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PRODUCTS AND PROCESSES: FROM SUGAR CANE TO SUGAR AND FROM CLAY TO BRICKS…
PRODUCTS AND PROCESSES:
FROM SUGAR CANE TO SUGAR AND FROM CLAY TO BRICKS
Natural Sciences
Properties of Sugar Cane and Sugar
Key concept: Raw materials and finished products have observable properties that can be compared.
Inquiry activity: Observe sugar cane and sugar samples. Compare colour, texture, shape and appearance; record differences using a simple table.
Skills: Observe, compare, classify and communicate.
Values: Curiosity, careful handling of materials and respect for other observations.
Curriculum link: Grade 3 Term 4, Products and Processes (DBE, 2011:57).
Properties of Clay and Bricks
Key concept: Shaping, drying and firing clay can change its properties and usefulness.
Inquiry activity: Observe moist clay, dry clay and a brick. Compare texture, hardness and shape; predict what happens as clay dries.
Skills: Observe, compare, predict and record.
Values: Safe exploration, cooperation and careful observation.
Curriculum link: Grade 3 Term 4, Products and Processes (DBE, 2011:57).
Technology
Processing Sugar Cane into Sugar
Key concept: People use tools and processes to transform sugar cane into sugar.
Inquiry activity: Investigate photographs or process cards showing harvesting, crushing, extracting juice, clarifying, crystallising, drying and packaging; sequence them and justify the order.
Skills: Investigate, sequence and communicate.
Values: Teamwork and appreciation of useful products.
Curriculum link: Grade 3 Term 4, Products and Processes (DBE, 2011:57).
Processing Clay into Bricks
Key concept: Clay is prepared, shaped, dried and fired to create useful building products.
Inquiry activity: Examine brickmaking photographs and different mixtures. Design a small mould, make a model clay brick, then assess its shape and firmness after drying. Explain that industrial bricks require appropriate firing.
Skills: Investigate, design, make, evaluate and communicate.
Values: Problem-solving, safe tool use and persistence.
Curriculum link: Grade 3 Term 4, Products and Processes (DBE, 2011:57).
Social Sciences
Workers in Sugar and Brick Production
Key concept: Workers have different roles in producing goods and supplying communities.
Inquiry activity: Study pictures of farmers, factory workers, brickmakers, transport workers and builders. Match workers to their roles and describe how products reach users.
Skills: Investigate, identify roles, compare and communicate.
Values: Respect for workers and cooperation in communities.
Curriculum link: Integrated Social Sciences inquiry linked to Grade 3 Term 4 Products and Processes (DBE, 2011:57).
Production in the Past and Present
Key concept: Tools and production methods change over time, while communities continue to need materials and products.
Inquiry activity: Compare historical and modern pictures of sugar production and brickmaking. Sort images into PAST and PRESENT, explain evidence and identify changes and continuities.
Skills: Compare historical evidence, sequence and communicate.
Values: Respect for history and different ways of working.
Curriculum link: Integrated History extension of Grade 3 Term 4 Products and Processes (DBE, 2011:57).
Research and References - add to your submitted topic map
DBE (2011). Curriculum and Assessment Policy Statement: Life Skills Grades R-3, p. 57.
Naudé and Meier (2025): add the full prescribed textbook details and relevant page numbers after checking the book.
Add at least three additional credible sources, with in-text citations alongside the relevant branches.