1
ContentsIntroduction ........................................................................................................... 2
Unit 1 Science .............................................................................5 Lesson plan .............................................................................................. 7
Worksheets ............................................................................................... 8
Unit 2 Animals .......................................................................... 10
Lesson plans .......................................................................................... 13
Worksheet .............................................................................................. 17
Unit 3 Plants .................................................................................................. 18
Lesson plans .......................................................................................... 21
Worksheets ............................................................................................. 26
Unit 4 Matter ................................................................................................. 28
Lesson plans .......................................................................................... 30
Worksheets ............................................................................................. 32
Unit 5 Heat and light................................................................ 34
Lesson plans .......................................................................................... 36
Worksheets ............................................................................................. 39
Unit 6 Air .................................................................................. 41
Lesson plans .......................................................................................... 43
Worksheets ............................................................................................. 46
Unit 7 The Sun and the stars ................................................... 48
Lesson plans .......................................................................................... 49
Worksheets ............................................................................................. 51
Unit 8 The Moon ..................................................................... 53
Lesson plans .......................................................................................... 55
Worksheets ............................................................................................. 57
Unit 9 The Earth ...................................................................... 59
Lesson plans .......................................................................................... 62
Worksheets ............................................................................................. 65
Assessment ..................................................................................... 67
21
Introduction Children want to know things. Early guidance and varied experiences do much to stimulate the development of their natural intelligence.
A teacher can play a very important role in arousing the interest of students by allowing them to discuss facts and ideas and helping them to draw conclusions from them as to why and how things happen.
The teacher can stimulate the thinking process of students by asking questions and by encouraging them to ask questions.
Experimental work enables students to test for themselves the facts that have been learnt by them, thereby making it easier for them to understand the implications of the background to their activities.
This course has been developed to provide information about the world around on which students can base their opinion, verify information, come to conclusions, and use the knowledge thus gained in their everyday life. It will help in maintaining the curiosity and enthusiasm of students who have just started studying science. Concepts developed at this stage will be of use in their studies at an advanced level later. It will help them to develop a better outlook on life.
About the Pupil’s Book:This science series, now completely revised, has been written especially for children at the primary level. It provides information at a child’s level of understanding and has a direct appeal for children who need interesting and easy to read material. Keeping in view the interests, abilities, curiosities, and needs of children, it provides stimulating learning experiences and offers enjoyable educational motivation, thus serving as a building block for further learning.
The keyword in science is curiosity. The material in the series is designed to awaken in a child the same urge that motivates in a scientist the desire to know the answer to a question. There is a wide range of topics that will interest and motivate the child.
Teachers will recognize that this series deals with those broad areas about which most children frequently express curiosity; that it provides answers to many questions they ask, and offers new and exciting information in many fields. It aims to create an awareness, as well as stimulate an interest in science.
The language is simple and easy to read and within the range of the abilities of students of each grade. Together, the text and illustrations motivate children to discuss, question, and explore.
The contents have been selected and presented in such a way as to capture and hold the interest of the students. The objective is to simplify complex ideas and present them in an interesting way. Every effort has been made to keep the language simple.
When it is necessary to use a specialized word, it has been used. When it is not self-explanatory within the context, it has been defined. Clear and well-labelled illustrations have been included, which help to identify and clarify the topics dealt with.
Good pictures and diagrams arouse and develop interest. These make lasting impressions. They help to make the text clear. They also appeal to the child’s imagination, while satisfying his curiosity and often provoke a favourable reaction.
Simple practicals—interesting and stimulating presentation of factual materials—offer every chance of successful learning experiences. Knowledge of problem-solving techniques so acquired can be applied in everyday life.
3 1
It is intended, through this series, to introduce children to many of the interesting and enjoyable things in science they can learn about and do for themselves. The series also intends to develop in them a quest for knowledge and an understanding of how science is shaping the world in which they live.
The role of the teacher:It is up to the teacher to devise ways and means of reaching out to the students, so that they have a thorough knowledge of the subject without getting bored.
The teacher must use his/her own discretion in teaching a topic in a way that he/she feels appropriate depending on the intelligence level as well as the academic standard of the class.
To the teacher:
With your assurance and guidance the child can sharpen his/her skills. Encourage the child to share his/her experiences. Try to relate pictures to real things. Do not rush the reading. Allow time to respond to questions and to discuss pictures or particular passages. It will enhance learning opportunities and will enable the child to interpret and explain things in his/her own way.
Method of teaching:
The following method can be employed in order to make the lesson interesting as well as informative.
The basic steps in teaching any science subject are:
(i) locating the problem(ii) finding a solution by observation and experimentation(iii) evaluating the results(iv) making a hypothesis and trying to explain it
Preparation by the teacher:
Be well-prepared before coming to the class.(i) Read the text.(ii) Prepare a chart if necessary.(iii) Practise diagrams which have to be drawn on the chalkboard.(iv) Collect all material relevant to the topic.(v) Prepare short questions.(vi) Prepare homework, tests, and assignments.(vii) Prepare a practical demonstration.
The following may also be arranged from time to time.(i) Field trips(ii) Visits to the laboratory(iii) A show of slides or films(iv) Plan projects
The usual strategy which is easy as well as effective can be adopted:(i) Before starting a lesson, make a quick assessment of the previous knowledge of the students by
asking them questions pertaining to the topic. Relate them to everyday observation of their surroundings or from things that they have seen or read about in books, magazines, or newspapers.
Introduction
41
Introduction
(ii) Explain the lesson.(iii) Write difficult words and scientific terms on the chalkboard.(iv) Ask students to repeat them.(v) Help students to read text.(vi) Show materials, models, or charts.(vii) Make diagrams on the chalkboard.(viii) Perform an experiment if necessary.(ix) Ask students to draw diagrams in their science manuals.(x) Students should tackle objective questions independently.(xi) Ask questions from the exercises.(xii) Answers to questions to be written for homework(xiii) The lesson should be concluded with a review of the ideas and concepts that have been
developed or with the work that has been accomplished or discussed.
Conclusion:The teacher can continue the learning process by not only encouraging and advising the students, but also by critically evaluating their work.
It is not necessary that the lesson begins with a reading of the textbook. The lesson can begin with an interesting incident or a piece of information that will hold the interest of the students and they will want to know more about the topic.
The topic should then be explained thoroughly and to check whether the students are following or not, short questions should be asked every now and then.
Sketches and diagrams on the chalkboard are an important aspect to the teaching of science, but too much time should not be spent on them as the students lose interest. An alternative to chalkboard drawing is a ready-made chart or one made by the teacher can be displayed in the class. The use of visual material keeps students interested as well as helps to make mental pictures which are learnt quickly and can be recalled instantly. Pupils should be encouraged to draw and can be helped by the teacher. Diagrams that are not in the text should either be copied from the chalkboard or chart, or photocopies can be made and distributed in the class.
Simple experiments can be performed in the class. If possible, children may be taken to the laboratory occasionally and be shown specimens of plants and animals, chemicals and solutions, and science apparatus, etc.
Practical work arouses interest in science. Class activities can be organized in such a way that the whole class participates either in groups or individually, depending on the type of work to be done or the amount of material available.
It is hoped that the above guidelines will enable teachers to teach science more effectively, and develop in their students an interest in the subject which can be maintained throughout their academic years, and possibly in their lives as a whole.
These guidelines can only supplement and support the professional judgement of the teacher but in no way can they serve as a substitute for it.
5 1
UNIT 1
Science
Teaching objectives:To explain what we learn in scienceTo explain how things are different
Teaching strategy:Draw an insect on the chalkboard and label it. Ask: How many legs does it have?
Ask students the colours of various things.
Ask: Is jelly soft or hard? Is ice hot or cold?
Ask the shapes of various things.
Ask: Which is bigger, an elephant or a mouse? Which is the biggest animal? Can you pull a cart? Can a kitten pull a cart? Explain the difference between strong and weak with examples.
Ask: In the story of the hare and the tortoise, who won the race? Explain fast and slow with examples.
Ask: Where does a fish live? Where does a rabbit live? Where does a bird live? Explain the living places of animals with examples.
Explain that when we are studying things around us we are learning science.
Answers to Activities in Unit 12. (a) six (b) red (c) green (d) soft (e) hard (f ) cold (g) hot (h) round
61
3. (a) big (b) small (c) strong (d) weak (e) slow (f ) fast
4. a. six legs b. four petals c. finding things out
Additional ActivityMCQs
(a) A way of finding things out is called .
English Urdu Science [Science]
(b) The number of legs an ant has is .
2 4 6 [6]
(c) The coloured leaves of a flower are called .
petals sepals leaves [petals]
(d) Tea is .
white hot cold [hot]
(e) A horse is .
small strong slow [strong]
(f ) The colour of an apple is .
blue red purple [red]
(g) The shape of a football is a .
round square rectangle [round]
(h) A mouse is .
strong big small [small]
(i) A rabbit is .
fast slow strong [fast]
(j) A stone is .
soft hard hot [hard]
Unit 1: Science
7 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 1
Top
ic:
Sci
ence
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
Scie
nce
•to
def
ine
scie
nce
•to
exp
lain
tha
t sc
ienc
e is
abo
ut
obse
rvat
ion
and
findi
ng o
ut w
hat
is
not
know
n
•un
ders
tand
the
wor
k of
a s
cien
tist
•id
entif
y th
roug
h ob
serv
atio
n th
e di
ffer
ence
s be
twee
n th
ings
A p
oste
r sh
owin
g th
e w
ord
‘SC
IEN
CE
’ w
ritt
en o
n it;
ass
orte
d na
tura
l obj
ects
suc
h as
se
eds,
leav
es,
flow
ers,
ro
cks,
soi
l, fe
athe
rs,
bone
s; a
ssor
ted
man
-m
ade
obje
cts
such
as
nails
, bo
ttle
cap
s,
pape
r, p
enci
l, cl
ips,
et
c.
Ask
stu
dent
s to
sor
t si
mila
r th
ings
into
pi
les.
CW
: Q
1, Q
2, Q
3
HW
: Q
4 a.
b.
c.
Key
wor
ds:
scie
nce,
obs
erve
, liv
ing,
non
-liv
ing
Met
hod:
Hol
d up
the
pos
ter
show
ing
the
wor
d ‘S
CIE
NC
E’
and
ask
the
stud
ents
to
expl
ain
wha
t th
e w
ord
mea
ns.
Exp
lain
th
at it
mea
ns k
now
ledg
e. I
t is
a w
ay o
f lo
okin
g at
eve
ryth
ing
arou
nd u
s th
at is
livi
ng,
non-
livin
g, a
nd n
ot li
ving
now
. It
is
also
the
stu
dy o
f ho
w t
hing
s w
ork
and
why
thi
ngs
happ
en.
Scie
ntis
ts s
tudy
and
obs
erve
thi
ngs.
The
y tr
y to
ans
wer
why
, ho
w,
and
whe
n th
ings
hap
pen,
by
mak
ing
obse
rvat
ions
. E
xpla
in
that
‘ob
serv
e’ m
eans
to
stud
y ca
refu
lly.
Dis
cuss
the
diff
eren
ces
betw
een
livin
g an
d no
n-liv
ing
thin
gs.
