South Sudan GRADE

COMMUNITY GIRLS’
SCHOOL SCIENCE
GRADE 1

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
All rights reserved. No part of this book may be reproduced by any means graphic,
electronic, mechanical, photocopying, taping, storage and retrieval system without prior
written permission of the Copyright Holder. Pictures, illustrations and links to third party
websites are provided by the publisher in good faith, for information and education

purposes only.

Funded by:
This book is the property of the Ministry
of General Education and Instruction
:
THIS BOOK IS NOT FOR SELL
FOREWORD

I am delighted to write the foreword for this book. The Ministry of General Educa-
tion and Instruction (MoGE&I) has developed the Community Girls School (CGS)
textbooks based on the National Curriculum of South Sudan.

The textbook was written to help learners develop the background knowledge
and understanding in the subject. It is intended largely to serve as a source of
knowledge and understanding of the subject concerned, but not to be consid-
ered as a summary of what learners ought to study.

The National Curriculum is a competency based and learner-centered that aims

to meet the educational needs and aspirations of the people of South Sudan. Its
aims are manifold: (a) Good citizenship (b) successful lifelong learners, (c) cre-
ative, active and productive individuals; and (d) Environmentally responsible
members of our society.

This textbook was designed by subject panelists to promote the learners’attain-

ment of the following competencies; critical and creative thinking, communica-
tion, cooperation, culture and identity.

No one can write a book of this kind without support from colleagues, friends and
family. Therefore, I am pleased to register my thanks to Dr Kuyok Abol Kuyok, the
Undersecretary of the Ministry, who emphasized the importance of Alternative Ed-
ucation System (AES) and approved the development of its textbooks.

I also want to record my thanks to Ustaz Omot Okony Olok, the Director General
for Curriculum Development Centre (CDC) and Ustaz Shadrack Chol Stephen, the
Director General for Alternative Education Systems (AES) who worked tirelessly with
thesubject panelists to develop the textbooks.

Lastly, but not least, my greatest thanks and appreciation must go to the Global
Partnership for Education (GPE) and UNICEF-South Sudan for without their support
and partnership this textbook would not have seen light.

Hon. Awut Deng Acuil, MP

Minister,
Ministry of General Education and Instruction
Republic of South Sudan, Juba
 Table of contents

UNIT 1:Things found in physical environment........................................1

1.2: Domestic animals found at home/village environment
...................................................................................................2
1.3: Wild animals found in the village environment.............5
1.4: Plants/trees found in the local environment..................6
1.5: Importance of planting trees and Flowers in our environ-
ment..........................................................................................7
1.6 Water...................................................................................9
UNIT 2: Health Education.........................................................................10
2.1 Care of the body..............................................................12
Cleaning your ears.............................................................. ...22
Cleaning your hands.......................................................... ...23
Cleaning your legs............................................................. ...29
Cleaning the whole body................................................... ...30
Sub Unit: Uses bones, joints and muscles in human body..33
Sub Unit: How Germs Spread............................................. ...38
1.3 Designing posters......................................................... ...41

UNIT 3: Plants and animals.................................................. ...43

Plants........................................................................................43
parts of a plant..................................................................... ...46
plant that we eat................................................................. ...48
Plants or parts of plants children like and dislike............. ...55
3.2 Animals .......................................................................... ...56
Characteristic of animal and their habitats...................... ...63

UNIT 4: Our five senses........................................................ ...68

Sources of light.................................................................... ...68
4.2 Sense of seeing.............................................................. ...70

iii
4.2 Sources of sound........................................................... ...73
Sense of hearing.................................................................. ...78
4.6 Sense of taste................................................................. ...80
Sense of smell...................................................................... ...83
4.7 The sense of touch........................................................ ...86

UNIT 5: The weather............................................................. ...89

Weather changes................................................................ ...89
Recording of weather changes......................................... ...96
Effects of moving air............................................................ ...98
Uses of moving air............................................................... ...99

UNIT 6: Soil............................................................................ .100

Collecting soils from different places................................ .100
Mixing soils with water........................................................ .105
Modelling with soil............................................................... .107

UNIT 7: Water........................................................................ .110

Sources of water.................................................................. .110
Uses of water........................................................................ .113
Using water well................................................................... .115
Measuring water.................................................................. .119
Floating and sinking............................................................ .121

iv
 UNIT
Things found in our physical
1 environment

1.1: Thing found in School environment

Activity 1:
Walk around your school, observe living things found in the
school

Activity 2:

In small groups, discuss what you saw while walking around the
school.

Activity 3:
In pairs, mention living things that you observed around your
school.

