1

ContentsIntroduction ........................................................................................................... 2

Unit 1 Science .............................................................................5 Lesson plan .............................................................................................. 7

Worksheets ............................................................................................... 8

Unit 2 Animals .......................................................................... 10

Lesson plans .......................................................................................... 13

Worksheet .............................................................................................. 17

Unit 3 Plants .................................................................................................. 18

Lesson plans .......................................................................................... 21

Worksheets ............................................................................................. 26

Unit 4 Matter ................................................................................................. 28

Lesson plans .......................................................................................... 30

Worksheets ............................................................................................. 32

Unit 5 Heat and light................................................................ 34

Lesson plans .......................................................................................... 36

Worksheets ............................................................................................. 39

Unit 6 Air .................................................................................. 41

Lesson plans .......................................................................................... 43

Worksheets ............................................................................................. 46

Unit 7 The Sun and the stars ................................................... 48

Lesson plans .......................................................................................... 49

Worksheets ............................................................................................. 51

Unit 8 The Moon ..................................................................... 53

Lesson plans .......................................................................................... 55

Worksheets ............................................................................................. 57

Unit 9 The Earth ...................................................................... 59

Lesson plans .......................................................................................... 62

Worksheets ............................................................................................. 65

Assessment ..................................................................................... 67

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 chalkboard.(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

Introduction

(ii) Explain the lesson.(iii) Write difficult words and scientific terms on the chalkboard.(iv) Ask students to repeat them.(v) Help students to read text.(vi) Show materials, models, or charts.(vii) Make diagrams on the chalkboard.(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 chalkboard 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 chalkboard 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 chalkboard 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.

5 1

UNIT 1

Science

Teaching objectives:To explain what we learn in scienceTo explain how things are different

Teaching strategy:Draw an insect on the chalkboard and label it. Ask: How many legs does it have?

Ask students the colours of various things.

Ask: Is jelly soft or hard? Is ice hot or cold?

Ask the shapes of various things.

Ask: Which is bigger, an elephant or a mouse? Which is the biggest animal? Can you pull a cart? Can a kitten pull a cart? Explain the difference between strong and weak with examples.

Ask: In the story of the hare and the tortoise, who won the race? Explain fast and slow with examples.

Ask: Where does a fish live? Where does a rabbit live? Where does a bird live? Explain the living places of animals with examples.

Explain that when we are studying things around us we are learning science.

Answers to Activities in Unit 12. (a) six (b) red (c) green (d) soft (e) hard (f ) cold (g) hot (h) round

61

3. (a) big (b) small (c) strong (d) weak (e) slow (f ) fast

4. a. six legs b. four petals c. finding things out

Additional ActivityMCQs

(a) A way of finding things out is called .

English Urdu Science [Science]

(b) The number of legs an ant has is .

2 4 6 [6]

(c) The coloured leaves of a flower are called .

petals sepals leaves [petals]

(d) Tea is .

white hot cold [hot]

(e) A horse is .

small strong slow [strong]

(f ) The colour of an apple is .

blue red purple [red]

(g) The shape of a football is a .

round square rectangle [round]

(h) A mouse is .

strong big small [small]

(i) A rabbit is .

fast slow strong [fast]

(j) A stone is .

soft hard hot [hard]

Unit 1: Science

7 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 1

Top

ic:

Sci

ence

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

Scie

nce

•to

def

ine

scie

nce

•to

exp

lain

tha

t sc

ienc

e is

abo

ut

obse

rvat

ion

and

findi

ng o

ut w

hat

is

not

know

n

•un

ders

tand

the

wor

k of

a s

cien

tist

•id

entif

y th

roug

h ob

serv

atio

n th

e di

ffer

ence

s be

twee

n th

ings

A p

oste

r sh

owin

g th

e w

ord

‘SC

IEN

CE

’ w

ritt

en o

n it;

ass

orte

d na

tura

l obj

ects

suc

h as

se

eds,

leav

es,

flow

ers,

ro

cks,

soi

l, fe

athe

rs,

bone

s; a

ssor

ted

man

-m

ade

obje

cts

such

as

nails

, bo

ttle

cap

s,

pape

r, p

enci

l, cl

ips,

et

c.

Ask

stu

dent

s to

sor

t si

mila

r th

ings

into

pi

les.

CW

: Q

1, Q

2, Q

3

HW

: Q

4 a.

b.

c.

Key

wor

ds:

scie

nce,

obs

erve

, liv

ing,

non

-liv

ing

Met

hod:

Hol

d up

the

pos

ter

show

ing

the

wor

d ‘S

CIE

NC

E’

and

ask

the

stud

ents

to

expl

ain

wha

t th

e w

ord

mea

ns.

Exp

lain

th

at it

mea

ns k

now

ledg

e. I

t is

a w

ay o

f lo

okin

g at

eve

ryth

ing

arou

nd u

s th

at is

livi

ng,

non-

livin

g, a

nd n

ot li

ving

now

. It

is

also

the

stu

dy o

f ho

w t

hing

s w

ork

and

why

thi

ngs

happ

en.

Scie

ntis

ts s

tudy

and

obs

erve

thi

ngs.

The

y tr

y to

ans

wer

why

, ho

w,

and

whe

n th

ings

hap

pen,

by

mak

ing

obse

rvat

ions

. E

xpla

in

that

‘ob

serv

e’ m

eans

to

stud

y ca

refu

lly.

Dis

cuss

the

diff

eren

ces

betw

een

livin

g an

d no

n-liv

ing

thin

gs.

Les

son

plan

81

Name: Date:

Draw a red circle around animals, a green circle around plants, and a blue circle around the non-living things.

Photocopiable material

Unit 1: Science Worksheet 1

9 1

Name: Date:

Draw the missing parts.

Photocopiable material

Unit 1: Science Worksheet 2

101

UNIT 2Animals

Teaching objectives:To describe the structure of an insect To describe different types of insects To explain the structure of a fish To discuss different types of water animals To describe the structure of a small animal To describe different types of small animals To introduce the names of some wild animals To discuss some useful animals and how they are useful To describe the structure of a bird To discuss different types of birds

Teaching strategy:Ask: What is the difference between a plant and an animal? Explain that living things are of two kinds: plants and animals.

Ask: Can you name some animals? Explain that animals are of many shapes and colours.

Show students a chart of various animals. Draw an insect on the chalkboard and label it. Write the names of insects.

Draw a rabbit on the chalkboard and label it. Ask: Can you name some small animals? Write their names on the chalkboard.

Draw a fish on the chalkboard and label it. Ask the names of some water animals. Write their names on the chalkboard.

Ask the names of some wild animals. Write their names on the chalkboard.

Ask: What do wild animals eat? Ask: Where do wild animals live? Explain what wild animals eat and where they live.

Ask: Which animals do we keep on a farm? Ask: Which animals do we keep in the house as pets?

11 1

Explain how animals are useful to us. Show the picture of a cow. Talk about it.

Ask: Where does a bird live? Draw a bird on the chalkboard and label it. Ask: How does a bird fly? Explain the use of feathers and wings. Ask the names of some birds.

Write the names of birds on the chalkboard. Teach students to make simple drawings of some animals.

Answers to Activities in Unit 22. (a) camel carries heavy loads (b) sheep gives us wool (c) hen lays eggs (d) horse pulls a cart (e) cow gives us milk (f ) goat gives us meat

3. (a) no (b) yes (c) yes (d) no (e) no

4. (a) ant (b) butterfly (c) ladybird

5. a) mouse b) rabbit c) crow d) cat e) dog f ) squirrel g) parrot h) duck i) sparrow j) peacock

6. a. whale a. deer b. starfish b. tiger c. dolphin c. lion

Amazing Science TG 1

121

Additional ActivityMCQs

(a) Which of the following is an insect?

rabbit butterfly cow [butterfly]

(b) Which of the following is not a living thing?

book ant fly [book]

(c) Which one of the following is a big animal?

cat mouse whale [whale]

(d) Water animals live in ____________.

air land water [water]

(e) Which one of the following is not a wild animal?

fox tiger goat [goat]

(f ) Birds fly with their ____________.

legs wings tails [wings]

(g) Which one of the following animals is not a farm animal?

horse cow monkey [monkey]

(h) A sea horse lives in the ____________.

ground sea garden [sea]

(i) Which of the following is not a water animal?

crab starfish ladybird [ladybird]

(j) Which is the biggest land animal in the world?

elephant giraffe hippopotamus [elephant]

Unit 2: Animals

13 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. S

hape

s, c

olou

rs,

and

size

s of

ani

mal

s•

to o

bser

ve a

nd

com

pare

som

e an

imal

s on

the

bas

is

of t

heir

sha

pes,

co

lour

s, a

nd s

izes

•di

stin

guis

h be

twee

n th

e di

ffer

ent

kind

s of

ani

mal

s on

the

ba

sis

of t

heir

ap

pear

ance

Pre

serv

ed a

nd li

ve

spec

imen

s of

sm

all

inse

cts

and

anim

als;

Cha

rts

and

pict

ures

of

wild

ani

mal

s, w

ater

an

imal

s, a

nd b

irds

Hel

p th

e st

uden

ts t

o cr

eate

a z

oo f

or in

sect

s in

a s

mal

l car

ton

or a

sh

oe b

ox,

by p

uttin

g in

to it

som

e ga

rden

so

il, d

ried

leav

es,

vege

tabl

es,

and

frui

ts.

Obs

erve

the

cre

atur

es

(e.g

. w

orm

s, a

nts)

with

a

mag

nify

ing

glas

s.

Hel

p th

e st

uden

ts t

o us

e re

fere

nce

book

s to

fin

d th

e na

mes

of

som

e of

the

cre

atur

es.

Key

wor

ds:

anim

al,

inse

ct,

pet,

wat

er a

nim

al,

farm

ani

mal

Met

hod:

Int

rodu

ce t

he s

tude

nts

to a

nim

als

thro

ugh

pict

ures

, vi

deos

, ch

arts

. H

ave

them

obs

erve

at

leas

t tw

o or

thr

ee a

nim

als

at c

lose

ran

ge.

Gui

de t

hem

to

notic

e th

e di

ffer

ent

feat

ures

suc

h as

ski

n ty

pes

and

colo

urs,

sha

pes,

and

siz

es.

