Strand : EARTH AND SPACE

Unit : WEATHER & CLIMATE

Chapter 13. Water on the Earth

Chapter Objectives
Students will be able to understand the
cycle of water between the atmosphere
and Earth as water changes its state.
Students will also be able to understand
how human activities pollute water and
how they can keep water clean from
pollution.

Topic Objectives
13.1 Water in Natural World
Students will be able to;
• Identify the different sources of water
around them.
• efine what e a oration is.
• efine what condensation is.
• Explain the process of water cycle
through evaporation, condensation and The picture at the chapter heading in the textbook shows a
woman diving and swimming in the ocean.
precipitation.

13.2 Water and Human

Students will be able to;
• Describe the ways that water is used by
humans.
• Identify water pollution and its causes.
• Identify the different ways in which
people can solve water pollution.

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Related Learning Contents
The learning contents in this chapter connect to the following chapters.
Prior knowledge for learning this chapter;
Grade 4
• ater co ers most of arth’s surface.
- Matter Change
• Water changes the states in relation to its
temperature such as ice, water and water
vapour.

Grade 3 Grade 4 Grade 5 Grade 6

- The Earth - Water on the Earth - Weather & Seasons - Formation and
- Three States of Change of Land
Matter

Teaching Overview
This chapter consists of 10 lessons, each lesson is a double period.
Content standard Textbook
Topic Lesson No. Lesson Title and Key Question
in syllabus page number

Sources of Water
1 159 - 160
Where does water come from?

Puddles is Gone!
2 161 - 162
Where has the puddle gone to?
13.1 Water in Water in Air
3 163 - 164
Natural World ow can we find water a our in air

Water Cycle
4 165 -166
Where does water on Earth go and come from?

5 Summary and Exercise 167 - 168

4.3.2
Importance of Water for Our Life
6 169 - 170
How do we use water in our daily lives?

Water Pollution
13.2 Water and 7 171 - 172
What makes water dirty?
Human
Keeping Water Clean
8 173 - 174
How can we solve the problems of water pollution?

9 Summary and Exercise 175 - 177

Chapter Test 10 Chapter Test 178 - 179

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 Unit Chapter : 13. Water on the Earth Total lesson No: 63 / 97
Weather and
Climate Topic : 13.1. Water in Natural World Textbook page: 159 - 160

Preparation
Lesson Title
Lesson • Other pictures showing sources of water
1 / 10 Sources of Water

Lesson Flow

1 Introduction (10 min.)

• Recall the Gr 3 lesson in the chapter ‘Observing
our Environment’ by asking the following
questions:
Q:How do people depend on non-living things?
• Encourage students to think about the sources of
1
water by asking:
Q:Where do you get water when you need it? 2
2 Introduce the key question
Where does water come from?
Activity 3
3 (20 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Refer students to their daily experiences on where
they find water for their use.
• Have students do the activity and ask them to
record their findings in the table.
• Give enough time to the students to explore ideas
4
through activity.
4 Discussion for findings (20 min.)
• Ask students to present the results of their activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
• Water is a valuable natural resource that is found in different forms in the environment. The main sources of water for
drinking, washing, agriculture and industry are surface water. Ground water and collected rainwater, all which are
dependent on rain and snow falling on the Earth’s surface. Water that comes naturally depends entirely on the role of
the Water Cycle.
Definitions of man-made sources of water
3 main types of natural Description
sources of water Dam- is a barrier that stops the flow of water.
Water wells- are excavations or structures created in
Rain water It is collected on the Earth in the form of
surface and groundwater. the ground by digging or drilling to access ground
water, underground.
Surface water Water on the surface of the Earth like
oceans, rivers, ponds and streams. Hand- pumps- Water lifting device used to withdraw
Underground water Life is possible on earth due to the
water from surface water sources.
existence of this type of water. For Water tap- Is water that is supplied to a tap.
example bore water.
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 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Identify the different sources of water around • List the different sources of water on earth.
them. • State examples of sources of water in nature and
• Classify sources of water into natural and man-made.
man-made. • Show eagerness to investigate the sources of water.

• Confirm findings with students.

• Based on their findings, ask these questions as
5 discussion points.
Q:Where do you find water? (Oceans, rivers,
streams, lakes, rain and underground, water
taps, water tanks, wells, water pumps and
dams)
• Explain the source of water and let students
classify the sources of water into two groups;
natural and man-made sources of water.
• Ask the following questions:
Q:Which sources of water are natural?
(Oceans, rivers, streams, lakes, rain, and
underground)
Q:Which sources of water are man-made?
(Water taps, water tanks, wells, water
pumps and dams)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: How can the source of water be classified?
Q: What are some examples of natural and man-
made sources of water?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Sources of Water” Q: Where do you find water? • The place where water is found on earth is
Oceans, rivers, streams, lakes, rain and called source of water.
Key question
underground, Water taps, water tanks, wells, • The sources of water can be classified into
Where does water come from?
water pumps and dams, etc. two: natural sources of water and man-
Activity
Classify the sources of water into natural made sources of water.
Finding water around us.
and man-made sources of water • Examples of natural sources of water are
Where can you find water? Natural source of Man-made rain, oceans, rivers etc.
Rain, ocean, rivers, dames, wells, ponds, water sources of water • Examples of man-made sources of water
lakes and water tanks Oceans, rivers, Water taps, water are dams, wells, water taps etc.
streams, lakes, tanks, wells, water
rain and pumps and dams
underground

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 Unit Chapter : 13. Water on the Earth Total lesson No: 64 / 97
Weather and
Climate Topic : 13.1. Water in Natural World Textbook page: 161 - 162

Preparation
Lesson Title
• Two glasses or plastic container, water
Lesson • Rubber bands and markers pen (any
2 / 10 Puddle is Gone! colour)
• Plastic wrap or plastic bag

Lesson Flow

1 Introduction (10 min.)

• Review previous lesson by asking:
Q:How can the source of water be classified? 1
Q:What are some examples of natural and
man-made sources of water?
• Provoke students to think about a puddle on the
ground by asking: 2
Q:Why does a puddle disappear after a while?
2 Introduce the key question 3
Where has the puddle of water gone to?
3 Activity (20 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Tell students to make a prediction by asking this
question.
Q:What will happen to the water in Glass A and
B after 5~6 hours?
• Write students predictions on the board.
• Have students do the activity and ask them to
record their findings in the table.
4 Discussion for findings (20 min.) 4
• Ask students to present the results of their activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
In the morning
• Separate this lesson into two parts;
First part should be done in the morning for introduction and activity.

• In the afternoon, the second part should be done for result, discussion
and summary.
Glass A Glass B
• This kind of the observations and recording that is expected to be done In the afternoon
by students in their exercise books.
• An explanation should be written below to describe what happens to
the water in Glass A and B.

Glass A Glass B

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 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define evaporation. • Explain the process of evaporation.
• Infer where a puddle of water has gone based • Relate the results of the activity to the disappearance of a
on the results of the activity. puddle.
• Describe how the puddle of water has gone • Investigate collaboratively with classmates.
to.

• Confirm findings with students. And ask students

to compare their prediction and results.
• Based on their findings, ask these question as
discussion points.
Q:What happened to the amount of water in
Glass A and B? (The amount of water in
Glass A decreased, but in Glass B did not
change.)
Q:Why does the amount of water in Glass A
decrease? (Water escapes into the air as
water vapour when the sun heated the
water.)
Q:Why are some droplets observed inside the
plastic wrap of Glass B? (When the water
vapour comes in contact with the wrap it
changes into water droplets.)
Q:Where has a puddle of water gone? (In the
air)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
5 summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is the meaning of evaporation?
Q: How does water evaporate?
Q: Why does a puddle of water disappear?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Q: Where has the puddle of water gone?

“Puddle is Gone!” Q: What happened to the amount of water Into the air
in Glass A and B? The amount of water in
Key question
Glass A decreased, but in Glass B didn’t Summary
Where has the puddle of water gone to?
change. • Water changes into water vapour when
Activity: Finding where water goes?
Q: Why does the amount of water in Glass A heat is added to water.
Draw water level Draw water level decrease? Water escaped into the air as • The process of changing water from liquid
before 5-6 hours after 5-6 hours water vapour when the sun heated the state to gaseous state is called
water evaporation.
Drawing Drawing Q: Why are some droplets observed inside
the plastic wrap of Glass B? When the water
vapour comes in contact with the wrap it
A B A B changes into water droplets)

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 Unit Chapter : 13. Water on the Earth Total lesson No: 65 / 97
Weather and
Climate Topic : 13.1. Water in Natural World Textbook page: 163 - 164

Preparation
Lesson Title
Lesson • Two glasses (or clear plastic containers),
3 / 10 Water in Air Ice cubes, water

Lesson Flow

1 Introduction (5 min.)
• Review previous lesson by asking:
Q:What is the meaning of evaporation? 1
Q:How does water evaporate?
• Arouse students to think about the existence of 2
water in air by asking:
Q:Water evaporates and turns into air, but is
3
that true?
2 Introduce the key question
How can we find water vapour in air?
3 Activity (25 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Tell students to make predictions by asking:
“What would happen to the surfaces of Glass A
and Glass B?”
• Write students predictions on the blackboard.
• Have students do the activity. Ask them to observe 4
and sketch the surfaces of the two glasses. Let
students to write their findings in their exercise
books.
• Allow enough time for students to do the activity
by themselves.
4 Discussion for findings (20 min.)
• Ask students to present the results of their activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
• Expected diagrams of the experiment in the students
Water vapour is the gaseous phase of water. It is one
exercise book.
state of water within the hydrosphere. Water vapour can
be produced from the evaporation or boiling of liquid
water or from sublimation of ice. Unlike other forms of
water, water vapour is invisible. Under typical
atmospheric conditions, water vapour is continuously
generated by evaporation.
Glass A Glass B

• Students write an explanation to their observation.

• Teacher has to prepare and use water that has same temperature with the room temperature. When the temperature of
water in Glass A is lower than the room temperature, some water droplets would be observed on Glass A.

162
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define condensation. • Sketch the differences between the surfaces of two glasses.
• Infer that water is in air as water vapour • Explain the process of condensation.
based on the results of the activity. • Relate the results of the activity to the existence of water in
• Describe why droplets are observed on the the air.
cold surface of the glass. • Participate actively in setting up their experiments.

• Confirm findings with students.

• Ask them to compare their predictions and
results.
• Based on their findings, ask the following
questions as discussion point.
Q:What happened to the surface of Glass A
and B? (Some droplets can be observed on
the surface of Glass B, but no droplets on
the surface of Glass A)
Q:What condition is different between Glass A
and Glass B? (The surface of Glass B is
colder than Glass A.)
Q:Why are droplets only formed on the surface
of Glass B? (The water vapour in the air is
cooled down by the cold surface of Glass B
and it changes its state to water as
droplets).
• Conclude the discussion.
5 Summary (10 min.)
5 • Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is the meaning of condensation?
Q: How does water vapour in air change its state
to water?
Q: Where do the droplets on the cold surface
come from?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Water in Air” Q: What happened to the surface of Glass A • The droplets come from water in air, not
and B? Some droplets cane be observed on leaking from inside glass. Water cannot
Key question
the surface of Glass B, but no droplets on pass through glass materials.
Q: How can we find water vapour in air?
the surface of Glass A • Water vapour in the air changes into water
Activity: Finding water vapour in the air.
Q: What condition is different between by cooling.
Drawing of glass A and B Glass A and Glass B? The surface of Glass B is • The process of changing water from
colder than Glass A. gaseous state to liquid state is called
Q: Why are droplets only formed on the condensation.
Drawing Drawing
surface of Glass B? The water vapour in the
air is cooled down by the cold surface of
Glass B and it changes its state to water as
A B droplets

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 Unit Chapter : 13. Water on the Earth Total lesson No: 66 / 67
Weather and
Climate Topic : 13.1. Water in Natural World Textbook page : 165 - 166

Preparation
Lesson Title
Lesson • Plastic wrap/clear plastic bag, Glass/clear
4 / 10 Water Cycle glass container, Ice cubes, Rubber band

Lesson Flow

1 Introduction (5 min.)
• Review the last lesson by asking:
Q:What is condensation? 1
Q:Where do the droplets on the cold surface of
the glass come from? Why?
• Arouse students to think about the movement of 2
water in nature by asking:
Q:Where does rain come from? Where does
3
water in rivers and oceans go and come
from?
2 Introduce the key question
Where does water on Earth go and come
from?
3 Activity (25 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Tell students to make predictions by asking:
What would happen to the inside of the glass?
• Write students predictions on the board.
• Have students do the activity. Ask them to observe
and record their findings in their exercise books. 4
• Give enough time to students to explore new
ideas.
4 Discussion for findings (20 min.)
• Ask students to present their results of their
activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
Water Cycle
• The Water Cycle is powered by the Sun’s energy and by gravity. The Sun kick starts the whole cycle by heating all the
Earth’s water and making it evaporate. Gravity makes the moisture fall back to the Earth.
• There are four main stages in the Water Cycle. They are evaporation, condensation, precipitation and collection.
1. Evaporation- Evaporation from the oceans is the primary mechanism supporting the surface-to-atmosphere portion of
the water cycle. This is when warmth from the sun causes water from oceans, lakes, streams, ice and soil to rise into
the air and turn into water vapour (gas) . Water vapour droplets join together to make clouds.
2. Condensation- This is when water vapour in the air cools down and turns back into liquid water.
3. Precipitation- It is the primary connection in the water cycle that provides for the delivery of atmospheric water to the
Earth. This is when water (in the form of rain, snow, hail or sleet) falls from the clouds in the sky.
4. Collection- This is when water that falls from the clouds as rain, snow, hail or sleet collects into the oceans, rivers,
lakes and streams. Most will infiltrate (soak into) the ground and will collect as underground water.

164
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Explain the process of water cycle. • Illustrate the movement of water in nature using the
• Identify the different types of precipitation. water cycle.
• Relate the changes in states of water in nature to • Explain the formation of clouds and precipitation.
the changes in the temperature. • Observe how water in a model changes its states.
• Describe how clouds and precipitations are formed. • Listen to the opinions from others with respect.

• Confirm student’s findings with students. Ask

them to compare their predictions and results.
5 • Based on their findings, asks the following
questions as discussion points.
Q:How did the steam from hot water change
its state in the model? (From steam to water
vapour)
Q:What did you observe on the surface of the
plastic wrap? (Water droplets were formed
on the surface of the plastic wrap and
dropped back in the hot water again.)
Q:How did the states of water change near the
surface of the wrap? Why? (The state of
water changed from water vapour to liquid
water because water vapour is cooled by ice
cubes.)
Q:How did the states of water change in the
model? (From hot water to water vapour, to
liquid water)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is water cycle?
Q: What is precipitation?
Q: Explain the process of water cycle in natural
world.
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Q: How did the states of water change in

“Water Cycle” Q: How did the steam from hot water the model? From hot water to water vapour,
change its state in the model? From steam to liquid water
Key question
to water vapour Summary
Where does water on Earth go and come
Q: What did you observe on the surface of • Water cycle is the movement of water
from?
the plastic wrap? Water droplets were between the air and the Earth as water
Activity A model of changes in states of
formed on the surface of the plastic wrap changes states over and over again.
water on Earth.
and dropped back in the hot water again. • Precipitation is any form of water that falls
Changes in states of water
Q: How did the states of water change near from clouds such as rain, snow and hail.
The steam came from hot water.
the surface of the wrap? Why? From water tiny droplets Condensation
Many droplets were formed on the
vapour to liquid water. It’s because water
surface of the wrap. Precipitation water vapour
When the droplets became bigger, vapour is cooled by ice cubes.
Evaporation
they dropped to hot water again. water

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Weather and
Climate Topic : 13.1. Water in Natural World Textbook page: 167 - 168

Lesson Title 11
Lesson
5 / 10 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some questions to students and verify students
understanding. Explain and correct learning contents
again if they still have misconception.
• Provoke students to think about the sources of water as
natural and man-made.
• Have students to give examples of natural and man –
made sources of water.
• Have students to define the process of evaporation and
condensation.
• Guide students to understand how water is moved
between the atmosphere and the Earth's surface.