Les
son
plan
81
Name: Date:
Draw a red circle around animals, a green circle around plants, and a blue circle around the non-living things.
Photocopiable material
Unit 1: Science Worksheet 1
101
UNIT 2Animals
Teaching objectives:To describe the structure of an insect To describe different types of insects To explain the structure of a fish To discuss different types of water animals To describe the structure of a small animal To describe different types of small animals To introduce the names of some wild animals To discuss some useful animals and how they are useful To describe the structure of a bird To discuss different types of birds
Teaching strategy:Ask: What is the difference between a plant and an animal? Explain that living things are of two kinds: plants and animals.
Ask: Can you name some animals? Explain that animals are of many shapes and colours.
Show students a chart of various animals. Draw an insect on the chalkboard and label it. Write the names of insects.
Draw a rabbit on the chalkboard and label it. Ask: Can you name some small animals? Write their names on the chalkboard.
Draw a fish on the chalkboard and label it. Ask the names of some water animals. Write their names on the chalkboard.
Ask the names of some wild animals. Write their names on the chalkboard.
Ask: What do wild animals eat? Ask: Where do wild animals live? Explain what wild animals eat and where they live.
Ask: Which animals do we keep on a farm? Ask: Which animals do we keep in the house as pets?
11 1
Explain how animals are useful to us. Show the picture of a cow. Talk about it.
Ask: Where does a bird live? Draw a bird on the chalkboard and label it. Ask: How does a bird fly? Explain the use of feathers and wings. Ask the names of some birds.
Write the names of birds on the chalkboard. Teach students to make simple drawings of some animals.
Answers to Activities in Unit 22. (a) camel carries heavy loads (b) sheep gives us wool (c) hen lays eggs (d) horse pulls a cart (e) cow gives us milk (f ) goat gives us meat
3. (a) no (b) yes (c) yes (d) no (e) no
4. (a) ant (b) butterfly (c) ladybird
5. a) mouse b) rabbit c) crow d) cat e) dog f ) squirrel g) parrot h) duck i) sparrow j) peacock
6. a. whale a. deer b. starfish b. tiger c. dolphin c. lion
Amazing Science TG 1
121
Additional ActivityMCQs
(a) Which of the following is an insect?
rabbit butterfly cow [butterfly]
(b) Which of the following is not a living thing?
book ant fly [book]
(c) Which one of the following is a big animal?
cat mouse whale [whale]
(d) Water animals live in ____________.
air land water [water]
(e) Which one of the following is not a wild animal?
fox tiger goat [goat]
(f ) Birds fly with their ____________.
legs wings tails [wings]
(g) Which one of the following animals is not a farm animal?
horse cow monkey [monkey]
(h) A sea horse lives in the ____________.
ground sea garden [sea]
(i) Which of the following is not a water animal?
crab starfish ladybird [ladybird]
(j) Which is the biggest land animal in the world?
elephant giraffe hippopotamus [elephant]
Unit 2: Animals
13 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. S
hape
s, c
olou
rs,
and
size
s of
ani
mal
s•
to o
bser
ve a
nd
com
pare
som
e an
imal
s on
the
bas
is
of t
heir
sha
pes,
co
lour
s, a
nd s
izes
•di
stin
guis
h be
twee
n th
e di
ffer
ent
kind
s of
ani
mal
s on
the
ba
sis
of t
heir
ap
pear
ance
Pre
serv
ed a
nd li
ve
spec
imen
s of
sm
all
inse
cts
and
anim
als;
Cha
rts
and
pict
ures
of
wild
ani
mal
s, w
ater
an
imal
s, a
nd b
irds
Hel
p th
e st
uden
ts t
o cr
eate
a z
oo f
or in
sect
s in
a s
mal
l car
ton
or a
sh
oe b
ox,
by p
uttin
g in
to it
som
e ga
rden
so
il, d
ried
leav
es,
vege
tabl
es,
and
frui
ts.
Obs
erve
the
cre
atur
es
(e.g
. w
orm
s, a
nts)
with
a
mag
nify
ing
glas
s.
Hel
p th
e st
uden
ts t
o us
e re
fere
nce
book
s to
fin
d th
e na
mes
of
som
e of
the
cre
atur
es.
Key
wor
ds:
anim
al,
inse
ct,
pet,
wat
er a
nim
al,
farm
ani
mal
Met
hod:
Int
rodu
ce t
he s
tude
nts
to a
nim
als
thro
ugh
pict
ures
, vi
deos
, ch
arts
. H
ave
them
obs
erve
at
leas
t tw
o or
thr
ee a
nim
als
at c
lose
ran
ge.
Gui
de t
hem
to
notic
e th
e di
ffer
ent
feat
ures
suc
h as
ski
n ty
pes
and
colo
urs,
sha
pes,
and
siz
es.
Les
son
plan
141
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. W
here
ani
mal
s liv
e •
to d
escr
ibe
the
habi
tats
of
diff
eren
t an
imal
s
•de
scri
be t
he h
abita
ts
of in
sect
s an
d la
nd
and
wat
er a
nim
als,
an
d to
des
crib
e ho
w
they
are
ada
pted
to
be a
ble
to li
ve in
a
part
icul
ar
envi
ronm
ent
Ass
orte
d pi
ctur
es o
f a
vari
ety
of n
atur
al
habi
tats
of
anim
als
CW
: Q
1, Q
2, Q
3, Q
4
HW
: Q
5, Q
6
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
diff
eren
t ha
bita
ts a
nd d
iscu
ss h
ow a
nd w
hy t
he a
nim
als
can
live
in t
hem
. D
iscu
ss
adap
tatio
ns o
f an
imal
s.
Tak
e th
e st
uden
ts o
utsi
de a
nd lo
ok f
or s
mal
l cre
atur
es.
Ask
the
stu
dent
s to
not
ice
thei
r co
lour
s, t
he w
ays
in w
hich
the
y m
ove,
whe
re t
hey
live,
and
wha
t th
ey e
at.
Les
son
plan
15 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. W
here
ani
mal
s liv
e •
to d
escr
ibe
the
habi
tats
of
diff
eren
t an
imal
s
•de
scri
be t
he h
abita
ts
of in
sect
s an
d la
nd
and
wat
er a
nim
als,
an
d to
des
crib
e ho
w
they
are
ada
pted
to
be a
ble
to li
ve in
a
part
icul
ar
envi
ronm
ent
Ass
orte
d pi
ctur
es o
f a
vari
ety
of n
atur
al
habi
tats
of
anim
als
CW
: Q
1, Q
2, Q
3, Q
4
HW
: Q
5, Q
6
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
diff
eren
t ha
bita
ts a
nd d
iscu
ss h
ow a
nd w
hy t
he a
nim
als
can
live
in t
hem
. D
iscu
ss
adap
tatio
ns o
f an
imal
s.
Tak
e th
e st
uden
ts o
utsi
de a
nd lo
ok f
or s
mal
l cre
atur
es.
Ask
the
stu
dent
s to
not
ice
thei
r co
lour
s, t
he w
ays
in w
hich
the
y m
ove,
whe
re t
hey
live,
and
wha
t th
ey e
at.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. U
sefu
lnes
s of
an
imal
s •
to d
iscu
ss h
ow
anim
als
are
usef
ul
for
us
•re
cogn
ize
whi
ch
anim
als
are
usef
ul t
o us
and
in w
hat
man
ner
Pic
ture
s of
var
ious
fa
rm a
nim
als
Mak
e a
char
t sh
owin
g ho
w a
nim
als
such
as
the
hen,
the
hor
se,
the
shee
p, t
he c
ow,
the
goat
, an
d th
e ca
mel
ar
e us
eful
to
us.
Met
hod:
Dis
cuss
whi
ch a
nim
als
can
be k
ept
as p
ets
and
wha
t th
eir
need
s w
ould
be.
Als
o di
scus
s th
e us
eful
ness
of
farm
an
imal
s.
Les
son
plan
161
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4. F
ood
that
ani
mal
s ea
t•
to id
entif
y fo
od t
hat
anim
als
eat
•lis
t th
e fo
ods
that
an
imal
s ea
tH
W:
Wor
kshe
et
Key
wor
ds:
anim
al,
wild
, pl
ant
Met
hod:
Dis
cuss
the
diff
eren
t ki
nds
of f
ood
that
wild
ani
mal
s an
d bi
rds
eat.
Ask
: W
hat
does
you
r pe
t ea
t? H
ow d
o w
ild a
nim
als
get
thei
r fo
od?
Wha
t do
es a
lion
eat
? W
hat
does
a z
ebra
eat
? W
hat
do
fish
eat?
Dis
cuss
the
foo
ds o
f he
rbiv
ores
, ca
rniv
ores
, an
d om
nivo
res.
Ask
: W
hat
kind
of
food
do
we
eat?
Are
we
mea
t ea
ters
, pl
ant
eate
rs,
or b
oth?
Les
son
plan
17 1
Name: Date:
Sort the animals into groups.
Group Animals
Insects
Small animals
Water animals
Wild animals
Useful animals
Birds
Unit 2: Animals Worksheet 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 2
Top
ic:
Ani
mal
s
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4. F
ood
that
ani
mal
s ea
t•
to id
entif
y fo
od t
hat
anim
als
eat
•lis
t th
e fo
ods
that
an
imal
s ea
tH
W:
Wor
kshe
et
Key
wor
ds:
anim
al,
wild
, pl
ant
Met
hod:
Dis
cuss
the
diff
eren
t ki
nds
of f
ood
that
wild
ani
mal
s an
d bi
rds
eat.
Ask
: W
hat
does
you
r pe
t ea
t? H
ow d
o w
ild a
nim
als
get
thei
r fo
od?
Wha
t do
es a
lion
eat
? W
hat
does
a z
ebra
eat
? W
hat
do
fish
eat?
Dis
cuss
the
foo
ds o
f he
rbiv
ores
, ca
rniv
ores
, an
d om
nivo
res.
Ask
: W
hat
kind
of
food
do
we
eat?
Are
we
mea
t ea
ters
, pl
ant
eate
rs,
or b
oth?
Photocopiable material
181
UNIT 3Plants
Teaching objectives:To discuss the structure of a plant To describe the parts of a plant To discuss the functions of each part To discuss the types of plants To discuss how plants are useful To explain where plants can grow
Teaching strategy:Draw a plant on the chalkboard and label its parts. Show a complete plant to the students and explain the function of each part.
Distribute leaves of various shapes to the students. Show them the midrib and veins. Explain the structure and function of the leaf. Teach students to make a leaf print by rubbing a pencil on a piece of paper placed over the leaf.
Distribute some flowers to the students. Show a section of a flower to the students. Draw a section of a flower on the chalkboard and label its parts. Ask students to identify the various parts in their own specimens. Explain the function of the flower.
Explain how fruits and seeds are produced. Cut some fruits and show the seeds. Explain how seeds grow into new plants.
Ask: Why are leaves green? Explain the presence of chlorophyll.
Ask: How does a plant eat? Explain how green plants make food in sunlight. Draw a mushroom on the chalkboard.
