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Earth and Beyond Grade 4 English
Earth and Beyond Grade 4 English
Assessment
The assessment tasks in this group of learning experiences are directly linked to the Learning Outcomes of the NCS. They are designed to encourage learners to show what they 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 e-mail: info@psp.org.za Fax: 021 691 6350 website: www.psp.org.za
The PSP is grateful for support from PETROSA
Contents
SECTION 1
All living things depend on soil
Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Assessment tasks
LO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . 16 LO1 (AS 1 & 2) How much water do different kinds of soil hold? . . . . . . . . . . . . . . . . . . . . 21 LO3 (AS 1 & 2) Sustaining my little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Suggested workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SECTION 2
Learner task cards to photocopy
Task Task Task Task card card card card 1 2 3 4 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment task for LO2 (AS 1 & 2): Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Assessment task for LO1 (AS 1, 2 and 3): How much water do different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Reading about how farmers work with the soil . . . . . . . . . . . . . . . . . . . . . . . . 55 Assessment task for LO3: AS 1 & 2: Sustaining my little piece of Earth . . . . 63 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Farmers used the constellations to tell them when to plant . . . . . . . . . . . . . . 67
Task card 5 Task Task Task Task Task Task card card card card card card 6 7 8 9 10 11
SECTION 3
Extracts from the National Curriculum Statement for Natural Sciences Grades R 9 Core Knowledge and Concepts for Planet Earth and Beyond (NCS) . . . . . . . . . . . . . . . . . . 71 Learning Outcomes and Assessment Standards (NCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
section 1
Learning 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
Teacher Task
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 contains humus 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.
Subsoil Rock
Consolidation
3. Assist learners to make a class mind map of everything they know about soil. 4. Learners copy the mind map into their books.
SOIL
we grow things in it
Key Concepts
Sand, silt and clay are soil particles and they come from rock Rock is broken down into pieces by a process of weathering It takes thousands of years to weather rocks down to make only a small layer of soil Different rocks make different kinds of soil particles Most topsoil has particles from more than one kind of rock Sand, silt and clay particles have their own specific properties
List of words
gritty rough flaky smooth grainy sharp hard brown black grey yellow hlalutye rhabaza cwecwana igudile nkozwana bukhali qinile mdaka mnyama ngwevu mthubi grinterig grof vlokkerig glad korrelrig skerp hard bruin swart grys geel
1. Take any two rocks and rub them together to make some soil particles.
it s di fficult
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 table below. 4. Do the same with the sand and the clay.
Does it feel gritty? Does it feel sticky? Does it feel smooth? Can you roll it into sausages? Can you bend it into rings?
yes no no no no
No my soil is not like clay because it is not sticky. And I cant roll it into sausages or bend it into rings. It feels gritty.
2. Is your soil like sand?
Yes my soil is like sand because it is gritty and I cant roll it into rings and sausages.
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Teacher Task
Explain to learners that when they were looking at the soil, feeling it and finding out what it can do, they were finding out about the properties of their soil. Assist learners to complete the following writing task and questions in their books.
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 took Nature millions of years to make all the soil in our school garden.
Consolidation
Explain Topsoil 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 help to rot the dead plants and animals. The following are the particles that we find mixed together with humus to make 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 You can fit 100s onto a pinhead Clay Size of particle is smaller than .002mm You can fit 1000s onto a pinhead
Note to teacher
Silt 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 too heavy and clay is too sticky). Silt feels very smooth and powdery.
Preparation
Ask learners to bring a packet of soil from home. Explain that we want to compare different soils from different places. Make sure that you or the learners bring soils from different places and also from the school garden.
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1. 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. How does the soil feel between your fingers? Uvakala njani umhlaba xa gronduwuva ngesandla? Uvakala unezigaqa. Unamatye amaninz i amancinci. Uvakala rhabaxa unamahlalutye amakhulwana. Hoe voel die grond as dit tussen jou vingers gevryf word? Dit voel grof dit is vol klein klippies. Dit voel korrelrig die deeltjies is nogal groot (soos korrels suiker). Dit voel korrelrig die sanddeeltjies is klein. Dit voel glad die deeltjies is baie fyn. Dit voel taai as dit nat is die deeltjies is baie klein. As dit droog is, voel dit soos n fyn poeier.
