Background

As explained in your Module Outline, this module assessment structure is comprised of three tasks which will be submitted as a summative assessment. Module Guide activities are available for the relevant Learning Units, and your prescribed material, to prepare yourself for the successful completion of your tasks.

This TNST5112 Portfolio of Evidence (POE) consists of the following elements:

Compulsory ICE Task 1 — Disciplinary learning and practical learning (Marks: 20) Use your prescribed materials to complete and answer the following questions

a) Redraw the table below and explain what Science and Technology is: (2)

b) What knowledge strands must be taught explicitly for Natural Sciences and Technology?

Redraw and complete the table by identifying the subject-specific aims in Natural Sciences and Technology. (3)
c) Specific Aim Technology
Specific Aim 1: ‘Doing Science and
Technology’
Specific Aim 2: ‘Understanding and
connecting ideas’
Learners should understand the
practical uses of Natural Sciences and
Technology in society and the
environment and have values that make
them caring and creative citizens.

d) Briefly explain the difference between informal assessment or daily assessment opposed to a formal assessment. (2)
e) List the three principles of why moderation of assessments is done. (3)
f) Redraw the table below and discuss the following approaches:

Compulsory ICE Task 2 — Disciplinary learning and Practical learning (Marks: 10)
Draw a simple descriptive diagram of the water cycle that you can illustrate on a chalkboard.

Scenario:
You are a grade 4 NS/ T teacher at a school that does not have access to a projector or any other technological devices. The NS/ T CAPS curriculum requires you to teach the water cycle to the learners.
Draw a simple descriptive diagram with descriptions of the water cycle that you can transcribe on a chalkboard for these learners for the scenario above. (1 Mark per fact.)

Task 1 — Pedagogical learning and practical learning (Marks: 50)

Write a reflective essay of 500 – 600 words where you describe the inclusion of discovery-based learning as an educational approach in the teaching of the water cycle to grade 4 Natural Sciences/ Technology learners. Consider the layout of a lesson plan and fully explain each phase of your lesson and indicate how discover-based learning is incorporated in the phase(s). If you think that this approach is not useful for a specific phase of your lesson, explain why. Furthermore, explain how digital technology can be used to support discovery-based learning.

At the end of this specific task, students should be able to:
• Demonstrate an understanding of the discovery-based approach
• Mention and ensure that the planned lesson meets the objectives for a water cycle lesson for grade 4 NSTECH
• Define discovery-based learning and demonstrate the links of this demonstration to your lesson
• Describe how you have organised the learners for learning
• Provide examples of the approaches to discovery-based learning
• Explain how digital technology can be used to support discovery-based learning.
• Mention the advantages and disadvantages of the discovery-based approach applicable to your lesson.
• Include graphics and reference all graphics correctly
• Make use of your reference guide to ensure that all in-text referencing is done correctly

You will be assessed on the Task One rubric provided in the appendix section of this POE. Hint: The POE rubric will give you a structure to the criteria that you will be evaluated

Task 2 — Pedagogical learning and disciplinary learning (Marks: 50)
Exploring Structural Stability

At the end of this specific task, students should be able to:
• Make three simple structures
• Demonstrate ways of strengthening materials
• Explore ways to join struts to make a strong structure
• Demonstrate ways of making and Joining structures into triangular and square shapes
• Design an in-class peer-learning task

For this task, you are required to design an in-class peer-learning opportunity to assist learners in exploring structural stability. Design three simple structures to aid learners in understanding structural stability. The structural stability of the designs you have selected must vary to enable learners to see how the integrity of the structural stability differs practically.

You are not required to bring these structures to class but rather take photographs of how they should look.

Your peer-learning opportunity must include the following elements:
1) Photographs of the three simple structures you have designed
2) Supply the learners with the method of how they should build these structures for themselves.
3) Stipulate your learning objectives.
4) Provide in-class instructions on how this peer learning opportunity will take place.
5) Design a peer learning checklist so that your learners can evaluate each other.

Answers to Above Questions on Natural Sciences & Technology

Answer 1: Discovery based learning is an important approach to learning which involves learning through Discovery. This concept can be applied in teaching the water cycle to grade 4 natural Sciences and Technology learners, as it will help in developing scientific processes and also encourages critical thinking among children. It is important to create an engaging learning environment in order to create an engaging learning environment.