Ask: What is the colour of a mushroom? Where does a mushroom grow? Explain non-green plants. Explain how non-green plants get their food. Draw various types of plants on the chalkboard. Write their names.
19 1
Ask: What is the difference between them? Explain the difference in the size and strength of the stem.
Ask: What do we get from plants? Explain the usefulness of flowers, seeds, fruits, vegetables, etc.
Ask: What is a table made of ? Where does wood come from? Explain that wood comes from the hard stems of trees. Ask: What things can be made from wood?
Show the students a water plant growing in a glass jar. Ask: Can plants grow in water?
Draw a pine tree on the chalkboard. Ask: Where do such trees grow?
Draw a cactus on the chalkboard.Ask: Where does a cactus grow? Explain that plants can grow in different types of habitat.
Teach students to draw flowers, leaves, roots, seeds, fruits, and vegetables.
Answers to Activities in Unit 32. a. food b. dead c. stems d. Trees e. water
4. a. A plant usually grows from a seed. b. Desert plants grow in hot, dry places. c. In cones.
5. (a) S (b) F (c) S (d) F (e) V (f ) F (g) S (h) S (i) F
6. water lily water cactus desert pine tree cold places date palm desert
Amazing Science TG 1
201
Additional ActivityMCQs
(a) New plants grows from ____________.
roots flowers seeds [seeds]
(b) Green plants need sunlight to make their ____________.
food water air [food]
(c) A mushroom takes its food from _________________.
living plants human beings dead plants [dead plants]
(d) Herbs are ________________________________.
small plants with short stems
bushy plants with many leaves and branches
big plants with hard stems [small plants with short stems]
(e) Trees are ________________________________.
big plants with hard stems
climbing plants
small plants with short stems [big plants with hard stems]
(f ) A pondweed is a plant that grows in ____________.
hot dry places water soil [water]
(g) Pine trees have ___________________________.
broad leaves
thin needle-like leaves
flat leaves [thin needle-like leaves]
(h) Cactus is a _________________.
water plant desert plant mountain plant [desert plant]
(i) Which of the following is not a fruit?
water melon rose mango [rose]
(j) A potato is a ____________.
fruit seed vegetable [vegetable]
Unit 3: Plants
21 1
Dat
e:
T
ime:
40
min
s
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. P
lant
s•
to id
entif
y th
e di
ffer
ent
part
s of
a
plan
t an
d ex
plai
n th
e fu
nctio
ns o
f ea
ch p
art
•id
entif
y th
e pa
rts
of
a pl
ant
and
desc
ribe
th
e fu
nctio
n of
eac
h pa
rt
A s
peci
men
of
a pl
ant
with
roo
ts,
stem
, le
aves
, an
d flo
wer
s;
pict
ures
of
diff
eren
t ki
nds
of p
lant
s
Rea
ding
: p
17
CW
: Q
1
Q
4 a.
Key
wor
ds:
root
, st
em,
leaf
, flo
wer
Met
hod:
Sho
w t
he s
tude
nts
a fr
esh
plan
t w
ith r
oots
, st
ems,
leav
es,
and
flow
ers.
Ask
: W
hat
is t
he f
unct
ion
of t
he r
oot?
E
xpla
in t
hat
the
part
of
the
plan
t th
at is
usu
ally
und
ergr
ound
is c
alle
d th
e ro
ot.
The
roo
t su
ppor
ts t
he p
lant
as
wel
l as
abso
rbs
wat
er a
nd m
iner
al s
alts
fro
m t
he s
oil.
It a
lso
stor
es f
ood.
Ask
: W
hat
is t
he f
unct
ion
of t
he s
tem
? E
xpla
in t
hat
the
stem
is t
he p
art
of a
pla
nt t
hat
has
leav
es a
nd b
uds.
The
fun
ctio
n of
th
e st
em is
to
prod
uce
leav
es a
nd f
low
ers,
to
dist
ribu
te f
ood
and
wat
er t
o di
ffer
ent
part
s of
the
pla
nt,
and
to s
tore
foo
d.
Ask
: W
hat
is t
he f
unct
ion
of t
he le
aves
? E
xpla
in t
hat
gree
n le
aves
mak
e fo
od f
or p
lant
s. T
hey
give
out
oxy
gen
gas
and
wat
er
vapo
ur in
to t
he a
tmos
pher
e.
Ask
: W
hat
is t
he f
unct
ion
of t
he f
low
er?
Exp
lain
tha
t a
flow
er is
the
col
oure
d pa
rt o
f a
plan
t. I
t m
akes
see
ds a
nd f
ruits
for
th
e pl
ant.
Ask
: H
ow d
o ne
w p
lant
s gr
ow?
Exp
lain
tha
t a
new
pla
nt g
row
s fr
om a
see
d.
Les
son
plan
221
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. K
inds
of
plan
ts•
to d
escr
ibe
the
two
kind
s of
pla
nts:
gr
een
plan
ts t
hat
can
mak
e th
eir
own
food
and
non
-gre
en
plan
ts t
hat
cann
ot
mak
e th
eir
own
food
•ex
plai
n th
at g
reen
pl
ants
can
mak
e th
eir
own
food
in
the
pres
ence
of
sunl
ight
; no
n-gr
een
plan
ts c
anno
t m
ake
thei
r ow
n fo
od.
The
y ob
tain
the
ir
food
fro
m d
ead
plan
ts in
the
soi
l
Pic
ture
s of
gre
en
plan
ts,
mus
hroo
ms
Rea
ding
p 1
7, 1
8
CW
: D
raw
a g
reen
pl
ant.
Can
it m
ake
its o
wn
food
? W
hat
does
a
gree
n pl
ant
need
to
mak
e its
foo
d?
Dra
w a
non
-gre
en
plan
t.
Can
it m
ake
its o
wn
food
?
Key
wor
ds:
gree
n, f
ood,
sun
light
, da
rk
Met
hod:
Ask
: H
ow d
oes
a pl
ant
eat?
Exp
lain
the
pro
cess
by
whi
ch g
reen
pla
nts
can
mak
e th
eir
own
food
in s
unlig
ht.
Dra
w a
mus
hroo
m o
n th
e ch
alkb
oard
. A
sk:
Wha
t co
lour
is a
mus
hroo
m?
Whe
re d
o m
ushr
oom
s gr
ow?
Exp
lain
tha
t m
ushr
oom
s ar
e m
any
diff
eren
t co
lour
s, b
ut n
ot g
reen
. Si
nce
a m
ushr
oom
is n
ot g
reen
and
can
not
mak
e its
ow
n fo
od,
it gr
ows
in d
ark,
sha
dy p
lace
s. I
t ge
ts f
ood
from
dea
d pl
ants
in t
he s
oil.
Les
son
plan
23 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. K
inds
of
plan
ts•
to d
escr
ibe
the
two
kind
s of
pla
nts:
gr
een
plan
ts t
hat
can
mak
e th
eir
own
food
and
non
-gre
en
plan
ts t
hat
cann
ot
mak
e th
eir
own
food
•ex
plai
n th
at g
reen
pl
ants
can
mak
e th
eir
own
food
in
the
pres
ence
of
sunl
ight
; no
n-gr
een
plan
ts c
anno
t m
ake
thei
r ow
n fo
od.
The
y ob
tain
the
ir
food
fro
m d
ead
plan
ts in
the
soi
l
Pic
ture
s of
gre
en
plan
ts,
mus
hroo
ms
Rea
ding
p 1
7, 1
8
CW
: D
raw
a g
reen
pl
ant.
Can
it m
ake
its o
wn
food
? W
hat
does
a
gree
n pl
ant
need
to
mak
e its
foo
d?
Dra
w a
non
-gre
en
plan
t.
Can
it m
ake
its o
wn
food
?
Key
wor
ds:
gree
n, f
ood,
sun
light
, da
rk
Met
hod:
Ask
: H
ow d
oes
a pl
ant
eat?
Exp
lain
the
pro
cess
by
whi
ch g
reen
pla
nts
can
mak
e th
eir
own
food
in s
unlig
ht.
Dra
w a
mus
hroo
m o
n th
e ch
alkb
oard
. A
sk:
Wha
t co
lour
is a
mus
hroo
m?
Whe
re d
o m
ushr
oom
s gr
ow?
Exp
lain
tha
t m
ushr
oom
s ar
e m
any
diff
eren
t co
lour
s, b
ut n
ot g
reen
. Si
nce
a m
ushr
oom
is n
ot g
reen
and
can
not
mak
e its
ow
n fo
od,
it gr
ows
in d
ark,
sha
dy p
lace
s. I
t ge
ts f
ood
from
dea
d pl
ants
in t
he s
oil.
Dat
e:
T
ime:
40
min
s
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. C
reep
ers,
her
bs,
shru
bs,
tree
s•
to e
xpla
in h
ow
plan
ts c
an b
e cl
assi
fied
on t
he
basi
s of
the
typ
e of
st
em a
nd s
truc
ture
s th
at t
hey
have
•de
scri
be c
reep
ers
as
havi
ng w
eak
stem
s,
herb
s as
sm
all
plan
ts,
shru
bs a
s bu
shy
plan
ts,
and
tree
s as
tal
l pla
nts
with
har
d st
ems
Spec
imen
s of
cre
eper
s an
d he
rbs,
pic
ture
s of
sh
rubs
and
tre
es
Rea
ding
: p
18,
19C
W:
Q2
HW
: Q
3
Key
wor
ds:
cree
per,
her
b, s
hrub
, tr
ee
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
diff
eren
t ki
nds
of p
lant
s. A
sk t
hem
to
arra
nge
the
pict
ures
into
gro
ups
of c
reep
ers,
he
rbs,
shr
ubs,
and
tre
es.
Des
crib
e th
e st
ruct
ure
of t
he p
lant
s. E
xpla
in t
he d
iffer
ence
s in
the
siz
e an
d st
reng
th o
f th
e st
ems.
Tak
e th
e st
uden
ts o
ut o
n a
wal
k to
col
lect
leav
es.
Ask
the
stu
dent
s to
dra
w t
he o
utlin
e of
a le
af b
y tr
acin
g ar
ound
its
edge
s,
and
then
dra
w in
the
vei
ns.
Exp
lain
tha
t th
e lin
e in
the
cen
tre
is c
alle
d th
e m
idri
b, a
nd t
he s
mal
ler
lines
are
cal
led
the
vein
s.
Vei
ns h
elp
to t
rans
port
foo
d an
d w
ater
fro
m o
ne p
art
of t
he le
af t
o an
othe
r. H
elp
the
stud
ents
to
mak
e a
leaf
pri
nt u
sing
a
penc
il an
d tr
acin
g pa
per.
Les
son
plan
241
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4. U
sefu
l pla
nts
•to
exp
lain
how
pl
ants
are
ver
y us
eful
•ex
plai
n th
at w
e ge
t flo
wer
s an
d di
ffer
ent
kind
s of
foo
ds f
rom
pl
ants
•ex
plai
n th
at p
lant
s m
ake
seed
s w
hich
he
lp t
o m
ake
new
pl
ants
•ex
plai
n th
at p
lant
s pr
ovid
e w
ood
whi
ch
can
be u
sed
to m
ake
thin
gs
Pic
ture
s of
fru
its,
vege
tabl
es,
flow
ers,
se
eds,
woo
den
obje
cts
Rea
ding
: p
20 t
o 24
HW
: Q
5
Dra
w a
flo
wer
, a
frui
t,
a ve
geta
ble,
a s
eed.
