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Science: Grade 4

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100% found this document useful (2 votes)

828 views134 pages

Science: Grade 4

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Yolanda

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Teacher’s Book | Part 1

SCIENCE
GRADE 4

Science - Grade 4 Part 1

Mauritius Institute of Education

under the aegis of
Ministry of Education, Tertiary Education, Science and Technology
Teacher’s Book | Part 1

SCIENCE
GRADE 4

Mauritius Institute of Education

under the aegis of
Ministry of Education, Tertiary Education, Science and Technology
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE SCIENCE PANEL

MAURITIUS INSTITUTE OF EDUCATION

Mr Mohun CYPARSADE - Panel Coordinator, Associate Professor

Panel Members
Dr Ravhee BHOLAH - Associate Professor
Mr Devendranath BEERACHEE - Deputy Head Master
Mrs Vedwati RAMSOONDUR - Former Principal School Inspector
Mr Francois JOLICOEUR - Deputy Head Master
Mr Jean-Noël MANIACARA - Educator
Dr Fawzia NAROD - Senior Lecturer

Acknowledgements

Vetting Team
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Dahmiasdeho GOWRY - School Inspector
Mrs Taramatee NATHOO - Senior School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mr Rajkumar BEEDASSY - School Inspector
Mr K Oochit - School Inspector

Illustration

Mr Isstiac GOOLJAR

Layout

GRAPHIC DESIGNER
Mrs Kamla ERNEST
Mrs Wendy SIEW

ISBN : 978-99949-44-33-0
© Mauritius Institute of Education - 2021

ii
FOREWORD

MIE has produced a brand new collection of textbooks based on the National Curriculum
Framework for the Nine Year Continuous Basic Education as from 2016. These textbooks
have been written by a team of academic staff from MIE, supported by experienced
Educators, advised by Inspectors, mentors and Deputy Head Masters.

We have done our best to ensure that the textbooks enable children to undergo a pleasant
learning experience. We have taken care to align the textbooks with very clearly defined
learning outcomes and objectives set for the respective subjects as outlined in the
National Curriculum Framework, Grades 1 to 6. The textbooks provide clear indications of
the diverse skills that children should master at each stage.

We are also providing a set of teachers’ manuals where we have outlined the appropriate
techniques and pedagogical approaches so that children are helped to make optimal use
of the textbook and materials provided. Some of the textbooks have been updated and
changes effected after receiving feedback from educators.

We are thankful to all those who have provided us with constructive feedback, thereby
enabling us to make this curriculum development endeavour come to fruition. We are also
thankful to the artists who carried out the illustrations, and to our graphic artists who have
tried their best to create the right layout for the books. The authors and the curriculum
team, under the guidance of Professor Vassen Naëck, also deserve our thanks.

We hope that you enjoy this material and wish you lots of success.

Dr O. Nath Varma
Director
Mauritius Institute of Education

iii
Preface

Science is a very important subject worldwide. The way it is taught in schools greatly
impacts on the quality of learning among pupils. Thus, this book has been designed
in such a way that educators are able to teach the content appropriately. Even pupils
should be able to follow the activities adequately with some help from their teachers,
as well as, their parents.

The content of this book is aligned with the National Curriculum Framework (2015)
whereby the science curriculum encourages pupils to acquire scientific knowledge,
develop inquiry skills and conceptual understanding and an appreciation of the
Science around us. The content, exercises and activities have been specially
developed and written so that primary school students can learn them in an enjoyable
and exploratory manner.

Activities, illustrations and methodology

The themes and activities in this book are designated according to four units that are
Living Things, Air, Plants and Animals. Each unit begins with a simple introduction,
with an overview of the fundamental concepts and some related simple scientific
terms. The concepts to be learnt are supported with a range of illustrations and
photographs so that learners are able to connect with the concepts. Our aim has been
to present the concepts using appropriate colourful and meaningful illustrations and
in a coherent way. The activities proposed in the units are meant for strengthening
the learning process through group participation, discussion and play. It is hoped
that learners have their natural curiosity aroused and satisfied while learning the
science concepts. The skills emphasized in the activities are those associated
with the process of scientific inquiry and discovery based learning. Teachers are
expected to motivate and engage pupils into the activities stipulated, into meaningful
discussions and group interactions so that learning is reinforced.

Find Out
The ‘Find Out’ section that is included at the end of each unit intends to help pupils
to seek further and deeper for additional information regarding the concepts. It is

iv
expected that teachers do appropriate follow up and make sure that learners carry
out the additional research work after the lessons. This may be done at school itself
and even at home.

Did you know

We have also included a section on ‘Did you know’, whereby additional information is
provided to learners to stretch their imagination further. The dictionary corner is meant
for explaining some terms that may appear difficult to some students. Moreover, the
‘I Remember’ section puts emphasis on certain specific items that have been learnt
and those will be used in another section of the book, as a consolidation of learning.

What I have learnt

At the end of each unit/sub-unit there is the ‘What I have learnt’ section. This
essential part summarises the items learnt by the pupils. It also gives an indication
to educators of what needs to be assessed, especially when planning assessment
tasks beyond what is given in the end-of-unit exercises.

Assessment/End-of-unit exercises
The assessment tasks in the end-of-unit exercises are expected to gauge the learning
experiences of the learners and stretch them further in their learning paths. Effort has
also been put to assess the learning experiences of pupils in different ways. Pupils
are expected to communicate their answers in different ways. These are through:
• Ticking the appropriate statements
• Filling in tables with simple words
• Communicating in writing; at times adequate space is provided for complete
sentences
• Matching of related statements and ideas
• Drawing to illustrate their understanding of concepts
• Labelling of diagrams
• Choosing the appropriate answer from several choices given
• Expressing answers orally and in other ways

v
About the Teacher’s Book

Teacher’s notes
The teacher’s notes at the end of the book is an additional support to educators in
their effort to translate the content of the book into classroom transactions.
This section includes the following supports:

• General methodology to be used in the lessons

• Brief description on the purpose of pupils learning the specific content
• Description of the activities in which pupils will be engaged
• Description of how certain activities could be performed in order to optimise the
learning process
• Answer to questions that have been asked to pupils
• Explanation of certain concepts that may be challenging to some educators

It is our wish that educators make the best use of the book and further explore and
provide other related activities to support meaningful learning in their class. Together
let us make the teaching and learning of science meaningful and enjoyable to our
learners.

Mr Mohun CYPARSADE
Panel Coordinator
Science

vi
UNIT 1
LIVING THINGS
Pg 1 - 17

UNIT 2
AIR
Pg 19 - 37

TABLE OF
CONTENTS

UNIT 3
PLANTS
Pg 39 - 77

UNIT 4
ANIMALS
Pg 79 - 91

vii
viii
UNIT 1: LIVING THINGS

living Things

At the end of this unit, pupils should be able to

• State characteristics of living things

(feeding, growing, moving and reproducing)

• Investigate living things in the environment and communicate findings

• Compare and classify living things

• Infer the difference between plants and animals

1
In this unit, you will learn about the characteristics of living things.

In grade 3 you identified living things and non-living things in the environment.
In this unit you will learn more about living things and to classify them as plants and
animals.

Figure 1 shows some living and some non-living things.

Figure 1 - Living and non-living things

2
UNIT 1: LIVING THINGS

Discuss in groups and classify the items shown in Figure 1 as living and non-living things.
Write your answers in Table 1.

Table 1 - Living and non-living things

Living things Non-living things

Now classify the living things listed in Table 1 into plants and animals/human beings.
Write your answers in Table 2.

Table 2 - Plants and Animals/Human beings

Plants Animals/Human beings

All the items listed in Table 2 are living things.

In grade 3 we learnt that living things feed themselves and they grow. Feeding and growing
are characteristics of living things.

Now we are going to learn about other characteristics of living things.

3
Activity
RECOGNISING THAT
1 LIVING THINGS REPRODUCE

Most living things can produce young ones which are similar to them. For example,
a female dog produces young dogs (puppies), a cow produces a calf, and a mango plant
produces seeds from which small mango plants grow.

Figure 2 shows some living things and their young ones.

Figure 2 - Living things and their young ones.

4
UNIT 1: LIVING THINGS

Observe Figure 2 that shows human beings, animals and plants with their young ones.

Use the following to complete Table 3:

• by laying eggs
• by producing seeds
• by giving birth

Table 3 - How human beings, animals and plants produce their young ones

A (living thing) B (how it reproduces)

Mango plant

Cow

Hen

Human beings

What I have learnt

Human beings, most animals and plants produce young ones that are similar to them.
This is called reproduction. It can happen in different ways such as by giving birth,
by laying eggs or by producing seeds.

Reproduction is another characteristic of living things.

5
Activity RECOGNISING LIVING THINGS

2 (HUMAN BEINGS AND ANIMALS)

MOVE FROM ONE PLACE TO ANOTHER.

Human beings and animals move from one place to another. They can move about by
themselves.
Let us find out why they have to move.

Observe Figure 3.

Figure 3 - Living things move from one place to another

6
UNIT 1: LIVING THINGS

Discuss in groups and (a) write down your answers to the following questions.

1. Where are the monkeys going?

...............................................................................................................................................................................................................................

2. Why is the rat running?

3. Why are the people going to the market?

4. Where are the giraffes going?

(b) Complete the sentence.

The human beings and animals shown are all ........................................................................... in search

of ........................................................................... . (food, moving)

Find out
What would happen if human beings and animals were not able to move?

7
What I have learnt

• The monkeys are moving towards ripe bananas to eat.

• The rat is running towards the cheese.
• The people are walking in the market to buy food.
• The giraffes are going to eat leaves.

So, we can say that human beings and animals move from one place to another in
search of food.

Group discussion
Find out two other reasons why animals move from one place to another.
Write your findings in the space provided.

Animals also move in order to:

(i) ...............................................................................................................................................................................................................................

(ii) ..............................................................................................................................................................................................................................

Animals also move from one place to another in order to escape from danger.
For example, a rat moves into a hole to escape from a cat.

At night or during bad weather many animals move to a safe place to find shelter.
For example, a bird moves to its nest to find shelter.

8
UNIT 1: LIVING THINGS

Activity

3
FINDING OUT WHETHER
PLANTS MOVE

Plants do not move from one place to another by themselves. Only certain parts of plants
move. The movement is very slow.

Let us find out how parts of plants move towards sunlight.

Materials needed:
• two small potted plants named A and B
• a carton box with a small hole

Plant A Plant B

Figure 4 - Potted plants A and B and a carton box

1. Observe the plants.

Are they growing straight upwards? ...............................................................................................................................

9
2. Draw the plants in the space below.

Plant A Plant B

3. Water each plant with same amount of water.

4. Keep plant A in sunlight as before.

5. Put plant B in the box. Make sure that only light from the small hole reaches the plant B.

6. Leave the plants for one week.

7. Remove plant B from the box. Observe both plants for any change in their shape.

8. Now draw the two plants in the space provided.

Plant A Plant B

10
UNIT 1: LIVING THINGS

9. Compare your drawings and record your results in Table 4:

Table 4

Potted plant Start of experiment End of experiment

Plant A

Plant B

It is found that:
The plant A continues to grow straight upwards.
The plant B grows and bends towards the hole through which light enters the box.
This experiment shows that parts of a plant move towards sunlight.

Other examples of parts of plants moving are:

(i) when roots grow and (ii) when flowers open up.
Both are slow movements.

What I have learnt

Animals can move from one place to another.

Whole plants cannot move from one place to another, but some parts of plants move
slowly.
Thus, movement is another characteristic of living things.

11
Activity

4
COMPARING PLANTS
AND ANIMALS

Discuss in your groups and state three characteristics that are common to plants and
animals.

1. Both plants and animals ...............................................................................................

2. Both plants and animals ...............................................................................................

3. Both plants and animals ...............................................................................................

4. Animals can move from one place to another.

Whole plants cannot move from one place to another but only parts of plants can

move towards ...............................................................................................

In this activity you have learnt that plants and animals have some similar characteristics.
However, they also have some differences which you will learn later.

12
UNIT 1: LIVING THINGS

What I have learnt

In this unit we have learnt that plants, animals and humans are all living things.
We have learnt that all living things produce their young ones in different ways. This is
called reproduction.

Reproduction takes place in different living things by:

• laying eggs
• giving birth
• producing seeds

We have also learnt that living things (humans and animals) move from one place
to another.
Whole plants cannot move from one place to another by themselves. Only parts
of plants move towards sunlight.

Certain animals do not move from one place to another.

For example, corals and sponges found in the sea stay
in one place.

13
End of unit questions

Answer the following questions.

1. Put a tick (√) in the appropriate column to indicate whether

the items are living or non-living things.

Item Living Thing Non-living Thing

1 Table

2 Cow

3 Stone

4 Mirror

5 Ant

6 Tree

7 Whale

8 Book

9 Car

10 Earthworm

14
UNIT 1: LIVING THINGS

2. Fill in the blanks to complete the sentence.

(i) Reproduction takes place in goats by .........................................................

(ii) Reproduction takes place in litchi trees by ..................................................

(iii) Reproduction takes place in pigeons by .........................................................

(iv) The meaning of reproduction is to produce ....................................................

ones similar to their kind.

(v) Animals need to move from one place to another in order to

.............................................................................................................................................................

3. Reproduction takes place in living things in different ways.

Match each item in Column A to the appropriate item in
Column B.

