Contents

Introduction iv

Unit 1 Characteristics and life

process of organisms 2

Unit 2 Microorganism 13

Unit 3 Flowers and seeds 18

Unit 4 Environmental pollution 24

Unit 5
Physical and chemical
changes of matter 29

Unit 6 Light, and sound 34

Unit 7 Electricity and magnetism 41

Unit 8 Structure of the earth 48

Unit 9 Space and satellite 53

Unit 10 Technology in everyday life 58

Worksheets 62

answers Worksheets 86

1 iii
 introduction • coherent
The ideas within this series have a logical and
natural connection with each other. There is a
progressive articulation of concepts, skills, and
content that prepares students to understand
and use more complex concepts as they advance
through the learning process.

• developmentally appropriate
In accordance with providing for all areas of
a child’s development (i.e. physical, social,
emotional, linguistic, aesthetic, and cognitive),
this series provides for:
• active exploration of the environment
• self-directed and hands-on learning activities
About this series
• balance between individual and group
This science series has been painstakingly written, activities
edited, and published with one aim in mind: to
provide primary school students in Pakistan with • regular and supportive interaction with
a comprehensive, engaging, informative, and teachers and peers
entertaining experience while learning about science. • balance between active movement and quiet
The contents follow the guidelines provided by the activities.
Cambridge International Primary Programme and the
UK National Curriculum for General Science.
• comprehensive
A great deal of work has gone into ensuring that
Some students can find the idea of studying science
students who work their way through this series
an ordeal. They may have been exposed to learning
end up with a sound knowledge of basic scientific
materials that are too dry and dense: providing basic
principles that will put them in good stead for
information without considering the learning needs
later learning, and indeed for when they have
of today’s students. We have spent as much effort
completed their formal education.
in making sure our series engages the student as
we have on ensuring the accuracy and relevance of • feasible
the content, making this an outstanding work in all
The combination of a student text, workbook,
respects.
interactive digital resources, and teacher’s
guide make learning and teaching feasible and
Salient features of the series
accessible, without the need to purchase other
• consistent with the nature of learning materials.
This series stimulates students’ curiosity and
develops their interest in learning. It also provides • useful and relevant
them with activities that facilitate their capacity The content in this series relates directly to
for problem solving and enable them to learn students’ needs and interests. It enables them to
more about themselves and the world around understand more about themselves and the world
them. they live in.

iv 1
General suggestions and advice on to actively support their students' development and
teaching science provide opportunities for the students to acquire
important knowledge and skills. Worksheets at the
S tudents should be encouraged to share what they
end of this guide and the workbook along with
know, so invite discussion and foster an environment
extension activities will help to reinforce and boost
where they feel comfortable. Starting from what a
learning.
child knows helps them to feel confident learning
new things. T eachers are encouraged to actively involve students
T he main focus of science at this level is to encourage in reinforcing concepts by interacting with the digital
the students to participate and investigate and this resources. If the required facilities are not available
is done through asking and answering questions. assign tasks from the digital resources for practice at
Actively encourage students to participate in the home.
different experiments and share their experiences. T he cartoon character, Super Scientist, is the narrator
We have created a character, Super Scientist. and has been used for generating interest in the text.
S uper Scientist has been used as a tool to make the He is smart since he is a scientist, but he is prone to
book appealing to students. After all, we all know acting silly at times. He should be referred to and
how much students enjoy animated characters. made use of for eliciting laughter wherever possible.
Teachers should use Super Scientist to generate The Science Factor series has been enriched following
interest, engagement, and humor. Super Scientist is the introduction of Single National Curriculum
here to make science fun. introduced by the Government of Pakistan in 2020.
 good way to approach the learning and teaching
A Consequently, The Science Factor contents follow the
of science in every lesson is outlined below—all you guidelines provided by the Cambridge International
have to remember is S.C.I.E.N.C.E. Primary Programme, the UK National Curriculum
S ­— Start by saying what the students are going to for General Science, as well as the SNC 2020 by
learn about Government of Pakistan.
C — Constantly encourage student participation The teaching guides of the series have been updated
and involvement to reflect the newer content in the books and
I — Investigate the topic and follow students’ workbooks. Teachers will find lesson planning easy
interests with our updated guides and worksheets available
for the newer SLOs.
E — E ncourage all students to explore and
contribute by rewarding participation and More importantly, the TGs ensure that teachers can
praising their involvement lay the essential foundations of science concepts, to
ensure that students:
N — N otice the interests and questions of the
students and explore them further • Attain the prescribed benchmarks by the end of
C — Consolidate what has been learnt in the lesson grade 5.
and link it to other topics that have been • Are well prepared for the coursework required
taught and the world around them from grade 6 onwards.
E — End on a positive note and explain what has To aid this endeavour, a detailed map of the new
been learnt and what is coming next SNC provided SLOs and where they are present in
the Science Factor series is provided. This invaluable
About this teacher's guide planning aid will that teachers will continue to find
T his teacher's guide contains lesson plans, teaching of science an enjoyable and thought-
worksheets, and information that will enable teachers provoking process.

1 v
SNC type grade strand SNC topic/chapter SNC sub-topic
Five Kingdom systems (Monera,
Protista, Fungi, Plants, Animals)
Classification and Characteristics of
Plants
Classification and characteristics
of Flowering Plants (monocot and
dicot)

CLASSIFICATION OF LIVING Classification and Characteristics

THINGS of Animals (vertebrates and
invertebrates)

Viruses, Bacteria and Fungi

GS 5 life science
Role of microorganisms as
decomposers
Advantages and disadvantages of
MICROORGANISMS microorganisms

Structure of a flower
Pollination and its types

Types of reproduction in plants

FLOWERS AND SEEDS Structure and germination of seed

(monocot/dicot)

Conditions necessary for seed

germination

vi 1
 SNC SLOs Location in TSF books

•D
 escribe classification of living organisms and its importance. Book 5 p6

•C
 lassify the plants into two major groups (dicots and monocots) and give
Book 5 p 8-9
examples of each group.

•C
 ompare and contrast the structure of a dicot and a monocot plant (with
Book 5 p 9
respect to their seeds, leaves and flowers).

•D
 ifferentiate between vertebrates and invertebrates based on their
Book 5 p 11
characteristics.

•C
 lassify vertebrates into, fish, amphibians, reptiles, birds and mammals on
Book 5 pp 11-17
the basis of their characteristics.
•C
 lassify invertebrates into five groups (sponges, worms, insects, snails, and
Book 5 pp 11, 17-22
starfish) on the basis of their characteristics.
•U
 nderstand the concept of extinction and endangered species and the
role of human actions in the loss of biodiversity. Write some measures for Book 5 p 22-24
conservation of endangered species.
•D
 efine and describe microorganisms. Book 5 pp 25

• Identify the main groups of microorganisms and give examples for each. Book 5 pp 26-28

•H
 ighlight the role of microorganisms in decomposition and discuss its
Book 5 p 28-30
harmful and beneficial effects.
•R
 ecognize some common diseases of each group caused by
book 5 p 31
microorganisms.
•R
 ecognize that microorganisms get transmitted into humans and spread
Book 5 pp 31
infectious diseases.
•D
 iscuss and deduce advantages and disadvantages (any 3) of
Book 5 pp 28-30
microorganisms by using some daily life examples.

• S uggest preventive measure to protect him/herself from these infections. Book 5 pp 32

• E xamine and Describe structure of a flower Book 5 p 33

•D  efine pollination and describe its types with examples. Book 5 p 34
•D  efine reproduction and differentiate between sexual and asexual
Book 5 p 34-41
reproduction in plants.

•D
 escribe the structure of a seed and demonstrate its germination. Book 5 pp 35

•C
 ompare and contrast the structure and function of chick pea and Maize
Book 5 pp 36
seed.

• I llustrate the conditions necessary for seed germination. Book 5 pp 37

1 vii
SNC type grade strand SNC topic/chapter SNC sub-topic
Pollution and its types
Causes of pollution
Effects of Pollution on life (Smoke,
smog, Sewage Water, Solid Wastes,
Industrial Wastes)
ENVIRONMENTAL Preventive measures to reduce
POLLUTION Pollution
Biodegradable and
nonbiodegradable materials

Physical changes observed in

everyday life

PHYSICAL AND CHEMICAL

CHANGES OF MATTER
physical
GS 5
science

Chemical changes observed in

everyday life

Sources of light

Luminous and non-Luminous

objects
Transparent, opaque and
translucent objects
Light travels in straight lines
LIGHT AND SOUND Formation of shadows

Reflection of light
Production of sound
Propagation of sound
Intensity of sound (high, low)

viii 1
 SNC SLOs Location in TSF books
•D  efine pollution and its types. Book 5 pp 42-46
• E xplain the main causes of water, air and land pollution. Book 5 pp 43-46
• E xplain the effects of water, air and land pollution (unclean/toxic water,
smoke, smog, excess CO2/other gases, open garbage dumps, industrial Book 5 pp 42-46
waste etc.) on the environment and life.
•D  iscuss and explain the effects of burning fossil fuels and releasing
Book 5 p 44
greenhouse gases in air.

•D
 ifferentiate between biodegradable and non-biodegradable materials. Book 5 pp 49-51

• E xplain the impact of non-biodegradable materials on the environment. Book 5 pp 50-51

• I nvestigate possibilities and suggest ways to reduce non-biodegradable
Book 5 p 50-51
materials.
• Identify observable changes in materials that do not result in new materials
Book 5 p 54
with different properties (e.g., dissolving, crushing aluminium can).
•R  ecognize that matter can be changed from one state to another by heating
Book 5 pp 54-57
or cooling (candle wax).
•D  escribe and demonstrate the states of water (i.e., melting, freezing, boiling,
Book 5 pp 54-57
evaporation, and condensation).
• Identify ways of accelerating the process of dissolving materials in given
amount of water and provide reasoning (i.e., increasing the temperature,
Book 5 p 57-58
stirring, and breaking the solid into smaller pieces increases the process of
dissolving).
•D  istinguish between strong and weak concentrations of simple solutions. Book 5 p 58
• Identify observable changes in materials that make new materials with
Book 5 p 59
different properties (e.g., decaying, burning, rusting).
•D  ifferentiate between physical and chemical changes with examples. Book 5 pp 60
• Identify natural and artificial sources of light. Book 5 p 61
• J ustify that light emerges from a source and travels in a straight line. Book 5 p 62

• I nvestigate luminous and non-luminous objects in daily life. Book 5 p 62

• Identify and differentiate between transparent, opaque and translucent

Book 5 p 64
objects in their surroundings.
• I nvestigate that light travels in a straight line. Book 5 p 62
• E xplain the formation of shadows. Book 5 p 63
•P  redict the location, size and shape of a shadow from a light source relative
Book 5 p 63
to the position of objects.
•D  emonstrate that shiny surfaces reflect light better than dull surfaces. Book 5 p 65
•D  escribe and demonstrate how sound is produced by a vibrating body. Book 5 p 66
• Identify variety of materials through which sound can travel. Book 5 p 66-67
• Identify that speed of sound differs in solids, liquids and gaseous medium. Book 5 p 67
•D  efine and describe the intensity of sound with examples. Book 5 p 69

1 ix
SNC type grade strand SNC topic/chapter SNC sub-topic

Noise and its effects on human

LIGHT AND SOUND health.
Controlling noise pollution
Static electricity
Charges and their properties
Conductors and insulators
Electric current
physical Electrical circuits and its
science components + Fuse and its uses
ELECTRICITY AND
MAGNETISM Magnet and magnetism

Properties of magnets
Types of magnets

GS 5
Structure of Earth

STRUCTURE OF EARTH
Types of soil
Composition and characteristics of
Soil
Space
earth and
space
science
Satellites
Natural and artificial satellites
SPACE AND SATELLITES

Types of artificial satellites and their

uses

x 1
 SNC SLOs Location in TSF books

•D
 efine noise and its harmful effects on human health. Book 5 p 70

•A
 ppreciate the role of human beings in reducing noise pollution. Book 5 p 70
• E xplain the phenomenon of static electricity in everyday life. Book 5 p 72-73
•D
 escribe charges and their properties. Book 5 p 71-73
•D
 ifferentiate between conductors and insulators in daily life. Book 5 pp 74
•D
 escribe flow of electric current in an electric circuit. Book 5 pp 74-75

•D
 escribe and design an electric circuit and explain its components. Book 5 pp 74-75

•R
 ecognize that magnets can be used to attract some metallic objects Book 5 p 76
•D
 escribe and demonstrate that magnets have two poles and like poles repel
Book 5 p 76-77
and opposite poles attract.
• Identify earth as huge magnet and demonstrate it with experiment. Book 5 p 76,78
•D
 escribe the working of a magnetic compass. Book 5 p 79
• E xplain different types of magnets (permanent, temporary magnet and
Book 5 pp 80-82
electro-magnet).
•D
 escribe the structure of the Earth (i.e., crust, mantle, and core) and the
Book 5 p 83
physical characteristics of these distinct parts.
•D
 escribe the sources of water on Earth. Book 5 p 84
• Identify similarities and differences among the different types of soil. Book 5 pp 85-86

• I nvestigate the composition and characteristics of different soils. Book 5 pp 85-87

•D
 efine the term ‘space’ and emphasize the need to explore it Book 5 p 88
• Recognize the role of NASA (National Aeronautics and Space Administration)
Book 5 p 88
in space exploration.
•D
 efine the term ‘satellite’ and describe its importance. Book 5 p 89
•D
 escribe the natural satellites of the planets of the solar system. Book 5 p 89-91
•D
 efine artificial satellites and explain their importance in exploring the Earth
Book 5 p 92-93
and space.
•R
 ecognize the key milestones in space technology. Book 5 pp 89
•D
 escribe the uses of various satellites in space i.e. geostationary, weather,
Book 5 p 93
communication and Global Positioning System (GPS).

