Earth and Beyond (Grade 4 English)

E&B4 cover 5/28/08 12:50 PM Page 2
WESTERN CAPE PRIMARY SCIENCE PROGRAMME

An example of a learning experience in the Natural Sciences
PLANET EARTH
&
Grade 4 B EYOND
Li t tl e Piece of Earth
My
All living things depend on soil

1. What is topsoil? (LO2) Assessment task for LO1 (AS 1 & 2)
2. Soil particles come from rocks (LO2) How much water do different kinds of soils hold?
3. Finding out about garden topsoil (LO2) 5. What do earthworms do in the soil? (LO2
& LO1)
Assessment task for LO2 (AS 1 & 2)
6. Working with soil (LO2)
Comparing two different samples of topsoil
7. Sustaining my little piece of Earth (LO3)
4. How much water does our soil hold? (LO1)
Sustaining my little piece of Earth
8. Farmers used the constellations of stars to tell
them when to plant (LO3)
We welcome the wide use of these materials. Please acknowledge Western Cape Primary Science Programme © PSP (2008)
GR4 Earth & Beyond 5/28/08 12:47 PM Page 2
Developed by the Western Cape PSP team and teachers

Rationale
These materials were written to support teachers in their work with learners around the content
area of Planet Earth and Beyond. This is not a complete work schedule. It offers possibilities for
teachers to include other learning experiences and to extend and integrate it with other content
strands of the Natural Sciences. This example learning experience shows how you can work
towards the three Learning Outcomes in the Natural Sciences of the National Curriculum
Statement (NCS).
LO1: Scientific Investigations
K The learner will be able to act confidently on curiosity about natural phenomena, and to inves-
tigate relationships and solve problems in scientific, technological and environmental contexts
LO2: Constructing Science Knowledge
K The learner will know and be able to interpret and apply scientific, technological and environ-
mental knowledge
LO3: Science, Society and the Environment
K The learner will be able to demonstrate an understanding of the interrelationships between
science and technology, society and the environment
We know that children are naturally curious and observant. Children learn about the world by
observing, asking questions and trying to make sense of what they experience. Encourage
your learners to ask questions. Questions are an opportunity to engage the class in observa-
tions and discussions.
In Science we want learners:
I to interact with real objects in the class and outside
I to develop a lively curiosity about the world around them
I to be confident to raise questions
I to link their questions to what they observe in their home environments and in the world.
This can lead to a rich thinking, talking and writing environment. Children who have this
curiosity will learn and become creative human beings too.
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 Fax: 021 691 6350
e-mail: info@psp.org.za website: www.psp.org.za
The PSP is grateful for support from PETROSA

Contents
SECTION 1
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 card 1 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Task card 2 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Task card 3 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Task card 4 Assessment task for LO2 (AS 1 & 2): Comparing two different samples
of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Task card 5 Assessment task for LO1 (AS 1, 2 and 3): How much water do different
kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Task card 6 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Task card 7 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Task card 8 Reading about how farmers work with the soil . . . . . . . . . . . . . . . . . . . . . . . . 55
Task card 9 Assessment task for LO3: AS 1 & 2: Sustaining my little piece of Earth . . . . 63
Task card 10 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Task card 11 Farmers used the constellations 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
My little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Stories from the stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
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
1. What is topsoil? (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
2. Soil particles come from rocks (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3. Finding out about garden topsoil (LO2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
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)
8. Farmers used the constellations of stars to tell them when to plant (LO3) . . . 35
Suggested Workscheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4
What is topsoil? (LO 2) 1

Key Concepts
K Topsoil is the thin layer of soil that lies on top of the ground
K Topsoil is made of particles
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 Subsoil
All living things live on or in the topsoil.
Rock
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.
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.
MIND MAP OF SOIL – WHAT WE KNOW ABOUT IT

has a smell has stones in it
we walk on it
SOIL we grow things in it
it is dirty
can blow in the wind moles live under it

we play with it
5
2 Soil particles come from rocks (LO 2)

Key Concepts
K Sand, silt and clay are soil particles and they come from rock
K Rock is broken down into pieces by a process of ‘weathering’
K It takes thousands of years to ‘weather’ rocks down to make only a small layer of soil
K Different rocks make different kinds of soil particles
K Most topsoil has particles from more than one kind of rock
K Sand, silt and clay particles have their own specific properties
Teacher Task
Introduction
1. Bring a selection of stones and rock samples to class (or ask learners to
bring them).
2. Note: many learners will bring pieces of brick or concrete. These are man-
made materials. They are not natural rock samples. Help learners to dis-
tinguish between them.
3. Make sure each group has two or three different rock samples to look at.
If they have samples of brick or concrete explain that they are not natural
rocks. Remove these from the samples.
4. Help learners to describe their rocks. Provide vocabulary for them to do
so. They do not have to know the scientific names of the types of rocks.
List of words
gritty hlalutye grinterig
rough rhabaza grof
flaky cwecwana vlokkerig
smooth igudile glad
grainy nkozwana korrelrig
sharp bukhali skerp
hard qinile hard
brown mdaka bruin
black mnyama swart
grey ngwevu grys
yellow mthubi geel
6
Teacher Task
Preparation
Provide learners with the following materials:
K Rock samples
K Pieces of clean white paper
K A few teaspoons of sand
K A small piece of wet clay (you can buy clay at craft shops and at Cape
Pottery Supplies or from a supplier in your area).
Learner Task Task Card to photocopy on page 42
Different kinds of soil particles

1. Take any two rocks and rub them together to make some soil particles.
it ’s di
fficult
this r !
u make
me ho bbing is m r k to
t and rd wo il !
aking it ’s ha o
tired.
e n a lit tle s
ev
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.
Different soil particles

QUESTIONS Soil particles Clay Sand
from my rocks
Does it feel gritty? yes no yes
Does it feel sticky? no yes no
Does it feel smooth? no yes no
Can you roll it into sausages? no yes no
Can you bend it into rings? no yes no
1. Is your soil like clay?

