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Activity Book 4: Elementary Level

Best suited for ages 5 to 10


Grapefruit Facts of the Universe

Canadian Space Agency

Here is a neat collection of facts about our Solar System to help you put things into perspective. The Atlantic Space Sciences Foundation Inc. provided this list.

  • If the Sun were a cookie jar, it would take 1,000,000 Earth-sized cookies to fill the jar;
  • It would take a row of 110 Earths to make a line across the diameter of the Sun (1.396 million km);
  • If Jupiter were a cookie jar, it would take 1,000 Earth-sized cookies to fill the jar;
  • If the Earth were a 12-inch globe, the Moon would be a baseball 40 feet away. Saturn and it rings would just barely fit in between the two;
  • If the Sun were a basketball, the Earth would be a split pea located 150 feet away from the basketball Sun. The Moon would be a grain of sand located 4 inches away from the split pea Earth
  • The Great Red Spot on Jupiter is a huge storm system that could swallow up 2-3 Earths without even burping;
  • The average sunspot (a magnetically cooled region of the Sun’s surface) could also swallow Earth without a hiccough;
  • If you could fly to the Sun in a 747 at a typical cruising speed of 900-1,000 km/hour, it would take 17 years to get there and another 17 years to get back.

"The night sky with its beautiful stars and its message of our place in the universe is a precious treasure of all humanity, on which we rely for our knowledge and understanding of our origins and destiny."

International Astronomical University on Space Research, 1992

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Word search

Transport Canada

Word Search
  • Life jacket
  • Floater suit
  • Pukta
  • Sail boat
  • Power boat
  • Sea-doo
  • Fishing boat
  • Buoy
  • Sea gull
  • Fish
  • Whistle
  • First aid kit
  • Boat propeller
  • Radio
  • Bucket
  • Flashlight
  • Compass
  • Map
  • Gas can
  • Dock
  • Fishing hut
  • Lighthouse
  • Canoe
  • Beach
  • Blanket
  • Rope
  • Oars
  • Chart

Answer Key

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I Spy

Agriculture and Agri-Food Canada

I Spy

  • Dairy cows
  • Beef cattle
  • Horses
  • Sheep
  • Goats
  • Ducks
  • Corn field
  • Wheat field
  • Canola field (yellow fields)
  • Soybean fields
  • Pasture
  • Potato field
  • Flax field
  • ________ field (your choice)
  • Weeds (purple loosestrife)
  • Hay field
  • Hay bales
  • Vineyard
  • Wetlands
  • Apple orchard
  • Peach orchard
  • Vegetable plot
  • Flower garden
  • Fish pond
  • Shelter belt (wind protection)
  • Nursery
  • Greenhouse
  • Windmill
  • Farmers’ cooperative
  • Tractor
  • Combine
  • Wire fence
  • Wooden split –rail fence
  • Barn
  • Grain elevator/ bin Silo (crop storage)
  • Corral
  • Irrigation system (waters crops)
  • Research station or lab
  • Chip stand
  • Hot dog/hamburger stand
  • Composter
  • Flower stand
  • Fruit/ vegetable stand
  • “Pick your own berries” sign
  • Ice cream stand
  • Lemonade stand
  • Drink machine
  • Recycle box or station
  • Ice chest
  • Grocery store
  • Butcher shop
  • Fresh produce store
  • Farmers’ market
  • Food processing plant
  • Bakery
  • Convenience store
  • Dairy
  • Donut shop
  • Produce truck
  • Milk truck
  • Refrigerated truck
  • Canteen
  • Grain railcar
  • Family restaurant
  • Billboard featuring food
  • Billboard featuring vitamins
  • Ethanol fuel station

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Can you spell energy efficiency?

Natural Resources Canada

Read the text below and identify the spelling error in each sentence that relates to saving energy. Circle the words that are misspelled and then write them correctly in the space provided below.

1. Energy efficeincy means using less energy to get the results you want.

 

2. Put on a sweiter if you are cold instead of turning up the heat.

 

3. Use energy-saving compact floresent light bulbs at home.

 

4. Make use of soler energy by letting the Sun inside in winter and blocking it out in summer.

 

5. Take alternitive transportation to school - bus, bicycle, scooter, walk!

 

6. Play outdoors with a soccer ball rather than indoors on the computor.

 

7. Biofules are made from renewable plant sources like cereal crops or trees.

 

8. Use previosly owned stuff! It's good for the environment - and your piggy bank - to use and enjoy goods that are not brand new.