1 xi
SNC type grade strand SNC topic/chapter SNC sub-topic

Technical model making skills out

of clay, paper, reed board, reeds,
packing material

TECHNOLOGY IN
GS 5 STEM
EVERYDAY LIFE
Making Technical Devices

First aid and disaster management

xii 1
 SNC SLOs Location in TSF books

•e
 nlist and practice safety procedures while carrying out the activities Book 5 p 94

•M
 ake a model of footbridge and bookshelf Book 5 p 100-101
•U
 se spirit level/water level to level different objects (table, picture, frame
Book 5 p 101
etc.)
•U
 se a plumb line to install a flag pole vertically and make a sun clock. Book 5 p 102
•U
 se a wire cutter and stripper to make electrical wire joints. Book 5 p 103
•P
 repare LED light strings working with 12 volt battery Book 5 p 103
•M
 ake a musical instrument from easily available resources Book 5 p 103-104
•M
 ake moveable van, bus, etc. Book 5 p 104

•U
 se first aid box to dress a wound. Book 5 p 95

•P
 ractice shifting a person to hospital Book 5 pp 95-96
•P
 ractice earth quake, fire and flood drill Book 5 pp 97-99

1 1
 unit 1 CHARACTERISTICS
C HARACTERISTICS AND LIFE
PROCESSES OF ORGANISMS
Background
This unit builds on the classification of animal and plant kingdoms. It also tells you what plant and
animal cells are and explains the concept of biodiversity. Moreover, it gives you some examples of
endangered species and extinct animals. Use the activities in this guide as well as the Student’s
Book and Workbook to make your lesson enjoyable. They will also help to strengthen and reinforce
these concepts.

Learning outcomes
Students should be able to:
y describe classification of living organisms and its importance.
y classify plants into two major groups (dicots and monocots) and give examples of each group.
y c ompare and contrast the structure of a dicot and a monocot plant (with respect to their seeds, leaves,
and flowers).
y differentiate between vertebrates and invertebrates based on their characteristics.
y c lassify vertebrates into fish, amphibians, reptiles, birds and mammals on the basis of their
characteristics.
y c lassify invertebrates into five groups (sponges, worms, insects, snails, starfish) on the basis of their
characteristics.
y analyse some of the factors caused by humans which are affecting biodiversity.
y Suggest and write some measures for conservation of endangered species.

Resources
y Student’s Book pages 6-24
y Workbook pages 2-9
y Honey bee video
y Pictures of mollusks, sponges, worms, echinoderms, and cnidarians
y 2-3 minute clip of different ecosystems and the biodiversity in each
y Pictures of endangered species in Pakistan e.g. snow leopard, Indus dolphin etc.

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.

2 1
 y E xplain that they are going to be learning about the differences between living things and non-living
things. Explain using examples from the classroom e.g. students (humans), plants as living and white
board, tables and chairs as non-living.
y Show the students a picture of a bat and ask them the following questions:
y Does it need air to breathe?
y Does it grow?
y Does it need food and water to survive?
y Does it walk or move by itself?
y W
 rite down the characteristics of the five kingdoms of living things. Tell them to write three examples
for each kingdom.
y C
 ompare and contrast the structure of a dicot and a monocot plant (concerning their seeds, leaves,
and flowers).
y Ask the students to tell some of the mammals' examples and draw one of their favourite mammals.
y D
 raw a plant cell and animal cell and label them in the class. Also, ask the students to write down the
functions of the parts of the plant cell and animal cells.

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y Explain the terms ‘cold-blooded’ and ‘warm-blooded’; ask the students to provide examples of them
y T ell the main characteristics of each class of vertebrates, show pictures of them, and ask the students
which one fits in which category?
y W
 rite the names of the animals on the board (e.g., humans, cats, bird, lizard, dolphin) and ask the
students how they move? Flying, walking, swimming, etc.
y Demonstrate how honey is produced by showing a 2-3 minute video.
y Differentiate between the characteristics of reptiles and Amphibians. Give three examples.
y Explain what are Arthropods. Ask students to write down the five groups of them from the book.
3.
y Welcome the students into the class and ask them to sit at their tables.
y Talk about mollusks, sponges, worms, echinoderms, and cnidarians using pictures and examples.
y E xplain biodiversity and its importance. Show a 2-3 minute clip of different ecosystems and
biodiversity in each.
y Describe what does extinct mean? Ask the students to give an example of an extinct animal.
y Write down the list of endangered species in Pakistan and give pictures of each (cut outs). Ask

1 3
 students to match the picture to the name.
y Ask students the following questions and discuss:
y Why is the octopus not a fish?
y Why is the spider not an insect?

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 14)

The 3 main differences are that mammals are warm-blooded, females are able to feed their young with milk
from their mammary glands and they have hair or fur, while reptiles are cold-blooded, they lay eggs with
leathery, waterproof shells and they have scales instead of hair or fur.
Jumbled Names (pg 16)
Cassowary
Ostrich
Stingray

In your Notebook (pg 16)

1. The 3 main differences are that mammals are warm-blooded, females are able to feed their young with milk
from their mammary glands and they have hair or fur, while reptiles are cold-blooded, they lay eggs with
leathery, waterproof shells and they have scales instead of hair or fur.
2. Birds have several common characteristics:
y They are warm-blooded.
y They lay eggs with hard shells.
y They have feathers and wings.
y They have scales but only on their legs and feet.

4 1
 y They breathe through lungs.
y They have a beak but no teeth.
y They have a furcula, which is also known as a wishbone
3. Fish breathe through gills. Although fish live in water, they need oxygen just like animals on land. Fish get
their oxygen from the water. They take in water through their mouth and pass the water over the gills where
the oxygen is extracted.

In your Notebook (pg 18)

1. The 3 main physical characteristics of an insects are:
y A body divided into three sections (head, thorax, abdomen)
y One pair of antennae
y Three pairs of legs on their thorax
2. The 3 main physical characteristics of amphibians are:
y They have thin skins.
y They do not have scales
y They do not have claws

Unit 1 Review (pg 24)

1. To make the study of living things easier.
2. a. vertebrates
b. invertebrates
3. All living things are made up of cells. Cells hold all of the equipment and information necessary to keep
an organism alive. Each type of cell performs a different function. There are nerve cells in your brain that
receive messages, and others that send messages. There are blood cells that carry oxygen around the
body, and others that protect the body against disease.
An animal cell looks like this:
cell membrane

cytoplasm
nucleus

vacuole

1 5
 The main parts of the cell are the nucleus, cytoplasm, cell membrane, and vacuole.
The nucleus is the control centre of the cell. The nucleus also controls the cell’s growth and reproduction.
The cytoplasm helps to move materials around the cell and also dissolves waste.
The vacuole is a space in the cytoplasm that can contain either air, liquid, or food.
The cell membrane acts as a barrier to the world outside the cell. It lets the things in and out of the cell
and stops dangerous things from getting in.
The smaller parts within a cell are called organelles.
4. a. Birds have several common characteristics:
y They are warm-blooded.
y They lay eggs with hard shells.
y They have feathers and wings.
y They have scales but only on their legs and feet.
y They breathe through lungs.
y They have a beak but no teeth.
y They have a furcula, which is also known as a wishbone.
b. Fish have several common characteristics:
y They live in water.
y They breathe through gills.
y Most have scales.
y Most lay eggs.
y Most have fins to help them move through the water.
y They are cold-blooded.
c. Amphibians have several common characteristics:
y They have thin skins.
y They begin life in the water and then live on land.
y Adult females return to the water to lay their eggs.
y They do not have scales or claws.
y They are cold-blooded.
d. Arthropods are divided into five main groups; insects (beetles, ants), arachnids (spider, scorpion),
crustaceans (crabs, lobsters), centipedes, and millipedes. All insects share 3 main charactersitics.
y a body divided into three sections (head, thorax, abdomen)
y one pair of antennae

6 1
 y three pairs of legs on their thorax.
4e . Reptiles have several common characteristics:
y They are cold-blooded.
y They lay eggs with leathery, waterproof shells.
y They have four legs (except for snakes).
y They have scales instead of hair or fur.
y They breathe through lungs.
y They have external ear openings (except for snakes).
5. Reptiles
6. Examples:

Mollusc:

clam octopus snail

Sponge:

sponge

Worm:

segmented worm flatworm roundworm

7. Endangered species are those whose numbers are declining. There are several endangered species in
Pakistan. They include the Indus River dolphin, Markhor, blackbuck, snow leopard and Goitered gazelle.
8. Sometimes human activity causes them to become endangered or extinct. Overlogging, deforestation,
overuse of resources, and pollution are leading causes of habitat destruction leading to extinction.
9. Endangered means their numbers are declining. Extinct means they have disappeared altogether.

Workbook Answers

1 7
Plant cell

cell wall

nucleus

vacuole

cell membrane

chloroplast

cytoplasm

Plant Crossword
Across
3. nucleus
4. seed coat
6. Angiosperms
8. Spore
Down
1. Chloroplast
2. Evergreen
5. Cotyledon
7. Monocot

Monocots and dicots

8 1
 plumule seed coat
radicle
endosperm

cotyledon

maize seed

seed coat
chickpea seed embryo

When they germinate, the difference between monocots and dicots can be seen in their leaves.
A monocot plant such as Maize, onion, rice, sugarcane, lilly, and wheat has narrow leaves with parallel
veins on them. Their flowers have petals which are either 3 or multiples of 3 (i.e. 3, 6, 9, etc).
A dicot plant such as Chickpea, tomato, cabbage, apple and peach tree, has broader leaves with net like
veins on them. Their flowers have petals which are either 4 (or 5) in number or multiples of 4 or 5.

The animal kingdom

Animal kingdom

Vertebrates Invertebrates

Birds Fish Amphibians Reptiles Mammals

Arthropods Echinoderms Cnidarians Sponges Molluscs Worms

I.
II. 1. Nucleus
2. Nerve
3. Elephant
4. Kangaroo
5. warm
6. reptiles

1 9
 7. French
8. invertebrates
9. Arthropods
10. Beetles/ants/spiders/crabs/lobsters etc.
Which animal has which features?
y Mammals:
y They are warm-blooded.
y The females are able to feed their young with milk from their mammary glands.
y They have hair or fur.
y Reptiles:
y They are cold-blooded.
y They lay eggs with leathery, waterproof shells.
y They have four legs (except for snakes).
y They have scales instead of hair or fur.
y They breathe through lungs.
y They have external ear openings (except for snakes).
y Birds:
y Birds have several common characteristics:
y They are warm-blooded.
y They lay eggs with hard shells.
y They have feathers and wings.
y They have scales but only on their legs and feet.
y They breathe through lungs.
y They have a beak but no teeth.
y They have a furcula, which is also known as a wishbone.
y Fish:
y They live in water.
y They breathe through gills.
y Most have scales.
y Most lay eggs.

10 1
 y Most have fins to help them move through the water.
y They are cold-blooded.
y Amphibians:
y They have thin skins.
y They begin life in the water and then live on land.
y Adult females return to the water to lay their eggs.
y They do not have scales or claws.
y They are cold-blooded.
y Insects:
y a body divided into three sections (head, thorax, abdomen)
y one pair of antennae
y three pairs of legs on their thorax.
Types of animals
I. 1.Amphibians
2. reptiles
3. warm-blooded
4. Amphibians, cold-blooded, vertebrates
5. reptiles, cold-blooded, vertebrates

II. vertebrates same in both invertebrates

y have a backbone y live on planet earth y do not have a backbone
y less than 5% of all animals y composed of animal cells y m
 ore than 95% of all
on Earth animals on Earth
y h
 ave a lifecycle from birth
y d
 o not have an external to death y have an external skeleton
skeleton
y have compound eyes
y d
 o not have compound
y c omparatively smaller in
eyes
size than vertebrates
y c omparatively larger in size
than invertebrates

1 11
Where’s the skeleton
Human: inside
Fish: inside
Fly: outside
Worm: outside
Grasshopper: outside
Crab: outside
Lizard: inside
Bird: inside
Extinct or living?
 : dodo, pterodactyl, tasmanian tiger, quagga, sea lion
 : auk, sea cow, ostrich, antelope, elephant, tiger, kangaroo

12 1
 unit 2 MICROORGANISMS
M ICROORGANISMS
Background
This unit builds on ways to preserve food to keep it free of germs. It also reviews healthy habits
and learns that some diseases are caused by harmful microorganisms. Moreover, this unit also
discovers the preventive measures to protect from these infections. Use the activities in this guide
as well as the Student’s Book and Workbook to make your lesson enjoyable. They will also help to
strengthen and reinforce these concepts.

