Earth And Beyond [grade 5 English]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME A SHORT LEARNING PROGRAMME ON THE NATURAL SCIENCES THEME:

EARTH

Grade 5

AND

BEYOND

Good afternoon.

Good morning.

ACTIVITIES Activity Activity Activity Activity Activity Activity

1 2 3 4 5 6

The shape of the Earth The sun and its family of planets Day and night The seasons Keeping a weather chart Effects of different kinds of weather

We welcome the wide use of these materials. Please acknowledge the PSP.

© PSP 2002

DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS This learning programme will work towards the following learning outcomes in the Natural Sciences

s LO1: Scientific Investigations 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

s LO2: Constructing Science Knowledge The learner will know and be able to interpret and apply scientific, technological and environmental knowledge

s LO3: Science, Society and the Environment The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

Course presented by Rose Thomas and Sandra Mahote Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road Philippi 7785 PO Box 529 Howard Place 7450 Tel: 021 691-9039 Fax: 021 691-6350 e-mail: [email protected] website: www.psp.org.za

All images of the planets courtesy of NASA. Our thanks to the South African Astronomical Society for the information about the planets, and to Bob Grierson of The Argus for the weather charts.

Contents • • •

This booklet illustrates an example of a short learning programme for Grade 5. It develops concepts, skills, attitudes and language in a step-wise fashion. It includes activities and tasks for learners, teacher tasks, support materials and assessment suggestions.

2 . . . . . . . . . . . . .Activity 1 The shape of the Earth and its space 4 . . . . . . . . . . . . .Activity 2 The sun and its family of planets 7 . . . . . . . . . . . . . . . . . . . . . .Planet fact sheet 8 . . . . . . . . . . . . .Activity 3 Day and night 12 . . . . . . . . . . . .Activity 4 The seasons 19 . . . . . . . . . . . .Activity 5 Keeping a weather chart 20–21 . . . . . . . . .Chart for wind speed (‘The Beaufort Scale’) 23 . . . . . . . . . . . .Activity 6 Effects of different kinds of weather 25 . . . . . . . . . . . .Suggested workscheme on Earth and Beyond Assessment sheets 26–27 . . . . . . . . .Assessing a task 28–29 . . . . . . . . .Recording sheets for task assessment 30 . . . . . . . . . . . .Codes for recording Support material 31 . . . . . . . . . . . .Task card Activity 1 Our Earth is like a ball moving in space 32 . . . . . . . . . . . .Task card Activity 3 Day and night 34 . . . . . . . . . . . .Task card Activity 4 The seasons in different parts of the world 36 . . . . . . . . . . . .Map of the world 38 . . . . . . . . . . . .Solar system chart 40–45 . . . . . . . . .Pictures showing different kinds of bad weather 46 . . . . . . . . . . . .My own weather chart 47-50 . . . . . . . . . .The nine planets Cover . . . . . . . . .Earth and Beyond mindmap

Activity 1 Key concepts

Teacher task

Learner task

GROUP

Pantihose covering the Earth

2

The shape of the Earth and its space • • • • •

The Earth is round like a ball. It is spherical in shape. The Earth’s surface consists of land and water. There is more water than land on the surface of the Earth. The atmosphere is a thin layer of air surrounding the Earth. Outer space is beyond the atmosphere.

1. Ask learners to choose the correct shape of the Earth from the items in the box. They must explain why they chose that shape. 2. Hand out sheets of newspaper and strips of white paper. 3. Make water and flour glue. 4. Give learners a copy of the map of the world (see pages 36–37) to cut and paste onto the dry Earth models. 5. Also supply the learners with a piece of pantihose to put around their models to represent the thin air.

Make a paper model of the Earth 1. 2. 3. 4. 5.

Crumple 10 sheets of newspaper to make a tight ball shape. Tear two or three sheets of white A4 paper into thin strips. Make a glue paste out of flour and water. Spread the glue paste onto the strips of white paper with your fingers. Bandage the strips around the ball of newspaper until the ball is completely covered.