Les

son

plan

141

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. W

here

ani

mal

s liv

e •

to d

escr

ibe

the

habi

tats

of

diff

eren

t an

imal

s

•de

scri

be t

he h

abita

ts

of in

sect

s an

d la

nd

and

wat

er a

nim

als,

an

d to

des

crib

e ho

w

they

are

ada

pted

to

be a

ble

to li

ve in

a

part

icul

ar

envi

ronm

ent

Ass

orte

d pi

ctur

es o

f a

vari

ety

of n

atur

al

habi

tats

of

anim

als

CW

: Q

1, Q

2, Q

3, Q

4

HW

: Q

5, Q

6

Met

hod:

Sho

w t

he s

tude

nts

pict

ures

of

diff

eren

t ha

bita

ts a

nd d

iscu

ss h

ow a

nd w

hy t

he a

nim

als

can

live

in t

hem

. D

iscu

ss

adap

tatio

ns o

f an

imal

s.

Tak

e th

e st

uden

ts o

utsi

de a

nd lo

ok f

or s

mal

l cre

atur

es.

Ask

the

stu

dent

s to

not

ice

thei

r co

lour

s, t

he w

ays

in w

hich

the

y m

ove,

whe

re t

hey

live,

and

wha

t th

ey e

at.

Les

son

plan

15 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. W

here

ani

mal

s liv

e •

to d

escr

ibe

the

habi

tats

of

diff

eren

t an

imal

s

•de

scri

be t

he h

abita

ts

of in

sect

s an

d la

nd

and

wat

er a

nim

als,

an

d to

des

crib

e ho

w

they

are

ada

pted

to

be a

ble

to li

ve in

a

part

icul

ar

envi

ronm

ent

Ass

orte

d pi

ctur

es o

f a

vari

ety

of n

atur

al

habi

tats

of

anim

als

CW

: Q

1, Q

2, Q

3, Q

4

HW

: Q

5, Q

6

Met

hod:

Sho

w t

he s

tude

nts

pict

ures

of

diff

eren

t ha

bita

ts a

nd d

iscu

ss h

ow a

nd w

hy t

he a

nim

als

can

live

in t

hem

. D

iscu

ss

adap

tatio

ns o

f an

imal

s.

Tak

e th

e st

uden

ts o

utsi

de a

nd lo

ok f

or s

mal

l cre

atur

es.

Ask

the

stu

dent

s to

not

ice

thei

r co

lour

s, t

he w

ays

in w

hich

the

y m

ove,

whe

re t

hey

live,

and

wha

t th

ey e

at.

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. U

sefu

lnes

s of

an

imal

s •

to d

iscu

ss h

ow

anim

als

are

usef

ul

for

us

•re

cogn

ize

whi

ch

anim

als

are

usef

ul t

o us

and

in w

hat

man

ner

Pic

ture

s of

var

ious

fa

rm a

nim

als

Mak

e a

char

t sh

owin

g ho

w a

nim

als

such

as

the

hen,

the

hor

se,

the

shee

p, t

he c

ow,

the

goat

, an

d th

e ca

mel

ar

e us

eful

to

us.

Met

hod:

Dis

cuss

whi

ch a

nim

als

can

be k

ept

as p

ets

and

wha

t th

eir

need

s w

ould

be.

Als

o di

scus

s th

e us

eful

ness

of

farm

an

imal

s.

Les

son

plan

161

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

4. F

ood

that

ani

mal

s ea

t•

to id

entif

y fo

od t

hat

anim

als

eat

•lis

t th

e fo

ods

that

an

imal

s ea

tH

W:

Wor

kshe

et

Key

wor

ds:

anim

al,

wild

, pl

ant

Met

hod:

Dis

cuss

the

diff

eren

t ki

nds

of f

ood

that

wild

ani

mal

s an

d bi

rds

eat.

Ask

: W

hat

does

you

r pe

t ea

t? H

ow d

o w

ild a

nim

als

get

thei

r fo

od?

Wha

t do

es a

lion

eat

? W

hat

does

a z

ebra

eat

? W

hat

do

fish

eat?

Dis

cuss

the

foo

ds o

f he

rbiv

ores

, ca

rniv

ores

, an

d om

nivo

res.

Ask

: W

hat

kind

of

food

do

we

eat?

Are

we

mea

t ea

ters

, pl

ant

eate

rs,

or b

oth?

Les

son

plan

17 1

Name: Date:

Sort the animals into groups.

Group Animals

Insects

Small animals

Water animals

Wild animals

Useful animals

Birds

Unit 2: Animals Worksheet 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 2

Top

ic:

Ani

mal

s

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

4. F

ood

that

ani

mal

s ea

t•

to id

entif

y fo

od t

hat

anim

als

eat

•lis

t th

e fo

ods

that

an

imal

s ea

tH

W:

Wor

kshe

et

Key

wor

ds:

anim

al,

wild

, pl

ant

Met

hod:

Dis

cuss

the

diff

eren

t ki

nds

of f

ood

that

wild

ani

mal

s an

d bi

rds

eat.

Ask

: W

hat

does

you

r pe

t ea

t? H

ow d

o w

ild a

nim

als

get

thei

r fo

od?

Wha

t do

es a

lion

eat

? W

hat

does

a z

ebra

eat

? W

hat

do

fish

eat?

Dis

cuss

the

foo

ds o

f he

rbiv

ores

, ca

rniv

ores

, an

d om

nivo

res.

Ask

: W

hat

kind

of

food

do

we

eat?

Are

we

mea

t ea

ters

, pl

ant

eate

rs,

or b

oth?

Photocopiable material

181

UNIT 3Plants

Teaching objectives:To discuss the structure of a plant To describe the parts of a plant To discuss the functions of each part To discuss the types of plants To discuss how plants are useful To explain where plants can grow

Teaching strategy:Draw a plant on the chalkboard and label its parts. Show a complete plant to the students and explain the function of each part.

Distribute leaves of various shapes to the students. Show them the midrib and veins. Explain the structure and function of the leaf. Teach students to make a leaf print by rubbing a pencil on a piece of paper placed over the leaf.

Distribute some flowers to the students. Show a section of a flower to the students. Draw a section of a flower on the chalkboard and label its parts. Ask students to identify the various parts in their own specimens. Explain the function of the flower.

Explain how fruits and seeds are produced. Cut some fruits and show the seeds. Explain how seeds grow into new plants.

Ask: Why are leaves green? Explain the presence of chlorophyll.

Ask: How does a plant eat? Explain how green plants make food in sunlight. Draw a mushroom on the chalkboard.

Ask: What is the colour of a mushroom? Where does a mushroom grow? Explain non-green plants. Explain how non-green plants get their food. Draw various types of plants on the chalkboard. Write their names.

19 1

Ask: What is the difference between them? Explain the difference in the size and strength of the stem.

Ask: What do we get from plants? Explain the usefulness of flowers, seeds, fruits, vegetables, etc.

Ask: What is a table made of ? Where does wood come from? Explain that wood comes from the hard stems of trees. Ask: What things can be made from wood?

Show the students a water plant growing in a glass jar. Ask: Can plants grow in water?

Draw a pine tree on the chalkboard. Ask: Where do such trees grow?

Draw a cactus on the chalkboard.Ask: Where does a cactus grow? Explain that plants can grow in different types of habitat.

Teach students to draw flowers, leaves, roots, seeds, fruits, and vegetables.

Answers to Activities in Unit 32. a. food b. dead c. stems d. Trees e. water

4. a. A plant usually grows from a seed. b. Desert plants grow in hot, dry places. c. In cones.

5. (a) S (b) F (c) S (d) F (e) V (f ) F (g) S (h) S (i) F

6. water lily water cactus desert pine tree cold places date palm desert

Amazing Science TG 1

201

Additional ActivityMCQs

(a) New plants grows from ____________.

roots flowers seeds [seeds]

(b) Green plants need sunlight to make their ____________.

food water air [food]

(c) A mushroom takes its food from _________________.

living plants human beings dead plants [dead plants]

(d) Herbs are ________________________________.

small plants with short stems

bushy plants with many leaves and branches

big plants with hard stems [small plants with short stems]

(e) Trees are ________________________________.

big plants with hard stems

climbing plants

small plants with short stems [big plants with hard stems]

(f ) A pondweed is a plant that grows in ____________.

hot dry places water soil [water]

(g) Pine trees have ___________________________.

broad leaves

thin needle-like leaves

flat leaves [thin needle-like leaves]

(h) Cactus is a _________________.

water plant desert plant mountain plant [desert plant]

(i) Which of the following is not a fruit?

water melon rose mango [rose]

(j) A potato is a ____________.

fruit seed vegetable [vegetable]

Unit 3: Plants

21 1

Dat

e:

T

ime:

40

min

s

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. P

lant

s•

to id

entif

y th

e di

ffer

ent

part

s of

a

plan

t an

d ex

plai

n th

e fu

nctio

ns o

f ea

ch p

art

•id

entif

y th

e pa

rts

of

a pl

ant

and

desc

ribe

th

e fu

nctio

n of

eac

h pa

rt

A s

peci

men

of

a pl

ant

with

roo

ts,

stem

, le

aves

, an

d flo

wer

s;

pict

ures

of

diff

eren

t ki

nds

of p

lant

s

Rea

ding

: p

17

CW

: Q

1

Q

4 a.

Key

wor

ds:

root

, st

em,

leaf

, flo

wer

Met

hod:

Sho

w t

he s

tude

nts

a fr

esh

plan

t w

ith r

oots

, st

ems,

leav

es,

and

flow

ers.

Ask

: W

hat

is t

he f

unct

ion

of t

he r

oot?

E

xpla

in t

hat

the

part

of

the

plan

t th

at is

usu

ally

und

ergr

ound

is c

alle

d th

e ro

ot.

The

roo

t su

ppor

ts t

he p

lant

as

wel

l as

abso

rbs

wat

er a

nd m

iner

al s

alts

fro

m t

he s

oil.

It a

lso

stor

es f

ood.

Ask

: W

hat

is t

he f

unct

ion

of t

he s

tem

? E

xpla

in t

hat

the

stem

is t

he p

art

of a

pla

nt t

hat

has

leav

es a

nd b

uds.

The

fun

ctio

n of

th

e st

em is

to

prod

uce

leav

es a

nd f

low

ers,

to

dist

ribu

te f

ood

and

wat

er t

o di

ffer

ent

part

s of

the

pla

nt,

and

to s

tore

foo

d.

Ask

: W

hat

is t

he f

unct

ion

of t

he le

aves

? E

xpla

in t

hat

gree

n le

aves

mak

e fo

od f

or p

lant

s. T

hey

give

out

oxy

gen

gas

and

wat

er

vapo

ur in

to t

he a

tmos

pher

e.

Ask

: W

hat

is t

he f

unct

ion

of t

he f

low

er?

