, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1. Foundation Phase learners are still developing basic scientific understanding and sometimes
confuse living and non-living things. As the teacher, you want the learners to recognise that some
things grow and change over time, while others stay the same. Define what a scientific concept is
and explain how you would help the learners to understand the difference between things that
grow (for example, plants, animals and people) and things that do not grow (for example, toys,
rocks and furniture).
A scientific concept is a representation constructed in the brain that allows people to organise and
categorise information (LSK3701, Study Guide, p. 21). Concepts are the basic units of knowledge
and help learners develop theories about the world around them (LSK3701, Study Guide, p. 22). To
help Foundation Phase learners understand the difference between things that grow (plants, animals,
people) and things that do not grow (toys, rocks, furniture), I would:
Use observation and comparison – Learners observe real objects (a seedling, a pet, a rock, a toy)
and describe changes over a few weeks (LSK3701, Study Guide, p. 40).
Ask guiding questions – “What has changed? What stayed the same? Why?” (LSK3701, Study
Guide, p. 31).
Create a classification chart – Learners sort pictures or real items into “grows” and “does not
grow”, explaining their reasoning (LSK3701, Study Guide, p. 41).
Develop a theory – Through repeated experiences, learners build a theory that living things
need food, water, and time to grow, while non-living things do not (LSK3701, Study Guide, p.
23).
, 1.2. Using an inquiry-based learning approach, demonstrate how you would introduce and
explore the theme “Where Our Food Comes From” in your Foundation Phase classroom.
Inquiry-based learning develops scientific thinking and promotes conceptual change (LSK3701,
Study Guide, p. 20). Using the seven-phase inquiry cycle (LSK3701, Study Guide, pp. 72–74):
Introduction (NOS) – Read a story about a family who grows vegetables and visits a farm. Ask:
“Where does your food come from?” (LSK3701, Study Guide, p. 75).
Exploration (Conceptual) – Create a concept map of learners’ ideas. Show video clips of farms,
orchards, and bakeries (LSK3701, Study Guide, p. 76).
Design investigation – Learners ask questions: “Does an apple grow underground or on a
tree?” Plan a visit to a local market or garden (LSK3701, Study Guide, p. 77).
Conduct investigation – Plant seeds in class, observe growth, and record changes (LSK3701,
Study Guide, p. 78).
Conclusion – Learners compare predictions with observations and discuss findings (LSK3701,
Study Guide, p. 79).
Presentation – Groups draw or create posters showing food origins (LSK3701, Study Guide, p.
80).
Deepening – Return to concept map and add new understanding (LSK3701, Study Guide, p.
81).
QUESTION 1
1.1. Foundation Phase learners are still developing basic scientific understanding and sometimes
confuse living and non-living things. As the teacher, you want the learners to recognise that some
things grow and change over time, while others stay the same. Define what a scientific concept is
and explain how you would help the learners to understand the difference between things that
grow (for example, plants, animals and people) and things that do not grow (for example, toys,
rocks and furniture).
A scientific concept is a representation constructed in the brain that allows people to organise and
categorise information (LSK3701, Study Guide, p. 21). Concepts are the basic units of knowledge
and help learners develop theories about the world around them (LSK3701, Study Guide, p. 22). To
help Foundation Phase learners understand the difference between things that grow (plants, animals,
people) and things that do not grow (toys, rocks, furniture), I would:
Use observation and comparison – Learners observe real objects (a seedling, a pet, a rock, a toy)
and describe changes over a few weeks (LSK3701, Study Guide, p. 40).
Ask guiding questions – “What has changed? What stayed the same? Why?” (LSK3701, Study
Guide, p. 31).
Create a classification chart – Learners sort pictures or real items into “grows” and “does not
grow”, explaining their reasoning (LSK3701, Study Guide, p. 41).
Develop a theory – Through repeated experiences, learners build a theory that living things
need food, water, and time to grow, while non-living things do not (LSK3701, Study Guide, p.
23).
, 1.2. Using an inquiry-based learning approach, demonstrate how you would introduce and
explore the theme “Where Our Food Comes From” in your Foundation Phase classroom.
Inquiry-based learning develops scientific thinking and promotes conceptual change (LSK3701,
Study Guide, p. 20). Using the seven-phase inquiry cycle (LSK3701, Study Guide, pp. 72–74):
Introduction (NOS) – Read a story about a family who grows vegetables and visits a farm. Ask:
“Where does your food come from?” (LSK3701, Study Guide, p. 75).
Exploration (Conceptual) – Create a concept map of learners’ ideas. Show video clips of farms,
orchards, and bakeries (LSK3701, Study Guide, p. 76).
Design investigation – Learners ask questions: “Does an apple grow underground or on a
tree?” Plan a visit to a local market or garden (LSK3701, Study Guide, p. 77).
Conduct investigation – Plant seeds in class, observe growth, and record changes (LSK3701,
Study Guide, p. 78).
Conclusion – Learners compare predictions with observations and discuss findings (LSK3701,
Study Guide, p. 79).
Presentation – Groups draw or create posters showing food origins (LSK3701, Study Guide, p.
80).
Deepening – Return to concept map and add new understanding (LSK3701, Study Guide, p.
81).