Column A Column B

Tomato Plants Give birth

Ducks Produce seeds

Sheep Lay Eggs

Crocodiles Produce Seeds

Pumpkin plants Lay Eggs

Cats Give birth

15
End of unit questions

4. Why do animals move from one place to another?

5. What happens to a potted plant that is kept in a room where light enters through
a very small window?

16
UNIT 1: LIVING THINGS

6. Write one similarity and one difference between plants and animals.

Plants Animals

One characteristic
similar to both

One characteristic
different for both

7. List four characteristics of living things

(a) ..............................................................................................................................................................................
(b) ..............................................................................................................................................................................

(c) ..............................................................................................................................................................................

(d) ..............................................................................................................................................................................

Find out
Find out other characteristics of living things.

17
18
UNIT 2: AIR

Air

At the end of this unit, pupils should be able to

• Recall that air is present everywhere

• State that air is colourless, odourless and tasteless

• Demonstrate an understanding of the importance of air

• Investigate that air is important for living things

• Infer the importance of air for plants and animals

• Infer from experiment that air is important for burning

19
Activity

1 INVESTIGATING THE
PRESENCE OF AIR

In this unit you will learn about the properties of air and its importance.

In grade 3 you learnt that:

1. Air is present all around us.

We cannot see air but we may feel its presence when it moves from one place to another.
We can do this by blowing air on our face with a paper fan.

(i) How do we call this moving air?

(ii) Which part of our body helps us to feel the presence of air?

2. Air is present in ‘empty’ containers.

Is air also present in all ‘empty’ containers?

Let us find out more about air.

Observe Figure 1.

Figure 1 - Presence of air in empty objects

20
UNIT 2: AIR

(a) Where are the can and the bottle kept?

(b) What can you see coming out from the can and the bottle?

What can you say from this activity?

3. Air is present in the soil.

Observe Figure 2.

Figure 2 - Presence of air in the soil

(a) Where is the lump of soil kept?

(b) What can you see coming out from the lump of soil?

21
4. Air is present in water.
Keep a bottle of water on the window sill, preferably on a sunny day, as shown in Figure 3.
Observe the bottle and water after half an hour.

Figure 3 - Presence of air in water

(a) What do you see on the inner surface of the bottle?

(b) Draw and label in Figure 3 the bubbles that you see.

(c) Tap the bottle with a ruler. What happens to the bubbles?
...............................................................................................................................................................................................................................

(d) What do the bubbles contain?

(e) Where do the bubbles come from?

(f ) What can you say from this activity?

What I have learnt

Air is present everywhere.

It is found in all containers that appear to be empty.
Air is also present in the soil and in water.

22
UNIT 2: AIR

Activity
INVESTIGATING THE
2 PROPERTIES OF AIR

In activity 1 we read that we cannot see the air around us. Pure air is therefore said to be
colourless.

(a) What would happen if air had a colour?

Discuss in your groups and write a sentence about it.

We find that if air had a colour, we would not be able to see clearly around us. We would
therefore find it difficult to find our way. We would not be able to identify the colour of
flowers and of rainbows.

Thus, it is a good thing that air is colourless.

So one of the properties of pure air is that it is colourless.

Now let us learn about some other properties of pure air.

Certain things have a pleasant smell. Others have an unpleasant smell.
Observe Figure 4 and answer the questions.

Pleasant smell Unpleasant smell

Figure 4 - Pleasant and unpleasant smells

23
(b) What can make the air around us smell pleasant?

(c) What can make the air around us smell unpleasant?

These different odours travel in the air to reach our nose. Pure air itself has no smell
or odour.

(d) What would happen if pure air had a smell.

Discuss with your friends and write one sentence on your findings.

If air had a smell or odour, we would not be able to differentiate among the smells of
different things.
Fortunately pure air has no smell or odour.
So, another property of pure air is that it is odourless.

Now move in the school yard, extend your tongue as in Figure 5 and try to taste air.

Figure 5 - Extending the tongue

24
UNIT 2: AIR

(a) Does pure air have any taste?

(b) How do we call something that has no taste?

(c) What would happen if pure air had a taste?

So, another property of pure air is that it is tasteless.

What I have learnt

Pure air is
• colourless
• odourless
• tasteless

25
Activity

3 THE IMPORTANCE OF AIR

FOR LIVING THINGS

A. Human beings need air

In grade 3 we learnt that air is important for breathing.
We breathe air all the time.
The air that we breathe is found everywhere around us.

(a) How can you find out if someone is breathing or not? (Recall the activity you carried
out in grade 3).

(b) We can hold our breath for a short time only.

What happens if we do not get a continuous supply of air?

So we can say that human beings need continuous supply of air to stay alive.

26
UNIT 2: AIR

B. Animals need air

Figure 6 shows some animals in their environment.

worms ants octopus

fish deer bird

Figure 6 - Animals breathing air in their environment

Observe Figure 6 and fill in Table 1. One example is given.

Table 1 - Animals obtain air from their environment

Name of animal From where does it obtain air ?

worm From the soil

ant

octopus

fish

deer

bird

27
Let us find out more about the importance of air to animals.

Figure 7 shows a boy holding a closed box.

Observe the figure and answer the questions.

Figure 7 - Importance of air

(a) What animal is found inside the box?

(b) What else can you see in the box?

(c) This animal does not get enough air.

What may happen to it?

(d) What must the boy do to keep the animal alive?

(e) What do you conclude?

Therefore, we can say that animals as well as human beings need plenty of air to stay alive..

28
UNIT 2: AIR

C. Plants need air

Imagine what will happen to a plant if it does not get air.

As you have learnt in grade 3, plants are living things. So plants also need air to stay alive,
but plants do not have a nose like us. So how do they take in air from the environment?
Let us find out.

Observe the Figure 8.

air

A tree A leaf

Figure 8 - Plants need air

(a) Which part of the tree takes in air?

A plant takes in air through very small holes in the leaves.

These holes are invisible to our eyes.

29
(b) From where does it get the air it needs?

So we can say that plants also need air to stay alive.

Plants living in water use air that is dissolved in water.

What I have learnt

All living things need continuous supply of air to stay alive.

Find out
We cannot breathe normally in water. When we dive, we can hold our breath for a short
time only. So, how can a diver stay under water for a long time?

30
UNIT 2: AIR

Activity

4 STUDYING THE NEED FOR AIR

BY NON-LIVING THINGS

Some things are not alive but still they need air to function. For example, air is needed to
burn things. Even engines of vehicles need air to burn their fuel.

Figure 9 - Air is needed by non-living things

When we switch on the stove, the gas burns in the presence of air and we are able to
cook our food.

(i) From where does the gas receive its supply of air to burn?

A vehicle moves because its fuel burns in its engine in the presence of air.

(ii) From where does the engine of the vehicle obtain air to burn its fuel?
........................................................................................................................................................................................................................................

Therefore, air is necessary for burning.

31
Let us do an experiment to see how air is necessary for burning.

You will need: a jar and two candles of the same size.
Your teacher will perform the activity as it is risky.

(i) Teacher places the candles on the table at a place where pupils can see. He lights up
the candles. Both burn brightly in the presence of air.

Candle A Candle B

(ii) Teacher covers one candle with a jar as shown in Figure10.

Candle A in open air Candle B covered with a jar

Figure 10 - Candles need air to burn

(iii) Observe the flame of each candle. Describe what happens after some time.

Candle A ..............................................................................................................................................................................................................

Candle B .............................................................................................................................................................................................................

32
UNIT 2: AIR

It is found that Candle A continues to burn brightly whereas Candle B stops burning.

(iv) Discuss in your group to find out why this happens.

Write down your findings.

(v) What does the experiment show?

Teacher now covers the candle A with the jar.

Just before the flame goes out, teacher removes the jar quickly from A.
(vi) What do you observe? Why the candle does not go off?

What I have learnt

A continuous supply of air is necessary to keep something burning. The gas in a stove
burns because it receives a good supply of air.

The same condition is necessary for fuel in an engine to burn and for a candle to burn.

Find out
Why do we keep kitchen windows open while cooking using a gas stove?

33
End of unit questions

1. Tick the correct answer for each question.

(i) This activity shows that

A air is present in water.

B air is present in an empty bottle.

C air bubbles are entering the bottle.

D air is important for breathing.

(ii) Which one of these animals breathes air present in the soil?

A fish B deer C worm D bird

(iii) Which of the following is not a property of pure air?

A Noiseless B Colourless C Tasteless D Odourless

(iv) We breathe air

A only when we are working. B only when we are sleeping.

C all the time. D only when we are tired.

34
UNIT 2: AIR

(v) In the diagram, the part of the plant that takes in air is

Q
S
P

A part P B part Q C part R D part S

2. Match each item in Part A with its corresponding situation in part B

Part A Part B

Air is present in the soil

Air is present in water

Air is present in empty can

35
End of unit questions

3. The picture shows two rats kept in two boxes.

Box X Box Y

Observe the picture and answer the questions.

(a) Give one difference between box X and box Y.

(b) In which box will the animal stay alive?

(c) Explain your answer to (b).

36
UNIT 2: AIR

4. Observe the candle in the picture.

(a) This candle is burning because it gets a continuous supply of air.

Where does the air come from?

.........................................................................................................................................................................

(b) What happens to the flame if we cover the candle with a jar?

...............................................................................................................................................................................

(c) Explain why this happens.

..................................................................................................................................................................................

37
38
UNIT 3: PLANTS

Plants

At the end of this unit, pupils should be able to

• Deduce that there is a variety of plants in the environment

• List the different parts of a plant (roots, stem, leaves, flowers, fruits, seeds)

• State the functions of flowers, fruits and seeds

• State some uses of plants

• Infer that plants are useful to people and animals

• Differentiate between endemic and exotic plants

• List some endemic plants

• List measures taken to protect endemic plants

39
Activity

1 OBSERVING PLANTS

In grade 3 you learnt that plants are living things. This means plants have life.

In this unit you will learn about variety of plants, different parts of plants and their
functions. You will also learn about uses of plants and the difference between endemic
and exotic plants.

Recognising that different types of plants grow in our environment

1. Observe Figure 1 which shows a variety of plants.

Figure 1 - A variety of plants

Group discussion
2. Discuss and find out:
• The names of some of the plants shown
• How tall the plants are
• The size of the leaves
• The shapes and colours of the flowers and fruits

40
UNIT 3: PLANTS

3. Write down your findings in the space provided below.

(i) Name of 6 plants:

1. ........................................................................................................... 2. ...............................................................................................................
3. ............................................................................................................ 4. ...............................................................................................................

5. ............................................................................................................ 6. ...............................................................................................................

(ii) Group the 6 plants according to their heights and sizes.

Tall plants: ............................................................................................................................................................................................................

Short plants: ......................................................................................................................................................................................................

Big plants: ............................................................................................................................................................................................................

Small plants: ......................................................................................................................................................................................................

(iii) Shapes and colours of the flowers:

(iv) Shapes and colours of the fruits:

What I have learnt

There are different types of plants in the environment. They are of different sizes and
heights. Many plants have flowers and fruits. The flowers and fruits are of different shapes
and colours.

41
Activity

2
OBSERVING PLANTS
IN THE ENVIRONMENT

Stand in the school compound, look around you and observe the plants. You may also
recall the plants that you see at home and along the road when coming to school. You see
many different types of plants.

1. Write down the names of 5 plants you have identified.

a. ....................................................................................................................................................

b. ....................................................................................................................................................

c. ....................................................................................................................................................

d. ....................................................................................................................................................

e. ....................................................................................................................................................

2. Discuss and compare the heights of the plants you have observed.
(a) Classify them in Table 1 into short and tall plants by ticking (√) the appropriate
column.

Table 1 - Heights of plants

Name of plants Tall Short

(b) What do you conclude? Plants are of different .................................................................

42
UNIT 3: PLANTS

3. Compare the size of the plants observed.

(a) Classify them in Table 2 into big and small by ticking (√) the appropriate column.
Table 2 - Size of plants

Name of plants Big Small

(b) What do you conclude? Plants are of different .................................................................

4. Compare the colours of the plants observed.

(a) What is the colour of most of the leaves? .................................................................

(b) Draw and colour some leaves in the boxes below and write down the names of the
respective plants.

Box 1 Box 2 Box 3 Box 4

(c) What do you conclude? Leaves are of different .................................................................

Note: Most leaves that we see around us are green, but some plants have yellow, brown,
purple or red leaves.

Find out
Whether plants having leaves of other colours exist.

43
5. Compare the shapes of the plants observed.
Are all the plants of the same shape? Let us find out.

(a) Draw these plants in the space below:

A rose plant A mango tree A pawpaw tree A sugar cane plant

(b) Compare the shape of the plants drawn.

What do you conclude?

Plants are of different ..................................................................................

What I have learnt

Plants are of different heights, sizes, colours and shapes.

Activity

3
INDENTIFYING THE MAIN
PARTS OF A PLANT

In this activity, you will identify the main parts of a plant.

Materials needed:
(i) Uprooted flowering plants such as balsamine, brède martin or beans;
(Make sure that the uprooted plants have these different parts: roots, leaves, stem, flowers,
fruits and seeds.)
(ii) Sheets of paper for drawing

44
UNIT 3: PLANTS

1. Observe the plants

2. Identify the different parts

• The leaves
• The flowers
• The fruits
• The seeds
• The stem
•
The roots

3. Observe the leaves of the different plants.

Similar:
a. What colour are they? that looks same
..............................................................................................................................................................

b. Compare their shapes and sizes. Are they similar or different?

..............................................................................................................................................................

4 Observe the flowers in each plant.

What colour are they? ....................................................................................................................................................................

Teacher asks some students to smell the flowers. Do they have a scent? ......................................

Do they have the same colour, shape and size? ....................................................................................................

5. Observe the fruits.

Compare their colours, shapes and sizes. Are they similar?

6. Open the fruits.

Are there seeds inside? .................................................................................................................................................................