Key
wor
ds:
flow
er,
vege
tabl
e, f
ruit,
see
d, w
ood
Met
hod:
Ask
: W
hat
do w
e ge
t fr
om p
lant
s? E
xpla
in t
he d
iffer
ent
way
s in
whi
ch p
lant
s ar
e us
eful
for
us.
The
y pr
oduc
e flo
wer
s, f
ruits
, ve
geta
bles
see
ds,
and
woo
d fo
r m
akin
g fu
rnitu
re a
nd o
ther
thi
ngs.
Woo
d is
als
o us
ed a
s a
fuel
.
Les
son
plan
25 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4. U
sefu
l pla
nts
•to
exp
lain
how
pl
ants
are
ver
y us
eful
•ex
plai
n th
at w
e ge
t flo
wer
s an
d di
ffer
ent
kind
s of
foo
ds f
rom
pl
ants
•ex
plai
n th
at p
lant
s m
ake
seed
s w
hich
he
lp t
o m
ake
new
pl
ants
•ex
plai
n th
at p
lant
s pr
ovid
e w
ood
whi
ch
can
be u
sed
to m
ake
thin
gs
Pic
ture
s of
fru
its,
vege
tabl
es,
flow
ers,
se
eds,
woo
den
obje
cts
Rea
ding
: p
20 t
o 24
HW
: Q
5
Dra
w a
flo
wer
, a
frui
t,
a ve
geta
ble,
a s
eed.
Key
wor
ds:
flow
er,
vege
tabl
e, f
ruit,
see
d, w
ood
Met
hod:
Ask
: W
hat
do w
e ge
t fr
om p
lant
s? E
xpla
in t
he d
iffer
ent
way
s in
whi
ch p
lant
s ar
e us
eful
for
us.
The
y pr
oduc
e flo
wer
s, f
ruits
, ve
geta
bles
see
ds,
and
woo
d fo
r m
akin
g fu
rnitu
re a
nd o
ther
thi
ngs.
Woo
d is
als
o us
ed a
s a
fuel
.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 3
Top
ic:
Pla
nts
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
5. W
here
pla
nts
live
•to
exp
lain
tha
t pl
ants
live
in
diff
eren
t pl
aces
•ex
plai
n th
at w
ater
pl
ants
are
ada
pted
to
live
in w
ater
; de
sert
pla
nts
can
live
in h
ot,
dry
plac
es;
mou
ntai
n pl
ants
hav
e sp
ecia
l fe
atur
es t
hat
enab
le
them
to
live
in v
ery
cold
pla
ces
Pic
ture
s of
wat
er
plan
ts,
cact
i, pi
ne
tree
s, f
erns
, da
te p
alm
Rea
ding
: p
24,
25
CW
: Q
4 b.
c.
HW
: Q
6
Key
wor
ds:
wat
er,
dese
rt,
mou
ntai
n, t
horn
, co
ne
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
wat
er p
lant
s. D
iscu
ss t
he f
eatu
res
of w
ater
pla
nts
that
ena
ble
them
to
live
in w
ater
. Sh
ow t
he s
tude
nts
pict
ures
of
dese
rt p
lant
s. E
xpla
in t
hat
som
e de
sert
pla
nts
have
ver
y de
ep r
oots
and
the
y ha
ve t
horn
s to
pr
otec
t th
em.
The
y al
so h
ave
thic
k fle
shy
leav
es t
o st
ore
wat
er.
Show
the
stu
dent
s pi
ctur
es o
f fe
rns
and
pine
tre
es.
Exp
lain
tha
t m
ount
ain
plan
ts h
ave
need
le-l
ike
leav
es s
o th
at s
now
doe
s no
t re
mai
n on
the
m.
Als
o th
ey d
o no
t ha
ve f
low
ers.
The
y pr
oduc
e co
nes
whi
ch c
onta
in t
he s
eeds
.
Les
son
plan
261
Name: Date:
Match the description to the type of plant.
a plant that cannot make its own food
a small plant with a short stem
a bushy plant
a tall plant with a hard stem
Photocopiable material
Unit 3: Plants Worksheet 1
27 1
Name: Date:
Where would you find the following plants?
a water lily
a cactus
a pine tree
Write the names of five things that we get from plants.
f — — — — — — f — — — — —
v — — — — — — — — — s — — — —
w — — —
Photocopiable material
Unit 3: Plants Worksheet 2
281
UNIT 4Matter
Teaching objectives:To explain that everything on the Earth is made of matter To explain that matter is of many shapes To explain that matter is of many colours To explain that matter feels different To explain that matter changes To explain that matter can be a solid, liquid, or gas To discuss the properties of solids To discuss the properties of liquids To discuss the properties of gases To discuss the difference between living and non-living matter
Teaching strategy:Ask: Name some living and non-living things in your garden. Explain that everything on the Earth is made up of living and non-living things. All things on Earth are made of matter.
Show the students a globe. Explain the area of land and water.
Draw some things of various shapes on the chalkboard. Explain that matter is of many shapes and colours.
Ask students to feel some things. Explain that matter can be smooth or rough, hard or soft, etc.
Place an ice cube in a saucer on your desk. Show it to the students. After a while, light a candle and allow it to burn for some time. Ask: What has happened to the ice cube? What has happened to the candle? Explain that matter changes. Explain that non-living matter is not alive.
Show students some solid objects. Press them, knock them on the table. Explain that a solid is hard. A solid has a fixed shape.
Show students some liquids. Touch the liquid. Put some water on a plate and slide it.
29 1
Pour some water from one beaker to another. Explain that a liquid is not hard. It has no fixed shape and that it can flow.
Fill some air in a balloon. Press the balloon. Release the air from the balloon.
Light a candle; blow it out. Show the direction of the smoke. Explain that a gas is not hard. It has no fixed shape. A gas can move from one place to another.
Answers to Activities in Unit 41. (a) yes (b) no 2. Solid Liquid Gas (c) no (d) no table milk air (e) yes (f ) yes stone water smoke (g) yes (h) no brick mango juice steam
Additional ActivityMCQs
(a) All things on Earth are made up of ____________.
wood stones matter [matter]
(b) Which one of the following is a non-living thing?
A flower A stone A bird [A stone]
(c) A solid ________________________________.
is hard and has a fixed shape
has no fixed shape and it can flow
is not hard and can move from place to place [is hard and has fixed shape]
(d) When ice is heated it melts to form a ____________.
liquid gas solid [liquid]
(e) Sand is a ____________.
solid liquid gas [solid]
(f ) Milk is a ____________.
solid liquid gas [liquid]
(g) When water is cooled it freezes to form ____________.
ice ice-cream jelly [ice]
(h) Smoke is like a ____________.
solid liquid gas [gas]
(i) When a liquid is heated it turns into a ____________.
solid liquid gas [gas]
(j) ____________ cannot change their shape easily.
Solids Liquids Gases [Solids]
Amazing Science TG 1
301
Dat
e:
T
ime:
40
min
s
Uni
t 4
Top
ic:
Mat
ter
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. M
atte
r•
to e
xpla
in t
he w
ays
in w
hich
mat
ter
can
be c
lass
ified
•to
diff
eren
tiate
be
twee
n th
e th
ree
stat
es o
f m
atte
r
•ex
plai
n th
at
ever
ythi
ng is
mad
e up
of
mat
ter
•ex
plai
n ho
w m
atte
r is
cla
ssifi
ed
•di
ffer
entia
te b
etw
een
the
thre
e st
ates
of
mat
ter
by t
heir
pr
oper
ties
Sam
ples
of
diff
eren
t m
ater
ials
suc
h as
a
ball,
a f
low
er,
an e
gg,
a bo
ttle
, a
cand
le,
an
ice
cube
, w
ater
, et
c.
CW
: Q
2
1. W
rite
the
nam
es o
f tw
o so
lids,
tw
o liq
uids
, an
d tw
o ga
ses
that
we
use
in
our
daily
live
s.
2. N
ame
one
subs
tanc
e th
at c
an b
e fo
und
as
a so
lid,
a liq
uid,
or
a ga
s.
Key
wor
ds:
mat
ter,
sol
id,
liqui
d, g
as
Met
hod:
Sho
w t
he s
tude
nts
obje
cts
of d
iffer
ent
shap
es a
nd c
olou
rs.
Exp
lain
tha
t m
atte
r is
of
man
y sh
apes
and
col
ours
. A
lso
expl
ain
that
mat
ter
can
be o
f va
riou
s te
xtur
es:
it ca
n be
sm
ooth
, ro
ugh,
har
d, o
r so
ft.
Les
son
plan
31 1
Dat
e:
T
ime:
40
min
s
Uni
t 4
Top
ic:
Mat
ter
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. M
atte
r•
to e
xpla
in t
he w
ays
in w
hich
mat
ter
can
be c
lass
ified
•to
diff
eren
tiate
be
twee
n th
e th
ree
stat
es o
f m
atte
r
•ex
plai
n th
at
ever
ythi
ng is
mad
e up
of
mat
ter
•ex
plai
n ho
w m
atte
r is
cla
ssifi
ed
•di
ffer
entia
te b
etw
een
the
thre
e st
ates
of
mat
ter
by t
heir
pr
oper
ties
Sam
ples
of
diff
eren
t m
ater
ials
suc
h as
a
ball,
a f
low
er,
an e
gg,
a bo
ttle
, a
cand
le,
an
ice
cube
, w
ater
, et
c.
CW
: Q
2
1. W
rite
the
nam
es o
f tw
o so
lids,
tw
o liq
uids
, an
d tw
o ga
ses
that
we
use
in
our
daily
live
s.
2. N
ame
one
subs
tanc
e th
at c
an b
e fo
und
as
a so
lid,
a liq
uid,
or
a ga
s.
Key
wor
ds:
mat
ter,
sol
id,
liqui
d, g
as
Met
hod:
Sho
w t
he s
tude
nts
obje
cts
of d
iffer
ent
shap
es a
nd c
olou
rs.
Exp
lain
tha
t m
atte
r is
of
man
y sh
apes
and
col
ours
. A
lso
expl
ain
that
mat
ter
can
be o
f va
riou
s te
xtur
es:
it ca
n be
sm
ooth
, ro
ugh,
har
d, o
r so
ft.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 4
Top
ic:
Mat
ter
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. F
orm
s of
mat
ter
•to
exp
lain
tha
t m
atte
r ca
n ch
ange
its
for
m
•to
exp
lain
the
pr
oper
ties
of a
sol
id,
a liq
uid,
a g
as
•ex
plai
n th
at m
atte
r ca
n ch
ange
its
form
•de
scri
be t
he
prop
ertie
s of
the
th
ree
form
s of
m
atte
r
An
ice
cube
, a
cand
le,
a ba
lloon
, a
mat
chbo
x,
a bu
rner
, a
beak
er,
wat
er
CW
: Q
1
Key
wor
ds:
mel
t, w
ater
vap
our,
flo
w
Met
hod:
Pla
ce a
n ic
e cu
be in
a s
auce
r.