No my soil is not like clay because it is not sticky. And I can’t roll it into sausages or bend it
into rings. It feels gritty.
2. Is your soil like sand?
Yes my soil is like sand because it is gritty and I can’t roll it into rings and sausages.
7
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.
Learner Writing Task

1. 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 grey.
It feels gritty.
It is like sand because it does not feel smooth. I can’t roll it into sausages and rings.
2. Questions
a. Do all your soil particles look the same? Write to explain your answer.
No, all soil particles do not look the same. This is because they come from different rocks.
b. How long do you think it will take you to make one cup of soil?
It will take a very, very long time.
c. How long do you think it took Nature to make all the soil in your school garden?
It took Nature millions of years to make all the soil in our school garden.
8
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

Clay Size of particle is smaller than .002mm

All garden topsoils are a mixture of

these three particles
Sand
K Large particle
K Large air spaces in between the particles Sand
Silt
K Smaller particles than sand, but bigger than clay
K Smaller air spaces between the particles
Clay
Silt
K Small particles
K small air spaces between the
particles Clay
Texture of the different particles

K Sand feels sharp, grainy and gritty.
K Silt feels very smooth and silky even when it’s wet.
K Clay feels fine and powdery when it’s dry and it feels sticky when it’s wet.
Note to teacher
Silt
k We had no example of pure silt. You can find silt. It is the soil that blows up behind
a car and dirties the back windscreen when you drive on a dusty road (sand is too
heavy and clay is too sticky). Silt feels very smooth and powdery.
9
3 Finding out about garden topsoil (LO 2)

Key Concepts
K There are different kinds of topsoil
K Each kind of topsoil has its own properties: appearance, texture and smell
K Each different kind of topsoil has its own water holding properties
K Soil is a mixture of
– Fine particles such as sand, clay and silt
– Water
– Rotting plant and animal matter (humus)
– Minerals
K Different soils have different proportions of particles and humus
Teacher Task
Introduction
Explain the following to learners:
Nature makes the soil by the weathering of rocks.
1. Rock is broken down into particles in nature by a process called
weathering. Weathering can take place in many different ways.
For example
– The wind blows sand against rocks and this slowly grinds the rocks
into smaller particles.
– Sometimes trees grow near rocks. Their roots grow into cracks in the
rocks and this slowly breaks the rocks apart.
– Rocks fall from the side of mountains when there is exceptionally
heavy rainfall. The rocks are washed together in fast-flowing rivers.
Smaller pieces of rock get broken off. The rocks and stones that you
find in these fast-flowing rivers are usually smooth and round from
being rolled and bumped against each other by the water.
– Rocks become hot in the sun in the daytime. At night they cool down
again. This heating and cooling, which takes place over and over again,
causes the rocks to crack and break.
– Each kind of rock makes its own kind of soil particles. The particles get
washed down in rivers and deposited after floods. When these parti-
cles mix with other soil particles, this makes good soil.
2. Soil is important to us. We all depend on soil for growing our food. Plants
and animals also depend on soil.
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.
10
Task Card to photocopy on page 44

Learner Task
Describing our topsoil
1. Take a small sample of soil in your hand. Roll it in your hands.
2. Discuss these questions:
K How does it smell?
K What can you see in it?
K Where do you think it came from?
K How was it made?
3. Feel your soil. Is it gritty like sand, sticky like clay, or smooth and dusty like silt?
4. Use the table below to help you decide what kind of soil you have.
How does the soil Uvakala njani Hoe voel die grond
TYPE OF SOIL feel between your umhlaba xa as dit tussen jou
fingers? gronduwuva vingers gevryf
ngesandla? word?
It feels coarse – it Uvakala unezigaqa. Dit voel grof – dit

is full of small Unamatye amaninz is vol klein klip-
stones. i amancinci. pies.
It feels gritty – the Uvakala rhabaxa Dit voel korrelrig –

particles are quite unamahlalutye die deeltjies is
big (like big grains amakhulwana. nogal groot (soos
of sugar). korrels suiker).
It feels gritty – the Uvakala rhabaxa, Dit voel korrelrig –

sand particles are amahlalutye esanti die sanddeeltjies is
small. mancinci. klein.
It feels smooth – Uvakala mpuluswa Dit voel glad – die

the particles are unamahlalutyana. deeltjies is baie
very fine. fyn.
It feels sticky when Uvakala ncangathi Dit voel taai as dit

wet – the particles xa umanzi, nat is – die
are very small. amahlalutye manc- deeltjies is baie
When it is dry it inci. Xa womile klein. As dit droog
feels like a fine uvakal nje nge is, voel dit soos ‘n
powder. phawda. fyn poeier.
5. Write to explain what kind of soil you have.

My soil
My soil is course, sandy soil because it feels gritty and the particles are big like grains of sugar.
11
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 differ-
ent place
– 1 big coffee jar with lid
– Water to fill up the jar.
3. The particles will always settle in the following way.
the particles will always 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!

Learner Task
Analysing my soil
1. Pour 1 cupful of soil into an empty coffee jar.
2. Add water to fill the jar and put on the lid.
3. Shake the jar very well to mix the soil and water.
4. Wait for the mixture to settle for a few hours.
5. Can you see the layers of different soil particles?
6. Draw the jar and the layers of soil in it. Label the layers.
12
stir or
water add soil
shake wait …
humus – sticks, leaves and grass
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
13
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:
K Soil is a mixture of fine particles, which settle into layers when they
are mixed with water.
K The biggest particles (stones and sand) are the first to settle at the
bottom.
K Smaller particles (silt) are the next to settle down.
K The smallest particles (clay) stay suspended in the water for some
time before they settle. The clay makes the water look muddy.
K The humus (pieces of rotting plants) float on the top of the water.
K The constituents of soil always settle in this order.
K Some soil does not have all three types of particles - they may 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.
Learner Writing Task
Analysing my soil
I mixed a cup of my soil with water.
After the soil settled I could see five layers of particles.
The small stones settled to the bottom layer. They are the biggest and heaviest particles.
The next layer to settle was the sand particles. Sand particles are smaller than stones.
The next layer to settle is silt particles. They are smaller than sand particles.
The next layer to settle is the clay particles. Clay particles are the smallest particles.
Clay makes the water look muddy.
Finally the sticks, leaves and grass float to the surface. The sticks, leaves and grass
are called humus.
14
Teacher Task Note to teachers

Explain that the best kind of soil for planting is k It is not necessary for learners to
called loam soil. know these proportions. The important
thing for them to know is that loam soil
Loam soil is a mixture of sand, silt and clay in is a mixture of all three soil particles
the following proportions: and humus. This is the best kind of soil
K Clay: 8-28% for planting.
K Silt: 28-50% k Textbooks often do not mention silt at
K Sand: 25-52% all, which can be confusing. Silt is an
essential component of fertile soils.
Loam soil also contains humus.
Why is loam soil best for planting?

The clay particles hold the water so that the soil never dries out completely.
The sand particles allow excess water to drain out of the soil and the spaces
between the particles trap air in the soil and make it light and soft. The clay
and silt and rotting humus contains mineral salts, which help plants to
grow.
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 differ-
ent places will have different proportions of the three particles.
Note to teachers
Soils differ from each other
k 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.
k 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.
k 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.
15

This assessment task can also be adapted as an investigation for LO1 (AS 2 & 3).

