ASSIGNMENT 2

Unique number :783253

Maboa Portia
60727845

LSK370-1
Life skills: science and technology in
foundation phase
 Table of content

1. Big idea………………………………………………………………………………2

2. Lesson plan……………………………………………………………………….2-8

3. Questions…………………………………………………………………………9-10

4. Integration of language, mathematics-measurement, mathematics- data-

handling in my inquiry-based theme plan…………………………………………10

5. Creative activity…………………………………………………………………10-11

6. Design and technology activity………………………………………………11-13

7. Teaching approach………………………………………………………….......13-14

8. Habits of body…………………………………………………………....................14

9. Three process skills……………………………………………………………........14

10. Placeholders to develop science concepts……………………………....14-15

11. Reference ………………………………………………………………………… 16

1
Section B: living and non-living
1. Big ideas
 Living things grow and change- like animals and plants, humans have a
life cycle that includes: birth, development, adulthood, reproduction and
death.
 Relationships- parents pass physical characteristics to their offspring.
 Interdependency- learners make a connection about how people1 grow
and change as they complete a model of a human life cycle.
 Place- the environment that the human life cycle take place and the
human life cycle occurs by sequencing stages.

2. Lesson plan
FOUNDATION PHASE LESSON PLAN
Student’s name: Student Programme: Year: Module
Mathebela Maboa number:60727845 BED 2020 code:
FOUNDATION LSK3701
PHASE
Subject: LIFE SKILLS Grade: 2 Date:14/08/2020

Content area: Life and living

Topic: human cycle

“ how do I fit”

1. AIMS OF THE LESSON 2. OUTCOMES OF THE LESSON:

The National Curriculum Statement At the end of the lesson, learners must be
(NCS) aims to produce learners who able to:
are able to: 1. Learners will be able to describe the many
1. collect, analyse, organize and critically ways people grow and change during their lives
evaluate information. and compare how people are alike and different
2. Demonstrate an understanding of the at different stages of life.
world as a set of related systems by 2. Learners will make a connection about how
recognising the problem solving contexts people grow and change as they complete a
do not exist in isolation. model of human life cycle.
3. Learners will be able to identify the life cycle
of human beings.

2
3. RESOURCES YOU 4. METHODS/STRATEGIES TO 5. SKILLS TO BE
WILL REQUIRE TO DELIVER THE LESSON LEARNT
TEACH THE
LESSON*
 Human life cycle  I used the inquiry strategy to Science concepts:
flashcard meet the lesson outcomes.  Prototype of
 Pencils human beings.
 Theory of a
 Paper
human’s life
 Colour pencils cycle.
 Glue
 Magazine
 scissor

6. PROCEDURES OF A LESSON
STAGE 1: TEACHERS’ ACTIVITY LEARNERS’
INTRODUCTION OF A ACTIVITY
LESSON

Introduction:
(20 minutes)
Ask the learners about the  Invite learners to discuss  Learners must
development of humans how people have grown and listen carefully
and how do they grow and changed. ( example: you are and watch the
change. For students to stronger. You are taller) video
recognize and understand  Ask if they remember a time attentively to
how their bodies will grow when they were smaller. be able to
and change in many ways, How are they different from answer the
I show them a video about now? I pose this question to teacher’s
the human life cycle, the set the stage for a prediction questions.
video is shown to assist my of how they grow and  Learners will
visual learners.
change. say what they
know about
the human life
cycle and give
their prior
knowledge
about the
topic.

3
4
STAGE 2: TEACHERS’ ACTIVITY LEARNERS’ ACTIVITY
DEVELOPMENT OF A (What will learners say or do?)
LESSON
Exploration:  Instruct the learners to  Learners will listen
begin illustrating the to instruction.
Ask a learner to come in the
human life cycle.  They will then
front and explain and  illustrate their
Make the learners human life cycle in
sequence the human life
identify the change their workbooks.
cycle in to order. Then use between now and  Must identify their
when they grow up feet now and later
their foot to insure that their
using their foot. so that they can
foot grow when they grow. understand the life
cycle better.