 

9. Recluse your use of energy by turning off lights when you leave the room.

 

10. Reuse and rescycle as much as you can.

 

Answer Key

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Coins in the piggy bank

Industry Canada

Let’s count the money in the piggy bank! How many coins of each are there?

Coins in the Piggy Bank

Pennies __________

Nickels __________

Dimes __________

Quarters __________

Loonies __________

Toonies __________

Total ________

Answer Key

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Coinage bingo

Industry Canada

Roll both dice and add the two coin values that appear on the face of each die. If that sum is also on your bingo card, cross it off. The first player to have all of their squares completely crossed-off wins!

Coinage Bingo 1

Note: You need to make your own dice for this game.

Coinage Bingo 2

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Litter can be deadly

Fisheries and Oceans Canada

Objective:

To investigate how harmful litter can be in a marine ecosystem and what we can do to prevent this harm.

Materials:

  • litter collected from a marine ecosystem
  • paper
  • pencil
  • material to make a litter collage
  • glue

Activity:

Collect litter on a rocky shore. Divide the litter into two piles, biodegradable and non-biodegradable. Make a litter collage of the non-biodegradable items. Discuss the negative effects of litter in a marine ecosystem and what we can do to prevent litter and the damage it causes.

Background:

Litter in a marine ecosystem can be deadly.

Imagine being a dolphin who has curiously stuck its nose into a plastic bag full of a half-eaten sandwich. While eating the sandwich you also eat the plastic bag. Or imagine being a turtle which innocently eats a plastic bag, thinking it's a jelly fish. Plastic is not a normal part of your diet. It can block your digestive system and remain in your stomach, giving you that 'full' feeling, so that you don't eat enough to survive. It can also cause excess buoyancy, preventing you from diving under water in search of food. The result-litter can be deadly.

Litter causes many problems for marine animals. They can get caught and entangled on wires and fishing line. They can swim into glass bottles and get stuck. They can get cut on the jagged edges of metal cans. Litter can be deadly.

What can we do? We can start by recycling, reusing, and reducing waste. Considering alternatives to buying overly packaged goods. We can stop throwing our litter in the ocean or along the shore. And we can also inform others about the deadly effects of litter and how to prevent the damage it causes. Every little bit helps. We must all do our part to create a cleaner and safer marine environment.

Procedures:

  1. Take a walk in a coastal ecosystem. Collect the litter that you find.
  2. Divide the litter into two piles, biodegradable and non-biodegradable. What happens to non-biodegradable litter?
  3. Of all the non-biodegradable products that you collected, are there any alternatives? Can these products berecycled, reduced, or reused? What other things would make a good substitute for these products? Think of ways to cut down on litter.
  4. Make a litter collage of the things you found.
  5. Create a list of ideas about how to prevent the creation of the litter that you found by reducing, recycling, and reusing.
  6. Tell others the news that litter can be deadly in a marine ecosystem by sharing your litter collage and list of prevention ideas.

Extensions:

  1. Interestingly enough, plastics have only been around since 1936. Make a list of all the things we have that are made from this generally non-biodegradable material. Research the history of plastic development and some of the pollution problems. Collect and display some samples of plastic litter. Trace the litter to its source. Write a letter to a company that produces plastic, stating your concern about plastic litter. Offer solutions concerning alternative biodegradable products that can be used. Ask for a response to your concerns.
  2. Investigate some of the solutions to plastic litter, such as using biodegradable parts on nets and lobster traps, and using beepers in nets to warn whales. Contact your local Fisheries and Oceans office for more information.

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Space walk

Canadian Space Agency

What happens when you lose the use of one of your senses?

Materials:

  • 2 copies of the Space Walk
  • 4 different coloured pencils

What to Do:

Choose a leader to give instructions to the group

Read clearly and slowly and give your group members time to follow each step

  1. Place your pencil on the large dot beside the astronaut.
  2. Move up 6 spaces.
  3. Turn right and move 5 spaces
  4. Go up 3 spaces.
  5. Turn left and move 4 spaces.
  6. Go up 8 spaces.
  7. Turn right and move 7 spaces.
  8. Go down 5 spaces.
  9. Turn right and move 3 spaces.

Mission Accomplished!

  • Now have your team repeat this procedure with their eyes closed. They should use a different coloured pencil to mark their new path.
  • Ask each team member to share how close he/she was to the target destination.

A hypothesis to test:

If I try this four more times, would I be able to return to my starting point more accurately? Using a different colored pencil each time, test the hypothesis. Was it correct? How did you adapt? Have each team member share his/her worksheet with the group.