1
1.2: Domestic animals found at home/village
environment

Activity 1:
In pairs, tell the names of domestic animals found in your home
or village.

2
 Activity 2:

In small groups, role-play domestic animals found in

home or village enviroment.

Activity 3:
In pairs, discuss how do you take care of your do-
mestic animals

3
 Activity 4:

In groups, write a poem on the importance of the

domestics animals, and then, recite it to the class.

4
1.3: Wild animals found in the village
environment

Activity 1:

In small groups, tell the names of wild animals found in the vil-
lage enviroment.

Activity 2:

Individually,tell any story that you have heard about wild ani-
mals in your villages

5
1.4: Plants/trees found in the local environment

Activity 1:
Individually, tell the names of plants found in your local environ-
ment

Activity 2:

In pair, recite poem/song about plants found in your local

enviroment

6
1.5: Importance of planting trees and Flowers in
our environment

Activity 1:

In small groups,mention the important of planting trees and flow-

ers in our environment.

Activity 2:
In pairs, tell the importance of taking care of young tree and
flowers

Activity 3:
Individually, name some trees found in your areas

7
 Activity 4:

In groups, name some fruit trees found in your areas.

A B

C D

8
1.6 Water

Activity 1:
In small groups, mention the different sources of water

Activity 2:

In pairs, discuss the importance of water.

9
 UNIT
2 Health Education

Activity 1:

Parts of the body

ears
eyes

nose
mouth

10
Care of the body
In pairs, talk about the pictures shown below and then answers
the questions.

1) How do you use soap and water to keep your

body clean?
2) Why do you need to keep your body clean?

Learning point

• We keep our body clean by using soap and water.

11
2.1 Care of the body

Activity 1

In pairs:
1. Talk to your friend about what you can see in the pictures
above? How do the pictures relate to good health?

2. Recite the following poem:

12
 When I wake up in the morning,
I brush my teeth,
I wash my face,
I wash my hair,
I wash my feet,
I bathe with warm water,
I dress up for school,
I go to school,
I remain fresh all day.

3. What can you learn from the poem?

Learning point

Keeping our body clean is known as personal hygiene.

We clean different parts of the body differently.

(a) Cleaning your teeth

Activity 2
In groups
1. You are provided with the following materials.

A B C D

13
2. Talk to the group members about:

• How you will use the materials to clean your teeth.

• Suggest Other ways of cleaning your teeth.

Learning point

Brushing your teeth keeps your mouth fresh and protects the
gums from diseases.

Fun corner

Practise singing the following song.

Brush your teeth always,

After taking breakfast, brush your teeth,

After eating snacks, brush your teeth,

After taking supper, brush your teeth,

After having lunch, brush your teeth,

Brush your teeth always.

Remember!
Toothbrushes are personal items. They
should not be shared.

14
 Check your progress 2.1(a)

Arrange the following tooth brushing steps correctly.

A B C

D E

(b) Cleaning your face

When do you wash your face?

Activity 3
In groups

15
 Tell your friends:

1. What you do when you wake up.

2. How do you clean your face.

3.
Why is it important to wash your face.

Learning point

We should wash our face when we wake up, after playing and
before going to bed.
Remember!
When washing your face, do not forget to
wash the neck and behind the ears.

Check your progress 2.2(b)

1. Which body parts are found on the face?

a) _____________
b) ____________
c) _____________
d) ____________
2. What makes your face dirty?
a) ______________
b) ____________________

16
(c) Cleaning your hair

Activity 4

Individually
Look at these pictures.

A B

1. Which of the two boy’s hair looks neat?

2. Why do you think boy A looks sad?
3. How do you make your hair to look neat?

17
 Activity 5

In groups

What are the children in the pictures below doing?

A B
You have been provided with the following items.

A B C D

1. Tell your friends how you will use the items above (A,B,C
and D) to clean your hair.

2. Why should you wash your hair?

3. Why do you comb your hair?

18
 Learning point
Cleaning and combing our hair keeps us healthy.

Check your progress 2.3(c)

1. Draw three items used for cleaning hair.

a) _________________
b) ____________________
c) _____________________

(D) Cleaning your nose

InActivity
pairs 6
Role play the conversation below.

Hey Wani! Is your nose

bleeding?

Akello

19
 I did not notice. I just blew my
nose.
Wani

What did you use to blow

your nose?

Akello

I used my handkerchief.

Wani

Akello: Look at it! It should

have some blood on it. You
must have used a lot of force
to blow your nose.

Akello

20
 I need to see the teacher
for first aid. Look you have
Wani mucus in your nose.

I have a handkerchief to
clean my nose too.

Akello

Learning point
You should clean your nose using a clean piece of
cloth or a clean handkerchief.

