TASK ONE

TABLE OF CONTENTS

CONTENT PAGE
1. LIFE & LIVING REPORT
2. ENERGY & CHANGE REPORT
3. MATTER & MATERIALS REPORT
4. PLANET EARTH AND BEYOND REPORT
5. STRUCTURES REPORT
6. PROCESSING REPORT
7. SYSTEMS AND CONTROL REPORT
8. ELECTRICAL SYSTEMS AND CONTROL
REPORT
9. APPENDIX A – life and living
10. APPENDIX B- energy and change
11. APPENDIX C- matter and materials
12. APPENDIX D- planet earth & beyond
13. APPENDIX E- structures
14. APPENDIX F - processing
15. APPENDIX G- systems & control
16. APPENDIX H – electrical systems &
control

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LIFE AND LIVING REPORT:
Learning outcomes engagement

Effective learning outcomes have a strong emphasis on knowledge integration and application. Learning
outcomes describe how students will be able to use the material, both in the context of the class and
more broadly, as opposed to focusing on the coverage of material. This course's emphasis on applying
knowledge that students would gain will increase their engagement with their learning and the course
material. They will be better able to participate in class discussions since they will comprehend more as
a result.

Cognitive development

Understanding how various learning theories put forth by philosophers can or have changed the way
that students are taught enables teachers to be very effective in the classroom while also assisting in
forming the futures of young men and women. Behaviorism and cognitive development theory are two
outstanding learning theories that have had a positive impact on teaching. Children might receive
direction from this resource to mimic in their cognitive development. The ability of a young child to
learn whether or not his peers are ahead of or behind him in his stage of development will be impacted
if everyone in the class is at different developmental stages. Each student will be able to prepare at
home on their own schedule owing to this learning tool, enabling them to enter the classroom having
already grasped the fundamental ideas. Maximum learning may occur in the shortest amount of time by
pitching directly inside their grasp, which reduces irritation for both teachers and pupils. It enables
direct penetration and records success, which can only enhance everyone's success in the learning
process. (Pachina, 2019)

Reasoning

The thread of life and living includes many different aspects, all of which differ from one another, which
is why this resource was chosen. According to the CAPS statement, it includes the biosphere,
biodiversity, sexual reproduction in both plants and animals, as well as variety within species. Therefore,
a terminology worksheet was selected as a resource to enable students to become familiar with the key
components of the various parts in advance, enabling them to comprehend the subject at a deeper
level. This application was created to serve as a resource that students may use often to review the key
terms for the strand, "life and living." As mentioned in the requirements of the caps document, this
served as a shortcut for students to distinguish between pollination and fertilization as well as identify
the various components that make up the biosphere.
ENERGY AND CHANGE REPORT
Engagement:

The idea of student engagement is based on the idea that how someone engages in activities with an
educational aim affects how they learn. While students are believed to be in charge of creating their
own knowledge, it is also believed that learning depends on institutions and personnel creating
environments that excite and encourage participation. This study has validated the value of providing
students with an acceptable level of academic challenge and has emphasized the significance of looking
at how well students are assimilated into the institution. Measures of student engagement, in essence,
reveal how intrinsically involved the students are in their education and how much they are utilizing the
possibilities for learning that are accessible to them. Such knowledge broadens awareness of how
learning occurs, can serve as a trustworthy proxy for understanding students' learning outcomes, and
offers good diagnostic tools for learning-improving activities (Radloff, 2010). Therefore, this approach
allows learners understanding of the topic to improve resulting in them being more engaged during
classroom discussions, group activities as well as individual tasks to complete.

