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PRODUCTS AND PROCESSES Grade 3 - Term 4 - Coggle Diagram
PRODUCTS AND PROCESSES
Grade 3 - Term 4
Natural Sciences
NS
Raw materials from plants and soil
Sugarcane → sugar; clay → bricks.
Key concept: Sugar comes from sugarcane, while bricks are made from clay. (DBE, 2011, pp. 8–9)
Inquiry activity: Learners observe sugarcane, sugar, clay and a brick. They predict where each material comes from and record similarities and differences.
Changes in materials
How raw materials are processed into useful products.
Key concept: Processing changes raw materials into useful products. Sugarcane is processed to obtain sugar, and clay is shaped and fired to make bricks.
Inquiry activity: Learners arrange picture cards in order to show how sugarcane becomes sugar and how clay becomes bricks. They explain the changes at each stage.
Properties of materials
Compare texture, appearance and hardness of
sugarcane, sugar, clay and bricks.
Key concept: Materials have different properties. Sugar is grainy, sugarcane is fibrous, clay is soft when wet, and fired bricks are hard.
Inquiry activity: Learners touch and observe sugarcane, sugar, clay and bricks. They compare texture, appearance and hardness, then record their observations.
Social Science
SS
Where products come from
Key concept: Sugar comes from sugarcane, a plant, while bricks are made from clay obtained from the soil. Natural resources are used to make products that people need. (DBE, 2011)
Inquiry activity: Learners match pictures of sugarcane, sugar, clay and bricks. They discuss where each material comes from and how it is used.
People who work to produce goods
Key concept: People such as farmers, factory workers and brickmakers help transform raw materials into products that people need.
Inquiry activity: Learners examine pictures of workers involved in sugar and brick production. They identify each worker's role and explain how the work helps the community.
How products are used in communities
Key concept: Sugar is used in food and drinks, while bricks are used to build houses, schools and other buildings.
Inquiry activity: Learners discuss and draw examples of how sugar and bricks are used in their community. They explain why these products are useful to people.
Technology
Raw materials and finished products
Key concept: Technology involves using tools and processes to change raw materials into useful products, such as turning sugarcane into sugar and clay into bricks. (DBE, 2011)
Inquiry activity: Learners examine pictures showing how sugarcane is processed into sugar and clay is shaped and fired into bricks. They identify the tools and steps used to make each product.
Tools and processes
Key concept: People use tools and different processes to turn raw materials into useful products. Sugarcane is processed to make sugar, while clay is shaped and fired to make bricks.
Inquiry activity: Learners examine pictures of tools used to produce sugar and bricks. They discuss how the tools help workers and sequence pictures to show the steps involved in making each product.
Designing and making products
Key concept: Products can be designed and made by selecting suitable materials and using appropriate tools and processes. Bricks are made from clay, while sugar is obtained from sugarcane.
Inquiry activity: In groups, learners draw a simple product made from plant or soil materials. They identify the materials needed, explain how the product is made, and share their ideas with the class.
Skills
Learners observe, ask questions, predict, compare materials, sort objects, sequence processes, record findings, draw products and communicate their ideas.
Values
Learners develop cooperation, respect for others' ideas, curiosity, responsibility when handling materials, and appreciation for the people who produce goods.
Connections between disciplines
Natural Sciences + Social Sciences: Learners investigate where sugarcane and clay come from and identify the people who work with these materials.
Natural Sciences + Technology: Learners explore the properties of sugarcane and clay and investigate how these materials are processed into sugar and bricks.
Social Sciences + Technology: Learners discuss the workers, tools and processes involved in producing sugar and bricks, and how these products serve communities.
References
Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS): Life Skills, Foundation Phase, Grades R–3, pp. 8–9. Pretoria: DBE.
Department of Basic Education (DBE). (2011). Life Skills Learner Workbook, Grade 3, Book 2: Terms 3 and 4. Available from:
https://www.wcedeportal.co.za/eresource/120471