Ask
: W
hat
will
hap
pen
to t
his
ice
cube
aft
er a
few
min
utes
? L
ight
a c
andl
e an
d al
low
it t
o bu
rn f
or a
whi
le.
Ask
: W
hat
do
you
see?
Exp
lain
tha
t m
atte
r ca
n ch
ange
its
stat
e. S
how
the
stu
dent
s so
me
solid
obj
ects
. P
ress
the
m,
knoc
k th
em o
n th
e ta
ble.
Exp
lain
tha
t a
solid
is h
ard
and
it ha
s a
fixed
sha
pe.
Pou
r so
me
wat
er o
n a
plat
e an
d m
ove
the
wat
er a
roun
d on
the
pla
te.
Pou
r w
ater
fro
m a
bot
tle in
to a
bea
ker.
Exp
lain
tha
t liq
uids
can
flo
w a
nd t
hat
they
tak
e th
e sh
ape
of t
he c
onta
iner
. E
xpla
in t
hat
a liq
uid
is n
ot h
ard,
it h
as n
o fix
ed s
hape
and
it
can
flow
. F
ill a
bal
loon
with
air
and
pre
ss it
. N
ow r
elea
se a
ir f
rom
it.
Lig
ht a
can
dle
and
blow
it o
ut.
Obs
erve
the
dir
ectio
n of
the
sm
oke.
Exp
lain
tha
t a
gas
is n
ot h
ard.
It
has
no f
ixed
sha
pe o
r si
ze a
nd c
an f
low
.
Les
son
plan
321
Name: Date:
Write S for solid, L for liquid, G for gas.
air balloon
smoke
feather
orange juice
steam
water
book
milk
ink
stone
Unit 4: Matter Worksheet 1
Photocopiable material
33 1
Name: Date:
What is it? Choose the correct word and fill in the blank.
It is hard. It does not change its shape.
It is a . (solid, liquid, gas)
It is not hard. It can change its shape.
It can flow. It is a . (solid, liquid, gas)
It is not hard. It can move from place to place.
It is a . (solid, liquid, gas)
Unit 4: Matter Worksheet 2
Photocopiable material
341
UNIT 5Heat and light
Teaching objectives:To explain that light helps us to see things To explain that the Sun gives heat and light to the Earth To explain that burning things give out heat and light To discuss the importance of heat To explain that sunlight is made up of seven colours To explain that light can pass through transparent objects To explain that light cannot pass through opaque objects
Teaching strategy:Ask: Can we see in the dark? What helps us to see? Explain that light helps us to see.
Ask: Where does light on Earth come from? Explain the importance of sunlight. Explain that the Sun provides heat. Ask: What are the other sources of light?
Ask: When do you see a rainbow? Draw a rainbow on the chalkboard. Write the names of the seven colours.
Show the students some transparent objects. Explain that we can see through transparent objects because light can pass through them.
Show the students some opaque objects. Explain that we cannot see through opaque objects because light cannot pass through them.
Make a colour wheel. Cut a round disc from a card paper. Divide it into seven parts. Colour the parts in the colours of the rainbow. Push a pin through the centre and spin it like a top. The disc will look white.
Answers to Activities in Unit 51. (a) no (b) no (c) yes (d) yes (e) no (f ) yes (g) yes
35 1
2. (a) violet (b) indigo (c) blue (d) green (e) yellow (f ) orange (g) red
3. (a) air (a) wood (b) water (b) cardboard (c) glass (c) rubber
4. (a) candle (b) fire
5. (a) Sun (b) bulb
Additional ActivityMCQs
(a) The Sun gives us .
heat and sound heat and light water and light [heat and light]
(b) We can see seven colours of light in a .
rainbow glass light bulb [rainbow]
(c) Sunlight is made up of colours.
5 6 7 [7]
(d) Light cannot pass through .
water glass wood [wood]
(e) To keep us warm in winter we need .
light heat sound [heat]
(f ) Light can pass through .
air wood cardboard [air]
(g) helps us to see things in the dark.
Sound Heat Light [Light]
(h) Which one of the following gives off light only?
A torch A fire The Sun [A torch]
(i) We do not need heat .
to keep warm to cook our food to see things in the dark
[to see things in the dark]
(j) Which one of the following does not give off heat?
A candle A fire A torch [A torch]
Amazing Science TG 1
361
Dat
e:
T
ime:
40
min
s
Uni
t 5
Top
ic:
Hea
t an
d li
ght
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. H
eat
and
light
•to
iden
tify
the
vari
ous
sour
ces
of
heat
and
ligh
t
•to
exp
lain
the
im
port
ance
of
heat
an
d lig
ht in
our
da
ily li
ves
•to
exp
lain
the
ch
arac
teri
stic
s of
he
at a
nd li
ght
•id
entif
y th
ings
w
hich
giv
e ou
t lig
ht,
heat
, an
d bo
th li
ght
and
heat
•ex
plai
n th
e im
port
ance
of
heat
an
d lig
ht in
our
da
ily li
ves
•de
scri
be t
he
char
acte
rist
ics
of
heat
and
ligh
t
A p
ictu
re o
f th
e Su
n, a
ca
ndle
, an
ele
ctri
c bu
lb,
an e
lect
ric
heat
er,
a to
rch
Ask
the
stu
dent
s to
co
llect
pic
ture
s of
so
urce
s of
hea
t an
d lig
ht a
nd p
aste
the
m
on a
cha
rt.
CW
: Q
4, Q
5
Key
wor
ds:
heat
, lig
ht
Met
hod:
Ask
: C
an w
e se
e in
the
dar
k? E
xpla
in t
hat
light
hel
ps u
s to
see
thi
ngs.
Lig
ht t
he c
andl
e an
d le
t th
e st
uden
ts f
eel
the
heat
. C
an t
hey
nam
e so
me
othe
r so
urce
s of
hea
t an
d lig
ht?
Why
is h
eat
impo
rtan
t fo
r us
? E
xpla
in t
hat
we
need
hea
t to
w
arm
our
selv
es in
win
ter
and
also
to
cook
our
foo
d. P
lant
s th
at p
rovi
de o
ur f
ood
need
hea
t an
d lig
ht in
ord
er t
o gr
ow.
Show
th
e st
uden
ts t
he p
ictu
re o
f th
e Su
n an
d di
scus
s th
e im
port
ance
of
heat
and
ligh
t in
our
dai
ly li
ves.
Les
son
plan
37 1
Dat
e:
T
ime:
40
min
s
Uni
t 5
Top
ic:
Hea
t an
d li
ght
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. H
eat
and
light
•to
iden
tify
the
vari
ous
sour
ces
of
heat
and
ligh
t
•to
exp
lain
the
im
port
ance
of
heat
an
d lig
ht in
our
da
ily li
ves
•to
exp
lain
the
ch
arac
teri
stic
s of
he
at a
nd li
ght
•id
entif
y th
ings
w
hich
giv
e ou
t lig
ht,
heat
, an
d bo
th li
ght
and
heat
•ex
plai
n th
e im
port
ance
of
heat
an
d lig
ht in
our
da
ily li
ves
•de
scri
be t
he
char
acte
rist
ics
of
heat
and
ligh
t
A p
ictu
re o
f th
e Su
n, a
ca
ndle
, an
ele
ctri
c bu
lb,
an e
lect
ric
heat
er,
a to
rch
Ask
the
stu
dent
s to
co
llect
pic
ture
s of
so
urce
s of
hea
t an
d lig
ht a
nd p
aste
the
m
on a
cha
rt.
CW
: Q
4, Q
5
Key
wor
ds:
heat
, lig
ht
Met
hod:
Ask
: C
an w
e se
e in
the
dar
k? E
xpla
in t
hat
light
hel
ps u
s to
see
thi
ngs.
Lig
ht t
he c
andl
e an
d le
t th
e st
uden
ts f
eel
the
heat
. C
an t
hey
nam
e so
me
othe
r so
urce
s of
hea
t an
d lig
ht?
Why
is h
eat
impo
rtan
t fo
r us
? E
xpla
in t
hat
we
need
hea
t to
w
arm
our
selv
es in
win
ter
and
also
to
cook
our
foo
d. P
lant
s th
at p
rovi
de o
ur f
ood
need
hea
t an
d lig
ht in
ord
er t
o gr
ow.
Show
th
e st
uden
ts t
he p
ictu
re o
f th
e Su
n an
d di
scus
s th
e im
port
ance
of
heat
and
ligh
t in
our
dai
ly li
ves.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 5
Top
ic:
Hea
t an
d li
ght
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. L
ight
•to
exp
lain
tha
t su
nlig
ht is
mad
e up
of
sev
en c
olou
rs
•ex
plai
n th
at li
ght
is
mad
e up
of
seve
n co
lour
s
a gl
ass
pris
mC
W:
Q1,
Q2
Mak
e a
rain
bow
with
co
lour
ed s
trip
s of
pa
per
and
wri
te t
he
nam
es o
f th
e co
lour
s ne
xt t
o ea
ch.
Key
wor
ds:
rain
bow
, V
IBG
YO
R
Met
hod:
Pla
ce a
gla
ss p
rism
on
a w
hite
she
et o
f pa
per
on a
win
dow
sill
whe
re s
unlig
ht is
com
ing
thro
ugh.
A s
mal
l rai
nbow
w
ill b
e fo
rmed
on
the
shee
t of
pap
er.
Ask
: W
hat
do w
e ca
ll th
is b
and
of c
olou
rs?
How
man
y co
lour
s ca
n yo
u co
unt?
Exp
lain
th
at s
unlig
ht is
mad
e up
of
seve
n co
lour
s w
hich
we
can
see
by t
he f
orm
atio
n of
the
rai
nbow
. A
sk t
he s
tude
nts
to d
raw
the
ra
inbo
w a
nd w
rite
the
nam
es o
f th
e co
lour
s al
ongs
ide
it. W
rite
VIB
GY
OR
nex
t to
the
col
ours
of
the
rain
bow
and
exp
lain
th
at e
ach
lett
er is
the
beg
inni
ng le
tter
of
the
colo
ur.
Les
son
plan
381
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 5
Top
ic:
Hea
t an
d li
ght
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. P
rope
rtie
s of
ligh
t•
to e
xpla
in t
he
prop
ertie
s of
ligh
t
•to
intr
oduc
e th
e te
rms
tran
spar
ent
and
opaq
ue
•id
entif
y ob
ject
s th
roug
h w
hich
ligh
t ca
n an
d ca
nnot
pas
s
A g
lass
bow
l, w
ater
, a
woo
den
bloc
k,
card
boar
d
CW
: Q
3
Key
wor
ds:
tran
spar
ent,
opa
que
Met
hod:
Shi
ne a
tor
ch t
hrou
gh a
n em
pty
glas
s bo
wl.
Ask
: C
an y
ou s
ee t
he li
ght
from
the
oth
er s
ide?
Exp
lain
tha
t lig
ht c
an p
ass
thro
ugh
som
e m
ater
ials
suc
h as
gla
ss.
