earth and beyond [grade 5 english]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME

EARTH AND BEYONDGrade 5

We welcome the wide use of these materials. Please acknowledge the PSP. © PSP 2002

A SHORT LEARNING PROGRAMME ON THE NATURAL SCIENCES THEME:

ACTIVITIESActivity 1 The shape of the EarthActivity 2 The sun and its family of planetsActivity 3 Day and nightActivity 4 The seasonsActivity 5 Keeping a weather chartActivity 6 Effects of different kinds of weather

Goodafternoon.

Good

morning.

Course presented by Rose Thomas and Sandra Mahote

Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns

Western Cape Primary Science ProgrammeEdith Stephens Wetland Park Lansdowne Road Philippi 7785

PO Box 529Howard Place7450

Tel: 021 691-9039 Fax: 021 691-6350

e-mail: [email protected]: www.psp.org.za

DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS

This learning programme will work towards the following learning outcomes in the Natural Sciences

s LO1: Scientific InvestigationsThe learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts

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

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

All images of the planets courtesy

of NASA.

Our thanks to the South African

Astronomical Society for the

information about the planets,

and to Bob Grierson of The Argus

for the weather charts.

Contents• This booklet illustrates an example of a short learning programme for Grade 5.

• It develops concepts, skills, attitudes and language in a step-wise fashion.

• It includes activities and tasks for learners, teacher tasks, support materials and assessment suggestions.

2 . . . . . . . . . . . . .Activity 1 The shape of the Earth and its space

4 . . . . . . . . . . . . .Activity 2 The sun and its family of planets

7 . . . . . . . . . . . . . . . . . . . . . .Planet fact sheet

8 . . . . . . . . . . . . .Activity 3 Day and night

12 . . . . . . . . . . . .Activity 4 The seasons

19 . . . . . . . . . . . .Activity 5 Keeping a weather chart

20–21 . . . . . . . . .Chart for wind speed (‘The Beaufort Scale’)

23 . . . . . . . . . . . .Activity 6 Effects of different kinds of weather

25 . . . . . . . . . . . .Suggested workscheme on Earth and Beyond

Assessment sheets

26–27 . . . . . . . . .Assessing a task

28–29 . . . . . . . . .Recording sheets for task assessment

30 . . . . . . . . . . . .Codes for recording

Support material

31 . . . . . . . . . . . .Task card Activity 1 Our Earth is like a ball moving in space

32 . . . . . . . . . . . .Task card Activity 3 Day and night

34 . . . . . . . . . . . .Task card Activity 4 The seasons in different parts of the world

36 . . . . . . . . . . . .Map of the world

38 . . . . . . . . . . . .Solar system chart

40–45 . . . . . . . . .Pictures showing different kinds of bad weather

46 . . . . . . . . . . . .My own weather chart

47-50 . . . . . . . . . .The nine planets

Cover . . . . . . . . .Earth and Beyond mindmap

2

The shape of the Earth and its space

1. Ask learners to choose the correct shape of the Earth from the items inthe box. They must explain why they chose that shape.

2. Hand out sheets of newspaper and strips of white paper.3. Make water and flour glue.4. Give learners a copy of the map of the world (see pages 36–37) to cut

and paste onto the dry Earth models.5. Also supply the learners with a piece of pantihose to put around their

models to represent the thin air.

Make a paper model of the Earth1. Crumple 10 sheets of newspaper to make a tight ball shape.2. Tear two or three sheets of white A4 paper into thin strips.3. Make a glue paste out of flour and water.4. Spread the glue paste onto the strips of white paper with your fingers.5. Bandage the strips around the ball of newspaper until the ball is

completely covered.

6. Put your model in the sun to dry.Next day:1. Draw an equator line on your globe (model of the Earth).

Draw a spot for the North Pole and the South Pole.2. Cut out the continents from the map of the world.3. Paste the continents onto the model in the correct position (use a

map and the equator line to help you).4. Colour the land in orange. Colour the water in blue.5. Put on the air – remember it is a very thin layer. (Stretch a piece of

pantihose around your model to represent the thin layer of air.)6. Complete the task card “Our Earth is like a ball moving in space”.

