Post on 29-Mar-2023
1 1
ContentsIntroduction....................................................................................................................... 2
Unit 1 Understanding our bodies ................................................................................. 5 Lesson plans ...................................................................................................... 8 Worksheets ....................................................................................................... 16
Unit 2 Growth and movement in living things .......................................................... 18 Lesson plans .................................................................................................... 21 Worksheets ....................................................................................................... 28
Unit 3 A balanced diet ............................................................................................... 30 Lesson plans .................................................................................................... 32 Worksheet ........................................................................................................ 35
Unit 4 Living things and their environment ............................................................... 36 Lesson plans .................................................................................................... 39 Worksheets ....................................................................................................... 43
Unit 5 Matter and its states ........................................................................................ 45 Lesson plans .................................................................................................... 48 Worksheet ........................................................................................................ 51
Unit 6 Air and water .................................................................................................. 52 Lesson plans .................................................................................................... 54 Worksheets ....................................................................................................... 57
Assessment Units 1–6 ............................................................................................................ 59
Unit 7 Magnets and magnetism ................................................................................. 62 Lesson plans .................................................................................................... 65 Worksheet ........................................................................................................ 69
Unit 8 Sound .............................................................................................................. 70 Lesson plans .................................................................................................... 72 Worksheet ........................................................................................................ 75
Unit 9 Static electricity ............................................................................................... 76 Lesson plans .................................................................................................... 79 Worksheet ........................................................................................................ 82
Unit 10 Heat ................................................................................................................. 83 Lesson plans .................................................................................................... 85 Worksheet ........................................................................................................ 87
Unit 11 Force and machines ......................................................................................... 88 Lesson plans .................................................................................................... 90 Worksheets ....................................................................................................... 93
Unit 12 Light ................................................................................................................ 95 Lesson plans .................................................................................................... 97 Worksheet ...................................................................................................... 100
Unit 13 The Earth ...................................................................................................... 101 Lesson plans .................................................................................................. 103 Worksheet ...................................................................................................... 108
Assessment Units 7–13 ........................................................................................................ 109
21
Introduction Children want to know things. Early guidance and varied experiences do much to stimulate the development of their natural intelligence.A teacher can play a very important role in arousing the interest of students by allowing them to discuss facts and ideas and helping them to draw conclusions from them as to why and how things happen.The teacher can stimulate the thinking process of students by asking questions and by encouraging them to ask questions.Experimental work enables students to test for themselves the facts that have been learnt by them, thereby making it easier for them to understand the implications of the background to their activities.This course has been developed to provide information about the world around on which students can base their opinion, verify information, come to conclusions, and use the knowledge thus gained in their everyday life. It will help in maintaining the curiosity and enthusiasm of students who have just started studying science. Concepts developed at this stage will be of use in their studies at an advanced level later. It will help them to develop a better outlook on life.
About the Pupil’s Book:This science series, now completely revised, has been written especially for children at the primary level. It provides information at a child’s level of understanding and has a direct appeal for children who need interesting and easy to read material. Keeping in view the interests, abilities, curiosities, and needs of children, it provides stimulating learning experiences and offers enjoyable educational motivation, thus serving as a building block for further learning.The keyword in science is curiosity. The material in the series is designed to awaken in a child the same urge that motivates in a scientist the desire to know the answer to a question. There is a wide range of topics that will interest and motivate the child.Teachers will recognize that this series deals with those broad areas about which most children frequently express curiosity; that it provides answers to many questions they ask, and offers new and exciting information in many fields. It aims to create an awareness, as well as stimulate an interest in science.The language is simple and easy to read and within the range of the abilities of students of each grade. Together, the text and illustrations motivate children to discuss, question, and explore.The contents have been selected and presented in such a way as to capture and hold the interest of the students. The objective is to simplify complex ideas and present them in an interesting way. Every effort has been made to keep the language simple.When it is necessary to use a specialized word, it has been used. When it is not self-explanatory within the context, it has been defined. Clear and well-labelled illustrations have been included, which help to identify and clarify the topics dealt with.Good pictures and diagrams arouse and develop interest. These make lasting impressions. They help to make the text clear. They also appeal to the child’s imagination, while satisfying his curiosity and often provoke a favourable reaction.Simple practicals—interesting and stimulating presentation of factual materials—offer every chance of successful learning experiences. Knowledge of problem-solving techniques so acquired can be applied in everyday life.
3 1
It is intended, through this series, to introduce children to many of the interesting and enjoyable things in science they can learn about and do for themselves. The series also intends to develop in them a quest for knowledge and an understanding of how science is shaping the world in which they live.
The role of the teacher:It is up to the teacher to devise ways and means of reaching out to the students, so that they have a thorough knowledge of the subject without getting bored.The teacher must use his/her own discretion in teaching a topic in a way that he/she feels appropriate depending on the intelligence level as well as the academic standard of the class.
To the teacher:
With your assurance and guidance the child can sharpen his/her skills. Encourage the child to share his/her experiences. Try to relate pictures to real things. Do not rush the reading. Allow time to respond to questions and to discuss pictures or particular passages. It will enhance learning opportunities and will enable the child to interpret and explain things in his/her own way.
Method of teaching:
The following method can be employed in order to make the lesson interesting as well as informative.
The basic steps in teaching any science subject are: (i) locating the problem (ii) finding a solution by observation and experimentation (iii) evaluating the results (iv) making a hypothesis and trying to explain it
Preparation by the teacher:Be well-prepared before coming to the class. (i) Read the text. (ii) Prepare a chart if necessary. (iii) Practise diagrams which have to be drawn on the board. (iv) Collect all material relevant to the topic. (v) Prepare short questions. (vi) Prepare homework, tests, and assignments. (vii) Prepare a practical demonstration.
The following may also be arranged from time to time. (i) Field trips (ii) Visits to the laboratory (iii) A show of slides or films (iv) Plan projects
The usual strategy which is easy as well as effective can be adopted: (i) Before starting a lesson, make a quick assessment of the previous knowledge of the students
by asking them questions pertaining to the topic. Relate them to everyday observation of their surroundings or from things that they have seen or read about in books, magazines, or newspapers.
Introduction
41
(ii) Explain the lesson.(iii) Write difficult words and scientific terms on the board.(iv) Ask students to repeat them.(v) Help students to read text.(vi) Show materials, models, or charts.(vii) Make diagrams on the board.(viii) Perform an experiment if necessary.(ix) Ask students to draw diagrams in their science manuals.(x) Students should tackle objective questions independently.(xi) Ask questions from the exercises.(xii) Answers to questions to be written for homework(xiii) The lesson should be concluded with a review of the ideas and concepts that have been
developed or with the work that has been accomplished or discussed.
Conclusion:The teacher can continue the learning process by not only encouraging and advising the students, but also by critically evaluating their work.It is not necessary that the lesson begins with a reading of the textbook. The lesson can begin with an interesting incident or a piece of information that will hold the interest of the students and they will want to know more about the topic.The topic should then be explained thoroughly and to check whether the students are following or not, short questions should be asked every now and then.Sketches and diagrams on the board are an important aspect to the teaching of science, but too much time should not be spent on them as the students lose interest. An alternative to board drawing is a ready-made chart or one made by the teacher can be displayed in the class. The use of visual material keeps students interested as well as helps to make mental pictures which are learnt quickly and can be recalled instantly. Pupils should be encouraged to draw and can be helped by the teacher. Diagrams that are not in the text should either be copied from the board or chart, or photocopies can be made and distributed in the class.Simple experiments can be performed in the class. If possible, children may be taken to the laboratory occasionally and be shown specimens of plants and animals, chemicals and solutions, and science apparatus, etc.Practical work arouses interest in science. Class activities can be organized in such a way that the whole class participates either in groups or individually, depending on the type of work to be done or the amount of material available.It is hoped that the above guidelines will enable teachers to teach science more effectively, and develop in their students an interest in the subject which can be maintained throughout their academic years, and possibly in their lives as a whole.These guidelines can only supplement and support the professional judgement of the teacher but in no way can they serve as a substitute for it.
Introduction
5 1
Teaching objectives:• toexplainthatourbodyisawonderfulmachine • toexplainthateachpartofthebodyhasaspecialjobtodo • toexplainthatthebodyismadeupoftinyunitscalledcells • toexplainthatthebodyneedsfoodtoproduceenergytodowork • toexplainthatthebodyismadeupofabonyframeworkcalledtheskeleton • toexplainthatthemusclesareattachedtobonesandtheyhelptobringaboutmovement • toexplainthatthebodyneedsenergy,whichisproducedbytheprocessofbreathing • toexplainthatthegaseousexchangeinthebodytakesplacebytherespiratorysystem • toexplainthatthehearthelpstocirculatebloodinthebody • toexplainthatteethareofvariousshapesandsizes • toexplainthefunctionsofteeth • toexplainthatdigestionoffoodtakesplaceinthedigestivesystem • toexplainthatthebrainandthenervoussystemcontrolallthefunctionsofthebody • toexplainthatthebrainismadeupofnervecells • toexplainthestructureandfunctionofthesensoryorgans
Teaching strategy:Show the students a chart of the human body. Ask them to name the various parts. Write the names of the parts of the body on the board and ask the students to describe the function of each part.
Show the students the model of a human skeleton. Ask the students to feel the bones in their own arms and legs and to count the number of bones. Explain that there are more than 200 bones in the body. Show them the types of joints and the amount of movement each joint can make. Describe the functions of the skeleton.
Ask: How is movement brought about in the skeleton? Explain that muscles are attached to bones. Encourage the children to flex their arms and feel the muscles on the upper arm Ask: What happens to the muscles? Explain that muscles can contract and relax and this helps the body to move.Ask: How does food pass along the food canal? Explain that there are muscles in the walls of the food canal which contract, relax, and help the food to pass along the food canal.
Call a student to the front and ask him/her to take deep breaths. Ask: What do you notice about the movement of the chest when the student is breathing? Explain that lungs inside the chest are filled with air when we breathe in, and they collapse when we breathe out. These breathing movements help the lungs to take in oxygen and breathe out carbon dioxide.
UNIT 1Understanding our bodies
61
Then ask the students to feel their pulse and count the number of pulse beats. Explain that the number of pulse beats that they can count is actually the number of times the heart beats. Ask: What is the function of the heart? Explain that the heart pumps blood to all parts of the body. It provides food and oxygen to the cells.
Similarly, ask the students to count the number of teeth they have. Ask: Why do you have teeth? What are the front teeth used for? What are the flat big teeth at the back of your jaws used for? Show the students the model of a denture and explain the structure and function of the different kinds of teeth.
Ask the students to chew a morsel of bread for about a minute. Ask: Has the taste of the bread changed? Does it taste sweet? Explain that the process of digestion of food starts in the mouth, the saliva in the mouth helps to change the starch that we eat, as part of our food, into sugar. Other changes take place in the stomach and the intestines. Finally, the food is absorbed into the blood by the intestines.
Ask: Who controls all the functions of the school? What is the work of the ‘Head’ of an institution? Explain to the children that just like the ‘Head’ of the School, our brain is the main controlling organ in the body. It is connected to all the organs by nerve cells and is responsible for all the functions of our bodies running smoothly.
Ask the children to feel their backbone. Ask: What do you think the backbone is made of ? Explain that the backbone is not a single bone, but that it is made up of a series of small bones, which are connected to each other. The spinal cord, which is a fat bundle of nerve cells, passes through the backbone and it gives off branches of nerves to the lower part of the body and the legs. Show the students models of the eye, ear, and the skin. Explain the structure of each in turn.
Ask: How do these organs help the body? Explain the functions of the eye, ear, and the skin. Discuss with the students how they can take care of their body. Divide the class into groups. Ask one group to make a chart of ‘Healthy habits’ and the other group to make a chart of ‘Taking care of the body’.
Answers to Exercises in Unit 11. a) Food is the fuel for the human body. b) Tiny parts that make up the human body are called ‘cells’. c) 206 bones make up the human skeleton. d) There are more than 600 muscles in the body. e) The heart pumps blood to all the different parts of the body. f ) The process of breaking down of food into tiny pieces so that the body can use it is called
‘digestion’. g) The brain is made up of millions of cells called nerve cells, which carry messages to and from
all parts of the body.
2. Part of the body Function skeleton gives the body its shape stomach helps to digest food teeth used to chew food lungs provide oxygen to the cells heart pumps blood all around the body brain controls all the parts of the body3. a. incisors b. canine c. premolars d. molar4. lungs, heart, brain
Unit 1 Understanding our bodies
7 1
Additional Exercise
MCQs
(a) The fuel for the human body is . petrol food oil [ food ](b) The part of the body that is made of tough elastic tissue is . muscles cells bones [muscles](c) The bones of the body are joined together to make the . blood skeleton nerves [skeleton](d) When we breathe in, the lungs become filled with . air water blood [air](e) The body cells need gas to stay alive. nitrogen carbon dioxide oxygen [oxygen](f ) There are different types of teeth. 1 2 4 [4](g) Meat eating animals have long, sharp teeth called . incisors canines molars [canines](h) in the stomach helps to kill germs. Juice Acid Salt [Acid](i) Special cells in the eyes help us to see . pictures colours shadows [colours](j) The skin has that can sense pain, temperature, and pressure. cells nerves muscles [nerves]
Amazing Science TG 4
81
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Top
ic:
Und
erst
andi
ng
our
bodi
es
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stu
dent
s sh
ould
be
able
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. Y
our
body
•
to e
xpla
in t
hat
the
hum
an b
ody
is a
w
onde
rful
mac
hine
•to
exp
lain
tha
t th
e hu
man
bod
y is
m
ade
up o
f m
any
part
s, e
ach
of
whi
ch h
as a
spe
cial
fu
nctio
n
•to
exp
lain
tha
t th
e bo
dy is
mad
e up
of
cel
ls
•to
exp
lain
tha
t th
e bo
dy n
eeds
foo
d fo
r en
ergy
to
do
wor
k
•to
exp
lain
tha
t th
e bo
dy is
pro
tect
ed
and
supp
orte
d by
a
skel
eton
•to
exp
lain
tha
t m
uscl
es h
elp
the
body
to
mov
e
• ex
plai
n th
at t
he
hum
an b
ody
is li
ke
a m
achi
ne m
ade
up
of m
any
part
s, e
ach
of w
hich
has
a
spec
ial f
unct
ion
to
perf
orm
•ex
plai
n th
at
diff
eren
t ce
lls m
ake
up t
he d
iffer
ent
part
s of
the
bod
y
•ex
plai
n th
at t
he
skel
eton
is m
ade
up
of b
ones
whi
ch
prot
ect
the
inne
r or
gans
•ex
plai
n th
at
mov
emen
t of
the
bo
dy is
bro
ught
ab
out
by m
uscl
es
whi
ch a
re a
ttac
hed
to t
he b
ones
A m
odel
of
the
hum
an
skel
eton
, di
agra
ms
and
char
ts o
f th
e hu
man
bod
y, d
iffer
ent
kind
s of
cel
ls,
mus
cles
, an
d jo
ints
Rea
ding
: p
2
HW
: Q
1 (a
) (b
) (c
) (d
)
Les
son
plan
9 1
Key
wor
ds:
hum
an b
ody,
ske
leto
n, o
rgan
, ce
ll, b
one,
mus
cle,
con
trac
t, r
elax
Met
hod:
Sho
w t
he s
tude
nts
a ch
art
of t
he h
uman
bod
y. H
elp
them
to
iden
tify
the
vari
ous
part
s. D
iscu
ss t
he f
unct
ions
of
each
par
t. W
rite
the
nam
es o
f th
e pa
rts
of t
he b
ody
on t
he b
oard
and
ask
the
stu
dent
s to
des
crib
e th
e fu
nctio
ns o
f ea
ch p
art.
Ask
: W
hat
is t
he f
uel o
f th
e hu
man
mac
hine
? E
xpla
in t
hat
the
body
, lik
e al
l mac
hine
s, n
eeds
fue
l whi
ch is
foo
d. F
ood
is
used
to
build
the
bod
y an
d al
so t
o gi
ve it
ene
rgy
to m
ove
and
wor
k.W
hat
is t
he b
ody
mad
e up
of?
Exp
lain
tha
t th
e bo
dy is
mad
e up
of
tiny
part
s ca
lled
cells
. T
here
are
mill
ions
of
cells
in t
he
body
.Sh
ow t
he s
tude
nts
a m
odel
of
the
hum
an s
kele
ton.
Ask
the
m t
o fe
el t
he b
ones
of
thei
r ow
n ar
ms
and
legs
and
to
coun
t th
e nu
mbe
r of
bon
es in
the
ir h
and.
Exp
lain
tha
t th
ere
are
mor
e th
an 2
00 b
ones
in t
he h
uman
bod
y. D
iscu
ss t
he t
ypes
of
join
ts
and
the
amou
nt o
f m
ovem
ent
each
join
t ca
n m
ake.
Des
crib
e th
e fu
nctio
ns o
f th
e sk
elet
on.
Ask
: H
ow d
o th
e di
ffer
ent
part
s of
the
hum
an b
ody
mov
e? E
xpla
in t
hat
ther
e ar
e m
uscl
es a
ttac
hed
to t
he b
ones
. A
sk t
he
stud
ents
to
flex
thei
r ar
ms
and
feel
the
mus
cles
in t
he u
pper
arm
. A
sk:
Wha
t ha
ppen
s to
the
mus
cles
whe
n yo
u be
nd y
our
arm
? E
xpla
in t
hat
mus
cles
con
trac
t an
d re
lax
to m
ove
the
part
s of
the
bod
y.A
sk:
How
doe
s fo
od p
ass
alon
g th
e fo
od c
anal
? E
xpla
in t
hat
ther
e ar
e m
uscl
es in
the
wal
ls o
f th
e fo
od c
anal
whi
ch c
ontr
act
and
rela
x to
pus
h th
e fo
od t
hrou
gh t
he f
ood
cana
l.
101
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Top
ic:
Und
erst
andi
ng
our
bodi
es
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stu
dent
s sh
ould
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. T
he lu
ngs
and
the
he
art
•to
exp
lain
tha
t th
e lu
ngs
are
used
in
brea
thin
g
•to
exp
lain
tha
t th
e he
art
pum
ps b
lood
to
all p
arts
of
the
body
•de
scri
be h
ow t
he
lung
s pe
rfor
m
gase
ous
exch
ange
•ex
plai
n th
at t
he b
ody
need
s en
ergy
whi
ch
is p
rodu
ced
by t
he
exch
ange
of
gase
s in
th
e lu
ngs
•de
scri
be h
ow t
he
hear
t pu
mps
blo
od
to a
ll pa
rts
of t
he
body
, en
ablin
g th
e bl
ood
to c
arry
ox
ygen
to
all t
he
cells
A s
peci
men
of
the
lung
s of
a s
heep
, a
shee
p’s
hear
t, a
cha
rt
of t
he h
uman
re
spir
ator
y sy
stem
, a
char
t of
the
hum
an
circ
ulat
ory
syst
em
Rea
ding
: p
3
Act
ivity
: 1
HW
: Q
1 (e
)
Key
wor
ds:
brea
the,
che
st,
lung
s, a
ir,
hear
t, b
lood
, ox
ygen
Met
hod:
Ask
a s
tude
nt t
o co
me
to t
he f
ront
of
the
clas
s an
d ta
ke a
dee
p br
eath
. A
sk:
Wha
t di
d yo
u no
tice
abou
t th
e m
ovem
ent
of t
he c
hest
whe
n (n
ame)
too
k a
brea
th?
Exp
lain
tha
t th
e lu
ngs,
whi
ch a
re in
side
the
che
st,
fill u
p w
ith a
ir w
hen
we
brea
the
in,
and
are
sque
ezed
whe
n w
e br
eath
e ou
t. T
hese
bre
athi
ng m
ovem
ents
ena
ble
the
lung
s to
tak
e in
oxy
gen
from
th
e ai
r an
d br
eath
e ou
t ca
rbon
dio
xide
.N
ow a
sk t
he s
tude
nts
to f
eel t
heir
pul
se a
nd c
ount
the
num
ber
of p
ulse
bea
ts in
one
min
ute.
Exp
lain
tha
t th
e nu
mbe
r of
pu
lse
beat
s co
unte
d is
act
ually
the
num
ber
of t
imes
the
hea
rt b
eats
in o
ne m
inut
e. A
sk:
Wha
t is
the
fun
ctio
n of
the
hea
rt?
Exp
lain
tha
t th
e he
art
pum
ps b
lood
to
all p
arts
of
the
body
. It
tra
nspo
rts
food
and
oxy
gen
to t
he c
ells
.
Les
son
plan
11 1
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 1
Top
ic:
Und
erst
andi
ng
our
bodi
es
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. T
eeth
•to
exp
lain
the
fu
nctio
ns o
f th
e te
eth
•to
iden
tify
the
diff
eren
t ki
nds
of
teet
h
•to
dis
cuss
too
th
deca
y an
d gu
m
dise
ase
•de
scri
be t
he
func
tions
of
the
diff
eren
t ki
nds
of
teet
h
•de
scri
be t
he
stru
ctur
e of
a
typi
cal t
ooth
•ex
plai
n th
e co
mm
on c
ause
s of
to
oth
deca
y an
d gu
m d
isea
se
Sam
ples
and
mod
els
of
the
diff
eren
t ki
nds
of
teet
h, a
cha
rt o
f th
e st
ruct
ure
of a
too
th,
a m
odel
of
a de
ntur
e
Rea
ding
: p
3, 4
Act
ivity
: 2,
3
HW
: Q
3
Key
wor
ds:
toot
h, c
row
n, r
oot,
jaw
, en
amel
, in
ciso
r, c
anin
e, p
rem
olar
, m
olar
, pl
aque
, ba
cter
ia,
saliv
a, c
avity
Met
hod:
Ask
the
stu
dent
s to
cou
nt t
heir
tee
th.
Ask
: W
hy d
o yo
u ha
ve t
eeth
? W
hat
are
the
fron
t te
eth
used
for
? W
hat
are
the
larg
e, f
lat
teet
h at
the
bac
k of
the
jaw
use
d fo
r? S
how
the
stu
dent
s th
e m
odel
s of
the
den
ture
and
the
diff
eren
t ki
nds
of
teet
h an
d ex
plai
n th
eir
func
tions
. D
raw
and
labe
l the
long
itudi
nal s
ectio
n of
a t
ooth
on
the
boar
d an
d ex
plai
n th
e fu
nctio
ns
of t
he r
oot,
the
cro
wn,
and
the
ena
mel
.A
sk:
Hav
e an
y of
you
had
too
thac
he?
Hav
e yo
u ha
d a
toot
h ex
trac
ted?
Dis
cuss
too
th d
ecay
and
its
caus
es.
Exp
lain
tha
t ea
ting
too
muc
h su
gary
foo
d ca
uses
bac
teri
a in
the
mou
th t
o pr
oduc
e a
stic
ky f
ilm o
n th
e te
eth,
cal
led
plaq
ue.
If t
his
is n
ot
rem
oved
by
regu
lar
brus
hing
, it
caus
es t
ooth
dec
ay.
It c
an a
lso
caus
e te
eth
to f
all o
ut.
Dis
cuss
the
impo
rtan
ce o
f ke
epin
g th
e te
eth
clea
n.D
o th
e ac
tiviti
es in
cla
ss.
121
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Top
ic:
Und
erst
andi
ng
our
bodi
es
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
4. T
he s
tom
ach
•to
exp
lain
the
st
ruct
ure
and
func
tion
of t
he
dige
stiv
e sy
stem
•to
des
crib
e so
me
com
mon
dis
orde
rs
of t
he d
iges
tive
syst
em
•de
scri
be t
he
stru
ctur
e of
the
di
gest
ive
syst
em
•ex
plai
n ho
w f
ood
is
dige
sted
as
it tr
avel
s al
ong
the
dige
stiv
e tr
act
•id
entif
y th
e fu
nctio
ns o
f th
e pa
rts
of t
he
dige
stiv
e sy
stem
•de
scri
be w
hat
happ
ens
to
dige
sted
foo
d
•ex
plai
n th
at b
ad
eatin
g ha
bits
can
ca
use
diso
rder
s of
th
e di
gest
ive
syst
em
Cha
rts
and
diag
ram
s of
the
dig
estiv
e sy
stem
Rea
ding
: p
4, 5
HW
: Q
1 (f
)
Les
son
plan
13 1
Key
wor
ds:
stom
ach,
dig
estio
n, c
hew
, sw
allo
w,
mus
cle,
juic
e, a
cid,
ger
m,
smal
l int
estin
e, b
lood
Met
hod:
Ask
the
stu
dent
s to
che
w a
sm
all p
iece
of
brea
d fo
r ab
out
a m
inut
e.A
sk:
Has
the
tas
te o
f th
e br
ead
chan
ged?
Wha
t do
es it
tas
te li
ke?
Exp
lain
tha
t th
e pr
oces
s of
dig
estio
n of
foo
d st
arts
in t
he m
outh
. T
he t
eeth
hel
p to
bre
ak t
he f
ood
into
sm
all p
iece
s. T
he
saliv
a in
the
mou
th s
ofte
ns t
he f
ood
and
chan
ges
any
star
ch in
the
foo
d in
to s
ugar
. E
xpla
in t
he c
hang
es t
hat
take
pla
ce in
the
st
omac
h an
d th
e in
test
ines
. F
inal
ly t
he f
ood
is a
bsor
bed
into
the
blo
od t
hrou
gh t
he in
test
ines
. E
xpla
in t
hat
food
tha
t is
not
di
gest
ed is
exc
rete
d fr
om t
he b
ody.
Dis
cuss
the
dis
orde
rs o
f th
e di
gest
ive
syst
em t
hat
can
be c
ause
d by
bad
eat
ing
habi
ts.
Eat
ing
clea
n, h
ealth
y fo
od is
im
port
ant.
Ove
r-ea
ting
can
caus
e ac
idity
and
indi
gest
ion.
Dri
nkin
g un
clea
n w
ater
and
eat
ing
unhy
gien
ic o
r st
ale
food
can
ca
use
diar
rhoe
a an
d vo
mitt
ing;
not
eat
ing
high
-fib
re f
oods
like
fru
its a
nd v
eget
able
s ca
n ca
use
cons
tipat
ion.
141
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Top
ic: U
nder
stan
ding
ou
r bo
dies
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
5. T
he b
rain
•to
exp
lain
the
st
ruct
ure
of t
he
brai
n an
d its
fu
nctio
ns
•de
scri
be t
he s
truc
ture
of
the
brai
n an
d its
fu
nctio
ns
Mod
els
and
char
ts o
f th
e st
ruct
ure
of t
he
brai
n an
d th
e ne
rve
cells
Rea
ding
: p
5
CW
: Q
2
HW
: Q
1 (g
)
Key
wor
ds:
brai
n, s
ense
org
an,
nerv
e ce
ll, s
pina
l cor
d, n
erve
Met
hod:
Ask
: W
ho c
ontr
ols
ever
ythi
ng t
hat
happ
ens
in t
he s
choo
l? W
hat
is t
he w
ork
of t
he h
ead
of a
n in
stitu
tion?
Exp
lain
tha
t th
e br
ain
is t
he c
ontr
ollin
g or
gan
of t
he b
ody.
It
is c
onne
cted
to
all t
he o
ther
org
ans
by s
peci
al c
ells
cal
led
nerv
e ce
lls a
nd it
is r
espo
nsib
le f
or t
he s
moo
th-r
unni
ng o
f al
l the
fun
ctio
ns o
f th
e bo
dy.
