TMS3728/101/0/2021

Tutorial letter 101/0/2021

Teaching Natural Sciences in the

Senior Phase

TMS3728

Year Module
Department of Science and Technology
Education

This tutorial letter contains important information

about your module.

BARCODE
 CONTENTS

Page

1 INTRODUCTION ................................................................................................................. 3
2 PURPOSE AND OUTCOMES ............................................................................................. 3
2.1 Purpose ............................................................................................................................... 3
2.2 Outcomes ............................................................................................................................ 4
3 LECTURER(S) AND CONTACT DETAILS ......................................................................... 4
3.1 Lecturer(s) ........................................................................................................................... 4
3.2 Department.......................................................................................................................... 5
3.3 University............................................................................................................................. 5
4 RESOURCES ...................................................................................................................... 5
4.1 Prescribed book(s) .............................................................................................................. 5
4.2 Recommended book(s) ....................................................................................................... 5
4.3 Electronic reserves (e-reserves) .......................................................................................... 5
4.4 Library services and resources ............................................................................................ 5
5 STUDENT SUPPORT SERVICES....................................................................................... 6
6 STUDY PLAN ..................................................................................................................... 6
7 PRACTICAL WORK ........................................................................................................... 7
8 ASSESSMENT .................................................................................................................... 7
8.1 Assessment criteria ............................................................................................................. 7
8.2 Assessment plan ................................................................................................................. 9
8.3 Assignment numbers ........................................................................................................... 9
8.3.1 General assignment numbers .............................................................................................. 9
8.3.2 Unique assignment numbers ............................................................................................. 10
8.4 Assignment due dates ....................................................................................................... 10
8.5 Submission of assignments ............................................................................................... 10
8.6 The assignments ............................................................................................................... 11
8.7 Other assessment methods ............................................................................................... 18
8.8 The examination ................................................................................................................ 18
9 FREQUENTLY ASKED QUESTIONS ............................................................................... 18
10 SOURCES CONSULTED.................................................................................................. 19
11 IN CLOSING ..................................................................................................................... 19
12 ADDENDUM ..................................................................................................................... 19

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 TMS3728/101

Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a
transformation charter based on five pillars and eight dimensions. In response to this
charter, we have also placed curriculum transformation high on the agenda. For your
information, curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the
scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. These pillars and their principles will be integrated at both the programme
and module levels, as a phased-in approach. You will notice the implementation thereof in
your modules, and we encourage you to fully embrace these changes during your studies
at Unisa.

1 INTRODUCTION

Welcome to the module Teaching Natural Sciences in the Senior Phase. I am

delighted to have you as a student and will do my best to make your study of this module
successful. You will be well on your way to success if you start studying early in the year
and resolve to do the assignments properly. You will receive a number of tutorial letters
during the year. A tutorial letter is our way of communicating with you about teaching,
learning and assessment.

This tutorial letter (101) contains important information about the scheme of work,
resources and assignments for this module. The actual assignments, assessment
standards, instructions for the completion and submission of assignments, the prescribed
study material and all other resources form part of this tutorial letter. I have also included
certain general and administrative information about this module. Read it carefully and
keep it at hand when working through the study material, doing the assignments,
preparing for the examination and addressing questions to your lecturers.

You must read all tutorial letters you receive during the course of the year immediately
and carefully, as they always contain important, and sometimes, urgent information.

2 PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose

The purpose of this module is to ensure that qualifying student teachers do the following:

• Acquire the knowledge, skills, values and attitudes that will enable them to teach
Natural Sciences in the senior phase.
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• Integrate knowledge and skills acquired from other modules in the qualification
such as Instructional Studies, Curriculum Development and Implementation,
Assessment, Classroom Management, Inclusive Education and the disciplinary
knowledge in the subject to develop and enhance their teaching ability, preparing
them to fulfil their roles as a classroom teacher in the varying contexts of South
African classrooms.

• Acquire, integrate and practice their foundational, practical and reflexive

competences to prepare them to facilitate the teaching and learning of Natural
Sciences on a beginner teacher's level.

