Earth And Beyond [grade 4 English]

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME An example of a learning experience in the Natural Sciences

PLANET EARTH B EYOND & Grade 4

e Piece of Earth l t t i L My

All living things depend on soil 1. What is topsoil? (LO2) 2. Soil particles come from rocks (LO2) 3. Finding out about garden topsoil (LO2) Assessment task for LO2 (AS 1 & 2) Comparing two different samples of topsoil 4. How much water does our soil hold? (LO1)

Assessment task for LO1 (AS 1 & 2) How much water do different kinds of soils hold? 5. What do earthworms do in the soil? (LO2 & LO1) 6. Working with soil (LO2) 7. Sustaining my little piece of Earth (LO3) Assessment task for LO3 (AS 1 & 2) Sustaining my little piece of Earth 8. Farmers used the constellations of stars to tell them when to plant (LO3)

We welcome the wide use of these materials. Please acknowledge Western Cape Primary Science Programme © PSP (2008)

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Developed by the Western Cape PSP team and teachers Rationale These materials were written to support teachers in their work with learners around the content area of Planet Earth and Beyond. This is not a complete work schedule. It offers possibilities for teachers to include other learning experiences and to extend and integrate it with other content strands of the Natural Sciences. This example learning experience shows how you can work towards the three Learning Outcomes in the Natural Sciences of the National Curriculum Statement (NCS). LO1: Scientific Investigations K The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts LO2: Constructing Science Knowledge K The learner will know and be able to interpret and apply scientific, technological and environmental knowledge LO3: Science, Society and the Environment K The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment We know that children are naturally curious and observant. Children learn about the world by observing, asking questions and trying to make sense of what they experience. Encourage your learners to ask questions. Questions are an opportunity to engage the class in observations and discussions. In Science we want learners: I to interact with real objects in the class and outside I to develop a lively curiosity about the world around them I to be confident to raise questions I to link their questions to what they observe in their home environments and in the world. This can lead to a rich thinking, talking and writing environment. Children who have this curiosity will learn and become creative human beings too.

Assessment The assessment tasks in this group of learning experiences are directly linked to the Learning Outcomes of the NCS. They are designed to encourage learners to show what they know, to show what they are thinking and to record and show you their questions. Courses presented by Rose Thomas and Nontsikelelo Mahote. Booklet designed by Welma Odendaal with illustrators Nicci Cairns and Janet Ranson.

Western Cape Primary Science Programme (PSP) Edith Stephens Wetland Park, Lansdowne Road, Philippi P.O. Box 24158, Lansdowne, 7779, South Africa Tel: 021 691 9039

Fax: 021 691 6350

e-mail: [email protected]

website: www.psp.org.za The PSP is grateful for support from PETROSA

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Contents SECTION 1 All living things depend on soil Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Assessment tasks LO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . 16 LO1 (AS 1 & 2) How much water do different kinds of soil hold? . . . . . . . . . . . . . . . . . . . . 21 LO3 (AS 1 & 2) Sustaining my little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Suggested workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

SECTION 2 Learner task cards to photocopy Task Task Task Task

card card card card

1 2 3 4

Task card 5 Task Task Task Task Task Task

card card card card card card

6 7 8 9 10 11

Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment task for LO2 (AS 1 & 2): Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Assessment task for LO1 (AS 1, 2 and 3): How much water do different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Reading about how farmers work with the soil . . . . . . . . . . . . . . . . . . . . . . . . 55 Assessment task for LO3: AS 1 & 2: Sustaining my little piece of Earth . . . . 63 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Farmers used the constellations to tell them when to plant . . . . . . . . . . . . . . 67

Readings and support materials This is an Earthworm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 What do Earthworms eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Earthworms in the food chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Farming in rural areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Farming with tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Growing rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Reading “Compost, my compost” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Make your own compost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 My little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Stories from the stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

SECTION 3 Extracts from the National Curriculum Statement for Natural Sciences Grades R – 9 Core Knowledge and Concepts for Planet Earth and Beyond (NCS) . . . . . . . . . . . . . . . . . . 71 Learning Outcomes and Assessment Standards (NCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

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section 1 Learning experiences All living things depend on soil 1. What is topsoil? (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 2. Soil particles come from rocks (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3. Finding out about garden topsoil (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Assessment task for LO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 4. How much water does our soil hold? (LO1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Assessment task for LO1 (AS 1, 2 & 3) How much water do different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 5. What do earthworms do in the soil? (LO2 and LO1) . . . . . . . . . . . . . . . . . . . . . 24 6. Working with soil (LO2 and LO1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 7. Sustaining my little piece of Earth (LO3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Assessment task LO3 (AS 1 & 2) Sustaining my little piece of Earth 8. Farmers used the constellations of stars to tell them when to plant (LO3) . . . 35 Suggested Workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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1

What is topsoil? (LO 2) Key Concepts K Topsoil is the thin layer of soil that lies on top of the ground K Topsoil is made of particles

Teacher Task 1. Draw the following diagram on the chalkboard to explain to the learners about topsoil. 2. Explain about topsoil The soil that we live on is called the topsoil. It is the loose top layer of the land. It is usually only about 50-150 centimetres deep on average around the world. In tropical rain forests it can be 5 metres deep, but on the top of mountains it is only a few millimetres deep. Topsoil is a loose, thin, fragile layer. It can be washed away or blown away very easily. Topsoil contains humus Topsoil is made of small grains (particles). Living things and soil

Subsoil

All living things live on or in the topsoil. All living things get food from the plants that live in the soil and also from the animals that feed on the plants. All living things depend on the soil as well as air, water and sunlight.

Rock

So we must look after our soil.

Consolidation 3. Assist learners to make a class mind map of everything they know about soil. 4. Learners copy the mind map into their books.

MIND MAP OF SOIL – WHAT WE KNOW ABOUT IT has a smell we walk on it

has stones in it

SOIL

we grow things in it

it is dirty can blow in the wind

moles live under it we play with it

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Soil particles come from rocks (LO 2)

Key Concepts K Sand, silt and clay are soil particles and they come from rock K Rock is broken down into pieces by a process of ‘weathering’ K It takes thousands of years to ‘weather’ rocks down to make only a small layer of soil K Different rocks make different kinds of soil particles K Most topsoil has particles from more than one kind of rock K Sand, silt and clay particles have their own specific properties

Teacher Task Introduction 1. Bring a selection of stones and rock samples to class (or ask learners to bring them). 2. Note: many learners will bring pieces of brick or concrete. These are manmade materials. They are not natural rock samples. Help learners to distinguish between them. 3. Make sure each group has two or three different rock samples to look at. If they have samples of brick or concrete explain that they are not natural rocks. Remove these from the samples. 4. Help learners to describe their rocks. Provide vocabulary for them to do so. They do not have to know the scientific names of the types of rocks.

List of words gritty rough flaky smooth grainy sharp hard brown black grey yellow

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hlalutye rhabaza cwecwana igudile nkozwana bukhali qinile mdaka mnyama ngwevu mthubi

grinterig grof vlokkerig glad korrelrig skerp hard bruin swart grys geel

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Teacher Task Preparation Provide learners with the following materials: K Rock samples K Pieces of clean white paper K A few teaspoons of sand K A small piece of wet clay (you can buy clay at craft shops and at Cape Pottery Supplies or from a supplier in your area).

Learner Task Different kinds of soil particles

Task Card to photocopy on page 42

1. Take any two rocks and rub them together to make some soil particles.

it ’s di fficult !

this r u me ho bbing is m t and aking tired.

make o t k r rd wo il ! it ’s ha o lit tle s a n e ev

2. Wet your soil particles with a few drops of water. 3. Roll the soil particles in your hand and try to answer the questions in the table below. 4. Do the same with the sand and the clay.

Different soil particles QUESTIONS

Soil particles from my rocks

Clay

Sand

Does it feel gritty?

yes

no

yes

Does it feel sticky?

no

yes

no

Does it feel smooth?

no

yes

no

Can you roll it into sausages?

no

yes

no

Can you bend it into rings?

no

yes

no

1. Is your soil like clay?

No my soil is not like clay because it is not sticky. And I can’t roll it into sausages or bend it into rings. It feels gritty. 2. Is your soil like sand?

Yes my soil is like sand because it is gritty and I can’t roll it into rings and sausages. 7

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Teacher Task Explain to learners that when they were looking at the soil, feeling it and finding out what it can do, they were finding out about the properties of their soil. Assist learners to complete the following writing task and questions in their books.

Learner Writing Task 1. Describe some of the properties of the soil that you made from the rocks. Start like this: Today we rubbed rocks together and made soil particles. These are the properties of my soil: The colour of my soil is grey. It feels gritty. It is like sand because it does not feel smooth. I can’t roll it into sausages and rings. 2. Questions a. Do all your soil particles look the same? Write to explain your answer.

No, all soil particles do not look the same. This is because they come from different rocks. b. How long do you think it will take you to make one cup of soil?

