earth and beyond [grade 4 english]

PLANET EARTHBEYOND&

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

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

Grade 4

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 topsoil4. 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 Earth8. Farmers used the constellations of stars to tell

them when to plant (LO3)

My Little Piece of Earth

All living things depend on soil

E&B4 cover 5/28/08 12:50 PM Page 2

Developed by the Western Cape PSP team and teachers

RationaleThese materials were written to support teachers in their work with learners around the contentarea of Planet Earth and Beyond.This is not a complete work schedule. It offers possibilities forteachers to include other learning experiences and to extend and integrate it with other contentstrands of the Natural Sciences. This example learning experience shows how you can worktowards the three Learning Outcomes in the Natural Sciences of the National CurriculumStatement (NCS).

LO1: Scientific InvestigationsK The learner will be able to act confidently on curiosity about natural phenomena, and to inves-

tigate relationships and solve problems in scientific, technological and environmental contexts

LO2: Constructing Science KnowledgeK The learner will know and be able to interpret and apply scientific, technological and environ-

mental knowledge

LO3: Science, Society and the EnvironmentK 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 byobserving, asking questions and trying to make sense of what they experience. Encourageyour learners to ask questions. Questions are an opportunity to engage the class in observa-tions 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 thiscuriosity will learn and become creative human beings too.

AssessmentThe assessment tasks in this group of learning experiences are directly linked to theLearning Outcomes of the NCS. They are designed to encourage learners to show whatthey 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

GR4 Earth & Beyond 5/28/08 12:47 PM

ContentsSECTION 1 All living things depend on soil

Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Assessment tasksLO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . 16LO1 (AS 1 & 2) How much water do different kinds of soil hold? . . . . . . . . . . . . . . . . . . . . 21LO3 (AS 1 & 2) Sustaining my little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Suggested workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

SECTION 2Learner task cards to photocopyTask card 1 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Task card 2 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Task card 3 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Task card 4 Assessment task for LO2 (AS 1 & 2): Comparing two different samples

of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Task card 5 Assessment task for LO1 (AS 1, 2 and 3): How much water do different

kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Task card 6 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Task card 7 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Task card 8 Reading about how farmers work with the soil . . . . . . . . . . . . . . . . . . . . . . . . 55Task card 9 Assessment task for LO3: AS 1 & 2: Sustaining my little piece of Earth . . . . 63Task card 10 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Task card 11 Farmers used the constellations to tell them when to plant . . . . . . . . . . . . . . 67

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

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


section 1Learning 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

4


K Topsoil is the thin layer of soil that lies on top of the ground

K Topsoil is made of particles

Key Concepts

Teacher Task

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1

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 is made of small grains (particles).

Living things and soil

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.

So we must look after our soil.

Consolidation3. Assist learners to make a class mind map of everything they know about soil.

4. Learners copy the mind map into their books.

What is topsoil? (LO 2)

Topsoil contains humus

Subsoil

Rock

MIND MAP OF SOIL – WHAT WE KNOW ABOUT IT

has a smell has stones in it

we walk on itwe grow things in it

it is dirty

can blow in the wind moles live under it

we play with it

SOIL


Introduction1. 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 man-made materials. They are not natural rock samples. Help learners to dis-tinguish 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 naturalrocks. Remove these from the samples.

4. Help learners to describe their rocks. Provide vocabulary for them to doso. They do not have to know the scientific names of the types of rocks.

List of wordsgritty hlalutye grinterig rough rhabaza grofflaky cwecwana vlokkerigsmooth igudile gladgrainy nkozwana korrelrigsharp bukhali skerphard qinile hardbrown mdaka bruinblack mnyama swartgrey ngwevu grysyellow mthubi geel

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

Key Concepts

6

Soil particles come from rocks (LO 2)2

Teacher Task


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

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 tablebelow.

4. Do the same with the sand and the clay.

Different soil particles

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 itinto 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.

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PreparationProvide 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 CapePottery Supplies or from a supplier in your area).

this rubbing is makingme hot and tired.

it ’s difficult!

it ’s hard work to make

even a little soil!

QUESTIONS Soil particlesfrom 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

Teacher Task

Learner Task Task Card to photocopy on page 42


8

Explain to learners that when they were looking at the soil, feeling it andfinding out what it can do, they were finding out about the properties oftheir soil.

Assist learners to complete the following writing task and questions in theirbooks.

Teacher Task

1. Describe some of the properties of the soil that you made from the rocks. Start likethis:

Today we rubbed rocks together and made soil particles. These are the properties ofmy 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.

Learner Writing Task


9

ConsolidationExplainTopsoil 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 helpto rot the dead plants and animals.

The following are the particles that we find mixed together with humus tomake 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


Clay Size of particle is smaller than .002mm


All garden topsoils are a mixture ofthese three particles

Sand

K Large particle

K Large air spaces in between the particles

Silt

K Smaller particles than sand, but bigger than clay

K Smaller air spaces between the particles

Clay

K Small particles

K small air spaces between theparticles

Texture of the different particlesK 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 teacherSilt

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 tooheavy and clay is too sticky). Silt feels very smooth and powdery.

Sand

Silt

Clay


IntroductionExplain 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 rocksinto smaller particles.

– Sometimes trees grow near rocks. Their roots grow into cracks in therocks and this slowly breaks the rocks apart.

– Rocks fall from the side of mountains when there is exceptionallyheavy rainfall. The rocks are washed together in fast-flowing rivers.Smaller pieces of rock get broken off. The rocks and stones that youfind in these fast-flowing rivers are usually smooth and round frombeing rolled and bumped against each other by the water.

