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PRODUCTS AND PROCESSES (Grade 3, Term 4; CAPS p. 57) [DBE, 2011] - Coggle…
PRODUCTS AND PROCESSES (Grade 3, Term 4; CAPS p. 57) [DBE, 2011]
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TECHNOLOGY : Design, Tools and Processing
- Structural Integrity (Strength, Stability, and Sturdiness)
- Concept: Human-made structures depend on specific material configurations and geometry to fulfill their functional purpose safely. Inventions must exhibit strength (resisting internal forces), stability (resisting tipping), and sturdiness (resisting collapse) under external loads (CAPS, 2011; Fleer, 2015).
- Inquiry Activity: "The Miniature Brick-Layer Challenge" - Armed with uniform clay blocks they processed themselves and various binding agents (water, mud, or grass-reinforced slurry), student teams design a self-supporting wall structure over a 15 cm span. Learners test its weight-bearing threshold by incrementally stacking uniform wooden blocks on top until failure occurs.
- Process Skills: Designing, Making, Evaluating, and Testing (Davin, 2020).
- Processing Systems and Mechanical Controls
- Concept: Technology uses specialized tools, molds, and mechanical processes (like blending, compressing, filtering, and drying) to transform unrefined resources into standardized, functional consumer goods safely and efficiently (Naudé & Meier, 2025).
- Inquiry Activity: "The Raw Juice Mechanical Extraction Audit" - Presenting a problem-solving scenario: How can we extract sweet liquid from fibrous stalks without modern electricity? Learners test different manual items (such as rolling pins, simple levers, hand-twisting cloths, or pestles) to determine which mechanism yields the most liquid extract through a paper filter.
- Process Skills: Investigating tools, Designing alternative solutions, and Evaluating efficiency (Naudé & Meier, 2025).
SOCIAL SCIENCE : People, Economy and Environment
- Division of Labour and Economic Interdependence
- Concept: Industrial commodity processing relies on specialized supply chains where diverse workers (such as farmers, factory operators, engineers, and delivery drivers) fill distinct roles to meet broader community demands (DBE, 2011).
- Inquiry Activity: "The Supply Chain Mapping Simulation" - Learners assume individual professional identities within a mock sugar or brick factory ecosystem. They run a simulation tracing a resource's journey from a farm/quarry to a processing plant, and finally to local store shelves. They deliberately disrupt one step in the chain (e.g., a delivery driver strike or a farming drought) and map out the cascading consequences on their local community.
- Process Skills: Sequencing historical events, Mapping spatial routes, and Analysing systems (DBE, 2011).
- Indigenous Technology vs. Modern Industry over Time
- Concept: Human societies adapt their architectural styles, manufacturing methods, and material selections dynamically over time based on local geographical constraints, technological developments, and changing social needs (Fleer, 2015; Naudé & Meier, 2025).
- Inquiry Activity: "The Traditional Mud Hut vs. Modern Brick Building Inquiry" - Provide learners with archival photos, oral histories, or local case studies showing traditional mud and thatch rondavels alongside modern concrete-and-brick homes. Learners investigate, interview local elders or builders if possible, and complete a comparative analysis chart highlighting how geography, climate control, and industrial tools influenced building methods over time.
- Process Skills: Finding information from sources, Identifying similarities and differences, and Compiling timelines (Naudé & Meier, 2025).
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