TYPE OF SOIL
It feels coarse it is full of small stones. It feels gritty the particles are quite big (like big grains of sugar). It feels gritty the sand particles are small. It feels smooth the particles are very fine. It feels sticky when wet the particles are very small. When it is dry it feels like a fine powder.
Uvakala ncangathi xa umanzi, amahlalutye mancinci. Xa womile uvakal nje nge phawda.
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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Teacher Task
1. Explain When we want to find out what kind of particles make up our soil we can do 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 into separate 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 different place 1 big coffee jar with lid Water to fill up the jar. 3. The particles will always settle in the following way.
look! heavy stones at the bottom. sand falls on top of them ... then silt ....tiny particles of clay and the humus floats on top!
6. Draw the jar and the layers of soil in it. Label the layers.
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water
add soil
stir or shake
wait
water
clay smallest particles silt small particles sand bigger particles stones biggest particles
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
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Teacher Task
Explain 1. After learners have mixed their soil with water in a coffee jar, draw a picture on the chalkboard showing the different layers. Explain that this allows us to the see the different particles making up our soil because they have separated into layers. We can also see how much of each kind of particle we have by the thickness of the layer. Explain the following: Soil is a mixture of fine particles, which settle into layers when they are mixed with water. The biggest particles (stones and sand) are the first to settle at the bottom. Smaller particles (silt) are the next to settle down. The smallest particles (clay) stay suspended in the water for some time before they settle. The clay makes the water look muddy. The humus (pieces of rotting plants) float on the top of the water. The constituents of soil always settle in this order. Some soil does not have all three types of particles - they may only have two. For example, sandy clay soil may only have sand and clay particles.
Consolidation
2. Do the following writing task together with your learners. They must complete the writing in their books.
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Teacher Task
Explain that the best kind of soil for planting is called loam soil. Loam soil is a mixture of sand, silt and clay in the following proportions: Clay: 8-28% Silt: 28-50% Sand: 25-52% Loam soil also contains humus.
Note to teachers
It is not necessary for learners to know these proportions. The important thing for them to know is that loam soil is a mixture of all three soil particles and humus. This is the best kind of soil for planting. Textbooks often do not mention silt at all, which can be confusing. Silt is an essential component of fertile soils.
Teacher task
Preparing for the assessment task
Provide two very different soil samples from different places for the learners to do the following task. We want the learners to see that soils from different places will have different proportions of the three particles.
Note to teachers
Soils differ from each other Soil from one area can be very different to soil from another. For example, soil from Khayelitsha contains mostly sand because the town is built on a sand dune. This means that you will not find a layer of clay when you analyse that soil. The layer of silt is also very thin. Soils that have a large proportion of sand are called sandy soils. Other soils may contain mostly clay. They are called clay soils. Other soils near river flood plains may contain a lot of silt. Soil is considered a poor soil when it does not contain a good mixture of all three particles. People struggle to grow plants if the soil is poor. That is why we add compost and fertiliser to the soil.
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humus
humus
water
sand
stones
stones
(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? Stony soil Coarse sandy soil Fine sandy soil Silty soil Clay soil 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? Stony soil Coarse sandy soil Fine sandy soil Silty soil Clay soil Loam
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6. Bonus questions What is loam soil? Why is it the best kind of soil for growing things?
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Criteria
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How soil particles settle along the banks of the Nile River
Read 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?
Mediterranean Sea
Cairo
Nile River
ear a river that flo ods in the r ainy season? Do all flo oding river s help people who live nea r it in the s ame way that the Nil e does?
T hings to t
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What do we already know about 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 would we still like to find out about soil? * What kinds of soil are best for growing plants?...T * What kind of rocks do clay particles come from?...R * What kind of rocks do sand particles come from?...R * What makes the best kind of humus?...T * Why does humus enrich the soil?...R * Why do some soils stay damp all the time? ...R * Why do some soils dry out quickly?...R * Which soils hold water the best?...T
Teacher Task
Explain to learners that we are going to investigate different soils to find out how much water they can hold. 20
3 funnels
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 in groups. 4. Assist learners to take the measurements and to do the calculation.
