A grade 4 student is prepping for the exam so make a video that covers all the information presented in the images. Make it exciting and engaging so that the kid could understand and follow it easily and in an excited manner.---**Header:** Earth and space - Unit 10 Earth in space **Main Title:** What have you learnt about the Earth in space? **Section 1:** Discuss these questions with a partner. a What was the most interesting thing you learnt about the Earth? b Which is the best model to show how day and night occur - using yourselves or using the globe? Why? **Section 2:** Prepare a presentation on day and night for a younger group of children. a What activities will you do? b What equipment will you need? c What key words will you use? d How will you make sure everyone is safe? **Section 3:** Write a postcard to a friend. Describe a journey into space, starting at the Sun. Include the planets you see and what else you find in space. **What can you do?** You have learnt about the Earth in space. You can: * name the planets in our Solar System. * describe what is in space, including the planets. * recognise where the Sun is in our Solar System. * use models to demonstrate and describe how we have day and night. * explain what you have found out from your modelling activities. **Page Number:** 137 **Chart/Diagram Description:** The image contains several illustrations related to the text: 1. Illustration of a group of diverse children standing together, possibly representing the students discussing. 2. Illustration of a boy holding a globe. 3. Illustration of a boy pointing to something off-screen while looking forward. He is in a speech bubble shape. 4. Illustration of a scene in space showing a rocket, a red planet, and a yellow planet with rings (likely Saturn) against a dark blue starry background. 5. Illustration of a girl with glasses and her hair tied back in a ponytail, standing and smiling. Earth and space - Unit 10 Earth in space **Observe the Sun** **Think like a scientist!** We should not look directly at the Sun. Galileo did this and he eventually went blind. It is not safe. We can observe the Sun by looking at the shadows it casts. **1** Let's look at evidence like Copernicus and Galileo did, but more safely. a Observe the direction in which the Sun shines into the classroom at the start of the day. Make marks on a window. Observe where the Sun is at three different times of the day. What do you notice? b Set up a shadow stick in the ground outside. Observe the direction of the shadow that is cast by the stick at four different times of the day. Describe what you observe. **2** **You will need...** * globe * flashlight * plastic figure a Stick the plastic figure onto your country on the globe. In a dark place, shine the flashlight onto the globe. Observe the shadow it makes. b Gently turn the globe anticlockwise. What happens to the shadow made by the figure? Compare this to the shadows you observed from the shadow stick in Activity 1 above? **3** a Look at your observations from Activity 1. Draw a diagram to show what you know about the Sun's **apparent** motion. b Compare this to the diagram you drew as a prediction on page 135. What have you found out? **Scientific word** apparent Page number: 136 **Chart/Diagram Description:** * **Diagram 1:** An illustration of a person with brown skin and dark hair, wearing a red and white long-sleeved shirt, pointing to the text box "Think like a scientist!". They appear to be giving advice. * **Diagram 2:** An illustration showing two children. A girl on the left, with brown skin and dark hair tied in pigtails, wearing a blue t-shirt and purple skirt, is holding a flashlight and shining it towards a globe held by a boy on the right. The boy has brown skin and dark hair, wearing a green t-shirt and orange shorts. He is holding a globe on a stand. The flashlight beam is depicted as light rays hitting the globe and casting a shadow behind the plastic figure (presumably stuck on the globe, though not clearly visible as a separate object) on the side opposite the light source. This illustrates the setup for Activity 2. Here is the extraction of content from the image: **Title:** The Sun's apparent movement Earth and space – Unit 10 Earth in space **Think like a scientist! Section:** When scientists talk about the Sun's 'apparent motion', they mean the way the Sun 'appears' to move across the sky during the day. Ancient people observed the sky. They came to the conclusion that the Earth was the centre of the Solar System and that the Sun travelled around the Earth. Later on, scientists asked more questions about the movement of the other planets, the Moon and how the Sun appeared to travel across the sky. They watched shadows changing during the day. In 1543, the scientist, Nicolaus Copernicus put forward a new idea. He said that the Sun was the centre of our Solar System. The Earth orbited the Sun, and as it orbited, the Earth also turned. Galileo Galilei came to the same conclusion about 80 years later. It took him this long to check his results and repeat his observations. He wanted to be correct. This big theory changed