Exp

lain

tha

t a

flow

er is

the

col

oure

d pa

rt o

f a

plan

t. I

t m

akes

see

ds a

nd f

ruits

for

th

e pl

ant.

Ask

: H

ow d

o ne

w p

lant

s gr

ow?

Exp

lain

tha

t a

new

pla

nt g

row

s fr

om a

see

d.

Les

son

plan

221

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. K

inds

of

plan

ts•

to d

escr

ibe

the

two

kind

s of

pla

nts:

gr

een

plan

ts t

hat

can

mak

e th

eir

own

food

and

non

-gre

en

plan

ts t

hat

cann

ot

mak

e th

eir

own

food

•ex

plai

n th

at g

reen

pl

ants

can

mak

e th

eir

own

food

in

the

pres

ence

of

sunl

ight

; no

n-gr

een

plan

ts c

anno

t m

ake

thei

r ow

n fo

od.

The

y ob

tain

the

ir

food

fro

m d

ead

plan

ts in

the

soi

l

Pic

ture

s of

gre

en

plan

ts,

mus

hroo

ms

Rea

ding

p 1

7, 1

8

CW

: D

raw

a g

reen

pl

ant.

Can

it m

ake

its o

wn

food

? W

hat

does

a

gree

n pl

ant

need

to

mak

e its

foo

d?

Dra

w a

non

-gre

en

plan

t.

Can

it m

ake

its o

wn

food

?

Key

wor

ds:

gree

n, f

ood,

sun

light

, da

rk

Met

hod:

Ask

: H

ow d

oes

a pl

ant

eat?

Exp

lain

the

pro

cess

by

whi

ch g

reen

pla

nts

can

mak

e th

eir

own

food

in s

unlig

ht.

Dra

w a

mus

hroo

m o

n th

e ch

alkb

oard

. A

sk:

Wha

t co

lour

is a

mus

hroo

m?

Whe

re d

o m

ushr

oom

s gr

ow?

Exp

lain

tha

t m

ushr

oom

s ar

e m

any

diff

eren

t co

lour

s, b

ut n

ot g

reen

. Si

nce

a m

ushr

oom

is n

ot g

reen

and

can

not

mak

e its

ow

n fo

od,

it gr

ows

in d

ark,

sha

dy p

lace

s. I

t ge

ts f

ood

from

dea

d pl

ants

in t

he s

oil.

Les

son

plan

23 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. K

inds

of

plan

ts•

to d

escr

ibe

the

two

kind

s of

pla

nts:

gr

een

plan

ts t

hat

can

mak

e th

eir

own

food

and

non

-gre

en

plan

ts t

hat

cann

ot

mak

e th

eir

own

food

•ex

plai

n th

at g

reen

pl

ants

can

mak

e th

eir

own

food

in

the

pres

ence

of

sunl

ight

; no

n-gr

een

plan

ts c

anno

t m

ake

thei

r ow

n fo

od.

The

y ob

tain

the

ir

food

fro

m d

ead

plan

ts in

the

soi

l

Pic

ture

s of

gre

en

plan

ts,

mus

hroo

ms

Rea

ding

p 1

7, 1

8

CW

: D

raw

a g

reen

pl

ant.

Can

it m

ake

its o

wn

food

? W

hat

does

a

gree

n pl

ant

need

to

mak

e its

foo

d?

Dra

w a

non

-gre

en

plan

t.

Can

it m

ake

its o

wn

food

?

Key

wor

ds:

gree

n, f

ood,

sun

light

, da

rk

Met

hod:

Ask

: H

ow d

oes

a pl

ant

eat?

Exp

lain

the

pro

cess

by

whi

ch g

reen

pla

nts

can

mak

e th

eir

own

food

in s

unlig

ht.

Dra

w a

mus

hroo

m o

n th

e ch

alkb

oard

. A

sk:

Wha

t co

lour

is a

mus

hroo

m?

Whe

re d

o m

ushr

oom

s gr

ow?

Exp

lain

tha

t m

ushr

oom

s ar

e m

any

diff

eren

t co

lour

s, b

ut n

ot g

reen

. Si

nce

a m

ushr

oom

is n

ot g

reen

and

can

not

mak

e its

ow

n fo

od,

it gr

ows

in d

ark,

sha

dy p

lace

s. I

t ge

ts f

ood

from

dea

d pl

ants

in t

he s

oil.

Dat

e:

T

ime:

40

min

s

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. C

reep

ers,

her

bs,

shru

bs,

tree

s•

to e

xpla

in h

ow

plan

ts c

an b

e cl

assi

fied

on t

he

basi

s of

the

typ

e of

st

em a

nd s

truc

ture

s th

at t

hey

have

•de

scri

be c

reep

ers

as

havi

ng w

eak

stem

s,

herb

s as

sm

all

plan

ts,

shru

bs a

s bu

shy

plan

ts,

and

tree

s as

tal

l pla

nts

with

har

d st

ems

Spec

imen

s of

cre

eper

s an

d he

rbs,

pic

ture

s of

sh

rubs

and

tre

es

Rea

ding

: p

18,

19C

W:

Q2

HW

: Q

3

Key

wor

ds:

cree

per,

her

b, s

hrub

, tr

ee

Met

hod:

Sho

w t

he s

tude

nts

pict

ures

of

diff

eren

t ki

nds

of p

lant

s. A

sk t

hem

to

arra

nge

the

pict

ures

into

gro

ups

of c

reep

ers,

he

rbs,

shr

ubs,

and

tre

es.

Des

crib

e th

e st

ruct

ure

of t

he p

lant

s. E

xpla

in t

he d

iffer

ence

s in

the

siz

e an

d st

reng

th o

f th

e st

ems.

Tak

e th

e st

uden

ts o

ut o

n a

wal

k to

col

lect

leav

es.

Ask

the

stu

dent

s to

dra

w t

he o

utlin

e of

a le

af b

y tr

acin

g ar

ound

its

edge

s,

and

then

dra

w in

the

vei

ns.

Exp

lain

tha

t th

e lin

e in

the

cen

tre

is c

alle

d th

e m

idri

b, a

nd t

he s

mal

ler

lines

are

cal

led

the

vein

s.

Vei

ns h

elp

to t

rans

port

foo

d an

d w

ater

fro

m o

ne p

art

of t

he le

af t

o an

othe

r. H

elp

the

stud

ents

to

mak

e a

leaf

pri

nt u

sing

a

penc

il an

d tr

acin

g pa

per.

Les

son

plan

241

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

4. U

sefu

l pla

nts

•to

exp

lain

how

pl

ants

are

ver

y us

eful

•ex

plai

n th

at w

e ge

t flo

wer

s an

d di

ffer

ent

kind

s of

foo

ds f

rom

pl

ants

•ex

plai

n th

at p

lant

s m

ake

seed

s w

hich

he

lp t

o m

ake

new

pl

ants

•ex

plai

n th

at p

lant

s pr

ovid

e w

ood

whi

ch

can

be u

sed

to m

ake

thin

gs

Pic

ture

s of

fru

its,

vege

tabl

es,

flow

ers,

se

eds,

woo

den

obje

cts

Rea

ding

: p

20 t

o 24

HW

: Q

5

Dra

w a

flo

wer

, a

frui

t,

a ve

geta

ble,

a s

eed.

Key

wor

ds:

flow

er,

vege

tabl

e, f

ruit,

see

d, w

ood

Met

hod:

Ask

: W

hat

do w

e ge

t fr

om p

lant

s? E

xpla

in t

he d

iffer

ent

way

s in

whi

ch p

lant

s ar

e us

eful

for

us.

The

y pr

oduc

e flo

wer

s, f

ruits

, ve

geta

bles

see

ds,

and

woo

d fo

r m

akin

g fu

rnitu

re a

nd o

ther

thi

ngs.

Woo

d is

als

o us

ed a

s a

fuel

.

Les

son

plan

25 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

4. U

sefu

l pla

nts

•to

exp

lain

how

pl

ants

are

ver

y us

eful

•ex

plai

n th

at w

e ge

t flo

wer

s an

d di

ffer

ent

kind

s of

foo

ds f

rom

pl

ants

•ex

plai

n th

at p

lant

s m

ake

seed

s w

hich

he

lp t

o m

ake

new

pl

ants

•ex

plai

n th

at p

lant

s pr

ovid

e w

ood

whi

ch

can

be u

sed

to m

ake

thin

gs

Pic

ture

s of

fru

its,

vege

tabl

es,

flow

ers,

se

eds,

woo

den

obje

cts

Rea

ding

: p

20 t

o 24

HW

: Q

5

Dra

w a

flo

wer

, a

frui

t,

a ve

geta

ble,

a s

eed.

Key

wor

ds:

flow

er,

vege

tabl

e, f

ruit,

see

d, w

ood

Met

hod:

Ask

: W

hat

do w

e ge

t fr

om p

lant

s? E

xpla

in t

he d

iffer

ent

way

s in

whi

ch p

lant

s ar

e us

eful

for

us.

The

y pr

oduc

e flo

wer

s, f

ruits

, ve

geta

bles

see

ds,

and

woo

d fo

r m

akin

g fu

rnitu

re a

nd o

ther

thi

ngs.

Woo

d is

als

o us

ed a

s a

fuel

.

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 3

Top

ic:

Pla

nts

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

5. W

here

pla

nts

live

•to

exp

lain

tha

t pl

ants

live

in

diff

eren

t pl

aces

•ex

plai

n th

at w

ater

pl

ants

are

ada

pted

to

live

in w

ater

; de

sert

pla

nts

can

live

in h

ot,

dry

plac

es;

mou

ntai

n pl

ants

hav

e sp

ecia

l fe

atur

es t

hat

enab

le

them

to

live

in v

ery

cold

pla

ces

Pic

ture

s of

wat

er

plan

ts,

cact

i, pi

ne

tree

s, f

erns

, da

te p

alm

Rea

ding

: p

24,

25

CW

: Q

4 b.

c.

HW

: Q

6

Key

wor

ds:

wat

er,

dese

rt,

mou

ntai

n, t

horn

, co

ne

Met

hod:

Sho

w t

he s

tude

nts

pict

ures

of

wat

er p

lant

s. D

iscu

ss t

he f

eatu

res

of w

ater

pla

nts

that

ena

ble

them

to

live

in w

ater

. Sh

ow t

he s

tude

nts

pict

ures

of

dese

rt p

lant

s. E

xpla

in t

hat

som

e de

sert

pla

nts

have

ver

y de

ep r

oots

and

the

y ha

ve t

horn

s to

pr

otec

t th

em.

