TERM 3

TOPIC 2: SCIENTIFIC PROCESSES

2.1 INTRODUCTION TO PROCESS SKILLS

Apply basic process skills in a series of activities using magnifiers e.g

(observing structures of soil, germinating seeds etc) rulers and thermometer.
Not everything can be seen with your naked eyes. Some objects are too small that our eyes could
not see them, unless using a lens (magnified glass) when observing e.g. structure of soil,
germinating seeds etc. water on a magnified glass allow lens to refract (bend inwards)
creating a lens effect.

In science, we use magnifying glass to observe (see) things that are too
small to be seen with naked eyes.
A magnifying
glass

Rulers
 Rulers are instruments that can be used to make some sort of measurements of lengths.

Some objects seem to be of the same length when looking at them, but using a ruler can tell
the differences. It is important that we know how to use a ruler to measure the lengths but
more importantly, making estimation gives an accurate measurement. It is important to have
an idea of what an answer will be, by estimating before measuring.

When
measuring, we can also convert between the units of length, e.g. if an object measures 2.5 cm,
that object is also 25 mm i.e. (2.5x 10) because the relationship between mm and cm is 10.
1km=1000m
1m=100cm
1cm=10mm
An object that measures e.g. 31 mm = 3.1cm (31÷10).

Thermometer
 A thermometer is an instrument that can be used to measure temperature.
NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 54
 When measuring the temperature of, for example water, we should make sure that the
thermometer is placed in a container of that liquid and the bulb should not touch the edge of a
container. Leave the mercury stops moving and level your eyes with the height of a liquid.
Temperature is measured in Degrees Celsius ( ). For example: 20 .

Follow a sequence of instructions to predict outcome of simple observations and

formulate simple scientific questions

Predicting

Prediction gives you a good idea of the observation outcome (results). Always follow the
following sequences of instruction when predicting outcome of the observation.
 What am I observing? (subject)

 Why am I observing this? (aim)

 What is my prediction of the outcome?

 How will I make my observation? (method)

 What is the outcome? (result)

 What can I conclude? (conclusion)

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 55

How to formulate scientific questions
Scientific questions describe a problem that you can test using the following scientific methods:
 Verification questions: Questions we use to collect basic data to build knowledge. e.g. Is
this an anopheles mosquito?

 Theory questions: Questions that need an explanation and some knowledge. e.g. How
does the anopheles mosquito cause disease?

 Experimental questions: Questions that need an explanation and some knowledge that
can be tested. E.g. If a person is HIV positive, will their white blood cells be destroyed?

OBSERVATION THROUGH SENSES

Recognize description or observations as what you do, or what you would see,
hear feel, smell and taste as much as possible due regard to safety

 When doing observations, you may use 5 senses such as sight, taste, hearing, touching
and hearing.

 However, you should be careful when using these senses as some of the objects you are
observing can harm, injure or even kill you.

Safety precautions when observing through senses

Sight:-Always wear protective goggles when observing anything that could damage your eyes,
for example heated objects or high temperature.
Taste:-Never tastes anything unless you are told by the teacher. Some objects are poisonous,
danger and inflammable.
Hearing:-Stay away from loud noises. Loud and high –pitched noises can damage your ears.
Touching:- Be careful when touching anything. Some objects can be too hot and some animals
can be dangerous.
Smelling:–Do not smells chemicals. Always keeps fresh air flowing through a laboratory.

2.2 COMMUNICATING SCIENTIFIC INFORMATION SKILLS

Record estimates and measurements of simple observations through drawing

and discussion

Drawing
 When asked to draw an object, your drawing should be clear and labeled.

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 56

USING TABLES, CHARTS AND GRAPHS

Relate variable in observation with headings and labels of simple graphs, table
and charts

Findings can be explained by using tables, charts and graphs.

Tables
 When drawing a table, the variables should be used as headings. They should include the
units of measurement in the heading.

Example

Heading: The table below shows the growth of plants in different pots within two weeks.
Weeks Height of plant in pot 1 Height of plant in pot 2 Height of plant in pot 3
(mm) (mm) (mm)
Estimation Actual Estimation Actual Estimation Actual
Week 1 15 17 9 13 10 8
Week 2 25 24 17 19 12 14

Charts
Every chart must have a heading. Make sure your findings are clearly labeled.

Graphs
We can use graphs to compare results of different variables.
Steps to follow when drawing graphs:
 Decide on a title

 Draw vertical and horizontal axis with straight lines using a ruler.

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 57

  Label the axis.

 Decide on the scale by considering the smallest number and the largest number.

 Draw bars of the same width and same spaces between them.

 There should be same spaces between the bars.

Example of a graph
The graph below shows the means of transport used by learners when going to school.