6. Put your model in the sun to dry. Next day: 1. Draw an equator line on your globe (model of the Earth). Draw a spot for the North Pole and the South Pole. 2. Cut out the continents from the map of the world. 3. Paste the continents onto the model in the correct position (use a map and the equator line to help you). 4. Colour the land in orange. Colour the water in blue. 5. Put on the air – remember it is a very thin layer. (Stretch a piece of pantihose around your model to represent the thin layer of air.) 6. Complete the task card “Our Earth is like a ball moving in space”.

Activity 1 Task Card Our Earth is like a ball moving in space. Draw onto the diagram and label clearly: A Land A Water A Air A Outer space

S ER T OU

OUR EARTH

E PAC

OU TE R

air

E C

air

SP A

land

water

land

water land air C E

water air O

UT ER S

R TE U O

PACE

A s se ss me n t Activity

1

A SP

The shape of the Earth and its space What we want to assess

What we expect from learners

Model of the Earth

The model must have: a a spherical shape a continents in approximately the correct position a the land and sea correctly coloured a equator, North pole, and South Pole clearly identified a a piece of pantihose stretched over the ball to represent the air

Diagram of the Earth

On the diagram make sure that: a the land, air, water, equator, North Pole, South Pole and outer space are clearly drawn and labelled a the atmosphere (air) is drawn as a very thin layer close to the Earth’s surface a everything beyond the atmosphere is outer space a

3

Activity 2 Key concepts

Teacher tasks

The sun and its family of planets • • • • •

Nine different planets make up our solar system Each planet has its own size and mass Each planet is a certain distance away from the sun Each planet revolves around the sun Each planet revolves in its own orbit and remains in its orbit.

A. Introduction to our solar system 1. Ask learners to draw the night sky on a piece of paper for homework. Bring drawings to class the next day for a discussion. 2. Discuss why learners could not draw everything that they saw on the paper. 3. Talk about the things we can see in space from Earth. Note: We can see: A The moon A The stars (many millions) A Satellites at times, which look like moving stars Explain that: A Earth is found in one small part of the sky called the solar system. A We are close to one star called the sun. A All the other stars are very, very far away from us.

B. Tell learners that we will study our solar system 1. Hand out photocopies of the “Nine Planets” (page 47–50). 2. Assist learners to interpret and understand the very big numbers showing the distances from the sun. 3. Give each group sheets of paper pasted together in a long row like this. They will paste their planet pictures onto this.

4

Learner task

1. 2. 3. 4. 5.

Each group works with one full set of planets. Cut out the planets. Write each planet’s name on the back. Write down the planet’s distance from the sun. Use the different distances from the sun to paste them in the right order, onto your long sheet of paper. Start with the sun and place the planet closest to the sun first and so on. 6. End with the planet, which is the furthest away from the sun. 7. Display these on the wall or on desks in the correct order.

PAIRS

Teacher task

1. Hand out the ‘Planets fact sheet’ (page 7) and a drawing of the solar system (page 38–39) to each group.

Pluto

Mercury Saturn Neptune

SUN

Venus Jupiter

Earth

Mars Uranus

2. Learners complete the drawing of the solar system by writing the name of each planet on it.

Learner task

INDIVIDUAL

Mmmm … 18 moons! Can we see them all?

1. Find the column marked “Distance from the Sun” on the table on page 6. This will tell you how far each planet is from the sun. 2. Label each planet on your solar system drawing. 4. Now use the fact sheet again to help you to answer these questions: a. Which is the brightest planet in the sky? b. Which is the only planet that has life on it as far as we know? c. Which planet is very large and has a big red spot? d. Which planet is the smallest? e. Which planet is made of ice and looks green? f. Which planet has eighteen moons? g. Which planet has large flat rings around it? h. Which planet is known as the red planet? 5. Imagine that you are living on the planet Saturn. You look up into the sky at night. What will you see? 6. Draw a picture of how you think the sky will look if you are standing on the surface of Saturn. Think about The rings look everything you know about Saturn before you start like a rainbow. drawing. Make your drawing big and colourful.

