WESTERN CAPE PRIMARY SCIENCE PROGRAMME

A SHORT LEARNING PROGRAMME ON THE

NATURAL SCIENCES THEME:

EARTH AND BEYOND

Grade 5

Good
afternoon.

Good
morning.

ACTIVITIES
Activity 1 The shape of the Earth
Activity 2 The sun and its family of planets
Activity 3 Day and night
Activity 4 The seasons
Activity 5 Keeping a weather chart
Activity 6 Effects of different kinds of weather

We welcome the wide use of these materials. Please acknowledge the PSP. © PSP 2002
DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS

This learning programme will work towards the following learning

outcomes in the Natural Sciences

s LO1: Scientific Investigations

The learner will be able to act confidently on curiosity about natural phenomena,
and to investigate relationships and solve problems in scientific, technological
and environmental contexts

s LO2: Constructing Science Knowledge

The learner will know and be able to interpret and apply scientific, technological
and environmental knowledge

s LO3: Science, Society and the Environment

The learner will be able to demonstrate an understanding of the interrelationships
between science and technology, society and the environment.

Course presented by Rose Thomas and Sandra Mahote

Booklet designed by Welma Odendaal and illustrated by Janet Ranson

and Nicci Cairns
Western Cape Primary Science Programme
Edith Stephens Wetland Park
Lansdowne Road All images of the planets courtesy
Philippi 7785 of NASA.
PO Box 529
Howard Place Our thanks to the South African
7450 Astronomical Society for the
Tel: 021 691-9039 Fax: 021 691-6350 information about the planets,
and to Bob Grierson of The Argus
for the weather charts.
e-mail: info@psp.org.za
website: 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 1 The shape of the Earth and its space

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

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

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

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

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

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

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

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

Assessment sheets

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

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

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

Support material

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

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

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

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

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

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

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

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

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

 Activity 1 The shape of the Earth and its space

Key concepts • 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.

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

Learner task Make a paper model of the Earth

GROUP 1. 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.
Pantihose 5. Put on the air – remember it is a very thin layer. (Stretch a piece of
covering the pantihose around your model to represent the thin layer of air.)
Earth
6. Complete the task card “Our Earth is like a ball moving in space”.

2
 Activity 1 Task Card
Our Earth is like a ball moving in space. Draw onto the diagram and label
clearly:
A Land A Water A Air A Outer space

E OUR EARTH
S PAC OU
TER TE
OU R
SP
air A
air

C
E
land

water
land

water
land
water air

E
C
air A
SP
UT R
O

ER U TE
S O
PACE

A s se ss me n t
Activity 1 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:

Diagram of the Earth
a a spherical shape
a continents in approximately the
correct position
a the land and sea correctly coloured
a equator, North pole, and South Pole
clearly identified
a a piece of pantihose stretched over
the ball to represent the air
On the diagram make sure that:
a the land, air, water, equator, North
Pole, South Pole and outer space are
clearly drawn and labelled
a the atmosphere (air) is drawn as a
very thin layer close to the Earth’s
surface
a everything beyond the atmosphere is
outer space
a

3
 Activity 2 The sun and its family of planets

Key concepts • 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.

Teacher tasks A. Introduction to our solar system

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

B. Tell learners that we will study our solar system

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

4
Learner task 1. Each group works with one full set of planets.
PAIRS 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.

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

Pluto

Mercury
Saturn SUN Venus
Jupiter
Neptune Earth Mars

Uranus

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 on
Learner task page 6. This will tell you how far each planet is from the sun.
INDIVIDUAL 2. Label each planet on your solar system drawing.
4. Now use the fact sheet again to help you to answer these questions:
a. Which is the brightest planet in the sky?
b. Which is the only planet that has life on it as far as we
know?
c. Which planet is very large and has a big red spot?
d. Which planet is the smallest?
e. Which planet is made of ice and looks green?
f. Which planet has eighteen moons?
g. Which planet has large flat rings around it?
h. Which planet is known as the red planet?
5. Imagine that you are living on the planet Saturn. You
look up into the sky at night. What will you see?
6. Draw a picture of how you think the sky will look if you
The rings look are standing on the surface of Saturn. Think about
Mmmm … 18 like a rainbow. everything you know about Saturn before you start
moons! Can we see drawing. Make your drawing big and colourful.
them all?