Count the number of seeds and note it down, if possible. .........................................................................

Compare the shapes, sizes and colours of the seeds. Are they similar?

45
7. Observe the plants well again.
Which part of the plant holds the fruits, flowers and leaves?

8. Which part of the plant is usually found in the soil?

Group work
Pupils in each group draw one of the plants observed, in the paper provided.
They label and colour its parts.

Pupils display their posters on the wall of their classroom and then compare them with
those drawn by other groups.

What I have learnt

Plants have different parts. The different parts of a plant are the leaves, the flowers,
the fruits, the seeds, the stem and the roots.

46
UNIT 3: PLANTS

Observe the plant in Figure 2

Write down the name of each part in the boxes provided.

Figure 2 - Different parts of a plant

47
Activity

4
FUNCTIONS OF THE FLOWER,
FRUIT AND SEEDS

Each part of a plant has its own function/s. Let us find out.
1. The Flower

Figure 3 - A bean flower

The main function of a flower is to produce fruits and seeds.

Most flowers have a nice scent or smell.
Flowers are usually brightly coloured. This is mainly to attract insects.
Insects carry pollen from one flower to another.
This is called pollination. After pollination, a flower becomes a fruit. The fruit contains
the seeds.

2. The Fruit

Pollen: fine grains,

usually yellow in
colour, found in
flowers

Figure 4 - Beans (Fruits of the bean’s plant)

The fruit holds the seeds.

48
UNIT 3: PLANTS

3. The Seeds

Figure 5 - Seeds and germination of one seed

Seeds germinate into new plants.

Note:
You will learn about the functions of the roots, stem and leaves and more about germination
of seeds in Grade 5.

What I have learnt

Different parts of a plant have different functions.

Flower produces fruits and seeds.
Fruit holds the seeds
Seed germinates into new plant

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Activity

5
STUDYING HOW PLANTS ARE USEFUL TO
PEOPLE, ANIMALS AND THE ENVIRONMENT

A. Observe Figure 6 which shows different uses of plants.

fruits vegetables nuts aloe vera

furniture wooden floor flame tree books

animals in forest bird on tree animals eating grass tree giving shade

Figure 6 - Usefulness of plants

Class discussion
(i) Find out how plants are useful to people.

(ii) Find out how plants are useful to animals.

(iii) Find out how plants can be used to make our environment beautiful.

50
UNIT 3: PLANTS

B. Study Figure 6 again.

i. List 2 ways in which plants are useful to people.

(a) .......................................................................................................................................................................................................................
(b) .......................................................................................................................................................................................................................

ii. List 2 ways in which plants are useful to animals.

(b) .......................................................................................................................................................................................................................

iii. List 2 ways in which plants beautify our environment.

Most of the foods that we eat come from plants.

1. Plants provide us with vegetables and fruits.

Figure 7 - Vegetable and fruit

Make a list of 5 fruits and 5 vegetables. Write your answers below.

Fruits Vegetables

............................................................................................................. ..........................................................................................................

51
Fill in Table 3 to show the names of vegetables and their part(s) that we eat.
Tick (√) the correct answer. One example has been given.

Table 3 - Plants and their parts used as food

Part(s) of the plant that is/are eaten

Name of vegetable stem roots flower fruit seeds leaves

cabbage √

2. Plants provide us with cereals

Cereals are grasses which are grown for their seeds or grains.

Figure 8 - Cereals

52
UNIT 3: PLANTS

Rice Wheat Maize Oat

Figure 9

Examples of cereals are:

Rice, wheat, maize and oat which we use every day. Wheat is ground to make flour.

Study Figure 9 and answer the following questions.

1. Find out the name of the cereal you eat for

(i) Breakfast .............................................................................................................

(ii) Lunch .............................................................................................................

(iii) Dinner .............................................................................................................

2. Which cereal is ground to make

(i) Ground rice?.............................................................................................................

(ii) Corn flour? ................................................................................................................

3. Which cereal is used to make popcorn?

.............................................................................................................

4. Write down the names of 2 other cereals.

(i) ................................................................................................... (ii).......................................................................................................

53
3. Plants add taste to food
Parts of some plants are used to add taste to food. They can be used either fresh or
dried.

Figure 10 - Herbs

(a) Identify and write down the names of the herbs shown in Figure 10.

(b) Find out from your parents other plants that are used to add taste to food.

(c) Write down their names below.

1. Dried herbs

(i) .............................................................................................................

(ii) .............................................................................................................

2. Fresh herbs

(i) .............................................................................................................

(ii) .............................................................................................................

54
UNIT 3: PLANTS

4. Plants provide us with spices

Figure 11 - Spices

Spices are also used to give colour and flavour to foods. Some spices like chilli and
pepper are hot spices. Different parts of plants are used as spices.

(a) Identify and write down the names of some spices shown in Figure 11.

(b) Find out which parts of plants are used as spices.

55
5. Plants provide us with pulses
The seeds of some plants are used as pulses. Pulses are good for health.

Figure 12 - Pulses

(a) Name some of the pulses shown in Figure 12.

(b) Draw and name 2 pulses you like to eat.

56
UNIT 3: PLANTS

6. Oil obtained from plants

Oil is obtained from the fruits and seeds of some plants.

Figure 13 - Oil from sunflower seeds

The seeds of the sunflower plant are used to make oil.

(a) Find out the names of other seeds/ fruits from which oil is made.

(b) State 3 different ways in which oil is used.

1. .........................................................................................................................................................................................................................

2. .........................................................................................................................................................................................................................

3. .........................................................................................................................................................................................................................

(c) Too much oil in our food is bad for health. Give a reason why.

57
7. Drinks from plants
Some plants are used to make drinks.
Many of us drink tea, coffee or chocolate.
Do you know from where we obtain these drinks? Let us find out.

Study Figure 14 which shows some plants used to make drinks.

Tea leaves and tea drink

Cocoa seeds and chocolate drink

Coffee seeds and coffee drink

Figure 14 - Plants used to make drinks

58
UNIT 3: PLANTS

Answer the following questions.

1. Which part of the plant is used to make

(i) Tea? ...................................................................................................

(ii) Coffee? ...................................................................................................

(iii) Chocolate? ...................................................................................................

2. Name three plants that are used to make herbal tea.

(iii) ...............................................................................................................................................................................................................................

59
8. Juice from plants
You probably drink juice every day. Do you know how juice is made?
Vegetables and ripe fruits are crushed or pressed to obtain juice.

Observe Figure 15 and answer the questions that follow.

Figure 15 - Juice made from fruits and vegetables

(i) Name some fruits used to make juice.

(ii) Name some vegetables used to make juice.

(iii) Which parts of the plants are used to make juice?

60
UNIT 3: PLANTS

9. Medicine from plants

Lemon grass Mint

(citronelle)

Ayapana
Figure 16 - Medicine from plants

‘Ayapana’, Ginger, Aloe Vera and many other plants are used as medicines.

(i) Name some other plants you know that are used as medicine.

(ii) Find out which medicinal plant is used to treat which disease. You may seek help from
your parents.
Write your answer in the table provided.

Table 4

Name of plant Used to cure which disease(s)

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10. Food and shelter for animals
Many animals eat plants or parts of plants.
Observe Figure 17 and answer the following questions.

Figure 17 - Animals eat different parts of plants

Animals eat different parts and at times the whole plant.
(i) Make a list of animals that feed on plants and find out which part of the plant they eat.
(ii) Record your answer in Table 5 below by ticking in the right column.
Table 5

Name of animal roots leaves seeds fruits stem

Find out
How do we call an animal that feeds only on plants?

62
UNIT 3: PLANTS

11. Plants provide shelter to animals

(a) Observe Figure 18 which shows some animals.

Figure 18 - Animals in their living place

Discuss and share.

(i) Name the animals shown in Figure 18.

(ii) Where do these animals live?

63

(b) Observe and make a list of animals/birds/ insects finding shelter on the trees in your
school compound. You may also look around outside the school compound.
Name of animals:

Compare your findings with those of your friends.

What I have learnt

Many animals live in forests. They find shelter on trees, in bushes or in the grass.

12. Plants make our environment beautiful and give us shade

Figure 19 - Beautifying the environment and giving shade

Plants beautify our environment and give us shade.

(i) Observe Figure 19. Discuss and share how plants help beautify our environment.
Write your answer below.

(ii) Do you enjoy sitting in the shade of trees?

64
UNIT 3: PLANTS

(iii) Draw a garden in the space provided and write two sentences about the garden.

My garden (My Nature corner)

What I have learnt

We obtain different types of foods from plants. These are vegetables, fruits, cereals, herbs,
spices, pulses, oils, drinks and juices.

We also use plants as medicines to stay in good health.

Plants provide food and shelter to animals and they beautify our environment.
Human beings and animals enjoy sitting in the shade of trees.

Remember
Plants form a very important part of our environment. We must grow plants and also take
care of them.
We should not cut down trees unnecessarily.

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Activity

6 ENDEMIC PLANTS

Trees, flowers and other plants beautify our environment. Are we taking care of
them? Let us find out.
A very long time ago, before people came to live in Mauritius, the whole island was covered
with forest. There were many endemic plants.

What is an endemic plant?

An endemic plant is a tree which exists or existed only in one place and nowhere else in
the world.

Figure 20 shows some endemic plants of Mauritius

Trochetia Plant Ebony Tree

Figure 20 - Endemic plants of Mauritius

Group Discussion
The Trochetia, our National Flower, is an endemic plant.
(i) Find out if there is a Trochetia plant in your school yard.
(ii) Find out the names of other endemic plants.
(iii) Find out where they grow.

66
UNIT 3: PLANTS

Exotic plants
When people started coming to Mauritius to live, they brought with them, plants from the
different countries from where they came. Thus, they introduced many exotic plants which
they started growing for food or to beautify the environment. Some of the exotic plants,
such as the mango tree, litchi tree, sugarcane, maize, potato, and tea plants are very useful.

Figure 21 - Useful Exotic plants of Mauritius

67
Others like ‘goyave de chine’, ‘framboise marron’ and ‘privet’ grew very quickly in our
forests and they took a lot of space. They prevented our endemic plants from growing well.
They are known as pest plants.

Figure 22 - Exotic pest plants affecting the growth of our endemic plants

Group Discussion
(i) Find out the names of other useful exotic plants.
(ii) Find out if there are exotic pest plants in your school yard or at home.

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UNIT 3: PLANTS

Why our endemic plants have become rare?

Today most of the forests, where our endemic plants grew, have been cleared for various
reasons.

Figure 23 shows some reasons why our forests have been cleared.

Figure 23 - Why our forests have been cleared

Study Figure 23 and list few reasons why our forests have been cleared.

69
The clearing of forests has destroyed many of our natural forests. Many endemic trees
have become rare.

You will learn more in upper classes about why our endemic plants have become
rare.

Saving our endemic plants

Figure 24 shows some measures taken to save our endemic plants. These are:
• Planting endemic plants along nature walks
• Planting on large scale for selling to people
• Creating endemic gardens
• Planting in nature reserves

Figure 24 - Saving our rare plants

70
UNIT 3: PLANTS

Some of our forests have been declared as Nature Reserves.

Find out where our Nature Reserves are found.

1. ...................................................................................................................................

2. ...................................................................................................................................

3. ...................................................................................................................................

4. ...................................................................................................................................

Some measures to save our endemic plants are:

A. No one has the right to cut down trees, especially endemic plants, from Nature Reserves.
B. No one has the right to pluck flowers, seeds or fruits from endemic trees.
C. We must not pollute or light fire in Nature Reserves.
D. We must protect the plants against harmful effects of pests and bad weather.

You will learn more about measures to save our endemic plants in upper classes.

What I have learnt

• Mauritius was covered with forest before people came to live here.
• There were many endemic plants in our forests.
• Our endemic plants are plants that exist/ existed only in Mauritius and nowhere else.
• Forests have been cleared for different reasons.
• Exotic plants have been brought by people from other countries.
• Exotic plants are useful but some of them affect endemic plants.
• Many endemic plants have become rare for various reasons.
• We must protect our forests and endemic plants.

Find out
What can we do to protect and save our endemic plants?

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End of unit questions

1. Put a circle around the letter A, B, C or D

showing the correct answer.

(i) Figure 1 shows a .................................................. .

A seed B flower C fruit D stem Figure 1

(ii) .................................................. are usually found in the soil.

A Flowers B Roots C Leaves D Fruits

(iii) The leaves of a .................................................. plant are large and flat.

A rose B sugarcane C banana D bean

(iv) The fruit contains the .................................................. .

A leaves B stem C flowers D seeds

(v) Pollens are found in .................................................. .

A seeds B fruits C flowers D leaves

2a. Trees are of different heights.

Draw a tall tree and a short tree in the spaces below.

A tall tree A short tree

72
UNIT 3: PLANTS
2b. Leaves are of different sizes and shapes .
Draw and label two leaves of different sizes and shapes.

A .............................................. leaf A .............................................. leaf

3. Fill each basket with:

a. Two vegetables that we must cook before eating.
One example has been given .

b.
Two fruits used as vegetables when not ripe.

c. Two vegetables we can eat both cooked and raw.

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End of unit questions

4. Tick(√) the correct column/s in the table below to show which part/s of each plant
is /are used as food.
Table 1

Plant Roots Stem Leaf Fruit Seed Flower

Carrot

Maize

Pumpkin

Celery

Broccoli

Ginger

5. Match items of Part A to those of Part B to make correct sentences.

Part A Part B

a. Rice and millet are soya bean.

b. Oil is made from make flour.

c. Wheat is crushed to used as cereals.

d. Lettuce and water cress are used colour to food.

e. Spices such as turmeric give medicinal plant.

f. Lemon grass (citronelle) is a as green salad.