The

y al

so h

ave

thic

k fle

shy

leav

es t

o st

ore

wat

er.

Show

the

stu

dent

s pi

ctur

es o

f fe

rns

and

pine

tre

es.

Exp

lain

tha

t m

ount

ain

plan

ts h

ave

need

le-l

ike

leav

es s

o th

at s

now

doe

s no

t re

mai

n on

the

m.

Als

o th

ey d

o no

t ha

ve f

low

ers.

The

y pr

oduc

e co

nes

whi

ch c

onta

in t

he s

eeds

.

Les

son

plan

261

Name: Date:

Match the description to the type of plant.

a plant that cannot make its own food

a small plant with a short stem

a bushy plant

a tall plant with a hard stem

Photocopiable material

Unit 3: Plants Worksheet 1

27 1

Name: Date:

Where would you find the following plants?

a water lily

a cactus

a pine tree

Write the names of five things that we get from plants.

f — — — — — — f — — — — —

v — — — — — — — — — s — — — —

w — — —

Photocopiable material

Unit 3: Plants Worksheet 2

281

UNIT 4Matter

Teaching objectives:To explain that everything on the Earth is made of matter To explain that matter is of many shapes To explain that matter is of many colours To explain that matter feels different To explain that matter changes To explain that matter can be a solid, liquid, or gas To discuss the properties of solids To discuss the properties of liquids To discuss the properties of gases To discuss the difference between living and non-living matter

Teaching strategy:Ask: Name some living and non-living things in your garden. Explain that everything on the Earth is made up of living and non-living things. All things on Earth are made of matter.

Show the students a globe. Explain the area of land and water.

Draw some things of various shapes on the chalkboard. Explain that matter is of many shapes and colours.

Ask students to feel some things. Explain that matter can be smooth or rough, hard or soft, etc.

Place an ice cube in a saucer on your desk. Show it to the students. After a while, light a candle and allow it to burn for some time. Ask: What has happened to the ice cube? What has happened to the candle? Explain that matter changes. Explain that non-living matter is not alive.

Show students some solid objects. Press them, knock them on the table. Explain that a solid is hard. A solid has a fixed shape.

Show students some liquids. Touch the liquid. Put some water on a plate and slide it.

29 1

Pour some water from one beaker to another. Explain that a liquid is not hard. It has no fixed shape and that it can flow.

Fill some air in a balloon. Press the balloon. Release the air from the balloon.

Light a candle; blow it out. Show the direction of the smoke. Explain that a gas is not hard. It has no fixed shape. A gas can move from one place to another.

Answers to Activities in Unit 41. (a) yes (b) no 2. Solid Liquid Gas (c) no (d) no table milk air (e) yes (f ) yes stone water smoke (g) yes (h) no brick mango juice steam

Additional ActivityMCQs

(a) All things on Earth are made up of ____________.

wood stones matter [matter]

(b) Which one of the following is a non-living thing?

A flower A stone A bird [A stone]

(c) A solid ________________________________.

is hard and has a fixed shape

has no fixed shape and it can flow

is not hard and can move from place to place [is hard and has fixed shape]

(d) When ice is heated it melts to form a ____________.

liquid gas solid [liquid]

(e) Sand is a ____________.

solid liquid gas [solid]

(f ) Milk is a ____________.

solid liquid gas [liquid]

(g) When water is cooled it freezes to form ____________.

ice ice-cream jelly [ice]

(h) Smoke is like a ____________.

solid liquid gas [gas]

(i) When a liquid is heated it turns into a ____________.

solid liquid gas [gas]

(j) ____________ cannot change their shape easily.

Solids Liquids Gases [Solids]

Amazing Science TG 1

301

Dat

e:

T

ime:

40

min

s

Uni

t 4

Top

ic:

Mat

ter

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. M

atte

r•

to e

xpla

in t

he w

ays

in w

hich

mat

ter

can

be c

lass

ified

•to

diff

eren

tiate

be

twee

n th

e th

ree

stat

es o

f m

atte

r

•ex

plai

n th

at

ever

ythi

ng is

mad

e up

of

mat

ter

•ex

plai

n ho

w m

atte

r is

cla

ssifi

ed

•di

ffer

entia

te b

etw

een

the

thre

e st

ates

of

mat

ter

by t

heir

pr

oper

ties

Sam

ples

of

diff

eren

t m

ater

ials

suc

h as

a

ball,

a f

low

er,

an e

gg,

a bo

ttle

, a

cand

le,

an

ice

cube

, w

ater

, et

c.

CW

: Q

2

1. W

rite

the

nam

es o

f tw

o so

lids,

tw

o liq

uids

, an

d tw

o ga

ses

that

we

use

in

our

daily

live

s.

2. N

ame

one

subs

tanc

e th

at c

an b

e fo

und

as

a so

lid,

a liq

uid,

or

a ga

s.

Key

wor

ds:

mat

ter,

sol

id,

liqui

d, g

as

Met

hod:

Sho

w t

he s

tude

nts

obje

cts

of d

iffer

ent

shap

es a

nd c

olou

rs.

Exp

lain

tha

t m

atte

r is

of

man

y sh

apes

and

col

ours

. A

lso

expl

ain

that

mat

ter

can

be o

f va

riou

s te

xtur

es:

it ca

n be

sm

ooth

, ro

ugh,

har

d, o

r so

ft.

Les

son

plan

31 1

Dat

e:

T

ime:

40

min

s

Uni

t 4

Top

ic:

Mat

ter

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. M

atte

r•

to e

xpla

in t

he w

ays

in w

hich

mat

ter

can

be c

lass

ified

•to

diff

eren

tiate

be

twee

n th

e th

ree

stat

es o

f m

atte

r

•ex

plai

n th

at

ever

ythi

ng is

mad

e up

of

mat

ter

•ex

plai

n ho

w m

atte

r is

cla

ssifi

ed

•di

ffer

entia

te b

etw

een

the

thre

e st

ates

of

mat

ter

by t

heir

pr

oper

ties

Sam

ples

of

diff

eren

t m

ater

ials

suc

h as

a

ball,

a f

low

er,

an e

gg,

a bo

ttle

, a

cand

le,

an

ice

cube

, w

ater

, et

c.

CW

: Q

2

1. W

rite

the

nam

es o

f tw

o so

lids,

tw

o liq

uids

, an

d tw

o ga

ses

that

we

use

in

our

daily

live

s.

2. N

ame

one

subs

tanc

e th

at c

an b

e fo

und

as

a so

lid,

a liq

uid,

or

a ga

s.

Key

wor

ds:

mat

ter,

sol

id,

liqui

d, g

as

Met

hod:

Sho

w t

he s

tude

nts

obje

cts

of d

iffer

ent

shap

es a

nd c

olou

rs.

Exp

lain

tha

t m

atte

r is

of

man

y sh

apes

and

col

ours

. A

lso

expl

ain

that

mat

ter

can

be o

f va

riou

s te

xtur

es:

it ca

n be

sm

ooth

, ro

ugh,

har

d, o

r so

ft.

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 4

Top

ic:

Mat

ter

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. F

orm

s of

mat

ter

•to

exp

lain

tha

t m

atte

r ca

n ch

ange

its

for

m

•to

exp

lain

the

pr

oper

ties

of a

sol

id,

a liq

uid,

a g

as

•ex

plai

n th

at m

atte

r ca

n ch

ange

its

form

•de

scri

be t

he

prop

ertie

s of

the

th

ree

form

s of

m

atte

r

An

ice

cube

, a

cand

le,

a ba

lloon

, a

mat

chbo

x,

a bu

rner

, a

beak

er,

wat

er

CW

: Q

1

Key

wor

ds:

mel

t, w

ater

vap

our,

flo

w

Met

hod:

Pla

ce a

n ic

e cu

be in

a s

auce

r.

Ask

: W

hat

will

hap

pen

to t

his

ice

cube

aft

er a

few

min

utes

? L

ight

a c

andl

e an

d al

low

it t

o bu

rn f

or a

whi

le.

Ask

: W

hat

do

you

see?

Exp

lain

tha

t m

atte

r ca

n ch

ange

its

stat

e. S

how

the

stu

dent

s so

me

solid

obj

ects

. P

ress

the

m,

knoc

k th

em o

n th

e ta

ble.

Exp

lain

tha

t a

solid

is h

ard

and

it ha

s a

fixed

sha

pe.

Pou

r so

me

wat

er o

n a

plat

e an

d m

ove

the

wat

er a

roun

d on

the

pla

te.

Pou

r w

ater

fro

m a

bot

tle in

to a

bea

ker.

Exp

lain

tha

t liq

uids

can

flo

w a

nd t

hat

they

tak

e th

e sh

ape

of t

he c

onta

iner

. E

xpla

in t

hat

a liq

uid

is n

ot h

ard,

it h

as n

o fix

ed s

hape

and

it

can

flow

. F

ill a

bal

loon

with

air

and

pre

ss it

. N

ow r

elea

se a

ir f

rom

it.

Lig

ht a

can

dle

and

blow

it o

ut.

Obs

erve

the

dir

ectio

n of

the

sm

oke.

Exp

lain

tha

t a

gas

is n

ot h

ard.

It

has

no f

ixed

sha

pe o

r si

ze a

nd c

an f

low

.

Les

son

plan

321

Name: Date:

Write S for solid, L for liquid, G for gas.

air balloon

smoke

feather

orange juice

steam

water

book

milk

ink

stone

Unit 4: Matter Worksheet 1

Photocopiable material

33 1

Name: Date:

What is it? Choose the correct word and fill in the blank.

It is hard. It does not change its shape.

It is a . (solid, liquid, gas)

It is not hard. It can change its shape.

It can flow. It is a . (solid, liquid, gas)

It is not hard. It can move from place to place.

It is a . (solid, liquid, gas)

Unit 4: Matter Worksheet 2

Photocopiable material

341

UNIT 5Heat and light

Teaching objectives:To explain that light helps us to see things To explain that the Sun gives heat and light to the Earth To explain that burning things give out heat and light To discuss the importance of heat To explain that sunlight is made up of seven colours To explain that light can pass through transparent objects To explain that light cannot pass through opaque objects

Teaching strategy:Ask: Can we see in the dark? What helps us to see? Explain that light helps us to see.

Ask: Where does light on Earth come from? Explain the importance of sunlight. Explain that the Sun provides heat. Ask: What are the other sources of light?

Ask: When do you see a rainbow? Draw a rainbow on the chalkboard. Write the names of the seven colours.