2 Exercise & Explanation (30 min.)

22
• Allow students to try answering questions individually
with enough time in response to students understanding
• After the test, give them answer of the questions and
explain how to solve. Then, ask their answers and
thoughts.
• Guide students to understand the main ideas or
concepts in response to their answers.
• If students find concept on water cycle difficult use a
simple diagram on the blackboard to explain again
showing how water is moved in a cycle between the
earth and the atmoshere.
• Remind students this is the test for the end of the topic
on water in natural world. We will be moving into a
new topic in our next science lesson.

166
 Exercise answers
Q1. Q3. (Example of answer)
(1) source Rivers, lakes, streams, ponds and springs, etc.
(2) man-made Salt water found in oceans and seas are not fresh
(3) condensation water as they contain salt that makes sea water
more salty.
Q2.
(1) B Q4. (Example of the answer)
As water vapour rises into the air it cools and 1) Evaporation: Heat from the Sun causes
condenses into tiny droplets. Tiny droplets form water in ocean to change to water vapour.
clouds, becomes heavier and fall back to Earth as 2) Condensation: The water vapour in the air
rain, snow and hail and is known as precipitation. cools and change to tiny droplets that form
(2) A clouds.
When the sun shines, water leaves the surface of 3) Precipitation: The droplets in clouds become
the Earth and goes up into air as water vapour. larger and fall down as rain, snow and hail.
This process is called evaporation. The answer should include the words such as
evaporation, condensation and precipitation.

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 Unit Chapter : 13. Water on the Earth Total lesson No: 68 / 97
Weather and
Climate Topic : 13.2. Water and Human Textbook page: 169 - 170

Preparation
Lesson Title
Lesson • Some other pictures showing how water
6 / 10 Importance of Water for is important to humans
Our Lives

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:What is water cycle?
Q:Explain the process of water cycle.
• Provoke students to think about the importance of
water by asking:
1
Q:What do people need to survive?
Q:Why is water so important for people?
2 Introduce the key question 2
How do we use water in our daily lives?
3 Activity (20 min.)
3
• Organise students into groups.
• Explain the steps of the activity.
• Tell students to recall their daily experiences on
how they use water.
• Have students do the activity and ask them to
record their findings in the table.
• Give enough time to students to explore new 4
ideas.
4 Discussion for findings (20 min.)
• Ask students to present the results of their activity.
• Write down students’ findings on the blackboard.
• Confirm findings with students. (Continue)

Teacher's Notes
Water is one of the important substances on earth. All plants and animals must have water to survive. If there was no
water there would be no life on earth. Apart from cooking, washing and drinking it to survive, people have many more
uses for water.

1. Industries and factories also used water. Fruits and vegetables must be cleaned before they can be processed and
sold in supermarkets.
2. In many dry areas farmers must bring water to the fields through canals and expensive irrigation systems.
3. Water is used for cooling in many areas, for example in steel production.
Water is important for our free time. People enjoy themselves at seaside resorts or on cruise trips.

168
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Describe the ways that water is used by • List the different ways that humans use water in daily lives.
humans. • State the importance of water for humans according to
• Explain how water is important for human. students’ daily lives, agriculture, fish farms, and electric
power generation.
• Appreciate the opinions of others.

• Based on their findings, let students to classify

the uses of water into some groups based on their
5 ideas.
• After a while, ask the questions:
Q:How can you group the uses of water? (It
depends)
• Explain that the uses of water can be mainly
grouped into 1) daily life like drinking or
washing 2) agriculture or fish farming and
3) electric power generation. (There are many
ways to classify the uses of water, but this lesson
should focus on three groups.)
• Ask the following questions:
Q:How is water used for crop farming? (When
we grow crop water is a basic need for them
to survive)
Q:Why is water used for fish farming? (Fish
need water to survive because they can only
live in water to grow).
Q:Do you have any ideas how water is used to
generate electricity? (Water current turns
blades in a turbine and spins a generator to
produce electricity).
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: How do people use water?
Q: Why is water important for people?
• Ask students to copy the notes on the blackboard
into their exercise books.
Sample Blackboard Plan

Title: Discussion Summary

“Importance of Water for our Q: How can we group the uses of water? • People use water in many ways for their
Our daily life, agriculture or farming, electric daily life.
Lives” power generation • We use water in many ways such as for:
Key question Q: How is water used for crop farming? When - Our daily life: Drinking, cooking and
How do we use water in our daily life? we grow crops, water is a basic need for them washing, etc
Activity to survive. - Agriculture or Farming: Growing crops,
Finding uses of water in daily life Q: Why is water used for fish farming? Fish farming fish for food, etc
How do we use water? need water to survive because they can only - Electric Power Generation: Generating
Drinking live in water to grow. electricity to use
Washing dish Q: How is water used to generate electricity? • Water is very important for people to
Planting Water current turns blades in a turbine and survive.
Swimming, etc spins a generator to produce electricity.

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 Unit Chapter : 13. Water on the Earth Total lesson No: 69 / 97
Weather and
Climate Topic : 13.2. Water and Human Textbook page: 171 - 172

Preparation
Lesson Title
Lesson • Nil
7 / 10 Water Pollution

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:How do people use water? 1
Q:How is water important to people?
• Arouse students to think about water pollution by 2
asking:
Q:Have you ever seen dirty water?
Q:Where do you find dirty water? 3
2 Introduce the key question
What makes water dirty?
3 Activity (20 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Have students do the activity.
• Advise students to refer to the picture in
"Activity" in the textbook and characters’ talking 4
for their investigation.
• Tell students to recall their daily experiences on
how they use water.
• Give enough time to student to explore new ideas
through activity.
4 Discussion for findings (20 min.)
• Ask students to present the results of their activity.
(Continue)

Teacher's Notes
Effects of Water Pollution
• The main problem caused by water pollution is that it kills organisms that depend on these water bodies. Fish, crab,
birds and seagulls, dolphins and many other animals often wind up on beaches, killed by pollutants in their habitat
(living environment).

• Pollution disrupts the natural food chain as well. Pollutants such as lead and cadmium are eaten by tiny animals. Later,
these animals are consumed by fish and shellfish. The food chain continues to be disrupted at all higher levels.

• Diseases – Humans are affected by this process as well. People can get diseases such as hepatitis by eating seafood
that has been poisoned. In many poor nations, there is always outbreak of cholera and diseases as a result of poor
drinking water treatment from the contaminated waters.

170
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define water pollution. • List the things that cause dirty water.
• Identify the causes of water pollution. • Describe how water pollution occurs.
• Discuss how water pollution affects living • Give examples of the effects of water pollution on humans,
things. plants and animals.
• Investigate the causes and effects of water pollution with
interest.

• Write down students’ findings on the blackboard.

• Confirm findings with students.
5 • Based on their findings, ask questions as
discussion points.
Q:What causes the dirty water? (Waste,
sewage, oil, detergent, etc.)
Q:What happens to the water when those
things are put into the water? (The water
becomes dirty or is polluted).
Q:What happens when water gets dirty? (Bad
smell, living things die or get sick, etc.)
Q:What makes water dirty? (Human activities)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is water pollution?
Q: What are the causes of water pollution?
Q: How does water pollution affect humans,
animals and plants?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Water Pollution” Q: What causes the dirty water? • The addition of harmful things to water is
Waste, sewage, oil, detergent, etc called water pollution.
Key question
• Water can be polluted in many ways such
What makes water dirty?
Q: What happens to the water when those as:
Activity
things are put into the water? Throwing rubbish into water.
Finding the causes of dirty water.
The water becomes dirty or is polluted. Oil from ships spilled into the ocean.
Causes of dirty water Waste and oil from factories.
Throwing trash Q: What happens when water gets dirty? Sewage from homes.
Oil spilled into ocean Bad smell, living things die or get sick, etc Insecticides and fertilisers from farms.
Wastes from homes • Polluted water make:
Wastes from factories Q: What makes water dirty? People get sick.
etc. Human activities Plants and animals get sick or die.

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Weather and
Climate Topic : 13.2. Water and Human Textbook page: 173 - 174

Preparation
Lesson Title
Lesson • Nil
8 / 10 Keeping Water Clean

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:What is water pollution? 1
Q:How is water polluted?
Q:What happens to living things when harmful 2
things get into the water?
• Encourage students to think about how to prevent
water pollution by asking: 3
Q:How can we keep water clean?
2 Introduce the key question
How can we solve the problems of water
pollution?
3 Activity (20 min.)
• Organise students into groups.
• Explain the steps of the activity. 4
• Have students do the activity.
• Direct students attention to the pictures in the
activity and characters’ talking for their
investigation.
• Tell students to recall their daily experiences on
how they use water.
• Give enough time to student to explore new ideas
through activity by themselves.
4 Discussion for findings (20 min.)
• Ask students to present the results of their activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
Other ways to help prevent water pollution
• Use Less Plastic - It is very difficult to break down plastic after it is produced. Much of the plastic we use ends up in
the world’s water supply, where it is even harder to remove out and safely throw away. If you can use as few plastic
items as possible, you are helping the environment. Plastic waste also spreads decay in the water supply.
• Reuse Items - Whenever you buy something that is not recyclable, such as plastic, it is better to reuse this item as
many times as possible. This limits your consumption and means less of those products ending in the world’s rivers,
lakes and oceans.
• Recyclable Options - If there are two options for a particular item, pick the one that is easily recyclable. For example
glass bottles are much better for the environment than plastic.

172
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Identify the different ways to solve water • List what they can do to prevent water pollution.
pollution. • Make rules to prevent water pollution among classmate.
• Show responsible attitude to keep water clean.

• Confirm findings with students.

• Based on their findings, ask questions as
5 discussion points;
Q:How can we clean polluted water? (By
picking up rubbish at the beach, river and
oceans, cleaning up oil in water, etc.)
• Review the Lesson 4 'Preventing Soil Pollution'
in Chapter 3 and ask the question.
Q:What is the best way to prevent water
pollution before water gets dirty? (Reducing
the amount of harmful things put in the
water).
Q:How can we reduce the amount of harmful
things that is put in the water? on’t throw
away rubbish in water, paints and oil down
the drain and use environmentally friendly
detergent, etc.)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What are some examples of the ways to
prevent water pollution?
• Let students make classroom rules for preventing
water pollution.
• Confirm the rule with students and ask them to
practise the rules at school and at home.
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Keeping Water Clean” Q: How can we clean polluted water? The following ways can be used to prevent
By picking up rubbish at the beach, river water pollution:
Key question
and oceans, cleaning up oil in water, etc. • Pick up rubbish.
How can we solve the problems of water
Q: What is the best way to prevent water • Avoid throwing away rubbish into ponds,
pollution?
pollution before water gets dirty? Reducing rivers, lakes or oceans. Place them
Activity
the amount of harmful things put in the correctly in waste bins.
Ways to save our water
water. • Don’t throw paints, oils or other forms of
What you can do? Q: How can we reduce the amount of litter into drains.
Pick up rubbish harmful things that is put in the water? • By reducing the amount of harmful things
Clean up oil in water Don’t throw away rubbish in water, paints that is put into water.
Put rubbish in a bin and oil down the drain and use Our Rules
etc environmentally friendly detergent, etc. 1. …………………

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 Unit Chapter : 13. Water on the Earth Total lesson No: 71 / 97
Weather and
Climate Topic : 13.2. Water and Human Textbook page: 175 - 177

Lesson Title 1
Lesson
9 / 10 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some questions to students and verify students
understanding. Explain and correct learning contents
again if they still have misconception.
• Provoke students to think about their experiences on
how water is important to them.
• Have students to realise that water is important to
them. If they don’t look after it well by causing it to be
dirty then it becomes polluted.
• Explain that once water becomes polluted then it is not
safe for humans and plants
• Guide students to understand that there are ways they
can help to make water become clean.

2 Exercise & Explanation (30 min.)

2
• Allow students to try answering questions individually
with enough time in response to students
understanding.
• After the test, give them answer of the questions and
explain how to solve them, using student’s answers and
thoughts.
• Guide students to understand the main ideas or
concepts in response to their answers.
• If students find question 4 concept difficult then use
diagram of food chain to explain how the polluted
chemicals are passed from one living thing to another.
(Food chain is to be covered in grade 5 so avoid
mentioning it but represent it in diagram only.)
• Remind students this is the test for the end of the topic
on water and human. We will be moving into a new
topic in our next science lesson.

174
 Exercise answers
Q1. (2) Example of the answer
(1) water Water pollution can be prevented by:
(2) oil - Avoid dumping rubbish into ponds, rivers,
(3) rubbish lakes or oceans.
(4) electricity - Don’t throw paints, oils or other forms of
litter down the drain.
Q2. - Use environmentally friendly household
(1) A products such as washing powder and
(2) C household cleaning agents.
We can prevent water pollution by reducing the - Minimizing the amount of harmful things that
amount of harmful things that are put into the is put into water.
water.
Q4. Example of the answer
Q3. The harmful materials are absorbed in fish
(1) Water is important because human use water to: living in polluted water. When people eat the
- Drink fish, people also absorb the harmful materials
- Wash body and clothes from the fish that affects human health.
- Water plants Harmful materials are passed from one living thing
- Do fish farming to another and finally humans are affected with
- Generating electricity seriously illness.

Explanation of Science 3
Extras

3 Science Extras (10 min.)

• Give students opportunities to closely observe the
nature and its phenomena in the world.
• Allow students to ask questions that demonstrate
curiosity about the content in the science extra.

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 Unit Chapter : 13. Water on the Earth Total lesson No: 72 / 97
Weather and Topic : 13.1. Water in Natural World / Textbook page: 178 - 179
Climate 13.2. Water and Human

Lesson Title
Lesson
10 / 10 Chapter Test
Answer of the Chapter Test

natural
man-made
Precipitations
harmful things

176
 A

It condense and precipitates in the form of rain, snow or hail

Evaporation has taken place

The droplets came from water in air. Ice and the cold surface cool
the air down and condensation has taken place.

177
Strand : LIFE
Unit : HUMAN BODY
Chapter 14. Structures and Movement of Human

Chapter Objectives
Students will be able to understand the
structures of human bones, muscles and
how bones and muscles work together
when we move our body.
Students will be able to infer the
movement of an arm from a simple model
made in the activity.

Topic Objectives
14.1 Bones and Muscle
Students will be able to;
• Explain the functions of bones in the
human body.
• Explain the structures of joints.
• Classify animals with backbone and
without backbone.
• Describe the structures and functions of The picture at the chapter heading in the textbook shows a
picture of a hand taken by X-Ray. X-Ray is a kind of light that
muscles. can pass through low density matters. X-Ray cannot pass
• Explain how bones and muscles work through bones because of its high density so that we can see
only the bones as shown in the picture.
together when humans move.

178
Related Learning Contents
The learning contents in this chapter connect to the following chapters.

Grade 3 Grade 4 Grade 6

- Characteristics - Structures and - Human Body
of Animals Movement of System
Human

Prior knowledge for learning this chapter;

• Animals use their body parts for moving.
• Mammals have legs that help them walk, run,
hop and hold on things.

Teaching Overview
This chapter consists of 7 lessons, each lesson is a double period.
Content standard Textbook
Topic Lesson No. Lesson Title and Key Question
in syllabus page number

Our Bones
1 181 - 182
What are bones?

Bending Body Parts

2 183 - 184
Why can we bend our body?

Animals with or without Bones

3 185 -186
14.1 Bones and Do all animals have bones?
Muscle Our Muscles
4 4.1.3 187 -188
What are muscles?

