Data Handling. Name: Learners are expected to interpret and construct pictographs and bar graphs with one-to-one correspondence with the given data.

Transcription

1 Data Handling Name: This module: Through mathematics (data handling) we should make learners aware of reducing the amount of recoverable paper that goes to the landfill site by progressively increasing the paper recovery rate. We will do this by promoting the concept of reduce, re-use, recycle and recover through mathematics. The mathematics skills learners need to have Through the study of data handling, learners develop the skills to: collect organise display analyse and interpret given data The complete data handling cycle In the data handling cycle learners: Collect information to answer a question. In the Foundation and Intersen Phase this question is normally provided by the teacher or textbook. Sort and represent the information in ways that make it easier to analyse. The form of representation that learners in Foundation practise is a pictograph and bar graph. Analyse the information in the pictograph by answering questions. Remember to reduce the amount of recoverable paper going to the landfill site by recycling. The focus in the teaching and learning of data handling in the Foundation Phase is on sorting objects and data in different ways, based on the different features of the objects. I will guide you through this module. I will tell you more about this paper concept in this module. Learners are expected to interpret and construct pictographs and bar graphs with one-to-one correspondence with the given data. Learners will: Collect paper. Sort paper. Represent sorted paper using: pictographs or bar graphs. Analyse the paper information. I will help you with new paper words. A landfill site, also known as a rubbish dump, tip, or dumpsite, is a site for the disposal of waste materials. This is one of the oldest forms of waste disposal.

2 Activity a The tree story Activity background: The tree story is about how paper begins its life. The activities will include the following skills: Trees The story helps learners to understand where paper comes from and explains how forest plantations are managed responsibly. Mathematics Learners will collect information by listening to the story and the sequence of activities. They will also talk about or write sentences (information) on each activity. Life skills Learners will be planting seeds as part of their activities, and will talk about environmental and water conservation. CAPS: Mathematics and Language or Life Skills integration Grade Collect and organise data Collect data about the class or school to answer questions posed by the teacher. Grade Integration: Life skills Topic: plants and seeds Why we need plants include food, shade, shelter for animals What plants look like roots, stem, leaves, flowers Different plants similarities and differences Seeds and where they come from What plants need in order to grow Growing a plant from a seed such as a bean or a lentil What should happen in this activity Tell the learners that they need to learn more about where paper comes from, before they can start with the sorting of paper, making pictographs and answering questions. The teacher/learners read the Tree story. Learners are given progressive activities from Grade R to practice organising skills by sequencing activities, talking and writing about them. Some life skills activities are also included to make it more fun. Note that when doing these activities, the focus should remain on the sequencing of activities or pictures.

3 The tree story poster Seedlings being planted Fully grown trees 5 Paper mill Saplings planted 7 This poster will help you to understand the tree story better. Harvested and cut into logs Logs transported by truck 6 Manufacturing process Books and paper products Paper used at home Paper used at school Paper used at the workplace

4 The tree story Activity a Read the tree story to your learners. You can make a paper puppet from a paper bag to interact with the learners. Point to the poster while reading the story. The Tree Story Hello friends. Today I am going to tell you the tree story. Look how fast these trees have grown. You probably wonder why we are reading a story in the maths class. When we do data handling in maths, we need some background information before we can collect information (data). Do you know what a forest plantation is? (Give learners a moment to think.) A forest plantation is a piece of land that is Saplings are planted in forest plantations. A sapling is a young tree that is beginning to grow. A young seedling grows into a sapling which then grows into a tree. Fast-growing trees like pine and eucalyptus are planted and grown specifically to make paper. Only when they are big (mature) they are cut down. When they are cut down, new ones are planted in their place to start the cycle again. prepared for the planting of tree saplings. Did you know that trees also have names? Look how they cut the trees into logs The logs are loaded onto trucks and taken to the paper mill. (Point to the truck transporting the logs.) Ask the learners where they think the truck is taking the logs.