– Rocks become hot in the sun in the daytime. At night they cool downagain. 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 getwashed down in rivers and deposited after floods. When these parti-cles mix with other soil particles, this makes good soil.

2. Soil is important to us. We all depend on soil for growing our food. Plantsand animals also depend on soil.

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

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

Key Concepts

10

Finding out about garden topsoil (LO 2)3

Teacher Task


11

TYPE OF SOIL

How does the soilfeel between your

fingers?

Uvakala njani umhlaba xagronduwuva ngesandla?

Hoe voel die grondas dit tussen jou

vingers gevryfword?

It feels coarse – itis full of smallstones.

Uvakala unezigaqa.Unamatye amaninzi amancinci.

Dit voel grof – ditis vol klein klip-pies.

It feels gritty – the particles are quitebig (like big grainsof sugar).

Uvakala rhabaxaunamahlalutyeamakhulwana.

Dit voel korrelrig –die deeltjies isnogal groot (sooskorrels suiker).

It feels gritty – thesand particles aresmall.

Uvakala rhabaxa,amahlalutye esantimancinci.

Dit voel korrelrig –die sanddeeltjies isklein.

It feels smooth –the particles arevery fine.

Uvakala mpuluswaunamahlalutyana.

Dit voel glad – diedeeltjies is baiefyn.

It feels sticky whenwet – the particlesare very small.When it is dry itfeels like a finepowder.

Uvakala ncangathixa umanzi,amahlalutye manc-inci. Xa womileuvakal nje ngephawda.

Dit voel taai as ditnat is – diedeeltjies is baieklein. As dit droogis, voel dit soos ‘nfyn poeier.


Describing our topsoil1. 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.

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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1. Explain

When we want to find out what kind of particles make up our soil we cando 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 intoseparate 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 differ-ent 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 settlein the following way …

look! heavy stones at the bottom.sand falls on top of them ... thensilt ....tiny particles of clay andthe humus floats on top!

Teacher Task

Analysing my soil1. 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.

Learner TaskTask Card to photocopy on page 45


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

13

water add soil stir or shake wait …

humus – sticks, leaves and grass

water

clay – smallest particles

silt – small particles

sand – bigger particles

stones – biggest particles


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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Explain

1. After learners have mixed their soil with water in a coffee jar, draw apicture on the chalkboard showing the different layers. Explain that thisallows us to the see the different particles making up our soil becausethey have separated into layers. We can also see how much of each kindof 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 theyare mixed with water.

K The biggest particles (stones and sand) are the first to settle at thebottom.

K Smaller particles (silt) are the next to settle down.

K The smallest particles (clay) stay suspended in the water for sometime 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 onlyhave two. For example, sandy clay soil may only have sand and clayparticles.

Consolidation2. Do the following writing task together with your learners. They must

complete the writing in their books.

Teacher Task

Learner Writing Task


15

Explain that the best kind of soil for planting iscalled 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%

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 spacesbetween the particles trap air in the soil and make it light and soft. The clayand silt and rotting humus contains mineral salts, which help plants togrow.

Teacher task

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

k It is not necessary for learners toknow these proportions. The importantthing for them to know is that loam soilis a mixture of all three soil particlesand humus. This is the best kind of soilfor planting.

k Textbooks often do not mention silt atall, which can be confusing. Silt is anessential component of fertile soils.

Note to teachers

Soils differ from each other

k Soil from one area can be very different to soil from another. Forexample, soil from Khayelitsha contains mostly sand because thetown is built on a sand dune. This means that you will not find a layerof 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. Othersoils near river flood plains may contain a lot of silt.

k Soil is considered a poor soil when it does not contain a good mixtureof all three particles. People struggle to grow plants if the soil is poor.That is why we add compost and fertiliser to the soil.

Note to teachers

Teacher Task


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 topsoil1. 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 lidson 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)

16

SOIL A SOIL B

humus

water

sand

stones

humus

water

claysiltsand

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 soill7 Coarse sandy soill Fine sandy soill Silty soill Clay soill Loam

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 soill Coarse sandy soill Fine sandy soill Silty soill Clay soill7 Loam

Task Card to photocopy on page 46


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?

17


18

Assessment for LO2

Assessment tasks Criteria

AS 1 & 2

Draw the layers of soil parti-cles in the jar

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 sizesand the order of size in which they settle, i.e. biggerparticles at the bottom, followed by smaller particlesabove, 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 appara-tus, using key words such as: stones, clay, silt, sand,humus, water, coffee jar.

AS 2Complete questions

Write and draw about whatthey have learnt

For a code 4 (80%) andabove use bonus questions

The answers must show:

k Correct interpretation of the thickness of the layers.

k Correct understanding of how soils are named. Wename soils according to the type of particles thatmake up the biggest layer when we analyse soil. E.g.sandy soil contains a large proportion of sand parti-cles.

k Correct use of the terminology e.g. silt, clay, claysoil, silty soil, stony soil, etc.

k Correct information about soil.

k The writing should also show the ability to link sepa-rate pieces of information into a clear and correctexplanation of what they found interesting and why.

k Loam soil is a mixture of all three particles andhumus.

k Plants grow well in loam because:

– The clay particles trap water for the plants.

– Water can sink into the soil between the sand par-ticles so tree roots can use it.

– There is air between the sand particles whichmakes the soil soft and light so the roots can growand seeds can push their way out.

– Humus keeps the soil damp.

– Silt and humus provide mineral salts for theplants.


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A link with Social Sciences

How soil particles settle along the banks of the Nile RiverRead 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.

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

Cairo

Fertile flood plain

Nile River

Aswan Dam wall

Mediterranean Sea

Things to think aboutk Do you know of, or live near ariver that floods in the rainyseason?k Do all flooding rivers help peoplewho live near it in the same waythat the Nile does?

