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Products and Processes - Coggle Diagram

- - - - The process of clay being transformed into bricks encourages values such as respect for earth's natural sources and a new found appreciation for builders and contractors. Learners will gain a sense of respect and responsibility towards the sources that are used to build our homes. This topic also highlights the value of hard work and teamwork (Department of Basic Education, 2011).
    - - Observation, Sequencing and Communication are the skills that are learned in this lesson. Learners will be able to identify and describe every stage in the brick-making process using age-appropriate language. The teacher can read a story about a builder where learner's listening skills are effectively developed as well as comprehension should they have a discussion about it. Activities like moulding clay or drawing the steps in the process help develop fine motor skills. Basic scientific and environmental concepts such as materials, heat, and transformation, which promote early critical thinking and peak their curiosity about how things are constructed. (Ginsburg, Lee and Boyd, 2008).
    - - As part of the classroom activity, learners can be encouraged to "play" and mould with playdough or moulding clay They will be encouraged to share the brick making process and draw pictures of this. The teacher can take the learners on a field trip to a brick making factory where they can acknowledge the process for themselves, the next day the teacher can instigate a class discussion. This activity develops and supports creativity with practical learning and encourages group discussion (Naudé, Meier, 2014).
    - - The process begins with clay being dug out and gathered. This clay is then cleansed to remove any unwanted materials such as sticks or stones. After cleansing is complete, the clay is mixed with water until it becomes soft enough to mould. It is then shaped into brick rectangles using wooden or metal moulds. These wet bricks are left to dry to ensure there is no moisture left. Once dry, they are placed in a hot oven where they are baked at a high temperature until they become solid. They are cooled and ready to be used (South African Brick Association, 2021).
  - - - Learners will complete a sequencing cut and paste activity, displaying the stages of sugar production. This is followed by a drawing or colouring activity where the sugar cane is illustrated and a description. A story about a sugar cane farmer will then be read, followed by a group discussion to develop comprehension and language skills (Naudé, Meier, 2014).
    - - Foundation Phase develops important cognitive and language skills by completing activities that involve observation, sequencing, and discussion (Department of Basic Education, 2011). the extraction stages of how sugar is produced from sugar cane allows learners to practice their listening and comprehension skills, as well as develop their memory processing skills. Their fine motor skills are supported through cutting, pasting, and drawing, while early math can be developed through counting and comparing amounts (Ginsburg, Lee & Boyd, 2008).
    - - This topic assists children to appreciate nature's resources and understand the value of agriculture in everyday life. It encourages values such as respect for the natural environment, and gratitude towards our food production (UNESCO, 2015). Learners begin to appreciate and understand the value of hard work and the value of making healthy choices, this assists to build character development and social responsibilities (Department of Basic Education, 2011).
    - - The journey from sugar cane to sugar start on a sugarcane farm. The stalks are harvested and taken to a factory where they are washed and cut into pieces. The sugar cane is crushed to release the juice inside. This juice is filtered to remove impurities and then heated to evaporate leaving behind a thick syrup. The syrup is then left to cool, and begin to crystalize. These crystals are separated, dried and ready for distribution (South African Sugar Association, 2020).
- - - - This topic encourages value and a newfound appreciation for nature, they also gain a responsibility and gratitude. Learners gain a better understanding that plants play an essential role in our everyday lives, plants provide food, oxygen, medicine, clothes. They gain an environment awareness, these values also teaches learner the impact of natural resources and express gratitude. (Naudé and Meier, 2020;UNESCO, 2015;).
    - - An appropriate classroom activity is for the learners to create a poster/collage where learners gather pictures of plants and items that come from plants, this can be categorised into food, clothes and medicine. The teacher can expand on the activity and bring food plant based food such as potatoes or apples and learners can describe these foods by means of their senses. (Ginsburg, Lee and Boyd, 2008).
    - - When learning the resources that receive from plants, Foundation Phase learners gain a lot of skills, they practise classification and are able to identify different items that are derived from plants, such as food, materials, clothes. Learners also enhance their vocabulary and language development by learning new words. (Department of Basic Education, 2011;(Donald, Lazarus and Lolwana, 2010).