5
 A ss es sm e n t
Activity 2 The sun and its family of planets

What we want to assess What we expect from learners

Identifying the planets in the solar system Planets should be:

a identified correctly
a placed in correct order according to their
distances from the sun
a named correctly
a

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

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

6
 The Planets fact sheet

PLANET Distance from Size of planet Number Other features

the 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 1 400 000 000 km 120 000 km 18 It has a set of rings

around it

Uranus 3 000 000 000 km 52 000 km 15 It looks green. Most

of it is ice.

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

Pluto 5 900 000 000 km 2 000 km 1 Very little is known

about this planet

7
 Activity 3 Day and night

Key concepts • 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

Teacher task Introduction

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

The Earth moves in two different ways

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

rotating

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

revolving
8
4. Then demonstrate spinning (rotating) and revolving at the same time:
one learner stands in the middle and is the sun; the other learner
stands some distance away and begins to spin. Then at the same time
she moves around the sun keeping the same distance from the sun.

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

9
 Learner task 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 card

Day and Night
1. Shine the light brightly onto South Africa (don’t move the torch).
A Is it day or night in South Africa when the light shines on it?
It is day time in South Africa when the light from the sun shines on it.
2. Keep the Earth still.
A Is it day or night in North America when the light shines on South Africa?
It is night time in North America when the sun shines on South Africa.
3. When it is day time in South Africa it is night time in North America.
4. Slowly turn the globe clockwise until it is day time in North America. Is it
daytime or night time in South Africa?
It is night time in South Africa.

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

hello!
it’s 5pm
here

5. In your own words, explain how we get day time and night time.
We get day time in South Africa when our side of the Earth is
facing the sun. We get night time when the Earth spins around until
our side of the Earth faces away from the sun.

10
 6 . What countries will have day time at the same time as us? (Use your Earth
and torch to help you).
The Democratic Republic of Congo, Egypt, England, European
countries, Botswana and the entire globe north and south of us
will have day time at the same time as us.
7. Can you find one or two countries that will have night time when we
have day time? (Use your torch and Earth to help you.)
Countries on the opposite side of the Earth will have night time
when we have day time, for example, Canada, Mexico, USA, Brazil,
Australia and New Zealand.

A s se ss m en t
Activity 3 Day and night

What we want to assess What we expect from the learners

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

11
 Activity 4 The seasons

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

Teacher tasks Introduction

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

3. Use the following questions to help you to compare the pictures:

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

The Seasons
A 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 in
the year.

12
 A During the summer in the southern hemisphere the sun’s rays shine
directly on the southern hemisphere and this makes it warm there.
A During the summer months in the northern hemisphere the sun’s rays
shine directly onto the northern hemisphere and so it is warm in that
part of the world.
A When it is summer in the southern hemisphere it is winter in the
northern hemisphere.

Summer in the Summer in the

northern southern
hemisphere hemisphere
Winter in the Winter in the
southern northern
hemisphere hemisphere

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

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

Finding out about the seasons in different

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

13
 Learner task Finding our own maximum (highest) and minimum
(lowest) temperatures at school for today:
1. Are you feeling warm or cold this morning?
2. Use the thermometer to measure today’s temperature at school.
Write your temperature measurements here:
Early morning temperature (when school starts) = _____°C.
Afternoon temperature (when school ends at 2.30pm) = ______°C.
3. What was the maximum temperature for the day? ________°C.
4. What was the minimum temperature for the day? ________°C.

sho! it’s hot today!

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

Learner task Finding out about the seasons in different parts

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

14
 January 2001

15
16
June 2001
 Learner task 4. Using the map and the synoptic charts, complete the following tables:
(continued)
January synoptic chart
City Is this city in the northern 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

July synoptic chart

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 20°C 30°C summer

Johannesburg southern hemisphere 14°C 17°C winter

17
 Learner task Writing task
(continued)
A Answer the questions and then complete the summary.
In January:
1. In which hemisphere is it
summer?
The southern hemisphere
2. In which hemisphere is it
winter?
The northern hemisphere

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

2. In which hemisphere is it winter?

The southern hemisphere

Summary
Summer and winter seasons

Today in science we learned about summer and winter seasons.

I learned the temperature measured in a place can tell us whether
it is summer or winter there
I also learned when the maximum and minimum temperatures in a
place are high then it is summer there. When the maximum and
minimum temperatures in a place are low then it is winter there.
Furthermore, I learned that when it is summer here in the
southern hemisphere, then it is winter in the northern hemisphere.

18
 Activity 5 Keeping a weather chart

Key concepts • 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.

