LSK3701
ASSIGNMENT 2
ANSWERS 2026
LSK3701 ASSIGNMENT 2 ANSWERS
2026
,LSK3701 ASSESSMENT 2
1.1 Defining a scientific concept and helping learners distinguish growth from
non-growth
- What a scientific concept is (child-friendly definition)
- A scientific concept is a clear, testable idea about how the natural world works. It
is based on careful observations and evidence, and it can be explained and
discussed with others. Concepts can be refined as learners collect more evidence.
- How to help learners distinguish things that grow from things that do not
- Start with a simple, shared definition:
- Growth: getting bigger or changing in a noticeable way over time because living
things develop or increase in size.
- Non-growth: staying the same size over time (although non-living things can
change in other ways, they do not grow biologically).
- Use concrete, living examples vs. non-living examples:
- Growers (living): a bean plant growing from seed, a child getting taller, a puppy
growing into a dog.
- Non-growers (mostly non-living): a rock, a chair, a toy; these don’t increase in
size over ordinary time.
- Hands-on activities to embed the concept:
- Growth timeline: show pictures of a seed → seedling → small plant → bigger
plant and discuss what happened over time.
- Sorting game: give learners cards or objects (e.g., pictures of a sunflower, a
kitten, a rock, a toy car, a tomato plant, a chair) and ask them to sort into “GROW”
and “DO NOT GROW” categories, with teacher supported reasoning.
- Simple observation logs: have learners observe a plant or a child’s height over a
week and record or draw what they notice.
- Language prompts to support understanding:
- “Growth means getting bigger or changing over time.”
- “Non-growth means staying the same size over time.”
- “Living things grow, because they change as they get older.”
, - Ensure differentiation:
- Use picture supports for ELL/novice readers.
- Allow verbal responses or drawing for learners who struggle with writing.
1.2 An inquiry-based introduction to the theme “Where Our Food Comes From”
(Foundation Phase)
- What inquiry-based learning looks like (brief model)
- Engage, Explore, Explain, Elaborate, Evaluate (adapted to Foundation Phase
fluency and time).
- A suggested 5E lesson sequence (Foundation Phase friendly)
- Engage
- Show a collage or trays of foods (fruit, bread, milk, eggs, meat substitutes) and
ask: “Do you know where these foods come from?”
- Read a short, simple picture book about farming or growing foods (e.g., a story
about a farm or garden).
- Explore
- Set up learning centers: a plant center, an animal products center
(milk/eggs/cheese), a farm products center (wheat, rice, corn), and a processed
foods center (cereal bars, packaged foods).
- In small groups, learners sort foods into “from plants,” “from animals,” and “from
factories/processing” and record simple evidence (pictures or words).
- Invite learners to show ways to grow or produce foods (e.g., plant a seed in a
small planter; discuss care and time needed).
- Explain
- Facilitate a whole-class discussion: “From what can we see and touch, where do
most foods come from?” Introduce the idea of a farm-to-table chain and simple
vocabulary: plant, seed, harvest, farm, animal, milk/eggs, grower, producer.
- Create a simple class chart or poster: “Where Food Comes From” with two or
three basic pathways (plants → food; animals → food; foods that are processed).
- Elaborate
- Role-play or a simple “shop and farm” activity: one group acts as
farmers/gardeners, another as shopkeepers, another as cooks/packers. They trace a
food item from origin to plate.
ASSIGNMENT 2
ANSWERS 2026
LSK3701 ASSIGNMENT 2 ANSWERS
2026
,LSK3701 ASSESSMENT 2
1.1 Defining a scientific concept and helping learners distinguish growth from
non-growth
- What a scientific concept is (child-friendly definition)
- A scientific concept is a clear, testable idea about how the natural world works. It
is based on careful observations and evidence, and it can be explained and
discussed with others. Concepts can be refined as learners collect more evidence.
- How to help learners distinguish things that grow from things that do not
- Start with a simple, shared definition:
- Growth: getting bigger or changing in a noticeable way over time because living
things develop or increase in size.
- Non-growth: staying the same size over time (although non-living things can
change in other ways, they do not grow biologically).
- Use concrete, living examples vs. non-living examples:
- Growers (living): a bean plant growing from seed, a child getting taller, a puppy
growing into a dog.
- Non-growers (mostly non-living): a rock, a chair, a toy; these don’t increase in
size over ordinary time.
- Hands-on activities to embed the concept:
- Growth timeline: show pictures of a seed → seedling → small plant → bigger
plant and discuss what happened over time.
- Sorting game: give learners cards or objects (e.g., pictures of a sunflower, a
kitten, a rock, a toy car, a tomato plant, a chair) and ask them to sort into “GROW”
and “DO NOT GROW” categories, with teacher supported reasoning.
- Simple observation logs: have learners observe a plant or a child’s height over a
week and record or draw what they notice.
- Language prompts to support understanding:
- “Growth means getting bigger or changing over time.”
- “Non-growth means staying the same size over time.”
- “Living things grow, because they change as they get older.”
, - Ensure differentiation:
- Use picture supports for ELL/novice readers.
- Allow verbal responses or drawing for learners who struggle with writing.
1.2 An inquiry-based introduction to the theme “Where Our Food Comes From”
(Foundation Phase)
- What inquiry-based learning looks like (brief model)
- Engage, Explore, Explain, Elaborate, Evaluate (adapted to Foundation Phase
fluency and time).
- A suggested 5E lesson sequence (Foundation Phase friendly)
- Engage
- Show a collage or trays of foods (fruit, bread, milk, eggs, meat substitutes) and
ask: “Do you know where these foods come from?”
- Read a short, simple picture book about farming or growing foods (e.g., a story
about a farm or garden).
- Explore
- Set up learning centers: a plant center, an animal products center
(milk/eggs/cheese), a farm products center (wheat, rice, corn), and a processed
foods center (cereal bars, packaged foods).
- In small groups, learners sort foods into “from plants,” “from animals,” and “from
factories/processing” and record simple evidence (pictures or words).
- Invite learners to show ways to grow or produce foods (e.g., plant a seed in a
small planter; discuss care and time needed).
- Explain
- Facilitate a whole-class discussion: “From what can we see and touch, where do
most foods come from?” Introduce the idea of a farm-to-table chain and simple
vocabulary: plant, seed, harvest, farm, animal, milk/eggs, grower, producer.
- Create a simple class chart or poster: “Where Food Comes From” with two or
three basic pathways (plants → food; animals → food; foods that are processed).
- Elaborate
- Role-play or a simple “shop and farm” activity: one group acts as
farmers/gardeners, another as shopkeepers, another as cooks/packers. They trace a
food item from origin to plate.