Ask
the
stu
dent
s to
fee
l the
ir b
ackb
one.
Ask
: W
hat
do y
ou t
hink
the
bac
kbon
e is
mad
e up
of?
Exp
lain
tha
t th
e ba
ckbo
ne is
not
a s
ingl
e bo
ne:
it is
mad
e up
of
a se
ries
of
smal
l bon
es w
hich
are
con
nect
ed t
o ea
ch o
ther
. A
fa
t bu
ndle
of
nerv
e ce
lls c
alle
d th
e sp
inal
cor
d pa
sses
thr
ough
the
bac
kbon
e an
d br
anch
es o
f ne
rves
run
fro
m it
to
all t
he
othe
r pa
rts
of t
he b
ody.
Les
son
plan
15 1
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 1
Top
ic: U
nder
stan
ding
ou
r bo
dies
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
e/M
ater
ials
A
ctiv
itie
s/C
W/H
W
6. T
he s
kin,
the
eye
, th
e ea
r•
to e
xpla
in t
he
stru
ctur
es a
nd
func
tions
of
the
skin
, th
e ey
e an
d th
e ea
r
•to
des
crib
e so
me
com
mon
ski
n di
seas
es
•de
scri
be t
he s
truc
ture
an
d ex
plai
n th
e fu
nctio
ns o
f th
e sk
in,
the
eye
and
the
ear
•ex
plai
n th
e ca
uses
and
sy
mpt
oms
of s
ome
com
mon
ski
n di
seas
es
Mod
els
and
char
ts o
f th
e sk
in,
the
eye,
and
th
e ea
r
Rea
ding
: p
5, 6
, 7
CW
: M
ake
a po
ster
of
: ‘W
ays
to t
ake
care
of
your
bod
y’,
and
disp
lay
it in
the
cl
assr
oom
.
HW
: D
escr
ibe
the
func
tions
of:
the
skin
, th
e ey
e, t
he
ear.
Wor
kshe
ets
Key
wor
ds:
skin
, se
nse,
rin
gwor
m,
fung
us,
scab
ies,
mite
Met
hod:
Sho
w t
he s
tude
nts
mod
els
of t
he s
kin,
the
eye
, an
d th
e ea
r. D
iscu
ss t
heir
str
uctu
res
and
func
tions
. E
xpla
in t
hat
thes
e or
gans
are
cal
led
sens
ory
orga
ns b
ecau
se t
hey
enab
le u
s to
lear
n ab
out,
or
sens
e, c
hang
es in
our
sur
roun
ding
s.D
iscu
ss s
ome
com
mon
ski
n di
seas
es a
nd h
ow w
e sh
ould
tak
e ca
re o
f ou
r bo
dies
.
161
Unit 1: Understanding our bodies Worksheet 1
Name: Date:
1. Draw a line from the organ to its place in the human body.
intestine heart
stomach lungs
brain
2. Write the name of the organ which:
digests food
controls the working of the whole body
pumps blood to all parts of the body
takes in air
absorbs digested food
Photocopiable material
17 1
Unit 1: Understanding our bodies Worksheet 2
Name: Date:
1. Draw a labelled diagram of a tooth.
2. Fill in the table:
Name of tooth Shape Function
Incisor
Canine
Premolar
Molar
Photocopiable material
181
Teaching objectives:• to explain that living things are quite different from non-living things • to explain that living things eat, breathe, excrete, move, grow, and are sensitive • to explain that animals have special body parts to help them to move • to explain that muscles make the body move • to explain that the skeleton helps the body to move • todescribethe different kinds of skeletons in animals • todescribehowplants move • to explain that unicellular plants move by flagella • to explain that the eye-spot helps tiny plants to move towards light • to explain that plant stems grow towards light • to explain that plant roots grow down • to explain that plant movements can be seen in flowers • to explain that the body of an animal grows till it reaches adult size • to explain that some animals undergo physical changes from the time of birth to the adult stage • to explain that some animals can grow back damaged or cut parts • todescribehowplants keep on growing all their lives • to explain that plants grow from the tips of the roots and stems • todescribethe structure of a bud • to explain that other parts of a plant can grow into new plants
Teaching strategy:Explain the difference between living and non-living things on the basis of feeding, breathing, excretion, movement, and growth. Ask: Why do you eat food? Explain the uses of food in the body. Ask: Why do living things breathe? Which gas do we breathe in? Why is oxygen gas necessary for all living things? Explain the process of oxidation of food for releasing energy. Ask: What happens to the extra water that we drink? Explain the process of excretion and why it is necessary. Ask: Can a stone move by itself ? Explain that living things can move, while this characteristic is not shared by non-living things. Ask: Do plants move? Explain that all living things are sensitive. Plants need sunlight to make food, so the stem grows towards it. Roots need to suck water for the plant, so they move downwards. Ask: How does an animal move? Explain the movements in animals. Ask: How do fish swim? How do insects move? How do birds move? How does a rabbit move? How does a snake move? Show the students charts of various animals and explain to them the various ways in which these animals move.
Ask: How do you bend your arm or knee? Encourage them to feel their biceps on bending and flexing
UNIT 2Growth and movement in living things
19 1
their arm. Then explain the position of joints and the attachment of muscles to the bones. Explain that muscles can contract and relax and that they help in moving the body parts. Ask: Does a cockroach have bones? Does a caterpillar or earthworm have bones? Explain the hard outer covering of insects as the exoskeleton. Explain that muscles are attached to the exoskeleton. Show the students an earthworm. Ask: Does it have a skeleton? How does it move? Explain the movement of an earthworm and other soft-bodied animals. Explain hydrostatic skeleton in a caterpillar.
Ask: Can we see a plant moving? Can it jump, walk, or crawl? Explain that plant movements are very slow. Show the students a diagram of a euglena or chlamydomonas. Explain that it is a unicellular simple plant. Point out the eye-spot and flagellum. Explain how it moves towards light. Ask: Where does a sunflower face? What happens to the leaves of a touch-me-not, when you touch them? Explain sensitivity and movement in plants.
Ask: Where does a chick come from? Does a fish lay eggs or have babies? What is a caterpillar? Explain that all animals grow big. They may change their shape and form to resemble their parents. Ask: Which part of your body grows long? Explain that the whole body of an animal grows. Ask: Does a puppy grow till it becomes as big as a horse? Does a fish grow as big as a whale? Explain that animals’ babies grow as big as their parents and then stop growing. Explain the changes that take place before a frog’s eggs become complete frogs. Explain the stages in the life cycle of a butterfly and a cockroach. Ask: What happens if we cut our finger or bruise a knee? Will our finger grow back again if it was cut off completely? Explain regeneration of body parts in some animals.
Ask: What will happen if you cut off the tip of a stem? Explain that growth in plants takes place by buds. Take a twig and pull off the leaves. Show the students the position of buds on the stem. Make a diagram of a bud on the board. Explain how a bud grows into a branch or flower. Ask: Do you know how potato or ginger is grown? Show the students a potato tuber, a piece of ginger, and an onion bulb. Explain the presence of buds and that they can grow into new plants. Draw pictures of runners and cuttings and explain how new plants can be grown from other parts of the plant.
Answers to Exercises in Unit 21. (a) Living things eat food, breathe, get rid of waste materials, grow, and move. (b) Animals can move from place to place by using their legs, fins, or wings. (c) Muscles help the body to move. (d) The frame work of bones is called a skeleton. The hard outer covering of an animal is called
an exoskeleton. (e) The stem of a plant grows towards light. The roots of plants move downwards to find soil and
water. Their movements are slow. They cannot change their place. (f ) The whole body of an animal grows. Animals eat food to grow. (g) Plants grow by the tips of the stems, roots, and leaves. (h) A bud is made up of a number of tiny folded-up leaves. (i) Tubers, bulbs, cuttings, and runners can grow into new plants.
2. (a) food (b) animals (c) energy/oxygen (d) parts (e) joint (f ) eyespot (g) flowers (h) tuber (i) bulb (j) cuttings
Amazing Science TG 4
201
3. Animal/plant Work sheep produce wool and meat poultry provides meat and eggs cattle provide milk and meat bees pollinate flowers and make honey cotton and jute plants produce fibre for making cloth crops provide food grains trees provide wood for building houses and
making furniture
4. The students will draw and label the life cycle of a butterfly.
5. The students will label the life cycle of a frog.
Additional Exercise
MCQs
(a) Large water animals like the whale have to swim.
flippers wings fins [ flippers]
(b) The hard outer covering of the body of an insect is called .
skin shell exoskeleton [exoskeleton]
(c) Some tiny organisms swim in water using a .
hair flagellum fins [ flagellum]
(d) The buds of plants have tiny folded up .
leaves stem roots [leaves]
(e) An onion bulb has thick fleshy leaves which store a lot of .
water food salts [ food]
(f ) A starfish can grow back which has been cut off.
an arm a leg a tail [an arm]
(g) A gardener can grow new plants from small pieces of stem called .
twigs runners cuttings [cuttings]
(h) A is a baby frog.
tadpole chick worm [tadpole]
(i) A caterpillar is the of a butterfly.
egg larva pupa [larva]
(j) We can get some important chemicals and from plants.
medicines wool meat [medicines]
Unit 2: Growth and movement in living things
21 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in
livi
ng t
hing
s
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. L
ivin
g an
d no
n-liv
ing
thin
gs•
to e
xpla
in t
hat
livin
g th
ings
are
qu
ite d
iffer
ent
from
non
-liv
ing
thin
gs
•lis
t th
e di
ffer
ence
s be
twee
n liv
ing
and
non-
livin
g th
ings
Pic
ture
s of
livi
ng a
nd
non-
livin
g th
ings
, a
char
t sh
owin
g th
ings
th
at li
ving
thi
ngs
can
do
Rea
ding
: p
11
CW
: M
ake
a lis
t of
al
l the
thi
ngs
that
liv
ing
thin
gs c
an d
o.
HW
: Q
1 (a
)
Key
wor
ds:
eat,
bre
athe
, w
aste
, m
ove,
gro
w,
feel
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
livin
g an
d no
n-liv
ing
thin
gs.
Ask
the
m t
o so
rt t
hem
into
livi
ng a
nd n
on-l
ivin
g th
ings
.A
sk:
Why
is a
coc
kroa
ch a
livi
ng t
hing
? W
hy is
a s
tone
a n
on-l
ivin
g th
ing?
Exp
lain
the
diff
eren
ces
betw
een
livin
g an
d no
n-liv
ing
thin
gs o
n th
e ba
sis
of t
hing
s th
at li
ving
thi
ngs
can
do w
hich
non
-liv
ing
thin
gs c
anno
t.L
ist
the
char
acte
rist
ics
of li
ving
thi
ngs
and
expl
ain
thei
r im
port
ance
.
Les
son
plan
221
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in li
ving
th
ings
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. M
ovem
ents
in
anim
als
•to
exp
lain
tha
t an
imal
s m
ove
in
vari
ous
way
s
•to
exp
lain
tha
t an
imal
s ha
ve
spec
ial b
ody
part
s fo
r m
ovem
ent
•to
exp
lain
tha
t th
e sk
elet
on a
nd
mus
cles
hel
p to
m
ove
the
body
•to
des
crib
e di
ffer
ent
kind
s of
ani
mal
sk
elet
ons
•ex
plai
n th
at m
ovem
ents
in
ani
mal
s ar
e br
ough
t ab
out
by s
peci
al b
ody
part
s w
hich
are
ass
iste
d by
mus
cles
and
bon
es•
expl
ain
that
not
all
anim
als
have
the
sam
e ki
nd o
f bo
ny s
kele
tons
as
hum
ans:
inse
cts
and
othe
r so
ft-b
odie
d an
imal
s ha
ve h
ard
oute
r co
veri
ngs
calle
d ex
oske
leto
ns,
and
cate
rpill
ars
have
wat
er
insi
de t
heir
bod
ies
that
su
ppor
ts t
hem
and
hel
ps
them
to
mov
e
Pic
ture
s of
ani
mal
s,
bird
s, in
sect
s, w
orm
s,
fish,
sna
kes,
dol
phin
s,
seal
s, e
tc.
diag
ram
s of
bon
es
and
mus
cles
Rea
ding
: p
12,
13
Act
ivity
: 2
HW
: Q
1 (b
) (c
) (d
)
Key
wor
ds:
fin,
win
g, le
g, f
lippe
r, s
kele
ton,
join
t, e
xosk
elet
on
Met
hod:
Ask
: In
wha
t w
ays
do a
nim
als
mov
e? H
ow d
o fis
h sw
im?
How
do
bird
s an
d in
sect
s fly
? H
ow d
oes
a ra
bbit
hop
and
jum
p? S
how
the
stu
dent
s pi
ctur
es o
f va
riou
s an
imal
s an
d di
scus
s th
eir
mov
emen
ts.
Ask
: H
ow d
o yo
u be
nd y
our
arm
or
knee
? A
sk t
hem
to
feel
the
ir a
rm m
uscl
es a
s th
ey b
end
and
stra
ight
en t
heir
arm
s.
Exp
lain
the
pos
ition
s an
d fu
nctio
ns o
f th
e jo
ints
and
the
att
achm
ent
of m
uscl
es t
o th
e bo
nes.
The
mus
cles
con
trac
t an
d re
lax
and
this
bri
ngs
abou
t bo
dy m
ovem
ents
.A
sk:
Doe
s a
cock
roac
h ha
ve b
ones
? E
xpla
in t
hat
mos
t in
sect
s ha
ve a
har
d ou
ter
cove
ring
whi
ch is
cal
led
an e
xosk
elet
on.
The
ir m
uscl
es a
re a
ttac
hed
to t
he e
xosk
elet
on.
Ask
: D
oes
an e
arth
wor
m o
r ca
terp
illar
hav
e an
exo
skel
eton
? H
ow d
o th
ey m
ove?
Exp
lain
tha
t an
ear
thw
orm
mov
es b
y us
ing
its m
uscl
es.
A c
ater
pilla
r ha
s a
wat
ery
subs
tanc
e in
side
its
body
whi
ch h
elps
to
supp
ort
the
body
as
wel
l as
to m
ove
it.
Les
son
plan
23 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in li
ving
th
ings
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. M
ovem
ents
in
anim
als
•to
exp
lain
tha
t an
imal
s m
ove
in
vari
ous
way
s
•to
exp
lain
tha
t an
imal
s ha
ve
spec
ial b
ody
part
s fo
r m
ovem
ent
•to
exp
lain
tha
t th
e sk
elet
on a
nd
mus
cles
hel
p to
m
ove
the
body
•to
des
crib
e di
ffer
ent
kind
s of
ani
mal
sk
elet
ons
•ex
plai
n th
at m
ovem
ents
in
ani
mal
s ar
e br
ough
t ab
out
by s
peci
al b
ody
part
s w
hich
are
ass
iste
d by
mus
cles
and
bon
es•
expl
ain
that
not
all
anim
als
have
the
sam
e ki
nd o
f bo
ny s
kele
tons
as
hum
ans:
inse
cts
and
othe
r so
ft-b
odie
d an
imal
s ha
ve h
ard
oute
r co
veri
ngs
calle
d ex
oske
leto
ns,
and
cate
rpill
ars
have
wat
er
insi
de t
heir
bod
ies
that
su
ppor
ts t
hem
and
hel
ps
them
to
mov
e
Pic
ture
s of
ani
mal
s,
bird
s, in
sect
s, w
orm
s,
fish,
sna
kes,
dol
phin
s,
seal
s, e
tc.
diag
ram
s of
bon
es
and
mus
cles
Rea
ding
: p
12,
13
Act
ivity
: 2
HW
: Q
1 (b
) (c
) (d
)
Key
wor
ds:
fin,
win
g, le
g, f
lippe
r, s
kele
ton,
join
t, e
xosk
elet
on
Met
hod:
Ask
: In
wha
t w
ays
do a
nim
als
mov
e? H
ow d
o fis
h sw
im?
How
do
bird
s an
d in
sect
s fly
? H
ow d
oes
a ra
bbit
hop
and
jum
p? S
how
the
stu
dent
s pi
ctur
es o
f va
riou
s an
imal
s an
d di
scus
s th
eir
mov
emen
ts.
Ask
: H
ow d
o yo
u be
nd y
our
arm
or
knee
? A
sk t
hem
to
feel
the
ir a
rm m
uscl
es a
s th
ey b
end
and
stra
ight
en t
heir
arm
s.
Exp
lain
the
pos
ition
s an
d fu
nctio
ns o
f th
e jo
ints
and
the
att
achm
ent
of m
uscl
es t
o th
e bo
nes.
The
mus
cles
con
trac
t an
d re
lax
and
this
bri
ngs
abou
t bo
dy m
ovem
ents
.A
sk:
Doe
s a
cock
roac
h ha
ve b
ones
? E
xpla
in t
hat
mos
t in
sect
s ha
ve a
har
d ou
ter
cove
ring
whi
ch is
cal
led
an e
xosk
elet
on.
The
ir m
uscl
es a
re a
ttac
hed
to t
he e
xosk
elet
on.
Ask
: D
oes
an e
arth
wor
m o
r ca
terp
illar
hav
e an
exo
skel
eton
? H
ow d
o th
ey m
ove?
Exp
lain
tha
t an
ear
thw
orm
mov
es b
y us
ing
its m
uscl
es.
A c
ater
pilla
r ha
s a
wat
ery
subs
tanc
e in
side
its
body
whi
ch h
elps
to
supp
ort
the
body
as
wel
l as
to m
ove
it.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in li
ving
th
ings
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. M
ovem
ent
in p
lant
s •
to e
xpla
in t
hat
plan
ts m
ove
•to
exp
lain
tha
t pl
ant
stem
s m
ove
tow
ards
ligh
t an
d th
e ro
ots
mov
e do
wnw
ards
•to
exp
lain
tha
t so
me
smal
l pla
nts
have
spe
cial
typ
es
of m
ovem
ent
•ex
plai
n th
at p
lant
s m
ove,
but
the
ir
mov
emen
ts a
re n
ot s
o ob
viou
s as
tho
se o
f an
imal
s
•ex
plai
n th
at s
ome
tiny
wat
er p
lant
s m
ove
usin
g sp
ecia
l str
uctu
res
Pic
ture
s of
diff
eren
t ki
nds
of p
lant
s, s
lides
of
som
e m
icro
scop
ic
plan
ts s
uch
as e
ugle
na
and
chla
myd
omon
as,
spec
imen
of
a to
uch-
me-
not
plan
t
Rea
ding
: p
13,
14
CW
: Dra
w d
iagr
ams
of a
eug
lena
and
a
chla
myd
omon
as.
HW
: Q
1 (e
)
Key
wor
ds:
flage
llum
, ey
e-sp
ot
Met
hod:
Ask
: H
ave
you
seen
a p
lant
mov
ing?
Can
a p
lant
jum
p, w
alk,
or
craw
l?E
xpla
in t
hat
plan
t m
ovem
ents
are
ver
y sl
ow.
Show
the
stu
dent
s pi
ctur
es o
r sl
ides
of
a eu
glen
a or
chl
amyd
omon
as.
Exp
lain
tha
t th
ese
are
very
tin
y, s
ingl
e-ce
lled
plan
ts.
The
y liv
e in
wat
er a
nd t
hey
mov
e w
ith t
he h
elp
of t
iny
hair
-lik
e st
ruct
ures
cal
led
flage
lla.
The
y ha
ve e
ye-s
pots
whi
ch h
elp
them
to
dist
ingu
ish
betw
een
light
and
sha
de.
Ask
: In
whi
ch d
irec
tion
does
the
hea
d of
a s
unflo
wer
fac
e? W
hat
happ
ens
to a
to
uch-
me-
not
plan
t w
hen
you
touc
h it?
Exp
lain
tha
t th
ese
plan
ts a
re s
ensi
tive
to li
ght
and
touc
h. T
hey
mov
e ac
cord
ing
to
the
type
of
exte
rnal
stim
ulus
tha
t th
ey f
eel.
Les
son
plan
241
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in li
ving
th
ings
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
4. G
row
th in
ani
mal
s•
to e
xpla
in t
hat
the
body
of
an a
nim
al
grow
s un
til it
re
ache
s ad
ult
size
an
d so
me
anim
als
unde
rgo
phys
ical
ch
ange
s fr
om t
he
time
of b
irth
to
the
adul
t st
age
•to
exp
lain
tha
t an
imal
s ca
n gr
ow
back
cut
or
dam
aged
par
ts o
f th
eir
bodi
es
•ex
plai
n th
at a
nim
als
use
food
to
grow
•ex
plai
n th
at a
nim
als
do
not
have
spe
cial
gro
win
g po
ints
, fr
om w
here
the
ir
bodi
es g
row
•ex
plai
n th
at a
nim
al b
odie
s st
op g
row
ing
once
the
y re
ach
adul
t si
ze
•ex
plai
n th
at m
ost
anim
al
babi
es r
esem
ble
thei
r pa
rent
s w
hen
they
are
bor
n
•ex
plai
n th
at s
ome
anim
als
are
quite
diff
eren
t at
bir
th
and
unde
rgo
deve
lopm
enta
l cha
nges
be
fore
the
y be
com
e ad
ults
•ex
plai
n th
at s
ome
anim
als
can
grow
bac
k or
rep
air
dam
aged
bod
y pa
rts
Pic
ture
s of
ani
mal
ba
bies
, pi
ctur
e of
st
arfis
h an
d liz
ard,
di
agra
ms
of t
he li
fe
cycl
es o
f th
e bu
tter
fly
and
frog
Rea
ding
: p
15
Col
lect
pic
ture
s of
ba
by a
nim
als
and
past
e th
em in
you
r sc
ienc
e jo
urna
ls.
HW
: Q
1 (f
)
CW
: Q
4, Q
5
Les
son
plan
25 1
Key
wor
ds:
pare
nt,
baby
, lif
e cy
cle
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
baby
ani
mal
s. A
sk:
Whe
re d
oes
a ch
ick
com
e fr
om?
Doe
s a
fish
lay
eggs
or
does
it
have
bab
ies?
Wha
t is
a c
ater
pilla
r? S
how
the
stu
dent
s ch
arts
of
the
life
cycl
es o
f di
ffer
ent
anim
als.
Exp
lain
tha
t al
l ani
mal
s gr
ow b
ig.
The
y m
ay c
hang
e th
eir
shap
e an
d fo
rm t
o re
sem
ble
thei
r pa
rent
s. A
sk:
Whi
ch p
art
of y
our
body
gro
ws
long
? E
xpla
in t
hat
the
who
le b
ody
of a
n an
imal
gro
ws.
Ask
: D
oes
a pu
ppy
grow
as
big
as a
hor
se?
Doe
s a
fish
grow
as
big
as a
w
hale
? E
xpla
in t
hat
anim
al b
abie
s gr
ow o
nly
as b
ig a
s th
eir
pare
nts,
and
the
n th
ey s
top
grow
ing.
Exp
lain
, w
ith t
he h
elp
of a
ch
art,
the
dev
elop
men
tal c
hang
es t
hat
take
pla
ce f
rom
the
tim
e a
frog
spa
wns
unt
il th
e de
velo
pmen
t of
a c
ompl
ete
frog
. A
lso
disc
uss
the
stag
es in
the
dev
elop
men
t of
a b
utte
rfly
and
a c
ockr
oach
.A
sk:
Wha
t ha
ppen
s w
hen
we
cut
a fin
ger
or b
ruis
e a
knee
? W
ould
our
fin
ger
grow
bac
k if
it w
ere
cut
off
com
plet
ely?
Exp
lain
th
at in
som
e an
imal
s lik
e th
e st
arfis
h an
d liz
ard,
par
ts o
f th
e bo
dy c
an g
row
bac
k.
261
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
an
d m
ovem
ent
in li
ving
thi
ngs
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
5. G
row
th in
pl
ants
•
to e
xpla
in t
hat
plan
ts
cont
inue
to
grow
th
roug
hout
the
ir li
ves
•to
exp
lain
tha
t pl
ants
gr
ow f
rom
the
tip
s of
th
e ro
ots
and
stem
s
•to
exp
lain
wha
t a
bud
is
•to
exp
lain
tha
t ne
w
plan
ts c
an g
row
fro
m
othe
r pa
rts
of t
he
plan
t
•ex
plai
n th
at p
lant
s ar
e gr
owin
g al
l the
tim
e, a
nd
that
pla
nts
have
spe
cial
ce
lls a
t th
e tip
s of
the
roo
ts
and
stem
s w
hich
hel
p in
pl
ant
grow
th
•ex
plai
n th
at n
ew b
ranc
hes
and
flow
ers
grow
fro
m b
uds
•ex
plai
n th
at o
ther
par
ts o
f th
e pl
ant,
suc
h as
the
eye
s of
a p
otat
o an
d th
e on
ion
bulb
, ca
n gr
ow in
to n
ew
plan
ts;
new
pla
nts
can
also
gr
ow f
rom
par
ts o
f th
e st
em
calle
d cu
ttin
gs a
nd r
unne
rs
Spec
imen
s of
pla
nts,
ge
rmin
atin
g se
eds,
po
tato
tub
er,
onio
n bu
lb,
runn
ers
of g
rass
, cu
ttin
gs o
f th
e ro
se
plan
t, p
oste
rs o
f th
e lif
e cy
cles
of
flow
erin
g pl
ants
Rea
ding
: p
16,
17
Act
ivity
: 1
Dra
w a
nd la
bel a
di
agra
m o
f th
e lif
e cy
cle
of a
flo
wer
ing
plan
t.
CW
: Q
2
HW
: Q
1 (g
) (h
) (i
)
Pro
ject
: p
20
Key
wor
ds:
tip,
bud,
tub
er,
eye,
bul
b, c
uttin
g, r
unne
r
Met
hod:
Sho
w t
he s
tude
nts
a po
tted
pla
nt.
Ask
: W
hat
wou
ld h
appe
n if
we
cut
off
the
tip o
f th
e st
em?
Exp
lain
tha
t gr
owth
in
pla
nts
take
s pl
ace
at t
he t
ips.
Pul
l the
leav
es o
ff a
tw
ig a
nd s
how
the
stu
dent
s th
e po
sitio
n of
the
bud
s on
the
ste
m.
Dra
w
a di
agra
m o
f a
bud
on t
he b
oard
. E
xpla
in h
ow t
he b
ud g
row
s in
to a
bra
nch
or a
flo
wer
. A
sk:
Do
you
know
how
a p
otat
o pl
ant
or a
n on
ion
plan
t is
gro
wn?
Sho
w t
he s
tude
nts
a po
tato
tub
er a
nd a
n on
ion
bulb
; sh
ow t
hem
the
bud
s, a
nd e
xpla
in
that
the
bud
s ca
n gr
ow in
to n
ew p
lant
s. S
how
the
stu
dent
s sp
ecim
ens
of r
unne
rs a
nd c
uttin
gs a
nd e
xpla
in h
ow n
ew p
lant
s ca
n be
gro
wn
from
oth
er p
arts
of
the
plan
t.
