Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids
Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids
The planets move in orbits around the Sun. The orbits lie on the same plane, as if they were on abig flat plate. Teacher's Note Explain to learners using the picture above that all the planets lie on the same plane –as if they were all lying on aplate. The "plane" does not mean an aeroplane; it means aflat surface like the top of your table or abig flat plate. also, make sure they understand the next concept of this diagram not being drawn to scale –the orbits of the outer 4 planets are much larger than shown here. But, this is dicult to represent using an image in abook as ifit were to be drawn to scale, the outer rings would not fit on the page. The orbits of the outer planets are actually much bigger than what is shown in this image. But, if we tried to draw the orbits to scale, they definitely would not fit on this page! 78 Earth and Beyond
My model of the solar system is not to scale. If we want to make one to scale, we will need areally big area! Teacher's Note In the image of Sophie, her model of the solar system should have all planets on the same plane to be correct. Perhaps ask your learners what Sophie should do to make the model correct if they compare it to the previous diagram of the solar system? She can rotate the rings so that they all lie in the same plane. Let's make a scale model of the solar system using our bodies to understand what it means to orbit the sun! ACTIVITY: A scale model of the solar system Teacher's Note This activity is useful to help learners understand the structure and scale of the solar system, especially how far apart the planets are from the sun. The activity requires a large open space, such as a school field. The model only uses 9learners at once, so swop the learners so that each one gets achance to be one of the celestial bodies. The teacher can be the sun in the middle and the learners can be divided into 8 groups, each group assigned to a planet. The teacher should note that as each learner/planet revolves around the Sun, he/she also rotates! This is even trickier to get right, but let the learners attempt to do so. Chapter 1. Planet Earth 79
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- Page 100 and 101: Teacher's Note Iron melts at those
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The planets move in orbits around the Sun. The orbits lie on the same<br />
plane, as if they were on abig flat plate.<br />
Teacher's Note<br />
Explain to learners using the picture above that all the planets lie<br />
on the same plane –as if they were all lying on aplate. The "plane"<br />
does not mean an aeroplane; it means aflat surface like the top of<br />
your table or abig flat plate. also, make sure they underst<strong>and</strong> the<br />
next concept of this diagram not being drawn to scale –the orbits<br />
of the outer 4 planets are much larger than shown here. But, this is<br />
dicult to represent using an image in abook as ifit were to be<br />
drawn to scale, the outer rings would not fit on the page.<br />
The orbits of the outer planets are actually much bigger than what<br />
is shown in this image. But, if we tried to draw the orbits to scale,<br />
they definitely would not fit on this page!<br />
78 Earth <strong>and</strong> Beyond
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