Teacher task 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).

Learner task 1. Observe the weather closely every day for one week.
2. Fill in the spaces every day starting with Monday.
3. Place an empty coffee bottle outside to catch the rain. Measure how
deep the water is every day in mm (millimeters). Empty the bottle out
again after you have measured the amount of water for that day. Then
leave it outside again to catch any rain in the next 24 hours until you
measure it again.

4. Measure the temperature of

the air in the classroom every
that’s day at the same time (e.g.
that’s because you
strange. i feel big break)
cold but this are measuring the 5. Use the wind chart on pages
temperature temperature of 20 and 21 to observe and
seems too your fingers! decide on the wind speed.
6. Compare your completed
high?
chart with other learners.
(You can also compare your
chart with the weather chart
in the newspaper each day)

rather hold the

thermometer at
the top.

19
 BEAUFORT SCALE OF WIND SPEED

Beaufort Official Speed of What you will see

number description wind km/h

0 Calm Less than Leaves and trees are

1 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.

20
7 Near gale 60km/h Whole trees move
and sway; it is not
easy to walk against
the wind.

8 Gale 80km/h Twigs break off the

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

9 Strong gale 90km/h The wind begins to

damage houses (e.g.
tiles blow off roofs)

10 Storm 100km/h A strong wind like

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

11 Violent storm 200km/h This very seldom

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

12 Hurricane More than This is a very bad

200km/h and dangerous
storm.

21
 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

As s e s sm en t
Activity 5 Keeping a weather chart

What we want to assess What we expect from learners

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

22
Activity 6 Effects of different kinds of weather

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

1. Conduct a brief class discussion about the weather. Use the

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

23
 1. Discuss:
Learner task A What can you see in each picture?
GROUP A What kind of weather does each picture show?
A What can you see people doing to cope with the effects of this
weather?
2. Writing task (Individual)
A Choose one picture.
A Look for something in this picture that you find interesting.
A Write a few sentences about it. For example:
Strong wind
In this picture I can see two people trying to cross the road. The
wind is so strong it is difficult for them to cross. The one woman
is holding onto a pole and trying to pull the two people across the
road. The motor bike has fallen over from the wind.

Effects of different kinds of weather

A s se ss m en t
Activity 6 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

24
Earth and Beyond
SUGGESTED WORK SCHEME ON

GRADE 5 LEARNING PROGRAMME

PERIOD 1 PERIOD 2 PERIOD 3

Activity 1 • Draw the equator and the poles • Complete worksheet (Our Earth is like a
• Choose a shape which best resembles • Cut and paste the continents on the ball)
the Earth and explain about own choice Earth ball (50 min)
(10 min) • Colour in and put on air
• Make the Earth paper model (50 min)
(40 min)

PERIOD 4 PERIOD 5 PERIOD 6

Activity 2 • Use the planet fact sheet to label the • Write up questions
• Discussion about the things we can see solar system and to answer questions (50 min)
in space from Earth (50 min)
(10 min)
• Place planets according to their
distances from the sun
(40 min)

PERIOD 7 PERIOD 8 PERIOD 9

• Demonstrate how the Earth revolves and Activity 3
rotates • Discuss pictures showing day and night
(50 min) • Demonstrate day and night
(30 min)
• Complete the task card (Day and Night)
using the Earth paper model, with
matchstick and the torch
(20 min)
Activity 4
• Discuss pictures showing different
seasons
(15 min)
• Measure maximum and minimum
temperatures in school
• Use the synoptic charts to find the
maximum and minimum temperatures
(45 min)

PERIOD 10 PERIOD 11 PERIOD 12 PERIOD 13

• Complete the task card on Activity 5
the seasons • Mind map to generate
(50 min) vocabulary about weather
conditions
(10 min)
• Explain how to fill in a
weather chart, showing
learners how to measure
temperature and rain and
explain how the Beaufort
scale works
(40 min)
• Learners complete their own
weather charts for that day
(50 min)
Activity 6
• Discuss pictures showing
extreme weather conditions
(30 min)
• Write sentences about
something interesting in the
pictures
(20 min)

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

25
Learner tasks Learner task card – Activity 1
Our Earth is like a ball moving in space
A Draw onto the diagram and label clearly
– Land
– Water
– Air
– Outer space

31
 Learner task card – Activity 3
Day and night
1. Shine the (torch) light brightly onto South Africa. (Don’t move the
torch.)
Is it day or night in South Africa when the light shines on it?
..........................................................