2.2 Outcomes

The outcomes of this module are therefore to:

Specific outcome 1

Explain the concepts related to your teaching subject within the teaching and learning
environment in South Africa and understand the effective use of subject content
knowledge that will enhance learning in the classroom situation.

Specific outcome 2

Discern and critically evaluate the contestable standpoints regarding the various teaching
methods, learning strategies, and teaching media that might be applicable to the
teaching of their subjects in different contexts.

Specific outcome 3

Plan, design, teach and reflect on lessons in your subject.

Specific outcome 4

Locate, conduct and reflect on assessment in your subject.

Specific outcome 5

Describe how you prepare a classroom for teaching.

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer

Mrs. Patricia Photo

Nkoana Simon Radipere Building, ROOM 7-44
Department of Science and Technology Education
P.O. BOX 392
UNISA
0003
Tel: 012 429 2662
E-mail: photop@unisa.ac.za
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3.2 Department

Read the Study @ Unisa brochure for details on how to contact various departments in
the university.

3.3 University

Read the Study @ Unisa brochure for details on how to contact the university.

4 RESOURCES
4.1 Prescribed books

Gregson, R & Botha, ML. 2016. Teaching Science foundation to senior phase. Oxford
University Press, Cape Town

4.2 Recommended books

There are no recommended books or reading lists for this module.

4.3 Electronic Reserves (e-Reserves)

E-reserves can be downloaded from the Library catalogue. More information is available
at: https://libguides.unisa.ac.za/request/request

4.4 Library services and resources

The Unisa Library offers a range of information services and resources:

• For detailed Library information, go to https://unisa.ac.za/library

• For research support and services (e.g. personal librarians and literature search
services), go to https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support
• The Library has created numerous Library guides: https://libguides.unisa.ac.za

Recommended guides:

• Request and download recommended material:

https://libguides.unisa.ac.za/request
• Postgraduate information services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using Library resources and tools:
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the Library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
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 https://libguides.unisa.ac.za/disability
• Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport

You may also send an e-mail to Lib-help@unisa.ac.za (please add your student number in
the subject line).

5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa
(e.g. student counseling, tutorial classes, language support), please consult the
publication Study @ Unisa, which you received with your study material. If you have
any special needs, please inform me of them in your first assignment. The Study @
Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies.

6 STUDY PLAN

Study @ Unisa contains valuable information on where to begin with your studies. Please
take some time to read through the 11 steps suggested in this document. For this
module it is important to familiarise yourself with the CAPS documentation published by
the Department of Education before you start your studies.

I suggest that you note down the due dates for the assignments that you have to submit
this year and compile a study plan for each module according to the due dates. You can
use the following as a guideline for planning your studies for TMS3728:

Period Activity
Familiarise yourself with the study material by scanning
February/March through the study guide and the relevant official Department
of Education documentation.

Introduce yourself to me and your fellow students on the

discussion forum on myUnisa.
April Remember to take part in the discussion forum on myUnisa
at least once this month.

Do and submit Assignment 01

May Remember to take part in the discussion forum on myUnisa
at least once this month.
June Do and submit Assignment 02.

I suggest that you contact your fellow students via myUnisa

July/August Do and submit Assignment 03.

I suggest that you contact your fellow students via myUnisa

September/October Prepare for and write the examination in OCT/NOV.

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7 PRACTICAL WORK

VERY IMPORTANT: All students registered for Learning Area: Teaching of Natural
Sciences should also be registered for the practical teaching modules. The module codes
for these modules are:

• PTEAC1X (for all PGCE students)

• TPR100C (for all B.Ed. students)

During the five weeks of practical teaching (25 school days), all B.Ed. (FET) and PGCE
students who have registered for Learning Area: Teaching Natural Sciences are expected
to prepare and present Natural Science lessons to Grades 7-9 learners in the presence of
the subject teacher or a senior teacher at the school. Please consult the relevant tutorial
letters for the practical teaching to familiarise yourself with the practical teaching
requirement.