1. Measure one cup each of the two different soils.
2. Place each cup of soil in a separate coffee jar and fill it up with water. Put the lids
on and shake the jars well.
3. Leave the mixtures to settle for a few hours.
4. Draw and label each jar of soil. Show the different layers of particles.
5. Answer the questions about each soil.
Comparing two different soils (LO2)
SOIL A SOIL B
humus humus
water water
clay
sand silt
sand
stones stones
1. Which is the thinnest layer in this soil? 1. Which is the thinnest layer in this soil?
(Stones) (Silt)
2. Which is the thickest layer? (Sand) 2. Which is the thickest layer? (Clay)
3. Does this soil have all three kinds of soil 3. Does this soil have all three kinds of soil
particles in it? (No) particles in it? (Yes)
4. Which name describes this soil the best? 4. Which name describes this soil the best?
l Stony soil l Stony soil
7 Coarse sandy soil
l l Coarse sandy soil
l Fine sandy soil l Fine sandy soil
l Silty soil l Silty soil
l Clay soil l Clay soil
l Loam 7 Loam
l
16
Assessment task for LO2 (AS 1 & 2) (cont.)

5. Draw and write to explain about some things that you have learnt about soil.
Explain why you found them interesting.
6. Bonus questions
K What is loam soil?
K Why is it the best kind of soil for growing things?
17
Assessment for LO2

Assessment tasks Criteria
AS 1 & 2 The drawing must:
Draw the layers of soil parti- k Have clear lines and be big enough to show details.
cles in the jar k Correctly show the different layers of soil.
k Give some idea in the drawing of the particle sizes
and the order of size in which they settle, i.e. bigger
particles at the bottom, followed by smaller particles
above, and humus on top.
Label the layers of soil The labels must:

particles k Point correctly to each layer.
k Have the correct name of each layer and the appara-
tus, using key words such as: stones, clay, silt, sand,
humus, water, coffee jar.
AS 2 The answers must show:

Complete questions k Correct interpretation of the thickness of the layers.
k Correct understanding of how soils are named. We
name soils according to the type of particles that
make up the biggest layer when we analyse soil. E.g.
sandy soil contains a large proportion of sand parti-
cles.
Write and draw about what k Correct use of the terminology e.g. silt, clay, clay
they have learnt soil, silty soil, stony soil, etc.
k Correct information about soil.
k The writing should also show the ability to link sepa-
rate pieces of information into a clear and correct
explanation of what they found interesting and why.
k Loam soil is a mixture of all three particles and
humus.
For a code 4 (80%) and k Plants grow well in loam because:
above use bonus questions – The clay particles trap water for the plants.
– Water can sink into the soil between the sand par-
ticles so tree roots can use it.
– There is air between the sand particles which
makes the soil soft and light so the roots can grow
and seeds can push their way out.
– Humus keeps the soil damp.
– Silt and humus provide mineral salts for the
plants.
18
A link with Social Sciences
How soil particles settle along Mediterranean Sea

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 Cairo
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 Fertile flood plain
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 Nile River
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?
Things to th
k Do you kno ink about
w of, o r live near a Aswan
river that flo Dam wall
ods in the r
season? ainy
k Do all flo
oding river
who live nea s help people
r it in the s
that the Nil ame way
e does?
The great pyramids at Giza on the banks of the Nile A satellite picture of the Nile
19
4 How much water does our soil hold?

(LO 1)
Key Concepts
K Different soils are able to hold different amounts of water
K Sandy soil does not hold water well because the water runs away through the
spaces between the particles
K Clay soils hold water because the spaces between the particles are smaller
K Humus in the soil also absorbs water
Teacher Task
Introduction
Divide the chalkboard into two columns.
1. Ask learners to tell you what they have learnt so far about soil. Make a
list of their ideas on the chalkboard.
2. Then ask learners to say what they would still like to know and find out
about soil. Write these as questions under the second column. Ask learn-
ers to tell you which questions we could find the answers to in books –
these would be researchable questions. Write an “R” next to these ques-
tions. Ask which questions we could investigate and find the answers to
in the classroom – these are testable. Write a “T” next to these questions.
What do we already know about soil? What would we still like to find out
about soil?
* We depend on soil * What kinds of soil are best for grow-

* Soil is made of particles ing plants?...T
* Soil comes from weathered rocks * What kind of rocks do clay particles
* Soil is a mixture of sand, clay and come from?...R
silt * What kind of rocks do sand particles
* Soil contains humus come from?...R
* Loam soil is good for growing plants * What makes the best kind of
* Clay is sticky and we can roll it into humus?...T
sausages and rings * Why does humus enrich the soil?...R
* Sand is course and grainy * Why do some soils stay damp all the
* Silt is smooth and silky time? ...R
* Why do some soils dry out quick-
ly?...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
Preparing for the Investigation Assessment (for LO1 AS 1 & 2)

1. Provide the learners with the following apparatus.
3 beakers or baby food jars
a beaker of water
3 measuring cylinders
3 funnels
3 filter papers
a teaspoon a watch newspaper
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
How much water do different kinds of soils hold?
For AS 1
1. Write down two things you could find out about your soil at home
21
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 meas-
uring 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 Clay soil Sandy soil Loam soil

How much water did you pour into the soil (ml)?
How much water dripped through into the measuring cylinder (ml)?
Calculate how much water stayed in the soil (ml)?
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.)
22
Assessment for LO1

Assessment task Criteria
AS 1 The learners’ ideas could include finding out about:
What can we find out k Colour and texture of the soil.
about soil at home? k Analysing the soil to show its composition, i.e. how much
sand, clay, silt and humus in the soil.
k What kind of plants and animals are found growing and
living in their soil?
k Etc.
AS 2 Learners must:
Carry out a procedure k Follow the instructions correctly.
k Use the apparatus correctly.
k Make accurate measurements.
k Record the measurements correctly.
k Correctly calculate the volume of water held by the soil.
AS 3 Learners must show they understand the following:
Answer questions about k Sandy soil will hold the least water.
their findings k Clay soil will hold the most water.
k The loam soil will hold more than the sand but less than
the clay.
Bonus questions for k 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.
k 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.
What have we learnt? Sand – large particles give

large air spaces
Some soils drain more quickly than others. To ‘drain’ means to
let the water pass through.
K Sandy soil drains quickly because it has large spaces
between the large sand particles. Sandy soils do not hold
water. They dry out quickly and so it is difficult to grow crops Clay – small particles give
in sandy soils. small air spaces
K Clay soil drains slowly because the spaces between the par-
ticles are very small. Clay holds a lot of water so there is lit-
tle space left for air. Plants struggle to grow in soil that does
not contain air.
K Loam soil drains better than clay but not as much as sandy
Loam – large and small par-
soil. Loam soils hold some water but there are also spaces ticles give less air than
left for air. Loam soils are the best for growing crops. sand, but more air than clay
23
5 What do earthworms do in the soil?