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

Activity 11

Key concepts

Teacher task

Learner task GROUP

Pantihosecovering theEarth

3

Activity 1 Task Card

The shape of the Earth and its space

What we want to assess What we expect from learners

Model of the Earth The model must have:a a spherical shapea continents in approximately the

correct positiona the land and sea correctly coloureda equator, North pole, and South Pole

clearly identifieda a piece of pantihose stretched over

the ball to represent the air

Diagram of the Earth On the diagram make sure that:a the land, air, water, equator, North

Pole, South Pole and outer space are clearly drawn and labelled

a the atmosphere (air) is drawn as a very thin layer close to the Earth’s surface

a everything beyond the atmosphere is outer space

a

ActivityAAsssseessssmmeenntt 11

Our Earth is like a ball moving in space. Draw onto the diagram and labelclearly:

A Land A Water A Air A Outer space

OUR EARTH

land

land

land

water

water

water

airair

air

air

OUTER SPACE

OUTER SPACEOUTER SPACE

OUTERSPACE

The sun and its family of planets

A. Introduction to our solar system

1. Ask learners to draw the night sky on a piece of paper for homework.Bring drawings to class the next day for a discussion.

2. Discuss why learners could not draw everything that they saw on thepaper.

3. Talk about the things we can see in space from Earth.

Note: We can see:A The moonA The stars (many millions)A Satellites at times, which look like moving stars

Explain that:A Earth is found in one small part of the sky called the solar system.A We are close to one star called the sun.A All the other stars are very, very far away from us.

B. Tell learners that we will study our solar system

1. Hand out photocopies of the “Nine Planets” (page 47–50).2. Assist learners to interpret and understand the very big numbers

showing the distances from the sun.3. Give each group sheets of paper pasted together in a long row like

this. They will paste their planet pictures onto this.

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

Activity 22

Key concepts

Teacher tasks

4

5

1. Each group works with one full set of planets.2. Cut out the planets.3. Write each planet’s name on the back.4. Write down the planet’s distance from the sun.5. Use the different distances from the sun to paste them in the right

order, onto your long sheet of paper. Start with the sun and place the planet closest to the sun first and so on.

6. End with the planet, which is the furthest away from the sun.7. Display these on the wall or on desks in the correct order.

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

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

1. Find the column marked “Distance from the Sun” on the table onpage 6. This will tell you how far each planet is from the sun.

2. Label each planet on your solar system drawing.4. Now use the fact sheet again to help you to answer these questions:

a. Which is the brightest planet in the sky? b. Which is the only planet that has life on it as far as we

know?c. Which planet is very large and has a big red spot?d. Which planet is the smallest?e. Which planet is made of ice and looks green?

f. Which planet has eighteen moons?g. Which planet has large flat rings around it?h. Which planet is known as the red planet?

5. Imagine that you are living on the planet Saturn. Youlook up into the sky at night. What will you see?

6. Draw a picture of how you think the sky will look if youare standing on the surface of Saturn. Think abouteverything you know about Saturn before you startdrawing. Make your drawing big and colourful.

Learner task PAIRS

Teacher task

Learner task INDIVIDUAL

Pluto

Neptune

Saturn

Earth

MercuryVenus

MarsJupiter

Uranus

SUN

Mmmm … 18moons! Can we see

them all?

The rings looklike a rainbow.


