Outcomes:
LS 1, LS 2, LS 3, LS 4, LS 5, LS 6, LS 7, LS 8, LS 9, LS 10, LS 11, LS 12, LS 13,
RM 1, RM 2, RM 3, RM 4, RM 5, RM 6, RM 7, RM 8, RM 9
RMC 1, RMC 2, RMC 4
RF 3, RF 4
HW 1, HW 2, HW 3
CW 2, CW 3,
WS 1, WS 2, WS 3, WS 4
MT 10.1, MT 16,

Creative writing:

• Write a newspaper report
• Friendly letter
• Advertisement
• Character's sketch
  
  

SBA's:
Paper 1: Oral (20 marks)
Unprepared speech / Listening Comprehension / Conversation / Interview

Content for Exam:
Paper 3: Creative Writing (30 marks) Transactional
Narrative / Descriptive

Paper 2: Language & Reading Comprehension (40marks)
Q1 Literary / non-literary text
Q2 Visual text
Q3 Summary
Q4 Language

Outcomes:
Paper/Task 1:
Oral -
Roleplay / Interview / dialogue

Paper 3:
Transactional Writing
Narrative / description essay

Paper 2
Comprehension
Visual Text
Summary
Language Structures and Conventions

SBA's:
Paper 1

Content for Exam:
Paper 2 and 3

Outcomes:
MP 1, MP 2, AS 1, AS 2, AS 3, MT 4, MT 6, MT 8, MT 9, MT 10, ML 3, ML 5, GP 1, GP 2, SO1, SO 2, DC 1, DC 2, DC 3

Time
Elapsed Time
Whole Number
Number sentences
2D and 3 Shapes

SBA's:
Number and Patterns Task

Content for Exam:
Measurement, Shapes and Symmetry

Outcomes:
ICT: ICT 1, ICT 2, ICT 5, ICT 7.1, ICT 11, ICT 13, ICT 18, ICT 25, ICT 26, ICT 27, ICT 28, ICT 29, ICT 30
NS:

Planet Earth
Features of the Moon

Earth and Space

The Moon
Features of the Moon

Moon stories

Rocket Systems

SBA's:
n/a

Content for Exam:
Term 3 and 4 content
Energy and energy transfer
Energy around us
Movement and energy in a system
Energy and Sound
Planet Earth
The Earth and the Sun
The Moon
Rocket Systems

Term 3: 40% Term 4: 60%
End of year exam: 40 mark

Outcomes:
SBA's:
Content for Exam:
Uses of water
-Daily uses in personal lives
-Other uses-such as farming,
factories, mines, electricity
generation, gardens and recreation.
Water as a resource
-salt water and fresh water on Earth
-The natural water cycle: from sea to
land and back in the sea.
-Fresh water in nature: rivers, streams, wetlands, lakes and underground
-Storing water
-Why people need to store water
-Ways of storing water.
How people get their water
-Rivers, streams, and springs
-Boreholes and wells-getting water from underground
-Trucks with water containers for places that do not have other sources.
-Taps: water travels along pipes from big dams to purification plants, reservoirs and finally to taps in communities, homes and other buildings.
Pollution and waste water
-Personal, daily practices that pollute water.
-Factory and farming waste
-Wastewater and sewage recycling
-The water use cycle: how water, taken from the natural cycle, is used and returned to the sea.
text

SBA:
N/A

Examination:
End-of-year examination 25 marks

Outcomes
SBA's
History content for Exam
-The oldest forms of communication
-San Hunter-gatherers
-Change in modern forms of communication
End year Exam: 25 marks

Outcomes:
SD 1, SD 5, SD 10, SD 13, SD 30, SD 32, SD 33,
ED 2, ED 4, ED 5, ED 20, ED 22, ED 24, ED 26, ED 29, ED 30
HL 2, HL 3, HL 6, HL 11,

Traffic rules relevant to road users

• Pedestrians and cyclists
• Passenger behaviour
• Railway safety
  Personal and household hygiene:
• Personal hygiene items that cannot be shared
• Germ breeding areas in the house
  Dietary habits of children:
• Impact on dental and oral hygiene
  Healthy environment and personal health: home, school and community
• Examples of environments that are unhealthy: pollution (air, water and land) including illegal dumping sites
• Dangers of unhealthy environments to personal health
• Strategies to keep environments healthy: conservation of environment
• Celebrating arbour day
  HIV and AIDS education: basic facts including blood management
• Basic explanation of HIV and AIDS
• Transmission of HIV through blood
• How HIV is not transmitted
• How to protect oneself against infection through blood
  
  