5 The tree story 5 Do you know what they do with the wood chips? (Give learners a chance to think and respond.) I wonder what happens next. Do you know? 7 6 The wood is then chopped into small chips. At the paper mill the bark is peeled from the tree. We call it debarking. (Show your learners a piece of bark.) Yes, paper is made into products and sold to shops. Chips? Oh you mean wood chips, not chips that I can eat! They refine them (Act out as if you are refining the wood chips with your hands.) Screen them. (Act out as if you are looking at the wood chips one by one.) Clean them. (Act out as if you are washing the wood.) People buy books, magazines and paper from the shops. See how far the trees have come! From the forest plantation to the shops where we buy them! Let us see what these people are doing with the paper. 8 Simon is unpacking all the paper that his mother brought home. She uses it for her computer. She also gives Simon sheets of used paper to draw on. 9 Mrs Tshabala s Grade class is very excited. Thabo and Jane s family sent their old magazines and used computer paper to the school. Boxes full! Paper for drawing, pictures to cut out, stories to read! 0 Thabo s mother s company is putting all their old books and used computer paper in boxes. Don t throw away old books and magazines let someone else use them.

6 Activity a The tree story Grade Talk about the pictures. Help me to put the pictures in the correct order. Does this come before or after a sapling? Extra activity: Plant a seed, get the sapling off to a good start and watch it grow up to be a beautiful, healthy and strong tree. The growing of a bean plant is an easy way to show learners how a seed changes into a seedling. The link should then be made between the seedling and the sapling. Talk about what happened to the seed. But why do we plant these special trees? In the same way that bean seeds are planted to produce beans to eat, special saplings are grown to eventually produce paper. Note to the parent/teacher. Learners should talk about the pictures and sequence them (Measurement: Time) Also share the following with your learners: We plant special trees for making paper; they provide us with wood not only for furniture; some medicines are made from trees; they provide shelter; they clean the air and make the climate pleasant; they give us oxygen and take in carbon dioxide. Note to the parent/teacher. Learners should talk about the pictures and sequence them (Measurement: Time)

7 Activity b The tree story consolidation Let s see what we learnt and what will come next. The focus was on collecting and organising Information by reading the Tree story and then applying some mathematical skills. Saplings are planted in forest plantations. A forest plantation is a piece of land that is prepared for the planting of these tree saplings. The logs are loaded onto the trucks and taken to the paper mill. Recap the following with your learners before you carry on with the next section. A sapling is a young tree that is beginning to grow. Fast-growing trees are specifically grown to make paper. At the paper mill the bark is peeled from the tree. A young seedling grows into a sapling which then grows into a tree. For example: pine and eucalyptus trees are fast-growing trees. The wood is then chopped into small wood chips. These special trees drink as little as four to five litres of water per day. The trees are cut into logs once they are fully grown. The wood chips are then refined, screened and cleaned. Pulp is then made from the wood chips. Paper is then made from the pulp. Paper is then sold and made into products for shops. We buy the paper. We know now that paper comes from special trees. But what can we do with paper after we have used it? In the following activities we will look at data handling skills by using paper as our context: Collecting and sorting paper. Drawing graphs to show how we sort paper. To be able to answer questions and analyse our graphs, we need more information. We need to collect more information on the four R s, (reduce, re-use, recycle and recover)packaging, job creation and the environment.

8 Activity Collect and sort paper Activity background: Paper In this activity learners are going to learn how to sort paper into four categories only. Mathematics Learners will cut out the given cards and then sort them into specific groups. They will then make a pictograph of their cut out cards and copy the pictograph on the sheet provided. CAPS: Data Handling Activity a Grade Collect and sort objects Collect and sort everyday physical objects. Grade Collect and organise data Collect data about the class or school to answer questions posed Activity b Grade Represent sorted collection of objects. by the teacher. Grade Represent data Represent data Represent sorted collection of objects. Draw a picture of collected objects. Represent data in a pictograph Limited to pictographs with one-to-one correspondence

9 Activity Collect paper introduction Ask learners to bring any types of paper and cartons they can find at home to prepare for the activity. Place the different types of paper in each group. Ask learners to make sure food cartons are cleaned before bringing them to class. Discuss where paper is used every day and give examples. Ask the learners to link the examples with the pictures on the cards. (See sorting papers on the next page). Learners cut and sort the cards per grade. (Activity a) Learners make a pictograph from the cut cards. (Activity b) Learners might have heard the word recycling before, but we must make sure that they understand where it starts. In the next section we will introduce the sorting of basic paper types and gradually progress to more paper types in Grade.