It will take a very, very long time. c. How long do you think it took Nature to make all the soil in your school garden?

It took Nature millions of years to make all the soil in our school garden.

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Consolidation Explain Topsoil is made of different kinds of particles. These are mixed with humus (compost). Humus is made from rotting dead plants and animals in soil. Humus also contains micro-organisms, called bacteria and fungi, which help to rot the dead plants and animals. The following are the particles that we find mixed together with humus to make our topsoil. The three types of particles that make up soil are: Sand

Size of particle: up to 2mm You can fit 10s onto a pinhead

Silt

Size of particle: .05 to .002 mm You can fit 100s onto a pinhead

Clay

Size of particle is smaller than .002mm You can fit 1000s onto a pinhead

All garden topsoils are a mixture of these three particles Sand K Large particle K Large air spaces in between the particles

Sand

Silt K Smaller particles than sand, but bigger than clay K Smaller air spaces between the particles Clay Silt

K Small particles K small air spaces between the particles

Clay

Texture of the different particles K Sand feels sharp, grainy and gritty. K Silt feels very smooth and silky even when it’s wet. K Clay feels fine and powdery when it’s dry and it feels sticky when it’s wet.

Note to teacher Silt k We had no example of pure silt. You can find silt. It is the soil that blows up behind a car and dirties the back windscreen when you drive on a dusty road (sand is too heavy and clay is too sticky). Silt feels very smooth and powdery.

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Finding out about garden topsoil (LO 2) Key Concepts K There are different kinds of topsoil K Each kind of topsoil has its own properties: appearance, texture and smell K Each different kind of topsoil has its own water holding properties K Soil is a mixture of – Fine particles such as sand, clay and silt – Water – Rotting plant and animal matter (humus) – Minerals K Different soils have different proportions of particles and humus

Teacher Task Introduction Explain the following to learners: Nature makes the soil by the weathering of rocks. 1. Rock is broken down into particles in nature by a process called weathering. Weathering can take place in many different ways. For example – The wind blows sand against rocks and this slowly grinds the rocks into smaller particles. – Sometimes trees grow near rocks. Their roots grow into cracks in the rocks and this slowly breaks the rocks apart. – Rocks fall from the side of mountains when there is exceptionally heavy rainfall. The rocks are washed together in fast-flowing rivers. Smaller pieces of rock get broken off. The rocks and stones that you find in these fast-flowing rivers are usually smooth and round from being rolled and bumped against each other by the water. – Rocks become hot in the sun in the daytime. At night they cool down again. This heating and cooling, which takes place over and over again, causes the rocks to crack and break. – Each kind of rock makes its own kind of soil particles. The particles get washed down in rivers and deposited after floods. When these particles mix with other soil particles, this makes good soil. 2. Soil is important to us. We all depend on soil for growing our food. Plants and animals also depend on soil.

Preparation Ask learners to bring a packet of soil from home. Explain that we want to compare different soils from different places. Make sure that you or the learners bring soils from different places and also from the school garden.

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Task Card to photocopy on page 44

Learner Task Describing our topsoil

1. Take a small sample of soil in your hand. Roll it in your hands. 2. Discuss these questions: K How does it smell? K What can you see in it? K Where do you think it came from? K How was it made? 3. Feel your soil. Is it gritty like sand, sticky like clay, or smooth and dusty like silt? 4. Use the table below to help you decide what kind of soil you have.

TYPE OF SOIL

How does the soil feel between your fingers?

Uvakala njani umhlaba xa gronduwuva ngesandla?

Hoe voel die grond as dit tussen jou vingers gevryf word?

It feels coarse – it is full of small stones.

Uvakala unezigaqa. Unamatye amaninz i amancinci.

Dit voel grof – dit is vol klein klippies.

It feels gritty – the particles are quite big (like big grains of sugar).

Uvakala rhabaxa unamahlalutye amakhulwana.

Dit voel korrelrig – die deeltjies is nogal groot (soos korrels suiker).

It feels gritty – the sand particles are small.

Uvakala rhabaxa, amahlalutye esanti mancinci.

Dit voel korrelrig – die sanddeeltjies is klein.

It feels smooth – the particles are very fine.

Uvakala mpuluswa unamahlalutyana.

Dit voel glad – die deeltjies is baie fyn.

It feels sticky when wet – the particles are very small. When it is dry it feels like a fine powder.

Uvakala ncangathi xa umanzi, amahlalutye mancinci. Xa womile uvakal nje nge phawda.

Dit voel taai as dit nat is – die deeltjies is baie klein. As dit droog is, voel dit soos ‘n fyn poeier.

5. Write to explain what kind of soil you have.

My soil My soil is course, sandy soil because it feels gritty and the particles are big like grains of sugar.

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Teacher Task 1. Explain When we want to find out what kind of particles make up our soil we can do a soil analysis. In a soil analysis we add water to a cup of soil in a jar. We shake them up together and the particles in the soil will settle into separate layers after some time. 2. Preparation Provide the following equipment to learners in groups. – 1 soil sample (1 cup). Each group should have a sample from a different place – 1 big coffee jar with lid – Water to fill up the jar. 3. The particles will always settle in the following way.

the particles will always settle in the following way …

look! heavy stones at the bottom. sand falls on top of them ... then silt ....tiny particles of clay and the humus floats on top!

Learner Task

Task Card to photocopy on page 45

Analysing my soil 1. Pour 1 cupful of soil into an empty coffee jar. 2. Add water to fill the jar and put on the lid. 3. Shake the jar very well to mix the soil and water. 4. Wait for the mixture to settle for a few hours. 5. Can you see the layers of different soil particles? 6. Draw the jar and the layers of soil in it. Label the layers.

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add soil

stir or shake

wait …

humus – sticks, leaves and grass

water

clay – smallest particles silt – small particles sand – bigger particles stones – biggest particles

Questions 1. What kind of particles made up the biggest layer in your soil?

Sand 2. Is your soil mostly sandy/silty/clay, or is it an equal mixture of all three?

Sandy

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Teacher Task Explain 1. After learners have mixed their soil with water in a coffee jar, draw a picture on the chalkboard showing the different layers. Explain that this allows us to the see the different particles making up our soil because they have separated into layers. We can also see how much of each kind of particle we have by the thickness of the layer. Explain the following: K Soil is a mixture of fine particles, which settle into layers when they are mixed with water. K The biggest particles (stones and sand) are the first to settle at the bottom. K Smaller particles (silt) are the next to settle down. K The smallest particles (clay) stay suspended in the water for some time before they settle. The clay makes the water look muddy. K The humus (pieces of rotting plants) float on the top of the water. K The constituents of soil always settle in this order. K Some soil does not have all three types of particles - they may only have two. For example, sandy clay soil may only have sand and clay particles.

Consolidation 2. Do the following writing task together with your learners. They must complete the writing in their books.

Learner Writing Task Analysing my soil I mixed a cup of my soil with water. After the soil settled I could see five layers of particles. The small stones settled to the bottom layer. They are the biggest and heaviest particles. The next layer to settle was the sand particles. Sand particles are smaller than stones. The next layer to settle is silt particles. They are smaller than sand particles. The next layer to settle is the clay particles. Clay particles are the smallest particles. Clay makes the water look muddy. Finally the sticks, leaves and grass float to the surface. The sticks, leaves and grass are called humus.

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Teacher Task Explain that the best kind of soil for planting is called loam soil. Loam soil is a mixture of sand, silt and clay in the following proportions: K Clay: 8-28% K Silt: 28-50% K Sand: 25-52%

Note to teachers k It is not necessary for learners to know these proportions. The important thing for them to know is that loam soil is a mixture of all three soil particles and humus. This is the best kind of soil for planting. k Textbooks often do not mention silt at all, which can be confusing. Silt is an essential component of fertile soils.

Loam soil also contains humus.

Why is loam soil best for planting? The clay particles hold the water so that the soil never dries out completely. The sand particles allow excess water to drain out of the soil and the spaces between the particles trap air in the soil and make it light and soft. The clay and silt and rotting humus contains mineral salts, which help plants to grow.

Teacher task Preparing for the assessment task Provide two very different soil samples from different places for the learners to do the following task. We want the learners to see that soils from different places will have different proportions of the three particles.

Note to teachers Soils differ from each other k Soil from one area can be very different to soil from another. For example, soil from Khayelitsha contains mostly sand because the town is built on a sand dune. This means that you will not find a layer of clay when you analyse that soil. The layer of silt is also very thin. k Soils that have a large proportion of sand are called sandy soils. Other soils may contain mostly clay. They are called clay soils. Other soils near river flood plains may contain a lot of silt. k Soil is considered a poor soil when it does not contain a good mixture of all three particles. People struggle to grow plants if the soil is poor. That is why we add compost and fertiliser to the soil.