Cognitive development

The worksheet can be used as a guide for students to complete exercises that are offered after the
lesson as part of a learning process that involves all of their senses. Because students advance at
different rates, the purpose of the worksheets for students is to introduce various activities as variations
on the teaching and learning process, to increase the effectiveness and efficiency of the delivery of
learning materials, and to make it easier for students to complete either individual, group, or traditional
tasks. If the worksheet is interestingly created, it maximizes the usage of teaching aids and inspires
students' excitement for learning (Suparno, 2017)

Reason for using this resource

These worksheets are designed to engage students in the learning process, aid in the conceptual
development of students, train students to develop their capacity for self-education, direct teachers and
students in the teaching process, enable students to learn concepts in a systematic manner, and provide
students with notes on the key points of the topic. Additionally, worksheets for students are helpful for
presenting students with real experiences, varying the learning experiences, igniting students'
excitement for learning, boosting student retention, and making better use of time.
MATTER AND MATERIALS REPORT:

Learning outcomes engagement

According to research, including students in the learning process improves their concentration and focus
and encourages them to use more sophisticated critical thinking. Students are more likely to become
engaged in learning when their educators take a student-centered approach to instruction, which
ultimately aids everyone in more effectively completing the course's learning objectives. As a result,
using a quiz worksheet is considered to be active learning, which is a method of instruction in which
students actively engage in the learning process. The worksheet consisted of information regarding the
topic as well as questions that followed that needed answering.

Cognitive development:

The worksheet consisted of information regarding the topic as well as questions that followed that
needed answering. This tested the learner’s ability to grasp information as well as apply what is learnt to
questions that are been asked. The questions enabled the pupils to keep track of their personal
development. It gave feedback that increased confidence. The feedback that quizzes offer helps
students focus particularly on the issues they find while also boosting their confidence in the work
they're doing. They are inspired to work more productively as a result of their focus and confidence.
They observe the effects of this increased effort when their quiz scores rise (Watson, 2016).

Reasoning:

The goal of using this strategy as a resource is to gauge how well learners can apply the information
provided to the problems presented. Children will find it easier to focus. When reading from a textbook,
it frequently falls flat since the mind wanders and the necessary information is not retained; however,
by creating a colorful worksheet with the necessary information, you will capture their attention and
make them eager to learn.
PLANET EARTH AND BEYOND REPORT

Learning outcomes engagement

This learning tool will contribute to involvement in learning outcomes by being less stressful, which is
beneficial for timid or introverted kids who don't raise their hands in class for fear of giving the wrong
response. Therefore, quizzes are a stress-free learning method. It increases children’s enthusiasm for
learning. The rush of adrenaline a child experiences after correctly answering a question gives them
immediate satisfaction. Quizzes make kids feel good, which motivates them to answer more questions
and eventually boosts their confidence so they can participate in class discussions. A learner can feel
confident in his development by looking back and observing how far he has come.

Cognitive development

This was intended to be the response after understanding the information from class. It is far more
efficient to take a quiz. Data is embedded for future use when the brain is forced to retrieve it. This
emphasizes how quizzes aid with information retention. This will lay a solid basis for the subsequent
learning stage and aid in encoding knowledge in the learners' brains. Children are better prepared for
the next level of their schooling and learn more when they take quizzes (ozfetch, 2020).

Reasoning

This resource was devoid of any material on the subject; rather, it was a set of questions that students
had to respond to using the information they had learned during the in-class lesson.

STRUCTURES REPORT
Learning outcomes engagement:

Written instructional resources serve critical roles as teachers' agents in good teaching techniques.
Worksheets are among the most commonly used materials. Worksheets are used to aid in studying,
promote active learning, increase enthusiasm in learning science, and test students. Much research
indicate that well-designed worksheets improve students' learning achievement. In terms of academic
accomplishment, these worksheets can be beneficial in a variety of ways. It can be used to enhance
textbooks or to provide content for specific classes. Furthermore, blanks in worksheets invite students
to fill in the gaps; these are possibilities for knowledge development. When combined with appropriate
teaching approaches, well-designed worksheet questions can pique students' interest. Furthermore, it
can serve a number of functions in various circumstances. Worksheets that are well-designed can assist
teachers in overcoming time constraints and enhancing students' learning of knowledge and skills. In a
complicated learning environment, this will assist pupils in organizing their observations and
information. (Lee, 2014)

Cognitive development :

