PREVIEW
These are examples of words or
concepts that learners might find
challenging to understand initially. You
can use these as placeholders to
develop scientific understanding. Here
are the five words or ideas: •
Precipitation: This refers to any
form of water that falls from the
atmosphere to the Earth's surface, such
as rain, snow, sleet, or hail. To assess
students' understanding, you could
engage them in a hands-on activity
where they observe and classify
LSK3701
different types of precipitation.
NATALIE FOXX
ASSIGNMENT 2 S1 2023
0
, WHATSAPP 0747160449
1.1 Assessment 2
ASSESSMENT 2:
WRITTEN ASSESSMENT
COMPULSORY – FORMATIVE ASSESSMENT (10%)
INSTRUCTIONS:
Assessment 02 consists of a number of questions. Answer all the questions. Number your
answers correctly and take note of the mark allocation for each question. We strongly
recommend that you type your assignment. Submit this assignment in the same manner as
your other assignments on myUnisa (Moodle). Remember to give your particulars on the
front cover.
Assessment checklist
I have read and understand the requirements for the assignment
My details and the unique assignment number appear on the cover of
my assignment
Table of contents
The content is correctly numbered
I have answered all questions on the topic of Weather or Seasons that
integrates science concepts
Bibliography
Self-assessment rubric
, WHATSAPP 0747160449
Section A: Preparation for your assessment
To complete this assessment, you will first need to access the following resources:
• Department of Basic Education (2011). Curriculum and Assessment Policy (CAPS) Life Skills for Foundation Phase. Pretoria:
Department of Basic Education.
• LSK3701. 2021. Life Skills: Science and Technology in Foundation Phase.
Revise what you have learnt about the nature of science in learning unit 1 and the process skills that develop learners’
understanding of the nature of science in learning unit 2.
Look at specifically learning unit 3, Planning for science teaching and assessment. Understand section B (learning units 4
to 6) regarding technology education.
• Other sources that may be useful in teaching science include websites, articles, and so forth.
Next, you will have to select a topic in the Grade 3 syllabus regarding “Weather or Season” to complete this assessment.
1. Consult CAPS (Life Skills Gr 3) and explore the two topics that are listed above. Choose one of the topics based on Weather
or Seasons and identify the science concept (big idea) that you will be teaching.
2. Do an internet search on your chosen topic and the science topic and science concept within this theme. Also use the resources
recommended above to get ideas for teaching science within this theme.
Completing the assessment below
All your answers should be based on your Weather-or-Season topic, concept and grade. Refer to the teaching ideas and apply the
knowledge you have gained to answer the following questions:
2
, LSK3701/ASSESSMENT 2/0/2023
Section B: For this assessment, use the topic Weather or Seasons in your chosen grade.
QUESTION 1: (25)
1.1 Choose FIVE (5) words or ideas in your topic that you think learners will not understand. Consider some placeholders (words to
develop concepts) you could use in your theme plan and think how you would use activities to informally assess whether learners
use the science words correctly. Remember, we use placeholders because they hold the place for the development of a scientific
understanding of a concept. (10)
These are examples of words or concepts that learners might find challenging to understand initially. You can use these
as placeholders to develop scientific understanding. Here are the five words or ideas:
Precipitation: This refers to any form of water that falls from the atmosphere to the Earth's surface, such as rain,
snow, sleet, or hail. To assess students' understanding, you could engage them in a hands-on activity where they
observe and classify different types of precipitation.
Climate: It refers to the long-term weather patterns in a particular region. You can introduce this concept through
a discussion about the typical weather conditions in different seasons. Assess their understanding by having them
create climate charts or compare the climates of different regions.
Evaporation: This is the process by which liquid water changes into water vapor and enters the atmosphere. You
can conduct a simple experiment where students observe the evaporation of water from different containers and
discuss their observations to assess their understanding.
Weather patterns: These are recurring weather conditions that happen over a specific area or region. Engage
students in a group activity where they analyze and interpret weather data, such as temperature, wind speed, and
cloud cover, to identify weather patterns. Ask them to explain their findings to assess their understanding.