Learner Task
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For AS 2
Method 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 and measuring 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 pour the water into the middle of the soil. 5. After a while the water will start dripping through the soil into the measuring cylinder. 6. Wait for the water to stop dripping and then record. Measure how much water 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 water in 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 Measurements 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)? Clay soil Sandy soil Loam soil
For AS 3
Questions 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 more
1. 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.)
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Criteria
The learners ideas could include finding out about: Colour and texture of the soil. Analysing the soil to show its composition, i.e. how much sand, clay, silt and humus in the soil. What kind of plants and animals are found growing and living in their soil? Etc. Learners must: Follow the instructions correctly. Use the apparatus correctly. Make accurate measurements. Record the measurements correctly. Correctly calculate the volume of water held by the soil.
AS 3 Learners must show they understand the following: Answer questions about Sandy soil will hold the least water. their findings Clay soil will hold the most water. The loam soil will hold more than the sand but less than the clay. Bonus questions for Understand and explain that sandy soil does not hold 80% or more water well because the air spaces between the particles are large and the water drains through them. Give at least one good reason why they think that it is good for soil to drain water easily and one bad reason.
Consolidation
Explain the following to the learners. Help them to write notes about this in their notebooks.
Loam large and small particles give less air than sand, but more air than clay
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good soil
compost fine
water
Good soil always has some sand, some clay, and some silt in it. It also contains humus (pieces of dead plants and animals), air and water. Good soil also has earthworms living in it. We need good soil so plants can grow and supply all animals (including people) with food and shelter.
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Explain to learners that earthw are comple orms tely harmle ss. They ca bite you or nnot infect you. We handle carefully b them ecause the y have deli skin, which cate they use fo r breathing They do no . t like light and so we keep them dont out return them of the soil for long. W e to observed th the soil after we hav e em. Decide if you think the le to know th e scientific arners need nam parts of the earthworm es of the .
This part is the tail
Note to teachers
Clitellum or saddle (where we find sexual openings for egg and sperm)
Segments
why is it so wiggly?
How can you tell which is the front end and which is the back end? 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.
ooh! it feels cold!
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Teacher Task
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.
Sand
Soil
Sand
Soil
Stones
Holes
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Learner Task
1. Set up a worm house with your group. Cover it with newspaper and leave for 13 weeks.
After Draw The worm house some time after we added the earthworms
Earthworms have pulled some leaves into the soil
Stones Holes
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.
Consolidation
Questions for discussion Why is soil so important? Why should we all look after our soil? What can we add to our soil so we can make it better? What is the best way to look after our soil?
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Teacher Task
1. Introduce 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.
2. Hand out photocopies of the following readings from page 56. Farming in rural areas Farming with tools Growing rice
Learner Task
A.
1. Read about Farming in rural areas . 2. Match each paragraph with its correct picture. B. 1. Read about Farming with tools . 2. Match each paragraph with its correct picture. C. 1. Read about Growing rice . 2. Match each paragraph with its correct picture.
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Teacher Task
Read Compost, my compost on page 59 with learners. Assist them to read Make your own compost on page 61.
Consolidation
Suggest to learners that they make some compost at home. It will take about a month to make good compost in a black bag.
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30
soil surface
Show the line that represents the surface of the soil. Then explain that the learners must not draw onto it like a slice of pizza. Instead they must draw some things on top of the line showing the surface of the soil and some things growing just under the soil (not too far as the soil is a very thin layer). Explain that afterwards you will put all the segments together again to get a picture of the whole Earth.
slice of Earth
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32
Assessment for LO 3
Assessment task
AS 1 Drawing of things living together on or in the soil The drawing must: Show a variety of plants, animals and people living on top of and under the soil. Show aspects of the relationship between plants, animals and people living in and on the soil. For example: insects pollinating, growing food crops, mining, birds nesting, mice burrowing, earthworms eating, etc. AS 2 Drawing tools and explaining their uses The drawing and writing must: Show tools for working with and looking after the soil, such as spades, ploughs, hoses, watering cans, forks, windmills, etc. Have a label or a few sentences explaining correctly what each tool will be used for. AS 1 Writing about looking after the soil The writing must show understanding: Of how to look after soil, e.g. plough it, grow plants in it, water and fertilise it. That animals living in the soil help to keep it healthy, e.g. earthworms, ants, moles, snakes, etc.
