,UNIVERSITY EXAMINATIONS
October/November 2023
LSK3701
Life Skills: Science and Technology in the Foundation Phase
100 marks
Duration: 3 hours
QR Code: 14c284a5 EXAMINERS:
FIRST EXAMINER: MS A CARRIM
SECOND EXAMINER: DR R MPHAHLELE
EXTERNAL EXAMINER: DR N SWANEPOEL
,QUESTION 1 (25)
1.1 Demonstrate your understanding of the nature of science by
commenting on how a teacher’s understanding of the nature of
science will direct their
teaching of science. (4)
1.2 Lieto (2014) states: “There are different types of concepts that build
different bodies of knowledge and [that] may contain different kinds of
representations of information (or different connections in the brain)
associated with the same concept”. Identify THREE (3) components
of scientific concepts and illustrate
how they differ, using fish as an example. (6)
1.3 From learning science through inquiry, Charlesworth & Lind (2013)
explain that “attitudes and thinking in science are the same as those
attitudes and thinking that enable people to solve daily problems”.
Critically evaluate inquiry
as a teaching approach. (7)
1.4 Language plays an important role in the learning of scientific concepts.
This means accepting the connection between teaching science and
teaching language. Show how you would integrate language to ensure
that every learner understands the scientific concept of “wind”. (8)
QUESTION 2: (25)
Read the case study.
Ms Madeline allows her learners to explore nature. Her lesson incorporates classroom teaching
and outdoor adventure to analyse the difference between living and non-living things. Her lesson
objective is to get the learners to describe what they see, touch, smell and hear in the garden.
Learners will thus begin to explore the differences between living and non-living things. She starts
her lesson by calling her learners over to a common area where they are comfortable. Using a
marker, she divides a large piece of paper into two columns. On the top of one column, she writes
Living, and on the top of the other column, she writes Non-living. She then asks her learners
what they think of when they hear the word “living”. She prompts learners by asking, "What do
living things need? What do living things do? What are some examples of living things?". She
writes down the learners’ ideas under the column entitled Living. She makes sure that the
, learners know that living describes anything that has ever been or is alive. She then asks her
learners what they think of when they hear the word “non-living”. She again prompts them by
asking, "Where do we find non-living things? What are some examples of non-living things?” She
then writes down their ideas. She follows this by explaining that the word “non-living” describes
anything that has never been and is not alive.
Source: Adapted from https://www.education.com/lesson-plan/exploring-nature/
2.1 Identify the content strand that Ms Madeline is working on. (2)
2.2 Identify the TWO (2) process skills that were used in this lesson. (2)
2.3 Which of the CAPS Social Sciences big ideas would be appropriate for this
lesson? Give a reason for your answer. (4)
2.4 What habit of mind is being developed in this lesson? (2)
2.5 Decide on placeholder words to get learners to understand this lesson better. (4)
2.6 Demonstrate a habit of body activity that Ms Madeline could add to this lesson. (5)
2.7 Design TWO (2) separate teaching activities that Ms Madeline could use to
integrate creativity and mathematics in this lesson. (6)
QUESTION 3: (25)
3.1 Write down your own definitions of the following terms:
3.1.1 digital technology
3.1.2 digital childhood
3.1.3 digital literacy
(6)
3.2 Apply your understanding of the skills of the design process to develop a problem-
solving activity for learners to find solutions to tackle the topic: “Save
plants at school”. (10)
3.3 Reflect on what the Fourth Industrial Revolution will mean for you as a Foundation
Phase teacher. How will you “keep up” with learners in your class
October/November 2023
LSK3701
Life Skills: Science and Technology in the Foundation Phase
100 marks
Duration: 3 hours
QR Code: 14c284a5 EXAMINERS:
FIRST EXAMINER: MS A CARRIM
SECOND EXAMINER: DR R MPHAHLELE
EXTERNAL EXAMINER: DR N SWANEPOEL
,QUESTION 1 (25)
1.1 Demonstrate your understanding of the nature of science by
commenting on how a teacher’s understanding of the nature of
science will direct their
teaching of science. (4)
1.2 Lieto (2014) states: “There are different types of concepts that build
different bodies of knowledge and [that] may contain different kinds of
representations of information (or different connections in the brain)
associated with the same concept”. Identify THREE (3) components
of scientific concepts and illustrate
how they differ, using fish as an example. (6)
1.3 From learning science through inquiry, Charlesworth & Lind (2013)
explain that “attitudes and thinking in science are the same as those
attitudes and thinking that enable people to solve daily problems”.
Critically evaluate inquiry
as a teaching approach. (7)
1.4 Language plays an important role in the learning of scientific concepts.
This means accepting the connection between teaching science and
teaching language. Show how you would integrate language to ensure
that every learner understands the scientific concept of “wind”. (8)
QUESTION 2: (25)
Read the case study.
Ms Madeline allows her learners to explore nature. Her lesson incorporates classroom teaching
and outdoor adventure to analyse the difference between living and non-living things. Her lesson
objective is to get the learners to describe what they see, touch, smell and hear in the garden.
Learners will thus begin to explore the differences between living and non-living things. She starts
her lesson by calling her learners over to a common area where they are comfortable. Using a
marker, she divides a large piece of paper into two columns. On the top of one column, she writes
Living, and on the top of the other column, she writes Non-living. She then asks her learners
what they think of when they hear the word “living”. She prompts learners by asking, "What do
living things need? What do living things do? What are some examples of living things?". She
writes down the learners’ ideas under the column entitled Living. She makes sure that the
, learners know that living describes anything that has ever been or is alive. She then asks her
learners what they think of when they hear the word “non-living”. She again prompts them by
asking, "Where do we find non-living things? What are some examples of non-living things?” She
then writes down their ideas. She follows this by explaining that the word “non-living” describes
anything that has never been and is not alive.
Source: Adapted from https://www.education.com/lesson-plan/exploring-nature/
2.1 Identify the content strand that Ms Madeline is working on. (2)
2.2 Identify the TWO (2) process skills that were used in this lesson. (2)
2.3 Which of the CAPS Social Sciences big ideas would be appropriate for this
lesson? Give a reason for your answer. (4)
2.4 What habit of mind is being developed in this lesson? (2)
2.5 Decide on placeholder words to get learners to understand this lesson better. (4)
2.6 Demonstrate a habit of body activity that Ms Madeline could add to this lesson. (5)
2.7 Design TWO (2) separate teaching activities that Ms Madeline could use to
integrate creativity and mathematics in this lesson. (6)
QUESTION 3: (25)
3.1 Write down your own definitions of the following terms:
3.1.1 digital technology
3.1.2 digital childhood
3.1.3 digital literacy
(6)
3.2 Apply your understanding of the skills of the design process to develop a problem-
solving activity for learners to find solutions to tackle the topic: “Save
plants at school”. (10)
3.3 Reflect on what the Fourth Industrial Revolution will mean for you as a Foundation
Phase teacher. How will you “keep up” with learners in your class