(LO 1 & LO 2)
Key Concepts
K Earthworms live in the soil
K Earthworms are essential for keeping the soil good
K Earthworms help the soil in the following ways:
– They turn and mix the soil
– Water and air can enter the soil through their burrows
– They eat dead leaves and grass and fertilize the soil with their droppings.
Teacher Task
Introduction
1. Ask
What makes good soil?
Why must we have good soil?
What must good soil have?
2. Assist learners to make a mind map about good soil. For example:
loose
is soft
easy to dig good
mixture of soil water
particles
we can grow things in it compost fine
About good soil

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 earth-
worms living in it.
We need good soil so plants can grow and supply all ani-
mals (including people) with food and shelter.
24
Note to
teachers
k Explain
to learners
Teacher Task are comple that earthw
orms
tely harmle
bite you or ss. They ca
Preparation infect you.
We handle
nnot
carefully b them
eca
1. Give each group an earthworm. Place it on a skin, which use they have delica
clean plastic ice cream box lid (or other lid) they use fo te
They do no r breathing
t like light .
with enough space for the earthworm to move keep them and
out of the s so we don’t
around. Place a drop of water on the earth- return them oil for long
to . We
worm. Earthworms breathe through their skin observed th the soil after we hav
em. e
and they will die if they dry out. k Decide
if you think
to know th the le
2. Assist learners to label their earthworms and to e scientific arners need
parts of the nam
describe how they move. earthworm es of the
.
This part is
the head Clitellum or saddle (where This part is the tail
we find sexual openings for Segments
egg and sperm)
Very small hairs (setae) on each

Soft slimy skin segment help with movement
Learner task why is it so

wiggly?
Observing our earthworms
1. Place your earthworm on a clean plastic lid.
Put a few drops of water on it.
2. Look carefully at your earthworm:
K Which is the front end and which is the back end?
K How can you tell which is the front end and which is the back end?
K Watch how the earthworm moves.
3. Draw a picture of your earthworm. Label the front and the back end
and any other parts that you can see. nooo!
4. In your own language describe how the earthworm moves. hayi bo!
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!
25
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.
Setting up a worm house

This assessment task could also be adapted as an investigation for
LO1 (AS 2 & 3).
Investigate what earthworms do in the soil

1. Show learners how to set up a worm house as shown with alternating
layers of loam and sand. Stones must be placed at the bottom.
2. Put fresh leaves on top for food.
3. Add the earthworms.
4. Keep the soil moist by adding a little water. Cover the whole house with
newspapers (earthworms like to live in the dark).
5. Check after a week and thereafter every few days.
Cut cooldrink bottle
Leaves for food
Sand
Soil
Sand
Soil
Stones
Holes
26
1. Set up a worm house with your group. Cover it with newspaper and leave for
1–3 weeks.
What do earthworms do in the soil?
Before After
Draw Draw
The worm house before we added the The worm house some time after we
earthworms added the earthworms
Cut cooldrink Earthworms

bottle have pulled
some leaves
Leaves for into the soil
food
Sand
Soil is mixed
Soil with the sand
Sand
Earthworms
Soil in their
burrows
Stones
Holes
2. Write sentences to explain what earthworms did to the soil.

The earthworms made holes, tunnels and nests in the soil.
Earthworms mixed the soil and took dead leaves and grass into the soil.
3. Why must we have earthworms in our soil?
We must have earthworms in our soil because they mix it and make holes for air and water.
They also fertilise the soil with their droppings.
4. Why must we have good soil?
We must have good soil so that plants can grow in it.
We grow plants for food. Plants, such as trees, are places where animals can live and hide.
We need good soil so that seeds can grow. Without good soil we would all die because we
would not be able to grow our food.
Consolidation
Questions for discussion
K Why is soil so important?
K Why should we all look after our soil?
K What can we add to our soil so we can make it better?
K What is the best way to look after our soil?
27
6 Working with soil (LO 1 & LO 2)

Key Concepts
K All over the world people work with soil to prepare it for planting
K In different parts of the world people use different tools to work the soil
K People also fertilise the soil before they plant crops
Teacher Task
1. Introduce vocabulary about working the soil.
Examples of vocabulary about working

the soil:
* Tools - spade, fork, rake, hoe, tractor
* Fertiliser - chemicals, humus, compost, animal
droppings
* Planting - seeds, seedlings (small young plants),
plant in rows, scatter seeds, preparing the soil,
digging, loosening, making soil loose and soft,
tilling (turning over) the soil.
2. Hand out photocopies of the following readings

from page 56.
K “Farming in rural areas”
K “Farming with tools”
K “Growing rice”
A.
1. Read about “Farming in rural areas”.
2. Match each paragraph with its correct picture.
B.
1. Read about “Farming with tools”.
C.
1. Read about “Growing rice”.
28
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.
Ideas for integration with Life and Living

Growing plants
When you study vegetative and sexual reproduction in plants, get
learners to make compost, which they can mix with their soil from
home. Then they can use this to grow cuttings and seeds for Life and
Living.
Which mix of soil is the best for growing? (LO1)

A good investigation to find
this out could be:
M Provide learners with a selection
of samples of poor and good
soil and sand and humus. Ask
each child to make up their own
soil in a foam cup. They must
mix different amounts from
each sample of soil and make
up what they think is the best
mixture. Then each learner can
grow seeds in their soil.
After their seeds have grown
they will then be able to decide
which soil was the best for
growing seeds.
29
7 Sustaining my little piece of Earth

(LO 3)
Key Concepts
K We must look after the piece of Earth we live on so that it can sustain us and the
plants and animals around us for the future
Teacher Task
Introduction
Ask learners:
K Could we live without soil?
K What would happen to us if our soil became dry and lifeless?
K What would happen if all our soil was washed away or blown away?
K Why should we try to look after our soil?
Introduce the word sustainable. Explain that it means the following:
K To sustain something means to develop and keep something going with-
out breaking down the environment.
K We sustain the soil so that it provides for our needs
at present. If we look after the soil in a sustainable
way it means we do not harm the soil, and so it can
meet the needs of generations to come.
Preparation
1. Bring a box of objects to class.
2. Make sure it has something that is shaped like a ball.
3. Ask learners to look at the objects in the box.
4. Ask them to point out the object that has the same
shape as the Earth (a sphere).
5. Point to the round object and ask: if this is the Earth,
where will we find the soil on the Earth?
K Point out that the soil is just the very smallest layer
of loose material on the surface of the Earth (ball).
K Tell learners that you are going to give them their
very own piece of the Earth to look after.
K Hand out the paper segment of the Earth.
See page 64 to photocopy.
K Point out the following on the segment:
above the soil; soil surface; under the soil.
30
My Little Piece of Earth
above the soil
soil surface
under the soil
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
31

Learner Task
1. Draw your own little farm on your piece of Earth. Show all the things that will be
living together on top of your soil and in your soil. Show how they live together
and get food and water and shelter.
2. Draw the tools you will use to prepare and look after your soil. Explain what you
will use each tool for.
3. Write about why you will look after your soil to keep it good so that you can always
live there.
32
Assessment for LO 3
Assessment task Criteria
AS 1 The drawing must:
Drawing of things living together on K Show a variety of plants, animals and peo-
or in the soil ple living on top of and under the soil.
K 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 The drawing and writing must:

Drawing tools and explaining their K Show tools for working with and looking
uses after the soil, such as spades, ploughs,
hoses, watering cans, forks, windmills, etc.
K Have a label or a few sentences explaining
correctly what each tool will be used for.
AS 1 The writing must show understanding:

