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Products and Processes - Coggle Diagram

- - - - Plants gives us raw materials. Sugar cane is a plant, and its juice is the raw material for sugar (DBE, 2011, p. 57; Clarke, 2026)
        
        Sense detectives: The teacher peels and cuts the cane. Learners compare cane and sugar by looking, touching, smelling and tasting only if the school allows it. Learners will use magnifying glass. They predict, "How does the sweetness get from the cane into the sugar bowl?". They draw what they find in a two column table.
        
        Observe, compare, predict, communicate (Naudé and Meier, 2025, pp. 100-108).
  - - - Clay is soft and can be shaped when wet, and hard when dry (Britannica Editors, 2026). Firing in a kiln makes it harder still, and the change cannot be undone (Clay Brick Association of South Africa, 2015).
        
        Predict which soil will hold its shape. Add the same spoonful of water to each sample and roll a ball. Leave the balls to dry for a few days. Then compare wet clay, dry clay and a brick by pressing, scratching and tapping, and record the results with drawings.
        
        Predict, experiment, observe, compare, communicate.
- - - - A brick wall is a man-made structure (Naudé and Meier, 2020, pp. 100-108). How the bricks are made and arranged affects how strong the wall is.
        
        The Three Little Pigs problem, "Can we build a wall that stays standing?"
        Investigate: Look at a real brick wall or photo, "Are the bricks straight on top of each other, or do they overlap?"
        Design: Draw the wall on paper and label it.
        Make: Build the wall with the dried mini bricks from T1.
        Evaluate: Put the book on top. "Did it hold?", "What would you change?" (Naudé and Meier, 2020, pp. 61-64).
        
        Investigate, design, make, evaluate, communicate.
  - - - Processing changes raw material into a product through steps in order: cut→ crush→ juice→ clean→ boil→ crystals (Clarke, 2016)
        
        Juice extractors: The teacher cuts the cane into small pieces. Groups will then test a rolling pin, a garlic press, a mortar and pestle, and collect the juice in medicine cups. Teacher ask question: "Wat tool gave the most juice?". Groups then put picture cards in order to make a flow chart (DBE, 2011, p. 57).
        
        Investigate, make, evaluate communicate. ((Naudé and Meier, 2020, pp. 143).
- - - - Place, relationships and interdependence. Sugar cane grows on farms in KwaZulu-Natal and Mpumalanga, then goes to mills and then to the shops. Each worker depends on one another (South African Sugar Association, no date).
        
        Find the two provinces on a large, simple, coloured map of South Africa. Draw a picture map of "The journey of sugar": farm→mill→truck→shop→home. Leaner will name a worker at each stop. Teacher will ask: "What would happen if the truck driver stopped working?" (Naudé and Meier, 2020, pp. 61-64).
        
        Observe, simple mapping, discussion.
  - - - Change and continuity. People first made bricks by drying clay in the sun, at least 6000 years ago (Lee, 2026). Today bricks are baked in kilns, but people still needs homes.
        
        Young historian detectives: Look at old and new photographs of homes and ask: "What is the same?", "What is different?". Invite an older community member to talk to the class, instead of sending and interview home (DBE, 2011, p. 56). Sort pictures onto a simple three-step timeline: Long, long ago→ when Gogo was young→ today (Naudé and Meier, 2025, pp. 50, 67-70).
        
        Prior Knowlegde: Grade 3 Term 3, "How people lived long ago" (DBE, 2011, p. 56).
        
        Asking questions, using sources, sequencing, comparing.