Please enable JavaScript.

Coggle requires JavaScript to display documents.

PRODUCTS AND PROCESSES Grade 3 | Term 4 Beginning Knowledge (BKN 102) …

- - - - What do you notice about these materials?
      - Where do you think each material comes from?
    - - Sub-topic 2: Properties and Changes of Materials
      - Key concept: Raw materials can be processed to produce useful products. Clay is shaped and fired to make bricks, while sugar is produced by processing sugarcane.
      - Inquiry-based activity: Learners compare clay with a finished brick and sugarcane with sugar. They draw the materials and explain the differences they observe.
      - Science process skills: Observing, comparing, predicting and communicating.
      - Inquiry questions:
        
        How are the raw materials different from the finished products?
        
        What do you think happens to clay before it becomes a brick?
      - Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS): Life Skills, Foundation Phase, Grades R–3. Pretoria: Department of Basic Education.
- - - - Who helps to produce sugar and bricks?
      - Why are these workers important to our communities?
    - - Sub-topic 2: Products in Our Communities
      - Key concept: People use products to meet their needs in their homes and communities.
      - Examples: Sugar is used in food and drinks, while bricks are used to build houses and schools.
      - Inquiry-based activity: Learners investigate where sugar and bricks are used in their community. They draw examples and discuss why people need these products.
      - Social Science skills: Identifying, investigating, comparing and communicating.
      - Inquiry questions:
        
        Where do people use bricks in our community?
        
        How do sugar and bricks help people in their daily lives?
      - Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS): Life Skills, Foundation Phase, Grades R–3. Pretoria: Department of Basic Education.
- - - - What steps are needed to turn clay into a brick?
      - Which tools or equipment might people use during this process?
    - - Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS): Life Skills, Foundation Phase, Grades R–3. Pretoria: Department of Basic Education.
        
        REFERENCE LIST
        
        Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS): Life Skills Grades R–3. Pretoria: Department of Basic Education.
        
        Department of Basic Education (DBE). (2011). Life Skills: Grade 3 Learner Workbook, Book 2: Terms 3 and 4. Pretoria: Department of Basic Education.
        
        WLRN Public Media. (2018, 28 March). Belle Glade company turning sugarcane into eco-friendly plates & bowls. Available at: WLRN Public Media (Accessed: 19 October 2026).
        
        Alamy. (n.d.). Ancient Egyptian brickmaking and construction [Illustration]. Available at: Alamy (Accessed: 19 October 2026).
        
        Naudé, M. and Meier, C. (2025). Teaching Life Skills in the Foundation Phase. 3rd ed. Pretoria: Van Schaik.
        
        Inquiry questions:
        
        How can we improve our design to make it stronger?
        
        How can we build a model house that stands firmly?
        
        Technology skills: Designing, making, evaluating and improving.
        
        Inquiry-based activity: Learners design and build a small model house using safe recycled materials. They test whether their structure can stand without falling over.
        
        Example: Bricks are used to build houses, schools and other structures.
        
        Key concept: People design and make products to solve problems and meet their needs.
        
        Sub-topic 2: Designing and Making Products