The worksheets are used to identify the fundamental skills, indicators, and learning objectives; to specify
the skills in accordance with the fundamental skills and learning objectives; to choose the categories of
activities based on the fundamental skills; to create the learning media, materials, and resources; and to
evaluate students' performance in relation to the defined learning objectives. The worksheet is created
to satisfy the relevant criteria. The didactic criterion specifies how both high- and low-achieving students
can use the worksheets. More attention is placed on the conceptual discovery process, and most
importantly, various stimuli are provided through the exercises and activities. It is anticipated to
promote the growth of social communication, emotional intelligence, morality, and aesthetic sensibility.
Personal development planning determines students' learning experiences. Worksheets is regarded
good because it meets the requirements in various areas, including language use (structure and
vocabulary), difficulty level, and general appropriateness to students' skills and needs. (Suparno, 2017)

Reason for using this resource:

The following requirements were met in creating the students' worksheets in order to ensure their
precision and accuracy: The vocabulary and sentence structure are clear, concise, and simple to
understand. New terms have been defined first. The figures and illustrations can help students
understand the subject, demonstrate how to develop a definition, foster critical thinking, and identify
the variables that will be covered in the learning activity. By presenting the events in a logical and
methodical order, providing clear directions from the beginning to the finish, and creating an appealing
design, the layout can aid students in understanding the subject.

PROCESSING REPORT:
learner outcome engagement

cognitive development

reasoning for using this resource

MECHANICAL SYSTEMS AND CONTROL REPORT:
Learning outcomes engagement.

Since worksheets are written information, students with limited reading abilities may face difficulties.
However, the wording used in this worksheet is intended to help students. It is written with a low
average reading difficulty in mind. These worksheets have been shown to increase student engagement
and on-task conduct during independent worksheet exercises. There are several aspects that contribute
to reading difficulties, including material organization, syntax, word length, sentence length, word
frequency, typeface, and line spacing; nevertheless, when it was designed, these factors were managed.

Cognitive development.

The cognitive development of children demonstrates the growth of children's thinking. Cognitive
development is the foundation of a child's thinking abilities. Cognitive is a thinking process that refers to
an individual's ability to connect, analyze, and consider an event. Thus, cognitive processes are related
to the level of intellect that distinguishes a person with diverse interests, particularly those targeted at
acquiring new ideas. Because some tasks in learning are usually tied to thinking difficulties, cognitive
development plays a vital part in children's learning success. Cognitive development is a new and quickly
evolving part of the first four years of life. At this age, several areas of the cerebral cortex will
manufacture surplus synapses as an early implication of the child's development of interacting with the
surrounding world. A video outlining the various principles was also used as a reference. Early childhood
audiovisual stimulation can assist maximize cognitive development in color perception more effectively.
The noteworthy part about the findings in the child's imagination area is the way adolescents interpret
their environment based on their imagining of what is contained in the video supplied. This idea is
similar to the development of egocentrism in infants, which is characterized by perceiving the outside
world according to their will. The active child behavior here might be thought of as the child's capacity
for kinesthetic intelligence. It is possible to conclude that stimulation with YouTube videos can be used
to optimize childhood cognitive development. This discovery fundamentally correlates audio-visual
based learning in schools by detecting YouTube videos. This can be a contributing method for increasing
childhood cognitive development in the development of gadget technology and current social media,
resulting in the child better grasping the concepts.

Reasons for using these resources:

The worksheet provides pertinent statements that motivate students. Second, as written material,
worksheets can act as teachers' agents, directing students' attention and providing opportunities for
students to work independently, allowing students to work at their own paces while the teacher has
time to assist students who require additional assistance.
ELECTRICAL SYSTEMS AND CONTROL REPORT:

Learning outcomes engagement:

Compared to written or spoken text, pictures and visuals help students learn and recall information
more quickly and effectively. This benefit is increased when text and visuals are mixed, and students are
given greater opportunities for interaction and involvement. Students' participation through the
infographics results in significantly improved productivity and improved academic success. Students will
be encouraged to read the facts, understand the data, and make conclusions more readily and
thoroughly as a result. It will encourage the pupils to take notes in a sequential order rather than
transferring the concepts through the chalk and talk method. It will function as a promising teaching and
learning tool. Its potential benefits fall within the categories of improved information interpretation,
increased comprehension of difficult material, and improved memory and retention of knowledge.
Infographics can be used to summarize information, making them a great teaching and learning tool
because they encourage students' attention and involvement.

