One effective way to teach these concepts is through the use of educational games that engage

students in a fun and interactive way.

Worksheets and games

According to Juul (2003) a game can be both tangible such as board games or intangible such as video
games. Regardless of their form,games typically have a set of rules which players must adhere to
achieve the predetermined objectives.In addition, a game is viewed as a construct that brings players
together and creates an interactive environment with a defined set of rules and objectives Wilson
(2010). Therefore, a game is an activity involving one or more players, governed by rules and aimed at
achieving particular objectives.

According to Hedge and Cassidy (2009) a worksheet is a sheet of paper, typically with questions and
spaces for the answers to be written or may include tasks.Additionally, according to Lee (2014) a
worksheet as a loose sheet of paper with questions or exercises for students to complete and
record answers. Therefore, a worksheet is can be defined as any paper which consists of questions
and spaces to answer the questions.

The relationship between science and technology as Science is a study of natural world and technology
extends people's abilities to modify that world. Technology is much more than applied science and
science is quite different from applied technology. When people use technology to alter the natural
world, they make an impact on science. Science is dependent upon technology to develop, test,
experiment, verify and apply many of its natural laws, theories and principles. Likewise, technology is
dependent on science for its understanding of how the natural world is structured and how it functions,
ITEA (2000). Therefore, Science is the ability to produce solutions in some problem domains whilst
technology is the application of knowledge to the practical aims of human life or to changing and
manipulating the human environment.

Name:

1. Name three natural materials (3)

2. Give two examples of man- made

materials (2)

3. Matter is anything that take up___ and

___ (2)

4. What are natural materials? (1)

5. Materials that are made by people are

called (1)

6. What is a material? (1)

Total: 10 marks Score /10

The game that can be used to develop the concept of natural and man-made materials at grade
three is scavenger hunt. In this game, learners are divided into groups and each group is given
their designated area for the search. Learners are tasked with finding and identifying various
objects in their environment that are made of either natural or man-made materials. For
example, students may be asked to find a rock (a natural material) and a plastic bottle (a man-
made material) in their surroundings. By actively searching for and identifying these objects,
students are able to develop a deeper understanding of the differences between natural and
man-made materials.

Through the activities of the game, students can develop a variety of skills that are essential for
their academic and professional success. One key skill that students can develop is critical
thinking. By actively searching for and identifying objects in their environment, students are
able to engage in critical thinking and problem-solving skills.They must use their knowledge of
natural and man-made materials to determine which category each object belongs to, and this
process helps to strengthen their understanding of the concept. Learners can also record their
findings.

Additionally, the game can help students develop their observation skills. By actively searching
for objects in their environment, students are able to practice their observation skills and learn
to pay attention to detail. This skill is crucial for success in science and technology, as it allows
students to accurately identify and analyze materials in their experiments and research.
Through the hands-on experience of searching for materials, students apply their knowledge of
natural and man-made materials in real-world contexts. They gain a practical understanding of
how these materials are present in their environment. By working together in groups to
complete the scavenger hunt, students are able to practice their communication and
collaboration skills. They must work together to identify objects and discuss their findings,
which helps to strengthen their ability to work effectively in a team setting. After the end of the
search each team can share the materials they found and explain their classification as natural
or man-made.
When using a scavenger hunt to teach the concept of natural and man-made materials, the game can be
played as follows:

1. Preparation:

- Create a list of natural and man-made materials that students need to find during the scavenger
hunt. Include a variety of examples to ensure a comprehensive understanding.

- Provide a brief explanation of the characteristics and properties of each material, as well as examples
of where they can be found.

2. Instructions:

- Explain the rules of the scavenger hunt to the students, including the designated area for the search
and any safety guidelines.

- Distribute the lists of materials to each student or team.

3. SWhen using a scavenger hunt to teach the concept of natural and man-made materials, the game
can be played as follows:

1. Preparation:

- Create a list of natural and man-made materials that students need to find during the scavenger
hunt. Include a variety of examples to ensure a comprehensive understanding.

- Provide a brief explanation of the characteristics and properties of each material, as well as examples
of where they can be found.

2. Instructions:

- Explain the rules of the scavenger hunt to the students, including the designated area for the search
and any safety guidelines.

- Distribute the lists of materials to each student or team.

3. Searching for Materials:

 - Students explore the designated area, such as the school grounds, a nearby park, or a nature trail, to
find the materials listed.

- Encourage students to use their observation skills and critical thinking to identify and collect the
materials.

4. Material Identification:

- As students find each material, they should examine it closely and determine whether it is a natural
or man-made material.

- They can record their findings by checking off the materials on their list or taking pictures of the
items.

5. Group Discussion and Reflection:

- Gather students together after the scavenger hunt to discuss their findings and observations.

- Each student or team can share the materials they found and explain their classification as natural or
man-made.

- Encourage students to provide reasoning and evidence for their classifications.

Skills Developed during the Game:

1. Observation Skills:

- During the scavenger hunt, students need to carefully observe their surroundings to identify natural
and man-made materials.

- They develop their ability to notice details, differences, and patterns in the objects they encounter.

2. Critical Thinking:

- The game requires students to think critically and analyze the characteristics and properties of the
materials they find.

- They must consider the origin, composition, and purpose of each material to determine whether it is
natural or man-made.
3. Communication and Collaboration:

- Scavenger hunts can be conducted individually or in teams, promoting communication and

collaboration among students.

- Students can discuss their findings, compare their classifications, and explain their reasoning to one
another.

4. Classification and Categorization:

- By sorting materials into natural and man-made categories, students develop their classification and
categorization skills.

- They learn to differentiate and group objects based on their characteristics and properties.

5. Application of Knowledge:

- Through the hands-on experience of searching for materials, students apply their knowledge of
natural and man-made materials in real-world contexts.

- They gain a practical understanding of how these materials are present in their environment.

find the materials listed.

- Encourage students to use their observation skills and critical thinking to identify and collect the
materials.

4. Material Identification:

- As students find each material, they should examine it closely and determine whether it is a natural
or man-made material.

- They can record their findings by checking off the materials on their list or taking pictures of the
items.

5. Group Discussion and Reflection:

 - Gather students together after the scavenger hunt to discuss their findings and observations.

- Each student or team can share the materials they found and explain their classification as natural or
man-made.

- Encourage students to provide reasoning and evidence for their classifications.

Skills Developed during the Game:

1. Observation Skills:

- During the scavenger hunt, students need to carefully observe their surroundings to identify natural
and man-made materials.

- They develop their ability to notice details, differences, and patterns in the objects they encounter.

2. Critical Thinking:

- The game requires students to think critically and analyze the characteristics and properties of the
materials they find.

- They must consider the origin, composition, and purpose of each material to determine whether it is
natural or man-made.

3. Communication and Collaboration:

- Scavenger hunts can be conducted individually or in teams, promoting communication and

collaboration among students.

- Students can discuss their findings, compare their classifications, and explain their reasoning to one
another.

4. Classification and Categorization:

- By sorting materials into natural and man-made categories, students develop their classification and
categorization skills.

- They learn to differentiate and group objects based on their characteristics and properties.
5. Application of Knowledge:

- Through the hands-on experience of searching for materials, students apply their knowledge of
natural and man-made materials in real-world contexts.

- They gain a practical understanding of how these materials are present in their environment.

The scavenger hunt game provides an interactive and engaging way for students to explore and apply
their knowledge of natural and man-made materials. It fosters important skills such as observation,
critical thinking, communication, collaboration, and classification, while connecting theoretical concepts
with real-world examples.