Expected learning outcomes

Students should be able to:

y identify main groups of microorganisms and give examples of each.
y highlight the role of microorganisms in decomposition and discuss its harmful and beneficial effects.
y recognize some common diseases of each group cause by microorganisms.
y recognize that microorganisms get transmitted into humans and spread infectious diseases.
y D
 iscuss and deduce advantages and disadvantages (any 3) of microorganisms by using some daily life
examples.
y suggest preventative measures to protect themselves from these infections.

Resources
y Student’s Book pages 25-32
y Workbook pages 10-11

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Ask the students what they know about microorganisms.
y Tell them to state the advantages and disadvantages of microorganisms using day-to-day examples.
y D
 iscuss the roles of microorganisms as decomposers? Help the students identify some common
diseases of each group caused by microorganisms.
y A
 sk the students to analyse the various ways in which illnesses are transmitted. Some infections/
viruses, for example, can be spread by contaminated food and water.
y Tell the students the precautions to protect them from these infections/viruses e.g. washing their

1 13
 hands, wearing a mask etc.
y Make a mask in class.

How to make a face mask

You need:
y a bandana, scarf or cloth (roughly 50 by 50 cm)
1 3
y two rubber bands or elastics
1. Fold the cloth in half (top to bottom). 4
2. Fold it twice again.
3. Place a large rubber band at each end (about
15 cm from the ends).
4. Fold the ends of the cloth into the middle.
5. To wear the mask, place it over your mouth
and nose and loop the bands over your ears.
2 5

y Discuss the difference between fungi and plants.

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y U
 se graphs to demonstrate the spread of various diseases. For example, you may create illustrations
and write labels for mosquito eggs, larvae growing in filthy water, adults flying away, female mosquito
biting a person, and the person having a malarial fever to demonstrate how malaria is spread.
y Discuss the prevention measure for the dengue virus.
y T each the students not to consume food or drink left out in the open for an extended period since
bacteria and fungi can grow on it and rapidly multiply in the food.
y Q
 uestion the students if they have ever missed class due to illness and listen to their theories about
the origins and symptoms of their diseases.
y Ask them about the Coronavirus and what they do to protect themselves from it.
y Explain the types of Protists to the students. Tell them to state examples.
y Demonstrate the tips to the students (given in the book) that can help prevent food poisoning.

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y Help the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind

14 1
 them that all the answers are in the Student’s Book.

Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

1. your Notebook (pg 28)

In

Plants Fungi

Have stems, leaves, and roots Do not have stems, leaves, and roots

Some plants have flowers Do not have flowers

Are able to produce their own food Are not able to produce their own food

2. There are two main types of protists: protozoa and algae.

3. Bacteria only have one cell.
4. The role of bacteria is to act as decomposers. They breakdown the chemical elements inside other
organisms. Some germs are bacteria as well.
5. Fungi attach themselves to animals (e.g., humans) and plants.

In your Notebook (pg 31)

1. Bacteria can cause food to go bad as the bacteria and fungi that land on the food from air then produce
chemicals in the food which make us ill causing food poisoning. Tuberculosis, diphtheria, typhoid fever,
cholera, dysentery, and pneumonia are all also caused by bacteria.
2. These are the tips to make food safe:
y Cook food until it is really hot. If it’s too hot, people can wait until it is the right temperature to eat.
y Wash your hands before handling food, as well as during the handling process.
y Do not chop food on a chopping board that has been used but not washed.
y  o not let heated food sit for too long before being eaten. This will give bacteria a chance to
D
contaminate the food again.
y  heck that food is hot all the way through by poking a skewer through it or cutting a piece with a
C
knife. Sometimes when you heat a thick piece of food, the middle does not cook through enough.

1 15
 y Stir food when heating so that the heat is evenly distributed.
y Do not reheat food more than once.
y Make sure that frozen foods are properly thawed before heating them.

Unit 2 review (pg 32)

1. a. vaccine

b. microorganisms
c. antibiotics
d. fungi
2. Some microorganisms help nature via decomposition and also help humans in food preparation,
digestion and preventing diseases (via antibiotics and vaccines). The student may write a note on any two
ways.
3. Mushrooms are fungi. Some fungi attach themselves to plants. Mushrooms are examples of fungi that do
this. If you see mushrooms on a tree or around the base of a tree, you will know that the mushrooms are
getting their nourishment from the cells of that tree.
4. Antibiotics are medicines that help fight diseases. Antibiotics work by destroying, slowing down, or
preventing the growth of bacteria to cure bacterial infections. However, antibiotics are useless against
infections caused by viruses, such as cold, flu, etc.
5. There are two main types of protists: protozoa and algae. Like bacteria, protozoa are microscopic single-
cell organisms. However, they do not live on other organisms, they are free living. That means they can
easily move from one organism to another. Some protozoa are eaten by fish. Others cause diseases in
animals. Protozoa have an animal-like cells. On the other hand, algae have a plant-like cell. While most
algae have just one cell, some have multiple cells. Algae live in water and are able to make their own food
from sunlight. Some algae are microscopic but some are much larger.
6. One type of protozoa is the amoeba. Amoebae live in water, among rotting food, and in humans. They are
advanced enough to have arm-like structures that help them grasp food particles and move.

amoeba
7. Some microorganisms are helpful to human life, e.g. they help in food preparation, digestion and
preventing diseases (via antibiotics and vaccines), while some are harmful e.g. may cause illness and
disease, food decay and so on. The students may write an answer supporting either side, based on
personal preference, and support their argument with relevant evidence.

Workbook Answers

16 1
1. Fungi vs plants

Plants Fungi

Have stems, leaves, and roots Do not have stems, leaves, and roots

Some plants have flowers Do not have flowers

Are able to produce their own food Are not able to produce their own food

Microorganisms – good or bad?

Benefits: Some microorganisms help nature via decomposition and also help humans in food preparation,
digestion and preventing diseases (via antibiotics and vaccines). The student may write a note on these in
detail.
Harm: Some microorganisms may also cause harm e.g., may cause illness and disease, food decay and so
on. The student may write a note on these in detail.

Bacteria and food

Bacterial infections Viral infections

Tooth decay, food poisoning, typhoid, Hepatitis, Chikungunya, Covid, Dengue, Measles,
Tuberculosis, cholera Polio, influenza, infection bacterial

Tips to help prevent food poisoning

y Cook food until it is really hot. If it’s too hot, people can wait until it is the right temperature to eat.
y Wash your hands before handling food, as well as during the handling process.
y Do not chop food on a chopping board that has been used but not washed.
y Do not let heated food sit for too long before being eaten. This will give bacteria a chance to
contaminate the food again.
y  heck that food is hot all the way through by poking a skewer through it or cutting a piece with a
C
knife. Sometimes when you heat a thick piece of food, the middle does not cook through enough.
y Stir food when heating so that the heat is evenly distributed.
y Do not reheat food more than once.
y Make sure that frozen foods are properly thawed before heating them.

1 17
 unit 3 FLOWERS
FLOWERS AND SEEDS
Background
This unit builds on the terms flower and seed. It introduces the types of pollination, reproduction,
and fertilization in plants. Moreover, it also tells you the conditions necessary for seed germination.
Use the activities in this guide as well as the Student’s Book and Workbook to make your lesson
enjoyable. They will also help to strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y examine and describe the structure of a flower.
y define pollination and describe its types with examples.
y define reproduction and differentiate between sexual and asexual reproduction in plants.
y describe the structure of a seed and demonstrate its germination.
y compare and contrast the structure and function of chickpea and Maize seed.
y illustrate the conditions necessary for seed germination.

Resources
Student’s Book pages 33-41
Workbook pages 13-17
video of reproduction in plants

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Ask the students what do they know about plants and seeds?
y Ask the students to draw the structure of the plant, and label it.
y Discussed the term pollination and its types?
y S how a 2-3 min video of reproduction in plants. Also, differentiate asexual reproduction and sexual
reproduction in plants.

2.
y Welcome the students into the class and ask them to sit at their tables.

18 1
 y Review what they had discussed in the previous class and encourage students to ask questions.
y Ask the students to draw and label the structure of a seed.
y Tell the students to compare the structure and function of chickpea and Maize seeds.
y Draw on the board the different stages of the germination of a seed and explain each step.
y Show the students how to create parameters for seed germination.
y Explain the functions of spores using pictures/diagrams

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 35)

1.
stigma
Stigma
anther style
Style
stamen Anther pistil
Stamen Carpel
filament
Filament ovary
Ovary
ovule
Ovule

petal
Petal

sepal
Sepal

2. 

1 19
 Self-pollination Cross-pollination

3. There are two types of plant reproduction: Sexual and Asexual. Sexual reproduction involves the use of
male and female reproductive cells and pollination. In flowering plants, reproduction takes place in the
flowers. Asexual reproduction involves just one plant and no reproductive cells. An example of asexual
reproduction is cutting a piece of the stem or root of a plant and planting it in the ground. With asexual
reproduction, the new plant is identical to the parent plant.

In your Notebook (pg 38)

1. c
2. b
3. a

Unit 3 Review (pg 41)

stigma
Stigma
anther style
Style
stamen Anther pistil
Stamen Carpel
filament
Filament ovary
Ovary
ovule
Ovule

petal
Petal

sepal
Sepal

2. These are the conditions that a seed needs for germination to occur:
y water

20 1
 y oxygen
y heat
3.
The seed coat protects The endosperm is the tissue that
everything inside the seed so surrounds the embryo and
that it has a good chance of provides it with nutrition.
germinating. The seed coat
is also called a testa. Some
seeds have thin seed coats,
while others have hard ones. The cotyledon is a seed leaf that
Fruit plants often have very emerges from the seed when it
hard seed coats. germinates.

The embryo is where life starts

within the seed.

4. Seeds are scattered far and wide in several ways. Sometimes the make-up of the seeds determines
how they are scattered. Some seeds are sticky or have hooks or spikes. This means that when animals
(including humans) brush against them, they stick to the animal until they drop to the ground in
a different place. Some seeds grow in fruit. The fruit is eaten by animals and the seeds are carried
somewhere else inside the animal’s body. They come out of the body in the animal’s waste and start
growing in the ground. Some seeds are very light which means they are blown through the air even in
the softest of breezes. Some seeds are not only light but also shaped like wings which help them travel
farther through the air. Some plants produce heavy seeds that fall to the ground because of gravity. These
plants do not produce many seeds, so they avoid the problem of too many seeds competing for a limited
amount of space. Some seeds live in seedpods. These pods burst suddenly and throw the seeds out over
a large area. And some seeds float on water and are then washed ashore where they start growing.
5. The ground needs to be damp and contain the right nutrients, and the area needs to have the right
amount of light.

1 21
Workbook Answers

Seed definitions

cotyledon A tissue that surrounds the embryo and provides it with nutrition

embryo A seed leaf that emerges from the seed when it germinates

endosperm Protects everything inside the seed so that it has a good chance of germinating

seedcoat Where life starts within the seed

Germination

a b c d e f g h

y T he seed soaks up water from the ground. When the water enters the seed it breaks down the food
that is stored inside the seed.
y  hen the food inside the seed breaks down, it releases energy. This energy causes the embryo
W
plant to grow inside the seed.
y T he embryo plant gets too big for its seed and breaks through the case. The case has been softened
by the water.
y T he first parts of the plant to break through the seed are the roots.
The roots grow downward and anchor the plant to stop it from being blown or washed away. (a, b
above)
y T he next part to emerge is the cotyledon (or cotyledons if it is a dicot plant). The cotyledon has a
shoot attached to it and the shoot grows upwards towards the surface of the ground. (c above)
y Once the shoot breaks through the surface, light and heat from the Sun
enable the plant to start producing its own food. The cotyledon leaves turn green.
y  ow the plant is no longer relying on the food in its seed. As it produces more of its own food, it
N
grows more leaves. It also grows bigger and eventually produces seeds that eventually form new
plants. (d onwards)

22 1
Germination

Life cycle of a plant

1 23
 unit 4 ENVIRONMENTAL
E NVIRONMENTAL POLLUTION
Background
This unit builds on what pollution is and its various types. This unit also tells you ways to
reduce waste and pollution. Moreover, it also discusses the concept of biodegradable and non-
biodegradable. Use the activities in this guide as well as the Student’s Book and Workbook to make
your lesson enjoyable. They will also help to strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y define pollution and its types.
y explain the main causes of water, air, and land pollution.
y e
 xplain the effects of water, air, and land pollution (unclean/toxic water, smoke, smog, excess CO2/
other gases, open garbage dumps, industrial waste, etc.) on the environment and life.
y explain the effects of burning fossil fuels and releasing greenhouse gases in air.
y differentiate between biodegradable and non-biodegradable materials.
y explain the impact of non-biodegradable materials on the environment.
y investigate possibilities and suggest ways to reduce non-biodegradable materials

Resources
Student’s Book pages 42-51
Workbook pages 18-21
Videos about the earth and pollution

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Explain that they are going to be learning about the environment and its health today.
y Ask them if they think the earth is healthy and the reasons for both yes and/or no.
y Explain what pollution is and ask if they know any types of pollution?
y T ell the students different methods to protect themselves and the environment from pollution and
also its importance.