Cognitive development

As a result, visual pictures predominate in communication. The ability to read and apply visual language,
correctly decode, analyze, and assess visual communications, as well as encode and compose
meaningful visual communication, are all skills that students should possess in order to be considered
visually literate. Modeling's potential as a cognitive approach is increased when combined with other
scientific knowledge methods. Depending on the age and cognitive skills of the children, infographics
can be an important tool or target in the process. Different cognitive abilities, including interpretation,
analysis, assessment, conclusion, and explanation—all of which are crucial to the modeling process—can
be developed through the usage of infographics as a modeling technique. In fact, they can help people
advance to visual literacy, the next level of literacy. Learning with visual assistance results in better
content comprehension, consumption, and retention. The brain of a student functions more like an
image processor than a word processor. This is due to the fact that their brain's visual processing area is
much more potent than its word processing area.

Reasoning for using this resource:

Students' attention spans and memory recall are increased by more than 300 percent when using
visuals. As a result, when compared to learning with only text-based materials, the majority of students
will remember up to 65% more of what they have learnt. Infographics make it simpler for students to
understand the material. It is crucial to keep in mind that any infographic's design is quite vital. Since the
design is comprised of the structure, colors, elements, and number of words, it was created with vibrant
colors and uniformly distributed categories to allow students to make the most of this teaching tool.
(Penuela, 2019)

TASK TWO

Natural science education can be both exciting and rewarding. These policy documents are intended to
execute the CAPS policy in a way that makes teaching and learning enjoyable for both teachers and
students. These lesson plans employ the CAPS material as a base for a variety of teaching methodologies
and approaches to support the policy's principles of teaching Natural Sciences. It encourages fun and
curiosity, emphasizes the link between Natural Science and other subjects, draws on and emphasizes
cultural contexts and indigenous knowledge systems, and demonstrates the relationship between
science, learners, society, and surroundings. These lesson plans were created in accordance with CAPS in
terms of both the content and the allotted time. These lesson plans were created with educators' needs
in mind, and as a result, a few small alterations were made to them without departing from policy in
order to make them easier to teach.

There are teaching and learning theories that support the curriculum in the policy documents. A learning
theory is a hypothesis that seeks to further our understanding of how people learn as well as how
information is created. Additionally, it seeks to organize and systematize the knowledge of human
learning. A strong learning theory aims to predict behavior, explain it, and even mold or alter learner
behavior. According to a large number of theorists, all learning theories can be divided into one of two
groups depending on epistemology. The majority of learning theories incorporate empirical data and use
a structured approach to research, analysis, and conclusion. They create a vocabulary and discourse that
have an impact on both the theory and practice of education. They do have limitations, though, as
learning is a complicated process. Learning theories can advance our comprehension of how individuals
learn, but they cannot offer comprehensive and conclusive answers to pedagogical concerns.
Consequently, it was suggested that a certain theory be used throughout the program. STILL EXPLAIN
TASK 3

Electromagnets
Magnets attract or pull some kinds of metal objects. Stronger magnets exert a greater pull on the
objects they attract. Sometimes it would be useful if you could “turn off” a magnet when you do not
want it to attract objects. This is what an electromagnet can do

How it works:
Most magnets like the ones on many refrigerators cannot be turned off, they are called permanent
magnets. Electromagnets run on electricity and are only magnetic when the electricity is flowing. Electric
current can act like a magnet. It attracts objects made of certain metals such as iron. When electric
current flows through a wire it generates a magnetic field. Coiling the wire strengthens the magnetic
force. This coil is called a solenoid. The magnetic field produced inside the solenoid is an electromagnet

Features:
Unlike the magnet that holds a piece of paper on a refrigerator ,an electromagnet is a temporary
magnet. It exhaust a magnetic force only while electricity flows through it. Electricity is necessary to
make electromagnet push or pull magnetic objects. When the circuit is broken the flow of electricity
stops and the electromagnet releases the object.

