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PRODUCTS AND PROCESSES - Coggle Diagram
PRODUCTS AND PROCESSES
NATURAL SCIENCE
SUB-TOPIC 1.1- PROPERTIES OF RAW MATERIALS: Identifying, sorting and describing natural materials which include sugarcane, clay and soil according to sensory properties such as texture, hardness and appearance.
Inquiry-Based activity 1: Tactile discrimination- In small groups, the learners perform tactile investigation using bags containing raw sugarcane, wet clay, sugar granules and fired clay bricks. Learners use sensory process skills such as touch, smell and visual inspection to evaluate physical properties and sort materials into the phytogenic and earthbound category.
Inquiry question: How do these materials feel and what is the difference between the plant sugarcane and the soil from the earth?
SUB-TOPIC 1.2- MATERIAL CHANGES AND TRANSFORMATION PROCESSES: Investigating how raw materials change when physical or chemical forces are applied such as crushing sugarcane to get juice and molding and firing wet clay.
Inquiry-Based activity 2: Clay in opposition to brick water resistance- Learners experiment by adding water to the dry clay to examine changes in the texture, then compare how dry clay and a fired brick react to water ultimately to see how heat permanently changes material properties.
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SOCIAL SCIENCE
SUB-TOPIC 2.2- COMMUNITY NEEDS AND USAGE OF RESOURCES: Studying why communities need processed food, needed for nutrition and shelter and how communities use these manufactured products (DBE,2011).
Inquiry-Based activity 2: Group drawing- Learners draw one product made from either sugarcane plant, which could be juice or one product from bricks, which could be a house.
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SUB-TOPIC 2.1- People and Work: Recognising the roles of the different workers such as the farmers, builders and factory workers and how they are involved in manufacturing and distributing everyday products within the local communities.
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Inquiry-Based activity 1: Worker roles link- Through group discussions along with the teacher, learners identify who produces sugar and bricks. The teacher provides picture cards with arrows to help the learners identify the process clearly.
TECHNOLOGY
SUB-TOPIC 3.1- Tools, Equipment and Safety: Different technological tools and instruments are designed to safely facilitate people in shaping, building and molding products (Naude & Meier, 2025).
Inquiry-Based activity 1: Tool matching and testing- Learners match different crafting tools such as rolling pins, wooden spoons and scrapers to the clay to test which one of these tools shape it effortlessly.
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SUB-TOPIC 3.2-Packaging and storing products: Technology includes the invention of protective packaging and storage containers to transport processed goods like sugar and bricks from the factories to the consumers.
Inquiry-Based activity 2: Designing a protective sugar packet- Learners use recycled paper, cardboard and string to make small impermeable container prototype that holds the sample sugar and clay blocks.
Inquiry question: Why do we need special packaging and containers to store products like sugar and bricks?