24 1
 y Ask the students if they have seen any kind of air pollution and noise pollution in our country.
y Tell the students to draw and explain the pollution around them.
y List three causes of land pollution and water pollution.
y H
 ighlight the need for clean air, water, and land for the environment's survival. Also, stress how the
community is responsible for maintaining a pollution-free environment.

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y Ask the students to give examples of illnesses if you consume dirty water.
y Draw three examples of biodegradable and non-biodegradable materials.
y Ask the students ways to reduce non-biodegradable waste.
y S how them a short film about the earth and pollution (e.g. an animated movie on Youtube such as this
one: https://www.youtube.com/watch?v=b6_G-PRlDwk)
y Conduct a clean up drive on the beach or at a park.

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
 elp the students solve answers and activities in the Workbook. They may do these individually in class or as
H
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 46)

1. Pollution occurs when a part of the environment becomes unhealthy for the organisms that live in it.
Pollution must be avoided to save the earth and prevent destruction of the planet, preserve resources
and stay safe from various diseases.
2. There are five types of pollution: land pollution, noise pollution, air pollution, water pollution, and visual
pollution. The students may write an answer based on which type of pollution they mostly experience
and what they think causes it.

1 25
In your Notebook (pg 48)
Noise:
One reason for noise pollution in some areas is the use of loud machinery for household tasks such as
mowing lawns. The use of quieter machines would reduce noise pollution.
Buses and trucks should not use pressure horns as they are very loud. Drivers should realize that they are
contributing to noise pollution by honking the horns of their vehicles unnecessarily. Badly-maintained
car engines also add to noise pollution.
People could also be more considerate of others and turn down the music and radios in their cars and
homes. Musical functions should not be held in open spaces in residential areas as they disturb local
residents.
Planting trees around places where noise is made can help muffle the sound.
Visual:
Reducing visual pollution means ensuring that things like billboards, power lines, and buildings are
designed to fit into the environment.
Air:
The biggest action that can be taken to prevent air pollution is for governments, businesses, and
communities to stop relying on fossil fuels like coal for their energy, and start using renewable sources.
Renewable sources include solar power and wind power.
A
 nother way to reduce air pollution is to use public transport or walk or ride bicycles rather than drive
cars. Cars should be well maintained so that exhaust fumes are reduced to the minimum. The black
fumes contain carbon monoxide which is a deadly gas.
Water:
One way to reduce water pollution is for businesses to find better ways to dispose of waste than dumping
it in waterways. We should also make sure not to dump garbage or harsh chemicals into local water
bodies.
If people relied less on oil as a source of energy, there would be less need for so many oil tankers to sail
around the world. That would reduce the risk of oil spills.

Unit 4 Review
1. This is an opinion-based answer. Students may identify the major contributors to pollution and what
advice to give them.
2. Students should identify the 5 main types of pollution (i.e., land, noise, air, water and visual pollution)
and how they all negatively affect the environment and also how to reduce each.
3. Biodegradable waste decomposes naturally while non-biodegradable waste doesn't decompose naturally.

26 1
4. Land pollution is the deterioration of the earth’s land surfaces. There are several causes of land pollution
including:
y E xcessive use of chemical pesticides by farmers kills microorganisms such as bacteria and fungi that
are essential for healthy soil.
y Dumping of rubbish. Apart from being visually unattractive, dumping waste can contaminate the land
and cause the deaths of animals that may eat poisonous waste.
y T he improper disposal of chemicals and other dangerous and poisonous substances by factories.
When left untreated these chemicals seep into the soil and then the land is almost impossible to use
for any other purpose.
 great deal of land pollution on Earth could be reduced if people follow the three ‘Rs’: Reduce, Reuse,
A
Recycle. That means, we must reduce the amount of waste we create, reuse materials whenever we can, and
recycle all materials that can be turned into something else
5. Water pollution is when bodies of water that we depend on become polluted. When this occurs, it is
not only humans who are affected but all organisms because all life requires a clean water source.
Among the main causes of water pollution are:
y S ewage and waste dumped in streams, rivers and oceans. This sewage and waste can contain
chemicals, detergents, and human waste that are harmful to the water and to life that depends on it.
y C
 hemical waste from factories released into water bodies as a way of disposing it. These chemicals a
harmful to living things.
y O
 il pollution from shipping accidents and dumping. This can cause serious harm to sea life and other
animals that depend on sea creatures as part of the food chain.
One way to reduce water pollution is for businesses to find better ways to dispose of waste than
dumping it in waterways. We should also make sure not to dump garbage or harsh chemicals into
local water bodies.
If people relied less on oil as a source of energy, there would be less need for so many oil tankers to sail
around the world. That would reduce the risk of oil spills.

Workbook Answers

Examples of pollution
Land: e.g. rubbish/trash, chemicals etc. May be reduced if people follow the three ‘Rs’: Reduce, Reuse,
Recycle.
Noise:e.g. horns, machinery/factory noise, traffic etc. The use of quieter machines, using lesser horns while
driving and not listening to loud music/radio would reduce noise pollution. Planting trees around
places where noise is made can help muffle the sound.
Air: e.g. smog, dust, poisonous gasses etc. May be reduced if we stop relying on fossil fuels like coal for
their energy, and start using renewable sources. Another way to reduce air pollution is to use public
transport or walk or ride bicycles rather than drive cars.

1 27
Water: e.g. sewage, oil and harmful chemicals etc. May be reduced if we find better ways to dispose of
waste than dumping it in waterways.
Visual: e.g. power lines, advertising billboards, construction sites etc. May be reduced by ensuring that
things like billboards, power lines, and buildings are designed to fit into the environment.
Types of pollution
I. 1. environment/ enjoyment of the environment
2. contribute to land pollution
3.can cause hearing loss, stress, lack of sleep and high blood pressure (for humans), interfere with the
navigation systems of animals that depend on sound to travel, such as bats. In extreme cases it can
cause animal deaths.
4. factories, coal-fired electricity plants, and other industry-related processes.
5. if people follow the three ‘Rs’: Reduce, Reuse, Recycle.
6. decomposed naturally.
7. it can take hundreds of years, or even longer, to breakdown.
8. sewage and waste dumped in streams, rivers and oceans, chemical waste from factories released into
water bodies as a way of disposing it, and oil pollution from shipping accidents and dumping.
9. one of the greatest environmentalists.
10. air is polluted by harmful and poisonous gases, dust, smoke, and other substances harmful to living
organisms or to their environment.

Environment wordsearch
W A T E R W A Y S A M G O N A
R Z V S E C P N U Q S N L J O
C D Y E C X U V M J A O H P E
O T P U Y Z A N I X F P L L U
N C L W C O G E O P A G Y A O
T Y U A L T I H D I M F M S R
A Q T K E H R A W E S D G T E
M C R P E S T I C I D E Q I O
I N E E C M O X S A Y J O C G
N Q X R F O E F W D R L B I K
A I Y U I K G S I M K Z W V X
T I S I R E N E W A B L E W D
E O U X T V U F P S Y P Q P S
B P R O E W J D S E W A G E A
P L Z Y J Z B W D N V M A U C

28 1
 PHYSICAL AND CHEMICAL CHANGES
unit 5  OF MATTER
Background
This unit builds on what matter is and explains its type. This unit will also demonstrate that heating
and cooling can cause matter to melt, freeze, condense, and evaporate. Moreover, it will show
how matter can change from one state to another. Use the activities in this guide as well as the
Student’s Book and Workbook to make your lesson enjoyable. They will also help to strengthen
and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y identify observable changes in materials that do not result in new materials with different properties
(e.g., desolving, crushing aluminium can).
y recognize that matter can be changed from one state to another by heating or cooling (candle wax).
y describe and demonstrate the states of water (melting, freezing, condensation, evaporation).
y identify ways of accelerating the process of dissolving materials in given amount of water and provide
reasoning (i.e., increasing the temperature, stirring, and breaking the solid into smaller pieces increases
the process of dissolving).
y distinguish between strong and weak concentrations of simple solutions.
y identify observable changes and materials that make new materials with different properties (e.g.,
decaying, burning, rusting.
y differentiate between physical and chemical changes with examples.

Resources

Student’s Book pages 52-60

Workbook pages 22-29

Videos for melting, boiling, freezing, condensation, evaporation
boiled egg and raw egg
Student’s Book and lesson ideas

y Welcome the students into the class and ask them to sit at their tables.
y Explain that they are going to be learning about what makes everything around them.

1 29
 y Ask the students what matter is and if they can name any matter they know?
y Discuss what is a molecule and ask the studenst to draw a water molecule
y Discuss the characteristics of solids, liquids, and gases.
y E xplain the three states using role-play. E.g. have a group of students stand close together and give
them a gentle nudge (solid) vs. have them stand farther apart (liquid and gas).
y A
 sk the students to state two examples of solid, liquid, and gases, and draw one solid, one liquid, and
one gas.
y Ask the students the following questions:
o Can you demonstrate how solid particles are packed together?
o In liquids, how does a particle move?
o Tell the students to close their eyes and open a perfume to show how gases spread?
2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y Demonstrate melting, boiling, freezing, condensation, evaporation to the students using videos.
y Ask the students what happens when they hold ice cream and don’t lick it?
y Use a boiled egg and a raw egg to demonstrate a irreversible change to the students.
y Compare physical and chemical change using diagrams
y Ask the students how ice cubes are formed?
y Tell the students to make a mixture and solution at home and come back and explain what happened?

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

30 1
ANSWERS

Book Answers

In your Notebook (pg 53)

1. Students may take help from the internet, an encyclopedia or a handout given by the class teacher
pertaining information about Albert Einstein e.g., his date of birth, background, key discoveries etc.
2. The way its particles move and how tightly packed they are, determines the state of matter.

Unit 5 Review
1. a. melting

b. condensation
c. evaporation
d. freezing
2. Comparison of physical and chemical changes

Physical changes Chemical changes

No new substance is formed. A new substance is formed.

Brings about a change in the physical Brings about a change both in the physical and
properties. chemical properties.

Examples: tearing of paper, cutting

Examples: preparation of yoghurt, cheese, or
of wood, crushing of aluminium can,
butter from milk, boiling of egg, cooking of
dissolving of sugar or salt, evaporation,
food, baking of bread, rusting of nails, etc.
melting, condensation, freezing, boiling.

3. There are four ways heat can change matter from one state to another:
y melting e.g. when an ice cube turns to water
y freezing e.g. when water turns into an ice cube
y condensation e.g. when steam turns into water
y evaporation e.g. when water turns into steam

1 31
4. Most solids melt when they reach a certain temperature i.e. via heating/boiling. Heating solid matter
gives the particles energy. Once the temperature reaches the melting point of that material the particles
have enough energy to move far enough away from each other for the solid to change into a liquid.
5. Freezing a matter changes it from a liquid into a solid. It does this by taking away energy, so it is the op-
posite of melting. When liquid is frozen, the particles stop moving and become closer and closer until the
liquid becomes a solid. For e.g. liquid water freezes at 0o centigrade or 32o Fahrenheit.
6. Condensation happens when a gas is cooled so much that it becomes a liquid. This happens because the
particles in the gas lose energy and start moving closer together. Condensation occurs naturally in clouds,
when water vapour meets the cold air, transforming the vapour into tiny droplets of water. If you leave
a cold glass on a table in a warm room, you will find condensation droplets on the surface of the glass,
where the warm room air came in contact with the cold glass.
7. Evaporation is different from boiling. Liquids start evaporating at temperatures well below their boiling
points. Water is always evaporating from the Earth. This is part of the water cycle. The temperature on
Earth never reaches the boiling point of water. However, the higher the temperature, the more quickly
the water evaporates.