Criteria
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T he Earth
Biosphere
Learner Task
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.
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Introduction
Discuss 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?
Constellations. The Southern Cross is a constellation. The stars of the Southern Cross constellation are always in the following pattern:
Akira Fujii/DMI
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Teacher Task
Explain 1. Use a paper doily or drawing to represent a constellation. You can use a bought doily or make one of your own to represent a group of stars or constellation or you can draw the Southern Cross constellation (see previous page) on a piece of paper. 2. The constellations always stay in the same pattern. (Point to the pattern of the doily or drawing.) The whole constellation moves across the sky as we move from season to season. 3. Demonstrate Use a doily to demonstrate the movement of a constellation across the sky. Hold it in your hand and move it in an arc to show it moving across the sky. This movement is repeated year after year. This means that at a certain season, 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 position of the stars and constellations to tell what time of the year it was. They looked for a familiar constellation and when they saw it in a certain position in the sky, they knew it was time for planting. Later in the year, when the same constellation had moved to another part of the sky, it was time to reap the harvest. The stars and constellations were also used in the same 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 constellations to tell them when to plant (task card to copy on page 67).
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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?
Consolidation
With the learners, write a paragraph about why the constellations were important to people who were farming and looking after their piece of Earth. 37
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PERIOD 6 PERIOD 7 Activity 3 contd. Activity 3 contd. Teacher explains about Learners draw the layers soil analysis. of soil and write a paragraph describing the lay Learners do the soil ers. analysis by mixing it with water.
PERIOD 8 Activity 3 contd. Teacher introduces the idea of loam soil and why it is best for planting. Teacher prepares learners for assessment task.
PERIOD 10 Activity 4 How much water does our soil hold? Teacher and learners raise questions for possiNB. Make time to give ble investigations. learners feedback after you And decide which can be have marked the assesstested and which would ment task. have to be researched in books. Teacher prepares learners for assessment task. PERIOD 15 Activity 5 contd. Teacher reads about earthworms with learners. Teacher assists learners to set up an earthworm house.
PERIOD 11 Activity 4 contd. Teacher supplies learners with apparatus. Learners follow instructions to do the assessment task for LO1.
PERIOD 12 Activity 4 contd. Teacher helps learners to calculate the amount of water retained by the soil.
PERIOD 13 Activity 4 contd. Learners answer questions about their results. Teacher consolidates by explaining, What have we learnt?
PERIOD 14 Activity 5 What do earthworms do in the soil? Teacher introduction about good soil. Learners observe earthworms. Teacher helps learners to NB. Make time to give draw and write about learners feedback after you their earthworms. have marked the assessment task. Period 19 Activity 7 Sustaining my little piece of Earth Teacher introduces questions about sustaining our soil. Teacher asks learners to choose objects shaped like the Earth. Teacher prepares learners for the assessment task. She explains what to do with the slice of the Earth. PERIOD 23 Activity 8 Farmers used the constellations of stars to tell them when to plant Teacher introduces idea of constellations and demonstrates how a constellation moves across the sky. Learners read the stories from the stars and answer the questions.
PERIOD 16 Activity 5 contd. Learners draw the earthworm house before earthworms are placed in it. Learners add earthworms to the earthworm house and cover them up. NB make time for learners to observe the houses and draw and write about what they see after one week. Teacher consolidates. PERIOD 20 Activity 7 contd. Assessment task for LO3 Learners draw and write about sustaining their little piece of Earth.
PERIOD 17 Activity 6 Working with soil Teacher introduces vocabulary about working the soil and hands out readings about agriculture. Learners read the readings and match up the pictures.
PERIOD 18 Activity 6 contd. Teacher reads about compost and making compost to learners. Teacher consolidates.