Writing about looking after the soil K Of how to look after soil, e.g. plough it, grow
plants in it, water and fertilise it.
K That animals living in the soil help to keep it
healthy, e.g. earthworms, ants, moles,
snakes, etc.
Consolidation
Teacher Task
1. Collect all the learners’ illustrated “slices” or segments of the Earth.
2. Put them together again to make a whole Earth and display them on a
large wall or ceiling in the school.
3. This whole Earth should look very rich and interesting.
4. Show learners that the only place where there is life on our planet is
where the soil, air and water meet. This thin layer where there is life with
its soil, air and water is called the biosphere (bio= life; sphere=round
ball).
5. Point out how important the soil is in helping to maintain life on Earth,
and this is why we must look after it.
33
Our little pieces of Earth joined together
The
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.
34
Farmers used constellations of stars

to tell them when to plant (LO 3)
8
Key Concepts
K When we look up at the sky we can see stars. The stars appear in fixed patterns or
arrangements in the sky. These patterns of stars are called constellations
K The constellations slowly move across the sky through the year from season to season
K People used to tell the time of year from the position of particular constellations in the
sky
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?
Yes, the patterns of stars stay the same.
4. What are these patterns of stars called?
Constellations. The Southern Cross is a constellation.
The stars of the Southern Cross constellation are always in the following pattern:
© Akira Fujii/DMI
The Southern Cross Constellation
35
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 pre-
vious 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 posi-
tion 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).
36
Learner Task for LO 3 Task Card to photocopy on page67
Farmers used the constellations of stars to tell them when to plant

Read the following paragraphs from “Stories from the stars” (Astronomy Card 11) and
answer the questions about them.
1. Read “2. Patterns in the sky”
a. What is a constellation?
A group of stars that form a fixed pattern in the sky.
b. Name two constellations?
The Southern Cross, Orion, Taurus, Pleiades, isiLimela
2. Read “8. Telling time by the stars”
a. Why were constellations important to people in the past?
They helped people to know the time of year.
3. Read “6. isiLimela or the Pleiades”
a. What did the people do when they saw isiLimela (the Pleiades) constellation?
They knew it was the right time for planting.
b. What is the other name for the stars in the story of isiLimela?
“The digging stars”.
4. Read “5. The Southern Cross and the pointers”
a. In the story of the “Southern Cross and the pointers” what did the Venda people
name these stars?
Thutlwa or giraffes.
b. Why did people call these stars Giraffes?
Because the people could see them just above the trees like the heads of giraffes.
c. What did people have to do when they saw these stars just above the trees?
They had to hurry up and finish planting.
d. Draw the pattern of these stars below:
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
See poster to photocopy on page 68
38
Suggested work scheme for Planet Earth and Beyond, Grade 4

PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 PERIOD 5
Activity 1 What is Activity 2 Soil particles Activity 2 contd. Activity 2 contd. Activity 3 Finding out about
topsoil? come from rocks O Learners make soil parti- O Teacher assists learners garden topsoil
O Teacher draws diagram O Teacher and learners cles by rubbing rocks to do writing task and O Teacher explains the
on board and explains examine rocks and together. answer questions in their processes of weathering.
about topsoil. describe them. O Learners fill in table books. O Learners examine sam-
O Teacher makes a mind about soil particles. O Teacher consolidates by ples of garden soil and
map on board with learn- explaining about particle write to describe their
ers. size and texture. textures.
Activity 3 contd. Activity 3 contd. Activity 3 contd. Activity 3 contd. Activity 4 How much water
O Teacher explains about O Learners draw the layers O Teacher introduces the O Learners do the assess- does our soil hold?
soil analysis. of soil and write a para- idea of loam soil and why ment task for LO2. O Teacher and learners
O Learners do the soil graph describing the lay- it is best for planting. NB. Make time to give raise questions for possi-
analysis by mixing it with ers. O Teacher prepares learn- learners feedback after you ble investigations.
water. ers for assessment task. have marked the assess- O And decide which can be
ment task. tested and which would
have to be researched in
books.
O Teacher prepares learn-
ers for assessment task.

Activity 4 contd. Activity 4 contd. Activity 4 contd. Activity 5 What do earth- Activity 5 contd.
O Teacher supplies learn- O Teacher helps learners to O Learners answer ques- worms do in the soil? O Teacher reads about
ers with apparatus. calculate the amount of tions about their results.O Teacher introduction earthworms with learn-
O Learners follow instruc- water retained by the O Teacher consolidates by about good soil. ers.
tions to do the assess- soil. explaining, “What have O Learners observe earth- O Teacher assists learners
ment task for LO1. we learnt?” worms. to set up an earthworm
NB. Make time to give O Teacher helps learners to house.
learners feedback after you draw and write about
have marked the assess- their earthworms.
ment task.
PERIOD 16 PERIOD 17 PERIOD 18 Period 19
Activity 5 contd. Activity 6 Working with soil Activity 6 contd. Activity 7 Sustaining my
O Learners draw the earth- O Teacher introduces O Teacher reads about little piece of Earth
worm house before vocabulary about work- compost and making O Teacher introduces ques-
earthworms are placed in ing the soil and hands out compost to learners. tions about sustaining
it. readings about agricul- O Teacher consolidates. our soil.
O Learners add earthworms ture. O Teacher asks learners to
to the earthworm house O Learners read the read- choose objects shaped
and cover them up. ings and match up the like the Earth.
NB make time for learners pictures. O Teacher prepares learn-
to observe the houses and ers for the assessment
draw and write about what task. She explains what
they see after one week. to do with the ‘slice’ of
O Teacher consolidates. the Earth.

Activity 7 contd. Activity 7 contd. Activity 7 contd. Activity 8 Farmers used Activity 8 contd.
O Assessment task for O Teacher collects all the O Learners draw a the constellations of O Learners finish reading
LO3 ‘slices of Earth’ and sketch of Earth show- stars to tell them when the stories and
O Learners draw and helps learners to put ing the biosphere. to plant answering the ques-
write about sustaining them together to make O Learners write sen- O Teacher introduces tions about the con-
their little piece of a picture of the whole tences about why we idea of constellations stellations.
Earth. Earth for display. must care for our soil. and demonstrates how
NB. Make time to give a constellation moves
learners feedback after across the sky.
you have marked the O Learners read the sto-
assessment task. ries from the stars and
answer the questions.
39
section 2
Teacher resources
Learner task cards to photocopy
TASK CARD 1 Different kinds of soil particles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
TASK CARD 2 Describing our topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
TASK CARD 3 Analysing my soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
TASK CARD 4 Assessment task for LO2 (AS 1 & 2) Comparing two different
samples of topsoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
TASK CARD 5 Assessment task for LO1 (AS 1, 2 and 3) How much water do
different kinds of soils hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
TASK CARD 6 Observing our earthworms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
TASK CARD 7 What do earthworms do in the soil? . . . . . . . . . . . . . . . . . . . . . . . . .51
TASK CARD 8 Reading about how farmers work with the soil . . . . . . . . . . . . . . . .55
TASK CARD 9 Assessment task for LO3: AS 1 & 2 Sustaining my little piece
of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
TASK CARD 10 Make a drawing to show the biosphere . . . . . . . . . . . . . . . . . . . . . . 66
TASK CARD 11 Farmers used the constellations of stars to tell them
when to plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Readings and support materials
This is an Earthworm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
What do Earthworms eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Earthworms in the food chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Farming in rural areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Farming with tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Growing rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Reading “Compost, my compost” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Make your own compost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
My little piece of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Stories from the stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
41
Learner task card to photocopy
Learner task card 1