Workbook Answers

Matter code
1. External
2. Talc
3. Blood
4. Molecules
5. Container
6. Gases
7. Temperature
8. Heating
9. Dissolved
10. Freezing

Which process?
1. Melting
2. Evaporation
3. Freezing
4. Evaporation
5. Melting

32 1
 6. Condensation
7. Freezing
8. Evaporation

Change of state
Ice lolly, soup(steam), rain, bottle of water (droplets on the bottle), butter

Changing matter
1. Chemical
2. Physical
3. Physical
4. Chemical
5. Physical
6. Physical
Matter quiz
1. C
2. B
3. B
4. D
5. B
6. D
7. B
8. B
9. A
10. B

1 33
 unit 6 LIGHT AND SOUND
Background
This unit builds on what is light and sound and identifies light sources. This unit tells you how
light and sound can travel and explain the properties of light and sound. Use the activities in this
guide as well as the Student’s Book and Workbook to make your lesson enjoyable. They will also
help to strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y identify natural and artificial sources of light.
y justify that light emerges from a source and travels in a straight line.
y investigate luminous and non-luminous objects in daily life.
y identify and differentiate between transparent, opaque and translucent objects in their surroundings.
y Investigate that light travels in a straight line.
y explain the formation of shadows.
y predict the location, size and shape of a shadow from a light source relative to the position of objects.
y demonstrate that shiny surfaces reflect light better than dull surfaces.
y describe and demonstrate how sound is produced by a vibrating body.
y identify variety of materials through which sound can travel.
y identify that speed of sound differs in solids, liquids and gaseous medium.
y define and describe the intensity of sound with examples.
y define noise and its harmful effects on human health.
y appreciate the role of human beings in reducing noise pollution.

34 1
Resources

Student’s Book pages 61-70

Workbook pages 30-40

Torches
Glass of water
Rubber band
Ruler

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Ask them what light is? And what are the sources of light?
y E xplain what luminous and non-luminous objects are and write down a list of luminous, non-lumi-
nous, transparent, translucent, and opaque objects on the board with the help of students (use exam-
ples from class and demonstrate, e.g. window, table, bulb etc)
y Instruct students to light a torch and throw it on the white ball. It brightens up. Pose the following
question to the students: Is the ball bright because of its own light?
y T ake a glass of water and hold it up. Ask the students whether they can see through the glass or not.
Explain to them about transparent objects.
y Explain what a shadow is and how it is formed. Demonstrate using the torch and a white background.
y Ask them why the moon seems brighter at night and why they cannot see stars in the day?

2.
y Welcome the students into the class by using hand gestures ONLY. Don’t make any sound.
y Explain the importance of sound and hearing in our life.
y T ell the students to explain sounds without speaking, and then ask them how hard it was to under-
stand what they were trying to say?
y A
 sk students to explore with their rubber bands and hear what they can come up with. Continue the
activity by asking students to develop other ways to illustrate sound vibration, such as tapping a ruler
against their desk.
y Tell them to drop a pencil when there is silence in the class. Ask them to explain what happened.
y T ell the students to sing their favourite songs while putting their fingers against their throat and ask
them how they felt?
y Ask the students to clap slowly and loudly and tell them to differentiate the intensity of the sound.

1 35
 y Identify that speed of sound differs in solids, liquids and gaseous medium.
y Ask them how music is produced.
y T ell them to name different musical instruments. Ask them to share is they can play any of these in-
struments
y Tell them to list down ways to reduce noise pollution.

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 63)

1. Light travels in straight lines called rays. A collection of rays is called a beam.
2. When something gets in the way, the light is blocked. This is how a shadow is formed.
3. Luminous objects are those that give out light of their own, e.g the Sun, a fire, and a candle are all lumi-
nous objects. Non-luminous objects don’t give out light of their own, e.g. a book, the moon, a door, etc.

In your Notebook (pg 64)

1. a. Transparent objects allow all light to pass through i.e. they do not block light at all or are “see-through”.
Clear glass or water is transparent.
b. O
 paque objects are objects that do not allow any light to pass through. A solid wooden door is
opaque.
c. O
 bjects that allow some light to pass through are called translucent. Wax paper, frosted glass, and
some plastics are all translucent.
2. It’s made of transparent glass because you need to be able to see the road ahead clearly while driving,
this would only be possible if light passes completely through the glass.

In your Notebook (pg 68)

36 1
1. Sounds are vibrations that can be heard when they reach an ear. These vibrations travel from our ears to
the brain, through electrical impulses in nerve cells, which recognises them as sound, in less than a sec-
ond.
2. Instruments make sounds by producing vibrations. If you beat the surface of a drum, you hear a sound.
If you do not touch the surface of the drum, it will not vibrate, and no sound will be produced. Similarly,
if you attach that string across the soundbox of a guitar, the vibrating string causes the soundbox to vi-
brate. As a result, air particles inside the soundbox start vibrating at the same frequency as the string. The
wood of the guitar helps to amplify this sound. All instruments work in the same way.
3. Different musical notes can be created by changing the force and length of the vibrations produced by
the same instrument. For example, with a guitar...
y strings can be held down at different points to change the length of the string creating the vibration
y strings can be tightened or loosened
y strings can be placed in different positions in relation to the soundbox

Unit 6 Review
1. a.Artificial sources include electric lights, gas lights and candles. These sources help us see in the absence
of natural sources e.g. at night or in the dark (when the Sun is not there).
b.Non-luminous objects don’t give out light of their own, e.g. a book, the moon, a door, etc. We can see
non-luminous objects because light from luminous objects shines on them.
2. Some characteristics of shadows are:
y Shadows are always formed on the opposite direction from the source of light.
y The shape of the shadow is similar to the object that made it
y The size of the shadow changes if the position or distance of the light source moves.

3. a. low frequency notes

b. high frequency notes

4. Frequency is the number of waves produced in a second. The higher the frequency, the higher the sound.
It is measured in units called hertz

Workbook Answers
1 37
Choose the correct words
1. Natural
2. Natural
3. Non-luminous
4. Luminous
5. Rays
6. Shadow
7. Day
8. Opposite
9. Shorter
10. Transparent

Transparent, translucent, and opaque

Opaque glass: reflective mirrors, colored/opaque glass jars or crockery
Transparent glass: lenses, windshield
Translucent glass: frosted glass, stained glass

Shadows

Light and shadows

38 1
Controlling the direction of sound
A. 1. vibrate
2. ears
3. brain
4. waves
5. smaller
B. S ounds help humans hear and communicate, they help animals who navigate using sound to live and
find food etc.

Quietest to loudest
Jet engine, Helicopter, Rock concert, Car horn, Motor bike, Moderate rainfall, Vaccum cleaner, Alarm clock,
Conversation, Ticking watch, Refrigerator, Whisper

Light and sound quiz

1. D
2. C
3. C
4. A
5. C
6. B
7. B
8. A
9. C
10.B

Sound crossword

Across
4. brain
5. water

1 39
 6. low
7. waves

Down
1. vibrations
2. loud
3. ears

40 1
 unit 7 ELECTRICITY AND MAGNETISM
Background
This unit demonstrates how important is electricity in our lives. It explains static electricity and
how electric circuits are formed. Moreover, this unit also introduces electromagnetism and helps
us identify the difference between conductors and insulators. Use the activities in this guide as
well as the Student’s Book and Workbook to make your lesson enjoyable. They will also help to
strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y e
 xplain the phenomenon of static electricity and explain how it is caused, giving examples from
everyday life.
y describe charges and their properties.
y differentiate between conductors and insulators from daily life.
y describe the flow of electric current in an electric circuit.
y describe and design an electric circuit and explain its components.
y recognize that magnets can be used to attract some metallic objects.
y d
 escribe and demonstrate that magnets have two poles and like poles repel and opposite poles
attract.
y identify earth as huge magnet and demonstrate it with experiment.
y describe the working of a magnetic compass.
y explain different types of magnets (permanent, temporary magnet and electro-magnet).

Resources

Student’s Book pages 71-82

Workbook pages 41-46

Fuse
Magnet (horseshoe and bar)
Iron fillings
Paper

1 41
Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Explain electricity and the procedure of static electricity in everyday life.
y Ask them if they know how the electricity comes to our school and home?
y Ask them to describe charges and their properties.
y W
 rite down five examples of conductors and insulators on the board with the help of class
participation.
y Explain how current flows in an electric circuit.
y How does the fuse work, and explain its types.
y Show students what a fuse looks like and allow them to take a closer look
y A
 sk the students to list down the potential dangers of electricity at home and make a checklist of the
precautions and whether they follow them

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y Explain to the students what is magnetism and how does it work
y Explain to the students how the magnet compass works
y Teach them the types of magnets and pass around the magnets in class
y Ask the students to try which sides of the magnet attracts and repels one another and ask why
y A
 sk them to list down the objects attracted by a magnet; they can do this by trying out different
objects in class
y T ake a paper, place iron fillings on top of the paper and a magnet below the paper. After a while, you
will see the iron fillings align with the magnetic field on the paper – carry out this experiment in class
and ask the students why this happens
y Ask the students how can they make an electromagnet. Demonstrate this by showing the students a
2-3 minute video on how electromagnets are made.

Activities
• Arrange the students in groups or individually and read aloud the activities. Follow the instructions given
in the Student’s Book and Workbook.
• Help the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind them
that all the answers are in the Student’s Book.

42 1
Workbook steps
Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 73)

The type of electricity, caused by two objects rubbing together, is called static electricity. Friction changes
the balance of positive and negative charges between objects. This results in an electric charge. The friction
between two objects gives them an electric charge, by causing the electrons to jump from one object to the
other. This means that static electricity can leap from one object to another.

In your Notebook (pg 76)

Sometimes the electric current supplied to households can get a sudden increase or decrease in its level.
This can cause damage to devices such as bulbs, televisions, fridges, irons, etc. To prevent this damage,
circuit breakers or fuses are used in electrical circuits. There are many types of fuses, including: cartridge
fuse (the most common fuse is this one. The fuse part is enclosed in a glass envelope with metal caps on
both ends. The fuse is inserted into the proper holder), automotive fuse (they are colour coded according
to graded current and come in the form of a ‘blade'. Other high-power circuits use these), and switch fuse
(a handle that is manually operated can connect or disconnect high current fuses. It is commonly found in
household circuit breaker board).

In your Notebook (pg 81)

1. An electromagnet is a magnet that can be switched on and off with electricity. When the current flows it
works like a magnet, when the current stops, it goes back to being an ordinary metal.
2. They can work as alarm systems, electronic appliances and so on. The students may use the internet to
answer this question.

Unit 7 Review
1. What you’ll need:

y large iron nail y thinly-insulated copper wire (30 cm) y D-cell battery

y paperclips and pins y wire strippers y masking tape

1 43
 What you’ll do:

1. Using the wire strippers, remove a few centimetres of insulation from

each end of the lengths of copper wire.

2. Wrap about one-third of the wire tightly around the nail. You need
to leave about 10 centimetres of wire at each end. If you do, the nail
will be wrapped with the middle section of the wire. The wire should
be wrapped so closely that the coils touch all the way down without
overlapping.

3. Wrap one end of the wire around the positive terminal of the battery.
Wrap the other end around the negative terminal of the battery. Use a
piece of tape to hold the wire in place.

4. Place the nail near the paper clips and nails. Because the nail is now
an electromagnet, it should pick them up. You could find some larger
objects and see how much weight your magnet can pick up.

2. The students should follow the instructions given in the question and write what happens. The paper will
stick to the comb because of static electricity. Running a comb through your hair creates friction. This
moves electrons from your hair to the comb, charging the comb with static electricity. The comb now
has a negative charge. When you hold the comb near paper, its negative charge pushes away some of
the negative charge to the paper, leaving the paper with a positive charge. Positive and negative charges
attract, so the paper sticks to the comb.
3. Conductors are materials that allow an electric current to flow through them easily. Insulators are
materials that do not allow an electrical current to flow through them easily.

Designing an electric circuit

This activity uses an electrical circuit to demonstrate how electricity flows through conductors and insula-
tors. First prepare and test the circuit, without using the test materials you have collected. This will help you
check that all connections are made correctly in the circuit.