Show the students some transparent objects. Explain that we can see through transparent objects because light can pass through them.

Show the students some opaque objects. Explain that we cannot see through opaque objects because light cannot pass through them.

Make a colour wheel. Cut a round disc from a card paper. Divide it into seven parts. Colour the parts in the colours of the rainbow. Push a pin through the centre and spin it like a top. The disc will look white.

Answers to Activities in Unit 51. (a) no (b) no (c) yes (d) yes (e) no (f ) yes (g) yes

35 1

2. (a) violet (b) indigo (c) blue (d) green (e) yellow (f ) orange (g) red

3. (a) air (a) wood (b) water (b) cardboard (c) glass (c) rubber

4. (a) candle (b) fire

5. (a) Sun (b) bulb

Additional ActivityMCQs

(a) The Sun gives us .

heat and sound heat and light water and light [heat and light]

(b) We can see seven colours of light in a .

rainbow glass light bulb [rainbow]

(c) Sunlight is made up of colours.

5 6 7 [7]

(d) Light cannot pass through .

water glass wood [wood]

(e) To keep us warm in winter we need .

light heat sound [heat]

(f ) Light can pass through .

air wood cardboard [air]

(g) helps us to see things in the dark.

Sound Heat Light [Light]

(h) Which one of the following gives off light only?

A torch A fire The Sun [A torch]

(i) We do not need heat .

to keep warm to cook our food to see things in the dark

[to see things in the dark]

(j) Which one of the following does not give off heat?

A candle A fire A torch [A torch]

Amazing Science TG 1

361

Dat

e:

T

ime:

40

min

s

Uni

t 5

Top

ic:

Hea

t an

d li

ght

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. H

eat

and

light

•to

iden

tify

the

vari

ous

sour

ces

of

heat

and

ligh

t

•to

exp

lain

the

im

port

ance

of

heat

an

d lig

ht in

our

da

ily li

ves

•to

exp

lain

the

ch

arac

teri

stic

s of

he

at a

nd li

ght

•id

entif

y th

ings

w

hich

giv

e ou

t lig

ht,

heat

, an

d bo

th li

ght

and

heat

•ex

plai

n th

e im

port

ance

of

heat

an

d lig

ht in

our

da

ily li

ves

•de

scri

be t

he

char

acte

rist

ics

of

heat

and

ligh

t

A p

ictu

re o

f th

e Su

n, a

ca

ndle

, an

ele

ctri

c bu

lb,

an e

lect

ric

heat

er,

a to

rch

Ask

the

stu

dent

s to

co

llect

pic

ture

s of

so

urce

s of

hea

t an

d lig

ht a

nd p

aste

the

m

on a

cha

rt.

CW

: Q

4, Q

5

Key

wor

ds:

heat

, lig

ht

Met

hod:

Ask

: C

an w

e se

e in

the

dar

k? E

xpla

in t

hat

light

hel

ps u

s to

see

thi

ngs.

Lig

ht t

he c

andl

e an

d le

t th

e st

uden

ts f

eel

the

heat

. C

an t

hey

nam

e so

me

othe

r so

urce

s of

hea

t an

d lig

ht?

Why

is h

eat

impo

rtan

t fo

r us

? E

xpla

in t

hat

we

need

hea

t to

w

arm

our

selv

es in

win

ter

and

also

to

cook

our

foo

d. P

lant

s th

at p

rovi

de o

ur f

ood

need

hea

t an

d lig

ht in

ord

er t

o gr

ow.

Show

th

e st

uden

ts t

he p

ictu

re o

f th

e Su

n an

d di

scus

s th

e im

port

ance

of

heat

and

ligh

t in

our

dai

ly li

ves.

Les

son

plan

37 1

Dat

e:

T

ime:

40

min

s

Uni

t 5

Top

ic:

Hea

t an

d li

ght

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. H

eat

and

light

•to

iden

tify

the

vari

ous

sour

ces

of

heat

and

ligh

t

•to

exp

lain

the

im

port

ance

of

heat

an

d lig

ht in

our

da

ily li

ves

•to

exp

lain

the

ch

arac

teri

stic

s of

he

at a

nd li

ght

•id

entif

y th

ings

w

hich

giv

e ou

t lig

ht,

heat

, an

d bo

th li

ght

and

heat

•ex

plai

n th

e im

port

ance

of

heat

an

d lig

ht in

our

da

ily li

ves

•de

scri

be t

he

char

acte

rist

ics

of

heat

and

ligh

t

A p

ictu

re o

f th

e Su

n, a

ca

ndle

, an

ele

ctri

c bu

lb,

an e

lect

ric

heat

er,

a to

rch

Ask

the

stu

dent

s to

co

llect

pic

ture

s of

so

urce

s of

hea

t an

d lig

ht a

nd p

aste

the

m

on a

cha

rt.

CW

: Q

4, Q

5

Key

wor

ds:

heat

, lig

ht

Met

hod:

Ask

: C

an w

e se

e in

the

dar

k? E

xpla

in t

hat

light

hel

ps u

s to

see

thi

ngs.

Lig

ht t

he c

andl

e an

d le

t th

e st

uden

ts f

eel

the

heat

. C

an t

hey

nam

e so

me

othe

r so

urce

s of

hea

t an

d lig

ht?

Why

is h

eat

impo

rtan

t fo

r us

? E

xpla

in t

hat

we

need

hea

t to

w

arm

our

selv

es in

win

ter

and

also

to

cook

our

foo

d. P

lant

s th

at p

rovi

de o

ur f

ood

need

hea

t an

d lig

ht in

ord

er t

o gr

ow.

Show

th

e st

uden

ts t

he p

ictu

re o

f th

e Su

n an

d di

scus

s th

e im

port

ance

of

heat

and

ligh

t in

our

dai

ly li

ves.

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 5

Top

ic:

Hea

t an

d li

ght

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. L

ight

•to

exp

lain

tha

t su

nlig

ht is

mad

e up

of

sev

en c

olou

rs

•ex

plai

n th

at li

ght

is

mad

e up

of

seve

n co

lour

s

a gl

ass

pris

mC

W:

Q1,

Q2

Mak

e a

rain

bow

with

co

lour

ed s

trip

s of

pa

per

and

wri

te t

he

nam

es o

f th

e co

lour

s ne

xt t

o ea

ch.

Key

wor

ds:

rain

bow

, V

IBG

YO

R

Met

hod:

Pla

ce a

gla

ss p

rism

on

a w

hite

she

et o

f pa

per

on a

win

dow

sill

whe

re s

unlig

ht is

com

ing

thro

ugh.

A s

mal

l rai

nbow

w

ill b

e fo

rmed

on

the

shee

t of

pap

er.

Ask

: W

hat

do w

e ca

ll th

is b

and

of c

olou

rs?

How

man

y co

lour

s ca

n yo

u co

unt?

Exp

lain

th

at s

unlig

ht is

mad

e up

of

seve

n co

lour

s w

hich

we

can

see

by t

he f

orm

atio

n of

the

rai

nbow

. A

sk t

he s

tude

nts

to d

raw

the

ra

inbo

w a

nd w

rite

the

nam

es o

f th

e co

lour

s al

ongs

ide

it. W

rite

VIB

GY

OR

nex

t to

the

col

ours

of

the

rain

bow

and

exp

lain

th

at e

ach

lett

er is

the

beg

inni

ng le

tter

of

the

colo

ur.

Les

son

plan

381

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 5

Top

ic:

Hea

t an

d li

ght

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. P

rope

rtie

s of

ligh

t•

to e

xpla

in t

he

prop

ertie

s of

ligh

t

•to

intr

oduc

e th

e te

rms

tran

spar

ent

and

opaq

ue

•id

entif

y ob

ject

s th

roug

h w

hich

ligh

t ca

n an

d ca

nnot

pas

s

A g

lass

bow

l, w

ater

, a

woo

den

bloc

k,

card

boar

d

CW

: Q

3

Key

wor

ds:

tran

spar

ent,

opa

que

Met

hod:

Shi

ne a

tor

ch t

hrou

gh a

n em

pty

glas

s bo

wl.

Ask

: C

an y

ou s

ee t

he li

ght

from

the

oth

er s

ide?

Exp

lain

tha

t lig

ht c

an p

ass

thro

ugh

som

e m

ater

ials

suc

h as

gla

ss.

The

se m

ater

ials

are

cal

led

tran

spar

ent.

Shi

ne t

he t

orch

on

a w

oode

n ch

alkb

oard

. A

sk:

Can

you

see

the

ligh

t fr

om t

he o

ther

sid

e? E

xpla

in t

hat

light

can

not

pass

thr

ough

som

e m

ater

ials

; th

ese

mat

eria

ls a

re c

alle

d op

aque

.

Les

son

plan

39 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 5

Top

ic:

Hea

t an

d li

ght

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. P

rope

rtie

s of

ligh

t•

to e

xpla

in t

he

prop

ertie

s of

ligh

t

•to

intr

oduc

e th

e te

rms

tran

spar

ent

and

opaq

ue

•id

entif

y ob

ject

s th

roug

h w

hich

ligh

t ca

n an

d ca

nnot

pas

s

A g

lass

bow

l, w

ater

, a

woo

den

bloc

k,

card

boar

d

CW

: Q

3

Key

wor

ds:

tran

spar

ent,

opa

que

Met

hod:

Shi

ne a

tor

ch t

hrou

gh a

n em

pty

glas

s bo

wl.

Ask

: C

an y

ou s

ee t

he li

ght

from

the

oth

er s

ide?

Exp

lain

tha

t lig

ht c

an p

ass

thro

ugh

som

e m

ater

ials

suc

h as

gla

ss.

The

se m

ater

ials

are

cal

led

tran

spar

ent.

Shi

ne t

he t

orch

on

a w

oode

n ch

alkb

oard

. A

sk:

Can

you

see

the

ligh

t fr

om t

he o

ther

sid

e? E

xpla

in t

hat

light

can

not

pass

thr

ough

som

e m

ater

ials

; th

ese

mat

eria

ls a

re c

alle

d op

aque

.

Name: Date:

1. Draw three things which give out heat and light.

2. Draw a circle around the materials through which light can

pass.

wood air rubber

glass cardboard

water

Photocopiable material

Unit 5: Heat and light Worksheet 1

401

Name: Date:

Colour the rainbow.

What is the colour at the top?

What is the colour in the middle?

What is the colour at the bottom?