PERIOD 21 Activity 7 contd. Teacher collects all the slices of Earth and helps learners to put them together to make a picture of the whole Earth for display.
PERIOD 22 Activity 7 contd. Learners draw a sketch of Earth showing the biosphere. Learners write sentences about why we must care for our soil. NB. Make time to give learners feedback after you have marked the assessment task.
PERIOD 24 Activity 8 contd. Learners finish reading the stories and answering the questions about the constellations.
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section 2
Teacher resources
Learner task cards to photocopy TASK CARD 1 TASK CARD 2 TASK CARD 3 TASK CARD 4 TASK CARD 5 TASK CARD 6 TASK CARD 7 TASK CARD 8 TASK CARD 9 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Assessment task for LO2 (AS 1 & 2) Comparing two different samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Assessment task for LO1 (AS 1, 2 and 3) How much water do different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . .51 Reading about how farmers work with the soil . . . . . . . . . . . . . . . .55 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
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ult. c i f f di
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 table below. 4. Do the same with the sand and the clay.
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Writing task
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 of my soil: The colour of my soil is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It feels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................... It is like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .because ......................................................................... .........................................................................
Questions
1. 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? ......................................................................... .........................................................................
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TYPE OF SOIL
It feels gritty the particles are quite big (like big grains of sugar). It feels gritty the sand particles are small. It feels smooth the particles are very fine. It feels sticky when wet the particles are very small. When it is dry it feels like a fine powder.
Dit voel korrelrig die deeltjies is nogal groot (soos korrels suiker). Dit voel korrelrig die sanddeeltjies is klein. Dit voel glad die deeltjies is baie fyn.
Uvakala ncangathi xa umanzi, amahlalutye mancinci. Xa womile uvakal nje nge phawda.
Dit voel taai as dit nat is die deeltjies is baie klein. As dit droog is, voel dit soos n fyn poeier.
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Questions
1. 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.
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Soil A
1. Which is the thinnest layer in this soil? 2. Which is the thickest layer? 3. Does this soil have all three kinds of soil particles in it? 4. Which name describes this soil the best? Stony soil Coarse sandy soil Fine sandy soil Silty soil Clay soil Loam soil
Soil B
1. Which is the thinnest layer in this soil? 2. Which is the thickest layer? 3. Does this soil have all three kinds of soil particles in it? 4. Which name describes this soil the best? Stony soil Coarse sandy soil Fine sandy soil Silty soil Clay soil Loam soil
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......................................................................... b. Why is it the best kind of soil for growing things? .........................................................................
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Method
2. 3. 4. 5. 6. 7. 8. Copy the table below into your notebook to record your observations. Fold the filter paper and place it in the funnel. Then set up the funnel and measuring cylinder like this. Fill the funnel with the dry sandy soil (make sure there are no lumps). Measure 100ml of water into a beaker or baby food bottle. Slowly pour the water into the middle of the soil. After a while the water will start dripping through the soil into the measuring cylinder. Wait for the water to stop dripping and then record. Measure how much water is in the measuring cylinder. Calculate how much water stayed in the soil. (Amount of water poured into the soil (100ml) amount of water in the cylinder = amount of water held by the soil.) Record your readings in the table and complete the calculation.
9.
10. Do the same for the clay soil and the loam soil. Measurements How much water did you pour into the soil (ml)? Clay soil Sandy soil Loam soil
How much water dripped through into the measuring cylinder (ml)? Calculate how much water stayed in the soil ml)?
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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? ......................................................................... .........................................................................
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why is it so wiggly?
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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. Why is soil so important? Why should we all look after our soil? What can we add to our soil so we can make it better? What is the best way to look after our soil? 51
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head small mouth plant soil earthworm burrow tail
This is an earthworm
Earthworms live under the soil. They make holes called tunnels in the soil. These tunnels can go down as far as 45cm under the soil. Earthworms rest in burrows. Earthworms also lay eggs in the soil.
Earthworms eat anything from dead plants and animals. Their food is dead leaves, dead grass, stems, sticks and animal droppings. They also eat soil which contains pieces of dead plants and animals.