The great pyramids at Giza on the banks of the Nile A satellite picture of the Nile


IntroductionDivide the chalkboard into two columns.

1. Ask learners to tell you what they have learnt so far about soil. Make alist of their ideas on the chalkboard.

2. Then ask learners to say what they would still like to know and find outabout soil. Write these as questions under the second column. Ask learn-ers to tell you which questions we could find the answers to in books –these would be researchable questions. Write an “R” next to these ques-tions. Ask which questions we could investigate and find the answers toin the classroom – these are testable. Write a “T” next to these questions.

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 thespaces between the particles

K Clay soils hold water because the spaces between the particles are smaller

K Humus in the soil also absorbs water

Key Concepts

20

How much water does our soil hold?(LO 1)4

What do we already know about soil? What would we still like to find outabout soil?

* 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

* What kinds of soil are best for grow-ing plants?...T

* What kind of rocks do clay particlescome from?...R

* What kind of rocks do sand particlescome from?...R

* What makes the best kind ofhumus?...T

* Why does humus enrich the soil?...R* Why do some soils stay damp all the

time? ...R* Why do some soils dry out quick-

ly?...R* Which soils hold water the best?...T

Explain to learners that we are going to investigate different soils to find outhow much water they can hold.

Teacher Task

Teacher Task


Preparing for the Investigation Assessment (for LO1 AS 1 & 2)

1. Provide the learners with the following apparatus.

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 ingroups.

4. Assist learners to take the measurements and to do the calculation.

21

3 beakers or baby food jars

3 filter papers

3 funnels

a watch

3 measuring cylinders

a teaspoon newspaper

a beaker of water

How much water do different kinds of soils hold?

For AS 11. Write down two things you could find out about your soil at home

Task Card to photocopy on page 48Learner Task


22

For AS 2Method

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 andmeasuring 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 pourthe water into the middle of the soil.

5. After a while the water will start dripping through the soil into the meas-uring cylinder.

6. Wait for the water to stop dripping and then record. Measure how muchwater 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 waterin 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

For AS 3Questions

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 more1. 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.)

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)?


23

Assessment task CriteriaAS 1What can we find outabout 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 3Answer questions abouttheir findings

Bonus questions for 80% or more

Learners must show they understand the following:k Sandy soil will hold the least water. k Clay soil will hold the most water. k The loam soil will hold more than the sand but less than

the clay.k Understand and explain that sandy soil does not hold

water well because the air spaces between the particles arelarge and the water drains through them.

k Give at least one good reason why they think that it isgood for soil to drain water easily and one bad reason.

Assessment for LO1

ConsolidationExplain the following to the learners. Help them to write notesabout this in their notebooks.

What have we learnt?Some soils drain more quickly than others. To ‘drain’ means tolet the water pass through.

K Sandy soil drains quickly because it has large spacesbetween the large sand particles. Sandy soils do not holdwater. They dry out quickly and so it is difficult to grow cropsin sandy soils.

K Clay soil drains slowly because the spaces between the par-ticles are very small. Clay holds a lot of water so there is lit-tle space left for air. Plants struggle to grow in soil that doesnot contain air.

K Loam soil drains better than clay but not as much as sandysoil. Loam soils hold some water but there are also spacesleft for air. Loam soils are the best for growing crops.

Loam – large and small par-ticles give less air thansand, but more air than clay

Clay – small particles givesmall air spaces

Sand – large particles givelarge air spaces


Introduction1. 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:

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.

Key Concepts

24

What do earthworms do in the soil?(LO 1 & LO2)5

About good soilGood soil always has some sand, some clay, and somesilt in it. It also contains humus (pieces of dead plantsand animals), air and water. Good soil also has earth-worms living in it.We need good soil so plants can grow and supply all ani-mals (including people) with food and shelter.

is soft

goodsoil

we can grow things in it compost

loose

water

fine

easy to dig

mixture ofparticles

Teacher Task


25

Preparation1. 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 movearound. Place a drop of water on the earth-worm. Earthworms breathe through their skinand they will die if they dry out.

2. Assist learners to label their earthworms and todescribe how they move.

Very small hairs (setae) on eachsegment help with movement

k Explain to learners that earthwormsare completely harmless. They cannotbite you or infect you. We handle themcarefully because they have delicateskin, which they use for breathing.They do not like light and so we don’tkeep them out of the soil for long. Wereturn them to the soil after we haveobserved them.

k Decide if you think the learners needto know the scientific names of theparts of the earthworm.

Note to teachers

nooo!

hayi bo!

why is it sowiggly?

This part isthe head

Soft slimy skin

Clitellum or saddle (wherewe find sexual openings foregg and sperm)

Segments

This part is the tail

Teacher Task

Learner task

Observing our earthworms1. 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

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.

Learner Task

ooh! itfeels cold!



26

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 soil1. 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 withnewspapers (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

Teacher Task


27

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?

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.

ConsolidationQuestions 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?

Before After

Draw

The worm house before we added theearthworms

Draw

The worm house some time after weadded the earthworms

Cut cooldrink bottle

Leaves forfoodSand

Soil

Sand

Soil

StonesHoles

Earthwormshave pulledsome leavesinto the soil

Soil is mixedwith the sand

Earthwormsin their burrows



1. Introduce vocabulary about working 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”

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

Key Concepts

28

Working with soil (LO 1 & LO2)6

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.

Teacher Task

A.

1. Read about “Farming in rural areas”.

2. Match each paragraph with its correct picture.

B.

1. Read about “Farming with tools”.


C.

