LSK3701
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: MAY 2026
, Life Skills: Science and Technology in Foundation Phase - LSK3701
QUESTION 1
1.1 Scientific concept and teaching living vs non-living
A scientific concept is a clear and organised idea used to explain natural phenomena
based on observation and evidence. It helps learners understand and classify the world
around them.
To help learners distinguish between living and non-living things, I would use practical
and visual strategies. First, I would introduce key characteristics of living things such as
growth, movement, breathing, and reproduction. Then I would bring real-life examples
like plants, small animals, rocks, and toys into the classroom.
Learners would observe these objects and discuss differences. I would guide them to
notice that living things grow and change over time, while non-living things remain the
same unless acted upon. A simple activity like planting seeds and observing growth
over days would reinforce this understanding.
1.2 Inquiry-based approach: Where Our Food Comes From
Using an inquiry-based approach, I would begin by asking learners what they think
about where food comes from. This activates prior knowledge.
Next, learners would explore real examples such as fruits, vegetables, milk, and bread. I
would ask guiding questions like:
Where does this come from?
Does it grow or is it made?
Learners would investigate through pictures, videos, or a visit to a garden or farm if
possible. They could group foods into plant-based and animal-based categories.
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: MAY 2026
, Life Skills: Science and Technology in Foundation Phase - LSK3701
QUESTION 1
1.1 Scientific concept and teaching living vs non-living
A scientific concept is a clear and organised idea used to explain natural phenomena
based on observation and evidence. It helps learners understand and classify the world
around them.
To help learners distinguish between living and non-living things, I would use practical
and visual strategies. First, I would introduce key characteristics of living things such as
growth, movement, breathing, and reproduction. Then I would bring real-life examples
like plants, small animals, rocks, and toys into the classroom.
Learners would observe these objects and discuss differences. I would guide them to
notice that living things grow and change over time, while non-living things remain the
same unless acted upon. A simple activity like planting seeds and observing growth
over days would reinforce this understanding.
1.2 Inquiry-based approach: Where Our Food Comes From
Using an inquiry-based approach, I would begin by asking learners what they think
about where food comes from. This activates prior knowledge.
Next, learners would explore real examples such as fruits, vegetables, milk, and bread. I
would ask guiding questions like:
Where does this come from?
Does it grow or is it made?
Learners would investigate through pictures, videos, or a visit to a garden or farm if
possible. They could group foods into plant-based and animal-based categories.
