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Products and Processes - Coggle Diagram

- - - - To facilitate this concept, I will prepare an engaging activity where students will be put in pairs and asked to set up an experiment where they will submerge two leaves in a water cup and placing them into a shady area and an area with sunlight. While doing this they will hypothesize on which plant will produce more bubbles. observe and record how many bubbles they see in each cup, communicate and compare about why each cup has a different number of bubbles being produced and conclude on how the process of photosynthesis leads to oxygen.
  - - - To facilitate this concept, i will put students into groups of 5 and give them a box with various raw materials in it (eg. cotton wool, a small rock, clay, a piece of paper etc) Using these raw materials- students will have to use their prior knowledge to help them investigate, compare and classify each material learning about these different matters and materials through shared learning
- - - - To facilitate this activity I will first have students learn about how sugar was made without the use of the technology that we have today. To do this I will make a short PowerPoint presentation using the information from a chat with Gemini (2025). I will then play a video (How it's Made-Sugar) showing todays process of sugarcane to sugar with our advanced technology. Using this information will then be asked to make a poster and fill in the correct order in which the steps are used to make sugar using flashcards.
  - - - In this activity I will give learners a piece of clay and allow them to experiment with the moulding and drying process. While doing this i will also explain to them how certain communities can only rely on the abundance of clay and how they have adapted to using clay to make houses ,furniture, cutlery etc.
- - - - In this activity students will be placed in small groups, and given materials (e.g., cardboard, paper, pipe cleaners) and asked to design a model of a simple machine or process that could help in the sugar production (e.g., a crushing machine, a filtering system). They will present their design and explain how it helps. (Skills: Investigate, Design, Make, Evaluate). This will allow them to use their prior knowledge and investigation abilities and is also hands-on to really show the work that goes into this process
  - - - To do this activity i will first discuss the history and basic properties of clay bricks and introduce a challenged for the learners to create a better For this hands-on activity, learners will be placed in groups and receive clay and a selection of additives, such as sand, sawdust, paper, pebbles, straw, and recycled plastic. They brainstorm and justify their material choices, considering what their brick will be used for. Learners then mix their chosen materials with clay, shape standardized brick forms,. After air-drying, groups test their bricks' properties, such as durability and water absorption, comparing them to a control clay brick. Finally, they communicate their design decisions, findings, advantages, and disadvantages, developing essential skills in investigation, design, making, evaluation, and communication.