10 Sorting of paper When we want to recycle paper, it is sorted into different categories. In this activity we are going to look at a few categories. We are also going to look at how good you are at sorting by playing a game. Types of paper Telephone book Books and magazines Mixed paper Newspaper Carton Let us sort paper! This could be a daily activity. Ask learners why we use specific paper for specific tasks. This will make learners realise the important role paper plays in our lives. Tips for the classroom. Prepare a corner in your classroom with various types of paper. Ask the learners questions such as: Where do we often use: newspapers? cartons? cardboard? books? magazines? Cardboard Paper So you use paper on a daily basis? Give me some examples. Why is paper so important to us?

11 Activity a Collect and sort paper Grade Cut out and sort these cards. Make a drawing of your sorting. Teacher note: See notes on pictographs. Questions and answers at the end of Activity.

12 Activity b Collect and sort paper Grade Use your sorted cards to draw your pictograph here. Pictograph key:

13 Activity Notes on pictographs, questions and answers Grade Answers: pictographs Grade R We recommend that you do the pictograph with your learners. Making a pictograph allows the teacher to help the learners focus on the key aspects of data handling as well as the important features of a pictograph: where and how to label the graph (graph title) where and how to label the categories the pictograph needs to have a key that explains what each picture means the pictures or the spaces for pictures need to be the same size how to place the pictures evenly in rows how to read the graph Grade After learners have made their pictographs, you can ask them the following questions: How many cartons did you collect? How many sheets of paper did you collect? How many newspapers did you collect? How many boxes did you collect? More advanced questions: What is the most favourite type of paper? Why do you say so? What is the least favourite type of paper? Why do you say so? Grade Answers: Pictograph and bar graph Grade Grade Ask the learners how they decided to draw the graphs. Ask each of them to tell you a story about the graph. Carton Paper Newspaper Box

14 Activity Sorting paper Let us see what we have learnt, and what will come next! In activity we focused on collecting and organising information. In activity the focus was on sorting paper and drawing graphs. Now it is time to answer questions on (analyse) the data. We need to gain more information on paper. Saplings are planted in forest plantations. A forest plantation is a piece of land that is prepared for the planting of these tree saplings. The logs are loaded onto the trucks and taken to the paper mill. Recap the following with your learners before you carry on with the next section. A sapling is a young tree that is beginning to grow. Fast-growing trees are specifically grown to make paper. At the paper mill the bark is peeled from the tree. A young seedling grows into a sapling which then grows into a tree. For example: pine and eucalyptus trees are fast-growing trees. The wood is then chopped into small wood chips. These trees drink as little as four to five litres of water per day. The trees are cut into logs. The wood chips are then refined, screened and cleaned. Pulp is then made from the wood chips. Paper is then made into products and sold in shops. We buy the paper. To learn more about paper we need to know that we have different types of paper. Paper is also used for different purposes, such as packaging and toilet tissue paper. We should not send the paper to a landfill site; we should recycle. The most important thing is that we understand the four R s. The four R s stand for: Reduce Re-use Recycle Recover In the activities to come we will learn the following about paper: How paper is used for packaging The four R s The environment, and how jobs are created.

15 Activity Collect and sort paper Activity background: In this activity learners will learn about packaging, the four R s and the environment. Mathematics Learners will gain more knowledge to be able to analyse data. CAPS: Data Handling Grade Analyse and interpret data Answer questions about data in pictographs Prepare a table with different types of paper packaging. (See the next few pages for ideas on packaging. The packaging materials are underlined.) Ask the learners what each package is used for. Also ask them what packaging means. Note that this is a practical activity. Give the learners their paper cards again and ask them which of these can be used as packaging and why. Give the learners the sheet on the next page. Ask them what type of packaging this is. You might need to guide them or introduce the word.