Designing an  First, write the title “my

foot now” on the left  Learners have to
investigation:
side of your paper and examine the shoe
Learners must identify the draw a line down the print.
middle of your paper  Learners have to
difference between their foot
as a separator. I recognize how their
now and later in life so that demonstrate writing foot look now.
the title on the board to  The learners
they can understand a
model how it should supposed to partner
human life cycle better. look on the paper. up and trace each
 Next, sit your paper on other’s shoes on the
They must draw trace their
the floor in front of you paper.
foot now and their foot when and place your left foot
on the paper. Bend
they grow up.
down on your knee
and take your pencil
and trace around your
shoe being careful not
to rip your paper.
 Finally, stand up with
your paper and sit in
your desk placing your
paper on the desk.

Conducting the  Ask the learners to  Learners have to

investigation: predict what their foot predict what their
From their finding and will look like when foot will look like
observation they will they grow up. when they grow up.
compare their life now and  I review with the  Learners have to
their life in the later stage learners that we write “my foot when
using time measurement in discussed that as you I grow up” and draw
years. They will predict get older, you get a picture of what
their foot would look

5
what they will look like and taller, stronger and like when they get
their foot. heavier. older.
 Ask the learners to
draw a picture of what
their foot would look
like

EXPANDED OPPORTUNITIES
Learning support opportunity Enrichment opportunity
Measurement of time it takes for human to
mature using years than days. Flashcards for
Learners can see and read about human
words to be used in writing in the science
life cycle by watching magazines and
journal, words written in English and the books.
learners’ home language to provide them with
understanding.

STAGE 3: CONCLUSION OF TEACHERS’ ACTIVITY LEARNERS’ ACTIVITY

THE LESSON (consolidation, recapping of (What will you say or do? What (What will learners say or do?)
new knowledge/concepts/skills) questions will you ask?)
Conclusion: facilitate groups’ The teacher ask the The learners compare
reflection on the data they learners to think about their results with their
collected and their drawing of whether the data they prediction or assumption.
conclusion on the basis of data. collected answer the The learners explain their
Encourage learners to use the question they asked for outcomes to the teacher
new specific words during the investigation and if the and group mates.
communication. Learners draw data is what they expect
conclusion in relation to their to find.
research question from data
collected.

Presentation/Communication:  Let the group  Work in pairs to

Have groups and individual design design a human develop their cycle
and present their human life cycle life cycle poster presentation.
drawing. Their drawing must be in and plan their  Record their
a correct sequence form of human presentation. observations in
life cycle.  Let them present their science
their poster in their journal.
classroom
 Develop a group
assessment
checklist.

6
Deepening/Broadening: Ask open ended question Learners answer
Reflect on new vocabulary and on what have they questions and explain
concepts that they acquired. learned about human life how they understand the
cycle and its stages. human life cycle.

7. ASSESSMENT:

 Observe the learners their indoor exploration activity to a certain whether they
understood the human life cycle and its developmental stages.
 Ask open-ended question to see their understanding.

8. SELF-REFLECTION
(NB: Please note that this section can only be completed AFTER the critique lesson has been presented and/or AFTER
reflection with the mentor/supervisor)
Write a narrative essay reflecting on your lesson. Critically reflect on the learning opportunity created through this lesson. Assess this
lesson according to the learning outcomes used. Provide evidence that the learners were able to achieve the stated outcomes. List the
strengths and weaknesses of the lesson as well as your presentation and indicate how you could improve this lesson.

The lesson was successful but there was no supervision from my mentor nor supervisor.

7
 *Resources

Attach examples (ORIGINAL, photographs, drawings etc.) of all learning and teaching support materials (LTSM) you used during the
lesson.

8
3. Social science “big idea”

The big idea “how I grow and change?” allowed the relationship to be used as a big idea because
learners were able to know their relationship on how do they differ from animals and plants, the
development stages of the human cycle on how do they grow and change?, the relation of living
and non-living. Interdependence was used because I asked why an infant dependent on its mother
does whereas an adult is independent. So that learners can be able to identify why a child does
needs a mother to nurture and feed them whereas an adult is on their own? Learners will be able
to understand that a child must first be dependent to their mother before being an adult. Place is
used so that learners can know the environment that the human life cycle occurs, I will ask where
does the human cycle takes place? So that the learners can know that the cycle occurs in the
homestead not in the forest or desserts like animals and plants. Change is used so that the
learners can be aware of their development. I will ask their development stage that they are
currently on and the next stage. This will give the learners and insight that life cycle has got stages
such as birth, development, adulthood, reproduction and death.