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Task Card to photocopy on page 46

Assessment task for LO2 (AS 1 & 2) This assessment task can also be adapted as an investigation for LO1 (AS 2 & 3).

Comparing two different samples of topsoil 1. Measure one cup each of the two different soils. 2. Place each cup of soil in a separate coffee jar and fill it up with water. Put the lids on and shake the jars well. 3. Leave the mixtures to settle for a few hours. 4. Draw and label each jar of soil. Show the different layers of particles. 5. Answer the questions about each soil.

Comparing two different soils (LO2) SOIL A

SOIL B

humus

humus

water

water

sand

clay silt sand

stones

stones

1. Which is the thinnest layer in this soil?

(Stones) 2. Which is the thickest layer? (Sand) 3. Does this soil have all three kinds of soil particles in it? (No) 4. Which name describes this soil the best? l Stony soil l 7 Coarse sandy soil l Fine sandy soil l Silty soil l Clay soil l Loam

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1. Which is the thinnest layer in this soil? (Silt) 2. Which is the thickest layer? (Clay) 3. Does this soil have all three kinds of soil particles in it? (Yes) 4. Which name describes this soil the best? l Stony soil l Coarse sandy soil l Fine sandy soil l Silty soil l Clay soil l 7 Loam

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Assessment task for LO2 (AS 1 & 2) (cont.) 5. Draw and write to explain about some things that you have learnt about soil. Explain why you found them interesting.

6. Bonus questions K What is loam soil? K Why is it the best kind of soil for growing things?

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Assessment for LO2 Assessment tasks AS 1 & 2 Draw the layers of soil particles in the jar

Criteria The drawing must: k Have clear lines and be big enough to show details. k Correctly show the different layers of soil. k Give some idea in the drawing of the particle sizes and the order of size in which they settle, i.e. bigger particles at the bottom, followed by smaller particles above, and humus on top.

Label the layers of soil particles

The labels must: k Point correctly to each layer. k Have the correct name of each layer and the apparatus, using key words such as: stones, clay, silt, sand, humus, water, coffee jar.

AS 2 Complete questions

The answers must show: k Correct interpretation of the thickness of the layers. k Correct understanding of how soils are named. We name soils according to the type of particles that make up the biggest layer when we analyse soil. E.g. sandy soil contains a large proportion of sand particles.

Write and draw about what they have learnt

k Correct use of the terminology e.g. silt, clay, clay soil, silty soil, stony soil, etc. k Correct information about soil. k The writing should also show the ability to link separate pieces of information into a clear and correct explanation of what they found interesting and why. k Loam soil is a mixture of all three particles and humus.

For a code 4 (80%) and above use bonus questions

k Plants grow well in loam because: – The clay particles trap water for the plants. – Water can sink into the soil between the sand particles so tree roots can use it. – There is air between the sand particles which makes the soil soft and light so the roots can grow and seeds can push their way out. – Humus keeps the soil damp. – Silt and humus provide mineral salts for the plants.

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A link with Social Sciences

How soil particles settle along the banks of the Nile River

Mediterranean Sea

Read and explain the following to the learners: You have all learnt about the Nile Rive in Geography and in History. We all know that people have lived along the banks of the Nile River for many centuries. This is because the river floods and the flooding makes the land fertile near the river. When the river floods it picks up soil and carries it along in the water. As the river floods and the water begins to flow over the banks, the first particles to sink down are the sand particles. They are deposited near to the riverbank, forming a sandy beach. Silt and clay, the lighter soil particles, remain suspended in the water. The floodwaters carry the silt and clay particles over the riverbanks. The silt settles next and makes fertile soil where the people can grow crops. The clay only settles once the flood waters have spread further from the river. People use this clay for making pottery and bricks and plaster for their houses. So the flooding waters of the Nile River make it possible for people to live there successfully and get everything they need from the river.

Cairo

Fertile flood plain

Nile River

What else do you think the Nile River provided for the people?

k

Things to th ink about Do you kno w of, o

Aswan Dam wall

r live near a river that flo ods in the r ainy season? k Do all flo oding river s help people who live nea r it in the s ame way that the Nil e does?

The great pyramids at Giza on the banks of the Nile

A satellite picture of the Nile

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How much water does our soil hold? (LO 1) Key Concepts K Different soils are able to hold different amounts of water K Sandy soil does not hold water well because the water runs away through the spaces between the particles K Clay soils hold water because the spaces between the particles are smaller K Humus in the soil also absorbs water

Teacher Task Introduction Divide the chalkboard into two columns. 1. Ask learners to tell you what they have learnt so far about soil. Make a list of their ideas on the chalkboard. 2. Then ask learners to say what they would still like to know and find out about soil. Write these as questions under the second column. Ask learners to tell you which questions we could find the answers to in books – these would be researchable questions. Write an “R” next to these questions. Ask which questions we could investigate and find the answers to in the classroom – these are testable. Write a “T” next to these questions.

What do we already know about soil?

What would we still like to find out about soil?

* * * *

* What kinds of soil are best for growing plants?...T * What kind of rocks do clay particles come from?...R * What kind of rocks do sand particles come from?...R * What makes the best kind of humus?...T * Why does humus enrich the soil?...R * Why do some soils stay damp all the time? ...R * Why do some soils dry out quickly?...R * Which soils hold water the best?...T

* * * * *

We depend on soil Soil is made of particles Soil comes from weathered rocks Soil is a mixture of sand, clay and silt Soil contains humus Loam soil is good for growing plants Clay is sticky and we can roll it into sausages and rings Sand is course and grainy Silt is smooth and silky

Teacher Task Explain to learners that we are going to investigate different soils to find out how much water they can hold. 20

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Preparing for the Investigation Assessment (for LO1 AS 1 & 2) 1. Provide the learners with the following apparatus.

3 beakers or baby food jars a beaker of water 3 measuring cylinders

3 funnels

3 filter papers a teaspoon

a watch

newspaper

2. Hand out the Learner Task Card and assist learners to read it. 3. Let the learners carry out the instructions and use the apparatus in groups. 4. Assist learners to take the measurements and to do the calculation.

Learner Task

Task Card to photocopy on page 48

How much water do different kinds of soils hold? For AS 1 1. Write down two things you could find out about your soil at home

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For AS 2 Method 1. Copy the table below into your notebook to record your observations. 2. Fold the filter paper and place it in the funnel. Then set up the funnel and measuring cylinder like this. 3. Fill the funnel with the dry, sandy soil (make sure there are no lumps). 4. Measure 100ml of water into a beaker or baby food bottle. Slowly pour the water into the middle of the soil. 5. After a while the water will start dripping through the soil into the measuring cylinder. 6. Wait for the water to stop dripping and then record. Measure how much water is in the measuring cylinder. 7. Calculate how much water remained in the soil. (The amount of water poured into the soil (100ml) – the amount of water in the cylinder = the amount of water held by the soil.) 8. Record your readings in the table and complete the calculation. 9. Do the same for the clay soil and the loamy soil Measurements

Clay soil Sandy soil Loam soil

How much water did you pour into the soil (ml)? How much water dripped through into the measuring cylinder (ml)? Calculate how much water stayed in the soil (ml)?

For AS 3 Questions 1. Which soil lets the most water drip through? (Sandy soil) 2. Which soil holds the least water? (Sandy soil) 3. Which soil only lets a small amount of water drip through? (Clay soil) 4. Which soil holds the most water? (Clay soil) 5. What can you say about loam soil and how it holds water?

(The loam soil will hold more than the sand, but less than the clay.) Bonus questions for 80% or more 1. Why do you think some soils let the water through easily?

(If the soil has a lot of big sand particles then the water can sink through the air spaces between the particles.) 2. Is it a good or bad thing for soil to let the water drain away easily?

(Sometimes it is a good thing that soil drains easily because the rain soaks into the ground and the plants with deep roots can use it. Sometimes in drought conditions it is better if the soil does retain water as plants can slowly use it and so survive a drought. Clay is also used as a lining in farm dams so that the water does not drain away.) 22

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Assessment for LO1 Assessment task

Criteria

AS 1 What can we find out about soil at home?

The learners’ ideas could include finding out about: k Colour and texture of the soil. k Analysing the soil to show its composition, i.e. how much sand, clay, silt and humus in the soil. k What kind of plants and animals are found growing and living in their soil? k Etc.

AS 2 Carry out a procedure

Learners must: k Follow the instructions correctly. k Use the apparatus correctly. k Make accurate measurements. k Record the measurements correctly. k Correctly calculate the volume of water held by the soil.

AS 3 Learners must show they understand the following: Answer questions about k Sandy soil will hold the least water. their findings k Clay soil will hold the most water. k The loam soil will hold more than the sand but less than the clay. Bonus questions for k Understand and explain that sandy soil does not hold 80% or more water well because the air spaces between the particles are large and the water drains through them. k Give at least one good reason why they think that it is good for soil to drain water easily and one bad reason.

Consolidation Explain the following to the learners. Help them to write notes about this in their notebooks.