16 Teacher notes: background knowledge Why is packaging important? It must keep the product clean and provide a barrier against dirt. Its design should provide protection and convenience in handling during transport, distribution and marketing. It must protect food against physical and chemical damage (e.g. water and water vapour, oxidation, light), insects and rodents. Let us look at the history of packaging materials. Historical packaging and materials In general these materials are used to hold foods, but they offer very little of the kind of barrier properties needed for a long shelf life. The exception is glazed pottery, which, although heavy, has excellent barrier properties. Leaves Banana or forest plantation leaves are the most common and widespread leaves used for wrapping foods, such as certain kinds of cheese and confectionery (guava cheese). Pan leaves are used for wrapping spices in India. They are an excellent solution for products that are quickly consumed, as they are cheap and readily available. Vegetable fibres These natural raw materials are converted into fibres to produce yarn, string or cord for packaging materials. These materials have certain common characteristics: they are flexible, to some extent resistant to tearing and permeable to water and water vapour they are lightweight, which is an advantage in handling and transport. Bamboo and rattan These are widely used materials for basket making. Coconut palm Green coconut palm and papyrus leaves are frequently woven into bags or baskets, which are used for carrying meat and vegetables in many parts of the world. Treated skins Leather has been used for many centuries as non-breakable container bottles. Water and wine are frequently stored and transported in leather containers (camel, pig and kid goat hides). Earthenware Is used worldwide for storage of liquids and solid foods such as curd, yoghurt, beer, dried food, honey, etc. Corks, wooden lids, leaves, wax, plastic sheets or combinations of these are used to seal the pots. They also restrict contamination by micro-organisms, insects and rodents.? Ask the learners how they would change each of the above to paper packaging.

17 Teacher notes Let s look at different types of packaging We get different types of packaging. In this section we will talk about the various types. Milk and juice cartons are manufactured by Tetra Pak Most milk and juice cartons are produced by this multinational food processing and packaging company of Swedish origin. To produce milk and juice cartons they use (7%) paper board, (%) plastic and (5%) aluminium foil, which is only used in aseptic packages. Raw materials production has the greatest environmental impact of all the stages within the package life cycle. 5 6 While learners identify the types of packaging you can share this with them. Milk and juice cartons are 00% recyclable, which makes it more environmentally friendly and efficient to use.. LDPE protects against outside moisture. Board for stability and strength. LDPE lamination layer. Aluminium foil oxygen, flavour and light barrier to ensure that the product has a long life with no preservatives 5. LDPE adhesion layer 6. MPE seals the liquid Note that the learners do not have to know the names of the layers, only the purpose of each. Paper and cardboard packaging Paper and boards are made from wood pulp and additives that are mixed into the pulp to give particular properties to the packaging, including: Fillers such as china clay, to increase the brightness of paper and improve surface smoothness and printability. Binders, including starches, vegetable gums and synthetic resins to improve the strength. Resin or wax sizing agents to reduce penetration by water or printing inks. Pigments to colour the paper and other chemicals to assist in the manufacturing process. This information is for your own background. The Intersen Phase learners will explore it, or you can introduce it in Grade. Here you can simply revise with your Foundation Phase learners how paper is made and what is added to give the paper certain qualities.

18 Teacher notes Different types of paper packaging Sulphate paper: is strong and is used for single-walled or multi-walled paper sacks for flour, sugar, fruits and vegetables. Sulphite paper: is lighter and weaker and is used for grocery bags and sweet wrappers. Tissue paper: is a soft paper used to protect fruits against dust and bruising. The paper is treated with wax to provide a moisture barrier and allow the paper to be heat-sealed. Paperboard features - cost-effective and eco-friendly - made from 00% kraft paper - prevents damage to edges and corners of packaged goods during handling, storage and transit. - provides increased stacking strength as well as vertical protection to the packaged goods - supplied in different widths and thicknesses as per customers specifications Paperboard Paperboard is a term that includes cardboard and corrugated board. Typically, paperboard has the following structure:. A top layer of white material to give surface strength and printability.. Middle layers of grey/brown lower grade material. An under-layer of white material to stop the colour of the middle layer showing through.. A back layer if strength of printability is required. Small paperboard tubs or cans Provide a range of cup stock paper, which is manufactured in compliance with the international quality standards. These papers are used for food paper packaging such as paper cups, bowls, containers, food wrappers, grocery bags, tray mats, meal boxes and fast food containers.

19 Information sheet: Milk and juice cartons Paper packaging is important and good because it protects our food. It is recyclable.