Remember!
A handkerchief is a personal item.
Do not share it.

21
 Check your progress 2.4(d)

1. What is the importance of cleaning our nose?

2. Which things do we clean from our noses? __________,

_______________

(E) Cleaning your ears

Activity 7

As a class
1. How do you clean your ears?

2. Observe the charts provided by your teacher on how to

clean the ear.

3. Why is it not advisable to insert anything into your ear as

shown below?

A B

22
 Learning point

Our ears get dirty. They should be cleaned.

Remember
We should clean our ears regularly to
improve our hearing.

Check your progress 2.5(e)

1. What kind of dirt collects in your ears?

_____________________________________________
2. How often should you clean your ears?
_____________________________________________

(F) Cleaning your hands

Activity 8
In pairs

1. Talk to your friend about the pictures in the next page.

23
 A B

2. What is the difference between picture A and B.

• Whose hands will be clean?

3. How do the activities below help to prevent the spread of

diseases?

A B

24
 Learning point

Washing hands prevents the spread of diseases such

as cholera, diarrhoea and flu. These diseases are
dangerous to us.
Remember!
We should not wipe our hands with
the clothes that we are wearing.

Fun corner
Practise the song below.

Children, children, children,

Wash your hands,

Before eating any food,

After eating any food,

After using the toilet,

A
After cleaning the house,

After collecting litter,

After touching animals,

After blowing your nose,

After coughing,

Washing your hands prevents spread of diseases. B

25
 Activity 9

In groups, use the below items to answer questions that follows.

Soap, oil, clean water, towel or a clean piece of cloth, face

towel, two basins

1. Demonstrate how you would wash your hands when

dirty with oil?

2. Use the materials listed above to clean your hands.

3. Compare cleaning your hands with soap and without

soap.

26
 • Which hands are still oily?
• Which hands are clean?
4. Fill two basins with water. Wash one handkerchief
with soap and the other without soap.

5 Compare the two handkerchiefs after drying

up. Which one is clean?

Learning point
Soap helps in removing dirt from our bodies and our clothes.

Check your progress 1(f)

1. Why do we wash our hands?

2. Cutting your nails can help to prevent the spread of diseases.
Why do you think this happens?

27
 • Which hands are still oily?

• Which hands are clean?

4. Fill two basins with water. Wash one handkerchief with

soap and the other without soap.

5 Compare the two handkerchiefs after drying up. Which

one is clean?

Learning point
Soap helps in removing dirt from our bodies and our clothes.

Check your progress 2.6(f)

1. Why do we wash our hands?

2. Cutting your nails can help to prevent the spread of diseases.
Why do you think this happens?

28
(G) Cleaning your legs

Activity 10

In groups

A B

1. Compare pictures A and B.

2. What can the boy in picture A do to have clean legs?

3. Talk to your group on how you clean your legs.

Learning point

We should wash our legs to prevent germs from infecting them.

Germs make them produce bad smell.

29
 Remember
Dirty legs keep jiggers.

Check your progress 2.7(g)

1. Draw the items you need for cleaning your legs.

(H) Cleaning the whole body

Activity 11

Individually

1. What is the difference between pictures A and B?

A B

30
 2. What would you do if you were the girl in picture B?
3. Talk to your friends about the following questions:
• How do you keep your body clean after sweating?
• What is the importance of cleaning your body?

Learning point

Bathing everyday protects the body from getting skin diseases .

Remember
We should bathe everyday using
soap and clean water.

31
 Activity 12

In groups
Talk to your group members about the materials you can use
to clean your body when you do not have soap.

Learning point
Baking soda can be used instead of soap. It clears bad
odour from the body too.

Check your progress 2.8(h)

1. Which activities make the body to produce sweat?

a) ___________
b) ___________
2. Name and draw two items needed in cleaning the body.
a) __________
b) __________
3. Say if it is true or false.
a. When we clean our ears we hear better.
b. We wear shoes on our feet to keep them warm.
c. We should brush our teeth only once.
d. Dirty feet are attacked by jiggers.

32
Sub Unit: Uses of bones, joints and muscles
in human body

Activity 1.2

In pairs
1) Use a string to measure the length of the arms
and legs of your partner when stretched and
when bent.

33
 • What makes your arm and legs to stretch or
bend?
• How are you able to run, jump, skip or walk?

bone
muscle

joint

a) A bent arm

joint

bone

muscle

a) A stretched arm

34
2) Trace your longest finger when stretched on a
drawing paper.

Learning point

• Bones and joints work together with muscles to help in

movement.

35
1) Get cartons with human pictures.
2) Cut out the parts of the human body using scissors.
3) Join the body parts using a string.
• Are the body parts moving?

