Science and Technology in Foundation Phase (LSK3701)
Institution
University Of South Africa
LSK3701 Assignment 2 2024 (Unique No. 203452) - DUE 7 July 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)...........
QUESTION 1: (25)
1.1 Scientific knowledge and concepts are classified or grouped into con...
ADDENDUM A: HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY
CHILDHOOD EDUCATION ....................................................................................................... 10
ADDENDUM B: LESSON PLAN TEMPLATE ............................................................................ 11
ADDENDUM C: SELF-ASSESSMENT AND MARKER’S RUBRIC ........................................... 13
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, LSK3701/ASSESSMENT 2/0/2024
Dear Student
Welcome to the module Life Skills Science and Technology in the Foundation Phase
(LSK3701) at NQF level 7. I hope your engagement with this module will be an enlightening
and enriching experience.
1 INTRODUCTION
Assessment 02 is a written assessment that contributes 10 % towards your final module mark.
This assessment measures your achievement of the outcomes pertaining to learning units 1 to
6 in the study guide.
1.1 Outcomes of Assessment 02
Specific outcome Assessment criteria
Evidence shows that:
• Science concepts and process skills are identified and
interpreted in science investigations.
• Technology process skills are identified and
Reflect on the different science interpreted in design activities of the technological
concepts, science process skills and problem-solving approach.
technology process skills and • Appropriate examples are cited to demonstrate
formulate strategies to promote the understanding of concepts and process skills for
development of these skills among science and technology.
foundation phase learners.
• Scientific investigative skills are explained to show
how they impact on understanding of the nature of
science and scientific literacy.
• Scenarios are used to identify, interpret and analyse
learners’ thinking processes in science.
Evidence shows that:
• Comparisons are made by analysing and interpreting
the different teaching approaches, such as inquiry;
technological problem solving; integration of
Analyse the different teaching mathematics, language and creativity; and cultural
approaches used in the teaching of historical perspectives.
science and technology and indicate • Suitable contexts are identified for the application of
the suitability and appropriateness of these approaches.
each approach to specific contexts of • Strengths and limitations of each approach are
schooling. identified and ways in which they can be used
successfully in a foundation phase classroom are
discussed.
• Examples are used to cite the use of appropriate
approaches to the learning context.
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