Earthworms get some of their food from the soil they eat. They digest the food in the soil but not the soil particles. These soil particles are passed out of the worms tail as droppings. These worm droppings are called worm casts. Sometimes the worm closes the top of its burrow with worm casts.
mouth
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54 humus helps plants grow plants animals eat plants animals droppings earthworms feed on droppings and dead plants an earthworm in a burrow As earthworms feed, they play an important part in the food chain of nature. Earthworms make good soil into better soil. Better soil makes healthier plants. Healthier plants make healthier food for people and other animals. dead leaves and grass from plants
Earthworms make tunnels into the soil. While they are making their tunnels, they mix the humus into the soil. The humus helps the plants grow. Worm tunnels also help air reach the roots of plants. They help rainwater run into the soil.
B.
1. Read Farming with tools. 2. Match each paragraph with its correct picture.
C.
1. Read Growing rice. 2. Match each paragraph with its correct picture.
D.
1. Read Compost, my compost with your teacher. 2. Read Make your own compost.
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Look at the pictures Read the sentences Match the sentences with the correct picture.
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1 People use spades to turn and mix the soil. Then they plant the seeds. 2 Sometimes farmers plant their crops in straight rows. 3 A farmer uses a tractor and a plough to turn and mix the soil. 4 Some farmers use aeroplanes to spray fertiliser onto their land.
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Growing rice
B
1 Rice plants grow in warm wet places. Their roots must be under the water. Rice farmers dig their fields. Then they make a wall around each field. After that they allow water to run into the fields and cover the soil. These fields of water are called paddies. 2 When the paddies are covered with water the farmers bring their cattle to the paddy. The cattle walk round and round in the water of the paddy. Their feet make the soil soft and muddy so that the roots of the rice plant can grow well. The droppings of the cattle fertilise the soil. 3 Planting rice is very hard work. Many people must help to plant the rice. Each planter carries a bunch of rice seedlings and places each plant into the mud. 4 We eat rice. The rice comes from the seeds of the rice plant.
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Compost My Compost
You 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 Calling you names
People call you different names. Some call you manure, others call you organic matter, while others go a mile further and call you a rubbish heap or pit. However, since you are part of my life I simply call you my compost. tion, I operate on a zero budget which implies that you dont have to buy or purchase anything. If you like, you can begin by digging a very shallow pit in order to make me comfortable or if you so wish, leave me on a flat ground but get supporting structures around me. You can now use the grass cuttings which give you a headache after mowing the lawn. Just dump it on my small site. I also welcome the leaves which fall from the orchard and from other types of trees found in the yard during winter. You may use the mulch you used for protecting your vegetable seedlings during their tender stage. What else? I welcome the weeds you pull out regularly from the vegetable garden. They are troublesome to the vegetables but beneficial to me. I need those remains of vegetables which accumulate when harvesting is taking place. Funny enough, I utilize them to produce more vegetables during the following season. I also thrive from any kitchen waste like eggshells, potato peels, tea leaves and tea bags.
It all depends on where you want to place or categorise me. For all I know is that the concept environment is human-made. By using language and interacting, communities have come up with different understandings of environment over time. It is a fact that the concept environment has broadened over time. If you see me as part of nature or the biophysical elements of our surroundings, its not a problem for me. I am convinced that I am part of the environment, and live in the environment. I also play a leading role in supporting the life of other living organisms (both plants and animals). As part of the environment I am always prepared to interact with the other related Rain normally provides enough moisture to dimensions of the environment namely, sustain me. However, if it becomes too dry, the economic, social and political. you may add a little water for my consumption. What are you made of? Oh! Its a very easy recipe, but you may end up laughing at some of the ingredients. I make use of any material which is decomposable and found in and around your home yard. So the message is clear, you do not have to travel places and long distances looking for ingredients. In addiOccasionally, you can visit me with a garden fork and turn me around.