1. Read about “Growing rice”.




29

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

ConsolidationSuggest to learners that they make some compost at home. It will take about a month to make good compostin a black bag.

Ideas for integration with Life and LivingGrowing plants

When you study vegetative and sexual reproduction in plants, getlearners to make compost, which they can mix with their soil fromhome. Then they can use this to grow cuttings and seeds for Life andLiving.

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.

Teacher Task


IntroductionAsk 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 with-out breaking down the environment.

K We sustain the soil so that it provides for our needsat present. If we look after the soil in a sustainableway it means we do not harm the soil, and so it canmeet 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 sameshape 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 We must look after the piece of Earth we live on so that it can sustain us and theplants and animals around us for the future

Key Concepts

30

Sustaining my little piece of Earth (LO 3)

7

K Point out that the soil is just the very smallest layerof loose material on the surface of the Earth (ball).

K Tell learners that you are going to give them theirvery 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.

Teacher Task


31

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

My Little Piece of Earth

above the soil

under the soil

soil surface

slice of Earth


32

Assessment task for LO3 (AS 1 & 2)

Sustaining my little piece of Earth

1. Draw your own little farm on your piece of Earth. Show all the things that will beliving together on top of your soil and in your soil. Show how they live togetherand get food and water and shelter.

2. Draw the tools you will use to prepare and look after your soil. Explain what youwill use each tool for.

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


Learner Task


33

Assessment for LO 3

Consolidation

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 alarge 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 iswhere the soil, air and water meet. This thin layer where there is life withits soil, air and water is called the biosphere (bio= life; sphere=roundball).

5. Point out how important the soil is in helping to maintain life on Earth,and this is why we must look after it.

Assessment task Criteria

AS 1

Drawing of things living together onor in the soil

The drawing must:

K Show a variety of plants, animals and peo-ple living on top of and under the soil.

K Show aspects of the relationship betweenplants, animals and people living in and onthe soil. For example: insects pollinating,growing food crops, mining, birds nesting,mice burrowing, earthworms eating, etc.

AS 2

Drawing tools and explaining theiruses

The drawing and writing must:

K Show tools for working with and lookingafter the soil, such as spades, ploughs,hoses, watering cans, forks, windmills, etc.

K Have a label or a few sentences explainingcorrectly what each tool will be used for.

AS 1

Writing about looking after the soil

The writing must show understanding:

K Of how to look after soil, e.g. plough it, growplants in it, water and fertilise it.

K That animals living in the soil help to keep ithealthy, e.g. earthworms, ants, moles,snakes, etc.

Teacher Task


34

Biosphere

Our little pieces of Earth joined together

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.

Learner TaskTask Card to photocopy on page 66

TheEarth


IntroductionDiscuss 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?

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

K When we look up at the sky we can see stars. The stars appear in fixed patterns orarrangements in the sky. These patterns of stars are called constellations

K The constellations slowly move across the sky through the year from season to seasonK People used to tell the time of year from the position of particular constellations in the

sky

Key Concepts

35

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

8©

Aki

raFu

jii/D

MI

The Southern Cross Constellation


36

Explain

1. Use a paper doily or drawing to represent a constellation. You can use abought doily or make one of your own to represent a group of stars orconstellation or you can draw the Southern Cross constellation (see pre-vious page) on a piece of paper.

2. The constellations always stay in the same pattern. (Point to the patternof the doily or drawing.) The whole constellation moves across the sky aswe move from season to season.

3. Demonstrate

Use a doily to demonstrate the movement of a constellation across thesky. Hold it in your hand and move it in an arc to show it moving acrossthe sky.

This movement is repeated year after year. This means that at a certainseason, 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 positionof the stars and constellations to tell what time of the year it was. Theylooked for a familiar constellation and when they saw it in a certain posi-tion in the sky, they knew it was time for planting. Later in the year, whenthe same constellation had moved to another part of the sky, it was timeto reap the harvest. The stars and constellations were also used in thesame 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 constellationsto tell them when to plant” (task card to copy on page 67).

Teacher Task


37

Farmers used the constellations of stars to tell them when to plant

Read the following paragraphs from “Stories from the stars” (Astronomy Card 11) andanswer 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 peoplename 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:

Learner Task for LO 3 Task Card to photocopy on page67

ConsolidationWith the learners, write a paragraph about why the constellations wereimportant to people who were farming and looking after their piece of Earth.


38

See poster to photocopy on page 68


39

PERIOD 1Activity 1 What is topsoil?O Teacher draws diagram

on board and explainsabout topsoil.

O Teacher makes a mindmap on board with learn-ers.

PERIOD 2Activity 2 Soil particlescome from rocksO Teacher and learners

examine rocks anddescribe them.

PERIOD 3Activity 2 contd.O Learners make soil parti-

cles by rubbing rockstogether.

O Learners fill in tableabout soil particles.

PERIOD 4Activity 2 contd.O Teacher assists learners

to do writing task andanswer questions in theirbooks.

O Teacher consolidates byexplaining about particlesize and texture.

PERIOD 5Activity 3 Finding out aboutgarden topsoilO Teacher explains the

processes of weathering. O Learners examine sam-

ples of garden soil andwrite to describe theirtextures.

PERIOD 6Activity 3 contd.O Teacher explains about

soil analysis.O Learners do the soil

analysis by mixing it withwater.

PERIOD 7Activity 3 contd.O Learners draw the layers

of soil and write a para-graph describing the lay-ers.

PERIOD 8Activity 3 contd. O Teacher introduces the

idea of loam soil and whyit is best for planting.

O Teacher prepares learn-ers for assessment task.

PERIOD 9Activity 3 contd.O Learners do the assess-

ment task for LO2.

