Revised National Curriculum Statement Grades R-9 (Schools) - Grade Four
Learning Area: Natural Sciences
Learning Outcome 1: Scientific Investigations
The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.
Assessment standards
We know this when the learner:
- Plans investigations: Contributes ideas of familiar situations, needs or materials, and identifies interesting aspects which could lead to investigations.
- Achievement is evident when the learner, for example,
- suggests actions to try with the materials;
- talks about personal experiences, highlighting aspects which relate to science or technology;
- responds to suggestions like: ‘Some people say... What do you think?’
- Conducts investigations and collects data: Explores the possibilities in available materials, finding out how they can be used.
- Achievement is evident when the learner, for example,
- notes and remarks on obvious changes or interesting details;
- tries own idea of how the materials might respond;
- perseveres or repeats the activity in different ways, experiencing the phenomenon in other ways.
- Evaluates data and communicates findings: Talks about observations and suggests possible connections to other situations.
- Achievement is evident when the learner, for example,
- describes own perceptions of the event, relating to the purpose of the investigation;
- tells of related situations in which own ideas would be relevant.
Learning Outcome 2: Constructing Science Knowledge
The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.
Assessment standards
We know this when the learner:
- Recalls meaningful information: At the minimum, uses own most fluent language to name and describe objects, materials and organisms.
- Achievement is evident when the learner, for example,
- gives the names of animals in a picture, using own most fluent language;
- names and describes materials used in making a kite, using own most fluent language;
- names or describes functional parts of structures (e.g.‘beam’ or ‘strut’), using own most fluent language.
- Categorises information: Sorts objects and organisms by a visible property.
- Achievement is evident when the learner, for example,
- follows instructions to sort animals into groups of those with two legs, with four legs, and with more than four legs.
Learning Outcome 3: Science, Society and the Environment
The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.
Assessment standards
We know this when the learner:
- Understands science and technology in the context of history and indigenous knowledge: Describes how local indigenous cultures have used scientific principles and technological products for specific purposes.
- Achievement is evident when the learner, for example,
- describes how own cultural group has, through history, found safe ways to collect and use water to drink;
- describes methods of sending messages over short and long distances.
- Understands the impact of science and technology: Identifies features of technological devices around him or her, and tells about their purpose and usefulness.
- Achievement is evident when the learner, for example,
- suggests why having running water in a home might make people’s lives easier;
- dismantles a tap or uses cross-section diagrams of a tap to explain why a closed tap may drip and waste water.
- Recognises bias in science and technology: Identifies difficulties some people may have in using technological devices.
- Achievement is evident when the learner, for example,
- identifies possible reasons why a disabled, older or younger person may find it difficult to open a tap.