74
UNIT 3: PLANTS

6. Study Figure 2 and answer the questions that follow.

Figure 2

a. Write down 2 ways in which the tree is important for birds.

i. ...................................................................................................................................................................................................

ii. ..................................................................................................................................................................................................

b. Mention another way in which trees are important to animals.

c. Mention one way in which plants are used to make

our home environment beautiful.

75
7. Complete each sentence with a correct word from the brackets.
(a) A plant that existed or exists only in a particular place or country is a plant

......................................................... to that place or country. (exotic, endemic)

(b) A plant that people brought to Mauritius from other countries is an

......................................................... plant. (exotic, endemic)

8. Write the name of each plant from the pictures given below
in the correct column to indicate endemic or exotic plants.

Figure 3

Table 2 - To show endemic and exotic plants

Endemic plants Exotic plants

Add names of more plants to complete the table.

76
UNIT 3: PLANTS

9.
(a) Write down the names of two useful exotic plants.

i. ...........................................................................................................................................................................

ii. ..........................................................................................................................................................................

(b) ‘Goyaves de Chine’ plants provide fruits to us but they are

considered as pest plants. Give a reason, why.

................................................................................................................................................................................

(c) Many endemic plants have become rare.

Give two reasons, why.

i. ............................................................................................................................................................................

ii. ..........................................................................................................................................................................

(d) Give one measure taken by government to protect rare endemic plants.

................................................................................................................................................................................

(e) What can you do to protect endemic plants when you visit Nature Reserves?

i. ............................................................................................................................................................................

ii. ..........................................................................................................................................................................

77
78
UNIT 4: ANIMALS

Animals

At the end of unit 4, pupils should be able to:

• State the need for animals to move

• State five ways in which animals move

• List some body parts that help animals to move

• Give the meanings of endemic and exotic animals

• List some endemic and exotic animals in Mauritius and Rodrigues

• List some measures to protect endemic and exotic animals

• State why endemic and exotic animals must be protected

79
In grade 3 you learnt about animals, their habitats and the food that they eat.

In this unit you will learn about the ways in which animals move and which body parts
they use to be able to move. You will also learn about endemic and exotic animals.

Activity

1
ANIMALS ARE LIVING THINGS
THAT CAN MOVE

In Unit 1 you learnt that animals have certain characteristics. One of these characteristics is
that most animals can move from one place to another.
One reason that animals need to move is to search for food.

Observe Figure 1. Discuss with your friends to find out other reasons why animals
move from one place to another.

Figure 1

Write your answer in the space provided.

What I have learnt

Animals move from one place to another for different reasons.

They move:
• in search of food
• to escape from dangers such as other animals or forest fires
• to find shelter during bad weather

80
UNIT 4: ANIMALS

Activity

2 HOW ANIMALS MOVE

1. Observe Figure 2.
2. Discuss with your friends the different ways in which the animals shown can move.

Figure 2 - Ways in which animals move

3. Now list some ways in which these animals move.

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4. Study Table 1.
(i) Tick the appropriate column(s) to show how different animals move. You may tick more
than one column for certain animals. One example has been given.

Table 1

Name of animals Swim Walk Hop Fly Crawl

Frog

Lizard

Dog

Butterfly

Shark

Crocodile

Crab

Dolphin

(ii) Draw three more animals in the first column and complete the table.

What I have learnt

Different animals move in different ways.

• Crabs crawl and swim • Dogs walk or run
• Snakes creep • Frogs hop
• Butterflies fly

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UNIT 4: ANIMALS

Activity

3 FINDING OUT WHICH BODY PARTS

ANIMALS USE TO MOVE

Different animals use different body parts to move.

Wings help birds to fly Fins and tail help fish to swim

Monkeys use hands and tail to climb trees Kangaroos use back legs to hop
Figure 3

Study Figure 3 and fill in the blanks with part(s) of the animal’s body that help it to
move.

Bird .............................................................................. (wings, fins, tail feathers)

Fish .............................................................................. (fins, wings, tail)

Monkey .............................................................................. (fins, wings, legs)

Kangaroo .............................................................................. (legs, fins, wings)

What I have learnt

Animals move in different ways.

Some animals can move in more than one way.
Different animals use different body parts to move.

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Activity

4
LEARNING ABOUT
ENDEMIC ANIMALS

I remember
An endemic animal is an animal that lives nowhere else except in a particular place.

Some endemic animals, unique to Mauritius are:

The Pink Pigeon The Mauritius Kestrel

The Echo Parakeet

The Gecko, a coloured lizard The Boa of Round Island

Two endemic birds of Rodrigues are the Fauvette de Rodrigues and the Cardinal Jaune.

Fauvette de Rodrigues Cardinal Jaune

Figure 4 - Endemic animals living in Mauritius and in Rodrigues

84
UNIT 4: ANIMALS

Activity

5 PROTECTING OUR
ENDEMIC ANIMALS

Many of our endemic animals have become rare. This is mainly because most of the natural
forests in which they live have been cleared.

Government has declared the remaining natural forests as Nature Reserves and these are
being used to protect our rare animals.
Some nature reserves are: Black River Gorges National Park, Ile aux Aigrettes and Round
Island (Ile Ronde).

Ile aux Aigrettes

Black River Gorges National Park

Ile Ronde
Figure 5 - Nature Reserves

Locate these places on a map of Mauritius.

In nature reserves, endemic animals are protected and looked after.
The Mauritian Wildlife Foundation is an organisation that helps the Government to
preserve our wildlife.

Scientists visit the animals in their natural habitat. Sometimes scientists breed rare birds
in closed places and then release them in forests when they are grown up.

85
Activity

6 EXOTIC ANIMALS

An exotic animal is an animal which has been brought to Mauritius or Rodrigues from
another country.

Observe Figure 6 and name the exotic animals.

Figure 6 - Some exotic animals

Some exotic animals are found in animal parks.

(i) Write the names of these animals. (ii) Name two animal parks in which these

..................................................................................................
exotic animals are kept.

.................................................................................................. ............................................................................................................

86
UNIT 4: ANIMALS

Activity

7 CARING FOR AND PROTECTING

‘EXOTIC’ ANIMALS (PETS)

Exotic animals may live in forests, in parks or with us. Some exotic animals that live with us
are called pets. We must love and care for our pets if not they will die.

(a) Observe Figure 7 and discuss how the different pets are cared for.

Drying dog after bath Feeding fish Taking parrot for a stroll

Figure 7 - Caring for pets

(b) Discuss with your friends about the animals they keep as pets.

(i) Which animal do you like to keep as a pet? Why?

(ii) Write 2 sentences about how you care for your pet.

87
(c) Different pets have different shelters.
Match each animal to its shelter

dog

fish

bird

At times pet shows are organised.

Figure 8

88
UNIT 4: ANIMALS

At these shows, different animals are exhibited for people to appreciate.

Prizes are given to the best looking and well-cared animals.

Some tips to keep your pets healthy and happy:

• You must always be kind to your pets and never hurt them or hit them.

• You must always give them proper food and clean water.

• You must give them regular baths.

• You must keep them in a safe and clean place.

• You must take them to a vet when they are sick.

At the Mauritius Society for Animal Welfare (MSAW), found

in Rose-Hill, veterinary surgeons (vets) carry out activities
related to animal welfare, such as looking after sick animals.

Figure 9

Find out
What is the most popular pet kept by Mauritians?

89
End of unit questions

1. Match Part A with Part B to show how animals move.

A B
Fish walk

Dogs Swim

Kangaroos fly

Birds hop

Earthworms crawl

2. Complete the sentences using the words from the list given.

kangaroo tail wings fins tail-feathers

(a) The bird uses its ...................................................... and ...................................................... to fly.

(b) The fish has ...................................................... and a ...................................................... to help it move.

(c) A ...................................................... uses its back/hind legs to hop.

3. Name 2 endemic animals in Mauritius and Rodrigues.

a. ..................................................................................................

b. ..................................................................................................

4. Give two reasons why an animal moves from one place to another.

a. ........................................................................................................................................................................................................................

b. ........................................................................................................................................................................................................................

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UNIT 4: ANIMALS

5. Name three exotic animals found in Mauritius and Rodrigues.

a. ..................................................................................................

b. ..................................................................................................

c. ..................................................................................................

6. Draw and colour your favorite pet.

Write the name of your pet in the box below.

91
Grade 4 - Science - Teacher’s Notes

General guidelines to teachers before starting any lesson.

The topics in Science cannot be taught to pupils within the four walls of the classroom. It is imperative
that pupils be taken outside the class to observe and explore items and phenomena. For all activities, the
teacher should plan and organize so as to provide opportunities to get pupils fully involved in the learning
activities. Advanced preparation is of utmost importance. Enhance pupils’ participation by asking them to
collect different types of items relevant to activities spelt out in pupil’s workbook, e.g., leaves, drawings,
cuttings, etc. Classroom should be arranged in groups to promote cooperative learning. In each group,
teacher must include pupils of different abilities/ levels. Groups may consist of 5 to 6 pupils. Teacher must
instruct pupils of norms and discipline in groups e.g., assigning a group leader, participation of all pupils,
waiting for turn, respecting each other’s views and opinions.

Differentiated tasks should also be included so as to get the participation of maximum pupils and to
motivate pupils who are slow by boosting their self-confidence. Field work and visits should be organized/
carried out whenever necessary so that pupils observe, experiment and ask questions. Think of including
gardens and nature parks when organizing educational outings. But this should be done after the immediate
environment of the pupils has been explored, i.e., the school environment and the home environment.
Such visits must be properly planned with objectives well defined and explained to pupils so as to give
them maximum opportunities to learn.

Help pupils to learn by finding out on their own and hence develop a habit of self-learning/Inquiry. Use
varied teaching strategies appropriate to the age, ability and attainment level of the pupils to facilitate
their understanding, thus getting them interested and develop their scientific skills.
For example, bring them to:

• Observe plants/parts of plants

• Compare according to shape, colour, size and texture
• Classify plants/parts of plants
• Discuss differences and similarities in plants/parts of plants
• Infer and draw conclusions
• Draw, colour and label
• Carry out small projects in groups

As far as possible, minimize language problems but make sure pupils learn the proper scientific vocabulary
e.g., germination, odourless etc. Make use of the internet to search for additional resources. While teaching
and making pupils carry out experiment, it is imperative that pupils acquire values and proper attitudes
towards the environment, such as, caring for plants, watering plants, not picking flowers/not uprooting
when not necessary, not uprooting small plants without any reason. While visiting nature parks most
specially where there are species of rare plants, pupils should not tread on small plants or pick flowers,
seeds or fruits.

Pupils should be trained to observe and take note in their diaries. They can even use annotated diagrams
to take note. They are encouraged to ask questions.

There should always be a debriefing session after field visits that would consolidate the learning of the
concepts that pupils have been exposed to.
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UNIT 1: LIVING THINGS

Learning outcomes
At the end of this unit, pupils should be able to:
• State characteristics of living things (feeding, growing, moving and reproducing).
• Investigate living things in the environment and communicate findings.
• Compare and classify living things.
• Infer the difference between plants and animals.

Introduction
It is a fact that that the growing child soon realizes that he is surrounded with a lot of living things and
non‑living things. This very basis of the understanding will build upon the knowledge, in later grades, about
their interrelationship and how one depends on the other to be able to exist. The child will now learn about
some characteristics of living things. This will enable him/her to differentiate between living and non-living
things. This knowledge will open up onto later chapters /units on plants, animals and human beings.

Careful preparation by educators and prelude to the introduction to this unit, will help the learners to grasp
the important concepts introduced therein.
The educator should make use of the 5 ‘W’s and one ‘H’ (what, why, when, where, who and how) to stir in
the child’s imagination, the reasons of the existence of things around him/her.

Pupils learnt at Grade 3 level that things which are alive are called living things.
Non-living things are things that do not exhibit the characteristic of life. Pupils also learn that feeding
and growing are some of the characteristics of living things. The need to love and care for pets was also
highlighted. In this book, pupils will learn additional concepts to have a broader understanding of living
things.

Notes for teachers: Pages 2 & 3 in pupil’s book

The teacher must give pupils some time to observe Figure 1 carefully. They will then discuss in groups and
then complete Tables 1 and 2 on page 3 in the pupil’s book.

Answers for Tables 1 and 2:

Table 1 - Living and non-living things

Living things Non-living things

tree bottle

girl bicycle

bird airplane

water lily bin

fish basket

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UNIT 1: LIVING THINGS

Table 2 - Plants and Animals/Human beings

Plants Animals/Human beings

flame tree fish

pawpaw tree bird

water lily giraffe

grass woman

The teacher clarifies any misconceptions among pupils and concludes this recap activity.

Activity 1: Recognizing that living things reproduce

Aim: To introduce reproduction as a characteristic of living things.

Reproduction is the basis of survival of species found on earth. In this activity, pupils will learn that
reproduction is an important characteristic of living things. Reproduction, in different living things, takes
place in different ways and this ensures continuation of the species.
Pupils will carefully observe Figure 2 on page 4, then discuss in groups to finally complete Table 3.

Table 3 - How human beings, animals and plants produce their young ones

A (living thing) B (how it reproduces)

Mango plant by producing seeds

Cow by giving birth to young ones

Hen by laying eggs

Human beings by giving birth to young ones

Teacher may also ask additional questions to ensure the understanding of the concept.

Activity 2: Recognising living things (human beings/animals) move from one place to another

Aim: To help learners understand why human beings and animals move.