Importance of healthy exercises

Activity 1.3
In groups

A B

36
 C D

E F
1) What activities are the children doing in the
pictures?
2) Why are the activities important?

Learning point

• Exercise is good for our health.

37
Sub Unit: How Germs Spread

Activity 13

In pairs

A B

C D

1. Talk to a friend about what the people in the pictures

above are doing?
2. How can they get diseases through their action?

38
 Learning point

Germs are small organisms that cause diseases.

Germs can also be spread from infected person to healthy
person through contact. The diseases caused by germs
include influenza, cholera, cough and typhoid.

Activity 14
In pairs

1. Talk to your friend about what is happening in the pictures

below.

• How do we get diseases through such actions?

A B

2. How do we get diseases through mishandling food?

39
 Learning point
Germs are spread through sneezing, coughing, blowing our nose
without using a handkerchief or rubbing eyes with dirty hands.

Germs can be spread from dirty hands to food too.

Remember !
It is always good to wash your
hands before cooking, after using
the toilet and before eating.

Check your progress 2.9(i)

1. Which foods need to be washed before

cutting or cooking?
a ______________
b. ______________
c. ______________
d. ______________
2. The best method of preventing spread of
germs is by ______________.

40
1.3 Designing posters

Activity 15

As a class

Visit the nearest health centre and observe the posters on the
walls.

• What do they contain?

• How is information written in the posters?

Learning point
An example of a poster in a health centre is shown below.

41
 Fun corner

On a manila paper, write and colour the information below

CLEAN HANDS ARE HAPPY HANDS.

REMEMBER TO WASH YOUR HANDS.

Check your progress 3.0(j)

1. What information is found in a poster on uses of

soap?

2. What information would be contained in a poster

about the danger of germs.

42
 UNIT
3 Plants and animals

3.1 Plants

Activity 1

In groups
1) Which plants are found near your home or
school enviroment?
B c

G H I

43
1) Which of the plants in the pictures do you know?
2) Play a game of naming the plants and where they are
found.

3) Create a garden within the school compound with

different types of plants found in different areas.

Learning point

• There are many types of plants.

a) The plants shown in the picture below grow in
dry areas.

Acacia Cactus Euphorbia

b) These plants grow in cool places with a lot of
water.

Water lily Water hyacinth Amazon lily

44
c) Some plants grow in our gardens and we use
them as a source of food. They include:

Banana Maize Bean

d) Some plants give us food. They include:

Pawpaw Tomato Mango

e) Some plants produce flowers that make our
homes look good and beautiful,they are called
ornamental plants. They include:

Roses Hibiscus Lantana

45
Parts of a Plant

Activity 2
In pairs
1) Name the parts of the plant shown below.

B
C

46
 Remember

Not all plants have the same structure.

Check your progress 3(a)

1. Match the following

Part of the plant Description

1 Leaves They are very beautiful.

2 Stem Are picked when they are ready.

3 Fruits They are green.

4 Roots The middle part of the tree.

5 Flowers They are found in the soil.

47
Plants that we eat

Activity 3
In pairs
1) On which part of the plant do we get these
foods?

A B C

D E F

G H I

48
 J k L

m N O
1) Play a game of naming the parts of the plants. Let your
friend point at a picture as you name.
3) Which parts of the plants are eaten raw or cooked?
4) Match the following plants with their edible parts.
Plant Edible part

fruit

roots

49
 Plants we cook before eating and those eaten raw

Activity 4
In groups
1) Pick plants that you eat raw and those eaten
when cooked.

Pumpkin Beans Potatoes

Mangoes Pawpaws

Sugar cane Yam Orange

50
2) Write down the plants cooked before eating and
those eaten raw.
Eaten only when cooked Eaten when raw
a. __________________ a. __________________
b. __________________ b. __________________
c. __________________ c. __________________
d. __________________ d. __________________

Learning point

• Plants that we cook before eating are beans, maize,

pumpkins, potatoes and arrow roots.
• Plants we eat without cooking(raw) include; bananas,
pawpaws, coconuts, carrots, pineapples, mangoes,
oranges and watermelons. Most fruits are always eaten
raw.

Remember
Some plants are not eaten. They are harmful to our
health.

51
Draw and colour three types of plants we eat without
cooking.

Check your progress 3b

1) Complete the table below. Choose your answer from the

words given below.
Plants which we eat Plants we do not eat
a. ______________ a. ______________
b. ______________ b. ______________
c. ______________ c. ______________
d. ______________ d. ______________
e. ______________ e. ______________
f. ______________ f. ______________
g. ______________ g. ______________

Papyrus reeds, peas, bananas, cactus, flower, maize, nappier

grass, sisal, beans, hibiscus, arrow roots, acacia, carrots

52
2.3 Reasons why animals feed on some plants and not
others

Activity 5
In pairs

A B
1) Talk about what you see in the pictures above.
2) What do the animals in the above picture feed
on?