Moving Body Parts

5 189 - 190
How do bones and muscles move our body parts?

6 Summary and Exercise 191 - 193

Chapter Test 7 Chapter Test 194 - 195

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 Unit Chapter : 14. Structures and Human Movement Total lesson No: 73 / 97

Human Body Topic : 14.1. Bones and Muscle Textbook page: 181 - 182

Preparation
Lesson Title
Lesson • Pictures of bones, A3 papers (Cartridge
1/7 Our Bones papers)

Lesson Flow

1 Introduction (5 min.)
• Encourage students to think about human body by
asking questions. For example:
Q:What do you know about bones?
Q:Why do we have bones?
Q:How do our bones work?

2 Introduce the key question 1

What are bones?
3 Activity (30 min.)
• Organise students into groups. 2
• Explain the steps of the activity.
• Draw a picture of an arm in their exercise books. 3
• Tell students to make predictions by asking: “How
are the bones structured in your arm?”
• Have students do the activity. Ask them to draw
the bones in the picture.
• Give enough time to students to draw the bones in
the picture.
4 Discussion for findings (20 min.) 4
• Ask students to present their drawings of the
bones in an arm.
• Ask students to see the picture of 'Bones in an
arm' in 'Summary' and to compare their drawings
with the picture. (Continue)

Teacher's Notes
• Below is an example of the traced arm
1 bone • Artistic features to these drawings are
Traced Arm
NOT important.
• Let students focus on exploring how
structures of bones.

2 bone
Diagram 1 Diagram 2

• Diagram 1 is drawn first before diagram 2

180
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define the skeletal system. • Illustrate the structure of bones in a diagram of the arm.
• Infer the structure of the bones in an arm. • Describe how a group of bones help us and work together.
• Explain the functions of bones in the human • Show curiosity to know about bones in their body.
body.

• Ask the following questions.

Q:What did you find about the bones in an
5 arm? (There are two bones, the size of
bones are different, the shape of the bones
are different, etc.)
• Confirm student’s findings with students.
• Based on their findings, ask these questions as
discussion points.
Q:Do you know how many bones a human
has? (It depends.)
• Ask students to see the picture of bones in a
whole body’s in 'summary' and to explain each
part of bones.
• Ask the following questions again:
Q:What would happen if we do not have
bones? (We cannot stand, we cannot
support our body, we cannot walk, etc.)
Q:How do our bones help us? (They support
our body, they keep our body shape, they
help us to move, etc)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these question as assessment:
Q: What is the skeletal system?
Q: How do our bones help us?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Our Bones” Q: What did you find about the bones in an • Our body is made up of many bones.
Key question arm? There are two bones, the size of bones • The bones
What are Bones? are different, the shape of the bones are Support our body
Activity different, etc. Give the body shape
Observing Bones Q: What would happen if we don’t have Protect organs in our body
bones? We cannot stand, we cannot support Help us move in many ways
Drawings our body, we cannot walk, etc. A group of bones that gives body shape
Q: How do our bones help us? and support and protect the inside parts
They support our body, they keep our body of the body is called skeletal system.
(Students’drawings of the arm bones)
shape, they help us to move, etc • The system is a group of parts combined to
form a whole and to work together.

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 Unit Chapter : 14. Structures and Human Movement Total lesson No: 74 / 97

Human Body Topic : 14.1. Bones and Muscle Textbook page: 183 - 184

Preparation
Lesson Title
Lesson • Nil
2/7 Bending Body Parts

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:What is a skeletal system? 1
Q:How do our bones help us?
• Encourage students to think about the joints by 2
asking questions.
Q:Why can we bend and stretch our body parts
3
freely?
2 Introduce the key question
Why can we bend our body?
3 Activity (20 min.)
• Organise students into pairs.
• Ask students to look at the picture in the activity.
Let students think about the body parts where
humans can bend. 4
• Explain the steps of the activity.
• Have students do the activity. Ask them to write
their findings in the table.
• Give enough time to students to explore new ideas
through the activity.
4 Discussion for findings (20 min.)
• Ask students to present the findings from their
activity.
• Write down students’ findings on the blackboard.
• Confirm the findings with students. (Continue)

Teacher's Notes
• Joints are strong connections that join the bones, teeth and cartilage of the body to one another. Each joint is
specialised in its shape and structural components to control the range of motion between the parts that it connects.
Joints may be classified functionally based upon how much movement they allow.
• The first type of joint permits no movement like the joints in the skull.
• The second type of joint allows a slight amount of movement at the joint like the intervertebral disks of the spine.
• The third type are freely movable joints that have the highest range of motion of any joint. This include the elbow,
knee, shoulder and wrist.

182
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define joint. • Explain why humans can bend their body parts.
• Explain the structure of joints. • Find the different joints in their body.
• Identify the different joints in our body. • Listen and appreciate other students’ responses.

• Based on their findings, ask the following

questions as discussion points.
Q:Do we bend our bones when we bend our
body parts? (No) If students cannot
understand the meaning of this question,
ask the question by showing a bar or pencil
to represent a bone; “Can you bend a bar or
a pencil?”
Q:How are the bones arranged to bend our
body parts? (The bones are arranged in a
5 way that when two bones meet they are
able to bend)
• Explain the arrangement of two bones by
showing a drawing compass to represent the joint
and two bones.
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these question as assessment:
Q: What is a joint?
Q: How is a joint arranged?
Q: How does a joint work?
Q: What are some examples of the parts of joints
in your body.
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Bending Body parts” Q: Do we bend our bones when we bend our • We can bend the parts of our body where
Key question body parts? two bones join together.
Q: Why can we bend our body? (No) • The place where two bones meet is called
Activity Q: How are the bones arranged to bend our joint.
Finding body parts that we can bend body parts? (The bones are arranged in a way • Examples of joints are:
that when two bones meet they are able to knees, elbows, ankles, wrists, etc
Body Parts where we can bend bend) • Without joints there would not be any
Elbow, Knee, Ankle, Wrist, Fingers a bone a joint movement in our body.
Back, Neck

a bone

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Human Body Topic : 14.1. Bones and Muscle Textbook page: 185 - 186

Preparation
Lesson Title
Lesson • Nil
3/7 Animals With or
Without Bones

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking;
Q:What is a joint? 1
Q:How is a joint arranged?
Q:How does a joint work? 2
• Encourage students to think about the bones of
animals by asking questions.
3
Q:Do other animals also have bones like us?
2 Introduce the key question
Do all animals have bones?
3 Activity (20 min.)
• Organise students in pairs.
• Explain the steps of the activity.
• Instruct students to pay attention to the inside of
the animal body in the X-ray of animals.
• Have students do the activity. Ask them to write
their findings in the table. 4
• Give enough time to students to explore new ideas
through the activity.
• Ask students to discuss the findings in their group.
4 Discussion for findings (20 min.)
• Ask students to present the findings from their
activity.
• Write down students’ findings on the blackboard.
• Confirm their findings with students. (Continue)

Teacher's Notes
Vertebrates
Animals with an internal skeleton made of bone are called vertebrates. Vertebrates include fish, amphibians, reptiles,
birds, mammals, primates, rodents and marsupials. Although vertebrates represent only a very small percentage of all
animals, their size and mobility often allow them to dominate their environment.

Invertebrates
Animals without backbones are called invertebrates. They range from well-known animals such as jellyfish, corals,
slugs, snails, mussels, octopuses, crabs, shrimps, spiders, butterflies and beetles to much less well-known animals such
as flatworms, tapeworms, sipuncula, sea-mats and ticks.

184
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Classify animals into the animals with • State the differences and the similarities of X-rays of
backbones and without bones. animals according to with or without bones.
• Describe the way to classify animals. • Give some examples of animals with or without a
backbone.
• Investigate animals with or without bones with interest.

• Based on their findings, ask these questions as

discussion points.
5 Q:Which animals have bones? (lizard and fish)
Q:Which animals do not have bones? (insect
(beetle) and crab)
Q:Lizards are examples of reptiles. What other
group of animals would have bones? (Fish,
amphibians, birds and mammals)
Q:How are the X-ray of the insect and the crab
similar? (They both have a hard covering
that covers their whole body but no bones
inside their body)
Q:Insects and crabs do not have bones. How
can they keep their body shape? (They have
hard scale.)
Q:How can we classify animals? (With or
without bones)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these question as assessment:
Q: How can we classify animals?
Q: Give some examples of animals with
backbones
Q: What are some examples of animals without
bones?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Animals With or Without Bones” Q: Which animals have bones? lizard and Fish • Animals can be classified into two
Key question Q: Which animals do not have bones? Insect groups: Animals with backbone and
Do all animals have bones? (beetle) and crab Animals without backbone.
Activity: Observing animals bones Q: What other group of animals would have • Animals with backbone are:
bones? amphibians, birds and mammals • Fish, Amphibians, Reptiles, Birds and
X-ray of Animals Your Observation Q: How are the X-ray of the insect and the crab Mammals
Lizard Has backbone similar? They both have a hard covering their • Animals without backbone are:
Fish Has backbone whole body but no bones inside their body • Insects, lobsters, shrimp, crab, spiders,
Insect No backbone, has hard Q: Insects and crabs don’t have bones. How can earthworms, snails, etc
covering
they keep their body shape? They have hard
Crab No backbone, has hard
scale.
covering

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Human Body Topic : 14.1. Bones and Muscle Textbook page: 187 - 188

Preparation
Lesson Title
Lesson • A4 papers, pencils, colour pencils,
4/7 Our Muscles illustration of the upper arm with its
bones

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:How can we classify animals? 1
Q:Give some examples of animals with
backbones 2
Q:Give some examples of animals without
bones.
3
• Encourage students to think about muscles by
asking questions.
Q:Do you remember how our bones work?
Q:How do our muscles work?
2 Introduce the key question
What are Muscles?
3 Activity (20 min.)
• Organise students to work in pairs. 4
• Explain the steps of the activity.
• Ask the students to focus on the upper arm to find
the structure and work of muscles.
• Have students do the activity. Ask them to draw
the bones in the picture and record how muscles
move when they stretch and curl their arm.
• Give enough time to students to explore new ideas
through the activity.
4 Discussion for findings (20 min.)
• Ask students to present their drawings of muscles
in an arm. (Continue)

Teacher's Notes
Points of the activity
• Students realise that muscles cover our bones and are under our skin.
• Students would not draw accurate figure of muscle in the upper arm because the
structure of muscle is complicated.
• For common findings, teacher facilitates that muscles cover our bones and are
under our skin, through the activity and discussion.
• There are muscles in most of our body parts because we use them when we do
various activities.
• Some body parts have muscles that we do not use at all (eg. Ear muscle)
• Other body parts of humans do not have muscle (like body hairs) but other animals
(like dogs) do have them because they use body hair to show aggression.

186
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define the muscular system. • Describe how muscles move when they stretch or curl their arm.
• Describe the structure and function of • Illustrate muscles in a picture of an arm.
muscles. • Infer how muscles are formed and work based on their
• Explain how muscles help us. investigation.
• Co-operate with classmates to investigate muscles.

• By showing an illustration of the upper arm with

its bones, ask students to compare their drawings
5 with the illustration.
• Based on their observation, ask these questions
as discussion points.
Q:How does your muscle move when you curl
your arm? (The muscles shrinks, they swell,
etc.)
Q:How does your muscle move when you
stretch your arm? (The muscles get longer,
they get thinner, etc.)
Q:What would happen if we do not have
muscles? (We cannot stand, we cannot
bring something, we cannot lift or push
things, etc.)
Q: How do our muscles help us? (They help us
move, keep our body, they give us power to
lift or push things, etc)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these question as assessment:
Q: What is the muscular system?
Q: How do muscles work?
Q: How do our muscles help us?
Q: What characteristics do muscles have?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Our Muscles” Q: How does your muscle move when you curl • Muscles are under our skin and cover the bones.
Key question your arm? The muscles shrinks, they swell, etc • Exercises help keep our muscles strong.
What are muscles? Q: How does your muscle move when you • We have more than 600 muscles in our body.
Activity: Observing our muscles stretch your arm? The muscles get longer, they • Muscles work by contracting and relaxing.
get thinner, etc • Contracting The muscles get shorter and thicker.
Drawings Q: What would happen if we do not have • Relaxing The muscles get longer and thinner.
muscles? We cannot stand, we cannot bring • Muscles help us move, keep us upright, give us
something, we cannot lift or push things, etc. power to push and lift things.
(Students’drawings) Q: How do our muscles help us? • A group of muscles that make our body move is
They help us move, keep our body, they give called Muscular System.
us power to lift or push things, etc

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 Unit Chapter : 14. Structures and Human Movement Total lesson No: 77 / 97

Human Body Topic : 14.1. Bones and Muscle Textbook page: 189 - 190

Preparation
Lesson Title
Lesson • cardboard, rubber band, 4 drawing pins
5/7 Moving Body Parts

Lesson Flow

1 Introduction (5 min.)
• Review the previous lessons on bones and muscles
by asking: 1
Q:How do our bones help us?
Q:How can we bend our body? 2
Q:How do our muscles help us?
• Encourage students to think about the relationship
between bones and muscles by asking questions. 3
Q:How do bones and muscles work together to
help us to move?
2 Introduce the key question
How do bones and muscles move our body
parts?
3 Activity (25 min.)
• Organise students to work in groups.
• Explain the steps of the activity.
• Demonstrate how to make an arm model with
cardboards, rubber band and pins.
• Have students do the activity. Ask them to record
their findings in the table.
• Let students to discuss the findings in their groups.
4 Discussion for findings (20 min.)
• Ask students to present the findings from their
4
activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
Comparison the arm modle with real arm
• As the result of the activity by using the arm Corresponding to A
modle, It is important for students to realise that
the muscle is attached at one end of the bone A
and at the other end of another bone.

Rubber band

B C
• Cardboards = bones
• Rubber band = muscle and tendon
• Deawing pin = joint Corresponding to B
188
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Explain how bones and muscles work • State that muscles move the bones by contracting and
together when humans move. relaxing based on the observation of an arm model.
• Describe how two different muscles work • Relate the movement of a rubber band and the card boards
together when an arm is curled and stretched. to the work of bones and muscles in an arm.
• Infer how muscles are attached to bones from the activity.
• Take part in the activity in co-operation with classmates.

• Confirm the findings with students.

• Based on their findings, asks questions as
discussion points.
Q:If the rubber band represents muscles and
the cardboards represent bones in an arm,
how do muscle move when the arm is bend
or stretched? (Muscles get shorter and
contract when an arm is curled. Muscles get
longer and thinner when an arm is
5 stretched.)
Q:How do muscle and bones work together?
(When muscle contracts, it pulls on bone
and the arm is curled.)
Q:How is the muscle attached to the bones?
(Muscle is attached at one end to one bone
and at the other end to another bone.)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these question as assessment:
Q: What is tendon?
Q: How are muscle attached to bones?
Q: What kinds of muscles are included in an
arm?
Q: How do muscles and bones in an arm work
together when an arm is bend and stretched?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

• Most muscles are attached to the bones with
“Moving Body Parts” Q: If the rubber band represents muscle and the
cardboards represent bones in an arm, how do tendons.
Key question How do bones and muscles
muscle move when the arm is curled or • Muscle is attached at one end to one bone and
move our body parts? at the other end to another bone.
stretched? Muscles get shorter and contract
Activity: Making an arm model when an arm is curled. Muscles get longer and • By contracting, muscles pull the bones with the
Your observations tendons and allow the body to move.
thinner when an arm is stretched.
Rubber band It becomes long when • The biceps and triceps are pair muscles in our
Q: How do muscle and bones work together?
attached to A & B cardboards are
When muscle contracts, it pulls on bone and the arm.
stretched. It gets shorter
arm is curled. • When the biceps contracts, it pulls on bones
when cardboards are
Q: How is the muscle attached to the bones? and our arm is curled.
bended.
Muscle is attached at one end to one bone and at • When the triceps contracts, it pulls on bones
Rubber band The rubber band does
attached to A & B not change. the other end to another bone. and our arm is stretched.

