Revised National Curriculum Statement Grades R-9 (Schools) - Grade Six
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: Helps to clarify focus questions for investigation and describes the kind of information which would be needed to answer the question.
- Achievement is evident when the learner, for example,
- expresses focus questions in own words;
- considers classmates ’ideas about kinds of information which could be relevant;
- suggests ways that the information could be gathered;
- clarifies task for other learners (e.g. ‘What we need to find out is...’).
- Conducts investigations and collects data: Conducts simple tests or surveys and records observations or responses.
- Achievement is evident when the learner, for example,
- interviews people about their preferences on a particular matter or product;
- records new notes and measurements if teacher gives format for recording (e.g. lists, tables with headings);
- contributes entries to the class logbook (e.g. about changes in a growing plant or a caterpillar).
- Evaluates data and communicates findings: Relates observations and responses to the focus question.
- Achievement is evident when the learner, for example,
- points to examples of data which confirm the finding;
- describes the data-collection methods and how data were recorded.
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, describes the features which distinguish one category of thing from another.
- Achievement is evident when the learner, for example,
- explains the definitions that distinguish mammals (which suckle their young) and reptiles (which do not);
- describes and names different cloud formations and links them to coming weather;
- recalls the difference between planets and stars.
- Categorises information: Categorises objects and organisms by two variables.
- Achievement is evident when the learner, for example,
- categorises animals as mammals or reptiles, and then as carnivorous and herbivorous mammals, or carnivorous and herbivorous reptiles;
- categorises leaves by the type of vein patterns, and then each class of leaf by the type of margin.
- Interprets information: At the minimum, interprets information by using alternative forms of the same information.
- Achievement is evident when the learner, for example,
- finds information in science texts by using glossaries,indexes and tables of contents;
- extracts information from bar graphs;
- puts in order pictures of the stages in the life cycle of fruit flies, when observing real fruit flies reproducing;
- identifies external parts of animals (e.g.noses, ears, tails, fur, gills, fins, scales, feathers), and tells as much as possible about their function in the animal’s way of living.
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 similarities in problems and solutions in own and other societies in the present, the past and the possible future.
- Achievement is evident when the learner, for example,
- describes different ways that people in the past might have produced light at night;
- generates a list of basic human needs that are common to all societies,now and in the past.
- Understands the impact of science and technology: Suggests ways to improve technological products or processes and to minimise negative effects on the environment.
- Achievement is evident when the learner, for example,
- describes how technology can be used to save energy by switching lights off automatically when not needed;
- uses personal observation or information from the local authority to flow-chart the water supply system from the taps (or water tank) back to the source, noting points of potential contamination.
- Recognises bias in science and technology: Suggests how technological products and services can be made accessible to those presently excluded.
- Achievement is evident when the learner, for example,
- suggests ways that light could be made available to remote rural areas.