Natural of science

This knowledge developed through investigations which are guided by current knowledge.
Learners were asked about their thoughts on how do humans develop and they gave subjective
responses based on human interference, imagination and were social embedded. Scientific
knowledge is tentative and it led the children to observe the life cycle of a human being to develop
empirically based evidence. Through observation. Learners built on their previous knowledge of
human cycle and experiences to communicate their findings in their scientific journals.

Conceptual change

Learners’ concept shifted from a naïve understanding to a scientific understanding. As learners

thought that an adult was born without being an infant/toddler as I asked if they knew about
development and I discussed human life cycle. New scientific words using transmission approach
was imparted and explained the development of human beings. They learned the theory of human
beings life cycle that includes: birth, development, adulthood, reproduction and death. So that
changed their concept of human being life cycle.

Social or group work skills

Learners were grouped into four so that they can discuss about how does human being grow, get
to socialize on the life cycle of humans and respond to the question of how does a human change
and where do they fit? Give them an activity to solve human life cycle through matching the
developmental stages in a sequence form so that learners can interact with each other to solve
the problem (matching correctly) and to develop their vocabulary and language.

9
Process skills

Through observation of human life cycle learners were able to gather and organize information of
how does a human develop. They were able to socialize, interact and communicate with fellow
learners. I asked about the duration of each stage of development e.g. birth to development
occurs from 0-18 years to measure time in years. They compared the time from birth to death, so
they established that in between those years they were able to establish and compare, that a child
during birth is helpless and dependent whereas in adulthood they are independent.

4 language- presentation skills as the teacher checks for audibility, correct use and pronunciation
of words and accuracy. Speaking and listening were important aspects of the lesson which
contributed to language aspect as learners interacted and communicated with eacgh other.

Mathematics- measurement

The human body grows, changing in both shape and size, from infancy to about the age of twenty.
Growth is rapid during the first years of life, weight will be triple and height will increase by half
before a child turns one. Time is measured in years in human life cycle.

Mathematics-data handling

When a baby is born, its head is 25% of its total body height, as the baby grows, the body’s
proportions will change. Arms, legs and toes grow so that the head becomes 12, 5% of the body’s
2
size in adult (collect and analyse data). During childhood, the growth rate is steady, it speeds up
again between the ages of 10-16 when the child’s body matures and becomes an adult. This stage
is called puberty. The adult body does not change much but experience weight gain, shrinking,
skin wrinkles and loos of hair and muscles.

5. Creative activity (drawing my foot now versus when I grow up)

 First write the “my foot now” on the left side of your paper and draw down the middle of
your paper as a separator. I demonstrate writing the title on the board to model how it
should look on their papers.
 Sit your paper on the floor in front of you and place your left foot on the paper. Bent down
on your right knee and take a pencil and trace around your shoe being careful not to rip
the paper.
 Stand up with the paper and sit on the desk placing the paper on the desk. We then
examine the shoe print.
 Tell the learners to recognize that this is how your foot looks now as it suggests in the title
of your paper. This exploration can be modified allowing the learners to partner up and
trace each other’s shoes on the paper as well.
 I ask the learners to predict what their foot will look like when they grow up. I review with
the learners what was previously discussed that as you get older, you get taller, stronger
and heavier because you are growing and changing.

10
  Now on the right side of your paper write the words “my foot when I grow up”. I ask the
learners to draw the picture of what your foot look like when you get older, allowing
learners 3-5 minutes to draw their foot.
 Now compare both of their feet. How are they alike and how are they different? What will
happen to your feet as you continue to grow and change? I explain that this is an
exploration into the differences and similarities of growth and change over time

6. Design and technology: sequencing the human life cycle, cutting and pasting.

Resources:

 Magazine
 Glue
 Human life cycle flashcards
 Scissor

11
  Pencil
 Paper

-First the teacher must the learners a baby after a few months, the baby learns to crawl, and then
becomes a toddler. Next, the toddler grows a child. After a few years, the child grows into a
teenager. Then, the teenager grows into an adult woman. As time goes on, the woman gets elder
and becomes elderly. Learners must look at the human life cycle and starts to sequence the events
in which they occur through drawing.

-learners must look at the human life cycle and starts to sequence the events in which they occur
through drawing.

-they have to colour them in and label each stage: baby, toddler, adult.

-teacher must take up the students flow charts. In evaluating the flow charts, observe to see that
learners draw and label each stage: baby, toddler, young child, teenager, or adult. Also, looking for
physical changes: increased height, facial features and hair texture.