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 Unit Chapter : 14. Structures and Human Movement Total lesson No: 78 / 97

Human Body Topic : 14.1. Bones and Muscle Textbook page: 191 - 193

Lesson Title 1
Lesson
6/7 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some focus questions to students and verify
student understanding on;
Q: How do the bones changes?
Q: What will happen to our body if we do not have
bones?
Q: How are joints important to us?
Q: Where are our muscles located in our body?
• Explain and correct learning contents again if they still
have misconception.
• Provoke student to give some example of the function
of bones and muscles in the human body.
• Ask students to explain what happens to the muscles of
the arm when it is ‘bent’ and ‘straightened’.

2 Exercise & Explanation (30 min.)

2
• Explain to students that they will have to answer all the
parts of four (4) questions in the exercise even if they
are not completely sure of the answer(s).
• If they come across a difficult question, they should
skip it and move on to the next question.
• If there some time at the end of the exercise, they can
come back and try to answer the difficult question(s).
• Allow student to try answering questions individually
with enough time in response to students understanding
• After the test, use student’s answers to answer the
question.

190
 Exercise answers
Q1. Q4. Example of the answer
(1) bones If there is no bones in our bodies, we cannot
(2) joints keep our body shape. We cannot stand, we
(3) with cannot stand and even cannot move. Our
(4) without organs inside body are not protected and face
dangerous situation. As a result, we simply die.

Q2.
(1) A
(2) C

Q3.
(1) Tendons
(2) Triceps
(3) Biceps
(4) Muscle Y contract and muscle X relax.

Explanation of Science 3
Extras

3 Science Extras (10 min.)

• Give students opportunities to students observe the
nature and its phenomena in the world.
• Allow students to ask questions that demonstrate
curiosity about the content in the science extra.

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Human Body Topic : 14.1. Bones and Muscle Textbook page: 194 - 195

Lesson Title
Lesson
7/7 Chapter Test
Answer of the Chapter Test

Bones

Joint (Elbow)
Muscles

192
When we fold our arm, the biceps contract to become thick
and short while the triceps relax to become thin and long.

The crab does not have backbones and

other bones, but it has hard covering shell
outside the body. Lizard has back bones and
other bones, but no shell coves body.

There are total of 14 finger joints in one hand.

If skull bones do not move, they can protect soft brain issues more properly.

If our muscles could not contract, there would be no movement of muscles.

It means we could not stand, move, raise hands, breathe and function hearts.
We would die.

193
Strand : EARTH AND SPACE
Unit : SPACE
Chapter 15. The Moon

Chapter Objectives
Students will be able to understand the
chacteristics of the Moon, its movement
across the sky and its phases.
Students will also be able to record the
movement of the Moon in the sky.

Topic Objectives
15.1 Moon in the Sky
Students will be able to;
• Describe the characteristics of the
Moon such as its surface structure, size
and how it shines.
• Explain movement of the Moon across
the sky.
• Identify the different phases of the The picture at the chapter heading in the textbook shows the
full Moon with its detailed surface when observed by using a
Moon. telescope.

194
Related Learning Contents
The learning contents in this chapter connect to the following chapters.

Grade 3 Grade 4 Grade 6

- The Sun - The Moon - The Moon
- The Earth - Star

Prior knowledge for learning this chapter;

• The Sun is a big burning ball of hot gases
that give off energy.
• The Sun rises into the sky from the east,
moves across the sky and sets in the west.

Teaching Overview
This chapter consists of 5 lessons, each lesson is a double period.
Content standard Textbook
Topic Lesson No. Lesson Title and Key Question
in syllabus page number

Moon
1 197 - 198
What is the Moon?

Movement of the Moon in the Sky

2 199 - 200
15.1 Moon in the How does the Moon move in the sky?
Sky Changing Moon
3 4.3.3 201 -202
How does the Moon seem to change its shape?

4 Summary and Exercise 203 -205

Chapter Test 5 Chapter Test 206 - 207

195
 Unit Chapter : 15. The Moon Total lesson No: 80 / 97

Space Topic : 15.1. Moon in the Sky Textbook page: 197 - 198

Preparation
Lesson Title
Lesson • Nil
1/5 Moon

Lesson Flow

1 Introduction (10 min.)

• Ask the following questions by asking:
Q:What objects do you see in the night sky?
Q:Do you know what the Moon is?
• Motivate students to think about what is the Moon
to introduce the key question.
1
2 Introduce the key question
What is the Moon?
3 Activity (20 min.) 2
• Organise students in pairs.
• Explain the steps of the activity.
3
• Instruct students to focus on the moon’s colour,
size and shape when they investigate the Moon
• Have students do the activity and fill their findings
in the table.
• Give enough time to students to complete the
activity.
4 Discussion for findings (20 min.)
• Ask students to present the findings from their 4
activity.
• Write down students’ findings on the blackboard.
• Facilitate active students discussion.
• Confirm the findings with students.
• Based on their findings, ask the following
questions. (Continue)

Teacher's Notes
• In this lesson you only talk about the features of the moon seen from the earth.
• Also stress that the surface of the moon is covered by craters that are a bowl-shaped depression caused by the impact
of the meteors. Meteors are rocks from outer space that hit the moon’s surface creating craters.

Additional knowledge for the teacher:

• The dark spots on the moon are called “Maria”.
• The light spots on the moon are called the lunar Highlands.
• The dark material filling the Maria is actually dark, solidified lava from earlier periods of lunar volcanism.
• Both the Maria and the Highlands exhibit Large Craters that are the result of meteor impacts.
• The Maria are younger than the Highlands, because they have fewer craters.

196
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Describe the characteristics of the Moon. • Compare the size of the Moon and the Earth.
• Describe the characteristics of the surface of the Moon.
• State the difference of the characteristics between the Moon
and the Sun.
• Show eagerness to learn about the Moon.

Q:Can you guess why the surface of the Moon

has light and dark area? (Light and dark
5 areas are covered with different kinds of
rocks.)
• Explain the characteristics of the surface of the
Moon.
• Ask the following questions.
Q:Which is bigger, the Moon or the Earth?
(The Moon is smaller than the Earth.)
• Explain the size of the Moon.
• By showing the pictures of the Moon and the
Sun, ask the question:
Q:What difference do you find between the
Moon and the Sun? (The Sun gives off light
but the Moon does not.)
• Explain the difference between the Sun and the
Moon.
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What are the characteristics of the Moon?
Q: How are the Sun and the Moon different?
• Ask students to copy the notes on the blackboard
into their exercise books.
• 5 days before Lesson 3 'Changing Moon', ask
students to observe and record the shape of the
Moon.

Sample Blackboard Plan

Title: Discussion Summary

“Moon” Q: Why does the surface of the Moon 1. What is the Moon?
have light and dark area? It is a large sphere space object made of rocks.
Key question
Light and dark areas are covered with 2. Characteristics of Moon
What is the Moon?
different kinds of rocks. (1) Surface
Activity
Q: Which is bigger, the moon or the It is covered by craters, hills, mountains and
Surface of the Moon
earth? valleys.
Your findings
The moon is smaller than the earth. Light and dark areas are covered with different
1. The moon is round or circle.
The Moon is about 1/4 diameter of Earth. kinds of rocks.
2. The moon has black and white areas.
Q: What difference do you find between (2) Size
3. The moon has small holes. the Moon and the Sun? The Moon is about 1/4 diameter of Earth.
4. There are different patterns. etc The Sun gives off light but the Moon (3) Other
does not. The Moon reflect light from the Sun.

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 Unit Chapter : 15. The Moon Total lesson No: 81 / 97

Space Topic : 15.1. Moon in the Sky Textbook page: 199 - 200

Preparation
Lesson Title
Lesson • Compass
2/5 Movement of the Moon
in the sky

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking.
Q:How can we describe the Moon? 1
• Recap Grade 3 lesson on 'Movement of the Sun'
by asking; 2
Q:How does the Sun move?
• Motivate students to think about the movement of
3
the Moon to introduce the Key Question.
2 Introduce the key question
How does the moon move in the sky?
3 Activity (20 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Demonstrate how students observe the moon in
the same place at all times. (Refer to ‘Science
Toolbox: How to use a compass’ in the textbook,
on how to draw a landscape, and how to mark an
X on the ground.) 4
• Remind students to do Step 5 of the activity within
the day.
• Have students do the activity and ask them to
record the changes of Moon's postion in the sky.
• Give enough time for the students to complete
their observation.

(Teacher must observe the Moon one day before the lesson,
and understand when and where the Moon can be observed
in the sky. If the Moon can be observed at the night, ask
students to oberve at their home with adults supervision)

Teacher's Notes
Motion of the Moon
• Moon is the only known satellite of the Earth.
• Moons rotation time (on its axis) and revolution time (around the Earth) is same (i.e. 27 days, 7 hours, 43 minutes, and
11.47 seconds.) This is the reason that we always see only one side of the Moon.
• Although the moon rises in the east and sets in the west each day (due to Earth’s spin), it’s also moving on the sky’s
dome each day due to its own motion in orbit around Earth.
• The Moon has a nearly circular orbit which is tilted about 5° to the plane of the Earth's orbit.
• Moon revolves around the Earth once in every 27.3 days, which is known as ‘Sidereal Month;’ however, it takes 29.5
days to return to the same point on the celestial sphere in reference to the Sun (due to revolution motion of the Earth
around the Sun) and it is known as ‘Synodic Month.’

198
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Observe the movement of the Moon. • Record the movement of the Moon in the chart.
• Explain how the Moon moves during the day. • State that the moon rises in the east, moves across the sky
and sets in the west.
• Relate the movement of the Moon to that of the Sun.
• Appreciate each others answers about the Moon.

4 Discussion for findings (20 min.)

• Students present their results of the observation.
• Confirm their drawings of the change in the
positions of the Moon on the blackboard.
• Based on their findings, ask the following
questions.
Q:What happened to the positions of the Moon
with time? (The positions of the Moon
changed)
Q:What direction do you think the moon
moves? (The moon moves from the east to
the west.)
Q:How are the movement of the Sun and the
Moon alike or different? (Both the Sun and
the Moon move from the east to the west.)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
5
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: How does the Moon move during the day?
Q: How are the movements of the Sun and the
Moon alike or different?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Movement of Moon in the sky.” Q: What happened to the positions of the 1. Movement of the Moon:
Moon with time? The moon changes its position in the sky
Key question
The positions of the Moon changed. as time goes by.
How does the moon moves in the sky?
Q: What direction do you think the moon The moon rises in the east, moves across
Activity: Observing the Moon.
moves? the sky and sets in the west.
(An Example)
The moon rises into the sky in the east and
8:00PM
moves across the sky and sets in the west
7:30PM
during the day.
7:00PM West East
Q: How are the movement of the Sun and
west east

6:30PM the Moon alike or different? 2. Comparing the Sun and the Moon
Both the Sun and the Moon move from the Both the Sun and the Moon move from
East
east to the west. the east to the west.

199
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Space Topic : 15.1. Moon in the Sky Textbook page: 201 - 202

Preparation
Lesson Title
Lesson • Colour pencils (yellow, black), chart
3/5 Changing Moon paper, marker (black and yellow)

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:Which direction does the moon move? 1
• Encourage students to think about the change in
the shapes of the Moon by asking the question: 2
ow does the moon’s sha e look like e er
night?
2 Introduce the key question 3

How does the moon seem to change its

shape?
3 Activity (20 min.)
• Prior to this lesson, students have already recorded
the shape of the Moon for the past five days. In
this lesson, students study about the changing
moon based on their 5 days observations.
• Organise students into groups. 4
• Ask students to share the results of their
observation in a group.
• Ask each group to draw the shape of the Moon
they observed on the chart paper.
4 Discussion for findings (20 min.)
• Ask each group to present their drawings of the
Moon. (Continue)

Teacher's Notes
The Moon Phases
• First Quarter- The first quarter moon really shows half of the Moon lit up.
• Waxing Gibbous- The Moon is still waxing because the part we see lit up is getting larger.
• Full Moon- Since the moon is now on the other side of its orbit around the earth, it is fully lit by the Sun.
• Waning Gibbous- Waning means to ‘become smaller’ and the part of the moon that is lit up is decreasing at this point
in the cycle.
• Last Quarter- The moon has moved another quarter of the way around the earth, to the third quarter position. The
sun’s light is now shining on the other half of the visible face of the moon.
• Waning Crescent- Less than half of the moon’s face appears to be getting sunlight and the amount is decreasing.
• New Moon- The cycle is now complete and will begin with again with another new moon.
• Waxing Crescent- The Moon is less than half, but the amount of sunlight is increasing.

200
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Observe the different phases of the moon. • Sketch the different phases of the Moon.
• Define the phases of the moon. • Explain what the phases of the Moon are.
• Identify the different phases of the Moon. • State that which part of the Moon changes the shape.
• Show interest to lean more about the different phases of the
Moon.

• Confirm the changes in the shapes of the Moon

every night for the last 5 days.
• Based on their findings, asks questions.
Q:How does the bright part of the moon
change its shape? (It becomes bigger every
night)
Q:Does the shape of the Moon change its
shape? (No)
Q:Which part of the Moon change the shape?
(The bright part of the moon)
Q:Can you guess why a part of the Moon is
5 bright? (It is because the part of the moon
surface reflects the light from the Sun.)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What are the different phases of the Moon?
Q: How does the bright part of the Moon change
its shape?
Q: Which part of the Moon change the shape?
Q: Why is a part of the Moon bright?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

“Changing Moon” Q: How does the bright part of the • Phases of the Moon
moon change its shape? The changing shapes of the bright part
Key question
It becomes bigger every night. of the Moon
Q: How does the Moon seem to change its
Q: Does the shape of the Moon change The phases repeat every 29.5 days.
shape?
its shape? No The Moon does not change its shape.
Activity: Changing shape of the moon.
Q: Which part of the Moon change the The bright part of the Moon changes its
Date 10th 11th 12th 13th 14th shape? shape.
Sep Sep Sep Sep Sep The bright part of the moon The bright part of the Moon reflects the
Shape Q: Can you guess why a part of the light from the Sun.
of the Refer to the textbook copy Moon is bright?
moon as the example. It is because the part of the moon
surface reflects the light from the Sun.

201
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Space Topic : 15.1. Moon in the Sky Textbook page: 203 - 205

Lesson Title 1
Lesson
4/5 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some questions to students and verify students
understanding. Explain and correct learning contents
again if they still have misconception.
• Provoke students to think about what the surface of the
moon is covered with and its size compared to earth.
• Have students to realise that moon changes its position
as time goes by.
• Explain that the bright part of the moon changes it
shape every night.
• Guide students to understand that the moon does not
change its shape.

2 Exercise & Explanation (30 min.)

2
• Allow students to try answering questions individually
with enough time in response to students
understanding.
• After the test, give them answers of the questions and
explain how to solve with asking student’s answers and
thought.
• Guide students to understand the main ideas or
concepts in response to their answers.
• If students find the concept on the different moon
phases questions difficult to understand than present it
again using a model explaining the waxing and waning
crescents.
• For question 4 the lessons on the Sun were covered in
grade 3. With that background knowledge on un
• they should identify the differences between the moon
and the sun.
• Remind students that this is the test for the end of the
topic on moon in the sky. We will be moving into a
new topic in our next science lesson.

202
 Exercise answers
Q1. Q3.
(1) moon (1) Waning Crescent
(2) phases (2) It reflects light from the Sun.
(3) east, west (3) 29.5 days

Q2. Q4.
(1) B Both the Moon and the Sun rises into the sky in
Explain that the round structures of moon’s surface the east, moves across the sky at highest
are craters. But hills, mountains and valleys are position and sets in the west.
also found on the surface.
(2) C
Explain that the phase of the moon goes through a
cycle from new moon, waxing crescent, first
quarter, waxing gibbous and then to full moon.
The waxing part of the moon happens when that
the lit up is getting bigger.