Learning point

• Animals do not eat some plants because they are

poisonous, smelly and taste bad.
• Animals have different feeding habits.

53
Trace and join the dots to form an animal then colour it.

54
2.4 Plants or parts of plants children like and dislike

Activity 6
In pairs

A B C

D E F
1) Talk about the pictures above with a friend.
2) Which plants do you like or dislike? Why?

55
3.2 Animals
How animals around our community differ from other
communities

Activity 1
In pairs

A B C

D E F

G H I

56
1) Name the animals shown in the previous page.
• Which animals are found at your home?
• Which animals are found in the forest?

Learning point

• Animals found at home are called domestic animals.

• Animals found in the forest are called wild animals.
Importance of plants and animals

Activity 2

In pairs, name the importance of plants and animals

shown in the following pictures.

57
 B

58
2. Why do you think the plants grow along the river?
a) _____________
b) _____________

Activity 3

In pairs
Talk to your friend about the pictures below.
A B

C D
a) Where do the animals in the pictures above
live?
b) Why do they live there?

59
 Learning point

Animals live on land or in water.

Land animals
Animals that live on land include :
• Animals that live underground.
• Wild animals.
• Domestic animals.

(a) Animals that live underground

Activity 4

In pairs
1. Answer the following questions:
(a) What are these animals? Where do they live?

A B

60
 C D

E F

(b) Where are the animals found?

(c) Name the animals that you have seen.
(d) Suggest the kind of food that the animals eat.

61
 2. Name the birds shown below.

A B C

3. Where do you think wild birds live?

Learning point
Animals that live in the forest are known as wild animals.
These animals include gazelles, zebras, lions, antelopes
among others. Birds make part of wild animals too.

Fun corner

Draw and colour a bird you like.

Remember!
Wild animals are not friendly.

62
Characteristic of animal and their habitats

Activity 5

In pairs
1. Observe photographs, pictures and charts
provided to you by your teacher or the
picture below.

Antelopes

63
 2. Talk to your friend about the animals you have seen.
(a) How do they protect themselves from other
animals?
(b) Which animals are dull coloured?
(c) Which ones are brightly coloured?
3. Copy and fill the table below in your notebooks.
Animals with dull coloured Animals with brightly
fur coloured fur
1
2
3
4
5

Learning point
Animals with brown or grey fur cannot be seen from far. They
look like their surroundings. Their predators are not able to spot
them. Predators are animals that eat other animals.

Animals with brightly coloured fur such as zebra can be spotted

from far. They are easily seen by their predators.

64
Sub Unit: Domestic animals

Activity 1

Individually

A B

C D

1. Name the animals shown in the pictures above.

2. Where are the animals found?
3. How do the animals help us?

65
 Learning point
Domestic animals are animals kept at home. We also
have birds kept at home.

Check your progress 2(i)

1. What are the uses of the domestic animals

shown in the below?

_______ _______
A B

C _______ D _______

Fun corner

Compose a song about domestic animals and their uses.

66
 Sub Unit: Animals that live in water

Animals that live in water

Activity 1

Individually

A B

C D

1. Name the animals shown in the pictures above.

2. Where are they found?
3. What kind of food do you think they eat?

67
 UNIT
4 Our five senses

4.1 Sources of light

Activity 1
In groups
1) Name the sources of light shown below.

A B C

D E F

68
2) Name other sources of light used in your home.
3) Where do you think light comes from?

Learning point

• Sources of light include the sun, lantern, fire,

candles, lamps, torches.

Remember!
The sun is the main source of light. Do
not look directly at the sun. It can de-
stroy your eyes.

Draw and colour the source of light you use at home.

69
 4.2 Sense of seeing

Activity 2
In pairs
1) Tick the one that is different in each row in the
pictures below.

A B C

D E F

G H I

2) Why do you think they are different from the rest?

70
 Learning point

• We cannot see without our eyes. Eyes helps us to

see.

Did you know?

Hawks have strong eyes which help them see things
from far up in the sky. That is why they see small
chicks from far and come to catch them.

Draw and colour the sun, moon and stars.

71
 Check your progress 4a

1) Match the source of light with its name.

Picture Name

Candle

Sun

Lamp

Fire

2) When there is no light, my _________ cannot see.

72
 3) Write the correct colour for the following foods.

