LSK3701
Life Skills: Science and Technology Teaching in the
Foundation Phase
ASSIGNMENT 2 2025
Question 1.1: Scientific Literacy and the Concept of Bees (5 marks)
Scientific literacy can be defined as a command of the scientific knowledge
and processes and the ability to ask pertinent questions, evidence-based
decisions and application of knowledge in real life. Scientific literacy can be
promoted in a Foundation Phase to give young learners a sense of enquiry,
scientific thinking, and wonder towards natural environments.
Scientific literacy can be applied to convey the importance of bees in nature
using the example of Bees and Their Importance in Nature, in order to
educate learners to know that bees are not mere insects of nature but also
very important in pollination which enables production of food and biodiversity.
To promote such understanding, I would follow visual means (videos,
storybooks, posters), easy experiments (e.g., smulating a pollination process
using cotton balls and models of flowers), and observation (e.g., trip to a
school garden to identify bees or flowers).
This is intended to nurture observation, encourage questions (Why do bees
go to flowers?) and get learners to develop ideas of such things as
ecosystems, plant reproduction and environmental balance in eminently age-
Life Skills: Science and Technology Teaching in the
Foundation Phase
ASSIGNMENT 2 2025
Question 1.1: Scientific Literacy and the Concept of Bees (5 marks)
Scientific literacy can be defined as a command of the scientific knowledge
and processes and the ability to ask pertinent questions, evidence-based
decisions and application of knowledge in real life. Scientific literacy can be
promoted in a Foundation Phase to give young learners a sense of enquiry,
scientific thinking, and wonder towards natural environments.
Scientific literacy can be applied to convey the importance of bees in nature
using the example of Bees and Their Importance in Nature, in order to
educate learners to know that bees are not mere insects of nature but also
very important in pollination which enables production of food and biodiversity.
To promote such understanding, I would follow visual means (videos,
storybooks, posters), easy experiments (e.g., smulating a pollination process
using cotton balls and models of flowers), and observation (e.g., trip to a
school garden to identify bees or flowers).
This is intended to nurture observation, encourage questions (Why do bees
go to flowers?) and get learners to develop ideas of such things as
ecosystems, plant reproduction and environmental balance in eminently age-