Explanation of Science 3
Extras

3 Science Extras (10 min.)

• Give students' opportunities closely observe the nature
and its phenomena in the world.
• Allow students to ask questions that demonstrate
curiosity about the content in the science extra.

203
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Space Topic : 15.1. Moon in the Sky Textbook page: 203 - 204

Lesson Title
Lesson
5/5 Chapter Test
Answer of the Chapter Test

space
craters

Sun

204
The moon appears quite large
because it is close to the Earth.

Waxing Crescent

205
Strand : PHYSICAL SCIENCE
Unit : FORCE and MOTION
Chapter 16. Force and Motion

Chapter Objectives
Students will be able to understand how
the position and motion of an object is
described, measured and classify simple
machines into six groups.

Topic Objectives
16.1 Describing and Measuring
Motion
Students will be able to;
• Describe the position of an object.
• Explain how the motion of an object
can be described by its distance, speed
and direction.
• Explain how the distance and speed of The picture at the chapter heading in the textbook shows a
an object can be measured. crane lifing a hea ehicle at a construction site. o lift such
hea ob ect, a crane basicall uses both fi ed and mo able
pulleys.
16.2 Machine and its Work
Students will be able to;
• Identify the different types of simple
machines.
• Describe how a lever works.
• Describe how a pulley works.
• Describe how an incline plane works.
• Describe how a wheel and axle works.
• Describe how a wedge works.
• Describe how a screw works.

206
Related Learning Contents
The learning contents in this chapter connect into the following chapters.

Grade 3 Grade 4 Grade 5 Grade 6

- Force - Force and Motion - Force and Machine - Force

Prior knowledge for learning this chapter;

• Force can change speed and direction of
moving objects.
• A tools that helps us do some things easily is
Teaching Overview called a simple machine.

This chapter consists of 13 lessons, each lesson is a double period.

Content standard Textbook
Topic Lesson No. Lesson Title and Key Question
in syllabus page number

Position and Motion of Objects

1 209 -210
What is the motion of an object?

Describing Motion of an Object

2 211 - 212
16.1 Describing How can we describe the motion of an object?
and Measuring
Measuring Motion of an Object
Motion 3 How can we measure the distance and speed of an 213 -214
object?

4 Summary and Exercise 215 -216

Six Simple Machines

5 217 - 218
What types of simple machines are there?

Lever
6 219 - 220
How does a lever make work easier?
4.2.3
Inclined Plane
7 221 - 222
How does an inclined plane make work easier?

Pulleys
16.2 Machine and its 8 223 - 224
How does a pulley make work easier?
Work
Wheel and Axle
9 225 - 226
How does a wheel and axel work?

Wedge
10 227 - 228
How does a wedge make work easier?

Screw
11 229 - 230
How does a screw work?

12 Summary and Exercise 231 - 233

Chapter Test 13 Chapter Test 234 - 235

207
 Unit Chapter : 16. Force and Motion Total lesson No: 85 / 97
Force and
Motion Topic : 16.1. Describing and Measuring Motion Textbook page: 209 - 210

Preparation
Lesson Title
Lesson • Nil
1 / 13 Position and Motion of
Objects

Lesson Flow

1 Introduction (10 min.)

• Recall the Gr 3 lesson on 'Force':
Q:What is force?
Q:What can force do when force is applied to
an object?
• Explain the part of the introduction, and ask:
1
Q:When an object is in motion, what is
happening to the object?
2 Introduce the key question
2
What is the motion of an object?
3 Activity (20 min.)
• Organise students to work in groups. 3
• Explain the steps of the activity.
• Ask students to look at the picture in the textbook
and choose three kinds of objects and describe
where they are located or placed in detail.
• Have students do the activity. Ask them to record
their findings in the table.
• Let students discuss the findings in their group.
4 Discussion for findings (20 min.) 4
• Ask students to present the findings from their
activity.
• Write down students’ findings on the blackboard.
(Continue)

Teacher's Notes
Motion of objects
Motion may be divided into three basic types — Rectilinear Motion, Circular Motion and Periodic Motion.
1. Rectilinear Motion
All the objects move along a single line. Some common examples of rectilinear motion are marching soldiers, moving
cars and moving animals. The common thing in all these examples is that they move in a single line.
2. Circular Motion
In the circular motion, the objects follow a circular path of motion without changing their position. Some examples of
circular motion are the motion of a ferry wheel, satellites and rotation of planets around the sun.
3. Periodic Motion
The motion that repeats after a specific period of time is known as periodic motion. In the periodic motion, the
movement made by these objects is called oscillation. The examples of the periodic motion are a child’s motion on
swings, the motion of the earth around the Sun and clocks.

208
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Describe the position of objects. • Describe the position of an object by comparing to other objects.
• Define motion. • Explain what an object in motion is.
• Explain the relationship between the • Relate an object in motion to the change in its position.
position and the motion of an object. • Discuss how to describe the position of an object with
classmates.

• Confirm the findings with students.

• Based on their findings, ask the questions as
5 discussion points.
Q:How did you describe the place where the
object is? (By comparing it to other objects,
etc.)
• Encourage students to think of what happens
when the object is moving by asking:
Q:What would happen to the place of an object
if it is moving? (The place or position will
change.)
Q:What is happening to an object when the
object is in motion? (An object is changing
its position or place.)
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a position?
Q: How can we describe the position of an
object?
Q: What is motion?
Q: What happens to an object when it is in
motion?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: How did you describe the place where an • The place or location of an object is called
“Position and Motion of Objects”
object is? position.
Key question
By comparing it to other objects, etc. • The position of an object can be described by
What is the motion of an object? comparing the position of other objects.
Activity Q: What would happen to the place of an object if • The change in the position of an object is called
Where is the object? it is moving? a motion.
Object Where is it? The place or position will change. • An object in motion moves from one place to
Red lamp On a purple table another.
Pillow On the bed Q: What is happening to an object when the
Clock face On the wall above book shelf object is in motion?
Teddy bear Near the window on the shelf An object is changing its position or place.
Yellow book Under the purple table

209
 Unit Chapter : 16. Force and Motion Total lesson No: 86 / 97
Force and
Motion Topic : 16.1. Describing and Measuring Motion Textbook page: 211 - 212

Preparation
Lesson Title
Lesson • Ball
2 / 13 Describing Motion of
an Object

Lesson Flow

1 Introduction (10 min.)

• Review the previous lessons by asking:
1
Q:How can we describe the position of an
object?
Q:What happens to an object when it is in
motion? 2
• Encourage students to think about how to describe
the motion of objects by asking the questions:
3
Q:How can we describe an object in motion?
2 Introduce the key question
How can we describe the motion of an
object?
3 Activity (20 min.)
• Organise students to work in pairs.
• Explain the steps of the activity.
• Allow the students to draw the table.
• Before taking the students outside remind them of
some safety tips. 4
• Take the students outdoor and observe the motion
of the ball,
- Firstly drop the ball to the ground and record
how the ball is moving.
- Next throw the ball to your friend and record
how it also moves.
• Encourage students to take turns in dropping and
throwing the ball.
• Ask students to record their observations in the
table.

Teacher's Notes
How to describe motion of objects
The motion of an object can be described by its position, distance, speed, time, velocity, direction and acceleration.
1. Position: The first concept to describing motion is that of position. In order to describe how far an object has moved,
or in what direction it has moved, or the objects velocity, we have to first define an objects position.
2. Distance: The next concept is distance, which is a unique quantity. Distance that an object has traveled – which is
measured in some unit of distance such as the meter (m), kilometer (km), centimeter (cm), or mile (Mi)
3. Speed and Time: In describing motion with the concepts of speed is where our units of time become important. Speed
is a concept of the amount of distance and object covers per some amount of time – which is measured in m/s or km/h.
4. Velocity and Direction: Velocity is speed in a given direction. In other words, velocity is how fast and in what
direction it moves. When we say a car moves at 60 km/h to the north, we are specifying its velocity.
5. Acceleration: Acceleration is the rate at which the velocity is changing. The term acceleration applies to decreases as
well as increases in speed.

210
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Explain how the motion of an object can be • Describe the movement of a ball by observing.
described. • State that the motion of an object can be described by its
• Define distance, speed and direction. distance, speed and direction.
• Investigate the motion of an object with interest.

4 Discussion for findings (20 min.)

• Ask students to present their findings.
5 • Write down students’ findings on the blackboard.
• Confirm the findings with students.
• Based on their findings, ask the following
questions as discussion points.
Q:What happened to the ball when you
dropped the ball? (It fell down to the ground,
it moved from my hand to the ground, etc.)
Q:What happened to the ball when you threw
the ball? (It was flying away from me, it was
moving faster, etc.)
Q:How can you describe the movement or
motion of a ball? (By how far the object
travelled, how fast an object is moving and
which way it is moving.)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a distance, speed and direction?
Q: How can we describe the motion of an object?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: What happened to the ball when you dropped • The motion of an object can be describe by its
“Describing Motion of an Object”
the ball? It fell down to the ground, it moved from distance, speed and distance:
Key question How can we describe the
my hand to the ground, etc. 1.Distance - how far?
motion of an object? A measure of how far an object has travelled
Q: What happened to the ball when you threw
Activity from its starting point.
the ball? It was flying away from me, it was
How is an object moving? 2.Speed - how fast?
moving faster, etc.
Motion Describing how the ball is A measure of how fast an object is moving.
Q: How can you describe the movement or
moving 3.Direction - which way it is moving
motion of a ball? By how far the object travelled,
When you The path that an object takes.
how fast an object is moving and which way it is
drop a ball
When you moving.
throw a ball

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 Unit Chapter : 16. Force and Motion Total lesson No: 87 / 97
Force and
Motion Topic : 16.1. Describing and Measuring Motion Textbook page: 213 - 214

Preparation
Lesson Title
Lesson • Toy car, tape measure (1 metre ruler),
3 / 13 Measuring Motion of tape, stopwatch (watch, clock)
an Object

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by throwing a ball to a
student across the classroom. 1
Q: Can you describe the movement of the ball?
• Ask the student to throw the ball back and tell the 2
students to try to work out how far and fast the
ball moved.
Q:How far and how fast do you think the ball 3
moved?
2 Introduce the key question
How can we measure the distance and speed
of an object?
3 Activity (20 min.)
• Arrange students into groups and explain the steps
of the activity.
• Ask the students to draw the table.
• Mark a start line on the smooth floor with a tape
for each group.
• Direct the students to measure the time and
distance from the starting point when the car was
pushed forward to when it stops using a measuring
tape or 1m ruler.
4
• Allow students to do the activity and record the
time and distance measured in the table.
• Repeat the same process three times.
• Allow enough time for students to do the activity
by themselves.

Teacher's Notes
Activity tips
• Prior to this lesson the teacher must set up in some corner of the classroom:
- Starting point with a masking tape.
- Measuring the distance on the floor from the starting point to as far as 120 centimetre (cm) long.
• This will allow the students to get straight into the activity instead of wasting time setting up.
• The result will depend on the type of toy car and how it is pushed.
• All groups should have the same type of toy car.
• Make sure students start timing the distance from the time the car is pushed and stop the time when it stops moving. Try to get
the distance within seconds.
• Each group may have different answers; they may use their answers to find the speed of each attempt and the average speed.
The answers may vary but the core of the lessons is on how to calculate the motion of an object.
• Use 'stop watch' in a mobile phone to control timing if you don't have wall clocks in your classroom.
Note: If students answers end up with decimal numbers, always round off to the nearest whole number.

212
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Explain how the distance and speed of an • Record the distance that a toy car travelled and the time that
object is measured. it took to travel that distance.
• Measure the difference in time. • State how to measure distance using correct units.
• Calculate the speed of an object. • Calculate the average speed of a toy car.
• State the unit of a distance. • Develop an attitude to describe daily motions using time
and distance.

4 Discussion for findings (20 min.)

• Ask students to present their results.
5 • Write down students’ results on the blackboard.
• Based on their findings, ask the following
questions for discussion.
Q:How did you measure the distance of the toy
car? (By using a measuring tape, tape
measure and the ruler.)
Q:What unit is used to measure distance?
(Metres (m) and centimetres (cm))
Q:How did you measure the time of the toy
car? (By using a stopwatch)
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: How can we measure distance?
Q: What units are used to measure distance?
Q: How can we measure the speed of an object?
• Ask students to copy the notes on the blackboard
into their exercise books.
6 Further Discussion(10 min.)
• Explain how to calculate the average speed of an
6 object.
• Ask students to calculate the average speed of a
toy car based on the results.
• Confirm answers with students.

Sample Blackboard Plan

Title: Discussion It can be measured by using ruler, tape

Q: How did you measure the distance of the toy measure, etc.
“Measuring Motion of an Object”
car? By using a measuring tape, tape measure It can be measured in kilometres (km), metres
Key question
and ruler (m), and centimetres (cm).
How can we measure the distance and speed Q: What unit is used to measure distance? • Speed can be calculated as:
of an object? Metres (m) and centimetres (cm) “The distance the object travelled divided by
Activity Q: How did you measure the time of the toy car? the time it took to travel that distance
Measuring distance and time By using a stopwatch
Attempt Time (second) Distance (cm) Further Discussion: (Example)
1st It depends It depends Summary 1st time: 100 cm ÷4 sec =25 cm in 1 sec
2nd It depends It depends • Distance and speed of an object can be 2nd time: 120 cm ÷6 sec =20 cm in 1 sec
3rd It depends It depends measured. 3rd time: 110 cm ÷65sec =22 cm in 1 sec
• Distance: Average speed = (25+20+22)÷3 =22.3cm in 1 sec

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 Unit Chapter : 16. Force and Motion Total lesson No: 88 / 97
Force and
Motion Topic : 16.1. Describing and Measuring Motion Textbook page: 215 - 216

Lesson Title 1
Lesson
4 / 13 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some questions to students and verify student
understanding.
Q:What is motion?
Q:How can we describe motion of an object?
Q:How can we measure motion of an object?
• Explain and correct learning contents again if they still
have misconceptions.
• Allow students to define the terms; distance, speed and
direction.
• Ask students to explain how speed can be measured.

2 Exercise & Explanation (30 min.)

2
• Explain to students that they will have to answer all the
questions in the exercise even if they are not
completely sure of the answer(s).
• Tell students;
that if they come across a difficult question, they
should skip it and move on to the next question.
not to spend too much time on the difficult question(s).
If they have some time at the end of the exercise, they
can come back and try to answer the difficult
question(s).
• Allow student to try answering questions individually
with enough time in response to students understanding
• After the test, use student’s answers and to answer the
question.

214
 Exercise answers
Q1. Q3.
(1) position Force
(2) distance Force affects how objects move. They may cause
(3) Direction motion, they may also slow down, stop or change
(4) Speed the direction of an object that is already moving.
(1) The place or location of an object is called the
position. Q4.
(2) Distance is a measure of how far an object has (Example of the answer)
travelled from its starting point. Walking speed of Amy is faster than that of Ellie.
(3) The path that an object takes is its direction. Amy travelled longer distance than Elli, while their
(4) Speed is the measure of how fast an object is time to travel are same. It means Amy can walk
moving. faster than Ellie.

Q2.
(1) A
Motion is the change in the position of an object.
(2) C
Distance can be measured using a ruler, tape
measure and measuring tape.