how we look at the Solar System. It changed how we understand day and night. We now know that the Sun does not move. It only appears to be moving because the Earth is spinning. **Diagrams (within Think like a scientist! section):** * **Diagram A:** A central blue circle labeled "Earth". An orbit path around the Earth with a yellow circle labeled "Sun" on the left and a black circle labeled "Moon" on the right. Arrows on the orbit path indicate movement around the Earth. * **Diagram B:** A central yellow circle labeled "Sun". An orbit path around the Sun with a blue circle labeled "Earth" on it. A smaller black circle labeled "Moon" is shown orbiting the Earth, which is orbiting the Sun. Arrows indicate the Earth's orbit around the Sun and the Moon's orbit around the Earth. **Question Section 1:** 1. Make a prediction as a diagram. Draw a diagram to show the Sun's apparent movement across the sky during the day. **Photograph (next to Question 1):** An image showing a field of tall green grass under a bright blue sky with scattered clouds and the sun shining brightly near the top center. **Let's talk Section:** Look at the images of the Sun and the Earth above. Which image shows what we believe to be true about how they are arranged? Why did it take Galileo 80 years to reach a conclusion? **Page Number:** 135 **Unit Title:** Earth and space - Unit 10 Earth in space **Main Heading:** Model day and night **Section: Think like a scientist!** As the Earth spins, parts of it move in and out of the Sun's light. This gives us day and night. Because the Earth rotates on its axis in an anticlockwise direction, we see the Sun appear in the same direction every morning. We call this sunrise. The Sun is not really rising. The Sun is always shining. It is the Earth's rotation that makes it appear to rise. We see the Sun first in the East. **Image Description (accompanying "Think like a scientist!"):** The image shows a sunset or sunrise scene with a semi-circle of the Sun visible above a dark horizon of trees and ground. The sky is filled with clouds, lit in red and orange tones. **Question Section 1:** 1 a Find where you live on a globe. Imagine a line through the Earth - from where you live to the other side. b Which place is opposite you on the globe? c If you are in daylight, what is happening on the other side of the Earth? **Question Section 2:** 2 Model how we get day and night. * Stand in a circle facing outwards and join hands. Your circle is the Earth. * Your left side is East. Your right side is West. * Your teacher will stand outside the circle and shine a flashlight, to be the Sun. * All slowly move anticlockwise. * Keep moving until you are back where you started. a Where do you first see the 'Sun' light? Is it the East or West? b Did you turn as fast as the Earth or faster? How could you tell? c Where did the Sun rise and set? d Write a description of what you observed as your Earth turned once. **Image Description (accompanying Question 2):** The image shows a group of six children standing in a circle holding hands, facing outwards. To the left, an adult (presumably the teacher) is standing outside the circle and holding a flashlight directed towards the children. The children represent the Earth rotating, and the flashlight represents the Sun. **Page Number:** 134 **Page Title:** Earth and space – Unit 10 Earth in space **Question:** What does the Earth's spinning do? **Section: Think like a scientist!** The Earth takes one day (24 hours) to make a complete **rotation** on its axis. One rotation gives us day and night, as the Earth turns until it returns to the position where it started. **Scientific word:** rotation **Section 1:** You will need... * globe or ball on stick * bright flashlight * small plastic figure * modelling clay Work in a group to model how we have day and night. a Stick the plastic figure onto your country on the globe. Shine the flashlight onto the globe and the figure. What does the flashlight represent? b Is the whole globe lit? Why? c Keep the flashlight still. Spin the Earth gently on its axis. Which way should you rotate the Earth? Is the figure in the light (day) or in the dark (night)? d Spin the globe gently again. Which part of the Earth is lit now? e Make a complete rotation of the Earth. Notice how different countries are in the light at different times. **Section: Let's talk** Where is your country facing when it is daytime? Is that side of the Earth facing the Sun or not? Where is your country facing when it is night? Write two sentences to explain your ideas. **Section: Challenge yourself!** Is a flashlight a good enough model for the Sun? Check the size of the Sun and the Earth. **Diagram Description:** * Type: Illustration/Diagram * Main Elements: * A large yellow circle labeled "Sun". * A smaller blue and green sphere labeled "Earth", shown with an axis line. * The Earth sphere is partially lit on one side and dark on the other. * Labels "day" pointing to the lit side of the Earth. * Labels "night" pointing to the dark side of the Earth. * Arrows indicate the direction of rotation around the Earth's axis. **Illustration Description:** * Type: Illustration * Main Elements: * Two children are shown. * A boy is holding a flashlight, shining light onto a globe held by a girl. * The globe is tilted on an axis. * The flashlight beam illuminates one side of the globe. **Page Number:** 133 **Page Title:** Earth and space - Unit 10 Earth in space **Section Title:** The way the Earth spins **Section: Think like a scientist!