SBA's:
N/A

Content for Exam:
End-of-year examination 30 marks 45 min

JC Outcomes: VA1.1, VA1.2, VA1.3, VA1.4
CAPS Outcome:
Create in 2D: Natural world
Create in 3D: Dream catcher
SBA's:
Create in 2D: Natural world (20 marks)
Create in 3D: Dream catcher (20 marks)
Content for Exam: N/A

JC Outcomes: DA1.1, DA2.4, DR1.2, DR1.4, MU1.1, MU1.3
CAPS Outcomes:
Mime using imaginary objects
Physical shapes using gesture, posture, and balance
Group tableaux
Melodies and rhythms on self-made, found, or traditional instruments to enhance the mood of a tableau
Building a drama from a stimulus: tableaux
Sound pictures using instruments
Songs to improve in-tune singing, related to the themes of the drama, recognising melodies in range of 5th
Informal Assessment:
Creation and performance of a short drama using tableaux as stimulus
Content for Exam: N/A

End Product of this Unit of Study:

Show how a rocket ship can fly while spreading the word of an awareness campaign of South Africa Environmental state.

Foreword:

This Unit of Study presents as the story to the learners. Each new chapter of the story will have its problems and situations. Issues will focus on daily communication, the Earth's features, water bodies, and Pollution in the environment. However, by looking at yourself first, it can help the environment.

Learners will help the character, a Grade 4 learner Lebokhule, find solutions for the issue at hand. Lebokhule is not defined as a girl or boy throughout the story. So which communication method was the key to solving this problem?

By definition, communication is the transfer of information from one place to another. In relationships, communication allows to you explain to someone else what you are experiencing and what your needs are. The act of communicating not only helps to meet your needs, but it also helps you to connect with the other person.

Words are essential, but good non-verbal communication should not be underestimated. We are constantly delivering non-verbal cues such as gestures, movements and expressions in our social and business life to deliver a specific message to other people—handshakes, eye contact and touching all help impart how we are feeling. Moreover, evidence suggests that non-verbal communication is even more effective than verbal communication in certain situations.

Communication can be categorized into three basic types: (1) verbal communication, in which you listen to a person to understand their meaning; (2) written communication, in which you read their meaning; and (3) nonverbal communication, in which you observe a person and infer meaning.

Driving question

"Is Communication the Key?"

Come with Lebokhule on the journey where the features of South Africa are explored and the environmental issues South Africa experience daily. Learn with Lebokhule about some solutions that start with yourself before you can reach for the moon. Learn about the clues of different types of communication you see daily that lead you to the next part of the journey.

Question:
Is Communication really the Key?

Time Line for UOS:
In total: 5 weeks / 25 Days
Topic 1: Introduction (1 - 2 Days)
Topic 2: Chapter 1 - Steam Train (4 Days)
Topic 3: Chapter 2 - Aeroplane (9 - 10 Days)
Topic 4: Chapter 3 - Flight or Flight (4 - 6 Days)
Topic 5: Conclusion (2 - 3 Days)

Switched-On Activity 4: Moon stories from around the world (Nkuna)

Prior Knowledge:
The properties of the Moon

New Knowledge:
Analysing myths about the Moon

Consolidation Activity:
Part 1: Reading activity:
Learners will get a chance to read a few cultural fables about the Moon and how it has contributed to space.

Part 2: Class discussion: (Exit ticket)

1. What do you think was the importance of the Moon to the people in the stories?
2. How does the Moon affect your daily lives?
3. Does your culture have a story about the Moon?
4. How does the full Moon and half-moon affect the darkness outside?
   
   

Resources
https://nightsky.jpl.nasa.gov/docs/MoonStoriesASP2019.pdf

http://www.sutherlandplanetarium.co.za/

Allocated Time: 40 minutes

In-Class Activity 5A: Reflect on the topics and make a decision (Verster)

Prior Knowledge:
Environmental Issues of South Africa

New Knowledge:
Solutions and decisions.

Consolidation Activity:
Learners create an infographic on Canva to illustrate the Pros and Cons of staying or leaving.

List the Pros and Con's for staying or leaving.

Learners will reflect on each topic and make an informed decision by using the videos of Switch On activity 5.

Learners must help the character, Lebokuhle, to list the pros and cons of staying or leaving.

Learners need to focus on the following aspects:

• Things can go wrong, but there are solutions to problems.
• The role and importance of different communication methods for all aspects of life.
• Possibility for humans to live on the moon.
• Can we solve the pollution of South Africa?
• How can we make South Africa aware of the solutions to the pollution problem?
  
  

Resources:
Videos of SO5

Allocated Time:
40 minutes

Informal Assignment:

In-Class Activity 5C: Friendly Letter (Niemand)

Prior Knowledge:
Writing and sentence Construction

New Knowledge:
Friendly Letter

Consolidation Activity:
Writing: Friendly Letter

Learners need to write a friendly letter to a friend by telling them about their decision. Then, share their idea of having a fundraiser by selling dreamcatchers from recycled material. Ask if friends want to assist in the project.