Movement is an important characteristic of living things. It is important for learners to understand why
most living things move from one place to another as illustrated in Figure 3. This activity deals essentially
with the need for animals and human beings to move to get food, which is important for their survival.

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UNIT 1: LIVING THINGS

Answers to the questions on page 7 of the pupils’ book.

(a)
1. The monkeys are going towards the bunch of bananas which they will eat.
2. The rat is running towards the piece of cheese in order to eat it.
3. The people are going to the market to buy food (vegetables and fruits).
4. The giraffes are going towards the tree to eat the leaves.

(b) The human beings and animals shown are all moving in search of food.

Answer to the ‘Find out’ question on page 7

They would not be able to get their food and they would not survive.

Group Discussion on page 8

Two other reasons why animals move are:
(i) To run away (or escape) from threat/danger (e.g., forest fire)
(ii) To find shelter because of changing weather (rain/ storm/ cyclone/ strong winds), at night.

Activity 3: Finding out whether plants move.

Aim: To help learners understand that the whole plant does not move but only its parts can move
(slowly).

Plants usually do not move from one place to another by themselves, unlike animals and human beings.
However, some parts of plants move (e.g., the shoot with leaves bend towards light (unidirectional light)).
Plants need sunlight to produce their food.

Materials needed:
• Two small potted plants labelled A and B. Normally tender bean plants would be the best choice.
They should look similar to be able to compare easily if there is any change in the experiment.
• A carton box with a small hole so that plant B can fit inside without bending or touching the ceiling.

Notes to teachers:
• It is important for pupils to carefully observe and draw the two plants.
• Under the supervision of teacher, pupils will carefully follow the procedure of the activity.
• After one week, pupils will again observe and draw the two plants as they appear.
• Pupils will then be allowed to compare their plants/ drawings and write down any difference that has
taken place between plants A and B after one week.
• Teacher must guide pupils to observe the following:
- Whether the plants are growing straight or are bending?

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UNIT 1: LIVING THINGS

- If the plants are bending, in which direction they are bending? Is it in relation to the hole in the
carton box?
- Then relate the movement of part of the plant to the direction from which light is coming.

Table 4 - Comparing plants A and B

Potted plant Start of experiment End of experiment

Plant A Plant is growing straight Plant is growing straight

Plant is growing straight Plant has bent towards the hole from
Plant B
which light was entering the box

It should be stressed that the whole plant did not move but part of the stem bent towards the hole through
which light was entering the box. Part of the plant therefore moves towards light.
In the same way reference is made to the fact that even roots, petals of flowers, tendrils and so on move,
but these movements are very slow.

Activity 4: Comparing plants and animals

Aim: To enable learners to differentiate between plants and animals (in terms of characteristics).
In this activity pupils learn about common characteristics of animals and plants, such as, feeding, growth,
movement and reproduction. The teacher first explains the term characteristic to pupils and then allow
them to discuss in groups to complete the sentences on page 12 in pupil’s book.
During the group discussion, it is important for teacher to walk around and listen to the discussions and
then guide the pupils through simple feedback and questions. Through discussions, teacher highlights
that both plants and animals are living things. They have some common characteristics, e.g., feeding,
growth and reproduction.

Answers for Activity 4:

1. Both plants and animals can feed
2. Both plants and animals can grow
3. Both plants and animals can reproduce

There are also some differences between plants and animals. Pupils will learn about these differences in
higher classes. In the ‘Did-you-know’ section, reference is made to animals such as corals and sponges
found in the sea. These animals do not move from one place to another. They receive their food where they
are, so they can survive being in one place.

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UNIT 1: LIVING THINGS

Answers to End-of-unit questions - Pages 14 to 17 in pupil’s book

Item Living Thing Non-living Thing

1 Table
2 Cow
3 Stone
4 Mirror
5 Ant
6 Tree
7 Whale
8 Book
9 Car
10 Earthworm

Question 2
(i) giving birth to its young ones
(ii) producing seeds
(iii) laying eggs
(iv) to produce young ones similar to their kind
(v) search for food (or to escape from dangers/attacks/threats or to look for shelter)

Question 3

Column A Column B

Tomato Plants Give birth

Ducks Produce seeds

Sheep Lay Eggs

Crocodiles Produce Seeds

Pumpkin plants Lay Eggs

Cats Give birth

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UNIT 1: LIVING THINGS

Question 4
To look for food
To escape from dangers (e.g., fire) or to look for shelter

Question 5
Part of the plant (shoot) will bend towards the window where light is entering.

Question 6

Plants Animals

One characteristic
Feed/Grow/Reproduce Feed/Grow/Reproduce
similar to both

One characteristic Plants cannot move Animals can move

different for both from one place to another from one place to another

Question 7
a. Living things grow.
b. Living things reproduce.
c. Living things need food
d. Living things move.

Answer to ‘Find out’ on page 17

Two other characteristics of living things are:
1. sensitivity (responding to changes in their environment) (e.g., immediately moving hands away from
hot object; on touching, immediate closing of leaves of sensitive plant (e.g. Mimosa Pudica, commonly
known as ‘touch-me-not’)
2. excretion (getting rid of wastes)

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UNIT 2: AIR

Introduction
Air is a mixture of different gases. It contains oxygen which is essential for life. Most animals and plants
need a continuous supply of oxygen, otherwise they can die. Oxygen is also important to burn things.

At Grade 4 level, the teacher will not introduce the term “Oxygen”. Pupils will learn about it at a later stage.
Only the term “air” will be used.

In this unit, pupils will learn about the properties and importance of air.

Learning outcomes
At the end of this unit, pupils should be able to:

• Recall that air is present everywhere.

• State that air is colourless, odourless and tasteless.
• Demonstrate an understanding of the importance of air.
• Investigate that air is important for living things.
• Infer the importance of air for plants and animals.
• Infer from experiment that air is important for burning.

Activity 1: Investigating the presence of air

Aim: To enable pupils to investigate the presence of air in empty containers, in soil and in water

Notes to teachers:
• Activity 1 is an introductory activity, which will help pupils recall what they have learnt about ‘Air’
at Grade 3 level. Pupils will recall that air is present everywhere, in ‘empty’ containers, in soil and also
in water. At the same time, it will establish continuity between Grade 3 and Grade 4.
• Teacher can start the activity by taking pupils in the school yard. Pupils can be guided to feel the
presence of breeze or ‘moving air’ on their skin. They can also be guided to observe light objects being
carried away by wind.
• Back in class, pupils discuss with their friends and with the teacher to answer questions (i) & (ii) on page
20 in the pupil’s book.
• Pupils will then observe Figures 1 to 3 and then discuss in groups to answer the questions given on
pages 21 and 22. However, it is strongly advised for teacher to carry out the three activities and allow
pupils to observe what happens before answering the questions.

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UNIT 2: AIR

Answers to questions on pages 20 to 21:

1. Air is present all around us
(i) This moving air is called wind or breeze.
(ii) Our skin helps us feel the presence of moving air.

2. Air is present in ‘empty containers’

(a) In a water basin
(b) I can see air bubbles rising from the can and the bottle.
(c) Teacher must ensure that Figure 1 is properly labelled by the pupils.
Pupils conclude that:
(i) The empty can contains air.
(ii) The empty bottle contains air.

Teacher highlights that all ‘empty’ containers contain air. In fact, they are not empty. The air comes out as
air bubbles when empty containers are placed in water. (Note: the containers must be placed in the proper
orientation as shown in the diagram).

3. Air is present in the soil

Teacher can follow the procedure below and allow pupils to observe.
• Take a dry lump of soil.
• Place it gently in a transparent jar half filled with water.
• Teacher initiates a discussion so as to bring pupils to realize that the air bubbles come from the lump
of soil.
• Teacher can also ask pupils to give a labelled drawing to show their observations.
• Through the discussion, pupils conclude that air is present in the soil.
• Pupils work in groups to answer the questions given for Figure 2 on page 21 in pupil’s book.
(a) The lump of soil is kept in a jar (or in a jar containing water).
(b) I can see air bubbles rising from the lump of soil.
(c) Teacher must ensure that Figure 2 is properly labelled by the pupils.
Pupils write as a conclusion that ‘air is present in soil’.

4. Air is present in water

Teacher can carry out the following simple activity and allow pupils to observe.
• Fill a plastic or glass bottle with water and close it with its cap.
• Allow pupils to observe the bottle of water.
• The bottle is then placed on the window sill, preferably where it is sunny.
• From time to time, allow pupils to observe and see if there is any change in the bottle.
• Teacher can also ask pupils to give a labelled drawing to show their observations.

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UNIT 2: AIR

• Pupils will observe small air bubbles clinging to the inner wall of the bottle.
• Pupils discuss with their friends and teacher to learn that the air comes from the water itself. Thus,
pupils will conclude that water contains air.

Pupils work in groups to answer the questions given for Figure 3 on page 22 in pupil’s book.
The answers to the questions asked are:
(a) I see air bubbles.
(b) Teacher must ensure that Figure 3 is properly drawn and labelled by the pupils.
(c) The air bubbles rise up.
(d) The bubbles contain air.
(e) The bubbles come from the water.
(f ) Air is present in water.

Activity 2: Investigating the properties of air

Aim: To introduce the properties of air to pupils

Notes to teachers:
• In this activity, pupils are expected to carry out a number of investigations to learn about the properties
of air.
• The observations made will help pupils to infer that air is colourless, odourless and tasteless.
• Teacher starts the activity by asking pupils the following question: What might happen if air had a colour,
had a taste and had an odour/smell? Pupils discuss in groups and share their answer with their peers.
• (a) Through discussions, teacher brings pupils to conclude the following:
If air had a colour, had a taste and had a smell, we would not have been able to:
- distinguish among different colours and to find our way.
- appreciate the taste of food.
- distinguish among different smells (e.g., perfume).

• Pupils will then observe Figure 4 and answer the questions given on page 24 in pupil’s book.
(b) Smell of flowers; smell of perfumes.
(c) Smell of garbage; smell of dead animals.
(d) We would not be able to distinguish between pleasant smells and unpleasant smells.

• Pupils will then observe Figure 5 and answer the questions given on page 25 in pupils’ book.
(a) Pure air has no taste.
(b) It is called tasteless.
(c) We would always have the same taste. We would not be able to easily distinguish among different
tastes.

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UNIT 2: AIR

After completing Activity 2, teacher recapitulates the 3 properties of pure air as follows:
• pure air is colourless.
• pure air is odourless.
• pure air is tasteless.

Activity 3: The importance of air for living things

Aim: This activity aims at developing learners’ understanding of the importance of air for living things.

Notes to teachers:
A Human beings need air
• In Grade 3, pupils learnt that air is important for breathing. The teacher helps pupils to recall that
human beings breathe air all the time.
Teacher can help pupils to become conscious of the movement of the chest when we are breathing.
• Pupils discuss in groups to answer questions (a) and (b) on page 26 in pupil’s book.
(a) Place the back of the hand near the nose. You will feel air coming out of the nose.
(b) We may suffocate and die.

B Animals need air

• Teacher gives pupils adequate time to carefully observe Figure 6 on page 27 in pupil’s book.
• Pupils will complete Table 1 on page 27, by referring to Figure 6.

Answers for Table 1 on page 27 in pupil’s book.

Worm - from the soil
Ant - from the soil/ from its surrounding
Octopus - from water
Fish - from water
Deer - from its surrounding
Bird - from its surrounding

• Teacher can bring pupils to state that:

- The animals need to breathe in air.
- They obtain air from their surroundings, depending on where they live.

Notes for page 28 in pupil’s book

• These questions asked consolidate the understanding of the importance of air for animals.
• Pupils observe Figure 7 and try to find out what is wrong in it.
• Pupils will discuss with their friends and teacher to apply their prior knowledge.
• Teacher brings pupils to state that the animal may die as something is missing. Is it food or water?

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UNIT 2: AIR

No, these are provided. Teacher highlights that the box is completely closed, so the animal will not get
a fresh supply of air.

Answers to questions on page 28 in pupils’ book.

(a) A rabbit.
(b) I can see water and food (carrot and lettuce).
(c) It may die. (It does not get a continuous supply of air which is essential for life)
(d) He must pierce/make small holes in the box or on the cover of the box.
(e) Animals need a continuous supply of fresh air to stay alive.

C Plants need air

• Pupils have learnt in Grade 3 and also in Unit 1 of this book, that plants are living things.
• It is not easy to show at Grade 4 level, through an experiment, that plants need air.
• Since now they know that living things need air, teacher can bring pupils to deduce that plants also
need air to be able to live.
• Through discussions, the teacher highlights that plants take air from the environment. The air is
taken through small holes (pores) found in the leaves, as shown in Figure 8 on page 29 in pupil’s
book.

Answers to questions (a) and (b) on pages 29 and 30:

(a) The leaves.
(b) From its surrounding.
In the ‘Did you know’ section, reference is made to the fact that there are plants that live in water. These
plants get air that is dissolved in water.
The question asked in ‘Find out’ section enables learners to think about how divers can stay under water for
long time and how do they breathe. The answer is that divers carry air cylinders while diving for long time
in water.

Activity 4: Studying the need for air by non-living things

Aim: To provide an opportunity for pupils to learn that air is important for burning.

Notes to teachers:
• In this activity, we are going to consider the burning of fuel e.g. cooking gas in a gas stove and fuel
burning in the engine of a vehicle).
• Air is needed to burn fuel. Thus, it is important to ensure a continuous supply of air when we burn fuel
in both above examples.

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UNIT 2: AIR

Answers to the questions on page 31.