Different kinds of soil particles
1. Take any two rocks and rub them together to make some soil particles.
.”
i f ficult
d
’s
“it
s r u b bing is
“ thi hot an
d
“it ’s h g m e
ard w makin
make ork to tired.”
even a
lit tle
soil !”
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.
Different soil particles

QUESTIONS SOIL PARTICLES FROM MY ROCKS CLAY SAND
Does it feel gritty?
Does it feel sticky?
Does it feel smooth?
Can you bend it into rings?
1. Is your soil like clay?
.........................................................................
.........................................................................
.........................................................................
2. Is your soil like sand?
.........................................................................
.........................................................................
.........................................................................
42
Learner task card 1 continued

Writing task
K 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?
.........................................................................
.........................................................................
43
Learner task card 2

Describing our topsoil
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 Uvakala njani Hoe voel die grond
TYPE OF SOIL feel between your umhlaba xa gron- as dit tussen jou
fingers? duwuva ngesandla? vingers gevryf
word?
It feels coarse – it is Uvakala unezigaqa. Dit voel grof – dit is

full of small stones. Unamatye amaninz vol klein klippies.
i amancinci.
It feels gritty – the Uvakala rhabaxa Dit voel korrelrig –

particles are quite unamahlalutye die deeltjies is
big (like big grains amakhulwana. nogal groot (soos
of sugar). korrels suiker).
It feels gritty – the Uvakala rhabaxa, Dit voel korrelrig –

sand particles are amahlalutye esanti die sanddeeltjies is
small. mancinci. klein.
It feels smooth – Uvakala mpuluswa Dit voel glad – die

the particles are unamahlalutyana. deeltjies is baie fyn.
very fine.
It feels sticky when Uvakala ncangathi Dit voel taai as dit

wet – the particles xa umanzi, amahla- nat is – die deeltjies
are very small. lutye mancinci. Xa is baie klein. As dit
When it is dry it womile uvakal nje droog is, voel dit
feels like a fine nge phawda. soos ‘n fyn poeier.
powder.
5. Write to explain what kind of soil you have.
.........................................
44
Learner task card 3

Analysing my soil
1. Pour 1 cupful of soil into an empty coffee jar.
2. Add water to fill the jar and put on the lid.
3. Shake the jar very well to mix the soil and water.
4. Wait for the mixture to settle for a few hours.
5. Can you see the layers of different soil particles?
6. Draw the bottle and the layers of soil in it. Label the layers.
The different kinds of particles in my soil
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.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
45
Learner task card 4

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

1. Measure one cup each of the two different soils.
2. Place each cup of soil in a separate coffee jar and fill it up with water. Put the lids
on and shake the jars well.
3. Leave the jars to settle for a few hours.
4. Draw and label each jar of soil. Show the different layers of particles.
5. Answer the questions about each soil.
A B
Soil A Soil B
1. Which is the thinnest layer in this 1. Which is the thinnest layer in this
soil? soil?
2. Which is the thickest layer? 2. Which is the thickest layer?
3. Does this soil have all three kinds of 3. Does this soil have all three kinds of
soil particles in it? soil particles in it?
4. Which name describes this soil the 4. Which name describes this soil the
best? best?
l Stony soil l Stony soil
l Coarse sandy soil l Coarse sandy soil
l Fine sandy soil l Fine sandy soil
l Silty soil l Silty soil
l Clay soil l Clay soil
l Loam soil l Loam soil
46

5. Draw and write to explain about some things that you have learnt about soil.
Explain why you found them interesting.
6. Bonus questions for 80% or more

a. What is loam soil?
.........................................................................
.........................................................................
.........................................................................
b. Why is it the best kind of soil for growing things?
.........................................................................
.........................................................................
.........................................................................
47
Learner task card 5

Assessment task for LO1
How much water do different kinds of soils hold?
1. Write down two things you could find out about your soil at home.
.........................................................................
.........................................................................
Method
2. Copy the table below into your notebook to record your observations.
3. Fold the filter paper and place it in the funnel. Then set up the
funnel and measuring cylinder like this.
4. Fill the funnel with the dry sandy soil (make sure there are no
lumps).
5. Measure 100ml of water into a beaker or baby food bottle. Slowly
pour the water into the middle of the soil.
6. After a while the water will start dripping through the soil into
the measuring cylinder.
7. Wait for the water to stop dripping and then record. Measure
how much water is in the measuring cylinder.
8. 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.)
9. Record your readings in the table and complete the
calculation.
10. Do the same for the clay soil and the loam soil.
Measurements Clay soil Sandy soil Loam soil

How much 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)?
48

Questions
1. Which soil lets the most water drip through?
.........................................................................
2. Which soil holds the least water?
.........................................................................
3. Which soil only lets a small amount of water drip through?
.........................................................................
4. Which soil holds the most water?
.........................................................................
5. What can you say about loam soil and how it holds water?
.........................................................................
.........................................................................
Bonus questions for 80% or more

1. Why do you think some soils let the water through easily?
.........................................................................
.........................................................................
.........................................................................
.........................................................................
2. Is it a good or bad thing for soil to let the water drain away easily?
.........................................................................
.........................................................................
.........................................................................
.........................................................................
49
Learner task card 6

Observing our earthworms
1. Place your earthworm on a clean plastic lid. Put a few drops of water on it.
2. Look carefully at your earthworm.
K Which is the front end and which is the back end?
K How can you tell which is the front end and which is the back end?
K Watch how the earthworm moves.
3. Draw a picture of your earthworm. Label the front and the back end and any other
parts that you can see.
4. In your own language describe how the earthworm moves.
How my earthworm moves

.........................................................................
.........................................................................
.........................................................................
.........................................................................
.....................................
..................................... nooo!
hayi bo!
ooh! it why is
feels it so
cold! wiggly?
50
Learner task card 7

1. Set up a worm house with your group.
2. Make layers of different soils like this. Add a little
water to make the soil damp.
3. Put fresh leaves on the top. sand
4. Add your earthworms and cover the house with soil

damp newspaper. sand
soil
5. Check to see what has happened after a week. Add
stones
water to keep the worms damp.
holes
6. Keep checking every few days for about two weeks.