Photocopiable material

Unit 5: Heat and light Worksheet 2

41 1

UNIT 6Air

Teaching objectives:To explain that air is everywhere To explain that air affects weather To explain that all living things need air To explain that things fly in air To explain that air is filled in balloons and tyres To explain that air helps things to burn To explain that wind helps things to move To explain that a strong wind is called a storm

Teaching strategy:Ask students to fan themselves with a piece of paper. Ask: What do you feel? Can you see anything?

Fill a balloon with air. Ask: Can you see anything inside? Release air from the balloon. Ask: What is coming out?

Squeeze a sponge in a bowl of water. Ask: What do you see coming out?

Explain that air is all around us. Explain that we can feel air but we cannot see it. Ask: Is it hot or cold today? Explain that hot and cold air affects the weather.

Put some ice cubes in a glass tumbler. Show students the drops of water that have condensed outside. Ask: Where has this water come from? Explain the presence of water vapours in the air and the formation of clouds and rain.

Ask: What do we breathe in? Why do we breathe? Do plants breathe? Explain the importance of air for respiration.

Ask: Where do insects, birds, and aeroplanes fly? What do we fill in the balloons and tyres? Explain the uses of air.

421

Light a candle on the table. Invert a glass tumbler over it. Ask: Why did the candle go out? Explain that air helps things to burn.

Ask: What is wind? What is a storm? Explain how wind helps things to move.

Teach students to make a paper windmill. Take a square piece of glazed paper. Cut along the dotted lines. Fold every alternate corner towards the centre and poke a pin through them. Push the pin through a thin stick. Blow through the flaps of the windmill. It will start turning round.

Answers to Activities in Unit 61. (a) yes (b) yes 2. (a) need air (b) fly in air (c) no (d) no (c) balloons and tyres (d) to burn (e) yes (e) wind (f ) a storm

Additional ActivityMCQs

(a) is all around us.

Water Air Sand [Air]

(b) Air is made up of .

water gases solids [gases]

(c) When the air is warm we .

feel cold feel hot shiver [feel hot]

(d) All living things need and water to live.

rainbows moon air [air]

(e) A strong wind is called .

wind a storm breeze [a storm]

(f ) A fish breathes air from .

water air land [water]

(g) Drops of water in the air make .

ice clouds wind [clouds]

(h) All living things need air to .

swim move breathe [breathe]

(i) We can feel air when it is .

flowing moving raining [moving]

(j) We fill in balloons and tyres.

water air petrol [air]

Unit 6: Air

43 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 6

Top

ic:

Air

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. A

ir•

to e

xpla

in t

hat

air

is

pres

ent

all a

roun

d us

•to

exp

lain

the

im

port

ance

of

air

to

life

on E

arth

•ex

plai

n th

at a

ir is

all

arou

nd u

s

•de

scri

be t

he w

ays

in

whi

ch a

ir is

im

port

ant

for

life

on

Ear

th

A p

aper

fan

, a

ballo

onC

W:

Q1

Q.

How

do

we

know

th

at a

ir is

aro

und

us?

Q.

Wha

t is

air

mad

e up

of?

Key

wor

ds:

air,

gas

Met

hod:

Dem

onst

rate

how

to

mak

e a

pape

r fa

n by

fol

ding

a p

iece

of

pape

r; a

sk t

he s

tude

nts

to f

an t

hem

selv

es.

Ask

: W

hat

do y

ou f

eel?

Can

you

see

the

mov

ing

air?

Fill

a t

rans

pare

nt b

allo

on w

ith a

ir.

Ask

: C

an y

ou s

ee a

nyth

ing

insi

de.

Rel

ease

the

air

fro

m t

he b

allo

on.

Ask

: C

an y

ou s

ee

anyt

hing

com

ing

out?

Can

you

fee

l any

thin

g co

min

g ou

t? E

xpla

in t

he p

rope

rtie

s of

air

.

Les

son

plan

441

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 6

Top

ic:

Air

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. P

rope

rtie

s of

air

•to

exp

lain

the

pr

oper

ties

and

uses

of

air

•de

scri

be t

he

prop

ertie

s of

air

•ex

plai

n ho

w a

ir is

us

ed in

thi

ngs

arou

nd u

s

A c

andl

e, a

gla

ss

tum

bler

, ic

e cu

bes,

an

air

pum

p

Q.

Whi

ch g

as d

o w

e br

eath

e?

Whi

ch g

as d

o pl

ants

ne

ed f

or m

akin

g th

eir

food

?

Q.

How

are

clo

uds

form

ed?

Q.

Dra

w t

he w

ater

cy

cle.

Key

wor

ds:

oxyg

en,

carb

on d

ioxi

de,

burn

ing,

bre

athi

ng,

wat

er v

apou

r

Met

hod:

Ask

: W

hat

do w

e br

eath

e in

? D

o pl

ants

bre

athe

? E

xpla

in t

hat

air

is a

mix

ture

of

man

y ga

ses

and

that

ani

mal

s an

d pl

ants

nee

d ox

ygen

to

brea

the.

Pl a

nts

use

carb

on d

ioxi

de g

as t

o m

ake

thei

r fo

od.

Whe

re d

o in

sect

s, b

irds

, an

d ae

ropl

anes

fly

? W

hat

do w

e fil

l tyr

es a

nd b

allo

ons

with

?

Put

som

e ic

e cu

bes

in a

gla

ss t

umbl

er.

Show

the

stu

dent

s th

e w

ater

dro

plet

s th

at f

orm

on

the

outs

ide

of t

he g

lass

. A

sk:

Whe

re d

id t

his

wat

er c

ome

from

? E

xpla

in t

hat

ther

e is

wat

er in

the

air

but

we

cann

ot s

ee it

. A

sk:

How

are

clo

uds

form

ed?

Wha

t is

rai

n? D

iscu

ss t

he w

ater

cyc

le a

nd e

xpla

in t

he f

orm

atio

n of

clo

uds

and

rain

.

Inve

rt a

gla

ss t

umbl

er o

ver

a lig

hted

can

dle.

Ask

: W

hat

happ

ened

? C

an y

ou e

xpla

in w

hy?

Exp

lain

tha

t w

ithou

t ai

r, n

othi

ng

will

bur

n.

Les

son

plan

45 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 6

Top

ic:

Air

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. P

rope

rtie

s of

air

•to

exp

lain

the

pr

oper

ties

and

uses

of

air

•de

scri

be t

he

prop

ertie

s of

air

•ex

plai

n ho

w a

ir is

us

ed in

thi

ngs

arou

nd u

s

A c

andl

e, a

gla

ss

tum

bler

, ic

e cu

bes,

an

air

pum

p

Q.

Whi

ch g

as d

o w

e br

eath

e?

Whi

ch g

as d

o pl

ants

ne

ed f

or m

akin

g th

eir

food

?

Q.

How

are

clo

uds

form

ed?

Q.

Dra

w t

he w

ater

cy

cle.

Key

wor

ds:

oxyg

en,

carb

on d

ioxi

de,

burn

ing,

bre

athi

ng,

wat

er v

apou

r

Met

hod:

Ask

: W

hat

do w

e br

eath

e in

? D

o pl

ants

bre

athe

? E

xpla

in t

hat

air

is a

mix

ture

of

man

y ga

ses

and

that

ani

mal

s an

d pl

ants

nee

d ox

ygen

to

brea

the.

Pl a

nts

use

carb

on d

ioxi

de g

as t

o m

ake

thei

r fo

od.

Whe

re d

o in

sect

s, b

irds

, an

d ae

ropl

anes

fly

? W

hat

do w

e fil

l tyr

es a

nd b

allo

ons

with

?

Put

som

e ic

e cu

bes

in a

gla

ss t

umbl

er.

Show

the

stu

dent

s th

e w

ater

dro

plet

s th

at f

orm

on

the

outs

ide

of t

he g

lass

. A

sk:

Whe

re d

id t

his

wat

er c

ome

from

? E

xpla

in t

hat

ther

e is

wat

er in

the

air

but

we

cann

ot s

ee it

. A

sk:

How

are

clo

uds

form

ed?

Wha

t is

rai

n? D

iscu

ss t

he w

ater

cyc

le a

nd e

xpla

in t

he f

orm

atio

n of

clo

uds

and

rain

.

Inve

rt a

gla

ss t

umbl

er o

ver

a lig

hted

can

dle.

Ask

: W

hat

happ

ened

? C

an y

ou e

xpla

in w

hy?

Exp

lain

tha

t w

ithou

t ai

r, n

othi

ng

will

bur

n.

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 6

Top

ic:

Air

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. M

ovin

g ai

r•

to d

escr

ibe

a st

orm

•to

exp

lain

the

cau

ses

and

effe

cts

of s

torm

s

•ex

plai

n w

hat

a st

orm

isP

ictu

res

of a

sto

rmC

olle

ct p

ictu

res

of a

st

orm

and

the

dam

age

that

it c

ause

d.

HW

: Q

2, Q

3

Key

wor

ds:

win

d, s

torm

Met

hod:

Pla

ce s

ome

smal

l pie

ces

of p

aper

on

the

tabl

e an

d bl

ow h

ard

on t

hem

. A

sk:

Why

do

the

piec

es o

f pa

per

fly a

bout

? E

xpla

in h

ow w

inds

are

cau

sed,

the

eff

ects

of

win

ds,

and

how

sto

rms

occu

r.

Les

son

plan

461

Name: Date:

Draw four things that need air.

Photocopiable material

Unit 6: Air Worksheet 1

47 1

Name: Date:

Choose words from the list below to fill in the blanks:

Air is all us.

Air is made up of many .

We cannot air but we can feel it.

Drops of water in the air make .

Things cannot burn without .

gases clouds around air see

Photocopiable material

Unit 6: Air Worksheet 2

481

UNIT 7The Sun and the stars

Teaching objectives:To explain that we can see the Sun in the daytime To explain that the Sun is very far from the Earth To explain that the Sun is a big ball of hot, burning gases To explain that the Sun gives heat and light to the Earth To discuss what a planet is To discuss the solar system To discuss that stars are big balls of burning gases To discuss that the Sun is a star

Teaching strategy:Draw the Sun on the chalkboard. Explain that the Sun gives off heat and light. Ask: When can we see the Sun? Explain that the Earth gets heat and light from the Sun.

Draw the solar system. Explain that a body which goes round the Sun is called a planet. Explain about the planets of the solar system. Explain that the planets near the Sun are very hot. The planets that are far away from the Sun are very cold.

Draw a picture of the night sky. Ask: When do we see stars? What is a star? Explain that stars are big balls of burning gases. Ask: Why do stars seem small? Explain that stars are very far away. Explain that the Sun is a star.

