Being tested for Shatters easily Most are strong Strong Stronger than glass
strength
59
TASK CARD 8 Task card to photocopy
60
Are prefabricated houses the solution?
Housing shortage after have been waiting 20
the war years for proper
Paul Garner grew up in housing. In the
England after the meantime they have
Second World War. After built their own
the War there was a ‘informal’ houses or
huge housing shortage. ‘shacks’. We know that
More than half a million informal houses (or
houses had been shacks) can burn very
destroyed or damaged easily. Every year we
by bombs. At the same have terrible shack fires
time, many soldiers were in Cape Town.
returning and needed a Homeless … A fact of life for many without housing Mr Garner makes a
place to live.
suggestion
Factories made walls and roofs Mr Garner suggested that the government starts
The British government needed a quick way to to make prefabricated non-burning steel houses. He
provide houses for everybody. They decided that the says the houses will be 20m2 in size (about 5 metres
factories that had made guns and bombs during the long and 4 metres wide). They will have ceiling and
war should now make houses. The factories made roof insulation so that they don’t get too hot or too
the walls and roofs for the houses from big, flat cold. The pieces will be put together (assembled) at
pieces of wood and metal. Then lorries took the the place where the houses are to stand. The walls
pieces (walls and roofs) straight to the building site. will be welded together at the corners.
As a child, Paul Garner saw lorries driving past the Mr Garner suggested that these prefabricated
street where he lived, each carrying half a house. houses could be produced in factories in the
Every half-hour another lorry drove past. townships. People in the community could be
The factories thought that these prefabricated trained to weld the pieces together. He says the
houses would last about 20 years. But some are still houses will be quick to make and assemble. Each
in use today, 60 years later! house will cost about R10 000 to make. At a later
date, a bathroom with a toilet can be bolted on to
Housing crisis in South Africa
the house. In this way we can begin to provide
Here in South Africa, we also have a housing
people with houses quickly.
crisis. In 1965 our population was 20 million. Today
it is more than 43 million. In the Western Cape
alone, we are short of 360 000 homes. Less than 17 Adapted from Paul Garner’s article published in the
000 houses were built in 2003/2004. And in Cape Times of Tuesday 10 May 2005
2004/2005 just over 14 500 were built. Many people
In south-east Asia wooden houses are built on stilts as Even in wealthy societies in Europe, housing shortages
protection against floods. have to be addressed.
61
62
63
64
65
66
A stone-and-mud house with a roof of natural grasses in rural Ethiopia …
completely environmentally friendly!
67
68
CLASSIFICATION OF MATERIALS
Stars (elements)
wood + plant materials coal + oil & gas leather stone clay sand metals pigments
(fibres) (eg metal oxide)
69
Natural Sciences
Foundation Phase
v Materials have different properties such as texture, colour, v Substances can be mixed and
strength and heaviness, and can be classified by these sometimes changes can be seen,
properties. We make things with materials which have the such as the dissolving of a
properties we want. solid, or new colours when
food colourings/paints are
mixed.
Intermediate Phase
v Pure substances have melting temperatures and boiling v Some changes to materials are
temperatures which are characteristic for each substance, temporary but other changes are
and help us to identify the substance. permanent.
v Materials are evaluated and classified by their properties v Substances change when they
(such as hardness, flexibility, thermal conductivity or receive or lose energy as heat.
insulation, electrical conductivity or insulation whether These changes include contrac-
they can be magnetised, solubility and rusting). tion and expansion, melting,
evaporation, condensation and
solidification. (Links with
Energy and Change)
v Major classes of materials are metals, ceramics (including v The dissolving of a substance in
glasses) and polymers (including plastics and fibres). a solvent depends on variables
Composite materials combine the properties of two or more which affect the rate of
materials. dissolving.
70
National Curriculum Statements Grades R–9 (Schools)
71
Natural Sciences
72
74
75
76
77
78
79
WESTERN CAPE PRIMARY SCIENCE
PROGRAMME TRUST (PSP)
CONTACT DETAILS
Western Cape Primary Science Programme (PSP)
Edith Stephens Wetland Park
Lansdowne Road
Philippi, Cape Flats, 7785.
NPO: 015-822
Registration Number: IT2806/99