8. ASSESSMENT

8.1 Assessment criteria

The following are the Assessment criteria for this module:

Specific outcome 1: Assessment criteria

• Explain the place, importance and worth of their subject;

• Explain their roles as teachers of their subject;

• Formulate and elucidate the content and concepts of their subject in understandable
ways;

• Describe different ways of presenting knowledge and facilitating learning in their

subject;.

• Develop an understanding that the pedagogical knowledge (subject methodology)

combined and integrated with the subject knowledge and contextual factors (such
as varying classroom situations) can lead to better teaching and learning.

Specific outcome 2: Assessment criteria

• Highlight and critically appraise the similarities and differences between the various
teaching methods, learning strategies, and teaching media appropriate to the
teaching of their subject in different contexts;

• Choose the most applicable method(s) for the teaching and learning of different
aspects of their subject in different contexts;

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• Choose, adapt or design the most applicable teaching media for teaching different
aspects of their subject in different contexts; and

• Select and use appropriate technology for teaching different aspects of their
subject in different contexts.

Specific outcome 3: Assessment criteria

• Use the criteria for good formulation of learning intentions correctly and
demonstrate competence in the formulation of such learning intentions;

• Apply appropriate learning strategies, teaching methods and teaching media in their
planning of teaching;

• Apply the subject content of the curriculum, relevant pedagogical

knowledge and contextual realities to plan and present lessons in their
subject;

• Teach lessons and facilitate learning;

• Reflect on their teaching and improve, change or adapt their practice;

• Identify their remaining learning needs and work on how to acquire them while
taking full responsibility for their actions, decision making and use of resources.

Specific outcome 4: Assessment criteria

• Apply assessment principles to design assessments;

• Use learning intentions and assessment criteria to design assessments; instruments

that can be used to assess learners effectively and objectively;

• Apply the requirements for assessment in the curriculum to design appropriate

assessments for the school environment;

• Apply the requirements for assessment in the curriculum to design assessments at

appropriate cognitive levels;

• Make assessment decisions from scenarios/case studies/practical examples.

• Give useful/meaningful feedback on formative assessments to improve learning;

• Record assessments in accordance with curriculum requirements using

scenarios/case studies/practical examples; and

• Reflect on assessments and improve/change/adapt where needed.

Specific outcome 5: Assessment criteria

• Describe an ideal classroom for their subject;

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• Find innovative ways on how to overcome challenges in creating a unique

classroom atmosphere conducive to learning in less than perfect contexts;

• Prepare to manage learner behaviour in their classroom;

• Practice administrative tasks undertaken by teachers; and

• Act professionally and ethically by taking full responsibility for their actions, decision
making and use of resources.

8.2 Assessment plan

Please note: Although students may work together when preparing assignments, each
student must write and submit his or her own individual assignment. In other words, you
must submit your own ideas in your own words, sometimes interspersing relevant short
quotations that are properly referenced. It is unacceptable for students to submit identical
assignments on the basis that they worked together. That is copying (a form of
plagiarism) and none of these assignments will be marked. Furthermore, you may be
penalised or subjected to disciplinary proceedings by the university.

• There are three assignments, numbered Assignment 01, 02 and 03. Assignment
01, 02 and 03 will contribute 49% to your final examination mark.

Plagiarism

It is unethical (and unacceptable) to hand in assignments that are not your own work.
When the University becomes aware of such malpractices, it will take stern measures
against the student concerned. When doing assignments, you must submit your own
ideas, in your own words, sometimes interspersing relevant short quotations that are
properly referenced.

Also note that, although you may work together with other students when preparing
assignments, each of you must write and submit their own individual assignment. It is
unacceptable for students to submit identical assignments on the basis that they worked
together. That is regarded as copying (a form of plagiarism), and none of these
assignments will be marked. Furthermore, you may be penalised or subjected to
disciplinary proceedings by the University.