NB. Make time to givelearners feedback after youhave marked the assess-ment task.

PERIOD 10Activity 4 How much waterdoes our soil hold?O Teacher and learners

raise questions for possi-ble investigations.

O And decide which can betested and which wouldhave to be researched inbooks.

O Teacher prepares learn-ers for assessment task.

PERIOD 11Activity 4 contd.O Teacher supplies learn-

ers with apparatus.O Learners follow instruc-

tions to do the assess-ment task for LO1.

PERIOD 12Activity 4 contd.O Teacher helps learners to

calculate the amount ofwater retained by thesoil.

PERIOD 13Activity 4 contd.O Learners answer ques-

tions about their results. O Teacher consolidates by

explaining, “What havewe learnt?”

NB. Make time to givelearners feedback after youhave marked the assess-ment task.

PERIOD 14Activity 5 What do earth-

worms do in the soil?O Teacher introduction

about good soil.O Learners observe earth-

worms. O Teacher helps learners to

draw and write abouttheir earthworms.

PERIOD 15Activity 5 contd.O Teacher reads about

earthworms with learn-ers.

O Teacher assists learnersto set up an earthwormhouse.

PERIOD 16Activity 5 contd.O Learners draw the earth-

worm house beforeearthworms are placed init.

O Learners add earthwormsto the earthworm houseand cover them up.

NB make time for learnersto observe the houses anddraw and write about whatthey see after one week. O Teacher consolidates.

PERIOD 17Activity 6 Working with soilO Teacher introduces

vocabulary about work-ing the soil and hands outreadings about agricul-ture.

O Learners read the read-ings and match up thepictures.

PERIOD 18Activity 6 contd.O Teacher reads about

compost and makingcompost to learners.

O Teacher consolidates.

Period 19Activity 7 Sustaining my little piece of EarthO Teacher introduces ques-

tions about sustainingour soil.

O Teacher asks learners tochoose objects shapedlike the Earth.

O Teacher prepares learn-ers for the assessmenttask. She explains whatto do with the ‘slice’ ofthe Earth.

PERIOD 20Activity 7 contd.O Assessment task for

LO3O Learners draw and

write about sustainingtheir little piece ofEarth.

PERIOD 21Activity 7 contd.O Teacher collects all the

‘slices of Earth’ andhelps learners to putthem together to makea picture of the wholeEarth for display.

PERIOD 22Activity 7 contd.O Learners draw a

sketch of Earth show-ing the biosphere.

O Learners write sen-tences about why wemust care for our soil.

NB. Make time to givelearners feedback afteryou have marked theassessment task.

PERIOD 23Activity 8 Farmers used

the constellations ofstars to tell them whento plant

O Teacher introducesidea of constellationsand demonstrates howa constellation movesacross the sky.

O Learners read the sto-ries from the stars andanswer the questions.

PERIOD 24Activity 8 contd.O Learners finish reading

the stories andanswering the ques-tions about the con-stellations.

Suggested work scheme for Planet Earth and Beyond, Grade 4


section 2Teacher resourcesLearner task cards to photocopy

TASK CARD 1 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

TASK CARD 2 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

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

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

41

GR4 Earth & Beyond 5/28/08 12:47 PM Page 41

42

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

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 tablebelow.

4. Do the same with the sand and the clay.

Different soil particles

1. Is your soil like clay?

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

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

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

2. Is your soil like sand?

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

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

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

Learner task card to photocopy

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?

“it’s

difficult

.”

“it ’s hard work tomake even a littlesoil!”

“this rubbingis

making me hot and

tired.”


43

Writing taskK 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 ofmy soil:

The colour of my soil is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

It feels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

It is like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .because

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

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

Questions1. 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?

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

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

Learner task card 1 continued


44

Learner task card 2Describing our topsoil1. 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 soilfeel between your

fingers?

Uvakala njani umhlaba xa gron-duwuva ngesandla?

Hoe voel die grondas dit tussen jou

vingers gevryfword?

It feels coarse – it isfull of small stones.

Uvakala unezigaqa.Unamatye amaninzi amancinci.

Dit voel grof – dit isvol klein klippies.

It feels gritty – the particles are quitebig (like big grainsof sugar).

Uvakala rhabaxaunamahlalutyeamakhulwana.

Dit voel korrelrig –die deeltjies isnogal groot (sooskorrels suiker).

It feels gritty – thesand particles aresmall.

Uvakala rhabaxa,amahlalutye esantimancinci.

Dit voel korrelrig –die sanddeeltjies isklein.

It feels smooth –the particles arevery fine.

Uvakala mpuluswaunamahlalutyana.

Dit voel glad – diedeeltjies is baie fyn.

It feels sticky whenwet – the particlesare very small.When it is dry itfeels like a finepowder.

Uvakala ncangathixa umanzi, amahla-lutye mancinci. Xawomile uvakal njenge phawda.

Dit voel taai as ditnat is – die deeltjiesis baie klein. As ditdroog is, voel ditsoos ‘n fyn poeier.

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

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


45

Learner task card 3 Analysing my soil1. 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

Questions1. 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.

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

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

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

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

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

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



46

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

Comparing two different samples of topsoil1. 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 lidson 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.


Soil A1. Which is the thinnest layer in this

soil?

2. Which is the thickest layer?

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

4. Which name describes this soil thebest?

l Stony soil

l Coarse sandy soil

l Fine sandy soil

l Silty soil

l Clay soil

l Loam soil

Soil B1. Which is the thinnest layer in this

soil?

2. Which is the thickest layer?

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

4. Which name describes this soil thebest?

l Stony soil

l Coarse sandy soil

l Fine sandy soil

l Silty soil

l Clay soil

l Loam soil

BA


47

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?