The
se m
ater
ials
are
cal
led
tran
spar
ent.
Shi
ne t
he t
orch
on
a w
oode
n ch
alkb
oard
. A
sk:
Can
you
see
the
ligh
t fr
om t
he o
ther
sid
e? E
xpla
in t
hat
light
can
not
pass
thr
ough
som
e m
ater
ials
; th
ese
mat
eria
ls a
re c
alle
d op
aque
.
Les
son
plan
39 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 5
Top
ic:
Hea
t an
d li
ght
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. P
rope
rtie
s of
ligh
t•
to e
xpla
in t
he
prop
ertie
s of
ligh
t
•to
intr
oduc
e th
e te
rms
tran
spar
ent
and
opaq
ue
•id
entif
y ob
ject
s th
roug
h w
hich
ligh
t ca
n an
d ca
nnot
pas
s
A g
lass
bow
l, w
ater
, a
woo
den
bloc
k,
card
boar
d
CW
: Q
3
Key
wor
ds:
tran
spar
ent,
opa
que
Met
hod:
Shi
ne a
tor
ch t
hrou
gh a
n em
pty
glas
s bo
wl.
Ask
: C
an y
ou s
ee t
he li
ght
from
the
oth
er s
ide?
Exp
lain
tha
t lig
ht c
an p
ass
thro
ugh
som
e m
ater
ials
suc
h as
gla
ss.
The
se m
ater
ials
are
cal
led
tran
spar
ent.
Shi
ne t
he t
orch
on
a w
oode
n ch
alkb
oard
. A
sk:
Can
you
see
the
ligh
t fr
om t
he o
ther
sid
e? E
xpla
in t
hat
light
can
not
pass
thr
ough
som
e m
ater
ials
; th
ese
mat
eria
ls a
re c
alle
d op
aque
.
Name: Date:
1. Draw three things which give out heat and light.
2. Draw a circle around the materials through which light can
pass.
wood air rubber
glass cardboard
water
Photocopiable material
Unit 5: Heat and light Worksheet 1
401
Name: Date:
Colour the rainbow.
What is the colour at the top?
What is the colour in the middle?
What is the colour at the bottom?
Photocopiable material
Unit 5: Heat and light Worksheet 2
41 1
UNIT 6Air
Teaching objectives:To explain that air is everywhere To explain that air affects weather To explain that all living things need air To explain that things fly in air To explain that air is filled in balloons and tyres To explain that air helps things to burn To explain that wind helps things to move To explain that a strong wind is called a storm
Teaching strategy:Ask students to fan themselves with a piece of paper. Ask: What do you feel? Can you see anything?
Fill a balloon with air. Ask: Can you see anything inside? Release air from the balloon. Ask: What is coming out?
Squeeze a sponge in a bowl of water. Ask: What do you see coming out?
Explain that air is all around us. Explain that we can feel air but we cannot see it. Ask: Is it hot or cold today? Explain that hot and cold air affects the weather.
Put some ice cubes in a glass tumbler. Show students the drops of water that have condensed outside. Ask: Where has this water come from? Explain the presence of water vapours in the air and the formation of clouds and rain.
Ask: What do we breathe in? Why do we breathe? Do plants breathe? Explain the importance of air for respiration.
Ask: Where do insects, birds, and aeroplanes fly? What do we fill in the balloons and tyres? Explain the uses of air.
421
Light a candle on the table. Invert a glass tumbler over it. Ask: Why did the candle go out? Explain that air helps things to burn.
Ask: What is wind? What is a storm? Explain how wind helps things to move.
Teach students to make a paper windmill. Take a square piece of glazed paper. Cut along the dotted lines. Fold every alternate corner towards the centre and poke a pin through them. Push the pin through a thin stick. Blow through the flaps of the windmill. It will start turning round.
Answers to Activities in Unit 61. (a) yes (b) yes 2. (a) need air (b) fly in air (c) no (d) no (c) balloons and tyres (d) to burn (e) yes (e) wind (f ) a storm
Additional ActivityMCQs
(a) is all around us.
Water Air Sand [Air]
(b) Air is made up of .
water gases solids [gases]
(c) When the air is warm we .
feel cold feel hot shiver [feel hot]
(d) All living things need and water to live.
rainbows moon air [air]
(e) A strong wind is called .
wind a storm breeze [a storm]
(f ) A fish breathes air from .
water air land [water]
(g) Drops of water in the air make .
ice clouds wind [clouds]
(h) All living things need air to .
swim move breathe [breathe]
(i) We can feel air when it is .
flowing moving raining [moving]
(j) We fill in balloons and tyres.
water air petrol [air]
Unit 6: Air
43 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 6
Top
ic:
Air
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. A
ir•
to e
xpla
in t
hat
air
is
pres
ent
all a
roun
d us
•to
exp
lain
the
im
port
ance
of
air
to
life
on E
arth
•ex
plai
n th
at a
ir is
all
arou
nd u
s
•de
scri
be t
he w
ays
in
whi
ch a
ir is
im
port
ant
for
life
on
Ear
th
A p
aper
fan
, a
ballo
onC
W:
Q1
Q.
How
do
we
know
th
at a
ir is
aro
und
us?
Q.
Wha
t is
air
mad
e up
of?
Key
wor
ds:
air,
gas
Met
hod:
Dem
onst
rate
how
to
mak
e a
pape
r fa
n by
fol
ding
a p
iece
of
pape
r; a
sk t
he s
tude
nts
to f
an t
hem
selv
es.
Ask
: W
hat
do y
ou f
eel?
Can
you
see
the
mov
ing
air?
Fill
a t
rans
pare
nt b
allo
on w
ith a
ir.
Ask
: C
an y
ou s
ee a
nyth
ing
insi
de.
Rel
ease
the
air
fro
m t
he b
allo
on.
Ask
: C
an y
ou s
ee
anyt
hing
com
ing
out?
Can
you
fee
l any
thin
g co
min
g ou
t? E
xpla
in t
he p
rope
rtie
s of
air
.
Les
son
plan
441
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 6
Top
ic:
Air
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. P
rope
rtie
s of
air
•to
exp
lain
the
pr
oper
ties
and
uses
of
air
•de
scri
be t
he
prop
ertie
s of
air
•ex
plai
n ho
w a
ir is
us
ed in
thi
ngs
arou
nd u
s
A c
andl
e, a
gla
ss
tum
bler
, ic
e cu
bes,
an
air
pum
p
Q.
Whi
ch g
as d
o w
e br
eath
e?
Whi
ch g
as d
o pl
ants
ne
ed f
or m
akin
g th
eir
food
?
Q.
How
are
clo
uds
form
ed?
Q.
Dra
w t
he w
ater
cy
cle.
Key
wor
ds:
oxyg
en,
carb
on d
ioxi
de,
burn
ing,
bre
athi
ng,
wat
er v
apou
r
Met
hod:
Ask
: W
hat
do w
e br
eath
e in
? D
o pl
ants
bre
athe
? E
xpla
in t
hat
air
is a
mix
ture
of
man
y ga
ses
and
that
ani
mal
s an
d pl
ants
nee
d ox
ygen
to
brea
the.
Pl a
nts
use
carb
on d
ioxi
de g
as t
o m
ake
thei
r fo
od.
Whe
re d
o in
sect
s, b
irds
, an
d ae
ropl
anes
fly
? W
hat
do w
e fil
l tyr
es a
nd b
allo
ons
with
?
Put
som
e ic
e cu
bes
in a
gla
ss t
umbl
er.
Show
the
stu
dent
s th
e w
ater
dro
plet
s th
at f
orm
on
the
outs
ide
of t
he g
lass
. A
sk:
Whe
re d
id t
his
wat
er c
ome
from
? E
xpla
in t
hat
ther
e is
wat
er in
the
air
but
we
cann
ot s
ee it
. A
sk:
How
are
clo
uds
form
ed?
Wha
t is
rai
n? D
iscu
ss t
he w
ater
cyc
le a
nd e
xpla
in t
he f
orm
atio
n of
clo
uds
and
rain
.
Inve
rt a
gla
ss t
umbl
er o
ver
a lig
hted
can
dle.
Ask
: W
hat
happ
ened
? C
an y
ou e
xpla
in w
hy?
Exp
lain
tha
t w
ithou
t ai
r, n
othi
ng
will
bur
n.
Les
son
plan
45 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 6
Top
ic:
Air
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. P
rope
rtie
s of
air
•to
exp
lain
the
pr
oper
ties
and
uses
of
air
•de
scri
be t
he
prop
ertie
s of
air
•ex
plai
n ho
w a
ir is
us
ed in
thi
ngs
arou
nd u
s
A c
andl
e, a
gla
ss
tum
bler
, ic
e cu
bes,
an
air
pum
p
Q.
Whi
ch g
as d
o w
e br
eath
e?
Whi
ch g
as d
o pl
ants
ne
ed f
or m
akin
g th
eir
food
?
Q.
How
are
clo
uds
form
ed?
Q.
Dra
w t
he w
ater
cy
cle.
Key
wor
ds:
oxyg
en,
carb
on d
ioxi
de,
burn
ing,
bre
athi
ng,
wat
er v
apou
r
Met
hod:
Ask
: W
hat
do w
e br
eath
e in
? D
o pl
ants
bre
athe
? E
xpla
in t
hat
air
is a
mix
ture
of
man
y ga
ses
and
that
ani
mal
s an
d pl
ants
nee
d ox
ygen
to
brea
the.
Pl a
nts
use
carb
on d
ioxi
de g
as t
o m
ake
thei
r fo
od.
Whe
re d
o in
sect
s, b
irds
, an
d ae
ropl
anes
fly
? W
hat
do w
e fil
l tyr
es a
nd b
allo
ons
with
?
Put
som
e ic
e cu
bes
in a
gla
ss t
umbl
er.
Show
the
stu
dent
s th
e w
ater
dro
plet
s th
at f
orm
on
the
outs
ide
of t
he g
lass
. A
sk:
Whe
re d
id t
his
wat
er c
ome
from
? E
xpla
in t
hat
ther
e is
wat
er in
the
air
but
we
cann
ot s
ee it
. A
sk:
How
are
clo
uds
form
ed?
Wha
t is
rai
n? D
iscu
ss t
he w
ater
cyc
le a
nd e
xpla
in t
he f
orm
atio
n of
clo
uds
and
rain
.
Inve
rt a
gla
ss t
umbl
er o
ver
a lig
hted
can
dle.
Ask
: W
hat
happ
ened
? C
an y
ou e
xpla
in w
hy?
Exp
lain
tha
t w
ithou
t ai
r, n
othi
ng
will
bur
n.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 6
Top
ic:
Air
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. M
ovin
g ai
r•
to d
escr
ibe
a st
orm
•to
exp
lain
the
cau
ses
and
effe
cts
of s
torm
s
•ex
plai
n w
hat
a st
orm
isP
ictu
res
of a
sto
rmC
olle
ct p
ictu
res
of a
st
orm
and
the
dam
age
that
it c
ause
d.