Ask: Why can we feel the heat and see the light of the Sun? Explain that the Sun is the nearest star to the Earth.

Ask students to draw the sky in the daytime and at night. Tell students to draw the solar system and write the names of the planets.

Answers to Activities in Unit 71. (a) Sun (b) far 2. (a) no (b) no (c) gases (d) light (c) yes (d) no (e) stars (e) yes

49 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 7

Top

ic:

The

Sun

and

th

e st

ars

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. T

he S

un•

to e

xpla

in t

hat

the

Sun

is a

big

bal

l of

hot,

bur

ning

gas

es

•to

exp

lain

tha

t th

e Su

n ca

n be

see

n du

ring

the

day

time

•to

und

erst

and

that

E

arth

get

s he

at a

nd

light

fro

m t

he S

un

•de

scri

be t

he

prop

ertie

s of

the

Su

n

Pic

ture

s of

the

Sun

, a

glob

e, a

tor

chC

W:

Q1

Dra

w t

he S

un a

nd t

he

Ear

th a

nd m

ark

the

part

s of

the

Ear

th t

hat

have

day

and

nig

ht a

t a

give

n tim

e.

HW

: A

sk t

he s

tude

nts

to d

raw

a p

ictu

re o

f th

e da

ytim

e sk

y

Key

wor

ds:

Sun,

day

time,

hot

gas

es,

light

Met

hod:

Sho

w t

he s

tude

nts

a pi

ctur

e of

the

Sun

. E

xpla

in t

hat

the

Sun

give

s he

at a

nd li

ght

to t

he E

arth

. Sh

ine

a to

rch

on

the

glob

e an

d ex

plai

n ho

w t

he E

arth

get

s he

at a

nd li

ght

from

the

Sun

. Sp

in t

he g

lobe

slo

wly

and

exp

lain

tha

t th

e pa

rt o

f th

e E

arth

tha

t fa

ces

the

Sun

has

day

and

the

part

tha

t is

aw

ay f

rom

the

Sun

has

nig

ht.

Les

son

plan

501

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 7

Top

ic:

The

Sun

and

th

e st

ars

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. S

tars

•to

exp

lain

tha

t al

l st

ars

are

big

balls

of

burn

ing

gase

s lik

e th

e Su

n

•de

scri

be t

he S

un

•ex

plai

n th

at t

he S

un

is t

he m

ain

sour

ce

of e

nerg

y fo

r th

e E

arth

•ex

plai

n th

at t

he

star

s ar

e bi

g ba

lls o

f ho

t bu

rnin

g ga

ses

and

that

the

Sun

is

also

a s

tar

Pic

ture

s of

the

sky

at

nigh

t C

W:

Q2

HW

: Q

3

Key

wor

ds:

star

, bu

rnin

g

Met

hod:

Ask

: W

hen

can

we

see

star

s in

the

sky

? E

xpla

in t

hat

star

s ar

e bi

g ba

lls o

f bu

rnin

g ga

ses

but

we

cann

ot f

eel t

heir

he

at b

ecau

se t

hey

are

very

far

aw

ay.

If p

ossi

ble

take

the

stu

dent

s to

a p

lane

tari

um.

Les

son

plan

51 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 7

Top

ic:

The

Sun

and

th

e st

ars

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. S

tars

•to

exp

lain

tha

t al

l st

ars

are

big

balls

of

burn

ing

gase

s lik

e th

e Su

n

•de

scri

be t

he S

un

•ex

plai

n th

at t

he S

un

is t

he m

ain

sour

ce

of e

nerg

y fo

r th

e E

arth

•ex

plai

n th

at t

he

star

s ar

e bi

g ba

lls o

f ho

t bu

rnin

g ga

ses

and

that

the

Sun

is

also

a s

tar

Pic

ture

s of

the

sky

at

nigh

t C

W:

Q2

HW

: Q

3

Key

wor

ds:

star

, bu

rnin

g

Met

hod:

Ask

: W

hen

can

we

see

star

s in

the

sky

? E

xpla

in t

hat

star

s ar

e bi

g ba

lls o

f bu

rnin

g ga

ses

but

we

cann

ot f

eel t

heir

he

at b

ecau

se t

hey

are

very

far

aw

ay.

If p

ossi

ble

take

the

stu

dent

s to

a p

lane

tari

um.

Name: Date:

Draw the Sun.

Draw a morning scene.

Photocopiable material

Unit 7: The Sun and the stars Worksheet 1

521

Name: Date:

Circle the correct word(s):

The Sun is a big ball of hot water / gases.

The Earth gets heat and light from the Sun / Moon.

We can see stars in the sky in the daytime / at night.

The Sun is very far from / near the Earth.

The stars are very far from / near the Earth.

The Sun is a moon / star.

Photocopiable material

Unit 7: The Sun and the stars Worksheet 2

53 1

UNIT 8The Moon

Teaching objectives:To discuss what the Moon is To explain that the Moon is close to the Earth To explain that the Moon does not have its own light To explain that the Moon shines because of sunlight To explain that the Moon moves round the Earth once in 28 days To explain that the changing shapes of the Moon are due to its going round the Earth To discuss that there is no life on the Moon To discuss that there is no air on the Moon To discuss that things on the Moon have no weight

Teaching strategy:Draw the night-time sky with the Moon and stars. Ask: When do we see the Moon? Explain that the Moon is close to the Earth.

Ask: Does moonlight feel hot? Explain that the Moon does not have its own light. It shines because of sunlight falling on it.

Ask: What is the shape of the new Moon? When do we see the full Moon? Explain that the Moon moves round the Earth in 28 days and as the Moon moves we can see the shapes of the Moon. Draw the shapes of the Moon on the chalkboard.

Ask: Does anyone live on the Moon? Explain that astronauts have been on the Moon. They know that nothing can live on the Moon because there is no air.

Ask: Have you seen pictures of astronauts on the Moon? Ask: What do they seem to be doing? Show students pictures of astronauts. Explain that they have to wear special suits because there is no air or gravity on the Moon. Everything seems to be flying on the Moon.

541

Answers to Activities in Unit 81. (a) yes (b) no (c) no (d) no (e) yes (f ) yes

3. (a) water (b) living (c) Sun (d) Earth (e) night

Additional ActivityMCQs

(a) The Sun is a big ball of .

rubber air hot gases [hot gases]

(b) We can see the Sun .

at night in the daytime on a cloudy day [in the day time]

(c) We can see stars in the sky .

at night in the day time in the afternoon [at night]

(d) The Sun is .

a moon a star a planet [a star]

(e) The Moon is the Earth.

bigger than smaller than equal in size to [smaller than]

(f ) The Moon light of its own.

has does not have sometimes has [does not have]

(g) We can see the Moon when the throws light on it.

Earth Sun star [Sun]

(h) We can see the shapes of the Moon at different times of the .

day night month [month]

(i) How far is the Moon from the Earth?

Very far away Very close At the same distance as the Sun. [Very close]

(j) The Earth gets heat and light from the .

Moon stars Sun [Sun]

Unit 8: The Moon

55 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 8

Top

ic:

The

Moo

n

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. T

he M

oon

•to

exp

lain

tha

t th

e M

oon

has

no li

ght

of it

s ow

n; it

ref

lect

s th

e lig

ht o

f th

e Su

n

•to

des

crib

e th

e ch

arac

teri

stic

s of

the

Moo

n

•to

exp

lain

tha

t th

e M

oon

goes

rou

nd t

he S

un o

nce

ever

y tw

enty

-eig

ht d

ays,

and

th

at is

why

we

see

the

chan

ging

sha

pes

of t

he M

oon

•ex

plai

n th

at t

he

Moo

n ha

s no

ligh

t of

its

own

and

that

it

refle

cts

sunl

ight

.

•de

scri

be t

he

surf

ace

of t

he

Moo

n

Pic

ture

s of

the

sur

face

of

the

Moo

n

Pic

ture

s of

the

pha

ses

of t

he M

oon

Col

lect

pic

ture

s of

th

e M

oon.

CW

: Q

1, Q

2

HW

: W

rite

fiv

e lin

es a

bout

the

M

oon.

Key

wor

ds:

Moo

n, c

rate

r, s

urfa

ce

Met

hod:

Sho

w t

he s

tude

nts

pict

ures

of

the

nigh

t sk

y.

Ask

: D

oes

moo

nlig

ht f

eel h

ot?

Exp

lain

tha

t th

e M

oon

does

not

hav

e its

ow

n lig

ht.

It a

ppea

rs t

o sh

ine

beca

use

it re

flect

s th

e su

nlig

ht t

hat

falls

on

its s

urfa

ce.

Ask

: W

hat

shap

e is

the

Moo

n? W

hen

do w

e se

e th

e F

ull M

oon?

Exp

lain

tha

t th

e M

oon

goes

rou

nd t

he E

arth

onc

e ev

ery

twen

ty-e

ight

day

s, a

nd a

s th

e M

oon

mov

es,

we

see

the

diff

eren

t sh

apes

of

the

Moo

n. D

raw

the

pat

h of

the

Moo

n ar

ound

the

E

arth

.

Les

son

plan

561

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 8

Top

ic:

The

Moo

n

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

Act

ivit

ies/

CW

/HW

2. T

he M

oon

•to

exp

lain

tha

t th

ere

is n

o ai

r on

the

Moo

n an

d so

the

re is

no

life

•to

exp

lain

tha

t ob

ject

s on

the

Moo

n ha

ve n

o w

eigh

t

•re

late

som

e fa

cts

abou

t th

e M

oon

and

spac

e tr

avel

Pic

ture

s of

ast

rona

uts

and

spac

eshi

psC

olle

ct p

ictu

res

of

spac

eshi

ps a

nd

astr

onau

ts,

and

past

e th

em o

n a

char

t.

CW

: Q

3

Key

wor

ds:

astr

onau

t, s

pace

ship

, gr

avity

Met

hod:

Ask

: D

oes

anyo

ne li

ve o

n th

e M

oon?

Exp

lain

tha

t as

tron

auts

hav

e la

nded

on

the

Moo

n. W

e kn

ow t

hat

noth

ing

can

live

on t

he M

oon

beca

use

ther

e is

no

air.

Show

the

stu

dent

s pi

ctur

es o

f as

tron

auts

. E

xpla

in t

hat

they

hav

e to

wea

r sp

ecia

l sui

ts b

ecau

se t

here

is n

o ai

r an

d ve

ry li

ttle

gr

avity

on

the

Moo

n. G

ravi

ty is

wha

t pu

lls o

bjec

ts d

own.

Thi

ngs

float

in s

pace

bec

ause

the

re is

no

grav

ity.