8.3 Assignment numbers and due dates

8.3.1 General assignment numbers

Formative assessment:

• Written (Assignment 01)

• Written (Assignment 02)
• Written (Assignment 03)
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8.3.2 Unique assignment numbers

Unique assignment numbers

Assignment number Unique number
01 (compulsory) 860555
02 (compulsory) 783307
03 (compulsory) 674863

8.4 Assignment due dates

Due dates for handing in assignments are as follows:

Date on which the assignment should reach Unisa

Assignment number Due date
01 (compulsory) 22 April 2021
02 (compulsory) 25 June 2021
03 (compulsory) 27 August 2021

8.5 Submission of Assignment

You may submit written assignments either by post or electronically via myUnisa.
Assignments may NOT be submitted by fax or e-mail. Please remember to allocate exactly
the same number to an assignment as the one provided in the tutorial letter, e.g. 01, 02, 03
and so forth. For example, even if Assignment 02 is the first assignment that you submit
for the year, you must still number it 02 and not 01. Always keep a copy of your submitted
assignment just in case it gets lost or corrupted and you are required to resubmit.

For detailed information on assignments, refer to the Study @ Unisa brochure which
you received with your study package.

Assignments submitted by post should be addressed to:

Assignment Section
PO Box 392
Unisa
0003

To submit an assignment via myUnisa:

• Go to myUnisa.
• Log in with your student number and password.
• Select the module.
• Click on assignments in the left-hand menu.
• Click on the assignment number you want to submit.
• Follow the instructions on the screen.

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8.6 Assignments

Assignments are seen as part of the learning material for this module. As you do the
assignment, study the reading texts, consult other resources, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning. Looking at the
assessment criteria given for each assignment will help you to understand what is
required of you more clearly.

Feedback on the assignments will be provided in different ways. You will receive the
correct answers automatically for multiple-choice questions. For written assignments,
markers will comment constructively on your work. However, feedback on compulsory
assignments will be sent to all students registered for this module in a follow-up
tutorial letter, and not only to those students who submitted the assignments. The tutorial
letter number will be 201, 202, etc.

As soon as you have received the feedback, please check your answers. The
assignments and the feedback on these assignments constitute an important part of
your learning and should help you to be better prepared for the next assignment and
the examination.

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 ASSIGNMENT 01 (100 MARKS)

Due date: 2 2 A p r i l 2021

The unique number for this assignment is: 860555

This assignment counts towards your year mark and is compulsory for all
students. If you do not submit this assignment on time, you will not be allowed to
write the examination.

QUESTION 1

The following questions are based on the Curriculum and assessment policies for grade
7-9. As such we suggest that you download the policies from the following Website:
http://www.education.gov.za

1.1 What should the careful selection of content and use of a variety of approaches to
teaching and learning science promote? (5)

1.2 How would you develop language skills in natural sciences? (5)

1.3 Using examples discuss the place of Indigenous knowledge systems in natural
sciences. (10)

[20]

QUESTION 2

“Teachers have the freedom to expand concepts and to design and organise learning
experiences according to their own local circumstances.” (CAPS SP, 2011:14). In these
questions, students must clearly indicate:

• Learning outcomes (2.5 marks)

• The role of the teacher (or teacher activities) (5 marks)
• The role of the learners (or learner activities) (5 marks)
• Content to be taught (2.5 marks)
• Resources they would use (2.5 marks)
• The assessment strategy (2.5 marks)

Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances when teaching the following;
your discussion needs to include six aspects outlined. Use the mark allocation to guide
the extent of your responses for each aspect.

2.1 Biodiversity (20 marks)

2.2 Static electricity (20 marks)
2.3 Reactions of metals with oxygen (20 marks)

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2.4 Mining of mineral resources (20 marks)

[80]

TOTAL MARKS = [100]

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 ASSIGNMENT 02 (100 MARKS)

Due date: 25 June 2021

The unique number for this assignment is: 783307

QUESTION 1

1.1 Discuss your science learning experiences. Did your science classes at school
fascinate you? Why/why not? (5)

1.2 What do you consider to be the purpose of science education given the context in
which you are likely to be teaching? Do you think this has changed
since you studied science at school? Substantiate your answers (4)