Before After
Draw Draw (about 2 weeks later)

The worm house before we added the The worm house after we added the
earthworms earthworms
7. In your book, write to explain what earthworms did to the soil.

8. Why must we have earthworms in our soil?
9. Why must we have good soil?
10. Discuss these questions with your teacher.
K Why is soil so important?
K Why should we all look after our soil?
K What can we add to our soil so we can make it better?
K What is the best way to look after our soil?
51
52
GR4 Earth & Beyond
This is an earthworm
5/28/08
head
small mouth
12:47 PM
plant soil earthworm burrow
the earthworm is made up

Page 52
of many segments
tail
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.
What do earthworms eat?
GR4 Earth & Beyond
Earthworms eat anything from dead plants and animals.

Their food is dead leaves, dead grass, stems, sticks and
5/28/08
animal droppings. They also eat soil which contains

pieces of dead plants and animals.
12:47 PM
These are worm casts

Page 53
You find worm casts

on top of the soil
in damp weather.
An earthworm takes a dead leaf

into the soil.
Earthworms get some of their food from the soil they

eat. They digest the food in the soil but not the soil parti-
cles. These soil particles are passed out of the worm’s
tail as droppings. These worm droppings are called
worm casts. Sometimes the worm closes the top of its
burrow with worm casts. mouth
Can you see worm casts in your soil?

Enlarged view of the mouth parts
53
54
Earthworms in the food chain
GR4 Earth & Beyond
humus helps
plants
5/28/08
plants grow
Earthworms make tunnels into the soil. While they are animals eat
making their tunnels, they mix the humus into the soil. plants
12:47 PM
The humus helps the plants grow. Worm tunnels also help
air reach the roots of plants. They help rainwater run into
Page 54
the soil.
animals
droppings
earthworms feed on
droppings and dead dead leaves and
plants grass from 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.
Soil is home to many different animals and plants

Learner task card 8

Reading about how farmers work with the soil
A.
1. Read “Farming in rural areas.”
B.
1. Read “Farming with tools.”
C.
1. Read “Growing rice.”
D.
1. Read “Compost, my compost” with your teacher.
2. Read “Make your own compost.”
55
Farming in rural areas

1 In Kenya, some farmers plough their land with oxen.
They use cattle droppings to fertilise their soil.
2 Some farmers in Kenya use a hand-hoe to till (turn over) their soil.
This hand-hoe is called a jembe. Look at the picture. You can see the farmers
using them to turn the soil.
3 The farmer is scattering the seeds. He does not plant the seeds in rows.
K Look at the pictures

K Read the sentences
K Match the sentences with
the correct picture.
56
Farming with tools and machines

A B
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.
57
Growing rice
A C
B
1 Rice plants grow in warm wet places. Their roots must be D
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.
58
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 tion, I operate on a zero budget which

People call you different names. implies that you don’t have to buy or
Some call you manure, others call purchase anything. If you like, you can
you organic matter, while others go begin by digging a very shallow pit in
a mile further and call you a rubbish order to make me comfortable or if you
heap or pit. However, since you are so wish, leave me on a flat ground but
part of my life I simply call you get supporting structures
my compost. around me. You can now use
the grass cuttings which give
Who are you? you a headache after mow-
Are you part of the ing the lawn. Just dump it on
Environment? my small site. I also welcome
It all depends on where you the leaves which fall from the
want to place or categorise me. For orchard and from other types of
all I know is that the concept ‘environ- trees found in the yard during winter. You
ment’ is human-made. By using language may use the mulch you used for protecting
and interacting, communities have come your vegetable seedlings during their ten-
up with different understandings of envi- der stage. What else? I welcome the
ronment over time. It is a fact that the con- weeds you pull out regularly from the veg-
cept environment has broadened over etable garden. They are troublesome to
time. If you see me as part of nature or the the vegetables but beneficial to me. I need
biophysical elements of our surroundings, those remains of vegetables which accu-
it’s not a problem for me. I am convinced mulate when harvesting is taking place.
that I am part of the environment, and live Funny enough, I utilize them to produce
in the environment. I also play a leading more vegetables during the following sea-
role in supporting the life of other living son. I also thrive from any kitchen waste
organisms (both plants and animals). As like eggshells, potato peels, tea leaves and
part of the environment I am always pre- tea bags.
pared 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 con-
What are you made of? sumption.
Oh! It’s a very easy recipe, but you may Occasionally, you can visit me with a gar-
end up laughing at some of the ingredi- den fork and turn me around.
ents. I make use of any material which is
decomposable and found in and around Are you environmentally friendly?
your home yard. So the message is clear, If there is anything I respect more than
you do not have to travel places and long anything in this universe, it is the environ-
distances looking for ingredients. In addi- ment. Even in this backyard garden, I am
59
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 foun-
become loose and more friable. dations of EE are found at home. I am
always there to give your family, husband,
Chemically, I could aptly be called the ‘uni-
wife, children even your relatives the basic
versal fertiliser’. This is because I contain
lessons. For instance, solid waste manage-
almost all the macronutrients essential for
ment, soil erosion, littering, as environ-
plant growth, namely: nitrogen, potassium
mental issues, can be taught through me.
and phosphorus. Most of the micronutri-
Teach 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 don’t mind you may
my heap. I am also a good resource for
call me a balanced fertiliser.
environmental education lessons and proj-
In 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 com-
through 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 diox-
environmental 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 informa-
Environmental education and tion are the organic gardeners and perma-
culturalists.
myself
• Fourten Khumalo can be contacted at:
There is a myth that EE belongs to the for-
Tel: 013 947 2060 Fax: 013 947 2755
mal education in schools, enviroclubs and
EE Bulletin No 18 October 1999
60
humus is another
name for compost!
61
62
Learner task card 9

Assessment task for LO3: AS 1 &2
1. Draw your own little farm or place on your piece of Earth. Show all the things that
will be living together on top of your soil and in your soil. Show how they live
together and get food and water and shelter.
2. Draw the tools you will use to prepare and look after your soil. Explain what you
will use each tool for.
3. Write about why you will look after your soil to keep it good so that you can always
live there.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
63
64
My little piece of Earth
GR4 Earth & Beyond
5/28/08
air
12:47 PM
Page 64
surface
of the
soil
65
Learner task card 10

Make a drawing to show the biosphere
1. After you have all put your pieces of Earth together, make a drawing of the Earth to
show where we find the biosphere.
2. Label the biosphere.
3. Write a few sentences to explain why we must look after our soil.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
66
Learner task card 11

