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Animals and creatures that help us (DBE, 2011). - Coggle Diagram
Animals and creatures that help us (DBE, 2011).
Natural Science
Sub-topic 1: Animals that give us food and/ or clothes (DBE, 2011).
Key content and concept: The composition of a chicken egg: Calcium shell, air cell, yolk, germinal disc, vitelline membrane, egg white (albumen) (Zucami Poultry, 2022).
Class activity: A discussion in group activities where the class observe, experiment and communicate their findings of the composition and characteristics of a literal chicken egg (and the inside) alongside a picture diagram with annotations.
Sub-topic 2: Animals that work for us (DBE, 2011).
Key content and concept: The body parts of a horse:
head, muzzle, neck, barrel, back, loins, hindquarters, dock, tail, legs, hooves, mane (Blocksdorf, 2025).
Class activity: Learners work in groups, using observation, prediction, and communication skills to assemble a teacher-prepared labelled sensory horse puzzle. They predict the function of each body part. They then share their ideas with the class.
Technology
Sub-topic 1: Structures made by animals that give us food and clothes (DBE, 2011).
Key content and concept: Bees build beehive structures (bee houses). The bees naturally produce wax. They use it to build all the comb in their hive. It is constructed by the mouth parts of the worker bees which form the hexagonal structures. These are evenly spaced and sized which are efficient. This shape is economic, using the most amount of space and minimum amount of wax. This entire structure stores food (honey, nectar, pollen) and is used for brood rearing (Honeybee research centre, n.d.).
Class activity: learners need to fix a problem by designing and constructing a bee box in groups as the beehives were destroyed in school ground trees.
Sub-topic 2: Processing of products from animals that give us food and clothes (DBE, 2011).
Key content and concept: The process and production of milk: Cows are milked. The milk is then transferred through pipes to a holding tank. The milk is cooled down until a truck takes it to a processing plant where it is placed in a tank. It undergoes pasteurisation (heated and cooled to kill bacteria to prolong shelf life.). The milk is then separated (butterfat removal). Lastly it is homogenised, bottled, stored and shipped. Dairy products are processed from milk. (Dairy Carrie, 2019).
Class activity: the yoghurt purchased by the school for lunch is full of sugar, preservatives and has become expensive to buy, therefore learners will make and process their own yoghurt using milk and a tablespoon of yoghurt, a clean container and a cover.
Social Science
Sub-topic 1: Where animals that give us food and clothes live on a farm (DBE, 2011).
Key content and concept: Farm animals are kept in designated sections on a farm. Cows are kept in a barn near feed and water, near the milking parlour. Chickens are kept in a coop, with a fenced outdoor section known as a run. Bees are kept in manmade beehives called bee boxes near sunlit fields and flowering plants. Sheep live in a pen. This Area is usually fenced off with shelter close by. (North Parade Publishing, 2014)
Class activity: learners make a 3D-sensory picture and block map showing where farm animals stay and live on the farm with materials the teacher provide. This is then integrated with a class discussion about what farm animal goes where (Example: chickens are placed with the chicken coop picture on the map). They then have to point out the locations and landmarks during discussion-question time.
Sub-topic 2: Caring for animals that work for us (DBE, 2011).
Key content and concept: Take care of your guide dog's emotional well-being. Feed him good quality and nutritional balanced food containing protein, carbohydrates, fats, vitamins and have a water schedule. Relaxation is important as they need a secluded area to rest, but still close enough to household activities. Grooming of their ears, skin, teeth and gums are crucial. Teeth and health are related to systemic health issues. Schedule regular vet visits. Implement a deworming schedule and get rid of parasities (Guide dogs for the blind, n.d.).
Class activity: Learners participate in a guide-dog-care simulation where they take turns being the handler and the dog. They practise feeding, grooming, exercising, and providing rest, while observing and predicting the dog’s needs. This activity helps learners understand the interdependent relationship between humans and guide dogs and the consequences if the dog’s needs are not met.