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 Unit Chapter : 16. Force and Motion Total lesson No: 89 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 217 - 218

Preparation
Lesson Title
Lesson • Pictures that shows simple machines
5 / 13 Six Simple Machines

Lesson Flow

1 Introduction (10 min.)

• Let students recall Gr 3 lesson on ‘What is a
Simple Machine?’ by asking;
Q:What is a simple machine?
Q: What kinds of simple machines do you
know?
• Encourage students to think about different types 1
of simple machines by asking questions:
Q:How can we classify simple machines?
Q:What other kinds of simple machines are 2
there?
2 Introduce the key question 3
What types of simple machines are there?
3 Activity (20 min.)
• Arrange students into groups.
• Explain the steps of the activity.
• Ask students to make a table in their exercise
books.
• Instruct students to pay more attention to how
simple machines work and how they are classified.
• Give enough time for their investigations. 4
• Ask students to discuss their findings in their
group.

Teacher's Notes
There are six types of simple machines.
1. Pulley- A pulley is a simple machine that uses grooved wheels and a rope to raise, lower or move a load.
2. Lever- A lever is a stiff bar that rests on a support called a fulcrum which lifts or moves loads.
3. Inclined plane- An inclined plane is a slanting surface connecting a lower level to a higher level.
4. Wedge- A wedge is an object with at least one slanting side ending in a sharp edge, which cuts materials apart.
5. Wheel and Axle- A wheel with a rod, called an axle, through its centre lifts or moves loads.
6. Screw- A screw is an inclined plane wrapped around a pole which holds things together or lifts materials

• Basic contents of the three simple machines below were taught in Grade 3.
• Inclined plane
• Levers
• Pulleys

216
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Identify the different types of simple • Name the six types of simple machines.
machines. • Give some examples of the six types of simple machines.
• Classify the simple machines into six groups. • Explain what a simple machine is.
• Define a simple machine. • State how the meaning of work in science is different from
• Explain work. that used in daily life.
• Appreciate the ideas from classmates.

4 Discussion for findings (20 min.)

• Ask students to present their findings on
5 grouping simple machines.
• Write down students’ findings on the blackboard.
• Confirm the findings with students.
• Based on their findings, ask the following
questions.
Q:How did you classify the simple machines
into 6 groups? (Simple machines are
grouped according to how they work and
look.)
Q:What characteristics does each group have?
t de ends on students’ answers)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What are the six types of simple machines?
Q: How can we classify simple machines?
Q: What is a simple machine?
Q: What is the meaning of 'Work' in science?
Q: What are some examples of each type of
simple machines?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: How did you classify the simple • A simple machine is a tool or device that can
“Six Simple Machines”
machines into 6 groups? make work easier.
Key question
Simple machines are grouped according • Work is the movement of an object by a force.
What types of simple machines are there? to how they work and look. • There are six types of simple machines.
Activity: Grouping simple machines Q: What characteristics does each group 1. Lever- e.g. hammer, bottle opener
Simple machines How do you goup them? have? 2. Pulley- e.g. flag pole, well
Hammer, bottle opener (It depends on students’answers) 3. Inclined plane- e.g. ramp, slide, stairs
Flag, crane It depends on 4. Wedge- e.g. knife, axe
Ramp students’ 5. Wheel and Axle- e.g. screw driver, tap, door
Axe, knife answers knob
Screw driver, door knob 6. Screw- e.g. screw, lid
Screw, container with lid

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 Unit Chapter : 16. Force and Motion Total lesson No: 90 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 219 - 220

Preparation
Lesson Title
Lesson • Claw hammer
6 / 13 Lever • 3-inch Nails and Wooden board.

Lesson Flow

1 Introduction (5 min.)
• Review the previous lesson by asking.
Q:What are the six types of simple machines? 1
• Encourage students to think about a lever by
asking questions: 2
Q:How does a lever work?
2 Introduce the key question
3
How does a lever make work easier?
3 Activity (25 min.)
• Arrange students into groups.
• Remind the students of the safety rules for using a
hammer.
• Explain the steps of the activity.
• Have the students hammer about 13 of the nail into
the wood.
• Ask the students to firstly try to remove the nail
with their hands.
• Ask students to use the hammer to remove the
nail. 4
• Have students record their findings in their
exercise book.
• Let students think about how a hammer makes
work easier in their group.
4 Discussion for findings (20 min.)
• Ask students to present their findings about which
way is easier to remove a nail in their activity.
(Continue)

Teacher's Notes
Safety rules:
1. Try not to pull the nail too hard using your fingers or bare hands because it might cause injury.
2. Be careful when handling the hammer.
Description of were to find the fulcrum and arm on a lever.
• Fulcrum is a pivot point or point of support on which a lever turns in raising or moving something.
• The arm (effort) is the handle or bar, it’s the part that you push or pull on.
• There are three types or classes of lever, according to where the load and effort are located with respect to the
fulcrum.

218
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define a lever. • State how a lever is structured and how it helps make work
• Describe how a lever works. easier.
• Identify levers from different simple • Explain how a lever changes the amount and the direction
machines. of the force.
• Give some examples of levers used in daily life.

• Students present their findings about removing a

nail with their hand and by using a hammer in
5 the activity.
• Confirm the findings with students.
• Based on their findings, ask the following
questions.
Q:Which way needs more or less force to remove
the nail? (By using hand need more force. By
using a hammer needs less force.)
Q:How does the hammer change the amount of
force which is applied by hand? (From weak to
strong force)
Q:How does a hammer change the direction of the
force which is applied by hand? (From
downward to upward)
Q: Can you give some examples of other levers that
people use every day? (Bottle opener, shovel,
scissors, etc)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a lever?
Q: How does a lever work?
Q: What are some examples of levers that people
use every day?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: Which way needs more or less forces? • A lever is a simple machine made up of an arm
“Lever”
- Using hands need more force and a fulcrum.
Key question
- Using hammer needs less force. • A lever makes it easier to lift and move objects.
How does a lever make work easier? Q: How does a hammer change the amount of • A lever changes:
Activity the force which is applied by hand? The strength of force: from weak to strong
How a hammer works From weak force to strong force force.
Observation: Q: How does a hammer change the direction of The direction of a force:
Which way is easy to pull out a nail from a board? the force which is applied by hand? From • Examples of levers are:
1.Using hands- hard to remove downward to upward, etc - Bottle opener,
2.Using hammer- easy to remove Q: Give examples of other levers people use - Shovel
every. - Scissor
- Shovel, Bottle opener, Scissors, seesaw, etc - Hammer, etc

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 Unit Chapter : 16. Force and Motion Total lesson No: 91 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 221 - 222

Preparation
Lesson Title
Lesson • String, flat board, book
7 / 13 Inclined Plane • tape measure(1m ruler), bench (table)

Lesson Flow

1 Introduction (5 min.)
• Revise the previous lesson by asking:
Q:What is a lever? 1
Q:How does a lever work?
• Encourage students to think about an inclined 2
plane by asking questions:
Q:How can an inclined plane work?
2 Introduce the key question 3
How does an inclined plane make work
easier?
3 Activity (30 min.)
• Prior to this activity teacher should set up the
activity for the students.
• The smooth surface of a flat board should be
prepared.
• Arrange students into groups.
• Explain the steps of the activity.
• Have students do the activity and record their
results in the table.
• Let students compare which way needed more or
less force and think about how an inclined plane
make work easier.
4 Discussion for findings (20 min.)
• Ask students to present the results from their
activity.
• Write down students’ findings on the blackboard.
(Continue) 4

Teacher's Notes
Optional material to use for the activity:
- a bag of soil, sand or a litre of water
- plank should be more than 1.5m
- Size of rope should be 3-10mm thick.
Background information:
• An inclined plane, also known as ramp, is a flat supporting surface tilted at an angle, with one end higher than the
other, used as an aid for raising or lowering a load.
• An inclined plane is one of the basic machines. It reduces the force necessary to move a load a certain distance up by
providing a path for the load to move at a low angle to the ground. This lessens the needed force but increases the
distance involved, so that the amount of work stays the same.
• An inclined plane is a simple machine with no moving parts. It makes it easier for us to move objects to higher or
lower surface, than if we lift the objects directly upwards.
220
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define an inclined plane. • State how an inclined plane is structured and how it makes
• Describe how an inclined plane works. work easier.
• Measure the distances of the object moved • Explain the relationship between the amount of force applied
with the board and without the board. to an object and the distance that the object moves.
• Record the measurement of the distance with and without a
board.

• Confirm the findings with students.

• Based on their findings, ask the questions.
Q:Which way did you need more or less force
to lift a book? (Without the board we needed
more force. With the board we need less
force.)
Q:Which way did you pull a book longer or
shorter distance? (Without the board, the
distance we pulled was shorter. With the
board, the distance we pulled was longer.)
Q:What relationship do you find between the
5
force we need and the distance to pull a
book when we use an inclined plane? (We
need less force but we must pull a book a
longer distance.)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is an inclined plane?
Q: How does an inclined plane work?
Q: What are some examples of inclined planes
that people use every day?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Black board Plan

Title: Discussion Summary

Q: Which way did you need more or less force to • An inclined plane is a simple machine made
“Inclined Plane”
lift a book? Without the board we need more of a slant surface.
Key question
force. With the board we need less force. • An inclined plane decreases a force and
How does an inclined plane make work Q: Which way did you pull a book longer or increases the distance to move an object to
easier? shorter? Without the board, the distance we a higher position.
Activity: Which is easier? pulled was shorter. With the board, the distance • Examples of Inclined Planes:
How far did Which way did we pulled was longer. Ramp, slide, ladder, stairs, etc
you pull? you need more or Q: What relationship do you find between the
(cm) less force? force we need and the distance to pull a book
Without a e.g. 60cm More force when we use an inclined plane? We need less
board needed force but we must pull a book a longer distance.
With a board e.g. 150cm Less force need

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 Unit Chapter : 16. Force and Motion Total lesson No: 92 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 223 - 224

Preparation
Lesson Title
Lesson • Two pulleys, a bottle of water, tape
8 / 13 Pulleys measure
• 3 metre string (rope)

Lesson Flow

1 Introduction (5 min.)
• Review the previous lesson by asking:
1
Q:How does an inclined plane work?
• Encourage students to recall a pulley by asking 2
questions:
Q:When we sing the National anthem, how do
we raise the flag? 3
Q:What makes it easy to pull the rope?
2 Introduce the key question
How does a pulley make work easier?
3 Activity (30 min.)
• Prior to this activity, a pulley should be attached
firmly to a higher place. For a movable pulley, one
end of the rope should be attached firmly to a
higher place.
• Arrange students into groups.
• Explain the steps of the activity.
• Have students do the activity and record the
results in the table.
• Let students compare which way needed more or
less force and think about how a pulley helps
make us work easier.
4 Discussion for findings (20 min.)
• Ask students to present their results from their
activity.
• Write down students’ findings on the blackboard. 4
(Continue)

Teacher's Notes
• Pulley can be used in two different ways - refer to textbook.

Fixed Pulley Movable Pulley

A fixed pulley is one in which the drum is secured to a Movable pulleys can help you lift heavier things. A
single spot. While the force required to lift or move an movable pulley is one in which drum moves as you are
object is no different than if you were lifting it by hand, moving the load. If you were hauling a heavy hay bale up
the fixed pulley allows you to change the direction of the into the loft of a barn, for example, a movable pulley
force needed. For example, when attached to a bucket would make the load feel much lighter, although the
pulling water from a well, a fixed pulley allows you to length we must pull the rope is longer distance than
pull laterally to raise the bucket in a more convenient object moves.
manner.

222
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define a pulley. • State how a pulley is structured and how it helps make work
• Identify how two types of pulleys work. easier.
• Compare the differences and the • Explain the relationship between an amount of force applied and
similarities between fixed and movable a distance that the object moves when a fixed and a movable
pulley. pulley is used.
• Describe how a fixed and movable pulley is similar and different.

• Confirm the findings with students.

• Based on their findings, ask the questions.
Q:Which way did you need more or less force
to lift a bottle? (We need more force with
pulley A. We need less force with pulley B.)
Q:Which way did you pull a bottle longer or
shorter? (With pulley A we pulled shorter.
With pulley B we pulled longer.)
Q:What characteristics did you find about
pulley A and B? (Pulley A: It cannot move,
5
the bottle moves to the opposite direction of
pulling, we need more force to pull, etc.
Pulley B: It can move freely, the bottle
moves to the same direction of pulling, we
need less force to pull, etc.)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a pulley?
Q: What kinds of pulley are there?
Q: How does a fixed pulley work?
Q: How does a movable pulley work?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: Which way did you need more or less force to • There are two main types of pulley:
“Pulleys”
lift a bottle? We need more force with pulley A. 1.Fixed pulleys:
Key question
We need less force with pulley B. It cannot be moved.
How does a pulley make work easier? Q: Which way did you pull a bottle longer or It changes the direction of the force.
Activity shorter? With pulley A we pulled shorter. With The amount of force doesn’t change.
Lifting up a bottle pulley B we pulled longer. An object moves as same distance as we pull a
Distance of the Which way do you Q: What characteristics did you find about pulley rope.
string you pulled need less force? A and B? Pulley A: It cannot move, the bottle 2.Movable pulleys
A 50 cm Pulley B needs less moves to the opposite direction of pulling, we It moves up and down freely.
B 100cm force need more force to pull, etc. Pulley B: It can move It needs less force to lift an object.
freely, the bottle moves to the same direction of We must pull a rope a longer distance than the
pulling, we need less force to pull, etc. object moves.

223
 Unit Chapter : 16. Force and Motion Total lesson No: 93 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 225 - 226

Preparation
Lesson Title
Lesson • Two chairs, handled broom, string,
9 / 13 Wheel and Axle bucket with a handle, stones

Lesson Flow

1 Introduction (5 min.)
• Review the previous lesson by asking:
Q:What is a pulley? 1
Q:What kinds of pulley are there?
• Encourage students to think about a wheel and 2
axle by asking questions:
Q:Do you know a wheel and axle?
3
Q:How can a wheel and axle make our work
easier?
2 Introduce the key question
How does a wheel and axle work?
3 Activity (30 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Tie a broom and a bucket with a string and set up
the activity. The broom represents a wheel and
axle.
• Have students do the activity step by step and ask
them to record their results in the table.
• Encourage students to compare which way is
easier to lift the bucket and ask them to record
their results.
• Ask students to discuss how a wheel and axle
works in a group
4 Discussion for findings (20 min.)
• Ask students to present the results from their 4
activity. (Continue)

Teacher's Notes
Things to consider prior to this lesson
1. Make sure the chairs are the same type.
2. The rope must not be soft or it might break easily.
3. If there is no broom like the one in the textbook, you can use a rake or something similar.
4. Try not to use a very big bucket but a reasonable size.
5. Use enough stones just to give enough weight.
6. Make sure to tie the rope to the centre of the broom.
Background information
• The wheel and axle consists of a wheel attached to a smaller axle so that these two parts rotate together in which a
force is transferred from one to another. A major application is in vehicles, in which the wheel and axle is used to
reduce friction of the moving vehicle with the ground.

224
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define a wheel and axle. • State how a wheel and axle is structured and how it makes
• Observe how a wheel and axle works. work easier.
• Explain how a wheel and axle changes an amount of force.
• Give some examples of a wheel and axle in daily life.
• Relate the usefulness of a wheel and axle to the daily use.

• Write down students’ results on the blackboard.