What have we learnt?

Sand – large particles give large air spaces

Some soils drain more quickly than others. To ‘drain’ means to let the water pass through. K Sandy soil drains quickly because it has large spaces between the large sand particles. Sandy soils do not hold water. They dry out quickly and so it is difficult to grow crops in sandy soils.

Clay – small particles give small air spaces

K Clay soil drains slowly because the spaces between the particles are very small. Clay holds a lot of water so there is little space left for air. Plants struggle to grow in soil that does not contain air. K Loam soil drains better than clay but not as much as sandy soil. Loam soils hold some water but there are also spaces left for air. Loam soils are the best for growing crops.

Loam – large and small particles give less air than sand, but more air than clay

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What do earthworms do in the soil? (LO 1 & LO 2) Key Concepts K Earthworms live in the soil K Earthworms are essential for keeping the soil good K Earthworms help the soil in the following ways: – They turn and mix the soil – Water and air can enter the soil through their burrows – They eat dead leaves and grass and fertilize the soil with their droppings.

Teacher Task Introduction 1. Ask What makes good soil? Why must we have good soil? What must good soil have? 2. Assist learners to make a mind map about good soil. For example:

loose is soft easy to dig mixture of particles we can grow things in it

About good soil

good soil compost

water fine

Good soil always has some sand, some clay, and some silt in it. It also contains humus (pieces of dead plants and animals), air and water. Good soil also has earthworms living in it. We need good soil so plants can grow and supply all animals (including people) with food and shelter.

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Note to teachers

Teacher Task Preparation 1. Give each group an earthworm. Place it on a clean plastic ice cream box lid (or other lid) with enough space for the earthworm to move around. Place a drop of water on the earthworm. Earthworms breathe through their skin and they will die if they dry out. 2. Assist learners to label their earthworms and to describe how they move. This part is the head

Clitellum or saddle (where we find sexual openings for egg and sperm)

k Explain to learners that earthw are comple orms tely harmle ss. They ca bite you or nnot infect you. We handle carefully b them eca skin, which use they have delica te they use fo r breathing They do no . t like light and keep them out of the s so we don’t oil for long return them . We to observed th the soil after we hav e em. k Decide if you think the le to know th e scientific arners need nam parts of the earthworm es of the . This part is the tail

Segments

Very small hairs (setae) on each segment help with movement

Soft slimy skin

Learner Task Learner task Observing our earthworms

Task Card to photocopy on page 50

why is it so wiggly?

1. Place your earthworm on a clean plastic lid. Put a few drops of water on it. 2. Look carefully at your earthworm: K Which is the front end and which is the back end? K How can you tell which is the front end and which is the back end? K Watch how the earthworm moves. 3. Draw a picture of your earthworm. Label the front and the back end and any other parts that you can see. 4. In your own language describe how the earthworm moves.

nooo! hayi bo!

How my earthworm moves

I watched my earthworm move. This is how it moves. It pushes its front end forwards as if it is stretching. It gets long and thin. It holds on with its front part and then pulls its back part forward towards the front. When it is pulling it gets short and fat. ooh! it feels cold!

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Teacher Task Read and explain about earthworms 1. Read “This is an earthworm” with the learners. See page 44-46. 2. Assist learners to set up a worm house.

Setting up a worm house This assessment task could also be adapted as an investigation for LO1 (AS 2 & 3).

Investigate what earthworms do in the soil 1. Show learners how to set up a worm house as shown with alternating layers of loam and sand. Stones must be placed at the bottom. 2. Put fresh leaves on top for food. 3. Add the earthworms. 4. Keep the soil moist by adding a little water. Cover the whole house with newspapers (earthworms like to live in the dark). 5. Check after a week and thereafter every few days.

Cut cooldrink bottle

Leaves for food

Sand

Soil

Sand

Soil

Stones

Holes

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Learner Task

Task Card to photocopy on page 51

1. Set up a worm house with your group. Cover it with newspaper and leave for 1–3 weeks.

What do earthworms do in the soil? Before

After

Draw

Draw

The worm house before we added the earthworms

The worm house some time after we added the earthworms

Cut cooldrink bottle Leaves for food Sand Soil Sand Soil

Earthworms have pulled some leaves into the soil

Soil is mixed with the sand

Earthworms in their burrows

Stones Holes

2. Write sentences to explain what earthworms did to the soil.

The earthworms made holes, tunnels and nests in the soil. Earthworms mixed the soil and took dead leaves and grass into the soil. 3. Why must we have earthworms in our soil?

We must have earthworms in our soil because they mix it and make holes for air and water. They also fertilise the soil with their droppings. 4. Why must we have good soil?

We must have good soil so that plants can grow in it. We grow plants for food. Plants, such as trees, are places where animals can live and hide. We need good soil so that seeds can grow. Without good soil we would all die because we would not be able to grow our food.

Consolidation Questions for discussion K Why is soil so important? K Why should we all look after our soil? K What can we add to our soil so we can make it better? K What is the best way to look after our soil?

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Working with soil (LO 1 & LO 2) Key Concepts K All over the world people work with soil to prepare it for planting K In different parts of the world people use different tools to work the soil K People also fertilise the soil before they plant crops

Teacher Task 1. Introduce vocabulary about working the soil.

Examples of vocabulary about working the soil: * * *

Tools - spade, fork, rake, hoe, tractor Fertiliser - chemicals, humus, compost, animal droppings Planting - seeds, seedlings (small young plants), plant in rows, scatter seeds, preparing the soil, digging, loosening, making soil loose and soft, tilling (turning over) the soil.

2. Hand out photocopies of the following readings from page 56. K “Farming in rural areas” K “Farming with tools” K “Growing rice”

Learner Task

Task Card to photocopy on page 55

A. 1. Read about “Farming in rural areas”. 2. Match each paragraph with its correct picture. B. 1. Read about “Farming with tools”. 2. Match each paragraph with its correct picture. C. 1. Read about “Growing rice”. 2. Match each paragraph with its correct picture.

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Teacher Task Read “Compost, my compost” on page 59 with learners. Assist them to read “Make your own compost” on page 61.

Consolidation Suggest to learners that they make some compost at home. It will take about a month to make good compost in a black bag.

Ideas for integration with Life and Living Growing plants When you study vegetative and sexual reproduction in plants, get learners to make compost, which they can mix with their soil from home. Then they can use this to grow cuttings and seeds for Life and Living.

Which mix of soil is the best for growing? (LO1) A good investigation to find this out could be: M Provide learners with a selection of samples of poor and good soil and sand and humus. Ask each child to make up their own soil in a foam cup. They must mix different amounts from each sample of soil and make up what they think is the best mixture. Then each learner can grow seeds in their soil. After their seeds have grown they will then be able to decide which soil was the best for growing seeds.

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Sustaining my little piece of Earth (LO 3) Key Concepts K We must look after the piece of Earth we live on so that it can sustain us and the plants and animals around us for the future

Teacher Task Introduction Ask learners: K Could we live without soil? K What would happen to us if our soil became dry and lifeless? K What would happen if all our soil was washed away or blown away? K Why should we try to look after our soil? Introduce the word sustainable. Explain that it means the following: K To sustain something means to develop and keep something going without breaking down the environment. K We sustain the soil so that it provides for our needs at present. If we look after the soil in a sustainable way it means we do not harm the soil, and so it can meet the needs of generations to come. Preparation 1. Bring a box of objects to class. 2. Make sure it has something that is shaped like a ball. 3. Ask learners to look at the objects in the box. 4. Ask them to point out the object that has the same shape as the Earth (a sphere). 5. Point to the round object and ask: if this is the Earth, where will we find the soil on the Earth? K Point out that the soil is just the very smallest layer of loose material on the surface of the Earth (ball). K Tell learners that you are going to give them their very own piece of the Earth to look after. K Hand out the paper segment of the Earth. See page 64 to photocopy. K Point out the following on the segment: above the soil; soil surface; under the soil.

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My Little Piece of Earth

above the soil

soil surface

under the soil

Show the line that represents the surface of the soil. Then explain that the learners must not draw onto it like a slice of pizza. Instead they must draw some things on top of the line showing the surface of the soil and some things growing just under the soil (not too far as the soil is a very thin layer). Explain that afterwards you will put all the segments together again to get a picture of the whole Earth.

slice of Earth

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Task Card to photocopy on page 63

Assessment task for LO3 (AS 1 & 2) Sustaining my little piece of Earth Learner Task 1. Draw your own little farm on your piece of Earth. Show all the things that will be living together on top of your soil and in your soil. Show how they live together and get food and water and shelter. 2. Draw the tools you will use to prepare and look after your soil. Explain what you will use each tool for. 3. Write about why you will look after your soil to keep it good so that you can always live there.