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

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

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



48

Learner task card 5 Assessment task for LO1How much water do different kinds of soils hold?1. Write down two things you could find out about your soil at home.

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

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

Method2. 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 thefunnel and measuring cylinder like this.

4. Fill the funnel with the dry sandy soil (make sure there are nolumps).

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

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

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

8. Calculate how much water stayed in the soil. (Amount of waterpoured 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 Clay soil Sandy soil Loam soil

How much waterdid you pour intothe soil (ml)?

How much waterdripped throughinto the measuringcylinder (ml)?

Calculate howmuch water stayedin the soil ml)?


49

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 more1. 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?

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

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

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

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



ooh! itfeelscold!

50

Learner task card 6Observing our earthworms1. 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 otherparts that you can see.

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

How my earthworm moves

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

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

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

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

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

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


nooo!

hayi bo!

why isit so

wiggly?


51

Learner task card 7What 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 littlewater to make the soil damp.

3. Put fresh leaves on the top.

4. Add your earthworms and cover the house withdamp newspaper.

5. Check to see what has happened after a week. Addwater to keep the worms damp.

6. Keep checking every few days for about two weeks.

What do earthworms do in the soil?

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?


Before After

Draw

The worm house before we added the

earthworms

Draw (about 2 weeks later)

The worm house after we added the

earthworms

sand

soil

sandsoil

stones

holes


52

Th

isis

an

eart

hw

orm

Ear

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hey

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sca

lled

tun

nel

sin

the

soil.

Th

ese

tun

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sca

ngo

dow

nas

far

as45

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nd

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53


54

Ea

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55

Learner task card 8Reading about how farmers work with the soilA.1. Read “Farming in rural areas.”


B.1. Read “Farming with tools.”


C.1. Read “Growing rice.”


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

2. Read “Make your own compost.”



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Farming in rural areas1 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.

K Look at the pictures

K Read the sentences

K Match the sentences withthe correct picture.

A

B

C


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Farming with tools and machines

A B

C

D

1 People use spades to turn andmix the soil. Then they plant theseeds.

2 Sometimes farmers plant theircrops in straight rows.

3 A farmer uses a tractor and aplough to turn and mix the soil.

4 Some farmers use aeroplanes tospray fertiliser onto their land.


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Growing rice

1 Rice plants grow in warm wet places. Their roots must beunder the water. Rice farmers dig their fields. Then theymake a wall around each field. After that they allow waterto run into the fields and cover the soil. These fields ofwater are called paddies.

2 When the paddies are covered with water the farmers bringtheir cattle to the paddy. The cattle walk round and round inthe water of the paddy. Their feet make the soil soft andmuddy so that the roots of the rice plant can grow well. Thedroppings of the cattle fertilise the soil.

3 Planting rice is very hard work. Many people must help toplant the rice. Each planter carries a bunch of rice seedlingsand places each plant into the mud.

4 We eat rice. The rice comes from the seeds of the rice plant.

A

BD

C


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Calling you namesPeople call you different names.Some call you manure, others callyou organic matter, while others goa mile further and call you a rubbishheap or pit. However, since you arepart of my life I simply call youmy compost.

Who are you?Are you part of theEnvironment?It all depends on where youwant to place or categorise me. Forall I know is that the concept ‘environ-ment’ is human-made. By using languageand interacting, communities have comeup with different understandings of envi-ronment over time. It is a fact that the con-cept environment has broadened overtime. If you see me as part of nature or thebiophysical elements of our surroundings,it’s not a problem for me. I am convincedthat I am part of the environment, and livein the environment. I also play a leadingrole in supporting the life of other livingorganisms (both plants and animals). Aspart of the environment I am always pre-pared to interact with the other relateddimensions of the environment namely,the economic, social and political.

What are you made of?Oh! It’s a very easy recipe, but you mayend up laughing at some of the ingredi-ents. I make use of any material which isdecomposable and found in and aroundyour home yard. So the message is clear,you do not have to travel places and longdistances looking for ingredients. In addi-

tion, I operate on a zero budget whichimplies that you don’t have to buy orpurchase anything. If you like, you canbegin by digging a very shallow pit inorder to make me comfortable or if youso wish, leave me on a flat ground but

get supporting structuresaround me. You can now usethe grass cuttings which giveyou a headache after mow-ing the lawn. Just dump it onmy small site. I also welcomethe leaves which fall from the

orchard and from other types oftrees found in the yard during winter. Youmay use the mulch you used for protectingyour vegetable seedlings during their ten-der stage. What else? I welcome theweeds you pull out regularly from the veg-etable garden. They are troublesome tothe vegetables but beneficial to me. I needthose remains of vegetables which accu-mulate when harvesting is taking place.Funny enough, I utilize them to producemore vegetables during the following sea-son. I also thrive from any kitchen wastelike eggshells, potato peels, tea leaves andtea bags.

Rain normally provides enough moisture tosustain me. However, if it becomes too dry,you may add a little water for my con-sumption.

Occasionally, you can visit me with a gar-den fork and turn me around.

Are you environmentally friendly?If there is anything I respect more thananything in this universe, it is the environ-ment. Even in this backyard garden, I am

Compost – My CompostYou 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


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here to take care of theenvironment. Some ofthe physical effects arethat I maintain andincrease the organiccontent of the soil. Forthis reason, itimproves the structure(crumb structure andfriability) which inturn improves thewater absorptioncapacity, drainage and aeration of the soil.Therefore, with my assistance soilsbecome loose and more friable.