HW
: Q
2, Q
3
Key
wor
ds:
win
d, s
torm
Met
hod:
Pla
ce s
ome
smal
l pie
ces
of p
aper
on
the
tabl
e an
d bl
ow h
ard
on t
hem
. A
sk:
Why
do
the
piec
es o
f pa
per
fly a
bout
? E
xpla
in h
ow w
inds
are
cau
sed,
the
eff
ects
of
win
ds,
and
how
sto
rms
occu
r.
Les
son
plan
47 1
Name: Date:
Choose words from the list below to fill in the blanks:
Air is all us.
Air is made up of many .
We cannot air but we can feel it.
Drops of water in the air make .
Things cannot burn without .
gases clouds around air see
Photocopiable material
Unit 6: Air Worksheet 2
481
UNIT 7The Sun and the stars
Teaching objectives:To explain that we can see the Sun in the daytime To explain that the Sun is very far from the Earth To explain that the Sun is a big ball of hot, burning gases To explain that the Sun gives heat and light to the Earth To discuss what a planet is To discuss the solar system To discuss that stars are big balls of burning gases To discuss that the Sun is a star
Teaching strategy:Draw the Sun on the chalkboard. Explain that the Sun gives off heat and light. Ask: When can we see the Sun? Explain that the Earth gets heat and light from the Sun.
Draw the solar system. Explain that a body which goes round the Sun is called a planet. Explain about the planets of the solar system. Explain that the planets near the Sun are very hot. The planets that are far away from the Sun are very cold.
Draw a picture of the night sky. Ask: When do we see stars? What is a star? Explain that stars are big balls of burning gases. Ask: Why do stars seem small? Explain that stars are very far away. Explain that the Sun is a star.
Ask: Why can we feel the heat and see the light of the Sun? Explain that the Sun is the nearest star to the Earth.
Ask students to draw the sky in the daytime and at night. Tell students to draw the solar system and write the names of the planets.
Answers to Activities in Unit 71. (a) Sun (b) far 2. (a) no (b) no (c) gases (d) light (c) yes (d) no (e) stars (e) yes
49 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 7
Top
ic:
The
Sun
and
th
e st
ars
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. T
he S
un•
to e
xpla
in t
hat
the
Sun
is a
big
bal
l of
hot,
bur
ning
gas
es
•to
exp
lain
tha
t th
e Su
n ca
n be
see
n du
ring
the
day
time
•to
und
erst
and
that
E
arth
get
s he
at a
nd
light
fro
m t
he S
un
•de
scri
be t
he
prop
ertie
s of
the
Su
n
Pic
ture
s of
the
Sun
, a
glob
e, a
tor
chC
W:
Q1
Dra
w t
he S
un a
nd t
he
Ear
th a
nd m
ark
the
part
s of
the
Ear
th t
hat
have
day
and
nig
ht a
t a
give
n tim
e.
HW
: A
sk t
he s
tude
nts
to d
raw
a p
ictu
re o
f th
e da
ytim
e sk
y
Key
wor
ds:
Sun,
day
time,
hot
gas
es,
light
Met
hod:
Sho
w t
he s
tude
nts
a pi
ctur
e of
the
Sun
. E
xpla
in t
hat
the
Sun
give
s he
at a
nd li
ght
to t
he E
arth
. Sh
ine
a to
rch
on
the
glob
e an
d ex
plai
n ho
w t
he E
arth
get
s he
at a
nd li
ght
from
the
Sun
. Sp
in t
he g
lobe
slo
wly
and
exp
lain
tha
t th
e pa
rt o
f th
e E
arth
tha
t fa
ces
the
Sun
has
day
and
the
part
tha
t is
aw
ay f
rom
the
Sun
has
nig
ht.
Les
son
plan
501
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 7
Top
ic:
The
Sun
and
th
e st
ars
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. S
tars
•to
exp
lain
tha
t al
l st
ars
are
big
balls
of
burn
ing
gase
s lik
e th
e Su
n
•de
scri
be t
he S
un
•ex
plai
n th
at t
he S
un
is t
he m
ain
sour
ce
of e
nerg
y fo
r th
e E
arth
•ex
plai
n th
at t
he
star
s ar
e bi
g ba
lls o
f ho
t bu
rnin
g ga
ses
and
that
the
Sun
is
also
a s
tar
Pic
ture
s of
the
sky
at
nigh
t C
W:
Q2
HW
: Q
3
Key
wor
ds:
star
, bu
rnin
g
Met
hod:
Ask
: W
hen
can
we
see
star
s in
the
sky
? E
xpla
in t
hat
star
s ar
e bi
g ba
lls o
f bu
rnin
g ga
ses
but
we
cann
ot f
eel t
heir
he
at b
ecau
se t
hey
are
very
far
aw
ay.
If p
ossi
ble
take
the
stu
dent
s to
a p
lane
tari
um.
Les
son
plan
51 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 7
Top
ic:
The
Sun
and
th
e st
ars
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. S
tars
•to
exp
lain
tha
t al
l st
ars
are
big
balls
of
burn
ing
gase
s lik
e th
e Su
n
•de
scri
be t
he S
un
•ex
plai
n th
at t
he S
un
is t
he m
ain
sour
ce
of e
nerg
y fo
r th
e E
arth
•ex
plai
n th
at t
he
star
s ar
e bi
g ba
lls o
f ho
t bu
rnin
g ga
ses
and
that
the
Sun
is
also
a s
tar
Pic
ture
s of
the
sky
at
nigh
t C
W:
Q2
HW
: Q
3
Key
wor
ds:
star
, bu
rnin
g
Met
hod:
Ask
: W
hen
can
we
see
star
s in
the
sky
? E
xpla
in t
hat
star
s ar
e bi
g ba
lls o
f bu
rnin
g ga
ses
but
we
cann
ot f
eel t
heir
he
at b
ecau
se t
hey
are
very
far
aw
ay.
If p
ossi
ble
take
the
stu
dent
s to
a p
lane
tari
um.
Name: Date:
Draw the Sun.
Draw a morning scene.
Photocopiable material
Unit 7: The Sun and the stars Worksheet 1
521
Name: Date:
Circle the correct word(s):
The Sun is a big ball of hot water / gases.
The Earth gets heat and light from the Sun / Moon.
We can see stars in the sky in the daytime / at night.
The Sun is very far from / near the Earth.
The stars are very far from / near the Earth.
The Sun is a moon / star.
Photocopiable material
Unit 7: The Sun and the stars Worksheet 2
53 1
UNIT 8The Moon
Teaching objectives:To discuss what the Moon is To explain that the Moon is close to the Earth To explain that the Moon does not have its own light To explain that the Moon shines because of sunlight To explain that the Moon moves round the Earth once in 28 days To explain that the changing shapes of the Moon are due to its going round the Earth To discuss that there is no life on the Moon To discuss that there is no air on the Moon To discuss that things on the Moon have no weight
Teaching strategy:Draw the night-time sky with the Moon and stars. Ask: When do we see the Moon? Explain that the Moon is close to the Earth.
Ask: Does moonlight feel hot? Explain that the Moon does not have its own light. It shines because of sunlight falling on it.
Ask: What is the shape of the new Moon? When do we see the full Moon? Explain that the Moon moves round the Earth in 28 days and as the Moon moves we can see the shapes of the Moon. Draw the shapes of the Moon on the chalkboard.
Ask: Does anyone live on the Moon? Explain that astronauts have been on the Moon. They know that nothing can live on the Moon because there is no air.
Ask: Have you seen pictures of astronauts on the Moon? Ask: What do they seem to be doing? Show students pictures of astronauts. Explain that they have to wear special suits because there is no air or gravity on the Moon. Everything seems to be flying on the Moon.
541
Answers to Activities in Unit 81. (a) yes (b) no (c) no (d) no (e) yes (f ) yes
3. (a) water (b) living (c) Sun (d) Earth (e) night
Additional ActivityMCQs
(a) The Sun is a big ball of .
rubber air hot gases [hot gases]
(b) We can see the Sun .
at night in the daytime on a cloudy day [in the day time]
(c) We can see stars in the sky .
at night in the day time in the afternoon [at night]
(d) The Sun is .
a moon a star a planet [a star]
(e) The Moon is the Earth.
bigger than smaller than equal in size to [smaller than]
(f ) The Moon light of its own.
has does not have sometimes has [does not have]
(g) We can see the Moon when the throws light on it.
Earth Sun star [Sun]
(h) We can see the shapes of the Moon at different times of the .
day night month [month]
(i) How far is the Moon from the Earth?
Very far away Very close At the same distance as the Sun. [Very close]
(j) The Earth gets heat and light from the .
Moon stars Sun [Sun]
Unit 8: The Moon
55 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 8
Top
ic:
The
Moo
n
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. T
he M
oon
•to
exp
lain
tha
t th
e M
oon
has
no li
ght
of it
s ow
n; it
ref
lect
s th
e lig
ht o
f th
e Su
n
•to
des
crib
e th
e ch
arac
teri
stic
s of
the
Moo
n
•to
exp
lain
tha
t th
e M
oon
goes
rou
nd t
he S
un o
nce
ever
y tw
enty
-eig
ht d
ays,
and
th
at is
why
we
see
the
chan
ging
sha
pes
of t
he M
oon
•ex
plai
n th
at t
he
Moo
n ha
s no
ligh
t of
its
own
and
that
it
refle
cts
sunl
ight
.
•de
scri
be t
he
surf
ace
of t
he
Moo
n
Pic
ture
s of
the
sur
face
of
the
Moo
n
Pic
ture
s of
the
pha
ses
of t
he M
oon
Col
lect
pic
ture
s of
th
e M
oon.
CW
: Q
1, Q
2
HW
: W
rite
fiv
e lin
es a
bout
the
M
oon.
Key
wor
ds:
Moo
n, c
rate
r, s
urfa
ce
Met
hod:
Sho
w t
he s
tude
nts
pict
ures
of
the
nigh
t sk
y.
Ask
: D
oes
moo
nlig
ht f
eel h
ot?
Exp
lain
tha
t th
e M
oon
does
not
hav
e its
ow
n lig
ht.
It a
ppea
rs t
o sh
ine
beca
use
it re
flect
s th
e su
nlig
ht t
hat
falls
on
its s
urfa
ce.
Ask
: W
hat
shap
e is
the
Moo
n? W
hen
do w
e se
e th
e F
ull M
oon?
Exp
lain
tha
t th
e M
oon
goes
rou
nd t
he E
arth
onc
e ev
ery
twen
ty-e
ight
day
s, a
nd a
s th
e M
oon
mov
es,
we
see
the
diff
eren
t sh
apes
of
the
Moo
n. D
raw
the
pat
h of
the
Moo
n ar
ound
the
E
arth
.
Les
son
plan
561
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 8
Top
ic:
The
Moo
n
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. T
he M
oon
•to
exp
lain
tha
t th
ere
is n
o ai
r on
the
Moo
n an
d so
the
re is
no
life
•to
exp
lain
tha
t ob
ject
s on
the
Moo
n ha
ve n
o w
eigh
t
•re
late
som
e fa
cts
abou
t th
e M
oon
and
spac
e tr
avel
Pic
ture
s of
ast
rona
uts
and
spac
eshi
psC
olle
ct p
ictu
res
of
spac
eshi
ps a
nd
astr
onau
ts,
and
past
e th
em o
n a
char
t.