20 Teacher notes Reduce, re-use, recycle and recover Introduction to the four R s Reduce, re-use, recycle and recover are terms that refer to responsible waste management. We do it to eliminate waste and protect the environment. Re-use paper To re-use an item means to use the same item in its original form, but for a different purpose. By re-using paper we minimise the amount of paper going to the landfill sites. In the Foundation Phase you don t have to teach the learners the four R s vocabulary, but you can practise it on a daily basis in a fun way. What does it mean to reduce? To reduce means to lower your overall consumption by using less things that can cause waste build-up. We can do this at school, at our homes, when we do shopping and even when we are on holiday. Even though we reduce much of the paper, we still use it, and a significant part of it will eventually end up at the landfill sites, if we don t recycle. Think about all the paper that gets thrown away after being used only on one side. After the learner activity, think about how you can re-use paper in your class. Make these articles together with your learners to increase the awareness of the need to re-use paper. Recycle paper Special trees are planted for the purpose of making paper. Paper is an integral part of our lives, every day. We buy paper, we use it and recycle it. When paper is recycled it is made into more paper.

21 Foundation Phase: Re-using Collage Learners cut out food pictures from a magazine and make a collage. They share their artwork with other learners. Old magazines and glue. Cut out food pictures from a magazine.. Sort food pictures into fruit and not-fruit pictures.. Sort fruit pictures according to fruit and colour.. Make a fruit collage. Extra: Chasing fruit: make fruit cards in sets of five. Each learner gets a card to stick on his or her back. The teacher will give a command, such as All the oranges must catch all the apples. What to do: Spider and ant Teacher shows pictures of insects and spiders. Learners count the number of insect legs and spider legs. What is the difference? -D objects, number names and symbols, sorting and patterns Big boxes, recycled paper to cut dots and scissors. Teacher uses three old boxes. Teacher asks learners what she is holding. Teacher puts one dot on the first box, two dots on the second and three dots on the third box.. Teacher gives learners various cards with one, two or three objects on them. Learners sort the cards into the correct boxes. Patterns. Teacher uses three big boxes to make a pattern. Learners copy the pattern with their boxes. Teacher can also use the dotted cards for more advanced patterns.. Learners use boxes and building blocks to build a tower as tall as a friend. What to do: Mask/spectacles A colourful face: learners make a mask/spectacles and then identify all the colours they used. An egg carton, pipe cleaners, marker, recycled paper, paint, glue, scissors and a paint brush.. Take an empty egg carton and cut off the bottom (the part with the holes where the eggs fit in).. Cut the bumps so that you have six groups of two bumps each attached by strips. Take two strips, paint the one brown (ant) and the one black (spider).. Take paper, draw eyes and cut them out for your spider and ant.. Glue the eyes to the front of the strips. Make holes in the sides and push pipe cleaners through for legs (eight legs for spiders and six legs for ants). Push two pipe cleaners through the top of the front bump to create tentacles. Recycled cardboard, elastic, paint, a paint brush, scissors, feathers, glitter and other decorations.. Take recycled paper and draw a mask/spectacles on it.. Cut out your mask/spectacles.. Decorate it with feathers, glitters, paint, etc.. Make holes and put elastic through the holes.

22 Re-using Snakes Do you know what it means to decorate something? Teacher explains to class that they are going to decorate the classroom with lovely coloured paper plate snakes. What are your responsibilities while making your snake? A paper plate, string, paint, scissors, glitter and other decorations.. Cut on the lines that your teacher has drawn on the plate for you.. Take paint or crayons and decorate your snake.. Attach string to the head of your snake so that you can hang it from the roof of your class.. Hang your snake in the class room. Pencil holder Empty toilet paper rolls, stickers, glue and pictures paint, pens, pencils, strong recycled cardboard and scissors. Lion Learners make a lion. Recycled paper, empty toilet roll, wool, pipe cleaner or straws, scissors and glue.. Make a paper cone.. Glue the face to the toilet roll.. Paint the cone and the toilet roll. Draw the lion s face on the cone.. Use wool for his mane, pipe cleaners/straws for his legs and wool for his tail. If you had the opportunity to make a lion again, what would you change? Photo frame Tissue paper, a Styrofoam tray (plastic), varnish (adult supervision necessary), string or ribbon, glue, sticky tape and scissors.. Get empty toilet paper rolls. Cut it into different lengths.. Paint your rolls. Take stickers and decorate them. You can also glue pictures on them.. Paint your cardboard square.. Glue your rolls onto the cardboard. Place your pens and pencils in your pencil holder.. Draw a shape that is smaller than your photo on the tray and cut it out. Cut tissue paper into small pieces.. Glue the tissue paper pieces onto the tray so that they overlap each other (for decoration). Let the glue dry.. Varnish (adult support) the tray and let it dry. Paste your photo on the back of the tray, over the hole, with sticky tape or glue.. Once the varnish has dried make holes in the frame and attach the string so that you can hang it in your room.