Uses:
we use electromagnets every day . Doorbell speakers and electric motors are some common
applications of Electromagnet. Electromagnets are used to generate electricity in power plants and pick
up cars at junkyard.

Benefits
We can control the magnetic energy of Electromagnets by turning their magnetic fields on and off. For
example, large Electromagnets can attract large objects such as cars. When current flow into the
electromagnet is turned off the electromagnet gently release the car. If a doorbell contained a
permanent magnet instead of an electronic net the bell will continue to ring even after you start pushing
the button.

Investigative activity
Learners are required to make their own electromagnet and test objects to determine whether they are
magnetic or nonmagnetic. They will then be required to disconnect one wire from the battery and test
the magnetism of those same objects again

Learners will then use a permeant magnet and test whether those same objects and magnetic or
nonmagnetic.

Learners will then be required to fill in two tables provided about the results

YOU WILL NEED:

a large nail

1-meter insulated copper wire

two 1.5 Volt batteries

small objects ( paper clips, stones, pencil,

a permanent magnet

WHAT TO DO:

• leave about 8 centimeters of wire loose at one end and wrap most of the rest of the wire around
the nail. Try not to overlap the wires
• cut the wire if needed so that there is about another 8 centimeters loose at the other end too
• now strip about 2 centimeters of wire at both ends of the wire and attach the one wire to the
end of the battery and the other wire to the other end of the battery. See the picture below. It is
best to take the wires to the battery -be careful the wire could get very hot

• Now you have an electromagnet! Put the nail near the small objects and notice what happens
• you can increase the strength of the magnet by using a longer wire end wrapping more coils
around the bolt or by connecting a battery with greater voltage
 • note: making an electromagnet uses up the battery quickly which is why the battery may get
warm so disconnect the wires when you are done exploring
• Thereafter remove one wire from the battery and now place the small objects near the nail and
notice what happens

Complete the table below based on the findings

OBJECT MAGNETIC OR NON-MAGNETIC WAS THE OBJECT STILL ATTRACTED

TO THE NAIL AFTER IT WAS
SWITCHED OFF/DISCONNECTED?
Paper clips
Needle
Coin
Button
[ 8 marks ]

USING A PERMANENT MAGNET:

Using the same objects that were used above, place them near the magnet and record your findings
below

OBJECT MAGNETIC OR NON-MAGNETIC WAS THE OBJECT STILL ATTRACTED

TO THE NAIL AFTER IT WAS
SWITCHED OFF/DISCONNECTED?
Paper clips
Needle
Coin
Button
[ 8 marks ]

What conclusion can you make from the above investigation? [ 3 marks ]

RUBRIC

Category 0-1 2-3 4-6

Electromagnet Electromagnet is Electromagnet is Electromagnet is
correctly made not structured structured structured
well, not secure correctly, not correctly, the coils
and functions and does not secure, functions are secure,
effectively work/ does not partially, strength strength is strong
pick up objects is weak and is able to be
turned on and off

0-1 2-4 5-8

Table on All results are Only half of the Minor errors
electromagnet incorrect results are correct Results are all
results 1 correct result correct
0-1 2-4 5-8
Table on All results are Only half of the Minor errors
permanent incorrect results are correct Results are all
magnet results 1 correct result correct
0 1-2 3
Conclusion Conclusion is not Conclusion is Conclusion is
proven correctly partially correct clear, explains
thoroughly and
proven correctly

TOTAL: 25 MARKS
APPENDIX A : STRAND ONE – LIFE AND LIVING
APPENDIX B : STRAND TWO- ENERGY AND CHANGE
APPENDIX C : STRAND THREE – MATTER AND MATERIALS
APPENDIX D : STRAND FOUR- PLANT EARTH AND BEYOND
Appendix E : STRAND FIVE – STRUCTURES
APPENDIX F – STRAND SIX- PROCESSING
APPENDIX G: STRAND SEVEN- SYSTEMS AND CONTROL
APPENDIX H: STRAND EIGHT –electrical systems and control