(a)___________ (b)___________ (c)___________

4.3 Sources of sound

Activity 3
In groups
1) Name the following sources of sound.
2) Which ones are found at school?
3) Which ones are found at home?

A B C

D E F

73
 G H I
4) Name other sources of sound.

Learning point

• Things that produce sound are called sources of

sound.
Look at the pictures below. What are the children
doing?

A B C

• When children play, they produce sound.

• When children sing, they produce sound.
• When playing a guitar,sound is proudced.

74
1) Draw and colour the sources of sound in school.
2) Recite this poem
Sound oh! Sounds at school
When children play, sound
When children sing, sound
When the bell rings, sound

75
 Sound at home

Activity 4
In groups
1) What kind of sounds do the items below produce?
Do they produce the same sound as these sounds
found at school?

A B C

2) When at home, listen to the sounds around the

compound.
3) Can you name some sources of sound you have
heard?
4) Which animals produce sound at home?

Learning point
• There are different sources of sounds around the
school and at home.

76
 Draw and colour a dog barking.

Remember!
Sharp or loud sounds can cause
damage to the ears!

Check your progress 4b

1) What type of sound is produced by each of the

animals shown in the pictures below?

A B C

D E F

77
 4.5 Sense of hearing

Activity 5
In pairs
1) Drop the following things on the floor. Tick the
correct box with the kind of sound produced.
Picture Loud Soft

78
2) What did you use to differentiate the sounds?

Learning point

• Things that produce sound are called sources of

sound.
• The ear is the organ for hearing.

Close one ear and role play listening to different

Remember!
We should protect our ears.

79
 Did you know?
Horses have strong ability to hear sound from far.
Elephants have large ears that can get faintest sound.

4.6 Sense of taste

Activity 6
In groups
1) Play a game of tasting things.
2) Blindfold one member of the group and let him or
her pick an item from a box and taste.

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3) Let your friend tell you if you are right.
4) Draw a line to match each picture with the correct
part of the circle.

Sweet

Sour

5) How do the following taste?

Sweet Salty
Bitter Sour

Sweet Salty
Bitter Sour

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 Sweet Salty
Bitter Sour

Sweet Salty
Bitter Sour

Learning point

• The tongue is the organ for tasting.

• Some things taste sweet, bitter, salty or sour.
• Some things taste salty. Salt tastes salty.

Remember
Do not taste everything that you
come across. Some things may be
harmful to your health.

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 4.7 Sense of smell

Activity 7
In pairs
1) Smell these things.

A B C

D E F

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 • Which one has a smell?
• Do all things smell the same?
2) In pairs, play a game of smelling items.

3) Can you identify the items?

Learning point

• We use the nose to smell things.

• Our nose is the sense organ for smelling.

Role play a smelling game with a friend.

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 Remember
Dogs have a strong sense of smell. It
can smell things that are very far.

Check your progress 4d

1) Match the sense with the sense organ in the

table below.
Sense organ Sense
Sight

Tasting

Smelling

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 Hearing

4.7 The sense of touch

Activity 8
In pairs
1) Play a game of feeling things provided by the
teacher.

2) Let your friend blindfold you and use your hands to

touch things.
3) Touch and feel whatever is brought to you, one by
one and say how it feels.
• Is it cold or warm?

Learning point

• We use the skin to feel things around us.

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 Play a game of feeling things with a friend.

Remember!
Do not touch everything you come
across, some things can be danger-
ous to you.

Check your progress 4c

1) How do the following things taste?

A B

C D

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2) How do the following things feel?

A B C

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 UNIT
5 The weather

5.1 Weather changes

Activity 1
In pairs

A B

C D

1) What type of weather is shown by each picture?

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 Learning point

• Weather can change within a short time.

• Weather can be windy, cloudy, rainy, sunny or calm.

Weather symbols

Activity 2
In pairs
Weather symbol

A B

C D
1) What do you think the symbols above represent?

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 Learning point

We use weather symbols to record weather conditions

of a particular day.

Draw the symbol of the weather today.

5.2 Recording of weather changes

Activity 3
In groups

1) The table below shows of the daily weather conditions. Use

the table to answer question on the next page.

Daily weather condition

Day Morning Afternoon
Monday Sunny Rainy
Tuesday Calm Windy
Wednesday Cloudy
Thursday Sunny
Friday Sunny
Saturday Sunny
Sunday Cloudy

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5.3 Weather symbols and instruments

Activity 1

In pairs
1. Talk about the pictures below with your friend.

A B
C

D E
2. What does each picture show?
3. What type of weather is shown in each picture?

Learning point

The weather pictures above are called weather symbols.