Identifying the planets in the solar system Planets should be:a identified correctlya placed in correct order according to their

distances from the suna named correctly a

Answering questions about the planets The learners must find the correct answers from from the fact sheet the fact sheet.

a. Venusb. Earthc. Jupiterd. Plutoe. Uranusf. Saturng. Saturnh. Mars

Drawing of the night sky from the surface The drawing should be:of Saturn a imaginative

a show some features associated with Saturn, such as, the rings around Saturn, its many moons other stars beyond our solar system,etc

a be large and colourfula

6

The sun and its family of planetsActivityAAsssseessssmmeenntt 22

7

PLANET Distance from Size of planet Number Other featuresthe sun in km (diameter in km) of moons

Mercury 60 000 000 km 5 000 km 0 It looks like our moon

Venus 104 000 000 km 12 000 km 0 It is the brightest planet

Earth 150 000 000 km 13 000 km 1 It is the only planet known to have life on it

Mars 240 000 000 km 7 000 km 2 It is known as the red planet

Jupiter 800 000 000 km 143 000 km 16 It has a red spot and striped appearance

Saturn 1 400 000 000km 120 000 km 18 It has a set of rings around it

Uranus 3 000 000000km 52 000 km 15 It looks green. Most of it is ice.

Neptune 4 500 000 000km 50 000 km 8 It appears blue

Pluto 5 900 000 000km 2 000 km 1 Very little is known about this planet

The Planets fact sheet

8

Day and night

Introduction1. Introduce the words rotate and rotation, revolve and revolution. Refer

to the reading below in order to explain these words.

The Earth moves in two different waysThe sun is a star. The sun is at the centre of our solar system. It spins

but it always stays in its same position at the centre.

There are nine planets that move around the sun. Each planet

travels in its own, almost circular, pathway around the sun. This

pathway is called the planet’s orbit. The Earth takes one year to travel

around the sun. When it travels in its orbit we say it is

revolving. It revolves once around the sun each year.

But at the same time each planet spins on its own

axis like a top. We call this spinning motion rotation.

So each planet spins on its own axis at the same time as it is

moving around the sun. A planet rotates on its axis and revolves

around the sun at the same time.2. Demonstrate rotating:

Ask one learner to turn round and round on thesame spot.

• The Earth’s light comes from the sun• When light from the sun falls on the Earth’s surface, it is daytime• The Earth spins on its axis (the imaginary line passing through the

Earth from North Pole to South Pole)• As the Earth spins (rotates) and it is daytime on one side of the

Earth, it is night time on the opposite side of the Earth

Activity 33

Key concepts

Teacher task

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

rotating

revolving

9

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

4. Explain to the learners that our Earth moves in two ways. It rotates andrevolves around the sun at the same time. The Earth rotates once aday (24 hours), but it takes a whole year (365 ¢ days) for it to revolvearound the sun.

Showing how the Earth’s movement causes day and night1. Show the pictures representing day and night (page 33)2. Discuss with learners some of the differences between day and night3. Demonstrate how the rotation of the Earth causes day and night:

A Use two learnersA One will hold a torch and the other will hold a globe (model of the

Earth).A The learner holding the torch represents the

sun. She stands still and shines light ontothe Earth held by the other learner.

A The learner holding the Earth slowly rotates(spins) the earth.

A Learners will see that as the Earth spins,part of it is in the light and part is in thedark.

A The part in the light is experiencing day time and the part in thedark is experiencing night time.

10

1. Use the model of the Earth that you have made.2. Draw a cross on South Africa to mark its position on the Earth.3. Now complete the following task card.

Activity 3 Task cardDay and Night

1. Shine the light brightly onto South Africa (don’t move the torch).

A Is it day or night in South Africa when the light shines on it?

It is day time in South Africa when the light from the sun shines on it.2. Keep the Earth still.

A Is it day or night in North America when the light shines on South Africa?

It is night time in North America when the sun shines on South Africa.3. When it is day time in South Africa it is night time in North America.

4. Slowly turn the globe clockwise until it is day time in North America. Is it daytime or night time in South Africa?

It is night time in South Africa.

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

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

Learner task

hello! i’m phoning fromsouth africa. it’s midnight

here

hello! it’s 5pm

here

11

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

The Democratic Republic of Congo, Egypt, England, Europeancountries, Botswana and the entire globe north and south of us will have day time at the same time as us.

7. Can you find one or two countries that will have night time when we have day time? (Use your torch and Earth to help you.)