(i) From the surrounding
(ii) From the surrounding

Notes for pages 32 & 33 - Experiment to show that air is necessary for burning

Materials needed: 2 candles of the same size, a match box and a glass jar

Caution : This experiment should be carried out by the teacher to ensure safety of pupils. Keep pupils at a
safe distance where they can observe the experiment. Do not let pupils play with matches. Keep the match
box out of reach of pupils.

Procedure:
1. Light both candles.
2. Allow pupils to observe the burning candles. The flames should be of same size.
3. Carefully cover one candle with the jar.
4. Let pupils observe and discuss their observation.
5. Ask pupils why the flame of the covered candle goes off.

The covered candle extinguishes because it does not get a continuous supply of air.
Guide pupils to conclude that air is necessary for burning.

Pupils then observe Figure 10 and answer the questions.

Candle A: After some time, candle A continues to burn.
Candle B: When the jar is placed over candle B, the flame goes off (is extinguished/ stops burning)

Answer to questions on page 33:

(iv) The candle under the jar stops to burn as it does not receive a continuous supply of air.
(v) The experiment shows that air is necessary for burning.
• Teacher now covers candle A.
• Pupils watch what happens when the jar is lifted just when the flame is about to go off. It means
when the flame size decreases as compared to before.
• They discuss and write the answer to the question why does the candle not go off.
(vi) When the jar is removed, the flame becomes bigger. It is because the flame gets fresh air needed for
burning of the candle.

Answer to question set in ‘Find out’ on page 33:

This is a safety measure. We should encourage pupils to share it with their parents at home.
Windows must be kept open when cooking with a gas stove, so as to obtain a continuous supply of fresh
air for burning of the gas.

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UNIT 2: AIR

Answers to end of unit questions

1. (i) B (ii) C (iii) A (iv) C (v) A

2. Can in water matches with ‘Air is present in empty can’

Soil in water matches with ‘Air is present in soil’
Bottle of water matches with ‘Air is present in water’

3. (a) Box X is closed and Box Y is open (or Box X has limited supply of air while Box Y has continuous
supply of air)
(b) Box Y
(c) Because it gets a continuous supply of air as the box is open.

4. (a) The air comes from the surrounding.

(b) The flame will go off if candle is covered with a jar.
(c) Because the candle will not get a continuous supply of air.

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UNIT 3: PLANTS

Introduction
Plants constitute an important component of our natural environment. It is very important to teach pupils
about plants right from the earliest years of life. The aim is to bring pupils develop a sense of respect and
caring for our natural environment. We must provide opportunities for pupils to interact with the natural
environment and carry out investigations. Such kind of interactions play a critical role in shaping lifelong
attitudes, values and patterns of behaviour towards nature.

Plants are all around us

In Grade 3, pupils have learnt that we are surrounded by plants. Plants are found everywhere, in our garden,
by the side of roads, on the banks of rivers, in forests, high up the mountains, at the seashore, along rivers,
lakes, wetlands, in the sea and even in deserts. They have also learnt that plants grow almost everywhere
on the earth. There is a large variety of plants and often a great variety of each kind. Plants come in all
shapes and sizes. Just look at the difference between a huge tree with a thick trunk, branches and big roots
and a small water lily plant.

In this unit, pupils will learn more about plants.

Learning outcomes

At the end of this unit, pupils should be able to:

• deduce that there is a variety of plants in the environment
• list the different parts of a plant (root, stem, leaves, flower, fruits, seeds)
• state the functions of the flowers, fruits and the seeds
• state and list some uses of plants
• infer that plants are useful to people and animals
• differentiate between endemic and exotic plants
• list some endemic plants
• list measures taken to protect endemic plants

Activity 1: Observing plants

Aim: This activity aims at making pupils realize that there is a large variety of plants around them.

Notes to teachers:
• Teacher can start the activity by questioning about what they have learnt in Grade 3 about plants.
• Pupils will then observe Figure 1 on Page 40 in pupil’s book.
• They will then discuss in groups and identify some of the plants shown.
• Some plants shown in Figure 1 include pawpaw tree, banana tree, sugarcane plant, mango tree, rose,
hibiscus, grass and plants in water.

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UNIT 3: PLANTS

• Pupils then observe and discuss about the heights, size and shapes of plants; size, colour and shapes
of leaves and flowers.
• Teacher then allows pupils to write down their answers on page 41 of the pupil’s book.
Name of 6 plants: any 6 from pawpaw tree, banana tree, sugarcane plant, mango tree, rose, hibiscus,
grass, water hyacinth
Height of plants: Tall (pawpaw tree, banana tree, sugarcane plant, mango tree)
Short (rose, hibiscus, grass)
Size of plants: Big (mango),
Small (grass, rose, hibiscus, sugar cane, paw paw, water hyacinth)

Colour of flowers: red (arthurium, rose), yellow (bird of paradise flower), white (water hyacinth)
Colours of Fruits: mango (green and purple), paw paw (green, yellow); banana (green)

(Note: teacher guides the pupils to note that there are flowers and fruits of different shapes.
Pupils are not required to know and name the exact shapes of fruits and flowers)

Through discussion, teacher guides pupils to conclude there is a variety of plants in the environment.
Plants differ in size and height. They also differ in terms of the size, colour and shape of their leaves, fruits
and flowers.

Activity 2: Observing plants in the environment

Aim: To enable pupils to observe different plants in their environment and compare them in terms of size,
height, shape and colour.

Notes to teachers:
• For this activity, teacher should take pupils outside the classroom so that they look around them and
try to identify and name the plants they see.
• Please note that the plants need not necessarily be within the school compound; pupils can see a
coconut palm or sugarcane fields which are found at a distance.
• Pupils may also write down the names of plants/ flowering plants they have at home or which they
come across when coming to school.
• It is important for teachers to bring pupils to realize that plants around them are of different heights,
sizes, shapes and colours. Their leaves, flowers and fruits are also different in size, shape and colour.
• Pupils discuss in groups and with the teacher to complete parts 1 and 2 of page 42 and 3 of page 43 in
pupil’s book.
• Pupils will write different answers. Teacher may guide them to write down their answers.
• Page 43 – Part 4: Pupils can draw leaves of different shapes such as banana leaves, pawpaw leaves, palm
leaves or smaller ones like mango leaves, Moringa leaves (commonly known as “brède mooroong”),
guava or rose plants’ leaves.

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UNIT 3: PLANTS

• Teacher brings pupils to realize that most plants have green leaves but the leaves of some plants may
be red, brown, yellow, purple, orange or pink. (Some leaves have both green and non-green parts and are
known as variegated leaves).
• Page 44 – Part 5: This part aims at consolidating the idea that plants are of different shapes.
• For both Parts 4 & 5, teacher must ensure that pupils are able to draw the leaves and plants correctly
and to colour the leaves. These are important skills to develop among children.

Activity 3: Identifying the main parts of a plant

Aim: To help pupils identify and name the main parts of a plant (the root, the stem, the leaf, the flower, the
fruit and the seed).

Notes for teachers:

Advanced preparation

You will need:

(i) Small uprooted flowering plants, e.g., “balsamine”, “brède martin” or bean plants with the main parts,
that is, the roots, stem, leaves, flowers, fruits and seeds.
(ii) Sheets of Bristol or kitchen paper or A3 size paper.

• For this activity, it is advisable to arrange pupils in groups of four or five depending on the number of
pupils in the class.
• Each group will have a plant on the desk.
• Teacher asks pupils to observe the plant.
• Teacher asks pupils questions such as:
(i) Which part of the plant is usually found in the soil? Pupils will show this part.
(ii) How is that part called? Introduce the word “root”. Show them the root of the plant.
(iii) Which parts of the plant are found above the soil? Introduce the terms “stem”, “leaves”, “flowers”
and “fruits”. Show pupils these parts when introducing the terms.
• Teacher asks pupils to identify the leaves.
• Teacher discusses the shape, colour and size of the leaves in each type of plants.
• Teacher asks pupils similar questions about the flowers and fruits.
• Teacher discusses the shape, colour and size of the flowers and fruits in each type of plants.
• Teacher asks pupils to open the fruits from their respective plants and allows them to observe the
seeds inside the fruits. Teacher highlights that the fruits contain seeds.
• Teacher encourages pupils to compare the size, colour and shape of the seeds. Pupils may also count
the number of seeds in the different fruits, if it is possible.
(In “balsamine” and bean fruits, there will be few seeds but in “brède martin” fruit there can be many tiny seeds).

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UNIT 3: PLANTS

After completing the activity, teacher guides pupils to conclude that a plant is made up of different
parts - root, stem, leaves, flowers and fruits. The root is found in the soil, while the stem is found above
soil. The leaves, fruits and flowers are also found above the soil.

Group work – page 46

• Pupils will work in groups to draw the plant they have observed on the Bristol or kitchen paper.
• They will colour and label the different parts of the plant they have drawn.
• They will also write the name of the plant drawn.
• The pupils will display their work (posters) in the classroom and will compare them with those drawn
by other groups.
• A poster exhibition may be arranged for learners to participate and ask additional questions.

Page 47
Pupils write down the name of each plant part in the correct box in Figure 2.

leaf
flower

fruit

stem

root
seed

Figure 2

Activity 4: Functions of the flower, fruit and seeds

Aim: To help pupils infer that the flower, fruit and seeds have specific functions.

Note to teachers:
• Pupils have learnt that there are different types of plants and that each plant is made up of various
parts.
• A typical plant is made up of two parts:
(i) The root system
(ii) The shoot system

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UNIT 3: PLANTS

• The root system is that part of the plant which is usually found under the ground.
• The shoot system is that part of the plant which is above the ground. It consists of the stem, leaves,
flowers, fruits and seeds.
• In this activity, pupils will learn about the functions of the flower, fruit and seeds.

Functions of the flower:

The function of the flower is to produce fruit and seeds. It also attracts certain insects.

Functions of the fruit

After pollination, the flower dies and leaves behind a fruit which contains the seed/s.

Function of the seeds

Seeds germinate to produce new plants. Pupils will learn more about germination in Grade 5.

Activity 5: Studying how plants are useful to people, animals and the environment

Aim: To develop an awareness of the importance of plants to people, animals and to the environment.

Notes for teachers:

• For this activity, pupils will carefully observe Figure 6 (Page 50 – pupil’s book).
• Teacher will then carry out whole class discussion and ask pupils to list as many different uses of plants
they can identify in figure 6.
• Pupils can then discuss in group to write down the answers on page 51.
• Plants are useful in terms of food (vegetables, fruits, spices), medicine (aloe vera), wood (furniture/
flooring), paper making and beautifying the environment.

How plants are useful to people?

We eat different parts of plants:
Fruits: apples, beans, tomatoes
Flowers: cauliflower, broccoli
Leaves: cabbage, lettuce, green leafy vegetables commonly known as “brèdes”
Stem: celery, asparagus, potato, ginger, stem of green leafy vegetables
Seeds: cereals, grains/ pulses
Roots: carrot, radish, beetroot.

In some plants we eat several parts, e.g., we eat the leaves, stem, flower and fruit of the pumpkin plant.

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UNIT 3: PLANTS

How plants are useful to animals?

• Plants provide shelter to animals
• Plants provide food to animals

How plants beautify our environment?

• Plants can be trimmed into different shapes to look beautiful
• Plants provide different coloured flowers which look beautiful
• Plants attract other insects or birds which further beautify our environment

1. Plants provide us with vegetables and fruits.

Some vegetables are: ladyfinger, carrot, cabbage, broccoli, pumpkin.
Some vegetables can be eaten raw but some must be cooked. Aubergines need to be cooked but
cucumber is eaten raw; some vegetables are eaten both raw and cooked, e.g., the carrot or the cabbage.

Some fruits are: Bananas, mangoes, pawpaws (papayas), guavas and citrus fruits

Page 52 (Pupils’ book)

• Pupils discuss in group to complete Table 3.
• Teacher ensures that pupils tick correctly the part(s) which are eaten.
• The answers will depend on the vegetable which the pupils have listed.

Some examples are:

• Cauliflower – flower, leaves
• Lady’s finger – fruit
• Chou chou – leaves, fruit

2. Plants provide us with cereals. (Page 52-53 in pupil’s book).

Cereals are grasses grown for their seeds or grains. For years people have been eating wild seeds and
chewing the roots of plants. We eat grasses every day. Wheat, oat, millet, rye, barley and maize are all
grasses that we call cereals. Some grains, such as wheat, are turned into flour to make bread and ‘chapattis’
whereas others, such as corn or maize, wheat, rice, oats and millet are used in breakfast cereals.

Answers to page 53 (in pupils’ book)

1. Pupils discuss with their friends and teacher and write their answers. An example could be:
Breakfast: Corn - as corn flakes
Lunch: Rice
Dinner: Wheat – as farata

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UNIT 3: PLANTS

2. (i) Rice is ground to make ground rice.

(ii) Corn/maize is ground to make corn flour.

3. Popcorn is made from a type of corn.

4. Oat, millet or any other relevant answers (e.g., rye and barley)

3. Plants add taste to food (Page 54)

People use plants called herbs to add flavour to food. Sometimes the herbs are used fresh or they can
sometimes be dried. Coriander, bay leaf, basil, thyme, mint, rosemary, parsley and curry leaves are some
herbs that are commonly used to add flavour to food.

Some of these herbs such as mint, rosemary and bay leaves are also used to make herbal tea.

The herbs shown in Figure 10 (pupils’ book) are parsley, mint, coriander and thyme.
Herbs such as thyme, bay leaf, parsley, basil, rosemary and curry leaves are used both fresh and dried.

Teacher encourages pupils to discuss with their parents at home to complete parts (b) & (c) (Page 54 –
pupil’s book). Then teacher ensures that pupils have written correct answers.