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Assessment for LO 3 Assessment task

Criteria

AS 1

The drawing must:

Drawing of things living together on or in the soil

K Show a variety of plants, animals and people living on top of and under the soil. K Show aspects of the relationship between plants, animals and people living in and on the soil. For example: insects pollinating, growing food crops, mining, birds nesting, mice burrowing, earthworms eating, etc.

AS 2

The drawing and writing must:

Drawing tools and explaining their uses

K Show tools for working with and looking after the soil, such as spades, ploughs, hoses, watering cans, forks, windmills, etc. K Have a label or a few sentences explaining correctly what each tool will be used for.

AS 1

The writing must show understanding:

Writing about looking after the soil

K Of how to look after soil, e.g. plough it, grow plants in it, water and fertilise it. K That animals living in the soil help to keep it healthy, e.g. earthworms, ants, moles, snakes, etc.

Consolidation Teacher Task 1. Collect all the learners’ illustrated “slices” or segments of the Earth. 2. Put them together again to make a whole Earth and display them on a large wall or ceiling in the school. 3. This whole Earth should look very rich and interesting. 4. Show learners that the only place where there is life on our planet is where the soil, air and water meet. This thin layer where there is life with its soil, air and water is called the biosphere (bio= life; sphere=round ball). 5. Point out how important the soil is in helping to maintain life on Earth, and this is why we must look after it.

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Our little pieces of Earth joined together

The Earth

Biosphere

Learner Task

Task Card to photocopy on page 66

1. Make a sketch of the Earth showing where we find the biosphere. 2. Label the biosphere. 3. Write a few sentences to explain why we must look after our soil.

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Farmers used constellations of stars to tell them when to plant (LO 3)

8

Key Concepts K When we look up at the sky we can see stars. The stars appear in fixed patterns or arrangements in the sky. These patterns of stars are called constellations K The constellations slowly move across the sky through the year from season to season K People used to tell the time of year from the position of particular constellations in the sky

Introduction Discuss the following questions with the class. 1. Do we see the same stars in the sky each night?

Yes, over the course of a year we will see the same stars. 2. Do the stars make patterns in the sky?

Yes, the stars make patterns in the sky. These patterns do not change. 3. Do the stars stay in these same patterns all the time?

Yes, the patterns of stars stay the same. 4. What are these patterns of stars called?

© Akira Fujii/DMI

Constellations. The Southern Cross is a constellation. The stars of the Southern Cross constellation are always in the following pattern:

The Southern Cross Constellation

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Teacher Task Explain 1. Use a paper doily or drawing to represent a constellation. You can use a bought doily or make one of your own to represent a group of stars or constellation or you can draw the Southern Cross constellation (see previous page) on a piece of paper. 2. The constellations always stay in the same pattern. (Point to the pattern of the doily or drawing.) The whole constellation moves across the sky as we move from season to season. 3. Demonstrate Use a doily to demonstrate the movement of a constellation across the sky. Hold it in your hand and move it in an arc to show it moving across the sky. This movement is repeated year after year. This means that at a certain season, we will see a constellation in a certain part of the sky.

4. Explain In the past, before we had clocks and calendars, people used the position of the stars and constellations to tell what time of the year it was. They looked for a familiar constellation and when they saw it in a certain position in the sky, they knew it was time for planting. Later in the year, when the same constellation had moved to another part of the sky, it was time to reap the harvest. The stars and constellations were also used in the same way by many other cultures . 5. Use a copy of the Astronomy card “Stories from the stars” (see page 68) and /or make copies for the learners. 6. Help learners to complete the task card “Farmers used the constellations to tell them when to plant” (task card to copy on page 67).

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Learner Task for LO 3

Task Card to photocopy on page67

Farmers used the constellations of stars to tell them when to plant Read the following paragraphs from “Stories from the stars” (Astronomy Card 11) and answer the questions about them. 1. Read “2. Patterns in the sky” a. What is a constellation?

A group of stars that form a fixed pattern in the sky. b. Name two constellations?

The Southern Cross, Orion, Taurus, Pleiades, isiLimela 2. Read “8. Telling time by the stars” a. Why were constellations important to people in the past?

They helped people to know the time of year. 3. Read “6. isiLimela or the Pleiades” a. What did the people do when they saw isiLimela (the Pleiades) constellation?

They knew it was the right time for planting. b. What is the other name for the stars in the story of isiLimela?

“The digging stars”. 4. Read “5. The Southern Cross and the pointers” a. In the story of the “Southern Cross and the pointers” what did the Venda people name these stars?

Thutlwa or giraffes. b. Why did people call these stars Giraffes?

Because the people could see them just above the trees like the heads of giraffes. c. What did people have to do when they saw these stars just above the trees?

They had to hurry up and finish planting. d. Draw the pattern of these stars below:

Consolidation With the learners, write a paragraph about why the constellations were important to people who were farming and looking after their piece of Earth. 37

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See poster to photocopy on page 68

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Suggested work scheme for Planet Earth and Beyond, Grade 4 PERIOD 1 Activity 1 What is topsoil? O Teacher draws diagram on board and explains about topsoil. O Teacher makes a mind map on board with learners.

PERIOD 3 Activity 2 contd. O Learners make soil particles by rubbing rocks together. O Learners fill in table about soil particles.

PERIOD 4 Activity 2 contd. O Teacher assists learners to do writing task and answer questions in their books. O Teacher consolidates by explaining about particle size and texture.

PERIOD 6 PERIOD 7 Activity 3 contd. Activity 3 contd. O Teacher explains about O Learners draw the layers soil analysis. of soil and write a paragraph describing the layO Learners do the soil ers. analysis by mixing it with water.

PERIOD 8 Activity 3 contd. O Teacher introduces the idea of loam soil and why it is best for planting. O Teacher prepares learners for assessment task.

PERIOD 9 Activity 3 contd. O Learners do the assessment task for LO2.

PERIOD 11 Activity 4 contd. O Teacher supplies learners with apparatus. O Learners follow instructions to do the assessment task for LO1.

PERIOD 12 Activity 4 contd. O Teacher helps learners to calculate the amount of water retained by the soil.

PERIOD 13 Activity 4 contd. O Learners answer questions about their results. O Teacher consolidates by explaining, “What have we learnt?”

PERIOD 16 Activity 5 contd. O Learners draw the earthworm house before earthworms are placed in it. O Learners add earthworms to the earthworm house and cover them up.

PERIOD 17 Activity 6 Working with soil O Teacher introduces vocabulary about working the soil and hands out readings about agriculture. O Learners read the readings and match up the pictures.

PERIOD 18 Activity 6 contd. O Teacher reads about compost and making compost to learners. O Teacher consolidates.

NB make time for learners to observe the houses and draw and write about what they see after one week. O Teacher consolidates. PERIOD 20 Activity 7 contd. O Assessment task for LO3 O Learners draw and write about sustaining their little piece of Earth.

PERIOD 2 Activity 2 Soil particles come from rocks O Teacher and learners examine rocks and describe them.

PERIOD 21 Activity 7 contd. O Teacher collects all the ‘slices of Earth’ and helps learners to put them together to make a picture of the whole Earth for display.

PERIOD 10 Activity 4 How much water does our soil hold? O Teacher and learners raise questions for possiNB. Make time to give ble investigations. learners feedback after you O And decide which can be have marked the assesstested and which would ment task. have to be researched in books. O Teacher prepares learners for assessment task.

PERIOD 14 Activity 5 What do earthworms do in the soil? O Teacher introduction about good soil. O Learners observe earthworms. O Teacher helps learners to NB. Make time to give draw and write about learners feedback after you their earthworms. have marked the assessment task.

PERIOD 22 Activity 7 contd. O Learners draw a sketch of Earth showing the biosphere. O Learners write sentences about why we must care for our soil. NB. Make time to give learners feedback after you have marked the assessment task.

PERIOD 5 Activity 3 Finding out about garden topsoil O Teacher explains the processes of weathering. O Learners examine samples of garden soil and write to describe their textures.

PERIOD 15 Activity 5 contd. O Teacher reads about earthworms with learners. O Teacher assists learners to set up an earthworm house.

Period 19 Activity 7 Sustaining my little piece of Earth O Teacher introduces questions about sustaining our soil. O Teacher asks learners to choose objects shaped like the Earth. O Teacher prepares learners for the assessment task. She explains what to do with the ‘slice’ of the Earth. PERIOD 23 Activity 8 Farmers used the constellations of stars to tell them when to plant O Teacher introduces idea of constellations and demonstrates how a constellation moves across the sky. O Learners read the stories from the stars and answer the questions.

PERIOD 24 Activity 8 contd. O Learners finish reading the stories and answering the questions about the constellations.