1.3 Discuss yourself as a science teacher. Remember you are the first scientist your
leaners will encounter in the science classroom and you need to
represent that identity. (6)

1.3.1 What do you think a science teacher should know? Answer this question using the
diagram in the prescribed textbook on building a science teacher repertoire (5)

[20]

QUESTION 2

2.1 How was science achievement assessed when you went to school? Did it take
your interests and background into account? (4)

2.2 Who had the control in your science classroom at school: the teacher,
students, or both? Was there any discussion about what to study? Discuss. (4)

2.3 Were texts related to current events used at all in your science classroom, for
example, the newspaper articles about climate change and global warming? (1)

2.4 How do you think this approach (in number 2.3 above) advantaged or
disadvantaged you? (6)

[15]

QUESTION 3

3.1 In the social constructivist view, learning occurs through participation. How can you
relate to this? Can you recall any instances, in any context, where you learnt through
participation? Discus your experiences with the social constructivist view in
mind. (5)
3.2 Choose a theory and explain how it aligns with your view of teaching science? (5)
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3.3 No one theory about learning applies to all children. How will you cater for the
different learners in your science classes? (5)
3.4 Explain how you would modify a lesson plan for the inclusion of one group of
learners above. You should think about: (5)

a. Ability levels of students

b. Their prior knowledge
c. Literacy and numeracy levels
d. Learners’ cultural backgrounds
e. How you will use technology to enhance the student experience.

[20]
QUESTION 4

4.1 How do you feel about the fact that science is not ‘done and dusted’? Is this
reassuring, challenging perhaps? How do you think your learners might feel
about this lack of certainty? (3)
4.2 What implications do these responses have for you as a teacher? (2)
4.3 What makes science different from other ways of knowing? (5)
[10]

QUESTION 5

5.1 Explain two types of engagement according to Munns (2002). (4)

5.2 Discuss areas that most affect learners engaging with school and justify
your responses. (5)
5.3 What did engagement feel like to you when you were at school? (2)
5.4 Why do you think learners disengage? (2)
5.5 Describe the characteristics of the learner who is most likely to find
her/himself
disengaged in the science classroom. (4)
5.6 What teaching strategies might actually promote disengagement? (3)
5.7 Summarise the advantages and disadvantages of direct instruction
pedagogies and goal based learning. (5)
5.8 Consider the topic chemicals in the environment. How could the guided
discovery model be used to facilitate learning about this topic? (10)
[35]

TOTAL MARKS = [100]

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 Assignment 03

Due date: 27 August 2021

The unique number for this assignment is: 674863

QUESTION 1

1.1 What is your teaching style (authoritarian, expert, facilitator, collaborator,

delegation)? (3)
1.2 What are the prior experiences that you have had that will benefit your
teaching? (2)
1.3 What are your strengths as a teacher? (2)
1.4 What areas do you think you will need to work on so that you can become an
effective teacher? (3)
1.5 What strategies might be effective in under-resourced and overcrowded
classrooms? (3)
1.6 Think about a science teacher you had at school who you thought taught you
well or not. What was it about them that made you think this? (2)

[15]

QUESTION 2

2.1 What are four important factors in preparing resources that are classroom-
ready? (4)
2.2 Identify three things you should not do when preparing resources. (3)
2.3 Choose a science topic for grade 9 and prepare a worksheet that you think
would be engaging, promote student-centred learning, and be achievable
within a lesson. (3)
2.4 How could, or would you adapt the worksheet for children with disabilities?
Name the disability and show how you might adapt the worksheet. (3)
2.5 How does the worksheet accommodate non-home language learners? (2)

[15]
QUESTION 3

3.1 Prepare a proforma for a lesson that reflects the backwards planning model.
Use that proforma to plan a lesson (10)
3.2 Consider the topic of static electricity.
(a) How could children be engaged in the topic? (1)
(b) How could it be presented in an open-ended way? (2)
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(c) What structured activities could be considered? (2)

3.3 Discuss why reflection after lesson presentation is a valuable exercise. (5)

[20]