5

A ss es sm e n t Activity

6

2

The sun and its family of planets

What we want to assess

What we expect from learners

Identifying the planets in the solar system

Planets should be: a identified correctly a placed in correct order according to their distances from the sun a named correctly a

Answering questions about the planets from the fact sheet

The learners must find the correct answers from the fact sheet. a. Venus b. Earth c. Jupiter d. Pluto e. Uranus f. Saturn g. Saturn h. Mars

Drawing of the night sky from the surface of Saturn

The drawing should be: a imaginative a show some features associated with Saturn, such as, the rings around Saturn, its many moons other stars beyond our solar system,etc a be large and colourful a

The Planets fact sheet PLANET

Distance from the sun in km

Size of planet Number (diameter in km) of moons

Mercury

60 000 000 km

5 000 km

0

It looks like our moon

Venus

104 000 000 km

12 000 km

0

It is the brightest planet

Earth

150 000 000 km

13 000 km

1

It is the only planet known to have life on it

Mars

240 000 000 km

7 000 km

2

It is known as the red planet

Jupiter

800 000 000 km

143 000 km

16

It has a red spot and striped appearance

Saturn

1 400 000 000 km

120 000 km

18

It has a set of rings around it

Uranus

3 000 000 000 km

52 000 km

15

It looks green. Most of it is ice.

Neptune

4 500 000 000 km

8

It appears blue

Pluto

5 900 000 000 km

1

Very little is known about this planet

50 000 km

2 000 km

Other features

7

Activity 3 Key concepts

Teacher task

Day and night • The Earth’s light comes from the sun • When light from the sun falls on the Earth’s surface, it is daytime • The Earth spins on its axis (the imaginary line passing through the Earth from North Pole to South Pole) • As the Earth spins (rotates) and it is daytime on one side of the Earth, it is night time on the opposite side of the Earth

Introduction 1. Introduce the words rotate and rotation, revolve and revolution. Refer to the reading below in order to explain these words.

The Earth moves in two different ways

The sun is a star. The sun is at the centre of our solar system. It spins but it always stays in its same position at the centre. There are nine planets that move around the sun. Each planet travels in its own, almost circular, pathway around the sun. This pathway is called the planet’s orbit. The Earth takes one year to travel around the sun. When it travels in its orbit we say it is revolving. It revolves once around the sun each year. But at the same time each planet spins on its own axis like a top. We call this spinning motion rotation. So each planet spins on its own axis at the same time as it is moving around the sun. A planet rotates on its axis and revolves around the sun at the same time. 2. Demonstrate rotating: Ask one learner to turn round and round on the same spot.

rotating

3. Demonstrate revolving: Ask one learner to stand in the middle and be the sun. A second learner must stand some distance away and then slowly walk around the sun, keeping the same distance all the time. revolving

8

4. Then demonstrate spinning (rotating) and revolving at the same time: one learner stands in the middle and is the sun; the other learner stands some distance away and begins to spin. Then at the same time she moves around the sun keeping the same distance from the sun.

4. Explain to the learners that our Earth moves in two ways. It rotates and revolves around the sun at the same time. The Earth rotates once a day (24 hours), but it takes a whole year (365 ¢ days) for it to revolve around the sun. Showing how the Earth’s movement causes day and night 1. Show the pictures representing day and night (page 33) 2. Discuss with learners some of the differences between day and night 3. Demonstrate how the rotation of the Earth causes day and night: A Use two learners A One will hold a torch and the other will hold a globe (model of the Earth). A The learner holding the torch represents the sun. She stands still and shines light onto the Earth held by the other learner. A The learner holding the Earth slowly rotates (spins) the earth. A Learners will see that as the Earth spins, part of it is in the light and part is in the dark. A The part in the light is experiencing day time and the part in the dark is experiencing night time.

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Learner task

1. 2. 3.

Use the model of the Earth that you have made. Draw a cross on South Africa to mark its position on the Earth. Now complete the following task card.