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section 2 Teacher resources Learner task cards to photocopy TASK CARD 1

Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

TASK CARD 2

Describing our topsoil

TASK CARD 3

Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

TASK CARD 4

Assessment task for LO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

TASK CARD 5

Assessment task for LO1 (AS 1, 2 and 3) How much water do different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

TASK CARD 6

Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

TASK CARD 7

What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . .51

TASK CARD 8

Reading about how farmers work with the soil . . . . . . . . . . . . . . . .55

TASK CARD 9

Assessment task for LO3: AS 1 & 2 Sustaining my little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

TASK CARD 10 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . 66 TASK CARD 11 Farmers used the constellations of stars to tell them when to plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Readings and support materials This is an Earthworm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 What do Earthworms eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Earthworms in the food chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Farming in rural areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Farming with tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Growing rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Reading “Compost, my compost” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Make your own compost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 My little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Stories from the stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

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Learner task card to photocopy

Learner task card 1 Different kinds of soil particles 1. Take any two rocks and rub them together to make some soil particles.

“it

’s

.” icult f f i d

bing is b u r s d “ thi hot an e m g makin tired.”

“it ’s h ard w ork to make even a lit tle soil !”

2. Wet your soil particles with a few drops of water. 3. Roll the soil particles in your hand and try to answer the questions in the table below. 4. Do the same with the sand and the clay.

Different soil particles QUESTIONS

SOIL PARTICLES FROM MY ROCKS

CLAY

SAND

Does it feel gritty? Does it feel sticky? Does it feel smooth? Can you bend it into rings? 1. Is your soil like clay? ......................................................................... ......................................................................... ......................................................................... 2. Is your soil like sand? ......................................................................... ......................................................................... .........................................................................

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Learner task card 1 continued

Writing task K Describe some of the properties of the soil that you made from the rocks. Start like this: Today we rubbed rocks together and made soil particles. These are the properties of my soil: The colour of my soil is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It feels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................... It is like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .because ......................................................................... .........................................................................

Questions 1. Do all your soil particles look the same? Write to explain your answer. ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... 2. How long do you think it will take you to make one cup of soil? ......................................................................... ......................................................................... 3. How long do you think it took Nature to make all the soil in your school garden? ......................................................................... .........................................................................

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Learner task card to photocopy

Learner task card 2 Describing our topsoil 1. Take a small sample of soil in your hand. Roll it in your hands. 2. Discuss these questions: – How does it smell? – What can you see in it? – Where do you think it came from? – How was it made? 3. Feel your soil. Is it gritty like sand, sticky like clay, or smooth and dusty like silt? 4. Use the table below to help you decide what kind of soil you have.

TYPE OF SOIL

How does the soil feel between your fingers?

Uvakala njani umhlaba xa gronduwuva ngesandla?

Hoe voel die grond as dit tussen jou vingers gevryf word?

It feels coarse – it is full of small stones.

Uvakala unezigaqa. Unamatye amaninz i amancinci.

Dit voel grof – dit is vol klein klippies.

It feels gritty – the particles are quite big (like big grains of sugar).

Uvakala rhabaxa unamahlalutye amakhulwana.

Dit voel korrelrig – die deeltjies is nogal groot (soos korrels suiker).

It feels gritty – the sand particles are small.

Uvakala rhabaxa, amahlalutye esanti mancinci.

Dit voel korrelrig – die sanddeeltjies is klein.

It feels smooth – the particles are very fine.

Uvakala mpuluswa unamahlalutyana.

Dit voel glad – die deeltjies is baie fyn.

It feels sticky when wet – the particles are very small. When it is dry it feels like a fine powder.

Uvakala ncangathi xa umanzi, amahlalutye mancinci. Xa womile uvakal nje nge phawda.

Dit voel taai as dit nat is – die deeltjies is baie klein. As dit droog is, voel dit soos ‘n fyn poeier.

5. Write to explain what kind of soil you have. .........................................

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Learner task card 3 Analysing my soil 1. Pour 1 cupful of soil into an empty coffee jar. 2. Add water to fill the jar and put on the lid. 3. Shake the jar very well to mix the soil and water. 4. Wait for the mixture to settle for a few hours. 5. Can you see the layers of different soil particles? 6. Draw the bottle and the layers of soil in it. Label the layers.

The different kinds of particles in my soil

Questions 1. What kind of particles made up the biggest layer in your soil? . . . . . . . . . . . . . . . . . 2. Is your soil mostly sandy/clay/silty, or is it an equal mixture of all three? . . . . . . . . . 3. Write to explain the sequence in which your soil particles settled in the coffee jar.

.........................................................................

.........................................................................

.........................................................................

.........................................................................

.........................................................................

.........................................................................

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Learner task card 4 Assessment task for LO2 (AS 1 & 2) can also be adapted for LO1, (AS 2 & 3)

Comparing two different samples of topsoil 1. Measure one cup each of the two different soils. 2. Place each cup of soil in a separate coffee jar and fill it up with water. Put the lids on and shake the jars well. 3. Leave the jars to settle for a few hours. 4. Draw and label each jar of soil. Show the different layers of particles. 5. Answer the questions about each soil. B

A

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Soil A

Soil B

1. Which is the thinnest layer in this soil?

1. Which is the thinnest layer in this soil?

2. Which is the thickest layer?

2. Which is the thickest layer?

3. Does this soil have all three kinds of soil particles in it?

3. Does this soil have all three kinds of soil particles in it?

4. Which name describes this soil the best?

4. Which name describes this soil the best?

l Stony soil

l Stony soil

l Coarse sandy soil

l Coarse sandy soil

l Fine sandy soil

l Fine sandy soil

l Silty soil

l Silty soil

l Clay soil

l Clay soil

l Loam soil

l Loam soil

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Learner task card 4 continued 5. Draw and write to explain about some things that you have learnt about soil. Explain why you found them interesting.

6. Bonus questions for 80% or more a. What is loam soil? .........................................................................

.........................................................................

......................................................................... b. Why is it the best kind of soil for growing things? .........................................................................

.........................................................................

.........................................................................

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Learner task card to photocopy

Learner task card 5 Assessment task for LO1 How much water do different kinds of soils hold? 1.

Write down two things you could find out about your soil at home.

......................................................................... .........................................................................

Method 2.

Copy the table below into your notebook to record your observations.

3.

Fold the filter paper and place it in the funnel. Then set up the funnel and measuring cylinder like this.

4.

Fill the funnel with the dry sandy soil (make sure there are no lumps).

5.

Measure 100ml of water into a beaker or baby food bottle. Slowly pour the water into the middle of the soil.

6.

After a while the water will start dripping through the soil into the measuring cylinder.

7.

Wait for the water to stop dripping and then record. Measure how much water is in the measuring cylinder.

8.

Calculate how much water stayed in the soil. (Amount of water poured into the soil (100ml) – amount of water in the cylinder = amount of water held by the soil.)

9.

Record your readings in the table and complete the calculation.

10. Do the same for the clay soil and the loam soil. Measurements How much water did you pour into the soil (ml)?

How much water dripped through into the measuring cylinder (ml)? Calculate how much water stayed in the soil ml)?

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Clay soil

Sandy soil

Loam soil

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Learner task card 5 continued

Questions 1. Which soil lets the most water drip through? .........................................................................

2. Which soil holds the least water? ......................................................................... 3. Which soil only lets a small amount of water drip through? ......................................................................... 4. Which soil holds the most water? ......................................................................... 5. What can you say about loam soil and how it holds water? ......................................................................... .........................................................................

Bonus questions for 80% or more 1. Why do you think some soils let the water through easily? ......................................................................... ......................................................................... ......................................................................... ......................................................................... 2. Is it a good or bad thing for soil to let the water drain away easily? ......................................................................... ......................................................................... ......................................................................... .........................................................................

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Learner task card to photocopy

Learner task card 6 Observing our earthworms 1. Place your earthworm on a clean plastic lid. Put a few drops of water on it. 2. Look carefully at your earthworm. K Which is the front end and which is the back end? K How can you tell which is the front end and which is the back end? K Watch how the earthworm moves. 3. Draw a picture of your earthworm. Label the front and the back end and any other parts that you can see.

4. In your own language describe how the earthworm moves.

How my earthworm moves ......................................................................... ......................................................................... ......................................................................... ......................................................................... ..................................... .....................................

ooh! it feels cold!

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why is it so wiggly?

nooo! hayi bo!

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Learner task card to photocopy

Learner task card 7 What do earthworms do in the soil? 1. Set up a worm house with your group. 2. Make layers of different soils like this. Add a little water to make the soil damp. 3. Put fresh leaves on the top.

sand

4. Add your earthworms and cover the house with damp newspaper.

soil

5. Check to see what has happened after a week. Add water to keep the worms damp. 6. Keep checking every few days for about two weeks.

sand soil stones holes

What do earthworms do in the soil? Before Draw The worm house before we added the earthworms

After Draw (about 2 weeks later) The worm house after we added the earthworms

7. In your book, write to explain what earthworms did to the soil. 8. Why must we have earthworms in our soil? 9. Why must we have good soil? 10. Discuss these questions with your teacher. K Why is soil so important? K Why should we all look after our soil? K What can we add to our soil so we can make it better? K What is the best way to look after our soil? 51

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Earthworms live under the soil. They make holes called tunnels in the soil. These tunnels can go down as far as 45cm under the soil. Earthworms rest in burrows. Earthworms also lay eggs in the soil.

plant

soil

earthworm

burrow

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tail

small mouth

head

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the earthworm is made up of many segments

This is an earthworm

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Can you see worm casts in your soil?