Farmers used the constellations of stars to tell
them when to plant
Read the following paragraphs from “Stories from the stars” and answer the
questions about them.
1. Read “2. Patterns in the sky”
a. What is a constellation?
.........................................................................
b. Name two constellations?
.........................................................................
2. Read “8. Telling time by the stars”
a. Why were constellations important to people in the past?
.........................................................................
3. Read “6. isiLimela or the Pleiades”
a. What did the people do when they saw isiLimela (the Pleiades) constellation?
.........................................................................
b. What is the other name for the stars in the story of siLimela?
.........................................................................
4. Read “5. The Southern Cross and the pointers”
a. In the story of the “Southern Cross and the pointers” what did the Venda people
name these stars?
.........................................................................
b. Why did people call these stars giraffes?
.........................................................................
c. What did people have to do when they saw these stars just above the trees?
.........................................................................
d. Draw the pattern of these stars below:
67
68
69
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
71
Planet Earth and Beyond
The paragraphs below have been extracted from the NCS policy
documents. We have numbered each paragraph and supplied a
heading for each paragraph. This makes the paragraphs easier to
work with.
The paragraphs describe the knowledge and concepts the learners
must know.
CORE KNOWLEDGE AND CONCEPTS IN

PLANET EARTH AND BEYOND
Our Place in Space Atmosphere and The Changing Earth
Weather
Unifying statement: Our planet is Unifying statement: The Unifying statement: The Earth is
a small part of a vast solar system atmosphere is a system which composed of materials which are
in an immense galaxy. interacts with the land, lakes and continually being changed by forces
oceans and which transfers energy on and under the surface.
and water from place to place.
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 people’s 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.
72
Our Place in Atmosphere and The Changing Earth

Space Weather
Intermediate Phase
1. Earth’s rotation – day and 4. Measuring changes in the 8. Rocks, soils, water and air
night weather Earth materials are solid rocks and soils,
Day and night may be Weather may change from day water, and the gases of the atmosphere.
explained by the rotation of to day. Weather can be 9. Erosion, deposition and landforms
the Earth on its own axis as described by measurable Erosion of the land creates the landforms
it circles the Sun. quantities, such as that we see and also results in the
2. Phases of the Moon and temperature, wind direction deposition of rock particles that may be
cultural traditions and speed, and precipitation. lithified to form sedimentary rocks.
The Moon’s apparent shape 5. Annual and seasonal Erosion and deposition can be very slow
changes in a predictable way changes in the weather and gradual or it can occur in short
and these changes may be Other changes take longer to catastrophic events like floods.
explained by its motion occur. An example of this type 10. Igneous, sedimentary and
relative to the Earth and Sun. of medium-term change is metamorphic rocks
Many cultural traditions and annual seasonal changes, Rocks may be classified into igneous,
special occasions are related which may be described in sedimentary and metamorphic types. This
to the shape or position of terms of changes in rainfall, classification is based on the origins and
the Moon. average wind direction, length history of the rocks.
3. Star patterns and cultural of day or night and average 11. Soils and their properties
traditions maximum and minimum Soil consists of weathered rocks and
The stars’ apparent positions temperatures. decomposed organic material from dead
in relation to each other do 6. The water cycle plants, animals, and bacteria. Soil forms by
not change, but the nightly Water changes its form as it natural processes, but it takes an
position of the star pattern moves in a cycle between the extremely long time to form. Soils have
as a whole changes slowly hydrosphere, atmosphere and properties of colour and texture, capacity
over the course of a year. lithosphere in what is known to retain water, and ability to support the
Many cultures recognise and as the ‘water cycle’. growth of many kinds of plants, including
name particular star patterns, 7. Continents, oceans and those in our food supply. (Links with Life
and have used them for polar ice caps and Living)
navigation or calendars. Most of planet Earth is 12. Fossils
covered by water in the Fossils are the remains of life forms that
oceans. A small portion of the have been preserved in stone. Fossils are
planet is covered by land that evidence that life, climates and
is separated into continents. At environments in the past were very
the poles there are ice caps. different from those of today. (Links with
Only a small amount of the Life and Living)
water is available for living 13. Water resources
things on land to use and only The quality of water resources is
a small portion of the land is determined by the quality of the
easily habitable by humans. 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)
73
Atmosphere and
Our Place in Space The Changing Earth
Weather
Senior Phase
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 Earth’s surface. atmosphere has different sediment, while destructive
properties at different elevations. forces include weathering and
erosion.
74
Atmosphere and
Our Place in Space The Changing Earth
Weather
Senior Phase
4. Sun as a source of energy 9. Role of the atmosphere in 14. SA’s fossil record
The Sun is the major source of regulating Earth’s temperature Many of the organisms in South
energy for phenomena on the The atmosphere protects the Earth Africa’s fossil record cannot be
Earth’s 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 Earth’s 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 Earth’s 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 tele- or 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.
75
Learning Outcome 1: Scientific Investigation
76
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79
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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

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

WESTERN CAPE PRIMARY SCIENCE PROGRAMME

All living things depend on soil

Developed by the Western Cape PSP team and teachers

Courses presented by Rose Thomas and Nontsikelelo Mahote.

Western Cape Primary Science Programme (PSP)

The PSP is grateful for support from PETROSA

Readings and support materials

What is topsoil? (LO 2) 1

MIND MAP OF SOIL – WHAT WE KNOW ABOUT IT

can blow in the wind moles live under it

2 Soil particles come from rocks (LO 2)

Learner Task Task Card to photocopy on page 42

Different kinds of soil particles

2. Wet your soil particles with a few drops of water.

Different soil particles

Does it feel gritty? yes no yes

Does it feel sticky? no yes no

Does it feel smooth? no yes no

Can you roll it into sausages? no yes no

Can you bend it into rings? no yes no

1. Is your soil like clay?

Learner Writing Task

Silt Size of particle: .05 to .002 mm

Clay Size of particle is smaller than .002mm

All garden topsoils are a mixture of

Texture of the different particles

3 Finding out about garden topsoil (LO 2)

Task Card to photocopy on page 44

It feels coarse – it Uvakala unezigaqa. Dit voel grof – dit

It feels gritty – the Uvakala rhabaxa Dit voel korrelrig –

It feels gritty – the Uvakala rhabaxa, Dit voel korrelrig –

It feels smooth – Uvakala mpuluswa Dit voel glad – die

It feels sticky when Uvakala ncangathi Dit voel taai as dit

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

the particles will always settle

look! heavy stones at the bottom.

Task Card to photocopy on page 45

humus – sticks, leaves and grass

clay – smallest particles

stones – biggest particles

Learner Writing Task

Teacher Task Note to teachers

Why is loam soil best for planting?

Task Card to photocopy on page 46

Assessment task for LO2 (AS 1 & 2)

Comparing two different samples of topsoil

Comparing two different soils (LO2)

Assessment task for LO2 (AS 1 & 2) (cont.)

Assessment for LO2

Label the layers of soil The labels must:

AS 2 The answers must show:

A link with Social Sciences

How soil particles settle along Mediterranean Sea

4 How much water does our soil hold?

* We depend on soil * What kinds of soil are best for grow-

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

3 beakers or baby food jars

Task Card to photocopy on page 48

Measurements Clay soil Sandy soil Loam soil

Assessment for LO1

What have we learnt? Sand – large particles give