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 Fun corner

1. Draw and colour weather symbols.

2. Stick them on a Manila paper
3. Hung the Manila paper on the notice board at the
science corner.

Activity 2

Individually in a weather journal, copy and fill in

weather changes throughout the given week. Use
weather symbols to fill in the journal.
Day Monday Tuesday Wednesday Thurs- Friday Satur- Sun-
day day day
Morning
Afternoon

Learning point

Weather symbols are used to show the weather

condition of each day.

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 Activity 3

In groups

1. Talk about the instruments shown below.

A B C D E
a) What are they used for?
b) Where are they found?
2. Draw and colour the weather instruments in your
notebook.

Learning point

The instruments used for recording weather are kept in

weather stations.

Fun corner

Visit a weather station near your school and identify

the weather instruments.

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 Check your progress 5(a)
1. This is Nyibol’s weather chart. Look at it carefully.
Day Morning Afternoon
Monday

Tuesday

Wednes-
day

Thursday

Friday

Saturday

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 Draw the symbol of the weather today.

Use papers and sticks to make a fan. Use it

to fan yourself when you feel hot.

Activity 5
In groups

A B

C D

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 E F

1) Talk about what your see in the pictures with a

friend.
2) What do you think has been put in the balloon,
car tube and ball to make them big in size?

Learning point

• Air fills the ball, car tube and balloon to make them
appear big in size

Remember!
The air we breathe is around us.

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5.4 Effects of moving air

Learning point

• Moving air is called wind. Wind makes things to move.

Make a kite and fly it on a windy day.

Remember!
Wind can cause destruction of things.

5.5 Uses of moving air

Learning point

• Wind helps us to dry clothes, generate electricity and

winnow grains.

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 Check your progress 5a

1) We cannot _________ air.

2) I make trees and flags move. Who am I?_________
3) Moving ______ makes a kite to fly.

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 UNIT
6 Soil

6.1 Collecting soils from different places

Activity 1: Feeling soil

In groups
1) Collect some soil and place it on a sheet of
paper.

Soil on a sheet of paper

• What is the colour of the soil?
• What things can you see in the soil?
2) Soil may have these things:
soil particles, dead plants and animals like dead
insects, earthworms and millipedes.
3) Now touch and feel the soil between your
fingers.

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 Feeling soil between fingers

• Are there big and small particles?

• Are the particles smooth or rough?

Learning point

• Some soils are smooth like powder. Other soils are

rough like sand.

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 Activity 2: Feeling different types of soil
In groups
1) With the help of your teacher collect soil from the
garden, roadside, river and river bank.
2) Look at each type of soil.
3) Touch and feel each soil collected.

Feeling soils from different places

• Which soil has the largest particles?

• Which soil has small particles?

• Which one feels soft when touched?

• Which one sticks to the fingers when wet?

4) Your teacher will help you to group the soils collected

into clay, sand and loam.

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 Learning point

Soils with large particles like sand feel rough.

Soils with small particles like clay feel smooth.

Activity 3: Drawing on soil

In groups
1) Collect some dry soil.
2) Pour it on a level ground or floor.
3) Make the soil levelled with a stick or ruler.
4) Use your finger to write numbers, letters
patterns or shapes on the soil.

Drawing on soil
5) Now draw a picture of a bird and house on
the soil.
6) Step on the soil to make a foot print.
7) Now make a palm print like the one shown on
the soil using your hand.

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 Hand Palm print

Check your progress 6a

1) Different soils have different textures. ________

(True or False)
2) Collect soils from these places: home garden,
on the roadside, an anthill. Feel the soils.
a) The soil from the home garden feels _______.
b) The soil from the way to school (road) feels
__________.
c) The soil from an anthill feels _________.

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6.2 Mixing soils with water

Activity 4
In groups
1) Put soil in the three containers and add water.

2) Tick the one that allows water to pass through

fastest.

Picture Name

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 3) How does the three types of soil feel after
mixing with water?
• Which soil mixes easily with water?

Learning point

• Clay soil
Clay soil is smooth and sticky when wet.
• Sand
Sand is less sticky when wet and less smooth.
• Gravel
When wet, it is not sticky and has a rough feel.

Check your progress 6b

1) I am a type of soil used to build roads. Who am

I?__________
2) I am a type of soil found mostly in rivers beds.
Who am I?__________
3) I am a type of soil used to model dolls and pots.
Who am I?________

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6.3 Modelling with soil

Activity 5
In pairs
1) Model the following.

2) Model the following objects using clay.

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 3) Leave the models to dry for three days.
4) How does the letters, numbers and objects
look like?

Learning point

• Different things are modelled using clay soil. For

example:

A B

C D
• Clay soil is the best soil for modelling.
• Ribbons from other soils such as sand and gravel
crack after some time when they dry.

