i 1

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