    - - Plants provide us with daily necessities, we get fruits, vegetables, grains and nuts which are all important for maintaining a healthy lifestyle, there are specific plants such as maize, apples that grow on farms and in gardens and then there are plants that provide us with clothing materials. Plants also provide medicine. In addition plants provide us with all our basic necessities.(Sanbi, 2018)
  - - - Earth provides us many natural resources that are used daily, soil is used to grow fruit, vegetables and grain. Water is also a source that comes from the underground like rivers and rain that is absorbed through the soil. Earth also provides rocks and minerals which are used for roads, building equipment and even jewellery. Having a basic understanding that Earth provides us with the essential tools to meet our basic needs, we as humans depend a lot on Earth. (Saasta.ac.za, 2025)
    - - The activity that the learners will engage in is called "Earth Table" where learners are required to bring items that come from Earth i.e water, rocks, soil. Learners will take turns explaining their items and how to use it, to further expand on their knowledge, they can also draw pictures of things that are used in our everyday homes that Earth provides. The teacher can explain to the learners why is it important to look after Planet Earth. (Ginsburg, Lee and Boyd, 2008).
    - - This topic develops the values of respect, environmental awareness and gratitude for Earth. Learners already have a basic understanding that Earth provides us with many sources that we need to live. Through this lesson, they gain an understanding on how to appreciate and respect for these resources. (UNESCO, 2015; Naudé and Meier, 2020).
    - - Foundation Phase learners gain observation, classification and early critical thinking skills. They gained the opportunity to explore natural resources i.e soil and this also enhances their abilities to ask questions and being able to make sense of the world. They also learn to compare and describe different materials in turn enhances their vocabulary. (Donald, Lazarus and Lolwana, 2010; Department of Basic Education, 2011).
- - - - Learners will grow their own domestic gardens, each of them will receive a seed (bean/sunflower seed) along with a container, the learners will plant their seeds, water it daily and record their plant growth daily/weekly. They can draw their beginning stage, middle part and conclusion on how the plant grew. This promotes active learning, is a hands on activity and also a great way of helping learners connect theory with practice in a meaningful way. (Naudé and Meier, 2020)
    - - The topic instils an appreciation for nature as well as teach young learners to take responsibility for their plants. They will also gain an understanding that plants play an essential role in our lives as they provide food and oxygen. Even in small domestic spaces, it is still important for learners to take proper care of all plants, they are natural habitat's as well. Gratitude is also developed through this lesson as learners realise the benefits of plants in our midst. ((UNESCO, 2015; Department of Basic Education, 2011).
    - - Learners are able to develop a variety of skills in this lesson, classification skills are developed as they are able to identify different items that plants provide for us, their vocabulary and language is also developed through this lesson as they learn new words. Their observation and inquiry skills are fostered as they receive the opportunity to examine real life plants. (Donald, Lazarus and Nadeen Moolla, 2014; Ginsburg, Lee and Boyd, 2008).
    - - The process of a seed in a domestic plant starts with a seed being planted in soil, nurtured and watered in soil. The soil needs to be rich in nutrients but at the same time loose enough to grow. Plants needs sunlight in order for the seeds to sprout, seeds will begin to sprout and these plants will rise towards the sunlight. The process of photosynthesis take time that provides nutrition for the plant. Depending on the type of plant, it may produce flowers or fruit. Each stage of the plant can be observed and documented whilst in the classroom. (Sanbi, 2018)
  - - - To support learner understanding, where teacher incorporate movement based activities in the class, one learner is the "Earth" and another one "The Sun" The learner resembling Earth spins around on the spot to demonstrate the motion of rotation, whilst simultaneously walking around the sun to demonstrate revolution. This exercise can assist the learners in understanding the concepts of how Earth moves around the Sun. After this activity, learners can draw the Earth rotating around the sun, the teacher can also use songs and stories to explain the concept. (Ginsburg, Lee and Boyd, 2008).
    - - Earth consists of two motions. Earth spins around the sun every 24 hours, this movement is called rotation. The spinning motion is is differentiated between day and night. The orbit is when the Earth moves around a path, this movement is called a rotation. This journey takes around 365 days, and is widely responsible for the changing seasons. Although these concepts might be challenging to understand by Foundation Phase learners, visual models, storytelling, songs and movement can be used to make this a fun and interesting topic to discuss. (Naudé and Meier, 2020); (Anon, n.d.)
    - - This is an interesting theme and may assist learners to develop their sense of curiosity and help them gain a respect for their planet. Learners begin to appreciate the factors of how nature works. Learners develop a sense of Empathy on how Earth's rhythm affects life on the planet (UNESCO, 2015).These values supports a global awareness.
    - - When learning about planet Earth, learners obtain the skills of observation, sequencing and basic reasoning. Learners learn how to differentiate between day and night. they can listen to stories and songs and actively participate in movement based activities. Learners also improve their listening, language, and communication skills (Department of Basic Education, 2011). Learners also develop their spatial awareness and their early scientific thinking skills as they begin to grasp an understanding in both a concrete and visual way. (Donald, D.R., Lazarus, S. and Nadeen Moolla 2014)
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