Funda Discovery Centre Excursion Programme
Programme
name
From Hunter-gatherers to modern
man
Grade/s 4 Time
allocation
3 hours Important terms and concepts
Subjects Social Sciences Multi-perspective approach: different ways of
looking at the same thing in the past.
• The different points of view of people in the past according to their position in society
• The different ways in which historians have written about them
• The different ways in which people today see the actions and behavior of people in the past
Cause and effect: The reasons for events and the results of these events.
Change and continuity: Over a period of time it is possible to contrast what has changed and what has remained the same.
Time and chronology: History is studied and written in sequence.
Local area, transport, communication, hunter- gatherer, herder, nomadic, pastoral, stone age, iron age, homestead, agriculture, pottery, heritage, social class, indigenous medicine, sangoma, nyanga, healer
Farm, village, town, city, buildings, house, animal shelter, shop, school, clinic, bank, office, place of worship, factory, garage, train station, landmark, side view, plan view, compass directions, crop faming, fruit farming, stock farming, processed foods, rivers, streams, springs, boreholes, wells, Highveld, Lowveld, Great Karoo, Little Karoo, Kalahari and Namaqualand, weather elements, temperature, wind, cloud cover, rainfall, minerals, mining, pollution, waste, latitude, longitude, scale, trade, rainforest, desert, settlements
Programme
goals/aims This programme will be conducted with the following concepts in mind:
• Local history focusing
• How we find out about history
• Different types of transport through the ages
• Different types of communication devices
• Lifestyles and religions of the Hunter-gatherers of South Africa (San)
• Settlements
• Jobs people do in different places
• Map skills: landmarks, side views and plan views, symbols and keys, compass directions
• Food and farming in South Africa: Types of farms and produce, classification of food (plants &
animals), processing of food
• The importance of water in South Africa CAPS
alignment
Social Sciences History: Term 1, 3 & 4 Social Sciences Geography: Term 1 - 4
Funda panels, displays and information
Grade 4: Auditorium, Foyer, Food, Settlement, Wood, Metal, Leather, Clay, Ceramic, Glass, Grass, Textile, Bread ovens and kitchen/preservation display, Weather station
Additional information and resources
Powerpoint presentation Drum
Activity sheet Post card
NB: Have freshely baked bread ready in case of multiple groups
Integration Extra information
Learner activities Communication activity
Ancillary
services N/A Integration N/A
Tour guide/Teacher Time
allocation Learners Time
allocation Resources
(Funda panels, displays, information and ancillary services)
Arrival:
o Guide learners from the bus to the auditorium.
o Show them where the bathrooms are.
10 min
o
Introduction:
Auditorium:
o Get the attention of the learners by dimming the lights and beating on the drum.
o Introduce the topic to the learners in the auditorium with a power point presentation: “Today we will go on a journey of discovery to find out more about local history and places where people live, communication and transport as well as food, farming and water in South Africa. We will also learn a little bit about reading and following a map…”
o Hand out activity and information sheets for learners to complete during the excursion.
o Give a short overview of the route that will be followed through the Funda and Voortrekker monument grounds by displaying an interactive map.
o Explain the scavenger hunt game and activity sheets.
o Using the PowerPoint presentation briefly talk about:
o The San, their lifestyle and rock art (stone age hunter- gatherers. Let learners explore the panels in the auditorium after presentation.
o Different cilvilizations: short video o Different places where people live o How we find out about history
o Write postcards. Learners will post these when they exit the Funda Centre just before break time.
15 min
5 min
o Learners receive a grade specific activity sheet with map
o Learners have to find a specific object in each of the Funda displays.
o Learners complete the San section of the activity sheet
o Learners can give examples of each way to find out about history.
o Fill in a few examples on their activity sheet o Write postcards
o Auditorium
o Power point presentation/video o Activity sheets
Presentation:
o Horse demonstration: (Whole group together) o What is a horse?
o What are they used for? Types of transport?
o How should you look after a horse?
30 min
o Learners complete the horse section of the
activity sheet. o Bread oven area
o Divide learners into smaller groups (depending on amount of learners present, +/- 30 per group) to start the journey of discovery. Groups will start at different points after leaving the auditorium:
o Group 1: Kitchen display (outside) o Group 2: Weather Station o Group 3: Rock art
o Group 4: Bathroom and snack break o Group 5 + 6: Voortrekkermonument
o After bread baking, the group will proceed towards the foyer (or different areas as set out above if there are more than one group)
o In case of multiple groups, jump to section (area) in the program that applies to your group and then move forward from there . Foyer:
o In the foyer there will be a brief discussion about the national symbols and why they are used as national symbols (links to cultures, history and places).
o Map skills
o Show learners the map of South Africa giving them the opportunity to place the provinces and capital cities on the map.
o Let learners point out the province in which they live.
o Give learners a chance to study the map on their activity sheet to find out where they are on the map.
