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Products and Processes, References - Coggle Diagram
Products and Processes
Social Science
Who makes our products
Concept: The people involved in making our products - farmers, factory workers, and machine operators.
Learners will be placed into groups and each group will get a product such as a pencil or t-shirt. In their groups they need to discuss which people they think helped make their object and what their jobs were. After the group discussions, the teacher will have each group share their answers. The teacher will then go through each object giving a short explanation on who was involved making the products and what they did.
Where our products come from
Concept: The places our products come from - farms, forests, underground, and overseas.
Activity: The learners will be placed into groups and each group will be given a variety of products, some in their natural form and others in a manufactured form such as coffee, sugar, fruit, cotton, and paper. Each group will need to discuss where they think their products came from. After the discussions, they will present their ideas. The teacher will then go through each object confirming or correcting where they come from.
Natural Science
Products we get from plants (Department of Basic Education, 2011).
Concept: The materials and products we get from plants and trees - fruit, vegetables, grains, cotton, coffee beans, tea leaves, wood, and paper.
Activity: The learners will be shown a variety of objects - fruits, vegetables, bread, a t-shirt, coffee powder, a tea bag, a wooden block, a pencil, and paper. They will first interact with all the materials, feeling and discussing them. The teacher will then ask them where each object comes from and/or what plant product it is made of and they will discuss it in groups before the teacher gives them and explains the answers.
Products we get from the earth (Department of Education, 2011).
Concept: The natural materials we get from the earth - clay, soil, sand, coal, and water.
Activity: The learners will be given clay powder, soil, and sand. They will be asked to describe ad compare the textures of each material. They will then be given water to mix with each material, and they will have to describe and compare the new textures. Then they will explain what the dry textures felt and looked like compared to the wet textures.
Technology
Process - from clay to bricks (Department of Basic Education).
Concept: The steps for how clay is made into bricks - digging, mixing, shaping, drying, baking (Britannica Kids, no date).
Activity: The learners make their own bricks from clay. They will be given dry clay powder, mix it with water, mold it into bricks, and let them dry in the sun. Once they have dried, the learners will work together in groups to build something with their bricks.
Process - from sugar cane to sugar (Department of Basic Education).
Activity: Learners will be given a piece of sugar cane, sugar cane juice, raw sugar, and refined sugar. They need to describe and compare the texture, taste (aside from the sugar cane as it is not digestible), and smell of each. They then need to decide which step in the sugar making process each one belongs to.
Concept: The steps for how sugar cane is made into sugar -harvesting, cleaning and shredding, crushing, boiling, spinning, transporting, melting, crystalizing, drying, packaging (The Sugar Association, 2018).
References
Department of Basic Education (2011)
Curriculum and Assessment Policy Statement Grades R-3: Life Skills
. Pretoria: Government Printer. Available at:
https://share.google/q2EvasTqfY7qXIEXh
(Accessed: 20 September 2026).
The Sugar Association (2018)
Sugar’s Journey from Field to Table: Sugar Cane
. Available at:
https://share.google/IWZAw2qkCTObQEtTd
(Accessed: 20 September 2026).
Britannica Kids (no date)
Brick and Tile.
Available at:
https://share.google/xeqjyL1OvZ8LrLRJO
(Accessed: 20 September 2026).