• Confirm their findings with students.
5 • Based on their findings, ask the questions.
Q:Which way did you lift a bucket more easily?
(When turning the head of the broom)
Q:What is different between the head and the
end of a broom when you compare their
size? (The head of a broom is bigger than
the end of a broom.)
Q:The head of a broom represents a wheel
and the end of a broom represents an axle.
Can you guess how a wheel and axle
works? (When we turn the wheel with a
weak force, we can turn an axle easily, etc)
• Conclude the discussion.
5 Summary (5 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a wheel and axle?
Q: How does a wheel and axle work?
Q: What are some examples of a wheel and axle
that we use every day?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Summary

Q: Which way did you lift a bucket more easily? • A wheel and axle is a simple machine made up
“Wheel and Axle”
When turning the head of the broom. of two parts:
Key question
Q: What is different between the head and the Wheel- a round or circular part
How does a wheel and axle make work? Axle- rod that runs through the centre of the
end of a broom when you compare their size?
Activity The head of a broom is bigger than the end of a wheel.
Turning a broom broom. • When a wheel is turned, an axle is also turned.
Q: The head of a broom represents a wheel and • The wheel and axle makes work easier by
Let’s compare which way makes it easier to lift the end of a broom represents an axle. Can you increasing the strength of the force by turning.
the bucket. guess how a wheel and axle works? • Examples of a wheel and axle:
• End of the broom handle- hard to lift When we turn the wheel with a weak force, we door knobs, screwdrivers, faucets, etc.
• Head of the broom- easy to lift
can turn an axle easily, etc

225
 Unit Chapter : 16. Force and Motion Total lesson No: 94 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 227 - 228

Preparation
Lesson Title
Lesson • Rectangular block, clay
10 / 13 Wedge

Lesson Flow

1 Introduction (10 min.)

• Review the previous lesson by asking:
Q:What is a wheel and axle? 1
Q:How does a wheel and axle work?
• Make a simple explanation of a wedge by showing 2
a knife and ask:
Q:How does a wedge work?
2 Introduce the key question 3

How does a wedge make work easier?

3 Activity (20 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Provide block and clay to each group.
• Let the students try to spit the clay by pushing
down the flat face of the block then repeat the
same process with the edge of a block.
• Ask students to record which way was easier to
split the clay.
• Let students think about how a wedge works and
record their ideas in the table.
• Ask students to discuss their ideas in a group.
4 Discussion for findings (20 min.)
• Ask students to present the results from their
activity. 4
• Write down students’ results on the blackboard.
(Continue)

Teacher's Notes
Wedge is a piece of wood, metal, or other material with a pointed edge at one end and a wide edge at the other, used to
keep two things apart or, when forced between two things, to break them apart: A wedge under the door kept it open.

What is the purpose of the wedge? A wedge can be used in many ways:
A wedge is really an inclined plane turned on its side. But instead of To cut (knife)
helping you move things to a higher level, a wedge helps you push things To split (axe)
apart. The blades of a knife or a shovel are both wedges. A wedge can To tighten and to hold back
also be round, like the tip of a nail, or the tines on a fork (doorstopper)
Some examples of wedges that are used for separating might be a shovel, To hold together (nail)
knife, axe, pick axe, saw, needle, scissors or ice pick. But wedges can also To scrape (blades on the snowplough
hold things together as in the case of a staple, push pins, tack, nail, or farm grader)
doorstop or a shim.

226
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define wedge. • Describe how a wedge is structured and helps work easier.
• Observe how a wedge works • Explain how a wedge changes a direction of force.
• Realize that an edge of a block splits clay more easily than
the flat face of the block.
• Give some examples of a whedge in daily life.
• Take part in an activity in collaboratively with classmates.

• Confirm their findings with students.

• Based on their findings, ask the question as
5 discussion point;
Q:Which parts of a block are edges? (The
edges of a block)
Q:What shape do the edges look like?
(V-shaped, acute, sharp, etc)
Q:How did the clay split when you pushed the
edge of the block down to the clay? (The
clay split outward or sideward.)
Q:How does the wedge change the direction of
force? (From downward to outward)
Q:Can you guess how a wedge works? (A
wedge can cut or split objects. A wedge can
change the direction of force from downward
to outward or sideward, etc.)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a wedge?
Q: How does a wedge works?
Q: What are some examples of a wedge that we
use every day?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Q: Can you guess how a wedge works?

Q: Which parts of a block are edges? A wedge can cut or split objects. A wedge can
“Wedge”
The edges of a block change the direction of force from downward to
Key question
Q: What shape do the edges look like? V-shaped, outward or sideward, etc.
How does a wedge make work easier? acute, sharp, etc
Activity Q: How did the clay split when you pushed the Summary
Splitting clay edge of the block down to the clay? • Wedge is simple machine
Which way can you How does a wedge The clay split outward or sideward. • Wedge is made two incline plane back to back.
split the clay easily? work? Q: How does the wedge change the direction of • Wedge can cut or split objects apart.
By using the edge It helps to spit the force? • A wedge can change the direction of force.
of the block clay easily. From downward to outward • Example of edges:
It can cut the clay Knife, axe, pick axe, doorstop, etc
with less force, etc

227
 Unit Chapter : 16. Force and Motion Total lesson No: 95 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page: 229 - 230

Preparation
Lesson Title
Lesson • Nail, screw, hammer, screwdriver, a piece
11 / 13 Screw of wood

Lesson Flow

1 Introduction (5 min.)
• Review the previous lesson by asking: 1
Q:What is a wedge?
Q:How does a wedge work?
• Make a brief explanation of a screw by showing a
model of a screw and ask: 2
Q:How does a screw work?
2 Introduce the key question
3
How does a screw work?
3 Activity (25 min.)
• Organise students into groups.
• Explain the steps of the activity.
• Let the students turn a screw with a screwdriver.
Encourage students to pay attention to how the
screw moves.
• Let students hammer the nail into the wood.
• Ask student to guess which would be easier to
remove from the wood.
• Let students pull out both the screw and nail with
the hammer.
• Ask students to record which was harder to
remove screw or the nail from the wood.
4 Discussion for findings (20 min.)
• Ask students to present the results from their
activity.
• Write down students’ results on the blackboard. 4
(Continue)

Teacher's Notes
Safety:
• Be careful when handling the hammer.
• Provide a longer piece of wood about 50 cm for the activity as this will have enough clearance to drive the nail and
screw into the wood and to hold stead when removing them.
Difference between a nail and screw
• These two are not the same. Unlike the nail, a screw has ridges around the shaft. It is harder to drive a screw into a
piece of wood because the ridges on the screw create a lot of friction and resistance. To drive a screw into the wood, it
has to turn in a circular motion by a screw-driver.
• A screw is a combination of simple machines—it is in essence an inclined plane wrapped around a central shaft, but
the inclined plane (thread) also comes to a sharp edge around the outside, which acts a wedge as it pushes into the
fastened material and the shaft and helix also form a wedge in the form of the point. The most common uses of screws
are to hold objects together and to position objects.
228
 Lesson Objectives Assessment

Students will be able to: Students are able to:

• Define a screw. • Describe how a screw is structured.
• Observe how a screw works. • Explain how a screw changes amount and the direction of
force.
• Find the functions of a screw based on the results of activity.
• Value the opinions from others.

• Confirm the findings with students.

• Based on their findings, ask the question as
5 discussion point.
Q:When you compared the shape of a nail and
screw, how are they different? (A screw has
an inclined plane around a cylinder or cone.)
Q:Which direction did you turn a screw?
(Clockwise, circular, etc)
Q:Which direction did the screw move when
you turned it into the wood? (Downward,
etc)
Q:How does a screw change the direction of
force? (A screw changes the circular force to
downward force.)
Q:Which was harder to pull out of the wood, a
nail or a screw? (A screw)
Q:Can you guess how a screw works? (A
screw changes the direction of force, it helps
hold or tighten an object, etc)
• Conclude the discussion.
5 Summary (10 min.)
• Ask the students to open their textbooks to the
summary page and explain it.
• Summarise today’s lesson on the blackboard.
• Ask these questions as assessment:
Q: What is a screw?
Q: How does a screw work?
Q: What are some examples of a screw that we
use every day?
• Ask students to copy the notes on the blackboard
into their exercise books.

Sample Blackboard Plan

Title: Discussion Q: Can you guess how a screw works?

Q: When you compared the shape of a nail and A screw changes the direction of force, it helps
“Screw”
screw, how are they different? A screw has an hold or tighten an object, etc
Key question
inclined plane around a cylinder.
How does a screw work? Q: Which direction did you turn a screw? Summary
Activity Clockwise, circular, etc • A screw is a simple machine.
Turning a screw Q: Which direction did the screw move when you • A screw is made up of an inclined plane
How did the screw Which was harder turned a screw into the wood? Downward, etc wrapped around a cylinder or cone.
move? to get out of the Q: How does a screw change the direction of • A screw holds objects together.
wood? force? A screw changes the circular force to • A screw changes a weak force to a strong
It moved to the screw downward force. downward or upward force.
right ( clock wise) Q: Which was harder to pull out of the wood, a • Examples of screws include:
nail or a screw? A screw - Bolts, Screws, Bottle caps, Light bulbs, Car jack

229
 Unit Chapter : 16. Force and Motion Total lesson No: 96 / 97
Force and
Motion Topic : 16.2. Machine and Its Work Textbook page : 231 - 233

Lesson Title 1
Lesson
12 / 13 Summary and
Exercise

Tips of lesson

1 Summary (20 min.)

• Recap main learning contents in this topic.
• Ask some questions to students and verify student
understanding.
Q:What is a simple machine?
Q:How many types of simple machines are there?
Q:What are the names of the simple machines?
• Explain and correct learning contents again if they still
have misconception.
• Provoke student to define each of the simple machine
and give some examples of each.
• Ask students what the term work means.

2 Exercise & Explanation (30 min.)

2
• Explain to students that they will have to answer all the
parts of questions in the exercise even if they are not
completely sure of the answer(s).
• Tell students;
that if they come across a difficult question, they
should skip it and move on to the next question.
not to spend too much time on the difficult question(s).
If they have some time at the end of the exercise, they
can come back and try to answer the difficult
question(s).
• Allow student to try answering questions individually
with enough time in response to students understanding
• After the test, use student’s answers and to answer the
question.

230
 Exercise answers
Q1. Q3.
(1) machine (1) Lever
(2) force (2) Screw
(3) lever (3) Inclined plane
(4) wedge (4) Pulley
(5) screw (5) Wheel and axle
(1) A tool or device that can make work easier is (6) Wedge
called simple machine. (1) A hammer changes a weak force to a strong
(2) Work is the movement of an object by using force on the nail.
force. A simple machine can move an object (2) A screw is used to hold objects together.
easily when a force is applied to the simple (3) A slope decreases a force to move an object to
machine. a higher position.
(3) A lever is a simple machine made up of an arm (4) A fixed pulley is useful to lift or lower an
and fulcrum. A lever makes it easier to lift and object.
move objects. (5) A screwdriver makes work easier by increasing
(4) A wedge is a simple machine made up of two the strength of the force.
inclined planes back to back. These planes meet (6) A knife has a sharp edge that is used to cut
and form a sharp edge. This edge can cut or objects.
split objects apart. Q4. Example of the answer
(5) A screw is a simple machine made up of an - Fixed pulley is fixed in one place and cannot
inclined plane wrapped around a cylinder or be moved. It changes the direction of the force
cone. Screws are used to hold objects together. but it does not change the amount of force
Q2. needed to lift the object.
(1) C - A movable pulley is a pulley that is free to
(2) B move up and down. It lets us use less force to
Wedge has two inclined planes back to back and is lift an object but we must pull the rope a
used to cut or split objects. longer distance than the object moves.

Explanation of Science 3
Extras

3 Science Extras (10 min.)

• Give students opportunities to observe the nature and
its phenomena in the world.
• Allow students to ask questions that demonstrate
curiosity about the content in the science extra.

231
 Unit Chapter : 16. Force and Motion Total lesson No: 97 / 97
Force and Topic : 16.1. Describing and Measuring Motion / Textbook page: 234 - 235
Motion 16.2. Machine and Its Work

Lesson Title
Lesson
13 / 13 Chapter Test
Answer of the Chapter Test

position
speed
work

232
 Screw

Wheel and axis

lever wedge pulley

Distance, speed and direction

A movable pulley is free to move up and down. The moveable pulley lets us
use less force to lift an object.

The position of the clock face changes and as she moves the clock face, it is
now in motion.

233
 Science Tool Box
1. How to use a Thermometer
2. How to use a Compass
3. How to use a measuring cylinder

I would like to use

these science tools
in the lesson!

Let's check and

learn how to use the
science tools here.

Compass

Thermometer

Measuring cylinder

234
How to use a
Thermometer

1. What is a thermometer?
A thermometer is an
instrument we use to measure
temperature. A thermometer
consists of a glass tube with
marks on it. When the liquid
in the glass tube is heated, it
expands and begins to rise
up the tube. Temperature is
measured in degree Celsius [°C].

2. Measuring temperature
STEP 1:
Place the bulb in the place where you want to Thermometer
measure the temperature. Make sure that there
are no bright lights or direct sunlight shining on the bulb
bulb.
STEP 2:
Wait for a few minutes until the liquid
in the tube stops moving. Position your
eyes at the same level with the top of the
liquid in the tube.
STEP 3:
Read the scale line that is closest to the e e e e
top of the liquid. The thermometer as
shown on the right shows 27 °C.

235
 How to use a
Compass

1. What is a compass?
A compass is an instrument you use
for finding directions (North, South,
East and West). It has a dial and a
magnetic needle that always points
to the north/south. This helps you to
Compass
locate your position on a map and to
set the direction you wish to travel.

2. Finding directions
STEP 1:
When you want to face North, place
the compass flat on your palm and
hold your palm in front of your chest
as shown in the picture on the right.
STEP 2:
Turn your body until the magnetic
needle comes to the North sign on the North
dial. When the needle overlaps the
North sign on the dial, you are facing
North.
STEP 3:
Find other directions when you are
facing North. Your right side points to West East
East and left side points to West, and
your back is facing the South when
you are facing North. South

236
How to use a
measuring cylinder
STEP 1
1. What is a measuring cylinder?
Measuring cylinder, beaker and
measuring jar are used to measure
the volume of water.
Volume of water is often measured
in millilitre (mL) or in litre (L).

2. Measuring Volume of Water

STEP 1: STEP 2

Pour some water into a measuring

container.

STEP 2:
Position your eyes at the level
e e e e
with the top of the water. Read
the scale line that is closest to the
STEP 3
surface of the water.
If the surface of the water is mL
50
curved up on the sides, look at the
lowest point of the curved water 40

surface. 30

se ew
20
STEP 3:
Read the measurement on the 10

scale. The volume of water in the

figure on the right is 43 mL.
a ate
e

237
 (Introduced in Grade 3 Textbook)

How to use a
Balance

1. What is a balance?
A balance is an instrument that is
used to compare weight. Weight is
Balance
a property of matter in an object. A
balance has two pans, on the left This type of balance
has similar function.
and right of the arm. To compare the
weight of two objects, place an object
on the left and another on the right
pan. The arm tilts down to the heavier
side. If two objects have equal weight,
then the left and right pans are arm
balanced.

2. Comparing the weight of coins

STEP 1:
pan
Check that the empty pans are
balanced. If it needs to be adjusted,
move the slider or adjuster until the
pans are balanced.
STEP2:
Place a coin on the left pan and
another coin on the right pan. When
the arm tilts down to the right, then
it means the coin on the right pan is
heavier than the left side. If the left
and right pans are balanced, the two
coins have the same weight.

238
(Introduced in Grade 3 Textbook)

How to draw a sketch

Scientific sketch is NOT an artwork. The sketch requires precise

drawing. If the plant has two leaves, the sketch should have two
leaves only as they are.

The principle of sketch is “top to bottom” and “front side to back side”.
For example, look at the sample below;

STEP 1: Start by drawing the flower of the plant.

STEP 2: Next draw the stem.
STEP 3: Next the leaf. Draw from front leaves to back.
STEP 4: Lastly draw the root.

Write down a title

Parts of a plant and date when
you are drawing
Date: 2nd March
a sketch.

