The GM South Africa Foundation (GMSAF) follows a process of undertaking the initiation, management and piloting of innovative education and housing programmes in the Eastern Cape, usually within the Nelson Mandela Bay area. Lessons learnt from these programmes are then written up in the form of practical implementation guidelines. This information is then shared with interested organisations across the country in order to promote the replication of successful new development concepts and to assist the State with the formulation of practical policies and implementation procedures.

One such programme which the Foundation has conceptualised and piloted is the Teachers for Technology and Science programme, which has been undertaken in partnership with the Port Elizabeth District Office.

In today’s world, technology is increasingly interwoven into the fabric of our everyday lives. The need to know how to use these tools is essential in staying competitive later on in life, but focusing only on teaching children to use technology is short sighted (Richard Firth).


Teachers for Technology and Science (TTS) addresses the need expressed above: it aims to equip teachers within Intersen to use technology effectively as a support in preparation and presentation of lessons as well as a support for subject management and administration. The programme focuses on three crucial Natural Science teaching components:
• Technology – Participating teachers receive training to effectively use Excel, Word and PowerPoint. They are supported and guided to use the internet as a teaching resource. They are also required to make regular and efficient use of email as a means of professional communication.

• Content – The content of this guide is freely available for Department of Basic Education use. Teachers may register on the TTS website to access the guide and download complimentary resources. The Foundation is able to track teachers’ use of the available resources for statistical purposes.

• Practical – Participating teachers are required to establish science clubs at their schools. In these science clubs teachers are required to work systematically with identified learners to help them extend their scientific research projects for participation in a school-based Mini Science Expo in the third term and thereafter in the annual Eskom Regional Science Expo.

GMSAF works closely with the Department of Education’s PE District. Officials there have affirmed the newly acquired skills demonstrated by the teachers, amongst these their improved administration and recordkeeping, drafting of assessments in line with departmental requirements and most importantly, the ability to draft a subject improvement plan for Natural Science.


Teachers for Technology and Science (TTS) aims to equip teachers within Intersen to use technology effectively as a support in preparation and presentation of lessons and practicals as well as a support for subject management and administration.


The programme focuses on three crucial Natural Science components:
• Curriculum and Technology and Cascading
• Science Clubs
• IT-based Resource development


• To assist teachers in the planning and development of their NS Subject files;
• To ensure that teachers are able to use technology effectively as a teaching resource as well as a professional development tool;
• To ensure that teachers are able to effectively involve learners in scientific investigations in the class room and during science club sessions and that they are able to teach learners how to:
o Formulate a research hypothesis,
o Undertake the necessary gathering of background information; and
o Interpret, report and present their findings in a logical and acceptable manner.
• To equip selected teachers with knowledge and skills so that they are able to assist in cascading aspects of TTS within their district;
• To oversee the establishment and functioning of Science Clubs at participating schools as well as to support schools in preparation for participation in Young Scientist Expos;
• To develop IT-based teacher and learner resources for use by Natural Science Teachers in the Intersen Phase.

The purpose of this guide is to assist Grade 5 teachers in the preparation of their science lessons.

The guide is packaged as four separate manuals; each covering the Natural Science content for a particular school term.

Content is presented and arranged to maximize both the teacher- and learner’s learning experience in the classroom, with the aim to further enhance the teacher’s understanding of the Natural Science content. Learner worksheets can easily be photocopied to be filed in workbooks.

The electronic version of this material is available for access via the Teachers for Technology and Science Website (www.tts………?)

The following components are built into each topic:

• Icon Key: icons demarcate different sections and / or indicate a type of activity
• Module map to help teachers keep track of content already completed and content to still be delivered
• Time guide: duration of topic
• Topic outline: content and concepts
• Assessment guidelines
• Resources required to teach the topic
• Guidelines for presentation of the topic

Teacher and Learner Resources include the following:

• Video clips produced by GMSAF (electronic version)
• Internet links to access video clips; songs; interactive websites and online quizzes suitable to the topic under discussion. The aforementioned may be accessed online by clicking on the hyperlinks provided
• Learner worksheets; tests; assignments and projects
• Interactive games and experiments
• Practical worksheets for individual- and group work

The Teacher and Learner resources contained in this guide are aligned with the Curriculum and Assessment Policy Statement (CAPS) of the Department of Basic Education Intermediate Phase, Natural Science and Technology.

Assessment Overview

The content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology.

• Learners should read, write, draw and do practical tasks regularly
• Evidence of learners’ work, including assessments, should be kept in the learner’s notebook.

School-based assessment (including practical tasks and class tests), checking for correctness and providing constructive feedback should be done regularly.

Allow for a maximum of 7 hours to be used for assessment throughout the term.



Strand: Life and Living

• Topic 1: Plants and Animals on Earth
• Topic 2: Animal Skeletons
• Topic 3: Food Chains
• Topic 4: Life Cycles


After completion of the term’s work learners should be able to:

• demonstrate and understanding of the variety of plants and animals on earth and their inter-dependence
• identify animals with and without bones
• identify and describe different bones and their functions in a vertebrate skeleton
• use struts to make a model of a vertebrate animal skeleton
• show the links and relationships in different food chains
• show the stages and processes in the life cycle of a plant and an animal


Strand: Matter and Material

• Topic 1: Metals and Non-metals
• Topic 2: Uses of Metals


After completion of the term’s work learners should be able to:

• compare the properties of some metal and some non-metal objects
• identify objects that are attracted by magnets
• identify objects that can rust in water
• process selected materials by mixing them and describe their properties before and after mixing
• describe the usefulness of different materials at home, school or community


Strand: Energy and Change

• Topic 1: Stored energy in fuels
• Topic 2: Energy and electricity
• Topic 3: Energy and movement
• Topic 4: Systems for moving things


After completion of the term’s work learners should be able to:

• describe the output energy we get from burning most fuels
• explain what a fire needs to start and continue burning (fuel, heat, oxygen)
• demonstrate an understanding of the causes of fire, along with methods of prevention and what actions to take during fire
• draw and label the components of a simple circuit correctly
• trace the electricity from the power station to our homes/schools
• describe the output energy (movement) obtained from a stretched elastic band or compressed spring
• make and evaluate sets of wheels and axles


Strand: Planet Earth and Beyond

• Topic 1: Planet Earth
• Topic 2: Surface of the Earth
• Topic 3: Sedimentary Rocks
• Topic 4: Fossils


After completion of the term’s work learners should be able to:

• demonstrate the earth’s movement in its orbit around the sun
• describe the earth’s movement on its own axis
• identify the main elements (soil, air, water, sunlight) that support life on earth
• identify and describe different soil types correctly
• explain the formation of sedimentary rock
• distinguish between body and trace fossils
• explain aspects of South Africa’s fossil record