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

Day and nightActivityAAsssseessssmmeenntt 33What we want to assess What we expect from the learners

Task card on day and night The completed task sheet must have:1 day time 2 dark in North America3 night time4 night time5 We get day time when light from the sun falls on that part

of the Earth’s surface.Night time is when no light from the sun falls on that part of the Earth’s surface. That part of the Earth is turnedaway from the sun.

6. The Democratic Republic of Congo, Egypt, England, European countries, Botswana and all the countries north and south of us will have day time at the same time as us.

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

12

The seasons

Introduction1. Start by asking questions to get the learners to think about the

seasons and how they affect us. Ask questions like:A What season is it now? A How do you know what season it is?A Is it hot or cold today?A Does it stay hot/cold all day? etc.

2. Collect pictures showing different seasons. Compare and discussthese with the learners.

3. Use the following questions to help you to compare the pictures:A What is different in the different pictures?A What kind of clothes are people wearing?A Is it summer or winter in these pictures? How do you know?

4. Read the following as background information for yourself. (You candecide whether this information is necessary for your learners at thisstage.)

The SeasonsA The seasons are caused by the Earth’s revolution around the sun.A The seasons are also caused by the fact that the Earth’s northern and

southern hemispheres are tilted towards the sun at different times inthe year.

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

Activity 44

Key concept

Teacher tasks

13

A During the summer in the southern hemisphere the sun’s rays shinedirectly on the southern hemisphere and this makes it warm there.

A During the summer months in the northern hemisphere the sun’s raysshine directly onto the northern hemisphere and so it is warm in thatpart of the world.

A When it is summer in the southern hemisphere it is winter in thenorthern hemisphere.

A When it is winter in the southern hemisphere it is summer in thenorthern hemisphere.

A The sun’s rays always shine directly onto the equator throughout theyear and so this region of the Earth is always warm.

Finding out about the seasons in differenthemispheres

A Is it hot or cold today?Explain to the learners that we can find out how hot or cold it is today bymeasuring the temperature of the air.1. Supply learners with a thermometer and show learners how to

measure the air temperature with it.Note: Remember to hold the thermometer so that the bulb at thebottom is surrounded by air. Don’t hold it on the bulb because yourfingers will be in contact with the bulb and so the thermometer will bemeasuring the temperature of your fingers.

2. Explain maximum and minimum temperatures to the learners. A The minimum temperature refers to the lowest temperatures

measured on that date in that city. This is usually the night timetemperature.

A The maximum temperature refers to the highest temperaturemeasured in that city on that date. This is usually the daytimetemperature.

Summer in thenorthernhemisphere

Winter in thesouthernhemisphere

Summer in thesouthernhemisphere

Winter in thenorthernhemisphere

14

Finding our own maximum (highest) and minimum(lowest) temperatures at school for today:1. Are you feeling warm or cold this morning?2. Use the thermometer to measure today’s temperature at school.

Write your temperature measurements here:Early morning temperature (when school starts) = _____°C.Afternoon temperature (when school ends at 2.30pm) = ______°C.

3. What was the maximum temperature for the day? ________°C.4. What was the minimum temperature for the day? ________°C.

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

Finding out about the seasons in different partsof the world1. Look at the synoptic charts. Find the national and international

maximum and minimum temperatures.2. First find the city nearest to where you live on the synoptic chart and

also find it on the world map. 3. Then find the international cities on your synoptic chart and find them

on the map of the world. In which hemisphere is each city? Look at the map.

Learner task

sho! it’s hot today!

Teacher task

Learner task

15

Jan

ua

ry20

01

16

Jun

e20

01

17

City Is this city in the northern Minimum Maximum Is it summer or or southern hemisphere? temperature temperature winter in this city?

Athens northern hemisphere 8°C 15°C winter

Johannesburg southern hemisphere 14°C 27°C summer

January synoptic chart


Athens northern hemisphere 20°C 30°C summer

Johannesburg southern hemisphere 14°C 17°C winter

July synoptic chart

4. Using the map and the synoptic charts, complete the following tables:Learner task (continued)

18

Learner task (continued)

Writing task

A Answer the questions and then complete the summary.