Les
son
plan
27 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
an
d m
ovem
ent
in li
ving
thi
ngs
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
5. G
row
th in
pl
ants
•
to e
xpla
in t
hat
plan
ts
cont
inue
to
grow
th
roug
hout
the
ir li
ves
•to
exp
lain
tha
t pl
ants
gr
ow f
rom
the
tip
s of
th
e ro
ots
and
stem
s
•to
exp
lain
wha
t a
bud
is
•to
exp
lain
tha
t ne
w
plan
ts c
an g
row
fro
m
othe
r pa
rts
of t
he
plan
t
•ex
plai
n th
at p
lant
s ar
e gr
owin
g al
l the
tim
e, a
nd
that
pla
nts
have
spe
cial
ce
lls a
t th
e tip
s of
the
roo
ts
and
stem
s w
hich
hel
p in
pl
ant
grow
th
•ex
plai
n th
at n
ew b
ranc
hes
and
flow
ers
grow
fro
m b
uds
•ex
plai
n th
at o
ther
par
ts o
f th
e pl
ant,
suc
h as
the
eye
s of
a p
otat
o an
d th
e on
ion
bulb
, ca
n gr
ow in
to n
ew
plan
ts;
new
pla
nts
can
also
gr
ow f
rom
par
ts o
f th
e st
em
calle
d cu
ttin
gs a
nd r
unne
rs
Spec
imen
s of
pla
nts,
ge
rmin
atin
g se
eds,
po
tato
tub
er,
onio
n bu
lb,
runn
ers
of g
rass
, cu
ttin
gs o
f th
e ro
se
plan
t, p
oste
rs o
f th
e lif
e cy
cles
of
flow
erin
g pl
ants
Rea
ding
: p
16,
17
Act
ivity
: 1
Dra
w a
nd la
bel a
di
agra
m o
f th
e lif
e cy
cle
of a
flo
wer
ing
plan
t.
CW
: Q
2
HW
: Q
1 (g
) (h
) (i
)
Pro
ject
: p
20
Key
wor
ds:
tip,
bud,
tub
er,
eye,
bul
b, c
uttin
g, r
unne
r
Met
hod:
Sho
w t
he s
tude
nts
a po
tted
pla
nt.
Ask
: W
hat
wou
ld h
appe
n if
we
cut
off
the
tip o
f th
e st
em?
Exp
lain
tha
t gr
owth
in
pla
nts
take
s pl
ace
at t
he t
ips.
Pul
l the
leav
es o
ff a
tw
ig a
nd s
how
the
stu
dent
s th
e po
sitio
n of
the
bud
s on
the
ste
m.
Dra
w
a di
agra
m o
f a
bud
on t
he b
oard
. E
xpla
in h
ow t
he b
ud g
row
s in
to a
bra
nch
or a
flo
wer
. A
sk:
Do
you
know
how
a p
otat
o pl
ant
or a
n on
ion
plan
t is
gro
wn?
Sho
w t
he s
tude
nts
a po
tato
tub
er a
nd a
n on
ion
bulb
; sh
ow t
hem
the
bud
s, a
nd e
xpla
in
that
the
bud
s ca
n gr
ow in
to n
ew p
lant
s. S
how
the
stu
dent
s sp
ecim
ens
of r
unne
rs a
nd c
uttin
gs a
nd e
xpla
in h
ow n
ew p
lant
s ca
n be
gro
wn
from
oth
er p
arts
of
the
plan
t.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Top
ic:
Gro
wth
and
m
ovem
ent
in li
ving
th
ings
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
6. U
ses
of p
lant
s an
d an
imal
s
P
opul
atio
n an
d fo
od n
eeds
•to
exp
lain
tha
t pl
ants
and
ani
mal
s ar
e ve
ry u
sefu
l for
hu
man
s
•to
exp
lain
tha
t as
th
e po
pula
tion
of
the
wor
ld is
in
crea
sing
, m
ore
food
is n
eede
d
•ex
plai
n th
at w
e ge
t fo
od
and
clot
hing
fro
m
anim
als
and
plan
ts.
We
also
get
woo
d fo
r bu
ildin
g ho
uses
and
m
akin
g fu
rnitu
re
•de
scri
be w
ays
in w
hich
th
e qu
antit
y an
d qu
ality
of
foo
d ca
n be
impr
oved
Pic
ture
s an
d ch
arts
of
how
pla
nts
and
anim
als
are
usef
ul,
pict
ures
of
crop
fe
rtili
zers
and
spr
ays
Rea
ding
: p
17,
18,
19
Col
lect
pic
ture
s of
us
eful
pla
nts
and
anim
als.
Pas
te t
hem
in
you
r sc
ienc
e jo
urna
l and
list
the
th
ings
tha
t w
e ge
t fr
om t
hem
.
HW
: Q
3
Key
wor
ds:
catt
le,
shee
p, m
eat,
milk
, w
ool,
leat
her,
but
ter,
yog
hurt
, ch
eese
, po
ultr
y, f
ish,
cro
p, f
ertil
izer
, po
pula
tion
Met
hod:
Sho
w t
he s
tude
nts
the
pict
ures
and
cha
rts
and
expl
ain
how
pla
nts
and
anim
als
are
usef
ul t
o hu
man
s. A
sk:
Wha
t do
we
get
from
cat
tle?
Fro
m s
heep
and
goa
ts?
Fro
m p
oultr
y? F
rom
inse
cts?
Lis
t al
l the
ans
wer
s on
the
boa
rd.
Ask
: H
ow a
re p
lant
s us
eful
to
hum
ans?
Wha
t do
we
get
from
cro
ps?
Fro
m t
rees
? D
iscu
ss t
he u
ses
of p
lant
s.
Ask
: W
hat
are
crop
s? D
iscu
ss t
he m
etho
ds o
f gr
owin
g cr
ops.
Dis
cuss
the
incr
ease
in p
opul
atio
n an
d th
e in
crea
sing
dem
and
for
food
. F
ind
out
way
s of
incr
easi
ng f
ood
prod
uctio
n. A
sk:
Why
do
farm
ers
spra
y th
eir
crop
s w
ith in
sect
icid
es?
Why
are
fe
rtili
zers
use
d in
the
fie
lds?
Dis
cuss
the
nee
d fo
r in
sect
icid
es a
nd t
he u
se o
f fe
rtili
zers
in im
prov
ing
the
qual
ity a
nd q
uant
ity
of f
ood
crop
s.
Les
son
plan
281
Unit 2: Growth and movement in living things Worksheet 1
Name: Date:
1. Draw a labelled diagram of the life cycle of a butterfly.
2. Label the given diagram of the life cycle of a flowering plant.
Photocopiable material
29 1
Unit 2: Growth and movement in living things Worksheet 2
Name: Date:
Name the part of the body which helps the organism to move:
Organism Body part
euglena
shark
butterfly
eagle
kangaroo
dolphin
earthworm
human body
Photocopiable material
301
UNIT 3A balanced diet
Teaching objectives:• toexplainthe importance of food • toexplainthe components of food and their functions • toexplainrules for keeping healthy
Teaching strategy:Ask: What is food? Why do we eat food? Which types of food give us energy? Why do we eat oily and fatty foods in winter? Explain that foods called carbohydrates and fats give us energy. Ask: Why does a person become fat? Explain that fats can be stored in the body. Show pictures of carbohydrates and fats. Write the names of food substances containing carbohydrates and fats.
Ask: Why do we eat meat? Explain that proteins help the body to grow and repair itself. Show pictures of protein enriched foods. Write the names of foods containing proteins. Ask: Why do we eat fruits and vegetables? Explain that for a healthy body we need vitamins and minerals, which we get from eating fresh fruits and vegetables. Ask: Do we eat grass? Explain that our bodies cannot digest plant material. This is called fibre. We eat fibre foods to keep our intestines in good working order. Ask: Why do we drink water? Explain that all substances are carried by the blood in solution form to all parts of the body. When our body needs water, we feel thirsty. Our body loses water by sweating and urination. Ask: Why must we eat a balanced diet? Why should we eat fresh fruits and vegetables? Why should you eat meals at regular times? Why shouldn’t you remain hungry for very long? Why should you exercise? Why must you rest? Why must you wash and keep yourself clean? Discuss the rules for keeping good health. Explain the meaning of a balanced diet. Write a list of the rules to be observed to keep the body strong and healthy.
Answers to Exercises in Unit 31. (a) Food provides the body with energy. New cells are made from food. Food is needed for
growth and repair of damaged parts. We need food to stay healthy. (b) Food that is taken into the body is first changed into simple substances that dissolve in the
blood so that they can go into the cells and be used by the body. (c) Plants take carbon dioxide gas from the air, and water and mineral salts from the soil to make
simple sugars, such as glucose. (d) Without minerals plants become weak and unhealthy. Their leaves become yellow and their
stems become weak. The growth of plants is also affected. (e) Extra food that is made in the leaves is stored in other parts of the plant, such as underground
roots, underground stems, fruits, and seeds.
31 1
Amazing Science TG 4
(f ) Proteins, fats, and carbohydrates are called ‘primary food substances’. (g) Mineral, salts, and vitamins are called ‘welfare foods’. (h) Eating the right kind of food, in the right amounts, is called a balanced diet. (i) Fibre in our food is used for helping the food we eat to pass easily through the digestive
system.
2. (a) meat, eggs (b) Carbohydrates (c) butter, cheese (d) carrots, green vegetables, milk (e) Vitamin B (f ) oranges, lemons (g) strong bones, teeth (h) Calcium (i) liver, spinach
3. (a) If we eat too much food, the body becomes fat. (b) If we eat too little food, we become thin and weak.
Additional Exercise
MCQs
(a) Most green plants make their own food from materials that are taken from .
air and soil air and Sun air and water [air and soil]
(b) A potato is an underground .
root stem bulb [stem]
(c) Seeds may store starch and .
oil water sugar [oil]
(d) Proteins, fats, and carbohydrates are called .
primary food substances secondary food substances welfare foods
[primary food substances]
(e) Welfare foods are .
water and vitamins water and minerals vitamins and minerals
[vitamins and minerals]
(f ) are used for the growth of the body.
Proteins Fats Carbohydrates [Proteins]
(g) There are about different minerals in our food.
10 15 20 [20]
(h) A substance that helps to carry substances from one part of the body to another is .
air food water [water]
(i) A mineral which helps in making red blood cells is .
calcium iron sodium [iron]
(j) Fibre in our diet helps in .
respiration excretion digestion [digestion]
321
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 3
Top
ic:
A b
alan
ced
diet
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. F
ood
of p
lant
s
St
orag
e of
foo
d in
pl
ants
•to
exp
lain
the
im
port
ance
of
food
•to
exp
lain
how
gr
een
plan
ts m
ake
thei
r ow
n fo
od
•to
iden
tify
wha
t a
plan
t ne
eds
to
mak
e its
foo
d
•to
exp
lain
whe
re
plan
ts s
tore
foo
d
•ex
plai
n th
at a
ll liv
ing
thin
gs n
eed
food
•de
scri
be t
he u
ses
of f
ood
in t
he b
ody
•ex
plai
n th
at p
lant
s st
ore
the
food
tha
t th
ey m
ake
in d
iffer
ent
part
s su
ch a
s ro
ots
and
stem
s
A f
ood
char
t, c
hart
sh
owin
g th
e m
iner
al
need
s of
pla
nts,
a
diag
ram
of
phot
osyn
thes
is in
pl
ants
, sp
ecim
ens
of
stor
age
orga
ns in
ro
ots
and
stem
s, a
ca
ctus
pla
nt
Rea
ding
: p
23
CW
: Q
1 (a
) (b
) (c
)
HW
: Q
1 (d
) (e
)
Key
wor
ds:
food
, gr
owth
, re
pair
, he
alth
y, g
luco
se,
min
eral
Met
hod:
Sho
w t
he s
tude
nts
a ch
art
of d
iffer
ent
kind
s of
foo
d. A
sk:
Wha
t is
foo
d? W
hy d
o w
e ea
t fo
od?
Dis
cuss
the
typ
es o
f fo
od a
nd t
he u
ses
of f
ood
for
the
body
. E
xpla
in t
hat
food
pro
vide
s en
ergy
, it
help
s to
mak
e ne
w c
ells
, an
d it
is n
eede
d fo
r gr
owth
and
rep
air.
We
also
nee
d fo
od in
ord
er t
o st
ay h
ealth
y. L
ist
the
uses
of
food
on
the
boar
d.
Ask
: W
hat
happ
ens
to t
he f
ood
that
we
eat?
Rev
ise
the
proc
ess
of d
iges
tion
of f
ood,
and
its
abso
rptio
n by
the
bod
y.
Ask
: D
o pl
ants
eat
? W
hat
is t
he f
ood
of p
lant
s? H
ow d
o th
ey e
at?
Dis
cuss
the
pro
cess
of
phot
osyn
thes
is a
nd t
he p
rodu
ctio
n of
sim
ple
suga
rs s
uch
as g
luco
se.
Ask
: D
o pl
ants
nee
d ot
her
thin
gs b
esid
es g
luco
se?
Exp
lain
the
min
eral
nee
ds o
f pl
ants
, an
d th
e ef
fect
s of
not
get
ting
diff
eren
t m
iner
als.
Ask
: D
o pl
ants
use
up
all t
he f
ood
that
the
y m
ake?
Wha
t ha
ppen
s to
the
ext
ra f
ood?
Sho
w t
he s
tude
nts
spec
imen
s of
the
st
orag
e or
gans
of
plan
ts a
nd e
xpla
in t
hat
extr
a fo
od m
ade
by p
lant
s is
sto
red
in t
he r
oots
and
ste
ms
for
late
r us
e. W
ater
is
stor
ed in
the
ste
ms
of c
actu
s pl
ants
. F
ruits
sto
re s
ugar
s, a
nd s
eeds
usu
ally
sto
re s
tarc
h an
d oi
l.
Les
son
plan
33 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 3
Top
ic:
A b
alan
ced
diet
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. F
ood
of a
nim
als
•to
exp
lain
tha
t,
unlik
e pl
ants
, an
imal
s ca
nnot
m
ake
thei
r ow
n fo
od
•to
list
the
typ
es o
f fo
od t
hat
anim
als
eat
•to
exp
lain
wha
t is
m
eant
by
a ba
lanc
ed d
iet
•to
exp
lain
the
im
port
ance
of
a ba
lanc
ed d
iet
•ex
plai
n th
at b
ecau
se
anim
als
cann
ot m
ake
thei
r ow
n fo
od,
they
de
pend
on
plan
ts a
nd
othe
r an
imal
s fo
r th
eir
food
•lis
t th
e di
ffer
ent
kind
s of
fo
ods
that
ani
mal
s ea
t to
re
mai
n he
alth
y
•ex
plai
n w
hat
cons
titut
es
a ba
lanc
ed d
iet
•lis
t th
e co
mpo
nent
s of
a
bala
nced
die
t
Spec
imen
s of
diff
eren
t ki
nds
of f
ood,
a c
hart
of
pri
mar
y fo
od
subs
tanc
es a
nd
wel
fare
foo
ds
Rea
ding
: p
24,
25,
26,
27
Act
ivity
: 2
CW
: Q
1 (f
) (g
), Q
2
HW
: Q
1 (h
) (i
), Q
3
Key
wor
ds:
prim
ary
food
sub
stan
ce,
wel
fare
foo
d, b
alan
ced
diet
, ca
rboh
ydra
te,
prot
ein,
fat
, oi
l, vi
tam
in,
min
eral
, fib
re
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
diff
eren
t fo
ods.
Ask
: W
hich
foo
ds g
ive
us e
nerg
y? W
hy d
o w
e ea
t oi
ly a
nd f
atty
fo
ods
in w
inte
r? E
xpla
in t
hat
they
hel
p to
bui
ld a
nd r
epai
r th
e bo
dy a
nd g
ive
us e
nerg
y.
With
the
hel
p of
cha
rts
and
pict
ures
, di
scus
s th
e im
port
ance
of
prim
ary
and
wel
fare
foo
d su
bsta
nces
.
Ask
: W
hy d
o m
ost
peop
le e
at m
eat?
Exp
lain
tha
t pr
otei
ns h
elp
the
body
to
grow
and
rep
air
itsel
f. L
ist
the
nam
es o
f ot
her
prot
ein-
rich
foo
ds.
Dis
cuss
the
impo
rtan
ce o
f ca
rboh
ydra
tes
and
fats
for
the
bod
y. E
xpla
in t
hat
fats
are
sto
red
in t
he b
ody.
C
ontd
.
Les
son
plan
341
Ask
: W
hy d
o w
e ea
t fr
uit
and
vege
tabl
es?
Exp
lain
tha
t th
ey c
onta
in v
itam
ins
and
min
eral
s w
hich
are
impo
rtan
t fo
r th
e he
alth
y gr
owth
of
the
body
. A
lso
disc
uss
the
impo
rtan
ce o
f fib
re in
our
die
t. E
xpla
in t
hat
fibre
is t
he in
dige
stib
le p
art
of o
ur
food
, w
hich
hel
ps t
o ke
ep o
ur d
iges
tive
syst
em in
goo
d w
orki
ng o
rder
. A
sk:
Why
do
we
drin
k w
ater
? E
xpla
in t
hat
all s
ub-
stan
ces
are
carr
ied
by t
he b
lood
to
all p
arts
of
the
body
. W
hen
our
body
nee
ds w
ater
, w
e fe
el t
hirs
ty.
Our
bod
y lo
ses
wat
er
thro
ugh
swea
ting
and
urin
atio
n.
Ask
: C
an y
ou t
hink
of
one
food
or
drin
k th
at c
onta
ins
all t
he t
hing
s ne
cess
ary
for
a ba
lanc
ed d
iet?
Exp
lain
tha
t m
ilk a
nd
eggs
are
com
plet
e di
ets.
The
y co
ntai
n al
l the
foo
d su
bsta
nces
in t
he r
ight
am
ount
s. M
ilk is
the
idea
l foo
d fo
r ba
bies
, an
d eg
gs a
nd m
ilk a
re g
iven
to
peop
le w
ho a
re w
eak
or il
l.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 3
Top
ic:
A b
alan
ced
diet
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. H
ealth
y liv
ing
•to
dis
cuss
the
rul
es
for
heal
thy
livin
g•
expl
ain
the
impo
rtan
ce o
f he
alth
y liv
ing
•lis
t th
e ru
les
for
heal
thy
livin
g
A t
able
of
rule
s fo
r he
alth
y liv
ing
Rea
ding
: p
27
Mak
e a
post
er o
f he
alth
y ha
bits
and
di
spla
y it
in y
our
clas
sroo
m.
Key
wor
ds:
heal
th,
hygi
ene
Ask
: W
hy s
houl
d w
e ea
t a
bala
nced
die
t? W
hy s
houl
d w
e ea
t fr
esh
frui
t an
d ve
geta
bles
? W
hy s
houl
d w
e ea
t m
eals
at
regu
lar
times
? W
hy s
houl
d w
e no
t re
mai
n hu
ngry
for
ver
y lo
ng?
Why
sho
uld
we
exer
cise
? W
hy m
ust
we
rest
? W
hy m
ust
we
was
h an
d ke
ep o
urse
lves
cle
an?
Dis
cuss
the
rul
es f
or m
aint
aini
ng g
ood
heal
th.
Dra
w u
p a
list
of r
ules
to
follo
w in
ord
er t
o ke
ep
the
body
str
ong
and
heal
thy.
35 1
Unit 3: A balanced diet Worksheet 1
Name: Date:
1. i. State which group(s) contain:
a) carbohydrates
b) lots of sugar
c) fibre
d) vitamins and minerals
e) lots of fat
f) a healthy form of energy and vitamins
ii. Which group helps you grow?
iii. Eating too much of which group:
could lead to heart disease?
could damage your teeth?
2. Explain how eating too much food could affect your health.
How would eating too little affect your health?
Photocopiable material
sweetsdesserts
chocolates
Group 1
chickenfishbeef
Group 2
buttercheese
French fries
Group 3
fruitvegetable
bread
Group 4
watermilkeggs
Group 5
361
Teaching objectives:• toexplainthatall living things are interrelated to each other and to their environment• toexplainthatthe food for all living things comes from plants • toexplainthatthe energy of the Sun passes from plants to animals • todescribewhat animals eat • todescribea food chain • todescribea food web • toexplainwhat is meant by adaptations
Teaching strategy:Explain the interdependence of all living things and how animals and human beings depend on plants. Ask: What does a cow eat? Which animals eat plants? Explain herbivores with examples. Ask: What does a lion eat? Which animals eat meat? Explain carnivores with examples. Ask: Do we eat plants or animals? Explain omnivores with examples. Ask: How do plants get their food? Explain photosynthesis. Explain how plants store energy in the sugars that they make. Ask: What does a hen eat? Explain that a hen eats grains made by plants. We eat the chicken and in this way we all are connected in a food chain. Explain some simple food chains by giving examples.
Ask: What happens to organisms when they die? Explain the presence of decomposers in the soil and the recycling of minerals by plants. Ask: What does a snake eat? What does a hawk eat? Explain a food web and how one kind of food is eaten by many different animals by giving examples. Ask: Where does a camel live? How can it live in the desert for so many days without food and water? Explain the meaning of adaptation. Explain with examples why animals adapt to their environment. Ask: Why does a lion have sharp teeth? Why does a porcupine have quills? Explain that adaptation enables an animal to survive in a particular environment. Explain the various adaptations of animals, birds, and plants for the type of environment that they live in.
Answers to Exercises in Unit 41. (a) All the food in the world comes from green plants. They can make food. (b) The energy of the Sun passes from plants to animals. (c) Food energy passes from plants to animals in a long chain called food chain. (d) The dead plants and animals are broken down by bacteria in the soil. (e) The special body parts which an animal or plant has developed to fit in its surroundings is
called an adaptation.
UNIT 4Living things and their environment
37 1
(f ) Animals that live in very cold places have thick fur on their bodies and they have a thick layer of fat under their skins.
2. (a) non-living (b) Sun (c) herbivores (d) carnivores (e) Omnivores (f ) decomposers (g) adapted (h) environment (i) needle-like (j) thick, fleshy
3. (a) sharp claws and teeth (b) hard shell (c) horns (d) hoofs (e) sharp claws and beak (f ) spines (g) lives in herds (h) poison sting (i) long sticky tongue (j) needle-like mouth
4. (a) i) Refer to page 36 of Pupil’s Book. ii) Students may refer to the food web on page 36 of Pupil’s Book to develop their own models (b) i) rabbit, grasshopper ii) fox, snake, hawk, frog iii) bird
5. (a) Plants that grow in cold places have thin, needle-like leaves. (b) Plants that grow in hot places have thick, fleshy stems that can store water. (c) Some plants have a sticky juice or a strong smell so that animals may not eat them.
Additional Exercise
MCQs
(a) All those things that are around an organism and which affect its way of life is called its .
locality area environment [environment]
(b) The part of the Earth where living things are found is called .
hemisphere atmosphere biosphere [biosphere]
(c) Three-fourths of the Earth’s surface is covered with .
air water land [water]
(d) One-fifth of the air is a gas called .
oxygen nitrogen hydrogen [oxygen]
(e) The provides energy for all living things.
Earth Sun Moon [Sun]
(f ) The gas that plants use for making their food is .
oxygen nitrogen carbon dioxide [carbon dioxide]
Amazing Science TG 4
381
(g) The soil contains many which help plants and animals to grow healthy.
vitamins minerals salts [minerals]
(h) have special teeth that help them to chew leaves and grass.
Herbivores Carnivores Omnivores [Herbivores]
(i) Bacteria and fungi which feed on dead plants in the soil are called .
herbivores carnivores decomposers [decomposers]
(j) Several food chains are inter-connected to form a .
food cycle food chain food web [ food web]
Unit 4 Living things and their environment
39 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 4
Top
ic:
Liv
ing
thin
gs a
nd t
heir
en
viro
nmen
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. W
hat
is a
n en
viro
nmen
t?
•to
exp
lain
tha
t al
l liv
ing
thin
gs a
re
inte
r-re
late
d an
d th
at li
ving
thi
ngs
are
rela
ted
to t
heir
en
viro
nmen
t
•to
exp
lain
tha
t th
e pa
rt o
f th
e E
arth
w
here
livi
ng t
hing
s ar
e fo
und
is c
alle
d th
e bi
osph
ere
•ex
plai
n th
at a
ll liv
ing
thin
gs d
epen
d on
eac
h ot
her
as w
ell a
s on
no
n-liv
ing
thin
gs f
or
food
, en
ergy
, su
ppor
t,
and
shel
ter
•ex
plai
n th
at t
he
bios
pher
e co
ntai
ns a
ll th
e im
port
ant
subs
tanc
es
that
livi
ng t
hing
s ne
ed
•de
scri
be t
he im
port
ance
of
wat
er,
air,
ligh
t,
min
eral
s, a
nd
tem
pera
ture
for
life
on
Ear
th
Pic
ture
s of
diff
eren
t en
viro
nmen
ts,
and
the
type
s of
livi
ng t
hing
s fo
und
in t
hem
, pi
ctur
es o
f th
e bi
osph
ere,
a g
lobe
Rea
ding
: p
31,
32,
33
Act
ivity
: 2
Wha
t is
an
envi
ronm
ent?
Wha
t ar
e th
e co
mpo
nent
s of
the
bio
sphe
re?
HW
: Q
1 (a
)
Key
wor
ds:
envi
ronm
ent,
land
scap
e, b
iosp
here
, w
ater
, ai
r, li
ght,
min
eral
, te
mpe
ratu
re,
surr
ound
ings
Met
hod:
Ask
: W
here
do
we
live?
Whe
re d
o an
imal
s liv
e? F
rom
whe
re d
o pl
ants
get
foo
d? F
rom
whe
re d
o w
e ge
t ou
r fo
od?
Exp
lain
tha
t al
l liv
ing
thin
gs d
epen
d on
eac
h ot
her
for
food
, en
ergy
, su
ppor
t, a
nd s
helte
r.
Ask
: W
hat
is a
n en
viro
nmen
t? E
xpla
in t
hat
all t
hose
thi
ngs
that
are
aro
und
an o
rgan
ism
and
whi
ch a
ffec
t its
way
of
life
are
calle
d its
env
iron
men
t. D
iscu
ss d
iffer
ent
kind
s of
env
iron
men
t an
d th
e ty
pes
of a
nim
als
and
plan
ts li
ving
the
re.
Show
the
st
uden
ts a
glo
be o
r a
char
t of
the
bio
sphe
re.
Exp
lain
tha
t th
e bi
osph
ere
is t
he p
art
of t
he E
arth
whi
ch s
uppo
rts
livin
g th
ings
. A
sk:
Wha
t ar
e th
e ba
sic
need
s of
all
livin
g th
ings
? D
iscu
ss t
he d
iffer
ent
com
pone
nts
of t
he b
iosp
here
and
the
impo
rtan
ce o
f ea
ch t
o lif
e on
Ear
th.
Les
son
plan
401
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 4
Top
ic:
Liv
ing
thin
gs a
nd t
heir
en
viro
nmen
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. W
hat
do
anim
als
eat?