CW
: Q
3
Key
wor
ds:
astr
onau
t, s
pace
ship
, gr
avity
Met
hod:
Ask
: D
oes
anyo
ne li
ve o
n th
e M
oon?
Exp
lain
tha
t as
tron
auts
hav
e la
nded
on
the
Moo
n. W
e kn
ow t
hat
noth
ing
can
live
on t
he M
oon
beca
use
ther
e is
no
air.
Show
the
stu
dent
s pi
ctur
es o
f as
tron
auts
. E
xpla
in t
hat
they
hav
e to
wea
r sp
ecia
l sui
ts b
ecau
se t
here
is n
o ai
r an
d ve
ry li
ttle
gr
avity
on
the
Moo
n. G
ravi
ty is
wha
t pu
lls o
bjec
ts d
own.
Thi
ngs
float
in s
pace
bec
ause
the
re is
no
grav
ity.
Les
son
plan
57 1
Name: Date:
Write the names of the different shapes of the Moon.
Photocopiable material
Unit 8: The Moon Worksheet 1
581
Name: Date:
Circle the correct word. The Moon is closer to the Earth / Sun. The Moon has / does not have light of its own. The light of the Earth / Sun shines on the Moon. The Moon has / does not have air or water. The holes on the surface of the Moon are called wells /
craters.
Unit 8: The Moon Worksheet 2
Photocopiable material
59 1
UNIT 9The Earth
Teaching objectives:To explain that the Earth is a planet To explain that the Earth gets heat and light from the Sun To discuss that the Earth has land, air, and water To explain that land is made up of rocks To explain that rocks, sand, and clay make up soil To explain that living things live in the soil To explain that 3/4 part of the Earth is covered with water To discuss that plants and animals live in the water To discuss that ships and boats sail in water To discuss that we swim in water and we drink water To explain that air surrounds the Earth To explain that we cannot see air but we can feel it To explain that living things need air for breathing To discuss that birds, insects, and aeroplanes fly in air To discuss how day and night are formed To explain that the Earth turns round once every day To explain that the Sun rises in the east and sets in the west To explain that at midday the Sun is over our heads To discuss different types of weathers
Teaching strategy:Show the students a globe. Explain that the Earth is round. Show the continents and oceans. Explain that 3/4 part of the Earth is covered with water. Ask: What is land made up of ? Explain the types of rocks and the formation of soil.
Ask: Where do earthworms live? Where do plant roots grow? Explain that living things live in the soil.
Ask: What do we use water for? Explain the uses of water.
Ask: What do we breathe in? What do living things need? Explain that we cannot see air, but we can feel it. Explain the uses of air.
601
Ask: When do you wake up? When do birds and animals wake up? How do we know it is morning? Explain the formation of day and night with the help of a globe and a lamp representing the Earth and Sun respectively. Show that the Earth turns on its axis once in 24 hours. Explain that it is not the Sun rising or setting but that it appears to be so because the Earth is turning.
Explain that at 12 noon the Sun is over our heads and our shadow is beneath our feet. Demonstrate formation of shadows in the morning, midday, and evening by holding a lamp at various positions.
Explain the characteristics of different types of weather. Ask: What happens when it rains? When is it windy? When does it snow? When is it hot?
Answers to Activities in Unit 91. (a) big (b) Sun
(c) planet (d) Sun
(e) top
3. (a) morning (b) evening
(c) midday (d) East
(e) West
Unit 9: The Earth
61 1
Additional ActivityMCQs
(a) The Earth is like a big .
ball ship plate [ball]
(b) The Earth is a .
star planet moon [planet]
(c) The Earth gets heat and light from the .
Moon stars Sun [Sun]
(d) The Earth goes round the in an oval path.
Moon stars Sun [Sun]
(e) The Sun rises in the .
North South East West
[East]
(f ) The Sun sets in the .
North South East West
[West]
(g) As the Earth spins like a top the side that faces the Sun has .
day night evening [day]
(h) The Sun is a .
star moon planet [star]
(i) At midday the Sun is .
on our left over our heads in front of us [over our heads]
(j) The Earth has .
land, water, and air only land and water only land and air [land, water, and air]
Amazing Science TG 1
621
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 9
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1. T
he E
arth
•to
exp
lain
tha
t th
e E
arth
is a
pla
net
•to
exp
lain
tha
t th
e E
arth
get
s he
at a
nd
light
fro
m t
he S
un
•id
entif
y E
arth
as
a pl
anet
A g
lobe
, a
torc
h,
pict
ures
of
Ear
th t
aken
fr
om s
pace
CW
: Q
1 (a
) (b
) (c
) (d
)
Key
wor
ds:
Ear
th,
land
, ai
r, w
ater
, pl
anet
Met
hod:
Sho
w t
he s
tude
nts
a gl
obe.
Exp
lain
tha
t th
e E
arth
is r
ound
like
a b
all.
Exp
lain
tha
t a
plan
et g
oes
roun
d th
e Su
n.
Ear
th is
one
of
the
plan
ets
that
orb
it th
e Su
n.
Les
son
plan
63 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 9
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2. C
hara
cter
istic
s of
th
e E
arth
•to
exp
lain
tha
t th
e E
arth
has
air
, w
ater
, an
d la
nd
•to
exp
lain
tha
t th
ere
are
livin
g th
ings
on
Ear
th
•ex
plai
n th
e co
nditi
ons
on E
arth
th
at m
ake
it po
ssib
le
to s
uppo
rt li
fe
A t
orch
, a
ball,
cha
rt
pape
r, c
olou
red
penc
ilsD
raw
a v
ery
larg
e E
arth
on
a ch
art
pape
r fo
r ea
ch g
roup
of
4-5
stud
ents
. A
sk t
hem
to
draw
livi
ng t
hing
s on
it
to s
how
tha
t al
l liv
ing
thin
gs t
hat
live
on
Ear
th n
eed
land
, w
ater
, an
d ai
r.
Key
wor
ds:
land
, w
ater
, ai
r
Met
hod:
Ask
: Is
the
Ear
th h
ot li
ke t
he S
un?
Doe
s it
have
its
own
light
? W
here
doe
s th
e E
arth
get
hea
t an
d lig
ht f
rom
? E
xpla
in t
hat
the
Sun
give
s he
at a
nd li
ght
to t
he E
arth
. Sh
ow t
his
by s
hini
ng a
ligh
ted
torc
h on
to a
bal
l. L
et t
he s
tude
nts
feel
th
e he
at f
rom
the
tor
ch.
Exp
lain
tha
t th
is is
a m
odel
of
how
the
Ear
th g
ets
heat
and
ligh
t fr
om t
he S
un.
Switc
h of
f th
e to
rch
and
expl
ain
that
the
Ear
th w
ould
be
dark
and
col
d w
ithou
t th
e Su
n. E
xpla
in t
hat
all l
ivin
g th
ings
, pl
ants
as
wel
l as
anim
als,
ne
ed la
nd,
air,
and
wat
er t
o liv
e. W
e liv
e on
land
and
get
our
foo
d fr
om p
lant
s an
d an
imal
s th
at li
ve o
n la
nd.
Les
son
plan
641
Dat
e:
Tim
e: 4
0 m
ins
Uni
t 9
Top
ic:
The
Ear
th
Tea
chin
g ob
ject
ives
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be
able
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3. M
ovem
ents
of
the
Ear
th•
to e
xpla
in t
hat
the
Ear
th s
pins
on
its
axis
, an
d th
is c
ause
s da
y an
d ni
ght
•to
tea
ch t
he c
ardi
nal
dire
ctio
ns
•de
scri
be h
ow t
he
rota
tion
of t
he E
arth
on
its
axis
cau
ses
day
and
nigh
t
•fin
d th
e ca
rdin
al
dire
ctio
ns f
rom
the
po
sitio
n of
the
Sun
A g
lobe
, a
torc
hC
W:
Q1
(e)
Q2
HW
: Q
3
Key
wor
ds:
axis
, da
y, n
ight
, ov
al p
ath,
dir
ectio
n, n
orth
, so
uth,
eas
t, w
est,
daw
n, r
ise,
set
, w
eath
erva
ne
Met
hod:
Ask
: D
oes
the
Ear
th r
emai
n st
ill?
Exp
lain
the
mov
emen
ts o
f th
e E
arth
on
its a
xis
and
arou
nd t
he S
un.
Exp
lain
, us
ing
the
glob
e an
d to
rch,
wha
t ca
uses
day
and
nig
ht.
Ask
the
stu
dent
s to
sta
nd f
acin
g th
e ri
sing
Sun
and
spr
ead
thei
r ar
ms.
Exp
lain
the
fou
r di
rect
ions
with
the
hel
p of
a d
iagr
am
on t
he c
halk
boar
d as
giv
en in
the
tex
tboo
k. A
lso
expl
ain
that
it is
not
the
Sun
tha
t is
mov
ing
but
that
it is
the
mov
emen
t of
th
e E
arth
whi
ch m
akes
it a
ppea
r th
at t
he S
un is
ris
ing
and
sett
ing.
Les
son
plan
65 1Photocopiable material
Unit 9: The Earth Worksheet 1
Name: Date:
Draw the path of the Earth around the Sun.
67 1
Assessment1. Draw.
(a) an apple (b) a leaf
2. Label the pictures.
stone tortoise leaf jelly rabbit
(a) (b) (c)
(d) (e)
Assessment
681
3. Give one example of each.
(a) water animal: .
(b) bird: .
(c) insect: .
4. Tick the correct answer.
(a) A mouse is a big/small animal.
(b) A ladybird is an insect/bird.
(c) A camel pulls a cart/carries heavy loads.
(d) Wild animals live in the forest/water.
5. Which of the following make their own food? Circle them.
6. Mark each sentence with a or .
(a) A mushroom grows in light.
(b) Herbs are small plants having short stems.
(c) A date palm is a water plant.
(d) Plants give us flowers, vegetables, and fruits.
Assessment
69 1
7. In the pictures below, mark the solid, liquid, and gas.
(a) (b) (c)
8. Give three examples each of solids, liquids, and gases.
Solids Liquids Gases
(a)
(b)
(c)
9. Name three sources of heat and light.
(a)
(b)
(c)
10. Which of these colours are present in the rainbow? Circle them.
pink yellow
red brown
blue green
11. Fill in the blanks.
(a) We fill in balloons and tyres.
(b) Drops of water in the air make .
(c) A strong wind is called a .
Amazing Science TG 1
701
12. Form correct sentences by matching A and B.
A B
(a) We can see stars
(b) We can see the Sun
(c) The Earth gets heat and light
(d) The Sun gives off
in the daytime
bright light
at night
from the Sun
13. What are these shapes of the Moon called?
(a) (b) (c)
14. Write five sentences about the Moon.
(a)
(b)
(c)
(d)
(e)
15. Which of the following sentences are correct? Put a or .
(a) The Earth gets light and heat from the stars.
(b) The Sun goes round the Earth.
(c) The Earth is like a big ball.
(d) We see the Sun setting in the morning.
Assessment
Top Related