Resources:
https://th.bing.com/th/id/R.10abbee23908f3fd75af04e6f20f5703?rik=HhR831YWPMg9bg&pid=ImgRaw&r=0

Time Allocation:
90 minutes

In-class Activity 5D: Create in 3D - Dream catcher made out of recyclable material (Pullinger)

Prior Knowledge:
Solutions for pollutions

New Knowledge:
DIY dream catcher of recycled material.

Consolidation Activity:

Learners must create a Dream Catcher to promote the solution of pollution in South Africa.
The learner must make dream catchers out of recycled materials. This will be their new communication tool to promote a healthy and clean environment in South Africa.

Step 1: Using scissors, carefully remove the middle of the paper plate to create a frame for the dream catcher.
Step 2: Use your koki pens to colour the outside of the paper plate.
Step 3: Make tiny holes with the scissor that The learner will use to create the webbing.
Step 4: Once you are happy with the webbing in the frame of your dream catcher, we cut some pieces of yarn to hang down from the edge. Make the different yarn lengths to keep it looking attractive.
Step 5: Dream catchers typically have feathers and so you can add some to each strand using the glue.

Resources:
Paper plate
Yarn
Beads
Scissors
Koki pens
Feathers
Pencil
Empty toilet paper roll
String
Glue
Sellotape

Allocated time: 80 minutes
Formal SBA 20 marks

Sway Consolidation Activity

Prior Knowledge
Transport, Moon phases and Rockets.

New Knowledge
Environmental issues caused by Rocketships

Consolidation Activity
Class discussion:

1. Give the properties of the Moon.
2. What is the importance of the Moon to the Earth?
3. Do you think rockets can cause pollution?
   What type of pollution will it be?
4. What key of communication helped solve the solution on how to build a rocket ship?
5. Is the Moon livable for humans?
6. Do you know of any rocket ships that landed on the Moon?
7. What part of the rocket ship can cause pollution?
8. Is moving to the Moon a viable solution rather than solving the solution problem?
9. Identify any forms of communication you have used or observed so far.
10. Can communication be of any help for the pollution problem and the solution here on Earth?
    
    
    

Videos:

Switched-On Activity 5 Problem-solving

Prior Knowledge:
Problem-solving

New Knowledge
Make an informed decision.

Consolidation Activity
Cornell Notes

Learners will look at the following videos that explain how to make an informed decision.
How to identify the pro's and con's of a situation

Resources

Allocated Time
40 minutes

In-Class Activity 5B: Performing Arts

Prior Knowledge: Environmental Issues in South Africa. Building Drama From Stimulus- Character (Term 2)

New Knowledge: Building Drama from stimulus- Tableaux

Consolidation Activity: Creation and Performance of a short drama piece using tableaux as a stimulus

Activity Description: Learners will build a drama from tableaux as stimuli in response to themes and locations. What will complete the activity in class allocated groups by following the steps outlined below?

Steps:

1. In their respective groups, learners create a series of 3 tableaux capturing the crucial moments, themes or locations in Libokhule's journey. The tableaux should carefully consider the emotions or feelings, attitudes and relationships depicted. In addition, learners should pay attention to the elements of time, space and conflict.
2. Groups will present their tableaux to the class for interpretation and feedback.
3. Groups will then work the feedback given to them into their images. They will then consider how their pictures are presented to have a proper beginning, middle and end. This will form the basis of the drama storyline and plot structure.
4. They will then identify discernable characters depicted in their images. They will then allocate each other feelings and develop them further for drama.
5. Use mime, expressing feelings and ideas through movement, gesture, and facial expression as transitions between the images.
6. Introduce limited dialogue appropriate to the drama.
7. Consider the body language, posture, gesture, and movements of the characters.
8. Identify and create suitable sound pictures using body percussion and found instruments to make an appropriate soundtrack for the drama, including interludes and underscoring.
9. Select or create melodies and rhythms on self-made, found, or traditional musical instruments to enhance the story's mood and relate to the drama's themes.
10. Consider the movements of the characters in response to sounds and music.
11. Rehearse the drama until it is polished.
12. Identify and procure appropriate props and costumes.
13. Present the drama for assessment.
    
    
    

Resources:Musical instruments

Time Allocation:240 minutes

Informal Assessment: 40 Marks

To be assessed with a rubric.

Narrative descriptor:
The learner has arrived via an aeroplane in Sutherland to study the moon phase and see if the moon is a viable place for escaping the pollution situation of South Africa and the world.