What you’ll need:

y Three connecting wires with clips on the end
y 1.5 volt battery cell

44 1
 y 2.5 volt light bulb
y Lots of different materials (e.g. plastic, wood, cloth, glass, rubber, different metals)

What you’ll do:

battery cell conductor or insulator
1. Attach one end of a wire to the negative
(a different material each
end of the battery cell and the other end
time)
to the base of the light bulb.
2. Attach one end of another wire to the
light bulb and leave the other end
unattached.
light
3. Attach one end of the last wire to the
positive end of the battery and leave the bulb
other end unattached. wire

4. One by one join your materials to the

spare clips to complete your circuit. wire
What you’ll see:
The light will glow if the material is a good conductor of electricity. It will not glow if the material is an
insulator.
4. The type of electricity, caused by two objects rubbing together, is called static electricity.
5. a. When the current flows an electromagnet works like a magnet, when the current stops, it goes back to
being an ordinary metal. This helps in the working of many electrical appliances e.g. alarms and kettles.
b. Insulators are materials that do not allow an electrical current to flow through them easily. Insulators
may be used for protection purposes e.g. as the handle of an appliance using electricity.
c. M
 any appliances in our homes use conductors as it allows electricity to pass through them, for
example, an electric iron, an immersion heater, a toaster, an electric kettle etc.
d. The transformer is a voltage control device that is used widely in the distribution and transmission of
alternating current power. The function of the transformer is to transform alternating current energy
from one voltage to another voltage.
e. S ometimes the electric current supplied to households can get a sudden increase or decrease in its
level. This can cause damage to devices such as bulbs, televisions, fridges, irons, etc. To prevent this
damage fuses are used in electrical circuits.
f. The purpose of a substation is to 'step down' high voltage electricity from the transmission system to
lower voltage electricity so it can be easily supplied to homes and businesses in the area through lower
voltage distribution lines.

1 45
Workbook Answers
Fill in the blanks
1. hurt
2. water
3. pins, tools, toys, pens
4. wet
Circle the correct answers
1. b
2. c
3. c
4. b
5. d
6. c
7. d
8. c
9. a
10.d
Wordsearch

S I A P L H C E P P C

T A B F O G U Y O O U

A T L D H N P O W A R

T O E B F S T A E L R

I N S U L A T O R S E

C O N D U C T O R S N

1. static
2. conductors
3. insulators
4. power

46 1
Conductors and insulators
I. Conductors are materials that allow an electric current to flow through them easily. Insulators are
materials that do not allow an electrical current to flow through them easily.
II. Sometimes the electric current supplied to households can get a sudden increase or decrease in its
level. This can cause damage to devices such as bulbs, televisions, fridges, irons, etc. To prevent this
damage fuses are used in electrical circuits.
III.
The fuse is protected by a glass envelope with metal caps at both
Switch fuse
ends.
They come in the shape of a 'blade' (a clear plastic envelope with
Cartridge fuse
flat contacts) and are colour coded according to graded current.
High current fuses can be connected or disconnected manually
Automotive fuse
using a handle.

Attract and repel

I. Repel, Attract, Repel, Attract
II. Rubber

Make your own magnet

III. Electromagnets: insulated wire

An electromagnet is a magnet that can be switched on and off nail

with electricity. When the current flows it works like a magnet,
when the current stops, it goes back to being an ordinary metal.
Electromagnet shows that electricity can produce magnetism. to battery
When an electric current passes through a wire, a magnetic field is
set up around the wire. to battery
If a small compass is placed near the wire carrying a current, the
compass needle moves due to the magnetic field around the wire. paperclips

1 47
 unit 8 STRUCTURE OF THE EARTH
Background
This unit explains the structure and water sources of the Earth. This unit also covers the difference
between different types of soil. Use the activities in this guide as well as the Student’s Book and
Workbook to make your lesson enjoyable. They will also help to strengthen and reinforce these
concepts.

Expected Learning Outcomes

Students should be able to:
y d
 escribe the structure of the Earth (i.e., crust, mantle, and core) and the physical characteristics of
these distinct parts.
y Describe sources of water of Earth.
y identify similarities and differences among different types of soil.
y investigate the composition and characteristics of different soils.

Resources

Student’s Book pages 83-87

Workbook pages 47-48

Flashcards/pictures of sources of water
Sand, silt, clay, loam

Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y E xplain to them that they will be learning about the things that make up the earth’s surface i.e. soil
and water.
y Explain the sources of water on Earth using flashcards and asking students to name them.
y Explain what soil is made up of
y Show the students different types of soil and allow them to feel it one-by-one

48 1
 y Ask them to describe their characteristics/features and then explain them
y A
 sk the students to make a 3-D model of the structure of the Earth at home and present/display in
next class.

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y A
 sk students to one-by-one come to the front of the class and show their models, describe it and
explain how they made it (show and tell)

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps
 elp the students solve answers and activities in the Workbook. They may do these individually in class or as
H
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Book Answers

In your Notebook (pg 86)

Soil is made up of many different types of minerals, water, air, and organic matter.
Organic matter is the remains of dead plants and animals.
T hey decay in the ground and once broken down become part of the soil. Organic matter provides nutrients
to the soil.

Unit 8 Review
1. There are three main types of soil:
y clay
y sand
y silt
y C
 lay soil has fine grains with very little air between the grains. Sand is made up of weathered
limestone, granite, quartz, and shale rocks; it has large grains with lots of air between them. Silt is
made up of minerals and organic particles with lots of nutrients; silt particles are larger than clay
particles but smaller than sand particles.

1 49
2. Loam. It is a combination of clay, sand, and silt. It also contains organic matter. It is considered as the best
soil for plants because it retains enough water for plants to get the nutrients they need but allows air to
pass through.
3. There are many activities that take place in the soil. For example, the activities by microorganisms and
animals. These include:
y Bacteria breaking down dead organisms so that the nutrients from these can be used by new plants.
y B
 acteria converting chemicals that are harmful to some plants, such as nitrogen, into nutrients that are
good for plants.
y Fungi breaking down dead organisms and releasing the nutrients for new plants.
y F ungi passing on nutrients directly to plants, particularly plants on the floor of rainforests where they
don't get the sunlight they need to produce their own food.
y A
 nimals including worms, centipedes, millipedes, mites, beetles, slugs, snails and others use soil as
their habitat.
y T heir burrowing and other movements create space in the soil for air and water, both of which are
essential for plant life.
y T hey eat dead plant and animal matter and return the nutrients back to the soil. These animals are
called decomposers.
4. Soil does not always stay in one place. Heavy rain, wind or floods can pick up and carry soil from one
place to another, leaving behind an area of land no longer suitable for plants. This is called soil erosion.
5. Sand, silt, clay, loam

Workbook Answers
organic matters
What is soil made from?

air minerals

water
Sources of water

Students may discuss any two of the following:

Oceans
An ocean is a large body of saltwater. Most of Earth’s surface, about 71%, is covered with oceans. The
water in the ocean is always moving. In some places, people remove the salt out of water before using
this water.

50 1
Rivers And Streams
Rivers usually begin as streams in the mountains. The water comes from rain or snow. All rivers run into
the ocean.

Standing water
Standing freshwater fills up holes in the ground. Examples are ponds, lakes, and reservoirs.
A reservoir is a human-made lake that is used to store water. Reservoirs are often made by building a dam
across a river.

Groundwater
Many towns, farms, and factories depend on groundwater which is the water found beneath the surface.
As rainwater seeps down into the ground, it eventually reaches a layer of rock that it cannot seep through.
Groundwater builds up above that layer. People dig wells to get this water.
Most towns and cities are built near streams and rivers. These forms of running water bring rainwater and
melted snow from mountains to homes, farms, etc.

Freshwater
Water that is not salty is called freshwater. About 1% of water on Earth is freshwater. Most freshwater is
frozen. A small amount of freshwater is found in rivers and lakes.
Much of Earth’s freshwater is frozen in huge sheets of ice or glaciers.
A glacier is a huge mass of ice that moves slowly over land. Pakistan contains more glacial ice than any
other country on earth outside the polar regions.

Types of soil:

clay

Clay soil has fine grains with very little air between the grains. This means that it retains water. As a result,
clay soil is rich in nutrients for plants because the nutrients are not washed away. There is so much water
in clay that it is difficult for plants roots to take hold.

Sand

Sand is made up of weathered limestone, granite, quartz, and shale rocks. It has large grains with lots
of air between them. This means that water drains away quickly. As a result, nutrients are easily washed
away, making it hard for plants to grow. During hot weather, plants in sandy soil need to be watered
regularly or have some sort of water storage system, like in cacti.

Silt

Silt is made up of minerals and organic particles with lots of nutrients. This aspect of silt makes it good for
plants. Silt particles are larger than clay particles but smaller than sand particles. This means nutrients are

1 51
 y Loam

Loam is a combination of clay, sand, and silt. It also contains organic matter. It is considered as the best
soil for plants because it retains enough water for plants to get the nutrients they need but allows air to
pass through.

52 1
 unit 9 SPACE AND SATELLITE
Background
This unit builds on defines space and satellites and demonstrates their importance and
applications. This unit will show us the significant milestones in space technology and different
types of satellites. Moreover, it also tells us about the moons in the solar system. Use the activities
in this guide as well as the Student’s Book and Workbook to make your lesson enjoyable. They will
also help to strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y define the term ‘satellite’ and emphasize the need to explore it.
y recognize the role of NASA (National Aeronautics and Space Administration) in space exploration.
y define the term satellite and describe its importance.
y describe the natural satellite of the planets of the Solar System.
y define artificial satellite and explain their importance in exploring the Earth and space.
y recognize the key milestones in space technology.
y d
 escribe the uses of various satellites in space, i.e. geostationary, weather, communication and Global
Positioning System (GPS).

Resources

Student’s Book pages 88-93

Workbook pages 48- 51

video showing space (planets, sun, galaxies etc.) and satellites (natural and artificial)
pictures of the phases of the moon

1 53
Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y S tart your class by asking students what they understand about the motion of the Earth, the Sun, and
other planets, such as:
* Who can describe the difference in size between the Earth and the Sun?
* Is it true that the Earth orbits the Sun or that the Sun orbits the Earth?
* What are the factors that influence the Earth's seasons?
* What is the difference between the rotation and revolution of the Earth?
y Explain to the students what space and satellites are using a 2-3 min video
y Explain the different types of satellites and their functions/uses
y E ducate the kids about the importance of NASA's contributions to space exploration and technological
advancements (use this link for reference: www.nasa.gov for research).

2.
y Welcome the students into the class and ask them to sit at their tables.
y Review what they had discussed in the previous class and encourage students to ask questions.
y Ask the students what makes the solar system and how many moons can be found on the solar system
y Ask the students to recall the planets and write down the number of moons in those planets
y Demonstrate the phases of the moon using pictures
y T each the students how we measure our months according to the moon and how lunar months can
occur
y A
 sk the students to make the solar system at home and present in the next class – either a painting,
3-D model, a DIY lamp of the solar system or whichever way they want to be creative.

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps

Help the students solve answers and activities in the Workbook. They may do these individually in class or as
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

54 1
ANSWERS

Book Answers

In your Notebook (pg 91)

1. Space is the general term given to everything beyond the Earth’s atmosphere. Space is the area in which
planets, stars, moons, and other bodies exist. Space is everywhere except within the atmospheres of
these bodies.
2. NASA
3. Neptune
4. Uranus

Unit 9 Review (pg 93)

1. Natural satellites are moons and sometimes big or small stones, which orbit a planet. An Artificial satellite
is an electronic device sent into space from Earth, which orbits the earth itself or other planets, providing
communication and information, etc.
2. 7 phases.

1. new moon 2. waxing crescent 3. first quarter 4. waxing gibbous 5. full moon

6. waning gibbous 7. last quarter 8. waning crescent 9. new moon

3. Space is the general term given to everything beyond the Earth’s atmosphere. Space is the area in which
planets, stars, moons, and other bodies exist. Space is everywhere except within the atmospheres of
these bodies. People have always had a fascination with celestial bodies, such as the sun, moon, and
stars. Technology has made it possible for humans to explore not only the Earth, but also the sky and
the space beyond. This has helped to clear the many myths and misconceptions the ancient people had
about earth, sun, moon, and stars. Since the 1950s, technology has enabled humans to physically explore
space to learn more about it.
4. All the planets in the solar system, except Mercury and Venus, have natural satellites known as moons.
There are 193 moons orbiting planets in our solar system. The satellites also differ significantly in

1 55
 composition. The Moon, for example, consists almost entirely of rocky material. Saturn’s moons consist of
50 percent ice.
y The Earth has one moon.
y Mars has two moons; Deimos and Phobos, they are very small and oddly shaped.
y Mercury and Venus have none.
y Neptune has at least 13 moons, the largest of which is named Triton.
y Uranus has at least 27 moons; five of which are considered large for moons.
y S aturn has at least 62 moons; the largest, Titan is the second-largest moon in the solar system. The
smallest are less than 1 kilometre across.
y J upiter has at least 67 moons; most of them are very small but there are four large ones that are
known as Galilean moons; their names are Io, Europa, Ganymede, and Callisto. Ganymede is the largest
known moon in the solar system.
5. Timeline of space exploration and technology
y 1957 Sputnik 1 from U.S.S.R. becomes the first satellite sent into space
y 1959 First photograph of Earth taken from space
y 1961 Yuri Gagarin from U.S.S.R. becomes the first human into space
y 1966 Lunar 10 from U.S.S.R. becomes the first satellite to orbit the Moon
y 1969 Neil Armstrong and Buzz Aldrin from U.S.A. become the first humans to walk on the Moon
y 1971 Salyut 1 from U.S.S.R. becomes the first space station in space
y 1990 Voyager 1 from U.S.S.R. takes first photo of the Solar System
y 2009 Launch of Kepler space telescope to search for Earth-like planets by NASA
y 2014 Rosetta probe by the European Space Agency makes a landing on a comet
y 2015 First food grown in space (lettuce) eaten
y 2020 First private (non-government) space flight sending humans into space (SpaceX).
6. a. They help our understanding of the planets by collecting information about them, such as, information
about weather. The information sent by satellites orbiting the earth has helped us understand weather
patterns, effects of greenhouse gases and climate change. Communication satellites provide images
from all around the world that we can watch live on television.
b. G
 PS or Global Positioning System (GPS) technology provides us with mapping information to help us
get from place to place in the quickest time.
c. A
 communications satellite is relays and amplifies radio telecommunication signals, establishing a
communication link between a source transmitter and a receiver in various parts of the Earth. It helps
with communications and live traffic updates, etc.