In January: 1. In which hemisphere is it

summer?

The southern hemisphere2. In which hemisphere is it

winter?

The northern hemisphere

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

The northern hemisphere

2. In which hemisphere is it winter?

The southern hemisphere

SummarySummer and winter seasons

Today in science we learned about summer and winter seasons.

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

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

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

19

Keeping a weather chart

1. Explain how to fill in the weather chart.2. Use Sunday as an example to explain how learners should fill in the

chart.3. Explain how the wind chart called the Beaufort scale works for

determining the strength of the wind (see page 20).

1. Observe the weather closely every day for one week.2. Fill in the spaces every day starting with Monday.3. Place an empty coffee bottle outside to catch the rain. Measure how

deep the water is every day in mm (millimeters). Empty the bottle outagain after you have measured the amount of water for that day. Thenleave it outside again to catch any rain in the next 24 hours until youmeasure it again.

4. Measure the temperature ofthe air in the classroom everyday at the same time (e.g.big break)

5. Use the wind chart on pages20 and 21 to observe anddecide on the wind speed.

6. Compare your completedchart with other learners.(You can also compare yourchart with the weather chartin the newspaper each day)

• Weather refers to the local climatic conditions every day• During each season we get daily local weather conditions such as:

wind, rain, thunderstorms, fog, cloud, sunny weather, partly cloudy.

Activity 55

Key concepts

Teacher task

Learner task

that’s because youare measuring thetemperature ofyour fingers!

that’s strange. i feelcold but thistemperatureseems too

high?

rather hold thethermometer at

the top.

20

BEAUFORT SCALE OF WIND SPEED

Beaufort Official Speed of What you will seenumber description wind km/h

0 Calm Less than Leaves and trees are1 km/h not moving; smoke

rises straight up.

1 Light air 1km/h Smoke follows the direction of the wind.

2 Light breeze 2km/h You can feel the wind on your face; you can see leaves moving a little bit.

3 Gentle breeze 10km/h Leaves and small twigs are moving all the time; washing will flap in the wind.

4 Moderate 20km/h The wind blows dust breeze and small papers;

small branches are moving.

5 Fresh breeze 30km/h Small leafy trees begin to sway; the wind makes waves on water.

6 Strong breeze 40km/h Large branches are moving; the wind whistles through the telephone wires; it becomes difficult to use an umbrella.

21

7 Near gale 60km/h Whole trees move and sway; it is not easy to walk against the wind.

8 Gale 80km/h Twigs break off the trees and fly away in the wind; it becomes very difficult to walk against the wind.

9 Strong gale 90km/h The wind begins to damage houses (e.g. tiles blow off roofs)

10 Storm 100km/h A strong wind like this does not happenvery often on land. Trees fall over and a lot of damage is done to houses.

11 Violent storm 200km/h This very seldom occurs. This wind causes damage to trees, plants, buildings, ships, etc

12 Hurricane More than This is a very bad 200km/h and dangerous

storm.

22



How learners fill in the Learners must be able to:weather chart A Set up a bottle to collect the rain

each day and measure the amount collected in mm

A Use the wind chart (Beaufort Scale) correctly to observe and decide on the wind strength

A Measure the air temperature in the class-room correctly every day at the same time

A Fill in the chart correctly every day for at least a week

Keeping a weather chart

Task Card My Own Weather Chart

Day Rain Sunny or cloudy Symbol Wind speed Temperature

Sunday no rain cloudy 40km/h 23°C

Monday no rain sunny 20km/h 27°C

Tuesday no rain sunny less than 1km/h 30°C

Wednesday no rain sunny 20 km/h 30°C

Thursday no rain cloudy 20 km/h 25°C

Friday 4mm rain 30 km/h 20°C

Saturday no rain partly cloudy 10 km/h 25°C

23

Effects of different kinds of weather

1. Conduct a brief class discussion about the weather. Use the following questions to guide the discussion:A People usually take notice of the weather every day. Why do you

think they do?A How do rainy weather, and windy weather, and cold or hot weather

affect our lives?A Why do we sometimes say that the weather is bad?