Activity 3 Task card Day and Night 1. Shine the light brightly onto South Africa (don’t move the torch). A Is it day or night in South Africa when the light shines on it?

It is day time in South Africa when the light from the sun shines on it. 2. Keep the Earth still. A Is it day or night in North America when the light shines on South Africa?

It is night time in North America when the sun shines on South Africa. 3. When it is day time in South Africa it is night time in North America. 4. Slowly turn the globe clockwise until it is day time in North America. Is it daytime or night time in South Africa?

It is night time in South Africa.

hello! i’m phoning from south africa. it’s midnight here

hello! it’s 5pm here

5. In your own words, explain how we get day time and night time.

We get day time in South Africa when our side of the Earth is facing the sun. We get night time when the Earth spins around until our side of the Earth faces away from the sun. 10

6 . What countries will have day time at the same time as us? (Use your Earth and torch to help you).

The Democratic Republic of Congo, Egypt, England, European countries, Botswana and the entire globe north and south of us will have day time at the same time as us. 7. Can you find one or two countries that will have night time when we have day time? (Use your torch and Earth to help you.)

Countries on the opposite side of the Earth will have night time when we have day time, for example, Canada, Mexico, USA, Brazil, Australia and New Zealand.

A s se ss m en t Activity

3

Day and night

What we want to assess

What we expect from the learners

Task card on day and night

The completed task sheet must have: 1 day time 2 dark in North America 3 night time 4 night time 5 We get day time when light from the sun falls on that part of the Earth’s surface. Night time is when no light from the sun falls on that part of the Earth’s surface. That part of the Earth is turned away from the sun. 6. The Democratic Republic of Congo, Egypt, England, European countries, Botswana and all the countries north and south of us will have day time at the same time as us. 7. Countries on the opposite side of the Earth will have night time when we have day time, for example, Canada, Mexico, USA, Brazil, Australia and New Zealand.

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Activity 4 Key concept Teacher tasks

The seasons • The Northern and Southern hemispheres experience summer and winter at different times of the year.

Introduction 1. Start by asking questions to get the learners to think about the seasons and how they affect us. Ask questions like: A What season is it now? A How do you know what season it is? A Is it hot or cold today? A Does it stay hot/cold all day? etc. 2. Collect pictures showing different seasons. Compare and discuss these with the learners.

3. Use the following questions to help you to compare the pictures: A What is different in the different pictures? A What kind of clothes are people wearing? A Is it summer or winter in these pictures? How do you know? 4. Read the following as background information for yourself. (You can decide whether this information is necessary for your learners at this stage.)

The Seasons A A

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The seasons are caused by the Earth’s revolution around the sun. The seasons are also caused by the fact that the Earth’s northern and southern hemispheres are tilted towards the sun at different times in the year.

A A

A

During the summer in the southern hemisphere the sun’s rays shine directly on the southern hemisphere and this makes it warm there. During the summer months in the northern hemisphere the sun’s rays shine directly onto the northern hemisphere and so it is warm in that part of the world. When it is summer in the southern hemisphere it is winter in the northern hemisphere.

Summer in the northern hemisphere

Summer in the southern hemisphere

Winter in the southern hemisphere

Winter in the northern hemisphere

A A

When it is winter in the southern hemisphere it is summer in the northern hemisphere. The sun’s rays always shine directly onto the equator throughout the year and so this region of the Earth is always warm.

Finding out about the seasons in different hemispheres A Is it hot or cold today? Explain to the learners that we can find out how hot or cold it is today by measuring the temperature of the air. 1. Supply learners with a thermometer and show learners how to measure the air temperature with it. Note: Remember to hold the thermometer so that the bulb at the bottom is surrounded by air. Don’t hold it on the bulb because your fingers will be in contact with the bulb and so the thermometer will be measuring the temperature of your fingers. 2. Explain maximum and minimum temperatures to the learners. A The minimum temperature refers to the lowest temperatures measured on that date in that city. This is usually the night time temperature. A The maximum temperature refers to the highest temperature measured in that city on that date. This is usually the daytime temperature.