2. Keep the globe still.

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

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

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

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33
 Learner task card The seasons in different parts of the world
1. Look at the synoptic charts. Find the national and international
Activity 4 maximum and minimum temperatures.
2. First find the city nearest to where you live on the synoptic chart.
Also find it on the world map.
3. Then find the international cities on your synoptic chart and find
them on the map of the world. In which hemisphere is each city?
4. Using the map and the synoptic charts, complete the tables below.

January synoptic chart

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

June synoptic chart

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

34
 Answer these questions:
A. In January: 1. Which hemisphere is having summer?

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

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

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

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

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

Learner writing task

Summer and winter seasons
Today in science we learnt about summer and winter
seasons.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 THE SOLAR SYSTEM

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This series of photographs is available as a pack and can be obtained from the Western Cape PSP.
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 Task Card My Own Weather Chart

Day Rain Sunny or cloudy Symbol Wind speed Temperature

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Key

Cloudy Rain

Sunny Partly cloudy

46
The nine planets in our solar system
All pictures courtesy NASA

Jupiter The four Galilean moons

The largest planet

Diameter 142 800 km
Mass 318 Earth masses
Distance from the sun 800 million km
Number of moons 16
Rotation period length of day in Earth
hours: 9.8
Time to go round the sun length of year in Earth
years: 11.9
Jupiter is the largest of the gas giants. The white
clouds that we see are at a temperature of –153 °C
and consist of ammonia ice crystals. Lower down,
the clouds are coloured red and brown by organic
compounds and chemicals such as sulphur. Winds
speeds of over 400 km/h are common. The Great Jupiter has 16 known moons, but four are larger
Red Spot is thought to be a long-lived hurricane than the rest and can be seen easily with
binoculars. They are known as the “Galilean
and is larger than Earth. Jupiter probably has a rock
moons” after their discoverer Galileo.
or ice core surrounded by liquid hydrogen with
helium 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 atmosphere
of carbon dioxide 90 times as dense as Earth’s
keeps the surface hot enough to melt lead.
Clouds of sulphuric acid hide its surface.

Saturn Diameter 120 660 km

Like Jupiter, Saturn is a gas giant Mass 95 Earth masses
consisting mainly of hydrogen and
Distance from Sun 1 400 million km
helium. Its famous ring in fact consists
of thousands of narrow rings made up Number of moons 18
of lumps of ice and rock as small as Rotation period length of day in Earth hours 10.2
dust grains and as large as minibus. Time to go round the sun length of year in Earth years 29.5

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 Earth
Our home planet
Diameter 12 750 km
Distance from sun 150 million km
Rotation period length of day
in Earth hours:
23.93
Time to go round the sun
length of year
in Earth days:
365.24

Uranus
Diameter 51 118 km
Mass 14.5 Earth masses
Mercury Distance from the sun 3 000 million km
Diameter 4 878 km Number of moons 15
Mass 0.06 Earth masses Rotation period length of day in Earth
hours: 17.9
Distance from Sun 60 million km
Time to go round the sun
Number of moons none
length of year in Earth
Rotation period length of day in years: 84
Earth days: 58.7
Uranus shows an almost featureless green
Time to go round the sun length of year in ‘surface’ of clouds floating in a cold (–197°C)
Earth days: 88 atmosphere of hydrogen, helium and methane.
Beneath the clouds, most of Uranus (85%) is
At the equator it is hot enough to melt lead. At the
ice.
poles there are craters with ice frozen to –150 °C.
Mercury has no atmosphere.

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

Neptune
Diameter 49 528 km
Mass 17 Earth masses
Distance from sun 4 500 million km
Number of moons 8
Rotation period length of day in Earth
hours: 19.1
Time to go round the sun length of year in Earth
years: 164.8

Neptune is another ‘ice giant’ like Uranus and even

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

Pluto
Diameter 2 300 km
Mass 0.0025 Earth masses
Distance from sun 4 400–7 400 million km
Number of moons 1
Rotation period length of day in Earth days: 6.4
Time to go round the sun
length of year in Earth years: 247.7
Pluto is smallest of the planets, and usually the remotest
and coldest. At –233°C, frost of methane and nitrogen
coat the pinkish surface. Pluto’s grayish moon, Charon,
is only 19 400 km away, and more than half Pluto’s
diameter.

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

WESTERN CAPE PRIMARY SCIENCE

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