2. Hand out pictures showing the effects of different kinds of badweather to each group of learners (see pages 40–45).

• We experience many different kinds of weather during the different seasons

• Sometimes weather can have bad effects• People have to cope with the effects of different weather

Activity 66

Key concepts

Teacher task

24

1. Discuss: A What can you see in each picture?A What kind of weather does each picture show?A What can you see people doing to cope with the effects of this

weather?2. Writing task (Individual)

A Choose one picture.A Look for something in this picture that you find interesting.A Write a few sentences about it. For example:

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

Effects of different kinds of weather

What we want to assess What we expect from the learners

Writing about a picture they The writing must say:found interesting A something that the learner found

interesting about the picture in a few sentences

A the sentences must make sense and must be related to weather in the picture

Learner task GROUP


25

PERIOD 1 Activity 1

• Choose a shape which best resemblesthe Earth and explain about own choice (10 min)

• Make the Earth paper model(40 min)

PERIOD 2

• Draw the equator and the poles• Cut and paste the continents on the

Earth ball• Colour in and put on air

(50 min)

PERIOD 3• Complete worksheet (Our Earth is like a

ball) (50 min)

SUGGESTED WORK SCHEME ON

Earth and Beyond GRADE 5 LEARNING PROGRAMME

PERIOD 4 Activity 2

• Discussion about the things we can seein space from Earth(10 min)

• Place planets according to theirdistances from the sun(40 min)

PERIOD 5• Use the planet fact sheet to label the

solar system and to answer questions(50 min)

PERIOD 6• Write up questions

(50 min)

PERIOD 7• Demonstrate how the Earth revolves and

rotates(50 min)

PERIOD 8 Activity 3

• Discuss pictures showing day and night• Demonstrate day and night

(30 min)• Complete the task card (Day and Night)

using the Earth paper model, withmatchstick and the torch(20 min)

PERIOD 9 Activity 4

• Discuss pictures showing differentseasons(15 min)

• Measure maximum and minimumtemperatures in school

• Use the synoptic charts to find themaximum and minimum temperatures(45 min)

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

PERIOD 10• Complete the task card on

the seasons(50 min)

PERIOD 11 Activity 5

• Mind map to generatevocabulary about weatherconditions(10 min)

• Explain how to fill in aweather chart, showinglearners how to measuretemperature and rain andexplain how the Beaufortscale works(40 min)

PERIOD 12• Learners complete their own

weather charts for that day(50 min)

PERIOD 13 Activity 6

• Discuss pictures showingextreme weather conditions(30 min)

• Write sentences aboutsomething interesting in thepictures(20 min)

31

Learner task card – Activity 1

Our Earth is like a ball moving in space

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

Learner tasks

32

Learner task card – Activity 3

Day and night

1. Shine the (torch) light brightly onto South Africa. (Don’t move the

torch.)

Is it day or night in South Africa when the light shines on it?

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

2. Keep the globe still.

Is it light or dark in North America when the light shines on South

Africa? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. When it is DAY TIME in South Africa it is . . . . . . . . . . . . . . . . . . . . . . . .

in North America.

4 Slowly turn the globe anti-clockwise until it is day time in North

America. Is it daytime or night time in South Africa? . . . . . . . . . . . . . . .

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

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6 What countries will have day time at the same time as us? (Use your

globe and torch to help you).

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January synoptic chart


June synoptic chart

The seasons in different parts of the world1. Look at the synoptic charts. Find the national and international

maximum and minimum temperatures.2. First find the city nearest to where you live on the synoptic chart.

Also find it on the world map. 3. Then find the international cities on your synoptic chart and find

them on the map of the world. In which hemisphere is each city?4. Using the map and the synoptic charts, complete the tables below.