13

Learner task

Finding our own maximum (highest) and minimum (lowest) temperatures at school for today: 1. Are you feeling warm or cold this morning? 2. Use the thermometer to measure today’s temperature at school. Write your temperature measurements here: Early morning temperature (when school starts) = _____°C. Afternoon temperature (when school ends at 2.30pm) = ______°C. 3. What was the maximum temperature for the day? ________°C. 4. What was the minimum temperature for the day? ________°C.

sho! it’s hot today!

Teacher task

Learner task

Supply learners with a map of the world (see page 36 and 37 ) and synoptic charts for January and June (see page 15 and 16).

Finding out about the seasons in different parts of the world 1. Look at the synoptic charts. Find the national and international maximum and minimum temperatures. 2. First find the city nearest to where you live on the synoptic chart and also find it on the world map. 3. Then find the international cities on your synoptic chart and find them on the map of the world. In which hemisphere is each city? Look at the map.

14

15

January 2001

16

June 2001

Learner task

4. Using the map and the synoptic charts, complete the following tables:

(continued) January synoptic chart City

Is this city in the northern or southern hemisphere?

Minimum temperature

Maximum temperature

Is it summer or winter in this city?

Athens

northern hemisphere

8°C

15°C

winter

Johannesburg

southern hemisphere

14°C

27°C

summer

July synoptic chart City

Is this city in the northern or southern hemisphere?

Minimum temperature

Maximum temperature

Is it summer or winter in this city?

Athens

northern hemisphere

20°C

30°C

summer

Johannesburg

southern hemisphere

14°C

17°C

winter

17

Learner task

Writing task

(continued) A

Answer the questions and then complete the summary. In January: 1. In which hemisphere is it summer?

The southern hemisphere 2. In which hemisphere is it winter?

The northern hemisphere

In July: 1. In which hemisphere is it summer?

The northern hemisphere 2. In which hemisphere is it winter?

The southern hemisphere

Summary Summer and winter seasons Today in science we learned about summer and winter seasons.

the temperature measured in a place can tell us whether it is summer or winter there I learned

when the maximum and minimum temperatures in a place are high then it is summer there. When the maximum and minimum temperatures in a place are low then it is winter there. I also learned

that when it is summer here in the southern hemisphere, then it is winter in the northern hemisphere. Furthermore, I learned

18

Activity 5 Key concepts

Teacher task

Learner task

that’s strange. i feel cold but this temperature seems too high?

Keeping a weather chart • Weather refers to the local climatic conditions every day • During each season we get daily local weather conditions such as: wind, rain, thunderstorms, fog, cloud, sunny weather, partly cloudy. 1. Explain how to fill in the weather chart. 2. Use Sunday as an example to explain how learners should fill in the chart. 3. Explain how the wind chart called the Beaufort scale works for determining the strength of the wind (see page 20). 1. Observe the weather closely every day for one week. 2. Fill in the spaces every day starting with Monday. 3. Place an empty coffee bottle outside to catch the rain. Measure how deep the water is every day in mm (millimeters). Empty the bottle out again after you have measured the amount of water for that day. Then leave it outside again to catch any rain in the next 24 hours until you measure it again.

that’s because you are measuring the temperature of your fingers!

4. Measure the temperature of the air in the classroom every day at the same time (e.g. big break) 5. Use the wind chart on pages 20 and 21 to observe and decide on the wind speed. 6. Compare your completed chart with other learners. (You can also compare your chart with the weather chart in the newspaper each day)

rather hold the thermometer at the top.

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BEAUFORT SCALE OF WIND SPEED Beaufort number

20

Official description

Speed of wind km/h

What you will see

0

Calm

Less than 1 km/h

Leaves and trees are not moving; smoke rises straight up.

1

Light air

1km/h

Smoke follows the direction of the wind.

2

Light breeze

2km/h

You can feel the wind on your face; you can see leaves moving a little bit.