Earthworms get some of their food from the soil they eat. They digest the food in the soil but not the soil particles. These soil particles are passed out of the worm’s tail as droppings. These worm droppings are called worm casts. Sometimes the worm closes the top of its burrow with worm casts.

Enlarged view of the mouth parts

mouth

An earthworm takes a dead leaf into the soil.

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You find worm casts on top of the soil in damp weather.

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These are worm casts

Earthworms eat anything from dead plants and animals. Their food is dead leaves, dead grass, stems, sticks and animal droppings. They also eat soil which contains pieces of dead plants and animals.

What do earthworms eat?

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Soil is home to many different animals and plants

As earthworms feed, they play an important part in the food chain of nature. Earthworms make good soil into better soil. Better soil makes healthier plants. Healthier plants make healthier food for people and other animals.

dead leaves and grass from plants

animals droppings

animals eat plants

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an earthworm in a burrow

plants

earthworms feed on droppings and dead plants

humus helps plants grow

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Earthworms make tunnels into the soil. While they are making their tunnels, they mix the humus into the soil. The humus helps the plants grow. Worm tunnels also help air reach the roots of plants. They help rainwater run into the soil.

Earthworms in the food chain

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Learner task card to photocopy

Learner task card 8 Reading about how farmers work with the soil A. 1. Read “Farming in rural areas.” 2. Match each paragraph with its correct picture.

B. 1. Read “Farming with tools.” 2. Match each paragraph with its correct picture.

C. 1. Read “Growing rice.” 2. Match each paragraph with its correct picture.

D. 1. Read “Compost, my compost” with your teacher. 2. Read “Make your own compost.”

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Farming in rural areas 1 In Kenya, some farmers plough their land with oxen. They use cattle droppings to fertilise their soil. 2 Some farmers in Kenya use a hand-hoe to till (turn over) their soil. This hand-hoe is called a jembe. Look at the picture. You can see the farmers using them to turn the soil. 3 The farmer is scattering the seeds. He does not plant the seeds in rows.

A

B

K Look at the pictures K Read the sentences K Match the sentences with the correct picture.

C

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Farming with tools and machines B

A

C

D

1 People use spades to turn and mix the soil. Then they plant the seeds. 2 Sometimes farmers plant their crops in straight rows. 3 A farmer uses a tractor and a plough to turn and mix the soil. 4 Some farmers use aeroplanes to spray fertiliser onto their land.

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Growing rice

A

C

B 1 Rice plants grow in warm wet places. Their roots must be under the water. Rice farmers dig their fields. Then they make a wall around each field. After that they allow water to run into the fields and cover the soil. These fields of water are called paddies. 2 When the paddies are covered with water the farmers bring their cattle to the paddy. The cattle walk round and round in the water of the paddy. Their feet make the soil soft and muddy so that the roots of the rice plant can grow well. The droppings of the cattle fertilise the soil. 3 Planting rice is very hard work. Many people must help to plant the rice. Each planter carries a bunch of rice seedlings and places each plant into the mud. 4 We eat rice. The rice comes from the seeds of the rice plant.

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D

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Compost – My Compost You occupy a very small place at the corner of my backyard garden. BUT you occupy a very large part of my heart. I wonder why you are so special to me, I repeat, but why? By Fourten Khumalo Calling you names People call you different names. Some call you manure, others call you organic matter, while others go a mile further and call you a rubbish heap or pit. However, since you are part of my life I simply call you my compost.

Who are you? Are you part of the Environment?

tion, I operate on a zero budget which implies that you don’t have to buy or purchase anything. If you like, you can begin by digging a very shallow pit in order to make me comfortable or if you so wish, leave me on a flat ground but get supporting structures around me. You can now use the grass cuttings which give you a headache after mowing the lawn. Just dump it on my small site. I also welcome the leaves which fall from the orchard and from other types of trees found in the yard during winter. You may use the mulch you used for protecting your vegetable seedlings during their tender stage. What else? I welcome the weeds you pull out regularly from the vegetable garden. They are troublesome to the vegetables but beneficial to me. I need those remains of vegetables which accumulate when harvesting is taking place. Funny enough, I utilize them to produce more vegetables during the following season. I also thrive from any kitchen waste like eggshells, potato peels, tea leaves and tea bags.

It all depends on where you want to place or categorise me. For all I know is that the concept ‘environment’ is human-made. By using language and interacting, communities have come up with different understandings of environment over time. It is a fact that the concept environment has broadened over time. If you see me as part of nature or the biophysical elements of our surroundings, it’s not a problem for me. I am convinced that I am part of the environment, and live in the environment. I also play a leading role in supporting the life of other living organisms (both plants and animals). As part of the environment I am always prepared to interact with the other related Rain normally provides enough moisture to dimensions of the environment namely, sustain me. However, if it becomes too dry, the economic, social and political. you may add a little water for my consumption. What are you made of? Oh! It’s a very easy recipe, but you may end up laughing at some of the ingredients. I make use of any material which is decomposable and found in and around your home yard. So the message is clear, you do not have to travel places and long distances looking for ingredients. In addi-

Occasionally, you can visit me with a garden fork and turn me around.

Are you environmentally friendly? If there is anything I respect more than anything in this universe, it is the environment. Even in this backyard garden, I am

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here to take care of the environment. Some of the physical effects are that I maintain and increase the organic content of the soil. For this reason, it improves the structure (crumb structure and friability) which in turn improves the water absorption capacity, drainage and aeration of the soil. other related societies. As compost I Therefore, with my assistance soils strongly believe that the best roots or foundations of EE are found at home. I am become loose and more friable. always there to give your family, husband, Chemically, I could aptly be called the ‘uniwife, children even your relatives the basic versal fertiliser’. This is because I contain lessons. For instance, solid waste managealmost all the macronutrients essential for ment, soil erosion, littering, as environplant growth, namely: nitrogen, potassium mental issues, can be taught through me. and phosphorus. Most of the micronutriTeach your family to sort out waste and ents are also found in me, for example, then dump the decomposable waste onto iron, zinc, etc. If you don’t mind you may my heap. I am also a good resource for call me a balanced fertiliser. environmental education lessons and projIn the biological sphere, enormous num- ects for your neighbours, small enviroclubs bers of soil bacteria are added to the soil found in the immediate vicinity, and comthrough the compost. The effects of com- munity based organisations in your area. post listed above create very favourable In summary, as compost I want to extend conditions for mass multiplication of the an invitation to everyone interested in bacteria in the soil, whereby the nutritive environmental education to visit me and value of soil is improved. These processes feel free to ask questions pertaining to all result in the production of carbon dioxenvironmental education and compost. ide which is used by the plants or crops for Other knowledgeable good friends of mine photosynthesis. which can be contacted for more information are the organic gardeners and permaEnvironmental education and culturalists.

myself

There is a myth that EE belongs to the formal education in schools, enviroclubs and

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• Fourten Khumalo can be contacted at: Tel: 013 947 2060 Fax: 013 947 2755 EE Bulletin No 18 October 1999

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humus is another name for compost!

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Learner task card to photocopy

Learner task card 9 Assessment task for LO3: AS 1 &2 Sustaining my little piece of Earth 1. Draw your own little farm or place on your piece of Earth. Show all the things that will be living together on top of your soil and in your soil. Show how they live together and get food and water and shelter. 2. Draw the tools you will use to prepare and look after your soil. Explain what you will use each tool for.

3. Write about why you will look after your soil to keep it good so that you can always live there. ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... .........................................................................

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My little piece of Earth

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surface of the soil

air

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Learner task card to photocopy

Learner task card 10 Make a drawing to show the biosphere 1. After you have all put your pieces of Earth together, make a drawing of the Earth to show where we find the biosphere. 2. Label the biosphere.

3. Write a few sentences to explain why we must look after our soil. ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... .........................................................................

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Learner task card to photocopy

Learner task card 11 Farmers used the constellations of stars to tell them when to plant Read the following paragraphs from “Stories from the stars” and answer the questions about them. 1. Read “2. Patterns in the sky” a. What is a constellation? ......................................................................... b. Name two constellations? ......................................................................... 2. Read “8. Telling time by the stars” a. Why were constellations important to people in the past? ......................................................................... 3. Read “6. isiLimela or the Pleiades” a. What did the people do when they saw isiLimela (the Pleiades) constellation? ......................................................................... b. What is the other name for the stars in the story of siLimela? ......................................................................... 4. Read “5. The Southern Cross and the pointers” a. In the story of the “Southern Cross and the pointers” what did the Venda people name these stars? ......................................................................... b. Why did people call these stars giraffes? ......................................................................... c. What did people have to do when they saw these stars just above the trees? ......................................................................... d. Draw the pattern of these stars below:

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section 3 Extracts from the National Curriculum Statement for Natural Sciences Grades R –9 Core Knowledge and Concepts for Planet Earth and Beyond (NCS) . . . . . . . . . . . . . . . . . . . . . . . . .71 Learning Outcomes and Assessment Standards (NCS) . . . . . 76

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Planet Earth and Beyond The paragraphs below have been extracted from the NCS policy documents. We have numbered each paragraph and supplied a heading for each paragraph. This makes the paragraphs easier to work with. The paragraphs describe the knowledge and concepts the learners must know.