•to
des
crib
e w
hat
anim
als
eat
•to
exp
lain
tha
t th
e fo
od f
or a
ll liv
ing
thin
gs c
omes
fro
m
plan
ts
•to
exp
lain
how
the
en
ergy
of
the
Sun
pass
es f
rom
pla
nts
to
anim
als
•to
exp
lain
tha
t di
ffer
ent
anim
als,
eat
di
ffer
ent
kind
s of
fo
od
•ex
plai
n th
at a
nim
als
eat
food
tha
t is
pro
duce
d by
pl
ants
•ex
plai
n th
at p
lant
s us
e th
e en
ergy
fro
m t
he S
un t
o pr
oduc
e th
eir
food
•ex
plai
n ho
w t
he s
tore
d en
ergy
in p
lant
s is
pas
sed
on f
rom
pla
nts
to a
nim
als
•ex
plai
n th
at h
erbi
vore
s ea
t pl
ants
, car
nivo
res
eat
anim
als
and
omni
vore
s ea
t an
imal
s an
d pl
ant
both
A c
hart
of
the
food
cy
cle,
pic
ture
s of
he
rbiv
ores
, ca
rniv
ores
, an
d om
nivo
res
Rea
ding
: p
33,
34,
35
Pas
te p
ictu
res
of
herb
ivor
es,
carn
ivor
es,
and
omni
vore
s in
you
r sc
ienc
e jo
urna
l.
CW
: Q
2 (a
) to
(f)
Key
wor
ds:
herb
ivor
e, c
arni
vore
, om
nivo
re
Met
hod:
Rem
ind
stud
ents
abo
ut w
here
hum
ans,
ani
mal
s, a
nd p
lant
s ge
t th
eir
food
. E
xpla
in t
he in
ter-
depe
nden
ce o
f al
l liv
ing
thin
gs,
incl
udin
g ho
w h
uman
bei
ngs
and
othe
r an
imal
s de
pend
on
plan
ts.
Rev
ise
the
proc
ess
of p
hoto
synt
hesi
s an
d ho
w f
ood
is s
tore
d in
pla
nts.
Ask
the
stu
dent
s to
nam
e so
me
anim
als
that
eat
pla
nts.
Exp
lain
tha
t an
imal
s th
at o
nly
eat
plan
ts a
re c
alle
d he
rbiv
ores
. D
iscu
ss t
he c
hara
cter
istic
s of
her
bivo
res.
Ask
the
stu
dent
s to
nam
e so
me
anim
als
that
eat
the
fle
sh o
f ot
her
anim
als.
Exp
lain
tha
t an
imal
s th
at o
nly
eat
mea
t ar
e ca
lled
carn
ivor
es.
Dis
cuss
the
cha
ract
eris
tics
of c
arni
vore
s.
Ask
: D
o w
e ea
t on
ly p
lant
s? D
o w
e ea
t on
ly m
eat?
Dis
cuss
the
cha
ract
eris
tics
of o
mni
vore
s.
Les
son
plan
41 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 4
Top
ic:
Liv
ing
thin
gs a
nd t
heir
en
viro
nmen
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. E
nerg
y fo
r liv
ing
thin
gs•
to e
xpla
in h
ow
ener
gy is
tra
nsfe
rred
fr
om t
he S
un t
o pl
ants
and
ani
mal
s
•to
exp
lain
a f
ood
chai
n an
d a
food
w
eb
•ex
plai
n th
at p
lant
s tr
ap
the
ener
gy o
f th
e Su
n by
ph
otos
ynth
esis
•de
scri
be h
ow h
uman
be
ings
and
oth
er a
nim
als
obta
in e
nerg
y fr
om
plan
ts b
y ea
ting
them
•ex
plai
n ho
w a
ll liv
ing
thin
gs a
re li
nked
to
each
ot
her
by f
ood
chai
ns a
nd
food
web
s
Cha
rts
and
diag
ram
s of
pho
tosy
nthe
sis,
the
fo
od c
ycle
, fo
od
chai
ns,
food
web
s
Rea
ding
: p
35,
36
Act
ivity
: 1
HW
: Q
1 (b
) (c
) (d
)
CW
: Q
4 (a
) (b
)
Key
wor
ds:
prod
ucer
, co
nsum
er,
deco
mpo
ser,
foo
d ch
ain,
foo
d w
eb
Met
hod:
Exp
lain
tha
t gr
een
plan
ts a
re c
alle
d pr
oduc
ers,
bec
ause
the
y pr
oduc
e th
eir
own
food
with
the
hel
p of
sun
light
. T
he
ener
gy o
f th
e Su
n is
sto
red
in t
hem
. P
lant
-eat
ing
anim
als
calle
d he
rbiv
ores
eat
the
pla
nts
and
obta
in e
nerg
y fr
om t
hem
. W
hen
carn
ivor
es e
at h
erbi
vore
s, s
ome
of t
he e
nerg
y is
tra
nsfe
rred
to
them
. In
thi
s w
ay p
lant
s, t
he p
rodu
cers
, tr
ansf
er t
he
Sun’
s en
ergy
to
the
herb
ivor
es a
nd c
arni
vore
s, t
he c
onsu
mer
s. W
hen
the
prod
ucer
s an
d co
nsum
ers
die,
the
ir b
odie
s ar
e br
oken
dow
n by
mic
rosc
opic
org
anis
ms
livin
g in
the
soi
l. T
hese
tin
y or
gani
sms
are
calle
d de
com
pose
rs b
ecau
se t
hey
brea
k do
wn,
or
deco
mpo
se,
the
bodi
es.
Thi
s re
cycl
ing
of m
iner
als
by t
he d
ecom
pose
rs h
elps
to
keep
the
soi
l fer
tile.
Exp
lain
the
foo
d cy
cle
with
the
hel
p of
a c
hart
or
diag
ram
on
the
boar
d.
Exp
lain
tha
t th
e pa
ssin
g of
foo
d en
ergy
fro
m t
he p
rodu
cers
to
the
cons
umer
s is
cal
led
a fo
od c
hain
.
Show
the
stu
dent
s th
e ch
art
of a
foo
d w
eb.
Dis
cuss
how
one
ani
mal
is t
he f
ood
of m
any
othe
rs,
and
how
ani
mal
s ar
e de
pend
ent
on e
ach
othe
r fo
r fo
od.
Les
son
plan
421
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 4
Top
ic:
Liv
ing
thin
gs
and
thei
r en
viro
nmen
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
4. A
dapt
atio
ns•
to e
xpla
in w
hat
an
adap
tatio
n is
•to
exp
lain
how
an
imal
s an
d pl
ants
ar
e ad
apte
d to
live
in
a p
artic
ular
en
viro
nmen
t
•ex
plai
n th
at a
n ad
apta
tion
is a
cha
nge
in
an a
nim
al o
r pl
ant
that
en
able
s it
to li
ve in
a
part
icul
ar e
nvir
onm
ent
•de
scri
be s
ome
adap
tatio
ns in
ani
mal
s an
d pl
ants
Pic
ture
s of
ani
mal
s an
d pl
ants
livi
ng in
di
ffer
ent
envi
ronm
ents
Rea
ding
: 36
, 37
, 38
, 39
CW
: Q
3, Q
5
HW
: Q
1 (e
) (f
)
Key
wor
ds:
adap
ted,
pro
tect
ed
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
anim
als
livin
g in
diff
eren
t en
viro
nmen
ts.
Ask
que
stio
ns a
bout
the
ani
mal
: W
here
do
es it
live
? W
hat
does
it e
at?
How
doe
s it
catc
h its
pre
y? H
ow c
an it
hid
e fr
om it
s en
emie
s?
Dis
cuss
var
ious
ada
ptat
ions
in a
nim
als,
and
the
ir b
enef
its t
o th
e an
imal
s. E
xpla
in t
hat
adap
tatio
ns e
nabl
e an
ani
mal
to
surv
ive
in a
par
ticul
ar e
nvir
onm
ent.
Dis
cuss
how
som
e pl
ants
are
ada
pted
for
sur
viva
l in
the
type
of
envi
ronm
ent
in w
hich
the
y liv
e.
Les
son
plan
43 1
Unit 4: Living things and their environment Worksheet 1
Name: Date:
Match the description to the component of the Earth.
Description Component
1. The part of the Earth where living things are found. It contains all the important substances atmosphere that living things need.
2. All living things that are around an organism, and which affect its way of life. It provides biosphere food, energy, support, and shelter.
3. Three-quarters of the Earth’s surface is covered with it. Three-quarters of the body environment of an organism is made up of it.
4. A layer around the Earth which contains gases that are used by animals for breathing, and used water by plants for making their food.
5. Provides energy for all living things. minerals Plants use it to make their food.
6. Helps animals and plants to grow healthy and strong. Plants absorb them from the soil. Animals temperature get them by eating plants.
7. Plants and animals need it to a suitable degree in order to live. If it becomes too high or too low, light living things may die.
Photocopiable material
441
Unit 4: Living things and their environment Worksheet 2
Name: Date:
1. Study the food chain :
lettuce à caterpillar à bird à cat
Write the name of: a herbivore
a carnivore
a consumer
a producer
2. Use the food chains below to create a food web.
lettuce à rabbit à fox
grass à rabbit à hawk
grass à grasshopper à lizard à fox
lettuce à grasshopper à lizard à hawk
Photocopiable material
45 1
UNIT 5Matter and its states
Teaching objectives:• toexplainthata mixture is not a pure substance • todescribethe different kinds of mixtures • todescribea solution • todescribesoluble and insoluble substances • todescribea suspension • todescribean emulsion • todescribean alloy • todescribethe methods of separating mixtures • toexplainfiltration and evaporation • toexplainhow to separate the components of black ink
Teaching strategy:Take a beaker of water and add a teaspoon of salt to it and stir. Show it to the students. Put some sand in the water and stir. Show it to the students. Ask: What has happened to the salt? What has happened to the sand? Mix a teaspoon of salt and sand in a cup. Show it to the students. Mix some iron filings with some sand. Ask: Can we separate the salt from the sand? Can we separate the iron filings from the sand? Explain the formation of a solution. Explain that water is called the solvent and salt is the solute. Ask: Can you separate the salt from the solution? Explain that salt and sugar are soluble in water and they dissolve more in hot water. Ask: Is sand soluble in water? Explain that sand is insoluble in water.
Take some water in a test tube and put some powdered chalk in it and shake it. Ask: In the solution cler or milky? Explain the formation of a suspension. Take a test tube of water and add a few drops of cooking oil to it. Shake it. Ask: Has the solution become clear or milky? Why has it become milky? Explain the formation of an emulsion. Place the test tube in a rack for a few minutes. Show the students the layer of oil on top of the water. Show the students some coins. Explain that the coins are made of mixtures of metals called alloys. Explain that some things are made of copper and brass. Copper and brass are alloys and so is steel. Set up an experiment to demonstrate filtration of a mixture of sand and water. Set up an experiment to demonstrate the evaporation of water from a solution of salt and water. Separate iron filings from sand with a magnet. Show the students how the components of black ink can be separated by adding drops of water to an ink spot on filter-paper.
461
Answers to Exercises in Unit 51. (a) Anything that takes up space and has weight is called matter. Matter is made up of very tiny
particles called atoms. (b) A mixture contains more than one substance. It is not a pure substance. (c) A solution is a liquid mixture in which the solute completely dissolves in the solvent. (d) It is a clear solution because sugar has completely dissolved in water. (e) In a suspension, the particles of the solute do not dissolve in the solvent, but remain
suspended as in chalk and water. (f ) An emulsion is a milky mixture of oil and water. A mixture in which the substances do not
mix properly is called an emulsion. (g) A mixture of metals is called an alloy. For example, brass is an alloy of copper and zinc. (h) A mixture of sand and water can be separated by filtering it. (i) A solution of salt and water can be separated through evaporation of water by heating. (j) A mixture of sand and iron filings can be separated by stirring it with a magnet.
2. hard, fixed volume, fixed shape
can flow, no fixed shape, fixed volume
can flow, no fixed shape, no fixed volume
3. (a) gases (b) carbon dioxide (c) dissolves (d) solute (e) solvent (f ) dissolve (g) insoluble (h) alloys
4. (a) air (b) colas (c) sherbet (d) sugar solution (e) brass
5. (a) filtration (b) evaporation
6. (a) melting (b) evaporation (c) condensation (d) freezing
Additional Exercise
MCQs
(a) The state of matter depends on the amount of between the particles.
space solids water [space]
(b) When a substance is its particles begin to move freely and a change of state occurs.
cooled heated evaporated [heated]
(c) The melting point of ice is degrees centigrade.
0 10 20 [0]
Unit 5 Matter and its states
47 1
Amazing Science TG 4
(d) When water is cooled its particles energy and move closer to each other, and it
freezes to form ice.
gain lose do not lose [lose]
(e) The temperature at which a liquid boils is called its .
freezing point boiling point melting point [boiling point]
(f ) The change of state from a liquid to a gas is called .
evaporation melting freezing [evaporation]
(g) The change of state from vapour to a liquid state is called .
evaporation melting condensation [condensation]
(h) When sugar dissolves in water a is formed.
emulsion solution suspension [solution]
(i) To separate sand from a mixture of sand and water we need to the mixture.
filter stir heat [ filter]
(j) A mixture of sand and iron filings can be separated by stirring the mixture with a .
spoon wooden ruler magnet [magnet]
481
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 5
Topi
c: M
atte
r an
d it
s st
ates
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. M
atte
r
H
ow a
cha
nge
of s
tate
occ
urs
•to
rev
ise
the
stat
es
of m
atte
r
•to
exp
lain
how
a
chan
ge o
f st
ate
occu
rs
•ex
plai
n th
at m
atte
r ex
ists
in
thr
ee s
tate
s
•de
scri
be t
he a
rran
gem
ent
of p
artic
les
in t
he
diff
eren
t st
ates
of
mat
ter
•ex
plai
n ho
w a
cha
nge
of
stat
e oc
curs
Sam
ples
of
solid
s,
liqui
ds,
and
gase
s,
diag
ram
s of
the
ar
rang
emen
t of
par
ticle
s in
sol
ids,
liqu
ids,
and
ga
ses,
ice
cube
s, a
be
aker
, a
Bun
sen
burn
er,
a sa
ucer
, a
labo
rato
ry
ther
mom
eter
Rea
ding
: p
43,
44,
45
Act
ivity
: 1
CW
: Q
1 (a
), Q
6
HW
: Q
2
Key
wor
ds:
mat
ter,
ato
m,
stat
e, s
olid
, liq
uid,
gas
, pa
rtic
le,
mel
t, f
reez
e, b
oil,
evap
orat
ion,
con
dens
atio
n
Met
hod:
Rev
ise
wha
t th
e st
uden
ts h
ave
lear
ned
abou
t m
atte
r in
pre
viou
s le
sson
s. A
sk: W
hat
is m
atte
r? W
hat
is m
atte
r m
ade
up o
f? W
hat
are
the
thre
e st
ates
of
mat
ter?
Wha
t do
the
sta
tes
of m
atte
r de
pend
upo
n? E
xpla
in t
hat
mat
ter
is m
ade
up o
f ve
ry
tiny
part
icle
s ca
lled
atom
s. T
he s
tate
of
mat
ter
depe
nds
upon
the
arr
ange
men
t of
the
se p
artic
les.
Ask
the
stu
dent
s to
exp
lain
th
e ar
rang
emen
t of
par
ticle
s in
the
thr
ee s
tate
s of
mat
ter.
Ask
: Can
the
sta
te o
f m
atte
r ch
ange
? H
ow?
Exp
lain
how
a c
hang
e of
st
ate
occu
rs. D
iscu
ss t
he e
ffect
s of
hea
ting
and
cool
ing
to b
ring
abo
ut a
cha
nge
in s
tate
. Exp
lain
tha
t he
atin
g m
akes
the
pa
rtic
les
in a
sub
stan
ce g
ain
ener
gy. T
hey
begi
n to
mov
e fa
ster
and
pus
h ea
ch o
ther
apa
rt. A
s th
ey b
egin
to
mov
e ar
ound
mor
e fr
eely
, a c
hang
e of
sta
te o
ccur
s. P
erfo
rm a
n ex
peri
men
t to
pro
ve t
hat
a ch
ange
of
stat
e oc
curs
whe
n ic
e is
hea
ted.
Exp
lain
the
pr
oces
s of
mel
ting.
Pla
ce t
he b
ulb
of a
labo
rato
ry t
herm
omet
er in
the
mel
ting
ice.
Ask
: Wha
t is
the
tem
pera
ture
? E
xpla
in t
hat
the
tem
pera
ture
at
whi
ch a
sol
id t
urns
into
a li
quid
is c
alle
d its
mel
ting
poin
t. T
he m
eltin
g po
int
of ic
e is
0°
Cen
tigra
de.
Ask
: W
hat
do y
ou t
hink
hap
pens
to
wat
er w
hen
it fr
eeze
s? E
xpla
in t
hat
whe
n a
liqui
d co
ols,
its
part
icle
s lo
se e
nerg
y an
d th
ey s
low
dow
n. T
hey
mov
e cl
oser
to
each
oth
er a
nd t
he li
quid
bec
omes
a s
olid
. A
sk:
Wha
t is
the
fre
ezin
g po
int
of w
ater
? M
easu
re t
he t
empe
ratu
re o
f ic
e w
ith a
the
rmom
eter
. It
is 0
° C
entig
rade
.P
ut s
ome
wat
er in
a b
eake
r an
d he
at it
. A
sk:
Wha
t is
hap
peni
ng t
o th
e w
ater
? Sh
ow t
hem
the
bub
bles
tha
t ar
e fo
rmin
g.
Exp
lain
tha
t th
e w
ater
is b
oilin
g. H
old
the
ther
mom
eter
in t
he w
ater
for
a m
inut
e. A
sk:
Wha
t is
the
tem
pera
ture
of
boili
ng
wat
er?
It is
100
° C
entig
rade
.P
ut s
ome
wat
er in
a s
auce
r an
d le
ave
it on
the
tab
le f
or a
whi
le.
Ask
: W
hat
has
happ
ened
to
the
wat
er?
Exp
lain
tha
t th
e w
ater
has
cha
nged
into
a g
as (
vapo
ur).
Thi
s ch
ange
fro
m a
liqu
id in
to a
gas
is c
alle
d ev
apor
atio
n. A
sk:
Can
wat
er v
apou
r ch
ange
into
liqu
id w
ater
? P
ut s
ome
ice
cube
s in
a b
eake
r. A
sk:
Wha
t do
you
see
on
the
oute
r su
rfac
e of
the
bea
ker?
Fro
m
whe
re h
as t
his
wat
er c
ome?
Exp
lain
tha
t w
ater
vap
our
in t
he a
ir c
hang
es in
to w
ater
whe
n it
touc
hes
a co
ld s
urfa
ce.
Thi
s is
ca
lled
cond
ensa
tion.
Thi
s is
how
dew
is f
orm
ed.
Les
son
plan
49 1
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 5
Topi
c: M
atte
r an
d it
s st
ates
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2.
Mix
ture
s•
to e
xpla
in w
hat a
m
ixtu
re is
•to
exp
lain
that
a
mix
ture
is n
ot a
pu
re s
ubst
ance
•to
exp
lain
diff
eren
t ki
nds
of m
ixtu
res
•ex
plai
n th
at a
mix
ture
is
not
a p
ure
subs
tanc
e
•ex
plai
n th
at a
mix
ture
ca
n be
form
ed b
y m
ixin
g so
lids,
liqu
ids
and
gase
s
•de
scri
be d
iffer
ent k
inds
of
mix
ture
s
Bea
kers
, stir
rer,
suga
r, sa
lt, s
and,
wat
er,
pow
dere
d c
halk
, oil,
a
coin
Rea
ding
: p 4
5, 4
6, 4
7
Act
ivity
: 2
CW
: Q1
(b)
to (
h)
HW
: Q4
Say
wha
t kin
d of
a m
ixtu
re
will
be
form
ed b
y:
suga
r+ w
ater
chal
k +
wat
er
oil+
wat
er
copp
er+
zin
c
Key
wor
ds: m
ixtu
re, s
olut
ion,
dis
solv
e, s
olut
e, s
olve
nt, s
olub
le, i
nsol
uble
, sus
pens
ion,
em
ulsi
on, a
lloy
Met
hod:
Stir
a t
easp
oonf
ul o
f sa
lt in
to a
bea
ker
of w
ater
. Ask
: Wha
t do
you
see
? St
ir a
tea
spoo
nful
of
sand
into
a b
eake
r of
wat
er. A
sk: W
hat
do y
ou s
ee?
Exp
lain
the
for
mat
ion
of a
sol
utio
n. T
he s
alt
is t
he
solu
te a
nd t
he w
ater
is t
he s
olve
nt. T
he c
lear
mix
ture
is c
alle
d a
solu
tion.
The
san
d an
d w
ater
do
not
form
a s
olut
ion
beca
use
the
sand
is n
ot s
olub
le in
wat
er.
Stir
a t
easp
oonf
ul o
f po
wde
red
chal
k in
to a
bea
ker
of w
ater
. Ask
: Wha
t do
you
see
? Is
the
mix
ture
cle
ar?
Exp
lain
tha
t so
me
subs
tanc
es d
o no
t di
ssol
ve in
wat
er: t
hey
are
inso
lubl
e, e
.g. s
and.
Thi
s ki
nd o
f a
mix
ture
is c
alle
d a
susp
ensi
on.
Add
a t
easp
oon
of c
ooki
ng o
il to
a b
eake
r of
wat
er a
nd s
tir. A
sk: W
hat
do y
ou s
ee?
Is t
he m
ixtu
re c
lear
? E
xpla
in t
hat
the
wat
er h
as b
ecom
e cl
oudy
bec
ause
oil
is n
ot s
olub
le in
wat
er. I
t ha
s fo
rmed
an
emul
sion
. If
you
leav
e th
e be
aker
und
istu
rbed
fo
r so
me
time,
the
oil
form
s a
laye
r on
the
top
of
the
wat
er.
Show
the
stu
dent
s a
coin
. Ask
: Wha
t is
thi
s co
in m
ade
of?
Is it
mad
e of
just
one
kin
d of
met
al?
Exp
lain
tha
t co
ins
and
orna
men
ts a
re m
ade
of a
mix
ture
of
met
als
calle
d al
loys
. Bra
ss is
an
allo
y of
cop
per
and
zinc
, bro
nze
is a
n al
loy
of c
oppe
r an
d tin
.
501
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 5
Topi
c: M
atte
r an
d it
s st
ates
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3.
Sepa
ratin
g m
ixtu
res
•to
des
crib
e th
e m
etho
ds
of s
epar
atin
g m
ixtu
res
•ex
plai
n th
at in
solu
ble
solid
s ca
n be
sep
arat
ed
from
liqu
ids
by fi
lteri
ng;
so
lubl
e so
lids
can
be
sepa
rate
d fr
om li
quid
s by
ev
apor
atio
n; ir
on c
an b
e se
para
ted
from
san
d by
st
irri
ng w
ith a
mag
net;
an in
solu
ble
solid
can
be
sepa
rate
d fr
om a
liqu
id b
y de
cant
ing.
Fun
nel,
stan
d, b
eake
r, w
ater
, san
d, c
hina
dis
h B
unse
n bu
rner
, tri
pod,
m
agne
t, ir
on fi
lings
, bl
ack
ink
Rea
ding
: p 4
7, 4
8
Act
ivity
: 3
CW
: Q
5
HW
: Q
1 (i
) (j
)
Q
3
Key
wor
ds: f
ilter
, eva
pora
te, s
tir, a
dd, d
ecan
t
Met
hod:
Set
up
an e
xper
imen
t to
dem
onst
rate
filt
ratio
n of
a m
ixtu
re o
f sa
nd a
nd w
ater
. Se
t up
an
expe
rim
ent
to d
emon
stra
te t
he e
vapo
ratio
n of
wat
er f
rom
a s
olut
ion
of s
alt
and
wat
er. S
et u
p an
exp
erim
ent
to
sepa
rate
iron
fili
ngs
from
san
d w
ith a
mag
net.
Show
the
stu
dent
s ho
w t
he c
ompo
nent
s of
bla
ck in
k ca
n be
sep
arat
ed b
y ad
ding
dro
ps o
f w
ater
to
a sp
ot o
f bl
ack
ink
on a
filt
er p
aper
. Exp
lain
tha
t th
is p
roce
ss is
cal
led
pape
r ch
rom
atog
raph
y.
Add
som
e sa
nd t
o a
beak
er o
f w
ater
. Allo
w t
he s
and
to s
ettle
at
the
bott
om o
f th
e be
aker
. Gen
tly p
our
off
the
clea
r w
ater
fr
om t
he t
op. E
xpla
in t
hat
this
pro
cess
of
sepa
ratin
g a
mix
ture
is c
alle
d de
cant
ing.
Les
son
plan
51 1
Unit 5: Matter and its states Worksheet 1
Name: Date:
1. Name the process by which :
ice changes to water
water changes into ice
water vapour turns to water droplets
liquid water changes into water vapour without heating
liquid water changes into water vapour on heating
2. Write the name of the kind of mixture:
sugar + water
chalk + water
cooking oil + water
copper + tin
3. Name the process by which you will separate a mixture of :
sugar and water
sand and water
sand and iron filings
a mixture of coloured pigments such as those in black ink
stones and water
Photocopiable material
521
Teaching objectives:• toexplainthatthe Earth is surrounded by a layer of air • toexplainthe composition of air • toexplainthe importance of each component of air • toexplainthedifferenceandsimilaritiesbetweenbreathingandburning • toexplainventilation and its importance • toexplainair pollution and its harmful effects • toexplainwaysto reduce air pollution
Teaching strategy:Tell the students to wave their hands up and down. Ask: What do you feel? Teach the students to make a paper fan. Tell them to wave it in front of their faces. Ask: What do you feel? Explain that we are surrounded by air. Ask: What gas do we breathe in? What gas do we breathe out? Explain the various components of air and the importance of each. Ask: Why is oxygen important? How do things burn? Light a candle and cover it with a glass. Ask: What happened to the candle? Why? Explain that oxygen supports burning. Explain that oxygen is used by living things to breathe and stay alive. Tell a student to blow on a cold window pane. Ask: What do you see? Explain that the tiny droplets of water are made from the water vapour in your breath.
Light a candle and cover it with a gas jar. Ask: Why did the candle go out? What do you see inside the jar? Explain that burning things need oxygen. The water droplets inside the jar show that burning produces water vapour. Ask: Why do we keep doors and windows open in summer? Why do we open the windows when too many people are in a room? Explain that warm air rises because it is light, while cold air is heavy. When the air inside a room becomes warm, it begins to rise. There must be ventilators near the ceiling, which will allow the warm air to go out. Cool air will come in to take its place from the doors and windows. This process is called ventilation. That is why we have exhaust fans in kitchens, bathrooms, offices, and halls.
Ask: Why do people go to hill stations and the countryside? Why must people living in a city have a bath every day? Why does furniture in our houses and schools become dusty? Discuss air pollution and where pollutants come from. Discuss the harmful effects of air pollution. Explain the formation of acid rain and its harmful effects. Ask: How can we reduce air pollution? Is city air more polluted than the countryside air? Why? Explain that growing population and industry are causing more pollution. Guide the students to make posters and write slogans to help reduce air pollution.
Answers to Exercises in Unit 61. (a) Air is a mixture of gases. (b) The gases found in air are: nitrogen, oxygen, carbon dioxide, water vapour, dust, and other gases. (c) Plants use carbon dioxide to make their food.
UNIT 6Air and water
53 1
(d) Oxygen helps living things to breathe. It also helps things to burn. (e) The coming in of fresh air and the escaping of stale warm air is called ventilation. (f ) Air pollution can cause diseases like cancer. (g) Poisonous gases and chemicals in air mix with rainwater to produce acid rain. (h) Animals drink water, plants need water to live and grow, we need water for drinking, washing,
bathing, and cooking. (i) Solid water is ice, liquid water is water, and gaseous form of water is water vapour. (j) In cold weather, the water droplets in the clouds may freeze and fall as hail or snow.