Number of learners
18
16
14
12
10
8 Number of learners
6
4
2
0
Bicycle Car Bus Walk
Types of transport

TOPIC 3: MATTER

3.1 IDENTIFICATION OF STATE OF MATTER

There are three states or forms of matter

 Solid example ice

 Liquid example water and
 Gas example water vapour in the air

 Water is an example of material that can be a solid, liquid or a gas

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 58

State the forms in which water exists.

 Ice
 Liquid water
 Steam/ Vapour

Picture on page 30 (Solid Foundation NSHE)

Describe characteristics of solid, liquid and gases

Characteristics of solids

 They have fixed shape.

 Have mass and volume
 Cannon be compressed easily
 Do not flow easily.
 Particles are tightly packed together
Characteristics of liquids

 They take the shape of the container and find their own lever.
 Have mass and volume
 Cannot be compressed
 Flow easily
 Particles are not packed tightly together as in a solid
Characteristics of gasses

 Take the shape of the container by compressing or expanding.

 Have no defined volume, but have mass.
 Can be compressed
 Flow easily.
 Particles are very far apart.

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 59

 PRACTICAL INVESTIGATION
Study and observe that when ice melts it forms water and when water
evaporates it becomes a vapour

 When ice is heated it melts and it forms water/turns into water and when a liquid is heated
water evaporates it become a water vapour. When water vapour cools, it condenses to
form liquid water.

Explain the following processes:

Evaporation:

 is the change of state from liquid to gas through heating.

Condensation:

 is the change of state from gas or vapour to liquid through cooling.

PRACTICAL INVESTIGATIONS

Investigate and explain the difference between steam and water vapour

Steam is a water vapour at boiling temperature and is visible.

Water vapour is gaseous phase of water and this is formed when water boils and is invisible.

Name common substances other than water which appear in two or more forms

 Candle wax
 Butter
 Chocolate
 Ice cream
 Petrol

3.2 ALL MATERIALS HAVE MASS

Explain and apply the principle that all materials have mass.

 All materials have mass because all materials have matter

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 60

Deduce that two objects have different masses (one is heavier, the other is
lighter)

Measure the mass of objects

What is mass?

Mass is the amount of matter that the object/ substance has. Or is how heavy something is.

 We measure mass using a balance scale, Kitchen scale, triple beam balance scale
(Platinum pg. 27).
 Mass is measured in gram, kilograms, and tons.
 Objects have different masses some are heavier while some are lighter.
 The mass of an object depends on what material it is made of.

3.3 BREAKDOWN OF MATERIALS (DEGRADATION)

 Degradation occurs when the matter that makes up something breaks down.

PRACTICAL INVESTIGATION

Evaluate that different materials degrade differently and at different rates

(e.g experiment where materials are covered with soil).

 Some materials degrade because of the elements (the sun, water, insects, air and rain,
bacterial or fungi), but this could take many months or even a year.

Explain and show how different materials break down through different
sources/process

 Different materials that have been covered by soil for four weeks will break down
differently (Platinum pg. 28)

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 61

Demonstrate & explain that materials exposed to the same processes may
break down at different rates

 Rocks weather & break up when they crash against each other. This is called weathering.
 Insects & bacteria break down plant & animal matter.
 Shredded or cut up material break down faster than whole material.

Describe safe ways to reuse wastes

 Wash all second hand items/materials/ containers in hot water with soap thoroughly
before using them.
 Wear gloves when handling containers that may include chemicals before.
 Take care when handling the materials because we could cut by sharp edges.

There is a symbol for reduce, reuse, recycle used on container

- Reduce- make waste smaller;

- Reuse- use waste for something else;
- Recycle- wastes get processed into a different product of the same material.

Describe unsafe ways to reuse wastes

 Dumping of bottles, metals, injection needles and chemicals on open ground

or in water can cause great harm to people & animals.
(Picture on Platinum P.g. 30)

PRACTICAL INVESTIGATIONS
Observe & record wastes that are produced at home, school or in the local
environment.

 Papers, tins, plastics, leaves, old clothes, boxes ect…

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 62

Explain & define biodegradable and non-degradable materials and infer the
implications of littering of these materials in their local environment

Define the term biodegradable materials

Biodegradable objects are objects /materials that break down easily or fast / Are materials that
can be broken down by small animals and bacteria in the soil/ are materials that can degrade or
break down naturally within a short time without damaging the environment.

Examples: bio-waste”, include the following:

• Human and animal waste.

• Plant products, wood, paper, food waste, leaves, grass clippings.

• Remains from the death of living creatures.

Define the term non-biodegradable materials

 Are materials that do not break down into natural component and exists in the
environment for long time.
Examples: plastics, metals rubber

NSHE GRADE 5 GUIDING NOTES, OTJOZONDJUPA DIRECTORATE OF EDUCATION Page 63