3

Gentle breeze

10km/h

Leaves and small twigs are moving all the time; washing will flap in the wind.

4

Moderate

20km/h breeze

The wind blows dust and small papers; small branches are moving.

5

Fresh breeze

30km/h

Small leafy trees begin to sway; the wind makes waves on water.

6

Strong breeze

40km/h

Large branches are moving; the wind whistles through the telephone wires; it becomes difficult to use an umbrella.

7

Near gale

60km/h

Whole trees move and sway; it is not easy to walk against the wind.

8

Gale

80km/h

Twigs break off the trees and fly away in the wind; it becomes very difficult to walk against the wind.

9

Strong gale

90km/h

The wind begins to damage houses (e.g. tiles blow off roofs)

10

Storm

100km/h

A strong wind like this does not happen very often on land. Trees fall over and a lot of damage is done to houses.

11

Violent storm

200km/h

This very seldom occurs. This wind causes damage to trees, plants, buildings, ships, etc

12

Hurricane

More than 200km/h

This is a very bad and dangerous storm.

21

Task Card My Own Weather Chart Day

Rain

Symbol

Wind speed

Temperature

Sunday

no rain

cloudy

40km/h

23°C

Monday

no rain

sunny

20km/h

27°C

Tuesday

no rain

sunny

less than 1km/h

30°C

Wednesday

no rain

sunny

20 km/h

30°C

Thursday

no rain

cloudy

20 km/h

25°C

Friday

4mm

rain

30 km/h

20°C

Saturday

no rain

partly cloudy

10 km/h

25°C

As s e s sm en t Activity

22

Sunny or cloudy

5

Keeping a weather chart What we want to assess

What we expect from learners

How learners fill in the weather chart

Learners must be able to: A Set up a bottle to collect the rain each day and measure the amount collected in mm A Use the wind chart (Beaufort Scale) correctly to observe and decide on the wind strength A Measure the air temperature in the classroom correctly every day at the same time A Fill in the chart correctly every day for at least a week

Activity 6

Effects of different kinds of weather

Key concepts

• We experience many different kinds of weather during the different seasons • Sometimes weather can have bad effects • People have to cope with the effects of different weather

Teacher task

1. Conduct a brief class discussion about the weather. Use the following questions to guide the discussion: A People usually take notice of the weather every day. Why do you think they do? A How do rainy weather, and windy weather, and cold or hot weather affect our lives? A Why do we sometimes say that the weather is bad? 2. Hand out pictures showing the effects of different kinds of bad weather to each group of learners (see pages 40–45).

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Learner task

GROUP

1. Discuss: A What can you see in each picture? A What kind of weather does each picture show? A What can you see people doing to cope with the effects of this weather? 2. Writing task (Individual) A Choose one picture. A Look for something in this picture that you find interesting. A Write a few sentences about it. For example:

Strong wind In this picture I can see two people trying to cross the road. The wind is so strong it is difficult for them to cross. The one woman is holding onto a pole and trying to pull the two people across the road. The motor bike has fallen over from the wind.

A s se ss m en t Activity

6

Effects of different kinds of weather What we want to assess Writing about a picture they found interesting

24

What we expect from the learners The writing must say: A something that the learner found interesting about the picture in a few sentences A the sentences must make sense and must be related to weather in the picture

Earth and Beyond

SUGGESTED WORK SCHEME ON

GRADE 5 LEARNING PROGRAMME PERIOD 2

PERIOD 1 Activity 1 • Choose a shape which best resembles the Earth and explain about own choice (10 min) • Make the Earth paper model (40 min)

PERIOD 4 Activity 2 • Discussion about the things we can see in space from Earth (10 min) • Place planets according to their distances from the sun (40 min)

PERIOD 7 • Demonstrate how the Earth revolves and rotates (50 min)

PERIOD 10 • Complete the task card on the seasons (50 min)

• Draw the equator and the poles • Cut and paste the continents on the Earth ball • Colour in and put on air (50 min)