3
These are examples of words or
concepts that learners might find
challenging to understand initially. You
can use these as placeholders to
develop scientific understanding. Here
are the five words or ideas: •
Precipitation: This refers to any
form of water that falls from the
atmosphere to the Earth's surface, such
as rain, snow, sleet, or hail. To assess
students' understanding, you could
engage them in a hands-on activity
where they observe and classify
LSK3701
different types of precipitation.
NATALIE FOXX
ASSIGNMENT 2 S1 2023
0
, WHATSAPP 0747160449
1.1 Assessment 2
ASSESSMENT 2:
WRITTEN ASSESSMENT
COMPULSORY – FORMATIVE ASSESSMENT (10%)
INSTRUCTIONS:
Assessment 02 consists of a number of questions. Answer all the questions. Number your
answers correctly and take note of the mark allocation for each question. We strongly
recommend that you type your assignment. Submit this assignment in the same manner as
your other assignments on myUnisa (Moodle). Remember to give your particulars on the
front cover.
Assessment checklist
I have read and understand the requirements for the assignment
My details and the unique assignment number appear on the cover of
my assignment
Table of contents
The content is correctly numbered
I have answered all questions on the topic of Weather or Seasons that
integrates science concepts
Bibliography
Self-assessment rubric
, WHATSAPP 0747160449
Section A: Preparation for your assessment
To complete this assessment, you will first need to access the following resources:
• Department of Basic Education (2011). Curriculum and Assessment Policy (CAPS) Life Skills for Foundation Phase. Pretoria:
Department of Basic Education.
• LSK3701. 2021. Life Skills: Science and Technology in Foundation Phase.
Revise what you have learnt about the nature of science in learning unit 1 and the process skills that develop learners’
understanding of the nature of science in learning unit 2.
Look at specifically learning unit 3, Planning for science teaching and assessment. Understand section B (learning units 4
to 6) regarding technology education.
• Other sources that may be useful in teaching science include websites, articles, and so forth.
Next, you will have to select a topic in the Grade 3 syllabus regarding “Weather or Season” to complete this assessment.
1. Consult CAPS (Life Skills Gr 3) and explore the two topics that are listed above. Choose one of the topics based on Weather
or Seasons and identify the science concept (big idea) that you will be teaching.
2. Do an internet search on your chosen topic and the science topic and science concept within this theme. Also use the resources
recommended above to get ideas for teaching science within this theme.
Completing the assessment below
All your answers should be based on your Weather-or-Season topic, concept and grade. Refer to the teaching ideas and apply the
knowledge you have gained to answer the following questions:
2
, LSK3701/ASSESSMENT 2/0/2023
Section B: For this assessment, use the topic Weather or Seasons in your chosen grade.
QUESTION 1: (25)
1.1 Choose FIVE (5) words or ideas in your topic that you think learners will not understand. Consider some placeholders (words to
develop concepts) you could use in your theme plan and think how you would use activities to informally assess whether learners
use the science words correctly. Remember, we use placeholders because they hold the place for the development of a scientific
understanding of a concept. (10)
These are examples of words or concepts that learners might find challenging to understand initially. You can use these
as placeholders to develop scientific understanding. Here are the five words or ideas:
Precipitation: This refers to any form of water that falls from the atmosphere to the Earth's surface, such as rain,
snow, sleet, or hail. To assess students' understanding, you could engage them in a hands-on activity where they
observe and classify different types of precipitation.
Climate: It refers to the long-term weather patterns in a particular region. You can introduce this concept through
a discussion about the typical weather conditions in different seasons. Assess their understanding by having them
create climate charts or compare the climates of different regions.
Evaporation: This is the process by which liquid water changes into water vapor and enters the atmosphere. You
can conduct a simple experiment where students observe the evaporation of water from different containers and
discuss their observations to assess their understanding.
Weather patterns: These are recurring weather conditions that happen over a specific area or region. Engage
students in a group activity where they analyze and interpret weather data, such as temperature, wind speed, and
cloud cover, to identify weather patterns. Ask them to explain their findings to assess their understanding.
3