4. Plants provide us with spices (Page 55)

Spices also add flavour/ taste to food. Some spices such as chili are very hot. Others, such as vanilla, are mild
and sweet. Some very commonly used spices include:
Garlic, ginger, saffron, turmeric, mustard, cardamom, cinnamon, cumin, black pepper, Cloves, coriander, onion,
chili, star anise and fenugreek.

We use different parts of plants as spices; fruit such as pepper, bark such as cinnamon; flower such as cloves
and seed such as mustard.

5. Plants provide us with pulses (Page 56)

The seeds of some plants are used as pulses. Pulses are very good for health. Vegetarians usually eat pulses
almost every day because pulses are important sources of proteins. Some pulses shown in Figure 12 are
black lentils, red lentils, green lentils, kidney beans, lima beans, chick peas, mung beans, green split peas, yellow
split peas, black gram beans, soya beans, white beans, among others.

6. Plants provide different types of oils (Page 57)

The fruits and seeds of certain plants, such as, the sunflower, olive, palm, almond, peanut, coconut, mustard,
soya, rapeseed, and sesame provide vegetable oils. Vegetable oils contain some of the vitamins we need.

Uses of oils:
We use oil for cooking, in salad and for other purposes such as to treat hair and for body massage. Oil is also

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UNIT 3: PLANTS

used to un-stick zippers and locks, clean pearls, and to light lamps. Too much oil in our food is harmful for
our health. Oils accumulate in our body and may make us become obese. Bad cholesterol can cause serious
health problems.

7. Drinks are obtained from plants (Pages 58 and 59)

Different parts of plants are used to make drinks. Tea is made from the leaves of the tea plant. Coffee is
made from the seeds of the coffee plant and chocolate is made from the seeds of the cacao pods.
Many different types of herbal tea is made from plants; some examples are lemon grass, jasmine, camomille,
basil mint, raspberry, lavender, rosemary among others. Leaves and flowers are used to make herbal tea.

8. Juice from plants (Page 60)

Juice is extracted from different parts of plants, such as roots (e.g., carrots), fruits (e.g., guavas) leaves
(e.g., spinach) and stems (e.g., celery).
Some examples of fruits to make juice include: oranges, apples, grapes and pineapples
Many vegetables, such as carrot, beetroot, spinach, celery, tomatoes and bitter gourd are also crushed
to extract juice.
Herbs such as parsley and mint and sometimes spice such as ginger are added to give flavour to vegetable
juice.

9. Medicine from plants (Page 61)

There are many different types of plants that are used in the preparation of various types of medicine and
other health products. Ginger, garlic, lemon, Aloe vera, bay leaves, ‘ayapana’, lemon grass (‘citronnelle’),
are all used as medicine.

Below is a list of medicinal plants and for which cure they are used.

Medicinal plant Part used To cure

Basil leaf head ache, indigestion, stomach ache and cough
Thyme whole plant facilitate digestion, cough
Ayapana leaf gastric pain, nausea, colic
Water cress whole plant eczema, abscess, conjunctivitis
Bois de ronde stem, bark fever, renal stone
Camomille leaf, root fever, dysentry
Neem leaf, root boils, scabies, expel intestinal worms
Betel leaf breathing problems, cough, cold
Citronelle leaf, stem cough
Curry leaves leaf hypertension
Mint whole plant helps in digestion, stomach aches, cough, pimples
and acnes

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UNIT 3: PLANTS

10. Food and Shelter to animals

Plants provide food to animals (Page 62)

Different animals feed on different parts of plants e.g.:
• Cattle, goat and deer feed on leaves and stems of plants (Herbivores)
• Monkeys eat fruits (e.g., banana) and at times seeds of plants
• Birds eat fruits and seeds of plants
• Soil insects (ants, beetles), rabbits and tenrecs eat roots of plants
• Snails and caterpillars feed on tender leaves of plants
• Elephants feed on small branches

11. Plants provide shelter to animals (Page 63)

Many animals live in forests, on trees, in shrubs and in the grass. In Mauritius, forests are the natural habitat
for deer, wild pigs, hares, bats, monkeys and birds. Monkeys, squirrels, lizards and many other animals live
on trees. Snails, insects and caterpillars live on trees/on leaves of trees.

Pupils observe and make a list of animals/birds/insects finding shelter on the trees in their school compound
(or outside it). Teacher must guide the pupils in their activity and ask them to compare their findings.

12. Plants make our environment beautiful and give us shade (Page 64-65)
Plants bring natural beauty to our environment. All over the world, people use flowers for decorations.
Most people wherever they live, like to have flowers or green plants around them. People grow flowers in
pots, in gardens or window boxes. This is because flowers are pretty and help to beautify the environment.
We all enjoy visiting parks and gardens where there are large varieties of plants: flowering and non
-flowering. We enjoy walking in the shade of trees or sit under a leafy tree to enjoy its shade on hot and
sunny days.
Very often trees are grown along broad streets called boulevard where there are areas for trees, grasses or
flowers on the sides or at the centre.

After the discussions, pupils are asked to draw a garden. They will then write two sentences about the
garden.

Activity 6: Endemic plants

Aim: To help pupils identify some endemic plants of Mauritius and develop awareness of some measures
to protect our endemic flora.

Notes for teachers:

• This activity will help pupils realise that Mauritius has a rich endemic flora and that there is a need to

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UNIT 3: PLANTS

preserve it. It will also help pupils to differentiate between endemic and exotic plants, and those which are
pest plants.

Mauritius has one of the most interesting floras in the world due to its high density. The island has about
670 species of native plants of which 300 (45%) are endemic to the island.

Just like Mauritius, Rodrigues too was also once covered with thick and rich vegetation including a large
variety of endemic plants like ‘café marron’, ‘bois pipe’, feather palm and ‘bois dur’.

• Teacher can start the activity by explaining the meaning of the term ‘endemic’.
• He can ask: ‘What is an endemic plant?’

It is a plant that exists / existed in a particular area and nowhere else. Endemic plants of Mauritius existed
in Mauritius before the arrival of the first settlers. We need to make pupils realize that long ago, there were
no human being who lived in Mauritius. The whole country was covered with forests and endemic animals.
When the first settlers came here, Mauritius was covered with rich dense endemic vegetation. The clearing
of forests for various reasons has destroyed most of our natural/ native forests. Consequently, many of our
endemic plants have become extinct.

Some of the remaining endemic plants have become very rare and are in danger of extinction.
Below is a list of some of the endemic plants that are found in the remaining natural forests:
• Bois cabri, Bois Buis • Bois pintade,
• Bois cassant, • Café marron,
• Bois de chandelle, • Makak, Tambalacoque
• Bois clou, Bois D’olive • Palmiste boucle,
• Bois colophane, Bois Tambour • Bois puant,
• Bois d’ébène, (Ebony) • Bois pomme, Bois Balais
• Bois de fer, • Bois Goudron
• Bois de natte, • Trochetia (Our national flower),
• Bois de ronde, • Tatamaka petite feuille

Bois pipe, bois dur, café marron and feather palm are some rare plants of Rodrigues.

Teacher must help pupils to understand that people coming to settle in Mauritius brought along with
them plants and seeds from their different countries. They introduced many exotic plants. Exotic plants are
plants that were/ are introduced in Mauritius from other countries. Early settlers started growing different
types of exotic plants for food as well as for various other uses. Some of these exotic trees are very useful;
e.g., sugar cane, maize, tea, mango tree, beetroot, potato. etc. We use them every day for various purposes
e.g., as vegetables, fruits, for medicinal purposes, decorations and to prevent soil erosion, among many
other different uses.

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UNIT 3: PLANTS

Names of some other exotic trees are listed below:

Bois Noir, Teak, Araucaria, Mahogany, Badamier, Lilas, Tecoma, Eucalyptus, Pine, Filao, Acacia and Terminalia.

Invasion by exotic pest plants (page 68)

The invasion of our natural forests by some types of exotic plants such as goyave de chine, poivrier marron,
framboise marron and privet, is another reason for the decrease of endemic trees. The exotic trees are fast
growing. They produce large number of seeds which fall to the ground and germinate. The plants grow and
occupy a lot of space. Endemic trees are thus not able to grow properly. The seedlings of endemic plants
cannot compete with the exotic plants for space and sunlight. So they are outnumbered. So, because of the
introduction of invasive pest plants and animals competitors, a significant proportion of endemic plants
are either extinct or are in danger of extinction.

Why endemic plants have become rare? (page 70)

› Deforestation/ cutting down of trees
Over the past 400 years, Mauritius has known large scale forest clearing for agriculture and urban
development. The clearing of forests has caused degradation of our natural forests. Deforestation has
brought about the extinction of many of our endemic species. Much of the endemic trees have been
cut down during the colonial period for building ships and houses and for export. Thus, large areas
under natural forests have been cleared for agriculture, urbanization and industrialization.

As the population increased, land was needed to grow more crops, to produce more food, to build
settlements, roads, reservoirs, shopping malls and develop the industrial sector. Endemic trees were
felled carelessly and natural forests destroyed. Now only very little of our natural forest exists and few
endemic plants are left.

› Animals cause damage to endemic plants

• Animals such as monkeys nimble the tender shoots, leaves, fruits, and seeds. This hampers natural
propagation.
• Deer cause damage to young plants, they also eat the young shoots of regenerating plants and
their sprouts.
• Wild pigs though small in number damage seedling by walking over them or uprooting them when
they turn the soil in search of worms or other animals.

› Natural causes - Cyclones

Cyclones have also contributed to the extinction or decrease of our endemic species. During cyclones,
trees are uprooted, branches are broken, fruits and seeds are damaged. The seeds do not germinate
and the plants cannot reproduce.

› Fires
Accidental or criminal forests fires have also brought about the destruction of our endemic plants.

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UNIT 3: PLANTS

Saving our endemic/rare plants from extinction

The Government has taken several measures to protect these species.

› Laws have been passed to protect and preserve our nature reserves
• No one has the right to cut down trees from Nature Reserves
• Plucking flowers, fruits and seeds of endemic trees are not allowed
• Forests rangers help to prevent illegal cutting down of trees

› Nursery to save endemic species from extinction

• The seeds of endemic plants are collected by the Forestry Service and are sown in nurseries.
When the plants are big enough, they are planted in protected areas inside our natural forests

› International and local organizations

Many organizations, both Local and International are helping in the preservation of Wild Life in our
forests. Some of them are:
• The Government, through the Forestry Service and Ministry of Agro-Industry, is giving its full
support to save the endemic flora of Mauritius.
• The Mauritius Wildlife Foundation
• World Wildlife Fund
• The Gerald Durell Endemic wild life sanctuary
• The Jersey Wild Life Preservation Trust

› Sensitization
Primary school children are made aware of their natural environment and are invited to help in
protecting the endemic flora. Endemic plants are offered to schools where land is available and these
schools are encouraged to create endemic plants corners.

Trekking is organized during school vacations by The Ministry of Education in collaboration with the
Ministry of Youth and Sports so as to sensitize children (and the public in general) about the importance
of conserving our rich endemic flora.

What can we do to protect and conserve our natural forests/endemic plants? (page 70)
• We must not pollute our forests by throwing litter or by dumping waste
• We must not uproot endemic plants in our forests
• We must not pick /pluck flowers, seeds or fruits from the endemic species.
• We must never start/put fire in our endemic forests.
• We must not leave unwanted dogs, cats in our forests.
• We must not walk on young plants or on germinating seeds.
• We must always walk on the trail.
• We must eat only in permitted areas/spaces and dispose of our litter in dustbins or carry them back home.

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UNIT 3: PLANTS

Teacher should do follow up during and after educational visits/trips and make sure pupils adhere to
instructions and norms set to protect endemic plants.

Natural forests have been declared nature reserves. (Page 71)

Our Nature Reserves are:
• Le Petrin, Macchabee, Bel Ombre areas, The Black River Gorges National Park,
• Natural forests found on mountain tops, e.g., Le Pouce and Corps de Garde
• Coin de Mire, Ile aux aigrettes, Ile Ronde

Answers to end of unit questions

Question 1
(i) C - fruit (ii) B - roots (iii) C - banana (iv) D - seeds (v) C – flowers

Question 3
Suggested answers
1. aubergines or bringelles/ green banana, taro roots, taro leaves, other green leafy vegetables such as
brèdes chou chou, brèdes giraumon etc.
2. jackfruit, green pawpaw, breadfruit
3. cabbage, cauliflower, broccoli, tomato, beetroot, etc.

Question 4

Plant Roots Stem Leaf Fruit Seed Flower

Carrot

Maize

Pumpkin

Celery

Broccoli

Ginger

Question 5
• Rice and millet are used as cereals
• Oil is made from soya bean
• Wheat is crushed to make flour
• Lettuce and watercress are used as green salad
• Spices such as turmeric give colour to food
• Lemon grass (Citronelle) is a medicinal plant
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UNIT 3: PLANTS

Question 6
a. (i) The tree provides the birds with foods such as seeds and fruits.
(ii) The tree gives shelter to the bird.

b. The tree provides animals with sites from where they can hunt or capture their prey; they can hide from
any danger (predator); they can rest on trees; any other relevant answer

c. Fresh flowers in vases/ growing flowering plants and ferns in pots on window sills on terraces and in
gardens. Both indoor and outdoor decorations can be done using plants and flowers.

Question 7
(a) endemic (b) exotic

Question 8

Endemic plants Exotic plants

Trochetia Privet
Ebony Goyave de Chine
Café Marron of Rodrigues Framboise marron
Makak, Tambalacoque Litchi

Pupils must be asked to complete the table using examples other than given in the pictures

Question 9
(a) Any fruit trees like litchi, mango, lemon or coconut; trees like pine, filao, eucalyptus; any medicinal
plant such as citronelle, neem etc.