FDC Main Hall: (Can accommodate 3 groups at a time) When exploring the themes, keep the following topics in mind and discuss as necessary:
• Local history
• Transport
• Communication
• The San
• Water
• Food and farming
• Jobs
• Settlements
o Give learners 10 minutes to explore freely and find the scavenger hunt objects before commencing with the tour.
o Food:
o Explain to learners what a windmill is used for and where one can usually find a windmill.
o How is water used in our day to day lives?
o Other uses for water.
o Water as a resource.
o How do people get water?
o Using the information on the panels talk about how people get their food (buy, grow, collect, fishing, hunting),different types of farms, food industry jobs (Farming, manufacturing, processing, chefs) as well as classification of food (plants and animals).
o Settlement:
o Using the information on the panels talk about why people live where they do, people and their needs, landmarks and jobs relating to settlement (Builders, roadworks, town planners)
o Wood:
o Using the information on the panels, talk about transportation made out of wood (wagons, first bicycles) and jobs in the wood industry (Logging, furniture, construction).
o Draw attention to the scale model of an ox wagon (WD7)
o Metal:
o Using the information on the panels, talk about transportation made out of metal (cars, trains, bicycles, airplanes, boats), communication systems made out of metal (telephone, type writer, telegraph, radio, camera) and Metal industry jobs (mining, construction, smelting) o Leather:
o Using the information on the panels talk about how leather is used in transportation and leather industry jobs (Shoe making, clothing manufacture, accessories, car interiors)
o Clay:
o Using the information on the panels talk about how clay is used and jobs relating to clay (Potter, brick making)
10 min
15 min
45 min
o In case of a school visiting that has more than 150 learners, divide them in two groups. On group will be accommodated in the auditorium while the other group will be accommodated in the foyer.
o Learners point out the province in which the live.
o Learners start scavenger hunt game:
Identify the toy/game in each display.
o Tick of the objects on the activity sheet as the excursion progresses.
o Scavenger hunt object 1: FdD1.17 Boereplaas board game
o Scavenger hunt object 2: SD4.1 Cape Dutch doll house
o Scavenger hunt object 3: WD1.4 Wooden spinning top
o Scavenger hunt object 4: MD1.5 Galvanized wire and tin helicopter
o Learners can experiment with the tin can telephones
o Scavenger hunt object 5: LD2.5 Synthetic soccer ball
o Scavenger hunt object 6: CyD1.5 Clay oxen
o FrP1, FrP2, FrD1.1 – FrD1.3
o Magnetic map of South Africa
o Main FDC hall
o Windmill
o FA3: Information booklet o Food panels FdP1 – FdP6,
displays FD1.1 – FD2.8 and additional info (Digital photoframes) + plough
o Settlement panels SP1 – SP5, displays SD1.1 – SD5.8 and additional info (Digital photoframes)
o Television: Short film o Wood panels WP1 – WP6,
displays WD1.1 – WD7 and additional info (Digital photoframes)
o Metal panels MP1 - MP6, displays MD1.1 – MD6 and additional info (Digital photoframes)
o Leather panels LP1 – LP6, displays LD1.1 – LD4 and additional info (Digital photoframes)
o Clay panels CyP1 – CyP6, displays CyD1.1 – CyD2.7 and additional info (Digital photoframes)
o Ceramic:
o Using the information on the panels talk about jobs releated to ceramics as well as the local history of ceramics.
o Glass:
o Using the information on the panels talk about how glass was/is used in communication.
Information booklet: Television, Apple computer, printers, cameras, cellphones, Tim Berners Lee o Grass:
o Using the information on the panels talk about what grass can be used for. Jobs related to working with grass?
o Textile:
o Using the information on the panels talk about textile industry jobs (Fabric design and manufacturing, clothing design and manufacturing) as well as the local history of textiles in SA.
o Learners can touch and try on some garments that were used in the past.
o Post a postcard:
o Learners complete and post the postcard that they started during the introduction o Snack and bathroom break:
o Snack and bathroom break. Relax on the grass bank.
o Hand out freshly baked bread.
o Weather station:
o Explain the different components of the weather station and how they are used to measure the elements.
o Making use of the compass and surrounding area, show learners the different compass directions North, South, East and West.
o Extra: Voortrekkermonumnet
o Discuss transport on the way up to the monument (oxwagons, parked cars etc)
o 30 minute Vootrekkermonument tour.
10 min
20 min
10 min
Extra 45 min (includes walking up)
o Scavenger hunt object 7: CcD1.12 20th century China children’s tea set
o Scavenger hunt object 8: Glass marbles
o Scavenger hunt object 9: GrD3.2 Raffia craft set
o Scavenger hunt object 10: Fabric doll
o Learners post a letter/postcard in the mail box in the foyer on their way out of the main building.
o Break time. Time to snack and make a bathroom visit
o Learners complete the weather station section of the activity sheet
o Ceramic panels CcP1 – CcP3, displays CcD1.1 – CcD4.2 and additional info (Digital photo frames) o Glass panels GlP1 – GlP3,
displays GlD1 – GlD4.3 and additional info (Digital photo frames)
o Grass panels GrP1- GrP6, displays GrD1.1 – GrD5 and additional info (Digital photo frames)
o Textile panels TP1 – TP6, displays TD1.1 – TD7.2, TD12 and TD13, additional info (Digital photo frames)
o Foyer
o Grass embankment
o Weather station: Wind sock, thermometer, rain gauge, sun dial, compass
o Voortrekkermonument
Conclusion:
o End the excursion by getting all the groups to sit in the bread oven area.
o Give a brief recap of the excursion and answer any questions learners might have.
10 min
o Learners complete the transport section on the activity sheet
o Last questions
o Bread oven area
Assessment Grade 4: Local history project – Museum display project: If learners attend during the first quarter.
Worksheets Activity sheet:
Grade 4: History and geography
