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Products and processes, Grade 3 | Term 4 | Beginning Knowledge - Coggle…

- - - - Key concept: Natural materials have different features that we can see and feel.
      - Knowledge: Sugarcane comes from plants, while clay comes from the ground. Materials can have different colours, textures and hardness. (DBE, 2011, p. 57)
      - Skills: Observing, comparing and sorting.
      - Values: Being curious and caring for natural resources.
      - Inquiry activity: Give learners sugarcane, sugar, clay and bricks. Let them touch, look at and compare the materials. Learners then sort the materials into groups.
      - Inquiry question: How are raw materials different from the products we make with them?
  - - - Key concept: Raw materials can change when we use them to make products.
      - Knowledge: Sugarcane is processed to make sugar. Clay is shaped, dried and heated to make bricks. (DBE, 2011, p. 57)
      - Skills: Predicting, observing and recording.
      - Values: Working carefully and using materials responsibly.
      - Inquiry activity: Learners use wet clay to make small bricks. They leave the clay to dry and then compare the wet and dry clay.
      - Inquiry question: What happens to clay when it dries?
- - - - Key concept: People use tools and machines to turn raw materials into useful products.
      - Knowledge: Moulds are used to shape bricks, while machines help turn sugarcane into sugar. (Encyclopaedia Britannica, 1911)
      - Skills: Investigating and testing tools.
      - Values: Creativity, problem-solving and working safely.
      - Inquiry activity: Give learners different containers and moulds. Let them test which mould works best for making a clay brick.
      - Inquiry question: Which mould works best for making a brick, and why?
  - - - Key concept: We can design and make products to solve problems.
      - Knowledge: When making a product, we first identify a problem, explore ideas, plan, make and test our product. (Naudé & Meier, 2025)
      - Skills: Planning, making and testing.
      - Values: Teamwork, creativity and not giving up.
      - Inquiry activity: Learners use small bricks or blocks to build a wall. They test different ways of placing the bricks to see which wall is the strongest.
      - Inquiry question: How can we build a stronger wall using bricks?
- - - - Key concept: The way people make products has changed over time.
      - Knowledge: In the past, people made bricks by hand using simple tools. Today, factories use machines to make bricks faster. (Encyclopaedia Britannica, 1911)
      - Skills: Comparing, putting events in order and looking at historical pictures.
      - Values: Respecting people's hard work and skills.
      - Inquiry activity: Show learners pictures of how bricks were made in the past and how they are made today. Learners compare the pictures and explain what has changed.
      - Inquiry question: How is making bricks today different from making bricks in the past?
  - - - Key concept: People use natural resources to make products that communities need.
      - Knowledge: Sugarcane grows on farms, while clay comes from the ground. Farmers, factory workers, builders and drivers all help make and deliver products. (South African Sugar Association, n.d.)
      - Skills: Reading simple maps, finding places and identifying different jobs.
      - Values: Respecting workers and looking after natural resources.
      - Inquiry activity: Show learners a simple map of South Africa. Let them find areas where sugarcane is grown. They then explore how sugar moves from the farm to the factory and finally to the shop.
      - Inquiry question: How does sugar get from the farm to the shop?