PERIOD 3 • Complete worksheet (Our Earth is like a ball) (50 min)

PERIOD 5 • Use the planet fact sheet to label the solar system and to answer questions (50 min)

PERIOD 6 • Write up questions (50 min)

PERIOD 8 Activity 3

PERIOD 9 Activity 4

• Discuss pictures showing day and night • Demonstrate day and night (30 min) • Complete the task card (Day and Night) using the Earth paper model, with matchstick and the torch (20 min)

• Discuss pictures showing different seasons (15 min) • Measure maximum and minimum temperatures in school • Use the synoptic charts to find the maximum and minimum temperatures (45 min)

PERIOD 11 Activity 5 • Mind map to generate vocabulary about weather conditions (10 min) • Explain how to fill in a weather chart, showing learners how to measure temperature and rain and explain how the Beaufort scale works (40 min)

PERIOD 12 • Learners complete their own weather charts for that day (50 min)

PERIOD 13 Activity 6 • Discuss pictures showing extreme weather conditions (30 min) • Write sentences about something interesting in the pictures (20 min)

This Learning Programme can take 650 min = 10,8 hrs = 3 weeks

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Learner tasks

Learner task card – Activity 1

Our Earth is like a ball moving in space

A

Draw onto the diagram and label clearly – Land – Water – Air – Outer space

31

Learner task card – Activity 3 Day and night

1. Shine the (torch) light brightly onto South Africa. (Don’t move the torch.) Is it day or night in South Africa when the light shines on it? .......................................................... 2. Keep the globe still. Is it light or dark in North America when the light shines on South Africa?

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

3. When it is DAY TIME in South Africa it is . . . . . . . . . . . . . . . . . . . . . . . . in North America. 4 Slowly turn the globe anti-clockwise until it is day time in North America. Is it daytime or night time in South Africa? . . . . . . . . . . . . . . .

5 In your own words, explain how we get day time and night time. .......................................................... .......................................................... .......................................................... .......................................................... .......................................................... .......................................................... .......................................................... .......................................................... 6 What countries will have day time at the same time as us? (Use your globe and torch to help you). .......................................................... .......................................................... .......................................................... .......................................................... ..........................................................

32

33

Learner task card Activity 4

The seasons in different parts of the world 1. Look at the synoptic charts. Find the national and international maximum and minimum temperatures. 2. First find the city nearest to where you live on the synoptic chart. Also find it on the world map. 3. Then find the international cities on your synoptic chart and find them on the map of the world. In which hemisphere is each city? 4. Using the map and the synoptic charts, complete the tables below.

January synoptic chart City

Is this city in the northern or southern hemisphere?

Minimum temperature

Maximum temperature

Is it summer or winter in this city?

Minimum temperature

Maximum temperature

Is it summer or winter in this city?

June synoptic chart City

34

Is this city in the northern or southern hemisphere?

Answer these questions: A. In January: 1.

2.

Which hemisphere is having summer? ................................... Which hemisphere is having winter? ...................................

B. In June:

1.

Which hemisphere is having summer?

2.

................................... Which hemisphere is having winter? ...................................

Learner writing task Summer and winter seasons Today in science we learnt about summer and winter seasons. I learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................ ............................... ............................................................ I also learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. ................................................................................. ................................................................................. Furthermore, I learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. ................................................................................. ................................................................................. ................................................................................. .................................................................................

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THE SOLAR SYSTEM

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This series of photographs is available as a pack and can be obtained from the Western Cape PSP.

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Task Card My Own Weather Chart

Day

Rain

Sunny or cloudy

Symbol

Wind speed

Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Key

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Cloudy

Rain

Sunny

Partly cloudy

The nine planets in our solar system

All pictures courtesy NASA

The four Galilean moons

Jupiter The largest planet Diameter

142 800 km

Mass

318 Earth masses

Distance from the sun

800 million km

Number of moons

16

Rotation period

length of day in Earth hours: 9.8

Time to go round the sun

length of year in Earth years: 11.9

Jupiter is the largest of the gas giants. The white clouds that we see are at a temperature of –153 °C and consist of ammonia ice crystals. Lower down, the clouds are coloured red and brown by organic compounds and chemicals such as sulphur. Winds speeds of over 400 km/h are common. The Great Red Spot is thought to be a long-lived hurricane and is larger than Earth. Jupiter probably has a rock or ice core surrounded by liquid hydrogen with helium dissolved in it.