56 1
Workbook Answers
Which planet am I?
1. Mars
2. Mercury
3. Venus
4. Uranus
5. Neptune
6. Jupiter
7. Earth
8. Saturn

Space exploration

Fill in the blanks

1. Space
2. Moon
3. Hubble
4. Gravitational pull
5. 193
6. 27
7. 50

Crossword

Across
y 3. Sputnik1
y 4. Salyut1

Down
y 1. lettuce
y 2. nasa

1 57
 unit 10 TECHNOLOGY IN EVERYDAY LIFE
Background
This unit builds on demonstrates how technology has changed our lives and made it better.
Moreover, it will also explore how safety measures and drills work in emergencies. Use the
activities in this guide as well as the Student’s Book and Workbook to make your lesson enjoyable.
They will also help to strengthen and reinforce these concepts.

Expected Learning Outcomes

Students should be able to:
y Enlist and practice safety procedures while carrying out the activities.
y Make moveable van, bus, trolley etc.
y Make a model of foot bridge and bookshelf.
y Make a musical instrument from easily available resources.
y Use spirit level/water level to level different objects (table, picture, frame etc.).
y Use a plumb line to install a flag pole vertically.
y Prepare LED light strings working with 12 volt battery.
y Use first aid box to dress a wound.
y Practice shifting a person to hospital.
y Practice earth quake, fire and flood drill.

Resources

Student’s Book pages 94-104

Workbook pages 52-54

Recyclable materials

Bandages

58 1
Student’s Book and lesson ideas

1.
y Welcome the students into the class and ask them to sit at their tables.
y Explain to the students the basic safety protocol in case of an emergency.
y Ask the students to bring a bandage and tell them to practice the steps given below to bandage any
wounds and injuries.
y Demonstrate a practice drill for earthquakes, fire, and flood in class.
y Help the students practice shifting a person to hospital.
y Ask students to make any object they like using recyclable materials left at their homes and present in
the next class.

Activities
y A
 rrange the students in groups or individually and read aloud the activities. Follow the instructions
given in the Student’s Book and Workbook.
y H
 elp the students answer the questions from “In your notebook” and “Learning is fun” etc. Remind
them that all the answers are in the Student’s Book.

Workbook steps

 elp the students solve answers and activities in the Workbook. They may do these individually in class or as
H
homework or they may work in groups of 2-3. After completing each task from the workbook, students may
compare their answers and check their answers with each other.

ANSWERS

Workbook Answers

Fill in the blanks

1. Spirit level
2. A first aid box
3. Clean bandages/bandage tape

Crossword

Across
3. led
4. thermometer

Down
1. plumbline
2. elevators

1 59
 Worksheets

60 1
Worksheet 1 Unit 1 CHARACTERISTICS AND LIFE PROCESSES OF ORGANISMS
Name: Date:

2 3

6 5

7 8

Across
3. they are the major source of food for most other animals
4. They have scales but only on their legs and feet.
6. Their flowers have petals which are either 3 or multiples of 3.
7. they are the largest group of invertebrates.
Down
1. it have a backbone and is less than 5% of all animals on Earth
2. This insect kills more humans than any other animal by spreading of diseases
5. They all have star-like appearance.
6. The examples of this type of vertebrates are : Cats, dogs, rats, kangaroos, koalas,
opossums,platypus and the echid
7. These are types of reptiles that don't have four legs

Photocopiable material 1 61
Worksheet 2 Unit 1 CHARACTERISTICS AND LIFE PROCESSES OF ORGANISMS
Name:
Name: Date:
Date:

Q1) Word Scramble:

1. BIANMPHI

2. SGSPAOPSHRRE

3. ESHAORES

4. RAIADNCNIS

5. GSPESON

6. NRAMESOSPIG

7. RPSOTATI

Q2) Give reasons why:

a) A dog is alive:

Answer:

b) A paper is not alive

Answer:

Q3) Write down the name of the plant reading the below descriptions:

Flowers with petals are fours or fives

One cotyledon

Flowers with petals in threes

Leaves with parallel veins

Chickpea is an example

62 1 Photocopiable material
Worksheet 1 Unit 2 MICROORGANISMS
Name: Date:

B G S M K F Y S A B F V

Y I N F E C T I O N F A

A N T I B I O T I C S C

K E P J A L X F A F Q C

C O R O N A V I R U S I

D H P C W P N I K Q T N

T O O T H D E C A Y E E

D S P R O T O Z O A C S

Find the following words in the puzzle. Words are hidden and .

ANTIBIOTICS CORONAVIRUS INFECTION

PROTOZOA TOOTH DECAY VACCINES

Photocopiable material 1 63
Worksheet 2
Unit 2 MICROORGANISMS
Name: Date:

Q1. Fill the below table:

Microorganisms Disease
cholera, typhoid, TB
(Tuberculosis), food poisoning,
and throat infection.

Viruses
Algae
Ringworm and athlete’s foot

Q2. State the Reasons:

1) Why should we wash our hands before eating?
Answer:
2) Why should we take proper and a healthy diet?
Answer:
Q3 TRUE/FALSE:
1. The Symptoms of dengue include severe headache, pain behind the eyes,
muscle and joint pains, nausea, vomiting, rash etc
2. Human is made up of trillions of cells
3. Cholera and typhoid are spread through infected food and water.
4. Protozoa have an animal-like cells.
5. Yeast is a plant, and it is used to bake bread.
6. Micro means big and organisms means extinct

64 1 Photocopiable material
Worksheet 1 Unit 3 FLOWERS AND SEEDS
Name: Date:

Q1) Colour and complete the structure of the flower.

Photocopiable material 1 65
Worksheet 1 Unit 3 FLOWERS AND SEEDS
Name: Date:

Q2) Choose the correct words:

1) The is a seed leaf that emerges from the seed when it
germinates.
a) Germ seeds
b) Mature seeds
c) Cotyledon
2) Peas and beans, lack an .
a) embryo
b) Endosperm
c) Monocot
3) involves the use of male and female reproductive cells
and pollination.
a) Asexual Reproduction
b) Germination
c) Sexual Reproduction
4) is the transfer of pollen grains from the anther to the
stigma of the same flower.
a) Fertilization
b) Self-Pollination
c) Cross-Pollination
5) The sepal protects the before it opens into a flower.
a) Stamen
b) Bud
c) Ovule

66 1 Photocopiable material
Worksheet 2 Unit 3 FLOWERS AND SEEDS
Name: Date:

Q1) Put the steps of Germination of seeds in order.

Now the plant is no longer relying on the food in its seed.

As it produces more of its own food, it grows more leaves. It also grows
bigger and eventually produces seeds that eventually form new plants.
The seed soaks up water from the ground. When the water
enters the seed, it breaks down the food that is stored inside the seed.
The embryo plant gets too big for its seed and breaks
through the case. The case has been softened by the water.
The first parts of the plant to break through the seed are
the roots.
When the food inside the seed breaks down, it releases en-
ergy. This energy causes the embryo plant to grow inside the seed.
The next part to emerge is the cotyledon.
Once the shoot breaks through the surface, light and heat
from the Sun enable the plant to start producing its own food. The coty-
ledon leaves turn green.
the roots grow downward and anchor the plant to stop it
from being blown or washed away.

Photocopiable material 1 67
Worksheet 2 Unit 3 FLOWERS AND SEEDS
Name: Date:

Q2) Complete the below parts of the seeds using the word bank:

68 1 Photocopiable material
Worksheet 1 Unit 4 ENVIRONMENTAL POLLUTION
Name: Date:

Across
5. Fruit and vegetable peel are the examples of this waste
6. In human, this type of pollution can cause hearing loss, stress, lack of
sleep an
Down
1. When fossil fuels (oil, gas, and coal) are burnt, they release some gases
into the air.
2. It is the presence of large objects on the landscape,
3. It doesn't decompose naturally
4. Dumping of Rubbish

Photocopiable material 1 69
Worksheet 2 Unit 4 ENVIRONMENTAL POLLUTION
Name: Date:
Q1) Match the Following:
1.noise pollution a) makes the life of water impure.
2.water pollution b) causes desertification.
3.land pollution c) causes the problem of hearing
4. air pollution d) c ontaminates the indoor or outdoor
environment.
Q2) List the characteristics of visual pollution:

Q3) Which is the best method to help the environment for each thing
below:

reduce reuse recycle

reduce reuse recycle

reduce reuse recycle

reduce reuse recycle

reduce reuse recycle

70 1 Photocopiable material
Worksheet 1 Unit 5 PHYSICAL AND CHEMICAL CHANGES OF MATTER
Name: Date:

Z F R U S T I N G V L C

L G S O L U T I O N S E

H E D T S O L I D C J H

T E M P E R A T U R E B

C O N D E N S A T I O N

D B U R N I N G I J R D

J U A S M E L T I N G X

E V A P O R A T I O N L

Find the following words in the puzzle. Words are hidden and .

1
BURNING CONDENSATION EVAPORATION
MELTING RUSTING SOLID
SOLUTIONS TEMPERATURE

Photocopiable material 1 71
Worksheet 2 Unit 5 PHYSICAL AND CHEMICAL CHANGES OF MATTER
Name: Date:

Q1) True/False
1) Evaporation turns a solid into a gas .
2) A mixture is a combination of two or more different materials
.
3) When heat is applied to certain materials such as ice or wax, they freeze
.
4) A boiled egg cannot be turned back into a raw egg .
5) Condensation happens when a gas is cooled so much that it becomes a
solid .
6) liquid water freezes at 0 centigrade or 320 Fahrenheit .
7) Heating solid matter doesn’t gives the particles energy .
8) There are five main forms of matter .
9) All matter is made up of atoms .
10) In Chemical Change in a matter, a new substance is formed
.
Q2) Answer the following:
Invite a volunteer to blow up a balloon and ask students:
a) What is inside this balloon?
Answer:
b) What are the bubbles in fizzy drinks?
Answer:

72 1 Photocopiable material
Worksheet 1 Unit 6 LIGHT AND SOUNDy
Name: Date:

Q1) State two examples of the following:

a) Opaque objects
b) Transparent objects
c) Translucent objects
d) Luminous objects
e) Non-luminous objects
Q2) Choose the correct answer.

1. A bulb produces light / sound.

2. A guitar produces sound / light.

3. A speaker produces sound/ heat.

4. The Sun produces heat / light / sound.

5. A torch produces light / sound.

Q3) Who am I:
1. I am a form of energy that helps you to see. I am .
2. I am a dark area where light from a light source is blocked by an opaque
object. I am a .
3. I cannot travel through a vacuum. I am .
4. I am measured in units called hertz. I am .

Photocopiable material 1 73
Worksheet 2 Unit 6 LIGHT AND SOUND
Name: Date:

Q1) State the reasons?

a) Is air around us always transparent? Explain?
Answer:

b) How is a shadow formed?

Answer:

c) Does light pass through a rock?

Answer:

d) Why does sound travel faster through woods than air?

Answer:

e) How does light and sound energy travel?