Learner task cardActivity 4

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Answer these questions:A. In January: 1. Which hemisphere is having summer?

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

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B. In June: 1. Which hemisphere is having summer?

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Learner writing taskSummer and winter seasonsToday in science we learnt about summer and winterseasons.

I learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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I also learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Furthermore, I learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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THE SOLAR SYSTEM

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Task Card My Own Weather Chart

Day Rain Sunny or cloudy Symbol Wind speed Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Cloudy Rain

Sunny Partly cloudy

Key

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The nine planets in our solar systemAll pictures courtesy NASA

The four Galilean moons

Jupiter has 16 known moons, but four are largerthan the rest and can be seen easily withbinoculars. They are known as the “Galileanmoons” after their discoverer Galileo.

JupiterThe largest planet

Diameter 142 800 km

Mass 318 Earth masses

Distance from the sun 800 million km

Number of moons 16

Rotation period length of day in Earth hours: 9.8

Time to go round the sun length of year in Earth years: 11.9

Jupiter is the largest of the gas giants. The whiteclouds that we see are at a temperature of –153 °Cand consist of ammonia ice crystals. Lower down,the clouds are coloured red and brown by organiccompounds and chemicals such as sulphur. Windsspeeds of over 400 km/h are common. The GreatRed Spot is thought to be a long-lived hurricaneand is larger than Earth. Jupiter probably has a rockor ice core surrounded by liquid hydrogen withhelium dissolved in it.

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Venus Diameter 12 104 km

Mass 0.8 Earth masses

Distance from Sun 104 million km

Number of moons none

Rotation period length of day in Earth days 243

Time to go round the sun length of year in Earth days 225

Venus is a hot and hostile planet. An atmosphereof carbon dioxide 90 times as dense as Earth’skeeps the surface hot enough to melt lead.Clouds of sulphuric acid hide its surface.

SaturnLike Jupiter, Saturn is a gas giantconsisting mainly of hydrogen andhelium. Its famous ring in fact consistsof thousands of narrow rings made upof lumps of ice and rock as small asdust grains and as large as minibus.

Diameter 120 660 kmMass 95 Earth massesDistance from Sun 1 400 million kmNumber of moons 18Rotation period length of day in Earth hours 10.2Time to go round the sun length of year in Earth years 29.5

MercuryDiameter 4 878 km


Distance from Sun 60 million km

Number of moons none

Rotation period length of day in Earth days: 58.7

Time to go round the sun length of year in Earth days: 88

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

UranusDiameter 51 118 km


Distance from the sun 3 000 million km

Number of moons 15


Time to go round the sunlength of year in Earth years: 84

Uranus shows an almost featureless green‘surface’ of clouds floating in a cold (–197°C)atmosphere of hydrogen, helium and methane.Beneath the clouds, most of Uranus (85%) isice.

EarthOur home planet

Diameter 12 750 km

Distance from sun 150 million km


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

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MarsDiameter 6 787 kmMass 0.1 Earth massesDistance from Sun 240 million kmNumber of moons Two. Phobos and DeimosRotation period length of day in Earth hours:

24.62Time to go round the sun

length of year in Earth days: 687

The atmosphere of Mars is 100 times less densethan Earth’s and consists mainly of carbon dioxide,with traces of water vapour. In winter temperaturesdrop to –125 °C, giving Mars its well known white‘ice caps’. In summer equatorial temperatures canreach 20 °C. The planet’s reddish colour is causedby iron in the soil. Bacterial life forms may once haveexisted on Mars.

NeptuneDiameter 49 528 km

Mass 17 Earth masses

Distance from sun 4 500 million km

Number of moons 8


Time to go round the sun length of year in Earth years: 164.8

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

PlutoDiameter 2 300 kmMass 0.0025 Earth masses Distance from sun 4 400–7 400 million kmNumber of moons 1Rotation period length of day in Earth days: 6.4Time to go round the sun

length of year in Earth years: 247.7

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

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 5 english]

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