2. (a) Nitrates (b) Gases (c) oxygen (d) less (e) more (f ) oxygen (g) pollution (h) Rivers (i) factories (j) germs (k) oxygen/air
3. (a) burning coal (b) burning coal and oil in factories (c) burning petrol and diesel in car engines (d) discharged from factories (e) from animal and human waste
Additional Exercise
MCQs
(a) The gas which is used for making chemical compounds called nitrates is _______________.
oxygen nitrogen hydrogen [nitrogen]
(b) The gas used by plants for making their food is _______________.
oxygen nitrogen carbon dioxide [carbon dioxide]
(c) Oxygen in the air helps living things to _______________.
breathe eat excrete [breathe]
(d) When a candle burns in air it produces carbon dioxide and _______________.
water vapour oil coal [water vapour]
(e) Cool air has _______________ pressure.
low high no [high]
(f ) Burning coal and oil produces harmful gases such as _______________.
ammonia sulphur dioxide oxygen [sulphur dioxide]
(g) Water vapour in the air rises and changes back into tiny droplets of water which form _______________.
clouds rain snow [clouds]
(h) Poisonous chemicals and germs in fresh water cause _______________ pollution.
air water land [water]
(i) Fish and other river life cannot live without _______________.
oxygen carbon dioxide sulphur dioxide [oxygen]
(j) Poisonous gases and chemicals mix with rain water to produce _______________.
sewage smoke acid rain [acid rain]
Amazing Science TG 4
541
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 6
Top
ic:
Air
and
w
ater
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. A
ir,
brea
thin
g,
burn
ing,
ve
ntila
tion
•to
des
crib
e ai
r as
a
mix
ture
of
gase
s
•to
exp
lain
the
im
port
ance
of
the
com
pone
nts
of a
ir
•to
diff
eren
tiate
be
twee
n bu
rnin
g an
d br
eath
ing
•to
exp
lain
wha
t is
m
eant
by
vent
ilatio
n an
d th
e im
port
ance
of
ven
tilat
ion
•ex
plai
n th
at a
ir is
a
mix
ture
of
gase
s
•de
scri
be t
he im
port
ance
of
the
com
pone
nts
of a
ir
•ex
plai
n th
e di
ffer
ence
be
twee
n bu
rnin
g an
d br
eath
ing
•de
scri
be w
hat
vent
ilatio
n is
and
exp
lain
the
im
port
ance
of
adeq
uate
ve
ntila
tion
A p
ie c
hart
of
the
com
posi
tion
of a
ir,
a ca
ndle
, a
char
t sh
owin
g th
e m
ovem
ent
of a
ir d
ue
to v
entil
atio
n
Rea
ding
: p
52,
53
Act
ivity
: 1,
2,
3, 4
, 5
HW
: Q
1 (a
) to
(e)
Key
wor
ds:
air,
nitr
ogen
, ni
trat
e, b
reat
hing
, bu
rnin
g, v
entil
atio
n
Met
hod:
Use
a p
ie c
hart
to
expl
ain
the
com
posi
tion
of a
ir.
Dis
cuss
the
impo
rtan
ce o
f ai
r fo
r al
l liv
ing
thin
gs.
Exp
lain
tha
t ni
trog
en in
the
air
is u
sed
for
mak
ing
nitr
ates
whi
ch a
re a
dded
to
the
soil
as f
ertil
izer
; w
ater
vap
our
in t
he a
ir f
alls
as
rain
; ox
ygen
is b
reat
hed
by li
ving
thi
ngs
to k
eep
them
aliv
e, a
nd is
nec
essa
ry f
or b
urni
ng t
o ta
ke p
lace
. A
sk:
Wha
t ga
s do
we
brea
the
in?
Wha
t ga
s do
we
brea
the
out?
Dis
cuss
the
impo
rtan
ce o
f ox
ygen
for
bre
athi
ng a
nd b
urni
ng,
and
of c
arbo
n di
oxid
e fo
r ph
otos
ynth
esis
.
Ask
: W
hy d
o w
e ke
ep d
oors
and
win
dow
s op
en in
sum
mer
? W
hy d
o w
e op
en t
he w
indo
ws
whe
n th
ere
are
a lo
t of
peo
ple
in
the
room
? E
xpla
in t
hat
war
m a
ir r
ises
bec
ause
it is
ligh
ter
than
col
d ai
r. W
hen
the
air
insi
de a
roo
m b
ecom
es w
arm
, it
begi
ns
to r
ise.
The
re m
ust
be v
entil
ator
s ne
ar t
he c
eilin
g w
hich
will
allo
w t
he w
arm
air
to
go o
ut.
Coo
l air
will
com
e in
thr
ough
the
w
indo
ws
to t
ake
its p
lace
. T
his
proc
ess
is c
alle
d ve
ntila
tion.
We
fit e
xhau
st f
ans
in k
itche
ns,
bath
room
s, o
ffic
es,
and
halls
to
prov
ide
vent
ilatio
n.
55 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 6
Top
ic:
Air
and
w
ater
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. A
ir,
brea
thin
g,
burn
ing,
ve
ntila
tion
•to
des
crib
e ai
r as
a
mix
ture
of
gase
s
•to
exp
lain
the
im
port
ance
of
the
com
pone
nts
of a
ir
•to
diff
eren
tiate
be
twee
n bu
rnin
g an
d br
eath
ing
•to
exp
lain
wha
t is
m
eant
by
vent
ilatio
n an
d th
e im
port
ance
of
ven
tilat
ion
•ex
plai
n th
at a
ir is
a
mix
ture
of
gase
s
•de
scri
be t
he im
port
ance
of
the
com
pone
nts
of a
ir
•ex
plai
n th
e di
ffer
ence
be
twee
n bu
rnin
g an
d br
eath
ing
•de
scri
be w
hat
vent
ilatio
n is
and
exp
lain
the
im
port
ance
of
adeq
uate
ve
ntila
tion
A p
ie c
hart
of
the
com
posi
tion
of a
ir,
a ca
ndle
, a
char
t sh
owin
g th
e m
ovem
ent
of a
ir d
ue
to v
entil
atio
n
Rea
ding
: p
52,
53
Act
ivity
: 1,
2,
3, 4
, 5
HW
: Q
1 (a
) to
(e)
Key
wor
ds:
air,
nitr
ogen
, ni
trat
e, b
reat
hing
, bu
rnin
g, v
entil
atio
n
Met
hod:
Use
a p
ie c
hart
to
expl
ain
the
com
posi
tion
of a
ir.
Dis
cuss
the
impo
rtan
ce o
f ai
r fo
r al
l liv
ing
thin
gs.
Exp
lain
tha
t ni
trog
en in
the
air
is u
sed
for
mak
ing
nitr
ates
whi
ch a
re a
dded
to
the
soil
as f
ertil
izer
; w
ater
vap
our
in t
he a
ir f
alls
as
rain
; ox
ygen
is b
reat
hed
by li
ving
thi
ngs
to k
eep
them
aliv
e, a
nd is
nec
essa
ry f
or b
urni
ng t
o ta
ke p
lace
. A
sk:
Wha
t ga
s do
we
brea
the
in?
Wha
t ga
s do
we
brea
the
out?
Dis
cuss
the
impo
rtan
ce o
f ox
ygen
for
bre
athi
ng a
nd b
urni
ng,
and
of c
arbo
n di
oxid
e fo
r ph
otos
ynth
esis
.
Ask
: W
hy d
o w
e ke
ep d
oors
and
win
dow
s op
en in
sum
mer
? W
hy d
o w
e op
en t
he w
indo
ws
whe
n th
ere
are
a lo
t of
peo
ple
in
the
room
? E
xpla
in t
hat
war
m a
ir r
ises
bec
ause
it is
ligh
ter
than
col
d ai
r. W
hen
the
air
insi
de a
roo
m b
ecom
es w
arm
, it
begi
ns
to r
ise.
The
re m
ust
be v
entil
ator
s ne
ar t
he c
eilin
g w
hich
will
allo
w t
he w
arm
air
to
go o
ut.
Coo
l air
will
com
e in
thr
ough
the
w
indo
ws
to t
ake
its p
lace
. T
his
proc
ess
is c
alle
d ve
ntila
tion.
We
fit e
xhau
st f
ans
in k
itche
ns,
bath
room
s, o
ffic
es,
and
halls
to
prov
ide
vent
ilatio
n.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 6
Top
ic:
Air
and
w
ater
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. A
ir p
ollu
tion
•to
exp
lain
wha
t ai
r po
llutio
n is
•to
des
crib
e th
e ha
rmfu
l eff
ects
of
air
pollu
tion
•to
dis
cuss
how
air
po
llutio
n ca
n be
re
duce
d
•ex
plai
n ho
w a
ir p
ollu
tion
is c
ause
d
•de
scri
be t
he h
arm
ful
effe
cts
of a
ir p
ollu
tion
•su
gges
t w
ays
to r
educ
e ai
r po
llutio
n
Pic
ture
s sh
owin
g th
e ha
rmfu
l eff
ects
of
air
pollu
tion
Rea
ding
: p
54,
55,
56
Act
ivity
: 6
HW
: Q
1 (f
) (g
)
Key
wor
ds:
air
pollu
tion,
sul
phur
dio
xide
, le
ad,
acid
rai
n, c
hem
ical
, ca
ncer
Met
hod:
Sho
w t
he s
tude
nts
som
e pi
ctur
es o
f th
e ha
rmfu
l eff
ects
of
air
pollu
tion.
Ask
: W
hy d
o pe
ople
go
to h
ill s
tatio
ns a
nd t
he c
ount
rysi
de f
or h
olid
ays?
Why
mus
t pe
ople
livi
ng in
a c
ity h
ave
a ba
th e
very
da
y? W
hy d
oes
the
furn
iture
in o
ur h
ouse
s an
d sc
hool
s be
com
e du
sty?
Dis
cuss
air
pol
lutio
n an
d its
cau
ses.
Ask
: W
hy is
the
ci
ty a
ir m
ore
pollu
ted
than
the
air
in t
he c
ount
rysi
de?
Exp
lain
tha
t th
e gr
owin
g po
pula
tion
and
indu
stry
are
cau
sing
mor
e po
llutio
n. C
uttin
g do
wn
tree
s an
d cl
eari
ng t
he la
nd f
or b
uild
ing
hous
es a
nd r
oads
is a
lso
addi
ng t
o ai
r po
llutio
n.
Dis
cuss
how
bur
ning
coa
l and
oil
prod
uces
har
mfu
l gas
es s
uch
as s
ulph
ur d
ioxi
de.
Har
mfu
l gas
es a
nd c
hem
ical
s co
me
from
fa
ctor
y ch
imne
ys.
Pet
rol a
nd d
iese
l oil
used
in c
ar e
ngin
es r
elea
se c
hem
ical
s su
ch a
s le
ad in
to t
he a
ir:
thes
e ca
n ca
use
canc
er
and
othe
r lu
ng d
isea
ses.
Ask
: W
hat
is a
cid
rain
? E
xpla
in t
hat
whe
n po
ison
ous
gase
s an
d ch
emic
als
in t
he a
ir m
ix w
ith r
ain
wat
er,
they
pro
duce
aci
d ra
in.
Dis
cuss
the
har
mfu
l eff
ects
of
acid
rai
n.
Ask
: H
ow c
an w
e re
duce
air
pol
lutio
n?
Hel
p th
e st
uden
ts t
o m
ake
post
ers
and
wri
te s
loga
ns t
o ra
ise
awar
enes
s of
air
pol
lutio
n an
d ho
w it
can
be
redu
ced.
Les
son
plan
561
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 6
Top
ic:
Air
and
w
ater
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. W
ater
•to
exp
lain
tha
t ev
ery
livin
g th
ing
on E
arth
ne
eds
wat
er
•to
des
crib
e th
e st
ates
of
wat
er
•to
exp
lain
the
wat
er
cycl
e
•to
dis
cuss
the
cau
ses
and
effe
cts
of w
ater
po
llutio
n an
d ho
w
wat
er p
ollu
tion
can
be
redu
ced
•ex
plai
n th
e im
port
ance
of
wat
er f
or a
ll liv
ing
thin
gs
•ex
plai
n ho
w w
ater
is
recy
cled
in n
atur
e
•de
scri
be t
he w
ays
in
whi
ch w
ater
bec
omes
po
llute
d, d
escr
ibe
the
harm
ful e
ffec
ts o
f w
ater
po
llutio
n, s
ugge
st w
ays
to
redu
ce w
ater
pol
lutio
n
Pic
ture
s of
how
wat
er
is u
sed,
a d
iagr
am o
f th
e w
ater
cyc
le,
pict
ures
illu
stra
ting
how
wat
er b
ecom
es
pollu
ted
by w
aste
w
ater
fro
m h
omes
, fa
rms,
and
fac
tori
es
Rea
ding
: p
55,
56,
57
Dra
w a
pic
ture
sh
owin
g th
e w
ays
in
whi
ch w
ater
is b
eing
po
llute
d.
CW
: Q
2, Q
3
HW
: Q
1 (h
) (i
) (j
)
Key
wor
ds:
evap
orat
ion,
con
dens
atio
n, p
oiso
nous
, ch
emic
al w
aste
Met
hod:
Dis
cuss
the
impo
rtan
ce o
f w
ater
for
all
livin
g th
ings
. E
xpla
in w
hy w
ater
sho
uld
be c
lean
. R
evis
e th
e w
ater
cyc
le
and
how
wat
er e
vapo
rate
s fr
om t
he s
ea t
o fo
rm c
loud
s an
d ra
in.
Rai
n fa
lls o
n m
ount
ains
and
pla
ins
and
rain
wat
er is
car
ried
ba
ck t
o th
e se
a.
Dis
cuss
and
list
the
way
s in
whi
ch w
ater
bec
omes
pol
lute
d. E
xpla
in t
he w
ays
in w
hich
ani
mal
s an
d pl
ants
are
aff
ecte
d by
po
llute
d w
ater
. A
sk t
he s
tude
nts
to s
ugge
st w
ays
of p
reve
ntin
g or
red
ucin
g w
ater
pol
lutio
n.
Les
son
plan
57 1
Unit 6: Air and water Worksheet 1
Name: Date:
1. Complete the table of the gases in the atmosphere to show their uses:
Gas Use
nitrogen
oxygen
carbon dioxide
water vapour
2. Write the harmful effects of the following pollutants:
Pollutant Harmful effects
sulphur dioxide
lead
acid rain
chemical waste from factories
germs from human and animal waste
Photocopiable material
581
Unit 6: Air and water Worksheet 2
Name: Date:
Draw a pie chart to show the composition of air.
Photocopiable material
59 1
AssessmentUnits 1-61. Answer the following questions:
(a) What gives the body its shape?
(b) Why do the leaves of a plant move to face the light?
(c) What is a food web? Draw a food web below:
(d) What kind of food should you eat to stay healthy?
(e) Name the three states of matter.
2. Fill in the blanks:
(a) The fuel for the human body is . ( food )
(b) Fish have to swim in the water. ( fins)
(c) Most plants make their own food. (green)
(d) Proteins, fats, and carbohydrates are called . (primary foods)
(e) of the Earth’s surface is covered with water. (Three-fourths)
(f ) Plants use sunlight to make food by a process called . (photosynthesis)
(g) Anything that takes up space and has weight is called . (matter)
(h) The change of water vapour (or gas) into liquid is called . (condensation)
(i) helps living things to breathe and stay alive. (Oxygen)
(j) The three states of water are , and . (ice, water, water vapour)
Assessment
601
3. Fill in the table with Yes or No:
Breathing Burning
(a) Needs oxygen
(b) Produces heat
(c) Produces water vapour
(d) Produces light
(e) Produces carbon dioxide
4. Name two methods of separating the parts of a mixture:
(a) (b)
5. Label the diagrams:
heart skin eye lungs
Assessment
61 1
Answers
1. (a) The bones are joined together to make a skeleton. The skeleton gives the body its shape.
(b) The leaves turn to face the light because the plants need light to make their food.
(c) Consumers often eat more than one kind of food, so several food chains are connected to make a food web.
(d) To remain healthy we should eat the right kind of food from all the food groups in the right amounts. (some students may list various foods)
(e) Matter can be found in three states solids, liquids, and gas.
3. Breathing Burning
(a) Yes Yes
(b) Yes Yes
(c) Yes Yes
(d) No Yes
(e) Yes Yes
Assessment
621
Teaching objectives:• todescribea magnet • todescribenatural as well as artificial magnets • todescribethe shapes of magnets • toexplainthat magnetic force can act through non-magnetic materials • toexplainthatthe force of a magnet is strongest at the poles • toexplainthatopposite poles attract each other, like poles repel each other • todescribea magnetic field • todescribehow a magnet can be made and can be demagnetized• todescribethe kinds of magnets • todescribekeepers • toexplainthe function and construction of a compass • toexplainthatthe Earth seems to have a huge magnet inside it • toexplainthe uses of magnets
Teaching strategy:Show the students different kinds of magnets. Ask: Do you know what magnets are made of ? Explain natural and artificial magnets. Write the word Alnico on the board. Explain that Alnico is an abbreviation of aluminium, nickel, and cobalt, the three metals which alnico magnets are made of. Explain that alnico magnets are the most powerful magnets.
Pick up steel pins and paper clips with a magnet. Ask: Why does a magnet pick up the steel pins? Can it pick up a toothpick? Explain that magnets have a magnetic force. A magnet can attract some metals such as iron, steel, nickel, and cobalt. Ask: Can a magnet attract pins through a piece of paper? Perform the experiment mentioned in the lesson and explain that magnetic force can act through non-magnetic materials.
Hold up a bar magnet. Hold pins close to it. Ask: Which part of the magnet holds the most pins? Perform the experiment in the lesson. Explain that the poles are the strongest part of a magnet. Hang a bar magnet by a string. Show the students that the magnet will stop in the North-South position of the Earth. Perform the experiment in the lesson to show that the opposite poles attract and similar poles repel each other.
Place a bar magnet on a sheet of paper. Sprinkle iron filings on the paper. Explain the magnetic field of a magnet, and the magnetic lines of force. Also explain that the force of a magnet is strongest at the poles.
UNIT 7Magnets and magnetism
63 1
Demonstrate the making of a magnet by stroking. Explain that magnets made of hard steel will remain magnets for a long time. Magnets made of soft iron lose their magnetism after sometime. Make an electromagnet with a battery and explain that an electromagnet will remain a magnet as long as the current flows through it.
Ask: Can a magnet lose its magnetism? Explain the methods by which a magnet can be demagnetized. Show the students some keepers placed between the poles of a horseshoe and U-shaped magnets. Explain why they are used.
Show the students a compass. Ask: What is a compass used for? Explain that a compass helps to find directions. It always points North due to the magnetic field. Ask: What can a magnet be used for? Explain the uses of magnets.
Answers to Exercises in Unit 71. (a) A magnet is a material that can attract metals such as iron, steel, cobalt, and nickel. (b) A natural magnet looks like a dark coloured rock. It is called a lodestone or magnetite. (c) Alinco magnets are the most powerful. (d) Magnets are used in electrical machines and motors. They are used in loudspeakers. Electromagnets are used to pick up scrap iron and steel in scrap yards. They are also used in electric bells. (Students may list other uses) (e) A needle or an iron nail can be made into a magnet by stroking it in one direction many times
with one pole of a strong bar magnet. The poles of the magnet can be marked by using a compass needle.
(f ) Heat a magnetized needle until it becomes red hot. Cool it and try to pick up pins with it. The pins will not stick to it because it has lost its magnetism.
(g) A keeper is a small flat piece of iron, which is placed across the poles of a horseshoe magnet. It stops the magnet from losing its magnetism.
2. (a) Aluminium (b) Nickel (c) Cobalt
3. (a) false (b) false (c) false (d) false (e) true4. (a) Wood (b) poles (c) loses (d) electromagnet (e) compass, magnetic (f ) Electro
5. (a) cylinderical (b) horseshoe magnet (c) rectangular (d) U-shaped magnet
6. (a) repel (b) repel (c) attract (d) attract
7. Ask the students to draw a compass
Amazing Science TG 4
641
Additional Exercise
MCQs
(a) An object that can attract iron or steel is called a .
metal magnet machine [magnet]
(b) Artificial magnets are made of hard .
wood stone steel [steel]
(c) When an electric current is passed though the coil of an electro magnet the iron rod inside the coil becomes a .
current magnet wire [magnet]
(d) The force, which holds objects to a magnet, is called .
electrical force pressure magnetic force [magnetic force]
(e) Wood, rubber, and paper are materials.
magnetic non-magnetic neutral [non-magnetic]
(f ) The force of a magnet is strongest .
at the poles in the centre around the magnet [at the poles]
(g) poles of a magnet attract each other.
Similar Opposite No [Opposite]
(h) Keepers stop a magnet from losing its .
magnetism atoms molecules [magnetism]
(i) Magnets that are used in electric bells are called .
bell magnets sound magnets electromagnets [electromagnets]
(j) A small instrument which helps us to find directions is called .
a watch a thermometer a compass [compass]
Unit 7 Magnets and magnetism
65 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 7
Top
ic:
Mag
nets
an
d m
agne
tism
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. M
agne
ts
•to
exp
lain
wha
t a
mag
net
is
•to
exp
lain
wha
t na
tura
l and
art
ifici
al
mag
nets
are
•to
des
crib
e di
ffer
ent
type
s of
mag
nets
•ex
plai
n w
hat
a m
agne
t is
•de
scri
be t
he s
hape
s of
m
agne
ts
•ex
plai
n w
hat
an
elec
trom
agne
t is
Diff
eren
t ty
pes
of
mag
nets
, an
iron
rod
, a
coil
of w
ire,
a
batt
ery
cell,
pap
er
clip
s
Rea
ding
: p
61
Act
ivity
: 1
CW
: Q
2, Q
5
HW
: Q
1 (a
) (b
) (c
) (e
)
Key
wor
ds:
mag
net,
mag
netit
e, lo
dest
one,
ele
ctro
mag
net
Met
hod:
Sho
w t
he s
tude
nts
diff
eren
t m
agne
ts.
Ask
: W
hat
is a
mag
net?
Exp
lain
tha
t a
mag
net
is a
n ob
ject
tha
t ca
n at
trac
t ir
on.
Ask
: W
hat
are
mag
nets
mad
e of
? T
alk
abou
t na
tura
l and
man
-mad
e m
agne
ts.
Wri
te t
he w
ord
AL
NIC
O o
n th
e bo
ard.
E
xpla
in t
hat
this
is a
n ab
brev
iatio
n of
the
nam
es o
f m
etal
s us
ed t
o m
ake
the
mos
t po
wer
ful m
agne
ts.
AL
sta
nds
for
alum
iniu
m,
NI
for
nick
el,
and
CO
for
cob
alt.
Mak
e an
ele
ctro
mag
net
with
a c
oil o
f w
ire
wou
nd r
ound
an
iron
rod
. A
ttac
h it
to a
bat
tery
cel
l and
bri
ng it
clo
se t
o so
me
pape
r cl
ips.
Ask
: W
hat
happ
ens
to t
he p
aper
clip
s? E
xpla
in w
hat
an e
lect
rom
agne
t is
.
Les
son
plan
661
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 7
Top
ic:
Mag
nets
an
d m
agne
tism
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. T
he f
orce
of
a m
agne
t •
to e
xpla
in w
hat
mag
netic
for
ce is
•to
exp
lain
tha
t m
agne
tic f
orce
can
act
th
roug
h no
n-m
agne
tic
mat
eria
ls
•to
dem
onst
rate
tha
t th
e fo
rce
of a
mag
net
is s
tron
gest
at
the
pole
s
•to
exp
lain
tha
t op
posi
te p
oles
att
ract
ea
ch o
ther
•to
exp
lain
var
ious
m
etho
ds t
o de
mag
netiz
e a
mag
net
•to
exp
lain
how
to
prev
ent
a m
agne
t fr
om
losi
ng it
s m
agne
tism
•ex
plai
n w
hat
the
forc
e of
a
mag
net
is
•ex
plai
n th
at m
agne
tic
forc
e ca
n ac
t th
roug
h no
n-m
agne
tic m
ater
ials
•ex
plai
n th
at t
he m
agne
tic
forc
e of
a m
agne
t is
st
rong
est
at t
he p
oles
and
th
at o
ppos
ite p
oles
at
trac
t ea
ch o
ther
•de
mon
stra
te h
ow a
m
agne
t ca
n be
de
mag
netiz
ed
•ex
plai
n ho
w k
eepe
rs c
an
be u
sed
to p
reve
nt a
m
agne
t fr
om lo
sing
its
mag
netis
m
A b
ar m
agne
t, s
teel
pi
ns,
toot
hpic
ks,
woo
den
rule
r, a
n er
aser
, an
iron
nai
l, a
shee
t of
thi
n ca
rd
Rea
ding
: p
61,
62
Act
ivity
: 2,
4,
5
CW
: Q
3, Q
6
HW
: Q
1 (f
) (g
)
Key
wor
ds:
mag
netic
for
ce,
non-
mag
netic
mat
eria
l, at
trac
t, r
epel
, de
mag
netiz
e, k
eepe
r
Met
hod:
Try
to
pick
up
stee
l pin
s, p
aper
clip
s, a
nd t
ooth
pick
s w
ith a
bar
mag
net.
Ask
: W
hy d
oes
the
mag
net
pick
up
the
pins
and
not
the
too
thpi
cks?
Exp
lain
tha
t m
agne
ts h
ave
a m
agne
tic f
orce
. A
mag
net
can
attr
act
item
s m
ade
of t
he m
etal
s ir
on,
stee
l, ni
ckel
, an
d co
balt.
Con
td.
Les
son
plan
67 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 7
Top
ic:
Mag
nets
an
d m
agne
tism
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. T
he f
orce
of
a m
agne
t •
to e
xpla
in w
hat
mag
netic
for
ce is
•to
exp
lain
tha
t m
agne
tic f
orce
can
act
th
roug
h no
n-m
agne
tic
mat
eria
ls
•to
dem
onst
rate
tha
t th
e fo
rce
of a
mag
net
is s
tron
gest
at
the
pole
s
•to
exp
lain
tha
t op
posi
te p
oles
att
ract
ea
ch o
ther
•to
exp
lain
var
ious
m
etho
ds t
o de
mag
netiz
e a
mag
net
•to
exp
lain
how
to
prev
ent
a m
agne
t fr
om
losi
ng it
s m
agne
tism
•ex
plai
n w
hat
the
forc
e of
a
mag
net
is
•ex
plai
n th
at m
agne
tic
forc
e ca
n ac
t th
roug
h no
n-m
agne
tic m
ater
ials
•ex
plai
n th
at t
he m
agne
tic
forc
e of
a m
agne
t is
st
rong
est
at t
he p
oles
and
th
at o
ppos
ite p
oles
at
trac
t ea
ch o
ther
•de
mon
stra
te h
ow a
m
agne
t ca
n be
de
mag
netiz
ed
•ex
plai
n ho
w k
eepe
rs c
an
be u
sed
to p
reve
nt a
m
agne
t fr
om lo
sing
its
mag
netis
m
A b
ar m
agne
t, s
teel
pi
ns,
toot
hpic
ks,
woo
den
rule
r, a
n er
aser
, an
iron
nai
l, a
shee
t of
thi
n ca
rd
Rea
ding
: p
61,
62
Act
ivity
: 2,
4,
5
CW
: Q
3, Q
6
HW
: Q
1 (f
) (g
)
Key
wor
ds:
mag
netic
for
ce,
non-
mag
netic
mat
eria
l, at
trac
t, r
epel
, de
mag
netiz
e, k
eepe
r
Met
hod:
Try
to
pick
up
stee
l pin
s, p
aper
clip
s, a
nd t
ooth
pick
s w
ith a
bar
mag
net.