2
3

239
 Glossary

Anther is the part of a male flower which contains pollen. ………………………… 72

Battery is a device that makes it easy to carry electricity any where you go. …… 78
Boiling of water means that large bubbles are formed in the water actively. …… 78
Boiling point of water is the point at which the water boils actively, which is 100oC
…………………………………………………………………………… 146
Bones support our body and give the body shape. ………………………………… 182
Chemical change is a change in matter in which new kind of matter is formed. … 138
Chemical property is the ability to change into new matter that has different
properties. ………………………………………………………… 138
Chrysalis is a special case which a pupa makes to protect itself. ………………… 106
Compost is a mixture of naturally decaying matter such as plants and animals. … 34
Condensation is a change of state from air to liquid. ……………………………… 164
Conductor is a material that electric current easily flows through. ………………… 86
Crater is a round hole in the surface of the moon. …………………………………… 198
Direction is the path that an object takes. Direction is expected by comparing its
current position to its past position. ……………………………………… 212
Distance is a measure of how far an object has travelled from its starting point. … 212
Electric circuit is the circle of a pathway that electricity flows. …………………… 82
Electric current is the flow of electricity. ……………………………………………… 84
Evaporation is a change of state from liquid to gas. ………………………………… 162
Fruit comes from flowers and they contain seeds. …………………………………… 96
Gas of water is the invisible form of water. …………………………………………… 152
Inclined plane is one of the simple machines that uses slanted surface to move
objects from a lower position to a higher position with less force. 218
Insulator is a material that electric current does not flow through easily. ………… 86
Joint is the body part where two bones join together. ……………………………… 184
Landfill is an area where garbage is an area where garbage is thrown. ………… 28
Larva is called a caterpillar, hatches from an egg. …………………………………… 106
Lever is a simple machine made up of an arm and a fulcrum. ……………… 218,220
Life cycle is the series of changes that a plant goes through during its life. ……… 24
Liquid water means water that we are most familiar with at room temperature. … 152
Medium is a matter that transports sound. …………………………………………… 122

240
Melting means changing a form from solid to liquid. ……………………………… 150
Melting point of water is the point at which the ice starts to melt, which is 0oC. … 150
Metal is a material such as iron and aluminum. ……………………………………… 86
Motion is the change in the position of an object. An object in motion moves from
one place to another. …………………………………………………………… 210
Muscle is under our skin and covers our bones. We use our muscles when we play
and work. ………………………………………………………………………… 188
Nymph is the young insect in the stage before the adult insect. …………………… 106
Oxygen is one of the gases in the air. ………………………………………………… 12
Petal is the bright colourful parts of a flower. ………………………………………… 72
Phases of the moon mean a series of changing shapes of the bright part of the
moon that we can see. ………………………………………… 202
Physical change is a change in physical properties of matter. It may make
the matter look different, but it does not change the material
of matter itself. ……………………………………………………… 136
Physical property is a characteristic of matter that can be measured or observed
with the five senses without changing the matter itself. ……… 134
Pistil is a female part of a flower. ……………………………………………………… 72
Pitch means how high or low a sound is. …………………………………………… 126
Pollen is a fine powder produced by flowers, which is carried by the wind or by
insects to other flowers. ………………………………………………………… 72
Position is the place or location of an object. ……………………………………… 210
Precipitation is any form of water that falls from clouds such as rain, snow, and hail.
……………………………………………………………………… 62,166
Pulley is a wheel to lift or lower an object easily.……………………………………… 218
Pupa is one of stage in the life cycle before an insect becomes adult, when it is
protected by a special case.……………………………………………………… 106
Screw is a simple machine made up of an inclined plane wrapped around
a cylinder or cone to change a weak force to a strong downward or upward
force. ………………………………………………………………………… 218,230
Seed is the part produced by plants from which a new plant grows. ……………… 24
Seedling is a young plant that grows from a seed. ………………………………… 42

241
 Glossary

Shelter is a place where animals can be safe. ……………………………………… 12

Simple machine is a tool or device that can make work easier. …………………… 218
Soil pollution is the addition of harmful materials to the soil. ……………………… 29
Solid of water means iced water. ……………………………………………………… 152
Sound is a form of energy that you can hear. ……………………………………… 120
Speed is a measure of how fast an object is moving. ………………………… 212,214
Stamen is a male part of a flower. ……………………………………………………… 72
Steam are the visible tiny water droplets floating in the air when water is boiling. 148
Stigma is the top of the centre part of a flower that receives the pollen. ………… 72
Tadpole is the stage of the frog when the frog eggs hatches. ……………………… 108
Thermometer is a tool to measure temperature ……………………………………… 62
Three R's means "Reduce", "Reuse things", and "Recycle things". ……………… 34
Vibration is a quick movement back and forth. ……………………………………… 120
Volume is the amount of a space in a container. Or it means the amount of sound,
such as soft or loud. …………………………………………………………… 48
Volume of sound is how soft or loud. ………………………………………………… 124
Water cycle is the movement of water between the air and the Earth as water
changes its state. ………………………………………………………… 166
Water pollution is the addition of harmful things to water. Waste, sewage, oil, and
detergent spilled in water can be harmful things. ………………… 172
Water vapour is gaseous state of water. ……………………………………………… 148
Weather is the conditions of the air and the sky at a particular time and place. … 60
Wedge is a simple machine made up of two inclined planes back to back to form a
sharp edges. ……………………………………………………………… 218,228
Wheel and axle is one of the simple machines to make work easier by increasing the
strength of the force. …………………………………………… 228,226
Wind is moving air. …………………………………………………………………… 46,62
Work in science means the movement of an object by using force. ……………… 218

242
 Glossary
Page number corresponds to Grade 3 Textbook

Amphibian is an animal whose body is covered with moist skin. ………………… 88

Axis in the Earth is an imaginary straight line that passes through the North
pole and South pole of the Earth. ………………………………………………130
Balance is a tool to compare the weight of matters. ………………………………… 36
Bird is an animal that has feathers and wings. ……………………………………… 88
Compass is an instrument you use for finding directions. ……………………………168
Direction is the path that an object takes. The direction tells us where the
object is going. ………………………………………………………………184
Energy is the ability to do work. Energy can change and move things. …………… 110
Environment is everything that makes up our surroundings. ……………………… 12
Man-made environment is the environment that is made of man-made things. … 14
Natural environment is the environment made of natural things. ………………… 14
Nonmagnetic object is an object that is not attracted by a magnet. ………………160
Fibrous root is a root that has many smaller roots that spread out
in different directions. …………………………………………………… 76
Fish is an animal that lives in water and has scales and gills. ……………………… 88
Force is a push or a pull. ……………………………………………………………… 176
Forest is a place with many trees that grow close together. ………………………… 22
Friction is force that makes an object slow down and stop when two surfaces of
objects are rubbed against each other. ………………………………………180
Fulcrum is the point on which the lever turns or balances. …………………………194
Gravity is the force that pulls objects toward Earth’s centre.………………………… 176
Herbs are plants that have soft and green stems. …………………………………… 78
Humus is tiny bit of dead plants and animals in soil. …………………………………208
Inclined plane is a simple machine made up of a flat and slanted surface. ………192
Insect is an animal that has 6 legs and hard outer covering. ……………………… 88
Leaf is a part of plants made up of a leaf stalk, a leaf blade, and veins.…………… 70
Leaf blade is the main flat area of the leaf. …………………………………………… 80
Leaf margin is shape of leaf edges. …………………………………………………… 80
Leaf vein is a tube that can help carry water and nutrients throughout the leaf. … 80
Lever is a simple machine made up of arm and fulcrum. ……………………………194

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 Glossary
Page number corresponds to Grade 3 Textbook

Light is energy that we can see. ………………………………………………………138

Living things are things that grow, change and breathe, can move by
themselves and produce new living things. …………………………………… 16
Magnet is an object that attracts magnetic object. …………………………………158
Magnetic object is made of iron and attracts to a magnet. …………………………160
Magnetic poles are the parts where a magnet attracts objects most strongly.
All magnets have north and south pole. ……………………………162
Mammal is an animal that has fur or hair and breathe by lungs. …………………… 88
Man-made things are things made by people. ……………………………………… 14
Matter is everything around us. ………………………………………………………… 32
Mineral is a non-living thing found in nature such as gold, diamond and
copper. ……………………………………………………………………………206
Mixture is something made of two or more kinds of matters. ……………………… 58
Natural things are things that come from nature and not made by
people. Plants, animals, soil, air and water. ………………………… 14
Non-living things are things that do not grow, change, breathe and cannot produce
new ones. …………………………………………………………… 16
Nutrient is a material in the soil that living things need to grow …………………… 72
Object is a thing that we can see and touch. ………………………………………… 41
Ocean is the vast body of salt water. ………………………………………………… 22
Opaque objects do not let any light travel through them. ……………………………142
Property is anything that we learn about a matter such as weight, size, colour, and
texture. ………………………………………………………………………… 34
Pulley is a simple machine made up of a wheel through which a rope moves. ……196
Reflection is what occurs when light bounces off an object. ………………………148
Reptile is an animal whose skin is covering with dry scales. ……………………… 88
Rock is made of one or more minerals. ………………………………………………206
Roots are a part of plants that are usually found under the soil. …………………… 70
Shrubs are small to medium sized plants with hard and woody stems. …………… 78
Simple machine is a tool that helps us do some things easier. ……………………190
Soil is the top layer that covers Earth’s surface. ………………………………………208

244
 Page number corresponds to Grade 3 Textbook

Speed is a measurement of how fast or slow an object is moving. …………………182

Stem is a part of plants that connects the roots to other plant parts. ……………… 70
Sun is the brightest object in the day sky. ……………………………………………120
Taproot is a root that has one major root that grows very deep into the ground. … 76
Temperature is how warm or cool something is. Temperature is measured in
degrees Celsius( ) ………………………………………………………122
Thermometer is an instrument we use to measure temperature. …………………122
Translucent objects allow some light to travel through them. ………………………142
Transparent objects allow light to travel through them. ……………………………142
Trees are plants that have hard and woody stems. …………………………………… 78
Volume is the amount of space that a matter takes up. …………………………… 46
Weight is a measure of how heavy an object is. ……………………………………… 35
Wetland is a place that is very wet. …………………………………………………… 22

245
 Basic Science Instruments
Basic science instruments introduced in the textbook are listed below.

3
1 2 4

7
6
5

1 Magnifying lens
8

2 Measuring cylinder

3 Beaker
9
4 Thermometer

5 Compass

6 Pulley 10

7 Bulb

8 Bulb socket

9 Dry cell holder

11
10 Switch

11 Electrical wire

246
247
 Science Grade 4 Teacher's Manual Development Committee

The Science Teacher's Manual was developed by Curriculum Development Division (CDD), Department of
Education in partnership with Japan International Cooperation Agency (JICA) through the Project for
Improving the Quality of Mathematics and Science Education (QUIS-ME Project). The following
stakeholders have contributed to manage, write, validate and make quality assurance for developing quality
Textbook and Teacher’s Manual for students and teachers of Papua New Guinea.

Joint Coordinating Committee members for QUIS-ME Project

Dr. Uke Kombra, Secretary for Education - Chairperson, Mr. Walipe Wingi, Deputy Secretary - Deputy Chairperson, Mr. Baran
Sori, Mr. Samson Wangihomie, Mr. Titus Romano Hatagen, Dr. Eliakim Apelis, Mr. Godfrey Yerua, Mrs. Annemarie Kona, Mr.
Camilus Kanau, Mr. Joseph Moide, Mr. Peter Kants, Mr. Maxton Essy, Mr. Steven Tandale, Ms. Hatsie Mirou, Mr. Paul Ainui,
Mr. Packiam Arulappan, Mr. Allen Jim, Mr. Nopa Raki, Mr. Gandhi Lavaki, Mr. John Kakas, Ms. Philippa Darius, Mr. Alex
Magun, Ms. Mary Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Colette Modagai, Ms. Dorothy
Marang, Mr. Dan Lyanda, Representatives from Embassy of Japan and JICA PNG Office, Mr. Akinori Ito, MPS, Mr. Chiko
Yamaoka and other Project Experts

Steering Committee members for QUIS-ME Project

Mrs. Annemarie Kona, First Assistant Secretary - Chairperson, Mr. Steven Tandale - Assistant Secretary, CDD - Deputy,
Chairperson, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Gandhi Lavaki, Mr. John Kakas, Ms. Philippa Darius, Mr. Alex Magun, Ms.
Mary Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Mary Phillips, Mr. Nopa Raki, Mr. Geoff Gibaru,
Ms. Jean Taviri, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka, Mr. Satoshi Kusaka, Mr. Ryuihi Sugiyama, Mr. Kenichi Jibutsu, Ms.
Masako Tsuzuki, Dr. Kotaro Kijima, Ms. Kyoko Yamada and Representatives from Textbook writers and JICA PNG Office

Curriculum Panel
Mr. Steven Tandale, Mr. Gandhi Lavaki, Ms. Philippa Darius, Mr. Alex Magun, Mr. John Kakas, Ms. Mirou Avosa, Ms. Mary
Norrie, Mr. Gilbert Ikupu, Mr. John Wek, Ms. Betty Bannah, Mr. Vitus Witnes, Ms. Clemencia Dimain and Ms. Celine Vavetaovi

Editorial Supervisors
Mr. Ryuichi Sugiyama, Mr. Kenichi Jibutsu, Prof. Masakazu Kita, Dr. Kotaro Kijima, Mr. Susumu Komazawa, Mr. John Kakas
and Mr. Moses Hatagen Koran

Content Supervisors
Prof. Hiroaki Ozawa, Ass. Prof Kazuyuki Tamura and Prof. Yasuhiko Makino

Writers & Proofreaders (Curriculum officers & Textbook writers - Science Working Group)
Mr. John Kakas - Science Working Group Leader, Ms. Collette Modagai, Mr. Moses Hatagen Koran, Mr. Emmanuel Ragu, Mr.
Jimmy Pulpulis, Mr. Michael Kwadogi, Ms. Sandra Uramani, Ms. Brenda Kautu, Ms. Raphaella Barau and Ms. A’alia Nissar

Chief Proofreader, Illustrations, Photos & Desktop Publishing

Mr. Alex Magun (Chief Proofreaders), Mr. Micheal John, Ms. Atsuko Yano, Mr. Fumihiko Kobori, Nihon Graphics Co.,Ltd.
(Illustrations), Mr. Angus Fraser, Mr. Rocky Roe, Wildlife Conservation Society, Piku Biodiversity Network Inc., Mr. Chiko
Yamaoka, Dr. Kotaro Kijima, Mr. Masaki Kubo, JICA Volunteers, Aflo, amana images, ARTEFACTORY, CORVET, Getty Images,
NaRiKa, NASA, NICT, NNP, OASIS, PIXTA, PPS (Photos), Mr. David Gerega, Mr. Vitus Witnes (Graphic designers), HIZU
INC., Mr. Haruo Yoshida, Ms. Ayako Sakano (Desktop Publishing) and Gakko Tosho Co.,Ltd. (Photos and illustrations)

Validation Team (Science working group & Teachers from pilot schools)
Mrs. Anne Afaisa, Ms. Esther Yambukia, Mr. Freeman Kefoi, Ms. Heidi Supa, Ms. Ikai Koivi, Ms. Jill Koroi, Ms. Kila Vela Ymana,
Ms. Lino Eaki, Ms. Louisa Kaekae, Ms. Lucy Paul, Ms. Margaret Itoro, Ms. Martha Dimsock, Mr. Tom Ovia and Mrs. Wilfreda Efi

Cooperation
Japan International Cooperation Agency (JICA), Department of National Planning & Monitoring (DNPM), PNG Conservation &
Environment Protection Authority (CEPA-JICA Biodiversity Project), PNG Forest Authority (PNGFA-JICA, PNG-FRIMS Project),
Piku Biodiversity Network Inc., Okayama University, Naruto University of Education, Gakko Tosho Co.,Ltd. , Bank of Papua
New Guinea, Gaire Primary School, Iobuna Kouba Primary School, Koki Primary School, Koiari Park Primary School, St. John
Primary School, St. Peter Primary School, St. Therese Primary School, Sogeri Primary School, Tubuseria Primary School and
Wardstrip Primary School

Department of Education

248
 Papua New Guinea
Department of Education