2.3 Let's make small clay box  (Page 3/3)

Nowadays clay and sand are fired in a furnace after c erami c objects such as crockery (plates, cups, and saucers) have been made from it. Ceramic objects are not only used in the preparation of food, but also in the building trade.

Clay is an example of a natural substance, i.e. a raw material that is provided by nature and has a mineral origin. Natural substances can also have a vegetative origin, e.g. cotton, and an animal origin, e.g. wool or silk.

When clay is baked in the sun to dry, it is known as earthenware. Long ago, people who lived in hot countries, allowed the pots to bake in the sun. In colder countries earthenware was baked in a wood fire.

Assignment 7:

Visit a brickfield or pottery factory in your area. describe the processes through which the clay must go right from its natural state, up to its final, processed form. use a flowchart.

[lo 1.12]

Take Note

Consult a reference source in case a visit to a brickfield or pottery factory is impossible. Write each new activity of the process in a separate space and make sure that the activities have been arranged in a logical sequence.

Did you know?

Pottery is a traditional activity of the indigenous peoples of Africa.

Assignment 8:

Consult any reference source and write a paragraph on any points of interest about this tradition, for example what role this tradition played in the economic and cultural lives of african peoples and what role it still plays today.

[lo 3.1]

Assignment 11:

What do other people think of your container? ask at least five people to give their honest opinion about your container. the people must not be your class friends, and three must be adults.

[lo 1.10]

Assignment 12:

Display your container in the school’s foyer. print your name, surname and class section clearly on a card and put it next to your container. perhaps the principal will order a jewellery box from you!

Assessment

Learning Outcomes(LOs)

LO 1

TECHNOLOGICAL PROCESSES AND SKILLS

The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies

Assessment Standards(ASs)

We know this when the learner:

1.4 writes or communicates a design brief for the development of a product related to a given problem, need or opportunity that clarifies the technological purposes of the solution;

1.5 suggests and records at least two alternative solutions to the problem, need or opportunity that link clearly to the design brief and to given specifications and constraints (e.g. people, purpose, safety, environmental impact, appearance);

1.8 chooses and uses suitable tools to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen materials;

1.10 evaluates the product according to the design brief and given specifications and constraints (e.g. people, purpose, environmental impact, safety, appearance), and suggests improvements and modifications if necessary;

1.12 draws appropriate sketches (e.g. labelled two-dimensional drawings of ideas, enhanced drawings of final solutions and drawings showing measurements) to communicate different information appropriately and effectively.

LO 3

TECHNOLOGY, SOCIETY AND THE ENVIRONMENT

The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment.

We know this when the learner:

3.1 describes similarities in problems and solutions in own and other societies – past, present and future;