(b) Goyaves de chine plants grow very fast. They produce many seeds and multiply very quickly. They
occupy a lot of space thus preventing young endemic plants from germinating and growing.

(c) Because of deforestation, they lost their habitat. Invasion by exotic plants such as privet and framboise
marron. Damages caused by exotic animals such as monkeys, wild pigs, deer etc.

(d) All remaining endemic forests have been declared nature reserves. Endemic seeds are collected and
sown in nurseries. Undergrowth and overgrowth in natural forests are regularly cleared. Sensitization
campaign to create awareness is carried out whereby children are brought to understand the
importance of protecting and conserving the remaining endemic species.

(e) I must not pick flowers, fruits or seeds of endemic plants. I must not walk on germinating seeds or
young plants. I must not put/start fire in forests. Other relevant answers (e.g., I must not pollute natural
forests by throwing litter or as a dumping ground).
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UNIT 4: ANIMALS

Introduction
There are many different kinds of animals living on Earth. Different animals live in different places. Animals
are living things and they have the characteristics of life as below:
• they need food • they grow • they move • they reproduce.

Before starting Unit 4, it is important for teacher to ask pupils to collect pictures of animals, cut them from
magazines, newspapers, advertisements and brochures of animal’s parks. Pupils then bring the pictures
and they may make posters during the lessons. Examples of posters that can be made: animals in general,
endemic animals, pets and so on. Afterwards these can be displayed in their classrooms for viewing.

Learning outcomes:
At the end of unit 4, pupils should be able to:

• state the need for animals to move.

• state five ways in which animals move.
• list some body parts that help animals to move.
• give the meanings of endemic and exotic animals.
• list some endemic and exotic animals in Mauritius and Rodrigues.
• list some measures to protect endemic and exotic animals.
• state why endemic and exotic animals must be protected.

Activity 1: Animals are living things that can move

Aim: To help pupils recall why animals move

Notes to teachers:
• Teacher starts the activity with a discussion about why animals need to move from one place to another
(refer to Unit 1, Activity 2).
• Reasons why animals may need to move (apart from looking for food):
• escape from enemies and danger,
• find shelter during bad weather or climatic conditions,
• escape from natural catastrophes (fires, tsunamis, earthquakes),

Activity 2: How animals move

Aim: To develop an awareness of the different ways in which animals can move.

Notes to teachers:
• Different animals can move in different ways. Some animals can move in more than one way.
• For this activity, pupils will carefully observe Figure 2 (page 81 of the pupil’s book) and discuss in groups

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UNIT 4: ANIMALS

to identify the different ways in which animals can move.

• Pupils will write their answers on page 81.
• Different ways in which animals can move include: walk, run, hop, swim, crawl, creep and fly.
• Pupils will then discuss with their friends and teacher to complete Table 1 given on page 82 in pupils’
book. Pupils will also need to identify 3 other animals and give the way(s) in which each animal can move.

Table 1 (Page 82 in pupils’ book).

Name of animals Swim Walk Hop Fly Crawl

Frog

Lizard

Dog

Butterfly

Shark

Crocodile

Crab

Dolphin

(ii) Three animals may include: snakes creep, sparrows fly, cats walk

Activity 3: Finding out which body parts animals use to move.

Aim: This activity aims at helping pupils identify the body parts which animals use to move.

Notes for teachers:

• Animals use their body parts to move. Different animals use different body parts to move.
• Pupils will carefully observe Figure 3 (page 83 in pupils’ book). They may discuss in groups. Teacher
guides pupils to identify the body parts which different animals use to move.
• Land mammals use their legs to move about. They usually walk and run. Gazelles (antelopes) can also
hop. Kangaroos hop using their strong hind legs and their tail for balance. Monkeys use their hands to
walk, climb and suspend themselves. Some monkeys also use their tails.
• Birds use their wings to fly. The wings are made of feathers which are very light. Feathers form a sort of
tail, which helps birds to change direction. The humming bird can hover in place or fly backwards like a
helicopter, because it is very light (about 3 g) and beats its wings about 50 times a second. Large birds
having a large wingspan (length of wings from tip to tip), can glide or soar at high altitudes.
• Fish use their tail fin to move forward. They have fins (pectoral, caudal and anal fins) to change directions.
Pupils will not need to use these terms. Pupils will learn that fish use their fins to move. Sea turtles use
their flippers to swim.

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UNIT 4: ANIMALS

Answers to page 83 (pupils’ book)

Bird – wings, tail feathers
Fish – fins, tail
Monkey – legs
Kangaroo – legs

Activity 4: Learning about endemic animals

Aim: To help pupils identify some endemic animals of Mauritius and Rodrigues

Notes to teachers:
• For this activity, pupils will learn about some endemic animals found in Mauritius and Rodrigues.
• Some examples of endemic animals are given on page 84 (pupils’ book).
Endemic animals are unique to a specific place. The dodo (now extinct) was endemic to Mauritius and
•
lived only in Mauritius and nowhere else in the world.
• A list of endemic animals of Mauritius and Rodrigues is given below:
• Endemic birds:
(i) Mauritius Kestrel (Crecerelle) • Endemic reptiles
(ii) Pink Pigeon (Pigeon des Mares) 1. Day Gecko (Species Phelsuma)
(iii) Echo Parakeet (Mauritius Parakeet, Grosse Cateau Verte)
2. Night Gecko (Species Nactus)
(iv) Mauritius Fody (Cardinal de Maurice) 3. Round Island Boa
(v) Mauritius Olive White-eye (Oiseau Lunette Vert) 4. Telfair’s Skink
(vi) Mauritius Cuckoo-shrike (Oiseau Cuisinier) 5. Bojer’s Skink
(vii) Mauritius Bulbul (Merle, Blackbird) 6. Macchabée Skink
(viii) Mauritius Flycatcher (Coq de Bois) 7 Bouton Skink
(ix) Mauritius Grey White-eye (Oiseau Lunette Gris, pic-pic*)
(x) Rodrigues Warbler (Fauvette de Rodrigues) • Endemic mammal
(xi) Rodrigues Fody (Cardinal Jaune de Rodrigues) Rodrigues Fruit Bat

* The Mauritius Grey White-eye (Oiseau Lunette Gris, pic-pic) is endemic to Mauritius, but it is not in danger
of extinction, and is not on the protected animals’ list.

Activity 5: Protecting our endemic animals

Aim: To develop an awareness of the measures taken to protect our endemic animals.

Additional notes to teachers:

Many of our native forests have been destroyed because of cutting down of trees in forests (deforestation)
for building houses or roads, and for agriculture. Thus, endemic animals living in our native forests have
decreased in numbers because of destruction of their natural habitats. To prevent these endemic animals
from having the same fate as the dodo (that is to prevent these endemic animals from becoming extinct),
measures have been taken to protect them.
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UNIT 4: ANIMALS

Endemic animals in Mauritius and Rodrigues, especially birds, are being protected by measures set by
the Government. For instance, our remaining natural forests have been declared Nature Reserves, where
animals can reproduce to ensure survival of their species. In addition, the Mauritian Wildlife Organisation,
a Non-Government Organisation (NGO), also helps the Government in the preservation of our endemic
animals. Mauritian and foreign scientists breed and rear endangered birds in captivity and then release the
adult birds in their natural habitats.

Some Nature Reserves in Mauritius include:

Black River Gorges National Park, Ile aux Aigrettes and Round Island

Teachers are encouraged to bring pupils to visit Animal parks like:

• Casela Bird Park
• La Vanille Crocodile Park

Activity 6: Exotic animals

Aim: To help pupils identify some exotic animals

Additional notes to teachers:

1. Exotic animals are animals which have been brought to Mauritius or Rodrigues from other countries.
2. Many exotic animals have been brought to Mauritius from other countries since the settlement by the
Dutch. The first exotic animals to be brought were deer, pigs, and goats. Some animals were introduced
by mistake, for e.g. parrots, monkeys and rats.
3. Later, more animals were introduced. Examples are dogs, cats, cattle, sheep, hens, ducks, geese, turkeys,
helmeted guinea fowl (pintade), rabbits, crocodile, etc.
4. Other exotic animals have been introduced for leisure activities, such as, horses, lions, tigers, rhinos, etc.
5. It is important to note that dangerous and wild exotic animals are kept in animal parks, namely, Casela
Bird Park, La Vanille Nature Park, Reserve des Mascareignes, and Le Val Nature Park.

Activity 7: Caring for and protecting exotic animals (pets)

Aim: To develop awareness of the importance of caring for our pets.

(a) Pupils are asked to observe figure 7 and discuss how the different pets are cared for. For this activity,
it is important for teacher to ask pupils questions such as:
• Do you have pets at home? Which ones?
• Do you like your pets? Why?
• How do you care for your pets?

Pupils should be encouraged to talk and share their answers orally during the discussions.

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UNIT 4: ANIMALS

(b) Pupils can also discuss with their friends.

(i) Teacher must ensure that pupils are able to write correct sentences for the questions given on page 87
(pupil’s book). There may be different answers depending on which pets the pupils have at home.
(ii) Pupils write two sentences about how they care for their pet (Their ideas may be around the following:
• Laws have been passed for the protection of animals in Mauritius. It is illegal to be cruel to animals. Some of
our exotic animals are pets, they live with us, in our homes. Children love pets. They should learn to care about
their pets by treating them as a person, and giving them food, clean water, a safe place to sleep or rest.
• They must take care of their pet’s health and provide some of their pets, such as dogs, with physical exercises
to keep them happy and healthy.
• When the pets are ill, they must be taken to veterinarians for proper treatment. Children/pupils can
accompany their parents when visiting the veterinarian).

Additional information for teachers on pets

• When exotic pets are imported to Mauritius, they must be kept in quarantine for about one month,
to prevent introduction of any diseases, which may affect other pets and even us.
• Some exotic animals are banned from being imported.
• Some common pets in Mauritius include: dog, cat, rabbit, hamsters, guinea pigs, white mice, iguanas,
tortoises, turtles, fish and birds.
• Teachers should talk to pupils about the values associated with keeping pets: being responsible,
feeding properly, and giving love (human values).

(c) dog (kennel); fish (aquarium), bird (cage)

Answers to End-of-Unit questions

1. Fish - swim
Dogs - walk
Kangaroos - hop
Birds - fly
Earthworms - crawl
2. (a) wings, tail-feathers
(b) fins, tail
(c) kangaroo
3. a. Gecko (Mauritius)
b. Cardinal jaune (Rodrigues) or Other relevant answers
4. a. To look for food
b. To look for shelter or to escape from dangers/enemies/threats
5. a. dog
b. deer
c. iguana or other relevant answers

124

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Science: Grade 4

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Science: Grade 4

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Teacher’s Book | Part 1

Science - Grade 4 Part 1

Mauritius Institute of Education

Mauritius Institute of Education

THE SCIENCE PANEL

MAURITIUS INSTITUTE OF EDUCATION

Activities, illustrations and methodology

Did you know

What I have learnt

• General methodology to be used in the lessons

At the end of this unit, pupils should be able to

• State characteristics of living things

• Investigate living things in the environment and communicate findings

• Compare and classify living things

• Infer the difference between plants and animals

Figure 1 shows some living and some non-living things.

Figure 1 - Living and non-living things

Table 1 - Living and non-living things

Living things Non-living things

Table 2 - Plants and Animals/Human beings

Plants Animals/Human beings

All the items listed in Table 2 are living things.

Now we are going to learn about other characteristics of living things.

Figure 2 shows some living things and their young ones.

Figure 2 - Living things and their young ones.

Use the following to complete Table 3:

A (living thing) B (how it reproduces)

What I have learnt

Reproduction is another characteristic of living things.

2 (HUMAN BEINGS AND ANIMALS)

Figure 3 - Living things move from one place to another

1. Where are the monkeys going?

2. Why is the rat running?

3. Why are the people going to the market?

4. Where are the giraffes going?

(b) Complete the sentence.

of ........................................................................... . (food, moving)

• The monkeys are moving towards ripe bananas to eat.

Animals also move in order to:

Let us find out how parts of plants move towards sunlight.

Figure 4 - Potted plants A and B and a carton box

1. Observe the plants.

3. Water each plant with same amount of water.

4. Keep plant A in sunlight as before.

6. Leave the plants for one week.

8. Now draw the two plants in the space provided.

9. Compare your drawings and record your results in Table 4:

Potted plant Start of experiment End of experiment

Other examples of parts of plants moving are:

What I have learnt

Animals can move from one place to another.

1. Both plants and animals ...............................................................................................

2. Both plants and animals ...............................................................................................

3. Both plants and animals ...............................................................................................

4. Animals can move from one place to another.

move towards ...............................................................................................

What I have learnt

Reproduction takes place in different living things by:

Certain animals do not move from one place to another.

Answer the following questions.

1. Put a tick (√) in the appropriate column to indicate whether

Item Living Thing Non-living Thing

2. Fill in the blanks to complete the sentence.

(i) Reproduction takes place in goats by .........................................................

(ii) Reproduction takes place in litchi trees by ..................................................

(iii) Reproduction takes place in pigeons by .........................................................

(iv) The meaning of reproduction is to produce ....................................................

(v) Animals need to move from one place to another in order to

3. Reproduction takes place in living things in different ways.

Tomato Plants Give birth

Ducks Produce seeds

Sheep Lay Eggs

Crocodiles Produce Seeds

Pumpkin plants Lay Eggs

Cats Give birth

4. Why do animals move from one place to another?

1. Put a tick (√) in the appropriate column to indicate whether

3. Reproduction takes place in living things in different ways.