Ask
: W
hy d
oes
the
mag
net
pick
up
the
pins
and
not
the
too
thpi
cks?
Exp
lain
tha
t m
agne
ts h
ave
a m
agne
tic f
orce
. A
mag
net
can
attr
act
item
s m
ade
of t
he m
etal
s ir
on,
stee
l, ni
ckel
, an
d co
balt.
Con
td.
Ask
: C
an a
mag
net
attr
act
stee
l pin
s th
roug
h a
shee
t of
thi
n ca
rd?
Per
form
the
exp
erim
ent
to d
emon
stra
te t
hat
mag
netic
fo
rce
can
act
thro
ugh
non-
mag
netic
mat
eria
ls.
Hol
d a
mag
net
clos
e to
a p
ile o
f pa
per
clip
s. A
sk:
Whi
ch p
art
of t
he m
agne
t ho
lds
the
mos
t pi
ns?
Exp
lain
tha
t th
e m
agne
tic
forc
e of
a m
agne
t is
str
onge
st a
t th
e po
les.
Susp
end
a ba
r m
agne
t on
a le
ngth
of
stri
ng.
Swin
g th
e m
agne
t an
d ob
serv
e its
dir
ectio
n as
it s
tops
. E
xpla
in t
hat
the
mag
net
poin
ts t
o th
e no
rth-
sout
h po
sitio
n of
the
Ear
th.
Per
form
the
exp
erim
ent
of a
ttra
ctio
n an
d re
puls
ion
desc
ribe
d on
p 6
2 to
sho
w t
hat
oppo
site
pol
es a
ttra
ct a
nd s
imila
r po
les
repe
l eac
h ot
her.
Ask
: C
an a
mag
net
lose
its
mag
netis
m?
Exp
lain
the
way
s by
whi
ch a
mag
net
can
lose
its
mag
netis
m.
Show
the
stu
dent
s ke
eper
s pl
aced
bet
wee
n th
e po
les
of a
hor
sesh
oe m
agne
t. E
xpla
in t
heir
use
.
681
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 7
Top
ic:
Mag
nets
an
d m
agne
tism
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. U
ses
of m
agne
ts•
to d
iscu
ss t
he u
ses
of m
agne
ts
•ex
plai
n th
at m
agne
tism
ca
n be
ver
y us
eful
A c
ompa
ss,
a lo
ud
spea
ker,
pic
ture
s of
a
cran
e so
rtin
g sc
rap
met
al,
an e
lect
ric
door
be
ll, a
dia
gram
of
the
Ear
th’s
mag
netic
fie
ld
Rea
ding
: p
63A
ctiv
ity:
3C
W:
Q4
HW
: Q
1 (d
)
Key
wor
ds:
elec
trom
agne
t, c
ompa
ss,
mag
netic
fie
ld
Met
hod:
Sus
pend
a b
ar m
agne
t on
a le
ngth
of
stri
ng a
nd g
ive
it a
twis
t. L
et it
com
e to
res
t. A
sk:
Wha
t is
the
pos
ition
of
the
mag
net?
Whi
ch is
the
nor
th e
nd o
f th
e m
agne
t? E
xpla
in t
hat
the
Ear
th h
as a
mag
netic
fie
ld a
nd t
he b
ar m
agne
t al
way
s al
igns
its
elf
with
it,
whe
n su
spen
ded.
Show
the
stu
dent
s a
com
pass
. A
sk:
Wha
t is
a c
ompa
ss u
sed
for?
Exp
lain
tha
t th
e sm
all n
eedl
e in
side
the
com
pass
is a
m
agne
t. I
t al
way
s po
ints
to
the
geog
raph
ical
nor
th o
f th
e E
arth
. E
xpla
in h
ow a
com
pass
is u
sed
by c
ars,
pla
nes,
shi
ps,
etc.
to
find
dire
ctio
n.
Show
the
stu
dent
s pi
ctur
es o
f di
ffer
ent
mac
hine
s an
d ga
dget
s th
at u
se e
lect
rom
agne
ts.
Dis
cuss
the
use
s of
mag
nets
.
69 1
Unit 7: Magnets and magnetism Worksheet 1
Name: Date:
1. Fill in the blanks to complete the sentences.
a) Any material that can attract iron is called a .
b) A natural magnet is called a .
c) Artificial magnets are made of hard .
d) magnets are the most powerful.
e) The force which holds objects to a magnet is called
.
2. Draw the Earth’s magnetic field.
3. Describe two ways in which a magnet can be demagnetized.
Photocopiable material
701
Teaching objectives:• toexplainhow vibrations produce sound, both loud and soft • toexplainthatsound needs a medium to be produced • toexplainthatsound travels better through solids than through liquids and gases • toexplainthatsound travels at different speeds • toexplainhow musical sounds and noise are produced • toexplainhow echoes are used in echo detection and echolocation
Teaching strategy:Ask: What kind of sounds can you hear just now? How are these sounds produced? Which sound is loud? How is music produced by a guitar? Explain the production of sound by vibrations. Explain how vibrations make the particles of air bump into each other and are pressed and spread to produce sound waves. Ask: Will a loud or soft sound be produced if we strike a drum hard? Explain loud and soft sounds.
Ask: Can sound travel through materials? Explain that sound travels fastest in solids. Ask: Can we hear the sound of explosions taking place on the Sun? Explain that sound cannot travel in space because there are no particles to produce sound waves. Ask: Can you hear better by putting your ear close to a closed door? Explain that sound travels at different speeds through different materials.
Ask: What is music? What is noise? Explain the difference between musical sounds and noise. Ask: What happens when you shout or clap in an empty room? Explain the reflection of sound and the production of an echo. Ask: Do you know how scientists can find out the depth of an ocean? Explain the method of echo detection. Ask: How do bats find their way in the dark? Explain the method of echolocation.
Answers to Exercises in Unit 81. (a) Sound is produced by anything that vibrates. (b) When the vibrating air makes our eardrums vibrate, we hear sound. (c) A vibrating body, first makes the molecules of air press together and then spread apart. The
vibrations pass from molecule to molecule to make a sound wave. (d) No, sound cannot travel through space because there is no air in space. (e) Musical and noisy sounds are made by a number of different vibrations reaching our ears at
the same time. (f ) When sound waves hit a barrier, such as a cliff, they bounce back and we can hear the sound
again. This reflected sound is called an echo.
UNIT 8Sound
71 1
(g) Echoes are used by scientists to find the depth of oceans, to detect shoals of fish, submarines and wrecked ships, and to make maps of the seabed.
2. (a) (i) drum (ii) horn (b) (i) ticking of a clock (ii) rain (c) (i) violin (ii) piano (d) (i) jet engine (ii) firecracker
Additional Exercise
MCQs
(a) Vibrations caused by the shaking movements of the air help to produce .
sound heat electricity [sound]
(b) When particles pass their energy from one molecule to the next the movement is called a .
water wave sound wave electrical wave [sound wave]
(c) A sound is heard when the vibration is small.
low high noisy [low]
(d) Sound cannot travel through space because there is no .
water land air [air]
(e) Sound travels better through and liquids.
air water solids [solids]
(f ) Unpleasant sounds are called .
noise music vibrations [noise]
(g) Sound waves bounce off , hard surfaces.
smooth shiny rough [smooth]
(h) Sound that is is called an echo.
dispersed reflected refracted [reflected]
(i) Bats can catch insects in the dark by .
echo sounders echo detection echo location [echo location]
(j) Very loud sounds can damage the .
eyes ears teeth [ears]
Amazing Science TG 4
721
Les
son
plan
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 8
Top
ic:
Sou
nd
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. S
ound
•
to e
xpla
in h
ow w
e he
ar s
ound
s
•to
exp
lain
how
so
und
is p
rodu
ced
•to
dis
cuss
diff
eren
t ki
nds
of s
ound
s
•ex
plai
n th
at s
ound
is
prod
uced
by
vibr
atin
g bo
dies
•de
scri
be t
he p
rodu
ctio
n of
so
und
wav
es
•ex
plai
n ho
w lo
ud a
nd s
oft
soun
ds a
re p
rodu
ced
A d
rum
, a
hand
bel
l, a
guita
r, a
gon
gR
eadi
ng:
p 68
Act
ivity
: 1
HW
: Q
1 (a
) (b
) (c
)
Key
wor
ds:
soun
d, v
ibra
tion,
sou
nd w
ave,
loud
, so
ft,
expa
nd
Met
hod:
Ask
the
stu
dent
s to
sit
quie
tly a
nd li
sten
to
soun
ds in
the
roo
m.
Mak
e a
list
of a
ll th
e di
ffer
ent
soun
ds.
Ask
: H
ow d
o w
e he
ar s
ound
s? E
xpla
in t
hat
ever
y so
und
that
we
hear
is c
ause
d by
som
ethi
ng s
haki
ng.
Thi
ngs
that
pro
duce
so
und
shak
e ba
ck a
nd f
orth
ver
y qu
ickl
y. T
hese
sha
king
mov
emen
ts a
re c
alle
d vi
brat
ions
. V
ibra
tions
cau
se t
he a
ir in
fro
nt o
f th
em t
o vi
brat
e; w
hen
the
vibr
atio
ns r
each
our
ear
, th
ey c
ause
the
ear
dru
ms
to v
ibra
te a
nd w
e he
ar t
he s
ound
.
Ask
: H
ow is
sou
nd p
rodu
ced?
Exp
lain
tha
t vi
brat
ions
cau
se t
iny
part
icle
s of
air
to
bum
p in
to e
ach
othe
r. W
hen
this
ha
ppen
s, t
he p
artic
les
are
first
pre
ssed
tog
ethe
r an
d th
en t
hey
spre
ad a
part
, or
the
y ex
pand
. E
ach
part
icle
pas
ses
its e
nerg
y to
th
e ne
xt p
artic
le a
nd in
thi
s w
ay v
ibra
tions
are
pas
sed
on f
rom
mol
ecul
e to
mol
ecul
e. T
his
mov
emen
t is
cal
led
a so
und
wav
e.
Dra
w a
sou
nd w
ave
on t
he b
oard
and
exp
lain
it.
Ask
: W
hat
kind
of
soun
d is
pro
duce
d if
we
stri
ke a
dru
m h
ard?
Will
the
sou
nd b
e so
ft o
r lo
ud?
Exp
lain
tha
t a
loud
sou
nd is
pr
oduc
ed b
y a
larg
er v
ibra
tion
and
a so
ft s
ound
is p
rodu
ced
by a
sm
alle
r vi
brat
ion.
Dis
cuss
the
sou
nds
prod
uced
by
diff
eren
t ob
ject
s.
73 1
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 8
Top
ic:
Sou
nd
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. H
ow s
ound
tr
avel
s •
to e
xpla
in h
ow
soun
d tr
avel
s
•to
des
crib
e di
ffer
ent
type
s of
so
und
•ex
plai
n th
at s
ound
tr
avel
s at
diff
eren
t sp
eeds
thr
ough
diff
eren
t m
ater
ials
•di
ffer
entia
te b
etw
een
plea
sant
and
unp
leas
ant
soun
ds
A w
oode
n ta
ble,
a b
ottle
of
wat
er,
a ba
lloon
, a
stop
wat
ch,
a gl
ass
tum
bler
, pi
ctur
es o
f m
usic
al in
stru
men
ts
Rea
ding
: p
69
Act
ivity
: 2
CW
: Q
2
HW
: Q
1 (d
) (e
)
Key
wor
ds:
spac
e, v
ibra
tion,
mus
ical
, no
ise
Met
hod:
Ask
: H
ow d
o w
e he
ar s
ound
s? C
an w
e he
ar s
ound
s co
min
g fr
om t
he n
ext
room
? C
an w
e he
ar s
ound
s w
hen
we
are
swim
min
g un
derw
ater
? C
an w
e he
ar t
he s
ound
s co
min
g fr
om o
uter
spa
ce?
Exp
lain
tha
t so
und
trav
els
at d
iffer
ent
spee
ds t
hrou
gh d
iffer
ent
mat
eria
ls.
As
we
have
lear
ned
earl
ier,
sou
nd n
eeds
a m
ediu
m
to t
rave
l in;
we
cann
ot h
ear
soun
ds f
rom
out
er s
pace
as
ther
e is
no
air
to v
ibra
te.
Ask
: D
oes
soun
d tr
avel
bet
ter
thro
ugh
solid
s, li
quid
s, o
r ga
ses?
Ask
a s
tude
nt t
o go
out
side
the
cla
ssro
om a
nd c
lose
the
doo
r be
hind
him
. A
sk h
im/h
er t
o pu
t hi
s/he
r ea
r to
the
doo
r an
d lis
ten.
Ask
the
stu
dent
to
com
e ba
ck in
to t
he c
lass
room
and
tel
l yo
u w
hat
s/he
hea
rd.
Exp
lain
tha
t so
und
trav
els
best
thr
ough
sol
ids.
Hol
d a
wat
ch b
etw
een
your
tee
th.
Can
you
hea
r th
e tic
king
? E
xpla
in t
hat
teet
h ar
e so
lid s
o so
und
can
trav
el t
hrou
gh t
hem
.
Ask
: H
ow d
o w
hale
s an
d do
lphi
ns c
omm
unic
ate
with
eac
h ot
her
in t
he w
ater
? E
xpla
in t
hat
soun
ds c
an t
rave
l thr
ough
wat
er.
Exp
lain
tha
t so
und
trav
els
at d
iffer
ent
spee
ds t
hrou
gh d
iffer
ent
mat
eria
ls.
Ask
: W
hat
is m
usic
? D
o yo
u fin
d it
plea
sant
or
unpl
easa
nt?
Exp
lain
tha
t so
und
that
is p
leas
ing
to t
he e
ars
is m
usic
al.
Soun
ds
whi
ch w
e fin
d un
plea
sant
are
cal
led
nois
e. M
usic
al s
ound
s an
d no
ise
are
prod
uced
by
a nu
mbe
r of
diff
eren
t vi
brat
ions
re
achi
ng o
ur e
ars
at t
he s
ame
time.
741
Les
son
plan
D
ate:
T
ime:
40
min
s
Uni
t: 8
Top
ic:
Sou
nd
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. R
efle
ctio
n of
so
und
N
oise
po
llutio
n
•to
exp
lain
wha
t re
flect
ion
of s
ound
is
•to
exp
lain
how
re
flect
ion
of s
ound
is
used
•to
exp
lain
wha
t no
ise
pollu
tion
is
•ex
plai
n th
at r
efle
ctio
n of
so
und
is c
alle
d an
ech
o
•ex
plai
n ho
w e
choe
s ar
e us
ed
by s
cien
tists
and
ani
mal
s
•ex
plai
n th
e ca
uses
and
ef
fect
s of
noi
se p
ollu
tion
and
sugg
est
way
s to
red
uce
it
Pic
ture
s an
d di
agra
ms
of s
hips
and
bat
s, a
ch
art
of m
easu
res
to
redu
ce o
r co
ntro
l no
ise
pollu
tion
Rea
ding
: p
69,
70
Col
lect
pic
ture
s of
th
ings
whi
ch m
ake
plea
sant
and
un
plea
sant
sou
nds.
HW
: Q
1 (f
) (g
)
Key
wor
ds:
boun
ce,
echo
, ec
ho d
etec
tion,
ech
o so
unde
r, e
chol
ocat
ion
Met
hod:
Ask
: H
ow d
o so
und
wav
es r
each
us?
Dis
cuss
ref
lect
ion
of li
ght
and
expl
ain
that
, in
the
sam
e w
ay,
soun
d is
re
flect
ed w
hen
it st
rike
s a
hard
sur
face
. T
his
boun
cing
bac
k of
sou
nd is
cal
led
an e
cho.
Thi
s m
eans
tha
t w
hen
soun
d w
aves
hi
t a
phys
ical
bar
rier
suc
h as
a c
liff
or a
wal
l, th
ey b
ounc
e ba
ck a
nd w
e ca
n he
ar t
he s
ound
aga
in.
The
ref
lect
ed s
ound
is
calle
d an
ech
o. W
e he
ar lo
uder
ech
oes
in a
tun
nel o
r a
cove
red
plac
e su
ch a
s a
hall.
Ask
: H
ow c
an w
e m
ake
use
of e
choe
s? E
xpla
in t
hat
scie
ntis
ts h
ave
inve
nted
som
e in
stru
men
ts w
hich
can
be
used
by
fishe
rmen
to
dete
ct s
hoal
s of
fis
h in
the
sea
. E
xpla
in h
ow a
n ec
ho s
ound
er w
orks
.
Ask
: D
o ba
ts h
ave
eyes
? C
an b
ats
see?
Exp
lain
tha
t ba
ts d
o ha
ve e
yes
but
they
can
not
see.
The
y us
e ec
hoes
to
dete
ct a
nd
catc
h fly
ing
inse
cts.
Exp
lain
ech
oloc
atio
n in
bat
s.
Ask
: W
hat
is n
oise
? E
xpla
in t
hat
nois
e is
any
sou
nd t
hat
is u
nple
asan
t. A
sk t
he s
tude
nts
to n
ame
som
e un
plea
sant
sou
nds
arou
nd t
hem
. D
iscu
ss n
oise
as
a fo
rm o
f po
llutio
n of
the
env
iron
men
t. D
iscu
ss t
he e
ffec
ts o
f no
ise
pollu
tion,
and
the
way
s in
w
hich
it c
an b
e re
duce
d an
d co
ntro
lled.
75 1
Unit 8: Sound Worksheet 1
Name: Date:
1. Underline the correct word(s):
(a) Movements that make the air shake back and forth are called waves / vibrations.
(b) The passing of energy from one particle to the next is called a vibration / sound wave.
(c) Striking a gong hard makes a loud / soft sound.
(d) Sounds cannot travel through solids / space.
(e) Sound travels better through solid / liquids.
(f) Sounds that we find unpleasant are called noise / music.
(g) Reflected sound is called an echo / ray.
(h) Very loud sound can damage the eyes / ears.
2. Match the description to the correct term.
Description Term
What is produced when sound waves hit a barrier and bounce back so that we hear the echo sounder sound again.
An instrument that is used to send sound waves into the sea to detect shoals of fish, and to echolocation make maps of the seabed.
High squeaking sounds made by bats to find their way in the dark and to catch flying insects. echo
Photocopiable material
761
Teaching objectives:• todescribethe structure of an atom • todescribeions • todescribe static electricity • toexplain electrostatic induction • todescribehow we can test the presence of a charge • todescribe lightning • todescribean electric circuit • todescribethe importance of a switch • todescribeconductors and insulators
Teaching strategy:Ask: What is matter made up of ? Draw the structure of an atom and explain. Draw two atoms and explain how ions are formed. The atom that gives away an electron becomes a positively charged ion, and the atom that receives an electron becomes a negatively charged ion.
Tell a student to brush his/her hair vigorously with a plastic comb and bring it near bits of paper. Ask: Why are the papers sticking to the comb? Explain the production of static electricity and the induction of charges by rubbing. Rub a rubber balloon with a woollen cloth and hold it against the wall. Ask: Why does the balloon stick to the wall? Explain that rubbing produces static electricity.
Take the students to the laboratory and show them a gold leaf electroscope. Demonstrate why the leaves repel each other when a charged body is brought close to the metal ball of the electroscope.
Ask: Where do you see lightning? What is lightning? Explain how rubbing of clouds produces lightning. Ask: Why does lightning strike high buildings and trees? Explain that charged clouds induce opposite charges on the buildings and trees. When the charge becomes high, the electrons jump from the clouds to the buildings and trees, and lightning strikes. Explain the use of lightning conductors to prevent damage by lightning. Make an electric circuit with a cell, a bulb, and wires.
Ask: Why does the bulb light up? Explain the pathway of charged particles in an electric circuit. Ask: Will the bulb still glow if the cell is removed, or if the wire is detached? Explain open and closed circuits and the need for the source of electricity to push the charge. Ask: If a wooden strip is added to the circuit, will the bulb still glow? Why? Explain that materials that do not allow electrons to flow through them are called insulators. Metals are materials that allow electrons to flow through. They are called conductors. Do the activities. Summarize the lesson.
UNIT 9Static electricity
77 1
Answers to Exercises in Unit 91. (a) Everything on the Earth is made up of atoms. (b) Protons, neutrons, and electrons. (c) The two kinds of electric charges are positive charge and negative charge. (d) It is produced by rubbing two materials. (e) If a charged particle is brought close to a neutral object it produces an opposite charge on it.
This process is called electro static induction. (f ) A body can be tested for the presence of a charge by an instrument called a gold leaf
electroscope. (g) When clouds become highly charged due to rubbing against each other, a large number of
electrons jump from one cloud to another or to the Earth. This flow of electrons produces a flash of lightning.
(h) An electric circuit is a pathway along which charged particles can move. (i) Materials that allow an electric charge to pass through them are called conductors as in metals. (j) A switch is a device that is used to turn a current on or off. When you turn the switch on, a
small metal piece inside the switch completes the circuit and the current flows along the circuit. When you turn the switch off, the metal piece moves away from the wire and the current stops flowing.
2. (a) protons (b) positive (c) negative (d) loses (e) gains (f ) static (g) repel (h) attract (i) lightning (j) Rubbing
3. (a) repel (b) attract (c) attract (d) repel
Additional Exercise
MCQs
(a) Protons have a charge.
negative positive neutral [positive]
(b) Electrons have a charge.
negative positive neutral [negative]
(c) Electricity that is not moving is called .
current electricity static electricity magnetic electricity [static electricity]
(d) A object can be charged by a process called electrostatic induction.
positive negative neutral [neutral]
(e) An instrument called a can be used to test a body for the presence of a charge.
gold leaf electroscope microscope telescope [gold leaf electroscope]
Amazing Science TG 4
781
(f ) The jumping of electrons between clouds, or from the clouds to the Earth is called .
lighting lightning electrifying [lightning]
(g) High buildings can be protected from damage due to lightning by fixing on them.
lightning conductors heat conductors sound conductors [lightning conductors]
(h) A cell of a battery is a source of energy, which pushes the in a circuit.
charge heat light [charge]
(i) An electric current can be turned on and off by a .
fuse switch bulb [switch]
(j) The pathway by which an electric current moves along the wire is called .
a current a wave a circuit [a circuit]
Unit 9 Static electricity
79 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 9
Top
ic:
Sta
tic
elec
tric
ity
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. S
tatic
ele
ctri
city
•to
des
crib
e th
e st
ruct
ure
of a
n at
om
•to
exp
lain
wha
t io
ns a
re
•to
exp
lain
wha
t st
atic
el
ectr
icity
is
•de
scri
be t
he s
truc
ture
of
an a
tom
and
the
cha
rges
on
the
par
ticle
s
•ex
plai
n th
at w
hen
an
atom
gai
ns e
lect
rons
it
beco
mes
neg
ativ
ely
char
ged
and
whe
n an
at
om lo
ses
elec
tron
s it
beco
mes
pos
itive
ly
char
ged
Dia
gram
s of
the
st
ruct
ure
of a
tom
s,
diag
ram
s of
the
fo
rmat
ion
of p
ositi
ve
and
nega
tive
ions
Rea
ding
: p
74
CW
: Q
1 (a
) (b
)
HW
: Q
1 (c
) (d
)
Key
wor
ds:
atom
, pr
oton
, el
ectr
on,
neut
ron,
pos
itive
cha
rge,
neg
ativ
e ch
arge
Met
hod:
Ask
: W
hat
is m
atte
r m
ade
up o
f? D
raw
the
str
uctu
re o
f an
ato
m o
n th
e bo
ard.
Exp
lain
the
str
uctu
re o
f an
ato
m.
Dra
w t
wo
atom
s on
the
boa
rd a
nd e
xpla
in t
he f
orm
atio
n of
ions
. W
hen
two
atom
s co
me
clos
e to
eac
h ot
her,
one
ato
m g
ives
aw
ay a
n el
ectr
on a
nd b
ecom
es a
pos
itive
ly c
harg
ed io
n an
d th
e at
om t
hat
rece
ives
the
ele
ctro
n be
com
es a
neg
ativ
ely
char
ged
ion.
Exp
lain
tha
t m
ater
ials
tha
t ga
in e
lect
rons
hav
e a
nega
tive
char
ge a
nd m
ater
ials
tha
t lo
se e
lect
rons
hav
e a
posi
tive
char
ge.
Ask
: W
hat
is t
he m
eani
ng o
f st
atic
? E
xpla
in t
hat
stat
ic m
eans
not
mov
ing.
Ele
ctri
city
tha
t is
not
mov
ing
is c
alle
d st
atic
el
ectr
icity
; it
stay
s in
one
pla
ce.
Stat
ic e
lect
rici
ty is
pro
duce
d w
hen
mat
eria
ls r
ub a
gain
st e
ach
othe
r.
Les
son
plan
801
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 9
Top
ic:
Sta
tic
elec
tric
ity
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. E
lect
rost
atic
in
duct
ion
•to
exp
lain
wha
t el
ectr
osta
tic
indu
ctio
n is
•to
des
crib
e ho
w t
he
pres
ence
of
a ch
arge
ca
n be
tes
ted
•to
exp
lain
how
el
ectr
osta
tic
indu
ctio
n oc
curs
in
natu
re
•ex
plai
n th
at a
neu
tral
bo
dy c
an g
ain
a po
sitiv
e or
a n
egat
ive
char
ge b
y a
proc
ess
calle
d el
ectr
osta
tic in
duct
ion
•de
scri
be h
ow a
bod
y ca
n be
tes
ted
for
the
pres
ence
of
a ch
arge
•ex
plai
n th
at li
ghtn
ing
is
a pr
oduc
t of
ele
ctro
stat
ic
indu
ctio
n in
nat
ure
A p
last
ic r
uler
, a
plas
tic
com
b, a
met
al b
all,
a go
ld le
af e
lect
rosc
ope,
a
pict
ure
of a
ligh
tnin
g bo
lt, a
n in
flate
d ba
lloon
, a
piec
e of
woo
llen
clot
h
Rea
ding
: p
74,
75
Act
ivity
: 1,
2,
3, 4
CW
: Q
2, Q
3
HW
: Q
1 (e
) (f
) (g
)
Key
wor
ds:
elec
tros
tatic
indu
ctio
n, a
ttra
ct,
repe
l, go
ld le
af e
lect
rosc
ope,
ligh
tnin
g
Met
hod:
Ask
a s
tude
nt t
o co
mb
his/
her
hair
vig
orou
sly
with
a p
last
ic c
omb
and
then
hol
d th
e co
mb
clos
e to
tin
y pi
eces
of
pape
r. A
sk:
Why
are
the
pie
ces
of p
aper
stic
king
to
the
com
b? E
xpla
in t
hat
the
plas
tic c
omb
beca
me
char
ged
whi
le c
ombi
ng
the
hair
, an
d w
hen
it w
as b
roug
ht c
lose
to
the
piec
es o
f pa
per,
the
y be
cam
e ch
arge
d w
ith t
he o
ppos
ite k
ind
of c
harg
e an
d th
e tw
o ch
arge
s at
trac
ted
each
oth
er.
