• Use the marking rubric below to assess learners. Record the marks for formal


assessment. Criteria


Report has all six sections(headings) (6 marks)


Report has all headings in the right order (6 marks)


Report makes sense (8 marks)


Excellent


Has 6 sections (headings) (6 marks)


Has 6 headings in correct order


(6 marks)


Report makes sense (8 marks)


Good


Has 4–5 sections (headings) (4–5 marks)


Has 4–5 headings in correct order


(4–5 marks)


Report mostly makes sense (6 marks)


Remediation/Remedial activity Go over the report write-up with the class.


Unit 2 Respiration Learner’s Book pages 16–19 Unit overview


This unit explains how food provides energy to plants and animals and how they obtain this energy by carrying out the process of respiration. Teaching guidelines


Ask learners to breathe in and then ask them how this helps their bodies. Background knowledge


Respiration is often confused with breathing. Make sure learners understand that respiration is the process of releasing energy from food and breathing is the inhalation and exhalation of oxygen. However, oxygen is required for respiration to occur.


Activity 1 Write about the requirements and products of respiration


Learner’s Book page 17


Guidelines to implement this activity • This is an individual activity.


30 Average


Has 2–3 sections (headings) (2–3 marks)


Has 2–3 headings in correct order


(2–3 marks)


Reports makes sense; missing (4 marks)


Needs help


Has 1 section (heading) (1 mark)


Has 1 heading in correct order


(1 mark)


Report makes no sense (2 marks) Total: 20 marks


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