100%
LSK3701
EXAM PACK
DISTINCTION QUALITY
UNISA EXAM
,LSK3701 EXAM 2025
QUESTION 1
1.1 Define scientific literacy and discuss how this skill can be developed in the
Foundation Phase when teaching “Seasons and What We Wear”.
Scientific literacy refers to the ability of learners to understand and engage with the
world around them using scientific thinking. According to Goodrum, Hackling and
Rennie (in LSK3701/1:16), it is the capacity to be interested in and understand the
world, engage in scientific discussions, question claims, identify problems, draw
evidence-based conclusions, and make informed decisions about health and the
environment.
Development in the Foundation Phase
In the Foundation Phase, scientific literacy can be developed through observation,
questioning, comparing and classifying activities related to learners’ daily experiences
(Bosman, 2009). When teaching “Seasons and What We Wear,” the teacher should
encourage learners to notice changes in temperature, daylight, and how plants or
animals behave across the seasons. Learners can record or draw what they wear
during each season and discuss why certain clothes are suitable.
Practical classroom example
For instance, the teacher may display pictures of children wearing clothes for summer,
winter, autumn, and spring. Learners can sort these pictures into groups (classification
,skill) and explain why one wears a jersey in winter but not in summer. Through guided
discussion, learners learn to make evidence-based decisions about appropriate
dressing linking observable weather changes to clothing choices, thus applying
scientific reasoning (OECD, 2006:40).
1.2 Using Carey’s theory of conceptual change and bootstrapping to explain how
you would help children understand day and night.
According to Carey (2009), conceptual change occurs when learners move from a naïve
understanding of a concept to a more scientific one through bootstrapping — a gradual
linking of new scientific ideas to existing knowledge.
When learners believe that “the sun goes to sleep,” they hold a naïve theory. The
teacher begins by exploring learners’ existing ideas “Where does the sun go at night?”).
Then, using modelling and analogies, the teacher introduces new “placeholder words”
like rotate, Earth, and sunrise. Learners watch a simple demonstration using a globe
and a torch. The torch represents the sun, and the globe represents Earth. Rotating the
globe shows that when one side faces the sun, it is day, and when it turns away, it is
night.
Through this bootstrapping process, learners start linking the idea of Earth’s rotation
with the observed pattern of day and night, replacing the “sleeping sun” idea with a
scientific explanation. Repetition, questioning (“What happens when Earth turns?”), and
drawing what they observe help strengthen these new mental links (LSK3701/1:12).
, 1.3 Using inquiry-based learning to explore why washing hands with soap is more
effective than using only water.
Inquiry-based learning (IBL) involves learners actively investigating questions through
observation, experimentation, and reasoning (Hedegaard, 2012).
To explore why soap is more effective than water, learners begin by discussing when
and why they wash their hands. The teacher poses a question: “Does soap really make
our hands cleaner than water alone?”
Hands-on investigation example
Learners touch slices of bread after washing their hands one group uses water only,
another uses soap and water, and a third group does not wash. The slices are sealed in
plastic bags and observed for a few days. Learners record which slice develops more
mould.
Through observation and guided questioning “Which bread grew more mould? Why?”,
learners conclude that soap removes more germs. This promotes scientific skills such
as observing, hypothesising, and drawing evidence-based conclusions, helping learners
understand cause and effect in hygiene (LSK3701/1:66).
1.4 Using storytelling and picture-word charts to support understanding of
“Animal Homes” in a multilingual classroom.
LSK3701
EXAM PACK
DISTINCTION QUALITY
UNISA EXAM
,LSK3701 EXAM 2025
QUESTION 1
1.1 Define scientific literacy and discuss how this skill can be developed in the
Foundation Phase when teaching “Seasons and What We Wear”.
Scientific literacy refers to the ability of learners to understand and engage with the
world around them using scientific thinking. According to Goodrum, Hackling and
Rennie (in LSK3701/1:16), it is the capacity to be interested in and understand the
world, engage in scientific discussions, question claims, identify problems, draw
evidence-based conclusions, and make informed decisions about health and the
environment.
Development in the Foundation Phase
In the Foundation Phase, scientific literacy can be developed through observation,
questioning, comparing and classifying activities related to learners’ daily experiences
(Bosman, 2009). When teaching “Seasons and What We Wear,” the teacher should
encourage learners to notice changes in temperature, daylight, and how plants or
animals behave across the seasons. Learners can record or draw what they wear
during each season and discuss why certain clothes are suitable.
Practical classroom example
For instance, the teacher may display pictures of children wearing clothes for summer,
winter, autumn, and spring. Learners can sort these pictures into groups (classification
,skill) and explain why one wears a jersey in winter but not in summer. Through guided
discussion, learners learn to make evidence-based decisions about appropriate
dressing linking observable weather changes to clothing choices, thus applying
scientific reasoning (OECD, 2006:40).
1.2 Using Carey’s theory of conceptual change and bootstrapping to explain how
you would help children understand day and night.
According to Carey (2009), conceptual change occurs when learners move from a naïve
understanding of a concept to a more scientific one through bootstrapping — a gradual
linking of new scientific ideas to existing knowledge.
When learners believe that “the sun goes to sleep,” they hold a naïve theory. The
teacher begins by exploring learners’ existing ideas “Where does the sun go at night?”).
Then, using modelling and analogies, the teacher introduces new “placeholder words”
like rotate, Earth, and sunrise. Learners watch a simple demonstration using a globe
and a torch. The torch represents the sun, and the globe represents Earth. Rotating the
globe shows that when one side faces the sun, it is day, and when it turns away, it is
night.
Through this bootstrapping process, learners start linking the idea of Earth’s rotation
with the observed pattern of day and night, replacing the “sleeping sun” idea with a
scientific explanation. Repetition, questioning (“What happens when Earth turns?”), and
drawing what they observe help strengthen these new mental links (LSK3701/1:12).
, 1.3 Using inquiry-based learning to explore why washing hands with soap is more
effective than using only water.
Inquiry-based learning (IBL) involves learners actively investigating questions through
observation, experimentation, and reasoning (Hedegaard, 2012).
To explore why soap is more effective than water, learners begin by discussing when
and why they wash their hands. The teacher poses a question: “Does soap really make
our hands cleaner than water alone?”
Hands-on investigation example
Learners touch slices of bread after washing their hands one group uses water only,
another uses soap and water, and a third group does not wash. The slices are sealed in
plastic bags and observed for a few days. Learners record which slice develops more
mould.
Through observation and guided questioning “Which bread grew more mould? Why?”,
learners conclude that soap removes more germs. This promotes scientific skills such
as observing, hypothesising, and drawing evidence-based conclusions, helping learners
understand cause and effect in hygiene (LSK3701/1:66).
1.4 Using storytelling and picture-word charts to support understanding of
“Animal Homes” in a multilingual classroom.