Exp
lain
the
pro
duct
ion
of s
tatic
ele
ctri
city
and
the
indu
ctio
n of
cha
rges
by
rubb
ing.
R
ub a
n in
flate
d ba
lloon
with
a p
iece
of
woo
llen
clot
h an
d ho
ld t
he b
allo
on a
gain
st t
he w
all.
Ask
: W
hy d
oes
the
ballo
on s
tick
to t
he w
all?
Exp
lain
tha
t ru
bbin
g pr
oduc
es s
tatic
ele
ctri
city
. T
ake
the
stud
ents
to
the
labo
rato
ry a
nd s
how
the
m a
gol
d le
af
elec
tros
cope
. D
emon
stra
te h
ow t
he le
aves
rep
el e
ach
othe
r w
hen
a ch
arge
d bo
dy is
bro
ught
clo
se t
o th
e m
etal
bal
l of
the
gold
leaf
ele
ctro
scop
e.
Ask
: W
hen
do w
e se
e lig
htni
ng in
the
sky
? W
hat
is li
ghtn
ing?
Exp
lain
how
the
rub
bing
tog
ethe
r of
the
clo
uds
prod
uces
ch
arge
s in
the
m.
Ask
: W
hy d
oes
light
ning
som
etim
es s
trik
e hi
gh b
uild
ings
and
tre
es?
Exp
lain
tha
t ch
arge
d cl
ouds
indu
ce
oppo
site
cha
rges
on
the
build
ing
and
tree
s. W
hen
the
char
ge b
ecom
es v
ery
high
, th
e el
ectr
ons
jum
p fr
om t
he c
loud
s, a
nd
light
ning
str
ikes
. E
xpla
in t
he u
se o
f lig
htni
ng c
ondu
ctor
s to
pre
vent
dam
age
by li
ghtn
ing.
Les
son
plan
81 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 9
Top
ic:
Sta
tic
elec
tric
ity
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. C
urre
nt
elec
tric
ity
C
ondu
ctor
s an
d in
sula
tors
•to
exp
lain
wha
t a
curr
ent
is
•to
exp
lain
wha
t cu
rren
t el
ectr
icity
is
•to
exp
lain
the
im
port
ance
of
a sw
itch
•to
exp
lain
wha
t co
nduc
tors
and
in
sula
tors
are
•de
fine
curr
ent
elec
tric
ity
•de
scri
be a
sim
ple
circ
uit,
ex
plai
n th
e im
port
ance
of
a sw
itch
in a
cir
cuit
•ex
plai
n th
at m
ater
ials
tha
t al
low
an
elec
tric
cha
rge
to
pass
thr
ough
the
m a
re
calle
d co
nduc
tors
and
tha
t in
sula
tors
do
not
allo
w a
n el
ectr
ic c
harg
e to
pas
s th
roug
h th
em
A b
ulb,
a b
atte
ry c
ell,
copp
er w
ires
, a
switc
h, s
ampl
es o
f co
nduc
tors
and
in
sula
tors
Rea
ding
: p
75,
76
Aci
tivity
: 5
HW
: Q
1 (h
) (i
) (j
)
Key
wor
ds:
elec
tric
cir
cuit,
ele
ctri
c cu
rren
t, b
atte
ry c
ell,
bulb
, w
ire,
sw
itch
Met
hod:
Set
up
an e
lect
ric
circ
uit
and
expl
ain
its c
ompo
nent
s. A
sk:
Why
doe
s th
e bu
lb li
ght
up?
Exp
lain
the
pat
hway
of
the
char
ged
part
icle
s in
an
elec
tric
cir
cuit.
Ask
: W
ill t
he b
ulb
still
glo
w if
the
bat
tery
cel
l is
rem
oved
or
the
wir
es a
re d
etac
hed?
W
hy?
Exp
lain
ope
n an
d cl
osed
cir
cuits
and
the
nee
d fo
r a
sour
ce o
f el
ectr
icity
to
push
the
cha
rge
thro
ugh
the
circ
uit.
Ask
: If
a
woo
den
rule
r is
add
ed t
o th
e ci
rcui
t w
ill t
he b
ulb
still
glo
w?
Why
? E
xpla
in t
hat
mat
eria
ls t
hat
do n
ot a
llow
ele
ctro
ns t
o flo
w t
hrou
gh t
hem
are
cal
led
insu
lato
rs.
Met
als
are
mat
eria
ls t
hat
allo
w e
lect
rons
to
flow
. T
hey
are
calle
d co
nduc
tors
.
Ask
: H
ow c
an a
cir
cuit
be t
urne
d on
and
off
? E
xpla
in t
he r
ole
of t
he s
witc
h in
con
trol
ling
the
flow
of
elec
tric
ity.
The
sw
itch
form
s a
brid
ge in
the
pat
h of
the
flo
w o
f el
ectr
icity
. U
se a
mod
el t
o ex
plai
n ho
w a
sw
itch
wor
ks.
Les
son
plan
821
Unit 9: Static electricity Worksheet 1
Name: Date:
1. Underline the correct word(s):
(a) An electron has a negative / positive charge.
(b) Electricity that is not moving is called current electricity / static electricity.
(c) When a charged body is brought close to a neutral object, it produces the same / an opposite charge in the object.
(d) If a charged body is brought close to the metal ball of a gold leaf electroscope, the gold leaves will attract / repel each other.
(e) Clouds become charged when tiny droplets or crystals of ice present in the clouds rub / hit against each other.
(f) The pathway along which charged particles can flow is called a static current / electric current.
(g) A switch / battery is used to turn a current on and off.
(h) Materials that allow an electric charge to pass through them are called insulators / conductors.
2. Draw the correct charge on the metal ball in each of the diagrams.
Photocopiable material
(a) (b)
(d)(c)
83 1
Teaching objectives:• toexplainthatall things are made up of molecules which are groups of atoms • toexplainthatthe movement of molecules produces heat • toexplainthatto find out temperature we use a thermometer • todescribethe construction of a thermometer • toexplainthe Celsius scale, the Fahrenheit scale • toexplainthe freezing point and boiling point of water on both scales • toexplainthe normal body temperature of human beings
Teaching strategy:Tell the students to rub their hands together. Ask: Do your hands feel warm? Explain that all things are made up of molecules. When the molecules move fast they produce heat. Rubbing hands makes the molecules move fast, so they produce heat. Perform the hot and cold water experiment mentioned in the Pupil’s Book. Ask: Why did the hands feel different in the lukewarm water? Explain that our senses are not reliable. They are only relative.
Ask: How does a doctor know that you are sick? What does the thermometer tell him? Explain that we cannot find out the temperature of a body just by touching it. Show the students a clinical thermometer and a laboratory thermometer. Show them the scales marked on them. Dip them in warm and cold water and show them the movement of the liquid inside, on the scale. Take the temperature of a few students with a clinical thermometer. Show them the normal body temperature on the scale. Show the students how to make a bottle thermometer. Explain how it works.
Answers to Exercises in Unit 101. (a) When molecules move fast, they produce heat. (b) A thermometer is an instrument used to find out exactly how hot something is. (c) The markings on a thermometer are called the temperature scale. (d) My normal body temperature is 98.6°F or 37°C. (e) The boiling point of water is 100°C.
2. (a) atoms (b) heat (c) thermometer (d) rises (e) falls (f ) 0°C (g) 212°F (h) higher (i) heat (j) mercury
UNIT 10Heat
841
Additional Exercise
MCQs
(a) When we rub our hands they .
become hot become cold stay the same [become hot]
(b) Groups of atoms are called .
heat molecules mercury [molecules]
(c) Rubbing makes molecules move .
faster slower at the same speed [ faster]
(d) The movement of molecules produces .
cold water heat ice [heat]
(e) We use an instrument called a to find out the temperature of something.
thermometer tube bulb [thermometer]
(f) The markings on the glass tube of a thermometer is called .
temperature scale mercury freezing point [temperature scale]
(g) The bulb of a thermometer contains .
cold water warm water mercury [mercury]
(h) The level of the mercury on the scale shows the temperature in .
degrees alphabets pictures [degrees]
(i) The normal human body temperature is F.
98.6° 95.4° 100° [98.6°]
(j) The boiling point of water is C.
110° 95° 100° [100°]
Unit 10 Heat
85 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
0
Top
ic:
Hea
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. H
eat
•to
exp
lain
tha
t al
l th
ings
are
mad
e up
of
ato
ms
and
mol
ecul
es
•to
exp
lain
tha
t th
e m
ovem
ent
of
mol
ecul
es p
rodu
ces
heat
•to
dem
onst
rate
tha
t ou
r se
nses
are
not
re
liabl
e in
tel
ling
us
how
hot
or
cold
so
met
hing
is
•ex
plai
n th
at h
eat
is p
rodu
ced
by t
he m
ovem
ent
of
mol
ecul
es
•ex
plai
n th
at w
e ca
nnot
de
pend
on
our
sens
e of
to
uch
to f
ind
out
exac
tly
how
hot
or
cold
som
ethi
ng is
Thr
ee b
owls
, ve
ry
cold
wat
er in
one
, lu
kew
arm
wat
er in
an
othe
r, a
nd h
ot
wat
er in
the
thi
rd
Rea
ding
: p
80
HW
: Q
1 (a
)
Key
wor
ds:
heat
, m
olec
ule
Met
hod:
Per
form
the
hot
and
col
d w
ater
exp
erim
ent
on p
80.
Ask
: W
hy d
id y
our
hand
s fe
el d
iffer
ent
in t
he lu
kew
arm
w
ater
? E
xpla
in t
hat
our
sens
es a
re n
ot a
lway
s re
liabl
e. W
e ca
nnot
dep
end
on t
hem
to
find
out
how
hot
or
cold
som
ethi
ng is
.
Ask
the
stu
dent
s to
rub
the
ir h
ands
tog
ethe
r. A
sk:
How
do
your
han
ds f
eel?
Exp
lain
tha
t al
l thi
ngs
are
mad
e up
of
mol
ecul
es.
Whe
n th
e m
olec
ules
mov
e fa
st,
they
pro
duce
hea
t. R
ubbi
ng y
our
hand
s to
geth
er m
akes
the
mol
ecul
es m
ove
fast
so
the
y pr
oduc
e he
at.
Les
son
plan
861
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
0
Top
ic:
Hea
t
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. T
herm
omet
ers
T
empe
ratu
re
scal
es
•to
exp
lain
wha
t te
mpe
ratu
re m
eans
•to
intr
oduc
e th
e in
stru
men
ts u
sed
for
mea
suri
ng
tem
pera
ture
•to
exp
lain
the
te
mpe
ratu
re s
cale
s
•de
fine
tem
pera
ture
•de
scri
be t
he c
onst
ruct
ion
and
wor
king
of
a th
erm
omet
er
•ex
plai
n th
e di
ffer
ent
scal
es u
sed
to m
easu
re
tem
pera
ture
A c
linic
al
ther
mom
eter
, a
labo
rato
ry
ther
mom
eter
, ic
e,
boili
ng w
ater
, a
char
t of
tem
pera
ture
sca
les
Rea
ding
: p
81,
82
Act
ivity
: 1,
2
CW
: Q
2, Q
3
HW
: Q
1 (b
) to
(e)
Pro
ject
: M
ake
a m
odel
of
a la
bora
tory
and
a
clin
ical
the
rmom
eter
out
of
car
dboa
rd a
nd p
aste
th
em o
n a
piec
e of
cha
rt
pape
r. W
rite
the
rul
es o
f ho
w t
o ha
ndle
th
erm
omet
ers
safe
ly.
Key
wor
ds:
ther
mom
eter
, te
mpe
ratu
re,
tem
pera
ture
sca
le,
Cel
sius
, F
ahre
nhei
t
Met
hod:
Ask
: W
hat
can
we
use
to f
ind
out
exac
tly h
ow h
ot o
r co
ld s
omet
hing
is?
How
doe
s a
doct
or k
now
tha
t yo
u ha
ve
feve
r? W
hat
does
the
the
rmom
eter
tel
l him
/her
? E
xpla
in t
hat
we
cann
ot f
ind
out
the
tem
pera
ture
of
a bo
dy s
impl
y by
to
uchi
ng it
. Sh
ow t
he s
tude
nts
a cl
inic
al t
herm
omet
er a
nd a
labo
rato
ry t
herm
omet
er.
Show
the
m t
he s
cale
s m
arke
d on
the
m.
Dip
the
labo
rato
ry t
herm
omet
er in
col
d w
ater
and
the
n in
hot
wat
er.
Show
the
m h
ow t
he li
quid
insi
de m
oves
alo
ng t
he s
cale
m
arke
d on
the
tub
e of
the
the
rmom
eter
. A
sk t
hem
to
read
the
tem
pera
ture
.
Tak
e th
e te
mpe
ratu
res
of a
few
stu
dent
s w
ith a
clin
ical
the
rmom
eter
. Sh
ow t
hem
the
nor
mal
bod
y te
mpe
ratu
re o
n th
e sc
ale.
Ask
: H
ow c
an w
e fin
d ou
t th
e da
ytim
e an
d ni
ght
tem
pera
ture
s? E
xpla
in t
hat
max
imum
and
min
imum
the
rmom
eter
s ar
e us
ed a
t w
eath
er s
tatio
ns t
o re
cord
the
ext
rem
e te
mpe
ratu
res.
If
one
is a
vaila
ble,
sho
w t
he s
tude
nts
a m
axim
um a
nd
min
imum
the
rmom
eter
and
exp
lain
how
it w
orks
.
Les
son
plan
87 1
Unit 10: Heat Worksheet 1
Name: Date:
1. Draw and label a clinical thermometer.
3. Correct the incorrect statements:
(a) All things are made up of tiny particles called atoms.
(b) When molecules move fast they produce electricity.
(c) We can tell how hot something is by using our hands.
(d) When the bulb of a thermometer is dipped into hot water, the level of the mercury rises.
(e) When the bulb of a thermometer is dipped into cold water, the level of the mercury rises.
(f) The freezing point of water is 32ºC.
(g) The boiling point of water is 100ºF
(h) If you have fever, your body temperature will be below normal body temperature.
Photocopiable material
2. Mark the freezing point of water and the boiling point of water on the two scales.
881
UNIT 11Force and machines
Teaching objectives:• todescribea simple machine • todescribethe use of simple machines • todescribehow a machine helps us to do more work with less effort • toexplainthat machines need energy to work
Teaching strategy:Ask: Can you name some machines which we use? Show a bottle opener to the students. Tell them it is a machine. Open a bottle of coke with an opener. Explain the use of the bottle opener as a simple machine. Explain that a machine helps us to do useful work with less effort. Cut a piece of cloth with a pair of scissors. Explain that a pair of scissors is a simple machine. Explain the meaning of a machine and its use.
Ask: Why is it better to use a machine rather than trying to do the same work with your hands? Explain the types of machines and the useful work that they do. Explain the mechanical advantage of machines. Show students the various types of levers and their use in everyday life. Ask: How can you push a heavy load uphill? Explain the use of an inclined plane. Show the students a wedge and explain that its shape is made up of two inclined planes. Explain how it works to cut hard things. Explain how it helps to increase and change the direction of the applied force. Show the students a screw. Explain how it is used to hold two pieces of wood or metals together. Show the students a simple wheel and an axle of a toy car. Wind a piece of string in the groove of the axle and attach a metallic object to the free end. Explain how heavy things can be hauled up by using a wheel and an axle.
Ask: Can heavy objects be lifted by applying a downward force? Explain the action of a pulley. Explain how the mechanical advantage can be increased by increasing the number of pulleys. Ask: What happens when you rub two stones together? Explain the heating up of the moving parts of a machine when they rub against each other.
Answers to Exercises in Unit 111. (a) Force is a push or a pull, which is needed to bring about some kind of movement. (b) Forces can change the shapes of objects. Forces can make objects move faster or slower or stop them altogether. (c) The force of gravity cause objects to fall to the ground. (d) washing machine, mixer, bottle opener computer, stapler, photocopier car, cycle, road roller
89 1
Amazing Science TG 4
(e) A machine needs some kind of energy to work.
(f ) A simple machine helps to make our work easier by turning the force of the hand into a form of movement that helps us to do work.
(g) A pulley is a simple machine, which is made up of wheels. The wheel of the pulley turns on an axle. There is a groove around the rim of the pulley which holds a rope. When the rope is pulled the pulley can lift a heavy load attached to the end of the rope.
2. (a) speed (b) gravity (c) fulcrum (d) lever system
(e) muscles (f ) load (g) opposite (h) A pulley
Additional Exercise
MCQs
(a) The push or pull that is needed to bring about some kind of movement is called .
force machine gravity [ force]
(b) If you push a toy car it will move in the direction in which it was pushed.
same opposite backward [same]
(c) The kind of force which attracts objects towards the Earth is called the force of .
push gravity attraction [ gravity]
(d) Force can change the of objects.
colour state shape [shape]
(e) Machines need to turn the moving parts inside them.
energy food water [energy]
(f ) Our forearm acts like a lever. Which part represents the fulcrum?
wrist elbow muscles [elbow]
(g) When we use machines like levers and pulleys, .
we can do less work move a large load with a small effort
use less energy [move a large load with a small effort]
(h) A pulley is a simple machine which is made up of .
levers wheels wires [wheels]
(i) Which of the following has a lever system in it?
ear lobe knee cap finger [ finger]
(j) The force which can produce an effect on an object at a distance without touching it is .
force of gravity force of a pulley force of a lever [ force of gravity]
901
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
1
Top
ic:
For
ce
and
mac
hine
s
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. F
orce
W
hat
forc
es
can
do
•to
exp
lain
wha
t fo
rce
is
•to
exp
lain
wha
t fo
rces
can
do
•to
exp
lain
the
m
eani
ng o
f sp
eed
•de
fine
wha
t is
mea
nt b
y fo
rce
•de
scri
be w
hat
forc
es c
an d
o
•ex
plai
n w
hat
spee
d is
and
ca
lcul
ate
the
spee
d of
a
mov
ing
obje
ct
A t
oy c
ar,
a m
etre
ru
le,
a nu
t cr
acke
r, a
ru
bber
ban
d, a
sp
onge
, P
last
icin
e, a
m
agne
t, s
trai
ght
pins
, a
bar
mag
net,
a c
oin
Rea
ding
: p
85,
86,
87
Act
ivity
: p
90
HW
: Q
1 (a
) (b
) (c
)
Key
wor
ds:
forc
e, m
ove,
sto
p, f
ast,
slo
w,
spee
d, s
quee
ze,
grav
ity
Met
hod:
Pla
ce a
toy
car
on
the
tabl
e an
d pu
sh it
. A
sk:
Wha
t ha
ppen
s? W
hat
mak
es t
he c
ar m
ove?
Exp
lain
tha
t an
y ki
nd o
f m
ovem
ent
need
s so
me
kind
of
a pu
sh o
r a
pull.
Thi
s pu
sh o
r pu
ll is
cal
led
forc
e. A
sk:
Can
we
see
forc
e? E
xpla
in t
hat
we
cann
ot s
ee f
orce
but
we
can
see
wha
t fo
rces
do.
Pla
ce a
met
re r
ule
on t
he t
able
and
put
a t
oy c
ar n
ext
to it
. Pus
h th
e ca
r. M
ark
its s
tart
ing
poin
t an
d its
sto
ppin
g po
int
on t
he
met
re r
ule.
Pla
ce t
he c
ar a
long
side
the
met
re r
ule
at t
he s
tart
ing
posi
tion
and
push
it a
gain
, but
har
der
this
tim
e. A
sk: H
ow f
ar
did
the
car
trav
el?
Has
the
car
mov
ed f
urth
er t
his
time?
If
you
push
the
mov
ing
car
in t
he o
ppos
ite d
irec
tion
wha
t w
ill h
appe
n?
Exp
lain
tha
t th
e ca
r w
ill s
low
dow
n an
d fin
ally
sto
p: t
his
dem
onst
rate
s th
at f
orce
can
cha
nge
the
spee
d of
an
obje
ct.
Ask
: W
hat
is s
peed
? E
xpla
in t
hat
the
spee
d of
a m
ovin
g bo
dy t
ells
us
how
far
it w
ill t
rave
l in
a sp
ecifi
ed a
mou
nt o
f tim
e. F
or
exam
ple,
if a
car
tra
vels
100
km
in o
ne h
our
its s
peed
is 1
00 k
m p
er h
our.
Wri
te o
n th
e bo
ard
the
form
ula
for
findi
ng s
peed
: di
stan
ce t
rave
lled
= s
peed
x t
ime.
Exp
lain
how
thi
s fo
rmul
a ca
n be
use
d to
cal
cula
te h
ow f
ar a
car
will
tra
vel i
n a
give
n tim
e an
d ho
w it
can
als
o be
use
d to
ca
lcul
ate
the
time
it w
ill t
ake
to c
over
a g
iven
dis
tanc
e.W
rite
the
for
mul
a: t
ime
= d
ista
nce
/ spe
ed.
Do
the
calc
ulat
ion
sugg
este
d in
the
act
ivity
on
p 86
.St
retc
h a
rubb
er b
and
betw
een
your
thu
mbs
. A
sk:
Wha
t ha
s ha
ppen
ed t
o th
e ru
bber
ban
d? W
hy d
o yo
u th
ink
it ha
s be
com
e lo
nger
? Sq
ueez
e a
piec
e of
Pla
stic
ine
or a
spo
nge.
Ask
: W
hat
happ
ens?
Exp
lain
tha
t fo
rce
can
chan
ge t
he s
hape
of
obje
cts.
Hol
d a
mag
net
near
som
e st
raig
ht p
ins.
Ask
: W
hat
has
happ
ened
? W
hat
caus
ed t
he p
ins
to m
ove?
Tos
s a
coin
in t
he a
ir.
Ask
: W
hy d
id t
he c
oin
fall
to t
he g
roun
d? E
xpla
in t
hat
forc
es c
an a
ct o
n ob
ject
s fr
om a
dis
tanc
e.
Gra
vity
is t
he f
orce
with
whi
ch t
he E
arth
pul
ls a
ll ob
ject
s to
war
ds it
self.
Les
son
plan
91 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
1
Top
ic:
For
ce
and
mac
hine
s
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. M
achi
nes
•to
exp
lain
wha
t a
mac
hine
is
•to
exp
lain
tha
t m
achi
nes
need
en
ergy
to
wor
k
•ex
plai
n w
hat
a m
achi
ne is
•ex
plai
n th
at a
ll m
achi
nes
need
som
e ki
nd o
f en
ergy
to
do
usef
ul w
ork
Pic
ture
s of
a b
icyc
le,
a ca
r, a
n ae
ropl
ane,
a
sew
ing
mac
hine
, a
was
hing
mac
hine
, a
cloc
k,
a st
eam
eng
ine,
a s
poon
, a
knife
, a
pair
of
scis
sors
, a
can
open
er,
etc.
Rea
ding
: p
87
CW
: Q
1 (d
)
HW
: Q
1 (e
) (f
)
Key
wor
ds:
mac
hine
, en
ergy
, w
ork,
sim
ple
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
diff
eren
t m
achi
nes.
Exp
lain
tha
t th
ey a
re a
ll m
achi
nes.
Ask
: W
hat
is a
mac
hine
? Is
a
knife
a m
achi
ne?
Is a
scr
ew d
rive
r a
mac
hine
? E
xpla
in t
hat
anyt
hing
tha
t he
lps
to m
ake
wor
k ea
sier
is c
alle
d a
mac
hine
. D
iscu
ss t
he d
iffer
ent
kind
s of
mac
hine
tha
t w
e us
e at
hom
e an
d in
off
ices
and
our
wor
k pl
aces
. H
old
up a
spo
on a
nd a
sk t
he
stud
ents
whe
ther
it is
a m
achi
ne.
Exp
lain
tha
t a
spoo
n, a
kni
fe,
and
a pa
ir o
f sc
isso
rs a
re a
ll ex
ampl
es o
f si
mpl
e m
achi
nes.
T
hey
help
to
mak
e ou
r w
ork
easi
er.
Ask
: W
hat
does
a m
achi
ne n
eed
in o
rder
to
wor
k? D
iscu
ss f
uel a
nd e
nerg
y an
d th
e po
wer
of
our
mus
cles
whi
ch m
ake
it po
ssib
le f
or m
achi
nes
to d
o th
eir
wor
k.
Les
son
plan
921
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
1
Top
ic:
For
ce
and
mac
hine
s
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. S
impl
e m
achi
nes
•to
exp
lain
wha
t a
sim
ple
mac
hine
is
•to
des
crib
e th
e di
ffer
ent
kind
s of
sim
ple
mac
hine
•to
exp
lain
the
use
s of
si
mpl
e m
achi
nes
•to
exp
lain
how
m
achi
nes
mak
e it
poss
ible
to
do m
ore
wor
k w
ith le
ss e
ffor
t
•ex
plai
n w
hat
a si
mpl
e m
achi
ne is
•de
scri
be t
he t
ypes
of
sim
ple
mac
hine
and
the
ir
appl
icat
ions
•ex
plai
n ho
w s
impl
e m
achi
nes
mak
e ou
r w
ork
easi
er
A p
air
of s
ciss
ors,
a
knife
, a
spoo
n, a
tin
ca
n, p
ictu
res
of a
se
e-sa
w,
a w
heel
ba
rrow
, a
pulle
y, a
ro
pe,
a w
heel
and
axl
e
Rea
ding
: p
88,
89
CW
: Q
2
HW
: Q
1 (g
)
Key
wor
ds:
leve
r, le
ver
syst
em,
actio
n, r
eact
ion,
pul
ley,
whe
el,
axle
Met
hod:
Sho
w t
he s
tude
nts
a sp
oon.
Exp
lain
tha
t it
is a
mac
hine
. U
se t
he s
poon
to
pris
e th
e lid
off
a t
in c
an.
Exp
lain
tha
t th
e sp
oon
has
mad
e it
easi
er t
o op
en t
he c
an t
han
open
ing
it us
ing
only
the
fin
gers
. E
xpla
in t
hat
a m
achi
ne h
elps
us
to d
o us
eful
wor
k w
ith le
ss e
ffor
t. C
ut a
pie
ce o
f cl
oth
with
a p
air
of s
ciss
ors.
Exp
lain
tha
t a
pair
of
scis
sors
is a
sim
ple
mac
hine
.
Ask
: W
hy is
it b
ette
r to
use
a m
achi
ne r
athe
r th
an t
o do
the
sam
e w
ork
with
you
r ha
nds?
Exp
lain
the
typ
es o
f m
achi
ne a
nd
the
usef
ul w
ork
that
the
y do
.
Show
the
stu
dent
s va
riou
s ty
pes
of le
vers
and
dis
cuss
the
ir u
se in
dai
ly li
fe.
Ask
: C
an y
ou li
ft a
hea
vy lo
ad?
Show
the
stu
dent
s th
e si
mpl
e w
heel
and
axl
e fr
om a
toy
car
. W
ind
a pi
ece
of s
trin
g ro
und
the
groo
ve o
f th
e w
heel
and
att
ach
a sm
all o
bjec
t to
the
fre
e en
d. E
xpla
in h
ow t
he w
heel
and
axl
e ca
n be
use
d to
hau
l hea
vy t
hing
s.
Ask
: Can
hea
vy o
bjec
ts b
e lif
ted
by a
pply
ing
a do
wnw
ard
forc
e? D
raw
dia
gram
s on
the
boa
rd t
o ex
plai
n th
e ac
tion
of a
pul
ley.