Chemically, I could aptly be called the ‘uni-versal fertiliser’. This is because I containalmost all the macronutrients essential forplant growth, namely: nitrogen, potassiumand phosphorus. Most of the micronutri-ents are also found in me, for example,iron, zinc, etc. If you don’t mind you maycall me a balanced fertiliser.

In the biological sphere, enormous num-bers of soil bacteria are added to the soilthrough the compost. The effects of com-post listed above create very favourableconditions for mass multiplication of thebacteria in the soil, whereby the nutritivevalue of soil is improved. These processesall result in the production of carbon diox-ide which is used by the plants or crops forphotosynthesis.

Environmental education andmyself

There is a myth that EE belongs to the for-mal education in schools, enviroclubs and

other related societies. As compost Istrongly believe that the best roots or foun-dations of EE are found at home. I amalways there to give your family, husband,wife, children even your relatives the basiclessons. For instance, solid waste manage-ment, soil erosion, littering, as environ-mental issues, can be taught through me.Teach your family to sort out waste andthen dump the decomposable waste ontomy heap. I am also a good resource forenvironmental education lessons and proj-ects for your neighbours, small enviroclubsfound in the immediate vicinity, and com-munity based organisations in your area.

In summary, as compost I want to extendan invitation to everyone interested inenvironmental education to visit me andfeel free to ask questions pertaining toenvironmental education and compost.Other knowledgeable good friends of minewhich can be contacted for more informa-tion are the organic gardeners and perma-culturalists.

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


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humus is anothername for compost!


62


63

Learner task card 9Assessment task for LO3: AS 1 &2Sustaining my little piece of Earth1. 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 livetogether and get food and water and shelter.

2. Draw the tools you will use to prepare and look after your soil. Explain what youwill use each tool for.

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

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

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air

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ace

of

the

soil

My

litt

lep

iece

of

Ea

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65


66

Learner task card 10Make a drawing to show the biosphere1. 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 11Farmers used the constellations of stars to tellthem when to plantRead 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?

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2. Read “8. Telling time by the stars”

a. Why were constellations important to people in the past?

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3. Read “6. isiLimela or the Pleiades”

a. What did the people do when they saw isiLimela (the Pleiades) constellation?

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b. What is the other name for the stars in the story of siLimela?

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4. Read “5. The Southern Cross and the pointers”

a. In the story of the “Southern Cross and the pointers” what did the Venda peoplename these stars?

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b. Why did people call these stars giraffes?

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c. What did people have to do when they saw these stars just above the trees?

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d. Draw the pattern of these stars below:



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69


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section 3Extracts from the National CurriculumStatement 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 policydocuments. We have numbered each paragraph and supplied aheading for each paragraph. This makes the paragraphs easier towork with.

The paragraphs describe the knowledge and concepts the learnersmust know.

Our Place in Space Atmosphere andWeather

The Changing Earth

Unifying statement: Our planet isa small part of a vast solar systemin an immense galaxy.

Unifying statement: Theatmosphere is a system whichinteracts with the land, lakes andoceans and which transfers energyand water from place to place.

Unifying statement: The Earth iscomposed of materials which arecontinually being changed by forceson and under the surface.

Foundation Phase

1. Observing the skyMany different objects can beobserved in the sky. Examples arebirds, clouds, aeroplanes, the Sun,stars, the Moon, planets andsatellites. All these objects haveproperties, locations andmovements that can beinvestigated with a view todetermining patterns, relationshipsand trends.

2. Observing, recording andpredicting the weather Weather changes from day to dayin ways that can be recorded andsometimes predicted. There areoccasional unusual weather eventslike storms, floods or tornadoswhich impact on people’s lives.

3. Observing and investigatingsoil and rocks Soil and rocks vary in appearanceand texture from place to place.By investigation, learners can findout that some soils erode moreeasily than others do, while somesoil types support plant life betterthan others. They could investigatewhat some of the factors involvedmight be.

CORE KNOWLEDGE AND CONCEPTS IN PLANET EARTH AND BEYOND


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Our Place inSpace

Atmosphere andWeather

The Changing Earth

Intermediate Phase

1. Earth’s rotation – day andnightDay and night may beexplained by the rotation ofthe Earth on its own axis asit circles the Sun.

2. Phases of the Moon andcultural traditions The Moon’s apparent shapechanges in a predictable wayand these changes may beexplained by its motionrelative to the Earth and Sun.Many cultural traditions andspecial occasions are relatedto the shape or position ofthe Moon.

3. Star patterns and culturaltraditionsThe stars’ apparent positionsin relation to each other donot change, but the nightlyposition of the star patternas a whole changes slowlyover the course of a year.Many cultures recognise andname particular star patterns,and have used them fornavigation or calendars.

4. Measuring changes in theweatherWeather may change from dayto day. Weather can bedescribed by measurablequantities, such astemperature, wind directionand speed, and precipitation.

5. Annual and seasonalchanges in the weather Other changes take longer tooccur. An example of this typeof medium-term change isannual seasonal changes,which may be described interms of changes in rainfall,average wind direction, lengthof day or night and averagemaximum and minimumtemperatures.

6. The water cycleWater changes its form as itmoves in a cycle between thehydrosphere, atmosphere andlithosphere in what is knownas the ‘water cycle’.

7. Continents, oceans andpolar ice capsMost of planet Earth iscovered by water in theoceans. A small portion of theplanet is covered by land thatis separated into continents. Atthe poles there are ice caps.Only a small amount of thewater is available for livingthings on land to use and onlya small portion of the land iseasily habitable by humans.

