WESTERN CAPE PRIMARY SCIENCE PROGRAMME A SHORT SHORT LEARNI LEARNING NG PROG PROGRAMME RAMME ON THE NATURAL SCIENCES THEME:
EARTH
AND
BEYOND
Grade 5
Good afternoon.
Good morning.
ACTIVITIES
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6
The shape of the Earth The sun and its family of planets Day and night The seasons Keeping a weather chart Effects of different kinds of weather
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© PSP 2002 2002
DEVELOPED BY WESTERN WESTERN CAPE PSP PSP TEAM AND TEACHERS TEACHERS This learning programme will work towards the following learning outcomes in the Natural Sciences s LO1: Scientific Investigations
The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships relationships and solve problems in scientific, technological and environmental contexts s LO2: Constructing Science Knowledge
The learner will know and be able to interpret and apply scientific, technological and environmental knowledge s LO3: Science, Society and the Environment
The learner will be able to demonstrate an understanding understanding of the interrelationships between science and technology, society and the environment.
Course presented by Rose Thomas and Sandra Mahote Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns Western Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road All images of the planets courtesy Philippi 7785 of NASA. PO Box 529 Our thanks to the South African Howard Place 7450 Astronomical Society for the information about the planets, Tel: 021 021 691 691-9039 -90 39 Fax: 02 021 691 691-6350 -63 50 and to Bob Grierson of The Argus e-mail:
[email protected] for the weather charts. website: www.psp.org.za www.psp.org.za
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 Activity 1 The shape shape of the Earth Earth and its space 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 . . . . . . . . .Char Chartt fo for win wind d sp speed eed (‘ (‘The The Bea Beauf ufo ort Scal Scale’ e’)) 23 . . . . . . . . . . . .Activity 6 Effects of of di different ki kinds of of we weather 25 . . . . . . . . . . . .Suggested workscheme on Earth and Beyond Assessment sheets 26–27 . . . . . . . . .Assessing a task 28–29 . . . . . . . . .Reco Record rdiing she sheets ets for for tas task k as assess essment ent 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 se seasons in di different parts of th the wo world 36 . . . . . . . . . . . .Map of the world 38 . . . . . . . . . . . .Solar system chart 40–45 . . . . . . . . .Pic .Pictu ture ress sho showi wing ng diff differ eren entt kin kinds ds of bad bad wea weath ther er 46 . . . . . . . . . . . .My own weather chart 47-50 . . . . . . . . . .The nine planets Cover Cover . . . . . . . . .Earth and Beyond mindmap
A ctivity 1 Key concepts
Teacher task
Learner task
GROUP
Pantihose covering the Earth
2
The shape of the Earth and its space • • • • •
The Earth Earth is round round like a ball. ball. It is spheric spherical al in shape. shape. The Earth’s surface consists of land and water. There is is more water water than than land on the the surface surface of the the Earth. Earth. The atmosphe atmosphere re is a thin layer of of air surroundin surrounding g the Earth. Earth. Outer space space is beyond beyond the the atmospher atmosphere. e.
1. Ask learners to choose the correct correct shape of the Earth from the items in the box. They must explain why they chose that shape. 2. Hand out sheets of newspaper and strips of white paper. 3. Make water and flour glue. 4. Give learners learners a copy of the map of the world world (see pages 36–37) 36–37) to cut and paste onto the dry Earth models. 5. Also supply the learners with a piece of pantihose pantihose to put around around their models to represent the thin air.
Make a paper model of the Earth 1. 2. 3. 4. 5.
Crumple 10 sheets of newspaper newspaper to make a tight ball shape. shape. Tear two or three sheets of white white A4 paper into into thin strips. Make a glue paste out of flour and water. water. Spread the glue glue paste onto the the strips of white paper with your fingers. Bandage the strips around the ball of newspaper until the the ball is completely covered.
6. Put your your model model in in the the sun sun to dry dry.. Next day: 1. Draw an equator line on your globe globe (model of the Earth). Earth). Draw a spot for the North Pole and the South Pole. 2. Cut out the continents continents from the 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 the air – remember itit is a very thin layer. layer. (Stretch a piece of pantihose around your model to represent the thin layer of air.) 6. Complete the task card “Our Earth Earth is like a ball moving moving in space”.
Activity 1 Task Card Our Earth is like a ball moving in space. Draw onto the diagram and label clearly: Land Water Air Outer space
OUR OUR EART EARTH H
E PA C S R T E
O U T E R
U O
S P A C
air
air
E
land
water
land
water land air
water
R E T U O
O
U T E R S P A C E E
Asses As sessment sment Activity
E P A S C
air
1 The shape of the Earth and its space What hat we we wan wantt to to ass asses ess s
What hat we we ex expect pect from from lear learn ners ers
Model of the Earth
The model must have: a spherical shape continents in approximately the correct position the land and sea correctly coloured equator, North pole, and South Pole clearly identified a piece of pantihose stretched over the ball to represent the air
Diagram of the Earth
On the diagram make sure that: the land, air, water, equator, North Pole, South Pole and outer space are clearly drawn and labelled the atmosphere (air) is drawn as a very thin layer close to the Earth’s surface everything beyond the atmosphere is outer space
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A ctivity 2 Key concepts
Teacher tasks
The sun and its family of planets • • • • •
Nine differen differentt planets planets make up up our solar solar system system Each planet has its own own size and mass Each planet is a certain certain distance away from from the sun Each planet revolves revolves around the sun Each planet revolves in its own orbit and remains in its orbit. orbit.
A. Introd Introduct uction ion to our our solar solar system system 1. Ask learners to draw the night night sky on a piece piece of paper for homework. homework. Bring drawings to class the next day for a discussion. 2. Discuss why learners learners could not draw everything everything that they saw on the paper. 3. Talk about the things we can see in space from Earth.
Note: We can see: The moon The stars (many millions) Satellites at times, which look like moving stars Explain that: Earth is found in one small part of the sky called the solar system. We are close to one star called the sun. All the other stars are very, very far away from us.
B. Tell learners learners that that we will study study our our solar solar system system 1. Hand out photocopies of the “Nine Planets” (page (page 47–50). 2. Assist learners learners to interpret and understand understand the very big numbers showing the distances from the sun. 3. Give each group sheets of paper paper pasted together together in a long row like this. They will paste their planet pictures onto this.
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