Les
son
plan
93 1
Unit 11: Force and machines Worksheet 1
Name: Date:
1. Use the formula: distance = speed x time, to calculate the distance travelled by a car moving at a speed of 100 km/h for 2 hours.
2. Use the formula : speed = distance/time, to calculate the speed of a car which travels 100 km in 2 hours.
Photocopiable material
941
Unit 11: Force and machines Worksheet 2
Name: Date:
1. List five things that force can do:
i.
ii.
iii.
iv.
v.
2. Mark the effort, load, and fulcrum on the following machines:
Photocopiable material
95 1
Teaching objectives:• toexplainthatwe see things because of light • toexplainthatlight is a form of energy • toexplainthatlight travels very fast • toexplainthatlight can travel through spaces • toexplainthatlight travels in straight lines • toexplainreflection of light • toexplainthe characteristics of an image formed in a mirror • toexplainluminous and non-luminous bodies
Teaching strategy:Ask: Can we see things in the dark? Can we see things in light? What would the world be without light? Explain the importance of light for plants and animals. Ask: What work can light do? How does a solar calculator work? Explain that light is a form of energy which helps us to work. Ask: Do you see lightning first or do you hear the clap of thunder during a thunderstorm? Explain that the speed of light is faster than the speed of sound.
Ask: What are stars? Why do stars give out light? How do we see stars when they are so far away? Explain that light can travel through space. Make a hollow tube of newspaper. Light a candle and place it on the desk. Ask a student to look at the flame through the tube. Bend the tube. Ask the student if he can see the flame. Explain that light cannot go round corners. It travels in straight lines.
Take a piece of cardboard. Make a pinhole in its centre. Shine a torch through the hole. Ask: What can you see? Make a slit in the cardboard and shine the torch through. Ask: What can you see now? Explain the difference between a ray and a beam. Show the students a toy laser light. Explain that a laser beam is a narrow beam of light of one colour. It is used by doctors to seal cuts. Shine a torch on a mirror. Explain the reflection of light.
Ask: How does light help you to see things? Explain that objects reflect light so we can see them. Ask: How do our rooms get light in the daytime? Explain the phenomenon of scattering of light with diagrams on the board. Hold a mirror in front of the class. Ask a student to stand in front of it. Ask: What can you see? Write the letter L on a piece of paper and hold it in front of the mirror. Ask: How does the letter L appear in the mirror? Explain the characteristics of the image formed in a plane mirror.
Ask: From where do we get light? Show the students pictures of the Sun, a candle, a bulb, and a fire. Explain that luminous bodies give out light of their own. Ask: What is moonlight? Does the Moon have its own light? Does a chair or table give out light? Explain that non-luminous bodies only reflect the light that falls on them.
UNIT 12Light
961
Answers to Exercises in Unit 121. (a) We can see objects when they reflect the light that falls on them. (b) There would be no colours, plants, or animals on Earth. (c) The speed of light is 300,000 kilometres in one second. (d) We know that light can travel through space because we are able to see the light from the Sun
and the stars. (e) i) The straight path of light is called a ray. ii) Many rays make a beam of light. (f ) A very narrow beam of light of one colour is called a laser beam. (g) The bouncing back of light from a smooth surface is called reflection of light. (h) The reflection of an object in a mirror is called an image.
2. (a) sound (b) laser (c) scattered (d) image
3. Diagrams to be drawn by the students.
Additional ExerciseMCQs
(a) The Sun gives heat and to the Earth.
sound electricity light [light]
(b) The speed of light is .
200,000 km/s 300,000 km/s 400,000 km/s [300,000 km/s]
(c) The speed of light the speed of sound.
is faster than is slower than is the same as [is faster than]
(d) Light can only travel in .
straight lines curves lines circular lines [straight lines]
(e) A beam of light is made up of many .
lines dots rays [rays]
(f ) A very narrow beam of light of colour (s) is called a laser beam.
many few one [one]
(g) The bouncing back of light from a smooth surface is called .
dispersion refraction reflection [reflection]
(h) The reflection of an object is called .
shadow image photograph [image]
(i) When rays of light fall on surface they are scattered in all directions.
smooth shiny rough [rough]
(j) Objects that give off their own light are called .
luminous non luminous opaque [luminous]
Unit 12 Light
97 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
2
Top
ic:
Lig
ht
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. L
ight
•
to e
xpla
in t
hat
we
can
see
thin
gs b
ecau
se o
f lig
ht
•to
exp
lain
tha
t lig
ht is
a
form
of
ener
gy
•to
exp
lain
tha
t lig
ht
trav
els
very
fas
t
•to
exp
lain
tha
t lig
ht c
an
trav
el t
hrou
gh s
pace
•ex
plai
n th
at w
e se
e th
ings
bec
ause
ligh
t fa
lls
on t
hem
•ex
plai
n th
at li
ght
is a
fo
rm o
f en
ergy
•de
scri
be t
he p
rope
rtie
s of
ligh
t
Dia
gram
s an
d pi
ctur
es o
f so
urce
s of
lig
ht,
light
ning
, sp
ace
Rea
ding
: p
93
CW
: Q
1 (a
) (b
)
HW
: Q
1 (c
) (d
)
Key
wor
ds:
light
, en
ergy
, sp
eed,
spa
ce
Met
hod:
Sta
rt b
y as
king
the
stu
dent
s if
it is
pos
sibl
e to
see
thi
ngs
in t
he d
ark.
Ask
: C
an w
e se
e th
ings
whe
n it
is li
ght?
Wha
t w
ould
the
wor
ld b
e lik
e w
ithou
t lig
ht?
Exp
lain
the
impo
rtan
ce o
f lig
ht f
or p
lant
s an
d an
imal
s.
Ask
: C
an li
ght
do u
sefu
l wor
k? E
xpla
in t
hat
light
is a
for
m o
f en
ergy
tha
t he
lps
us t
o do
man
y th
ings
.
Ask
: D
urin
g a
thun
ders
torm
, do
you
hea
r th
e cl
ap o
f th
unde
r fir
st o
r do
you
see
the
ligh
tnin
g?
Exp
lain
tha
t be
caus
e lig
ht t
rave
ls f
aste
r th
an s
ound
, w
e se
e th
e lig
htni
ng b
efor
e w
e he
ar t
he t
hund
er.
Ask
: W
hat
are
star
s? W
hy d
o st
ars
give
out
ligh
t? H
ow d
o w
e se
e st
ars
whe
n th
ey a
re s
o fa
r aw
ay?
Exp
lain
tha
t lig
ht c
an t
rave
l thr
ough
spa
ce.
Les
son
plan
981
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
2
Top
ic:
Lig
ht
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. L
ight
tra
vels
in
str
aigh
t lin
es
•to
exp
lain
tha
t lig
ht
trav
els
in s
trai
ght
lines
•to
exp
lain
ref
lect
ion
of
light
•to
exp
lain
the
ch
arac
teri
stic
s of
an
imag
e fo
rmed
in a
pl
ane
mir
ror
•ex
plai
n th
at li
ght
trav
els
in
stra
ight
line
s
•ex
plai
n th
e re
flect
ion
of
light
•de
scri
be t
he c
hara
cter
istic
s of
an
imag
e fo
rmed
in a
pl
ane
mir
ror
A c
andl
e, a
dri
nkin
g st
raw
, a
torc
h, a
pie
ce
of c
ardb
oard
, pi
ctur
es
of a
ray
, a
beam
, a
lase
r be
am,
diag
ram
s of
ref
lect
ion
of li
ght,
a
mir
ror
Rea
ding
: p
94,
95
Act
ivity
: p
96
CW
: Q
2, Q
3
HW
: Q
1 (e
) (f
) (g
) (h
)
Key
wor
ds:
ray,
bea
m,
refle
ctio
n, s
urfa
ce,
mir
ror,
imag
e, in
vert
ed
Met
hod:
Rol
l up
a ne
wsp
aper
to
form
a h
ollo
w t
ube.
Lig
ht a
can
dle
and
plac
e it
on t
he d
esk.
Ask
a s
tude
nt t
o lo
ok a
t th
e fla
me
thro
ugh
the
tube
. B
end
the
tube
and
ask
the
stu
dent
to
look
at
the
flam
e ag
ain.
Exp
lain
tha
t it
is n
ot p
ossi
ble
to s
ee
the
cand
le n
ow b
ecau
se li
ght
cann
ot g
o ro
und
a co
rner
. It
tra
vels
in s
trai
ght
lines
.T
ake
a pi
ece
of c
ardb
oard
. M
ake
a pi
nhol
e in
its
cent
re.
Shin
e a
torc
h th
roug
h th
e ho
le.
Ask
: W
hat
can
you
see?
Mak
e a
slit
in t
he c
ardb
oard
and
shi
ne t
he t
orch
thr
ough
. A
sk:
Wha
t ca
n yo
u se
e no
w?
Exp
lain
the
diff
eren
ce b
etw
een
a ra
y an
d a
beam
.Sh
ow t
he s
tude
nts
a to
y la
ser
light
. M
ake
it c
lear
tha
t la
ser
ligh
ts s
houl
d ne
ver
be s
hone
dir
ectl
y in
to t
he e
yes.
E
xpla
in t
hat
a la
ser
beam
is a
nar
row
bea
m o
f lig
ht o
f on
e co
lour
onl
y. I
t is
use
d by
doc
tors
to
seal
cut
s on
the
ski
n. I
t is
al
so n
ow b
eing
use
d in
tel
epho
ne c
able
s an
d to
det
ect
dam
age
in u
nder
grou
nd p
ipes
, et
c.Sh
ine
a to
rch
on a
mir
ror.
With
the
hel
p of
dia
gram
s on
the
boa
rd,
expl
ain
the
refle
ctio
n of
ligh
t.H
ow d
oes
light
hel
p us
to
see
thin
gs?
Exp
lain
tha
t w
e ca
n se
e ob
ject
s be
caus
e th
ey r
efle
ct li
ght.
Ask
: H
ow d
o ou
r ro
oms
get
light
in t
he d
aytim
e? U
se d
iagr
ams
on t
he b
oard
to
expl
ain
the
scat
teri
ng o
f lig
ht.
Hol
d up
a m
irro
r an
d as
k a
stud
ent
to s
tand
in f
ront
of
it. A
sk:
Wha
t ca
n yo
u se
e? A
sk h
im/h
er t
o ra
ise
his/
her
righ
t ha
nd.
Ask
the
stu
dent
s w
hich
han
d th
ey c
an s
ee.
Wri
te t
he le
tter
‘L
’ on
a p
iece
of
pape
r an
d ho
ld it
in f
ront
of
the
mir
ror.
Ask
: H
ow d
oes
the
lett
er a
ppea
r in
the
mir
ror?
Exp
lain
the
cha
ract
eris
tics
of a
n im
age
form
ed b
y a
plan
e m
irro
r.
Les
son
plan
99 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
2
Top
ic:
Lig
ht
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
3. H
ow d
o w
e se
e th
ings
?•
to e
xpla
in w
hat
lum
inou
s an
d no
n-lu
min
ous
bodi
es a
re
•di
ffer
entia
te b
etw
een
lum
inou
s an
d no
n-
lum
inou
s bo
dies
Pic
ture
s an
d ch
arts
of
the
Sun,
the
Moo
n, t
he
Ear
th
Rea
ding
: p
95
CW
: W
rite
the
nam
es
of t
hree
lum
inou
s bo
dies
and
thr
ee
non-
lum
inou
s bo
dies
.
Wor
kshe
et
Key
wor
ds:
lum
inou
s, n
on-l
umin
ous,
ref
lect
ed li
ght
Met
hod:
Ask
whe
re li
ght
com
es f
rom
. Sh
ow t
he s
tude
nts
pict
ures
of
the
Sun,
a c
andl
e, a
bul
b, a
nd a
fir
e. E
xpla
in t
hat
all
bodi
es t
hat
give
out
the
ir o
wn
light
are
cal
led
lum
inou
s bo
dies
. A
sk:
Wha
t is
moo
nlig
ht?
Doe
s th
e M
oon
have
its
own
light
? D
oes
a ch
air
or t
able
giv
e ou
t lig
ht?
Exp
lain
tha
t no
n-lu
min
ous
bodi
es o
nly
refle
ct li
ght
that
fal
ls o
n th
em.
Les
son
plan
1001
Unit 12: Light Worksheet 1
Name: Date:
1. Fill in the blanks:
(a) We see objects because .
(b) Light is a form of .
(c) Light can even travel through .
(d) The speed of light is .
(e) Light travels in .
(f) The bouncing back of light is called .
(g) Objects that give off light are called .
(h) A laser beam gives out .
(i) The image of an object formed in a plane mirror is .
(j) Moonlight is actually sunlight which is .
2. Draw arrows on the given diagram to show how the Moon reflects sunlight.
Photocopiable material
Moon
Earth
Sun
101 1
Teaching objectives:• toexplainthatthe Earth spins on its axis once in 24 hours• toexplainthatthe Sun seems to move from east to west due to the spinning of the Earth from west to east• toexplainhow day and night are caused • toexplainhow the change of seasons occurs • toexplainwhat constellations are• toexplainthatthe Big Bear is a constellation that is used to locate the North Star in the northern hemisphere
Teaching strategy:Show the students a globe. Spin it on its axis. Explain the rotation of the Earth. Ask: From where does the Sun rise? Where does the Sun set? Explain that the Sun does not move. The spinning of the Earth on its axis makes the Sun appear to move from east to west. Shine a torch on the globe from one side. Show that the part that is facing the Sun has daytime. Rotate the globe on its axis. Explain that as the Earth spins, the part that faces the Sun has day and the part that is away from the Sun has night. Ask: What are the seasons? Why do seasons change? Why is it hot in summer? Why is it cold in winter? Is it hot or cold in spring? Is it hot or cold in autumn?
Show the globe to the class. It is tilted on its axis. Shine a torch on the globe. Ask: Which part gets more heat and light from the Sun? Explain that the Earth takes 365 days to go round the Sun. The part that is tilted towards the Sun has summer. The part tilted away from the Sun has winter. Explain the change of seasons with the help of a chart.
Ask: What is a compass? How did people find directions in olden days? How did sailors find their way at the sea? How did travellers in the desert find their way? Explain that there are formations of groups of stars in the sky which always stay together. They are called constellations. They have fixed positions in the sky. Show the students charts of some constellations. Draw the Big Bear on the board. Explain that the pointer stars point to the North Star or Pole Star. Tell them to find the Big Bear and Pole Star at night.
Answers to Exercises in Unit 131. (a) As the Earth spins on its axis the part of the Earth which faces the Sun has daytime. The part
of the Earth that is on the other side has night. (b) During the revolution of the Earth around the Sun, sometimes the North Pole is tilted
towards the Sun and it receives more light so it is warmer. It is summer in that part of the world. The part of the Earth which is tilted away from the Sun receives less light, so it is colder. It is winter in that part of the world.
UNIT 13The Earth
1021
(c) The Moon is the Earth’s natural satellite. (d) The Moon revolves around the Earth once every lunar month or 29.5 days. When the side of
the Moon lit by the Sun faces the Earth, we see a full Moon. When the Moon is on the side of the Earth nearest to the Sun we see a thin slice of the Moon.
(e) Groups of stars that seem to make shapes in the sky are called constellations. (f ) Few people live in mountains or deserts because it is either too cold or too hot there. Not
much grows there.
2. satellite 384,000 air dry craters.
3. Refer to page 100
4. (a) spring (b) summer (c) autumn (d) winter
Additional Exercise
MCQs
(a) The shape of the Earth is .
round flat geoid [ geoid]
(b) The blanket of air around the Earth is called .
atmosphere biosphere hemisphere [atmosphere]
(c) The imaginary line that passes through the North and South poles of the Earth is called .
axis equator chord [axis]
(d) The movement of the Earth on its axis is called .
evolution revolution rotation [rotation]
(e) The number of days that the Earth takes to make one revolution is .
165 365 265 [365]
(f ) The change of seasons on the Earth is caused by the of the Earth around the Sun.
rotation revolution evolution [revolution]
(g) Groups of stars that seem to make shapes in the sky are called .
stations constellations rotation [constellations]
(h) When the Moon is on the side of the Earth nearest to the Sun we can see .
a new moon an old moon a full moon [a new moon]
(i) The Moon is km away from the Earth.
184,000 284,000 384,000 [384,000]
(j) The rotation of the Earth takes .
12 hours 24 hours 36 hours [24 hours]
Unit 13 The Earth
103 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
3
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
1. T
he E
arth
•
to e
xpla
in t
hat
the
Ear
th is
a p
lane
t
•to
des
crib
e th
e ch
arac
teri
stic
s of
the
E
arth
•lis
t th
e ch
arac
teri
stic
s of
th
e E
arth
Pic
ture
s of
the
Ear
th,
the
Sola
r Sy
stem
, a
diag
ram
of
the
atm
osph
ere,
a g
lobe
Rea
ding
: p
98
Lis
t th
e ch
arac
teri
stic
s of
the
E
arth
.
Key
wor
ds:
plan
et,
Sola
r Sy
stem
, or
bit,
geo
id,
atm
osph
ere
Met
hod:
Sho
w t
he s
tude
nts
a gl
obe.
Ask
: W
hat
is t
he E
arth
? H
ow b
ig is
the
Ear
th?
How
doe
s th
e E
arth
mov
e ar
ound
the
Su
n? W
hat
shap
e is
the
Ear
th?
Wha
t is
the
atm
osph
ere?
Dis
cuss
the
cha
ract
eris
tics
of t
he E
arth
. A
sk t
he s
tude
nts
to li
st t
he
char
acte
rist
ics
of t
he E
arth
.
Les
son
plan
1041
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
3
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
2. M
ovem
ents
of
the
Ear
th•
to e
xpla
in t
he
mov
emen
ts o
f th
e E
arth
•ex
plai
n w
hat
caus
es d
ay
and
nigh
t
•de
scri
be h
ow c
hang
es o
f se
ason
tak
e pl
ace
Dia
gram
s of
the
ro
tatio
n an
d re
volu
tion
of t
he
Ear
th,
a gl
obe
Rea
ding
: p
98,
99
Act
ivity
: p
103
CW
: Q
1 (a
) (b
)
HW
: Q
4
Key
wor
ds:
rota
tion,
rev
olut
ion,
axi
s, o
rbit,
Nor
th P
ole,
Sou
th P
ole,
sum
mer
, au
tum
n, w
inte
r, s
prin
g
Met
hod:
Sho
w t
he s
tude
nts
a gl
obe.
Spi
n it
on it
s ax
is.
Exp
lain
how
the
rot
atio
n of
the
Ear
th m
akes
the
Sun
app
ear
to
mov
e fr
om e
ast
to w
est.
Shi
ne a
tor
ch o
n th
e gl
obe
from
one
sid
e. E
xpla
in t
hat
the
part
tha
t is
fac
ing
the
Sun
has
dayt
ime.
R
otat
e th
e gl
obe
on it
s ax
is.
Exp
lain
tha
t as
the
Ear
th s
pins
, th
e pa
rt t
hat
face
s th
e Su
n ha
s da
y an
d th
e pa
rt t
hat
is a
way
fr
om t
he S
un h
as n
ight
.
Ask
: W
hat
are
the
seas
ons?
Why
do
the
seas
ons
chan
ge?
Why
is it
hot
in s
umm
er?
Why
is it
col
d in
win
ter?
Is
it ho
t or
col
d in
spr
ing?
In
autu
mn?
Use
the
glo
be t
o sh
ow h
ow t
he E
arth
is t
ilted
on
its a
xis.
Shi
ne a
tor
ch o
n th
e gl
obe.
Ask
: W
hich
par
t ge
ts m
ore
heat
and
ligh
t fr
om t
he S
un?
Exp
lain
tha
t th
e E
arth
tak
es 3
65 d
ays
to g
o ro
und
the
Sun.
The
par
t th
at is
tilt
ed
tow
ards
the
Sun
has
sum
mer
. T
he p
art
tilte
d aw
ay f
rom
the
Sun
has
win
ter.
Exp
lain
the
cha
nge
of s
easo
ns w
ith t
he h
elp
of
a ch
art
or d
raw
ings
on
the
boar
d. W
hen
the
Ear
th r
ecei
ves
equa
l am
ount
s of
ligh
t, it
is e
ither
spr
ing
or a
utum
n.
Les
son
plan
105 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
3
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. C
onst
ella
tions
•
to e
xpla
in w
hat
cons
tella
tions
are
•to
exp
lain
how
to
reco
gniz
e di
ffer
ent
cons
tella
tions
Stud
ents
sho
uld
be a
ble
to:
•ex
plai
n th
at c
onst
ella
tions
are
pa
tter
ns o
f st
ars
in t
he s
ky
•ex
plai
n th
at t
he p
ositi
ons
of
the
cons
tella
tions
can
be
used
to
find
dire
ctio
ns
Pic
ture
s of
co
nste
llatio
nsR
eadi
ng:
p 10
0
CW
: Q
3
HW
: Q
1 (e
)
Key
wor
ds:
cons
tella
tion,
poi
nter
sta
r, P
ole
Star
, N
orth
Sta
r, B
ig D
ippe
r
Met
hod:
Ask
: H
ow d
id p
eopl
e fin
d di
rect
ions
in t
he p
ast?
How
did
sai
lors
fin
d th
eir
way
acr
oss
the
seas
? H
ow d
id t
rave
llers
fin
d th
eir
way
acr
oss
dese
rts?
Exp
lain
tha
t th
ere
are
grou
ps o
f st
ars
in t
he s
ky w
hich
alw
ays
stay
tog
ethe
r. T
hey
are
calle
d co
nste
llatio
ns.
The
y ha
ve f
ixed
po
sitio
ns in
the
sky
. Sh
ow t
he s
tude
nts
char
ts o
f co
nste
llatio
ns.
Dra
w a
dia
gram
of
the
Gre
at B
ear
on t
he b
oard
. E
xpla
in t
hat
the
poin
ter
star
s po
int
to t
he N
orth
Sta
r or
the
Pol
e St
ar.
Les
son
plan
1061
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
3
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
4. L
and,
wat
er,
and
popu
latio
n on
E
arth
•to
exp
lain
tha
t on
e-th
ird
of t
he
Ear
th is
land
and
tw
o-th
irds
is w
ater
•to
des
crib
e th
e di
stri
butio
n of
the
po
pula
tion
on la
nd
•ex
plai
n th
at o
nly
one-
thir
d of
the
Ear
th is
mad
e up
of
land
•de
scri
be t
he d
istr
ibut
ion
of
peop
le li
ving
in d
iffer
ent
area
s on
land
Pic
ture
s of
the
Ear
th,
plai
ns,
rive
r va
lleys
, se
a co
asts
, m
ount
ains
, de
sert
s
Rea
ding
: p
101
CW
: W
orks
heet
HW
: Q
1 (f
)
Key
wor
ds:
popu
latio
n, la
nd,
wat
er,
plai
n, r
iver
val
ley,
sea
coa
st,
mou
ntai
n, d
eser
t
Met
hod:
Dis
cuss
the
typ
es o
f liv
ing
area
s of
peo
ple
on t
he la
nd.
Exp
lain
why
man
y pe
ople
live
on
plai
ns,
in r
iver
val
leys
, an
d al
ong
sea
coas
ts a
nd w
hy f
ewer
peo
ple
live
on m
ount
ains
and
in d
eser
ts.
Les
son
plan
107 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
3
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
L
earn
ing
outc
omes
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
A
ctiv
itie
s/C
W/H
W
5. T
he M
oon
•to
exp
lain
wha
t ty
pe o
f a
heav
enly
bo
dy t
he M
oon
is
•to
des
crib
e th
e ch
arac
teri
stic
s of
th
e M
oon
•to
exp
lain
the
ph
ases
of
the
Moo
n
•ex
plai
n th
at t
he M
oon
is a
na
tura
l sat
ellit
e of
the
E
arth
•de
scri
be t
he c
hara
cter
istic
s of
the
Moo
n
•ex
plai
n w
hy w
e se
e di
ffer
ent
phas
es o
f th
e M
oon
Pic
ture
s of
the
Moo
n an
d th
e ph
ases
of
the
Moo
n
Rea
ding
: p
102
CW
: Q
2
HW
: Q
1 (c
) (d
)
Key
wor
ds:
Moo
n, c
rate
r, p
hase
, lu
nar
mon
th,
full
moo
n, n
ew m
oon
Met
hod:
Ask
: W
hat
is t
he M
oon?
How
far
aw
ay is
the
Moo
n fr
om t
he E
arth
? D
iscu
ss t
he c
hara
cter
istic
s of
the
Moo
n. A
sk:
How
long
doe
s it
take
the
Moo
n to
go
once
rou
nd t
he E
arth
? U
se p
ictu
res
and
diag
ram
s to
exp
lain
the
pha
ses
of t
he M
oon.
Les
son
plan
1081
Unit 12: The Earth Worksheet 1
Name: Date:
1. Fill in the blanks:
(a) The Sun and its make up the Solar System.
(b) The planets follow oval paths or around the Sun.
(c) The shape of the Earth is called a .
(d) The blanket of air surrounding the Earth is called the .
(e) The Earth is spinning on its .
(f) The axis of the Earth is tilted at an angle of about degrees to its orbit.
(g) The movement of the Earth on its axis is called .
(h) The movement of the Earth around the Sun is called .
(i) The revolution of the Sun causes change of .
(j) The rotation of the Sun causes .
2. Draw the Big Dipper and draw arrows to show how it helps us to locate the North Star.
Photocopiable material
109 1
AssessmentUnits 7-131. Answer the following questions:
(a) What are artificial magnets made of ?
(b) What is reflection of sound?
(c) What is static electricity?
(d) How is heat produced?
(e) Name some simple machines that help to make our work easier.
(f ) What are luminous bodies? Draw two luminous bodies.
(g) How long does it take the Earth to spin on its axis? What is this movement called?
2. Fill in the blanks:
(a) An object that can attract iron is called a . (magnet)
(b) Sound cannot travel through space because there is no . (air)
(c) Unpleasant sounds are called . (noise)
(d) An is a pathway along which charged particles can flow. (electric circuit)
(e) Groups of atoms are called . (molecules)
(f ) We use a to find out exactly how hot something is. (thermometer)
(g) The and the are two examples of the lever system in our bodies. (elbow, ankle joint)
(h) Light is a form of . (energy)
(i) The moon does not give off light. It is a body. (non-luminous)
(j) The movement of the Earth around the Sun is called a . (revolution)
Assessment
1101
3. Write true or false:
a) Magnets can attract papers. ( false)
b) If we like a sound we can call it musical. (true)
c) In a Celsius scale, the freezing point of water is 0°C. (true)
d) Force cannot change the speed of an object. ( false)
e) Light travels faster than sound. (true)
4. Which of the following are luminous bodies? Tick the correct answer.
Sun
fire
desk
candle
tree
Answers
1. (a) Artificial magnets are made of hard steel.
(b) The bouncing back of the sound waves from smooth, hard surface is reflection of sound.
(c) Electricity which is not moving is called static electricity.
(d) When molecules move fast they produce heat.
(e) Some examples of simple machines are scissors, knife, wheel-barrow, bottle-opener, and nut-cracker.
(f ) Some objects give off light; they are called luminous bodies, e.g. Sun, electric lamps, bulbs, fires, etc.
(g) It takes the Earth 24 hours to spin on its axis. This movement of the Earth is called rotation.
Assessment