CORE KNOWLEDGE AND CONCEPTS IN PLANET EARTH AND BEYOND Our Place in Space

Atmosphere and Weather

The Changing Earth

Unifying statement: Our planet is a small part of a vast solar system in an immense galaxy.

Unifying statement: The atmosphere is a system which interacts with the land, lakes and oceans and which transfers energy and water from place to place.

Unifying statement: The Earth is composed of materials which are continually being changed by forces on and under the surface.

Foundation Phase 1. Observing the sky 2. Observing, recording and 3. Observing and investigating Many different objects can be predicting the weather soil and rocks observed in the sky. Examples are Weather changes from day to day Soil and rocks vary in appearance birds, clouds, aeroplanes, the Sun, in ways that can be recorded and and texture from place to place. stars, the Moon, planets and sometimes predicted. There are By investigation, learners can find satellites. All these objects have occasional unusual weather events out that some soils erode more properties, locations and like storms, floods or tornados easily than others do, while some movements that can be which impact on people’s lives. soil types support plant life better investigated with a view to than others. They could investigate determining patterns, relationships what some of the factors involved and trends. might be.

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Our Place in Space

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Atmosphere and Weather

The Changing Earth

Intermediate Phase 1. Earth’s rotation – day and night Day and night may be explained by the rotation of the Earth on its own axis as it circles the Sun. 2. Phases of the Moon and cultural traditions The Moon’s apparent shape changes in a predictable way and these changes may be explained by its motion relative to the Earth and Sun. Many cultural traditions and special occasions are related to the shape or position of the Moon. 3. Star patterns and cultural traditions The stars’ apparent positions in relation to each other do not change, but the nightly position of the star pattern as a whole changes slowly over the course of a year. Many cultures recognise and name particular star patterns, and have used them for navigation or calendars.

4. Measuring changes in the weather Weather may change from day to day. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. 5. Annual and seasonal changes in the weather Other changes take longer to occur. An example of this type of medium-term change is annual seasonal changes, which may be described in terms of changes in rainfall, average wind direction, length of day or night and average maximum and minimum temperatures. 6. The water cycle Water changes its form as it moves in a cycle between the hydrosphere, atmosphere and lithosphere in what is known as the ‘water cycle’. 7. Continents, oceans and polar ice caps Most of planet Earth is covered by water in the oceans. A small portion of the planet is covered by land that is separated into continents. At the poles there are ice caps. Only a small amount of the water is available for living things on land to use and only a small portion of the land is easily habitable by humans.

8. Rocks, soils, water and air Earth materials are solid rocks and soils, water, and the gases of the atmosphere. 9. Erosion, deposition and landforms Erosion of the land creates the landforms that we see and also results in the deposition of rock particles that may be lithified to form sedimentary rocks. Erosion and deposition can be very slow and gradual or it can occur in short catastrophic events like floods. 10. Igneous, sedimentary and metamorphic rocks Rocks may be classified into igneous, sedimentary and metamorphic types. This classification is based on the origins and history of the rocks. 11. Soils and their properties Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soil forms by natural processes, but it takes an extremely long time to form. Soils have properties of colour and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (Links with Life and Living) 12. Fossils Fossils are the remains of life forms that have been preserved in stone. Fossils are evidence that life, climates and environments in the past were very different from those of today. (Links with Life and Living) 13. Water resources The quality of water resources is determined by the quality of the catchment area. Proper care and management of catchment areas and water resources is essential, and factors affecting the quality of water resources and catchment areas may be investigated. (Links with Life and Living)

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Our Place in Space

Atmosphere and Weather

The Changing Earth

Senior Phase 1. The Earth and solar system 6. Atmosphere, hydrosphere, 11. Layers of the Earth The Earth is the third planet from lithosphere and biosphere The planet Earth has a layered the Sun in a system that includes The outer layers of the Earth are structure, with a lithosphere, a the Moon, the Sun, eight other the atmosphere, the hydrosphere hot, convecting mantle and a planets and their moons, and and the lithosphere. We live in the dense, metallic core. smaller objects, such as asteroids biosphere, which is where all 12. Continental drift and and comets. these layers interact to support geological events The Sun, an average star, is the life. Lithospheric plates larger than central and largest body in the 7. Climatic regions some continents constantly move solar system. Climate varies in different parts of at rates of centimetres per year, 2. Movement of the Earth and the globe. It tends to be cold in in response to movements in the Moon the polar regions and hot in the mantle. Major geological events, Most objects in the solar system tropics. Different types of plants such as Earthquakes, volcanic are in regular and predictable and animals are adapted to living eruptions and mountain building, motion. The motions of the Earth in different climatic regions. (Links result from these plate motions. and Moon explain such with Life and Living) 13. Formation of the crust and phenomena as the day, the year, 8. Composition of the landforms phases of the Moon, and eclipses. atmosphere Landforms are the result of a 3. Gravity The atmosphere is a mixture of combination of constructive and Gravity is the force that keeps nitrogen and oxygen in fairly destructive forces. planets in orbit around the Sun constant proportions, and small Constructive forces include and governs the rest of the motion quantities of other gases that crustal deformation, volcanic in the solar system. Gravity alone include water vapour. The eruption, and deposition of holds us to the Earth’s surface. atmosphere has different sediment, while destructive properties at different elevations. forces include weathering and erosion.

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Our Place in Space

Atmosphere and Weather

The Changing Earth

Senior Phase 4. Sun as a source of energy 9. Role of the atmosphere in 14. SA’s fossil record The Sun is the major source of regulating Earth’s temperature Many of the organisms in South energy for phenomena on the The atmosphere protects the Earth Africa’s fossil record cannot be Earth’s surface, such as growth of from harmful radiation and from easily classified into groups of plants, winds, ocean currents, and most objects from outer space organisms alive today, and some the water cycle. that would otherwise strike the are found in places where 5. Space exploration and Earth’s surface. The atmosphere is present-day conditions would not telescopes the most important factor in be suitable for them. This is Space exploration programmes keeping the Earth’s surface evidence that life and conditions involve international collaboration temperature from falling too low on the surface of Earth have in the use of Earth-based teleor rising too high to sustain life. changed through time. (Links scopes (such as SALT in South 10. Effects of human activities on with Life and Living) Africa) and telescopes in orbit. atmosphere 15. Formation of Fossil fuels Robotic spacecraft travel long Human activities and natural Fossil fuels such as coal, gas and distances to send back data about events can slightly change the oil are the remains of plants and the planets and other bodies in composition and temperature of animals that were buried and our solar system, and research is the atmosphere. Some effects of fossilised at high pressures. These being done on ways to send these small changes may be fuels are not renewable in our people to investigate the planet changes in annual weather lifetimes. (Links with Energy and Mars. patterns and long-term changes in Change) rainfall and climate. 16. Mining Mining is a major industry in South Africa, with local examples in all the nine provinces. It is important in terms of the supply of coal for energy, essential raw materials for other industries, employment and earnings for the country. A great number of other industries depend on the mining industry. Legislation controls mining, with regard to safety and environmental effects.

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Learning Outcome 1: Scientific Investigation

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME (PSP) The Western Cape Primary Science Programme (PSP) has been operating since 1985. The PSP is an in-service education organisation that aims to improve the quality of teaching and learning in the most disadvantaged primary schools. We develop teachers’ knowledge and skills and support them in their work with learners. We focus on the critical learning areas of the Natural Sciences (including Environmental Education), Language, Mathematics and the Social Sciences. The PSP offers a variety of courses, develops learning experiences together with teachers and offers support in their classes. Based on this interaction with teachers, the PSP produces innovative materials, including teacher resource books, learner task cards and display material. All our materials are written in easily accessible language; include careful concept progression; many activities and investigations, and include good suggestions for assessment. The PSP has a vision of an excellent primary schooling for all South Africa’s children, where all educators are highly skilled, committed and confident; and are well prepared and resourced to teach. Contact us for more information Western Cape Primary Science Programme (PSP) Edith Stephens Wetland Park Lansdowne Road Philippi. PO Box 24158 Lansdowne 7779 South Africa Tel: 021 691 9039 Fax: 021691 6350 Email: [email protected] Website: www.psp.org.za NPO: 015-822