** The Earth spins or rotates all the time. Scientists describe the Earth as spinning anticlockwise when we look down from the North Pole. The Earth spins like this: **Diagram Description 1:** * **Type:** Diagram of the Earth. * **Main Elements:** * A globe showing landmasses (green) and oceans (blue). * An axis is shown passing through the Earth from top to bottom. * Labels: 'North Pole' (top of axis), 'South Pole' (bottom of axis). * An arrow curves around the upper part of the Earth, pointing in an anticlockwise direction when viewed from above. This arrow is labeled 'anticlockwise'. * A similar arrow curves around the lower part of the Earth, also pointing in a direction relative to the poles. **Section 1:** **You will need...** * globe Imagine you are on a space journey and can see the Earth turning slowly. We can model this using a globe. **Diagram Description 2:** * **Type:** Diagram of a clock face. * **Main Elements:** * A circular clock face with numbers 1 through 12 marked. * Clock hands (hour and minute hand) are shown pointing towards approximately 2:50. * An arrow curves around the clock face in the direction the hands move. This arrow is labeled 'clockwise'. * An opposing arrow curves around the clock face in the opposite direction. This arrow is labeled 'anticlockwise'. * Look at the clock face. Notice the direction that the hands move. We call this direction 'clockwise'. * The Earth spins in the opposite direction to the hands of a clock. This is anticlockwise. 'Anti' means against. * a Look down at the North Pole of the globe. Spin the globe anticlockwise. * b Keep spinning the globe. Look from the side. Which way does the Earth appear to turn: left to right, or right to left? **Section: Let's talk** If you were looking at the Earth from underneath the South Pole, which direction do you predict the Earth would appear to spin? Try it. Were you correct? **Section: Challenge yourself!** What is not correct about the model you used above? (Hint: Do you feel as if you are spinning around?) **Section: Scientific words** rotates anticlockwise **Page Number:** 132 **Page Title:** The Earth moves **Unit Information:** Earth and space - Unit 10 Earth in space **Section: Think like a scientist!** Space contains stars, planets, asteroids and comets. They are all moving. The objects in our Solar System are all orbiting around our central star: the Sun. Each planet makes an almost circular (round) orbit. A shape that is a circle but with an elongated shape is called an 'ellipse'. The planets, including Earth, are also spinning as they orbit the Sun. The Earth's axis is an imaginary line that goes from the North Pole at the top to the South Pole at the bottom. **Image Description (Next to "Think like a scientist!"):** * Type: Diagram/Illustration * Main Elements: Illustration showing the Sun (large, yellow/orange) and the Earth (smaller, blue/green) orbiting the Sun. A curved line represents the orbit. * Labels: "A planet's orbit around the Sun" is labeled below the image. **Section 1:** * **Header:** You will need... * **Content:** * globe (a model of the Earth) * **Instructions:** * a Point to the poles. Imagine a line that goes from the North Pole at the top and continues through the centre of the Earth to the South Pole at the bottom. * b Draw a picture of the globe. Draw in the Earth's axis. Notice that it is tilted to one side. * c Add labels to your drawing. Use the words in the Scientific words box below. **Image Description (Next to Section 1):** * Type: Illustration of a globe on a stand. * Main Elements: A model of the Earth sphere is shown tilted on its stand. A dashed line indicates the axis running through the globe. Labels point to specific parts. * Labels: "axis", "North Pole", "South Pole". **Section 2:** * **Question Stem:** Find an image of the planets orbiting the Sun. What do you notice about the orbits of the planets closest and furthest from the Sun? What pattern could you use to describe this? * **Symbol:** Green star. **Section: Let's talk** * **Content:** Do you feel as if the Earth is moving? What does this tell you about how the Earth is travelling in space? * **Shape:** Speech bubble. **Section: Scientific words** * **Header:** Scientific words * **Content:** axis North Pole South Pole **Page Number:** 131 Earth and space – Unit 10 Earth in space What is in space? **Think like a scientist!