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 Model a doll, cup, house and a car using clay
soil.

Remember!
Clay is the best soil for modelling.

Check your progress 6c

1) The soil that makes the poorest models is _______

soil. (clay, gravel)
2) Soil which feels smooth when touched is _______
soil (Clay, gravel, sand)
3) A doll is made from which type of soil?

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 UNIT
7 Water

7.1 Sources of water

Activity 1
In pairs

A B C

D E F

1) Talk about what is in the pictures above.

2) Where do you get water for use at home and school
from?
3) Which source of water is found near your home?

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 Learning point

• We get water from rivers, rain, wells, dams, oceans, lakes,

seas and boreholes.
• These are called sources of water.

Remember!
Dirty water causes diseases.

Draw, colour and name two sources of water.

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 Check your progress 7a

1) Name this sources of water.

This is This is a This is a

_________ _________ _________
2) Rearrange the following letters to form the correct source
of water.
a) ohrleboe_____________
b) inar_________________
c) rrvei________________
d) ealk ________________

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7.2 Uses of water

Activity 2
In groups tell:
A B

C D

1) What is happening in the pictures above?

2) How do you use water at home?

Learning point

• We use water every day both at home and at school.

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 Recite the following poem
Oh! water, precious water!
When thirsty, water
Oh! water, precious water!
Washing clothes, water
Oh! water, precious water!
For bathing water
Oh! water, precious water!
Crops growing, water
Oh! water, precious water!
When cooking, water

Remember!
We should always drink clean boiled water.

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7.3 Using water well

Activity 4
In pairs

A B
1) What is happening in each picture?
2) What do you think will happen if the tap is left to run
for a long time?
3) Talk in groups how we re-use water at home.

Learning point

• We should use water sparingly.

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• We should not waste water.

Practise watering plants or flowers at home and in school.

Remember!
We should always close taps after use to avoid
wasting water.

Check your progress 7b

1) How do you use water well at home?

2) Match the activity in the picture with its meaning.
Activity Words

Watering plants

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 Cooking food

A girl drinking water

Children swimming

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7.4 Measuring water

Activity 5
In groups
What you need
• Water
• Measuring cylinder
• Small containers of different shapes and sizes
• Four containers of the same size and shape (cups)
• Plastic bottles of various sizes
What to do
1) Fill all the containers with water.
2) Which containers hold more or less water?

A B C

3) Pour the water in the small containers to fill the big

containers

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 4) Measure the amount of water that fills containers
using the measuring cylinder.
• Do all the containers hold the same amount of water?
• Which one holds more or less?

B C

D F
E

Learning point

• Big containers hold more water than small containers

Practise filling a big container with water using a small

container. How many small containers of water do you use
to fill a big container?

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 Remember!
We use small and big containers at home to
store water.

7.5 Floating and sinking

Activity 6
In pairs
What you need
Stones, bottle tops, pencil, rubber, ruler, basin of water,
piece of paper, nails, wooden blocks, coins and keys in
classroom.
What to do
1) Put each of these objects in a basin of water.
2) Match what happens to the objects in the diagram below.
D
E

Sinks C
F Floats

G B
A

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 Learning point

• When an object remains on top of water, we say it is floating.

• When an object goes down into the water, we say it is sinking.

Remember!
When you swim you float on water.

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 Activity 7.7
In pairs
What you need
Big and small stones, large and small piece of paper.
What to do
1) Place the small stone on water. What happens?
2) Place the bigger stone on water. What happens?
3) Place small and big piece of paper on water. What
happens?

Learning point

• Floating and sinking is not affected by size of the object.

Make a paper boat and sail it on water.

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 Activity 7.8
In groups
What you need
A basin of water, a bottle top and a hammer.
What to do
1) Place a bottle top facing upwards on a basin of water.
• What happens? Does it sink or float?
2) Using a hammer or stone,
3) hit bottle top into a ball.
4) Place it back in water.
• Does the bottle top sink or float?

Learning point

• Change in shape of an object can make it sink or float.

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 Activity 7.9
In groups
What you need
Water in a basin, two plastic lids of equal sizes and some
stones.
What to do
1) Place the two lids on water.
2) Place two or three stones on the lid and label it A.
3) Place six to nine stones in another lid and label it B.
• What happens?

Learning point

• Weight affects floating and sinking of objects.

Role play floating and sinking of objects in water.

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 Check your progress 7c

Fill the table below with the following objects.

Papers, stone, keys, coins, wooden block, rulers
Objects which float Objects which sink
1. ____________ 1. ____________
2. ____________ 2. ____________
3. ____________ 3. ____________

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