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LIFE SKILLS

Grade 2

TREES

Module 5

SEEDS

Figure 1
Figure 1 (graphics1.jpg)

SEEDS

Figure 2
Figure 2 (graphics2.jpg)
  • We have been examining seeds, but what does the seed need in order to grow?
  • Three things are very important: sunlight, moisture and soil. The type of soil is very important. Think of the sand at the beach or in a desert. How many plants can grow in that soil?
  • Try this experiment to see what kind of soil a plant needs to grow well.

1. Fill three plant pots with different kinds of soil:

- beach sand or building sand,;

- loose red sand – maybe with little stones in it;

- dark brown or black soil that clings together (potting soil).

  1. Try to find some plants that are growing well and plant them in the pots.
  2. Place them in the sunlight and water them regularly.
    • Draw your experiment.

Date:

Table 1
Beach sand Loose red sand Potty soil

After one week - Date _________What do your plants look like now?

Table 2
Beach sand Loose red sand Potty soil

After the second week - Date _____

Table 3
Beach sand Loose red sand Potty soil
  • Which plant has grown the best?
  • Why do you think it grew better than the others?
  • If you were a worm, which soil would you choose to live in? Say why.
  • Could the wind blow away any soil? If your plants were not in the wind, try blowing on the soil. Which soil can easily be blown away?
  • What soil do you think the farmer would like to have on his farm?
  • Sometimes we see soil erosion in fields.
  • This means that the soil has been blown or washed away and nothing is growing there. What type of soil do you think this is?

Assessment

Table 4
Learning Outcomes(LO’s)
NATURAL SCIENCELO 1
SCIENTIFIC INVESTIGATIONSThe learner will be able to act confidently on curiosity about natural phenomena, and solve problems in scientific, technological and environmental contexts.
Assessment Standards(ASs)
We know this when the learner:
1.1 (Plans) -– plans an investigation as part of a group;1.2 (Does) -– participates in planned activity independently or as part of a group;1.3 (Reviews) -– shows and explains what was intended and how it was done.
arts and cultureLO 3
PARTICIPATING AND COLLABORATINGThe learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.
Assessment Standards(ASs)
We know this when the learner:
3.1 (Dance) – moves freely and with ease through space both inside and outside, while responding to mutually agreed upon physical, verbal and sound signals;3.4 (Music) – echoes a rhythm by body percussion or by playing on a percussion instrument to accompany songs sung together.
ARTS AND CULTURELO 4
EXPRESSING AND COMMUNICATINGThe learner will be able to use multiple forms of communication and expression in Arts and Culture.
We know this when the learner:
4.4 (Music) – imitates natural and mechanical sounds to create sound effects;4.5 (Visual Arts) – explores, experiences and creatively communicates patterns and textures found in the immediate and built environment.

Memorandum

Food from trees

Most trees will grow from seeds. The seeds are found in the fruit, which the trees bear.

Find some examples of different kinds of fruit, which grow on trees. Observe the shape and texture of the different fruits. Cut them in half and allow the children to sketch the fruit and its seeds. The children should pay attention to the differences in the seeds and try to enhance them in their pictures (A &C 4.5).

Collect and dry out the seeds. Let the children make percussion instruments, by stringing them together as rattles or placing the dried seeds in containers and rattling them in that way. They can create their own patterns and rhythms or endeavour to beat out the time to music, which is played to them or songs that they sing together. They can also use them to imitate sounds in nature or mechanical sounds – as in the factory (A & C 3.4; 4.4).

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