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here to take care of the environment. Some of the physical effects are that I maintain and increase the organic content of the soil. For this reason, it improves the structure (crumb structure and friability) which in turn improves the water absorption capacity, drainage and aeration of the soil. other related societies. As compost I Therefore, with my assistance soils strongly believe that the best roots or foundations of EE are found at home. I am become loose and more friable. always there to give your family, husband, Chemically, I could aptly be called the uniwife, children even your relatives the basic versal fertiliser. This is because I contain lessons. For instance, solid waste managealmost all the macronutrients essential for ment, soil erosion, littering, as environplant growth, namely: nitrogen, potassium mental issues, can be taught through me. and phosphorus. Most of the micronutriTeach your family to sort out waste and ents are also found in me, for example, then dump the decomposable waste onto iron, zinc, etc. If you dont mind you may my heap. I am also a good resource for call me a balanced fertiliser. environmental education lessons and projIn the biological sphere, enormous num- ects for your neighbours, small enviroclubs bers of soil bacteria are added to the soil found in the immediate vicinity, and comthrough the compost. The effects of com- munity based organisations in your area. post listed above create very favourable In summary, as compost I want to extend conditions for mass multiplication of the an invitation to everyone interested in bacteria in the soil, whereby the nutritive environmental education to visit me and value of soil is improved. These processes feel free to ask questions pertaining to all result in the production of carbon dioxenvironmental education and compost. ide which is used by the plants or crops for Other knowledgeable good friends of mine photosynthesis. which can be contacted for more information are the organic gardeners and permaEnvironmental education and culturalists.
myself
There is a myth that EE belongs to the formal education in schools, enviroclubs and
Fourten Khumalo can be contacted at: Tel: 013 947 2060 Fax: 013 947 2755 EE Bulletin No 18 October 1999
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3. Write about why you will look after your soil to keep it good so that you can always live there. ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... .........................................................................
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3. Write a few sentences to explain why we must look after our soil. ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... ......................................................................... .........................................................................
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section 3
Extracts from the National Curriculum Statement 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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Foundation Phase
1. Observing the sky 2. Observing, recording and 3. Observing and investigating Many different objects can be predicting the weather soil and rocks observed in the sky. Examples are Weather changes from day to day Soil and rocks vary in appearance birds, clouds, aeroplanes, the Sun, in ways that can be recorded and and texture from place to place. stars, the Moon, planets and sometimes predicted. There are By investigation, learners can find satellites. All these objects have occasional unusual weather events out that some soils erode more properties, locations and like storms, floods or tornados easily than others do, while some movements that can be which impact on peoples lives. soil types support plant life better investigated with a view to than others. They could investigate determining patterns, relationships what some of the factors involved and trends. might be.
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Intermediate Phase
1. Earths rotation day and night Day and night may be explained by the rotation of the Earth on its own axis as it circles the Sun. 2. Phases of the Moon and cultural traditions The Moons apparent shape changes in a predictable way and these changes may be explained by its motion relative to the Earth and Sun. Many cultural traditions and special occasions are related to the shape or position of the Moon. 3. Star patterns and cultural traditions The stars apparent positions in relation to each other do not change, but the nightly position of the star pattern as a whole changes slowly over the course of a year. Many cultures recognise and name particular star patterns, and have used them for navigation or calendars. 4. Measuring changes in the weather Weather may change from day to day. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. 5. Annual and seasonal changes in the weather Other changes take longer to occur. An example of this type of medium-term change is annual seasonal changes, which may be described in terms of changes in rainfall, average wind direction, length of day or night and average maximum and minimum temperatures. 6. The water cycle Water changes its form as it moves in a cycle between the hydrosphere, atmosphere and lithosphere in what is known as the water cycle. 7. Continents, oceans and polar ice caps Most of planet Earth is covered by water in the oceans. A small portion of the planet is covered by land that is separated into continents. At the poles there are ice caps. Only a small amount of the water is available for living things on land to use and only a small portion of the land is easily habitable by humans. 