23 Re-using Making a TV Step-by-step guidance should be provided by teacher. Learners bring one small box from home. Teachers asks questions such as: Guess how many boxes can fit into yours. Who has the biggest TV? Which TV can fit into yours?. Example: Monday: Weather, Tuesday: Cartoon, Wednesday: Advert, and Thursday: News Empty boxes (small and large), sticky tape, grey and black paint.. Take a large box.. On the one side draw a square and paint it with grey paint.. Draw all the buttons that you would find on a TV set next to the square.. Close up all the sides and paste it with sticky tape. Spray paint Old toothbrush, cereal box, paint, recycled paper and scissors. Roller Core of toilet roll, plastic bag, recycled paper, glue and paint.. Crunch up the plastic bag. Cut the bag to size and glue the bag to the paper roll.. Paint a page with paint.. Roll the plastic roller over the page while the paint is still wet. Let the paint dry.. Use the painted page for an art project, by cutting it into shapes and pasting the shapes in a picture. Dry wipes Empty litre bottle, pot plant saucer or holder, stickers and toilet paper.. Cut out shapes from the cereal box.. Place the shapes on the paper.. Dip a toothbrush in paint and spray over the shapes. Let the paint dry and then remove the shapes from the paper.. Make a frame for your art work and frame it. What shapes did you use? What shapes did your friend use? Did you use the same shape more than once?. Take an old litre plastic bottle and cut the top part off. A toilet paper roll should be ableto fit in the remaining top part.. Take an old plastic pot plant saucer and clean it. Decorate the bottle and place it in the saucer.. Remove the paper in the middle of a toilet roll.. Place the toilet roll in the bottle and pull paper from the centre of the roll through the bottle top. What do you think the container is for? (To keep a toilet roll clean and dry during the wet seasons.) Why do we blow our noses?

24 Re-using Stop sign Old cereal boxes, empty foil rolls and scissors.. Learners need to bring empty foil rolls and cereal boxes to school.. They draw and colour the stop sign on the inside of an old cereal box.. Cut out the sign from an old cereal box.. Let learners regulate traffic around the classroom using their stop signs. Recipe book Learners create a recipe book including foods that they like and their family s favourite recipe. (Motivate learners to stick to typical South African food.). Recycled paper to make a book, recipes, old magazines for pictures, ingredients for recipe, scissors.. Ask your mother to write down your favourite recipe.. Paste your favourite recipe in your own recipe book and collect others.. Learners cut out pictures from magazines to make their recipe books pretty.. Learners prepare one of the recipes. -D objects and patterns Four boxes as in the picture below, matches (adult supervision required), glue, crayons or marker.. Learners bring four different boxes and matches from home.. Learners glue their boxes together to create a house.. Learners draw windows, doors. etc. on their house using the marker.. Learners create a fence or decorate their house with the matches. How many boxes did you use? How many matches did you use? How many squares did you use? Playing games outside Make use of your playground, any waste obstacles and jungle gym. Learners move through an obstacle course. Repeat the activity but this time learners must choose an animal and do the obstacle course pretending to be that animal. Was it more difficult? Why or why not? Large empty box, plastic bottle with stones, large tins filled with sand, old broomstick, old newspaper. Waste obstacles. Large box to crawl through.. Empty bottles filled with sand or stones and used for cones/beacons.. Old broomstick lying on two tins filled with sand, to jump over.. A newspaper square to climb through (like a hula-hoop).

25 Activity a More about paper packaging Grade Look at this beautiful picture made from recycled paper. Try to make a similar picture at home using recycled paper. Make a drawing to show where paper comes from. We can re-use paper in the classroom. How would you re-use this box? Draw or paste pictures of what you would need to change this newspaper into something new, and then make the new item.