Jupiter has 16 known moons, but four are larger than the rest and can be seen easily with binoculars. They are known as the “Galilean moons” after their discoverer Galileo.

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Venus Diameter

12 104 km

Mass

0.8 Earth masses

Distance from Sun

104 million km

Number of moons

none

Rotation period

length of day in Earth days 243

Time to go round the sun length of year in Earth days 225 Venus is a hot and hostile planet. An atmosphere of carbon dioxide 90 times as dense as Earth’s keeps the surface hot enough to melt lead. Clouds of sulphuric acid hide its surface.

Saturn Like Jupiter, Saturn is a gas giant consisting mainly of hydrogen and helium. Its famous ring in fact consists of thousands of narrow rings made up of lumps of ice and rock as small as dust grains and as large as minibus.

Diameter Mass Distance from Sun Number of moons Rotation period Time to go round the sun

120 660 km 95 Earth masses 1 400 million km 18 length of day in Earth hours 10.2 length of year in Earth years 29.5

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Earth Our home planet Diameter

12 750 km

Distance from sun 150 million km Rotation period

length of day in Earth hours: 23.93

Time to go round the sun length of year in Earth days: 365.24

Uranus

Mercury

Diameter

51 118 km

Mass

14.5 Earth masses

Distance from the sun

3 000 million km

Diameter

4 878 km

Number of moons

15

Mass

0.06 Earth masses

Rotation period

Distance from Sun

60 million km

length of day in Earth hours: 17.9

Number of moons

none

Rotation period

length of day in Earth days: 58.7

Time to go round the sun

length of year in Earth days: 88

At the equator it is hot enough to melt lead. At the poles there are craters with ice frozen to –150 °C. Mercury has no atmosphere.

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Time to go round the sun length of year in Earth years: 84 Uranus shows an almost featureless green ‘surface’ of clouds floating in a cold (–197°C) atmosphere of hydrogen, helium and methane. Beneath the clouds, most of Uranus (85%) is ice.

Mars Diameter Mass Distance from Sun Number of moons Rotation period

6 787 km 0.1 Earth masses 240 million km Two. Phobos and Deimos length of day in Earth hours: 24.62 Time to go round the sun length of year in Earth days: 687 The atmosphere of Mars is 100 times less dense than Earth’s and consists mainly of carbon dioxide, with traces of water vapour. In winter temperatures drop to –125 °C, giving Mars its well known white ‘ice caps’. In summer equatorial temperatures can reach 20 °C. The planet’s reddish colour is caused by iron in the soil. Bacterial life forms may once have existed on Mars.

Neptune Diameter

49 528 km

Mass

17 Earth masses

Distance from sun

4 500 million km

Number of moons

8

Rotation period

length of day in Earth hours: 19.1

Time to go round the sun

length of year in Earth years: 164.8

Neptune is another ‘ice giant’ like Uranus and even colder (–225°C). Its bluish atmosphere of hydrogen and helium shows occasional large dark spots, and is probably the windiest place in the solar system with storm winds reaching speeds of 1400 km/h.

Pluto Diameter Mass Distance from sun Number of moons Rotation period Time to go round the

2 300 km 0.0025 Earth masses 4 400–7 400 million km 1 length of day in Earth days: 6.4 sun length of year in Earth years: 247.7

Pluto is smallest of the planets, and usually the remotest and coldest. At –233°C, frost of methane and nitrogen coat the pinkish surface. Pluto’s grayish moon, Charon, is only 19 400 km away, and more than half Pluto’s diameter.

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E&B4 cover

5/28/08

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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