QUESTION 4

4.1 Were you challenged by the literacy demands of science when you were at
school? What about now? Do you find science-related articles intimidating?
Discuss (5)

4.2 What techniques do you use to grasp unfamiliar language or

ideas? (3)

4.3 What sorts of literacies do you possess? List these, and give examples and
categories for each, as has been done for science. (7)

4.4 Think about how you learnt these literacies. Does this give you any reassurance
about gaining the science literacy needed to teach your future learners. (4)

4.5 Identify 10 jargon words in a science discipline area you are most familiar with. You
will have to imagine a reader who is not at all familiar with this area as you have
probably become so used to them you think of them as everyday language.
Think how you can explain them so that such a reader can understand them. Then
repeat this exercise with English home language and English first additional
language learners in mind.
[25]

QUESTION 5

5.1 How was science knowledge assessed when you were at school? Did you
take tests/exams, write reports, do projects? Was this a positive experience for
you, or do you think the assessment could have been improved so that it
reflected your true knowledge? (5)
5.2 Look at a current natural sciences textbook and identify the types of questions
asked as assessment of, for, or as learning. (6)
5.3 Choose an assessment ‘of’ question and change it into a ‘for’, then as ‘as’
learning question. (3)
5.4 Do you think there is any way that teachers can balance the two requirements,
which are having learners performing well on standardised tests, and using
productive pedagogies and authentic assessment to support learners’ academic
progress? Discuss. (4)
5.5 Take an assessment task that you have written or that was written for you and
analyse it in terms of:

(a) What time frame is given for the task? Did it allow you enough time to prepare
properly? (1)
17
 (b) Was it an individual or a group project? What are the consequences for you
as a learner if the task is for a group? (1)
(c) What weighting did it have in terms of unit or yearly assessment programs?
Did this affect how much effort you gave the task? (1)
(d) The format of the task—was it a test, project, poster, presentation? Did the
task ‘fit’ the outcomes? (1)
(e) Against what criteria was the task to be assessed? Did the criteria allow
you to express your understanding of a range of concepts taught in the
unit? (1)
(f) Re-write the task to incorporate the ideas you learnt in this
Module (2)

[25]

TOTAL = [100]

8.7 OTHER ASSESSMENT METHODS

None

8.8 EXAMINATION

To prepare for the examination you should submit all the assignments. Further guidance
will be provided on myunisa six weeks before the examination.

9 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa brochure contains an A-Z guide of the most relevant information.
Frequently asked questions in this module (TMS3728) are as follows:

Question: I need extension for my assignment.

Answer: It is not possible to give more than one week’s extension. If

you are compelled by necessity to hand in one of the essay-
type assignments late, you have to ask permission to do so before
the due date.

Question: I cannot get hold of the official documentation published by the

Department of Basic Education.

Answer: All documentation is available on myUnisa under “Resources”.

Question: I do not have internet access.

Answer: You can access the internet at all Unisa regional offices.

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10 SOURCES CONSULTED

Department of Basic Education, 2011, Curriculum and Assessment Policy Statement

Grades 7-9, Natural Sciences, ISBN: 978-1-4315-0528-9

Department of Basic Education, 2011, Curriculum and Assessment Policy Statement

Grades 10-12, Life sciences, ISBN: 978-1-4315-0578-4

Gitt, W. 1997. In the beginning there was information. Bielefield: Christliche Literatuur-
Verbreitung

Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives, the classification of

educational goals—Handbook I: Cognitive Domain. New York: McKay.

Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic
Books. Gega, PC. 1994.

Watson, R. (2000). The role of practical work. In M. Monk & J. Osborne (Eds), Good
practice in science teaching: What research has to say (pp. 57–71). Berkshire, UK: Open
University Press

Wellington, L and Ireson, G (2012). Science learning, Science Teaching. Third edition.
Routledge, London.

11 IN CLOSING

Feel free to contact me if you encounter any problems or even if you just
want to talk about the work.

I wish you success in your studies.

Regards

Mrs. Patricia Photo

12 ADDENDUM

None

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