Les

son

plan

57 1

Name: Date:

Write the names of the different shapes of the Moon.

Photocopiable material

Unit 8: The Moon Worksheet 1

581

Name: Date:

Circle the correct word. The Moon is closer to the Earth / Sun. The Moon has / does not have light of its own. The light of the Earth / Sun shines on the Moon. The Moon has / does not have air or water. The holes on the surface of the Moon are called wells /

craters.

Unit 8: The Moon Worksheet 2

Photocopiable material

59 1

UNIT 9The Earth

Teaching objectives:To explain that the Earth is a planet To explain that the Earth gets heat and light from the Sun To discuss that the Earth has land, air, and water To explain that land is made up of rocks To explain that rocks, sand, and clay make up soil To explain that living things live in the soil To explain that 3/4 part of the Earth is covered with water To discuss that plants and animals live in the water To discuss that ships and boats sail in water To discuss that we swim in water and we drink water To explain that air surrounds the Earth To explain that we cannot see air but we can feel it To explain that living things need air for breathing To discuss that birds, insects, and aeroplanes fly in air To discuss how day and night are formed To explain that the Earth turns round once every day To explain that the Sun rises in the east and sets in the west To explain that at midday the Sun is over our heads To discuss different types of weathers

Teaching strategy:Show the students a globe. Explain that the Earth is round. Show the continents and oceans. Explain that 3/4 part of the Earth is covered with water. Ask: What is land made up of ? Explain the types of rocks and the formation of soil.

Ask: Where do earthworms live? Where do plant roots grow? Explain that living things live in the soil.

Ask: What do we use water for? Explain the uses of water.

Ask: What do we breathe in? What do living things need? Explain that we cannot see air, but we can feel it. Explain the uses of air.

601

Ask: When do you wake up? When do birds and animals wake up? How do we know it is morning? Explain the formation of day and night with the help of a globe and a lamp representing the Earth and Sun respectively. Show that the Earth turns on its axis once in 24 hours. Explain that it is not the Sun rising or setting but that it appears to be so because the Earth is turning.

Explain that at 12 noon the Sun is over our heads and our shadow is beneath our feet. Demonstrate formation of shadows in the morning, midday, and evening by holding a lamp at various positions.

Explain the characteristics of different types of weather. Ask: What happens when it rains? When is it windy? When does it snow? When is it hot?

Answers to Activities in Unit 91. (a) big (b) Sun

(c) planet (d) Sun

(e) top

3. (a) morning (b) evening

(c) midday (d) East

(e) West

Unit 9: The Earth

61 1

Additional ActivityMCQs

(a) The Earth is like a big .

ball ship plate [ball]

(b) The Earth is a .

star planet moon [planet]

(c) The Earth gets heat and light from the .

Moon stars Sun [Sun]

(d) The Earth goes round the in an oval path.

Moon stars Sun [Sun]

(e) The Sun rises in the .

North South East West

[East]

(f ) The Sun sets in the .

North South East West

[West]

(g) As the Earth spins like a top the side that faces the Sun has .

day night evening [day]

(h) The Sun is a .

star moon planet [star]

(i) At midday the Sun is .

on our left over our heads in front of us [over our heads]

(j) The Earth has .

land, water, and air only land and water only land and air [land, water, and air]

Amazing Science TG 1

621

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 9

Top

ic:

The

Ear

th

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

1. T

he E

arth

•to

exp

lain

tha

t th

e E

arth

is a

pla

net

•to

exp

lain

tha

t th

e E

arth

get

s he

at a

nd

light

fro

m t

he S

un

•id

entif

y E

arth

as

a pl

anet

A g

lobe

, a

torc

h,

pict

ures

of

Ear

th t

aken

fr

om s

pace

CW

: Q

1 (a

) (b

) (c

) (d

)

Key

wor

ds:

Ear

th,

land

, ai

r, w

ater

, pl

anet

Met

hod:

Sho

w t

he s

tude

nts

a gl

obe.

Exp

lain

tha

t th

e E

arth

is r

ound

like

a b

all.

Exp

lain

tha

t a

plan

et g

oes

roun

d th

e Su

n.

Ear

th is

one

of

the

plan

ets

that

orb

it th

e Su

n.

Les

son

plan

63 1

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 9

Top

ic:

The

Ear

th

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

2. C

hara

cter

istic

s of

th

e E

arth

•to

exp

lain

tha

t th

e E

arth

has

air

, w

ater

, an

d la

nd

•to

exp

lain

tha

t th

ere

are

livin

g th

ings

on

Ear

th

•ex

plai

n th

e co

nditi

ons

on E

arth

th

at m

ake

it po

ssib

le

to s

uppo

rt li

fe

A t

orch

, a

ball,

cha

rt

pape

r, c

olou

red

penc

ilsD

raw

a v

ery

larg

e E

arth

on

a ch

art

pape

r fo

r ea

ch g

roup

of

4-5

stud

ents

. A

sk t

hem

to

draw

livi

ng t

hing

s on

it

to s

how

tha

t al

l liv

ing

thin

gs t

hat

live

on

Ear

th n

eed

land

, w

ater

, an

d ai

r.

Key

wor

ds:

land

, w

ater

, ai

r

Met

hod:

Ask

: Is

the

Ear

th h

ot li

ke t

he S

un?

Doe

s it

have

its

own

light

? W

here

doe

s th

e E

arth

get

hea

t an

d lig

ht f

rom

? E

xpla

in t

hat

the

Sun

give

s he

at a

nd li

ght

to t

he E

arth

. Sh

ow t

his

by s

hini

ng a

ligh

ted

torc

h on

to a

bal

l. L

et t

he s

tude

nts

feel

th

e he

at f

rom

the

tor

ch.

Exp

lain

tha

t th

is is

a m

odel

of

how

the

Ear

th g

ets

heat

and

ligh

t fr

om t

he S

un.

Switc

h of

f th

e to

rch

and

expl

ain

that

the

Ear

th w

ould

be

dark

and

col

d w

ithou

t th

e Su

n. E

xpla

in t

hat

all l

ivin

g th

ings

, pl

ants

as

wel

l as

anim

als,

ne

ed la

nd,

air,

and

wat

er t

o liv

e. W

e liv

e on

land

and

get

our

foo

d fr

om p

lant

s an

d an

imal

s th

at li

ve o

n la

nd.

Les

son

plan

641

Dat

e:

Tim

e: 4

0 m

ins

Uni

t 9

Top

ic:

The

Ear

th

Tea

chin

g ob

ject

ives

Lea

rnin

g ou

tcom

es

Stud

ents

sho

uld

be

able

to:

Res

ourc

es/M

ater

ials

Act

ivit

ies/

CW

/HW

3. M

ovem

ents

of

the

Ear

th•

to e

xpla

in t

hat

the

Ear

th s

pins

on

its

axis

, an

d th

is c

ause

s da

y an

d ni

ght

•to

tea

ch t

he c

ardi

nal

dire

ctio

ns

•de

scri

be h

ow t

he

rota

tion

of t

he E

arth

on

its

axis

cau

ses

day

and

nigh

t

•fin

d th

e ca

rdin

al

dire

ctio

ns f

rom

the

po

sitio

n of

the

Sun

A g

lobe

, a

torc

hC

W:

Q1

(e)

Q2

HW

: Q

3

Key

wor

ds:

axis

, da

y, n

ight

, ov

al p

ath,

dir

ectio

n, n

orth

, so

uth,

eas

t, w

est,

daw

n, r

ise,

set

, w

eath

erva

ne

Met

hod:

Ask

: D

oes

the

Ear

th r

emai

n st

ill?

Exp

lain

the

mov

emen

ts o

f th

e E

arth

on

its a

xis

and

arou

nd t

he S

un.

Exp

lain

, us

ing

the

glob

e an

d to

rch,

wha

t ca

uses

day

and

nig

ht.

Ask

the

stu

dent

s to

sta

nd f

acin

g th

e ri

sing

Sun

and

spr

ead

thei

r ar

ms.

Exp

lain

the

fou

r di

rect

ions

with

the

hel

p of

a d

iagr

am

on t

he c

halk

boar

d as

giv

en in

the

tex

tboo

k. A

lso

expl

ain

that

it is

not

the

Sun

tha

t is

mov

ing

but

that

it is

the

mov

emen

t of

th

e E

arth

whi

ch m

akes

it a

ppea

r th

at t

he S

un is

ris

ing

and

sett

ing.

Les

son

plan

65 1Photocopiable material

Unit 9: The Earth Worksheet 1

Name: Date:

Draw the path of the Earth around the Sun.

661

Name: Date:

Mark the directions.

Photocopiable material

Unit 9: The Earth Worksheet 2

67 1

Assessment1. Draw.

(a) an apple (b) a leaf

2. Label the pictures.

stone tortoise leaf jelly rabbit

(a) (b) (c)

(d) (e)

Assessment

681

3. Give one example of each.

(a) water animal: .

(b) bird: .

(c) insect: .

4. Tick the correct answer.

(a) A mouse is a big/small animal.

(b) A ladybird is an insect/bird.

(c) A camel pulls a cart/carries heavy loads.

(d) Wild animals live in the forest/water.

5. Which of the following make their own food? Circle them.

6. Mark each sentence with a or .

(a) A mushroom grows in light.

(b) Herbs are small plants having short stems.

(c) A date palm is a water plant.

(d) Plants give us flowers, vegetables, and fruits.

Assessment

69 1

7. In the pictures below, mark the solid, liquid, and gas.

(a) (b) (c)

8. Give three examples each of solids, liquids, and gases.

Solids Liquids Gases

(a)

(b)

(c)

9. Name three sources of heat and light.

(a)

(b)

(c)

10. Which of these colours are present in the rainbow? Circle them.

pink yellow

red brown

blue green

11. Fill in the blanks.

(a) We fill in balloons and tyres.

(b) Drops of water in the air make .

(c) A strong wind is called a .

Amazing Science TG 1

701

12. Form correct sentences by matching A and B.

A B

(a) We can see stars

(b) We can see the Sun

(c) The Earth gets heat and light

(d) The Sun gives off

in the daytime

bright light

at night

from the Sun

13. What are these shapes of the Moon called?

(a) (b) (c)

14. Write five sentences about the Moon.

(a)

(b)

(c)

(d)

(e)

15. Which of the following sentences are correct? Put a or .

(a) The Earth gets light and heat from the stars.

(b) The Sun goes round the Earth.

(c) The Earth is like a big ball.

(d) We see the Sun setting in the morning.

Assessment