- Then cut picture in a magazine that relates to the stages so that they can use them.

-paste the pictures in their work.

a) They have to sequence the stages in order.

12
b) Draw and label the stages in order.

7. Teacher introduces the context of the inquiry

I used my photos from my toddler days to an adult and asked the learners to observe how I
changed. I invited the learners to describe how I looked and what kind of things that I did at each
stage, ask how I changed. What happened during each stage? And what is my next stage of this
life cycle?

Learners tell teacher what they would like to know about the topic.

The interactive teaching approach because it allows learners to have a significant control over the
learning process. When the children have the opportunity in science, they prefer learning
from their own questions, as this often challenges them to think about aspects of topic
they have not considered.

Teacher introduces new science words.

I will use the transmission approach because although any approach to the teaching of science will
involve the use of scientific terminology, a transmission approach will tend to give more attention
to this than others.

Learners plan their investigation

Learners carry out their investigations.

13
I would use the discovery approach as this implies that children can easily find out the scientific
principle by interacting with materials. This is the most appropriate approach because there are
other scientific ideas which cannot be clearly observed.

Conclusion of theme by referring back to the first concept map and adding to it.
3
I will use the interactive approach because it is primarily about achieving conceptual change in
children. It focuses on the changes in children’s conceptions as an outcome of their learning
experiences. This approach allows for the use of concept maps which are an approach for
authentic assessment.

8. Habits of body

 When the learner observes the human life cycle and write their observations in their 4
science journals, writing is a fine motor skills that accommodate habits of the body.
 When the learner stands up to answer a question they make use of their large body
muscles gross motor.
 When the learner bends down to trace their foot that is gross motor activity, the hand that
trace the foot using the pencil is developing hand-eye coordination.

9. Three processing skills

Observation- we receive information through our senses. Learners must examine size, shape,
colour, texture and so on. Teacher’s questions will help to ensure that learners do not see but
observe, they ask questions on which human being life cycle occurs first to the last to assess if the
learners were able to observe a human life cycle and the sequence of the stages occurring during
the cycle.

Communicating- communicating is the skill of what is observed. Information is collected, arranged

and presented in a way that helps learners understand its meaning. Teacher question learners to
allow them to communicate using understanding through drawing, written reports or even 5
creative writing such as poems and dramas. Good problem solvers are able to use their
understanding of a situation and to communicate their thinking clearly.

Measuring- this explains the world mathematically as learners measure length, volume, mass,
capacity, time and temperature. Learners acknowledge the time from birth to death and the
teacher establish if learners can measure using formal or informal units and record time with
numbers.

10. Activity in learner’s science journals:

Placeholder word duration.

Learners have to measure the duration of how long does a human have to go in each stage,
measure from birth to death so that they can record in their science journal.

They have to write down the duration of human life cycle in ages or years e.g. from birth to
development is from 0-18 years.

14
Creative art activity

Placeholder word development

Learners illustrated the development in human life cycle by drawing their foot of now and the foot
of them when they are older.

Development is theory of how humans change from toddlers to reproduction.

Creative drama activity

Placeholder word is birth, development, adulthood, reproduction and death.

Learners dramatize the human life cycle that shows a woman carrying a child (doll) act as the child
is helpless afterbirth.

After a child is born, they develop from being helpless and dependent to independent stage called
adulthood and reproduction and the last stage where one is on their sick bed for their last breath
called death.

Poetry

Placeholder word reproduction

Learners will recite a poem about the stage of life cycle. They will render a poem based on how a
human is born , where do they develop and when are they ready to reproduce offspring and the
human life cycle starts all over again.

15
References
 Study guide for science and technology teaching in
foundation phase (LSK 3701)
 http://WWW.1ST+grade+human+life+cycle+for+kids.co
m 6

16
 RESULTS
Big ideas = 4

Inquiry based theme plan = 25

Integration = 5

Creative art activity = 6

Design and Technology activity = 8

Teaching approach = 8

Habits of body = 2

Informal Assessment activities = 7

Process Skills = 2

Questioning = 14

------------------------------

Total = 81 / 100 (81%)

 COMMENTS
1 Your understanding is evident.
2 Read up more on the integration aspects.
3 Read up more on the different teaching approaches.
4 Use the habits of body to create a more natural understanding of the theme.
5 Read up more on the different process skills.
6 Refer to Unisa guidelines on how to reference correctly.