Answer:

74 1 Photocopiable material
Worksheet 2 Unit 6 LIGHT AND SOUND
Name: Date:

Q2) True/False
1) Light can bend around objects T/F
2) Sound waves travel faster in cold water than in warm water T/F
3) A sound vibration makes tiny particles of the air bump into
each other T/F
4) Light and shiny objects are bad reflectors of light T/F
5) Opaque objects form clear shadows because no light passes
through them. T/F
6) We can see non-luminous objects in the dark T/F
7) The main source of light for the Earth is the moon. T/F

Photocopiable material 1 75
Worksheet 1 Unit 7 ELECTRICITY AND MAGNETISM
Name: Date:

Q1) Match the following with the correct description:

It is a force that involves objects repelling or
Electromagnets
attracting one other
Switch Fuse It comes in a form of blade
These are materials that do not allow an electrical
Magnetism
current to flow through them easily.
It is commonly found in household circuit breaker
Static Electricity
boards.
There are neutral charged because the number of
Atoms
protons and electrons is equal.
The type of electricity, caused by two objects
Insulators
rubbing together
When an electric current passes through a wire, a
Automotive fuse
magnetic field is set up around the wire.
Q2) Write down the number of protons, neutrons and electron in the fol-
lowing atom:
: Electron
: Proton
: Neutron

76 1 Photocopiable material
Worksheet 1 Unit 7 ELECTRICITY AND MAGNETISM
Name: Date:

Electron
Proton
Neutron

Q3) State attract or repel to the following diagrams

below:

Photocopiable material 1 77
Worksheet 2 Unit 7 ELECTRICITY AND MAGNETISM
Name: Date:

I N S U L A T O R S X M

C P O S I T I V E E Y A

T R A N S F O R M E R G

L I I U F E N O R T H N

S U B S T A T I O N Z E

K E L E C T R O N S L T

T Z O F R I C T I O N S

C O N D U C T O R S Z M

Find the following words in the puzzle. Words are hidden and .

TRANSFORMER CONDUCTORS INSULATORS SUBSTATION

ELECTRONS FRICTION POSITIVE MAGNETS
NORTH

78 1 Photocopiable material
Worksheet 1 Unit 8 STRUCTURE OF THE EARTH
Name: Date:

Q1) a) Colour and Complete the layers of the Earth.

b) Answer the following questions:

a) Which layers do we live in?

b) Which is the hottest part in the structure of the Earth?

c) Which layer is made of hot liquid rocks?

d) Which is the thinnest layer of the Earth?

e) Which layer is responsible for the Earth’s magnetic field?

Photocopiable material 1 79
Worksheet 1 Unit 8 STRUCTURE OF THE EARTH
Name: Date:

Q2) Fill in the Blanks:

1. Most of Earth’s surface, about is covered with oceans.
2. The is 6-7 km thick.
3. A is a human-made lake that is used to store water.
4. Water that is not salty is called
5. covers the top of the upper layer of the Earth.
6. Silt is made up of and organic particles with lots of nu-
trients.
7. is the best soil for plants.
8. A glacier is a huge mass of that moves slowly over
land.

80 1 Photocopiable material
Worksheet 2 Unit 8 STRUCTURE OF THE EARTH
Name: Date:

Y M A N T L E B O D X G

Z O C E A N S V T L O L

G R O U N D W A T E R A

S O I L E R O S I O N C

V W R S T R E A M S O I

Q U A R T Z L O A M Q E

H R I E A R T H P R E R

D L L I M E S T O N E S

Find the following words in the puzzle. Words are hidden and .

SOILEROSION GROUNDWATER LIMESTONE GLACIER

STREAMS MANTLE OCEANS QUARTZ
EARTH LOAM SOIL

Photocopiable material 1 81
Worksheet 1 Unit 9 SPACE AND SATELLITE
Name: Date:

Q1) a) Write down the phases of the moon:

b) Answer the following questions:

a) Which planet has at least 67 moons?

b) Name the names of the moons in Mars?

c) Which is the second-largest moon in the solar system?

d) Which planet has the moon named Triton?

Q2) Write down about Geostationary satellites and Artificial Satellites?

82 1 Photocopiable material
Worksheet 2 Unit 9 SPACE AND SATELLITE
Name: Date:

5 6

7 8

Across Down
3. First Satellite 1. This satellite helps helps with
communications and live traffic updates
5. is a tyIt is type of satellite
that is used to monitor 2. It is the technology provides us with mapping
the Earth's weather and information to help us get from place to
place in the quickest time.
7. It has at least 62 moons.
4. It is means still or not moving.
6. It is the general term given to everything
beyond the Earth’s atmosphere.
8. This is the organisation that has led the way
in space exploration.

Photocopiable material 1 83
Worksheet 1 Unit 10 TECHNOLOGY IN EVERYDAY LIFE

Q1) Write down the basic safety protocols during any emergency?

Q2) Name and Write down the function of the below technology?

a)

b)

c)

d)

84 1 Photocopiable material
Answer sheet 1 Unit 1 Electricity

Characteristics of Living things

1
v
e
2
m 3
a r t h r o p o d s
o t
s e
q 4
b i r d s
u r
5
e i a
6
m o n o c o t p l a n t
a h o e
m i s s
m n
a 7
m o l l u s c 8
s
l d n
s e a
r k
m e
s s
Across
3. they are the major source of food for most other animals (arthropods)
4. They have scales but only on their legs and feet. (birds)
6. Their flowers have petals which are either 3 or multiples of 3. (monocot plant)
7. they are the largest group of invertebrates. (molluscs)
Down
1. it have a backbone and is less than 5% of all animals on Earth (vertebrates)
2. This insect kills more humans than any other animal by spreading of diseases
(mosquitos)
5. They all have star-like appearance. (echinoderms)
6. The examples of this type of vertebrates are : Cats, dogs, rats, kangaroos,
koalas, opossums,platypus and the echid (mammals)
7. These are types of reptiles that don't have four legs (snakes)

1 85
Answer sheet 2 Unit 1 Electricity

Q1) Word Scramble:

1. BIANMPHI AMPHIBIAN
GRASSHOPPERS
2. SGSPAOPSHRRE
SEAHORSE
3. ESHAORES
CNIDARIANS
4. RAIADNCNIS
SPONGES
5. GSPESON
ANGIOSPERMS
6. NRAMESOSPIG
PROTISTA
7. RPSOTATI

Q2) Give reasons why:

a) A dog is alive:
Answer:

b) A paper is not alive

Answer:

Q3) Write down the name of the plant reading the below descriptions:
Flowers with petals are fours or fives
One cotyledon
Flowers with petals in threes
Leaves with parallel veins
Chickpea is an example

86 1
Answer sheet 1 Unit 2 Microorganisms

I N F E C T I O N A

A N T I B I O T I C S C

C O R O N A V I R U S I

T O O T H D E C A Y E

P R O T O Z O A S

ANTIBIOTICS CORONAVIRUS INFECTION

PROTOZOA TOOTH DECAY VACCINES

1 87
Answer sheet 2 Unit 2 Microorganisms

Q1. Fill the below table:

Microorganisms Disease
cholera, typhoid, TB
Bacteria (Tuberculosis), food poisoning,
and throat infection.
Common cold virus, influenza
virus, measles virus, chickenpox
Viruses virus, covid-19
coronavirus.
Algae gastroenteritis
Fungi Ringworm and athlete’s foot

Q2. State the Reasons:

1) Why should we wash our hands before eating?
Answer:
2) Why should we take proper and a healthy diet?
Answer:

Q3. TRUE/FALSE:
1) True
2) False
3) True
4) True
5) True
6) False

88 1
Answer sheet 1 Unit 3 FLOWERS AND SEEDS

Answers:

Q2)
1) Cotyledon
2) Endosperm
3) Sexual reproduction
4) Self-Pollination
5) Bud

1 89
Answer sheet 2 Unit 3 FLOWERS AND SEEDS

Answers:
Q2)
H Now the plant is no longer relying on the food in its seed. As
it produces more of its own food, it grows more leaves. It also grows
bigger and eventually produces seeds that eventually form new plants.
A The seed soaks up water from the ground. When the water
enters the seed, it breaks down the food that is stored inside the seed.
C The embryo plant gets too big for its seed and breaks through
the case. The case has been softened by the water.
D The first parts of the plant to break through the seed are the
roots.
B When the food inside the seed breaks down, it releases energy.
This energy causes the embryo plant to grow inside the seed.
F The next part to emerge is the cotyledon.
G Once the shoot breaks through the surface, light and heat from
the Sun enable the plant to start producing its own food. The cotyledon
leaves turn green.
E the roots grow downward and anchor the plant to stop it from
being blown or washed away.

90 1
Answer sheet 1 Unit 4 ENVIRONMENTAL POLLUTION

1
g
2
v r
i e
3
n s e
o u n
n a
- l l
4
h
b a o
i p n u
o o d s
5
b i o d e g r a d a b l e w a s t e
e l p
g u o g
r t l a
a i l s
d o u e
a n t s
b i
l o
6
n o i s e p o l l u t i o n

Across
5. Fruit and vegetable peel are the examples of this waste
(biodegradable waste)
6. In human, this type of pollution can cause hearing loss, stress, lack of
sleep an (noise pollution)
Down
1. When fossil fuels (oil, gas, and coal) are burnt, they release some gases
into the air. (green house gases)
2. It is the presence of large objects on the landscape, (visual pollution)
3. It doesn't decompose naturally (non- biodegradable)
4. Dumping of Rubbish (land pollution)
1 91
Answer sheet 2 Unit 4 ENVIRONMENTAL POLLUTION

Answer:
Q1)
1) c
2) a
3) b
4) d

Q3)
1) Reduce
2) recycle
3) Reuse
4) Reduce
5) Recycle

92 1
Answer sheet 1 Unit 5 PHYSICAL AND CHEMICAL CHANGES OF MATTER

R U S T I N G

S O L U T I O N S

S O L I D

T E M P E R A T U R E

C O N D E N S A T I O N

B U R N I N G

M E L T I N G

E V A P O R A T I O N

BURNING CONDENSATION EVAPORATION

MELTING RUSTING SOLID
SOLUTIONS TEMPERATURE

1 93
Answer sheet 2 Unit 5 PHYSICAL AND CHEMICAL CHANGES OF MATTER

Answers:

Q1)
1) False
2) True
3) False
4) True
5) False
6) True
7) False
8) False
9) True
10) True

Q2)
a) In a balloon, they are different types of gases present in it.
b) The bubbles you see in frizzy drinks are Carbon dioxide gas.

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Answer sheet 1 Unit 6 LIGHT AND SOUND

Answer key:
Q2)
1. Light
2. Sound
3. Sound
4. Light/ Heat
5. Sound

Q3)
1. Light
2. Shadow
3. Sound
4. Frequency

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Answer sheet 2 Unit 6 LIGHT AND SOUND

Answer key:
Q1.
a) Mostly, the air we see is transparent that is why we can see buildings,
bird etc but due to the air pollution like smoke, fog etc make us diffi-
cult to see. Therefore, it is not always transparent.
b) When something gets in the way, the light is blocked. This is how a
shadow is formed.
c) No, light is blocked by opaque objects such as rocks.
d) Because Sounds travel faster through solids than liquids or gases.
e) Light travels in straight lines called rays. Whereas, sound energy travels
through waves.

Q2. True/False
1) True
2) False
3) True
4) False
5) True
6) False
7) False

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Answer sheet 2 Unit 7 ELECTRICITY AND MAGNETISM

I N S U L A T O R S M

P O S I T I V E A

T R A N S F O R M E R G

N O R T H N

S U B S T A T I O N E

E L E C T R O N S T

F R I C T I O N S

C O N D U C T O R S

TRANSFORMER CONDUCTORS INSULATORS

SUBSTATION ELECTRONS FRICTION
POSITIVE MAGNETS NORTH

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Answer sheet 1 Unit 8 Structure of the Earth

Answer key:
Q1) a) crust
b) inner core
c) outer core
d) crust
e) outer core
Q2) Fill in the Blanks:
1. Most of Earth’s surface, about 71%, is covered with oceans.
2. The crust is 6-7 km thick.
3. A reservoir is a human-made lake that is used to store water.
4. Water that is not salty is called freshwater.
5. Soil covers the top of the upper layer of the Earth.
6. Silt is made up of minerals and organic particles with lots of nutrients.
7. Loam is the best soil for plants.
8. A glacier is a huge mass of ice that moves slowly over land.

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Answer sheet 2 Unit 8 Structure of the Earth

M A N T L E G

O C E A N S L

G R O U N D W A T E R A

S O I L E R O S I O N C

S T R E A M S I

Q U A R T Z L O A M E

E A R T H R

L I M E S T O N E

Find the following words in the puzzle. Words are hidden and .

SOILEROSION GROUNDWATER LIMESTONE GLACIER

STREAMS MANTLE OCEANS QUARTZ
EARTH LOAM SOIL

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Answer sheet 2 Unit 9 SPACE AND SATELLITE

c
o
m
m
g
2
u
3
s p u t n i k 1

s i
c
s
4
a
5
w e a t h e r 6
s a t e l l i t e s
a p i
t a o
i c n
o e
n
7
s a t u r n
8

r a
y s
a

Across Down
3. First Satellite (sputnik 1) 1. This satellite helps helps with communications
and live traffic updates (communication)
5. is a tyIt is type of
satellite that is used 2. It is the technology provides us with mapping
to monitor the Earth's information to help us get from place to place
in the quickest time. (gps)
weather and (weather
satellites) 4. It is means still or not moving. (stationary)
7. It has at least 62 moons. 6. It is the general term given to everything
(saturn) beyond the Earth’s atmosphere. (space)
8. This is the organisation that has led the way in
space exploration. (nasa)

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