8. Rocks, soils, water and air Earth materials are solid rocks and soils, water, and the gases of the atmosphere. 9. Erosion, deposition and landforms Erosion of the land creates the landforms that we see and also results in the deposition of rock particles that may be lithified to form sedimentary rocks. Erosion and deposition can be very slow and gradual or it can occur in short catastrophic events like floods. 10. Igneous, sedimentary and metamorphic rocks Rocks may be classified into igneous, sedimentary and metamorphic types. This classification is based on the origins and history of the rocks. 11. Soils and their properties Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soil forms by natural processes, but it takes an extremely long time to form. Soils have properties of colour and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (Links with Life and Living) 12. Fossils Fossils are the remains of life forms that have been preserved in stone. Fossils are evidence that life, climates and environments in the past were very different from those of today. (Links with Life and Living) 13. Water resources The quality of water resources is determined by the quality of the catchment area. Proper care and management of catchment areas and water resources is essential, and factors affecting the quality of water resources and catchment areas may be investigated. (Links with Life and Living)
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1. The Earth and solar system 6. Atmosphere, hydrosphere, 11. Layers of the Earth The Earth is the third planet from lithosphere and biosphere The planet Earth has a layered the Sun in a system that includes The outer layers of the Earth are structure, with a lithosphere, a the Moon, the Sun, eight other the atmosphere, the hydrosphere hot, convecting mantle and a planets and their moons, and and the lithosphere. We live in the dense, metallic core. smaller objects, such as asteroids biosphere, which is where all 12. Continental drift and and comets. these layers interact to support geological events The Sun, an average star, is the life. Lithospheric plates larger than central and largest body in the 7. Climatic regions some continents constantly move solar system. Climate varies in different parts of at rates of centimetres per year, 2. Movement of the Earth and the globe. It tends to be cold in in response to movements in the Moon the polar regions and hot in the mantle. Major geological events, Most objects in the solar system tropics. Different types of plants such as Earthquakes, volcanic are in regular and predictable and animals are adapted to living eruptions and mountain building, motion. The motions of the Earth in different climatic regions. (Links result from these plate motions. and Moon explain such with Life and Living) 13. Formation of the crust and phenomena as the day, the year, 8. Composition of the landforms phases of the Moon, and eclipses. atmosphere Landforms are the result of a 3. Gravity The atmosphere is a mixture of combination of constructive and Gravity is the force that keeps nitrogen and oxygen in fairly destructive forces. planets in orbit around the Sun constant proportions, and small Constructive forces include and governs the rest of the motion quantities of other gases that crustal deformation, volcanic in the solar system. Gravity alone include water vapour. The eruption, and deposition of holds us to the Earths surface. atmosphere has different sediment, while destructive properties at different elevations. forces include weathering and erosion.
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4. Sun as a source of energy 9. Role of the atmosphere in 14. SAs fossil record The Sun is the major source of regulating Earths temperature Many of the organisms in South energy for phenomena on the The atmosphere protects the Earth Africas fossil record cannot be Earths surface, such as growth of from harmful radiation and from easily classified into groups of plants, winds, ocean currents, and most objects from outer space organisms alive today, and some the water cycle. that would otherwise strike the are found in places where 5. Space exploration and Earths surface. The atmosphere is present-day conditions would not telescopes the most important factor in be suitable for them. This is Space exploration programmes keeping the Earths surface evidence that life and conditions involve international collaboration temperature from falling too low on the surface of Earth have in the use of Earth-based teleor rising too high to sustain life. changed through time. (Links scopes (such as SALT in South 10. Effects of human activities on with Life and Living) Africa) and telescopes in orbit. atmosphere 15. Formation of Fossil fuels Robotic spacecraft travel long Human activities and natural Fossil fuels such as coal, gas and distances to send back data about events can slightly change the oil are the remains of plants and the planets and other bodies in composition and temperature of animals that were buried and our solar system, and research is the atmosphere. Some effects of fossilised at high pressures. These being done on ways to send these small changes may be fuels are not renewable in our people to investigate the planet changes in annual weather lifetimes. (Links with Energy and Mars. patterns and long-term changes in Change) rainfall and climate. 16. Mining Mining is a major industry in South Africa, with local examples in all the nine provinces. It is important in terms of the supply of coal for energy, essential raw materials for other industries, employment and earnings for the country. A great number of other industries depend on the mining industry. Legislation controls mining, with regard to safety and environmental effects.
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