8. Rocks, soils, water and airEarth materials are solid rocks and soils,water, and the gases of the atmosphere.

9. Erosion, deposition and landformsErosion of the land creates the landformsthat we see and also results in thedeposition of rock particles that may belithified to form sedimentary rocks.Erosion and deposition can be very slowand gradual or it can occur in shortcatastrophic events like floods.

10. Igneous, sedimentary andmetamorphic rocksRocks may be classified into igneous,sedimentary and metamorphic types. Thisclassification is based on the origins andhistory of the rocks.

11. Soils and their propertiesSoil consists of weathered rocks anddecomposed organic material from deadplants, animals, and bacteria. Soil forms bynatural processes, but it takes anextremely long time to form. Soils haveproperties of colour and texture, capacityto retain water, and ability to support thegrowth of many kinds of plants, includingthose in our food supply. (Links with Lifeand Living)

12. Fossils Fossils are the remains of life forms thathave been preserved in stone. Fossils areevidence that life, climates andenvironments in the past were verydifferent from those of today. (Links withLife and Living)

13. Water resourcesThe quality of water resources isdetermined by the quality of thecatchment area. Proper care andmanagement of catchment areas andwater resources is essential, and factorsaffecting the quality of water resourcesand catchment areas may be investigated.(Links with Life and Living)


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Our Place in SpaceAtmosphere andWeather

The Changing Earth

Senior Phase

1. The Earth and solar systemThe Earth is the third planet fromthe Sun in a system that includesthe Moon, the Sun, eight otherplanets and their moons, andsmaller objects, such as asteroidsand comets.The Sun, an average star, is thecentral and largest body in thesolar system.

2. Movement of the Earth andMoonMost objects in the solar systemare in regular and predictablemotion. The motions of the Earthand Moon explain suchphenomena as the day, the year,phases of the Moon, and eclipses.

3. GravityGravity is the force that keepsplanets in orbit around the Sunand governs the rest of the motionin the solar system. Gravity aloneholds us to the Earth’s surface.

6. Atmosphere, hydrosphere,lithosphere and biosphereThe outer layers of the Earth arethe atmosphere, the hydrosphereand the lithosphere. We live in thebiosphere, which is where allthese layers interact to supportlife.

7. Climatic regions Climate varies in different parts ofthe globe. It tends to be cold inthe polar regions and hot in thetropics. Different types of plantsand animals are adapted to livingin different climatic regions. (Linkswith Life and Living)

8. Composition of theatmosphereThe atmosphere is a mixture ofnitrogen and oxygen in fairlyconstant proportions, and smallquantities of other gases thatinclude water vapour. Theatmosphere has differentproperties at different elevations.

11. Layers of the EarthThe planet Earth has a layeredstructure, with a lithosphere, ahot, convecting mantle and adense, metallic core.

12. Continental drift andgeological events Lithospheric plates larger thansome continents constantly moveat rates of centimetres per year,in response to movements in themantle. Major geological events,such as Earthquakes, volcaniceruptions and mountain building,result from these plate motions.

13. Formation of the crust andlandformsLandforms are the result of acombination of constructive anddestructive forces.Constructive forces includecrustal deformation, volcaniceruption, and deposition ofsediment, while destructiveforces include weathering anderosion.


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Our Place in SpaceAtmosphere andWeather

The Changing Earth

Senior Phase

4. Sun as a source of energyThe Sun is the major source ofenergy for phenomena on theEarth’s surface, such as growth ofplants, winds, ocean currents, andthe water cycle.

5. Space exploration andtelescopesSpace exploration programmesinvolve international collaborationin the use of Earth-based tele-scopes (such as SALT in SouthAfrica) and telescopes in orbit.Robotic spacecraft travel longdistances to send back data aboutthe planets and other bodies inour solar system, and research isbeing done on ways to sendpeople to investigate the planetMars.

9. Role of the atmosphere inregulating Earth’s temperature The atmosphere protects the Earthfrom harmful radiation and frommost objects from outer spacethat would otherwise strike theEarth’s surface. The atmosphere isthe most important factor inkeeping the Earth’s surfacetemperature from falling too lowor rising too high to sustain life.

10. Effects of human activities onatmosphere Human activities and naturalevents can slightly change thecomposition and temperature ofthe atmosphere. Some effects ofthese small changes may bechanges in annual weatherpatterns and long-term changes inrainfall and climate.

14. SA’s fossil recordMany of the organisms in SouthAfrica’s fossil record cannot beeasily classified into groups oforganisms alive today, and someare found in places wherepresent-day conditions would notbe suitable for them. This isevidence that life and conditionson the surface of Earth havechanged through time. (Linkswith Life and Living)

15. Formation of Fossil fuelsFossil fuels such as coal, gas andoil are the remains of plants andanimals that were buried andfossilised at high pressures. Thesefuels are not renewable in ourlifetimes. (Links with Energy andChange)

16. Mining Mining is a major industry inSouth Africa, with local examplesin all the nine provinces. It isimportant in terms of the supplyof coal for energy, essential rawmaterials for other industries,employment and earnings for thecountry. A great number of otherindustries depend on the miningindustry. Legislation controlsmining, with regard to safety andenvironmental effects.


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Learning Outcome 1: Scientific Investigation


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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 EnvironmentalEducation), Language, Mathematics and the Social Sciences.

The PSP offers a variety of courses, develops learning experiences together with teachersand offers support in their classes.

Based on this interaction with teachers, the PSP produces innovative materials, includingteacher resource books, learner task cards and display material. All our materials are written

in easily accessible language; include careful concept progression; many activities andinvestigations, 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

WESTERN CAPE PRIMARY SCIENCE

PROGRAMME (PSP)

E&B4 cover 5/28/08 12:50 PM Page 1

earth and beyond [grade 4 english]

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