Space Walk

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Make a model comet

Canadian Space Agency

In this activity, you will make a model Comet Hale-Bopp to understand its immensity.

1 cm = 100,000 km

Remember that the main part of the comet, the nucleus, is still embedded inside the coma. The nucleus is not shown in our model because it is only 10 km or so across. This would make it smaller than the tiniest pinpoint!

Procedure:

  1. Glue a cotton ball that is about 5 cm onto the middle of a sheet of paper. This represents the coma of the comet.
  2. Cut 10-15 strips of crepe paper 4-5 metres long.
  3. Tape the paper sheet with the coma on it at one end of a wall. Gather one end of all the crepe paper strips. Tape or glue them next to the coma so that they can easily be stretched along a wall.
  4. Stretch the crepe paper along the wall and tape it so that the tail fans out slightly.
  5. Add labels to identify the comet and its different parts.

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Seeing is not always believing

Canadian Space Agency

Usually, your eyes and your brain work together to tell you that what you are seeing is what is really there. But sometimes an object or shape you are used to looking at one way can appear totally different when its surroundings are changed. When this happens, your eyes see something that your brain tells you cannot be true. In other words, your eyes and your brain disagree about what is real!

Purpose:

To demonstrate that your eyes can fool your brain - an optical illusion.

Which inner circle is bigger?

Seeing is not always believing 1

Is this a beautiful young woman or an old woman?

Seeing is not always believing 2

What do you see?

Seeing is not always believing 3

We do not come across illusions as strong as these in daily life because there are usually many visual cues in our surroundings to help our brain interpret what it sees. The sample illusions are confusing because the images have been simplified - the brain does not receive the contextual cues that usually surround the objects, so it must guess as to what it “sees”.

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Build a spacesuit

Canadian Space Agency

In this creative activity, your students will design and build their own, wearable space spacesuits.

Materials:

  • A wearable paper suit from a paint store
  • Photos of astronauts in their EVA suits
  • Variety of duct tapes/hockey tapes (all colours)
  • Dryer hose tubing
  • Cereal or other flat boxes
  • Odds and ends
  • Glue/tape/scissors/felts

Procedures:

  1. Obtain some kind of wearable “paper suit” from a local paint store or hardware store;
  2. Obtain photos of astronauts wearing their Extra Vehicular Activity (EVA) Suits and note all the details;
  3. Have students decorate their suits using various coloured tapes, dryer hose tubing, and other kinds of tubes and felts;
  4. Using the cereal box, have students create a control box for their suit;
  5. Add lots of pockets and tethers for your suit, so your space tools won’t float away!
  6. Through the Canadian Space Agency, you can obtain stickers of the various Canadian mission patches and logos for students to add to their spacesuits;
  7. Divide students into “crews”, and have them create their own mission patches to add to their suits;
  8. Your spacesuits are now ready to wear; good luck on your mission!

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Build a space helmet

Canadian Space Agency

In this creative activity, students will build an accompanying space helmet, to go with their Spacesuits.

Materials:

  • A 16 inch balloon
  • Paper maché
  • Newspaper
  • White paint
  • White duct tape
  • A knife
  • A few pots

Procedures:

  1. Have each student blow up one 16-inch balloon and tie it off;
  2. The balloon needs to “sit” in something hard and stable in order for you to work on it. A bowl or pot works great for this.
  3. Tear the newspaper into dozens of long, narrow strips.
  4. Mix the papier maché and have it near you in another bowl.
  5. Papier maché the entire balloon twice over. Let it stay in its bowl or pot to dry overnight.
  6. Repeat step 2 to 5, and again, let the balloon dry overnight (the balloon has now been covered four times).
  7. Using a sharp knife carefully cut out a generous hole at the bottom, big enough to be able to fit your head through comfortably. You may want to do this for your students.
  8. Cut out an area for your face (called a visor) so you can see through. Put the cut-out piece aside;
  9. Using white duct tape (easily obtainable at a hardware store) tape over all the edges to keep the papier maché from wearing away.
  10. Paint the entire helmet white, and allow overnight drying.

NOTE: Allow at least 5 days for this activity.

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My constellation

Canadian Space Agency

Now it’s your turn to find a recognisable pattern of stars, and to create a myth around them. Look closely at the stars on this page. Can you form a picture of something or someone? Write the story behind your constellation in the area provided at the bottom of this page.

My constellation

My constellation is called

 

Because

 

 

 

 

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