** Scientists may not know where space ends, but they do know lots about what is in space. There are millions of **asteroids** in space. These are pieces of rock and ice. Most of them are in an area orbiting the Sun called the **asteroid belt**. This is between Mars and Jupiter. Some asteroids have orbits that pass close to Earth's orbit. Many scientists believe that an asteroid wiped out the dinosaurs when it crashed into the Earth 65 million years ago. **Comets** are big lumps of ice that travel to the outer reaches of the Solar System at one end of their orbit, and very close to the Sun at the other end. They do not travel in a circle like the Earth. A comet has a tail. **Scientific words** asteroids asteroid belt comets **Image Description:** **Image 1:** Diagram showing the inner Solar System with planets orbiting the Sun. The orbits are shown as ellipses. Planets depicted from inside out appear to be Mercury, Venus, Earth, Mars. Beyond Mars is a region labelled "asteroid belt" which is shown as a band of small dots in orbit. Beyond the asteroid belt, the orbits of Jupiter and Saturn are partially shown, with Jupiter labelled. The diagram shows the Sun at the center. **Image 2:** Image of a comet with a bright head and a tail extending away from it, set against a dark background with stars. The image is labelled "Halley's Comet – view from space". **Questions:** **1** Discuss these questions with a partner. a What is the difference between an asteroid and a comet? b What else would you like to find out about asteroids and comets? c Use a research enquiry to find out the answer to one of your own questions about asteroids or comets. **2** Halley's Comet is a famous comet that is seen in our sky every 76 years. It was last seen in 1986. a When will we see it again? How old will you be? b Find out about why Halley's Comet has this name. c What other questions could you investigate about this comet? Page Number: 130 **Earth and space – Unit 10 Earth in space** **Our space neighbours** **Think like a scientist!** The Solar System is our neighbourhood in space. At its centre is a star. Stars are huge balls of super-hot gas. Our star is called the Sun. Eight planets and a few dwarf planets orbit (go around) the Sun. The Solar System formed about 4.6 billion years ago. This is 4.6 with nine zeros! It came from a huge circle of gas and dust left behind when the Sun formed. Near the Sun are the rocky inner planets – Mercury, Venus, Earth and Mars. Then come the outer planets called the gas giants – Jupiter, Saturn, Uranus and Neptune. Scientists continue to debate whether Pluto is a planet or not. **Image Description:** * Type: Astronomical illustration/photograph compilation. * Main Elements: * Left side: A large image of Earth, showing North and South America and clouds, with the dark of space around it. * Right side: Smaller illustrations/photographs of what appear to be other celestial bodies against a dark background. From top to bottom, these might represent Mercury, Mars, and Earth's Moon (or possibly other dwarf planets/moons). They are shown relatively small compared to Earth. **Scientific word** orbit **Question 1** Scientists say that for an object to be classified as a planet it must: * orbit the Sun * be big enough to have formed a sphere * be big enough to have cleared the path of its orbit of other objects. For 75 years, scientists said Pluto was a planet. In 2006, they reclassified it as a dwarf planet. It did not meet one of the above points. Do research to find out why Pluto was reclassified as a dwarf planet. **Question 2** a A mnemonic helps you to remember something. For example, the mnemonic: **R**ipen **O**ff **Y**our **G**reen **B**ananas **I**n **V**inegar, helps you to remember the order of the colours of the rainbow. Try it. What are the colours of the rainbow? Does it work? b Make a mnemonic to help you to remember the order of the planets orbiting the Sun. You may find the image on page 128 helpful. Will you include Pluto in your mnemonic? Why? **Page Number:** 129 **Page Title:** 10 Earth in space **Handwritten Annotations:** 128 - 139 atmosphere **Section Title:** The Solar System **Introduction Text:** What do you remember about the Earth and space? The Earth is our home planet travelling through space. Space begins where the Earth's atmosphere ends. Not even scientists know where space ends! You will now learn more about the planets and the star closest to us, the Sun. The Earth with other planets and the Sun make up the Solar System. **Illustration Description:** Type: Diagram of the Solar System. Main Elements: - A large, bright sphere representing the Sun on the left. - Eight smaller spheres representing planets orbiting the Sun along curved paths. - The planets are labeled from left to right (in order from the Sun): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. - Saturn is depicted with rings. - The background is a dark space filled with scattered stars. **Question 1:** a Research the names of the planets in our Solar System and one fact about each planet. b Which is your favourite planet? Why? **Additional Text Box related to Question 1:** Do other planets have moons? How could you find out? **Question 2:** a Imagine you are going to space. - What would you take with you? - How will you get there? - What would you eat and drink? b Draw a picture of what you think the Earth looks like from space. Add other things in space to your picture. **Scientific Words:** space atmosphere Solar System **Page Number:** 128